Higher Education Observer

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.