By Robin J. Hailstorks, Title III Activity Director
The Title III Grant Project Staff members are pleased to announce that the grant project will enter its third year beginning October 1, 2001. According to Dennis Bartow, project management and evaluation coordinator, the project goals and objectives for Year 2 have been met and expectations have been exceeded. One of the major goals of the grant project is to invigorate the faculty and to impact instruction by transforming the way in which we teach. I believe the faculty development initiatives have had a significant impact on instruction in a number of areas. This would include encouraging faculty reform efforts that infuse technology into instruction and that embrace active learning teaching strategies. Thus far, three faculty teams have been selected to participate in these reform efforts. Please visit the Title III Grant Web site to learn more about the Title III Grant in general and faculty development initiatives in particular: http://academic.pg.cc.md.us/title3
The Title III Grant Project Staff members congratulate the following faculty members for being selected to serve as members of the Phase 3 Faculty Team: Beth Atkins, Jessie Alexander, Tamba Alpha-Kpetewama, Jim Bridger, Eldon Baldwin, Angela Rhoe, Norma Schmidt, and Imogene Zachery. A brief description of each faculty team member’s project is presented below.
Beth Adkins (ALANA) and Jessie Alexander (Career Life Planning)
The CD-ROM will serve as a supplemental college orientation tool, which will support the campus resources and study skills manual. The students will be encouraged to use technology to support their learning and enhance their computer research skills.
Tamba Alpha-Kpetewama (Economics)
Eldon Baldwin (Mathematics)
Blackboard’s assignment section will provide carefully designed learning sequences that correspond to each unit. Rather than writing brief assignments on the chalkboard, or distributing a semester-long list of study assignments, Blackboard assignments are infinitely flexible. The learning sequences describe important vocabulary and concepts that the students need to learn, recommended study activities and techniques, and provide specific written and computer-based problem solving assignments. The instructor can set "due dates" in advance, but can also modify those dates as needed at any time during the semester. Blackboard can also generate online student surveys, quizzes, and tests that are linked to an online grade book.
Blackboard can also provide a variety of other features including staff information, book information, uploaded course documents, Web links etc. I use these features to provide students with a great deal of additional class orientation information: such as a course outline and calendar; college calendar and information (those "syllabus stuffers" that we receive each semester); a link to my Student Guide (a separate Web site on the academic server that describes basic class policies, student support services, study skills information, etc.); descriptions of required and optional textbooks, calculators, software, and references, and instructions on how to use various types of course software.
I believe that faculty and students who take advantage of these types of resources can benefit in many ways:
I also believe that use of these and similar materials by both full-time and adjunct faculty will help us more clearly communicate standards for instruction and learning in MAT 104.
I describe my use of Blackboard as a "template" because I intend to freely share it with any of my colleagues, both full-time and adjunct, who wish to adapt it for their own use in future semesters. I am developing the site for use by my own students as I teach MAT 104 this fall. Over the winter break, I will adapt it as a template for use in the spring, and then offer training and support for interested faculty. All faculty users will be free to modify their individual copies of the template in any way they choose. To facilitate learning Blackboard and sharing new materials, I will also set up a companion "faculty-only" Blackboard site through which all faculty users of the template can exchange information, suggestions, questions, revisions, new links, new handouts, etc. Please feel free to contact me for additional information. (Eldon Baldwin, M-3046, x0446)
James Bridger (Biology)
The PLTL concept is currently used in over 30 colleges, universities, and community colleges with over 60 faculty, 7000 students and 900 peer facilitators being involved. In virtually every setting and discipline, the results have been remarkably similar. That is, attrition goes down and grades go up. My experience has been no different. Attrition in my sections, when compared with 20 "pre-PLTL sections", went down by nearly 20 percent while the percent of grades above "D" increased about 10 percent. In addition to this data, the benefit to the peer facilitators is immense. Based on a survey I conducted and on informal statements, it is apparent that the peer leaders think that their increase in knowledge and in interpersonal skills is enormous. As evidence of this, all of my peer leaders have been in the program for multiple semesters and have constructed their personal schedules in order to accommodate their PLTL duties. These results encouraged me to apply for the Title III grant to develop a similar program for Human Anatomy and Physiology II (Biology 206). I will be developing the materials so that the program can be implemented during the fall 2002 semester. In addition to this activity, peer facilitators will be selected and trained.
It is my hope that the results in Biology 206 will be positive and that the program can be incorporated into all sections of Biology 205 and 206.
Diane Finley (Psychology)
Leela Kapai (English)
An alternative is to use an inductive collaborative approach to teaching grammar and usage, my project for Title III Grant. It calls for students to work collaboratively on specially designed exercises to arrive at the grammar/usage rules by themselves. Time spent in careful observation, analysis, and reaching a conclusion will help them not only to retain the information but also improve their editing skills.
Angela Rhoe (English)
Beverly Reed (Developmental English)
Norma Schmidt (Library)
Imogene Zachery (Library)
Title III Grant Update
Several Phase 2 Faculty Team members have been invited to expand their initial faculty development project this academic year. The Phase 2 Faculty Team members who will be continuing with the Title III Grant Project this year are: Ana Echavarri-Dailey, William Knight, Martha Mathews, William Peirce, Aida Shehata, and Rosemary Smith. To learn more about their projects, please log on the Title III Web page: http://academic.pg.cc.md.us/title3
The Title III Grant Project staff appreciates the continued support of the Technology Resource Center staff -- Bridget Bartlebaugh, Ed Cruz, Oliver Hansen, and Marjani Kane-Morris–and extends a heartfelt thank you to the staff for their commitment to the goals and objectives of the Title III Grant.
The Instructional Area Newsletter, Volume 17, No. 1