What Do We Talk about When We Talk about RIGOR?t

Dear Colleagues
across the curriculum,

“We have to be more
clever about being
more rigorous in
less time.”

“In cases where they felt
that class essentially
duplicated the reading,
they didn't see the
purpose of doing both.”

What do we talk about
when we talk about
RIGOR?

What do we talk about
when we talk about
IMAGINATION?

contact hours?
length of classes?
smart-room availability?
released time for exams?
time for more research?
talks with teachers?
course & teacher evaluations?
assessment & strategic planning?
measurable goals & aims?
volume of work assigned?
time management?
data?
competing demands?
first year orientation sequence
questionnaires and polls?
integrating triad and assess
student learning?
more experiential,
interdisciplinary
capstone opportunities?
strength & weakness
across the curriculum
identification?
innovation diversity
engagement & an
unwavering sense of
community?

Our universities... continue to teach and
operate in the system that is destroying the
biosphere. Adherence to the old mind-set,
the old curricula, obsolete pedagogy, and
shortsighted planning are producing graduates
who are trained to perpetuate the destruction
of the biosphere Our own Ray Anderson

We can't solve problems by using
the same kind of thinking we used
when we created them.
Albert Einstein.

Who also said “Imagination is
more important than knowledge,”
but you got to remember and keep
in mind: Einstein could sit on his
butt in an armchair and still be
riding beams of light.

I have entitled this speech:
“A Call for Systemic Change.”
That’s what I am presumptuous
enough to call on you to create
in education. I do not ask you
to do anything I am not trying
to do in industry. Unless
somebody leads, nobody will.
Why not you?" Ray Anderson
again (last year's graduation speaker)

xxxooo, Ann Coulter