Having wrapped up the first month of another fall semester, here are some reflections on this year’s incoming undergraduates as compared to those from previous years — based on a completely unscientific sample composed of the forty-four 17-18 year olds whom I’m teaching in two sections of a first-year seminar.
Ignorance of basic technical processes continues to increase. This ranges from not understanding that electronic files have different formats to being unable to upload to a server any file, regardless of type. Or, in some cases, students recognizing the need to click on a “submit” button, but then not verifying that what they submitted was what they actually wanted to submit. (Resulting in a grade of zero each and every time.)
When confronted by these technical challenges, students are more likely to react with learned helplessness, making my standard response of “figure it out” even less endearing than it was previously. (Student evaluations for these seminars average a full point lower on a five-point scale than for other courses.)
The immediate post-high school attitude that learning is a pro forma exercise in “tell me what I need to know” is just as common, if not more so, than it has been in the past. Few of the students start college exhibiting genuine curiosity about a world that is external to themselves.
Male students demonstrate learned helplessness and lack of curiosity much more frequently than female students. It seems we are raising a generation of men who are at risk of living life as unskilled, low-paid, socially-maladjusted drones.
Undergraduates are getting poorer, more ethnically diverse, and less well-prepared. Although they perceive a college education as the ticket to a middle class existence, they have less understanding of what they have to do to obtain this ticket, and they are more frequently entering college with characteristics that make this objective much harder to achieve. For example, the more hours they expend on financially-necessary part-time employment, the less time and energy they have available for developing the habits and skills that would allow them to overcome pre-existing academic deficits. From the supply side of the equation, these students require greater amounts of financial aid and support services, making them more expensive to educate.
Compensating for all of the negatives listed above is the fact that I am rarely faced with the sense of entitlement that can develop among the wealthiest and best-prepared students. They go to places like Harvard instead.
Here is my third post about environmental factors that are affecting my teaching this semester. My previous posts on the subject are here and here. This time I thought I would explore my situation from the standpoint of student behavior.
First item is this screenshot of the Canvas LMS gradebook. I use a grading system in which each assignment is worth a certain number of points, and a student’s final course grade is a function of the total points he or she has earned by the end of the semester. Individual assignments do not receive letter grades and are not graded on a percentage basis with a 0-100 scale.
I inform students — both verbally in the classroom and via text in the syllabus — that the percentage columns in the gradebook are absolutely meaningless in terms of their course grade. Yet they still fixate on these figures, and get dejected whenever they see a number that they perceive as conflicting with their self-image. (I attribute the innumeracy and the construction of a fragile self-identity to parenting and the K-12 education system.) Continue reading →
I spent the majority of my first class of the semester – or I should say, the students spent the majority of their first class creating community norms, or classroom guidelines. This exercise was valuable for a number of reasons.
I’ve long been a diehard “laptop ban” advocate. Basing this decision first on intuition and later on empirical evidence, it was rarely an issue beyond the initial student grumbling. Among hundreds of student evaluations, a very small handful (less than 5) mentioned it as an issue. Although I included the caveat of “if this is problem for you, please talk to me,” no one ever did. Case closed, or so I thought.
As I’m getting ready for a new term, I read with interest this piece in the Chronicle on starting the semester. Basically, I read the whole piece, nodding along until he got to his critique of the laptop ban. I didn’t think too much of it at first; I have always stated that I’m willing to make accommodations, just no student ever asked. But then I read the piece from Digital Pedagogy Lab he linked to and I’m already singing a different tune. Continue reading →
One of the most frustrating things in teaching environments is when people end up talking at cross-purposes. Often, this ends up as two people strongly disagreeing with other each, even though it looks – to an external observer – like they’re agreeing, but are coming to it from different directions.
I had a mild example of this at a recent event, where I was challenged because of the terms/language I was using. “Why do you keep on calling it ‘democracy’ when it’s not?”, was the basic thrust. I countered that the issue wasn’t the terms, but what one might do with the situation. The person suggested what one might do was… change the terms. Et cetera.
I mention this a) because it’s strangely annoying, b) because it was odd, in this case, that one of the parties was aware it was happening and c) because when it happens in a class, you need to deal with it.
After a referendum-induced hiatus, I’m back. Sort of. Let’s just say that my plans for a ‘quiet’ second half of 2016 are not the ones I originally envisaged.
In a very graphic way, last Thursday’s decision that the UK should leave the EU is a demonstration of the importance of having a fall-back plan. I might have one, but I appear to be about the only one in the country who does.
Let’s work on the basis that your classes don’t involve instances where actions result in the complete upheaval of a country’s and a continent’s political, economic and social order. If then do, then welcome and please could you write an endorsement for our website.
Instead, our lives tend to be more mundane, as do our problems. But contingencies still matter, particularly when we use active learning.
Taking Simon’s recent post about encouraging student feedback in a different direction:
Yes, students often perceive and understand differently than I do, and I agree that removing barriers to their acquisition of knowledge as an important part of my job. But in many cases students are as different from one another as they are from me, and some of them are simply not interested in learning.
For example, I’m still using the Quality of Failure essay in all my courses as an end-of-semester exercise in meta-cognitive reflection. Compare these quotes from essays written by two students in a course that just ended:
“When I realized that we only really went over the homework in class, I mentally decided that I didn’t really want to participate because I had already written my response and it had already been graded.”
“While I feel that I have achieved my goal of learning about new populations, I also feel that this was achieved for other reasons than what I previously mentioned. For instance, the one thing that I never really took into consideration was the fact that discussions with my peers would end up being the most influential factor in learning what I did this semester.”
The first student decided early on that she would learn nothing from hearing about the perspectives of her peers during classroom discussions, while the second student was surprised to find that this aspect of the course was by far the most valuable.
The pedagogical “experts” might say that I should meet all students where they are and adjust to all the ways in which students define their interests. But I refuse to accommodate those who are too close-minded to try something that challenges their own view of themselves.