PREPARING FUTURE FACULTY PROGRAM GRAD 8101: Teaching in Higher Education

University of Minnesota Spring 2011 Fridays / 9 am noon MPLS Science Teaching & Student Services 512B Instructors Phone E-mail Office Office Hours Ilene D. Alexander 612-624-6507 ida8101@gmail.com (best) 409 University Office Plaza Online time TBA & by appt. Cheryl L. Neudauer 612-659-6448 neuda002@umn.edu Meeting Place TBD Online time TBA & by appt.

COURSE DESCRIPTION This course is designed for graduate students and post-doctoral fellows pursuing scholarly professional development for learning and teaching in higher education as part of the journey in becoming effective and reflective creative instructors, mentors/advisors, and learning leaders in higher education. Through careful study, hands-on practice and reflective analysis, participants will engage principles and practices of learning and teaching and integrated aligned course design. Additionally, as course participants come from multiple disciplinary backgrounds, professional, national and ethnic cultures (with accompanying varied teaching traditions, social perspectives, and communication styles), we will consider how teaching is informed by these different contexts. Through(out) the course, we will discuss how participants can make choices as teachers that are effective for learners, for contemporary learning in their fields, for future-oriented wicked problem solving, and for them personally as scholarly teachers. GRAD 8101 is designed to engage participants in the learning principles and practices they are studying. Participants should expect to be challenged: To explore assumptions about learning whether about seeing students as learners or classrooms as places where meaning making happens or places beyond the classroom as the most vibrant site of learning in any persons life; and To think richly about teaching as a vital everyday work whether in labs and classrooms, meeting rooms and conferences, on campuses and communities, or in virtual space or face-to-face collaborations. Participants will demonstrate their learning via delivery of multiple in-class teaching opportunities, contributions to weekly readings-inspired discussions, and completion of drafted portfolio assignments that embed peer, teacher and self-assessment components. Teaching in Higher Education is designed to meet these Core Goals: Prepare future faculty/academic professionals for the multiple learning and teaching roles embedded in and emerging across institutional types/educational context. Develop among future faculty/academic professionals capacities for provoking more learning for more learners to this end, participants in 8101 will o study and apply principles of engaged learning, learning for teaching, integrated aligned course design and teaching for learning; o research and discuss future-oriented ideas, issues and topics impacting

higher education, with specific attention to learning and teaching.

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COMPUTERS & THE STSS CLASSROOM A couple of points beyond the Class Welcome email: Given that we are in an active learning classroom with you all in the dual role of student participants and future faculty, two things come from that - and both about computers: (1) Those of you who have personal laptops, plan to bring those to class so that you can make use of and extend your own Personal Learning Network during class sessions; and (2) Those of you who are going to be future faculty, please make your computer public face ready for being used from time to time as the computer projecting from your table which will happen when we ask you to become teachers during class time. Most universities do not provide a computer at the teaching kiosk and in that default expect teachers to bring work or personal computers for use in classrooms with projecting capabilities. That means finding a public face for the computer the bridges you work and personal lives as well as for computers that bridge two aspects or more of your professional life. Not every student in the class needs to have / bring a laptop every class; if you dont have access to a laptop, as we noted in the email, and would sometimes like to have access to one in class, talk with us ASAP. COURSE TEXTS Required Course Readings: This collection of articles, drawn from scholarly teaching research as published within disciplines and by authors focusing on the interdisciplinary practice of the Scholarship of Teaching and Learning, will be available via the Course Portal page http://z.umn.edu/ida8101. Each participant will be expected to make use of and supported in developing, expanding a Personal Learning Network that supports his/her learning as a teacher and researcher. And, yup, well talk more about this in class. You will need a Gmail account (either UMinn or personal) to be able to access and use GoogleDocuments during class both in class and in preparation for class. If you do not have access to a UMinn gmail account (as some departments use other email platforms for privacy/security reasons), you will need to set up a personal gmail account for the term. I will post a link to basics about setting up Google accounts and using GoogleDocuments to the Course Portal. COURSE ASSIGNMENTS Brief descriptions follow in three broad categories listed below. Generally you will email assignments to co-teachers and bring a print copy or two of informal / preparing-for-class writings to the class session. More information about assignments will be posted to the Course Portal for Just in Time use. Also, samples of assignments completed by past 8101 students will be available via the portal. (1) GENERAL COURSE ACTIVITIES: Class Attendance, Participation and Discussion: Because participative and social elements of human interaction are central to the learning process, students are required to participate in group work, practical activities, and whole class discussions in class. Participation also helps the co-instructors pace the course and focus on those things which are most important for participants' learning. As well be learning in what is formally called an active learning classroom, participation will extend to electronic interactions as well some in real time/synchronous, some in asynchronous modes; some with the whole class, some with groups, some as
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individuals. Please note: this class does meet during Finals Week, on 16 December, during the usual time and in the usual place. Informal Writing: This class is designed to enact writing enriched curriculum principles through a writing, presenting and discussing to learn approach thats adaptable to both undergraduate and graduate courses across the curriculum. Weekly low-stakes writing to prepare for class and to use in class as well as formal drafted writing are built into the course. The weekly assignments will be distributed via the class email list (generally on Friday afternoons for the next week). The formal assignments will be posted to the course portal ahead of the draft due date. (2) TEACHING PRACTICE ACTIVITIES Individual Mini-Teaching 3x3 Session (Class 3): Three slides, three ideas and 3-5 minutes with future students as your intended audience and your Teaching Team as your proximate audience. Your task will be to communicate how learning will be operating in principle and structured in practice in your classroom, with your purpose being to define and set out your expectations for learning. If Powerpoint is new to you, its one option for delivering images for your presentation. If youre proficient at Powerpoint, we prefer you opt for a new presentation technology. And for this assignment, you will make use of digital technologies. More in the full description. Team Teaching Co-Facilitation (one team per session for Classes 6-10): You will be assigned to a Teaching Team, a semester-long group of 5 students who will work together to create one of the participant-led class sessions during Weeks 6-10. As a team you will make use of the scheduled topic and readings while creating your own materials and session plans to guide and support a class session in three parts. The class session you plan will include (a) an interactive presentation of 50 minutes (b) a discussion linked to readings, again, 50 minutes, and (c) an assessment plan with & metadiscussion/debriefing to close your co-facilitation day. Together, these activities and break time will spread across 2 hour block of class. Again, more details will be provided in class and in an assignment description. These teams will also serve as peer reader responders for drafts of Philosophies of Learning and Teaching and primary audience for the mini-teaching and microteaching activities. Microteaching (Class 13): First, you will plan a full length class session for the course you are designing. Second, you will teach a small segment of this session with peers and a friend of CTL as your students, all providing feedback. Third, you will ruminate on the feedback and include reflection on how and why youd modify the original plan when you turn in the session plan as part of the final portfolio. Teaching Issues & Topics Forum (Class 14): Participants working on A contract projects will be the speakers with B contract folks providing session facilitation. To populate an audience, each person in the class will be able to invite 2 guests with learning and teaching interests to join us. For A contract folks, think of this as having 5-10 minutes of audience attention for your A project findings - the main work already done. For B contract participants, this is an opportunity to gain practice in more formal responder/discussant roles. More on this after we know how many A contracts, what topics/issues people are choosing.
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(3) WRITING ACTIVITIES: The following teaching portfolio items will be drafted throughout the term and become the main components of the polished, final teaching portfolio due between 16 & 18 December 2011: Course Syllabus with Rationale: Preliminary draft will be developed across the middle weeks of the class; first full draft due during week of Class 12; polished draft with reflective analysis/rational due as part of final teaching portfolio. There will be no formal description for this assignment; however, there will be written guidelines for segments developed along the way and a syllabus rubric developed by past 8101 classes will be your self-assessment guide and co-teachers feedback rubric. Microteaching Class Session Plan: As noted above, this you will develop for and revise after the Class 13 Microteaching activity. Philosophy of Learning and Teaching: Informal writing during the first five weeks of class will contribute to the drafting of this document, as will reflective writing well encourage you to do so individually during the planning for Team Teaching. A first full draft will be due within 10 days of your Team Teaching session; responders will be your teaching team and the co-teachers (eg, teach on 14th, draft due 20th-22nd Oct). CV/Curriculum Vitae: Electronic copy of first draft due the day of Class 1 with feedback from co-teachers emailed back to you before class the following week. During the term, use GradSchool workshops, online resources and peers/mentors as revision resources. Due in polished final form with final teaching portfolio. A Grade Contract Options Develop an individual project within one of the four categories listed below. Each project will be completed in 4 stages: pose a problem or question to be investigated; conduct a preliminary review of resources; engage in discussion with a human being to extend your thinking, scope of resources, personal learning network; a five item webliography that will be shared in an open-access forum of your choosing. Again, more on the portal with posted assignments. (1) A Scholarship of Teaching and Learning project: Select a topic, aspect, practice related to classroom or co-curricular learning to investigate. (2) Classroom Observations: Determine what it is about learning and teaching that you want to understand through an observation-based study. You can choose to either observe 1 teacher three times (whether the same course, multiple courses taught by that teacher) or to observe 3 teachers teaching the same sort of course materials or in a similar course setting (a type of institution, a type of class format - lab, discussion, seminar, field, interactive lecture). The teacher(s) to be observed must be approved by course coinstructors. (3) Establish a Research/Teaching Digital Identity and Personal Learning Network: For this item, you will need to do more than plan for how you might make use of Twitter and other social media platforms, you will also actively use Twitter and other social media platforms as a scholarly teacher/researcher. (4) Pitch a project to us: What is it you want to investigate? What teaching/learning document do you need to produce for stepping into whatever is next in your teaching career?

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GRADING Participants must complete all assignments linked to the grade option they choose. The assignments will be typed, fully developed according to assignment framework, clearly composed and reflect a thoughtful, engaged response to the assignment. Our expectation as teachers is that in completing the assignment you will submit high quality work in terms of composition (style, organization, focus, audience awareness), content development, use of particular academic/rhetorical forms, and correctness of surface features (grammar, parallel structures, consistence of diction) in order to earn the contract grade. When course instructors review drafts of major assignments, we may suggest revisions or potential areas for further development OR we may require additional revisions and resubmissions if the assignment in incomplete or underdeveloped. Well write specific comments to support/illustrate our observations and requested revisions. Participants will be expected to actively take into account feedback from course peers and instructors while revising all portfolio documents this may include adopting, adapting and/or declining to use particular aspects of the feedback. Finally, each participant is responsible to bring questions about assignment expectations or feedback comments to instructors. The core course requirements must be satisfactorily met by the portfolio due date unless other arrangements have been made ahead of time. A grade of Incomplete will be given under special circumstances and will be outlined in a supplemental grade contract setting out a plan for completing the course work. GRAD 8101 COURSE POLICIES Accommodations for Students With Disabilities University policy is to provide, on a flexible and individualized basis, reasonable accommodations to students who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect a students ability to participate in course activities or to meet course requirements. If you have a documented disability that may impact your performance in this course, please let us know so that we may begin to work with you and with Disability Services as soon as possible. If you have an undocumented disability that youd like instructors to know about so that we can help you plan for maximizing course learning, please talk with Ilene as soon as possible.

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Attendance and Participation GRAD 8101 participants are future faculty and colleagues working on a shared enterprise. Class sessions develop from this collegial spirit and incorporate peer and collaborative learning. Prompt and regular attendance is required at each class session just as these are required of faculty at departmental meetings and in the teaching of courses. As a responsible and considerate colleague, the expected behavior is that each person will arrive on time and attend the full class period. Participants who need to miss class for religious observance, to attend an academic conference, for preliminary exams or final defense, or for a pressing personal or family matter should contact the co-teachers prior to missing class or as soon as possible thereafter. Together we will determine what make up or supplementary work will need to be completed. Participants who miss three classes will be asked to attend missed sessions during a GRAD 8101 course in a subsequent semester. Academic Integrity Institutions of higher education are dedicated to the pursuit of truth. Faculty members need to affirm that the pursuit of truth is grounded in certain core values, including diligence, civility, and honesty (from 10 Principles of Academic Integrity). Therefore, all work you submit for the course must be your own and must cite sources for ideas, text, images you incorporate into assignments. We recognize that expectations regarding Academic Integrity do vary in small and large ways across professional and cultural contexts. For this course, participants are expected to review the UM policy. Should we encounter academic dishonesty in any form or in any portion of a participants work, we will follow up with an individual conversation; findings of intentional academic dishonesty may warrant a failing grade for the course and/or notification of a participants departmental advisor, Director of Graduate Studies, department chair, and/or dean. Talk with us when you have questions. Diversity and Collegiality The diversity of participants academic experience, assumptions regarding learning, and ways of approaching teaching enrich this course. The perspectives and values of participants who come from various ethnic, cultural, national and educational backgrounds also influence the course dynamics and speaking/listening to these differences will deepen course learning. Co-instructors strive to balance exploration of these perspectives with the need to meet our basic course goals within the semester. Because cognitive dissonance and engagement with points of disagreement can lead to learning, co-instructors also strive to engage difficult discussion points and tense moments in discussions. Participants are encouraged to continue discussions with coinstructors and other participants outside of class if we cannot devote class time to all topics proposed by participants. Co-instructors are responsible for asking participants to moderate behaviors, and for asking uncooperative students to leave a class session. Participants whose behavior violates the University Student Conduct Code may be referred to the Office for Student Conduct and Academic Integrity. Every attempt will be made to deal with interpersonal, behavioral conflicts in the most timely, direct, educative and respectful manner. Harassment University policy prohibits sexual harassment as defined in the University Policy Statement. Complaints about sexual harassment can be reported to the University Office of Equal
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Opportunity (McNamara building); harassment involving course participants can be brought to the course instructors. As the university holds instructors and students responsible for maintaining classroom climates in which students can expect to be treated civilly; so, observed and reported instances of incivility in GRAD 8101 will be addressed forthrightly. Wellbeing / Mental Health As humans enmeshed in and navigating complex professional and private worlds, and as academics we are generally also encouraged to keep work and life in balance and to say little about stresses we encounter. Scholarly research, however, encourages human beings to address the range of issues that can cause barriers to learning such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation forthrightly and as a factor of everyday life. Should you find that stressors come to diminish your academic performance or reduce your ability to participate in daily activities, the University of Minnesota does offer a range of resources to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website, Extensions Dealing with Stress resources, and the Mindfulness Stress Reduction Program. It helps, too, to think and learn more about characteristics of human flourishing/resilience, work-life integration, writing steady and pragmatic interpersonal communications. On those things, were happy to share ideas. Social Media In addition to opting to schedule our section of GRAD 8101 for an active learning classroom, Ive opted (Ilene here as the instructor from PFF staff) to incorporate social media into the course design and class sessions. As participants, youll be expected to make use of GoogleDocuments, a Diigo social bookmarking account for the whole class, to become adept in some classroom technologies beyond pencil/paper, whiteboard/markers, document camera/printouts and powerpoint. For consistency, I will use ida8101 as the user name or tag for social media creations for this course. Ill also be making use of a Twitter hashtag for the course: #ida8101 and continue keeping an open-access research journal related to the course re-design. Two basic, automatic ground rules: All social media communication is to be guided by principles of Academic Integrity. You are free to talk about ideas important to you, but you are also to be guided by a principles of confidentiality and collegiality in reference to ideas that spring from interactions with classmate in or out of the classroom, spoken in reference to or written for class assignments and activities.

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COURSE CALENDAR / GRAD 8101: Fall 2011

CP = in Course Packet, posted on MyU via http://z.umn.edu/ida8101 HO = Handed out in a class session Due = Complete assignment/task for the Class Session in which its listed

Class 1: Learning // 9 September

Learning Outcomes: At the end of this session you will be able to: Engage through active reading and multiple discussion opportunities recent scholarship on learning as a foundational concept both teachers and students in higher education must understand Develop an understanding of learning through explanation and exchange of ideas that will enable each participant to convey individual ideas/understandings about learning to an audience of disciplinary peers, cross-disciplinary colleagues, and teaching mentors/supervisors. Retrieve from classroom interactions factors that highlight the importance of the firstday in setting a culture of learning tone for a course Continue building a learning community Begin interacting with 8101 participants as part of your Personal Learning Network Reading to Complete before meeting your Class 1 discussion partner(s): GRAD 8101 Syllabus the Narrative segment only Read & Annotate the one specific article that has been assigned to you. For the assignment of articles to specific individuals, see class email with subject line Preparing for Week 1. Due: The more recent copy of your CV (or resume if you have not yet created a CV) Print or electronic copy of article assigned to you, along with your notes/annotations

Class 2: Learning for Teaching Pedagogies // 16 September

Learning Outcomes: At the end of this session participants will be able to: Describe connections between learning and teaching as expressed in Class 2 readings focused on pedagogies for adult learning Summarize principles/practices of active learning Explain generally & in your own context environmental factors that impact teaching Required Reading: Heutagogy: It Isnt Your Mothers Pedagogy Any More CP Halpern & Hakel Applying the Science of Learning to the University & Beyond CP Nelson Different Approaches to Teaching and Learning CP McKeachie Chapter 14 on Active Learning/Group Based Learning CP Due: Drawing/Diagram/Photograph/Chart that Showcases how you are now seeing, naming, defining, considering LEARNING.

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Class 3: Teaching for Learning Course Design // 23 September

Outcomes At the end of this session you will be able to: Express generalizations about the processes and characteristics of Integrated Aligned Course Design Report principles regarding centrality of goals and objectives in course design Populate and prioritize the Environmental Factors segment of an Integrated Aligned Course Design graphical organizer with factors specific to the course individual participant will design for the final course Teaching Portfolio Apply concepts of Integrated Aligned Course Design to explain the parallel process of planning a class session generally, and in preparation for creating the Class 3 Mini-Teaching Session focused on individual definitions of / guiding concepts for learning Required Reading: Linda Nilson, In the Beginning: Course Design by Objectives CP Saunders and Kardia, Strategies for Inclusive Teaching and Course Design http://www.crlt.umich.edu/gsis/P3_1.html John Powers, Converting Class Syllabi to the Outcomes Based Teaching and Learning Format CP UMinnesota Student Learning Outcomes / Student Development Outcomes CP Due ALL: Mini-Teaching Session explain/explore learning for an audience that is either students in your class, colleagues in your field, members of your interdisciplinary research, teaching or dissertation team A Contract To communicate the project and focus you have chosen, complete Part 1 as outlined in the A Contract Assignment Sheet, and submit electronic copies to ida8101@gmail.com by the end of Friday.

Class 4: Teaching for Learning The Syllabus // 30 September

Learning Outcomes: At the end of this session you will be able to: Describe integrated aligned course design Write course outcomes with strong(er) verbs. Sustain development of course proposal into a syllabus, making use of skills and insights to align course outcomes with course assignments and activities. Begin constructing a syllabus integrating three purposes of a syllabus: road map, organizational tool and contract/record.

Required Reading: Syllabus On-Line Workshop: http://oct.sfsu.edu/design/syllabus/index.html McKeachie: Chap 16 (low / high stakes writing) CP Brookfield on discussion CP Developing Interesting Assignments: http://teaching.berkeley.edu/compendium/sectionlists/sect21.html Johnson & Smith Designing Appropriate Scaffolding CP
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Due: Course Proposal for course from which you will develop the syllabus for portfolio

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Class 5: Assessment of Learning // 7 October

Learning Outcomes: At the end of this session you will be able to Articulate a focused listing of the advantages and disadvantages of selected formative and summative assessments of student learning Distinguish among various formative and summative assessment strategies in order to begin determining which ones are applicable to your course and its environmental factors. Create a plan for beginning to incorporate formative and summative assessment of student learning into your course, and into various aspects of your teaching/academic work generally. Required Reading: Engendering Competence CP Desrochers, et al Student Assessment: A Comparison CP McKeachie on Grading: Ch. 7-11 copies available in class during Week 4
o o o o o Chap 7 Assessing, Testing and Evaluating Chap 8 Testing: The Details Chap 9 Good Designs for Written Feedback Chap 10 The ABCs of Assigning Grades Chap 11 Motivation in the Classroom

Recommended Reading: Blooms Digital Taxonomy Due ALL: See CP listings for Syllabus Drafting Assignment A Contract: Part 2 as outlined in the A Contract Assignment Sheet; submit electronic copies to ida8101@gmail.com by the end of Friday. NOTES for Weeks 6-10 o Team Teaching: During these weeks, some homework / preparation assignments will come to you from directly from the teaching teams. A team will transmit its assignments to course teachers on the Monday morning before the class session the team is scheduled to teach. The course instructors will post assignments from the teams to the Course Portal by noon on Mondays. Look for Assignments from Teams in the weekly course portal listings. o Syllabus Drafting: Youll continue the syllabus drafting begun during Class 4, completing weekly tasks that will be posted to the portal for work youll make use of in the closing segment of class sessions these weeks. Look for Syllabus Drafting Assignment in the weekly course portal listings. o Philosophy of Learning and Teaching drafts with revision memo: Due to Ilene & Cheryl within the 10 days following your team teaching session. For example, if your team teaches on 14 October, your Philosophy draft with memo is due between 20 October (a Friday) and 22 October (a Sunday) to our email boxes. o A Contract Projects move into Part 3 as outlined in the A Contract Assignment Sheet, with email update sent to Ilene and Cheryl by the end of Class 10 meeting day.
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Class 6: Deep Learning 1, Interactive Lectures // 14 October

Learning Outcomes: At the end of this session you will be able to: Describe attributes of interactive active lecturing from learner and teacher perspectives Explore interactive active lecture approach and variety of interactive lecture techniques Practice the bookends and peer instruction models for interactive lecturing Required Readings: Designing Smart Lectures: On-line Workshop http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/index.html Sheila Trahar on International Higher Education Landscape, focusing on pages 11-15 http://escalate.ac.uk/3559 AT Miller on Interactive Labs CP On Active Learning Strategies in Support of Interactive Teaching in Large Enrollment Classes http://www.schreyerinstitute.psu.edu/Tools/Large Required Videos: On Large Enrollment Courses and UMinn Active Learning Classrooms: http://www.youtube.com/watch? v=lfT_hoiuY8w&playnext=1&list=PL6DD8FB89A9E60F33 On Concept Testing: http://www.youtube.com/watch?v=lBYrKPoVFwg On Learning Catalytics: https://learningcatalytics.com/pages/intro or http://blip.tv/dtlttoday/episode-22-learning-catalytics-5488755 Due: See CP listings for Syllabus Drafting Assignment and Assignments from Teams.

Class 7: Deep Learning 2, Creating Discussions That Work // 21 October

Learning Outcomes: At the end of this session you will be able to: Consider ways of incorporating discussion to learn strategies in light of considerations such as: when to include it, what format to select, what tasks and actors need determining, in which class sessions, and how will you create a pattern of discussion appropriate to your course and student learning outcomes. Choose among a variety of strategies to design discussions/discussion-based activities for effective learning in classes you teach Analyze course and class session design elements to make decisions about role of discussion as part of learning and teaching strategies for specific courses. Required Reading: Social Constructivism in Emerging Perspectives on Learning, Teaching & Technology http://projects.coe.uga.edu/epltt/index.php? title=Social_Constructivism Christensen, Legal Reading and Success in Law School: An Empirical Study CP Brost & Bradley, Student Compliance with Assigned Reading: A Case Study CP McKeachie Chap 5 on Facilitating Discussion CP Leading Discussions of Scientific Articles CP Carillo, Making Reading Visible in the Classroom CP
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Due: See CP listings for Syllabus Drafting Assignment and Assignments from Teams.

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Class 8: Deep Learning 3, Teams and Groups That Work // 28 October

Learning Outcomes: At the end of this session you will be able to: Articulate how to effectively set up high-functioning, long-term teams or establish regular but more ad hoc groups interactions (ie, teams/groups that support student learning, provide effective platforms for higher order thinking skills, scaffold meaning making into assignment design, and motivate student engagement). Required Reading: Bowering on Group Work in a Bilingual Program http://www.isetl.org/ijtlhe/articleView.cfm?id=139 Teaching Professor Blog start with the Group Work category: http://www.teachingprofessor.com/category/articles/group-work Team Based Learning http://emedia.rmit.edu.au/edjournal/Team+based+learning Three Keys to Using Learning Groups Effectively CP Making Feedback Helpful CP Due: See CP listings for Syllabus Drafting Assignment and Assignments from Teams.

Class 9: Deep Learning 4, Technology // 4 November

Learning Outcomes: Learn about the ways in which technology can enhance learning (blah; from core syll)

Due: See CP listings for Syllabus Drafting Assignment and Assignments from Teams.

Class 10: Deep Learning 5, MILT* as Everyones Everyday Work (*Multicultural/Inclusive Learning & Teaching) // 11 November
Learning Outcomes: At the end of this session you will be able to: Explore practices to enact an approach multicultural / inclusive learning and teaching as an everyday aspect of teaching and learning in higher education Shape strategies to address and forestall biases/assumptions that may emerge in teaching and learning interactions Required Reading: Fried, Bridging Emotion and Intellect http://z.umn.edu/fried (option to listen) Chvez, Islands of Empowerment CP
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 CP

Active Learning in Diverse Classrooms Tutorial: http://vfc7.project.mnscu.edu/index.asp Garcia, et al, Diversity Flashpoints: Understanding Difficult Interpersonal Situations

Select One Recommended Reading: Donadey, Negotiating Tensions: Teaching About Race Issues in Grad Classrooms CP Wing & Rifkin, Racial Identity Development and the Mediation of Conflict CP Nelson, Teaching Evolution Effectively CP Due See CP listings for Syllabus Drafting Assignment and Assignments from Teams. A Contract Projects: move into Part 3 as outlined in the A Contract Assignment Sheet, with email update sent to Ilene and Cheryl by the end of today.

Class 11: Grading as an Aspect of Assessment // 18 November

Readings TBA, based on courses that GRAD 8101 participants are designing One segment of this class session will focus on designing major assignments and the accompanying assessment strategies.

Class 12: Thanksgiving Week First Full Draft of Course Syllabus Due
Well provide a sign up sheet and samples of previous syllabi at mid-semester

Class 13: Microteaching Session // 2 December Rooms in STSS will be assigned to Teaching Teams
Youll start out with microteaching then gather in the usual classroom for the final 30 minutes of class time. Well send an email two days before class that will include: the room in which your team will be teaching; reminder of the process for the sessions; and the name of the experienced teacher who will facilitate each teams session.

Class 14: Learning and Teaching Forum/Symposium // 9 December

Readings TBA, based on the A contract projects and how these shape the forum to be conducted. Well provide logistics info electronically during Week 12. A Contracts: Part 4 of the A Contract Assignment Sheet will be due ahead of the session; specifics will be based on updates submitted for Class 10 and included in our responses to your updates.

Class 15: CPD Continuing Professional Development includes Final Exam // 16 December
We will fill you in on the final exam during Class 14, as well as by providing written guidelines for preparing. Generally speaking, it will be a team-based integrative activity with a short individual writing component and closing whole group discussion.
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