Naive Me

I choose to believe my students. Experience tells me that is an overly optimistic perspective. Call me naïve, or gullible.

At the start of each semester I ask my students how they prefer to learn. The majority say they prefer class and small group discussion along with opportunities for hands-on application of the subject matter. They want a participatory learning approach. This pleases me since it is my preferred approach to teaching. So I design my courses with plenty of time for discussion and application. Well, my students must be fast learners. In their small groups they are able to race to a resolution of some of the thorniest issues with time left to discuss their weekend plans. And I must misunderstand what students mean when they say they like class discussions. They must mean they enjoy listening to rather than contributing to such discussions. The first time I initiate a class discussion with a question and wait for a response I am confronted with expressions of panic. Enough students eventually become uncomfortable in the long silence that follows my question that a discussion begins. The class quickly learns to either respond to my discussion starters or start practicing silent meditation. Eventually some students begin to initiate discussion questions on their own.

I also get a lot of surprised looks whenever I implement what students have asked me to include in the course design. In one course I am currently teaching many students indicated that they find role plays helpful. I recognize that not everyone likes this method of learning, but there were enough students who requested it that I decided to include it in the course. When it came time to practice the skill I had outlined and demonstrated, I gave students three options for forming practice trios. I suggested that those who find role plays helpful form their own groups. Those who prefer to discuss their action plans rather than act them out could form separate trios. The third set of trios was for those who prefer to discuss their plans for the upcoming weekend. I started to explain the role play process when I decided to ask how many groups were going to use this method. To my surprise no hands went up. Even though a significant number of students said they find role play useful, no one chose this approach when given the option. At least it saved class time since I didn’t have to give the role play instructions.

I suspect that students have been giving me what they believe to be politically correct answers to my questions concerning their learning preferences. Nonetheless, I will continue to ask my students what they want in a course design. And I will continue to act on their recommendations. First, I get a kick out of the incredulous looks on students’ faces when they realize I took their suggestions seriously. Second, it may teach them to be careful what they ask for. They may actually get it.

For Auditory Learners

I regularly post slide presentations on my courses’ websites for the benefit of visual learners. Now I am addressing the needs of auditory learners by posting links to relevant podcasts.

World-Class?

Several people on campus recommended I read the book "The World Is Flat" by Thomas L. Friedman. So I did. Now I recommend it.

Friedman contends that we have entered into a new era of globalization. What makes the new form of globalization unique is that individuals are shaping the global system. Computer software has empowered individuals to collaborate and compete globally. Countries and companies are losing control of globalization to people. Reading the book gave me a new perspective on the meaning of a world-class education.

According to Friedman, work that can be digitized can be outsourced to either the smartest or the cheapest producer anywhere in the world. To provide students with a world-class education, we need to make them aware that they are moving into a global workplace. This requires a world-oriented perspective. Ethnocentrism will lead to failure in a world-wide market. Our students need to be prepared to work with people from anywhere in the world. Technology is making geography increasingly irrelevant. The workplace is no longer defined by geographic location. The virtual workplace is expanding. A work team can consist of individuals spread around the globe. Our students need to develop the skills and attitudes that will enable them to synthesize practices and perspectives from various cultures. Globalization is the reality that will define the future in which our students will be living and working. We must prepare them to be citizens of the world.