Isn't it a slightly different question of terminology? I react against 'students' vs 'academics'; to me, the whole university community is 'academic'. It's just that those learners that are labelled 'students' are less well-formed academics than those learners that we label 'academics'. But all are members of the same community, and all are engaged in the same activity - learning.
In the same way, I react against the differentiation between 'teaching' and 'research'. The central activity of the university is learning. Some learn from their teachers, and others learn from cutting edge investigations. But all need to do the reading that leads to learning; and all (we must hope) continue to learn.
Practically, I deal with the issue raised in this discussion by trying to persuade - and help - the learners I see to 'grow up': to become like the senior members of the community, in t6heir own way. We are trying to prepare them fro professuional life, and that involves developing the skills that will give them the confidence to be calm abnd professional when they are faced with their 'clients'. In other words, the methodological angst that some of our colleagues feel is defused if the learner (and adviser) think about the end of study, rather than the current moment and the current problem of 'academic' life.
Blimey. I hope that that makes sense.
Peter
Peter Wilson
Academic Writing and Study Skills adviser
Study Advice Service
University of Hull
-----Original Message-----
From: learning development in higher education network on behalf of Eloise Sentito
Sent: Tue 04/11/2008 11:44
To: [log in to unmask]
Subject: Re: students, us, and who 'they' are
A really interesting, insightful and helpful discussion, thanks John and Kim. The parallel between student study and academic study is really helpful. It makes me think of somebody's (?!) interesting suggestion that we might refer to student essays, assignments etc. as 'papers' and 'articles' and so on, which would include, rather than exclude, learners from professionalism, expertise, wisdom etc.. Just one little example... I think it's all about empowerment, which is something I see as crucial to any 'teaching' role.
Eloïse
Eloïse Sentito
Learning Development
University of Plymouth
-----Original Message-----
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kim Shahabudin
Sent: 30 October 2008 14:05
To: [log in to unmask]
Subject: Re: students, us, and who 'they' are
Dear John and all,
Some really important points here, and a timely reminder to us all of the power of discourse.
I do find that, especially in one-to-ones, it is often a case of horses for courses. Sometimes what the student needs relies on building a relationship of trust with the adviser that may mean (at least initially) separating study advisers from subject academics. Sometimes they need to believe that what we are saying stems from a position of academic authority that is equal to their tutors, which may mean making ourselves distinct from the student body.
What I try to work towards (though it may not be appropriate to start with) is to show the student that what they are doing in their reading, writing, listening, thinking, being critical etc practices is essentially the same as the practices of the academics who are responsible for teaching and assessing them, albeit that they may be working from a position of greater experience and subject knowledge: that 'learner' and 'academic' are in some sense co-valent terms. I believe very strongly that we cannot expect students to develop the confidence to become independent, critical learners if we frame the academic community as a whole in terms of divisive hierarchies.
Of course this is an important transition issue, and most undergraduate students have three years to get used to it. However, there is a particular difficulty with international Masters-level students who are used to the idea that academic success depends on their compliance with a more hierarchical academic culture, and have only one year to get used to the more democratic culture of UK HE.
I'd be interested to hear if list members have any thoughts on, or particular experiences of, this issue.
Kim
________________________________
Dr Kim Shahabudin, Study Adviser & LearnHigher Research Officer
Room 107, Carrington Building, Whiteknights, University of Reading, RG6 6UA| ( 0118 378 4218| : www.rdg.ac.uk/studyadvice : www.learnhigher.ac.uk
________________________________
From: learning development in higher education network on behalf of John Hilsdon
Sent: Thu 30/10/2008 13:19
To: [log in to unmask]
Subject: students, us, and who 'they' are
Dear All
Recently, like most of us I guess, I've had my head down and been involved in a fair bit of teaching and talking to students. Trying to communicate "well" is most of what learning developers do, I think. In a telephone tutorial yesterday, I was suddenly conscious of how frequently I and my student (a practicing nurse) were both using the pronouns 'they' and 'them' to refer to the lecturers and academics, and by implication the faculty and institution too, as if they were an undifferentiated mass. She was feeling frustrated and baffled by an assignment task. We were using phrases such as "what they're after here"; "not sure what they mean by"; "wish they'd use clearer language" etc. I tried to stop myself doing this, and to retract and reformulate a bit, but got pretty tangled up saying things like "the writing conventions you are encouraged to use as a member of the nursing community studying for higher qualifications" and "you're joining a community of practice here ... so it's helpful to look for the signals or cues which show what's expected of you as a member" ...
I knew what I was trying to do - to challenge my own and the student's tendency to construct 'them', the nursing establishment and lecturers, as other - and as, in some ways, the problem - or even, dare I say, the enemy ... But (especially over the telephone) it was hard work, and, to some extent, this student was in need of some feeling of solidarity with someone who could hear her worries and frustration. Tightrope walking is an overused metaphor, but I had that feeling of attempting to maintain balance ... I wanted to offer more by way of guidance ... to be an 'interpretive guide' like the leaflets or audio guides produced for visitors to sites of natural, scenic or historic interest .. but that's a very inadequate metaphor .. the student isn't just 'visiting', we hope, she is ... getting existential about it ... 'becoming' a qualified nurse, a graduate ...
In helping, I need to avoid the pitfalls of colluding with a 'student-as-victim' mentality ... though there are some senses in which I do - and want to - take her part, agreeing that some of the language of the academy is unnecessarily opaque, operating to exclude, oppressive even ... but equlally, not to undermine her learning journey .... I think this says something about the ambivalent role of learning developer and our relations with our colleagues, and disciplinary and institutional discourse ...
Not expecting to get it exactly 'right' .. but reminding myself to take a step back, and moments to observe and comment, during my communication ... reflection-in-practice is hard work. And living with an ambivalent role ... maybe it's something to celebrate!
Ok then, as the old joke has it, tea-break's over ... back on my head ...
John
John Hilsdon
Head of Learning Development
Room 103, 21 Portland Villas
University of Plymouth
Drake Circus
Plymouth
PL4 8AA
01752 587550
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http://www.plymouth.ac.uk/learn <http://www.plymouth.ac.uk/learn>