Rather inadvertently GG has recognized a pattern in some recent grumpiness; oddly enough it took an article about self driving cars to really crystallize it. Now of course the specific article GG saw has vanished, but this article covers the same ground. Basically, when something becomes easy, we don’t pay as much attention. Which means the ability to do a task atrophies. For cars, we are looking less over shoulders if the car is looking in blind spots-which means a driver of a car equipped with such technology won’t look when renting a car lacking that tech.
Earlier GG complained about hikers who don’t take maps and scientists who can’t use library tools–and these seem examples of the same issue. Basically, humans are slackers. Find the easy path and take it. This has GG wondering about the way we teach.
First, students will always complain about doing things the hard way. Why did I have to work through that problem when I could just look up the answer? So courses that train students by making them work are always at risk of earning negative reviews, which can lead to administrators deciding that course should change somehow. Allowing current students to set a curriculum is a disaster in the making.
But what of new learning approaches? The “guide on the side” and the flipped classroom? A blanket condemnation would be unwise-student engagement in solving problems should indeed be helpful. GG has not flipped a classroom but has spoken to those that have and the word back is mixed. In some classes many students find that they can skip the preclass prep and walk in cold and get by, either by assistance from classmates or simply dragging the instructor to go over material the student should have already examined. Those students would get a punishing homework grade in a traditional classroom but don’t in this environment.
There is a similar bar-lowering going on with content. Courses using group work, in class exercises and flipped classrooms simply cannot cover as much material. For advocates of these systems, this is good news as in traditional classes content retention can be awful. But what consistently gets downplayed is that less stuff is covered. Now for a survey course for non-majors, this is hardly a calamity, but for major courses this can be serious trouble. As universities demand more core activities, time in major courses only stays level at best. Material gets dropped from the major. Employers will start to notice (that new guy didn’t know about XYZ! Can you believe it?). Universities are not votech, but certain core capability is necessary for employers to build on.
Another article GG can’t find at the moment noted that research into popular learning styles shows such styles of learning are fantasy. This business of catering to visual learning or aural learning or what not is, in the absence of real disability, total BS. Catering to such perceived variability only kills time and keeps a student from developing a more robust ability to absorb information.
Here’s the deal. Learning is hard, failing can be good. You do a total face plant in class, you will work hard to avoid it in the future. Struggle is part of learning. The trick will be to get students to buy into that without hitting stratospheric levels of stress. It could be the dreaded firehose beats a tepid trickle.
Are college administrators making graduates dumber?
GG is late to this party but got pointed this way by an Ars Technica review of Tom Nichols’s book on the death of expertise. But this dimension of his argument is pretty well articulated in an article he wrote last year for The Chronicle of Higher Education. It is an interesting and well-written article; the point GG Is moving from is Nichols’s indictment of colleges and universities treating students as customers instead of as students, which leads to intellectual laziness. There is much to ponder there, but let’s look at why GG is indicting administrators.
Here is what matters to administrators: butts in seats, dollars in endowments (and dollars in research accounts). Period. Why be this crude and casual? Because we see on a near-daily basis the advice we are given from on high and the actions accompanying it. One of the reasons college has gotten expensive are the accommodations; here at CU, there seems to be a constant renovation of dorms to make them more attractive. Nice dining facilities, all kinds of recreational activities, big new rec center–and CU is probably trailing the pack at that. Update the chemistry building? Don’t have the bond space right now because we’re building a better football stadium for, you know, the alums who we hope will donate money.
One of the things that strikes GG as odd is the semester-long reading plan. Basically a week-by-week or even day-by-day list of pages to read, this has become so ingrained in academia that course management tools now actually can automatically build it into the syllabus. And with this is the temptation for the more driven student to try and read well ahead of the class.
Now to be clear in many cases there is little harm in this. Maybe in a math class you might find a student wanting to short-circuit the more awkward and basic set of derivations or calculations in favor of the better stuff later in the class, but for the most part seeing the more complex stuff to come will have little impact on how the current material is being taught and learned.
But in other cases it seems like it can be a distraction. If the instructor is trying to lead the class through material through discussion, building on material just covered to lead the class to see the utility of the next section, knowing the inevitable outcome kind of forces conversation or exposition towards that next reading. Any sense of exploration of the material is damped if not extinguished by knowing precisely where you are going. And the driven student? He or she might be lacking the context necessary to really know what the reading is about when reading it weeks before classroom discussion. Too often students seem to approach a reading as a series of facts to digest instead of a logical argument to parse and evaluate and getting far in front of the class risks encouraging that sort of shallow comprehension.
And for the instructor? She or he is handcuffed–syllabi are gospel to students and you risk changing anything in them at your own risk. So if you find that the class is lagging from your expectations or is progressing more rapidly, it is hard to adjust. Worse yet is if you realize there is a different facet of the material that you should explore. You’ve put your class in a straitjacket.
So maybe reading lists should stay hidden through the term, or at least be clearly provisional.
With Labor Day at hand here in the U.S., between assembling materials for his first-year seminar, GG was thinking a little about teaching labor. This is also prompted by a local initiative to increase wages for public school teachers that was attacked by a letter to the editor of the local paper. That letter basically argued that school teachers work all of 180 days out of the year in a low-hazard job and so why should they get more pay? This is an echo of a comment years ago from a legislator who was on a committee overseeing Colorado’s public higher education. I mean, we’ve all been taught by teachers, so we know what teachers do, right?
It seems safe to say that those saying teachers have it easy have no experience teaching. It seems there is a perception that if you know the material, all you need to do is parade to the front of the classroom and tell the students what they need to know. Easy! But then there is the first reminder that you usually ask students to do work that you, the teacher, need to grade. Well, OK, so there is grading time–surely that can’t be much. And maybe you have described some teachers–undoubtably the worst teachers.
There is a challenge that teachers face that most of the rest of us really don’t. If you tell somebody something–don’t touch that lever, write up that memo, go to this address–you aren’t usually too concerned about how successfully the listener really got the message. There is a pretty clear outcome (things happened or didn’t) and presumably you respond accordingly (keeping somebody employed or firing them). Basically the burden for success sits on the person lower in the pecking order–either they figure this out or they are out the door.
But teaching isn’t like that. Read More…
Long long ago, computers were big expensive machines lodged in climate-controlled rooms behind lock and key, access being held by the masters of the campus IT professionals. Users paid by the kilobyte, by the seconds of connect time, by the milliseconds of compute time. The gods of IT raked in money like casinos.
Then came the PC. Within a few years, the IT department at MIT, for example, had collapsed from its previous lofty heights, discontinuing mainframes and reducing support staff to posting flyers around campus, offering services users were delighted to ignore. The totalitarian system was dead! Long live democracy!
Well, slowly but surely we’ve encouraged a new generation to take up the crown and beat us with the scepter of access until we bow down in homage to our noble masters. “The Cloud” is, in fact on most campuses, just the same mainframe. Better OS, much better iron, but as campus IT has decided that mere users must be protected from the world beyond, they have leveraged the need for security from the broader internet into security for the denizens of the IT department. Despite, all to frequently, their staff being the source of the serious break-ins (in GG’s building, the two serious security lapses were both caused by mistakes made by IT professionals).
And yet it is even more insidious. Instructors are increasingly told to place their courses within course management systems, web-based monstrosities like Blackboard, Canvas, and Desire2Learn. These three (GG has had experience with all of them) are essentially interchangeable even as each is painful in its own way; their main advantage over just regular web pages is that intraclass materials are private and so protected information like grades and use of copyrighted materials can be freely placed online. Yet, practically like clockwork, campus IT decides it is time to shift from one to the next. Why? Usually some relatively trivial capability is trundled out to justify the move (Now on smartphones! Now with free-form answer quizzes! Now looks snazzier!)–despite the likelihood that the previous provider will match that new wrinkle within a year or two. So faculty and teaching staff and students are forced to learn yet another way of doing the same damn thing, which means….time for our boys (and a few girls) in IT to collect paychecks running workshops on how to do things and building web pages on how things are different and, of course, spending months if not years first installing and then troubleshooting the new software and then migrating content over all while supporting the old system for a year or two longer than originally planned until it is now time to begin the process of investigating the latest iterations of such software, which inevitably leads to…moving to a new system!
Something similar goes on with email support, internet video conferencing, personnel management software and other computer-related interfaces. Non-IT administrators who in theory are riding herd on this are so divorced from both users and the technology that they lack the backbone to say “no, what we have will suffice.” It remains unclear if the disruption to instructors and students plays any role in the calculations made to justify these changes (it seems certain to be underestimated).
Of course campus IT is at increasing risk of being outsourced to companies like Microsoft and Google (indeed many functions already have). It isn’t hard to predict that there will be a major scandal when a university’s “private” information somehow wanders off campus. Watching all this can make a grumpy geophysicist who remembers the early days of the internet and the last gasps of the old IT mainframes dwell fondly on the memories of hope…
Another facet of the “college isn’t really worth it” mindset has shown up in an op-ed by Molly Worthen in the New York Times. The op-ed itself complains that assessments of learning in colleges are, as implemented at present, a waste of time and effort. It is in the comments that you see a lot of people arguing quite strongly that some proof of learning is of value to those paying the bill. The irony is that these two sides are probably not disagreeing.
Years ago, the assessment was pretty obvious. Got an “A” in a course–you demonstrated mastery of that subject. Got an “F”? You didn’t. Note this didn’t necessarily measure learning in that class–if you waltzed in having already passed such a course elsewhere, you might have learned nothing, while the F student might have learned a lot relative to a poor base. While on occasion the instructor caught flack for doing a poor job, generally it was the student who discovered he or she was not up to the task. Read More…