What Students Don’t (Yet) Know

I really hope my expression of shock and disbelief wasn’t visible to the class.  I literally was having a hard time believing what I was hearing.

We had just completed watching the motion picture, The Great Debaters, starring Denzel Washington and Forest Whitaker.  Set in the 1930s at Wiley College in the east Texas town of Marshall and Harvard University, the film tells of the journey of the Black college’s debate team.  There are some disturbing scenes, including one of a Negro being tarred, feathered, hung and set on fire.  (But the ending is feel-good, as the Wiley debate team bests Harvard’s speakers on the topic of Civil Disobedience.)

We were in the midst of answering the question I often ask when I expose students to new perspectives or ideas through movies: “What did you learn that you didn’t already know?”  A student who is one of the better performers in the class raised her hand and shared,

                               “I never knew they lynched Blacks in the South.”

I was speechless.  While I don’t expect my students to know a lot of details about race relations in the past (even the recent past), it never dawned on me that anyone would not be aware that violence against African-Americans in the South was commonplace.  (As I write this, a story is breaking about an 8 year old mixed-race boy who survived an attempted lynching by older boys two weeks ago in New Hampshire.)

Ok.  I totally understand that one of the major objectives (and, at community colleges, maybe THE major objective) is preparation for employment and economic development.  But what kind of society are we creating if our students don’t understand where we’ve come from and where we are (or aren’t) in terms of important social issues?

Yavapai College’s “Pathway Initiative” has some very positive dimensions, but as I listen to the talk of curtailing the general education requirements--including critical thinking and historical awareness--from our degrees, I wonder if we’ve really thought through the long term implications as to what kind of world we might live in if our students don’t know ever know what they don’t (yet) know.

Numbers. I wonder...

I teach statistics.  Have for years.  And not just any kind of stats.  I teach "social and behavioral statistics"--I've spent a good deal of my career trying to figure out how to measure and analyze the way people think, act, feel and learn--as individuals, in groups, societally, globally.

We can learn a lot from numbers.  But I wonder.  I wonder if we have gone "quantifiably crazy."

I received one of those “freebie” books in my mailbox a few months ago.  You know, the book that the companies desperately HOPE will become your next text.  The titled intrigued me:

Everybody Lies:

Big Data, New Data and What the Internet Can Tell Us About Who We Really Are

After 252 pages exploring everything from baseball to sex, the author—Seth Stephens-Davidowitz, a big data economist—writes,

                Numbers can be seductive.  We can grow fixated with 

                them, and so doing we can lose sight of more important 

                considerations.

He caught my attention.

      While the desire for more objective measures of what happens in

      classrooms is legitimate, there are many things that go on there

      that can’t readily be captured in numbers. . . . 

      The problem is this:  The things we measure are often not 

      exactly what we care about.  We can measure how students 

      do on multiple-choice questions.  We can’t easily measure

      things like critical thinking, curiosity, or personal development.

      Just trying to increase a single, easy to measure number. . . 

      doesn’t always help achieve what we are really trying to

      accomplish.

It is a good thing to be “data aware,” but maybe not such a good thing to be “data driven.”  By allowing data to “drive” us, we may miss a good deal of what the educational journey is all about.

I wonder. . . 

Thoughts from the Train

I am writing this blog somewhere between Barstow and Needles, CA while sitting in an Amtrak train. (I'm actually writing this on my phone, as the WiFi on the train doesn't seem very reliable. ) I've spent the last four and a half days with the Prescott Student Leadership Team at the Circle of Change Leadership Conference at Cal State Dominguez Hills.  It's been an incredibly wonderful and exhausting experience!

Nonetheless, Olympic size reflection, here we go!

1.  What did I learn?
   *That my colleagues have some really great thoughts (no surprise there).
   *That this kind of reflection is good for me!

2.  Was it tough?
   Yes and no.  Certainly making time to write was a challenge.  But once I got started, it seemed to flow.  For those passionate about teaching and learning, how could it not?

3.  Who inspired me?
   *The TELS team.  Thanks, Thatcher and Curtis!
   *My awesome co-bloggers!
   *My students.  They got excited about what I was writing and always had insightful input.
   *The Student Leadership Council, who each accepted the challenge to contribute a "student's perspective" to this event.  I'm proud of you!

4.  How will I change based on my experiences of the last 9 weeks.
   *I have recommitted to be more reflective about my teaching--and my life in general.
   *I am recommitted to writing more--more of what I am passionate about.
   *I want to continue these important conversations, with a view to seeking the improvement of my/our instruction.

5.  What was frustrating or delightful?
   *Frustrating that I couldn't find time to respond to ALL of the amazing posts!
   *Everything else was delightful!!  Let's do it again next year!  Or even next semester!! 😆

The Joy of Teachers: Thriving on Our Collegiality

One of the best parts about teaching for me--especially here at Yavapai College--is the outstanding colleagues I get to teach along side.  But it's more than that.

My colleagues are my friends.  We literally laugh and cry together over life's jubilant surprises and horrendous curve balls.  And we play together!

Steve and Mark on the South Rim.

Steve riding on the Grand Canyon Greenbelt

Every year I've done the 9x9x25 seems to coincide with some epic bicycle ride with my YC colleagues.  Curtis Kleinman and I rode from Prescott to Downtown Phoenix via Yarnell and Wickenburg one year--all 113 miles of it.  Another year we did the "Tour de Yavapai"--starting out at Chino Valley and riding to all our campuses--CTEC, Prescott, Prescott Valley, Verde Valley and Sedona:  85 miles and lots of ups and downs.

On this Veterans Day, Steve Doyle (Geography) and I headed up north to the South Rim of the Grand Canyon.  Outstanding weather (cool but sunny) greeted us as we cycled from the Visitors Center to Tusayan on paved bike paths winding their way through the ponderosa and pinion pine forest. Fortunately, we ended up at Wendy's just in time for lunch!

We rode back into the Park (it was free to all visitors on Veteran's Day!), and took the turnoff through Mather Campgrounds to Grand Canyon Village.  Winding our way through train depot, El Tovar Hotel and the Bright Angel Trailhead, we intersected Hermit Road and headed west.

Park entrance on the bike trail from Tusayan

Hermit Road is closed to vehicles except for the Grand Canyon busses.  So the road was (more or less) ours for the taking.  We stopped at all the viewpoints, including the Powell Memorial.  The air was clear and the rock colors appeared especially red.  We spied the might Colorado River and its rapids a mile below us.

About 2.5 miles from the end of the road, the Rim Trail is paved and open to bikers.  We weaved our way up and down and around (avoiding right turns that could have put us at the bottom of this grand ravine!), finally arriving at Hermit's Rest.  The "hermit" (he really wasn't) was a Canadian gentleman who helped set up an "upscale" resort (canvas tents and cots, with dining service provided) at Hermit's Camp, a half day's trip down into the Canyon.  He and his partners set up this experience to avoid the "tolls" charged on the Bright Angel Trail in the early 1900s.  When the Grand Canyon became a National Park, the Bright Angel Trail was then open to all, and Hermit's Camp fell on hard times.  The ruins are still visible from the Rim.  The                                                                        "rest" at the top of the Canyon remains.

After munching down energy and chocolate bars, and washing them down with Gatorade, we headed back east toward Steve's car.  As we re-entered the Village, we paralled a truck guiding a herd of about 20 elk (including a half dozen young calves) away from the populated area.  We also witnessed a couple of deer crossing the rode right in front of us.

Steve's "Map My Ride" app said we burned almost 2,000 calories, climbed almost 1,800 feet during the day, and covered 34 beautiful miles.  We ended the day pleasantly exhausted.

YC means lots of things--great teaching, inspiring relationship with students, service to the community.  But it's also a fertile ground for life long friendships.  For this, I will be ever grateful.

Steve Doyle and Mark Shelley at Hermit's Rest, South Rim of the Grand Canyon.

How Silent Phones Disconnect Us

"What phones do to in-person conversation is a problem.  Studies show that the mere presence of a phone on the table (even if turned off) changes what people talk about.  If we think we might be interrupted, we keep conversations light, on topics of little controversy or consequence." *

So what happens when students have their phones sitting out when class is going on?

One could surmise that a similar dynamic occurs as does in the conversations the researchers above studied.  The presence of a cell phone on the desk anticipates an interruption.  The phone owner's attention is split between what is going on in class and what might be going to happen on the phone. This is the phenomenon of "continous partial attention," the practice of which uses up most of our focal energy in switching from object (phone) to object (classroom).

But what about the people around, who don't have their phones out?  They, too, we've discovered, are practicing continous partial attention.  And what's more, there seems to be a decrease in the connection everyone around feels to the class and to each other:

          "Conversations with phones on the landscape block empathetic connection.  If
           two peple are speaking and there is a phone an a nearby desk, each feels less
           connected than when there is no phone present."*

What does that mean for the learning that takes place in our classrooms when cell phones are in view?

The implication of the research is that students are less focused on what is going on (even if they are not actually on their phones), and that students feel less connection with each other and the instructor. My experience in the classroom is that this is indeed the case.  There is something powerful about even the potential of a desireable interruption.  Our "always on, always with us" technology makes this temptation even more ubiquitous.  "We are not as strong as technology's pull," a student told Turkle.  "Phones exert a seductive undertow," she concludes.*

It's really not Draconian to ask student to turn OFF their phones AND put them out of sight.  In preparation for this blog, I asked a number of students about this practice.  Overwhelming their response sounded like this:  "If you tell us to put our phones away 'just because you said so' or 'this is my rule,' we kind of resent it.  But if you explain to us that phones, even when we can see them, could cause us to miss out on something, we get it.  That's cool."

Students are not unaware of the cell's seductive allure.  And most of them really want to be "fully present."  They appreciate our intervention.

Turkle concludes, "Even a silent phone disconnects us."* (emphasis in original)


* Sherry Turkle, in Reclaiming Conversation, p. 21, 31.

The Great Reversal: A Question to Ask Ourselves as Faculty

"How am I doing in my teaching?"

If we're even half-way conscientious (and perhaps a bit self-conscious!), certainly as faculty we ask ourselves this question at a somewhat regular interval.  It's natural--and commendable--that we'd "self-evaluate" our craft!  After all, part of this 9x9x25 Challenge is intended to help us do just that!

But I wonder if that's the right question?

I can be confident and/or convinced that my "teaching" is good--maybe even excellent.  But how do I know if that self-evaluation is correct?

Maybe my positive assessment reflects a certain mastery of  the  course material.   "Certainly, I must be a great teacher because I know my subject so well!"  No doubt this is a prerequesite for pedagogical prowess.  But is it enough?  How many of us can remember professors who were close to genius when it came to the "knowledge" of their discipline, but couldn't teach their way out of the proverbial paper bag?

Or perhaps my good self-assessment reflects a comfort with the way I've decided to teach.  My lectures or activities or online courses are fine tuned (I've actually perfected them over the years), my tests are spot on, and my classes run like a well-oiled machine.  This has the potential of being a very good thing, but is it necessarily a good gauge of teaching?

Or... maybe I'm commended by my colleagues and supervisors regarding my teaching.  I welcome this as affirmation that I'm on the right track!  But is it really an accurate assessment of how I'm doing as an instructor?

I would like to propose that this question, "How well am I teaching?" may actually be a wrong and even miseleading question, regardless of the answer.  However well I know my subject, or how flawlessly my class seems to run, or what others say about my teaching, these may not be an accurate barometer of my effectiveness, because all of these are "teacher-centric" assessments.

IF the goal of education isn't to evaluate how teachers teach, but to facililtate students actually learning (sometimes in spite of our teaching), then instead, the most helpful question (it seems to me) is

"How, what and how well are my students learning?"

What if I reversed my normal "self-talk" as a teacher, and used this question as the gauge of my success?  What if I judged my performance on how well my students were able to apply what I think I've been teaching, instead of just looking at the mechanics and process of instruction?

What if I actually ASKED MY STUDENTS if, in fact, they were actually learnng?

A Tale of Four Classrooms

As I walked through the hallway, I glanced into a classroom.  Students were sitting in rows, blurry eyed.  No one had books or paper out.  No one was taking notes.  Honestly, no one was doing anything.  The instructor was standing behind the computer podium talking.  Students were nodding off.

The next classroom looked like a behive.  Students were in small groups conversing, standing up writing on white boards, examining and critiquing each others work.  Periodically, attention would focus on the instructor, who was moving about from group to group.  A whole class discussion would briefly occur, then students would go back to interacting with their groups.  Toward the end of the class, the groups were rotating around the classroom, taking notes off the whiteboards that other groups had created.

In a third classroom, the instructor had moved the tables in a large rectangle.  Students were sitting around the table, interacting with each other in a "popcorn" fashion.  A few raised their hands, but most of all the students spoke up when they had something to say, while still being respectful of the group.  And their was a lot being said.  It was difficult to tell exactly who the instructor was--the students seemed to be instructing each other.

No one, except the professor, was in the last classroom,  although books and backpacks littered the place.  Come to find out that the students were in a different building examining a set of posters for which they were assigned questions.  After a while, teams of two students trickled in, each set of partners conversing rapidly about their discoveries.  When everyone returned, they went over the questions and shared their answers together.

"We've been conditioned to sit in rows, look at the back of peoples' heads, not turn around, to sit quietly, not talk and not think," a student told me this week.  No wonder discussion can be difficult: Education is not "supposed" to involve the free, energetic and some chaotic exchange of ideas (at least not in the minds of many of our students).

But they really do want to discuss.  They want to try out ideas.  They want to be challenged.  But both the physical set up of most of our classrooms and many of our pedagogical techniques are not very conducive to creating curious, expressive and excited scholars.  And WE need to break out of the "passive learning" mold.  If you need some inspiration and instruction, head over the the Family Enrichment Center next to Building 1.  They'll be glad to let you look through the glass as those preschoolers "learn."  Look at how their classrooms are set up.  Observe the interaction between teacher and student, and student-to-student.  We could learn a few lessons.

I smile to myself each time I see the signs posted our classrooms, "It is COLLEGE POLICY to return the furniture to its original arrangement."  As if "the original arrangement" is some kind of "sacred seating," and also the best arrangment for learning.  For one, it's NOT "college policy" (though it may be the "preferred procedure").  And secondly, it's probably not even good pedagogy.  But it IS great for dulling the mind.