Susan D. Blum, an anthropology professor at Notre Dame, critiques traditional teaching methods. Catherine Wehlburg, president of Athens State University, focuses on effective assessment practices. Josh Eyler, director at the University of Mississippi, discusses how grades can harm learning. They explore the detrimental effects of 'schoolishness' and the pressures of prestigious institutions on student mental health. The conversation advocates for feedback-based assessment methods, emphasizing authentic learning experiences over mere grades.
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insights INSIGHT
Schoolishness
"Schoolishness" describes activities done only for school, not real-world applications.
Examples include multiple-choice tests, pleasing-the-teacher dynamics, and specific writing genres.
question_answer ANECDOTE
Learning in the Wild
In a summer internship, students learned technical skills by applying them to real-world problems.
They learned programming or policies while solving environmental/engineering problems, demonstrating authentic learning.
volunteer_activism ADVICE
Igniting Curiosity
Engage students' curiosity before providing answers.
Design activities where students generate questions, fostering independent thinking.
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How Grades Harm Students, and What We Can Do about It
Josh Eyler
Schoolishness
Schoolishness
Alienated Education and the Quest for Authentic, Joyful Learning
Susan Blum
More Than Words
How to Think About Writing in the Age of AI
John Warner
In 'More Than Words', John Warner argues that generative AI programs like ChatGPT should not replace human writing. He posits that writing is a process of thinking and feeling, essential to human communication and self-expression. Warner critiques the current state of writing instruction, suggesting that many assignments can be done by machines and do not challenge students to engage in the real work of writing. The book calls for a reevaluation of our relationship with writing in the age of AI, emphasizing the unique value of human writing as a creative and embodied process.
Assessment is a cornerstone of most modern education systems, and yet is it strictly necessary? If it is, what purpose should it serve and, thus, how should it be designed and delivered?
In seeking to answer these questions, we put assessment under examination. In this podcast episode, the nature of institutionalised education, how assessment can better serve learning, the impact of grading, and compliance all come under scrutiny.
We speak to:
Susan D. Blum is a professor of anthropology at the University of Notre Dame. An award-winning author and educator, she has written and edited 10 books including a trilogy critiquing the way university teaching is delivered with the latest, Schoolishness: Alienated Education and the Quest for Authentic, Joyful Learning, coming out in 2024.
Catherine Wehlburg is president of Athens State University and president of the Association for the Assessment of Learning in Higher Education (AALHE).
Josh Eyler is director of the Center for Excellence in Teaching and Learning and clinical assistant professor of teacher education at the University of Mississippi. He has written highly regarded books on the science of learning with his latest, Failing our Future: How Grades Harm Students and What We Can Do about It, published in 2024.
More insight on assessment in higher education can be found in these Campus spotlight guides:
Campus by Times Higher Education 
