I have spent most of the last week marking papers. As professors, we sometimes grumble and complain about this task, but it is important to consider how vital evaluation and feedback is to student growth. The thing is, marking work is a two-way street.
I have been thinking a lot about the value of assignments and marking papers over the last little while. What kinds of assignments are appropriate? What do students learn from a particular assignment? Should assignments be on hypothetical situations or should the examples be drawn from the real world?
I have settled upon a compromise in the courses I teach, particularly at the fourth year level. I ask students to work on assignments incrementally, handing in a draft, which I mark up and then a final version, to which I assign a grade. I find that this is the only way to encourage a culture of constant improvement and self-evaluation. I also walk students through the elements of research methods and theory in every class I teach. It is a challenging balance to maintain, but it is valuable, since by the end of the seminar, they have produced a piece of work that they are usually proud to include in their portfolios, for presentation to potential employers.
The thing is, this strategy requires a commitment of effort and good faith on the part of the students. They have to commit to doing the readings and working through the theoretical components of the course, so that they are ready to come to class and have wide-ranging and profound discussions. There is a problem, however: many students have to work long hours to pay for their tuition and there seems to be a culture of “work hard, play hard,” which leaves very little time for reading, reflection and deep thought.
This is worrisome, because it downloads all of the learning onto the actual time students spend in class, which is not considerable. University seminars are two or three hour sessions, once a week. That just isn’t enough time to cover all of the material that would need to be covered to assure the depth and breadth of learning expected in a university level class. This means that students are leaving with a piece of paper that says “Honours Bachelor’s of Arts/Science/Commerce/Engineering/Etc.” but it is a degree that doesn’t represent what it once did. I can attest that student attitudes to reading and reflection have changed from even a few years ago, in 2001, when I started being a professor.
Whose fault is this? I don’t know. Students tell me they simply don’t have time to read, between work, internet and social commitments. They tell me that there is no culture of political, ethical or philosophical discussion – only a constant chatter about celebrity news and lifestyle information that is pulled from various outlets online. They explain that there isn’t really a desire for more heady conversation, either; that they get shut down by peers if they try to talk politics or current affairs.
This will not lead our culture, our economy and our democracy anywhere good. An uneducated, unreflective public, tuned in largely to passing fancies and trivialities can’t make good voting choices, smart investments or career and lifestyle choices. This can only lead to a two-tiered society, where people who are “tuned in” make all the decisions and have all the know-how and depth of understanding to pull the levers of power and influence, while the rest – both men and women – are chatting about celebrity gossip and dieting/workout tips.
How do we repair this situation and right the good ship education? Or is it our culture that is broken?