Facilitator
Dr. Charles Ruggieri, Postdoctoral Research Associate, Department of Physics and Astronomy, Rutgers University
Description
The topic will be "what do you want students to know and how do you know if they know it". In the education jargon, this is known as "learning goals and assessment". This will be about how to think about what you think is important and how to design exams that will really test what you think is important. It's trickier than you might think.
In this workshop, faculty will get to know learning objectives, how to construct them and use them in their teaching roles. Faculty will construct learning objectives for their courses at the unit level (weekly cycles), the course level (what do we want students to learn by the end of this course), and sequence level (how do the skills/knowledge learned in this course build on prior courses and support future courses). Faculty will learn to use learning objectives as a foundation and catalyst for changes to course curriculum and assessment, focusing on writing learning objectives such that they are able to be assessed in-class or using validated instruments from discipline-based education research literature. Finally, faculty will be shown examples of learning objectives as a means for course component cohesion and faculty perspective change in an introductory physics course for engineering students.
Resources
Examples from Physics – Sequence Level Objectives, Course and Unit Level Objectives
Offered
Friday, November 10, 2017 10:20 am – 11:40 am, BCS 174
