Shoreline Community College celebrated its Winter 2025 cohort of Nursing graduates with a pinning ceremony on March 19, 2025. Hundred of family, friends, faculty, staff and guests gathered to witness the special moment. Below is my speech for the occasion.

Good evening graduates, families, faculty, and honored guests. Thank you for attending the Winter 25 Nursing Pinning at Shoreline Community College.

What does an angel look like to you? In 2006, while teaching mathematics in New Jersey, I suddenly fell severely ill. My wife called 911, and to my surprise, one of the responding EMT was my own student—a nursing student volunteer. During that ride, in my moment of fear and pain, she was calm and reassuring: "Dr. Weng, we'll take care of you and you will be alright," she said. It was a short ride to the hospital, and she didn't treat me medically, but her presence was healing. She was an angel in my eyes.

Every healer has an angel in them. There are over two hundred nursing students at Shoreline, and each one is an angel at heart. Today, we celebrate 37 of them who are officially ready to help and heal anyone in need, anytime and anywhere.

Dear graduates: The pin you receive today connects you to a noble tradition dating back to Florence Nightingale. It symbolizes not just your educational achievement, but your commitment to a profession that demands both technical expertise and profound compassion. I salute you.

When I look at this graduating class, I see individuals who have mastered the medical skills and the emotional intelligence needed to care for patients at their most vulnerable. You have persevered through demanding coursework and challenging clinicals, and you balanced learning with family and work responsibilities. You are incredible.

Graduates! Accept your pins with pride in what you've accomplished and with humility for the responsibility you now bear. You've chosen a path of service and healing. I thank you and I am proud of you.

To the families and friends who supported these graduates: thank you. Thank you for making dinner,  watching the kids and doing all the chores while your future nurse studied, and for being supportive and understanding when they are frustrated and tired from school work. This celebration is for you too.

To our faculty and staff: your dedication has shaped these students into the professionals they are today. You have made our students better, and the world will be better because of them.

Please join me in congratulating the Nursing graduates for Winter 2025.

​(Photo credit: VP Joe Mazur)

From 2008 to 2018, I taught mathematics at Metropolitan State University in St. Paul, Minnesota's designated public university for working adults with a decorated record of equity-centered education. 

In 2009, when my department asked me to propose a new math course, I encountered a pivotal question from the University's curriculum committee: how would this course advance gender and racial equity in our community? I had no answer, as the course itself is theoretical and highly computational. After consulting senior colleagues, I followed their advice and made a statement that "applications and examples involving gender and racial equity will be added to the curriculum and classroom experience." The course passed, but the reality was telling - the examples we added were negligible or inconsequential to the course content, and not all instructors used them. A worthy question had been met with a "pretend" answer. 

Years later, I was able to make my teaching more equitable by innovating my curriculum and pedagogy. But the new (and valid) solution wouldn't have been possible without first acknowledging that the old solution wasn't working.

It doesn't take a mathematician to recognize that fake solutions are dangerous. They consume resources, produce no improvement, and hinder the progress towards actual solutions. As higher education enters an era of scarce resources, high stakes, and ever-present stress, we need to face not only the problems on hand but also the fake solutions amassed over the years. We must continue examining our goals, reflecting on our actions, and searching for valid solutions. True progress requires the courage to admit when the current approaches fall short, and the willingness to develop new approaches suitable for our space and time. Only through honest assessment and dedicated effort can we create the educational environment our students deserve. The journey may be challenging, but the destination - truly inclusive and effective education - is worth every effort.

(Some ask me what it's like to be a STEM dean: what they do, who they work with, what inspires them, what are the challenges, and so on. This blog series tries to reflect and examine the many aspects of the job from my time at Minneapolis College during 2018-2024.)
​#SoYouWantToBeASTEMDean

Many people think all administrators do is managing, but a good dean is more than a capable manager. They must be a true leader—someone who actively pursues opportunities to elevate their team, who foresees and proactively solves crises, and who finds innovative ways to achieve goals despite limitations.

I'd like to share my self-appraisal for my annual evaluation at Minneapolis College during 2022-23. These questions and responses capture my VP's expectations and what I did to meet them. It's worth noting that none of the things in my report is about managing the status quo, such as faculty satisfaction or administrative competency. Those elements, while essential, represent minimum requirements rather than professional achievements. True academic leadership demands more—it requires vision, initiative, and the ability to drive meaningful change. 

FY23 Performance Review Self-Appraisal by Ben Weng

(Some ask me what it's like to be a STEM dean: what they do, who they work with, what inspires them, what are the challenges, and so on. This blog series tries to reflect and examine the many aspects of the job from my time at Minneapolis College during 2018-2024.)
​#SoYouWantToBeASTEMDean

A college cannot succeed without a good math department, and neither can a STEM dean. Math has remained one of higher education's greatest challenges for over fifty years, consistently ranking among the biggest hurdles to student success. General education math requirements stand as the primary obstacle to retention and graduation: recent research indicates that completing math requirements is an even stronger predictor of degree completion than English requirements or first-semester persistence.

Traditionally, efforts to help students succeed in college math have stemmed from a student deficiency mindset. These approaches focus on improving student preparation through developmental courses, remediating skills via increased learning support, or implementing strict placement measures that screen students into classes. While some interventions may show marginal improvements, others – especially when poorly designed – transform math from a challenge into an insurmountable barrier.

For decades, low success rates in college math appeared to be an unsolvable challenge, with little expectation that STEM deans and their faculty could address this persistent issue. However, the situation has evolved. Recent advances in curriculum design and pedagogical approaches have enabled certain institutions (like Minneapolis College) to achieve substantial improvements.

If your institution hasn't implemented comparable changes or seen similar improvements, your leadership will likely expect you and your math faculty to take action. Many states (like Minnesota and Washington) are also taking systemic actions. If you are a STEM dean in these states, successfully implementing these math reform initiatives could prove critical to both your college's future and your own career.

​(To be continued.)

Dear Academic Colleagues at SCC,

As we approach the presidential election, I want to address several important matters affecting our academic community and outline the College's commitment to supporting both faculty and students during this period.
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Upholding Academic Freedom While Fostering Inclusion. Our institution remains committed to academic freedom and the open exchange of ideas. During this politically charged time, we must maintain our classrooms as spaces where different perspectives can be expressed and examined respectfully. Please be mindful of the power dynamics inherent in the faculty-student relationship. Create environments where students feel safe expressing their views while maintaining appropriate academic standards. While you are free to express your views, students should not feel pressured to adopt any particular political position.

Campus Safety and Response Protocols. The College has comprehensive response protocols for various scenarios that may arise during this period. You will soon receive detailed guidance regarding emergency communications, classroom management protocols, and procedures for both physical and virtual learning environments. Your deans and I will ensure all faculty are supported in handling potential situations.

Supporting Mental Health and Well-being. We recognize that the election period may cause increased stress within our community. The College is making plans to expand the existing support services and will communicate the detailed information to you as soon.

As your VP of Instruction, I want to emphasize that you are not alone in navigating these challenges. Our institution stands ready to support you with the resources and guidance needed to maintain our educational mission while addressing these unique circumstances. In the meantime, your leadership and guidance in your own classroom is invaluable to our students and our College. I appreciate you.

Please do not hesitate to reach out to my office, your deans, or our support services if you need assistance.

In 2008, I moved from New Jersey to Minnesota. Folks in NJ were kind to say that I was irreplaceable, but later the college hired a Columbia University grad as my successor, who was probably a better scholar and teacher. My work was replaceable and replaced after all, but not my friendship with the wonderful people there. Even after sixteen years, I remain connected with many of them.
 
As I prepare to leave Minneapolis College next week, I have the same feeling about my transition. Someone equally or more competent will take my place, and the College will continue to thrive. My work here will soon be replaced, but I wish we'd cherish the friendship and memories we made together.

I won't see you for a while, friends! Until we meet again, you'll be in my fond memories. I wish you great success at work and much joy in life.

Sincerely,
​Ben Weng

Dear Colleagues of STEM,

My last day at Minneapolis College is Friday, 6/28. There are so many memories! I want to share one that's especially meaningful to me.

It was late February 2020. As COVID-19 started to unfold, you asked me what we should do. My response was that we should get ready to teach out the rest of the semester online, and probably for a longer time going forward. I posted this opinion on my blog, and a day later, the College asked me to take the message down because:

1. My personal opinion doesn't represent the College's stance, and
2. All of the faculty who read this blog would start to panic.

I took the blog down immediately, but I disagreed with 2). Not all faculty panicked. The STEM faculty, YOU, did not. That's how special you are and why our team accomplished so much despite COVID, enrollment decline, and many more challenges that sack the rest of the higher education world. We always work with what we have and we innovate to create successful outcomes despite many limitations. I appreciate that about our team.

Some say that the post-COVID world hasn't been kind to higher education, as crises continue to emerge, from student under-preparation to faculty burn-outs to the rise of AI. However, I am confident that you will overcome them and continue to excel. I know it whenever I recall the rally we made that spring. Changes will keep coming at us, many others will choose to bury themselves in denial, grief, anger or self-pity, but you are much better than that.

Thank you for being a great team in the past six years! This team is made for the Super Bowl, no matter who the general manager is. I look forward to hearing about more great work by you and your new leader.

Sincerely,
Ben

Someone asked me about suggestions for the next STEM dean at my college. I don't have any specific suggestion for any particular person, but these things seemed to work for me:

1. Innovate.
   
2. Lead, not govern or manage.
   
3. Boost team morale by celebrating progress and achievements.
   
4. Rally the team during both successful and challenging times.
   
5. Admit mistakes and correct them promptly instead of arguing.
   
6. Be nice to those who are nice to me. Be respectful and fair to those who are not.
   
7. Attribute success to the team. Take responsibility for setbacks.
   
8. Acknowledge other people’s experiences and feelings even if I disagree with their views.
   
9. Take every opportunity to recognize and highlight the success of each team member and department.
   
10. Avoid overwhelming others with excessive information, like this lengthy list.

(This is the first of a series of blog posts for the STEM faculty and staff before my departure from Minneapolis College.)

​Dear colleagues,

In less than two months, I will no longer be your dean. I want to take this opportunity to express my pride in leading a team of student-centered educators. I did not make you into such educators; you have always possessed that quality.

• In the face of a challenging semester when many students lacked the basic math skills for his class, Kirk Boraas (CHEM) told me that he was "thinking about what exactly the students need" so he could help them. (No, he did not suggest that we raise the prerequisites to Calculus 3.)
• Upon discovering that ASTR 1100 and CHEM 1140 were admitting students with lower reading placements, yet still achieving great course success, Nick Taylor (GEOL) and Rekha Ganaganur (CHEM) promptly implemented similar changes in their own courses.
• In response to the shift to online learning during and after the pandemic, Catherine Pham (ITEC) developed an orientation module specifically tailored for ITEC students. (No, she didn't ask them to sign up for a semester-long first-year experience course or a long orientation.)
• Prior to my tenure as dean, ITEC permanently removed the MATH 70 prerequisite for students entering the first computer programming course. This adjustment has opened doors for more students to pursue their passion for programming.
• The Math department created the Minneapolis Math Pathways, which help more students complete their graduation math requirements than anytime in the last 20 years. This achievement is particularly noteworthy considering the decline in the College's overall enrollment compared to previous years.

These are just a few examples of the incredible work being done within our departments. These things will undoubtedly leave a lasting legacy that uniquely defines us.

In higher education, a prevailing belief is often that students are ill-prepared to learn, and the solution typically involves requiring developmental courses as prerequisites. However, over the past six years, our team has defied this trend by innovating our curriculum and pedagogy. We have provided students with greater access without compromising academic success. I want to take this opportunity to applaud each and every one of you for your dedication and hard work. Unlike instructors at many other institutions, you go above and beyond by teaching students who would have otherwise been sent to developmental courses. Your commitment to their success is truly commendable.

As I prepare to depart from the college, I implore you to continue this journey with the same student-growth mindset that has guided us thus far. Let us not allow the rhetoric of student deficiency to infiltrate our team once again. Let us refrain from reverting to a system that requires more prerequisites or uses them as screening tools. When remediation is inevitable, let us ensure it is concise and provided just-in-time. Let us not place the responsibility of readiness solely on students or the preparatory classes we wish to send them, such as developmental courses or extensive orientations, and avoid dealing with students who may struggle to follow our lessons.

Please remember, this is not only a "Ben's thing." It is a thing for Kirk, Catherine, Nick, Rekha, and each and every one of us. It is *OUR* thing.

​Thank you for your unwavering commitment to our students and their success.

[Back to Minneapolis Math Pathways]
​
Question 1. Would I lose enrollment by cutting developmental mathematics?
Answer:

• The enrollment shouldn't be a concern. For sure you will lose some students in the developmental courses, but you will get them in the college-level courses. In the case of Minneapolis College, our math enrollment in Fall 21 remains virtually the same as Fall 19 (aka the last pre-pandemic normal year), defying the statewide and college-wide downward trend during the same period. We also reach historic highs in Fall 21 in both the number (>700) and the percentage (75%) of college-level math enrollment.
• (This is politically risky to say, but...) What's more important, student success or the enrollment?

Question 2. Can you share your curriculum and pathway design with my faculty?
Answer:

• We are happy to show your faculty what we do, but use caution before directly transplanting our pathways to your campus.
• A math reform can be successful and sustainable only when it is faculty-driven. We have had our own share of math reforms that faded for the lack of faculty ownership, like the self-paced ALEKS algebra and the Statway. Our new pathways work well for us because they are faculty-driven and home-grown.

Question 3. My math department gives me many questions and reasons that they can't lower the prerequisites. What do I do?
Answer:

• Although I am a mathematician myself, I trust the work to the faculty. Content area faculty are the experts who should be solving the problems instead of throwing them out for the administrators to solve. You can connect your team to those who have had success (like my team) or send them to workshops and trainings. In any case, offer the support but not the solution. (Do I sound like a thesis advisor?)
• On the other hand, the administrators do have clear expectations and should challenge the department when needed. Your math faculty is a group of highly qualified professionals who are well educated, extremely intelligent and absolutely passionate about teaching.  Trust them and support them, and they will get it done.

​