Friday, February 11th, 10 - 11 AM on ZOOM. Meeting link shared on mailing list.
This month we will consider strategies for promoting active learning through course coordination. The two articles describe the strategies used at Cornell University and Ohio State University to promote active learning in their large coordinated calculus courses. The course at Cornell is taught in sections of 25 - 30 students and that at OSU is taught in lectures sections of 120–500 students with recitation sections with 33 students each. We will explore the similarities an differences between these to programs and build a list techniques for supporting the use of active learning techniques.
Steve Bennoun & Tara Holm (2021) Establishing Consistent Active Learning in a Calculus I Course, PRIMUS, 31:3-5, 565-577, DOI: 10.1080/10511970.2020.1746453
E. Miller, J. Fowler, C. Johns, J. Johnson Jr., B. Ramsey & B. Snapp (2021) Increasing Active Learning in Large, Tightly Coordinated Calculus Courses, PRIMUS, 31:3-5, 371-392, DOI: 10.1080/10511970.2020.1772923
Friday, March 4th, 10 - 11 AM on ZOOM. Meeting link shared on mailing list.
Rubrics are a useful tool for communicating expectations to students and providing students with feedback. They also make grading faster and more consistent. It can however be challenging to create a good rubric. We will discuss best practices when creating rubrics and share our experiences using them. Our reading this month is a general reference on rubrics and participant provided examples. Please, bring a rubric to share with the group.
Bring a rubric to share.
Rubrics reference page by Center for Teaching & Learning (accessed 3/3/2022)
---
1. If you are having trouble accessing the readings, contact Corrin Clarkson for assistance.