October Authors Meeting Agenda

October 7-9, 2013

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Carleton College

Before Meeting

• Complete pre-meeting tasks on the Participant Checklist

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

• Welcome and Introductions - Cathy Manduca
• Ice breaker - John Taber
• Ice Breaker Image (PowerPoint 2007 (.pptx) 3MB May19 13)
• Ice Breaker Instructions - To Shop or Not to Shop (Microsoft Word 2007 (.docx) 2.9MB Nov7 14)

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)

• Links to resources about the guiding principles
• More about geosciences and Societal Issues
• Interdisciplinary Approaches to Teaching
• Teaching Geoscientific Thinking
• Teaching with Data
• Excel tutorial from Pedagogies in Action
• Excel Tutorial from YouTube that Tim uses in his course
• Teaching Systems Thinking
• Geoscience literacy documents

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

• Setting and articulating learning goals/objectives from Barb Tewksbury's course design tutorial
• Understanding What Our Geoscience Students Are Learning: Observing and Assessing - From On the Cutting Edge
• Course Design

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

• CMS 3 Slide Intro (PowerPoint 2007 (.pptx) 238kB Oct7 13)

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

• Show Example Goals from the Natural Hazards: Hurricanes team
  Hide
  
  

  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

• Instructional Strategies Overview
• The Role of Metacognition in Learning
• InTeGrate webinar about metacognition
• Pedagogies in Action Teaching Methods
• CLEAN
• Earth Exploration Toolbook

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

• Module/Course Development Timeline

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

• Shared Documents page
• Revisit timeline to add data collection and components

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