LTC: Technology and Pedagogy: Big Steps, Baby Steps, Next Steps
Technology and Pedagogy: Big Steps, Baby Steps, Next Steps A follow-up to last year’s popular session on podcasting and screencasting, this session looks at some of the other recent experiments with new technology. Come learn about our colleagues’ efforts to integrate YouTube video lectures, online quizzes, Moodle 2, and online labs into their teaching. Students welcome. Stephan Zweifel, Professor of Biology; Mark McKone, Professor of Biology; Christine Lac, Senior Lecturer in French; Thabiti Willis, Assistant Professor of History
LTC: Free Speech” vs. “Right Speech”: A Conversation about Ethics, Journalism and Talk in the Public Square
“Free Speech” vs. “Right Speech”: A Conversation about Ethics, Journalism, and Talk in the Public Square” Free speech is a pillar of American democracy, but can there be too much free speech? Does the proliferation of online communication technologies, the universal need for social cohesion, and the sensitivities of multicultural communities require us to rethink the limits of free speech? Join us as we consider “free speech” both within and beyond the borders of Carleton. Students welcome. Doug McGill, Visiting Instructor in English; Clara Hardy, Professor of Classics.
LTC: The Arts and Technology at Carleton: a View from CArtT
The Arts and Technology at Carleton: A View from CArtT CArtT (Carleton Arts and Technology) is a new curricular initiative for integrating technology into the arts, and fostering interdisciplinary collaboration between fine and performing arts and sciences. In this session, faculty members report on activities in this area and speculate on how technology is changing the face of arts and arts education. Students welcome. Ron Rodman, Director CArtT; Stephen Mohring, Associate Professor of Art; Dave Musicant, Professor of Computer Science; Nikki Melville, Associate Professor of Music; Laska Jimsen, Assistant Professor of CAMS; Judith Howard, Assistant Professor of Dance
LTC: What is a “Bad” Grade?
What is a “Bad” Grade? What do we want a grade to convey to a student in a specific assignment or course? Where and how do we provide students with information to help them assess what a “bad” grade means in different contexts, such as choosing a major or persisting in a course sequence? Eric Egge, Associate Professor of Mathematics; Deborah Gross, Professor of Chemistry; Dani Kohen, Associate Professor of Chemistry; George Shuffelton, Associate Professor of English and Associate Dean of the College