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Newspapers in

the Classroom, VOLUME I:

Faculty Experiences Using the

New York Times, First Semester

An American Democracy Project at

Western Kentucky University

Implemented in Fall, 2004

Western Kentucky University

The Faculty Center for Excellence in Teaching

270-745-6508 t facet@wku.edu

http://www.wku.edu/teaching

Newspapers in the Classroom:

Faculty Experiences Using the New York Times, First Semester

Newspapers in the Classroom Volume II

New York Times

As part of the American Democracy Project, Western Kentucky University provided newspapers, free of charge, to about fifty faculty in the fall semester of 2004. Co-sponsored by the American Association of State Colleges and Universities and the New York Times, the American Democracy Project is a multi-campus initiative for introducing civic engagement into the undergraduate curriculum. At Western, on average, almost 900 newspapers were distributed daily to students in eighty-two classes, totaling almost 95,000 newspapers distributed over the course of the first year. This program was the largest, most accountable and among the first NY Times college programs in our region. At the end of the term, participating faculty were asked to report on their experiences; this is a collection of quotes from these initial participants.

How have you used the newspaper to advance student learning?

Responses from participating faculty encompassed several themes, including simply exposing the student to the paper, teaching critical analysis, helping the student to connect with the world, assigning it as a supplemental text and using it as a stimulus for application of course principles.

Exposure

[MGT 310: Organization/Management] “Organization/Management is a broad survey course encompassing global and local environments, business ethics, strategy, structure, leadership, and motivation. Before each class I peruse the NY Times for stories relevant to the day's topic and if I find them I introduce the topic, distribute the papers and ask individuals or groups to do something like "find me a story or ‘x’ no. of stories having to do with ‘y’. In teaching about teams I offered an incentive to teams to be the first to find five stories on a particular topic. Usually they provide written responses to hand in. We then discuss them.”

Teaching Critical Analysis

[ENG 300-1: Junior English] “In addition to giving the students time to read the paper, I used the NY Times as a springboard for several lessons: how rhetorical strategies function in print to produce a desired effect; how to determine if a newspaper is a good research source; how to cite newspapers with varying editions; how the NY Times gives us a glimpse into language in the 21st century. In addition to raising awareness of what the "movers and shakers" of our nation and world are doing, the NY Times gave students a springboard for writing exercises in which they responded to an article in the paper or wrote a formal research log entry from a NY Times article.”
[ENG 300-2: Junior English] “Newspapers have helped ENG 300 students be more aware of the times they live in, an essential quality of a good writer. The NY Times has raised questions and issues that have increased the depth and breadth of our class discussions. Individuals have gained skill in presenting their responses to the news in formal class presentations and have sharpened critical thinking and writing skills in keeping up electronic response journals.”
[COMM 145H: Fundamentals of Public Speaking and COMM 343: Speech Analysis/Speech Writing] “The honors students immediately identified the fairly persistent bias in the newspaper and commented on it frequently at first. This gave us an opportunity to discuss responsible and savvy reception of media information. I think the bias also undermined the students’ confidence in the paper.”

Connecting Course Content with the World

[BIO 327: Genetics] “I have used articles from the Science Times (a Tuesday NY Times supplement) to show how the basic principles of Genetics that we are studying in class relate to current research in the field. I find that this enriches the students appreciation for the importance of the material that we are covering.”
[BIO 113: General Biology] “I teach an introductory science class to non-majors. I have used the Science Times from the Tuesday NY Times to emphasize the relevance of classroom learning and science to the daily lives of these students…Whenever an especially relevant article appeared I used it in lecture and class discussion. The students respond to relevance.
[ENG 100-2: Freshman English] “We used the paper for students to follow issues and events in the news that they wanted to write about. It helped very much increase students' awareness of what was going on in the world, thus increasing their choices of what they might want to read up on and write about. Students also kept logs of their reading behavior, tracking the kinds of articles they read, which sections they were drawn to, etc. Many students chose to write about their experience of reading the newspaper to argue that good citizens should be informed citizens who keep up with national and/or local events by reading the paper.”
[SWRK 205: Intro to Social Work] “We used the newspaper to illustrate points from the text book and classroom lectures -- to connect the material to the real world.”
[NURS 501: Nursing Politics and Health Policy] “NURS 501 is a required course for MSN students focusing on health policy and politics. Of course, coverage of the presidential election provided much discussion; however, the students were most interested in the coverage of health policy. The majority of the class was composed of future nurse practitioners, the articles in the paper added the realism of the topics we discussed in class. They were especially interested in the discussions on children and prescribing of antidepressants. They are future prescribers.”
[CIS 343: Principles/MIS] “It has made the students aware of current technology issues.”

Use as a Supplemental Text

[DMT 431: Clothing & Human Behavior and 223: Textiles] “I have used the newspaper to supplement readings for Clothing & Human Behavior. The newspaper provided current articles relevant to course concepts and theories. The DMT 223: Textiles class benefited from the newspaper also by analyzing advertisements which featured various textile products. The newspaper also provided many articles related to textile laws and legislation. The New York Times newspaper was a great supplement to my classes.” Linda Gardner.
[ENG 300-2: Junior English] “The paper functions as a supplemental cross-disciplinary anthology in E300 and has kept us all up-to-date, more knowledgeable, and critical of world developments.”
[CIS 343: Principles/MIS] “Students were required to read articles in the Thursday technology section as a basis for conversations in our online discussion boards.”
[PS 357: U.S. Foreign Policy] “The daily NY Times is particularly valuable for my class, US Foreign Policy. The Times has more in-depth coverage of international and foreign policy issues than is found in most other daily newspapers. It was, therefore, very useful for virtual class discussions in this on-line course. Because they have regular access to the Times, students could reasonably be expected to be well-informed about current issues and to apply textbook theory to understanding those issues.”
[GERM 335: Contemporary Culture & Civilization] “I have used articles in the paper for graded Discussion Board assignments on Blackboard and also for questions on exams. They were the basis for class discussion and used to enhance parallel texts in German, from German media, or literary texts.” Linda Pickle.

Stimulus for Application of Course Principles

[ENG 100: Freshman English]“I required six one-page "responses" to something occurring in the NY Times (in addition to the other required writing). These were open-ended; students were encouraged to relate their personal experiences to what they had read. It was left up to students whether the responses were further developed or revised for graded papers. I also had people look for examples of good titles, leads, and endings. I also used it to instruct in one form of documentation.”
[DMT 221: Problem-Solving/Design & Merchandising] “I had both Creative Problem Solving sections submit weekly readings and share their articles on world issues in class. We used some of the topics that the students found in the newspaper for brainstorming sessions and utilized problem solving techniques. I also used the newspapers as their source for the recycling project (final project for class).”
[ENG 300: Junior English] “The NY Times was an important resource for the research process for my English 300 students. They learned that it's a worthwhile research source and that it has different daily editions which need to be cited. Several students chose topics for research that were inspired by articles they read in the NY Times.”
[COMM 145H: Fundamentals of Public Speaking and COMM 343: Speech Analysis/Speech Writing] “I used it in the Honors Public Speaking class for generating speech topics and intended to use it for impromptu speeches, but a large enrollment limited our in-class activities rather strictly. I used it in my Speech Analysis and Speech Writing class for coverage of speeches in the election campaign.”
[COMM 343: Speech Analysis/Speech Writing and COMM 345: Advanced Public Speaking] “In my graduate seminar Tuesday night, I interrupted "normal programming" for the first hour to cover two topics related to the NY Times. I provided a handout, "Newspaper Persuasion," to go with the lecture and exercise on that topic. I had the students analyze the Times for such things as story placement and other areas on the handout. …We focused especially on how writers introduce spin in the lead sentence of a front-page story. The handout includes past NY Times headlines with various spin techniques, which the students were asked to find. I then asked the students to examine the Monday and Tuesday lead sentences of the Times.’

Since the Monday Times had a prominent front-page picture of protesters, I also planned a lecture and handout summarizing theoretical and case studies on confrontational rhetoric. The class seemed to really appreciate the two topics covered.

In my Thursday speech writing class, I had students convert parts of two front-page stories from a writing style to an oral style and convert other sentences to anastrophe. We were studying these two topics in class.” Larry Winn.
[ENG 302: Language/Communication and ENG 319: Teaching Language in Grade School]
WEEK 1: 5 min. skimming, 5 min. reading one article, 5 min. writing a summary, & 5 min. sharing with neighbor or group
WEEK 2: Spend 10 min. scanning the paper. Write a paragraph describing your reading habits (ie. what stories & sections you are drawn to, what you avoid, & what you read because you feel you should) Share.
WEEK 3: Read one editorial & one letter to the editor. Summarize each in a paragraph. Share.
WEEK 4: Choose an article about an issue with which you are familiar. Write a paragraph agreeing or disagreeing. Share.
WEEK 5: Choose and read an article about which you know nothing. Write summary. Share.
WEEK 6: Select 3 ads. Write a paragraph evaluating each. Share.
[SOC 346: Special Topic/Social Service Learning] “I teach a Social Problems course and gave students a copy of the paper to read for coverage of the social problem that they had chosen to work on this semester for their assignments.”

How have you assessed the impact of the newspaper on student learning (e.g., exams, papers)?

Observation

[MGT 310: Organization/Management] “Passive observation, active solicitation of comments and in-class exercises.”
[ENG 302: Language/Communication and ENG 319: Teaching Language in Grade School] “If observation counts, maybe I have. Most of my students have been very receptive to the newspapers. It makes me feel really good to see some of our students from our remote service areas eagerly scanning, reading, and discussing articles in the NY Times!”
[BIO 327: Genetics] “I have not had any exams or assessments directly on the material from the newspaper. My class is mostly a problem-solving skills development class, so I do not ask for recall of particular information.”
[COMM 343: Speech Analysis/Speech Writing and COMM 345: Advanced Public Speaking] “The honors students enjoyed receiving the paper very much, but it was not incorporated into exams or papers. The Speech Writing class regarded it as busy work.”

Research

[ENG 300: Junior English] “I have noticed reference to the NY Times in many of the research projects that are the culminating project in ENG 300. I have noticed increased depth and thoughtfulness in electronic journal responses to the paper as well as in the oral presentations to a specific issue.”

Writing

[DMT 221: Problem-Solving/Design & Merchandising] “Weekly article summaries worth 15 points each.”
[SOC 346: Special Topic/Social Service Learning] “Students were encouraged to relate examples from the paper to what they were learning in class and at a service site. They were not penalized for not utilizing the paper.”
[ENG 100: Freshman English] “We do a weekly journal from the paper that relates to a certain topic in class. For example, we looked at honesty in our culture one week, so I asked the students to comb the paper and find articles that dealt with honesty issues and write a journal citing about three or four of those articles.

Students used articles from the NY Times as sources in one to three of the four papers they wrote this semester. They did a good job incorporating the information from the articles into their papers. They also showed a fairly strong ability in the rhetorical analysis paper to analyze the rhetorical strategies of articles, editorials, and advertisements in the Times. On the whole, students who chose to analyze the rhetorical strategies of commentaries and editorials in the College Heights Herald did a stronger job. I think this is because they are clearly within the target audience for the Herald and not always so with the Times, and it's easier for them to pick up on the rhetorical appeals that are aimed at them.

I [also] asked students to keep reading logs where they wrote about the articles they'd read that engaged them and reflected on the patterns of their reading behavior. Based on these logs, all of the students seemed to have a greater awareness of current events at the end of the semester than at the beginning, and most followed news related to the election quite avidly.

In their papers on discussing the behaviors that involved citizens should take part in, many advocated reading the newspaper as an important activity. Several suggested that it was a habit most college students didn't participate in but one they could learn to value if they were required to read the paper as part of a class. They had lots of choices of what to write about, and many argued that volunteering or voting were the most important activities a citizen should participate in. The ones who chose to include reading the newspaper as a valuable activity of an involved citizen seemed to genuinely believe in its importance. I don't think they were just trying to say what they thought I wanted to hear.”

Quiz/Exam

[BIO 113: General Biology] “Mostly I incorporated an open-ended question about the paper in the weekly quiz. This resulted in almost all of my students taking and reading the paper. Each student seemed to have individual preferences about the articles they read, but most demonstrated some learning from the experience.”
[BIO 113: General Biology] “Occasional exam questions, many quiz questions.”
[PS 357: U.S. Foreign Policy] “I have included questions from the newspaper on quizzes and exams and have drawn on particular stories as starting points for discussions. I anticipate that students will draw on the newspaper as a source for their research papers.”
[NURS 501: Nursing Politics and Health Policy] “The final course evaluation method is a health policy analysis that includes a review of literature of what the public is saying about the issues [the students] selected. Most pulled upon the discussion extended from the NY Times review in class. In an online discussion board the students also evaluated the content we discussed in class. In another paper the students evaluated both sides of the presidential debates and campaigns.”

Discussion/Presentation

[DMT 431: Clothing & Human Behavior and 223: Textiles] “Students participated in online discussions each week over relevant articles or advertisements.”
[UC 175: University Experience] “Each student has taken a turn to present a topic of choice, and occasionally everyone selects and quickly shares with the whole group what was found important or valuable in some way. Assessment has been informal...either the student did what was expected or did not. Nearly all did....”

What problems have you encountered in use of the newspaper?

Teaching Issues:

Not Enough Time

[ENG 302: Language/Communication and ENG 319: Teaching Language in Grade School] “Not having enough class time to use them the way I would like to.”
[SWRK 205: Intro to Social Work] “I wanted to use the newspaper to illustrate points made in the classroom. [It was] not always possible to do this with a once a week class and once a week newspaper.”
[General Biology] “…there's so much of introductory biology to learn in the short semester, that I can't give up chunks of class time to activities using the newspaper.”

Distraction

[MGT 310: Organizaiton/Management] “Some students will read the paper when they should be attending to lecture.”
[UC 175: University Experience] “Students immediately started reading the paper as they arrived in class, and did not interact with each other as much as previous groups have! Next semester I'll hold the papers until nearer the end of class.”
[ENG 100-2: Freshman English] “In general, some students seemed not so excited about getting the paper at the beginning of the semester, but, by the middle, most seemed really eager to get into reading it, so I usually had to keep from distributing them until the end of class unless we were all looking at something from the paper as part of the class activities for the day.

Motivation

[ENG 300-1: Junior English] “Some students complained that they didn't want to read it, but that was easily overcome since it wasn't an option for them not to read it. I gave them class time to look over the paper and choose something of interest to read.”
[DMT 431: Clothing & Human Behavior and 223: Textiles] “Students became sluggish about picking up papers as the semester progressed.”
[ENG 300-3: Junior English] “On some days, when I haven't actually placed the papers in the hands of my students but have asked them to pick up their copies, some students have chosen not to do so.”
[ENG 100-1: Freshman English] “Students are lazy about picking up their copies if they miss class, and most are indifferent to getting it once the last required assignment using it has been submitted.”
[PS 357: U.S. Foreign Policy] “Each of my students is responsible for picking up his or her own paper. Some may not have been diligent in doing so every day.”

Planning

[BIO 113: General Biology] “The major problem is never knowing what will appear in the weekly science section. Therefore, it's impossible to plan a lesson or homework assignment using the paper.”
[MGT 310: Organization/Management] “Some weeks it is hard to find stories on the topic at hand.”
[GERM 335: Contemporary Culture & Civilization] “The number of relevant articles was limited, since pieces having to do with the German-speaking lands were not present in each issue. This made some of the students think, on occasion, that the newspaper was superfluous - or at least that it was just something for them to carry out and then trash.”
[SWRK 205: Intro to Social Work] “I [also] wanted to use the newspaper to make brief points with, and would have liked more assistance with ideas for five- to ten-minute classroom uses.”

Logistics

[UC 175: University Experience] “Logistically, no problems with pickup except one day when none got here. Masterful organization is evident.”
[ENG 302: Language/Communication and ENG 319: Teaching Language in Grade School] “A few weeks I didn't receive papers.”
[ENG 300-2: Junior English] “The mechanics have worked smoothly.”
[COMM 145H: Fundamentals of Public Speaking and COMM 343: Speech Analysis/Speech Writing] “Daily distribution was a bit of a hassle, but not insurmountable.”
[ENG 302: Language/Communication and ENG 319: Teaching Language in Grade School] “I'm not sure if I'm doing the reporting correctly. Should I count to see exactly how many copies of each day's papers I received? I've just been estimating.”
[ENG 100: Freshman English] “Next semester, when the NY Times will be one of only two text books in my three sections, I will make sure that each student has that day's paper. How diligently they will READ the paper remains to be seen, but assignments should keep them all ‘on the same page.’”
[BIO 327: Genetics] “Ideally, it should be delivered to the mailroom of my department--having to go to another building to pick up the newspaper is a major inconvenience.”
[ENG 100-2: Freshman English] “Some days when many students missed class (often on Fridays and toward the end of the semester) I felt badly about the number of returns. Besides that, the physical logistics of hauling the papers to class were the only drawbacks. I didn't use a pull-cart of any kind, so I guess the upside to that was increasing my muscles.”
[ENG 302: Language/Communication and ENG 319: Teaching Language in Grade School] “I had 75 students this semester and will have 100 next semester, so getting this many newspapers to the classroom (along with all my other stuff) hasn't been easy. Someone suggested that I use my office chair because it has rollers, and that has been wonderful.”
[NURS 501: Nursing Politics and Health Policy] “This was entirely a problem of my own making. I simply didn't think about distribution of the NY Times in an Interactive Television (ITV) class. I had to have the papers delivered to my sites in Glasgow, Owensboro, Campbellsville and Albany. I received a Tuesday paper, which delayed delivery of the paper to these sites by a week. The students didn't mind and, in fact, the week I forgot the newspapers they asked, ‘Where was the NY Times?’”

Messy

[MGT 310: Organization/Management] “It gets pretty messy with discarded papers. Maybe we should have bins (not just wastebaskets) in the classrooms.”
[Unattributed] “Carrying them to class! They are really heavy and I get printer’s ink on my clothes.”

Recycling

[ENG 300-3: Junior English] “Just about the only negative remark from either of the two sections of English 300 was this one: "I think that the first issue needing attention would, once again, [be] recycling. I currently have a car full of papers. We have talked about this in class, but I still have been unable to find an outlet.” By "outlet," she means a convenient collection point on campus for recyling. I find students quite interested in recycling but unwilling (naturally enough) to hunt for a parking place in connection with trying to drop papers in a recycle bin.

Other Comments (e.g., mechanics of the process, suggestions, significant student reactions etc.)

General Appreciation

[ENG 300-1: Junior English] “I think it's a privilege for students (and faculty) to have access to the NY Times. I appreciate the work that you all have put into this project to make it go so smoothly. I'm looking forward to using the NY Times next semester with another class.”
[ENG 300-2: Junior English] “Thank you for this terrific opportunity.”
[MGT 310: Organization/Management] “I asked both classes about a week ago whether the NY Times was something I should continue in the future. The majority of the students were enthusiastic. Many students take their papers with them (though too many do not). They suggested I spend more, not less, time on the content of the paper.”
[UC 175: University Experience] “I believe it served my purpose of expanding their horizons and broadening their thinking. It stimulated discussion, and sparked a range of interests.
[Unattributed] “This has been a great way to show students how what I am teaching in class applies to the "real" world. It lets me go beyond a lecture format where I merely feed the students information from a text and have them recite it back. This fits in very well with the WKU QEP.” [Note: The WKU Quality Enhancement Plan (QEP) theme is “engaging students for success in a global society.”]
[VPIT Staff] “We would like to see this continue.”
[BIO 113: General Biology] “I was surprised at how many students took and read the paper each week.”
[UC 175: University Experience] “One student was thrilled to have the newspaper, because he realized how narrow a college campus life can be. Several others were appreciative and most enjoyed at least a quick read. Only one or two of the "eye rollers," who would have complained about anything, seemed less than enthusiastic.”
[ ENG 300-2: Junior English] “ Students look forward to the papers and I have enjoyed reading and responding to their reactions in electronic journal responses.”

Fees

[ BIO 327: Genetics] “If the NY Times becomes available on a subscription basis, it MUST be made available to everyone in the University Community! If different fees for students and faculty/staff are necessary, then so be it, but it is very important that anyone who wants to purchase a subscription can do so.”
[ENG 100-2: Freshman English] “I feel like for an ENG 100 class, it would be a lot to ask of students to follow the paper Monday through Friday, so I don't know that I would use it again if I had to require them to pay $26 for a M-F subscription. Although I think that's a great deal, I imagine many of them would complain about it.”
[UC 175: University Experience] “For my low income students, who meet twice a week, $26 for a daily paper would be met with objections. A few would welcome it but most would find it a financial burden.”
[MGT 310: Organization/Management] “Most students claimed they would continue reading the paper in the future if it were free. I don't think many would pay much for a subscription.”
[NURS 501: Nursing Politics and Health Policy] “I was surprised at how the students enjoyed and participated in the classroom discussions. This class will probably be online next spring so it would only work if the students subscribed to the paper…I did poll the class prior to the first week we received the paper and found that only one of them read the NY Times regularly and that only 2 (of 37) read the Wall Street Journal. If anything, this broadened their views.”

Students’ Comments

Some faculty provided us with comments from students. Typical student comments (paraphrased by faculty) were:

[English 300-3: Junior English]

"Newspapers have never been very interesting to me unless there were vivid pictures along with a specific article. However, since reading the New York Times this semester, I have found many interesting topics that are important to my everyday life."
"I personally turn to the Arts section first. This newspaper is very multifaceted and will allow students to
write about what they are interested in."
"This project is a great idea to help keep the student stay updated in current events."
"It really does not matter what paper I look at, I have to read the sports. The business and advertising sections are also of interest because of relevance to my major."
"I usually go to the art and entertainment section first. They have articles about celebrities, movies, theater, etc. Next I read the front page. I've learned a lot from reading the paper."
"I didn't know how to really read a newspaper before. With you going over the stories, they made so much more sense."

[Management 310:Organizaiton/Management]

"Using the newspaper shows how this class is relevant to the real world."
"The NY Times has so much more content than (unnamed paper) which is basically ads with a few stories."
"The problem is we only get the paper twice a week so we lose the continuity. What happened next? Then in a few weeks a related story may show up, so its frustrating that way."

One faculty member had design students create fashion objects using old NY Times.

Student Reactions to New York Times Recycling Project

[DMT 221-001, -002: Design, Merchandising and Textiles]

"The New York Times project allowed me to be able to think outside of the box more. I think it is a good project with limitless ideas."
"This project helped open my ideas to many ways to reuse the New York Times."
"I thought the project was fun. I think if I had better design ideas, this project could have gone in other directions."
"This project was very inspirational for me. It was a fun experience that encouraged me to get innovative and creative with recycling and redesigning.”
“This project was a great way to encourage students to think creatively."
"I thought this project was very fun and creative. Who knew you could use the newspaper for more than just reading it!?"

Ideas for Next Class

[ENG 100-1: Freshman English] “I'm confident I'll make more effective use of the NY Times the second semester. I'll use it in lieu of a reader. Among other things, I'll require responses to be two pages long.”
[SWRK 205: Intro to Social Work] “I recommend that training be provided either early in the semester or before the semester as it requires planning to make the NY Times a viable addition to the class. I was interested in using the newspaper periodically and not every session - if something could be done to offer the option in smaller doses, more might use it.”
[ENG 100: Freshman English] “I found that for the purposes of the class assignments, (especially the analysis of rhetorical strategies), the students responded better to articles in the Herald [school newspaper]. I will definitely incorporate reading and responding to the Herald on a regular basis in all my future ENG 100 classes. And the distribution logistics are easier.
[SOC 346: Special Topic/Social Service Learning] “When I announced the paper would be used there was overwhelming excitement. This excitement dropped off steadily throughout the semester to the point where after class I would find papers left behind. Because of their initial excitement, and my class being a small group of well above average students, I underestimated their ability to use the paper on their own without a carrot or stick for encouragement. In the future, no matter how excited students are, I will take time to explain where in the paper they can look for coverage of social problems. I will also build a reward structure into using the paper.”
[Unattributed] “I feel badly when my class isn't meeting and I have to return the whole lot. Is there any way we could let NY Times know when we aren't going to be in class that day? I signed up for the program for next semester and I know there will be times that we won't meet in the classroom.”
[Unattributed] “I think it would be better, more cost-effective, and more reasonable for most classes to spread out a few subscriptions over the whole class, like having a shifting group report on articles to the class or to a class discussion board, etc.”

Quantitative Evaluation

When faculty were asked to rate how important the use of newspapers in the classroom was to course learning objectives, the mean score was 6.4 on a scale of 1 to 10. When asked how important students would rate use of the newspaper to course learning objectives, the mean score was 4.7. When asked if the project should be continued, 84 percent (27 of 32 respondents) said ‘yes’.

Web Resources

Learning Network http://www.nytimes.com/learning/

Cyber\Times Newsroom Navigator http://tech.nytimes.com/navigator/

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