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2017 Fall
This semester, we are reading Make It Stick, which was also read and discussed in the KCTL reading group a few semesters ago.
Session 2: 10/19/17
In attendance: Rich Legum, Marge McGovern, Dorina Tila, Betsy Tompkins, Janine Graziano
The group discussed Chapters 4, 5, and some of 6.
Session 1: 10/5/17
In attendance: Maudelyn Maxineau, Marge McGovern, Dorina Tila, Betsy Tompkins, Janine Graziano
The group discussed Chapters 1-3. We considered the definition of learning from the text, i.e., “learning is acquiring knowledge and skills and having them readily available so you can make sense of future problems and opportunities.” Under this definition, learning:
- requires memory
- is lifelong
- is an acquired skill, and effective strategies are counterintuitive
The text argues that evidence suggests that for learning to “stick,” it must be the result of effort, and studies show that we are poor judges of when we are learning because rereading and underlining text and mass practices (i.e.,, cramming) are fairly passive activities that give the illusion of mastery, but learning does really get into long term memory. Effective practices include:
- engaging in retrieval practice (quizzing)
- spacing out practice over time
- attempting to solve problems before being taught
- going wide and not being restricted to preferred learning styles
- extracting underlying principles or rules
- interleaving practice of different skills and knowledge
- varying practice
- practicing elaboration (expressing in your own words and connecting to what you know) t o create a “mental model” (Betsy connected this to work by Bandura)
One idea a that was explored by the group was the notion of a “mental modal” that formed as the result of elaboration; another was the impact of “just in time” instruction; a third the idea that multiple choice might be used to prime prior knowledge while while open-ended and fill in type questions might result “generation.”
2009 Spring
For the Spring 2009 semester, we read and discussed Tim Clydesdale’s “The First Year Out: Understanding American Teens after High School,” which is a critical, ethnographic study of fifty students transitioning into college. Our conversations centered around whether there is a ‘dominant culture’ among college students at KCC, whether we accept Clydesdale’s view of the ‘ideal student,’ and whether we believe his methods were appropriate to his research questions. Of course, we used these as a platform for discussing our own experiences in the classroom and with students.
Below are some questions that we used to facilitate discussion of the book:
2009 Fall
During the Fall 2009 semester we read and discussed discussed of Francois Begaudeau’s controversial memoir The Class. We started by asking members of the reading group to share the ways in which Begaudeau’s memoir of a middle school classroom reflected their own personal experiences teaching at Kingsborough. Many participants articulated teaching struggles that mirrored Begaudeau’s, while others expressed serious reservations at the narrator’s pedagogical strategies and treatment of students. Group members also drew from the memoir concerns that a large proportion of academic assignments fail to incorporate students’ lived experiences and backgrounds. We worried that these types of tasks unwittingly perpetuate students’ sense of isolation and alienation from the larger academic community. These ideas opened up a larger conversation about those academic policies and “macro-structures” limiting students’ capacities to succeed academically and establish meaningful connections with their teachers and fellow students.
Ultimately, group members considered why Begaudeau chose to write this memoir and what we might learn from it. We acknowledged the discrepancy between Begaudeau’s disregard for students in the classroom and subsequent acknowledgment of their intelligence and resiliency within his writings. In an attempt to resolve this apparent contradiction, one group member proposed that Begaudeau intended this memoir not as a “confession” or “literal truth,” but rather, as a vehicle for conveying the larger, often oppressive educational culture that pervades both France and the United States. Overall, group members responded enthusiastically and with great insights into the reading. During our final meeting of the semester we invited students to view excerpts from the film version of the memoir and were both intrigued and inspired by their responses. We look forward to future student-faculty meetings and discussions in the future. Below is our end of semester report and the questions that we used to facilitate discussion during our final meeting of the semester.
List of Links:
2010 Spring
Published in 2009, Cox’s book, The College Fear Factor, draws upon extensive qualitative research in community college classrooms to explore student expectations of college, faculty aspirations for their students, and the divide that often exists between the two groups. Cox draws upon interviews with students and faculty, as well as many hours of classroom observation, to understand how student behaviors, such as not handing in assignments, align with, and at times contradict, their educational aspirations. She explores how different pedagogical approaches on the part of faculty can serve to promote or deter student learning and success. We will use Cox’s research as a springboard to examine our own educational practices, challenges, and dilemmas.
Throughout the semester, we had a number of provocative and engaging converastions concerning the degree to which “fear” is a sufficient explanation for students’ behaviors and resistance to submitting written work. While we agreed that Cox’s notion of fear is one factor contributing to students’ behaviors, we also agreed that a richer analysis would include issues connected with race, gender, class, and injustice. We discussed the many ways in which Cox’s observations and reflections mirrored our own and proposed strategies for supporting our students, while requiring them to take responsibility for “showing up” and completing course requirements. Overall, group members reflected a positive experience within the reading group and especially appreciated the opportunity to get together and reflect with colleagues. We are currently communicating via email to select a book for next semester that goes beyond students as “fearful” and contends with students’ choices and the larger contexts of their lived experiences within the college. We also plan to invite students to join a discussion next semester.
These are the questions we used to our three meetings during the Spring 2010 semester:
2010 Fall
In fall 2010, we read Howard London’s “The Culture of a Community College.” London’s study takes place among working class white students at an urban community college and explores the impact of social class on student behaviors and aspirations. Most participants in the group enjoyed London’s book and made various connections between London’s study and our own experiences teaching at KCC. Throughout the term, we grappled with London’s use of “class” as a lens for understanding student culture and our reflections on the perceptions of “community college teaching” within the larger academic universe. At the end of the term, faculty reported their gratitude at the opportunity to reflect with fellow faculty members about their experiences at the college and to “take an hour out of the week to just talk with colleagues.” They also appreciated the diversity of opinions expressed throughout the term.
We look forward to moving forward in the spring with Lois Weis’ ethnography “Between Both Worlds: Black Students at a Community College,” which we believe will add to and enhance London’s analysis through her analysis of a more diverse sample and potentially more sophisticated use of “culture” as an analytic tool.
2011 Fall
Pre-Semester Surveys:
The top reasons for joining the group were (in order of most to least): (1) being interested or intrigued in the book we were reading and (2) having been a member of this group for several years. What people hoped to gain from the sessions were (1) connecting to colleagues/intellectual discussion and (2) learning about narcissism and (3) reading. When asked if there was anything they would like to share the group did not offer comments on the pre-semester surverys. However, as the meetings progressed Susan, Michael, Jay and others brough material in for the group to consider when that material related to our reading. One such piece was offered and it was on the value of empathy, something that the authors claimed was lacking in younger generations. The piece can be found here http://www.nytimes.com/2011/09/30/opinion/brooks-the-limits-of-empathy.html?_r=1
The Reading Questions and Surveys Used in the Meetings:
Meeting One Observations: October 5
KCTL Reading Group Questions October 5 (1)
Discussants: Mike, Janine, Peter, Stuart, Gordon Rick, Chris, Susan E., and Jay
Members reflecting on the lowering of standards in education were able to discuss ways that they had seen or experienced this in education. We discussed ways to strengthen the connection between students’s efforts to the grades they receive. Members felt that the book’s authors needed to do more work to distinguish narcissism as a psychological diagnosis from, for lack of a better tern, everyday narcissism. Another major theme was about how aware this generation of students was about the feelings and needs of others around them and whether we should be working to teach emotional intelligence. We ended this meeting with a general consensus that while the book was engaging due to its ample use of popular examples at the same time we were critical of the book for its use of popular examples.
Meeting Two Observations: October 26
Discussants: Peter, Susan E., Cheryl, Maya, Janine, Chris, Stuart, Gabrielle, and Gordon
During this meeting we debated the idea of having the obediant student versus the disobediant but critically minded student. We discussed how we could expect behavioral obediance at the same time the student was critically minded – the two weren’t exclusive to each other. We discussed how the parental impulse to advocate for children sometimes goes too far in the case of a parent advocating for a college aged adult – within the group interactions with students’ parents were rare but the did happen. We also spent a great deal of time considering whether students have an academic knowledge base or a popular cultural value base. Susan brought in materials to show how she connects teaching emotional health with song lyrics.
Meeting Three Observations: November 9
KCTL Reading Questions Nov 9 Final
Discussants: Janine, Gabrielle, Maya, Cheryl, Michael, Susan F., Gordon, Jay, Susan E., and Peter
We had a lot of food for thought in this session. This part of the book revolved around social media and incivility. On the topic of social media we discussed the benefits of forging mentor-mentee relationships via social media but at the same time possibly opening ourselves up to knowing more about our students than is appropriate. Networks like linkedin and having separate professorial facebook pages were discussed as options. We also considered how social media and technology have become barriers to classroom learning and encouraged a culture of incivility amongst college students towards their peers and professors.
Meeting Four Observations: November 30
Discussants: Gabrielle, Michael, Susan F., Gordon, Jay, Susan E., Richard, and Stuart
At the end of the semester we focused less on the discussion questions and more on our overally feelings and thoughts about the book. Many members felt that the characteristics of narcissism and entitlement profiled in the book were less representative of the populations we serve here at KBCC (e.g., ESL, first generation college, careers programs). We talked about how much responsibility professors should and do have to teach social skills and emotional intelligence. We also as a group talked about narcissism within the professorial ranks and about how some of us have evolved from being professor-centric in our teaching to being student-centric. People enjoyed taking the personality inventory that measures narcissism but none of us shared our scores : -)
In sum it was a pleasure to facilitate this group and I am already looking forward to some good discussion next semester.
The End of Semester Surveys:
When asked if their expectations were met the group said unanimously yes with one caveat that there was a tendance to revist issues that had already been discussed. TRhe benefits of participating in this group were connections with other faculty, good discussions, and good question handouts for each meeting. In terms of least beneficial aspects of the group members noted the fact that they were not able to attend as often as they would like and that they would like to see equal participation in the discussion. In terms of changes to the teaching practice members reported working to be more aware of student narcissism, being more student centered, and keeping high standards in the classroom all of which were issues raised in the book. The members reported wanting to return next semester depending on book choice.
2012 Spring
Text: In the Basement of the Ivory Tower by Professor X
List of Links:
Group Response to Reading Group Meeting Number Four Group
Response to Reading Questions Part One
Group Response to Reading Questions Part Three
Group Response to Reading Questions Part Two
