Showing posts with label community college. Show all posts
Showing posts with label community college. Show all posts

Thursday, April 14, 2022

The Missing Piece in the Equity Equation: Excellence

You can also read the article in San Jose Mercury News

Equity is a keyword defining the educational philosophy of California’s community colleges. Unlike equality, which aims to give every student the same resources and opportunities, equity attempts to give each student what s/he needs to succeed. It recognizes that underserved and historically marginalized students, often victims of myriad injustices, need additional help to achieve educational and professional goals similar to their more privileged counterparts.

Equity is, of course, a noble idea but the devil lies in the details. No two students with special needs – physical, mental, academic, financial – are alike. Colleges with limited resources are hard-pressed to set each such student up for success. Tutoring, counseling, ease of access to facilities and resources help but some still fail because the equitable and inclusive services do not reach them until it’s too late.

My experience as a faculty member at a community college has convinced me that what also holds back differently-abled students from reaching their full potential is a missing piece in the equity equation: The summon to excellence.

Too often, we treat special needs students as if it is sufficient to provide some tools for them to somehow stay afloat. If they manage to pass a class with a ‘C’, we compliment ourselves with a job well done. That they can equal or even excel “normal” students is something we rarely instill in them.

Yet when we have great expectations, supported by attentive and rigorous care, miracles happen. Some teachers are born miracle workers who can motivate struggling students to reach for the stars. I am not one of them. What I have tried over the years, however, is convincing these students that they are as good as any other student, that they can still be peak performers with discipline and hard work and with a resilience that rejects setbacks and negativity.

My success rate with such students certainly leaves room for improvement, but when a miracle happens, I learn anew what teaching is all about.

Let me explain. Maria looked lost on the first day of my statistics class. I saw fear in her eyes, even tears. She emailed me after two weeks of instruction that she was already behind, unable to understand what measures of center meant. “Should I drop your class,” she asked.

After weighing the options, I finally replied: “Don’t drop. Let’s meet during office hours and see where you are.”

We met twice weekly over the next several weeks, going over problems step-by-step. “It’s not easy,” I told her. “I had the same difficulty you are facing when I was learning this.”

Slowly, Maria started making progress. She began taking charge of her learning and, by extension, her destiny. One day she shocked me by saying, “I had a brain aneurysm three years ago and still recovering from it. But it’s finally clicking in my brain.”

I was stunned. Here was a student I was about to abandon if I had taken the easy way out by telling her to drop my class.

Maria received a well-deserved “A” in my class and is currently majoring in psychology at a local university. Since that time and through the pandemic, Maria’s words, “It’s finally clicking in my brain,” continue to inspire me.

My experience isn’t the same with all challenged students. Some vanish into the void by dropping out, others barely hang on. But many persist and flourish and find joy in learning they never thought they would.

I have colleagues at my college who routinely perform magic on their students and at scale. I hope to gain insights from them but for now, the equation that motivates me to teach is simple: Equity + Excellence = Transcendence.

Wednesday, May 27, 2015

Tom Hanks and Community Colleges, Part 2


Actor Tom Hanks wrote an op-ed piece in the New York Times titled, “I Owe It All to Community Colleges.” It caused a stir among community college students. They compared their experiences to that of the actor’s and reflected on areas where their colleges fell short and ways to overcome those deficiencies. This is the final part 2 of the article. You can read part 1 here.

Much like Tom Hanks, Tyrone couldn't afford to pay tuition at a 4-year university. “In high school I missed out on an opportunity to earn a full scholarship to continue playing sports and further my education. Community college was the best option for me for a variety of reasons. I was accepted into CSULA and CSUNY, but wasn't ready to stop playing basketball, a game I loved. I carefully weighed all of my options and decided to attend San Jose City College (SJCC). Along with a good education, SJCC also offered an excellent basketball program, funneling athletes to big-time programs for sports. I was determined to accomplish my goals, although frustration set in during the freshman year. I didn't think I was going to accomplish my goals. But I stayed humble and refused to let doubt set in. I finished my freshman year with a high GPA. I will be receiving my AA-T in communications, graduating, and transferring to a 4-year university as a student-athlete. My experience at SJCC has been amazing! I haven't had a single teacher who didn’t want the best for me and for my fellow classmates. All my teachers not only taught me subjects but also how to live a meaningful life.”

Image result for Tom Hanks Chabot College community college Larry Crowne

Lisette believes that by attending a community college, she has fared better than her school mates who moved to 4-year institutions right after high school. “They constantly complain of noise and round-the-clock parties in their dorms. On average, freshman change their majors four times, wasting time and money. I have faced no such distractions at my community college. There is no time to waste. I am taking classes that will help me transfer to a 4-year institution. As Tom Hanks said, taking general ed classes give students an idea of courses they may like or dislike. After my first semester at SJCC, I realized I enjoy business and a bit of law. Taking these classes has given me insight into my purpose in life.” One area in which SJCC is lacking is in counseling. “To begin with, it is almost impossible to make an appointment with a counselor at a time that is convenient for the student, let alone a specific counselor the student desires to see. And when an appointment is scheduled, they are doled out in 30-minute slots. Every time I see a counselor, the appointment is rushed. At times it feels as though the counselors do not take the student seriously. I would like all the counselors to be evaluated on their performances, based on student feedback.  Those who score highly should continue; the rest should be terminated.”

This Fall 2015 semester is the last at SJCC for Naomi. “I am sad to be leaving, but also excited to be moving on to a state university. I loved attending City College, the same college my sister attended!” She is grateful that her parents encouraged her to attend SJCC. She started at SJCC as a junior in high school in the Fall of 2012. She took an American Sign Language class for two consecutive semesters. The following year, her senior year, she was able to attend SJCC full time because she had taken the California High School Proficiency Exam. That meant she was able to complete her senior year of high school and her freshman year of college at the same time. “This allowed me to jump a year ahead of most people my age, which thrilled me. This could not have happened had I not gone to a community college. Community college is also where I met my boyfriend in a history class! Additionally, I have had the opportunity to take some really interesting classes as well as some fun PE classes. I met some awesome people, and connected with some really great teachers. Tom Hanks says of the community college that he attended: ‘That place made me what I am today.’ I completely agree. I have learned valuable lessons and life skills from my psychology classes. I am also sure I will see more benefits, although it may be later in my life.”


Regarding improving SJCC, Naomi thinks that adding more sections of interesting and elective classes, as well as a wider selection of classes, would be a start. “That will give students a more well-rounded education, beyond just the required GE classes. When I register for classes each semester, I see a lot of classes that look very interesting, but often there is only one or two sections of that class and they are at a time that does not work into my schedule. This is true for many students. If there were more sections of these classes, and if they were promoted better, classes would fill up and more students could get a broader education. This can become a reality if full-time teachers at SJCC consider teaching some new classes. If there is a wider selection of classes, then there is more opportunity for students to try new subjects, have more job opportunities, and make SJCC a more appealing school.”

Thursday, April 30, 2015

Tom Hanks and Community Colleges, Part 1

Actor Tom Hanks wrote an op-ed piece in the New York Times titled, “I Owe It All to Community Colleges.” It caused a stir among community college students. They compared their experiences to that of the actor’s and reflected on areas where their colleges fell short and ways to overcome those deficiencies.

Ly returned to civilian life after serving over five years in the U.S. Marine Corps. He dreamed of opening a business while attending college part-time and helping his aging parents. The problem was that he did not have any money. Everyone was struggling in the weak economy. He took a job as a security guard but left because it was unsatisfying. That’s when it dawned on him that without a college education, the possibility of a good life will be elusive. The solution: enroll in a community college full-time and get an associate’s degree as soon as possible. It was the only affordable solution and it turned out to be all that he needed. 

“College has helped me realize how much my family supports me and my educational decisions. My parents, who have no formal education, always encouraged me to go to school and pursue higher education. In the past, I ignored them, saying it was a waste of time. Now I am a full-time student. Although I cannot help them financially, they don’t mind. They just want me to get a proper education because they know that is the only way I can get ahead in this society.”
Ly’s experience at the community college he attends has exceeded his expectations. “I'm lucky to have great professors as my teachers and instructors. Also, our school has many resources to help students, for example, free tutoring center. However, there isn't enough support for military veterans. There are counselors for veterans but that is not enough. The college can offer veterans discount on textbooks and lower tuition fees.”

Jessica was burdened with a huge loan when she attended the National Hispanic University (NHU). When NHU shut its doors, she decided that her best option was to attend San Jose City College (SJCC). “At SJCC I have come to appreciate many things - the interaction among students and teachers, the importance of keeping books and class materials at a reasonable price, sometimes even at zero costs, along with the determination of professors to challenge students to develop their mind. Also helpful is having access to a bookstore and centers like the Transfer Center and METAS center.” What Jessica has problems with is the counseling department. “It is extremely hard to get an appointment. The counselors rarely call back. They also give wrong advice because they don’t know. They misled me about transferable courses that caused me to waste a semester of taking classes I did not need to. If the counseling department is staffed with knowledgeable counselors, SJCC would become an ideal place for anyone to purse excellent education after high school.”

Jazmin is clear about the role of the community college in her life. “I returned to college almost ten year after graduating from high school. The first semester at SJCC was the scariest because I had forgotten many of the things I learned in high school. But once I finished the first semester, I felt confident. Even though I am not good at it, math has become my favorite subject. It now feels like I can do anything if I work and study hard. I am able to help my middle-school daughter with her homework. I am also able to help my third and fourth-graders with their math and English homework. Community college has changed the way I think. I don’t want to attend college only to get a better job. I now want to attend college to become more educated. I want to be a role model for my kids.”

However, for Jazmin, San Jose City College falls short in a few areas like security. “There is hardly any police patrol. Cars are often vandalized, scaring students. The college should hire more policemen and install more surveillance cameras on campus.”

Natasha finds community college the ideal educational institution “because it allows me to try different things. I have taken classes I never would have even thought of. They broadened my perspective. The college has made clear many strengths and weaknesses I hadn't seen in me before. It has shown me how to stay goal-oriented and manage time better. It has helped me find subjects I enjoy, as well as subjects I am not interested in. This helps me decide which career is right for me. I have discovered new passions and reignited old ones. One area where my college falls short is in its website. It is hard to navigate. Registering and paying for classes online sometimes doesn't work. It also looks outdated. One way to fix this will be to clearly identify all the wonderful services and workshops the college offers and display it on the website in a friendly and easy-to-navigate style.”

Chris, who is from Texas and who has moved to California to attend SJCC on a football scholarship, has found that the college has helped him grow up faster. “I was forced to take responsibility and create closer bonds not only with my professors, but also with students from different cultures and backgrounds. This has broadened my perspective on life. The college has also helped me learn how to better manage my finances and work harder in my classes. The only negative I can think of is that the college does not provide dormitories and food plans like a four-year college does. However, the classes are cheaper and smaller than a four-year college. This allows students to create better relationships with their professors. Most importantly, people who attend a junior college are able to figure out what they want to do in their lives faster.”

Jared went to work right after high school, working at low-paying jobs and thinking that with hard work, he will be able to rise to a management position. “As I continued the degrading job as a janitor or as a low sales associate, working as hard as I could, I expected higher pay and promotions to come my way. I was wrong, because for any promotion, I needed an AA or a BA. That’s when I realized I would have to attend a college. College is necessary because the opportunities with an associate degree are endless. That’s why I am at SJCC. I have promised to myself that I will complete my degree in two years and move on with my life.”

Jared echoes Jessica’s sentiment about the counseling department needing a major overhaul. “Counselors don’t take the time to sit down and talk to students in depth. They are always in a rush, finishing a meeting in ten minutes or less. I remember meeting with my counselor and she listed all these classes that weren’t even necessary for my major and career path. I think with more orderly scheduled appointments and services, students, especially new students, will stress less and will not end up taking unnecessary classes, wasting valuable time.”

Community college has helped Jose in multiple ways. “When I had just graduated from high school, I wasn't sure what I wanted to do. One of my options was joining the Marines but I couldn’t make it. So I signed up with the Evergreen Valley College. The college has helped me because with every completed semester I am moving toward my goal of graduating with a bachelor’s degree in business. I see some of my friends wasting their time and dropping classes but staying in school keeps me focused and on the right track. One of the areas where community college falls short is not having enough required classes for students who need them. For students working full time, it is difficult to attend classes that start in the mid-afternoon. A huge improvement would be to offer more evening classes. Cost is another negative factor. Per unit cost of classes keep going up. Unless this stops, only wealthy kids can attend colleges. That’s why making tuition free for community colleges is such an attractive and democratic idea. Another problem is that teachers keep changing textbooks from semester to semester. This is an unbearable burden for students. Keeping the same textbook for several semesters will help. Even better would be to pick high-quality but free textbooks available on the Internet.”

Community College has opened up a world of possibilities for Jamie. He always had a love for learning but after high school, his family did not have the resources to send him to school, especially during the recession. Still Jamie persisted and enrolled in a community college. “The college has helped me grow as an adult and, between work and financial aid, I am able to afford life as a college student. It took me ten years to finally get the courage to go back to school. The community college environment has made getting an education less intimidating. Each semester I become more confident in my ability to do well in classes that initially seemed intimidating before. I am now confident enough to get my associate degree at my college and soon apply to a California State College to receive a four year degree in communication.” 

One challenge for Jamie, as with Jose, is the outrageous cost of textbooks. “The cost to rent is almost as expensive as to buy. The system for selling text is also ridiculous. A book that may cost $100 may sell for $20 at most at the end of the semester, and that also if the edition is still useful. If a new edition is required, the old edition immediately becomes obsolete and you get nothing for it.” Another flaw in the system is that high school students are not made aware of the advantages of studying at a community college. With good results, it becomes easier to transfer to a 4-year university. “This was one of the main reasons why I felt I couldn’t get my degree along with my friends who transferred to a university right out of high school. Community college representatives should be more aggressive in informing high schools students the benefits that await them if they enroll in their colleges.”


Daisy has been a student at a community college for only two semesters but it has already been a life-changing experience for her. “San Jose City College has helped me meet professors who have taken the time and the care to steer me in the right direction. When I am done with my General Ed, I am confident I will find a job. The writing and tutoring centers offer help to struggling students. The clinic is staffed with friendly nurses and physicians. What I would change is the parking. I would try to make the parking lots bigger so that all students could get park their cars faster. The college should also promote more student government and create more clubs for students.”

Thursday, December 25, 2014

Longing for Peace and Justice in 2015

If a single sentence is to summarize the year 2014, it will probably be “I can’t breathe.”

Those were the fateful words a 43-year-old black man named Eric Garner managed to utter before dying when police officer Daniel Pantaleo applied a chokehold on him in Staten Island, NY, on July 17. Just three weeks later, on August 9, 2014, an unarmed 18-year-old black man named Michael Brown was shot dead by officer Darren Wilson in Ferguson, Missouri.
Neither officer was indicted.

The protests and civil unrests that followed put America on edge as the distrust between police and people, particularly African-Americans, grew intense. Almost inevitably, a criminal named Ismaaiyl Brinsley, a black man, shot dead two police officers in Brooklyn, NY, on December 20, before killing himself.

Can there be a silver lining to these horrific events? Perhaps this: Brinsley tried to invoke the killings of Michael Brown and Eric Garner as motivation for killing two policemen. Both the Brown and the Garner families denounced and rejected his reasoning.

Racism lurks beneath the façade of normalcy in America. We have progressed beyond Jim Crow but the progress has been uneven and slow. Blacks have legitimate reasons to fear the police for reasons both historical and structural. It is a tragedy that progress in race relations in America occurs only after blacks die, mainly because it forces us to question existing laws and attempt to make them less cruel and more human.

Year 2014 has been a difficult year. Murderous organizations like ISIS went on a killing spree, beheading journalists and civilians who challenged their barbarity. In Peshawar, Pakistan, the Taliban killed over 130 children in a single horrific attack in a school.

Yet the fanatics are steadily losing ground as Muslims overwhelmingly reject them and coalition forces retake territories.

Every nation in the Middle East unfortunately lived down to their unexceptional state. None showed any imagination or daring to break out of the cycle of distrust and violence.

On December 9, the Senate Intelligence Committee released a 6000-page report on the CIA's "Enhanced Interrogation Techniques." CIA’s depravity against 9/11 detainees shocked America. Yet there was something else too: In how many countries could such a report see the light of day? America’s willingness to question itself is one of its strengths, although its capacity to learn lessons from its failures gets at best a c-.

It was not all dystopia, of course.

The Nobel committee honored Malala Yousafzay of Pakistan and Kailash Satyarthi of India with the Nobel peace Prize “for their struggle against the suppression of children and young people and for the right of all children to education.” The Taliban had shot Malala in the head in 2012 when she was 15 but that only strengthened her determination to secure universal access to education, particularly for girls. Satyarthi, 60, had been waging a tireless war against the exploitation of children for decades. The “Save the Childhood Movement” he launched in 1980 has saved over 80,000 children from exploitation, bonded labor and trafficking.

Openings are always better than closings. President Obama’s decision to restore diplomatic relations with Cuba was welcomed by most Americans. “These 50 years have shown that isolation has not worked,” declared the President. “It’s time for a new approach.” (Are leaders in the Middle East and elsewhere listening?) Pope Francis played a critical role in bringing the two sides together. This humble man has shown that religion can be a catalyst for diplomacy when applied with the right touch of humility and foresight. Transcending the naysayers was the euphoria that gripped ordinary Cubans. “For the Cuban people, I think this is like a shot of oxygen,” exulted a 32-year-old IT specialist in Havana. “It’s a wish-come-true, because with this we have overcome our differences.”

Cynicism is supposedly the hallmark of the modern man but even the most hardened heart has to acknowledge that peace is a universal human longing.

In education, the Common Core Curriculum (CCC) is going through its trial by fire. More parents than teachers seem to be against it, only because CCC is forcing children to analyze what’s going on under the hood – critical thinking - and that has shaken parents off their complacency. For the first time in years, parents were forced to confront the possibility that their children were perhaps not as smart as they imagined them to be. Yet what they need to consider is that CCC can actually make their kids smarter, if only they give the curriculum a chance.

In community colleges, the tension between learning and relevance continues to frustrate students and teachers alike. Students are convinced that education is important but they are not convinced that what they learn at community colleges will help them in their lives. “As soon as I am done with this algebra course, I will flush it completely out of my brain, so I can make room for what will really help me,” said a despairing student. Replace ‘algebra’ with any other subject and this is a refrain one hears frequently in the corridors of community colleges across America.

But teachers are stepping up to the challenge. They are making relevance and connection with real-world problems a priority in the student-centric learning environment they are striving to create, recognizing that the main purpose of education is not to train students for jobs but to kindle their passion for knowledge and for their capacity to think independently.
Also laudable is the effort by organizations like California Open Educational Resource Council (OERC) to reduce textbook costs by making peer-reviewed quality textbooks available to students for free.

What is perhaps missing from our perspective is an awareness of the countless acts of kindness and generosity that ordinary people perform every day to propel us forward. It is the anonymous goodness of mothers, fathers, daughters, sons, teachers, nurses, volunteers and others that animate our humanity. It is their sacrifices, and not the antics of the headline grabbers, that keep the world humming. The source of the extraordinary, we often forget, is ordinary lives. No one captured this more eloquently than George Eliot in Middlemarch:

The growing good of the world is partly dependent on unhistoric acts; and that things are not so ill with you and me as they might have been, is half owing to the number who lived faithfully a hidden life, and rest in unvisited tombs.

The world may appear more unsettled and dangerous than ever but when we believe in the generosity and selflessness of those “who lived faithfully a hidden life, and rest in uninvited tombs,” our faith in humanity is restored. We sense that a new beginning is ours for the taking, that the fanatics and the extremists will be defeated by the humble and the resolute, that cruelty and stupidity will surrender to kindness and reason.

We long for peace and justice and hope that 2015 will be a year when we will be graced by both. Perhaps 2015 will be our personal Year of Innisfree (W.B. Yeats – The Lake Isle of Innisfree)

And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evening full of the linnet’s wings.



Tuesday, May 13, 2014

Feynman, Community College Students and Probability

(Students frequently rise to the challenge when teachers raise the bar. Give them something to stretch their minds with and students will embrace it with vigor and purpose.
Elementary statistics is a transfer course at California’s community colleges for the CSU/UC systems. A major part of this course is probability, the workhorse of statistics. What if community college students were asked to read Richard Feynman’s lecture on probability? What would they make of it? Richard Feynman (1918-1988) won the Nobel Prize for physics in 1965 for his seminal contributions to quantum electrodynamics. He is celebrated for his physical insights and for his ability to clarify complex concepts for the general audience. His fame grew when he gave a series of lectures on physics at the California Institute of Technology for undergraduates from 1961-1963 that became the three-volume “The Feynman Lectures on Physics.” More than four decades later, the “Red Books” are still being read and still continue to inspire. The lectures are now available online. His lecture on probability challenged several community college students who found it fascinating and engrossing.)


Josh found the discussion on the uncertainty principle most interesting, Nature is probabilistic rather than deterministic, reasons enough for Josh to focus on mastering probability. Feynman says that “the ideas of probability are certainly useful in describing the behavior of the 1022 or so molecules in a sample of a gas, for it is clearly impractical even to attempt to write down the position or velocity of each molecule.” Hence his conclusion: “We now believe that the ideas of probability are essential to a description of atomic happenings,” and “our most precise description of nature must be in terms of probabilities.” Most statistics texts introduce probability through flipping coins or rolling dice that leaves students cold. For Josh, a connection between probability and nature at its most fundamental level is a compelling argument for understanding and working with probability.

Reese found the lecture interesting but hard to follow. He gets it, though, when Feynman says that probability can be used to make better guesses. Hilda agrees but found the deterministic/probabilistic contrast confusing. The random walk idea went over her head but she was pleased when Feynman acknowledged his own uncertainty “when he states that his theory can change with future knowledge.”

For Yikal, Feynman’s simple questions invoking probability were the lecture’s most memorable features.  “What is the chance of rain for today? This is basically asking, what is the probability that it will rain today? This helps us see whether we should take an umbrella or not. If the probability is too low, then umbrella won’t be necessary. Feynman’s conclusion: almost every choice we make is based on probability.” Also, “we can never be 100% certain that something will happen. And sometimes we know that something will happen but we just don’t know when it will happen. Every choice we make is based on the probability of the benefits and the chances that something good could come out of that system. For instance we are not 100% sure that we will get a good job based on our career but we go to school to be educated because there is a good chance of getting the job if we have degree.”

Kerlyn found Feynman’s focus on the connection between chance, different types of probability and nature most fascinating. She had vaguely heard about the Heisenberg uncertainty principle before but explained in the context of probability made the principle real for her. “If we try to ‘pin down’ a particle to a specific place, it will go faster. But if it is forced to go slow, it will spread out. Our most precise description of nature is in terms of probabilities.”

Kyle summarizes his understanding of Feynman’s lecture by quoting from it: “There are many different types of probability, such as independent, mutually exclusive, non-mutually exclusive, conditional probability and inverse probability. The uncertainty principle describes an inherent fuzziness that must exist in any attempt to describe nature. Our most precise description of nature must be in terms of probabilities. In the early days of the development of quantum mechanics, Einstein was quite worried about this problem. He used to shake his head and say, ‘But surely God does not throw dice in determining how electrons should go!’ He worried about that problem for a long time and he probably never really reconciled himself to the fact that this is the best description of nature that one can give. There are still one or two physicists who are working on the problem who have an intuitive conviction that it is possible somehow to describe the world in a different way and that all of this uncertainty about the way things are can be removed. No one has yet been successful.” For both Kerlyn and Kyle, this means that the last word on the subject is perhaps yet to be written, which is what makes the quest for knowledge so profoundly satisfying.

Jennifer found the connection between probability and chemistry in Feynman’s lecture compelling. She also made connection with she learned in her statistics class, that “regarding probability density, the area under the curve, known as the bell-curve, is equal to 1. Standard deviation is the variation from the mean.” To visually imagine standard deviation, Feynman illustrates the motion of a molecule. He describes an occurrence when ‘an organic compound’ is released from a bottle in a room. This organic compound then evaporates in the air, and the particles spread throughout, thus resulting in standard deviation.

For Aisa, a clear, declarative sentence like, “There are good guesses and there are bad guesses. The theory of probability is a system for making better guesses,” is as powerful an introduction to probability as anyone can think of. She finds Feynman’s ability to place probability in a unique perspective the main draw of the lecture. “It makes readers think of probability not just as a sort of math problem but something that happens in the real world. Feynman puts thinking and logic into a different realm, and that applies to his lecture on probability as well. He shows how probability is subjective. The answer may not always be what you hope for or want. Still, it is better to be probabilistic and realize that probability is a game of chances. I think this type of mind frame will help people think of probability in a different way.”

Sabrina’s understanding of probability grew when she worked through Feynman’s explanation of the binomial probability by breaking down the outcomes of flipping a coin and identifying some of the rules of the binomial model, such as, the observations must be repeatable, and the repeated observations must be equivalent. “He makes it clear that the observations are estimates of what will occur. The same reasoning can be generalized to any situations where there are different, but equally likely possible results of an observation. This of course makes perfect sense especially keeping randomness in mind. Feynman includes a fascinating graph that represents the idea that with an increase of number of tosses, the closer ‘the tendency is for the fraction of heads to approach 0.5, as compared to a smaller number of tosses where the fluctuation of deviation might be greater.’ Feynman then connects the ideas of the coin toss to random walk and motions of atoms in a gas. This is what I found most fascinating: How Feynman can take a simple concept and connect it to something like the motions of atoms in a gas. We should see more connections in our studies, whether within disciplines or between disciplines. That will motivate students far more than treating subjects as if they were disconnected from each other.”

Saturday, March 15, 2014

Student Perspectives on Improving Education

(Every year, foundations, think tanks and various other organizations produce lengthy papers detailing what‘s wrong with the state of education in our public schools and colleges, and what can be done to improve it. Yet nothing happens. Billions of dollars are spent on technology but the scores don't budge, and the same (if not more) percentage of students continue to drop out of school or take forever to graduate. The tomes that the education experts and the educational-industrial complex produce to rectify public education have one thing in common: they rarely reflect what the students themselves think! It is as if they are convinced that students aren’t capable of analyzing what’s wrong with education, yet the pundits are full of suggestions as to how to foster critical thinking among them. The irony is obvious to everyone except to the tome producers! This is the second and final article in a series on what students think is wrong with our educational system and the meaningful and practical steps that can be taken to improve it. You can read the first part here.)

Jamie believes that what ails higher education in America is the high cost of tuition. If students can be stress-free and debt-free, their interest in mastering the subjects, and hence their scores and graduation rates, will rise. Tying learning outcomes to real-world standards and offering year-round classes will also help.

Deisy thinks that investing huge sums of money on educational technology has not matched the expectations of its proponents. Laying off teachers while installing the latest gadgets in classrooms to “improve and enhance” education has set education back. Online classes are not as effective as regular classes. In fact, for many students, online classes do not work at all. As Deisy sees it, we need to get back to the basics. While technology can help, schools should invest more on hiring good and inspiring teachers and less on hiring managers and administrators. We all lose if schools are treated as businesses. Education may have a business part to it but it can at best be secondary. As long as we focus on the true purpose of schools and colleges, which is to educate and help students develop critical thinking skills, they will do well. “If, instead, all we focus on is “innovation” through technology, there will hardly be any progress.”

Michael sees textbooks as a barrier to higher education, both in costs and content. “I have compared our community college books to texts used at San Jose State University, and they are very different in rigor and complexity. I believe community colleges don't prepare you enough for state universities. For example, most community college students don't realize how much harder universities are,  that they will have to adjust so rapidly. This leads to students failing and wasting money on units that are not completed.”
Danilo Guasticci Rahim 1. I believe that there are many things about the educational system that are very beneficial and helpful to the learning experience. However, there are many things that could be changed about it. A big thing that I have noticed that
Sun 9:49 PM

Keenan is reluctant to blame teachers alone for what is wrong with our education. Most teachers are dedicated, selfless souls who contribute much to shaping minds but are poorly compensated in return. Unless students take responsibility for their own learning and motivate themselves, not much will change. “I take responsibility for my life. It saddens me to see that many of my friends look for excuses when their results do not match their expectations. Hard work and good study habits are critical.”

Eduardo doesn’t agree with the pessimistic view many hold about the American education system. “I believe our education system is outstanding compared to other countries because it gives us a lot of opportunities and a lot of financial help if we need it. There’s always a way or another in which you could receive a decent education. I have had access to good education and have received help when I needed it. Thanks to our system, I am well on my way to becoming the first person in my family to go to college and have a good carrier.”

Krithika feels that more money should be spent to increase the number of certain classes offered per semester. “Almost every semester of my community college career, I have been faced with the dilemma of filled classes, and have had to delay taking the classes until the following semester. Important classes such as the biology, physics and chemistry classes are offered every semester but each is offered only one class per semester. This is frustrating because the classes get quickly filled and there is a restriction of only about 35 students, so those who did not get the classes that semester need to wait to take it in the future. Lack of more classes forces students to extend their education at community colleges to more than two years. This creates a cyclical effect where students who have more units in a college get priority during registration and often fill up classes so that incoming students are forced to wait.”

For Gurleen, the real problem is that schools have become a chore for many, a boring place where nothing of importance happens and time and money are wasted. She is baffled by this mindset. “School is where you get to expand your mind, where you are inspired to become life-long learners. After all, education is a journey, not a destination. If we can encourage kids at a young age to love school, then they will be more willing to go to college. In community colleges, things are a little different. Students have many choices but they also are beginning to confront the harsh realities of life. The coursework itself is not challenging, but balancing work and school is. I know that over the years I’ve had to put school on the back-burner because medical expenses, bills, work, family life had gotten to be too much. I know this is the case with many of my peers. Unfortunately, not all teachers and colleges are accepting of that. Instead of making life easier for students, who have to juggle responsibilities, they make it harder. In 2011 I was rear-ended driving to school. The accident left me out of school for 3 weeks. I was given Fs for all my classes that semester because it was too late to drop the classes. Instead of helping me and allowing me to get Ws, the college ruined my academic history. After I recovered, I went to talk to a counselor who told me my major, nursing, was too impacted and that I should just drop out of school for a while. It is never acceptable to tell students to drop out of school, particularly when they have to miss classes due to medical reasons. Counselors nowadays are asked to see 600 students or so per semester. Because of this, they can only see students for no more than 15 minutes. If teachers, counselors and administrators become more understanding of what students have to go through day in and day out, things will improve. The graduation rate will go up significantly.”

For Garcia, the real problem lies with parents who force their children to enroll in colleges even when they are not ready, either emotionally or intellectually. “Success in community colleges is largely based on independence and determination. Students with these skills tend to be the most successful. If a student doesn’t have these traits, he or she should do something else, either a job or some kind of internship, where these skills can be developed.”

Maybelle believes that peer-to-peer transfer of knowledge is the key to success for community college students. “Students who are good with a subject should help those lagging behind. Teachers can help set up blogs or social media to facilitate these types of interaction for their classes. In this age of social media, learning from peers can really advance education and increase graduation rates.”

As Emily sees it, one of the most frustrating things in college is trying to get the classes you need. “One of the best things colleges could do would be to cut down general ed requirements. Many of these requirements are unnecessary and pre-historic. They have no relevance in the lives of students. That way we could get our degrees in two years and move on with our lives. The other thing that must be addressed is student loans. Student loans are out of control. The cost of tuition has gotten so high that many students cannot even think of attending college. My parents are well-off, but since they had to put my sister, and now me, through college, they are just about broke. College education should not be so expensive.”

For Courtney, education will improve only if the attitude of people in charge of education – teachers, counselors, deans, administrators – changes for the better. The number of caring and competent teachers and counselors are too few. Unless they learn how to address the needs of students in a caring and professional way, as opposed to indulging in favoritism and carelessness, very little in education will improve.

Danilo finds the whole system of teacher evaluation deeply flawed. “Some of my teachers in high school were flat out horrendous because they were not evaluated properly or often enough. I would end up getting discouraged because I believed my teachers were not doing a good job teaching and I wasn't learning as much as I should. It was very frustrating.” Danilo wants a more rigorous system of teacher evaluation. Even more, he wants colleges to act on the evaluations. He feels that the evaluations are only for show, just going through the motion, that colleges are not sincere about removing teachers who aren’t doing their job. “We have to remove incompetent teachers from our schools and colleges and hire the best possible teachers, irrespective of age, experience or gender. If we do that, education will progress by leaps and bounds.”

Ares believes that if teachers become more active with students, education will become more meaningful. This includes more group work assignments and informing students about their progress every week, so that remedial actions can be taken when necessary. Teachers should walk around the classroom after assigning problems and see how the students are doing, helping where help is required. Teachers should also encourage students who are ahead help struggling students. This empowers students and promotes learning. Unfortunately far too few teachers do this. They just lecture and then leave. Teachers need to become more conscientious about their responsibilities and keep up with all the new tools and techniques of teaching that have proven to work.

Christy thinks that technology can be a good educational tool but the way it is used now does more harm than good. “Everything has become so internet-based that professors have lost touch with their students and their academic goals. Teachers have started viewing their actions in the classroom as a “job”\ rather than a passion. They no longer interact or connect with their pupils. However, learning is a two-way street between the teacher and the student. Great teachers make learning a joy but unfortunately there are too few of them. Colleges should hire the best teachers because a single bad teacher can easily ruin lives. Perhaps when colleges are hiring teachers, they should include one or two student representatives to interview the teacher as well.”

Thursday, March 25, 2010

Firing Bad Teachers and Promoting Good Ones

I teach a statistics class as an adjunct faculty at a college in California. The other day, a student came up to me, almost in tears. He was having a terrible time in his economics class. He wants to major in business. Economics and statistics are two core requirements that he must fulfill before transferring to a university.

“I am getting nothing out of my economics class,” he lamented. “The teacher never explains anything. He just scribbles furiously on the board. The other day he drew many graphs and many equations on demand and supply theory. When a student asked him to explain the theory in simpler terms, he humiliated him in front of the whole class. None of us are learning any economics. Do you have any advice for me?”

“Is he full-time?”

“Yes, and tenured.”

Well, that probably explains it. All I could tell him was to team up with a few like-minded students and see if learning from each other helps. I am a big believer in peer-to-peer learning. I have encouraged this among my own students. When a student has difficulty, for instance, looking up the binomial probability distribution table, I ask another student who has mastered the task to help him. It works beautifully.

But the larger issue is what to do with the rogue teachers who are blind to the needs of their students and fear no consequences. They are untouchable. The underlying “principle” is that the Teachers’ Union will defend them against any threat to their job security. Everyone knows it. The dean of the department knows it. The rogue teacher’s peers know it. Yet nothing happens and students continue to suffer year after year, at a terrible cost to them and to society.

Another student who took an elementary algebra class from me had to sign up for intermediate algebra in the summer from another teacher. She told me about the hell she had to endure from this tenured professor.

Each chapter in the algebra text has about 7-8 sections. I had barely enough time to cover a single section in an hour. This teacher (summer classes are usually 3hours long in this college) bulldozed his way through almost two full chapters per class. That’s about 14-16 sections in one sitting!

“I lost weight,” the student told me. “I was so stressed and exhausted that I became a machine. That’s how I survived. I learned nothing. He never entertained any question. Our homework and tests were graded by the publisher’s online setup. He never checked our homework or tests or quizzes himself. He always seemed angry and gave the impression that we were wasting his time. I never had such a miserable experience in my life.”

A recent cover story in Newsweek (March 15, 2010) boldly claimed that the key to saving American education was startlingly simple: “We must fire bad teachers.” Almost all recent data and educational reports suggest that teacher quality is the most important factor in the success of our education system. A talented teacher can unlock the potential of a student while a bad teacher can stifle it and even doom the student’s future. Parents will happily go along with a class of 40 students taught by a great teacher than a class of 10 taught by a bad one. The influence of an inspiring and demanding teacher can last a lifetime. Unfortunately, so can the influence of a mediocre and unimaginative one.

Charter schools like KIPP and Teach for America use rigorous methods for selecting their teachers and subject them to frequent evaluations. The success of teachers in these schools is entwined with the success of their students. If students do not show improvement, the failing teachers are replaced. But charter schools represent only 3% of America’s public school students. It is not clear that charter schools can scale well.

At the community college level, firing bad teachers often lead to legal battles that can drag on for years. It can also lead to trouble for students who dare to report. Yet I have found in private conversations that many teachers themselves strongly support firing the incompetent ones among them. They also seem to know who they are. These rogue teachers tarnish the image of the teaching profession and bring bad name to entire departments. It is the case of one rotten apple spoiling the whole barrel.

What compounds the problem is that when a budget crisis forces layoffs, and California is now going through its severest budget crisis in decades, it is often the young teachers who are laid off first. Yet they are the ones who are often best able to connect with students because of their facility with technology and current issues and their passion for teaching. In reality, though, the longer a teacher has worked in the school system, the more secure he is, no matter how atrocious he may be as a teacher. This quality-blind law and last-in, first-out model has been a disaster for our schools. Seniority can never be the basis for who gets to shape the minds of our students.

Teachers themselves have suggested three criteria to judge their own effectiveness: classroom management skills, attendance and a rigorous, objective annual performance evaluation rating. The three add up to one final criterion: the performance of students.

The sooner this type of quality-based system is put into practice, the better off we will be as a nation. While such practices are the norm in schools such as KIPP and Teach for America, public schools and colleges are still mired in politics and endless debates about repealing quality-blind laws. But the status quo cannot continue because the future of our nation is at stake.

About my statistics student, I have decided that I will personally take him to my dean and together, we will make a formal protest against the economics professor. If necessary, I will add other students who will be willing to stick their necks out. It is likely that I will be relieved of my teaching duties for being a “troublemaker.” That’s okay. The satisfaction that my students have already given me over the years with their evaluations will last me a lifetime. But perhaps this protest will have a ripple effect and at least a few of the teachers who are no longer passionate about their craft will retire voluntarily, to make room for those with a gift for teaching. If that happens, there is nothing I can think of that will bring me more happiness.