Concerns about learning voiced at 'Conversations'

By JASON ALT
Collegian Staff Writer

Paul Clark worries that the University is taking eager students and turning them into passive learners by the time they leave.

"We kind of socialize them into passive students, which is the opposite of being an active, lifelong learner," said Clark, associate professor of labor studies and industrial relations. "What that does is send a message to a student: Go to an auditorium, sit down and take notes."

Clark expressed his concerns yesterday at "Conversations on Teaching and Learning at Penn State," a new discussion seminar co-sponsored by the Undergraduate Student Government Senate, USG Academic Assembly and the Instructional Development Program.

About 60 students and faculty members assembled in the HUB yesterday, discussing in small and large groups their expectations of each others' roles and what obstacles stand in the way of achieving their goals. Organizers hope to hold more forums in the future to address other education issues.

Clark explained that young students who enter Penn State may be exposed to too many large classes early on, which discourages enthusiastic students from taking a more active, productive role in their own education.

Gaylin Vogel (junior-political science) told Clark that the University's large-class structure had a direct, negative effect on her expectations of a Penn State education after she took a large biology class.

"I was so lost," Vogel explained in the discussion. "One time the whole class was yelling, 'Slow down, slow down.' And the professor was saying, 'I can't. I've got to cover this.' "

Overemphasis of material can prevent students from meeting their educational expectations, said John Cahir, vice provost and dean for undergraduate education.

"The enemy there is coverage," he said. "I'm not sure when you set coverage as the main goal if you get that kind of experience that everyone is talking about."

But many participants acknowledged that not all the blame belongs with the structure of the University and classes.

Students must also be willing to accept the challenge of obtaining a first-rate education instead of merely blaming educators, said Corey Gesford (senior-English).

"One of the biggest keys is asking ourselves, 'Are we honestly living up to the challenge?' " Gesford said. "Are we going with the role that we are supposed to be undertaking? We need to search . . . and go after what we really need to get intellectual stimulation."

Deborah Clarke, associate professor of English, explained that she expects and enjoys when her students disagree with her and are not afraid to take risks.

But Vogel said problems arise when some teachers don't encourage students to take chances, and a previous bad experience with a professor has caused her to not take risks when participating in class.

"Next time I say something, I'm going to make sure it's 100 percent right."