Tag Archives: teaching

Layer Me Baby

Posted on by
2

The University of Chicago Law School for the win. It’s dean and new AI strategy more specifically which might be described as “both/and”. Becky Supiano explains in The Chronicle of Higher Education.

“Its policies are meant to ensure that students learn how to use AI responsibly and how to think without depending on it. As newer AI models prove adept at many forms of legal work, it aims to prioritize distinctly human contributions.”

No AI in first year courses. Then a combo of hybrid courses and AI-specific ones. All the following excerpts are from Supiano’s interview with the law school’s Dean, Adam Chilton.

“The emphasis that we have is: How do we teach students to think both without AI and with AI? That second part is important.”

Chicago Law’s smart approach to assessing the first year AI ban and their curriculum more generally.

“We’ll have to see how faculty and students feel about it and how the quality of discussion is.

Our goal is to be willing to re-evaluate everything that we’re doing more thoughtfully. The technology and the students’ uses of it — and also the way the legal practice is evolving — seems to be changing very fast.”

More points for a smart writing add-on.

“I’ve heard many people say essays and research papers are done, we can’t do them anymore. We added, for our substantial research projects, an oral-exam component. That helps to at least preserve the possibility of still having meaningful writing assignments, because the students know they’re going to have to defend it. The skill of defending your arguments through oral exchanges is a skill that everybody needs, but certainly lawyers.”

Enlightened thinking about AI integration.

“We’ve adopted what we’re calling a layered approach. We’ll have some assignments that you do entirely without AI — some in class, some out of class — and other assignments where explicitly you’re told to use AI. You know: Here’s an AI work product. Mark it up.

Even in that first year of law school, it’s true that when you’re sitting in your torts class, you won’t be allowed to have Claude up to ask it questions in real time, but you still have another class where that’s integrated directly into the curriculum.”

What about assessing the new curriculum more broadly?

“The feedback I’ve gotten from employers has been universally and overwhelmingly positive. Employers are thinking they want to hire people — and maybe they’re going to hire fewer people or people that they want to have different skills — and they want to make sure those people learned something. And so what the employer worries about is that they might hire someone who just took an assignment, pasted it into Harvey, edited it for 30 minutes, and then passed it off as their own. And the lawyer is thinking, If that’s all you’re able to do, what’s your value add over what our clients could already do themselves?”

If I was applying to law schools, and yes I probably should because the world surely needs another lawyer of my caliber, I would have the University of Chicago at the top of my list. Also because I could see my favorite sissy, who lives in NW Indiana, any weekend I wanted.

Makeda For The Win

Posted on by
Reply

Don’t tell anyone that Makeda was one of my favorite students in my Fall 2024 First Year Writing Seminar.

In large part, because she was from Gondar, Ethiopia. As if our Ethiopian connection wasn’t enough, she was super diligent and hyper intelligent, both academically and interpersonally. As a result, she elevated every class discussion by picking her places to make extremely thoughtful contributions. She dug the course material and it showed.

I’m worn down from having read thousands of first year essays, and yet, I always looked forward to Makeda’s. A superb writer with mature insights that belied her age.

So I was happy to get an email from her today asking if I would edit her nursing school admission essay. As I suspected, the essay didn’t really need anything apart from massaging a few phrases.

But it left me with a familiar dilemma. I’ve had the good fortune to teach several Makeda’s from near, meaning mostly Eastern Washington, and far. Students who are the “first in their families” to attend university. Students who are motivated by their families sacrifices to excel. Students who do excel relative to their peers.

These Makedas almost always aspire to the helping professions, teaching, nursing, social work; because, I think, it’s as ambitious a future as they can envision for themselves.

And of course, there’s absolutely nothing wrong with being a third grade teacher, or registered nurse, or social worker. “Absolutely nothing wrong” is a poor way of putting that, more to the point, there’s everything right with choosing those professions.

Still, I get this nagging feeling that inspired me to write this to Makeda just now when I returned her barely marked essay.

“Excellent work Makeda. You will sail through. Trust my few suggestions came through, if not, let me know. Only question I have is whether you might make even more of an impact as an MD. Either way, I’m excited for your future. Ron”

I have no doubt Makeda could excel in medical school and in practicing medicine, just like I have no doubt that my Makeda’s who plan to teach K-12 could pursue PhD’s and someday replace and exceed my university colleagues and me.

Maybe I’m projecting a superficial impulse that mo’ status is mo’ better? An obviously problematic premise.

I just don’t know if Makeda has considered the possibility of becoming a doctor, thus my nudge. I would love to turn her life upside down with that suggestion.

Either way, she’s destined to flourish.

Postscript. The reply.

“Thank you so much for your kind message and encouragement! I really appreciate it. I received your comments and suggestions and will do my best to adjust accordingly.

I also wanted to thank you for your thoughtful comment about the impact I could make as a physician, it really encouraged me! God willing, I do have a plan to pursue an MD in the future, and I was wondering if you think it would be a good idea to mention this in my last essay.

Thank you again for your time and support!

Makeda”

Postscript 2. Anyone who has ever uttered the phrase “shithole countries” has never met a Makeda.

What a Life

Posted on by
12

Anyone out there? Anyone? Yes, still alive. Do note however, that I did not go so far as to say, “Alive and well.”

But there’s enough negativity in the air without me adding to it, so today I’m all unicorns and rainbows.

I just wrapped my semester of teaching first year writing and a course titled “Multicultural Perspectives in Classrooms”.

I’ve only told the inner circle, of which you are now a part, that it might have been my last rodeo.

So let’s fast forward to Grace, a first year writer, and the last day. Grace is a black belt in tae kwon do. In her paper on social infrastructure, she wrote beautifully about her tae kwon do studio where she grew up and now teaches.

There are two types of students, those genuinely seeking an education and those simply wanting certification. The later sacrifice curiosity for figuring out “what the teacher wants”. Other “tells” are how they tune out their classmates and focus intensely on grades. Not their fault I have to remind myself. Our factory model of education tends to socialize students to prioritize product over process, but I digress.

Grace was all education from the beginning. Her eyes locked on mine from the jump. Near the end of the last class, an informal day of peer editing small groups, she asked, “Do you have any more advice for us?” I thought that was sweet, since I understood her to be saying she didn’t want our time together to end.

Flashback. December 1993. Guilford College. Greensboro, NC. The end of my first college course, a small senior seminar. I waxed philosophic for probably ten minutes using as many ginormous words as I could muster. Reminding my students of all they had been blessed to learn under my tutelage.

At the very end of the sermon, a hand. “Ah,” I thought, “Josh is going to thank me for changing his life.”

“Dude! You have a pierced ear!” Josh’s observation inspired his classmates to chime in on why the hell I had never worn it to class. Things quickly spiraled down. In the end, no one thanked me for the sermon or for changing their lives.

Back to Grace. Still haunted by Josh, in response to her question I said, “No, not really.” The look of disappointment inspired me to add, “Well, just keep doing exactly what you are and you will flourish.” Weak, I know.

An hour later, I was making a quiet get-a-way. As I entered my car and looked across the parking lot to see if I could pull out, there was Coleton, Hudson, and Lily walking side-by-side in my direction. All three of my first year writers smiled at the surprise interaction. I lowered my window and asked whether Coleton, wearing short sleeves in December, ever gets cold, and we made some more small talk. I had no idea they were friends outside of class, a class whose theme was “The Art and Science of Human Connection”. Obviously, they had connected. “My work here is done,” I thought to myself.

During that final week, after recycling a quarter century of paperwork, I texted the Good Wife, “My take-away. I’ve done a lot of good work. For a long time.”

Then Makida, a talented young writer from Ethiopia, wrote me. “I wanted to let you know how grateful I am for the incredible impact you’ve had on my first semester. It’s been almost six years since I had a teacher who made me love learning as much as you have; my 7th-grade chemistry teacher was the last, and he has always been a special figure in my life. You remind me of him in the best way, with your encouragement, kindness, and ability to bring out the best in your students.”

And Jordan. “Thank you for providing a space of enlightenment and discomfort for my brain this semester. I feel as if I had the ability to grow a lot.”

And Emma. “I’ve had a hard time putting my appreciation for you and your class into written words. This was my last semester at PLU, and I feel so grateful to have had a chance to learn from you before my undergraduate journey came to an end. I typically struggle in humanities classes because I’m not a very talkative student; but something about the way that you structured your course made it easy for me to participate and engage. You have an accepting and approachable energy that makes your students feel comfortable having brave conversations in class. . . . I’ve taken a lot of difficult classes at PLU, but none of them challenged me in the ways that this course did. I came into this semester thinking I knew a lot about education from my mom, but I never realized just how much there was to learn. You said on the first day of class that the skills we would learn in EDUC205 would be useful in many different careers and areas of our lives. While I still don’t know if I’ll ever teach, I know that I’ll use the lessons I learned in your class to make an impact on the world in some way. I think that regardless of their vocation, everyone should take a class like this. The multicultural introspection and reflection that I experienced was more valuable to my career as a physician than any biology course I’ve taken in my time at PLU.”

These messages made me want a do-over with Grace, but it was too late. In hindsight, my advice to her and her classmates would have been to pursue work that does more than provide economic security. Find work that enables you to make a positive difference in others’ lives. Work that enables you to express your values. Work that is mutually rewarding. Do that, and you won’t consider it work.

Sometimes There’s A Breakthrough

Posted on by
Reply

The final paper. A self-assessment of one’s writing progress. Which admittedly, is a bit presumptuous.

A fave excerpt from one student’s paper.

“But this prewriting is different than what I thought it would be; my prewriting involves putting my professor into a (metaphorical) box, and I put that box into another box. Then, I put that box in the garage and forget about it. Only at this point do I return to my brainstorming and drafts. I have learned that if I do not do this I expend too much energy trying to inject the professor into my creation. Once I realized that my writing is for myself, not the professor, I found that writing is an engaging process of self discovery and growth. This is most evident in my penultimate paper on the concept of soulmates.”

Typically, academic writing is an impersonal jumping through hoops, with students preoccupied by grades. Students inevitably develop a teacher-centric orientation when writing in school, asking themselves, “To get the best grade possible, what and how am I expected to think and write?”

If I could only get all of my students to put me in a box, inside a box, in a garage. Yes, I would prob suffocate to death, but I would die happy.

A Pastor, Comedian, and Educator Walk Into a Bar

Posted on by
Reply

And compare notes.

The pastor says, “I can tell when my congregation is with me. When they’re watching and listening intently, we’re connected.”

The comedian says, “I can tell when my audience is with me. When they’re watching and listening intently, we’re connected.”

The educator says, “I can tell when my students are with me. When they’re watching and listening intently, we’re connected.”

One never arrives as a teacher. On the best days, a distinct majority watches and listens intently. And the connection is strong. More often, some watch and listen intently, while others are elsewhere. The eternal challenge is tilting that balance.

I Failed

Posted on by
Reply

How will large language models/artificial intelligence change K-12 education? Maybe the better question is will large language modes/artificial intelligence change K-12 education? Through teaching, research, and writing, I spent most of my academic career trying to make high schools more democratic, more international, more personal, and more relevant and purposeful.

I’m sad to report that I failed bigly. The fact of the matter is, except for all the surreptitious texting under desks, the typical high school today functions remarkably similar to the way Cypress (California) High School did when I graduated in 1980. What other institution in American life can you say that about?

Lesson learned. K-12 education is incredibly resistant to change. Like YouTube, surely ChatGPX-like devices will have some effect, but probably not enough to fundamentally alter the teacher-student relationship. One education scholar uses an ocean metaphor to explain the futility of education reform. Schedule tweaks, new curriculum initiatives, education technologies, all create changes on the surface of the ocean just as high winds do. Descend to the ocean floor however, meaning the teacher-student relationship in the classroom, and the water’s darkness, chemistry, and animal life are completely unaffected by the tumult on the surface. The teacher still mostly talks and the students listen.

Despite it being so obvious, it wasn’t easy to admit my my failure, you know, professional identity and ego and all. But the consolation is a quiet confidence that I have made a positive difference in a lot of individual teacher’s lives. Despite not having dented their work environment, I have made meaningful contributions to their professional success. I’ve failed, but I’m not a failure.

And even though I’ve admitted defeat and let go of my teacher education identity, I am still helping individual teachers on occasion, just fewer of them. Yesterday, for example, one of my first year writers from Fall 2021, a prospective teacher, wrote me seeking advice. Here’s how she started her missive:

“I hope all is well! I am reaching out to you because I need some advice. I figured you would be an excellent person to reach out to because you are part of the education faculty and have taught abroad and done things I want to do with my life. I also think you won’t sugarcoat things and you will tell me the truth.” 

I liked that she didn’t think I’d “sugarcoat things”. So, in that spirit of keeping it real, I predict high schools in 43 years, make that 2066, will still look and feel pretty damn similar. Given my protein bar consumption, it’s unlikely I’ll live long enough to see if my prediction comes true. I hope it does not.

Postscript: Not an “institution”, but same idea.

Put A Fork In It

Posted on by
2

The semester is a wrap. My parting words to my students.

“The very end of my first class as a brand new professor at Guilford College in Greensboro, NC ended in a humorous manner. I spoke for about ten minutes, doing my best to tie together all the course’s loose ends. I was pulling out my egghead professor vocab and thought everyone was listening closely. After I finished, Josh raised his hand. ‘Oh great,’ I thought, ‘Josh is going to thank me for the brilliant summary and the course more generally.’ Instead, he said, ‘Dude, you have a pierced ear!’ Then the discussion devolved into why I had never came to class with an earring. Lesson learned, keep the end-of-semester spiel very, very brief.

Price writes that ‘the more we train ourselves to notice delights—the everyday beauties and kindnesses and amusing absurdities, the things that make us laugh or that we feel grateful for—we will feel more positive.’ She goes on to suggest we say ‘delight’ out loud whenever we experience anything that sparks joy. I’m trying to adapt this practice. This morning, on my drive in through the Nisqually Delta, I saw a huge flock of birds flying in ‘V’ formation. I said ‘delight’ to myself. Then I immediately thought of this class and what I wanted to say to you now that we’re at the finishing line.

And here it is. Delight.

It’s been a complete and total delight to get to know each of you individually and collectively. I hope the rest of Year 1 goes well and that we cross paths again sometime in the future.”

Ron