give the 'net credit

One of the things I find most challenging about being a professor is trying to boil complex concepts down for students. Today, for example, I guest lectured in J105: Mass Communication and Society about online journalism. It seems an easy enough concept to discuss. However, part of me thinks I lost a good chunk of the students when I incorporated Deuze’s typology of online journalisms. To me, it’s a clear of explanation of the type of journalism you see on the Web and a good way to explain why. Even as I write this, I realize it’s probably above most students. What they’d rather do is discuss the merits of Facebook as a news source, which we also did.

Maybe that’s the key to making science or education come alive – putting knowledge within a context to which students can relate. I just found his blog a week ago, but already I’ve devoured David Saltzberg’s Big Blog Theory because I think he embodies this educational principle well. Saltzberg is a professor of physics and astronomy at UCLA and the science consultant for one of my favorite shows, The Big Bang Theory. I found his site through a fan blog, and I admit I first visited it hoping to get a tidbit on Sheldon or Penny. In the end, I ended up learning a great deal.

Yes, a lot of what he writes is over my head, but his posts have gotten me thinking a lot about about science. I especially liked his post about quantum mechanics and the brain. We didn’t go into the same level of detail, but I participated in a similar discussion in an advanced psychology class at Missouri. I maintained then, and still do, that the brain is more than a collection of molecules. It works by more than just chemistry. Now, I’ve got some smart science stuff I can quote.

I also liked his post about Richard Feynman. No, I’m not about to install all 100 hours of his physics lectures on my iPhone, but maybe I’ll listen to a couple because I’d love to figure out how he made such a lasting impression on students. Too often, I feel like I’m floundering in the front of class, droning on about concepts that most of my students will never apply. You can only show so many YouTube videos in class before students figure out you’re a big faker.

As I write this, I’m preparing a lecture on modular newspaper design. I’m trying to use lots of examples from their projects and the industry. I’ve got a front page PDF of USA Today raring to go. My class can only hope that some of Saltzberger’s wisdom rubbed off on me. If educators truly want to make a difference, they have to do more than just drone on about their subject. I’m continually impressed with how my peers are striving to introduce new technology in their classes, to challenge their students to think critically, and to carefully guide students. I need to do that more, and I’m hopeful, and I think my students are too, that finding Saltzberger’s blog is a good first step.

Besides, I get to geek out on Big Bang Theory some more. What could be wrong with that?

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