TCR 5060 – Week 5 Post – Andragogy in FYC

       The 21st century poses a number of new challenges for higher education. First-year composition ("FYC") classrooms, while mainly made up of college freshmen, are made up of second career and older returning students. This is not new for community colleges, but is new for universities. Ultimately, this new context will serve students better. Instructors of FYC often have freshman who are in their first courses of college. These students are lost, confuses, and trying to figure out the very different expectations of college work than high school work. It is tempting to think of these students as high schoolers, children even, rather than adults. However, these students are adults in the process of transition. Therefore, we should utilize practices from andragogy while borrowing as necessary tools from pedagogy when approaching students in order to empower students and aid students in their transition process. Andragogy, according to Malcolm Knowles, is “the art and science of helping adults learn.” Knowles, M. wrote in the 70's and 80's, identifying six principles for adult learning:

1.            Self-concept - Adults are internally motivated and self-directed;
2.            Experience - Adults bring life experiences and knowledge to learning experiences;
3.            Readiness to learn - Adults are goal oriented, bringing knowledge to bear on their personal and professional lives.  ;
4.            Relevance - Adults are relevancy oriented,  seeking knowledge and understanding which is applicable to their lives;
5.           Orientation on learning - Adults are practical, seeking to solve problems rather than focus on subjects (Knowles, 1980); and
6.           Motivatatition to learn - Adult learners like to be respected and are more motivated by achievement, accomplishment and being treated respectfully.
   
   These six principles, when applied to our view of FYC students, can empower and help these transition learners to become adults in this self-directed sense. We should use an emphasis on andragogy, so as not to enable underdeveloped students or atrophied student thinking. Andragogy might be better understood if we look at how it functions in contrast to pedagogy. Educators also might benefit from using the following chart as a self-reflective rubric for teaching practices (e.g. are students dependent upon your instruction or are you promoting practices which allow students to be self-directed?). The following chart shows some distinctions which are important for the FYC classroom:

(I found this chart from an anonymous blog post at: http://www.educatorstechnology.com/).  By incorporating reflective teaching practices, instructors can better prepare to teach adult learners.  By acknowledging the needs of adult learners, instructors can embrace practices which empower, respect, and help adult learners to pursues a more meaningful education.

References

Keesee, G. (2011). "Andragogy -- Adult learning theory."  Accessed at: http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy--Adult%20Learning%20Theory

Knowles, M. (1980).  The modern practice of adult education: From pedagogy to andragogy.  Cambridge.

"Pedagogy vs. Andragogy chart.  Accessed at: http://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html

TCR 5060 – Week 4 Post – Teaching Philosophy/Philosophy of Composition

Teaching Philosophy

[“IT IS TIME ONCE AGAIN TO RECONSIDER THE SOCIAL CONTRACT BETWEEN THE UNIVERSITY AND THE NATION” (DUDERSTADT, J.J., 2000B, P. 37). ]

Many have asked the question of whether teachers’ beliefs influence how students perform.  When teachers believe students are intellectually gifted, student performance improves.  Teacher behavior changes students.  Because the role of teacher carries with it authority and power in contradistinction to that of students in most institutional settings; therefore, as instructors, we owe it to our students to:

• Empower them.
• Believe beyond what even students themselves can believe about themselves.  “Everybody is a genius.  But if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid.” –Einstein
• Recognize that not every student learns the same way; therefore, we must teach dynamically.  Dynamic teaching practices require we attend to the various learning styles: kinesthetic, auditory, and visual learners.  “I only attempt to provide the conditions in which they can learn.” –Einstein
• Educate, not through the instilling “of facts, but the training of the mind to think” (Einstein) innovatively, creatively, divergently, and in an emotionally intelligent manner.
• Equip them for success in the 21st century hyperconnected world.

Globalization inevitably leads educators to consider how higher education prepares students for success in the current hyperconnected, technologically charged global dynamic.  Technical communication instructors should seek to transform education by seeking “entirely new paradigms” (Duderstadt, J., 2000a, p. i).  Education must situate itself in the hyperconnected world by cultivating creativity, divergent, and innovative thinking (Friedman, T.L., 2005; Pink, D., n.d.; Christensen, C. M., & Eyring, H. J., 2011).  Academic preparation should recognizes the complexities of literacy in the 21st century.  Six core literacies (basic, rhetorical, social, technological, ethical, and critical) are critical.  

References

Christensen, C. M., & Eyring, H. J. (2011). The innovative university: Changing the DNA of higher education from the inside out. San Francisco: Jossey-Bass.

Duderstadt, J. J. (2000a). A choice of transformations for the 21st century university. The Chronicle of Higher Education, 46(22), B6-B7. Retrieved from http://search.proquest.com/docview/214692413?accountid=8593

Duderstadt, J. J. (2000b). New roles for the 21st-century university. Issues in Science and Technology, 16(2), 37-44. Retrieved from http://search.proquest.com/docview/195918602?accountid=8593 

Friedman, T.L. (2005, May). The world is flat. MIT.  Retrieved from http://video.mit.edu/watch/the-world-is-flat-9145/

Pink, D. (n.d.). Dan Pink video series on a whole new mind. Board of School Superintendents.  Retrieved from http://ym.askaboss.com/?page=Dan_Pink_Video

My Brief Philosophy of Composition

Composition is a messy.  Composition is a process-driven practice.  What sparks the process may be an assigned prompt, observation of the world, interest in a subject, research question or any number of reasons; however, the author determines when the work is finished.  Some might argue that audience determines when a work is finished.  One can hold both of these views even when they are in direct opposition to each other.  Authors should conduct their work with passion and purpose.  

Composition should always have a purpose. While ars gratia artis can serve for any creative process, composition should have a focus, communicate a message, accomplish something. (Please excuse the advertisement before the following video).

                                          

Composition is creative, or more accurately, co-creative.  Voices, memory, knowledge acquired over a lifetime all speak to the composing act.  Heteroglossia is a term used describe discursive practices as a “matrix of forces” or voices which speak to the occasion (Fiske 89).  This is one aspect or characteristic of composition.  

Voice in composition expands beyond author, and author held heteroglossia.  In our hyperconnected world, composing may include many authors each with his or her own internal voice and values.

Audience is bigger than we imagine.  New contexts and connectivity make it near impossible to imagine or understand audience.  We must explore audience in a much more dynamic and expansive way.

Composition take more than the form of pen to paper.  Composition can engage with any kind of media, especially in our hyperconnected world.

References

Fiske, John. Introduction to Communication Studies.  New York: Methuen, 1982.

TCR 5060 - Week 3 Post - FYC - 21st Century-ready

As I sat down to write a response to this week’s prompt, I found the process challenging for a number of reasons; the main reason is because, I had a difficulty nailing down what the top three or four things are that dominate my composition philosophy.  Ultimately, they are as follows: 21^st century-readiness, emotional intelligence, all things rhetoric, ((and/or so that) students are equipped to successfully pursue their dreams/calling/passion). On the Pearson’s website, you can find the following statement directed toward teachers who are thinking about helping students with “College & Career Readiness”:

You strive to give students the knowledge, 21st century skills, and strategies to think critically and keep learning—always and everywhere. We can help you prepare learners for future success, no matter what their dreams. (emphasis added). (Pearson online).

If I used the example above as a mission statement for FYC student education, I might change it to the following:

First-year composition instruction should promote a strong understanding of the 21^st century global context through developing 21st century skills in: (1) literacy (written, visual, oral, cultural, technological), (2) critical and reflective thinking, (3) emotional intelligence, and (4) continuous/life-long learning.

The following provides some examples of how each of these areas might be reflected in assignments:

(1)        Literacy -

Written, visual, oral, technological – The majority of assignments in 1301 or FYC touch on these.  Students are being asked to wrestle with these regularly.  A few assignments which might touch on visual literacy would be to analyze a super bowl television advertisement for audience, thesis, and supporting rhetorical devices.  Another similar assignment might ask the class to analyze a website for audience, main claim/purpose, and supporting visual/rhetorical devices.

“[C]ultural” is addressed here…and in the emotional intelligence section.

(2)        Critical thinking (is pervasive throughout the categories) – Throughout FYC, students are asked to engage with readings and think critically.  I always like taking a passage that has a number of claims and having students get into groups to dissect, analyze, investigate, pass judgments on and wrestle with the claims, how the claims are made, and whether they are effective.

Reflective thinking (should be pervasive throughout the categories – Students can be asked to reflect on their composition process.  They can be asked to reflect on how an assignment spoke to them or think back to how they were changed by an assignment, etc.  

(3)        Emotional intelligence (and cultural literacy) - This is by far the most challenging skills/intelligences to create.  A FYC class might start with reading for perspectives (a case study with multiple cultures represented in the case study might be presented).  Students could be asked to put themselves in someone else’s shoes.  A case study where an individual or multiple individuals and scenarios demonstrate emotional intelligence exercised well might be presented.  Students could discuss how the individual(s) accomplished what needed to be accomplished.  Group discussions relating to diverse perspectives which incorporates empathy and well-thought our reasoning is key here.  An instructor might ask students to take a test at the beginning of the course from a “360-degree feedback instrument” (McKee, 2015).  Once students got results from a test like the Emotional and Social Competency Inventory (ESCI), they could be asked to review the results and then write reflectively on how they read the results and how they might strengthen any weaknesses they might have.

(4)        Continuous/Life-long learning – Many students view learning as something that happens in school primarily; however, in order to help prepare students for a global technological context where things are changing at daunting rate, instructors will need to instill a desire for continuous learning through modeling and casting the vision.  This might start with asking the class questions for discussion, “What does it mean to be a ‘continuous’ or ‘life-long learner’?  Why might this be an extremely vital skill or characteristic to have as a person?”

References

College & Career Readiness.  Pearson, 2015. Accessed at: http://www.pearsoned.com/prek-12-education/topics-in-prek-12-education/college-and-career-readiness/

McKee, Annie.  “How to Help Someone Develop Emotional Intelligence.”  Harvard Business Review Online.  April 24, 2015.  Accessed at: https://hbr.org/2015/04/how-to-help-someone-develop-emotional-intelligence

TCR 5060 - Week 2 Post - Emotional Intelligence as a Route to Audience Achieved

“Self-absorption in all its forms kills empathy, let alone compassion. When we focus on ourselves, our world contracts as our problems and preoccupations loom large. But when we focus on others, our world expands. Our own problems drift to the periphery of the mind and so seem smaller, and we increase our capacity for connection—or compassionate action.” Social Intelligence by Daniel Goleman

       While Ede/Lunsford’s work suggests that knowing your audience is one of the most essential and difficult aims in writing, I feel it is more difficult to teach certain competencies associated with emotional intelligence, including empathy (being able to see from another’s perspective and care), creative problem solving/innovative thinking, and communicating clearly and effectively. All of these things are essential to reaching an audience, engaging that audience to action. According to Kano, K (n/d), “emotional intelligence skills [are] foundational for predicting leadership success.” What is exciting to me is the reality that emotional intelligence can be taught. Many elements make up emotional intelligence. The question then becomes, which component of emotional intelligence do we begin with teaching? In the case of better understanding audience and creating innovative and meaningful arguments to reach an audience, one might begin with teaching empathy. Readings, activities, and assignments geared toward face-to-face interactions or putting oneself in another’s shoes might be the order of business. When setting out to teach anything surrounding emotional intelligence, we must first look to the originator of the term emotional intelligence, Daniel Goleman. He has spent an extensive amount of time identifying the characteristics and qualities of emotional intelligence, specifically in relation to their importance within higher education and industry. In focusing in on empathy, we might consider the following video: https://www.youtube.com/watch?v=9oQxFUo9zfM Daniel Goleman outlines various kinds of empathy which are key components of emotional intelligence:

• Cognitive Empathy
  • I understand how you think about things
  • taking the other's perspective
  • downside - if only have cognitive empathy they can manipulate you
• Emotional Empathy
  • I feel with you, feel your distress
  • critical for leadership to create rapport
  • downside - dealing with pain you can burnout
  • emotional self-management
• Empathic Concern
  • felt sense when you see other's pain
  • spontaneously want to help out
  • are good team players

(Goleman, D., Different Kinds of Empathy, accessed at: https://www.youtube.com/watch?v=eg2pq4Mjeyo)

One of the challenges in creating arguments to convince an audience is the absent audience. However, the greater the level of emotional intelligence, the more likely the author will be able to capture that audience invoked, reaching an actual audience.

Reference

Kano, K. (n/d). Emotional intelligence learning: What research teaches us about its importance to student. Jossey-Bass. Accessed at: http://www.wiley.com/legacy/downloads/Emotional_Intelligence_Learning_What_the_Research_Teaches_Us_About_Its_Importance_to_Students.pdf