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JWST observers must submit an Activation Request to STScI in order to trigger an approved Target of Opportunity (ToO) program. STScI evaluates the effect of the ToO's interruption on the JWST schedule and how well the observations of this event meet the approved science goals before approval and activation of the ToO.
The Principal Investigator (PI) or designated alternate initiates activation of a Target of Opportunity (ToO) proposal by submitting an activation request, which are submitted by navigating to the JWST Program Information webpage, searching for the appropriate program, and selecting the Activate a Target of Opportunity link in the Request section of the program page. In the request the PI identifies which visit (or visits) to activate and supplies all the information needed to implement and schedule the observation. This information should include target position, instrument filter/grating combinations, exposure times, and any scheduling requirements not already included proposal.
After submitting the request, the PI (or alternate) must contact their Program Coordinator (PC) and verify that the activation request has been received by the Institute. The PC verifies receipt of the activation request and discusses with the PI any remaining questions on observation and scheduling requirements.
STScI evaluates the effect of the ToO's interruption on the JWST schedule and how well the observations of this event meet the approved science goals. The STScI Director then makes the final decision whether to activate a ToO. The CS, the PC and Short Term Planning conduct a review of the proposal to assure the safety of the observations, to verify that the program complies with the observing time allocation and to identify execution opportunities.
FAS Ed Tech partnered with Liberal Studies Life Science professors Lori Nicholas and Kevin Bonney to develop interactive content modules for use in both their face-to-face and online courses (LS launched a pilot online course in Life Science for the Summer 2017 semester). Each module presents course content through accessible, interactive multimedia presentations that also test students on their knowledge and understanding of the material.
These modules have been an important part of the Life Science course through several semesters. Students in the face-to-face courses have been able to review content prior to coming to class and can utilize class time to ask questions, clarify misconceptions, and dive deeper into the material. During class, the instructor can spend more time on the active application of concepts and further exploration of the topics.
Italian Studies created its own textbook and workbook to reflect the cultural, grammatical, lexical topics prioritized by the Department, and provide a lower cost option to students. Formative assessment, ongoing monitoring of student performance and learning, is essential for learning as it helps students and instructors identify learning gaps or areas of improvement. Director by Professor Nicola Cipani, Italian Studies faculty used the NYU Classes Tests & Quizzes tool to create a shared multimedia test bank that could be used by the entire department for courses in New York and Florence.
Professor Ben Stewart (Expository Writing Program) uses Google Forms as a formative assessment tool in his Writing the Essay course. Students respond to prompts during class that have them revise and edit their writing (and thinking). The instructor has created a script that allows individual student responses to be shared as individual documents with both the students and teacher, simplifying the feedback loop between both instructor and student as well as between students.
Professor Allen Mincer (Physics) flipped CORE-Quarks to Cosmos, a large lecture course for non-science majors. He developed original content to replace the use of two required textbooks; students engaged with material outside of class and participated in collaborative, active learning activities in class.
The current iteration of the course includes additional resources on background information for primary skills (unit conversion, estimation, dimensional analysis), as well as opportunities for metacognitive activities (e.g., self explanation).
Pairing a flipped course structure with OER plays an essential role in meeting pedagogical goals, such as increasing student engagement and learning. In the spirit of affordability, OER will also eliminate the need for students to purchase textbooks that they might only need for a single course.
Professor Marc Lieberman (Economics) flipped the recitation sections for both of his large lecture courses, Introduction to Microeconomics and Intro to Macroeconomics, eliminating the need for students to purchase textbooks and platform licenses. In addition to developing online modules and animations, Professor Lieberman leveraged NYU Classes to create an online problem solving platform.
Professor Marc Lieberman created Open Educational Resources (OER), freely available course content, to solve pedagogical and financial challenges. Common recitation materials lead to all students receiving a similar level of information about key topics. Content can be customized for lectures, and made visually appealing through rich animations created by the NYU IT Media Production Team. No-cost content and platforms save students money (up to $350 per student).
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