Danger of Secondhand Laptop Browsing by Students

New research at York University in Canada both confirms and extends the concerns of many faculty members about laptop use in class. The research found that undergraduates who multitask on laptops comprehend less of what has been covered in a lecture than do other students. That part is unlikely to surprise most professors. But the study also examined students who were taking notes -- with some students sitting next to those who were multitasking on their laptops. Those next to a laptop multitasker also saw drops in what they picked up from the lecture. The findings have been published in the journal Computers & Education.

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Boulder Hires Visiting Scholar of Conservative Thought

The University of Colorado at Boulder on Wednesday announced the hiring of Steven Hayward as the first visiting scholar in conservative thought and policy. The position was created with $1 million in donations, and follows years of criticism of the left-leaning tilt on the Boulder faculty.  Hayward has taught at Georgetown and held positions at a number of think tanks, including the the American Enterprise Institute, the Heritage Foundation and the Pacific Research Institute for Public Policy. At Boulder, Hayward will teach constitutional law, American political thought and free-market environmentalism.

In a statement, Hayward called the creation of his position "a bold experiment for the university and me to see whether the ideological spectrum can be broadened in a serious and constructive way." He added that he hoped he would interact with students with a range of views. "Good teaching should make all students, of whatever disposition, better thinkers,” he said. “In the humanities, this should be done by considering fairly the full range of perspectives on a subject. That’s the way I intend to conduct classes while I am visiting at the university, and I hope that students of every kind of opinion will feel welcome in my classroom.”

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British social scientists propose new approach for ethics review

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British scholars, like some of their American counterparts, want oversight that is distinct from that used for biomedical research.

Essay on why professors should object to the failure to teaching cursive

A recent news item cut me to the nib. Many public schools no longer teach cursive writing; 46 states no longer mandate that districts must teach cursive in their language arts core curriculum. This comes from the mistaken logic that our keyboard-happy society has made cursive a relic of the past that students no longer need. Numerous public schools now teach only printing, and some don’t even bother with lower and upper case – just block letters. Roman Catholic schools still demand cursive, and good for them. For the foreseeable future, kids who don’t have cursive will be at a competitive disadvantage. I’m surprised parents aren’t on the pitchfork-and-torch brigade over this, but I’d like to suggest that college professors should be (especially if they have kids).

I’m no pen-wielding Luddite waxing rhapsodic about creativity flowing down the barrel of a pen, making allusions to a shared Western heritage, or discoursing on calligraphy as art. Like millions of Americans I hit the keyboard most of the time. Nor do I harbor fond memories of learning cursive. My grade school taught the Peterson Method, a system loaded with unnecessary curlicues, severe angles and precise slants. It required mind-numbing oval drills that began with a roomful of kids rotating their arms from the elbow down as the teacher chanted, "Round, round, ready, touch." We repeatedly penciled the same oval – points deducted for lines that strayed. I hated Peterson Method and couldn’t wait to dump its silly W -– a looped double-V – with a more efficient double U construction. I was so bad at penmanship that even my sainted Pennsylvania grandmother called my handwriting "chicken scratchin'." These days I have a hand disorder that makes my scrawl closer to hieroglyphics. But I can read it within 90 percent accuracy and I can pen it very fast.

My defense of cursive is pragmatic, not aesthetic (though I covet elegant script). The first is discipline-specific. The humanities are more text-oriented than most math, computer science, and hard and experimental sciences. We humanities professors tend to demand more prose writing, our content is frequently more subjective, and an ability to take notes is essential. One unexpected consequence of cursive’s decline shows up among recent graduate students working in archives. Those unable to write cursively, often experience difficulty reading the script of others. That was difficult enough in past times, but what we are seeing now is quasi-illiteracy in all things cursive. If a document hasn’t been transcribed, students won’t use it. Need I remind humanities professors how few documents have been transcribed?

A second problem lies with blue-book exams. Count me among those who find blue-book exams an imperfect way of assessing student achievement, but I doubt that they will become obsolete as long as class sizes soar rather than shrink. Large classes present logistical problems. Administrators want professors to be up-to-date, yet they saddle them with classroom structures akin to industrial-age assembly lines. Those with bulging classes of first-year students could assign take-home exams or papers, if they wished also to flunk half of the class for plagiarism. There are other options, but they are limited, which means that today’s college students are likely to take numerous blue-book exams. The results won’t be pretty.

Students swear they can type far faster than they can "write," by which they mean block-letter printing, and that’s correct. Then comes a blue-book exam and with it the instruction, "No, you can’t type this on your laptop." (If you allow that, you’d better have an army of test monitors to stare over shoulders.) Many students cannot fill an eight-page bluebook in an hour, which means that their essays are superficial and are graded accordingly.

"Unfair!" they cry. "Incomplete," we reply. "We cannot assign a grade based on what you might have said." Is it unfair? No more so than a math class in which a professor insists that students do their own arithmetic rather than using a calculator. Or a computer scientist who tells students that the code students write must work at the end of the hour. There are numerous other situations that disallow computers, including the GREs, LSATs, and most licensing exams.

Problem three occurs when technology fails. Students use electronic devices so frequently that they’ve come to assume access. They’re often the same ones who don’t keep batteries charged, think professors come to class armed with extra power cords, and can’t imagine a classroom without empty electrical outlets with their names on them. Heaven help them if their laptops run out of juice in the middle of a class. You know what most of them do? Nothing! The best students try to focus, hoping they will retain enough information to transfer it to their computer once it’s recharged. Try that and tell me how well it works. Almost none open their backpacks and pull out pen and notebook. The weakest students ask me to put my notes on the class website. I know that some of you do that, but I refuse.

Problem four is among the reasons I won’t. "Good listening skills" generally rank high in lists of what employers desire of new hires. There are still jobs where one cannot use technology all the time. Journalism – even for e-zines – is one of them. I have done freelance music journalism for decades. When I can, I use a recorder and a laptop. But I have conducted interviews in backstage green rooms as noisy as a chorus of jackhammers, in the back of buses, on the street, at the side of stages, and in various other situations where the only thing that makes sense is pad and pen.

Journalism isn’t alone. One business leader tests perspective candidates by devising mock scenarios. Candidates must jot down information – no machines allowed – as the interviewer rattles off details, and the candidate must come up with a plan to address the problem. The point isn’t revelatory problem-solving; it’s a test of listening and short-term memory. Why? Because sometimes you simply need to take notes on the fly – a supervisor barks out an assignment, one is trapped in a no-gadgets environment, verbal directions are given to someone who is lost, or you need to focus on a client, not a screen. (Realtors, doctors, caseworkers, therapists….)

Problem five is one of keeping up. An accomplished typist cranks out 60-80 words per minute (WPM). I can write faster than that even with my bad hand. To hit 60 WPM, you need to know how to touch-type, another skill that most students never acquire. I often observe students struggling to keep up. Sometimes I can slow down, but there’s not much to be done during discussions or AV presentations. Just as violin players can play faster than a cellists because they don’t have as much instrument to cover, so too can a cursive writer scribble on paper faster than typists can traverse a 12-18 inch keyboard (especially if one is a hunt-and-peck typist.)

There are limitations even in nontraditional classrooms. The latest rage is the "flipped" classroom, in which students refine what would normally be called “homework” in class. One historian assigns questions to answer in writing outside of class and devotes class time asking students divulge, discuss, and expound upon their answers. They hand in their prewriting and keep a second for themselves. On the second they take notes based on class responses, as this is all they can use to complete papers and exams. The pace is rapid – answer, redirection, and discussion until depth is achieved. When I asked if all students keep up, I was told, "No. And that’s not my problem. It’s not a remedial course."

Finally, computers can be deadly to discussion and deep comprehension. A mind focused on a screen is less actively engaged with live speakers, be they professors or student peers. (And that’s before other temptations from the World of Wireless intrude. Try reading a single e-mail and see how long it takes to refocus on an active discussion.) Many students are great at retrieving information, but extremely slow in analyzing it, partly because they fail to grasp the connective tissue that relates one bit of information to another. The more distracted they get, the less likely they are to find that tissue. Some educational psych studies claim the physical act of writing produces better comprehension than typing. That’s not my field, but it rings true.

Again, I’m not a technophobe. But I do think those declaring the death of cursive are wrong -- at least for the immediate future. Today’s world depends increasingly upon flexibility, suppleness, and adaptability. I simply see no benefit in retiring cursive, and the potential for harm looms large. It’s no fun to teach or practice. Meh! I didn’t like learning multiplication tables, conjugating verbs, or discovering how to decode the periodic table of elements, but they were good medicine.

College professors should deliver the message that the decline of cursive reduces student chances for success. Our new Secretary of the Treasury, Jack Lew, might be able to get away with scrawling gibberish across a page, but ask yourself: Would you hire some kid who can’t sign his or her own name?

Rob Weir teaches history at Smith College. He is the author of Inside Higher Ed's "Instant Mentor" career advice column.



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Essay on issues of 'fit' when applying for jobs at teaching institutions

At teaching-oriented colleges, a search committee will be focused on how candidates match institutional values, not just their C.V.s, writes Melanie Springer Mock.

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Survey shows demand still outstrips supply for doctorates in math education

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A survey of the job market for doctorates in mathematics education shows demand outstrips supply -- even after the recession.

Anthropology journal will convert to open access format

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American Anthropological Association announces that one of its journals will be converted to open access.

Academic Minute: Infant Brains and Adult Disorders

In today’s Academic Minute, Rebecca Knickmeyer of the University of North Carolina at Chapel Hill explains how an infant’s brain can display signs of future neurological disorders. Learn more about the Academic Minute here.


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Essay on the importance of virtual communities to grad students

Sometimes grad students need more support than they can find on campus, writes Rachel Leventhal-Weiner.

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Tensions at Ohio State Pharmacy College

Four faculty members and one graduate student at the pharmacy college of Ohio State University have been accused either of research misconduct or misuse of grant funds, The Columbus Dispatch. In addition, one faculty member and one former faculty member are currently suing the pharmacy college. The dean of the college told the Dispatch that the institution is placing greater emphasis on research ethics, and is starting a course on the subject, and that the class will be required for students and "strongly urged" for faculty members.


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