“The fox knows many little things but the hedgehog knows one big thing.” - ArchilochusIt was suggested by Sir Isaiah Berlin that perhaps all thinkers could be classified as either hedgehogs or as foxes. The hedgehog (i.e., Darwin) views everything through a single, governing principle. It accepts one great truth that informs all others. The fox (i.e., Shakespeare) believes in multiple means and truths even if wholly unrelated. In his book “Good to Great,” Jim Collins seizes on this concept and suggests that great organizations identify, in hedgehog fashion, the one thing at which they excel and leverage it fully. It is an interesting idea and I pondered its applicability to teaching.
Thus, as a thought exercise, I asked several of our CAPS instructors to assume the role of hedgehog, regardless of their natural inclinations, and try to identify one “big thing” which is the root of good teaching in an accelerated, adult program. Below you will find their aggregated responses.
As I read the varied entries, I wonder if my hedgehog approach has generated an end product that is fox-like in essence. Whatever the species of their creation, there is much to be learned from our esteemed colleagues and I thank them for their time and input.
The official query: If you had to boil it down -- to a single, big idea -- what is your approach to successfully teaching in the Centenary College CAPS program?
The unedited responses:
Daniel J. Lane – English and History
It can NEVER BE one single component that is ultimately successful for all instructors. I would look to my "prior knowledge" of Current Events, a strong sense of past/current Literacy Movements, and, a clear understanding of Human Behavior.
In order to "seduce" new students intellectually and emotionally, the person who delivers the content MUST be devoid of "ego".
That is not to say a lack of confidence as much as it allows/encourages our students to step outside the box of learning to gain some academic confidence in a new milieu.
Personality is a huge factor in why my students are compelled to achieve significantly higher than other students.
I utilize the John Wooden teaching philosophy. We never discuss final grades, yet, each week becomes a clear grade process that encourages them to not ask how am I doing but how can I learn/achieve more during the remaining weeks.
My students get the opportunity to discover/investigate/pick my brain on a multiplicity of levels.
William Lorenzo - HistoryIn every cohort that I have taught and continue to teach, I impress on my adult learners to always strive for excellence and never settle for mediocrity. As graduates of Centenary College they have an obligation to go out into the world and make it a better place than what it is.
Tim Captain – Economics and Marketing Research
My approach to teaching students in the CAPS program is to constantly relate principles from the course to the real world. I'll highlight current news stories, as well as examples from my own professional and personal life, to illustrate these concepts in action, and then I'll encourage students to share ways that these principles relate to their own lives--both as businesspeople and as consumers. Students are often surprised to find how abstract concepts like price elasticity of demand actually relate to their everyday lives.
John A. Bermingham, Jr. – Business Law and Business EthicsIf I had to boil it down to one single method or rule for successfully teaching in Centenary College’s CAPS program, I would have to say it is “engagement.” Engaging a class means ‘the act of occupying the attention or efforts of a person or persons’. It is not just gaining and attracting students’ attention, but holding and maintaining it for a period of time. In order to keep my students engaged, I stay engaged myself and enthusiastic about the material I present. Additionally, I see myself as more a facilitator than a lecturer, introducing current events, real-life scenarios, role-playing, debate and maintaining a constantly interactive learning environment. No matter how you break it up, four hours is a substantial amount of time to be sitting in a classroom at the end of an already long work day. I find that changing things up and using several different methods of instruction helps to maintain students’ attention and stimulates their learning experience.
An eight-week course goes by very quickly and the students have to take in a lot of information in a short period of time. It is crucial that I remain a constant presence on Blackboard whether I am teaching a class on-line or in the traditional classroom setting. Blackboard is the class homeroom where students go on a daily basis for e-mails, discussion boards, assignments, or grades. I find that just sending out a daily e-mail to my class with an inspirational quote motivates them, lets them know I am on Blackboard, and that I am very accessible to answer any questions or concerns they may have.
I try to follow the words of Thomas Groome as he writes in his book, Educating for Life: A Spiritual Vision for Every Teacher and Parent that “educators should cooperate with the learner as a question raiser, coach, companion, and friend; always addressing interests, suggesting connections, encouraging reflection, giving examples, using imagery, inviting decision, and making connections with prior knowledge and experience.” I place myself by my students’ sides, letting them know that as we discuss a concept or current event I, as the instructor, will facilitate the educational process using the Socratic method of teaching; however, they, as the student, need to challenge me as we explore and discuss each concept or analysis. All of these methods, practices and theories are some ways to keep me engaged as an instructor and lifelong learner, and to hopefully provide a stimulating, interesting and engaging learning experience for the CAPS student.
Mary Gormley - EnglishI would have to say that the single biggest element in teaching in this program is flexibility. Students are often coming directly from work, and need time to let down their guard. A few minutes of "how's it going kind of talk" gives them time to unwind and the teacher the ability to assess which way to take the class that night. Because these students come from varying backgrounds flexibility is also key to effectively raise the bar without overwhelming the cohort.
Lynn Wocell – Art AppreciationTeaching the Art Appreciation class successfully in the Centenary CAPS Program for the past 10 years occurred by understanding the nature of the adult learner. Adult learners want to know how to accomplish their goals efficiently and effectively. Most learners are juggling multiple responsibilities and do not want their time wasted. They come to class ready to work and want to be provided with a clear understanding of the task and how to accomplish goals avoiding any bumps in the road. To meet those needs I provide clear expectations of course objectives, engaging materials and well designed learning assignments. Discussions require students to be actively engaged and to associate and demonstrate their understanding of the subject (art) often by using experiential methods.
Adult learners come to class with a wealth of life and work experiences. I call upon students to relate to the subject by associating and building on those experiences. I provide assignments that have relevance and meaning. One recent example of how this was done by a learning team illustrates efficient, meaningful and experiential teaching and learning methods. The learning team, after carefully outlining their team project and specific goal in mind, met in Central Park to take photos for their multimedia presentation “Hidden Art in Central Park”. They collaboratively captured various visual elements evident in art and architecture throughout the park. After the photo shoot the team all proceeded to the Metropolitan Museum of Art nearby to also accomplish the required museum visit and paper. Their objectives were met by drawing on real life experience, which in turn provided a richer learning experience in a time efficient manner. Helping the CAPS learners to achieve success in meaningful and engaging ways has been a key to my success in the Centenary CAPS Program.
