Glass half full?

As I sat in class this week listening to the debate on the state of the university and who is to blame. I realized that there are many cynics in my generation. I counted at least 4 times that the concept of "do nothing" came up. Let us back up for a second. The point of discussion on Monday night was whether or not students are actually learning during their 4 (+) years at the university. The study suggested that learning was not happening. So, who is to blame? Is it lazy students? A system that only teaches to standardized learning in K-12? Helicopter parents?

All else aside, I say that it doesn't matter what happened before. It is really easy for us to blame our predecessors for the problems at hand, but what does that really accomplish? I highly doubt President Obama stomps his feet in the oval office, blames President Bush for all the economic problems, shrugs his shoulders in defeat and plays solitare on the computer. No, no matter who to blame, the issues are his responsibility (as Truman said: "The buck stops here"). Mr. Obama does the best he can with what he is given and aims for improvement. Well, how are we, as future faculty, any different? I don't think an attitude of defeat or indifference is really appropriate. Nor do I think the "scare off students on the first day" mentality is good either. What is the point of teaching if we write off students day one? Shouldn't we inspire, motivate, encourage and dare-I-say EDUCATE? Isn't that the point?

OK, so how do we interrupt the pattern of laziness, helicopter parenting, and standardization?

Step 1: Talk about the problem!
Step 2: Accept the challenges!
Step 3: Take action!

Easier said than done, right? Maybe not. Maybe we just need to take a step back and look at the problem from a different angle. How are others trying to disrupt the issue? Has anyone asked the students why they are in our classes? What can be done to engage the students?

Maybe I'm a "glass half full" kind of person, but I think we can change the learning environment for the better. No matter who is to blame, the buck stops with us. If we make our courses relevant, engage the students, help bridge connections from the material to the world around us, we can educate and inspire. You can bring them to the well and they still may not drink; however, if we make the well interesting and enticing, I think they will.