A Newsletter from the Center for Teaching and Learning at Western Kentucky University

April 1996              "Ideas not Absolutes"                         Vol. 11, No. 3

Please scroll down to read the articles.

A Special "Thanks" to all who helped us this year!

FACULTY ADVISORY COUNCIL 1995-1996 Richard Aldridge, Accounting
Steve Boilard, Government
Jennie Brown, Community College 
John Crenshaw, AC, Computer Science
Carol Graham, Management
Del Hayden, Ed. Leadership 
Mary Alice Hildreth, Community College 
Daniel Jackson, Industrial Technology, Faculty Senate
Barb Kacer, Teacher Education
David Kelsey, Music
Loretta M. Murrey, English, Off Campus
Valma Pigford, Computer Science
Retta Poe, Psychology, At-Large
Jimmie Price, Women's Studies, At-Large
Jim Sanders, Media Services 
Paula Trafton, GTA, History
Curtis Wilkins, Chemistry
Peggy Wright, Library
Susan Zimmerman, Continuing Education
WORKSHOP PRESENTORS
Alice Mikovch, Teacher Education
Wanda Weidemann, Math
Jackie Pope, Psychology
Joe Bilotta, Psychology
Phil Myers, Sponsored Programs
Richard Aldridge, Accounting
Paula Trafton, GTA
Bennie Shobe, GTA
Robert Molloy, GTA
Janice Ferguson, Teacher Education
Ed Counts, Teacher Education
Speed Stodghill, Presentations Solutions, Inc.
Ruth Kinnersley, Ed. Resources Center
Ellen Micheletti, Ed. Resources Center
David Runner, WKU Library
Eileen Williams, Educational Leadership
Kathy Barnes, Media Services
Jim Sanders, Media Services
Linda Todd, Community College
Rudolph Prins, Biology
Bill Bintz, Teacher Education
Sam Evans, CEBS
Shula Ramsay, Psychology
Carol Graham, Management
Pat Carr, English
Joan Krenzin, Sociology
Dean May, Allied Health
Joe Fulmer, Educational TV
Retta Poe, Psychology
NEWSLETTER ARTICLES/REVIEWS
Chris Groves, Geography
Janice Ferguson, Teacher Education
Carol Graham, Management
Juan Pena, MLIS
Catherine Ward, English
Shula Ramsay, Psychology
Karen Westbrooks, Ed. Leadership
Bill Bintz, Teacher Education
Arvin Vos, Philosophy & Religion
Robert Haynes, Academic Affairs
John A. Stofer, undergradate student
Larry Byrd, Chemistry
Rudolph Prins, Biology
John C. Wassom, Economics
Robyn Swanson, Music
Sam Evans, CEBS
Carlton Jackson, History
Retta Poe, Psychology
Jim Wayne Miller, MLIS
Kay Payne, Communication & Broadcast
John White, Public Health
CELEBRATION OF TEACHING COMMITTEE
Richard Aldridge, Accounting
Karin Egloff, MLIS
Lee Emanuel, Community College
Cassandra Pinnick, Philosophy & Religion
Jackie Pope, Psychology
Wanda Weidemann, Math
Peggy Wright, Library
BROWN BAG DISCUSSION LEADERS
Nancy Goldfarb, English
Barb Kacer, Teacher Education
Steve Boilard, Government
John White, Public Health
OTHER CONTRIBUTIONS 
Lesa Dill, English
Mary Ellen Pitts, English
Tony Norman, Psychology
Steve Boilard, Government
Retta Poe, Psychology
Libby Jones, Psychology
Sam McFarland, Psychology
Blaine Ferrell, Biology
Jackie Addington, Academic Affairs
Joan Krenzin, Sociology
Patty Randolph, Psychology
Carl Hurley
Eldon Renaud, Mayor of B.G.
Michael Buchanon, Judge Executive
Fred Hensley, University Relations
Bob Skipper, University Relations
David Runner, WKU Libraries
AND . . . Jackie Addington
Robert Haynes
Thomas Meredith

New at the Center: A Software Review (Freelance Graphics)

by Kay Payne, Communication & Broadcasting

One of the "moving to a new level" responsibilities that we have committed ourselves to in the department of Communication and Broadcasting involves incorporating new technologies in the classroom. After a short session learning to use Freelance Graphics at the Center for Teaching and Learning, I am convinced that preparing lecture material using this graphics package would work well to delight our students, and bring us into the twenty- first century. (Or if you have a Macintosh computer, Powe r Point software works in the same way.) 

What impressed me most about the graphics presentation was how visually interesting and professional we can make our lectures look after only a short session in how this technology works. As Jan taught me how to use this package, I imagined putting a le cture on a disk on reserve in the library for students to check out for extra enhanced learning material. Another way to utilize this technology, in addition to regular classroom lecture presentations, would be to have some disks "in the can" in the dep artmental office in the event an emergency prevented a faculty member from being in class on a particular day. 

It works somewhat like having a slide show which can run manually or automatically. Go by the Center for Teaching and Learning and ask Jan when the next training seminar will be for Freelance Graphics. 

Editor's Note: If you would like an individual, brief training session on how to use Freelance for classroom activities, call Jan Phillips at 6507 at the Center. In addition, Microcomputing Support Center offers a variety of computer classes; call them a t 5382 to obtain a schedule of upcoming classes.

New at the Center: A Book Review

by John White, Public Health

1. Assigning grades is a handicap to learning. 
2. Most instructors do not trust their own judgement enough when grading and evaluating.
3. Instructors should not attempt to grade and evaluate student attitudes, attendance, and motivation.
4. Competitive grading [on some type of curve] is the best way to motivate students.
5. No grading system should result in a class receiving all "A's."
6. The instructor's professional judgement is sufficient for determining a grade in ‘Borderline' cases.
7. Good exams are sufficient for measuring student performance and learning.

If you agreed with any of the items in the table, then you might want to read Tips for Improving Testing and Grading by John Ory and Katherine Ryan. Even if you disagreed with the statements, you may find their text to be useful and readable. This , the fourth book in the Sage series Survival Skills for Scholars, provides new teachers and more established instructors a ready reference of practical strategies and tips for the construction of valid tests and a rational approach to assigning grades.
Most of the issues discussed in the book would be familiar to anyone who has trained in survey design. The value added by this text is the specialized discussion about developing items for assessing knowledge content and grading. The authors approach thi s task by dividing their discussion into three separate parts addressed over a total of eight chapters. By taking you through the steps of identifying what you want to test, providing hints and examples of how to construct test questions (including exampl es of both ‘good' and ‘bad' items), and lastly, evaluating your tests and grading approach, the authors give instructors what amounts to a step-by-step guide to constructing valid exams. They also address whether essay or more objective items are ‘better' for assessing different kinds of knowledge. Many of their chapters include exercises to help the reader understand the concepts presented.

I found several of their ideas helpful for developing and evaluating my own tests, particularly the concept of a testing ‘blueprint.' Many of you may have shared the same experiences I've had, spending a weekend with lectures, previous exams, and texts s pread out on the desk while you write the exam, eventually ending up with what is a comprehensive test. While post-hoc item analysis will tell you about the performance of individual items, it will not tell you whether some substantive area of knowledge r emained untested. The blueprint avoids this by forcing the instructor to clarify the goals of the exam before writing any items, arranging the goals in a matrix according to various criteria, and then filling the cells of the matrix that result, ensuring adequate coverage of the course material rather than placing more emphasis on some areas than others.

The book is filled with far more practical advice than can be listed here, but anyone reading the text should find something that will help them with the often onerous task of assessing student performance. Being a Sage publication, it is also priced qui te reasonably for adding to your own library, or it is available from the Center for Teaching and Learning for check out by interested faculty.

Dear CTL

by Sally Kuhlenschmidt, Director CTL

Some End of Year Comments.

Your Center had a very busy year, as you can tell from the number of people thanked on the cover. The Celebration of Teaching was well attended (112 signed in). Several faculty told me they could not remember a prior event at Western solely to app reciate teaching. We have a tape of Dr. Hurley's presentation (for use only by Western instructors) if you missed the event and want to enjoy his presentation. 

Thank you for completing the Higher Education Research Institute Survey of Faculty. Apparently, returns were slower than expected so the results will be available in the summer, rather than in April/May as they originally told me. I will prepare a summ ary for the newsletter in the fall and see that the results are available in the library. 

Please notice our summer workshops. As always, if there is something you need to assist you in your teaching (e.g., a workshop on a particular topic or at a particular time) please let us know and we'll do our best to arrange it for you. We will arrang e workshops for specific groups (e.g., your department) at request. If you have ideas for workshops or articles or want to volunteer to lead a workshop or discussion we would be delighted to have your assistance. Perhaps you did a presentation at a con ference that would be of general interest. We do not always know of individual areas of excellence and would appreciate any information.

Finally, let me provide an end of semester report on the use of Email in my 300 level class of about 36 students. I did not require its use, curious to see how students would respond on their own initiative. I had 8 individuals who sent me a message a t least once. Most of the messages were seeking clarification on class projects, one concerned a lost book, and one interchange took place over a weekend and dealt with a problem with partners in a group. One sent me a message as she was learning to us e the system. I used Email to send out class announcements several times, to inform the student I had found his book, to inform a student a videotape was available for viewing, and to praise a student for visiting the writing lab. One of the students s pontaneously reported finding information on the Internet for the project. (By the way, there are several style guides to citing Internet sources for bibliographies. Contact me if you would like some resources). I liked the ease of being able to handl e some of these individual student tasks quickly and when personally convenient. I will include Email use in my class next semester.

I hope to see you around this summer. If not, I hope you return rested, rejuvenated and excited about the fall.

SUMMER WORKSHOPS

Hands-on Summer Grant Writing Workshop
May 6 to 17

Spread the Word! Putting your Class Materials on the Web.

by Jan Meek Phillips, Center for Teaching and Learning

Tuesday, May 28, and Thursday, May 30

from 1:00 to 2:00 in Grise Hall 336

In the My Favorite Class" Series . . .

Lost River Cave: a Great Local Resource

by Chris Groves, Geography/Geology

Monday, June 3, from 9:00 to 10:30 at the Cave

Guide to Teaching by Interactive Television

by Joe Fulmer, Educational TV
and Alice Mikovch, Teacher Education

Friday, June 7, from 10:00 to 11:30 in Academic Complex 212

Learn tips & techniques for use when teaching in the Distance Learning Classroom

Linda Todd, Community College, again helps us out by presenting two workshops on software use in the classroom. Thanks, Linda!

Creating Classroom Presentations using Freelance Graphics

Wednesday, July 10, 1:00 to 2:30 in Grise Hall 530

For the Absolute Novice! Windows 3.1 & WordPerfect 6.1
(Limited enrollment of 6)
Monday, July 15, from 1:00 to 3:30 in Grise Hall 530

(If you have a conflict with this time, please call Linda to arrange for an individual session.)

Share Your Wisdom with Someone New . . .

Would you be willing to serve as a mentor to a new faculty member from another department? If you would be willing to participate, call Sally Kuhlenschmidt at 6508. Mentoring only need involve an occasional conversation or meal to help the new person adjust to faculty life. It is being a Familiar Friendly Face. It is helping someone succeed.

CTL Home | Workshops | Teaching Funds | Teaching Tools | Teaching Group | Checkout | Use @ the Center | About Us | WKU

This website is in compliance with Section 508 and W3C Priority-I guidelines. If you find it to be inaccessible, please contact Webmaster. E-Mail CTL@wku.edu -- Phone (270) 745-6508 -- Fax (270) 745-6145. Write to the Center for Teaching & Learning, 1 Big Red Way, Bowling Green, KY 42101-3576 Last Modified June 2003. All Contents Copyright © 2000, Site created July 1996 Western Kentucky University