{ title: 'Wescolite (Dillon, Mont) 1949-2009, November 10, 1998, Page 1, Image 1', download_links: [ { link: 'http://www.loc.gov/rss/ndnp/ndnp.xml', label: 'application/rss+xml', meta: 'News about Chronicling America - RSS Feed', }, { link: '/lccn/Wescolite/1998-11-10/ed-1/seq-1.png', label: 'image/png', meta: '', }, { link: '/lccn/Wescolite/1998-11-10/ed-1/seq-1.pdf', label: 'application/pdf', meta: '', }, { link: '/lccn/Wescolite/1998-11-10/ed-1/seq-1/ocr.xml', label: 'application/xml', meta: '', }, { link: '/lccn/Wescolite/1998-11-10/ed-1/seq-1/ocr.txt', label: 'text/plain', meta: '', }, ] }
About Wescolite (Dillon, Mont) 1949-2009 | View This Issue
Wescolite (Dillon, Mont), 10 Nov. 1998, located at <http://montananewspapers.org/lccn/Wescolite/1998-11-10/ed-1/seq-1/>, image provided by MONTANA NEWSPAPERS, Montana Historical Society, Helena, Montana.
U.S. Postage P A I D PERMIT No. 38 Dillon, MT 59725 Western Montana College of The University of Montana Dillon, Montana Thursday, November 12, 1998 Issue No. 3 Some Opposed to OCAAT Others Favor Block Scheduling By: Donna Gettle The block issue seems to be a very touchy subject these days. I am not surprised with as little information given to the students as there has been, what did we expect? I am writing to you as a student who has some questions, but is for the most in favor of this radical idea. Did you know that if Western implements block scheduling it will be the first publicly funded school to do so? So not only will we be second in the nation for education but the first to try such a risky move. The idea came from Colorado College which has been successfully running this program since 1970. Each block would be about 3.5 weeks long with a four day holiday between blocks. The advantages of the block are as follows: complete attention on one subject, more hands one learning, less lecture (yea), and more personal contact with your teacher. Each day students would go to school for 2.5 hours and up to 3 hours. Professors could choose to do more activities that take a longer amounts of time than to just settle for lecture. So block system would not only be enjoyable for students, but professors also. Now my fellow students, regardless of what you have heard or read there are certain things that this block idea can not change. For instance, tuition, number credits re quired for a degree, the Continued on page 2 By: Brian Mires Different people have different opinions about block scheduling. A large portion of both students, faculty, and staff either oppose the switch or are undecided and in favor of learning more before diving into this particular pond. Many groups have been discussing this issue. OCAAT - One Class At A Time - is not a topic to rush into. Why? It is going to be expensive. Any change of this magnitude is. At present, according to Dr. Sheila Roberts, the school doesn’t have the funds to complete such a change. Dr. Joe Barnhart believes that the first thing that should be done before pursuing the issue further is to complete an in-depth cost analysis. If the funds to complete facilities with the proper equipment, maintenance, and technology to fulfill student needs do not exist, then the plan to continue should not be considered further. Student Senator Russ Lindsay said, “If this is such a great way to educate, why are there only three colleges in the country doing it?” Dr. Barnhart is also concerned about the apparent “narrow-minded approach” of some involved with the study. Although he is Continued on page 2 this system, there is a recent self study that was conducted by Colorado College on reserve in the library that contains abundant comments from students, faculty and staff about the OCAAT approach. In addition, you can access information directly from the Colorado College website at www.cc.colorado.edu. Nu merous faculty will be visiting some of the other campuses that use the OCAAT approach, so be on the lookout for additional data in the near future. The reasons for consider ing a change of this nature are complex and compelling. If you are interested in learning more about the need for a change from business as usual on campus, please make an appoint- ment to talk with the Chancellor or Vice Chancellor. I welcome informed discourse about the OCAAT approach to higher education at any time, and am happy to serve as an OCAAT advocate if there is interest in a debate. Please contact me at r_thomas@wmc.edu. Most importantly, I would like all faculty, staff and students at WMC-UM to know that although I may be a “carpetbagger”, my participa tion in the process of change at Western has always been altruistic, honest and sincere. I ask my colleagues throughout the campus community to grant those of us who advocate for OCAAT the understanding that we do so for an altruistic, honest and sincere concern for Western. Ultimately, what is good for the students will probably be good for the college. Thanks. A Look at OCAAT By: Rob Thomas Associate Professor of Geology/Chair Dept, of Environmental Sciences When I saw the 3. Students typically Wescolite call for papers on the “one class at a time” (OCAAT) scheduling model, my response was to suggest to the editor that the Wescolite staff do a primary research article on other campuses using OCAAT scheduling so that there would be an unbi ased data base for debate at Western. In the event that such an article does not appear in the OCAAT issue of the Wescolite, the following data gathered during a visit to Colorado College during the spring semester of 1998 may provide some insight into how the OCAAT approach works on one campus. 1. Students take only one course at a time. 2. Each course is 18 days long. meet for 3 hours per day, 5 days per week. 4. Courses are typically offered from 9 a.m. to noon, or from noon to 3 p.m. 5. Students get a 4 day break (Thursday-Sunday) between each course. 6. Students take a total of 4 courses per semester for a total of 16 credits. 7. Final exams are given at the end of each course. 8. Semester-long skills- maintenance courses are offered in music, art, etc. 9. Faculty-development blocks allow time for research, course development, etc. 10. Students spend less time in lecture, and more time “learning by doing”. If you are interested in the benefits and draw- backs of Page 2 Commentary Page 5 Editorials Page 7 Question of the Month Commentary Continues Page 8 Campus News Page 10 Letters to the Editor Page 12 Chancellor's Chair Vice-Chancellor's Q&A SPORTS Page 4 Volleyball Horse Sale Football WMC Rodeo
