Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course

Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course Katrin Becker U of Calgary

Overview: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Inquiry Based Learning - What is it? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How Does it Work? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

1 st Year Challenge ,[object Object],[object Object],[object Object],[object Object]

Inquiry Based Learning – Making it Work ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What We Did ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A ‘Typical’ Class ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]

Rubric: Units & Weighting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],20 5 5 8 10 20 16 3 3 10

A note on Participation & Attendance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Coursework: Overall Requirements ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Rubric: Sample Points Breakdown

Rubric: quick tour ,[object Object],[object Object],[object Object],[object Object],[4] Meaningful identifier names [some single letter names are OK, such as i,j for indices]. Explanations of identifiers where appropriate. [ 3 ] Most names made sense. Explained – and most explanations are appropriate. [2] Some poor choices. Most identifiers explained where appropriate. [1] Meaningless or misleading names E.g. Choice of Variable Names What is excellent? What is above average? What is “good enough”? What would be an acceptable attempt? Describe what students must know / do to demonstrate mastery Exemplary (excellent = A) Exceeds (good = B) Meets (OK = C) Attempt (minimal pass) Main Objective / Topic, E.g. Documentation

Making a Rubric: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Choice – The Assignments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Assignments: Mapping onto the rubric ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Benefits ,[object Object],[object Object],[object Object],[object Object],[object Object]

Costs - Requirements ,[object Object],[object Object],[object Object],[object Object]

Improvements ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course

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Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course