Thriving in Academe

Tales from Real Life
Reflections on Ecology in the Classroom

Some time ago I was invited to give a presentation on diversity, for which I collected slides from various schools illustrating insensitivity.

With secret pride and excitement, I presented the slide show with interpretations of the photographs and then invited comments.

To my dismay, my invitation produced only silence, and I soon left the room after polite applause. As I thought about this discomfiting experience, I realized I had successfully designed a bad ecology.

I had overchallenged the students in a non-involving presentation with little or no support or structure. I did not provide an ecologically sound environment that allowed for feedback, application, or integration.

The next time, I was smarter. First, I formed small groups and gave each group a stack of photographs.

Their task was to discuss the photographs and then present to the larger group what they found most meaningful to the topic of diversity.

The students became animatedly involved in the discussion. Indeed, they asked for more time for the group activity and then presented insightful interpretations of the photographs.

I was excited because now I had created a good ecology!

Students were challenged—but also had support and structure for the task I assigned them. The group structure provided for safe feedback, and the group presentations allowed for application and integration. This time, my ecological system functioned well.

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