November Authors Meeting Agenda

Jump down to: Monday AM | Monday PM | Tuesday AM | Tuesday PM Assessment Team Agenda
Materials in Progress

November 9-11, 2014
Carleton College

Before Meeting

  • Complete pre-meeting tasks on the Participant Checklist
  • For Monday: Review the following links developed for InTeGrate design teams on the topics of Learning Goals, Assessments, and Metacognition.

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/course

November 9, Sunday

*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 McConnell

  • Discuss how a module or course relates to the rubric
  • Plan and outcomes for the meeting - Meet Checkpoint 1, action plans, communication plans, and timeline
  • Discussion

November 10, Monday

Courtesy breakfast - Country Inn of Northfield

8:30 AM Introduction to the guiding principles as part of rubric (PowerPoint 2007 (.pptx) 2.6MB Nov6 14) - Dave Gosselin

9:00 AM Plenary: Introduction to course-/module-level learning outcomes (PowerPoint 2007 (.pptx) 776kB Nov7 14)- Karen Viskupic

10:00 AM Introduction to using the CMS (PowerPoint 2007 (.pptx) 236kB Nov7 14) - 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 Assessments (PowerPoint 2007 (.pptx) 696kB Nov9 14) - Stuart Birnbaum

2:00 PM Assessment Strategies (PowerPoint 2007 (.pptx) 549kB Nov10 14): Guided and structured work time - David McConnell

In module/course groups to develop learning outcomes and assessments - assessment consultants work with groups. Bloom's Taxonomy handout Bloom's Taxonomy Exercise (Microsoft Word 2007 (.docx) 3MB Nov10 14)


  • 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 (PowerPoint 2007 (.pptx) 549kB Nov10 14) (including metacognition - Note: these presentation slides follow from the ones above) - David McConnell

4:30 PM Work time to discuss instructional strategies

5:30 PM Roadcheck
Optional, but encouraged (and really helpful to us!): Test out the systems thinking essay

6:30 PM Dinner in Northfield

November 11, Tuesday

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
  • Contact and piloting information
  • Complete how course/module addresses guiding principles
  • Materials in Progress

10:15 AM Break

11:15 AM Plenary: Testing Process and Data Collection (PowerPoint 2007 (.pptx) 2.5MB Jun16 15) (GLE, Attitude, IRB, etc.) - Ellen Iverson and Kristin O'Connell

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

1:00 PM Plenary and Closing Remarks: Why are we doing this again? - John Taber, David McConnell, David Gosselin, and Cathy Manduca
Why are we doing this? (PowerPoint 2007 (.pptx) 911kB Nov11 14)

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
  • We will have a webinar on rubrics later in the year

5:30 PM Workshop evaluation

6:30 PM Optional dinner