Back to Teaching at California State Universities

From Naomi Schaefer Riley, at Los Angeles Times, "Cal State system: It's time to get back to teaching."

There's no quick quote to capture the essence here. Full-time faculty don't do much teaching, it turns out, or at least not "the bulk" of it. Mostly adjuncts nowadays. It's weird, though, because I had the best professors at Fresno State. I think I had one grad student TA, in math. And the professor referred all questions to him, and while the TA was a good guy, proficient, etc., that's probably not the best example of cutting-edge teaching. The Political Science Department was great though. So much better than the University of California, in terms of access to the professors. I mentioned previously that the more hands on attention professors provide, the more they'll help their students. That's what happening in my classes, and I still can't do enough to overcome the skills deficits kids bring to college. So yeah, focus on teaching at Cal State. (And check that link: Schaefer Riley notes that Cal State's at risk of closing ten campuses and turning away 100,000 students --- seems unreal.)

Wall Street Journal Weekend Interview: David McCullough, 'Don't Know Much About History'

I think the culture's changed so much. I'm not sure the same measures of education should be applied to today's younger generations. Yeah, I wish kids read more, and took interest in engagement. Especially kids of diverse or disadvantaged backgrounds. Overall though, it is indeed blank stares in the classroom when checking for just basic historical knowledge. It can be real drag sometimes.

Check it out, at the link:

Boston

'We're raising young people who are, by and large, historically illiterate," David McCullough tells me on a recent afternoon in a quiet meeting room at the Boston Public Library. Having lectured at more than 100 colleges and universities over the past 25 years, he says, "I know how much these young people—even at the most esteemed institutions of higher learning—don't know." Slowly, he shakes his head in dismay. "It's shocking."

He's right. This week, the Department of Education released the 2010 National Assessment of Educational Progress, which found that only 12% of high-school seniors have a firm grasp of our nation's history. And consider: Just 2% of those students understand the significance of Brown v. Board of Education.

Mr. McCullough began worrying about the history gap some 20 years ago, when a college sophomore approached him after an appearance at "a very good university in the Midwest." She thanked him for coming and admitted, "Until I heard your talk this morning, I never realized the original 13 colonies were all on the East Coast." Remembering the incident, Mr. McCullough's snow-white eyebrows curl in pain. "I thought, 'What have we been doing so wrong that this obviously bright young woman could get this far and not know that?'"

Answer: We've been teaching history poorly. And Mr. McCullough wants us to amend our ways ...

RTWT.

'State of Emergency' Rally, Los Angeles, May 13, 2011

I couldn't make it. I covered Noam Chomsky the weekend before, and then David Horowitz a couple of days after --- and we were at finals week, and I was finishing up all of my grading. But I would have loved to have made it. The place was swarming with communists. For weeks before my union leadership was flooding the campus e-mail system with announcements on bus transportation to Pershing Square. State administrative regulations were violated in this, but no one on my campus seems to care, as long as it's far left-wing agitation that's being promoted.

Anyway, Ringo was there, with an awesome photo-essay: "L.A. Teachers Unions "State of Emergency" Rally - Los Angeles, CA 5/13/2011."

And Reason.tv always features killer reports:

College is Too Easy

Bird Dog links to Mark Bauerlein's discussion of Richard Arum and Josipa Roksa's research on student learning and college performance. And that reminds me of the Arum and Roksa piece that ran in Friday's Los Angeles Times, "College, too easy for its own good":

We recently tracked several thousand students as they moved through and graduated from a diverse set of more than two dozen colleges and universities, and we found consistent evidence that many students were not being appropriately challenged. In a typical semester, 50% of students did not take a single course requiring more than 20 pages of writing, 32% did not have any classes that required reading more than 40 pages per week, and 36% reported studying alone five or fewer hours per week.

Not surprisingly, given such a widespread lack of academic rigor, about a third of students failed to demonstrate significant gains in critical thinking, complex reasoning and writing ability (as measured by the Collegiate Learning Assessment) during their four years of college.

The students themselves must bear some of the blame for this, of course. Improvement in thinking and writing skills requires academic engagement; simply hanging out on a college campus for multiple years isn't enough. Yet at many institutions, that seems to be sufficient to earn a degree. At many schools, students can choose from a menu of easy programs and classes that allow them to graduate without having received a rigorous college education. Colleges are complicit, in that they reward students with high grades for little effort. Indeed, the students in our study who reported studying alone five or fewer hours per week nevertheless had an average cumulative GPA of 3.16.

To be sure, there were many exceptions to this dismal portrait of the state of undergraduate learning. Some academic programs and colleges are quite rigorous, and some students we followed pushed themselves and excelled. In general, traditional arts and science fields (math, science, humanities and the social sciences) tended to be more demanding, and students who majored in those subjects studied more and showed higher gains. So too did students attending more selective colleges. In addition, at every college and university examined, we found some students who were applying themselves and learning at impressive levels.

These real accomplishments do not, however, exonerate the colleges and universities that are happy to collect annual tuition dollars but then fail to provide many students with a high-quality education.

There's more, especially the discussion of why higher education got off track. Still, it'd be worth checking the book itself, for in my experience it's the absence of skills and the culture of anti-intellectualism that's most detrimental to college learning. I'm tempted to say I struggled with maintaining high standards when I first started at LBCC. But that wouldn't be quite accurate. Over time experience has shown how I can better maintain high standards AND improve student performance (it requires intensely personalized instruction, which is hard to do with hundreds of students). That said, I'm less rigid than I was 8 or 9 years ago, and in some cases that means I'm just plain easier (flexibility is key, which sometimes might mean "easier"). Professors are dealing with a range of abilities starting with students who'd be doing just fine at Berkeley or UCLA to those who can barely string a couple of correct sentences together. I'm sad sometimes when I meet students who literally can't read. I largely quit having students do expository reading in class (reading aloud) because I felt bad for the students who struggled to read through a paragraph from the textbook. It's not one particular demographic in particular, although a lot of Latino students are ESL and a lot of blacks demonstrate something of a stunted degree of formal learning, and I'm talking rudimentary basic skills acquisition. And worse, with the exception of the odd student here or there, black kids generally don't seem to care. (Don't even get me going about the black student athletes.)

School's Out

For summer, at Pat Austin's, "On The End of School and Classroom Discipline Measures."

I'm not teaching this summer either, the first time in 11 years.

Soquel Students Suspended for Wearing Plain White T-Shirts Deemed Offensive Signals of 'White Supremacy'

These kinds of stories are basically a daily occurrence nowadays. Saberpoint has a report: "Soquel High School Students Suspended for Wearing White T Shirts (They're Signs of "'hite Supremacy')":

Personally, I am at a loss as to how a white t shirt can endanger anyone's safety. It is absurd that a school principal could suspend students for such a lame-ass reason, in effect, acting as judge, jury and executioner. It seems he has punished these students for "thought crimes," even though he doesn't know for sure what they were thinking. He punished them "just in case" they might do something wrong in the future, and that greatly offends my sense of justice.

Mine too.

Teachers Scramble to Incorporate News of Bin Laden's Death Into Lessons

Well, I wasn't scrambling.

I had the presidency scheduled for two classes today anyway, and it was interesting, especially because lots of students were shocked to find out that the death pictures of Osama Bin Laden were fake. But we had some great discussion. It occurred to me especially that President Obama's tenure will be defined more than ever as a wartime president. He's already presiding over three wars, and the frequency of U.S. predator drones strikes accelerated under this adminsration, but we're now at a turning point in the war on on terror, and last night's success will redound to this president's benefit. (See CSM, "Osama bin Laden's death will boost Obama approval rating, but for how long?") Indeed, one student asked how developments will help Obama's public approval ratings?

In any case, here's this at the Orange County Register, "Schools quick to integrate bin Laden death into lessons":

Across Orange County, many teachers scrambled Monday to change lesson plans to incorporate news about Osama bin Laden's death.

Teachers led discussions of the significance of killing the world's most-wanted man, while students debated everything from whether the world is now a safer place, to the root causes of terrorism.

At Dale Intermediate in Anaheim, seventh-grade world history teacher Grant Schuster began his classes Monday with a slide show of images from the Sept. 11 terrorist attacks. He followed that with the video from Sunday of President Barack Obama's announcement that bin Laden had been killed by American special forces.

Students in all three of his morning classes applauded at the conclusion of Obama's recorded speech.

"Many of students don't have memories of 9/11 because they were too young," he said. "Some of my students are asking if terrorism is over. But others are quick to explain that no, it's not. And we still have to be very careful."

Schuster also explained to his classes that bin Laden's death will allow families of victims of the terrorist attacks to continue their emotional healing.

"I would have been remiss if I didn't spend at least half of the period today talking about bin Laden," he said. "This served as a valuable teaching tool."

More at the link above ...