Right after I gave my opening lecture on Oedipus the King to the 30 employees of Los Angeless criminal justice system, I handed out a few pages of notes I would have taken if I were sitting in their seats listening to the likes of me.
They were taking my course, Introduction to Humanities, as part a special program leading to a college degree, and I knew from a survey I gave them that many hadnt been in a classroom in a long time and some didnt get such great educations when they were. So we spent the last half hour of the class comparing my notes with the ones they had just taken, talking about the way I signaled that something was important, how they could separate out a big idea from specific facts, how to ask a question without looking like a dummy.
I taught that humanities course more than 30 years ago, but I was thinking about it as I read the new report from the National Commission on Higher Education Attainment, College Completion Must Be Our Priority. The report is a call to leaders in higher education to increase graduation rates by scheduling courses and services to accommodate working adults, developing more on-line learning, easing the ability of students to transfer, and implementing a host of other sensible solutions to the many barriers that are contributing to Americas stagnating college graduation rates.
But if we want more students to succeed in college, then colleges have to turn full attention to teaching.
To their credit, the authors of the college completion report call for better professional development for college faculty; however, most reports of this type have little to say about teaching, focusing instead on structural and administrative reforms outside the classroom. It is a glaring omission.
Perhaps the authors of these reports believe that teaching is such an individual activity that not much can be done to affect it.
Another reason has to do with the way college teaching gets defined in practice. Faculty become experts in a field, and then they pass on their knowledge to others through college courses. Some teachers get very good at this delivery compelling lectures, creative demonstrations, engaging discussions, and useful assignments. But professors dont usually think beyond their subjects to the general intellectual development of the undergraduates before them, to enhancing the way they learn and make sense of the world.
Finally, I dont see much evidence at the policy level of a deep understanding of college-level teaching or a respect for its craft.
The problem starts in the graduate programs where college instructors are minted. Students learn a great deal about, lets say, astrophysics or political science, but not how to teach it. They might assist in courses and pay attention to how their professors teach, but none of this is systematic or a focus of study or mentoring.
And there is rarely a place in the curriculum to consider the difficulties students might have as they learn how to think like an astrophysicist or political scientist. And then there are the reading and writing difficulties that can emerge when encountering a discipline for the first time. …