From time to time here, I harp on the strategic nature of our role as university educators. Here’s another reason—our students do significant things, therefore, we are in a position to help them do good significant things or counterproductive significant things.
First, why do college students do significant things? They are young and don’t yet “know what they can’t do,” they have the energy to try, and they feel empowered by their newfound independence and awakening (occasionally) of their minds by the challenges we and the college environment present them.
