Teaching and Technology
Issue - February 2007

Contributed by Dr. Dorothy Pick, Instructional Designer, Course Development and Web Services

Fortunately for those of us who were unable to hear Daniel H. Pink speak at UCF recently, he presents his theories in an enjoyable, quick-read book entitled, A Whole New Mind: Why Right-Brainers Will Rule the World (Riverhead Books, NY; March 2006). He suggests three primary factors currently drive change in the workforce as society transitions from the information age to the conceptual age: abundance, Asia, and automation.

• Abundance refers to the steady increase in our living standards influencing our desire to improve personal, family, and life satisfaction.
• Asia is an increasingly important player in the global economy as Western white-collar work migrates to other parts of the world to reduce labor costs.
• Automation, he says, continues to reduce the need for workers with routine skills and decision-making capabilities.

To survive these changes within the workforce, Pink suggests that individuals need to supplement their knowledge and skills with “high concept, high-touch” abilities. He categorizes these abilities into six aptitudes called “the six senses.” According to Pink, “In the conceptual age, we will need to complement our L-Directed reasoning by mastering six essential R-Directed aptitudes.” The following text excerpt explains (pp. 65-67):

• (1) Not just function but also design… Today it’s economically crucial and personally rewarding to create something that is also beautiful, whimsical, or emotionally engaging.
• (2) Not just argument but also story… The essence of persuasion, communication, and self-understanding has become the ability to fashion a compelling narrative.
• (3) Not just focus but also symphony… What’s in greatest demand today isn’t analysis but synthesis – seeing the big picture, crossing boundaries, and being able to combine disparate pieces into an arresting new whole.
• (4) Not just logic but empathy… What will distinguish those who thrive will be their ability to understand what makes their fellow woman or man tick, to forge relationships, and to care for others.
• (5) Not just seriousness but play… In the Conceptual Age, in work and in life, we all need to play.
• (6) Not just accumulation but also meaning… We live in a world of breathtaking material plenty… has freed hundreds of millions of people from day-to-day struggles and liberated us to pursue… purpose, transcendence, and spiritual fulfillment.

Each chapter focuses on a different sense, explaining his definition of the sense and rationale for its importance in the conceptual age. Pink also provides a “collection of tools, exercises, and further reading materials” (p. 67) proving especially helpful for someone desirous of developing a whole new mind. Although developing these aptitudes may appear daunting, Pink assures us, “The high-concept, high-touch abilities that now matter most are fundamentally human attributes… But after a few generations in the Information Age, these muscles have atrophied. The challenge is to work them back into shape… Anyone can master the six Conceptual Age senses” (p. 67).

Contributed by Elisabeth Mayfield, Instructional Technology Specialist, Course Development and Web Services

The Instructional Technology Group is continually trying to find better ways to connect faculty to Webcourses@UCF information. One source we have been developing is the “Webcourses@UCF Tips and Tricks” webpage, at http://aboutwebcourses.ucf.edu/tips.

Many of these entries are based on frequent questions we receive from faculty, but quite a few are tips developed by faculty on their own and then shared with ITG and other Webcourses@UCF faculty. Grouped by subject area, the tips are dated so you can easily locate the newest additions. As tips are tested and become tried-and-true, the entries are added to Ask UCF (http://ask.ucf.edu) and linked from the Tips page. As we progress, Ask UCF is becoming more robust in providing faculty and students information about Webcourses@UCF.

If you find a great tool or a handy workaround in your Webcourses@UCF section, or if you would like to see particular instructions added to Ask UCF regarding Webcourses@UCF, please contact us. Call Monday to Friday, 9:00 a.m. to 4:00 p.m. at x3-0407, or email us at ITG@mail.ucf.edu.

Contributed by Russell Carpenter, Visiting Instructor and University Writing Center Coordinator

The UWC has many resources that can help faculty assign the UWC, create written projects, and assess writing. As a faculty member, you can require a consultation for all paper rewrites or for a specific assignment. Here are some tips for effectively assigning the UWC in your classes this semester:

Give a deadline: “All of you should visit the UWC by [date],” or “All of you should bring your research paper to the UWC at least once before the second draft is due.” This deadline should fall sooner than the last day of the semester when the UWC is at its busiest.

Build into an assignment: “Bring your draft to the UWC to test whether your explanation of these concepts is clear to a lay reader,” or “Go the UWC to brainstorm, and bring your notes from the consultation to class next Tuesday.”

Remind your students that we work with walk-in clients on a space-available basis. If your students delay making an appointment, we cannot guarantee that a consultation will be available before the deadline.

Assign a deadline for the consultation of 24-48 hours (minimum) before the paper is due to assure that the student has more time to make changes. This requirement also prevents students from visiting the UWC immediately before the paper is due or after students have turned in papers, when they will not have time to apply what they have learned during their consultation.

How Do I Recommend the UWC to Students?

• Mention us on your syllabus, include the UWC telephone number, Web site address, and e-mail address.
• Mention us in comments: “Your argument would have been more convincing if you had supported your points with specific examples from your reading. Next time, consider bringing your draft to the UWC to discuss strategies for supporting your claims.”
• Discuss the Writing Center with the entire class: distribute UWC bookmarks (available by completing the bookmark request form at http://www.uwc.ucf.edu/Faculty_Resources/bookmark_request_2.htm).
• Invite a writing consultant to tell your class about the UWC (5-10 minutes). You can request a presentation by completing the presentation request form at http://www.uwc.ucf.edu/Faculty_Resources/request.htm.
• Use our syllabus template to include the UWC on your syllabus, located on the Faculty Resources page at http://www.uwc.ucf.edu/Faculty_Resources/syllabus.html.

How will I know if my students use the UWC?For each consultation, consultants complete a Record of Consultation form (RoC). The student receives the top copy of this form, and a second copy is kept on file in the UWC. The RoC contains basic information such as student name, student number, class, professor name, time and date of visit, and type of assignment. The consultant adds information in the “Feedback” section that should reflect the focus of the consultation.

If you assign students to bring work to the UWC, we recommend that you ask them to submit the original RoC forms along with their papers. You can also require students to staple the RoC form to the actual draft that the UWC saw.

What NOT to do when informing students of the UWC:

• Don’t impose UWC visits as a punishment.
  Example: “Everyone with a C or lower should go to the UWC for extra help.”
  If students sense that going to the writing center is a punishment then they may not come in with a positive attitude toward changes in their writing.
• Don’t imply that the UWC only works with bad writers.
  Discussing and revising papers is a normal part of the writing process, not simply something bad writers do. (Indeed, it’s something bad writers rarely do.) If the UWC is perceived to be remedial, many students will be reluctant to use this resource. Good students often tell us they know their writing can be improved, but they aren’t sure how. We want these students to know that the UWC is available to them.
• Don’t forget to tell students that the UWC uses an appointment system.
  The best way for students to get help at the UWC is by making an appointment–this reserves a guaranteed slot at a certain day and time. During busy periods in the semester, we may be booked for a week or more in advance, so it’s important that students plan ahead when they need to visit the UWC. Students without appointments can be seen as walk-ins, but they may wait an hour or longer before they are seen.
• Don’t imply that the UWC will correct, edit, or proofread papers.
  We place importance on global issues and try to help writers with issues such as organization, clarity, style, and error patterns. We do not correct or proofread papers.
• Don’t send students with additional forms for UWC consultants to complete.
  The UWC uses a Record of Consultation (RoC) form. This form has been designed to contain all of the pertinent information regarding a consultation, including time, date, and what was discussed. The student is given the top copy at the end of the consultation. You can ask for students to turn in a photocopy of their form with assignments to be assured that you will have a copy.
• Don’t offer wide parameters for the timeframe of student visits.
  Example: “You must visit the UWC twice during the semester.”
  In these cases, students will very often wait until the end of the semester to visit the writing center. They cannot benefit from visits without time to make revisions. We suggest that you send students to the writing center with a deadline. For example, ask that students to have their visit completed four days prior to the due date of the assignment. The RoC form will have the date and time of the student’s visit.

Please contact UWC Coordinator, Rusty Carpenter, if you have questions or would like additional information about assigning the UWC in your classes.