Ask-Dr-Kirk

Harvard Business Case on Wikipedia Available Free To Faculty

I've addressed the issue of Wikipedia several times in recent posts as have others.  Karim R. Lakhani and Andrew P. McAfee (Harvard Business School) have just written a case on Wikipedia that they are sharing free with other faculty.  It would make for an interesting discussion with your students in class.   As Professor Lakhani notes:

[The case] is "designed to have a “managerial” decision point - which forces students to choose between several alternatives and come prepared to class to discuss their rationale for their choices. A case discussion is typically 80 minutes long with the goal of having the students engage in discussion with each other and the professor to develop a particular point of view about the case facts. In a case discussion, “there are no RIGHT answers - but there are WRONG answers!” My role as a professor is to make sure that the main teaching points in the case come out via the discussion with the students."

What a great way to discuss the legitimacy of Wikipedia with your students while deciding what guidance to give them in using this source.

Thanks to Marcy Carrel (University of South Florida-St Petersburg) for directing me to this site.

Rate Your Students' Whining

You know you've always wanted to do this...rate your students' whining.  Professor Joseph A. Braun, Jr (Illinois State University) has developed a rubric for whining.

Are Baby Boomer Professors Better Than Gen X Professors?

Dr. Spencer Overton (George Washington University Law School) is currently researching generational differences and poses the question, Are Baby Boomer Profs Better than Gen X Profs?

He quotes NAS Recruitment Communications as reporting:

“Generation Y is expected to get along better with the Baby Boomers than those belonging to Generation X. . . . Generation X thinks that the Yers do not want to perform menial tasks and entry-level positions.  The feeling of ‘I had to work to get there, why don't they?’ is one of the major obstacles between members of Generation X and Y.” 

As he notes, "Conventional wisdom has it that students (Gen Y) relate more easily to younger professors (Gen X)—but the statement above seems to suggest that older Baby Boomer professors may have an edge."

What is your opinion on this?  Do Baby Boomer profs relate better to this current crop of Gen Y students?   Should we adapt our teaching styles to the generations that we find in our classrooms?

Tips For Your Students On Using Wikipedia

Recently I asked if anyone had a policy or guidelines for students on how to use Wikipedia that they would like to share with other teachers.

Check out this link

Some key points include:

Wikipedia "is not appropriate as the primary or sole reference for anything that is central to an argument, complex, or controversial."

Wikipedia is considered an uneven resource.  Some topics are more reliable as they have been written and edited by a community of experts.  Other topics are in the middle of "edit wars" meaning the topics might be controversial or so current that information is still being gathered.

"Wikipedia is a dynamic, constantly mutating resource. Even if it is appropriate to cite it as a reference, the citation is meaningless unless it includes the date on which the page was accessed."  (although one commenter to the blogpost indicated that there is a way to click on a permanent link which will allow others to see the same version you did.)

Wikipedia is a powerful instrument for an introduction to a topic.  However, it should not be the only source.  As noted, "Wikipedia is not really (or not just) an encyclopedia of knowledge. It is better thought of as a combination of encyclopedia and "blog." It is the world's blog."

Another commenter stated,

"I think wikipedia (and more generally, the web) can be a great place to teach students how to evaluate the worth and reliability of a source—a skill that is becoming increasingly important. Telling students to stick to academic sources is to make illegitimate the wealth of information and ideas that are out there. Helping them develop evaluative criteria to enable them to select trustworthy sources would be much more effective than banning wikipedia or its ilk as sources."

Thanks to Professor George for pointing me toward this link. 

Is It Our Job To Make The Classroom Interesting?

A question that always comes up at the workshops on classroom management that I teach is...Is it our job as teachers to make things fun and interesting in the classroom?   

I completely agree with Dr. Scott McLeod who states:

"We shouldn't be making our schools fun at the expense of solid intellectual engagement. But making students' classroom time more fun (or engaging, or whatever you want to call it) will help them learn more..." 

He goes on to quote Seth Godin as saying, "If your target audience isn't listening, it's not their fault, it's yours."

As Dr. McLeod notes, "Too often we educators (both K-12 and higher ed) say that 'We've put together a good lesson, now it's the students' responsibility to meet us halfway.'  But Godin's quote puts that belief to the test because it doesn't hold up very well in the real world. In our own lives we don't waste our valuable and limited attention span on stuff that doesn't interest or engage us.  To say that kids should because it's in their best interests is disingenuous and morally dishonest. We have to make the case.  Otherwise we deserve the consequences."

Years ago I came across a quote that said, Teaching is a performing art with content.  We can't ignore the content but at the same time we have to get the students' attention in order for them to learn.

Quiz To See If Your Students Have Read The Syllabus

Professor Pam Chapman (Waubonsee Community College) took a Chautauqua seminar with me in New York City in 2005 and recently emailed me a syllabus quiz she uses with her classes, especially when they are on-line.   She assigns the quiz the first day and requires that it be completed by the end of the first week of class.  It allows her to see if the students have actually read the syllabus as well as their comfort level with the technology required in the course.  As she noted:

"The purpose is to familiarize the student with the content of the syllabus, class calendar, rules, and so on. By doing this, they know where to find the answers to questions such as:

What day is a particular assignment due?

What time can I reach my professor in her office?

Does my professor allow for extra credit work?

I find that by doing this, the student takes more responsibility for their learning. They know where to find the answers to questions and are definitely more aware of the rules relating to the class."

Professor Chapman has agreed to share her syllabus quiz with other faculty.  You can Download syllabus_quiz.doc here.

So Just How Does Wikipedia Work?

Mr. David Sherman (Principal of South Park Elementary School in Deerfield, Illinois) is fascinated by Wikipedia.  As he notes, "The ability to have real-time information at the click of a mouse button is a tremendous resource for teachers and students."  But he goes on to say that not everyone agrees with him, that the local high school in his town blocks their students from using Wikipedia.  He believes a better approach is to teach the students how to use this resource responsibly and appropriately.  As he notes, shouldn't we be preparing our students for success in the real world?  Obviously, they will be exposed to many sources of information, none of which will be blocked, and so their job will be to evaluate which sources are credible.

A fellow principal on his weblog shares this link where Jon Udell examines how an entry in Wikipedia changes over a two year period, including how the editors handle spam or incorrect material.  If you've wondered about what Wikipedia is or how it could possibly be accurate, watch this video.

Does anyone have a policy or guidelines for students on how to use Wikipedia that they would like to share with other teachers?

Free ebook Addresses The Issue of Whether Students Should Get An MBA

Every semester I have several undergraduate business students ask me about my thoughts on getting an MBA.  Some I think see the graduate degree as a way to avoid getting into the work world for another year or two.  Others think the MBA will give them an edge when they start interviewing for jobs.

Rajesh Setty offers a free ebook on "When You Can't Earn An MBA...Thoughts on Getting Ahead Without An MBA."  He quotes Seth Godin who said in March 2005 that "actual experience combined with a dedicated reading of 30 or 40 books" could be an effective alternative to getting an MBA degree.

Rajesh does discuss what he sees as the positives to getting an MBA which include:

"Networking--with faculty, classmates, and professional contacts

Access to brilliant minds--through lectures and other events

Awareness of powerful concepts and tools--it's good to know these resources exist

Seal of approval--the degree is an entry-requirement for some places and professions

Structured thinking--as compared to 'on-the-job learning'

Time and resources--to test concepts in a controlled environment."

Rajesh goes on to say that if one doesn't have the time or money to do an MBA, there are other ways to get some of the same benefits.  Some of the suggestions he advocates are:

Acquire knowledge at a breathtaking speed--read books, blogs, magazines, newsletters, watch podcasts, and talk to friends and colleagues.

Belong to powerful networks--such as professional organizations in your field, respected non-profits, golf clubs, alumni networks, political and religious affiliations.

Build great long-term relationships--make sure these are two-sided so that both parties are benefitting.

Lead a volunteer effort--organize a charity fund-raising event within your organization or start a company club such as Toastmasters.

Get a good mentor--someone who cares about you and your future success.

He also presents a sample one year plan with suggested books and activities.  His advice is great, not only for our students but for all of us who struggle with keeping current in our field.  Get the free ebook!

Happy 6th Birthday Wikipedia!

Yesterday I attended a lecture by Jimmy Wales, founder of Wikipedia, at St Pete Beach Public Library.  Wikipedia was launched on January 15, 2001, and is a free content, multilingual encyclopedia that anyone can edit or add to. As Mr. Wales emphasized though, "it is not a million people adding one sentence each; in fact, a community of around 1,000 people are responsible for half of the edits done."

Wikipedia has been in the news a lot lately.  CBS News did a story in December 2006.  Nature did a study of Wikipedia and Britannica and found "numerous errors in both encyclopaedias, but among 42 entries tested, the difference in accuracy was not particularly great: the average science entry in Wikipedia contained around four inaccuracies; Britannica, about three."

College teachers are concerned about students using Wikipedia as a source for research papers.  Jimmy Wales stated that there was a right way and a wrong way to use it.  According to him, "If you're in college, you shouldn't be citing Britannica, much less Wikipedia."  But he also noted that "telling your students not to use it would be like telling them not to listen to rock music...and with the same result."  He sees Wikipedia as a possible starting point but no excuse for not reading the original documents on the topic you're researching.

I suggested to Mr. Wales after his presentation that he address this issue on his blog.  Give teachers some suggestions on what to tell their students about how to use Wikipedia.

How about you?  Do you use Wikipedia?  Do you allow your students to?  What guidance do you give them?

Tie Concern For Students' Safety To Classroom Management Policies

Professor Judy Smalling (St Petersburg College) approaches classroom management from a little different perspective.  Several years ago there was a fire drill at St Petersburg College and she realized when she got all the students out on the sidewalk that she had no idea if any of them had been left behind in the building.  Unless she took attendance, noted who came in tardy, and kept track of whether any students left in the middle of class, she was unable to reply with certainty when asked by officials if everyone got out.

She decided to tie her concern for the safety of the students to her classroom management policies.  She also developed a quiz for the students so that she knew they had read and understood the policy. 

Professor Smalling tells me that since she developed these policies, she has not had trouble with tardiness or students leaving early.  She has given permission to others to use her method.

Download policy_on_security.doc

Download quiz_on_security_policy.doc

Have You Considered Having Your Students Sign A Contract on Classroom Behavior?

Professor John Drea (Western Illinois University) has a 1100 word contract on classroom behavior that he has his students sign the first day of classes.  As he notes, all faculty face "slightly different challenges in classroom management, but the main benefit of the contract come from preventing behaviors that serve as a barrier to learning (as opposed to preventing behaviors that may be rude).  A student who whispers to someone sitting next to him/her distracts not only his/herself and their friend, but also anyone sitting around them.  Behaviors like that are the ones where the contract is appropriate." 

I like Professor Drea's explanations that go along with his policies.  For example, he states in his contract:

"If you bring a newspaper to class, put it away before the start of class.  If you sat in a business meeting and read the Wall Street Journal while the boss was outlining a new strategy, you'd likely be fired or demoted.  The same standard applies here.  In return, I promise to listen when you are talking to me and to treat you with respect."

Dr. Drea has given permission to faculty to feel free to use or modify his contract as it fits your situation. Also, he tells me that he enjoys talking to others about how to improve classroom management and encourages anyone who plans to use the contract to email him.   

Thanks also to Dr. Kurt Lemmert (Frostburg State University) who read the Chronicle of Higher Education article that discussed my work on classroom management as well as Dr. Drea's contract and asked that this be shared.

Getting Your Students To Take Responsibility For Their Learning

I recently met Erik Christensen who teaches physics at South Florida Community College.  He shared with me the following assignment that he likes to give the first day of class.  He requires the students to take a quiz on learning styles.  They then read about strategies to use that fit their learning style and do a paper showing that they are taking responsibility for what they can do to be successful in his class.

Here's the complete assignment:

1.  Log on and complete the 44 question Index of Learning Styles Questionnaire (developed by Barbara Soloman and Richard Felder at North Carolina State University).
2.  Print out your results and follow the links to interpret your results and find successful learning strategies that match your preferred learning styles.
3.  Write a one-page (double spaced) summary of your results from the survey and discuss what things you can do to be more successful in this class.
4.  Turn in both a printed copy of your Learning Styles Results and your one-page summary sheet.

I'm planning to use this as the first day assignment for at least one of my classes this semester.

Do You Blog? Are You Considering Blogs In Your Classroom?

Dr. Scott Mcleod (University of Minnesota) is conducting a survey of education bloggers.  The deadline is January 14 and he promises to share the information on January 17 here.

Christopher D. Sessums presents some great information for teachers who are considering blogs for their classroom.

I have used class blogs in two ways: as a way to obtain more participation from the students and create a learning community or as a way to disseminate information (on assignments, articles to read, deadlines, links, etc).  This semester I plan to list a few relevant blogs by others on class topics such as leadership, motivation, and communication and have my students follow the posts and make comments.

Thanks to Jo Mcleay at The Open Classroom for pointing me to Scott and Christopher.

How Do You Thin-Slice A Class or Workshop?

Mike Wagner, an expert and national speaker on branding, recently asked me the following question:

What are the 5 things you thin-slice the first time a new class meets?

As I was just finishing up teaching a three day workshop on classroom management at St Petersburg College, I decided to turn the question around and ask the participants (22 faculty) how they thin-sliced me and the workshop itself.  In other words, what did I do in the first few minutes to give them the perception that the workshop would be beneficial to them?

Their responses?

1. Showed enthusisasm. One person said, "I felt right away that this would be a good class because of the animation and professional appearance of Dr. Kirk."

2. Smiled/appeared approachable/made eye contact

3.  Credibility--"Dr. Kirk projected confidence and appeared organized" (workshop seemed well planned; handouts looked useful; showed right away that she was knowledgeable about the topics)

4.  Encouraged participation/arrived early to the workshop and made a point to talk individually with many of the participants."

5.  Reputation of Chautauqua program and Dr. Kirk (she wrote a book, had a website)

One more point:  As one faculty member said, "You TOLD us that it would be a great workshop and then approached it from that perspective."  Another person agreed, "I truly felt you were excited about giving us new tools that we can then take back and use in our own classes."

Question:  How can we use this concept of thin-slicing when we begin teaching our classes this semester?

I would like to challenge Patti Digh to show how she thin-slices when she does workshops on leadership and diversity for organizations.  Patti: How do you know when you go into a company that they are truly "walking the walk" in their diversity efforts and not just giving lip service to this?  (Full disclosure: I am teaching a class at University of South Florida-St Petersburg on Managing Diversity this semester and look forward to sharing Patti's answer with my students).

Ways That We Irritate Our Students

I talk a lot in my workshops and on this blog about how to manage your classroom.  However, sometimes we as professors do things that irritate our students and cause us problems.  Examples include:

Changing the syllabus after the semester begins.  The students look at the syllabus the first day to get a sense of the workload of the class, what types of assignments will be given, when things are due, how you will grade them, etc.  Adding to or changing this will upset your students. 

Requiring expensive textbooks that you do not use.  If you have a textbook, be sure to give readings or assignments from it that you take up and grade.

Sharing too much personal information.  I had a colleague years ago that had several dogs that were essentially her "children."  She brought up the dogs in every class.  The students started rolling their eyes whenever she mentioned them.  Sharing some personal info is ok if it is relevant to the class.  However, the students are not your friends and don't need to know the details of your everyday life.

Reading to the students from the book.  I'm always surprised to hear that some faculty conduct their lectures by going over the chapters in the book page by page.  Don't.  Another tip:  use examples from another textbook or from journals rather than the book your students are reading. 

Lack of timely feedback.  The students want to see how they did on exams and papers as quickly as possible.  One way to set expectations is to tell them when you will be giving them feedback.  For exams, aim at the next class period.  For papers, I tell them it will be in two weeks.  That way, if I get these done early, they're impressed but they don't expect it.

Having rules for them to follow that you don't.  If you want them to turn off their cellphones or come to class on time, make sure you do also.

Assignments that they see as "busywork."  Try to make the assignments interesting by relating examples to the "real world."  Show the students how doing the homework will help them be successful in the class.

Perceptions of favoritism.  When you are asked by a student to make an exception to your classroom policies such as accepting late papers or giving extra credit, think about whether this would be perceived as unfair by the other students. 

Students DO talk to each other and do look at us as role models.  We need to demonstrate our professionalism in the classroom.  By doing so, we will have fewer problems with classroom management.

Policy on Late Papers

Got this from Timothy Johnson.  He teaches courses in Organizational Behavior, Project Management, and Creativity at Drake University but obviously the wording would work for any class.

"Research Papers are due at the time the presentation is given without exception.  If there is any concern that a family emergency or other risk event (e.g., broken printer) might arise which would hinder you from handing in your report on that date, I highly recommend completing the assignment early.  Excuses will not be tolerated."

What's In A Title?

Over the last few weeks a number of newspapers and news websources have picked up an article written by Associated Press reporter, Mike Wilson, on workshops I teach on classroom management.  The article is the same but the news sources have chosen various titles that they thought would appeal to their audience.  Some of these include:

Yo, College Student: Don't Be a Rude Dude (Longview Daily News, Longview, WA)

Professor's Advice on Returning Civility to Classrooms (CNN News)

Students Flunking Civility 101 (Washington Times, Washington DC)

Getting Rudeness Out Of Class (Honolulu Advertiser)

Professor: Turn on Students' Attention and They'll Turn off Cell Phones, Laptops (Detroit Free Press, Detriot, MI)

Iowa Professor Tackles Uncivil Students (CBS News)

Rude Students a Product of Society (Independent News, South Africa)

Drake Professor Offers Management Advice in Returning Civility to College Classrooms (Pittsburgh Post Gazette)

Advice for Returning Civility to College Classes (Canton Repository)