TCCTA Blog

Join Us in Frisco!

It's time to prepare for the TCCTA annual convention, to be held in Frisco this week, on March 1-3. Our conference has never been to this particular site and we are anxious to check out the place. The headquarters is the beautiful Embassy Suites and Conference Center, where all official meetings will be conducted. For those staying in "overflow" hotels, you will find them conveniently located.

Here's a link with everything you need to know about the convention. If you wish to make precise plans in advance, have a look at this chronology. (Just click on the time frame to open up more information.) The chronology is designed to provide access during the convention as well, especially for those with portable devices such as "smart" phones.

A chronology will also be provided in the printed convention program, available at registration.

Join us!

Seminars Added to Program

The TCCTA Success and Technology Seminars, to be offered on Friday afternoon, March 2, during the annual convention in Frisco, now feature a pair of new additions. The list of offerings is longer than ever, reflecting their popularity with convention attendees.

The sessions are designed for teachers in all disciplines. Here's the complete slate of programs.

Here's a link for more convention information.

United Health to Replace Blue Cross

The ERS Board of Trustees recently "entered into contract negotiations with United HealthCare Services, Inc. to serve as the third party administrator (TPA) for the self-funded HealthSelect of Texas health plan," starting September 1, 2012, according to an official press release.

This probably affects you, as HealthSelect is by far the most popular program for Texas higher education employees. In practical terms, it means HealthSelect members will no longer get these services from Blue Cross Blue Shield. You will receive official notification and new membership cards before the system kicks in.

The United call center and claims processing unit is located in San Antonio.

Members of the Humana Medicare Advantage Plan, Scott and White Health Plans, or Community First HMO will not be affected by this change, the press release says.

Despite the lead sentence above, it sounds like it's a done deal, according to subsequent language in the official ERS statement:

ERS rebids Texas Employees Group Benefits Program (GBP) contracts regularly to ensure members get quality benefits at a reasonable cost. United was selected after a rigorous eight-month selection process. “We made a careful decision considering the importance of the health plan to the 438,570 employees, retirees, and their dependents who are members of the plan. United was selected for their winning combination of programs, services, and low administrative fee.” said Ann Bishop, Executive Director of ERS. “The program savings benefit members by offsetting ever increasing medical costs.”

The savings reportedly will be $41 million. Please read the entire statement for details.

Importantly, the prescription drug plan will remain the same and continue to be administered by Caremark.

However, it's possible your primary care physician will elect not to participate in the new arrangement. When this sort of thing occurs, it invariably produces consternation for individuals who don't want to switch doctors. The statement continues (you may activate the United link below to see if your doc is on the list currently, but the roster is likely to grow in the coming months):

Network disruption is expected to be minimal as well. ERS projects that about 2% of HealthSelect members might want to choose a new primary care physician (PCP) if their current PCP decides not to join. HealthSelect members can link to the online search tool for the United HealthCare Choice Plus network to find out if their doctor is in the network.

Paul Burka of Texas Monthly has a take on the ERS decision. Here's the link.

"Teaching for Student Success"

The Professional Development Seminar during the TCCTA annual convention is designed for teachers in all disciplines. This year's program, on Friday, March 2, at 1:00, is "Teaching for Student Success." Speaking will be Patrick Allitt, Cahoon Family Professor of American history at Emory University.

Here is more information on Dr. Allitt, who will also be speaking (on a different topic) as the keynoter of the General Session and Banquet, on Thursday, March 1. 

The convention this year will be held at the Embassy Suites Hotel and Conference Center in Frisco. Here's a link to all convention and hotel information.

Join us!

The Flipped Class

One pedagogical idea making the rounds over the past several months involves the notion of a "flipped" class. The basic concept is that the lecture, or class presentation, is given as homework, via "lecture-capture" and other technological tools now available. Students view the presentation outside of class, rewinding as often as necessary. It's a natural for review and remediation. Obviously the lecture can also include videos and other graphic displays, not just a talking head.

Then, when students come to class, the time is used for discussion and working through problems individually and collectively.

Supporters emphasize that a flipped class is NOT:

• A synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.
• About replacing teachers with videos.
• An online course.
• Students working without structure.
• Students spending the entire class staring at a computer screen.
• Students working in isolation.

The above information is taken from this post on the Daily Riff. The site provides a three part introduction, with links and samples. It's very interesting.

Some proponents are from K-12, but others are in higher education. Here's an example of the latter.

The concept has a number of enthusiastic supporters, who generally recommend that it probably works better with some subjects (math and science are mentioned a lot) than others. Presumably, for example, a literature or history course designed to require a great deal of reading could prove problematic, as the homework, or at least much of it, would be devoted to online instruction.

The classroom part may necessitate some logistical shifting. Obviously the larger the group, the less opportunity for individual attention during the class period, but this is true currently as well.

Those who say teachers must learn to be the "guide on the side" rather than the "sage on the  stage" (which must be one of the oldest cliches in educational history) are likely pleased by this development. Plus, based on the links provided above, the movement is driven by faculty.

But it is also important not to mess with skilled teachers who call on students, probe interesting ideas, and make classroom presentations engaging for everyone, using a non-flipped pedagogy.

Making it Mandatory

Community colleges can boost graduation rates with a mandatory course that trains students in study skills, time management, and other practical considerations, according to an article by Paul Fain in Inside Higher Ed.

As usual, there is controversy. First of all, such courses cost money that could be used elsewhere. Someone must teach them, after all. There may be space considerations (if ever there were a course that should not be taught remotely, this is it). And students aren't always pleased to learn they have to pay tuition and fees for an extra class that may not transfer to a university or help them directly with their chosen career path.

Also, many policy makers and educators believe such topics should be embedded into introductory courses in the Core Curriculum. In fact, teachers consistently report that they have emphasized introductory skills consistently in their classes for many years.

On the other hand, so many students don't know what a syllabus is, how to take notes and use the library, or that it's a really, really, really good idea to attend class faithfully and complete assignments on time. Obviously students need to master these traits to be successful, and they all too often don't do it on their own voluntarily.

The article points to a number of schools that are experiencing positive results, including Houston Community College—one of the largest institutions with such programs. The data from the cited studies seem to indicate impressive improvement. Perhaps formalizing such topics and making them mandatory is the right approach.

Here's a good passage, but please read the entire piece:

“Research indicates that students who complete these courses are more likely to complete other courses, earn better grades, have higher overall GPAs and obtain degrees,” according to a new report from the Center for Community College Student Engagement.

The sector is generally wary of mandatory requirements, in part because of an unwillingness to impose burdens on students who are more likely to be adults or work long hours at jobs than their peers at four-year institutions. As a result, the report from the center found that only 15 percent of community colleges require student success courses for all first-time students.

“We need to relinquish the reluctance to require,” said Kay McClenney, the center’s director.

Ms. McClenney also gave an interesting interview to the Texas Tribune.

Ads as a Source of Revenue

In tight budget situations, it doesn't take long for someone to suggest unorthodox ways to raise money. Some Texas school districts are accepting cash for advertising on their buses, buildings, and Web sites. Humble ISD near Houston has plans to sell rooftop space that is visible from approaching planes near Bush Intercontinental Airport, according to an article in the Texas Tribune by Morgan Smith.

The article deals with the obligatory controversies, such as the dubious wisdom of promoting fast food while teaching good nutrition.

At universities the most obvious use of marketing is probably at athletic facilities. Some may criticize the sponsorship of, say, Hooter's or Miller Lite on the stadium screen of an institution of higher learning, but money usually wins the argument.

A few of the school districts profiled in the article are disappointed in the amount of revenue the new strategy has produced. Nevertheless, the trend is apparently growing.

With a little imagination, one can easily see potential for community colleges for those wishing to pursue the option, if they haven't already. If tanning studios, liquor stores, tobacco products, or tattoo parlors are a little over the top, there are more appropriate local businesses that might take the bait if given the opportunity. Since students are all over their college's Web site, logging on to check grades, register for classes, and participate in online coursework, one would suspect the Web is a ripe possibility.

The Tribune piece points to media companies that offer such services.

University Rates Tell a Story

As with community and technical colleges, universities are under the gun to improve their graduation rates. They also have the same sort of disputes over methodology as two-year schools, such as how to factor in the part-time student.

Universities tend to have a different mission than community colleges, with less developmental education and vocational training, just to name a couple of distinctions. Nevertheless it's instructive when universities are compared to each other.

Lynn O'Shaughnessy of CBS News recently posted an article on her blog, listing the "25 Universities with the Worst Graduation Rates." It was a follow-up to a previous post, which can also be accessed at the site. She selects data on graduation in four years.

Here's the list, based on federal IPEDS data:

Great Basin College, NV 0%
Institute of Amer. Indian & Alaska Native Culture, NM 0%
Oklahoma State University Inst. of Technology, Okmulgee 0%
San Houston State University, Huntsville, TX 0%
Texas A&M University, Commerce 0%
Texas A&M International University, Laredo 0%
Alabama State University, Montgomery 0%
Macon State College, Macon, GA 0%
Dalton State College, Dover, DE 0%
Delaware State College, Dover 0%
Harris-Stowe State University, St. Louis 0%
Southern University at New Orleans 0%
Louisiana State University, Shreveport 0%
Haskell Indian Nations University, Lawrence, KS 1%
Oglala Lakota College, Kyle, SD 2%
University of Houston-Downtown, TX 2%
Purdue University-North Central Campus, Westville, IN 3%
Nevada State College, Henderson 3%
Northeastern Illinois University, Chicago 3%
University of the District of Columbia 3%
Chicago State University, IL 3%
University of Texas at Brownsville 3%
West Virginia University, Parkersburg 3%
University of Texas at El Paso 4%
Sul Ross State University, Alpine, TX 4%

For an introduction to the world of IPEDS, please see this previous post. The agency's methodology is loopy according to many, but let's put that argument aside for now.

As for the Texas schools on the list, Ms. O'Shaughnessy, says:

I pulled these schools from the federal education database called IPEDS. In sharing the names, I'd be remiss if I didn't give a special shout-out to the state of Texas. The Lone Star State managed to get seven of its state universities on this list! Clearly Texas is doing something wrong.

Let's also put this particular comment aside for a moment. Please read her entire article, because she makes some salient points about the reasons for low scores, with a pertinent response from an educator at Texas A&M–Commerce.

Now, what do all the schools on the "worst" list have in common? First of all, the 0% rates are possible statistically because of part-time students. In fact one can surmise that, based on this list, if you have more part-timers you suffer.

Also it is safe to say that the schools on the list are not highly selective in terms of SAT scores, high school GPA, and such. This is to their credit, of course, as these institutions allow more students an opportunity to receive an education.

Students at these schools probably tend to commute, although there may be some exceptions.

Finally, it's also a good guess that these schools are in low-income areas, filled with parents who have never set foot on a college campus. Hence these schools likely have large enrollments in developmental education.

Your probably know where this is headed. If you take the profile of the "worst" universities, you have a typical community college. Also, it is worth noting that the rates apparently have little to do with pedagogy, funding formulas, or most educational topics we argue about.

The author notes, "Compare those [rates] with the freshmen retention rates at such top schools as Princeton (98%) and UCLA (97%)."

So, want to improve your rates? Require students to attend full time, live in dorms, score higher on the SAT, and choose better educated and more affluent parents. Mission accomplished!

Keynote: "Teaching and Civilization"

Please join us for the TCCTA Banquet and General Session, on Thursday, March 1, at the Embassy Suites and Conference Center in Frisco. The General Session is open to all registered members and their guests, but If you wish to purchase a banquet ticket, the deadline is today, February 17.

The keynote speaker, Patrick Allitt, will also speak the following day at the Professional Development Seminar.

More information on the General Session and Banquet (including ticket information) is available here.

"Friending" Students on Facebook

There is an interesting difference of opinion on whether teachers should "friend" their students on Facebook. (For those who have been living in a cave, to "friend" is a momentous action with the social media site, and not just because it creates a new verb.) Some think it's okay, others not so much.

Parents have been famously shocked when they look at their kids' Facebook pages, especially when photos and videos are placed on the site that probably should be kept private. Employees should watch out, too, as their bosses may be logging in.

For teachers, the results can be similarly unfortunate. As Dean Dad of Inside Higher Ed. puts it, "Once you’ve seen your professor on YouTube shirtless, wearing Groucho glasses, and singing the theme to Rawhide, you can’t unsee it. Not that I would know anything about that."

Another new verb: unsee. He left out the necktie headband and the ice bucket hat, while playing an air guitar. But that would never happen.

More seriously, the writer has a number of good suggestions, but warns against "friending" students for the most part. Please read the entire post.

One obvious new wrinkle is that the personal stuff is "out there" once placed on the site, perhaps forever. But this is true of text and e-mail messages as well, which are used subsequently in court these days. Then there's Twitter, which has ruined more than one career. It's all about context and degree, but assuming that everything you post will be viewed by everyone couldn't hurt.

Teachers in small towns already know the territory. They see their students all over the place—grocery stores, restaurants, and sporting events. Families get to know each other. Usually it's a good thing, and can help humanize the instructor, as the student learns that this individual doesn't actually live and breathe algebra all day.

On the other hand, too much socializing can have negative consequences. Hanging out in the school cafeteria is one thing, but a Jimmy Buffett concert with Charlie Sheen could be quite another.

Interestingly, some teachers use Facebook as a course management system, posting announcements, videos, documents, and images. It's free, of course, which adds to its attraction. Virtually all practitioners advise creating a Facebook domain for each class, totally separate from any personal account. Seems like a winner.

Some colleges require that faculty use the management system purchased and approved by the institution for all official communications. It allows the school to exercise some control, perhaps for legal reasons.