Light (Ch 4-6)

Chapter 4: The Most Effective Classes

This chapter's underlying theme expresses the importance of group work in small (or even large) classes to facilitate greater educational development. Collaboration has also become an important aspect in writing. Collaboration seems to be a trend that goes away from the old idea of collaboration as plagiarism, but of collaboration as a more student centered learning process.

The "one minute paper" can also fall under the student centered learning process. These papers allow for students to express their actual learning (no perceived learning) throughout the course instead of at the end of the semester. Professors are then able to cater to student needs. We do this in our foundations class, except in email format. Although at first I advocated the email method, I believe that once I get home after an hour of traffic, I tend to forget what I wanted to critique about class.

Undoubltedly small classes offer greater opportunities for discussion, but that is not to say that a student cannot have the same deep learning experience in a large class. This may depend on the professor's teaching style, but as Light expressed, also in the homework assignments. More time is spent on curriculum development and not as much on homework development. I believe that just because a professor has a Ph.D. does not mean that he/she is qualified to teach. Professors should have adequate teaching skills as well as be able to develop comprehensive assignments.

One assignment method that proved extremely effective was debate format. This method picks up on students' competetive nature (if applicable), but moreso students are able to apply learning in a "practical" more active manner. Debate and literary clubs, as we read in Rudolph, were all the rage in 19th century American universities. Students initiated these organizations which proves that this method can be a standard method of applicable learning.


Chapter 5: Good Mentoring and Advising

As I read this chapter somethng compelled me to write an email to my high school orchestra director. I hope his email address is still valid. Mentoring and advising are instrumental in all areas of life, other than undergrad. Is it a more recent trend to foster such mentorships or career connections? I think back to my high school efforts to start up a "Music Mentors" program. This was more of a tutoring session to pair advanced players with beginning players, but I believe the student to student interaction made a great impact on not only musical development but personal development. This chapter does not mention student-to-student mentoring, but advises advisors to advise (haha) students to join student organizations that foster interpersonal communication and community building.

Mentors and advisors are an important part of undergraduate development (and graduate as Light expressed in his personal experience), but only as good as the advisor and student are willing to make that experience. It may be easy for advisors to simply lay out a course layout for the rest of the student's undergraduate career, but this shallow attempt will not be to the student's best benefit. Students may lose interest in courses that are not to their personal interest.


Chapter 6: Faculty Who Make A Difference

There was a good transition from the last chapter to this one. Light begins with a discussion of professors who make a difference thorugh individual interaction. My first quation was: is there a way for faculty to make a difference without individual attention? She later answered this question by an example of a large class in which the professor was successful in engaging the entire audience through activities and discussion.

Later in the chapter, Light discusses connecting academic ideas to student lives. In this discussion, the student outlines the importance of diversity and how it is underutilized by most professors. This example yet again stresses another reason that diversity is important to higher education. Diversity in race, ethnicity, religion, gender, politics, region, etc. within the classroom setting allows for students to learn from one another's experiences.

Light also discusses more student centered learning by encouraging students to think like professionals and even debate and disagree with their professors. This may be more difficult for some people who grew up in a home or culture that stresses respect for elders or defers to the authority of experts. Although I disagree with trying to force students out of a certain cultural identity or set of traditions, individual critical thinking is an important skill to have, especially if the student wants to continue in an American (or similar) workforce.