Education The traditional orgy of college football games that occurs every Thanksgiving has recently shared the stage with a new tradition:
Techie The crowd would sing: I have too many I did my undergraduate and graduate work in mechanical engineering. The engineering curriculum makes no room, whatsoever, for intellectual pursuits. My undergrad supervisor and mentor, however, was cut from a different cloth.
The vast majority of the students and faculty, no doubt thought he was wacko -- and he was!
That's what made him such a brilliant teacher. He often wore a kilt and always wore wooden shoes, but he was a genius in his field kinematics in robotics and machine design. Most importantly, he encouraged creativity and expression, and critical thinking.
As such, his lectures always appeared highly disorganized because he never taught from a text book, and gave few notes, but if you paid attention to him you could learn more in more in one lecture with him than a whole week in thermodynamics.
Unfortunately, few paid attention to him. While doing my graduate work I taught 1st and 2nd year mechanical engineering courses for a few years. At first I was quite keen to break away from the moldy, rigid cast of the curriculum, and model my lectures after the example that was set for me by my mentor.
How silly I was. It was impossible, and I failed dismally at sparking any creativity or critical thinking whatsoever in my students. The difference between me and my mentor was that he forged ahead -- if you got it, great, if you didn't, too bad.
I couldn't work this way -- I needed to know that the majority of my students were getting it, and wouldn't settle for less. So, I was faced with a conundrum, and ultimately my responsibility to make sure the students were adequately prepared for their 3rd and 4th year courses won out.
In the present day, I find myself in a completely different environment. I now teach part time at a graduate school that trains health professionals --physical therapy, nursing, communication disorders, clinical investigation.
I teach biostatistics institute wide -- now there's a dry subject if there ever was one. It's taken me a while like 6 years but I now feel that I'm able to incorporate some of that creativity and critical thinking into my courses, but it's a challenge. Fortunately, I'm teaching mature, motivated adults as opposed to pimply nosed freshman who's only thought is the beer social on the weekendwhich has made it easier for me to incorporate what I think is a good teaching style.
The other course I teach is biomechanics where my training really is to physical therapists, and with that I've been much more successful at implementing a teaching style that highly emphasizes critical thinking.Anti-Intellectual Representations of American Colleges and Universities: Fictional Higher Education (Higher Education and Society) [Barbara F.
Tobolowsky, Pauline J. Reynolds] on pfmlures.com *FREE* shipping on qualifying offers. This book explores popular media depictions of higher education from an American perspective. Each chapter in this .
In addition, however, there is a distinct whiff of anti-intellectualism in the claim that free tuition and fees, as well as free room and board at an institution of higher learning, are somehow no big deal.
“Defactualization” Is Causing American Schools to Become Bastions of Anti-Intellectualism July 15, September 24, By William Jeynes Truth has been relegated to a secondary position in the nation’s public schools, universities, political forums, and public squares.
10 days ago · Scott Dalrymple considers the gap between anti-intellectualism and higher education, when I have some important context. The vast majority of the work done by colleges and universities is useful, noble and necessary. The more first-generation college graduates we can produce, the more the joys of learning will be shared, and.
This change—from institutions of learning to institutions of affirming—threatens the nation’s future as colleges foster a vicious strain of anti-intellectualism. Buy Anti-Intellectual Representations of American Colleges and Universities ways anti-intellectualism manifests through time.
Examining a wide range of narratives, the authors in this book provide incisive commentary on the role of the university as well as the life of students, faculty, and staff in fictional college campuses.