Tag Archives: education

Walking in Non-Traditional Shoes

Posted on by
Reply

The educational lifestyle of this post-traditional student has been unexpected, to say the least.

I remember telling my 15-year old son at the time, I was going back to college. His response was, “Mom, no offense, but I think you are too old for college.” I tried to explain to him older people go back to school all the time to complete an education.

After all, I had quit as a Sophomore and then went back at 24 to take two more semesters. This was not a huge or noticeable age difference at the time.

My son was right, going back to school at 49 was quite a different challenge. Back in the day, I was used to turning in a hand-written paper, literally, in paper form. Not so anymore.  I had to teach myself the basics of Word, and stayed up many nights crying in frustration because I could not get Word to understand the formatting of APA.

In my first FTF (face-to-face) class, I noticed there was another lady there close to my age, we sat together and talked about class, and about our children, which made it less anxious for me. She ended up taking 15 hours that semester and graduated.

In my next FTF class, I was the oldest.  When we were standing in line to get a research topic from the professor, about three young gentlemen students said to me, “Go ahead, ma’am.”

Ma’am?  That was confirmation, despite their efforts to be kind. I recall a couple of events I attended where I pulled out my student ID and was told to “Go ahead….oh, you’re a student?” I also remember a class where the professor was trying to show us a YouTube video and an ad for soap popped up of a 30-something woman in the shower. The young professor said, “Oh I’m sorry, I’m sure the last thing you wanted to see was an old lady taking a shower!”

In my Public Speaking class, I had chosen to write a press release about the UT sniper in 1966. From the distant looks and the yawning, I realized I needed to consider my younger audience. So, my next speech was about “college hazing”, in which the audience seemed quite interested. So, in presentations, I’ve learned to “young-down”.

I recently asked a professor in class why book titles are no longer underlined. He replied, “Awhile back, typewriters had to use underlines because they were unable to italicize.” Embarrassed, I realized I had just publicly dated myself back to the era of typewriters.

I am very excited, though, because my son will be graduating from high school this same year I graduate from college. I am quite sure he will be relieved I will be done when he starts college this fall!

If there happens to be a “traditional” student reading this, my best advice is not to quit college, finish while you are still young.

Training a Better Workforce

Posted on by
Reply

Photo by Allison Hall

Looking for a way to start your career in the industrial workforce? You’re in the right place! On November 27, 2018, Texarkana College (TC) took a large step toward engaging the community in the workforce world of Texarkana. The local community college, using mostly in-house production, built a new industrial workforce building designed to nurture the future careers of high school students, and prospecting and employed industrial workers.

Photo by Allison Hall

They opened the building Tuesday at around noon under the title ‘Betty & Buddy Ledwell Workforce Training Center’ and TC has equipped the facility with loads of technical supplies to help train people who are looking for this type of career. A large portion of the community showed up to witness the unveiling and to show their support.

 

Photo by Allison Hall

This center is hoping to jump on the expected economic growth here in Texarkana. A growing workforce means a growing rate of employment and Texarkana College is predicting to certify more students in this type of program over the next few semesters than ever before. Maybe it’s’ for this reason that the center decided to use local stories to design the building that and Ledwell’s massive record for employment in this town. They have coated atrium entrance in the story of Mr. Buddy Ledwell, a local manufacturer, and the blueprints he created as a young man studying. They want to establish a good sense of work ethic in anyone who enters the doors and have their students leaving having a rich array of skills in their field.

Photo by Allison Hall

According to the above linked TC article, the program currently has more than 670 workforce students: near 100 of them being enrolled in Industrial Maintenance or Construction Technology. They are expecting growth in program participation, especially with the mention of classes being held during the day and evenings to provide a nice window for any situation, whether that person be employed or not.

Photo by Allison Hall

The goal is to promote enthusiasm and prosperity for this type of skill. An already certified welder, for example, might be more likely to gain a job than one who needs training. Our very own Dr. Cutrer is even working diligently to help these students prosper along their academic careers. Texas A&M – Texarkana and Texarkana College are working together to ensure that students who are attaining their two-year degree at TC, and wanting to further their education, can have a smooth transition to a four-year university, like TAMU-T.

Enrollment for spring of 2019 is currently open for Texarkana College and Texas A&M – University. To learn more about these course and programs, visit or call Enrollment Services at TC to set up an appointment. You can also visit the TC website, www.texarkanacollege.edu, to discover more opportunities.

GI-yeS!

Posted on by
Reply

You’re an undergraduate history major with large amounts of data about crime statistics in various locations across the United States over time. To a criminology student, this might be a gold mine, full of relative research material for their next paper. For you, it’s just numbers. But Dr. Andrew McGregor says GIS (Geographic Information Systems) can change that.

Photo by Allison Hall

On Wednesday, November 14, Dr. McGregor, Dr. Drew Morton, and Dr. Doug Julien hosted a four-hour open house in the Red River Innovation Lab for Humanities to celebrate GIS day. He started with an overview of definitions and ended with a hands on session, showing students and professors ways to use the mapping software. The goal was to show how this technology is useful in all fields of study.

GIS is a type of mapping systems that uses GPS signaling to help you plot specific coordination. Sounds ancient. But actually, it’s all digital now and it can get complicated. However, Dr. McGregor kept it simple, explaining how GIS can help people of all disciplines map data over both time and space. Mapping is no longer thought of as only useful to Geography professionals. Humanities academics have potential here. Dr. Morton, head of the Red River Innovation Lab, was also present and showed a very interesting piece from the online Journal [In]Transition. It was a video made to show the current geography of locations used in older Western films. With this type of use, GIS can reveal interesting things about the developing and changing technique and design of filmmakers. It’s a way for easy comparison.

You, as a history major, can use this technology to take that data about crime trends, map them, and compare them to other mapped data regarding things such as economy, redlining, slavery and more to discover that American crime trends are in fact a result of historical events across the nation. Admittedly, this example is self-explanatory, but it’s an easy way to develop a clear picture about the functions of these systems. It’s also a topic repeatedly addresses during the event.

Photo by Allison Hall

An interesting point brought up is the fact that maps only show data. They don’t necessarily make any arguments. That’s up to the viewer. The purpose of GIS mapping is for the user to devise and develop a question, argument or idea and present it in a way that is practical and stimulating in a visual way. The map is for you to make a point with in a way that’s different from a research paper or a graph.

This is a way for different disciplines to network among one another. This is not a one person job nor does it create a singular study. You need researchers to gather data, interpreters for that data, coders, mappers and so on. This gives fields such as history a reason to work together both within and outside of their field.

Photo by Allison Hall

Dr. Doug Julien, not having the statistics and code driven background needed for certain aspects of GIS mapping from scratch, introduced a user-friendly website, EJScreen. This website presents already gathered data in map form for people to reference. It presents an opportunity to clarify and verify previous thoughts as well as a way to formulate new questions based on such data. In other words, it is a lead in to formulate questions that you might build your own map to answer. He uses this to track both historical and modern-day racism and the evidence found in current living conditions. He is able to show how things such as redlining has put minority citizens in an almost permanent area in locations within Texarkana.

Aside from Dr. Julien’s introduction into EJScreen, Dr. MgGregor offered other online mapping tools where you can apply your own data to create your own very specific maps, such as ESRI Story Maps, Google Earth Pro., Google My Maps, and Carto. He took us through each of these sites, some offering different features than others, but all seeming very easy to navigate in an organized way. They all offer a visual option for large amounts of data that might not make sense mentally in the same way.

To find out more about Geographic Information Systems, you can contact Dr. McGregor at amcgregor@tamut.edu.

Demon-Haunted PechaKuchas

Posted on by
Reply

 

Dr. Rebecca Martindale gave a PechaKucha presentation at the end to give her interpretation of the book.

On Friday December 1, Dr. Rebecca Martindale, Assistant Professor of Instructional Technology, had her students present their PechaKucha presentations over the book, The Demon-Haunted World: Science as a Candle in the Dark by Carl Sagan.

 

“When we first started these presentations, I kind of did it in the middle of the semester and Caleigh started at the beginning. She’s going to do her presentation of The Demon-Haunted World the way most students and faculty would present when they use PowerPoint Presentation,” said Dr. Martindale.

The event began with Caleigh Bailon’s traditional presentation summarizing chapter 1 of the book. She discussed the key points of the chapter and her slides were text-heavy, which is common in many traditional presentations.

“After learning the new method of presentation, it’s kind of gruesome to go back and look at something like this,” Bailon said.

Next, Philip Dorouen explained what a PechaKucha was and how they worked. PechaKuchas are presentations that follow a specific format. 20 images are shown for 20 seconds each and they advance automatically.

“They are a great creative way for students to express themselves,” he said.

The benefit to this presentation style is that it can prevent the speaker from spending too much of their time talking about one part of the presentation. They have to keep speaking to keep up with the presentation and it can shorten a lengthy topic to highlight the main points. You can visit the PechaKucha website for more information and to watch other presentations. He also played the following video for the audience to give them a visual of how this presentation method worked.

“One of the things they do is have PechaKucha nights. It was originally designed by a couple of architects who basically had this philosophy where if you give an architect a microphone, they’ll talk for hours and hours. People all around the world get together in lots of different venues and have PechaKucha nights to talk about whatever they want with this particular format,” said Dr. Martindale.

Abram Garza presented his PechaKucha to summarize chapter 3 of the book.

Abram Garza presented the first PechaKucha of the event to summarize chapter 3: The Man in the Moon and the Face on Mars. This chapter was about pseudo-science and how people tend to believe tales without proof of their validity. He used note cards to aid his presentation because this format relies on images without text. Roslyn Swofford was the last student to present and she summarized chapter 21 of the book.

Dr. Martindale ended the event with her own PechaKucha presenting her interpretation of the book. This particular method made it easier to stay engaged during the presentations. The absence of text put more focus on the presenter and what they were saying, while also providing an interesting visual. Next time you have a presentation for class, try using this method to make your presentations more fun, engaging, and interesting.