They couldn't prompt disruption more if they tried. I teach at NYU also. I teach very experiential, active, project-based courses. My students, for projects in

They couldn't prompt disruption more if they tried. I teach at NYU also. I teach very experiential, active, project-based courses. My students, for projects in my class, get written up in the Washington Post, Wall Street Journal, Forbes, Inc; they speak at Harvard, TEDx; they get funded by Zuckerberg, Eric Schmidt; supported by the Dalai Lama; they get promoted at their jobs without asking. Again, this is for class projects, not just later in life. But what does the Dean I report to talk about when reviewing my syllabus? She asks "Where are the papers?" She says "It needs more academic rigor" and tells me to assign more papers to read and write. Even so, beyond their practical accomplishments, I would stake any of my students against their lecture-and-case-study-taught students in theory and impractical knowledge too. As an adjunct, I get nearly zero resources or support. My courses use a fraction their costs -- no office, administrative support, faculty lunches, coffee, etc. A student who told me he learned more marketing in my entrepreneurship class that was at NYU but not Stern (NYU's business school) than from his Stern marketing class said I could quote him but not by name since he didn't want to get in trouble with the school.