Difference between revisions of "CS382:Unit-template"
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==== Software ==== | ==== Software ==== | ||
| − | What title, version, supported platforms, license, etc. | + | What title, version, supported platforms, license, install vs run standalone, etc. |
==== Bill of Materials ==== | ==== Bill of Materials ==== | ||
| Line 59: | Line 59: | ||
From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:'' | From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:'' | ||
* ''They focus substantially on properties of classes of abstract models and operations that apply to them.'' | * ''They focus substantially on properties of classes of abstract models and operations that apply to them.'' | ||
| − | ** Analysis of this unit's support or not for this item. | + | ** Complete. Analysis of this unit's support or not for this item. |
* ''They provide experience in generalizing from specific instances to appropriate classes of abstract models.'' | * ''They provide experience in generalizing from specific instances to appropriate classes of abstract models.'' | ||
| − | ** Analysis of this unit's support or not for this item. | + | ** Partial. Analysis of this unit's support or not for this item. |
* ''They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.'' | * ''They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.'' | ||
| − | ** Analysis of this unit's support or not for this item. | + | ** None. Analysis of this unit's support or not for this item. |
==== Quantitative Reasoning ==== | ==== Quantitative Reasoning ==== | ||
| Line 102: | Line 102: | ||
== Lab Feedback == | == Lab Feedback == | ||
| − | * Feedback specific to the lab component. | + | * Feedback specific to the lab component. Either in-line notes or a link to a separate page. |
| + | * Some thoughts about what to look for: | ||
| + | ** How long did it take? | ||
| + | ** How appropriate is it to the material in the unit? | ||
| + | ** Are the instructions complete or did you have to fill-in gaps. | ||
| + | ** Is it too easy? Too hard? | ||
| + | ** Is what to look for, collect, and analyze clearly delineated? | ||
| + | ** Can you easily see what the purpose of the lab is and what you learned from it? | ||
== Archived Feedback == | == Archived Feedback == | ||
Latest revision as of 10:16, 22 April 2009
Respect all of the structure and labels when you adopt this template.
Contents
<The Unit's Name>
Overview
Some prose describing the unit.
Background Reading for Teachers and TAs
- An item and synopsis.
Reading Assignments for Students
- An item and synopsis.
Reference Material
- An item and synopsis.
Lecture Notes
Outline of the lectures designed to fit into 2 1:20 slots per week.
Lab
Some prose giving an overview of the process, outcomes, etc.
Process
- What to do, step-by-step
- What to look for
- What to record
Write-up
- Required elements
- Visualization opportunities
- Optional elements
- Provide a template for the first couple of labs ala CS128?
Software
What title, version, supported platforms, license, install vs run standalone, etc.
Bill of Materials
A list of all the required stuff with quantities and cost estimates.
Evaluation
CRS Questions
- A question.
Quiz Questions
- A question.
<The Unit's Name> Metadata
This section contains information about the goals of the unit and the approaches taken to meet them.
Scheduling
A note about early, late or doesn't matter, dependencies.
Concepts, Techniques and Tools
This is a placeholder for a list of items from the context page.
General Education Alignment
Analytical Reasoning Requirement
Abstract Reasoning
From the [Catalog Description] Courses qualifying for credit in Abstract Reasoning typically share these characteristics:
- They focus substantially on properties of classes of abstract models and operations that apply to them.
- Complete. Analysis of this unit's support or not for this item.
- They provide experience in generalizing from specific instances to appropriate classes of abstract models.
- Partial. Analysis of this unit's support or not for this item.
- They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
- None. Analysis of this unit's support or not for this item.
Quantitative Reasoning
From the [Catalog Description] General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:
- Using and interpreting formulas, graphs and tables.
- Analysis of this unit's support or not for this item.
- Representing mathematical ideas symbolically, graphically, numerically and verbally.
- Analysis of this unit's support or not for this item.
- Using mathematical and statistical ideas to solve problems in a variety of contexts.
- Analysis of this unit's support or not for this item.
- Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
- Analysis of this unit's support or not for this item.
- Understanding basic statistical ideas such as averages, variability and probability.
- Analysis of this unit's support or not for this item.
- Making estimates and checking the reasonableness of answers.
- Analysis of this unit's support or not for this item.
- Recognizing the limitations of mathematical and statistical methods.
- Analysis of this unit's support or not for this item.
Scientific Inquiry Requirement
From the [Catalog Description] Scientific inquiry:
- Develops students' understanding of the natural world.
- Analysis of this unit's support or not for this item.
- Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.
- Analysis of this unit's support or not for this item.
- Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
- Analysis of this unit's support or not for this item.
Scaffolded Learning
Some prose.
Inquiry Based Learning
Some prose.
<The Unit's Name> Mechanics
General Feedback
- A list of items maintained by the authors, Charlie, and the Reviewers.
Lab Feedback
- Feedback specific to the lab component. Either in-line notes or a link to a separate page.
- Some thoughts about what to look for:
- How long did it take?
- How appropriate is it to the material in the unit?
- Are the instructions complete or did you have to fill-in gaps.
- Is it too easy? Too hard?
- Is what to look for, collect, and analyze clearly delineated?
- Can you easily see what the purpose of the lab is and what you learned from it?
Archived Feedback
- As you address comments in your unit move them to here with a note about how you fixed it.
Authorship
Your names, URLs, etc.
