Office Hours: Dr. Ronald Glasberg

Ron Glasberg is a 75-year-old Communications and Media professor who is constantly getting his students to think outside the box and ponder on the real meaning of life. It is not every day you hear a professor ask, “Why are you taking this class?”, to his students and have unexpected philosophical discussions that follow immediately after. 

A long-time professor with a reputation for thought-provoking lectures, Dr. Glasberg has shaped the minds of countless students over the past 30 to 40 years. With an impressive academic background and a deep passion for philosophy, history, and interdisciplinary learning, he has made a lasting impact on students across campus and continues to do so.  

Recently, we had the opportunity to interview Dr. Glasberg and learn about his passion for teaching. Here’s what he had to say!

What guides your teaching? 

R: I’ve always been passionate about the integration of knowledge—helping students build confidence in their ability to comprehend complex ideas. At its core, my teaching is about exploring dualities, especially wisdom and folly. True wisdom requires self-reflection, which often means confronting the darkest parts of ourselves. I don’t claim to have all the answers, but I believe that as teachers, our role is to listen, to challenge, and to reflect our students back to themselves. Only through reflection can one truly "know thyself", as some old Greek once said. But being that mirror isn’t always easy—sometimes, the reflection is dark. Still, by embracing these challenges, we can create a learning environment that empowers students to think deeply and grow.

Are there any particular items or decorations in your office that hold special significance or reflect your journey in academia? 

R: This painting shows a monk looking over the bay. It has a timeless quality to it. I don’t completely understand why, but I wanted something to remind me of the home I came from. Even though I’m far from it now and so much time has passed, this keeps me grounded. 

Why do you think students appreciate your teaching?

R: My goal as a teacher isn’t to impose knowledge but to help students see their own genius. I believe they have the potential to change the world, just as Einstein did. The key is teaching them that they can. That doesn’t mean dictating how they should do it—that would make me just another authoritarian figure. 

Instead, the real path is through conversation, through people learning to talk to each other. The ultimate proof of how good my teaching is how well my students have grown and become confident in their own abilities to do absolutely anything!

Would you say teaching is/was your dream job? 

R: My job is rare—usually, people in my position have written extensively or are deeply involved in administrative work. I focus more on teaching, while my colleagues juggle both. I admire their effort and feel guilty for not contributing as much in that way. But ultimately, I love my job, and that makes me feel guilty too, knowing that many others don’t have work they enjoy.

Have you faced criticism in your teaching style? 

R: When I first started teaching here, I was criticized for giving high grades—accused of "grade inflation". I’d be called into an office and questioned about it. My response? Why not see it as inspiring students to do great work? I even invited them to read the essays themselves, but of course, no one wanted to go through 3,000 papers. 

In my Contemporary Culture class, for example, I received incredible pieces—works of art, not just assignments. Almost three-quarters of the class earned A+ grades, not because I’m a pushover, but because they truly earned it. Maybe I got lucky, but I think the key was getting out of their way.

You're currently teaching COMS 401: Paranormal Communications—do you believe in the paranormal?

R: To me, the paranormal is everywhere- It’s not paranormal at all. I live in a world of coincidences. Take this moment: I was just reading an essay about Bangladesh, and now I’m speaking with both of you, who happen to be from South Asia. Out of thousands of essays, I read that one right before you arrived. That’s synchronicity—a paranormal experience in itself. 

I know you look skeptical, and that’s fair. The areas we doubt the most are often the ones worth exploring. Maybe something seems impossible—but what if it isn’t?

What's a fun fact about you that most of your students wouldn’t guess?  

R: One fun fact about me is that I read tarot cards and answer questions based on intuition. I have been practicing this for over 50 years, and I do it without any charge.  

Any final thoughts?

R: I appreciate all of the students, and I feel really lucky to teach every day. If I had one final message for fellow teachers, it would be this:

Have faith in your students. Step back, and you’ll be surprised. It’s not easy—it took me time to learn—but when you trust students to rise to the challenge, they will. 

Some might ask, "But what are you actually teaching them?", I respect that question. Traditional academic knowledge is important, but if we don’t also nurture their inner potential, we’re not doing enough.