Triple Cross Upside Down Post Part 2

Part 2 of the Triple Post – read more here! This chunk is all me, so it might sound familiar. Don’t forget to check out Jenn and Tish!


Learning in College

Rob Cobb – KeeponLearning

Feminist theory, public health, statistics, real estate, cooking, current affairs – I have learned lots of things in my time in college. But, although the university offers classes in each of these domains, all I know about these diverse subjects I learned outside of the lecture hall.

I have blogged before about learning outside the normal systems of education – if I were to sum up the point of the blog, it might be ‘a how-to guide for learning in and out of the classroom’. Today I want to take time to focus on the curricular and extracurricular learning that happens in places of “higher learning.”

I have learned in my classes – mostly the learning takes place as I am doing the reading and homework, but sometimes the lectures are good and I learn there too. Nevertheless, in terms of raw learning, the formation of my identity and development of skills and acquisition of knowledge – I have done more of that outside of my classes than in them.

Granted, I have taken advantage of a great number of opportunities for extracurricular development – I studied abroad, I write for the school paper, I volunteer at a crisis hotline and a youth leadership program, I was in an entrepreneurship living and learning program as well as a multidisciplinary program focused on project-based learning, systems, and quality. I also work at a technology summer camp and bought and rented out my house.

Naturally, I have learned in all of those experiences, and it shouldn’t be too surprising that who I am and what I know comes more from those things than it does from listening to professors talk. Colleges are aware that learning about the world goes on outside the classes we take – faculty and administrators do their darndest to get us to do things – internships, contests, research – that enrich our learning.

Despite all that effort, college remains poorly designed for the curious! It is designed for specialization, but hacks like Gen Ed requirements and extracurriculars do not make higher ed good for those who want to generalize. The fourteen or fifteen week course is not my idea of an introduction to a subject, thank you very much, and there is a limit of ~10 or so classes you can take outside your major. (If you are very clever, you can do what Jenn and I did and make your own major out of the courses you want, but even that limits you to 40 or 50 courses total, which isn’t enough for me, at least!).

I am interested in diverse subjects, and want to learn about them. While I believe that I ought to know some subjects in depth, I do not have the chance to do minor exploration with the plentiful experts that surround me. That stinks! Instead, I have to learn about these cool things from wikipedia and talking with my friends. Not that those aren’t great things to do, but why is college designed so that engineers never speak with public health professors who in turn never see business professors who never interact with art students?

Interacting with just one type of professor and one type of student is boring.

Why not have a week or two a year for each professor to give open lectures on their subject? Why not offer short courses that allow for shallower but broader learning, fostering interaction across disciplines?

If we look for an answer, it’s probably not going to make anyone happy. No one in the administration seriously gives thought to changing the way our semester works, or ‘fostering interaction across disciplines.’ Our bureaucracy is too tightly bound to the 14- or 15-week semester and making things run smoothly the way they always have to experiment with different types of teaching and learning.

At least officially. I know from taking classes in many departments that outside perspectives are valued in the classroom. I know from meeting students and professors of many disciplines that each discipline is, without exception, highly interesting, and filled with exciting and interesting people doing great work. While I can’t yet say that the way courses are arranged and administered makes any sense, colleges are still hubs where the smart and the brilliant congregate.

If you can figure out how to talk to lots of those smart people, you might just become smart yourself! Until then, keep using the internet for getting smart. I’ll leave you with a powerful mental tool that I had to pick up outside the classroom, because there are no classes on useful mental tricks.

Fermi estimation lets you make good guesses and back of the envelope type calculations. It’s most useful if you practice with it, so first link is a more detailed explanation of what and why, and the second is a link for practicing!


About Fermi Estimates:




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