Those of you who follow me on Twitter (or who troll Inside Higher Ed carefully) already know that I am now an official part of their Blog U! College Ready Writing is the newest member. I’ve already (technically) been blogging for Inside Higher Ed as a contributor to the University of Venus, but now my blogging will be over at Inside Higher Ed full-time. I’ll still be writing for UVenus once a month, as well as contributing longer Views pieces (which I’ve recently started doing).
I’ve been trying to go paperless this semester. Homework is done in the form of “blog posts” on Blackboard (I know, I know, lay off. Baby steps). Papers are submitted electronically. Free writes have been replaced with discussion board questions. I’ve embraced (or at least I’ve tried to embrace) electronic interaction.
As a follow up to my last post on encouraging play, and the subsequent #FYCchat, I’m thinking about the groups in my peer-driven learning class that have been the most “creative” in their project ideas. One of the worries that was expressed during the chat on Wednesday was that when we encourage creativity and play, it looks too much to the outside observer that we’re not “doing” or accomplishing anything. Or, that we’re wasting time.
Today, with my Peer-Driven Learning class that is less self-motivated than the other, we went to the library. The class decided that we were going to get our “required essay” out of the way first. The required essay needs to be “an analytical essay that connects multiple texts across disciplines” (to quote our Gen. Ed. Student Learning Outcomes requirement). We are still working on the broad topic of “Wealth, Poverty, and Social Class” and we’ve been brainstorming ideas as to what to write about. But, the essay requires multiple sources from across disciplines, and I knew that this wasn’t going to happen without some help.
This week, one of my peer-driven classes was finishing up their project proposals. They will be responsible for teaching two classes, which includes presenting a project that they will then hand in (this is a writing class, so they have to hand in something that is written). As I was going around the class, listening as their brainstorms were beginning to coalesce into a more solid proposal, I kept hearing something that troubled me: powerpoint. Four our of the five groups were planning to use powerpoint in their lessons.
- The Johnny Cash Project, recently featured in a Google Chrome commercial, but originating from SXSW.
- NFB Interactive, from the National Film Board of Canada. Innovative and interactive visual projects. Welcome to Pine Point, about a Canadian mining town that no longer exists is stunning and moving.
- Kyra D. Gaunt is a TED Fellow and in one of her classes, the students put together a book on race and race relations. She has written extensively about how higher education needs to change and that students need to take ownership of their educations.
- Here is a completely mind-blowing model for how to teach college writing by David Perry.
I’m going off my blogging schedule. This might turn into a longer, more developed post for uvenus or elsewhere, but I need to write this and put this out there right now. While I’m angry. And reeling.
I received an interesting set of questions in the comments on my last peer-learning post:
I’ve read Cathy’s piece in the Chronicle of HE. I hate to be a bit of a wet blanket but having had some experience of designing, leading and being part of peer driven teaching and having been an early member of the so-called ‘anti-university’ set up in London in the late ’60s– I have a few questions that I’d need to know in order to determine if this is an idea that can be realistically applied and allow students to graduate with some kind of marketable qualification (however and whoever determines the ‘market’).The type of class isn’t clear. Are they postgrads/post-experience/mature/straight from secondary school? Are they doing an elective or is it a compulsory class?Will their grade make a difference to their degree and does the degree have to meet any institutional or external (eg professional/regulatory body accreditation criteria)?In fact, what does the grade signify? Is it simply a metaphorical ‘fig leaf’ to cover your back or is it a rigorous measure of the learning and self-instruction?
I’ve been wanting to do a post since the beginning outlining all of the ways my peer-driven class is different from Cathy Davidson’s classes. I could point “anonymous” to my previous posts on my peer-driven classes that outline more carefully what the purpose of the class is, etc. But, just to reiterate, the class that I am reformulating as being peer-driven in ENG 200 or Writing II. This is a required course for all students, regardless of major. They have already taken ENG 100 or traditional freshman composition. Our student learning outcomes are essentially to have students read primary sources from across disciplines, discuss, and write about them. We have a choice of two almost identical textbooks to assign to them, and a list of required assignments, both large and small. At the end of the day, if the students are using the textbook as a guide, they will be fulfilling the requirements of the course. Most of my colleagues that I’ve told that I am letting the students decide what they want to read from the textbook have shrugged their shoulders; any readings from the book will be challenging and stimulating.
There are some very important differences, of course, between my course and Cathy Davidson’s course. While Cathy Davidson seems to have had a weekly schedule that students followed (more or less), my class has been shaped exclusively by my textbook, which we would never be able to get all the way through. Both my classes are completely different in terms of our assignments and week-to-week layout. One class is much more “traditional”; the students have picked the readings, but we are working on them together, as a class. The other class has broken off into groups and will be teaching their own two-class unit, complete with a project based on their readings/lesson. It’s early, but each class is having some good results.
My students didn’t “chose” to take me, specifically, for this course. Sure, there are a handful who had me last year, but most of the students selected my sections of ENG 200 because it fit their schedule. They certainly had no idea that I was going to turn the tables on them. I have a higher cap in my class (18 students sounds like a dream) and no TA. I don’t have tenure, and I am teaching three other classes on top of the two peer-driven courses. Our college has a high number of first-generation college students, as well as a poor graduation rate and low ACT scores for incoming freshmen. The majority come from our service area, which is largely poor and rural. If one of my classes is less ready to embrace peer-driven learning, I can’t say I’m terribly surprised. Actually, that one of the classes so readily embraced the format is perhaps more surprising.
I don’t have a ton of experience being an “innovative educator” nor does what I write about or do in my classroom cause our PR office to have palpitations. Thanks to Cathy Davidson, turning your class over to your students isn’t met with hang-wringing and fainting (seriously, read the first chapter of Now You See It to see how much negative national press Cathy Davidson has inspired). Or, thanks to the fact that I toil away at an out-of-the-way university insulates me from any notice. I’d say it’s a bit of both. I help create one of the most exciting and innovative (to me at least) academic programs/organizations (HASTAC), so I’m starting from behind, so to speak, compared to Cathy Davidson. I’m still learning to let go and embrace all of this.
My job, as I understand it, is to help students become better writers but also more independent learners. I want them to becomes 4-year-olds again, where the world was exciting and new and they wanted to learn about everything. I want them to learn how to create a community, to support one another in their education, and just think differently about anything I can. I want to help them think more critically about their world and how they fit into it. These are my goals regardless of how I teach, but I think teaching this way will be more successful. Even if the rest of their educations are “by the book” both literally and figuratively, I hope they will take what they have learning in my class beyond university.
Is it sustainable for every single program on campus? I don’t know. I’m not as optimistic as Cathy Davidson, although I’m getting there. I’ve said time and time again that it’s my own failure of imagination that I cannot think about how to do my class or university differently. But I know I am doing something right as my class buzzes with excitement and begin to come up with their own innovative and creative ways of looking at their readings and the issues they bring up. I can’t measure that.
I’m not sure if I want to.
I finally finished Cathy Davidson’s new book Now You See It. It comes out today (August 18th). I am so glad that I decided to adopt this book for my Freshman Writing class on “The Future.” I am excited and invigorated by the hopeful and optimistic tone that the book takes. This is a book that everyone should read.
To believe that the new totally and positively puts an end to the old is a mistaken idea that gets us nowhere, neither out of old habits nor finding new ones better suited to the demands of that which has changed. John Seely Brown calls the apocalyptic view of change endism. Endism overstates what is gone…When I talk to my students about the way we select the worlds we see in our everyday life, they often ask how they can possibly possibly change the way they see. It’s easy, I always answer. I’ll assign you the task of seeing differently. And you will. That’s what learning is.
I needed to read that tonight, staring down the reality of trying to teach my course differently, in order to get the students to see things differently. I’ll be writing a more detailed review later, but I wanted a chance to be emotional, a little hyperbolic, and effusive in my praise for this book.
Buy this book. It will change your life because it does exactly what Davidson does with her students. She assigns you the task of seeing things differently in this book. It is a book that demands to be re-read, reflected on, and discussed. I hope you buy it, share it, talk about it, and have the courage to allow it to change you.
And remember, if you’re on Twitter talking about it, use the tag #NowUCit.
If one walked by an all-day meeting in progress and just spotted Klawe, it might appear to be a class in watercolor painting. Only a closer room scan would reveal that Klawe is the lone paintbrush-in-hand participant. Besides any meeting notes, surrounding her are some brushes, paint tubes, a small mixing tray, and a watercolor block.
“I’m a better participant when I’m painting,” she contends. “I’m listening to everything but it keeps me quieter. Usually in a meeting I want to say something about everything. If I’m painting, it brings me down to a much more normal level.” Those who have been in both types of meetings with her have agreed.
Postscript: There are some legitimate arguments against laptops in the classroom (see here), but I think, especially as I read Cathy Davidson’s new book, that the trick is to actively engage students using their laptops.
After a summer of research (four articles submitted, two book proposals ready to go), I’ve turned my attention back to preparing to teach. And this year, I’m finally putting my money where my mouth is; I’m making my 200-level Writing II class entirely peer-driven, student-driven, and crowdsourced (and by crowd, I mean the class). I’ve taken my inspiration from the great Cathy Davidson and we will spend the first four week of the course shaping the final thirteen.