TO DO LIST

NEXT WEEK GOALS:

  1. Get a skeleton of the entire course: Fill out list of topics.
  2. Finish more detailed outline of bootcamp.

AUGUST GOALS:

  1. Get first three meetings ready

Important dates for C10

  1. Thursday, Aug 26 : First day of sections
  2. Friday, Aug 27 : First day of lecture
  3. Wee of Sep 20 : First quiz
  4. Monday, Oct 11 : First midterm

Unassigned

Aaron

  1. Campus GSI workshop dates Friday before classes start…
  2. E-mail Alex about course info, syllabus …Got it…
  3. Draft some more ideas for the pedagogy seminar …see below…
  4. Ask Alex about funds for Evans …His wallet is ours…
  5. Draft interest gauging E-mail for seminar
  6. Check Evans for what needs to be replaced
  7. Put up day 2 lesson plan.
  8. Edit day 1 lesson plan.

Josh

  1. What room is available for Ay300? What times are available?
  2. 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…
  3. Talk to Dexter about funds We have $200 for the class supplies, and appt/bonuses may increase.
  4. Figure out Boot Camp dates (consider campus-wide GSI training, JBloom's Python boot camp?)
  5. Schedule (tentatively) class time, day, and room based on times of astro classes and any popular physics classes (see Berkeley Schedule) Looks like Mondays 4-6pm as in past years.
  6. Get personal whiteboards/whiteboard paper for our class and Evans (x6-24?)
  7. Edit day 2 lesson plan.

Seminar Ideas

  1. Textbooks (Possible speakers: Filippenko, Stahler, de Pater)
  2. Using original sources in the classroom (Possible speaker: Chiang)
  3. The (graduate level) interactive classroom: Using group discussion and other active learning techniques with graduate courses
  4. Teaching large classes
  5. 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?
  6. The role of faculty as advisers: project, dissertation and thesis guidance (developing autonomy, adaptability, control, self-efficacy)
  7. Learning styles and preferences. What works and what doesn't work in each instance?
  8. Balancing a research career with teaching (i.e., teaching and not perishing).

Trace: • todo