Tag Archives: diversity

Classroom Improvisation: a favorite moment from my teaching

I used to teach a research methods class that appealed particularly to students writing Masters and Doctoral theses. My students came from several different disciplines, and from all over the world. What they had in common is that they were all facing the terrifying prospect of having to do an extended piece of original research, and then to write what would be by far the longest research paper—a book, really—that they had ever produced. They were wonderful students to teach, because they were dedicated to making the world a better place, and because fear concentrates the mind wonderfully and made them very motivated to learn.

The class was a three hour seminar, and because three hours of talking can be deadly, I always had the students do something that took them out of their seats and got them using a different part of their brains. On this day, I had hung large pieces of paper around the wall. Each page had a different question or caption, and I asked the students to move around the room and write something on each sheet, in response to the question posed. One page said “The thing that scares me most about doing my research is…,” another said “What I most want to accomplish with my thesis is…” One said “A picture of me as a researcher.” This was the one I most enjoy, because the social sciences, which I teach, are so often entirely verbal and text driven. One of my favorite things to do with students in my classes is to use pictures, Lego, hands on exercises, and other things to get them out of a purely text-and-talking mode.

After the students were finished, I walked around the room, commenting on what they had written on the flipcharts. My last stop was the chart of self-portraits. In the bottom left hand corner was a little cartoon of a pig with wings, surrounded by the legend “when pigs fly” and “a snowball’s chance.” I knew who had drawn this one. I’ll call him Joseph. He was an engineer from a developing nation in Africa who was here in Massachusetts to get a doctorate, and his passion was the recycling and redesign of electronic products to prevent environmental harm. He was new to the US and homesick for his family, but determined to do well. He was struggling more than his fellow students, who had all been in their respective degree programs longer than he had. I had already spent considerable time with Joseph outside of class, at his request, because he was so concerned about whether he could do well in the course and had so little confidence in his ability to understand.

All the drawings showed students who were frazzled, at sea, overwhelmed, but Joseph’s was ostensibly the most hopeless. Although I didn’t look at Joseph when I pointed to his drawing, I could feel him tense as I began to speak. He had not signed his drawing, and I didn’t say whose drawing it was, but watched him out of the corner of my eye. I said “This student is afraid of not being able to do what he has set out to do. He thinks he will succeed only when pigs fly. Well, I have news for him. Pigs don’t fly, and they will never fly.” I could feel, rather than see, Joseph sagging into his chair as I spoke. “But the good news is, that although pigs cannot fly, there are other things that they can do very well. Pigs are great at hunting for truffles, which they detect through careful searching and dig out of the ground, like precious gems. Research is a lot like hunting for truffles—pursuing and finding gems of insight in a vast field of dirt. So for all of you, if you are a pig, don’t try to fly. It won’t work. But do what you do best—do what you are good at, and what you are passionate about, and you should be a good researcher.”


Filed under creativity, learning

On Rigor: Gender and Computer Science

Curriculum changes designed to attract and retain women or other under-represented groups in computer science are sometimes decried, even by supporters of diversity, as a decline in the “rigor” of the program. The implication is that an alteration in the curriculum (to accommodate women) means a “dumbing down” of courses and of a program as a whole. In fact, it is neither necessary nor desirable to dumb down the curriculum. The most important changes we can make in CS curricula will retain a program’s intellectual challenge while removing unnecessary barriers to participation and success.

Computer Science curricula can be “difficult” in different ways. To paraphrase Fred Brooks in his classic essay “No Silver Bullet,” there are two types of “hard” that can be present in a CS curriculum—essential difficulty and accidental difficulty. The essential difficulties of CS are those that cannot be removed—the complexity of systems, the need for clear and logical thinking, and so forth. The accidental difficulties are those that are not intrinsic to work in the field—like bad pedagogy, unnecessary requirements for courses that few practitioners will ever use, isolation and the absence of mentoring, the “chilly climate” of many CS programs, and so on. We should be working to fix the accidental difficulties so that students can creatively and energetically tackle the essential challenges. This is NOT a dumbing down of courses or curricula.

The American Heritage dictionary defines “rigor” as strictness or severity, a harsh or trying circumstance, or a harsh or cruel act. In this context, it is tempting to see any loss of rigor as an improvement.

We should be clear that we are NOT lowering standards. We are removing unnecessary barriers and enhancing the qualities that make work in CS interesting and engaging. In other words, we are aiming to level the playing field.

[Why is this relevant to Thinking With Things? I write this as I sit in a symposium on electronic tangibles in computer science education. The faculty here generally believe that using robotics and other interactive materials is an effective way to engage and teach students, but they also struggle against the perception that these are “toys” and not serious. Yet if these materials remove some of the unnecessary barriers and help focus students’ minds on the essential ideas, it’s all to the good.]

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Filed under computing, gender, learning