This document outlines the syllabus for an Introduction to Visual Experience art course taught by Professor Gail Heidel at Hunter College. The class will meet on Mondays from 5:35-8:15pm and focus on 2D and 3D art assignments involving photography, stencil making, and manipulating materials. Students will spend a minimum of 4 hours per week on work outside of class. Projects will be critiqued throughout the semester and will make up 90% of the final grade, with notebook and participation making up the remaining 10%.
Psych 231 psy of human motiv (queens college) fall 2012 syllabusJohn Smith
This document provides information for Psychology 231: Human Motivation course at Queens College in Fall 2012. It outlines the class times, location, instructor details, required textbook, course objectives to examine human motivation from biological, psychological and environmental perspectives. It describes exams, grading scale, attendance policy, academic integrity policy and tentative schedule. The course will use powerpoint lectures on blackboard and involve four exams, pop quizzes and class discussions on topics like evolution of motivation, addictions, stress and personality.
This document discusses quantitative methods and embedding them in social science teaching. It begins by describing a cross-disciplinary course on quantitative methods at the University of Bristol that encountered some challenges. Students were categorized into three typologies: quantitative junkies who found the course not advanced enough, quantitative avoiders who became discouraged, and quantitative converts who found the course effective. The document then discusses efforts at Cardiff University to more fully embed quantitative content and assessment across the social science curriculum. This included using real data, incremental skills building, and ensuring quantitative skills are reinforced across modules.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
This presentation outlined the experiences of Mathematics Professor Brandie Biddy and Instructional Librarian Melissa D’Agostino as they worked together to incorporate a research project in Cecil College’s Differential Equations course in Fall semester 2015. The presentation illustrated how to integrate research and writing assignments into math courses, as well as how to embed a librarian into a course to teach students how to successfully complete those tasks related to completing a college research project that asked students to study a topic relating the application of a specific differential equation to a real-world setting (be that a physical, chemical, biological, engineering or other setting). Topics selected by the students included the launch of the Saturn V rocket and a predator-prey model for dragons and unicorns.
Embedding the librarian allowed Ms. D’Agostino to attend a class as the guest lecturer, addressing research skills, appropriate sources, and citations. She then led a hands-on session which allowed the students to get started with their research in a setting where both presenters were available to answer questions.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
Portsmouth BAM Knowledge and Learning SIGTansy Jessop
The document discusses five principles for enhancing learning through assessment and feedback:
1) High quality teaching matters more than technology alone.
2) Assessment and feedback are vital for student learning but current practices are often ineffective.
3) Effects of technology on learning are unclear and it can be used for both good and ill.
4) Besides the military, most technology has been developed without clear educational benefits.
5) Program-level assessment, increasing meaningful formative assessment, connecting feedback, and building shared standards with students can improve learning more than technology.
Slides about using ePortfolio experience as an alternative to a final exam from a session presented on May 12, 2016 at the AAEEBL Midwest Regional Conference, held at the University of Notre Dame
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
This document discusses replacing traditional final exams with culminating ePortfolios in courses. It presents research questions about the role of ePortfolios in assessment and students' perceptions of a "flipped final". The methodology involves collecting data on ePortfolio pilots in Spanish language courses through surveys, observations, and analytics. Preliminary findings suggest students found value in showcasing their work, seeing growth over time, writing reflections, and presenting their ePortfolio to peers. The flipped final is proposed to better support learning goals compared to traditional exams by emphasizing analysis, evaluation and creation over recall.
Psych 231 psy of human motiv (queens college) fall 2012 syllabusJohn Smith
This document provides information for Psychology 231: Human Motivation course at Queens College in Fall 2012. It outlines the class times, location, instructor details, required textbook, course objectives to examine human motivation from biological, psychological and environmental perspectives. It describes exams, grading scale, attendance policy, academic integrity policy and tentative schedule. The course will use powerpoint lectures on blackboard and involve four exams, pop quizzes and class discussions on topics like evolution of motivation, addictions, stress and personality.
This document discusses quantitative methods and embedding them in social science teaching. It begins by describing a cross-disciplinary course on quantitative methods at the University of Bristol that encountered some challenges. Students were categorized into three typologies: quantitative junkies who found the course not advanced enough, quantitative avoiders who became discouraged, and quantitative converts who found the course effective. The document then discusses efforts at Cardiff University to more fully embed quantitative content and assessment across the social science curriculum. This included using real data, incremental skills building, and ensuring quantitative skills are reinforced across modules.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
This presentation outlined the experiences of Mathematics Professor Brandie Biddy and Instructional Librarian Melissa D’Agostino as they worked together to incorporate a research project in Cecil College’s Differential Equations course in Fall semester 2015. The presentation illustrated how to integrate research and writing assignments into math courses, as well as how to embed a librarian into a course to teach students how to successfully complete those tasks related to completing a college research project that asked students to study a topic relating the application of a specific differential equation to a real-world setting (be that a physical, chemical, biological, engineering or other setting). Topics selected by the students included the launch of the Saturn V rocket and a predator-prey model for dragons and unicorns.
Embedding the librarian allowed Ms. D’Agostino to attend a class as the guest lecturer, addressing research skills, appropriate sources, and citations. She then led a hands-on session which allowed the students to get started with their research in a setting where both presenters were available to answer questions.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
Portsmouth BAM Knowledge and Learning SIGTansy Jessop
The document discusses five principles for enhancing learning through assessment and feedback:
1) High quality teaching matters more than technology alone.
2) Assessment and feedback are vital for student learning but current practices are often ineffective.
3) Effects of technology on learning are unclear and it can be used for both good and ill.
4) Besides the military, most technology has been developed without clear educational benefits.
5) Program-level assessment, increasing meaningful formative assessment, connecting feedback, and building shared standards with students can improve learning more than technology.
Slides about using ePortfolio experience as an alternative to a final exam from a session presented on May 12, 2016 at the AAEEBL Midwest Regional Conference, held at the University of Notre Dame
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
This document discusses replacing traditional final exams with culminating ePortfolios in courses. It presents research questions about the role of ePortfolios in assessment and students' perceptions of a "flipped final". The methodology involves collecting data on ePortfolio pilots in Spanish language courses through surveys, observations, and analytics. Preliminary findings suggest students found value in showcasing their work, seeing growth over time, writing reflections, and presenting their ePortfolio to peers. The flipped final is proposed to better support learning goals compared to traditional exams by emphasizing analysis, evaluation and creation over recall.
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important for improving student learning through assessment and feedback. It begins by noting problems with current assessment practices, such as an over-reliance on summative assessments, lack of formative feedback, and student confusion about goals and standards. It then provides three reasons for adopting TESTA: 1) assessment drives student learning; 2) feedback is critical for learning; and 3) TESTA seems to improve student perceptions of assessment and feedback. The document outlines TESTA tactics for addressing common problems and definitions of formative and summative assessment. It also provides case studies of successful formative assessment practices and discusses how TESTA can help create a more
Giving The Physics Bug To Elementary Education Studentscorptocorp
The document discusses creating a physics course for elementary education students to increase their confidence and understanding of basic physics concepts. It describes the course structure, topics covered, hands-on activities and labs used, and positive feedback from students. The goals are to attract students to the course, use teaching methods consistent with how they will teach, and give students an appreciation of physics concepts without an extensive math background.
The document provides guidance on case analysis for a teacher education course. It explains that case analysis involves (1) identifying learning goals and student/classroom needs, (2) brainstorming potential teaching options or technologies to address the goals and needs, (3) selecting specific technologies and explaining how they will be used, and (4) justifying the selections by explaining why they are appropriate and better than alternatives based on educational considerations. The document emphasizes defending choices and addressing all identified needs to perform a thorough case analysis.
The document provides an agenda and overview for a workshop on collecting high-quality qualitative data. The workshop covers introductions, defining qualitative research, developing an interview guide through activities, and next steps. It aims to provide tips on interview guide development, conducting interviews, and delegating data collection tasks. Sample topics that will be discussed include the theory and applications of qualitative research, examples of good and bad interview questions, and preparing for data collection.
Weldon start of the year powerpoint 2014 2015bweldon
This document outlines classroom policies and procedures for a math class. It discusses the daily agenda, classroom supplies needed like notebooks and calculators. Expectations are outlined for lessons, notes, homework, quizzes, tests and grades. Procedures are covered for entering and exiting class, using technology and textbooks. The teacher contact information is provided.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
The document provides information on various lesson design frameworks including Universal Design for Learning (UDL), Understanding by Design (UbD), and Differentiated Instruction (DI). It then focuses on explaining UDL in more detail. UDL is a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. The document outlines the three principles of UDL and provides resources from CAST on the approach. It also briefly describes DI and UbD, positioning them all as complementary frameworks to promote inclusive and effective lesson design.
Edu 692 Enhance teaching / snaptutorial.comDavis118a
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, recommending culturally relevant learning experiences, and a final project on designing culturally relevant instruction. Discussion topics include analyzing the story of Caine's Arcade in relation to funds of knowledge, examining the Landfill Harmonics project in relation to 21st century skills, and identifying outside challenges that can impact school success. The course utilizes theories of culturally relevant pedagogy and aims to help educators better understand the influence of culture and student identity on effective instructional decisions.
The chapter discusses the design process for curriculum and instruction. It recommends framing curriculum around essential questions rather than specific content, in order to foster deeper understanding. This approach involves identifying enduring understandings, key performance tasks, and rubrics to assess understanding. Developing curriculum this way allows students to explore big ideas and make connections across subjects. However, shifting away from traditional textbook-driven models presents challenges for educators accustomed to more linear scope and sequences. Overall, taking a backward design approach and focusing on essential questions is argued to lead to more effective and meaningful learning for students.
1) The document contains schedules and instructions for multiple math classes taught by Ms. Sadowski.
2) It lists the students in each period and provides the daily problem and homework assignment.
3) Standard classroom rules and supply requirements are also outlined, along with the grading policy and expectations for the class.
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This document provides information about the Drawing & Painting 1 class including the teacher's contact information, prerequisites, course description, methodologies, objectives, textbook, student responsibilities, grading criteria, assignment expectations, and the units of study. The class focuses on developing fundamental drawing skills and the transition to painting, incorporating art history, criticism, and aesthetics. Students will be assessed on their craftsmanship, participation, and completion of creative projects exploring concepts like composition, value, color, perspective, and gesture drawing.
This document provides information about a Design Fundamentals course for middle school students. It outlines three key units that will be covered: rhythmic patterns and repetition, 3D design space, and emphasis and variety. The course focuses on arranging visual elements and communicating ideas through art. Students will develop skills through individual and group work, and assessments will include projects, journal entries, participation, and a final exam. The grading scale and late policy are also defined.
This 3-sentence summary provides the essential information about the document:
This syllabus addendum outlines the course objectives, requirements, policies, and grading scale for HIS 101 Western Civilization to 1689 taught by Professor Stephen Campbell at Trident Technical College. The course is a survey of Western Civilization from ancient times to 1689 that will develop students' critical thinking skills through exams, quizzes, and writing assignments. Grades will be determined by exams (25%), quizzes (50%), and writing assignments (25%), with letter grades assigned based on total points earned throughout the semester.
This document provides the syllabus for an Art Appreciation course at Kellogg Community College. The course is a survey of contemporary and traditional visual art themes with an emphasis on communication through various art forms. Students will examine the role of visual art in cultures through history and today. The syllabus outlines the required materials, course content including lectures and activities, attendance policy, grading scale and expectations for participation, assignments, and policies regarding plagiarism and conduct.
This document provides an overview of an Introduction to Humanities course taught by Professor Will Adams. The course is a three-credit hour course that explores concepts in art, religion, architecture, music, language, politics, and philosophy and how they continue to impact the contemporary world. The course objectives are to understand humanity's development through critical thinking, learn about diverse civilizations' contributions that shaped today's world, develop critical thinking skills through research and essays, and analyze philosophical development. Students are required to purchase a textbook, attend class, participate in discussions and activities, take four exams, and write a paper evaluating a cultural event. The class meets weekly and coursework includes readings, lectures, films, assignments, quizzes and exams
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important for improving student learning through assessment and feedback. It begins by noting problems with current assessment practices, such as an over-reliance on summative assessments, lack of formative feedback, and student confusion about goals and standards. It then provides three reasons for adopting TESTA: 1) assessment drives student learning; 2) feedback is critical for learning; and 3) TESTA seems to improve student perceptions of assessment and feedback. The document outlines TESTA tactics for addressing common problems and definitions of formative and summative assessment. It also provides case studies of successful formative assessment practices and discusses how TESTA can help create a more
Giving The Physics Bug To Elementary Education Studentscorptocorp
The document discusses creating a physics course for elementary education students to increase their confidence and understanding of basic physics concepts. It describes the course structure, topics covered, hands-on activities and labs used, and positive feedback from students. The goals are to attract students to the course, use teaching methods consistent with how they will teach, and give students an appreciation of physics concepts without an extensive math background.
The document provides guidance on case analysis for a teacher education course. It explains that case analysis involves (1) identifying learning goals and student/classroom needs, (2) brainstorming potential teaching options or technologies to address the goals and needs, (3) selecting specific technologies and explaining how they will be used, and (4) justifying the selections by explaining why they are appropriate and better than alternatives based on educational considerations. The document emphasizes defending choices and addressing all identified needs to perform a thorough case analysis.
The document provides an agenda and overview for a workshop on collecting high-quality qualitative data. The workshop covers introductions, defining qualitative research, developing an interview guide through activities, and next steps. It aims to provide tips on interview guide development, conducting interviews, and delegating data collection tasks. Sample topics that will be discussed include the theory and applications of qualitative research, examples of good and bad interview questions, and preparing for data collection.
Weldon start of the year powerpoint 2014 2015bweldon
This document outlines classroom policies and procedures for a math class. It discusses the daily agenda, classroom supplies needed like notebooks and calculators. Expectations are outlined for lessons, notes, homework, quizzes, tests and grades. Procedures are covered for entering and exiting class, using technology and textbooks. The teacher contact information is provided.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
The document provides information on various lesson design frameworks including Universal Design for Learning (UDL), Understanding by Design (UbD), and Differentiated Instruction (DI). It then focuses on explaining UDL in more detail. UDL is a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. The document outlines the three principles of UDL and provides resources from CAST on the approach. It also briefly describes DI and UbD, positioning them all as complementary frameworks to promote inclusive and effective lesson design.
Edu 692 Enhance teaching / snaptutorial.comDavis118a
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, recommending culturally relevant learning experiences, and a final project on designing culturally relevant instruction. Discussion topics include analyzing the story of Caine's Arcade in relation to funds of knowledge, examining the Landfill Harmonics project in relation to 21st century skills, and identifying outside challenges that can impact school success. The course utilizes theories of culturally relevant pedagogy and aims to help educators better understand the influence of culture and student identity on effective instructional decisions.
The chapter discusses the design process for curriculum and instruction. It recommends framing curriculum around essential questions rather than specific content, in order to foster deeper understanding. This approach involves identifying enduring understandings, key performance tasks, and rubrics to assess understanding. Developing curriculum this way allows students to explore big ideas and make connections across subjects. However, shifting away from traditional textbook-driven models presents challenges for educators accustomed to more linear scope and sequences. Overall, taking a backward design approach and focusing on essential questions is argued to lead to more effective and meaningful learning for students.
1) The document contains schedules and instructions for multiple math classes taught by Ms. Sadowski.
2) It lists the students in each period and provides the daily problem and homework assignment.
3) Standard classroom rules and supply requirements are also outlined, along with the grading policy and expectations for the class.
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This document provides an introduction and overview for an Introduction to Art course at Riverwood International Charter School. It outlines key details such as instructors, prerequisites, units of study, requirements, grading, and policies. The course aims to develop students' artistic skills and techniques while exploring artistic ideas and their relationship to various subjects and cultures. It also supports the fundamental concepts of the International Baccalaureate Middle Years Program by fostering holistic learning, intercultural awareness, and communication. The course is divided into three units on 2D design, making 3D connections, and areas of interaction. Students are assessed through studio assignments, journals, tests, and applying MYP assessment criteria.
This document provides information about the Drawing & Painting 1 class including the teacher's contact information, prerequisites, course description, methodologies, objectives, textbook, student responsibilities, grading criteria, assignment expectations, and the units of study. The class focuses on developing fundamental drawing skills and the transition to painting, incorporating art history, criticism, and aesthetics. Students will be assessed on their craftsmanship, participation, and completion of creative projects exploring concepts like composition, value, color, perspective, and gesture drawing.
This document provides information about a Design Fundamentals course for middle school students. It outlines three key units that will be covered: rhythmic patterns and repetition, 3D design space, and emphasis and variety. The course focuses on arranging visual elements and communicating ideas through art. Students will develop skills through individual and group work, and assessments will include projects, journal entries, participation, and a final exam. The grading scale and late policy are also defined.
This 3-sentence summary provides the essential information about the document:
This syllabus addendum outlines the course objectives, requirements, policies, and grading scale for HIS 101 Western Civilization to 1689 taught by Professor Stephen Campbell at Trident Technical College. The course is a survey of Western Civilization from ancient times to 1689 that will develop students' critical thinking skills through exams, quizzes, and writing assignments. Grades will be determined by exams (25%), quizzes (50%), and writing assignments (25%), with letter grades assigned based on total points earned throughout the semester.
This document provides the syllabus for an Art Appreciation course at Kellogg Community College. The course is a survey of contemporary and traditional visual art themes with an emphasis on communication through various art forms. Students will examine the role of visual art in cultures through history and today. The syllabus outlines the required materials, course content including lectures and activities, attendance policy, grading scale and expectations for participation, assignments, and policies regarding plagiarism and conduct.
This document provides an overview of an Introduction to Humanities course taught by Professor Will Adams. The course is a three-credit hour course that explores concepts in art, religion, architecture, music, language, politics, and philosophy and how they continue to impact the contemporary world. The course objectives are to understand humanity's development through critical thinking, learn about diverse civilizations' contributions that shaped today's world, develop critical thinking skills through research and essays, and analyze philosophical development. Students are required to purchase a textbook, attend class, participate in discussions and activities, take four exams, and write a paper evaluating a cultural event. The class meets weekly and coursework includes readings, lectures, films, assignments, quizzes and exams
This document provides an overview of an introductory undergraduate course on small group communication. The course will cover topics like group structure, conflict management, problem solving, leadership, and communication technologies. Students will learn theories and complete experiential activities and assignments to develop critical thinking skills. The goals are to provide exposure to theories, apply them to real groups, analyze group processes, improve group work skills, and lead discussions. Students will work in groups on a case study project and presentations. The course also includes individual assignments, an exam, and a creative project. Requirements, grading, policies, and the topic schedule are outlined.
This document provides information about an American Legal Systems course for the 2005-2006 academic year taught by Mr. Cyr. The course will provide an in-depth perspective of the US and Massachusetts legal systems. Students will analyze a variety of legal issues and participate in a mock trial. Guest speakers such as police officers and attorneys will visit the class. Students will also take a field trip to a house of corrections. The document outlines expectations, grading, and a course outline covering various areas of law.
B sc(hons)(arch) design communications arc 1713 outline 2015Arvindhan Balasingam
This document provides information about a Design Communication module offered at the School of Architecture, Building & Design. The 6-credit, 14-week module introduces fundamental skills for communicating architectural design through drawings, modeling, and other visualization techniques. Students will learn to describe different types of design communication, illustrate spaces through freehand drawing, analyze visual information using 2D and 3D technical drawings and models, and produce architectural ideas using various media. The module aims to prepare students with design communication skills required for subsequent design projects. It will be delivered through lectures, tutorials, and self-study involving workshops and assignments.
This document provides information about Mrs. Hedrick's geometry course for the 2014-2015 school year. The course will cover traditional geometry topics and Missouri/ACT standards. Students will develop logical thinking through transformations, symmetry, graph theory, and coordinate/synthetic geometry. Geometry is intended to help students understand and apply geometric concepts to the real world. The textbook is Geometry by McDougal & Littell and additional online resources will be provided. Students are expected to follow classroom rules and complete daily bellwork, homework, quizzes, tests, and projects. Communication between parents and the teacher can occur via email, phone, Facebook, or Twitter.
Students will build on art skills from KS2 and develop more advanced techniques. They will work with various media like paint and sculpture to understand elements of art. The art projects will use modern, relevant designs. Students will learn basics and build skills through project-based, group, and independent work like drawing, CAD, sculpture. Safety rules will be followed. Students will create various artworks to enjoy, achieve, and display around the school. Work will be assessed against criteria and students will self-assess with peer feedback. The ceramics unit involves learning about clay, tools, and kilns then creating bug-themed sculptures using techniques like glazing.
This document provides information about a small group communication course being offered in the fall semester of 2015. It includes details about the instructor, course description and goals, assignments, grading structure, and class schedule. The main goals of the course are to define small group communication principles and theories, analyze and improve communication behaviors in groups, develop critical thinking skills for group processes, competently report group outcomes, and select and evaluate source materials for group presentations. Graded assignments include group reports, individual papers, quizzes, a group project, and a final exam. Students will participate in small group activities and discussions throughout the semester.
This document outlines the requirements for two fashion design assessments. Assessment 1 involves creating a process journal to document design research and experimentation over 5 weeks. Assessment 2 involves using the research from Assessment 1 to inform the design of a 3-piece fashion series. For Assessment 2, students must first develop a body of design research exploring a chosen theme. This research is documented in a process journal and must include written research as well as 3 creative tasks selected from options like collage, fabric manipulation, or illustration. Students then use this research to design their 3-piece fashion series, presenting illustrations and technical drawings of the designs in a lookbook. Strict submission deadlines, formatting guidelines, and assessment criteria are provided.
This document provides information about the Drawing & Painting 2 course at Riverwood International Charter School. The course builds on skills developed in Drawing & Painting 1 and further develops fundamental painting and composition skills. Students will study color sensitivity and a variety of media and techniques while incorporating art history, criticism, and aesthetics into studio projects. Grades are based on class projects, journal assignments, participation, and a final exam. Students must complete assignments on time to receive full credit and have opportunities for recovery if they meet course requirements. The course covers three units on medium exploration, color sensitivity, and expression through color.
ART 124 Mobile Digital Photography - (Syllabus) St. Norbert CollegeMonica Waters
This course is an introductory mobile digital photography class that will teach students basic smartphone camera techniques. Students will complete daily and weekly photography assignments, as well as a final portfolio. The course aims to help students demonstrate proficiency in mobile photography applications, digital processes, and online sharing platforms. It will cover topics like image acquisition, manipulation, and creative control using a smartphone camera and manual control app. Students will be evaluated based on completed projects and participation in online forums.
This document is a syllabus for a sociology course titled "Nature and Society" that will be taught in the fall of 2014. The course aims to explore relationships between humans and the environment, analyze environmental problems and solutions, situate environmental activism historically, and improve students' analytical, writing, and presentation skills. It will cover topics like wilderness debates, population issues, environmental justice, and radical environmentalism. Students will complete reading responses, a midterm, a research project, and participate in a final conference. The syllabus outlines class meetings, assignments, policies, and readings for each of the three units that make up the course.
The document provides course descriptions and syllabi for various social studies courses, including economics, psychology, American history, world history, geography, citizenship, sociology, and life skills. All courses share similar classroom expectations, participation grading policies, exam formats, late work policies, reading requirements, and grading rubrics. Students are expected to be respectful, follow directions, attend class daily, and complete readings and assignments on time. Grades are based on exams, daily work like quizzes and notes, class participation, and projects.
This document provides the syllabus for a Communication Research course taught in Fall 2017. It includes information about the instructor, course description and learning objectives, required textbook, class schedule, assignments including a literature review, research project, and exams, grading breakdown, and policies regarding attendance, participation, late work, and academic integrity. The course aims to introduce students to methods of social scientific research as applied to communication by having them master concepts and skills in both qualitative and quantitative analysis through in-class exercises, assignments, and a culminating research project.
This document provides information about an education course titled "Methods of Teaching in Career & Technology Education" being offered in the fall 2022 semester. It includes details about the instructor, course description and learning objectives, policies, assignments and grading. Students will learn how to plan and deliver instruction, create a supportive classroom environment, and use effective teaching methods and resources to engage all students in learning. Assignments include weekly discussions, developing lesson plans and teaching part of a lesson, and a group project. The course aims to help students address the needs of diverse learners in their teaching.
1. 1
Department
of
Art
&
Art
History
Hunter
College
ArtLA
101,
#9
Mondays,
5:35-‐8:15PM
fall
2015,
Aug.
27
–
Dec.
23,
2015
3
Credits
Professor:
Gail
Heidel
Email:
gailaheidel@yahoo.com
Office
hours:
after
class
Department
Website:
http://www.hunter.cuny.edu/art
Room:
1600HN
_____________________________________________________________________________
Class
Objective:
Introduction
to
Study
of
Visual
Experience
Students
will
work
with
and
be
given
assignments
by
two
different
instructors
in
evening
sessions
on
Mondays
and
Wednesdays.
In
this
section,
students
will
be
given
2d
assignments
including
digital
photography
and
stencil
making
along
with
a
set
of
3d
design
problems,
which
will
involve
manipulating
simple
materials
such
as
newspaper,
bamboo
skewers,
cardboard
and
found
objects.
Throughout
the
semester
you
will
learn
what
interests
you,
how
to
generate
ideas
and
plan
out
a
project
to
fit
a
deadline,
how
to
source
materials,
fabricate
an
object,
problem
solve,
edit
and
revise
your
work,
develop
and
decipher
content
and
context,
and
how
to
talk
about
art.
Class
Overview:
The
expected
out
of
class
time
commitment
is
a
minimum
of
two
hours
per
week
per
section
so
a
total
of
four
hours
for
both
sections.
Students
are
required
to
keep
a
sketchbook
to
record
notes,
generate
ideas
and
to
make
working
drawings
to
help
in
the
planning
of
projects.
This
will
be
a
valuable
tool
to
help
with
decision-‐making
before
moving
on
to
a
final
project.
Assignments
are
designed
to
explore
both
visual
elements
and
principles
of
design
with
relation
to
two-‐
dimensional
space
and
three-‐dimensional
form
in
addition
to
content.
All
projects
will
be
evaluated
in
group
critiques
throughout
the
semester
with
a
final
critique
at
the
end
of
the
term.
Students
will
be
expected
to
present
their
work
at
critiques
and
respond
verbally
to
the
literal,
symbolic,
contextual
and
emotional
qualities
of
their
peers’
work.
A
gallery
hop
in
Chelsea
and
public
art
walking
tour
will
be
scheduled
at
the
beginning
of
the
semester.
Students
will
write
a
one-‐page
paper
in
response
to
the
Chelsea
tour.
Short
reading
assignments
will
be
given
to
reinforce
project
concepts.
Each
student
is
expected
to
attend
every
class,
ask
questions
and
demonstrate
an
understanding
of
the
course
curriculum.
Look
forward
to
being
challenged
both
creatively
and
conceptually.
Assignment
Breakdown:
• Photo
Project
10%
• One
page
paper
10%
• Stencil
10%
• Found
Object
With
Stencil
10%
• Two
Towers
Team
Projects
20%
• Measuring/Scale
Final
30%
• Notebook,
Participation
10%
Methods
of
Instruction:
• I
will
assign
a
series
of
problems
and
ask
a
series
of
questions,
your
job
is
to
creatively
solve
the
problems
using
different
systems
of
making
and
answer
the
questions
thoughtfully.
There
will
be
a
back
and
forth
between
the
intuitive
and
the
planned.
• Use
of
image
presentations,
videos
and
readings
looking
to
Contemporary
Art,
Art
History
and
theory
for
inspiration.
• Demonstrations
on
the
handling
of
materials
and
tools.
• Individual
assistance
and
instruction
(the
more
prepared
you
are
for
class
the
more
I
can
help
you.)
• Individual
and
group
critiques/discussion
and
evaluation.
2. 2
Grading:
A+
97.5
-‐
100%
4.0
A
92.5
-‐
97.4%
4.0
A-‐
90.0
-‐
92.4%
3.7
B+
87.5
-‐
89.9%
3.3
B
82.5
-‐
87.4%
3.0
B-‐
80.0
-‐
82.4%
2.7
C+
77.5
-‐
79.9%
2.3
C
70.0
-‐
77.4%
2.0
D
60.0
-‐
69.9%
1.0
F
0.0
-‐
59.9%
0.0
A
is
awarded
to
those
projects
that
are
outstanding
relative
to
the
basic
requirements
of
the
assignment
B
is
given
for
projects
that
are
significantly
above
the
level
necessary
to
meet
the
basic
requirements
of
each
assignment
C
is
given
to
those
that
meet
the
basic
requirements
of
the
assignment
D
is
given
for
projects
that
are
worthy
of
some
credit
even
though
they
do
not
meet
the
basic
requirements
of
the
assignments
Evaluation/
Grading
Policy:
We
will
discuss
your
progress
during
group
and
individual
critiques.
Project
grades
will
be
given
the
class
following
the
critique.
All
projects
are
due
on
assigned
dates.
Late
projects
will
not
be
accepted
for
a
grade
unless
arrangements
have
been
made
with
me
ahead
of
time.
Final
grades
will
be
averaged
between
the
two
sections.
Criteria
for
Evaluating
Work:
• Effort
and
creativity
• Visual
success
• Execution/technical
mastery
• Concept
• Fulfillment
of
assignment
• Active
participation
in
critique
and
class
• Meeting
deadlines-‐
see
weekly
syllabus
Attendance:
Please
arrive
punctually.
Class
will
start
on
time
and
attendance
is
taken
at
the
start
of
class.
You
will
only
be
allowed
ONE
absence
per
ArtLA
101
section
before
your
grade
is
affected.
Two
absences
from
either
section
will
bring
you
down
one
letter
grade
for
that
section
(the
final
grade
is
an
average
of
the
two
sections);
Three
absences
will
result
in
an
'F'
(failure)
for
that
section
of
the
class.
Six
total
absences
from
both
sections
will
cause
you
to
withdraw
from
the
class
or
receive
an
F
as
a
final
grade
for
the
course.
Three
late
arrivals
of
more
than
15
minutes
=
one
absence.
Leaving
early
is
the
same
as
arriving
late.
If
you
know
you
will
be
absent,
please
email
me
in
advance
to
make
arrangements
for
making
up
work.
After
the
start
of
class
time,
you
will
be
responsible
for
contacting
a
peer
to
get
the
missed
assignment
or
class
notes.
Please
provide
a
doctor’s
note
to
receive
an
excused
absence
for
an
illness.
Other
absences
may
be
considered
on
a
case-‐by-‐
case
basis.
Please
let
me
know
if
you
have
a
class
right
before
this
one
or
work/family
responsibilities
that
will
cause
you
to
be
late
repeatedly.
Hunter
College
Policy
on
Academic
Integrity:
“Hunter
College
regards
acts
of
academic
dishonesty
(e.g.,
plagiarism,
cheating
on
examinations,
obtaining
unfair
advantage,
and
falsification
of
records
and
official
documents)
as
serious
offenses
against
the
values
of
intellectual
honesty.
The
College
is
committed
to
enforcing
the
CUNY
Policy
on
Academic
Integrity
and
will
pursue
cases
of
academic
dishonesty
according
to
the
Hunter
College
Academic
Integrity
Procedures.”
Disability
Policy:
“In
compliance
with
the
American
Disability
Act
of
1990
(ADA)
and
with
Section
504
of
the
Rehabilitation
Act
of
1973,
Hunter
College
is
committed
to
ensuring
parity
and
accommodations
for
all
students
with