Promoting Intellectual Adventures
Peter Temes writes about being “The Naked Professor” (2). No, this is not yet-another embarrassing reality TV show. Rather, it’s the term this distinguished professor of history uses to describe a form of pedagogy in which he presents students with genuine problems – “not exercises, not gambits … or stage setting for [his] own killer analytical prowess.” Rather, he presents them with problems that he cannot easily solve – ones that engage both the professor and his students. Temes’ students get to see him “,,, confused, concerned and almost overwhelmed by the new ideas [he] was encountering…”. They get to see him “naked”.
The idea is similar to one expressed by another prominent educator, Lee Shulman (President of the Carnegie Foundation for the Advancement of Teaching) when he talks about the “pedagogies of uncertainty” (1). Shulman notes that professionals in any field are rarely likely to uncritically employ simple algorithms or protocols and he suggests that we should be presenting our students with opportunities to make responsible judgments under uncertain circumstances.
In other words, there are advantages in presenting our students with unscripted problems – ones that we can solve together, or not solve together. The Baldwin-Wallace College FSCS program encourages faculty and students to tackle problems that require integration of knowledge and the exercise of a variety of skills as we experience both the struggles and joys inherent in any creative work worth its salt.
References
Shulman, L.S. Pedagogies of uncertainty. Liberal Education, Spring 2005, 18-25.
Temes, P.S. The naked professor. Chronicle of Higher Education, 9 Aug 2002, B5.
What is FSCS?
- FSCS is original work.
- FSCS often produces non-predictable outcomes.
- FSCS addresses something unknown that, through faculty-student interaction, becomes known.
- FSCS is a real collaboration between faculty and students requiring a “give and take” of feedback, expertise and ideas.
- FSCS is conducted for a sufficient time to allow a real connection between faculty and student.
- FSCS requires a high level of discipline-related or interdisciplinary expertise.
- FSCS is conducted in a scholarly manner with clear goals, adequate preparation, and appropriate technology.
- FSCS includes a reflective component that addresses the significance of the work, the process that was followed, and its outcomes.
- FSCS produces outcomes that go beyond just a grade.
- FSCS has significance beyond the individual context.
- FSCS is appropriately documented and disseminated.
- FSCS is reviewed by professional peers.
History
Student survey (N=73; 6 Freshmen, 16 sophomores, 29 juniors, 22 seniors):
Less than half (42%) of the students had engaged in a collaborative scholarly project with a faculty mentor. But almost all (93%) who had not, wished they could have this opportunity. The students who did engage with faculty in this way valued the experience very highly (rating it 4.7 on a 5 point scale) and 75% are seeking other such experiences.
Faculty survey (N=47; 45 full-time; 2 part-time):
Most of the faculty members responding (75%) said that they had engaged with students in scholarly, research or other creative work. On average, each respondent has engaged in this way with about 16 students over the last 4 years. Thirty-one of these collaborations have produced what the faculty labeled tangible products (papers, presentations, compositions, etc.). Almost all (96%) of the faculty thought B-W should encourage more of these types of activities. Most of them (88%) also were willing to have their names listed in a compilation of potential research mentors that would be distributed to students.
All in all, the data show a surprising amount of agreement between student and faculty opinions regarding the value of these kinds of collaborations. Students and faculty highly value collaboration on scholarship, research or other creative activities and they wish there were more opportunities to engage in this kind of integrative work.
Contact Information
G. Andrew Mickley
Professor and Director, Faculty-Student Collaborative Scholarship Program
amickley@bw.edu
440-826-8526 or 440.826-2194
Office Hours:
Monday: 11:00am-12:00pm; 2:00-3:00pm
Tuesday: 10:00am-12:00pm
Wednesday: 11:00am-12:00pm; 2:00-3:00pm
Thursday: 10:00am-12:00pm
Friday: CLOSED
275 Eastland Rd.