Press "Enter" to skip to content

Tag: students

Shaming and Framing: Imagining students at an education conference

“Online Proctoring: All Day and All of the Night!”

“Live Online Proctoring Redefined!”

“Switch to the Gold Standard” (of student proctoring)

“Making Any Mode of Proctoring Possible.”

“Make Them Prove They Aren’t Cheating!” (okay, I made this one up)

These slogans and their accompanying images are the gatekeepers standing in between me and the conference upstairs. If attendees use the escalator, they will be greeted at the top by the image of an all seeing eye. If they choose the elevator, the doors close and form a gigantic hand hand, covered in mathematical formulas; presumably it’s the hand of a cheating student, trying to pull a fast one on their professor. But quickly I learn that professors have nothing to fear if they only buy “Examity,” which promises “better test integrity” all done in service of students who want to succeed the “right way.”


Choose your own (surveillance) adventure
View from inside elevator.









If the entry into the registration/vendor space of the conference is any indication, students are rampant cheaters and can only be stopped by the vigilant vendors, ever-ready with their surveillance tools. The emblems of these companies are equal parts creepy and unintentionally ironic: a lock and shield; what I think is supposed to be a webcam, but it more closely resembles a bathysphere or the head of a deep sea diving suit, and a giant owl with a graduation cap. I imagine designers thought a peephole or a gigantic pair of eyes bulging through a computer screen were too obvious (or perhaps those images are already taken).

Several essays in recent weeks offer important insights that are useful in thinking about this setting. Audrey Watters talks about how we confuse surveillance with care.

Joshua Eyler, in an important essay, recently wrote about what seems like weekly appearances of essays that deal in student shaming.

Jesse Stommel also addresses student shaming, and the implications for doing so. He writes: “We can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.”

These issues matter, and what I would add to them is the issue of student framing; in other words, how are students imagined when we attend a conference? Who do we think our students are? Who do vendors think our students are? What is their investment in getting us to imagine students in that way? Certainly there are other ways to assess students that don’t involve forcing them to be watched either by an algorithm or some unknown proctor on the other end.

Along with the privacy issues (some of which are discussed here and here), subjecting students to this kind scrutiny casts every student in the role of a potential cheater. So not only is it invasive, in terms of pedagogy, it sets up the classroom as a space where every student is trying to put one over on the professor. This is hardly ideal pedagogy or a sound way to set up trust in a classroom.

I’ve written before about the absence of student voice in conferences (here) and it’s clear that this space is not one that was designed with students in mind, but the question I have is this: what is the effect of attending a 3 day conference where the looming image is one of the dishonest student? Is this where “Innovation” takes us—optimizing the spying capabilities of educational institutions? Silicon Valley would be proud.
















Educon 2.9 and “Student Voice” or “Finding a Glimmer of Hope in a Time of Chaos”

As I arrived home from my weekend attending Educon 2.9, I ran into the remnants of the airport protest in my city, part of the nation-wide response to the Executive Order banning Muslim immigration.  One of the protest signs read “We already learned this lesson 6 million times.” Unfortunately, it seems that many of us did not learn that lesson well enough, and we will need as many voices as we can get to speak out against injustices. Many of our students are ready to offer the voices that we need.

“Student voice” is one of those terms that I hear all the time, but rarely do I see it put into action, and when I do, it’s not the voices of the kinds of students I teach. Rather, it’s students from Ivy League institutions or students with tremendous privilege. Let’s get this out of the way: I’m not saying we shouldn’t hear from these students, I am simply saying we shouldn’t only hear from these students, or these students shouldn’t be looked at as representative of “student voice” when (as of 2014) 42% of all college students are community college students, and these students are disproportionately low-income.

This weekend, thanks to contributions from Common Sense and my home institution, my colleagues and I traveled with 4 of our students: Adrian, Kelsey, Kevin, and Orion, to Educon 2.9 so our students could present the work they’ve done on digital redlining and student data privacy. The students kicked ass. Of course, you don’t have to take my word for it. You can watch their Virtually Connecting session here or their presentation along with Q&A here. I can only imagine the level of courage required for a first-year college student to hop on a plane, attend their first academic conference, and present their work in front of a group of strangers. If that doesn’t sound terrifying to you, you probably don’t remember what it’s like to be 18 and just starting out on your scholarly journey. I can’t pretend to be surprised that the students did well; they put in the work, and they are among the brightest and most dedicated students I’ve ever had, whether I’m talking about my students at the community college, my students at a small liberal arts school, or my students at the two large state schools where I’ve taught. But, as I watched my students present, I couldn’t help but think about how often my students, the kind of institutions they attend, and their generation are maligned. Students at community colleges are too often seen as inferior attendees of inferior institutions (here I’m thinking about the degree to which education technologies for community college students use surveillance, analytics and tracking under the guise of “engagement” and “retention”) as well as some of my previous discussions about digital redlining and ideas of what kind of information access is good enough for what kinds of students. In addition, I dare you to check Google’s autocomplete for “millennials are… ”

I make this last point about millennials because all of us attended Educon in the shadow of the fallout from the Executive Order. While this generation is getting hammered for being awful, the generations before them are the ones busy wrecking the planet. This weekend was filled with moments of pride and inspiration as I watched students take command of their intellectual path, interspersed with moments of disgust as I watched the bigotry and hatred some of our leaders and the cowardice of others, and finally an infusion of strength as I watched people turn out to demand that those in power recognize our shared humanity no matter what nationality or religion.

What do these all these things have to do with each other? Everything I know about my students, I learned about them from talking to them, spending time with them, and reading their work: not from a dashboard, readout, or spreadsheet, or for that matter, not from the latest garbage hot take about how awful today’s young people are.  In the age of DJT, I’ve read a lot of proselytizing about what we as teachers can do or need to do. Among the many things reaffirmed for me by my students this weekend: good teaching doesn’t scale. If professors, teachers, instructors have any role in helping prepare our students to clean up the mess we’ve made and continue to move towards a more just world, we need to do a better job of finding out who they are and what motivations shape their world.