Section Two: Discus

Description:

How often have most instructors wondered what their students were "really thinking" on some subject of importance? The Discus Bulletin Board System is a tool to allow you to find out, to see what makes your students "tick" and to get their opinions on any subject you wish to broach.

I used Discus on my webpage for several years, and the results were phenomenal.

Discus is a free program that will add untold versatility to your classroom. The most difficult part of Discus is installing the program on your web server. Fortunately, the procedure is well documented at the Discus homepage (http://www.chem.hope.edu/discus), and as long as you are familiar with FTP, you will do fine. You will need to know the path to the executable CGI directory on your server. Often the directory is /cgi-bin, but you may need to check with someone before installation commences. On the Teleport system (http://www.teleport.com), the CGI directory to use for individual members is /htbin. Since this is what I used to install Discus, I will make references to Teleport often here. In addition, you will need to know the path to the Perl directory on your webserver (which is probably /usr/bin/perl), and you must be using Perl Version 5 or later (which you probably are already.) Perl is a programming language used by many CGI applications.

It should be noted that although Discus is a free program, it can be installed by the Discus company for a nominal charge. Information regarding this option can be obtained at the Discus website

Once Discus is active, select "Documentation" - "Getting Started" to learn about the features and capabilities of Discus. Discus is easy to use and straightforward - a truly excellent program.

I began using Discus in September of 1999 in my Chemistry 221 class at Mt. Hood Community College, and I have continued using it during the Winter Term of 2000 in my Chemistry 222 course. I have used Discus for two purposes: to see how my students feel about the course and to receive assessment on my progress in the class.

I have offered my students one extra credit point for every submission received by Discus. I generally set the topics, but some have been set by students. The responses to my queries have been fascinating and informative, ranging on principles of science to current social problems impacted by chemistry. I've also offered them the chance to critique my performance - could I have done this topic more efficiently, what made the most sense to you, etc. It's an excellent barometer for the mood of the class as a whole.

I have also offered a "Feedback and Suggestions" area which I have found most illuminating. Students can post anonymously if they wish, so their comments need not be directed back to them if adverse to my opinions. It has worked well.

Between 3% and 25% of my students participated in each weekly discussion. To foster additional participation, I plan on implementing some type of mandatory Discus assignment for each student by the Fall of 2000. If students had a small percentage of points dependant on their participation in the Discus bulletin board system, their interactions would increase with the system as their confidence as citizens of the Internet soars.