The Workshop as an opportunity

This post originally appeared on the Tang Institute blog. 

Five seniors* in the Workshop spent the early spring working with me on a project on income inequality, one that would scaffold the transition from their previous schedules and coursework to the flexibility of the research-based workshop gifted to them in their final term at Andover. Using the work of Opportunity Insights as a guide, we explored income inequality — where it exists, what it impacts, its root causes, and ways to address and alleviate it for those living in the United States.

To frame the study of inequality we read books: Broke in America: Seeing, Understanding, and Ending U.S. Poverty (Goldblum and Shaddox); Poverty, by America (Desmond); and The Injustice of Place: Uncovering the Legacy of Poverty in America (Edin, Shaefer, Nelson). Then we turned to tools and data, some that I introduced and some that the students found or taught themselves to use. Every day I flooded the Slack channel with current events, media reports, stories and data, new ways to see how research plays out in policy, and how policy impacts communities, both locally and nationally. Immersion in this interdisciplinary topic took different forms for the students, as each struggled to balance individual research interests with a collective theme. The students have taken deep dives into the data of gentrification, transit based-development, neighborhood support for Black-owned businesses, housing initiatives, the impact of the Longwood Medical area, and how social capital and economic connectedness plays out in local high schools.

My challenge throughout the term has been to provide both structure and freedom, willing the students to take the reins and run with their interests, while providing feedback that encourages growth and independence. This is the learning moment for me, to let go of the boundaries I have in a more traditional classroom and think creatively and passionately about how to best engage students outside of a curriculum, while my constant hope is that they will engage in meaningful work without needing a push from me. 

After more than 30 years teaching mathematics and statistics, I appreciate the space to model productive failure and engage with a new mode of teaching. I learn more with each conversation, each group meeting and individual feedback session, and each time I let go and hope they can find their way. They must find their own way. This is a moment in their life when the path they take is based on their own direction. Applying to the Workshop was asking for the freedom to break free of the same boundaries I let go of. I am attempting to guide them from the limits of traditional schooling to a greater expanse of learning. I try but don’t do it right for all students, as each has their own needs, direction, and intrinsic motivation. My colleagues in the Workshop have heard me lament wanting to do better, wanting the students to do better.