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November 22, 2008
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Sept. 9
It’s Not Programmed Into Our Cells
Like many professors, I have a policy about cell phones in my classroom. I struggle with this policy every semester, trying to prevent their usage from disrupting my class (trying to prevent their usage at all, in fact), but also recognizing that draconian measures might not have the best effect on classroom atmosphere. While I understand the thinking behind a professor’s policy I read about that penalizes the entire class if five cell phones ring during the semester or one that creates an instant pop quiz for the entire class upon one person’s cell phone ringing, I am unwilling to punish the innocent for the sins of the few.
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My students discuss cell phones with me more than most professors, though, because I do not own one, nor do I plan on buying one. Ever. According to what poll one looks at, somewhere between 82 and 85 percent of Americans own cell phones, so I realize that the hyper-connected professors will see me as the professor I knew in graduate school in the 1990s who refused to use a computer, insisting that a typewriter would work just fine, and the students’ image of my life is even more extreme.
Some of them actually wonder how I function on a daily basis, especially as far as my relationships go. In fact, whenever I discuss cell phones with my students, an event that happens even more frequently than I would like, they provide me with a list of reasons why they must have them. Of course, the list is rather predictable, centering on making their life more convenient, especially when it comes to relationships, both with friends and families.
I understand their argument to a point, but, as an educator, I feel that my choice not to have a cell phone is just as important for my students as it is for me. My choice can teach them in ways that the assigned readings and writings cannot. Thus, I endure their incessant questioning of the way I live my life in an effort to teach them three simple lessons.
First, education and life is not about instant gratification. I understand why professors, especially those who teach at the graduate level or at smaller institutions where the focus is on building relationships with students, would have a cell phone and give that number to their students. They truly want to create real, meaningful interactions with their students, so they are on call whenever the student needs to get in touch with them.
However, students need to learn to solve matters on their own, and our providing a way to constantly keep in touch will not help them learn this. In my first semester of teaching at an institution that encourages close relationships between faculty and students, I put my home phone number on my syllabus. I have never done so since. I had one student who called me multiple times a week to find out what we were doing the next class meeting. I explained the point of the syllabus and how to use it, but this information did not dissuade him from calling.
There is a movement in higher education right now toward instant gratification, largely due to the influence of the business model, seeing students and parents as customers who must be satisfied, lest their take their money elsewhere. It has influenced library service, where many reference desks have instant messaging capabilities, and the administrative interactions with students and parents, from admissions offices with 24-hour staffing to student life officers who can be reached at any hour, via their cell phones, of course.
Students will not learn to learn on their own, though, as long as we give them this constant access. I have received numerous e-mails from students asking me basic questions, only to receive a follow-up e-mail ten to twenty minutes later, telling me that they have figured it out on their own. If they had my cell phone number, they would have never solved whatever issue they were struggling with by themselves. Instead, they would have called me and expected me to simply give them the answer or at least point them towards it.
The second reason I refuse to have a cell phone, as an educator, is related to the examples above: I have a personal life, and they are not a part of it. A few years ago, I was in a bookstore with a friend of mine, who also teaches at a smaller institution where close relationships between faculty and staff are encouraged. His cell phone went off, and he told me after he had finished talking that it was from a student in a small group that he led. I have another friend who is in such close contact with a few students that I have never gone somewhere with her and made it through even a dinner without at least one of those students calling her.
I love my students, and I enjoy spending time with them. In fact, I volunteer to lead student groups and take them on trips, and, at various times, I have had groups over to my house for dinner and a movie. Like many professors, I have developed friendships with students that have lasted for years after the students’ graduation.
However, they are not my personal life; they are my professional life. For my well-being and for their developing independence, I keep the two separate. Students must learn that we are whole human beings who have lives outside of them and that we value those lives and nurture them, which requires time away from the students, both literally and virtually.
Last, students need to see that there is a different way to live than what culture presents as the norm. My liberal-arts bias is clearly showing here, but a true education should expose students to a wide variety of views on the world; thus, we must show them lives that are different than the ones we see around them every day.
This exposure goes beyond reading Walden and discussing simplicity and solitude to actually modeling a life that is different. Many of us already do this when it comes to showing them the life of the mind that is vastly at odds with our superficial culture, but we can show them so much more. They need to see that there are professors who can exist in the world without cell phones or television or iPods or video games or whatever the latest technological craze is.
One of my undergraduate English professors illustrated this point very subtly, never drawing attention to it, but always using it. He did not keep up with the latest music, so all of his popular musical references were at least twenty years old, but he would reference classical music in such a way that we saw that it was a part of his life. When I needed answers to questions about classical pieces, I did not go to a music professor; I went to him, and he always answered them. It was his example that led me to enjoy classical music, not as much as he did, but at least somewhat; it was not a music appreciation course that did it.
We can show students a world that is much different than the one they currently inhabit and give them a choice in the way which they will live. They may see our lives as hopelessly outdated or even untenable, which is fine, as long as they see the choice. It is not our job to convince students to live like we do, but it is our job to show them that life can be lived as we live it. They may not take up residence in the woods by a pond or even give up their cell phones, but they will think about doing so, which is all we can ask.
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Comments
I shared your view about cell phones until the day that my six-year-old son fell ill at school and the nurse could not get in touch with me. I bought a cell phone the next day but only my family members have the number.
I cannot imagine giving my cell number to a student.
Professional and Parent, at 8:55 am EDT on September 9, 2008
Thank You
Excellent insights. I’m going to forward this to my children.
Ken B, at 8:55 am EDT on September 9, 2008
Oh c’mon!
Y’know, Kevin, if you don’t want to own a cell phone because you find it annoying, that’s fine. But trying to wrap it up in this grand justification of “modeling” for students “another way to live” is just ostentatious BS — the kind of obviously artificial look-at-me-ism that makes the American public despise “intellectuals.” I don’t own a car, for both economic and environmental reason, but I don’t make this fact part of my professorial persona.
Cranky Old Prof, at 8:55 am EDT on September 9, 2008
Thank you, Kevin, for sharing your thoughts. I am also a member of the “no cell phone club". While I understand the value that a cell phone adds to family and personal relationships (especially in the case of medical emergencies), I think it interferes with the opportunity to develop new relationships. Students walk around campus with their cell phones to their ear, totally ignoring the people around them—sometimes even the people they are walking with! (Let’s not even get into the near-miss pedestrian-car accidents!) Thanks for initiating this conversation. Amy
Amy Benedict-Augustine, Cirector, Career Development at College of Agriculture and Life Sciences, Cornell University, at 9:35 am EDT on September 9, 2008
to cell or not cell
I agree with the cranky guy, the article is over rationalized—not carrying a cell in order to demonstrate a different life style?? Come on. Why not wear your underwear on your head?
As a prof I never had a cell phone, never wanted one, never felt important enough to be that connected to the world. In fact, I will turn off my email notification and manually check it only a couple of times a day—it is too intrusive otherwise—note I do have separate business and personal accounts—even separate accounts for different types of business I conduct—so I can selectively turn off/on email notification.
With the exception of emergencies, I don’t see why people generally need to be so instantly accessible to everyone else. I value my “space".
Having said that, I left the U and took up technology consulting and found it rather embarrassing to tell clients that I don’t have a mobile device—after all this is TECH work I am doing.
On the practical side, most of my business is done in clients offices and coffee shops. This requires mutual mobility at times and things come up. I still minimally use my cell phone, but it is an important business tool that is very handy when I do use it.
Steven S. Clark, PhDhttp://stevensclark.typepad.com/bioscience_biz/
Steven S. Clark, at 9:35 am EDT on September 9, 2008
Phone Numbers of Syllabus
I know that many of my colleagues also don’t put their home or cell numbers on their syllabi, and some of them report horror shows to justify this. But I have been putting my home number on all my syllabi for 18 years, and I’ve had perhaps five unsolicited calls in that entire time (and none unwelcome). I started putting my cellphone number on my syllabi last year and have had no problem with that either.
So, profs: if you haven’t been burned yet (and even if you have): give it a try! Accessibility pays off in all kinds of tangible and intangible ways.
Robert johnston, Associate Professor and Director, Teaching of History Program at University of Illinois at Chicago, at 9:50 am EDT on September 9, 2008
Reminds me of a story...
In the early 1900’s when telephones were beginning to become popular, a rural farmer friend of mine had one installed in his kitchen. One day while visiting him, the party line started ringing on the wall... and kept ringing and ringing. After a few minutes of frustration, I asked him, “Why don’t you answer it?” “Why should I", he said. “I put that darned thing in for my convenience, not theirs...!”
Gotta tell you something about the farmer..., or the Professor?
Edward Winslow, A tired “refired” Prof, at 9:50 am EDT on September 9, 2008
Bravo, Kevin! I think the underlying point is that you are in command of how you spend your time. Phones are demanding, electronic toddlers with no respect for one’s privacy, train of thought or other demands, and they need to be managed. Cell phones can be hyperactive, manic toddlers, carried in a sling on your person, which makes them hysterically demanding, and they therefore need even more stern management.
I do have a cellphone — in the car. As do my spouse and kids. We call them “car phones” because they are for road emergencies — we’ve seen cellphones take over and heedlessly demolish the important quiet in-between moments of too many friends’ lives to allow them to slink similarly into ours.
I value my time and I have no qualms about not letting anyone in if I’m otherwise occupied. I don’t answer the landline during dinner or debates or TV shows that I like — that’s why I have an answering machine, by gum! Leave a message, send me an email, which I will answer on my own time, drop me a greeting card, stop by with pie or books, or make an appointment with me during which I will happily give you my undivided attention — because I value your time as much as I value my own.
Joan, at 10:10 am EDT on September 9, 2008
What’s your position on the horseless carriage?
Kathryn Kemp, at 11:10 am EDT on September 9, 2008
cell phones
I have a “smart phone” (Treo). It’s a convenience for me and for others. When I am expecting an important phone call, I do not have to stay in my office for fear of missing the phone call. Once, years ago, when I sold my house, a buyer called me on my cell phone, which was listed on the FOR SALE sign in my yard. By finding my own buyer, I saved thousands of dollars in real estate commissions.
It’s especially important when traveling. If I’m going to be late to my hotel, I can call the hotel and tell them I’ll be arriving after 6 PM, so don’t give my room away.
I give my cell number to family members (so my wife and kids can reach me) and a few trusted co-workers.
I DON’T give the number out to undergraduate students. Before my classes, I announce “please turn off your cell phones, pagers, game boys, play stations, and x-boxes.” And I turn my phone off.
When I do use the cell phone, I typically keep my conversations short. The voice quality is better on a landline.
John Farley, Professor of Physics at UNLV, at 11:40 am EDT on September 9, 2008
underwear
love that comment about wearing your underwear on your head!!! a lot of younger people don’t have landlines at all, so it will not be really possible to “model” the non-cell lifestyle. the campus is their phone booth.
Ex-Adjunct, at 12:10 pm EDT on September 9, 2008
In Defense of Kevin
I think CRANKY and STEVEN may have missed the subtext here: that Kevin’s students apparently expect all their professors to make their cell numbers public. So, simply not having one is an easy and dramatic way to ‘model’ a different way of living and to resist the push to be constantly available. I also get the impression that cell phone use during classes is a significant problem at his school, and he feels he is fighting a tide. I’m happy to say that, thus far, I do not have a serious problem with phones in class; telling students to turn off phones before they come to class seems to be working. Nor have I ever had a student ask me for my cell number! I think Kevin is doing very well in what seems to be a tough situation. Good for him.
cts, at 12:10 pm EDT on September 9, 2008
A rose is just a rose
Learning to take the time to smell the roses is something comes from within. You may preach it, teach it, live it, but you may never force it. Living by your ideals is an excellent way to garner attention to your point of view. A cell phone is a tool like any-other. It is useful and easily misused. Students live in a world where instant gratification in some respects has become possible. They(we) all feel a need to be connected to one another. It’s the “anytime” part where each of us differs. I use a cell phone for the convenience, but just because it rings, doesn’t mean I have to answer it or have it “on” for that matter. I may answer at my pleasure or not.Cell phones are not the enemy. Rude, ill-mannered misuse of this convenience is. I have an open door policy with my students and I make myself as accessible as I possibly can. On my personal time I make the choice of being available or not.
Our rose garden has been particularly fragrant this year...
Bill, at 3:55 pm EDT on September 9, 2008
It always amazes me how some people take simple suggestions and alternative perspectives and, instead of offering a thoughtful counterpoint, run off the mouth (fingers?) with a Reductio ad absurdum that belies a complete inability to argue intelligently.
Who am I not to join in?
Perhaps some of you who give your cell number to your students actually enjoy the constant, frantic phone calls because you derive some sick pleasure from having your cell phone vibrate when it goes off in your pocket. That might explain why you need this constant, intimate connection to your intellectual charges.
Of course, that idea is about as absurd as wearing underwear on one’s head or implying a lack of cell phone is tantamount to use of the horseless carriage.
It’s clear some of you have never contemplated the sociology of technology.Now grow up and go buy a book. Or are they too passe for you? Maybe Wikipedia’s more your style?
Cell Phone Fan-not-ic, at 5:20 am EDT on September 10, 2008
underwear, phone booths, etc
Reply to cts:
I understand Kevins point. My question is whether his rationalization for “modeling a different lifestyle” came before or after he decided not to have a cell phone. If it came after, then it is just rationalization and, perhaps, not as altruistically motivated as he makes it sound.
If, however, he gave up his cell phone in order to model an alternative, then good going.
Now get those fruit-of-the-looms off your face—I was only kidding.
Steven S. Clark,
http://stevensclark.typepad.com/bioscience_biz/
Steven S. Clark, PhD, at 4:00 pm EDT on September 10, 2008
Steve
“I understand Kevins point. My question is whether his rationalization for “modeling a different lifestyle” came before or after he decided not to have a cell phone. If it came after, then it is just rationalization and, perhaps, not as altruistically motivated as he makes it sound. If, however, he gave up his cell phone in order to model an alternative, then good going.”
But this makes no sense! You deem his claims mere rationalization, out of the gate, and then suggest the only way in which he might escape this criticism is if he had had a phone and gave it up in order to model another way of living! But, to have had no phone and to think that this models another approach to modern life are perfectly compatible. Do I have to become a drunkard and then give up alcohol in order to model a life free of substance abuse?He did not claim, by the way, that his not having a cell phone was ‘altruistically motivated.’ He just noted that not having one — and being able to tell his importunate students this fact — allows him to model a lifestyle he thinks is desirable.
cts, at 1:55 pm EDT on September 11, 2008
Cell phones in class
Since cell phones became popular, I had banned them in classes until my brother called me from VA to tell me his daughter was ok after the VA shooting on campus. That day, my policy changed. In my syllabus, which I cover verbally the first day, I have a written cell phone policy. Do not turn them off. Turn them on vibrate. Put them where you can reach them. No checking when it vibrates unless you have cleared with me ahead that you are expecting an emergency call, and if it comes, you leave the room. If something happens in our classroom, (a threat, a heart attack) every person in the room can reach his/her phone to call 911 and/or security quickly (My phone takes forever to turn on and get ready). A non-verbal signal at the beginning of class (a v sign like the WWII victory symbol) reminds everyone that it’s time to put your phones on vibrate. I have had very few phones ring and very few sneak-a-peekers.
Another old one, at 6:35 pm EST on November 8, 2008
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I have a cell phone…but it is never turned on. It is for my use. My students know they are more than welcome to come by my office anytime, they can call me anytime, and they are more than welcome to stop me on campus and talk. However, I am not always available for them right that instant, so we make a time when we can sit down and work on things. I don’t believe in the draconian measures to punish folks for a cell phone going off in class. Instead, they have two choices…they can take 50 percent of what they would have received on the next quiz or they can let me answer their cell phone. I have talked with mothers (who told all kinds of wonderful stories), uncles, fiancées, roommates and others. I am merely asking the students to give me 50 minutes of their time, while not interrupting the 50 minutes of those around them. No complaints so far, but some good laughs. To me it is more a matter of courtesy. I am constantly amazed at just how loud people talk on the cell phones, how they talk about very private things in very public places, and how rudely they interrupt their conservation with me to talk with someone else. I am also puzzled by those who walk along the sidewalk and don’t enjoy the squirrels, crows, and spring air so they can talk with someone they may very well see in a few minutes. Oh…I gotta go my phones ringing!!
Richard Baker, Associate Professor at Kansas State University, at 8:55 am EDT on September 9, 2008