Category Archives: Pedagogy

Non-traditional student

What I do has been given many titles: Professor of Practice, Teaching Professor, Clinical Professor, Instructional Professor. I am not a classic academic, although I do research.

My intentional student has always been the non-traditional student. Why? Because I have never felt greater, more immediate power to effect social change than when I teach. Not merely in the information I may impart, but in the professional behaviors I may teach. The disciplines of maturity and scholarship. Many students I teach may not have had a professional in the home growing up, so how can we begin to expect them to understand professional behavior? Why and how?

When a student gets angry at me, rarely, I make them an offer. Let’s not do this now at the beginning of class. I have to start class. Come see me after class is done and let’s make an appointment to discuss this. Come see me in my office during office hours and let me show you how to disagree with your boss and not get fired. Then, I will reconsider your grade (and, likely improve it if they accept my offer).

I am a first generation college student. We didn’t have a dictionary in the house when I was in grade school, and I am the youngest of six. My parents had to buy me a dictionary because I needed it and wanted it for school. Lovingly, my parents and my brothers would make fun of my interest in school.

I refuse to allow in my classroom what call “Stinkin’ thinkin'”. I can’t. I’m not good enough. I don’t have what it takes. Others are better than I am. They belong here. I don’t. “Imposter syndrome”, call it what you like. I don’t allow, and I will pause whatever is going on privately, and make the student say, in the words of the (joke) great Dr. Stuart Smalley, who teaches at SNLU, “I’m good enough. I’m smart enough. And, gosh darnit, people like me.” They don’t get the points until they say the magic words. And, when the bad habit rears its ugly head again, the magic words, or no points.

When I took my students on a field trip to the Motorola system staging area where they could see all the engineers integrating all the equipment before shipment, one of my students paid me a great compliment and said, “Mr. McCormick, that was tight.”

1 in 5 college students don’t plan to go back Fall 2020


https://www.axios.com/college-poll-students-campus-coronavirus-7b6c2687-e2df-4f72-9305-7b9f1a611f04.html?utm_source=linkedin&utm_medium=social&utm_campaign=organic&utm_content=1100

As the coronavirus pandemic pushes more and more universities to switch to remote learning — at least to start — 22% of college students across all four years are planning not to enroll this fall, according to a new College Reaction/Axios poll.

Why it matters: Scores of colleges were already approaching a financial cliff before the pandemic began. Steep drops in enrollment could push some over the edge.

Students are making alternative plans for the fall.

  • Of those not returning to school, most — 73% — are working full time. Around 4% are taking classes at a different university, and 2% are doing volunteer work.
  • Freshmen who are unwilling to sacrifice the experience of a normal first year of college appear to account for a big chunk of those who are planning not to enroll this fall. Harvard, which is going fully remote, says 20% of the students in its incoming freshman class are deferring.
  • Students also recognize the risk. 85% believe they are likely (or very likely) to be exposed to the coronavirus if they’re on campus this fall.

Some colleges are planning to welcome students back. And those kids are preparing for a very different college experience.

  • No more dorm life: Of the students returning to a campus, 56% are living off-campus, 7% are in single dorms and 9% are in doubles. Many universities are limiting dorm capacities.
  • Party police: A clear majority — 58% — of students say they’ll tell the school if they see a peer violate campus safety protocol.
  • Tailgating is over: 77% say their school shouldn’t participate in football and other sports this fall.

Pressing pause on the college experience


https://www.collegereaction.com/post/pressing-pause-on-the-college-experience

Coronavirus swept students from campuses this March as America absorbed the full impact of the coronavirus. Since then, colleges have been monitoring COVID’s “surge, sink, surge, settle,” and blueprinting their plan to bring students back.

Now, students are trickling back onto campus in formats from “Zoom class from your dorm,” to full-on, in-person instruction.

The big questions:

Will students come back?

Will they follow protocol?

What will things look like?

o Dorms?

o Sports?

o Classrooms?

o “Parties?”

Our latest findings suggest things will look different. They imply there is potential for success in safely re-opening, with some key warning signs.

Enrollment: 22% of current college students say they are not attending college this Fall.

• Most of whom are working full-time in the interim.

Work: 27% of students lost their job this summer.

COVID compliance: 58% say they will not notify their school if someone breaks campus safety protocol.

• Though, 83% say they plan to comply with COVID protocol. We will monitor this statistic.

Sports: 77% say their college should not participate in football and other fall sports given the risks.

Below are the complete list of key findings:

Key findings:

College Reaction/Axios Poll | n=798 | August 16-17

• 27% of students lost their jobs this summer

• 22% are not enrolling in college this Fall

• 83% say they plan to adhere to college’s complete COVID-19 protocol (we’re going to track to see if they actually stick to their prediction).

• 77% say their school shouldn’t participate in football and other sports this Fall

• Of those living on campus, 58% say they will not notify their school if someone breaks campus safety protocol

Going Online in a Hurry: What to Do and Where to Start

https://chroniclevitae.com/news/2315-going-online-in-a-hurry-what-to-do-and-where-to-start?cid=VTEVPMSED1

March 9, 2020


-by Michelle D. Miller, is a professor of psychological sciences at Northern Arizona University

“The coronavirus has colleges and universities swinging into action to move courses online. In the coming weeks, we’ll find out just how prepared (or not) academe is to do this on a large scale. Those of us in online teaching and educational technology have moved quickly to help, too, and it’s astonishing how many helpful resources have already been pulled together.

Even just a few weeks into the crisis, and really only a few days since class cancellations started to become a reality, there are top-quality guides free for the taking, created by people who really know their stuff. I will make no claim to have read all or even a fraction of them, but there are several that are clearly share-worthy:

A detailed Google doc, written by Jenae Cohn and Beth Seltzer — both academic-tech specialists at Stanford University — is geared for Stanford, but there’s a lot there that anyone can use. Their guide is particularly noteworthy for how it breaks down the synchronous-asynchronous distinction, explaining advantages and disadvantages of each and offering guidance about how to use Zoom for virtual meetings.

Derek Bruff, director of the Center for Teaching at Vanderbilt University, has pulled together a lot of useful ed-tech advice under the heading of “just-in-time online teaching.” Read this page, in particular, for step-by-step instructions on key aspects of going online fast (the advice is geared toward the Brightspace learning-management system, in particular, but is general enough to apply to other platforms, too).

As a veteran of online teaching and education technology, I’ll offer my own short list of advice for faculty members who need to move online, fast, with the twin goals of maintaining instructional continuity as much as possible and finishing the semester strong.

No. 1: Begin by going over your course assignments for the coming weeks. Are they accessible online, so that students can find the instructions and materials that they need? Is it clear how students will be turning in their work? Have deadlines changed, and are all of those deadlines prominently posted?

No. 2: How will you give feedback on their progress? Consider how students will be able to practice the key skills and objectives you want them to get out of the course — things they would normally do in class. How will you give them opportunities for practice and feedback, for both small-stakes and high-stakes assignments? Undoubtedly those opportunities will be different from what they were before you moved the class online. Just be sure that it’s very clear how students can access those opportunities.

And if you don’t spend much class time having students practice and get feedback, now is a good time to increase that aspect of your course — given that you won’t be presenting content in person. For example:

If students would have been developing their skills in analyzing and synthesizing assigned readings via in-class discussion, perhaps they could do that online using collaborative annotation of the text. (Perusall is one such tool to do that.)
Or, if you’d normally have students practice by attempting to answer questions in an interactive in-person lecture, present a version of those questions in online discussion forums or quizzes, and offer feedback on their responses.

No. 3: Then, move on to the in-class experience. What do you normally use your in-class time for? Try to define what you do in class at a higher, more goal-oriented level (e.g., presentation of content, checking for understanding, collaborative project work — instead of just saying “lecture,” “quiz,” “discussion”). If you keep those goals in mind, you will have a better idea of how to achieve them online, as well as what aspects of the in-class experience you ought to focus on simulating.

In particular, this mini-reflection should help you decide whether to go with a synchronous means of engagement (e.g., a real-time Zoom meeting), an asynchronous one (e.g., VoiceThread decks or narrated videos), or some combination of the two.

No. 4: Decide what you’re going to do about any high-stakes assessments, particularly exams. There are no easy answers here, especially if you planned to have a good chunk of a student’s grade hinge on what would have been a proctored, in-person test. Perhaps you could take another route to summative assessment for the course, such as replacing a big supervised test with some type of project that is easier to personalize and less dependent on proctoring.

You also could explore online proctoring, but there are potentially objectionable aspects to this kind of test surveillance. Such concerns — along with the time required to research, select, and put into practice an online proctoring system — are significant hurdles. But it may be worth a look, depending on your situation.

No. 5: Consider the course materials. In all likelihood, your readings and other materials exist in digital form, and you may have posted them already. But you’ll need to double-check that any readings, videos, problem sets, quizzes, and the like are accessible, along with key documents such as the course syllabus and calendar.

No. 6: Once you’ve dealt with those things, the name of the game is communication. In the face of all this uncertainty, you need to explain — as clearly as you can and in a variety of places — what students can expect about the course in the next few weeks. Be sure to cover what it is that students are responsible for doing, how they can find the things they need to meet those responsibilities, and what they should do first. Make sure the lines of communication are two-way, as well. When in doubt, offer more ways to get in touch with you (text, messaging app, email, video call), not fewer.

That’s my teaspoon of advice to add to the pool that will no doubt be growing in the coming days and weeks. But I also want to acknowledge, and heartily agree with, the caveats and outright frustration being expressed by many in the online teaching space over the way our generously contributed advice could be misused.

As my colleague Flower Darby, told a Chronicle reporter: “We don’t want [people] to get the idea that this is what effective online education looks like. Moving online with inadequate support is a short-term solution.” She noted that an undersupported, hasty move could create bad impressions about online teaching, in general.

I fear that such impressions will outlast the present crisis. And so, while we all want to be as helpful as possible, online-teaching advocates are unanimous in cautioning that these options for salvaging the semester are not to be confused with the kind of intentional design that’s needed to create high-quality online offerings over the long run.

And sadly, we do need to put that message on repeat, because if we online-teaching veterans have learned anything, it’s that there are too many programs and institutions out there who do see this kind of rushed online teaching as a quick fix. How many of us have heard some variation on the idea of “just putting it all online” — in the name of profitability, convenience, or catching some imagined wave of the future?

It’s always telling to dig deeper into what people think “it” is in that put-it-all-online edict. Is it the readings? Videos of a professor giving lectures? Or (I hope) something else entirely?”

Why the Convenience University Will Rule Higher Ed

https://www.edsurge.com/news/2020-01-13-why-the-convenience-university-will-rule-higher-ed

By Robert Ubell (Columnist)    
Jan 13, 2020

“A couple of decades ago, when I was dean of online learning at Stevens Institute of Technology, a small STEM college on the Hudson with a view of mid-Manhattan, we polled our digital students about why they chose to enroll as virtual learners. Did they come to our virtual classrooms for the strength of our faculty? The quality of the program? The reputation of the college?

When we tallied the results, one reason emerged as a driving force for our online learners: They came seeking convenience.

We shouldn’t have been surprised. Noted Columbia University legal scholar, Tim Wu, has called convenience, “the most underestimated and least understood force in the world today” and “perhaps the most powerful force shaping our individual lives and our economies.”

Of course, technology has brought new conveniences for on-campus as well as online students. Back when I was an undergraduate at Brooklyn College, for example, each semester I’d queue up for hours in the school gym in front of long tables with blank-faced staff to register for class. I’d fret that my longed-for Shakespeare class would close-out by the time I finally reached the front of the line.

Today, students register painlessly from their dorm, home, or anywhere with their laptop or smartphone. And that is what students now expect, since digital services have practically eliminated standing in line anywhere. Raised on apps and on-demand media, students can access almost anything, merely by keying a link. But these days colleges can be left behind in their digital services.

“Higher education has not yet figured it out,” Peggy McCready, associate vice president for IT services and support at Northwestern University, recently told me. “Service and support at universities are not up to the level of personalization we’ve grown accustomed to at the drugstore, where your prescription is refilled automatically and you’re reminded when you haven’t picked it up.”

One reason, she argues, is that colleges and universities are often radically decentralized, making the standard of service different in different campus departments and sectors. “With a more diverse student population, nontraditional students, without helpful and easily accessible tools, struggle to find resources they need to succeed.”

Inconvenience–like forcing students to rush around campus from one dean’s office to another for approvals–neither builds character nor imparts learning, but inflames exasperation with a college’s inattention to student needs. Student life is complicated and stressful enough without adding unnecessary obstacles.

“As consumers, convenience is one of students’ key expectations, but not often realized on campus,” said academic IT guru Lev Gonick, Arizona State University’s CIO, in an interview last month. “Even so, convenience is a huge and basic student expectation. Wrap-around services make students feel they are very much part of the university.”

Eighteen months ago, ASU launched a mobile app, an online one-stop-shop, helping students, not only with maneuvering campus services, but decisively providing robust student engagement. ASU students have now downloaded it 130,000 times, accessing it more than 3.4 times a day to check class schedules, navigate campus services, or see student alerts–all in the palm of their hands. Thanks to an integration with TicketMaster, it even gives students access to ASU football games.

One place on campus that has been quickest to bring in conveniences has been the library, where paper card catalogs were long ago retired for digital searching. “The importance of convenience is especially prevalent among younger generations in their studies, but is true across all demographic categories—age, gender and academic role,” concludes a recent report from OCLC, the giant library technology cooperative.

And for plenty of students, college is just not possible unless it is made convenient enough to fit into the limited time and space they have to devote to studies. That’s especially true for students working full-time jobs, for parents caring for children and for others who cannot just hop into their cars and drive off to a campus.

That’s why online programs at colleges have also been a leader in focusing on convenience, and why more than a third of the nation’s students are now online.

Of course, there’s no guarantee that digital replacements for onerous tasks will be simpler or easier to use. Just recently, it took me more than 20 minutes, with several failed attempts, to submit student grades to an awkwardly designed online form that would have been a snap with just pencil and paper. And no one is spared the frustration, waiting while rudely long irritating tunes keep you on hold, attempting to right some trivial, but hostile digital error. Flaws in online convenience can turn into a nightmare of dysfunction.

There are those who think that convenience is just an expensive trick, exploited by capitalism to circulate commodities faster than ever to increase profit. Like Sirens in The Odyssey, consumerism seduces our desires–envy, fame, or happiness, and love–compelling our keyboard fingers to click-open our credit cards faster than ever.

“Making things easier isn’t wicked,” argues Wu. “On the contrary, it often opens up possibilities that once seemed too onerous to contemplate, and it typically makes life less arduous, especially for those most vulnerable to life’s drudgeries.”

For scholars and academic leaders who encourage young minds to explore philosophy, science and other heady pursuits, focusing on student convenience may seem a foolishly trivial detour from what matters most. Yet ignoring convenience could send college students fleeing to more accommodating places that pay more attention to what they need.

And we owe our students convenience for the respect it represents, the sanity it embraces and the kindness it demonstrates. And for some colleges that face falling enrollments, becoming more convenient may be key to survival—just like the shops along my street that have been threatened by Amazon and other online options.”

Robert Ubell is vice dean emeritus of online learning at NYU’s Tandon School of Engineering. A collection of his essays on virtual education, Going Online, is published by Routledge. He serves on the advisory board of the Online Learning journal. He can be reached at bobubell@gmail.com.

Another reason to delete Facebook: better exam results

by Quentin Fottrell
Published: Nov. 12, 2019, 10:31 a.m. EDT
https://apple.news/AZ7WBqco0Rsq0g3eINpWCXw

“New research appears to validate what many parents and educators have long suspected

Instead of updating your status, why not improve your exam results?

Students whose grades are below average could boost their results if they devoted less time to Facebook and other social networking sites, according to research published Tuesday. The study, led by James Wakefield, a senior lecturer at the University of Technology Sydney, examined the time first-year university students spent on Facebook (FB) and how it impacted their grades.

Such students are likely already struggling with their ability to focus. “Time spent on social networking platforms puts lower academic achievers at higher risk of failing their course,” Wakefield said. “We found that if they used Facebook for three hours a day — not substantially higher than the average of just under two hours — the difference was around six marks in a 60 mark exam or 10%.”

The research, published in the latest edition of Computers & Education, a peer-reviewed journal, with co-author Jessica Frawley, a lecturer at the University of Sydney, looked at university students studying STEM — science, technology, engineering and mathematics — and business degrees, it is likely to also be relevant to high school students who use social media.”

More than 500 students enrolled in a first-year class, “Introductory Accounting,” at an Australian university took part in the study; they had an average age of 19. The researchers controlled for other factors that might influence their achievement, including whether they were planning to major in accounting, as well as their age and gender.

Facebook CEO Mark Zuckerberg faced a grilling on Capitol Hill last month by members of the House Financial Services Committee over his proposed cryptocurrency project Libra and the platform’s role in the 2016 U.S. presidential elections. The #DeleteFacebook hashtag was trending on Twitter (TWTR) in the wake of that controversy.

Many consumers vowed to deactivate their accounts in 2018 after revelations that U.K.-based campaign strategy firm Cambridge Analytica used millions of Facebook users’ personal data without their permission. Some 44% of users between the ages of 18 and 29 deleted the Facebook app from their phone in the wake of the scandal, according to a survey by Pew Research Center.

In the aftermath of that scandal, all Facebook users received a message on Facebook called “Protecting Your Information,” laying out which third-party apps have access to your individual Facebook profile. (Zuckerberg also issued a mea culpa, and pledged to be more careful when vetting third party apps, but said fixing the problem could take years.)

Last month, #DeleteFacebook was trending once more after a report from Politico that Zuckerberg held private meetings with conservative journalists and commentators over the summer. Despite these recent controversies, Facebook reported an 1.6% increase in active users in the third quarter from the previous year, bringing the global total to 2.45 billion monthly active users.”

Disruption of Higher Education

Dr Shai L. Butler, and here.

“I don’t know about you, but in my recent experiences, college tours, admissions open houses, and accepted student days are starting to make me feel more like a car salesperson than a college administrator. “Excuse me, ma’am, does this education come equipped with all of the latest features or would you describe your campus as offering more of the base model?” Because I have some experience negotiating great deals in car lots throughout the Northeast, I feel better prepared for the shrewd skill of negotiations required when discussing financial aid packages with families. It appears that students today not only get to “build their luxury vehicle,” colleges get to create an options package for the newest generation to come to campus, Generation Z (Gen Z), also known as IGen, a term coined by Dr. Jean Twenge, notable author, researcher, and psychologist.

According to Twenge, IGen or Gen Z were “born after 1995, socialize in completely new ways, reject once sacred social taboos, and want different things from their lives and careers.” What kind of different things you ask? Jeff Selingo, in his recent article titled “The New Generation of Students: How Colleges Can Recruit, Teach and Serve Gen Z,” says “this generation of students is interested in practical subjects with clear paths to careers.” Born during the Great Recession, these students have witnessed and experienced parents losing jobs and siblings being saddled with large amounts of student loan debt and lackluster careers to show for the high debt and expensive degree. In sum, they are give me what I need (tell me why I need it), at the lowest price, in the shortest time for the largest payoff customers. Thankfully, readers, we are not selling cars, but are instead offering an education and experience that will lead to lifelong benefits for Gen Z-ers, but you’d better talk fast because if the luxury vehicle isn’t going for the price of a hand-me-down mini-van, there’s a fancy dealer up the street that they simply must check out before they head out of town. Because today’s students are purchasing a college experience in an analytical way, let’s talk options, which in the words of Selingo, translates to “customization.”

This generation has a need to know. They need to know the particulars, the whys, and the relevancy for not just the degree but for the course they have been advised to take, the first year experience they are required to “experience,” the program that they have been invited to attend, and the litany of other choices we place before them as traditional incoming college students. Once you’ve finished explaining the value, to make it make sense, it must be customized: the course, experience, program, and most importantly, the degree if you plan to retain your Gen Z student.

While annoying, I can’t say that this is a huge surprise. How else do you hold the attention of a person who was born in the smartphone era? Their lives and their choices are customized in ways that previous generations would have never imagined. It started with “Build-a-Bear” and has now progressed to how they select an Avatar. They create and customize it, selecting traits, attire, and identities to their liking. Customization on steroids continues, as E-Gaming comes to a college near you. Student gamers buy Gaming PCs with Monitor Bundles and customized optimization packages that include such things as “Case Fans, Motherboards, Graphics Cards, Operating Systems” that they purchase, build themselves, and personalize. Days of Xbox Live and the PlayStation 4 with groups gathering over Madden or Grand Theft Auto in the student lounge are quickly fading and a new era is upon us.

So what does customization look like in the classroom? I mean, some of us are still debating whether to offer a course online, forget about a degree. Before you panic, there’s good news. Gen Z students are not just interested in a full tech experience, but instead, recognize the need for the social interaction, even if they don’t enjoy it (remember, they are practical). Twenge and Selingo both agree that what is required are “more flexible learning opportunities including face-to-face, virtual and most of all, experiential.” It will be important to connect the student’s need for a customized curriculum and varying modalities of instructional delivery to the Gen Z wish to connect course content to career. There exists a need to be explicit, descriptive, and intentional about communicating Student Learning Outcomes in a manner that addresses both the learning and skill development. School and departmental activities such as curricular and content mapping might need to replace the day one icebreaker/team builder and be brought to class as “show and tell” or professors may need to add skill outcomes to the syllabus at a minimum.

From the co-curricular vantage, how well equipped are we to customize a living learning experience beyond themed housing and course clusters? Student development theory asserts and affirms the value of learning that happens outside of the classroom, so what new high-impact practices can be designed for this latest generation? To achieve this, we will need to bring stakeholders from Academic Affairs, Facilities, Student Affairs, Student Success, and the Finance and Advancement units together to help us build and fund targeted initiatives. Whatever is built must provide opportunities for collaboration and creativity. Consider the model of business incubators and tailor it to an academic experience that can be better defined as innovation incubators. This can be where students and faculty come together to engage in experiential education activities outside of the classroom. The benefits of business incubators include startups with opportunities for mentorship, expertise, and networking. These are all things students can benefit from as well, including the mentorship of a peer or professional advisor, the expertise of a faculty member, and the social integration that can be described as networking as we seek to build stronger student connections to campus and to the college community.

While we are busy creating Google office prototypes for students, might I also recommend that we think about ways that we can create space for university employees to come together and innovate. We will have Gen Z with us for just another 10-15 years and then we will see a new breed of students join our hallowed halls. We simply can’t afford with Gen Z to spend all of the time it took us to research millennials, skill up with professional development, invest in expensive capital projects and create all of the “fun” programming they sought, only to implement it and see them leave three years after we finally figured it all out. Carpe Diem people, while there’s still time.”