Required Readings

AP history in OK, dealing with drugs on campus, faculty support to students, budget cuts, and parenting research: Required Readings, 02.22.15

Probably the biggest story in education and critical thinking over the past week was an Oklahoma bill that would cut state funding for the Advanced Placement history course in high schools because the bill’s author (and others) believes it emphasizes “what is bad about America” and characterizes the United States as a “nation of oppressors and exploiters.” The bill was withdrawn and in its place will likely be legislation requiring state review of the course content.

What happens to health education about drugs when recreational marijuana becomes legal?

Meanwhile, the province of Quebec is examining policies regarding strip searches of students who are suspected of possessing drugs.

Let’s hop into the Wayback Machine for this piece from 2014 about the rise of the helicopter teacher.

And more recent is this examination of what faculty can do to help struggling students survive in “corporate universities.”

Illinois becomes the third state this spring proposing large cuts to higher education, joining Wisconsin (the University of Wisconsin System is looking at $300 million in reductions) and Louisiana (public universities and colleges have lost more than 50% of their state funding over the past 8 years and are facing another $400 million in cuts).

A quarter of universities account for 71%-86% of all tenure-track faculty in the U.S. and Canada in business, computer science, and history.

And we end this week’s Readings with an opportunity to participate in a research project, assuming you’re over 18 years old, do not currently have children, but are planning to do so at some point in the future.

Want to share your own Required Reading? Send it to SoD via our contact form!

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Harmful teaching in Kansas and Canada, minority homeschoolers, academic closures, and more: Required Readings, 03.01.15

librarienne

librarienne

Librarienne is a university librarian who sees her professional mission as teaching the masses how to separate the wheat from the chaff in today's expanding universe of information, that everything you read requires a critical eye, and how to properly use apostrophes.

1 Comment

  1. February 23, 2015 at 3:04 pm —

    “Let’s hop into the Wayback Machine for this piece from 2014 about the rise of the helicopter teacher”
    This gets us back to last week’s reading about the students who want to be graded for “effort” and my comment about college instructors often not having the necesary teaching qualifications. This guy complains about him being expected to be a “helicopter teacher” when actually he’s expected to insztuct his students as to what is a good assignment.
    From the article:
    ” My students have better standardized-test scores than they did 15 years ago, but they are terrified of thinking on their own. They don’t know how—and perhaps 19-year-olds never did—but they are scared of trying.”
    “Rarely do students hear that their education is their own responsibility or that it must be worked at rather than simply consumed. And that’s the point: I can teach in a meaningful way only if students are prepared to learn.”
    Telling your students what you expect from them is not giving them a product to consume.
    Having the guess at what you actually want them to do is not teaching them how to think.
    He openly admits that he has no idea what “learning objectives” are and snickeringly dismisses them as “having your dad remind you to brush your teeth.” No, dude. Learning objectives are the things that your students should be able to do after your instruction that they were not able to do before. If you yourself haven’t figured out what that’s supposed to be, it will be more luck than teaching if your students end up with knowing something useful.

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