Integrate > For Team Members > Team Meetings Index > Past Meetings > October 7-9, 2013 Module/Course Authors Meeting > Agenda

October Authors Meeting Agenda

October 7-9, 2013

Carleton College

Before Meeting

Meeting Goals

  • Meet and get to know your team
  • As a team, collectively sketch out your module/course: Develop a common and specific vision of your module/course and document it in the overview page of your workspace
  • Explore the materials development process: Become comfortable in the CMS and establish a working relationship with your team lead, webteam liaison and assessment consultant
  • Become familiar with the assessment data collection process
  • Create a workplan, timeline, and communications plan for completing the module

October 7, Monday

*All workshop activities will take place at the Carleton College Weitz Center, Larson Room 236 and adjacent areas

5:00 PM Welcome Larson Room 236

6:00 PM Catered dinner with cash-only bar

7:15 PM Opening Remarks - Cathy Manduca

7:30 PM Quick picture of a module: Overview Presentation (PowerPoint 2007 (.pptx) 3.1MB Jun14 15) - David Steer

  • Discuss how a module or course relates to the rubric
  • Plan for the meeting
  • Discussion

October 8, Tuesday

Courtesy breakfast - Country Inn of Northfield

8:30 AM Introduction to the guiding principles as part of rubric - Anne Egger Guiding principles presentation (PowerPoint 2007 (.pptx) 1.3MB Oct7 13)

9:00 AM Plenary: Introduction to course-/module-level learning outcomes Learning Outcomes (PowerPoint 2007 (.pptx) 578kB Oct8 13)- David Steer

10:00 AM Introduction to using the CMS - Sean Fox

10:15 AM Small groups discuss strategies for addressing the guiding principles in their course or module and work on module/course-level learning outcomes

  • Discuss as individual module/course teams, develop plan on reporting page and checkpoint 1 workpages
  • Materials in Progress - lists links to all course and module pages.

10:45 AM Break

11:00 AM Continue working in groups

12:00 PM Working lunch at the Language/Dining Hall on campus - work on module/course-level learning outcomes

1:00 PM Full-group report out of learning outcomes

1:30 PM Plenary: Learning objectives and assessment Learning Objectives and Assessments (PowerPoint 2007 (.pptx) 634kB Oct8 13) - (David Steer)

2:00 PM Work time in module/course groups to develop learning outcomes and assessments

  • Learning Outcomes
    After this module, students should be able to:

    1. Define and calculate risk (i.e., probability of hazard * cost)

    Assessment: exam/quiz/in-class prompts "Based on the image provided, how could the person minimize her risk?" and "For each of the following locations/hurricanes (include some pairings of place, hurricane, population, etc), calculate the risk to life and property."

    2. Describe the causes of the natural hazard (e.g., hurricanes form as an atmospheric instability over warm water, in a region with little or no vertical wind shear, in sufficient latitude for Coriolis).

    Assessment: Pre/Post multiple choice test that includes a confidence rating.

    3. List several risks of the natural hazard (e.g., high winds, storm surge, flooding after initial surge, coastal land loss, destruction of infrastructure including roads, power plants, etc. and subsequent risks from those).

    Assessment: Pre/Post multiple choice test that includes a confidence rating.

    4. Explain how precipitation impacts the surface of the Earth and can lead to movement and change in the hillslope and river systems.

    Assessment: Have students sketch and annotate a concept map or physical diagram showing relationships, including, for example, the effect that a high magnitude event makes in the sensitivity of a landscape to further change.

    5. Analyze maps and images to determine landscape changes and hazardous areas, e.g. repeat images for changes in the topography and coastlines, topographic maps for areas of flood hazard.

    Assessment: exam or quiz question based on a lab/project/homework.

    6. Describe the size of a particular event compared to averages and medians (e.g., ACE index of a single hurricane, or an entire season)

    Assessment: exam/quiz/in-class prompt "Use the ACE index to rank the size of these two hurricanes."

    7. Make relevant predictions (e.g., effects of the hurricane, past similar events)

    Assessment: homework assignment or in-class essay or exam based on lab/project/homework.

    8. Describe the range of possible hurricane impacts to an area, and be able to communicate those hazards to a general audience.

    Assessment: lab report/problem set/take-home exam/exam essay question

    9. Explain the challenges of making decisions based on probabilities

    Assessment: exam essay question

3:30 PM Break

3:45 PM Introduction to instructional strategies (including metacognition) - Anne Egger

4:30 PM Work time to discuss instructional strategies

5:30 PM Roadcheck

6:30 PM Dinner in Northfield

October 9, Wednesday

Courtesy breakfast - Country Inn of Northfield

8:30 AM Plenary: Presentation of the development process and general timeline - Ellen Iverson and Cathy Manduca

9:00-10:15 AM Work in teams to record the following information into the CMS:

  • Timeline for reaching checkpoints
  • Communication plan for working remotely with your team
  • Complete description/outline and goals
  • Complete how course/module addresses guiding principles
  • Materials in Progress
10:15 AM Break

10:30 AM Plenary: Testing Process and Data Collection (PowerPoint 2007 (.pptx) 1.6MB Oct9 13) (GLE, Attitude, IRB, etc.) - David Steer and Ellen Iverson

12:00 PM Lunch at the Language/Dining Hall on campus

1:00 PM Plenary session: Developing and using rubrics Developing Rubrics (PowerPoint 2007 (.pptx) 450kB Oct8 13) - David Steer

2:00 PM Work time in module/course groups to discuss aligning learning outcomes, assessments, and rubrics

  • Complete a unit/activity overview if desired
  • Develop a common vision for rubrics within your team
  • Skype with assessment consultant

5:00 PM Plenary: Why are we doing this again? - Anne Egger, John Taber, and Tim Bralower

5:30 PM Workshop evaluation

6:30 PM Optional dinner