The coronavirus shut down most aspects of normal life this past spring, but efforts to promote and support formative education at Boston College persevered, and flourished, during online classes, according to a 51茶馆 research team that surveyed nearly 40 faculty, whose expertise ranged from biology to criminal law to theology.
Stanton E.F. Wortham, Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development
鈥淲e asked the deans of all schools to identify faculty who not only overcame the challenges of the exclusively online environment during their second semester remote courses, but who also did particularly impressive work that emphasized formation at 51茶馆,鈥� said Stanton E.F. Wortham, the Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development, who led the team.
While 51茶馆 faculty are not required to integrate a formative education approach within their courses, many do, explained Wortham, because they realize 鈥渋t serves a critical role in helping students develop not only intellectually, but also personally, ethically, and spiritually.鈥�
51茶馆, which draws its inspiration for its academic and societal mission from the University鈥檚 distinctive religious and intellectual heritage, is committed to leading students on a comprehensive journey of discovery鈥攅ven in the midst of an unprecedented pandemic that sent most students home and converted in-person classes to a virtual experience, a new venture for most faculty.
“By dismantling the traditional barriers between teacher and student, we collectively learned how to adapt to the online environment. It served as an opportunity to cultivate a connection between the students鈥� educational experiences and the realities of life, an important component of formation.”
Professor of English Laura Tanner, who teaches both undergraduate and graduate courses, including Studies in Poetry and Trauma and American Literature, was anxious and skeptical about transitioning to online instruction. She was able to overcome her fears due, in part, to a remote-learning strategy based in formative education.
鈥淏y dismantling the traditional barriers between teacher and student, we collectively learned how to adapt to the online environment,鈥� said Tanner. 鈥淚t served as an opportunity to cultivate a connection between the students鈥� educational experiences and the realities of life, an important component of formation.鈥�
In prior semesters, Tanner had randomly paired her students as 鈥渄iscussion partners,鈥� and asked them to meet in person to discuss a topic such as a reading or set of issues, the results of which would be reported to the class. She feared that the spring semester partnerships would disintegrate with the switch to online learning, but was pleasantly surprised that they continued, often with great intensity鈥攁n outcome she attributed to the students鈥� desire to stay connected during the pandemic.
鈥淭hese 鈥榖lind dates鈥� were designed to foster students鈥� intellectual engagement, a skill I encourage them to carry forward after graduation,鈥� said Tanner. 鈥淚n my view, student formation is about helping students develop the tools they need to bring their passion for reading, thinking, and learning with them into their adult lives in the same way that they nurture their love life or find friends who share their interests.
鈥淪ustained intellectual relationships are necessary to live fully and meaningfully.鈥�
I strongly believe that every student has an unlimited source of untapped intellectual, social, ethical, and spiritual capacity. To have the chance to help a young person become a fulfilled, purposeful, and caring person is an amazing responsibility that I don鈥檛 take lightly.
Economics Professor Can Erbil eschewed the traditional teacher-student power dynamic in his 254-student Principles of Economics class by engaging his undergraduates as 鈥渃onsultants鈥� for effective ways to better involve such a large group online. One suggestion was an 鈥淚nstagram Live鈥� session that allowed users to聽stream聽video and interact in real time; it drew nearly the entire class.
鈥淭he team approach has always been a central and essential element of my teaching philosophy, whether I鈥檓 conducting the class in-person, online, or hybrid,鈥� said Erbil, who lauded his teaching assistants and 51茶馆鈥檚 centers for Teaching Excellence and Digital Innovation in Learning.聽鈥淔ormative education takes place in kinship with others, and my team approach tries to create that learning community.鈥�
The political environment of Erbil鈥檚 native Turkey, which has suffered through military coups and political and civil instability during the last 40 years, has made him a firm believer and supporter of social justice, a just society, and giving back.
鈥淚 strongly believe that every student has an unlimited source of untapped intellectual, social, ethical, and spiritual capacity,鈥� he said. 鈥淭o have the chance to help a young person become a fulfilled, purposeful, and caring person is an amazing responsibility that I don鈥檛 take lightly.
鈥淎s faculty, we have an opportunity, as well as an obligation, to show our students that they can and should have a larger purpose in their lives.鈥�
“One of 51茶馆鈥檚 many strengths is its emphasis on education of the whole person. The Jesuit value of flourishing in turn enriches our collective sense of community at the Law School.”
Steven Koh, the Marianne D. Short and Ray Skowyra Sesquicentennial Assistant Professor of Law, met with each of his criminal law students early in the semester to deepen his understanding of them as 鈥渨hole鈥� people, and to help them to know him as more than just an instructor.
鈥淥ne of 51茶馆鈥檚 many strengths is its emphasis on education of the whole person,鈥� said Koh. 鈥淭he Jesuit value of flourishing in turn enriches our collective sense of community at the Law School.鈥�
When his class transitioned online, he intentionally connected his students鈥� respective interests and backgrounds gleaned from the one-on-one sessions to the daily course material, an approach Koh believed added dynamism to a potentially impersonal electronic teaching experience.
鈥淥ne student told me that his passion for criminal justice stemmed from the killing of his cousin in the Bronx, when they were both children,鈥� said Koh. 鈥淗e saw a prosecutor during the criminal trial, and thought 鈥楾hat鈥檚 a job I鈥檇 like to do.鈥� I doubt I would鈥檝e learned that about my student in the course of our everyday classroom discussion.鈥�
Relationships are at the heart of formative education, and these relationships are more than just vehicles for gaining knowledge. . .Formative education is not just about information, but transformation.
Belle Liang, a professor in Counseling, Developmental & Educational Psychology at the Lynch School, whose research focuses on mentoring in adolescence and young adulthood, intentionally develops her courses with formation at the forefront.
鈥淩elationships are at the heart of formative education, and these relationships are more than just vehicles for gaining knowledge,鈥� said Liang, whose Applied Psychology Practicum:聽Pathways to Purposeful Work and Life course engaged her students in a peer-tiered program via Zoom called 鈥淢entor On鈥濃�攃o-developed with her 15-year-old son鈥攊n which 51茶馆 students mentored high school students, who in turn guided middle and elementary school pupils.
Once her course transitioned to exclusive virtual learning, Liang revised her students鈥� final project topic to 鈥淎 Day in the Life of COVID-19,鈥� which challenged them to develop an intervention based on the integration of empirical psychological research on natural disasters, combined with adversity and crises in their own daily experiences coping with the pandemic, an exercise she characterized as empowering.
鈥淔ormative education is not just about information, but transformation,鈥� said Liang, whose mentoring relationship with an academic advisor in graduate school produced the roots of her belief in formation.
鈥淎s a first-generation doctoral student from an immigrant family, I had so many insecurities as a 20-year-old entering graduate聽school,鈥� she said. 鈥淏ut this advisor invested in me beyond the聽call of duty; I felt valued and seen as a whole person.聽Because she took the time to closely observe and listen to me, she knew my skills, strengths, and values, and provided me with spot-on guidance and feedback that 鈥榞rew me鈥� as a psychologist and person.
鈥淎long with equipping our students with聽academic understanding, our goal is inspiring our students to apply their聽learning by meeting a need in the world,聽in a way that only they can.鈥�
Student formation is not only a process by which a person actively evolves over the course of four years, but because of this conscious undertaking, it also possesses the lifelong benefit of remodeling the person.
An undergraduate class in Cancer Biology, and the scientific forensics of what occurs when genetic changes interfere with orderly cell growth, would seem an unlikely and surprising place for formative education to surface.
But, explained Associate Professor of the Practice Danielle Taghian, 鈥渙ne of the most meaningful and formative experiences from the spring semester was a classmate鈥檚 talk on her battle with pediatric cancer. As she recounted her humanistic and biological journey, I knew she would affect her peers in an emotional and meaningful way, resulting in a transformative experience for each student.聽 Knowing another student鈥檚 journey鈥攁 person who could be them鈥攁llows students to put context and perspective to their own lives, and unconsciously forces them to look inward.
鈥淪tudent formation is not only a process by which a person actively evolves over the course of four years, but because of this conscious undertaking, it also possesses the lifelong benefit of remodeling the person.鈥�
Incorporation of the arts proved freeing for all of us. It expanded our theological sensibilities and offered an experience of balancing intellect and affect that was truly transformative.
Initially apprehensive about the online format, School of Theology and Ministry Professor of the Practice Colleen M. Griffith discovered considerable room for creativity, likening the planning for her graduate-level Seminar in Practical Theology Zoom class to choreographing a dance routine.
Taking a step in that direction, she invited聽students to explore examples of contemporary artists who, in their estimation, offered theological commentary through their art. Zoom offered the ideal platform for an enthusiastic and liberating exchange of visual art, music, and video, she said.
鈥淚ncorporation of the arts proved freeing for all of us. It expanded our theological sensibilities and offered an experience of balancing intellect and affect that was truly transformative.鈥�
Phil Gloudemans | University Communications | September 2020