|Apologies from GGabbard (for whole semester), GeneG, FH, MP. Present: DD, PT, PA
Initial guided freewriting starting from sentence provided by the instructor-
Take-away: "Cultivating Collaborators: Concepts and Questions Emerging Interactively From An Evolving, Interdisciplinary Workshop," ms. by PT, Fifield, Young
Homework: PT to prepare for Feb 3 session & arrange audio-connection for FH whenever needed; DD to find out about state of UMB Strategic planning; PA to get "syllabus" from previous CIT seminar.
Audio recording of session available to those not present, but not for distribution beyond the group
|I will present the curriculum design for teaching one key module in EEOS601 (Introduction to Applied Statistics). This EEOS core course meets the data analysis requirement for EEOS M.Sc. students and serves as a prerequisite for EEOS611, the core statistics class for EEOS doctoral students. The module that I'll present is based on Larsen & Marx (2006) Introduction to Mathematical Statistics and its Applications Chapter 4 on Special Distributions (Poisson, Normal, Geometric, Negative Binomial and Gamma in addition to an introduction to Monte Carlo simulations). The course is calculus-based; EEOS requires mathematics through calculus for all applicants. There are three different ways that the course is offered: 1) In person and via interactive TV to other UMASS campuses as part of the Intercampus School of Marine Science Graduate degree program, 2) In person during the Winter intersession (15 three hour sessions during a 3-week period), and 3) Completely asynchronous through UMASS/Boston online. I plan to offer the course in all three formats in the 2010-2011 Academic year, with Class 1 and 2 being offered as a hybrid course with in-person and online students sharing the same web site. The winter intersession class would be offered in the EEOS computer lab with all students having access to Matlab, the program used throughout the course for solving problems. All students taking the class must use Matlab throughout the course for solving problems and presenting their results.
For the workshop format, I'd like to follow the Peer Review process for Understanding by Design (UbD) curricula as described by McTighe & Wiggins. I'll provide copies of the relevant pages from their book describing the UbD design standards, the planning template and the Peer-review process. I combine UbD with differentiated instruction (DI) as described by Tomlinson & McTighe. I'll provide copies of Chapters 3 and 9 from their book (read only through page 145 in Chapter 9).
I'll provide copies of my syllabus for the Winter intersession course and Chapter 4 from Larsen & Marx (2006). This chapter is quite challenging, but the concepts are vital to understanding many advanced areas of statistics and their applications. In the in-person & interactive TV version of the course, I would devote one week (2 75-min classes) and 2 homework problems to this material. In the online version of the class, one week of the 12-week online course and one problem set would be based on this material. In the winter intersession class, I would spend 1 2.5-hour class session, the 5th of 14, on the concepts from chapter 4. I would anticipate that students would have time to have only briefly read this material before arriving for the 6-8:30 pm class and problems based on this material would be completed during the 2nd half of the 2.5-h session.
|Mar 10, Mickaella, on assignments that allow differentiated responses
Prep includes chapter 1 and 2 of Differentiated classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson (available by ebrary).
|Apr 7, Peter Kiang guest 12-1.15, to move us from looking at the changing university and seeing this mostly negatively/apprehensively to a longer-term coalition-building perspective. Readings:Kiang, P.N. (2008). Crouching Activists, Hidden Scholars: Reflections on Research and Development with Students and Communities in Asian American Studies in Charles R. Hale. (ed.) Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship. Berkeley: CA. University of California Press, 299-318; Rhoades, G., & Slaughter, S. (2004). Academic capitalism and the new economy: Challenges and choices. American Academic, 1 (1), 37-60.
|Apr 14, P-AA leads a session on implementation of new faculty development proposals in light of emerging strategic planning emphases. Rajini Srikanth as visitor from 12.15-1.15
Reading: pp. 43-63 of http://www.cit.umb.edu/documents/FacultyDevelopmentCommitteeReportFinal6
Innovative Models for Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, and Faculty Agency
Jay R. Dee and Cheryl J. Daly (2009)
See also: proposals for Center for Improvement of Research and Transdisciplinary Research Workshop
|Apr 28, Learning through discussion, "led" by Gene; reading: "Knowledge building," by Scardamalia & Bereiter
I'm a big fan of the LTD method, and I'd like to demonstrate how it can be used for a graduate seminar. In the original 1977 Sage publication by W. F. Hill, pages 22-31 describe the format for the discussion. Prepare for the discussion using the guidelines on page 48-54. A central part of the LTD method is that I can't and won't lecture or participate in the discussion except as leader. In my own classes, I'd put anything that I wanted to contribute in a handout given out a week in advance