By now we’ve all been inundated with pre- and post-election coverage and analysis on numerous media platforms. It seems as if we might never escape the constant barrage of political commentary in both traditional media and social media platforms.
As November 8th approached, I made sure to leave extra class time to allow my communications students to discuss the upcoming presidential election, hoping to align their discussions with topics on my syllabus. My only rule was that they were to be respectful in their comments. I was encouraged by their mature approach of their comments, but also troubled by their dialogue, which often ranged from being frightened to air their views to confusion as to where they could find truthful information about the candidates—this from the Millennials who grew up with technology and have constant access via their handheld devices.
Is too much information a bad thing? Do countless new outlets guarantee diversity or even truth?
As professors, what is our role in terms of providing objective counsel regarding news sources, viewpoints and truth during an election cycle?
For many students, college is a time of tremendous personal growth and experimentation. Yet as confident as they may seem, many are yearning for guidance and a way in which to align their beliefs with the pull of popular culture. This is especially apparent during an election cycle.
Some professors take a strong stance and push their own agenda as truth, without providing students with an alternative. This is a dangerous practice, as students who don’t share the same viewpoint become afraid to express themselves, for fear of a failing grade or being berated by the professor in front of the class. I personally experienced this during graduate school, and have heard numerous stories from my students about their own negative experiences.
Instead, our responsibility should be to facilitate students as they educate themselves by providing resources instead of opinions. My most successful class discussions occur organically when I throw out a topic and let the students participate without my intervention. They learn respect, the value of listening and, in many cases, their own truth.