<![CDATA[HIST485-Higher Ed - Past-Present-Future Blog]]>Mon, 14 Dec 2015 09:30:28 -0500Weebly<![CDATA[Class Notes, Dec. 9 (Sam)]]>Mon, 14 Dec 2015 13:47:03 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-dec-9-samLast Class

Facilitators: Robert, Avalon, Lillian
Note taker: Sam Coates-Finke

    For this class, we’re going to focus on wrap-up. Talk about what we’ve learned, where higher ed should, could, might be going. Also, we’re going to talk about what we’re doing for our final projects.
    First, we’ll do a reflection. Think about what we said on the first class when we said why we were interested in the class. What’s different now?

Responses:

Students, staff, teachers
I came into this class because I didn’t like higher education and

I feel like there’s a lot to explore in what we already have here in higher ed. We don’t have to go far outside higher ed to find new ideas and inspiration.

The class has been very enlightening. I was particularly interested because of the alums as peers. I have just been so thrilled at how this has worked.

I was interested in this class because i wanted to historicize my field. What I got out of it was the devil in the details. I had observed some of the stuff, but now I see in the figures what a unique moment we’re in. I couldn’t have predicted how much I would have learned in this class.

I think I said something like I wanted to place my experience in history, what other marginalized people, POC have gotten from higher and ed and what they’ve been through. Now I’m still looking at how to make higher ed more accessible to POC.

My dad is a math ed researcher, so I grew up being critical of education. My best learning has had community engaged research, so I’ve been frustrated that tenured prof aren’t encouraged to do this. That’s why I came in. But I’ve been blown away by the interdisciplinary aspect of this class. It’s been a challenge but I’ve enjoyed it. Especially the economics and finances of the university and seeing how it is stuck in a dysfunctional system. I’m curious to see how we can change the system, interested in hybrids. Because those that talk about online ed don’t send their kids there. I don’t want this to become a two-tiered system.

I came to this class as someone interested in primary ed, and I was interested in what I was preparing them for. One thing I’ve thought about is collaboration and how much I’ve been trained to think individually, working away from collaboration with others. This class is more collective, and I want to bring that into younger classrooms. Also interested in bringing tech into those schools.

I’ve always known I wanted to be in education. I wanted to explore what distinguishes higher ed from K-12. Is it just a continuation? This class has helped me think about the value of higher ed and what it means. It’s also helped me think about whose values these are. So what I am taking away is that we have this thing called higher ed, but we all view it in a different way. We don’t talk about that.


On the first day, i said I had concerns about the higher ed in general and with higher ed as a parent figure. I have more faith in higher ed now. This class and this semester in the world has helped me understand what students are looking for, demanding of higher ed. This class has forced us to articulate our ideas and our backgrounds. It also brought us to some crazy breaking points, which was important. Also intergenerational dialogue is very important.

I wanted to take the class because I’m thinking about getting my foot back into the classroom. I was also missing the intellectual conversation. Some things I’ve taken from this is universal design implemented in the classroom. It’s great that we rotate the note-takers. At center for disabilities, we talk about this and here we do it. It gave me a new perspective. It’s very different to be in the classroom and see how much work students have to do every week. It made me read articles differently, made me read the news differently, and both broadened and narrowed what I want to do next. But then, I’m thinking about how i’m going to get to class in the future given how hard it is coming here and it’s just three blocks away.

I said something about being frustrated with my college experience. I always expected to go to college, so there’s a lot of expectation on me already, and being unsatisfied is strange. I’ve interrogated this in this class and on a committee, and it has really only complicated my understanding. But now I know generally what the arguments are in higher ed and I feel like I can take this info and use it in the future.

I think about student health and counseling a lot. Before this class, I didn’t have any interest in K-12 but now I do. I also think a lot now about democracy, and how in order to reach democratic decisions the process is very slow. I understand better why that is. The last thing, unreconciled, is that I can’t predict and don’t have the power to deal with the culture changes that are coming.

I don’t remember what I said, but it probably had something to do with my learning disabilities. College sucks with learning disabilities, you feel stupid and can’t learn even if you want to learn. This class was different. The community, the learning was much better and more satisfying.

I wanted to know more about how to make college more accessible. I was thinking about K-12 but now I think more about K-16. How education can be used to catalyze change in society. Ever class I’d leave and have such despair on where things are going. It’s not fixable in that there’s one solution. But we might be able to make a system that can adapt to changes that will come.

I had just come off taking a leave of absence, and wanting to be pretty intentional about coming back into the classroom. For me, learning a lot of history, the economics, reinforces just how pervasive systems of oppression are, and how they’re manifesting at every level. That’s hard to hold on to, but it’s necessary for the work I want to do.

On the first class, i was interested in technology and I’m doing the final on it so nothing’s changed. But all the other stuff has given me a lot more context for this.

I think I talked about being a high school teacher. I learned a lot from facilitating.  Not making points just to make a point.

Some of my friends joke that I’ve peaked in high school because I really enjoyed high school. This class has informed my understanding of K-12, why this is how it is and what the institution of higher ed is. I’d also be interested in know how K-12 and higher ed have played off each other over time.

Alums
I wanted to know more about my field. Prepare a good defense of the Liberal Arts against all its attackers. We didn’t always talk about the good things, often critiques. But we got some. Also, I learned a lot about how universities exist in the great system and how that causes dysfunctional. Also an awareness of how college has become a way of producing workers in a knowledge economy. I also have started to question my own ideas about who should go to college and why. I question whether everyone should go to college. I also have a better understanding of what issues of sensitivity and what’s called PC-culture in mainstream media. Now I’m more on the side of students on these issue, often.

I took this class because Steve affected my undergrad experience so much. Also, I was in Paris recently and we were talking about how future generations will think about us. Maybe every generation thinks they’re on the cusp of change. But it warms my heart to know there’s a whole group of people thinking and working through this.

People at my school are always surprised when I say that I’ve learned a lot from this class. People don’t expect that from online learning. one thing I’m taking away is a sense of pressure for making the right decisions. Our decisions have a cumulative effect. My campus is facing serious enrollment challenges, and that’s scary think about. The only thing left to cut is people, and one of the things that I’ve taken away from this class is that people are the most important part of higher ed. But I do have a renewed sense of positivity because of you guys and because of my alums. You leave feeling that there’s no problem you can’t solve and this class has only underlined that.

I wanted perspective out of this class and I have gotten it, ten-thousandfold from the alums, the students, steve. Seeing how difficult it is to run a college these days, putting myself in those shoes. And to the students, thank you for your honesty. You’ve opened up and opened my eyes. The perspective I’ve gotten is invaluable.

I wanted to take the class as an opportunity to think about the issues I live on a day to day basis. I was very impressed with the historical parts early on. I was most surprised by some of that history and some of the readings about neoliberalism and the knowledge economy. That’s been very powerful for me. When we alums were talking on our own, one thing that jumped out was the role of an intellectual community. It’s easy, at Oberlin, to take for granted intellectual community. once you leave college, you can’t take that for granted. The alums have brought so much here. This class also has reminded me of my passion for learning. I also can’t express how impressed I have been with you students, with the facilitating and how students strive to connect ideas. It’s very sophisticated. Last, this class works to bring together practice and theory.

Steve
There’s a lot of reasons faculty teach courses. Often, it has to do with sharing expertise. That’s not always the best way to go about it. I organized this course as a way of organizing conversation about something i’m interested in but am not really qualified to teach. I have the luxury that I can organize a course like that. I can’t imagine better partners in this conversation then you all have been. (Now Steve begins to cry). When you talk to faculty, almost every faculty have that class that worked. Everyone will be able to be able to tell you their class. We call it chemistry because we don’t know why it works. That it’s at the end of my career makes it particularly special. (Several people are crying now).

*****Break*****

How do we want to change things at Oberlin? What are we writing our papers on?

I’m doing a comparative of American higher ed to other types of higher ed. I’m also thinking about preparing higher ed for adaptability rather than finding one big change.

I’m also interested in hearing from faculty and staff about what you think about changes at Oberlin.
    For me, I know trigger warnings and microaggressions much better than I used to. It’s all very reasonable in reality but how they’re picture off campus is very different. I can stand up for this better than before. Also how racism permeates everything from the beginning. I knew some of that but I know more now. And I know that I’m missing stuff still.
    I’m so excited for you!
    I was raised in a house that was anti-racist and my dad let a black minister stay in the house. So I feel like I was raised in a good liberal household. But boy, there’s so much I didn’t know and so much I needed to know.

I’m writing about one of the student demands: getting more faculty of color. But it’s more than just hiring. It’s getting them through high school and college and more and more. I’m also
    Historically Black Colleges are worried about losing Black faculty to other schools because they have pools of ready faculty. That would be a cruel injustice.
    There’s a lot of people at Oberlin that talk about the invisible work that faculty and staff of color do. People are excited about them being here, but they also have to be a caretaker of a community as well. That’s what makes work here good for my heart and my soul. It’s also a lot of invisible, unpaid work. So will there even be an exodus from a place like Oberlin because of that? “Adults” talk about where is the line between their commitment to students and community and the commitment to myself?

Even the ways of knowing that persist come from white christian ideals. Makes it hard for those from a different background to make it through. My paper is going to be about the culture of safety. About how once you open the door to other people besides white christian men, something needs to change. The culture of safety is part of that change.

For me, one thing that has become clear is that students, faculty, staff don’t know how the institution runs. Yet when you talk about it, you bring people into the conversation. We need transparency. Students often have demands that don’t seem reasonable because we need those conversations first. Part of what I got out of this class is that everyone around the table has contributed to our knowledge.

Is there even a pool of faculty of color to hire from. If we make demands, often they aren’t even possible. NOt even because of budgetary issues. There just aren’t people to hire. Think about pipelines here. The pay isn’t good in higher ed. All these things are so complex.

There was pressure at Berkeley to get more Black students at school. From the admin point of view, it wasn’t feasible if you looked at the numbers. But there was desire on the students’ part and that made it happen.

]]>
<![CDATA[Push back on Supreme Court Justices]]>Mon, 14 Dec 2015 13:43:20 GMThttp://hist485f15.weebly.com/past-present-future-blog/push-back-on-supreme-court-justicesAs reported in today's Inside Higher Ed, academics are pushing back on comments made in oral arguments in the Fisher case (affirmative action). Most of the heat has gone to Justice Scalia who seems ever more emboldened to articulate frankly racist positions. But a comment from Chief Justice Roberts didn't escape notice. Here's what IHE reports:

"The U.S. Supreme Court last week heard arguments in a case that could determine the future of affirmative action in college admissions. Much of the discussion on the day of the arguments (and since) was about comments by Justice Antonin Scalia, who embraced the "overmatching" argument used by critics of affirmative action, saying that minority students may benefit from going to less prestigious colleges than the more competitive ones to which affirmative action helps them gain admission.

"But now another statement in the arguments is attracting more attention and criticism. That was a question by Chief Justice John Roberts (at right): "What unique perspective does a minority student bring to a physics class?"Hundreds of physicists have now signed an open letter criticizing the chief justice.

"The letter first notes the questions he didn't ask. "We note that it is important to call attention to questions that weren’t asked by the justices, such as, 'What unique perspectives do white students bring to a physics class?' and 'What are the benefits of homogeneity in that situation?' We reject the premise that the presence of minority students and the existence of diversity need to be justified, but meanwhile segregation in physics is tacitly accepted as normal or good. Instead, we embrace the assumption that minority physics students are brilliant and ask, 'Why does physics education routinely fail brilliant minority students?'"

"As to the question from the chief justice, the letter says: "The implication that physics or 'hard sciences' are somehow divorced from the social realities of racism in our society is completely fallacious. The exclusion of people from physics solely on the basis of the color of their skin is an outrageous outcome that ought to be a top priority for rectification. The rhetorical pretense that including everyone in physics class is somehow irrelevant to the practice of physics ignores the fact that we have learned and discovered all the amazing facts about the universe through working together in a community. The benefits of inclusivity and equity are the same for physics as they are for every other aspect of our world. The purpose of seeking out talented and otherwise overlooked minority students to fill physics classrooms is to offset the institutionalized imbalance of power and preference that has traditionally gone and continues to go towards white students. Minority students in a classroom are not there to be at the service of enhancing the experience of white students."

]]>
<![CDATA[Class Notes, Dec. 9 (Georgia)]]>Sat, 12 Dec 2015 11:07:19 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-dec-9-georgiaNotes December 9, 15
HIST 485
 
Agenda:
Reflection
What we came in thinking and what has changed
Final Papers
How we move on with this information
 
Going Around-Individual’s comments:
-Why don’t I like higher ed?
-More confident in decision to come here instead of state school
-Admissions complexity
-Set up (connectivity)
-“The devil is in the details”
            Qualification, historical data
-Inspiring to see young people criticizing their own institution
-Learning about other marginalized communities’ experiences in history and now
-Interdisciplinary stuff of this course
-Economics
-Residential versus technologyà “not for my own children, though”
-Primary education and elementary education preparation for what?
-More faith in higher education after having taken course
-Intergenerational dialogue
-Universal Design in action (Office of Disability Services)à seeing it in action
-Grateful for personal sharing
-Prepared for consumption of future information
-We read the news and listen to the radio differently
-Student health and counseling
            Resiliency, advocacy.
            How do we learn to learn ? Where does this happen?
-Democracy: the process is so slow! But understanding why we value or prioritize it.
-This was one of few classes where coming in with learning challenges did not significantly impact ability to learn
-How to make college more accessible. Now thinking about K-16. How can education make social change?
-Adaptability and flexibility is what is important
-Headlines not coincidence; there are always significant issuesà we are awake to it now
-Systems of oppression at every level
-Learned about class structures. Asking good questions that actually spark conversation
-Learning how to defend liberal arts education
-Who should go to college any why?
-Changing perspective on safe-spaces on campuses
-In California there is no affirmative action. Berkeley putting steps forward
-Distrust of online mediumà disproved
-Renewed sense of pressure
-People as the most important part of education
-You leave Oberlin thinking that there is no problem that you can’t solve (though I feel like there are few problems I can solve)
-Intellectual Community
-Theory and Practice******
-Sharing Expertise not always best format
-This is about partners in conversation
 
BREAK
 
What do you want your work to accomplish?
“Wicked Problem” –you can’t change it all at once
  HBCU’s: what if they are raided for black professors and professors of color
Invisible work
Self versus community
 
HOW TO MAKE CHANGE?
Transparency and conversation
Even when something is not “feasible” à enough pressure can make change
How do campuses communicate?
It’s about priorities
 
 
 
 
 

]]>
<![CDATA[Class Notes, Dec. 9 (Isabel)]]>Fri, 11 Dec 2015 11:02:57 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-dec-9-isabelReflections:
  • Historicizing one’s experience
  • Understanding the workings of systems. How the institutions are just one facet in a larger, relatively broken, educational system
  • Collective knowledge & collaborative learning
  • Pursuing careers in education
    • How to prepare elementary students for what comes next, especially in a more technologically-oriented world
  • Developed a stronger faith in higher education
    • This semester in particular allowed us to see what students are demanding & where the institutions are willing to give
  • Intergenerational dialogue is really important
  • Missing intellectual conversations that are lead by peers & colleagues
    • Talk about universal design in the office of disability services. But actually seeing it put in place in this classroom.
    • Rotating note-takers!
    • Very different being in the class with students, seeing what is due, deadlines – impacted how connections with students form
    • Listen to news differently, read articles differently, conversations were different
  • How realistic are my next goals?
  • Being frustrated with the college experience, but always being expected to go. To come and not be satisfied, where can one find solutions
    • This experience just complicates what is known about higher education discussions & conversations
    • Will be able to take the information in and know what to do with it.
  • Health services in higher ed
    • Learning skills of resiliency & self-advocacy
    • Learning to learn in general.
  • Gathering a set of skills and taking them through life
  • Democracy. How many voices go into that, how slow the process actually is, and being frustrated by it.
    • Understanding more about why it happens that way
  • Cultural shift: how can we affect a few people in a lifetime & be satisfied with that
  • Issues with learning disabilities in higher education
    • One of the few classes where you don’t sit around being frustrated about not being able to learn
    • The topics, organization, community
  • You got to understand the system in order to know how to change it
  • Making higher education more accessible
    • K-16 perspective
    • How education can be used to change anything
  • Creating a system that is more able to adapt
  • The timing seems perfect, but maybe we just have a developed awareness to what is going on?
    • So many protests & incidents going on within campuses throughout the country
  • Technology in education
    • This class is a survey of all the workings of higher education.
  • Asking better questions to better facilitate discussions.
  • K-12 Education
    • What the institution of higher education is?
    • The progression of education
      • Which was created first, k-12 or higher education
      • How they influence each other
  • Wanting to take the course because of Steve!
  • How to develop a good defense against the critics
  • How college fits into a broader system
    • In how universities are run, which universities exist
    • Developing an awareness in how colleges produce workers in a knowledge-based economy
  • The more I learn about this, the more I question whether everyone should go to college
  • Political Correct culture
    • From the student perspective; siding more with folks who are looking for safe spaces
  • Taking this class because it is a good career move,
    • What it means to be civilized, how future generations will judge us because of our civilization
  • Maybe every generation feels like they are at a turning point, and have big decisions to make. And it is heart-warming to know that there is a community of people who are already thinking about these things
  • The online nature of this class makes others skeptical
  • The only thing left to cut is people, but the people are the most important part of what makes a good education. And the most important people are the students
    • A renewed sense of hopefulness
  • Perspective on the subject beyond a specific position (high school counselor)
    • Put oneself in the colleges shoes, to see how things are being run & make customers feel like they are getting their money’s worth
  • Take a look at the issues that I live on a day-to-day basis
    • Some of the theoretical underpinnings that are absolutely brutal
    • The roles of the neoliberal economies      
      • How they have molded these institutions
  • The role of an intellectual community
    • Interesting people to talk to
    • This doesn’t really exist in the same way outside of college
  • Self-knowledge to engage, lead, connect and think about how different themes relate  
    • Sophisticated awareness
    • Theorize & practice – how to better meld those two
  • Why teach this course:
    • Sharing expertise, but not necessarily the best framework to organize a course
    • To have partners in a conversation to think about but am not necessarily qualified to talk about
      • “hey, I’m interested in this, let’s have a conversation about it”
 
Paper Topics:
  • What makes American higher education American?
  • There isn’t one solution to the issues of higher education, and there can’t ever be. Systems Theory.
    • Adaptations. Making the system not only adaptable, but improved, accessible, less expensive, more learning
  • Professors of Color in higher education
    • How it’s a larger system of getting students of color through the entire educational system
    • The Invisible Labor
    • The Exodus of professors from HBC or other progressive institutions
  • The ways of knowing are overwhelmingly coming from white, Christian ideals.
    • When every history or English class is about white authors
    • Culture of Safety and Academic Freedom
      • When folks don’t come to the table as equals, there has to be a change in the table to make it equal
      • What is academic research & how it is informed by European values
  • A Guide for Professors on academic freedom, trigger warnings, safe classrooms
  • Educational contract with Athletics
  • Liberal arts college presidency
  • Counseling services
  • MOOCs & why Gamefication is the wrong strategy for higher educations
    • Investing in the internet to get shit done
    • But that systems can use games to adapt and make them more engaging
  • Study the Free speech & Academic Freedom 1960s and now
    • Pedagogical issues that come with prioritizing freedom over student safety
  • Study abroad
    • Moral quandaries, critiques, what makes a good study abroad program
  • Tracking starts from kindergarten. It determines who will go on to higher education
  • Admitting Black, low-income students into higher education
 
 

]]>
<![CDATA[Class Notes, Dec. 9 (Andres)]]>Thu, 10 Dec 2015 10:26:28 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-dec-9-andresBiggest lessons from this class:
● Interrogating our own experiences, to learn more about it as we experience it
● The historicizing of higher ed.
● Race in the history of higher ed.
● Hybrid education
● Collaboration as a critical part of new pedagogy
   ○ How technology can help toward collaborative classroom models.
● Learn more about what distinguishes higher ed. from K-12
   ○ + How values get transferred onto higher education
   ○ We all view higher ed. differently, and that's at the course
● First class: shaky beliefs in higher ed, scared of higher ed. in loco parentis
   ○ Now: more faith in higher ed., this class has been really informative, both
nationally and globally
   ○ This class has forced us to articulate our ideas and backgrounds w/ higher ed.
which has brought us to some really important discoveries, and maybe breaking
points.
   ○ Intergenerational dialogue is very important.
● This class has allowed us to explore intellectual discussions of higher education
   ○ Particularly, has acted as a pedagogical model both intellectually and for the life
of a student at Oberlin
● Starting: frustrated w/ my college experience
   ○ This class allowed for exploration of that phenomenon, but only complicated the
situation and the questions surrounding higher ed., but we've gained the ability
to name these discussions, problems, argument, and opinions about all of it.
● How we learn to learn and the spaces that happens in
● This class opened up the question of K-12 and how that affects people more profoundly
(both in and out of the context of higher ed.)
● Democracy is a big part of this discussion, and it's important to understand how it
underpins the (under)efficiency of our institutions.
● We can't predict or change the cultural shift in higher ed.
● College sucks, and this class has allowed us to explore the information and subject
matter via this important discussion model.
   ○ This class gave us a better understanding of higher ed., so maybe now we're on a
way to changing it for the better?
● This class has expanded education to K-16, because it's all so interwoven.
● Oppression permeates systems, especially higher ed.
● Facilitating this class allowed us as students to explore questions that make for better
pedagogy, not simply restate your opinion.
● This class was a cool experiment in pedagogy.
● Alumni thoughts:
● We've explored difficult topics, not as many solutions.
● These questions are institutional, but also affect the status of our society (as education
is a common good) and will mark our generation's progress.
● This has made us consider the immediate and long term impacts of our decisions in
higher ed.
● The "knowledge economy" and the role of neoliberalism in higher ed. has revealed a
powerful, and brutal, recent history of higher ed., which is important modern context.
   ○ This class awakened a passion for learning.
   ○ This class has forced a reconsideration of both theory and praxis of higher ed.
● Steve:
   ○ Motivated to organize this class to have partners in a class that he himself isn't
an "expert" in, because it's been a communal learning experience.
● Adaptations can be made, to either find differences among institutions, as well as to
find ways to uplift all higher education institutional foundations
● This class was eye opening for the institutional foundation of awareness of institutional
oppression
● It's not just enough to demand more POC in institutions of higher ed., we need to build
more sustainable ways of increasing diversity across the board
]]>
<![CDATA[Class Notes, Dec. 2 (Sammie)]]>Fri, 04 Dec 2015 00:56:22 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-dec-2-sammiePart 1:
● What do we mean when we talk about technology?
--social platform
-- students communication online
-- sharing content
-- bigger audience
-- interdisciplinary collaboration
-- international collaboration
● Quotes to think about (this is where we broke into small groups):
1. Importance of slowing down: “We should freely resist the reflexive conclusion that
because our students come to Williams with different modes of encountering and
absorbing information (multitasking, multimedia, instant access, short attention
span) we must become like them if we are to reach them and educate them”
(Falk, 97)
2. Digital Divide: “Access to computers remains unevenly distributed. In our
comments about formal education, implicit is an awareness that even the most
basic resources (including computers) are lacking in the nation’s most
impoverished public schools as well as in the nation’s poorest homes”
(Goldberg, 22)
3. “With participatory learning, the play between technology, composer, and
audience is no longer passive. Indeed, participatory learning blurs these
traditional lines” (Goldberg, 17) .
4. “The invention of the printing press might have been thought to presage the end
of the university…but no such thing occurred” (Falk, 97).
Responses to Quote #1:
● Short attention vs. processing
   a. No places for contemplation...no space time.
       i. change expectations in order to have spare time.
   b. Sitting down to read a book is not the only way to digest information. More ways
to learn that are more engaging and inspire creativity
   c. If processing takes shorter periods of time, How far are we lagging behind? How
do we catch up? What ways, or tech, will we need to catch up and learn?
● Every generation is taught differently..Not a good thing or a bad thing.

Responses to Quote #2:
● Two realms of Access;
a) There are people who do not have access to modern technology. → Getting
people who don’t have access to computers to have access.
b) Just because the technology is there, that doesn’t mean that the person is
capable of using it. → Need to be classes that prepare people to use technology
● Even though there is a lot of access to information online, the question becomes who
has the power to create material or edit it?
● 2 issues that should not be conflated:
     ○ The digital divide and unequal access to information
■ You might have access to information, but you might not have access to
education.
● Technology does not impact political economy, political economy decides the role of
technology.
● Access vs. useability → Instruction is still important in order to learn
Responses to Quote #3:
● information isn’t education
--You need skills
-- You need an expert to guide you
● collective consciousness
-- What happens when we have access to everyone’s mind?
● Does technology leads us towards collectivism or perpetuates individualism?

Responses to Quote #4:
● Why is it that the printing press didn’t mess with education?
   ○ Because you still need someone with expertise.

BREAK - Part2:
What will and will not change with the advent of technology regarding the following themes:
● Class/Race power dynamic
● student/teacher power dynamics
● epistemological changes
● curriculum changes
● Residential education
● Institutional organizational changes
● Are institutions of higher education at the forefront of technology?
   ○ Not liberal arts colleges but research universities are at the forefront of building
new tech.
   ○ institutions must find ways to work with technologies.
● Another problem: Who gets heard on the internet?
   ○ For instance, in the #BlackLivesMatter movement, Black queer women
organizers do not receive any acknowledgment for the work they do. Black men
do. The real problem is power hierarchies, until those are fixed, folks will be
silences again.
● Anonymity online:
   ○ Can it bring new voices to the table?
   ○ What ideas are being validated and what ideas are not?
   ○ The content is the message, not the actual person!
   ○ Anonymity allows people to assume a new identity in order to express themselves.
■ Might need to be anonymous amongst peers but identifiable to instructor/faculty members.
● Curriculum changes:
   ○ the ability to connect to students to one another and to other classrooms (which
       is amazing).
   ○ Maybe won’t affect Liberal Art colleges but in order for it to work it must start at K12.

Learning more about tech should start early
]]>
<![CDATA[Class Notes: Dec. 2 (Dillon)]]>Thu, 03 Dec 2015 16:41:53 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-dec-2-dillon12/2/15 Technology
  • definition: how do we use technology
    • more social platforms
    • student conversations online
    • sharing content w varying degrees of credibility (scholars and ppl who aren’t students)
    • inter-collegiate consortium
  • Falk reading quotes reflections:
    • **what do we learn from inter-personal relationships?**
    • short attention spans vs sitting and thinking: we get distracted by what’s in front of us or what’s on the screen
    • “there’s no unit of time small enough that is made to just sit and think; there is always something you could be doing to fill that time”
    • expectations of quick turn around (email)
    • emergence of captivating forms of play (games) - engage wonder, creativity and skill
      • a new way of absorbing information for a long time instead of just reading a book
    • adapting to new learning styles - learning curve is so steep
    • what could we fill up our minds with if we didn’t have to learn things that we didn’t have to know?
    • we are trying to make technology better for people who already have it but there are people who don’t even have it
    • natalia’s mom has a tv in her classroom and covers it up with a blanket
    • free information on the internet should not be dismissed
    • access doesn’t mean immediate learning - how much does open content actually do?
    • 90% of wikipedia contributors are men - why is this information there, what privileges does the information carry
    • digital divide - people working for it aren’t in higher education
    • printing press has privileged the written word over oral
    • wikipedia is just a long list, design is extremely important but is based on patriarchal coding standard - would a more pedagogical design make it more accessible?
    • information isn’t education - content vs skills - expertise is now in the information
    • The Art of Memory: middle aged universities are the highest art, memorization
    • collective consciousness - access to each other’s minds, ethical modes and pasts
  • things that could or could not change
    • class/race power dynamics
    • student/teacher power dynamics
    • epistemological changes
    • curriculum changes
    • institutional organizational changes
  • How will the role of college shift given that there is no technology present?
    • whatever we’re doing right now in terms of technology isn’t working - we’re finding ways it can work within systems we already have in place
    • technology (social media) may be contributing to the ability to organize, challenge
      • it’s not enough especially when other voices get silenced - needs to be dismantled
      • potential to be very destructive and violent - what are security cameras actually used for?
      • the technology is available but why isn’t it being used for the people who need it when they need it
        • people are talking more about an injured raccoon more than they are talking about when a racial slur was yelled in lord lounge
    • what goes viral is dependent on the cultural imagination the media presents
    • internet anonymity allows for escape from accountability
    • anonymity can be used constructively if monitored by someone in a controlled environment
    • office hours are wiped away over the internet, you don’t know who you’re dealing with sometimes
  • connection through technology allows you to deal with space and time
  • it can become incumbent on students to become to interrogators of technology
    • iMovie - comes with tools and media that is in part yours but not entirely yours
      • technology is building some of our work for us (a lot less is coming from scratch)
  • logical thinking should become a K-12 function - ability to build tools together
  • neopets was a boys club
    • what’s important is the method of delivery and not the content
]]>
<![CDATA[Reading Rec: Tim Cook and Saxifrage]]>Mon, 30 Nov 2015 18:54:00 GMThttp://hist485f15.weebly.com/past-present-future-blog/reading-rec-tim-cook-and-saxifragePicture
-Brittany

Looking ahead to the next two classes, I thought some of you might be interested in the thinking and projects of Tim Cook. I have been vaguely following Tim's work since he launched the experimental higher education lab, Saxifrage School, in 2009. The idea was inspiring: create a lost-cost HE option that would meet in the community, cultivate a major skill and a major of study and be based in liberal arts inquiry.


Saxifrage asked a lot of the questions that have come up in our class, such as why college needs to be so expensive, and whether our current model of higher education really prepares us for life in the "real world." The intro video to Saxifrage (below) will appear to oversimplify some huge issues after the discussions we have had in class, but it does a nice job of explaining the vision for a new type of education. I'd love to hear reactions to this vision. 

Tim Cook now works for the Sprout Fund which is more of a community development organization in Pittsburgh, but he also keeps a blog on Medium that covers a lot of trends in higher ed tech (like badges, OER, etc), if anyone is interested in that sort of thing.

]]>
<![CDATA[Class Notes (Nov. 18): Andres]]>Thu, 19 Nov 2015 13:44:32 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-nov-18-andresNOTES: Disruption (Nov. 18, 2015): Andres Cuervo
Talking about the teach-in
“Why does it feel like collective de ja vu?”
“Because there are hearts and minds that haven’t been changed.”
Call for more training of white professors against bias.
Disruption and Unbundling
Agenda:
● Assumptions of higher ed.
● Problems of higher ed.
● — break —
● Solutions to the problems
● Speculative, things we haven’t covered, final questions
Assumptions:
● Assumption: you don’t get credit for expertise developed outside the college classrooms
● Institutions are pretty similar
● Paid work ≠class credit, what does it mean for something to be on a resume but not your transcript
● Assumption: having all 4 years at a single place (contradicted by Minerva)
● Assumption: that we’ll get reflective or career based
● All courses are assumed to be taught a specific way, rather than with diverse methods
● Assumption: faculty are always available, open office hours or email responsiveness
● Faculty assumption: students will do work assigned to them, as opposed to some other places where it might not be expected
● At a small lib. arts school, like Oberlin, it’s a assumed that we have a sense of
community
● Assumption: the honor code
● Assumption: homogenous political / socio-economic ideologies
● Assumption: you graduate in 4 years
Problems With Higher Education
● Boggle exercise
● Problematic assumption: students grow because of their college lives
● Problematic assumption: courses should be taught the way they’ve always been taught (i.e. traditional in-person lecture)
○ Problematic assumption: people already have information to build off for
high-level lectures, which isn’t true of marginalized students
● Problematic assumption: rhetoric in admissions statements (i.e. diversity & inclusion) versus results (i.e. such a big diversity gap on campus)
● Problematic assumption: HUGE assumption: a lot of the learning is done in the
classroom
○ But, really, part of the reason to come to a residential college is to be
surrounded by each other, but that’s not recognized institutionally (quantified in
assignments, or in the classroom)
● Problematic assumption: learning will happen within a specific discipline (i.e. having a major)
○ Need a more inter-connected education, rather than leaving cross-discipline to be sorted out in students’ personal time.
● Problematic assumption: technology will replace the residential liberal arts experiences, but really the majority of higher ed. is done in non-elite institutions
○ Problematic assumption: that technology will replace content, rather than
supplementing the engagement part of education
● Problematic assumption: limitations of logistics (time, place, room, running out of time and forgetting topics between scheduled courses)
● Problem: data currently isn’t used for helping students, rather for recruiting them /admissions
● Problematic assumption: you have to stick with your major / make big life decisions
● Problematic assumption: the student must fit into the institutions
○ But technology allows students to model their education to their preferences
● Note: sometimes there’s a perfect school a student might go to, there’s a privilege to finding the services you need if you’re in a place that you can’t access those services
● Some students work a lot outside of class
● Problematic result: lectures / non-discussion class models override class participation, so why do readings/ the work for a class?
● Problematic assumption: that not being a stereotypical elite college student constitutes failure
○ i.e. not finishing in four years
● Problematic assumption: advising, specifically 1st-year advising is really high stakes, it’s assumed but not necessarily true that advisors are able to guide students to make such big decisions
Do These Assumptions Serve The Purpose Of Higher Ed.
● Note: The purpose of higher ed. is different for almost everyone.
● Common goal of education: learning, of some form
○ Note: there’s nothing specific to US educational models that encode the
experience of learning
● Commonality: being ready to move onto some next thing (job, travel, grad. school)
● Assumption we didn’t mention: higher education comes at a certain point in your life (18 - 21)
● Question: how will online models cope with soft sciences, creative skills, and
supplementing social environments?
● Assumption: learning is content learning mainly
○ Tech. needs to cope with non-content learning: social, emotional experiences especially
● Majors silo students into careers
○ This siloing is a problem for low-regarded tech. professionals, up to high level degrees (med. school)
Possible Solutions
● Advising is poorly informed, disconnect b/w registrar and faculty
○ “medium” (not “Big” data) data can help students analyze their tracks
● diversity & accessibility are noticeably missing from these “streamlined” tech versions of educational experiences
● Computerized systems + better advising are not mutually exclusive
● not enough professors to advise everyone that well // design of systems is important! (decisions v. suggestions)
● a society that moves toward only computer advisors is comfortable and trusting in its systems // design for the technology gap is super important and can be done w/ AUI
How do you create the “magic” in digital classrooms?
● These problems are always social issues, not just educational issues.
Final Question:
Do these online alterations make education more democratic?

]]>
<![CDATA[Class Notes, 11/11 (Dillon)]]>Tue, 17 Nov 2015 10:23:19 GMThttp://hist485f15.weebly.com/past-present-future-blog/class-notes-1111-dillon11/11/15
HIST 485 Notes :
  • Missouri/Yale
    • started with hunger strike, football team stepped in (playing strike)
    • impressive that coach has been supportive
    • model of a labor union
    • professor's resignation: when trust is lost it is hard to get back
  • Ithaca: alumni panelist refers to black woman as “savage”
Democracy, Discussion
  • definitions of democracy:
    • majority rules, everyone is equal, representative of ideas
    • radical
    • equal status
    • equality before the law
    • majority rule and majority rights
  • definitions of public good:
    • benefitting society vs benefitting the individual (where does higher education fit in?)
    • contributions and benefits
  • sharing from questions
    • Can you have education for democracy in a non democratic institution?
      • what really is a nondemocratic/democratic institution? can we see it inside or outside the classroom?
      • does a nondemocratic institution mean an alternative governing system? communist? anarchist? socialist?
      • strive to have the education produce something better
      • when we don’t have democracy we try to create a modified system that can bring us closer to democracy
    • To what extent should civic skills and social responsibility be a purpose for higher education?
      • 50% are losing out on the training; K-12 is where we could potentially have that access
      • varieties of types of civic skills require different training, some can be found in higher ed
      • are we arriving at civic skills/social responsibility on our own or are we forced into it?
      • it doesn’t have to come from every aspect of higher education but it has to come from somewhere at a residential college or we’re not doing our job
      • two ways to deny social responsibility: (1) claim that it’s not present in science (2) dismissing the general applications of research science
        • students bring social responsibility into the science
    • What is the relationship between the push for multiculturalism/diversity and the educational goals of the university?
      • admissions policies is not the only reason black students are not now increasingly more present in historically white colleges
      • faculty should reflect ideal student body
  • more questions?
    • Do you see the operations of democracy in this class?
      • the makeup of the class has to influence how you feel about your role in the class
      • classroom: theoretical, jobs: practicality
    • If you were higher ed how would you establish a democratic education?
      • too large to standardize, we can’t claim that one subject is higher than another
      • imagination about how things can work overlapping with a more mature way; solidified opinions can affect how we as students think in a positive way
      • student/faculty partnership: conversation between a faculty member and a student who watches their teaching; new perspective because it removes the grade
      • true social responsibility comes from interacting with the community
      • nonprofit creates lack of flow out of community bc it is not taxed
      • could higher education be a model for justice/democracy/blank or a tool for justice/democracy/blank?
 
This class has made me in awe at our development and positivity about the future.
 

]]>