Winter 2012: Teaching By The Numbers

  • Created 6 March 2012; Published 26 April 2012
    LTC: Organizing for Creativity

    Do we need to be organized to be creative? Routine tasks—organizing notes, images, and other files—can free up the intellectual (and emotional) space for meaningful work. How can we instill in students habits that allow them to answer the question: If you gather it or create it, can you reliably and quickly find it again?

    Heidi Eyestone, curator of the visual resources collection, Department of Art and Art History; Paula Lackie, academic technologist; and Kristin Partlo, reference and instruction librarian for social sciences and data

  • Created 28 February 2012; Published 26 April 2012
    LTC: Running our Favorite Numbers in the Classroom

    Chris Jordan’s art in “Running the Numbers” (on display in the Teaching Museum) deconstructs large numbers for the casual viewer. Come hear about how faculty in different disciplines help students understand a variety of important numbers, from the very small to the very large.

    Co-sponsored by QuIRK (Quantitative Inquiry, Reasoning and Knowledge) Initiative

    Mija Van Der Wege, associate professor of psychology, director of the QuIRK initiative; and Neil Lutsky, William R. Kenan, Jr. Professor of Psychology

  • Created 21 February 2012; Published 26 April 2012
    LTC: Analyze This!

    This year the Education and Curriculum Committee (ECC) is studying our students’ ability to analyze evidence as part of our regular assessment plan. At this session, the subcommittee will present its draft report and solicit feedback. Come hear their observations and offer your suggestions for this work-in-progress.

    Jeff Ondich, professor of mathematics and computer science, ECC cochair; Mija Van Der Wege, associate professor of psychology; and Andrea Nixon, director of curricular and research support

  • Created 7 February 2012; Published 26 April 2012
    LTC: Teaching 4.0: What’s in a Grade?

    We give them, they get them—but what do they mean? This session will explore the difficulties of grading for faculty and the meaning of those grades for students. Join us for some honest and revealing conversation about those little letters that function—for better or worse—as “the coin of the realm.”

    Constance Walker, professor of English; Eric Egge, associate professor of mathematics; Sam Keller ’12, physics major; and Yuvika Diwan ’13, political science/international relations major

  • Created 31 January 2012; Published 26 April 2012
    LTC: Advising the Whole Student

    How do we talk to advisees so that they will listen, and listen to them so that they will talk? How much should we guide them and how much should we let them make their own decisions? Learn from experienced colleagues how they have gone beyond course selection and off-campus study options to more comprehensive advising.

    Kathryn Steed, assistant professor of classical languages (convener); Gretchen Hofmeister, associate professor of chemistry; Fernan Jaramillo, professor of biology; and Beth McKinsey, professor of English and American Studies

  • Created 10 January 2012; Published 26 April 2012
    LTC: Playing in the Sandbox: Reports From the First Term in Weitz 235

    This fall, four professors and their intrepid students tried out the Weitz Center’s new ‘sandbox’ classroom for the first time. Come discover what they learned—what worked, what didn’t, and some ideas for the future.

    Cosponsored by CISMI (Carleton Interdisciplinary Science and Math Initiative)

    Jeff Ondich, professor of computer science; David Liben-Nowell, associate professor of computer science; Aaron Swoboda, assistant professor of environmental studies and economics; and Greg Marfleet, associate professor of political science

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