Genesis of The LearningForce

Initial Actions

♦ Create list of the 60 Gateway and ELO courses. (Meg)

♦ Recruit and train 30 student employees. (Mehmed)
     (Job description could be research assistant, must be over 18.)

♦ Reach out to
      -Deans of Colleges
      -Department Chairs                  
      -Individual faculty  (compose letters, collaboration)
       
♦ Meetings with profs
♦ Design Libguide form for use by student employees, (Meg and George)

Talking Points with Faculty

How is the knowledge contained in this course of study captured? For example in a textbook, lectures,video, slides, 

The student worker (?) should assess the knowledge base of the course of study, make a survey and do an inventory. Related to this survey and a KEY component of the LearningForce is to elicit from faculty tacit knowledge, that is, things they know about each incoming class from experience, such as at what point in the semester student will start to struggle, fall behind and fail. Which part of the body of knowledge presents the stumbling block, and what resources could be brought to bear to counteract this, and when.

What are the hurdles, what do they need at this point in the semester and how can we provide resources?

This tacit knowledge could be captured in the outcome question, (as part of assessment): which aspects of a student's engagement with the course of study are most sensitive to interventions.

Habits

We can try to capture information from students such as the following:
              How do you study?
              When?
              Where?

From Faculty we can try to capture factors in student failure which the student has failed to anticipate, such as a skill they may need at a high level which does not show up in a prerequisite course. An example is the need for excellent math skills in some business courses.
What anticipations do faculty members think students should have?

Idea for inclusion in libguides which faculty may be willing to provide: a glossary.