Introduction

Who was the best teacher you ever had? Chances are, this was someone whose abilities and intellect you respected, but there were probably other qualities that made this person stand out. Did she make you work hard? Did he make you laugh? Did you leave the last exam in that class with a warm glow of accomplishment, feeling like an athlete who has just had a good workout?

So how does a teacher accomplish this? How do we make the quantum leap from handing out a syllabus with a complex set of rules and dire threats against would-be cheaters, to engaging the student in a partnership of learning? In this essay we will discuss obstacles to learning, teaching strategies and the role of technology in the classroom. We will also explore the philosophy of finding a humane compromise between maintaining absolute standards and helping each individual student develop intellectually.

Obstacles

First, let's examine the obstacles to overcome. Below are three questions every teacher hates to hear and the answers we would like to give:

• I missed class today. Did I miss anything important?

What you would like to do is to answer (through clenched teeth), "No, it was a complete waste of time. I'm so glad you were spared."

• What's the lowest score I can get and still get an "A"?

Well, I guess there is such a thing as a dumb question.

• Is attendance required?

Absolutely not, and feel free to skip the exams too! (It's less for me to grade!)

Such questions are telling us two important things:

1) the student is concerned about his or her progress
2) lack of time is a major barrier for many students.

It is not unusual for students to support themselves with jobs that require them to work 30-40 hours per week and exhausted students do not perform well. They do need the benefit of our patience. At the same time they need firm reinforcement as to how much time is required to succeed. Other impediments may include large class sizes, cheating, and lack of motivation.

Peter Denning (1999) aptly describes the role of the teacher as facilitator/coach, information manager, and sage. He also discusses the application of technology in fulfilling some of these functions. Below, we describe some of our experiences using technology, both to provide access to information and to facilitate learning through self-assessment.

Is Technology the Answer? And What About "Distance Education?"

In the Spring semester, 2000, I experimented with the delivery of CS 103 (cross-listed as INFT 103), an Introduction to Computing. CS 103 is a course for beginners that introduces Office applications, basic web pages and HTML, as well as fundamental computer concepts. We generally offer 3 sections of approximately 150 students each. There are 50-60 students in each "lab" section in which students practice new skills with hands-on exercises.

With the excellent support provided by the campus television station, GMU TV (http://www.gmutv.gmu.edu/) and George Mason University's Instructional Resource Center (http://www.irc.gmu.edu/), I was able to give students a choice between attending regular lectures, watching the lectures on TV or on videotape, and/or taking advantage of PowerPoint notes and practice tests via WebCT. GMU TV taped my lectures and gave me very constructive feedback on presentation. The lectures ran at varying times throughout the week and "reruns" appeared during the week prior to exams. A workshop given by George Mason University's IRC introduced me to WebCT, a powerful course delivery tool.

With WebCT, I could provide students with links to online course materials, lecture slides, lab exercises, and asynchronous "chat" where students could post questions by topic. In addition, students could take practice tests to assess their progress. This helps students identify weaknesses in their preparation and contributes to the alleviation of test anxiety.

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The midterm, quizzes, and final exam were administered and proctored in the traditional way. When I compared test scores and final grades with those of previous semesters, I found what you might expect. The better students did better and the weaker students did more poorly. The overall average and median increased only slightly (2%), and is probably not statistically significant. (The scores are usually fairly consistent from year to year and there isn't much variation from Fall to Spring.) (See chart below)

We had several class discussions about distance education and I asked for student feedback at the end of the class. While the students really appreciated having different ways to study the course material, most admitted that it didn't really make much difference in their study habits. Some expressed concern about moving to a purely "distance education" model. They felt that without the structure provided by regular classes, they would be unable to pace themselves and would be less likely to succeed. Practice tests seemed to fill the gap somewhat, by engaging the student's interest and providing self-assessment prior to tests. However, for the weaker students, having a choice as to how to get the material turned into a license to procrastinate until it was either too late or they realized they did not know how to use the technology to obtain the materials they needed.

Side Effects

While the data given above represents only one freshman level class, it does raise some interesting questions. Is distance education going to prove to be more effective for more mature students?

My colleague, Dr. Pullen, has enjoyed great success with his senior level and graduate level Networking classes taught using a distance education model. But his students are more mature and technologically savvy. If it proves generally true that weaker students in lower division classes do less well in a distance education setting, are these students likely to be the more socially or financially disadvantaged? Is there some "safety net" that we can employ to prevent losing students at the lower end of the spectrum?

We need to ensure that campus lab resources and training are available and accessible to such students so that course-related technology is indeed constructive and not just another barrier. George Mason's STAR (http://media.gmu.edu/) Labs (Student Technology Assistance and Resource Center) ably provides such services. Undergraduate "peer mentors" can also prove helpful, answering questions in lab and office hours (see more under the "Supplemental Instruction" program below)

On the positive side, providing course materials in multiple media unquestionably increases accessibility for those with special learning challenges and accommodates different learning styles. Furthermore, the process of developing web-based course materials and designing televised lectures gives the instructor a heightened awareness of both pacing and the complexity of concepts presented. It was my experience that a 60-minute lecture was usually reduced to about 30-minutes on TV. Since I was filmed without a student audience and therefore did not have the benefit of student questions, I found that I had to introduce short reviews and use many more examples to reinforce new ideas during the course of each lecture.

Another interesting "side effect" of this teaching experiment was that it helped to make the point (to the better students anyway!) that what we give them are just the plans, tools and building materials and that it is up to them to assemble the final structure. This is a point that successful educators have known for some time, but students are often unaware of the difference between being active and passive learners.

Beating Cheating

Just as the same person who might politely hold a door for you becomes a road rage killer behind the wheel of a car, so a student who might ordinarily do his or her work honestly is tempted to cheat in a large class. A student who feels anonymous in the classroom also feels less accountable and may be subject to a greater temptation to cheat. As colleges and universities begin to employ distance education models, it will become important to find ways to keep students from feeling isolated through the use of chat sessions, two-way audio and video, and group-oriented learning exercises.

Academic integrity is an essential component of a productive learning environment. Unfortunately, as has been widely reported in the media, cheating is a problem at institutions of higher learning worldwide. (While improvements in technology and communication certainly make cheating easier, this same technology helps make instructors more aware of the problem!) Sadly, I am finding that a lot of my time is being devoted to making multiple versions of tests, outwitting Scantron (™) scams, and hunting for materials plagiarized from the web.

I have found that there are basically two types of cheaters:

• those who are essentially serious students who have made an error in judgment that needs correcting
• hard-bitten unregenerates who need to be expelled.

Fortunately, most fall into the first category. They are young people who are experimenting with many behaviors at this stage of life and will learn from their mistakes. They usually confess when confronted with cheating and express genuine remorse. Those in the second group are more likely to engage in more serious forms of pre-meditated cheating and therefore comprise a more serious threat to the integrity of the class. I'll never forget interrogating a young woman who stole an exam. When I asked her why she did it, she looked me squarely in the eye and said brazenly, "I saw my chance, and I took it."

Alleviating the Pressure

Cheating is certainly not limited to large classes. Students may cheat when they feel disenfranchised for some (usually self-inflicted) reason. They may feel that others know more than they do or that they are at a disadvantage because of language barriers. Frank discussions about cheating do seem to help, especially when students hear the disparaging remarks of their peers.

It also helps to remind students about university support services. For example, at George Mason, our English Language Institute provides tutoring for students with English as a second language. We also have a Writing Center that provides proofreading and feedback on composition. Then too, there is the support provided within the class itself.

In our large classes with multiple sections, we encourage students to seek help from the instructor, TA or undergrad. assistant of any section and post office hours to provide the broadest possible coverage. (In CS 112, our CS I class, we have 3 instructors, 6 TAs, and about 6 undergraduate assistants, for about 360 students. Between labs and office hours there are over 50 hours per week when help is available.) Letting students know that help is available and that questions are not only encouraged, but expected, helps to alleviate the sort of pressures that lead to cheating. We also encourage students to visit the web pages of the different instructors and even attend the same lectures given by different instructors for extra reinforcement.

As a class exercise, I sometimes draw a chart on the board with 2 columns: "Advantages and Disadvantages of Cheating" and ask the students to help me fill it in. Quickly the Disadvantages column fills up and students can see that cheating is a bad solution to a short-term problem with long-term consequences. In classes where appropriate, allowing students to bring 1 page of notes into exams can help alleviate test anxiety, prevent cheaters from smuggling in notes, and help provide a framework for the student's preparation. Many of my colleagues and I use this approach in our programming classes and logic classes. This way, students can spend less time memorizing things that one would normally look up in a reference text and can instead focus on difficult concepts.

George Mason has an Honor Code that is widely advertised and emphasized by faculty. An "Honor Committee," run by students and overseen by our Associate Dean of Student Life, hears cases and metes out serious penalties for students found guilty of Honor Code violations. The dogged efforts of the Honor Committee and Dean Mulherin are having a positive impact and it is our hope that we have seen cheating peak and start to decline. However, after spending many hours talking to students and faculty about this topic, it seems that a University-wide dialog might be timely and healthy (before we have to resort to pillories and stonings!).

Team-Teaching and Supplemental Instruction

Both students and teachers profit tremendously from team teaching. We have found this effective in our CS I class (CS 112), a strenuous "gateway" class into the CS major. CS 112 teaches C++ programming in the Unix environment. We coordinate lectures so that students can attend the lectures of any of the instructors. Combining syllabi and deciding class standards for tests and assignments force us to think through teaching strategies and course policies. We have used the "bulletin" message board feature of WebCT with great success this past semester. Dr. Tamara Maddox and I would take turns throughout the week answering questions posted there. Such questions often help us to understand the conceptual stumbling blocks students encounter. Then too, students sometimes do a better job of explaining difficult concepts to their peers than we do! By the end of the term, almost 2000 messages had been posted.

In past terms we have used an interactive CD-ROM developed by Dr. Richard Carver that allows students to explore and learn on their own. Students have found this tremendously helpful. In short, pooling our resources, tools, and talents results in a much richer learning experience for students. Despite the fact that we have a high fail rate in CS112, the overall satisfaction indicated on class evaluations remains high (In CS 112, section 1, the Fall 2000 overall rating was 4.75/5.0.)

Supplemental instruction can take many forms. Sometimes I hold "mini lectures" or "sunset seminars" in addition to, or in place of, office hours. Even more effective is the hiring of undergraduate "peer" assistants who can provide support by running study group sessions, assisting in labs, or holding additional office hours. Such students provide positive role models and can encourage constructive study habits. They can show students how to help each other learn instead of just copying from one another. Supplemental instruction is also an extremely valuable and rewarding experience for those students acting as peer assistants. Their own study skills and knowledge of the material improve as they learn how to teach others.

Final Considerations

George Mason is fortunate to have a student population that is both cosmopolitan and diverse. One must be aware of and sensitive to different cultures, lifestyles, and approaches to learning. While the cultural differences are very enriching, the differences in educational backgrounds add an additional challenge for instructors. Furthermore, our many mature students are often apprehensive about going back to school and feel unsure about their ability to compete with younger students. They often need positive reinforcement and extra assistance. (Although they are almost invariably excellent students!) All these factors make if difficult to find a humane compromise between overall course standards and helping an individual grow and develop.

Given the many "stories" instructors are told, it is often difficult to sort out fact from fiction. (Have you ever noticed that grandparents seem to die at many times the national average whenever we give exams?) One needs to develop a sense of when to insist on deadlines and when to cut some slack. We need to be aware that students may be chased by very real demons that we cannot see. Then too, one must always consider that there may be other factors that impede a student's performance, including disabilities, family or personal problems, physical or mental health conditions. Several times students have come to my office hours ostensibly to discuss their progress in class but clearly suffering from difficulties beyond the scope of academic advising. I have referred such students to the University counseling services. Often, these students report back to me that the counseling was of tremendous benefit, and has enabled them to move forward with their academic careers.

How students feel about their work is an important factor in their success. They need to feel that they are making good progress while at the same time, they need the instructor's objective appraisal. Students may be unrealistically optimistic about how they are doing. Alternatively, they may know that they are not doing well, and look for excuses to fail. Posting lecture notes, reminders, and announcements (as web pages or WebCT bulletins) provides a "reality check." It helps students organize their coursework, track their progress, and helps faculty answer those "What did I miss?" questions.

I once saw a live performance given by Whoopi Goldberg in Berkeley before she became widely known. One of the many facets of her wonderful talent was her ability to make each person in the audience feel that she was speaking directly to that person. She accomplished this by holding the eye contact of each person and by radiating the feeling that your understanding of the story she was telling was very important to her. It made me realize that even in the very large classes I teach, it is possible to have a conversation with each student. As stated earlier, large classes create pressures that can lead to negative dynamics. It is especially important in large classes, therefore, for the instructor to convey genuine concern for the progress of each individual.

Open, Honest and Humane

Students can teach us how to be more effective teachers. Assignments should be sufficiently challenging without overwhelming the student. For the CS 103 final web-based project, we encourage students to investigate new ways in which computers are being used in their major or intended field. We encourage them to create something they would feel proud to show a potential employer at a job interview. There is always much gnashing of teeth and bitter complaining while students settle on a topic. Yet, once they begin, they become excited and interested. Such a topic forces them to investigate something they perceive as being difficult and therefore gives them a sense of accomplishment when they discover that they can do it. (See sample projects http://cs.gmu.edu/~amarchan/prjsp00.html)

Exams and quizzes need be scheduled to provide the students with milestones of their progress. For example, scheduling a quiz so that the student will get it back prior to the drop date for a class can let a student know he or she in trouble before it's too late to rectify the situation.

We should read their final evaluation comments carefully. While we may not agree with their solutions (example: "there should be less work in this class"), they will help us to identify problems (example: students don't know how to tackle and organize their work). Students also vote with their feet. When they stop coming to lectures and labs, it's time for us to buckle down and innovate. Teaching and learning form a complex, "two-way" relationship. Students have expectations of their teachers and teachers have expectations their students. Both have to be open, honest, and humane for this partnership to succeed.

References

Denning, Peter. (1999). The Professional Teacher. inventio 1.1 <http://www.doiiit.gmu.edu/Archives/feb98/pjd_1.htm>