The pedegogical benefits of giving in to the moment

Chernoh Sesay Jr. has a thoughtful post over at the African American Intellectual History Society blog about “Teaching Phillis Wheatley (and Olaudah Equiano) in light of Freddie Gray,” in which he describes his initial hesitation to talk about current events in Baltimore in a class devoted to two eighteenth-century African writers and their engagement with race, religion, and the age of revolution:

At the start of the period two of the students approached me and explained that because our class was about African Americans and issues of race, they thought it was appropriate to talk about Freddie Gray and the broader politics behind his death. Their request was polite and earnest. Without knowing how I would relate the eighteenth-century Atlantic world to the twenty-first century urban United States in a way that was directly relevant to the day’s topics I said yes. I allowed the two students to stand before the class and I sat amongst the other class participants. The student leaders described their participation in a march the previous night and explained the complex mix of frustration, motivation, solidarity, and inspiration that fed into and arose out of their activism.

After recounting their experiences at the protest and expressing their thoughts about the growing public revelations of police violence, the two students tried to link current anti-black brutality directly back to the issues of identity and representation relative to Wheatley and Equiano. Instead of following this path back to the syllabus, I allowed the entire class to engage in a discussion about current events. From my perspective, the discussion was extremely engaging but not well organized. I decided that rather than try awkwardly to reign in the themes of conversation, I would try to highlight comments that somehow related to the issues of historical continuity and change.  The ensuing conversation was wide ranging. Students made reference to continued racism and inequality. They discussed contemporary issues endemic to “the Black community.” They talked about racial profiling and issues of presentation and representation. They expressed frustration with efforts to combat racism and reduce poverty but they also argued for the necessity of action.

The conversation wandered and meandered and I did not successfully give any easily definable direction to the discussion. . . . I left class frustrated that I was not able to fashion a structured discussion and feeling as though I was failing in getting students to understand Wheatley and Equiano from their eighteenth-century experiences.

But wait!  Here’s what happened at the next class meeting: Continue reading

Thursday round-up: the hang together or hang separately edition

cowgirl3aFriends!  Angelenos!  Countrywomen!  I’ve been in SoCA so long you probably thought I had traded in my cowgirl boots for flip-flops permanently.  No way!  Never fear.  You can take the cowgirl out of Colorado, but you can’t take Colorado out of the cowgirl.

Anyhoo:  I’m too busy to write a real blog post this morning, but a number of items have come to my attention lately that I’d like to share with you. I hope you’re booted and ready to ride, because here goes: Continue reading

Study documents and quantifies what we’ve known all along: face-to-face instruction beats online by every measure

In-person, live instruction and class meetings offer superior results to students than online courses.  It’s true!  And you no longer have to listen to fuddy-duddy old proffies like me, who have been beating our breasts and wailing about the poor outcomes of online classes.  From a study of 217,000 unique students in California community colleges:

[R]esearchers found online students lagging behind face-to-face students in three critical areas:

  • Completing courses (regardless of grade).
  • Completing courses with passing grades.
  • Completing courses with grades of A or B.

The results were the same across subject matters, courses of different types and different groups of students. Larger gaps were found in some areas, such as summer courses and courses taken by relatively small numbers of online students. But no patterns could be found where students online performed better than those in face-to-face courses.

Hey, assessment fans:  these are the basic measures of what we professors like to call “learning.”  They’re not perfect, but the data are crystal-clear. Continue reading

Universities choose their students, not the other way around.

You don't get to go here or stay here unless we say so.  Full stop.

You don’t get to go here or stay here unless we say so. Full stop.

Why are people so confused about the right of both public and private universities to select their student body and establish a code of student conduct?

Public universities, as universities that are funded by and answerable to the taxpayers of the U.S. states in which they reside, have to play by somewhat different rules than private universities.  For example, they can’t discriminate on the basis of religion when it comes to student admission or faculty employment, but private sectarian colleges and universities may discriminate.  Also, I’m pretty sure that the god-bags and the crazies that scream at passing students and faculty on the main plaza at Baa Ram U. are there because our campus is a public square, whereas a private university is probably permitted to escort protesters to the borders of campus.

In short, there is as yet no constitutional right to a university education at a particular institution, so public unis–like private schools–are perfectly within their rights to establish codes of conduct for students and faculty alike.  Indeed many would argue that they’re under an obligation to establish and uphold rules for conduct so as to better ensure safe and equitable access to and experience of classroom and campus life.  (Does anyone else remember Gina Grant, the Harvard admit whose offer was rescinded 20 years ago because it discovered that she killed her mother?  Now, maybe her mother needed killing, but that doesn’t mean that Harvard or any other university, public or private, doesn’t have discretion over the students they admit, or over their on- and off-campus conduct.)

Jonathan Zimmerman apparently disagrees, as he argues today at Inside Higher Ed, citing the recent expulsions from the University of Oklahoma and the University of South Carolina for the use of a highly offensive ethnic slur.  Zimmerman, a historian and education proffie at New York University, thinks that universities can’t expel students for speech acts:   Continue reading

Erik Loomis on the long-term auto-exploitation of adjunct labor

Erik Loomis has a great post at Lawyers, Guns, & Money on adjunct professors.  As many of you probably know, Loomis is a U.S. labor historian.  Here’s his perspective:

But long-term adjuncts is a harder phenomena for me to understand. It’s not like this is glamorous or particularly rewarding work. Teaching 4 intro level college surveys is no one’s idea of what they want to do with their lives and while you might occasionally get the student where the light bulb comes on when you teach them, that’s a mighty rare moment at that level. And with all the grading and class prep–not to mention traveling around an entire metro area to make this work, there’s no time for any other part of the job. . . .

I think so much of it is the idea that the person has achieved this degree and now wants to use this degree because they don’t want to see the time they spent as wasted. And I get that from a psychological standpoint. Making $20,000 a year on the other hand is actually wasting your life, or at least the earning potential part of it. . . . [C]ontinuing to delay that income earning for years after your degree by holding on by your fingertips to the dream of a tenure-track job is just a bad idea because pretty soon you have a lifetime of doing this and no retirement income. . . .

I’m really glad that SEIU is organizing adjuncts. I know many people within the labor movement hate SEIU, but what other union is going to put real resources into organizing a no-wage sector where returning union dues will be small? Almost no other union. I completely support the National Adjunct Walkout Day and I wish more had participated. Adjuncts should probably go on a general strike to force improvements in their conditions. But to be honest, most adjuncts should also quit their jobs and find something else to do. Working at Starbucks would pay just as well.

Continue reading

Dad opens can of internet whoopa$$ on offensive Twitter jerks

dumbdonkeyThey say that having a daughter is something that makes most men feminists, sooner or later.  Read here to see what happened when Curt Schilling sent a congratulatory Tweet when his baby jock won a college softball scholarship and included the name of her future school.  At first, it was the usual further congratulations, but then:

Tweets with the word rape, bloody underwear and pretty much every other vulgar and defiling word you could likely fathom began to follow.

Now let me emphasize again. I was a jock my whole life. I played sports my whole life. Baseball since I was 5 until I retired at 41. I know clubhouses. I lived in a dorm. I get it. Guys will be guys. Guys will say dumb crap, often. But I can’t ever remember, drunk, in a clubhouse, with best friends, with anyone, ever speaking like this to someone.

Just go read, and weep.  Gabby Schilling is seventeen years old.  Curt Schilling makes a point I’ve been making here for years and years and years.  And years: Continue reading