A Newsletter from the Center for Teaching and Learning

April, 2002   Vol. 12.   No. 4    Western Kentucky University, Bowling Green, KY 42101

Articles in this Issue:

A CTL "Thank You!"
"I could never attend college--could I?" by Manon Pardue, Center for Training & Development
Spring Conference Fever
The 20th Annual Conference on the First Year Experience, by Nathan Phelps, Freshman Experience
Southwest Regional Learning Communities Conference by, Dale Rigby, English
CTL Book Reviews
Teaching for Diversity and Social Justice, revewed by Ron Eckard, English
Acting Lessions for Teachers, reviewed by Roxanne Myers Spencer, ERC
On my Bookshelf -- a book review of E-Moderating: The Key to Teaching and Learning Online, by Cliff Shaluta, Journalism & Broadcasting
CTL Staff Changes
A CTL Welcome & Farwell
Adjunct Faculty Retiring After 35 Years, by Ron Stephens, Elizabethtown Extended Campus Director

A CTL “Thank You!”

“I could never attend college--Could I?”
by Manon Pardue, Center for Training & Development

Western Kentucky University has answered this question with a resounding YES for several non-traditional students. In January, a new initiative was announced to reach out to the adult population in two locations. This program named “WKU Bringing the Spirit Home” is a serious effort to encourage non-traditionally aged students to start their higher education.
Many students need the opportunity to take classes near their home because of family and work commitments. Dr. Luther Hughes said, “our hope is this program will be the first step for people located away from the campus to reach out for possible career opportunities that may not be available to them without this effort.”

A total of twenty-seven students at the Bowling Green Housing Authority and Edmonson County Adult Learning Center enrolled in the first course, keyboarding, this January. According to Manon Pardue, Coordinator of Non-traditional Studies, “to make this program successful and to encourage as many as possible to participate, representatives from Western’s south campus and the Student Financial Aid office went to these locations. These people provided assistance to complete the necessary paperwork that may be confusing to most people. Without their willingness to provide these services, some of the enrolled students would not have continued the effort.”

So, if you hear someone say, “I could never take a college class. I am afraid to try to enroll in college. I am afraid of failing.” Please encourage them with a strong YES! THEY CAN DO IT! Western Kentucky University is willing to do everything possible to ensure each enrolled student becomes a successful student with the appropriate effort on the part of the student. Twenty-seven students are now excited with their new beginning in higher education.

The 20th Annual Conference on the First Year Experience
by Nathan Phelps, Freshman Experience

In February 2002, Western Kentucky University sent five people to Orlando Florida to attend The 20th Annual Conference on the First Year Experience. The Western contingent included: Luther Hughes, Associate Vice President for Enrollment Management, Cindy Jones, Coordinator of Freshman Seminar, Ingrid Woods, Academic Advising Center, and two Freshman Seminar instructors, Jim Fulkerson and myself.

The annual conference is hosted by The National Resource Center for the First Year Experience (FYE) located at the University of South Carolina. The South Carolina FYE program is widely viewed as the best practices model for most of the FYE courses that are now in existence at more than 300 colleges and universities in the United States. John Gardner, the founder of the Center, began the weekend with a pre-conference workshop assessing trends within First Year programs across the country. Other pre-conference workshops included discussions of pedagogical issues ranging from developing critical thinking skills in an FYE class, to teaching about race and diversity.

One of the key themes that emerged during the four-day conference was the perception that many institutions need to more adequately address the “learning” side of the teaching and learning dialectic. This concern stems, at least in part, from the fact that many graduate programs produce faculty members who are inadequately trained as teachers. Many college teachers employ strategies that reflect their desire to teach “material” rather than teach “learners.” The FYE initiative was originally designed to address this problem by focusing attention on the unique needs of first year students; however, this conference made it clear that assessing the needs of freshmen also raises larger issues about the teaching and learning process in upper division classrooms. In fact, many faculty members at the conference remarked that teaching a FYE seminar led them to reevaluate, and ultimately to strengthen, their performance in other classroom settings.

Another theme that emerged was the role that Freshman Seminar programs may play in more fully integrated institutions of higher learning. At many schools, there is minimal interaction between administrators, faculty, and staff. This lack of interaction results in very little shared knowledge of the roles that each of these groups plays in the life of the institution. At times, this lack of familiarity about roles and goals fosters mistrust and even antagonism between these groups. FYE courses can serve as a bridge between disparate institutional units by tying them together through the course curriculum. By focusing on the needs of the first year student—the whole student— these courses bridge many of the institutional boundaries that traditionally fragment universities along disciplinary and administrative lines. Thus, the FYE seminar, with its interdisciplinary focus, and its intentionally integrative curriculum, can serve not only to integrate the students’ experience, but, potentially, the experience of people working in both “nonacademic” and “academic” units.

The programs and audiences at the conference reflected many of these integrative themes. There were presentations and posters on pedagogical theory, specific classroom dynamics and activities, residence life, and on issues pertaining to retention and advisement. There were faculty, administrators, staff, and students representing small liberal arts schools, large universities, and community colleges from all regions of the United States. I left the conference with a strong sense of possibilities for the FYE program here at Western. Thus, it is my hope that as we debate our own First Year Experience initiative, we will take full advantage of the insights derived from the many excellent programs that are already making significant contributions to the experiences of faculty and students at institutions across the country.

Southwest Regional Learning Communities Conference
by Dale Rigby, English

March 28th 2002

Dear Learning Community Partners,

Call it kismet. The three of us couldn’t pick each other out of a crowd, it’s true, but isn’t there an esprit de corps in knowing that we are on the cutting edge of the teaching culture at WKU? Ever since I went to Arizona last month with Nathan Phelps for the Southwest Regional Learning Communities Conference, I’ve wanted to share some stuff pertinent to our fall plans for a learning community between psychology, first-year writing, and freshman seminar.

So I started sketching out my opening anecdote, an apocryphal scene from the conference "Son," chuckled an avuncular avatar from James Madison, upon hearing that the three of us have never met, "you folks are either martyrs or else your learning community stops at the registration block!"

I started to fret. That fella weren’t whistlin’ Dixie. Panelist after panelist at the conference stressed the developmental seed time and seed money required for faculty to honor the commendable goal of forging an integrated and interdisciplinary cluster of classes. We don’t wanna be martyrs. We don't. Right?

Fret. Fret. Stop writing. Check my email. One message: the 3-26 Report of the UC 101 Review Taskforce. Kismet. Start writing again! Our challenges are at the conversation’s center--the Report echoes the best of what I learned at the conference:

•Important not to confuse the integration task of a learning community with the outcome of retention.
•Learning communities need to be developed by the faculty in conjuction with student affairs (and not vice-versa).
•Learning communities and freshman seminar are sanguine partners.
•Institutional support for faculty development is essential.
•Learning communities are faculty development for faculty.

I have to go to the Faculty Senate meeting now. To test the wind, gague whether I’m right that Western is thinking about implementing fully-supported learning communities. The conversation is only beginning. Change is afoot.

~Dale Rigby

P.S. Wish me well with my proposal to the Faculty Senate today--I want to suggest an amendment to the UC 101 Report: why not require all new faculty to take (not teach) the "University Success" course their first semester on campus? A farm system for enlisting future faculty to join us in the creation of learning communities!

Teaching for Diversity and Social Justice
A book review by Ron Eckard, English

Maurianne Adams, Lee Anne Bell, Pat Griffin, eds. Teaching for Diversity and Social Justice: A Sourcebook. 1997. New York: Routledge [374 pp.].

How can educators raise social justice issues in the classroom in ways that encourage students to openly examine difficult and personally challenging material—and to do so while maintaining respect and concern for those who may be the targets of social injustice? This is a thorny issue, and one which the editors approach head-on. They address both theoretical and practical issues that confront faculty members who introduce diversity and social justice content in their classes.

The book reflects years of collaboration among several generations of faculty and graduate students at the University of Massachusetts/Amherst School of Education. It is intended for use in higher education (ethnic studies, women’s studies, teacher education, sociology, psychology, student affairs, and diversity curricula for general education programs). However, with some adaptation it could conceivably be used in senior high school courses.

The goal of the editors is to enable students to “become conscious of their operating world view” (p. xvii) and to examine critically alternative ways of understanding the world and social relations. To accomplish that goal, the editors (who have written a number of chapters themselves) provide lesson plans, suggested class themes, follow-up activities, and bibliographies on several forms of “social oppression” (a term they prefer rather than “discrimination”), including racism, sexism, classism, antisemitism, heterosexism, and ableism. The only “ism” they fail to include in the realm of social oppression is ageism.

I recommend this book to all university faculty and administrators, regardless of individual academic disciplines. Whether one reads this book from cover to cover or simply skims several chapters, there is much to learn here about who we in the academy are, who our students are, and who our students want us to be. In this age of political correctness, this is essential reading.

Acting Lessons for Teachers
A book review by Roxanne Myers Spencer, Educational Resource Center

Robert T. Tauber, and Cathy Sargent Mester. Acting Lessons for Teachers. Westport, CT: Praeger Publishers, 1994.

Although this title is several years old, the need for engaged teachers and attentive students has never been more apparent. Tauber and Mester have expanded on an interesting idea: using the tools of actors to create a more vibrant learning environment for their students. The text unfolds a series of pedagogical steps to assist even the most stoic of educators in bringing more excitement and involvement to the classroom.

The authors have done a great deal of research on the tools actors—and now, teachers—hone to practice their craft. The authors, at the time the book was written combined their knowledge of education and speech communication in preparing this text. Robert T. Tauber, Professor of Education at The Behrend College of Penn State at Erie has spent many years researching and writing about classroom management and oral communication skills. Cathy Sargent Mester, Instructor in Speech Communication, also at Behrend (at the time of the book’s publication), has written many articles, papers, and two books on communication education and religious communication.

The text is divided into three parts, Part I: Background, emphasizes the need for teacher enthusiasm and how to muster and use it. For those teachers who may be reticent, “A Craftsperson’s Toolbox,” provides practical advice for the teacher’s role as performer. Incorporating the most frequently used tools-- animation of voice and body, the planned use of classroom space, and theatrical devices such as humor, role-playing, props, and surprise and suspense, an instructor can develop his or her own unique set of teaching tools. The authors remind us that we all play different roles in different aspects of our lives, and that this talent is no less essential in the classroom. Drawing upon educational foundations for teachers as actors, theorists and practitioners posit their viewpoints. Theorists emphasize the value of entertainment and behavior modeling to engage students’ attention and improve information retention. Practitioners, in this case, award-winning teachers, relate their experiences in incorporating acting techniques to bring their students and the subject matter alive.

Part II delves into the specific use of the actor’s tools: body language; the mechanics of vocal variation, range, and inflection; the manipulation and limitations of classroom space; and the use of theatrical devices to bring recalcitrant students to attention. The importance of appropriate humor (cartoons are considered a safe first step), role-playing games, props, and the building of suspense and elements of surprise are each covered in an individual chapter. Each chapter is thoughtfully arranged with an introduction and summary, making it easy for the busy instructor to browse through the book for a quick refresher!

The Epilogue, Part III, takes the reader behind the scenes for internal and external preparation (mindset and devices, primarily), the logistics of classroom management, and another look at the elements presented in Part II. The Conclusion lists other resources for finding help in developing the actor-teacher within. Appendix I: 16 ERIC Clearinghouses, has contact information for many subject specialties around the country. Appendix II: Testimonials from Award-Winning College Professors, consists of 10 page-long essays which illustrate the authors’ theories in practice. Illustrations, including useful charts; references; and an index complete this unique take on the roles and responsibilities of today’s teachers.

Much of the information the authors provide is not, strictly speaking, new. Much of the text combines common sense, theatrical devices, and wisdom from the established literature. The combination, however, introduces novelty, and techniques that can inject new life into many subjects not commonly associated with the more dramatic approach.

Not every teacher will become a Laurence Olivier or Glenn Close of the classroom by following Tauber and Mester’s “method acting for teachers.” New teachers, or perhaps those jaded by years of disinterested students may find a new lease on their chosen profession with the tips and tools provided in Acting Lessons for Teachers.

On My Bookshelf
A book review by Cliff Shaluta, Journalism & Broadcasting Advertising Program Coordinator

Gilly Salmon. E-Moderating: The Key to Teaching and Learning Online. London: Kogan Page, 2000.

E-moderating or Computer Mediated Conferencing (CMC) existed before the internet and the World Wide Web, but it has only recently become a pedagogical topic within the field of online learning. This is due to the importance of CMC in conducting an effective online class. CMC can be real-time, as in class chat rooms or delayed communication as found in discussion boards. The availability of CMC in most e-learning software and most online classes has created a need for a “new kind of teacher - an e-moderator.”

Dr. Salmon draws from her experience as a member of the Centre for Information and Innovation at the Open University Business School and as a Visiting Professor in the School of Management and Economics at Queen’s University, Belfast. She also has extensive experience in distance education and e-moderating. The book is well organized with discussions of the definition of e-moderating, a model for CMC in education, necessary qualities of the e-moderator, training e-moderators as well as some excellent resources for those considering the future of e-moderating and distance learning.

Dr. Salmon’s discussion of the online competencies for e-moderators was particularly fascinating to me. She describes six qualities that effective e-moderators need to have or need to develop to be effective. E-moderators should be:

1) Confident Successful e-moderators are confident in their role as an educator. E-moderating is simply another venue for teaching. With this new format, the e-moderator must be comfortable with their technological and communication skills.

2) Constructive The need for e-moderators to be able to build an online community with students is extremely important. E-moderators need to be able to communicate in brief, concise and personable messages.

3) Developmental E-moderators must have the ability to motivate and inspire students to achieve effective learning. They must also be able to “trigger debates by posing intriguing questions.”

4) Facilitating Since e-moderating is often group communication, successful e-moderators know how to manage the communication to insure that all students have an opportunity for input.

5) Knowledge Sharing E-moderators must be knowledgeable in their field and be able to share this knowledge with students through effective use of the web and other resources. They should also show a positive attitude and commitment to online learning.

6) Creative The effective e-moderator must be able to use a variety of online tools to create a relevant online community. They must be able to communicate effectively without visual cues.

While Dr. Salmon visualizes a “new kind of teacher,” it seems to me that the attributes of effective e-moderators are similar to attributes of effective traditional teachers. The big difference is the technology that makes CMC possible. Dr. Salmon makes the point that we are in the transition of CMC technology. We may wonder now in amazement at the technology behind text-based chat rooms, but the next big change will be voice chat rooms and then video chat rooms - all available from an internet connection!

I can definitely recommend Dr. Gilly Salmon’s book for those interested in the impact of e-moderating on distance education. Her clear style and her research-based format make it a great read.

For a link to this article and a collection of e-learning articles, please visit http://www.wku.edu/~shalucp/techtips.html

Additional Resources: Dr. Salmon’s E-moderating website http://oubs.open.ac.uk/e-moderating/ John’s December’s website with details of books and articles on CMC - http://www.december.com/cmc/study/center.html Online Journal of Asynchronous Learning Networks http://www.aln.org/ Journal of Computer-Mediated Communication http://www.ascusc.org/jcmc/ Distance Education Clearinghouse of the University of Wisconsin http://www.uwex.edu/disted/

A CTL Welcome & Farwell

The CTL is pleased to announce we have hired an Office Associate, Joshua Marble, who will start on April 24. Marble, a 1994 graduate from WKU with a BA in Religious Studies and a minor in Psychology, served as a trainer for Kinko's for 3 years and office administrator for 3 years prior to that. One reason Marble is interested in working for WKU is to pursue further education. Although his duties will be primarily in budgeting, database management, and CTL maintenance, he also brings advanced knowledge of printing, time management, copyright, and public speaking.

Congratulations to Julie Nichols, CTL graduate assistant, on her May graduation. She will be graduating with an Industrial/Organizational Psychology masters degree and plans on pursuing a career in consulting. Nichols designed, coordinated, and tallied the CTL Needs Assessment and Interest Inventory surveys. She did an excellent job at the CTL and we wish her the very best in the future.

Adjunct Faculty Retiring After 35 Years
by Ron Stephens, Elizabethtown Extended Campus Director

Dr. Ernie Thro taught his last course for WKU in the Spring 2002 semester after serving as a part-time Counseling instructor for the past 35 years. Thro was asked to teach the first Counseling course at Ft. Knox in 1968, and since then has taught several thousand graduate students at Elizabethtown and Ft. Knox over the years.

Dr. Thro is well known in public education in Kentucky for developing some of the most innovative and effective programs for emotionally disturbed and other special needs students during his career with the Hardin County School System. He brought many valuable insights from this experience into his graduate classes and his students consistently rated his classes as among the best over the years. Dr. Thro always viewed every class as unique and as an exciting opportunity to assist students in reaching their goals.

He was recognized recently at a part-time faculty dinner in Elizabethtown and he informed the group that his classes this semester are “among the best I have ever taught, and I am enjoying them immensely.” The Western community will sadly miss Dr. Ernie Thro.

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