A faculty member at California State University at Fullerton is fighting back after he was reprimanded for assigning affordable textbooks in a math course, The Orange County Registerreported. Alain Bourget, assistant professor of mathematics, reportedly picked two textbooks -- one priced at $76, the other free -- in an introductory linear algebra and differential equations course over the $180 textbook co-written by the chair and vice chair of the math department. The decision "violated policy and went against orders from the provost and former dean of the math and sciences college," according to the newspaper. Bourget, who did not respond to a request for comment, has filed a grievance and will attend a hearing on Friday.
Submitted by Paul Fain on October 20, 2015 - 3:00am
Moody's, the credit rating agency, this week weighed in on a recently announced U.S. Department of Education experiment to allow federal financial aid to flow to a handful of partnerships between colleges and nontraditional providers, including skills boot camps and those that offer online courses. The experiment is "credit positive," Moody's said, and "will enhance and diversify revenue opportunities for universities, with nondegree credentials attracting new participants and supplementing traditional degree programs."
The limited availability of federal financial aid will accelerate the spread of alternative credentials, said Moody's, while also magnifying the potential upside of those credentials.
Submitted by Paul Fain on October 19, 2015 - 3:00am
The California State University System will make electronic portfolios -- e-portfolios -- available to all its students and graduates, via a three-year agreement the system has signed with Portfolium, a cloud-based platform. The tool will help Cal State students display their academic and professional accomplishments in a digital format, the company said, including ones that aren't easily captured on a traditional résumé or transcript.
The use of digital portfolios is becoming popular. And two higher education groups are exploring how to bulk up the college transcript with more information about student learning and "competencies." At Cal State, more than 80,000 students already have used Portfolium to begin creating digital profiles.
Consortium will award $2.5 million to faculty members and institutions who help underserved students succeed in online classes -- a much-discussed topic at this year's International Conference for Online Learning.
Submitted by Deba Dutta on October 16, 2015 - 3:00am
Can innovation be taught?
I first asked that question about 15 years ago, as the first wave of entrepreneurship programs at many of the nation’s top research universities got underway. I was directing a program that allowed students to pursue work concurrently in engineering and business administration. It was becoming clear that scientists and engineers could, indeed, be taught to significantly accelerate the process of bringing promising new technologies to market.
But I knew that entrepreneurship and innovation are different, even if related. Both require seeing something that’s not there: ideas and solutions to improve life, new markets and so on. But whereas innovators focus on creation of value, entrepreneurs focus on realization of that value. The path of the entrepreneur is more or less the traditional path of business development: conducting market research, raising capital, developing long-term marketing and business plans, and so on. And college and university courses on entrepreneurship mirror that -- covering subjects such as marketing, finance and the like. In contrast, the creativity, passion and broad vision necessary for successful innovation suggest that the very idea of a “traditional pathway” to teaching innovation may be highly unlikely.
Yet, over the years, I couldn’t help wondering: Could there be an Institute for Innovation alongside the entrepreneurship programs at major research universities? Are there some discernible patterns behind successful innovation that could help educators everywhere develop innovative mind-sets in our students? As President Obama has noted more than once, innovation is the lifeblood of American global leadership, but with the rest of the world catching up to America economically and technologically, more work is needed to maintain that leadership.
I quickly discovered that the literature on innovation was sparse. Moreover, it was missing a crucial component: reflections from innovators themselves. Thus, with support from the National Science Foundation and encouragement from Charles M. Vest, then president of the National Academy of Engineering, I began what became to be the Educate to Innovate research project.
The project was conducted in three stages:
Interviews. We developed questions and conducted extensive interviews with 60 established innovators. They had experience in industry or academe, or both. Some of them are well known -- for example, Apple CEO Tim Cook, Stanford University President John Hennessy and cellist Yo-Yo Ma. But most are recognized as innovators within narrower circles, such as Regina Dugan, senior vice president of engineering at Google’s Advanced Technology and Projects group and the former director of the Defense Advanced Research Projects Agency, a federal agency known for innovation.
Workshop. More than 60 leaders from all levels of education (K-12, undergraduate and graduate), as well as industry and government participated in a two-day workshop at the National Academy of Engineering in October 2013. Those leaders discussed the data compiled from the interviews and formulated action items and recommendations.
Broadly speaking, our research reaffirmed my intuition: innovation cannot be taught like math or writing, or even in the current framework of entrepreneurship education. But it can be inculcated by focusing on the interplay of the skills, experiences and environments of successful innovators. More specifically:
Skills. Unsurprisingly, we found that innovators tend to have creativity, curiosity, deep knowledge of a field (invariably more than one), intellectual flexibility and the ability to think outside the box of a defined discipline. But we also found that they are generally risk takers who don’t fear failure (although many emphasized that they don’t like failure). They also are good at selling ideas -- a crucial skill for raising funds and building a team. Innovation is, after all, teamwork.
Experiences. Again, some findings were unsurprising: innovators have strong mentors and role models as students and young employees, and they generally had a lot of unstructured time while growing up. The ones with whom we spoke emphasized gaining industrial or real-world experience that helped them focus on concrete problems and learn how to function effectively as a team member. They also emphasized the importance of interdisciplinary collaborations as ways to gain new knowledge and see people and problems from many different angles.
Environments. Environments laid the crucial foundation for the experiences and skills innovators need. The interviewees emphasized office designs that encourage informal discussion and collaboration along with explicit encouragement of innovation. Those in education -- especially at the university level -- described the importance of labs, buildings and centers structured around themes, rather than skills. What was surprising, and reassuring, was how intensely innovators perceived the value of environments -- familial to community to academic -- that place a strong emphasis on education.
The report contains much more: more insights, more stories and a slew of recommendations. But in the end, it is preliminary. We need to conduct more definitive research and take some major steps to incorporate the education of innovation into our existing curriculums. C. Daniel Mote Jr., current president of the National Academy of Engineering, put our work into perspective. “Even if it mostly confirmed our intuitive understanding of innovation, it’s opened the doors to more definitive research, and that can only help our country,” he said.
Now is the time for that research on such topics as how best to translate our study findings into practical and implementable solutions (something that I am keenly interested in). What are criteria and metrics for assessing their effectiveness? The research on understanding innovation itself needs to be advanced. More research is also required to understand how to leverage individual innovation capacity to enhance the innovation capacity of groups and teams; diverse teams are made of, and do well because of, individual differences.
Our interviews also suggest that some people in higher education think that our academic systems must be completely overhauled for us to be able to teach innovation. However, I believe we can, and we must, start within our current systems. We need a two-pronged approach -- one that starts by updating and modifying existing courses and infrastructure, and another top-down one that focuses on systemic changes to the institutional culture, environment and thought processes. For example, emphasizing innovation in all aspects and across all members of the institution, promoting environments and activities to discourage the fear of failure (not the same as encourage failure), and recognizing that our colleges and universities provide transformative experiences, but often outside of the classroom.
For now, we don’t need to delay, wondering how or where to start, or to wait to find success stories. We can get started right away by building on activities that we already do well.
Enhancing experiential learning. Many of those whom we interviewed agreed that the craft of innovation is forged through real-world experience. Colleges and universities are already providing students with such experience through capstone projects, industry internships, global programs and other opportunities. For example, Purdue University, where I serve as provost, has developed Engineering Projects in Community Service (EPICS), an experiential learning program that places students in environments where they are challenged to innovate. The students in the program have developed custom prosthetics for injured people and helped Habitat for Humanity improve the energy efficiency of its structures. Deans and department heads must help enhance, improve and scale up this aspect of our educational programs by purposefully designing educational environments for desired outcomes, including encouraging students to take risks and learn from failures.
Modifying existing courses. Institutions can, and should, look at modifying relevant technical courses. One idea is to incorporate some history of technological innovation in specific courses so that students know about and connect to the innovator. By detailing the lives of scientists through case studies, the innovation process becomes humanized, and students begin to see innovation as possible. In interviews, innovators cautioned against focusing on successes of innovations and emphasized the need to teach stories of failures that often lay the foundation for successful innovation.
An example is the course Introduction to Solid State Chemistry, taught by Donald R. Sadoway, a professor of materials chemistry at the Massachusetts Institute of Technology. Not only does he teach the history of innovation and provide case histories of failure, he places science in its cultural and historical context. As the syllabus states, it is not “‘just a chemistry class’ -- it’s a chemistry-centered class that integrates examples from the world around us, in the arts and humanities, the human stories behind the science, and the applications to engineering and emerging technologies.”
Using guidelines for problem selection. Determining what problems to pursue and articulating compelling ideas is the key to innovation. It is important to teach students how to identify good problems and articulate ideas. That said, the innovators we interviewed reminded us that problem selection, while crucial, is not a straightforward process or an exact science. They recommended exploring at the interfaces of disciplines to identify problems worth pursuing. Most importantly, all interviewees felt that good problems are derived by building off areas that the individual deeply cares about. Thus, one approach might be to develop guidelines or checklists that faculty members, and by extension students, can use for identification of good problems.
Our report contains some guidelines that the innovators have suggested. They include:
Spend a considerable amount of time thinking about and defining the problem.
Identify where a need exists.
Gather input from those the innovation is meant to help.
Follow your instinct, intuition and passion.
Investigate failure and ask yourself, “Is there a path that will lead to success?”
Know when to quit or change direction.
Target areas where there is less activity.
Choose problems based on their impact on humanity.
Innovation has always flourished in the United States, but we must not take it for granted. Our research shows that it is important and feasible to help potential innovators discover their talents and contribute to the nation’s capacity for innovation. With an educational culture that encourages and promotes innovation, America can sustain its technological leadership for generations to come.
Deba Dutta is provost and executive vice president for academic affairs and diversity at Purdue University.
Recently, a nonacademic friend asked, “If you were teaching William Butler Yeats’s ‘Leda and the Swan,’ would you use a trigger warning?”
“Leda and the Swan” is a vivid account of Zeus, in the form of a swan, raping a young woman named Leda. I hadn’t read that poem since high school, and after rereading it, I can’t say for certain what I would do as an English professor. I probably would take an approach similar to the one I use as a professor in sociology as well as women’s, gender and sexuality studies.
The concept of a trigger warning has become quite controversial in recent years, with some people on campuses encouraging or demanding its use, and others discouraging it -- such as the Faculty Senate at American University, which recently passed a resolution citing the potential negative impact on academic freedom. As a faculty member who regularly teaches course content on trauma, I take more of a middle ground.
The term “trigger warning” has come to refer to introductory statements on web postings of graphic descriptions of rape, eating disorders and self-harm. They are used to alert readers who may be struggling with post-traumatic stress disorder (PTSD) related to those topics so that they can choose whether to continue reading. The purpose of using a trigger warning in the classroom is to let students know that the material that their professors have assigned may cause physiological or psychological reactions as a result of past traumas.
I started teaching in 2000, before the term was regularly used in academe or had received any news media attention. I now teach many of the same topics I taught then, about rape, violence, trauma and eating issues.
My approach on the first day of class, when I discuss the purpose of the course and learning goals, is to review the syllabus, pointing out topics that may be emotionally difficult, such as trauma and eating issues. I explain the content in the texts and any films that I plan to show in class.
In the past two years, I've also said something like, “I can’t predict what material may trigger someone suffering from post-traumatic stress disorder or what will upset people for other reasons. If you are concerned or uncertain about this course, please closely review the course materials and decide whether you want to continue taking it.”
I tell students that I’m available to meet with them to discuss any questions they may have about any aspect of the course. Typically, the week before we engage content that explicitly depicts violence or trauma, I remind students about the upcoming material.
If a student cannot view a film or discuss raw readings in the class setting, they are still responsible for that material, just as is a student who cannot attend class because they have a fever or other illness. I do not change my expectations or assessments concerning quizzes, exams, papers and so on -- regardless of the reason a student misses class. In the handful of cases when a student (typically a rape victim) has met with me to tell me that she cannot attend an upcoming class because the material is too emotionally charged, I tell her that she can use one of the two allotted absences that I give all students for any reason, such as if they are sick or need to attend a family event. I also tell her about the mental-health resources available to her to encourage her to seek help if she has not yet done that. I’ve never had students tell me they cannot read the course material because they are dealing with PTSD. (The reality is that some students don’t read all course material for a variety of reasons.)
The intent of a trigger warning is to acknowledge that some students may need to prepare themselves before engaging with explicit texts or films that might otherwise catch them off guard. But what preparing oneself looks like differs based on where each specific student is in the healing process. As noted by Mental Health America, people can have very different reactions. One student may need to seek counseling, while another may need to focus on mindfulness techniques and other strategies before coming to class. And yet another may need to skip class altogether.
How professors should use the phrase “trigger warning” is a source of contention. Students often do not have an accurate understanding of what it means, so they need an explanation of PTSD to appreciate the warning’s purpose. They may not realize there is a difference between course content that they will find emotionally disturbing for reasons other than trauma, and course content that is triggering due to PTSD. Some types of course content are upsetting for most students, such as films that depict genocide or natural disasters. Not all students who become visibly emotional are reliving memories of trauma (unless, of course, they have direct, traumatic experiences with genocide or natural disasters).
Then there’s the issue of whether to use trigger warnings at all. Discerning whether material is potentially triggering due to PTSD is arguably a slippery slope. And no professor can warn students about all possible triggers that might occur in their classroom.
I certainly don’t have all the answers when it comes to the debates about trigger warnings, but I never only use the term “trigger warning,” if I use it at all. If we as professors incorporate the phrase “trigger warning,” we should include more information than those two words, whether in a syllabus or before showing a film. I’m not trained about all possible PTSD triggers, so I risk misleading students by labeling some material as triggering and overlooking other content altogether. Instead, I continue to prefer course content overviews and reminders about upcoming content on violence and trauma.
All that said, things can get especially complicated in an academic setting. Outside of academe, a person with PTSD who is learning how to manage triggers may successfully avoid news, films or other potentially difficult stimuli. What is distinct about college is that students may be enrolled in courses that require them to read, watch or discuss content that graphically depicts violence or trauma.
Sexual assault, in particular, is associated with a greater risk of developing PTSD symptoms, and a new survey among 27 universities finds that cis women, transgender and gender nonconforming students experience the highest rates of sexual assault and misconduct during their college years.
So, whether using the term “trigger warning” or not, I strongly believe that professors should say something about that content before requiring students to engage it. Here’s an example of a time when I regret that I didn’t do that.
In a senior sociology seminar, I showed a clip from The Invisible War, a documentary about sexual assault in the military. I described the film’s content, but I did not specify that the clip we were about to view included distraught, first-person interviews. One segment showed a young woman shaking as she described a rape’s impact on her life. The film then cut to her father weeping about his failed attempts to reassure her that she is still a virgin.
A student became agitated. She shifted in her chair, wiped away tears and left the room for a few minutes while we wrapped up the clip.
After class, I sent an email to check in with her. She wrote back first thanking me for covering these issues in class rather than avoiding them. Then she said that she wished that I had better prepared the class for the content of this particular film. Watching first-person accounts of rape is much more difficult to absorb in a class setting than academic readings on the same topic. Not acknowledging that difficulty risks leaving sexual assault victims in the classroom feeling more isolated than they already do.
I had unexpectedly received a copy of the film, and I could have sent an email giving a more detailed description of the film before we met in class that day. And I wish I had.
Higher education cannot identify all possible topics or classroom moments that might trigger students suffering from PTSD. Professors may decide to abandon the language “trigger warning” altogether to avoid the impression that they have drawn a bright line between material that is and is not triggering. But let’s not forgo giving students advanced descriptions of course content on violence or trauma. Whether it’s a content alert or a preparatory overview, professors have a responsibility to let students know about such content.
Not giving students a heads-up risks a return to the status quo of intellectualizing violence and trauma as something that happens only outside the classroom. And those in the classroom who have suffered such trauma may needlessly suffer even more.
Julie A. Winterich is an associate professor of sociology and the director of women’s, gender and sexuality studies at Guilford College.