One way that I am increasing enrollments in my classes is by serving a wide range of needs. This semester, I was overwhelmed by the amount of students in my class that own Macs. By the end of the first week of classes, I had two sections added to my Computer Literacy class that cater specifically to Mac users. All I had to do to make the computer literacy curriculum “Mac compatible” was to swap out Microsoft Access for lessons on Mac tools and iLife. We use Office 2004 for Mac, which all of my Mac students already had on their computers. Fortunately, I have several Mac enthusiasts as TAs who were more than happy to take on the responsibility for these sections. We also have a Mac classroom on campus that hardly anyone had been using.
Here is the list of all the varieties of computer literacy classes that I offer:
- Computer Literacy (traditional Windows version)
- Computer Literacy Web-based
- Computer Literacy for Mac
- Computer Literacy II (Graphics, and Web Development)
- MicroApps for Business
- MicroApps for Business Web-based
Descriptions of these classes can be found at http://lit.cs.fsu.edu I intend to design a new class to roll out for Spring 2007 called “Intro to Digital Media” which will survey digital technologies for creating, editing, obtaining, and enjoying music, art, photography, movies/motion pictures, and games. The course will be based on Chapter 6 in Succeeding with Technology. I expect that this will be a big hit with the students.
It has been an exciting first two weeks of classes. As expected, my students are more computer savvy than any previous freshman class. I’ve had at least six students ask if it would be okay for them to use Star Office instead of Microsoft Office for their assignment work –that’s a pretty good indicator of the overall increase in sophistication among my students. Of course there are still dozens of students that don’t know the difference between Windows and Office.
As mentioned in my previous posting, last week I surveyed 500 of the students in the traditional classroom sections of my Computer Literacy class to find out how much they felt they knew about computers and how important they thought computer skills and knowledge are to professionals. The results of that survey can be viewed at www.cs.fsu.edu/~baldauf/2006_survey.html. There weren’t many surprises in these results, but there were a couple notable items. My students seem to be well aware of the fact that they are weak in spreadsheet and database skills, and also in their understanding of digital technologies, business information systems, and information security. What I found to be very encouraging was the fact that they acknowledge that these areas in which they are weak are important in the job market. Check out the survey results for yourself. I would love to hear your reaction. Post your comments.
My philosophy has always been that no matter how much an incoming college student thinks he knows about computers and digital technologies, there is still a lot to learn between high school and job interviews.
Counting the minutes until the first day of classes. 12 hours and counting. For me, as a teacher, the first day of the semester is both thrilling and stressful. I love to walk across the FSU campus on that first day. The energy in the air is thick with the nervousness of Freshman amid the excitement of returning students. After the quiet, slow moving pace of Summer, I’m ready for the sidewalks and thoroughfares to be packed with bustling students, embracing old friends, and searching for their classrooms.
First lecture is always a rush. Even after ten years of lecturing, I still get butterflies when I bring the 240 students in lecture hall to attention. I fully enjoy 100% attendance, and how quickly the class comes to attention, knowing that this command I hold over them will be short lived. By midterm, attendance will be at around 75% (if I’m lucky), and I’ll be hushing conversations in the balcony in mid-lecture.
The stress associated with the beginning of the semester has to do with dealing with situations beyond my control. For example, I’m given 30 teaching assistants who help me teach my 2,000 students. I meet them for the first time THREE days before they start teaching. In that time, I need to train them in their duties, and schedule their teaching times. I’ve organized my TAs into various duty assignments to help with both classroom and Web-based teaching: fourteen recitation instructors, three Web-based mentors, eight graders, two testers, and a lecturer. If that doesn’t add up to 30, it’s no wonder as a few TAs never showed up and we are scrambling to find others to cover all my sections. So there it is, the stress factor. The day before classes start, and I still have some sections without teachers.
Well, as with all the Fall semesters in the past, it will all work out somehow.
In addition to my usual sermon on the importance of digital technologies, I am planning something new for my first lecture this semester. I will be taking attendance via a student survey. The purpose of the survey will be for me to learn what my students think they know about the skills and concepts taught in the class, and how important they think these skills and concepts are. For example, I’ll ask them to rate their knowledge of Microsoft Excel on a scale of one to five (bubble sheets only have five bubble per question). Then I’ll ask them how important they feel Microsoft Excel is (again on a 1-5 scale) for college-educated professionals. I’ll do this for each application and each of the chapters in Succeeding with Technology. I’ll share the questions and results with you over the next couple of weeks.