From sage to guide…

I had two online courses that ended last week.  In the one for undergraduates, part of their final research project was to post either the blog address (if they chose that option) or to post their research papers on a discussion forum for others to comment.  In each case they had to respond to comments from others, since I have been trying to foster intellectual conversations as a form of learning in the courses I design. 

I have used this method several times in my online courses, and once again student feedback was positive.  “The research project was a great way to wrap up the course,” summarized one student. “I have never had a class where we read each other’s papers before, and it was a great way to learn about a number of topics.”

One student had posted a research paper on the biology of sexual orientation that was quite stimulating to some:  “While reading CT’s research paper, I found the research information fascinating that there are at least 1500 animal species that practice homosexuality… I have never heard of the animal kingdom being associated with homosexuality before.  Interesting and somewhat surprising at the same time to me.” 

Another student made the distinction between same-sex acts and “homosexual animals”: “I would have never known there are an estimated 1500 animal species that practice homosexual acts had I not read your research paper. The animal kingdom does not appear to be susceptible to the stereotyping that humans deal with on a daily basis when homosexuality is concerned.  Animals just do what comes to them naturally.  What a concept.  Maybe humans could learn something from the animal kingdom.”

 A similar thread occurred following a paper on the effects of testosterone on body building for men and how much of the desire for a “ripped” body is a product of cultural expectations.  Another issue that surprised several readers was a study that demonstrated that when adolescent girls were given estrogen, their “aggressiveness” marks went up in a way that was comparable to boys who were given testosterone.

My graduate seminar also closed last week, and in the evaluations, I was surprised (and chagrinned at my oversight) when one of the students in my M.A. course suggested gently to her professor (me) that it might be fun to read other students final essays.  Yes, it would be fun, and an important part of the learning experience. Why did I create a different process for graduates and undergraduates? For some reason, I am still expecting to be the center of feedback and response to what these students learn about their research topics.   

I won’t do it again. The ability to learn from others on the same journey is too important.