Expanding Our Role Model Role

The idea that as professors we should be good role models for our students is certainly not anything new or surprising.  We all take care to speak professionally, proofread our handouts carefully, demonstrate our scholarly integrity by citing sources for ideas we use, show up on time--and prepared--for class. etc.  An article by David Googlar in The Chronicle of Higher Education, though, did make me rethink that role model issue.   

Among other suggestions, Googlar advises that rather than just modeling expertise, we should also “model stupidity”—showing students that not knowing an  answer is an acceptable and important part of being a scholar and then showing them the thinking processes we use to try to find a reasonable answer.

“Almost everything we do in the classroom -- the way we speak, how we make use of technologies, what we demand of our students -- provides a model for them in some way,” Googlar argues.

Do you agree?  In what ways do you see yourself as a role model in the classroom? What are the actions/attributes/awarenesses that you consciously try to model as you teach?

Scoreboards and Applause: Another Role for Assessment

Assessment, as Gloria keeps reminding us, has multiple functions.  On one level it is needed to prove to ourselves and others that our students are accomplishing the goals we set for them.  On another though, as L. Dee Fink discusses in Chapter 3 of Creating Significant Learning Experiences, Revised and Updated: An Integrated Approach to Designing College Courses, assessment has psychological functions. As Fink puts it, students need both a scoreboard and applause.

One example of the applause side really stood out for me.  A music professor described how he uses “tribute letters” to help students focus on the skills that they already bring, rather than just explaining the skills that need to be developed. The student and the professor together write a letter, which the professor then sends, to a teacher or mentor whom the student identifies as having been instrumental in the student’s development.  Fink explains,

In addition to creating extremely good public relations between the university and the public at large, this simple device had an unusual impact on both the students and the teacher.  For the teacher, it shifted his focus from "what is not good in this student's playing that needs to be improved" to "what is good that be commended?"  This in turn resulted in a much more positive general relationship with the student. For the students, it developed a more positive view of themselves.  The more positive tone of the interaction with the professor led them to think things such as "I have a good base of learning, and from that, I can continue to build toward an even better level of performance."  This in turn created an appreciation of the people who had contributed to their own learning and - as a result of the proceeding - a more positive attitude toward continued learning.  

I wonder what effect it would have –on Lincoln’s PR and on our students' confidence—if we were to try some version of that assignment. I often have students write about a mentor but never thought of then sending out a letter of thanks to that person.  It’s something to consider.  Can you see it fitting into your coursework?

Technology and Caring: One “Digital Immigrant” Crosses the Border

Guest Blogger:  Catherine DeCourcey

The role of caring in higher education appears in conversations regarding student retention and satisfaction – think of the Academic Advising workshops with Mrs. Kenner, or administration’s urging faculty to mentor students. For over a decade, researchers report that today’s students value relationships with faculty; they perceive accessibility as an attribute of caring (Mangold, 2007; Thomas, 2002). Concurrently, these students who populate our classes expect, even crave, immediacy. Prensky (2001) observes, “They grew up on ‘twitch speed.’ … They’ve been networked most or all of their lives.” How do we, as faculty members, communicate caring to this generation of students in a manner meaningful to them?

Previously in Teaching Matters, Leaman(2009) noted removal of phone access in class to maintain a sanctuary of sorts.  More recently, the question was posited regarding cell phone policy for the university (Kwame, September 21, 2013). However, the use of technology has also been lauded. Donohue (2014) discussed the use of Jing to promote communication with students. Snider (2013) highlighted technology available for students and teachers. These blogs might provide insight into the generational differences in perceptions of technology. 

Like many other professors, I have policies regarding technology use in class. I am a digital immigrant, as described by Prensky (2001:technology is an add-on that occurred after I was an adult. However, I recognize that my students live, sleep, and eat with their technology, most notably their mobile phones. I decided to take advantage of that resource. 

Thus, I shared my mobile phone number with my classes. Aware that boundaries are an important consideration, I provided a few guidelines: No phone calls between 10 p.m. and 8 a.m., emergency calls only please. Conversely, they were welcome to text me as needed.

After the first month, I had to change my mobile plan to include unlimited texting.

Freshmen who were adjusting to university life would reach out with questions – clarification on content, guidelines, procedures, and such. Sometimes they just seemed to need to know that someone was there. More experienced students would check in regarding assignments. Students who were going to be late or absent would let me know. (I strive to make attendance about knowing students are well and engaged, thus request the courtesy of being informed in advance should they be late or absent.) In return, I would respond – providing academic and/or affective support.

As the semester progressed, small conversations would be shared. For example, a freshman texted late one night about a doctor’s note and missed class.

CD: “Did you read your Lincoln email?” [It included a reminder about times for phone use.]

Student: “I just read it sorryyyy! [sic]”

CD: “Not a prob. Am up listening to the DNC speeches.:)“

Student: “LOL so am I, I have to write a paper on it”

That seemingly inconsequential conversation provided a faculty connection for the student outside of the immediate classroom setting. Those connections are key to retention, key to student success. Face-to-face conversations with students reveal that the accessibility afforded through technology makes them feel cared for, which enhances the probability that they will remain at the institution.

Of course, one might worry that texting fails to provide documentation of communication. There’s an app for that! Yes, there are applications available that log and record text messages. The application that I use sends logs to my gmail account. Thus, the communication with the chronically late student—it’s documented. The texts exchange regarding assignment deadlines – it’s documented.

Over the two years that I’ve implemented texting as a communication tool, students have used it for academic and affective support. 

Finally, from my personal experience I feel compelled to acknowledge that caring is not a one-way street, even in higher education, at least not with our students. Last fall, when my father was dying, students used texts to check in, share prayers, well wishes, and finally condolences during that difficult time. Those texts were gifts for which I remain grateful.

Technology indeed can be a tool to demonstrate caring. Even “digital immigrants” like me can use it to cross borders to communicate effectively with our “digital natives” - today’s students.

References

Donohue, W. (2014, January 17). Teaching with Jing. Teaching Matters at LU.

Kwame, S. (2013, September 21).  The use of cell, mobile or smartphones in the classroom. Teaching Matters at LU.

Leaman, M. (2009, October 2). Cell phones and chatty students. Teaching Matter at LU.

Mangold, K.(2007). Educating a new generation: Teaching baby boomer faculty about millennial students.  Nurse Educator, 32(1), 21-23.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Snider, B. (2013, November 23). Tech tools for students and teachers. Teaching Matters at LU.

Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423-442.