When freshmen arrive at UMD...
Among other Fresh Ideas:
• Prof. John Fobanjong wanted his American Politics students to not only acquire information, but to think critically about societal problems. After discussing specific issues, the class chose a single topic, related to the course material, to focus on; all students brought research on the topic to each class for a presentation. In 2001, the original subject of domestic violence was expanded to violence through terrorism, following the Sept. 11 attacks. Involvement became so intense that the class joined a demonstration aimed at expanding public awareness of violence in society, and raised funds for Trade Center victims. Fobanjong says the exercise was advantageous in that it was student-driven, connected to real world events, promoted critical thinking, and increased student participation in class discussions.
• To teach valuable reading/writing lessons - and more - English 101 Prof. Judy Schaaf turned to Tinker Toys. A student “writer” would specifically and concisely instruct two student “readers”—who could not see one another—on constructing a simple toy from the Tinker Toy pieces Schaff had distributed.
“The class will see, without having to be told, how individual the ‘reading’ (interpreting) process is (because) with identical prompts, the builders will make different choices and arrangements of their pieces. The instructor simply has to facilitate a discussion of these ideas…,” writes Schaaf. As other students repeat the game—and have an easier time at constructing the toys than the original players—they grasp the significance of revising and rewriting. Schaaf says the game is effective in several ways: “to prompt discussion of the nature and requirements of (technical) description, to develop cooperation in a shared intellectual task, and to encourage classmates to get to know one another better.”
• In Physics 182, “Introduction to the Weather,” Prof. Amit Tandon instituted “WIDGet—What I Don’t Get” questions. He divided his students, who were of all levels, into groups of four with one senior per group. After reading the text chapter to be discussed the following week, each student would email to his/her group members a critical thinking, or WIDGet, question. Tandon would grade those WIDGets, and “included many of the students’ questions to structure my lessons.”
Once students saw Tandon was grading and responding to their questions, “many of the group sheets had six or more questions…. I have a happy fact to report. A couple of the groups were upset the semester was getting over, since they had become so accustomed to doing WIDGets and group activities together. . . . I found this immensely satisfying and think the students did too.” WIDGets have already improved Tandon’s lecture slides, and after several more semesters he expects “to be able to come up with a set of frequently asked questions for each chapter.”
Both Marge Condon, director of the Center for Educational Advancement, and Boisvert say that faculty who attend the workshops and vie for Fresh Ideas selection represent a variety of disciplines. Interest in aiding freshmen through the program comes from both newer professors and longtime faculty.
It is difficult to gauge the impact of the project on the desired goal of improving success levels of freshmen.
But Boisvert is gratified by what she has seen time and again: excitement on the face of someone who teaches freshmen.
“How can that not be passed on to the students?”
Diane H. Hartnett
Alumni Magazine, Spring 2004, Pages 17-19
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Last Updated On: 11/2/06
