Racializing The Bird. And Creating an Organizational Culture of Happiness.

Whew.  The last 9x9x25 post of the semester.  What to write about?  So many topics, so few sentences.

So, I choose to briefly discuss two discoveries I made this week.

DISCOVERY #1

While browing my phone, I discovered one could "emoji" the finger (aka, the bird).  But to my chagrin and perturbation, I saw that this crude symbol has also been racialized--that is, you can flip off someone on the internet in a variety of skin tones, which could take on a number of meanings, none of which could be good.  This is what my research turned up:

"The Reversed Hand With Middle Finger Extended emoji supports skin tone modifiers. A yellow (or other non-human) skin tone should be shown by default, unless an emoji modifier is applied."

I share this not to be provocative (ok, maybe a little...but I got your attention!), but to draw attention that bigotry is alive and well, and unfortunately on the rise.  We--the human race--have found yet another way to denigrate each other, based on nothing other than the color of our skin (over which we have no personal control).  This discovery--and its potential to stir up hatred and turmoil, at both a group and personal level--truly saddens me. 😢

DISCOVERY #2

This month's (November 2017) issue of National Geographic features "The Search for Happiness."  In it, persons from Costa Rica, Denmark and Singapore (the happiest places on their respective continents) are highlighted.  (Interestingly, the U.S. is the only country in North America where less than 75% of the population experiences "daily happiness," as measured by social scientists.)

The article, which dissects the "science of happiness," reports the following:

"The researchers who publish the annual World Happiness Report found that about about three-quarters of human happiness is driven by six factors: [1] strong economic growth, [2] healthy life expectancy, [3] quality social relationships, [4] generosity, [5] trust, and [6] freedom to live the life that's right for you.  These factors don't materialize by chance; they are intimately related to a country's government and its cultural values.  In other words the happiest places incubate happiness for their people."

What if, I wondered, an organization (such as Yavapai College) would take the "happiness" of their students, staff and faculty seriously?  We know (also from research) that persons with a positive "approach" attitude learn more!  

What if the leadership and culture of the college was reshaped with the well-being of its constituents in mind (rather than some other motive--finances, enrollment, ego, getting on the latest educational band-wagon, etc.)?  What would these six characteristics of national life look like at the institutional level?  Allow me to speculate.

[1]  Fair, equitable and regular economic compensation of employees (something like a commitment to a salary schedule that was a part of our college culture a decade ago).

[2]  Job security, at ALL levels (including an appeals/greivance process for administrators).

[3]  A highly collaborative planning, teaching and learning environment (shared governance).

[4]  Loyalty to the institution (based on the above 3 environmental traits) that creates a culture of going "above and beyond" instead of "tit-for-tat."

[5]  Transparency at all levels of the organization, resulting in mutual trust and respect.

[6]  As much professional autonomy as practically possible.

One of the main takeaways for me was that the citizens of these happiest countries actually trusted their governments to look after and encourage their well-being.  In analyzing 500,000 surveys of immigrants who had moved to Canada, social scientists found that within a few years of arriving, the happiness of those immigrants increased.  "Seemingly their environment accounted for their increased happiness."

I believe It is possible to create a flourishing college environment.  But it would require a high degree of intentionality and attention to human factors, even over programs, curricula, personal agendas and so many other things on which we tend to see as highly important.  A "happy" college would no doubt be a productive and welcoming place for teaching and learning.

Failure to Read... What Am I Doing Wrong?

A few weeks ago, I expressed to one of my classes that I was concerned that they were not reading the material listed (by date) on the course syllabus, re-emphasizing that this was important information.  I also announced that within the next week or two, I was going to give an in class quiz on the reading assigned for that week.  "Like a good Boy or Girl Scout, BE PREPARED," I admonished them.

    So two weeks later, I gave a quiz over the reading for that week.  The first question on the quiz was:

   I ___________ read Articles #12-14 on Poverty."  
     a.  did
     b.  did not

There were three other short answer questions on the quiz, each on asking for the gist of the article.  I didn't ask any "picky" questions, or any detailed "trick" questions.  All I wanted to know is if they'd read the articles and had a basic comprehension of the main ideas of each.  The reading totalled less than 25 pages.

Most of the class finished very quickly.  This worried me.  And when I graded the quiz right after class, my fears were confirmed.

100% of the class answered "b." to the first question--not one student had read the articles.

The "answers" (read "excuses") I got from my students were pretty typical.  I heard these before.

• I really don't have time to read all my school assignments.
• I didn't think the articles were that interesting.  
• (Students who read them last semester said they were very interesting.)
• I couldn't find my book. (Seriously??!!!!)

And while these answers didn't thrill, the one that broke my heart--the one I hear most often--was:

• I don't really like to read.  (Often accompanied by the qualifier, "That is, books.  I avoid them if at all possible.")

Even as I write this, my heart is heavy and I get discouraged.  Am I failing as an instructor?  What is going on?

There are a number of reasons, I think, why students don't read.  Here's my beginning list, and I would invite any of the readers of this blog (if there are any out there) to add to the list or elaborate on these:

• Students don't feel competent or confident in their own reading skills.
• Students weren't really required and held accountable for reading in high school.
• What students HAVE read in school has been boring, so they assume ANY school (even college) reading is boring.
• The reading is too complex for their current reading level.  (For college transfer courses at YC, we require only a 9th grade reading level.  It's almost impossible to find books in sociology and psychology that are written at that level.)
• Perhaps the biggest reason is that, for many of our students, technology (that is, entertainment technologies, including smart phones) have replaced text as the primary medium of communication.  Books (even e-Books) and reading is seen as "old fashioned" and unimportant in todays tech society.

The research is clear:  Reading engages and develops the human brain in a much different and deeper way thnt visual images alone.


I see getting students to read as one of the foremost challenges for professors.  Yet developing a love of reading--which goes hand in hand with a love of learning--is perhaps our primary task.

                        
Thoughts, anyone?

To Canvas or Not To Canvas: A Rebellion Against Sameness (Part 4... the last one)

"What you've all been waiting for!" (I seriously doubt it, but I can indulge in this delusion.)

What do I do if I don't use Canvas?  (I'm referring here to face-to-face courses, and some hybrids.  While you could apply some of these techniques to online teaching, obviously not all are applicable).

In nutshell, here it is:

1.  I use paper everything (almost).
Every assignment, every announcement, every handout... anything I would put on Canvas I give to students in paper format.  "Hard copy."  Our print shop is great--timely and efficient (they even deliver close to my office!), so I can produce paper copies almost as efficiently as I can post stuff on Canvas.  This accomplished several things:  *I know my students actually SEE the assignments or materials.  *They can manage these things in a real, physical way (it seems to be slightly harder to ignore something on paper than in the Canvas shell).

2.  All assignments are turned in "hard copy" in class.  I get between 30-100 emails a day (some of then junk, but I still have to delete them).  I spend a lot of time each day on the computer just managed "stuff" outside my courses.  When I don't require things turned in on paper, I find students frequently use the "email option" to turn in papers late, etc.  (Then I have to have strict policies, etc., to help students be responsible.)  I find students turn in more assignments on time when it has to be in paper at the beginning of class.  And students are forced (theoretically) to pay more careful attention to their work, rather than banging out something on the computer and submitting right before class.  Granted, it doesn't work perfectly.  I still get "my dog ate it" and "my printer ran out of ink."  But it seems to breed a bit more conscientiousness.  Two advantages I find in grading:  1)  I can be more "creative" in the way I mark papers--can circle,

highlight, make frowny faces, write comments between the lines, etc.  And students comment that this seems more "personal" than typed comments (although, admittedly, Canvas has some nice grading features).  2)  My grading is more portable.  I don't have to have my laptop or desktop computer to grade.  I can sit by the lake and contemplate the wisdom of my students.  I can grade a paper or two when waiting for a meeting or appointment.  My "office" becomes portable without my computer.

3.  I use Excel to post grades.  Ok, so I've taken a little bit of heat for this by some (not students).  I use the last four digits of students' Y numbers and have a running total of their grades.  It's very easy to read.  Yes, students can see how others in the class are doing (not by name, just the grade).  It let's students know how they are doing relative to others.  I've had no complaints.

4.  I use a course website (actually a blog site) as a repository for course documents.  Students are never "required" to go online.  They could successfully complete the course without ever going to the website.  However, everything I give out in class--including PowerPoints and videos I use (which I don't give out as paper copies) are all housed on the website.  If students lose the paper copies, I direct them to the website, where all the course materials (including assignments) reside.  I either link things like videos directly to the site, or I upload them in Google Docs and provide links on the course website (students never have to go to Google Docs).  There are lots of privacy and link options that I didn't find difficulty to learn how to manage.  One big advantage is that the material doesn't disappear, ever, as it tends to do in Canvas.  Students have access to it (theoretically) forever.  I try to keep it simple.  An actual live example of my course website is https://soc142fall2017.blogspot.com/.

My primary motivation in this is to limit the dependence on technology while increasing human interaction in my classes.  I am grateful that other faculty are immersing students in more of the technology--it's definitely a skill they need to know.  But in my disciplines--Psychology and Sociology--which are all about human behavior, I choose to emphasize the human-ness.  And at the same time conduct my own mini-rebellion against sameness.  A rebel, I like to think, with a cause.