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«“To teach is to create space” - Parker Palmer, quoted in O’Reilley, 1999, p. 1 “Whoever teaches without emancipating stultifies. And whoever ...»

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! Chesler, M. A. (1997). “Perceptions of Faculty Behavior by Students of Color” ! Cook-Sather, A. (2006). “Toward Culturally Responsive Classrooms” ! “Teaching in Racially Diverse Classrooms” ! “Creating an Identity-Safe Classroom” ! Lareau, A. (2002). “Invisible Inequality: Social Class and Childrearing in Black Families and White Families.” ! “Stereotype Threat” ! “15-minute Writing Exercise to Reduce Stereotype Threat” [in Moodle] ! Walton et al. (2011). “A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students” ! “How School Taught Me I Was Poor” ! Roth, M. (2014). “Young Minds in Critical Condition” [in Moodle] November 3: HOW DO YOU PLAN ENGAGING AND EFFECTIVE LESSONS?

What are your experiences as students and teachers in relation to “lesson plans”? What issues are important to consider in planning? What format works might be the best fit for you and why?

Readings:

! “Lesson Planning for the University Classroom” [in Moodle] ! “Steps in Lesson Planning” [in Moodle] ! “Finding the Balance between Process and Product” [in Moodle] ! “Collaborative Learning Techniques: A Handbook for Faculty” [in Moodle] ! “Lesson Plan Handouts” [in Moodle] ! “Plan for Lesson Planning” [in Moodle] ! “Structuring Engaging Lessons” [in Moodle] November 10: WHAT IS THE ROLE OF LECTURES IN TEACHING AND LEARNING?

Lectures can be an effective way to convey a lot of information in a short time, but just because a teacher says something doesn’t mean a student learns it. In this session we will explore the purpose of lectures, your own positive and negative experiences with lectures, strategies for creating, delivering, and assessing lectures generated by both bi-co faculty and students across the divisions and disciplines, and your hopes for and concerns about yourself as a lecturer.

Readings:

! Lang, J. (2008). Week 3: In the Classroom: Lectures. On Course.

! Weirsma, A. (2012). Crafting an Engaging Lecture (called “Tips for Lecturing” in Moodle) ! “Lecture (Faculty Recommendations)” [in Moodle] ! Hanford, E. (2012). “Losing Lecture” [in Moodle] ! Berret, D. (2012). “How ‘Flipping’ the Classroom Can Improve the Traditional Lecture” [in Moodle] November 17: HOW DO YOU FACILITATE ENGAGING DISCUSSION AND

STUDENT PRESENTATIONS?

In this session, we will explore the purpose of class discussions, your own positive and negative experiences with class discussions, strategies for facilitating good class discussion generated by both bi-co faculty and students across the divisions and disciplines, and your concerns about yourself as a facilitator of class discussions.

Readings:

! Lang, J. (2008). Week 4: In the Classroom: Discussions. On Course.

! Bain, K. (2004). How Do They Conduct Class? What the Best College Teachers Do ! “Leading Discussions” [in Moodle] ! “Activities That Inspire Discussion” [in Moodle] ! “Forming Teams or Discussion Groups” [in Moodle] ! “Helping Students Prepare to Make Effective Presentations “[in Moodle] ! Links to two presentations on pecha kucha” [in Moodle]

December 2: PULLING IT ALL TOGETHER:

In this session we will pull together the various ideas and practices we have explored over the course of the semester. Please come prepared to share (1) What you have done or seen done that has been (a) effective and (b) ineffective in establishing a constructive learning environment in a class and (2) Some thoughts on how you would draw on the different concepts and approaches we have explored in our sessions to create the kind of learning environment you want in your classroom.

Readings:

! Fink, L. D. (2013). Chapter 7 in Creating Significant Learning Experiences ! “Student Recommendations 1” [in Moodle] ! “Student Recommendations 2” [in Moodle] December 8: DEVELOPING A PORTFOLIO AND STATEMENT OF YOUR

TEACHING PHILOSOPHY

For this session, bring all your notes from other sessions you have attended and other work you have done toward developing a teaching philosophy. We will discuss ways to organize and build your portfolio, and we will focus specifically on writing a statement of philosophy. Please draft a statement before you attend with the goal of revising it during and subsequent to the session.

Readings:

! “Template for Working on Portfolio” [in Moodle] ! “Writing a Philosophy Statement” [in Moodle] ! “Advice from Washington University in St Louis” [in Moodle] ! “Advice from Cornell University” [in Moodle] ! “Guidelines from University of Minnesota” [in Moodle] Resources Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M.C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass. [See also short version from Tomorrow’s Professor] Bain, K. (2004). What the best college teachers do. Cambridge, Harvard University Press. Barkley, E.F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. JosseyBass.

Barry, L. (2014). Syllabus: Notes from an accidental professor. Drawn & Quarterly.

Bean, J. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey Bass.

Boice, R. (2000). Advice for new faculty members : nihil nimus Boston : Allyn and Bacon.

Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. San Francisco: Jossey-Bass.

Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press.

Chambliss, D. F., & Takacs, G. G. (2014). How college works. Harvard University Press.

Cook-Sather, A. (2010). Making spaces to learn: An essay review of What the Best College Teachers Do.

Curriculum Inquiry, 40, 2.

Cook-Sather, A. (2006). Education is translation: A metaphor for change in learning and teaching.

Philadelphia: University of Pennsylvania Press.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey-Bass.

Dweck, C. S. (2006). Mind-set: The new psychology of success. Ne York, NY: Ballantine Books. Egan, K.

(2004). An imaginative approach to teaching. San Francisco, CA: Jossey Bass.

Filene, P. (2005). They joy of teaching: A practical guide for new college instructors. Chapel Hill: University of North Carolina Press.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses, 2nd edition. Jossey Bass.

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific teaching. New York: W. H. Freeman and Company.

Karpicke, J. D., Blunt, J. R., (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.

Lang, J. M. (2006). On course: A week-by-week guide to your first semester of college teaching. Cambridge:

Harvard University Press.

McKeachie, W. J. (2006). Teaching tips (twelfth edition). Postman, N. (1971). Teaching as a subversive activity. Delta.

Schwartz, D. L., Bransford, J. D. & Sears, D. (2005). Efficiency and innovation in transfer. In J.

Mestre (Ed.), Transfer of learning: Research and perspectives (pp. 1-51). Charlotte, NC: Information Age Publishing.

Sawyer, R. K. (2006). The new science of learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 1-16). New York, NY: Cambridge University Press.

Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, pedagogy and technology. In R.

K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-115). New York, NY: Cambridge University Press.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B.

Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Peru, IL: Carus Publishing Company.

Stevens, D.D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Stylus.

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