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Comparing Student Performance: Online versus Blended versus Face-to-Face (EJ837556)
Author(s): Larson, David K.; Sung, Chung-Hsien
Source:
Pub Date:
Journal of Asynchronous Learning Networks, v13 n1 p31- Pub Type(s):
42 Apr 2009
Peer-Reviewed:
2009-04-00
Journal Articles; Reports - Research
Yes
Descriptors:
Business Administration Education; Statistical Analysis; Comparative Analysis; Student Evaluation; Student Attitudes; Teacher
Attitudes; College Faculty; College Students; Instructional Effectiveness; Conventional Instruction; Online Courses; Blended
Learning; Asynchronous Communication; Educational Technology; Electronic Learning; Distance Education; Management Information
Systems; Teaching Methods; College Instruction
Abstract:
The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems
course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and
final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of
Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class
in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no
significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student
satisfaction, learning effectiveness and faculty satisfaction. (Contains 17 tables.)
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. Applying Motivational Analysis in a Web-Based Course (EJ828834)
Author(s): ChanLin, Lih-Juan
Source:
Pub Date:
Innovations in Education and Teaching International, v46 Pub Type(s):
n1 p91-103 Feb 2009
Peer-Reviewed:
2009-02-00
Journal Articles; Reports - Research
Yes
Descriptors:
Web Based Instruction; Instructional Design; Learning Activities; Learning Motivation; Motivation Techniques; Learner
Engagement; Cooperative Learning; Undergraduate Students; Instructional Innovation; Attention; Relevance (Education); Self
Esteem; Satisfaction; Student Attitudes; Instructional Effectiveness; Foreign Countries
Abstract:
An important facet of effective Web-based instructional design is the consideration of learning activities to stimulate students' learning
motivation. In order to create a motivating interaction environment, the design of motivational strategies to foster student interest in learning
is essential. The study employed Keller's ARCS Motivational Model (focusing on Attention, Relevance, Confidence, and Satisfaction) in the
design and implementation of a Web-based lesson. Co-operative learning activities and a task-oriented approach were used to augment
students' learning motivation. During the implementation process, motivational problems were analysed, and instructional adjustment was
made. Various data sources were used in order to assess students' learning and motivation. The ARCS Model was used as the main theme in
summarising the motivational approach in the Web-based learning activities. Overall, students were positive about the innovative learning
approach. (Contains 7 tables, 1 figure and 1 note.)
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rchResult
10. Blogs and Wikis as Instructional Tools: A Social Software Adaptation of Just-in-Time Teaching (EJ832458)
Author(s): Higdon, Jude; Topaz, Chad
Pub Date:
2009-00-00
Source:
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
College Teaching, v57 n2 p105-110 Spr 2009
Descriptors:
Reading Assignments; Web Sites; Electronic Publishing; Computer Assisted Instruction; Curriculum Implementation; Technology
Integration; Technology Uses in Education; Instructional Material Evaluation; Courseware; Instructional Design; Instructional
Effectiveness; Instructional Innovation
Abstract:
Just-in-Time Teaching (JiTT) methodology uses Web-based tools to gather student responses to questions on preclass reading assignments.
However, the technological requirements of JiTT and the content-specific nature of the questions may prevent some instructors from
implementing it. Our own JiTT implementation uses publicly and freely available Web 2.0 technologies such as blogs and wikis and disciplineneutral preclass questions. Our approach helps to foster deep, conceptual understanding of course material while helping to create learning
environments that align with Bransford et al's (2000) four "centrisms" that describe successful learning environments.
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ch=true&ERICExtSearch_Related_0=EJ652535
21. A Comparative Analysis of the Effects of Instructional Design Factors on Student Success in E-Learning: MultipleRegression versus Neural Networks (EJ831095)
Author(s): Cebeci, Halil Ibrahim; Yazgan, Harun Resit; Geyik,
Abdulkadir
Source:
Pub Date:
Pub Type(s):
ALT-J: Research in Learning Technology, v17 n1 p21-31
Peer-Reviewed:
Mar 2009
2009-03-00
Journal Articles; Reports - Evaluative
Yes
Descriptors:
Correlation; College Students; Grade Point Average; Academic Achievement; Foreign Countries; Comparative Analysis; Instructional
Effectiveness; Design Requirements; Courses; Instructional Design; Computer Software; Computer Assisted Instruction; Electronic
Learning; Educational Technology
Abstract:
This study explores the relationship between the student performance and instructional design. The research was conducted at the ELearning School at a university in Turkey. A list of design factors that had potential influence on student success was created through a
review of the literature and interviews with relevant experts. From this, the five most import design factors were chosen. The exp
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Purchase the item, link to free full text, or learn about the publication via this publisher-provided link.
22. Designing Oral Participation in Second Life--A Comparative Study of Two Language Proficiency Courses (EJ841810)
Author(s): Deutschmann, Mats; Panichi, Luisa; Molka-Danielsen,
Judith
Pub Date:
2009-05-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Source:
Peer-Reviewed:
Yes
ReCALL, v21 n2 p206-226 May 2009
Descriptors:
Action Research; Student Participation; Comparative Analysis; Language Proficiency; Learner Engagement; Instructional
Effectiveness; Second Language Learning; Second Language Instruction; Instructional Design; Computer Assisted Instruction; Web Based
Instruction; Virtual Classrooms; Computer Simulation; Internet; Electronic Learning; Educational Technology
Abstract:
The following paper presents two stages of an action research project involving two oral proficiency courses held in the virtual world
Second Life. Course 1 was conducted during the Autumn of 2007. Based on the experiences of this course, we redesigned many aspects of
it in order to improve student activity in terms of oral participation and gave the course again in Spring 2008. By analysing the
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23. Breaking down Online Teaching: Innovation and Resistance (EJ843983)
Author(s): Hannon, John
Source:
Pub Date:
Australasian Journal of Educational Technology, v25 n1 Pub Type(s):
p14-29 2009
Peer-Reviewed:
2009-00-00
Journal Articles; Reports - Research
Yes
Descriptors:
Online Courses; Educational Technology; Teaching Methods; Instructional Innovation; Delivery Systems; Instructional
Effectiveness; Heuristics; Interviews; Educational Practices; Participant Satisfaction; Teacher Attitudes; Human Factors Engineering; Use
Studies; Foreign Countries
Abstract:
The term "innovation" is associated mainly with change in practice using educational technology. This paper explores the question of why
innovations in online teaching and learning in higher education break down or deliver less than they promise: why they are so resource
intensive, so prone to breakdown, and why they often fail to live up to their promises? Two cases of innovation were selected from a broad
doctoral research project across three Australian universities, involving 24 interviewees. One case was a bottom up, wiki based learning
space inspired by a constructivist commitment, the other a top down response to organisational change in a degree program. Despite
literature on case studies which offer useful, evidence based approaches and models for online pedagogy, there is a lack of analytical
perspectives with which to engage with breakdowns and "thwarted innovation" in online learning. The focus in this paper is "online
teaching", and breakdowns are scoped beyond the technologies involved and encompass social, material and discursive entities. An actor
network perspective (Callon 1986; Latour 1987; Law 2000) is used to explore the relationality between social and technological entities,
and the "sociotechnical assemblage" which constitutes online teaching. It argues that (i) crucial factors are hidden by the normative
perspective inherent in the implementation of technology systems, and (ii) recognising the connections between the social, material and
discursive entities in online learning offers a strong analytic basis for innovative teaching and learning practice. (Contains 4 tables.)
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New Directions for Community Colleges
Volume 1991 Issue 76, Pages 69 - 77
Published Online: 2 Aug 2006
Copyright © 2009 Wiley Periodicals, Inc., A Wiley Company
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Article
Nurturing scholarship at community colleges
James C. Palmer
James C. Palmer is acting director of the Center for Community College Education at George Mason University, Fairfax, Virginia.
ABSTRACT
Professionals in all organizations need to be reminded periodically of their larger responsibilities, those that go beyond the day-to-day expectations of their jobs.
http://www.questia.com/googleScholar.qst;jsessionid=KvwC8111KnvrLTLmcLQYnV9XLGMfl2TDfHvkRHR8G21cFGkQXmv
g!2030117294!342583392?docId=5001893955
ERIC Review: Scholarship in the Community
College System
Journal article by Clara V. P. Ford; Community College Review, Vol.
26, 1999
Journal Article Excerpt
ERIC Review: Scholarship in the Community College System
by Clara V. P. Ford
The author reviews the literature on scholarship in community colleges, discusses the notable contributions that
community college scholars make through research efforts such as action research, and recommends
institutional changes that can foster increased scholarship by community college practitioners.
Because of their open-policy admissions, low cost, teaching emphasis, and wide-ranging course and program
offerings, community colleges enjoy a singular status among educational institutions. These distinguishing
characteristics reflect their mission to respond to the needs of the community. The four-year universities have a
somewhat different role, which sometimes overlaps, but most often complements, that of community colleges.
Efforts to maintain excellence in the delivery of instruction need not and should not eliminate the differences
among these institutions. If community colleges are to continue to fulfill their mission successfully, their
leaders must continually assess their institutions' roles within the educational system. Economists often invoke
the principle of comparative advantage, urging countries to use their unique endowments to specialize and trade
with one another to achieve greater world prosperity. That concept can also be applied to educational
institutions: Strong productivity and efficiency gains can be derived from specialization and mutual
cooperation.
The commitment of the community college faculty to excellent teaching, however, does not necessarily prohibit
them from engaging in scholarship. Indeed, the institutionalization of scholarship is essential to the future of
community colleges. Although some writers con...
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EJ110076 - The Problem of Teaching
Social Science in Community Colleges
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EJ110076
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The Problem of Teaching Social Science in
Community Colleges
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Uche, Ukaonu W.
Community Colleges; Higher Education; Social
Sciences; Student Characteristics; Teaching
Methods; Two Year Colleges
retrieval. Click on a Descriptor to initiate
any new search using that term.
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Behavioral and Social Science Teacher, 2, 1, 48-55,
F 74
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Factors that distinguish the community college
student from his counterpart in the four-year
institutions are the basis upon which suggestions
are made to improve teaching strategies. (JH)
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ERIC Identifier: ED285609
Publication Date: 1987-01-00
Author:
Source: ERIC Clearinghouse for Junior
Colleges Los Angeles CA.
A Descriptive
Analysis of the
Community College
Liberal Arts
Curriculum. ERIC
Digest.
Since its establishment in 1974,
the Center for the Study of
Community Colleges has
periodically examined two-year
college liberal arts curricula,
including course offerings in the
humanities, the sciences, and the
social sciences. In its most recent
study, Center staff analyzed the
Spring 1986 class schedules of 95
randomly selected two-year
institutions to determine the types
of liberal arts courses offered by
the colleges and to spot changes in
the curriculum since the
completion of similar studies in
1975, 1977, 1978, and 1983. This
ERIC Digest draws upon the 1986
study to examine the status of the
liberal arts curriculum, focusing
on (1) the types of courses most
frequently offered, (2) the stability
of the curriculum over time, and
(3) the structure of the curriculum
in terms of introductory versus
advanced classes.
COURSE OFFERINGS IN
THE LIBERAL ARTS
Information Literacy Blog
In the curriculum study, Center staff
counted the class sections offered in
each of several disciplines within the
sciences, the social sciences, and the
humanities. Findings reveal that the
disciplines were distributed as
follows:
oo The humanities made up 48
percent of the total liberal arts
curriculum. English composition
was the humanities
discipline with the greatest number
of class sections,
followed (in order of relative
magnitude) by the fine and
performing arts, foreign language,
history, literature, art
history, philosophy, music
appreciation, cultural
anthropology, and
interdisciplinary humanities.
oo The sciences made up 43
percent of all liberal arts class
sections. Mathematics (including
computer science) was the
largest discipline within the
sciences, followed (in order
of relative magnitude) by
psychology, biology, engineering
chemistry, physics, agriculture,
earth and space science,
and environmental sciences.
oo the social sciences made up
only eight percent of total
liberal arts classes. Sociology was
the largest social
science discipline, followed by
economics, political
science, and interdisciplinary
social science.
oo Together, mathematics and
English composition made up 41
percent of all liberal arts courses.
The large number of
class sections devoted to these
disciplines reflects the
importance of writing and
mathematics skills to student
success in all areas of study.
The class schedules were also
analyzed in terms of the
percentage of colleges offering
courses in specific areas. Findings
reveal that:
oo English, mathematics, history,
biology, chemistry,
psychology, economics, and
sociology, were offered at 90
percent or more of the colleges;
oo Political science and literature
were offered at 86 percent
and 87 percent of the colleges,
respectively;
oo Foreign language, philosophy,
art history, engineering, and
earth science were offered at 70 to
79 percent of the
colleges; and
oo Interdisciplinary humanities,
music history and
appreciation, agriculture, and
interdisciplinary social
sciences are offered at only 50 to
59 percent of the
colleges. One subject, cultural
anthropology, was offered by only
48 percent of the colleges.
CHANGES IN THE
LIBERAL ARTS
CURRICULUM OVER
TIME
When these data are compared with
earlier studies conducted by the
Center, few substantive changes are
observed in the relative positions of
these major disciplines, both in terms
of class sections offered and the
percentage of colleges which offer
them. Overall, the liberal arts
curriculum is relatively stable,
testimony to its endurance at the
community college despite the
expansion of vocational and other
noncollegiate programming.
Two notable changes, however,
occurred within the disciplines,
revealing the adaptability of the
curriculum to emerging needs. In
mathematics, courses for specific
majors (such as "Mathematics for
Business") decreased significantly,
while the number of computer
science courses increased. In
foreign languages, English-as-asecond-language (ESL) classes
grew dramatically. Accounting for
only 30 percent of all foreign
language classes in 1978, they
accounted for 43 percent in 1986.
Today ESL is the largest single
second language category,
outranking even Spanish. The
growth in the number of computer
science and ESL courses is the
most dramatic change in an
otherwise stable curriculum.
INTRODUCTORY
VERSUS ADVANCED
CLASSES
Courses offerings within disciplines
also reveal that the liberal arts
curriculum has a flat structure,
characterized by an abundance of
introductory survey courses and a
relatively small number of more
advanced courses at the sophomore
level. This is especially true in
mathematics and English. Nineteen
percent of all mathematics classes
(excluding computer science) are at
the remedial (pre-algebra) level, and
47 percent are at the introductory or
intermediary levels (algebra through
trigonometry). Thirty percent of all
English composition courses can be
characterized as remedial, and 60
percent of all literature courses are
introductory survey classes as
opposed to courses on specific
genres or authors. Introductory,
survey courses are predominant in
many other fields as well, including
physics (52 percent introductory),
psychology (49 percent introductory),
chemistry (67 percent introductory),
sociology (56 introductory), and
music and art history (over 80
percent introductory). In history and
political science, half of the courses
offered (54 and 53 percent
respectively) are introductory classes
covering the broad topics of
American History or the American
political system.
Much of the liberal arts
curriculum, then, is designed
either for remediation or as
introductions to broad disciplines.
Those courses that do present
more specialized material often
serve vocational curricula.
Engineering is an extreme
example. Only four percent of
community college engineering
classes are general or introductory
in nature; most are more
specialized courses--such as
electronics, engineering graphics,
or mechanical engineering--that
serve the needs of students in
various vocational programs.
Other examples of liberal arts
classes that serve occupational
disciplines are (1) applied writing
courses, such as "Writing for
Business"; (2) applied
mathematics courses, such as
"Algebra for Technicians"; (3)
science courses--such as
pharmacology, biochemistry,
microbiology, and anatomy--that
serve nursing and other allied
health students; (4) computer
science courses that serve all
vocational areas; and (5) other
humanities and social science
courses--such as ethics , social
problems, or constitutional law-that prepare students for law
enforcement and other business
and technological areas.
The significant number of courses
serving a vocational clientele
demonstrates that community
college liberal arts programs
develop along their own lines in
ways that are quite different from
curricula at four-year college and
universities. Though
baccalaureate-granting institutions
exert a significant influence on
community college liberal arts
curricula, vocational programs
have also helped shape their
development. It is thus inaccurate
to use the phrase "liberal arts
curriculum" interchangeably with
the phrase "transfer curriculum."
Summary
Data collected in the 1985
curriculum study reveal several
characteristics of the liberal arts as
they developed at community
colleges:
oo The liberal arts classes most
commonly offered are English,
mathematics, history, biology,
chemistry, psychology,
economics, and sociology.
oo The liberal arts classes least
commonly offered are in
agriculture, anthropology, music
history and appreciation, and
interdisciplinary social sciences
and humanities.
oo Spanish and English-as-aSecond-Language account for
nearly three-fourths of all
language study, with ESL showing
a phenomenal increase in recent
years.
oo Computer science courses have
also grown rapidly.
oo Remedial English and
mathematics have grown quite
prominent, accounting for 20 to 30
percent of all offerings in those
disciplines.
oo Introductory courses
predominate. Those courses that
are more specialized usually serve
the needs of students in technical
or allied health programs.
REFSmFurther information on this
and other studies of the liberal arts
curriculum will be presented in the
forthcoming book, The Collegiate
Dimension of Community
Colleges by Arthur M. Cohen and
Florence B. Brawer, to be
published by Jossey-Bass, Inc., in
the summer of 1987.
http://www.allacademic.com//meta/p_mla_apa_research_citation/1/0/3/4/8/pages103487/p103487-2.php
Unformatted Document Text: Globalization the Community College: Issues in Teaching Sociology at the Community
College Level Dale R. Howard, PhD NorthWest Arkansas Community College Bentonville, AR 72712 Abstract* The
purpose of this paper is to delineate some of the sociological contours of this historical epoch referred to as
“globalization,” with particular attention to the need for “globalizing the community college.” Anecdotal evidence
suggests there is a need to introduce a sociology of globalization at the community college level, in particular in the
teaching of introductory sociology courses. In this paper, the “realities” of globalization are discussed, as well as the
“new language” of the global economy, six areas of globalization, and the notions of “globalization from above” and
“globalization from below” are discussed. Resistance movements (globalization from below) are given special attention.
Finally, an overview of a report “Global Education Initiatives in the Community College,” is discussed. *Note: I sincerely
apologize for submitting this work-in-progress, but I wanted to submit this by the Jan. 18, 2006 deadline. I understand if
it is not accepted. However, the paper will be completed soon. Thank you for your consideration. -- DH PDF created with
pdfFactory trial version www.pdffactory.com
I.
The current “debate” over globalization is no longer. The fact that globalization is an ontological reality is
generally recognized; however, epistemological arguments and controversies still remain and what seems
essential is to move beyond this toward a new paradigm which firmly entrenches globalization as a major
“epochal shift” (Robinson, 2003). As such, “This epochal shift involves changes of systemic importance, by
which [is meant] fundamental world wide changes in social structure that modify and even transform the
way in which the system in which we live functions” (Robinson, 2003:10). Social science discourses in on
globalization have typically emphasized the quantitative changes that have accompanies globalization, such
as the “deepening global interconnections and our awareness of such interconnections.” But such
quantitative changes necessarily entail qualitative changes (Robinson, 2003:10). As such, globalization
entails the ushering in of an entirely new way of life that transcends nation- states and involves the massive
transnational transformation of capital, labor, material and immaterial culture, production and concomitant
shifts in communication, culture, social relationships, and traditional time-space considerations. Dramatic
and transformation shifts in patterns of work, leisure, education, domestic and international life have taken
place in the period of a few decades, as seen in six major sectors (Osborne and Van Loon, 2004:125): 1. The
interconnectedness of all societies. PDF created with pdfFactory trial version www.pdffactory.com
2. Transnational corporations working in tandem in a global economy. 3. International economic integration, global
production. 4. Transnational media systems. 5. Global consumerism and culture. 6. Global tourism (ecotourism) What
Richard Falk (Predatory Globalization: A Critique [Blackwell, 1999]) has called "globalization from above," represents “an
epochal change that involves far more than international organizations like the WTO, IMF and World Bank. It represents
the globalization of production, markets and finance; the global restructuring of corporations and work; the
development of new technologies like the Internet; a radically changed role for the state; the dominance of neoliberal
ideology; large-scale tourism and poverty- induced immigration; worldwide media domination by the culture of
corporate globalism; and a neo-imperialism that has concentrated control of poor countries in the hands of First World
investors. At its heart lies the ability of capital to move freely around the world, resulting in the dynamic often referred
to as the race to the bottom, a destructive competition in which workers, communities and entire countries are forced
to gut social, labor and environmental protections to attract mobile capital. Despite the media's focus on the flight of
jobs from First to Third World countries, just as devastating is the competition among Third World countries desperately
seeking jobs and investment at any cost” (Jeremy Belcher, Tim Costello, and Brendan Smith, Nation Magazine,
12/4/2000) and Globalization From Below: The Power of Solidarity (2003: South End). Furthermore, “The criticism of the
Bank and the Fund has also been legitimized as never before. This is in no small measure due to the contributions of
well-known economists, PDF created with pdfFactory trial version www.pdffactory.com
especially Jeffrey Sachs and Joseph Stiglitz, who have freely expressed their critical views of the IMF in
Financial Times, the Economist, and other mainstream publications. Their criticism does not question the need
for global financial institutions. Yet it does challenge the current policies of the IMF, which is seen as debt
collector of private banks at the expense of the economic recovery of the crisis-ridden countries (Vayrynen:
2000). Globalization and the transnational shift in the economy has produced massive shifts in labor and the
gender dimension, are explicated in Global Woman: Nannies, Maids, and Sex Workers in the New Economy,
Barbara Ehrenreich and Arlie Russell Hochschild, Editors (NY: Holt, 2003) and Mike Davis, “Planet of the
Slums,” New Left Review 26, March-April 2004. As Davis says, “The brutal tectonics of neoliberal
globalization since 1978 are analogous to the catastrophic processes that shaped a ‘third world’ in the first place,
during the era of late Victorian imperialism (1870–1900). In the latter case, the forcible incorporation into the
world market of the great subsistence peasantries of Asia and Africa entailed the famine deaths of millions and
the uprooting of tens of millions more from traditional tenures. The end result, in Latin America as well, was
rural ‘semi-proletarianization’: the creation of a huge global class of immiserated semi-peasants and farm
labourers lacking existential security of subsistence. (As a result, the twentieth century became an age, not of
urban revolutions as classical Marxism had imagined, but of epochal rural uprisings and peasant-based wars of
national liberation.) Structural adjustment, it would appear, has recently worked an equally fundamental
reshaping of human futures. As the authors of Slums conclude: ‘instead of being a focus for growth and
prosperity, the cities have become a dumping ground for a surplus population working in unskilled, unprotected
and low-wage informal service industries and trade.’ ‘The rise of [this] informal sector,’ they declare bluntly,
‘is . . . a direct result of liberalization.’ (United Nations’ Human PDF created with pdfFactory trial version
www.pdffactory.com
Settlements Programme (UN-Habitat) The Challenge of the Slums: Global Report on Human Settlements 2003, London
2003, p. 40, 46. II. Not only should sociology be concerned with the new transnational nature of this paradigmatic shift,
but the new language and rules of the transnational global economy need to be explicated in order to bring this shift
into democratic discourse. As is argued in Paradigmatic Wars (2005:4), “One could argue that the very complexity of the
language of the global rules excludes meaningful public participation in debates over these [global] issues, and leaves
the terrain to the usual ‘experts’ who are often in the pay of corporations and bureaucracies” (PW, p. 4). One might add
to corporations and bureaucracies, the military experts who are hired as “consultants” for major media. The new
language and rules are as follows: (1) Free Trade - (2) Privatization - (3) Deregulation - (4) Structural Adjustments - (5)
Export-Import Growth - (6) Free Movement of Capital - “These are the basic theoretical concepts that we are all meant
to live by. And the system of global rules that underpin these concepts is meant to assure that corporations have full
access to resources, labor, and markets. Together these concepts and rules are designed to create an homogenized
global system where all countries… are supposed to adopt PDF created with pdfFactory trial version
www.pdffactory.com
exactly the same economic system and with it, identical political values, cultural values, consumption values,
and lifestyles. Everyplace should be like everyplace else, thus serving global cultural efficiency. Global
monoculture!” (p. 5, PW). III. Just as the global dynamic involves globalization from above, or “corporate and
political elites… marching across national borders to further their agendas” (Brecher, Costello, and Smith, 2003)
there is a counter-pressure, “Globalization from Below” or a “worldwide movement of resistance globalization
from below” (Brecher, et. al., 2000) These diverse social movements from below have many starting points and
have a range of interests, however, one thing is clear, the direction toward the “common” as stated by Vandana
Shiva: ‘When labor joins hands with environmentalists, when farmers from the North and farmers from the
South make a common commitment to say “no” genetically engineered crops, they are not acting as special
interests. They are defending the common interests and common rights of all people, everywhere. The divide
and rule policy, which has attempted to pit consumers against farmers, the North against the South, labour
against environmentalists has failed” (in Brecher, et. al. 2000). This is what Hardt and Negri call “the multitude”
(as opposed to “the people” or “the masses,” see pp. xiv-xviii and Chap. 2, Hardt and Negri, 2004); the
“multitude, although it remains diverse and internally different, is able to act in common and thus rules itself…
PDF created with pdfFactory trial version www.pdffactory.com
The multitude is the only social subject capable of realizing democracy… the challenge of the multitude is the challenge
of democracy” (Hardt and Negri, 2004:100). “From diverse origins and through varied itineraries, [social] movements
now find themselves starting to converge. Many of their participants are recognizing their commonalities and beginning
to envision themselves as constructing a common movement” (Brecher et. al., 2005, p. 334). And, again from Hardt and
Negri, “Global Demands for Democracy,” Chap. 3.2, Multitudes: “Today there are innumerable protests throughout the
world against the inequalities, injustices, and undemocratic characteristics of the global system, and these protests are
increasingly organized in powerful, sustained movements” (Multitudes, p. 268). Some of the lists of grievances include: 1.
Grievances of Representation: 2. Grievances of Rights and Justice: 3. Economic Grievances: 4. Biopolitical (Ecological)
Grievances: IV. One powerful unifying element of social movements from below has been the use of the very technology
that has brought about globalization: Information Technology. This is explained by Howard Rheingold in his book, Smart
Mobs: The Next Social Revolution. PDF created with pdfFactory trial version www.pdffactory.com
Here he cites many examples of “Swarming,” which are “calls to collective action that coordinate diverse and spatially
separate groups and individual to a call to action, producing New Social Movements characterized by their capability to
rapidly respond in this era of instant communications.” V. Globalizing the community college: 1. Globalization: What is it?
“The emergence of a worldwide interconnectedness among the economic, political, social, and cultural aspects of social
life, accompanied by increased awareness among social actors on a worldwide scale” (Sanderson & Alderson, p. 273). 2.
Contemporary (academic) focus on the new era of globalization. 3. Focus on social and cultural globalization: diversity,
multiculturalism. 4. Sociocultural globalization: “Increased worldwide similarity in social institutions and cultural tastes,
preferences, norms, values, and the objects and goals of cultural consumption” (Sanderson and Alderman, p. 276). 5.
Questions of the “digital divide.” 6. Globalization is as a “historical epoch” or “trend” or a “movement.” 7. Need for
critical thinking. 7. Sustainable globalization. 8. Indigenous perspectives: Global Problems, global inequality, exploitation.
PDF created with pdfFactory trial version www.pdffactory.com
VI. Selected Bibliography, Resources: American Council on International Intercultural Education, “Educating
for the Global Community: A Framework for Community Colleges,” November, 1996. Belcher, Jeremy, Tim
Costello, and Brendan Smith, Nation Magazine, 12/4/2000) and Globalization From Below: The Power of
Solidarity (2003: South End); also, Chat 41, “Globalization and Social Movements,” in Stanley Eitzen and M.
Baca Zinn, Globalization: The Transformation of Social World (Wadsworth, 2006). Burawoy, Michael, “The
World Needs Public Sociology,” Journal of Sociology, Norway, #3, 2004. Clarke, Adele et.al.,
“Biomedicalization: Technoscientific transformations of health, illness, and U.S. Biomedicine,” American
Sociological Review 68:161-194 Davis, Mike, “Planet of the Slums,” New Left Review 26, March-April 2004.
Falk, Richard, Predatory Globalization: A Critique (Blackwell, 1999). Friedman, Thomas, The World is Flat: A
Brief History of the 21st Century (NY: Farrar, Straus, & Giroux, 2005). Hardt, Michael and Antonio Negri,
Multitude: War and Democracy in the Age of Empire (2004: Penguin Press). Mander, Jerry and Victoria TauliCorpuz, Paradigm Wars: Indigenous Peoples’ Resistance to Economic Globalization (from the International
Forum on Globalization Committee on Indigenous Peoples, International Forum on Globalization, San
Francisco, CA: 2005). Mason, R. Globalizing Education (London: Routledge, 1998). Osborne, Richard and
Borin Van Loon, Introducing Sociology (London: Icon Books, 2004). Robbins, Richard, Global Problems and
the Culture of Capitalism (Boston: Allyn & Bacon, 3rd edition, 2005). Robinson, William I., Transnational
Conflicts: Central America, Social Change and Globalization (Verso Press, 2003). PDF created with pdfFactory
trial version www.pdffactory.com
Robinson, William I and Richard Appelbaum, Critical Globalization Studies (Routledge Press, 2005).
Sanderson, Stephen and Arthur Alderson, World Societies: The Evolution of Human Social Life (Boston:
Pearson, 2005). Starr, Amory (2000) Naming the Enemy: Anti-corporate Movements Confront Globalization.
London and New York: Zed Books Schneider, Linda and Arnold Silverman, Global Sociology (Boston:
McGraw-Hill, 2003). Shaw, Martin, Global Society and International Relations (Cambridge: Polity Press, 1994;
online edition, 2000). United Nations’ Human Settlements Programme (UN-Habitat) The Challenge of the
Slums: Global Report on Human Settlements 2003, London 2003, p. 40, 46. Zeszotarski, Paula, “Issues in
Global Education Initiatives in the Community College,” Community College Review, Summer, 2001. Toronto
Star on New Anti-Globalization Movement July 29, 2001 World Inc. under siege Toronto Star And that's
another challenge anti-globalization protesters face: Many members of the public can't grasp the abstract, socioeconomic principles upon which the movement is based. Even the term "anti-globalization movement" is
misleading. There is no formal structure, no hierarchy. No one leader. No one platform. For some, there isn't
even an "anti" - they believe it's not a question of "if we globalize," but how. There are, instead, widely different
groups, with widely different agendas. And these groups will only get bigger and more effective, professor
Deibert says. It's a trend. "Citizens are side-stepping traditional structures of political participation and
becoming active participants, as opposed to spectators in the game of world politics." PDF created with
pdfFactory trial version www.pdffactory.com
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Teaching Sociology in the Community College.
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Bradford, S. Y.
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New Directions for Community Colleges, n31 p51-57 Fall 1980
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Examines the difficulty of determining sociology course objectives for the diverse student
populations at community colleges. Argues that sociology instructors, in light of this
diversity, should use a combination of teaching modalities and should stress content relating
to college survival skills, enhanced social awareness, and increased self-esteem. (JP)
http://contexts.org/crawler/2008/10/29/the-community-college-perspective-on-teaching-sociology/
the community college perspective on teaching sociology
by amelia on Oct 29, 2008 at 7:10 am
The Chronicle of Higher Education ran a piece this week in their ‘Community College’ section from sociologist Chad M. Hanson,
who “Fled a Humorless University for a Sanctuary of the Liberal Arts.”
Hanson writes about finding a fulfilling career beyond the University of Texas system, where he worked as a research
associate:
A successful career at a community college depends on shifting one’s perception. Students — even the snarling ones with
baseball caps pulled down over their eyes and baggy pants hanging off their posteriors — must become the focus of one’s
work life and the source of one’s job satisfaction. Regardless of whether they want or feel as if they need to take your
courses, ill-prepared and unmotivated students show up in your classroom, and that fact often presents a challenge to new
teachers. Even so, the good ones eventually realize that making ill-prepared and unmotivated students a priority is a luxury
of sorts. At universities, educators take pride and pleasure in the challenge of securing grants to pay for new lines of
research, but I have the freedom to make the surly, often-ill-prepared kid in the back row the challenge of my professional
life, and that suits me.
Hanson provides a thoughtful reflection about what pushed him to pursue this type of career in sociology…
Community-college teaching can be lucrative. I received a pay increase when I left the university and took up teaching at a
two-year college. But that’s not why I left my job conducting research. I left because, though the work was meaningful, it
was humorless. Near the end, as I sat in front of the computer in my office, I could feel the hours and days slipping by
without the kind of uninhibited laughter that makes your eyes water and your cheeks ache. I longed for that. I was
surrounded by brilliant people who took themselves far more seriously than anybody should, no matter how many ways you
prove yourself or your intelligence. Once on a coffee break, I caught a look at myself in a mirror — short-sleeve shirt, bold-
striped necktie, and a pocket protector lined with upscale pens and mechanical pencils. I looked like a ball of rubber bands
wound too tight to be useful to anyone. I knew I needed a change
From the issue dated October 31, 2008
COMMENTARY
I Fled a Humorless University Job for a Sanctuary
of the Liberal Arts
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How Obama's $12-Billion Plan Could Change 2-Year Colleges
After the dazzle fades from the president's proposal to spend an unprecedented $12-billion to improve programs, courses, and facilities at community colleges, many
questions will remain. The Chronicle takes an in-depth look at how the plan might play out.
Drive-Time History, With a Dry Sense of Humor
A Green Building at Ithaca College Demands Help From Its Occupants
Education and Labor Officials Pledge Closer Cooperation on Job Training
Belmont U. Course Hints at What It Means to Be an American
By CHAD M. HANSON
When I became a community-college teacher, it meant resigning from a position as a research associate in the
University of Texas system. Before I left, colleagues approached me one by one, well meaning and earnest,
warning me that if I went down the ladder, I wouldn't be able to climb back up again.
That dire pronouncement made the transition feel risky and even a little bit irresponsible. I lay awake in the wee
hours, fretting about whether my impulse to teach at a two-year college would hurt my career by scarring me
with a stigma. In the end, I left my job at the university to teach sociology at a community college. More than a
decade hence, I remain an unrepentant two-year-college teacher.
I am a product of the American university system. I have universities to thank for my ability to write and think
and conduct myself as both a citizen and a scholar, but the university system is flawed. At times it seemed as if I
earned my education in spite of the institutions I attended, rather than as a result of a particular set of
educational policies or practices.
As an undergraduate, I realized that my role was one of contrition. I was an inconvenience to my professors,
and I knew that. They were paid to conduct research, and if they were successful in their writing and publishing,
their reward included the chance to rid themselves of me and my kind. Even so, I muddled through, and then,
years later as a graduate student, I took a job teaching part time at a community college to help pay the rent. It
was there that I discovered the meaning and purpose of postsecondary life.
I have never been comfortable within the boundaries of academic departments. My unwillingness to stick within
the confines of a single field is so great that my doctorate became interdisciplinary, out of necessity.
Mainstream sociology is empirical and quantitative, and although I revel in the joy of sophisticated multivariate
analysis, I also appreciate Zen poems written by Chinese mountain hermits in the era before Christians began
keeping track of time. When it comes to understanding or casting light on social patterns, I am convinced that
both are valuable, and in the university such convictions come with a price — unemployment. Despite the
interdisciplinary history of the social sciences, sprouting as they did from the study of philosophy, the lines
between the sciences and humanities are rarely crossed by career-minded academics today, at least those
on the tenure track.
In contrast, community colleges offer a refuge for those with wide-ranging curiosities. Community colleges are
sanctuaries for generalists. When it comes to the advancement of knowledge, the contribution of specialists is
obvious, but scholars with broad interests and abilities should find comfort in knowing that there are nearly a
thousand public institutions in the United States with the express purpose of offering the first two years of the
baccalaureate, two years dedicated to providing students with a general education, the sole purpose of which is
to sharpen wits and fuel imaginations.
My first book was a collection of short stories and literary essays about fly-fishing, collected under the title
Swimming With Trout. The book was published last fall, and to promote it, my publisher arranged a series of
readings and book signings. The first event was in Laramie, Wyo. When I walked into the bookstore and
introduced myself, the proprietor looked surprised and said, "Oh — I expected someone quite a bit older." She
knew from my biography that I taught sociology, and she explained that she had assumed I had reached the end
of my career as an academic, since I had found time to write a book meant for a general audience.
I understood her surprise. University faculty members must prove themselves to a narrow audience of experts
before they can take time to dabble in something as prosaic as writing fly-fishing stories. For communitycollege teachers, however, there is no waiting or hand-wringing over the timing or placement of publications.
You can write and publish wherever and whenever you please, and without regard for disciplinary boundaries.
The tenure process at community colleges hinges on student and collegial evaluation of teaching performance. I
realize that earning tenure under such conditions might sound like a cakewalk, given that teaching receives
more attention at community colleges than either research or service. But don't be fooled: Students can be harsh
critics. They are rarely qualified to assess a faculty member's overall competence, but they can tell whether they
are receiving an education or not.
A successful career at a community college depends on shifting one's perception. Students — even the snarling
ones with baseball caps pulled down over their eyes and baggy pants hanging off their posteriors — must
become the focus of one's work life and the source of one's job satisfaction. Regardless of whether they want or
feel as if they need to take your courses, ill-prepared and unmotivated students show up in your classroom, and
that fact often presents a challenge to new teachers. Even so, the good ones eventually realize that making illprepared and unmotivated students a priority is a luxury of sorts. At universities, educators take pride and
pleasure in the challenge of securing grants to pay for new lines of research, but I have the freedom to make the
surly, often-ill-prepared kid in the back row the challenge of my professional life, and that suits me.
I have colleagues who complain about the amount of time it takes to teach five sections of such students per
term, but the fact is that at comprehensive state universities, faculty members often teach four sections per
semester, and they are also expected to find external sources of financing, to the point that the grant money
offsets a share of their salaries. At community colleges, grant writing is encouraged but not required, and when
faculty members are paid through a grant, that money is typically disbursed in addition to, not in lieu of, salaries.
Community-college teaching can be lucrative. I received a pay increase when I left the university and took up
teaching at a two-year college. But that's not why I left my job conducting research. I left because, though the
work was meaningful, it was humorless. Near the end, as I sat in front of the computer in my office, I could feel
the hours and days slipping by without the kind of uninhibited laughter that makes your eyes water and your
cheeks ache. I longed for that. I was surrounded by brilliant people who took themselves far more seriously than
anybody should, no matter how many ways you prove yourself or your intelligence. Once on a coffee break, I
caught a look at myself in a mirror — short-sleeve shirt, bold-striped necktie, and a pocket protector lined with
upscale pens and mechanical pencils. I looked like a ball of rubber bands wound too tight to be useful to anyone.
I knew I needed a change.
Universities are high-minded, rewarding, and prestigious places to work. But each semester I look forward to
meeting my new batch of community-college students. I especially look forward to working with the sullen
bunch that sits in the last two rows of desks, near the door in the back. I consider it my duty to make them smile
at some point early in the term.
Chad M. Hanson is chairman of the sociology and social-work department at Casper College. He also writes
poetry and short stories and is the author of Swimming With Trout (University of New Mexico Press, 2007).
http://chronicle.com/free/v55/i10/10b03001.htm