

Preparing Excellence

for the Excellent

David Pollitt

Preparing Excellence

for the Excellent

David Pollitt

Professional Book Publishing PBP

Professional Curriculum Design PCD

Nashville

Preparing Excellence for the Excellent

Copyright 2010 © by David Pollitt

Any and all of this material can be copied or used only for educational ways under the "Fair Use" guidelines. This book is not for resale but is a project designed to assist the Bahr el Ghazai University in improving their Business Education Curriculum and to help instructors in their search for excellence in teaching.

Special copyright permissions have been applied for in cases where copyrighted materials exceed the citing equivalent. If these permissions are not accepted, then they will be removed from the final print copy and will only be shown in the printed Galley Proofs.

ISBN: 978-1-57843-087-1

This is a Galley Proof

Other Books by David Pollitt

Nonfiction

cleft of the Rock 2000

Talking the Talk

of the New Covenant Species 2001

Walking the Walk

of the New Covenant Species 2002

With Fear & Trembling 2005

Fiction

Irish : An Angel's Journey 2011

Children of the Santuary 2011

Armageddon Darkness 2011

Nephilim Wars 2011

Nonfiction

Better Organizational Training and

Communication 2010

Forthcoming

Day of the Dragons (Fiction) 2011

Better Learning from Teams—At Work and School 2011

Table of Content

Sections Page

Copyright Page vi

Other Books vii

Table of Contents viii

About the Author xvii

Preface xviii

Introduction 1

Sections 2

Educational Curriculum Discussion 2

Textbook Research 2

Planning 3

Technology 4

ProQuest Access 4

Instructional Design 4

Final Resources 5

Current Degree Programs 5

The Future Degree Programs 5

Section I: What Is Curriculum Development? 5

Interpretations of Curriculum 6

Backward Design 7

Stage I 8

Stage II 8

Stage III 8

Sample Unit Framework 9

Simple Curriculum Decisions 10

Steps in the Needs Assessment Process 10

Asking the Right Questions 10

The Curriculum Improvement Decision 12

Transferability 12

Out-come Based Education 13

Leaders Not Just Administrators 14

Distinctions Between a Manager and a Leader (Table) 15

Internal & External Scanning 16

Section II: Curriculum Research

Common Curriculum for All Departments 21

First Semester 21

Introduction to Economics 21

Introduction to Statistics I 21

Basic Mathematics (Business Math) 22

Principles of Accounting 22

Introduction to Political Science I 22

English Language I 22

Arabic Language I 22

Keyboarding I 23

Microsoft Office 2003 23

Second Semester 23

Introduction to Economics II 23

Introduction to Statistics II 24

Basic Mathematics (Business Math) 24

Principles of Accounting II 24

Introduction to Political Science II 25

English Language II 25

Arabic Language II 25

Keyboarding II 25

Computer II Microsoft Office Word 25

APA Seminar (1 Hour) 26

Second Year

First Semester 26

Introduction to Statistics III 26

Mathematics I 27

Microeconomics Theory I 27

Principles of Management 27

Introduction to Sociology 27

Anthropology 27

Politics and Society 27

Financial Accounting 28

English Language III 28

Arabic Language 28

Computer III Microsoft Office Excel 28

Second Semester 28

Introduction to Statistics IV 28

Mathematics II 28

Macroeconomics Theory I 29

Business Organization Introduction to Sociology &

Anthropology 29

History of Western Political Thought 29

Financial Accounting II 29

English Language IV 30

Arabic Language IV 30

Computer IV Microsoft Outlook 30

APA Seminar (1 Hour) 31

Department of Economics

Third Year

First Semester

Introduction to Development Economics 32

Microeconomics 32

International Economics 33

Money & Banking 33

Research Methodology 34

Second Semester

Development Economics 35

Macroeconomics II 35

Monetary Economics 35

Natural Resource Economics 36

Research Methodology 36

APA Seminar (1 Hour) 37

Fourth Year

First Semester

Introduction to Econometrics 38

Mathematical Economics 39

Development Planning 40

Public Economics 41

Operations Research I 41

Second Semester

Sudan Economy 42

Financial Institutions 42

History of Economic Thought 43

Operations Research II 44

Research and Dissertation Writing 45

Department of Business Administration Curriculum

Third Year

First Semester

Management Theory & Practice 46

Business Law I 46

Taxation 47

Public Sector Accounting I 48

Cost Accounting I 48

Operations Research I 48

Second Semester

Production Management 49

Business Law II 50

Marketing Management 51

Public Accounting II 51

Cost Accounting II 51

Research Methodology 52

Fourth Year

First Semester

Personnel Management 53

Financial Management 53

Management Accounting I 53

Marketing Research 54

Operations Research I 54

Financial Institutions II 55

Second Semester

Industrial Relations 56

Financial Management II 56

Management Economics 57

Organization Theory 57

International Trade & Investments 57

Advanced Management Accounting 58

Advanced Semester

Advanced Management Practice 58

Business Finance 59

Public Enterprise Management 59

APA Seminar (1 Hour) 59

Thesis or Dissertation 60

New Degree Recommendations 61

BBA Business Marketing 61

BBA Business Management Adult Studies 63

Publishers Directory 65

APA Corporate Authority 65

Addison-Wesley/Pearson Educational Publishing 65

Barron's Business Review Series 65

Bakers College, Flint Michigan 65

Cambridge University Press 66

CCH, Inc. 66

CRC Press 66

Course Technology 67

D. W. Publishing 67

El Sevior Academic Press 67

Financial Times Prentice Hall 67

Greenwood Publishing 67

Prentice Hall 68

Palgrave Macmillan 68

Princeton University 68

Pfeiffer 68

McGraw-Hill 69

Mahomedan Press 69

Microsoft Press 69

M. E. Sharpe, Inc. 69

Routledge Publishing 69

Sage Publications Ltd, London 69

Southwestern Publishing 70

Springer Berlin Heidelberg, New York 70

University Press of Kansas 70

Unwin Hyman 70

University of Michigan Press 70

Wiley Higher Education 71

W. H. Freeman & Company 71

W. W. Norton & Company 71

World Scientific Publishing 72

West Publishing Company 72

Zeb Books 72

Section III: Better Planning

Planning Is a Three-Step Process 73

Six Sigma 74

Six Sigma Improvement Process Table 75

Planning with Flexibility and Change in Mind 75

SWOT Analysis 77

SWOT Analysis Example Application 80

Strategic Planning and Master Calendar 85

Phase I 85

Phase II 86

Phase III 87

Section III: ProQuest Portal

ProQuest History 91

Applying to the University 91

ProQuest Contact Information 92

Additional Online Database Resources 93

Section IV: Planning for Technology

Planning for Technology 95

The Façade Study 97

Use of Technology 97

The Necessary Infrastructure 99

A Viable Instructional Strategy 101

Example of Technology Façade Checklist 102

Use of Technology 103

The Necessary Infrastructure 106

A Viable Instructional Strategy 113

Comprehensive Checklist Analysis Form 117

Composite Score Form 118

Façade Conclusion 118

Technology Objectives 118

Long Range Objectives 119

Teacher Training Objectives 120

Faculty and Staff Commitment 121

Staff Development 121

Peer Coaching 121

Specialty Technical Training (One-On-One) 122

In-Service 122

Section V: Philosophy of Learning

Philosophy of Learning 123

Diverse Audiences 123

Pyramid Learning Graphic 124

Learning Prepares Us for Communication 125

Don't Retire Those Guys—Communicate with Them 126

Application, Application, Application 129

Building Better Adult Communication 130

Scenario Building 131

Jigsaw 132

Article and Informational Reviews 132

Open Discussions 133

Instructional Scaffolding 133

No Threats 134

Peer Coaching 135

Different Drums and Different Drummers 136

Modalities of Learning with Training & Communication 137

Matchers and Mismatchers 138

Right-Brain Left-Brain 140

Extroverts and Introverts 140

Myers Briggs—Perceptives Versus Judgers 141

It's All About Team 143

Inauthentic or Authentic Work 143

It's All About Team 144

Conclusion 144

Sample Training Program Formatting

Introduction 145

Module I: Unit Framework Emotional Intelligence 146

Module I: Likert 147

Emotional Intelligence Training First Morning 149

Emotional Intelligence Training Afternoon Training 150

Emotional Intelligence Training Second Morning 151

Module II: Unit Framework Gender Interactions & Diversities 154

Module II: Likert 155

Gender Interactions & Diversities Second Day Morning 156

Module IV Unit Framework Conflict Resolution 157

Module IV Likert 158

Conflict Resolution Early Afternoon Session 159

Conflict Resolution Late Afternoon Session 160

Section VI: Teaching with Learning in Mind

Teaching with Learning in Mind 161

Introduction 161

Content-only Teachers 161

Diversity Definition-What it is and What it is not 162

The Desire for Excellence 163

Diverse Learning Styles 164

Discussing Diversity Identification 169

Discussing Differentiating Instruction 168

Key Principles of a Differentiated Classroom Text Box 169

Discussing Diversity & Instructional Pre-Assessment 171

Examples of Training Sessions

Module I: Understanding the Types of Diverse Learners

And Diversity Identification 172

Module II: Teaching with Responsive Teaching through

And Constructivist Methods 175

Module III: Teaching to Motivate Students with New

Classroom Methods 176

Module IV: Planning with Backward Design Methods 177

Module V: Teaching with Assessment in Mind 178

Article Review Materials 180

References 182

Resources 186

Studies 193

Videos and Electronic Media 199

Websites 199

Action Tools 201

Journals 201

Professional Inquiry Kit 202

ASCD Website Products 202

ASCD Mixed Media 202

ASCD Website and Videos 203

Conclusion 204
About the Author

David lives in Nashville with his wife Nancy of 34 years and his only son, Hunter. Nancy is a graduate of Bethel University having majored in management while Hunter previously attended MTSU in Murfreesboro, majoring in Digital Animation and is currently working for FedEx Corporation of America.

David Pollitt has two undergraduate degrees in business/management along with his Masters of Management, a Masters of Education (Instructional Effectiveness), and his EDs in (Educational Leadership). In addition, David is ABD (All-But-Dissertation) in Education. David is an active member of the American Society of Curriculum and Development (ASCD) and a lead author coach in MGB Christian Press.

Even though he is currently working at AT&T, he continues to write organizational training programs. His ability to understand training and organizational management issues helps him add to his future writing projects. He considers himself a professional in training and teaching with differentiated instruction complemented with cooperative & collaborative learning. His interests in emotional intelligence in educational and organizational performance have become some of his highest priorities, including the subject of his Doctorate Dissertation. Some of his alternate writing projects include continuing to prepare his previous Christian Science Fiction series for re-release in early 2011 while doing research on his newest educational-management book, " _Better Learning from Teams—_

_at Work and School._ "
Preface

The request for improving the curriculum for the University of Bahr el Ghazai (University) came from Gur Maror, an Episcopal priest lecturing at the University. Gur expressed a need to improve the business curriculum to become more current with the United States standards. Both myself and Rector, Jerry Smith of Saint Bartholomew's Episcopal Church received the request for consideration. Saint Bartholomew's maintains a very active ministry for the Sudanese as to this date. Personally, my heart burns with a burden to do whatever I can to help: country and countrymen. You might say that I am an educational missionary; if it is educationally centered, I am there.

Jerry asked me one question, "Can you do this?"

"Yes, love to! It's about everything I am. Do I have your permission to help?"

"Of course, let me know what you need," he answered.

I thought a minute and almost said, "200 hours, got any laying around."

I was not that far off, 180 hours. Well, in the long scheme of things that is really not that long. If you break it down to days at ten-hour days that is only 18 day, but it was an exciting challenge.

Trevecca Nazarene University went out their way to share materials and advice to help me along, and I appreciate all of their time and interest. The right contacts for Trevecca came from Dr. Edward Anthony, a professional friend of mine.

The cover artwork was donated by Ada Smith, who is a well-known artist. She went out of her way in a busy schedule to fit this in. The choice from our Sudanese congregation for the cover was on the building reflecting their own economically centered cattle even though both covers were printed. I can't thank Gur enough for the opportunity to do this work. This continues to be a work in process. Let us all continue to be about the work of education and learning for those who need it most in the best ways possible. Let us move forward to provide students even greater standards to give them the best chances for higher achievement.
Disclaimer

No one person can ever accurately be responsible for providing curriculum improvements; this takes time and many members of an educational team (curriculum committee).

How many universities and professors will ever take their curriculum suggestions from a single source?

Universities and their professors choose their own curriculum based on their own coursework and classroom needs.

The author many times offers more questions than he does answers with a variety of suggestions.

David believes he is just helping the ongoing curriculum process along a little by offering resources and information that can be used as the University explores, questions, and discusses what avenues might be followed and when.

Introduction

It is important to note that the degree programs offered by Bahr el Ghazai seem far more expansive and extensive than much of the coursework recommended by United States universities. In the matter of other more common degrees and coursework, the suggestions for improvement brought more current and up-to-date references and resources while leaving other materials intact. It is the author's opinion as stated by Ajang Bior, Chairman as listed in the June, 4th, 2003 Curriculum Committee Report, that the first four semesters (first and second years) should be common for all students of the University. The only recommend exceptions are the additions of computer software-related coursework that guarantees that freshman and sophomores are ready-willing-and-able (RWA) to use MicroSoft Office programs in completing the necessary coursework in subsequent Junior and Senior years.

As a note, when the author taught at the Daymar Institute, he taught to various ethnic and international students. The biggest gap in abilities were the inabilities of these students to use keyboarding and MicroSoft Office programs. This is business, and nothing can be as important as correct and well-schooled methods of communication that involve this knowledge. The computer-centered coursework listed states 2003 but can be easily modified to 2007 with just a pen stroke if that is more applicable. Also, there is the suggestion to include what is called periodic one-hour, APA Seminars. These are specially designed courses to assist students in understanding the importance and correct methods of citing references using the APA standards for writing. Without these periodic seminars, students are not ready for upper graduate studies that lead to graduate papers and dissertations.

Two additional curriculum concentrations are reviewed as possible suggestions for the future: Business Marketing and Business Management. What is different about the Business Management program is that it involves a special adult studies concept where classes last four hours in the evenings once-per-week. This provides a five-week-per-course program over 15 months. David is very familiar with this concept and has watched and participated in four of these degrees while finishing his education. It can be a wonderful revenue-center reaching students that would not normally be involved in the standard classroom programs.

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Sections

Educational Curriculum Discussion. The whole concept of curriculum,

its nature and design as it relates to instructional effectiveness, is discussed using

a variety of professional resources.

Textbook Research. This research is listed by degree and subject matter. Everything from the name of the textbook, author, date of publication, number of textbook pages, pricing, and ISBN numbers are listed for review. Pricing is notated by hardcover (HC), paperback (PB), Kindle, or other. New pricing as well as used pricing is listed when available. Multiple resources are listed when available but especially when publication dates may list textbooks as possibly too old to be current. There were times when the listed courses were just not exact matches to U.S. coursework curriculum. In those few cases, educated decisions were made that brought the recommended curriculum as close as possible. A directory for publisher contact is listed as the final portion of this section.

Planning. Planning is essential even if is just a plan to plan. No one ever said change had to be big steps, just forward steps. For this reason a section on better planning is included with just a little taste and example of how planning might look—just a peek.

Technology. The same planning process is used in the technology section. The University is encouraged to complete a technology "façade." The University cannot ignore the close relationship between learning success and full access to up-to-date technology. There is a portion of a current article on the "façade" concept with an example from an actual "façade" checklist completed by the author on another project from his Doctoral studies.

ProQuest Access. The suggestions for using ProQuest as a portal for obtaining access to dissertations and professional articles can give the University the type of supplemental materials that complement textbooks, driving and guiding instructors to incorporate more classroom, team-based, and differentiated instructional activities.

Instructional Design. There are two final sections directed at instructors and instruction to encourage the use of more innovative classroom techniques. The practicality in using improved textbooks and materials accessed from ProQuest or other supplemental professional resource sites can be easily adopted into constructivist-type instruction. These sections use some of the supported tools and techniques mentioned in the materials like Unit Frameworks and Backward Planning to create customized training sessions. By reviewing these approaches to training, they should give instructors a better idea of how to best adapt-adopt some of the discussed learning principles into better classroom techniques. This also re-emphasizes the close relationship between improved, integrated curriculum while increasing student performance.

Final Resources. The final section involves detailed resources. These are a myriad of resources separated into valuable categories such as books, articles, videos, websites, etc. for review.



The three course concentrations reviewed are as follows:

Current

BBA Business Accounting and Finance

BBA Economics

BBA Business Administration

The Future

BBA Business Marketing

BBA Business Management


Section I

What Is Curriculum Development?

The background of curriculum development goes back to the days of Gaius Julius Caesar and habits of the Roman chariots as they raced around their circular track. Who would have thought that "the track" would come to refer to "curriculum." As Peter Olivia stated in his book _Developing the Curriculum_ , "In the world of professional education, the word curriculum has taken on an elusive, almost esoteric connotation." Everyone has a different idea what curriculum development is based on where they stand and what part they play in the curriculum-development process. It is not just updating textbooks to current standards.

"Curriculum is more than just a textbook."

An appropriate textbook is not by itself the end of curriculum. Recently, a student from Mississippi came to the author and asked if he would help in changing the textbook for high schools to be more ethnically balanced. The answer was, "It is more than just the textbook. The teacher uses articles, dissertations, pet projects, lectures, videos, PowerPoint presentations, influenced by personal bias, opinions, and prejudices—and hopefully well-thought-out curriculum objectives." A professor may use part, all, none of the textbook without regard to how carefully the University has chosen. Still, without carefully thought-out curriculum decisions an instructor may be doomed to have lower-achieving students and fewer differentiated pathways to choose from.



Interpretations of Curriculum

"The amorphous nature of the word curriculum has given rise over the years to many interpretations" (Olivia, _Developing the Curriculum_ , p. 3). Madeleine R. Grummer labeled curriculum as a "field of utter confusion." Depending on their philosophical beliefs, persons have conveyed these interpretations. Among others:

  * "Curriculum is that which is taught in school.

  * Curriculum is a set of subjects.

  * Curriculum is content.

  * Curriculum is a program of studies.

  * Curriculum is a set of materials.

  * Curriculum is a sequence of courses.

  * Curriculum is a set of performance objectives.

  * Curriculum is a course of study.

  * Curriculum is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

  * Curriculum is that which is taught both inside and outside of school directed by the school.

  * Curriculum is everything that is planned by school personnel.

  * Curriculum is a series of experiences undergone by learners in school.

  * Curriculum is that which an individual learner experiences as a result of schooling" (Olivia, _Developing the Curriculum_ , p. 3).

"The primary goal of quality curriculum design is to develop and deepen student understanding" (2006, p. 4)

Curriculum can be a program, a plan, content, and learning experiences, whereas instruction is characterized as methods, the teaching act, implementation, as well as presentations (Olivia).

When the curriculum team considers the task at hand, they must be concerned about the design of the curriculum, what to teach, then just as concerned about how to teach it. In fact, everything about the curriculum improvement should be measurable. What is the best way to find a way to measure the impact of curriculum improvement?—student achievement—the classroom. Curriculum improvement is referred to as Understanding by Design while the latter is referred to as Differentiated Instruction. The two are very linked although not mentioned as a unit as much as they need to be. What an opportunity the University has that they can deliberately and intentionally design and craft both. The author is a student of Jay Mctighe who wrote the book _Integrating Differentiated Instruction/Understanding by Design._ In his book, he stated:

In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction). If teachers lose sight of any one of the elements and cease investing effort in it, the whole fabric of their work is damaged and the quality of learning is impaired (2006, p. 2).

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Backward Design

One of the best ways to ensure that curriculum is working for student achievement is through what is called "backward design." Not necessarily Mctighe words, more Ralph Tyler and Stephen Covey, but at least, he made them his own. His efforts in differentiated instruction were stated in what he called Axiom 3: "Effective curriculum development following the principles of backward design helps avoid the twin problems of textbook coverage and activity-oriented teaching in which no clear priorities and purposes are apparent" (p. 6).

The buzz phrase from Mctighe becomes the question of what really matters in learning, which he calls "content." The questions that are asked are:

  1. "What knowledge is truly essential and enduring?

  2. What's worth understanding?

  3. What powerful ideas should all students encounter?

  4. Can we address required content standards while remaining responsive to individual students?" (p. 24).

As a practitioner of differentiated instruction, the author ensures the University that both differentiation and standards can exist together, but it is not going to be easy. Also, it cannot be completed all at once. In fact, many professionals warn educational committees, not to assume it can, but advise a step–by-step transition.

The backward-design concept follows a simple need to understand three basic criteria:

"Stage 1. Identify desired results. What should students know, understand and be able to do? What content is worthy of understanding? What 'enduring' understandings are desired? What essential questions will be explored?

Stage 2. Determine acceptable evidence. How will we know whether students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? Backward design encourages teachers and curriculum planners to 'think like an assessor'

Stage 3. Plan learning experiences and instruction. What enabling knowledge and skills will students need to perform effectively and achieve desired results? What activities, sequence, and resources are best suited to accomplish our goals?" (p. 27-28).

The following table is the Unit Framework planning template that the author recommends be followed in these curriculum and instructional design decisions. You may review these frameworks applied to a variety of training modules at the end of Section V. This template can also be modified based on the learning audience.

"Stage 1 Desired Results

---

Established Goals

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

Understandings?

Students will understand that...

What are the big ideas?

What specific understandings about them are desired?

What misunderstandings are predictable? | Essential Question(s):

What provocative questions will foster inquiry, understanding, and transfer of learning?

Students will know: Students will be able to:

What key knowledge and skills will students acquire as a result of this unit?

What should they eventually be able to do as a result of such knowledge and skills?

Stage 2-Assessment Evidence

Performance Tasks(s):

Through what authentic performance task(s) will students demonstrate the desired understandings?

By what criteria will "performance of understandings" be judged? | Other Evidence:

Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?

How will students reflect upon and self-assess their learning?

Stage 3-Learning Plan

Learning Activities

What learning experiences and instruction will enable students to achieve the desired results?

How will the design:

W – Help the student know Where the unit is going and What is expected? Help the professor know

Where the students are coming from (prior knowledge, interests)?

H – Hook all students and Hold their interests?

E – Equip students, help them Experience the key ideas, and Explore the issues?

R – Provide opportunities to Rethink and Review their understandings and work?

E – Allow students to Evaluate their work and its implications?

T – Be Tailored (personalized) to the different needs, interest, and abilities of learners?

O- Be Organized to maximize initial and sustained engagement as well as effective learning?"

(Source: From Understanding by Design Professional Development Workbook (p. 30) by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2004 by the Association for Supervision and Curriculum Development).

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Simple Curriculum Decisions

Steps in the Needs Assessment Process

Now that there may be agreement that curriculum and instructional goals can be neatly tied together in curriculum improvement, then it might be a good idea to look at different items in the curriculum process. This is all about setting appropriate curriculum objectives.

  * "Setting and validating curriculum goals

  * Prioritizing curriculum goals

  * Converting prioritized curriculum goals to curriculum objectives

  * Prioritizing curriculum objectives

  * Identifying unmet curricular needs, i. e., gaps between desired curriculum objectives and actual curriculum objectives

  * Prioritizing curricular needs

  * Implementing prioritized needs

  * Evaluating success of prioritized curriculum objectives" (p. 230)

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Asking the Right Questions

While the setting and prioritizing of curriculum goals and objectives sounds easy, it starts with being able to ask questions. It is learning to:

  * ask questions,

  * ask the right questions and

  * ask the right questions of the right people

These "ask" bullets pertain to what can be termed as revising the curriculum model with an attitude of willingness to revise—change. The more questions the University is willing to repeatedly ask in a truly investigative attitude, the better chance that needs as well as appropriate curriculum answers can be obtained. These questions and answers for the curriculum model have four parts: curriculum goals, curriculum objectives, organization and implementation of the curriculum, and the final evaluation of the curriculum (Olivia).

Curriculum can become powerful classroom tools when used by effective instructors. It can become the tools to create the best learning environment based on best-teaching practices. A final instructional question for curriculum is whether curriculum tools enabled or disabled the master instructor from doing his/her job? Did the curriculum tools improve the chances of creating the best learning environment for classroom teaching? After all, as mentioned already, the curriculum question is, "What do we want the students to learn"; while instructional evaluation asks, "How was it done and how do we know if they learned it?"

Is it possible for the curriculum improvements and design decisions to directly encourage better student performance? Yes!

If the curriculum were to be a textbook, five professional articles, a business magazine, two case studies, and a dissertation for classroom review; did the instructor wield those tools in a way that made learning measurable and memorable. Yes, the curriculum might be a little of this and a little of that, but effective curriculum design and evaluation are created to make sure that the instructor is, at least, teaching all the right things.

Is it possible that the effort in curriculum improvement may be just as essential to improve student performance as the instruction itself? Absolutely! Without improved curriculum, a talented and innovative instructor does not have appropriate tools to maximize classroom success.

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The Curriculum Improvement Decisions

Curriculum decisions and improvement cannot be in the hands of one person. As James Sutowiecki mentions in _The Wisdom of Crowds_ (2004), "It's dispersed across many people. So relying only on your private information to make a decision guarantees that it will be less informed than it could be" (p. 51).

If an instructor cannot write a syllabus around the curriculum objectives and stick to the learning goals, then something needs to be changed.

The more information instructors and students have access to, then the greater the chances for classroom success. Imagine a student being able to tap into multiple articles and even dissertations from a great information bank at any time. That kind of curriculum access is available in many universities in the United States and may as valuable than the textbooks themselves. (See Proquest Section III.)



Transferability

Does the curriculum improvement along with differentiated-innovated instruction provide "transferability?" Is there curriculum that when taught well has direct applicability? What about an objective in curriculum that reveals to the instructor that your objective with curriculum is that students will understand how to directly apply curriculum objectives?

Many instructors believe that learning is just remembering, but more astute instructors know it is about being able to apply learning. Curriculum objectives can be such that instructors are empowered to target true transferability. It is Bruner who stated:

  * "Transfer is at the heart of education: it is a—if not the –goal of education.

  * Transfer is possible.

  * The closer the classroom situation is to the out-of-classroom situations, the greater is the transfer.

  * Transfer can be increased and improved if teachers consciously teach for transfer.

  * Transfer is greater when teachers help students to derive underlying generalization and to make applications of those generalizations.

  * Generally speaking, when the learner discovers knowledge for himself or herself, transfer is enhanced" (Bruner Jerome, Harvard University Press: _On Knowing: Essays for the Left Hand_ ).



Out-Come Based Education

Will the curriculum improvements support out-come based educational learning? It is Boschee and Baron who listed four characteristics of outcome-based education:

  * What a student is to learn is clearly identified (matches curriculum objectives.

  * Each student's progress is based on his or her demonstrated achievement.

  * Each student's needs are accommodated through multiple instructional strategies and assessment tools.

  * Each student is provided time and assistance to realize his or her potential" (Boschee and Baron, _Outcome-Based Education_ , pp. 3-4).

This classroom flexibility can lead instructors to provide more innovative instructional methods that encourage a variety of instructor techniques and methods. As Mctighe discussed, the curriculum objectives are learning outcomes, and these are integrated into the measurable results of curriculum improvement. This is where the University comes into their own. They are challenged by the curriculum project and step up to become leaders of change.

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Leaders Not Just Administrators

Everyone is tied to the curriculum on what

to teach while understanding that

it cannot not stand alone without understanding how to teach.

The curriculum committee or team of the University is being called to curriculum leadership, not just to manage the curriculum. As leaders, the University is preparing students for the future and not stuck in the past. The status quo will not work. Forward-thinking leaders see past only textbook-improvement. Administrators, instructors, and students are all in this experience together; everyone is intrinsically connected.

Leaders, share a number of distinct qualities that include clarifiers, definers, critics, optimists, teachers, mobilizers, implementers, managers, and nurturers. We then find that leaders like complexity and are not overwhelmed by constant change, which is exactly what this project requires (Cleveland, 2002a). This project requires that the curriculum team spend less time defending status quo and more time defining what to do next.

In _Learning to Lead: A Workbook on Becoming a Leader_ , Warren Bennis, the distinguished professor of business administration at the University of Southern California, and Joan Goldsmith, a leading organizational consultant, created a chart showing the distinctions between managers and leaders that follows:

"Distinctions Between a Manager and a Leader

---

  1. The manager **administers** ; the leader **innovates**.

  2. The manager is a **copy** ; the leader is the **original**.

  3. The manager **maintains** ; the leader **develops**.

  4. The manager **accepts** reality; the leader **investigates** it.

  5. The manager focuses on **systems and structure** ; the leader focuses on **people**.

  6. The manager relies on **control** ; the leader inspires **trust**.

  7. The manager has a **short-range view** ; the leader has a **long-range** perspective.

  8. The manager asks **how and when** ; the leader asks **what and why**.

  9. The manager has his eye always on the **bottom line** ; the leader has his eye on the **future.**

  10. The manager **imitates:** the leader **originates**.

  11. The manager **accepts the status quo** ; the leader **challenges it**.

  12. The manager is the **classic good soldier** ; the leader is her **own person**.

  13. **The manager does things right** ; **the leader does the right things"** Source: _From leaerning to Lead_. 3rd ed. (pp. 8-9), by Warren Bennis and Joan Goldsmith, 2003, New York: Basic Books. Copyright 2003 by Basic Books).

These distinctions emphasize the need to provide long-range plans rather than just a short-term fix. In a later section, there is a planning template that can be used. This planning guide suggests that nothing immediate can be done to get it **all** completed **right now** because curriculum improvement is a "process." What the University can do is to plan to discuss, plan to evaluate, plan to try to implement, plan try to measure success, and plan to make changes as they need to while using SWOT analyses and other practical success-measuring techniques. Change is challenging but can be very exciting at the same time even if it is only one-step at a time. It may be that the University comes to the conclusion to choose several courses to change or implement. From this step-by-step process, the University can change a little while creating methods to measure classroom outcomes before venturing forward. Remember, no one said everything had to be done all at once.



Internal and External Scanning

Each instructor is a treasure of different knowledge, skills, and abilities. They bring a wealth of valuable information from their teaching experience. It becomes the challenge of the University to find that wealth and use it to their best interest; these are opportunities. Internal and external scanning leads us back to asking questions again. An internal question for technology is whether there is a tech person on campus who is able to keep equipment operating efficiently while external scanning might ask the question about the delay from shipping textbooks, from overseas publishers, and if that shipping is economical?

Some additional internal scanning questions about instructors are as follows:

(1). Who among your professors is already using outside articles and dissertations to teach?

(2). Who among your professors is already using team teaching (jigsaw) methods in helping increase student learning?

(3). Who among your professors is considered innovative in classroom instruction?

(4). Who among your professors is eager to use new curriculum materials?

(5). Who among your professors is absolutely against using new curriculum materials? (Wouldn't change if they could).

(6.) Who among your staff is willing to donate extra time to discuss curriculum changes and develop methods to measure success?

(7). Who among your staff is willing to contact publishers as well as order needed supplemental materials to support the curriculum changes?

On the University:

(1.) How much funding does the University have to spend on curriculum change if any?

(2.) How much time does the University have to spend of making sure that planning is follow-through takes place on a timely basis?

Gary Marx stated in his book _Future Focused Leadership_ , "Scanning can help us avoid walking, or even running at full speed, into a swamp filled with alligators. Although surprises are exhilarating, most of us would prefer to avoid those devastating, unexpected ones if at all possible" (Marx, 2006, p. 38).

What would be the harm of just asking a professor to move from lecture to more constructivist methods of teaching while an assortment of different curriculum is provided? It doesn't take a rocket scientist to see that if new curriculum with new learning objectives are going to be designed that a crash-and-burn by choosing the wrong professors would not be the best choice first time around. On the University, if there are no funds to support a major shift in curriculum improvement, then a very extensive and expansive curriculum program change will not work either. These are all the more reasons to make baby steps coordinated by scheduled planning. Marx gives us a list of other internal scanning activities to consider:

  * "Reviewing the history of the organization and the industry

  * Defining the culture (Some news things just don't fit current culture.)

  * Considering stakeholders (Who doesn't want change?)

  * Looking at financial health (What can the University afford?)

  * We are all time travelers on a journey into the future. However, we are not tourist accompanied by a guide who can tell us just what lies ahead and will keep us safe and comfortable. Instead, we are explorers in an unknown and dangerous region that no one has ever seen before

(Edward Cornish, 2004)

Speculating on possible competition (Internal agendas, every University has them.)
  * Reviewing actual programs and performance in comparison with the stated vision or specific targets (tracing student achievement and what may be influencing it)

  * Gathering and considering data that reflect continuous improvement in products and services and in the processes that make them possible

  * Considering the organization's reputation (What means the most to the University and what doesn't?)

  * Auditing how the organization does or does not communicate (Is there open communication on all levels?)

  * Discussing root causes and defining moments to help understand the origins of problems, successes, and opportunities

  * Speculating on the organization's or industry's flexibility for change (Is the University even willing to change and adapt to change?" (Marx, p. 40).

There is nothing as satisfying as starting curriculum improvement and watching student achievement increase as a result of effective instructors using the new tools to create dynamic classroom environments.


Section II

Common Curriculum for All Departments

First Year

First Semester

Introduction to Economics

_Introductory Economics, 4_ th _Edition_

Author: Arleen J. Hoag

Publishing Date: 8-2006

Pricing: HC. $103 HC. Used $4.92 PB. $45 Used PB. $3.99

Pages: 479

Publisher: World Scientific Publishing

ISBN: 9812568913

Introduction to Economics

Author: Frank O'Hara

Publishing Date: 2006

Pricing: PB. $20

Pages: 268

Publisher: Mahomedan Press

ISBN: 1408681633

Introduction to Statistics I

Introduction to the Practice of Statistics, Sixth Edition

Author: David S. Moore, George McCabe, Bruce Craig

Publishing Date: 12- 2007

Pricing: PB. $43 PB. PB. Used $28

Pages: 709

Publisher: W. H. Freeman & Company

ISBN: 1429216220

Basic Mathematics (Business Math)

Business Math Demystified

Author: Alan Bluman

Publishing Date: 2006

Pricing: PB. $14.96 PB. Used $6.22 Kindle $9.99

Pages: 387

Publisher: McGraw Hill

ISBN: 0071464700

Principles of Accounting

Schaum's Outline of Principles of Accounting

Author: Joel Learner & James Cashn

Publishing Date: 2009

Pricing: PB. $10.93 PB. Used $10.65

Pages: 388

Publisher: McGraw Hill

ISBN: 9780071635387

Introduction to Political Science I

No Recommendation

English Language I

No Recommendation

Arabic Language I

No Recommendation

Keyboarding I

College Keyboarding Enhanced Series (1-60)

Author: Susie Vanhus, Connie Forde, James Duncan, Donna Woo

Publishing Date: 1-1998

Pricing: PB. $75.95 PB. Used $38 Cents  
Pages: 496

Publishers: Cengage Learning

ISBN: 0538715383

Microsoft Office 2003

Introductory Concepts and Techniques

Author: Gary Shelly, Thomas Cashman, Misty Vermoat

Publishing Date: 6-2006

Pricing: HC. $109.56 HC. HC. Used $2.99 PB. $18.50 PB. PB. Used

$1 cent

Spiral Bind $141.96

Pages: 1,144

Publishers: Course Technology

ISBN: 9780619255749

Second Semester

Introduction to Economics II

Contemporary Economics and Applications Approach

Author: Robert Carbaugh

Publishing Date: 11-2007

Pricing: PB. $65.27 PB. Used $3.94

Pages: 453

Publisher: Southwestern Publishing

ISBN: 0324314612

Introduction to Statistics II

Introduction to the Practice of Statistics, Sixth Edition

Author: David S. Moore, George McCabe, Bruce Craig

Publishing Date: 12-2007

Pricing: PB. $43.00 PB. Used $28.00

Pages: 709

Publisher: W. H. Freeman & Company

ISBN: 1429216220

Basic Mathematics (Business Math)

Business Math Demystified (Continued)

Author: Alan Bluman

Publishing Date: 2006

Pricing: PB. $14.96 PB. Used $6.22 Kindle $9.99

Pages: 387

Publisher: McGraw Hill

ISBN: 0071464700

Principles of Accounting II

Schaum's Outline of Principles of Accounting

Author: Joel Learner & James Cashn

Publishing Date:

Pricing: PB. $10.77 PB. Used $9.99

Pages: 400

Publisher: McGraw Hill

ISBN: 978007163538

_Fundamentals of Accounting Volume II 20_ th _Edition_

Author: Wild, John; Shaw, Ken; Chiappetta, Barbara

Publishing Date: 10-2008

Pricing: HC. $82.58 HC. Used $44.73 PB. $62.50

Pages: 704

Publisher: McGraw Hill

ISBN: 9780073366289

Introduction to Political Science II

No Recommendations

English Language II

No Recommendations

Arabic Language II

No Recommendations

Keyboarding II

College Keyboarding Enhanced Series (1-60)

Author: Susie Vanhus, Connie Forde, James Duncan, Donna Woo

Publishing Date: 1-1998

Pricing: PB. $75.95 PB. Used $38 Cents  
Pages: 496

Publishers: Cengage Learning

ISBN: 0538715383

Computer I Microsoft Office Word

Office Word 2003, Step by Step

Author: Online Training Solutions

Publishing Date: 9-2003

Pages: 309

Pricing: PB. $12.49 PB. Used $.06 Kindle $9.99

Publishers: Microsoft Press

ISBN: 0-7356-1523-3

APA Seminar (1 hour)

APA: The Easy Way, 6th Edition

Author: Peggy M. Houghton, Timothy Houghton, Michele Pratt

Publishing Date: 9-2009

Pages: 60

Pricing: PB. $11.50 PB. Used $11.50

Publisher: Bakers College, Flint Michigan

ISBN: 0923568964

Second Year

First Semester

Introduction to Statistics III

Advanced Statistics Demystified

Author: Larry Stephens

Publishing Date: 1-2004

Pricing: PB. $13.57 PB. Used $3.09

Pages:350

Publisher: McGraw Hill

ISBN: 0-07-143242-6

Advanced Statistics for an Elementary Point of View

Author: Michael Panik

Publishing Date: 10-2005

Pricing: HC. $54.99 HC. Used $33.54

Pages: 824

Publisher: El Sevior Academic Press

ISBN: 9780120884940

Mathematics I

No Recommendations

Microeconomic Theory I

Don't Worry About Micro: An Easy Guide to Understanding the

Principles of Microeconomics

Author: Domink Hockner & Tobia Kretschmer

Publishing Date: 10-2007

Pages: 383

Pricing: PB. $30.42 PB. Used $13.85

Publishers: Springer Berlin Heidelberg, New York

ISBN: 9783540464709

Principles of Management

Student Achievement Series-Principles of Management

Author: Ricky Griffin

Publishing Date: 7-2006

Pricing: HC. $56.76 PB. $46.42 PB. Used $28.47

Pages: 488

Publisher: Southwestern College Publishing

ISBN: 9780618730780

Introduction to Sociology

No Recommendations

Anthropology I

No Recommendations

Politics and Society

No Recommendations

Financial Accounting I

Financial Accounting: Tools for Business Decision Making

Author: Paul Kimmel, Jerry Weygandt, Donald Kieso

Publishing Date: 10-2008

Pages: 848

Pricing: HC. $156.03 PB. Used $2.38 Kindle $98

Publishers: Wiley, John & Sons, Inc.

ISBN: 0470437278

English Language III

No Recommendation

Arabic Language III

No Recommendation

Computer III (Microsoft Excel)

Microsoft Office Excel 2003: Step by Step

Author: Curtis Frye

Publishing Date: 2004

Pages: 313

Pricing: PB. $16.49 PB Used $.96

Publishers: Microsoft Press

ISBN: 0735615187

Second Year

Second Semester

Introduction to Statistics IV

Advanced Statistics for an Elementary Point of View

Author: Michael Panik

Publishing Date: 10-2005

Pricing: HC. $54.99 HC. Used $33.54

Pages: 802

Publisher: El Sevior Academic Press

ISBN: 9780120884940

Statistics for Management & Economics with/CD

Author: Gerald Keller

Publishing Date: 1-2008

Pricing: HC. $155.20 HC. Used $61.99

Publishers: Southwestern Publishing

ISBN: 978-0-324-653337-3

Mathematics II

No Recommendation

Macroeconomics Theory I

Macroeconomics Demystified

Author: August Swanenberg

Publishing Date: 2005

Pages: 313

Pricing: PB. $14.96 PB. Used $9.49 Kindle $9.99

Publishers: McGraw Hill

ISBN: 9780071455114

Business Organization Introduction to Sociology &

Anthropology II

No Recommendations

History of Western Political Thought

No Recommendations

Financial Accounting II

Financial Accounting: Tools for Business Decision Making

Author: Paul Kimmel, Jerry Weygandt, Donald Kieso

Publishing Date: 7-2009

Pages: 848

Pricing: HC. $36.00 HC. Used $32

Publishers: Wiley; John & Sons

ISBN: 0470239808

English Language IV

No Recommendations

Arabic Language IV

No Recommendation

Computer IV (Microsoft Outlook)

Microsoft Office Outlook: Step by Step

Author: Online Training Solution

Publishing Date: 2004

Pages: 273

Pricing: PB. $8.95 PB. .19 Kindle $9.99

Publishers: Microsoft Press

ISBN: 07356115217

APA Seminar (1 hour)

Publication Manual of APA, Sixth Edition

Author: APA

Publishing Date: 7-2009

Pages: 272

Pricing: HC. $33.55 HC. Used $25.50 PB. $23.00 PB. Used $21.99

Publisher: APA Corporate Authority

ISBN: 9781433805615

Mastering the APA Style: Student's Workbook Training Guide

Author: APA Corporate Authority

Publishing Date: 7-2009

Pages: 220

Pricing: Spiral Bound $18.00 Spiral Bound Used $17.00

Publisher: APA Corporate Authority

ISBN: 9781433805578

APA Pocket Handbook Rules for Formatting Documentation:

_Conforms to 6_ th _Edition APA of 7-2009_

Author: Jill Rossiter

Publishing Date: 12-2009

Pages: 60

Pricing: PB. $7.43 PB. Used $7.43

Publisher: D.W. Publishing

ISBN: 9781933878133
Department of Economics

Third Year

First Semester

Introduction to Development Economics

_Introduction to Development Economics 3_ rd _Edition_

Author: Subrate Ghatak

Publishing Date: 2004

Pages: 528

Pricing: PB. $67.00 P.B. Used 9.88

Publishers: Routledge Publisher

ISBN: 9780415280761

Microeconomics II

Intermediate Microeconomics

Author: Hal Varian

Publishing Date: 12-2009

Pages: 739

Pricing: PB. $30.00 P.B. Used 8.99

Publishers: W. W. Norton & Company

ISBN: 0393934241

Workouts in Intermediate Microeconomics

Author: A. Theodore, Bob Strom, Hal Vorea

Publishing Date: 2-2010

Pages: 422

Pricing: HC. $41.10 HC Used $37.07

Publisher: W. W. Norton & Company

ISBN: 0393959260

International Economics

International Economics

Author: Robert Carbaugh

Publishing Date: 9-2010

Pages: 576

Pricing: HC. $148.00 HC. Used $69.98 PB. $39.55 PB. Used $14.00

Publishers: Cengage Learning

ISBN: 978-1-4390-3894-9

Money and Banking

The Introductory Monetary System: History, Institutions, Analyses

Author: Robert Carbaugh & Liang Shing Fan

Publishing Date: 9-1976

Pages: 165

Pricing: HC. $19.95 Used $1.48

Publishers: University Press of Kansas

ISBN: 0700601414

Globalizing Capital: A History of the Monetary System

Author: Barry Eichengreen

Publishing Date: 9-2000

Pages: 276

Pricing: HC. $13.56 PB. $20.43 PB. Used $18.50 Kindle $9.99

Publishers: Princeton University Press

ISBN: 9780691139371

Research Methodology

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

Second Semester

Development Economics

_Introduction to Development Economics 3_ rd _Edition_

Author: Subrate Ghatak

Publishing Date: 1986

Pages: 536

Pricing: HC. $40.15 PB $20.00 Kindle $36.14

Publishers: Unwin Hyman

ISBN: 9780415097222

Macroeconomics II

_Principles of Macroeconomics-International Version 7_ th _Edition_

Author: Gregory Mankiw

Publishing Date: 3-2010

Pages: 608

Pricing: HC. $50.45

Publishers: Southwestern Publishers

ISBN: 9781429218870

Monetary Economics

Monetary Economics: Policy and Its Theoretical Basis

Author: Keith Bains & Peter Howells

Publishing Date: 4-2009

Pages: 528

Pricing: HC. $44.90 HC. Used $44.90

Publishers: Palgrove MacMillan

ISBN: 9780333792551

Natural Resource Economics

_Environmental Economics: Theory and Policy 1_ st _Edition_

Author: Alford Endres

Publishing Date: 12-2010

Pages: 400

Pricing: HC. $160 PB. $60

Publishers: Cambridge University Press

ISBN: 9780521173926

Research Methodology

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

APA Seminar (1 hour)

Publication Manual of APA, Sixth Edition

Author: APA

Publishing Date: 7-2009

Pages: 272

Pricing: HC. $33.55 HC. Used $25.50 PB. $23.00 PB. Used $21.99

Publisher: APA

ISBN: 9781433805615

Mastering the APA Style: Student's Workbook Training Guide

Author: APA Corporate Authority

Publishing Date: 7-2009

Pages: 220

Pricing: Spiral Bound $18.00 Spiral Bound Used $17.00

Publisher: APA Corporate Authority

ISBN: 9781433805578

APA Pocket Handbook Rules for Formatting Documentation:

_Conforms to 6_ th _Edition APA of_

Author: Jill Rossiter

Publishing Date: 12-2009

Pages: 60

Pricing: PB. $7.43 PB. Used $7.43

Publisher: D.W. Publishing

ISBN: 9781933878133

Fourth Year

First Semester

Introduction to Econometrics I

_Introduction to Econometrics, 2_ nd _Edition_

Author: James Stock, Mark Watson

Publishing Date: 7-2006

Pages: 796

Pricing: HC. $104 HC. Used $79

Publishers: Addison-Wesley

ISBN: 9780321278876?

Mostly Harmless Econometrics: An Empiricist Companion

Author: Joshua Agrist, Jorn Stefford Pischke

Publishing Date: 12-2008

Pages: 392

Pricing: PB. $28.49 PB. Used $24.98 Kindle $24.98

Publishers: Princeton University

ISBN: 9780691120355

_A Guide to Econometrics, 6_ th _Edition_

Author: Peter Kennedy

Publishing Date: 2-2008

Pages: 600

Pricing: HC. $100 HC. Used $83.00 PB. $34.00 PB. Used $29.12

Publishers: Wiley-Blackwell

ISBN: 9781405182577

Mathematical Economics

_Mathematical Economics 2_ nd _Edition_

Author: Akira Takayama

Publishing Date: 8-1985

Pages: 764

Pricing: PB. $78.89 PB. Used $54.99

Publishers: University of Cambridge

ISBN: 0521314985

Analytical Methods in Economics

Author: Akira Takayama

Publishing Date: 1-1994

Pages: 696

Pricing: HC. Used $65.00 PB. $40.46 PB. Used $10.96

Publishers: University of Michigan Press

ISBN: 9780472081356

Development Planning

An Introduction to Development Planning in Third World Public

Administration

Author: Peter Mills, Diana Conyers

Publishing Date: 1-1984

Pages: 288

Pricing: HC Used $7.35

Publishers: John Wiley & Sons

ISBN: 9780471902317

Development Planning: Concepts & Tools for Planners, Managers, &

Facilitators

Author: Reider

Publishing Date: 12-2004

Pages: 256

Pricing: PB. $24.49 PB. Used $18.64

Publishers: Zeb Books

ISBN: 9781842774335

Development Policy & Planning: An Introduction to Models &

Techniques

Author: Anis Chadbury, Colin Kirk Patrick

Publishing Date: 1994

Pages: 113

Pricing: HC. $190 HC. $38.74 PB. $52.61 PB. Used $1.73 Kindle

$47.35

Publishers: Routledge

ISBN:0415098890

Public Economics

_Public Economics: Principles & Practice, 2_nd _Edition_

Author: Peter Ableson

Publishing Date: 2-2008

Pages: 736

Pricing: HC. $109.95 Very Limited

Publishers: McGraw Hill

ISBN: 0070139059

_Urban Economics, 7_ th _Edition_

Author: Arthur O'Sullivan

Publishing Date: 1-2009

Pages: 416

Pricing: HC. $137.39 HC. Used $79.99 PB. $69.61 PB. Used $54.90

Publishers: McGraw Hill Higher Education

ISBN: 9780071276290

Operations Research I

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

Second Semester

Sudan Economy

No Recommendation

Financial Institutions

_Financial Institution Markets 10_ th _Edition_

Author: David Kidwell

Publishing Date: 1-2008

Pages: 704

Pricing: HC. $198.95 E-Book $117.00

Publishers: Wiley Higher Education

ISBN: 9780470171615

History of Economic Thought

History of Economic Thought: A Critical Perspective

Author: E. K. Hunt

Publishing Date: 2002

Pages: 543

Pricing: HC. $121.

Publishers: M. E. Sharpe, Inc.

ISBN: 0765606062

History of Economic Thought

Author: Lionel Robbins

Publishing Date: 11-2000

Pages: 393

Pricing: HC. Used $41.99 PB. $39.95 PB. Used $17.39 Kindle $18.67

Publishers: Princeton University Press

ISBN: 9780691070148

The History of Economic Thought

Author: Warren Samuels, Jeff Biddle, John Davis

Publishing Date: 2003

Pages: 712

Pricing: HC. $220. 00 HC. Used $125

Publishers: Routledge

ISBN: 9780415205504

Operations Research II

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

Research and Dissertation Writing

Researching & Writing Dissertation Guidebook for Business Students

Author: Colin Fisher

Publishing Date: 3-2007

Pages: 376

Pricing: PB. $72.54 PB. Used $58.05

Publisher: Prentice Hall

ISBN: 9780273710073
Department of Business

Administration Curriculum

Third Year

First Semester

Management Theory & Practice

Financial Management Theory & Practice: Workbook

Author: Eugene Brigham, Michael Ehrdardt

Publishing Date: 6-2010

Pages: 544

Pricing: PB. $40.95

Publishers: Southwestern Publishing

ISBN: 9780538746625

Financial Management Theory & Practice: International Student

Edition

Author: Eugene Brigham, Michael Ehrdardt

Publishing Date: 3-2003

Pages: 544

Pricing: HC. $154.97 HC. Used $18.00 PB. $10.51 PB. Used $4.85

Kindle $140.76

Publishers: Southwestern Publishing

ISBN: 9780538746625

Business Law I

Business Law

Author: Robert W. Emerson J.D.

Publishing Date: 10-2009

Pages: 744

Pricing: PB. $11.87 PB. Used $7.86 Kindle $9.99

Publishers: Barron's Business Review Series

ISBN: 9780764142406

_Cengage Advantage Books Business Law Today: The Essential 9_ th

Edition

Author: Roger Leroy Miller, Gaylord Jentz

Publishing Date: 1-2010

Pages: 864

Pricing: PB. $118 PB. Used $95.46

Publishers: Southwestern Publishing

ISBN: 9780324786156

Taxation

Federal Taxation Comprehensive

Author: Ephram P. Smith

Publishing Date: 3-2010

Pages: 1272

Pricing: HC. $120.89 HC. Used $30.00

Publishers: CCH, Inc.

ISBN: 9780808023531

Public Sector Accounting I

_Public Sector Accounting, 6_ th _Edition_

Author: Rowan Jones, Maurice Pendebury

Publishing Date: 6-2010

Pages: 160

Pricing: PB. 62.17 PB. $71.81

Publishers: Financial Times Prentice Hall

ISBN: 9780273720362

Public Sector Accounting I

Public Sector Financial Management

Author: Andreas Bergmann

Publishing Date: 2-2009

Pages: 186

Pricing: PB. $62.37 PB. Used $71.30

Publishers: Financial Times Prentice Hall

ISBN: 9780273713548

Cost Accounting I

Cost Accounting: A Managerial Emphasis (Continued II)

Author: Charles Horngren, Sritan Dater, George Foster

Publishing Date: 3-2008

Pages: 896

Pricing: HC. $121.19 HC. Used $70.01 PB. $17.75 PB. Used .10

Publishers: Prentice Hall

ISBN: 9780136126638

Operations Research I

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

Second Semester

Production Management

_Operations Management & Student CD & Student DVD, 9_th _Edition_

Author: Jay Heizer, Barry Render

Publishing Date: 11-2007

Pages: 784

Pricing: HC. $75.00 HC. Used $35.72

Publishers: Prentice Hall

ISBN: 978013128784

Study Guide for Operations Management

Author: Jay Heizer, Barry Render

Publishing Date: 11-2007

Pages: 380

Pricing: HC. $46.20 HC. Used $9.81

Publishers: Prentice Hall

ISBN: 97801336126188

Business Law II

Business Law

Author: Robert W. Emerson J.D.

Publishing Date: 10-2009

Pages: 744

Pricing: PB. $11.87 PB. Used $7.86 Kindle $9.99

Publishers: Barron's Business Review Series

ISBN: 9780764142406

_Cengage Advantage Books Business Law Today: The Essential 9_ th

Edition

Author: Roger Leroy Miller, Gaylord Jentz

Publishing Date: 1-2010

Pages: 864

Pricing: PB. $118 PB. Used $95.46

Publishers: Southwestern Publishing

ISBN: 9780324786156

Marketing Management

_Marketing Management 13_ th _Edition_

Author: Philop Kotter, Kevin Keller

Publishing Date: 3-2008

Pages: 816

Pricing: HC. $122.98 HC. $84.99

Publishers: Prentice Hall

ISBN: 9780136009986

Public Accounting II

Accounting for Governmental & Nonprofit Entities

Author: Earl Wilson, Jacqueline Reck, Susan Kattelus

Publishing Date: 3-2003

Pages: 800

Pricing:HC. $138.62 HC. Used .99 PB. Used .39 Kindle $121.12

Publisher: McGraw & Hill

ISBN: 9780073379609

Cost Accounting

Cost Accounting: A Managerial Emphasis

Author: Charles Horngren, Sritan Dater, George Foster

Publishing Date: 3-2008

Pages: 896

Pricing: HC. $121.19 HC. Used $70.01 PB. $17.75 PB. Used .10

Publishers: Prentice Hall

ISBN: 9780136126638

Research Methodology

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

Fourth Year

First Semester

Personnel Management

_Public Personnel Management: Context & Strategies 5_th _Edition_

Author: Donald Klinger, John Nalbandian

Publishing Date: 10-2002

Pages: 384

Pricing: HC. $77.60 HC. Used $2.08

Publishers: Prentice Hall

ISBN: 9780130993076

Financial Management I

Fundamentals of Financial Management (With Thomson One Business

_School Ed)13_ th _Edition_

Author: Joel Houston

Publishing Date: 2-2009

Pages: 752

Pricing: HC. $140.53

Publishers: Southwestern College Publishing

ISBN: 978032459607707

Management Accounting I

Managerial Accounting

Author: Roy Garrison, Eric Noreen, Peter Brewer

Publishing Date: 2-2009

Pages: 896

Pricing: HC. $158.74 HC. Used $80.00 Kindle $125.36

Publishers: McGraw-Hill/Irwin

ISBN: 9780073379616

Marketing Research

Marketing Research

Author: Alvin Burns, Ronald Bush

Publishing Date: 7-2009

Pages: 672

Pricing: HC. $111 HC. Used $95 PB. Used $60

Publishers: Prentice Hall

ISBN: 9780136027041

Operations Research I

Organizational Research Methods: A Guide for Students &

_Researchers 13_ th _Edition_

Author: Paul Brewerton and Lynn Millward

Publishing Date: 2-2001

Pages: 224

Pricing: HC. 151.87 PB. $45.71 PB. Used $29.93

Publishers: Sage Publications Ltd, London

ISBN: 9780761971016

Efficiency in Learning: Evidence –Based Guidelines to Manage

Cognitive Load

Author: Ruth Clark, Frank Nquyen, John Sweller

Publishing Date: 12-2005

Pages: 416

Pricing: HC. $44.09 HC. Used $41.84

Publishers: Pfeiffer

ISBN: 9780787977283

Research Design: Qualitative, Quantitative, & Mixed Methods

_Approaches 3_ rd _Edition_

Author: John Creswell

Publishing Date: 7-2008

Pages: 296

Pricing: HC. $90.40 HC. Used $90. PB. $52.90 PB. Used $48.70

Publishers: Sage Publications Ltd, London

ISBN: 9781412965576

Financial Institutions

_Financial Institution Markets 10_ th _Edition_

Author: David Kidwell

Publishing Date: 1-2008

Pages: 704

Pricing: HC. $198.95 E-Book $117.00

Publishers: Wiley Higher Education

ISBN: 9780470171615

An Introduction to Global Financial Markets, Sixth Edition

Author: Stephen Valdez, Philip Molyneux

Publishing Date: 5-2010

Pages: 432

Pricing: PB. $39 PB. Used $38.99

Publisher: Palgrave Macmillan

ISBN: 9780230243095

Second Semester

Industrial Relations

Industrial Relations: Theory & Practice, Third Edition

Author: Michael Salamon

Publishing Date: 2001

Pages: 589

Pricing: PB. $77.41 PB. Used $77.40

Publishers: Prentice Hall

ISBN: 978013509474

Global Industrial Relations

Author: Michael Morley

Publishing Date: 7-2006

Pages: 372

Pricing: HC. $180 HC. Used $112.50 PB. $61.95 Kindle $47.96

Publisher: Routledge

ISBN: 9780415329477

Financial Management II

Fundamentals of Financial Management (With Thomson One Business

_School Ed)13_ th _Edition_

Author: Joel Houston

Publishing Date: 2-2009

Pages: 752

Pricing: HC. $140.53

Publishers: Southwestern College Publishing

ISBN: 978032459607707

Management Economics

_Managerial Economics, 11_ th _Edition: Applications, Strategies, &_

Tactics

Author: James McGuigan, Charles Moyer, Frederick Harris

Publishing Date: 5-2007

Pages: 792

Pricing: HC. $129.19 HC. Used $75.82

Publishers: Southwestern College Publishers

ISBN: 9780324421606

Organization Theory

_Organizational Theory, Design, & Change, 6_th _Edition_

Author: Gareth Jones

Publishing Date: 2-2009

Pages: 544

Pricing: HC. $132.40 HC. Used $85 PB. Used $59.99

Publishers: Prenctice Hall

ISBN:9780136087311

International Trade & Investment

_International Trade & Economic Relations in a Nutshell, 4_th _Edition_

Author: West Nutshell

Publishing Date: 11-2008

Pages: 344

Pricing: PB. $31.50 PB. Used $22.20

Publishers: West Publishing Company

ISBN: 9780314195203

Principles of International Business Transactions Trade & Economic

Relations

Author: Ralph Emerson, Michael Gordan, John Sponogle

Publishing Date: 11-2005

Pages: 771  
Pricing: PB. $30.98 PB. Used $16.28

Publisher: West Publishing Company

ISBN: 97803141541156

Advanced Management Accounting

Advanced Management Accounting

Author: Maurice Hirsch

Publishing Date: 9-2000

Pages: 736

Pricing: PB. $52.28

Publishers: Cengage Learning Press

ISBN:9781861526762

Advanced Semester

Advanced Management Practice

Supply Chains Networks & Business Process Orientation: Advanced

Strategies & Best Practices

Author: Kevin McCormack, William Johnson, William Walker

Publishing Date: 11-2002

Pages: 240

Pricing: HC. $47 HC. Used $42.05 Kindle $50.38

Publishers: CRC Press

ISBN: 9781574443271

Business Finance

_Multi-Cultural Business Finance, 12_ th _Edition_

Author: David Eiteman, Arther Standell, Michael Moffett

Publishing Date: 6-2010

Pages: 784

Pricing: HC. $133.74 HC. Used $110.00

Publishers: Addison & Wesley

ISBN: 9780136096689

Public Enterprise Management

Privatized or Public Enterprise Management

Author: Ali Farazmond

Publishing Date: 12-2000

Pages: 288

Pricing: HC. $131.95 HC. $74.95

Publishers: Greenwood Publishing

ISBN: 9780313306310

APA Seminar (1 hour)

Publication Manual of APA, Sixth Edition

Author: APA

Publishing Date: 7-2009

Pages: 272

Pricing: HC. $33.55 HC. Used $25.50 PB. $23.00 PB. Used $21.99

Publisher: APA

ISBN: 9781433805615

Mastering the APA Style: Student's Workbook Training Guide

Author: APA Corporate Authority

Publishing Date: 7-2009

Pages: 220

Pricing: Spiral Bound $18.00 Spiral Bound Used $17.00

Publisher: APA Corporate Authority

ISBN: 9781433805578

APA Pocket Handbook Rules for Formatting Documentation:

_Conforms to 6_ th _Edition APA of 7-2009_

Author: Jill Rossiter

Publishing Date: 12-2009

Pages: 60

Pricing: PB. $7.43 PB. Used $7.43

Publisher: D.W. Publishing

ISBN: 9781933878133

Thesis or Dissertation

Researching & Writing Dissertation Guidebook for Business Students

Author: Colin Fisher

Publishing Date: 3-2007

Pages: 376

Pricing: PB. $72.54 PB. Used $58.05

Publisher: Prentice Hall

ISBN: 9780273710073
New Degree Recommendations

BBA Business Marketing

Third Year

First Semester

Principles of Marketing

Global Economy

Advertising Management

Business Communication

Marketing Behavior

Computer V: Introduction to E- Commerce

Third Year

Second Semester

Business Law I

Business English & Grammar I

International Marketing

Broadcast Advertising Sales

Special Problems in Marketing

Computer VI: Introduction to Multimedia IT

Fourth Year

First Semester

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Business English & Grammar II

Marketing Research

Marketing Management (Repeat)

Sales Fundamentals

Sales Management

Fourth Year

Second Semester

Business Policies

Principles of Public Relations

Business Finance

Entrepreneurship

Marketing

Entrepreneurship Final Project

APA Seminar
Business Management Adult Studies Concept

(Each Module Set Up Rolling Five Weeks

One Evening Per Week Four Hours)

BBA Business Management

Junior Semester One

Orientation to Adult Learning

Principles of Management and Supervision

Organizational Leadership

Group and Organizational Behavior

Business English & Grammar I

Junior Semester Two

Systems Management

Effective Interpersonal Relations

Human Resources Management

Business Math

Business Writing: Reporting, Proposals

Senior Semester One

Statistical Methods and Research

Business Law II

Strategic Planning

Ethical & Legal Environment of Modern Organizations

Quantitative Approaches to Managerial Decision Making

Senior Semester Two

Business, Government & International Economy

Issues in Marketing

Marketing Project

Entrepreneurship

Entrepreneur Project

APA Seminar
Publishers Directory

For best offers, refer to Amazon.com in all categories. The following list can be used to purchase books on volume discounts or obtain sample textbooks for review. This information may lead you to other sites as well as other contacts, but these are a start.

APA Corporate Authority

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Princeton University

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fax: 1-405-310-6463

phone: 1-405-364-9516
Section III

Better Planning

There has been an emphasis to create a change atmosphere that allows the University to walk slowly and deliberately into curriculum improvement and implementation over a 5-year schedule. This section will give the University a better understanding of the planning process.



Planning Is a Three-Step Process

There are three planning questions that need to be asked:

  1. "Where are we now?

  2. Where do we want to be in the next 6 months, 12 months, and 5 years?

  3. How do we get there?"

These three questions are also involved in what Tomlinson and Mctighe refer to as backward planning, which has already been discussed. This approach model is considered a reasonable start-method for objective planning. To refresh and apply information from Section II:

  * Stage 1: What are the objectives of what the University should know, understand, and be able to do at the end of first 90 days, 6 months, 12 months, and 5 years.

  * Stage 2: Determine acceptable evidence of how the University leadership will know that they have reached the desired results. What will the University accept as evidence of meeting those outcomes?

  * Stage 3: How will the University leadership plan to reach the leadership team objectives? What activities, sequences of steps and resources are best suited to meet these objectives?

In addition to constructive planning methods, it is recommended to use a Six Sigma thought process to provide an efficient process for including backward planning.



Six Sigma

According to _The Six Sigma Way,_ the establishing of the process Define-Measure-Analyze-Improve-Control (DMAIC) provides a much easier way to keep the outcomes always in mind while designing methods to reach those goals (Pande). Pande defined Six Sigma, "A comprehensive and flexible system for achieving, sustaining, and maximizing business success. Six Sigma is uniquely driven by close understanding of customer needs, disciplined use of facts, data, and statistical analysis, and diligent attention to managing, improving, and reinventing business processes" (Pande, _Six Sigma Way_ , p. xi). It is a process that looks at the desired results and figures out why or why not the outcomes were or were not reached (Pande). The University can use a modified version of Six Sigma methods to include planning for revision and changes based on the circumstances. An example of the template that can be used is in the table below:

"Six Sigma Improvement Process

---

 | Process Improvement | Process Design/Redesign

Define | Identify the problem

Define requirement

Set goal | Identify specific or broad problems.

Define goal change vision requirements

Measure | Validate problem/process

Refine problem/goal

Measure key steps/inputs | Measure performance to requirements

Gather process efficiency data

Analyze | Develop causal hypothesis

Identify 'vital few' root causes

Validate hypothesis | Identify best 'best practices'

Assess process design

value/non-value adding

bottleneck/disconnects

alternate paths

Refine requirements

Improve | Develop ideas to remove root causes of obstacles

Test solutions

Standardize solution/measure results | Design new process

challenge assumptions

apply creativity

workflow principles

Control | Establish standard measure to maintain performance

Correct problems as needed | Establish measure & reviews to maintain performance

Correct problems as needed" (Pande, p. 39).

The principles of Six Sigma are in identifying and defining the requirements to meet accurate goal setting, then periodic redesigning goals

and requirements to improve the results. It is not stuck in one place, but adapts and is flexible to change.



Planning with Flexibility and Change in Mind

University leadership must be prepared for continual change. Six Sigma does just that: **design, redesign**. Considering the issue of change, Harold Wilson stated, '"He who rejects change is the architect of decay. The only human institution which rejects progress (change) is the cemetery'" (Adcroft, Willis, & Hurst, _A New Model for Managing Change: the Holistic View_ , p. 40). Everything changes; but in the world we now live, it changes much faster. This puts strategic planning under a different light than ever before. Organizations cannot afford to get stuck in old ways to plan only for the sake of a plan. Nor, can organizations that want to survive and succeed risk not being flexible enough to accommodate changing internal and external environments.

The University planning cannot remain relevant unless it remains able to handle change through on-going flexibility. For this reason, University leadership must embrace the nature and theory of change into the structure of planning while reflecting on outcomes that are sometimes like "seeing through a glass darkly" (King James, Corinthians). Johann von Goethe stated, "Life belongs to the living, and he who lives must be prepared for change." Even Clint Eastwood, one of the greatest American movie heroes, stated in his movie _The Heartbreak Ridge_ , "Adapt, improvise, overcome" (Deutschman, _Change or Die,_ p.13). "According to Charles Darwin, " _Change is inevitable, growth is optional."_ So clearly, the issue seems to be not so much what we think of change but rather how we react to it. And truth be told, there are probably few words that can throw up such a kaleidoscope of emotions and differing interpretations for us. On the one hand, change is exciting. We all want our lives to be 'different' in some way, after all there is no progress without change. We are all familiar with the words _"Today is the tomorrow you dreamed of yesterday."_ "However, the word 'change' also holds some very negative connotations. The Oxford dictionary describes change as 'to make or become different.' Nobody likes to feel different. If you look up synonyms for changeable you will find words such as: 'volatile,' 'uncertain,' 'unsettled,' and 'unstable.' These words throw up emotions for us that make us feel 'insecure,' 'vulnerable,' and 'unsure.' There is a small corner in all of us that likes to feel secure and safe and change clearly goes against that. However, once change has occurred, we very often call it 'progress,' 'evolution,' 'expansion,' 'growth,' 'advancement.' And this throws up a far more positive set of emotions. Suddenly, we think, 'spontaneity,' 'unconstrained,' 'free'" (Trevor Swift, _Changing People, Changing Lives_ website). As the University adapts to the changes and the varied results, SWOT analyses can be used to provide a practical approach to understanding strengths and weaknesses.



SWOT Analysis

A SWOT analysis is an effective planning tool that helps stimulate creativity and prompts ideas for improvements. It defines the strengths, weaknesses, opportunities, and threats where and when applied. According to Mind Tool's website, it is, "A more systematic method" ( _Mind Tools_ ). It is not difficult to see by understanding SWOT that an organization can exploit an organization's opportunities and strengths while neutralizing its threats and avoiding (or correcting) its weaknesses (Griffin, _Management_ ). Griffin stated, "Organizational strengths are skills and capabilities that enable an organization to conceive of and implement its strategies" ( _Management_ ). SWOT is a way to find distinctive competencies and maximize them for the good of the University. Griffin believes that a SWOT analysis gives organizations a competitive advantage. SWOT helps an organization develop strategies and better planning while ensuring the University can achieve its objectives. It is as systematic and rigorous process. The SWOT can be for professor competencies, for selected coursework, and the curriculum project as a whole. When SWOTs are used, it is really developing a strategic profile that can be examined and re-examined, comparing previous to newer examinations. From these comparisons, newer and revised strategies can keep the University in tune with itself and makes sure it never loses a firm grasp on flexibility and change needed to ensure future successes. The only negative comment about SWOTs is that some organizations become content with only looking at SWOTs as an end of all strategies and not continuing to look at other alternative strategies—this means just be practical and use it as a help; keep eyes open; look at as many alternatives as possible. According to netmba.com, "While useful for reducing a large quantity of situational factors into a more manageable profile, the SWOT framework has a tendency to oversimplify the situation by classifying the firm's environmental factors into categories in which they may not always fit" (Internet Center for Management and Business Administration). This website has a great idea, use multiple perspectives as needed.

When preparing SWOTs for the University, it might be a good idea to replace the emphasis of the categories that refer to comparing the University KSAs in selected categories to internal rather than external for opportunities as well as threats. Of course, political considerations as external threats as well as strengths are important selections that can be included. A site to retrieve good examples of organizational SWOTs to adapt to University needs are from  http://www.marketingteacher.com/lesson-store/lessons-swot.html. For instance the following are available SWOTS for review:

  * Amazon

  * Apple

  * Ben and Jerry's

  * Bharti Airtel

  * China Mobile

  * Caryola (Binney & Smith)

  * ITC

  * Kroger

  * McDonald's

  * Nestle

  * PepsiCo

  * Sandals

  * Smith & Wesson

  * Tata Motors Unlimited

  * Time Warner

  * Toyota

  * Toys "R" Us

  * Trojan

  * Whole Foods

  * Yahoo

In addition, this web site has an available SWOT video. There are over 180 marketing videos on a variety of subjects that could be helpful in other areas of the business department.

This website does have two big tips that can help the University, "Be realistic about the strengths and weaknesses of your organization when conducting SWOT analyses; SWOT analyses should distinguish between where your organization is today, and where it could be in the future" (marketing.teacher.com).


The following table has been created in order for the University to

review the structure of a well-known SWOT example:

Strengths

---

Advantages of propositions of curriculum improvement? |

Capabilities of the University segmented by resources in talent, knowledge, and skills of those who have the time to spend on this project? |

Competitive advantages from current best classroom practices that are already working and can be duplicated. |

USP's (unique selling points)? What's working and what is not? |

Other additional resources, assets, interested parties including all internal and external stakeholders? |

Additional experience, knowledge, and data? What professors are using innovative techniques? Who understands technology in order to share through in-service and peer coaching? |

Financial reserves? Is this a strength or a weaknesses? |

Marketing; Can University create and raise funding for project through internal and external sources? How? |

Innovative aspects: Is the University willing to innovate to ensure success? Explain.

Which of the professors are not stuck in status quo and are willing to become innovative and flexible to change? |

Who understands the technology position of the University even before a "Façade" is complete? Is this a strength or a weakness? Explain. |

Processes, systems, IT, communications? |

Cultural, attitudinal, behavioral? |

Management abilities to let teams and others to work in teams towards objectives and goals? |

Philosophy and values? |

Weaknesses

Disadvantages of proposition of curriculum improvement? |

Gaps in capabilities? Who is just not ready for curriculum change and why? What kind of impact will this have on curriculum improvement recommendations? |

Lack of competitive strengths? Are some departments not able to handle curriculum change more others and how does this reflect on the curriculum improvement project? |

Reputation, presences, and research? How does the need of curriculum improvement reflect on the reputation of the University, its presence in the region, and future research funding possibilities (if any exists—grants, scholarships. |

Financials? Is there a lack of ability to raise funds as needed for future curriculum improvement expansion? Explain. |

Other known vulnerabilities? Be Brave. |

Timescales, deadlines and pressures? Is it impossible to expand curriculum improvement projects to include technology with the five-year plan or does the plan need to be other, like a ten-year? Be realistic. |

Cash flow, start-up cash-drain? Repeat of financials that consider other needs before consider curriculum improvement? What are they? Can these be re-evaluated and when? |

Effects on core activities, distraction? Is this curriculum improvement really a distraction from other more vital projects? If so, list those and list those priorities including when these priorities can be re-evaluated? |

When planning, is the plan realistic and possible or just unreachable? Redo the planning to be reliable but honest here. It will make a big difference to what works and what does not now and in the future. |

Morale, commitment, leadership? Who in leadership and staff not committed to curriculum improvement? Why? How is there the type of morale that ensures success or not? Explain. Can this be changed? |

Processes and systems, etc? Is there a commitment to spend time in the change process that is needed for this? If not, then explain. |

Management abilities to let teams and others to work in teams towards objectives and goals? Does leadership understand or not how to use teamwork in this project to the best of their abilities? If not, explain why? |

Opportunities

Market developments? What new market advantages would be created by having new curriculum improvements? |

Industry or lifestyle trends? What new opportunities are in the future to be considered? |

Technology development and innovation. What new advantages will be offered if technology access and usage is offered to other departments at the University? |

Global influences? What new advantages will be upcoming; look at politics? |

New markets, vertical, horizontal? Is there a possibility that new funding could be provided if curriculum improvement were made? Explain. |

Niche target markets? Can newer programs be offered if newer more innovative programs were offered? Explain. |

Geographical, export, import? |

New USP's? What unique selling points could be used by the University to promote expansion and attracting additional staff and funding as a result of curriculum improvement? |

Tactics: eg, surprise, major contracts? Could the University attract special and major contracts as a result of curriculum improvement? Be speculative. |

Business and product development? Is it possible that with enough faculty that more programs could be offered and what would they be? |

Partnerships, agencies, distribution? Could there be special partnerships with other universities and international communities that would be able to use University if curriculum improvement proved successful? |

Seasonal, weather, fashion influences? Are there better times to make curriculum improvements than others? What are those opportunities? |

Threats

Political effects? |

Legislative effects? |

Environmental effects? |

IT developments? |

What are competing priorities and agendas that could slow down the curriculum improvement process? |

Market demand? Is there enough demand for the curriculum improvements to warrant the time it will take to complete project over the next five years? |

New technologies, services, ideas? Will new technologies continue to place additional pressure to avoid hard copy curriculum materials and make them antiquated before they become useful? |

Vital contracts and partners? Is the use of segmented non-contracted book purchases eliminate the University from better publisher discounts? |

Sustaining internal capabilities? Is the University willing to carry the five-year plan till the time of full implantation? |

Obstacles faced? |

Insurmountable weaknesses? |

Loss of key staff? |

Sustainable financial backing? |

Economy – home, abroad? |

Strategic Planning & Master Calendar

The following is an example of a strategic plan outline & implementation schedule. Please notice that there is normally a good six months of planning and preliminary evaluation before implementation.

Phase I: Jan 2011 through June 2011: Where are we at now? Plan, Plan, Plan.

  1. Current Review and Establishing Educational Teams

  1. Develop specialized curriculum teams (focus groups) centered around the degree programs: Accounting, Economics, Business Administration and even the first two-year curriculum. _Teams should be no more than three professors in size in addition to an administrator leader, if possible. If possible, have a team assigned to each of the courses where improved curriculum will be used, especially if there will only be three or four impacted courses._

  2. Your focus teams should have already discussed the course faculty for chosen courses using SWOT.

  3. Shift to SWOTs discussing University leadership as well as other faculty strengths, weaknesses, opportunities, and threats. Be brave.

  4. Discover from these teams if there are special courses that would be better impacted with newer curriculum than others.

  5. Discover based on these discussions whether the professors are ready-willing-able (RWA) to fully adopt and support curriculum change.

  6. Discover what kind of evidence supports the need in these courses for curriculum change over other courses.

  7. Discover the type of student achievement for these selected courses, including subjective observations concerning the student attitudes for change.

  8. Discover whether students would welcome a more open classroom setting, including working on team projects, more open discussion, research, and different methods of grading. (Someone create survey for student interests).

  9. Review past documented and undocumented experiences in using improved curriculum. What worked? What didn't?

  10. Review any previously written literature used by professors in chosen coursework to gain a better understanding what has been done.

  11. In the past, was curriculum improvement tied to measurable student achievement? If so, what were the results?

  12. Seek volunteers to start the technology façade that is needed to support curriculum improvement of selected courses. (See Section IV).

  2. Reviewing Goals and Objectives

  13. Have teams establish goals and educational objectives for introducing improved curriculum for each of the chosen courses. Go back to McTighe's Unit Framework in Section I. Make sure you use Six Sigma format in defining the objectives.

  14. "Finish" by reviewing SWOT Analyses on chosen courses .

  15. Implement curriculum improvement in several chosen courses with cooperating instructors who are willing to have instructional and student achievement measurements. It's time to go-implement!



Phase II: June 2011 through December 2011: Where are we going?

How did you do? Is this where you expected to be?

1. Take a look at those implemented courses at end of this time and review and compare with SWOTs and Unit Frameworks. If you are pleased, keep going. If not, change. If a little of both, change and keep going at the same time. Time to look around at the next step (See Step 7). Remember, Six Sigma stages are now ready for measuring, analyzing, improving, and controlling, especially redesigning.

3. Establish **new** **written** goals and objectives that concentrate on plans that involve 6 months, 12 months, and 5-years based on results. What would you like to do, now? Change and redesign.

  4. Establish written goals for faculty classroom **training-in-service** ; teaching techniques and classroom best practices. Implement.

  5. Review completed Technology Façade to discuss next steps and include in written goals and objectives of technology planning for the classroom. Implement.

  6. Establish written faculty technology **in-service training** objectives and training times: as a group, one-on-one, with peer coaching groups. Implement

  7. What courses do you want to consider next time? Get ready to SWOT, Six Sigma, and Unit Framework again. Ready?



Phase III: January 2012 through June 2012: Evaluate, Evaluate, Evaluate. Plan for more.

  1. Have teams come together to share difficulties and victories and openly discuss their strengths and weaknesses developed by SWOT Analysis & Six Sigma. Evaluate what worked and didn't. Plan for more.

  2. Need to add more focus groups and teams. It's time right now.

  3. Evaluate results of in-service training. Plan for more.

  4. Evaluate results of technology training. Plan for more.

  5. Evaluate attitudes of faculty and students. Who wants to help next time? Create and do new surveys for students.

  6. Complete new SWOT analyses on **all** contributors to determine what needs to be changed and when.

  7. Amend in writing recommended changes to plan and schedule: redesign, adapt, and change.



As you continue to repeat your planning by adding new coursework, then apply what you have learned and change as needed. Do not be afraid of trying new techniques and making changes to your plan as a result.
Section III

Proquest Portal

ProQuest History

ProQuest LLC is an Ann Arbor, Michigan-based electronic publisher and microfilm publisher. It provides archives of sources such as newspapers, periodicals, dissertations, and aggregated databases of many types. Its content is estimated at 125 billion digital pages. Content is accessed most completely through library Internet gateways, with navigation through such search platforms as ProQuest, CSA Illumina, Dialog, Datastar, Chadwyck-Healey, eLibrary and SIRS. Microfilm publishing is under the UMI brand. ProQuest is part of Cambridge Information Group.  


Applying It to the University

The access to the Proquest Portal can be the most advantageous asset to the curriculum adventure for the University. This portal allows faculty and students alike to have access to thousands of professional articles and dissertations. While professors use new and improved textbooks, the next step in instruction is to wrap teaching with carefully chosen articles that are centered on textbook subjects. These articles and dissertations yield easily into article review techniques, jigsaw-team discussions and presentations along with scenario and scaffolding style teaching. The ability of the professors to use this material in teaching and open discussions accelerates the learning experience for students. Section V demonstrates how a Unit Framework can be used to incorporate these types of supplemental materials in a variety of different ways. The access to professional, scholarly articles by students can assist in research and their learning discovery. The University can chose different types of access with ProQuest that fits the speed in which new curriculum is introduced through the University's master planning schedule.



Top of Form

**Corporate Contact Information** **  
**789 E. Eisenhower Parkway  
P.O. Box 1346  
Ann Arbor, MI 48106-1346  
Phone: 1.734.761.4700

**Corporate Licensing & Development**  
If you would like to license content from ProQuest for integration with your products and services.  
content.licensing@proquest.com

Account Representatives for _Higher Education_ libraries in _Africa South_.

**Francois van Wyk**  
Area Sales Manager  
+27 1 1475 9231 (Direct)  
+27 83 379 1553 (Mobile)  
+086 671 0997 (Fax)  
Francois.vanWyk@proquest.co.uk | _Serving:_  
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Government  
Corporate  
Public Libraries  
K12 Schools  
Hospital/Medical  
Special Markets  
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**Office Information**  
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PO Box 502568  
Dubai Media City, Dubai, United Arab Emirates,

Phone: +971 4 3642447  
Fax:+971 4 3697646  
Hours: 9am to 5pm (CET)

Further reading:

Eugene B. Power, _Edition of One_ : _The Autobiography of Eugene B. Power_ , Founder of University Microfilms, 1990 ISBN 0-8357-0898-5

Additional Online Database Resources

Journal Database: **Wilson Web**

Book/Journal/Newspaper/Graphic/Audio/Transcript Database: **Electric Library**

Reference (Dictionary) Database: **Oxford Reference Online**

Reference (Encyclopedia) Database: **Grove Art Online**

Section IV

Planning for Technology

No planning for the future can be finished without planning for technology to assist in the learning experience. The author has summarized an article that describes many of the pitfalls in using technology in education. There is a particular slant towards the High School environment, but the applications are very appropriate for college and university settings. The question becomes whether technology **is** being appropriately used or **can** be appropriately used to assist learning without harming it. After the introduction of the "Façade" article, the author has a "Façade" checklist completed for another educational institution. The mention of the "Façade and Technology Analysis" is inserted into the strategic planning and must be integrated into the in-services and planning section.

"The Technology Facade...have you seen it? Has anyone mentioned it to you? Do you know what it is? Although a precise definition may elude us at the outset, as dedicated educators, we probably know it when we see it. Consider these scenarios....

'A state-of-the-art computer lab is filled with Macintosh or Windows personal computers. They sport the latest processor, the fastest CDROM player, the largest memory capacity, and the most sophisticated multimedia sound system. But students are not permitted in the lab after school and no one can use the machines unless the computer teacher is present.'

'A school district handbook contains a Technology section lauding the expensive inventory of hardware and software recently purchased and installed courtesy of the local PTA. After nearly two years of bake sales, candy drives, and magazine campaigns, we have the most up to date computer systems available. But not a single teacher, much less any member of the staff, has been. Students know more about how to operate these tools than their teachers.'

And, finally... 'A technology coordinator briefs visiting dignitaries on the benefits of computers to our school. No one asks the teachers. And, of course, the technology coordinator does not have the educational vocabulary much less the classroom experience to communicate with teachers who are being pushed to integrate technology into their curriculum.'"

"Students are different, but a lot of educational material is not. Schools are still using materials developed decades ago, but today's students come to school with very different experiences than those of 20 or 30 years ago, and think and work very differently as well. Institutions need to adapt to current student needs and identify new learning models that are engaging to younger generations" (The Horizon Report, 2009 Edition, p. 6).

Does any of this sound familiar? The University may have plenty of computers in different locations on campus, but are they capable of supporting a student body that needs continued access for continued research for course projects, theses, and dissertations? Of course, do the students adequately understand how to use all different types of applicable software to ensure continued success. Technology must be integrated into the success of all curriculum.

Additionally, are instructors enabled and savvy on standard software programs to include MicroSoft Office Suite along with advanced Internet research techniques. If the answer is no, a little bit, or just some, the planning as shown on the sample planning in Section III really does need to include technology in-service.

The Facade Study

"The Technology Facade Checklist (Tomei, 1999) was developed for application to schools and school districts. A selective sample of public and private schools was chosen to validate the Checklist and to test for the existence and impact of the Technology Facade on a variety of institutions representing a range of student populations, ethnic diversity, teacher preparation and in-service programs, financial support capability, and instructional focus. In conjunction with the Technology Facade definition, the 20-item Checklist includes questions categorized as Use of Technology, the Necessary Infrastructure, and a Viable Instructional Strategy.

**Use of Technology**. Questions pertaining to the Use of Technology focus on access to computer facilities, incorporation of technology-based competencies in classroom lessons, status of hardware and software, use of computer facilities for classroom instruction, and the ratio of students to computers (in both classrooms and computer labs). They include:

  1. Are the computer labs in your school used by classroom teachers or is the computer teacher the only educator who dispenses technology-related instruction? This item uncovers the practical, daily applications of technology by all teachers within the school, not only the computer teacher.

2. Are computer facilities locked or are they available to teachers and students during recess, study halls, lunch, and before and after school or when there are no classes scheduled? This item determines whether computer facilities are for 'show' or provide a workplace suitable for teacher and student advancement in technology.

3. Are teachers expected to include specific learning objectives related to technology-based competencies in the Lesson Plans? Teachers should incorporate specific learning objectives dealing with technology in their lesson plans; most states already require technology-based competency standards.

4. Does the software found on computers reflect current classroom curriculum? Or, is the computer software outdated **,** seldom reflecting what student are doing in the classroom?

5. Do classroom teachers use computers for grades, lesson preparation, out of classroom assignments, and professional self-development? Many teachers are forced into using technology by principal, peers, or parents. This item examines four particular uses that evidence commitment on the part of teachers to model and demonstrate technology in the classroom.

6. Are major computer facilities located in the school's Library, classrooms only, or a majority of regular classrooms? Most schools are moving away from the computer lab as the single focal point for classroom technology. This item awards extra points for those schools who are integrating technology in the classroom.

**Necessary Infrastructure**. Items regarding the Necessary Infrastructure include related issues of teacher training, preparation, and incentives; strategic technology planning and funding; professional staffing of technology facilities; and, replacement policies for the school's technology. They include:

7. What is the extent of technology training received by teachers? Research has found that many of our teachers have received no training or initial training only in technology. Others receive in-service training on technology or are provided training classes upon demand. The very best are offered formal programs in instructional technology programs.

8. Who is participating on formal committees, teams and boards pertaining to the use and development of technology in the school? Schools tearing down the Technology Facade include teachers, administrators, parents, alumni, community leaders, and even students on their committees for technology budget preparation, curriculum technology, technology planning, and hardware and software acquisition

9. Are technology funds provided by PTA magazine drives and bake sales and end-of-year fallout monies or is it included in the General Operating Budget as a specific, recurring line item? A critical measure of the Technology Facade is whether technology is given equal weight with other school programs and projects or funded with leftover monies at the end of the academic year.

10. For teachers who develop technology-based instructional materials, do they receive compensatory time, monetary compensation, or other specific remuneration? If not, perhaps the schools have recognized excellence via school newsletters, bulletins, and school board reports. Regardless, the Technology Facade is greatly affected by teacher attitudes. If the school sees no merit in instructional technology - and evidences that value with tangible rewards - teachers will ignore the rhetoric to the detriment of the technology program.

11. **Is there a Technology Plan for the school and is it revised on a regularly scheduled basis? A viable Technology Plan is critical to meeting the long-range goals of the school.**

12. Does the school's Technology Plan contain the following: vision/mission statement; demographics; procedures for purchasing, maintenance, facilities, and security; curriculum impact; a plan for the use of technology for lifelong learning, special needs learners, and exceptional learners; and, an evaluation plan? Many plans are in "name only." A viable Technology Plan includes most, if not all, of the items mentioned in this Checklist question.

13. Does your school provide a computer teacher, computer technician, and/or a technology coordinator? Most schools in the grasp of the Technology Facade place all of these responsibilities in the hands of a single individual - sometimes even a teacher with a full or part time load.

14. Are the majority of computers in the school less than two years old, CDROM-capable, connected to the Internet? Some schools will declare their commitment to technology and still employ outdated systems incapable of running today's educational software packages and unable to access the wealth of materials on the World Wide Web.

**Viable Instructional Strategy.** Analysis of a Viable Instructional Strategy is supported by questions related to scope and sequencing of technology-based skills/competencies; use of lesson planning for technology-based learning objectives; incorporation of teacher vs. professional materials; and, student assessment of learning opportunities with regards to technology. They include:

15. _For technology-based lessons, has the school developed a "scope and sequence" to include technological competencies for all students, by grade and subject area? "Scope and sequence" is a tool used by educators to design a curriculum with explicit learning objectives (scope) delivered in a precise arrangement (sequence)._

16. Is there evidence of behavioral learning objectives that include the components of behavior (action to be performed), condition (tools to be used in the instruction), and criteria (assessment standards) in these lesson plans? A teacher's lesson plans should include specific learning objectives (based on a preference for the behavioral, cognitive, or humanistic teaching style) when using technology-based resources.

17. When using technology-based lessons in the classroom, do teacher prepare their own Handouts, study guides, and workbooks to guide the lesson presentation? An over-reliance on "off the shelf" instructional materials is one indication that teachers are not truly committed to learning how to use instructional technology. They should be designing some of their own materials to ensure the instruction is addressing the learning styles of their own students.

18. When classroom teachers wish to use technology resources to present a lesson, are the computer labs available for scheduling without significant delays or are they always filled with students who are "required" to receive a certain amount of lab time each week? The Technology Facade manifests itself by computer labs occupied by students who are there only because "every students gets two hours of computers every week" whether they are addressing technology competencies or not.

19. Do students in the computer classroom/laboratory describe their experience as play time or preparing them for self-learning and future vocations? Students know when their computer time is productive. The Technology Facade Checklist actively solicits their input" (The Technology Facade Checklist, Tomei, 1999).

Example of

Technology Façade Checklist Scores

xxxx Educational Institution

Nashville, TN

The following analysis has been provided from personal observation, personal interviews on the phone and in person, and review of materials and organizational documents to include the educational website. It should be used as a tool to help understand where xxx Educational Institution is in the planning for technology as well as where it is not.

I. Use of Technology

1. **Are the technologies in your school used by classroom teachers or is the computer teacher the only educator who dispenses technology-related instruction?** | Points Available | Points Awarded

---|---|---

  * Computer Teacher Only
 | 1 | 0

  * A Few Teachers Use Technology But Not Regularly
 | 3 | 0

  * A Few Teachers Use Technology Routinely
 | 5 | 0

  * Technology is Routinely used by Many Classroom Teachers
 | 7 | 7

Your Score |   
 | 7

Comments:

Teachers have a personal computer in every classroom, but not available for students to use.

2. **Are the computer facilities in your school......** | Points Available | Points Awarded

---|---|---

  * Locked during unsupervised periods such as recess, study halls, lunch, and before and after school
 | 0 | 0

  * Available before and/or after school
 | 3 | 0

  * Available when there are no classes scheduled
 | 5 | 0

  * Open during recess, study halls, lunch, and before and after school
 | 7 | 0

Your Score |   
 | 0

Comments

There is such a crime problem in previous years that the school has everything locked up and unavailable to students unless an instructor is present.

3. **School computers are located in our:** | Points Available | Points Awarded

---|---|---

  * Library
 | 1 | 1

  * Classrooms
 | 3 | 3

  * Computer Lab
 | 3 | 3

Your Score |   
 | 8

Comments

There are computers in essential sites like the library and the computer labs. None in the classrooms that are not computer labs except the one for the teachers, and this remains locked up and turned off when teacher is not present. In fact, the teacher's desk is off limits to all students.

4. **Do classroom teachers use technology for.....** | Points Available | Points Awarded

---|---|---

  * Grading
 | 5 | 5

  * Lesson preparation
 | 5 | 5

  * Out of class assignments
 | 0 | 5

  * Professional Development
 | 5 | 5

Your Score |   
 | 15

Comments

The teachers use technology for everything from grading to

professional development.

5. **Is the COMPUTER TEACHER expected to have lesson plans with specific student learning objectives related to technology competencies?** | Points Available | Points Awarded

---|---|---

  * Computer instruction is not based on lesson plans
 | 0 | 0

  * Lesson plans are not used. There are general goals for instruction, but no specific learning objectives
 | 1 | 0

  * Lesson plans contain generic technological competencies and general learning objectives
 | 3 | 0

  * Detailed lesson plans are used which reflect specific technological competencies expected of each student
 | 7 | 7

Your Score |   
 | 7

Comments

The computer teacher keeps required lesson plans that follow the curriculum in the table of contents of the computer manuals used by the students.

6. **Does the software found on your computers reflect current classroom curriculum?** | Points Available | Points Awarded

---|---|---

  * Computer software is available, but its selection was not based on teacher input and seldom reflects actual classroom content.
 | 1 | 0

  * Computer software was recently purchased but is not readily available for teachers and students to use
 | 3 | 0

  * Computer software selection was based on teacher input.
 | 5 | 0

  * Computer software versions are current, its selection based on teacher input, and routinely used by teachers and students.
 | 7 | 7

Your Score |   
 | 7

Comments

Computer software is current as well as the hardware and versions of the required software. Teachers do have input, but the versions are always up-to-date anyway.

II. The Necessary Infrastructure

7. **What is the extent of technology training received by teachers?** | Points Available | Points Awarded

---|---|---

  * Initial training over 6 months old
 | 0 | 0

  * Initial training only within the last 6 months
 | 1 | 0

  * In-service training on technology at least twice a year
 | 3 | 0

  * At least 2 teachers, per school are encouraged to enroll in form instructional technology programs.
 | 3 | 3

  * Training Classes available upon demand, scheduled with the technology coordinator
 | 5 | 0

Your Score |   
 | 3

Comments

There is really no teacher technology training made available unless it is how to use the computers for more lesson plans. The university hires new teachers who are computer savvy.

8. **Do TEACHERS participate on the Technology Committee and its subordinate teams?** | Points Available | Points Awarded

---|---|---

  * Teachers do not participate as full voting members
 | 0 | 0

  * Teachers participate as members of the Hardware/Software Acquisition team
 | 3 | 0

  * Teachers participate as members of the Technology Budget Preparation team
 | 3 | 3

  * Teachers participate as members of the Instructional Technology Curriculum team
 | 5 | 0

  * Teachers participate as members of the Strategic Technology Planning team
 | 5 | 5

Your Score |   
 | 8

Comments

Teachers are excluded from assisting and supporting technology. The major controls are resting in the principal's control. As an additional note, the few technology teachers are asked for input with the IT person from time to time for both the Budget Preparation Team and the Technology Planning Team.

9. **Do Parents, Community Leaders, alumni, and students participate on the Technology Committee and its subordinate teams?** | Points Available | Points Awarded

---|---|---

  * They do not participate as full voting members
 | 0 | 0

  * They participate as members of the Hardware/Software Acquisition team
 | 3 | 0

  * They participate as members of the Technology Budget Preparation team
 | 3 | 0

  * They participate as members of the Instructional Technology Curriculum team
 | 5 | 0

  * They participate as members of the Strategic Technology Planning Team
 | 5 | 0

Your Score |   
 | 0

Comments

Other parties have little influence and do not assist and support technology. The major controls are resting in the principal's control.

10. **Does your school provide direct access to the following technology professionals?** | Points Available | Points Awarded

---|---|---

  * None of these professionals are employed in our school
 | 0 | 0

  * Computer teacher (Part-time/Full-time
 | 3/7 | 3/7

  * Technology coordinator (Full-time Only)
 | 5 | 5

  * Computer technical (Part-time/Full-time)
 | 1/3 | 1/3

  * Network Administrator (Full-time Only)
 | 3 | 3

Your Score |   
 | 13

Comments

There are several computer teachers both part-time and full time with a full-time computer technical person. One part-time computer teacher is so old that it is a wonder she even knows what a computer is. I can say that because I'm old too.

11. How is technology funded in you school? | Points Available | Points Awarded

---|---|---

  * Technology is funded with Year-End fallout money
 | 1 | 0

  * Technology is included in the Operating Budget under a Miscellaneous Account
 | 3 | 0

  * Technology is included in the General Operating Budget
 | 5 | 0

  * Technology is its own specific, recurring line item in the Annual Budget
 | 7 | 7

Your Score |   
 | 7

Comments

The use of line item funding is one of the more positive advantages of XXXXXX although getting enough money on that item is very difficult because it is so controlled by the principal (administrator).

12. **Has your school implemented a recognition program for teachers who develop technology-based instructional materials? Select one** | Points Available | Points Awarded

---|---|---

  * There is no remuneration or recognition program to recognize excellence in Instructional Technology
 | 0 | 0

  * Excellence in Instructional Technology is recognized in school newsletters, bulletins, and school board reports.
 | 0 | 0

  * A formal awards program recognizes teachers who develop excellent Instructional Technology programs
 | 0 | 0

  * Teachers receive compensatory time, monetary compensation, or other specific remuneration for developing technology-based programs.
 | 0 | 0

Your Score |   
 | 0

Comments

The emphasis regarding recognition is not technology based. It is non-existent. There is teacher computer based learning in regards as using technology for teacher lesson plans, attendance, etc.

13. **Is there a Technology Plan for the school?** | Points Available | Points Awarded

---|---|---

  * No Technology Plan exists
 | 0 | 0

  * The school is working under a general district-wide plan but a local building plan does not exist
 | 1 | 0

  * The school is working on An informal strategy for technology, but a formal plan has not been prepared
 | 3 | 3

  * Yes, but it is in serious need of revision or has not been revised in the previous two years
 | 5 | 0

  * Yes, and it is revised on a regularly scheduled basis at least annually.
 | 7 | 0

Your Score |   
 | 3

Comments

No plan exist except as a budget items for making sure the library and computer labs are fully furnished. It has an informal status-quo technology plan that if it is not broke, then don't fix it.

14. **Does your school's Technology Plan contain the following? Identify All that apply?** | Points Available | Points Awarded

---|---|---

  * No Technology Plan exist in our school
 | 0 | 0

  * Vision/Mission Statement
 | 1 | 0

  * Technology-related purchasing procedures
 | 1 | 1

  * Periodic and On-Call Maintenance for Instructional Technologies used for Classroom Teaching
 | 1 | 1

  * Security Plan regarding Physical Threats, Human Threats, and Internet Threats to Technology
 | 1 | 1

  * Formation and operation of a viable Technology Committee with diverse Membership
 | 2 | 0

  * Impact of technology integration on the Curriculum
 | 2 | 1

  * The uses of technology for Lifelong Learning, Special Needs Learners, and Exceptional Learners
 | 2 | 0

  * A comprehensive Facility Plan for installation and periodic upgrades
 | 2 | 0

  * A formal plan of continuous Evaluation, both formal and informal.
 | 3 | 0

Your Score |   
 | 6

Comments

There is some emphasis on making sure that what is in place is working for both teachers and students and no planning that would amount for anything but status quo. This has much to do with the new principal.

15. **Rate the computers in your school computer lab and classrooms. Identify ALL that apply.** | Points Available | Points Awarded

---|---|---

  * Most of the machines are less than Three Years Old
 | 1 | 0

  * Most of the machines are CDROM-capable
 | 1 | 1

  * Most of the machines are Connected to Printers
 | 1 | 0

  * Most of the machines are Connected to the Internet
 | 2 | 2

Your Score |   
 | 3

Comments

Computers are at least 5 years old in the teachers' classroom for teachers' use only. The computers in the computer labs are at least three years old.

III. A Viable Instructional Strategy

16. **Has your school developed a "scope and sequence" specifically addressing student technology competencies?** | Points Available | Points Awarded

---|---|---

  * No scope and sequence is available
 | 0 | 0

  * A scope and sequence addressing technology is available only for graduating students, juniors and seniors
 | 3 | 0

  * A scope and sequence addressing technology is available for selected grades
 | 5 | 0

  * A comprehensive scope and sequence addressing technology is available for all students, by grade and subject content area
 | 7 | 0

Your Score |   
 | 0

Comments

The difficulty in this section is that there are plans and organization with scope and sequence but not for the integration of technology. That part is completed on an ad hoc type of arranged as needed and as required.

17. **When using technology-based lessons in the classroom, which of the following resources do teachers personally develop and use for instruction? Identify ALL that Apply** | Points Available | Points Awarded

---|---|---

  * Text-based materials such as handouts, study guides, and workbooks to guide the lesson
 | 5 | 5

  * Virtual-based resources such as Power Point slides or overhead transparencies to support classroom presentation
 | 5

Some | 3

  * Web-based Course Home Pages for student discover and cooperative learning
 | 5 | 0

Your Score |   
 | 8

Comments

Teachers do a great job of using text-based materials with handouts, study guides with workbooks and supplemental material as needed, but only some use Power Point slides or overhead transparencies to support the classroom presentations.

18. **Teacher's lesson plans should include specific learning objectives when using technology-based resources. Is there evidence of learning objectives that are consistent with accepted educational psychology?** | Points Available | Points Awarded

---|---|---

  * Learning objectives are not identifiable in classroom lesson plans
 | 0 | 0

  * Learning objectives are used but for technology-related lessons, it is difficult to identify the criteria for successful student learning
 | 1 | 1

  * **Behavioral Objectives** are used. They include components of Behavior (actions to be performed), Condition (instructional tools), and Criteria (assessment standards).
 | 7 | 0

  * **Cognitive Objectives** are used. They include components of Discovery Learning (student-centered growth), Constructivism (building of new meaning), and Reception Learning (structured learning)
 | 7 | 0

  * **Humanistic Objectives** are used. They include components of Individualization (student-tailored instruction), Affective Education (values training), and Intrinsic Learning (learning for its own sake)
 | 7 | 0

  * A **combination** of Behavioral, Cognitive, and Humanistic Learning Objectives are used for technology-related lessons. Criteria for successful student learning is readily identified
 | 7 | 0

Your Score |   
 | 1

Comments

Lesson plans are required and identifiable in the classroom with a combination of learning objectives, but technology is inserted into lesson plans as innovative methods of teaching and not on a consistent basis.

19. **Describe what typically happens when classroom teachers wish to use technology resources to present a lesson.** | Points Available | Points Awarded

---|---|---

  * The computer labs or technology resources are often unavailable
 | 0 | 0

  * The technology teacher or coordinator must present the lesson
 | 1 | 0

  * Technology must be transported into the classroom for the sessions
 | 3 | 0

  * Computer labs or technology resources are available for scheduling without significant delays
 | 5 | 5

Your Score |   
 | 5

20. **How do students in the computer classroom/laboratory describe their experience?** | Points Available | Points Awarded

---|---|---

  * Play time or game time
 | 0 | 0

  * Unstructured, not sure of expected learning outcomes
 | 1 | 0

  * Applicable to what they are covering in class
 | 5 | 0

  * Appropriate for current classes and important for required/anticipated future skills
 | 7 | 7

Your Score |   
 | 7

Comments

The use of the labs and use of technology is used when used for innovation's sake but also for advancing applicable skills for the future. For instance, there is a great use of using computer labs to increase student KSAs in using computers as a tool.

Comprehensive Checklist Analysis Form

Façade Element | Checklist Items | Points Accumulated | Percentage Awarded

---|---|---|---

 |   
 | Possible | Fill in Points Awarded | Fill in Points Percentage | Circle Ranking

University | Items

1 through 6 | 55 Points | 44 | 88% |

1 **2**

3

The necessary infrastructure | Items

7 through 15 | 104 Points | 43 | 40% |

**1** 2 **3**

A Viable Instructional Strategy | Items

16 through 20 | 41 Points | 15 | 37% |

**1 2** 3

Total | N/A | 200 | 102 | 50% | N/A

Composite Score Form

**Total Possible Point: 200 Your Composite Score** 102

**Your Façade Rating** C

175 – 200 Outstanding Technology Program A Rating

125 – 175 Satisfactory Technology Program B Rating

100 – 125 Modest Phase of the Technology C Rating

75 – 100 Moderate Phase of the Technology D Rating

< 75> Severe Phase of the Technology F Rating

Conclusion of Checklist Analysis

This analysis has showed that XXX Educational Institution has the intent to incorporate technology but not in a well-planned and systematic way. There is this attempt to keep technology at the forefront, but not the commitment to make it happen in ways that could be even more productive for the benefit of teachers and students. Hopefully, this technology plan will enable stakeholders to better understand the needs and exactly what could be done for this kind of planning and do it better in the future. This façade report should be a challenge for the future.

Technology Objectives

The conclusion just cited was for a Nashville Educational Institution, but the following objectives are very reasonable for the University and can be readily adopted or adjusted as needed. Notice how the objectives can be adapted from classroom size approach to total student body count.

Long Range Objectives

  * To provide learning from technology as well as learning with technology for all students within the next five years.

  * Provide at least 10% of classroom size with computer access in the classroom before the end of the plans first year; 20% before the end of the 2nd year; 30% before the end of the 3rd year; 40% before the end of the 4th year; and 50% before the end of the 5th year. (Average class size at XXXXX is 25 students per class and applicable classes are 50)

  * Therefore, let us assume a change for the University as follows and see if it becomes more doable considering not class size but percentage of (800) business education student body:

Provide at least 3% (24) of business students with computer access on campus premises before the end of the first year: 6% (48) before the end of the 2nd year; 9% (72) before the end of the 3rd year; 12% (96) before the end of the 4th year; 15% (110) before the end of the 5th year.

Remember, these are fully equipped-loaded with MicroSoft software and Internet enabled giving students full and unrestricted campus access as long as students or classes use standard library passes or full-class passes.

  * Provide four full computer labs with a minimum to accommodate one full standard class size of 30 students by the end of the 5th technology plan year.

Teacher Training Objectives

  * To use curriculum with technology as a learning tool to assist better differentiated instruction in the classroom.

  * To learn how to use planning and implementation phases for the inclusion of new technology to include assessment and evaluation tools.

  * To use pre-assessments, surveys, and questionnaires to determine the learning place and status of students.

  * To use pre-assessments, surveys, and questionnaires to determine the learning place of teachers

  * To provide teachers adequate in-service training who will be asked to embrace technology in their classrooms.

  * To develop a peer coaching groups that will assists teachers and provide objective observation of the use and implementation of technology.

  * To train teachers how to include technology into classroom instruction: especially to include and develop testing and team projects that should include technology on day-to-day practices as well as the midterm and semester class projects.

Faculty and Staff Commitment

  * Librarian

  * IT Manager

  * Computer Science Teachers (6)

  * Two Full Time: Microsoft Office Suite

  * One Full Time: Keyboarding

  * Part-time: Teacher Technology Trainer

  * Part-time: Teacher Technology Trainer

  * Teachers (teachers have committed to improve their own technology skills by at least 2 technology in-services per year and work in a peer coaching group to assist in technology integration

Staff Development

Peer Coaching

  * A peer-coaching program is advised with no less than three per team, but no more than five per team. Each coaching team will have at least one technical savvy teacher and, one well-trained teacher who is knowledgeable in using differentiated instruction in the classroom. As much as possible, peer-coaching teams will be centered on teaching genre. Each team will arrange at least an hour per week to discuss classroom integration and teaching techniques.

Specialty Technical Training (One-On-One)

  * As seen in the staff increase for part-time technical employees, these teachers are to be accessible to teachers, not for IT advice, but for training teachers on software use and to make them even more comfortable in using technology in the classroom.

In-Service

In-Service can either be a help or a burden. Therefore, there will be different learning levels approach that will allow teachers to select from Microsoft Office Products to have both the how-to integrate technology into the classroom as well as the beginning through advanced level training. Since there are four categories of learning in the Microsoft Office Products Suite, then there will always be four training sessions of two levels going on at each in-service that will take place no less than four times per year for no less than 3 days per session.

Section V

Philosophy of Learning

As mentioned in the introduction, this section is one of two that is specifically for instructors, although the formatting using unit frameworks at the end of this section should provide a peek at how to integrate innovative teaching and better classroom planning. Notice the use of open discussions, jigsaw, and article reviews as it pertains to subject matter. These techniques are some of the few supported and explained as part of the learning discussions in this material.

Diverse Audiences

This section is from David's new book Better Organizational Training and Communication. It directly pertains to instruction and training and is applicable for instructors to review. It is written in first person

as applicable.

The basic concepts of learning have gone beyond the old methods of lecture-only, direct instruction training (See top of next page, Learning Pyramid). True learning starts when instructors realize that they need to teach to all of the needs of diverse audiences. Unfortunately, many trainers are still stuck in old ways and old methods and are much like educational band aides to real and severe training needs. If a trainer can apply a little differentiated instruction, a little cooperative and collaborative team-learning, or a little peer coaching, then managers can help communicate so real learning can take place. Still, there needs to be a commitment from learners to want to learn in different ways. At the same time, trainers need to encourage this open commitment by allowing learners to accept different methods of classroom, training instruction. Classroom flexibility is one of the deciding factors between old methods of learning and differentiated instruction—teaching to diverse learning audiences. Diversity in training refers to any type of "difference" in student learning that requires trainers to change the method of delivery to create better learning experiences for students (employees). The issue of diversity in learning and communication is explained by Gayle Gregory and Carolyn Chapman in their book _Differentiated Instructional Strategies_ : _One Size Doesn't Fit All_ when they stated, "No one would ever say that all students are the same. Certainly, no teacher or parent would tell you that. Yet, in schools (organizations), we often treat students (and employees) as if they were, even though all those faces look so different. We sometimes put them through the same hoops, even though we know it isn't making a difference for all of them. Sometimes, we get so caught up in one s  tyle of direct instruction that we train to the middle of the learning pack leaving both the slower learner and the faster learner out of the learning experience. Instructors need to commit to reaching all the different learners. Experience as well as research we now have about the human brain tells us that students (employees) are different, that they learn differently and have different preferences, and needs" (ix). Howard Gardner gets into the act as quoted by Tomlinson, "The biggest mistake of past centuries in teaching (communicating) has been to treat all children (employees) as if they were variants of the same individual, and thus to feel justified in teaching (communicating with them) the same subjects in the same ways" (9). If an organization doesn't take the time to understand the learning differences in their learning audience, then they stand a high chance of missing the learning-communication boat. In other words, some employees learn a little, others more, and some, not at all. This means that after the training is completed, employees venture back into the workplace without the right kind of understandings and not know how to apply what they were supposed to have learned in the "best" way. The question becomes whether a trainer really is willing to take the risk that poor training and communication techniques have sent one more employee back into the workplace with a hand tied behind his back. The risk is poor production (performance), low self-esteem, and a greater possibility of losing an employee because they feel they just never have the right kind of tools for success. This impacts employee retention and has a devastating impact on employee morale.



Learning Prepares Us for Communication

As instructors, leaders, and managers, we should never let students be content with static learning experiences. Students should always be ready to learn. This is the message that we need to be sending to our classrooms, "People learn from the moment of birth. Learning can and should be a lifelong process. Learning shouldn't be defined by what happened early in life, only at school. We constantly make sense of our experiences and consistently search for meaning. In essence, we continue to learn" (Conner, _How Adults Learn_ , p. 2). This means as a matter of good communication that leaders can encourage employees to prepare for more change in and about learning. If anyone says something like, "I'm through with learning new things when I got out of high school or college," then it might be a good idea to run from them. Encouraging learning is a first step to this better communication. Of course, there are benefits with learning such as strengthening the brain by building new circuits or pathways and increasing connections that we can rely on when we want to learn more (Connor).



Don't Retire Those Guys—Communicate with Them

During my management education, a story came out how a group of nuns dedicated their brains to science to discover how continuous learning impacts the brain's abilities. In these brain examinations, where there composite ages reached the 90s and above, they discovered new neurons and pathways were created faster than the losses. These nuns were constantly learning new things through reading and studies. This sheds new light on how organizations think about older learners. After this research was made public, some organizations rehired their older employees based on the fact that maybe they could still be an asset, and maybe there is value after age 40. In one 35-year study of 5000 people by Dr. K. Warner Schaie from the _Seattle Longitudinal Study of Adult Intelligence_ , he discovered that the intellectual decline can be reversed through education and intellectual activity. This is hopeful, and it is also hopeful that when memory does start fading, it is different than one might think. For instance, the PET research has shown that young people in their 20 to 30s compared to those in their 70s and 80s just use different parts of their brains to accomplish the same tasks. It also means that older people may forget their car keys more often; but given the same task, older learners can work on the same levels of efficiency as younger learners. According to PET, "This suggests that the brain may have the capability of switching functions out of the frontal lobes into other areas" (AFAR, 2008, p. 1). Jensen stated, "The brain is quite malleable throughout life. It can be nourished and developed well into old age. In fact, there's no reason to ever stop growing it. Even at 80 or 90, your brain can still be youthful and quick if you exercise it and challenge it. The more we use it, the better it gets" (Jensen, 1995, p. 22). Julie Patrick stated, "The changes that may accompany getting older don't necessarily mean that older adults can't perform well in their daily lives" (Patrick, 2008, p. 1).

I gave up on attempting to define the differences between adults and older adults since it is such a relative term. I used to think being age 50 made someone an older adult until I passed that age. So, adults are just adults, and I left it at that. Adult learners have also sabotaged themselves by their own diminished ideas of their own abilities; this is not necessary. According to _Health and Age,_ "One study of intelligence over a lifetime found that by the age of 81, only 30-40% of studied participants had a significant decline in mental ability. Two-thirds of people this age had only a small amount of decline. And only certain cognitive abilities decline while others improved" (2008, p. 1). It might surprise us to find that it takes longer to perform mental task after age 20. No one ever said over 20 was old, did we? (AFAR, 2008, p. 2)—age seems to be so relative.

I have heard from so many adults while working at AT&T retail that they refuse to learn about new technology—I-Phones and Blackberries are two of the best examples. They say, "I can't do that techie stuff. I'm too old to learn something new." I am amazed how disrespectful they are of themselves when they don't have to be. They believe the lie. Connor stated, "Western society once believed adults didn't learn. Even today, if you ask a group why adults cannot learn, it may surprise you how many begin to answer the question without challenging the premise. Unfortunately, many adults deny themselves what should be one of the most enriching times of their lives because they assume they can't learn" (p. 2). As a manager trying to communicate with adults, don't let them get away with this attitude. Also, this means that managers don't need to buy into this lie either. When we communicate with older adults, we should do so by treating all ages as if they were all on the same playing field, but not forgetting that age as a matter of diversity is just as much a diversity as ethnic or multicultural groups. Adults, who make up much of the workforce, need to be articulately handled and appreciated, not ignored or put to pasture, (watch out for ADEA), nor especially be part of disrespect or ridicule. "ADEA forbids employers from setting age limits for trainees; age cannot be a factor in making any decisions about workers; employers cannot force employees to retire at a certain age" (ADEA, 2008, p. 2).

When I was a professor at a local college, it became my privilege to work with another professor who was working for a temp service during the day and teaching at night. When this professor went out to a job, a manager said to him, "You don't fit what we want here. You are too old." Well, it didn't take long before the professor called the State service who protects employee rights. Within a week, they had visited the site requiring all records going back 5 years of every applicant that had not been hired to establish whether there was a hiring-discrimination pattern. He was soon after asked what type of remuneration he wanted as a result of their investigation. He did not have to spend a dime or sue at his expense for this because the State provides all of these services free of charge. I remember this department well since I have a Training Officer II Certification with the State and was asked by this group to consider working for them years ago.

Be careful as you consider the best kind of

communication working with all adults.

It becomes the leader's responsibility to encourage communication between managers and older adults as well as from peer-to-peer to overcome these issues. If a manager is going to do well at communicating, he finds that he has to learn how adults learn and communicate differently just as much as he would communicate differently between the genders. Connor stated once, "In today's business environment, finding better ways to learn (and communicate) will propel organizations forward. Strong minds fuel strong organizations. We must capitalize on our natural styles (of learning and communication) and then build systems to satisfy needs. Only through an individual learning (and communication) process can we re-create our (work) environments and ourselves" (p. 2).



Application, Application, Application

Recently, Bob spent several weeks in training for a new position. At the end of that time, he was passed directly to the workplace for hands-on training (application). Over and over again, he was shown how to do something in brief spurts by those who helped him. Only twice in all these interactions did someone say, "This is what you are doing, and this is why you are doing it. Now, why don't you try it?" Bob is a visual learner with a need for wanting to understand the "why?" Does that make Bob different? No! Bob is an "adult" learner. Adult learners need to have meaning for what they learn. Dorothy Mackeracher quoted Wlodkowski in her book _Making Sense of Adult Learning,_ "Learning is defined as a process of making sense of life's experiences and giving meaning to whatever 'sense' is made" (1996, p. 6). Adults need to have meanings behind the understandings in order for there to be a learning motivation as well as a learning experience. Watching and practicing learned understandings in action with the details, the details, the details produces the meanings that adults need to have to be successful when applying learning. Just throwing adult learners volumes of information without helping them understand how to apply it ensures failure. "What we do know is that learning as a process should guide the facilitating processes, rather than the other way around" (p. 14). Those learning about communication want to be taught as adult learners, not 3rd graders. "Adults are not mature children nor are children immature adults" (p. 17). So, instructor, how are you going to do it? When you train, your goal is learning, so it might be a good idea to let the needs of the adult students set the tone on just how you plan to instruct.



Building Better Adult Communication

Managers need to clearly understand how adults learn and best communicate. Here is a list developed by Stephen Lieb that should help:

  * "Adults are autonomous and self-directed: They need to be free to direct themselves. (Mr. Manager, remember this when you are assigning work projects and attempting to figure out who works best—perfect fit. Allow them to assume responsibility for everything from presentations and group leadership.)

  * Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. (Mr. Manager, use this valuable wealth of applicable information in places on the job where it counts most.)

  * Adults are goal-oriented. Adults want to know what the goals are in order to perform at their best. Give them the goals. Be specific. Never be vague or elusive when it comes to what they need to do or you want. (Give them a track to run on.)

  * Adults are relevancy-oriented. (As mentioned from Mackeracher, adults must see a reason and meaning for what they are doing. Explain steps and processes in ways where all the dots are connected. Leave nothing to their imagination. 'This is why you do this, and this is why you do that.' Adults are practical. They want to know explicitly how and why procedures and processes, including those things learned are applicable to their specific job and job tasks) (Lieb, _Principles of Adult Learners_ , p. 1).

The approach of speaking so much about how students learn is not something I made up. Whether we know it or not, when we learn we are also learning how to learn. Sometimes, we are also learning how we do not learn. Professor Candy stated something similar, "Like learning, 'learning to learn' can be thought as a goal or outcome as well as the process" (Candy, 1990). The objectives of learning teach us to challenge adult learners to develop abilities, skills, and applicable understandings that allow them to learn more effectively in a variety of learning situations, and finally, they help managers to communicate better with their employees because managers are starting to pay attention to what makes different employees tick.



Scenario Building

As trainers teach about communication, the format for the lessons gives flexibility to many learning opportunities that address learning differences. For instance, one of the main methods of learning discovery is in the use of scenario building from learning teams. Mackeracher continues to stress that adults learn in ways that make them want to connect past experiences to the learning. As she stated, "Adults learn more productively when the material or processes used bear some perceived relationships to past experience, or when past experience can be applied directly to new situations" (p. 41). Scenario building is a method that uses team and open discussions, then lets each student tell their stories and share what means most while applying what they have learned from each other. Learning is enhanced by the freedom of individual learning as well as from collaborative learning. Adults learn by building cooperation skills by working with their individual assignments as team members and providing means for the teams to consider, reflect, and self-assess everyone's part. In other words, each employee has a chance to explain how they would apply what they have learned to their personal and real world. According to Johnson, Johnson, and Smith, 1998, "Cooperative learning is an instructional paradigm in which teams of students work on structured tasks under conditions that meet five criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessments of team functioning (p. 1). As the learning teams review the materials, they have a chance to share their learning stories in more applicable ways. "I remember when" is a positive way for adults to connect the learning for themselves and between each other. Scenario building is an essential activity in the training plans that I have developed and included listed in the appendixes.



Jigsaw

In education, jigsaw is becoming one of the best ways to let each of the preferences equally learn and communicate. For instance, if text or articles are reviewed, they are reviewed in teams where each employee uses their preferences to review the material and make presentations back to the greater groups. Team members share thoughts after reading, then make artsy presentations to discuss the high points of what they have learned. Each group reads materials and answers such questions as: (1) What did it say? (2) What did it mean to you? (3) What are the five most important facts that you read about? (4) Of those facts, how would you be able to apply this information to the real world that you live in? In any organization, there is always information to be covered. I was recently in a training program at AT&T when the trainer suggested what I understood was jigsaw. I asked the trainer, "Do you know what you call what you are doing?" He explained that it was "teach back." Very close! Whether in a classroom or team meeting if a manager really wants learning and connection, jigsaw can help ensure everyone gets it. Yes, I know some call it teach-back, but I am old school and stick to my better learning words.



Article and Informational Reviews

I have always used articles and case-study reviews for my classrooms in jigsaw fashion. This technique, learned at Trevecca Nazarene University in their management masters and educational masters programs, demonstrated to me how effective and practical jigsaw can be if done right. I have also seen this on the organizational training side. The trainer did not understand how the instructional designer designed the training to have a little lecture, a little video, a little hands-on, then jigsaw, but I did. Managers need to pay attention to the ingredients of their communication mix.

Article reviews are also where learners can evaluate a large variety of written materials. One of the most essential elements of small-group sharing is requiring teams to discuss how they would apply, then come up with open-ended questions to ask the other learning teams. The following interactions from these open-ended discussions pull in all the employee differences into the learning soup.



Open Discussions

As each of the learning teams of no more than 3-5 members evaluate text, information, and articles; the open-ended questions developed stimulate but avoid the dead-ends of "yes" and "no" questions. Discussions must be given the freedom to be explored where disagreements and agreements are respected. Chris Mathews said in his book _Let Me Tell You What I Really Think_ , "True freedom is the guaranteed right to open discourse and uninhibited debate" (Mathews, 2001, p. 109). It can be no different in learning-communication. There must be the freedom for teams and participants to have open discussions without restriction for true, enduring understandings to take place. One of the best ways to ensure better learning in training and the classroom is using scaffolding techniques.



Instructional Scaffolding

Some of the best ways to help learning is by also using instructional scaffolding. This is a method that was first introduced by Jerome Bruner. It uses a temporary framework of learning by letting students build from one learning step to another

o

"Learning is facilitated in learning environments which are free from threat and which provide support for personal change. Learning activities need to include opportunities for testing new behaviors in relative safety, developing mutually trusting relationships, encouraging descriptive feedback, and reducing fear of failure" (Mackeracher, 1996, p. 41).

r from one learning level, experience, to another. Sometimes this seems like each learning step is one of an easy learning step to another more difficult one, but this is not quite correct. It is more letting students complete a task successfully and making sure they got it, then moving on. Did they understand correctly, as enduring understanding, and are they ready to move on and up? As parents, we have always done this with children. Think how we teach our children to read or to walk—one step at a time. This has much to do with the way training could be designed for applying learning in the real world. Does the employee understand

completely how to apply what they have learned so they can do it with their _eyes closed_? If not, they have to. If they proceed into the work place without that ability, then training has failed. A comment from a manager to an employee in the midst of an intense task when they are having difficulty is not telling them to look it up. It involves completing the learning by detailed and expert demonstration, then giving them the time to practice without fear of failure. Most organizations are not willing to invest the time with a new employee to let them get to that level of expertise, but they should.



No Threats

Adult learners are peculiar in another way—low-threat needs. Nothing is as well received as personal stories of how to and how employees applied learning to the real world they live in. Sometimes trainers miss the need for adult learners to experience esteem-building activities and learning in a nonthreatening learning environment. Good example—Bob was asked to launch out on his own by applying his new head knowledge learned in weeks of classroom training. The actual application in a real-work setting was a lot different than the classroom. The real-work setting had the pressure with no time for figuring things out by checking whether he was doing it right or not. There was only, "Get it done fast so you can go to the next customer. Don't screw up."

Although Bob's background, classroom training was with intensive, specialized learning modules with a good trainer, the learning was still incomplete. The hands-on applications were an extreme threat—a mistake could cause customers and the company great harm—loss of revenue and reputation. This "threat" caused his learning to slow down and sent it flying backward, not forward. The organization was not prepared to finish what they started in an effective way.

The kind of applied training he received was too brief, "Watch me do it, and I'm sure you know how, now. Why are you asking about this again? How come you did not get this the first time? We all learned this faster than you. What's going on?"

Which is interpreted, "You are too slow. Are you stupid or what? You don't fit this job. Why are you here if you can't get this right? What's wrong with you?"

Peer coaching is a method that allows an organization to

pair up seasoned employees with new employees

for the sake of

hands-on learning.

What happened slowed down Bob's learning, mistakes were made that negatively impacted customers, and it was a poor start for a potentially good employee. The spiral went down from there. Bob's self-esteem was diminished, and management started questioning whether Bob was a right fit—he was, but the training was not. What Bob needed may have been solved with peer coaching.



Peer Coaching

According to Joseph Toto in his article _Untapped World of Peer Coaching_ , "There is often an untapped wealth of coaching expertise already residing within any organization" (p. 69). Toto believed that it was important to develop a coaching culture. In the coaching culture, an organization reaches out and uses the experience of seasoned employees to mentor newer and more inexperienced employees. It is important for organizational leaders to view coaching and development as one of the key responsibilities and deliverables in their roles. This does not mean assigning online quizzes and tests as the finished work of training by compliance or suggestion. It means an accountability to assign the best with those who need the most help. Peer coaching is able to demonstrate the value and practice of real hands-on teaching that goes way beyond drill-and-grill training. Just because employees take online training modules does not mean they know how to apply what have learned in direct application to their jobs. It may be that peer coaching could be as much a calling as a teacher, instructor, tutor, or even a minister. It takes special people to teach, to instruct, to minister; and it also takes special employees to coach. Leaders need to seek out those who fit the helping-hand attitudes of good coaches realizing that knowledge is only one part of the coaching essentials.

An effective peer coach should believe in helping, supporting, and guiding a peer and not appear as someone who has all the answers or is eager to tell others what to do. Participants to be coached should be open-minded, interested, and appreciative of peer learning, not defensive, closed-minded, or preoccupied with their reputations. When peer coaching is approached effectively, there is a certain vulnerability for both parties-the coach is reaching into his experience and expertise to help an employee, and the participant is being honest about weaknesses that need to be strengthened (p.70).

Trainer, how are you going to do this? How are you going to guarantee to adult learners that it is going to be okay when they apply what they learn and fail? What kind of backend help are you going to provide these learners when they try to apply what they learned? Are you going to provide these adult learners with a threat-free learning environment? Are you going to consider peer coaching?

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Different Drums and Different drummers

In communication, differences and respect for differences need to be considered, understood, and tolerated in ways that make training and communication better, not worse. It is our way to want everyone to be like us: be like me, BLM.—making others our Pygmalion projects. We seem to be intent on making everyone like ourselves. Extroverts want everyone to love being around people while introverts don't understand what is the big deal with the people connection, anyway. It is not our place to make everyone like us, but we try, won't we? Managers should not expect everyone to act, work, and communicate the same. David Kiersey has a list of comments that sum up what he calls the different drums and different drummers.

If I do not want what you want, please try not to tell me that my want is wrong. Or, if I believe other than you, at least pause before you correct my view. Or, if my emotion is less than yours, or more, given the same circumstances, try not to ask me to feel more strongly or weakly. Or, yet if I act, or fail to act, in the manner of your design for action, let me be. I do not, for the moment at least, ask you to understand me. That will come only when you are willing to give up changing me into a copy of you. And in understanding me you might come to prize my differences from you, and, far from seeking to change me, preserve and even nurture those differences (Kiersey & Bates, 1984, p. 1).

Resisting our supposedly natural compulsion of asking others to change may be almost contrary to nature, but it must be done with an understanding that we are all wired differently. Our insistent to change others may be so destructive as to ruin all chances of having good communication. In fact, it may ruin any opportunity to use talents and inherent differences to enhance a positive work environment and a more positive job performance. It will be the modalities of learning and communicating that demonstrate some of the most difficult communication challenges.

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Modalities of Learning with Training & Communicating

If a trainer or manager decides that the only way they are going to train or communicate with an employee is to "stand and deliver" (preach) (lecture) (tell), then they are robbing students and employees alike from real learning and connections. Eric Jensen stated, "Far too often, teachers (managers) are still using the old model of 'stand and deliver'"—teachers (managers) talk employees try to keep up with the just the words. Our brains are very poorly designed for this type of learning and communication. Communication must be done by using visual, kinesthetic, conscious and non-conscious stimulation. According to Jensen, we communicate and learn on many brain pathways at once. Communication that connects to employees on a variety of levels and matches the employees' personal learning and communication preferences provides the best results for both trainers and managers. No employee or student is the same as I have mentioned. In communicating with employees, managers must adapt. In training as well as daily workplace communication, the differences of employees must be considered. But, in this training, there should be an attempt to address the different learning styles of managers and to use these learning styles to become better learners. The three basic modalities are the auditory, the visual, and the kinesthetic. If a manager communicates with an auditory preferenced employee, then this employee will love the lecture, the talk, and the speech. So, when this training (communication) moves to auditory techniques, yes, you guessed it, homerun for the auditory learner. When a manager communicates with a visual-preferenced employee, the employee will really love the text, the charts, the written reports, the literature, but they will fight hard to listen to the auditory. This employee needs to be physically shown and demonstrated the applications and practice it themselves. When a manager communicates with the kinesthetic-preferenced employee, this employee will like to create, build, draw, and assemble anything where they can use their hands—hands-on. This means that the manager needs to make sure that practiced and applicable learning (communication) takes placed or these employees will not get it. The key to communication is to understand that as information is reviewed it should move from the auditory, to visual, to kinesthetic and becomes a mixed bag of all so that each of the learning-communication preferences is addressed and every preference is used, not just one. These preferences are getting ready to be even more complicated: look at adding matchers and mismatchers to the mix.

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Matchers and Mismatchers

Many times in the classroom and in the workplace I noticed how students, peers, and even customers responded differently when presented the same kinds of information. In fact, it took me a while to realize that they were not being contrary or hard-to-get-along, but they were wired differently. When some peers would seem to go out of their way to agree; others would seem to go out of their way to disagree. Unfortunately, managers might call the latter trouble-makers. This is not the case at all. The majority of people will seem to want to look for ways to agree and seek out harmony while others will look for ways to disagree and seem contrary. If communicating, managers need to understand that these represent two different personality types: matchers and mismatchers. A matcher will agree with you more often; try to find the familiar, tried, and true; be uncomfortable with novelty; follow rules, stay with the group; learn by similarities, and do what is expected by others (Jensen). The mismatchers will seem to disagree with you more often and enjoy novelty and change with a bit of risk, then sometimes ignore the rules. They need differences to understand content and improve their communication (Jensen). An easy way to say this is that the matcher looks at a memo or an email and seek out agreement and look for similarities while the mismatchers looks for differences and disagreements. The mismatchers would be apt to say, "Boss, you misspelled that word." Or, "Your statement on line 3 does not make sense." Mismatchers are wired differently than matchers. They need differences to live.

A customer may say, "I see that the biggest difference between this plan and this plan is this."

The matcher would say, "I see that the biggest similarities between this plan and this plan is this."

Who's right. Both are. There is nothing wrong with mismatchers. The key in communication is to be able to spot the mismatcher and not take disagreement personally. As Jensen stated, "Don't try to 'fix' them; they're not broken" (p. 47).

Once I spotted a mismatcher in class, I would ask, "Bob, thanks for that catch. Would you mind see if you see any errors or inconsistencies in the article for me?"

Jensen stated a good response to a mismatcher would be, "Thanks for pointing out your point of view. I had never thought about that before. If you have any other ideas like that, I'd like discuss it. Keep up the good work" (Jensen). Another category to review for better teamwork are the right-brain and the left-brain folks.

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Right-Brain Left-Brain

The modalities are not the only diversity with learners that managers-trainers need to address: There are right-brain and left-brain employees to communicate with. We all need both sides (hemispheres) of our brain to engage in any activity, especially communication. There are differences in the way left or right brained employees communicate. While you are trying to communicate to the left-brain employee, he is trying to analyze and process what you are saying from facts-and-figures while the right-brain employee will be trying to figure out how they "feel" about what you are saying. The right side of the brain craves music, creative arts, languages, and writing as much as the left side of the brain craves facts, figures, math, and logic—to oversimplify. What if you ask a right-brain employee to run the statistics on a spreadsheet. That might be a wrong move. You might get a clueless, Bambi-in-the-headlight's look. What if you ask a left-brain employee to write a 10-page report that journalizes their feelings about employee morale. You did say, "Be creative, and I don't mind you being artsy." Whoops! You need to pay attention to these differences and you can use the survey in Appendix A. Just remember this when you ask your employees to accomplish a critical task; just make sure the correct brain hemisphere is working best for you. Look to see which employees are right and left. Don't put them all of any category on the same learning team

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Extroverts and Introverts

Everyone seems to know how extroverts and introverts act. The normal response says, "The extrovert is outgoing and loves to be around people while the introvert keeps to himself." Well, those are the symptoms not the reasons. Extroverts receive energy from being around people. If extroverts end up being alone for too long, they feel drained and tired. Extroverts appear sociable and seem motivated by working, talking, and engaging others. An introvert receives energy by being by themselves and feels drained if they spend too much time around people. Still, when an extrovert appears socialable, the introvert is territorial and require private space and places to energize. The extrovert's natural symptoms of being people-people keeps teams percolating just as much as the introverts provide a measure of needed, calculated silence. It has to be said that older employees are more likely to have learned to put on their opposite hats and preferences as needed.

As Kiesrsey stated in regards to how we can misunderstand these differences, "The notion of anyone wanting or needing much solitude is viewed rather often as reflecting an unfriendly attitude. Solitary activities frequently are seen as ways to structure time until something better comes along, and this something better by definition involves interactions with people. As a consequence, introverts are often the ugly ducklings in a society where the majority enjoy sociability" (p. 16). In communicating with these diverse persons, how a manager views the natural preferences of employees can be helpful in assigning tasks and projects. As a manager, you might find individual assignments and projects work well for the introverts just like being a team or group leader would work well for the extroverts. You are learning communication in a different way by understanding these differences. Remember, don't put them all in the same team, please.

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Myers Briggs-Perceptives Versus Judgers

Another complexity to differences are those classified as Myers Briggs differences: especially the perceptives versus the judgers. A manager can't escape considering how these two personalities tick. Anyone who is planning to put together a team or a learning group or attempting to connect in communication needs to understand the deep differences in these two categories. Let us say that an employee is terrible time getting work done on a timely basis; and as a manager, you always get your projects done ahead of time. In fact, you find that you can't stand having a open or pending item; it drives you crazy. Well, it is more than likely that your employee is a perceptive while you may be a judger. As a manager, you might actually be saying, "Why can't Joe be more like me." This is where we have to be careful since we might want to categorize differences in terms of what Kiesrsey refers to as "flaws" and "inflictions." Kiersey stated, "In this misunderstanding of others we also diminish our ability to predict what they will do. Likewise, we cannot even reward others should we want to, since what is reward to us is, very likely, a matter of indifference to the other" (Kiersey & Bates, p. 6.).

The Judger (J) has preferences for several different working conditions. For instance, a J wants to establish structure, deadlines, and be compelled to outcomes and specific objectives. In return, the Perceiving (P) always yearns for a more open working conditions and feel very uncomfortable with deadlines and feel handcuffed to specific outcomes and objectives. The Js are compelled to have things completed and want to have decisions as soon as possible while the P always looks for more choices and possibilities. This means that Ps probably seem more delayed about decisions since they want to have more time to evaluate. A manager can see that if a work team was established for tasks and projects that team captains might do well to be Js while the followers to help the team become more deliberate as Ps. It will be up to the manager to help the team understand the principles concerning "flaws and afflictions." This brings us to the phrase "work ethics." It is very important for everyone to understand that Ps can have great work ethics but they approach work in different ways. Just because Js believe work comes before everything else, does not mean that Ps do not have a good work ethic.

There are some interesting cue words that Kiersey used to describe the misunderstandings between the Ps and Js. "J people can be heard to describe Ps and 'indecisive,' 'procrastinating,' 'foot dragging,' 'aimless,' 'purposeless,' 'resistive,' 'critical,' and 'blocking decisions,' while Ps are said to remark that Js are 'driven,' 'driving,' 'too tasks oriented,' 'pressured,' 'rigid,' and 'inflexible,'" ( p. 24). Now, managers have the job of putting it all together. Schooling the team on differences and watching the appropriate language of Ps and Js is strategic in communication.

A personal story of my marriage: When I used to teach the Principles of Management course, I used to use this example. Nancy, my wife, is a P, and I am a J. Nancy would rather die than do her homework ahead of time while I have to have it completed on schedule and most of the time finished well before I can rest. It used to bother me when Nancy used to wait so long to finish her research because I helped her by typing her finished work, after all I taught college keyboarding. Finally, when it would come up, I would just say to himself, "Oh, Nancy, the P, go figure rather than say, Nancy the bad person." I have to admit that once Nancy started her management degree at Bethel College, she completed her work weeks in advance. You see, by understanding ourselves better we can adapt and change as we need to. This also means becoming better communicators. Is there a way to pull all of these diverseness into meaningful interactions for learning? How about using unit frameworks?

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Inauthentic or Authentic Work

In learning, it is important to know the difference between what Mctighe calls inauthentic and authentic work. Here are only a few of the differences that would apply to employee learning and communication:

"Inauthentic Work | Authentic Work

---|---

Fill in the blank | Conduct research using primary sources

Select an answer from given choices | Debate a controversial issue

Answer recall questions at end of chapter or from article reviews | Conduct a scientific investigation

Solve contrived problems | Solve 'real-world' problems" (Mctighe, 2001, p.33)

It's All About Team

Team activity is essential and foundational to employee learning, training, and communication. The key to team activity is how the trainer puts teams together. A survey is located in the Appendixes and was designed to address three types of student learning differences: the modalities, right-brain-left-brain, and Myers Briggs (extrovert-introvert). As the survey results are reviewed in advance of the start of the training, the trainer can prepare the teams with a balanced mix of the differences. The trainer needs to avoid putting all the auditory, the visual, the kinesthetic, the right-brain, the left-brain, the extroverts, and introverts in one group. Every team needs an appropriate mix of each. The Appendix A survey is a hybrid of several different sources to provide just those answers. In addition, gender and ethnic considerations can be important as a final refinement. For instance, it wouldn't be a good idea to put all the women in one group and all the men in another. Likewise, it would not be a good idea to single out multicultural groups by putting them all in the same teams either.

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Conclusion

I realize that the use of trainers, employees, and students my seem confusing, but not really. Just remember who you are as well as your student. Training is training; teaching is teaching; learning is learning; and doing it right is doing it right.

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Sample Training Programs
Introduction

The following information is being provided in order for the University to see how surveys, including Likerts with Unit Frameworks can go together in designing training programs. Even though these training courses were for managers and employees, the concepts are very much like instructors with students and can be directly applied. This format is designed to encourage differentiated instruction and use of supplemental materials including the textbooks. The subjects are designed for organizations wanting to school their management and employees on a variety of soft-skill subjects. Notice the formats that are used. Notice how Likerts are being used to drive and enhance the Unit Frameworks. Also, notice that these Unit Frameworks do not have WHERETO sections, but do have a Phase III in different form.

Notice how team and scenario scaffolding are strategically placed after small amounts of lecture threaded with open discussion. This allows balance, and now a syllabus can be placed along side the Unit Framework, if need be, to make sure the students understand exactly what the objectives are going to be and what the instructor plans for them to learn in each class throughout the coursework. This is all about learning retention.

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Module I

Emotional Intelligence

Unit Framework

Stage 1—Desired Results

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Established Goals: To develop a keen awareness of the positive and negative impact of communication based on the needs of the employees we communicate with.

Understanding(s):

1. Managers can use different communication techniques based on the situations and specific, personal needs of the employees.

 | Essential Questions(s)

  1. What kind of effect can bad or good communication have on organizational success?

  2. What are the methods of ensuring positive communication with employees?

Students will know: The correct ways to communicate with a large segment of the diverse employee population. | Students will be able to: Evaluate they best way to communicate with a large segment of the diverse employee population.

Stage 2---Assessment Evidence

Likert In First Class

Performance Tasks(s): Observation from peers and their feedback. | Other Evidence: Self evaluation

Stage 3—Learning Plan

Learning Activities:

Use text materials and article review in jigsaw and open discussion modes to learn from each other different aspects of emotional intelligence. Finish by using scenario building exercises.

Module 1

Likert Survey

Emotional Intelligence

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Issue | 1

Strongly Disagree | 2

Agree | 3

Neutral | 4

Disagree | 5

Strongly Disagree

It is important to communication that I use the same approach with each employee |   
 |   
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I never have problems communicating with my employees because they always do exactly what I order them to |   
 |   
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I can't tell anything about my employees attitudes from day to day so I don't try. |   
 |   
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Sometimes my employees just get up on the wrong side of the bed & I can't help that. |   
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My employees trust me to do my best for each of them no matter what the conditions. |   
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(Continued)

I am sensitive to the attitudes, moods, and personalities of my employees and try to find ways to personally address each one. |   
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---|---|---|---|---|---

Sometimes my employees can't keep up so I just dive in and help them out. After all, no one knows better how to get it done right than me. |   
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I like to get votes on the best way to do things. I let my team give me that feedback. |   
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 |

Emotional Intelligence Training Schedule

First Morning Session

Daniel Goleman's book _Primal Leadership: Learning to Lead with Emotional Intelligence._

Text Sections: (Divide the teams and distribute text assignments appropriately)

P. 5-6 The Primal Dimension

P. 6-7 The Open Loop

P. 8-9 Contagion & Leadership

P. 9-11 People Magnets

P. 10 Laughter & the Open Loop

P. 12-13 How Mood Impacts Results

P. 13-14 Emotional Hijacking

P. 14-15 Good Moods, Good Work

P. 15-18 Quantifying the "Feel" of a Company

P. 16 Getting to Service with a Smile

P. 39 Emotional Intelligence Domains

P. 40-45 Self Awareness

P. 45-48 Self Management

P. 48-50 Social Awareness

P. 51-52 Relationship Management

Article for Teams: (Divide the teams and distribute text assignments appropriately)

_Emotional Intelligence & Army Leadership_ by David S. Abrahams

_The Need for Emotional Intelligence in Leadership_ by Timothy Turner

_Emotional Intelligence at Work: An Interview with Daniel Goleman_ by Lisa Richter

Scenario Building Project by Team

Team Presentations

Open Discussions- Each Team 1 Open-Ended Questions

Emotional Intelligence

Afternoon Session

Daniel Goleman's book _Primal Leadership: Learning to Lead with Emotional Intelligence._

Text Sections: (Divide the teams and distribute text assignments appropriately)

P. 54-58 The Visionary Resonates

P. 58-59 What Makes a Visionary

P. 59-60 The Art of One-on-One: The Coaching Style

P. 60-62 The Coach in Action

P. 62-63 What Makes a Coach

P. 63-64 Relationship Builders: The Affiliative Style

P. 65-66 When Being "Nice" Isn't Enough

P. 66-67 Let's Talk It Over: The Democratic Style

P. 67-69 When to Be Democratic

P. 69 What Makes a Democratic Leader?

P. 70-74 Pacesetting: Use Sparingly

P. 74-75 Effective Pacesetting: The Ingredients

The Article Review

_Leadership That Gets Results_ by Daniel Goleman (Special Article Needed for Project Later)

Scenario Building Project by Team

Team Presentations

Open Discussions- Each Team 1 Open-Ended Questions

Emotional Intelligence Training

2nd Day Morning

Daniel Goleman's book _Primal Leadership: Learning to Lead with Emotional Intelligence._

Text Sections: (Divide the teams and distribute text assignments appropriately)

P. 75-77 Do It Because I Say So: Leaders by Command

P. 76-77 The Command Action

P. 79-80 What It Takes

P. 80-81 SOB Paradox

P. 82-83 Clearing Away the Smoke

P. 83 Who Wants to Work for a SOB?

P. 83 The Business Impact of Flexible Style

Articles for Review

_Is Your Boss a Bully_? By Kimberly Hamilton

_One Snarls, the Other Doesn't_ by Kerry Sulkowicz

_Tackling Bullies_ by Debbie Carter

Scenario Building Project by Team

Team Presentations

Open Discussions- Each Team 3 Open-Ended Questions

Emotional Intelligence

2nd Day Early Afternoon

_Executive EQ_ by Robert K. Cooper and Ayman Sawaf

Text Sections: (Divide the teams and distribute text assignments appropriately)

P. xxxi Changing Perspectives

P. 21-23 The Energy-Emotion Connection

P. 34-35 Taking Responsibility for Your Emotions

P. 38-40 EQ in Action, "If I took responsibility for....

P. 56-61 EQ in Action: Valuing Emotional Connections and Intuition

The EQ Map Evaluation

The EQ Map Questionnaire

The EQ Map Scoring Grid

The EQ Map Interpretation Guide

Scenario Building Project by Team

Team Presentations

Open Discussions-Use 3 Open-Ended Questions
Module II

Gender Interactions and Diversities

(Continues and Finishes 2nd Day)

Stage 1—Desired Results

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Established Goals: To learn the different ways that men and women speak and understand each other in communication.

Understanding(s):

1. To determine how different genders communicate.

 | Essential Questions(s)

1. How do genders differ in communication?

Students will know how to talk to both genders in the most effective communication style | Students will be able use adaptable communication techniques in that will improve morale with better gender communication style.

Stage 2---Assessment Evidence

Start with Likert

Performance Tasks(s): Use peer observations for feedback and evaluation | Other Evidence: Use self evaluation.

Stage 3—Learning Plan

Learning Activities:

Use Deborah Tannen materials and films along with assigned sections of _Mars and Venus in the Workplace_ by John Gray

Module 2

Gender Likert Survey

Gender & Multicultural Communication

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Issue | 1

Strongly Disagree | 2

Agree | 3

Neutral | 4

Disagree | 5

Strongly Disagree

I use the same communication techniques with both men and women. |   
 |   
 |   
 |   
 |

I noticed that my women employees seem to talk too much. |   
 |   
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I think women whine too much. |   
 |   
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I always have advice for my women employees when they come to me. |   
 |   
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I don't know why women don't take my advice. I thought that is why they talk to me. |   
 |   
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 |   
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I believe in firm handshakes and direct eye contact with male employees. |   
 |   
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 |   
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I think it is okay for a pat on the shoulder with all my employees when they do well. |   
 |   
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 |   
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I don't care what nationality they are, they will always be treated the same by me. |   
 |   
 |   
 |   
 |

I always think there is something wrong when an employee is too quiet throughout the day. |   
 |   
 |   
 |   
 |

---|---|---|---|---|---

I like being given instruction from a man or women on the way I do things. |   
 |   
 |   
 |   
 |

I think it is more important to get the tasks done than make friends. |   
 |   
 |   
 |   
 |

2nd Day Late Afternoon

Film: _He Said She Said_ by Deborah Tannan

Jigsaw on Film in Group Teams

Book Mars and Venus in the Workplace by John Gray

Text Material to be Reviewed

P. 2-14 Introduction

P. 15-22 Mars and Venus in the Workplace

P. 23-34 Speaking Different Languages

P. 35-52 Sharing Is From Venus, Grumbling Is From Mars

Scenario Building Project by Team

Team Presentations

Open Discussions-Use 3 Open-Ended Questions
Module IV

Conflict Resolution

Stage 1—Desired Results

---

Established Goals:

Understanding(s):

  1. Managers will learn the basic misconceptions about conflict and how to avoid them.

  2. Managers will learn how to manage the angry customer and reduce conflict.

  3. Managers will understand all the levels of conflict and how to deal with them successfully.

  4. Managers will understand the key elements of arbitration, negotiation, collaboration, and compromise
 | Essential Question(s):

  1. What are the different types of misconception about conflict in the workplace?

  2. What are some practical methods for reducing conflict with angry customers?

  3. What are the levels of conflict and how to reduce bad outcomes from each?

  4. What are the various techniques of using arbitration, negotiations, collaboration, and compromise?

Students will know: How to use different a variety of different techniques to make conflict work for the good of the organization, not the negative | Students will be able to: be able to teach others about how to be better at handling conflict in the workplace.

Stage 2—Learning Plan

Performance Task(s): Observation from peers and their feedback | Other Evidence: Self Evaluation

Stage 3 Learning Plan

Learning Activities

Use article and film reviews in jigsaw and open discussion modes to learn from each other. The use of scenario-based projects allow managers to apply what they have learned to their real-world. Work in teams with presentations.

Module IV

Conflict Likert

Conflict Resolution

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Issue | 1

Strongly Agree | 2

Agree | 3

Neutral | 4

Disagree | 5

Strongly Disagree

I believe every conflict is bad |   
 |   
 |   
 |   
 |

I believe conflict is a sign of poor management |   
 |   
 |   
 |   
 |

I believe that when my team gets angry that they are being disrespectful to me. |   
 |   
 |   
 |   
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I believe we all should get along in peace and harmony all the time. |   
 |   
 |   
 |   
 |

When I get into conflict, I want to run away and hide. |   
 |   
 |   
 |   
 |

Day 3

Early Afternoon Session

Lecture: 20 Minutes

The Article Reviews: Distribute these equally to each group except as notes:

When Conflict in the Workplace Escalates to Emotional Abuse by Noal Davenport.

Becoming a Conflict Competent Leader by Craig Rundle

Perspective Taking by Craig Rundle and Tim Flanagan

The Conflict Skilled Organization by Lynn Eisaguirre

The Training of Conflict Resolution Skills in the Workplace by John Ford

Are You Comfront able? By Lynn Eisaguirre

Improving the Workplace: Don't De-Motivate Your Colleagues by Victoria Pynchon

Can We Call a Truce Ten Tips of Negotiating Workplace Conflics by Jeffrey Lewis (each team will have this one to review).

Intergroup Conflict in the Workplace by Tony Belak

Scenario Building Project by Team

Team Presentations

Open Discussions-Use 3 Open-Ended Questions
Day 3

Late Afternoon Session

Lecture: 10 minutes

Total Team Summaries: What did you learn? Give us examples of your

epiphanies.

Scenario Building Project by Team

Team Presentations

Open Discussions-Use 3 Open-Ended Questions
Section VI

Teaching with Learning in Mind

Introduction

This section was part of a document provided for the Daymar Institute as well as the training department for the State of Tennessee. It was designed to demonstrate how to teach in differentiated instruction and how to train teachers in unit framework fashion to do the same. The problem at the Daymar institute was the complete lack of professors who had any background in education but were excellent in their specialized field. It is especially important when layered on top of everything that has proceeded to begin to develop a training in-service program for the instructors of the University. Since this training material was developed prior to the printing of _Better Organizational Training and Communication_ , there are some duplications in quoted material and subject matter.

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Content-only Teachers

"Content-only" teachers are becoming the main teaching groups of small career colleges, including community colleges. So, what is the problem? The problem is while content teachers are great at content they normally have only one mode of teaching—stand up and deliver. The new buzz phrase for teachers should be, "Don't be the sage on the stage, be the guide on the side." This does not seem to apply to content teachers. Normally, content teachers only teach like they have been taught. They certainly do well for their type of instruction, but this does not work well when student learning styles are so diverse. Sometimes "content" teachers are motivated to try different approaches for different reasons, but the likelihood that they understand why they are using a new approach other than saying, "It seemed like a good thing to do at the time," is lacking in direction and educational reasoning. Therefore, this training material is designed to help all teachers understand how to teach to a diverse student audience and **know why.** As Eric Jensen says in his book _Super Teaching_ , "Outcome-based education, cooperative learning, inclusion, cultural diversity, or any other 'quick fix' in education is not the answer" (2). In this regards, teaching just content without giving students ways to apply information is educational suicide. We need innovative teaching, but we need to know the why and how of innovation.

Innovative teaching is only as good as the ability of the teacher to connect with precise and accurate learning concepts. For instance, just because a teacher uses a team method does not mean they know why? Just because a teacher uses kinesthetic (hands-on) assignments does not mean they understand why it works for some and not for others. As Jensen said, "The old model of education instructed the teacher to stand and deliver; the model is dead. Today, you are a learning catalyst; and your students are the stars of your class" (4). This is the reason these training modules have been developed. It is in hope that in some way we can do better and do better more often.

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Diversity Definition-What it is and what it is not

Diversity in education refers to any type of "difference" in student learning that requires teachers to change the method of teaching of delivery to create better learning experiences for students. The issue of diversity was well explained by Gayle Gregory and Carolyn Chapman in their book _Differentiated Instructional Strategies: One Size Doesn't Fit All_ when they stated, "No one would ever say that all students are the same. Certainly no teacher or parent would tell you that. Yet in schools we often treat students as if they were, even though all those faces look so different. We sometimes put them through the same hoops, even though we know it isn't making a difference for all of them. Experience as well as the research we now have about the human brain tells us that students are different, that they learn differently and have different likes, preferences, and needs" (ix). Even Howard Gardner gets into the act as quoted by Tomlinson, "The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways" (9). Carol Tomlinson refers to a teachers' job much like we would speak about the one-room schoolhouse. In Tomlinson's book _The Differentiated Classroom_ , she stated, "Today's teachers still contend with the essential challenge of the one-room schoolhouse: how to reach out effectively to students who span the spectrum of learning readiness, personal interests, culturally shaped ways of seeing and speaking of the world, and experiences in that world" (1). Our job as teachers is "big" because our one room is big. Our "big" spans the whole educational society in which we live in all its diversity. Our reaching out is reaching out to every diverse learner with multiple learning styles and preferences. This reaching out might make our head swim with its complexities. In fact, when we really do consider the task before us, we might find that a long, loud "squeeeel" fits very nicely. This uncomfortable moment will never stop us from wanting to reach for excellence.

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The Desire for Excellence

We, the teachers, really do want to be excellent. In doing so, we care about the teaching results of our instruction. We really do want to make it happen for our students. Tomlinson quotes Chris Stevenson & Judy Carr from the book _Integrated Studies in the Middle Grades: Dancing Through Walls,_ "These teachers were well experienced with traditional ways of schooling... But they also wanted much more. They wanted to do studies that would be likely to win genuine commitments from their kids, studies that would offer so many options that each student could work 'at his or her own level.' In brief, they were ready for serious curriculum innovation—to explore some compelling possibilities that would extend them and their students" (47). This training is answering the needs of teachers who really care and are asking the question, "What is next? What is the next step to make me a better teacher?" The next step is understanding how to redefine our role in student learning. James Noll in his book _Taking Sides_ quotes Richard Villa and Jacqueline Thousand concerning redefining our role. They stated, "They must develop skills in creativity, collaborative teaming processes, co-teaching, and interpersonal communication that will enable them to look together to craft diversified learning opportunities for learners who have a wide range of interests, learning styles, and intelligences" (257). These are the kinds of activities as opportunities that take us to the next step in the evolution of excellence.

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Diverse Learning Styles

Diverse learning styles dramatically impact the way students learn and the way teachers teach. Jensen stated, "A learning style is a preferred way of thinking, processing, and understanding information. If you were going to learn about biology, would you rather watch a video, listen to a lecture, or work in a lab? Researchers have found that learners score 'significantly higher' on tests when learning in the way that fits their preferred style" (31). Jensen gives teachers a big choice, "...provide both variety and choice" (31). The importance of teachers being able to adapt their teaching styles to student learning styles can make all the difference in whether true learning takes place. Maybe students are learning in spite of our teaching and not because of it. The difficulty for teachers is that we teach like we learn, and most teachers learn in different ways than our students. This causes a drastic disconnect for true learning.

These disconnects can come from a variety of learning or non-learning situations. For instance, if a teacher teaches in lecture-only mode to a group of students who are vitally kinesthetic (hands-on), then students will be disinterested and disengaged. If a teacher can identify who is who, then a teacher can change the teaching style to accommodate the learners. Can a teacher reach every student all of the time: no, yes, maybe, just slightly, or on occasion? That may seem silly, but everyone teacher knows exactly how great it is when a class clicks on every level. In those cases, teachers go home with a natural high, and there is nothing that feels so great. What we might have done, intentionally or not, is to directly reach the students with their appropriate learning style. We connected, the students learned, and we knew it. There is also the downside. There is nothing as bad as a class that crashes and burns. It may be that intentionally or not we have failed to connect to a student's appropriate learning style. Thankfully, we can learn to become more diversity-trained teachers.

The more educated teachers become in understanding student learning styles and how to teach to those styles, then the greater the possibilities of learning. In regards to the variety of learning styles, here are a few:

  1. Auditory

  2. Visual

  3. Kinesthetic

  4. Left brain

  5. Right brain

  6. Gender

  7. Left cerebral

  8. Right cerebral

  9. Left limbic

  10. Right limbic

  11. Concrete random

  12. Concrete sequential

  13. Abstract random

  14. Abstract sequential

  15. Field dependent

  16. Field independent

  17. Flexible

  18. Structured

  19. Relationship driven

  20. Content driven

  21. Visual-external

  22. Visual-internal

  23. Kinesthetic-tactile

  24. Kinesthetic-internal

  25. Matchers

  26. Mismatchers

  27. Multicultural

  28. ADD

  29. Dyslexia

  30. Gifted & Talented

  31. Multiple intelligences (Jensen).

These categories are not all inclusive. With all of these different types of learners, teaching is not going to be easy. Jensen stated, "Today's teachers are front-runners who are courageous and committed learners, willing to take risks and make mistakes" (74). In addition, Jensen mentioned, "The notion of teaching as a safe, comfortable easy-going job has changed. Teaching today is far more rigorous than it has ever been before" (74). The more we understand about varied learning styles, then the greater our burden of care to reach these diverse students. We have to admit that we will not be able to do it all the time, but we want to and will continue to try. Our knowledge of learning styles becomes our best tool to help students learn better. This commitment to learning is not easy.

How difficult is this learning commitment? Well, to better understand this, it might help to review a dialogue between Barbara Holliman and The author on June 9, 2007, during a break in their doctorate education class.

Barbara asked the question, "Do you believe that too much emphasis on differentiated instruction can be harmful to content teachers who really desire to be exceptional teachers but cannot have immediate success?"

David answered, "Hmmmm. I guess you may be right. The task is so huge that it probably is impossible to do it right all the time when first starting out. It may be discouraging. In Dr. Impreatice's class in my Masters of Education program, he mentioned not to expect immediate success all the time, but to take it a little at a time, classroom at a time. He actually warned us that we might become overwhelmed by thinking we can do it right every time in every single class. It takes practice."

This "it's not easy" is not a cop out but part of the reality of our mission to students. Teachers understand the importance of teaching to diverse learners and commit over time to be better. One help to success is being able to identify diverse learners.

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Discussing Diversity Identification

An important second step to being able to adapt our teaching to diverse learning styles is being able to spot diverse learners. Our knowledge of different learning styles will not help if we cannot tell which student has what style. This is why this training gives some very specific methods of learning style profiling in the very first training session. Some of those diversity assessments are as follows:

  * Sternberg's Three Intelligences

  * The Theory of Multiple Intelligences Anonymous

  * Multiple Intelligences Indicator for Adults by Silver, Strong, & Associates, Inc.

  * What's Your Learning Style? Modalities? Anonymous.

  * Are you right brain or left brain? Anonymous

  * Array Interaction Inventory

  * What's Your Learning Style?

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Discussing Differentiating Instruction

According to the article _Meeting Students Where They Are_ , "Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom" (1). It is a method of figuring out the specific diversity styles of a classroom and adapting the instruction to fit that classroom. As Gregory and Chapman stated, "Classrooms everywhere offer a diversity of faces and shapes and sizes, but underneath the diversity there are fundamental elements that all learners need in order to succeed and to feel positive about their experience in school" (1). They continued, "For students to succeed, they need to believe that they can learn, and that what they are learning is useful, relevant, and meaningful for them. They need to know that they belong in the classroom, and that they are responsible for their own learning as well as their own behavior" (1). This comes from a teacher figuring out the characteristics of their learners, then planning for success through lesson plans or unit frameworks that address the learning styles as well as the other instructional needs of the students.



Key Principles of a Differentiated Classroom

The teacher is clear about what matters in subject matter.

The teacher understands, appreciates, and builds upon student differences.

Assessment and instruction are inseparable.

The teacher adjusts content, process, and product in response to student readiness, interest, and learning profile.

All students participate in respectful work.

Students and teachers are collaborators in learning.

Goals of a differentiated classroom are maximum growth and individual success.

Flexibility is the hallmark of a differentiated classroom.

This table from the ASCD website shows the differences between the way a teacher teaches without paying attention to student diversity and the way a teacher can teach by paying attention to student diversity. There are some profound suggestions and questions that teachers can ask themselves to better recognize the learning needs. Tomlinson provides a short list of principles that sum up the differentiated classroom:

Other suggestions can be found on the ASCD website and give instructors a great way to consider and learn about differentiated instruction. These are some of those learning questions:

  1. "Provide an example of a time when you expected students to be able to complete a task, only to discover that some students lacked the prerequisite skills or experiences necessary to succeed with the task.

  2. What are the options for a teacher when that occurs? What are the likely effects of each option for the students in question? For the teacher?

  3. Describe a time when one or more students knew much more than you expected them to know about a unit, topic, or task. What happened for you? For the student(s)?

  4. What teacher responses to that situation are less than ideal? Why are those responses 'lacking'? What teacher responses to that situation would be more effective? Why do you think it would be more effective?

  5. Think about a time in your life, the life of someone close to you, or of one of your students when a learner balked at a teacher's plans, and the teacher adjusted the requirements or specifications in a way that caused the learner to engage with the work. What difference would it likely have made if the teacher had insisted this his way was the only way?" (93-94).

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Discussing Diversity & Instructional Pre-Assessment

If we do not have a way to pre-assess students for identifying learning styles, then we just do not have a way to plan for diversity. In addition to planning for diversity, we also plan for understanding related to curriculum. By doing this, we can design a class that addresses both diversity and instructional needs. There is a group of special learning style assessment materials that will be covered in the first training session with appropriate handouts. If we pay attention to other instructional needs, the following are the questions paraphrased from Gregory and Chapman's book that would work well to start out our curriculum planning:

  1. What does the student already know about the unit being planned?

  2. What are the standards, objectives, concepts and skills the individual student understands?

  3. What are further instructions and opportunities for mastery are needed?

  4. What requires re-teaching or enhancement?

  5. What areas of interest and feelings are in the different areas of the study?

  6. How do you set up flexible groups: T-total, A-alone, P-partner, S-small group? (38).

This leads us to types of lesson planning; one of which is referred to as a unit framework while others refer to it as a unit design.


Training Sessions

Module 1: Understanding the types of diverse

learners & diversity identification

Actual Training Module with Instructions

Time: 3 Hours

I. Module Objective

  1. Learning How to Use Article Reviews to Teach: refer to the article review section in order to start this session.

  2. Let's Practice:

Article Reviews:

_Deciding to Teach Them All_ by Carol Ann Tomlinson

_The Content's Best Modality Is Key_ by Daniel T. Willingham

_Differentiated instruction: Success for every student_ by Drag, J.

_A rationale for differentiating instruction in the regular classroom_ by George, P.

II. Learning about learning style categories: Have the training team hand out postcards with a learning preference category on each one. After the cards are handed out, have one of the team ask the question, "Does anyone know of any kind of learning preference?" Of course, participating teachers are prepped to respond vigorously. On queue, the card holders start loudly announcing their category. It is designed to make everyone realize the breadth of the many categories.

III. Learning how to identify learning style categories in a classroom: Review the handouts for identifying learning styles. Have the teachers complete several of the surveys and take the time to have small groups share their personal ideas on how to use them in classroom. Have the groups meet at a preset time to share with the larger audience what the small groups have concluded concerning good applications. The emphasis should be to zero in on those who were surprised by the results and ask them why they seemed so surprised—learning is taking place. This is part of the eye-opening that needs to take place. Here are some of the handouts that will need to be completed.

  1. Sternberg's Three Intelligences

  2. Multiple Intelligences by Howard Gardner

  3. What's Your Learning Style? Modalities?

  4. Are you right brain or left brain?

  5. Myers Briggs Personality Analysis

  6. 4MAT Unit Plan Recipe Teaching

IV. Learning how to plan for differentiated instruction: These two exercises are designed to have the instructors evaluate one of their own classes. They may buddy up if they want with other like-kind instructors, but the completion of these should provoke some very deep reflection on the objectives of differentiated instruction. It will be required for each instructor to identify or pick and address 5 different learning styles. Give the instructors about 30 minutes each on these unit designs. Expect some grumbling, but remember that 95% of the instructors have never completed any lesson planning of any kind. Make sure that the director of the school or of education emphasizes that they want this unit plan to be used in their classes.

1. Unit Framework (Unit Design)

2. WHERETO

V. Guest Speaker: __________________Knowing How the Brain Works in Learning

VI. Article Reviews-Let's Practice Again.

_What Makes Differentiated Instruction Successful?_ by Carol Ann Tomlinson

_Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?_ by Daniel T. Willingham

VII. Have a closing with comments from the instructors on the results of the training. Use a course evaluation form. Make sure that all the teachers receive the lists for resources to help them read additional information as needed. The remainder of this training is an outline of objectives and goals only. Much of the basis for these objectives are pulled from Tomlinson & Mctighe's book _Understanding by Design_ , but reformatted to fit the needs of particular training modules.


Module 2: Teaching with responsive teaching through facilitative and constructivist methods

Time: 2 Hours

  1. Article Reviews:

_Tips for Inclusive Practice by National Institute_ for Urban School Improvement

_Why Students Think They Understand When They Don't_ by Daniel Willingham

  2. Review: This time should be spent in work groups to share the results of the last 90 days, good and bad. This time is especially focused on new ideas that teachers have come up with or use. These group discussions will be summarized and shared with the rest of the participants.

  3. Methods of facilitation & constructivism

  1. How to teach responsively.

  2. How teachers can become tune to the learning environment to build a context for learning.

  4. Article Reviews:

_Schools in Which All Kinds of Minds Can Grow_ by Mel Levine

_How to Adapt Your Teaching Strategies to Student Needs_ by Kathleen Bulloch


Module 3: Teaching to motivate students

with New Classroom Methods

Time: 3 Hours

  1. Article Reviews:

_Schools in Which All Kinds of Minds Can Grow_ by Mel Levine

_What Are the Other Kids Doing While You Teach Small Groups?_ by Donna Marriott

  2. Different Classroom Methods

    1. Teaching teachers to teach in multiple ways: examples, stories, analogies, and illustrations derived from students' experience.

    2. Teaching teachers how to incorporate small-groups teaching into daily or weekly training routines.

    3. How teachers can teach to student interest to enlist student motivation?

    4. Teaching with the six facets of understanding

    5. Teaching with the GRASP Frame

    6. Training teachers how to encourage self-assessment & reflection

    7. Training teachers to use coaching in teaching

    8. Training teachers to use brainstorming learning activities

    9. Training teachers to develop classroom management routines that contribute to success.

    10. Training teachers to develop flexible classroom teaching routines.

III. Article Reviews:

_Teaching in Mixed-ability Classrooms_ by Mary Anne Hess

Ambush or seduction? Some creative towards motivating learners?


Module 4: Planning with backward

design methods

Time: 3 Hours

I. Article Reviews:

_Two, Four, Six, Eight, Let's All Differentiate! Differential Education: Yesterday, Today, and Tomorrow_ by Stephanie Bravmann.

_Winning Strategies for Classroom Management_ by Carol Cummings

II. Learning to plan for student success.

  1. Teaching teachers how to plan learning experiences and instruction: What enabling knowledge and skills will the students need to perform effectively and achieve desired results? What activities, sequence, and resources are best suited to accomplish our goals?

  2. Lesson planning for student success: How to do it right?-We never get enough

  3. Practice developing planned lessons versus lesson planning

  4. Curriculum mapping

  5. Training teachers how to develop teaching rubrics to reach diverse learning.

Article Reviews:

_Learning the innovation journey: Order out of chaos?_ By Cheng, Y.

_Motivating learners with the unusual: Thinking from 'inside' the box_ b y Bedient D.


Module 5: Teaching with Assessment in mind

Time: 2 Hours

I. Article Reviews:

Hannen, A. (1999, Oct.). _Why innovate? Some preliminary finds from a research project on innovations in teaching and learning in higher education' by Hannen, A. Strategic learning outlook: What can we learn from innovation?_

II. Determining how to determine how to develop good assessment

  1. Teaching teachers how to determine acceptable evidence: How will we know whether students have achieved the desired results? What will we accept as evidence of student understanding and proficiency?

  2. Understanding the principles and practice of good assessment.

  3. Teaching teachers how to use grading and reports should be based on clearly specified learning goals and performance standards.

  4. Teaching teachers that not everything should be included in grades.

  5. Teaching teachers the nonnegotiable principles of effective grading?

  6. Teaching teachers what grading and reporting practices support learning and encourage learners?

III. Article Reviews:

_Enhancing diversity education_ by Parameswaran, G.

_A response: equal does not mean identical_ by Tomlinson, C.



Handout Section

(See Workbook)

Sternberg's Three Intelligences

Multiple Intelligences by Howard Gardner

What's Your Learning Style? Modalities?

Are you right brain or left brain?

Myers Briggs Personality Analysis

4MAT Unit Plan Recipe Teaching

Unit Framework Template

WHERETO Template

The Common Sense of Differentiation Handout 18


Article Review Materials

Bedient, D. , & Scolari, J. (2003, Mar.). Motivating learners with

the unusual: Thinking from 'inside' the box. _Phi Delta Kappan_ ,

_84_ (7), 534-536.

Brown, S. & Bucklow, C. , & Clark, P. (2002, Jul.). Professional

teaching: Enhancing the status of teaching, improving the

experience of learning and supporting innovation in higher

education. _Journal of Geography in Higher Education_ , _26_ (2),

159-168.

Carter, C. Why Reciprocal Teaching?

Cheng, Y. (1996, Dec.). Learning the innovation journey: Order

out of chaos? _Organization Scienc_ e, _7_ (6), 593.

Drag, J. (Differentiated instruction: Success for every student.

_MultiMedia & Internet_, _12_ (4), 46-47.

George, P. (2005, Summer). A rationale for differentiating

instruction in the regular classroom. _Theory into Practice,_ _44_

(3), 185-193.

Hannen, A. (1999, Oct.). Why innovate? Some preliminary finds

from a research project on 'innovations in teaching and learning

in higher education'. _Studies in Higher Education, 24_ (3), 279.

Mahlios, M. (2006, Feb.). How exemplary professors differentiate

instruction in higher education. _Dissertation: DAI-A 66/08_ ,

2815.

Malian, I., & Nevin, A. (2005, Summer). A framework for

understanding assessment of innovation in teacher education.

_Teacher Education Quarterly_ , _32_ (3), 7-17.

McJilton, T. (2002). Stories from a multicultural classroom.

_Multicultural Education,_ _9_ (3), 19.

McTighe, J., & Brown, J. (2005, Summer). Differentiated

instruction and educational standards: Is détente possible?

_Theory into Practice_ , _44_ (3), 234-244.

Parameswaran, G. (2007, Spring). Enhancing diversity education.

_Multicultural Education_ , _14_ (3), 51-56.

Paynich, V. (2003, Apr.). A fresh approach to learning and

training. _Learning & Training Innovations_, _4_ (3), 6.

(Strategic learning outlook: What can we learn from innovation?

(2002, Jan.). _Information Outlook_ , _6_ (1), 44.

Steele, M. (2001, May). Ambush or seduction? Some creative

towards motivating learners? _Innovations in Education and_

_Teaching International_ , _38_ (2), 112-118.

Tomlinson, C. & Reis, S. (1998, Nov.). A response: equal does not

mean identical. _Educational Leadership, 56_ (3), 74.

Tomlinson, C. _Deciding to Teach Them All_

Tomlinson, C. (1999, Sep.) Mapping a route toward differentiated

instruction. _Educational Leadership_ , _57_ (1), 12.

Tomlinson, C. (1999, Oct.) Leadership for differentiated

classrooms. _School Administrators_ , _56_ (9), 6.

Tomlinson, C. (2000, Jan.) Differentiated instruction. _The_

_Education Digest_ , _65_ (5), 25-31.

Tucker, C. & Porter, T. (2005, Fall). Promoting teacher efficacy

for working with culturally diverse students. _Department of_

_Psychology at the University of Florida_ , _50_ (1), 29-34.

Wormeli, R. (2005, Mar.). Busting myths about differentiated

instruction. _Principal Leadership, 5_ (7), 28-33.

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Studies

  * Armstrong, David G. _Developing and Documenting the Curriculum_. Boston: Allyn and Bacon, 1989.

  * Beane, James A. Toepfer, Conrad F., Jr., and Alessi, Samuel J., Jr. _Curriculum Planning and Development._ Boston: Allyn and Bacon. 1986.

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  * Bransford, J., Brown, A.L., Cocking, R. R., & National Research

Council (2000). How people learn: Brain, mind, experience,

and school (expanded edition). Washington, DC: National

Academy Press.

  * Clandinin, D. Jeans and Connelly, F. Michael. "Teacher as Curriculum Mater," in Philip W. Jackson, ed., _Handbook of Research on Curriculum: A project of the American Educational Research Association_. New York: Macmillan, 1992, pp. 361-401.

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  * "Improving the Curriculum." Educational Leadership 49, no. 2 (October 1991): 4-75.

  * Costa, A., & Kallick, B. (2000). Discovering and exploring habits

of minds. Alexandria, VA: ASCD.

  * Costa, A., & Kallick, B. (2000). Activating and engaging habits of

mind. Alexandria, VA: ASCD.

  * Doll, Ronald, _Curriculum Improvement: Decision Making and Process_ , 9th ed. (Boston: Allyn and Bacon, 1996).

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  * Foshay, Arthur W., ed. _Considered Action for Curriculum Improvement_. 1980 Yearbook, Alexandria, Va.: Association for Supervision and Curriculum Development, 1980.

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(1973): 185-246.

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  * Vallance, Elizabeth, "Curriculum as a Field of Practice," in Fenwick W. English, ed. _Fundamental Curriculum Decisions_ , 1983 Yearbook (Alexandria, Va.: Association for Supervision and Curriculum Development, 1983).

  * Walker, Decker, _Fundamentals of Curriculum: Passion and Professionalism,_ 2nd ed. Mahwah, N.J.: Lawrence Erlbaum Associates, 2003.

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Videos & Electronic Media

  * Kierman, L. (producer) (1997). Differentiating instruction: A video staff

development set. Alexandria, VA: ASCD.

  * The Understanding by Design Video Series, three tapes (#400241)

  * The Common Sense of Differentiation: Meeting Specific Learner Needs in

the Regular Classroom Video Series, three tapes (#405138).

Websites

  * Instructional strategies online (Saskatoon Public School Division) http://olc.spsd.sk.ca/DE/PD/instr/instrsk. html

  * www.thebrainstore.com

  * www.brainexpos.com

  * www.mitest.com

  * www.familyeducation.com/printables

  * www.silverstrong.com

  * www.ascd.org.com

  * www.readingrockets.org

  * www.newhorizons.org

  * www.glencoe.com

  * www.gp.k12.mi.us/ci/diff/resources.htm

  * www.weac.org/kids/1998-99/march99/differ.htm

  * www.weac.org/kids/1998-99/march99/differ2.htm

  *  www.ascd.org/readingroom/bookls/tomlin99book.html#forward

  * http://ericed.org/digests/e536.html

  * www.ascd.org/pdi/demo/diffinstr/L1act.htm

  * www.ascd.org/pdi/demo/diffinstr/sizer.html

  * www.ascd.org/frameedlead.html

  *  www.scusd.edu/gate_ext_learning/differentiated.htm.

  *  www.ascd.org/pdi/demo/diffinstr/tomlinson2.html

  *  http://ourworld.compuserv.com/homepages/farmer/gftsccur.htm

  * American Association for the Advancement of Curriculum Studies: http://aaacs.info.

  * American Forum on Global Education: http://www.globaled.org

  * Comparative and International Education Society: http://www.cies.ws/default.html

  * Empowerment Zones: http://www.ezee.gov

  * Global Schoolhouse: http://www.gsh.org

  * International Association for the Advancement of Curriculum Studies: http://www.iaacs.org

  * Reading First: http://www.ed.gov/offices/OESE/reading -first and http://www.readingfirst/focus/nclb.html

  * Global Schoolhouse: http:///www.globalschoolnet.org/gsh

  * U.S. Department of Education: http://www.ed.gov

  * World Council of Curriculum and Instruction: http://www.uc.edu/wcci

  * National Study of School Evaluation: http://www.nsse.org

  * International Society for Technology in Education: http://www.iste.org

  * The New Curriculum: http:///www.newcurriculum.com/index.php (on integrating technology into teaching).

Action Tools

  * Guide for Instructional Leaders, Guide 2: An ASCD Action Tool. 2003.

  * Grant Wiggins, John l. Brown, and Ken O'Connor, consultants. Binder with materials on steps to improve assessments, grading, and reporting. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, Va. 22311-1714

  * ASCD Free daily educational news briefing through email. Links to articles in the press. Subscribe online. Website http://www.smartbrief.com/ascd.

Journals

  * Education Next. Quartely. Hoover Institution, Stanford University, Stanford, Calif. 94305-6010. Website: http://www.education next.org.

  * The Futurist. Bimonthly, World Future Society, 7910 Woodmont Ave., Suite 450, Bethesda, Md, 20814. Website: http://www.wfs.org/futurist.htm.

  * Curriculum Inquiry: http://www.blackwellpublishing.com

  * Curriculum Review: http://www.paper-clip.com/curriculum review/cr.asp

  * Educational Leadership: http://www.ascd.org

  * Journal of Curriculum and Supervision: http://www.asce.org

  * Journal of Curriculum Studies: http:www.tandf.co.uk

Professional Inquiry Kit

Curriculum Integration. 1998. Explains principles and practices of integrated curriculum. Shows how teachers can plan and execute an integrated unit. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, Va. 22322-1714.

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ASCD Website Products

Audio & MP3 Recordings (including Mixed Media)

  * E-Book Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids

  * E-Book How to Differentiate Instruction in Mixed-Ability Classrooms 2nd Edition

Mixed Media

  * Differentiated Instruction in Action 2 Disc CD-Rom

  * Differentiated Instruction Professional Development Planner and Resource Package

  * Differentiated Instruction for Mixed-Ability Classrooms Professional Inquiry Kit

  * Learning and the Brain Professional Development Planner and Resource Package

  * Literacy Across the Curriculum Professional Development Planner and Resource Package

  * Tools for High Quality Differentiated Instruction



ASCD Website Products /Videos

  * At Work in the Differentiated Classroom DVD

  * At Work in the Differentiated Classroom Video Series

  * Differentiating Instruction Tape 1 Creating Multiple Paths for Learning with Facilitator's Guide

  * Differentiating Instruction Video Series

  * Instructional Strategies for the Differentiated Classroom Tapes 1-4 and Facilitators Guide

  * Instructional Strategies for the Differentiated Classroom Tapes 1-7 and 2 Facilitators Guide

  * Instructional Strategies for the Differentiated Classroom Tapes 5-7 and Facilitators Guide

  * Instructional Strategies for the Differentiated Classroom Tapes Part 1 DVD and Facilitators Guide

  * Instructional Strategies for the Differentiated Classroom Tapes Part 2 DVD and Facilitators Guide

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Conclusion

Let's begin a journey on behalf of our students. Let's begin a trip that saves them from the mundane and gives them a chance through innovation and differentiated instruction to make sure learning sticks and they are the ones who benefit the most. Let's develop and improve overall curriculum so it matches best learning practices as well as encourages it.

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