Fall 1999
Vol 8 Issue 1
IN THIS ISSUE...
Student Voices-Insights on Invaluable Learning Experiences
Taking Learning and Leadership Seriously
Redefining the Learning Environment
A Win-Win Situation for Everyone
Challenging Beliefs about Good Teaching
An Emphasis on Quality Learning
Involvement in the Teaching Process
Providing Support and Motivation
Learning at a Community College: An International Perspective
ASSIDERE
Getting Students Involved in Assessment
Students Sharing Their Learning
SEE ALSO...
The Labyrinth
Maricopa Center for Learning and Instruction
Student Voices-Insights on Invaluable Learning Experiences
John Nelson, PVCC, Editor
Tucked away in last spring's issue of the Labyrinth/Forum/Assidere is an impressive piece written by student author Kathy Farrish. In her article, Farrish praises the instructor of her learning community class "Composition/Humanities and Technology Learning" for creating an environment in which students can listen to one another and share their unique cultural identities. She concludes by encouraging the instructors in her reading audience to likewise provide meaningful and life-changing educational experiences. We on the Labyrinth/Forum/Assidere staff couldn't help but remember the impact of Kathy's work. Her article was sincere, perceptive, and exciting. We were also moved because it conveyed so clearly a story of a student's pivotal educational experience; it provided a profound lesson about teaching that our audience needs to know.
Based on Farrish's story, this fall's theme, "Student Voices: Seeds for Meaningful Dialogue About Learning," was conceived with the intent that our students do the writing. All of us on the Labyrinth/Forum/Assidere staff agreed that Kathy had shared something significant and, although educating students requires effective delivery, it also requires listening-listening to the experiences that have so engaged our students. So, for this issue our goal is to open a dialogue in which we are involved in the dynamic of sharing and listening.
What exactly are these student insights?
Essentially, our writers touch on the fundamental issues of effective teaching and learning. While their perception is a little different than the way we have been conditioned to think after so many years of our own educational coursework, national conventions, and professional seminars, our writers' conclusions go to the heart of the matter. They address the very soul of education where learning objectives become reality and change is initiated. Our student authors share their insights about the core values that emerge from the learning process. The highlights of only a few of our many student authors clearly reveal what is significant to them.
Paradise Valley Community College's Shelley Clapp tells us that education is all about her teachers' compassion, because it was this compassion and class involvement which provided the necessary support to motivate her into even greater educational goals. Brandi Jones, one of our authors from South Mountain Community College, says it is quality learning which motivates her. For Brandi, learning is not about grades, but it is all about acquiring real skills and understanding while meeting her own standards. In addition to the ideas of quality learning and confidence building, Pam Akina, a student at Chandler-Gilbert Community College, tells her story of the satisfaction she received while sharing her learning with others. Pam relates the discovery of her work's emotional impact and potential for contributing to the success of others.
Personally, I have shared in this dynamic and excitement as I worked with each of these students. This experience has been tremendously reassuring. It has helped me maintain my perspective about the teaching profession and reinforces education's central purpose-motivating and engaging our students in their learning.
Now, let's allow the students to take over in this essential part of the dialogue. We will do well to listen, for as Robert Conklin states, " People don't care how much you know, but they know how much you care, by the way you listen."
fo·rum \'for-um, 'for-/ n, [L; akin to L foris outside, fores door more at DOOR] (15c) 1 a.: the marketplace or public place of an ancient Roman city forming the center of judicial and public business b.: a public meeting place for open discussion c.: a medium (as a newspaper) of open discussion or expression of ideas