April 04, 2017

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CHECK OUT COVERAGE OF CAB’S WOMEN’S APPRECIATION DAY

READ ABOUT TRACK’S FLORIDA SUCCESS SPORTS, PAGE B4

NEWS, PAGE A2 TTUESDAY, UESDAY, APRIL APRIL 44,, 22017 017 > W WESTERN ESTERN KKENTUCKY ENTUCKY UUNIVERSITY NIVERSITY > VVOLUME OLUME 992, 2, IISSUE SSUE 4444

Ad, PR still to merge with Dept. of Comm. BY MONICA KAST HERALD.NEWS@WKU.EDU The merger of the advertising, public relations and pop culture departments with the communication department will still occur this year, despite being removed from a recent Board of Regents meeting agenda, according to university administrators. At the most recent Board of Regents committee meetings, “approval to create the School of Communication through merger of programs in Department of Communication with Advertising, Public Relations and Popular Culture” was listed as an action item. A revised agenda was posted days before the committee meetings, removing the item from the academic affairs committee’s agenda. At the meeting, David Lee, provost and vice president, briefly discussed the reason for the change to the agenda. “We are withdrawing this for now,” Lee said. “We’ll have some further discussions, but are not bringing it to the Board at this time.” According to Larry Snyder, dean of Potter College, this does not affect the timeline of the merger. Snyder said questions were raised about the proposal, and it was decided to revise the proposal. “Talking with the Provost ahead of the Board meeting, we decided that we probably needed a little more conversation … and perhaps needed to revise our proposal in such a way as to give a little bit more detail about how not only this was going to affect the proposed School of Communication, but how it might affect the School of Journalism and Broadcasting,” Snyder said. However, Snyder said the removal of the action item “doesn’t affect the proposed marriage of the programs.” “The only thing that was pulled was the establishment of the new school,” Snyder said. “The programs moving are still moving.” Snyder said as of now, a new school has not been created, and the advertising, public relations and pop culture departments will move into the department of communication. According to Snyder, creating a new school is a “different way of labeling,” and determines things like fundrais-

SEE AD & PR PAGE A2

Katelin Carney of Lexington, and Mandy Johnson of Louisville lead a dance during Dance Big Red, a 12-hour dance fundraiser, on Friday at the Preston Fitness Center. The event raised money for pediatric cardiology and adolescent cancer care at the Norton’s Children Hospital. EVAN BOGGS/HERALD

‘JUST FOR KIDS’ Dance big red raises big cash for kids at norton children’s hospital BY EMMA AUSTIN HERALD.FEATURES@WKU.EDU

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early 700 students danced together on Friday night — for 12 hours straight. Dance Big Red participants remained standing all night at the third annual fundraising event for Norton Children’s Hospital, raising over $65,000. Some participants set up fundraising pages before the event to collect donations from friends and family. Both Greek and non-Greek organizations created teams for the

night and competed to raise the highest number of donations. Dance Big Red also held several events during the year to raise money leading up to Friday night. Dance Big Red Co-Chair Katelin Carney said the executive members have been planning for the night since May. “We set our goals really high,” Carney said. “We wanted to double everything this year.” Dance Big Red saw its highest number of participants and raised the highest total this year; last year,

there were around 300 participants who raised $25,000. Dana Matukas, WKU development and marketing coordinator for the Children’s Hospital Foundation and Norton Children’s Hospital, said she hopes the event continues to grow each year. “It’s so meaningful if [participants] can come and see and hear who they’re impacting,” Matukas said. “To have these college students come and be a part of that — it’s that wow factor — it’s a memory they’re going to cherish forever being a part

SEE FULL COVERAGE AND PHOTOS OF DANCE BIG RED ON PAGE B1 CENTER

Professors share ‘flipped classroom’ experiences BY BRYSON KELTNER HERALD.NEWS@WKU.EDU Several professors at WKU are adopting elements of a “flipped classroom” in their courses. A flipped classroom is the “exact opposite” of a traditional classroom model, meaning students listen to recorded lectures at home and participatein application learning in the classroom. Jerry Daday, the executive director of the Center for Innovative Teaching & Learning & the Online Learning Research Office, explained the logistics of flipped classrooms and why he thinks they are effective. “If you think of a stereotypical traditional class in higher education, you have a professor standing in front of the room lecturing and disseminating content to students,” Daday said. “Students are taking notes, and there’s the underlying assumption that students are retaining the information by listening. Students will then do some homework outside of class for application.” Professors can currently use the program, MediaSite, for their flipped lectures. MediaSite allows them to record desktop lectures, audio and webcam videos, which they can upload directly onto a server and up-

load the video lectures to Blackboard. Daday recalled his first experiences teaching sociology and said his class setup was vastly different from his current approach. “When I first started teaching in 2000, I lectured all the time,” he said. “ … I didn’t have a lot of confidence in my knowledge of sociology. So, I built

content doesn’t mean the students learn anything,” he added. “So over time, I learned that just lecturing at students isn’t really appropriate. I needed to find ways to play with the terminology and play with the information.” Daday now lectures for about 25 percent of his class time. He says his

I learned that just lecturing at students isn’t really appropriate. I needed to find ways to play with the terminology and play with the information.” Associate professor Jerry Daday

all these power point presentations, and I would walk through them.” Daday began implementing more in-class exercises, including more discussions and more “think/pair/ shares,” as he calls them. After a few years of initiating these activities, he began using Tegrity, a program that WKU utilized for recording lectures. “Just because you disseminate

courses have a much more active learning environment. “Building a flipped class takes a ton of effort, because you really have to think about, ‘How am I going to take my lectures and put them online, but what am I going to do in class that is going to have students applying the information?’” he said. Daday also said there are not many

classes that are strictly “flipped” at WKU, but there are not many that are strictly traditional either. He said professors typically begin by flipping one or two lessons and keep build from there. Kerrie McDaniel, an assistant biology professor, uses partial flipping strategies in her anatomy labs. She recently flipped her course section that covered the skeletal and muscular system. “Students are briefly introduced to the bones and bone markings but do the majority of their learning outside of class time on their own using the resources that we have provided,” McDaniel said. “These resources include digital materials and assignments as well as actual bones that they can use in the reserve section of the library.” McDaniel then assesess the students on the information they covered, who then build on that information in the next lab period by using the bones and bone markings as references for learning the muscles. “It forces students to come to lab prepared for learning muscles,” she said. “It gives us time to do hands-on learning.” McDaniel also gathered statistics

SEE CLASSROOM PAGE A2


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