For college professors globally, to dialogue about course design.


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Denise Domizi <[log in to unmask]>
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Denise Domizi <[log in to unmask]>
Fri, 11 Jun 2010 09:47:10 -0400
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Mike - The thing I find so interesting about the folks who have a hard time with the left side ("touchy feely crap" - ouch!) is that if you ask them before they ever see the taxonomy for their "blue sky" dreams about the course and their students' learning, their answers almost always have to do with the left side. And if you ask them why they got into their discipline to start with, again it's almost always represented by the left side. That's how I try to frame it for them before they ever see the taxonomy. Then when we do look at it for the first time I have them show me where those dreams fit into the taxonomy. Once I made a giant taxonomy on a sticky wall and had them slap their dreams in the appropriate place on the taxonomy. It was great to see them clustered on the left and bottom (with many overlapping into several areas as well). When I do this, I find that I don't have to "sell" the left side at all. They've already done it for themselves.
Stewart and Dave - I think you're right about the baseline/pre-test/post-test attitudinal measurements. I think that is something I need to think about more systematically. Too often at the end of the course I think, "wow - look how far they've come." But do I really know how far they've come? I get some self-report through end-of-semester reflections, but I think I may need to develop some guiding questions for beginning-of-semester reflections and attitude measurements as well. Thanks for the reminder.

And thanks for all of the great ideas and responses!

Denise Pinette Domizi, Ph.D.
Associate Coordinator of Faculty and TA Development
Center for Teaching and Learning, North Instructional Plaza
University of Georgia, Athens, GA 30602 - (706) 542-6572