Hi there, and welcome to the internet home of Dr. Kevin Gannon. This site serves as my blog – where I (at least semi-regularly) post essays on topics ranging from higher ed to history to technology to politics and back again – and a place where you can find information about my work. The above menu will take you to pages with material about my teaching, scholarly work, and speaking and consulting. There is a search bar on the right side of the page if you’d like to search the whole site, as well as a drop-down archives menu to search my blog posts by month and year. If you can’t find what you need, or you want to yell at me online, click “Contact” at the top. Thanks for stopping by!
A few days ago, news broke in the higher-ed sphere about a new paper in the Educational Psychology Review, “How Much Mightier Is the Pen Than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014),” which seemed to undercut a study that’s become the go-to for those in favor of unilateral technology bans in the college classroom. The Mueller and Oppenheimer paper purported to show students who took class notes in longhand performed better than those who used laptops. But this new paper–authored by Kayla Morehead, John Dunlosky, and Katherine A. Rawson–could not replicate those findings, even when they extended the study to students who used other devices or those who took no notes at all. There were no statistically-significant differences in test scores among these groups, the authors point out, which means “concluding which method is superior for improving the functions of note-taking seems premature.” Continue reading “Technology and Distracted Students: A Modest Proposal”
-  Mueller and Oppenheimer defined “perform better” as higher test scores.↩
Earlier this week, a cool Twitter thread happened, started by @_Varsha_Venkat’s query to historians about any pivotal, paradigm-shifting (for them) books they’d read
By now, all of the higher-education world is familiar with the saga of Silent Sam, a statue of a Confederate soldier erected on the UNC-Chapel Hill campus by the United Daughters of the Confederacy in 1913. As a symbol of the racist history of the South’s effort to create a slaveholders’ nation, the statue has been (accurately) characterized as being entirely inappropriate for the campus of a purportedly modern university.
The fear that hangs over all of my writing is that I will never finish the big projects. Actually, it’s even worse than that: I fear not knowing how to finish. Shorter things, I can do. I can whip out a blog post in a couple of hours, even quicker if I’m writing about something that pissed me off. (My most-read post on this site, with nearly 400K views, was one I rage-wrote at the Asheville, NC, airport in under two hours.) But longer projects paralyze me, and I get to a point where I literally wake up in the middle of the night, with an anxiety knot in my stomach, and wonder if I will ever be able to finish them.
Last week, my provost asked me about the research on “empathy” in teaching and learning. He’s interested-as I am-in how my university can improve student success, become more inclusive, and create a climate in which all of our students may learn in meaningful and powerful ways. Any faculty developer would love to be having these conversations with their chief academic officers, and to see administrative support for these objectives. Therefore, I’m quite happy for the opportunity to dive into the research in this area; I’m familiar with some of it, but I know I have a lot to learn. So I tweeted out a query:
Hey teaching and learning friends-do you know, offhand, of any works that discuss the role of empathy in good pedagogy and effective student learning? I have a few but am looking for more if anyone has any suggestions. Thanks in advance!
— Kevin Gannon (@TheTattooedProf) June 20, 2018
And, wow, did y’all respond! I received a bunch of great references and suggestions, which I have compiled below this post for anyone to use as they wish. Continue reading “Some Thoughts on Pedagogy and the Problem of “Empathy””