PSI Tutor: Academic Mentor

One of the things that really bugged me as a university tutor, and still does as an online tutor, is the lack of value placed on feedback to student’s about their assignments and exams.

Guidance of undergraduates, and post-graduates, to the understanding of concepts and processes is still promoted - I feel- as a “lone wolf” project where you are expected to sink or swim. Hardly an approach accepted in many other fields of learning (e.g., Learn to Swim classes).

The Lone Wolf persona has been described as a tendency to; work alone; to avoid group collaboration and sharing of ideas and insights; and to reject the inputs and abilities of others in favour of “original” conclusions (Barr, Dixon, & Gassenheimer, 2005).

A crazy idea seeing that the business environment, like Life itself, requires team work!

Barr and colleagues observed that when a lone wolf was placed in an established group of Marketing students, that the learning of all members was negatively affected. And the function and performance of the group as a whole was undermined. Students used self- and intra-group assessments.

Dr Landis (1996), then Dean of Engineering and Technology at CAL State Uni, has been noted as saying that, “‘the “lone wolf” approach to …. academics may have worked …. in high school, but it is doubtful that it will work …. in engineering study where the concepts are much more complex and the pace much faster.’ (Greg, Hirschfeld, & Watford, 1996, p.  2). I think this goes too for most subjects offered at university;

theories and models are complex

material is crammed into tighter deadlines

and communication of understanding and effective use of knowledge have drifted from discussion and sharing of ideas and solutions.

The ecological perspective is very popular in 21st century academic and social discourses, yet the “talk” is often not “walked” when facilitating the education of adult students. Hautecoeur (2002) edited a terrific paper on this topic, for the UNESCO Institute for Education, Ecological Education in Everyday Life:

‘Since education above all means making links, it is fundamentally ecological. But reality is not fundamental, and current education barely ecological. Usually it destroys ‘natural’ links with experience, cultural heritage, community, and environment. The question posed at the start of our research venture was how to restore links with people’s experience in their natural, social, and cultural environment.’ (p. ix).

A lone wolf approach by students is encouraged when feedback of the gaps and strengths in their academic performance is with-held, or ignored. Further, marking according to Assessment Criteria that is not well defined by the student, or standardized across tutors/years of the course/ & what other universities are using~ is pointless.

The student has no idea where they took an obsolete or irrelevant path, and is left stranded in a “conceptual wilderness,”  expected to circle in confusion and to stumble upon Understanding. Really, what is the point of this? How is this facilitating learning? How is this meeting ethical obligations placed on me as a tutor/lecturer by society?

What purpose does it serve to point out spelling mistakes/typos, gaps and strengths, without expanding on Why a piece of writing/presentation is of merit or not.

I think that there are tutors/lecturers (Schools/Departments & Universities) who/which are ethically negligent; ignoring needs for further training puts at risk the future of a profession, the community in which the student will practice, and the student’s confidence to learn new knowledge to develop their potential and be a contributing member of wider society.

Personally, the tutors/lecturers who were the least interested in providing feedback when I was at uni; 1) did encourage a lone wolf approach and intense competition between students; 2) had a clear lack of passion for teaching/communicating understanding; and 3) were the first to accuse disillusioned students of wanting to “pay for grades” or of having a lack of commitment to their study obligations (i.e., “bloody whingers”).

Two teaching staff were actually angered and insulted that I asked to see a marked exam of mine; their defenses were up as the first conclusion was that I was looking for “something to complain about”. Truly, what a poor attitude toward another’s yearning for academic growth and development. Egos must take a step to the left~ my Right to learn is not about you; my obligation to learn is about community development, not the personal views of any educator.

As an online tutor I continually hear student’s complaining about how educators “don’t care” that the student does not understand. And going over what little feedback a student may be lucky enough to get on a paper or exam has me convinced that many don’t.

What are your experiences of tutor/lecturer feedback? Does your School/University practice a lone wolf philosophy with regards to learning? Share your insights and solutions…

Recommended Reading

Blau, G., & Baul, K. (1987) Conceptualizing how job involvement and organizational commitment affect turnover and absenteeism

Jahangir, N., Akbar, M., & Haq, M. (2004) Organizational citizenship behavior: Its nature and antecedents

Harrington, K., & Elander, J. (2003) Do essay assessment criteria refer to transferable skills , deep approaches to learning, or complex learning?

Mulki, J., Jaramillo, F., & Marshall, G. (2007) Lone Wolf tendencies and salesperson performance.

Learning Outcomes and Assessment

Rust, C., Price, M., & O’Donovan, B. (2003) Improving student’s learning by developing their understanding of Assessment Criteria and processes.

Pay No Attention to that Man Behind the Curtain