- Statistics
- Trends in student attitudes
Structure
- Human resources
- Technology
Where are we headed?
- Translations
- Technology and human resources
Began in 1990 as a traditional lecture-based course.
In Fall 1994 we began putting images on the server. Our goal was to make images and climate information available 24 hours to the students.
In Spring 1995 we set new a new goal: get students involved in dialog with instructor, expert scientists, and fellow students to assist their learning of content material.
In Spring 1996 we began to get students more involved in the learning process through pre- and post-lecture activities. We also introduced a full set of ethical and block discussion questions.
In Spring 1997 we introduced the portfolio. The purpose of the portfolio was to provide students with
- standards for assessment - at the beginning of the assignment, and
- documentation of their own work for self-assessment purposes.
In Spring 1998 all assignments were done via the portfolio. We also added the Pinball assignment, a Java-based lab. Students were required to use their documented work and self-assess their progress toward learning the content material.