Fall 2005: Hot Topics @ NOON: Curriculum, Scholarship, Safe Spaces

  • Created 8 November 2005; Published 5 December 2008
    From the Other Side of the Podium: The Student Observer Program

    Jennifer Cox Johnson, Assistant to the Coordinator, Perlman Center for Learning and Teaching; Students; and Faculty

    The Student Observer Program has been offered to faculty for the last twenty years as a means to discover how students view their teaching. The program provides faculty with students who observe class and offer feedback about teaching that is both impartial and student-oriented.

  • Created 1 November 2005; Published 8 December 2008
    Classroom Publishing and Student Learning: "Stars of Israel," "Swank" (Science with a New Kick), "Changing World: Emerging Asia," Victorian Poetry, and Others

    Stacy Beckwith, Assistant Professor of Hebrew; Cindy Blaha, Professor of Physics and Astronomy; Carly Born, Academic Computing Coordinator for Languages and Literature; Adriana Estill, Assistant Professor of English and American Studies; Susan Jaret McKinstry, Helen F. Lewis Professor of English; Heather Tompkins, Reference and Instruction Librarian;and  Ann Zawistoski, Science Librarian

    Cosponsors: College Writing Program, ITS and Gould Library

  • Created 25 October 2005; Published 10 December 2008
    Quo Vadis Europa? Why the Dutch and the French Voted Against the European Union Constitution

    Alfred Montero, Associate Professor of Political Science

  • Created 20 October 2005; Published 8 February 2007
    Carleton Classrooms: Safe Spaces, Challenging Conversations

    Al Montero, Associate Professor of Political Science, Beth McKinsey, Professor of English and American Studies, Lance McCready, Assistant Professor of Educational Studies; Kristin Ginger ‘08; Heather Jackson ‘06; Cherise Jones ‘08; Erica Martinez ‘08; and Alisa Sanchez ‘06

    How can faculty members shape the atmosphere in their classes to challenge students to take intellectual risks, and at the same time make the environment psychologically safe for every student? This panel and conversation continue the campus discussions from 2004-05 about classroom experiences with stereotypes and racially charged language.

    Cosponsors: The LTC and DIG (Diversity Initiative Group)

  • Created 11 October 2005; Published 1 March 2007
    Teaching to the Test!#%$$!?: A New Carleton Initiative in Value-Added Assessment

    Elizabeth Ciner, Associate Dean of the College; Chico Zimmerman, Professor of Classical Languages; James Hannaway '09; Juliana Houston '09; Peter (Pete) Jones '09; and Sarojini (Jini) Rao '09

    This LTC session kicked-off Carleton’s work with Grinnell, Macalester, St. Olaf (“the I-35 cluster”) on two grants to help assess the colleges’ efforts in improving student writing, quantitative literacy, global understanding, and critical thinking.

    As Carleton faculty, many of us tend to disparage the kinds of information that national (or even local) tests can provide about how (and what) our students learn. We think we know that students gain content knowledge and skills in our courses and through their four years at Carleton, based on the feedback we get from their papers, projects, student evaluations and other forms of assessment. How much of this progress is related to the qualities the students have when they enter Carleton, how much to our exquisite academic program and how much to their increased intellectual maturity after four years? What's the "value-added" of a Carleton education? Is it worth trying to measure? If so, how?

    Carleton, along with Macalester, Grinnell and St. Olaf, recently received funding from the Teagle and Lumina Foundations to assess critical thinking, writing, quantitative skills and global understanding. As part of this project, we are participating in the CLA (Collegiate Learning Assessment), which attempts to assess students' critical thinking, writing and analytical skills through "real-life," complex, messy problems. At this LTC session, we will discuss the larger implications of this grant, the CLA, and similar "authentic" assessment tools - is "teaching to the test" always a bad thing?

    Suggested (very short) reading: Lloyd Bond, 2004, Teaching to the Test: Carnegie Perspectives, April 2004: <http://www.carnegiefoundation.org/perspectives/perspectives2004.Apr.htm>

    Cosponsors: Dean of the College Office and grants from the Teagle and Lumina Foundations

  • Created 4 October 2005; Published 1 March 2007
    Changing Places: What We Learned by Switching Departments and Teaching Each Other’s Courses

    Samuel Patterson, Professor of Mathematics and Bill Titus, John E. Sawyer Professor of Physics and Liberal Learning

    With interdisciplinary initiatives taking place throughout the college (arts, humanities, sciences, our concentrations), Carleton faculty have found many ways to enrich each other's teaching and scholarship. In this LTC event, we'll hear from a mathematician and physicist who traded classes. What they learned about student expectations, disciplinary conventions and other department cultures makes their experience applicable to all of us on the faculty.

    Cosponsors: Carleton QuIRK program (Quantitative Inquiry, Reasoning and Knowledge) funded by a DOE FIPSE grant

  • Created 27 September 2005; Published 1 March 2007
    Making Reflection an Essential Component in Portfolio Assessment

    Ed White, Bush Visiting Writing Scholar, Visiting Professor of English, University of Arizona.

    Ed White is known nationally as the author of books and articles that earned him the sobriquet "father of writing assessment" in the U.S. A recent article on portfolio assessment is available for review in the LTC.

    Cosponsor: College Writing Program.

  • Created 22 September 2005; Published 31 January 2007
    Human Subjects Protection: What Faculty (and Students) Need to Know Before the Reseach Starts

    George (Curt) Prospisil, Formerly of the Education Division of the Office for Human Research Protections (OHRP) at the U.S. Department of Health and Human Services

    In this LTC/IRB event, George (Curt) Pospisil speaks about protecting human research subjects. Pospisil, formerly of the Education Division of the Office for Human Research Protections (OHRP) in U.S. Department of Health and Human Services, privately consults in the area of human subjects research. Pospisil helped create the web-based “Human Subjects Protection Education Program” for the use of federal grantees working with human subjects.

    Cosponsors: Institutional Research Board (IRB), Program in Ethical Reflection at Carleton (PERC), and the Dean of College Office

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