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DOMAIN:
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Foundation
Academics
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MODEL:
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Linked
English and Business
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STRATEGY:
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Joint
planning and delivery
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COLLEGE:
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Monroe
Community College, New York
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CONTACT:
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Jeff
Bartkovich (716/292-2189)
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Career Preparation Innovation
Economic concepts and literary analysis were blended in this combination of
English 107 (Literature) and Business 107, titled Money in Literature.
Description (Course Outline)
Money is important in fiction because it is at the source of the most
important fiction of our lives. This course concentrates on literature in which
money helps define character or shape values. The goals of the course are to
explore the human dimension of economic behavior; to understand some of the
economic aspects of our lives; to study society's economic value formation; and
to analyze how literature illustrates these processes.
Texts
Clavell, James, King Rat
Fitzgerald, F. Scott, Stories of F. Scott Fitzgerald (Scribners)
Hailey, Elizabeth Forsythe, A Woman of Independent Means
Hesse, Hermann, Siddhartha
Rand, Ayn, Atlas Shrugged
Sample Learning Activities
Suggested Topics for King Rat
- What are the major business deals transacted at Changi (tobacco, lighter,
Omega watch, pen, the diamond)? Who are the characters involved in each deal?
What business strategies do they use? How does each transaction reveal
something about the characters? What, specifically, is revealed (i.e., their
values, taste, business "schmartz," knowledge of human psychology, sensitivity,
and so on)?
- Who are the important minor characters in this novel? What is their
significance or contribution to the story?
- Define the relationship between King and Marlowe, between King and Grey,
and between Grey and Marlowe.
- What is the significance of the "weights" incident?
- What is the significance of the "business vs. writing" discussion?
- This novel presents many statements, through a variety of different
characters, about ethics, morals, standards, and ideas about right and wrong.
What can you infer about the author's position concerning right and wrong? How
would you support your position?
- What are the central conflicts in the story? Are they physical? emotional?
intellectual? moral?
- Other topics and ideas for discussion: money, Japanese cultural attitudes,
friendship, survival, and business and trading procedures
DOMAIN:
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Foundation
Academics
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MODEL:
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Linked
courses
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STRATEGY:
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Joint
faculty planning and delivery
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COLLEGE:
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Peninsula
Community College, Washington
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CONTACT:
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Grace
LaFerney (360/452-9277, ext. 248)
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Career Preparation Innovation
This section of a transfer-eligible Composition course is linked to a Criminal
Justice course. This course was developed by two faculty members who chose to
collaborate, even though the first semester of English (English 111) is not
linked.
Description (Course Outline)
English 112: Link with Criminal Justice Program
English 112 assumes an understanding of concepts introduced in English 111:
reading of poems, short stories, plays, and essays, followed by writing in
critical and analytical ways, including one or more researched papers. This
section of 112 is linked with the Criminal Justice Program. Focus is on topics,
fictional and non-fictional, that deal with the area of criminal justice.
Sample Learning Activities
Research Possibilities
- Drug use by pregnant women: What can or should be done to these women?
Rights of the unborn? Effects on the children? Crime or choice of mother?
- Lizzy Borden trial: publicity similar to O. J. Simpson case. Differences
in advancement of criminology, suppression of evidence, and so on
- Pelican Brief: legal issues, FBI - leak?, dishonesty of
governmental officials
- James Baldwin's "Sonny's Blues": juvenile delinquency; influence in our
society on juveniles and crime; compare the 1950s to the current year
- Motives of abused women who murder husbands (Trifles)
- Criminal justice topic: Criminal justice topic focused on personal
interest in a particular area such as an interview-based paper on programs
available for juvenile offenders in Clallam County. This could be an assignment
from another Criminal Justice course, with that instructor's
permission.
To Kill a Mockingbird
Write a 4-5 page typed paper using a focused topic from the novel To Kill a
Mockingbird. Use quotations and/or examples from the text to support your
points.
Suggestions
- Describe the character of Atticus Finch. He is a famous American
hero; explain why he is seen this way. Give specific examples from the story to
show his various qualities: courage, patience, tolerance, humor, and so on.
What kind of a lawyer, citizen, friend, father is he? Explain the code he seems
to live by.
- Heck Tate: Describe the picture of the lawman that he represents. How does
he disprove the stereotype of the bigoted, Southern sheriff? Does he bend the
law, or can you find technical arguments to justify his decision and behavior
near the end of the story?
- Give an overview of the criminal justice system as presented in the book
(in the South in the 1930s): the judge, jury, penalty, prison system as
represented.
- Focus on the trial and the crime of rape: the witnesses, the truth,
charges by women against men (in this case, a white woman against a black man);
have things changed now?
DOMAIN:
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Foundation
Academics
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MODEL:
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Infusion
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STRATEGY:
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Faculty
teams design "Quality Integration Activity Guides"
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COLLEGE:
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Fayetteville
Technical Community College, North Carolina
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CONTACT:
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Steve
Wagoner (910/678-8400)
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Career Preparation Innovation
Crossdisciplinary teams of faculty designed a collection of learning modules in
which academic skills are infused/reinforced through occupational contexts.
Description and Samples of integrated Learning Activities
- Provide technical content for English composition exercise (Daphne
Williams)
Students in an English class were shown a video titled "Smoking Cessation:
Prescribing Good Oral Health." As the students watched the video, they took
notes on how dental professionals can assist patients in attempting to quit
smoking. Afterwards, they were grouped and used their notes to write process
papers of the steps they heard (and saw) on the video. In this fifty-minute
lesson, students saw the integration of a program area (dental) in an academic
course (English Composition) and how they both relate to the job market.
- Incorporate writing skills into a unit on respiratory diseases (Daphne
Williams)
After studying six diseases (chronic bronchitis, asthma, emphysema,
bronchitis, AIDS, and pulmonary edema) students wrote essays comparing and
contrasting the diseases. Their answers were graded using a writing rubric
(using the point value indicated in parentheses) on the following components:
etiology (2 points), signs and symptoms (5 points), pathophysiology (5 points),
treatment (3 points), organization (2 points), and mechanics (3 points).
- Infused common legal applications into math (Marie Cash; Larry
Sullivan)
- John Smith has filed for Chapter 7 bankruptcy. In response to his
petition, valid proofs of claim have been filed by unsecured creditors totaling
$126,415.00. After the secured debts and the exempt property have been removed
from the estate, the Trustee has collected $35,166.00 for distribution to the
unsecured creditors on a pro rata basis. Before such distribution
occurs, the Trustee is entitled to pay himself a 5.5% commission of his
collections. A-1 Supply has an unsecured claim for $22,514.00, Smith Building
Supply has a claim for $3,500.00, and Melrose Plumbing has claims totaling
$119.50. How much will each of the creditors recover, sharing pro rata
with all unsecured creditors?
- You represent a client who owns an undivided 1/32nd
interest in the oil and gas in a tract which is under lease to Exxon
Exploration Co. Exxon is entitled to 7/8 of the
production value from the lease, and the remaining l/8
belongs to the mineral owners according to their respective interests. Exxon
has provided you with records showing the production for the past year to have
been as follows:
- January - $2,536.13
- February - $3,517.26
- March - $2,738.12
- April - $3,126.19
- May - $3,132.00
- June - $865.27
- July - $1,192.10
- August - $1,937.35
- September - $2,635.12
- October - $2,193.16
- November - $1,876.79
- December - $2,189.76
What is your client's share of the royalty
for the last year?
On July 10th, your client's mother died, leaving her 1/8
interest in the minerals to your client. What will he get for this interest?
DOMAIN:
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Foundation
Academics
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MODEL:
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Infusion
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STRATEGY:
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Joint
planning and delivery--Team Teaching
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COLLEGE:
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Illinois
Central College, Illinois
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CONTACT:
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Anne
Norton (309/694-5163)
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Ken
Eckstein (Mechanical Design) and Stan Rose (Math)
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Career Preparation Innovation
Technical Calculus is integrated with applications from Mechanical Technology
by adding a laboratory exercise to illustrate each major mathematical concept.
Description
The lab exercises were developed jointly by instructors from engineering and
math. It was an important addition to the ICC program because the majority of
Mechanical Technology graduates transfer to Bradley University to pursue a
bachelor's degree in Mechanical Technology, which requires three semesters of
Technical Calculus. Also, approval by the Accreditation Board for Engineering
and Technology (ABET) requires an introduction to Technical Calculus in the
Associate degree program.
Instructor Comments on the Course
The main strength of the course is the laboratory exercises. Several of the
students have said that they do not really understand the topics until they see
them used in the lab. In addition to helping in the comprehension of calculus,
the labs also have another useful purpose. They help students to gain
experience in such areas as modeling a real system using mathematics, solving a
problem in different ways to check for accuracy, and interpreting data and
graphs. Recent studies have indicated that these are the math skills that
industry expects of graduates with Associate degrees.
One problem of the course is the textbook. The book is not attractive or easy
to read. Another problem is the necessary use of computers and software. It is
difficult to schedule the use of such equipment for three hours a week.
A distinctive feature of this course is tied to the unique attitude of
technology students. Technology students are very capable of learning math
skills, but will only do so if they understand how they can make money with
those math skills. They show very little interest in learning math for any
beauty or logic that math may offer to others. This course demonstrates a use
from the technology field for each math skill presented.
Course Content
A matching of the major subtopics and the accompanying lab exercises is given
below:
Course Subtopic
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Lab
Exercise
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Course
Subtopic
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Lab
Exercise
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| Functions
Continuous Functions
Derivatives
Integration
Volumes
Work
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Ball
Bearing Life
Cam Follower Curves
Rate of Change
Integration Lab Data
Volume of a Football
Engine Horsepower
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Higher Order Derivatives
Newton's Method I
Newton's Method II
Maximums
Minimums
Centroids
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Gear
Shaper Mechanism
Simple Physics Example
Simulating an Equation
Solver
Optimum Carton Design
Optimum Conveyor
Support
Football Area Properties
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DOMAIN:
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Foundation
Academics/Education for Citizenship
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MODEL:
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Infusion
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STRATEGY:
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Independent
faculty
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COLLEGE:
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Illinois
Central Community College, Illinois
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CONTACT:
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Anne
Norton or Jan David (309/694-5163)
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Career Preparation Innovation
Historical document, visuals, and statistics are infused into a Communications
course.
Description
The use of primary documents from the post-World War II era offers a
historical perspective on students' employment-related concerns.
Sample Learning Activities
Archival Document: World War II Letter
The United States fought World War II on the homefront as well as overseas,
and working women contributed significantly to the success of the war effort.
Even before Pearl Harbor, the war in Europe spurred production in the United
States. At first, men took the new positions, but by mid-1942, as more and more
men left the workforce to join the armed services, government and industry
recognized womanpower as an untapped national resource. Publicity campaigns
orchestrated by the War Manpower Commission and the Office of War Information
fostered this change, while the mass media glamorized women working in war jobs
and praised them for their patriotism. Between 1940 and 1945 the number of
women in the workforce increased by 50%.
Just as the government was responsible for the unprecedented mobilization of
women during the war years, it led the return, through its postwar policies, to
the old status quo. Although women in higher paying industrial jobs often
preferred to remain at work after the war, they were expected to give up their
war jobs for more traditional feminine roles. The Women's Bureau of the
Department of Labor recommended that new jobs be found for them, but by the end
of 1945, industry had dismissed one in four working women. Although some women
viewed their World War II experience as an opportunity to attain permanent
equality in the workplace, the attitudes toward labor and gender that had
prevailed before the war reemerged largely intact.
Analysis:
- Now that the war is over, what problem has arisen for the author?
Is it a personal issue? Employment-related issue? Legal issue?
- To what extent is the author's problem unique to her state or to her
company?
- What resolution is sought? How does the author justify her
argument?
Research:
- Women were crucial to the success of the World War II homefront drive in
fields other than industry. Investigate the work done by women in spheres such
as the home, service and clerical jobs, agriculture, and volunteer
organizations.
- While some labor and women's historians view World War II as a turning
point for women, others do not. Study William Chage's The American Woman:
Her Changing Social, Economic, and Political Roles, 1920-1970, or Alice
Kessler-Harris's Out to Work: A History of Wage-Earning Women in the United
States and compare the arguments that you find in this document with those
represented in these works.
September 6, 1945
President Truman
Dear President;
This letter is in reference to the unemployment situation on Long Island, New
York. Now that the war is won and over, there are no jobs with a living wage
available.
I was one of the first women to be employed by the Grumman Aircraft
Engineering Corp. back in March of 1942; now I am given to understand that the
Grumman Corp. will not rehire any women in their shop.
The only jobs open to women are office jobs which pay an average wage of
$20.00 to $22.00 a week. I happen to be a widow with a mother and son to
support and no other means of income. I pay $45.00 a month for rent exclusive
of my gas and light and at the present time there is no cheaper place to rent
on Long Island.
This being the conditions, I am unable to manage on a $22.00 a week salary.
My reason for writing to you is not for pity, but I would like to know why,
after serving a company in good faith for almost 31/2
years, is it now impossible to obtain employment with them. I am a lathe hand
and was classified as skilled labor, but simply because I happen to be a woman
I am not wanted.
Won't you kindly look into these matters and see that the women who are
considered the head of a family get as much of an even break as the men.
|
Sincerely yours,
Ottilie Juliet Gattuso
30 Shepherd Ave.,
Lynbrook, New York |
|
Reproduced
from the holdings of the National Archives
Records of the Women's Bureau, Record Group 86
Other Learning Activities
- Using business magazines, select recent articles that contain some
type of supporting statistics. Create visual support for an oral presentation
by converting the statistics to charts or graphs and then creating overhead
transparencies to use in your presentation.
- Write a short report in memorandum format. Convert the statistics from
your text to a pie chart to be submitted with the report.
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