349. Growth Mindset Messaging

First-generation college students, on average, have lower GPAs and higher dropout rates than continuing-generation students. In this episode, Elizabeth Canning, Makita White, and William B. Davis join us to discuss a growth-mindset intervention that has eliminated this equity gap in a large STEM class.

Elizabeth is an Associate Professor in the Psychology Department at Washington State University. Makita is a graduate student at WSU’s Experimental Psychology Program, and William is a Professor of Molecular Biology and the Interim Vice Provost for Academic Excellence and Student Achievement at WSU.

Show Notes

Transcript

John: First-generation college students, on average, have lower GPAs and higher dropout rates than continuing-generation students. In this episode, we discuss a growth-mindset intervention that has eliminated this equity gap in a large STEM class.

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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Rebecca: Our guests today are Elizabeth Canning, Makita White, and William B. Davis. Elizabeth is an Associate Professor in the Psychology Department at Washington State University. Makita is a graduate student at WSU’s Experimental Psychology Program, and William is a Professor of Molecular Biology and the Interim Vice Provost for Academic Excellence and Student Achievement at WSU. Welcome back, Elizabeth and Makita, and welcome, William.

Bill: Thank you. It’s a pleasure to be here.

John: Today’s teas are:… Elizabeth, are you drinking tea?

Elizabeth: I am drinking tea. I’ve learned from past podcasts with you that I should bring some tea along. So I’m drinking some sweet and spicy black tea today.

Rebecca: Sweet and Spicy… [LAUGHTER] sounds interesting.

Elizabeth: It has some cinnamon and some orange. It’s very good.

John: Very nice. And Makita?

Makita: I’ve got classic Earl Grey today.

Rebecca: Can’t go wrong with a classic. [LAUGHTER]

John: And Bill?

Bill:I have a Raspberry Zinger herbal tea today.

Rebecca: I’ve moved on to Awake tea… this time of day. [LAUGHTER]

John: We recorded another podcast much, much earlier today. So that’s probably needed a bit more. [LAUGHTER] And so that I won’t be awake all night tonight, as I have been for much of the last couple of nights, I have just a pure peppermint tea.

Rebecca: Probably a better choice for this time of day. [LAUGHTER]

John: And for this time of the year.

Rebecca: So we’ve invited you here today to discuss your March 2024 study: “Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students,” which is quite a mouthful. [LAUGHTER] But before we discuss the study, can you talk a little bit about the difference in outcomes between first-generation students and continuing-generation college students?

Makita: Sure. So when we say first generation, we usually mean someone who’s the first in their family to attend college. For this study, we specifically defined it as a student for whom neither parent has earned a four-year college degree. And these students typically have to face and overcome a lot of social and cultural barriers in order to be successful in college. And although almost a third of the people who go to college are first-generation, they don’t always seem to do as well as continuing-generation college students. On average, they tend to have a little more difficulty adapting to college, they typically earn lower grades and they have higher dropout rates. They also act a little bit differently, they’re less likely to do things like go to office hours, or communicate with their instructors, whether that’s by email or in person to seek clarification on course materials. And just in general, they tend to be less likely to try to access helpful academic resources when we compare them with continuing-generation college students, which would be students for whom at least one parent has earned a four-year college degree. And on top of all of that, the students are also usually… I mean, they have to be… dealing with having less familial guidance than their peers do when it comes to navigating higher education. So if you’re a continuing-generation student, you have a parent who might tell you something like, “Hey, it’s a good idea to go to office hours,” or “You should be asking questions” or “there’s a financial aid department,” important stuff like that. They also may be dealing with a mismatch between the values and culture that they grew up in, compared with the values and expectations of an American university, which is typically very individualistic and may not be as supportive as what they are used to. And of course, they’re also more likely to be working, living off of campus, and they usually get less financial support from their families. But there are other factors that may exacerbate the difficulties that they’re dealing with. And this study is about one of those.

Bill:And one of the things that, just for context at our local institution to keep in mind, is WSU has a lot of, for lack of a better term, brand loyalty. It was not uncommon for me in my class to have fourth generation Cougars. And if you think about that legacy of your great-grandparents had attended this institution, as had other people, that sort of familial knowledge that gets passed along, is a huge benefit for that population of students as compared to the first-generation students as Makita was talking about.

John: One of the things that you mentioned, Makita, was differences in help-seeking behavior. And one of the studies on that is one that we talked about with you and Elizabeth in an earlier podcast, and we’ll include a link to that in the show notes. Could you describe this current study?

Elizabeth: Yeah, so this study we conducted in 2021, I believe. It was the second semester online, so the pandemic year. I know we’re all sort of crossing out that memory from our minds… [LAUGHTER] …that whole year. As instructors, it was a little tumultuous. But Bill and I got together and we designed this study together in his class. He was teaching at the time the introductory biology class at WSU. And what we decided to do is test out some actionable techniques that instructors can do to communicate a growth mindset to their students. So a lot of the research that my lab does looks at how growth mindset messages impact different students from different backgrounds. And at this time, there was a lot of suggestions about how to implement growth mindset ideas in your class, how to change course material, how to integrate it throughout, but there wasn’t really any experimental evidence of specific strategies that instructors can do. So we decided that we would just test it out in Bill’s class. So what we did in this study is we randomly assigned everybody in the course to one of two conditions: a control condition or a growth-mindset message condition. And after the first two major exams in the course, students received an email from Bill, and in the control condition they received a message that is pretty typical of an instructor after an exam has been conducted in their class. It says things like: “exam grades are posted online, here’s how we calculated them,”
“here’s what it means,” and then “feel free to talk to me in office hours, or ask questions about it.“ In the growth mindset message condition, we included all of that information, but we also included a fairly lengthy paragraph… I’ve gotten comments on… but it’s a big chunk of a paragraph that basically says, in Bill’s words, “Here’s what I believe about student performance and exam performance and improving in the class.” And there we integrated growth mindset theory, we talked about how abilities can be improved, we talked about how academic struggles are normal to experience, and that this struggle is part of the process of learning, that is something that is controllable. That you can put in effort that you can use different strategies to make improvements. And I think we used, Bill, if correct me if I’m wrong, we started with a draft of this email that you had already been doing in your class. And we just sort of infused it a little bit more. So Bill really wrote like the first draft of it, and then we kind of went back and forth a little bit to edit it and infuse it a little bit more with growth mindset. But it’s really written in the voice of the instructor. After we implemented this email after the first exam, we did it again after the second exam, changing the language a little bit. We assessed their performance across the semester. So we looked at their exam grades, we looked at their final course grade, and we found that students who were in the growth mindset condition earned higher grades in the course. And this was predominantly driven by first-generation college students. So first-generation college students performed much better in the course, when they received those growth-mindset messages from the instructor.

Rebecca: Can you talk a little bit about the effects and how significant they were?

Elizabeth: Yeah, so when we look at the group differences in the control condition, what we find that’s very consistent across big STEM courses across the university, that continuing-generation students are getting better grades than first-generation students. So in this course, they’re earning about three-fourths of a letter grade higher than first-generation students. So this is a really, really big gap between the continuing-generation students and the first-generation students. It’s not specific to this one course. So we see this in a lot of different datasets. But what was really remarkable in this study is that that difference in their grades was completely eliminated in the growth-mindset condition. So first-generation college students earned about three-fourths of a letter grade higher in the growth-mindset condition compared to the control condition. So this is a pretty large effect on final course grades. And of course, it’s pretty significant in terms of the curriculum that they’re a part of. Bill, if you want to talk a little bit about the students who took this course and how it plays a role in their career trajectories.

Bill:Yeah, thank you for that. I was looking forward to jumping in a little bit. And this is a little bit about my journey too, in this course. So, at this point, just for context, this was the 16th semester that I had taught this course. Largely I had been either the sole instructor or I was the primary instructor of record for the course. It’s taken by about 450 to 550 students each semester, little bit of differential between fall and spring in size, over 50 different majors, or pre-major students take this class. It’s nominally a freshman majors biology course. But there’s a substantial number of students who are neither biology majors or life science majors. And there’s a sizable number of students who are not freshmen. So, in reality, the highest population of my course normally were sophomores, freshmen were the largest population in that spring semester. And that was pretty typical, because it is oftentimes taken as the second semester of an introductory biology sequence. So yeah, and to be honest, over the years before this study, I had been trying to narrow those opportunity gaps between first-generation and continuing-generation students. I knew they existed. I had done many things with the course experimentally over the years, and never had really closed that gap. This was one of the first times, if ever, I saw that gap completely close in anything that I tried, and I tried tinkering in the lecture in the lab, big changes, small changes, a lot had gone on before this.

John: You mentioned that the class is normally about 450 students. Could you tell us a little bit more about the specific course in which you implemented this? You noted that this was during the pandemic. Was this offered remotely? Was it synchronous? Was it asynchronous? And how many students were there in this particular sample?

Bill:So, the course was taught in a synchronous Zoom manner. So both the lecture and the lab were taught using zoom. I believe, if memory serves, I had the largest Zoom Room on campus that semester. I can’t remember the exact number, I want to say my enrollment that semester was somewhere close to 550, or 600

Makita: The final sample is 417, I believe.
Bill:417. That’s right. That’s how many students, so it must have been around probably 450, at the beginning of the semester, or something like that. Yeah, we had synchronous Zoom every day with students. In fact, I learned pretty quickly how to crash Zoom my first semester I taught remotely. [LAUGHTER] So by then, it was a little bit more of a pro, and at least knew how to keep it running for 50 minutes at a time.

Rebecca: And true badge of honor.

Bill:[LAUGHTER] Well, there are many lumps that we took in the pandemic and learning how to teach and Zoom was one of them. [LAUGHTER]

John: I had 350 students in the fall of 2020, and it was not my most enjoyable teaching experience. What are the factors you controlled for? Because you did control for some other variables to separate out the effect of the growth-mindset messaging?

Elizabeth: Yeah, so we controlled for three things in our analytic models. We controlled for students’ prior college GPA… so this was just their self report… GPA that they’ve had in college. Since this was in the spring semester, all the freshmen had had a semester under their belts at that point, to have an idea of what their college GPA was. We included this just because we were looking at performance. So we wanted to filter out or control for their prior performance, that’s a big predictor of their performance in the class. We also controlled for their self-reported personal mindset beliefs. So we asked the students themselves, what do you believe about the nature of intelligence? Do you think it’s something that can improve? Do you think it’s something that you’re just born with? So we measure their own self-reported mindset beliefs, and we control for that and all of the analyses, because we want to look at the effect of the intervention above and beyond student’s own beliefs about ability. And then the last thing we controlled for was their race or ethnic status. So what they self reported to us on a survey. Here, we controlled for that because there is some overlap between race, ethnicity, and first-generation status. We did look at the different groups separately, we don’t have enough power to really look at race ethnicity as a moderator at the intervention. So we control for it in our analyses to look at the effect of first-gen status above and beyond race and ethnicity,

Rebecca: I can imagine, as an instructor who’s fiddled quite a bit in their class to overcome these equity gaps, that it might have been a little surprising [LAUGHTER] how much of a change happened with such a relatively small intervention.

Bill:It was shocking. It’s funny, because one of the things that Elizabeth has really talked about is how we took materials that I actually already possessed in some ways, and modified them slightly in some cases, and more radically in others, but just that transformation was enough to start to really make an impact. And you could see it happening. And that was amazing to me. I remember when I halved my opportunity gaps in my class with an intervention. And I remember dancing and celebrating, [LAUGHTER] and then this one was just on that scale. This was huge and amazing to me.

John: One of the interesting things in this study is you were looking at the effect in terms of grades on subsequent exams, but you didn’t find much of an effect on the second exam from the first intervention. But when you had two of those messages coming out, that’s where you found the relatively large effect. Why do you think the second message was having more of an effect than just a single message?

Elizabeth: Yeah, so we have a couple of theories. We think that one reason could be that they just need the message more than one time. So they need two doses or more than two doses to sort of really get people’s attention and make them change their behavior. That c ould be one reason. Another reason is that it might be enough to just have one message, but it would take time for behavior to change in order to see a difference in their performance. So it could be that after the first exam, they started engaging with the material differently and then that then sort of snowballed to affect their third exam scores, and then again, their final course performance, but we don’t really know exactly what’s going on. Another reason could be that towards the end of the semester, students get a little antsy, and they start waking up a little bit to, “Oh, I should probably be doing something different if I want to have a grade that looks like this.” So it could be timing, it could be dosage, it could be the effects take longer to materialize in terms of performance changes. One of the interesting things that we found here in this dataset is we did try to look at behavior in the way that we had access to, so we pulled all of their activity on the course website. And this semester, our campus was using Blackboard as the course sites. And we pulled all of the Blackboard data. So we looked at whether students in the growth mindset condition were engaging with Blackboard differently. And we found that they were. Students, on average, who were in the growth-mindset condition engaged with the course material 40 instances more, on average, than students in the control group. This is around a 12% increase in webpage engagement. So after they get this message from the instructor saying that intelligence is something that can grow, abilities can improve over time, and here are some strategies that you might implement to realize those changes, they’re going to the course website, they’re clicking on things, they’re re-reading their notes, they’re looking over the course lectures, they’re engaging more with the resources that are posted there. And then not surprising to any instructor ever, [LAUGHTER] that when students are engaging with the course materials that then lead to greater performance in the class. So we found a mediation effect through their behavior with the course material that was posted online. So this is one example of the behavior change that I was talking about earlier, that when they get this message, it can be inspiring, it can inspire a different type of behavior that can lead to better performance in the course.

Rebecca: Those are really strong click rates generally, [LAUGHTER] especially when we’re often complaining that students don’t read our emails or messages. [LAUGHTER]

Elizabeth: Yes. So, we did look at differences in Blackboard in terms of clicking on course material versus going to the page where all their grades were, like the gradebook. And we didn’t find any differences on their engagement with the gradebook. So it wasn’t that they were just tracking it more or anything like that. But it seems to be the case that they’re actually engaging with the substantive course materials more, on average, in the growth- mindset condition.

Rebecca: It’s just incredible. [LAUGHTER] Can you talk a little bit about… and we’re hinting towards this, obviously… what does this study suggest that faculty and institutions can do to improve outcomes of first-gen students, or maybe even, Bill, what you’ve continued or started to do?

Bill:I think, for me, what I took away from it was being very intentional with my students in communicating what I believe about them. And I mean that in the spirit of the old NPR show, or the segment that they used to do, you know, “This I believe,” where people would have those small snippets. I felt like this intervention was something along those lines where I could be authentic in communicating what I truly believed about their abilities. And I did it in a way that, with some small tweaks, obviously had these much deeper and larger payoffs. And I think that’s one of the real nuggets of wisdom here is that when you want to transform, and have better student outcomes, you want to narrow these opportunity gaps for students from certain backgrounds or experiences when they come in. Oftentimes, you don’t have to throw away what you’re already doing. Oftentimes, you already have nuggets of really important things that you’ve built over time. And all you need to do is to work with somebody who sees things just a little differently and can tweak them with you. And I think that partnership with Elizabeth and Makita was really critical for me. They were able to take things that I already had, and show me a different way to just modify what I was already doing. That messaging would go out to every student after that time point. When you see an effect that size, it almost becomes ethical to in fact, it is ethical, in my opinion that you don’t preclude any student from experiencing it. So that should be the way that everyone should be communicating with their students, in my opinion. And you want to make sure that it’s authentic as well, because I started with a set of materials that I had already written and sort of came from my heart, my own experience, that made the authenticity, I think, real whereas if I would have tried to have said something to students that I really truly didn’t believe about their abilities, I think they would have sniffed that out in a heartbeat. And we probably wouldn’t have seen the effect that we did.

Rebecca: It’s amazing what a little bit of intention can do in the design of something, especially because we often don’t realize how big of an impact a simple communication might have. We almost think of it as like a throw away, or a quick thing you might be doing, but you add a little intention to it, and it starts having a really different impact.

Elizabeth: Yeah, I think you mentioned earlier that students might not read the email, you might think that they’re not going to engage with it. And we also thought that, [LAUGHTER] so we think that in designing this intervention, we were really drawing on a lot of the intervention research that had been done previously. So research on wise interventions, mindset theory, all of that was integrated into the design of the message itself. So we started with Bill’s original emails that he was sending out to students and the messages that he had already curated for his class, and timing it in a time in the class in which students are receptive to that information, I think, is also really key. So we don’t know this empirically. But I would guess that if we were to send that email a couple of weeks before the exam, it would not have the same kind of impact. We send it directly when that performance information was posted online. And that’s when students are questioning themselves. They’re saying, “What does this score mean? Does this mean that I’m not good at this? Does this mean that I can continue? Does this mean that I’m smart or not smart? …and that uncertainty, that is the right time to infuse your message as an instructor to counteract those uncertain messages about ability. So I think the timing really matters. I think authenticity, like Bill said, really matters. Makita and I have been working with other institutions to implement a similar type of intervention with instructors. And before we did that Makita did a bunch of focus groups with the students at these institutions and showed them the messages that we used in Bill’s class, and we ended up changing them quite dramatically. The students gave us feedback like “nobody here would ever say something like that,” or “here’s what you need to say to reach students here in my class,” or “here’s what I will be receptive to.” So students in different contexts are going to respond to different messages. And so you really do want it to fit your own class, how you would speak, how you would talk to your students, the needs of the students in that moment might be different from the class they’re in. So it really is not a copy and paste type of situation where you were gonna copy what we did here and put it in your class. I think you do need to kind of go through the process of generating it for yourself and your own students.

Rebecca: I could imagine there would be an element of needing to evolve it over time, too, as your student population changes, and as you change as a teacher.

Elizabeth: Yeah, absolutely.

John: One of the things that I think is particularly nice about this study is that we see higher DFW rates by first-gen students in STEM classes in particular, and so many students end up leaving STEM fields that they intended to major in in their first couple of years. And that’s where the rate of return to education is the highest. And in general, first-gen students come from lower socioeconomic groups and lower family income groups, and if we do want to see more equity in outcomes, getting more first-gen students into the STEM fields could do a lot to help reduce some of those equity gaps in terms of overall outcomes.

Elizabeth: You mentioned the long term nature of these effects. I think it’s a great question. I think it’s something that we’re currently looking at in a project that we’re doing that’s funded by the National Science Foundation, where we’re looking at how these interventions in an introductory course can change career trajectories, that when you get a B instead of a C in a major introductory course, that’s gonna mean something different to that student, that’s going to set them on a path of following that next course sequence, that next step. So that’s the question that we’re asking and the research that we’re doing now, and hopefully, we’ll have some answers in a few years.

John: Peter Arcidiacono at Duke had done a study on the decision to stay in STEM fields. And he did look at some of these questions in terms of the effects on major choice based on the grades that were received. We can share a link to that study in the show notes. In the IRB proposal, did you include the possibility of following up these students in terms of their outcomes a few years later, in terms of retention rates for the students?

Elizabeth: That’s a great question. I believe in terms of IRB, we had students consent to their academic records. So we should be able to go back and look at transcripts from the students who participated in the class. We could look at course taking, we could look at graduation rates, we could look at major. If these students were freshmen/sophomores in 2021, then we’re probably around the time where they would be finishing up so maybe in the next year we could.

Bill:I was just thinking the same. Now’s the perfect time to go back and take a look, because we’ve had enough time since the intervention to see what’s happened. And actually I was gonna go back to one of your earlier points. You were talking about statistics earlier. Basically, this is really the only way that we’re going to increase the number of STEM students going forward. If first-generation students at WSU are 40% of our population today, that means if we don’t improve their outcomes, then we’re going to continue to see the declines in STEM outcomes and STEM graduates that we are trying so desperately to fight against, and also, we’re not going to have the representation in our STEM graduates of the population of the US that we want to see.

Rebecca: I think in addition to the growth-mindset piece, I’m sure that the authentic nature of the messages also just showed deep care. And that can be really important for first-generation students who need that ally or advocate for them in their college journey. So I can imagine those messages coming from Bill in Bill’s voice that make them feel like “Yeah, you can do this, I care about you,” from that perspective is also really important.

John: And there was a study done by a couple of economists, entitled “My Professor Cares,” where they did follow up students four years later, and they did find a significant effect in retention rates four years later by a similar type of intervention, I don’t think it was quite as much growth-mindset focused, but just sending a signal that the professor cared about the students outcomes, a very simple message, made a significant difference in student’s grades as well as longer term outcomes. So it’s nice to see more studies of this, especially focused on issues such as growth mindset.

Elizabeth: Yeah.

Rebecca: So we always wrap up by asking: What’s next?.

Elizabeth: So Makita and I and our lab have been working for the past couple years on following up on these data in different institutions. We used this study as pilot data in a grant application. And now we’re sort of scaling up to other institutions. We have a project with a really large HBCU, a Hispanic-Serving Institution, WSU is continuing to be involved as well, an Asian and Pacific Islander Serving Institution to where we have a number of instructors who vary in different characteristics, different class compositions, and we’re looking at these instructor messages in an experiment in these different contexts to see what matters. Does it help students develop their own growth mindset? Does it change their behavior? Does it work in some contexts, but not others? Do the instructor characteristics matter? So far, in the past two years, we’ve collected data from around 10,000 students who have been involved in this intervention project, and we’re currently in data analysis phase. So stay tuned for future studies and papers that come out of that data set.

John: Makita?

Makita: Well, what’s next for me is Elizabeth and I are actually going to meet right after this to do a debrief and to discuss some of the analyses that I just ran on a study that will be involved in my dissertation.

Rebecca: And how about you, Bill?

Bill:For me, I think about: “How do I proselytize about this work?” Because I think about what little changes make a big difference in an institution. We talk a lot about student retention, we talk a lot about student outcomes, we talk about creating the global citizenry that we want to see emerge from higher education. And the one experience that every student has in common, whether they are a first-generation a continuing-gen, or from some other background, is they have to take classes, and they have to be in classroom environments every day of the week, for the most part, over a course of four years. And I think about what would it look like to have interventions like this, that have evidence that back them, that students get inoculated with repeatedly over multiple time points with different voices, and that faculty engagement in the process of helping our students become better, to find success and to move forward in their careers? To me, that’s the magic of this. I’ve been talking to other people about it and I think about what would a curriculum look like that had small things like this? And how could it transform what we do? And I think that’s a vision that I can buy into, and I hope others are gonna come along for that ride.

Rebecca: I think the scope of the interventions that you’re talking about, that have this kind of impact, are really easy to buy into. Because usually you’re thinking about some drastic, giant investment of time, is what most people are thinking about. And that often is what prevents action from happening. So I’m excited, excited to share this and to hear what comes of your bigger study.

John: And one thing we appreciate is when we see things like this posted on social media so we can hear about it [LAUGHTER] and we can share it out a little bit further. [LAUGHTER] And I hope you’re presenting this at various conferences to reach a larger audience.

Elizabeth: Yeah, we will be presenting some of this work at SABER this summer. So that is the Society for the Advancement of Biology education research, and we’ve presented it in some other psychology conferences throughout the past year as well.

John: Excellent.

Bill:And I gave a plenary talk at the summer educational meeting for the ASBMB, American Society for Biochemistry and Molecular Biology. So I gave a little preview of what we had found. And that generated a lot of discussion and excitement, actually people asking for additional resources and ideas and things. So I think there’s a receptive audience out there.

Rebecca: That’s wonderful.

John: Well, thank you for joining us. It’s always great talking to you and it’s great to hear about this newest study and to meet you, Bill. We’re looking forward to hearing more about how things go in the future.

Elizabeth: Thank you so much. Thanks for having us.

Rebecca: I hope you’ll reach out when your next study is done. [LAUGHTER]

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

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338. Diversifying the Education Pipeline

Diversifying various fields and disciplines requires intentional work to create and support a pipeline of practitioners. In this episode, Laura Spenceley joins us to discuss specific initiatives to increase inclusion in the PK-12 sector. Laura is the Dean of the School of Education here at SUNY Oswego. She is an Impact Academy Fellow through the national non-profit organization Deans for Impact which works to strengthen and diversify the educator workforce.

Transcript

John: Diversifying various fields and disciplines requires intentional work to create and support a pipeline of practitioners. In this episode, we talk about specific initiatives to increase inclusion in the PK-12 sector

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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Rebecca: Our guest today is Laura Spenceley. Laura is the Dean of the School of Education here at SUNY Oswego. She is an Impact Academy Fellow through the national non-profit organization Deans for Impact which works to strengthen and diversify the educator workforce. Welcome, Laura.

Laura: So great to be with you two today. I’m really excited for our conversation.

John: It’s overdue. We’re really happy to be talking to you today. And we’re talking to you from a new room which the School of Education has graciously loaned to us because we lost our old recording space, and we’re now able to keep the podcast going. So thank you.

Laura: You’re most welcome. And truly, I can’t think of a more symbiotic relationship between Tea for Teaching, the opportunity to host you here in the School of Education, and continue this great work and digging into pedagogy issues across the education continuum. And having you right here in-house makes a lot of sense.

John: Our teas today are:… Laura, are you drinking any tea?

Laura: I am not a tea drinker. But I do have a robust French roast in my mug today.

Rebecca: A popular flavor of tea, as we’ve noted multiple times here on the podcast. I have Hunan Jig today, John, I thought it was a good celebratory sounding tea.

John: And I have a spring cherry green tea in a brand new School of Education mug, which I just received today. Thank you.

Laura: You’re welcome.

Rebecca: In your role as the Dean of the School of Education, you’re involved in the entire P-20 pathway. The School of Education has received two large grants to help support students pursuing careers in education. Could you tell us a little bit about these grants?

Laura: I’m thrilled to talk more about these opportunities. And these two projects are our teacher opportunity core grant, that’s our TOC grant and our Cultivating Representation in School Psychology grant. Both of these grants are, as their name may imply, designed to help us recruit, support, retain and move through into careers, teachers and school psychologists from a wide range of backgrounds. It’s a well known fact across most educational spaces that folks who are delivering instruction or providing support services don’t always represent the constituent student populations with whom they work. And each of these programs are designed to 1. help ensure that we have a representative and diverse education workforce. But more importantly than that, they’re also designed to ensure that as we recruit and matriculate students into our teacher preparation programs and school psychology program, that we’re investing in those candidates along the way, recognizing that students from historically marginalized groups are often more likely to have challenges in persisting through their academic programs, both undergraduate and graduate. So each of these programs has some similar foundational elements. That includes financial support along the continuum of their educational program, again, undergraduate or graduate, support for things like transportation, professional development opportunities. And those professional development opportunities are really designed to empower our students from those historically marginalized or underrepresented spaces in their fields with contemporary activities that will help them address systemic discrepancies in schools. So making classrooms more responsive to the needs of the multicultural communities in which they reside, helping ensure that our future psychologists and educators have opportunities to work with people along the way that look like them, that share their lived experiences, and build that really continuum of care around their success. It’s also a great opportunity for us as educators, leaders, teachers, to be invested in those spaces with them and hearing from their mouths, what their challenges are, what their opportunities are in districts and really working to empower them for a career in education.

John: And the School of Education has always been engaged in working with students from all these marginalized groups that you’ve mentioned. What other types of support, though, have you been working on developing in the School of Ed for students who are first-gen students, Pell-eligible students, or from historically minoritized groups?

Laura: It’s a great question, John, and I’m so thankful to have the opportunity to chat about it because I think sometimes, as is human nature, we want to create responses or programming from a perspective of “all first gen-students might need this thing” or “all Pell-eligible students might need this thing” and we’ve been certainly sensitive to the realities that those populations experience, but also have tried to take a step back and take a more nuanced approach to that work. I’ve had the opportunity to be in the Dean’s position for about three years now. And when I came in the door, it was the year after the global pandemic. And so, so much of what we knew here on a college campus and in our P-12 spaces in the community had just been turned on its head. So when I came into the dean’s office, one of the things that was really important was to hear from our students, our candidates pursuing their degrees, what are the challenges that you’re experiencing? And I need to give a shout out to Dr. Nicole Brown, our director of our clinical practice and partnerships office, she really had this vision of surveying students, engaging in some listening sessions with those students. And we took the opportunity to deploy a survey about how students were experiencing their programs, but also the challenges that they were experiencing. And those data were humbling, to say the least. We learned back in 2021-22, about one in five of our students was having to make the choice between eating and paying for gas to get to their placements. About one in four of our students had to go without a meal at a certain point so that they would be able to engage. We recognize, and this was not a new problem, but just how challenging transportation to and from their clinical sites was becoming particularly in a time where we were very sensitive to being in enclosed spaces. And so we took that opportunity to reflect on the ways we weren’t just to use quotes, “utilizing the resources,” like our teacher opportunity core program, but to really recalibrate the way we were engaging with all students. And so what that looks like right now is we’ve really taken an approach to engage with our students from the time they’re prospective students all the way through graduation and career placement. And so what that has looked like is we’ve had active faculty and administrator presence at recruitment events, helping prospective students and their families understand not just the phenomenal financial aid resources available to them, but demystifying grant programs like the Teach Grant program, like public service loan forgiveness, which is available to many of our graduates after a period of time, it’s also about helping those families understand what contemporary classrooms and contemporary educational careers look like. There’s so much animus in public media and in the dialogue around what’s going on in schools and giving our prospective students the opportunity to hear from our current students and our partners, what they can actually expect, not just out of their degree program, but the field, has been really impactful. On a more nuanced level, as a result of that survey, we have utilized a range of resources to help offset some of those specific concerns regarding transportation, costs related to certification, and food instability. I do need to call out our amazing student affairs team on campus that has made enormous investments in this space as well. And I think always connecting students to the most local resources has been a really effective way to ensure they can take advantage of those supports in a way that makes sense to them. For us, I was lucky enough to inherit a 12-passenger van that had been purchased right before the pandemic, and we’ve taken the opportunity to hire student drivers. We offer daily routes to and from the Syracuse area at no cost to our students, leveraging the generosity of our alumni and donors who have invested in the School of Education, we have made a commitment for any candidate that needs to get to or from their site and can’t use the van, that we’ve created an Uber voucher system. And so we’ve been able to put those funds directly in front of students. We’ve expanded our supports for certification exams and fingerprinting through really simply asking students: “Are these barriers?” and creating a process again, through our foundation funds, that we’ve been able to offset those costs in time of need. And then lastly, I think another part of this is helping our faculty understand the realities that our candidates are experiencing as they move through their degree programs. Bringing those data back from not just the survey but listening sessions we continue to offer as an open forum for students to share their concerns, bringing that back to our faculty and helping them understand in both a formative and accurate sort of way, what the experiences of our students are in looking to make changes, whether it’s to our core sequences, the way that we administer fees, encouraging open-access resources, building resource libraries within our departments, so that we can continue to wrap our arms around students, give them a great experience, and also ensure that something like a meal isn’t getting in the way of their ability to get to and from their site.

John: And one thing we should note is that Syracuse is about 40 miles or so from here. So the commute time for a student would probably be about 45 minutes to 55 minutes, depending on where the school is located. So transportation would be relatively expensive for students.

Laura: Yes, and it’s such a good point to make, and I know we’re likely to talk about partnerships later, being where we are here in Oswego, we are lucky enough to have amazing partners along the I-81 corridor from Syracuse to Oswego, almost to Utica, almost to Rochester. And so it is not unusual that our candidates are driving up to an hour each way. So absolutely.

Rebecca: And it’s a problem that campuses that are in a more rural context experience when they’re doing any kind of placements, whether it’s internships, student teaching, or service learning, or anything like that. It’s very different than an urban context.

Laura: Absolutely. And I think we’re really committed, we embrace the idea that we are a rural educator preparation program, while also embracing the fact we have large urban partners just down the road. And we see that as an opportunity to diversify our candidates’ experience and give them a broad sampling of school structures, organizations, what’s possible, both in large districts, small and the in-betweens. And so that’s been a really critical part of our preparation framework for many, many years here in the School of Education.

Rebecca: It’s always great to hear stories, and we’ve heard more of these since COVID, of schools really paying attention to the actual needs of students and what barriers they’re facing, and really being responsive to them and finding ways to solve the barriers that they’re facing. Because often, the barriers are great, but often there are solutions that we can put into place that aren’t actually that complicated when we get down to what they are.

Laura: Rebecca, I love so much how you framed that, because one of the driving mantras that I often remind myself is we can solve problems if we choose to. And I think to solve problems, we need to be able to describe the problem, we need to understand it from a compassionate perspective. Recognizing every candidate that declares a School of Ed major sees themselves as a future educator in one form or another, and partnering with them, to actualize that vision is the best part of my job.

Rebecca: Well, and we would hope they want to do the same thing for their students. So modeling what we’re hoping to bring into the land of education is certainly a good place to be. We talked before COVID, with the School of Education about some of the really great partnerships you all have both locally and regionally, both as school districts and community organizations. Can you talk a little bit more about some of the outreach you’re continuing to do in those spaces?

Laura: Absolutely. And frankly, we would not be a school of education without partners. Every program housed within the School of Ed requires an applied learning experience. And so even our non-teacher preparation programs in counseling psychology and management programs require some sort of applied experience. And so strong relationships and a strong understanding of the context for our partners is really important to our success and our candidates’ success. So I’ll talk about a few examples since there are many day to day here in the School of Education. For context, in 2020-23, for example, we placed more than 1000 candidates across I believe 246 different settings, kindergarten all the way up through high school. Don’t quote me on the number, but I think I’m close. But we have made a couple of purposeful efforts over the last few years. And in particular around our professional development schools. These are schools where we have an agreement to focus professional development activities for our pre-service teachers, in-service teachers, so folks who are classroom teachers in that district, and align that with our faculty areas of expertise to create what are called that third space for learning, where we were bringing in a range of expertise and perspectives. Here in Oswego County, we have professional development school partnerships with six of our nine local districts. And those partnerships have focused on strengthening support for technology and STEM-oriented initiatives at the junior high and high school level. In another district, it’s included a dedicated focus on early elementary school literacy outcomes and improving the way we’re preparing kids to read and write. Other districts have focused on more systems-level change with strengthening the way that we identify students who are struggling before that becomes a significant impediment to their learning, and organizing teacher and leader responses to ensure that those processes are unbiased, that we’re making decisions that help us put resources around what kids need to thrive. But that’s just a sampling of the types of partnerships that we have with local districts. I think, given the fact that education continues to be a domain where the public dialogue is not always framed as positive, partnerships with our local practitioners and districts, give us opportunities to 1. change that narrative and help people in our communities understand the value that schools can bring to that community. And Rebecca, you mentioned the way that, coming through the pandemic, schools are really regarded as kind of community centers. And I think we’ve seen those types of initiatives be really effective, whether that is including opportunities for families to access medical care, dental care, social services and supports when they’re in district, we have something to offer to that conversation because of the range of our preparation programs here on campus. And so we really tried to engage with our partners in the P-12 sector to ensure that we are operating as a true continuum of care for our communities.

John: During the pandemic, there were some fairly substantial learning losses that disproportionately affected students from low-income households, and low-income school districts. And a study was just released by WICHE in February of 2024, which found that those learning losses are still persisting, which means the students who are teaching in schools are going to face students with a fairly wide variance in their prior preparation. What types of things do you do to help prepare students to address the diversity of student backgrounds in terms of how much they come into the classes with?

Laura: Coming through the pandemic, one of the things we were reminded of was the power of a direct positive relationship between a student and an adult in the building, that can look like a wide range of folks, coaches, teachers, mentors, administrators, volunteers. But that’s something we have continued to embed in our curriculum and helping our candidates understand that day to day, the way that we make students feel is often the thing that will be really critical and helping ensure that they walk through the door the next morning, the next day, or ask for help when they’re having a tough situation. And so empowering our students to respect the dignity of people’s lived experiences, we embed before they move into their clinical experiences in schools, quite a bit of reflection, self-reflection on their own lived experiences, what education has meant for them, the spaces where they have been privileged or perhaps oppressed through educational structures, protocols or policies, and building that capacity of our students to both identify and address bias or embedded bias in the spaces where they work. Getting down into the curricular focus, it is frankly staggering to see how children have been impacted, particularly in the early elementary levels and the older adolescence ages when we think about both academic skills, but socioemotional skills, wellbeing, and I think one of the things that I try to celebrate is the resilience that’s been built into this generation of learners. On the other hand, that comes with a certain amount of exhaustion, anxiety, uncertainty about their future, and so coming back to that element of relationship building, it’s so key. At the curricular level, there is an enormous focus here in New York on the ways that we can do a better job in preparing children to be literate, contributing members of a just society. So right now in New York, there’s a lot of focus on the science of reading. And I want to be really clear to listeners, the science of reading isn’t about a curriculum, it is about embracing the empirical evidence towards a systemic approach to the instruction of reading, writing, and literacy across grades. There’s an enormous amount of energy around this work right now recognizing that we can do better in preparing kids to be literate. And I’m starting to see an equal attention to a focus on math and frankly, STEM preparation. Here in our community in central New York industry has returned with a bang. And there are wonderful opportunities for employment for students with a wide range of educational experiences starting right out of high school for gainful and lifelong employment in these sectors. But what we’ve heard is that math proficiency is often a barrier for those students. And so trying to incorporate elements of curiosity and creativity, bringing science, technology, and math into creative spaces, like art, design, dance, helping students understand that math and science, quite frankly, isn’t just about memorizing equations, or knowing your multiplication tables. But there are a range of application of math, science in our day-to-day lives. When I think about when I was a kid, we had a great lesson on fractals, and we went outside and we found fractals in nature. I remember it to this day, almost like it was yesterday, trying to engage students in their learning, that incorporates their lived experiences, having access to textbooks, readings that reflect their family structures, their linguistic background, the realities of their lives. And so our students ,when they move into those first teaching positions, carrying with them that, I’ll go back to respect for the dignity of all persons, that recognition that kids carry much more with them into a classroom than a backpack, and finding ways that we can empower their learning not just through curriculum, but through curriculum that is delivered at their level, that celebrates individual students growth, that isn’t anchored in some specific outcome, but recognizes individual student’ s growth as meaningful. And I’m really proud to say our data suggests our students do move into their first teaching careers with those skills. And I think the next phase of the conversation starts to focus on how can we, as an educator preparation program, be part of the community in delivering professional development? How can we bring the great work that’s going on in schools to our faculty and have that kind of recursive flow of information, and also ensuring that we are preparing school leaders to create conditions that help us achieve all of these goals. And with our programming here in the School of Education, we’re uniquely positioned because we offer those range of preparation programs and have the luxury of great relationships with partners.

Rebecca: We’ve talked a little bit about learning losses in K-12. But obviously, that has an impact on our college students as well. They also survived the pandemic and are here. What are some of the things that your faculty are doing to help these candidates feel like they have what they need to go into the community having maybe had some experiences of remote learning or challenges with some of these subjects too?

Laura: This is a really important question. And I think it’s one I’ll both answer from the school of education perspective, but also the broader campus perspective, frankly, because we don’t do this work in a vacuum or in a silo. And so I’ll pick up on some of the elements of the last answer, which is making sure that we on campus are framing the opportunity to serve our students as a positive one. We have an opportunity to meet students where they are and that will look different for different students. On the other hand, I think our faculty have been eager to try to crack this code, so to speak, on bridging our lived experiences in K through 12 and transition to college through the framework of the contemporary student experience and those are not parallel for many of us or really even comparable. I have been trying to, as dean of the school, make sure that we are approaching this from a perspective of strength. What students do come to us with us is a resilience that students of prior generations may not have. They come to us with skills and knowledge of technology and how to leverage it in a way that students didn’t in the past. And frankly, it was because they had to learn how to use that technology. Students coming to our campus today have access to more information at their fingertips than any generation of student has ever had in the past. And where we have opportunities is to help students both identify where they may have gaps, whether in their knowledge or experience, put those experiences in front of our candidates, and also help them navigate this world where it’s not always easy to identify what is good information and bad information. Now, let’s drill into some more specific examples there. I think one of the most critical things that we have done in the last few years and again, I’ll give kudos where they’re due to our student orientation groups. We have been embedding ourselves into some of those opening week sessions, where we’ve had the opportunity to talk to our future majors and undeclared students around college- level expectations. And while that might sound silly, I think when students can hear from us, from me, from my faculty colleagues, our stories that many of us are first-gen, were Pell-eligible, have student loans, worked while we were in college, struggled to purchase textbooks, come from different backgrounds, are new to the state or the country. I think that goes a long way as a formative first step in building that trust in the relationship with our candidates. It also gives us the opportunity to begin to plant those seeds around what supports are available to them. Whether that is to help them address their mental and physical health needs, their academic needs through our tutoring center, our office of learning services, the embedded tutoring services, and also come to see us as people that are here to help support them and what their vision for their success looks like. I had a young person come up at the end of our first orientation and said, “I’ve never had someone like you say, you walked in the same path as I have.” And it was really a moment where I understood that coming to the table and being authentic with our students is so critical at this point. The other piece of it, John and Rebecca, is recalibrating the way that we orient our classrooms to continue to give students frameworks for utilizing technology and AI and the wide range of information, also helping them become critical consumers of that information, providing formative feedback to their assignments in real time, flipping our classrooms and allowing students to lead the conversation. I think providing choice as much as possible around what literature students choose to present in classes, for example, have been ways that we have said to students, both overtly and more discreetly, you matter, your story matters and you and my classroom matters. I’ll also share we have been taking a look at the way we offer our curriculum to try to identify, and again as part of a larger campus focus on retention and success for our first-year students, where are the pain points, so to speak, in their degree program, particularly for transfer students, we’ve heard that there isn’t always as seamless of a transition to campus as we may assume. And so really starting to tackle some changes in our course sequence to ensure that our academic programs are set up in a structured sequential way that also gives enough flexibility for students to pursue some of their areas of interest, be student athletes ,be club leaders, or frankly, support their family, which many of our students need to do.

John: Recently, we’ve seen a lot of attacks on education at all levels, with books being banned in the classroom, removed from libraries, and restrictions on the types of topics and the types of history that can be taught in classes. What are some of the things that you do in the School of Education to help prepare students for a world in which they may be facing more challenges from parents and political pressures?

Laura: This is a critically important question and will be critically important action. I hope I could say in the next year, but I have a feeling this will be a long road. Too often I hear colleagues, neighbors, friends say, “Well, Laura, at least we’re in New York, you don’t have to deal with this in the same way.” And while it is true, I am proud to be in a state that has been very overt about people’s lived experience, respecting the civil rights of all persons here in the state. It is also the case that that can change very quickly in an election cycle. And frankly, we have seen that across the country. I’m particularly concerned right now about the way that civil rights discussions have been framed. And there are some cases in litigation right now around bullying initiatives and carving out exclusions or exceptions in those bullying protocols or policies that would allow, for example, trans students to be targeted without recourse. We see that replicated in both sports spaces, but also classroom spaces. I’m deeply troubled that this is a place that we’re going in a country that was frankly built upon public education and access. And we haven’t always gotten that access piece right. Many of our school policies and procedures have been built on an exclusionary clause rather than an inclusionary mission. On the other hand, we’ve made such great gains over the last 10 to 20 years in ensuring that schools are more responsive, supportive, dignifying places. I’m really troubled by this work. For our students, we have a commitment to social justice embedded in the framework of the School of Education. And that is more than transactional or it goes beyond the words social justice. Our curriculum prior to students going into schools is focused on those ways that schools have been exclusive spaces, have not always dignified the realities of the people who walk through the doors. And so for our students, what we tried to do is help them understand the threats or attacks on people’s civil rights or their histories is not new. On the other hand, it’s taken a very different tone in the way that it’s being implemented. So 1., it’s giving them the tools in knowledge and understanding of history to understand schools don’t have to be exclusive places, schools can be responsive, welcoming, encouraging spaces for all students from all backgrounds. It’s also about helping students understand that I want to be a teacher, I don’t want to be a politician is not a reality in which they will live as an educator. We try to empower them without encouraging them to engage in any particular behavior, to stay attuned to the realities of how legislative efforts, school board votes, and other sorts of community oriented book bans and dialogues might impact their ability to teach a particular lesson, utilize a particular academic resource. So you may have seen coming out of Florida, among other things in the last few weeks, a school district teacher had thought that it was prudent to send home a permission slip to alert the parents, that their children were going to be exposed to a black author. It wasn’t about the content of the book, it was simply the fact that they were going to be reading a book from an African- American author. I can’t think of a better example to highlight the importance that an apolitical stance is not one that classroom teachers can take, that school leaders can take. And that’s not about voting for a particular person or a particular party. But it is standing up to ensure as educational experts who have preparation, expertise, and insights that the community may not, to share them and be vocal about the ways that diverse learning materials, accurate historical representations of the world are critical towards ensuring that we do not replicate them. And so I am both incredibly disheartened at the turn that this discourse has taken. I’m also incredibly optimistic when I look at how young people, how educators, how experts have shown up and linked arms to say: “This is not right. We are not going to correct the wrongs of our history by limiting access to that history or by building smaller tables with fewer voices.” And so I tried to stay in that headspace as much as possible.

Rebecca: Definitely some good reminders and things for all of us to be thinking about in our role as educators. So we always ramp up by asking what’s next?

Laura: I love that question, because I could probably read you a laundry list of the things that we’re thinking about in our School of Education. Right now, here in New York, there’s a lot of robust conversation around, what does a high-quality teacher look like? What are they ready to do in their classrooms? And there’s a lot of engagement there. And again, this relates to helping the public understand not just what we do day to day or what the outcomes are, but the opportunity space towards preparing children for lifetimes of success. Here in the School of Education, we’ve got a range of new programs that we’re lifting in the fall of 2024, including our new master’s degree in behavioral health and wellness. And frankly, I think we have a range of new programs. As we talked about industry thriving here in central New York. There’s also a lot of energy in the school of education around our career and technical educator preparation programs, and of course, our technology education programs, some great investments in our lab spaces, looking at opportunities to do more in partnership in and with local districts to ensure, as we were talking about kids across Oswego County, have great opportunities to engage with science and technology and math in ways that bring them out of the classroom and into the world and creative spaces. So I’m really excited to see what the year ahead is going to look like for us.

Rebecca: Well, thank you so much for joining us, Dean Spenceley and for our wonderful space.

John: …and we’ll be talking to you much more in the future.

Laura: I look forward to the opportunity. Thank you both.

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

Ganesh: Editing assistance by Ganesh.

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317. Beware the Myth

One of the most persistent neuromyths is the belief that students learn more when instruction is tailored to their specific learning style. In this episode, Shaylene Nancekivell and Xin Sun join us to discuss their research on possible negative consequences of the learning styles myth.

Shaylene is an assistant professor of psychology at the University of Manitoba. Xin is a postdoctoral fellow in the Department of Psychology at the University of British Columbia. Shaylene and Xin are co-authors of a study entitled “Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential,” published in the NPJ Science of Learning journal this fall.

Show Notes

Transcript

John: One of the most persistent neuromyths is the belief that students learn more when instruction is tailored to their specific learning style. In this episode, we examine possible negative consequences of the learning styles myth.

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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John: Our guests today are Shaylene Nancekivell and Xin Sun. Shaylene is an assistant professor of psychology at the University of Manitoba. Xin is a postdoctoral fellow in the Department of Psychology at the University of British Columbia. Shaylene and Xin are co-authors of a study entitled “Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential,” published in the NPJ Science of Learning journal this fall. Welcome Shaylene and Xin.

Shaylene: Thanks for having us.

Xin: Thank you.

Rebecca: Today’s teas are. Shaylene, are you drinking tea?

Shaylene: I am drinking a latte actually [LAUGHTER], the Chestnut Praline Latte from Starbucks, I needed coffee. When I do drink tea, it’s usually chai tea.

Rebecca: Alright, sounds good. You’re recovering here [LAUGHTER]. How about you Xin?

Xin: Coffee is my go to.

Rebecca: It’s a very popular flavor of tea on this podcast…

John: It is.

Rebecca: …for sure [LAUGHTER]

Xin: If it’s tea, it’s bubble tea for me [LAUGHTER].

John: I have a Lady Grey tea today.

Rebecca: And I’m back to some blue sapphire tea. I went to the tea store this weekend and I’ve stocked up, so we’ll have some variety soon, John.

John: Okay. [LAUGHTER] We’ve invited you here to discuss your paper that examined the effect of identifying students’ learning styles on perceptions of children’s academic potential. Before we discuss this, though, we should probably just remind everyone about the myth of learning styles. It’s something which has been remarkably persistent, but what does research tell us about the relationship between identified learning styles and how people actually learn?

Shaylene: Yeah, so I’ll field this question. I think the first thing that people should realize is that the learning style myth is really hard to get a handle on Coffield and their colleagues identified about 81 different versions of the myth that kind of float around both academic and non-academic spaces. So when people hear the term learning styles, I think the first thing we should all point out is that everyone sort of means a different thing. That could be true in everyday conversations, that could be true like school to school. And so yeah, what learning styles are is actually really hard to pin down. The element that’s most common to most learning style myths is something called the meshing hypothesis. So this idea that if we figure out the right modality that people can learn in and we match instruction, somehow, to this magical modality, that people will learn better. And this is the thing that’s like, most common across all myths. And the modalities that people talk the most about are things like visual, auditory, and kinesthetic. So learning with your hands, your eyes, or your ears, that’s kind of the version that’s most common. We don’t really know where exactly the learning style myth came from. There was like old books by Dunn and colleagues, talking about how to set up ideal learning environments for children that mentioned this term learning styles, but this whole matching to like visual auditory, kinesthetic version of the myth where researchers aren’t too sure how everyone came to some sort of agreement that this was the version of learning styles that should stick around and we don’t really know where it came from. Regardless, researchers have tried to disprove it. So they’ve done studies where they have given people learning style surveys or tried to identify people’s learning style in some way, and then matched instruction to it and they don’t find any effects on learning. Overall, the best thing to do is to match the instructional style to the kind of content you’re teaching. And that’s kind of the best thing to do instruction wise, and then in terms of studying for students, the best thing to do is try to take in information in as many different ways as possible, and just deploy best practices in studying, so things like spaced practice, and paraphrasing, putting things into your own words, those kinds of things that we know are really good for studying.

Rebecca: So although we have no idea where it came from, why oh why is it so persistent?

Shaylene: I have two other research papers where I’ve tried to dive into that. The one that’s most relevant is actually a paper that Xin also co-authored with me that I did during my postdoc at Michigan. And what we did was we walked participants through an actual research study. We said, like, “Okay, this is the data they’re going to collect, these are their hypotheses, do you agree if they find data against or for the hypotheses that it’s testing the learning styles, and we found that participants agreed it was a good test of learning styles. And then we told them at the end of the study that it turns out, this is a real study or version of it, at least, that researchers have done, and they found no effects on learning outcomes. And there were a proportion of people that were very willing to revise their beliefs upon thinking through this exercise, they’re really kind of open to like, “Okay. I told you that this would prove or disprove it, I’m on board, maybe I’m wrong.” But there was also a pretty big proportion of participants that even after walking through this exercising and agreeing that that was a test of learning styles, did not want to revise their beliefs. And what we found is It seems to be entrenched in their identity somehow. They provide these really personal anecdotes of ways learning styles had helped them or family members. So that actually is kind of what led us to this paper we ended up doing, which is that there seems to be some sort of link between our academic self-construal and our learning styles. And that kind of creates almost backlash against wanting to revise their beliefs, because then you’re not just revising a belief about learning styles, you have to revise a whole host of beliefs about maybe why a family member succeeded or failed at school, or why you yourself succeeded or failed at school. And that’s a little bit harder to do for any person, and not just research participants.

John: We should probably mention an earlier podcast that we had with Kristin Betts and Michelle Miller, who had conducted an international survey of neuromyths. And my recollection was that the learning styles myth was the most widely held myth of any of the neuromyths that they were examining. So it is out there. I know a lot of our faculty on our campus still teach it, despite all the evidence, and despite some of us encouraging them to please stop that. But it’s something that just won’t go away, and most students come into college believing it. So in your study, though, you’re looking at some of the possible harmful consequences of a belief in learning styles. Could you provide an overview of your study?

Xin: So in our paper, we conducted three studies. And the first study, we included a child sample and a parents sample. So the children they were around 6 to 12 years old, so elementary school age. And in the second and third study, for each study, we included a parent sample and a teacher sample. So for all of these five adult samples, they’re all around 100 participants each. So what we did was for study one and for across the studies, we first sort of describe the participants to hypothesize students. So the first one, we wouldl describe them as all the students learns the best with their hands. And the second or the other students would be described as all the student learners the best with your eyes. So basically corresponding to a hands-on learner and a visual learner. And in study one, we asked participants to rate how smart do you think these students are? So one on one, are they very smart, like just smart, a little bit smart, or not so smart. And so parents and children, they went through the same kind of protocol. And what we found in study one is, on average, both parents and children, they believe that the visual learner is smarter than the hands-on learner in terms of their smartness rating. And in study two, instead of asking participants to rate individual learners, we ask them to compare directly, so which learner do you think is smarter? And a lot more participants believe that the visual learner described as like learning best with their eyes, is smarter than the other hands-on learner. This is true across the teacher and the parents sample. And then in study three we wanted to ask “Well, so what do you mean by being smarter? So does that mean that this visual learner would do better in some of the school subjects?” So we then, in study three, asked parents and teachers to predict grades of these two described hands-on and visual learner across like some common school subjects, including math, science, language, social studies, as well as some of the, what we call non-core subjects, like arts and music. So what we found is, on average, both the parent sample and the teacher sample rated grades as being higher in the visual learner compared to hands-on learner in many of the subjects including math, language arts, social studies, and they also rated the hands-on learner as having higher grades in some of the other subjects, like arts and music. This is generally what we found. Shay, do you want to add on to it?

Shaylene: Yeah, sure. And I think kind of the big take home is like a lot of the work that’s tried to argue against learning styles has made like a wasted resources argument, which I think is completely valid. We should be spending instructional time, especially in teachers college pre-service classrooms like teaching teachers best practices, same thing with our students and study practices. But I don’t think that argument has persuaded people. So one big motivation for us to do this paper was I think the learning settlement actually can create more damage than just a wasted time or wasted training session for teachers. When we provide these labels, and we label children this way, it’s providing unintended messages likely to the parents, or if you apply these labels, like teacher to teacher, or even label a child in a classroom of their peers, people are hearing other things than just this kid is a hands-on or a visual learner. They’re making judgments about maybe what that child is going to be good at or not good at, or when or how they’re going to succeed in the classroom. And that, to me, is highly problematic. We want to meet kids where they actually are, not where they are based on construall that’s resultant of a myth.

John: The efficiency argument never troubled me that much in that when instructors believe in the learning styles myth, they tend to use multimodal instruction, which is helpful for everyone. My concern with it had more been the impact on students’ perceptions of themselves in a somewhat different way. I’ve often had students say, “Well, I can’t learn by reading this textbook, because I’m a visual learner” …and encouraging them to use their eyes to read didn’t seem to make much of an impact. Normally, I referred them to some of the studies on learning styles. But it’s something that students really deeply believe… that they can only learn in certain ways, which may deter them from trying new ways of learning and that’s what’s always concerned me. The effect on perceptions is something I hadn’t really thought about until I saw your paper. I’m really pleased to see this avenue of research because it provides a really strong argument against the persistence of the learning styles myth. Ultimately, studies like this might help persuade people to stop doing this.

Rebecca: So given your results, what are some of the implications we need to think about in terms of pre-service teachers, but also, the students that we have in our college classrooms who may have had this kind of impact on them throughout their education so far.

Xin: I feel Shay kind of touched on that point, which is, on the one hand, that what people generally feel that the learning style myth, the consequences are that it’s a waste of time, it’s a waste of energy. But it’s fine to just have it there because I wouldn’t do any other harm apart from that, but in reality from our study, you can really see that it not only like we add these things, it’s just an add on, but also it creates, I would say, biased, thinking about students, like what they can do, what they in the future might become, is sort of ingrained, for example, in parents’ or teachers’ thoughts. So I think this is not a good sign to like students’ development. And I feel you’rr right, John, that there are studies also, like qualitative evidence showing that students like from elementary school, some of the students would say, “I don’t want to do this kind of math, for example, because you showed me in a certain way, like, I’m a visual learner, you should show me in another way or something.” So I feel like the learning style method, if you believe in it, it might set limits for yourself. So I cannot do such and such because I am a certain person. I think this is also an important future direction for us to study, which is what’s you think about yourself in terms of learning self myth and what you can do.

John: What you’re showing is that it’s not just the students’ self-perception, it’s also their teachers and the parents who may be affected by this. And all those things, I think, could have some impact on student major choice, the decision to go to college. Is that one of the things you’re thinking about following up in terms of this study?

Shaylene: Yeah, I think a really important future direction for this work and something that actively writing grants… so fund us… to look [LAUGHTER] more into, are things like how does labeling someone with a certain learning style affect program recommendations, how I even write recommendation letters? When I get those boxes, and it’s described the students strengths and weaknesses, am I actually describing their real strengths and weaknesses or am I describing strengths and weaknesses based on essentially what the… I use this word a little bit loosely… but stereotype almost and, I think we’re also very interested in a group about how these might intersect with other aspects of people’s identity. So what does it look like if you label someone identifying as a woman or a man with a certain learning style or different racial identities? So, yeah, again, how does that intersect with, because we know there’s a whole host of academic beliefs that can come to the surface, when you find out that someone maybe is a young woman. They might get a double hit, if they’re perceived to be a young woman and a hands-on learner… they’re never destined to be good at math, for example. So we’re also just interested in exploring more about identity because identity, of course, is intersectional, and has more than just this learning style element. We’ve kind of studied it to the best of our ability in a vacuum in this paper, but it doesn’t actually exist in a vacuum in the real world. And the other thing we are looking into right now, planning some projects, looking at more implicit beliefs. So to kind of put another step forward to kind of prove that this is akin to like a stereotype. So there’s certain research paradigms you can do to look at more implicit beliefs, and to look at more people snap judgments, as opposed to like these more reflexive explicit beliefs that we have in our survey. So yeah, those are all promising and I think, really important, future directions to flesh out in the future.

Rebecca: I know that one thing that I was thinking about, while I was reading your paper, is how guidance counselors and others who help students make choices about what they might do, college, or even before that, if they want to do a technical program or something, and how that might inform the decisions or the advice they give. I know that as a student, I excelled in places like math and science, but I also deeply loved art. And if I showed a preference towards wanting to do that more kinesthetic work in art, I was discouraged. It’s like “Oh, you’re book smart.” So it’s almost like those same stereotypes that you’re talking about, or kind of found, I think, sometimes, perhaps lead to odd advice, or don’t necessarily encourage a student to pursue something that might be a worthwhile endeavor for them, because it’s deemed not worthwhile.

Shaylene: Yeah, for sure. I think that’s the fear. And, I think, at least anecdotally, when I talk to people, I get stories very similar to yours. In our one paper, in Cognitive Science, we coded them, but we read like, at least a few dozen online participants. People didn’t have to write that much. It was just like, “explain your thinking.” People wrote us essays about learning styles and how they had affected their life or their child’s life, like completely spontaneously and these are like online workers that were paid a whole dollar for our survey. So I think, at least anecdotally, we kind of have evidence to suggest this is likely happening. And so it will be a very important feature direction. But I also think, as academics, we need to be careful, because I think educators are overburdened, and they’re doing their best. And so I think a real take home for this is that we shouldn’t criticize them for holding beliefs that literally 90% of the population have, and that we should do more to support our educators. And yeah, I don’t want the takeaway here to be [LAUGHTER], teachers are doing bad or evil work or anything like that. They are so overburdened, they have no time for professional development. And so it makes sense that they would hold beliefs similar to their peers that aren’t educators, but we can do more to give them evidence-based ways to support their students. So not just telling them don’t do this, but giving them a replacement. And that’s something I try to do a lot too when I talk to my students about learning styles is, I think, sometimes, especially when you’re busy, it’s easy to say, “Oh, just don’t study in that way.” But like, what are they replacing it with? Because it’s filling a hole that they have. So making sure that we give them something else to put in that spot. So they’re gonna be career counselors, that’s like part of their job, how can they do that in an evidence-based way? So something else I’m very interested in, just in general in the neuromyth literature is, what are the different ways we can communicate neuromyths effectively? That’s something I would love to do more research on as well. Because the message “Don’t do this,” I don’t think is the right one.

Rebecca: No, we know this… just interacting with small children…[LAUGHTER] …you tell them not to do something, that’s the exact thing they want to do. We all do that [LAUGHTER].

Shaylene: Yeah, like try this instead.

Rebecca: Yeah. [LAUGHTER] Redirection.

Shaylene: I have a list of places that learning styles permeate the educational system. It permeates teacher education, it permeates university learning centers is a big one. So like where post secondary students go to get study advice. It’s like a very common part of post-secondary learning centers. It obviously permeates the classroom. It has global endorsements, so you see it across Latin America, Greece, obviously Canada, the United States, large parts of Europe. And then the other place you see it is, unfortunately, in the academic literature, almost like the education adjacent literature. So it might be someone that isn’t an education scholar, but maybe they’ve published a paper on teaching in their field, because they’ve developed a new teaching technique or something for teaching medical students. And you see learning styles permeate those papers. And we do cite a lot of those, which makes it extra hard for an educator, because if you do a literature search on learning styles, and you don’t know the subtle differences between these fields and these journals, you will find tons of papers supporting learning styles… academic papers, that’s the other place it permeates and you see these field- specific beliefs. And Xin pulled out a great quote for our intro that was like talking about these people thought they discovered this unique learning style of medical students that was a combination of two different learning styles or something, I think. It permeates this education-adjacent academic literature as well.

Xin: Yeah, yesterday, I saw this learning styles quiz on Canada’s government website. They have a job bank, where they help people to do career planning. And then there’s a bunch of career quizzes saying, like “discover your learning styles.” So they officially fill this as a tool for people to find their job, or at least which industry they would ideally work in. So that’s shocking to me. [LAUGHTER]

Rebecca: Step one do no harm [LAUGHTER].

John: Now, in terms of follow up studies, are there any large data sets out there that would have identified learning styles in it to facilitate a study of the impact on major choice or decisions to go to college and so forth?

Shaylene: Not to my knowledge, a lot of the learning style literature kind of falls into a few broad buckets. So the first bucket is this really wonderful rich neuromyth literature that has been around for a long time. And there learning styles is usually just one or two survey items in a broader survey to assess educational literacy like educational sciences literacy, or neuro literacy or that kind of thing. So you’ll see learning myths listed with things like right and left brain learners, and drinking a lot of water can increase your brain size. So just general, like neuro literacy things. And then those are actually are pretty big datasets. And there is some stuff where they’ve correlated that with academic success, or teachers’ prior knowledge of neuroscience and then like willingness to endorse the myths, but it’s more of like a catch all type surveys. And then there is this other literature I’ve talked about that kind of takes learning styles to be real, and looks at how it’s related to major selection and that kind of thing. So they’ve kind of studied this, but kind of the wrong lens. Why do people pick chemistry? …because they have this perception of themselves. So it’s related, but it’s not quite right. And then other literature is actually really small. And that’s kind of where I’d place our paper is kind of diving deeper into the learning style myth itself. And there’s other great researchers doing this work. Newton just had a paper come out this year looking at the endorsement of learning style myths in higher ed. He’s published a bunch of papers, they’re really great. Couple papers by our research group, looking at learning style myth in particular, but that literature is really small, there’s not a lot of people doing that work.

John: I was just thinking, if, there was information on it in the Baccalaureate and Beyond or one of the NCES data sets, for example, that would be a nice way to examine the effect of student perceptions of their learning style on decisions to go to college or majors and so on.

Shaylene: Maybe we should look. It’d be worth looking.

John: I’ve worked with those data sets a lot, but I never specifically looked for that variable, but I might this afternoon. [LAUGHTER] But yeah, it would be nice to be able to examine that.

Shaylene: Yeah. For sure, I mean, even at the institutional level, it would be worth doing something like we have the undergraduate research pools that at least would be a bigger sample then that’s even in our paper included questions like on mass screening or something. But it’s kind of hard, because unless you get into one of these nationally representative surveys, it’s hard, still looking at people that chose a psychology course, or whatever, so your sample is still going to be a little skewed. And the government for the most part thinks they’re real. So I don’t know what they would include if they included it.

John: So, obviously it would be best if we could just get rid of the myth, but we still have whole generations of people who grew up with that. What might be some ways of breaking people from this belief? I think you had a prior study that looked at strategies for trying to encourage students to move away from this myth. Could you talk a little bit about that?

Shaylene: So I guess the prior paper that we did suggests that, for some people, providing them with evidence and walking them through the evidence and helping them think about it is enough, and they will revise their beliefs upon being presented with that evidence. And that kind of fits with other work I’ve done earlier, suggesting there’s a ton of variability in how people think about and construe learning styles. So I think getting the evidence out there and really helping people think about the evidence critically and what it means. Like, “What was the study? What was the hypotheses? How did they test it? Was it a good test? This is what they found…” That went pretty far. Our sample was all online workers that did that study, and they had a variety of educational backgrounds, too. They weren’t all familiar with research or that kind of thing. But there was a huge proportion of people that this belief is like really entrenched in how they perceive the world, how they perceive their academic journey or other people’s academic journey. And so one thing that we actually are really interested in is how maybe stories of personal anecdotes that we could provide people that maybe help them think through the potential harm of the myth. So, “Oh, well, it might have benefited someone in this case, but it could actually create harm in this case, because maybe this person really imagined themselves as being an electrician or being a plumber and those are really great jobs. But now they feel like that’s something they won’t be good at because they’re not the kind of learner, they haven’t been told that they learn in the right way, they should go to more math or science university instead, because that’s what they’ve been pushed to do.” That would be really not great for that person’s life outcomes, because that’s maybe not their interest or passion. So just helping people maybe think through how these stereotypes might unfold and the potential consequences of them, I think, is maybe a promising future direction. Because we know based on that prior work that just giving people this is what the literature has found isn’t going to revise everyone’s beliefs. So maybe like challenging their anecdotes with a thinking exercise almost might be an interesting direction to go.

John: And your study could be a nice basis for that type of thing, because it does describe harm that can take place as a result of a belief in this, which was not something that people generally considered before.

Shaylene: Yeah, it was hidden, I think, but maybe if it becomes more visible, people would be more willing to revise their beliefs. And you see it in like dialogue. I see it even when I get reviews back from my papers on this subject, reviewers will say like, “Well, it’s a preference. And we know that matching instruction to students preferences can benefit them because they feel more motivated. So is it really harmful?” I’ve had reviewers push back and write that kind of thing. And so this is maybe a thing we can point to, that even a preference, it might seem benign, but applying that kind of label is not benign, it’s not neutral.

John: It might be hard to get past reviewer 2. [LAUGHTER]

Shaylene: Yeah, I mean, the consequence of this permeating academia is that permeates our reviewers sometimes. But, I will say we had a really great experience at NPJ. So this is not about [LAUGHTER] that journal. Just to be clear, we had a lovely experience there. The reviewers were great. They definitely made the paper better. Everything good to say about that journal.

Rebecca: Well, we’ll always wrap up by asking what’s next?

Shaylene: What’s next for us is fleshing out the stereotypes more. So we’ve already talked about some directions, you guys brought some up and we did, looking at how it might affect actual daily practices. So how someone writes a recommendation letter or the kinds of programs children get recommended to. The kinds of careers people think others would excel at. I have learning style surveys where most people that believe in the myth think that learning styles can predict career outcomes, but diving deeper into like exactly what that means, because it was just like a one item on our broader survey. And then also looking at things like we talked about earlier, like how learning styles intersect with people’s identities, because most people aren’t just black shadows.And that’s what we did in our study, we just like provided little black silhouettes. So I think kind of moving our findings into like, a little bit more of an ecologically valid realm, I think, is the next step.

Xin: And building on that is also what we’ve discussed. We could also switch gear from the career guidance to parent or teachers’ perspective on what the recommendations they have on learners, but also towards learners themselves. What do they think? “Oh, I have these kinds of learning styles. What does that mean to me? Am I gonna go for certain jobs, but not the others?” Yeah, if we ask children these kind of questions on “What is your learning style? And, what’s going on, going off of it?” That will be very interesting.

Shaylene: Xin and I have another paper looking at beliefs about… it’s Xin’s work, really, I helped… She has a wonderful paper looking at people’s beliefs about language and language acquisition and policy endorsement. And I actually think that’s also another promising future direction. So I wonder if the degree to which we believe in learning styles, how that affects beliefs in streaming of children from a really young age, which we know isn’t always beneficial, especially if you stream children too young into more academic streams and less academic streams? That does happen in some countries. And so that’s, although less common in Canada, very common in other places. Xin, you talked about like the Chinese education system has different…

Xin: Oh, that’s from high school, though…

Shaylene: Yeah. So even that, the degree to which you might endorse, it’s more extreme streaming of students like different schools even. So that’s probably another important direction is, how does this affect things you would vote for or endorse as a citizen?

Rebecca: Thank you for your really important work and helping us all think about the kind of harm that some of these beliefs can actually cause.

John: Yeah, students face enough barriers that having learning styles serve as a barrier to their learning is something that could be pretty easily avoided. Great work and I’m looking forward to seeing more of your future work on this and other topics.

Shaylene: Great, thank you so much for having us. It’s been a really fun conversation.

Xin: Thank you.

John: Thank you.

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

Ganesh: Editing assistance by Ganesh.

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314. Handbook of Online Higher Ed

Since its start in the late 1990s, asynchronous online instruction has spread throughout the world and has been the subject of extensive experimentation and study. In this episode, Safary Wa-Mbaleka, Kelvin Thompson, and Leni Casimiro join us to discuss their new handbook that examines effective practices in online learning from a global perspective.

Safary is an Associate Professor of Leadership in Higher Education at Bethel University in St. Paul, Minnesota. He has authored and co-authored more than 40 scholarly journal articles and more than 20 books and book chapters. Kelvin is the Vice Provost for Online Strategy and Teaching Innovation at the University of Louisville. Kelvin developed the BlendKit Course open courseware as part of the Blended Learning Toolkit, and he co-hosts TOPcast: The Teaching Online Podcast. Leni is a Professor of Education, the Associate Dean of the AIIAS Graduate School and Chair of its Education Department and the Director of AIIAS Online, the virtual campus of the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines. Kelvin, and Leni are frequent invited speakers on topics related to online instruction. They are the co-editors of The Sage Handbook of Online Higher Education.

Show Notes

Transcript

John: Since its start in the late 1990s, asynchronous online instruction has spread throughout the world and has been the subject of extensive experimentation and study. In this episode, we discuss a new handbook that examines effective practices in online learning from a global perspective.

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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John: Our guests today are Safary Wa-Mbaleka, Kelvin Thompson, and Leni Casimiro. Safary is an Associate Professor of Leadership in Higher Education at Bethel University in St. Paul, Minnesota. He has authored and co-authored more than 40 scholarly journal articles and more than 20 books and book chapters. Kelvin is the Vice Provost for Online Strategy and Teaching Innovation at the University of Louisville. Kelvin developed the BlendKit Course open courseware as part of the Blended Learning Toolkit, and he co-hosts TOPcast: The Teaching Online Podcast. Leni is a Professor of Education, the Associate Dean of the AIIAS Graduate School and Chair of its Education Department and the Director of AIIAS Online, the virtual campus of the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines. Kelvin, and Leni are frequent invited speakers on topics related to online instruction. They are the co-editors of The Sage Handbook of Online Higher Education, which we’ll be talking about today. Welcome Safary and Leni and welcome back, Kelvin.

Safary: Thank you.

Leni: Thank you.

Kelvin: Good to be here.

Safary: A pleasure to be here.

Rebecca: Today’s teas are? Safary, are you drinking tea?

Safary: I’m having water this morning.

Rebecca: A key ingredient to tea it might add. [LAUGHTER]

Rebecca: How about you, Leni?

Leni: I used green tea, particularly this Japanese matcha. [LAUGHTER]

Rebecca: Nice. How about you, Kelvin?

Kelvin: I have deconstructed tea. That’s also called water.

Rebecca: [LAUGHTER] Popular globally.

John: And speaking of globally, Rebecca and I are both drinking Moon Bird tea, which is a gift from one of our listeners in France who sent this to us a few weeks ago. So again…

Safary: Wow.

John: …thank you, Myriam.

Rebecca: Yeah, it has a nice hint of pear and elderflower.

John: …which is also a green tea.

Rebecca: Yeah.

John: We’ve invited you here today to discuss the SAGE Handbook of Online Higher Education. Could you tell us a bit about the origin of this book project?

Safary: The origin of this project is actually something that has to do with me having worked with Kelvin several years ago at the University of Central Florida. And right after that, I decided to work in the Philippines and that’s where I met with Leni Casimiro and we worked together. And at both institutions, we were working with online education. And eventually I was transferred to work for two years in Kenya. During the COVID-19. I happened to be in Kenya, and I quickly saw the great need of people wanting to have online education. The resources went up in the place. The things were scattered all over the place. And immediately the idea came that we needed a project that captured the whole world because now this was a worldwide phenomenon, it was no longer something peculiar to Kenya or Philippines or U.S., the whole world was in need of a tool like this. And that’s how I reached out to Kelvin and to Leni.. Thankfully, they both agreed to be part of the project. And I think, from my perspective, that’s where it came from. I don’t know about them… how they think about this? [LAUGHTER]

Leni: Well, for me, it’s really a big project that we did, combining the different parts of the world. You see where Kelvin comes from, representing the West, I represent the opposite, the East. And although Safary comes from the East as well, but he can represent the African continent. And so this really makes the book a global project, really a blend of different perspectives. And so I can say that online learning is represented all over the world in this particular book. And this is indeed, a big surprise to all the readers and a big discovery for everyone.

John: Speaking of readers, what is the intended audience of this book?

Kelvin: Well, I mean, honestly, I would say anyone, anywhere, around the whole planet, who in any way touches online or digital education, should access this book. It’s great for libraries and institutions to acquire and be in their communities. It’s a big book. There’s stuff in there for everybody. So I think it’s a great resource.

Rebecca: Speaking of the size of the book, the handbook contains 50 chapters. Can you talk about how you selected those chapters?

Kelvin: I think the scope and the sequence and the layout of the chapters and the sections sources originally to Safary’s proposal with the publisher, but it was intended to be rather comprehensive with sections like fundamentals and student support and administration and instructional design, instructional delivery, regional specifics, particular regions around the world, and how online education might differ a little bit in, say, the African context versus the European context. But over time, as we were recruiting authors, and as the writing process started, you get a little bit of evolution, the sections might morph a little bit, the distinctives of a given chapter might adjust based on interest and specializations of the authors. So that’s a little bit of the insight into the evolution. But I credit Safary for the vision, which I would say, is probably about 80 plus percent of what he originally had envisioned in the layout. That’s my guess. Safary, would you agree with that?

Safary: Yeah, the thing is that, when you work on a huge book like this, especially a handbook for Sage, they want to have the complete plan when you submit your proposal. Before I can get my co-editors to agree with me, they need to have kind of ideas, okay, this is what I have in mind. So usually, when I work on a handbook like this, I come up with a rough draft. And Kelvin and Leni were very good in catching certain things that I wouldn’t have caught because of their expertise, their experience, and their regions that they represent. And so in the end, what we have here is a product of the Table of Contents was really the product of these three brains that are speaking today.

Leni: I really liked the way Safary has chosen the chapters of this book. Well, we can say that he really originated the choice of these chapters. As you can see, from the perspective of a reader, when you look at the content, you can look in the sequencing, and you will find that you are actually looking into the step-by-step development, or the step-by-step process of engaging in online education. I will say it’s almost like a manual, almost every step that you will go through in undertaking online education in your institution is covered in this book. That’s why it’s really a very important book for every school to have.

John: We had some challenges coming up with a brief intro for each of you, because each of you has done so much with online education in many different roles in many different places. But you also have an editorial board for this book, which is a little bit different than many other books that we’ve seen in terms of handbooks. What was the role of the editorial board in putting this handbook together?

Safary: Yes, we had an editorial board. When you have a project of this magnitude, it is really important to have experts from different parts, especially at the global perspective of experts, and of course, experts on the different topics that are represented in the handbook. As much as we have experience with online education, we cannot assume to know it all… areas where we definitely need help. And so we selected very well known, very well recognized experts from different parts of the world. As far as online education is concerned, all the names that are there are people who are very well respected in the field of online education within their respective countries. The role they played was, for them to be our experts in checking the accuracy and the quality and the completeness of the chapters that were submitted to us. So basically, each chapter went to two to three reviewers and the editorial board members were the primary reviewers to help us really catch everything… and the work they did, I know that some chapters had more feedback than others, but I can say that contribution they gave through their feedback was very substantive in improving this handbook. I don’t know, Leni, how you found that when you’re working with the editorial members who are assigned to you?

Leni: Yeah, actually the editors we chose, I can say they are truly excellent and helpful. During the early parts of the writing of the chapters we lead editors are having like a tug of war with the chapter authors. They tend to bargain their thoughts with us, but when the editorial board came into the picture, it gave a more balanced outlook into writing the chapters. And so we really appreciate their services. The other thing is that this editorial board members are experts in the area and so we can truly depend on them. Their feedback were truly much valued and contributed much to the excellence of the contents of this book.

Rebecca: So the handbook is divided into seven sections. Can you provide a brief overview of each of those sections to give us the lay of the land?

Leni: Oh Yeah, seven sections, it’s nice to give an overview for people to know what the book contains. First section, of course, is the fundamentals of online education. It contains the introduction to the topic of the book, online learning, and some variations in online delivery, like blended, MOOC and ERT, emergency remote teaching, we just really call it ERT, and that became popular during the pandemic. The second section, online education around the world. This section is the most colorful part of the book, at least for me. Because it tours us around the world and gives us a view of how online education grew in varied contexts like US, Canada, Europe, Asia, Latin America, Africa, Australia, and the Middle East. The third section, Online Instructional Design, this section now brings us to the T-cell of online learning, the design of online instruction with focus on how learning happens online. This is now the more serious part of the book. While we came from the most colorful, we now go to the serious part of the book. And then the fourth one, Online Instructional Delivery, this section focuses on the hammer and nail of online learning, the actual online teaching, and this is the most exciting part. Because this is now the delivery, the previous one was the most serious part, this one is the most exciting part. And then perhaps, Kelvin, can you say about the fifth section [LAUGHTER] Instructional Technology for Online Education?

Kelvin: Here’s what I would say about that, if you’ve got the most serious, you talked about the most exciting that you talked about, maybe the fifth instructional technology for online education is the most invisible, maybe that’s what it is. Nobody thinks about plumbing until it doesn’t work. [LAUGHTER]

Leni: Thank you. So that’s technology, I would say this section is essential, because you cannot teach without knowing how to use technology [LAUGHTER]. And the sixth section, Online Education Administration and Management, I would say this is the driver’s seat of online bandwagon [LAUGHTER]. Online education can never prosper without the support of the school administration. So, leading school reforms, like entering the field of online education requires certain strategies to be certain of success. Therefore, I would say this section will indeed equip the readers with those skills, perhaps Safary, can tell us what section seven is?

Safary: I would say the last section is the Customer Service, given that the students are the customers. So the customer service, how to make sure we deliver the best customer service to the online students. And so it discusses all those different aspects of how to really prepare, plan effective service to the students, because many times when people are migrating from face-to-face to online or integrating online education, they forget that online students actually need serious support. And this support definitely needs to be defined. And people who are dealing with the students need to be trained. And so the last chapter actually deals exactly with that.

Leni: For me, because I was looking at the table of contents, and I was smiling in my mind, wow, this is really neatly done. And so this works came to my mind, and I said, Oh, the seventh section, this section focuses on the heart of every online classroom, the students. And so because the students are the reason why we offer online learning, thus we ought to know how we should support them.

Rebecca: One of the things that I love about working on collaborative projects that are really big, and then you have these opportunities to reflect together, is how you summarize what you did. It’s probably really different than while you were right in the middle of it. And it’s fun watching the facial expressions and things as you guys are describing the different sections.

John: With 50 chapters, there’s a great deal of breadth and depth on these topics. In section one, though, you address two topics which are not always considered as part of traditional, at least, online education, which is the use of MOOCs and ERT, emergency remote teaching. But these have played fairly important roles. Could you talk a little bit about the role of MOOCs and Emergency Remote Teaching in the larger environment of online higher education?

Leni: As I see it, MOOC and ERT are connected to the overall theme of the book, because technically they are both delivered online. Online learning can be synchronous or asynchronous. And it’s mostly taken asynchronously while ERT is done synchronously, because it is generally a replication of the face-to-face classroom through the web. However, there are certain arguments in the field as to whether can we classify these two under online learning, because they are believed to not use the principles of effective online teaching. And they say, is their instructional design in ERT? There are more questions to raise to the point that some people believe they should not be called online learning. But for me, we have a common denominator, course delivery through the web. Maybe we can hear from my co-editors here, Kelvin and Safary, what they think about it?

Kelvin: I was thinking, John, when you asked that question, I think the combination of Emergency Remote Teaching and Massive Open Online Courses, it’s part of the popular conception of what online education is, it’s sort of like what a layperson might think, is, it’s just one big thing. So if you didn’t address Emergency Remote Teaching, Massive Open Online Courses, maybe even Blended or Hybrid learning, those mutations, it might not provide quite the same way in for the broadest possible audience. But then, once we’ve ushered you into the house, through the front door, I hope we do a good job of taking you on a more detailed guided tour through the nuances and everything that online education can be, without just being stuck at that surface level.

Safary: If I may add something to the ERT. Personally, the reason why I wanted to see this chapter there was that outside of the United States and maybe Canada, and a little bit of Latin America, when ERT came, Emergency Remote Teaching came, many people call it online education. And as we know, online education, the way we know it traditionally, is much more than translating your face-to-face class to a Zoom class or Google meet class. And let’s face it, that the word there is emergency. This was an emergency modality, which obviously emergency is never the best option, it means better than the chaos that you’re going through. And so many people who didn’t know online education, they came to believe that Emergency Remote Teaching means online education. And many people who were against online education to start with, it was like, “Okay, we have already said that this thing is really bad because it was an emergency.” So it was very important to distinguish what Emergency Remote Teaching is. And in the future, if somebody wants to use that for another calamity that happens, then they know what steps to take, but it does not replace what is known, what we define as quality online education.

Rebecca: One of the parts of your book, The second section is about online education around the world. And getting that tour around the world is not something we typically get the opportunity to have. So can you talk a little bit about what some of the global differences in how online higher education is structured and practiced across continents and regions?

Safary: This section came up as we were trying to make the book global. We really wanted to hear the voices of the people from around the world and not just the United States… the United States being the lead on online education, no question about that. We wanted to know where things are in different regions that were represented. We had to even go online to try to track people down from different countries. It was not easy finding people from certain regions where we didn’t have a network. So as a result, we’re able to bring on board chapters from different parts of the world. We had a chapter from the United States, we had a chapter from Europe, from Canada, from Asia, from Latin America, from Africa, from Australia, and from Middle East. So we were able to see what was happening in each one of them. And these chapters we had, they were kind of similar in a way where we wanted to know what is happening, what are the challenges, what are the achievements that people have in those regions, so that people from those regions who decided to do more work on online education, they have a place where they can learn of what is happening in the whole region from this book. They can have this as a reference to understand what was happening in their region. It is true that when you have one chapter, for example, I co-authored a chapter on Africa, because I was still in Africa at that time. It’s a chapter that’s covering 52 countries, you cannot really cover 52 countries, we just had to have illustration from some of African countries, because there’s no way we have data on all the 52 countries, but at least, there were some common themes that were coming up from a different African countries if I can speak from that specific region.

Leni: I can speak from the perspective of an Asian because I come from Asia. And I would say, we cannot deny that online education started in the West. But because we live in a connected world, it spread easily. Basically, I can see a lot of similarities around the world. The only differences I noticed, because your question says what are some of the global differences in how online education is structured and practiced? Now, I would say the only differences I noticed are the approaches to online learning, depending on the level of their maturity, in using this modality, and the resonance of the context they serve. Institutions that have been engaged in online learning for a long time definitely deal with issues that are different from those of newcomers, the needs of the context they serve also differ, so the strategies utilized also differ. One thing I would highlight, though, is that you can clearly see the creativity and continuity of people in different parts of the world in running online education. And we still can learn from each other. That’s why I said a while ago, the section on the global online education is really colorful.

Rebecca: One of the things that I think is really interesting about that section, is that it can also give us insight as instructors that teach a global audience about what the contexts are that students might be coming from. And that’s something that we often don’t have a little bit of insight into.

Safary: I think that is a very good point. Now that we have online education, people are teaching in many different countries. I remember just a couple of weeks ago, I was approached by one of my former students who wanted me to teach a class in the Caribbean. If things worked out for me, for that class, I would have just glanced at that chapter that covers a little bit of the Caribbean and see what I need to watch out for. So that is definitely a good point for the section on the different regions. In this handbook.

John: When online education first started, there wasn’t really that much known about what would work effectively. And as online education evolved, we saw the role of instructional design become an important part of the practice of online education. And section three deals with online instructional design. And that’s helped facilitate and inform online education, along with a lot of research that’s been done since the early stages. How have instructional design practices evolved since the early stages of online education in the latter part of last century?

Kelvin: That’s a good question. And I guess I’ve been in this field watching this first hand and touching it for about 25 years now. So I sometimes say not exactly the first floor of the building, but just one step above. And what I would say is that when I started in the late 90s, what we saw a lot was adaptation of traditional instructional systems design models and practices, that is constructs that were used quite often in corporate education. See if this takes you back to the past: CD ROM development, military learners. Those kinds of methods, practices, and models were adapted to this online context. And some of that’s constrained, like you’re making a system, like it’s a bounded system that was, quite often the context, like a CD ROM. And now you’re talking about the internet, a network open system. And I remember some of those early days, like, “Okay, what can we learn from these models? How can we adapt those?” Over time though, we learned that this is a unique context, which then began to have its own models and practices and processes and research and iterations and development. And I think of even things like much newer developments, like alongside of constructs like inclusive pedagogy, we see practices and thrusts, like inclusive design, as being a very specialized subset. So we’ve got a very robust research and professional practice literature that has grown up and these, arguably, two and a half decades of online education experience to draw upon. And I guess I’ll just say this, about that. Throughout my time in this field, what I’ve seen is that online tends to make the formerly invisible, visible; formerly implicit, explicit. And I think that evolution of instructional design and development field, it has learned from that. Online education has drawn us along in what does it mean to bring learners in from really anywhere and bring them together in a learning community, and how do we excel in that. That’s been a really rich progression over these last two and a half decades.

Safary: If I may add to that, the reason why we had this section was that many people who are new to online education, they think that online education is about uploading all the files that you have been using face to face, and then let the students read that, and that’s online education. It leads to a lot of frustration from the students because there was no instructional design for online learning. And so we needed to have a section that would guide people into that. And also for instructional designers in college and universities where they already have instructional designers. Some of them have not gotten a degree in instructional design. So they have limited knowledge. They just happen to know a little bit more than everybody else, but they don’t really have a solid foundation. And so that section helps to kind of guide people in the proper instructional design for online learning.

Rebecca: So sections four and five focus on online instructional delivery and instructional technology. These are topics that we love to talk about and have episodes of this podcast on. But given the time constraints, we probably can’t dig in fully here. But can you help us identify some of the most important changes that have occurred in how well designed online courses are taught?

Leni: That’s a nice question. Kelvin also said a while ago, he was mentioning about the early years of online instructional design, I would say, perhaps 1998 to 2000, those are the early years I’ve been involved, still in the planning stages of online delivery. Most of the online courses we developed were primarily text based, and are delivered asynchronously. That was after the military, Kelvin used, online learning, it was already in the university. Why text based? Because even our students, in the context we are serving also did not have the capability or the capacity to access videos or higher level technology tools. That’s why we designed the way they can access us. And so, yes, it was primarily text based and asynchronous. However, through the years, I would say two forces caused the major changes in the way we design online courses, first, technological developments, particularly in instructional technology. And second, changes in the needs or nature of our stakeholders, the students. Well, technological developments without a doubt have increased the repertoire of instructional media that we can use in designing truly engaging online courses. But as I’ve said earlier, technology is not the heart of online learning… it’s our students. And we saw how the nature of our online students change over time as well. While many of them were happy with plain text based asynchronous online courses during the early days, now they want more real-time meetings. And the flexibility they want is indeed tremendous, I tell you. We notice that there is a greater demand now for more flexible and personalized learning approaches. And these topics are dealt with in this handbook. I know Kelvin has written on this. And some other chapters also addressed this flexible learning, personalized learning approaches. These are now the needs and demands of the new generation of online students.

John: This is bringing me back to a time when I started back in 1997 teaching online when many of the students had 300 baud… [LAUGHTER] …or 1200 baud modems, and you couldn’t do much more than text. And I remember putting in some flash-based videos, and many students couldn’t access those because they didn’t have the download speed, especially students in more rural areas. So there was a lot of resistance to online education when it was first introduced, which is one of the reasons why I think instructional design practices became a part of early online education to help ensure the quality of that. And we do have, in most institutions a fairly elaborate process of instructional design assistance and instructional design review for online courses, which is something that’s never really happened in the same way for most face-to-face courses. Might it be time to start applying some of the techniques and practices of design that’s being used for online course delivery to in-person course delivery?

Safary: I remember about 15 years ago, I was training faculty on online teaching in the Caribbean. And I remember many of them, at the end of the training, saying, “I have improved my face-to-face teaching because of the training that I have been going through for online teaching.” So I definitely believe that if people get the proper training in online teaching, they can use that knowledge to improve face-to-face teaching. Because let’s face it, many people are teaching not because they have a degree in education, but because they have a degree in whatever field they come from, they have never learned how to teach. And so when they go through the training for online teaching, they discover a lot of principles that they should have even been using face to face. So I definitely agree with you on that one.

Kelvin: Yeah, it’s true. I say it all the time online makes the formerly implicit, explicit; formerly invisible, visible. And I think that’s why online has been a vehicle for applying thoughtful design and teaching practices and the improvement thereof. Once you sort of concretize the elements that make up an online education experience, then you can see well, how are they arrayed? Are they lined up properly? Does this cause lead to the desired effect, and you can work on improvement, no offense to anyone in this, but when we just are dealing in the ephemeral, we will walk into a space, four walls and a door, and we say words into the air, it’s much harder to see how those parts fit together or don’t. And it’s harder to be reflective. So, I think that’s the reason that online education has brought more emphasis to potential improvements, continuous improvements, and so I welcome it as a vehicle for a more thoughtful process in general. I love this elegant turn of phrase Caroline Boswell says she frames teaching as a student success intervention. Or as I put it, I’m one of those odd people who sees a connection between teaching and learning. And not everybody does.

Rebecca: You’re kind of queuing up our next question perfectly Kelvin. The final section of your book is really about student support. And our students are often distributed when we’re teaching online. So what are some of the biggest challenges in terms of supporting students that are in these online programs or online courses?

Kelvin: Yeah, I would welcome Leni’s and Safary’s viewpoint on this as well. But to me, I’ll keep it simple and say that the biggest challenge is the diversity of student profiles. The different backgrounds, the multifaceted demographics, and resource or not resource, or technological connection or not technological connection, that diversity makes it awfully hard to assure kind of an equitable experience for everyone. So that’s the gap that emerges, that student support is trying to offer… not to mention the diversity of approaches to design and development in the actual experience. But I’m curious what Leni and Safary would say to that.

Leni: I would go for the opposite, on the side of the teachers, I would say the greatest challenge in student support is personalizing your support. It’s related to your diversity. Almost every online student has her unique needs and contexts. So considering different personalities and backgrounds as well, you may be able to personalize your support. But in the name of efficiency, you’ll find yourself dehumanizing the process. What do I mean by this? Well, machines can never replace human touch. And human touch is what every online student needs.

Safary: If I may speak a little bit from experience I had in Kenya during the COVID-19, we migrated our classes to the online delivery. And I quickly realized that… and this was something that was going on in all of Africa, I know this because I was involved in different international association for online education all over the continent…. and so we were meeting and discussing some of these issues. The major challenges that were going on at that time, I don’t know about today, were dealing with infrastructure, because most universities that didn’t have online education platforms, or online education structural systems, so the technology was not in place. Many students there were not access because the internet was extremely slow, some were using loads of data to access the materials and they would run out. Some had issues with electricity. These are things we take for granted in the West. These are the not issues that we will discuss even in textbooks of online education, but they are real issues that cannot be ignored. And so that was a major challenge in supporting online students, because the infrastructure was not in place. And I think the issue is still the same. But more and more work is being done. I remember, for example, in Kenya, what the government did, they gave the free data access to all the faculty in the whole country, as long as it was used only for instructional purposes [LAUGHTER]. If you want to use it for something else, it wouldn’t work. I mean, that was quite creative, to try to help people to help education move forward, because everything was just stuck because of COVID-19.

John: Over the past year, we’ve seen a fairly explosive growth and use of generative AI large language models, including chat GPT, Claude, and a few others that have come out very recently. And that opens up a lot of interesting opportunities, but also some challenges for online education, particularly concerning the assessment of asynchronous learning. How do you see online education adapting in response to the widespread availability of tools like this, which will only become more powerful over the next few years?

Kelvin: It’s sort of the very definition and epitome of disruptive innovation or disruptive technology. And just to be clear about this, I don’t think it’s limited or focused on asynchronous online education, I think it’s everything. For me, it’s really an opportunity to address learning and assessment of learning much more meaningfully, and I’ll use one of Leni’s words, more personalized and relational. I think one of the things we’re seeing with the injection of these various forms of artificial intelligence into the learning setting is the value proposition of the human. And I think it was Cathy Davidson, years ago, from HASTAC said something like, “If we faculty can be replaced by a computer we should be.” That is, if all you’re offering is something that is easily rendered more efficient and scalable by a machine then, well, what are you doing it for? I think that the opportunity to really gauge learning, which is a very personal and a meaningful thing, we act like it’s something that’s kind of homogenized and industrialized, but learning… I don’t know what learning is, frankly, I can’t crack open a human and see what all is happening with the connections and making of meaning in all the background experiences. All I can do is get insight, but in dialogue, in the creation of artifacts I get a glimpse. If we’re product oriented, to the exclusion of the process, and to the exclusion of the human context, well, that can be certainly disrupted, maybe stolen by artificial intelligence in machines. But if we keep the emphasis on humans, on “Well, John, tell me about this…” that’s more meaningful. I learned a practice a long time ago from a faculty member that I studied under, where she adopted a practice of a learning summary. And in any course, again, that’s just one artifact, but it gives a glimpse into the articulation of what learning is really about. So I think we need to push the envelope in “What does authentic assessment mean? What does meaningful learning look like?” Now, that’s hard to do at scale. Are you going to have a personal oral defense with every student for every assignment, probably not. But if we see artifacts, and products, as breadcrumb trails leading to a destination of a more substantive dialogical process, well, then maybe that’s something. So I don’t think we know yet how this is going to play out. And I think your listeners are gonna find cold comfort from me in getting to an easy solution. But I think the future of responding to generative AI is to lean more into the human and the relational than less.

Rebecca: So we always end by asking what’s next?

Safary: Well, as far as this project is concerned, what is next really, we want to continue building a community of online higher education scholars, practitioners, so that this momentum that has been created by this book can continue, because this is one of the few maybe rare books that really have so much global contribution to online education. Many of the books that are written, they’re usually kind of regional to a specific region of the world. And so this is the first time we have a network of, I think, around 100 people who contributed to this, coming from many different countries. And I feel this has created synergy on the discussion of online education in a way that we should not let that go. So one of the things that we have been talking about is the possibility of holding a summit on online higher education in the next few months, once everybody has gotten a chance to hold a copy of this book, and to bring different experts together from different parts of the world, and try to address online education from different parts of the world, while addressing common issues such as assessment, which is one of the major controversial issues anywhere have been, everybody talks about the challenges of online assessments. So that’s things like this, and probably this artificial intelligence, which is a new thing, we may want to go deeper into that… we’re not able to dig too deep with that, although we addressed it in the book. But we didn’t go too deeply because it was still kind of new ChatGPT was just coming out when we were finishing the handbook. And so that is one of the things that we are looking into, there is another handbook in the making with SAGE that will focus specifically on instructional design in higher education. So that would be like an extension of this project. So we want to continue building on this work, because we consider it’s very important.

Leni: I’m really optimistic about the next steps on this because it’s like a seminal book that really got there’s a global perspective, as Safary says it’s not the same as the other online learning books. So we can also see a lot of developments coming up. And so I will say, this book is just step one, the next steps will really be coming up definitely, because the field is always growing. We have seen its growth, and it will still grow. And so there’s more to follow, I believe.

Rebecca: Well, thank you all for joining us. I know that our listeners will really enjoy the handbook and all that it has to offer.

John: Well, thank you, and it’s great talking to all of you and we’re looking forward to reading the book.

Safary: Thank you so much for the opportunity. Really appreciate that and wish everybody a wonderful reading experience.

Kelvin: Thanks for having us, Rebecca and John.

Leni: Thank you very much.

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

Ganesh: Editing assistance by Ganesh.

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307. Career Readiness

Students do not always understand how the work that they do in our classes helps prepare them for their future careers. In this episode, Chilton Reynolds and Ed Beck join us to discuss one institution’s approach to helping students understand and articulate how their course learning activities intersect with career competencies. Chilton is the Director of the Faculty Center for Teaching, Learning, and Scholarship at SUNY Oneonta. Ed is an Open and Online Learning Specialist, also at SUNY Oneonta. Chilton and Ed have both worked on integrating career readiness skills into the curriculum.

Transcript

John: Students do not always understand how the work that they do in our classes helps prepare them for their future careers. In this episode, we discuss one institution’s approach to helping students understand and articulate how their course learning activities intersect with career competencies.

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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John: Our guests today are Chilton Reynolds and Ed Beck. Chilton is the Director of the Faculty Center for Teaching, Learning, and Scholarship at SUNY Oneonta. Ed is an Open and Online Learning Specialist, also at SUNY Oneonta. Chilton and Ed have both worked on integrating career readiness skills into the curriculum. Welcome Chilton and Ed.

Chilton: Hey, It’s nice to be here.

Ed: Thanks, John.

Rebecca: Today’s teas are… Chilton, are you drinking any tea today?

Chilton: I am. It’s afternoon here, so I’ve moved to iced tea. I make my own decaffeinated, slightly sweetened, peach iced tea for the afternoon.

Rebecca: Sounds nice and refreshing.

Chilton: Yes.

Rebecca: What about you, Ed?

Ed: I am drinking a Chamomile honey and vanilla tea, in a very fancy special mug.

Rebecca: Oh, that’s a Tea for Teaching mug. I wonder where you got it.

John: And I am drinking an Irish Breakfast tea today.

Rebecca: Also in a tea for teaching mug. I have Lady Grey, I think.

John: We’ve invited you here today to discuss your work at SUNY Oneonta in making explicit connections between course learning objectives and career readiness skills. Can you tell us a little bit about that?

Chilton: Yes, we’d love to. And again, thanks for having us. We’re excited to be here to share this project that we’ve been doing. We just finished up with our first cohort where we are really trying to help our students make really clear connections between what’s going on in the classroom with career competency skills that they’ll be using after they leave college. So the focus of this program was really on helping faculty build into their courses, times to allow students to reflect on what they’re doing in the classroom, and really say explicitly: “Here’s the skill that we are trying to build towards. Here’s what we’re doing in class. Now, as a student, practice actually making that connection. We want you to either write that and think about it in writing or say it out loud, and practice saying out loud, so that those connections can become as strong as possible after you leave this class.” The focus of this was on lower-level classes, we specifically targeted lower-level classes, because we thought that by the time they’re getting to their senior seminars, they’re doing that in the class already. But we don’t have these conversations in our 1000- and 2000-level classes. And so the more we can do this in our lower-level classes, hopefully when they get to those upper-level classes, they can say, “Oh, yes, I do remember talking about technology skills or communication skills early on and I can make connections now between what happened in that class and what’s going on.”

Ed: Yeah, the big thing that we always are talking about in the instructional design field, in the faculty development field, we’re talking about authentic learning all the time. But I joke sometimes when I say like if a student completes a course built on authentic learning, but can’t talk about it in an interview, or articulate it to themselves or others, did it really happen? And this is our practice. This is us saying, “if we’re going to do all the effort to make sure that our courses are built on authentic learning, we’re building authentic tasks into them. Let’s go ahead and do the next step of reflection, of practicing, so that students are prepared to speak about it.”

Rebecca: Can you talk a little bit more about how you rolled it out to faculty, because you’re talking about working on it through the center, and then getting faculty to adopt it in these lower level classes? Can you talk a little bit about those details?

Chilton: Yes. So we had started with a call for faculty. We actually had gotten a grant, there was local money from our institution to be able to do this where our incoming president had created… we didn’t have a strategic plan at the time, so he created a initiative called “regaining momentum” that was very much focused on re-engaging our students, both incoming students and current students. And so one of the focuses was on career readiness. And so that was kind of “how do we help our students make those connections?” So we had applied for a grant, we received the grant, and in doing that had promised that we would do this over three years, the first year being our first cohort. So we actually put out a call for proposals and went to a couple of faculty that we knew were doing some of this from some of our previous work, and said, “Would you be willing to be a part of this?” and then also have the full call for everybody across campus, and we were looking for 10 faculty, and I think we had 11 proposals to begin with. After that we went through the team that was built from across campus. We can talk about that in just a second too. But they had a team that would review those proposals and then said, “Yes, we had a cohort of 10,” which is what we had funding for the first year of the cohort, and then went through the process with them over the year.

Ed: In our center, we’ve really been thinking about how we can focus on the student experience. We’re in a transition phase right now, we used to be known as the Teaching, Learning, and Technology Center, and we are transitioning, and as of July 1st, we’re now the Faculty Center on campus. We were thinking about how we stop leading with technology. We always were thinking about teaching but we wanted to lead with that. And one of the things that we were doing was we were focusing in on the AAC&U high-impact practices. And we went through that long list of high-impact practices and said “okay, what fits into the work that we are already doing as a center?” and kind of identified some of them, so we had already been doing sessions and cohorts of project-based learning with our faculty members, we had already been investigating and helping build ePortfolios. And we always saw ourselves as the collaborative learning people. So what we wanted to do was create a cohort of people that were thinking about this and tie it to a goal that we could keep coming back to, and have these faculty meet with each other throughout a semester to really create a community around a central idea. And that’s where the idea really came from was to keep reconnecting through the semester and focus on building that community versus the sometimes one-off presentations that faculty development can sometimes feel like.

Rebecca: Can you talk a little bit about the career readiness competencies that you’re focusing on?

Chilton: Yeah, when we started this application process, we were connecting with other groups across campus. And one of those that when we talk about career development should be the Career Development Center. So we reached out to them and they talked about how they were using the NACE career readiness competencies. NACE is a national organization that is connecting what’s going on in the classroom to careers afterwards. There are eight competencies that are a part of those and they align a lot of their work specifically with that. Additionally, we found out that some of our co-curricular activities also aligned with the NACE competencies. We have a Lead program, which is a leadership program on our campus, and that uses the NACE competencies as well. The School of Liberal Arts has a program going on right now where they were trying to do a lot of this similar work outside of the classroom with students helping them connect what they had been doing in their classes with what was going on through the NACE competencies. So we found there was a lot of work already happening on campus, and so we really wanted to make sure that we aligned with that as well. What we like about NACE competencies is it really aligns with a lot of the work that goes on in our classrooms. And that’s what resonated with us, and that said, we’re focused on what’s going on in the classroom, how we can help support faculty in doing more useful work inside the classroom. And so we thought about how the NACE competencies really do that. So we think about things like professionalism, communication, critical thinking, teamwork, technology, and leadership. Then there’s equity, inclusion, and career and self development. Those are the soft skills is that word that got used a lot in the past to kind of say, “Yes, we do these things, but we didn’t really help students make those connections between what’s going on.” So we felt like it was a great framework to take into the classroom and say, you’re doing this as faculty, you know, you were doing this, but the students don’t always know that they’re doing this, how can we be able to help do that? The other thing I’ll follow up with that is, as we were exploring this more, we reached out to the POD Network, and actually found out [LAUGHTER] from SUNY, there was already work going on some of this as well. So our Center for Professional Development, has a whole certificate program that’s around connecting career readiness skills into the classroom and our use of the NACE competencies as a part of that as well. So it was really a lot of tie-ins that we saw really strong connections between what was happening on our campus and things that were happening locally.

John: We have talked about that, to some extent in our previous podcast with Jessica Krueger, and we’ll include a link to that, in the show notes.

Chilton: And one thing I follow up with that, John, is we have a couple of pre-professional programs. And this seems to fit really well there, like career readiness makes sense when you have a pre-professional program that’s preparing you for a specific program. We were also trying to reach into our liberal arts programs, into our science programs, into lots of other programs that might not be as focused on a specific profession, but still are connecting into these career readiness competencies.

John: And since we’re doing these things in the classes anyway, it’s nice for students to be able to recognize that these are skills that are going to be helpful for them in their future careers. And when they can see that, I think that may help provide a little more intrinsic motivation to engage in these practices and develop those skills. How have students responded to that?

Chilton: So we are in the first year of this, and this is one of the things we were reflecting on as we were preparing for this in that we realized our first year was focused on what faculty are going to be doing. As Ed said, we’ve been working with some faculty on this, that have been doing this on a smaller scale. But as far as this program, we’re looking forward in year two to really hearing from students and hearing how that’s going to go, so we’ll have to provide some feedback and liner notes later on to let you know when we hear about from the students.

Ed: Yeah, I’m gonna lead a committee to do the IRB and create some surveys to send out to students that are part of the program and have a little bit more of that student voice that we can report back on. Because I think that’s really important. It grew out of a proposal like that, that I’ll talk about a little bit later. But we had done that student interviews and student feedback once before, that really helped create this framework that we were really trying to set up with now a cohort of faculty members.

Rebecca: I really love hearing that you’re using NACE across your institution in different spaces. So you mentioned that Career Development Center is doing it as well as your center. Can you talk a little bit about how that collaboration is working?

Chilton: Yeah, so we really see this as a partnership. And it’s one of the things that we really tried to be intentional early on. Because when you say career readiness, that is a Career Development Center thing, and we don’t want there to be any perception that we’re trying to take over what they’re doing and we want to be able to just support them so that when students come to them, they are more prepared. A part of the original proposal was going to the Career Development Center and saying, we want to do this with you, would you be willing to partner with us? We can do more of this in the classroom. It was very much a partnership, it was very much us wanting to say, “What is it that you do in the Career Development Center, and then also, where can we help support you?” And then make sure that we feed into what you’re already doing. So it’s not any appearance of us coming in and trying to take over your programming, but just help our students be more prepared when they come to your program.

Ed: Actually, we had a great day at a winter workshop where the Career Development Center sat with our faculty and said, “Here are some of the things that we are already doing, here are the services that we’re purchasing, here are the things that we do at one-on-one consultations, here was what it could look like if you invited us into your course.” And some of our faculty members did that and invited the Career Development Center into their course to speak to them. And some of our faculty members were doing other things that incorporated the competencies but didn’t necessarily incorporate an outside group like the Career Development Center. So we had a wide range, even among our cohort of what they were doing. During that winter workshop that I was referencing, we actually brought in an outside trainer. And that was really nice. Chilton mentioned that the SUNY Center for Professional Development, the CPD had already been doing a four course sequence on the NACE competencies, which was really meant for a variety of professionals, it wasn’t just faculty, but the instructor that came highly recommended to us was Jessie Stack Lombardo also from SUNY for the SUNY Geneseo Career Development Center Director. And she came in and did some workshops with us and the faculty thinking about what are the small things that we can do in our class that helped students reflect, that helps students make those connections?

John: Could you tell us a little bit about the impetus for starting this program?

Ed: Yeah, so even before the program, we were, of course, working with wonderful faculty members here at SUNY Oneonta. And one of the things that we’d been doing quite a bit was thinking about making websites and ePortfolios, having opportunities for students to build their own web space, build their own web presence. So even before the cohort happened, we had one great instructor that said, “Hey, I would really love to be thinking about building ePortfolio projects into my course, would you help me do that?” During this time, John, you know, we were doing the SUNYCreate, a domain of one’s own initiative. We were giving websites to students. That was a technology-focused initiative. But we were doing a lot of these things already. I said, “Yeah, let’s come in. Let’s do that.” I was invited into that class several times. And we were so proud of this course, the way it came out. I want to give such a big shout out to Dr. Sarah Portway. She later went out and won the Chancellor’s Award for Excellence in Teaching based on a lot of the work that she was doing. They were building a fashion magazine online, the students were taking the articles they submitted for that fashion magazine, and also bringing them back to their portfolio and showcasing them on their own sites in addition, and she said, “Hey, why don’t we take this thing on the road? Why don’t we go to the AAC&U’s Institute on OER and ePortfolios.” And we said, “Okay, let’s do an IRB, get some student feedback from that, to bring to the conference so that we have that student voice when we go through.” And the feedback was fantastic. Students really responded to it. It was a wonderful presentation. But we were also starting to realize during those interviews, it wasn’t a negative, but it wasn’t all positive. Students were still not making all the connections between the skills that they had done and things they had practiced and the skills they had acquired, and being able to articulate that. I have this memory of a student saying to me, “I wish I could have put this on my portfolio, but it was a group assignment, so I can’t put a group assignment on my personal portfolio.” And I remember just kind of stopping the interview format and saying to her, “Oh, I would absolutely put that group assignment on your portfolio if you’re proud of it. I would absolutely describe what it is you did to contribute to that. group atmosphere and talk about how you can be a successful collaborator and describe how you work in team environments. And then put that thing that you’re proud of, that artifact that you’re proud of, on your portfolio, but also with the framing of what it means for you to be a good teammate and what it means for you to be a good collaborator.” And the student said “Oh, I never thought about it like that, I guess I could do something like that.” And Dr. Portway, being a fantastic instructor, never being satisfied with how things went in the last class was kind of like, “We need to think about this a little bit more. We need to be more explicit. We’re already doing all these authentic assignments. And at some level, it’s hitting. And we definitely want to keep going down this road. But on some level, we are missing something in helping those students make those connections. What do we need to do in the classroom activities, in the way that the assignments are presented, that helps walk them through that to make them just a little bit more prepared, because the authentic skills were already in the course. They just needed help making that connection.” And that was really the thing for me that I walked back from that experience and knocked on Chilton’s door and said, “We need to be doing more of this, and we need to be doing it not one at a time, but with groups of faculty members.” And that was really important to me.

Chilton: And what was interesting to me was that to carry that on a little bit more, when we first had this proposal ePortfolios was in the proposal title. We were really focused on we want to do ePortfolios for everyone. And some of the feedback we received was “Yes, ePortfolios can be a part of that but this could be a much wider conversation,” which is again, how we got back to NACE. There are these bigger frameworks that we can be a part of. So we went from, “Yes, here’s this great tool to no, no, no, let’s look at it from a framework perspective.” And now we’re at the point where we’re like, yes, some of the projects will be ePortfolios, some of them will be other things. And that’s okay. And that was bigger than the tool. This is about helping our students think about what they’re doing and helping them connect to things that will be useful for them after they leave college.

John: One quick follow up, you mentioned that you have groups of faculty who worked on it. As I understand this, this was a faculty learning community that you put together, where faculty received some slight funding or a small stipend as part of the participation. Have you done any work there with entire departments in revising their curriculum yet?

Ed: No, we haven’t done the departmental level work yet. Right now we’re focusing on coalitions of the willing, having faculty who are interested in these types of things. One of the hopes is that after doing three cohorts, having worked with multiple faculty one year, then the second year, then a third year, new faculty each year that we can get to a point where we’re ready to have a bigger discussion. There was one participant in the group that was really focused on making a freshman ePortfolio with the explicit reason to keep contributing to it throughout the program. And I think that shows a lot of promise. But we’ve still got to do some work to get the buy-in from the rest of the department to make sure that it gets used. So I mean, there is a lot to be done there. And it’s one of the things I’m hopeful for the future.

Chilton: To add on to that, one of our goals out of this is to be able to build a repository where we can share and our hope is that we can have enough examples that when we go to a department, we can say, here’s some small changes you can make. Ed had mentioned this earlier, we want to be able to have a breadth of here’s some small tweaks you can make. Or here’s some larger things you can do. And be able to have some examples that are multidisciplinary, that are a wide range of both implementation needs, as well as examples from different departments so that when they go to a department, we can say this doesn’t have to be a large change, it could just be helping make some small changes to help those students make connections.

Rebecca: So I wanted to follow up on an earlier point that you were making, from an experience that I’ve had as an instructor, and I’m sure many other instructors have had is you work really hard to make these kinds of career-ready activities, things like professional email writing, and portfolio projects, and team projects, the list goes on. We do many of these things as instructors, and then you inevitably have this conversation, a one-on-one maybe with a student. And you just realize they have no idea why they were doing any of the things and you’re like, “Oh, I failed the student clearly [LAUGHTER]. I could have done a better job.” And so it seems like frameworks like NACE could be really helpful, both for instructors and students to just be more explicit about those things and to practice talking about them. Can you talk a little bit about that piece of the puzzle?

Ed: Yeah, I think it’s so important to have small opportunities to embed a skill or embed a practice in there. So I’m going to start off with a very small thing that I think anybody could throw into their class. At the end of the course, it’s at reflection time, we want to talk about what you learned. Let’s take a moment and think about a common interview technique is the star interview technique, you’ve probably heard of it, where you describe a situation, then you have the task that you were assigned, the action that you took, and then a result, explain that, say “Hey this is how a lot of times we make sure that we have an action-oriented response to an interview question.” Now talk about this course, using the STAR method. What situations did your instructor put you in? What were you asked to do? What did you do in order to be successful in there? And then is there anything else you want to share about it? Are there next steps that you should continue to do that your instructors put you on the path to? Or are there things that you’ve realized about yourself that you need to continue on with for the future for the next thing? That’s so simple, it’s not rewriting an entire course. Yet, it’s a little opportunity to say, this is important, and what we did had meaning, and take a moment to integrate that into your context. How will you talk about this course in the future.

Chilton: What was interesting to me when we were doing this was when we first started out, we list a whole bunch of sample outcomes that get at what you were talking about, I’m going to do this email, I’m going to have them do this thing and it’s going to be great. And as we got to the conversation with our faculty, we realized that what we were missing was really creating the places for the students to practice making the connection. We have to practice the skills all the time, we’re like, “Yes, we do this.” As the faculty member, we understand that there is a connection between this and career readiness but unless the students are actually practicing making the connection, not just doing the action, but making the connection, then it doesn’t always stick for them. And so that’s where we started to shift from, what do we want the faculty to do? How do we want the students to practice this so that it does stick for them? So it is meaningful for them in a way that they can think about it again, hopefully, a year, two years from now, when they’re finishing their college career and starting to think more about career readiness. That was a shift for us of what is the faculty member going to do to how do we help the students really intentionally practice what they are doing, practice talking about what they have done, and making that connection to, in this case, the NACE framework, because we thought it was such a good framework to talk about.

Ed: I feel like we’re saying NACE too often. So I feel like it’s always helpful to be a little more specific. So let’s talk about communication. We’re teaching communication to students all the time. One of the key aspects is audience. So have the conversation with your students. When we communicate to different audiences, we use different standards. So part of the reason why I’m asking you to write a more formal paper, in research style format, is I want you to be prepared to speak to other experts in your field. But when we shift to the oral presentation, I want you to adjust your language, so that you’re speaking to a non-expert, you’re speaking to your future colleagues, you’re speaking to a potential customer. And when you make that switch, make sure it’s intentional. And then at the end of this course, I’m going to ask you to reflect on that to think about what choices you made when you were speaking to someone who you expect to already understand and be embedded into the discipline and someone who you do not expect. How is it different when you talk to a colleague versus when you talk to your friends and family about what you do. That’s an important communication competency. So let’s talk about it and intentional choices that we can be making.

John: How many faculty members and how many departments were involved in this project so far?

Chilton: So we had our first cohort, and in that cohort, we specifically targeted to having 10 faculty. But we were very specific about trying to have faculty from as many departments and as many schools as possible. So we have three schools on our campus, we ensured that we had representation from all three schools, we ensured that we have representation from multiple departments. So in the end, we had nine different departments as a part of this. We did have overlap in one department, from two of our participants. As we said before, we did focus and said in the call that we wanted you to work with a 1000- or 2000-level class. And so that was part of the call as well. So we actually had a couple people that applied for this that were planning on doing this in a 3000-level class. We reached out to all of them and said “Do you have any lower-level classes that could be part of this?” Two of them said yes and one didn’t, which was one person that we weren’t able to take in. We’re focusing on in years two and three, again, lower-level courses, and going to try to continue to have faculty from as many different departments as possible, so that when we get to the end of this, again, we have a nice repository of examples from as many different disciplines and as many different schools as possible.

Ed: And we can invite some of the cohort I faculty back as mentors, and we can incorporate them into year two in a different way, as we continue to try to build a larger community and push a conversation that we think needs to happen on campus.

Rebecca: Can you talk a little bit about what was expected of a faculty member who was accepted into the program?

Chilton: So we’ve spelled that out upfront, we had already been planning on our campus, what we call the SUNY digital learning conference that was focused on open and public education. And we purposely built in a track in there that was about career readiness. Originally, as we’ve been talking about, we were focused on ePortfolios, and so I thought a lot of them will be doing ePortfolios. But in the expansion of that, we wanted to make sure that we really talked about how we can make connections. So we said that we would pay for the faculty to be a part of that conference. So they attended that conference in November of 2022. And that was the first part, kind of the kickoff for this cohort. We then had a January full day workshop, as Ed had talked about earlier, brought in Jessie Stack Lombardo from SUNY Geneseo to be our speaker for that, and she wasn’t even a speaker she really planned the day and it was very highly interactive with those ten faculty. So as Ed said, we have a staff member from the Career Development Center was a part of that and presented locally, Jesse then talked about some different frameworks to be able to do including NACE and how you can start to think about both small changes that we made and large changes. And then we had said in the call that the expectation would be that by the end of the Spring 23 semester, they would turn in a revised syllabus and examples of work that they are doing to the group. We realized that wasn’t specific enough. So we then created a rubric that focused in on three specific areas of what they would need to do. First part of that rubric is what would be the changes they would make in their syllabus to really spell out what are the NACE competencies? Are you focusing on all of them? Are you focusing on one of them? But didn’t have to be a lot in there, but we did want to have it be addressed in their syllabus in some way. And then what is the activity they’re going to be doing where they actually have students practicing and how will the students receive feedback on that? Well, there’s three levels, it’s not present as a part of the rubric. And then we had two levels of “yes, it meets expectations.” And we were thinking again, what are those small changes that could happen, but then also, we had a what’s above expectation, where what’s something if you were really dreaming about what it could be, where could you take it and what could it be, so we kind of want to have “Yes, you meet expectations” that would help us get small changes that would be usable by everybody. And then what could this be look like if you really wanted to really [LAUGHTER] dive into the deep end with it and explore what could happen with it a little bit more, and make it so that it was better for students, not just in the class, but beyond the classroom.

Ed: Yeah, the only thing I’ll add to that Chilton is we also met once a month during the spring semester. So we had recurring meetings throughout the Spring semester. With those rubrics between the present and highly effective, and we’ll share the rubric so that you can put it in the notes if you’d like. We were starting to think about not only did you incorporate the NACE competency in your course, but you were also presented your prompts or your things in a way that gave the students the opportunity to think about future activities they could take, future things they would want to do. And that was really important to us as we were doing it is to not only just create a moment of reflection for the students at that moment, but also to make that connection of, okay now that I’ve had that moment of reflection, now what? Should I be picking out some different courses? Should I be finding an internship? Should I be doing something now to set myself up for success? And so we don’t get that panicked feeling when the student is at senior year and they go into the career readiness and or the Career Development Center and say, “Okay, what do I do now?”

John: What type of incentives were offered to faculty to participate in the program?

Chilton: So we spell that out as pay for their participation in the conference in November. So they were able to go for free and participate. It was on our campus that made it easy for them to be able to go. It was just their conference registration that we covered as a part of this. In addition, we paid them a stipend for attending the January workshop. So officially it was $90 was the stipend to attend the workshop. And then when they completed and turned in their final version of their revised syllabus and examples of activities, there was another $510 stipend. So in total, it was a $600 stipend. But as a part of that final revision, we actually did review their submissions, looked at the rubric and did give them feedback… a couple of people, we said, “Hey you’re missing…” and asked them to go back and do some additional work. So we did hold them accountable to that rubric before getting the final stipend. And so it was a useful and interesting conversation when the leadership team did meet to kind of look at those to be able to say, “What do we like about this? What are we thinking for cohorts two, and three? What might be asked for more specifically next time to make this even more meaningful for our students?” So we’re already starting to think about cohort two and looking forward to that for next year.

Rebecca: Can you talk a little bit about how faculty responded to their participation,

Ed: We take the faculty’s response and the feedback they gave us really seriously. We gave them the opportunity. They had the reflections that they were doing that, of course, we knew who was speaking. But we also gave them some opportunities to give us some anonymous feedback, so that they could tell us how they really felt about us. And we were just really pleased with it in year one. We do recognize that we have to keep honing our message, we have to keep defining what we mean by career readiness, and what we mean by incorporating it into class. We need to have our elevator pitch a little bit more refined and down. Because what’s evolved through this conversation is, we’ve really talked about the skills are already there, but we can be more intentional about it. And we can be intentional in the ways we ask students to reflect and practice in ways that we really believe can be beneficial for students. But that can still be a difficult conversation. When people see career readiness in 1000 and 2000 level classes, some people are bristled or turned off by that because they’re thinking, “Oh, just one more thing that I have to do.” Now we didn’t get that from our participants in the cohort that much, because they applied and they came here on purpose, that was nice to have a group that was really wanting to be here and was willing to try some things with us in this space that we were creating. But overall, I would say that the feedback had been very positive.

Chilton: Looking through the feedback from faculty, I just pulled out there was one quote that stuck out to me that i’ll read quickly that came from one of our professors in our communication arts department, where this professor said, “Students said that they felt more confident.” So this is actually one of the professors we recruited into this program that had been doing this already. This professor did have some experience with students doing something but said that “Students felt more confident in the skills as a professional, and were able to articulate how the experiences they had in my class connected to the expectations and employers would have of them. They also appreciated being told of why we had to do certain projects and to help them transition from college to life after college.” And so I think that really speaks to how the professors enjoyed having time to be able to do that.

John: We only have courses from 100 to 500 levels. It seems there has been a bit of a course number inflation there at [LAUGHTER] Oneonta. That was just a joke. I’m sorry.

Chilton: We were told that everybody in SUNY was moving to four course digit numbers and so we over the past two years, it was like this really big project that we did to move from three digit to four digit numbers, because at least we heard, everybody in SUNY is doing this. So we have to do it. It’s very intriguing that not everybody had to do that. [LAUGHTER].

Ed: And simultaneously, as we were going from three digits to four digits, we didn’t have 400 level classes previously. And the feedback we were getting was that that was seen as a deficiency by some people who are reviewing our students’ transcripts, even though calling all of our upper division 300 level, and that people applying to professional schools would get that explanation they would understand why there weren’t 400 level. Other people who are maybe not as skilled at reading a transcript are like, “Well, did this student avoid all 400 level work?” And so simultaneously as we were adding another digit, we were also transitioning to having 1000, 2000, 3000, and 4000 level classes. So that was a big change that took a lot of curriculum writing and mapping through over the last two years. It wasn’t just as easy as adding a zero on to every course.

Rebecca: Sounds like such a fun project. Sign me up. [LAUGHTER] So we always wrap up by asking what’s next?

Chilton: So we are excited about Cohort Two. We are going to be starting our recruitment in the fall. We actually have a fall faculty Institute on campus. This year is very much focused on what the communities of practice that are already happening on campus and how you can get involved. And so that’s going to be our first, not our first, but that’s gonna be one of our big recruitment pitches for Cohort Two. In Cohort Two, we are looking to be able to include more faculty from a wider range, we are going to be starting to get into faculty that might not have as much experience in doing this. So we are thinking about how we hone our pitch and how we focus this to a wider audience to be able to say “No, this is not big changes in your classes. This is just asking one additional question or allowing space for one additional time for students to be able to practice connecting what you’re already doing to these career readiness competencies.”

Ed: And I would say what’s next for me is this experience has really solidified the idea for me that we need to continue in faculty development centers, to make spaces where faculty can repeatedly come back and interact on the same topic, getting away from that kind of one and done workshop, and identifying major things that we want to return to through the year inviting people into that space to share. Because when those faculty, when they get an opportunity to think and show off what they’re doing, it really is a wonderful spread of ideas. And you get a lot from all the energy in the room.

Rebecca: Well, thank you so much for joining us and sharing how this project’s unfolded at your institution.

John: And you’re both doing some really great work at SUNY Oneonta and it’s great to keep in touch and thank you for joining us.

Chilton: And thank you. It’s a pleasure to be here with you. So thanks for taking the time to be with us today.

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

Ganesh: Editing assistance by Ganesh.

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301. A Return to Rigor?

Some faculty have advocated a return to “rigor” to address perceptions of growing student disengagement in our classes. In this episode, Kevin Gannon joins us to discuss an alternative approach that provides students with cognitive challenges in a supportive environment. Kevin is a history professor and the Director of the Center for the Advancement of Faculty Excellence at Queen’s University of Charlotte. He is also the author of Radical Hope: a Teaching Manifesto, which is available from West Virginia University Press.

Show Notes

  • Gannon, Kevin (2020). Radical Hope: A Teaching Manifesto. Morgantown: West Virginia University Press.
  • Gannon, Kevin (2023). “Why Calls for a ‘Return to Rigor’ Are Wrong.” The Chronicle of Higher Education. May 22.
  • Imad, M. (2022). Trauma‐informed education for wholeness: Strategies for faculty & advisors. New Directions for Student Services, 2022(177), 39-47.
  • Freire, P. (1970). Pedagogy of the oppressed, New York (Herder & Herder) 1970.
  • Boucher, Ellen (2016). “It’s Time to Ditch Our Deadlines.” The Chronicle of Higher Education, August 22.
  • Vygotskii L.S. (1984). “Problemy detskoi (vozrastnoi psikhologii).” In Sobranie sochinenii v 6-ti tomakh, vol. 4, pp. 243–432. Moscow: Pedagogika
  • Cavanagh, S. R. (2023). Mind over Monsters: Supporting Youth Mental Health with Compassionate Challenge. Beacon Press.
  • Jack, Jordynn and Viji Sathy (2021). “It’s Time to Cancel the Word ‘Rigor.’” The Chronicle of Higher Education. September 24.

Show Transcript

John: Some faculty have advocated a return to “rigor” to address perceptions of growing student disengagement in our classes. In this episode, we discuss an alternative approach that provides students with cognitive challenges in a supportive environment.

[MUSIC]

John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist….

John: ….and Rebecca Mushtare, a graphic designer….

Rebecca: ….and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

[MUSIC]

John: Our guest today is Kevin Gannon. Kevin is a history professor and the Director of the Center for the Advancement of Faculty Excellence at Queen’s University of Charlotte. He is also the author of Radical Hope: a Teaching Manifesto, which is available from West Virginia University Press. Welcome back, Kevin.

Kevin: Thanks. Great to be back with you all.

Rebecca: Today’s teas are:…. Kevin, are you drinking tea?

Kevin: I am drinking Cheerwine because I’m in North Carolina now. And this is how we roll in this state. And it’s so damn hot outside, a hot beverage is the most unappetizing suggestion right now.

Rebecca: All right, we’ll let it slide. [LAUGHTER]

John: I would have been tempted to have Cheerwine because it does have that whole North Carolina flavor, which I had never heard of until I came down here, the first time in 1987. But it’s incredibly popular.

Rebecca: What is it?

Kevin: It’s a cherry soda, basically. You got to be ready for sugar. You got to get your pancreas in shape and then prepare to go, but it’s quite tasty.

John: It’s a very inexpensive and popular cherry soda.

Rebecca: Interesting. It sounds like medicine.

John: No, it’s more sugary than medicinal.

Rebecca: Okay.

John: …but Duke, some time before last year, removed all of the soda from the vending machines and every place where they serve beverages on campus. You only have choices of healthy drinks: water, fruit juices, iced tea, they have of course, because it is North Carolina.

Rebecca: Is it sweet tea then?

John: It is not sweet tea, it is unsweetened tea. So I have a Tea Forte black currant tea that came down with me in my new Duke University mug.

Rebecca: And I have an Irish Breakfast tea because it’s 90 degrees outside and I have a hot tea because… I don’t know why. [LAUGHTER]

John: And I would not be drinking tea if I were not sitting in a very nicely air conditioned classroom here at Duke. So we’ve invited you here today to discuss your May 22 Chronicle article where you address the arguments that some people have raised advocating a return to rigor as a solution to what seems to have been a substantial reduction in student engagement Since the start of the pandemic. What do you think is the source of the disengagement that faculty have been perceiving?

Kevin: Well, I think there’s a lot that goes into it. But I will say that I think it’s important for us to remember that there’s: A) no one cause or explanation for it, which leads to B) there’s no one solution that’s going to fix it all. And we know this, I think, but in the day-to-day practice or dealing with this room full of disengaged students, it’s hard to remember that sometimes. And so I think the root cause of this disengagement comes from the fact that we went through and are still dealing with the effects of rolling trauma on a global scale. And we can talk about trauma-informed pedagogy all we want, but it’s not going to erase the fact that trauma happened and for some of our students, and for some of us, continues to happen as well. And of course, what we saw as a result of that was the pandemic laid bare so many of the other things that were already in place that were unsustainable, and didn’t let us hide from those things anymore. So whether we’re talking about the so-called racial reckoning of the summer of 2020, or we’re talking about the ways in which people from different socio-economic groups experienced the pandemic and or healthcare as a result of that. And we’re in an age now of sort of creeping authoritarianism, pseudo-fascism, whatever you want to call it. I don’t think anybody could realistically expect folks to bring all of their cognitive energies to bear in a classroom with all of this going on in the background. It’s like trying to read a book while you’re in the spin cycle of a washing machine. There’s no way. And I think we can talk about creating spaces that are sanctuaries from that, but I don’t think that we alone can solve all of the things that are leading to disengagement. In fact, disengagement, the diversion of cognitive bandwidth, defense mechanisms, these are all things that are actually, I would argue, fairly healthy responses to everything that we’re seeing around us. And we need to have the sort of empathy and understanding of what many of our students and ourselves are going through to allow space for that to happen.

Rebecca: Yeah, sometimes it feels like there’s a request to just snap out of it.

Kevin: Right. One of the refrains I’ve had over and over is we’re not going to pedagogy our way out of like systemic collapse. And so I think Mays Imad actually put it very well, when she talks about learning as a sanctuary. Our classes can be a sanctuary from this, and that’s important. And we should be doing that work and we should be providing those spaces and curating those spaces and nurturing those spaces for ourselves and for our students, but to put all the pressure upon educators to get students “reconnected,” despite everything else that’s happening around us, I just think it’s unrealistic, and it sets us up for failure. And the same is true, I would argue, for K to 12. Teachers, during the pandemic, educators were expected to sort of fill in the gaps of all of the missing social services over and above “just education.” And I think that when we talk about this disconnection, there’s a danger of us moving into that space where we’re being expected to solve systemic problems, when we are not in a position where we’re able to do so. And in fact, we are suffering from the effects of those problems, in many ways the same as our students.

John: And at the same time, I know our campus at least, and I think, throughout the US, we’ve seen an increase in the diversity of our student bodies. There’s many more first-generation students coming into our classes, there’s many students from historically minoritized groups who simply were not generally attending, and those students often come in with less knowledge of, as you note in your article, the hidden curriculum of education. We have to help them learn that curriculum. And that brings us to that whole question of the push to rigor. In the article, you describe two approaches to adding more rigor, one is adding more logistic rigor, and the other is adding more cognitive rigor to classes. Could you talk a little bit about those?

Kevin: Sure. And so when we think about this idea of rigor in the way that we normally talk about as faculty members, I do think that there are these sorts of two camps that rigor falls into, I don’t think that we… and I’m speaking broadly here, and certainly implicating myself, in some of this… I don’t think we always do a great job specifying which one or the other we’re referring to. So it’s very easy for me as a faculty member to say, “I’m making a very rigorous class.” And maybe all of that is one type of this rigor as opposed to a balance. And so I think when we look at rigor, what it basically boils down to is there’s sort of two broad ways in which a course could be challenging, it could be difficult. One of those is what we talk about as faculty as the good stuff and what I call cognitive rigor, complex thinking, higher order thinking, the ability to critically interrogate information, the ability to step outside of one’s own perspective, all of the things that we know higher education should be doing. And then there’s the other kind. There’s, for lack of a better term, I call logistical rigor. And that’s where you see things like inflexible policies, volume of work, not necessarily difficult work, but so much of it that the sheer volume in itself is what makes the difficulty exist for students. The classic story, I keep saying it’s apocryphal, but when I tell this story at various workshops I do at other campuses, people always swear it happened to them. So I think it is real. But the apocryphal story of the big lecture class where the professor strolls out of the first day and says, “Look to your left, look to your right, only two of the three of you will be here by the end of the semester,” like that’s that sort of logistical rigor that I think we see a lot. The problem is, as I note in the article, we often mistake one for the other. We often say that our classes are rigorous. And we think in our faculty braids that they’re cognitively rigorous, but the way our students are experiencing them is actually through logistical rigor. And so if you look at some of the research, and I linked some of it in the article, what really surprised me as I dove into this, were the vastly different perceptions that students and faculty had about a rigorous class. There was an article that listed the top 10 features of a rigorous class according to students. The top five of those were what I would call logistical rigor, the number of pages that were assigned to be written during the semester, the reading load, the pace of the scale of work, none of the good cognitive rigor stuff came in until the bottom five on that student list, and the numbers there were significantly lower. And this is just one study, but there’s a pattern across when we look at student perceptions of rigorous courses, of difficult courses, it’s a pretty clear thread that students are experiencing difficulty as logistical rigor. And so when we as faculty say, “Well, we’re really after these cognitively rigorous courses and that’s what it’s all about.” Well, that’s not what our students are seeing, which leads me to wonder if that’s really what we’re doing. And my suspicion is, is that no, that we’re often creating these logistically rigorous course spaces, and thinking that it’s cognitively rigorous, and of course, those are two very different things.

Rebecca: Well, and I think sometimes that code word of rigor, and I intentionally use the word code here is that it’s often used to weed certain students out and then we wonder why particular disciplines aren’t diverse or don’t have new faces as a part of the fields and disciplines, as if having structure or support or scaffolding is somehow the antithesis of rigor.

Kevin: Right. And this is really the crux of it, and of course, everybody’s brains will first go to STEM courses because STEM fields have really been struggling with this. But as a humanities guy, there are humanities fields, including some sub-fields in my own discipline of history. I would argue philosophy wrestles with this as well, where rigor in this logistical sense is exactly as you put it, the sort of weeding out, its code for “Some of y’all should be here, and some of y’all shouldn’t, and by the end of the semester, we’re going to have that sorted.” And of course, is that what we want to be doing? Is this how we reproduce our disciplines? If your answer to that is “yes,” I would argue that you’re probably in the wrong line of work. So we need to be thinking, what is it that we’re actually doing? There’s a difference between saying “our uses of rigor are counterproductive” and “we should dumb everything down.” Those are two separate things and that’s not what I’m saying. But our uses of rigor are doing the very things that you point out, Rebecca, that we’re putting barriers in front of students, we’re closing off pathways and opportunities for them to engage in our discipline. And given this moment of where we’re at in higher education right now, I think that’s a horrible, horrible strategy. Rigor, it has become such a loaded concept, because it has become this stand in for weeding out or culling or all these other awful metaphors that we use in higher ed to talk about kind of thinning the herd, so to speak, and that language matters.

John: When you were talking about the difference in faculty and student perceptions of making courses more rigorous. It reminds me of the discussion that we often see about active learnin. When faculty are surveyed in terms of the extent to which they use active learning activities in the class and the proportion of time that they lecture. When students are surveyed on the same questions, we get a remarkably different picture, suggesting that faculty are doing a lot more lecturing, and a lot less active learning than they believe that they are. And it might be nice if we could get a little bit more dialogue going back and forth between students and faculty and getting perhaps more student feedback in general. But it does suggest that we’re seeing a disconnect between what students observe and what faculty think they’re doing in their classes.

Kevin: Right. And a lot of times will be talked about, “Well, I do X in my class,” like I know in my own case, there are a lot of occasions where what I say I’m doing is actually more aspirational than actual. I would love to be doing these things. And on a good day, these things are happening. And maybe they’re working. And I get that. There are some days in some classes where the stuff that we know is most effective and most desirable, just doesn’t work the way that we would hope or the way that we would want. But that doesn’t mean that we stop trying. I think there are plenty of opportunities in place for us to have that sort of dialogue you’re talking about with students to see: are the actual experiences of my students aligned with what I think they are? And this is why we do assessment. This is why we do, at least in a perfect world, student ratings of instruction, if this course was designed to get you from point A to point B, and I want to say that you got to point B, I need to be able to prove that. And I need to be able to describe what that experience was like for you as students. And so how do I bring student voice into this. So you could do informal midterm feedback, you cn do weekly reflection papers, you could do check ins with students. The faculty development world has, I’ve seen it referred to as the small group instructional diagnosis, which is a unwieldy term for a kind of guided reflective discussion for midterm feedback and input from students about how a course is going. I think there’s a lot of tools already there that, working together…. and this is the other hard part….working as colleagues, working outside of my old office and department, and with my faculty development people or with other academic support, can I bring these folks into the process where they could work with my students as well, and help me gather that data? Am I doing, in actuality, what I say that I’m doing? What is my students’ experience of this course? And is that in alignment with what I have designed the course to be?

Rebecca: We all hit barriers like time and things that cause us to slip into old habits occasionally. So those aspirational moves certainly occur for all of us. But I also think that that transparency piece about like, “Why are we doing this active learning thing?” or “Why are we slipping into this old habit that’s maybe not the most ideal?” …can actually be really healthy, because then students can also share that and have that dialogue going back and forth so that they know where they’re at in something and vice versa, like we know where we’re at in terms of the classroom.

Kevin: Well, and it’s an excellent model, too. I think modeling transparency with our students in any way that we can about the course design, about the content, about the ways in which we might be collectively engaging with that. All of that is to the good. We want students to understand that learning doesn’t just happen by accident. We want them to get into this place where they’re thinking metacognitively, and to me really the only effective way to do that is to have this sort of radical ethic of transparency. If a student says “Why are we doing x in this course?” If my syllabus has, here’s all the stuff that we’re going to do this semester, and I can’t come up with a good answer to that, that’s a problem. And so this helps, as you suggest, keep us in this place where we’re ensuring that what we’re doing is in alignment with our goals and our values as disciplinarians, in other words, as members of our discipline, as well as effective instructors and human beings. Does this stuff align with what my professed core values as an academic and as an educator are. The only way we’re able to do that, I think, is to be in this place of transparency to model what that looks like for our students.

John: One issue where the logistical question comes up is that during the pandemic, a lot of faculty relaxed deadlines, and sometimes dropped deadlines entirely. And that certainly provided students with the flexibility they needed. But one concern is that some students would end up getting further and further behind in the course. And there’s a lot of research that suggests that without some structure in terms of deadlines, and getting things done in reasonable periods, the quality of student learning tends to deteriorate. What sort of policies might give students some flexibility, but still make sure that they’re progressing through the course, so they can keep up with other activities that they’re supposed to be doing as the course progresses.

Kevin: And so this is the key issue. And so I think it’s important to establish that, when I suggest that rigor, at least as we sort of traditionally used it is actually failing us, is getting in the way of actual learning, I am not suggesting removing structure from a course. And I wish I could remember which of his writings it’s from but there’s this piece of one of the Paulo Freire books or essays that I’ve read, where he talks about what we would call learner-centered instruction. And he basically says if we’re in a rowboat, and I teach you to swim by throwing you overboard, that’s learner centered, but that’s not necessarily helping you learn how to swim in that moment. And his point is structure is a necessary part of what he would call a liberating pedagogy, that it’s not just throw people in and say, “Okay, go learn, you are the agents here.” And so I think it’s important to realize that you can do this work well and meaningfully only if there is a structure in place, but it has to be a structure that’s explicit, that’s decipherable for students. Back to your notion of the hidden curriculum, if it’s hidden, [LAUGHTER] and the students are running up against these sort of invisible barriers without being able to name what they are, that’s a problem. But if there’s structure in the course, where students are able to see “here’s what I’m accountable to, and here’s how I’m accountable to other students in the class,” then you’re in a place where you could do what we might call that desirable level of difficulty. And so I think there are ways to bring in structure and maybe more structure than what we had during the pandemic. Getting through what we got through was a victory in and of itself, and whatever we had to do to do it, we got through it at least relatively unscathed as higher education. I think that’s a really important win to acknowledge. But it doesn’t mean that we have to go all the way back the other way now. And so I’m a big fan of the sort of nuts and bolts level of policies that build in flexibility, but don’t get rid of structure entirely. And so Ellen Boucher wrote a great piece in The Chronicle back in 2016, and had the headline, “It’s Time to Ditch our Deadlines,” which is unfortunate, because that’s actually not what she argues. She advocates for a two-day grace period, no questions asked, for her students. And if you needed more time than that, then you had to have a conference with her and come up with a plan, like “Okay, I can’t get this paper to you on the due date. I’m going to take the two days.” While I need more than the two days we’re going to have a conference and as the instructor, I’m going to work with you and say “Here’s the game plan. Here’s your next step. Here’s what you’re going to be accountable for and when you’re going to be accountable for.” So I’m doing extensions, but I’m not just saying turn it in whenever. I’m not leaving students to figure out “Okay, what are my next steps? What are my next actions?” Because in the case of deadlines, we know that when students are failing to meet deadlines, as you mentioned, this stuff just snowballs, and it becomes worse, and then they just ghost us, because the whole thing has become so overwhelming that the avoidance reflex kicks in. And so something like Boucher suggests where right off the bat, here’s a two-day policy, if you need it, just tell me you’re taking it, I don’t need to hear about whatever stomach ailment you had, or I don’t need the graphic email describing your symptoms. Just tell me you’re taking the two days if you need more than that we got to talk first. And so that’s an example of a policy that has a structure there but still it explicitly packages in that type of flexibility. And I think that’s a good model for where we need to be, understanding that for different students life is happening in different ways. And yet, there’s still we can’t just say “Okay, turn things in whenever,” because as most of us design courses, stuff builds on each other, right? That’s the whole point of scaffolding and getting rid of deadlines entirely or not having that sort of structured accountability in place does prevent the type of things from happening that should be happening. And so I think finding ways to preserve structure but flexibility within that structure, which, I get is… as I listen to myself say that, part of me goes, “Well, that’s a really just kind of wishy-washy answer.” But I do think, in this case, that moderating it, there was a reason we got rid of so much structure during the pandemic, with this recognition that it was absolutely necessary for the way that everybody’s lives were unfolding and happening. That didn’t go away, like people’s lives still unfold and happen in very complex ways. And that’s true for our students and us. So we can’t just say, “Oh, we’re going to swing all the way back, 180 degrees to the other side, and have deadlines by God.” I just think that’s an incredibly counterproductive thing. And I think that the folks who have been trying that are the ones who’ve been seeing a lot of resistance, and not a lot of success in terms of their students meeting those things. And that’s where we hear some of this frustration that’s coming out in the discourse.

Rebecca: I think the other thing that sometimes rubs up a lot against rigor is this idea of relationships between students and other students and students and faculty in the classroom and that sense of belonging… somehow these are like diametrically opposed. It’s not like rigors over here and belonging is over here, and they can’t possibly happen in the same place.

Kevin: Yeah, and doesn’t that speak to what we’ve seen with the sort of debate such as it is over active learning? The conversation starts from an erroneous proposition that you could either do active learning or you could have a “real class,” like you could do this namby pamby arts and humanities, sit in a circle and sing Kumbaya and braid each other’s hair kind of stuff or you could do real learning and manly-man stuff. And I’m exaggerating, actually only slightly. [LAUGHTER] A lot of times the conversation about rigor and challenge starts from this erroneous sense of mutual exclusivity, that you can have a compassionate flexible pedagogy or you could be rigorous, but you cannot do both. When it actuality it’s and you have to have one to have the other. You cannot have a challenging learning experience where your students can actually meet those challenges if you don’t have a compassionate empathetic pedagogical space, because the whole point about rising to challenges is you can’t do it by yourself. This is what the Vygotski talks about the zone of proximal development, learning is social, you need other people around you, you need an instructor, you need classmates. Well, why is that? It’s because we help each other when it comes to the point of really challenging and pushing ourselves cognitively to get to that achievement of that goal, that desirably difficult goal. We cannot do that if students don’t feel that they belong in that space. We cannot ask students to take intellectual risks or to try something that they have never tried before, if they’re at a place where they don’t feel secure in doing so. Because we wouldn’t ask that of ourselves either, if we’re being honest. And so rather than posit: “you could be rigorous or you could be flexible and compassionate,” it’s “you can be flexible and compassionate and then you can be challenging.”

John: At Oswego this fall we’re going to be using for one of our reading groups, Sarah Rose Cavanagh’s book that you reference here, her newest book, which is Mind over Monsters, and you cite that basically as suggesting the importance of bringing both of those things together. And it’s an excellent book, by the way, which I would recommend to anyone interested in addressing some of these questions.

Kevin: Absolutely. It’s a brilliant book. And I think it’s a vital intervention in this very conversation that we’re having.

John: A term that you use in the book, which was a technical term I hadn’t quite seen used in this context, was that many faculty when they tried to introduce rigor, essentially are adding more “hard-assery”, I think was term that you uses rather than actually more cognitive challenge. Why is that happening? Why do people do this?,

Kevin: Yeah, and the phrase I use is performative hard-assery. [LAUGHTER]

John: Oh that;s right. Sorry, I forgot. [LAUGHTER]

Kevin: Well, I’m glad that that resonated, because I’m really proud of that phrase. But I really do think that that is where a lot of the rigor conversation is. My classes are hard, my students write, they read a bunch, they do all these things. And it’s like, “Do they? and what is the result of them doing those things?” It comes back to the student perception of rigor as the more pages I decide to read and write, students don’t talk about what they learned, and they talk about what they had to do. They don’t talk about what they became. They don’t talk about how it made them feel. They don’t talk about how they changed. They just talk about things they have to do. And I think that that’s a really important distinction when we think about the student experience in all of this. And I think it’s very easy for us to say, “Well, I’m doing my job because I’m assigning my students a ton of work, and it’s hard and I grade hard.” And again, I’m not saying we shouldn’t be challenging. I think we should absolutely be challenging. But how are we structuring those challenges? Am I giving my students a challenge just sheerly through volume. Is my class just kind of a death march through this enormous swamp land of content that’s just going past them a mile a minute, or Is it challenging in the sense that they are taking the time to be deliberative thinkers, to be critical consumers of information, because those two things look a lot different. And again, especially coming at this sort of not quite post-pandemic stage that we’re at, is a very real desire to bring some structure back, but thinking about bringing that structure back in terms of just assigning more stuff, because from our own graduate school experience, that’s how we structured our very lives. And so if we think about structure, and again, I’m saying we very intentionally here, that’s the first place our mind goes to. And so I brought back structure, because I’ve assigned a whole bunch more work. And now I also get to complain about how students aren’t doing the work, because I’ve built in this sort of self-fulfilling prophecy, it makes me feel good, it makes me feel like I’m “doing my job,” but am I? Are students learning? Is this advancing learning, because chances are, it’s probably not,

Rebecca: As you’re describing these two scenarios, the marching through the marsh, for example, I’m thinking of the really long checklist that accompanies it. And then in this other environment, this luxurious amount of time to contemplate something and wrestle with something and think through it, and how there needs to be space around that sometimes, to really have the time to process and understand what it is that we’re trying to grapple with.

Kevin: On a micro level, we think about this as instructors all the time, when we think about trying to foster an effective discussion in class. We know that asking a good question is the essential piece of having a good discussion. If I ask a complex question that requires a fair amount of cognitive heavy lifting, I need to give my students time, I can’t expect my students to answer it right off the bat. If it’s a good question, there’s going to be some silence afterwards, as students think about and chew on it a little bit before they decide how they want to respond. And it’s true on a course level too. Are we providing space for our students to do this work, to do this processing? Or is it just more, more, more, more, more, faster, faster, faster, faster, in the name of rigor, in the name of structure, in the name of challenging, but it’s really kind of the cognitive equivalent of trying to drink from a fire hose, like what’s really happening there?

Rebecca: Sometimes not much. [LAUGHTER]

Kevin: I have actually stood in front of a fire hose, not willingly, but I’ve been hit by a fire hose. And I can tell you, it’s not pleasant, it hurts and you’re really wet and miserable afterwards. And I would argue that those are not the things [LAUGHTER] we want associated with learning spaces. And yet, this is, a lot of times, where we, and again, speaking broadly, where we kind of lay it…this sort of, we’re gonna fire hose everything out, and it’s up to the student. And I’m exaggerating slightly for effect, but again, not very much.

John: If the solution to the student disengagement is not dumping more work on students and having more students fail along the way, as many people seem to see it, what can we do to get students a bit more engaged with the class? Because that’s been a complaint. I’ve heard from a lot of people at many institutions in the last year or so.

Kevin: So I think there’s two things I would use to answer that question. And the first I would say, engagement’s not going to be 100% all the time. And if we are thinking that it was somehow that way, magically, before COVID, we’re deluding ourselves. And so we have to give ourselves permission to fall short in that category, not every student is going to be engaged in everything at every time, no matter what we try to do, because that’s the world we live in, that surrounds the spaces we’re in. And so let’s be realistic in what it is that we’re after, how do we engage students in a meaningful and at least most of the time kind of way? And that’s where I think we can do a lot. And so there’s a couple approaches that I think hold a lot of promise. One is we do have to be challenging, we do have to provide challenge, people like to meet challenges. If students think they know something already, they’re going to hear it and “Oh, I already know this, I’m already checking out.” So we have to put in this level of difficulty, of mystery, of complexity, but we have to provide support in helping them meet those sorts of challenges. And we have to be clear and transparent about how we’re providing that support. The idea of a safety net under the trapeze artists, the trapeze artists who’s doing incredibly complex and really, really difficult things that they’ve practiced a lot to do, but they’ve had a net underneath them, just in case it didn’t go well. And at a much lower risk sort of way, that’s what we’re doing. I’m asking you to do difficult things, things that you have probably not been asked to do before. You may fall short of the goal, but that’s okay, because here’s the supports underneath you. This is a space where it’s okay for that to happen. And so depending on the type of class and the discipline you’re in, that might look a little different. But when people talk about desirable difficulties, in other words, challenges that people can actually meet, even if it takes a lot of effort, but there is a solution. And again, I reference Vygotsky’s zone of proximal development, a lot in this. It takes a while to get there, but you get there and that’s what the important part is. So how do we create teaching and learning spaces where the challenge is centered, but the ways in which students are being supported in meeting those challenges are also at the center. Right now we’re very good at centering challenges. I would argue we’re less proficient at centering those other things. And so how do we support students in meeting those challenges of what should be a demanding education? And so Cavanaugh calls it, in her book compassionate challenge. I suggest in the article that the question we should have as our litmus test is: does this advance learning? Does this thing I’m doing advance learning in the sense of what are the goals? What are the outcomes that we’ve established for the course? Those sort of transformations, those promises, to use Ken Bain’s words, that we’ve made to students? Are we getting there? Do you know how we’re getting there? Are you able to assess as a learner yourself what’s working in getting you there? Those are the sorts of things that need to be at the center of the teaching and learning experience. And if we’re just doing challenge for challenges sake, or that sort of performative hard-assery shtick, our students are not going to be interested in having that conversation with us or with themselves even, about what’s working for them in terms of the strategies they’re adopting, and the things that they’re doing to meet the challenges that they’re faced with on our course.

Rebecca: Thinking about procrastination in relationship to what we’ve been talking about. And sometimes procrastination reads as lack of motivation, or a lack of engagement. And sometimes the reason for the procrastination is that there isn’t the deadline, or there isn’t the structure or there isn’t the milestones to move you along. How do you see the relationship of procrastination to rigor and this idea of engagement?

Kevin: That’s a great question. Because I think if we err too much on the side of the so-called logistical rigor, or it’s like just really hard, inflexible policies and strict deadlines and this high volume of stuff, we’re actually creating the circumstances that procrastination will become an epidemic among students, because what we’re giving is an unrealistic amount of work to do in the time that’s allotted. And it’s very easy to get from there to just sheer avoidance, I can’t do this, I don’t see a tangible way through this, I cannot see myself getting through this gauntlet. So eff it, basically, is how that works. And so I’m going to do other things, whether I’m doing this consciously, or subconsciously, or some mixture of both. That’s like the perfect storm. When it’s all extrinsic motivation and when it’s all insurmountable barriers, at least from the perspective of the student, that’s like the perfect storm for avoidance. And I’m someone who personally struggles with this all the time. My avoidance reflex is keenly developed over the 50 years of my life. [LAUGHTER] And I do not do well with unstructured time. And so getting back to this question of how do we find that balance, I think structure is important, not an overwhelming or a suffocating amount of structure. But there needs to be something in place to help our students fit themselves and their work and their lives into the framework of the course. We need to be able to give them the tools to do that without pre-determining every outcome or stifling every option. But I think thinking about what are the causes of procrastination, what are the effects of procrastination, because one of the things that when folks talk about student disconnection is this phenomenon that we’re seeing more and more of students just kind of ghosting, just dropping out, like they were in class for six weeks, and now they’re gone. And I think a lot of that is things have built up to the point where they seem so overwhelming that there’s no realistic solution in place. And a lot of that is exacerbated by that cycle of procrastination. And so by the time we get to the point where the student is feeling so overwhelmed that they just want to leave everything, which they do, it’s way too late. So we have to be intervening in the earlier part of that process where it’s procrastination that is creating the conditions that this sort of overwhelming volume is going to grow out of a little bit down the road if we’re not able to intervene. So I think thinking about procrastination is the way you frame it in these very explicit and sort of fraught of mind terms is a really important part of all of this.

John: Since I’m at Duke, I’ll mention a study that Dan Ariely had done a while back where he worked with one of his colleagues at MIT at the time, and they were giving students writing assignments where they had to write three papers over the course of the semester. In one class, they had fixed deadlines for submitting these papers that were evenly spaced. In the other section of the course, they were given the option of setting their own deadlines, which could be at any time during the semester. If they chose, they could set them all at the end of the term. And what happened was that students who had either fixed deadlines or who set the deadlines evenly over time ended up performing better than the students who chose to put the deadlines at the end. And I should also note, there was a one-percentage point penalty for each day they were late. So it was a small penalty, but it was a non-trivial penalty. So the logical thing is to put all the deadlines at the end and then try to get them done evenly. But the people who had deadlines later did the work later and did lower quality work. So those deadlines can be important as long as there’s some sort of incentive structure with it. And I think that has helped encourage me to not drop deadlines entirely. Usually I allow some scores to be dropped or allow some deadlines to be flexible, but warn students that if they don’t meet the deadlines they’re going to have trouble with these in-class activities that are going to be done based on the things they were supposed to have done before they come to class. But it’s a challenge. And I haven’t found a good balance

Kevin: That speaks to exactly the type of balance that we’ve been talking about. We don’t have to choose between strict, rigid, inflexible deadlines, or no deadlines, or complete student set deadlines, like the Elen Boucher piece that I referenced earlier. Here’s the structure, here are the deadlines. And then here’s the wiggle room that comes along with them. And so your desire to sort of have the deadlines but to balance them with flexibility in your classes, and to have students understand, this is why you need to have these things completed, or at least aiming for this particular juncture, because you’re going to need it in the next phase of the course, etc. This is all part of what we talked about supporting students to meet these challenges, this is the type of support. Support could be encouraged through our course design, as well as the actions that we’re taking on a day-to-day basis. And so again, I want to be really clear that I think rigor as we’re using it kind of higher education wide, has outlived its usefulness as a word. It has too much baggage, it has been wielded in exclusionary, inequitable, and sometimes very horrible ways. But that doesn’t mean that we don’t talk about challenge. And so I think like Cavanaugh does, and like a lot of other folks who have landed on this idea of thinking about ways that we can challenge our students. And the way to do so is to create structured environments where the structure facilitates rather than suffocate students as they endeavor to meet those challenges.

John: And at our teaching center, we’ve given hundreds of workshops over the years, but never once have we advocated rigor, or even used the term rigor in our framework we always refer to challenge and the benefits of that. And you cited a Chronicle article that was the basis of a podcast episode with Sathy and Jack. And we’ll include a link to that in the show notes.

Kevin: The headline was, “It’s Time to Cancel the Word ‘Rigor’” and playing on everybody’s sort of obsession with the boogeyman of cancel culture. And I think that that got in the way a little bit of folks engaging with the very real truth of the article was that, as Rebecca alluded to earlier, rigor has been wielded rather than used it’s been wielded like a cudgel, it’s been a barrier, it’s been exclusionary. And when we talk about rigor now, I think everything has a history, this is my own discipline talking here, I don’t think rigor with the amount of baggage it’s carrying, I just don’t think it can be constructively used when we’re talking about challenging students. And because students have experienced rigor, defined that way and referred to with that word, to the point where there’s that kind of baggage with it too where it’s sort of the pedagogical equivalent of hazing, as opposed to anything else. It helps us as educators ask ourselves, are my challenges cognitive or just logistical? Are my challenges supported for students? Or am I just sort of asking them to close their eyes and jump off the cliff and trust that no bad things are happening. And it helps me as an instructor hold myself accountable to ensure that again, I’m not doing the things that I would rather avoid and that I am doing the things that I tell students I’m doing to help support their learning. In the tradition of first-year student essays everywhere, look at the Webster’s definition of rigor, it talks about things like extreme inflexibility and rigidity. There are connotations, you know, rigor is for corpses. So I think that it’s a concept that has no usefulness for the questions that we’re trying to answer and the knots that we’re trying to untie at this particular moment in higher ed.

Rebecca: There’s a lot to think about. Thanks. [LAUGHTER] So we always wrap up by asking what’s next?

Kevin: Well, right now, I’ve actually thinking a lot about the course spaces in which some of these things that we’ve talked about play out all the time, and that’s the intro or survey courses. And I think the project that’s kicking around in my head right now, and I’m getting dangerously close to actually starting to write stuff, is thinking or rethinking the intro/survey course, sort of a critical interrogation. What are they supposed to be? What are they actually functioning as in reality? How large is the gap between those two things? And what are some ways in which people are creatively answering some of the problems that the survey course presents in terms of not just teaching but designing effective spaces as well as some of this comes out of my own field in history. We’re wrestling with again this death march through content. World history in two semesters, Plato to NATO in an academic year. Is that really what we’re after here? Or should we be doing something else? And so from my own discipline, I’ve developed an interest in thinking about this and thinking about the ways in which other fields and disciplines are wrestling with similar types of questions, which of course, then leads to the larger question of what is the point of these things? And are we doing the things that we say these courses should be doing? Because of that, thinking a lot about not just teaching and learning, but about first-year student success, about things like just and inclusive teaching, things like student-centered pedagogy, a lot of really interesting and fun things that are kind of swirling around. So the short answer, rather than that very long-winded one is I’ve researching survey and intro courses to see if there’s better ways that we might be doing it.

Rebecca: Sounds like a great project. Maybe you need a deadline so you get started on it. [LAUGHTER]

Kevin: Let’s not get carried away because I am going to take that two-day grace period, I can tell you that right now.

John: Well, thank you. It’s always great talking to you.

Kevin: Well, thanks for having me back. It’s a real treat to be with you two again.

[MUSIC]

John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

[MUSIC]

292. From Suarez’s Basement

Students often do not see themselves as having the potential to become the experts that will define their field. In this episode, Francisco Suarez joins us to discuss his podcast project which is designed to supplement class activities and to connect students with professionals. Francisco is an Assistant Professor of Communication Studies at SUNY Oswego and as the host of From Suarez’s Basement, a video podcast that was a recipient of the 2021 Communicator Award of Excellence by the Academy of Interactive and Visual Arts.

Show Notes

Transcript

Rebecca: Students often do not see themselves as having the potential to become the experts that will define their field. In this episode, we discuss a podcast project designed to supplement class activities and to connect students with professionals.

[MUSIC]

John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

[MUSIC]

John: Our guest today is Francisco Suarez. Francisco is an Assistant Professor of Communication Studies at SUNY Oswego and as the host of From Suarez’s Basement, a video podcast that was a recipient of the 2021 Communicator Award of Excellence by the Academy of Interactive and Visual Arts. Welcome, Francisco.

Francisco: Thank you for having me. This is awesome. I’m glad to be here.

Rebecca: Today’s teas are: … Francisco are you drinking tea?

Francisco: I’m drinking a delicious tea, it’s an imaginary tea. [LAUGHTER] I have this beautiful tea cup that I’m opening right now… sorry for the sound… that say Tea for Teaching, which is the name of the podcast. And yeah, having a delicious hot tea. [LAUGHTER]

John: And I am drinking a cranberry blood orange black tea from the Republic of Tea.

Rebecca: Oh, that sounds nice. I don’t think I’ve had that one. John,

John: We have plenty of it.

Rebecca: I’m sure I could stop buy and get some.

Francisco: How about you?

Rebecca: I have just an English breakfast today. I think. No. Yes. It’s been a long day already. Yeah, I think it’s Awake tea which, I think, it is English breakfast. It has a name called Awake, but it is technically an English breakfast tea. That was way more information than anybody needs.

John: We’ve invited you here to discuss your video podcast. Could you tell us a little bit about the focus of the podcast?

Francisco: Sure. First, thank you for having me. It’s always good to be between friends nd this is a very cozy environment actually. I have to say we’re having tea. Well, From Suarez’s Basement, you can imagine, [LAUGHTER] it was created in the basement of my house during the pandemic, I was trying to find something to do to don’t go crazy or make my family more crazy than we already were stuck at home and to put my creativity to work. So I decided to start a podcast that has to do with experts in the communication media and the arts, visual storytelling in specific because that’s what I love. And the idea was to create bridges between experts in those fields, and the audience, which is very much concentrating students and faculty. That doesn’t mean that the podcasts doesn’t have a general audience. So I started in the basement of my house, very small, like everything that we started with a small idea, and having grow very much, which I love it. And again, we have conversation with those experts that are working behind some of your favorite TV shows, or films, produced shows, artists, musicians, you name it, anybody who can bring me a good conversation, that’s where I’m interested in. You can sometimes have guests like me talk a lot or guests that don’t talk a lot… nothing… zero. But that’s how we start.

Rebecca: You mentioned that you started it during the pandemic to keep those around you from going crazy and yourself…

Francisco: Ah yes.

Rebecca: …not to go crazy. But clearly you had some other motivations…

FRANCSICO: Yes.

Rebecca: …probably around students and things. Can you talk a little bit about that?

Francisco: Yeah, of course, the part ofnot going crazy is the joke part. The serious part about the podcast is that I believe very much in the interaction of my students with the professionals in the field. I’m in love with education, I’m in love with the process of mentoring the students. So to give this opportunity to students to have conversation with cinematographers and set design, costume design, you name it, was always the intention, to create this connection between the students and those experts. Because you know, the funny part… we all are professors here… a lot of our students in those chairs, and they never realize that that person that you admire so much was once sitting in that chair, too. They see us so far away. It’s like, “Oh, my God, I’m going to talk to the set designer of Bridgerton.” It’s like, “Wow, this is amazing,” like, “but this person was you in some point in life.” So if we can create that connection, I think, that’s what is the beauty of the podcast is to see the students realizing that that person or the other end is no much different than you. So the motivation is to really keep my students engaged and optimistic about the future, especially when the pandemic hit, I think, we all were not very optimistic. But students in general were like, “Okay, what is a career’s going to be? Where I’m going to find a job?” So I say, if these people that are actually working in this industry can give some kind of wisdom to the students, I think they will feel a little more better, then things will get better. So that’s how we start but again, little by little it grows. So it’s all about education, connection, networking, and created a sense of belonging to industry. That’s what I like.

Rebecca:I know one of the things that John and I experienced when we started this podcast is we started with some of our local colleagues and started branching out and then we were continuously surprised by how many people would agree to come on to share their experience and expertise. And you’ve had some really wonderful guests on your podcast. Can you talk a little bit about what that experience has been like?

Francisco: Yeah, it has been fantastic. I cannot say who is coming in season five, but now I’m just recording season five, and have this amazing conversation with a Grammy Award winning singer, and I’m like I cannot believe I’m talking to this person. But not only that is a conversation that makes it so special, truly, truly special. So how that happened is like everything right? It’s true. When I started my first guest, and all my guests are important, but what I’m saying were people that I knew: friends, professors from here, from SUNY Oswego, until I start getting the point where my first big guess was the production designer for Game of Thrones. She’s not only produced Game of Thrones, and a lot of other TV shows and movies, so she was a big deal. And because of her, then other people start following her. I think, and this is important, because the podcasts have an educational component to it, that makes a big difference. When I send the emails to the managers or the agents of these experts, I’m always very clear this is not about just gossiping. I don’t want to know if you broke up with your boyfriend, or whatever. This is about, I wanted to understand that this is an educational tool. And I think that educational component have allowed these very prestigious guests to say, “You know what, I can take 20, 25 minutes of my time, and be sure that I can contribute to the education of the listeners of the podcast. So little by little have been growing and as soon as you get kind of a big one then other ones start following. But like I say, for me, the titles, if you want to call it titles, or awards are not necessarily the attractive aspect. Is this guest someone who’s going to give me a good conversation, and that I’m going to learn something new from it. So you can have Oscar winners and Grammy winners and Emmy winners and all these stuff, but in fact, I’m not going to say who, but I was very excited about this guest, I was like, “Oh my god, this is awesome.” Oh my, it was so difficult [LAUGHTER]… dry, dry, like yes or no answers. In fact, at some point, I was doubting to air the podcast, because it really wasn’t too much there. But again, I say, “Well, it’s a big name like it will bring other people into the equation.” So I did air it, you can guess. What I’m saying is that you never know what you’re going to get. But the process of getting these prestige experts are getting easier because of the educational component of the podcast, and because now the list is getting better and better.

John: One of the things we found following up on this was that we had a few big guests as you did that brought in a much larger audience, but one thing that really amazed us was how many people would agree. I found it much more difficult to get some of our own faculty and the people we know to join than people we’ve never met. That surprised me quite a bit in terms of how many people agreed to be on it. Do you get a lot of positive responses?

Francisco: Yes and no. I sent around 20 email, from those 20 emails, I get around three. So that’s the average more or less. It takes me 20 emails to get three of the possible guests. And then it’s a back and forth between agent, a manager, and then time commitment. So it’s difficult in that sense. But I get around three from 20 emails that I send. And then from people that are my friends, and now that the podcast is growing, the other ones are like “I can be in your podcast, like I would love to talk about this and that. I found people from the UK that are big, big, big in their field, I just interviewed the director of Ted Lasso, which is one of my favorite shows right now. He’s from Ireland, actually, the sweetest guy ever. And he was so humble, so easy to talk. So for some reason, some people from the UK seems to be very approachable in compare with maybe some people here in the US where it’s like, “Oh, he doesn’t have the time or she doesn’t have the time or they don’t have the time,” like “email us in three months.” And I do. In three months I’m going to be emailing you. It’s cool to see students like “How professor? How? You say “because I told you nothing is impossible.” Like that is the point. If you ask this question to yourself, and I say this to a lot of my students that want advice, “What do I have to lose?” And the answer is probably nothing. I don’t understand why you will not do it. So I don’t have nothing to lose to send an email to Tom Hanks. What is I can’t get? No he’s too busy. Which probably he is. But you will be surprised. Maybe the guy is like, “Well, yeah, sure I come 20 minutes to talk to this crazy Latino guy.” I don’t know, but I don’t have nothing to lose. Right? And that is the beauty of it, when students see reflecting themselves into the process, that issue is not much that you can lose.

Rebecca: How have you used your podcast in teaching and within your department?

Francisco: The teaching aspect is that if you go to the website, which is fsbasement.com, we have there a tab that is called teaching resources. What I do is I record both, I record video and I record audio, in the two formats. Those videos are being used already by faculty members not only in my department, but outside of SUNY Oswego, which is also very excited when I get an email from a professor from NYU, or from USA, or any other university to say, “Hey, you know, I’m loving what you’re doing, I got to show your podcast about production design or set design in my Set Design class, because the amount of knowledge studies combined in those 30 minutes is amazing. It really is.” My goal is hopefully to write a book, not necessarily about podcasting, but about the knowledge absorbed to those… we are now season five, so we’re going to have already like sixty episodes already produced. But I ask, for example, one of the questions I asked to the guests, that is a common question is about perseverance and rejection. And it’s so good to hear so many different guests talking about how to deal with rejection, and what it means to persevere in an industry that you most have that in you. So is a lot of knowledge there that for me, I want to be sure that the podcast doesn’t end just with the first air of the podcast. So professors of any university can go to the website, go into the tab of teaching resources, and they can found by category… if you teach cinematography is a bunch of videos there with cinematography; if you teach set design, there’s a bunch of video of set design. So it allows easy access to these interviews that are more or less a short masterclass, I think is great.

John: Do you use assignments with your classes based on the podcast? And if so, what types of learning activities do you use?

Francisco: And in fact, if you go to that tab, not only i give you the video, but I give you already what you can do in your class. So it’s basically you go there, and you have a whole day of lecture where you can watch the video and then you say, “Okay, you can do these activities based in what the video is about it.” So if you go there, you not only have the video, but you have activities or questions related to the video. You can do kind of a short quiz of okay, what do you learn through these videos? So the questions that are already there. The actual episodes have the questions that we did in the episode. So if you are a professor and you’re looking for a specific question about how to build a set in the desert, you probably will find it there. And you just can use that piece of information for it. So each of the episodes have an assignment, put it that way. It is a lot of work, because we need to pull apart the episode and be sure that what is here, where were the questions, what kind of assignments we can do is some bit of work, but I love it. That’s exactly what the podcast is about.

Rebecca: Well with all those nice assets that you have going with the podcast, I imagine that’s why you’ve decided to do seasons…[LAUGHTER] to help manage that a little bit.

Francisco: Here’s the thing. The market is telling you, I want my podcast delivery very much at the same day, same time, with this timing periods. Our podcast is bi-weekly. So is every two weeks that come out. But having seasons allow me to say okay, we need to get a break. Normally the break is during the semester, because I’m too busy with other stuff. And then I use summer and part of the fall semester to do everything I have to do with production, post-production, and then I accumulate, let’s say around 12 episodes. I try of course, as information is no by any specific time. So we don’t talk about things that happen necessarily in a specific week or month or things like that. So I can air an episode six months later if I want. But yeah, I like it. I like to talk like you can see. [LAUGHTER] So it’s perfect for me. [LAUGHTER]

John: We’re still on our first season….

Rebecca: Yeah.

John: …and a very, very long season. We did have a break last summer, literally actually, when a car ran over my leg and broke it. So we took four weeks off for that.

Rebecca: ….first four weeks ever, John.

John: …the only time we’ve ever missed publishing an episode. It’s nice to be back on track. At times a break would be appealing…

Rebecca: Yeah.

John: …but it’s still fun, so we’re still doing it.

Rebecca: There was a design education podcast that I listen to a lot that, it wasn’t video, but it has a similar kind of feel to your podcasts that I used to use all the time when I was teaching our capstone class. And I’d pull out like portfolio ideas and application ideas and like collate little snippets from various things and students really responded to of hearing someone else say the same things that I would have said anyways.

Francisco: That is always the case, right? It’s crazy. It is. it is. Listen, is no easy job. But for me the hard part is not the production process, is more the breaking noise process. Because of digital era, we are very lucky to be sitting here and having a great conversation and for me podcasts is the new mass communication, a way for people to be able to express themselves. I always say it’s not about quantity. It’s about quality. He doesn’t matter if you have 200 listeners to 2000. As long as 200 listeners come to you every week, that’s what you’re looking for. But the issue is, because of the digital era, there’s so much noise out there, unbelievable amount of noise. So I think I spend more time sometimes not even producing and getting the guests and all this stuff, is how I’m guarantee these awesome interviews I have with any of my guests can reach where I want you to reach. So the whole TikTok, on Instagram, and is quite a lot. Because again, there’s a lot of noise out there. So you need to figure out what is the best way to reach your audience, for sure.

John: You talked a little bit about how these podcasts can be used in classes, how have students responded in your classes to the podcast.

Francisco: Very good, I think very good for two reasons. First, because again, the main goal of the podcast is to create a bridge between the experts and the students. And the actual episode brings so much knowledge to the students. But I do see it’s something very special when students see his own professor struggling with a project and putting the time and the effort in that project. It’s almost like I’m walking the walk, I think it’s how you say here, right?

Rebecca: Um hm.

Francisco: I think that creates a student sense of okay, this guy is also trying to get to a goal to a specific dream that I have. So I think that create a very interesting relationship with your students. I don’t talk about how you do your podcast in the sense of my own experience, but not only the sense of what the theoretical aspect, or academic aspect of the podcast is, but by my own experience. So that creates a different type of relationship with your students. But they have been reacting very well. I put them… I don’t overdo it, because I feel also like, “Okay, this guy is like so full of himself. Now, he wanted me to watch every single episode.” But when it’s an episode for example, in my screenwriting class there’s two episodes there that for me are gold. One is with the writer of Only Murders in the Building, he’s a-co creator and writer of it. And he explained very interestingly, how to write for a crime show and how it works. And then the other one was, he’s a creator and writer of Inside Number 9, which is a British show. She’s fantastic and he had been the reason for so many years. And he gave a lot of good, good information about character development, what it means to develop your character first before you develop your plot. So I use those episodes as an amazing way for them to be able to get that information from these experts. So then I test them the next day, they have like a short quiz about it, just to be sure that they really watch or listen to the podcast. So they have been reacting quite well. One of the assignments I’m doing in my screenwriting class is that they need to write an episode of Inside Number 9, based on what they learned from the actual creator of the show. And that worked really, really well. It’s very interesting to see what they write. The whole premise of the show is episodical, so it means each episode is a different story. So they don’t match. But one of the things about the show is that it always takes place in one specific location. So there is no switching location. So it can be Inside Number 9 can be inside warehouse number nine, or inside aeroplane number nine. So all the plots take place inside that space, and that’s very difficult to do. [LAUGHTER] And they are brilliant. The stories are fantastic, so I 100% recommend that. What are you watching these days?

Rebecca: I don’t want much watch TV. [LAUGHTER] Not a good conversation. I don’t watch much TV. [LAUGHTER]

John: I don’t either, but Only Murders in the Building was a really good show.

deal.

Francisco: It was amazing.

John: I’m looking forward to the third season.

Francisco: Yeah, I’m very looking forward to it too. It’s very well written.

John: Meryl Streep is going to be on the third season.

Francisco: Yeah.

Rebecca: If the target audience isn’t like five year olds. I’m not watching it, you know. [LAUGHTER]

John: It might work very well work, hough, because you’ve got Steve Martin there and you have….

Francisco: Martin Short. Yes, yes, and Selena Gomez, which has been a revelation to me how good of an actor she is. But also love to see her interacting with these more mature actors. And it’s a great, great show. I am a TV junker because, well, first, that’s what I teach. [LAUGHTER] But I watch from reality TV to, you name it. And the beauty of it is that streaming media have allowed openness of storytelling that we didn’t have before. Maybe a little oversaturated at this point, but it still, I think, is in for our students here how at SUNY-Oswego or any students who want to pursue storytelling it’s a fantastic time because 20 years ago, maybe, the hallway was very narrow. You go to NBC, CBS, the regular networks. Now it’s like hunting season all these…Apple TV and Hulu are looking for new content and that allow our students who want to pursue that to have a better opportunity to tell the stories that we didn’t have before.

Rebecca: It’s certainly an exciting time to be in that field.

Francisco: It is, it is. I watch a lot of things and sometimes, I’m amazed. So much like washing many films, the production value. Well, Game of Thrones is a good example of a brilliant production design where I always say, in order for you to have a good visual storytelling, you need three aspects: good writing, good acting, and good production value. If one of those three aspects are no present fully in their full potential, you lost me as an audience. So writing, I started watching shows where something’s like, “Man, this is bad writing,” like the way their characters are talking feel very cheesy. Then acting, well, we know what acting does, right? You can really have a beautiful script. But if I don’t believe that you are rocking hard, oh, I’m out. And then production design, I’d say, “Well, if the dragon doesn’t like a dragon, I’m out.” So it’s the combination of those three things. And I think what I tried to teach in my classes is that… depends on the class, right? …if you are in the screenwriting class, you are concentrated in the screenwriting aspect, but if you are in the video production, isn’t only about how to frame, isn’t only about how to shoot, it’s the production value. And I love when students get out of their dorms because I say “I don’t want to see the lake, please don’t show me the lake, I see the lake too many times at this point and try to film your stuff outside your dorm room, so you feel real.” So of course, they need to work harder. And they need to go to downtown to a diner and ask for permission to record a dating scene in the diner and I say, “Well, that makes a huge difference.” It’s not the same to record a dating scene in Lake Effect Cafe here on campus grounds, going to an actual diner create a different reality. So anyway, that’s my approach. But that’s what I love so much watching TV to actually peek in those things.

Rebecca: Yeah, I can imagine students really digging the idea of getting to hear from a writer or a producer or a set designer, and then doing a project based on what they’re saying. Because it does provide that frame for something that feels real…

Francisco: Yes.

Rebecca: …and not forced, which I think a lot of students struggle with.

Francisco: Yeah, the other thing that I think is important is that I try to have co-hosts in the show. And I invite students to be part of the co-hosting, because they bring a completely different perspective. I could have my very fancy intelligent questions, I guess, but the students really have all the questions… actually sometimes surprised me. it’s like, “Wow, this is such a good question.” So bringing students is really important for me to have those co-hosts. And the beauty of it is, I do have three examples at this point, of students who have been co-hosting my shows, and these three students are now working for the guests, because that relationship is established because the guest was so impressed so impressed with the questions and the maturity of the co-host. I love it when someone says “Professor Suarez, you’re not going to believe it, I’m going to do an internship with blah, blah, blah. And then they call me and say “By the way, I’m actually not working full time as an editor. I have a student who’s doing a first set design called a set design assistant for some shows in NBC. But that bridge was because of the podcast. And that’s what it’s all about. In the website actually is the final tab of the website is something called mentoring program where students can sign up… somebody who is looking for a mentor. But also my guests can sign as a mentoree, so they can actually dedicate 40 minutes of a student meeting with some of these students. So it’s all about creating this community. And you’re a good example, the podcast is just a tip of the iceberg. It’s just a sense of communication. But it’s about creating a community of people who love education, who are in education and academia. And so I think that sense of community is very important for me.

John: We always end with the question, what’s next?

Francisco: What is next? That is a great question. I want to find other platforms to distribution of the podcast. That is very important to me. So more people that I can reach the better. I think that’s a goal we all podcasts have. Not for the sense of the quantity again is for the sense of the quality. Now, From Suarez’s Basement is a PBS WCNY radio station, which is great because it’s giving a huge platform of people listening to it. Of course, it’s in their regular Apple podcasts and Spotify, and those kind of regular things. But I would like to see if I can get all the kind of distribution, especially the visual aspect of it, to see if we can put those videos to work in another way. But more than that, my aspirations is to be persistent, to keep going. I think that is important. I think that this project, in the specific, are teaching me that if you put in the hard work and you keep going, it get back to you. And I think students in this day, or this generation in general, we are living in a time where immediate gratification is all about you post something, and you get 200 likes in two seconds. So they feel like, “Oh, if I don’t get 200 likes, or if I don’t get 200 followers, or I’m going to drop this, this doesn’t work.” And then I’m saying, “Oh, actually, that’s not how it works.” When you say what is next is to remind myself that this is a long trip. And I’m willing to go into that trip and see what cool things come on my way, awards or new guests or being here with you guys. But, what I what is next? I’m not sure. Hopefully, again, reach more audience and the podcast is used more and more by other universities. And the book, I want to write a book, again, not necessarily about how to podcast. There’s so many books already out there about podcasting and what kind of equipment do you need. I want a book that brings the experience of these experts into a text that, if you read it, you can learn very much from these interviews, for sure.

Rebecca: Well, thanks so much for sharing this great project with us.

Francisco: No, thank you for having me. This is fantastic. And I’m loving my imaginary tea here. [LAUGHTER]

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

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291. Navigating Teaching Inequities

While women faculty of color are underrepresented in the professoriate, they are responsible for a disproportionate share of faculty workload. In this episode, Chavella Pittman joins us to discuss strategies that can be used by individual faculty and by institutions to create a more equitable workload distribution. Chavella is a Professor of Sociology at Dominican University. She is also the founder of Effective & Efficient Faculty, a faculty development company that works extensively with faculty and campuses across the country to help them develop strategies for inclusive learning environments and the retention of diverse students and faculty. Her research interests and expertise include higher education, interpersonal interactions and marginalized statuses, research methods, and statistics. Chavella is also the author of a chapter in Picture a Professor, edited by Jessamyn Neuhaus.

Show Notes

  • Effective & Efficient Faculty
  • Neuhaus, J. (Ed.). (2022). Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning. West Virginia University Press.
  • Pittman, Chavella (2022). “Strategizing for Success: Women Faculty of Color Navigating Teaching Inequities in Higher Ed” in Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning. Ed. by Jessamyn NeuhausWest Virginia University Press.
  • Winklemes, Mary-Ann (2023). “Transparency in Learning and Teaching.” Tea for Teaching Podcast. Episode 290. May 24.

Transcript

John: While women faculty of color are underrepresented in the professoriate, they are responsible for a disproportionate share of faculty workload. In this episode, we discuss strategies that can be used by individual faculty and by institutions to create a more equitable workload distribution.

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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John: Our guest today is Chavella Pittman. Chavella is a Professor of Sociology at Dominican University. She is also the founder of Effective & Efficient Faculty, a faculty development company that works extensively with faculty and campuses across the country to help them develop strategies for inclusive learning environments and the retention of diverse students and faculty. Her research interests and expertise include higher education, interpersonal interactions and marginalized statuses, research methods, and statistics. Chevella is also the author of a chapter in Picture a Professor, edited by our friend Jessamyn Neuhaus, and that’s what we’ll be talking about here today. Welcome back, Chavella.

Chavella: Thank you. Thank you so much for having me back. I enjoyed my last conversation, so I’m looking forward to this one.

John: We did too. And it’s about time we have your back on again.

Rebecca: Today’s teas are:… Chavella, are you drinking tea?

Chavella: I am. I have a lemon and ginger tea today.

Rebecca: Oh, that sounds so delightful.

John: And I am drinking a Dragon Oolong tea today.

Rebecca: Oh, that’s a difference for you, John.

John: It is. it’s been in the office for a while and it’s been sitting there feeling lonely. [LAUGHTER]

Rebecca: We have a good variety today because I have a hot cinnamon spice tea.

Chavella: Oooh. [LAUGHTER]

John: Very nice.

Rebecca: We couldn’t get I think many more different options today. [LAUGHTER]

John: We’ve invited you here today to discuss your chapter in Picture a Professor entitled “Empowered Strategies for Women Faculty of Color: Navigating Teaching Inequities in Higher Ed.” While most colleges have substantially increased the diversity of their student body in the last decade or so, faculty still remained substantially less diverse. Could you talk a bit about the representation of women faculty of color among college faculty?

Chavella: Yes, absolutely. I think that people think that there are more of us than there are. [LAUGHTER] I think people know the numbers are low, but I don’t think they realize like how low the numbers are. So specifically, when you take a look, I think if we’re looking just at women, white women are 35% of US college faculty and women of color are about 7% total. So across all the groups, there’s about 7% of us. So 3%, Asian, about 2%, black, less than 1% of Latinos and about, you know, less than 1%, of Native American. So I think that with all of the talk of diversity, the valuing of diversity, the saying, “we’re going to do the this and the that,” people think that our numbers are much, much larger, and they are really, really low. And they don’t match the population in the US. That’s usually the measure of whether or not groups are underrepresented or not, if they match the numbers in the population. And so yes, there is very few of us out there.

Rebecca: So we were just talking about how faculty of color are disproportionately underrepresented among faculty generally, but also among tenured faculty. And while this might be partly the result of recent increased efforts to diversify the professoriate, you note that this is also due to many women faculty of color leaving academia because of the higher demands placed on them. Can you talk a little bit about the additional labor that’s required of women faculty of color in particular?

Chavella: Yes. One thing I didn’t say before, is that, and this sort of, I think, lay’s upon this question as well, is that even though we’re underrepresented in college faculty, we’re over-represented in certain types of roles. So more of us are likely to be contingent faculty, we’re more likely to be at minority-serving institutions, we’re more likely to be at community colleges, we’re more likely to be at the lower ranks if we’re tenure track at all. So part of the reason I’m adding it here is because it connects a little bit to the additional labor that’s required by women faculty of color, or just women instructors of color, which is that we tend to have teaching overloads, we tend to have like actual higher teaching loads. Somebody might be teaching like one niche course on their research topic, like a seminar, like five to 10 students, but then women faculty of color are teaching, if they’re teaching one course, it’s like a service course. So like, you know, 75 to 300 students. So even if the load is the same, what the load looks like is different because we end up in a lot of these service courses, but in actuality, the load usually is not the same. We usually have the higher load. A lot of faculty that are from privileged statuses, they’re buying out of their teaching in some way, shape, or form. They’re reassigned in some sort of leadership role. So that person really might have a load of one course, whereas a woman of color, who’s an instructor of faculty might have a load of 3, 4, 5, 6 courses, if they’re teaching an overload to sort of make up for whatever… financial things sometimes usually… but sometimes it’s just the way people are assigning us. In addition to actually having a higher teaching load, they tend to have more labor dealing with colleague and student resistance to their teaching. So that takes effort, that takes cognitive load, that takes emotional load, that takes affective load, to deal with colleagues and students that are actively resisting your teaching. So that’s some of the additional labor, and in the prep that comes with sort of trying to navigate some of the inequities of like having too high of a teaching load, and having people who are on a regular basis, challenging your teaching. There’s all sorts of ways in which labor ends up sort of multiplying, but those are the ways that sort of makes the most sense to discuss straight out: teaching overload, student challenges, and then like navigating all of the things. [LAUGHTER]

Rebecca: I’m sure some of that also includes increased mentorship among certain populations of students, getting asked to provide service on certain kinds of committees, that your colleagues are not being asked to do.

Chavella: Absolutely. And in sitting on all the committees that have anything to do with curriculum or pedagogy. And the funny thing is, I rarely mention those. I mean, obviously, the research shows that the women of color are the ones that are providing a lot of that advising, not just to students of color, and students that are marginalized, they’re providing that advising to all of the students, they’re providing that mentoring to all of the students, I tend to not mention those because a lot of times, allies or administrators think that it’s our choice, and sometimes it is our choice. But give us credit for that. We’re doing the labor that the institution says that it values, but we’re not given credit for that. And then sometimes it actually isn’t our choice. A lot of people are asked to be on all of those committees, they’re asked to write those letters, they’re asked to mentor those students. And because we tend to be in these contingent, lower status roles, we don’t often feel that we have the space to say no, even if we are actually overwhelmed by that labor.

John: So in addition to resistance that may be due to racist attitudes, you also note that one of the reasons why there may be some resistance is that women faculty of color often use somewhat different teaching techniques than the general college faculty. Could you talk a little bit about some of the differences in terms of the methods of teaching that are often adopted by women faculty of color?

Chavella: Yes, absolutely, and it’s one of the reasons I wrote this chapter is because a lot of times, the narratives that women faculty of color hear about their teaching are negative, and they’re deficiency based. And it’s because a lot of us don’t know the scholarship of teaching and learning. We don’t know the pedagogy stuff. We are experts in our discipline, but not of the practices that we’re actually using. And so I wrote this chapter, because I wanted people to really see all of the wonderful beauties and benefits and all the fantastic things they’re doing in theirteaching. So I really wanted women faculty of color, to have a different narrative about their teaching. So the research is pretty clear about a couple of features about the pedagogy for women faculty of color. We tend to use more innovative, evidence-based and transformative pedagogy. We’re more likely to do things like active learning, or collaborative teaching, we’re more likely to focus on higher-order cognitive skills, instead of surface learning. We’re more likely to have assignments that are connected to the real world. We’re also more likely to have assignments that are connected to diversity in some way, shape, or form. We’re also more likely to focus on learning goals that are beyond just the straight knowledge and the straight skills, we’re more likely to include things that are about affective emotional, moral, or civic development of students. We’re more likely to encourage them to think critically, and to think about society in structural ways. So those are just a couple of examples. And I think that sometimes when folks hear that list or allies, they’re like, “Oh, I do that, too.” I’m like “Ok.” Yes, no one is saying you don’t do that. [LAUGHTER] But as a group, women faculty of color are doing that at a higher rate. They’re doing it more often, it’s woven through all of their courses. It’s not just the courseware, they happen to have some sort of diversity topic. And so we’re engaging in all of these pedagogies that are shown to be transformative, to have like high payoffs for student learning. But no one is acknowledging that. And so I’m glad that you asked that question because it is one of the reasons that I wrote the chapter. I want women faculty of color to sort of stick their chest out a little bit and be proud [LAUGHTER] of all the fantastic things they’re doing.

John: And those are things that teaching centers have long been advocating that all faculty do, so it sounds really great.

CHVELLA: Yes, absolutely.

Rebecca: So you talk about these kinds of teaching strategies that are maybe less common and that we certainly advocate for in the teaching center and on this podcast: evidence-based practices, active learning, etc. But we also know that faculty who are using these teaching methods face resistance from students, in student feedback, for example. Can you talk a little bit about the bias that we see in student evaluations and peer evaluations, when looking at these teaching strategies?

Chavella: Yeah, at the end of the day, our colleagues and our students are used to what’s familiar, which a lot of times is not what’s best practice. So people, they might be used to being taught a particular way. So then when you come in doing active learning, when they’re used to being in a more of a passive scenario, they’re going to resist, they are now thinking you’ve done something wrong. They already think that you’re not credible in some sort of way. And so the fact that you’re doing something different, they’re using that as evidence that you don’t know what you’re doing. And it’s the same thing with our peers, our peers very much so think that the way that they’ve been doing it is the way that it is to be done. So the moment that you start having some sort of active learning instead of standing in front of the classroom lecturing in a very non-interactive way for like an hour, they’re now thinking that you have done something wrong as well. So all of that stuff gets baked into the formal evaluation of teaching. So this is how we end up with these negative narratives of women faculty of colors, teaching, because colleagues are like, “What are you doing? You’re doing something that’s wrong and disruptive, and it’s not what I’m doing.” And then students are complaining to those same colleagues that, “Hey, this person is doing something that’s different, that’s wrong, and it’s disruptive that I don’t like,” but then that gets baked into the narrative of “The teacher is incompetent, they don’t know what they’re doing. They’re getting low evaluations. Their peers evaluating them in ways that are negative.” And so it’s not aligned at all, because what we’re doing is actually what the research says we’re supposed to be doing, it’s just not common practice.

John: And peer evaluations are generally not done by people who have been trained in effective teaching methods or in effective peer evaluation. And they’re often more senior members of the faculty who are likely to be using more lecture in their classes. So that problem is a pretty serious one, it would be nice if we could somehow improve on in the institution.

Chavella: It’s insane. It’s totally insane. And the point that you just made, very often, that’s who’s giving feedback to the faculty that I work with, faculty that come to me as clients is that it is the senior person, it’s the chair in their department that’s like giving them teaching advice. And I’m like, “That’s bonkers, [LAUGHTER] like what they’re suggesting, no one would tell you to do,” but that person is just so gung ho that they know what that person needs to do, and usually it’s like, flat out wrong. It’s not even like halfway in the ballpark. It’s like completely wrong. So yes, I wish we could solve that.

Rebecca: And I think there are faculty in power, who can help to start to solve that, and we need to advocate for evaluations that reflect good teaching and evidence-based practices that in and of itself, will move the needle.

Chavella: Absolutely. I mean, I say the same five things over and over again, that institutions should be doing: the need to sort of monitor and adjust course assignment, you can keep an eye on what those loads actually are for people; to establish a policy for disruptive student classroom behavior, so that there’s some recourse for faculty who are dealing with students who are resisting; promote faculty development opportunities, and reward effective pedagogy, so actually make it a practice so that people know that these are the best practices, and that they’re actually rewarded for using them; provide training on how to interpret the student ratings, which the student evaluations are their own beast, which is why I separate that from implementing sound practices to evaluate teaching for tenure and promotion, that’s more of a holistic thing. And then some campuses don’t have teaching centers, or they’re overwhelmed with other things, or they have a specialty on something other than diverse faculty, or evaluating teaching, which is why I think places should also allocate resources for faculty to get that sort of support off campus, like every teaching center, they can’t be everything to everybody. And so I say those same things over and over again, those are the six sort of pieces of advice that I give to institutions over and over again, to sort of deal with the teaching inequities that women faculty of color, and a lot of other diverse faculty, face.

John: In this chapter. You also note that women faculty of color provide many benefits to the students besides the effective teaching methods that they’re using in their classes in preparing students for a future career and life in a diverse world. Could you talk a little bit about that?

Chavella: Oh, yeah, absolutely. I think that people get stuck on the idea of college being a place where students come, you teach them the ABCs and math, they come in, they go out and that’s the end of it. When you really look at the purpose of college, it’s actually a much more broad set of outcomes that we want for our students. Unfortunately, are more traditional colleagues are focusing on the ABCs and the math, but the faculty that tend to come from diverse backgrounds, including women, faculty of color, are focusing on that broader range of skills. So I’ll give an example just to make it concrete so I’m not just saying things that are abstract. The AACU has their essential learning outcomes. And whether you abide by these or not, it’s a useful framing. There are four categories. I think most people focus on the knowledge of human cultures and the physical and natural world. That’s where you actually learned the ABCs and the math, essentially. And then the intellectual and practical skills, people start inching a little bit into that category. So the critical thinking, writing, those things that skill, teamwork, but very few people actually focus on teamwork and problem solving, in terms of goals for college which faculty are trying to do. But there are two other categories: personal and social responsibility, and integrative and applied learning. And the personal and social responsibility are the things that are meant to benefit society. One of the goals of college is to set our students up so that they can actually do well in society, but also to continue society and for it to do well. So some of the goals there are like: civic knowledge and engagement, intercultural knowledge, ethical reasoning, foundations and skills for lifelong learning. So those are the things that our women faculty of color are also focusing on in addition to those other categories. The last category is about applying all of the other categories to the real world, which I mentioned in some of their pedagogy. So they absolutely are, like, “Great, you’ve learned the ABCs, you’ve learned how to do some math, how to communicate ethical reasoning, now we’re going to take a look at how does that apply to the water crisis in Flint.” So using all the things that they’ve learned to apply them to new contexts and to complicated problems. So they’re doing that as well. So that’s how they benefit society by making sure that they’re developing well-rounded folks, versus just teaching them the ABCs and one, two, three.

Rebecca: So we’ve talked a lot about the great contributions women faculty of color have in higher education. And we also talked a bit about some of the resistance and barriers that they face. What are some strategies that you offer to faculty of color to overcome some of these biases and inequities, or at least push against them, and give a little bit of a leg up.

Chavella: The other reason that I wrote this chapter is because in addition to wanting women faculty of color, to be able to stick their chest out and be proud, I wanted them to actually be able to be proactive and push back a little bit. Because the teaching isn’t just about the student learning, like these are people’s careers, they just depend on these things for their livelihood. And so the last thing I want is for them to face these inequities and then be out of a job. Essentially, you can’t just talk about student learning, and not talk about the actual reality of a pending review. So whether it’s a review for renewal, a review for tenure, or a review for promotion, and so I made it a point to have a couple of strategies in the chapter of what people can do to sort of deal with these things. And they’re, I don’t want to say basic, but they’re easily attainable, keeping in mind that they already have all this other labor on their shoulders and that institutions should actually be coming up with these solutions, but they’re not, immediately. So the first thing that I encourage people to do is to have a very intentional teaching narrative, which means most of the people that women faculty of color are going to interact with, they aren’t going to actually know the research on our teaching, they are going to have either a neutral or a negative view on our teaching. So you have to have a narrative that’s very explicit, you have to have a narrative that’s informing people, that’s teaching people, that’s educating people about what it is that you’re doing. So you need to be able to say, “I engage in these types of pedagogy, they’re evidence-based, here are the learning goals that I’m trying to achieve with these pedagogies, here’s how this is aligned with the university mission.” So you have to have a very intentional narrative about your teaching, you can’t just be casual about it, you have to be intentional, just to be strategic. And then you have to actually share that narrative. You can’t just sort of get it together for your own edification, and only in your circles that are trusted. You need to be telling that to allies, to administrators, etc., because that’s part of educating and informing people that what you’re doing is not being an agitator, or an outlier. Well, [LAUGHTER] you probably are an agitator or an outlier. But the thing is, you’re doing it right. So, [LAUGHTER] that’s what you need to be informed that you’re actually doing it right. So that narrative has to actually be floating around, because otherwise the only narrative out there is that you’re deficient in some way, shape, or form. And because the way that people currently assess teaching quality is primarily through student evals, which we’ve already talked, people don’t know how to do the numbers, the way they do peer reviews is horrible, you have to have some other sort of evidence that what you’re doing is effective. And so you have to document student learning. So you have to have a way that you’re collecting and analyzing and sharing data that shows that what you’re actually doing in your classroom is successful. And you can’t leave that up to someone else. Because those others probably aren’t going to have a lot of experience dealing with folks who have teaching inequities. They’re not used to it being make or break for your career. So you have to be in a habit of collecting your own data, or analyzing your data, communicating your own data on student learning. And it could be simple stuff, it could be like a pre-post test, maybe the first day of class, you give students like a 10 item quiz of things that they should know by the middle of the class, end of class and then you give a post test, it could be doing something similar at the beginning and end of a course session, you could have students write multiple drafts, and you do an analysis of an early draft, and you do one of a later draft. So it doesn’t have to be labor intensive. But you do have to have your own data. Because unfortunately, the data that people are using of student learning isn’t actual evidence of student learning. So those are the things that I would suggest that women faculty of color do until allies and institutions come to speed about the other suggestions that I made.

Rebecca: I love that you’re advocating building it into your process, that it’s not an add on, but can be really informative to what you’re doing. And therefore it’s just part of what you’re doing. Because otherwise it often feels like so much extra.

Chavella: Yes. I feel so guilty, sometimes telling folks like, “Yes, you’re juggling an actual teaching overload. Yes, you’re juggling a mentoring overload. Yes, you’re having to deal with all this resistance. And let me add this extra thing to your plate.” But it’s required, because it’s going to give you a little bit of space to reflect on what you’re doing, breathe, be acknowledged for it, instead of being punished for it, I guess, so to speak. But yes, very much so baked into what you’re already doing. So I like to tell people the easy lift things to do.

Rebecca: I like that strategy.

John: One of the nice things of this approach is that to the extent to which faculty are sharing teaching narratives about effective practice and documenting student learning, that can have some nice… well, in economics, we refer to them as externalities… that, while they benefit the students directly from the use of these techniques, to the extent to which he is shared with other faculty members who then can learn about more effective ways of increasing student learning, those practices can become more diffuse in the institution, which is something I think many of us would like to see.

Chavella: Absolutely. I talk about that explicitly, because that’s what I want allied colleagues and that’s what I want faculty developers to do, I’m suggesting things at the institutional level, for sure. But the things that people could do at an individual level are to mimic these practices to make them normal. So that it’s not just the diverse faculty or the marginalized faculty or the women faculty of color that are doing these things, but so that everybody’s doing it. So the more normative it gets it would benefit student learning and teaching all around, but it very much still would make it be much more of a mainstream practice, it would just be beneficial to everybody,

Rebecca: I think it’s helpful too to have a box of strategies that you can use as an individual and with your colleagues to kind of have a ground up approach as well as institutional strategies from the top down so that maybe we can meet somewhere in the middle. [LAUGHTER]

Chavella: Absolutely. I love the middle. I’m a social psychologist, so I love the middle. [LAUGHTER] I think so many things honestly get done at the middle. I mean, exactly because of what you just said. I think of an example of that, one of the things I was suggesting that institutions can do to deal with these inequities is for them to establish a policy for disruptive student classroom behavior. That’s very much one that an allied colleague could do in their own classroom, that a faculty developer could suggest to a whole bunch of faculty, like a cohort or two of faculty, that if the policy doesn’t come from the top, it can very much still come from the bottom. As people start to see it, it becomes more normative. Students start to realize different things help and inhibit my learning and different professors. It just makes it normative, that it’s not the wild, wild west, essentially, in the classroom.

Rebecca: I love this reflective approach too, in terms of having your own teaching narrative and sharing that, especially when sometimes you really do feel beaten down, taken advantage of, tossed around. It gives time and space and requires time and space to recognize success or to recognize that what you have done has actually made a difference and to see that other narrative.

Chavella: Absolutely, and it’s one of the things I love most about working with faculty is women of color will tell me like “Oh, you know, I do this thing in my class,” and they’ll describe just the logistics of what they’re doing and what they’re trying to do, and I usually have like a term for it. Like I’m like, “Oh, that’s XYZ pedagogy and like, that’s the goal” and they’re like, “Oh!” So they’re doing all this fantastic stuff, they just don’t always have the language for it, to be able to talk about it sort of out front. So I love being able to give them the language and say, “Hey, this thing that you’re doing that students are very clear that they hate [LAUGHTER] and are telling everybody that they hate, that this is actually the right thing to do, and here’s how you can communicate it to your colleagues that this is what you’re doing. This is where you’re trying to get students to go. And this is why it’s important for you to do it.” Those conversations. are the best for me, because people seem to just like intuitively know how to bring folks into the learning a lot of times from their own experiences either being taught well, or not being taught well as diverse folks. So being able to give them the language in the scholarship of teaching and learning has been a very powerful thing for people to experience.

Rebecca: One of the things I wanted to follow up on, is we talked about sharing the teaching narrative with colleagues, but what about sharing with students? Would you recommend that to women faculty of color?

Chavella: Absolutely. I always recommend this to my diverse faculty. And first of all, I have them put it on their syllabus, usually as an abbreviated teaching philosophy statement. There’s a lot of research about like transparency in learning and how it aids students learning. And I think what it does is it makes it really plain to students that what you’re doing is backed up in the research. So even if it’s not familiar to them, it’s an evidence-based practice. It also makes it really plain to students that the learning goals that you have for them, again, are backed up by the research, because some of the resistance that students give women faculty of color, sometimes, they’ll say, “Oh, this is your opinion, or this is an agenda.” It’s like, no, that’s not what’s going on here at all, I’m trying to actually build your skill in this particular way. And this is the goal, I’m not trying to convert you to a way of thinking. I’m trying to get you to achieve this particular skill. to have this particular outcome. So I always advise diverse faculty to put these things on their syllabus as a way of communicating to students that these are evidence-based practices, these are known and lauded learning outcomes. So I very much will always make sure that they engage in a particular practice on their syllabus. Again, it’s strategic, but it’s very helpful. [LAUGHTER]

John: And we can put a plug in for that we just recorded with Mary-Ann Winklemes, who talks about transparency and learning and teaching and the benefits that result from that. So that’s a nice tie in.

Chavella: Absolutely. Her work is what I’m usually reading about TILT. So yes, I love her work. [LAUGHTER]

Rebecca: You know, Chavella, I think we often see underrepresented faculty having a lot of struggle. But we also know that this group of faculty is really passionate about what they do. That’s why they explore different kinds of pedagogies and believe in evidence-based practices. What advice do you have to help us all see that joy in teaching and have a really positive way of looking at our roles as faculty members at our institutions,

Chavella: What I would really like to see and where my work has always existed, but where it’s about to go more fully on the front stage, like this is the backstage version of my work, is that I would love for this work to be more about faculty wellness, about faculty development and success, instead of just about faculty productivity. So I’m very much interested in whole faculty development. So work is one part of what we do, but we actually have to have full, rewarding, sustaining lives away from work in order for us to even bring the best version of ourselves and for us to be able to contribute at work. So that’s what I would like people to be much more open about in the front stage and to think about much more in the front stage, is sort of faculty wellness overall. And the timing couldn’t be better for these conversations. Burnout was already existing for a lot of our women faculty of color, a lot of our diverse faculty. The pandemic, George Floyd, like all of these things made it worse. And so maybe this is the point where institutions will really be curious to pursue it, as they see that people are quiet quitting and great resignation and burning out, browning out, etc. Maybe this will be the time for them to actually start investing in the development and the wellness of faculty as humans, not just as cogs in the machine.

Rebecca: It’s interesting when you’re framing it like that, Chevella, because we often talk about things being really student centered. And I’m always thinking like, “Why aren’t we making it people centered, because faculty and staff are also part of the bigger community of learning and making sure that learning kind of is happening up and down and around.” And that’s really what higher ed is about, but sometimes it doesn’t feel that way.

Chavella: No, it doesn’t at all, and depending on what day you catch me, [LAUGHTER] I’ll tell you… well I’m saying it in a flip way… I will say I care less about the students, I care more about the faculty. But for me caring for the faculty is caring for the students. So it doesn’t mean that I don’t care about the students and I’m not focused on them. I’m focused on them by being focused on the faculty. So I’m very, very, very faculty centered in what I do and staff centered as well, but just trying to shift the lens so that we’re not just only looking at students, because like you said, there are other parts of that equation.

Rebecca: Come to find out we’re all human.

Chavella: Yes, turns out. [LAUGHTER] Who knew? [LAUGHTER]

John: We always end with the question: “What’s next?”

Chavella: Well, again, my book is still forthcoming. So I have an entire book that’s for women faculty of color, about navigating these teaching inequities. So that chapter is just sort of a sliver of perspective shifting and strategic advice so that women faculty of color can be successful. And then the book is like a much larger version, a much more in-depth version, for how people can, again, have a shift in lens on their teaching, protect themselves from inequities. And there is a chapter in it about joy, about engaging in joy. So that’s the thing that’s what’s next, and I’ll continue to do things that promote for faculty to be whole, well, happy people, not just cogs in a machine. [LAUGHTER]

Rebecca: Yeah, I’m in it for the joy. Let’s have more joy. [LAUGHTER]

John: Joy is good.

Chavella: Absolutely.

Rebecca: We’re looking forward to talking to you again when your book is ready to come out.

Chavella: Absolutely. I’ll be back here with bells on ready to chat about it.

John: Well, thank you. It’s always great talking to you. And we’re looking forward to that next conversation.

Chavella: Absolutely. Thank you so much for having me on.

Rebecca: It’s always our pleasure.

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

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290. Transparency in Learning and Teaching

While instructors know what they expect from students, these expectations are not always clear to their students. In this episode, Mary-Ann Winkelmes joins us to discuss what happens when instructors make their expectations transparent to their students.  Mary-Ann has served in leadership roles at campus teaching centers at Harvard, the University of Chicago, the University of Illinois, the University of Nevada – Las Vegas, and Brandeis University and is the Founder and Director of TILTHigherEd.

Transcript

John:While instructors know what they expect from students, these expectations are not always clear to their students. In this episode, we explore what happens when instructors make their expectations transparent to their students.

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John:Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John:…and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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Rebecca: Our guest today is Mary-Ann Winkelmes. She has served in leadership roles at campus teaching centers at Harvard, the University of Chicago, the University of Illinois, the University of Nevada – Las Vegas, and Brandeis University and is the Founder and Director of TILTHigherEd. TILT is an acronym for Transparency in Learning and Teaching in Higher Ed. We are very much fans of the TILT approach and have referred to it often in workshops on our campus (and on previous podcast episodes). Welcome, Mary-Ann.

Mary-Ann: Thank you. I’m really delighted to be here with you. And I appreciate the opportunity to speak with you on Tea for Teaching.

John:We’re very happy to have you here. You’ve long been on the list of people we’ve wanted to invite. So we’re very pleased that you’re here today. Today’s teas are:… Mary-Ann, are you drinking tea?

Mary-Ann: I am indeed. And I’m drinking a Sencha green tea today. That’s my new favorite kind of green tea, Sencha.

Rebecca: Nice. I have English breakfast today.

John:And I am drinking a mixed berry Twinings black tea…

Rebecca: Hmmm.

John:…which I haven’t had in a long time. I wanted to mix it up a little bit today.

Rebecca: …mixing it up with mixed berries. So, Mary-Ann, can you tell us a little bit about how the TILT project came about?

Mary-Ann: Sure. This was years back, I want to say in the early 2000s, late 1990s, where I was working at the BOK Center for Teaching and Learning at Harvard University. And I was leading a seminar group discussions about teaching and learning. And we began to think about the question: “What happens when you tell students why you’re teaching how you’re teaching, just what happens when you tell the students more about your choices as an instructor, how you’re choosing to shape the learning experiences for the students?” And that’s not often something that we think about first when we’re thinking about what’s the content of the course. But we began to think about that a lot. And we had a kind of metaphor about the Wizard of Oz, and pulling back the curtain to show what was happening behind the scenes to build the experience. And then somehow through that conversation, the word transparency emerged. And that became the word that we used pretty regularly from that time on. When I moved to the University of Chicago, that was the word we were using, and it kind of stuck. So that’s kind of where it started. And it started alongside of my career as an educational developer. And it’s kind of been, for me, in the background or on the side, as something that I’ve been kind of tracking along with as a project. It’s still there, it keeps going. And just about a year ago, I began to work on TILT as my full-time job, which I’m really happy to be doing now because it gives me an opportunity, not just to do a guest talk here or there, or a keynote address, which is usually a one time-interaction. But now I have the flexibility to connect with institutions around a longer-term project. So if there’s a faculty learning community that emerges from a first talk that I would give, I get to follow up with them later and see what’s happening and check in with them. Sometimes I get to see the assignments before and after, which I really like. And I invite those now, because we’d like to publish some of those on the TILThighered.com website. And there are some schools that I’ve been working with in the state of Washington for several years now running with their TILT projects. And that emerged from a project we did with the entire state system of Community and Technical Colleges in Washington State. So I have opportunities now like that, where I can work with larger scale TILT projects that take more time, because this is my full-time job now. And I’m really happy about how that’s working, because I feel like it’s getting larger beneficial impact for students in a way that’s more efficient than when my full-time job was at an individual institution.

John:Could you give us an overview of the TILT framework?

Mary-Ann: Absolutely. So the TILT framework is meant to be a very simple tool that is a framework for an ongoing kind of communication among teachers and students. And in all of our studies, we asked teachers to use this framework in their own way at their own discretion, because we know that it’s not really possible to expect that people would do the exact same things with it. So our research is based on the premise that people are using this framework in their own way, at their own discretion, in a way that feels consistent with their teaching style. So there are three parts to this framework: purpose, task, and criteria. And what we ask in all of our studies is for teachers to engage students in conversation about three aspects of a particular assignment or a project or even an in-class activity. Before the students do a piece of work that we want them to complete, we’re asking for teachers and students to have a conversation about three aspects of the work before the students start working on it. And those three aspects are the purpose, the task and the criteria. Now the purpose kind of consists of two pieces. The first part is talking about the skills that students will practice while they’re working on the assignment. And then how are those skills useful, not just now in this course, or maybe in college and other courses, but how are these lifelong learning skills that will be useful for the student in their careers after college or in their lives ongoing? And then the second part of the purpose is about the content knowledge. What new information or what disciplinary information will the students be researching, or gaining, or applying when they’re working on the assignment? And how will that be also similarly useful to them, not just now, or in college, but beyond in their lives? The task, that’s the second part of the TILT framework, and the task is sort of about what are the teacher’s expectations about how students will approach the work? And for the students, it’s kind of like mapping out their game plan, like, what’s the first thing they will do? Will they Google something? Will they go to office hours? Will they go seek out a research librarian? Will they go into the lab and start mixing something like, what’s the first thing they’ll do? And then a sequence of what they plan to do after that until they submit the work. In an ideal world, the teachers and the students would have similar expectations about how that would go. In some cases, though, teachers have a pretty legitimate pedagogical reason for hiding that, that they don’t want students to know how to do the task. And I found this to be the case, particularly in fields where creativity is really important: performing arts, studio arts, even engineering or some STEM courses, where teachers really want students to cast about for a while and kind of use their imagination and see if they can come up with something unique, if not into the discipline, at least unique for the student to try to figure out some new process. And there’s value in that. When teachers want to do that, we did have some pushback from teachers in our original TILT research studies, where they said, “What happens if we don’t want to tell students how to do the work, like part of the task is for them to figure out how to do the work?” So in that case, we asked for those teachers to just say something like, “Part of the purpose of this assignment, in addition to the skills and the knowledge we’ve talked about, part of the purpose is for you to struggle and feel confused, while you invent your own approach to the question.” And we think this is what helps to preserve the student’s sense of confidence and their sense of belonging. Because instead of having that moment of panic of “Oh, no, I don’t actually know how to do this, I don’t even know where to start, I don’t know where the resources are, I don’t know what I’m doing. Maybe I shouldn’t be doing this, maybe this isn’t for me, maybe I shouldn’t be in this major, or in this course.” Instead of going to blaming it on themself or to questioning whether they’re up to the task at all, students can say instead, “I am totally lost right now. And that is exactly where I’m supposed to be. I know I’m on track. I’m doing great. This is the confusion part that comes before the clarity. And I know that because we talked about that and the professor said, this is part of what we expect to happen. This is intentional, this confusion, you’re supposed to feel lost right now.” So that’s sort of what we can say about the task. And the benefit of students knowing upfront what the task is, or knowing how they plan to approach the assignment or the project, the benefit there is that students get to spend 100% of the time they’ve allocated to work on this project, doing their best quality work, and they don’t lose time trying different approaches to see if this or that is going to work or looking for resources that aren’t what the teacher intended for them to be using. Instead of losing time, on the “how,” students get to spend their time so that what teachers receive then is most of the time what we’re looking for, which is “What is the student’s highest capacity right now?” Let’s see an example of the best work that the student can do right now, so we know where they’re at and we can bring them further so that they can advance in their learning. But if we accidentally end up in a situation where a teacher didn’t intend for the students to be confused, they expected the students to take a particular approach that they may have even mentioned at some point in class. So that’s why they think the students know that that’s the expected approach. I don’t want to say the correct approach but at least what they expect students to do. So if we think that students know how to do what we expect them to do, and the students don’t know what we’re expecting them to do, then there’s this chunk of lost time, where what we’re measuring then in the end is what happens after the students spend a chunk of their time lost trying to figure out how to approach the work, and then whatever time is left after that doing their best quality work in the amount of limited time that’s left. So part of the “task” piece of the framework is about what do we want to measure? Right? Do we want to be assessing the best quality work that students can do? Or do we want to be assessing what happens when you give a really varied, diverse group of students a particular assignment to do and you don’t give them 100% clarity about how to do it, and then kind of what you’re measuring is which students have, through no fault of their own, not encountered that information in their lives before coming to this course. And then you also get to identify who are the students that maybe because they had some other kinds of privileges that not all the students had, who are the students that can figure it out faster, because they come equipped with those privileges. So you can begin to see that this is an equity issue. So if talking about the purpose of the assignment kind of speaks to the student’s motivation, and to the value that they will gain from doing the work, and maybe to their ability to assess if they’re getting that value while they’re doing the work, the task speaks to even more of an equity situation where we’re trying to get all of the students to the same starting line of understanding of how to do it, and of having all the resources they would need to do the work to complete the work. And we want to make sure that students are all at that same starting line before they start the assignment. So that’s kind of the equity piece of this. And then finally, the third part of the framework is about criteria. We want students to be able to understand while they’re doing the work, how well are they doing. We want them to be able to make corrections, if they end up with a finished version that doesn’t look like what successful work would look like in this kind of a scenario. But if the students have never seen what successful work looks like, and they probably haven’t, because why would you assign them to do something that they’ve already seen many examples of; they wouldn’t be learning anything new. So kind of by definition, students aren’t going to know what successful work looks like when it meets this or that criterion in the discipline. So what we encourage teachers and students to do there when they’re considering the criteria is to offer students more than just a checklist or a rubric, because the words on a rubric or checklist might mean something different to the student who hasn’t done this kind of work than they do to the teacher who’s really immersed in this kind of work. An example I sometimes offer is, let’s say, I asked students to write up an analysis of a 15th century wooden painted sculpture of the Madonna and child from when I was teaching Italian Renaissance art history courses. In an art history course, the word analyze, like the tasks, the actions that you take when you are analyzing something, that’s a very, very different activity than analyze in the context of an economics course, or in the context of a chemistry course. But if the student hasn’t done this kind of analysis before, you can’t know for sure that they know what you’re asking them to do. So we kind of have to talk that through and students are going to need to see some examples of real world work in the discipline so that they can, with you, in a class meeting, talk about how do we evaluate analysis in this example from the real world, or in that example from the real world. And you won’t find any one example that matches every criterion of the assignment you’re asking students to do, usually, so you need several examples. The benefit of several examples is also that you can begin to talk about the relative success with which different examples are meeting a particular criterion as well. So once we’re in a conversation with students, and we hear back from them, that they’re telling us, what we had hoped they would understand about the skills they’ll practice and the knowledge they’ll gain, that purpose, about how they’re going to approach the work, the task, and about how they’ll know that they’re doing good quality work, the criteria, once we hear students telling us that, that’s the moment that things have become transparent. It is that activity of communication, that conversation with students about purposes, tasks, and criteria, that’s where the transparency comes from. And when we are done with that conversation, we know that students are at the same starting line of readiness In terms of their understanding of what they’re going to do, and also, in terms of their confidence that everyone has the resources that they need, in order to complete that work

Rebecca: What faculty believe is important for students to learn doesn’t always align with the goals of students. Can you talk a little bit about some strategies for bringing these into better alignment?

Mary-Ann: Sure, I think that this kind of speaks to the purpose part of the transparency framework. And often teachers are expecting students to learn something that is very valuable, we wouldn’t spend our time teaching things that don’t have a lot of benefit for students or that they would only use today and it wouldn’t be useful to them later in life. We like to teach things that have value. And so, when we are communicating with students about that value, we’re talking about the skills that students will be practicing. They won’t perfect them on this assignment, but they will begin to strengthen a particular kind of skill set. And they will gain some sort of disciplinary knowledge that can be useful to them later. And we know that sometimes disciplinary knowledge changes over the years as people discover new things and publish new things in any field. Sometimes that knowledge changes. But having some knowledge now does give you important value if you’re going to continue in that discipline or if you want to understand basic principles of a discipline that you might find useful elsewhere. So if students and teachers have a transparent conversation or communication, it could be a written communication, it could be something that they record and put on a website, it could be an asynchronous kind of conversation in an online course. But whatever form that communication takes, I think students and teachers when they’re on the same page about what the knowledge is, what the skills are, that are the focus of this assignment, students will feel more motivated to do the work, because they’ll see that it has benefit for them. And it doesn’t feel like a rote exercise, or just churning out another problem set or another art history analysis paper. There’s some value here that the students know upfront what that value is. And when the teachers hear the students reflecting back to them in this communication, that this is the value that they will be gaining, then we know that students have a kind of motivation to benefit from this assignment.

John:One other issue is that students have come up with some way of learning while they’ve been in elementary and secondary school. But those methods that they picked up are not generally the ones that are most effective. How can we encourage students to adopt learning strategies that they may be resistant to because for example, students, when there have been surveys of what types of learning strategies they found most productive, students often say they prefer to be lectured at, because they learn more from the professor that way. And also, many students don’t like active learning strategies. While they learn more, they don’t perceive it that way. Partly because of those desirable difficulties you referred to before, that when they’re struggling with something, it’s a little bit less pleasant than sitting there nodding and smiling and having everything seem to make sense. How can we encourage students to accept those desirable difficulties associated with learning so that they can learn more effectively,

Mary-Ann: I want to say that this is something that the TILT framework can definitely help us with. And this is not an uncommon phenomenon at all, I even find in my TILT workshops that I do with instructors, that instructors don’t love collaborative learning either. And in fact, many of these TILT workshops that I do will begin with some kind of a research review about “How do we know TILT works? What are the studies and what do they tell us and show us the data?” So we get off on this kind of role, where we’re almost in a traditional lecture format, where like someone’s delivering some information, and people are listening, and then they have questions about it. Or maybe they have challenges to say, “Wait, this doesn’t make sense, let’s talk about this.” And then I kind of switch the method that we’re using. And I’ll ask people to break off into small groups and begin to analyze a particular assignment and talk about where do they see the purposes, the tasks, and the criteria? Before I do that, I acknowledge the fact that we are shifting gears, and that we were doing fine with this sort of Q&A format. You know, look at the research and then think about it and talk about it. Ask questions. Why would I switch that up now? Like we were on a roll, we were doing great. Everybody was sort of on board. Why would I change that now? And so I use the TILT framework to talk about why we’re shifting gears now. What is my purpose in having you use this different method? So if it’s a peer learning method, as it is in the workshops, or as it might be with students in a class, we want to tell students: “Why are we now manipulating your learning experiences this way? Why would I do that to you when I know that sometimes students resist this, when I know that it can be uncomfortable, because I don’t personally always like to do it when I’m in a learning experience?” So if we can tell students, here’s why this is going to benefit you, because you don’t just hear it, but you have to struggle to apply it, you have to fit it not to the situation that I was talking about, where it all sort of makes sense when it rolls over you and you’re hearing it. But you now have to take the principle of what we were talking about, and apply it to this new unfamiliar scenario. And the benefit of that is that you will discover you will hit a barrier at some point in that process, where you will discover the exact piece of information that’s missing for you. You will discover exactly where you hit a barrier to your understanding. And you will have an opportunity right now, right here with me, the teacher in this class, to address that confusing point. And the benefit of doing that now, as opposed to later when you’re doing a graded assignment, is pretty obvious, you get the benefit of having the difficult learning experience in a safe environment that doesn’t lose you any sort of points on your grade. It doesn’t have any negative impact on you the way that it might if you waited until the end of the term to do some massive project and you hadn’t really done a lot of the homework or done a lot of the practices and so you didn’t really know what you didn’t understand until it was kind of too late to do anything about. So I think in short, what I’m trying to say is when we’re asking students to do something uncomfortable, that has a really solid pedagogical reason, that has evidence behind that, it is an evidence-based practice, we want students to know that upfront, because that then will increase their motivation to do it, because they see how they’re going to benefit if they do this thing.

Rebecca: One of the things that students often struggle with is when they start new courses with new faculty, and new ways of doing things and determining what the instructor will expect out of them and out of that learning experience. Can you talk a little bit about how the TILT framework could allow students to shift their focus to learning if it was adopted in the design of the course rather than just an individual single assignments?

Mary-Ann: Yes. And in fact, this is a way that lots of faculty are using the TILT framework, is to think about how do I TILT not just a single assignment, but a whole course. So usually, when people are introduced to the TILT framework, the original ask for all our research studies is would you please do this two times in an academic term, just twice? Because we wanted to see how little change could you make and have a beneficial impact on students’ learning, because small change is much more likely to happen than massive change. But once you’ve made that small change as an instructor, and you see that when you do this with two assignments, there’s some real benefit for students. And on the TILThighered.com website, there are publications by faculty who talk about not just how the quality of students’ work increases, but how the teachers experience in grading, or in responding to students, or in how many students will ask for an extension at the last minute, like these difficulties that teachers often face are diminished, while the benefits for students and the quality of students work increases. So once you begin to see this in the small scale of assignments, teachers then, maybe in the subsequent term, will think about what else could I TILT? Could I TILT in-class activities? Could I TILT a unit of this course? Could I TILT the whole course? And then the effects or the applications can grow. So we can apply this to a single assignment, we could TILT a whole course, we could TILT a curriculum in a department, we could TILT a program, we could TILT an institution’s learning outcomes and thread them through not just all the courses, but through all the co-curriculars too so that students might discover in their work-study job that they’re practicing one of the critical thinking outcomes, that’s a goal for the whole university that connects with what they were doing in their accounting class. And then we can even think about this in terms of a national framework of learning outcomes as well. So there are many scales at which you can apply that to a framework. And one of the things that I’m really enjoying about doing TILT full time, is that I can work with groups of schools, groups of institutions, so not just the Washington State group that I mentioned to you, but several weeks ago I was in the state of Kentucky where working with teams of teachers from institutions across the state, for the whole state system, to think about aspects of how do you map out a path for students to succeed in fulfilling their curriculum? And then how do you pursue that path? How do you complete that path? And in that case, we were using the TILT framework as a strategic planning framework to think about once we know what the plan is, like, once we’ve mapped out our plan for how students can effectively complete their degrees, how do we then communicate the value of that degree, not just to the students who are doing the degree, not just to the students’ families who may be contributing to the costs of doing that degree, not just the costs of the student’s tuition, but the cost of the student not being an earner in that family. And we want to communicate this to all the stakeholders, so the students, their parents, faculty, and staff at the institution, to state legislators who may be voting on packages of funding to higher education in their state, to individual grantors who might be funding particular scholarships. And we want to be able to communicate the value of this degree to every stakeholder in a state system that way. And the TILT framework is very helpful for thinking across multiple audiences, because that’s a pretty difficult task to communicate clearly to all of those different kinds of audiences. But it’s pretty essential for the success of higher education in this country. And so we spent a couple of days using the TILT framework as a strategic planning framework to think about how do you communicate the value of a degree? There are lots of ways that you can apply the TILT framework. Another example is I was working with a school in Texas over the summer, and they were TILTing their entire college success course. Many institutions have that kind of course in the first year, and some of them had TILTed individual assignments. And they decided they wanted to put the team of all the teachers together, and then subdivide that so that a smaller team of teachers was working on each week of the course. And then all the assignments and the lectures or discussions that would go into that week. And then we use the TILT framework as a larger framework to connect that whole course. So that from week to week, the purposes, tasks, and criteria were pretty clear. And students understood the path for all of their learning across that course.

John:Have you tried taking on the Florida Legislature? [LAUGHTER]

Mary-Ann: I have not.

John:That’s a real challenge, I suspect.

Mary-Ann: Yeah, I have worked with schools in Wisconsin. Last week, I was working with a school in Tennessee, right after a couple of their legislators were expelled temporarily. This kind of a framework, I think, can be effective in a lot of different higher education systems and contexts. That’s one of the beauties of it. Because this is something that teachers can do, starting right now, to complement any kind of larger, institutionally driven or federally funded program that might focus on student success. A lot of the time, those programs don’t necessarily feel like they’re directly connected to what faculty members are doing in the day to day in their classes. But using this TILT framework is something that you can do that will advance students’ success that will then make you feel more like you’re connected to these larger ongoing efforts that might be focusing on something that you don’t do directly, like targeted scholarship funding, for example. But that’s part of the beauty of the TILT framework is that it can work in many, many different contexts, and across different scale sizes of projects, as well.

John:And it works nicely for faculty because you end up getting work of the quality and the type that you expect, rather than getting student work that you find disappointing. And similarly, students end up doing work that they’re much more happy with, because they were not guessing at what the instructors want. So it just seems really, really logical. But it’s not always so widely practiced. Your efforts are really helpful for all of this.

Mary-Ann: I think one of the reasons why people might be hesitant to use the TILT framework, you don’t necessarily want to try doing something different that could suck up time that could take time away from delivering important content in the course, and what teachers have discovered and written about and published in the National Teaching and Learning Forum and other places you can see on the TILThighered.com website, what teachers have discovered is that if you take some class time to talk about the purposes, tasks, and criteria for a project before students do it, by the time that practice is completed, everyone has saved time; that time gets recouped, and students have learned a larger quantity of what we had hoped they we’d learn because when we deliver content in a course, we don’t know that students are absorbing it the way that we’d hoped or that they could apply it the way that we’d hoped. So I think by the end of the course, if you’ve used the TILT framework a couple of times, you’re in a situation where you’ve worked in a way that is more time efficient, somewhat, and you arrive at a place that, as you say, is more satisfying for students and teachers, because more of the time has been spent with the students doing the highest quality work possible.

Rebecca: I think one of the things that can be challenging for faculty initially is that if you’ve never communicated in this way, it’s hard to do it the first time, because anything you do the first time is difficult. But once you have a little practice doing it, it’s easy to adopt and expand across a course or across a set of courses.

Mary-Ann: That’s so true. And I think that the way that we’ve structured the TILT framework, it looks so simple, it’s a three-part framework. Applying it then gets you into some complexities that are important to clarify. I think you’re absolutely right, the first time we try anything that’s unfamiliar, just like for students, it’s more difficult. And then we kind of get the hang of it. And then it comes much smoother, and much easier. The TILT framework for starters, is pretty simple. It’s got three parts, right? And I think you could probably share a link to the one-page version of the framework that we give to students, that sort of spells out the framework: purpose, tasks, criteria, the knowledge and the skills. And then at the bottom, there are some of the evidence behind why we know this works and some footnotes, so that students can see on one page, this is a real thing. It works, it helps you. It is, in some cases, equitable, and it is probably worth giving it a try. And if you can see all that on one page as a student, then you might be more willing, especially in a context where a teacher is describing to you why this will be good for you, why this is a benefit for all of us. And then for teachers who have not encountered the TILT framework, when students can bring in this one pager that has some studies listed at the bottom and footnotes, they can see that when the student is asking me, why should I bother? This is actually a legitimate question. This is not a troublemaker student, this is a student who actually knows that they will benefit from knowing a little bit more in advance about this assignment that they’re planning to do. So we try to make it as easy as possible to implement. And then we also try to say only a little bit of this will make a statistically significant difference for students’ learning, so that you only have to try it a couple of times in a whole term. And you’ll probably see the kind of differences that we saw in terms of increases to students’ confidence and their sense of belonging, and their metacognitive awareness of the skills that they were practicing and developing. So if you’re doing anything new or different for the first time, yes, there’s some difficulty to that, but this one is a very, very desirable difficulty. [LAUGHTER]

John:We’ll share a link to that one-sheet document as well as to your website in general. And you do have a lot of research cited on your website. And there’s also some ongoing projects. Could you talk a little bit about those?

Mary-Ann: Yes, we are sharing all the resources that we possibly can on the TILT higher ed website, because we want for everyone to have access to this. Some of the places that benefit most are places that might have the least amount of money that is allocated for faculty development or educational development. So we want to make sure that this is accessible to anyone who would want to try it. And then the studies that we’ve done in the past, there are a few studies that have indicated to us a number of the benefits of TILT. One of the first studies we did was the national study we ran with the Association of American Colleges and Universities. It was funded by TG Philanthropy and my colleagues working on that project were Tia Brown McNair and Ashley Finley. And what we did there was we worked with a group of seven minority-serving institutions from across the country that represented every possible type of minority-serving institution, as well as a range of educational contexts like urban and rural, two-year, four-year, research university, really small in scale, large, residential and non residential campuses because we wanted for teachers to look at our results and see, “Oh, well, this worked for those faculty at that institution, and there are students like my students in that mix, so maybe this would work for my students. And in that study, we started with 35 professors at seven schools and we surveyed about 1200 students and we saw that, for the students who received the more transparent instruction, their competence and their sense of belonging and their metacognitive awareness of the skills that they were developing, those increased, those were higher for the students who got more transparent instruction than for those who got less transparent instruction. And then we also saw in that study some differences that showed us that while all the students were benefiting to a statistically significant level, underserved students were benefitting slightly more. So first-generation students in their family to attend college and ethnically underrepresented students and low-income students have slightly larger benefits than the benefits for the whole group. And then in our second study, we focused on how long does this effect last. So we worked with a group of University of Nevada – Las Vegas students. At the time we were working with that study, University of Nevada – Las Vegas had the most diverse undergraduate student population in the nation, according to US News and World Report. And we know from other studies, like Walton and Cohen’s, 2011, Science Magazine article, for example, we know that when students’ confidence increases, when their sense of belonging increases, they tend to persist longer in a course. So in courses that have higher levels of confidence and belonging, fewer of the students would drop the course, for example, more of them more likely to complete the course. And we wanted to see how long does that last. Is it just that course? And some studies indicate that this could last for a year. And what we did was we kept looking at the retention rates of these students to see how many of them were still registered a semester later, a year later, two years later. And we saw that by the time students were in their third year of university as undergraduates, those students who had received transparent instruction in one of their large gateway intro courses in their first year, those students were a little bit more likely to be still registered as students in their third year. And we’re now tracking that out to six-year graduation rates. So we saw that not only does transparency have a beneficial effect, it’s statistically significant, but that effect lasts for a good long time. And then in the state of Washington, we’re now writing up that study I mentioned with the Community and Technical College System. And I think that TILT is particularly helpful in that environment, because the population of community colleges and technical colleges is a little bit more diverse. And we have more students who belong to that underserved category of students, first-generation, low income, ethnically underrepresented. And what we’re finding from that study is we’re understanding a little more about how does transparency work, and I want to thank all of the researchers who are contributing to all of these studies too, because I’m not an educational statistician, so Daniel Richard, and Carolyn Weisz and Kathryn Oleson are contributing to this study and doing a lot of the analysis, along with help from some graduate students who have been working on this project over the years. What they’re discovering is that transparent instruction has a direct impact on students’ awareness of the skills that they’re learning, and it has a direct impact, similarly beneficial, on students’ sense of belonging. And then separately, sense of belonging has a direct impact on students’ metacognitive awareness and skills that they’re developing. So TILT has this direct effect. And then there’s this other effect between belonging and skill development as well. So we’re finding out more about precisely how TILT works for the benefit of students in these studies. And I think in terms of next studies, I want to be asking questions that really matter to populations of faculty and students around the country. So we open up the TILT research team to anybody who’s curious about this, and a number of faculty have asked about, can we say something more about how this works in an online setting, in an online synchronous setting in an online asynchronous setting, and we’ve got a few publications up on the website about that, but others are looking at that a bit more. And then we have another person who’s looking into just the impact on low-income students to see if we can find out more there about the details of how this works. And I’m really curious to see if we can work with large state systems, what can we find about the most time efficient, most beneficial ways to apply transparency and learning and teaching in community college settings. And I’ve also noticed that as I begin to do more work internationally, because I now have more flexible time to be able to do that, the colleges of applied sciences, like in the European Union, for example, they have a kind of three-year degree that is similarly focused on students’ learning something from their degree like they do here in a community or technical college that will lead them on a path into sustainable long-term employment and a career. So I think that this is going to be a really beneficial place to focus TILT efforts and to do some more research about how can we long term have an impact on not just students’ education, but how that is a pathway into a career. And I’m hopeful that we can find out more about that, like the longer long-term effect of TILT. But I’m also really open to inviting anyone who wants to do more research with the mountains of data that we’re sitting on, to discover something that is of interest to them about how students are learning, and how we can help students succeed more.

Rebecca: I really love all the resources and examples and research materials, worksheets, that are on the website. They’re really handy for folks who are starting out. We always wrap up by asking: “What’s next?”

Mary-Ann: What’s next for me, and then what might be next for teachers and students too. So we’ve talked a lot in detail about how TILT works, and how we know it works, and what more we want to discover about how it works. But I want people to remember that this is really a small effort, it’s a very easy lift that has a really large benefit from the size of that lift. And so I would really encourage teachers and students, if they’re going to do anything at all, even if they have no time to adjust any assignment prompts or to adjust anything about the way that they’re teaching or learning in a classroom. If you use any one single thing, I would say use that framework that we built for the students that has the footnotes at the bottom, and it’s called the “unwritten rules” and that framework, and I think you could probably provide a link to it, that’s what I would hope people would do next, just take that framework with you to anywhere that you’re communicating with your students. And the students will tell you how to make the work more transparent for them. Ask students what they see as the purpose, the task, and the criteria. And you’ll discover very quickly, very efficiently, how you can make that work more transparent so that all students are starting to do the work with the same understanding about what’s expected and with the same set of resources that they need in order to do it. So that’s what I hope is next for teachers and students.

Rebecca: And I hear all the faculty cheering about efficiency, and quick. [LAUGHTER]

Mary-Ann: That’s good. Yeah. So that would be the most time efficient thing to do, I think is to have students teach us more about how to be more transparent. And then in terms of researchers, I’m hoping that researchers will think about what can we learn more about? Can we learn more about what motivates students? Or what forms students’ sense of belonging? Is there anything in our survey data that would shed light on any kind of work you’re doing around that? Is there anything in our survey data that would shed light on more of the research on neuroscience and how that’s impacting learning? Or is there anything in the research that we have in our survey data that might help clarify what would be most beneficial for the very most at-risk students? So if we look at federal government statistics, National Center for Education Statistics about retention rates and graduation rates of different populations of students? Can we double down and look at those students with the very lowest graduation rates? And can we find something about TILT that would be the most beneficial for that population of students? To me, that’s a really important and interesting question. And then I really do want to be finding more locations where TILT could be useful, small scale for teachers and students, large scale for state systems or national systems to be thinking about how to apply this all for the good of students success, and for the satisfaction and time efficiency for teachers work as well.

John:If you’re finding these results of long-term persistent effects from just a single intro course, imagine what would happen if all intro courses use the TILT approach. I imagine the effect would be magnified if it was adopted at a broader level and it is being adopted at many institutions at a broader level.

Mary-Ann: I absolutely agree with you that applying TILT across the largest introductory gateway required courses at any institution would be probably the most efficient way to improve retention and graduation rates. Because if you go for the largest group of students as they enter, and you reduce the number of those students who might be thinking or doubting or wondering if they should continue, and if you increase the number of students who feel confident, who are aware of the value of what they’re learning, in terms of skills and knowledge, and if you increase the number of students who persist from the first year on, then that’s where you’re going to have the best success in increasing retention and graduation rates. I agree with you. I think that’s a really strategically wise place to invest TILT effort.

Rebecca: Well thank you so much. We’re looking forward to sharing this with our listeners.

Mary-Ann: And thank you so much for the opportunity to talk with you this afternoon, I really appreciate it

John:Thank you for all the work you’re doing.

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John:If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

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282. Moving the Needle

The study techniques that most college students adopt do not align with what research tells us about how we learn. In this episode, Sheela Vermu and Adrienne Williams join us to discuss what happens when an instructor in a community college biology class attempts to encourage students to adopt evidence-based study methods. Sheela is a biologist at Waubonsee Community College in Sugar Grove. Illinois. Adrienne is a biologist at the University of California, Irvine.

Show Notes

Transcript

John: The study techniques that most college students adopt do not align with what research tells us about how we learn. In this episode, we discuss what happened when an instructor in a community college biology class attempts to encourage students to adopt evidence-based study methods.

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John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer…

Rebecca: …and features guests doing important research and advocacy work to make higher education more inclusive and supportive of all learners.

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Rebecca: Our guests today are Sheela Vermu and Adrienne Williams. Sheela is a biologist at Waubonsee Community College in Sugar Grove. Illinois. Adrienne is a biologist at the University of California, Irvine. They are co-authors of a study entitled “Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course.” Welcome, Sheela and Adrienne.

Sheela: Thank you.

Adrienne: Thank you.

John: Today’s teas are:… Are you either of you drinking tea?

Sheela: Yes, I am.

Adrienne: We heard that was a thing.

John: And what type of tea?

Sheela: I’m actually drinking my favorite tea. It’s called A Sama tea. It’s a calm relaxed, lavender, rose, chamomile and cardamom.

Rebecca: You just describing it just took my blood pressure down. It sounds very relaxing. [LAUGHTER]

Sheela: I was doing it for myself. [LAUGHTER]

Rebecca: Well, you helped me too. [LAUGHTER]

Adrienne: I can’t compete with that. But I have a classic Trader Joe’s pomegranate white tea.

John: Very nice.

Rebecca: I think, John, today was my closest call of not having tea. Because when I got home to record about an hour ago, we had no water at my house. The water was off, but it’s on now. And I have a Scottish afternoon tea.

John: And I have a black raspberry green tea, which I haven’t had for a while but it’s nice.

Rebecca: Yeah, that is one that you haven’t had in a while.

John: I had it last time when I was in quarantine at home, [LAUGHTER] which is where I am now with COVID.

Rebecca: It’s like you’ve established quarantine routines. [LAUGHTER]

John: Unfortunately, yes, this is my second time. We’ve invited you here today to discuss the study that you both worked on. One of the things that you noted in the study itself is that there’s relatively few studies of student study strategies at the community college level. Even though community colleges provide an introductory college experience to over half of all the students that graduate with a bachelor’s degree in STEM fields. Could you give us a brief overview of your study?

Sheela: Thank you, John, for asking that question. Because it sort of made me think about what really brought about my interest in studying this topic. It stemmed from me becoming a community college Bio Insights Fellow, and Insights is a network of community college instructors who are actually interested in investigating teaching and learning in their classroom. So when I became a fellow in that network, one of the goals was for us to think about what are some teaching practices that could inform the scholarship of teaching and learning in a community college setting. And I teach microbiology and anatomy and physiology at Waubonsee Community College. And while I was starting to teach, I realized that students really struggled to study effectively. And community colleges occupy a very important position in higher ed, especially in STEM because they provide low cost training and education for workforce training, preparation for transfer, and also recently an opportunity to reskill for many of our underemployed and our underserved students and population. So keeping that in mind and our classroom structure, we noticed that in the biology education field, papers or authorships for community college faculty, in a CC context was very few, only 1- 3% of all the biology education research articles had a community college context question or a community college. So this network sort of enriched me to think about what do I need to ask a question in the classroom that would encourage my students to use better study strategies? So in some ways, I wanted to ask this question, but it was the Insights that helped me think about this from the scholarship of teaching purposes. So the brief overview of what we see as the basic study of this paper, is we were really wanting to ask this question, what kind of study strategies students are using in a community college context right now in a biology classroom that I teach, that was one… and can an intervention of some kind from an instructor really intentionally encourage students to reflect upon their current study strategies and guide them in some ways to change their strategies to ones that have been shown through research to have high impact. So it was to just gauge the field, but also to see if we can gently intentionally guide that providing guiding practices. And that’s sort of the big picture of what we did. But we administered a pre- and a post- survey. The pre- and post- survey was taken from a previously published work. The survey actually asked questions about the study habits and the study strategies that students actually used. The intervention was administered. And one of the things that is really important is I was able to get approval from our college institutional effectiveness team, and those are the ones that serve as the institutional review board and they look at the studies research paper and also helped assist with gathering institutional data, because institutional data was very meaningful to our study. And Adrienne helped arrange the statistical power. That is what made a big difference in the study. And she also helped me wrap it up and write it up and get it published in the CBE Life Science Education journal.

Rebecca: So a lot of students enter college and plan to acquire a STEM degree but often change their mind or change their plans. Which students are disproportionately likely to give up on their planned STEM degree.

Adrienne: In general, regardless of institutions, students have a difficult time with a STEM degree. They tend to give lower grades and that can be very discouraging for students, even if they’ve done well in high school… when they get to college, and they start to not get A’s can be very discouraging. So there is a history for all undergraduates, when they enter even a four-year or a two-year program that they start to leave STEM. They find it less rewarding than they had thought, I would say community colleges have additional hurdles to overcome, because they are an open access system. And so they get students with a wide variety of past experiences. Some are people who’ve just come out of high school and are used to studying and are pretty on top of things… they remember their math, they’re accustomed to memorizing things. And then there are students that are adult learners, or perhaps have families, been in the military, perhaps they get a GED and have worked for awhile. And so there’s a lot of habits to relearn. That can cause problems, particularly in STEM where the grading is just historically rather harsh.

Sheela: I would agree with what you said about historically STEM attrition is pretty problematic. But the problem is also more exaggerated in marginalized and minoritized students who come from backgrounds that could have been a first generation, some kinds of a financial issues, students who probably did not have a whole lot of high school curriculum that prepared them well for a STEM field. And there’s been recent work in 2016, that talked about how the National Academies needed to look at improving underrepresented minority students persistence in STEM, not just entry into STEM, but for them to be able to stay in the pipeline, and successfully move on and build a career trajectory for themselves.

John: We saw similar results in an earlier podcast interview with Peter Arcidiacono from Duke. He was a co-author of a study that looked at the determinants of students’ continuation in STEM fields and found something very similar: that, holding other factors constant, females and students from historically minoritized groups were much more likely to change out of the STEM fields than students who were white males, even when they were doing relatively better in these classes, then the students who chose to remain in the discipline,

Adrienne: STEM classes, particularly, are not welcoming to many students, because the exams are difficult. Now, there’s just the culture that we’ve developed, not necessarily for good reasons but it does cause many students who are doing fine, who are scoring above the mean in the class, to feel like they’re not succeeding, because they’re only getting 70-80%. And that’s just kind of an unfortunate reality that we’re working to change. But in the meantime, we would like students to be as successful as possible on their exams.

Sheela: And recently, there’s been some studies that talk about some concrete steps to diversify the scientific workforce. And that came out last year in Science, and that talked about how students in the STEM field sometimes do get discouraged, and often feel really compartmentalized by the climate and some of the teaching methods and assessment, exactly what Adrienne was talking about in the STEM classroom. And there’s been an exodus of students, specifically from the underrepresented minority communities.

Rebecca: Can you talk a little bit about some of the study techniques that students were using before your intervention as part of your study?

Sheela: Yeah, so when I walked into the classroom, what I noticed were that students were typically cramming the night before the exam, or perhaps two days before the exam, and they would use one study session to just get all the notes that they could for that particular unit. The other thing that I noticed students doing were, they would be using a lot of flashcards, they would walk into the classroom with a whole bag of flashcards and sometimes it would all drop and they would have color-coded flashcards, different colored highlighters. And as the classes were going on, as I would see them studying, I would see them using most of these methods which was underlining key words in the textbook or terms or in the PowerPoint and in In some ways, creating some flashcards, and massing all of this study as they thought it was in one particular session, and then just go to the exams. And I saw them a little bit frustrated thinking that they had put in so many hours into it, and not having the results that they would have expected out of those exams.

John: Could you tell us a little bit about what study techniques you recommended to students and how you convey that information to students?

Sheela: So one of the key things that I did for myself was just to get familiarized with what were some high-impact study strategies, because this was not something that I was very familiar with. And one of the things I figured out was it was distributed spacing. And in the STEM fields, especially in the subjects that I teach, like microbiology, anatomy, and physiology, we wanted students to know one concept well, before they moved on to the second concept. So if they tried to do all of this studying the night before the exam, it’s very possible that they missed out one of the pieces in the Jenga, and the whole Jenga fell apart the day of the exam. So, something that I talked about was spacing, but also making sure that spacing is not just happening two days before, but it is distributed throughout the unit that we are actually covering. And the second high-impact practice that I asked students to think about was self testing. Self testing sometimes can be difficult for students to understand, especially at our community college setting, because the kinds of self testing that they’ve been exposed to in high school, is a teacher giving them a set of practice problems, or they having 50-60 questions in a test bank, and just going over those, and in some ways, just memorizing or flash carding and making it into a Quizlet. And they would think that is self testing. So I had to go back and walk them around and say that self testing would be to self test a concept. And to double check and see, do you really understand that concept by looking at a problem or a question, which is at the end of the chapter, before going on into the next particular concept? The other piece that is also very important that high impact practices that I talked about to the students was diagramming. And this was something that I wanted them to get away from, just trying to just reread chapters, condensing chapters, and summarizing chapters. I wanted them to get away from those kinds of practices and move on to something called diagramming.

John: So what did you find in terms of the use of self testing and spaced practice, as well as the drawing applications? Was there a significant change in the student use of these techniques over the course of the semester?

Sheela: So, in the beginning, there was some resistance from the students. Because this was something difficult for them to do, they had never heard of these kinds of strategies. And as we proceeded with the intervention, which was periodic, we found that students, over the period of the entire semester, improved their spacing, so they went from high levels of cramming to high levels of spacing. We also found that self testing, which was very low in the beginning, also improved at the end of the course. Students were not creating their own questions, but instead, they were using the questions that were at the end of the textbook that were desirable for comprehension. They were using questions that were problem-solving oriented, which were part of the assessment to test themselves and diagramming also improved by the time the semester finished.

Adrienne: Let me also say something that we noticed was students were willing to give up some strategies very easily. I do similar work at my large four-year R1 institution, and students also arrive in their first quarter at UC Irvine and they’re very fond of flashcards, and tend to also be fond of underlining and highlighting. And those are two study strategies that students see kind of quickly just don’t work. The exam questions that they get in college are just not associated with things that they did on flashcards and so they’re like, “Okay, boom,” and they drop them with very little resistance. Every year I check, every year, they come in high flashcards and they leave low flashcards. They’re like, “Nope, that didn’t work.” And they’re happy to drop that. Other study strategies like rereading their notes: they come in high rereading their notes, and we tell them, that won’t help. Yes, you have to understand the concepts, but stop rereading your notes, that is not an effective study strategy. And that one doesn’t move. They’re like, “Nope, still gotta reread my notes.” And so that’s been interesting for us. I talked to Sheela about that. I talked to students about that. And so some of these strategies are easier to move than others. And I think what’s going on… we’re going to foreshadow some metacognition here in students choosing what study strategies to use. They feel like when they start their study session, they have to decide what is it that I’m going to work on and so they reread their notes as a way to set themselves up with what needs to happen in the study strategy time they have coming up, but it just takes so long to reread all their notes that they know half their times gone by the time they finished doing the setup activity. And so they’re unable to do the more useful things of self testing, explaining to others, doing things from memory, painful things. It’s also just more encouraging and soothing to look at your notes and go “Yep, yep, I remember that. Yep. Okay, yep, I remember that.” And that feels like studying, even though not really.

John: That’s sometimes referred to as fluency illusion, that the notes are familiar, you see them, you remember the organization on the page, and it’s reassuring, even though it adds virtually nothing to your ability to either recall concepts or to transfer those concepts into different applications. But it’s hard for people to give that up, especially when they’ve been told to reread their notes and reread the materials over and over again, throughout all their prior educational experience.

Adrienne: Yeah. And it worked great for him in high school. So why would they believe us until they try it and find out that it doesn’t work? So some strategies are easy.

Rebecca: So much easier when your answers are in your notes, and not from learning?

Adrienne: Well, the ironic thing is, in my classes, I’m now all open note, open Google. And so they still think the notes will be the answer to all their problems. Now, it’s all application problems.and so you can’t find all that. So it’s hard, it’s difficult for students to change, even if they know like, one of the new things I’ve started to ask is, what do you think researchers say is more effective: spacing your studying or cramming? And all the students know that spacing is more effective. And then you ask, and what did you do for this test? And they’re like, “Well, I had to cram.” So a lot of it is not lack of understanding of what should happen, but just the difficulties associated with it, just like eating right and exercise, the difficulties with actually doing the difficult work.

Rebecca: I think often students mentioned that it’s difficult to plan their time, or to have the time to do the thing that they know is good for them.

Adrienne: Which is why we’re going to again, come back to metacognition, I think, that this talk about how we’re kind of moving forward out of just asking students, how are they studying, but thinking more broadly about metacognition.

John: Before we get to that, though, could faculty reduce the incentive to cram by using more low-stakes activities so that students don’t have that incentive to cram before a high-stakes exam and ignore studying the rest of the time.

Sheela: So John, in the courses that I am teaching, we have not just one high-stakes exam, we have many small unit exams. And these unit exams come every two to three weeks. But the material in STEM, as we speak, is so dense for the students that they have to move from lower order Bloom’s… just remembering terminology… all the way to concept analysis to an explanation very quickly, in a very brief period of time. And I think even having those low-stakes assignments is not enough for them. Because those assignments, they may not choose to use the high impact study strategies, they may get away by looking at a summary, or maybe looking at the notes in the low stakes. But when they come to these unit exams, even if it’s just two chapters, I found students in my college, in my classroom, really struggling, even if the low-stakes assignments were done at a 95% completion, which is what led me to think of this study and say, what is it that I can do as an instructor, I would love to change all the dynamics of higher ed, and move things seamlessly to make it a beautiful world for everyone. But I can only control what I can do in the classroom, which is the intervention. And I think a persuasive intervention through modular use over a period of time, which is consistent, and short and brief, is a possibility that faculty could use in order to shift students’ practices of study strategies. And for them to be cognitively aware that this is a good study strategy. I’m actually aware of it. And that’s the knowledge I have from the literature, which is what Adrienne was talking about. But then how do you implement it in the moment and modify just a little bit so that you can actually get good grades in that unit exam that’s coming? Because there are five of them, you just can’t afford to blow each one of them. You have to just get gooder and gooder if there is a word like that. [LAUGHTER]

John: You mentioned working to improve students’ metacognitive skills. Could you talk a little bit about how you built in metacognition into this approach.

Sheela: So when we did the intervention, my intervention was very simple. It was a PowerPoint presentation, and it was a PowerPoint presentation before and after each exam. And we have five big exams in that course. And we had an exam wrapper as well. So the PowerPoint presentation was not just this is what you need to do. It was things from the literature of high-impact study strategies, and also being aware of what is a low-impact study strategy. And the PowerPoint presentation was 15 minutes long, it had about 15 to 16 slides. But there were some examples of how to use those strategies and how not to use them. For example, if they were looking at muscle contraction, and if they were looking at how the skeletal muscles, students know that it’s a bicep, how does the bicep actually contract instead of just making 100 flashcards of every piece of that information, which is in that unit? How can we translate that into concept, and learn each concept and see how that moves into the next concept. For example, when we think about this, you think of a motor neuron that actually stimulates a skeletal muscle like a bicep, and there are multiple segments in this piece, the neuron has to send a signal, which is an action potential, so they need to know what’s an action potential. And they also need to know the structure of the neuron. So there are two big pieces there, then it sort of travels into a terminal, and it causes some channels to open, they need to know the kind of ions that actually travel through those channels, and what causes those ions to travel from A to B. And then through that influx of those ions, they need to know there is a release mechanism. And that release mechanism causes another set of ions to open postsynaptically in the muscle. And from there, they move on into understanding how it contracts the muscle tissue or cell. So there’s a sequential activity that goes on. And for students to be able to compartmentalize that and get good at understanding each concept before they move on to the next is something that my intervention was part of. And for them not to just make all of that into a highlighting flashcard, summarizing it into three sentences and say, the neuron travels and the bicep contracts. And in the middle, there is a gap. And that’s called a synapse. And that’s what they would do when they summarize. And that’s not effective, because the questions are not summary driven. The questions are application driven. What would you do when a drug blocks that particular channel? What would happen upstream? What would happen downstream? And now they’re like, “I never thought about this much detail.” So that was the intervention. But then there was also an exam wrapper. The exam wrapper, it was more of a reflective piece. I just thought it would give students an opportunity after every exam to self reflect and see what study strategies they used. How many hours did they spend studying? What would they like to change for the next exam? And I thought it was reflective, I gathered a lot of paper and I gathered a lot of data, it’s sort of gave a quiet moment for our students to reflect on exams. But talking with Adrienne and working on this for a little while, realized that the research on exam wrappers does not show… it’s not efficacious enough to change students on how they learn. So now I’m doing something a little bit different where I’m not just doing an exam wrapper and calling it as a check in point on Canvas for them to sort of reflect after the exam, but not just using exam as the main tool, which is what shifted us to think about the next steps, which is the metacognition, which Adrienne was talking about.

Rebecca: Adrienne, do you want to share some of the details about the metacognition side of it here?

Adrienne: Yeah, I do research on my students. And it’s just been fascinating how students seemed to choose to do strategies which didn’t seem helpful. And so in additional reading that we’ve done, Sheela and I have learned more about metacognition. And you can kind of break down metacognition, in knowing what good strategies are… like, do students know that spacing and retrieval practice and interleaving? And diagramming? Do they know that those are considered the good strategies? Second, do they have the metacognitive skills to use them at the right places, or even though they know spacing is good, they never actually set up time to do the studying days in advance. And then thirdly, metacognitive judgment, do they have a sense for yes, they now know this information, can they judge their learning? Is their appropriate judgment of learning that goes on? And so all of these are steps that we realized, all we knew was which strategy students chose. We didn’t know if they had the knowledge about which ones were good ones. And we didn’t know whether or not they recognize whether or not they were successful. And so we’ve expanded our questions to students: do you know which strategies are successful? …and pretty much they do. That doesn’t seem to be the missing link. It’s the scraping together, the organization time to actually apply them early enough that they can spend the time appropriately. And we’re also trying to determine can we help students? Give them regular feedback? The exam wrappers didn’t seem to work really well. There wasn’t a lot of evidence that they were really doing a lot of changing of student behavior. So, something I’m trying this quarter, particularly in my anatomy class, is to ask students: “If I said different study strategies were worth different amounts. I said, rereading your notes is only worth 0.2 points per hour and I said, explaining concepts to a neighbor or drawing diagrams by hand of the different systems and that’s worth 1.5 points per hour, will you change how you study in order to maximize your studying points? And so we’re in the middle of that right now to see is there anything that can motivate students to attempt to try new, difficult, painful, complicated things, other than the comforting things of rereading and rewatching videos? That’s a bigger metacog picture I’m working on, Sheela’s also doing that, kind of increasing our focus away from just single study strategies to this metacognitive view, do students have the metacognitive chops? And is there anything that we can do as instructors to help them with these applications? Because once you’ve told them that spacing is important, they’re like, ”Alright, spacing is important.” But that’s not solving the problem much. It’s an important initial first step, but are they actually going to figure out how can I schedule an hour a night on my anatomy, so that I have some chances to forget and relearning, and so that relearning really kind of nails down those mental pathways, and so it’s easier for them to do the work for application problems when they get to an exam? So we’re enjoying just trying different things as we move forward, to see can we expand our understanding of metacognition. help students understand? Can they tell us what they understand and don’t understand? And can they tell us what they really struggle with in the application so that we can help reward them for doing good studying? Happy to do that.

Rebecca: Have you tried sharing a study plan for the week just to see if they followed it to see if it worked?

Sheela: Yes. And I think that’s sort of the third part of metacognition, that Adrienne was just talking about. The knowledge is one, which is the strategies that they know, and whether they can actually apply those strategies when they are thinking or listening or reading difficult tasks. That’s very important, because you can apply these strategies when it’s in your comfort zone. It is the application of these high-impact strategies when you’re out of your comfort zone, and that is really important. And that’s where the planning comes in: having a calendar and making sure you plan it, and you’re putting in the hours. But what I found in my explanations with my students is that even though they planned the time, I had students who had devoted an X number of hours, they just didn’t know when they got to the muddiest point that they were even muddled. [LAUGHTER] And that is, to me, metacognitive judgment, right? You know, that you don’t know, and you know, that you need to do something that you don’t know, and students were like, they didn’t even know they were muddled. And so they didn’t go ahead and use the appropriate strategies, or change directions, or make some adjustments one week before the exam so that they can actually monitor their learning, which is where we are working on building the set of skills, and just making sure we ask our students and see if we can shift their practices to more of a judgment outside of just planning the time. Planning the time is very important, but it’s not just planning the time. What do you do with that time? And we couldn’t be with them all the time, to sort of shift it.

Adrienne: You’re probably familiar with the idea of high-structure courses, having many assessments. And I think that is really important. It’s a lot more work for the instructor to be building all of these assessments and managing them. But the more cases where you can help students get feedback on whether or not they’re learning successfully, the more likely they’re going to realize that the thing they thought would be fine is not actually working.

John: You talked a bit about ways in which we might be able to better improve student’s understanding of effective study strategies. But did you find any impacts of the techniques that were used during this experiment? Did it make a difference for some of the students?

Sheela: The drawing did. To me, the way I was thinking of drawing was, I was thinking of it as a visual representation of a science process. That’s how I was thinking of it. But the drawing was very meaningful to the students, because students before in my class, were sketching typically, or taking a diagram or a figure from a textbook. Because most science textbooks have beautiful colored large figures, they will just take that figure and translate it into a sketch and just draw some diagrams and draw some arrows and point to some facts. But drawing the process was very important. And not only drawing the process as a flowchart, but actually organizing the conceptual information and connecting the dots. So in some ways, the way I was using drawing representation was more like a concept mapping. But I also realized that students without a lot of encouragement on how to do these concept maps or how to do these representational drawings, were not getting a lot of feedback, because they were just drawing and maybe they’re drawing it beautifully. But they were not really using that drawing to really understand and self test themselves on some of the key concepts. So this semester, what I’m actually doing is asking for our students to show some of their drawings and upload it on Canvas. And I have two or three criteria before it’s accepted as a drawing. And one would be to make sure that they have some basic notes that they have talked about, some key concepts. And then they have also asked themselves a question, which would be like a feedback, like a retrieval question using that drawing. So they’re using the drawing as a practice. And they’re using the drawing as a self-retrieval practice to ask a question. And I’m hoping that it would have some change. But the literature in the drawing area is not very clear. And I would like to use it as an if and then statement, maybe, like, you know, if this happens to the sodium, and what happens to the action potential, or maybe like a causal effect kind of statement, or sometimes maybe even say, why and how, why does this happen? And how do you think you can make it better?

Adrienne: It really does take time and scaffolding for students to be effective at something like this. You can’t just assign them a drawing or tell students you should draw more when you study. But taking the time in class to assign something, give them appropriate scaffolding, give them feedback, show them what you were imagining it would look like, asking them a test question that should have been easy to answer if the diagram had been appropriately written. And just training students, we tend to do a lot of assumption that somebody before us did the training, and that’s just not appropriate in many cases. It is really helpful to make space during class time, either by flipping the class or by flipping 10 minutes of the class, moving that outside to pre-class work so that you have time in class to train students how to think carefully and study effectively so they can be more successful going forward.

Rebecca: I think one of the themes that I’m hearing both of you point to is helping students prioritize things, there might be a sequence to knowing or what might be most important versus kind of an extraneous detail that’s not as important until you have the big thing figured out. And a lot of times when you’re new to something, these are not obvious things. But when we model how to make a diagram and verbalize how we made a decision, or how we chose what might go in a diagram, it can be really helpful and enlightening to students because they’re seeing how that thought process might work. If they’ve not experienced it for themselves.

Adrienne: It’s not like students aren’t working hard. I think we tend to think that somehow students that are doing badly in the class are slacking, and that is often not the case, they’re working very hard. But if you’re spending hours making flashcards, that’s just not as useful a thing to spend time on

Rebecca: …for hours going down a rabbit hole that’s like not actually important… [LAUGHTER] which I sometimes have had conversations with my students like “You spent how long on that? Yeah, that’s not something to worry about. Maybe you should do this other thing instead. [LAUGHTER]”

Sheela: Yeah, and color coding. And our textbooks in the sciences have a lot of colors. And the textbooks also have a lot of highlights. So in some ways, I feel that some of these high-impact study strategies are not very, very clearly explained in our textbooks. So when they see the highlighted word in a textbook, or they see the color-coded diagrams, the students often believe that that’s the secret. In one of our exams recently, I asked them to bring that color-coded diagram and see if that helps them answer the questions. And they were surprised that they could only answer 50% of the questions on the exam with that color-coded diagram. The rest had to be some kind of retrieval practice, some kind of higher-order thinking which they had not spent the time doing, because there was spending more time drawing that thing out, like a sketch.

Rebecca: …and probably essentially just copying whatever they saw. [LAUGHTER]

Sheela: and just making it look prettier. That’s it.

Rebecca: Yeah. [LAUGHTER]

Adrienne: The good strategies are painful, they’re difficult and painful, and expose everything you don’t know. And they feel like you don’t understand things if you’re doing the good work. And that’s a difficult thing to fight through. Nobody likes to feel like they don’t understand.

John: I think we all face that challenge with our students.

Adrienne: Um hmm.

John: They like strategies where they could sit and passively listen to someone explain concepts to them. But that doesn’t really seem to help them remember it, but it feels good. It feels like they’re understanding every step of it. But when you’re trying something in active learning, and you’re getting feedback that tells you that “No, you don’t quite have that,” it’s certainly not as pleasant. And there’s no real way around that, other than perhaps reassuring students that that’s an important part of learning. I’ve been trying to explain that to students for years without complete success, because they much prefer to listen to a lecture or to read a book and assume that they know things until the professor tricks them with these questions that clearly are not a fair measure of their learning, and it’s a difficult cycle to break.

Adrienne: True for all humans. We like to minimize the calories we use in everything.

Rebecca: Is this a line of research you’re hoping to continue on?

Sheela: Yes, we are, as we speak, to fine tune what we learned from the study last year. By the time the study finishes and the time the paper comes out a whole long time has gone by. So that was a great time to sort of think about what are some areas and it was the exam wrappers that sort of prompted me to think about this metacognition, especially metacognitive judgment, because exam wrappers are self reported, they’re sort of reflective, and I found that students were reflecting the same thing, like I spent only 5%, doing X, it hasn’t changed from unit exam to the next unit exam. Then the question became, “Why is it that they were not able to monitor their studying, or make those adjustments as they moved forward?” So maybe for an exam on tissues, they spent 10 hours studying a certain way, but probably when they come to the nervous system, they probably need to modify that or adjust it, but students were not able to do that, based on the difficulty of the task. They were just steamrolling it. They were just doing the same thing over and over again, they said, Oh, “You told me to study X number of blocks, and you told me to study 12 hours and I’m just going to do those 12.” And that’s prompted us to think about the next steps. And we are asking this question in a community college classroom and see what kind of metacognitive skills students have. And we are dividing those skills into three parts, which is knowledge of the skill, are you aware of it, can you actually apply it, judgment would be can you apply it and monitor and change it when needed based on what’s happening in the moment, and then sort of plan and have a control on your self-regulated strategies? I think this is an uphill task, because the data that you get could be a little messy, just like most education research, but I think we’ll just have to continue and plod through it just like how we did the other one, before we get some kind of a baseline that suggests that whatever we are doing, whatever intervention we are planning to have in the classroom, has an effect. So I think of myself as a practitioner, Adrienne is also a practitioner, but she’s also a researcher. So for me, if it doesn’t make sense in the classroom, I’m very happy that it did make awesome sense in the world of research, but I would like it to really make sense in the classroom because I want to see our students benefit, move forward and have great STEM careers, however it may be.

Adrienne: I’m also doing projects. I’m continuing to work with Sheela on adding some metacognitive aspects to her class. A couple of things that I am trying to work on is an implementation strategy where I try to have students, each week, think back on the week that they’ve just completed, and how did they study on that week and so just regularly get feedback and to overtly tell them each week: these are high-impact strategies, these are low-impact, which ones did you use and what do you plan to do next? And a lot of hitting over the head, perhaps. But it takes a lot to change this for them. And secondly, I’m particularly interested in students who are studying with friends. I saw an interesting effect in my intro bio class a year ago, where students who really valued studying with friends were doing worse in the class. And so I’m attempting to figure out what’s going on there, because that was kind of non-intuitive to me. And I think it has something to do with some students really value studying with friends, because it’s an opportunity to have their friends explain the material to them. So what I’ve been asking students this past year was what do you do when you study with friends, they’re like, figure out what they’re actually spending their time doing. And some students are spending a lot of times explaining and others are spending time getting explained to and there’s different relationships in how they do in the course. That is pretty clear, though students that are in study groups in order to learn the material, that’s an indication they’ve got other struggles going on. They need help. So things like that, I’m still figuring out the best way to ask students and to figure out where the pain points are so that I, as an instructor, can say, “Alright, if you find that you like study groups because you really need somebody to help explain things to you, that is a sign that we need to help you understand the material more effectively, and get you extra help.” So both research and being a good practitioner as Sheela says.

Rebecca: I think one of the things that we don’t always recognize when we’re introducing students to strategies that are really new to them is that they’re learning that in addition to the course content at the same time, so there’s an extra layer of things that need to be learned and we need to do spaced practice and things on that, too. [LAUGHTER] Start building some habits and remember that that’s a thing that they’re also learning and remind them that that’s also a thing that they’re learning and that accounts for some time. It takes time to adopt a new set of practices. It takes time to plan [LAUGHTER] or whatever.

Adrienne: And I like to give students a small amount of points are doing it, because it’s part of the work of learning and I want to reward that, and frankly, they need the points.

Sheela: sAnd some study trategies are also discipline based. So it’s very difficult for our students, especially when they’re freshmen and sophomore, and they are in three or four different types of classes. Some are STEM-based, some are non-STEM-based, maybe their non-STEM faculties guiding them to read and create some kind of a graph or some kind of a writing narrative. And here in our STEM class, I’m saying, don’t just spend your time reading and rereading, while the other faculty is sort of giving them a different point of view.

Adrienne: They have a lot of bosses.

Sheela: Yes. And that can be very difficult for them, because they’re like, “What do I do? My other teachers telling me this, and this teacher is telling me this, and I don’t know, and I’ll just do what I know to do, which is flashcarding,”

John: We always end with the question: “What’s next?”

Sheela: To me, what I would like to do is continue this kind of education research, which is classroom based, that also has an efficacy for student improvement. These three are very important to me. But I also have an overall goal because of the CC Bio Insights network that started me to think about biology education research, is to make sure that these kinds of questions that are community college centric, asking questions that are based from a community college classroom, are also being part of the education research and part of the biology education journals published so that people can actually see what’s going on in these classrooms, and perhaps build some credibility to the work that’s done in this area. So that would be sort of my big picture, giving back to the overall community of community college and how it affects higher ed.

Adrienne: That’s great, Sheela. Yeah, what’s next is always iterations on improving my teaching, new projects for research. But I thought working with Sheela on a project like this was super helpful, both for my career, because it benefits me to publish… that’s a really important part of my job… and I have a community of people with statistical skills and experience publishing, that if I can bring that to a partnership with a community college faculty person who has access to community college students, that’s a important connection that the community college students can benefit from the research finds for them, the faculty member in the community college isn’t overwhelmed attempting to learn a whole bunch of additional publishing skills that they don’t need for their career advancement, but they still want the message to get out that I can carry some of that burden in a way that benefits me. So it’s a win-win for me, for Sheela

Rebecca: Well, thank you so much for joining us. And we look forward to hearing what else you learn.

Adrienne: Thank you so much for having us.

John: And this is really important work that you’re doing because we lose so many students from the STEM fields, and the students we’re losing are the students who could gain the most if they were to be successful in the STEM fields because the rate of return to a degree in the STEM fields is so much higher than it is everywhere else and we face some serious shortages in these areas. So it’s an area in which the research could be really beneficial to a lot of people.

Adrienne:: We’ll do what we can.

Sheela: Yes, keep marching along and carry more with us.

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John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

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