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University of Delaware July 15 - 16, 2002 Perkins Student Center, Rodney Room
For information contact Avron Abraham,
Chair, Faculty Senate Committee on General Education
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| Objectives:
1. To place the University of Delaware
General Education Initiative in a national context.
AGENDA Monday, July
15
Starting at 8:00 a.m.
8:30 – 9:20 a.m.
Avron Abraham, Chair, Faculty Senate Committee on General Education 9:30 – 10:30 a.m.
Richard Light, Walter H. Gale Professor of Education
Strengthening the Undergraduate Experience: Six Concrete Examples that Have Dramatically Changed Students' Engagement on Campus. In his presentation, Richard Light, of Harvard University, will present
six specific suggestions from his recent book, "Making
the Most of College." The suggestions emerged from over 1,600 interviews
with students on 24 campuses, and have led to some simple yet dramatic
changes in teaching, student advising, homework assignments, and how campus
leaders approach the increasing student diversity on campus. There will
be time for follow-up questions and discussion of these specific suggestions.
UDaily Article on Richard Light Book available for loan in the CTE Library, 212 Gore Hall. 10:45 – Noon
Hip Hop Journeys, Spring 02
Environments and Cultures in Conflict, Spring 02
Advanced and Emerging Technology Grants 2002: Instructional Innovations 3D Visualization of Macromolecules for Effective Instruction of Protein
Structure/Function and Biochemical Evolution
12:15 –- 1:20 p.m.
Daniel Rich, Provost Discovery Learning in the Context of an "Engaged Campus"
1:30 – 3:30 p.m.
Capstone Conversations: A Workshop on Designing Capstone Courses
- Rodney
In this workshop, participants will discuss the design and implementation of a capstone experience for their students. For openers, participants will look at a capstone project in Chemistry, English, and Mechanical Engineering that aimed to make visible the communications dimension of every discipline while reinforcing the interdisciplinary nature of much professional problem solving. Then, participants will brainstorm about courses and approaches that might work in their discipline. Concept Mapping: An Instructional Tool to Organize Content and Assess
Student Learning - Ewing
Just because we present material in a way that makes sense to us does not mean students assimilate it in the same format. It takes time and reflection for information to acquire structure. This workshop will introduce participants to the theory and practice of concept mapping, a powerful way for students to organize and display what makes sense to them. Student Coaches: A Model for Enhancing Learning in Large Classes
- Williamson
Undergraduate students as "workshop guides" can help to facilitate problem based learning strategies in large lecture classes. The presenter will share examples of how she has worked with workshop guides in classes of 100-200 students, and will explore both structure and content issues - some of which have been solved and others that are still a challenge. Guidelines and Methods for Assessing Student Learning (Will be repeated
Day 2) - Collins
With a focus on classroom assessment, this session will begin with a brief overview of various kinds of assessment, why assessment activities are important, and how they can assist in the teaching-learning process. Presenters will share some examples of classroom assessment activities, followed by a small group exercise in which attendees can develop or further refine an assessment plan for their course. Tuesday,
July 16
Starting at 8:30 a.m.
9:00 –9:20 a.m.
9:30 – 10:30 a.m.
Deborah Bosley, Director of the University Writing Programs, University of North Carolina-Charlotte Writing in the Disciplines: Keys to a Successful Program Deborah Bosley will discuss what needs to happen to move writing instruction into the disciplines: why it is useful to approach writing as disciplinary practice, how to establish a productive guiding philosophy, and how to build campus initiatives. Based on her experiences directing such an initiative over the past several years at UNCC, she will describe what good practice look likes (and share example of non-productive approaches), while discussing what it takes in training, resources, and support to mount a successful program. She will also address issues of program evaluation: how do we know when a program is successful? 10:45 – Noon
LIFE Clusters: Best Practices, Reflections, and Aspirations Biotechnology and Bioinformatics Cluster 01-02
Animals, Science and Society Cluster 01-02
American Race Relations Cluster 02-03
Advanced and Emerging Technology Grants 2002: Instructional Innovations Use of an Asynchronous Learning Network Tool (CAPA) for Homework
Problem Assignments in Engineering Technology Courses
12:15 – 1:20 p.m.
Global Citizenship and Leadership - General Education Outside the
Classroom
1:30 – 3:30 p.m.
1:30 – 2:30 p.m.
Numerous studies have shown the powerful impact of the educational experience of students outside of the classroom. Purposeful and structured residence hall environments have consistently been observed to increase student academic success and persistence, both primary goals of the General Education Initiative. Come to discuss opportunities for the residence halls to better meet your specific goals as a faculty member and contribute to the overall academic mission of the University of Delaware. 2:30 – 3:30 p.m.
This workshop will highlight the role that quantitative literacy and, therefore, quantitative reasoning courses should play in general education at the college level. The focus of the discussion will center on a new course to be offered in Fall 02, which attempts to introduce students to mathematics in the context of current events, addressing students' needs and concerns. The session will also address possible ways of integrating quantitative skills throughout the curriculum. 1:30 – 3:30 p.m.
Deborah Bosley and Stephen Bernhardt, will co-lead a workshop that challenges UD faculty to envision new initiatives wherein programs, majors, departments, and colleges take charge of writing and communication in their disciplines. The workshop will help programs begin to map the kinds of skills they hope to see in their graduates, consider what is particular to specific disciplines, and stimulate thinking about effective ways to work toward our shared goal of helping all students gain effective skills in oral and written communication. 1:30 – 3:30 p.m.
With a focus on classroom assessment, this session will begin with a brief overview of various kinds of assessment, why assessment activities are important, and how they can assist in the teaching-learning process. Presenters will share some examples of classroom assessment activities, followed by a small group exercise in which attendees can develop or further refine an assessment plan for their course. |