A Newsletter from the Center for Teaching and Learning at Western
Kentucky University
September 1996 "Ideas
not Absolutes"
Vol. 11, No. 3
Three teachers stand out vividly in my memory. The first was a high school geometry teacher. To her geometry was an elegant testimony to the power of logic. For example, in her eyes it was immensely reasonable that the base angles of an isosceles triangle were equal and I wanted to know why with the same clarity and certainty. She could see the structure that held geometry together and I wanted to see that same structure; the whole class wanted to see it, or so I thought. Passion in a high school geometry class, who would have guessed it?
The second was a college chemistry teacher. I learned to see the world of atoms and molecules through her eyes - alive and interacting in a beautiful orchestrated dance. It was a world of order and rhythm. The third was a fourth year history graduate student teaching Western Civilization for the very first time. To him history was a logical, understandable interplay among the forces of society; human behavior was rational, albeit strange at times. He lived the history that he taught.
All three of these teachers shared several things in common. First, they had a passion for their discipline. Their discipline was more than just a collection of facts or principles; it was a fabric with a million threads to be followed, understood and interrelated. Second, they cared that their students saw the world not necessarily in the same way, but with some of the same passion. Third, and perhaps most important, they saw humor in their discipline and brought that humor to the classroom.
Beauty, elegance, order, mystery and humor; I have tried to bring the legacy of these three teachers to my students. I think that I have made at least some of my students laugh, and I am certain that many have found statistics to be mysterious, but I'm not certain how many of them would admit to the elegance and beauty.
In reference to dates, I am generally happy if my students get an event in the right century. Much more important than "matching" events and dates is learning the facts to the extent that facts can be learned, and then adding analysis and interpretation. So many times one hears the statement: "I don't like history because all it is is just a bunch of dead facts that are in the past." This complaint is justified on some occasions, especially in high-schools where non-historians frequently teach the subject. As I tell my students, however, nearly all the problems in this world come from people who express opinions without any factual foundation behind them. Such a practice surely creates the basis for racial prejudice, ethnic hatred, and religious bigotry. Thus, in my classes we try to establish the facts of a situation and then interpret them in the context of our own day and time. It is possible to form many different opinions on the same set of facts; and often, on all levels, we have debates to argue those differences. In this way, history becomes one of the most contemporary subjects one can study, and certainly not "just a list of dead facts."
Many of my freshmen each year are taken aback some when I tell them not to read their textbooks. They should use their textbooks. If, for example, we have talked about Alexander the Great in our class, the student should look up Alexander in the index and then read what the text has to say about him. Does the classroom presentation agree with the text presentation? Or, are they different? I want the student to tell me if they are. Far from being affronted by perhaps being found in error in the classroom, I am pleased, because it shows the student is interested in the subject and putting forth his/her best efforts. Using a textbook makes it a collaborative device rather than merely a crutch.
In the freshman classes, I lecture for the most part, but I certainly do give students every opportunity--in fact, I strongly encourage it--to ask questions and take part in discussions. I want students to ask questions and make comments at the precise point they have them. Interrupt me: don't wait 10 or 15 minutes to speak, because by that time, the thought may be gone. I do not require term papers at the freshman level, but I do give them opportunities to read books and make "outcropping" reports for extra credit.
On the upper division and graduate levels, of course I have students write term papers on topics selected in consultation with me. As always, I offer to read these papers in the third draft without assigning a grade to them. The object is to teach students how to write term papers, not to punish them for not initially doing so.
In reference to tests, all of mine are essay. I do not use "multiple choice" or "fill in the blank" tests in any form. In assessing tests, I tend to grade, not correct, although I do write enough comments in the margins for students to know how they could have improved their papers.
I am accessible to students. I encourage them to stop by whenever they wish to talk about their performances in my classes or, for that matter, any subject that might be on their minds.
Second, I also try to set a positive tone and use positive motivation in the classroom. I can honestly say that I care about my students and that I want them to know that I care. I am always surprised by the number of people in this business who really don't like college students. Jim Donnelly, my major professor at UK, once told me that if you don't really enjoy being around college students you should get out of this profession. He told me that research streams and colleagues both come and go, but the only constant in this business is students. I truly enjoy being around college students and watching them grow and develop as people. Because they know that I care about them as individuals, and about their hopes and dreams, I sometimes think I get a lot out of them.
However, when they come up short I tell them. I have been known to get very upset with classes when they have not performed as well as they could on a test or a project. When that happens I almost always get a number of students who come into my office and tell me that they feel like they have let me down and that it won't happen again. I usually tell them that they haven't let me down, they have let themselves down. Students sometimes just need to hear someone tell them that they are capable of performing at a high level.
Although these conversations do not motivate every student, they do encourage some of them. Given a choice, I would much rather use this type of positive motivation rather than having to threaten or intimidate. Although both approaches probably work, I would rather use hope than fear as a motivator.
Finally, I want to mention something which is central to my teaching approach. I try really hard to be enthusiastic in the classroom. When I enter a class I try to always come through the door with an upbeat attitude and with a smile on my face. I believe that people usually respond to enthusiasm with enthusiasm. It seems to me that a little enthusiasm and humor seems to go a long way in the classroom, and in life. Most days it really isn't hard to be enthusiastic and upbeat since I do sincerely love to teach and be in front of the classroom.
In my view, this reference book will be of particular interest to the novice instructor. Those new to teaching may initially find Sections One, Three, and Four ("Getting Under Way," "Discussion Strategies," and "Lecture Strategies") to be of great interest. For a more seasoned instructor, the book may stimulate thinking about teaching. All instructors may benefit from Section Ten, "Evaluation to Improve Teaching." This section offers methods for becoming a more effective instructor.
In short, Tools for Teaching is a helpful resource for handling common teaching
challenges.
As a teacher of group decision making, I have heard students complain that in a typical group project the problem of unequal participation results in some feeling that they have unfairly had to do all the work while others never seem able to "get a word in edgewise." Within the space of one 18 page chapter, Tiberius presents 10 possible causes of this situation ranging from either a low tolerance for silence or a personal preference for silence, to actual discrimination among members based on sexism or racism.
For these 10 possible causes he suggests 36 separate potential solutions that include reducing group size, splitting up cliques, raising awareness of dominance, training for assertiveness, and creating ground rules. This book's format of problems, possible causes, and suggestions for solution thus creates a useful guide for both the novice and the old hand at teaching through the use of learning or discussion groups.
Agriculture
Provides a vivid setting for teaching farmers about the ecology of sinkholes.
Humanities
Creative stimulation for art, theater, writing, photography, and music classes. Imagine Handel's water music with the waterfall in the background.
Business
Economic history of the area and principles are made concrete in the various businesses based in the cave (a mill, nightclub, even bank robbers). "Selling" the cave is an interesting marketing question.
History
I was surprised at how many local and even national events were connected to the cave.
Military Science
The terrain provides opportunities for training.
Science
Perhaps the most obvious applications are in botany, biology, environmental sciences and, of course, geography/geology. Several faculty are already using it for field trips and class projects.
Any small class
An enjoyable change of environment or retreat for contemplating broad questions or doing group work.
Be aware that someone with a mobility handicap may have difficulty getting down the hill to the cave area.
For more information about using the cave, contact Chris Groves in Geology/Geography (5974) or Nancy Shreve (843-6087).
Demographics.
The number of full time undergraduate Western faculty responding to the survey was 227. The sample consisted of 64% males and 36% females. Most of us are in the 50-59 year age group (40% at WKU compared to 33% at public 4 year institutions [P4Y]) and most are Full Professors (39% WKU vs 32% P4Y). We report that our principal activity is teaching (95% similar to P4Y). We are 96% Caucasian (91% P4Y), 2% African American (3% P4Y), 1% Asian American (4% P4Y), and 0% Hispanic (3% P4Y), based on those who responded to the survey. Politically, the faculty who responded reflect almost a perfect bell-shaped curve (36% middle, 30% liberal or conservative, 3% far left and .5% far right). This makes us slightly more conservative on average than public 4 year institutions (38% middle, 36% liberal, 20% conservative, 4% far left and .6% far right).
Teaching.
Like faculty at public 4 year institutions (80%) we say our primary interest leans toward or is very heavily in teaching (82% WKU). We may be under-rewarding teaching as only 29% report having received an award for outstanding teaching as compared to 35% for P4Y schools. Only 55% have developed a new course in the past 2 years (vs. 66% for P4Y schools). Only 38% of us teach no general education courses (47% P4Y) while 58% of us teach no graduate classes (63% P4Y).
The goals faculty have for undergraduates noted as very important or essential (with the percent of faculty selecting each in parentheses) are: 1) develop ability to think clearly (99%); 2) increase self-directed learning (88%); 3) prepare for employment (79%); 4) prepare for responsible citizenship (61%); 5) enhance self-understanding (59%); 6) help develop personal values (56%); 7) prepare for graduate education (52%); 8) develop moral character (51%). We are generally confident in our work with 87% strongly or somewhat agreeing with the statement, "I believe the academic program in my discipline is of high quality," and only 17% disagreeing somewhat or strongly.
Although we say we want to increase self-directed learning the most commonly reported instructional method is extensive lecturing (62%; 46% P4Y); then class discussion (57%; 68% P4Y); cooperative learning (27%; 37% P4Y); and group projects (19%; 25% P4Y). In terms of evaluating class performance we use essays and competency-based grading (both 39%; 41% & 47% P4Y), quizzes and short-answer mid-terms/finals (both 38%; 36% & 34% P4Y); and multiple-choice mid-terms/finals and term/research papers (both 33%; 30% & 35% P4Y).
Professional Activities.
The professional skills noted as very important or essential (with the percent of faculty selecting each in parentheses) are: 1) be a good teacher (99.6%); 2) be a good colleague (87%); 3) engage in research (48%); 4) engage in outside activities (48%); 5) provide service to the community (44%); 6) participate in committee/administrative work (28%). Public 4 year schools are similar in most cases.
We are a busy faculty. Sixty-two percent said they had attended a teaching enhancement workshop in the last 2 years (61% P4Y); 87% performed service/volunteer work in the community (82% P4Y); 67% worked with students on research projects (71% P4Y); 30% report 1 to 2 professional writings or performances published or presented in the last 2 years (27% P4Y).
Only 29% have held an administrative position (37% for P4Y). 38% of faculty agree strongly or somewhat that administration understands the needs of faculty, 60% disagree strongly or somewhat with the statement that administration understands the needs of faculty.
We entered academia for the intellectual challenge (77%; 84% P4Y), for intellectual freedom (75%; 79% P4Y), for freedom to pursue interests (74%; 75% P4Y), and for the opportunity for teaching (73%; 76% P4Y). Only 33% entered academia because of the opportunity for research (37% P4Y). Our top personal goal noted as very important or essential was to develop a philosophy of life (77%); second was raise a family (73%); third was help others in difficulty (57%) and 4th to promote racial understanding (54%). Aspects of our job we feel are very satisfactory or satisfactory are 1) autonomy and independence (83%); 2) undergraduate course assignments (82%); 3) professional relations with faculty (81%); and 4) graduate course assignments (80%). The numbers were similar for P4Y. Fewer WKU faculty have considered leaving academia in the past 2 years (32% VS 37% for P4Y). Seventy-seven percent said they definitely or probably still want to be a college professor; twelve percent said definitely or probably not.
Western female faculty reported more extreme stress than males (46% to 15%). Western male faculty seem less stressed than the national sample (reporting little stress: 29% vs 14% P4Y). Time pressure was the number one source of stress for everyone (84%; 85% P4Y).
View of Institution.
We believe the issues of high or highest priority at our institution are to: 1) promote intellectual development (70%; 73% P4Y); 2) recruit more minority students (68%; 53% P4Y); 3) increase/ maintain institutions prestige (67%; 63% P4Y); and 4) hire more minority faculty/ administrators (61%; 49% P4Y).
The percentage noting the following attributes as very descriptive of our institution were: 1) intercollegiate sports are overemphasized (39%; 19% P4Y); 2) easy to see faculty outside of office hours (39%; 40% P4Y); 3) the institution is committed to minorities (27%; 31% P4Y); 4) the faculty are at odds with the administration (27%; 24% P4Y). The percentage noting the following attributes as NOT descriptive of our institution were: 1) most students are treated like numbers (73%; 70% P4Y); 2) students don't socialize regularly (66%; 66% P4Y); 3) Most students are very bright (53%; 50% P4Y); 4) social activities are overemphasized (51%; 66% P4Y).
Forty-three percent of the faculty believe the University should increase emphasis on teaching. Thirty percent were satisfied with the current emphases. The level of resources available in departmental operating budgets is felt by 56% of the faculty to greatly or somewhat hinder faculty ability to provide high quality classroom instruction; had no effect on instruction for 15%; and greatly or somewhat enhanced ability for 29%. Phew! There is much more in the report, including comparison by sex and examination of administration. We will also receive a comparison to benchmark schools later. Hope you can study the original!
| 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 |