It’s the start of the spring semester and I walk across campus to my first Beginning Bagpipe class, wondering if I can learn to play an instrument that is so important to my university’s Scottish heritage -- our pipe and drum band plays at every major event. It was the undergraduate pipers who had talked me into taking this class while I was chatting with them before our December commencement.
As soon as I get to class, I realize I am the student professors abhor. I look around and every undergraduate — all 23 of them — has the required book and practice chanter (on which beginners learn to pipe). I have never taken college-level applied music, but rather than finding out what was expected before class or checking the bookstore, I felt like my part was just to show up. How many of our freshman students feel like their responsibility is simply getting themselves to class?
The professor takes attendance; “Julie Wollman,” he calls out, just like I am any other student. I think for a desperate moment that maybe I can take the class undercover, but they all know who I am and I clearly did not come to class prepared. I have no pen to take notes on the syllabus — important information about assignments, the required Facebook page, and upcoming classes. I have not gone to the bookstore. I hadn’t even considered that I should come to class with the necessary materials or that there would be a book. Like the stereotypical undergraduate, all I brought was my iPhone. I find myself silently voicing a phrase that my younger daughter used frequently, as a teenager, in new situations: “How was I supposed to know...?”
“How was I supposed to know?” In the 25 years since I was a doctoral student, I have rarely had a learning experience — a professional development seminar, a conference, a retreat — where I wasn’t provided with everything I needed before and during the experience or told ahead of time exactly what to bring and even what attire would be appropriate. It strikes me that this direction is much like what our students experience in high school. Why, then, are we so troubled by first-year students who need far more guidance than we think is appropriate for a college student?
Fortunately, the professor is patient and experienced and he has us all playing a simple scale on the chanter before the first class ends. I also learn that each week one beginner will be called up to the front of the circle of chairs and music stands and be asked to play the day’s lesson. Potentially having to be “in the center” and embarrassing myself makes me practice as much as possible during the week before the second class, but I really don’t know if I’m doing it right. Tackling something brand-new makes me feel terribly inept, but we regularly encourage our first-year students to explore new fields without acknowledging the inevitable stress.
Fortunately my professor places each beginner with a more experienced undergraduate mentor; we are to meet weekly in between classes. I have always doubted the value of study groups, but on Sunday I trudge through the snow to the Music Building where I meet my student mentor in one of the second-floor practice rooms — a place on campus I would never otherwise venture to, but I came to understand our music students pretty much live there. Neil, my peer mentor, spends an hour with me, patiently and gently correcting, praising, joking and instructing. All week it has been so hard to get the breathing right, never mind the fingering, but by the time I finish with Neil I feel much better. “Maybe I can do this?” Without Neil’s encouragement and help every week throughout the semester I would have felt incompetent and out-of-place in class, and would have learned far less from my professor. For novices there is great value in building skill and confidence outside of class through peer mentoring and instruction.
Still, I’m really nervous about going to the second class, afraid I’ll be the only one who isn’t any good. I’m not taking it for credit or a grade, but the thought actually crosses my mind that I should skip class; after all, I can offer a good excuse. I am shocked to realize that, 36 years after I started my freshman year of college, being in a simple but challenging class well out of my comfort zone, I am again looking for excuses to miss class. So I go, despite my fear. Before class, waiting for the professor to arrive, I chat with my classmates about how hard it is to breathe right and make a sound come out and I feel less alone in my incompetence.
The professor gives us a full song to play in class number two, even though we haven’t even learned to play the scale well. “What is he thinking??” I know it’s not just me who is challenged because I am no worse than the student he brings to the center of the circle to demonstrate the lesson. I actually feel better after class because I’m not noticeably worse than the other beginners (how perverse to delight in others’ incompetence), but I’m certain they must find it easier than I do. Still, I can now attempt to play a real song! It is a genuine relief to learn that others are challenged by the class, too, and I wonder if we need to spend more time reinforcing for freshmen that they are not alone in finding new skills difficult but that there is a reason we push them to apply the skill early on.
I’ve made it to the third week and I know I’m practicing as much as any student but when I’m in class it’s hard to perform. I know what to do and I’ve done it at home and in the practice room, but I can’t do it right in front of the professor. I wonder if this will be like the experience of reading professional journals as a beginning graduate student — it’s like a foreign language and then one day it just clicks and you feel like an “insider.” It’s not clicking today, though: my professor gives us a harder song this week, much harder. As a teacher, I understand what he’s trying to do. As a student, I think he’s crazy. When I try to practice it later I just can’t do it.
My younger daughter — a real freshman — calls to tell me about struggling with her physics homework and being afraid to go to class because she thinks she’s the only one who will have had trouble with the work. “I know. That’s how I feel about my class, too. The homework is too hard. I can’t do it and he might ask me to play the song in class.” She laughs and reassures me that I’ll be fine.
Trying to be supportive, a colleague notes that the professor wouldn’t fail the president but, just be sure, she suggests I take the class on a pass-fail basis. I think seriously for a few minutes about whether it’s too late to drop the class before I realize that I’m not really registered for it and what kind of a message would that send to the 23 undergraduates in the class? I continue to struggle through the new song but I need help and I’m losing any flicker of confidence I may have had. It would be so much easier to just give it up now and stop pretending I can learn this.
Again, when we meet later in the week, my student mentor saves the day, saying the song I have battled all week was too much for week three and our professor won’t expect us to know it. Instead he photocopies and goes through various scales with me and this soothes my wounded self-confidence. I leave this meeting grateful for the help and moral support and for the fact that I have a “friend” in class, even as I worry that he’s probably mortified that I am his assigned partner.
During weeks four and five I have to travel for meetings in Washington, Harrisburg and then, a few days later, Florida to meet with donors. I have been excused from class but I pack my chanter and practice daily, amazed that I’m not evicted from hotels. On the trip to Florida I’m with my husband and an advancement colleague and they laugh incessantly as I practice in the car while we crisscross the state between donor visits, but I find the extended practice time helps me a lot so I ignore the laughter and press ahead.
Because of these trips I miss two classes and I’m worried about falling behind. But I meet with my mentor on the one day I’m home between trips and then again when I get back and these focused one-hour meetings prove extremely helpful as Neil reviews what I missed and keeps me moving ahead. He builds my confidence and, hopefully, in some small way I am building his confidence as a teacher. He adjusts to my challenges and is responsive and supportive and always tries to get me one step ahead of the class. He wisely pushes me to not stop but continue to soldier through when I make a mistake. I’m still worried about going back for week six but can’t imagine how worried I’d be without Neil’s help. At the same time, I’m eager to go back because the professor is relaxed and funny but also serious and attentive to each individual. He realizes when we are confused and switches gears to explain or demonstrate in a different way or change the lesson plan entirely. How many of us appreciate the need to adapt to our students’ needs or risk losing them forever after they have missed a class or two?
Near the end of week five I realize that I no longer have trouble with the breathing and that my fingers don’t cramp up any more when I play. Why is it I know how to do things while practicing but then make mistakes in class? In class on Monday I realize that while I can play the notes I need work on the timing, and Neil tries to help with several different strategies. This is another hurdle, like the breathing, that I just need to work through by practicing. And now, when I have developed a little faith that I can learn this instrument, Neil ups the ante and is paying a little more attention to my fingering technique so I don’t develop bad habits. Progress requires meeting a student where she is and gradually increasing the expectations.
I practice Tuesday but count on lots of time Wednesday through Friday since I have to travel to Harrisburg with a colleague who is driving, so I will practice in the car. It is not until we have been in the car for over an hour that I realize I forgot my chanter. What a sinking feeling. “I’ll fall behind. I’ll never catch up... .” I am disgusted with myself. At the same time, I feel genuine sympathy for student-athletes, performers, and others who travel frequently and have to remember everything and keep up with classes while on the road.
I am reunited with my chanter on Saturday morning and practice extra over the weekend so that I don’t humiliate myself in class. I meet with Neil on Sunday and he starts me on the next song, just when I’m finally catching on to the last one! Oh, yeah, that’s right — I believe in always stretching students by moving them toward the next challenge. But I don’t want challenge; I want the sweet, elusive taste of mastery.
I’ve made it to the halfway point and I am lucky to meet with Neil on Wednesday before I leave for a brief vacation. First thing I pack is my chanter. I love practicing looking out onto the beach and notice that being relaxed and unhurried compared to my usual routine improves my playing. I even try to play Amazing Grace for fun. Neil has been encouraging me to try playing new songs for fun, but is it fun when you can’t do it? When I’m relaxed and have time, I actually enjoy it. How can we help our students overcome their stress and achieve this kind of freedom to learn?
After spring break I’m excited to go back to class — I missed it. But Monday morning I forget my chanter and book and don’t have time to turn back and get them before my first meeting. I realize how easy it is to forget materials for class even with the best intentions. The difference for me is that I live on the edge of campus and can get what I left behind if necessary. For commuter students that’s not possible. Again, I am humbled and ashamed that I have ever assumed a student who came to class unprepared just doesn’t care.
The professor has selected several of the songs we composed for homework to use as examples in class and I see that one of the three written on the board is mine. I am uncertain. Will it be used as a good example or a bad one? For once when he asks someone to come up to the front and play this song I cannot avert my eyes, bow my head, and hope he doesn’t notice me. No one else offers to come forward, and it is my song, after all. So up I go and play in front of the class for the first time this semester. I actually learn a lot from this class, which is focused on typical bagpipe music composition. This bit of music theory helps me think about how the songs we’re playing are composed and why and makes reading the music more predictable. Theory really does guide practice and can be helpful to a beginner.
Soon after spring break the course evaluation is administered. I can’t fill one out because I am not registered for the class, but I wish I could. I have so much appreciation for what the professor is doing to push, cajole, and trick us all into doing what we thought we couldn’t.
New this week — playing together. Of course, that’s what pipe band is all about! Why hadn’t I anticipated this? I can’t keep up. “I just need to play a little slower.” I realize later, I just need to practice more so I can play a little faster. I talk to Neil about this challenge and he starts having me play more with him when we meet. Still, I really lost any confidence I had after trying to play with others in class. I realize that what happens in class really impacts how students feel about their ability to succeed. Just a couple of moments of uncertainty or “failure” can shape a student’s approach to class for the rest of the week.
At the same time, I finally feel like I blend into class and can sit with different peers. People are friendly. The importance of this is not lost on me as I think about our freshmen who never make friends or feel like they belong and end up dropping out early in their college careers.
When we meet, Neil introduces me to his new electronic bagpipe that sounds like the real thing. He lets me play it a few times and I love it — I know the fingering and don’t have to worry about breathing, and it actually sounds like I’m playing a real bagpipe. I can do this! I wonder if too often we fail to provide students with the sense of accomplishment necessary to tackle the challenges of another semester ahead; this may be a fundamental reason for attrition.
It’s the night before our last class — the very last day of the spring semester — and I am busy finishing up my reflective journal for the semester, thinking about the “final exam” tomorrow, and wondering why I waited until evening to start working on the final journal entries?! Maybe because it has been such a busy couple of weeks with the usual whirlwind of end-of-semester events, projects, never-ceasing emails to answer. Maybe because as much as I want the semester to end I’m going to miss class and the forced break from my daily work that comes with having to practice. I wonder what my fellow students are doing and if they too left things until the last minute because other responsibilities crowded out bagpipe homework. Becoming a freshman again has helped me understand them in a new way and has taught me so much about their experience that I’ve decided to teach a freshman seminar in the fall.
Julie Wollman is president of Edinboro University of Pennsylvania.
Pasadena City College announced Thursday that Mark W. Rocha will be quitting as president at the end of the month, The Los Angeles Times reported. Rocha said in a statement that he wanted to spend more time with his family, and to return to teaching and research. His tenure at Pasadena has been controversial. Faculty members have said that he has left them out of key decisions. Faculty leaders have voted no confidence in him twice and were thinking about a third vote.
Adjunct union organizers at the University of LaVerne, outside Los Angeles, have pulled their petition for a union election from the National Labor Relations Board. The election took place in February but ballot-counting was on hold for several months, as the board considered numerous unfair labor practice claims filed by the Service Employees International Union.
The NLRB dismissed those claims last week. But organizers decided that ballot-counting should not go forward, saying that administrative interference in the election process could not have made for a fair election. Organizers said they would most likely file for another election again in the future.
Alisha Rosas, university spokeswoman, said via email that LaVerne had “consistently stressed the importance of counting the ballots so that our adjuncts’ voices can be heard. Unfortunately, because of the union’s efforts, that will never occur. In deciding to withdraw, we can only assume that the union believed that it would lose the election if the ballots were counted.”
Updates and new developments on tensions on American campuses over the Israeli-Palestinian conflict:
Julio Pino, a historian at Kent State University, has published an open letter to "academic friends of Israel" in which he holds them responsible for recent deaths in Gaza. "I curse you more than the Israelis, for while The Chosen drain the blood of innocents without apologies you hide behind the mask of academic objectivity, nobility of research and the reward of teaching to foreign youth -- in a segregated university, of course. Lest you think this is a personal attack I swear it applies equally to all who engage in collaboration with fascism, and we both know the fate of collaborators. In the same manner, only with more zeal, than you have sworn to the Jewish State I pledge to you, and every friend and stooge of Zionism, Hasta la victoria siempre! Jihad until victory!" Kent State issued a statement condemning the letter. "We condemn the professor’s statement as reprehensible and irresponsible," the university statement says. "At Kent State, we value collegiality and mutual respect. Assailing the public with broad statements of culpability violates these principles."
The Joint Council of United Auto Workers 2865, which represents teaching assistants and other student workers at University of California campuses, has announced plans to take a membership vote on backing the boycott of Israel. A statement issued by the council endorses the boycott and calls the "situation in Palestine one of settler-colonialism," and states that Israel "enforces an apartheid system." The Simon Wiesenthal Center issued a letter denouncing the UAW's action. "As Israel now defends herself and fights for her life in the face of thousands of incoming rockets -- something that ANY democratic nation would do -- the very UC tutors and assistants that thousands of Jewish and pro-Israel students rely upon daily now prepare to export their incendiary anti-Semitism to every UC campus," says the letter.
The American Association of University Professors has issued a statement on the decision of the University of Illinois at Urbana-Champaign to block the hiring of Steven Salaita to teach in the American Indian studies program, apparently because of his anti-Israel tweets. The statement says that "there is good reason to fear that Professor Salaita's academic freedom and possibly that of the Illinois faculty members who recommended hiring him have been violated." Further, the statement says that Cary Nelson, former president of the AAUP, is not speaking for the organization when he has defended the decision made not to hire Salaita.
More than 9,000 people have signed a petition to the University of Illinois demanding that it hire Salaita.
Iowa State University will no longer hold the Veishea student festival each spring, President Steven Leath announced Thursday. Veishea is a mix of officially sponsored parties and events, and unofficial events that in many years have turned into riots featuring significant numbers of arrests, injuries and property damage. Leath acted based on the recommendations of a task force he appointed to consider what to do about the event.
"I understand that it is very sad and disappointing to see this 92-year tradition come to an end, and there may be some who are upset with this decision, but I am not going to continue to put students at risk so that we can preserve what, to many, has become a weeklong party,” Leath said at a news conference. “I will not be the president who has to call a student’s parents in the middle of the night to say your child has been critically injured in another Veishea-related disturbance.”
The Board of Directors that governs Division I member universities of the National Collegiate Athletic Association voted today to restructure how the institutions govern themselves, granting a greater level of autonomy to the five wealthiest conferences.
The Atlantic Coast, Big Ten, Big 12, Pacific 12, and Southeastern Conferences can now make their own rules concerning issues such as allowing full-cost-of-attendance stipends, offering four-year scholarships, and providing better health care for athletes. Though the new structure was easily passed with a 16-2 vote, some officials from less-wealthy Division I conferences have expressed concern about the new structure, saying they are worried about the growing gap between high-resource institutions and the rest.
"The NCAA is letting those five conferences do whatever they want," one Division I president said. “The Division I colleges that are left out, they are now in a different stratum of American athletics. Do the athletes, the fans, the alumni realize that they may be pushed down to a different level of excellence?”
The restructuring also increases the size of the board of directors from 18 members to 24. The new board will consist of five presidents from the five "power conferences," five presidents from the remaining five Football Bowl Subdivision Conferences, five from the Football Championship Subdivision, and five from Division I institutions that don't have football teams. A college athlete, a faculty athletics representative, a campus senior woman athletics representative, and the chair of the Council -- a new governing body in charge of the day-to-day legislative functions -- will round out the rest of the board.
The weighted voting totals of the Council gives 37.5 percent of the vote to the five major conferences, as well as a combined 37.5 percent to FCS and no-football conferences. FBS conferences would have 18.8 percent. Faculty representatives and student athletes would have 3.1 percent each.
“I am immensely proud of the work done by the membership," Mark Emmert, NCAA president, said in a statement. "The new governance model represents a compromise on all sides that will better serve our members and, most importantly, our student-athletes,” Emmert said. “These changes will help all our schools better support the young people who come to college to play sports while earning a degree.”
Institutions that oppose the governance change can still say so during a 60-day comment period. If 75 colleges request an override, the board can reconsider the change. If 125 colleges request an override during that time, the legislation will be suspended.
Attacks on business and business education (including this one recently at Inside Higher Ed) are commonplace, and not just in higher education. The Obama administration’s call to action on income inequality more or less explicitly lays blame at the feet of corporate America, and Pope Francis wrote a letter last December widely interpreted as denigrating business. There is no doubt that the U.S. middle class is suffering downward mobility. Victims include the humanities professors who call for us to close business schools in order to save humanities education. But polarizing comments on these issues from within the academy do little to help us embrace the role that U.S. higher education institutions can and should play in promoting good citizenship, ethical leadership, and national economic vitality.
The cost of a residential four-year college or university experience will contribute to inequality unless we can figure out ways to increase access. This will require both cost control and creative approaches for new revenue generation. Some activities on our campuses generate profits, while others require subsidies. At the undergraduate level, at least, business schools hosted by liberal arts colleges or as parts of large universities that have an arts and sciences college typically generate revenue considerably above costs and have some of the highest “contribution margins” on campus.
Business school deans in these settings, and perhaps others, feel great pressure to balance educational quality and post-graduate opportunity against cost control because, on the one hand, families demand a “return on investment” and, on the other, salaries and infrastructure expenses at business schools tend to be higher than the campus average. Whatever our politics, most of us business school deans believe in the still-great promise of U.S. higher education, with its liberal arts roots, and are pleased to help balance the campuswide budget.
But beyond feeling good, we need the humanities departments precisely because they help our business students become individuals whose actions will demonstrate strong moral and ethical behavior. Around the time of the Enron scandal, as corporations and individual business leaders appeared to lose their way more than usual, many business schools took up the challenge of educating for greater social responsibility. In 1999, business schools around the globe began competing to be highly ranked for their commitment to business education emphasizing social and environmental concerns. So successful was that effort, sponsored by the Aspen Institute, that it was disbanded in 2012 because the issues and concerns initially highlighted as absent from business education had become mainstream.
Playing a similar role, Net Impact is a business-school centered “community of more than 50,000 student and professional leaders creating positive social and environmental change in the workplace and the world.” In 2013, leading business schools joined forces with powerful corporate sponsors to launch a national U.S. conference on how business schools can do more to support “underserved communities.”
We need humanities departments to help illuminate the powerful ways in which business can be a force for good. “The freedom and extent of human commerce depend entirely on a fidelity with regard to promises,” wrote David Hume, a leading thinker of the Enlightenment. Confucius put it succinctly, as always: “Virtue is the root, while wealth is the branch.” The Quran says that “Profit cannot be but fair if business follows the religious instructions.” Other examples abound across time and across cultures, including from the U.S.’s pre-Civil War history. Study of business through the lens of the humanities helps explain the language used today by many business leaders who speak about earning and preserving corporations’ “social license to operate.”
Higher education administration makes little sense if one has no faith in our social purpose, but our social license to operate is also under attack. Rather than scurry to meet demand for pre-professional majors on four-year liberal arts campuses and risk aggravating tensions among schools and departments, we should be getting out of our foxholes and looking for alignment and synergy.
The case made for computational thinking skills gained in STEM majors, for example, sounds a lot like the case made for humanities majors. Absent support from a vibrant humanities faculty, I certainly cannot achieve my goal of delivering a “values-based” business education that molds individuals whose actions will affirm corporate commitment to ethical standards and social responsibility. The current bureaucratic structure of most higher-education institutions makes interdisciplinary teaching harder than it should be, and the tenure system arguably militates against cross-disciplinary research. But rather than succumbing to fear and negativity in the face of financial pressures, faculty should take up the challenge of being credible, respected advocates for integrative learning and for the changes required to make it a reality.
Sylvia Maxfield is dean of the Providence College School of Business.
The University of Oregon announced Wednesday that its president, Michael Gottfredson, was resigning, effective today, The Oregonian reported. He has been in office for only two years. While the move is being described as a resignation, the newspaper noted that it had "telltale signs of a forced departure: Gottfredson does not have a new job lined up, it was announced the day before it takes effect, and he cites spending more time with family as a key motive."