Those same instructors continue to use expository methods with majors in the mistaken belief that science majors need only content and not connections. Our presentation will generate ideas about how such a community can help by presenting our experience with a small and experimental one at our university. The first year of college is an important transitional period for students. Students must adjust not only to new surroundings, responsibilities, and procedures, but also to new academic demands. This presentation will discuss the design of the course, examine how success skills are integrated into academic themes, and present two specific course examples.
Technology evolves much more quickly than the typical college syllabus.
Instructors face the dilemma of trying to expose students to the latest software in their discipline while attempting to follow a syllabus that does not include an adequate computer component. In this session, participants will learn how our university supports scholarship of teaching and learning activities. Components include a model for teachers helping other teachers develop scholarship of teaching and learning activities, reflections on how the program encourages research, and suggestions on forums for publishing scholarship of teaching and learning projects. Acting as students, participants will observe brief teaching samples and then practice this process of constructive analysis facilitated by experienced faculty members. This is a non-threatening way for instructors to learn about the progress of their courses based on what students have to say.