Week Links in Education: Mar. 18

Stories and essays, particularly related to education in the United States, that caught my attention this week. A 🕛 symbol indicates a metered paywall.

For now, Florida’s “Stop WOKE” educational gag law remains blocked 🕛 in state colleges and universities (but not K-12 schools) by a federal court injunction.

As expected, Palm Beach Atlantic University, an evangelical Christian college in Florida, fired Prof. Sam Joeckel and banned him from campus after a parent complained that he was teaching a unit on racial justice.

In January, a predominately white middle school near Dallas attempted to subject a Black student to a drastic, life-altering punishment for being afraid of a school shooting threat.

Colleges apparently are responding to student mental health needs by firing 🕛 their counseling center directors.

Between May and December 2020, Berkeley researchers found, school disruptions weren’t harmful to the mental health of American 10-to-13-year-olds, but family financial anxiety was.

According to a new research working paper, the teacher-evaluation reforms initiated by the Obama administration didn’t work.

The Great Migration brought Black students almost one full extra year of schooling in the early 20th century.

When law students at Stanford shouted down a judicial clown, wrote Ken White (known to the Internet as “Popehat”), there were no heroes anywhere in the story. But the “pantomime” was perfectly designed to confirm conservative narratives about universities.

The number of first-time graduates completing bachelor’s degrees at American colleges and universities fell by 2.4% last year, and the number completing associate’s degrees fell by 7.6%.

To Observe and Reflect and Speak and Listen

Albert Bierstadt, Among the Sierra Nevada, California (1868), detail
Smithsonian American Art Museum (public domain)
Cover of the first edition of The Courage to Teach

In a society divided by race and ethnicity and gender, I am often moved by the fact that high school and college classrooms contain a broader cross section of people engaged in common work—and often doing it with civility, media-fueled ‘political correctness’ wars notwithstanding—than one can find in many settings. As we reweave our tattered civic fabric, educational institutions are among our most important looms.

But the civic model also contains a subtle threat to education’s core mission. In a civic society, we deal with differences through the classic mechanisms of democratic politics—negotiation, bargaining, compromise. These are honorable arts in the civic arena, where the goal is the greatest good for the greatest number. But what is noble in a quest for the common good may be ignoble in a quest for truth: truth is not determined by democratic means. …

We need to know the current conclusions [about the objects of study] in order to get in on the conversation. But it is not our knowledge of conclusions that keeps us in the truth. It is our commitment to the conversation itself, our willingness to put forward our observations and interpretations for testing by the community and to return the favor to others. To be in the truth, we must know how to observe and reflect and speak and listen, with passion and with discipline, in the circle gathered around a given subject. …

The firmest foundation of all our knowledge is the community of truth itself. This community can never offer us ultimate certainty—not because its process is flawed but because certainty is beyond the grasp of finite hearts and minds. Yet this community can do much to rescue us from ignorance, bias, and self-deception if we are willing to submit our assumptions, our observations, our theories—indeed, ourselves—to its scrutiny.

— Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (San Francisco: Jossey-Bass, 1998), 92 and 104

Learning How to Teach: Beyond Recipes

Advertisement in the Ladies Home Journal (1925) (public domain)

An article published by the Chronicle of Higher Education last week is still making its rounds on social media. “Changing Your Teaching Takes More Than a Recipe” 🔒 is also circulating under the subtitle “Professors Have Been Urged to Adopt More-Effective Teaching Practices. Why Are Their Results So Mixed?”

Continue reading “Learning How to Teach: Beyond Recipes”

Week Links in Education: Mar. 11

Stories and essays, particularly related to education in the United States, that caught my attention this week. A 🕛 symbol indicates a metered paywall.

The parents of a Black teenager attending a predominantly white school in South Carolina are suing after she says a teacher assaulted her for declining to participate in the Pledge of Allegiance.

In the United States, no agency has the authority to regulate indoor air quality, but controlling infectious diseases in schools may depend on nothing more than that.

In Ontario, two professors who were laid off when Laurentian University burned 76 programs called for a criminal investigation of the school’s financial arrangements.

Responding to the latest New York Times opinion piece about supposedly “puritanically progressive campuses that alienate conservative students,” Henry Farrell explained what social science research actually reveals about the differences between conservative and liberal students at college.

Pennsylvania has eliminated the college degree as a required credential for 92% of state government jobs.

David Palmieri examined Catholic dioceses that have adopted policies excluding gay and trans students as well as workers from their schools.

Charles Kenneth Roberts observed that academia’s supposed “quiet quitting” phenomenon is just a manifestation of a deeper crisis in the way academic work is (or, more likely, isn’t) rewarded.

According to the latest “autonomy scorecard” 🕛 published by the European University Association, governments across 35 European countries or regions are finding a variety of ways to undermine the independence of their public institutions. Hungary is no longer included in the scorecard at all.

After only 927 years, the University of Oxford has banned its employees from pursuing sex with students.

Two Reflection Activities for the Age of Revolutions

For the past two weeks, my world history survey course has covered the revolutions that made modernity. Last week was about politics in the Age of Revolutions. This week is about the Industrial Revolution.

Impressionist image of boats, workers, and possible factories along an industrial waterfront, with the center of the city rising in the distance
J.M.W. Turner, Dudley Castle from Tipton Canal (c. 1830)
Image courtesy of Black Country Museums (CC BY-NC-SA 2.0)

Over the weekend, coincidentally, I caught the latest episode of the Harvard EdCast. It’s a conversation with the social psychologist Geoff Cohen on the “crisis of belonging” among American youth. In this conversation, Cohen spoke about the wide-ranging educational benefits of inviting students to discuss their values together:

And in a number of studies that my colleagues and I and others have done, we found that the simple act, for instance, of just asking students to reflect on, what is core to you? What are your most important values? What would you stand up for? What would you die for? What is really dear to your heart? Giving students the opportunity to write about their core values in the classroom has been found, under some circumstances, to have these wide-ranging benefits, closing achievement gaps in GPA, even after just a few sessions of doing these kinds of activities, improving health and well-being, leading to greater retention throughout high school and college. And this has been replicated in several studies. 

It doesn’t happen all the time, but in schools and classrooms where there are resources and pathways to success, if I now feel like this is a place where my whole self is accepted, I’m more likely to seize those opportunities. So these are just examples of many of little things we can all do to make the situations a lot better. 

This comment helped nudge me to plan the activities with which I began each class this week.

Continue reading “Two Reflection Activities for the Age of Revolutions”

Week Links in Education: Mar. 4

Stories and essays, particularly related to education in the United States, that caught my attention this week. A 🕛 symbol indicates a metered paywall.

In a deadly rail disaster in Greece, the dozens of victims included many university students, returning to Thessaloniki after celebrating Carnival.

Iranian authorities are investigating strange reports that girls in dozens of schools across Iran have been poisoned with unknown substances.

In 2020, during the worst of the COVID-19 pandemic, the former British education minister Gavin Williamson sent WhatsApp messages complaining that teachers’ unions “just hate work.” British educators are not amused.

The campus revival at Asbury University took a new turn this week when Kentucky officials announced 🕛 that an unvaccinated attendee may have exposed 20,000 people to measles.

In Manhattan, the tiny but well-connected evangelical Christian institution The King’s College appears to be in severe 🕛 financial distress. Its journalism chair, Paul Glader, explained that the crisis may be connected with the role of a Canadian billionaire.

The FBI says a former systems administrator for the University of Michigan’s college of arts and sciences threatened to kill Jewish officials in Michigan, including the attorney general, as well as various university employees and public health figures. He said he was fired for refusing to be vaccinated against COVID-19.

A jury took less than two hours of deliberation to find a sheriff and detective liable 🕛 for $5 million’s worth of damages after they violently arrested a Virginia high school teacher on false charges of sexually abusing a minor.

In The Nation That Never Was, Kermit Roosevelt III argues that the real American founding happened not in 1776 but a century later. Jamelle Bouie argued 🕛 this week that Florida’s higher education censors should take note.

Three teachers running the pilot version of AP African American Studies spoke with NPR about its contents and effects.

As news organizations focused on the Supreme Court’s imminent decision about affirmative action in college admissions, Julie Wollman and Jacqueline Wallis begged them to pay attention to the colleges that educate 95% of American students, for whom the ruling may be “largely inconsequential.”

Miss Manners on College Deadlines

A few days ago, Miss Manners (Judith Martin, Nicholas Martin, and Jacobina Martin) fielded an AITA-style question from a reader who teaches college. It was a doozy.

The reader complained 🕛:

First, the students have been unmotivated, coming to class unprepared (if at all). … What really gets me, however, is their constant stream of emails: ‘I wasn’t feeling it, so I didn’t come to class today, sorry.’ ‘I needed a mental health day so I skipped our discussion.’ ‘I was too hung over, so I slept in this morning instead of coming to class.’

Finally there was this one: ‘I’ve been in a funk all weekend so I didn’t manage to do the assignment on time, but can I still turn it in?’ This email is the subject of my second issue.

This student has known about this short assignment since the first day of class, 14 weeks ago, thanks to the syllabus. She was not doing well in class even before this incident. But when I complained about this email, some of my fellow instructors pushed back and said I should have offered her information about counseling services. (That information is also in the syllabus, and available through many other means around campus.)

I suggested that it was assuming too much on my part, and that a ‘funk’ is not a serious condition—it sounds to me like a pity party being held by a freshman experiencing her first finals week. …

What I found rude was my colleagues’ pushing so hard against me. I’ve spent an entire semester with this student, and I’ve already made many accommodations for her, despite my displeasure at the excuse-making.

Miss Manners was not having it—neither the criticism from the instructor’s colleagues nor the poor email etiquette of the students.

“And what has [your flexibility] taught them?” she asked, rhetorically. “Your concern,” she continued, “should not be whether your students come to class but whether they master the material and fulfill the assignments. Unless they are exhibiting bizarre behavior that should be reported to mental health experts, the rest of their lives are not your business.”

She complained, though, that “sadly, you may not have the support of the university in grading students according to their achievements or failures to perform.”

As you might imagine, I have thoughts.

But my thoughts are complicated.

Continue reading “Miss Manners on College Deadlines”

Week Links in Education: Feb. 25

Stories and essays, particularly related to education in the United States, that caught my attention this week. A 🕛 symbol indicates a metered paywall.

A two-weeks-long evangelical revival on the campus of Asbury University has moved 🕛 off-campus, more or less. It’s been a lot for a small college to handle.

Palm Beach Atlantic University, an evangelical Christian college that does not have tenure, allegedly 🕛 initiated the possible firing of a full professor for teaching “works from Black authors and civil rights activists” in a unit on racial justice. The provost ambushed him after class, then went to prepare for the arrival of the Florida governor on campus.

In spite of overwhelming opposition from students, faculty, and community members, Marymount University’s board of trustees voted unanimously to eliminate nine majors in the humanities and social sciences. Students at the Catholic university will no longer be able to major in religion.

The first Black superintendent of Virginia Military Institute, Maj. Gen. Cedric T. Wins, is facing 🕛 an organized campaign of opposition, led by another alumnus whose racist radicalization over the past decade has surprised some who knew him as a student.

The just-arm-teachers approach to preventing gun violence is going well at Rising Star Independent School District, near Abilene, where a third grader found 🕛 a gun the “beloved” superintendent accidentally left in the bathroom.

Meredith Draughn, the American School Counselor Association’s school counselor of the year, offered advice for helping children shift to “post-pandemic” life.

Week Links in Education: Feb. 18

Stories and essays, particularly related to education in the United States, that caught my attention this week. A 🕛 symbol indicates a metered paywall.

Since the Columbine High School massacre in 1999, at least 338,000 🕛 Americans have lived through shootings at their schools—almost half since the attack at Parkland five years ago. Last year was the worst yet.

At Michigan State University, Prof. Marco Díaz-Muñoz described what it was like to have his class on Cuban literature targeted by the gunman who would kill at least two of his students: Arielle Anderson and Alexandria Verner.

Avery Thrush explained why Teach for America made her leave teaching.

Other kinds of schools care about building moral and civic virtue, Johann Neem wrote; what makes a real college education different is its focus on intellectual virtue.

The FBI conducted searches at the University of Delaware as part of its investigation of Joseph Biden’s handling of classified documents.

Phil Murphy, the governor of New Jersey, contrasted his position with that of the Florida governor when announcing 🕛 that 25 public schools in New Jersey will offer AP African American studies next year.

A meta-analysis by researchers in Switzerland and Australia cast doubt on the effectiveness of many “flipped” classrooms.

The chief science officer of the American Psychological Association testified before the Senate Judiciary Committee about the effects of social media on adolescent development.

Stanford University’s student newspaper reported allegations of research misconduct and a coverup by the current Stanford president when he was an Alzheimer’s researcher in private industry.

‘Titanic’ and the Art of Historical Narrative

Last weekend, I celebrated Valentine’s Day by going to see the 25th-anniversary theatrical release of Titanic in 3D. Reader, I had a blast. And that movie stuck to me. I keep thinking about it this week.

Among other things, I was impressed with the brilliance of the storytelling on a structural level. Yes, the framing story is absurd and the love story is juvenile; the moral is cheesy; the dialogue is quotably corny, and this damages some of the actors’ performances; and the runtime is well over three hours. But the narrative is tight, propulsive, and genuinely heartbreaking.

Consider what a remarkable thing that is.

The wreck on the sea floor in 2004 (photo from NOAA/IFE/URI; public domain)

The audience knows almost exactly how the ship will sink. The framing narrative reveals the fate of at least one protagonist before anything happens. Even some of the dialogue has been heard almost verbatim in previous movies because it comes from historical accounts.

From the start, this is a story in which almost no surprises are possible. Titanic’s success looks like a psychological impossibility.

And that’s why historical storytellers, including history teachers, should study it. We can benefit from understanding why this movie works as we tell other familiar true stories.

Here are some of the lessons I’ve come up with so far.

Continue reading “‘Titanic’ and the Art of Historical Narrative”