In “Could Faculty Go the Way of Kodak,” I argue that students need to be comfortable as we introduce technologies into our classes.” I also argue that “The process of excelling at anything cannot be accomplished without taking risks and taking risks is never easy or comfortable.” While this appears to be contradictory, I am really dealing with two issues. Therefore, it might be more precise for me to say that, as a faculty member, I need to create a class environment that allows students to comfortably make the decision to take uncomfortable risks. Therefore, the most important point of the first week of class is to give students an opportunity to become comfortable with me as well as each other.

One strategy I employ is humor; often humor that is self deprecating or makes fun of faculty (in general; no specific faculty members). By trying to show that I do not take myself too seriously, I hope to break the ice by revealing my humanness; alleviate tension, fear, and anxiety; and encourage a sense of trust. (See Lei, Cohen, and Russler, 328 for a more extensive list of the benefits of humor).

I am also taking the strategy of introducing students to blogs before insisting that they fulfill the course requirement of accepting the invitation to become a contributor to the Ocelot Scholars blog and becoming a member of HASTAC. Some students have been gradually fulfilling these requirements as they have become comfortable doing so, but I will wait until there is more comfort with the overall course structure before forcing this technology onto them.

I am also aware that one of the key components of my classes tends to enhance student fear: the lack of clear directions. Rebecca Cox identifies three components of faculty who are successful in helping students complete their assignments. First, there are high expectations that challenge students and require them to participate in class. Second, clear directions for assignments are given. Third, “a more personal and encouraging relationship with students” was enacted. This third point was deemed the most important.

While I believe I do a good job with the first and third point, the second issue is problematic. As students are making decisions about how they will approach their coursework, I am not very helpful. I provide guidance and encouragement but no answers. Once they have a subject or project in mind, I will coach them through the process. It is not until the final phases of the project that clear directions are given.

Students who are present and maintain contact with me throughout the semester are generally satisfied with the guidance they receive even when they are frustrated when I have no answers to give them at the beginning of their projects. Those students who do not meet with me as required typically maintain their fears and do not do well in the course.

Because I am aware of the limitation of my teaching style (which is also one of the key benefits), I work hard to establish the positive, encouraging relationships with my students. Providing tea and cookies is not merely an attempt to nourish them physically while they work. The refreshments are a concrete way I can demonstrate that I care about student success.

Given the highly unstructured nature of the Ocelot Scholars project coupled with the fact that no one associated with it has every attempted such a project, it is important that I do everything I can to create a positive atmosphere in which my students can thrive. If I want students to take risks that will cause fear and discomfort, the least I can do is to make the classroom environment as comfortable as possible.

–Steven L. Berg, PhD

Works Cited

Berg, Steven L. “Could Faculty Go the Way of Kodak?” Etena Sacca-vajjena. 22 January 2012. Web. 22 January 2012.

Cox, Rebecca. “Promoting Success by Addressing Students’ Fear of Failure.” Community College Review 37.1 (2009): 52-80. Academic Search Premier. Web. 22 January 2012.

Lei, Simon A., Jilian L. Cohen, and Kristen M. Russler. “Humor on Learning in the College Classroom: Evaluating Benefits and Drawbacks from Instructors’ Perspectives.” Journal of Instructional Psychology 37.4 (2010): 326-331. Academic Search Premier. Web. 22 January 2012.