I’m normally a big “break is break” advocate, but family illness meant being behind on work, which meant taking over my father-in-law’s WFH setup today to finish a syllabus and course shell I needed to prep so other instructors could work off them.

Teaching a summer class that includes fundamentals of computer hardware. Peak so far was this morning, when a student came in excited that she’d been able to follow along watching someone replace a server motherboard.

I’m becoming more and more skeptical of “improve teaching and learning” as a motivation for education (and especially edtech) research—it’s a noble goal, but it distracts us from so many other important questions.

Don’t tell my students, but half the reason I have them work with Hugo in my web content management class is because I enjoy working with it so much. Over the past week, I’ve hacked together an author taxonomy for our class site, and I’m super pleased with it.

I think academia undervalues teaching and that teaching-focused faculty deserve more status, recognition, and compensation. Yet, I’m still suspicious of the new BYU-Idaho president’s comments on the need for “a faculty free of the obligations of research.”