From kjsander@facstaff.wisc.edu Mon Nov 27 13:32:20 1995 Received: from lucy.cs.wisc.edu by sea.cs.wisc.edu; Mon, 27 Nov 95 13:32:18 -0600; AA07720 Received: from students.wisc.edu by lucy.cs.wisc.edu; Mon, 27 Nov 95 13:32:17 -0600 Received: from [144.92.174.103] by audumla.students.wisc.edu; id NAA114809; 8.6.9W/42; Mon, 27 Nov 1995 13:32:15 -0600 Message-Id: Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Date: Mon, 27 Nov 1995 13:40:46 -0600 To: eta-people@lucy.cs.wisc.edu From: kjsander@facstaff.wisc.edu (Katherine Sanders) Subject: Re: eta team summary >From: "Michael Alley" >Organization: University of Wisconsin - Madison >To: kjsander@facstaff.wisc.edu >Date: Mon, 27 Nov 1995 13:04:59 CDT >Subject: Re: eta team summary >Reply-to: alley@engr.wisc.edu >Priority: normal > >Kathy: > >I mailed the summary last Tuesday evening, but this eta list does >not accept my name as a possible sender. Attached is the summary. >Perhaps your address can send it. > >Received: from COEFAC/SpoolDir by coefac.engr.wisc.edu (Mercury 1.21); > 21 Nov 95 16:55:59 -600 >From: "Michael Alley" >To: eta-people@lucy.cs.wisc.edu >Date: Tue, 21 Nov 1995 17:00:03 CDT > > >ASSIGNMENT FOR NEXT WEEK: > >On a transparency, depict the process of how people learn > > >SUMMARY OF MEETING: > >The meeting began with a synopsis of last week's work in which >we discussed causes for our problem statement from two >perspectives: procedures (Dave and Dean) and people (Rich >and Will). As you remember, the four principal sources from the >"procedure" perspective were the lecture format, testing methods, >homework, and texts/handouts. The two principal sources >for causes from the "people" perspective were teachers and >students. > >The meeting continued with Jim presenting the causes for >our problem statement from the perspective of facilities. He and >Chris had come up with three principal sources from >this perspective: classroom, schedule, and advanced technology. >Good discussion followed on the value of experimental courses. >What defines success? What can be learned from "failures"? > >Then I presented causes from the perspective of policy-these >were causes that Kurt and I had arrived at. Our main argument >was that students are not synthesizing knowledge, thinking critically, >and so forth because teachers are not making these the goals of their courses. >Why aren't they doing that? One reason is that some do not recognize >the value of these goals. Another reason is that these goals are difficult >to achieve, and there is not much incentive, either in terms of monetary >reward, esteem from colleagues, or value in the tenure process, to do so. > >Discussion concluded with the group arriving at a consensus on which >of these causes we would focus our attention for the rest of the year. >Everyone agreed that we should focus on the teacher/student relationship, >particularly in the classroom. One reason was that this focus would >generate practical ideas that all of us could bring into our classes. Also >discussed was the importance of assessment, not just of students, >but of courses and how to justify (quantitatively or qualitatively) whether >a course meets its outlined goals. > >ATTENDING: Dean, Jim, Kathy, Michael, and Rich ======================================== Katherine Sanders Creating a Collaborative Learning Environment, Director Wisconsin Center for Education Research Room 345A Education Sciences Building 1025 West Johnson Street Madison, WI 53706 (608) 263-4257 or 263-4259 (608) 263-6448 (fax) kjsander@facstaff.wisc.edu ========================================