Higher Education Observer

https://www.christianitytoday.com/ct/2019/january-february/karen-swallow-prior-good-books-make-better-people-reading.html Not that I totally agree with her . . . wrote about this on the other blog.  The screen issue is not resolved (although common sense tells us it's negative); literature's purpose is not to teach Biblically affirming moral lessons; all reading is not created equal. 

With some colleagues I am trying to develop a book on High Impact practices, and yesterday I interviewed a co-professor who engaged in a learning community this semester between English 1101 and Psychology 1101. It was an interesting exchange and I hope to publish it soon here in draft form.  I'm interview three others in a focus group Tuesday. I also am engaged in a  project on student and faculty perceptions of open educational resources; a project on gratitude; and one on senior's experience in basic speech.

I'll start with a link to this article: https://www.insidehighered.com/news/2018/11/13/new-report-shows-colleges-how-bridge-gap-between-liberal-arts-and-work-force Few days go by that I don't see something in higher education news about the value of the liberal arts curriculum. As a professor in a school of liberal arts, these articles get my attention, but they basically revolve around these ideas: 1. Liberal arts majors are declining in numbers (i.e., the number of student majoring in liberal arts discipine, typically history and English); 2. This means something terrible (the end of civilization, critical thinking, higher education values, etc.); and 3. Employers still want liberal arts majors because of their "human" skills (better than soft skills, at least) and other attributes. My take: 1. A liberal arts major only has human skills if he/she cultivates them, which takes intentionality. You can read lots of great novels and still not have the sense to se

Well. In recognition of Domestic Violence Month, some of my communication faculty got together and performed readings of The Vagina Monologues. As the chair, I was obligated to go, but it was a profitable, if not enjoyable experience. It caused me to go watch some of them on YouTube actually performed by Eve Ensler. I have since learned performing these pieces is an annual event at many colleges and universities. I found them . . . .let's just say, raw. I cringed a lot, although I also laughed against my will, especially at the angry vagina one.  It was performed in a very dry manner by an older faculty member and the foul language was incongruous to her. But there's a difference between laughing because it's shocking and laughing because it's funny (it was both). The one about rape victims in Bosnia had the most impact. Rape as a weapon of war is so prevalent, and the most recent recipient of the Nobel Peace Prize is a doctor who works with these victims, since t

One of my early guides in the faculty development realm, Linda Nilson of Clemson, wrote this; https://www.facultyfocus.com/articles/effective-teaching-strategies/teaching-critical-thinking-practical-points/?st=FFdaily;s=FF181004;utm_term=FF181004&utm_source=ActiveCampaign&utm_medium=email&utm_content=Teaching+Critical+Thinking&utm_campaign=FF181004 It is short and worth the read. As I have posted before, there is not really agreement on what critical thinking is, but research shows it's best taught in a disciplinary context and through questioning (thank you, ancients, for giving us that idea). It also requires humility, and I would say that starts with the faculty member. Too many faculty think that "critical thinking" means "thinking like me." I saw that last week in a group of women professors where we were discussing our own fiction. One said she was so disgusted about the Brett Kavanaugh issue. I was, and am still, perplexed as to wh

From the Atlantic , my left-leaning journal of choice: https://www.theatlantic.com/ideas/archive/2018/10/new-sokal-hoax/572212/ I have long scratched my head at postmodern scholarship, so now it makes sense why.  Insert smiley face.

https://www.insidehighered.com/quicktakes/2018/08/31/arbitrating-use-student-evaluations-teaching?utm_source=Inside+Higher+Ed&utm_campaign=43784d0e7b-DNU_COPY_01&utm_medium=email&utm_term=0_1fcbc04421-43784d0e7b-198482621&mc_cid=43784d0e7b&mc_eid=ab27a3f05f I'm at an institution that puts way too much emphasis on SETs becasue it's an easy way to say yea or nay to an instructor. Observations, assessment results, and proof of continuous improvement are more solid ways. I do think the right instrument can show patterns of concern, but requiring a certain number and making personnel judgments solely on them is not good policy.

I just received yet another newsletter email from a teaching and learning organization about making the syllabus "fun." Am I the only one who thinks the students don't care about  the format, font, or funniness (humor) of the syllabus, and that they are more concerned about what's in it? Our syllabi are so long with so much legal information (Title IX, ADA, etc.) that we should just accept it for what it is--a boring but vastly necessary document.  Everything doesn't have to be zippy and zappy. My son went to the National Archives last week on a trip to D.C.  He said people were saying "It's already old and faded." Well, duh.  It's not the color; it's the content. I'm going to stick with my boring, required syllabus and save my charisma for the class activities.

https://oer.galileo.usg.edu/communication-textbooks/1/ This should take you to the recently finished 4th edition.  Written by Dalton State Communication Faculty based on a grant from the University System of Georgia. Ancillaries available. This text is far and away better than other OERs and probably some traditional publishers' books. We are very proud of it. 

This week I am giving two sessions for opening of the year faculty development. One is on "Reimagining the First Day of Class" and the other is on High Impact Practices.  While I do not tout myself as one, I actually am an expert on higher education, college teaching and learning, and faculty development.  I wrote my dissertation on it, which means I read close to 400 sources, and still do.  So if you would like to see my slides, let me know.  I'm also an expert on Open Educational Resources and Online Education, being Quality Matters certified.

I worked at a college in the mid-1990s when I was introduced to the Franklin Planner system  At that institution, the president loved them so much he made sure every faculty member who wanted one would get one free.  I left that college and had to buy my own every year, so I've been buying and using one for at least 20 years. So I was glad to read this article.  Although I put my scheduling on the computer now (Outlook, which interfaces with the phone), I still use the Franky planner as a back up, for meeting notes, for daily journaling, etc.  The research shows it is best to have a paper planner. https://www.nytimes.com/2018/01/04/smarter-living/paper-planner-guide.html

https://www.insidehighered.com/news/2018/06/26/re-evaluating-perceptions-about-first-generation-college-students-and-their-academic?utm_source=Inside+Higher+Ed&utm_campaign=ea5337f219-DNU_COPY_02&utm_medium=email&utm_term=0_1fcbc04421-ea5337f219-198482621&mc_cid=ea5337f219&mc_eid=ab27a3f05f Interesting piece on attitudes of first generation students and their academic preparation, which may or may not match.  

Interview with author of new book on this subject: h ttps://www.insidehighered.com/news/2018/06/29/author-discusses-his-new-book-literature-era-challenges-scholars?utm_source=Inside+Higher+Ed&utm_campaign=884802b742-DNU_COPY_01&utm_medium=email&utm_term=0_1fcbc04421-884802b742-198482621&mc_cid=884802b742&mc_eid=ab27a3f05f Quote:  "I’d rather encourage my students to write about mundane things in their lives -- to really linger on and pay attention to the details that comprise their everyday existence -- rather than push them to take … fully developed stances on Big Issues. There is a time for the latter, sure -- but it has to be grown from more patient, attentive processes of learning. From minutes and pages filled with observation and reflection first. And this sort of thinking and writing can (and should) happen everywhere that usually gets left beyond bracketed Works of Literature." Close reading is a habit we should do everyday. I do it w

I have a course where students are required to write a CV and letter of intent for graduate school.  I strongly advise them not to use for-profit universities. Here's a good reason: https://www.nytimes.com/2018/06/22/opinion/sunday/job-training-midlife-career-change.html

Well, not really.  I'm guilty of sensational headlines.  But this is the latest word. https://medium.com/s/trustissues/the-lifespan-of-a-lie-d869212b1f62 Just like the marshmallow experiments that we've been citing for years, the exaggerated conclusions for the Stanford Prison experiments are more or less debunked. I'm glad.  Human behavior is far, far more complex than an experiment.  Thank heavens.  Read literature; get some friends; be involved in community.  That might teach you more about humanity. Watched Brigadoon for the first time last night. As a person whose DNA is at least 50% Scottish, all I can say is that no self-respecting Scot would dress or dance like that. We are a tough breed who built this country. But there's a good line in it: Gene Kelly:  It's hot in here (a crowded bar). Van Johnson:  It's not the heat, it's the humanity. Oh, so true!

That title might be extreme, but this article nails it, plus giving some good links to other research. https://www.scientificamerican.com/article/the-problem-with-learning-styles/ What is mostly important here is that we do know what universally works in learning (time, multiple modalities, application rather than rote, spaced out study) rather than an overfocus on "what makes me special."

Thanks to Mary Ellen Weimer: https://www.facultyfocus.com/articles/teaching-professor-blog/negative-comments-on-course-evaluations/?utm_campaign=Faculty%20Focus&utm_source=hs_email&utm_medium=email&utm_content=63086910&_hsenc=p2ANqtz-9eqAIMgsPSbV2xQYbcWvxFvTHE0xSp4QuirOVyUw_ScKrJSgKvMtz9dsiFuWNdK_2uB10q5dO7fB3VwX8lLjOLZn6Ymw&_hsmi=63086910 There's another possibility:  sometimes students don't follow the directions and understand what they are actually doing. A "1" might really be meant as a "5."

I'm glad to read this.  I hope other institutions get on board with this.  Student evaluation of teaching is valuable, but not an indication of how well the students learn and the amount of effort, theory, and best practices instructors utilize.   https://www.insidehighered.com/news/2018/05/22/most-institutions-say-they-value-teaching-how-they-assess-it-tells-different-story?utm_source=Inside+Higher+Ed&utm_campaign=92984764da-DNU&utm_medium=email&utm_term=0_1fcbc04421-92984764da-198482621&mc_cid=92984764da&mc_eid=ab27a3f05f

https://www.insidehighered.com/news/2018/05/07/when-one-scholar%E2%80%99s-lame-joke-another%E2%80%99s-offensive-comment?utm_source=Inside+Higher+Ed&utm_campaign=ed94522879-DNU20180111&utm_medium=email&utm_term=0_1fcbc04421-ed94522879-198482621&mc_cid=ed94522879&mc_eid=ab27a3f05f What this also shows is the cultural nature of humor.  It seems that some of this stems from the offended party not knowing the cultural history behind the joke, which has nothing to do with objectifying women.

This post is going to be a little different from my usual ones, but it allows me to talk about my right brain endeavors. Because I have master's degrees in a social science (communication) and a humanities field (English), I have taught a wider variety of courses than usual.  Literature, humanities, remedial reading and English professional writing, public speaking, creative writing, interpersonal communication--and so on.  One course I taught for several years was Introduction to Humanities, a course I loved to teach but never really felt as if I got a handle on.  (My dissertation was in a social science, qualitative.) One reason for this is that the class is too expansive:  history of cultures, philosophy, literature, visual arts, music, architecture, all in one semester.  Consequently, the course offers few opportunities to really explore an era.  Secondly, although the books present the "eras" as if they were neat, there is no such thing. I am reminded of a Haga

I found this article provocative. https://www.theguardian.com/news/2018/apr/27/bulldoze-the-business-school

http://nautil.us/blog/the-case-against-lectures I agree that lecturing should be minimized--but it takes a plan and a cultural change for students to know they have to read the material and that class is time for activity and interaction.  I try to do both, but am not always successful.  I taught a new class this semester and tried to have relevant application activities for the chapters; since it was a class in Interpersonal Communication at the 2000 level, I wanted them TALKING to each other.  I was pleased that now at the end I go into class and they are talking (silliness, sometimes, but that's ok, they are young) rather than glued to their cell phones. 

LINK TO PAPERBACK LINK TO KINDLE You'll enjoy this brisk read about family secrets, Southern weddings, and murder. 

https://www.rowan.edu/hotsauce/?utm_campaign=FY18_Rowan_National&utm_medium=Banner&utm_source=InsideHigherEd&utm_content=Cross_ArticlePage_ROS_&utm_term=160x600#page-top Apparently, yes.  It's legit. 

Link to article interviewing Robert Kelchen on Higher Education Accountability Helpful article on nuts and bolts of this issue, which isn't sexy but matters to those of us in administrative positions.  Quotation: "Whether this is fair or not, I think that tougher accountability policies are the only way that public funding for higher education doesn’t get cut. Policy makers have many other ways to use taxpayer dollars, and higher education isn’t necessarily in the good graces of all legislators at this point. Colleges have to demonstrate their value in order to get more money -- or at least to avoid cuts. The higher education community should work to make sure that accountability policies come with potential rewards as well as penalties and that colleges with fewer resources get assistance in developing capacity to meet their performance goals."

Good article for discussion: https://www.insidehighered.com/advice/2018/02/09/teaching-evaluations-are-often-used-confirm-worst-stereotypes-about-women-faculty?utm_source=Inside+Higher+Ed&utm_campaign=8d9385c100-DNU20180111&utm_medium=email&utm_term=0_1fcbc04421-8d9385c100-198482621&mc_cid=8d9385c100&mc_eid=ab27a3f05f As usual, the comments are as good as the article. My position is that SETs should have objective questions about teaching behavior and minimize opportunities for students to comment on anything extraneous (like looks or tastes in clothes); should be used as formative assessment primarily (instructor can address concerns in annual evaluations and be expected to improve in specific areas); should never be used as primary evidence in tenure and promotion unless clearly problematic. In the last, if using a 5-point scale and the instructor never gets above 4, that is problematic.  But if an instructor routinely gets 4.3 and the mean  for the institut

https://www.insidehighered.com/news/2018/02/09/instructor-suspended-using-n-word-class?utm_source=Inside+Higher+Ed&utm_campaign=8d9385c100-DNU20180111&utm_medium=email&utm_term=0_1fcbc04421-8d9385c100-198482621&mc_cid=8d9385c100&mc_eid=ab27a3f05f Link here is to article about an instructor uttering the "n" word in class because he lets students bring songs to class to play and they sing along and this song had the racial slur.  He is being disciplined. 1.  I would question the policy of letting them bring songs to class to play in the first place.  Is that of value to the class, or just pandering to the students? 2.  An instructor must maintain control in a class.  The students shouldn't be allowed to play songs with objectionable material. 3.  The instructor should not sing along. 4.  As to the word, well, I'm not going there.  I made the error of using that word in my first novel as an example of racism, said by a black person who was maki

Thoughtful article by an instructor on the autism spectrum.  I've been saying for years that academia has to start dealing with this condition. https://www.insidehighered.com/blogs/gradhacker/disabled-grad-school-how-do-i-tell-my-students?utm_source=Inside+Higher+Ed&utm_campaign=18a9ccaf02-DNU20180111&utm_medium=email&utm_term=0_1fcbc04421-18a9ccaf02-198482621&mc_cid=18a9ccaf02&mc_eid=ab27a3f05f

My husband likes to watch the reruns of the TV show Monk .  In fact, they are on quite frequently at our house. The Randy Newman theme song is deeply imprinted on my soul.  It was clever and they are a good way to waste an hour after a debilitating day at work. However, I have a lot of problems with Mr. Monk (or the writers) and you people are going to hear about them.  (to quote Mr. Costanza on Festivus day). The main issue is the portrayal of his mental illness, which seems to be extreme OCD and anxiety.  First, he is called the "defective detective," which is about as insulting to people with mental illness as you can get. Second, the illness is played for laughs and scorn, not for compassion.  His friends have compassion, most of the time (OCD people can be frustrating) but the audience is given permission to laugh.  Third, his OCD is selective and only shows up when it helps the plot. Fourth, he doesn't take medication, because it changes his persona

Faculty developer types always encourage faculty to get students engaged with a think-pair-share activity.  I'm ok with that; I've done it, it's a good conversation starter. But it's overused and not always effective.  The worst teaching technique is the one you do to the exclusion of all others.  Just like all lecture is bad, throwing in a think-pair-share to pretend to get engagement or to take up time is bad. First, the question/prompt must be good.  Second, there must be a deliverable or accountability. A version I have used is think-pair-share-square-cube. 1.  Students individually write down some ideas that they are processing about the topic of lecture/unit/etc. 2.  Each share with a partner, usually a seat partner (which is not always great because they may be sharing with the same person all the time); 3. That pair shares with another pair to get more input and perhaps with guided questions or an added tweak. 4.  That quartet engages with another qua