An anonymous reader writes: I’ve taught the same course to a class of undergraduate, M.B.A., medical and nursing students every year for over a decade. While I didn’t change my lectures or teaching style, somehow the students’ evaluations of last year’s class were better than ever before:
“This course taught me more than any course I’ve ever learned at Penn. ”
“The best course I have ever taken.”
“Amazing class!!”
Out of all the reviews, only one was negative. But the point is not to brag — I don’t think these comments reflect anything about me and my teaching ability. I’m teaching in basically the same manner I have for years.
So what changed? I banned all cellphones and computer-based note taking in the classroom, with the exception that students could use a device if they wrote with a stylus. Initially, my students were skeptical, if not totally opposed. But after a couple of weeks, they recognized they were better off for it — better able to absorb and retain information, and better able to enjoy their time in class.
My policy required phones to be turned off, and, more important, not be visible on desks. I did allow students who were expecting urgent calls — say, from a spouse about to have a baby — to have a mobile phone readily available during class.
Class sessions are recorded, and transcripts of the lectures are available any time after class to students with academic accommodations or those who want to go over them again.
My 40 years of pedagogical intuition tell me that this change made students less distracted and more engaged. I think it made them more attentive and satisfied with the learning.
Associating the no-digital-device policy with high course evaluations is just my sense, but it comports with the available data on the effects of computer note taking on retention of classroom material and the impact of cellphones — even when turned off — on the quality of and satisfaction with person-to-person interactions.
What I would really like is for every university classroom to be treated more like the sensitive compartmented information facilities, or SCIFs, in the White House and other government buildings: Phones are not permitted and are locked in cubbies outside of every room. Students would have to deposit their phones before class and pick them up after class. Ideally, professors could still choose to opt out of this policy, especially if phones or other mobile devices were integral to the educational process and content of the class.
I’m certainly not alone. I recently learned that my class was not the only one at the University of Pennsylvania to ban cellphones. At least one philosophy professor on campus bans phones from his class, too. And in a religion class titled Living Deliberately: Monks, Saints and the Contemplative Life, students are asked to forswear their phones for 30 days as part of experiencing a monastic life.
If bans on phones and computers in classes were widely instituted, students might learn more from their classes, be more willing to speak their minds in class, be more at ease in their social interactions and feel more fulfilled. Let’s go back to the good old days, nearly two decades ago, when students had only flip phones and were learning more.