Saturday, September 27, 2014

Improving Student Performance Before the Course is Finished



Guest Blogger: Brenda Snider



I have just finished a class on analysis and design, which has sparked my interest. As a professor, you are evaluating each student’s performance. I think it would be beneficial if the students learned to evaluate their own performance in addition to the professor’s evaluation.

After each of my classes, we have to complete an evaluation form. In my opinion, there should be two class evaluations, one in the middle of the course and one at the end.  If you complete an evaluation in the middle (or a few weeks in) of the course, you may gain an understanding of how the students are feeling about the course.  You could include questions such as “Do you think you are gaining a complete understanding of the material?”  “Do you need assistance/tutoring in any area?” “Are the class presentations interesting enough to keep your attention?”

The survey can be developed and completed online at Survey Monkey (www.surveymonkey.com). The results will be tabulated for you without much effort on your part.

Are professors here at Lincoln doing class evaluations in the middle of the course? Do you think this would be beneficial?  What other questions would you include in an evaluation to pique student interest in the class?




Saturday, September 20, 2014

When It's One of Those Days...


Sometimes we teachers just need to put things in perspective and smile. To that purpose: snippets from a new academic satire (Dear Committee Members by Julie Schumacher, Doubleday, 2014) that is presented as a series of letters of recommendations written by a beleaguered English professor. (If you have favorite academic novels to recommend, please share the titles.)

From a letter to his department chair:
By the by:  I noticed in your departmental plan...that you intend to schedule two faculty meetings this year for the purpose of revising the department constitution. …Fair warning:  As a body we tried, in a plenary/horror session when Sarah Lempert was chair, to revise the momentous founding document on which our department depends. We argued for weeks about the existence and then the location of a particular semicolon, two senior members of the faculty--true, one of them retired and left for rehab that same semester--abandoning the penultimate meeting in tears. (If you'd like to see it, I've been keeping a log of department meetings ranked according to level of trauma, with a 1 indicating mild contentiousness, a 3 indicating uncontrolled shouting, and a 5 leading to at least one nervous breakdown and/or immediate referral to the crisis center run by the Office of Mental Health.) (p. 35-36)
From a letter to the Vice Provost for Academic Affairs:
... Finally, as for your recent memo on financial prudence:  Good lord, man. We know about the funding crunch, we aren't idiots; but we also know that your fiscal fix is being applied selectively.  For those in the sciences and social sciences, sacrifice will come in the form of fewer varieties of pâté on their lunch trays. For English: seven defections/retirements in three years and not one replaced; two graduate programs no longer permitted to accept new students; and a Captain Queeg-like sociologist at the helm. The junior faculty in our department will surely abandon their posts at the first opportunity, while the elder statesmen--I speak here for myself--may exact a more punishing revenge by refusing to retire. (p. 43)
From a letter to the HR director of an IT company to which one of the computer techs at the university has applied:
I am a professor in an English department whose members consult Tech Help…only in moments of desperation. For example, let us imagine that a computer screen, on the penultimate page of a lengthy document, winks coyly, twice, and before the "save" button can be deployed adopts a Stygian facade.  In such a circumstance one's only recourse--unpalatable though it may be--is to plead for assistance from a yawning adolescent who will roll his eyes at the prospect of one's limited capabilities and helpless despair. I often imagine that in olden days people like myself would crawl to the doorway of Tech Help on our knees, bearing baskets of food, offerings of the harvest, the inner organs of neighbors and friends--all in exchange for a tenuous promises from these careless and inattentive gods that the thoughts we entrusted to our computers will be restored unharmed. (p. 109-10)
From a letter to his dean:
I have been tapped, once again and for reasons that defy human understanding, to write a letter--during the final crisis-ridden week of the semester--on behalf of my colleague Franklin Kentrell, who has nominated himself for chair of the university curriculum committee.  Given your own recent, crucial work on the selection of dirges for the all-campus picnic, you may not have had time to grasp or appreciate the nature of Kentrell's contributions.  He is, to put it mildly, insane.  If you must allow him to self-nominate his way into a position of authority, please god let it be the faculty senate.  There, his eccentricities, though they may thrive and increase, will at least be harmless. The faculty senate, our own Tower of Babel, has not reached a decision of any import for a dozen years. (p. 164)

Friday, September 12, 2014

Failing is Good. Really.



Have you read “Why Flunking Exams Is Actually a Good Thing” from last Sunday's NY Times magazine section?  If so, I would be interested in knowing what you thought of it. If not, it’s definitely worth a look.  According to author Benedict Carey,  
Across a variety of experiments, psychologists have found that, in some circumstances, wrong answers on a pretest aren’t merely useless guesses. Rather, the attempts themselves change how we think about and store the information contained in the questions. On some kinds of tests, particularly multiple-choice, we benefit from answering incorrectly by, in effect, priming our brain for what’s coming later.
That is: The (bombed) pretest drives home the information in a way that studying as usual does not. We fail, but we fail forward.
The excitement around prefinals is rooted in the fact that the tests appear to improve subsequent performance in topics that are not already familiar. … A just-completed study — the first of its kind, carried out by the U.C.L.A. psychologist Elizabeth Ligon Bjork — found that in a live classroom of Bjork’s own students, pretesting raised performance on final-exam questions by an average of 10 percent compared with a control group.
The basic insight is as powerful as it is surprising: Testing might be the key to studying, rather than the other way around. As it turns out, a test is not only a measurement tool. It’s a way of enriching and altering memory.
The theory emerging suggests that pretesting, at least when followed by prompt feedback on the issues covered, “primes the brain,” making it more apt to absorb new information, and the test “becomes an introduction to what students should learn, rather than a final judgment on what they did not.”
What is your philosophy on testing?  Do you use pre-testing at all? Why, how, why  not? 

Friday, September 5, 2014

Questions of Identity




Listening to an interesting TED talk recently --“Bring on the Learning Revolution” by Sir Ken Robinson (http://youtu.be/r9LelXa3U_I)-- I found myself thinking a lot about one of his statements.   

He said that we have to move education from an industrial model (= linearity, conformity, batching people) to an agricultural model (= adapting methods to the local environment and goals).   
Robinson argues that human flourishing is an organic, not a mechanical, process.  We can’t predict outcomes, just create conditions under which people will begin to flourish. Robinson's claim is that good teaching involves customizing information to our own circumstances, personalizing education to the people we’re actually teaching, and helping them develop their own solutions to problems with external support based on a personalized curriculum.

Assuming that is so, what does that mean for us here at Lincoln?   
What are our “local circumstances”? What are the outcomes under which Lincoln students will flourish? How do our teaching methods and our teaching content differ from those of West Chester down the street, or Drexel farther down the street, or even Cheyney, right around the corner?  Should they differ?   

What is our uniqueness here at Lincoln and how does it/should it carry over into our classes?