Spring final eval conferences for Astro&Cosmo and Science Seminar. These are mandatory 20-minute meetings (15 minutes for Science Seminar students).  Please arrive 5 minutes early so we can start promptly.  After each conference, your prof needs 10 minutes to edit evaluations based on our conversation.

Still need to sign up: Dave Hanson, Jacob Geist, Kerry Galpern

Winter final eval conferences for Energy Systems and Science Seminar. These are mandatory 20-minute meetings (10 minutes for Science Seminar students).  Please arrive 5 minutes early so we can start promptly.  After each conference, your prof needs 10 minutes to edit evaluations based on our conversation.
One week in advance:  Turn in your complete portfolio, draft self-eval, and peer evals (see Portfolio & Eval guidelines for details). 
Bring to your conference: your revised self-eval,  and put your faculty eval  in the envelope outside the secretaries' door (Lab II Rm 2250).
Get at your conference:  eval from faculty, any recent assignments, and your portfolio.  Those are yours to keep.  See sample evals at the bottom of this page.

Winter midquarter conferences - week 5 - Thus.3.Feb.2005 - please bring your portfolio with all your work so far in a 3-ring binder, and your midterm exam to discuss in class before conferences.

Fall final eval conferences in Zita's office, Lab II Rm 2242. These are mandatory 15-minute meetings (10 minutes for Science Seminar students).  Please arrive 5 minutes early so we can start promptly.  (After each 15 min. meeting, your prof needs 15 minutes to edit evaluations based on our conversation.) 
One week in advance:  Turn in your complete portfolio, draft self-eval, and peer evals (see Portfolio & Eval guidelines for details).  This includes completed record sheets.
Bring to your conference: your revised self-eval,  and put your faculty eval  in the envelope mounted outside the secretaries' door (Lab II Rm 2250).
Get at your conference:  eval from faculty, any recent assignments, and your portfolio.  Those are yours to keep.  See sample evals at the bottom of this page.

Fall research checkup meetings Thus.18.Nov.04: Each research team meet Zita for about 10 minutes in week 8 (with a break between appointments, to transition and stay on schedule). Evaluate your preparedness for presenting your Research Plan in week 9. Are you agreed on the question you want to investigate? Hypotheses? How will you test your hypotheses? How is your annotated bibliography coming along? What are the responsibilities of each team member, in preparing your Research Plan and your presentation? What equipment will you need next quarter? If you need us to purchase any equipment, let us know now, so we can order it soon. We have budgeted $50 per student for equipment to be retained by the college.

Fall midquarter conferences: These are mandatory 5-minute meetings, Monday 25.Oct.2004 in Zita's office starting at 2:30 (after the Blog workshop in the CAL). Please bring your portfolio and your completed record sheet. If you have VA or scholarship forms that need certification, please bring your form, demonstrate that you are earning full credit (with evidence from your portfolio), and ask for a signature. Conferences for Science Seminar students in the sem. classroom at our regular time.

X did (excellent, very good, good, fair, passing) work in (most , much ) of this program and learned a (great deal, fair amount, little) . She was (always, usually, sometimes, occasionally) well prepared and contributed (quite, somewhat) effectively. She completed (all, most, some) assignments with (excellent, very good, good, fair, passing) quality.

X participated (actively) in (all, most, some) classes. She asked good questions and encouraged classmates' participation. She completed thoughtful workshop writeups. Her homework showed __ . Her exams showed __. In physics and calculus, X showed improved skills in __. She needs to review __.

X helped her debate team (__) to prepare a (an organized) presentation with (clear, no) handouts; they made a (somewhat, very) compelling case that "_(debate side)_". X helped her research team (__) complete __ research workshops and planning activities. They are __ prepared to undertake their proposed research project on __ in winter quarter.

X wrote (thoughtful, a few) weekly essays, on seminar or research, and responded to (many, a few) essays by classmates. Her essays improved in clarity, coherence, and depth. She showed (excellent, very good, good, some) ability to synthesize ideas from diverse sources, and to appreciate depth and nuance in meaning. She (is learning to) appropriately reference texts, in discussions and in writing.

In Seminar discussions, X showed __ evidence of (partly, careful and complete, incomplete) reading, and contributed __ to our discussions. She and her team (__) posted _/7 preseminar assignments, and they facilitated (__ ably, creatively, effectively, with little preparation) when it was their turn.

X was a (reliable and effective, teammate, always) meeting commitments and contributing significantly to joint assignments. Teammates report that X ___

X (also wrote thoughtful, did not write) evaluations of her teammates.

X's best learning was in __. She developed strong skills in __ and demonstrated significant growth in __. She can benefit from greater attention to __. X is __ prepared for more advanced work. It has been a pleasure to work with her. OR I look forward to continued work with her.

Weak Seminar eval: D did passing work at best in fall Science Seminar. He routinely arrived late, incompletely prepared. He participated a little, and missed or was late to about half the classes, including one he was scheduled to facilitate. He completed about half the essays, generally too late for faculty feedback. He posted a few responses to classmates' essays.

D needs more practice reading for meaning, making connections between ideas, making arguments based on evidence, and referencing her sources. he failed the midterm because he did not complete the reading assignments. His silence in class made it difficult to get to know him, and his scant, late work made it difficult to evaluate his growth. His writing could become more effective with practice and proofreading.
D was generally disengaged and unreliable as a teammate. His teammates report that "D had difficulty communicating with and meeting his team." They ended up doing the team assignments without his input for most of the quarter. "D did take more responsibility for the last few team assignments and for connecting with his team in the last few weeks. He had difficulty in explaining his ideas clearly."
I wish D better success in his future studies. D should take greater personal responsibility for his learning. He can do better if he completes all assignments and meets commitments to his team, his class, and himself.