Editor's Note, October 2003

Elizabeth Haller
Instructor, Central Michigan University
E-mail: editoraee@hotmail.com

As I took my place at the head of the class, I observed that the most prevalent expression emanating from the face of each student was a mixture of fear and excitement. It took me all of about two seconds to realize that, while comfort food and warm welcomes are nice, I didn't need to buy their commitment--I needed to earn it. They didn't need my food; the only things that each of my students needed was my encouragement and my willingness to assist them in becoming the best writer they could possibly be. It was a good thing I lacked the funds to supply the comfort food.

I spent the majority of the summer designing a course that I believe in, a course with elements that my students can take with them throughout college and the rest of their life, because I know that what I teach my students today doesn't necessarily have to leave them tomorrow. What I teach them can be used not only to get a passing grade in a course, but to write an effective personal statement on a graduate school application, or to write an effective resume or promotion request. The possibilities are endless.

Regardless of whether or not I supply my students with food on the first day, if I effectively communicate my enthusiasm on the subject, and if I put forth equal the effort that I expect from them, then my students will not only remember their first college course, but they will indeed realize just how wonderful college and learning can be. Besides, all the warm, gooey, frosted cinnamon rolls in the world is no replacement for encouragement and quality instruction.

Speaking of effective instruction, we present part three of the five-part series from independent Canadian education researcher Dan Lukiv entitled "How to Teach Badly." We are trying something new with this issue. Rather than write my own editorial introduction of each contribution, I have decided to give the author's themselves the opportunity to introduce their work. Dan Lukiv has supplied us with the following regarding this month's "ingredient": "In the spirit of 'The Great French Duel,' written by that serious man that many refer to as Mark Twain, I write this essay for all who once and for all want to know how to teach badly. Twain tells earthlings straight out, 'The [outdoor] modern French duel is...in reality one of the most dangerous institutions of our day ... [because] the combatants are nearly sure to catch cold.' In the breath of such sage reflection, I remind or simply tell the reader: as people who watch Star Trek know beyond a reasonable doubt, alternate universes exist everywhere that they don't think them to be, filled with their physical, yet altered-ego counterparts. This essay, written for those counterparts, will fill them with appreciation of astronomical filling."

This month's second feature article "addresses the issue of low enrollment and poor performance of students in mathematics." Anthony Ezeife, author of "Effects of Strengthening the Mathematics Content Base of Pre-Service, Elementary School Teachers," provides the following synopsis of his article: "I trace the origin of the problem to the weak math foundation of students in the early (elementary) school grades--a situation that has been attributed to a number of factors. One of the oft-mentioned factors--teacher preparedness and competence--is the focus of this investigative study that utilizes pre-service, elementary teachers as research subjects."

The inspiration for Rahim Ashkeboussi's article, "A Model for Evaluating Quality of Web-Based Courses" stems from the rapid growth of online courses offered by colleges around the world and the resulting rise of "controversial issues such as the extent of learning, and the vigor and interactivity of online classes in comparison with their traditional counterparts." According to Ashkeboussi, his study addresses concerns and "presents a systematic model for evaluation of the quality of online courses based on a peer review system derived from collaboration among a group of faculty within a university system or unrelated campuses."

With this issue we are introducing a new monthly feature: "Poet's Corner." Our first contribution is Alaina Lett's poem, "Phenomenal Woman." According to Lett: "In retrospect, 'Indispensable Woman' is modeled after Maya Angelou's 'Phenomenal Woman'; however, this poem focuses on my mundane chores and daily requirements. I wrote this poem as a simultaneous evaluation of the things I require of myself and things that other people expect of me. Often I find myself conflicted: desiring to be needed, yet somehow resentful of being needed so much. I believe this poem reflects this same attitude in many women who are torn between their families and their careers."

Jayne Fenton Keane presents the second contribution to Poet's Corner with a piece titled "Love Letter from a Torture Chamber," originally published in her book, Ophelia's Codpiece (Post Pressed, 2002). This is the first of two pieces by Keane to be published in Poet's Corner. Keane describes "Love Letter" as "an exploration of how a woman might reclaim power or find pleasure in a horrendous situation."

And finally, with this issue Lynne Fukuda has returned with a new item for her monthly column, "The View From Here." "Becoming a Monkey's Aunt: My Adventures at the Caribbean Primate Research Center" is the first of a three part series of Fukuda's experiences while doing her Masters thesis research at the Caribbean Primate Research Center n Puerto Rico. Fukuda states that this series is "much related to education, and is a peek into the hardships a lot of field researchers face as young men and women in unfamiliar places with new things, and come through changed and many times better than before."

On a final note, as always, don't forget to check out "Grist for the Mill" for possible submission ideas.

Best wishes,

Elizabeth Haller, Editor-in-Chief

Academic Exchange Extra invites reader responses to any writings in this issue--especially articles advancing the scholarly debate of issues raised.

Page Viewed:   / Created: 17 September 2003 / Updated: --