Return
to Faculty Pages

General
Studies Content Area Subcommittee Meeting

 

 

Date: May 19, 2001

Time: 9 � 11 a.m.

Facilitating: Ron Siddell, General Studies Area
Chair

Attending: Gen101 instructors Jon Corey, Fara
Nizamani, Jeffrey Leeper, Linda Kroner Robert Brennan, Chris Farnham and
Shabbir Karim (Note: Although not attending, Allan Ament submitted his
observations, which are incorporated below.)

This report is based on a two-hour dialogue
conducted at the above noted meeting. It was initially compiled by Ron
Siddell and, prior to being finalized, distributed for review by faculty
members attending the meeting. The report is composed of observations,
practices and recommendations. The observations provide background. The
practices are specific techniques that faculty members have incorporated
into the course delivery and are being shared with the intent that
others might consider applying the practices, or variations of these
practices, as they see fit. The recommendations are intended for use by
the General Studies Campus College Chair, as appropriate, and for Gen
101 instructors for implementation in the delivery of the course.

�       
Everything is new�everything has to be explained such as
attendance policies and the weekly form that needs to be signed. Even
the use of tent cards (names) needs to be explained and implemented.

�       
There is a need to begin the �molding� process of
students in the UOP ways of doing things, the learning model and
expectations of both students and faculty members. There is no
�critical mass� in terms of commonality among students as to
backgrounds. Some have no further education than high school and others
have experience in community colleges and technical institutions. Some
may have never graduated from high school. Coming to UOP �is a
milestone for them.�

�       
Time management is an issue for most, if not all, students
and needs to be addressed

�       
The Gen101 textbook is difficult to navigate.

�       
There is a �tension� in balancing the need to give
grades that reflect the reality of student work (maintaining �high�
standards) that could be demoralizing with the need to grade in a manner
that encourages continued effort. This is a dilemma for every Gen 101
instructor (perhaps for instructors of all the ICS courses.) The dilemma
is how to provide the student with information about his or her
�weaknesses� and needs for improvement while at the same time not
�destroying� the student�s self perception. In sum, how is one to
ensure the �integrity� of grading and still have the students
continue their programs?

�       
GEN 101 is one of the two or three most important courses
UOP provides. It provides an opportunity to set expectations, model the
behavior and help students form the habits that they will take with them
through the rest of their UOP careers. This is an important task,
one that is difficult to do in five weeks. Too much focus on
content, or the intricacies of how to write a good paper or give a good
oral presentation, unless one is an exceptionally gifted instructor,
results in the student not only learning what the instructor hopes to
convey, but also missing other equally important matters. 

�       
Regarding assignments, one instructor, rather than
reducing the number of graded assignments adds to assignments by giving
�key thought� quizzes. This could consist of writing two to three
paragraphs on the reading assignment for the week. This provides
practice in writing and forces students to actually �get into� the
text.

�       
Going through the module, page by page.

�       
Going through the syllabus, page by page.

�       
Making the first assignment a pass/fail requirement.

�       
Regarding the personal goals assignment, another practice
is to have students talk in small groups about goals, then,
individually, write their own personal goals.

�       
Providing examples of well-written assignments either in
the form of handouts or posting them on web site.

�       
Another practice is to handout poorly written papers (no
names, of course) and asking students how they would grade these
assignments. This gives students an added measure of understanding and
perhaps appreciation of what instructors deal with in grading papers.

�       
Still another practice is to have Learning Team members
review one another�s papers and respond, for the benefit of the
student, with (1) I really liked� (2) Needs improvement and (3) Did
you think of adding�?

�       
A practice regarding in-class small group activities is to
ensure that the groups are not the same as the Learning Team groups.

�       
Set appropriate expectations for students, helping them
appreciate the commitment of time and energy necessary to obtaining a
college education. This needs to be done both in Student Orientation and
in Gen 101.

�       
Ensure students are familiar with general expectations,
and outlines, of what constitutes acceptable/good written work.

�       
Provide students with the opportunity to make oral
presentations and learn what is and will be expected of them in future
class presentations.

�       
Introduce students to the concept of Learning Teams, and
provide them with the skills and resources to work effectively in their
groups. Among other areas, this requires making sure students
understand teams are as much about process as they are about producing a
deliverable.

�       
Provide tools to succeed in teams such as: 

o      
Understanding the proper way to complete Learning Team
logs and the importance of accuracy and validity, which includes the
requirement for review and signatures by the instructor.

o      
Understanding the importance of team charters and proper
completion of the forms.

o      
Understanding conflict and conflict management. 

Return
to Faculty Pages

Washington
Campus