Friday, March 30, 2012

Generation Y - some thoughts

Hello!  A friend sent this to me after hearing about our class and discussions, etc..
In terms of grades and motivation - we are and we will be teaching Generation Y for the coming years and this is sadly one perspective about our current/future students.  So the challenge will be how do we motivate this Generation Y??  Are the parents the first stop of culpability?  The parents are from Generation X what is often referred to as the "Me" Generation.  I know that there are lots of generalizations here but something to ponder.  Thanks! 
P.S. a problem with spelling "why" :-)
 
- People born before 1946 were called The Silent generation.. 

- People born between 1946 and 1964 are called The Baby Boomers.

- People born between 1965 and 1979 are called Generation X, . 

-
 And people born between 1980 and 2010 are called Generation Y , 

Why do we call the last group Generation Y?
 

Y should I get a job? 

Y should I leave home and find my own place? 

Y should I get a car when I can borrow yours? 

Y should I clean my room? 

Y should I wash and iron my own clothes? 

Y should I buy any food?

Wednesday, March 28, 2012

Humanistic Behaviorism: Appreciative Inquiry, Actively Caring, and Self Motivation

Hi classmates,

I appreciate all of this information on appreciative inquiry!! This a wonderful humanistic perspective that the world needs more of. At Virginia Tech in Psychology, our research center shares a similar perspective and principles, but we include a behavioral perspective for integration: Humanistic Behaviorism. We call it "Actively Caring." Actively = Behavioral and Caring = Humanism.

In reference to Daniel Pink's video on self motivation, an effective way to increase self motivation is to provide supportive feedback or recognition to someone for a specific behavior. It builds competence and community. We use actively-caring wristbands to recognize caring behaviors on our VT campus, but they have spread far beyond. Since January 2011, we have nearly 1,000 AC4P stories from across the U.S. and world.

If you are interested to know more, check out this 2 minute video: http://www.unirel.vt.edu/audio_video/2011/07/07252011-activelycaring.html

I hope our individual actions build a collective community where each of us does more to appreciate each other, our fellow students, and our faculty/staff/admin for their actively-caring behaviors. Thanks again for sharing all of these articles on appreciative inquiry.

Additionally, we talked about anger and curiosity today. The model below provides interesting insight to support Dr. Fowler's claim.

Relationship between anger, curiosity and job performance

thanks,
shane

An interesting dissertation project on Appreciative Pedagogy

The following is a current dissertation project from the Taos Institute. Below is the description by Jeff Fifield of his dissertation project.

 http://www.taosinstitute.net/jeff-fifield

Jeff Fifield

Working title: Exploring Appreciative Pedagogy: Ingredients, Instances, and Practices throughout a School

What is going right? Over the last several years, I have been witness to a school that appears to be doing things in such a way that its learning community is enthused and proud. The indicators and evidence for such complimentary praise come from the students, parents, teachers and even the accreditation association. Natural curiosity prompts me to ask Why? How is this magic created and sustained? What are the real functional pieces to make it so?

As I have seen the school develop this spirit or identity, I believe that something special has been created. The creation has been and continues to be dynamic with the various stakeholders contributing. Now what has been the guiding set of principles or values to unify, guide and direct such a creation? As my own professional interests and curiosity lead me, I have come across Appreciative Inquiry and marvel at what I consider to be Appreciative Inquiry (as I understand it) in action at the school. What synchronicity in terms of theory and application – and it wasn’t planned that way! Subsequent thinking and reasoning then prompts the question - Might this be an appreciative school which subscribes to a set of guiding principles? And if so, what are they?

I am interested in conducting a case study to look at what might possibly be defined and coined as appreciative pedagogy through the various appreciative sets of lenses in the educational context. The lens through which I would look to examine the school would be through appreciative organizational cultures, appreciative leadership, appreciative intelligence and appreciative pedagogy as described in the current literature. In congruent constructionist fashion, I propose to do this through use of an appreciative inquiry methodology. I am hoping to be able to identify and describe a set of possible educational practices that, though they reach across various disciplines, may be integrated/connected in order to provide for a possible scheme of appreciative pedagogy which extends throughout a school rather than existing in isolated practices.

Appreciative Pedagogy: Constructing Positive Models for Learning

Here is an article that explains Appreciative Pedagogy: http://jme.sagepub.com.ezproxy.lib.vt.edu:8080/content/24/4/474#cited-by

Appreciative Pedagogy: Constructing Positive Models for Learning

Leodones Yballe and Dennis O’Connor
Author Affiliations: Le Moyne College

Abstract: 

This article describes appreciative pedagogy in the management classroom. Appreciative pedagogy rests on the values of appreciative inquiry, an organizational development framework. At its core, appreciative pedagogy focuses on peak performances and successful experiences of students and professors. It believes that inquiring into these types of experiences allows both students and professors to create positive images that energize and generate positive action. In applying this approach, our students exhibited heightened energy in the classroom and an increased sense of relevance of content to personal and professional life. 

 For the full article in pdf:

 Articles citing this article

Stunning Examples of Appreciative Inquiry

 http://www.positivematrix.com/2010/02/20/stunning-examples-of-appreciative-inquiry-principles/

Stunning Examples of Appreciative Inquiry Principles

February 20, 2010 · 
Post image for Stunning Examples of Appreciative Inquiry Principles Aimee Mullens gives such a powerful and moving TED talk.

All of the AI Principles are evident in her story.  She opens with examples of the Constructionist Principle: how words create worlds and the role we all play in co-creating our realities and defining each other.
She advocates the need to honor the wholeness, possibility and potency of ourselves and each other.  She asks us to open ourselves up to and embrace our adversities, rather than sweep them under the carpet.
She reminds us from her own story that we live up OR down to others’ image of us, and how positive imagery leads to positive outcomes.  She is such an example of nurturing the human spirit, keeping hope, seeing the beauty, valuing curiosity … and so much more.

I highly recommend this video.
http://www.ted.com/talks/view/lang/en//id/769

High tech teaching equipment vs. budgets

I wanted to share with you a comical real unfortunate story about high tech equipment for the classrooms and budget.  This took place at a high school but could take place at a university (I hope not). A certain teacher put in a purchase order (P.O.) to purchase an overhead projector for the classroom.  The teacher finds that overhead projectors are still useful for showing students certain mechanical drawings, etc... The administrator refused to process the P.O. because and to quote: "this school district does not buy overhead projectors anymore.  We only buy LCD projectors!" So the teacher proceeded to change the P.O. to request the purchase of an LCD projector realizing that there will be a need to change the teaching tools since slides would now have to be changed to be used via a computer. The teacher submitted the new P.O. and was soon told, sorry, we cannot purchase the LCD projector due to budget constraints! So let us review this scenario - this county public school would not spend the $60 to $80 for an overhead projector because it was "old technology".  The school had to buy an LCD for a few thousand dollars yet they did not have that amount of money in the budget.  So who is getting the short end of the stick in this situation? the students and the teacher? This is a true story.

Appreciative Inquiry

Here are some links/references to introduce us to Appreciative Inquiry.  It is used primarily for organizational development, management questions, and as an alternative to the "problem-solving approach".  The Thin Book of Appreciative Inquiry by Sue Hammond is a very good initial inquiry into this very interesting approach for holistic change.  I have used this approach in the many training workshops that we used to hold for workers' advocacy organizations in my previous job.  It was a more positive approach than focusing on what does not work or what are the problems.

Here are definitions and details thanks to the website entitled, Appreciative Inquiry Commons: http://appreciativeinquiry.case.edu/intro/definition.cfm

 Definitions of Appreciative Inquiry

The following is a collection of definitions of Appreciative Inquiry which have developed over the years. We invite you to quote these definitions or develop your own. Let us know how people respond to these as you share them with clients, students, colleagues, and inquirers.

“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms. AI involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential. It mobilizes inquiry through crafting an “unconditional positive question’ often involving hundreds or sometimes thousands of people.”
Cooperrider, D.L. & Whitney, D., “Appreciative Inquiry: A positive revolution in change.” In P. Holman & T. Devane (eds.), The Change Handbook, Berrett-Koehler Publishers, Inc., pages 245-263.
“The traditional approach to change is to look for the problem, do a diagnosis, and find a solution. The primary focus is on what is wrong or broken; since we look for problems, we find them. By paying attention to problems, we emphasize and amplify them. …Appreciative Inquiry suggests that we look for what works in an organization. The tangible result of the inquiry process is a series of statements that describe where the organization wants to be, based on the high moments of where they have been. Because the statements are grounded in real experience and history, people know how to repeat their success.”
Hammond, Sue. The Thin Book of Appreciative Inquiry. Thin Book Publishing Company, 1998, pages 6-7.
“Appreciative Inquiry focuses us on the positive aspects of our lives and leverages them to correct the negative. It’s the opposite of ‘problem-solving.”
White, T.H. Working in Interesting Times: Employee morale and business success in the information age. Vital Speeches of the Day, May 15, 1996, Vol XLII, No. 15.
“Appreciative Inquiry [is] a theory and practice for approaching change from a holistic framework. Based on the belief that human systems are made and imagined by those who live and work within them, AI leads systems to move toward the generative and creative images that reside in their most positive core – their values, visions, achievements, and best practices.” “AI is both a world view and a practical process. In theory, AI is a perspective, a set of principles and beliefs about how human systems function, a departure from the past metaphor of human systems as machines. Appreciative Inquiry has an attendant set of core processes, practices, and even ‘models’ that have emerged. In practice, AI can be used to co-create the transformative processes and practices appropriate to the culture of a particular organization.” “Grounded in the theory of ‘social constructionism,’ AI recognizes that human systems are constructions of the imagination and are, therefore, capable of change at the speed of imagination. Once organization members shift their perspective, they can begin to invent their most desired future.”
Watkins, J.M. & Bernard J. Mohr. Appreciative Inquiry: Change at the Speed of Imagination, Jossey-Bass, 2001, pages xxxi - xxxii
“[Appreciative Inquiry] deliberately seeks to discover people’s exceptionality – their unique gifts, strengths, and qualities. It actively searches and recognizes people for their specialties – their essential contributions and achievements. And it is based on principles of equality of voice – everyone is asked to speak about their vision of the true, the good, and the possible. Appreciative Inquiry builds momentum and success because it believes in people. It really is an invitation to a positive revolution. Its goal is to discover in all human beings the exceptional and the essential. Its goal is to create organizations that are in full voice!”
Cooperrider, D.L. et. al. (Eds) , Lessons from the Field: Applying Appreciative Inquiry, Thin Book Publishing, 2001, page 12.
“Appreciative Inquiry is a form of organizational study that selectively seeks to highlight what are referred to as “life-giving forces” (LGF’s) of the organization’s existence. These are “ – the unique structure and processes of (an) organization that makes its very existence possible. LGF’s may be ideas, beliefs, or values around which the organizing activity takes place.”
Srivastva, S., et al. Wonder and Affirmation, (undated from Lessons of the Field: Applying Appreciative Inquiry, page 42.)
“AI is an exciting way to embrace organizational change. Its assumption is simple: Every organization has something that works right – things that give it life when it is most alive, effective, successful, and connected in healthy ways to its stakeholders and communities. AI begins by identifying what is positive and connecting to it in ways that heighten energy and vision for change.” “…AI recognizes that every organization is an open system that depends on its human capital to bring its vision and purpose to life.” “… The outcome of an AI initiative is a long-term positive change in the organization.” “… AI is important because it works to bring the whole organization together to build upon its positive core. AI encourages people to work together to promote a better understanding of the human system, the heartbeat of the organization.”
Cooperrider, David L; Whitney, Diana; and Stavros, Jacqueline M., Appreciative Inquiry Handbook: The First in a Series of AI Workbooks for Leaders of Change, Lakeshore Communications, 2003, Pages XVII – XIX
AI involves, in a central way, the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential. It centrally involves the mobilization of inquiry through the crafting of the “unconditional positive question, often involving hundreds or sometimes thousands of people. …AI deliberately, in everything it does, seeks to work from accounts of the “positive change core” – and it assumes that every living system has many untapped and rich and inspiring accounts of the positive. Link the energy of this core directly to any change agenda and changes never thought possible are suddenly and democratically mobilized.” …As people are brought together to listen carefully to the innovations and moments of organizational “life,” sometimes in storytelling modes and sometimes in interpretive and analytic modes, a convergence zone is created where the future begins to be discerned in the form of visible patterns interwoven into the texture of the actual. …Images of the future emerge out of grounded examples from an organization’s positive past. … [This convergence zone facilitates] the collective repatterning of human systems.”
Cooperrider, David L, et. Al, Appreciative Inquiry: Rethinking Human Organization Toward a Positive Theory of Change, Stipes Publishing, 2000.
“Appreciative Inquiry is a form of action research that attempts to create new theories/ideas/images that aide in the developmental change of a system (Cooperrider & Srivastva, 1987.) The key data collection innovation of appreciative inquiry is the collection of people’s stories of something at its best…. These stories are collectively discussed in order to create new, generative ideas or images that aid in the developmental change of the collectivity discussing them.”
Bushe, Gervase, “Five Theories of Change Embedded in Appreciative Inquiry,” presented at the 18th Annual World Congress of Organization Development, 1998.
“AI is intentional inquiry and directed conversation and story-telling that leads to a place of possibility. Possibility is fresh, new, and sacred. The story is the genesis of all that is human. Societies are stories, as are companies, schools, cities, families and individuals. There are bricks and mortar and flesh and bones, but all of it comes from a story. Even the flesh and bones of one person comes from a story of two people uniting to form another. I can think of a many moments where groups reached a profound spot with Ai and touched a sense of freedom. Usually one person would say something like, "From what we heard in these stories, we could_..." and there follows a collective deep breath and then silence as people consider the new "we could". Possibility sits in the room as a space of silence and then thought fills the space. Where does the thought that enters at that time, which has a feeling of vitality and newness, come from? It does not come from the person who spoke because that person would not have developed that thought without the conversations that led to synapses firing in a certain way. The thought is not merely a product of the collective because an individual must form the thought. The thought comes out of relationship, conversation, and newly created images. This "thing called Ai" is one of the finest ways to experience the power of language and to hone our skills with words, ideas, and stories. There are times when the possibility is so stunning the group has to sit in silence if just for a couple ticks before saying, "well, yes, maybe, why not, let's do it." There must be a gap that arises in the field of the known to entertain the unbridled possibility of novelty. There is a break in the routine story and supporting conversations so something new can creep in. This is the opening where novelty can arise. With no gap, we only have the billiard ball predictability of continuity. The openness to new ideas is not coerced. People don't have to force each other to listen to other's ideas and possibilities: minds are opened because the nature of the stories are so compelling and energetic.”
Steinbach, John. Contribution to the AI Listserve, July 2005

For more information: http://appreciativeinquiry.case.edu/uploads/whatisai.pdf

Speaking of Grading... (and blogging)

I stumbled upon this on Twitter. What do you guys think? (I'm sort of horrified by it, based on our many discussions about blogging and assessment.)

A Rubric for Evaluating Student Blogs

Diversity in Academia (or not)

Just a wrap-up of our discussion on diversity in academia.




In reviewing certain documents for this week, I found some other opinions on assessing students that I think is of interest and highlights zeros, negatives and failing grades. Enjoy!

Doug Reeves


Rick Wormeli

Tuesday, March 27, 2012

Critical Pedagogy


Critical pedagogy is a philosophy of education described by Henry Giroux as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action."[1]
Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements that strive for what they describe as social justice. Critical pedagogue Ira Shor defines critical pedagogy as:
"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)
Critical pedagogy includes relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning," "learning," and "relearning," "reflection," "evaluation," and the impact that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling."
Philosopher John Searle[2] suggests that, despite the "opaque prose" and lofty claims of Giroux, he interprets the goal of Giroux's form of critical pedagogy "to create political radicals", thus highlighting the contestable and antagonistic moral and political grounds of the ideals of citizenship and "public wisdom"; these varying moral perspectives of what is "right" are to be found in what John Dewey [3] has referred to as the tensions between traditional and progressive education.

Examples in the Classroom
As mentioned briefly in the background information, Ira Shor, a professor at the City University of New York, provides for an example of how critical pedagogy is used in the classroom. Shor develops these themes in looking at the use of Freirean teaching methods in the context of everyday life of classrooms, in particular, institutional settings. Shor suggests that the whole curriculum of the classroom must be re-examined and reconstructed. He favors a change of role of the student from object to active, critical subject. In doing so, Shor suggests that students undergo a struggle for ownership of themselves. Shor states that students have previously been lulled into a sense of complacency by the circumstances of everyday life and through the processes of the classroom, they can begin to envision and strive for something different for themselves.
Of course achieving such a goal isn't automatic nor easy, as Shor suggests that the role of the teacher is critical to this process. Students need to be helped by teachers to separate themselves from unconditional acceptance of the conditions of their own existence and once this separation is achieved, then students may be prepared for critical re-entry into an examination of everyday life. In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging. This encourages growth of each student’s intellectual character rather than a mere “mimicry of the professorial style.

Sunday, March 25, 2012

"To be invisible, to be free and to be special"

A recent Chronicle blog (In Which Tenured Radical Ponders The Twists of Fate That Can Mean Everything To An Untogether Student) highlights the dilemma many students seem to be facing today: how do I be invisible, free, and special all at the same time?

As faculty, it seems that we will have to somehow take the role that parent's often do - how do I respect my students desire for autonomy and freedom while also recognizing and encouraging their talents and strengths? I think this blog may help clarify why students seem to come into class now with seemingly little motivation to achieve while also craving praise and recognition.

This ties together well with another recent Chronicle article - Millennials Are More 'Generation Me' Than 'Generation We,' Study Finds - about students' desire to feel special and appreciated.

CUNY Faculty Sues to Block New Core Curriculum

When it comes to core curriculum, who gets the final say? Faculty or administration? We'll soon find at least one answer as the faculty of the City University of New York have moved to sue their own administration for executive decisions made about course structure, content, and credit value.

A similar disagreement lead to the "resignation" of the President of the University of Illinois recently.

Wednesday, March 21, 2012

Chimamanda Adichie: The danger of a single story



“The single story creates stereotypes and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story the only story.”

Thursday, March 15, 2012

LGBTQ Inclusion- Safe Zones

Hey fellow GEDIs,
After our discussion on diversity and inclusion last night I wanted to share a program I help run with you all:

The Safe Zone program "exists to educate the VT community on topics relating to the LGBTQ community. Safe Zones are members of the program who are committed to providing a more inclusive and accepting environment for lesbian, gay, bisexual, transgender, and questioning communities and their allies."

The training consists of one required overview course (terminology, the coming out process, etc) and at least one (but as many as you want to take) secondary course (either: Transgender101, NRV Resources and Allies, Suicide Watch and Prevention, LGBTQ History-Fall12, or Legal and Compliance-Fall12).

Here are the registration links to the remaining overview courses (they run for about an hour and a half):



More info can be found here:
http://www.mps.vt.edu/lgbtq/safezone.php

Email me with questions or comments (cotrupi@vt.edu)
Thanks!
Catherine

Wednesday, March 14, 2012

TED Talk on Introverts

http://www.ted.com/talks/lang/en/susan_cain_the_power_of_introverts.html

Tuesday, March 13, 2012

Dr Steve Robins Diversity and Inclusion

Dr. Sue: Diversity in Learning

How about going retro?

www.cbsnews.com/video/watch/?id=7390629n

This is a link to a video that talks about one of the no-tech schools in Silicon Valley! The kids that go to these schools come from very technologically advanced parents who think there will be a time when their kids will need to use computers and other gadgets but for now they favor the hands-on classroom teaching. The part that I liked the best was that the kids were engaging in outdoor activities during class breaks for entertainment rather than playing video games.

Monday, March 12, 2012

Khan Academy on 60 minutes

Some of you may already be familiar with Sal Khan and Khan Academy, as his videos have received a significant amount of attention. He was interviewed on 60 minutes last night, and the segment engages the question of how 21st-c teaching and learning is shifting: Khan Academy: The Future of Education?

Workforce Diversity


As part of our reading this week its Interesting to have a look to this article in changing the way of doing business by Rob McInnes. He introduced his concerns as a Social Responsibility, as an Economic Payback, as a Resource Imperative, as a Legal Requirement, as a Marketing Strategy, as a Business Communications Strategy and as a Capacity-building Strategy in regard of supporting the term “Workforce Diversity”

Workplace Diversity


"Workplace diversity is a people issue, focused on the differences and similarities that people bring to an organization. It is usually defined broadly to include dimensions beyond those specified legally in equal opportunity and affirmative action non-discrimination statutes. Diversity is often interpreted to include dimensions which influence the identities and perspectives that people bring, such as profession, education, parental status and geographic location.
As a concept, diversity is considered to be inclusive of everyone. In many ways, diversity initiatives complement non-discrimination compliance programs by creating the workplace environment and organizational culture for making differences work. Diversity is about learning from others who are not the same, about dignity and respect for all, and about creating workplace environments and practices that encourage learning from others and capture the advantage of diverse perspectives."
http://www.ilr.cornell.edu/library/research/subjectguides/workplacediversity.html

Monday, March 5, 2012

Google Science Fair

Just saw this advertisement for Google Science Fair after closing a Google account. It looks like it's kind of a combination between science project and blog/website for kids between 13 and 18. Watch the short video. Very cool!