Editor's Note, January 2004
Elizabeth Haller
Instructor, Central Michigan University
E-mail: editoraee@hotmail.com
I shall share one item off my list with you. It states that I resolve to consider each of my students more as individuals than just students. How often have we looked out over a large or small crowd of students and viewed each of them as an individual rather than "one of my students"? What makes us get to know one, two, or even five or more people in a class better than the rest of them? Why can't we expand that number to include a higher percentage?
I do make the effort to get to know each of my students, because I believe it is important to know what makes each of them tick, what interests them academically and personally, in order that I may use their interests to my advantage in both a classroom and conference setting. However, I will admit, sometimes I fall short in my efforts. Hence, the resolution. Depending on class size, it may be impossible to get to know each student on an individual basis, but regardless, isn't it imperative to teach to the individual?
If you are not already doing so, I invite you to share in my resolution and make the effort to get to know the majority, if not all of your students on an individual basis. It could be as simple as having them write out answers to question relating to their individual academic needs or outside interests, or even just asking them to write down one thing they would like you to know about them as a student and as an individual. After all, why shouldn't we be willing to view students as something more than one in a crowd of many?
Enjoy this month's submissions, and as you do, consider offering us a piece of your work. Check out our Call for Papers on this site for more details on submission requirements.
We have what might be considered a themed issue for the month of January, but it was not planned as such. AEE happened to receive three submissions back-to-back that dealt with the topic of Bipolar Disorder. With the belief that each piece provided a separate and unique insight into the disorder, I decided to include them all in this issue.
We start this issue off with a featured article by Karen Reynolds titled: "Postsecondary Students and Bipolar Disorder: Final Frontier or Lethal Cocktail?" Reynolds provides the following summary: "Popular culture has raised awareness of psychiatric disorders such as schizophrenia, depression, anorexia, bulimia, and addictions. Less attention is given to Bipolar Disorder. This paper draws from a case study of the experiences of a group of university students diagnosed with Bipolar Disorder. By presenting students' perspectives, the study increases understanding of the complex issues these students face in educational settings."
An undergraduate herself, Jennifer DeHayes-Rice provides further insight into the topic of Reynolds' piece with her "The Reality of Bipolar Disorder: Living with Depression, Mania, and Medication." DeHayes Rice states that the "terms Bipolar and Manic-Depression have been thrown about society with little emotional meaning attached to them. People who have this disorder are just dismissed as crazy. However, I learned with my diagnoses of bipolarity that there is more to being bipolar than being crazy. I have learned to face a new reality. The reality that I am meant to face is a life complete with depressive episodes, manic relapses, and encouraging medicines."
How one instructor uses the disorder to his advantage in the classroom setting is provided in Ed Comber's piece, "Imagine My Emotions: Helping Students Get Past Pathos and Into Logos." Comber attempts to address "the important issue of student engagement. While Manic-Depression/Bipolar Disorder is a hellish disorder, polarizing the best and worst emotional feelings with little 'normal' emotional stability which often causes real and/or implied feelings of alienation, constant misunderstandings, and difficulty in personal relationships, it can be an excellent tool for engaging students."
The third of four groups of poems by Erica Woiwode to be published in AEE leads off this month's Poet's Corner. For Woiwode, "'glass thoughts' and 'rumination ad infinitum' are various attempts to depict my typical mental rantings!"
Our second contribution to the Corner is "Imperatives" by Kanalis Ockree. It is a fitting piece, matching the hectic nature of the past holiday season as well as the coming school term. According to Ockree, "internalized pressure, frustration, and anxiety erupt into this poem that expresses the futility of attempting to make everyone happy. The beginning of each semester sends my stress meter into the danger zone. This poem reflects on the stressors and the reflection eases the needle back into my safe zone."
If you are interested in joining our editorial staff, positions are available. E-mail me for more details.
As always, don't forget to check out Grist for the Mill for possible submission ideas.
Enjoy!
Academic Exchange Extra invites reader responses to any writings in this issue--especially articles advancing the scholarly debate of issues raised.
- Web Editor
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