DOCUMENT RESUME

ED 194 136 JC 000 559 AUTHOR Manfred, Madge, Ed. TITLE Communitas: Journal of the Connecticut Community College Ptofessional Staff. INSTITUTION Connecticut Regional Community Colleges, Hartford. Board of Trustees. PUB DATE BO NOTE 43p. JOURNAL CIT Ccmmunitas: Journal of the Connecticut Community College Professional Staff: v1 n2 1980

EDBS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *College Curriculum: Ccllege Programs: *Community Colleges: Counselor Training: *Educational Innovation: English (Second Language) :Faculty Evaluation: Humanistic Education: International Studies: Life Style: Mathematics Anxiety: Nursing Education: Program Descriptions: Psychology: *Teaching Methods: Two Year Colleges: Writing (Composition)

ABSTRACT Curricular and instructional issues are discussed in 12 articles by faculty of the Connecticut community colleges. Jack McLean examines the potential role of community colleges in international education, and Kerin Sarason proposes teacher self-evaluations to reduce faculty/administrator tension. Jean Burr Smith introduces methods of reducing math anxiety among developmental students, and Jim Wright considers the effect of the New Humanism on traditional, cognition-oriented education. The use of competency-based education in liberal arts and general education is discussed by Joan Gallagher prior tc the presentation of Virginia Barrett Villa's poem, "Placement." Connie Palmer's description of a technique used in an introductory nursing course to help illustrate the medical implications cf bodily fluid stasis. Jay and Shirley Stager describe an experimental course in which students experience an alternative life style at an isolated farm in Maine. Then, Ellen Strenski evaluates the vocational skills accruable through the study of literaturet'and Maria Stiebel describes the English as a Second Language program at Housatonic Community College. Finally, Donald Hughes discusses experimental techniques in psychology education, Madge Manfred examines composition courses in the context of a social science discipline, and Gary Van Voorhis describes the Drug and Alcohol Rehabilitation Counseling program offered at the Connecticut community colleges. (JP)

*********************************************************************** * Reproductions supplied by EDPS are the best that can be made * * from the original document. * *********************************************************************** "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OFHEALTH. MATERIAL HAS BEEN GRANTED BY EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION Manfredrg----aAM1 THIS DOCUMENT HASBEEN REPRO - DUCEO EXACTLY ASRECEIVED FROM THE PERSON ORORGANIZATION ORIGIN- ATING IT POINTS OFVIEW OR OPINIONS STATED DO NOT NECESSARILY SENT OFFICIAL NATIONAL REPRE- TO THE EDUCATIONAL RESOURCES INSTITUTE OF EDUCATION POSITION OR INFORMATION CENTER (ERIC)." POLICY

ste NM/ i%Jti c) v)

9 1-7 ti CONTENTS

INTERNATIONAL STUDIES AND CONNECTICUT'S COMMUNITY COLLEGES Jack McLean, Mohegan Community College 1

FACULTY EVALUATION: FACT, FUN, AND FANCY Kerin Sarason, South Central Community College 4

ANXIETY REDUCTION IN THE DEVELOPMENTAL MATHEMATICS CLASSROOM Jean Burr Smith, Middlesex Community College 7

THE NEW HUMANISM IN EDUCATION , Jim Wright, Mohegan Community College 10

IS COMPETENCY BASED EDUCATION THE ANSWER? Joan N. Gallagher, Housatonic Community College 14

PLACEMENT Virginia Barrett Villa, Greater Hartford Community College 17

RAINDROPS ARE FALLING Connie Palmer, Mohegan Community College 18

DOWNEAST SEMESTER IN MAINE Jay and Shirley Stager, Manchester Community College 20

TEACHING LITERATURE IS NOT A FRILL Ellen Strenski, Mohegan Community College 24

E.S.L.: TRANSITION TO ACADEMIC SUCCESS Maria Stiebel, Housatonic Community College 26

EXPERIMENTS IN TEACHING PSYCHOLOGY Donald Hughes, Mohegan Community College 29

STRENGTHENING COLLEGE WRITING: A SHARED RESPONSIBILITY Madge Manfred, Mohegan Community College 32

COMMUNITY COLLEGES IN THE DARC Gary Van Voorhis, Manchester Community College 34

NOTES ON THE CONTRIBUTORS 37 ,

1

A NOTE FROM THE EDITOR The second issue of COMMUNITAS contains a variety of articles, including practical sug- gestions for classroom activities, descriptions of unusual programs, analysis of professional issues, arguments for new approaches, and, happily, a poem. This issue gives further evidence of the talent among our professional staff, talent which I think is unsurpassed in any other system, but which often does not find a public forum because of heavy teaching schedules, our students' need for individual help, and the demands of committee work, community service, and political lobbying to get support for our perennially beleaguered community college system. Despite the difficulty to finding the time and solitude necessary for writing, some of our colleagues have managed to do so, and I hope that the distribution of COMMUNITAS before the summer break will encourage more people to write up the articles that have been cooking in their heads for the last two years. From my years of contactwith colleagues in the system,I know that potentially we constitute the greatest help to each one another. Occisionialy we may be inspired by the experts, but only the staff who work on a daily basis with the students can develop the meaningful suggestions for our student population. Futhermore, I believe that if we take the opportunity .offered by COMMUNITAS, if we reflect on our experiences and share them in a spirit of friendly criticism, we will also find that we have the insights necessary to make significant theoretical contributions in our fields. The responsibility of producing the second issue of COMMUNITAS has made me very . appreciative of the accomplishments of its first editor, Paul Brown, who secured the funding, established a network of campus contacts, and stimulated the writing of many fine articles.

-Ta+ 77?a/i/eLe4L--

4 .

COMMUNITAS Journal of Connecticut's Community Colleges Volume I Number 2 1980

Editor Madge Manfred Mohegan Community College Layout and Design Editor Anna Lafferty Tunxis Community College Campus Editors Paul Brown Norwalk Community College Ray Cacciatore Mattatuck Community College Elaine Folkers Asnuntuck Community College John Kuchla Quinnebaug Community College Elizabeth Marafino Tunxis Community College Ray Marafino , Greater Hartford Community College Michael Monte Housatonic Community College Margaret Oiiens Manchester Community College Kenneth Robinson South Central Community College Chris Rossing Northwestern Community College Richard Srb Middlesex Community College

Special thanks to Ellen Strenski and Jim Coleman for advice, support, and help with the proofreading; to Jon Neff and Doris Lapre for supervising the production and distribution of the journal; to Wes Wright, Acting President, for his cooperation; to Bill Kavanaugh and Marc Persechino for their professional efforts in typesetting and paste-up and finally, to our printer, Joe De Lucia, for his patience and invaluable help.

Funds for the publication of COMMUNITAS generously provided by the Board of Trustees, Regional Community Colleges. 5 INTERNATIONAL STUDIES AND CONNECTICUT'S COMMUNITY COLLEGE

International studies can and must London, or Berlin, Rome or Paris, or become an integral part of the curriculum Madrid. Not only did new power centers and the educational experience of com- emerge in Washington and Moscow but munity college students, teachers, and those one time "sullen people" began to administrators. Why? Various studies claim the resources within their frontiers including the new Carnegie Council and to experience the exhilarating sense Report on Higher Education, and the of modern nationalism. Despots and President's Commission on Foreign dreamers, heroes and statesmen, began Language and International Studies, the process of building new nations, argue the case for international studies reviving old cultures, and struggling with effectively enough, and I recommend themthe consequences of population growth, to you. I will make the case, however, on urbanization and industrialization. the basis of more personal observations. Today, we are living with the results and The world, some observer noted, consequences of this tremendous shift in many cliches ago, is growing smaller and the post war alignments. We may not like smaller. It's really not a very new idea; it the changes that have occurred but we goes back to at least a century ago when must not continue to think about the world writers began to analyze the impact of as though the changes had not occurred. industrialization and the revolutions in One is reminded of the stereotype of communications and transportation. the aging British imperialist Colonel Smaller, of course, really meant that Blimp, sitting in the isolation of his people were becoming more aware that London club, talking about an Empire the world was an interdependent one. And that no longer existed and advocating interdependence, it turned out, really sug- military policies that were either absurd gested a new awareness of national depen- or mad. For men like Blimp the job of the dency. Dependency on what? On coal, on educational system was to educate an elite iron ore, on rubber, on tin, on copper, on to govern a glorious Empire. That era, gold, on markets and, by the beginning of however, had ended; they even closed the the twentieth century, on oil. Colonial office in 1946. But attitudes and The accepted wisdom of that age ar- assumptions cannot be closed down as gued that the protection of these vital easily as the high doors of a once powerful natural interests required "civilized" institution. nations to seize and control other peoples We are also facing some seminal and cultures in order to maintain political changes in the world order, and that's the and economic stability against the rub. We must address the educational re- rapaciousness of expansionistic rivals. In- sponsibilities associated with those terdependence also meant learning changes. There may have been a time enough about other cultures to control, when one could boast that 6% of the what Rudyard Kipling called, these new world's population used 40% of its re- caught and "sullen people." sources. But today those resources are the Great empires and nations successful- object of intense competition and posses- ly monopolized scarce industrial resources sor states are inclined to dream of modern- and manage to avoid, at least unti11914, izing their own societies and are less likely plunging into suicidal conflicts. But two to barter away their riches and substance devastating world wars and a world de- to enrich the lives of the 6%. That's a pression later the old order perished. Key rather new reality. Some befuddled and decisions were no longer being made in angry citizens, politicians included, are 1 wondering what happened to "our world." sources, capital markets, and manufactur- Some statesmen, who ought to know bet- ed goods. The report notes that the North ter, are urging us to recreate the power in this North-South confrontation, ac- that will restore the era now passed. Im- counts for one quarter of the world's pop- patience and exasperation have even led ulation but four-fifths of the world's to suggestions that we might have to take income, whereas the overpopulated South "our oil" if our vital interests were threat- has as many as 800 million destitute people ened. Our "vital interests" I would argue, and 30' million children under the age of require us to recognize new realities, and five who starve to death each year. Those to educate our citizens about the aspira- chiling statistics are late twentieth cen- tions, the assumptions, and the wonders tury realities. They are not simply demo- of other cultures and values. That's not graphic, or economic, or political real- blue-sky one worldism: that's a require- ities; they are the stuff of nightmares, of ment for adjusting to the realities of the enduring hatreds. The gap between rich late 20th century. and poor nations must be closed quickly, To be more.specific, let us look at the the report argues, because a widening, of current emphasis on jobs in education. In the gulf may result in a world wide eco- Connecticut one out of seven jobs is nomic collapse in the next two decades. dependent upon international trade and, The issues are, very simply but starkly if Connecticut is to remain competitive, put, survival issues. Addressing these that percentage will have to increase in staggering problems requires a tremen- the future. The Governor's proposed trip dous effort to educate populations and to to China adds credence to the belief that create a consensus on both the urgency of we must expand not only our export trade the crisis and the will to act. but also community awareness of China. Community colleges must play a key One out of every four people in the world role in this education process because we is Chinese. China possesses oil reserves have access to a major segment of the that may match those of Saudia Arabia, population in this society. The specific and a market that is probably matchless. first step that I intend to fight for is China also possesses one of the richest an interdisciplinary "GlobalPerspectives and oldest cultures in the world. Nonethe- Course" as the required course in the less, we continue to treat the study of Social Sciences at Mohegan Community China as being somewhat exotic and College. The course will emphasize themes slightly irrelevant to the needs of com- such as food problems, population growth, munity college students. Community dol- fuels and scarce resources, modernization, leges must assume some educational interdependencies, and the nature of responsibility in this connection and re- ' modern economic systems, and modern cognize that our citizen constituents are nationalism. badly served by curriculum deficiencies However, a course in Global Perspectives, that by-pass economic realties in the no matter how well intended, will not suf- name of economic necessity. Those jobs fice. International and intercultural that we seek for our students are in a state issues and problems must become a focus whose dependence upon foreign trade is of study throughout the curriculum and both substantial and growing. that includes Business, Science, and Com- To put the problem in another specific munity Education. and alarming perspective, consider the recent findings of the prestigious Inde- There are, of course, practical limits pendent Commission on International to what one can know or master about the Developement Issues. The Commission, labyrinthian politics of an ever chang- chaired by former West German Chancel- ing world order. But basic themes and lor, Willy Brandt, highlights the growing issues can be studied in a way that can disparities between developed (Northern) result in a new awareness that may in- and underdeveloped (Southern) societies fluence public policy decisions. Once and the interlocking relationship of each again, the motive need not be the desire to bloc upon the other for food, scarce re- contribute to a more humane or just fl c global society, such crusades are ap- probably come from Latin America and the parently unfashionable, but simply a Middle East, will require some adjust. recognition of what self interest and vital ments at our colleges, and problems will interests really are. have to be solved dealing with language We've all read about an American proficiency, housing, and cultural adjust- Ambassador in Asia, still on assignment, ments. Experience elsewhere suggests who didn't know that there were two that the process may be difficult. The Korean governments, what the "gang of effort is well worth it, however. It's not four" referred to, what Islam was, and simply a question of practicality and of who had never heard of Gandhi, Sukarno, exploiting opportunities; the exchanges or Ding Xiaoping. Inexcusable ignorance will contribute to mutual enlightenment, in an ambassador, we may all conclude, enriching both parties and helping to ease but we must not fool ourselves about the transition into the last quarter of the what constitutes "excusable ignorance" 20th century. for our citizen-students. International and intercultural educa- We can and must become leaders in tion cannot remain a peripheral concern programs promoting student and faculty for community college educators because exchanges. I anticipate that Mohegan the issues involved go to the very heart of Community College will take the lead in the crisis in modern global society. These initiating such programs and that our same issues will severely test our political students, and all Connecticut Community system, our economy, and our values and College students, will be able to enroll in culture in the decades ahead. The question inexpensive overseas programs by the we must face is are we educating students Fall of 1981. Students will be able to enroll who are sufficiently aware of the inter- in programs of study in Egypt, Israel, relationships between conflicting nation- Italy, England, Ireland and Denmark by alistic and ideological ambitions and the that date and we shall move to provide op- competition for resources, jobs, and world portunities in Canada, Mexico, and other markets. Are our students aware of the Latin American states after that. values and aspirations of societies that have, heretofore, been the submerged A few observations about foreign states and spear carriers in the drama of students studying in Connecticut is international politics? It is extremely appropiate in this article. important that students learn that that While population figures in the United era is over. If the spear carriers in the old States, and in the Northeast in particular, drama are suddenly seen in a new and indicates a significant decline in graduat- threatening perspective it may be because ing seniors through 1995, the world at we now have a new awareness of both large will be undergoing explosive popu- their presence on the world stage and the lation increases. The educational impli- fact that they are carrying more powerful cations of this situation have already beenspears. grasped by many institutions but not, The parts in the new drama may alas, by Connecticut's Community Col- require new casting but that's a healthy leges. Community colleges are ideal entry development and not one that should level institutions for many foreign frighten us. Victims of exploitive and con- students and it's a safe assumption to say temptuous treatment can be dangerous that we can, with a bit of imagination and peoples. The history students in this read- work, begin to draw upon this foreign ing audience will remember Lord student population. Not every aspiring Macaulay's observation that the great foreign student is destined for Yale or books in Indian civilization would not fill UConn or even Central Connecticut. We a shelf in his library. What a pathetic ob- will not succeed in attracting foreign servation we might now conclude. Let us . students, however, unless we are prepared begin, therefore, to address the issue of to make the contacts and contracts that international studies in the community will allow us to compete with other insti- college and free ourselves, our students, tutions. Educating larger numbers of and our culture from the debilitating and foreign students, most of whom will dangerous effects of contemporary 3 Macaulayism. 8 FACULTY EVALUATION: FACT, FUN, AND FANCY by Kerin Sarason

If there have been any innovations in authority picks a number from one to five, administrative techniques and or an adjective from excrementitious to philosophy in higher education during excellent, and ranks the teacher ac- the last two decades, such changes cordingly. The day of ranking is the day have been one of the best kept secrets of judgement. In thesystem proposed for of our time. The truth is that very few, the lower schools, verdict from on high is if any, changes have been brought about to be abolished. Evaluation is to be con- or even proposed. The idea of Brownell of verted into self-evaluation. The method, Yale that faculty-administration briefly stated, is as follows. relationships should not be regarded as adversary but should be looked upon as a On a designated day the teaching of coalition towards common goals was a particular faculty member will be tele- suggested a generation ago and has yet to vised. Subsequently the tape will be be put into practice. Other than that idea played back in his presence and in that little thought has been given to admini- of his supervisor. The teacher is expected strative philosophy, and it remains to comment. Here he points a strength -- vaguely as an uninvestigated assumption and unless he be like you and me, perfect - that permits someone with a title to there he points out a weakness. The assign rooms and class schedules, to perception of a weakness will lead him to require payroll cards due on Thursdays, suggest remedy, e.g., "The portion on and to set the date for exams and final parthenogenesis needs visual aids,"or, grades. The advent of unions and the con- "The class might have benefited from cept of governance may appear to be their dramatizing the bathtub murder of exceptions to the rule of inertia, but Marat by Charlotte Corday." The super- these novelties have not so much over- visor says neither yea nor nay; he offers turned as brought into focus conditions of no criticism pro or con. His role might be faculty-administration standings that called consciousness-raising. At best, he have long existed. In saying that, one proffers a question somewhat like a does not minimize the value of gover- psychiatrist in a non-directive analysis in nance and collective bargaining. They which the response is left up to the subject- define the limits of power and privilege, We may imagine the final setting betWeen and that is for the good. But to be teacher and supervisor: no threat of realistic-and often, as it will be shown, dismissal, no counterthreat of lawsuit or administrative proposals verge towards filing of grievance - only an exchange of the dreamlike - contractual arrangements "Thank yous," a warm shaking of the encite the quest for loopholes. Things hands, and probably a pedagogical quip," often look better on paper than they are "Next time round tell the cameraman to get realized in practice. me in profile." and when the chuckles have subsided, there comes the The combination of the idealistic and "peace that passeth understanding." The the revolutionary in administrative ideas academic swords have been turned into looms in proposals for the lower schools, ploughshares. the elementary and the high school levels; and radical among the proposed innovations on those levels is the concept Those of us in higher education, of faculty evaluation. On the college level particularly those of us subject to faculty evaluation has undergone little or legislative regulation, may regard this no change in many years. Someone in system, pleasant though it may be, as 4 9 more or less visionary. Would our to be on TV and if the class is simpatico no-nonsense legislators ever permit such to the teacher, that usually apathetic group an arrangement? The impulsive response may outdo itself on the very first take. is, "Never." But the studied response may Statisticians do not have a term for the be otherwise. Legislators are not all that converse, a situation in which teacher conservative. Consider, for example, that and class, recoiling at the lens and lights, remarkable law requiring all official recreates the mood of a mortuary lacking stationery to be printed by the inmates of customers. But even if the TV camera did Somers State prison and by them alone. portray events accurately and even if the Call it Socialism if you will, but you can't participants swung to neither great highs deny that the idea is daring. And if you nor depressing lows, one still has have had the experience -- as this writer reservations about the comraderie that is has had -- of complaining to some assistant assumed to exist as the teacher ponders that the envelopes and letterheads you his performance in the presence of his ordered some months ago had not arrived, supervisor. you would have encountered a realm where administrative and subordinate The theory behind all this is heart- harmony prevail. "The boys have a warming. There is to be no relationship of tremendous backlog" -- no criticism inferiority, no suggestion of hierarchy. from on high, as you can see. "They've Here is a meeting of equals, a meeting been working night and day" - only praise, that exemplifies the democratic process. as is apparent. And this harmony has The disturbing part of this pleasant been achieved without rankings from one vision is that the teacher trusts not the to five, without the applications of supervisor. He has, no doubt, dealt with adjectives from excrementitious to this superior over some period of time and excellent; and there are no squabbles has come to understand that person's about time cards being due on Thursdays national reputation for arrogance, his and no disputes about personal leave days. local for insolence. So, in actual fact, we No doubt, the inmates are permitted self- begin on a level of distrust. The super- evaluation; and all this is with legislative visor may say nothing,raise no pointed sanction. question, or indicate by an intonation that something is wrong. The teacher will Legislators, then, may prove no look for a shift of eyes, a quiver of facial obstacle to inncmation; they should be expression to alert him to strategy. easily persuaded that what has been shown Strategy may take the form of defend- administratively effective for prisoners ing the indefensible, or placating by with may well work with faculty. The hinting a fault where no fault exists. question is whether or not the new system of evaluation is itself valid. One of its ob- The proponents of this system are not vious aims is to remove the element of sub- unaware of such obstacles bred out of jectivity. long-standing emotional static. The We all know that six witnesses to a crime remedy offered is to train a new generation will come up with six variations of the of administrators whose demeanor will observed event. The purpose of televising inspire confidence. One of the methods the lesson to be appraised is to eliminate used is to train students in a "Principles the differences of perception between the of Administration" course to talk things supervisor and the teacher -- one of the over with their professor. The professor difficulties of the old judgemental system. actually encites the students to confer by Presumably the camerawill provide an lowering their grades on their weekly objective basis - not for debate or required papers. Pleasant conversation discussion, of course, but for reflection. results in upgrading, and, presumably, One passes over quickly the power of these future administrators have the the camera, or the genius of the camera- experience of negotiating on a level of man, to distort because there are other equality. This system is not altogether objections to be raised. One is that 0 foolproof. Some of the grades should have familiar to statisticians, the well-known remained where they were, and students Hawthorne effect. If the class finds it fun 5 whose work is first-rate are too outraged skill in their subjects. We should expect, as to bargain for justice. most often we have, our administrators to be humane and not mere clods. There is Whether this type of initiation into perhaps no better way of putting it in the egalitarianism within the confines ofa face of an innovation than to repeat the semester will endure for the years to come advice of a great statesman on being is highly debatable. One's skepticism is confronted with the promises of the French heightened by the character of the trainees Revolution. He said, "I must see the actors. themselves. The class this writer observed Imust see the men." We would want to add, ran true to form for future lower school of course, "and the women, too." administrators. Ninety percent of the class was composed of the two groups that generally become certified administrators: defunct coaches and stolid personalities of the Bob Newhart-Buster Keaton variety, The two groups may overlap to the extent that coaches may likewise be stolid, e.g., Tom Landry of the Dallas Cowboys. It appears to be a superstition that experience with a basketball crew or no experience with the range of human emotions somehow qualifies one to executive status. The composition of this observed class bears out that superstition. Two things were notable. The professor was never challenged on any point he made in his lectures and only ten percent of the class comprised women and Blacks: future democracy indeed! These proposals to convert faculty evaluation into teacher self-evaluation are being considered, it must be kept in mind, for the lower schools. They may never be proposed for the college level, but if they are some of the reservations expressed here may be applicable. On the college level we would begin with a certain advantage. Our administrators are not drawn from the athletic fraternity except for two or three jogging Deans, and we have only a sprinkling of the poker-faced in the higher echelons of command. It might be advisable to remind ourselves that the breaking down of adversary relationships between administration and faculty requires, at least, community of character and experience. We should expect, as we have, our administrators to have had classroom experience-- not just any such experience but the successful "Sviluppo" Scorza. Polyester Resin. 48". by JohnE. Stevens. kind, so that we are not putting into power those with a built-in antagonism to the milieu and to the talents of the faculty. We should expect, as we have, our 1 administrators to have evidenced some I1. 6 ANXIETY REDUCTION IN THE DEVELOPMENTAL MATHEMATICS CLASSROOM by Jean Burr Smith

In spite of a love affair with math- I stress from the beginning what I matics, which started for me at about age call math-by-committee, working together 7, I see mathematics as the primary root of in small groups. I do this for two reasons; all the evils which beset students in their students are much more likely to ask . search for a career, career change, or questions or volunteer answers as part of career updating. Mathematics with flash a group, but more importantly, none of cards and insistence on the right answer these students have ever realized that fast which scares them at age 6 plus, doing math can be a social experience. mathematics that our culture insists is not The first test of the semester is done by for girls at age 13, and, finally, mathematics the committees. which turns out to be required for at least 75% of the careers when they are faced I lay the ground rules the first day, with making a career choice at 18 or 28 passing out a very detailed outline. or 38. Homework is passed in and checked. Attendance is at the discretion of the Given the many math anxious student. Tests must be taken on the desig- students in our community college class- nated day, but retakes may be taken as rooms, it is important to develop a often as necessary to get the desired mark. repertoire of techniques to reduce their A student may be delighted with a C or fears. take a test four times to get an A. At Middlesex we have a math lab where the First and most important is the students take their retakes. The possibility atmosphere in the classroom. The math of retakes seems to reduce the test anxiety anxious are eager to share their feelings. and by the middle of the semester very few In a small class this is very easy. In the are needed. They may bring any informa- large class this is not easy. In the begin- tion they need to tests on a 3 x 5 file card. ning when my schedule allowed it, I had a As I tell them, I am testing them on how psycologist come in and talk with my well they use information, not on how well students about anxiety in general and they memorize, and I encourage the use of math anxiety in particular. "How do you hand calculators. feel when you go to the dentist?" "How do you feel when you walk in this classroom?" We do word problems constantly. No And two things always come out in the one at this level is taking a math course general discussion. At least half the class simply to add, subtract, multiply and di- is sure that understanding math is vide. They need to be able to use these impossible for them and that they don't skills. Because we do problems every day, like the answers in the back of the book the students begin to look forward to them they don't want to check! Any time spent and do them first on tests. in helping them to relax is time well spent. As an analogy, I could never teach From the beginning we emphasize anyone to swim until the person trusted that there is no best method. I write down me, knew that I would not let go of them in any answer that anyone suggests and deep water, and relaxed. Similarly, I apparently have gotten very good at not cannot teach them mathematics until showing preferences. Then we look at how they are comfortable with me. each answer is gotten. We develop the idea that there are no wrong answers - 12 only wrong questions. The student answers the question as he or she hears it. 7 It is the teacher's responsibilty to dis- 2. Give unsigned quizes. You don't care cover the question the student is answer- who knows the particular piece of infor- ing in order to reword the original mation, just want to know how many do. question. This will open your eyes to quiz anxiety! Thus with a variety of word problems 3. Have the students mark questions on a we can discover individual strengths and test on an anxiety scale of 1 - 10. This is weaknesses. Take these two: a good critique of your questions. 1. A cube is painted red and then with six 4. In taking tests, tell students to allow slices is cut into 27 equal cubes. How themselves 5 minutes to panic by the many have one side painted red? How clock. Most people can't panic that long. many none? Then look through the test, pick a question to try and fold the test so only 2. A $200 stereo is advertised at a 20% that question shows. 1 discount. Should I have the clerk figure the discount first or the sales tax? 5. As a change in attacking word problems, don't read it all through Each of these will turn up several first - translate phrase by phrase into solutions, but they will also show which symbols, then fit the phrases together. students can visualize, which prefer cal- culations, and which can do neither. 6. Have a naming day and give everyone who can name everyone in the class 10 Usually in the second week we do the points. Knowing names is extremely math reading test. This must be done in important, both for you and the students. groups so that no one is made to feel As John Roueche says, "Many persons ridiculous in front of the whole class. come to class sure of only one thing, their own name, and you must make At mid-semester I pass out the second contact early or lose them." math anxiety sheet and we talk about the good things that have happened and the 7. Use values clarification technique. things that are still not so good. As one For information on these, write David student said, "I can do most of the Blauer, Math Dept., State University of examples now but I've never gotten one New York, 1300 Elmwood Ave., Buffalo, done first." New York, 14222. I give a standardized final at the end, One other effort we have made to deal and next year I intend to put multiple with math anxiety is in working in a team. choice questions in the homework assign- A counselor and math teacher meet with ments and in the period tests. For many of small groups in a series of 4 or 5 sessions. them, these will prepare them for the Here we do math only incidently to help selections in which their math skills will the participants become aware of their be recognized - for Lie jobs or job improve. feelings, feLce these feelings, and decide ment - or in the Grad Rec, the MCAT and what to do about them. This spring, we the LSATS for many of the non-traditional ran a pre-registration group helping students. students to decide whether they would dare take a math course next semester I've adopted many of the ideas of and, if so, which one. colleagues: In the first session, we talk about 1. Have the class appoint a dummy-of-the feelings and when and why the bad week so that any one with a question he feelings started. During the first week or she doesn't dare ask can write that they are asked to keep logs of good and queston down and give it to the dummy- bad mathematical experiences and we of-the-week for asking! talk about these at our second meeting, 3 listening for the messages they give them- selves. The third and fourth meetings In closing, let me quote from the con- vary with different groups, but in each clusion of The Hartford Courant reporting they have become very supportive of each on a workshop I had done with the other and each person involved has gone elementary teachers: "Mrs. Smith says on to take a quantitative course if not an one way to help cure math anxiety is to actual mathematical one. take another math course and try to over- come old hang-ups." The reporter describ- This past year I taught a special class ed his response to my suggestion, "I can't in New Haven, and out of this has grown - I'm afraid some mean imaginarynumber my latest concern - a two semester math in its fractional form will show up in a course for the highly verbal, non-tradi- train A train B problem causing me to tional student, a course which I call panic and reveal my ignorance to the Reentry Mathmatics. In the first semester whole class. we emphasized the anxiety reduction, It's not math anxiety. It's stark reviewed the basic operations in arith- unadulterated math terror." metic and algebra, emphasizing the ap- plications in word problems and intro- duced graphing. In the second semester we covered linear programming for decision making, probability for statistics and an intellectual understanding of the two operations of calculus. It was an unbelievably exciting experience, and I am convinced there is a population waiting for such a course.

Heirloom, Oil 48"x36". by Suzanne HowesStevens. Photo by John Stevens.

.h 4 THE NEW HUMANISM IN EDUCATION

By Jim Wright

It is risky business to deny that one is The new humanism emanated in the "humanistic". At most it implies a certain 1950s and 60s from psychological sources, disloyalty to one's own kind, and at the most notably fron Carl Rogers and very least it connotes a coldness of heart Abraham Maslow, who insisted that characteristic of hermits, snakes, and research topics be meaningful in terms of other savage or misanthropic types. In human existence, i.e. "living fully now". academic circles, not to be humanistic is It spawned a school of applied social always bad. Depending on one's defini- scientists who choose to use their training tion of the term, one may be painted as in "helping" professions rather than reactionary, overly religious, overly cloister themselves in academic retreats. cerebral,uncaring,\and uninterested in These all seemed noble and needed goals. the arts or in interpersonal growth. Applied practitioners drew their nourish- So much misunderstanding has been ment from the more "academically" engendered as partisans cast a warm and oriented sources, and although there was caring "humanistic" glow over their quite some discord between them, the various activities, that any shared mean- symbiosis was recognized. ing the term may have enjoyed in the past The applied school gained influence has been lost. Originally, philosophical at the expense of depth in the "human humanism was concerned with values potential movement" of the 60s. With its and ideals that were distinctly human as emphasis on intense individualism and opposed to satisfactions that were either the primacy of subjective experience, it subhuman or superhuman. Humanists in provided a handy ideological legitimation theology maintained that, in the achieve- for an anti-institutional, anti-intellectual, ment of the good life, we must rely upon rebel generation. Its influence quickly human values and human effort rather spread into educational philosophy than dependence upon divine revelation which was perceived as institutionally or divine power. Literary humanists rigid and overly cognitive...not emphasized the enduring worth of great "humanisitic." In education the word art, literature, language, history, and "humanistic" is a device used to discredit philosophy, all endeavors based upon the traditionalists and contains very little unique capacity of the human species to meaning. Its manifold expressions make create symbols. Futhermore, philosophical a clear exposition of its basic assumptions and theological humanists shared the difficult, if not impossible, although I feel same dedication to the principle that the that a few principles cross cut the varia- improvement of our own culture and tions so often that it is safe to list them. character is our own existential responsi- bility. The variant form of humanism I ON SHARING AND CARING encounter in education today does, I am The first and perhaps foremost sure, have its roots in this history. The assumption underlying the ideology of "human potential movement" with its the new humanism is that traditional blend of self improvement and social educational efforts have so over- service is surely an offspring of earlier emphasized cognitive criteria, that we philosophical humanism. However, its have cultivated a cerebal being, acting apostolic zeal, its attendant sectarianism, from "the neck up," incompetent in the and narcissistic character mark it as a area of emotional relations, sterile, and form of humanism that some of us abstract. What we should do, it is contend- "humanists" do not subscribe to. ed, is not deny at least half of what it 1 10 means to be human, i.e. the affective pretentious and self-righteous. The dif- domain of emotional expression, self- ficulty of testing a group leader's ability revelation, compassion, fear, hope, joy, to accurately identify and facili t ate etc.,etc. Can education, it is asked, "growth" in emotional domains like dismiss this "human" dimension from empathy, compassion, and intuition classroom interaction and learning? Note makes these techniques vulnerable to "human in reference to emotionality. anyone with a self-professed claim to I do agree that traditional education competence. In reality, many of the prac- has been rather one dimensional. There- titioners who are considered successful fore, inclusion of such curriculum as possess a charismatic ability to lead and a human relations training, communica- quasi-religious dogma, making them tion skills, and dialogical methods, attractive to people for the same reasons linking the theoretical to the personal, are that lie behind the profileration of cults in necessary and welcome. I think, however, contemporary society. The goals of the that emphasis in the area of affect per se new humanism are noble enough and the should be placed in the lower levels of truths are simple enough, e.g. "trust education and only minimally included in your own feelings," to attract those higher education where the primary task frightened away from the discipline neces- is a cognitive one. Too many experimentalsary to the development of critical concep- and "alternative" schools have grossly tual skills and consequent "knowledge." over-compensated in the affective direc- The nobility of purpose assumes critics to tion, downgrading "knowledge" (mind- be morally on the defensive. people) and apotheosizing feeling and subjective experience (body-people). This THE KNOWERS AND THE DOERS dichotomy, based on a pop-interpretation Another basic assumption, and one of brain bi-laterality, is particularly that I strongly share, is that the"activist" banal. In effect, its advocates have element must be a part of the educational committed the same error of denying " at method. What I do not share, however, is least half of what it means to be human." the interpretation of how this is to be The ability to know, to critically concept- brought about. ualize, is the precious heritage of our What is happening, I'm afraid, is species. Whereas affect, on a limbic found- reminiscent of the schism apparent today ation, is part and parcel of the entire in Christian theology (the analogy is mammalian adaptation. It is conceptual- pointedly purposeful). The fundamental ization, a neo-cortical phenomenon, that (charismatic) learning is in the direction gives us distinctiveness and is responsibleof personal salvation, acceptance of for our adaptive success. Schools and Christ as savior on an individual baths. If educational techniques that failed to enough people take the word into their apply thinking to feeling revealed their hearts, social problems will miraculously weakness and shallowness by their evaporate and the millenium be nearer. massive decline in the early seventies. To The Christian liberals, on the other hand, be sure, the so called cognitive/affective view this narcissistic emphasis as obfus- dimensions represent two essential sides cating the real issues, social structural in- to the same coin. More sophisticated justice, as they urge their congregations methods incorporated affective techniques onward into social activism and human as a means to more effective cognitive service. learning. Unfortunately, the value of affective What I fear most is that activism in techniques has been seriously enervated humanistic education will parallel the over the years by charlatanism, and fundamentalist leaning. Even if it is other incompetent, coltish pop-psycho- possible to get beyond-he narcissistic logical expressions, that have succeeded elements, sharing and caring, inter- only in hastening the demise of some personal skills, etc. are necessary, but not originally rather substantial ideas sufficient, tools for the task of social (Rogers) in a gushing self revelation and change. It takes knowledge. Poverty for inappropriate emotionality that was leexample, cannot 'be "counseled" away. It 11 in our community college who hunger for unconstrained human spirit, free from its guidance and structure and need the prod fetters, toward intrinsically rewarding of external sanctions. To constrain the learning. If this happens at all, it happens former is an educational sin, to demand of to those who have already internalized the latter the immediate acquisition of the discipline and intellectual curiosity these skills I find condescending and even necessary to its acquisition. For those classist. Those who flourish with self who have not, it could be irrelevant or direction are those who have been nourished in even nightmarish. It could attract those, it. This varies by social class level, and is however, who equate the humane with the deeply internalized in the socialization easy. process. In order to offer opportunities to Perhaps I am guilty of some overkill the academically insecure or ill-prepared, in this discussion. I am not an enemy of we cannot kid them, and ultimately disil- sharing, caring, affect, or activism. lusion them into thinking that self esteem, Futhermore, self direction is to me the as well as academic and occupational primary end of all instruction. It must success, is best served by culturally appear obvious to the discerning reader biased methods. Futhermore, although I that these are all qualities that I cherish, am more than willing to experiment, I see that led me to become a teacher first and no data indicating that self-direction, foremost. But I am embarrassed by the self-evaluation, or "facilitated learning" shallow, cultish progeny of this new lead to heightened academic, occupational, humanism. It 'strikes me as artificial or even interpersonal success at any class and dangerously anti-intellectual. How- level. It seems, onthe surface anyway, ever, if kept in its proper perspective, I that allowing students to choose, self- may yet regain a sense of substantial direct and evaluate, is more "human(e)" pride in professing myself to be a and this latitude will bring forth the now "humanist."

"Winter Light." by John Manfred.

13 takes a disciplined intellectual effort to onism, and alienation were revealed as discern the historical origins and struc- intrinsic results of traditional academic tural foundations for its perpetuation methods. It was time for the knight of (things often dismissed as unreal abstrac- humanism to intervene and release tions). We could, and should, more students 'from this cold estrangement. effectively combine theory with practice Overstated as this may be, there are in our curriculum, but to suppose that run- some glimmers of truth to it, but to ning T-groups and counseling workshops assume that traditional "professors" did is any more effective in easing the suf- indeed discourage, by their methods or fering of humanity than, let's say, an motives, creative thought, curiosity adequate theory of inflation, is a shallow or wonder, or had no depth of concern for assumption at best, and sheer stupidity at their students is an assumption made its worst. only by those prone to shallow stereo- I have been a ground level social typing. Many professors do dare to chal- worker both in and outside this country. I lenge students by use of rigor to heights have counseled, run T-groups, and many of understanding as yet unperceived. Rare of the other "nose to nose" interactions is the professor who fails to recognize characteristic of this work. Yet in propor- dedication and creativity in a student, tion to the contributions I may have made and rarer still is the one who collars and then, my current contributions as an stifles this student's opportunity to direct instructor far outweigh them. I feel that his own learning. by opening intellectual vistas to students Self direction and self evaluation are I have accomplished more than I ever legitimate and substantial concepts, managed in seemingly more direct action relevant in educational method, but I in the mountains or in the streets. question the assumption that one must Compassion is not worth much, and is not be a "teacher imposer"but a "facilita- even very dangerous, without knowledge- tor" guiding the student to "what lies half able direction. And even on the level of asleep already," or that students only individual psychological satisfaction, effectively learn what they choose (from who dares to say that knowing is subser- present consciousness) to learn. Those of vient to doing, or that learning and know- us who have had undreamed vistas ing for its own sake is doing nothing. opened by those who dared to "force" us to With reference to knowing and doing, master ideas in a disciplined way, to pre- the older ideas of Dewey's progressivism, cisely define, and to arm ourselves with and the newer methods of Paulo Freire conceptual tools with which we can later are much more appropriate for our task in build mansions of our own design, know the community college than the new this for what it really is. humanism. Facilitating is fine enough, and most appropriate in many places, but so are ON FACILITATING SELF DIRECTION traditional methods. To open-mindedly The social disruptions and contra- experiment with group methods, dictions of the last few decades carefully dialogical encounters, and self directed nourished skepticism in this country in learning, is something I relish, but to regard to traditional authority. In the stereotype the traditional I despise. It is classroom this expressed itself as an said that the Western world view attack on what I call the "professorial." encourages dichotomies, good-bad, The stentorian professor, pontificating black-white, etc. It is strange that we feel and spewing forth information to be compelled to reject the traditional, or feel arbitrarily ingested and regurgitated (a that we have to, as we accept innovations. favorite word) on uncaring examinations We should recognize that healthy institu- was the object of scorn. The traditional tions offer healthy varieties, and avoid lecture method, it was contended, failed to facile we-they factionalism. recognize affect, and exams alienated There are students who need little students fromintrinsic curiosities as direction and who are fully capable of the they forced memorization of instructors] discipline so essential for learning biases. The three A's; anxiety, antag- 82 success, but there are far more students 12 IS COMPETENCY BASED EDUCATION THE ANSWER? by Joan N. Gallagher

Open enrollment! Educating the apply and evaluate (is a still higher masses! Is Competency Based level of competency and generally Education the answer? What does indicates the ability to make value competency mean when it is applied to judgements based on the comparison of a liberal arts or general education two or more concepts or comparisions of curriculum? Can competency based a concept with a standard). These education be applied to these guidelines are contained in curriculums? "Competency Based Education" Competency, according to Meeth in prepared by the Metropolitan "The Experience Curriculum", may be Assessment Service. defined as "the state of having requisite We have to remember that we abilities or qualities." A Curriculum is would then concern ourselves with the set of designed courses of experiences. A attainment of the specified competency competency based curriculum is one and not necessarily a prescribed where the competencies expected of all subject. A particular discipline/subject graduates are agreed upon and defined, may require ten prerequisite and courses are designed to assist the competencies even before the new student in becoming competent. If a competencies can be started. Once the curriculum is competency based, there student is ready, it may take a series of MUST be a clear statement of the six tasks in order to accomplish the competencies and EXACTLY how a required experiences. If the competency student may attain them. statement includes an application level, The competency based design the process should include a description consists of three elements: of how the knowledge was applied. The process by which competence was Overall Statement gained could include on-the-job of experience, internship, independent I Competence study, tutorial and even volunteer work. This may take the student anywhere Level of Proficiency from a few weeks to possibly a few Required months to complete; whereas, this Evaluation and Standards required course under the traditional Experience Required in Order to method will take the full semester ObtainThese Competencies. whether needed or not. In a competency curriculum, Meeth Therefore, to be liberally educated our claims our thinking will changeas traditional liberal arts curriculum follows: "experiences substitute for emphasizes a series of subjects to be courses, individual progress for grades, mastered; the competency based and proficiency for information." program emphasizes a set or series of We will also have to learn a new skills and abilities for proficiency. The meaning for the term outcome. We have competency statement should contain to state precisely through"behavioral or one of the 'following terms: 1) Knows learned objectives"what the student (refers to a body of knowledge that can must DO in order to be certified by the be identified and defined) 2) Knows institution -- that is the outcome. and can apply (is generally a higher Educating the masses posses level competency than one just unique problems. Students come to us at reflecting the presence of knowledge all levels; yet, we have to either teach to and is used with"know7 3) Knows, can the average student or we have to teach 1419 to certain standards. The bright student difficult area to cope with. It is this will survive; the slower, student will area that requires written criteria, acquire one-half of the task sets; and standards, and techniques for the truly slow student will withdraw by evaluation through many brain- mid-semester. All three students could storming sessions with your colleagues. have accomplished the entire series of Mistakes will be made; therefore, it task sets if we transformed the should be noted that initial traditional uniformity of learning into a experimentation is also an essential set of skills each student must master criteria for the faculty when initiating in order to be graduated from the competency based programs. At the program. present time Benjamin Bloom and Essentially, the program has to be David Krathwohl provide a basis for a designed to encourage a student to coherent framework for the develop at his own pace and in' his own establishment of competencies and way. It is this criteria -- his own way - designs of experiences. We have been that we must cope with at this time. We discussing the commitment required for will have to write programs that will faculty and students concerning the allow EACH student to learn in his own transition from traditional to waytraditional lecture, tape recorder, competency based education. We now role playing, slide-tape, research, verbal need to discuss_ another commitment. or non verbal and so on. The teaching commitment cannot The competency based program be acomplished until we have ample must produce a series of structured classroom facilities, additional audio- and interrelated experiences designed visual materials, certified technicians to produce learning in a specific field. manning the labs, released time for Each experience must be designed to writing competency based programs, help the student reach certain goals; it flexibility of scheduling, extension of has to be interrelated with the other time for financial aid programs, experiences the student has chosen. professional development monies, Therefore, the faculty has to generally additional library facilities, change agree upon what competency based from grades to competencies, additional curriculum does for its students, but computer time - sharing, and more also determine for itself whether or not commitment to on-the-job training and the institution is accomplishing its internship programs. Essentially, more stated goals. monies would be required in order to successfully commit ourselves to Our method of assessment of competency based education. Our competencies is somewhat more difficult traditional semester must be extended than traditional assessments in the from September straight through May. classroom. Measurement (the process of Labs must be open from morning to late quantifying) and evaluation (the evening with a certified technician(s) process of attaching a value to a available at all times. Various measurement we have made) are the hardware and software must be two processes required in order to purchased in order to accommodate the assure the quality of the assessment student's level of progress. process. It is a very exciting concept and is Therefore our method of assessment working very well in the South and must also change. 1) Diagnostic testing Canada. A commitment by those must determine the student's present interested at the faculty level, as well as level of skill and knowledge. 2) His a total commitment by the institution progress, with detailed reinforcement and its administrators, is required and and feedback, must accompant him necessary. An initial training program through all progressions - achievment for the student is also mandatory. If the of competence. He has to know what student isn't oriented accordingly, the skills he has mastered in order to program will see defeat. develop. 3) Both objective and 2 Can we commit ourselves to a subjective measurements are a very 15 competency based curriculum that is based on what the student learns rather than what the teacher teachers?

NIT

Oil Painting 46"x48", entitled LEAD WHITE. Artist, Robert F. Manning PLACEMENT by Virginia Barrett Villa [Upon entering a Freshman Composition course at Greater Hartford Community College, in Hartford, Connecticut, a student must take a placement test to determine if he truly belongs in a Composition course or in a non-credit remedial course. The test is then subject to the scrutiny of two readers of the college's English Department (Humanities Division). If the two readers disagree on their judgement of the exam, the test is given over to a third reader who acts as a referee. Being a "third reader" can become a task which is, at best, unpleasant. ]

I need a third reader. It's the old story: My content isn't bad, but my form needs some attention. Concept-wise in fair condition, I suffer mechanically, But not too much so. True, I ooze disorganization. And if only a hint of unity is here, can chaos be far behind? As for development, One would be gracious in calling it adequate. Further, given a topic of my own choice, I can't choose; there's really no thesis that I can bear to state with any degree of assertiveness. So it follows that support is lacking. Or does it? That's another thing: I am prone to long passages of incoherence, am fruitful with fallacies. On the good side, my portion of potential might yield to proper tapping. My ring of sincerity has had its admirers. Though, in time of stress, like this, I tend to pretension. Oh, yes, speaking of stress, somethings I communicate, as you can see, schizophrenically, in verse. And worse. I could run on and on. And that's another problem, or two- I am redundant, have no terminal mark. But, to attempt conclusion: On the other hand I compassionately pass, on the other, ferociously fail. Where's my scanning, skimming Solomon? There must be a not-too-kind, not-too-cruel, not-too-busy someone who'll be willing to seal a fate in a spare moment. I need a third reader. copyright, 1980, virginia barrett villa

17 RAINDROPS ARE FALLING... by Connie Palmer

Raindrops are falling...Raindrops the heavy particles in the puddle have and puddles are, I think, a universal settled to the bottom when the rain- experience, and it is useful and fun to water was not disturbed but was use such experiences in the teaching of allowed to remain still or static. Almost nursing concepts. every student can tell why the mud Who, as a child has not lifted a face puddle has become a clear pool of to the rain and stomped through the water. puddles and squatted to watch all kinds Remembering the puddle - what of things growing in an old rain happens then to the body fluids when puddle? they become still or static? Students As an instructor of Fundamentals who haveknowledge of the compostion of of Nursing or Introduction to Nursing body fluids can pull from their or Basic Nursing, call it what you may, information to draw parallels that even in an associate degree nursing program, the neophyte can understand. Many 1 face the dilemma of presenting the know that when the blood is still or course to a diverse class of students, static cells fall to the bottom and including the eighteen year old just separate from the plasma, that a clot or entering into a first college experience, thrombus may then form because of sitting between the thirty year old who stasis of the venous blood; in the has just earned a baccalaureate degree urinary tract, when urine becomes in chemistry and the fifty year old static and heavy particles, such as licensed practical nurse who has minerals, settle out, stones or calculi practiced in that capacity for twenty may be formed. Blood clots and kidney, years. How to present basic concepts so stones are easily seenascomplicatAonsin that the eighteen year old can easily relation to health by all, but back to the grasp them and yet keep the more puddle - informed learners interested and help Two days have passed and the them to look at the facts they may puddle is still there though a bit smaller already know in a new or different in size, but what has happened to the light? I try to look for a simple clear, mirror-like puddle? It is again everyday life experience so each can cloudy and murky and is now full of life have input in class discussion and can and why? Some students can explain easily follow the nursing implications. that organisms have found a quiet Its starting t o rain... home well stocked with food and water, An important concept that one and so they have multiplied until they should grasp early in a nursing have clouded the clear water. What experience is that stasis of fluid leads to happens then when there is a puddle in complications - and so to our raindrops- the lungs and the fluid is allowed to Raindrops falling after a few hours remain static? Organisms grow and the collect in a dusty field, and when you complication becomes hypostatic slosh around at the end of the pneumonia. What happens when urine rainstorm, you see a muddy, murky puddles in the urinary tract form? puddle. But when the sun comes out Pneumonia just from lying still- and the winds have died down, and a urinary tract infection - kidney stones- few hours have passed, you go back to blood clots!!! the puddle, and you can smile back at Why create the picture of a patient yourself in the mirror of the clear water who is lying still in bed with a puddle of the puddle. What has happened to in each leg calf, puddles in the urinary the muddy, murky puddle? Simply, the system, and puddles in each lung? If law of gravity has come into play, and .-athe student can see these puddles and 18 remember the saga of the raindrops and that stasis of fluid in the body leads to the mudpuddle, then a problem area in complications, while the more relation to health can be identified; the knowledgeable student may never turning of patients and their before have connected what happens to ambulation, hopefully, will have real a mud puddle with health concepts. As meaning. for the instructor - it's always A lot of learning can take place refreshing to walk in the rain and from looking at a mud puddle. The new rediscover the mud puddles with the student should be able to understand students.

111.2 . ,

"Unheard Melodies" by John Nlynired. -.. I 19 DOWNEAST SEMESTER IN MAINE by Jay and Shirley Stager

Since 1975 a unique experiment in and heroines must meet and grapple with experiential, inductive learning has been a monster of some sort or other, and the conducted during the fall semester at Downeast Tale is no exception. The first Manchester Community College. to make an appear immediately upon arrival in September, is the Entitled the Downeast Semester, an Hobgoblin of Hunger. At once the acronym for Direct Opportunity With students come face to face with the agree- New Experiences and Societal Themes, ment they made when they signed up for this program enables twenty-five students the program: they will practice at least to "drop out" into an alternative life style one month of vegetarianism. Fresh on an isolated farm in northern rural tomatoes, onions, lettuce and zucchini Maine. There the students study Utopian come from the garden daily, and they literature and Intentional Communities experiment with home-made whole-grain while they experience living in community breads and cereals, and readDiet for a for three months. They earn a full semester Small Planet and other vegetarian books. of college credits in psychology, philosophy, and social science courses taught by Associate Professor Jay R. Stager, director But for many, a meal without meat is of the Downeast Semester. just not a meal. Attitudes and bodies take time to adjust. In an effort to actually bring home to them the full What is it that draws students to this impact of what they are consuming, Hidden Valley where they will live for three students tour a local Belfast chicken months without the usual adornments of factory where the birds are processed campus life? There is no television or from live feathered chickens to super- stereo, no movie theater or local pub, no market poultry. For some this clinches the central heat, no cook or cleaning service, argument for vegetarianism. For others it no way to skip classes without answering merely intensifies the desire for meat. directly to the professor. There is no The students also learn to use the avail- anonymity at Downeast. Each student is able food co-ops, working with the Belfast responsible to the others for behavior, Co-op and FEDCO, where their numbers attitudes, support or lack of it. It becomes and enthusiasm are welcomed. Even the very clear that no one is an island. Each most devoted meat-eaters survive the has an effect on the others. month and at the end vote to continue mainly vegetarian meals with fish or Some students come to learn about chicken added to the menu once a week. how groups can govern themselves and The Hobgoblin of Hunger is subdued. are eager to experiment with different forms of government. Some come because Shortly after their arrival at Hidden they want to escape the materialistic Valley the students begin the ascent, one culture they have grown up in. Some come by one, to the Log Cabin which sits atop because they need to learn how to be Ledge Mountain, overlooking Ledge Pond. independent of their families. But regard- The isolated cabin, which was built at less of what reasons they give for coming, the camp over a period of three years by a one thing is certain: they are about to group of young campers, becomes the begin a journey towards discovering arena in which the students will confront themselves and each other. the Dragons of Loneliness and Solitude. As in any good fairy tale, the heroes

20 For three days he/she will come into students become for a while Buddhists, contact with the natural cycles of the Sufis, Catholics, Shakers. They try sitting body, minus alarm clocks, watches, meditation, prayer, spontaneous creative radios, running water, electricity, etc., movement, singing, contact improvisation; and will discover how well one can keep the silence of a monastic community and warm and fed using a wood stove. Here, fasting for three days. And through all too, the student reads Thoreau's Walden this exposure they are learning a bit of and catches a glimpse of what Thoreau what it actually feels like to be a member meant when he said, "I went to the woods of one of these religious movements. They because I wished to live deliberately, to are learning first-hand by simulation and front only the essential facts of life, and experience what other students back on see if I could not learn what it had to teach , campus are reading about in text books. and not, when I came to die, discover that I had not lived." Before the students leave Not all learning is undertaken in this the cabin to return to the larger communityexperiential way at Downeast. There are each one records there the impressions some "traditional" courses taught through and experiences of this encounter with textbooks, lectures, examinations, and solitude. Most find this Dragon is indeed a term papers. American literature and friendly one. general psychology are taught this way, and the students now find that they must Meanwhile, back at the main camp, grapple with a Hydra Monster whose 21 students are sampling different religious heads clamor for more social intimacy styles presented by guest practitioners of while each tries to find sufficient time and various sects. As Alice, in Through the space for studying. This conflict between Looking Glass, is confronted with bottles each person's need to feel understood and which say "Drink me," so now the studentsaccepted by every other member of the are confronted by these guests who say, group and the need fora personal time for "Try my way." study and introspection continues throughout the semester. Some steps are For five days they follow the regimen taken to help students to deal with this prescribed for disciples of Bhagwan Shree problem. Schedules are arranged and re- Rajneesh, an Indian guru. They rise early arranged to set up times for study groups for an hour of "dynamic meditation" to meet, for business meetings, gripe conducted in the early morning cold. With sessions and getting-to-know-you sessions. eyes blindfolded, they hyperventilate, Certain areas are designated as quiet jump up and down, make loud chaotic rooms, certain days as study days, and noises and finally dance around the the kitchen becomes the "social hall." recreation hall, still blindfolded, to the recorded Eastern music provided by Weekend workshops are also set up Sharbo and Adityo, leaders from the with leaders trained in dealing with Ashram located in Robinhood, Maine. As the problems of group dynamics. Here the instruction and discipline continue students learn communication skills, through the five-day workshop, students values clarification, how to handle find themselves battling it out with their interpersonal relationships and conflict own feelings of resentment,anger, resolution. Several times a week the group wonder, fatigue, sudden insight, conducts a "Circle" in which one person exuberance, and finally relief that it's all sits in the center and listens as other over. They will not adopt entirely the members express their good feelings ideas they have been exposed to, but about him/her. In addition there is the neither will any one of them be quite the "open seat" in which anyone who feels the same again, for they have learned much need may confront any problem within about themselves and about another style himself and receive feedback and support of living. from the group. Other guest teachers arrive to share their "ways" of religious belief, and the

21' Each student maintains a journal establishing Utopia as they also attempt during the Downeast journey. Here each to establish their own temporary Utopia is encouraged to record, in complete at Hidden Valley during September, privacy, all impressions, feelings, dreams, October, and November. While the disappointments, etc., in any literary style community does seem to fall far short of one chooses. Some use poetry, drawings the ideals which individual students bring and even music to record those intense with them, still it is successful in providing feelings elicited by their experiences in a meaningful opportunity to experiment the program. Journals are checked, not with these goals. read or analyzed, for consistency of entries. Some choose to share their As they work to set up their own com- writings, and therewith the unfolding of munity and to study about others through their souls, with others in the group. written materials, the students also visit people in the area who are experimenting As the conquest of each demon and with alternative lifestyles. They meet their the unfolding of the mysteries of the Self neighbors in Montville who have left the and Others continue, the usual barriers Cities for a simpler, back-to-the-land style to intimacy are broken down. Members of of life. They talk with Helen and Scott the Downeast Community look to one Nearing, visit the Shaker Community at another for support and approval. They Sabbathday Lake and small communal learn to communicate honestly and openly farms like Twitchell Hill. about both positive and negative aspects of their lives and personalities. They learn As a final project for the semester, to trust. When problems arise, as they do each student is required to study inten- in any community, students struggle to sively one of the functioning contem- talk freely and personally. Issues on porary communities and to visit and be feminism, drinking, smoking, sexuality, involved in the life of that community. drugs, intimacy, are the subjects of This year, three students will travel to symposia where each member is en- Scotland in December to participate in the couraged to voice an opinion as the group Findhorn Community, one will go to Israel attempts to reach a satisfactory position. to live on a kibbutz and others will visit such places as Twin Oaks in Virginia, the As the heroes and heroines of our tale Farm in Kentucky, Karma Choling, a journey together toward self-awareness Buddhist retreat in Vermont, the Shaker and personal responsibility, they must Community at Sabbathday Lake in Maine also complete the many "Herculean" and Yogaville in Pomfret, Conn. Some labors heaped upon them in the process of completed this assignment by living for a living together. There is a government to time at the Renaissance Community in be formed, wood to be chopped, classroomsGreenfield, Mass. and Twitchell Hill in and living quarters to be cleaned, meals to Liberty, Maine, during the course of the be cooked and dishes to be washed, semester. animals to be fed and cared for, and personal issues to be met and resolved, all But all is not work in this real-life of which require endless time, energy, fairy tale. Even adventurers must have cooperation and patience. time for playing and sharing with the community at large. The students invited Cooperation! How do people live friends and parents for a weekend in together cooperatively in community? October, Fall Foliage Weekend. They Here is the core of the Downeast Semester.offered folk dancing and New Games, Throughout the ages, Man has longed for good food, warm fires, and plenty of the ideal community - a Utopia - an Impos- singing for those who made the long trip sible Dream - a Camelot. Downeast to Maine to find out what Downeast is all Semester provides the opportunity for the about. students to study together the attempts which have been and are being made at

N.,0 A-It 22 And on the last blustery Sunday in ending. It goes on with the adventures as October the group boarded their blue they leave their little temporary experi- school bus emblazoned with a white dino- ment to return to "real life." They left on a saur and descended on the little Con- rather appropriate day Thanksgiving. gregational Church in Freedom where theyThey may leave with that feeling of conducted the morning service, hands giving thanks for the experiences they joined with the members of the congrega- have had, and armed with a bit of advice tion, encircling the tiny sanctuary.,There from one of the books they are required to seemed to be no doubt in any of their faces read for the psychology courses: "I came... that this was indeed a worthwhile hoping to receive butter for the bread of adventure in giving and sharing. life. Instead, in the end, I emerged with a pail of sour milk, a churn, and instructions Most fairy tales have happy endings, on how to use them." (from If You Meet but, of course, Downeast Semester has no The Buddha On The Road, Kill Him! by Sheldon Kopp).

.

Downeast students "sitting" in meeting hall at Hidden Valley for one of guest lectures as part of the philosophy of religion class studying Tibetan Buddhism. Hinduism. and Christian Cults. photo by Yolla Niclas.. 0 . 23 .., ...d TEACHING LITERATURE IS NOT A FRILL by Ellen Strenski

No one disagrees that literature is a students need a context in sublime monument to the human spirit, which they may simulate real etc. etc. etc. But not everyone is aware life situations without many that at the heart of responding to a of the insecurities and literary text is a set of marketable immediate pressures of real skills, as well as aesthetic appreciation. life, a context in which they Rerun: marketable skills. VOCA- may engage in social experi- TIONAL TRAINING! Certainly that is mentation leading to the dis- not the primary reason we teach lit, but covery of more satisfactory it is one of several important human relationships. justifications, and we ought to highlight And according to others writing about it in a community college. moral education, it seems that people Big businesses claim they aren't are often not better than they are interested in narrowly trained folk who (kinder, more compassionate, can offer only specific skills that may understanding etc.) because alternative soon become obsblete. According to a behavior has never occurred to them, Mobil ad last year in the New York alternative models have never been Review of Books, they want versatile, presented to them imaginatively, for retrainable applicants who understand instance in literature. and get on well with others, and who Personnel managers, indeed all of us, are alert to new ideas. Studying need people who can conceptualize literature can further some of these problems in all their complexity, who skills and qualities (caveat: if it is are capable of more than biased, simple- taught appropriately). minded approaches. Literature can One researcher claims, for instance, promote this capacity for abstract that thinking in readers, which it does Fiction educates not in partic- through the medium of language used ular codes of judgement (eg. imaginatively. To render details of against racism or sexism), but feeling intelligible, a writer continually in the sense of justice, so that struggles with expanding the capacity of a reader is capable of judging language to communicate subtle nuances more fairly than he can when of shared experience. his own interests are at stake. Literature is a short cut to After each fictional engage- experience, amassing in the reader's ment, the reader's capacity mind and memory a range of complex for justice in real situations is associations with which to respond to stronger and more reliable. and judge life experiences, thereby Our moral imagination and sense of generating nothing less than the power fairness, which restrain self-interest of thought. For instance, one teacher and make communal life possible at all, reporting on the effects of developing are "reinvigorated" by literature. students'agility in using metaphor, This line of argument might sound concludes, "Nearly all of the students sinister - literature as an instrument of perceived an improvement in the use of social control. But literature can also their imagination. They felt that they promote communal interests by were able to generate ideas faster." energizing active readers. Literature These ideas may not be the most useful, "rehearses" the imagination in illuminating ideas for any given possibilities. According to another problem, but we are all better off if source, people can generate ideas at all and 2429 quickly; too, than not. concludes: The study of literature can also be empirical or pragmatic justifi- justified, of course, for its personal, cation of literature... seems psychological benefits. Psychoanalysts to lie less in obvious behav- have long insisted on the allied value of ioral changes than in cogni- dreams and fantasy, Bettleheim's The tive realignments, shufflings, Uses of Enchantment being a notable and questionings.. .peak example. Quite apart from fairy tales, experiences can be important however, we can identify two specific in one's life even though personal reasons, beyond entertainment, behavioral or attitudinal for studying the conventional academic changes may be minimal. curriculum: the building of self- These "realignments, shufflings, and confidence, and independence. questionings "can be very unsettling and Literature builds self-confidence by uncomfortable, but nonetheless welcome defining the reader's sense of personal and essential for personal growth. worth within a continuing historical Literature presents models of tradition.'Reading literature, our fear of human action which dramatize choices. being monstrously unique decreases as Its compelling (and entertaining) force we see others suffer and survive. NOW derives from language used and AAACP have warned about imaginatively.Literature meets many deforming stereotypes, but we are needs, and its study is not frivolous. beginning to establish the significance Literature can foster a reader's of other positive, encouraging commitment to altruistic values and possibilities of literary models to cooperation by dramatizing support and reassure readers. consequences of actions once removed. Apart from providing attractive It can increase readers' abilities to models, literature can also benefit grasp complex social problems by readers by energizing in them a sense exercising their command of language of power. On a concrete level, in spite of and thereby developing their capacity book dubs and conglomerate take-overs for abstract thought. It can encourage of the publishing trade near to readers to try to address, if not solve, monopolizing a mass market, a reader these problems by increasing their can still exercise more personal control confidence about sharing experience and responsibility over the means of and facing change. And, of course, it nurturing the imaginative life than can can give pleasure, delight, and a viewers of electronic or film media. satisfying sense of independence. More importantly, and abstractly, Research has demonstrated the responding to the imaginative models of connections between responding to character and motive in literature literature and these skills and qualities. empowers us by exercising and It is now up to instructors to calculate developing our ability to understand these effects, modify their teaching, if ourselves and our place in the world, necessary, in order to further them in and to respond to others in ordinary students, measure them, and ultimately life. Reacting to the characters and certify mastery of them. their emotions in literature, as authors maneuver and often surprise our sympathies and expectations, liberates us from being stuck in a routine of predictable attitudes. This worthwhile knowledge derived 30 from second-hand experience can still be very disturbing. Another study

25 E.S.L.: TRANSITION TO ACADEMIC SUCCESS by Maria Stiebel

In January 1978 Housatonic a more efficient language learner outside Community College hired its first full-time the classroom, focusing on those problems instructor in English as a Second that cause confusion or noncommunica- Language. The college recognized the tion. Such a student becomes more quick need for a special developmental English to notice his own mistakes and try course for the ever-increasing foreign-born alternate ways of expression; the art of population in the greater Bridgeport area, paraphrasing is developed in spoken and many of whom find Housatonic the only written exercises. Use of synonyms and accessible institution of higher education contextual clues, rather then dependence by virtue of its low tuition and its open on bilingual dictionaries, is encouraged admissions policy. During the past two as the primary means of vocabulary years, more then two hundred students development; translation takes a back representing over twenty national back- seat to direct immediate communication. grounds have benefited from the course. Many foreign-born residents enroll in the E.S.L. course as part-time students; then, ESL aims to be a pratical and compre- after gaining confidence in their ability to hensive introductory course. Considering work in an academic setting, decide to the wide range of student backgrounds matriculate in a degree program. and entry level skills, provisions have to be made to accommodate students' ESL 101-102, English as a Second immediate needs and long range goals. Language I and II, is a two-semester The course is geared for students who intermediate/advanced level course have some basic comprehension, offered by the English Department as characterized by a minimal 1000-2000 part of its developmental English effort. word vocabulary. Special arrangements The ESL course grew from the Language have to be made in the case of an oc- Communications Skills course which casional absolute beginners who lack the prepares the general student for college simplest conversation skills. Most level English composition and literature. students enter with a basic functional While both developmental courses stress command of English which they have language skills improvement, including acquired by living and working in an vocabulary expansion and refinement of English-speaking enviroment. About half written expression, ESL focuses more of the students have studied English specifically on those basic difficulties formally at some point, either locally or in resulting from insufficient experience their native countries. A number of college with the English language. -educated immigrants also enroll in the ESL course for personal improvement, ESL cannot over a short period of often with eventual job promotions or fifteen or even thirty weeks take a student career changes in mind. with "broken" English and make him speak and write with the proficiency of The course offers three credits and his American counterpart. However, the ninety hours of instruction each semester. course can make him more sensitive to the During the first week students are group- various components of the language: ed according to their general proficiency sound, structure, vocabulary choice, levels and are assigned a particular learn- general and academic usage. With ing program which includes materials for increased sensitivity to such features of grammatical review, reading and discus- the language, an ESL student can become sion, vocabulary development and listen- 26 31 ing comprehension, controlled relation to the comprehensive skills composition and free writing. Students required for success in college. are expected to attend class six hours a Some recurring questions come to week and spend an equal amount of time mind, and to these there are only tentative, on homework, including activities in the approximate solutions. How does one learning lab and tutoring center. conduct a large class of students with Due to budgetary constraints classes diverse educational backgrounds, are rather large, averaging thirty or more languages, cultures, language proficien- students. This has necessitated revision cies, motivations, academic needs and of the original course content and class- personal aspirations? How can one make room approaches. The selection of flexible the course accessibleand beneficial to intermediate level materials for whole- students who enter with weak academic class lessons, with more basic or or language skills and yet make it chal- advanced exercises for group and lenging enough for students with near independent work, has been particularlynative fluency who are already taking crucial. In addition, weekly attendance inother courses with American students in the learning lab and consultation with various fields? How flexible can the class- the instructor during office hours for room approaches and materials be? How individual homework review are required; can one incorporate continuity and pro- and study sessions with tutors are gression into a course when each semester encouraged. brings a change in the general student As this is the first stressful academic body and in class composition? experience for many of the students, Typically about 30 - 50% of the first study skills have been incorporated as ansemester's ESL students continue into the essential component of the course. second semester of ESL, while others dis- Students have frequent exercises on continue their college education tempora- listening/note-taking practice, para- rily or permanently or else move into phrasing and paragraph summaries, regular college courses. Student retention essay writing and English/English continues to be of concern to community dictionary usage. Weekly quizzes on colleges, but if twenty-five out of thirty classwork and independent lessons, students should persevere through exam combined with regularlyscheduled week, the semester can be considered a deadlines for written assignments, success. require students to develop systematic What priorities does the instructor study habits. Those students who cannot establish? Fluency first, hopefully lead- keep up with the rapid pace have the ing to accuracy, at last! Vocabulary option of taking the course over without development through guided and inde- academic penalty. pendent reading, reinforced by discussion Advanced ESL students are encour- and composition, is of primary aged to enroll in introductory math, busi- importance for students hoping not just to ness, or sociology courses concurrently survive but to be successful in college. A with ESL. This arrangement affords student can be expected to increase his them a further opportunity for exposure to vocabulary by about 2000 words per English in an academic setting where semester. Both graded and unsimplified they compete with American students, materials rich in general academic or thus reinforcing and extending the semi-technical vocabulary likely to be language they are learning in the ESL found in college lectures and textbooks course. Such developmental level content are used. Cultural readings from "Yester- courses, which do not have an English day and Today in alp U.S.A.: an Inter- compositon prerequisite, serve as a tran- mediate ESL Reader provide the basis for sitional stage and provide an additional discussions of controversial topics while source of motivation; the pace and depth introducing the student to academic of these courses are not so demanding as language not found on the street or in the to frustrate most students, and ESL learn- cafeteria. Occasional articles from ers get a more realistic functional measurepopular magazines also help increase of their current language nroficiency in cultural awareness and encourage expres- Q 9 .....) -. 27 sion of complex ideas in the second Office, the prospective ESL student is language. referred to the English Department for an Poems, plays and novels need not be evaluation by the ESL instructor. The excluded from the ESL class. Linguis- student is interviewed and given a place- tically accessible literary masterpieces ment test consisting of a dictation and such as "Animal Farm" or "A View from reading and writing sample. Appropriate the Bridge" are a welcome challenge to courses, including English, are then most ESL learners. Judiciously selected recommended. The student is free to poems by Langston Hughes, Carl accept or disregard this advice. The Sandburg, William Carlos Williams or English Skills Referral Office does a Robert Frost can be fun and rewarding to follow-up on all students recommended students who need to gain confidence in for freshman or developmental English their ability to approach more than courses. Those students recommended for simple prose; and occasional songs developmental courses are referred to the provide a change of pace from the more Special Services Office, where they can tedious reading and writing assignments. take advantage of free counseling and All degree students must eventually take tutoring assistance. Such supportive English Composition and Literature and services are especially valuable in a these are likely to be the most frustrating community college, where students are college subjects because of their sophisti- often overwhelmed by an extra heavy cated reading and writing requirements. load of personal problems, family respon- TheES_L course must then include activi- sibilities and academic adjustment. ESL ties to prepare students to cope with students are also introduced to the learn- college English courses in addition.to ing resources staff, who are ever ready to courses in other academic areas. help students with ESL materials in the How far and how fast can students library and language lab. The American- with limited English progress in college? International Club has been established One semester of ESL seems to be enough specifically for ESL students and to give many students an introduction to American students to come together and general language awareness, as well as enjoy common social activities. The increased listening and reading compre- Student Senate has also been actively hensi on, often enough to enable them to encouraging ESL students to become survive in an introductory level content involved in student government and course. Some students, however, choose to related activities. Administrators, take ESL for one semester only and counselors and faculty from the various because of impatience or premature departments frequently consult with the confidence take on regular college courses ESL instructor concerning the progress of even full-time loads, again st faculty ESL students. Thus, with the help of a recommendations. Some of these students dedicated English faculty and the cooperation of the college as a whole, ESL manage to survive, while others drop out. students at Housatonic can have a Those students who take ESL for two successful academic and social experience consecutive semesters can be expected to and realize their hopes of getting a college be more proficient, i fnot perfect, in degree. their command of English. The skills established in the first semester are rein- forced and expanded by additional practice the second semester. Such students are usually spared the trial and error experi- ence and are better equipped to handle a regular college schedule the following year. The success rate for ESLstudents would be diminished were it not for the cooperative efforts of the faculty and staff. Beginning with the Admissions 33 28 EXPERIMENTS IN TEACHING PSYCHOLOGY by Donald Hughes

Psychology courses have attracted tried several techniques which I hoped large enrollments for ten years at Moheganwould solve the problem. During that time Community College. This is due partly to the maximum size of the classes was required courses in some vocational increased twice and the library was unable programs. However, elective courses in to purchase necessary books and peri- psychology are also filled. odicals because of severe budgetary Many c ommunity college students restrictions. These two things discouraged have not encountered psychology as an experimentation and forced me to limit academic subject before coming to college. my attempts to solve the problem to fewer The expectation of some is that psychologytechniques than I would have liked. will consist largely of counseling, group A teaching technique which seemed therapy, and lengthy sessions in which promising, the extensive use of study they exchange views about life. In the questions to guide students in their read- first course in psychology they are con- ing, produced better test performance by fronted with something quite different. capable students and little improvement They must learn an extensive new in the performance of low ability students. vocabulary in a few weeks. They must The low ability students tended to borrow undertake the study of human behavior asthe answers from other students, copy a science with the inevitable emphasis on them, and then try to rely on rote memory research findings. For the subject to make and cramming to pass examinations. They sense, students must have certain know- frequently complained if the wording of ledge in mathematics and physiology. the examination questions varied from the Also, they must have an interest in theory wording of the study questions. They often formation, analytical thinking, and deal- did not bother to read the text books, even ing with abstract concepts. Many studentsthe summaries at the end of the chapters, lack these interests and are disappointed which often contained as many as half the that classes are not essentially opinion- examination questions in the introductory swapping or therapy sessions, focusing courses. This technique did not achieve its on personal problems in daily living. goal of making a significant difference in The difference in abilities among the learning of low ability students, but it students is even more serious than the did help many capable students assure problem of unrealistic expectations. Each themselves of an A instead of a B in the term the psychology teachers at this col- course. lege face the challenge of how not to bore By holding review sessions on the capable students with the slow pace of days before examinations I believed I instruction required by low ability could direct the students' attention to the students and how not to frustrate the low highlights of the material presented in ability students with extensive reading classes and textbooks and thus give them and writing assignments, something a clear indication of what to study for the which adds interest to a course for examinations. Most of the capable capable students. It is too glib to claim students attended these review sessions, that motivation is the key problem and but few of the low ability students came. once solved will eliminatethe,problem of The sessions had to be scheduled late in ability difference. This difference is the afternoon because of. he other courses genuine and has been building in the lives students were taking. This time proved to of most of the students for a dozen years. be unattractive to many low ability Not only have I agonized over this students because they had transportation problem for half a dozen years but haw, problems or worked at full or part time jobs. Once more, a well intended technique 29 helped capable students but did little to only way a student can avoid the "D" is improve the achievement of most low not to take the final examination, many ability students. do not take the test. They are not willing Requiring written reports on articles to try to earn a "C" by taking the final or sections of books produced prompt, examination because they really have outstanding work by capable students very little confidence in themselves. The and inferior work by low ability students. stigma of D for dreadful is so great that I felt obliged to teach the content of the they will give up the credit in the course psychology course,and the hours needed and have only the meaningless "NC" on to teach a large number of writers how to their permanent records. "NC" grades are write at a minimally acceptable level were not counted in figuring grade point not available. Written comments on their averages. When the grading system papers seemed only to reinforce an alreadyhandicaps an instructor in trying to help poor self concept and a distaste for writing.low ability students, the task becomes Using the principle that immediate exceptionally difficult. knowledge of results is more likely to I suspect that like many teachers who cause students to use examinations for choose to work in community colleges I learning purposes than is delayed have egalitarian tendencies and con- knowledge of results proved to be more sequently it is difficult to assert the effective than the other techniques. The following, but no other conclusion seems answer sheets for the examinations warranted. After trying several approach- included textbook page references for eaches, which seemed promising, and discover- question. When an answer was wrong the ing that they had little effect on the letter or number designating the correct measured achievement of low ability answer was written next to the incorrect students, I now believe that students must answer. Answer sheets and copies of the be separated by ability and ways provided examination were returned to the studentsfor them to learn at their own pace. the following class period. Students could Individualized study usually is very immediately learn what was the correct costly, and therefore the practical solution answer and where in the textbook it could is to offer the same courses in psychology be found. Not only capable students but for either one term or two terms. Unfor- low ability students took the trouble to go tunately the label "tracking" is often used through the examination carefully to to describe this procedure. This label has discover exactly which questions they a pejorative connotation, but labels like had missed, what the correct answers 'remedial," "review," and "foundations" were, and where specifically the answers also have such a connotation and we get could be found. In the past, when exam- used to them. These three labels are ap- ination papers were returned two or three plied to courses in the college catalog and weeks after the test, only the capable are taken for granted as necessary. students looked at their papers carefully. This technique would probably be more A realistic amount of subject matter beneficial if students took the examination,can be extended over two terms for used a key to correct it immediately, and students with low ability but given in one learned the correct answers and their term for capable students. Low ability location within minutes of finishing the students usually have limited vocabular- test. ies, do not read well, and often do not One persistent problem shows the know how to study. It is common for them concern of low ability students about their to have a poor self concept and to lack course grades. Following the last class motivation to work hard enough to over- meeting of the term each semester, severalcome their ability limitations. In the one low ability students come to instructors -term course, even if low ability students requesting that since there are no failing do try at the beginning, they will not earn marks at Mohegan, a grade of "No Credit" grades that match their sense of effort. be given if the course mark is otherwise They have been in this cycle of beginning going to be a "D". When it is explained a new term with hard work only to dis- that this cannot ethically be done and the cover it does not lead to good grades be- 30 35 cause performance is still at a low level as primarily to low motivation rather than compared with capable students, and low ability. More individual teaching, they just cannot break out of the cycle in more learning through films which take a such a short time. lot of time to coversmall amounts of From these attempts to help low abilitymaterial, more practice in preparation for students succeed in psychology courses and taking examinations, and more came the realization that such students opportunities for building self esteem by need a much longer time and much more having successes in less competitive individualized instruction and counseling situations would characterize the two-term to master the content of the course. course with limited enrollment. Capable students can be taught the The community colleges have been. material in a psychology course in one called revolving door colleges because of term in classes of forty-five, but low the very high attrition rates. Surely low ability students require classes of fifteen ability students need some special con- with the content spread over two terms. sideration in our community colleges if What will be the results of such an they are being encouraged to attend. That approach? Instead of failure rates of thirtyconsideration means extra time per credit to forty per cent there should be rates of no and extra attention per individual. more than ten per cent and these due to

"Young Musicians Ecuador" by John Manfred. 31 STRENGTHENING COLLEGE WRITING: A SHARED RESPONSIBILITY by Madge Manfred

I am not old enough to remember comprehension of chapter assignments, the golden ages when students reached take better notes, present oral reports, college knowing how to write. From the write definitions, critical analysis, and time I started teaching over fifteen essay questions, and prepare for exams years ago there were students who by developing study guides. We have couldn't write sentences, let alone create developed a series of handouts which a topic sentence and develop it into a present the principles and steps paragraph. Although I've never felt a involved, and illustrate them with part of the chorus lamenting the examples from the textbooks which literacy crisis, I have taken the task of students are currently using. teaching composition to heart, experimenting with new ideas and Some English teachers may object to adapting suggestions from other people, linking practical writing skills with a always hopeful that with just a bit more content course in the social sciences fine tuning I would perfect my because it threatens the legitimacy of approach. Guess what? I've finally Composition's own course content, such as decided that I can't do it alone. I'm rhetoric, linguistics, or literary analysis. tired of accepting sympathy from my But regardless of the emphasis we colleagues in other fields; I want their prefer, chances are that some of our help. reading, writing and discussion topics involve concepts studied in the social Academics like to place the blame sciences. For example, a few years ago a for the decline in literacy skills on newspaper editorial on unemployment television. But the increasing reliance caught my eye as a good stimulus fora on objective tests, fostered by critical analysis. However, I recognized businesses like ETS, has contributed that although newspaper editorials are more than any other factor to the not aimed at an intellectual elite, my students decline of writing skills. This charge, would have trouble producing a thoughtful carefully argued by ThomaS C. Wheeler analysis unless they had some tools to in the New York Times Magazine, work with. I located a second article should make us all look carefully at the which took a different view of the un- evaluation methods we are now using. employment problem and invited the English teachers must work not only at economics teacher to speak to my classes. improving the teaching of composition The result was that the students wrote in their own classes, but also at fine papers, and the economics teacher showing other instructors how they can expressed satisfaction that students were help without sacrificing the content of getting an opportunity to consider an their courses. important issue. From that time, I have worked at making the interdisciplinary An interdisciplinary effort has connections more systematic. begun at Mohegan Community College, where, thanks to a QUILL grant obtained by Ellen Strenski, we have Another set of objections may be been given some released time to work raised by social science teachers. One is with social science teachers. At the theoretical: should they neglect their invitation of our colleagues, we have responsibilityto cover the content of the spent time in their classrooms course in order to teach basic skills? The demonstrating how to improve reading second is practical: Where will they find 37 32 the time to develop and then to read assignments that improve students' reading and writing skills?

To answer the first, it is true that time spent on teaching study skills, critical reading, and composition does cut into time that could be spent lecturing on content. However, the reaction of social science teachers at Mohegan is that it is time well spent. The students learn the content better because they are not learning skills in a vacuum, but are practicing them on history, psychology, or sociology. Even writing, which tradition- ally has been used as a means of evaluation, is another way of learning material. A moment's reflection will help us recall that the act of writing is tru ly creative in that we frequently gain new insights as we write about a subject. Instruction in basic skills, including writing, does not have to require much extra work for the social science teacher. If we view composition as a record of the thought process, then the textbook, as well as the lectures, can become models for the student. The instructor's job is to call attention to the process and then to design assignments which will enable the students to engage in it themselves. These assignments can be used as the basis of discussion or group work, even in large classes. There is no need to spend hours outside class correcting and evaluating the assignments. The experience which Ellen and I have had this year convinces us that the task of improving literacy goes beyond the composition class. Yet we are sensitive to the fatigue felt by committed teachers whose efforts are frequently undermined by inadequate funding for the community college system. Nevertheless, we think improvements can, be made that will not add to the already heavy load carried by our colleagues. Ellen and I are planning to put the materials we have developed into a manual for writing in the social 36 sciences and we would be happy 4-..43 share information with interested teachers at other schools.

33 COMMUNITY COLLEGES IN THE DARC by Gary VanVoorhis

The DARC referred to in the title is Center created the Connecticut Alcohol the Drug and Alcohol Rehabilitation and Drug Training Center. Drug and Counselor Program: a course of study alcohol specialists hired through the unique in both curriculum and grant were given adjunct faculty status structure. DARC is the only degree and taught specialty substance abuse program that is offered through all courses that qualified as electives in a twelve of the system's colleges on a general studies degree program. cooperative basis, with students from Students took regular campus General all the community colleges involved in Fund liberal arts and sciences courses obtaining education and experience that to round out their degrees. The end will lead, eventually, to positions as result was a general studies diploma counselors in substance abuse with substant ial elective work in treatment facilities. The cooperative addictions. Although this met the structure makes it practical to operate a immediate need for increased counselor program that limits its total statewide skills, drug and alcohol planners were yearly incoming class to thirty-five convinced that the addictions field students. It does, however, make some would require a continuing source of significant demands on the well educated counselors. There was administrators of the participating general agreement that full schools. The system colleges have accreditation for the degree program shown an admirable flexibility in should be sought. developing procedures to deal with both In May, 1977, the (then) the application/entry and general Commission on Higher Education operations issues. The current DARC granted accreditation to the DARC Program is an offering whose format program. The accreditationspecified and structure deserve consideration as a that all colleges in the system, except. potential model for systemwide Quinebaug Valley (who later opted to programs. enter the consortium), would be eligible The Drug and Alcohol program to award the DARC degree. It was began as a cooperative venture between stipulated, however, that accreditation Manchester Community College and the was contigent upon Manchester Stateoperated Blue Hills Hospital in Community College "sponsoring" the the early seventies. During this period program and providing a full time the "Great American Drug Epidemic" coordinator to oversee program was raging,and trained service activities. The essence of the providers were in heavy demand, with accreditation requirements was that recovered addicts making up the the Community College System take majority of the "counselors" providing command of the program and assure direct patient care. It soon became quality control of its activities. The apparent that although recovered control issue was summarily resolved people had the desire to counsel, their when, in June, 1977, the Alcohol and skills, and thus their successes, were Drug Training Center was defunded. No very limited. Program directors sought longer depending upon outside staff to out the community college as a provide the counseling specialty potential educational tool to upgrade courses, complete operation of the counselor performance. DARC program was in community Soon after pilot courses were college hands starting from the Fall, developed, a Federal grant to the 1977 semester. University of Connecticut Health 39 The program itself is a sixty 34 semester hour degree that consists of work experience requirement. The thirty-four liberal arts and sciences marketplace has also placed its seal of semester hours and twenty-four hours of approval upon DARC graduates. The counseling specialty courses. The thirty- program has had substantial success in six hours of LAS work are done at the terms of graduates who have found jobs students' "home" campuses. The in the addictions field and who have counseling specialty work is done in acceded to positions of supervision and restricted classes with other DARC authority. DARC grads now oversee students at space provided by halfway houses, industrial programs, Middlesex Community College. These and live-in treatment centers across the specialty courses consist of: state. As well, they fill many counselor Introduction to Counseling posts in treatment centers across the (Counseling 111), Group Counseling state. Numerous graduates now go on to (Counseling 112), Addictions Public further academic pursuits such as B.A. Health (Public Health 101), Biology of and B.S.W. programs; some have Addictions (Biology 158). Each of these received master's degrees in counseling. are three semester hour courses. As Beyond its purely educational well, students in their second year take endeavors, the DARC program field placement counseling Internships I represents an innovative way for the & II (Public Health 251 & 252). Community, College System to meet the educational needs of a unique, but The four theoretical courses taken limited, student population. Although during the first year set the stage for post secondary education in the the second year field work. The two addictions field was important to counseling internships require a enhance the Connecticut treatment minimum of fifteen hours per week in system, the number of students that an approved addictions treatment could be expected to seek this degree at agency, as well as two hours in class. any one college would be minimal. During the internship the student sits Besides the issue of small numbers, the in on staff meetings and planning DARC student group contains a special meetings, performs intake interviews, type of student. Most are adults co-leads groups, and in most cases is (average age, 37.5 years) and most are afforded the opportunity to begin a seeking the degree as an avenue for small individual case load (under mid-life career change. Many, but by no supervision). The positive value of the means all, of the students are field work has been evident in both recovered from an addiction or have comments from students and in the had a direct experience by living with responses from participating agencies. an addicted spouse or other family Functioning as a "quasi staff-member" member. Almost every DARC student gives DARC students an opportunity to holds down a full time job, a situation see the real world of addictions that makes the field placement counseling and has been cited as the obligations of the Internships acts of most valuable portion of the program. great dedication. To deal with this During the life of the program, particular set of circumstances, the students have been placed in nearly structural design of the program was every substance abuse treatment developed and implemented. program in Connecticut. The continuing Rather thanestablish a single welcome extended to DARC students college to offer the program, thus has reaffirmed the value of agency forcing potential students into dual placement and the quality of student registrations, the program was output. The Connecticut Alcohol and implemented as a systemwide Drug Abuse Council, the state's official cooperative venture. Students could addictions coordinating and planning apply for, and enter, the program agency, has recognized DARC through any of the dozen community Internship experience on an hour-for- colleges. Non-specialty courses could be hour basis towards its credentialing taken at the college throughwhich 340 application was made in any order that importance to DARC students becomes met prerequisites and suited student available, the Coordinator can utilize schedules. Specialty coRites are given the liaison network to disseminate the at Middlesex Community College data. Often, if a problem of local nature during the evenings, with each course comes about, the on campus liaison can meeting once per week. Each assist a student with an immediate participating college establishes its own solution. This process provides the most section for each of the DARC courses efficient and effective provision of running in any given semester. This educational service to the student body. allows students to register for both, As in the case of any dynamic "home campus" and DARC courses at organizational entity, the DARC the same time. One check pays the bill program is not without its inadequacies and eventual transcripts will show no and problems. On balance, however, it differentiation between DARC specialty appears to be meeting a significant courses (that were held at the off educational need and assisting in the campus location) and regular home fulfillment of the Community College school offerings. Since all DARC mission to provide academic service that classes are General'Fund, the is accessible in the broadest sense of the registration of any DARC student term. applies toward the FTE quota of the participating institution. Instructor overhead is born by Manchester Community College, which provides "flagship" support for the program. The coordinator responsible for the total Drug and Alcohol Rehabilitation Counselor Program is housed at Manchester Community College. Operating out of the Community Services Division, he monitors the various facets of the program and provides systemwide coordination services. It is the Coordinator's job to maintain communications among the participating colleges, interface with Central Office staff, counsel program students, and generally assure satisfactory program operation. All these tasks are complemented by DARC Liaisons on each of the dozen campuses. These individuals,appointed by the various college presidents, become local DARC representatives. They are the first line of communication for prospective students and .provide guidance and information for those who enter the program. The liaison/coordinator relation- ship assures that there is always a person to whom issues orproblems can be brought for rapid resolution. If there is a problem regarding scheduling or grades at one of the colleges, a call from the liaison can get quick action from 4 the coordinator. As information of -t 36 Notes on the Contributors

Joan Gallagher, 'Assistant Professor of Secretarial Science at Housatonic ComMunity College, received an M.S. and Sixth Year Certificate from the University of Bridgeport. She edits the newsletter for the Connecticut Business Education Association.

Donald Hughes, Professor of Psychology at Mohegan Community College, received his Ph.D. at the University of Colorado. He was the Director of Educational Research at Macalister College before joining the Mohegan faculty.

Madge Manfred, Associate Professor of English at Mohegan Community College, received an M.A. from the University of Connecticut. In addition to editing this year's issue of COMMUNITAS, she is conducting Mohegan's first study tour abroad: The Arts in Ireland. John P. Manfred, teacher of English, Psychology, and Photography at Windham High School, received his M.S. from Eastern Connecticut State College. His work has been exhibited locally, as well as in Maine and Rhode Island. Robert Manning, Coordinator of the Visual Fine Arts Program at Manchester Community College, received his B.F.A. from Pratt Institute and M.A. from the University of Hartford. He was a juror for the 1979 Greater Hartford Arts Festival and recently held a one-man show at Art Works Gallery in Hartford.

John J. McLean, Professor of History at Mohegan Community College, received his Ph.D. from the University of Connecticut. Currently he is on sabbatical, establishing an international education program for community college students. He is the recipient of two NEH Summer Fellowships. Constance M. Palmer, Associate Professor of Nursing at Mohegan Community College, received her M.A. at Columbia Un iversity.

Kerin Sarason, Director of the Fine Arts and Humanties Division at South Central Community College, received a Ph.D. from the University of Connecticut and has continued post-graduate work at Columbia University. A contributor to the first issue of COMMUNITAS, Dr. Sarason has also written for the Connecticut Quarterly, the Dictionary of Literary Biography, and the National Council on the Humanties. Jean Burr Smith, Associate Professor of Mathematics at Middlesex Community College, received an M.A.T. from Harvard University. The article on math anxiety which appears in this issue is a short portion of one which has been published by ERIC, Clearing House for Junior Colleges: She is the coordinating teacher at Wesleyan University's Math Anxiety Clinic. A two semester course, "Reentry Mathematics," designed and taught by Ms. Smith, was the subject of a movie made recently by Jason Films.

,4 .''. - ....t. , Jay R. Stager, Associate Professor of Philosophy at Manchester Community College, received an M.A. from Yale Divinity School and a Sixth Year Certificate from the University of Connecticut. He is the director of Hidden Valley Camp in Freedom, Maine and has just returned from conducting sabbatical research on cults and communes in the United States.

Shirley M. Stager, Co-Director of Hidden Valley Camp, received her B.S. from Millersville State College in Pennsylvania and is the director of the Community Nursing School in Vernon.

John E.Stevens, Assistant Professor of Fine Arts at Manchester Community College, received his M.F.A. from the University of Hartford and has also studied at the Academy of Fine Arts in Rome, Italy. A frequent exhibitor at Connecticut museums and galleries, he received the Best in Show Award from the Art Works Gallery in 1978.

Suzanne Howes-Stevens, Assistant Professor of Fine Arts at Manchester Community College, received an M.A. from the University of Hartford. Her work has been shown at the Wadsworth Atheneum, the Slater Memorial Museum, Womanart Gallery in N.Y.C., Art Works Gallery, and the Asylum Hill Cooperative Gallery. A recent one-person show at Arts Exclusive in Simsbury was highly praised by reviewers.

Maria Stiebel, Instructor of Developmental English at Housatonic Community College, received an M.S. from Indiana University. She is Chairman of Literacy Volunteers of Greater Bridgeport and an Executive Board Member of the Connecticut Teachers of English to Speakers of Other Languages.

Ellen Strenski,Professor of English at Mohegan Community College, received her Ph.D. from the University of Reading, England. A former recipient of two NEH Summer Fellowships, she is currently participating in Yale University's Visiting Faculty Program and directing a Quill grant, "Applied Linguistics in the Social Science Classroom." Virginia Barrett Villa, Associate Professor of English at Greater Hartford Community College, received her M.S. from Central Connecticut State College.

James L. Wright, Associate Professor of Anthropology and Sociology at Mohegan Community College, received his M.A. from the University of Connecticut. A former Peace Corps Volunteer, Mr. Wright has also worked as a social worker with inner city youth. He was a featured speaker at the system-wide reading conference held at Northwestern Community College, March 1980.

Gary Van Voorhis, Coordinator of the Drug and Alcohol Rehabilitation Counselor Program centered at Manchester Community College, received his B.A. from Southampton College of Long Island University. He is the founding director of the Connecticut Alcoholism Counselor Certification Board, an associate consultant for Addictions Administration at the Connecticut Justice Academy ana a member of the Connecticut Alcohol and Drug Abuse Council Scholarship Award Committee. TPTIVERSIDI OF CALIFORNIA rag} amoaNcnottsz roa JUNIOR couxcEs 9Q POWELL UMW SOMDING LOS ANGELES, CALIFORNIA NOM a 3 DEC 12 1980 e