Virginia's Community Colleges

Cover art: “Prime” by Katherine Blair Yancey, a student at Piedmont Virginia Community College

Inquiry: The Journal of the Virginia Community Colleges
Volume 13 | Issue 1 Article 1
2008
Front Matter
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This Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The Journal of the
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(2008). Front Matter. Inquiry: The Journal of the Virginia Community Colleges, 13 (1). Retrieved from https://commons.vccs.edu/
inquiry/vol13/iss1/1
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 The Journal of the 
 Virginia Community Colleges 
 
 
 
Volume 13, Number 1  Spring 2008 
Published by the Virginia Community College System and the Virginia Community Colleges Association 
Copyright 2008 © Virginia Community College System 
All rights reserved. No portion of this journal may be reproduced without written permission from an 
editor. Printed in the United States of America 
 
Editorial Board 
The editors of Inquiry constitute the publication’s editorial board: 
 
Managing Editor  MaryGrace Paden 
    John Tyler Community College 
 
Editors    Rhonda Catron 
    Wytheville Community College 
    Jereial Fletcher 
    Southwest Virginia Community College 
    Ghazala Hashmi 
    J. Sargeant Reynolds Community College 
    Benjamin Sloan 
    Piedmont Virginia Community College 
    Terry Whisnant 
    Southside Virginia Community College 
 
Founding Editor   Susan Coffey 
    Virginia Community College System (retired) 
 
VCCA Liaison Editors  Rhonda Catron 
    Jereial Fletcher 
    Terry Whisnant 
 
Design    Meredith Carrington 
    John Tyler Community College 
 
Cover Art   “Prime” by Katherine Blair Yancey, 
    Winner of 2008 Inquiry Cover Art Contest 
    Piedmont Virginia Community College 
 
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The Journal of the Virginia Community Colleges | 3 
 
  
    Volume 13, Number 1 
 
 
 
 
 
 
Student Support Services for the Underprepared Student  5 
By Elizabeth Wilmer 
This essay considers statistical reports on underprepared students, the history of 
developmental education, the characteristics of underprepared students, and the 
reasons it is imperative that we provide these students with a college-level 
education. 
 
Podcasting’s Possibilities        20 
By Mimi Leonard 
In 2005, Wytheville Community College developed a Quality Enhancement Plan 
to emphasize student speaking and listening competencies. This article suggests 
that podcasting is a promising instructional technique to build oral skills and to 
enliven teaching and learning. 
 
Using Analogies to Assess Student Learning    28 
By Callan Bentley 
The author offers his experiences in using Classroom Assessment Techniques 
(CATs) in his geology courses to gauge his students’ grasp of course concepts. 
 
Increasing the Success of Online Students     39 
By Ivan L. Harrell II 
In this article, the author presents ways that colleges can use student readiness, 
orientation, and support to increase the likelihood for success of their online 
students. 
 
Germanna’s Treasure Trove of History: A Journey of Discovery 49 
By Rob Sherwood 
The author shares the rich historical setting of Germanna Community College’s 
Locust Grove Campus, as well as the classroom and college activities and events 
that have grown alongside his discoveries. 
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What Would Freud Say to Voltaire? The Use of Dialogues in  61 
Survey Courses 
By Linda Simmons 
In this essay, the author argues that assigning dialogues in survey courses is a 
viable alternative to traditional research-based essays. 
 
Po? Pow? What!          71 
A Class Project to Study Linguistic Variation in English 
By Bruce A. Sofinski with Dyan Hansford, Sue Matthews, Rochelle Taylor, Kathryn 
Wilson, Rachel Henry, and Lydia Polonofsky 
This article explains how a final class project in an American Sign Language 
course teaches teamwork, critical thinking, and research methodology. 
 
 
ANNOUNCEMENTS AND INFORMATION 
Inquiry Call for Papers        80 
Submission information for the 2009 issue 
Inquiry Cover Artwork Contest       81 
Submission information for the 2009 student contest 
College Liaison Information       82 
 
  
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English

Front Matter

Katherine Blair Yancey (right) created  Prime,  the colored-pencil drawing on the front cover, while enrolled in  Drawing I  with Professor Beryl Solla (left) at Piedmont Community College

Inquiry: The Journal of the Virginia Community Colleges
Volume 13 | Issue 1 Article 9
2008
Back Matter
Follow this and additional works at: https://commons.vccs.edu/inquiry
Part of the Higher Education Commons, and the Higher Education and Teaching Commons
This Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The Journal of the
Virginia Community Colleges by an authorized editor of Digital Commons @ VCCS. For more information, please contact tcassidy@vccs.edu.
Recommended Citation
(2008). Back Matter. Inquiry: The Journal of the Virginia Community Colleges, 13 (1). Retrieved from https://commons.vccs.edu/
inquiry/vol13/iss1/9
 80 |  
 
 The Journal of the 
 Virginia Community Colleges 
 
 
 
 
Call for Papers 
Spring 2009 Issue 
 
Papers on Subjects Related to Community 
College Teaching/Learning 
Submit by May 15, 2008 
Inquiry is a refereed journal that encourages writing from community college 
personnel. The journal is published once a year by the Virginia Community 
College System and the Virginia Community Colleges Association. 
Article preparation: 
• Papers should be prepared according to the MLA Handbook for Writers of 
Research Papers, 6th edition, or the Publication Manual of the American 
Psychological Association, 5th edition. 
• Manuscripts should not exceed 6,000 words. 
• Please submit manuscripts by email as Microsoft Word attachments to 
mpaden@jtcc.edu 
Questions? Please contact 
MaryGrace Paden 
Managing Editor, Inquiry: The Journal of the Virginia Community Colleges 
Assistant Professor of English 
John Tyler Community College 
13101 Jefferson Davis Highway 
Chester, VA 23831-5316 
(804) 706-5095 
mpaden@jtcc.edu 
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The Journal of the Virginia Community Colleges | 81 
 
 The Journal of the 
 Virginia Community Colleges 
 
 
 
Cover Artwork Contest 
Spring 2009 Issue 
 
Open to All 
Virginia Community College System Students 
Submit by May 15, 2008 
Inquiry invites community college students to submit their best artwork for 
possible publication on the front cover of the journal. Works may be 
photographs, drawings, paintings, ceramics, sculpture, printmaking, and digital 
images. 
Prize: $250 and copies of the journal 
Guidelines: 
• Artwork must be original, previously unpublished, and created by a student 
enrolled in a Virginia community college 
• A student may submit up to three images for consideration. 
• Photographs, drawings, paintings, ceramics, sculpture, print making, and 
digital images are welcome. 
• Images should be submitted in a digital form by email attachment. 
The winning artwork will be selected by the journal’s editors, and the winning 
artist will be notified in July 2008. 
Submissions of artwork should be sent as email attachments to: 
MaryGrace Paden 
Managing Editor, Inquiry: The Journal of the Virginia Community Colleges 
Assistant Professor of English 
John Tyler Community College 
13101 Jefferson Davis Highway 
Chester, VA 23831-5316 
(804) 706-5095 
mpaden@jtcc.edu 
 
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College Liaison Information 
College liaisons assist writers who are interested in submitting papers and help with the distribution of the journal at their colleges. 
 
Donna Mayers 
Blue Ridge Community College 
 
Lana Velez 
Central Virginia Community College 
 
Tondalaya W. VanLear 
Dabney S. Lancaster Community College 
 
Helen Meadors 
Danville Community College 
 
Wanda T. Smith 
Eastern Shore Community College 
 
Harriett Leithiser 
Germanna Community College 
 
Larry C. Roderer 
J. Sargeant Community College 
Downtown Campus 
 
Ghazala Hashmi 
J. Sargeant Community College 
Parham Road Campus 
 
Ty Corbin 
J. Sargeant Community College 
Western Campus 
 
MaryGrace Paden 
John Tyler Community College 
 
Nancy Penney 
Lord Fairfax Community College 
Middletown Campus 
 
Kim Lewis 
Lord Fairfax Community College 
Fauquier Campus 
 
Carolyn Reynolds 
Mountain Empire Community College 
 
Mark Rowh 
New River Community College 
 
Jon Burton 
Northern Virginia Community College 
Alexandria Campus 
 
Charles Scarborough 
Northern Virginia Community College 
Annandale Campus 
 
Deborah Naquin 
Northern Virginia Community College 
Loudoun Campus 
 
Gay Church 
Northern Virginia Community College 
Manassas Campus 
 
Abby Hassler 
Northern Virginia Community College 
Medical Education Center 
 
Daniel Lewis 
Northern Virginia Community College 
Woodbridge Campus 
 
Phyllis Fleming 
Patrick Henry Community College 
 
Keisha Nichols 
Paul D. Camp Community College 
 
Benjamin Sloan 
Piedmont Virginia Community College 
 
Tom Rockson 
Rappahannock Community College 
Glenns Campus 
 
Glenda Lowery 
Rappahannock Community College 
Warsaw Campus 
 
Terry Whisnant 
Southside Virginia Community College 
Christanna Campus 
 
Mike Stinson 
Southside Virginia Community College 
John H. Daniel Campus 
 
Jereial Fletcher 
Southwest Virginia Community College 
 
Rick Dollieslager 
Thomas Nelson Community College 
 
Judy Gray 
Tidewater Community College 
Chesapeake Campus 
 
Bill Clark 
Tidewater Community College 
Norfolk Campus 
 
April Campbell 
Tidewater Community College 
Portsmouth Campus 
 
Robert House 
Tidewater Community College 
Virginia Beach Campus 
 
Dolly Traver 
Virginia Highlands Community College 
 
Patricia M. Price 
Virginia Western Community College 
 
Rhonda Catron 
Wytheville Community College
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Back Matter

The author offers his experiences in using Classroom Assessment Techniques (CATs) in his geology courses to gauge his students’ grasp of course concepts

Bentley, Callan

Using Analogies to Assess Student Learning

In this essay, the author argues that assigning dialogues in survey courses is a viable alternative to traditional research-based essays

Simmons, Linda

What Would Freud Say to Voltaire? The Use of Dialogues in Survey Courses

This article explains how a final class project in an American Sign Language course teaches teamwork, critical thinking, and research methodology

Sofinski, Bruce

Po? Pow? What! A Class Project to Study Linguistic Variation in English

In 2005, Wytheville Community College developed a Quality Enhancement Plan to emphasize student speaking and listening competencies. This article suggests that podcasting is a promising instructional technique to build oral skills and to enliven teaching and learning

Leonard, Mimi

Inquiry: The Journal of the Virginia Community Colleges
Volume 13 | Issue 1 Article 3
2008
Podcasting’s Possibilities
Mimi Leonard,
Follow this and additional works at: https://commons.vccs.edu/inquiry
Part of the Higher Education Commons, and the Higher Education and Teaching Commons
This Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The Journal of the
Virginia Community Colleges by an authorized editor of Digital Commons @ VCCS. For more information, please contact tcassidy@vccs.edu.
Recommended Citation
Leonard, M. (2008). Podcasting’s Possibilities. Inquiry: The Journal of the Virginia Community Colleges, 13 (1). Retrieved from
https://commons.vccs.edu/inquiry/vol13/iss1/3
The Journal of the Virginia Community Colleges | 21 
 
 
Podcasting’s Possibilities 
By Mimi Leonard 
 
 
As a community-college instructor of developmental English, I had never thought 
much about my students’ speaking and listening skills. My teaching priorities are 
focused on instilling good print literacy habits during a semester. Nevertheless, I 
have begun thinking that there is a place for developing oral competencies in my 
classroom.  
In the fall of 2005, my institution underwent a Southern Association of 
Colleges and Schools (SACS) re-accreditation process that required teaching 
faculty to develop a Quality Enhancement Plan (QEP) addressing genuine student-
learning needs. As we thought about our options, we were drawn to the area of soft 
skills. Faculty recognized that our graduates will be working in a new, often 
international service economy and believed that we needed to focus our QEP on 
improving student employability.  
Our most popular programs are in the healthcare fields. On any given day, 
graduates of these programs talk to patients, physicians, pharmaceutical 
representatives, and hospital executives. New and anticipated workplaces in our 
area include a Fortune 500 company, a customer call-in support center for satellite 
radio, and a medium security prison. Working in such environments necessitates 
more than an associate’s degree; it requires interacting with people from a variety 
of ethnic backgrounds and speaking accurately and clearly. Hence, the teaching 
faculty narrowed our QEP focus from soft skills in general to the particularized 
skill of how well our students are able to communicate interpersonally. 
Once SACS approved our Learning to Communicate QEP proposal, 
developing these oral-communication competencies became an institutional 
priority. The three QEP objectives state that students shall “interact effectively and 
appropriately in an interpersonal context,” “construct and deliver an extended 
message,” and “listen effectively and appropriately” (2005, p. 21-22). Five specific 
outcomes are associated with each learning objective, so each can be addressed in 
a variety of ways. Altering my methodologies by developing new practice 
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activities and homework assignments is one way I could contribute toward our 
collegiate goal without diminishing developmental English instructional priorities.  
I began to think seriously about addressing the QEP goals by using 
technology while taking a course in pedagogy and instructional design. The 
professor required us to review freeware or shareware (software that is available at 
no cost), reasoning that budget constraints are a reality but need not hinder 
classroom activities. He urged us to ground our explorations in our teaching 
situations, so I was drawn to find a computer application that linked composition to 
orality.  
 
From PCs to Podcasting 
DeVoss, Johansen, Selfe, and Williams (2003) developed a piece on 
computer- mediated composition and concluded that educators must not “ignore, 
exclude or devalue new-media texts,” lest we “run the risk of our curriculum 
holding declining relevance for students who are communicating in increasingly 
expansive, networked environments” (p. 169-170). Their work reminded me of 
how important it is to meet students where they are. Bull (2005) was even more 
specific about which technology to incorporate when he endorsed podcasting in 
education and in English education specifically. He wrote:  
Janet Swenson, past president of the National Council of Teachers of 
English Conference on English Education, recently joined her colleagues at 
a retreat to consider the future of English education in light of technological 
advances. She observes that the use of the term writing to encompass 
multimodal compositions such as digital storytelling and podcasting is now 
“essentially uncontested” within her discipline. (p. 25) 
These insights assured me that I could link developmental English 
assignments to our QEP priorities, using podcasting as a bridge. 
 
What Is Podcasting? 
Podcasting is “an automated technology that allows listeners to subscribe to 
and listen to digitally recorded audio shows” (Flanagan & Calandra, 2005, p. 20). 
It is similar to TiVO in that the audience chooses what to hear and when; it is 
dissimilar in that TiVO doesn’t allow the subscriber to create his or her own 
broadcast and upload that content.  
I learned that through podcasting students could make and post a spoken 
assignment using the microphones and personal computers that are readily 
available on campus. A learner could likewise listen to content that the instructor 
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uploaded. Either activity has a direct correspondence to our QEP learning 
outcomes.  
Podcasting is not brand new to higher education. This technology has been 
used successfully at a number of colleges. According to The Chronicle of Higher 
Education, these included American University, Drexel University, Purdue 
University, St. Mary’s College, Texas A&M, the University of Houston, and the 
University of Texas (Read, 2005). Duke University issued iPods to matriculating 
freshmen in August 2004, determining that academic uses fell into five areas: 
• course content dissemination, 
• classroom recording, 
• field recording, 
• study support, and 
• file storage and transfer (Belanger, 2005). 
The University of Missouri identified other academic uses, including 
campus-news broadcasting and development of student recruiting materials (Meng, 
2005). Jackson, a professor at American University, likes using podcasting not 
only because of what he calls its “hip factor,” but also because “sending lectures or 
clips from other sources to students via the Internet allows him to devote more 
class time to informed discussions, readings, and one-on-one student assistance” 
(as cited in Marselas, 2005, p. 3). 
 
Possibilities  
The textbook used for developmental reading includes a section on pronunciation 
keys. To practice and reinforce that content, students could create a podcast since 
one QEP objective is to “demonstrate the ability to use pronunciation that is 
understood by others” (2005, p. 23). Making a podcast also is a compelling option 
because many students lack confidence in their speaking abilities and dread 
standing up in front of an audience. Like radio broadcasters, podcasters are 
invisible to their listeners. To reinforce the objective of “demonstrate the ability to 
understand a person’s suggestions for improving one’s abilities, being able to 
transfer them beyond the current situation” (2005, p. 25), I could post graded-
assignment commentaries by the same means.  
Other podcasting activity ideas come from the English as a Second 
Language (ESL) discipline. I was interested to read Boyle (1993), who affirmed 
the QEP philosophy when she noted, “in learning situations where the 
opportunities for oral practice are much fewer than for listening, more attention 
should be given in teaching to exercises that can also serve as springboards for oral 
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practice” (p.36). She created audiotapes for her students in Hong Kong and then 
used them for interviews, transcriptions, cloze (fill-in-the-blank), and shadow-
reading exercises. A similar activity could be done with podcasts, perhaps as a 
spelling exercise.  
Dalton, an ESL teacher, recognizes that his work includes both production 
and reception of the proper sounds – the QEP’s speaking and listening 
competencies – so his assignments feature each aspect of oral communication. 
After teaching long and short vowel sounds, Dalton associates the target sounds 
with the numbers zero through nine and then quizzes learners by reading a phone 
number aloud to identify misunderstood phonetic combinations. To modify this 
assignment in my situation, I could associate the pronunciation key symbols with a 
number. For homework, they would create a podcast for my ears only. Their 
assignment would be to take their student identification number and sound it out 
for me using the number-symbol key I provided.  
 
TalkShoe 
Though the college administration would need to approve the installation of 
podcasting software, expense would not necessarily be a barrier because there is 
freeware that allows individuals to create and share podcasts. As part of my 
graduate class, I reviewed TalkShoe, a program that permits public or private 
podcasts. This software allows anyone with an internet connection and a telephone 
to host and moderate an interactive podcast and generates a unique identifier that 
allows the content to be heard by the public or a host-defined private audience.  
I found the TalkShoe application by searching www.tucows.com to find 
virus-checked freeware. TalkShoe had not been vetted by that service, nor rated by 
customers, but a link was offered. Reviews in Podcast User Magazine (Anderson, 
2007) and The Pittsburgh Post Gazette (Shropshire, 2006) documented the 
program’s niche and business model, so I downloaded the 13 MB program from 
www.talkshoe.com. The installation went smoothly, and I have had no trouble 
using the program, so I am confident in recommending its use. 
 
Podcasting Pitfalls 
Podcasting is not without its challenges. The most obvious in my instructional 
situation is that the activities I have proposed do not require direct interaction with 
others. While it might be a good way to build speaking and listening skills, 
podcasting cannot substitute for face-to-face interactions if we are to meet our QEP 
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objectives. If podcasting were to be used extensively, it might in fact undermine 
QEP objectives because of its solitary nature.  
Other concerns are the nature of our student body and rural location. Many 
of our students work full time and attend school part time. A significant number do 
not have personal computers at home, and the rural infrastructure means that dial-
up internet access is the norm whereas up-to-date hardware and robust internet 
access are recommended for podcasters. While the college does provide public-
access computers, they are in an open-laboratory setting, which presents other 
issues. First, the student would have to get to the resource center during regular 
hours, which could conflict with family and work schedules. Secondly, the 
recording quality would almost certainly be negatively affected by ambient noise 
in the lab. Finally, other students could distract or interrupt the podcaster. Because 
of ongoing campus renovations and growth in enrollment, it would be difficult to 
create a private dedicated podcasting space at this time.  
Early adopters of podcasts also have concerns about how it impacts teaching 
and learning. As Northern Illinois University began making arrangements to 
upgrade campus servers to accommodate instructor-generated podcasts, a student 
reporter praised the idea effusively, in part because it would permit her to study at 
her leisure, without attending classes. A theatre professor was dismayed, likening 
his classroom to a stage: “Such events can’t be recorded, abstracted, time delayed, 
or transmitted in any form without losing their quality of liveness” (Schneider, 
2006, p. 2). Podcasting may be enticing, but it should complement rather than 
replace a dynamic learning environment. 
 
Final Thoughts  
As I have explored ways to integrate speaking and listening competencies into 
developmental English classes, I have become intrigued by the possibilities of 
podcasting. My younger students would almost certainly respond enthusiastically 
to podcasting, and the literature validates use of this instructional technology in a 
variety of settings. While the potential of podcasting is apparent, I am not yet ready 
to revise all my classroom activities or assignments to use it. Instead, I am 
planning a gradual implementation, beginning with a pronunciation unit. I think 
podcasting may be a wonderful homework supplement and believe that using this 
technology will help my students communicate across the curriculum. 
 
 
 
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Mimi (mē-mē) Leonard (len-êrd) is an English doctoral student at Old Dominion 
University and teaches developmental studies at Wytheville (with-vil) Community 
College. Her research interests include adult multiple intelligences, oral 
communication, and teaching technologies. 
  
References 
Anderson, L. (2007). TalkShoe reviewed. Podcast User Magazine, 12. Retrieved 
February 16, 2007 from 
http://www.podcastusermagazine.com/files/podusermag-issue12.pdf  
Belanger, Y. (June 2005). Duke University iPod First Year Experience Final 
Report. Center for Instructional Technology, Duke University. Retrieved 
February 23, 2007 from http://cit.duke.edu/pdf/ipod_initiative_04_05.pdf  
Bull, G. (2005). Podcasting and the long tail [Electronic version]. Learning and 
leading with technology, 4, 24-25.  
DeVoss, D., Johansen, J, Selfe, C, & Williams, Jr., J. (2003). Under the radar of 
composition programs: Glimpsing the future through case studies of literacy 
in electronic contexts. In L. Z. Bloom, D. A. Daiker, & E. H. White (Eds.), 
Composition studies in the new millennium: Rereading the past, rewriting 
the future (pp. 157-173). Carbondale, IL: Southern Illinois University Press.  
Flanagan, B. & Calandra, B. Podcasting in the classroom [Electronic version]. 
Learning and leading with technology, 4, 20-22, 25.  
Learning to communicate: The quality enhancement plan for Wytheville 
Community College. (August 2005). Wytheville, VA. 
Marselas, K. (2005, December 3). Community college experimenting with 
‘podcasting’ [Electronic version]. The Capital. Retrieved February 16, 2007 
from http://www.hometownannapolis.com/cgi-bin/read/2005/12_03-24/TOP 
Meng, P. (2005). Podcasting and vodcasting: A white paper. University of Missouri 
IAT Services. Retrieved February 16, 2007 from 
http://edmarketing.apple.com/adcinstitute/wpcontent/Missouri_Podcasting_
White_Paper.pdf 
Read, B. (2005). Lectures on the go: As more colleges use ‘coursecasting,’ 
professors are split over its place in teaching. The Chronicle of Higher 
Education, Information Technology. Retrieved February 16, 2007 from   
http://chronicle.com/cgi2-
bin/printable.cgi?article=http://chronicle.com/free/v52/i10/10a03901.htm 
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Schneider, R. (2006). The attack of the pod people: University courses to be 
podcasted (Viewpoint essay). The Chronicle of Higher Education 53.16. 
Retrieved February 16, 2007, from http://find.galegroup.com/ 
Shropshire, C. (2006, June 20). All talk, all the time: New local Web site lets 
everyone have their say. Pittsburgh Post-Gazette. Retrieved February 16, 
2007 from http://www.post-gazette.com/pg/pp/06171/699554.stm. 
 
  
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Front Matter

Back Matter

Using Analogies to Assess Student Learning

What Would Freud Say to Voltaire? The Use of Dialogues in Survey Courses

Po? Pow? What! A Class Project to Study Linguistic Variation in English

Podcasting’s Possibilities

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