NSF Sponsored AAHE Conference
on Institutional Change
November 21-23, 1998

Summary of Student Sessions

Following is a list of our most pressing concerns as to education at our institutions. Developed during a rigorous brainstorming session, we feel that these are some of the more vital issues concerning education today. Included with each issue is a list of concerns and suggestions that we believe need to either be addressed and/or implemented at institutions nationwide. This list was compiled through a student- designed response form and are sample statements of what we have to say on these topics.

1. Increase opportunities for student/professor feedback

Midterm evaluations are an obvious solution and improving the detail of the evaluation is even more important. Another suggestion would be the continual evaluation of the course itself throughout the semester, with continuous professor/student communication. Feedback is irrelevant however if it is not implemented. Concerns on evaluations needed to be implemented as soon as possible within the course itself. For the students in the course, next semester is too late to wait for changes to be made.
As elementary as it seems, professors need to listen to students' concerns.
Professors need to create an environment in which students are not intimidated about expressing their concerns directly to professors. The administration also needs to create an environment where students know that they have the right to address their concerns to the chairperson of the department if student-professor interaction fails.
Professors always decide what they want to have evaluated, in the best way that they think to do it. Students need to be invclved, not only in the process of givinq feedback but also creating the feedback forms to illustrate their true concerns.
In universities where there is extensive communication between students and faculty, communication concerns is a nonissue. This model needs to be copied at all institutions.
The possibility of teachers, administrators and students having the right to see the profiles of professors and their evaluations of students.
The questions on evaluations also have to be worded in a fashion that does not make the student feel threatened if they answer honestly.

2. Why is science not "student friendly" and how do we make it so while keeping the "hard" science content?

Rigor is not necessarily lost when science is made more "friendly". Accurate scientific concepts are easily conveyed with interesting techniques, such as exciting, interactive demonstrations. If the goal of teaching science is achieving understanding the concepts, then calculations (the scary part for many) can be minimized.
Teach scientific principles through everyday use. The subjects need to be taught conceptually, not mechanically, and they need to be tied to social and cultural issues such as AIDS, cloning, pollution etc. This could also include integrating science with subjects that aren't "scary".
Gradual learning can also be incorporated. Start with basic and simple explanations and then expand into more detail and more complex thought processes.
As the formative years usually shape one's attitude towards science, the effort for encouraging students to explore science has to start in the K-12 years. Ensure that elementary education teachers aren't scared of science, in fact they need to be excited about science, a factor that makes them more capable of teaching it effectively.
Too much emphasis, however, may be being placed on these issues. It must also be understood that there are some students who will never be scientifically inclined and efforts to incorporate them into the system may be futile.

3.Teaching assistants and professors should to be trained as to how to teach.

Incentives need to be given to ensure good teaching techniques.
Teaching workshops need to be mandatory, not optional and there needs to be more formal education about education.
Teaching assistants should be open to asking students for suggestions and work with other teachers to find out how they teach effectively.
Teaching assistants should be required to attend the lectures, since, if the TA does not know what is happening in the lecture, they can't relate their labs/recitation sessions to actual class time therefore decreasing understanding.
New pilot programs need to be explained in the course description so students know what they are getting into. Science majors also need to be guaranteed the quality of the program, to ensure that they are not losing out by trying something new.
TA's need to be recruited who have already experienced active-learning formats therefore being more capable of conveying this type of learning experience to students.
We need to promote the idea to students and the public that students are not consumers of a tangible product called an education but actually are in an on- going process in which they take the initiatives to shape there own individual educational paths.
Some form of student accountability is necessary as some students are going to be slackers if no formal check of actual participation is in use.
Students need to communicate better with TA's and professors as to what they do and don't know.
Self-assessment is necessary to keep students accountable. Assessment tools however, have to be appropriate for the situation, as the same tools are not universal for each class situation.
Mentoring programs and team teaching opportunities are essential for junior faculty.

4.Real world applications

Critical thinking and information literacy should accompany interdisciplinary courses in order to demonstrate the interdisciplinary connection. Classes should be integrated from widely different disciplines, not just the sciences - e.g. fine arts, business, education, nursing etc.
each subjects while conceptually relating them to easily identifiable social, cultural and physical concepts.
Learning the math that is used in the sciences has to be done early on. Math should be taught as integrated with the sciences and not as a separate entity.
Classes for seniors combining knowledge and applications, possibly incorporating interdisciplinary team teaching.
Interdisciplinary classes should not replace all the science courses, however, as there should still be some sanctuary for the "hard core" discipline.
An integrated curriculum gives students a sense of purpose and results in well- rounded students. It should be noted, however, that the course must have substance: it should not be just an interesting topic.
As students, we are going to encounter reality anyway - we might as well start in the controlled environment of college.

5.Issues of Undergraduate Research

Undergraduates need to be encouraged to engage in research - lets face it, it works.
Resources are needed to increase the undergraduate participation in research.
All levels of undergraduates (Fr, Jr, etc.) need to be incorporated in the research process in order to truly see the effects.
As students, we are undecided as to how exactly to proceed on the topic of promotion and tenure versus teaching. We recognize the need or good teachers, especially being in their classes, but we also recognize the need for professors to engage in research itselt as it keeps them active. There is the fear that the loss of tenure and research prestige will result in stagnancy in the disciplines, giving good teachers who are however, behind the times in their area of study. How do you produce good professors who are still on the cutting edge of science?
Faculty need to trust in the students' ability to successfully complete research.
Innovative teaching techniques need to bring as much recognition to universities and colleges as much as innovative research.
Tenure makes older professors secure and therefore not as interested in teaching and effecting a positive learning experience for students.
Undergraduate research is an essential part of the professional development of a student, allowing them to go beyond rote problem and go into problem solving that leads to life long learning.
Undergraduate research is a great experience if done right, resulting, not only in> the research itselfl but also in recommendations, more self-confidence and encourages students to learn.

6.Academic Activism: making change happen

Students can motivate students and we need to motivate each other. Different strategies such as active student organizations, dialogue with administrators and faculty and continuing to experiment with new methods of learning need to be implemented also on the student side.
Proper funding for these changes, i.e. money, is essential.
Incorporate freshmen and new faculty into this process therefore starting a new generation with these interactive techniques.
Students need to support teachers who are making positive changes.
Never stop the learning - as professionals we need to always remain students.
Perseverance is a must - keep trying.
The topics discussed at this conference need to be taken beyond this conference, to your colleagues to encourage innovation nationwide.
Weekly meetings between administrators, faculty and students to ensure that the process is on track or some other method of teacher/student/administration communication.
Diversity within education is essential to encourage change therefore having different backgrounds and personalities contributing to the system.
Support legislation for increased education funding.
Issues and Concerns Discussed by Students: Notes Taken by Nicole Tester
Grading:

In grading, create rubrics. However, structure questions and forms of assessment so that the students know the rubric (what you want or are looking for). Always define course objectives. Repeat these objectives aloud throughout the course once accomplished.
Explain grades. Instead of just giving an A or C to a paper, give an explanation with the grade. Explain what is missing that would be needed for an A, or compliment strengths. Instead of evaluating work solely by giving grades, give written evaluations.
In real life, books and resources can be used. Many students felt that on quizzes and exams, students should be able to use references. Their argument was that these references will only be of help if you understand the concepts being tested.

Group Learning:

One unique approach used by a teacher that was discussed centered around testing. On tests, it was suggested that students individually choose answers and confidence levels of these answers. Then, neighbors discuss their answers and try to convince one another that their answer is the correct answer. After discussion with neighbors, the individual reselects the answer they think is correct and determine their new confidence level.
Do not just lecture -- instead, try having students explain concepts to other students.

Assessment and Evaluations:

Create your own evaluation forms for the course (both students and professors) in addition to the standardized evaluations.
Have students keep portfolios to monitor their progress. In some cases, interdisciplinary portfolios may be useful. These portfolios can be samples of work or may include journal entries of self-reflection that evaluate the student himself and the professor.
Have teachers write written evaluations at the end of each year for students. Make these evaluations avallable to students so they can learn their strengths and weaknesses. Do this during the freshraan and sophomore years. Leave the junior and senior years for confidential evaluations/recommendations.
A helpful teaching tool that could be implemented is self tests that could be taken on the web. This could be used as a form of self-evaluation

Miscellaneous:

The chemistry department at Millikin is ahead of most colleges and universities in that our department requires undergraduate research.
We may want to think about involving freshman and sophomores as well-it has been shown that GPA and learning increases when they become involved in undergraduate research.
Another idea suggested was to have majors choose a semester of research in a discipline outside of their major (perhaps a chemistry major may choose to do a semester of research in the education, graphic arts, or performing arts department). This would help the student to relate their major discipline to other disciplines and prepares the student for more diverse jobs.
Several schools are currently offering introductory computer and web publishing courses Students learned the things being taught in these courses at home and in high school. Some recommend that colleges and universities quit offering Introductory courses such as these, because they argue that students take these classes for easy A's.
Some suggest that individual lectures in a class be taught by a professor with expertise in that a specific area. (i.e. This is similar to what used to be done with Biodiversity). To make this work, faculty need to get together to discuss methods of testing, grades, what is expected, how material will be taught, assessment, etc.
Larger universities may consider offering a 1 semester course for 1 credit to train and teach TAs.

Funding:

Use business school for PR and to market your school's needs to try and attain funding resources.
Target single businesses and entities rather than using mass media.

Things you may want to consider:

Define what we mean by integration.
How do you integrate scientific principles without losing the rigor?
Don't water down the science for non-majors-if you do, you lose the concept.
Do you integrate your science courses with other disciplines? If so, how, and does it work?
How do we make sure that science applies to the real world (for both majors and non- majors)?

Notes Relating to the Student Session Handout:

1.Increase opportunities for student/professor feedback.

Use newsgroups on the web
Pass out note cards every two weeks on which students can write comments
Have a student spokesperson
Encourage conversation-make the classroom an informal meeting place
Use a suggestion box
Take time for a student field trip or go out to dinner with your class
Have another faculty member "interview" your class
2. Why is science not "student friendly" and how do we make it so while keeping the "hard" science content?

Don't dumb it down-just relate the subject matter to everyday life and use examples
Textbooks can be a problem--usually use calculations that are either plug and crunch or use long and involved problems that require tricks

3. Teaching assistants and professors should be trained in how to teach.
Professors:

Conduct regular workshops
Teamteaching
Mentoring programs

TAs:

Mandatory class attendance
Have weekly support sessions with professors and students (i.e. Have organic TAs sit in on organic classes)

4. Real World Applications

At the beginning of the semester, use index cards to learn about the students. Throughout the semester, relate student interests to concepts being taught

5. Issues of Undergraduate Research

Recognize students doing research at the university level--also encourage students to apply for regional and national recognition
6. Student Activism

Allow students to attend departmental meetings--hold in the form of a town meeting
Student walk-outs