FYF 101J - Alternative Energy: Separating Myth From Reality
COURSE ORGANIZATION

Like all First Year Foundations courses at Wilkes, FYF 101J is aimed at satisfying two objectives.  The first is to provide students with some skills-based and conceptual information that will help them acclimate to Wilkes, and enable them to be successful in their majors.  The second is to provide substantive content relating to the course topic.

In that light, FYF 101J - Alternative Energy: Separating Myth From Reality can be viewed as consisting of two parts.  The first is a series of sessions in which students will learn skills such as group decision-making, effective use of email, bibliographic concepts, and evaluating web-based information.  The second is a series of sessions in which students will learn about individual forms of alternative energy.

For students to best learn the issues surrounding each type of alternative energy, FYF 101J will incorporate a mixed strategy in which the general concepts for each energy type will be covered via lecture (some by Dr. Klemow and others by outside presenters), whereas the bulk of the learning will be accomplished via a student-active approach involving Webquests.

In order to allow students to gain some diversity of experience with different forms of alternative energy, yet not force them to examine all of the potential forms, the following plan has been put into place:

Nine topics have been developed: the first focusing on the validity of the Hubbert Curve, and the other eight that each focus on a form of alternative energy.  Students will be organized into six teams of four students.  Each team will be responsible for three topics throughout the semester, and teams will be reconstituted after each round.

During weeks 6-8, the course will focus on three of the topics.  During week 6, students will hear presentations pertaining to those topics.  During week 7, students will meet and conduct their webquests to examine their topic in more depth.  During Week 8, students will present their findings as oral reports.  For each of those days in which presentations are to be given, two teams will give separate presentations  on the same topic.  Each presentation is to last 18-20 minutes, with 5 minutes for questions.

We will then repeat that  plan for three additional energy forms on Weeks 9-11, and again for the final energy forms on Weeks 12-14.

Students will be graded on their presentations.  Approximately 1/2 of the grade will be on individual performance, while 1/2 will be based on how well the entire team did.  Detailed rubrics will be presented in class.


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This page posted and maintained by Kenneth M. Klemow, Ph.D., Biology Department, Wilkes University, Wilkes-Barre, PA 18766. (570) 408-4758, kklemow@wilkes.edu.