I see Paris, I see France...

About a month ago, our Vice Dean (in Poland) asked if I would be interested in representing the University at a program in Western France- and of course they would pay for my trip. Frankly, I did not even ask what the program was about (nor did I care)- I just accepted on the spot. A few days later I had tickets to Rouen, France in Upper Normandy.

I later learned the program had something to do with international study programs. Again, who cares? I am accompanied by our Vice Dean (and my friend) Magda.

I left Gdansk on Wednesday. But I first had to teach a few classes that morning- then headed to the airport. Gdansk is much like Kansas City when it comes to flying. You pretty much have to fly to a hub from Gdansk, then to your final destination. So I flew from Gdansk about 45 minutes to the large airport in Copenhagen. I ate dinner in Copenhagen while I awaited my flight to Paris.

So, three languages in three hours.

We flew into the large airport in Paris, Charles DeGaulle. It was an great flight. You fly over the city and see the Paris lights. You are able to see the Eiffel Tower from the air, all lit up.

After I deplaned, I felt all professional and dignified when waked off the jetway and a driver was holding a sign “Dr. Gartland”. Life is good!

Rouen is about and hour and a half away from Paris. The driver was also taking another faculty from the airport who is attending the conference. So, I rode in the back with this beautiful faculty from Madrid named Fatima- life is really good! (I still have no idea what this program is about- but all the perks are good).

As I mentioned, Rouen is in upper Normandy. It is probably an hour inland of where the D-Day invasion occurred and the American cemetery is located (Remember Saving Private Ryan?). It is unfortunate, but I will not have time to get out there.

This morning we went to the University for our program. We are at École Supérieure de Commerce de Rouen (Rouen Business School). I finally found what I was doing here. The program has two components to it.

First, it is a place where schools which do student exchanges with each other can meet and network. There are about 135 faculty and administrators here from six continents. I was surprised to see people from US schools here, including some of our US Jesuit schools.

Secondly, while all these faculty and administrators are here- Rouen Business School puts them to work. All students of Rouen Business School have to do an international trip or internship as a part of their degree program. Then they have to write a presentation and present it to us faculty to be judged and graded. Students at the Bachelors and Masters degrees discuss their international experiences and topics. We did two today and have several tomorrow.

These are very stressful to the students, as they are presenting to eight faculty all from different countries, whom they have never met AND presenting in English- which is not their native language. As an example- our student today had to present to a group of faculty from Poland, US, Finland, Spain, and Malaysia.

Finally tonight we went to a traditional French dinner. Pate, wine, cheese, duck, wine, bread, dessert, wine, then expresso.

Probably the thing I found most fascinating about the day was the location of the restaurant. Rouen is a very old city. The building where our restaurant is located is very old too. History occurred right in front of our restaurant’s door. Joan of Arc was burned at the stake right across from the front door. I stood in the very spot (then went in to gorge myself with French food).

I found the description below from on the internet- “Eyewitnesses described the scene of the execution by burning on 30 May 1431. Tied to a tall pillar in the Vieux-Marche in Rouen, she asked two of the clergy, Fr Martin Ladvenu and Fr Isambart de la Pierre, to hold a crucifix before her. A peasant also constructed a small cross which she put in the front of her dress. After she expired, the English raked back the coals to expose her charred body so that no one could claim she had escaped alive, then burned the body twice more to reduce it to ashes and prevent any collection of relics. They cast her remains into the Seine. The executioner, Geoffroy Therage, later stated that he "...greatly feared to be damned."

Lost in Translation

Some of you may recall the 2003 movie by the same title.

Working at a Jesuit based University in the States we are taught always to reflect. Reflect, reflect, reflect.

So as I reflect on my teaching experience in Central Europe- I am learning much about my own strengths and weaknesses as a teacher/professor. Professors are successful in the classroom for many different reasons. My reflections have always led me to the conclusion that my success is based on my approach and how I use examples.

Granted, I have no idea what it is to be like a 20 year old today. Having four kids, a mortgage and my own college experience a generation behind me- it is fair to say I don’t walk in the same shoes as my students. I don’t see the movies they see, and I have never heard of most of the bands on today’s top 40. I also remember when MTV played music. The students don’t.

With the obvious generation gap- I still try very hard to be “current” with my students. Instead of doing cases on semi-conductors, airplanes and widgets- I find companies and products they are familiar with- Beer! Ipods! DVDs, Walmart!, McDonalds!. I have found I can still get the same lesson across, but with using these more familiar products. It is a better experience for them. I know these products and companies well, and tell stories and anecdotes (lots of anecdotes) the students can relate to.

Secondly, is my odd (a little off center) sense of humor. For those who know me well- I need to say no more. Fueling that, there are always a few students in each of my classes who I politely tease, and this also tends goes over well and helps creates a bond. I joke about all things- but hopefully it leads them back to a lesson or point. I interact with students by engaging them in light conversation, and get them to discuss relevant issues- so they don’t realize they are in the middle of a lecture.

And anytime I think I have been talking too much- I always have the fall back question “What do you think”?

I call my teaching style conversational lectures (I am sure educational professionals have a formal name for this- but it what I call it). I still lecture- I just try to keep my students from realizing it.

The above approach has worked for me for years and years.

I was then curious how this style and my normal bag of tricks, examples and humor would translate to a European audience of 20 year olds. Would they get it? Would they get me?

I am pleased to say- the European students have reacted as well- maybe even better than my Rockhurst Students.

I say better, as my style is much rarer over here than in the States. I am rather a novelty here. The EU students are use to much formal- black board style lectures.

They get me, or at least seem to based on their student evaluations. I can still politely tease a few (with brings me in closer), and for the most part my humor and conversational lecture is well understood (and appreciated).

About the only thing I have to do- is change up products. A common example I use with my American students is the competition and difference between Walmart, K-Mart and Target. Every student in the US has been in these stores numerous times and can visualize the example I am giving them. So I use lots of trivia about these stores. Same thing with Beer. In the US I speak of Bud, Coors and Miller. I also like to use Amazon as an example.

Well, the EU (specially Poland) do not have these products or companies (although they have heard of Walmart and know some about it)- the rest they have never heard of. So instead of Walmart, K-Mart and Target- I had to quickly learn about retailers Real, Leclerc and Carrefour. Also, Instead of Bud and Coors- I had to learn about Tyskie, Żywiec and Lech. Also, most here don’t use Amazon (so I have moved to Google). So, other than this minor modification in product and companies- I seem to translate well to the EU students and can use my style.

I keep saying EU students- as my classes are really international. They have strong exchange programs at Politechkia- so besides Poles, I have French, Germans, Czechs, Spaniards, Portuguese, Slovaks, and even someone from Nigeria in my classes. So English is their second, third or fourth language.

Finally, with over 14 years of teaching at the University level (nine years full time)- I have become somewhat proficient at reading faces and body language. I can typically tell when they are bored, confused, need a break, etc. I can then adjust, based on how I am reading the group. I have found the student body language is basically the same between the EU and US students.

There is a BUT to my story.

I also have classes with Chinese students. Politechnika has an ever increasing exchange and recruitment programs with China. They tend to keep them together in a single cohort.

Now, I have had lots of Asian students in the US for years. And for the most part it has never been an issue- as most of these Asian students are already well indoctrinated into the Western world (both language and culture).

My currrent Chinese students are different in two ways. First- most are just learning English (they are far from competent in it). Secondly, most have just recently left China and are new to the Western world.

So given this barrier- my proud teaching style of “conversational lecture” falls absolutely, positively, unquestionably flat.

They don’t get me, they don’t get my style. They don’t get my jokes. I don’t dare tease one of them. Plus they are not familiar with any products, etc.

As they have trouble with language- my fall back question of “What do you think” just gets me a blank stare. Conversations are almost impossible. My anecdotes don’t register.

When teaching this group- I always am reminded of the old Johnny Carson bit during his monologue. When something he said got no response from the audience- he would tap the mic and ask “is this on”? That is exactly how I feel in teaching this group. “Is this on”?, as I get absolutely no reaction to anything I say.

I have yet to even be able to read their body language. They look like they understand the concept I am talking about and ready to move on- so I ask a simple question to verify their knowledge- and I get nothing. But what does this mean? I can’t tell.

Now, lets be fair to these Chinese students. I cannot blame them. They are all bright and friendly. They actually do well with written work. If I give them written instructions or a written question- they can it take home- slowly translate, think about it and carefully write a response. When I allow this- they respond pretty well and do decent work.

But in the classroom itself- they cannot verbally respond to my questions and comments or have regular conversations. But unfortunately, my entire style is based on this form of interaction. So, where it is my success with western students- it is my Achilles heel with these students. I have one of these classes for three hours- it seems like 10. I walk out drained.

I have yet to come up with a solution for this, but keep trying. But it is obvious, I am lost in translation.