ࡱ> .0-7 ,bjbjUU .I7|7|&llllN N N N b $ N ceeeeee$ xl  l cc@GlG ?YN 1GG0G212G Diola Bagayoko (2000) THE PARADIGM OF THE TIMBUKTU ACADEMY The Systemic Mentoring Model Of the Timbuktu Academy and of the Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP) A Roadmap for Replication In complex processes, including research, education, and their coupling--systemic mentoring-- more than good will is often required. Hence, the Timbuktu Academy was built on a paradigm to which its programs and activities adhere very strictly. As such, the Academy claims to have placed the creation of educational, research, and professional value-added on a rigorous scientific basis. A sum or a convolution of current knowledge, in several applicable disciplines, was necessary for the genesis of this comprehensive paradigm. The scientific basis for high expectations for all students and for the ubiquitous need for systemic mentoring is rooted in the following principles or categories whose dynamic sum constitutes the paradigm of the Timbuktu Academy. Annotations of the diagrammatic representation of the paradigm, as given below, follow on the next page. Diola Bagayoko (2000) ANNOTATIONS FOR THE DIAGRAM (THE PARADIGM OF THE TIMBUKTU ACADEMY) A. The Primacy of languages as vehicles of thought. This principle underscores the fact that science, mathematics, engineering, and technology (SMET) are done in a language. The learning, research, writing, reporting, and the related transmission to future generations require a language. Hence, the mastery of the application language is critically needed for SMET training and professional development. B. The integrated law of human performance or of practice. A known special case of this law, as applied to specific sensory-motor (athletic), artistic (creative), or intellectual (cognitive) tasks, simply shows -- with an empirical power law formula--that the time T it takes for an individual to perform a task decreases as the number of times that individual practiced that task increases. Please see Reference 4 (or 1, 3, 7) for the formula. The key point here is that this implacable law applies whether we like it or not. (Our research, mentoring, curriculum reforms, presentations, ..... improve with practice!) The integration, composition, or convolution of this "power law" for several tasks and over several years explains most of the training (or lack thereof) of any given individual, genes notwithstanding!) The integrated law of human performance provides a rigorous scientific basis for HIGH EXPECTATIONS for all students. Yes, ability (or aptitude) itself, no just the results, is enhanced through quality practice. Also note, as suggested by educational reforms, that the thinking "skills" or rational powers engaged by the teaching or mentoring processes, and hence practiced, are the ones that will surely be developed. (Tracking is self-fulfilling prophecy.) C. The process of creating educational & professional value added. (value added to future scientists/engineers as opposed to products) This process is as complex as the environments, the subjects, and the related levels of learning or of inquiries. Diagrams of a problem solving paradigm and of the scientific method illustrate the intricacies of these processes that are generally cumulative, non-linear, and at time taxonomic. D. Human experiences through the ages and through different cultures. This is an assignment for the reader! Hints: biographies, implicit learning, the reader's own experiences. The mode of transmission of "science and technology" before the advent of formal schooling generally included mentoring (apprenticeship, hands-on, and experiential learning). Diola Bagayoko (2000) E. The concept of distributed responsibilities and shared credits. This concept is rooted in that of ultimate value: various parts of the core of a system could have vastly different prices even though the ultimate value of each of them is that of the properly operating system (i.e., cars, computers, etc.). In a situation of distributed responsibilities and shared credits, a problem is that individuals, groups, organizations, etc. could conveniently blame everything on others without taking stock into what exactly they have done lately! For mentoring, the responsibilities are distributed between the individuals (faculty, students, center directors, junior scientists/engineers, etc.), the department, the college, the research group, the research center, the research laboratory, the institution/organization, ... the funding agencies, the policy makers. Responsibilities are distributed and credits are shared. To understand this in a profound fashion is to begin good practices of holistic and systemic mentoring (see the power law) for the training of the next generation of productive citizen, managers, research scholars, etc. F. The synthesis of behaviorism and cognitivism. This synthesis ends, once and for all, the debate over a "superiority" of one over the other. It turns out that "habit" and "memory" systems are both essentially relevant in learning. This synthesis actually dictates that both be appropriately activated by the optimum learning environments and situations. So, this synthesis profoundly supports experiential, hands-on, contextual, relevant learning environments and processes advocated by the national educational reform blue-prints (including Shaping the Future for college undergraduate level). APPLICATION: A ROADMAP FOR REPLICATING THE TIMBUKTU ACADEMY A distinction of the Timbuktu Academy resides in our attempt, so far successful, to apply the rigor and professionalism of research to the process of training and mentoring future researchers. Consequently, the programs and activities of the Academy are designed to adhere firmly to its paradigm. The genesis and evolution of this paradigm illustrates the synthesis of cognitivism and behaviorism. The reader is urged to consult the web site of the Academy, at http://www.phys.subr.edu/timbuktu, for extensive details on (a) our programs, (b) activities, (c) results (in terms of new knowledge and high quality scholars), and (d) funding sources. The reader is urged to see the ten (10) activities of the Undergraduate Research Program (URP) that are keyed to the Paradigm. In particular, the diagrammatic representation of the paradigm of the Timbuktu Academy, the above annotations of the diagram, and the translation of these two into specific activities for pre-college, undergraduate, and graduate students clearly describe a comprehensive roadmap for replication in a home, at a school, in a college department, in a graduate school, and in public and private organizations! The activities always address the cognitive and non-cognitive (behavior, character, habits, etc.) variablesdirectly or indirectly. As such, they address the written and unwritten curricula which are inextricably linked. Diola Bagayoko (2000) ANNOTATED BIBLIOGRAPHY (REFERENCES) 1. "The Dynamics of Student Retention, a Review and a Prescription," D. Bagayoko and Ella L. Kelley. Education, Vol. 115, No. 1, pp. 31-39, Fall, 1994. This publication explains the process of creating educational value added, from K through graduate school and beyond, and the compound or integrated law of human performance. 2. "Cognitive Condensation for Mastery Teaching and Learning," D. Bagayoko and Ella L. Kelley. Education, Vol. 115, No. 1, pp. 18-25, Fall, 1994. This is a blue-print for mastery teaching and learning, in a age of information explosion. Understanding and knowing key anchors are preferred to memorizing a plethora of disjointed minutia. 3. "Mentoring for the 21st Century," Proceedings, US Presidential Awards for the Excellence in Science, Mathematics, and Engineering, Washington, D.C., September, 1996. National Science Foundation publication number: NSF 97-124, (1997). This book contains extensive insights on various forms of mentoring: in museum, for K-12th grade students, for college students, in some research 1 and top ranked universities, and in some leading research organizations. 4. "Mentoring, a Strategy for Increasing Minority Participation," D. Bagayoko. Proceedings, national conference on the role of social and behavioral science (SBS) careers in the 21st century, Radisson Hotel, New Orleans, Louisiana. April, 1997. Editor: Dr. Emmanual Osagie at osagie@concentric.net. This paper is perhaps the one addressing most of the aspects of mentoring as noted in this presentation. 5. "Behaviorism, Cognitivism and the Neuropsychology of Memory," Herbert L. Petri and Mortimer Mishkin. American Scientist, Vol. 82, pp. 30-37, 1994. This article ends the debate over "cognitivism versus behaviorism" as they apply to learning. 6. "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology," a report of the Advisory Committee to the National Science Foundation's Directorate for Education and Human Resources. National Science Foundation publication number: NSF 96-141, (1996). This blueprint actually applies, from its beginning to the end, the concept of "distributed responsibilities and shared credits" to the process of undergraduate education. Specifically, it spells out the role of everyone, from faculty members to funding agencies and policy makers! 7."The Timbuktu Academy, " D. Bagayoko. (http://www.phys.subr.edu/Timbuktu.htm). 8. "Aptitude Revisited: Rethinking Math and Science Education for America's Next Century," David E. Drew. Publisher: The John Hopkins University Press, 1996. This book shows that teaching and learning occur in a cultural context that is much relevant to these processes. B E F  EMBED Unknown  A C D For A and B, please see References 1, 3, 4, and 7 in the annotations for the diagram. For C, please see References 6 and 8. For D, please refer to human experiences through the ages, including the mode of learning before the inception of formal schooling (i.e., apprenticeship or mentoring) and your own formal and informal learning experiences. For E, please refer to References 1, 3, 4, and 7. For F, please refer to Reference 5. F is a relatively new addition to the evolving paradigm that has to keep pace with the advances of our knowledge base. 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