the process of reading/researching, students
will analyze the several aspects of the
proposed solutions. Why did the deficit
occur? Is a budget deficit ever “a good
thing” fora country? Why? Why not? Is
the deficit best solved by raising taxes or
curtailing government spending? What are
the advantages and disadvantages of cach?
Which solution do you think is the most
successful? Why or why not?

Elizabeth Otto, Economics

Political Science: The United States recog-
nizes the vast expansion and modernization
of the Soviet military and realizes the
danger to Western/U.S. interests; however,
the Sovict leadership is advocating military
reductions and appears to seck a warming
of relations between the Soviet Union and
the United States. Considering the current
budget deficit crunch, should a president
advocate increases in military expenditures
to counter the threat as a safety measure or
should he gamble that the political overtures
of the USSR are genuine and likely to be
long term, even after the present Sovict
leader has departed from politics?

Edward Fleming, Political Science

Psychology: In Europe, a woman was near
death from cancer. One drug might save
her, a form of radium that a druggist in the
same town had recently discovered. The
druggist was charging $2000, ten times what
the drug cost him to make. The sick
women’s husband, Heinz, went to everyone
he knew to borrow money; but he could
gather only about half of the drug's cost. He
told the druggist that his wife was dying
and asked him to sell the drug for less
money or to let him pay later. But the
druggist said, “No.” The husband got
desperate and broke into the man’s store to
steal the drug for his wife. Should the
husband have done that? Why or why not?
(Rest, 1968)

Robert Rainey, Psychology

data, 40 for presentations and discussion, and 10 for
closure. Students may use the closure period to
comment on material presented by other groups or for
revised summary. It is also the time the instructor will
use to summarize the work of groups. The instructor
must keep the students moving from one part of the
activity to the next. If students are left to manage time
on their own, they frequently are unable to move
ahead.

The collaborative/critical thinking learning method
is time-consuming, but rewarding. Because itis time-
consuming, iE may be appropriate only infrequently.
Nevertheless, this instructor has found this method to
be an excellent one for introducing specific units of
study. However, when students are accomplishing
memory-level learning independently, this method
should be the “main course.” Not only does it develop
the highest level of learning ability but it encourages
students to use that ability in the most practical way—
cooperatively.

 

we

Anita Morris, Instructor, History

For further information, contact the author at Florida
Community College at Jacksonville, 11901 Beach
Boulevard, Jacksonville, FL 32216.

 

Having made the assignment clear, the instructor
may start the groups. A suggested schedule for group
work is 15 minutes for research, 10 for compilation of

 

 

Suanne D. Roueche, Editor

October 6, 1989, Vol. XI, No. 22

©The University of Texas al Austin, 1989
Further duplication is permitted by MEMBER
institutions for their own personnel.

12

 

INNOVATION ABSTRACTS is a publication of the Nabonal Institute for Stalf and Organizational Development (NISOD).

EDB 348. The University of Texas at Austin, Austin, Texas 78712, (512) 471-7545. Subscnptions are available to nonconsor
tium members for $40 per year. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199.106X