New Authors' Agenda- June 2015

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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

June 14, Sunday

Arrive in Northfield in the afternoon

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

5:00 PM Welcome/social time with appetizers and cash-only bar

5:30 PM 30 minute presentation - Inspiring relationship to InTeGrate quality and publication goals with tour of Climate of Change module - Stuart and Anne

6:00 PM Dinner

7:30 PM Introductions and Overview (Room 131)

• Quick Overview of the Project and Guiding Principles (PowerPoint 1.3MB Jun14 15) - Cathy

June 15, Monday

Courtesy breakfast - Country Inn of Northfield

8:30 AM Overview of the day and checklist for the workshop

8:45 AM Quick picture of a module: Overview Presentation (PowerPoint 2007 (.pptx) 3.1MB Jun14 15) - Anne

• 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

9:30 AM Introduction to the guiding principles as part of rubric (PowerPoint 2007 (.pptx) 2.6MB Nov6 14) - Anne, with Dave Gosselin and John Taber joining virtually. Followed by work time for describing how module/course aligns explicitly with Guiding Principles (record on web pages for Checkpoint 1)

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

10:00 AM Plenary: Introduction to course-/module-level learning outcomes (PowerPoint 2007 (.pptx) 737kB Jun15 15)- Stuart, with Dave Gosselin and John Taber joining virtually.

• Related resources:
• 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 Tutorial from Cutting Edge

11:00 AM Work time to develop how module/course addresses guiding principles, overview, outline, and learning goals

• 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
• Work with team lead; assessment consultant will check in with teams, as available

12:00 PM Lunch Weitz Center Common Area (1st Floor)

1:00 PM Plenary: Learning Objectives and Assessments (PowerPoint 2007 (.pptx) 730kB Jun15 15): Guided and structured work time - Stuart

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)

• 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

  
  
  

2:00 PM Break

2:15 PM Introduction to instructional strategies (PowerPoint 2007 (.pptx) 3.9MB Dec11 14) (including metacognition and systems thinking) - Anne

• The Role of Metacognition in Learning
• InTeGrate webinar about metacognition
• Pedagogy in Action Teaching Methods
• CLEAN
• Earth Exploration Toolbook

3:15 PM Work time to discuss instructional strategies

• 3:45 pm Latitudes of Climate course team meets with Dave G.
• 4:15 pm Epidemiology module team meets with John T.

5:00 PM Roadcheck

6:00 PM Dinner on the town (see restaurant selection handout in folder)

June 16, Tuesday

*Check out of hotel if leaving and bring your luggage to the Weitz Center —shuttles to the airport will leave from Weitz Center (see shuttle schedule in folder)

Courtesy breakfast - Country Inn of Northfield

8:30 AM Plenary: Evaluation results overview (PowerPoint 2007 (.pptx) PRIVATE FILE 4.2MB Jun16 15) - Vali Mara

• Post questions/feedback here

9:00 AM Presentation of the development process and general timeline - Anne and Monica

• Module/Course Development Timeline

9:30 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

Course team meeting with Dave G. at 10am

12:00 PM Box lunches with teams

1:00 PM Work time in module/course groups to develop checkpoint 1 materials

2:00 PM Testing Process and Data Collection (PowerPoint 2007 (.pptx) 2.5MB Jun16 15) (GLE, Attitude, IRB, etc.) - Ellen and Monica

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

4:00 PM Plenary and Closing Remarks: Why are we doing this again?

5:00 PM Workshop evaluation