similar and scores that are more than 20 points apart are considered different. Therefore

from this group of faculty members an adaptive teacher group was formed from Classes

A, B and C, a middle score teacher group was formed from Classes D, E and F and an

innovative teacher group was formed out of Classes G, H and I. This allowed for further

analysis of student variables based on similar cognitive styles of faculty members.

Class A

 This three hour course concentrated on improving writing skills for academic

settings and business applications. The course was practical in nature requiring students

to prepare a resume and application packet, both of which were utilized in a mock job-

interview. A research report was also developed as the faculty member led students

through the process of conducting research. The course is not required for undergraduate

students, but is suggested as a general writing course in the College of Agriculture and

Life Sciences. The instructor of Class A was a 25 year-old female graduate assistant. She

had three years of teaching experience at the college level, but no prior teaching

experience in any other setting. The instructor chose to have instruments administered in

class, completed outside of class, and then returned at the next normally scheduled class

meeting. The instructor gave extra-credit points to students who returned instruments.

 There were 100 students enrolled in Class A, of which 70 responded. All

participating students were considered full-time (taking more than 12 credit hours). Of

the respondents, 44.3% (n=31) were male and 55.7% (n=39) were female. For academic

majors, 28 different majors represented the class. No specific major held a majority, but

the three most predominant majors were family youth and consumer science (14.3%,

n=10), nutritional science (11.4%, n=8), and food science and human nutrition (10%,

n=7).