=====TO DO LIST=====

**NEXT WEEK GOALS:**
  - Get a [[astro300_f10:courseoutline|skeleton of the entire course]]: Fill out list of topics.
  - Finish more detailed outline of bootcamp.

**AUGUST GOALS:**
  - Get first three meetings ready

Important dates for C10
---------
  - Thursday, Aug 26 : First day of sections
  - Friday, Aug 27 : First day of lecture
  - Wee of Sep 20  : First quiz
  - Monday, Oct 11 : First midterm

Unassigned
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Aaron
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  - <del>Campus GSI workshop dates</del> **Friday before classes start...**
  - <del>E-mail Alex about course info, syllabus</del> **...Got it...**
  - <del> Draft some more ideas for the pedagogy seminar </del> **...see below...**
  - <del>Ask Alex about funds for Evans</del> **...His wallet is ours...**
  - Draft interest gauging E-mail for seminar
  - Check Evans for what needs to be replaced
  - Put up day 2 lesson plan. 
  - Edit day 1 lesson plan.

Josh
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  - What room is available for Ay300? <del>What times are available</del>? 
  - <del>What could conflict with the bootcamp? Bloom's Boot camp?</del> **Bloom BC is on the weekend.. Email sent to first-years, UGSIs may still have conflicts...**
  - <del>Talk to Dexter about funds</del> **We have $200 for the class supplies, and appt/bonuses may increase.**
  - <del>Figure out Boot Camp dates (consider campus-wide GSI training, JBloom's Python boot camp?)</del>
  - <del>Schedule (tentatively) class time, day, and room based on times of astro classes and any popular physics classes (see [[http://schedule.berkeley.edu|Berkeley Schedule]])</del> **Looks like Mondays 4-6pm as in past years.**
  - Get personal whiteboards/whiteboard paper for our class and Evans (x6-24?)
  - Edit day 2 lesson plan.

Seminar Ideas
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  - Textbooks (Possible speakers: Filippenko, Stahler, de Pater)
  - Using original sources in the classroom (Possible speaker: Chiang)
  - The (graduate level) interactive classroom: Using group discussion and other active learning techniques with graduate courses
  - Teaching large classes
  - Teaching what you don't know: What do you do when you're asked to teach a subject that is not your area of expertise? 
  - The role of faculty as advisers: project, dissertation and thesis guidance (developing autonomy, adaptability, control, self-efficacy)
  - Learning styles and preferences. What works and what doesn't work in each instance?
  - Balancing a research career with teaching (i.e., teaching and not perishing).