Charity of the week – A pathway to ethics

   In my ethics classes, each student is assigned to research and present a charity worthy of consideration and potential participation in such a charitable cause, using the following guidelines:

This charity has earned  a four-star overall rating from “Charity Navigator” which rates not-for-profit organizations:

  1. on the strength of their finances
  2. their governance practices
  3. the transparency of their operations
  4. the potential positive impact on individuals and communities
  5. four stars is the group’s highest rating

Here are a couple of examples of charities highlighted by students:

Cultural Survival ( founded in 1972 as the opening of the Amazon put the survival of the peoples and cultures of the Amazon basin at great risk.  The charity awards grants of up to $10,000 to indigenous communities for development of projects that are locally conceived and fitted to the communities’ own needs. Since 2007, the Cultural Survival has awarded nearly $3 million to more than 450 projects in 65 countries.  This charity has earned  a four-star overall rating from Charity Navigator which rates not-for-profit organizations on the strength of their finances, their governance practices, and the transparency of their operations. Four stars is the group’s highest rating.

Childhood Cancer( About 11,000 children under 15 are diagnosed with cancer each year in the United States, and more than 1,000 die. Founded in 1975, it funds effective cancer cures and provides support to families(individual and family counseling sessions at a low cost, emergency financial assistance, lunches and dinners for inpatient families and caregivers, and instrumental in promoting legislation that requires insurers to cover experimental treatments for children’s cancers. In the past 10 years, the charity has funded $32 million of research and provided more than $1.6 million in financial aid.

Such an exercise is in line with the ethics course competencies by:

  1. Challenging students to explore their personal values as foundational to ethical decision-making, and  learning to defend their ethical principles via charitable organizations.
  2. Introducing students to the theory and application of ethical principles as operative in these charities by addressing and problem solving at local, state, national, and global levels.
  3. Learning to discern the inherent integrity of various and sundry charitable organizations.

Canned or Substantive Response?


   How does one stir the embers within the hearts and minds of students in their search for knowledge and their quest for understanding?  If a student’s assignment submission is substantive, thought-provoking, and uses examples to give evidence of the depth and breadth of the subject matter, hopefully my response to the submission will not be canned.  If so, the students’ embers will soon die, whereas if my response mirrors their submission, the embers will burst into flames. Continue reading

Earth Day: What is your legacy?

Earth Day – April 22, 2020 –  Earth Day —  Living in Harmony with and Interactions among human beings, non-human beings, and the natural world.

          One day a child, Sarah saw an older man digging a hole in the earth. She asked the man, “Must you do such heavy work at your age? Have you no to help you?” The man kept digging. “This work I must do myself.”  Sarah asked, “What kind of tree are you be planting?” “I am planting a fruit tree. “When will your fruit tree bear fruit?” asked Sarah. “In 20 years, the tree will bear fruit” responded the man. Sarah asked, “But surely do you think you will live that long?” “No, I do not think so, but I must plant this tree. When I came into this world there were trees here for me. It is my duty to make sure that when I leave this earth, there will be trees here also.”  What will your legacy be? Continue reading

Know Your A,B,C’s – Virtues and Vices

We use language in part to enable reasonable persons to distinguish acts that harm from those that enhance human welfare and the well-being of other sentient creatures. In Ethics class try this exercise regarding virtues and vices.

In your small groups, using the alphabet, think of a virtue that begins with each of the letters of the alphabet; secondly, using the alphabet, think of a vice for each letter of the alphabet. Do not use any technology, such as a smart phone  unless outside help is needed. When the groups have finished, have each group share their vices and virtues. Continue reading

Model, Mentor, Motivator, and Messenger of Hope

Model, Mentor, Motivator, Messenger of Hope

In my ethics’ classes, I begin each class by inviting anyone to share, for the sake of discussion, any recent events that may have ethical/moral implications, challenges, and/or dilemmas or any individuals who gave evidence of moral courage or even moral outrage regarding unethical behavior or practices.   One of the students mentioned Greta Thunberg who, at age 16,  appeared before European Leaders and the United States Congress; and she was instrumental in being a catalyst for over 4 million individuals throughout the world who marched as a united moral force on September 20 to express their collective concerns and warnings about the dire consequences of global warming. Continue reading

Building Character and Aspiring to Academic Excellence

What would Aristotle say about employability skills?

Employability Skills: In addition to specific job-related training, Northeast Wisconsin Technical College has identified core abilities that are transferable and go beyond the context of a specific course. 

  • Communicate Effectively
  • Work Cooperatively and Professionally
  • Think Critically and Creatively
  • Solve Problems Effectively
  • Value Individual Differences and Abilities
  • Demonstrate Personal Accountability
  • Demonstrate Community and Global Accountability

Continue reading

Trauma Informed Teaching

Several weeks ago, I had the opportunity to attend a two day training offered at NWTC called Crisis Intervention Partners. The training covered difficult, but important topics like mental health; suicide; special populations: veterans, children, and autism, and crisis deescalation; however, the component that really stayed with me was the topic of trauma informed care.

Trauma informed care is a response to ACES (Adverse Childhood Experience Study) that was conducted between 1995 and 1997. The study looked at the effects of childhood trauma including exposure to abuse (physical, sexual, emotional), neglect (physical and emotional), violence, substance abuse, mental illness, parental separation or divorce, and incarceration of a household member. The results of the study are truly staggering.  The more ACES that a child was exposed to, the greater their risk for

  • Social, Emotional, and Cognitive Impairment
  • Adoption of health-risk behaviors (smoking, alcohol and drug abuse, promiscuity, and severe obesity)
  • Disease, disability, and social problems
  • Early death

While researching more about the topic, I came across a documentary entitled Paper Tigers (Available on Amazon Prime). This documentary looked at students in an alternative high school in Washington State that had very poor student success outcomes. However, the school made a 180 degree turn around in student success when they moved away from a penal system of addressing behavior problems in the classroom to a trauma informed teaching methodology. The statement that really stood out to me was that instead of looking at a student and wondering/asking “What is wrong with you?”, the question becomes “What happened to you, and how can I support you?”

When you consider the results of ACES, more than two-thirds of participants reported at least one ACE, with 87% of those individuals reporting at least one additional (referred to as co morbid or co-occurring). When you think about that statistic, that means that potentially two out of three individuals that we encounter on a daily basis struggle with overcoming past (or present) traumas in their lives. Some are aware of these traumas and their triggers, while others may not be as self-aware.

One poignant quote from the training that stood out to me was, “It would be wise to assume that trauma may play in a person’s current life difficulties and that our job is to insure that our policies, procedures, activities, environment and ways that we relate and talk to each other creates a safe and trusting environment.”

Thankfully, there are guiding principles to help us respond to those in need:

  • Listen Actively
  • Validate (“That must be hard”; I am sorry you were hurt in that way”)
  • Normalize
  • Assist (Make referrals)
  • Avoid re-traumatization

We can do this by promoting an environment where we “understand the prevalence and impact of trauma; promote safety; earn trust; embrace diversity; provide holistic care; respect human rights; pursue a person’s strengths, choice, and autonomy; share power; and communication with compassion.”

When I consider these actions, I can see a lot our NWTC values. We have access to all the tools and services we need to effectively serve our students. We must each do our part to ensure that we all – students and faculty alike – enjoy a positive, successful experience at NWTC.



The Wise Choice Process: Proactive or Reactive

The wise choice process is an exceptional tool to use with struggling students. If you are not familiar with this process, it is introduced in the text On Course: Strategies for Creating Success in College and in Life by Skip Downing.

The Wise Choice process has six steps:

  1. What is my present situation?
  2. How would I like my situation to be?
  3. What are my possible choices?
  4. What’s the likely outcome of each possible choice?
  5. Which choice(s) will I commit to doing?
  6. When and how will I evaluate my plan?

My first experience with utilizing the wise choice process was with a student after they had stopped persisting for a time and had returned to class. In other words, I was using the process as a reactive tool after a student had already experienced the consequences of making poor choices.

The more I considered the wise choice process and what it represented, I decided to utilize the process as a proactive exercise earlier in each semester.

During the first week of each course, I now ask my students to consider any “fork in the road” they MAY encounter during the semester. This could be transportation concerns, financial hardships, loss of childcare, assumed difficulty with the academic rigor of the course, etc.  I then ask the students to work through The Wise Choice Process making a plan for addressing their circumstance – in advance! As part of that plan, they are provided with a copy of all available students services and are asked to include at least one student service they could utilize to aid in their situation.

Note: the purpose of this activity is to encourage the students to make a plan for how they will respond in advance of the hardship actually occurring. I have found when a student has a plan for how to deal with a possible “fork in the road” in advance, they are less likely to be thrown off course when the circumstance happens, then if they had made no plan at all. Additionally, is a circumstance does cause the student to get off course, they generally stay off course for a shorter period of time.

Understanding Student Motivation

When I first landed in teaching more years ago than I care to admit, I believed that it was my responsibility as an instructor to motivate my students to be successful. It didn’t matter whether they were the star football player, dreading writing an essay in English Composition I, or a GED student who had a poor, prior educational experience. I believed their success had more to do with my teaching and the classroom atmosphere I created than with their efforts. After all, if I did my job, the students should want to do their best…right? Well, not always!

This mindset, though heartfelt and well meant, was naive at best. As you can image, there have now been many times, when despite my best efforts, students failed a test, a course, or even stopped persisting altogether. After all, we have probably all heard the cliche, “You can lead a horse to water, but you can’t make them drink.”

It wasn’t until I was introduced to the concept of On Course that I began to understand more about student motivation. In his text, On Course Strategies for Creating Success in College and Life, Skip Downing defined motivation with the formula V x E = M. “In this formula, “V” stands for value…”E” stands for expectation…In a nutshell, the V x E = M formula says that you level of motivation in college is determined by multiplying your value score by your exception score.” In other words, the more a student values their education and expects to do well, the higher their motivation will be.

Yet, I have found that it does not always follow that a student who has a high degree of motivation will be successful. Why?

Several years ago, a team member and I began discussion our observations on this topic. We noticed that many students came to NWTC very motivated. They valued their educational opportunity; they even expected to do well. By all accounts, the student appeared like they will be successful. However, several weeks into their course of study, they would stop persisting, and if they did return, they would not do so for weeks or often months. When students did return, we usually found that they had encountered a substantial “fork in the road,” that had thrown them off their projected course. (If you think of a student’s educational experience as a race course, then this experience was a very high, seemingly insurmountable hurdle.)

In that discussion, we made modifications to the motivation formula. Our result was V x E = M/ Current Circumstances. In explanation, if the circumstances were greater than the motivation than the student would stop persisting. If the motivation was greater than the circumstance, the student would stay the course. The most common circumstances usually involved unexpected financial situations, inadequate childcare, a change in work schedule, or the perception of outside familial obligations greater than that of their own education.

Every student responds differently to circumstances. This response is influenced by many factors – family background/beliefs, socioeconomic status, physical and mental health, acceptance in various degrees of social relationship, and one I have only recently learned about – the presence or absence of traumas in a person’s life.

Even when a student takes personal responsibility for their response to an undesirable circumstance, the outcome is not always positive. To use an On Course example, there are times when an escalator stops. Though I can’t control the circumstance, I need to take responsibility for myself and walk up the stairs. However, what if the escalator was an elevator? I don’t know about you, but I wouldn’t be able to climb my way out of an elevator shaft, no matter how motivated I was. I would be pressing the “HELP” button – several times over!

Thankfully, NWTC has many options when it comes to the “HELP” button in the form of student services. The sooner we can connect students to these services, the more likely it will be that their motivation will overcome their current circumstance. I have had the opportunity to see some of these services in operation, and they truly do make a difference in many students lives.

So, how can you motivate your students? It starts with creating a welcoming  environment in your class where students feel safe. Then, listen and observe. When something doesn’t seem right – ask. Then, connect or refer students to the proper service.

Student success really does take a village, and thankfully, we have a pretty great one!