Contact person: Kathy Kilcrease, Building 1-103A, Ocala Campus, Ext. 1782
In this Issue:
"Integrity: A Value of Community:" by Dr. Charles Dassance, President
"Retirement Wishes for Diana Kanoy"
"What are We Reading Now?": by Sandy Pell, TeachingLearning Center
College-Wide Theme to be Launched Next Year
The college wide theme
idea has inspired a lot of positive response and creative ideas among
the faculty and staff at CFCC. The Learning Theme Task Force continues
to meet and is planning to initiate the theme idea in the next academic
As you probably remember,
the concept of a learning theme or yearly study question at CFCC had its
origins in discussions of Institutional Outcomes during the academic year
2000-01. Part of the purpose is to promote connections among segments
of the CFCC learning community-students, faculty, staff, administration-by
focusing on a theme that transcends disciplines and encourages
The selection of "Integrity:
A Value of Community" allows us to discuss what we mean by that value,
one of the four values celebrated in the college Vision Statement, which
all employees of CFCC helped create about six years ago.
These are just a few of the many wonderful ideas proposed by various members of our learning communities. Now it's time to put some of these ideas into action. As you begin to plan your classes and events for next year, I would like to encourage everyone to participate in this important dialogue.
who decide to use leisure as a means of mental development, who love
good music, good books, good pictures, good plays, good company, good
conversation -- what are they? They are the happiest people in the world.
"When I hired
Dr. Diana Kanoy years ago, I thought she would be a good instructor based
on her credentials.
"Thanks for inviting
our department out to your house for retreats, Diana; you are a wonderful
hostess. Having experienced the natural beauty of your place, I can easily
understand why you are retiring. Your credo "Look for the good and
praise it" is one we instructors always need to keep working on.
Good luck in your future projects."
rings of cliché, Diana has truly been an inspiration to me as a
mentor. With direction and advice toward specific schools, contacts, she
was most helpful to me as I worked on required courses to enable me to
teach public speaking here. And, most graciously, she enthusiastically
welcomed my attending her public speaking classes for an entire term.
AND she generously shared all supplemental materials that she had so
"As usual, I
find myself dealing with too many books and too little time, so plan to
dedicate most of summer to some serious 'catch-up' reading. Here are my
choices for reading this summer":
The Lord of the Rings to my wife in the evenings just before
bed. Also, I'm reading the Robert Shaw biography Dear People...
by Joseph A. Mussulman. Shaw, who died in January of '99, was the conductor
who, more than
of the Lord of the Rings movie stirred my memories of Middle
Earth, rekindling in me a desire to return there after far too many years'
absence, visit my old haunts, and renew my cherished friendships with
Frodo, Gandalf, Strider, and the other companions of the ring. If you
want a pleasant diversion for the summer, try The Fellowship of the Ring,
The Two Towers, and The Return of the King. Tolkien's imaginative genius
makes bedtime reading, or in my case re-reading, a true delight and ranks
him as one of the great storytellers of all time. Have I seen the movie?
OF COURSE NOT!
and Tips for Staying on Track
by Barb Deisch, Science
The end of the Spring
semester can be a frustrating time-everyone is tired from the long haul
since August and yet anticipating a summer break (possibly). We have also
been dealing with frustrations inherent in the current "state"
of student affairs. It is a time that can seem to move at an endless creep.
It sometimes reminds me of the drive to an
We have all had those
students that we can't forget, yet didn't need to have met in the first
place. The stories we share about them turn into a "can you top this"
discussion. Two of my own favorites include:
Yes, the list could
go on and on. Recounting the tales allows us to experience them with humor
rather than the frustration initially associated with them. A lesson here
is that we have all had "student experiences" and will have
more. Though they sometimes come in clumps, try not to let them taint
your semester. Ah, sounds nice but it isn't so easily done when students
are constantly e-mailing or calling you and never seem to go away. How
then do we not let the squeaky wheel drive us mad? Perspective.
My students deal with perspective often when they encounter a novel and difficult concept. My goal is to get them to take a different approach and see the concept for what it is, not what they thought it was or what it isn't. It often means that you need to approach the idea from an area that they do understand and/or are familiar with from their own life experiences. I always receive positive comments on how my examples and demonstrations have helped my students get over the initial barriers to understanding unfamiliar concepts. So where is the instructor side to this comparison? It is the students you can't forget because of the impact they had on you. The student who performs and gives 100% while having multiple jobs, a family, and school. The student who says they weren't interested in your course initially but now thinks that ___________ is really pretty cool. The student who tells you he/she went home to share a spouse, child, or friend what he/she learned. The student who tells you they are thinking of changing their major because of this course and would like more guidance. The student who later determines that you were one of the most influential teachers in their school career.
I had been thinking of the subject of this article before my Saturday online class met. The discussion I had with some of the students reminded me why teaching is so important to me. Our discussion started with a specific question on some homework, but then built into a wonderful discussion of how the material they were working on was relevant to their daily lives. At the time, we were studying soil, water, and air. The students had some homework and activities that highlighted the vulnerability and resilience of these physical components. They shared their experiences with the assignments, discussions they had with friends or family, issues they were recognizing in their community, and even a parallel event from another class. Experiences as those I have described should be the ones that shape our semesters.
As adjuncts, we often
instruct the non-major courses to students who may be significantly ignorant
of the material. You may not mold the next oceanographer, but you can
provide a student who has no science background with an understanding
of some very important fundamental concepts-the ocean contains over 97%
of the water on earth-that is an important feature even if you have never
seen the ocean. Even a student who does not continue his/her education
beyond CFCC will need to read, write, and solve basic math problems. Yes,
they should already have these skills but many do not. This enhances the
experience when students finally do get "serious" and things
start to connect. This is why you experience some of the comments I described
earlier. No, these students are not the majority but they do exist and
we all had a few in our classrooms this semester. Let their accomplishments
and progress remind you of what can happen when instructor and student
works together toward understanding. Don't let the squeaky wheels overshadow
the reason you chose this profession. Perspective may tell you time has
slowed, but time is ticking and I hope that this semester ended on a positive
note for each of you.
at a Glance
I attended the
13th International Conference for College Teaching and Learning in Jacksonville
from April 10-12, both as a participant and a presenter. Activities
included Featured Presentations, Poster Sessions, Corporate
The first day,
I demonstrated using computers to teach physiology-how students could
run their own ECG's
I will gladly
share any information I have obtained at the conference.The Luncheon
and Award Ceremony for those persons nominated by their institutions
to receive the award for Innovative Excellence in Teaching, Learning,
Conference for College Teaching and Learning
The 13th International
Conference for College Teaching and Learning gathered together more
than 1000 interested faculty, administrators and supporters of college
teaching for its annual spring ritual of brisk sessions and hospitable
Jacksonville service. Featured at this year's conference were Dan Goleman,
author of Emotional Intelligence, who delivered one of the keynote presentations
and Chris Dede, Harvard University's resident scholar on distributed
Association of Physics Teachers
short sessions featured contributions by various members. Of particular
interest to me was the session by Dr. Bob Deserio from UF. He has developed
"A Classic Experiment in Nonlinear Dynamics" which actually
demonstrates very clearly a chaotic system. Also, Betty Vail spoke about
her experiences as the physics teacher for the past four years in Florida's
Virtual High School.
meeting is always a great time to share
Art, Craft, and Science of Information Design
From print media
to interactive, Information Design is the subject of a highly effective
one-day course being taught nationally by Harvard emeritus Edward Tufte
(tuff-tee). I caught it in that institution's hometown of Boston during
In the Rococo
ballroom at the Fairmont Copley, amidst 300 + others, I ended up with
a first edition Galileo in my hands (only for a second) while Tufte
read from my copy of his own book Envisioning Information. Our free
poster of Napoleon's March started the first session, and is in Tufte's
opinion possibly the best example of visual information known; the single
Rare book showing
aside (including Newton's Opticks and a first English translation of
Euclid), Tufte's thesis is this; information can be disinformation if
not designed effectively. The "dreaded number code" of so
Tufte goes so
far as to cite the necessity for a Hippocratic oath for presenters and
Words like "chartoonist"
and questions like "is it better to scroll or link" were brought
to bear. His students work consist of things like animated Scarlatti,
where colored bars of varying lengths exhibit tone color, staccato and
sustain; in another example a brief animated film short of Galileo's
sun spots based on his drawings of same.
Tufte has also
tried his hand at art, and is currently working on a series of sculptures
a firm believer in the power of visual information, my perception of
its potential effectiveness has been greatly increased by this one-day
course. I felt vindicated by having used the Fantasia animated segment
on "the sound track" in class, and will continue to pursue
the use of these multi-sensory types of information in the classroom.
Carol Blakeman, Linda Smith, Brenda Jones and I attended the National League for Nursing Accrediting Commission Self-Study Forum on March 18-19 in Atlanta. This conference was set up to inform nursing educators of changes that will be affecting the institution's self-study plans in the future.
The NLNAC is
responsible for accrediting nursing programs across the nation. My personal
objective was to learn first hand the overall philosophy of the accrediting
process. It was a wonderful opportunity to mingle with other nursing
educators and hear their questions about this.
will require a very detailed look at all aspects of our nursing programs
here at CFCC. Looking closely at what we do and why we do it is an excellent
way to ensure the nursing education process is always the best. The
NLNAC provided detailed handouts, clear
This is the eighth-grade final exam from 1895 in Salina, KS. It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salem, KS and reprinted by the Salina Journal.
Grammar (Time, 1 hour)
U.S. History (Time,
~Reprinted from The
Informed Citizen, October 2001