This week I talked with Travis Hoaglund ’91 about business and history. Mr. Hoaglund is the insurance president for Bremer Bank.
What were things that you enjoyed about your history classes here at Bethel?
I loved learning about more recent history… WWII and present. My most memorable times at Bethel were the friends I made and how the faith based mission of Bethel rounded me out as a person.
How did you get from Bethel to your career in business?
About my junior year I decided that I had an interest in business and specifically sales. I was a hockey player and played golf at Bethel… I enjoyed competing in athletics and that translates well to a sales career. I thought I would be in sales my whole career, but over time I found myself really enjoying helping other sales people. I have led up to 300 salespeople across the country and now run Bremer Insurance Agency (Bremer Bank). I try to lead with the principles and life experience I learned at Bethel…
In the same way that competition in athletics transitioned well to a sales career, are there ways that you have seen history transition into your career?
It required me to do a great deal of reading and writing… I use those skills daily in my role, and they are very important!
Lastly, what is the favorite part of your career?
I love getting to know people in an organization and figuring out what motivates them… I have learned that what makes me tick is not what makes others tick and as a leader you have to figure out what motivates each person individually. As long as a person’s motivation lines up with what our organization needs from a performance standpoint… we will do everything to help our people reach both professional and personal goals. That is what drives me… to take someone from where they are to where they never dreamed they could go.
This week I talked with Bethel history alum Dana Morrison-Lorenz about combining her love of history and theatre. She graduated in 2012 and now coordinates historical interpreters at the Lewis and Clark Interpretive Center at North Dakota’s Fort Mandan.
What led to your interest in history?
My parents (particularly my dad) had a big interest in history and during many family vacations we would stop at historically significant sites. I also have two older sisters that were very interested in history. (In fact, both sisters studied history at Bethel as well.) Being as I looked up to them I wanted to do as they did, and so I began getting into the same things they did and history was a big one. As I got older I always wanted the answers to “why” questions: Why do we do things a certain way? Why are things the way they are? etc. And I found that history was a fascinating way to answer those questions. Sometimes the answers were simple and sometimes they were heartbreaking, but finding out the truth (or at the very least facts presented whether truthful or not) led to a lot of fulfillment for me.
What was one of your favorite courses or memories from Bethel?
I really enjoyed my Cold War class. Although I knew about the Cold War and the basics about what it involved, I learned so much through that course. I was born the year after the Berlin Wall came down and so it felt like a part of history that I had just missed out on, something that was so close to my lifetime but still seemed so foreign. Through the class it was interesting to dive deeper into what led up to the Cold War, what events occurred that aren’t as well known, and what ramifications from the Cold War are still felt today. Some of the standout things I remember from the class was on the first day Dr. Gehrz asked us what we think of when we hear “Cold War” and he wrote our answers on the board. We had a discussion about how that list has changed over the years that he has been teaching the course and how our perception of an event is shaped by the time we are living in. Dr. Gehrz would also play us songs from the Cold War era and would print out the lyrics so we could follow along. I still have those sheets nearly 10 years later.
What led you to your current career?
It wasn’t until late in my college career that I figured that working in a museum/historic site might be an interesting career. I was more so studying history out of a passion for it and thought that the skills from studying history could work well in any career I chose, not necessarily having anything to do with history. So when I realized that I may want to pursue a career in a museum setting I started looking at my options. I looked into going to grad school (and to be honest it’s still not off the table), but it didn’t seem like the right time to go back to school. Instead I began volunteering through the Minnesota Historical Society so that I could start to gain some experience. I worked with the MHS Press transcribing interviews for upcoming books and with the Event Volunteers, talking with visitors and performing behind-the-scenes tasks. All the while I was applying for jobs around the Minneapolis/St. Paul area. Although I got a few interviews, none of these panned out. Then I heard about an interpreter position at the Lewis & Clark Interpretive Center/Fort Mandan from my sister’s former high school classmate and decided to apply for the position. I interviewed by phone a few weeks later and then the next week I had found out I got the position. Two weeks later I moved back to my home state of North Dakota and began my career as an historical interpreter. Three years later I applied for the Interpretive Coordinator position within the same museum and started my new role in July of this year.
What are some of the duties that come with your position?
Since we are a small staff at our location I have a lot of duties that I take care of. First and foremost, I interact with our visitors, whether that be giving a guided tour of Fort Mandan or answering questions within the museum. As the Coordinator I am also responsible for all of the interpreters. If they have questions or concerns, they can come to me. I will give them tasks and duties and guide them as they develop interpretive programming and tours. Other duties include planning events and temporary exhibits. This is usually done in the winter when visitation is slow. We will usually have 2-4 temporary exhibits throughout the year, with three available galleries for the exhibits. We also have events going year round that I have to plan and promote. I am also in charge of our social media presence so I make posts to Facebook and Instagram nearly every day. In recent years there has been a demand for site content to be available on social media, and we are trying to get information out there so even though people may not be able to visit our site we can give them interpretive content. Facebook has also been great to promote events and keep our followers up-to-date on what’s going on. Beyond these duties I go where I am needed so I will worked the register in the museum stores, help with maintenance, and occasionally even to off site if needed.
There are days where we will dress up in historical clothing while working at Fort Mandan. We don’t go so far as to reenact like it’s 1804 at the fort, but having the clothing gives a different feel to the fort that people really enjoy. Combining my passions for history and theatre has also helped in my presentations, whether it be a fort tour, demonstrating how to use a flintlock, or preparing presentations to give to the public. In a sense I play a bit of a role with my job. I wear a park uniform (a costume) and I stand in front of visitors (an audience) to deliver a tour (a performance). If you go deeper there are a lot of connections between history and theatre that have helped in my position. Both history and theatre rely on storytelling, both incorporate aspects of teamwork and critical thinking, and both allow you to overcome limitations. All of these skills are integral to my role as a historical interpreter.
Join us next Tuesday evening (Sept. 25, 7pm) when New York Times columnist, bestselling author, and radio/TV commentator David Brooks gives a public lecture in Benson Great Hall. (Tickets are free, but must be ordered ahead of time.)
Entitled “The Road to Character,” Brooks’ talk builds on his 2015 book by that title, which contrasts résumé virtues (“the skills that you bring to the job market and that contribute to external success”) with eulogy virtues (“the ones that exist at the core of your being”).
He’s one of the most prominent people to speak on campus in recent years, but I wonder how many people know that David Brooks was once a history major.
In an interview with the student newspaper at his alma mater, the University of Chicago, Brooks said that he ended up majoring in history because it somehow seemed more “practical” than his other choice: literature. But even as he moved into the worlds of politics and journalism, Brooks never lost his interest in history and literature.
In the midst of the Great Recession, Brooks dedicated one of his Times columns to warning against the decline of history, literature, and the other humanities as college students were increasingly tempted to think they had “to study something that will lead directly to a job.” He emphasized how history and similar fields train their students to read and write well, to understand emotion, and to make analogies.
But above all, he wrote that history and the other humanities would help students “befriend The Big Shaggy.” Here’s what he meant:
…Over the past century or so, people have built various systems to help them understand human behavior: economics, political science, game theory and evolutionary psychology. These systems are useful in many circumstances. But none completely explain behavior because deep down people have passions and drives that don’t lend themselves to systemic modeling. They have yearnings and fears that reside in an inner beast you could call The Big Shaggy….
The observant person goes through life asking: Where did that come from? Why did he or she act that way? The answers are hard to come by because the behavior emanates from somewhere deep inside The Big Shaggy…
…over the centuries, there have been rare and strange people who possessed the skill of taking the upheavals of thought that emanate from The Big Shaggy and representing them in the form of story, music, myth, painting, liturgy, architecture, sculpture, landscape and speech. These men and women developed languages that help us understand these yearnings and also educate and mold them. They left rich veins of emotional knowledge that are the subjects of the humanities.
Learn more about David Brooks’ Bethel talk at bethel.edu/brooks. His wife, Anne Snyder (a former philosophy major at Wheaton), will be the convocation speaker during Chapel time on Monday.
If you’ve ever found yourself questioning the value of the liberal arts, read the cover story in the new issue of Bethel Magazine. It notes the growing number of business leaders — especially in the tech sector — who are celebrating the liberal arts, and adds perspective from Bethel professors in everything from literature and philosophy to mathematics and athletic training. (Of course, much of what’s said also applies well to history.)
Here’s a taste:
…no less an authority than Apple founder Steve Jobs had this to say about his groundbreaking company: “It is in Apple’s DNA that technology alone is not enough—it’s technology married with liberal arts, married with the humanities, that yields us the results that make our hearts sing.”
Bethel’s been doing just that for years—combining a strong liberal arts foundation with training in the hands-on skills required for students’ areas of expertise. This approach equips students with a timeless skill set that is readily transferable in an ever-changing job market. “In a culture permeated by data,” says Mark Bruce, associate professor of English, “the most valuable skill is not about generating data, but rather about making sense of data, understanding what it means to people and helping people understand what to do with it. This will be the most marketable skill of the 21st century.”
Mark, by the way, studied history as a Bethel student himself and now teaches courses on the literature of the Middle Ages. He adds later in the article that Bethel, as a Christian university, approaches the liberal arts “in a way that goes far, far beyond mere ‘marketable skills’ into the matters of humanity, spirituality, and emotion; the ideas of what it means to be a flourishing human being, loved by God, within the realities of our world, and not simply a piece of hardware whose value is only determined by its potential to produce capital for corporations.”
Summer is winding down for our Social Studies Education alumni preparing to return to their teaching jobs this fall. Joining the numerous veterans will be Andrew Fort ’18, who has a full-time position at Greenway Public Schools in Coleridge, Minnesota. Christina Sibileva ’18 has also recently accepted a teaching job at Highview Middle School (part of the Mounds View Public School District) where she will be teaching Minnesota history.
Interacting with students in a traditional classroom, however, is not the only way Bethel graduates have been involved in teaching history. As Dr. Gehrz has noted, one of our best resources for teaching (and learning) Minnesota history is the Minnesota Historical Society (MNHS). In his post, Dr. Gehrz reviewed several of MNHS’s historic sites, including the Oliver Kelley Farm. The farm features several “costumed staff,” one of whom is Mikalah Pruss ’17. These individuals teach visitors about farming in the nineteenth century by way of “experiential” learning. Just as our newest teachers join the ranks of other Bethel veterans, we also have veterans working in the field of public history. Eve Burlingame ’08, for example, has spent the last several years working at the Eidem Homestead, a historical site maintained by the Brooklyn Park Recreation and Park’s Department. My hope is that we continue to facilitate the training of ever more teachers of history–both in “traditional” and “non-traditional” classrooms.
I’m in Washington this week to conduct research at the Library of Congress. But while I’m here, I thought I’d reconnect with a few of our alumni working in and around DC. The scene last night at an Italian bistro near Capitol Hill:
Going clockwise from the bottom-left, allow me to introduce:
Andy Burmeister ’04, who started in Washington as a legislative staffer and now works as a contract lobbyist with Lockridge Grindal Nauen.
Kyle Peterson ’05, who has worked at the U.S. State Department for about ten years, primarily helping with the economic reconstruction of Iraq and other aspects of American foreign aid.
Caleb Graff ’10, who works as professional staff for the House Committee on Energy and Commerce, specializing in health care policy. (Learn more from his 2014 interview with us.)
You can also find these four on our graduate/professional school map: Caleb, Andy, and Kyle earned master’s degrees in American government, public administration, and international relations, respectively; Peter went to law school at the University of St. Thomas.
So what can you do with a History and/or Political Science degree from Bethel? Work in politics, government, and law in our nation’s capital!
Nelson Menjivar ’19, a Bethel History major and Philosophy minor, was named to the 2018-2019 cohort of the INCE Museum Fellows at the Minnesota Historical Society. The program includes a fall course at MNHS, a site visit to museums in Chicago, a paid internship next spring, and ongoing mentoring after the program concludes.
In addition to letting students explore museum-related careers, the INCE program
is designed to engage students in studying the challenges related to the underrepresentation of communities of color and American Indian Nations in historical organizations and public history graduate programs. Communities need to “see themselves” in the work of cultural organizations in order to identify with their missions.
A native of West Saint Paul, MN, Nelson currently serves as a teaching assistant with Bethel’s Christianity and Western Culture program. He says that he was particularly excited about the INCE program because it offered “the chance to work with museums and professionals who not only study history, but also find a way to present it to the public… I’m excited to get the internship started and use the valuable tools I’ve picked up at the Bethel History department!”
Today we wrap up our three-part alumni conversation on teaching in middle and high school. Thanks once more to our outstanding panelists: Micayla Moore ’16, Kelly Van Wyk ’15, Daniel Rimmereid ’15, Zach Haskins ’14, and Joe Held ’13.
Have you started work on a master’s degree? How did you pick the school and program? At what point in the career would you recommend that teachers go back to school?
JH: Teaching provides financial compensation with attaining a master’s degree. I chose to begin my M.A. rather quickly after starting teaching so as to move along the “Steps and Lanes” as soon as possible. I got my Master’s in Educational Leadership from Concordia University Saint Paul (CSP). I had considered Bethel for a master’s degree, but there is benefit to getting an education from a different school. Multiple perspectives and schools can enrich personal growth.
MM: I just started my master’s in instructional design from Western Governor’s University (WGU). It’s an all online, flexible way to get your master’s. WGU is known for its progressive model of competency-based instead of credit-based education, which means if you can show you’re competent in a topic within the program, you can essentially demonstrate that and move on in the coursework so you don’t waste time and money on
information/skills that you’ve already mastered.
ZH: I started my master’s in educational leadership at St. Mary’s University in the Fall of 2017. I picked the program because it was one that many of my co-workers have gone through, and it is available entirely online. This makes it much easier as a teacher and a coach to be able to get that education.
JH: I chose Concordia’s program for a few reasons. The first being cost. CSP was markedly more affordable than some of the neighboring universities with the same program. The second being the CSP has a reputation for offering pretty rigorous master’s programs. I have many colleagues who received master’s degrees from other universities, and they talk about how they barely had any work. You get out of learning what you put into it. I absolutely love research and paper writing — I know, I’m strange that way — so I wanted a difficult program that would challenge me.
ZH: I would recommend starting your master’s as soon as you feel settled where you are working. I wanted to be at least in my second year at a building before starting. This allows you to adjust to a new school and then tackle your master’s later.
MM: I don’t know that I’d recommend doing it your first year of full-time teaching like I am. (It’s a little stressful!) But I would say do it when you’re younger if you can. I’m only a month or so into it, and it’s already provided immediate benefits to my teaching.
JH: Having completed my M.A. in Educational Leadership, I am now in the middle of getting my Educational Specialist Degree (again, at CSP). This is essentially a step in between a master’s and a doctoral degree (Ed.D). Once I complete this program, I will receive my administration license from the state of Minnesota. This will allow me to pursue becoming a principal down the road if and when I choose.
Any closing advice for current or prospective students thinking about teaching social studies?
MM: Get involved with youth now in whatever capacity possible. Whether that’s tutoring, volunteering with youth groups, after school programs, etc. Spend time with kids. Get to know them. Spend time in different communities with people of different cultures. You can be so solid in content knowledge and your passion for social studies, but if you can’t connect to your students it means nothing.
ZH: Pursue what you love. Everyone knows that teachers do not make the most money, but you can do something that you really enjoy. Take courses that you find interesting and that will challenge you to make yourself a better teacher.
DR: I would say commit to a school for at least three years. That may seem like a long time but I think that after that you will really know if you want to teach and you will give yourself time to grow as a teacher. The third year really is so much better than the previous two. And get a mentor ASAP. Having someone observe me and give feedback bimonthly changed my teaching so much. It truly made me a much better teacher.
KVW: Think about teaching middle school if you can see yourself working with kids who are beginning to develop self-reliance but also are young and highly impressionable. It takes a lot of patience, clear communication, creativity, problem-solving, flexibility, stability, and humor. Most of all, you must be comfortable with teaching students in all areas: academically, socially, emotionally, etc. Do not go into middle school education if you are only comfortable with the academic side of teaching, or you will be miserable and your students will be miserable.
DR: I always want more Bethel grads to try teaching in Minneapolis or St. Paul. We could always use more Christians, and those schools are often short on teachers. There are some awesome staff who have really made their life mission teaching here, and I love my colleagues who have given their life to these kids. They are an inspiration to me daily.
JH: The most challenging aspect of being a teacher is planning for the unexpected. Let me tell you a quick story. A few weeks ago, I went to bed at night expecting to teach the next day about the historical importance of the Berlin Wall. I had a killer lesson plan ready and was feeling good about the next day. When I got to school, the following happened:
Period 1) Found out one of my student’s siblings committed suicide; that student had a breakdown/seizure in class.
Period 2) Unexpected school lock down because a student made a threat to the school on social media.
Period 3) One of my students had the stomach flu and threw up in my garbage can during my lesson.
Period 4) Blessedly, nothing happened so I spent that hour trying to get the smell of vomit out of my room.
Period 5) Caught a student vaping in the back of my class and had to get security to come down because he would leave to go to the office.
Each of these things happened in the middle of my super awesome and killer lesson plan. In fact, none of my classes finished what I was hoping to get done. They were completely distracted and had very little interest in the Berlin Wall. Weird, right?
The perspective I would pass along is to remember three things: 1) You must have a sense of humor to be a teacher. Do not take yourself too seriously. 2) Plan to be flexible. Something unexpected will always happen. The sooner you can find peace with that, the less emotionally traumatic teaching will be for you. 3) Finally, remember why you love to teach. It is, and must be, always about the students. These students are with you everyday for a semester. What impact do you want to have? Remember that some things in life are more important than any lesson plan that you made. Build relationships and continue to cultivate those relationships throughout the year. If you show them that you care for them as individuals, I guarantee that they will begin to find excitement in that content that you are going to be teaching them.
MM: Teaching and learning social studies with young people is worth it. There is such a need for kind, compassionate educators in today’s schools. Students need to be known, loved, nurtured, and challenged, and that’s what you get to do as a teacher.
KVW: Just throwing this out there: you can major in history and find a job outside of social studies education. Don’t feel like education is your only option if you major in the humanities!
Part two of our roundtable conversation on teaching with five recent Bethel Social Studies Ed/History grads. Thanks again to our panelists: Joe Held ’13 (Centennial High School in Lino Lakes); Zach Haskins ’14 (Shakopee High School); Kelly Van Wyk ’15 (MOC-Floyd Valley Schools in Alton, IA); Daniel Rimmereid ’15 (Franklin Middle School in North Minneapolis); and Micayla Moore ’16 (Minnetonka Middle School West in Excelsior).
What’s the most important thing about teaching that you learned at Bethel (whether from an Ed class or in the History department)? What have you had to learn on the job?
MM: First, from Amy Poppinga’s course History and the Human Environment I learned how to engage learners using a variety of instructional strategies. I always say I learned as much (or more) about how to teach just from being Poppinga’s student than I did in most of my education classes. Second, from AnneMarie Kooistra I learned how to support and challenge students. As her TA, I had the privilege of watching her build meaningful relationships with a wide open door policy. She has an amazing ability to make you feel valued and heard, no matter if you’re a business major just trying to pass American Civ. or a history nerd who wants to be her someday. She is so good at caring for her students and giving them what they need, whether that’s a challenge or accommodation.
DR: I have left deeply valuing my history professors’ and classes’ impact on my view of the world and, specific to my job, how I view and think about race. I work in a predominantly black school and the other portions are also students of color. History opened up my eyes to the history of race in America and how that impacts so much of life today. I cannot begin to teach if I first do not learn from my students and I think studying history has really helped me start there.
JH: The most important thing that I learned about teaching was to view students holistically. Many teachers take students’ actions (or even a poorly written assignment) as a personal attack. This type of understanding will burn you out quickly as an educator. Remember that in a class of 35+, you will have some students with no home, some who have been abused, some who are incredibly smart, and some who have special needs. Bethel taught me that I need to keep my students’ mental, physical, and emotional health in mind just as much as I do academic achievements.
ZH: The most important thing I learned was to be prepared to be a diverse educator. I mean this in the sense that you will never know what type of school you will work in and you need to make sure that you are effectively teaching students from all backgrounds and walks of life. I have worked in three districts that are very different from each other. The diversity of those schools can make a difference in how you teach. An educator must be prepared in how to effectively work with students from various backgrounds.
DR: Education classes did not prepare me for teaching in such a diverse setting. I did not have the classroom management tools; I was in culture shock and had to fight really hard in college to get diverse placements. Once I got here I asked lots of questions, especially to my colleagues of color. I asked many people to observe me, and I really did observe others. This helped to raise me expectations for my students. I think the most helpful thing I have learned after three years is that you cannot have high academic expectations without high behavior expectations for your students.
KVW: The thing I have had to learn on the job is that you will be bad when you start teaching. You will be an objectively terrible teacher. So collaborate with the pros: experience teachers who have been through the same things you are experiencing now. Listen before jumping in to speak. And take each day at a time with this goal in mind: what am I going to improve for tomorrow?
ZH: One thing that I have had to learn on the job is that, as a new teacher, you will always feel like you have more to do to be prepared. Being a new teacher is difficult and there never seems to be enough time. As long as you have the students interest at heart, you will be effective. Know that the profession will get easier in time!
How (and how quickly) did you get your current position? Was it difficult finding a full-time teaching job? (If you’re not teaching social studies, how/why did you switch?)
ZH: The job market is difficult for social studies. I applied to countless jobs the first three summers out of college. My first year out I got a long-term sub job, my second year out I was a part time teacher. Finally, by the third year I was able to get hired full-time at Shakopee High School. There are so many people that apply to every social studies teaching position listed that it gets very difficult to even get an interview.
JH: I student taught at Centennial High School during my senior year at Bethel. I treated this experience as 4-month “interview/audition.” Even though it didn’t appear that there would be any openings at CHS, I wanted to put in 110%. Following graduation, I taught for one year at Minnesota Virtual High School as an online teacher. Fortunately, I got a call from the SS Department Chair at Centennial saying that they would like me to apply for a job. I’ve never looked back.
ZH: The key is to make connections to schools and districts and stay in contact with them. Every interview I received was because I had made a connection with another person within the district. It was a challenging process, but you just have to keep with it and keep your head up. Talk to administrators of schools when you do your student teaching or observations, coach at schools, help out, and do anything to get yourself noticed. This can definitely help you in the job search.
KVW: I really had to work hard to find connections with the school districts to which I applied. The teaching market was flooded with applicants when I graduated, so I had to expand my search beyond the Twin Cities to find an opening. I got my job in June after I graduated, and I felt very lucky to have found a full-time position.
MM: Minnetonka recruited me right out of college and offered me a job in spring 2016. Instead, I said yes to a charter school in Minneapolis. That charter school ended up unexpectedly closing a week before school started in 2016-2017, so I was suddenly unemployed. But the Lord is so so faithful and knows exactly what He’s doing even when we are clueless. So I spent last year subbing all over the metro and then working in Costa Rica for three months at an orphanage. I decided to apply with Minnetonka again. I reached out to some people I had met the year before, had my interview, and accepted the job two days after I returned from Costa Rica in June. The second time around, it was the right fit.
KVW: The entire search took a lot more patience and persistence than I anticipated for sure, which was a really valuable lesson for me right out of college.
DR: Cast your nets wide. That may look like another state, abroad, or even a district you didn’t plan on teaching at. I would recommend really thinking about teaching abroad. Some countries have awesome programs that pay more than teaching in the US.
What’s the best part of your current job?
DR: I love seeing students grow and building relationships with them. I would also say I have learned so much about North Minneapolis, poverty, and the challenges that come with being a person of color in America.
KVW: The relationships that I have with my students and athletes are definitely the best part of my job. Research shows that one of the best indicators of student success is the presence of a caring, supportive adult in their lives. I love that I get to do that for my kids, and I wake up every day feeling like my efforts matter and make a difference in the lives of those I teach. I help kids feel heard, develop confidence and grit, and show them opportunities and ways of life that they are experiencing for the very first time. That sort of thing doesn’t get old.
MM: The best part of my job are undoubtedly my students. They are hilarious and teach me so much every single day. They’re patient and kind and I’m so proud of who they’re becoming.
JH: The best part of teaching senior classes (many of them being AP students) is when they stay in touch as they go off to college. I have many students go on to get business/economic degrees and will email/visit me to get help on their college assignments. It is incredibly rewarding when students want to keep you a part of their life as they move on. I take it as an honor to be a part of their learning process and their journey.
ZH: The best and most surprising aspects of my current job has been the ability to design new courses. I was asked to design a Criminal Justice course for Shakopee High School, and then teach that course this year. It has been a really cool process of building a course from the ground up and then watching it get implemented where you work.
What’s the most challenging aspect of your work?
ZH: The most challenging aspect of the job has been the first year at the new building. Whenever you are in your first year at a new building, you feel like you are swamped. Getting adjusted to new curriculum, a new school and new co-workers is difficult. As you get more experience in a building and with the curriculum, it gets easier and manageable. You can switch from survival mode to design and enjoy mode!
JH: A challenging aspect is learning to balance your life and your job. Teaching can be emotionally all-consuming. It took a few years for me to finally be able to not spend hours (unpaid, of course) every night and weekend preparing for the next lesson and unit. Eventually you learn to triage your work life. There is no substitute for experience when it comes to becoming efficient in your teaching career.
DR: I would say the hardest part of teaching where I teach is teaching students in poverty, high concentrations of underperforming students and underfunded districts and schools that service these students.
MM: The most challenging aspect in my job is the immersion context and writing quality curriculum for a developing program. Finding primary sources in Spanish to use for a 7th grade U.S. history course can be challenging!
KVW: On the other side of the coin, there are a lot of challenges in education. Being a social studies teacher, my subject tends to draw out a lot of the controversial issues in current affairs. As both a Christian and a professional educator, I am constantly seeking wisdom in how to broach these hard topics in a balanced manner: one that seeks truth and integrity yet compassionately considers the variety of perspectives involved.
DR: I will also be honest, the behavior will take a while to learn how to manage.
KVW: Not to mention that there are some days when no matter how hard you try, your students are just not that excited to receive an education. That’s why it’s so important to have a co-worker you can share your struggles with from time to time. And I can also attest to the power of having a chocolate stash somewhere in your desk for bad days.
Look who’s the latest professor featured in Bethel’s Meet the Faculty series of brief video interviews:
Please consider sharing this with people you know who might be considering Bethel: it’s a great way to get the word out about our exciting new major in the Digital Humanities.
And check out earlier installments of the series, which has featured humanities colleagues like Sara Shady (Philosophy/Gender Studies), Chris Moore (Political Science/International Relations), and Scott Winter (English/Journalism).