During the past 10 years, my colleagues and I have observed a steady increase in specific behaviors that create conflict in our classrooms. These disruptive behaviors do not arise every day and certainly are not exhibited by all students, but collectively, my colleagues and I could fill a sizeable bucket every year with examples of student behaviors that are rude, hostile, or confrontational. A belief that students have the right to do whatever they want because they are paying for their educational experience, and that faculty have no right to impose limitations on this freedom, is rooted in students’ assumption that as consumers of higher education, their individual needs and desires are the only relevant factor faculty should consider when developing course policies, assignments, and curriculum (Fullerton, 2013)
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
With increasing stridence, college students and their parents frame their educational expectations with a consumer paradigm, viewing professors as their employees, universities as consumer markets, and degrees as commodities. As a humanities professor, I have always bristled at this equation. However, I see a way to use this metaphor for good purpose. Rather than fight this flawed mentality, I present the consumer model during one of our first class sessions and engage students in an exploration of its applicability to the educational enterprise.
Many labels have been applied to the current generation of college students, many of them disparaging: lazy, distracted, aimless, needy, greedy, and self-absorbed. Some of the emerging adults who populate college classrooms earn these labels with their classroom behaviors and mediocre performance. However, within most men and women who are 18-22 years old, there is a capacity for greater things.
One of the ongoing challenges for my composition students is the task of narrowing a broad, generalized topic into a more particular, focused topic for a short research essay. To help them develop this skill, I now prescribe a broad topic for everyone to use in the first research essay. Over several class sessions, we work collaboratively to explore the general topic, identify more particular subtopics, and develop research strategies to investigate these subtopics as possible subject matter.