Why I Spent 10X More on My Academic Regalia Than My Wedding Dress

I spent ten times more on my academic regalia than I spent on my wedding dress.?

Probably sounds crazy right? Maybe not surprising, given that I spent years shopping on clearance racks as a kid. I applied the same mindset when searching for my wedding dress, opting for an “as-is” model that was $99.?

But, when it was time to graduate with my doctorate in philosophy at the University of Kansas, that same line of thought didn’t transfer over when it was time to make a decision on academic regalia.

Sure, I could have rented my regalia, But that option didn’t appeal to me. I knew that I would be wearing it for the rest of my working life. I knew that each year for graduation I would put on what I affectionately call my “Harry Potter” robes to celebrate my students and their accomplishments.?

I know a lot of faculty don't love going to graduation (that might be an understatement). Often, we see it as this annoying thing we have to do. After all, we've heard the spiel a hundred times. University presidents say the same joke (usually something related to Mother’s Day). Student speeches are some version of the same idea (go out, live your dreams and pursue your passions). It’s hot sitting in the robes, no one cares that we are there, it is a waste of time - the list goes on and on.

But many of us miss one very important fact - while this might be our 20th graduation, for many of our students it is their first.?

And I get it. Around the end of April, we teachers start to get real tired. We've gotten the umpteenth email from a student begging us to reconsider their grade. We've read and re-read final projects. We've written and administered final exams. Students have walked out after their final class with us, and left us with a pile of grading to do in the next five days. It feels daunting.

But graduation is in my top ten days of the year. Why, you might ask? Because even in the midst of all that end of the semester frustration and piles of grading it reminds me of one important thing - why I do what I do.?

It makes me feel like I'm actually making a difference.?

I know the speech the student speaker gives sounds the same every year, and yet I feel from my students exactly what that speaker is saying - so much hope, so much excitement, so much opportunity. There are very few times outside of the birth of my children and marrying my husband that I have felt that kind of excitement and anticipation around me, and it is invigorating.

More important, I believe it is essential that we show up for our students. It might be a year,?five years, or ten years from now, but some of those students are going to circle back to you, and they're going to tell you the impact that you made in their lives. So many of us underestimate the impact we have on our students.?

For some, we might be the only person that shows up for them that day. Our congratulations might be the only one they receive. And everyone deserves to be celebrated for doing something many people will never do.?

Those that have family show up will often enthusiastically introduce you to their parents - many of whom will tell you how much they have heard about you and how much impact you have had on their student. Many will thank you for everything you have done for their child. After becoming a parent, this means more now than I could have ever predicted.

I wrote about graduation in this edition of Prof Talk because I had to miss it this year. I feel this odd emptiness and lack of closure heading into summer. I’m so proud of the students who grew into professionals over the past three years during my time at Pacific. While I got to say my congratulations to them during our annual senior lunch, I am sad I couldn’t show up for them on their big day.?

I hope, after reading this, you will reconsider what graduation means to your students. I hope you will think about what attending graduation can do for your individual commitment to your profession. For your love of teaching.

I challenge you to not only attend graduation each year you can, but to do so without complaint. Remember that even though you are frustrated, you might matter more than you think to your students. While you may feel that showing up doesn't matter all that much, it likely matters more than you will ever know.

Looking for An Easy Summer Read? Check out Neuroteach

In the midst of a research project we were working on, my PhD advisor, colleague, and friend, Dr. Angela Lumpkin, recommended I read Neuroteach. I have to say it has quickly become a favorite in the Teaching & Learning space. While it is written primarily with K-12 teachers in mind, I found some great insights and reminders I want to share with you.

The authors break down complex neuroscience concepts to explain how the brain functions and how it matters for learning. They emphasize the necessity of engaging students in active learning techniques rather than encouraging only passive absorption of information. They highlight over and over the importance of testing knowledge during the learning process using things like flashcards, application activities, and checks for understanding. Doing so challenges our brain to retain and recall information, which is essential for enduring learning to take place.?

While reading the book, there was one particular distinction that resonated with me - the difference between evidence-based practices and research-informed approaches when it comes to teaching. It wasn’t something that had occurred to me before, but seems essential when we think about the continually evolving nature of science and education. For teachers,?this means continuously adapting teaching methods as we learn more and more about how the brain learns. We acknowledge that we don’t have all the answers, but we use research to inform our teaching to keep pushing the boundaries of what will help our students learn.?

While I have been embracing, and writing about, active learning techniques for years, Neuroteach affirmed my commitment to doing so. The book shares a great list of “don’ts” that all teachers, regardless of level, should abide by.?

It is important for educators to stay up-to-date with the latest educational research and implement practices that reflect a current understanding of cognitive science. For anyone looking to better understand mind, brain, and education science and its relevance in higher ed, this is a must read (or listen or both!).??

Thank you for being here.

I value your thoughts and feedback, so please do not hesitate to share. You can email me at [email protected].

The Engaged Professor is a work in progress (so many ideas, and so little time), but visit the website and subscribe to the newsletter for more resources and information about the foundations of teaching.

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Until next time - Never stop learning.

- Becky

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Go confidently in the direction of your dreams! Live the live you’ve imagined.

- Henry David Thoreau