Loading in 2 Seconds...
Loading in 2 Seconds...
Graduate Student Training in Course Design: A Crucial Component in Transforming Academic Programs. Ann M. Keller-Lally, Ph.D. University of Northern Colorado CLAC Conference, October 16, 2008. MLA Ad Hoc Committee. Charge to transform academic programs:
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Ann M. Keller-Lally, Ph.D.
University of Northern Colorado
CLAC Conference, October 16, 2008
Charge to transform academic programs:
- have deep translingual and transcultural competencies,
- reflect on the world and themselves through the lens of
another language and culture,
- comprehend speakers of the target language as
members of foreign societies, and
- grasp themselves as members of a society that is
foreign to others; and
“all significant human activity is highly situated in real-world contexts…complex cognitive skills are therefore ultimately learned in high-context, inherently motivating situations in which the skills themselves are organically bound up with the activity being learned and its community of expert users.” (Atkinson, 87)
Example Topic: The historical development of biological typing and its influence on European culture
1) Explain how representative scientific developments have contributed to changes in social thought and in representations of social types;
2) Exemplify how scientific developments have influenced other domains and been used by official interests for social or political ends; and
3) Evaluate the persistence of biological typing in the cultural artifacts of contemporary societies.
1) The Criminal
2) The Insane
3) The Feminine
4) The “Degenerate” Races
-Week 1: gain background knowledge about criminal anthropology (assigned readings in secondary literature)
-Week 2: apply knowledge to representations of the criminal in popular detective fiction (Sherlock Holmes) and film (“M,” 1931)
-Week 3: compare representations from the text and film to clips from a popular contemporary detective series (“NYPD Blue”) and draw conclusions about biological typing in the media today and how this may contribute to underlying stereotypes in popular sentiment.
Overriding Goal = developing critical cultural literacy
Assessment Focus = constructing arguments supported by critical comparisons of cultural artifacts and drawing implications from the analysis.
- Précis assignments (see handout) – skill building
- Final paper – autonomous investigation and skill
a) Graduate student works with faculty mentor to develop a content course with overriding literacy objectives, and
b) submits the course proposal to teach in a subsequent semester
a) Graduate student teaches the course,
b) meets periodically with faculty mentor to reflect on
effectiveness of course design, classroom activities and
achievement of established outcomes, and
c) makes necessary adjustments to the course. If time permits,
student proposes to teach the course a second time with the