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 into 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.
Speaker 1: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.
Speaker 2:In public education, I was often taught to regurgitate information. It it was like a half measure almost, but there there's no half measures here, I feel like. And you're required to have this true mastery of the thing. And with that that comes this purpose behind it, which I find is really useful for being motivated to do it.
Speaker 3: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.
Speaker 1:Welcome back to the Transformer Teaching podcast here on the campus of Cedarville University. My name is Jared Pyles. With me is doctor Rob McDowell. Hello. Hello, Rob.
Speaker 1:We are continuing our series on understanding the new college student. We've been talking with, some faculty and some guidance counselors who are in the field and and have shared with us many, exciting and and interesting things about the current wave of college students and the next generation that's coming in. And we figured we might as well go straight to the source.
Speaker 4:Yes. We have 2 students in with us today. So I want you to introduce yourselves and tell us how you got to Searville and what your major is. And, yeah, let's start with that.
Speaker 5:Sounds good. My name is Lola Thegatti, and I am a pharmaceutical sciences major. I'm in my 3rd year now. So next year is the 1st year of grad school, but also senior year. And I am from Long Island, New York.
Speaker 5:And I heard about Cedarville because I was homeschooled, and it's very well known in homeschooled circles. So yeah.
Speaker 1:K. Cool.
Speaker 2:My name is Noah Hollenbach. I am a political science major. This is my 3rd year here on campus. I heard about Cedarville from one of my friends who his parents both went here, and I I visited with him, and I I just absolutely loved it. Cedarville, not well known in the public school sphere, so everyone thought I was crazy when I told them I was coming here, but I love it.
Speaker 1:Okay. So, Lalitha, you said you were homeschooled. Mhmm. Right, Noah? What about you?
Speaker 2:I was public schooled.
Speaker 1:Public schooled as well. So we've been talking about that, the differences of of students that come in with from different backgrounds, experiences, and and and, their educational experience. Noah, let's start with you. Tell me about what was beneficial about being a public school, challenging. Let's just start from there.
Speaker 2:Sure. Absolutely. So I loved just getting to interact with so many different people every single day. My class sizes were about 28 to 32. The higher level courses, the higher level AP courses would be a bit smaller, probably closer to 16 to 18 typically.
Speaker 2:But I just love that because I got to interact with so many people. I interacted with a multitude of different teachers every single day. I was constantly moving around, constantly seeing new things. It it feels very it felt very much similar to how I feel now in college, a little more crunched together. I have kinda more time in between things now than I did before, but I felt very prepared in that way.
Speaker 2:The thing that was hard, I suppose, was because there were so many people and because there were so many perspectives. It was hard to get yours out there sometimes, I suppose. And it was especially hard to get a a Christian perspective out sometimes. And it was oftentimes if I you know, I'm sitting in biology class and, like, we're talking about Darwin and the rest of it. It's like, I'm memorizing this for a test, not because I believe it right now.
Speaker 2:So that was, like, a bit frustrating, I suppose. But I honestly I thrived in it for the most part, and I I loved it completely.
Speaker 1:Okay. Tell tell us about your experience, in homeschool.
Speaker 5:So I was homeschooled with my 5 siblings. So very typical what you would hear at Cedarville. And it was just a great experience growing up with both my parents. My dad is a pharmacist. My mom is a marine biologist.
Speaker 5:Wow. And they made sure that especially the sciences and math were, like, focused on as we were growing up. And with that, I was able to do some AP classes as well, but through online school, and that was a great experience. And then at the same time, I was able to do dual enrollment at the local community college. And that was really, really fun, especially as a 12th grader.
Speaker 5:But it was also at the beginning of COVID, so it added some interesting things there.
Speaker 1:So you did dual enrollment. So how many credits did you come in to Cedarville with?
Speaker 5:I think there were around 30.
Speaker 1:So Wow. So you're pretty much came in as a almost a sophomore. Yeah. I guess sophomore status at
Speaker 5:that point. Pretty much.
Speaker 4:So you would have come right after COVID. Right? Both of you?
Speaker 2:Yeah. I was 2 years after COVID. 2 years? Okay. Last year is my 1st year on campus.
Speaker 2:I came in with 36 credits from high school.
Speaker 1:Okay. Okay. So both credit, man.
Speaker 4:Yeah. Both public school and homeschool.
Speaker 1:Yeah. Or maybe this will this plays into the dual enrollment, dual credit thing. But how did that experience Lalitha, we'll start we'll start with you. How do you think your homeschool experience prepared you for college?
Speaker 5:So with the dual enrollment, one of the things that I know a lot of the students around me were struggling with was that they had to learn how to teach themselves at times because there were things that maybe the professor didn't have time to cover during the lecture, where I felt like I was already used to that in some way, because for the earlier grades, my parents were very involved. And then once we hit, like, the older grades and we're figuring out what we wanted to do, they allowed us to explore and figure out how can we become self taught in some areas. We would still have teachers and people in those areas. But if we wanted to get an assignment done, we would have to do it ourselves without having someone telling us this due date is coming up. This due date is coming up.
Speaker 5:And that ended up helping a lot with dual enrollment. At Cedarville, I feel like it's a bit different.
Speaker 1:So do you feel like that experience kind of helped your intrinsic motivation to take the initiative?
Speaker 5:Yes. Exactly.
Speaker 1:Noah, what about you?
Speaker 2:Because I took so many AP well, so my school, they divided into 3 different kinds of classes.
Speaker 4:Did you
Speaker 1:say where you grew up? Did you say state?
Speaker 2:Richmond, Virginia.
Speaker 5:Okay.
Speaker 2:Mhmm. So there there were three levels of classes. There were c level, honors, and then AP. And that the basic explanation they always gave is that, c level, they teach you how to solve a set defined problem. In honors, they teach you a framework to solve a problem you haven't seen before.
Speaker 2:And then AP, they treat exactly like a college class. So I took majority AP and honors classes, and so I felt very well prepared for the idea of the teacher presenting you things to solve a problem you hadn't seen before of not getting into everything and kinda teaching yourself things as you went. I I really enjoyed that. I enjoyed I felt like there was a lot of freedom in that that I I got, and I I really loved it.
Speaker 1:So that helped you for your college experience?
Speaker 2:Absolutely. Okay. Alright.
Speaker 4:So one of the things that we've been seeing or or hearing from our experts, we've had several folks that we've interviewed already, and one of the things they've told us is that the new 18 year old is 4 really 14. Mhmm. And you both seem to be high functioning. Would that be fair? I think that's fair.
Speaker 4:I mean, they both came in with 30 plus hours.
Speaker 1:Right.
Speaker 4:They're both in, you know, difficult fields. She's headed towards pharmacy. He's headed towards political science and something afterwards. Maybe we'll be voting for him one day. I don't know.
Speaker 1:Do you have aspirations for that?
Speaker 4:Do you have aspirations?
Speaker 2:I I would be happy to walk through that door if it were presented to me. Oh my
Speaker 1:gosh. That's a very politician
Speaker 4:answer. I just feel like I feel like I'm getting ready to get my hand shook.
Speaker 1:Yeah. Really? Any babies
Speaker 4:he can kiss anywhere? Say there's no babies in here for him
Speaker 2:to kiss.
Speaker 1:Anywhere yet? Anyway, go ahead. Sorry.
Speaker 4:No. I didn't
Speaker 1:mean to interrupt you.
Speaker 2:No. You're good. No. I I joke with my friends all the time. If I were elected president, I'd be the, 2nd shortest in history just after James Madison at 5:4.
Speaker 1:Wow.
Speaker 4:So The man He's ready.
Speaker 1:The president's I mean, he's ready.
Speaker 4:I think it must be it must be like a prerequisite. He must know all the president's heights. My my point is my point is this. Let me let me drive back to it. It's like, if you're not experiencing it you know one of the things that we've we've seen or heard is this idea of anxiety there's an awful lot of anxiety and I guess the question is what have you been seeing?
Speaker 4:What have you been experiencing? Because it doesn't seem to us that either one of you seem to be terribly anxious, but looks can be deceiving.
Speaker 1:Sure. Yeah.
Speaker 4:So I I know it's it's asking for a lot of vulnerability and, transparency, but if not you, then what
Speaker 1:is it? You know. Some Someone close
Speaker 4:to you. You know.
Speaker 1:You know?
Speaker 2:So amongst my my classmates, especially that 1st year returning to COVID after like, returning to school after online school for a year, there was a lot of anxiety. There was a lot. I felt like I noticed this kinda gap or cliff that I hadn't noticed before in my classmates where even amongst my peers of the same grade level, there was, like, a clear difference in where some people were and where others weren't. And I think that there was. There was a lot of anxiety.
Speaker 2:There was a a lot of anger that I sensed as well, and it expressed itself in different ways. Some of my friends, became very big about social justice issues so much more after COVID. They they almost seemed to find their identity in trying to advocate for the thing that they felt they were missing. Others withdrew from their studies more, fooled around more. Some classrooms I mean, my sister, is in high school right now, same high school I'm at.
Speaker 2:And in some of her classes, she really feels like her some of her classmates don't care that they they're they're almost too worried with other things to care about it and to worry about it. And for me, I I attribute the reason I'm not anxious to my parents. They kept a very firm guide on where I was, where I was going. They helped me to work through all of those things. And, also, I'm I'm a bit of a loner at times.
Speaker 2:I'm an introvert. So when online school came, I actually loved it because I went, I learned, and then I got to be to myself and think about it by myself all day. And I just called my friends, like, on Discord if I wanted to talk some to someone. But, yeah, there wasn't as big of that shift, I suppose.
Speaker 4:Well, Aletha, what do you do you reflect the same, or do you have a different experience?
Speaker 5:I think that I relate with some of the things he's describing because I am a very anxious person just naturally.
Speaker 4:Oh, okay.
Speaker 5:And my I remember my freshman year of college. Any of my professors could probably tell that I was a complete mess because I was coming into Cedarville, having not really prepared to go to Cedarville and making that decision last minute.
Speaker 1:Uh-huh.
Speaker 5:So I think I had about, like, a little over a month to prepare to leave home to start school. So it was a huge, huge transition for me.
Speaker 1:Mhmm.
Speaker 5:And I was just all over the place. And I don't think that going into it out of COVID where screens did become a really big part of our lives was helpful because we aren't created to have constant information input always being put into our minds, like from a screen, because you can look up anything you want to. Mhmm. And that impacts how you see the world and that impacts what you're worried about. And I think that was a big part of something that I'm still working through how to figure out.
Speaker 1:So how are you, if I can push a little bit, how are you finding ways of coping with your level of anxiety?
Speaker 5:Yeah. Part of it was actually counseling services here at Cedarville. They've been such a wonderful resource to have, even with, like, supposedly small things, like just being worried. They help you have the tools to cope with those things. Also, like, scripture meditation is really helpful to take the time throughout the day to, like, breathe and tell yourself what is true about the Lord.
Speaker 5:I think that's something that we don't take enough time to do as students because we're, like, so focused on the next assignment and the next due date. And those due dates will be there, but he remains despite all of those things.
Speaker 1:That's good. So we've we've talked about coming in. Right? Let's focus a bit on, like, study habits. Like, what did you guys come in with?
Speaker 1:Because I've talked about my experience on this on in a previous episode. I came from a rural district.
Speaker 4:Mhmm.
Speaker 1:And study habits, I didn't know how to study at all until I came here as a student. And then my freshman year, I was hit with a brick wall of work, and I was like, I don't know how to study for this quiz or this test or even prepare for this paper. What was your experience like? Did you have study habits coming in, and how has that helped you? Or have you had to, like, have an immediate, like, shock like I did of, like, oh, man.
Speaker 1:Tell me about that.
Speaker 2:So when I when I was in high school, there were two kinds of work I was always presented. There was the busy work and then the fun work in my mind. And so I hated the busy work with a passion, and because it just felt pointless to me. Any, like, assignment where I was like, is this really contributing to my learning? No.
Speaker 2:Then I'm kind of annoyed with it. I just do it. Whatever. And then there was the fun stuff. And what I created was I did not study almost ever at home.
Speaker 2:I would get just about straight a's in school. I would do fine, pass all my AP exams, whatever, but I didn't study, at all because I just didn't feel like I needed it. It was the fun work just built on itself for me, and so that was great. And the busy work, I just completed as quickly as possible. Mhmm.
Speaker 2:As soon as I'm coming here, I feel like everything has a purpose here, and so it's all fun. The difference is it's a lot more. And so
Speaker 1:More fun.
Speaker 2:It's almost a lot more fun. Sometimes it's a little overwhelming. I agree. And so I have had to work on, like, my study habits, how to quickly distill down a bunch of giant readings. I struggled with it, I think, mainly in the classes that I didn't immediately see the value in.
Speaker 2:So, like, I was in western literature my very first semester with professor McCartney. She was wonderful.
Speaker 1:Yeah.
Speaker 2:And, you know, going in, I was like, I don't see what the point of this is for me. I'm like, why why am I taking this? I I just wasn't so sure. But and it was hard at first for me to get through and to get through the readings because I was like, oh, I've read half of these books before. I've heard the story, whatever.
Speaker 2:But she really revealed, like, the importance of understanding that literature, how it bettered my character, and that that helped me to get through it. The the impact on me demonstrating that to me was really useful to get through it and to study more. And so it became easier. It was mainly just I needed to devote a lot more time to it, and I needed to be more intentional. One of my favorite things I did in high school is I would you know, 10 minutes before an exam, I would just quickly glance through all the material I had written down and be like, yeah.
Speaker 2:I remember that. We're good. And this time, it was like, no. You have to be a little more intentional. Go into the details.
Speaker 2:Make sure you understand how this thing builds on it. So definitely a little more intentional.
Speaker 1:Okay. Yeah. All of that. What do you think?
Speaker 5:I think especially coming out of community college, a lot of the assignments were based on memorizing and just knowing how to regurgitate information or just knowing how to do the bare minimum of work in order to be, like, at the top of your class. And I was an overachiever in a lot of those classes. So I was like, I want to be at the top of the class. And it wasn't very hard to do that. Where when I came to Cedarville, it was a lot more difficult because your professors actually care about whether you're learning the material or not and whether you're prepared for life or not.
Speaker 5:And that made it harder, but way more enjoyable to learn in that way. So with a lot of the community college assignments that I had, I honestly did question why am I learning this because of the way in which it was taught. Sure. We're at Cedarville. I know I know humanities is hard for a lot of people, and it was, like, difficult at times, but it was probably one of my favorite classes even though everyone viewed it as, oh, this is just a class that we have to get through for busy work.
Speaker 5:Because this art is teaching us something about ourselves, and it's teaching us something about the floor. And it's is not without a purpose. And I think you can look at every subject like that. There was this one time in freshman year where I was crying on the phone to my brother about how I was going to do bad and everything and how all of my learning was gonna be for nothing. And he told me to slow down and to consider the fact that each of these subjects that I'm doing in undergrad is teaching me something about God.
Speaker 5:And that's how Cedarville does, like, frame each of the subjects, and that helps so much to know why I'm studying. So, yeah, it helps to spend a lot more time on it if you know what your end goal is.
Speaker 2:If I can jump in on that too. Like, that was one big difference between public education here is in public education, I was often taught to regurgitate information, and simply it it was like a half measure almost, but there there's no half measures here, I feel like. And you're required to have this true mastery of the thing. And with that comes this purpose behind it, which I find is really useful for being motivated to do it as opposed to just regurgitating what I'm showing on a whiteboard.
Speaker 1:It's amazing what happens when you're told why you're learning something, that it's a huge difference.
Speaker 2:Mhmm.
Speaker 4:Well, it sounds like to me, both of you have tapped into a different level of of motivation personally for learning. Is that accurate?
Speaker 5:Absolutely. Yeah. Definitely. I mean, I still struggle with motivation a lot.
Speaker 4:Because you still wanna be the straight a student.
Speaker 5:Yes. But if I figure out why I'm learning and focus less on the grade but more on the material, it helps a lot with that.
Speaker 4:Wow. As we're moving through this, I one of the things that that we often talk about here on the show is technology and what what gets used. And you've already mentioned screens several times. We had Nancy Gillespie on with us, and she is a counselor at Christian School in Columbus. Well, I guess Grove City Christian School.
Speaker 4:And, she's actually working on some of these issues in terms of her doctoral work. One of the things she said to us was that there seems to be a correlation between screen time and anxiety. One of the things she said is that students are spending a lot of a lot of time on things like Instagram, YouTube
Speaker 1:TikTok.
Speaker 4:And TikTok. Does that resonate with you? Is that a thing that you see a lot? I mean, is it something that you spend a good bit of time on?
Speaker 2:I would say, yeah. I spend a good bit of time on Instagram and YouTube. I have spent less, especially on YouTube, since coming here compared to high school just because I'm more busy here, and I feel like I don't don't have the time to sit mindlessly and consume things for hours. But definitely in high school, I would do that, especially because, like, once I finished my homework and because I didn't feel the incentive to study much, like, at home, it was like, alright. What else am I gonna do?
Speaker 2:I'm gonna go for technology. And then, you know, technology was presented to us in the classroom. Every single student was given a Chromebook. You're meant to take this home, do all your work on it, make presentations all the time. I've been taught since I was in the 1st grade how to use computers, how to use Google Docs and Sheets and Slides better than Word and Excel, by the way.
Speaker 4:Shameless plug. Yeah. Really?
Speaker 2:Yep. But yeah. I mean, so they've they've made technology a huge, huge port. They had coding days every single year in in school where they taught every single person coding. And it's funny now because you see, like, articles about, oh, if everyone knows how to code, like, what's the point?
Speaker 2:Like, no one's special anymore, almost. This panic. So it's kinda funny. It's almost this overreaction, it would seem. But, yeah, technology is huge, and my classmates far more on it.
Speaker 2:I think I can say fairly far more than I do used a lot of technology, a lot of Instagram. There's a lot of you know, everyone was a a pro at the the phone under the desk thinking the teacher didn't know what they were doing to some extent.
Speaker 4:Uh-huh. So what about you, Lalitha?
Speaker 5:Yeah. I think technology is a huge factor in distraction and anxiety here and beforehand as well. Like, for me, I got my phone at 16, and I think I was way more creative before I had this piece of glass in my hand all the time because I think we've gotten away from the idea of boredom because we just want to constantly have something coming in and we want to be amused. But that might not necessarily be the best for our study habits. I'm talking about myself for a year.
Speaker 4:Or for life in general.
Speaker 5:Yeah. Definitely.
Speaker 4:So, oh, you said you've you've reduced your Mhmm. YouTube consumption. You know, how much time do you guys think you spend on social media or those apps at a time? Oh, he's
Speaker 1:Oh, he's
Speaker 4:got He's flipping it out.
Speaker 2:He's gonna tell me. I'll look. I'll look. I'll be honest. I would guess it's it's probably it probably sounds bad, but we can look.
Speaker 2:Let's see.
Speaker 1:It's okay.
Speaker 2:All website activity for the week. I have spent an hour and 2 minutes, starting yesterday on Instagram and 25 minutes on YouTube. And if I go back a week, last week, I spent 4 hours 58 minutes on Instagram and 8 hours 40 minutes on YouTube.
Speaker 4:Wow. So that's 12 hours of his life.
Speaker 1:Yes. Last week.
Speaker 4:Of last week out of
Speaker 1:what? 7 times 24.
Speaker 4:Well, I mean, you're 168. You're usually awake around, what, 16 hours, but these these students are probably awake a lot more than that.
Speaker 2:I try not to be honest with me. I need my 8 hours. I'm gonna I'm gonna, fall over if I don't. It's a it's probably a little bit less. I use YouTube here a lot for music for, like, 8 hour long playlist, so I can, like, play something that, like Yep.
Speaker 2:You know, just goes forever. So that's what that is to some extent. But, yeah, like, I try to be more intentional with what I consume less of the mindless scrolling and more like, if I'm watching a YouTube video, it's like some documentary or some longer form thing meant to teach me a skill or meant to show me something that I haven't heard or seen before. I fail in this frequently and end up mindlessly scrolling anyways. But, you know, it's an it's an attempt in my mind, and it's it's the same with Instagram, I think.
Speaker 2:But, yeah, both both went down just because I realized, like, no. I've gotta lock in. I've gotta do enough reading and make sure I understand my material because I wanna do well. And the more you know, the more you get to, like, talk to a professor in class, and that's what I love. Like, discussing with professors, having them, like, challenge you on ideas.
Speaker 2:Mhmm. Or you getting to challenge them if they let you. Like, oh, it's so fun. I love it.
Speaker 1:It's impressive. It is. That's great.
Speaker 4:I mean, Lalitha doesn't have her phone with her, but
Speaker 5:You can get it. It's kinda
Speaker 4:like you can kinda guess.
Speaker 5:Yeah. I spend way too much time on my phone. Definitely more than
Speaker 1:I feel like Noah's numbers are really rookie numbers here. Oh, yeah. We we gotta get those numbers up, Noah.
Speaker 2:Oh, my bad, guys. You should be more
Speaker 5:of a technology addict.
Speaker 1:You're right.
Speaker 2:You're right. I wasn't raised right. I need
Speaker 1:you in front of your screen more. Yeah.
Speaker 5:Yeah. I'm not sure exactly what the numbers are, but I know it's bad because sometimes I'll open up an app, and then I'll close it, and I'll open up the same app again just
Speaker 2:to see how
Speaker 5:mindless I am on the phone.
Speaker 1:Yeah.
Speaker 5:And I've
Speaker 1:Thank you. I'm glad someone else because I thought I was
Speaker 4:a new addition to the rule. Say say that again.
Speaker 5:I open up the same app after I've closed it just because it's such a habit.
Speaker 1:And You know what? I'm done with Instagram. Close. And then immediately
Speaker 5:Open up Instagram again. Or, like, I've I've read my email. Might as well open it up again. It's just
Speaker 1:not useful. I only do it with the mindless stuff. Like, my email, I'll keep closed once I check it. But, like, yeah. I'll go right back to Instagram.
Speaker 1:It's like, I need a break from Instagram. Let's open Instagram.
Speaker 5:Yeah. See, with email, it's more like, did something get graded or not. Like, how has that come in yet?
Speaker 4:And So they're just sitting there waiting.
Speaker 5:This is what the students are doing. They're just refreshing the Canvas page over and over again. Do you obsess over again?
Speaker 1:Do you obsess over Canvas notifications?
Speaker 5:Yes. I do. Like, I I'll be having lunch with someone and my instinct, if I've taken an exam earlier that day, is to grab my phone and check over and over and over again to see if that grades come in. And after that grade comes in, I could put it down and engage in the conversation.
Speaker 1:Regardless of the result? Or are you, like, if it's low, do you immediately feel the anxiety?
Speaker 5:Well, I might feel sad about it, but I know that I can deal with the sadness later on the phone with my mom.
Speaker 1:Compartmentalize it. She's like, I'll
Speaker 4:deal with that later.
Speaker 5:Yeah. Let's
Speaker 1:talk about this lunch.
Speaker 5:Exactly. That is how I operate.
Speaker 4:Oh, that's awesome.
Speaker 1:Well, what is one thing let's close with this. Yeah. What is one thing you would want your instructors to know about you as a student that maybe is something they're not seeing either with your, anxiety levels, grades, performance, technology? What is one thing you would say, hey. You may not be aware of this, but I
Speaker 5:think 2 things that I would say would be that we enjoy the assignments that are not busy work probably much more than the busy work, and that those assignments are the ones that I feel, for me at least, I've grown the most doing. And then the second thing would be that I appreciate every professor who prays for me, whether it's at the beginning of a class or before every, exam. I think sometimes it might seem like it's just a random thing thrown in there, but it does make such a huge difference. And we can very clearly see that Seadrill professors are different.
Speaker 1:Good. Yeah. I think Beat that.
Speaker 2:Alright. Alright. Oftentimes, I try to come to class with, like, something to say, or I desperately wanna be able to answer the questions for my teachers. And part of it is I hate awkward silences with a passion in classes. And so I will offer an answer even if I am, like, nearly positive I'm wrong just so that we can move this discussion forward.
Speaker 2:But the reason is I'm oftentimes a people pleaser. I want to please my professors. I want to make them happy that I am, like, learning this material and that I'm doing well and I wanna be validated. Like, yeah, you're on the right path. But I think it would be nice not only to, you know, be acknowledged and be told, like, yes, you are on the right path, but also to be reminded because I forget myself.
Speaker 2:Like, it's you're not doing this for me. You're doing this for yourself and for your own education being or affirming and sending me in the right direction with that so that I am answering for the right reason and so that I am being excited about your class for the right reason. Because sometimes, like, I just really I wanna say something smart. I wanna get the the participation grade or whatever. And I I think it'd be nice to look past that, and it's like, you're looking to me and looking for my answer because you know it'll be helpful and because I can help the class or help you or whatever it is.
Speaker 2:Like, yeah, just more personal, encouragement in that way. And I I agree on the prayer part as well. I I love that so much, and it's it's so encouraging to have professors, like, know you and ask about you and that kind of a thing. It's it means so much to me.
Speaker 4:This has been exciting.
Speaker 1:Yeah. Sure.
Speaker 4:I I just wanna say it's been a pleasure to get to know you. I don't think we would have had an opportunity any other way, and you 2 are, delightful students, and and I think you'll represent Cedarville well. These are the kinds of students and I we have so many. I know we do here and, you make it worth the while for us to be here and do our jobs. And so, keep going.
Speaker 4:Don't be discouraged. Finish strong. Thank you. Yeah.
Speaker 2:I appreciate that. Thank you so much.
Speaker 1:So thank you to our guests, and that's gonna do it for us on this episode of the transform reteaching podcast. Be sure to follow and subscribe on your favorite podcast platform. Fill out our survey to help us out to improve the podcast and get into a drawing for a Transform Your Teaching mug. Connect with us on LinkedIn, and make sure that you are checking out our blog at cedarville.eduforward/focusblog. And thank you for listening.