First Meeting (post-collaboration workshop)

Pete, David, Arno, Julie F, and Julie H. met in the CTL this morning and devised a preliminary plan for the course redesign workshop.

We brainstormed:

• a timeline
• Summer 08: meet with the Provost to share our plans and firm up details of course release(s)
  
• Term I (Fall 08): announce to faculty; recruit participation
• Term II (Winter 09): hold workshop; help faculty prep course(s) to be redesigned
  
• Term III (Spring 09): faculty member(s) pilot redesigned course(s) for the first time
• Summer 09: Assessment of pilot redesign project
  
• possible departments/individuals with large-ish Term III courses who would be likely to participate:
• ANTH 110: Cultural Anthropology (Speier)
• ARHI 100/102?
  
• BIOL 140: Integrative Biology: Heterotrophs (Humphries)
• CHEM 116: Principles of Chemistry: Energy & Dynamics (Staff)
• CHEM 250: Organic Chemistry II (Debbert)
• ECON 100: Introductory Microeconomics (Galambos)
• ENST 150: Environmental Science (Clark & Lane)
• GEOL 110: Introductory Geology (Knudsen)
• GOVT 110: Intro to Political Science (Shober)
• GOVT 150: Introduction to Global Studies (Skran)
• HIST 101: Clionautics (Frederick)
• HIST 115: The Modern World (Cohen)
• MATH 107: Elementary Statistics (2 sections: Clemons & Shaw)
• MUHI 202: Music History Survey II (2 sections: McQuinn & Ceballos)
• PHIL 150: Symbolic Logic (Ryckman)
• PHYS 110: Topics in Astronomy (Pickett)
• PHYS 160: Principles of Modern Physics (Stoneking & Pickett)
• PSYC 100: Principles of Psychology (Burrows)
• RLST 100: Intro to Religious Studies (Smith)
• some potential pitfalls/opposition
• will this mode of teaching create more work for teachers and/or students?
• making sure faculty and students understand the motivation for and benefits of "time shifting" lectures
• teaching faculty to use the technology
• make students accountable for the material delivered in the podcasts
  
• how to prep students and faculty to make the best use of this new way of learning
• showing faculty the benefits of this new methodology for both themselves and their students
  
• encouraging student learning teams?
• could help students to be accountable to each other and to the class as well as to share knowledge
  
• multiple occasions to test/verify knowledge learned in podcasts (e.g., using clickers or Moodle Quiz to test the material covered in the podcast)--having multiple opportunities to learn, review, and recall the material in both non-graded (and, ultimately, graded) settings helps students to learn the material and to be able to access it long-term
  
• thinking about how to address different student learning styles (and different teaching styles)
• teaching students about active listening strategies

Follow up: Julie will draft an announcement for faculty about this exciting new initiative and share it with the team via Google Docs