Difference between revisions of "CS382:Unit-template"
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(New page: This is largely a <b>DRAFT</b>. Only the General Education Alignment section is ready to use as of February 23, 2009. ---- == Introduction == Some prose. == Background Reading for Teach...) |
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| − | + | Respect all of the structure and labels when you adopt this template. | |
---- | ---- | ||
| − | == | + | = <The Unit's Name> = |
| − | Some prose. | + | == Overview == |
| + | Some prose describing the unit. | ||
== Background Reading for Teachers and TAs == | == Background Reading for Teachers and TAs == | ||
| − | * An item | + | * An item and synopsis. |
== Reading Assignments for Students == | == Reading Assignments for Students == | ||
| − | * An item | + | * 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 == | == 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 [[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.'' | ||
| + | ** 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 [[http://www.earlham.edu/curriculumguide/academics/analytical.html 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 [[http://www.earlham.edu/curriculumguide/academics/scientific.html 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. | Some prose. | ||
| − | == | + | == Inquiry Based Learning == |
Some prose. | Some prose. | ||
| − | == General | + | = <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. | |
| − | * | ||
| − | |||
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.
