NSE Course Development Workshop
May 14, 2015
 High expectations, particularly related to grades
 Burn out/complacency
 More competitive peer group
 Desire for stability
 Social awkwardness
 Lack of familiarity with campus/material
 Others?
 Academic exposure
 A test run
 Both challenging and reassuring
 A legitimate and valuable academic experience
 Developing college life skills
 Adjusting to Baylor
 Fostering positive social behaviors
 Merging the social and academic
 Making the class relevant
 Developing relationships with depth
 Monday:
content delivery
 Wednesday:
responding to out-ofclass assignments
 Friday:
Informal discussion,
modern application;
moving the classroom
 Exposing students to different styles of teaching
 Different modes of content delivery: lecture, debate, power
point, online, research, scavenger hunt, think/pair/share,
student-led lecture, flipped classroom, role play, game play
 Exposing students to different styles of learning
 Guided reading
 Class discussion
 Encouraging self-motivation
 Exposing students to different styles of assignment
 Papers, quizzes, exams, social media, group projects
 Combatting grade inflation
 Lots of assignments
 Some very low grades
 Moving the classroom
 Common Grounds, locations on campus, Cameron Park,
my house, online class
 Extracurricular meetings
 Breakfast in Brooks
 Elevensies
 Group work
 Me vs Them
 Classroom discussion (in and out of the classroom)
 Debasing the coinage
“Thus it is clear that man recognizes God because, in
a way, he remembers and recognizes the source from
which he sprang. Moreover virtue exists in man and
God alike.”
(Cicero, On the Laws 1.25; Keyes trans.)
 Academic exposure
 Basic class skills
 Use standard text as core
 Research-based learning
 Independent projects
 Experts
 Developing college life skills
 Library skills
 Positive classroom environment
 Citizenship
 Weekly discussion
 Student and issue-guided topics
 Flexibility in the course
 Go to the experts
 Peer-reviewed journals
 Guest lectures
 Ex. Religion and Sustainability (Dr. Fulton)
 Focus on current issues and events
 Case studies
 Ex. NY Times expose on nail salons
 EPA response
 Weekly discussion based on news stories
 Build writing skills over course
 Eliminate fluff!
 Introduce library and database queries
 Start course with library training session
 Christina Chan-Park
 http://libcal.baylor.edu/profile/1433
 Empowers students with access to newest research and
findings
 Critical for science students
 Primary medium for current research
 Necessary skill for advanced courses
 Flexible discussion time for current issues in
Environmental Health
 Ex. Ebola epidemic in 2014, new Clean Power plan
 Students choose articles
 Required participation, interaction
 Professor steps back, sits with class
 Connection of class topics to the real issues
 Lack of a clear answer
 Global community
Hello!
I will not be in class today however I decided to send you my article that I planned for discussion in case
there was time available in class. The article I choose is titled "Banning Lead Ammunition Could Give
Condors a Chance". I would like to begin the discussion by saying that often times went it comes to toxic
metals, especially lead, humans tend to only focus on the toxic effects it can have on humans and not the
wildlife around us. However, toxic metals can definitely have effects on wildlife like the Condors in
California. Some points I'd like to take from the article:
• California becomes the first state to require that all hunting ammunition be lead-free.
• The heavy metal's many harmful effects have led to its ban from sources such as paint and gasoline. But
lead ammunition remains one of the largest unregulated sources of lead in the environment
• Several studies have found that scavenging species such as golden eagles, bald eagles, ravens, turkey
vultures, and pumas have been exposed to and affected by lead.
• Lead poisoning is the leading cause of death in juvenile and free-flying California condors.
• Condors aren't being shot by the lead bullets but when they eat the carcasses of animals shot with lead
bullets they develop a risk of being exposed to the toxic metal.
• After the ban was first implemented in 2007, Condor populations and other bird species showed a
decrease in lead exposure and poisoning.
Many scientist are hoping this ban will have a domino effect in other states.
Questions for discussion:
• With the obvious proof behind the adverse effects of lead, why hasn't ammunition companies already
made a complete switch from lead ammunition to non-lead ammunition?
• Research has shown that condors are still being exposed to lead after the lead ban, what could be some
possible ways the condors are still being exposed to?
• Aside from benefits to wildlife populations, what would be some other benefits to a lead-free
ammunition industry?
 Build research, presentation and writing skills
 Independent topic selection
 Foster ownership of project
 Central theme ties topics together
 Mandatory use of peer-reviewed literature
 Presentation with audience participation
 5 min
 Short, reference-heavy research paper
 Classroom discussion
 Encourage all participation
 First generation students
 Male and female students
 Baylor community
 Engage with their cohort
 Academic opportunities and resources
 Participate and thrive
 Beyond the classroom
 How to engage with academic topics in the “real world”