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Course with employment: "The profession of a methodologist from scratch to PRO"
Find out moreHow a teacher from the USA limited correspondence
In 2014, the publication Inside Higher Ed published a story Associate Professor Spring-Serenity Duvall of Salem College in the United States was preparing a course, including its schedule, content, and grading criteria, for a course she was to teach at another institution. While working on the course, Duvall realized she didn't want to receive emails from students. As a result, she limited email communication to brief requests for in-person meetings. This decision was made in the pre-COVID era, when online meetings had not yet become common practice. Duvall thus developed a unique approach to student engagement that could increase their motivation and avoid misunderstandings. In comments for IHE, the instructor expressed fatigue from having to regularly send repetitive emails with absence notices, requests, and standard questions. Most of the answers to these questions can be found in the course description, which often remains obscure, as well as in lectures and seminars. She believes that the opportunity to interact with students in person fosters a friendly atmosphere and allows faculty and students to get to know each other better. This interaction not only strengthens the bond between participants in the educational process but also enriches the learning experience, creating a more productive learning environment.
Duvall noted that the ban was successful: only one out of 48 students expressed dissatisfaction with the inability to quickly ask a simple question outside of class. However, even this student arranged a meeting with the professor and was happy to speak with her in person.
The fate of Duvall's ban remains unknown, but she emphasized that, like all teachers, she constantly experiments, learns from her mistakes, and adapts rules that do not produce the expected results. This approach to teaching allows not only to improve the quality of teaching but also to create more effective methods of interaction with students. Teachers, following Duvall's example, can innovate and find individual approaches that contribute to the development of the educational process.
Read also:
Unusual methods for teachers to test student attention
Teachers use different approaches to assess student attention. These methods help assess students' concentration and retention. One such method is interactive assignments that require active participation from students. For example, using quizzes or surveys during lectures not only tests students' knowledge but also increases student engagement.
Teachers can also use unusual techniques, such as surprise tests or assignments that require a quick response. These methods create an element of surprise and encourage students to pay more attention to the material. Importantly, such approaches not only contribute to assessment but also improve the learning process, as they activate thinking and help students better remember information.
Thus, testing student attention through unconventional methods becomes an important tool in the educational process, promoting deeper knowledge acquisition and the development of critical thinking.
The Story of a Professor Who Gave Up Email Correspondence Altogether
"I've been a happy man since January 1, 1990—since I don't have an email address," professor Donald Knuth states on his website. Giving up email in the modern world may seem like a luxury, especially for education professionals, especially during the pandemic and distance learning. Nevertheless, Knuth continues to adhere to his principles and does not use email services. This choice highlights his unique approach to communication and work, which has generated interest and discussion among colleagues and students.
Knuth is a professor emeritus at Stanford University, a renowned teacher and leading expert in the field of programming, and the author of renowned books on the fundamental algorithms and methods of computational mathematics. His work has received wide recognition throughout the world, including in Russia, where Knuth is a foreign member of the Russian Academy of Sciences and an emeritus professor at St. Petersburg State University. His achievements in science and education make him one of the most influential figures in the field of computer science.
Giving up email can be seen as a decision based on principles, not just the eccentric whim of a famous and talented individual. Knuth presented well-reasoned arguments. On his page, he explained that email is convenient for people who want to control all aspects of their work. However, his work as a researcher requires a focus on achieving excellence in his field. Knuth emphasizes that constant email distractions can hinder deep engagement in important tasks and research. Thus, his decision to quit email is a conscious step toward improving the efficiency and quality of his research. Donald Knuth noted that his work requires significant effort in the form of repeated research and deep focus. He strives to thoroughly explore various areas of computer science and then translates his knowledge into accessible formats for those who lack the opportunity to delve into these topics in depth. Knuth also emphasizes the importance of communicating with readers of his books. He actively engages with thousands of people worldwide, responding to their questions and comments. His goal is to effectively communicate, which occurs approximately every six months, allowing him to maintain a connection with his audience and share his knowledge. This approach helps make complex concepts more understandable and accessible to the general public.
The professor offered students, readers and fans the opportunity to write to him at his address University office. If the recipient doesn't have this option, he also suggested using email. However, the letters are processed not by the professor himself, but by his secretary. The professor emphasized that he only accepts and considers emails containing errors discovered in his books, as these are important. He prefers not to receive other messages. In response to requests not to be disturbed with non-essential matters, the professor also promised to avoid unnecessary contacts unless absolutely necessary.
Why one professor suggests taking the email burden off teachers
In today's world, email and instant messaging have become an integral part of life, especially for students who expect quick answers to their questions. At the eSTARS conference, Galina Mozhaeva, Director of the Institute of Online Education at the Financial Institute under the Government of the Russian Federation and Head of the Department of Digitalization of Education, shared her thoughts on how teachers should respond to student messages received outside of class hours. For example, when a teacher receives an email from a student on Sunday morning, written at 2 a.m., the question arises: should they respond? Galina Mozhaeva believes that responding is essential, as it meets the needs of the new generation. However, it is also important to implement educational mechanisms, teaching students digital ethics and communication culture. Thus, educational institutions can foster respectful and effective communication in the digital space.
Georgetown University Associate Professor Cal Newport suggests that universities reconsider their approach to faculty-student communication. He believes that faculty should not waste time on correspondence. This position was outlined in his essay "Are Emails Making Professors Stupid?" published in 2019 in The Chronicle of Higher Education. Newport emphasizes that excessive communication can distract faculty from their primary work and reduce the quality of education.
Newport emphasizes that the role of university faculty has undergone significant changes. Previously, they were "hermit" researchers, but now their functions resemble those of middle managers, which negatively impacts the quality of education and research. The main reason for this change is new technologies, which, although relatively easy to use, have led universities to eliminate administrative staff such as assistants and secretaries. As a result, highly skilled employees, including professors, are forced to engage in routine "bureaucracy," such as responding to numerous student emails, instead of focusing on research. Newport believes that their productivity could increase significantly if, like Donald Knuth, they avoided distractions from unimportant tasks and focused on the most important aspects of their work. Universities are uniquely positioned to set a positive example in developing concentration skills and rejecting distractions, which is especially important in today's world. Unlike businesses, which often emphasize short-term results, educational institutions can focus on developing deep analytical and critical skills. This allows students to learn to effectively manage their time and energy and focus on complex tasks, which is a key aspect of successful learning and personal growth. Knuth has the opportunity to reflect intently on key and specific aspects of his work, sometimes for hours, without being distracted by constant inbox notifications and pressing tasks. This state of mind is standard in academia, Newport notes. It allows for deeper analysis of important issues and the development of new ideas, which is essential for successful scientific endeavors.
Opponents of this point of view may object that the rejection of simplified forms of communication will require additional financial costs from universities, since it will be necessary Hiring specialists to handle correspondence. However, Newport questions the wisdom of such expenditures, pointing out that universities spend significant funds on highly qualified staff who, instead of conducting research, are engaged in administrative work. In his opinion, universities need to reconsider not only their financial budgets, but also the academic structure itself. In conclusion, Newport suggests that Donald Knuth's decision to focus on research rather than communicating with students may seem eccentric, but ultimately, it could prove to be a salvation for the academic environment.
Routine correspondence involving answers to typical questions, such as schedules, regulations, and the location of university buildings, can be effectively automated using chatbots. However, the question arises: how to handle more complex and personalized requests? For example, questions about choosing a coursework topic or difficulties in mastering the course material require a more careful approach. In most cases, a secretary or assistant is still forced to turn to a professor for clarification. Shifting discussions of these issues to face-to-face or online meetings with students, as Associate Professor Spring-Serenity Duvall does, may be less convenient than responding to emails. Streamlining this process will improve the quality of interactions between students and faculty and enhance the overall effectiveness of the educational process.
Reading is an important part of our lives, providing not only entertainment but also an opportunity to gain new knowledge. Deep immersion in books, articles, and other materials promotes thinking and broadens horizons. Regular reading improves writing skills, contributes to vocabulary enrichment, and improves literacy skills. It is important to choose a variety of genres and topics to gain a comprehensive experience and find inspiration in different areas. Don't forget to share your impressions of what you read; this will help reinforce your knowledge and exchange ideas with other readers.
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