socializing students into your discipline
DESCRIPTION
Slides from Shaun Longstreet's presentation for the Teaching Learning and Technology Center at UC Irvine.TRANSCRIPT
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Socializing Students into
Your DisciplineDr Shaun Longstreet
Teaching Learning & Technology Center
1Friday, February 8, 2008
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Agenda
Introductions & socialization as a pedagogical toolCase Study: destabilizing and coaching - how to engage a spectrum of points of viewDecode your disciplineSyllabus as a foundation for modeling
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What does it mean to
socialize our students?Write on your handout
&Share with a partner
3Friday, February 8, 2008
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Let’s Discuss
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Case Study:
Religious Studies
@ Texas A&M
5Friday, February 8, 2008
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Student BodyPredominantly Christian (Southern Baptist, non-denominational evangelical)
72% White, 11 % Latina/o, 3% African-American, 4% Asian, 8% International.
Students self-identify politically as conservative or very conservative
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Student Body
20% are Engineering majors, 20% are Agriculture and Veterinary majors and 14% are Liberal Arts majors.
86% of the students come from TX, 75% come from Dallas and Houston
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So what?
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Religious Studies
Introduction to Religions and Philosophies of South and East Asia
Introduction to Western Religious Traditions
The Hebrew Scriptures
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Clearly identify class space as academic
Learning outcome was that students should be aware of the rhetoric of Religious Studies
What distinguishes the discipline?
Decoding the Discipline
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Identified a broad range of approaches to the subject matter
between the devotional and the academic or the ‘insider’ vs ‘outsider’ perspectives.
Then we identified different tactics taken by the two poles of the spectrum.
Socialization
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Students were encouraged to identify themselves on the spectrum and recognize that others can and would be at different points.
We highlighted contexts for different points on the spectrum.
Socializing Students
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0
1.25
2.50
3.75
5.00
2002-03 2004 2005 2006-07
4.714.524.524.30
4.564.56 4.624.554.60
Western Religions Hebrew Scriptures Asian Religions
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Explaining Why
and now....
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Every discipline has a “rhetoric”
Each discipline aims to study a particular data set
Every field has a particular approach to data
It is important to highlight this to the students
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Importance of explaining what we do
Students need to know relevance and purpose
If students are better socialized, classroom management is easier
discussions can be more meaningful
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Another Activity
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Identify a ‘polarity’ in a subject that you teach
How might you ‘socialize’ your course by identifying a framework? (content or process)
Where can you introduce a spectrum and/or point of instability?
How might you facilitate students’ acclimation to the discipline?
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Framing what we do& promoting civility in the classroom while we
are at it...
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Syllabus as a socialization tool
Clear, explicit syllabus is your front line for socializing students
Course outcomes are defined
Expectations are identified
Begin the modeling process
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Setting guidelines:Classwork
What is appropriate? Why?
Context of classroom activities?
How is classwork going to model discipline-specific activities (e.g. professionalism, procedures, interactions)
What about beyond the classroom?
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Setting guidelines:Discussions
What is appropriate? Why?
What is the purpose of the discussion(s)?
Context of the discussion?
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Setting Guidelines:Discussion
Stress the third person
Raise awareness of pronouns (us, we, you, them)
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Setting Guidelines:Homework
What is the purpose of homework?
How will it help the student both in the course and beyond the course?
Provide a rubric for grading
Tie homework to professionalism
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Another Activity
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Syllabus & BehaviorIdentify 3 behaviors that could/should be explained in your next syllabus.
This can address classwork, discussions and/or homework.
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Questions?Thank you!
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