- What do you do in addition to teaching?
- What do you like best about your job?
- Did you always want to be in this career/position?
- What general advice would you give college students?
- What are your expectations for students in your classroom?
- What are the most common mistakes that students make?
- What non-academic skill do you think is the most important for college students?
- How can college students develop this skill at Clemson University?
- As a college student, what element of professionalism did you struggle with the most?
- He is a grad student, so he is working and reading a lot to complete his assignments.
- He likes working with and connecting with kids, as well as helping people understand other people. He feels as though it gives him a sense of purpose as well as satisfaction.
- He originally wanted to be a history teacher but couldn't finish one of the requirements so became and English teacher with a history minor. He's found that he truly enjoys helping students improve their writing and comprehension skills.
- The advise he gives to college students is that there is more than one "knowledge" and that you have to listen to understand another persons "knowledge."
- He wants for everyone in his class to get an A, but he also wants us to learn how to think for ourselves and work for what we want.
- He believes that one of the greatest mistakes that college kids make is not adapting to the situation and not paying attention - either to their surroundings or in class.
- The life-skill that he believes is most important is time management and learning to prioritize what you need to do and what you need to let go.
- College students have numerous opportunities to do improve said skills with the assignments they are give and sacrificing time to socialize to do them. He believes that being at a university where you are living in your 'workplace' allows you to develop that skill further.
- He said that when he was in school something that he struggled with the most was making the right academic decisions, like going to class when he didn't want to. It is something that he see's frequently in other students as well, and tries to encourage them to instead make proper academic choices.
For my interview with my instructor, I actually had a Skype interview with my English 1030 professor. I chose him as my interviewee because I felt like out of all my professors he was the one who I believed would have the most to say on the subjects the questions were based on. He always expounds upon a lot of things in class and so I imagined that he would likely have a lot to say on the questions I was asking. And in that respect he was both predictable and surprising. Predicable, because like I thought, with some of the questions he was rather long winded and repetitive. However, he surprised me because he actually took a rather long while trying come up with the answers, even to the point where some of his answer was actually rather concise.
I feel like my interview was a bit different from most others, because mine was Skype call. Where most others likely met their instructor still on the campus and therefore still in a somewhat formal setting, my interview was rather informal due to its online nature. But I think it was because of this informal nature that I got to know my professor better, he actually showed me around his office and pictures of his kids and wife. I got to learn a bit more about his life outside of Clemson and teaching. Also some of his responses about his time in college – like his attendance, or lack thereof – reminded me that my professor and basically every staff member at Clemson University has been where I have. They have had to go through some of the same classes and same adjustment struggles – maybe even more so, and it is because of this experience that many of them do want to see us succeed and will do everything in their power to do so - even though they might not give us the answers straight up.