Please attend our upcoming CTE Faculty Brown Bag Workshop, “Are We Failing our Students?” Thursday, 10/11, 12-1:30, 306 MDA Library

CTE Faculty Workshop  

Thursday, October 11, 12-1:30 in room 306 MD Anderson Library

“Are we Failing Our Students?”

Improving our graduation rates is an important concern at UH. The problem is particularly difficult in large core classes.  This workshop will explore what we can do to improve student success, particularly in large lectures. Participants are encouraged to share their own perceptions about the causes of the problem and its solutions.  Speakers will include Dr. Andrew Hamilton, our new Executive Director of Academic Innovation, Dr. Donna Pattison (Bio) and Dr. Casey Due-Hackney (MCL).

Please reply to Dr. Jim Garson if you plan to attend, at jgarson@uh.edu.

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2 Comments on “Please attend our upcoming CTE Faculty Brown Bag Workshop, “Are We Failing our Students?” Thursday, 10/11, 12-1:30, 306 MDA Library”

  1. Leonard Bachman says:

    20101011-CTEblogWHYWEFAILOUR STUDENTS

    Blog comments
    Leonard Bachman
    lbachman@uh.edu

    CTE: Why we fail our students
    2012 10 11

    In an attempt to appreciate and assimilate all the discussion points from Oct 11, it seemed that an input-process-output framework would be an appropriate way to herd the elephants.

    INPUTS (generalizations not intended to discriminate any group of students or individuals)
    -broader demographic of students seeking higher education
    -larger percentage of general population entering higher education
    -more transfer and returning students
    -more working students who have lifestyle expectations in addition to school
    -less prepared students
    -larger classrooms where some students feel like imposters, others stay anonymous
    -less political and social (infrastructure and policy) support for higher education
    -lower interest in the intellectual scholarly life as a focus of college study
    -less time and effort on task
    -disenchantment with parents’ model of life and career
    -feelings of disenfranchisement from the fruits of society
    -increased economic burdens (cost of tuition, cost of living…)

    PROCESS
    -profession of educators resistant to constant quality improvement
    -reliance on content experts for conduct of andragogy (pedagogy for adults)
    -rapidly changing needs of society and culture
    -rapidly advancing context of knowledge to be codified and communicated
    -rapidly evolving educational tools
    -disincentives for advancement of teaching skills (effort, change, research based promotion…)
    -pros and cons of tenure

    OUTPUTS
    -rampant grade inflation
    -increased incentive to promote and graduate more students in shorter timespan
    -increased regulatory pressure to train employees to fill a desk
    -increased demand for graduates with critical thinking, communication skills, and flexibility
    -postindustrial context of value creation through use of knowledge (not making widgets)
    -knowledge society demand for evidence of productivity, not brilliance of effort
    -globalization of competition
    -longer range planning
    -increasing indeterminate scope of problems (recognizing dynamic complexity)
    -commodification of education as on-line training programs for purchase (Phoenix, et. al.)

    Some hope lies in the postindustrial emergence of cybernetic ways of ephemeralizing the problem, parallel to the transition from rote teaching effort to ever more enhanced engagement of students.
    LB

  2. Dave Mazella says:

    Not sure what you’re after here, Leonard, but I think the idea that emerged yesterday from Jim’s talk seemed useful: that the educational complexities we’re facing now are real, and that they need to be met with a reallocation of energies as well as resources. This seems to me a collective as well as an individual challenge. But it means looking at the challenges and trying to see how we can adapt to them without losing our own sense of intellectual challenge and discipline.


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