Wednesday, September 28, 2011

Attempting to Use New Technology

I want my students to use MovieMaker for their Humanities projects, so I have to learn it.  Last year I got the technologist to do it, but she moved on to a new job.  But it was a lot of fun to learn, although time-consuming.

Here is my attempt; it does double-duty as a trailer for my novel.  It's not perfect, though, to say the least.

http://www.youtube.com/watch?v=2vxm036c2LI

Monday, September 26, 2011

Firesale!

I have several copies of my novel that I will sell for $10.00 a piece, signed.  I'll ship or hand-deliver.  Send me a comment and it will come to my email.

Sunday, September 25, 2011

Higher Education by Hacker and Dreifuss


I finished this book last night, although I have to be honest and say I skipped the chapter on athletics.  No one has to convince me that college athletics is a big problem all the way around, for the athletes, the non-athlete students, and the college system.   The only winners are the over-paid coaches and the maniacal boosters. 

The book questions whether higher education in this country really is higher education (thus the ? in the title).  To some extent the writers come at the question as I interpreted it—is what’s going on in colleges and universities really higher than, say, high school, in terms of intellectual activity, thinking processes, challenges, etc?  More about that below. 
 
They, however, are more concerned with the bang for the buck end of it.  Students, or their families, may pay over $100,00 for a college education, but why, and what is the value added?  The why is due to sports, fancy dorms that don’t look anything like the barracks we had back in the ‘60s and ‘70s, ridiculous pay for presidents (why should a college president make more than the President of the U.S.?), and escalation of non-instructional faculty on campuses, with directors of diversity, etc.  Another big culprit is tenure, which is supposed to protect us from encroachments on academic freedom and free speech, but is unnecessary for that and only allows tenured faculty to stay around past their usefulness and/or get lazy and less and less productive. 

Now, I am tenured, although  some would argue I don’t deserve it or qualify for it (limited research, no doctorate).  And occasionally I say to myself, stop knocking yourself out, you have tenure and can’t get another promotion, so what’s the point?  And I do plan to work until I’m 70, which may be past my prime, but I don’t know what Social Security will do in ten years.  And I still would like to finish the doctorate so I can get an administrative position.   So I sort of buy their tenure argument and think something new should take its place.  On the other hand, I have it, and worked hard for it, and tenure is very hard to get in many places, more because of politics and infighting than quality of performance.  The old timers control it, and can sabotage anyone whom they don’t like or think is ideologically in the right direction.  Ending tenure might bring new and fresh ideas in to the academy (and get rid of a lot of old-style left-wingers).   It might mean a college has to work to get good faculty because there is more mobility—an assistant professor doesn’t feel like he or she has to stay somewhere to get the golden ring of tenure.

As for whether college adds anything, as my son said today, it shows you can learn.  It shows a certain level of independence, of initiative, or stick-to-itiveness, and yes, intelligence.  It shows a certain level of exposure and awareness.  It does not show moral reasoning or living, as it should, however.  It doesn’t necessarily show good writing or critical thinking skills, although it should (here, I refer you to Academically Adrift).  There’s a reason only one-third of the population has a bachelor’s degree.  It demands something of you.  But I would agree that for some reason, it’s not doing all it should, and just like the dollar has devalued over the past fifty years, so has a college education.  My son, even in this economy, should not have had to apply for 250 jobs in the last four months and find that his best offer is in retail sales. 

Another concern is whether college creates any social mobility, especially for minorities.  It has for women and Asians, but not so much for African-Americans, American Indians, and Latinos, at least not yet and not to the extent it has for white females and Asians of both genders.   This is also the argument behind Academically Adrift (Higher Education? is in many ways a just more breezily-written version of Academically Adrift).

Hacker and Dreifuss also go after the lifestyles of presidents and tenured faculty and students of the private colleges that are considered elite, Williams, Davidson, the Ivies, etc.  The schools cost too much, the families who send their children there are wealthy, the presidents make too much, and so do the faculty, who get sabbaticals.  They go on and on quite a bit about these matters before they get to the reality of higher education:  community college and state colleges, where instructors teach 5-5 or 5-4, where there is really no faculty governance, where there is no such thing as a sabbatical, and where salaries are dependent on state legislators and faculty are in danger of furlough. 

My main fight with the book is that it presents the elites as the norm and rule rather than the exception, although they admit that the vast majority of students  are in the “salt mines of higher education” (my phrase).  However, they don’t talk about what’s going on in these places, where tuitions are pretty low and teaching is the goal and instructors work 40-50 hours a week and there is no prestige, but we like our jobs anyway and there’s some great teaching going on.    It’s a lot sexier and divisive to talk about six-figure salaries at Hofstra and Princeton. 

So, I’ve read the book, but I can’t recommend it to anyone outside of academia because it perpetuates myths when we “real” college instructors need to do some P.R. about our job requirements. 

Saturday, September 24, 2011

What I am Reading and How It Affects Teaching

I have not posted in a while.  I am overwhelmed with work.  I am tempted to start posting about the realities of teaching in a state, open-access college.  The reason is what I am reading, both for personal enjoyment and for professional readings, and I'd like to comment on it right now.

Detour:  On this beautiful Saturday afternoon, I am inside, although I plan to remedy that later and walk the dogs.  However, I started taking an anti-inflammatory medicine called Torodal (sounds like a Spanish bullfighter) that has more warnings than the hormones I used to take.  I am only supposed to take it with food, only for five days, and with nothing else, and it may causes bleeding ulcers and all kinds of horrible things.  It definitely causes upset stomach, although it's better today than last night.  I am going to take it today and see if it helps the pain I'm in, mostly joint and muscle in my feet and hand.  But it's supposed to make me drowsy and I don't want to drive very far while taking it, thus I'm in and blogging, something I'm very far behind on with both my blogs.

The first book that is sitting beside my chair, face down, is Sway, by the Brafman brothers.  It is a lot like Cialdini's book, Influence, but with different examples.  I just read two chapters that made a lot of sense about teaching.  In one, they recount an experiment where people were paired with a partner, whom they could not see, and asked to split a sum of money.  If person A (initiator) offered 50/50 split, almost always Person B would take that.  If person A offered at 55/45, or more lopsided split, when the experiment was done in American, almost no one ever took the money.  We Americans have our own definition of fairness; we also have a sense that we shouldn't have to take stuff from others, I think.  But the Brafmans rightly focus on the fairness, and use other examples to show that we are often more "irrationally" focused on the process than the outcome.  Rationally, we would still get the money, just a little less, but that doesn't matter to us.  Of course, in other cultures it didn't always work out like this.

This clicked with me because I have found that students are far more concerned with the process than the final grade in evaluating an instructor.  Now, that may seem contradictory; of course the student doesn't want to get a lower grade from an instructor, but they won't dislike or dismiss one just because of the low grade.  They are more interested in the fairness of the process of the low grade, in their minds.  This means to me that an instructor cannot be arbitrary and go with her gut to assign grades.  Good instructors are process oriented; they provide clear directions and clear indications up front of how they will evaluate.  Call them rubrics if you like.  It also is a matter of giving a student a fair hearing, a truly fair and sincere one, not an "I'll listen to you but ignore what you are saying."  I find the best response I can give a student when he or she complains or asks for special treatment is "the other students are being held to a standard you are asking not to be held to.  I can't do that.  It would be unfair."  If it's a matter of I don't want to, it's what's best for you, the course has to be rigorous, you won't learn if I'm not being hard on you, etc., they don't much care. 

One time a student approached me (in front of class, of course) to ask why he got an 85 on a speech.  I thought that was a reasonable grade, but this student was under the impression he was supposed to get all As; his father, I learned later, was a high school principal.  Interestingly also, he and three female friends (one a girlfriend, one her sister) ganged up to give me miserable ratings on my evaluations (here you can tell patterns like that).  Anyway, after listening to the student complain about his grade, I said, "Do you feel like some sort of injustice was done here."  Although he deserved that kind of remark, I regret it.  It was snarky.  I really didn't care about his complaint; I just wanted to put it back in his court and say, "you know, it's just a few points.  Suck it up.  It's not the end of the world."  He was going on like he was persecuted, but my saying tat wasn't appropriate.  Of course, it shut him up, and I don't know what else I would have said.

In Sway they also deal with the inadequacy of extrinsic motivators, particularly money.  In short, the pleasure centers of the brain, which are motivated by money, are in conflict with the altruistic part of the brain.  People will do things to help others more readily than for money.  Bringing money into the equation is activates the pleasure center, and then it has to have continual stimulation (like cocaine, they claim). 



The other day I used some of this information, somewhat unwittingly, in my class.  I have been told that I need to get my D/W/F rates down, from 36%.  I chose a realistic goal of 30% for my performance evaluation.  But I told my class I needed their help.  I just came right out and said that on my performance evaluation I will be expected to have higher completion rates in the course, and that not only would their sticking around and finishing out the class be to their benefit (because obviously it would--the class is not going away for them and they have already spent time and done work, another concept in the Sway book, that is, the longer a commitment the more difficult it is to change) but it would help me out to.  Some of them were not doing well but I said they still had time to make a new start and stick with it, and almost all my students get As or Bs if they just do the work.  Plus, I said, you're going to have much harder courses than this, like Math 1111 and Biology 1107.  One student (albeit a nontrad) wrote me a note and handed it to me after class, telling me that she enjoyed the class and how I taught and that people didn't drop out because of me.  That was nice.

So what else am I reading, which I will post on later?

Academically Adrift (faculty reading group)

Blumberg's book on Learning-Centered Teaching (faculty learning community)
Life Together by Dietrich Bonhoeffer
One.Life by Scot McKnight
A Yellow Raft in Blue Water by Michael Dorris (for literary reading group at the college)
Higher Education?  by Hacker and Dreyfuss (the one that is making me want to rant about the real world of higher education--it ain't Harvard and Yale, baby.)
There are several others on my bedstand--A Mill on the Floss, Elizabeth McCracken's book on the death of her baby, A Diary of a Country Priest, and my own novel which has been set aside; Calvin's Institutes, and some works on presidential rhetoric.