TechIntersect

Yesterday, I drove to Manhattan, KS to hear a lecture by Dr. Chris Sorensen, this year’s K-State Coffman Chair for University Distinguished Teaching Scholars. I was attracted to this lecture because the program abstract stated that he would “…examine how we at Kansas State have tried to remove both the disciplinary walls and the spatial walls that fragment us.” I was not disappointed. I have long felt that institutions of higher education have maintained these disciplinary walls to our disadvantage. I am in complete agreement with Chris that the most exciting, most creative thinking happens at the intersection of the disciplines; thus the name of this blog “TechIntersect”.

I am continually exploring interdisciplinary thinking, and ways to connect various disciplines together to enhance student learning. Dr. Sorensen’s talk provided me much more food for thought in this arena. Some of his suggestions were practical solutions that can be implemented immediately, while others were more idealistic.

One example of something I think worthwhile to consider for college educators is his suggestion of offering office hours in a “safe location”. Chris suggested that professors find a neutral location in which to hold office hours. Two or three professors in the same place at the same time, available for help; almost as in a formalized academic tutoring environment. Much less scary to undergraduates than going to a professor’s office. In my own experience, very few students take advantage of office hours, even when they are having serious struggles. It is like pulling teeth to get them to come in. So I like this idea of finding a neutral location. And I like the idea of making yourself available on a variety of topics. For example, a math teacher might be better able to help students solve certain programming project problems than I could. I could offer my own suggestions in visual design to students working on a technical writing project, even though I do not teach in this area. Of course, faculty could always answer questions from their own field and about classes that they do teach, but it might reduce the intimidation factor even more if we make ourselves available to students in other subject areas.

I wonder how this concept would actually work? I wonder if egos, personal feelings, etc. might really get in the way. It might take a very secure person to endorse another teacher’s assistance for their own students. However, it might be having that second point of view on a particular subject that makes the difference to a student. I am thinking back to my undergraduate days when I studied Mathematics, particularly Calculus. My school had a tutoring center that I frequently visited for extra assistance in Math. My Math teacher was very good, but as it turned out, his wife was also a Math teacher who worked in the tutoring center, explaining things from her own point of view. It worked out well for me, because I was able to get lots of help from two different professors. Of course their situation was unique, being married to each other, and naturally inclined to support the efforts of one another. I wonder how a similar arrangement could work for profs who were not married.

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