INSIDE DOUGLAS COLLEGE / DECEMBER 11, 1990

proves their general knowledge of the topics, which in
turn enables them to better evaluate and assimilate the
mass of new information they gather. It is suggested
that if their topic should drop out of the news for a few
days, they should use the time to search for additional
background material.

Students are given a few take-home exercises during
the semester which require them to relate textbook
information to the characteristics and problems of their
specific topics. These exercises become part of their
journals, and the information learned is to be used in
conjunction with the material they gather from real-
world activities.

At the end of the semester, the students are in-
structed to conclude their journals with a summary
statement. They are free to summarize their journal
contents; provide lessons learned; offer personal
opinions, conclusions, predictions; and raise questions.

Student Progress

It is absolutely essential that the instructor persis-
tently and relentlessly monitor each student’s progress
throughout the semester. This begins by making certain
that all students clearly understand the objectives and
the ground rules of the assignment. Students need to
know what standards of performance are expected,
how the journal will be evaluated, and how much it
will count toward their final grade. Students must be
warned at the beginning of the semester that they
cannot “cram” this project into the last few days of the
semester, that “building” a journal at the last minute is
unacceptable, and that such an attempt is easily de-
tected and will result in lost points.

A few minutes of discussion during each class
period can identify those who are keeping up with the
task. If classes are small, the journals may be collected,
reviewed, and returned with comments. If classes are
large, written surveys may be taken periodically,
asking students to report how many entries they have
made, how many different sources they have used, or
how many times they have entered personal comments
to date. These surveys should then be returned to stu-
dents with comments.

Another way to monitor progress is to divide the
students into small groups and ask them to review all
the journals within their respective groups and within
the context of questions or criteria provided by the in-
structor. For example, the groups might be asked to
determine the average number of entries within their
group, identify the most unusual source of informa-
tion, or identify the most original idea or method.
Group leaders will guide each group’s effort and report

each group’s findings to the class. Hearing the find-
ings of all groups and reviewing other students’
journals will enable each student to put his/her
performance into perspective. Those who have been
“slacking off” will realize that they should do better,
and they will.

Finally, it is important that the instructor frequently
offers to review any student’s journal, one-on-one, in
private, at a time convenient for both. Students who
lack confidence or are naturally shy will often take
advantage of this offer. Without an opportunity for
private consultation, some students will let their fears
overcome them and give up. A little personal attention
will go a long way to encourage them, motivate them,
and give them the confidence to do a superb job.

Rewards

What do the students get out of the journal assign-
ment? Those who do it properly will have a number of
learning experiences: writing, research, library use,
observation skills, critical thinking, creative thinking,
self-confidence, general knowledge, specialized knowl-
edge, motivation to learn, enjoyment, and pride of
accomplishment. These are the experiences and
rewards that students have fed back to me in their
closing statements, course critiques, or in casual
conversation.

What are the instructor’s rewards? Gratification—
watching students come alive and get involved, not
only in course material but in the real world to which
that material applies. Gratification—hearing a student
pop into the office unexpectedly and ask, “Have you
heard what the East Germans did today?” Through the
journal and the personal contact that inevitably accom-
panies it, the instructor realizes that each student is
more than a name, more than a number, more than
another grade. The instructor realizes that each
student is a thinking, creative, sensitive, unique human
being.

Wilbert G. Hols, Instructor, Political Science
For further information, contact the author at Jefferson

Community College (Southwest), 1000 Community
College Drive, Louisville, KY 40272.

 

Suanne D. Roueche, Editor

October 19, 1990, Vol. XII, No. 24

©The University of Texas at Austin, 1990
Further duplication is permitted by MEMBER
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