(Finally) Finishing That Post

I just published a blog post that was started back in June 2016. Originally I was writing a long, detailed guide about how to integrate websites into Canvas after I’d used this tool in a training course I facilitated back in May 2016.

But my writing during the summer stopped when I attended a conference and my grandmother passed away during my travels. It was hard to motivate myself to continue writing this post because Grandmommy had just started reading my blog and learned how to comment on my blog. In other words, all the posts I was working on at that time were not visited again.

Until now.

I’ve started combing through the content I was writing last summer to see if there’s anything that needs to be resurrected. The post I just finished has been hanging over my head for a long time and I’m happy to have it (finally) published. I hope my words can do some good and provide instructors with more tools and valuable use cases for technologies in the classroom.

Really that’s all I wanted to share. It took a while, but in finishing that post I’ve made it over that writing block.

The featured image is provided CC0 by Jake Thacker via Unsplash.

Cutting Back, Eating Less, Paying The Price – Ch 5 Reflection

There are three statistics that stood out to me while reading this chapter:

“Twenty-four percent of our students indicated that in the past month they did not have enough money to buy food, ate less then they felt they should, or cut the size of their meals because there was not enough money.” – Sara Goldrick-Rab (1)

and

“When asked if they ever wen without eating for an entire day because they lacked enough money for food, 6 percent of students said yes.” Sara Goldrick-Rab (2)

also

“the survey revealed that one in five students was hungry, and 13 percent were homeless.” – Sara Goldrick-Rab (3)

It is jarring to see how prevalent hunger is among college students. Thinking about Maslow’s hierarchy of needs (which Sara brings up), how can we expect our students to engage in critical thinking when their physiological needs are not being met? I was pleased to read that there’s a growing number of food pantries aiming to address this issue, but the fact that some students must forego food and shelter to attend college is ridiculous.

Sara also unpacks the psychological aspect of these realities, describing a positive reinforcement cycle:

“Scarcity imposes psychic costs, reducing mental bandwidth and distorting decision making in ways that make their situations worse, not better.” – Sara Goldrick-Rab (4)

With significant student populations attending class under these conditions, I’ve been considering what the best approaches would be for instructors in the classroom. One idea I heard that seems viable is making fruit available to your students. I know this would have benefited me because I recall having packed class/lab schedules that periodically meant skipping lunch. So, access to fruit would have made a difference for me.

Finally, if you haven’t experienced SPENT yet, you need to attempt the challenge. It fits well with chapter 5 of Paying The Price.

Discussion Questions

  1. How can we expect our students to engage in critical thinking when their physiological needs are not being met? (Reflective)
  2. How can instructors help students who experience hunger in their courses?
  3. What resources, like Single Stop, food pantries, etc., are available on your campus?
  4. If you played SPENT, what was your experience like? How did it make you feel?

The featured image is provided CC0 by Juan José Valencia Antía via Unsplash.


  1. Sara Goldrick-Rab, Paying the Price, Loc 2619 (Kindle Edition).
  2. Sara Goldrick-Rab, Paying the Price, Loc 2621 (Kindle Edition).
  3. Sara Goldrick-Rab, Paying the Price, Loc 2644 (Kindle Edition).
  4. Sara Goldrick-Rab, Paying the Price, Loc 2794 (Kindle Edition).

Disproportionate Struggles, Paying The Price – Ch 4 Reflection

This has certainly been the hardest chapter to read thus far. Not only the struggles facing Chloe, Ian, Tyler, Nima, Norbert, and Sophie (CINNTS) but many of the statistics that Sara includes are heartbreaking:

low-income families hold student debt amounting to about 70 percent of their income, while wealthier families have student debt amounting to around 10 percent of income – Sara Goldrick-Rab (1)

and

A disproportionate fraction of our African American students 38% as compared to 11% of white students) had a negative expected family contribution, signaling that their families had a great deal of financial need….White families hold as much as twenty times the wealth of black families (2)….In other words, income translates into wealth differently for black and white families. – Sara Goldrick-Rab (3)

also

38% of people from low-income families will remain in the bottom 40 percent of the income distribution even if they earn a college degree. And that is an important “if,” given that only 11 percent of them are likely to complete degrees. – Sara Goldrick-Rab (4)

Notable Themes From Chapter 4

Culturally, Americans believe students should work during college.

Access to jobs and work study have dwindled significantly over the years while the cost of living has steadily risen.

There’s fear, anxiety, and shame around loans.

Different student populations are affected by increasing financial need disproportionately.

College may yield access to better jobs but for many it also requires working multiple part time jobs just to attend.

Federal financial aid shows its flaws since it “leads undergraduates to worry about the adverse side effects of their parents’ good fortunes” (5). For example, a parent receiving employment may decrease aid given to students, leaving them in a worse predicament.

Reflection

While reading the lengths CINNTS went through to attend college, I’m reminded how blessed I was for my opportunities. Even though I recall skipping a physical chemistry class for a painting gig that paid well and working around 30 hours a week one semester (the hardest of my undergraduate career), I didn’t have to sell a beloved horse or forgo my study abroad experience. I’m thankful. I’m really thankful that, for much of my academic career, I was able to focus on learning.

Also, chapter 10 can not come soon enough. Not because I want Paying the Price to end; instead I’m patiently awaiting the solutions that Sara will propose.

The featured image is provided CC0 by Paul Bergmeir via Unsplash.


  1. Sara Goldrick-Rab, Paying the Price, Loc 2017 (Kindle Edition).
  2. Taylor et al., “Wealth Gaps Rise to Record Highs between Whites, Blacks and Hispanics,” 1. (as cited in Paying the Price).
  3. Sara Goldrick-Rab, Paying the Price, Loc 1898 (Kindle Edition).
  4. Sara Goldrick-Rab, Paying the Price, Loc 2115 (Kindle Edition).
  5. Sara Goldrick-Rab, Paying the Price, Loc 2446 (Kindle Edition).

GOBLIN Returns!

GOBLIN kicked off for the second semester this week. John and I ran four cohorts of this faculty learning community during the Spring 2016 semester and are facilitating two more GOBLIN sections over the next five weeks.

I’m really looking forward to this round of GOBLIN. We’ve fine tuned some of the content, and are continually iterating on our game, but more importantly, I’m excited to have some fun playing games and learning with this group of faculty and graduate students. One participant shared this feeling today when they said:

“[GOBLIN] may be the only fun I get to have this semester.” – GOBLIN participant

Setting aside the pressure of providing the singular fun learning opportunity for someone, I’m extremely grateful to bring some joy into this instructors life. (Goodness knows the world needs some more joy at the moment.) With every teaching opportunity, I’m adamant that learning should be fun and GOBLIN is such a testament to this philosophy.

Ideas From Discussion

To share some of my excitement, I’ll throw out some of my favorite questions and statements as a snapshot of today’s discussion:

What’s the relationship between scaffolding and a difficulty curve in the classroom?

How do relationships and emotions impact course scaffolding and a courses difficulty curve? How can we push students harder when we have a relationship/rapport with them?

We don’t want to assess students if it’s their first time performing a task.

How do we encourage students outside of our discipline to engage in our courses?

How do we design curiosity into our courses?

The character classes and skills from GOBLIN are a metaphor for our students and the variety of skills they bring into the classroom. Each student possess different proficiencies to excel in certain opportunities over others.

Can you see why I’m psyched for more GOBLIN?!

To Pell Or Not To Pell, Paying The Price – Ch 3 Reflection

This chapter certainly stirred a bit of fire in me. In particular, I spent a lot of time wrestling with this ethical question about the current state of the Pell program:

Are we doing students from low-income families a service by funding part of their college expenses or a disservice by giving them false hopes? Is the Pell program a sound financial investment in the nation’s future, or is it a wasteful and ineffective program that allows students access to money–perhaps even enticing them to attend college and incur debt–without ensuring that they graduate from college? – Sara Goldrick-Rab (1)

Federal financial aid needs to be rethought. The fact that a Pell Grant only covered 23% of the cost of attendance for a public, 4-year college in 2012 suggests it’s ineffective. Attending college with this little funding is too much of a gamble. Either, federal financial aid needs increased or the whole financial aid system needs to be reimagined. To me, the best way to communicate this need to the public is to make it personal. For instance, in Paying the Price, Chloe Johnson’s story about paying for college is heartbreaking and a compelling example for why we should focus on building empathy with affected students and prioritize investing in financial aid.

Additionally, we should all be aware of the politically motivated demonization of Pell Grant recipients, which is quite upsetting I might add. (But I’m also sick of politically-motivated-anything at the moment.) First, I wholeheartedly agree with Sara that focusing on “Pell Runners” and not-supported-by-evidence “fraud” distracts from the real issues at hand. Not to mention the politicians who assert that since they were able to pay their way though college (years ago), today’s students must be “lazy.” To me, each of these perspectives dehumanizes the individuals reliant on federal financial aid and this lack of empathy is what troubles me. If our goal is to help students complete college and climb the socioeconomic ladder, we should embrace their experiences, needs, and solicit their feedback to get past these issues.

While I was brainstorming possible solutions this week I had a couple ideas. One way I’d like to see empathy spread about the experiences of Pell recipients is to provide an avenue for these students to submit feedback directly to policymakers. Whether there’s an online form or some kind of public blog to gather and share Pell recipients experiences. Alternatively, I was thinking of ways to foster relationships and gratitude between students and scholarship donors. I’m just throwing these ideas out there in their unrefined state because there may already be these programs and people pursuing such opportunities.

In any case, at the end of the day, we should be working to improve peoples lives through education with the full knowledge of this issue:

The Pell Grant clearly provides an incentive for students to attend college by discounting the price of attendance, but it comes nowhere close to making college affordable. – Sara Goldrick-Rab (2)

Discussion Questions

  1. What do you think about Sara Goldrick-Rab’s question: “Are we doing students from low-income families a service by funding part of their college expenses or a disservice by giving them false hopes?”
  2. How can we promote empathy of students’ Pell experiences?

The featured image is provided CC0 by Simon Stratford via Unsplash.


  1. Sara Goldrick-Rab, Paying the Price, p. 67-68.
  2. Sara Goldrick-Rab, Paying the Price, p. 76-77.