have a sense of self-worth. They don’t have to publish 50 papers a year to feel as though they are worth something. This is critical. Young people are dying in our labs because of these big egos. They are little kids. They do not know. They come expecting one thing, and we give them another.
A young man who is premed asked me in class yesterday why I didn’t pursue medicine. I replied that when I went to Morehouse, the most challenging and exciting discipline on campus was chemistry. So, I did chemistry. Chemistry is a good discipline for improving the lives of the people in this country. We should use it for that. Schools should be able to hire someone who says, “Look, I am good enough. I can take a little of my time, choose my problems carefully, and bring up the next generation.” We have made bad hires. That is the problem. Yes, you can have academic freedom, but you don’t have the freedom to ruin the young people of this country.
Dady Dadyburjor, West Virginia University: I would also like to address Professor Stacy. We are a relatively low-enrollment department of chemical engineering. So, we have the luxury of having all of our courses taught by faculty. However, that is not the point that I want to make.
Several of our faculty who are into teaching as a pedagogy have dragged me, kicking and screaming, into an advocacy of the “active learning” approach, where students sit in groups during the class time and work on assignments. The professor or the instructor walks around, sees the problems that these students are having in solving the assignment, and is able to address that directly. That is an approach that is not credited to us. Rich Felder at North Carolina State University and others have used it as well. I wonder if maybe you have thought about including the active-learning approach in any brochure or booklet that you have prepared for your TAs. I would advise it.
Angelica Stacy: Yes, and I wasn’t clear about what we were trying to do. I think we want an active-learning approach in understanding the concepts. When I referred to a TA training handbook, I meant an active-learning approach to helping TAs understand about teaching and learning that adds to the handbooks that are already out there.
R. Stephen Berry, University of Chicago: I thought it would be worth pointing out that the National Research Council has just published a book that addresses these issues, which I think people in this room might find very helpful. We will try to have it available with the others that have been mentioned. This is a substantial volume called How People Learn: Bridging Research and Practice (www.nap.edu).5 It came out recently. Angie knows it. I don’t think there will be any problem in having copies that people can see. It also is available in full text on the Web for free.