Instruction versus Facilitation

Having enjoyed the privilege of a classic liberal arts education at the University of Richmond for my undergraduate experience, I approach the institution of higher education differently from many others who have not had the same privilege. In my experience, interacting with the material and discussing it leads to a much more complete understanding of a topic than sitting in a lecture. Lectures do not engage the student and make them feel responsible for learning to the same extent that a class discussion can. Of course, class discussions require a group of students who are willing to take on their share of the responsibility for their learning, but that is something that is cultivated over time. As a result, I feel that learning takes place the best in institutions that fully facilitate the learning process across the curriculum, as UofR does. While professors may attempt to engage students on a class by class basis at other, less supportive institutions, this approach may not always prove effective if students have been socialized into the passive "learning" experience.

Interestingly, while we discuss this phenomenon in terms of helping international students adjust to the American educational system, we don't see this discussion taking place as often when comparing different educational systems within the U.S. There are several distinct models of teaching/learning occurring across institutions that are leading to large differences in the types and quality of learning going into the same diploma title. While some of these distinctions are good because of students' individual learning styles, others are harmful because they do not focus on the critical thinking piece of education, leaving students, future employers, and society shortchanged as to the long-term benefits of a college education. If the K-12 system has devolved into one that focuses on the regurgitation of information rather than the creation of knowledge and the postsecondary system is moving in similar directions, then this is a failure of the educational system. The numbers may show "efficiency" in how much money is being spent per student, education cannot accurately be evaluated in terms of dollars alone or by standardized test scores that do not evaluate critical thinking skills.