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BRIDGE: COM 103 Revisited

This study examines the evolution of the COM 103 course, focusing on the transition from a standard survey approach to a more dynamic and engaging learning experience. It discusses the challenges faced, pedagogical approaches employed, and the impact on student perspective and disciplinary understanding.

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BRIDGE: COM 103 Revisited

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  1. BRIDGE: COM 103 Revisited Minmin Wang & Jonathan Millen Department of Communication and Journalism

  2. The Course • COM 103 Introduction to Communication Studies: Theory and Practice • New Core and Curriculum • First Year Focus • BRIDGE

  3. Experience with BRIDGE • From Teaching to Learning • Backward Design and beyond (goals-assignments-assessments) • Fostering Learning Habits in Disciplinary Contexts

  4. The First Time Through (2006) • Confirmation of Content • Challenges • inclusion/exclusion • pedagogical approach • Discourse Gap • student perspective • disciplinary perspective

  5. The Textbook • Standard Survey Approach • Quantity Over Quality • Tension: Content & Critical Thinking • From Information to Wisdom

  6. Second Time Around (2007) • Primary Readings For Us • Assembly Process • Encouraged Ongoing Course Assessment • Enabled More Natural Pace • Facilitated Discussion • Highlighted the Space Between (Links) • Generated Meaningful Assignments

  7. Second Time Around (2007) • Primary Readings For Them • More Voices • Active Reading • Preparation for Higher Learning • Requires Better Reading Skills • Polarizes Students

  8. Primary Reading and Assignments • Dynamics added to backward design • Goals-Primary Readings - Assignments-Assessments)

  9. Assignments: Searching for the “best possible” that will make teaching/learning work • “The way to save time, make every moment count, and integrate grading, learning, and motivation is to plan your grading from the first moment your begin planning the course and to consider not only how you will shape goals but how your students will.” B. Walvoord &V. Anderson, Effective Grading.

  10. Assignments: Dynamics, Goals and Assessment • Reading Notes -- from focusing on concepts to developing habits of learning and thinking (Robert Leamnson) • Ethnographic analysis --Develop abilities to observe, reflect, and see patterns and implicit rules that govern everyday communication.

  11. Illuminating Stories from Students • Kristen Gold (Spring 07) • From a “no-test taker” to an A student with all her classes ever after • Dimitry Chesnokov (Fall 07) • From his initial struggle with the readings to an A for his outstanding ethnographic study of the 1st date • Jamie Hall (Fall 07) • An EOP student, who went through from “a frustrated reader’ to “being enlightened’ by the readings, and made from a low C in her 1st exam to an A in the final .

  12. Moving Forward • Departmental Administration • Longitudinal Assessment • Energized & Liberated Faculty

  13. Thank you!

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