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Write for me internet of things mit write for me capstone building corp jobs bidding villany ungarn reporterin hi general ecology students this is dr. Welch and Before we jump right into journal ecology as a whole course I want to describe to you of the framework for the course and give you a brief introduction of my expectations of you as a student and certainly give you an idea of what I perceive is your expectations of me as a professor and of course that's open to discussion once we all get in class one of the things that's going to be very different this semester in journal ecology as opposed to what your friends may be telling you about the course this is going to be a community of inquiry the delivery of information is not going to be a one-way street from my brain to your grade I am NOT going to give formal lectures we are going to learn this material as a group and so my role in bed is I'm going to facilitate your learning of the material by giving you guidance by giving you lots of learning tools to work with coordinating our discussions and guiding those discussions to make sure that we reach the learning objectives and I have laid out for the course and my expectations of you are to come to class prepared to be an active member of this community of inquiry so the way I've laid out the course is you'll see in in the class itself and as you explore other areas of canvas each week you're going to be going through a routine and this routine routine is pretty well set throughout the semester for each one of the learning modules we're going to start out with a very brief five-minute video from me introducing the topic and then you're going to complete a chapter reading that is guided where they study guide I'm expecting you to come to class with those finished to the best of your ability to make sure that those come to class finish to the best year ability prior to each Tuesday lecture you are going to have a brief online quiz of open-ended questions that it will allow me to quickly assess how well you will grasp the chapter material with help with the study guide I'm then going to use your answers to those questions to help shape our discussion of that material in the face to face meeting on Tuesdays so on those Tuesdays I am NOT going to give you a formal lecture you can read the book you've paid a lot of money for that book let's use it I personally am getting to the point maybe I'm just hitting a midlife crisis I find it offensive when people walk me through material that i can go obtained on my own elsewhere so are our face-to-face meetings on tuesday are going to be much more discussion driven work I'm going to have questions to help guide us in that discussion that you all will do some pairing activities in those Tuesday meetings to again allow me to make sure that you're grasping the material at the depth that I feel is necessary for a junior senior level course in ecology then we're going to outside a class before you come back on Thursday you're going to review you can go back and look at the changes you made on the study guides look at the notes that you took during our discussions and get yourself prepared for our Thursday face-to-face meetings which are going to be a full in class activity it's going to be problem-based learning it's going to be open-ended of each group in the class may come up with a slightly different answer to a different scenario but it's all going to apply the same concepts and competencies that I want you to gain from the course after that you know it's up to you to continue to study the material to prepare for the four unit exams in the course and also keep in mind that the lab activities we're going to complete the semester again are going to reinforce the material that we're covering in the lecture portion of the course those labs are all very much experimental II based we're going to be completing for large-scale experiments during the course of the semester each of those four units were to begin with a journal reading and a discussion of that Journal reading we're going to be doing field work at Plymouth bluff environmental center we're going to be analyzing data and you're going to be working in groups to prepare your analysis and your presentation of the results of those experiments so we're going to have group work for semester science is not done individually in a little bubble I write papers with 10 people I write papers with six people it is a collaborative effort and I want to throw you all in that collaborative environment again facilitate this with examples and rubrics and peer review so that you are confident when it comes to the production of the final product for your group so those final products for the lab activities are going to be abstracts we are also going to be doing poster presentations like you would for a scientific meeting we're going to be doing oral presentations as you would for a scientific meeting again this is all going to be group and online I'm not you are going to submit to me for example the oral presentations as a a file um through canvas I would love to do a seminar type series but then we would have several presentations on the exact same topic we can discuss this on exactly how you wish to deliver these final products but the other type of collaborative writing I want you to explore is a explanation of that scientific topic for the general public this is becoming more and more critical for scientists to be able to discuss their science with the general public be that general public um oh goodness your kids third-grade class bring it being able to explain the information on if you will a lower level being able to speak with the media I can't tell you how many times recently I went a microphone shoved in my face especially associated with earth day and I've had to think on my feet how to explain the importance of a topic in language that the general public the Golden Triangle region can understand the you know so that's that may be new to a lot of you hey you all know me I do not play by the normal rules of this department and do know that usually five years after graduation sometimes as quickly as one to two years I get these delightful emails from our graduates saying thank you dr. Welch for making me push my learning envelope even further because it really prepared me for what I'm expected to do on the job in a professional school or in graduate school or heaven forbid just as an educated citizen of the United States of America so with that take some time explore canvas I'll see you all thursday in class you may not even get access to this video until thursday morning i don't know so don't panic if you don't see this before our first face-to-face meeting and in that meeting we are just going to be going over the nuts and bolts of the course as well as discussing some of the topics that we're going to do I'm going to get a little bit of a feel for where you all are in your understanding of general chemistry physics biology with a an anonymous quiz so you know this week is going to be more more of getting to know each other for our community of inquiry and then next week we'll hit the material hard so with that I hope that wet your whistle for this I'm very excited I love to teach this course as an ecologist and I'll see you all on Thursday capstone project team agreement order College of Physicians and Surgeons.