Building a Teaching System - 3: Defining a Pattern in ContentAs example, the physical and life sciences faculty at CU-Denver took steps several years ago to clarify the general university objectives for a core science course. They decided that the thematic outcomes would be an understanding of the physical world and how we gain knowledge about it?i.e. what science is and how it works. They further decided that these objectives would be met, if at completion of any core science course at CU-Denver, students were able to answer the following: 1. What specifically distinguishes science from other endeavors or areas of knowledge such as art, philosophy, or religion? 2. Provide two examples of science and two of technology and use them to explain a central concept by which one can distinguish between science and technology. 3. It is particularly important to not only know ideas, but also how these ideas originated. Pick a single theory from the science represented by this course (biology, chemistry, environmental science, geology, or physics) and explain its historical development. 4. Provide at least two specific examples of methods that employ hypothesis & observation to develop testable knowledge of the physical world. 5. Provide two specific examples that illustrate why it is important to the everyday life of an educated person to be able to understand science. 6. Many factors determine public policy. Use an example to explain how would you analyze one of these determining factors to ascertain if it was truly scientific. 7. Provide two examples that illustrate how quantitative reasoning is used in science. 8. Contrast "scientific theory" with "observed fact." 9. Provide two examples of testable hypotheses. 10. "Modeling" is a term often used in science. What does it mean to "model a physical system?" 11. What is meant by "natural and physical science?" The above questions are disclosed in writing to the students during the first week, and are reconsidered again at the close of the course. While specific disciplinary content covered is indeed that given in the course descriptions of the university catalog, instructors in core science courses now have a clear, unifying pattern through which to develop and deliver diverse science content. The pattern's themes allow for instructors' creativity and disciplinary rigor, but also insure that the core educational responsibility is fulfilled. Disclosing a fundamental pattern in content improves any course. It spells the difference between teaching with unifying themes vs. a course characterized by mere "coverage" of facts and topics. If we clearly and concisely present the unifying objectives of our course, then our students need not guess about how to think about the course material, how to master it, or how to recognize achievement of worthwhile outcomes.
Len Barron and Louis Schmier "Debriefing" April 2, noon UCD 720 Chancellors' Conference Room In February, under the theme of "Inspirational Thinking," we brought in two dynamic guest presenters for two Friday workshops. Obviously, the events inspired thinking, because several attendants have shared thoughts and outcomes and have expressed a desire for more such events. Debbie Kellogg (Business) and Dorothy Yates (Research Administration) suggested we come together again for a "debriefing." In accord with their suggestion, we have scheduled the conference room on the 7th floor of the UCD Building for our discussions. If you attended one or both the February workshops, and want to "debrief" with us, share ideas and a free lunch, then please respond by email to enuhfer@carbon.cudenver.edu or by phone to 303-556-4915 to reserve a spot. This conference room is not huge, so please respond early. Next Pizza Fest with Technology Wednesday April 7, Noon: Executive MBA Rooms CU Building 1250 14th St. The TLTR series next presents: Using the Web to help you and your students with on-line or traditional classes: A tour through the library's on-line tools and electronic research databases. Faculty and staff from the Auraria Library will guide you to awareness and use of recently-procured data bases and tools that most of us are not yet familiar with. Please respond by phone to 303-556-4915 or via email to enuhfer@carbon.cudenver.edu to reserve a spot and your share of Pizza. Office of Teaching Effectiveness is OUT of the Scanning Service Business (But You Can "Do-It-Yourself!") Several years ago, the old "Testing Center"
maintained as a cooperative venture between UCD and other Auraria institutions
was phased out. With it went the service of bubble-sheet-scanning. In order
to maintain the teaching formative evaluation service and to have a scanner
at this campus, we purchased an NCS scanner and software which Ed Nuhfer
set up. With time, the requests to provide scanning services have grown
enough to undermine the primary mission of faculty development. As a solution,
the scanner has been moved from Ed's Office to NC 4019C. Those needing
to process tests, core course evaluations, and do institutional or disciplinary
research that involves bubble-sheet survey responses can get keyed access
to this scanner and training to use it. The Office of Teaching Effectiveness
was never intended to provide the services of the old Testing Center; and
can not do so. You or your students or departmental secretary will need
to process needed scan forms and surveys. To get access, contact enuhfer@carbon.cudenver.edu
or phone 303-556-4915.
We now have electronic access to National Teaching and Learning Forum. Their server is coded to accept only access from a user's e-mail address with "cudenver.edu," so you'll need to get to these issues from your office computer. The Forum is a great resource, so enjoy! Also, consider writing an article for them. To see the Forum, log into http://www.ntlf.com/restricted. BEST WISHES FOR A RELAXING SPRING BREAK! From what I have seen?all of us?faculty, staff, administration have really earned this one! Thanks for all your hard work here. |
