Put a bunch of faculty from various areas around a table and
it won’t be long until the question is asked, “How are your classes going?”
Last Tuesday’s faculty/staff lunch, I joined members of the
business, communication and sociology faculty at a table. The consensus was
that classes are going very well. The professors expressed excitement that
their students are engaged and eager to learn, making it a joy for them to be
in front of the class.
“What initiated this change? What is different about this
fall?” Nobody at the table had an answer.
In talking with a colleague later, it occurred to us that
this year’s incoming students read Ken Bain’s book “What the Best College
Students Do” as their summer reading assignment. Bain, as the guest speaker for
the Opening Convocation Forum in the first week of school, then
stressed the need for a commitment to “deep learning” which leads to a higher
purpose.
Are new students more engaged this year because they had
more of an idea what to expect from the college experience?
I did not ask my dining companions if there was some
different education technique being employed in their classrooms. Last academic
year, the faculty took a year off of the typical faculty governance work for a
“retooling” effort, which included the study of Bain’s book, “What the Best
College Teachers Do.” Teaching faculty were encouraged to take a critical look
at their courses and perhaps add new teaching methodology to their classroom
presentations.
One prof shared last year that he had successfully implemented
a “Jeopardy” contest in his classroom. The first portion of class the students
played Jeopardy with questions stemming from the previous day’s homework
reading. The students reportedly loved the competition, and learning increased.
A cheap ploy to get students to do their homework?
Obviously. But it worked.
Could it be that the combination of these two studies, with
students considering “What the Best College Students Do” while the faculty
consider “What the Best College Teachers Do” have created a synergy on campus
where deep learning does indeed happen?
Or as President Harder said during the President’s Forum,
“Education is not something that is done to you, or for you, but with
you.”
Let it be so.
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