| Bloom's Sixth

By Doug Ward

No one disputes that college tuition has risen substantially over the past 20 years.

Ask why, though, and you’ll get vastly different answers.

Writing in The New York Times, Paul Campos, a professor at the University of Colorado, dismisses the idea that declining state subsidies have led to rising tuition. Instead, he writes, “the astonishing rise in college tuition correlates closely with a huge increase in public subsidies for higher education.”

That partly depends on when you start measuring.

chart showing college costs from the 1960s to 2010s — Vox provides this chart as part of a larger package on college costs.

Adjusted for inflation, funding for higher education is 10 times higher than it was in the 1960s, Campos says. Some of that increase has been driven by a larger percentage of Americans going to college, he says, although tuition has risen even faster than legislative financing. He attributes much of the rise to the “constant expansion of university administration.”

Campos says an argument can be made for the increases in spending and the growth in administration, except for the skyrocketing salaries of top administrators. Ultimately, though, he argues, tuition increases aren’t tied to state cuts.

Tom Lindsay of Forbes cheers Campos’s argument, adding his own figures to back up those Campos provides. Lindsay says his own research about Texas shows “that a mild decrease in state funding … has been accompanied by a wild increase in university tuitions and fees.”

On the other side of the spending argument is the Center on Budget and Policy Priorities, which focuses on how government policies affect low-income Americans. Its latest report shows that state spending on higher education has dropped more than 20 percent since 2007-08, with some states cutting more than 35 percent. Tuition has increased 29 percent during that time.

Some states have increased funding to higher education by an average of 3.9 percent over the past year, the center said, but 13 states have continued to cut.

So who’s right? All of the above, at least to an extent.

There’s no dispute that financing for public colleges and universities has risen considerably since the 1960s. Nor is there any dispute that education at all levels has taken substantial cuts in state financing since the 2008 recession.

Have tuition increases since 2008 been tied, at least in part, to declining state support? Of course they have. Do those state cuts fully explain the tuition increases? Definitely not. What about the longer term? That’s where Campos and Lindsay have a strong argument. Tuition rates grew enormously even as public spending on higher education rose from the 1960s to 2008.

Whatever your take on rising tuition and state cuts, those issues need to be framed in terms of bigger questions:

What type of public higher education system do we want?
How much are states and potential students willing to pay for the education those institutions deliver?
And how can we keep public education from becoming an elite-only opportunity? That is, how do we keep it truly public?

Those are the harder questions we have yet to answer satisfactorily.

That other big college expense

Discussions about rising tuition rates often overlook an even bigger expense for many families: room and board.

According to NPR, those costs are rising even faster than tuition rates.

It cites statistics from the College Board, saying that the cost of room and board at public universities has risen by more than 20 percent since 2009.

Among the drivers of cost, according to NPR: aging dorms that need to be replaced; student demand for gourmet menus and luxury rooms, along with universities trying to keep pace with one another in this area; use of higher-priced local food; and extended hours for dining halls.

It also points to another cause: As colleges and universities have been pressed to keep tuition increases down, some have pushed up the cost of student housing to help fill budget gaps.

Briefly …

U.S. college enrollment fell by about 200,000 between 2012-13 and 2013-14, The Hechinger Report says, and the proportion of students who moved immediately from high school to college dropped four percentage points between 2009 and 2013. More students are also enrolling part time, Hechinger says, and a slightly higher percentage of students are staying after their freshman year. … Penn State researchers will use Apple watches to interact with students in class, send notifications outside of class, and promote reflection on learning, The Chronicle of Higher Education reports.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

Award winners, Student Learning Symposium, by Lu Wang — Chris Brown and Bob Hagen accepted the university degree-level assessment award for work that they and others have done in the environmental studies program. Chris Fischer, right, accepted the Chris Haufler Core Innovation Award on behalf of the physics department. Joining them at the Student Learning Symposium on Saturday were Provost Jeff Vitter, left, and Haufler, second from right. (Photo by Lu Wang)

By Doug Ward

Chris Brown sees assessment as a way to build community.

It brings together faculty members for much-needed discussions about learning. It helps departments explain to colleagues, administrators, and accreditors the value of a degree. And it helps create a better learning environment for students as courses undergo constant evaluation and revision.

“Assessment is not a box to check off on a thing that says you’re done and now you can stop thinking about it,” said Brown, director of the environmental studies program at KU. “It’s about people who are engaged in an ongoing process of learning themselves about how to do their jobs better.”

Brown’s program received the university’s degree-level assessment award at Saturday’s Student Learning Symposium in Lawrence. He was joined by two colleagues, Bob Hagen and Paul Stock, in accepting the award, which comes with $5,000 the program can use in advancing teaching and assessment.

Brown said everyone at KU was “basically taking crash courses” in assessment, which he describes as a series of questions about student learning:

How do you document?
What do you document?
How do you decide what’s valuable to document and what’s not valuable to document?
What changes do you need to make based on the evidence you’ve gathered?

Moving from informal to formal

Instructors in all departments have been engaging in informal assessment for years, Brown said.

“It’s every time we talk to each other about one way we think we could have done things better for a particular course, or all the times we’ve looked at our curriculum and decided to make changes,” he said. “The degree-level assessment we’ve been doing has taken that to a formal level.”

Faculty members in environmental studies began focusing on that formal assessment process a few years ago when the program did a self-study as part of an external review, Brown said. That forced them to take a hard look at what students were learning and why they thought the degree was valuable.

“We’re an interdisciplinary major,” Brown said. “Our foundational course should cover all the divisions of the college – the natural sciences, the social sciences and the humanities – as it relates to environmental studies. So there were a bunch of different moments that came together and really piqued people’s interest across our faculty and really say, ‘What do we want with this degree?’”

As it created a formal assessment process, environmental studies looked first at core writing skills, largely because instructors weren’t happy with the final projects students were turning in for upper-level courses. It was clear students were struggling with collecting evidence, structuring arguments, and making those arguments clear in their written work, he said. So faculty members broke larger assignments into smaller segments and gave more feedback to students along the way as they moved toward their final projects. Doing so has led to a dramatic improvement in those projects.

It has also led to opportunities for instructors to share their successes and struggles in classes. They also freely share class material with colleagues. Brown says that openness allowed him to teach an environmental ethics course for the first time with meaningful and successful results.

“I could not have done that if I weren’t in conversations with colleagues,” Brown said. “That’s what this comes down to.”

Brown makes assessment sound easy.

“Once the formal process began, it really helped solidify that we do need to get together at specific faculty meetings as a whole group,” he said. “When I call those faculty meetings, I don’t have to pull teeth. Everybody comes. It’s not difficult. Perhaps it’s the nature of the major. People seek out contact across these various fields because it’s an interesting and rewarding conversation. Assessment has given us one more reason to come together and talk about what we value.”

Finding colleagues to help

He urges others interested in moving assessment forward to seek out like-minded colleagues, those with whom you are already having discussions about teaching.

“It really doesn’t have to start with any greater number of people than two,” Brown said. “Start there if that’s all you have.”

Talk about goals for students and goals for your major. Determine how you know students and the major are meeting those goals. Then think about how you can gather meaningful information and use that information in ways that lead to greater success. Then carry that conversation forward with other colleagues, including those in other departments. Draw on the many workshops and discussions at CTE.

“That’s hundreds of colleagues from various fields who are eager to talk with you about what you do and to help you and others see that what we’re doing with teaching and learning is intellectual work,” Brown said.

Again, assessment loops back to the idea of building community.

The lighter side of assessment

A short film that helped lead off Saturday’s Student Learning Symposium showed that assessment isn’t always serious business.

By Doug Ward

James Burns of Boston College uses a term I hadn’t heard before: “swirling students.”

Writing in The Evolllution, Burns says swirling students are those who move in and out of college, collecting a few hours here, a few hours there as they move toward a degree. They often have full-time or part-time jobs, families, health problems or financial challenges, he says.

class scene in lecture room with oil painting filter — Photo by Doug Ward

The best way to attract – and keep – those students is through personal attention, Burns says. Reach out to them as they apply and then follow up with personal meetings with advisors and faculty members. Providing flexibility through hybrid or online courses helps, as well, although online courses can seem impersonal to some students, he says.

It’s also important to identify these students early in the admissions process and recognize that they may need more attention than some other students. Burns recommends “high-touch advising” to help these students get settled.

His recommendations make sense, not just for the so-called swirling students but for all students. One of the keys to retention is helping students find connections to people and organizations at a college or university. They have to feel they belong. That means having faculty members and advisors who are approachable and available, and willing to listen and to help students.

That’s one characteristic of a great teacher, and it’s one more reason to value great teaching.

The benefits of online communication

One of the biggest challenges of teaching online is the lack of face-to-face communication.

Online discussions often lack the spark and spontaneity of in-person discussions, instructors lack the ability to read visual cues, and many students treat online discussion boards not as discussions but as obligatory places to dump notes from their reading.

Alexandra Samuel, vice president for social media at the technology company Vision Critical, gives a nod to those drawbacks but makes a solid argument for the benefits of communicating online. Writing in Harvard Business Review, Samuel applies that argument to internal corporate communication, but most of her observations transfer easily to education. She says online communication helps solve several problems:

Distance. Participants in a discussion don’t have to be in the same place.
Time. Participants don’t have to be on the same schedule or fill their calendars with meetings. Rather, they contribute to online discussions when they can, 24 hours a day.
Diversity of opinion. Online communication allows workers to get answers to questions sooner than they would if they had to wait for a specific person to arrive at a specific place. This also allows for a more diverse group of people to weigh in.
Styles of communication. In-person meetings work well for loquacious people but not so well for those who are more reserved. By relying on only in-person meetings, Samuel writes, “you’re missing out on the perspective and talents of people who like to mull on a problem before contributing, or that of people who communicate better visually or in writing than they do out loud.” She recommends using several different forms, including PowerPoint, Google Docs, mindmapping tools, and project management tools to make discussions engaging for a wider variety of people.

Samuel doesn’t address one crucial issue in online communication: relationship-building.

Building relationships can prove challenging in an online class, especially one with an abbreviated schedule. Instructors must build rapport with online students through video, audio, email, discussion boards, announcements, and other means of communication. They must then maintain a presence throughout the course, and make themselves available to students.

Communication of any type succeeds, though, only when everyone – whether workers or students – participates willingly and meaningfully. That’s often easier in the workplace than in education, but not always.

Briefly …

As K-12 schools develop Common Core curricula, many are forgoing textbooks in favor of free online materials, The Hechinger Report says. … A report from the Federal Reserve Bank of San Francisco gives a big thumbs-up to college degrees, saying that college graduates earn starting salaries that are $5,000 to $6,000 higher than high school graduates, with the gap growing to $25,000 after 15 years, Bloomberg Business reports. … The Chronicle of Higher Education reports that professors at some colleges have begun producing video trailers to promote their courses to students.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

By Doug Ward

I often roll my eyes at articles that take millennials to task for not measuring up to the standard of the day. All too often, baby boomers and those in generations before seem to wag their fingers at young people and spew out curmudgeonly laments that inevitably start with, “When I was your age …”

question on reading a chart from ETS survey — Sample questions, above and below, from the international survey of millennials’ skills

As I dug into a new report by the Educational Testing Service, though, I began to buy into the concerns it raises about the skills of American millennials when compared with those of their counterparts worldwide. (ETS creates the GRE and TOEFL tests, among others.) The new report, written by Madeline J. Goodman, Anita M. Sands, and Richard J. Coley, is called “America’s Skills Challenge: Millennials and the Future.”

Across the board, data from the study suggest that Americans rank near the bottom in literacy, numeracy, and problem-solving in technology-rich environments (things like using digital maps and calculating the price of tickets from a kiosk). This holds true for high school graduates and for those with bachelor’s and master’s degrees.

“A decade ago, the skill level of American adults was judged ‘mediocre,’” the authors write. “Now it is below even that.”

More education, fewer skills

The 82 million American millennials – those born after 1980 – have received more formal education than any previous generation, the authors write, yet their demonstration of skills in literacy and numeracy are middling at best. The U.S. is the wealthiest among 22 nations where the test was administered, but it is also “the most economically unequal.”

Given the poor performance of American millennials on these tests, the report says, we should “consider critically the value that higher education in the U.S. is contributing to the skills of our young adults,” adding: “For education to be a vehicle to future success, for it to fuel the American Dream, it has to be aligned with an economy that values the skills it imparts, and those skills must be translatable to tangible opportunities.”

One of the most interesting – and ominous – assertions the report makes is that the growing economic inequality in American society today is very likely to compound the disparity in skills. Students whose parents hold college degrees generally have greater skills in literacy and math than those whose parents have only high school diplomas. As the cost of college rises and economic inequality grows, those at the top will have great access to education and the opportunities it brings while those at the bottom will have fewer opportunities.

“A very real danger lies in perpetuating a cycle where low skill levels, less income, and less access to quality education will beget a further entrenchment of deep inequality, with some segments of society more at risk than others,” the authors write.” This is the very opposite of what a meritocratic society purports to offer.”

For instance, scores of blacks and Hispanics were 15 to 24 percent below those of their white counterparts, depending upon the age group. As the report explains, though, whites and Asian-Americans still scored below the average for all those who took the tests internationally.

What can we do?

Tests of all kinds tend to do a much better job of measuring students’ ability to take tests than they do in measuring their ability to apply skills in a realistic setting. I’m also suspicious of “the sky is falling” reports about education. The sky has been falling since at least the 1970s. As I said earlier, though, I’ve had trouble finding fault with this study.

Perhaps the main weakness in the study is its lack of solutions. It makes a strong case that the skills of American millennials rank below those of their international counterparts. It doesn’t explain why or how to fix the problem, though. Here are some obvious ones:

De-emphasize standardized testing. Instead of fixating on standardized testing, give teachers the freedom to help students learn in meaningful ways. Many are doing that already with blended learning, project-based learning, team-based learning, and other methods. Until schools adopt a teacher evaluation system that uses standardized tests as a small part of a much larger portfolio, teachers will focus on test scores.

Make skills matter. Today’s academic culture promotes the idea of education as a product rather than a process of learning. Reversing that will require more meaningful demonstrations of skills over grades and a diploma. And until universities stop basing admissions decisions on standardized test scores, the ability to take those tests will matter far more than than more meaningful skills.

Emphasize active learning. As Maryellen Weimer writes in Faculty Focus: “We can’t seem to disavow ourselves of the notion that teachers should do most of the talking.” Active learning helps students gain crucial skills. Wide-scale of adoption of active learning is unlikely occur, though, until instructors are rewarded for taking risks.

Value teaching. Higher education still lacks a meaningful reward system for high-quality teaching. Until we change that, teaching will play a diminished role that results in diminished skills for students.

The problem is far more complex than any of those solutions, but those areas can at least provide an entry into a much-needed and, as the ETS report emphasizes, increasingly urgent problem.

Briefly …

Jonathan Rees, a professor of history at Colorado State, Pueblo, says that the university tenure system “is on life support” but deserves to be saved because it “is the best form of quality control that higher education has.” … The UK is struggling to recruit and retain teachers, investment in education has dropped, and student skills lag, The Guardian reports, saying, “Education has never mattered more, so why won’t the UK invest in it properly?” … Educause has joined other organizations in expressing concern about the discriminatory aspects of Indiana’s Religious Freedom Information Act. In an email message, the organization’s president and CEO, Diana Oblinger, said Educause had been looking for alternative sites to Indianapolis for its October conference and had written a letter to Indiana’s governor. … Three white papers issued by the U.S. Senate “show that lawmakers are considering significant changes in the ways colleges are evaluated and held accountable for student outcomes,” The Chronicle of Higher Education reports.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

By Doug Ward

Faculty often see the benefits of online education for students but not for themselves, Karen H. Sibley and Ren Whitaker write in Educause.

Development of online courses takes precious time away from other activities that generate greater rewards for faculty. The way to change that, Sibley and Whitaker argue, is to offer incentives to move into online education. They give these examples:

Providing compensation as salary, research funds, or time (e.g., a course buy-out)
Appealing to a sense of curiosity and a desire to develop new skills for those attracted to experimental work or invigorated by the chance to reimagine their courses
Delivering training and support to lower the barriers and to decrease the time and effort needed to develop or adapt new instructional approaches
Activating a sense of mission and loyalty to their students and the institution
Increasing a sense of relevance for those who want to remain current in the rapidly changing environment of higher education
Recognizing effective engagement in online learning in the institutional reward systems

Spooner Hall, University of Kansas (Photo by Doug Ward)

Online education is really just one example of a much larger problem in the way higher education values (or doesn’t value) innovative and reflective teaching and learning. Sibley and Whitaker offer good steps to promote change. Ultimately, though, two enormous cultural barriers stand in the way.

First, attitudes about the value of teaching must change. Many faculty members see teaching as a crucial part of their role and their identity, and most understand its importance at colleges and universities. Too often, though, teaching is seen as a bother, as something that gets in the way of far more important and more highly rewarded pursuits (research). High-quality teaching doesn’t magically appear with a Ph.D. Nor will it thrive until a critical mass of administrators and faculty members value it enough to create a truly meaningful rewards system.

Second, higher education is an inherently conservative profession, at least in terms of techniques. Professions promote conformity by passing on values, ideals, methods, and expectations to new generations, as Leonard Cassuto writes this week in The Chronicle of Higher Education. Most instructors teach the way they were taught, and those with the Ph.D. learned in environments where teaching was generally an afterthought.

So to Sibley and Whitaker’s list, let me add these ideas for generating more interest in online courses:

Add instruction in course development and online instruction to graduate programs
Hire faculty members based not only on their research skills but on their ability and willingness to teach in innovative ways and to reflect on their work with students
Reward new faculty who are willing to develop their classes with active learning and take on development of online courses
Change the promotion and tenure standards to reflect the time and effort that innovative, reflective teaching deserves

In a recent issue of Change Magazine, Carl Wieman, a Nobel laureate and a professor of education at Stanford, writes that faculty will indeed shift their attitudes and behaviors with the right incentive systems.

So if we want innovative teaching, we need to reward innovative teaching, just as we reward innovative research. It’s that easy, and that hard.

Briefly …

The Atlantic reports that proposed changes in 529 plans, the college savings accounts, would allow students to pay for such things as computers, software, and Internet access. … Poor technical production can inhibit good pedagogy in online courses, eCampus News says in one of its takeaways from the recent South by Southwest conference. NPR offered another list of education-related discussions from the conference, including the important role that online discussions are taking in teacher development. … Politico casts a skeptical eye on U.S. universities, saying that few have done anything to prepare for students who have completed the Common Core curriculum in high school.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

In a review essay for the Washington Post, Janet Napolitano takes on the idea that higher education is in crisis.

She brushes aside criticisms from Ryan Craig (College Disrupted) and Kevin Carey (The End of College) and says that instead of falling apart, colleges and universities are going through “an intense period of evolution driven by advances in technology and better understanding of cognitive learning.”

Higher education, she says, “is in motion, and it always has been.”

Doll head behind glass — West Bottoms, Kansas City, Mo. (Photo by Doug Ward)

After brushing aside the idea of crisis, Napolitano nonetheless suggests that a crisis may be at hand. Universities are highly complex organizations that face many challenges, most notably the decade-long series of cuts from state legislatures, she says. They have also been asked to take on new roles in areas like prevention of sexual assault and a growing need for mental health services for students. Technology and online education also create challenges.

Napolitano, president of the University of California, raises some excellent questions about the future of higher education: What is the role of online learning? How do we help students become critical thinkers? How do we help them adapt to a changing job landscape?

Those are difficult but certainly not impossible questions. They require honest discussion about increasing the generally weak emphasis on high-quality, innovative teaching, and creating a genuine reward system for instructors who embrace reflective teaching.

Napolitano doesn’t address those crucial areas, but one of her comments could serve as a rallying cry:

“Universities are not factories; students are not widgets,” she writes.

Pushing the boundaries of higher education

A British university leader made a bold prediction earlier this month.

Depending on your perspective, though, perhaps it’s not so bold.

The university leader, Tim Blackman, the acting vice chancellor of the Open University in the U.K., told The Korea Herald: “We are seeing the end of 100 percent face-to-face teaching. In 10 years’ time, it won’t exist.”

Blackman is a proponent of flipped and hybrid classes, which combine online and face-to-face components. The Open University also relies on its extensive array of online courses, YouTube videos, iTunesU materials, open course materials and open research materials to reach students internationally.

Beyond the widespread adoption of online course components and open resources, Open University has made changes that no doubt make many traditionalists wince: courses that last only 15 to 20 minutes to match students’ attention span, badges for demonstrating mastery of subjects, and growing adoption of mobile technology to reach students.

That’s not surprising given that the cornerstone philosophies of the university are pedagogical innovation and flexible learning for part-time, mostly adult students.

Blackman also calls lectures a “crazy” way to try to educate students, saying, “I don’t understand why universities are still building lecture halls.”

I don’t either, not if we are truly interested in helping students learn.

Then again, I do. It’s about efficiency, not learning. The Open University runs a deficit of millions of pounds a year, financed by the British government. That makes its model easy to dismiss as unsustainable. Doing so would be a mistake, though. It is forging ahead with the kinds of experiments that all universities need to embrace if they hope to keep up with changing students and a changing world.

Few can afford to run deficits, but we all need to innovate.

A ‘wayfinder’ approach to education

Eric Hudson of the Global Online Academy urges instructors to think of learning beyond the narrow bounds of a classroom, a syllabus and a reading list.

“The core demand of 21^st-century education is that students learn to navigate an incredibly complex global society,” Hudson writes in an article for Hybrid Pedagogy.

Silhouette of trees against blue sky and puffy clouds — (Photo by Doug Ward)

To do that, he urges instructors to become “wayfinders,” a term he borrows from the invisible cues that architects build into airports to help travelers find their way.

“As teachers, we are no longer needed as the source of all content and knowledge in the classroom, but we are more necessary than ever when it comes to designing experiences that allow our students to find their own way,” he writes.

That means finding ways to “encourage collaboration and connection,” including use of technology to empower students to find, filter and produce information; creation of personal learning networks; use of experiential learning; and the ability to learn from one another.

None of those ideas are new, but Hudson provides a good reminder of the direction that educators need to head.

Briefly …

The Center on Budget and Policy Priorities released an interactive map showing how cuts to public universities have led to substantial increases in tuition. … Inside Higher Ed reports on the latest hybrid learning evaluation from the research firm S+R, saying that students are learning as well in hybrid courses as they are in traditional in-person courses. … The budget committee of the Kansas Senate approved a bill that would require all public colleges and universities to publish the cost of degrees and the expected earnings of graduates, The Topeka Capital-Journal reports. The bill provides no means for covering the millions of dollars in data collection costs.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

Jen Roberts geology class — Jennifer Roberts walks through the lecture hall during her geology class, above and bottom, working with students on collaborative problem-solving. Several teaching assistants also help in the classroom.

By Doug Ward

Jennifer Roberts first noticed the difference a few years ago in Geology 101.

The course regularly draws 300 or more students a semester, and Roberts, an associate professor of geology, was teaching in much the same way she had since she took over the course in 2002: lecture and exam.

Problem was, exam scores were dropping, she said, and as she interacted with students, she found that they had less understanding of the material than students had had just two or three years before.

So Roberts set out to transform the class, which is now called The Way the Earth Works, into an active learning format, with in-class group work, student presentations, clicker questions aimed at prompting discussions, and lots of interactions with students. With the help of Kelsey Bitting, a postdoctoral teaching fellow, she began moving away from what Bitting calls the “fire-hose approach” to teaching and concentrating on helping students learn core skills through hands-on activities.

Research has long cast doubt on the use of lecture in education. Donald Bligh, in his book What’s the Use of Lecture?, provides some of the most compelling evidence, reviewing more than 200 college-level courses in several disciplines. The biggest benefit of lecture is that it is an efficient means of reaching a large number of students in a single setting. Bligh argues that lectures can be useful in conveying information but that they do little to promote thought or problem-solving abilities, or to change behavior. Rather, they reinforce ideas, values, and habits that students have already accepted.

Students work in groups during Geology 101, discussing ways to solve problems.

Despite the evidence about lecture’s weaknesses, two-thirds to three-quarters of faculty members continue to rely it, according to research summarized by Derek Bok of Harvard in his book Our Underachieving Colleges. As Bok argues, though, facts, theories, and concepts delivered in lecture have little value unless students can apply them to new situations, ask pertinent questions, make reasoned judgments, and arrive at meaningful conclusions.

Bitting urges instructors to think about it this way: “You may have a lecture that works to get students to take a multiple choice test really effectively,” she said. “But when you have a conversation with that student after your semester, they may not actually remember anything. Or they may not know how to make sense of it outside of the context of the little paragraph in the textbook where they read it the first time.”

Transforming a class, especially a large lecture class, isn’t easy. Roberts has essentially applied the scientific method to her teaching of Geology 101, experimenting with a variety of techniques. Some have failed; others have succeeded. “There has been a lot struggle but also self-reflection on my process and then on the learning process in general,” she said.

Jen Roberts' biology class — Roberts often sketches during class, having students create their own drawings, below right, and fill in areas that Roberts asks about.

Roberts said her experience with active learning in a large class had forced her to step away from the class material and recognize that students “are not me.”

“They don’t learn like I do,” she said. “And that’s OK. But my job is to have them learn, so I need to think about what’s the best to have everybody do the best they can and to learn.”

The adjustments in an active learning class can be difficult for students, as well. As Catherine Sloan writes in Change magazine, millennials “have a deep fear of failure,” so getting them to take intellectual risks takes patience. Nor do they deal well with ambiguity. They like clear, firm solutions to academic problems, and pushing them to think beyond a single “right answer” also takes work from instructors.

Tradition has also made changing the format of classes more challenging. Students have grown accustomed to sitting passively in lectures, reviewing instructors’ notes or slides posted online, attending study sessions (again, passively), cramming for exams, and moving on. Many resent having to take an active role in class – isn’t that the professor’s job? – and in their learning in general.

Even so, many students find the expectations of their professors lower than they had anticipated. Sloan writes that “the most common complaint we hear from students is not that their professors are too demanding but that they don’t hold firmly to deadlines and expectations.”

Bitting also urges instructors to look more broadly at student learning.

“Even if your lecture is working really well for getting your students to take a multiple choice test, if they’re not excited about it and they don’t care about it when they leave, maybe you’re not doing the job you want to do,” she said.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

By Doug Ward

In a discussion among faculty earlier this week, a conversation about online education quickly turned skeptical.

We were exploring the model of the Minerva Schools, which uses a combination of online and experiential learning with a small group of students. It aims to reduce the cost of college by using technology, rather than physical classrooms, and to create cohorts of students who live in and explore different international locations each year. Minerva’s first class of students started last fall.

One faculty member in our discussion at CTE said that her most memorable undergraduate experiences took place in hands-on labs or in field experiments where students explored the many facets of the natural universe. How is it possible to replicate that experience online? she asked.

smiley face drawn on snow-covered university seal outside Budig Hall at University of Kansas — Photo by Doug Ward

Another faculty member talked about the difficulty of having deep discussions online. Yes, students and instructors can share thoughts and debate gray areas on a virtual discussion board, but those discussions lack spontaneity. Even live discussions with webcams don’t provide the same interactions or visual cues as in-person discussions. They also lack the same verve of classroom interaction, he said.

Those doubts are understandable. They are also widely shared.

A report released earlier this month by Babson Survey Research Group and the Online Learning Consortium showed a tempering of enthusiasm for online undergraduate courses. Growth in online courses has slowed considerably from a few years ago, though it is still at 3.8 percent annually. The authors of the report write:

“While the number of students taking distance courses has grown by the millions over the past decade, it has not come without considerable concerns. Faculty acceptance has lagged, concerns about student retention linger, and leaders continue to worry that online courses require more faculty effort than face-to-face instruction.”

Babson’s survey of chief academic offers found that faculty acceptance of the “value and legitimacy of online education” declined over the last two years to 28 percent, nearly the same percentage as in 2003.

The report provides a central reason that faculty members have doubts about online courses: There is “no agreed upon measure of educational quality – either for face-to-face or for online education.”

We have no common, definitive way of comparing, so we go with our gut, and our gut tells us that in-person learning is better than online learning.

I understand faculty concerns about online courses. At the same time, I see great value in those courses and see a need to continue expanding them. I’ve been leading development of a mostly online master’s degree in Digital Content Strategy that will start this year. Online courses for undergraduates provide an important means for students to keep on track toward graduation, especially during the summer and intersession. We can also use online courses to reach out to students who stopped their education at some point, giving them the opportunity to complete their college education.

One reason online education raises such doubts at traditional universities, though, is that those universities fail to explain its role in undergraduate education. At one point, administrators pushed online courses because they saw them as a way to save faculty time and universities money. (They don’t, if done right.) Or they pursued them because everyone else was, and they didn’t want to get left behind.

Beyond that, though, they haven’t addressed some crucial questions: Are universities developing online courses for student convenience? For faculty convenience? Are they intended to help improve graduation rates? To provide new ways of learning? And if they expand their online offerings, how do those courses fit with on-campus instruction? Most important, are students learning what they need to learn in whatever format courses take?

Those are just a few of the challenging questions we have to consider. Those questions loom especially large at universities that have invested millions of dollars in a physical infrastructure, that have specialized in personal interaction and hands-on learning opportunities, and that have sold students on the idea of an on-campus “experience.”

Until faculty members see a strategy to online course development, until they buy in to the why behind online course offerings, and until they alleviate valid concerns about online courses’ ability to deliver deep, meaningful learning, they will continue to express skepticism. And rightfully so.

Doug Ward is an associate professor of journalism and the associate director of the Center for Teaching Excellence. You can follow him on Twitter @kuediting.

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