ABSTRACTS OF RESEARCH PAPERS
THE GLOBAL CLASSROOM: TEACHING STRATEGIES THAT WORK
CHICAGO, ILLINOIS, U.S.A.
The increased trend toward globalization
produces a need for individuals who are able to function effectively in
multicultural contexts, whether international or domestic. In this collaborative
presentation we will outline some powerful pedagogies that we found effective
in our classrooms. Although we teach cross- cultural issues in radically
different settings -- one of us teaches cross cultural skills in an international
business context to mostly professionals at a four year university, the
other teaches art as transmitter of cultural values in a diverse and economically
deprived city college--we nonetheless have found that our overall approach
is the same. We both emphasize partnership with the students in the learning
activity and reliance on student experience and input, and we use as much
variety of learning activities as possible to engage the diverse needs
and styles of our students. The textbooks in our classes are always supplemented
with additional readings, lectures, and a variety of class activities including:
exercises, critical incidents, case studies, films, and guest lectures.
Our classrooms consequently become very interactive, not only during discussions,
but in the students' own presentations and teaching opportunities. In this
way, students have greater "ownership" of the learning experience, as well
as greater retention of course material.
ACROSS THE BORDERS OF DISCIPLINES:
SWITZERLAND IN FOCUS
California State University, Long Beach
LONG BEACH, CALIFORNIA, U.S.A.
The role and place of the humanities
and social sciences in higher education and professional programs are undergoing
profound changes worldwide. As knowledge grows at an ever faster rate,
the temptation is great to focus on increasingly narrow fields, and to
develop expertise that is in-depth, but limited in scope. Until recently,
this model of western scientific inquiry has been highly successful and
has served the academic community exceedingly well. Today, however, virtually
all disciplines are borrowing insights, data, methodologies, and knowledge
from other fields to address the complexities and inter-relationships of
global problems that only multi- and interdisciplinary intellectual inquiry
can hope to solve. Professional and academic career tracks have begun to
seek employees who can work in nonlinear, nonhierarchical teams, maintain
an open mind, and communicate across disciplinary boundaries by integrating
specialized fields with the knowledge and experience garnered from others.
Indeed, the globalization of the workforce over the past twenty years has
renewed interest in courses and academic programs that enable students
to acquire knowledge and expertise in the cultural, economic, linguistic,
political, and international practices of entire areas of the world while
they complete degree programs in business, public policy, education, law,
and the sciences. Since the 1930's, interdisciplinary course work emerged
in the North American undergraduate general education package under the
new rubric of area studies, while all traditional disciplines remained
segregated in separate departments, with generally little interaction and
cross fertilization. But in recent years a range of new interdisciplinary
majors have sprung up (e.g. biochemistry, neuroscience, labor and legal
studies, human ecology, public policy, marine biology, cognitive and information
sciences, to name just a few) in response to the need for a knowledgeable
workforce that thinks "connectively."
21ST CENTURY TEACHING AND LEARNING:
REAL WORLD AND REAL LIFE APPLICATIONS
Wally S. Holmes Bouchillon
University of West Florida
PENSACOLA, FLORIDA, U.S.A.
Florida has been an innovator in educational
accountability practices and has encouraged a complete renovation of teaching
methods. Teachers are encouraged to utilize student-centered instructional
strategies with real world and real life applications of their curriculum
in an interdisciplinary format. Strategies including knowledge organizers,
individualized performance based strategies, integrated strategies, career-based
strategies, communication-based strategies, and critical thinking strategies
are currently emerging as promising practices that assist students transfer
learning of subjects to the real world. This paper focuses on providing
examples of one of the major strategies found to make a difference in student
performance and motivation in the classroom, Technology Learning Activities.
TEACHING TECHNOLOGY THROUGH INTERACTIVE TOUCH
Wren M. Bump
Texas Southern University
HOUSTON, TEXAS, U.S.A.
This paper provides strategies for
teaching computer skills to novices utilizing an interactive, multimedia
environment that includes a computer, a Smart Board, and a data projector.
An explanation of the equipment used is provided. Benefits and results
are reported, as well as applications to other subject areas.
A CROSS-CULTURAL EXPERIENCE
Patti L. Chance
University of Nevada
LAS VEGAS, NEVADA, U.S.A.
This highly interactive session will
engage all participants in a cross-cultural experience to promote awareness
and understanding of multicultural and international issues, prejudices,
and conflicts. BAFA BAFA is a simulation that challenges participants to
examine cultural perceptions and biases through their active involvement
as members of two imaginary cultures, the Alpha society and the Beta society.
At the conclusion of the simulation, a debriefing discussion will be held
in which the lessons of BAFA BAFA will be applied to specific issues of
cultural conflict which impact educational, political, and economic systems,
at both macro and micro levels.
THE WAY OF THE SWORD: LESSONS LEARNED FROM FENCING
NASHVILLE, TENNESSEE, U.S.A.
Fencing is an apt metaphor for innovative
teaching. As with any discipline, once basic skills are covered, learning
is enhanced by drill and application. Answers come swiftly through practical
action, for only what works in the field counts. Still, aesthetic and ethical
considerations ensure that interaction among fencers remains equitable,
purposive, and elegant. Fencing brings into focus what otherwise remains
outside our field of vision by showing us "in other words" what our role
might be toward those we seek to educate--which, to follow the etymology,
is to lead others away from ignorance and toward self-actualization through
what we teach.
ADVANCING THE DIALOGUE
WITH AUTOBIOGRAPHICAL ESSAYS AND CULTURE CIRCLES
University of North Texas
DENTON, TX, USA
This paper is an illustration of concrete
practice drawn from my own teaching experiences with pre-service theatre
teachers in "Theatre, Culture, and Schooling," a course offered within
an undergraduate theatre program. Though the course has several key components,
I delineate two strategies-- autobiographical writing and culture circles--that
support a multicultural, social reconstructionist orientation toward reflection.
Selected reflections from a pre-service teacher who completed the course
are included to depict his struggle to broaden his perspective with respect
to self, work roles, and classroom performance. I end with my own reflections
on teaching about the issues of diversity and equity.
CHEATING VIA THE WORLD WIDE WEB:
IMPLICATIONS AND IMPERATIVES FOR CREATIVE TEACHING
Sheldon R. Gelman
Yeshiva University, Wurzweiler School of Social Work
NEW YORK, NEW YORK, USA
This article explores an unanticipated
consequence of the information revolution made available through computer
technology: cheating has become easier and, perhaps, more tempting. To
determine access to and quality of term papers available through the Internet,
the authors purchased two papers from a "Web Store" and asked a group of
experienced educators to grade them, along with a third "real" paper. Findings
reveal that cyberspace cheating can easily go un-detected. Implications
for the design of classroom experiences and assignments are discussed,
with specific approaches to devising new and more creative learning experiences
for students that will also decrease the likelihood of academic dishonesty.
ON STIMULATING FLEXIBILITY IN ANALYTICAL
THINKING AND PROBLEM SOLVING
"Mipps and Wors" is a management game
that aims at training unconventional and flexible analytical thinking as
a management technique. The application of this management game has proven
the fact that Business students find it difficult to solve a basically
simple mathematical problem if parameters are named differently and if
unnecessary pieces of information are given. The analysis of evaluation
results reveals that the predominant patterns of conventional thinking
may complicate the efficient determination of solutions. Therefore, teachers
should encourage their students to engage in flexible, divergent thinking
and to allow themselves to strive for creative and unconventional problem
"1 COURSE, 3 CREDITS, 5 DAYS...ARE YOU CRAZY?
THE CHALLENGES AND REWARDS OF TEACHING
CLASSES IN COMPRESSED FORMATS"
Stephen P. Hundley
Patricia L. Fox
Indiana University-Purdue University Indianapolis
INDIANAPOLIS, INDIANA, U.S.A.
- especially adult and commuter students - often cite time, money, childcare
responsibili-ties, work schedules, and transportation difficulties as barriers
to their sustained participation in postsecondary education. Yet many institutions
still schedule courses using an outdated, agrarian-based calendar that
stretches courses over 15+ weeks. As retention and persistence issues continue
to be of paramount importance in higher education, faculty and administrators
must work in tandem to create alternative ways for students to take courses
that allow them to complete their credential in a faster way.
The Department of Organizational Leadership and Supervision (OLS) at Indiana University-Purdue University Indianapolis (IUPUI) regularly offers its highly experiential courses in one-week intensive formats. OLS 252, Human Behavior in Organizations, emphasizes individual, group, and organizational learning. Students are placed in self-directed work teams, and complete a variety of team tasks and projects that attempt to simulate the ambiguities of work group life in organizational settings. OLS 378, Labor Relations, explores the roles that unions and management play in organizations. Students in this course are divided into teams of labor and management, and they actively negotiate a true-to-life collective bargaining agreement in class.
Both of these courses are highly experiential, and require that students prepare in advance for the intense class, usually through pre-work reading assignments. Additionally, several post-class assignments are required, and students submit their work several weeks after the class meeting period concludes. Therefore, while the contact-hours related to the teaching-learning process is only one week in duration, the entire context of learner involvement - pre-work, class meeting time, and post-work - usually spans over several months.
This presentation highlights the challenges and rewards of teaching courses in one-week, compressed formats. Emphasis is placed on thoroughly assessing instructor and learner readiness; the feasibility of compressing content into non-traditional formats; ensuring quality, rigor, breadth, and depth of learning; and employing pedagogic practices conducive to intense learning periods. Faculty interested in adapting their courses to one- week (and other) formats will find the experiences and insights the presenters offer extremely helpful. Administrators will learn how to support faculty in their quest to offer courses in non-traditional formats. Finally, researchers will be interested in the types of research questions that emerge from the comparison between traditionally-offered and compressed-format courses.
COLLEGIAL TRAINING AND INNOVATIVE CREATIVE TEACHING
FOR EDUCATION STUDENTS IN GUAM
Yukiko Inoue, Marilyn Jackson
University of Guam
This study was to explore college
students' realization toward collegiality, which was a component of teacher
preparation to improve the curriculums for children in the Guam Public
School District. Students in the Language Arts in Early Childhood course
engaged in collegial and innovative creative ways of learning. Data were
gathered through survey instrument (N = 21). Results of the study
suggested that advantages of this style of learning include: Students can
feel a sense of community in the class and can experience that "two heads
are better than one." Yet students emphasized the disadvantages, too. Findings
and implications were documented.
USING TECHNOLOGY-BASED EXERCISES
IN MANAGERIAL COMMUNICATION
Christine M. Irvine
Stephen F. Austin State University
NACOGDOCHES, TEXAS, U.S.A.
Texas Southern University
HOUSTON, TEXAS, U.S.A.
The use of web-based assignments is
becoming an essential tool for delivering instructional activities in many
good management schools. If effectively used, these activities can enhance
the learning environment for both instructors and students. This proposal
will provide innovative strategies for using companies' web sites to improve
students' thinking-skills, decision making skills, written skills, and
verbal skills. Also, students will increase their knowledge of how to analyze
cross-discipline issues. These activities will allow for an effective integration
between information technology and management courses.
C-SPAN IN THE CLASSROOM
University of Illinois
CHAMPAIGN, ILLINOIS, U.S.A.
network which covers the activities of the United States Congress and other
legislative issues, has an ongoing program in Washington, D.C. that teaches
creative methods for use in the college classroom. This program is called
C-SPAN In the Classroom, and it is held several times throughout the year.
Its focus is on creative teaching methods in the classroom with the use
of communications technology and special classroom products.
This paper will present the issues and challenges raised in teaching creative teaching by corporations to teachers. It is also an opportunity to share how the future employers of our students attempt to stimulate college level teachers to train students with specified skills. Overall, I hope to (1) present the teaching techniques C-SPAN used in the seminar, (2) analyze how C-SPAN introduced or reinforced creative teaching, and (3) give general knowledge about the skills corporations are emphasizing in the workplace.
AN INNOVATIVE APPROACH TO
TEACHING THEORETICAL CONCEPTS
BOSTON MASSACHUSETTS, U.S.A.
Creating and presenting a television
commercial provides a context in which students can demonstrate their knowledge
about course concepts. This technique can be used across disciplines. The
author will describe how undergraduate students applied principles of human
development through a "commercial." Student performance will be assessed
as evidence of learning and will include a videotape excerpt. A rationale
for utilizing teaching learning techniques which promote a sense of playfulness,
humor, "risk-taking," and creative thinking will be highlighted.
IGNITING THE EMBER WITHIN: TEACHING THROUGH THE ARTS
Jill L. Lindsey-North
Wright State University
DAYTON, OHIO, U.S.A.
This paper summarizes evidence that
a group of international teachers who participated in creative arts activities
during a professional development institute experienced understandings
that transformed their views of self as teacher and their understandings
of the purpose of schooling. The research employed a wholistic, naturalistic
approach in a quasi-experimental mixed design with several pretest and
posttest measures. Analysis of participants' responses on fine art metaphors
of self as teacher, self-report questionnaires, and feedback journals suggest
the "Teaching through the Arts" curriculum fostered self-awareness, self-expression,
and meaningful connections within, with others, and with the subject matter.
CD-ROM AND GROUPWARE : TWO TECHNOLOGIES FOR
A NEW GENERATION OF CASE STUDIES
Pierre Mora and Jean-Francois Trinquecoste
Groupe Ecole Superieure De Commerce
New information technologies make
it possible from now on to conceive and animate another type of case studies
in management thanks to the ergonomics of reading, the direct opening of
the case to the resources of the web and interactivity (tools for analysis
and recalls of course in the context of the case). The groupware allows
moreover one fast collective production and source of comparisons " intercase".
A titrates illustration, the authors introduce to the CD-Rom " Strategists
", collection of six case studies in marketing as well as the groupware
"Multicas " gathering twenty five cases of industrial marketing.
CASE STUDIES AS EXEMPLARS
OF "BEST PRACTICE" IN
REAL LIFE COMMUNITY DEVELOPMENT PROJECTS
James Dalton, Barra Ó Cinnéide
& Laurence J. O'Connor
UNIVERSITY OF LIMERICK
CASTLETROY, LIMERICK, IRELAND
The paper describes the background
to the case method approach to "enterprise" and community development in
a rural context. It involves taking examples of "best practice" in terms
of community organisation and structuring, and promoting the applicable
features of case models to other areas in the European Union where sustainability
planning and social structuring exist in embryonic form, only. The desired
outcome of the research is the development of databases and special expertise
that will be of benefit to researchers in the field of Rural Development,
particularly in relation to addressing the problems of peripherality.
COLLEGE COURSES IN ETHICS:
DO THEY REALLY MAKE A DIFFERENCE?
Spero C. Peppas
Barry A Diskin, Ph.D.
Florida State University
TALLAHASSEE, FLORIDA U.S.A.
Ethics in business is an issue that
has long since received considerable attention. As a result of accreditation
requirements, many universities have attempted to address this issue by
making a course in ethics a part of business programs. This paper examines
the values of current college students studying business with regard to
professional and business ethics. Attitudes of students who have taken
a course in ethics are compared with those who have not.
THE USE OF TECHNOLOGY IN A MATHEMATICS CLASSROOM
University of Delaware
NEWARK, DELAWARE, U.S.A.
Southern Illinois University
EDWARDSVILLE, ILLINOIS, U.S.A.
calculus with the aid of technology is not another expression for "Calculus
made easy". Calculus can not be made easy. Computers and graphing calculators
are powerful tools in the hands of mathematically prepared students, but
they are completely powerless to those who believe in magic. Technology
can be helpful only to those that have an understanding.
Existing teaching methods and styles need to be altered, in order to assist students to use technology effectively.
INCLUSIVE CLASSROOM PRACTICES FOR ALL LEARNERS
Mary Perea Starz
Texas Southern University
Louis P. Starz
HOUSTON, TEXAS, U.S.A.
In light of the increasing diversity
among the student populations in classrooms across America and current
educational reforms, it has become increasingly necessary for teachers
to revisit/re-evaluate their traditional classroom practices. More and
more students with disabilities, students who are bilingual, and students
to whom English is a Second Language (ESL) are being educated with their
same age peers in general education classrooms, instead of separate classrooms.
This paper focuses on the learner-centered paradigm as the contextual framework
for understanding and developing inclusive practices that build on students'
capacities and foster learning for all students.
TELLING TALES IN SCHOOL: TEACHING THE CREATIVE USE
FRENCH AT THE BASIC LEVEL THROUGH TECHNOLOGY
Anthony T. Sallustio
NEW YORK, NEW YORK, U.S.A.
This presentation will focus on a
communicative approach to teaching a basic two semester course in conversational
French that will give students not only the fundamentals of grammar but
also speaking, listening and writing skills needed to apply their knowledge
in a creative way. The course is built around a program called French
in Action which has an elaborate video segment as its focal point.
Students learn the language and its intricacies by following and taking
part in a lively story with appealing characters and amusing incidents.
The key to developing creativity is that while observing the story presented
to them, students also learn aspects of the culture and how to fashion
a new story of their own authorship by modifying details. In essence, the
tale learned from the video acts like a model case which students alter
to create their own individual cases. The computer-assisted component is
presented with Microsoft Power Point which has the flexibility to combine
picture, sound and print simultaneously and attractively.
INTERACTIVE SIMULATION IN COMPARATIVE JUSTICE:
THE ISLAND OF ERUA
Pamella A. Seay
Florida Gulf Coast University
FORT MYERS, FLORIDA, U.S.A.
This paper outlines a semester-long
simulation project. The simulation is designed to assist students in understanding
the various outside influences on the development of a justice and legal
system. By assigning a "country" to each student, and by assigning specific
historical, societal, cultural, geographic, and economic attributes to
each country, the students are required to develop a government, with specific
attention to the justice system. Though this simulation is currently used
in a course on "Comparative and International Justice," by including different
sets of variables, the simulation can be adapted to a wide range of courses.
CROSS-CULTURAL REFLECTION ON WORK-BASED LEARNING:
AN APPLICATION OF RESEARCH, TEACHING, AND
LEARNING USING THE CASE METHOD
Saundra Wall Williams
North Carolina State University
RALEIGH, NORTH CAROLINA, U.S.A.
In order to explore the processes
through which participants learn in an interactive computer- mediated virtual
environment, researchers from five universities collaborated to develop
a mini- course, which applies the case method, within several different
courses at each university. The mini-course is part of a research project
that will focus on the ways in which the instructional design, the facilitator,
the learner, the technology, and the context appear to affect the learning
process. The format of the mini-course is predominantly experiential. Participants
are asked to write cases of problematic work experiences and discuss them
in small virtual groups in a trans-continental computer facilitated group