The Observer, November 30, 2007
Volume XL, Issue 12
SAGES program earns recognition for innovation in teaching
click to enlarge
The SAGES program at Case Western was one of 13 college programs featured in a recent report celebrating innovative teaching approaches in higher education. SAGES, or the Seminar Approach to General Education, received the distinction from Ross Miller, a senior director of assessment for learning at the Association of American Colleges & Universities (AACU). The AACU is a well-known organization in education, according to SAGES director Peter Whiting.
SAGES was featured as a program that addresses intellectual and practical skills, especially oral communication. "This award is tied to the hundreds of faculty that teach seminars, who worked to develop SAGES," said Whiting. "It also goes to the thousands of students now who have been in the program, because they caused it to have some of the successes it has had. Without the students, there wouldn't be an award."
Whiting noted that this distinction has some value to the SAGES program. "It is important because it acknowledges some of the important innovations we have made. The fact that the recognition is there provides external validation that we are taking innovative approaches. We have identified issues that we think are critical in educating a Case graduate and it's good that others are saying 'Yeah, Case has it right.'"
The distinction comes just two years after SAGES was fully implemented for undergraduate students under the order of former university president Edward Hundert.
Improving oral communication is a large part of the SAGES program, but Whiting mentioned that it can't be singled out as its most important aspect. "We have multiple goals and they all support each other. Yes, you have to read critically and think critically, but you can know everything and if you are unable to write or speak persuasively, then your brilliant ideas will go nowhere because you can't get those ideas out there and into the head of someone else. The oral communication has a special place in the seminar, because students are talking, arguing, and reacting in the class," he said.
Professor Carolyn Leitman, in her second year of teaching SAGES as both a First Seminar and University Seminar teacher, is a believer in the merits of the program. "It is unique. The idea of a small class and a theme is very interesting," she said. However, she added later, "a lot of it depends on what the student brings to the class, whether through his or her experiences, interests, etc. It helps students open up and it's important to know that not everyone thinks the same way you think."
Are students actually benefiting from the program? "I don't know," said freshman Akshita Agarwal, in regards to her oral communication skills. "We have really good discussions in class, but I don't know if anything has changed."
Senior Valbona Bushi opted into the pilot program as a sophomore and now is completing the program as a senior. "I can't call it anything other than a good idea," she says. "I know there are a lot of people who opted out of SAGES and others who wish they had, but I think it worked great for me. With the smaller class the professors really got to know me and provide me with more personalized feedback on my writing and work in general."
While students cite pros and cons of the program, Whiting emphasized the role of SAGES in the development of the undergraduate student. "Case Western is still making and going to make great engineers, doctors, history and classics majors, etc. But what we want to say to graduates, students, parents, alums, donors, etc. is that we have students and alums who are confident in presenting what they know, whatever that may be. SAGES is enhancing that set of skills students already have."
