Newspapers in

the Classroom, VOLUME II:

Faculty Experiences Using the

New York Times

(Spring 2005 – Spring 2006)

An American Democracy Project at

Western Kentucky University

Available online at:
http://www.wku.edu/teaching/booklets/newspaper2.html

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, Volume II

Newspapers in the Classroom Volume I

New York Times

As part of the American Democracy Project and beginning in the fall semester of 2004, Western Kentucky University began providing newspapers, free of charge, to the students of faculty who would use these papers in the classroom. 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. This program has been the largest, most accountable and among the first New York Times college programs in our region.

Volume II represents comments made by program participants during the 2005-2006 academic year. Volume I, which includes comments made for the spring 2004 through spring 2005 semesters, is available online at http://www.wku.edu/teaching/booklets/newspaper.html.

How have you used the newspaper to advance student learning?

Participating faculty have used the newspaper in various ways, including exposing the student to the paper, teaching critical analysis, helping the student to connect with the world, assigning it as a supplemental text, using it as a stimulus for application of course principles, using it for discussion enhancement, and other.

Exposure

• ENG 100: Introduction to College Writing and ENG 300: Writing in the Disciplines
  In all the constructive ways already described in your Newspaper in the Classroom, Volume I, in the sections for ENG 300 and 100. Further, I like to have the papers in the room when the students come in, so that they can start scanning for interesting articles, editorials, et cetera. A few of my 3:00 p.m. literature class students would come almost an hour early for class, drop by my office and offer to take the papers to class for me. It was most gratifying on several occasions to find students already discussing their picks when I walked in ready for class.

• ENG 200: Introduction to Literature and ENG 300: Writing in the Disciplines
  I have used them for "found poems."

• GEOG 466: Geography of Africa
  I asked the students to look in the papers to find African news, so we could use it as a basis for discussion in the next class.

• NURS 400: Nursing Leadership/Management
  I have tried to demonstrate to the students the importance of being actively aware of events occuring in the world and the impact these events have on the nursing profession currently and in the future.

• PHYS 498: Senior Seminar
  I focus on the Tuesday Science section to discuss issues about science and society.

• PSY 350: Social Psychology
  In the beginning, I would cut out pieces and share with the students how the piece related to what we had just discussed in the lecture/text.

• RELS 102: Introduction to Religious Studies
  I tried to get them to be aware of how pervasive religious issues are in the world. I did not spend enough time going through the paper with them so I did not use it as much as I should.

Teaching Critical Analysis

• ENG 200: Introduction to Literature and ENG 300: Writing in the Disciplines
  I have used them to find examples of logical fallacies in the Critical Thinking unit.

• ENG 300: Writing in the Disciplines
  Each class period, a student has presented a response to an article that explored a problem, issue, or controversy in the NY Times. The response was projected on a screen via a digital projector and discussion resulted.
  We used the newspaper in a variety of ways but primarily to learn the skills needed for the research paper including critical thinking, synthesis, outlining, paraphrasing, summarizing, quoting, and documentation.

We also evaluated the Times advertisements based on the criteria for effective print document design in our textbook, especially keeping in mind the aspects that applied to our brochure assignment.

• JOUR 432: Newspaper Practicum
  Current events, of course, and then story prominence and how the editors of the Times decided coverage.

• MGT 312: Entrepreneurship
  My students needed to review the world at large in an effort to identify problems and trends that lead to possible business venture opportunities. For each of seven Fridays, students were required to respond in writing to one of the discussions held in class or to any article appearing in the Times that week.

• SWRK 344: Social Work Statistics and Data Analysis
  I provided a template for students to use when submitting weekly article critiques. Critical thinking skills were particularly addressed.

Connecting Course Content with the World

• AGRIC 101: Introduction to Agriculture; HORT 419: Vegetable Production
  In AGRIC 101, 75% of the students have no farm background. I have used the NY Times to show these students, most of whom are not enrolled in the Ogden College of Science and Technology, the relevance and interconnectedness of food production throughout the world. We have read about new lemon varieties, wine controversies in the Middle East, and the significant global impact of the inventor of Miracle Gro fertilizer through his obituary. We have also explored the impact of the mad cow disease scare on the economy of U.S. and Canadian ranchers.

  In AGRIC 101, we use the world events to link the importance of them to agriculture and especially agriculture in Kentucky. For instance, in learning about world population growth there were several articles that discussed this issue in predominately African countries. We used the paper to talk about world famine and its causes. Articles discussing the impact of a shifting environment and hunger in the Sahel were timely for discussion. We also talked about the articles dealing with Zimbawe president, Robert Mugabe, and how his policies are causing famine. On Wednesdays, the Dining Section offers a wide choice of topics relating to food production including wine, winter-grown salads, nutrition in public schools, and various food products around the world. Thurdays science section addressed organic agriculture this semester which led to discussions about the role of corporations in the definition of organic agriculture and how that may be changing. There was a great article about bioterrorism in the grape industry of France which led to the discussion about the French attitude towards biotechnology and agriculture in general. There are many more but I will stop there.

• AGRI 494: Contemporary Agricultural Issues
  Students look through the paper to find articles that relate to topics discussed in class. Students put one article per week in a "scrapbook" with a brief description of how the article relates/impacts Agricultural Production.

• BIOL 224: Animal Biology and Diversity
  I think the real benefit is to show the students the relevence of the class topics to society and to show that the research is still going on. Many of the class topics have appeared in the news in a very timely manner this semester so using the paper has worked out very well.

• BIOL 226: Microbial Biology and Diversity
  My class concentrated on the Science Times section of the Tuesday edition. I would usually point out particular stories and encourage the students to make connections to the particular topic we were discussing. The newspapers were very effective in helping students understand and appreciate that the course material has relevance in everyday life.

• ENG 100: Introduction to College Writing and ENG 300: Writing in the Disciplines
  We mainly focused on the Arts and Editorials sections in that class, though often students found connections between the works of literature we were studying and current news and illustrations throughout the paper.

• ENG 300: Writing in the Disciplines
  1) I asked students to report briefly on articles they found in the Times that were related in some way to their major or minor fields of study. The “Gen Ed” goal was to make them more aware of how their majors might relate to current events. For some this was a stretch, but many did this very well. This activity also helped introduce a couple of writing assignments in which students were asked to write overviews of the research in their majors and to write a short research paper about some aspect of their majors but aimed at a general audience (such as their peers in the class), as a specialist addressing the general population. The Times activity helped the students see how their fields might be employed to address current topics for a general, but literate, readership.

2) We examined a few articles for the actual style and organization—sometimes remarking on something as simple as why a writer chose a certain word.

3) We followed the ongoing plagiarism suit against the author of The DaVinci Code. This at least gave us an opportunity to discuss the wider implications of plagiarism.

ENG 321: American Studies II
In a semester devoted to studying the history of American justice, we asked students to examine the Times for current cases, issues, controversies, etc. that related to class themes. Several weeks during the semester they were asked to write a journal entry reflecting on what they found in the Times and connecting it to issues dicussed in the course.

To show how current events connect to the topics we cover in class.

• GEOG 278: Geography of Food and Agriculture
  I used the Wednesday Dining section to advance students knowledge of the social, cultural, and historical foundations of foodways and foster an appreciation of the diversity of values in a multicultural society. Articles on a range of topics related to agriculture, including trade relations, biotechnology, and agricultural legislation, promoted awareness of issues of regional and global importance.

• PS 110: American National Government
  Each week the students are assigned a one page paper to connect the lecture topic to a current event found in the NY Times. They are free to choose the article they want for their paper. So for example, when we talked about federalism and intergovernmental relations--students chose articles on state readiness to address the bird-flu. When we discussed civil liberties, students chose articles on surveillance, the Patriot Act, etc.

• PSY 350: Social Psychology
  Students were asked to look for selections related to various concepts we discussed during each unit. For this particular class, there were ALWAYS article/selections/ads that were related to some aspect of the course content that was covered.

• REC 328: Inclusive Recreation
  To fully understand and support diversity, a national/international perspective provides fodder to question and address issues that go well beyond Bowling Green, KY. The NY Times allows students to witness the world in which we live while learning about diversity and inclusive reaction in Bowling Green, KY. The paper provides students with a global perspective that compliments the continual search for knowledge.

• WOMN 200: Introduction to Women’s Studies
  I use the paper for creating weekly blogs on current event topics. They relate the current news back to our topics.

Use as a Supplemental Text

• BIOL 224: Animal Biology and Diversity
  The students have been assigned one article per week from the science section in the Tuesday Times. Before discussing the article the following Thursday, one student would be asked to give a summary of the article. After discussing the assigned article, we would talk about other articles (not restricted to zoological topics) the students found interesting.

• CFS 111: Human Nutrition and CFS 462: Medical Nutritional Therapy II
  As articles appeared in the NY Times which were relevant to topics in the nutrition courses, class discussions included those current events. Such articles included fortification of folate in foods, vegetable intake and risks for heart disease and cancer, and prevalence of eating disorders in minorities.

• ENG 100: Introduction to College Writing
  It is my only reader for the class. Some of the required essays must respond to something in the Times (generally open); I encourage essays which connect Times articles with students’ personal experiences. It is also a convenient way of introducing documentation requirements.

This semester, I gave the students time on Fridays to read the NY Times. I think the students appreciated having some "forced" quiet time to read when otherwise they may not. I allowed students to choose an article from the NY Times for an exercise in paraphrasing. Class discussion on Fridays after their reading time was often lively and I think students benefited from hearing about what other students liked about the paper.

• ENG 100: Introduction to College Writing and ENG 300: Writing in the Disciplines
  Students read and shared news. I used newspaper articles and editorials for exercises in summarizing, paraphrasing, directly quoting, and critiquing. Students made connections between our textbook essays, in-class discussions, and current news of world events. For every day that I did not give a specific NY Times assignment, students were to choose a news article or editorial and either summarize or respond to it in their journals.

• ENG 300: Writing in the Disciplines
  I have used the NY Times for several semesters, but I used it this spring for the first time in my ENG 300 Writing in the Disciples course. Instead of purchasing a reader, the students read current NY Times articles written by professionals in their major fields.
  
• GEOG 280: Introduction to Environmental Science
  I used the paper to highlight current environmental issues in the news. There were required readings of particular articles that were related to topics covered in class.

Stimulus for Application of Course Principles

• COMM 565: Communication and Conflict
  I assigned projects in which students look for examples of stories that include conflictual situations and then try to relate the events described to the theoretical bases that we studied. The purpose was to help them relate theory to actual activities and events.

• DENG-051C: English as a Second Language and UCC 200C: Introduction to American Academic Culture
  I have used the NY Times to enhance reading skills for international students. This included basic comprehension, vocabulary building, determination of main ideas and details, and the ability to differentiate the objective writing used for news and the subjective writing used for editorials. Using the NY Times as a springboard for discussion also enhanced oral speaking skills. When responding to practice exercises on main idea and details, students learned the vital skill of answering in their own words rather than copying verbatim from the paper.

The graduate students in Introduction to American Academic Culture also wrote more summaries of articles than the 051 students; they too had to practice the skill of writing in their own words. This was very difficult for them and forced them to increase their vocabulary and reading comprehension.

• ENG 300: Writing in the Disciplines
  This semester I used the paper to point out rhetorical strategies. Students highlighted particular rhetorical patterns and summarized the articles.

• GERO 100: Introduction to Gerontology
  Older adults and issue of an aging society initially may seem very different from the lives of many of our students. However, almost daily there are stories that discuss changes in workforce, healthcare or leisure activities that impact the lives of aging individuals. This term has been somewhat unusual with headline stories and pictures of seniors in distress post Katrina. Aking students to make connections between the theories we discuss in class and NY Times stories enhances the application to their individual lives.

• MGT 310: Organization/Management and BA 490: College of Business Internship
  I have used content (including advertising) to illustrate various management concepts.

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  I have used the newspaper in both the junior level survey course and the capstone business policy course in several ways. In some cases I lecture on a topic, then have students read a story that illustrates some of the issues in the lecture. After they have read the story I engage in "guided" reading, pointing out, sometimes through questioning but other times directively, the elements in the article that are pertinent. Some times I have teams go on a "treasure hunt" to find articles that address in some way a concept I am interested in illustrating. Both their correct identifications and mis-identifications are helpful in clarifying concepts. Finally, I sometimes incorporate one or more articles into examinations wherein students must read the article and interpret sections or perhaps the article as a whole in the context of a given theory.

We make most use of Section A and the business section but at one time or another we have probably used all of the sections of the newpaper.

• PS 210: State Government
  Fitting current events into theory is an essential component of Political Science. Classroom newspapers provide such an opportunity, and the NY Times is the best.

Discussion/Presentation Enhancement

• ENG 100: Introduction to College Writing and 401: Advanced Composition
  Each student was responsible for presenting a reaction in class and on our Blackboard site to an article that dealt with a controversy, issue, or problem of importance to him or her. The student then conducted a discussion in class--and students were required to respond on the Blackboard site also to a choice or article reaction.

• GERO 100: Introduction to Gerontology
  I assign small groups at the beginning of the semester and ask the groups to take turns selecting and presenting aging-relevant articles to the larger class.

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  I have distributed the paper to the class and assigned articles for reading and discussion. I have also incorporated articles into tests.

• PSY 421: Psychology of Early Adolescence
  Each week, students have the opportunity (for extra credit) to submit ONE article for discussion. The articles are discussed not when issued. Rather, we make discussing them an activity for the day on which we are discussing the topic in question. For example, we discussed the article Tending to Muslim Hearts and Islam's Future, New York Times, Nov CLV, No. 53, 511 3/7/2006 mid-way through the lecture about family influences on children's development. The students who submitted the article summarized it for the rest of the class, who then discussed cultural influences on family practices and children's development. We had approximately 8 discussion days this semester; each discussion can last from 10-20 minutes.

• PS 110: American National Government
  We also use the paper to enrich discussions in class.

Reference Source

• PS 360: Government and Politics of Britain and Canada
  I use the newspaper as a reference source for current events information relating to the subject of the course. Students can use it to prepare for quizes and as a source citation for papers and class discussion.

Miscellaneous

• ANTH 366: Special Topics in Anthropology
  Students were required to keep up with the paper daily and follow stories in various genres of articles or advertisements. Students were required to submit 12 journal entries on how the stories were covered and how they connected to other course themes. We devoted one class period weekly or bi-weekly to discussion of news stories and course themes.

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

Observation & Students’ Comments

• DENG-051C: English as a Second Language and UCC 200C: Introduction to American Academic Culture
  At the end of the semester, I asked students to write about their experience of using the NY Times. Their enthusiastic response was unanimous, stating that the work was difficult but very valuable. They also expressed appreciation for the opportunity of working with the NY Times.

• GEOG 278: Geography of Food and Agriculture
  As this is the first semester I have used the NY Times in the classroom, I am still figuring out the best ways to use it effectively and did not attempt to assess its impact on student learning.

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  Observation and solicitation of comments. Students usually arrive in the classroom before me. The papers are waiting. Most students get a paper and are already reading it before I arrive. (I'm not kidding myself - many have turned to sports, the crossword puzzle or some other item of interest, but at least they are making use of the resource.) Unsolicited comments are positive. When the papers are not in the classroom for students I have some explaining to do! Solicited comments are positive.

Research

• ENG 100: Introduction to College Writing
  At the end of the semester, I will attempt to devise a survey for the students to complete. The survey will provide feedback about the use of the NY Times as a learning tool as well as provide feedback about the other elements of the course.

• ENG 300: Writing in the Disciplines
  I had students use sources from the paper in their writing.
  

Journal Writing/Papers/Critiques

• ANTH 366: Special Topics in Anthropology
  Students submitted written journal entries connecting news stories to course themes and discussed them in class in devoted class meetings.

• CFS 111: Human Nutrition and CFS 462: Medical Nutritional Therapy II
  For two articles in the NY Times, each student was required to provide a written report; the report included a summary of the article and an analysis of the potential impact of the topic on his or her life. In these papers, students were very open about why certain articles were selected and quite thoughtful in responses on the relevance of information to current or future circumstances.

• DENG-051C: English as a Second Language
  At the end of the semester, I asked students to write about their experience of using the NY Times.

• ENG 300: Writing in the Disciplines
  I have read 154 written responses to the NY Times and responded to each one. An excellent dialogue about issues affecting almost all disciplines represented in English 300 have taken place.

• ENG 321: American Studies II
  They were asked to include comments on the paper in their reading journals (e.g. pick an article and write about how it related to class topics).

By requiring those journal entries and providing feedback.

• ENG 401: Advanced Compositon
  Students have made journal responses to an article of their choice each week, making connections in content and style to the writing we've been doing in class. Individuals have led discussion of the paper on specific dates, in addition.

• MGT 312: Entrepreneurship
  I had my students write a paper, called a "TOP Analysis," in which the "TOP" stands for "Trends, Opportunities and Problems." They had to pull from current events in an effort to create solutions that express themselves as business ventures that result in economic development, income and social betterment. -- Terry Goodin, Western Kentucky University

• PSY 350: Social Psychology
  Students were asked to complete a written review where they were to select pieces related to a concept of interest and then share (in the paper) how those pieces related to the concept in question.

• REC 328: Inclusive Recreation
  Journaling! Students were required to read the NY Times three times per week and discuss articles relevant to inclusive recreation and diversity. Students used the information to foster discussion with the peers on pertinent and relevant stories.

• RELS 102: Introduction to Religious Studies
  They had to do a journal containing articles related to religion.

• SWRK 344: Social Work Statistics and Data Analysis
  Weekly critiques were graded, with comments provided. Both critical thinking and writing skills improved. Students grew in their knowledge of social and cultural issues that exist beyond the south central communities in which they lived.

Quiz/Exam

• AGRIC 101: Introduction to Agriculture and HORT 475: Fruit Production
  The articles we read and the discussion they led into appeared on my exams as questions. Interestingly, they were answered correctly a high percentage of the time which means they students learned from these discussions and found them interesting.

I ask them exam questions based on our discussions in class.

• BIOL 224: Animal Biology and Diversity
  I have asked questions on the tests about the content of the articles.

• ENG 100: Introductin to College Writing
  The essays are evaluated.

• GERO 100: Introduction to Gerontology
  I assess impact by asking students to review critically at least one article on each exam. Students must assess the article from both factual and theoretical perspectives and suggest at least one thing that could be done differently (eg, from a policy maker, world leader or community participant point of view).

• JOUR 432: Newspaper Practicum
  Current event quizzes.

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  Evidently many students were disappointed with the fresh articles I provided on the exams and tested them over. They would have preferred being tested over the articles we had already discussed in class and which they had, unbidden by me, memorized for the test. This was a case of disparate expectations. My suggestion is to make clear to students precisely how you plan to use the paper in class and how they will be held accountable.

• PS 110: American National Government
  Informally, students’ short answer and essay responses on tests often reference the articles they have read. They use the articles to emphasize the points they are trying to make. Formally, we did a mid-term evaluation of the course, and one of the questions we asked was: Rate your agreement with the statement--I think the NY Times current event assignments are helpful to my understanding of the materials in this class. 74% of the 42 students responding said they agreed, while 26% disagreed.

• PSY 350: Social Psychology
  Students were instructed to retain certain selections and questions from these were included on the exam as multiple choice and/or short answer essays.

• PSY 421: Psychology of Early Adolescence
  I include questions on exams regarding articles used in class discussions and students are free to use any NY Times article in their end-of-semester paper, although, I do not believe students opted for that choice since it was EXTRA work and not required.
  

Discussion/Presentation

• AGRI 494: Contemporary Agricultural Issues
  We use the articles for classroom discussion. Each group is responsible for their "scrapbook" and brief summary of how the article relates to Production Agriculture.

• COMM 565: Communication and Conflict
  I asked the students to report via the discussion board assignments on BlackBoard. I read the entries and recognized how much the students used them. We also referred to those stories in class discussions.

• ENG 200: Introduction to Literature and ENG 302: Language/Communication
  Class discussion

• NURS 400: Nursing Leadership/Management
  I have had discussions in class and received verbal feedback from students throughout the semester.

• PHYS 498: Senior Seminar
  Presentations are required.

• REC 200: Introduction to Recreation and REC 328: Inclusive Recreation
  Journaling, current events, and start class through discussion of relevant articles.

Mixed Methods

• BIOL 226: Microbial Biology and Diversity
  The impact of the newspaper was assessed 3 different ways.
  1) On tests, students were asked to describe how a particular article related to the material we covered in class. This was usually given as an extra credit question.
  2) Students were required to write a short "Hot Topics" paper as an assignment and
  3) Students were asked to answer the question " Did the newspapers enrich your learning experience in this class? Why or Why not?". Responses to this question were positive.

• ENG 100: Introduction to College Writing and 300: Writing in the Disciplines
  Through quizzes, brief in-class writing responses, oral discussions, and reflective evaluation by students on the essay part of their final exams.

I assessed mainly through oral discussions; written summaries, responses, critiques, and in-class reflective evaluations. Further, I observed a change in students' obvious knowledge of current national and world issues, sometimes from practically nothing to a real working vocabulary.

• ENG 100: Introduction to College Writing and 401: Advanced Composition
  I have witnessed some excellent discussions and seen the topics we discussed appear as the focuses of persuasive essays. In addition, I have seen quality critical thinking and writing in the dialogues that resulted from postings of reactions.

• ENG 401: Advanced Composition
  Through the oral reports and written journal entries.

• GERO 100: Introduction to Gerontology
  I assessed how the group stimulated and led discussion for the larger class. I assigned at least one essay question per exam based on highlighted articles.

• GEOG 280: Introduction to Environmental Science
  There were exam questions specifically related to the readings from the NY Times. There were also written assignments based on particular articles.

• MATH 126: Calculus/Analytic Geometry
  I received only the Tuesday Science edition. I constructed several MATH in the News assignments for my students. Each such assignment required the student to read one or more articles, and then respond to questions and/or solve problems related to the information in the article(s). Each such assignment is collected, graded, and returned to the students. Concepts appearing in the MATH in the News assignments may also appear on in-class tests and/or the final exam.

• MGT 310: Organization/Management and BA 590: Strategic Business Concepts and Applications
  Student feedback, use of exam questions based on articles, class discussion.

Impact has been assessed via solicited and unsolicited comments through the semester, responses to test questions and through SITE comments, i.e., student ratings of the class.

• PS 210: State Government
  Through class discussion, papers, and exams.

• PS 360: Government and Politics of Britain and Canada
  Content included on quizes, exams, and papers.

• REC 200: Introduction to Recreaction and REC 328: Inclusive Recreation
  Journaling, current events, and start of class through discussion of relevant articles.

• WOMN 200: Introducation to Women’s Studies
  They are assessed during the midterm exam and on various essays during the semester as well as through the blogs (they are graded).

What problems have you encountered in use of the newspaper?

Timing

• AGRIC 101: Introduction to Agriculture and HORT 419: Vegetable Production
  It is hard to squeeze a few minutes before class to read it and get ready to lead a discussion. I do not know a way around this issue, though.

• AGRIC 101: Introduction to Agriculture and HORT 475: Fruit Production
  It can be difficult sometimes to read the issue before an early morning class but that is a problem that I do not mind having.

• ENG 200: Introduction to Literature and ENG 302: Language/Communication
  I think it is a good project but I have trouble finding time to use the papers.

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  Timing. My system works best if I have an hour or so to peruse the paper and prepare. This semster my first class is at 9:30 and the second is back-to back so it has been more of a challenge to make full use of the paper on a daily basis.

It is sometimes hard to make time for the paper; not every issue provides releavant material for discussion.

• REC 200: Introduction to Recreaction and REC 328: Inclusive Recreation
  Effective use of the paper in class when time is tight and there are too many other topics to address can be a problem.

I find the papers work best for a 3-hour block of class versus a class meeting 3 days a week.

Content

• ENG 100: Introduction to College Writing
  Sometimes students complain that the newspaper is too liberal.

• ENG 321: American Studies II
  The topic this semester did not lend itself as well to the use of the paper/current events as last semester.

• GEOG 280: Introduction to Environmental Science
  The biggest problem is there is no guarantee that there will be relevant new items in any given week.

• GEOG 466: Geography of Africa
  There’s not a lot of African news, so it was not very useful for the class. But my students enjoyed having a free national newspaper every weekJ

The newspapers may be fine for an American Political Science class, but not much else. Not much on international news, and definitely NOT MUCH on Africa

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  It is the usual case, but not guaranteed, that relevant topics will appear in the paper. When the latter is the case there is nothing to be done.

Content overload. I may cut back a bit on class time devoted to newspaper articles.

Not all students appreciate the medium.

• PHYS 498: Senior Seminar
  Sometimes the Science Section was not in the paper.

• REC 328: Inclusive Recreation
  Students find the information overwhelming and not always complimentary to their lives in BG. In addition, the students generally prefer to read articles based on their interest which may or may not complement the course information. However, as long as the students are reading and applying any of the information to their lives, there is a benefit to using the paper in the class.

Reading Level

DENG-051C: English as a Second Language and UCC 200C: Introduction to American Academic Culture
The main problem we encountered was that the reading level of the Times was far above the international students' ability. I had to adjust my expectations, decrease the pace of the lessons, and sometimes repeat a lesson. The problem is not insurmountable, as I learned from last semester's student comments. They admitted that the work was difficult but all agreed that their skills improved.

Student Disinterest

• BIOL 226: Microbial Biology and Diversity
  Students sometimes viewed the newspaper as just something else they have to read.

• ENG 100: Introduction to College Writing
  Because I teach largely through conferences, the whole class does not meet all three days. Students tend to be lazy about picking up the papers for the other days.
  

  While most students came to truly appreciate our work with the NY Times and had many good things to say, what stands out in my mind at this moment is remembering that one lit student on his final in-class reflective self-evaluation said that the NY Times was what he found least helpful in our class; in fact, he even found it a hindrance because his roommates complained about the clutter that his stack of newspapers made in their living space. On the one hand, I am amazed that he saved his papers; on the other, I will make more effort in the future to suggest ways for students to share their papers with others outside class. Early on, I will prepare an assignment for a student to read an important news article and form questions based on it to ask roommates or others outside class.

• ENG 300: Writing in the Disciplines
  Some student disinterest.

• MGT 310: Organization/Management and MGT 498: Strategy & Policy
  Interest and commitment: As with most things, there are always some who seem less interested in this approach. They appear to be in the minority.

• PS 210: State Government
  None, other than a few students are not interested in current events.

• PSY 421: Psychology of Early Adolescence
  Many students do not want to read the papers. Often students complain that the Times is liberally biased.

• SWRK 344: Social Work Statistics and Data Analysis
  Nothing logistically. It was difficult to address the overall apathy of students.

Planning

• DENG-051C: English as a Second Language
  The main problem we encountered was that the reading level of the NY Times was far above their ability. I therefore had to adjust my expectations and to decrease the pace of the lessons. These problems are in no way insurmountable, and I am already making changes for future lessons.

Not seeing the issue until I handed it out to my students in a morning class meant I didn't really have time to plan how that specific issue might have been used to better advantage.

• ENG 321: American Studies II
  I need to better integrate it into the course, not have it something we do before or after the "real" work.

  A once a week class makes continuity difficult. A story that is current one week may no longer be covered the next.

• MATH 126: Calculus/Analytic Geometry
  The most difficult aspect has been effectively utilizing the weekly issues. Each MATH in the News assignment takes considerable time to construct, and to grade effectively.

• MGT 310: Organization/Management and BA 590: Strategic Business Concepts and Applications
  Student expectations: they expected more exam questions based on articles.

Logistics

• AGRIC 101: Introduction to Agriculture and HORT 419: Vegetable Production
  Some missed deliveries and late deliveries for early morning classes.

• AGRI 494: Contemporary Agriculture Issues
  For the most part it has been a good experience, except when my memory slips and I forget to pick them up.

• ANTH 366: Special Topics in Anthropology
  Distribution. It would really help to be able to divide [student] pickup between an up-the-hill and a down-the-hill location.

• COMM 565: Communication and Conflict (at an extended campus location)
  The papers were almost never delivered to Owensboro students or Glasgow students on time or on the correct day. Very frustrating.

• ENG 100: Introduction to College Writing and ENG 300: Writing in the Disciplines
  All my papers were not always in the bin when I came in at 2:00. I wondered if people were not counting properly or if enough papers were not being left. A colleague was nice enough to pick up my papers for me early in the morning for a few weeks. After that, when I came in at 2:00, except for once, my papers were there.

• ENG 200: Introduction to Literature and ENG 302: Language/Communication] (at an extended campus)
  The papers for Monday morning classes are brought over by the courier the previous week, so they are very dated.

• ENG 300: Writing in the Disciplines
  Occasionally, the paper was not available on time. Students have been accessing it electronically rather than walk to Garrett each day for pick-up.

Integrating the newspaper into my schedule, especially at first, was a problem.

I can't get the current day's paper on the Glasgow campus.

GERO 100: Introduction to Gerontology
Making sure that students always have a paper. Wish list (if money were no object) would include easier access --- so that on the rare occasion that a student misses my class, they could still read the paper without going through me or my office assistant.

JOUR 432: Newspaper Practicum
Getting them from the delivery point. I know it sounds simple enough but getting to the delivery point every day does get in the way.

MATH 126: Calculus/Analytic Geometry
Distribution via the blue delivery boxes went fine for me. The papers always were there well before my 8 AM daily classss.

MGT 312: Entrepreneurship
Delivery was awkward, with my students complaining about the long walk to the delivery point. Next semester I intend to have the papers delivered to my building and I will bring them to class.

PS 360: Government and Politics of Britain and Canada
None. Students don't always pick up their paper.

WOMN 200: Introducation to Women’s Studies
The pick-up is always an issue. If I get them, it wears me out because I have so many students...if my students pick them up they forget. Who knows what the answer is?

Disposal

BIOL 226: Microbial Biology and Diversity
Disposal.

MGT 310: Organization/Management and MGT 498: Strategy & Policy
I wince occasionally at the sight of used and unused newpapers in stacks and trashcans in the building. I guess that's just an inevitable result of newsprint publication. In tems of costs and benefits it is my hope that the educational benefits outweigh the environmental costs.

None

AGRIC 101: Introduction to Agriculture and HORT 475: Fruit Production
There were no issues on my end regarding delivery or numbers.

BIOL 224: Animal Biology and Diversity, GEOG 278, and NURS 400
All said ‘None.’

DENG-051C: English as a Second Language
There were no logistic problems at all. Everything was highly organized and efficient.

ENG 100: Introduction to College Writing and 401: Advanced Composiion
Since I pick up and bring the papers to class, no problems.

MATH 126: Calculus/Analytic Geometry
I had no delivery, etc. problems.

PS 210: State Government
None. The system worked well for me.

PSY 350: Social Psychology
None worth noting.

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

General Appreciation

AGRIC 101: Introduction to Agriculture; HORT 475: Fruit Production
I think this program is very valuable for all of my classes. By the end of the first week, the students are looking for the paper when they walk into the classroom and I have to pull their noses out of it to begin class. What a great problem to have. On the days when we have exams and we do not use the paper, they still grab a copy on their way out. Please continue this valuable project and make it accessible to all who will use it well.

AGRI 494: Contemporary Agriculture Issues
I am not sure the students follow the importance of the exercise, but I think it is very essential to a current topics course.

DENG-051C: English as a Second Language and UCC 200C: Introduction to American Academic Culture
The international students seemed genuinely delighted to be able to have their own copies of this prestigious American newspaper. Their learning went far beyond academic skills; they learned a great deal about American culture and the importance of a free press in our democracy.

ENG 100: Introduction to College Writing
Having the wheeled paper carrier helped tremendously. Thanks!
*Note: A limited number of luggage carts are available each semester.

ENG 100: Introduction to College Writing and ENG 300: Writing in the Disciplines
I love having the latest news from this most respected and credible newspaper in my hand when I walk into the classroom. The NY Times adds a new excitement in every class--something both students and teachers need.

ENG 300: Writing in the Disciplines
The program is an ideal one for keeping students up-to-date about events in their disciplines. It increases the level of awareness of issues in our world and motivates logical, serious responses to it. The paper fits beautifully into the purposes of an interdisplinary writing class.

ENG 321: American Studies II
We'd like to keep using it. As a night class, making it as easy as possible for students to pick up the paper themselves early in the day would be helpful.

MATH 126: Calculus/Analytic Geometry
I appreciate the opportunity for expanding the horizons of my students a bit.

Student Interest

• ANTH 366: Special Topics in Anthropology
  Students really seemed to like the newspaper and the assignment. Most had never read the NY Times before and I think they also learned a lot about the paper and about how to read different kinds of articles. Only a few of my students participated in the Topper Talks (discussion of an issue covered by the Times) but based on their reaction and the topics covered I think that is a valuable addition to the project.
  
  ENG 100: Introduction to College Writing and 300: Writing in the Disciplines
  I was amazed at the beginning of the semester when many of my ENG 100 students told me they had never read a newspaper. Many of them have come to enjoy and look forward to reading and discussing the news. Some students have told me that their reading of the NY Times has also helped them in other classes, especially history and government.

  ENG 300: Writing in the Disciplines
  Students seemed to welcome the time we spent on the newspaper in class. They were much more likely to discuss an article in the Times than one I had assigned in the reader.
  
  I asked students to vote if my students next semester should buy a reader or use the NY Times. The vote was unanimous for the Times. (Actually, they preferred neither, but when I explained that readings in their majors were a required part of the course, they greatly preferred the Times.)

  I hope to use the newspapers in my ENG 300 courses again this fall.

  GEOG 280: Introduction to Environmental Science
  I believe that even when the papers were not used in direct support of the class material, many of the students appreciated having the papers and seemed eager to peruse them.

• Learning Enrichment

  AGRI 494: Contemporary Agricultural Issues
  I am not sure the students follow the importance of the exercise, but I think it is very essential to a current topics course.

  DENG-051C: English as a Second Language
  The international students seemed delighted to have their own copies of this prestigious American newspaper. Even if there were not a specific assignment, they perused the headlines, ads, pictures and captions, sports, arts, and film reviews. Their enthusiastic response was unanimous, stating that the work was difficult but very valuable. They also expressed appreciation for the opportunity of working with the NY Times.

  Far beyond the academic value of using the NY Times, students clearly learned about American culture and the importance of a free press in our democracy.

  GERO 100: Introduction to Gerontology
  For those that actually read the paper --- it really opens a world outside of KY for them. I find that a small group directing and leading discussion vs having everyone read the paper works better. It gives them more control over their time and helps me hone in on articles of particular interest to the class.
  
  GEOG 280: Introduction to Environmental Science
  I believe that even when the papers were not used in direct support of the class material, many of the students appreciated having the papers and seemed eager to peruse them.

  PHYS 498: Senior Seminar
  Once students were used to getting the paper they came by earlier and earlier to pick up a copy and had a tendency to read far beyond what was required.

  PS 110: American National Government
  Of course, we have some students who do not see the value of the use of the paper, but I can tell from the class discussions that their learning experience was enriched!

  PSY 350: Social Psychology
  At the beginning of the semester, I asked how many students read a newspaper (or something in print) each day or at least sometime during the week, and there were 2/40 hands that were raised. As we proceeded through the semester, it was nice to enter the classroom twice a week and see the students reading the paper at their desk. I hope that some of them continue to read, long after the class has finished.

  PSY 421: Psychology of Early Adolescence
  Although students sometimes resist reading the paper, they LOVE the discussions that ensue when other students do so. In the future, I think I will require reading and allow groups to determine one article from each paper that will form the basis of discussion on some topic on [child] development.

  Fees

  MGT 310: Organization/Management and BA 590: Strategic Business Concepts and Applications
  I would not like to mandate a $26 fee for 5 day a week subscriptions, though that would seem like a fair price. My objection would be the burden on students and instructions from that intense an immersion. However, if the $26 fee could be pro-rated for the # of days used, I might respond more positively.

  Students’ Comments

  ANTH 366: Special Topics in Anthropology
  "I really enjoyed being able to read the NY Times. I never really liked reading the newspaper, but now I look forward to getting a paper each day. The NY Times was my only source of news because I don't have the time to tune in to a news station and I don't listen to the radio. So the paper really kept me updated this semester."

  "Without that finger on the pulse of the nation, the cultural concepts discussed in class could have seemed distant, far away, possibly in the sense of both space and time."

  "I really enjoyed our use of the NY Times as a learning tool. It provided up-to-date information on current events that were affecting our everyday lives. It also allowed us to share with the class our personal opinions and experiences."

  BIOL 226: Microbial Biology and Diversity
  Student comments to the questions: "Did the newspapers enrich your learning experience in this class? Why or Why not?" Reactions were generally positive. Here are a few:
  "They helped me review the topics discussed in class."
  "The newspapers applied what we were learning to real life."
  "The newspapers made me more aware of microbiological applications in the real world."
  "It was neat to see how what we learned in class was relevant. However, I wish we could have spent more class time talking about current events rather than going over them briefly."
  "With all the other reading for this class the newspapers got pushed to the side to some extent. I would have enjoyed it more if I had more time actually sit down and read it."

  DENG-051C: English as a Second Language and UCC 200C: Introduction to American Academic Culture
  Here are several comments from students:
  "Reading the NY Times is not easy. However, through a semester's reading and homework practice, such as using my own words to identify the main facts in news article, I feel reading newspapers really helps my English reading."

  "Reading the NY Times helps me to know more American culture and American style writing."

  "I like baseball very much. As now is the baseball season, I can read the final scores and comments through the NY Times. Although the sports news is not as official as the political news, the vivid words and the smooth grammar are helpful to my writing."

  "By reading the business section, I have learned a lot about how companies run, how stock market works, and the latest news about business. Besides, reading the NY Times can improve my English reading skills. I have learned a lot of new words, grammar and writing skills from the NY Times."

  "The articles in the NY Times are difficult for me, and I always read the newspaper with a dictionary to look up the vocabulary. I think it is a good medium to let me know what happens in the world and to improve English as well. Reading the newspaper has become my regular behavior."

  Miscellaneous

  DENG-051C: English as a Second Language
  When I introduced a lesson about editorials, columns, and letters to the editor, one student asked: “You mean anyone can write to the editor?” This was a new cultural concept for her.
  
  RELS 102: Introduction to Religious Studies
  I will not use the NY Times again. I may require a journal but there are far better sources available than this paper

  It is simply not a fit for my class.

  SWRK 344: Social Work Statistics and Data Analysis
  Nothing remarkable comes to mind. I thought the Tuesday newspaper was particularly relevant in Statistics class, as the Science section was selected for quite a few critiques.

Web Resources

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

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

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