To join the RLA team please submit this Application, to Steve Cox by 5pm on Monday, April 8, 2013.
1) to speak the language free of syntactic error;
2) to confidently translate English simulation and/or design questions;
3) to identify the proper numerical method for the job; and
4) to represent the solution in the most visually striking way possible.
These goals require significant opportunity for CAAM 210 students to engage with the content. The lab sections have been designed to allow RLAs to work with relatively small groups of CAAM 210 students to enhance their opportunities to achieve this fluency.
CAAM 480 will allow Rice Learning Assistants to:
1) review the content of CAAM 210 in the context of how students in their lab sections approach the weekly projects;
2) learn the theory behind and practice basic teaching skills to help make content accessible to the students in their lab sections; and
3) reflect on their teaching practice in order to better meet the diverse needs of students in their lab sections.
Course Outline
CAAM 210 is scheduled to meet Monday and Wednesday 1:00-1:50 PM.
Fridays are reserved for lab sections, at 1:00-1:50 PM, of 10-15 students led by Rice Learning Assistants.
Rice Learning Assistants will meet Friday afternoons in CAAM 480 to
reflect on their students' learning experiences to date and to prepare for the next meetings with their lab groups.
Rice Learning Assistants will have weekly preparation for the class consisting of a reflection on the previous week's lab section (a written description of the lab meeting, an analysis of what was helpful for the students and what may have hindered their learning, generalizations from the analyses, a plan to incorporate the generalizations into the next lab meeting, and questions that still need to be answered) and short readings in science teaching and learning or associated activities, including observations. A typical class session will include:
a) Rice Learning Assistants sharing reflections on their teaching in small groups and with the class, highlighting their plans for the following lab;
b) an analysis of the CAAM 210 content for the next lab, highlighting what parts typically pose problems for students, what misconceptions are typical among students, and ways to teach content to address the questions and misconceptions; and
c) the introduction, discussion, and practice of pedagogy skills to support the Rice Learning Assistants' teaching.
Course Materials
There is no textbook for the course. Readings will be provided in class and/or on OwlSpace.
Requirements
1) Attendance and participation in at least 12 of 14 class meetings. You must be present
and prepared to participate for at least one and one-half hours in each class period to
fulfill this requirement.
2) A weekly reflection on your teaching following the format provided in class. Each class period will begin with an opportunity to reflect orally with fellow RLAs; your written reflection each week will be due by the beginning of the next class period.
3) A written response to the weekly assignments: a response to a reading, documentation of an activity, or a reflection on an observation, as assigned. The written responses will be critical to the lessons for which they are due; full credit will only be awarded for written responses completed by the
due date.
4) A case study inspired by the learning of one or a small sample of students in your lab section. The case study will include a description of the learning issue involved with the subject/s, support with data from observations, a study of research on the learning issue using a minimum of three appropriate sources, and a conclusion about how to make content accessible to the subject/s. The case study will be developed throughout the semester and will be due by the
last class meeting.
Grades
Grades will be assigned within a point system. Points will be assigned as follows:
Written reflections on classroom practice using the format provided: 13 reflections of up to15 points each, total of 195 points possible. Late reflections (those turned in after the next class meeting) can earn a maximum of 12 points;
Written responses to weekly assignments: 13 assignments of up to 15 points each, total of 195 points possible. Late assignments (those turned in after the class for which they were assigned) can earn a maximum of 10 points;
Case study: 110 points, distributed according to guidelines provided in class and on OwlSpace. The case study is due by the time established for the final for the course. Late case studies can earn a maximum of 100 points.
Grades, including plus and minus grades, will be assigned within the following guidelines:
500-450 90-100% of the points A
449-400 80-89% of the points B
399-350 70-79% of the points C
349-300 60-69% of the points D
under 300 under 60% of the points under a D
Notes
Statement on Disabilities: Any student with a disability requiring accommodations in this class is encouraged to contact one of the instructors after class or during office hours. Additionally, students should contact the Disabled Student Services office in Allen Center, Room 111, 713-348-5841.
Statement on the Honor Code: Students are expected to abide by the Rice University Honor Code as described in the Honor System Handbook at http://honor.rice.edu/honor-system-handbook/. For weekly written assignments and the case study you are welcome to discuss your ideas with others before writing, but you should cite all your sources and the work you turn in must be original. All direct and indirect quotations from other sources should be properly acknowledged. Please include complete citations using the style of your choice for quotations and references made in the body of a text.