By Marcy Slapcoff, Teaching and Learning Services
This summer my husband taught me to use a scythe. I accepted my friends’ indulgent smiles when I raved about the experience but I knew that many considered this to be a foolhardy and retrograde pursuit. Some asked, “Would you like to borrow our mower?” or “Why not pay your neighbor to cut the field?” assuming our choice was due to lack of funds or lack of awareness of the advancement in power tools since the Industrial Revolution. I, however, grew to love the scythe and savored the time I spent moving the blade back and forth across our meadow in Vermont. I could extoll the virtues of the scythe at length – the contact it allowed me with the grass and the ground, the slow and steady pace it set, the satisfaction it led to a job well done — but I could never match the accuracy or the beauty of the celebrated essay by Wendell Berry “A good scythe.” In this essay, Berry recounts how short-lived experience with a power scythe led him to believe in the superiority of the hand-held, human-motored version.
Berry writes, “These differences have come to have, for me, the force of a parable. Once you have mastered the hand scythe, what an absurd thing it makes of the power scythe! What possible sense can there be in carrying a heavy weight on your shoulder in order to reduce by a very little the use of your arms? Or to use quite a lot of money as a substitute for a little skill?” (Organic Gardening Magazine, January 1980)
I consider these words of Berry’s to be wisdom for the ages. There is a common belief right now in higher education that students are so accustomed to communicating via digital technologies that traditional modes of education are no longer adequate. I resist this notion. It is true that today’s digital natives are much more at home with new technologies than previous generations but that does not mean that they can’t learn from older, slower forms of instruction that prioritize human contact, dialogue and interaction. Like the old-fashioned scythe, the old-fashioned classroom has a place IF it is well-made, with attention to details that make it powerful. In the case of the scythe that might be the arc and sharpness of the blade, the length of the handle, the overall weight of the tool. In the case of the classroom the details that matter are the potential for instructors to convey the changeability of knowledge, the opportunity to invite questions and dialogue, the time to celebrate collaboration and reflection. These elements are old-fashioned but they are still powerful and they still need to be nurtured in the modern university.
By Chris Buddle, Natural Resource Sciences
Repost from Arthropod Ecology
Last year, my field biology course took part in an amazing project – we used mobile technology in a field setting, and combined that with social media tools.
This was done in collaboration with Teaching and Learning Services at McGill, McGill Libraries, and the tablets were generously provided by Toshiba. I am immensely thankful for the support and an truly honoured to be able to explore these adventures in teaching and learning. More specifically, Laura Winer, Adam Finkelstein and PhD student Crystal Ernst helped make this project a success. Read the full post by clicking here.
By Adam Finkelstein, Teaching and Learning Services.
The Teaching and Learning in Higher Education blog has a very interesting post titled “grow the 8%” with an infographic on the importance of faculty development. Infographics are visual representations of information and can be an excellent way of synthesizing a complex topic. From their infographic:
Only 8 percent of professors in another study reported taking “any account of research on teaching and learning in preparing their classes.” We need to grow this.
They cite some great resources for faculty development. See below for the entire infographic:
Have you ever used an infographic in your courses? If so, let us know in the comments below…
Photo Credit: Growing in the sand by Fellowship of the Rich, on Flickr
By Terry Hébert, Pharmacology and Therapeutics
“Are we born creative? I always believed you could fake it by reading widely. Still believe that!
New research suggests that the extent to which creativity is heritable may be greater than previously thought. Read this article from the Guardian to find out more.
Many faculty shy away from short writing assignments, considering them to be the poorer cousin of the term paper or research paper. There is a commonly held assumption that shorter assignments can never match the rigor or substance of longer papers and that faculty are letting students down if they don’t assign a full-length paper (whatever that is according to the conventions of each discipline). Yet, what are faculty to do in a context of increasing class sizes and decreasing TA support? How can we still assess important outcomes such as analysis, synthesis and critical thinking? Moreover, how can we infuse these elements into courses that have tradtionally relied on quizzes and exams for assessment? Many faculty at McGill have already discovered one answer to this dilemma: the short writing assignment. These assignments can take many forms – from a 500-word response to a question posed by Prof. Andre Costopoulos in a 200-level evolutionary theory class to a policy brief assigned by Prof. Madhav Badami in a class in Urban Planning. On Oct. 30th the workshop “Beyond the research paper – new ways to get students writing” is being offered by TLS where we will share many more of these of examples and discuss how to design short writing assignments that engage students, provide meaningful tasks, and assess higher order thinking skills. To find out more and register, click here.
By Jennie Ferris, Teaching and Learning Services
What are MOOCs, why are they important, and did you know that the concept was actually developed here in Canada? In his recently published article “Questioning higher education”, McGill Provost Anthony C. Masi reflects upon the disruptive role and possibilities of educational technologies at university, both in physical spaces and (a)synchronous virtual spaces. He identifies three initial challenges for universities brought about by technology-driven changes in learning: “digital natives”’ expectations for technology use in the classroom, helping students develop information literacy competencies, and limitations of existing physical spaces.
The future of universities’ role in education is an open question, with significant change in educational models and institutions anticipated over the upcoming years. There are a number of outstanding questions requiring further exploration with regards to MOOCs, ranging broadly from impact upon alumni relations, to equity for on-campus vs. online students, to support and workload for professors. Noting wryly that the plural of anecdote is not data, the Provost makes the case for the importance of learning analytics in informing conversations on these and other questions.
By Terry Hébert, Pharmacology and Therapeutics
“Because preparing 9 new lectures for our new medical curriculum is driving me crazy, I’ve been re-reading some books by Jack McDevitt for the pure entertainment of it. McDevitt is one of my favourite science fiction authors who writes well, has a good grasp of big issues and realizes that people will be people no matter how far we are projected into future. In an epigraph to one of the chapters in “Polaris” he talks about history:
“History is a collection of a few facts and a substantial assortment of rumors, lies, exaggerations and self-defense. As time passes, it becomes increasingly difficult to separate the categories.”