{"id":163,"date":"2019-07-10T16:40:19","date_gmt":"2019-07-10T20:40:19","guid":{"rendered":"https:\/\/blogs.harvard.edu\/siams\/?p=163"},"modified":"2019-07-10T18:53:46","modified_gmt":"2019-07-10T22:53:46","slug":"course-calendars","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/course-calendars\/","title":{"rendered":"Course calendars: making a course schedule"},"content":{"rendered":"<p>I am thinking about how to build the schedule for my course. \u00a0Even though I&#8217;ve taught it before, scheduling is intimidating. \u00a0It has a few components:<\/p>\n<ul>\n<li>There are topics that will be uncovered over the semester. \u00a0Each topic has associated informational materials (videos and text), typical student questions, follow-up check yourself questions, an in class activity, problem set question(s), skills and procedures, and assessment questions.<\/li>\n<li>The course will meet up to 37 times, but as few as 26 times (I need to decide how many days we will meet), and the topics and learning materials need to be distributed over time.<\/li>\n<li>The schedule of meeting days changes each semester. \u00a0This year we&#8217;ll start on a Wednesday and end on a Monday, with just one class meeting after Thanksgiving (which is a little insane &#8211; we almost always have two meetings after Thanksgiving: it looks like our semester is one MWF shorter this fall than usual).<\/li>\n<\/ul>\n<p>I saw this resource from CMU, which suggests three different ways for framing out the information: https:\/\/www.cmu.edu\/teaching\/designteach\/design\/contentschedule.html<\/p>\n<p>It looks like RIT also has some design tools that could be helpful:\u00a0https:\/\/www.rit.edu\/academicaffairs\/tls\/course-design\/instructional-design\/design-tools<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I am thinking about how to build the schedule for my course. \u00a0Even though I&#8217;ve taught it before, scheduling is intimidating. \u00a0It has a few components: There are topics that will be uncovered over the semester. \u00a0Each topic has associated informational materials (videos and text), typical student questions, follow-up check yourself questions, an in class [&hellip;]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[157887],"tags":[],"class_list":["post-163","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-2D","jetpack-related-posts":[{"id":74,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/10\/04\/webtools-for-math-teaching\/","url_meta":{"origin":163,"position":0},"title":"Webtools for math teaching","author":"siams","date":"4 October 2017","format":false,"excerpt":"This semester I'm using Gradescope for homework and exam grading.\u00a0 It is working relatively well, although not perfectly.\u00a0 This enables us to reuse feedback, makes it easy for me to review regrade requests, and gives us access to all student work in the course. For our discussion board, we're using\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":160,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/bonem-et-al-2019-learning-environment-and-student-outcomes\/","url_meta":{"origin":163,"position":1},"title":"Reading &#8220;Learning environment and student outcomes&#8221;","author":"siams","date":"10 July 2019","format":false,"excerpt":"I am reading\u00a0\"What you do is less important than how you do it: the effects of learning environment on student outcomes\", Bonem, Fedesco, and Zissimopoulos 2019 (Learning Environment Research). They survey a large number (14,000) students across a variety of disciplines and find students \" in highly autonomy-supportive learning environments\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":36,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-mental-maps-and-learning-objectives-the-fast-slo-algorithm-for-creating-student-learning-objectives\/","url_meta":{"origin":163,"position":2},"title":"Reading &#8220;Mental Maps and Learning Objectives: The FAST-SLO Algorithm For Creating Student Learning Objectives&#8221;","author":"siams","date":"25 August 2017","format":false,"excerpt":"This article is focused on a method for writing student learning objectives for a course (SLOs).\u00a0 I find writing learning objectives challenging when working alone.\u00a0 They can be written at so many different levels of detail.\u00a0 Almost every example or question in a textbook has an implicit objective associated with\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":96,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/06\/04\/notes-on-how-learning-works-by-ambrose-et-al-2010\/","url_meta":{"origin":163,"position":3},"title":"Notes on &#8220;How Learning Works&#8221; by Ambrose et. al., 2010","author":"siams","date":"4 June 2018","format":false,"excerpt":"Notes based on How Learning Works : Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, , Michele DiPietro, , Marsha C. Lovett, Marie K. Norman, and Richard E. Mayer.\u00a0 Wiley 2010. Chapter 1: Prior knowledge. There can be a mismatch between the prior knowledge and\u2026","rel":"","context":"In &quot;Learning and teaching&quot;","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":222,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/05\/23\/python-in-my-dynamical-systems-class\/","url_meta":{"origin":163,"position":4},"title":"Python in my dynamical systems class","author":"siams","date":"23 May 2020","format":false,"excerpt":"I have been using Mathematica in my dynamical systems class for a few years. I don't have a systematic curriculum related to it, though, and need to develop clearer computational learning goals, as well as a pathway for students to develop computational skills. Ideally, by the end of the semester,\u2026","rel":"","context":"In &quot;Dynamical Systems&quot;","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":58,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/vector-calculus-earlier-in-the-semester\/","url_meta":{"origin":163,"position":5},"title":"Vector calculus earlier in the semester?","author":"siams","date":"25 August 2017","format":false,"excerpt":"Flux is a particularly central scientific and mathematically idea that appears in the context of a multivariable calculus course. \u00a0Given a velocity vector field and a surface, the flux of the vector field through the surface tells us the rate at which fluid is flowing through the surface. \u00a0This leads\u2026","rel":"","context":"In &quot;Math&quot;","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/163","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=163"}],"version-history":[{"count":5,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/163\/revisions"}],"predecessor-version":[{"id":169,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/163\/revisions\/169"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=163"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=163"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=163"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}