Higher Education Observer

I have posted two blogs on Defense of Lecturing.  Now I will take the other side of the argument—an expose or attack on lecturing. First, lecturing can be lazy.  Not in the sense that it doesn’t take a lot out of you and there isn’t any energy expended.  On the contrary, lecturing take a lot of physical effort, especially the way some of us do it.  I am quite active and animated.  I am known for it.  But I also tell my students that I could lecture in my sleep.  That’s an exaggeration, but not really.   I have given some of the lectures hundreds of times, at least.  It is human nature to default to the easy, and sometimes I cherish  and look forward to those day when I get to go in, give that lecture I know backwards and forwards, for which I have all the jokes and stories and timing down, and that I know is pretty effective and clear.  It gives me comfort, in a sense.  “I can do this.  They like me, I’m funny and entertaining, and they get it.”  And they do like it  They

http://blottheskrip.wordpress.com/2014/09/27/top-ten-writing-mistakes/

There are of course many arguments for and against lecturing. In interviewing more than twenty faculty members at my college, one of the main reasons for a dependence on lecturing was “so much material to cover.”  In some cases the covering of so much material is mandated by state standards or accreditation necessities; for example, Anatomy and Physiology, the bane of pre-nursing students.  Students cannot legitimately be expected to learn material that is not discussed in class.  Lecturing is an efficient way to do that, using visuals like PowerPoint, either provided by the textbook company or teacher-created. A second argument is that the students like it.  They see the professor as doing his or her job by showing up and “teaching” what will be on the test.  In talking to nursing professors, this was particularly the case.  Since there is a high stakes test for nursing students at the end of their course, it is vital for them that they be ready for the test.  They want the needed mat

This article also appears on my general interest blog, partsofspeaking.blogspot.com Before I begin this article, which may be considered a reflection, a polemic, or a diatribe, depending on the reader’s viewpoint, and which to be is an honest exploration of an important topic in higher education, I feel I should give my credentials for writing about this subject. If there is anything I know about, it is college teaching.  I have been doing it since  January 1978.  That is 37 years come January, and that is a long time by most accounts. Yes, I started at 22 (not kidding there).  I have taught in private colleges, technical and community colleges, a university, and a four-year state college.  In most cases, the institutions were more or less open-access. I have, by my accounting, taught over 20 different courses over the years.  I have also taught many of them in hybrid or online versions and developed a number of online/hybrid courses.  Here is my list: Business Communication at fr