Academic environments are (theoretically) places where students come to be educated – they arrive on campuses after (typically) being cocooned for 16+ years – universities are where students emerge from their cocoons fundamentally transformed.
Plato and Shame
I’ve had the distinct privilege of working with students for more than two years now; the past year and a half as a teaching assistant and the time before that as a tutor. When you work with students, you realize that most of them have incredible potential, potential that you can see pent-up inside of them, but potential that they’re either unable to, or afraid to, release and realize. To address the latter concern in the first day of my tutorials this session I talked briefly about Plato and the straight-from-the-text reading of how absurd men appeared when laughing at the women who trained to become philosopher kings alongside men. The point was this: laughter in the classroom threatens to injure your comrades and, more importantly, marks that the person laughing can’t comprehend the purpose/form of laughter – their mirth demonstrates just how little they themselves understand.
I haven’t had a single person (that I’m aware of) be shamed by having other students laugh at them.
Normally when I talk about retaining data, I talk about retaining targeted information – don’t save everything, only what you need, and (if the information is about other people) only what you said you’d retain for particular stated purposes.
I was at a TA Conference yesterday, and at the tail end of it one of the presentations was about creating a teaching portfolio and a teaching philosophy. In particular, we were encouraged to save everything from students that pertained to how we taught, as well as copies of course outlines/lecture notes/etc. The idea was that by aggregating all data, especially that from students, we could filter out what we don’t need – it’s easier to filter than to find more data.
This is the exact opposite way that I think that data retention should operate, and I’m not alone. The principles standing behind the EU’s Safehabour, as well as UoG privacy policies, both support my stance that all collected information must be targeted, people whose data is being collected must be aware of why it is being collected, and there must be a stipulation on the duration of time the information must be retained. I’m not really concerned with whether this particular presenter was recommending actions that at the least were in tension with the UoG’s privacy principles – what I’m interested in is whether you would keep all of this information? I can’t, not unless I’m totally up front with students, but I don’t know if that’s just me being particularly paranoid. Is retaining this information common practise in the teaching profession?