Significant Career Lesson from Faculty at Chandler Gilbert Community College
Robert's significant career lesson is that "failure is rewarded" in higher education, where experimentation and initiative are valued. This realization led Robert from initial timidity to embracing ambitious projects, accepting that not all "dreams or experiments work out," yet finding institutional support for genuine effort and good intentions.
Higher Education, Curriculum Development, Student Engagement, Experimentation, Resilience
Advizer Information
Name
Job Title
Company
Undergrad
Grad Programs
Majors
Industries
Job Functions
Traits
Robert Soza
Faculty
Chandler Gilberty Community College
Arizona State University
UC Berkeley, Dept. of Ethnic Studies, PhD
Humanities, English, Writing & Education
Education
Education
HSI Grad, Scholarship Recipient, Pell Grant Recipient, Took Out Loans, Worked 20+ Hours in School, Transfer Student
Video Highlights
1. It's okay to fail: Robert emphasizes that his institution values trying new things, even if they don't always succeed. This is an important lesson for students considering a career in academia, as innovation and experimentation are key.
2. Faculty have significant power to shape student experience: Robert highlights the considerable influence faculty have in designing classes and co-curricular events to enrich student learning. This is valuable insight for students interested in the impact they can make in a faculty role.
3. Embrace opportunities and don't be timid: Robert's journey shows the benefit of embracing opportunities and gradually becoming less hesitant to pursue new ideas and initiatives. This resonates with students early in their careers, highlighting the value of proactive engagement and overcoming initial timidity.
Transcript
What is one lesson that you have learned that is proving significant in your career?
One of the things I really like about this career or field is that there are ways in which failure is rewarded. This might sound counterintuitive, but it's true.
In this field, we have the opportunity to create new classes and offer them to students. We also have the opportunity to think up co-curricular events. Think of co-curricular events as field trips, lectures, or other activities on campus designed to engage students.
At least in my system, we have a chance to dream, experiment, and try new things. Not every dream or experiment works out, but I've figured out that what my peers and administrative leadership appreciate is that I simply show up and try things.
I want students to have a good time and experience as much as they can on campus. Even if things don't work out – and many of the things I've dreamed up haven't – that's okay. The idea is that college should be a community where students can experience a lot of different things.
As faculty, we have a lot of institutional power and influence to come up with new ideas. Early in my career, I was probably too timid about dreaming up these ideas. Then, mid-career, I tried a few things that failed epically. Now, in late career, I'm prepared to pursue ideas as they come to mind, and I'm less concerned about whether they work out. This is as long as the intention is good and the effort is honest.
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