Transcript BRIDGE: COM 103 Revisited

BRIDGE: COM 103 Revisited
Minmin Wang
&
Jonathan Millen
Department of Communication and Journalism
The Course
 COM
103 Introduction to Communication
Studies: Theory and Practice
 New Core and Curriculum
 First Year Focus
 BRIDGE
Experience with BRIDGE
 From
Teaching to Learning
 Backward Design and beyond
(goals-assignments-assessments)
 Fostering Learning Habits in
Disciplinary Contexts
The First Time Through (2006)
 Confirmation
 Challenges
of Content
 inclusion/exclusion
 pedagogical
 Discourse
 student
approach
Gap
perspective
 disciplinary perspective
The Textbook
 Standard
Survey Approach
 Quantity Over Quality
 Tension: Content & Critical Thinking
 From Information to Wisdom
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
Second Time Around (2007)
 Primary
 More
Readings For Them
Voices
 Active Reading
 Preparation for Higher Learning
 Requires Better Reading Skills
 Polarizes Students
Primary Reading and
Assignments
Dynamics
added to backward design
Goals-Primary Readings Assignments-Assessments)
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.
Assignments: Dynamics, Goals
and Assessment
1.
2.
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.
Illuminating Stories from
Students

Kristen Gold (Spring 07)


Dimitry Chesnokov (Fall 07)


From a “no-test taker” to an A student with all
her classes ever after
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 .
Moving Forward
 Departmental
Administration
 Longitudinal Assessment
 Energized & Liberated Faculty
Thank you!