When Matthew Hanson, assistant professor of biology, was looking for a teaching position a year ago, he noted that a number of institutions were asking for people who could work in a multi-media environment.

“I took that as code for being HTML and web proficient,” he said. As a result, Hanson taught himself the fundamentals of web site development and management, and today he incorporates his web site into all of his classes.

“Students seem to be impressed by professors who can make web sites and take the time and effort to communicate through the media of e-mail and the Internet,” he said.

Such incorporation of information technology into classroom instruction is not a unique phenomenon on today’s college campuses.

Reports indicate that nationwide, faculty members are discovering ways that information technology can support the curriculum.

With the web, for example, students can construct models of ecosystems, design images using sounds and narratives, and communicate with experts from around the globe.

In addition, research suggests that students learn more, retain it longer and enjoy classes more when information technology is used effectively. Hanson, for example, assigns several web-based projects during the semester.

“These are designed to teach students how to gather information effectively and critically over the Internet,” he said. “I find the most important concept to teach students is how to wade through all of the garbage to find credible information.”

Hanson’s professional web site includes specific course-related information, his current research activities, available opportunities to pursue directed research experiences in his lab, links to other students’ web pages and links to related student groups such as the Tri-Beta Biological Honor Society.

Fellow scientist Amil Anderson, associate professor of chemistry, has also incorporated the web into his Chemistry 101 class. “My students take a weekly quiz on the web,” he said, adding, “the advantage to them is that they can take it anywhere and anytime they have access to the Internet.”

Anderson also has links to other chemistry-related web resources and assigns students a number of web-based projects. For example, each student puts together his or her own web page outlining the function and structure of a protein.

“This allows the students to dig into a topic in more depth and learn a valuable skill at the same time,” he said. “I am pleased with how this technology has contributed to this course,” he added.

Information technology has also impacted other disciplines. Thomas Martin, professor of health, fitness and sport, maintains a web site on his avocation, highpointing, which students can reference.

Martin’s professional activities, course syllabi and relevant links to athletics information are also available on his site. Kent Dixon, associate professor of English, maintains a web site for his classes and for alumni.

The class site directs students to various literature-related sites. “It’s so much easier than copying pages,” he said. The alumni site connects English majors from across the country and allows students to learn of alumni career activities.

Douglas Andrews, associate professor of mathematics, offers links to his personal, professional and family activities on his web site. Andrews’ site also includes course syllabi, feedback areas and resource information.

Moreover, Andrews assigns some online projects and administers quizzes online.

In addition, Jeff Ankrom, professor of economics, has packed his web site full of helpful information, including courses taught, his service activities on- and off-campus, personal background information, and links to such sites as the 1998 Clark County Economic Roundtable forecast and various economic resources.

He has also created a spreadsheet resource, which students can use. “The computational power available with spreadsheets has made it easier for students to do empirical work,” he said. “The web has also made it easier to communicate with students.”

To view these sites and others, visit the web at www.wittenberg.edu/academics.

—Karen Gerboth ’93