The Death of Curiosity? Part 1

Our fall semester is nearly done, and I’ve already started mentally reviewing it. Although this might be a consequence of recency bias, the teaching-learning environment feels like it has been below average.

Given their annotations on Perusall, many students seem to still have great difficulty identifying the thesis, independent variables, and dependent variable of assigned readings — despite the accurate comments written by classmates.

Attendance in class has frequently been below fifty percent, and a greater portion than usual of the students who do come to class look like they mentally check out during discussions. For context, see my October series on physical presence in the classroom here, here, and here.

Possible solutions to the above problems? Instituting pop quizzes based on Perusall readings and class discussions, machine-graded in the Canvas LMS, comes to mind. If students don’t want to voluntarily eat the carrot of knowledge, then perhaps I should use the stick of multiple choice questions that directly affect the course grade. Two potential drawbacks to this method: first, the difficulty of guiding in-class discussions toward quiz questions that were created before the discussion occurred, and second, potential complaints about not being allowed to “make up” quizzes that were missed when absent. My general policy is not to complicate my life by scheduling alternative testing dates, granting deadline extensions, etc. As I’ve stated before, I regard students as legal adults capable of setting their own priorities.

Before classes end this week, I’ll be gathering slightly more objective feedback on the “skills” components of my two undergraduate courses via anonymous surveys. I’ll report the results in my next post.

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