“The Affects of Changing Waistlines: How will Higher Education Change to Combat the Obesity Epidemic”

How does the expanding waistlines of the global population affect the future of higher education? What can be done to address the obesity epidemic in global higher education? What alternatives are there to the system used in the United States? Is the system used in the states a role model for other countries to follow? What can the United States learn and take away from their more healthy global partners in higher education?

Each of the questions above aim to scratch the surface of understanding the the obesity epidemic in the United States, and specifically how higher education institutions are attempting to combat the epidemic.

Durning the last two weeks abroad my eyes have been opened to see how diverse a culture’s outlook on fitness, health, and wellness can vary dramatically from that of my own country. The differences between the two cultures and lifestyle choices are drastically different and would lead one to believe they have had a direct impact on the health and wellness of those specific populations. In the United States where one’s car is the primary means of transportation, that is not the case for most Europeans. Aiding in this transportation difference, Switzerland, France, and Italy all have well established and connected public transit options (i.e. train, metro, bus). Thus, the decrease of the amount of dependence placed upon cars, and the increase in the amount of walking.

Another observation that highlights one of the leading causes for obesity in the United States is the regular (daily/weekly) consumption of fast food. Although many American fast food chains have made their way to Europe (McDonalds, Burger King, etc.) the amount of fast food intake by Europeans from my personal observations seems much less than in the United States. Along with the issues of consumption of fast food in the United States comes the intake of large quantities of sugar sweetened beverages. Coca-Cola and Pepsi both have a presence in Europe but you won’t find “Big Gulps” of Coke for Europeans to drink in one sitting. The idea of convince foods also is a major cultural difference. Where one would find every snack and soda brand in their own individual vending machine in the states, one vending machine seems to meet all the needs of the European consumer (and most machines offer healthier options i.e. sandwiches, fruits, etc.). Europeans seem to place a high level of importance on fresh, local, healthy food and drink options, instead of fast food or foods with copious amounts of fat, preservatives, or sugar. It would be misleading given my personal experience over the past two weeks to not address some of the issues (or general observations that make me raise an eyebrow) that Europeans and Americans share. Portion sizes have been a major issue in the states and I see the same issue in Europe (i.e. four course meals). This may not be any actual indication of obesity, but I thought the similarities in culture in respect to food portions/amounts should be mentioned. With that said the amount of time spent eating a meal (four course or not) in Europe has proved to be much more of a ordeal than in the states. Which could potentially point to the reason why my observations showed less fast food consumption than the amount of fast food consumption seen in the United States.

Fitness facilities have a strong presence in universities and colleges in the United States, most of these facilities offer not only cardio and weight lifting equipment but they also are home to many sporting groups (i.e. recreational sports, intramural sports, club sports, etc.) and group exercise classes. The majority of the European campuses visited over the past weeks have a strong fitness and/or sports sector to the university. The University of Zurich and ETH have a membership win the Academic Sports Association Zurich (ASVZ), a nonprofit organization that provides sports and fitness programs for all students, employees, and alumni. ASVZ offers over 120 varieties of sports and sports clubs (archery, fencing, skiing, ice hockey, etc.). Of the universities visited over the past two weeks not all had such amazing offerings at Zurich and ETH. The universities of USI and SUPSI have partnered together to offer USI-SUPSI Sport Services, which aims to promote physical and sport activities among students, teaching staff, and employees of the universities.

A one on one discussion with a 2nd year PhD student at Politecnico de Milano University in Milan, Italy expressed concern for the lack of fitness facilities for student use. The student noted there were no fitness facilities available to students, and that students must purchase their own outside gym membership if they are interested in fitness. During our talk the student stated this was a major shortcoming of the university in understanding the needs and wants of their students (especially graduate students) because of the stresses of graduate school the student was disappointed the university didn’t want to assist in meeting the health needs of their students. The student also strongly believed that offering a fitness facility would help students to reduce stress, but noted that outside trails were available so even if students didn’t want to pay or couldn’t afford a gym membership they still had access to other public resources. The student also mentioned that even if offered to students the health and wellness services may not be used due to the lack of work life balance.

Further conversation points/questions:

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Additional readings:

http://www.bag.admin.ch/themen/ernaehrung_bewegung/05207/05218/05232/index.html?lang=en&download=NHzLpZeg7t,lnp6I0NTU042l2Z6ln1ad1IZn4Z2qZpnO2Yuq2Z6gpJCIdHt7fWym162epYbg2c_JjKbNoKSn6A–

http://www.bag.admin.ch/themen/ernaehrung_bewegung/05207/05218/05232/index.html?lang=en&download=NHzLpZeg7t,lnp6I0NTU042l2Z6ln1ad1IZn4Z2qZpnO2Yuq2Z6gpJCIdHt7f2ym162epYbg2c_JjKbNoKSn6A–

Click to access db50.pdf

“I’m Leaving on a Jet Plane”

I’m leaving on a jet plane in just about nine weeks, but unlike John Denver I know when I’ll be back. As a member of the 2014 Virginia Tech Global Perspectives Program I am preparing to leave the U.S. for two weeks to learn more about global higher education systems, specifically in Europe. During the two week course the group will visit various higher education institutions in Switzerland, France, and Italy. During our trek through Europe there will be many opportunities for learning and I have prepared my personal learning objectives for the course below: 

1. To learn, understand and appreciate the cultures (including cultural heritage and leisure trends) introduced during the Global Perspectives Program.
2. To learn, understand and be able to apply the differences in global higher education to the American system. To also view the history and inner workings of higher education outside of the United States.
3. To learn more about and form friendships with my peers in the Global Perspectives Program. To also use these friendships as an opportunity to look outside of my discipline to have a more holistic view of higher education.
4. To learn more about the chosen Global Perspectives Program research topic. To be able to see and appreciate multiple opinions and possible solutions to the topic. 

Each of these learning objectives will help to keep me focused on the task at hand, while still cultivating many opportunities for learning and growth. My bags are not yet packed and ready to go, but I am anxiously awaiting this amazing learning experience and adventure. For the next few months my blog will be focused on the topics and information I will be using to prepare myself for this course as well as my experiences during and the after the course. Be on the lookout for more pre travel information in the coming weeks! 

-Mallory 

You Only Have Three Wishes…

You only have three wishes…what are you going to change about higher education? As you ponder and recall your experiences in higher education it may or may not surprise you that three wishes are not going to get the job done. As I thought about my three wishes, I was able to narrow down my selection into the following:

1. I wish that student admission into higher education institutions no longer focused primarily on standardized testing scores. This does not mean that standardized tests cannot be used in the application process, they can still be a part of the process without having such high priority over personal statements, GPA, references, extracurricular activities, etc.

2. I wish there were no more monotoned lectures…or any straight lecture at all. The monotoned lecture is nothing but the easy way out of “teaching” in my opinion. It not only bores students to no end, but it is unlikely that students are learning anything through the use of this method. Teaching should elicit learning and as higher education professionals we should seek out the best teaching skills and methods for our students.

3. I wish teaching and research were valued on the same level. Now I know this is difficult because research provides funding through grants and other sources and teaching may not have such perks, it should not be viewed as less important. Buying out teaching hours is a disgrace if I have ever seen or heard of one. What are we telling our students when we don’t think they are worth our time and effort? Students deserve a great education, an education that places an emphasis on both teaching/learning and research.

You may only have three wishes but the opportunities for change in higher education are astounding, if only we can be open and allow new ideas to positively enhance our institutions.

-Mallory

Teaching Statements…The Take Aways

First and foremost lets take a minute to reflect on the purpose of a teaching statement and what such a statement should provide to its reader.According to Concordia University in Portland, Oregon the  reason we have teaching statements goes beyond the idea of meeting application requirements. This exert taken from there website states why Concordia University values teaching statements, “There is a core belief behind every educator. We all have known teachers who are simply amazing. They inspire, they impart knowledge and they add value to their students’ lives. These individuals understand the sacrifice and dedication one must make in order to be successful in the lives they touch. Teaching is rewarding, it is exciting and it is ever changing. But it isn’t a perfect career. And there are days all teachers grow weary and tired. Many educators feel undervalued and overworked. The job of a teacher is never done. That’s why it is important that an educator have a “Teaching Philosophy Statement” that will help them stay focused on the good, great, hard and challenging days. This important statement is a reflection of the writer” (http://education.cu-portland.edu/blog/masters-resources/what-is-a-teaching-philosophy-statement-and-why-do-i-need-it/). The most important take away from a teaching statement should be your passion as an educator, whether that be research at an R1 institution or teaching at a liberal arts college, your passion should be pronounced within your teaching statement. 

Other teaching statement sources to peruse:

http://chronicle.com/article/How-to-Write-a-Statement-of/45133/

http://theprofessorisin.com/2011/09/16/thedreadedteachingstatement/

-Mallory

MOOCs And Cookies?

Before this semester I had never once heard the term MOOC and just incase you are unaware of the acronym it stands for Massive Open Online Course (MOOC). As I thought of ways to explain MOOCs, the pros and cons that come along with them, and how well known institutions are putting them into play-I thought what better way than to see the inside of MOOC in progress.

The Chronicle provides a great example of what makes up a MOOC and how they may or may not be as efficient as anticipated. For the full story visit:

http://chronicle.com/blogs/wiredcampus/inside-a-mooc-in-progress/44397

Georgia Tech began offering it’s first MOOC this year entitled “First Year Composition 2.0”. Karen Head, an assistant professor in the Georgia Institute of Technology’s School of Literature, Media, and Communication, and director of the university’s Communication Center heads up the faculty group that runs this MOOC. The eight week course in freshman composition has had its ups and downs in the process of establishing the first MOOC at Georgia Tech but regardless of its struggles the course has provided a much needed resource to the public. MOOCs have the potential to be amazing resources to those who may never step foot onto a college campus or who may just need to brush up on a few skills. Allowing the public to have agency over if they want to learn and what they want to learn is an amazing feat in itself. I suggest sitting back enjoy some chocolate chip cookies and take a look at the resources available to you, find a MOOC that intrigues you and learn something. Go ahead have some MOOCs with your cookies!

-Mallory

Remixing The Remix

Let me start off by saying that this post will not be offering any types of musical remixes (as the title may suggest) but instead will discuss the ideas of what would be considered “remixing” in research.

If you haven’t heard of Kirby Ferguson or the “Everything is a Remix” video series I suggest you take a few minutes to check it out here:

http://everythingisaremix.info/watch-the-series/

Watching Kirby’s videos I not only learned a lot about the music and film industries but I gained a new outlook on research as well. I have been told countless time this project or paper needs to be original, but is that possible? Every research paper is based off of prior studies which is highlighted in the literature review, is it correct to call this research paper “original”? No…the work we as researchers conduct based off of previous studies and theories would be a remix of someone or others’ ideas to produce another product. The vocabulary we choose to explain our work may need a good thinking over. If everything is indeed a remix, our research based off of other research which is based off other research and so on is without a doubt remixing the remix-and is far from “original”. So before you tell your students you are expecting original research papers or projects remember what it really means to be original and embrace the beauty of a remix.

-Mallory

“Stay Thirsty My Friends”

“You can lead a horse to water, put you can’t make it drink.”

Mary Ellen Weimer’s Learner-Centered Teaching discusses different classroom climates that are conductive to learning and build student autonomy and responsibility. Under these climates Weimer describes three principles, one of which really struck a chord with me. The first principle discusses who is responsible for what in the teaching learning process. In comes the proverb “you can lead a horse to water, but you can’t make it drink” but to really drive the point home the proverb is lengthened to say “you can lead a horse to water, but you can’t make it drink, but you can add salt to its oats.” As educators this addition is the most important part of this old proverb-we have been charged as teachers to educate student, to make them yearn for more, or in this case quench their thirst. Understanding our responsibility is beyond just leading students to the watering hold, but really making them want to be there, helping them to realize they need to drink the water. So…”stay thirsty my friends.”

-Mallory

In What Direction Does Your Moral Compass Point?

“The biggest catastrophes that we’ve witnessed rarely come from information that is secret or hidden. It comes from information that is freely available and out there, but that we are willfully blind to.” -Margaret Heffernan

As each person is an individual, so is the moral compass that guides our behavior. The  discrepancies between what is considered to be right and wrong in today’s world has led us to where we find ourselves today. Another issue we face today is the issue of “willful blindness” that Margaret Heffernan discusses in the TEDx Talk below.

“Gayla Benefield was just doing her job — until she uncovered an awful secret about her hometown that meant its mortality rate was 80 times higher than anywhere else in the U.S. But when she tried to tell people about it, she learned an even more shocking truth: People didn’t want to know. In a talk that’s part history lesson, part call-to-action, Margaret Heffernan demonstrates the danger of “willful blindness” and praises ordinary people like Benefield who are willing to speak up.” (Filmed at TEDxDanubia.) Watch the TEDx Video below:

-Mallory

Open-Access: The General Idea

Open-access is defined by Peter Suber as, “open-access (OA) literature is digital, online, free of charge, and free of most copyright and licensing restrictions”. Simply put Open-access literature (articles, book chapters, etc.) are available to the public and not just those who purchase costly journal subscriptions. I found an awesome video by PhD Comics that explains open-accesss and gives insight into the history of journals and there current purpose now. Check out the video below:

-Mallory

Team Based Learning: The Good, The Bad, The Ugly

Just like all things there are pros and cons, team based learning is no exception. Before I get too deep into the bad and the ugly of team based learning it is important to understand what it is and why it is used. Team based learning is sometimes interchanged with the term group learning-but it is important to note that these terms do NOT have the same meaning. The difference can be seen when groups develop into teams. Just like athletics, it is important to form these groups into strong, well-working teams that all want to achieve a common goal. Once groups evolve into teams many positive attributes come from this type of learning including: the enhanced quality of student learning, the restoration of teacher’s joy of teaching, etc. Team based learning also has some well known issues including: students receiving the same grade for different amounts of work and involvement, difficulty scheduling outside of class meeting times, some group members do not care about the success of the group, etc. I have had many experiences being apart of team based learning, with the majority of my experiences being great or neutral-but I also have experienced the bad and the ugly. I want to preface my story by saying that I do not believe in doing an average job, settling for an average grade, or not giving 100% towards anything. Thus, I believe I have high expectations for myself and my team partners. As I stated earlier, I have had some neutral and great experiences with team based learning and those should not be overlooked. When team based learning is implemented well the experiences students can have offer a lot of great learning possibilities and potential for great understanding of the topics discussed. But with that said, even the most well planned and implemented team based learning techniques can end poorly when students don’t care about their team, their grade, or completing assignments. My bad experience with team based learning involved a member just as I described, a student who wanted to do the minimum, wanted nothing to with the team, and didn’t own up to their lack of input and work. Yes, this was an issue but it never caused any real tension in the group until it came time to asses the group members. Where peer assessment can help alleviate issues such as the same grade being given to all participants regardless of work/effort put forth, it can also cause a rivet between members when this assessment is not taken well by a group member (my experience required mid-term and final evaluation of all group members by diving up a score between all participants-which resulted in some members receiving higher grades than others). I see the importance of students evaluating their peers and I also see the importance of doing that twice (and allowing students to change if need be) but this places a lot of stress on team members who see another team member slacking off. Now comes in the ethics, as a team member we all are a team and want to achieve the same goal-but one person didn’t work as hard as others, but do I want to cause a riff in the team? Do I want to be the person who gives them a lower grade? Personally for me this is no issue, I give the grade that is earned, but I believe that most students wouldn’t feel so comfortable in such situations. My experiences with team based learning have provided me with examples and information about what to expect if/when I work this technique into my classroom. I will be able to think back to when I was subjected to such environments and how I felt and better yet, I will be able to provide real examples that show my strengths and struggles with such techniques as they may arise.

-Mallory