John Gee has responded to my recent writings about higher education - for the blog called Penn Political Review. Here is your link. Gee's piece is titled "In Which I Take a Thought by Al Filreis and Run With It." "We will continue to evaluate students on their retention of information in addition to their analytical skills. But we might, however, stop gathering students together for the purpose of taking in that information."
Hillary Reinsberg, one of my advisees here at Penn and a fabulously snarky blogger and twitterer, is writing pieces now for The Huffington Post. Her first piece is about technology in the classroom. The power-point-aided lecture of today puts her to sleep.
Despite great claims made for the introduction of computer and other new-media hardware and software into the classroom, and huge expenditures made by colleges and universities, 60% of the undergraduate students surveyed for a 2007 report by the Educause Center for Applied Research said that they disagreed with the statement, “I am more engaged in courses that use technology.”* The issue, of course, is not whether we should be equipping our classrooms with the necessary current tools; we should. No the issue is whether teachers feel that in such a setting the box marked "learners' engagement" has been checked.
“The ECAR Study of Undergraduate Students and Information Technology, 2007,” September 12, 2007, educause.edu/ir/library.
I jotted this note in 2002: 'For people who run universities, especially those hard pressed to claim innovation and to respond somehow to the "information age," the allure of cliche postmodernity is great. The medium, to them, is the message. (Finally.) "Distance learning" is a fat pipeline, a delivery mechanism for content, the content being secondary ("x," a curricular blank to be filled out of material already in the course catalogue). But content, roughly speaking, has been the means by which intellectual communities have formed, and in the politics of the supposed coming cyber-university, real virtual communities are labor-intensive and expensive. And they have all the down sides that any communal activity does when it functions freely within a centrally organized organization. To resist, we assert that the medium is not the message. If the message has been experimental, either pedagogically or aesthetically (or both), then we can say that the message is (and has long been) the message. The phrase "distance learning" is replaced by "distributed learning." The community is enriched rather than dispersed by the introduction of e-media to teaching and learning.'
Forcing our students to write conventional literary-critical essays is no less a form of pre-professionalism than the assignment given by a marketing professor who tells his students to create a new ad for Coke.
I have a long essay on modernist pedagogy coming out in a new book edited by Peter Middleton anI have a long essay on modernist pedagogy coming out in a new book edited by Peter Middleton and Nicky Marsh. The book is Teaching Modernist Poetry and is being published soon by Palgrave Macmillan. You can pre-order here.
Other essays in the volume include Peter Nicholls' "The Elusive Allusion: Poetry as Exegesis," Carol Sweeney's "Race, Modernism and Institutions," and Charles Bernstein's "Wreading, Writing, Wresponding."
Below is the first part of an article appearing in today's "Yale Daily News." For the full article, click here.
One of the Yale Admissions Office’s favorite selling points to prospective students — that, unlike at many other large research universities, all of Yale’s tenured professors in the Faculty of Arts and Sciences teach undergraduate courses — is widely believed by students and faculty.
But it’s not that simple. In fact, there is no policy requiring professors to teach undergraduates, and in any given semester, a handful of them, for a variety of reasons, do not.
According to this year’s Yale College admissions viewbook, “100 percent of tenured professors in the Faculty of Arts and Sciences teach undergraduate courses.” Interviews with professors in several departments reveal that faculty members believe this to be a rule. However, Deputy Provost J. Lloyd Suttle confirmed Thursday that no such policy exists.
Indeed, a search on the Online Course Information Web site reveals at least a dozen Yale faculty members who are not teaching undergraduate courses this year. In many cases, Yale College students still have the opportunity to be taught by these faculty members if they enroll in graduate-level courses, and administrators said that (while they do not have formal records) they have not identified any professors who routinely do not teach undergraduates.
Still, admissions representatives often use the idea that professors must teach undergraduates to emphasize Yale’s focus on undergraduate teaching.
“Most of the tour guides when discussing the introductory biology courses will mention that, even at the introductory level, there are Yale’s most renowned professors in the classroom, for example [Nobel laureate] Sidney Altman in MCDB 200: Molecular Biology,” tour guide Matthew Sheehan ’11 said.
While Dean of Undergraduate Admissions Jeff Brenzel said he understands that scheduling conflicts can preclude professors from teaching undergraduates in a given academic year, he said he still believes Yale expects all tenured faculty to teach undergraduate courses.
“Our viewbook states that 100 percent of tenured faculty in the Arts and Sciences teach undergraduates, and we convey that to [prospective students], because that is Yale’s expectation,” Brenzel wrote in an e-mail.
"The income-producing research activity will follow the trend of moving into nondepartmental locations — institutes, centers, and programs — that can be closed with less fuss if the income dries up."--MARC BOUSQUET, Associate professor at Santa Clara University, and author of How the University Works: Higher Education and the Low-Wage Nation (New York University Press, 2008)
From: "FORUM: The Faculty of the Future: Leaner, Meaner, More Innovative, Less Secure," Chronicle of Higher Education.
Tim Carmody, whom I admire and whose blog, Facebook updates and now tweeting I follow, has a statement here too, part of which reads:
The curriculum, especially in the humanities, valorizes thoughtful curation and recirculation of material rather than comprehension or originality. The traditional unidirectional model of knowledge transmission (best represented by the now-deprecated "lecture") has been effectively discredited, although it persists through habit, inertia, and whispered doubts about the efficacy and rigidity of the new model. Many professors periodically pause to lecture, but only apologetically, or when distanced by ironic quotation marks. / The 'teens are as widely remembered for technical innovation and radical dissemination of knowledge as the '20s are for job loss, technological retrenchment, and economic concentration. In 2019, when Google used its capital to snap up the course-management giant Blackboard and the Ebsco, LexisNexis, and Ovid databases, it effectively became the universal front end for research and teaching in the academy.
Anyone who has read this blog knows how much I would (and do) disagree with Tim's use of the lecture (his valorization of it and pre-nostaligia for it) in this scenario. His error is to tie inextricably the "traditional unidirectional model of knowledge transmission" (which he implicitly commends) to the techno-corporate consolidation of profit-making information providers.
Now, as for "originality" in this context: oh, don't get me started. For another time. I promise.