This semester has really been an eye opening one for me. To be completely honest, one of the main drivers in taking some of these GRAD courses has been to give me a competitive edge when applying for jobs. However, I have really learned a lot in this course especially about myself and my own assumptions about teaching and pedagogical practice. I find myself sort of straddling a line when it comes to my thoughts and opinions on the future of teaching and my own personal teaching philosophy. One of the things I am most proud of is that even before taking these courses, I have always found myself questioning how I could improve (in my case) veterinary medical education. As discussed in the readings for this week by Palmer and others, I see so many students only concerned about the grade, lacking empathy, and forgetting that there are real lives and real patients on the other end of all this. However, I also find parts of me still deeply rooted in many traditional ways of thinking. Even though I can see the shortcomings, I still feel that many of the traditional ways of teaching the –ologies (physiology, neurology, nephrology, etc.) by just rote memorization of facts may still be a necessary part of the curriculum. Thankfully, I don’t think anyone has ALL the right answers and it is going to take some pushing and pulling from both sides (traditional and contemporary) to work together to find better alternatives.