ERIC ED407000: Innovation Abstracts, Volume XVIII, 1996.

61 Pages·1996·1.4 MB·English

by  ERIC

DOCUMENT RESUME
JC 970 081
ED 407 000
Roueche, Suanne D., Ed.
AUTHOR
Innovation Abstracts, Volume XVIII, 1996.
TITLE
Texas Univ., Austin. National Inst. for Staff and
INSTITUTION
Organizational Development.
Kellogg Foundation, Battle Creek, Mich.; Richardson (Sid W.)
SPONS AGENCY
Foundation, Fort Worth, Tex.
REPORT NO ISSN-0199-106X
PUB DATE
96
NOTE
60p.
Opinion Papers (120)
Collected Works
Serials (022)
PUB TYPE
Descriptive (141)
Reports
Innovation Abstracts; v18 n1-29 Jan-Dec 1996
JOURNAL CIT
MF01/PC03 Plus Postage.
EDRS PRICE
Classroom Communication; Classroom Techniques; *College
DESCRIPTORS
Instruction; Community Colleges; Cooperative Learning;
Cooperative Programs; *Faculty Development; Instructional
Development; Instructional Improvement; *Instructional
Innovation; *Learning Activities; Learning Strategies;
Teacher Effectiveness; Teaching Methods; Two Year Colleges;
Writing Instruction
ABSTRACT
The 29 abstracts in this volume describe innovative
approaches to teaching and learning in the community college. Topics covered
(1) strategies for providing management training to
include the following:
(2) activities to help developmental mathematics students
faculty and staff;
(3) incorporating technology
overcome obstacles to success in mathematics;
(4) developing an orientation conference for
into mathematics classrooms;
(5) developing alternate sources of revenue;
first-time freshmen students;
(7) developing an exchange program for
(6) implementing honors symposia;
(8) using content-related humor in the classroom;
public speaking courses;
(9) moving toward computer-mediated communication without networked computers
(10) student-centered composition classes;
(11) using
and electronic mail;
the World Wide Web, electronic mail, and campus networks to enrich classes
(12) develop programs to ease first-time
and academic support services;
(13) the characteristics of college
students into the college experience;
(14) guidelines for the effective use of teaching assistants;
catalogs;
(15)
Middle College, a high school-college enrollment program in California for
(16) team-teaching in an interdisciplinary environment;
at-risk students;
(17) using voice mail to provide information on lectures;
(18) the use of
(19) the use of commemorative speeches in a speech
computer-assisted writing;
(20) using spreadsheets of grades to motivate students;
(21) using
class;
dialogues to introduce students to persuasive writing; and (22) setting
standards for student behavior.
(HAA)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
*
********************************************************************************
Innovation Abstracts
Volume XVIII, 1996
University of Texas at Austin
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and improvement
INFORMATION
EDUCATIONAL RESOURCES
"PERMISSION TO REPRODUCE THIS
(ERIC)
CENTE
MATERIAL HAS BEEN GRANTED BY
document has been reproduced as
N--
(This
received from the person or organization
originating n.
L. B. Burnham
00
0 Minor changes have been made to improve
CDreproduction quality
Points of view or opinions stated in tnisdocu-
Wei
ment do not necessarily represent of
CD
OE RI position or policy
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
(3)
0
PY AVAILABLE
BEST
VOLUME XVIII, NUMBER 1
Otlik* INNOVATION ABSTRACTS
ovmta
AMINE MP ETA
ARO
DEVELOPMENT FICA, TM
COLLEGE
(NISOD
@DUCA
TIONAL
PUBLISHED
TIONAL OR@ANIEA
FOCHNEEK,
RIHARDSON
0
AT
IIELL000'
YEW
FOUNDA
SUPPORT
FOUNDA
AUSTIN
TPXAS
UNIVERSITY
FUN AND FIA1E
Thanks, Mitch
Imagine my surprise when Mitchwho had squeaked
Because of the time restraints of the quarter system,
out of English 101 with a weak, weak Cgave his first
students give the final major speech the last few days of
the quarter and are not required to turn in an essay.
speech in his public speaking course and captivated his
However, I give the students the option of writing their
audience as he told them about mounting a deer head.
English final examination, an essay, on the final speech.
But my surprise was not as great as my frustration.
Standing before me was a student who had failed to reach
Most elect to do so.
Of course, while the students are writing and orally
his potential in written communication. Mitch had a
presenting these four major communication units, they
message to give and give it he did when he had a respon-
also give shorter, more informal speeches. They write
sive audience before his eyes and the written page out of
other formal essays and numerous written speech
his mind. But in English 101 his fear of spelling, punctua-
tion, and other mechanical aspects of writing had caused evaluations. In fact, all students write the equivalent of
16
him to freeze up. He had written the bare minimum of
or more essays most quarters; some who do extra-credit
work write more.
sentences in lifeless, extremely ineffective language. I was
The results have been even better than I had expected.
not frustrated because I had required Mitch to write
Members of the classes have included students who have
correctly in English 101. I was frustrated that I had not
gotten Mitch to write correctly the instructional and placed into English 101, students who have taken and
exited developmental English classes, and students who
exciting messages that were concealed inside him.
have failed English 101 in prior quarters. During the six
The incident with Mitch made me think about what he
quarters I have taught the course, every student has
and I could have accomplished if he had delivered his
passed the departmental essay examinationan essay
effective message orally and then written it, correcting the
grammar and mechanics, keeping style and content. graded by at least two other instructors. Only a few
Thanks to Mitch, the "combination class"a double-
students have failed to make the required exit grades; in
almost every case in which a student has not exited a
period credit class for English 101 and Speech (public
108
speaking)was conceived. The basic principle behind the
course, he or she has failed to do the required work in a
course was simple, logical, and widely practiced: students timely manner.
Other benefits of the class cannot be quantified, but
can use their strengths to overcome their weaknesses. I
they are obvious to me and to the students. Early in their
constantly modify the course, but the basic plan is simple
college career, the students gain basic communication
and can be a springboard for any teacher of communica-
skillsboth written and oralthat they need in almost all
tion skills.
The course includes four major speeches. Each student other college courses. Their confidence in themselves
does discovery, thinking, and planning for the first major grows from meeting the challenge of standing before their
peers and presenting their knowledge and experience and
speech and then delivers the speech for a grade. Next the
personalitiesand finding these aspects of themselves to
student makes a written draft of this speech, revises and
be acceptable. And the double period allows students
edits the draft, and turns in the essay for a grade.
enough time to develop friendships with and respect for
The next major speech begins with discovery, thinking,
and planning, followed by a drafted essay. Students each other; thus, the class provides them with that
identity group which many need to be successful in their
revise the essay and develop an outline for a speech. They
edit their essays while the speeches are presented in class, academic work.
and then they turn in the essays for grades.
Before the third major speech, I ask the students which
Charlotte S. Pfeiffer, Instructor, English and Speech
they prefer to do firstthe speaking or the writingand
For further information, contact the author at Abraham
what factors play a part in the decision. I then encourage
Moore
each to follow their most effective method on the third
Baldwin Agricultural College, ABAC
20, 2802
communication unit.
Highway, Tifton, GA
31794-2601.
3
THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, SZB 348, Austin, Texas 78712-1293
Doing Men's Work
Announcing NISOD's eighteenth annual
In the late 1970's, many of my students, both male
and female, began to ask why the college provided
several courses and programs for women, but offered
International Conference on
few for men. Many men over the age of 25 were
Teaching and Leadership
returning to school and needing specific support
Excellence
services. After receiving the college's financial and
institutional commitments, we began the men's pro-
gram in August 1982.
May 26-29, 1996 * Austin, Texas
The program encourages and supports the creation
of college credit courses that focus on men's issues
The National Institute for Staff and Organizational
exclusivelya notable example, "Moving Toward
Development (NISOD), the Community College
Conscious Manhood: Being a Man in the '90's." This
Leadership Program, The University of Texas at
Austin, and the League for Innovation in the Commu-
elective, taught by a professor of psychology and the
nity College invite you to join educators from around
co-chair of Men's Day, is for men only and addresses
the world for preconference seminars, keynote
such critical issues as fathering, friendship, relation-
presentations, and more than 200 breakout sessions, at
ships, the male mystique, and male-bashing.
the Austin Convention Center.
The program includes a popular support group
about 15 men meet bi-weekly in a place where partici-
Each of the more than 200 individual breakout
pants can receive and give support and advice in a safe,
sessions will be identified within one of four program
nurturing environment. Some of the men have at-
strands that describe subject areas and suggest target
tended from the beginning; others have attended a few
audiences. Program strands include Teaching and
Learning, Leadership Development, Career Develop-
meetings and moved on. Men are socialized to discon-
ment and Teamship Development.
nect, but this group gives them permission to offer and
receive support and to be nurtured and understood by
Conference partners and exhibitors will display and
other men.
demonstrate the most up-to-date teaching and
In 1993, we held our first Men's Day, which included
learning tools. NISOD will host software, hardware,
workshops on fathering, men's health issues, and
textbook, professional publication, and financial
improving communication skills. This first event
planning representatives.
attracted 105 participants, and 205 (200 men, 5 women)
in 1994. As one man who attended both events put it,
Monday, May 27
* Wilhelmina Delco, State Representative, 1975-1994,
"Where else can men go and spend a day (and pay a
Texas House of Representatives
small fee) to learn about and celebrate manhood with a
* Terry O'Banion, Executive Director, League for
couple of hundred guys?"
Innovation in the Community College (CA)
The program has become a valuable asset to the
college and to the men and women of the community.
Tuesday, May 28
Men who have experienced program benefits firsthand
* Kay McClenney, Vice President, Education Commis-
have been major sources of support.
sion of the States (CO)
Steven J. Schada, Professor, Sociology, and
Wednesday, May 29
* 1996 N1SOD Excellence Awards Ceremony
Coordinator, Men's Program
Hosted by John and Suanne Roueche, The University
of Texas of Austin
For further information, contact the author at Oakton
*
Vocal Performances by Arnette Ward, Provost,
Community College, 1600 East Golf Road, Des Plaines,
Chandler-Gilbert Community College (AZ)
IL 60016.
* For more information, contact Suanne Roueche,
Director, NISOD, at 512/471-7545, or
[phone] (fax).
4
Suanne D. Roueche, Editor
INNOVATION ABSTRACTS (ISSN 0199-106X) is published weekly following the fall and spring terms of the academic
January 19, 1996 Vol. XVIII, No. 1
calendar, except Thanksgiving week, by the National Institute for Staff and Organizational Development (NISOD),
@ The University of Texas at Austin, 1995
Department of Educational Administration, College of Education, SZB 348, The University of Texas at Austin, Austin, Texas
Further duplication is permitted by MEMBER
78712-1293, [phone]. Second-class postage pending at Austin, Texas. POSTMASTER: Send address changes to
institutions for their own personnel.
INNOVATION ABSTRACTS, SZB 348, The University of Texas at Austin, Austin, TX 78712-1293.
VOLUME XVIII, NUMBER 2
INNOVATION ABSTRACTS
ftit
teMilg FOP
erA
OP WIEN
DEVELOPMENT
(NISOD),
COLLEGE
E:DUCA
TIONAL
OR@ANIZA
VIEN,
PUBLISHED
T1ONAL
FES VilEIVA
TEN
RIHARDSON
'FUND TNIE8C)
AT
KELLOGG
POUNDA
POUNDA
AUSTIN
0WYN SUPPORT
UNIVERSITY
TEXAS
Mining and Refining the Gold from Within:
A College's Leadership Academy
adjourns at 3:30 and gathers at the president's home for
Community colleges in the U.S. provide a large
an evaluation session, an informal graduation, and a
percentage of the training for business and industry
barbecue dinner.
across the country. But how often do colleges make the
The academy is always held in a location that is
same excellent management training provided to
convenient, has adequate parking, is away from
colleagues in the business world available to their own
camptth (where participants are not interrupted by
faculty and staff?
phone calls or other distractions), and is interesting. For
Three years ago, Salt Lake Community College
two years, the Academy was held at the Alumni House
decided that it was time to offer high-quality, advanced
at the University of Utah, a lovely location that allowed
management training to its own staff, as it is provided
organizers to take advantage of outstanding faculty
to 650 businesses across the Salt Lake Valley. SLCC
and administrators from the university as part of the
developed the Leadership Academy, a management
Academy faculty. This past summer the Academy was
training seminar, to be held on an annual basis. Al-
held in a legislative hearing chamber at the Utah State
though not original with SLCC, the idea for a Leader-
Capitol. The president of the State Senate provided a
ship Academy has proven valuable in helping to
keynote address, and participants were privileged to
identify and refine the talents and skills of managers
have the lieutenant governor as speaker. Inviting such
and potential leaders from across the institution.
dignitaries to participate in the Academy served a dual
purposeexposing faculty and staff to key opiniOn
Participant Selection
leaders in the state, and providing an opportunity for
Participation in the Academy is open by application
these same leaders to learn more about what the
to any faculty member or supervisor from the college.
Applicants are asked to identify why they would like
college is doing.
Various books on management and leadership are
to participate and what they could contribute to the
selected as texts for the Academy. Participants receive
group. Much of the success of the Academy is the result
the books in advance and are expected to complete the
of the outstanding synergy created among participants
assigned reading and participate in an active book
as they wrestle with different issues. Each member is
review session, sometimes held over lunch.
expected to actively engage with facilitators' and
colleagues' presentations, exercises, and simulations
Curriculum
that build a breadth of understanding and improve
Topics covered in the Leadership Academy vary
skills in a range of relevant areas. A typical Academy
each year, but typically they include such issues as
will have 25 participants; 12 selected by open applica-
dealing with organizational change and team-building.
tion and 10 nominated directly by members of the
The commissioner of the Utah System of Higher
President's Cabinet; three standing slots are held for
Education is invited to give an overview of how the
the incoming presidents of the Faculty Senate, the
state system of higher education is governed and to
Faculty Association, and the Staff Association.
address topical issues facing the system, such as
obtaining the technical and fiscal resources necessary to
Logistics
fully connect colleges and universities to the electronic
The Academy is held Monday through Thursday,
highway.
sometime during the summer. Each day begins at 7:30
A key session is held each year on the college
with a continental breakfast. At 7:50, housekeeping
budgete.g., the sources of funds and the processes by
items are taken care of and the first presentation begins
which fiscal decisions are made. Also included may be
promptly at 8:00. The program continues throughout
a session on institutional planninglooking at where
the day, concluding at 5:00. On the final day, the group
THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, SZB 348, Austin, Texas 78712-1293
the college has been and where it is going, or at policies
the Academy. Fun prizes reward team efforts, and there
(state statutes, regents' policies, and internal policies
never are any real losers.
and procedures) by which the college lives and oper-
Each member of the President's Cabinet demon-
ates.
strates his or her personal commitment to the Academy
An entire day is dedicated to issues related to people
by attending the entire week's sessions each year. The
management and supervision. Sessions may cover such
most consistent comment in the closing evaluation is
varied topics as violence in the workplace, good hiring
that the single greatest gift of the Academy is getting to
and evaluation practices, working with difficult people
know the president and vice presidents as real people.
and situations, and progressive discipline.
Participants realize that if the president and his cabinet
The final day focuses on personal development
members are willing to take the time to be there, that
strategies, with a half-day session on such topics as
this indeed is important.
"Seven Habits of Highly Successful People" with John
Covey, from the Covey Leadership Center. The presi-
Benefits
dent of SLCC wraps up each Leadership Academy with
What sorts of benefits have evolved from the Acad-
a presentation on his personal vision of leadership.
emy? The original intent of the Academy was to
SLCC has found that a mix of outside and key
provide an opportunity for faculty and staff to prepare
college presenters works well. Outside presenters bring
for future positions as SLCC administrators. However,
a fresh perspective and added credibility to the week.
secondary benefits have become apparent. Faculty
However, internal presenters understand the college
come away with a new appreciation for fiscal realities
and are able to focus their presentations directly on
that have greatly improved the nature of salary discus-
college needs. Every member of the President's Cabinet
sions each year. As one Faculty Senate president put it,
is responsible for a presentation each year. In addition,
"I know who to call now. When I hear a crazy rumor, I
the deans, the directors of personnel and equal oppor-
feel comfortable picking up the phone and going
tunity, the college attorney, and the director of campus
straight to the appropriate vice president to get the
planning have also been involved in presentations.
whole picture, instead of reading my own interpreta-
The most successful sessions are those that get
tion into the story."
people involved. Changing the pace throughout the
Other staff and faculty have a new appreciation for
day is important. The Academy organizers strongly
the challenges SLCC faces during the legislative session
encourage presenters to utilize role plays, simulations,
each year and a deeper understanding of governance
and small group techniques to keep participants
issues. They realize that there are no secrets. And after
actively involved. At the end of a long day, short skill-
participating in a simulation where they have to make
building sessions that are useful and interesting but do
hard decisions about which college priorities get
not require the same intense energy levelssuch as,
funded and which get cut, they have a fresh apprecia-
meeting management or memory improvementare
tion for the difficult job college administrators under-
scheduled.
take each year in stretching limited public funds to
Similarly, staff provide daily lunches as part of the
meet the diverse educational needs at the institution.
Academyan outdoor picnic box lunch, or lunch at a
Overall, the Leadership Academy has proven to be a
downtown club that serves as the meeting place for
great resource for strengthening the quality of team-
movers and shakers in the community, or lunch in the
work and communication across the entire institution.
Capitol rotunda. The lunches are fun, help build the
In fact, one of the major challenges now is deciding
team, and make the Academy a popular event.
how to respond to the number of former participants
Establishing trust and developing an ability to work
who are petitioning to participate again.
in groups are critical to the success of the Academy.
Organizers have found that it is very important to have
Katherine Boswell, Graduate Student, Community
a team-building activity on the very first day. This
College Leadership Program; on leave from her position as
year's activity was to break into five teams; each team
Assistant to the President, Salt Lake Community College,
was given a set supply of materials and the task of
Utah.
designing, building, and decorating a kite. At lunch-
time the group adjourned to the Capitol lawn to see
For further information contact the author at The
which team's kite flew the highest and stayed up the
University of Texas, SZB 348, Austin, TX 78712-1293.
longest. In addition to good fun, such activities build a
sense of camaraderie that carries over into the work of
6
Suanne D. Roueche, Editor
INNOVATION ABSTRACTS (ISSN 0199-106X) is published weekly following the fall and spring terms of the academic
January 26, 1996 Vol. XVIII, No. 2
calendar, except Thanksgiving week, by the National Institute for Staff and Organizational Development (NISOD),
© The University of Texas at Austin, 1995
Department of Educational Administration, College of Education, SZB 348, The University of Texas at Austin, Austin, Texas
78712-1293, [phone]. Second-class postage pending at Austin, Texas. POSTMASTER: Send address changes to
Further duplication is permitted by MEMBER
institutions for their own personnel.
INNOVATION ABSTRACTS, SZB 348, The University of Texas at Austin, Austin, TX 78712-1293.
INNOVATION ABSTRACTS
new= Faa erw
naq,
EDUCA
DEVELOPMENT (NISOD COLLEGE
TIONAL
Cff
TIONAL
PUBLISHED
OR@ANI,ZA
%A
Dal
o ffifyn
FUNDA
71014109 MEW W.
PUNDA
RIHARDSON
KEIN WE IV
KELLOGG
OF
AUSTIN
AT
SUPPORT
UNIVERSITY
TEXAS
Overcoming Roadblocks to Learning Math
feeling of accomplishment. To help them achieve this
In teaching basic algebra, I have found commonali-
feeling, I require that they pick four homework prob-
ties among developmental math students that stand in
lems from a chapter we have just completed, show how
the way of their success, aside from poor backgrounds
they are solved, and describe the different skills
in math skills. To address these roadblocks, I experi-
(learned in an earlier chapter) that were required to
ment with various homework and extra credit assign-
complete each problem. The analytical skills that are
ments to develop and facilitate the analytical thinking
required to do this assignment do not come easily to a
skills of any math student.
developmental algebra student. As a matter of fact, the
My students always challenge me with "When will
ability to accomplish this analysis is actually one of the
we ever use this stuff?" or "Why do we have to learn
goals of a math curriculum! It often takes most of the
this?" So I turn the tables and challenge them to write a
semester for some of the students to realize that what I
paper or present a problem to explain how they use
want is not a description of the problem-solving steps
something they have learned in the math course in
learned in the current chapter, but a reference to an
their "real life."
earlier topic that had to be mastered in order to learn
Some students choose to construct a problem that
and to execute the new steps. Once they realize this,
occurred, or might occur, in life and to solve it algebra-
they usually have no trouble completing the assign-
icallysuch as a uniform motion problem to determine
ment and enjoy seeing how the various topics and
how fast someone had been driving or a simultaneous
chapters create a more complete picture.
equation and substitution problem to determine the
Finally, a third activity is a weekly group quiz,
money owed for a pizza party with various pies and
usually four questions from the homework, including
different toppings.
topics covered since the last quiz. It is a good review,
I have been gratified to see that, when put to the test,
and the major advantage is the group work. The
students realize that the analytical skills they learn in
students actually exhibit a more positive attitude
an algebra class are universally valuable, that succeed-
toward the class, the material, and the work itself as
ing in something as rigorous as algebra is a good
they develop group relationships with one another
predictor for success in other areas, and that parents
they seem to be having fun! This makes the class a
will share a large part of the responsibility for ensuring
more comfortable and enjoyable place to be, hopefully
that we do not raise future generations of "math
dispelling some of the anxieties and negativity that
anxious" students.
developmental students often bring to math class. In
Responses have indicated some real thought, in
addition, there is a boost in their learning, fostered by
addition to a-change in attitude, about math. Some
explaining concepts to or receiving explanations from
themes recur again and again:
other students.
The challenge of teaching developmental math is
"I did not realize how much algebra I already knew
more than a clear presentation of the material and a
and had been using in everyday life."
patient, caring attitude. Equally important are the
"If you approach a solution to a problem in a logical
activities which engage the students in overcoming
manner, then your problem usually doesn't seem
poor attitudes and roadblocks which stand in the way
that big or difficult. "
of success with math.
"In taking this class I have experienced a feeling of
accomplishment, and my self-esteem was built up."
Nancy Dorff-Pennea, Adjunct Instructor, Mathematics
Another assignment helps students integrate indi-
For further information, contact the author at Palm
vidual topics into the "big picture" of the whole course.
Beach Community College, 4200 Congress Avenue,
When students view the individual topics as unrelated
fragments, they are confused and anxious. When topics
Lake Worth, FL 33461.
can be seen as pieces of a larger puzzle, they develop a
'7
THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, SZB 348, Austin, Texas 78712-1293
Using Current Events to "Jump Start" Class
On the first meeting of my money and banking
have found something of interest. Of course, by this
course, I give students a current events assignment
point, I am lucky to get a word in edgewise.
for the following meeting, they are to bring in a news-
In addition to generating participation by almost all
paper clipping or magazine article that, in their opin-
students, I have found two other benefits to discussing
ion, has something to do with the subject of money and
current events at the beginning of each class. At first, I
banking. This is a reasonable (and easy) assignment
worried that I would not be able to cover all of the
that usually draws little notice.
assigned material if I spent time on current events.
The fun starts with the next class meeting. I walk to
However, I actually use less time on the assigned
the middle of the room, randomly choose a student,
material because the subjects have often already been
and say, "Hi, what's your name? What article have you
addressed. I often refer to our earlier discussion of an
brought for us today?" The student, trying not to look
article relating the topic to a real-world situation, often
flustered, tells a little about his or her article. I tie the
making the subject matter easier for the students to
article to some statement I made in the last class
grasp.
meeting, being careful to avoid technical terms we have
The other benefit is bringing current events into the
not studied yet. I repeat the student's name several
course. The amount of time necessary for a book to
times, trying to commit it to memory. As I put this first
move from completion to classroom means that even
student at ease and help him deal with whatever topic
the newest textbook is not always up to date. Whether
he has chosen, other students realize that I value their
the subject is money and banking or Thomas Jefferson,
contributions. I can usually develop a question about
new discoveries continue to occur.
the topic for the class, and we eventually answer it.
Using a current events discussion at the beginning of
Several other students are able to participate, which
each class meeting is both practical and effective. It
gives me the chance to learn several more names.
helps promote more vigorous discussion in large
The first article has been addressed in two to five
classes, addresses text topics from a practitioner's point
minutes. I repeat the procedure two or three more
of view, and keeps instruction current with'the chang-
times with different students. By now, 15 or 20 students
ing times.
have spoken. The students who have had their articles
discussed feel a sense of meaningful contribution and
Jeffrey S. Harper, Assistant Professor, Management
ownership of the topic. Other students who have not
been involved see how the process works and are put
For further information, contact the author at Athens
at ease.
State College, 300 North Beaty Street, Athens, AL
After spending 10 to 25 percent of class time on
35611.
these current articles, I find a point in the discussion
that will allow me to begin to address the day's assign-
ment. Usually one of the students has a question, or I
ask, "Does anyone out there have an article on [the
topic of the moment]?"
At the end of the second class period, I make the
same assignment for the next class, using it to "jump-
start" discussion when we meet again, calling on
different students, and then moving all of them into the
day's assignment. Usually by the third or fourth class
meeting, students begin to volunteer to share their
articles. I do not make the article assignment after the
fourth class period, but the articles continue to show up
at the beginning of class every day. Often, the students
will be discussing an article even as I enter the room.
Instead of having a formal beginning, the class just
evolves as more students arrive and join the discussion.
Occasionally, I will forget to ask who has an article
8
to share, and the students quickly remind me that they
Suanne D. Roueche, Editor
INNOVATION ABSTRACTS (ISSN 0199-106X) is published weekly following the fall and spring terms of the academic
February 2, 1996 Vol. XVIII, No. 3
calendar, except Thanksgiving week, by the National Institute for Staff and Organizational Development (NISOD),
0 The University of Texas at Austin, 1995
Department of Educational Administration, College of Education, SZB 348, The University of Texas at Austin, Austin, Texas
Further duplication is permitted by MEMBER
78712-1293, [phone]. Second-class postage pending at Austin, Texas. POSTMASTER: Send address changes to
institutions for their own personnel.
INNOVATION ABSTRACTS, SZB 348, The University of Texas at Austin, Austin, TX 78712-1293.
VOLUME XVIII, NUMBER 4
INNOVATION ABSTRACTS
DEVELOPMENT
(NISOD) EDUCA
COLLEGE
TIONAL
PUBLISHED
ORG-ANIZA
TIONAL
711CM, TRE
DV VP dE Pl4
Mil
FEld TIMEX
PUNDA
PUNDA
II CPIPIE *OEM W.
RI@HARDSON
AT
KELLOGG
CF
SUPPORT
AUSTIN
UNIVERSITY
TEXAS
Educating the Educators: Key to Instructional Transformation
calculator?" "Isn't that calculator too hard for our
The technology explosion over the last decade has
students?" These were but a few of the questions and
reached almost every household, but not many class-
comments. As department head, I heard the fear of the
rooms. Most students are taught by the same old tried-
unknown in their comments. Most of the faculty, both
and-true teaching methods, described as paper and
full- and part-time, had finished college long before
pencil, chalk and talk, or any number of clever euphe-
calculators were in every department store and were
misms for lecture-based instruction. Educational
being given away as club membership gifts. Even I had
leaders continually laud the technological progress we
used a slide ruler in high school.
have made. Yet, many mathematics classroonis have
But the age of technology is upon us, the advances in
seen whiteboards as the newest technology. Even
mathematics are astonishing, and the graphing calcula-
though mathematical associations have developed a
tor can now draw more pictures of lines and parabolas
series of technology goals, the instructors who teach on
in a few seconds than I could in hours at the chalk-
a daily basis have only partially embraced these goals.
board. The question for me was not if the calculator
The continuous and appropriate use of technology in
for our students, but if it was too
for
was too
mathematics classrooms is all but absent, or at best is
new
hard
our instructors.
hit or miss.
Fortunately for us, the dean of our division was
selected as a presenter at a regional National Science
Transforming the Math Classroom
Foundation (NSF) workshop for high school and
In an effort to improve the effective use of technol-
college instructors on teaching with the graphing
ogy in the mathematics classroom, the members of the
calculator. Over one-third of the developmental math-
Developmental Mathematics Department at Chatta-
ematics faculty attended this weeklong workshop
nooga State Technical Community College (CSTCC)
during the summer break. This workshop was the
worked together to transform developmental math-
turning point on the quest for using technology at the
ematics classrooms into technology-friendly environ-
classroom level. Two faculty members who attended
ments by requiring graphing calculators (calculators
were later given a grant to incorporate the information
that actually draw pictures).
gathered at the workshop at our home institution. We
This effort was not accomplished overnight. Several
carefully reviewed what had happened in the previous
pilot projects over the course of five years were insti-
pilot project with the scientific calculators and made
tuted to prepare for this dramatic yet natural course of
these decisions about the new pilot program:
action. The first pilot project using a textbook specifi-
cally geared to the use of scientific calculators (basic
1. To use the same textbook as the other students so
calculators with more functions than the everyday
that the Math Center could provide consistent
variety) did not provide the intended results. Actually,
tutorial assistance.
test scores and success rates were significantly lower
2. To develop exercises for the calculator, coordi-
for these students when compared to the general
nated with the present text, with explicit key-
developmental mathematics student. The project was
strokes for using the graphing calculator.
somewhat discouraging, but the spark was lit! The
3. To develop a training program for all faculty
developmental math faculty began to feel the excite-
both full- and part-time.
ment brewing in the mathematics classrooms of tomor-
4. To require that students purchase their own
row. We knew that times were changing, and we
graphing calculators.
wanted to be a part of that change.
5. To require only one type of graphing calculator
Well, not exactly! Frankly, some of the faculty had
(we use the TI-82) for ease of instruction and
severe reservations about calculators in general. "Can
effective use of classroom time.
students use them on tests?" "Students will never learn
the basic calculations!" "How can I teach using the
THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, SZB 348, Austin, Texas 78712-1293
Transforming the Instructors
3. Adjunct faculty have asked for additional work-
The key to change in the classroom is the instructor.
shops on teaching with the graphing calculator.
To make viable and sustained change, faculty had to be
4. The NSF recently funded a weeklong calculator
comfortable teaching with this new technology. Simply
workshop developed by developmental math
put, they had to know how to use the graphing calcula-
faculty for area college and high school teachers
tor. Four training workshops were organized to cover
at CSTCC.
the materials developed for use in the classroom and to
5. Most faculty attended three or more workshops.
teach faculty how they could be used. These work-
6. Students expect and demand instruction on the
shops were professionally presented, and attendance at
graphing calculators.
two workshops was mandatory for any person seeking
part-time teaching employment. Over 80 percent of
As we move closer toward the 21st century, technol-
full-time developmental math faculty served as work-
ogy and our technology-literate students will force
shop facilitators. In addition, every faculty member
most of us to change the way we teach. Each discipline
who attended at least two workshops was given his/
and each instructor must make sensible changes in
her own graphing calculator. (Note: Texas Instruments
order to enhance students' educational experiences and
has an education program which distributes TI calcula-
to adequately prepare them. One of the mature faculty
tors and other equipment depending on the number of
members who became a converted technology-user
students required to purchase their own calculators;
expressed the feelings of the others with this comment:
other companies may have similar programs.)
"You know, if we had not started using graphing
As a result of our efforts, I identified some key
calculators when we did, we would be behind."
elements for the successful implementation of graphing
calculators in the developmental mathematics class-
Anita Polk-Conley, Graduate Student, Community
room.
College Leadership Program; on leave from her position as
1. High percentage of involvement by full-time
Developmental Mathematics Department Head, Chatta-
faculty
nooga State Technical Community College, Tennessee.
2. Mandatory workshop attendance for part-time
faculty
For further information contact the author at The
3. Incentives: calculators and food
University of Texas at Austin, SZB 348, Austin, TX
4. Easy directions for using technology
78712-1293.
5. Well-organized workshops and materials
6. Required advance registration for all workshops
7. Informing area businesses of the need for calcula-
tors in advance of fall semester
8. Holding workshops on Saturdays and evenings
9. Receiving good prices for students in area stores
for calculators
10. Informing other faculty members who serve as
advisors to developmental mathematics students
Impressive Results
Implementation in every classroom is not yet
complete, but the groundwork is laid. Although this
program of requiring graphing calculators of all
developmental mathematics students is entering only
its second full year, there are some unexpected out-
comes from the process.
1. The faculty members who wrote the grant wrote a
graphing calculator addition to our textbook.
2. Students coming out of the developmental math-
ematics department are able to teach some college
math instructors how to use the graphing calcula-
tor more efficiently.
10
Suanne D. Roueche, Editor
INNOVATION ABSTRACTS (ISSN 0199-106X) is published weekly following the fall and spring terms of the academic
February 9, 1996 Vol. XVIII, No. 4
calendar, except Thanksgiving week, by the National Institute for Staff and Organizational Development (NISOD),
© The University of Texas at Austin, 1995
Department of Educational Administration, College of Education, SZB 348, The University of Texas at Austin, Austin, Texas
78712-1293, [phone]. Second-class postage pending at Austin, Texas. POSTMASTER: Send address changes to
Further duplication is permitted by MEMBER
institutions for their own personnel.
INNOVATION ABSTRACTS, SZB 348, The University of Texas at Austin, Austin, TX 78712-1293.