Bernie BallickCHEP

As for the question of controversial subjects, I emphasize that the point is not to defend yours or anyone else's position, just to understand that there are always other opinions to consider and that's the basis of this exercise. As for guidelines to the "facts", I ask them to not look for extreme bias but to find appropriate information the is more mainstream. In reality the group tends to control anyone who's a bit out of line.

We are considering supplying the students with electronic devices (IE. Tablets) and going to EBooks, does anyone have any advice on doing this, pro's and con's?

Any ideas on how to get the student to use discussion groups without requiring a number of posts. I find that when you require a number of replies, it becomes just that, a chore for the student to accomplish.

Does anyone have any ideas on the use of smart phones in class. We normally restrict the students from even having their phones out during class time, and I'm trying to give them opportunities to actually use the phones.

In one of our intro classes I have a project where the student must give their opinion on a current subject.. IE. ObamaCare.... Then we form up groups based on their current bias. They must research the item with 5 facts that are opposite of their current opinion that they did not know before they did the research. It's used as a thought provoking discussion of how they form opinions on what is not necessarily all the required information.

I found my biggest issue is the maturity level of the students and trying to get them to take responsibility for themselves when they've never had to in the past. What ideas do you have?

Not sure I agree with sitting in the back of room during tests. If you do it makes it hard to see students who could be cheating by looking at other resources. Whoops, meant to put this in Forum 4 instead of one, my mistake.