Meeting3Agenda

 **FLC Goals: **
 * FLC Meeting #3, December 10, 2010 **
 * **to identify emerging instructional challenges in participants’ disciplines **
 * **to explore methods of course design **
 * **to identify high-impact teaching practices most suited to participants’ disciplines **
 * **to develop appropriate formative course design assessments **
 * **to design/re-design a course in response to existing student performance and feedback **

Agenda Project #3  Review the literature on high-impact teaching practices. (This literature can be the documents on the Resources page and Vanessa's link to Ppt presentation from the system-wide webinar.)  Identify specific strategies to be implemented into a selected course. **Consider** at least one possible HIP  for the course you are working on.  Have a conversation with a fellow FLC member about the rationale for your selected HIP/s and specific ways to implement HIPs.  Prepare to share the conversation with the FLC group and explain how the process helped transform their thinking about teaching. (Related to goal #3)
 *  How to monitor changes on the wiki (Using RSS) Click Notify Me tab
 *  Discussion of work on project #2. If you have posted material on your wiki page, you may want to point to specific bits you found most helpful or that you think would be useful to other FLC members.
 * <span style="font-family: Arial,sans-serif;">Michelle's ethnoecology course
 * <span style="font-family: Arial,sans-serif;">Vanessa will comment on her experience with the system-wide
 * <span style="font-family: Arial,sans-serif;">Provide feedback to Deborah on student opera project
 * <span style="font-family: Arial,sans-serif;">Preview Project #3 **<span style="font-family: 'Arial','sans-serif';">to be presented next meeting (Jan. 21, 2011) **

<span style="font-family: Arial,sans-serif; font-size: 10pt; margin: 0in 0in 0pt 0.25in;">Have a Happy Holiday! <span style="font-family: Arial,sans-serif; font-size: 10pt; margin: 0in 0in 0pt 0.25in;">See you January 21, 10-noon in the CTL.