Category Archives: Student culture

September 6, 2011, 8:00 am

What does being a “caring” professor mean?

There was a comment on this post back on the old site that I felt deserved more than just a reply. Raphael said:

…I flinched when I read this sentence:

“The ideal result is that the child/kid/student has a sense of being understood, cared for, and valued.”

There is one big difference between being a child and being a student. A child, I guess, has to be supported no matter what in the bounds of somewhat well-defined rules/values. You know your child is being stupid (like painting a green sky) but you still say it is doing great. It is part of the process.

As a student, I am on the verge of becoming a professional. What I need from my teachers (which includes other students, assisstants, professors) is honesty. If I do well, I need to hear that, true. But if I mess up, I need to know, too. And maybe the latter is more important. I have to learn my weaknesses so I can work on…

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August 25, 2011, 8:00 am

Good enough teaching, and trust

I spent most of Wednesday at the 17th annual Fall Conference on Teaching and Learning, put on by my new employer, Grand Valley State University. It was a full day of good ideas and good people, and I really enjoyed engaging with both. One experience from today  has really stuck with me, and it happened during the opening session as Kathleen Bailey, professor in the Criminal Justice department, was speaking about the changing student demographic we are encountering (not just at GVSU but everywhere in higher ed).

Kathleen comes from a fairly unique position as not only a professor of CJ and assistant director of freshman orientation but also as a former parole officer for teenagers. In her talk, she drew some parallels between parenting, being a parole officer, and…

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March 11, 2011, 8:56 pm

A binary notion of "understanding"

Another great insight from Seymour Papert, via The Daily Papert blog. I put it up on my Posterous blog this morning but I thought it could go here too:

Many children who have trouble understanding mathematics also have a hopelessly deficient model of what mathematical understanding is like. Particularly bad are models which expect understanding to come in a flash, all at once, ready made. This binary model is expressed by the fact that the child will admit the existence of only two states of knowledge often expressed by “I get it” and “I don’t get it.” They lack—and even resist—a model of understanding something through a process of additions, refinements, debugging and so on. These children’s way of thinking about learning is clearly disastrously antithetical to learning any concept that cannot be acquired in one bite.

(Papert, S. (1971) Teaching Children Thinking. In…

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March 5, 2011, 11:00 am

Discussion thread: Student responsibilities

I’d be interested in hearing your thoughts on the following statement about responsibilities in college:

In college, it’s the student’s responsibility to initiate requests for help on assignments, and it’s the instructor’s responsibility to respond to those requests in a helpful and timely way.

Do you think this statement is true or false? If false, could you modify it so that it’s true?

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February 25, 2011, 8:00 am

Technology making a distinction but not a difference?

This article is the second one that I’ve done for Education Debate at Online Schools. It first appeared there on Tuesday this week, and now that it’s fermented a little I’m crossposting it here.

The University of South Florida‘s mathematics department has begun a pilot project to redesign its lower-level mathematics courses, like College Algebra, around a large-scale infusion of technology. This “new way of teaching college math” (to use the article’s language) involves clickers, lecture capture, software-based practice tools, and online homework systems. It’s an ambitious attempt to “teach [students] how to teach themselves”, in the words of professor and project participant Fran Hopf.

It’s a pilot project, so it remains to be seen if this approach makes a difference in improving the pass rates for students in lower-level math courses like College Algebra, which have been at around 60…

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January 12, 2011, 1:41 pm

Another thought from Papert

Seymour Papert - Grafik

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Like I said yesterday, I’m reading through Seymour Papert’s Mindstorms: Children, Computers, and Powerful Ideas right now. It is full of potent ideas about education that are reverberating in my brain as I read it. Here’s another quote from the chapter titled “Mathophobia: The Fear of Learning”:

Our children grow up in a culture permeated with the idea that there are “smart people” and “dumb people.” The social construction of the individual is as a bundle of aptitudes. There are people who are “good at math” and people who “can’t do math.” Everything is set up for children to attribute their first unsuccessful or unpleasant learning experiences to their own disabilities. As a result, children perceive failure as relegating them either to the group of “dumb people” or, more often, to a group of…

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January 11, 2011, 10:14 pm

The inverted classroom and student self-image

picture of an e-learning classroom

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This week I’ve been immersed in the inverted classroom idea. First, I gave this talk about an inverted linear algebra classroom at the Joint Meetings in New Orleans and had a number of really good conversations afterwards about it. Then, this really nice writeup of an interview I gave for MIT News came out, highlighting the relationship between my MATLAB course and the MIT OpenCourseware Project. And this week, I’ve been planning out the second iteration of that MATLAB course that’s starting in a few weeks, hopefully with the benefit of a year’s worth of experience and reflection on using the inverted classroom to teach technical computing to novices.

One thing that I didn’t talk much about at the Joint Meetings or in the MIT interview was perhaps the most prominent thing about using the inverted …

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December 28, 2010, 8:57 am

Better testing through "data forensics"?

The re-drawn chart comparing the various gradi...

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With standardized testing occupying a more and more prominent place in American academic life, it’s only natural that cottage industries of all sorts should spring up around it. For example, there’s Caveon Test Security, which is the subject of this NY Times article. Snippets:

As tests are increasingly important in education — used to determine graduation, graduate school admission and, the latest, merit pay and tenure for teachers — business has been good for Caveon, a company that uses “data forensics” to catch cheats, billing itself as the only independent test security outfit in the country.

[...] Caveon says its analysis of answer sheets is the most sophisticated to date. In addition to looking for copying, its computers, which occupy an office in American Fork, Utah, and can crunch…

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December 13, 2010, 5:13 pm

Student failure and student humanity

A mathematics lecture, apparently about linear...

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Alice Fenton (a pseudonym) set off a minor firestorm recently with this post to the Chronicle of Higher Education website, titled “The Pleasure of Seeing the Deserving Fail”. The title explains the content; the article is about different kinds of students who bring failure upon themselves in some way or another, and the pleasure the instructor can take in failing them.

Today, “Alice” has published a sequel, called “How to Inspire a Backlash”, to serve as a counterpoint to the negative reactions to her first article. At the close, she says:

Anger, dislike, weariness, schadenfreude: Those are all, for me, parts of human experience. That does not mean those emotions rule people, but it does mean they are there sometimes. Acknowledging those feelings may improve the chances that they won’t affect how …

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November 4, 2010, 7:47 am

Want a job? Major in what you enjoy.

The Seven liberal arts. Grammatic and Priscianus.

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Excellent blog post in the NY Times website this morning telling us that the choice of college major is not as important as we think. The author shares this research finding:

A University of Texas at Austin professor, Daniel Hamermesh, researched career earnings data sorted by choice of major and concluded that:

“Perceptions of the variations in economic success among graduates in different majors are exaggerated. Our results imply that given a student’s ability, achievement and effort, his or her earnings do not vary all that greatly with the choice of undergraduate major.”

A study conducted by PayScale Inc. found that history majors who pursued careers in business ended up earning, on average, just as much as business majors.

The author goes on to cite four reasons why a liberal arts major…

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