Four weeks until classes end, and I’m noticing some of the same problems in my comparative politics course that I saw a year ago. First, some students are not able to consistently locate a journal article’s main thesis, even though I simplified the assignment’s format, students discuss their work among themselves when creating presentations about the articles, and I review the organization of each article after the presentations. Second, students aren’t sharing notes about assigned articles despite my adaptation of Helen Brown Coverdale’s study huddle system. Since collaborative notetaking with Google Docs didn’t work, I assumed that students would at least share their completed article analyses with their green or red teammates. Nope. While the analyses are graded as individual assignments, the “sharing” aspect is not, so probably students see no reason to do it.
Seven years ago, I wrote about mistakenly assuming that students knew the meaning of methods in social science research. A similar problem might be occurring with thesis. Although students have probably heard the term since ninth grade English, maybe they still don’t really understand it. Or, even if they do understand, they could be unwilling to make the effort required to identify what and where it is in a text. As a more direct colleague put it, the problem can originate with stupidity, laziness, or a combination of both.
A solution might be to ask students to find where in the body of an article its title has been converted into a cause and effect statement. For example, I recently assigned “Authoritarian Survival: Why Maduro Hasn’t Fallen” by Javier Corrales (Journal of Democracy 31, 3). The thesis is essentially “Maduro hasn’t fallen because . . .”
As for the unwillingness of students to share their ideas about readings via collaborative notetaking, I would not be surprised if this stems from being taught since early childhood that reading is an isolated rather than a social activity. I.e., the ideal reading environment involves a room of one’s own, a blanket, a cup of tea, and possibly a cat, to ponder silently the meaning of what one has just read. This technique works fine for people like ourselves, because academia self-selects for the highly literate. But the average undergraduate student probably doesn’t know really know how to think about what they’re reading while they’re reading it. According to colleagues who know much more about this subject than I do, if reading is instead a public activity, the metacognition that occurs in the truly literate becomes visible and transferable to others. Social interaction facilitates a better understanding of the text.
Luckily we live in an era of digital tools that allow a reader to easily interact with a text and with other readers. One of these tools is Perusall, which a couple of English professors on my campus have been raving about. I have asked our IT support unit to link Perusall to my Canvas account so that I can start experimenting with it, hopefully before the semester ends. If that happens, I’ll report my observations here.
I’ve used Perusall for two semesters now and I think its great. It is possible to use it directly online without integration into your LMS (my institution wouldn’t integrate it, at least not yet, and I’ve used it anyhow).