INTRODUCTION- Mechanics Checklist and Timeline

I. SUGGESTED CHECKLIST FOR FACULTY

To do before class starts:

______ Learn how to put your web page up on the Honors Challenge Server or have it properly referenced there.
______ Develop class web page and email list prior to start of class.
______ Line up pertinent outside speakers/experts well ahead of time.
______ Develop schedule of evaluation (deadlines for group mini- and full reports) and delivery of adequate feedback to students on appropriate time scales. This should be compatible with recommendations from this guide to ensure reasonable equality between seminars.
______ Provide an adequate minimal list of starting resources on the web, at the library, etc.

To do during first few meetings:

______ Develop a pretest/posttest
______ Consider and evaluate the need for some assigned readings
______ Discuss and develop a system of evaluation
______ Prepare and lead a discussion on "How People Learn"
______ Assess the research skills of students (web+library+...)
______ Form groups of 4-5 by 2nd session of class
______ Introduce to group work
______ Instruct in critical research skills

Other guidelines to check:

______ Build in-class time for group work
______ Provide adequate instruction in presentation skills and informal feedback or presentations in advance of formal public talks
______ Provide adequate discussion of how to prepare final position document
______ Maintain consistent oversight of group progress and dynamics--feedback from student journal reports and regular meetings with a group contact from each group
______ Build teaching portfolio--each seminar faculty keeps a teaching journal
______ Build in intergroup communication:

• Email and web based
• Mini-reports during quarter
• Peer exchange (complete group mixing for discussion every 1-2 weeks during class time).

______ Consider changing group composition at least once during the quarter



II. SEMINAR PREPARATION TIMELINE

Week before classes start: Identify starting points for students to get into the web, library and potential interview contacts. Collect student schedule info to use in forming groups. Start web page for the class.

Week 1

• Determine who has web page-making skills and have them teach the others
• Present background for the topic
• Brainstorm on topics/set up groups (4-5 student/group) making sure that each group has all the necessary skills for example, web searching, word processing, and reporting
• Discuss primary vs. secondary sources....agree that in general, web sources should be considered secondary and students will need published, primary sources for verification
• Discuss how to work in groups

Week 2

• 1 hour subgroup session each meeting (every week thereafter)
• Basics on skills, access, group skills
• Discuss progress made by each subgroup

Week 3

• Mini reports on progress due from each subgroup
• Peer evaluation of progress to date
• Peer review: by email and in person
• Narrow down topics and organize

Week 4-5

• Good time to have guest interviews. Use most of class time for subgroup interaction and guidance from faculty leader

Week 6

• Second mini report and discussion plus peer evaluation. This time there should be a detailed outline/proposal for contributions to the final class position paper.

Week 7-8

• Final report synthesis-integration of subgroup information into a single position paper
• Discussion of available media for presentations

Week 9

• Preparation for Convocation

Week 10

• Presentations and Convocation

III. Hints for success:

• During subgroup meetings faculty leaders should circulate among groups to provide encouragement and feedback.
• Be patient and let students make most of the suggestions

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