Because of time pressures on faculty, registration for the day-long workshop was low, and therefore we changed our format drastically. On October 22, 2002 we held an informal lunch discussion about Sophomore Seminar course design, ranging from how to incorporate presentations into a course, how to structure a course around a major presentational element, technology issues including advantages of poster sessions, disadvantages of PowerPoint and how ITS and the Oral Communications center can ameliorate those, and the importance of planning and involving the academic support partners (Library, ITS, and Oral Communications in particular) at the course design stage.
We hope to offer smaller discussion/seminars through the rest of the school year, and have another full-blown day-long Sophomore Seminar Design workshop in May 2003.
Below is the original announcement for the workshop:
Are you thinking of teaching a Sophomore Seminar?
Are you involved in one now?
Do you teach other courses that could benefit from the coordination and support available on campus?
If you answered yes to any of these, please e-mail HILLgroup@hamilton.edu to register for the
Tuesday, October 22nd
(during Fall Break)
- Hear from faculty about their experiences in past and present Sophomore Seminars
- Hear from academic services departments such as ITS, Oral Communications, the Library, and the Writing Center about their specialized and individually tailored services
- Discuss specific questions suggested by faculty about teaching issues (see below for more detail)
- And discuss how we can work together to create the optimal learning environment for the students in your classes!
Plus lunch!
To register, please e-mail HILLgroup@hamilton.edu by Wednesday, October 10, 2002.
Please e-mail suggested questions to HILLgroup@hamilton.edu.
Sample discussion questions:
- How much content can I cover and still provide active, participatory learning for my students?
- How can instructors assess student learning in an interdisciplinary course?
- How can instructors of a team-taught course ensure smooth communication?
- What options are available for the capstone presentation assignment, and how can I create assignments that build toward that experience?
- What models of collaborative course design have worked here at Hamilton?