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The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Join Dr. Rob McDole and Dr. Jared Pyles as they seek to inspire higher education faculty to adopt innovative teaching and learning practices.
Hello, faithful Transform Your Teaching listeners. It's Jared. As you know or may not know, we have been asking for your feedback through a survey. We mentioned that if you fill it out, you'll be entered to do a drawing for a fancy coffee mug or tea, if that's your hot beverage of choice, or even hot soup. We are having drawings in October, November, and December, and it's time to announce the October winner.
Jared:The winner of this month's handcrafted mug is Shuli Chia. And it's not too late to participate yourself. You can find the link to our survey in this episode's show notes. Thanks for listening.
Deidra Hall:It's essential for every single student to have at least one professor that they can go to and be like, this is my mentor. This is my support system. They care about me more than just the schoolwork that I'm handing in to them.
Narrator:This is the Transform Your Teaching podcast. The Transform Your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio.
Jared:Welcome back to the Transform Your Teaching podcast here on the campus of Cedarville University. My name is Jared Pyles, and with me is doctor Rob McDole. Hello. We are continuing our series on understanding the new college student, and this is our second episode featuring the people who know about college students best.
Rob:The college students.
Jared:The college students. So we are privileged to have another two college students from our campus here at Cedarville to talk about what's going on.
Rob:Well, today, we have with us Deidra and Nathaniel, and I'm gonna give them some time to introduce themselves, let us know how they got to Cedarville, what their majors are, and, yeah, let's start from there.
Deidra Hall:I'm Deidra Hall. I am a student here at Cedarville University, and I am a psychology major. I didn't originally start as a psych major, but I've always been at Cedarville. I got to Cedarville because of a family connection. My brother went here, so I was like, he loves it.
Deidra Hall:This is really cool. Why don't I go as well?
Nathanael Kolsack:And then my name is Nathanael Kolsack. I'm a communication student here at Cedarville. And I came to Cedarville I mean, there's a whole long story that goes with it, but basically it was because of the email campaigns. They just kept emailing me until I applied. And then I was like, Okay, let's go to Cedarville.
Jared:Marketing is slowly taking it. Oh, well, it actually works. Pass it along.
Rob:Email spam. Successful. For real.
Jared:So, Dieter, what year are you?
Deidra Hall:I'm a junior.
Nathanael Kolsack:And Nathaniel? I'm also a junior.
Jared:Also a junior. Okay.
Rob:So one more year.
Nathanael Kolsack:Yes, sir. Don't mention that.
Jared:So the question of what's happening after college, I shouldn't ask that question either.
Nathanael Kolsack:I mean, you can ask
Rob:that question. He doesn't have to answer it though.
Jared:I do have the ability to ask
Deidra Hall:it. Right.
Jared:But would you answer it?
Nathanael Kolsack:Sure.
Rob:Love how this interview is
Jared:This going so is great.
Nathanael Kolsack:So my plans are a little bit up in the air, but right now I'm leaning towards I'd like to go get my master's and eventually my doctorate and teach myself. So I'd I'd like to go become a professor of communication. That's the end goal.
Jared:Nice. And psychology, I assume you want to go into the practice of.
Deidra Hall:Yes, ideally, that would be great. My current plan is to get a certification as a child life specialist. So you get to work in hospitals with children, making sure they understand what procedures are going on and try to normalize the process for them so they can continue normal development. If that doesn't work out, there's always master's and doctorates, hopefully. So I'd probably work until I could have enough money to go on and get a master's or a doctorate.
Jared:So you both have aspirations of, like, terminal degrees. Yeah. That's that's awesome.
Rob:So one of the things we like to ask, and and we've had a couple other students on before you, is where did you go to school before coming to Cedarville? So one of the things we've been discussing in this series is what are the lives of the college students like? You know, what type of students do we have coming into Cedarville? That's one of the things we're exploring. And so one of the things we've seen is it seems to make a difference maybe where you come from in terms of your your educational background in the k through 12 sector.
Rob:So, Deidra, let's start with you.
Deidra Hall:I was homeschooled. I like to say that I am a preschool dropout because I did one I did one year of preschool, and then my parents were like, nope. Never mind. So they pulled me out of preschool before my second year of preschool.
Jared:Alright. So homeschool. Correct.
Rob:Preschool dropout. Really like that, really.
Jared:That should be a t shirt. That's brilliant.
Deidra Hall:I would wear it.
Jared:Yeah. Nathaniel, what about you?
Nathanael Kolsack:I was also homeschooled. But unlike Deidre, I never dropped out of any education. I just started and went all the way through.
Jared:You guys know each other, don't you?
Deidra Hall:We do. Yeah.
Jared:You guys are both on the speech and debate team, aren't
Deidra Hall:you? Yes.
Nathanael Kolsack:Yes, sir.
Jared:Do you speech and debate well?
Deidra Hall:I believe so.
Jared:Have you won awards yet?
Nathanael Kolsack:Yes. Yes. Individually? Yes. Sure.
Nathanael Kolsack:Sure. Did he have yes or no?
Jared:You're not very good at debating.
Rob:Well, no. Feel like he's natural. Like he's just pulling you in.
Jared:Yeah. He probably is.
Rob:Ready to skewer you.
Deidra Hall:It's game.
Nathanael Kolsack:You can't reveal my secrets like that. Alright.
Jared:So the transition to Cedarville, you both are homeschooled. What was that like? Like, was there anything you found immediately overwhelming and challenging? Like, did you guys take we interviewed some students in our last episode, and one of them mentioned that she had already taken some community college credits before she came here. So she was kind of acclimated to the college environment.
Jared:Cedarville's obviously different, but talk us through, like, that experience, that initial first semester as freshmen. And, Nathanael, I'll start with you.
Nathanael Kolsack:Yeah. I think that it was it was a mix of good and bad in terms of the challenges and the things that I was prepared for. So one of things I found challenging was having strict deadlines. In homeschooling, we had deadlines, but they were always kind of looser guidelines of when things had to be done. And as long as you got it done within the year, it counted.
Nathanael Kolsack:So that was definitely Before they
Jared:had to report it and check.
Rob:And he didn't say within the week. He said, within a year.
Nathanael Kolsack:No. But there's there's a lot of flexibility within just constructing your own doing the lessons and doing them within your own time and making it work. So spending more time on the issues that you struggle with, like algebra and less time on the things that you're naturally better at, like, I don't know, history
Jared:or Sounds like competency based.
Rob:Mhmm.
Jared:Except he's pulling all the way to the very end, the competency based. Yeah. Yeah.
Rob:He's taken all the time.
Jared:Yeah. Deidre, what about you?
Deidra Hall:Academically, it wasn't a problem for me that much. I had taken a lot of dual credit from Cedarville as well as from other community colleges as well as, like, AP courses. So I was used to the deadline process. I also went through the as long as you get it done at the end of the year, you're fine. Sometimes that extended into the summer.
Jared:That's true.
Deidra Hall:Summer breaks have been a wild thing. Never had those before. It's crazy. Oh, yeah. But, yeah, academically, it was it was pretty good.
Deidra Hall:I actually started as an electrical engineering major. So I I was used to that a lot. What I had to get used to was actually having to show my work on all of my math problems, because I really liked just if I knew how to do it, just skipping to the answer and not showing every single step of the process. So all of the teachers, like, written homework, they were like, nope, you can't do that anymore. You gotta show it or we're giving you no credit whatsoever, even if you get the correct answer.
Rob:Interesting. We're also curious. Did you both come from a more suburban area? Were you more or were you more rural? Or were you actually downtown in a large city in terms of your, you know, k through 12 life?
Deidra Hall:I lived kind of between rural and suburban. Like, you could still see houses, but not to touch them. And it wasn't a neighborhood.
Jared:Did you get into a practice of touching other people's homes? Is that something that you're
Nathanael Kolsack:You guys don't commonly do that?
Jared:Anyway, rural environment with a touch of suburban. So where did you grow up?
Deidra Hall:Yeah. I grew up in Southeastern Connecticut, kind of close to the Rhode Island border. I wasn't really involved in co ops, which is something that a lot of homeschool kids do.
Jared:Mhmm.
Deidra Hall:So it was basically just whatever my mom taught me or my dad if he was able to come home from work and teach. So I didn't have a lot of, like, community growing up until I got to high school, which is when I became involved in speech and debate
Jared:Okay.
Deidra Hall:And robotics.
Jared:Zaina, what about you?
Nathanael Kolsack:Yeah, I grew up in the suburbs of the city of Chicago. So I lived thirty minutes north of the city border, small town called Winnetka, so very, very suburban. A big school district in that area, New Trier School is pretty big there. But I didn't do a lot in terms of schools and that kind of thing, getting involved in extracurriculars until high school as well. I did the same speech and debate program that Deidra did, so we actually ended up competing against each other eventually throughout that program.
Rob:Interesting. So they have a long history.
Jared:They do.
Rob:So anxiety seems to be a very big thing that we've been hearing not only from students, but from professionals that we've interviewed, and that students are facing a lot more anxiety than they ever have. And then just this idea of when that anxiety hits, it often will cause them to just stop and not move forward until, I don't know, there's some sort of intervention or someone reaches out to them or there's some sort of coping mechanism. I'm not saying that you guys have had that, but those are kind of some of the things we've heard. Is there anything, you know, to that, or is there something else that you've felt is most challenging to you in terms of what you struggled with when you came here to Cedarville?
Deidra Hall:I've never had a problem with scholastic anxiety. I've always been someone who's like, it doesn't matter what grades I get, which is a good thing and a bad thing, depending on how I'm doing in the class. It was frustrating for my parents when I was growing up. But, like, going to college, it worked out really well. I what I struggle with the most is wanting to please people.
Deidra Hall:I'm a really big people pleaser.
Deidra Hall:So if I have a good connection with someone, I will work hard so that I can prove myself to them and uphold whatever their positive thinking of me is. If I don't have a good connection with them, then I don't care as much as to what I need to do to, like, prove myself to them. I switched majors, which was a really big shift for me, especially, like, to tell all of my friends and having to tell all of my professors and being like, hey. Because I I decided midway through a semester, like, past the drop date, I couldn't just switch classes. And I I decided to switch majors.
Deidra Hall:So I was like, oh, yeah. I'm switching majors. And so all my friends were like, what? No. How could you?
Deidra Hall:And I also was struggling with a lot of things in my own personal life that made it really hard for me to just buckle down and focus on schoolwork, especially when I didn't want to do the schoolwork anymore. So my grades sucked that year. Like, I failed classes. It was not good. And my professors were really, really understanding of, like, what was going on.
Deidra Hall:And I think that helped me, like, even though I did end up failing a good bit of classes, I think it helped me to be able to continue to push through and see that, like, okay, there's still worth in trying to do this, trying to put effort in, even though I'm not going to be using, like, statics and dynamics or physics too in, in psychology, understanding that pushing through and learning those materials is going to help me connect with other people later on when I get to get to use my psychology degree. And just, like, having professors that were there that were invested and seeing that they cared even though I wasn't showing up to their classes anymore, I wasn't turning in their homework anymore. Like, they weren't just coming up to me and being like, why the heck are you not doing your homework? You need to actually do your homework. I'm gonna make you fail out this class.
Deidra Hall:They were like, no. No. Like, I don't know what you're going through, but I know that you're struggling right now, and I know that it's hard to focus. How can I help you best to do this? And I I honestly wish that I had taken better advantage of the opportunities that they gave me because they they did so much to reach out to me.
Deidra Hall:I just was struggling a lot mentally that semester, and I was like, I can't do this anymore. School is not happening.
Rob:Mhmm. So
Jared:You mentioned instructor support, so I wanna focus on that for a second. How has that continued to be something that you value as you've gone through now in your junior year? Have you found that still be something that you rely on or you cope with when it comes to anxious activities or the feelings that you have about apprehension towards coursework or whatever?
Deidra Hall:Yes. Ish. My biggest support system is definitely the speech and debate team. Just like I love all of the students there. We get really close.
Deidra Hall:We go to tournaments from secular universities, so we see a lot of really hard things because people will just speak about whatever they're struggling with, whatever they're going through. And it's beautiful and very open, but it's also very difficult.
Jared:Sure.
Deidra Hall:We get really close because we get to have those conversations with each other. And Professor Mishne, like, he loves all of us so much, and he cares about us. And he will sit down and talk to us, like, whatever we're going through in our life, like, whatever we're dealing with in school, in whatever speeches we've just seen, literally anything. Like, he will be there for us and talk to us. So even though he's never actually been my professor for more than one class, I think it's essential for every single student to have at least one professor that they can go to and be like, this is my mentor.
Deidra Hall:This is my support system. They care about me more than just the schoolwork that I'm handing into them.
Jared:That's so good to hear.
Rob:That is.
Jared:Yeah. Your turn.
Nathanael Kolsack:Okay. My freshman year of school was very much a mix of extreme confidence in some classes and extreme anxiety in other classes. So I had Fundamentals of Speech and Humanities, which were the two classes that had polar opposite effects. I love talking to people, love giving speeches, that's what I grew up doing. I started giving speeches and speech and debate when I was seven years old, so that's just part of my life.
Jared:Seven? Yeah. Wow. Uh-huh. Mhmm.
Jared:Yeah. Good for you.
Nathanael Kolsack:But I did not grow up writing a ton of essays, and I just was never super confident in my ability as a writer. And so I had extreme confidence in fundamentals of speech where I was like, I can get up here, I can talk for five minutes easily. I've been doing that since I was a kid. But then I'd go and I'd have a thousand word essay due at the end of the week for humanities, and I'd be like, What the heck am I doing? So I remember a couple of times in the first couple semesters of college where I would call home, I'd call my parents, and I'd have this big moment where I'm just like and syllabus shock is a real thing.
Nathanael Kolsack:Like, jokes about it, but it's a real thing. So I looked at the syllabus and I saw all of these things that I had to do before the end of the semester, and it was just like so overwhelming to the point where I didn't think that I'd be able to do it. And when I get super overwhelmed, I kind of just freeze up. I don't know what to do next. I don't know what's my next, like, small step to do.
Nathanael Kolsack:So I called my parents, I was talking to my dad, he's like, You just have to take it one assignment at a time, one day at a time. And so he just walked me through that. Yeah, so extreme anxiety, I think, for some of these classes, and confidence in others. So I think it's a mixed bag.
Jared:I would assume that the ones within your major, you're like, piece of cake, no problem. But the ones outside of it in the electives, you're like,
Nathanael Kolsack:Sometimes. Yeah. Sometimes, yeah. I think some major classes can be tricky in ways you're not expecting them to be. Even if it is something that you're passionate about or something that you like to learn about, there are a lot of different facets, especially with something like communication.
Nathanael Kolsack:There are a lot of different places that communication can take you. Not everybody's gonna be as confident in every area of communication. But I don't know, I've had to kind of echo off of what Deidre was talking about, maybe this whole professor is pouring into your life and all of that I found that it's the interactions that I have with professors, like after classes and meeting with them in office hours and that kind of stuff, that have had such a huge impact on my ability and my confidence to be able to do these things that I've struggled with, whether it's like walking out of a bio exam knowing that I absolutely bombed that thing, and going and talking to the professor and being like, How improve do my grade? Or or meeting with people in the comm department and just going and yapping about communication theories.
Jared:So let's transition a bit because we also talked about technology usage and doom scrolling and stuff like that. I saw Nathaniel's eyebrows go up, so I'm going to direct this next question towards you. So using technology as as homeschoolers, I'm assuming, Deidre, you've already said online work. Right? Did you have online work as well, Nathan?
Nathanael Kolsack:Yes. Yeah.
Jared:Did. So how much time was spent on a Chromebook or laptop or whatever, would you say? For your typical homeschool day, how many hours? Is it the whole time?
Nathanael Kolsack:No, definitely not the whole time. I think that it varied and it was probably at the very least like an hour to two hours a day, sometimes like four to six. But that was when speech and debate season would pick up. We'd spend a lot of time on computers, whether writing speeches or researching for debates, just prepping in general. I think there was a lot more time spent online in that sphere than perhaps taking classes online, but I would usually have one or two classes that were online, and that's like an hour or two a day, pretty much.
Rob:What about downtime? What would you do if you have downtime?
Jared:It's a question. We talked about this previously with the in the previous episode, because I do this too. I didn't realize this was a common thing, but you close an app and then immediately open that app back up again. I need a break from this, so I'm gonna open up the same app. We start.
Jared:Let's try this again.
Nathanael Kolsack:The feed's not quite so good. Let's just refresh that. Family so I'm the youngest of four. So I have three older brothers. So my family started off with very rigid rules about screen time.
Nathanael Kolsack:It was very much it was like you get fifteen minutes or thirty minutes a day on, like, in entertainment screen time things, so whether that was playing a video game or you know watching something YouTube or whatever it was. But as it went on with successive brothers, the rules got more and more laxed. So we got to me as the youngest and there were just a lot less rules, which that was okay, right? It gave me the liberty and the freedom to make my own decisions and to set my own boundaries, which I don't know that I did super effectively. I spent a lot of time watching The Office.
Rob:It's like
Jared:the third time that's come up today for me. I don't know why it keeps coming up.
Nathanael Kolsack:Well, because my brothers had left the house at that point for college, and so I was, you know, it was just me and my parents, so I'd go sit down to do work, but then the house would be too quiet, so I'd just put, you know, the office on and listen to Steve Carell make jokes. But yeah, so definitely I think that there was there was a learning curve coming into college from high school to realize that I couldn't spend as much time, and also that I didn't want to spend as much time on screens and on technology. There was kind of that, don't know, there was that process of figuring out, well, I'd like to spend more time with people, and I still have assignments that I need to do, and so that just means you have to cut something from your life, and for me that was the office.
Deidra Hall:That's so sad.
Rob:You're fired. You're fired at The Office.
Jared:That's a shame. Did you and you picked up something like Parks and Rec,
Nathanael Kolsack:which is Sure.
Jared:Yeah. I attest is the far superior show to The Office. But
Nathanael Kolsack:I I think I could agree with that, honestly. Yeah. Mhmm.
Jared:We can debate that all day. I'm with you on that one. Deidra?
Deidra Hall:Yes. Screen time. My parents were very strict, but also not strict at the same time.
Jared:Are you the oldest?
Deidra Hall:No. I'm the youngest. But I'm the youngest of two, and we're very close in age. Okay. So we were basically raised very similarly.
Deidra Hall:My parents would put, like, parental controls on our computers. So we would have, like, controls on different apps, and on different websites. So like, they would block websites like YouTube or any social media. Basically, any of the fun stuff. They just blocked you.
Deidra Hall:So I had access to like Word, the 2007 version. Wow. And, like, nothing else pretty much. My brother and I, we would find ways to, like, get around it. And we would spend a lot of time on our computers because, like, pretty much everything that we did was on the computer once we got into high school.
Deidra Hall:Like, all of our classes were online or on the computer on, like, a disc. The speech and debate, you really just had to be on your computer to do research or to write speeches unless you were practicing them. And then for robotics, if I wasn't at robotics, I was doing some kind of project management or, like, responding to messages or making sure that we were meeting deadlines, and that was all on the computer.
Jared:Mhmm.
Deidra Hall:So I would spend pretty much when I woke up, especially later on in high school, when I woke up until, like, 3PM, three in the afternoon on my computer doing something. And then I would go to robotics and sometimes stay there until, like, 3AM.
Jared:Really?
Deidra Hall:Yeah. I was I was a little nerd.
Jared:That's cool. Yeah. So transition to college, technology usage. Obviously, some of your coursework is online. Like, humanities is totally online.
Jared:So let's not talk about that part, but let's talk about after the academics are over. Are you guys going to the phones? Are you spending give us an average amount of time that you're on a phone after academics are over.
Nathanael Kolsack:So I think it's varied by semester. Oh, okay. So I used to spend Oh, confession time, wow.
Deidra Hall:Here we go.
Nathanael Kolsack:So when I first came into college, think I was spending probably weekly, or daily throughout the week, was probably like six or seven hours.
Rob:On top of your academics?
Nathanael Kolsack:On top of my academics, which But is it was very much like I would put a YouTube video on to fall asleep to, or I would be just mindlessly scrolling on Instagram. And honestly, was kind of a convicting process for me where I realized that I was wasting so much time. Like there's a place to be entertained and there's a place to, know, off. Not mindless entertainment, but there's definitely like, there's something to be said for something that doesn't take a ton of mental stimulation. But it was just so much time that I was spending on my phone and on these social media platforms, and I realized that I had like this, you know, you could call it an addiction to entertainment.
Nathanael Kolsack:And so I went through this process of like detoxing almost, where I just I deleted all of my social media platforms, and I deleted YouTube off my phone, and like the only thing that I had was Spotify. So if like I could listen to music, but that wasn't me staring at my phone, that wasn't me looking at screens, it was just something that I could like put in if I needed to study or have noise in the background, that kind of stuff. So, it went from seven hours a day to, I think, you know, now I'm down to like two and a half, maybe three hours those screen time reports. So that's been huge for me. It's given me way more time to do things that I actually want to do, not just the things that I like because very much like, oh, you open up your phone, you pull out Instagram, and then you get the time limit reminders, so you get off Instagram, and then you open it right back up.
Jared:Yeah.
Nathanael Kolsack:And, yeah, so those habits have just like were set in my mind for a while, so it took me some time to break those, but it was a healthy thing to do. Sure. Deidre?
Deidra Hall:It was definitely a transition coming from high school to college. I was on my phone and my computer all the time in high school. But surprisingly, it was a very easy shift to college. I just, like, stopped. I think I just really Really?
Deidra Hall:Yeah. It was really natural for me. I really enjoyed the sense of independency and freedom. I think sometimes you get that, like, reactance vibe. That's a word that I just learned in social psych from my reading yesterday.
Jared:Yeah. You're dropping all these terms. I'm, like, googling them later. You're dropping terms.
Deidra Hall:Yeah. Yeah. So reactance, for my understanding of it, double check me later, is, like, when you're told not to do something, you then want to do it. So I think since my parents were so strict about their regulations and their rules, like, I would I would do it because they wanted to. But then when I came to college, my parents are like thirteen hours away.
Deidra Hall:So I'm like, oh my gosh, I can be a big person now. I can do my own laundry. Oh my gosh. This is so cool. And, like, I wanted to do my laundry.
Deidra Hall:I wanted to do all the responsible adult things. And I was like, this is fantastic. And that lasted for, like, a a a good bit. And then, like, spring semester came around, and I, like, I started getting back into those ruts that you go into and, like, going into, like, the dooms growing on Instagram and, like, playing different games. And I would I would spend a lot of time on it.
Deidra Hall:I don't know exactly how much, but I know that it was way more than I probably should have. Yeah. And when I go and I find that I've been spending so much time and I'm I'm missing out on other parts of my life that I value so much more, but I'm just not putting my time into, I'll delete all of the apps that I have. And it's really helpful for me because when I would delete my apps on my phone, I would swipe over to where Instagram would be, and it wouldn't be there anymore. And my Bible app would be right there.
Deidra Hall:I'm like, oh, hey. Maybe I should read that one.
Rob:That's good. That's really good.
Deidra Hall:But, like, you just sit down in your little your little spots and just automatically, like, muscle memory, just go to it. Yeah. And if it's not there, you have to fill it with something else. Yeah. And so, like, that helped me so much.
Deidra Hall:I went through a really hard time, like, back in what I was talking about before. And one of the things that helped me a lot to get away from my phone and social media was that I really couldn't do it without crying. Like, I couldn't scroll on Instagram or even really listen to music without crying. So all I could do was listen to bible commentaries, read the bible, just listen to worship music. Although sometimes that would also make me cry, but, like, in a good way.
Deidra Hall:But, like, that helped me so much. And I there's so many times where I start falling into the rut of, like, constantly doomscrolling on social media. I'm like, this feels awful. Even though, like, I was struggling so much mentally, I want to be that close to God that I before. And I'm like, no.
Deidra Hall:Never mind. We're deleting this.
Jared:Well, we appreciate you guys being so transparent with this stuff. So that that takes a lot, and we appreciate that. Yeah. I asked this last episode last year with you guys too. If there was one thing you guys wanted to say to your professors that for them to know about you.
Deidra Hall:Most students aren't intentionally skipping your class because they hate you or because they don't wanna do the work. Yes. There are some classes where students just don't like the class or don't like the professor. But most of the time, like, if they're skipping a class, if they're missing assignments, it could just be an honest forgetfulness. I think grace is necessary.
Deidra Hall:I think understanding every student's specific situation is important. So, like, make an effort to get to know students, but also understand that some students might not value putting as much effort into your class as they might in others. And that's a decision that they've made, and it's not your responsibility to make sure that each student knows that your class is the end all of the entire world. It's your job to teach them what they decide they want to learn from you.
Nathanael Kolsack:Yeah, think for me it's I want to be prompted, and I think most students want to be prompted, to think deeply. To go beyond just the these are the facts you need to memorize, these are the things you need to know so you can pass this exam to this is how it impacts your life, this is how it changes the way that you think, it changes the way that you act, it changes so much. And I think that it is those moments of deep thought within education, those moments where you sit back after a class and you're like, Woah. Those are the moments that I think stick with you, the things that you'll remember from classes beyond the dates of certain wars or the random facts associated with different communication theorists. It's, you know, here's this theory and here's how it impacts your life.
Nathanael Kolsack:And those are the moments that matter the most.
Rob:No. This has been good. I've enjoyed it. You bring a lot of joy to this interaction, but also a feeling with your friends as well.
Deidra Hall:I hope so.
Rob:And that's been glorifying to the Lord, so you can know that at least. Keep going. If I can encourage you, don't stop. Keep looking for those apps to delete. And, yeah, put put your Bible app where that where that one is that you keep going back to.
Rob:It's a good way of reprogramming yourself. Thank you for being honest. Thank you for sharing that. Yeah. Thank you.
Jared:That's gonna do it for us on the transform your teaching podcast. Be sure to like and subscribe on your favorite podcast platform. Be sure to fill out our survey to help us improve the podcast. The information about that is in our description. Be sure you check out our blog at cedarville.edu/focusblog, and thanks for listening.