The Curriculum group discussed three topics.
1. Conducting a survey this spring that would identify courses relevant to climate change, similar to what was done post-Freddie Gray re social justice courses.
The survey could be sponsored/delivered by Provost/DoIT. The intro to the survey should use language that will be received positively across the different disciplines.
The survey should identify which relevant courses are now being taught, on which schedules, and also identify any learning objectives and assignments related to climate change
With the results of this survey, we could develop a concept map for what UMBC is now doing, and where there a gaps in our coverage of the climate change topic, including new courses and hiring needs.
The survey results could also enable shared events, lecture swapping, improved communications and coordination between departments, and a draft template for developing a multidisciplinary certificate.
2. Incorporating more pedagogy for activism.
Among the points made:
--learning objectives should precede activity
--effects of these assignment may be more long-term than short-term
--we should could draw on research about which civic engagement activities have been found to be effective
--could David Hoffman’s course be a model?
--develop writing assignments that are involvement oriented
--individual vs. group projects
--quasi-internship, i.e., short-term activism
--students in 100 vs. 400 vary in ability to do engaged research
Jason L. is on the Shriver board, which he said could be interested in supporting this activity.
Transportation is a challenge.
3. Developing an introductory course on climate change action. Only limited discussion of this topic:
Roy will bring to the next meeting his brief description from several years ago about what this course could cover.
We discussed whether an introductory course could supplement SCI 100, and the current course on this topic now being offered by the Honors College.
1. Conducting a survey this spring that would identify courses relevant to climate change, similar to what was done post-Freddie Gray re social justice courses.
The survey could be sponsored/delivered by Provost/DoIT. The intro to the survey should use language that will be received positively across the different disciplines.
The survey should identify which relevant courses are now being taught, on which schedules, and also identify any learning objectives and assignments related to climate change
With the results of this survey, we could develop a concept map for what UMBC is now doing, and where there a gaps in our coverage of the climate change topic, including new courses and hiring needs.
The survey results could also enable shared events, lecture swapping, improved communications and coordination between departments, and a draft template for developing a multidisciplinary certificate.
2. Incorporating more pedagogy for activism.
Among the points made:
--learning objectives should precede activity
--effects of these assignment may be more long-term than short-term
--we should could draw on research about which civic engagement activities have been found to be effective
--could David Hoffman’s course be a model?
--develop writing assignments that are involvement oriented
--individual vs. group projects
--quasi-internship, i.e., short-term activism
--students in 100 vs. 400 vary in ability to do engaged research
Jason L. is on the Shriver board, which he said could be interested in supporting this activity.
Transportation is a challenge.
3. Developing an introductory course on climate change action. Only limited discussion of this topic:
Roy will bring to the next meeting his brief description from several years ago about what this course could cover.
We discussed whether an introductory course could supplement SCI 100, and the current course on this topic now being offered by the Honors College.