Incongruent

Anchoring Change in Academic Spaces - A Deep Dive with NotebookLM

• The Incongruables

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Can traditional university education evolve to truly prepare students for the complexities of the real world? Unlock the secrets to this revolutionary shift as we dissect the abandonment of conventional lectures and exams in favor of immersive, real-world problem-solving projects. We introduce you to the STAIRR framework—Structure, Transitioning, Authority, Inspiration, Reporting, and Rewards—crafted to anchor these transformative initiatives into the university's core. Delve into the significance of establishing centers of excellence that lend credibility and resources to these projects, ensuring they are not just passing trends but permanent fixtures within academia. We also uncover strategies to sustain momentum, even as faculty and staff evolve over time, striking a delicate balance between fostering creativity and maintaining robust institutional support.

But the STAIRR principles aren't just limited to the realm of education. Envision how they can be seamlessly applied to create meaningful impacts across various spheres of life, from your professional world to your community and family dynamics. Reflect on the legacy you aim to leave and the seeds of growth you can plant today for a future that thrives beyond your direct involvement. Join our conversation as we explore how education is fundamentally about fostering lasting change and invite you to engage with these ideas, share your insights, and continue your journey of exploration and impactful learning.

NoteBookLM Julie:

All right, so you know how we're always talking about education needing to be more well impactful.

NotebookLM Bob:

Yeah.

NoteBookLM Julie:

Not just like lectures and exams, but actually getting out there and tackling real problems.

NotebookLM Bob:

Right right?

NoteBookLM Julie:

Well, you sent me all these research papers on how universities are trying to do just that.

NotebookLM Bob:

Yeah, trying to make it.

NoteBookLM Julie:

Especially at the local level, which I think is really interesting.

NotebookLM Bob:

Yeah.

NoteBookLM Julie:

But then that gets into, like how do you make sure these projects aren't just a one time thing?

NotebookLM Bob:

That's the big question. How do you make them last? Exactly, and that's what we're going to try to unpack today. Yeah, unpack it Because, I mean, what's so fascinating to me is that there's this whole strategic side to it. Oh really, yeah, they call it anchoring. Basically, it's about making these impactful education projects how do I put it? Like they become part of the university's DNA, almost. Wow so they're not just like a flash in the pan. They actually last even longer than the professors who started them.

NoteBookLM Julie:

Oh, wow. So no pressure on these educators, right? It's like they're not just teaching, they're like building institutions. Yeah.

NotebookLM Bob:

It's like they're not just teaching, they're like building institutions. Yeah, it's a different mindset and it's a challenge, because it's a big shift, you know.

NoteBookLM Julie:

Yeah.

NotebookLM Bob:

From traditional teaching, which is a lot about I don't know. I guess you could call it transmissive. Transmissive, yeah, Like just passing down knowledge.

NoteBookLM Julie:

Okay.

NotebookLM Bob:

Versus this more hands-on, transformative approach. Right, it's like when students are actually out there making a difference.

NoteBookLM Julie:

Instead of just like reading about the recipe, you're actually in the kitchen, maybe even coming up with a whole new dish.

NotebookLM Bob:

Yes, exactly, that's a great way to put it, but the thing is, universities they're, you know, with all their history and traditions.

NoteBookLM Julie:

All those fancy buildings.

NotebookLM Bob:

They weren't really built for this kind of change, you know.

NoteBookLM Julie:

Right. So it's like trying to fit a square peg in a round hole almost.

NotebookLM Bob:

Kind of yeah, yeah, it can be a tough fit, but thankfully this research it gives us a framework, like a way to think about making these projects stick.

NoteBookLM Julie:

Okay, good.

NotebookLM Bob:

Actually anchoring them within the institution.

NoteBookLM Julie:

I like that.

NotebookLM Bob:

Anch stick. Okay, good, actually anchoring them within the institution. I like that.

NoteBookLM Julie:

Anchoring, yeah, and it all boils down to six key elements. Six, okay, that's manageable. I can remember six things, maybe.

NotebookLM Bob:

It's actually an acronym.

NoteBookLM Julie:

Oh, even better.

NotebookLM Bob:

S-T-A-I-R-R.

NoteBookLM Julie:

S-T-A-R-R-R. Okay, I'm definitely intrigued. Let's break it down. What's the first S?

NotebookLM Bob:

All right, so the first S is for structure. Okay, how are these projects actually organized?

NoteBookLM Julie:

Okay, so like, is it just one really passionate professor, yeah, like a lone wolf trying to change the world or is there like a more formal system in place?

NotebookLM Bob:

Yeah, that's exactly it, and what the research shows is that, having a dedicated center of excellence, it could be a game changer.

NoteBookLM Julie:

A center of excellence. So that's like for people who maybe aren't familiar with the university world, that's like a department that's specifically set up to support this kind of work, right.

NotebookLM Bob:

Exactly.

NoteBookLM Julie:

Like whether it's sustainability, community engagement, whatever it might be.

NotebookLM Bob:

Exactly it gives them legitimacy, resources and a way to keep going even when staff changes, which happens a lot in universities.

NoteBookLM Julie:

Oh yeah for sure. So it's like Giving the project a permanent address on campus instead of it just living in someone's like filing cabinet. I like that, but OK. So let's say we've got a center of excellence, things are looking official. What about the T in STAIR? What's that all about?

NotebookLM Bob:

Yes, transitioning, making sure these projects can actually survive staff changes.

NoteBookLM Julie:

Yeah.

NotebookLM Bob:

Because, let's face it, universities can be a bit of a revolving door sometimes.

NoteBookLM Julie:

Oh yeah, Professors retire, get new positions, maybe even move across the world. How do you keep the momentum going?

NotebookLM Bob:

It's a huge challenge, especially, you know, with more and more international campuses these days.

NoteBookLM Julie:

Oh yeah, Even more movement.

NotebookLM Bob:

Right.

NoteBookLM Julie:

How do you make sure a project doesn't just like disappear when someone catches a flight to a different country?

NotebookLM Bob:

Exactly, and that's where it gets really interesting. This research talks about this idea of treating the project almost like intellectual property. Oh, interesting Like you know, a company would.

NoteBookLM Julie:

OK.

NotebookLM Bob:

It's about documenting everything you know, creating systems for sharing those best practices, almost like a how-to guide for transformative education.

NoteBookLM Julie:

So it's not just about the people. It's about capturing the essence of what they've created so it can live on even with a brand new team.

NotebookLM Bob:

Yes, and also recognizing that these projects often cross boundaries.

NoteBookLM Julie:

Oh right, Between different departments.

NotebookLM Bob:

Yeah, you might have students from engineering working with students from social work Wow, even collaborating with local communities or organizations outside the university.

NoteBookLM Julie:

That makes sense, though, right, because these big real-world problems don't really care about academic disciplines.

NotebookLM Bob:

Exactly. They don't care at all.

NoteBookLM Julie:

But getting everyone on board, especially when you're kind of challenging the status quo, that can't be easy. It's not which, I guess, brings us to A authority.

NotebookLM Bob:

Yeah.

NoteBookLM Julie:

How much freedom do these educational innovators actually have?

NotebookLM Bob:

Right, Like do they need to get the university president's permission to change a light bulb?

NoteBookLM Julie:

Exactly.

NotebookLM Bob:

It's a balance and the research it captures it with this phrase autonomy versus patronage.

NoteBookLM Julie:

Hmm, hmm, okay.

NotebookLM Bob:

Too much autonomy and the project might become isolated like a lone tree in a field. Right. But too much reliance on you know top down approval and you risk stifling creativity.

NoteBookLM Julie:

Yeah, it's like they need that wiggle room to try new things, but also like the university's backing to actually make an impact.

NotebookLM Bob:

Right Got to have both.

NoteBookLM Julie:

Speaking of impact, what's the I in STIR all about?

NotebookLM Bob:

I is for inspiration.

NoteBookLM Julie:

Okay.

NotebookLM Bob:

The driving force behind these projects, and this is where it gets interesting.

NoteBookLM Julie:

Oh, how so.

NotebookLM Bob:

Well, you might think it's all about you know, changing the world, making a difference.

NoteBookLM Julie:

Right? Isn't that what gets educators fired up?

NotebookLM Bob:

Well, sure, yeah, but the research reveals this kind of interesting tension.

NoteBookLM Julie:

Attention.

NotebookLM Bob:

Yeah, Because a lot of these educators they're also thinking about like the job market their students are heading into, you know.

NoteBookLM Julie:

Oh right.

NotebookLM Bob:

The real world. So it's like they want to empower students to change the world. Yes, but they also need to make sure those students have the skills to actually get hired.

NoteBookLM Julie:

Oh, so it's like this balancing act between idealism and like reality Exactly. Ok.

NotebookLM Bob:

They want them to dream big but also be able to, like, pay the rent after graduation.

NoteBookLM Julie:

Right. It can't just be about feeling good. It has to lead to some real opportunities.

NotebookLM Bob:

Exactly, and that often means connecting with like businesses and industries.

NoteBookLM Julie:

Oh, ok, so they're actually going out there and talking to these companies.

NotebookLM Bob:

Yeah, even government agencies sometimes to understand, like, what skills are in demand. It's about bridging that gap.

NoteBookLM Julie:

you know Between the ivory tower and the real world?

NotebookLM Bob:

Yeah, exactly, and one of the things that came up in the research was this idea of communities of practice.

NoteBookLM Julie:

Communities of practice. What's that?

NotebookLM Bob:

So it's not just about like documenting things on paper. Okay, unities of practice. What's that? So it's not just about like documenting things on paper, ok, but actually creating these networks of people who are passionate about this kind of education and they're sharing their experiences, their best practices.

NoteBookLM Julie:

So it's like a support group, but for people trying to like, revolutionize education. I like that, yeah, I love it. Ok, so we've got inspiration, we've got people collaborating across departments, maybe even like across continents, but how do these initiatives actually prove their worth?

NotebookLM Bob:

That's a great question.

NoteBookLM Julie:

Especially when you consider that these transformative projects often go beyond just you know, getting a good grade Is that where the R comes in Reporting.

NotebookLM Bob:

Absolutely. Yeah, reporting is crucial, but what surprised me is that it's not always about the bottom line.

NoteBookLM Julie:

Really, I thought universities were all about the numbers these days.

NotebookLM Bob:

Well, to a degree, yes, but this research, it highlights a really refreshing emphasis on the common good.

NoteBookLM Julie:

Common good. So what does that actually mean?

NotebookLM Bob:

So it's less about how much money a project generates and more about its impact on society as a whole.

NoteBookLM Julie:

Okay, so instead of just looking at the balance sheet, they're looking at the bigger picture. How do you even begin to measure that, though?

NotebookLM Bob:

Right, that's the million dollar question.

NoteBookLM Julie:

Yeah.

NotebookLM Bob:

And there's no easy answer.

NoteBookLM Julie:

Right.

NotebookLM Bob:

But some things that come up are like student empowerment.

NoteBookLM Julie:

Okay.

NotebookLM Bob:

Community engagement Like are they actually making a difference in the community? The development of critical thinking skills it's about measuring the kind of impact that doesn't always fit neatly into a spreadsheet.

NoteBookLM Julie:

Right, because how do you quantify critical thinking skills? It's like they're trying to measure the ripple effect, yeah, how this kind of education goes beyond the individual and creates some sort of positive change in the world.

NotebookLM Bob:

Exactly. It's a much more holistic view of education, I think.

NoteBookLM Julie:

It's like measuring the things that really matter, even if you can't put a number on it. Exactly. But let's be real for a second. Even the most idealistic educator, they probably appreciate a little pat on the back now and then right Of course. Which brings us to our final, our rewards. What's in it for these professors, the ones who are really going above and beyond?

NotebookLM Bob:

Well, I think, first of all you'd be surprised. There's the, you know the intrinsic reward seeing your students thrive, making a difference.

NoteBookLM Julie:

Right, feeling good about the work you're doing.

NotebookLM Bob:

Exactly, but the research also found that universities are starting to realize they need to provide more tangible rewards too.

NoteBookLM Julie:

Oh, ok, so like what, like what are we talking?

NotebookLM Bob:

Things like career advancement opportunities.

NoteBookLM Julie:

OK, so it can actually be good for your career to do this kind of work.

NotebookLM Bob:

Yeah, universities are realizing that these educators are valuable.

NoteBookLM Julie:

They're assets.

NotebookLM Bob:

Yeah, they attract funding, they raise the university's profile and, you know, most importantly, they produce graduates who are ready for like the real world.

NoteBookLM Julie:

They're not just book smart, they're ready to hit the ground running.

NotebookLM Bob:

Exactly, and it's interesting because it brings us to this other point that came up a lot in the research OK, this idea of technology and inclusivity being super important for making these projects last.

NoteBookLM Julie:

That makes sense, right? We can't really talk about the future of education without talking about technology.

NotebookLM Bob:

Right.

NoteBookLM Julie:

What about the inclusivity piece? How does that fit in?

NotebookLM Bob:

Well, it's about making sure that these like transformative opportunities, they're available to all students.

NoteBookLM Julie:

Of course.

NotebookLM Bob:

No matter, you know their background, how they learn best, even their physical abilities.

NoteBookLM Julie:

So everyone has a chance to participate.

NotebookLM Bob:

Exactly, and technology it can either like help or hinder that.

NoteBookLM Julie:

Oh, how so.

NotebookLM Bob:

It has the potential to make education more accessible, you know, break down those geographical barriers.

NoteBookLM Julie:

Yeah, for sure.

NotebookLM Bob:

Create these really inclusive learning environments, but it can also make existing inequalities even worse. Yeah, if we're not careful.

NoteBookLM Julie:

That's a really important point. Technology is not good or bad on its own. It's all about how we use it.

NotebookLM Bob:

Right.

NoteBookLM Julie:

It's like what's that saying? A hammer can be used to build a house or break a window.

NotebookLM Bob:

Perfect analogy, and that's why I think this research is so important right now. It's not just about celebrating the good stuff, but also like acknowledging the challenges and figuring out how to move forward in a way that's impactful and fair.

NoteBookLM Julie:

So much to think about. This has been a real eye-opener.

NotebookLM Bob:

Yeah, it's fascinating stuff.

NoteBookLM Julie:

And I think it connects to like so much of what we all grapple with in our own lives. You know, whether we're educators or not. Totally, it's like, just like these professors are trying to build something that lasts.

NotebookLM Bob:

Right.

NoteBookLM Julie:

We're all trying to like create positive change in our own little corner of the world.

NotebookLM Bob:

Yeah, absolutely.

NoteBookLM Julie:

And maybe, just maybe, there are some lessons here we can all take to heart.

NotebookLM Bob:

I think so yeah, those principles we talked about structure, transition, inspiration, reporting, rewards.

NoteBookLM Julie:

S-T-I-R-R.

NotebookLM Bob:

Yeah, they're not just for universities, you know. They're for anyone who's trying to make a real difference.

NoteBookLM Julie:

Whether it's at work, in your community, even in your own family.

NotebookLM Bob:

Exactly, it's about like thinking about the legacy you want to leave behind, Planting those seeds that will keep growing even after well, you know I love that Even after we're gone. Beautifully said. And isn't that what education is all about?

NoteBookLM Julie:

really, that's our deep dive for today. Hope you found it as thought provoking as we have.

NotebookLM Bob:

Yeah, thanks for having me, it's been fun.

NoteBookLM Julie:

This is a conversation that deserves to continue, so let us know what you think. What resonated with you, what questions do you still have? Until next time, keep exploring, keep questioning and keep learning.