I’ve been writing a series of posts on the seven undergraduate learning objectives to show how working on one, namely, “communicate effectively,” can also help students achieve the other six. Assignments in speaking or writing can serve a dual purpose: they can enhance and help students attain the other objectives, and in the process give students the practice they need to become better communicators.
In this post, I will focus on what I would argue is the most important learning objective: students will “[p]repare to engage in lifelong learning.” Truly, I think it’s even more important than achieving good communication skills because a university education should lay the foundation for the future, and the future will require dexterity, openness to new ideas, and intelligent decisions.
To clarify the abilities that contribute to life-long learning, six points are listed under this objective. I’ll review each and explain how communication skills tie in to reinforce them.
Exhibit the skills necessary to acquire, organize, reorganize and interpret new knowledge.
This sub-point calls for the development of information literacy, which requires skills in note taking, either while we read or in the field or lab. Students who have poor note taking skills are at much greater risk of plagiarizing, and they often find it difficult to synthesize ideas from multiple sources partly because they don’t know how to keep track of them. Students taking notes need to know or how to select what to write from observations or reading and how to distinguish reflection from simple description. They need to know how to summarize and paraphrase from the source (not just how to use a highlighter) and how to report accurately. If you want to develop note-taking skills in students, show them samples of good notes, give the tips and instruction on keeping notes, and give them feedback on their efforts.
Show proficiency in current technologies and the ability to adapt to emerging technologies.
The technology of literacy is changing at a dizzying pace, and exposing students to new technologies that help them communicate, persuade, or explore, or express ideas will help them adapt to the inevitable change. Students need to be exposed to skills like how to present data in 3-D or animation, how to make an oral argument to a camera, how to write a multi-media essay that combines photos, film, words, and voice, how to keep notes electronically (for example, using RefWorks) and so on. The best way to prepare them is not to teach them the technical skills. They can pick those up faster than you. What they need is rhetorical awareness, the understanding that whatever they say or write should be designed with the needs and expectations of an audience and with attention to the conventions of a genre (document type) and mode (media type). And they need the chance to experiment and practice. Devise some assignments that will allow them to do that.
Recognize and participate in activities that enhance wellness of body, mind and spirit.
It may seem that writing and speaking could not help much for this objective. Students need to just get out and “do it.” However, as with note-taking, recording progress in activities that enhance wellness and then reflecting on those activities is of undisputed value. The reflection may occur in a journal or diary, or in conversation with a partner or small group, as a way to make the student accountable and thoughtful. Journals are known to have therapeutic value simply because they ask the writer to slow down, make connections, and think more deeply. Since recording reflections of this nature are deeply personal, it’s best not to grade them for content. A participation grade should achieve the desired end.
Formulate a plan of personal goals for continued professional growth.
Plans are just dreams until they are written down. The plan can be expressed in words, or a Gantt chart, or on a poster. Courses that ask students “What’s the next step?” should also ask students to envision that in a plan of action. Writing out goals may sound simple, but creating realistic goals and plans of action is challenging and is best done with guidance from someone whose professional path is similar, someone who has some idea of what it takes. Students who write plans and goals and get feedback from an experienced mentor will have a true advantage over those who just dream.
Demonstrate intellectual curiosity.
When we ask students to demonstrate something, that means we want them to communicate it—in this case, not only to feel intellectually curious but also to show us that they are and even how they are. An exploratory or reflective paper (or journal) is the classic way to demonstrate intellectual curiosity. Small group oral communication is also an excellent way to do this—task students to explore a topic together, maybe sharing research or experiences; however, rather than asking them to solve a problem, ask them to pose one (or several). Guide them in formulating a complex problem rooted in current knowledge. Show them how a scholar or a researcher looks at a topic with curiosity and comes up with research questions or problems, formulates hypotheses, and tests them. It’s one thing to tell them about this process, but a far more powerful lesson to take them through it and ask them to discuss or share what they learn.
Lifelong learning can happen without using writing or oral communication; however, I hope I have shown that using them can make the learning deeper and the learner more engaged.