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Show page 26 , Spring 2004 perspectives Paperless Class Dr. Deidre Tyler Adiunct Professor of Sociology M y adventure with having a paperless class has been one that took me on a journey. I decided to embrace the paperless class with the assistance of WebCT this semester. At the beginning of class I told my students that we would have a paperless class environment. I would not be grading any papers that are handed to me this semester. The only papers that would be graded would be the papers submitted via WebCT. I also explained to the students that I would offer then a short tutoring of WebCT after class. A paperless class is like exploring an unknown adventure. You really don't know where this adventure is going to take you but the journey can be exciting. As a result of having the paperless class, I have noticed the following advantages for students and instructors. First of all, students are able to submit their assignments before the assignment is due. This gives the student flexibility because many students want the option of turning in work early. Secondly, the instructor can grade papers in the paperless class on line without having to collect and organize paper. Have you ever lost a student's paper before and later found it another stack of papers. Well, in the paperless class this won't happen. So far the paperless class is working and the organization that goes with the paperless class is amazing. I have instructed my students to save their work as their entire name. Next semester try the paperless class. Creative Expression Jessica Durfee lessons Editor, Teaching Research Fellow As a student and a future faculty member (the joy of leading a double-life as a graduate teaching assistant), I've seen creativity in the classroom from both sides of the chalkboard. As a student, the most creative professors were natural risk-takers. They made teaching look effortless. They would casually stitch streams of thought and stretch minds in class discussions. As an instructor, I initially found it difficult to incorporate creative thinking into my lesson plans and assignments. I tried to encourage creativity, but soon found that I was pushing my definition of creativity on the class. After one semester I realized that instead of forcing my conception of creative thought I should be working to facilitate the students' creative energy-flow. I had been over-intellectualizing creativity and imposing it upon my students. Creativity can't be forced. Students need to find their own mode of creative expression. Students need to determine their own boundaries then explore beyond them for themselves. Students need to work reflexively in order to find true creativity. And as instructors we can facilitate that process. |
