We are Dr. Paula Clarke and Warren "Ted" Hamilton, two community college professors who have developed a teaching philosophy and pedagogy designed to challenge rather than accommodate common student problems in higher education. Our teaching philosophy is premised upon the provision of a High Demand x High Support environment designed to foster the development of critical collegiate competencies.
Although this website is not entirely new, as we write in spring 2017 we are able to assign it a higher priority than in the past. When we began building the site in 2012, the task competed with teaching responsibilities. However, as of fall 2016 one of us has retired and the other is likely to follow shortly. These changes allow a rearrangement of priorities that include giving more attention to the website.
The site is intended to function as a supplement to publications and public presentations about our long (starting in the mid 1980s) and complicated experience developing, implementing, and studying the impact of a High Demand x High Support (HDxHS) teaching pedagogy among, primarily, entering college students; the last two decades (1996/1997 - 2016/2017) spent in a small rural community college.
Before closing we would like to comment about the general state of the teaching profession in America. Among the many lessons that can be learned from our HDxHS efforts over several decades is what we have learned about teaching in America. We are more than aware that what we were able to do in our professional lives – over the course of almost four decades – was due to unusual circumstances in our private lives. We are also more than aware that regardless of where teachers in America teach (K-12, college, post-graduate), if they are committed to professional obligations beyond personal advancement and careerism, they are likely maxed-out. Trying to compensate for the structural and cultural deficits within the US educational system, these individuals work far more hours than a forty – or even fifty hour – work-week. Many burn out and leave, feeling that doing their work responsibly ultimately means giving short shrift to other parts of their lives. Others realize that doing their work responsibly is likely to result in penalty and rebuke. Others still, more than willing and/or able, do not even entertain the idea of entering the educational system even though it is in many ways their desired choice as a profession and an entity for which they are well prepared. Thus, we can only say, as we write having recently retired in our early 70s, if America has interest in having a population that has developed adequate complexity to deal with a complex world, there must be change beyond the all to common tinkering at the margins, the rearrangement of existing furniture.
In the following weeks and months, we will be adding essays to the website. Addressing two broad categories, these essays will address (1) questions that have often been asked when we have made public presentations about HDxHS and, (2) they will entertain topics that are likely of interest to the expert community that are nonetheless difficult to fully address within the confines of social science reporting conventions (Flyvbjerg, 2001, 2004-2005).
We invite comments, feedback, and/or questions; please feel free to contact us. Additional details about our academic backgrounds can be found in our C.V.’s, and more personally under About Us at this website. Thank you for visiting our site!
Paula K. Clarke
American Anthropological Association/Oxford University Press Award for Excellence in the Undergraduate Teaching of Anthropology, 2008.
W. “Ted” Hamilton
CASE/Carnegie California Professor of the Year, 2004.
 Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. New York: Cambridge University Press.
Flyvbjerg, B. (October 2005-March 2006). Social science that matters. Foresight Europe, pp. 38-42. Retrieved from http://flyvbjerg.plan.aau.dk/Publications2006/ForesightNo2PRINT.pdf