The passing of a family member and brief hospital admission marked my first two months at McGill. (Please keep reading, I promise I won’t regale you with a tale of woe here.) Thanks to an advisor at the Office of Advising and Student Information Services (OASIS), I was able to withdraw from courses or defer exams, finishing my first year largely academically unscathed. My situation was not unique – almost all of my peers have experienced some difficulty that was detrimental to their wellness. After speaking with more students, I realized that I was incredibly fortunate to have accessed and been supported by resources at McGill (OASIS, McGill Counselling, McGill Students’ Nightline). While a variety of on-campus services for student support exist, many students are either unaware of or are unable to access them for a variety of reasons. As a result, some students do not receive support from McGill and the challenges they face significantly hinder their ability to learn. (Read student testimonials here, here and here.) Continue reading Pedagogy x Support: An Up-and-Coming Collab in the Classroom
Maryellen Weimer from Faculty Focus published a short article on “Getting Students to Take Responsibility for Learning” on their blog.
I’ve been writing for years that we need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I’ve been saying that it means students should be doing the learning tasks that make them stronger learners. They should be figuring out what’s important in the reading, rather than having the teacher to tell them. They should be taking notes rather than expecting to get the teacher’s slides and notes.
It was a question in a workshop that made me realize my answer wasn’t wrong, just incomplete. “In a formal learning situation, like a course, what responsibilities do students have?” After further reflection, my answer to that question is that the responsibilities exist across three areas.
Students do have a responsiblity in the teaching and learning process and she provides some insightful ideas on how to think this through.
Do you have ideas on getting students ot take responsibility for learning in your class? Post them below!
One afternoon last fall, I went to the washroom in the McLennan Library. Unexpectedly, I heard sobbing coming from one of the stalls. I bent over to look for the shoes that would indicate which stall the sobbing was coming from. I saw the shoes; I also saw a bum in jeans. Someone was sitting on the floor of the stall sobbing uncontrollably. I knocked on the door and asked, “Do you need help?” No response other than more sobbing. I knocked again. This time I said, “My name is Carolyn Samuel. I work down the hall at Teaching and Learning Services (TLS). Can you open the door?” There was no vocal reply, but I heard the latch click. Gently, I pushed the door open. She was a student. She sat sobbing and didn’t even look up when I opened the door. I asked if I could put my hand on her shoulder. She nodded. I was hoping the human touch would provide her with some comfort in what was clearly a time of despair. “Can you tell me your name? Your first name only.” She did. With some coaxing, we went together to my office. She continued to sob. I asked only a few questions. She was an undergraduate student from Toronto. It was her first semester. She felt she was falling behind. She agreed to walk with me to the Office of the Dean of Students. On the way, she stopped suddenly. Still sobbing, she blurted, “I can’t go! I have to be in class now or I’ll fall behind even more!” She was in no condition to go to class. With a little more coaxing, we made it to the Brown Building, where I left her in the hands of the staff at the Office of the Dean of Students.
Have you ever thought about what you would do if you found a student in distress on campus? If you’ve never thought about it, you probably should. Continue reading I came upon a student in distress
Active learning in large classrooms is difficult but not impossible – here is one example of an active learning technique developed for small classrooms, the gallery walk, which I have successfully re-purposed for a class of 100 (but I see no real upper limit on class size with the modified version of this activity).
“In Gallery Walk student teams rotate to provide bulleted answers to questions posted on charts arranged around the classroom. After three to five minutes at a chart or ‘station’ the team rotates to the next question. Gallery Walk works best with open ended questions, that is, when a problem, concept, issue, or debate can be analyzed from several different perspectives.” SERC Pedagogy in action
In most large classes in auditoriums, there is not the time or space for students to actually walk around the ‘gallery’. So instead I bring the ‘gallery’ of four provocative questions to groups of students on clipboards that are rotated around the classroom :
- the class is split into four quadrants which are further divided into four groups (so ~5 people per group for a class of 100). Each group starts with a clipboard with one of the four questions and the four groups in the each quadrant should have the four different questions (good to check before starting).
- Students are given 5-10 minutes to respond to the question on their clipboards and then clipboards are rotated until each group has answered each question. Students can constructively respond to previous groups answers to the same question.
- After four rotations each group should have the question they started with and I ask a few groups to report out a summary to class which I synthesize on the board. In my case we end the activity with a vote of the ‘world’s biggest water problem’.
I find this an excellent way to start and/or end a term. In my case I teach a rather technical undergraduate engineering class about hydrology and water resources – this is an excellent tool to encourage students to think very broadly and creatively about the topic before and/or after we learn technical details.
This activity was inspired by conversations at the ‘Cutting Edge’ Early Career Geoscientist workshop in June 2012 College of William and Mary, Williamsburg, VA. The workshop is sponsored by the National Association of Geoscience Teachers (NAGT) with funding provided by the National Science Foundation Division of Undergraduate Education. I thank the workshop leaders, NAGT and NSF for this opportunity and encourage other early career geoscientists to check out future workshops.