The increased trend toward globalization produces a need for individuals who are able to function effectively in multicultural contexts, whether international or domestic. In this collaborative presentation we will outline some powerful pedagogies that we found effective in our classrooms. Although we teach cross- cultural issues in radically different settings -- one of us teaches cross cultural skills in an international business context to mostly professionals at a four year university, the other teaches art as transmitter of cultural values in a diverse and economically deprived city college--we nonetheless have found that our overall approach is the same. We both emphasize partnership with the students in the learning activity and reliance on student experience and input, and we use as much variety of learning activities as possible to engage the diverse needs and styles of our students. The textbooks in our classes are always supplemented with additional readings, lectures, and a variety of class activities including: exercises, critical incidents, case studies, films, and guest lectures. Our classrooms consequently become very interactive, not only during discussions, but in the students' own presentations and teaching opportunities. In this way, students have greater "ownership" of the learning experience, as well as greater retention of course material.
 
 

The role and place of the humanities and social sciences in higher education and professional programs are undergoing profound changes worldwide. As knowledge grows at an ever faster rate, the temptation is great to focus on increasingly narrow fields, and to develop expertise that is in-depth, but limited in scope. Until recently, this model of western scientific inquiry has been highly successful and has served the academic community exceedingly well. Today, however, virtually all disciplines are borrowing insights, data, methodologies, and knowledge from other fields to address the complexities and inter-relationships of global problems that only multi- and interdisciplinary intellectual inquiry can hope to solve. Professional and academic career tracks have begun to seek employees who can work in nonlinear, nonhierarchical teams, maintain an open mind, and communicate across disciplinary boundaries by integrating specialized fields with the knowledge and experience garnered from others. Indeed, the globalization of the workforce over the past twenty years has renewed interest in courses and academic programs that enable students to acquire knowledge and expertise in the cultural, economic, linguistic, political, and international practices of entire areas of the world while they complete degree programs in business, public policy, education, law, and the sciences. Since the 1930's, interdisciplinary course work emerged in the North American undergraduate general education package under the new rubric of area studies, while all traditional disciplines remained segregated in separate departments, with generally little interaction and cross fertilization. But in recent years a range of new interdisciplinary majors have sprung up (e.g. biochemistry, neuroscience, labor and legal studies, human ecology, public policy, marine biology, cognitive and information sciences, to name just a few) in response to the need for a knowledgeable workforce that thinks "connectively."
 

Florida has been an innovator in educational accountability practices and has encouraged a complete renovation of teaching methods. Teachers are encouraged to utilize student-centered instructional strategies with real world and real life applications of their curriculum in an interdisciplinary format. Strategies including knowledge organizers, individualized performance based strategies, integrated strategies, career-based strategies, communication-based strategies, and critical thinking strategies are currently emerging as promising practices that assist students transfer learning of subjects to the real world. This paper focuses on providing examples of one of the major strategies found to make a difference in student performance and motivation in the classroom, Technology Learning Activities.
 

This paper provides strategies for teaching computer skills to novices utilizing an interactive, multimedia environment that includes a computer, a Smart Board, and a data projector. An explanation of the equipment used is provided. Benefits and results are reported, as well as applications to other subject areas.
 

This highly interactive session will engage all participants in a cross-cultural experience to promote awareness and understanding of multicultural and international issues, prejudices, and conflicts. BAFA BAFA is a simulation that challenges participants to examine cultural perceptions and biases through their active involvement as members of two imaginary cultures, the Alpha society and the Beta society. At the conclusion of the simulation, a debriefing discussion will be held in which the lessons of BAFA BAFA will be applied to specific issues of cultural conflict which impact educational, political, and economic systems, at both macro and micro levels.
 

Fencing is an apt metaphor for innovative teaching. As with any discipline, once basic skills are covered, learning is enhanced by drill and application. Answers come swiftly through practical action, for only what works in the field counts. Still, aesthetic and ethical considerations ensure that interaction among fencers remains equitable, purposive, and elegant. Fencing brings into focus what otherwise remains outside our field of vision by showing us "in other words" what our role might be toward those we seek to educate--which, to follow the etymology, is to lead others away from ignorance and toward self-actualization through what we teach.
 

This paper is an illustration of concrete practice drawn from my own teaching experiences with pre-service theatre teachers in "Theatre, Culture, and Schooling," a course offered within an undergraduate theatre program. Though the course has several key components, I delineate two strategies-- autobiographical writing and culture circles--that support a multicultural, social reconstructionist orientation toward reflection. Selected reflections from a pre-service teacher who completed the course are included to depict his struggle to broaden his perspective with respect to self, work roles, and classroom performance. I end with my own reflections on teaching about the issues of diversity and equity.
 

This article explores an unanticipated consequence of the information revolution made available through computer technology: cheating has become easier and, perhaps, more tempting. To determine access to and quality of term papers available through the Internet, the authors purchased two papers from a "Web Store" and asked a group of experienced educators to grade them, along with a third "real" paper. Findings reveal that cyberspace cheating can easily go un-detected. Implications for the design of classroom experiences and assignments are discussed, with specific approaches to devising new and more creative learning experiences for students that will also decrease the likelihood of academic dishonesty.
 

"Mipps and Wors" is a management game that aims at training unconventional and flexible analytical thinking as a management technique. The application of this management game has proven the fact that Business students find it difficult to solve a basically simple mathematical problem if parameters are named differently and if unnecessary pieces of information are given. The analysis of evaluation results reveals that the predominant patterns of conventional thinking may complicate the efficient determination of solutions. Therefore, teachers should encourage their students to engage in flexible, divergent thinking and to allow themselves to strive for creative and unconventional problem solving.
 

     Many learners - especially adult and commuter students - often cite time, money, childcare responsibili-ties, work schedules, and transportation difficulties as barriers to their sustained participation in postsecondary education. Yet many institutions still schedule courses using an outdated, agrarian-based calendar that stretches courses over 15+ weeks. As retention and persistence issues continue to be of paramount importance in higher education, faculty and administrators must work in tandem to create alternative ways for students to take courses that allow them to complete their credential in a faster way.
     The Department of Organizational Leadership and Supervision (OLS) at Indiana University-Purdue University Indianapolis (IUPUI) regularly offers its highly experiential courses in one-week intensive formats. OLS 252, Human Behavior in Organizations, emphasizes individual, group, and organizational learning. Students are placed in self-directed work teams, and complete a variety of team tasks and projects that attempt to simulate the ambiguities of work group life in organizational settings. OLS 378, Labor Relations, explores the roles that unions and management play in organizations. Students in this course are divided into teams of labor and management, and they actively negotiate a true-to-life collective bargaining agreement in class.
     Both of these courses are highly experiential, and require that students prepare in advance for the intense class, usually through pre-work reading assignments. Additionally, several post-class assignments are required, and students submit their work several weeks after the class meeting period concludes. Therefore, while the contact-hours related to the teaching-learning process is only one week in duration, the entire context of learner involvement - pre-work, class meeting time, and post-work - usually spans over several months.
     This presentation highlights the challenges and rewards of teaching courses in one-week, compressed formats. Emphasis is placed on thoroughly assessing instructor and learner readiness; the feasibility of compressing content into non-traditional formats; ensuring quality, rigor, breadth, and depth of learning; and employing pedagogic practices conducive to intense learning periods. Faculty interested in adapting their courses to one- week (and other) formats will find the experiences and insights the presenters offer extremely helpful. Administrators will learn how to support faculty in their quest to offer courses in non-traditional formats. Finally, researchers will be interested in the types of research questions that emerge from the comparison between traditionally-offered and compressed-format courses.
 

This study was to explore college students' realization toward collegiality, which was a component of teacher preparation to improve the curriculums for children in the Guam Public School District. Students in the Language Arts in Early Childhood course engaged in collegial and innovative creative ways of learning. Data were gathered through survey instrument (N = 21). Results of the study suggested that advantages of this style of learning include: Students can feel a sense of community in the class and can experience that "two heads are better than one." Yet students emphasized the disadvantages, too. Findings and implications were documented.
 

The use of web-based assignments is becoming an essential tool for delivering instructional activities in many good management schools. If effectively used, these activities can enhance the learning environment for both instructors and students. This proposal will provide innovative strategies for using companies' web sites to improve students' thinking-skills, decision making skills, written skills, and verbal skills. Also, students will increase their knowledge of how to analyze cross-discipline issues. These activities will allow for an effective integration between information technology and management courses.
 

     C-SPAN, the network which covers the activities of the United States Congress and other legislative issues, has an ongoing program in Washington, D.C. that teaches creative methods for use in the college classroom. This program is called C-SPAN In the Classroom, and it is held several times throughout the year. Its focus is on creative teaching methods in the classroom with the use of communications technology and special classroom products.
     This paper will present the issues and challenges raised in teaching creative teaching by corporations to teachers. It is also an opportunity to share how the future employers of our students attempt to stimulate college level teachers to train students with specified skills. Overall, I hope to (1) present the teaching techniques C-SPAN used in the seminar, (2) analyze how C-SPAN introduced or reinforced creative teaching, and (3) give general knowledge about the skills corporations are emphasizing in the workplace.
 

Creating and presenting a television commercial provides a context in which students can demonstrate their knowledge about course concepts. This technique can be used across disciplines. The author will describe how undergraduate students applied principles of human development through a "commercial." Student performance will be assessed as evidence of learning and will include a videotape excerpt. A rationale for utilizing teaching learning techniques which promote a sense of playfulness, humor, "risk-taking," and creative thinking will be highlighted.
 

This paper summarizes evidence that a group of international teachers who participated in creative arts activities during a professional development institute experienced understandings that transformed their views of self as teacher and their understandings of the purpose of schooling. The research employed a wholistic, naturalistic approach in a quasi-experimental mixed design with several pretest and posttest measures. Analysis of participants' responses on fine art metaphors of self as teacher, self-report questionnaires, and feedback journals suggest the "Teaching through the Arts" curriculum fostered self-awareness, self-expression, and meaningful connections within, with others, and with the subject matter.
 

New information technologies make it possible from now on to conceive and animate another type of case studies in management thanks to the ergonomics of reading, the direct opening of the case to the resources of the web and interactivity (tools for analysis and recalls of course in the context of the case). The groupware allows moreover one fast collective production and source of comparisons " intercase". A titrates illustration, the authors introduce to the CD-Rom " Strategists ", collection of six case studies in marketing as well as the groupware "Multicas " gathering twenty five cases of industrial marketing.
 

The paper describes the background to the case method approach to "enterprise" and community development in a rural context. It involves taking examples of "best practice" in terms of community organisation and structuring, and promoting the applicable features of case models to other areas in the European Union where sustainability planning and social structuring exist in embryonic form, only. The desired outcome of the research is the development of databases and special expertise that will be of benefit to researchers in the field of Rural Development, particularly in relation to addressing the problems of peripherality.
 

Ethics in business is an issue that has long since received considerable attention. As a result of accreditation requirements, many universities have attempted to address this issue by making a course in ethics a part of business programs. This paper examines the values of current college students studying business with regard to professional and business ethics. Attitudes of students who have taken a course in ethics are compared with those who have not.
 

     Teaching calculus with the aid of technology is not another expression for "Calculus made easy". Calculus can not be made easy. Computers and graphing calculators are powerful tools in the hands of mathematically prepared students, but they are completely powerless to those who believe in magic. Technology can be helpful only to those that have an understanding.
     Existing teaching methods and styles need to be altered, in order to assist students to use technology effectively.
 

In light of the increasing diversity among the student populations in classrooms across America and current educational reforms, it has become increasingly necessary for teachers to revisit/re-evaluate their traditional classroom practices. More and more students with disabilities, students who are bilingual, and students to whom English is a Second Language (ESL) are being educated with their same age peers in general education classrooms, instead of separate classrooms. This paper focuses on the learner-centered paradigm as the contextual framework for understanding and developing inclusive practices that build on students' capacities and foster learning for all students.
 

This presentation will focus on a communicative approach to teaching a basic two semester course in conversational French that will give students not only the fundamentals of grammar but also speaking, listening and writing skills needed to apply their knowledge in a creative way. The course is built around a program called French in Action which has an elaborate video segment as its focal point. Students learn the language and its intricacies by following and taking part in a lively story with appealing characters and amusing incidents. The key to developing creativity is that while observing the story presented to them, students also learn aspects of the culture and how to fashion a new story of their own authorship by modifying details. In essence, the tale learned from the video acts like a model case which students alter to create their own individual cases. The computer-assisted component is presented with Microsoft Power Point which has the flexibility to combine picture, sound and print simultaneously and attractively.
 

This paper outlines a semester-long simulation project. The simulation is designed to assist students in understanding the various outside influences on the development of a justice and legal system. By assigning a "country" to each student, and by assigning specific historical, societal, cultural, geographic, and economic attributes to each country, the students are required to develop a government, with specific attention to the justice system. Though this simulation is currently used in a course on "Comparative and International Justice," by including different sets of variables, the simulation can be adapted to a wide range of courses.
 

In order to explore the processes through which participants learn in an interactive computer- mediated virtual environment, researchers from five universities collaborated to develop a mini- course, which applies the case method, within several different courses at each university. The mini-course is part of a research project that will focus on the ways in which the instructional design, the facilitator, the learner, the technology, and the context appear to affect the learning process. The format of the mini-course is predominantly experiential. Participants are asked to write cases of problematic work experiences and discuss them in small virtual groups in a trans-continental computer facilitated group process.