Every few months, higher education is witness to a curious ritual where one’s stance on particular pedagogical issues assumes an affect of Calvinist-style salvation or damnation. You can set your watch by the recurring debate over laptops in the classroom. And when that particular vein of argument is exhausted for the time being, the blood feud between the proponents of lecture-based pedagogy and active learning rears up to keep the sharks-and-jets mood alive. Continue reading “Lecture-Based Pedagogy and the Pitfalls of Expertise”
There are two articles in the most recent issue of the American Historical Association’s Perspectives on History that clearly demonstrate that we academic historians have failed-consistently and spectacularly-in one of our most essential undertakings. For all the talk about making History accessible to a broader public, the value of historical literacy for an educated citizenry and the health of a democracy, we have failed, and seem determined to continue that failure, to provide an adequate grounding in History to one of our main constituencies: college students. Continue reading “Who Chose to Fail?”
Making the rounds on Twitter today was a letter from the University of Chicago (more specifically, the Dean of Students) to the incoming students of the Class of 2020 with the purpose, I guess, of letting them know they were in for a real education. More of a full-on broadside than a welcome letter, the dean let the incoming students know in no uncertain terms, that the University is totally committed to academic freedom and “freedom of expression” from its faculty and students.
In a welcome letter to freshmen, the College made clear that it does not condone safe spaces or trigger warnings: pic.twitter.com/9ep3n0ZbgV
— The Chicago Maroon (@ChicagoMaroon) August 24, 2016
What this means in practice, the letter continues, is that “we do not condone the creation of intellectual ‘safe spaces’ where individuals can retreat from ideas and perspectives at odds with their own.” And, if you’ve watched students at other campuses, the Dean warns, don’t get any crazy ideas about protesting invited speakers: “we do not cancel invited speakers because their topics might prove controversial.” And, for the love of Milton Friedman, “Our commitment to academic freedom means we do not support so-called ‘trigger warnings.’” WE ARE A MIGHTY RACE OF INTELLECTUAL WARRIORS. Continue reading “Trigger Warning: Elitism, Gatekeeping, and Other Academic Crap”
Every summer, I take time to reflect on the academic year that was. The classes I taught, the workshops I either facilitated or attended, what I learned from failures and successes in and out of the classroom–when it comes to my teaching, I try to be a critically reflective practitioner. Directing a teaching center on my campus gives me a chance to also ground that reflection in the larger discourse about teaching and learning in higher education. Continue reading “Radical Hope: A Teaching Manifesto”
Early last fall, I wrote about my plans to add a fairly elaborate blogging component to my upper-level Latin American history course. This semester-long blogging assignment was, I hoped, a way for me to replace the “traditional” research paper capstone assignment,which I believed had become at best stale, and at worst, counterproductive of the goals I had for my courses. I wasn’t the only one questioning the standard research paper assignment or its structure; in particular, a great, provocative article on the subject by Rebecca Schuman affirmed my thought process and provided the impetus for me to radically rethink the research and writing components of my upper-level courses. So off we went. Continue reading “The Great Student Blogging Experiment: Some Results”
THIS JUST IN: Distracted students are distracted! Also: sometimes there are things that distract students! And we all know what to do with things that might potentially distract students: BAN THEM! At least that’s what we’re told by the avatars of pedagogical wisdom populating the comment threads below any article talking about students’ use of technology in the classroom.