"Ch-ch-ch-ch Changes"

I've been selected to be the inaugural Director of our institution's Online Honors College. With little more than an outline vision and a charge, we need to build from scratch an honors college that encapsulates all aspects of a traditional honors college, with the the innovation and collaboration you would find in a student-centered online learning environment. And, our OHC must be collaborative and interdisciplinary. Blue-sky thinking is required. 

I want to create the premier OHC that other institutions will want to emulate. There are approximately 33 HCs among two-year institutions in the country today. I believe only two of those are fully online. I look forward to the challenge of surpassing the vision and goals of our 12th-floor leaders. I will be moving my digs from our Eastside campus to the 9th floor of our Administrative building. 

We can do it. We can give our OHC students a more enriching, significant, and meaningful understanding of the world around them. We have to. At least that's my goal. We can reimagine the HC experience through a new online model. This is exciting stuff!  

 

Gene Wilder, Terri Gar, Peter Boyle, and Marty Feldman in "Young Frankenstein" 

More Continuity than Change.

Historians talk about change over time, but change is not linear. Rather nebulous and with unforeseen consequences. The historian Nancy Hewitt talks about a complexity of change over time. While change can positively affect one group sometimes that same change negatively affects another group, she argues. Change is both progressive and regressive. Change is embraced and at the same time rejected. The events of January 6th, 2001 demonstrate that. 

For example, The territory of Washington granted women the right to vote in 1883, then took away that right in 1887. Women regained the right to vote in 1888 by another act of the territorial legislature, but that bill was overturned by the Territorial Supreme Court the same year. Women in Washington then re-regained the right to vote with the adoption of the new state Constitution in 1910. 

The Prohibition Amendment was supposed to result in a cleaner, more sober society. What it brought, among other things, was the rise of organized crime. The Eighteenth Amendment was the only change to the Constitution that restricted rights. And the Supreme Court’s decisions sometimes restricts or or even takes rights away (see “Dobbs v. Jackson Women’s Health Organization 2022). The idea that change necessarily advances society is inaccurate. In fact, continuity and change can happen simultaneously.

The world is too complex for a linear narrative. The trajectory of society on an evolutionary tract that is positive is not a normal phenomenon. Change does not always mean better. Likewise, continuity has both its detractors and proponents such as the vote in the US Senate for removing the 17th, 37th, 42nd, and 45th (twice) president from office after the House of Representatives had found those men guilty of various high crimes and misdemeanors.

Impeachment is not normal. Republicans impeached Andrew Johnson (D) for a myriad of things to include “heaping ridicule upon Congress.” Richard Nixon (R) resigned when it became apparent that he did not have the number of votes in Congress to keep him in the Oval Office. Republicans impeached Bill Clinton (D) for lying about committing adultery. Democrats, who controlled the House after the 2018 and 2020 elections, impeached Donald Trump, twice, including “inciting violence against the government of the United States.” Impeachments are not normal times.

Not unlike Andrew Jackson, Donald Trump attracted exceptionally divergent positions. All presidents have their detractors. Some more than others. Rush Limbaugh seemingly made his career going against the Clinton administration (and women and POC). 

I think presidents tend to be more of a continuity of policy, but in personality and thought some more in line with Gilded Age policies as some historians have pondered. A change from the path the US has been on since the Progressive era? And, how did those changes and continuities affect various groups of Americans?

The idea of “All men are created equal” didn’t mean “all men” in 1776 but by 1877 “all men” certainly included most American men, at least on paper. Women were granted the right to vote, then Native Americans, then the 1964 Civil Rights Act, then the Americans with Disabilities Act. Our liberties seemingly expand over time. But then the Supreme has been chipping away at the 1965 Voting Rights Act since 2013. Then the Dobbs decision (2022) took away a woman’s right to control her own body. A right she had since Roe (1973). So in some cases, liberties might be contracting.

Was the exclusion of Chinese or the forced Americanization of Native American children in the nineteenth century similar or not to policies that restrict Muslim immigration or remove immigrant children from their parents in the 21st century (the “Zero tolerance” initiative)? Or, politicians who lament that certain ethnic groups do not assimilate as quickly or thoroughly as other groups in both the Gilded Age and more recently?

Are the speeches, policies, and practices normal throughout US history over the long run, or has US history altered its path since September 11th? And what about American culture and society? How different is baseball in the 21st century than in the 19th century? What about violence in sports, such as football. 21 college men died playing football in 1904. Song lyrics. Every generation thinks they were the first to rebel against their parents. Every generation thinks their music is the best. And every generation thinks they invented sex. How has youth culture changed over time? What about protest movements: from those against liquor importation in the 1830s to Black Lives Matter in the 20-teens? Is there a strand of continuity there? I could go on.

Finally, what does that change or continuity mean? Donald Trump, as I will talk about in my next post, is indeed more in line with his Gilded Age counterparts. Except, he says it louder. 

"Summertime and the livin' is easy . . . "

Well, maybe not easy. Hurricane Beryl did a number on us. Loss of power, some for a week (or longer). The college postponed the first week of our second Summer semester, so we turned a five-week course into a four-week course. I just lopped off the first assignment (as I had five) resulting in four assignments to be completed over the four weeks: two short essays of 750 words each and two Ungrading essays. 

Another class of students who scratched their collective heads over the central tenet of the course, the Ungrading aspect. I've received numerous emails from students with questions, confusions mainly. "I've never had a course like this before" or "This is not like my other courses." Yes, and that's a shame your other classes are cookie-cutter, big box store replicas that have you regurgitate information instead of learning, I tell them. Of course, I go into detail about Ungrading in my videos, they just do not watch them, which is their baby to rock. 

So, why do students not properly vet their potential instructors? In this age, there is no reason to fly in the blind. When I was in college, in the 90s, or "the 1900s" as my 11 yo son says, all we had was word of mouth and that was possible only IF you knew someone who had some info on the prospective instructor. Today you can view prospective instructor's syllabi online. Students can use online resources such as Rate Your Professor and other discussion boards. So, I went into my profile in Rate Your Professor. First time I did that in probably 20 years. Back then there used to be a "hotness" rating. Students would give chili peppers for attractiveness. They took that feature away I noticed. 

Anyhow, I noticed that an exceptionally small number of students posted anything about the core philosophies: OER and Ungrading. While they rated me high in the various categories, they left out what I think is vital info on why students should or should not take my class. Info students must know before they walk into class. So, I asked my current students if they use RMP to talk about Ungrading, especially. Then OER secondly. 

I go into some detail on the twin tenets of my courses: OER and Ungrading on my college's webpage, but I guess students are not checking out that page before signing up for my classes. So the question begs, how to get students over to my college's web page? I asked my current students to note the existence of that tool for determining a good fit (or not) in their RMP comments. Not sure if any of that sunk in, but if just a few will do that it might better assist students in their decision to take me or not. To determine if they are a good fit for my class. 

 So, here is my professional webpage: Dr. JRN. If you have not yet perused it, please do. And, I am always open to feedback on how to make it better!

Thanks for listening, now get back to work. 

My Latest Manifestation of Ungrading: 3 Up 3 Down

So my evolution in ungrading has hit a plateau. I think I have become comfortable in one method of upgrading, unmadness.

Students will tackle six assignments: 4 which will not be graded and two ungraded essays.

Two essays are not graded. The purposes of such work are for students to learn how to cite using footnotes per the Chicago Manual of Style, how to write like a historian, perform better quality research, and how to create Bibliographies. These are short essays, maybe 500-1000 words is ultimately for students to learn more about History. 

Then I critique their submissions, both form and content. I offer them three things to work on for improvement in the next submission. But there are no grades on these two history-specific essays.

Then the third submission is the upgrading essay. The upgrading essay is a holistic look at what they've learned so far, outside of the textbook, lectures, and other readings. They discuss contacts with the college's library, writing center, or other student support facilities. They might cover their support network outside of the classroom, their challenges, and how they overcame them. And the final sentence is their earned grade. Something like "Thus my earned grade to date is XX." 

If I agree based solely on the upgrading essay, I place their earned grade on all three assignments: the first two history-specific and the first upgrading essays.

Then we do it again. But the second, or final, upgrading essay is more comprehensive of the course: What were the most important three things you took away from the course? How will you apply what you learned in this course when you move forward into your next classes? Examine your development on the course: what are you the most proud of achieving? Why? Something like that, and then students will close their second, or final, upgrading essay with their earned grade. Again, if I agree, then I place that grade on their previous two submissions plus the final upgrading essay.

Most of the students get it. About 25% want to ignore the prompt for the upgrading essays and instead talk about one or both of their previous two history-specific submissions (what they got right, what they got wrong, etc), which have nothing to do with the ungrading essay. So I kick the upgrading essay back with the instructions to try it again. 

I did add two things this semester. First, I added an "Optional Esssay." At the end of the semester, when their Final Exam due date is upon them, they can do the "Optional Essay" to replace the grade of a submission they either did not do (one of the non-graded essays) or if they did not do the first upgrading essay particularly well ("well" being relative).  The grade on the "Optional Essay" takes the place of their lowest grade,.

The second option was not doing the six assignments in the syllabus, and instead writing a ten-page paper on any topic of their choice that applies to US history within the context of the class. I have to approve their topic (I do so in large measure to help them come up with a focused topic that can be covered in only ten pages) and then they submit drafts to me: first draft, second draft,  and list of working sources, which we discuss. Then the final draft is due when the class is scheduled to take their final exam. I estimate maybe 3-4 students in every class (that's about 10-15%) are doing the research paper option. As of this writing, I have not seen the final draft, but the earlier drafts and lists of sources suggest their final drafts should be something special. 

I look forward to whatever they submit in a few weeks, their final upgrading essay or their ten-page paper.

Happy New Year: Enjoy Yourself. It's Later Than You Think.

 As we move into another year I wonder how much of the past will be repeated. How many of those resolutions made last year will be repeated this year? How many mistakes made last year will be repeated this year? We promised ourselves last year that the year will be different. Was it? Lost of positive changes in 2023 for you? We need to make those positive changes and enjoy life because, as the song goes, we are closer to the end than we know. 

So, looking back 100 years, what was it like in 1924? Calvin Coolidge (R) became President when sworn in in February.  International Business Machines (IBM) was established. In 1924 they made typewriters and stenograph equipment. Today IBM is more complex working on the Cloud, in aerospace and the Defense industries, as well as cybersecurity. Prohibition begins. It became illegal to make, transport, and sell alcohol. It was never illegal to drink booze, however.   

The fashion designer Gloria Vanderbilt was born in 1924. In the 70s and 80s she came out with a very famous pair of jeans. The astronaut Deke Slayton was also born in 1924. So too was the future youngest Naval fighter pilot of WWII and President of the United States, George H.W. Bush as well as future President Jimmy Carter (who is 99 as of this writing), and future Dallas Cowboys head coach, Tom Landry.

Eggs were 32 cents an ounce (and falling) and a movie ticket was a quarter. And the Cleveland Bulldogs were the NFL champs. Ever wonder why Cleveland Browns fans wear bulldog masks today? That's why. The Rose Bowl was interesting, or boring. Washington Husking tied Navy 0-0. There was no overtime rule at that time. 

Finally, Chicago was the first city in the US to have a recognized Gay Rights organization – the Society for Human Rights, established one hundred years ago.

Do you have any resolutions? I do. I want to lose weight (but that's an annual resolution). I'm trying the Galveston Diet and doubling my exercise regime. My second resolution is to make my classes more relative and interesting to my students. Finally, I resolve to play more Dungeons and Dragons!

 

Autonomy-Supportive Teaching

So there's this thing I've been doing called Autonomy-Supportive Teaching. I thought I invented it. I didn't name it. I'm not that bright or with it. Well, there is nothing new under the sun I guess. 

Here is what I've been doing. 

1. I've asked students to realize something or things in History that interest them. But something broad like gender, war, or pop culture. 

2. I ask them how they plan on demonstrating to me that they've learned about that aspect or those aspects of History.

3. I help them come up with readings. We have an OER textbook as an anchor. To give them context. But, I have a collection of 11 OER textbooks from which they may choose. 

Here's why I have been doing this. First, I like choice. I believe that people like choice and if people are allowed the freedom or room to make choices they are more likely to succeed. If they can create "their class" they are more likely to stick to that type of class.  

Second, I support ungrading, and therefore students will occasionally draft short essays reflecting, in a holistic manner and demonstrating metacognition, to give themselves their earned grade. Students should be the subjects, not the objects and thus I hand over control of grading to them. 

Finally, I enjoy a variety of ways to bring information to students (instead of lecturing) and so in a class that affords such wide choices, I am able to experiment.

The whole course is about experimentation. I experiment with the basic framework of the class. Students experiment with how they will demonstrate understanding of History. I am there to support their work. And together we create a space of mutual understanding and respect for our goals.  

Ultimately, I do not want to take my students by hand to the Promised Land. Nor do I want to even lead them there. First, their Promised Land might be different than mine. Second, their path or journey is theirs, not mine. They need to chart their own path. They need to figure things out themselves. And when real trust is there, they will come to me when they are stuck. 

Well, this is called Autonomy-Supportive Teaching. I did not know it was a thing. It is. And I guess I am an adherent of AST. I like it. Students like it. Like Jon Stolk says: Tools. Choices. Trust. Here he is:

The New Traditional Student

It's time to reevaluate what is a "traditional" student. 

I was an undergraduate and a grad student during the Clinton administration (most of the 1990s) at the University of Washington. The economy was good. Jobs were plentiful. Tuition was affordable. My favorite wife, Jennifer, attended the University of Arizona. Tuition was so affordable that her parents, who were both retail workers, were able to pay for her tuition. She worked to pay for her books.

Books were so affordable that when I went to the University of Washington's bookstore to buy my required books, I routinely wandered into the area of other disciplines and picked out a book or two. Because I could. The GI Bill and Pell Grants also had roles to play, but that's another story. 

When I was an undergrad, I was considered a "non-traditional student." I was 29, an Army veteran with a disability, divorced, and had no idea what I was going to do with the rest of my life. I was surrounded by traditional students: 18-year-olds who has just graduated high school.  That was in 1994.

Now nearly 30 years later I find myslf on the other end of the class, but seeing more of me in the students then I do of my classmates of the 1990s. 

Today, more and more, my students are the veteran, the 32 yo trying college for the second time, the divorced person starting a new life, the retiree taking classes for personal enrichment, or the adult who is married with children looking for a better career -all participating in their household income. More and more those are our traditional students.

It's time to reevaluate what is a "non-tradtional" student.