{"id":151,"date":"2019-10-09T15:04:41","date_gmt":"2019-10-09T15:04:41","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/clusterlearningatplymouthstate\/chapter\/rebecca-roberts\/"},"modified":"2023-05-11T12:44:05","modified_gmt":"2023-05-11T12:44:05","slug":"rebecca-roberts","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/cluster-learning-at-plymouth-state\/chapter\/rebecca-roberts\/","title":{"raw":"Mutual Humanness in Academia","rendered":"Mutual Humanness in Academia"},"content":{"raw":"

Fall 2019<\/h4>\nI\u2019m Becca. I\u2019m a senior at PSU and a recent addition to the CoLab. As an IDS student open pedagogy isn\u2019t new to me however, the depths of it, are. In reading posts from faculty members who attended the CPLC sessions this summer, one thing that really stuck out to me is humanness. Education is more about interactions in the classroom, or at least, it should be. We are not only humans, but we are adults. As a student who\u2019s always put education before all else, I ended up transferring to PSU because I felt that at my old school my priorities were not being valued. It was hard for me to find passion in education when I felt like my needs aren't being met and I wasn\u2019t being heard, especially for the self-advocating student that I\u2019ve always been.\n\nA common theme I read was faculty recognizing that it\u2019s their job (and time!) to put some of the reigns back in student\u2019s hands to create a resurgence in the relevance of education. In The Gestalt of Teaching<\/em><\/a>, Sarah Parsons writes how in education we need to, \u201cask questions, be overwhelmed by the experience of learning; stammer; misspeak; miss the mark \u2014 do all of these things and keep going \u2014 rephrase thoughts, process out loud, reconsider earlier statements\u2026\u201d She describes an environment where students aren\u2019t pressured to stay within the lines - where they know they can push the limits and not have to worry about doing poorly on an assignment because they didn\u2019t follow the outline accordingly. A shift in the right direction might be allowing students to actually create outlines for assignments themselves. This way, all learning will seem justified to both students and professors, working to bridge current gaps that exist in the student-faculty member relationship. Learning can be exponential but not necessarily with traditional approaches that teach students if they are wrong, they fail.\n\nTo me, open learning is about students finally feeling like they are on the same playing field as faculty members. For years, we have thought that we are below our professors. While it\u2019s true they have more extensive schooling than we do, the faculty-student relationship should be one based on mutual respect moving forward. We shouldn\u2019t feel we are below them, we should feel our professors are people whom we can look up to and try to model, like our mentors. We, as students, should feel comfortable inquiring about the real-world experiences they have had and use them to shape our degree-related experiences moving forward. This allows an unfamiliar (in a traditional approach) trust where students are heard and faculty members listen simply because a conversation on what education is, is happening. The goal is to make students feel curious and help them acknowledge that it is their responsibility to learn and to know.\n\n\"zine<\/a>","rendered":"

Fall 2019<\/h4>\n

I\u2019m Becca. I\u2019m a senior at PSU and a recent addition to the CoLab. As an IDS student open pedagogy isn\u2019t new to me however, the depths of it, are. In reading posts from faculty members who attended the CPLC sessions this summer, one thing that really stuck out to me is humanness. Education is more about interactions in the classroom, or at least, it should be. We are not only humans, but we are adults. As a student who\u2019s always put education before all else, I ended up transferring to PSU because I felt that at my old school my priorities were not being valued. It was hard for me to find passion in education when I felt like my needs aren’t being met and I wasn\u2019t being heard, especially for the self-advocating student that I\u2019ve always been.<\/p>\n

A common theme I read was faculty recognizing that it\u2019s their job (and time!) to put some of the reigns back in student\u2019s hands to create a resurgence in the relevance of education. In The Gestalt of Teaching<\/em><\/a>, Sarah Parsons writes how in education we need to, \u201cask questions, be overwhelmed by the experience of learning; stammer; misspeak; miss the mark \u2014 do all of these things and keep going \u2014 rephrase thoughts, process out loud, reconsider earlier statements\u2026\u201d She describes an environment where students aren\u2019t pressured to stay within the lines – where they know they can push the limits and not have to worry about doing poorly on an assignment because they didn\u2019t follow the outline accordingly. A shift in the right direction might be allowing students to actually create outlines for assignments themselves. This way, all learning will seem justified to both students and professors, working to bridge current gaps that exist in the student-faculty member relationship. Learning can be exponential but not necessarily with traditional approaches that teach students if they are wrong, they fail.<\/p>\n

To me, open learning is about students finally feeling like they are on the same playing field as faculty members. For years, we have thought that we are below our professors. While it\u2019s true they have more extensive schooling than we do, the faculty-student relationship should be one based on mutual respect moving forward. We shouldn\u2019t feel we are below them, we should feel our professors are people whom we can look up to and try to model, like our mentors. We, as students, should feel comfortable inquiring about the real-world experiences they have had and use them to shape our degree-related experiences moving forward. This allows an unfamiliar (in a traditional approach) trust where students are heard and faculty members listen simply because a conversation on what education is, is happening. The goal is to make students feel curious and help them acknowledge that it is their responsibility to learn and to know.<\/p>\n

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