Don't follow your passion. What you take out of the world over time is much less important than what you put into the world. And so my recommendation would be follow your contribution.Find the thing that you're great at. Put that into the world. Contribute to others.Help the world be better. Think for yourself. And that is the thing to. ...

Hello, my name is Mera and I am a recovering stingy person. When I used to believe that to give is to lose, losing my time, my energy, and sometimes a piece of myself. And each time I gave something, I really wondered if there'd be anything left for me.And some of you may have felt that too at work, at home, amidst your relationships. And that kept me circling back to this question. Isn't giving so much going to drain us.I mean, isn't that what happens to doctors, teachers, parents, leaders. We call it burn ...

Core Argument - The traditional narrative of disengaged undergraduate students is harmful and inaccurate, hindering the creation of engaging learning environments [2][3][4] - Higher education should shift from viewing students as passive consumers of knowledge to active participants and contributors [5][17][18] - Integrating students' existing skills, knowledge, and experiences into the curriculum can foster a sense of belonging and enhance their academic success [9][10][12] Pedagogical Approach - Educators should invite students to explore their passions and connect them to academic skills and knowledge [7][8][10] - Assignments should encourage students to use their experiences to contribute to the learning community and support their peers [11][12] - Curriculum design should incorporate research projects that allow students to investigate disciplinary literacy and explore potential career paths [14][15][16] Practical Implications - Institutions should recognize that many students change their majors, highlighting the importance of informed decision-making about disciplinary literacy [16] - Educators can create more engaging classrooms by shifting the focus from consumption and adaptation to participation and contribution, without sacrificing disciplinary content [17] - By fostering a narrative of hope and acknowledging students' capabilities, educators can create more equitable and engaging pathways for participation and contribution [19]