=====TO DO LIST=====
**NEXT WEEK GOALS:**
- Get a [[astro300_f10:courseoutline|skeleton of the entire course]]: Fill out list of topics.
- Finish more detailed outline of bootcamp.
**AUGUST GOALS:**
- Get first three meetings ready
Important dates for C10
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- Thursday, Aug 26 : First day of sections
- Friday, Aug 27 : First day of lecture
- Wee of Sep 20 : First quiz
- Monday, Oct 11 : First midterm
Unassigned
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Aaron
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- Campus GSI workshop dates **Friday before classes start...**
- E-mail Alex about course info, syllabus **...Got it...**
- Draft some more ideas for the pedagogy seminar **...see below...**
- Ask Alex about funds for Evans **...His wallet is ours...**
- Draft interest gauging E-mail for seminar
- Check Evans for what needs to be replaced
- Put up day 2 lesson plan.
- Edit day 1 lesson plan.
Josh
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- What room is available for Ay300? What times are available?
- What could conflict with the bootcamp? Bloom's Boot camp? **Bloom BC is on the weekend.. Email sent to first-years, UGSIs may still have conflicts...**
- Talk to Dexter about funds **We have $200 for the class supplies, and appt/bonuses may increase.**
- Figure out Boot Camp dates (consider campus-wide GSI training, JBloom's Python boot camp?)
- Schedule (tentatively) class time, day, and room based on times of astro classes and any popular physics classes (see [[http://schedule.berkeley.edu|Berkeley Schedule]]) **Looks like Mondays 4-6pm as in past years.**
- Get personal whiteboards/whiteboard paper for our class and Evans (x6-24?)
- Edit day 2 lesson plan.
Seminar Ideas
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- Textbooks (Possible speakers: Filippenko, Stahler, de Pater)
- Using original sources in the classroom (Possible speaker: Chiang)
- The (graduate level) interactive classroom: Using group discussion and other active learning techniques with graduate courses
- Teaching large classes
- Teaching what you don't know: What do you do when you're asked to teach a subject that is not your area of expertise?
- The role of faculty as advisers: project, dissertation and thesis guidance (developing autonomy, adaptability, control, self-efficacy)
- Learning styles and preferences. What works and what doesn't work in each instance?
- Balancing a research career with teaching (i.e., teaching and not perishing).