IOam-12pm

.

t

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IOam-12pm

3pm-5pm 3pm-5pm 3pm-5pm

"Turnitin"

Anti-Plagiarism Software

Library, R 123

Dr. Alia Zakharova

"Turnitin"

Anti-Plagiarism Software

Library, R 123

Dr. Alia Zakharova

Library, R 181

Dr. Brenda Litchfield

R 181

Dr. Brenda Litchfield

Course Design and Development Course Design and Development

Library,

lOam-12pm

Photoshop

I: Basic Editing

Library, R 123

Dr. Alia Zakharova

3pm-5pm

Photoshop

I: Basic Editing

Library, R 123

Dr. Alia Zakharova

Library,Rl81

Dr. Alia Zakharova

Library, R 181

Dr. Alia Zakharova

3pm-5pm 3pm-5pm

Class and Class and

Management Plagiarism Management Plagiarism

I Oam- I 2pm

Photoshop 2: Magic Images

Library, R 123

Dr. Alia Zakharova

Ipm-2pm

Roundtable: "Using Simulation Games in Instruction"

Library, R 181

Dr. John Strange

3pm-5pm

Photoshop 2: Magic Images

Library, R 123

Dr. Alia Zakharova

3pm-5pm

Motivating

Students

Library, R 181

Dr. Brenda Litchfield

3pm-5pm

Motivating

Students

Library, R 181

Dr. Brenda Litchfield

Check out the latest issue of The Teaching Professor - full text available through EBSCO's Academic Search Premier.

Dr. John Strange

The Teaching Professor January 2006 issue

"Using Simulation Games ill Instruction"

"Using Virtual Space to Enhance the Classroom" "Promoting lems"

Intellectual Development

"Another Metaphor for Teaching Machiavelli's The Prince" ,

with Prob-

Excellence:

"How to Get Wet Without Plunging In: Creative Ways to Start Class" "How to Handle Student Excuses" "Better Understanding ence" "Teaching,

the Group Exam Experi-

Research and Salary"

PETAL Roundtable with

February 14,2005 Tuesday 1:00 p.m.-2:00 p.m.

Room 181, Library.

Reqistration

required

Tel: 460-7029

Promoting Intellectual Development with Problem-Solving

International Film Series The International Film Series is sponsored by the Foreign Languages Department. Screenings are held in the University Library Auditorium at 7 p.m. The Spring Series features the following films: January 19th: ;,Que he yo hecho para merecer esto?

(What have I done to deserve this?) Spain, 1986 Gloria is a resourceful working-class housewife, a true feminist

heroinetryingto keepher wackyfamilyafloat.Comedyand tragedyblendto portraya fableof contemporarylife.

February 9th: Kavkazskaya plennitsa, ili Novye prikIyucheniya Shurika (Kidnapping Caucasian Style) USSR, 1966 Shurik,a studentstudyingCaucasianrites andtraditions,falls forNina.WhenNina is kidnapped"Caucasianstyle"to be the brideof a seniorofficial,Shurikrushes to her rescue.

February 23rd: Vn air de famille (Family Resemblances) France, 1996 A dysfunctionalupper-classfamilyeats togetherone nighta week.On thisnight,familypoliticsand fightsdisrupta birthday party.

March 23rd: Mar adentro (The Sea inside) Spain, 2004 This Oscar winning film is based on the life story of Ramon Sampedro who fought a 30-year campaign to win the right to end his life with dignity.

March 30th: Vne hirondelle a fait Ie printemps (The Girl from Paris) France, 2001 Sandrine, a woman in her thirties, decides to leave her work in Paris and become a farmer. This film is a tender look at the relationship she develops with Adrien, the old farmer who sells her his land.

April 20th: Bella Martha (Mostly Martha) Germany, 2002 Martha Klein is a domineering chef at a fancy restaurant who becomes the sole guardian of her 8-year-old niece when her sister is killed in an accident.

April 27th: Shiqi sui de daD che (Beijing Bicycle) China, 2001 This film explores the complexities of upward mobility and the pivotal role played by material goods in changing one's place in society. A young man from the country obtains a bike which is stolen by a student who needs it to be accepted by his peers.

As part of a two-part article that explores the intellectual development of science and engineering students, Richard Felder and Rebecca Brent propose an instructional model (or way of teaching) that promotes this growth. Among a number of conditions that they identify as being relevant to intellectual development, they propose particular kinds of problems for students to solve. Their list (summarized below) offers ideas relevant in any course where students solve problems.

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. . . .

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Predicting Outcomes- Describe physical demonstrations or experiments and have students predict the outcomes and then describe the demonstrations...and show the actual outcomes.

Interpreting and modeling physical phenomena-In these problems, students are provided with data from a real or a hypothetical experiment, and then they are asked to use course concepts to explain the results.

Generating Ideas and Brainstorming-The idea here is to use open-ended exercises to disconnect students from their belief that every problem has one right answer.

Identifying problems and troubleshooting-Describe a device (such as a process or system) that is not working effectively, and ask students to speculate on the possible causes of the problem. They might also be asked to devise experimental tests that would confirm or refute their suppositions.

Formulating procedures for solving complex problems-Rather than always giving students the problems, turn the tables. Have students look at previous course content from a designated time period (for example, one week, three weeks) and make up the problems that they then can solve.

Making judgments and decisions andjustifying them- Call on students to make and support judgments on ambiguous or controversial matters. The point here is not the conclusion per se but the quality of the evidence and reasoning mastered to support their position. In order to do this, students must be taught to evaluate evidence in terms of its reliability and validity.

Excerpts of an article appearing in The TeachingProfessor, 20 (1),January 2006,p. 2.

Full citation: Felder, R. M. and Brent, R. "The intellectual development of scienceand engineering students. Part 2: Teaching to promote growth." Journal of EngineeringEducption,2004 (Oct), 279-91.

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