Anthro 289

Course description & objectives

Instructor: Angela C. Jenks, Ph.D. ajenks@uci.edu| 949-824-3188 Office: SBSG 3304 Drop-in office hours: Wednesdays, 10am-12pm Appointments: Mondays, 10am-12pm (angelajenks.youcanbook.me)

Teaching Anthropology

Welcome to Teaching Anthropology! This seminar is designed to introduce graduate students to the theoretical and practical aspects of teaching and learning in higher education. Topics include critical and decolonizing pedagogies, theories of learning, course design and instructional strategies, inclusive teaching, and teaching in academic careers. No previous teaching experience is necessary. By the end of this course, you should be able to:

• Apply foundational instructional knowledge and skills in order to develop undergraduate and graduate courses, design effective lessons, assess learning goals, and evaluate your own teaching.

• Critically situate the teaching and learning of anthropology in a broader sociopolitical context that includes institutional organization, academic labor practices, and racial, gendered, and economic inequalities.

• Articulate your teaching philosophy and pedagogical approach to multiple audiences, including hiring and promotion committees, students, and colleagues.

Fall 2018 Fridays 9:30am-12:20pm SBSG 3200

Course Materials All course materials, as well as additional recommended resource lists, can be accessed through the course website: http://sites.uci.edu/teachinganthropologyf18/

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Course Requirements & GRADING

1) Seminar Participation and Discussion Leadership (15%) This class depends on student presence and engagement. Participation includes: being present in class and having completed the assigned readings; being able to constructively discuss the readings; and listening with integrity to what other students have to say. This class will include extensive peer review and discussion of each students’ work. You should plan to engage in close reading of your colleagues’ work and to offer detailed, thoughtful feedback. You can expect to also receive such feedback from your colleagues In addition, you will facilitate two class discussions. You may conduct these sessions in any manner you choose, but your facilitation should focus on encouraging thoughtful discussion about the ideas raised in and related to the assigned reading.

2) Collective Annotation (15%)

The class will collectively annotate 1-2 assigned readings each week using Perusall.com. To access the site, log in with your UCI Google account, and input our course code (sent via email).

You should contribute at least five (5) substantive annotations to each reading. Annotations may be thoughtful questions, comments, or context that you want to add. Some of your annotations may be in response to comments that your colleagues have already made.

Please complete your annotations by noon on Thursday and read through your colleagues’ responses before class.

3) Weekly Assignments (30%)

Each week, you will be asked to complete a series of small assignments that relate to the weekly theme and/or contribute to your final teaching portfolio. These include written reflections, activities supporting course and syllabus design, explorations of various teaching strategies, and professional/career materials. Detailed assignment instructions and templates are available on the course website.

The following resources are RECOMMENDED to help you become familiar with the scholarship of teaching and learning in higher ed. Additional recommended resources are available under each week’s materials on the course website. Books Rice and McCurdy, Strategies in Teaching Anthropology Kottak et al., Teaching Anthropology: Problems, Issues, and Decisions Bain, What the Best College Teachers Do Lang, Small Teaching: Everyday Lessons from the Science of Learning Svinicki and McKeachie, McKeachie’s Teaching Tips Nilson, Teaching At Its Best: A Research-Based Resource for College Instructors Journals and Periodicals Teaching Anthropology (RAI) Teaching & Learning Anthropology Journal Teaching Tools, Cultural Anthropology Learning & Teaching in the Social Sciences Teaching in Higher Education The Chronicle of Higher Education Inside Higher Ed Faculty Focus Pedagogy Unbound Podcasts Stachoviak, B., Teaching in Higher Ed At UCI Division of Teaching Excellence & Innovation

RESOURCES

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4) Classroom Observations

Observe five (5) undergraduate class sessions during the quarter and record your notes in a log. These logs will be submitted with a synthesizing reflection in your final portfolio.

5) Teaching Portfolio (40%)

At the end of the course, you will submit a portfolio consisting of final versions of:

• A statement of teaching philosophy • Two sample course syllabi (one undergraduate and one graduate) • Classroom observation log & reflections • Sample class assignment • Sample in-class activity • Sample digital instructional tool

Access & SUPPORT

ACKNOWLEDGEMENTS

I am committed to providing an inclusive learning environment. Please communicate with me as soon as possible about any needs (academic or personal) that may impact your ability to succeed in this course so we can identify accessible solutions. The UCI Disability Services Center assists students whose disabilities include orthopedic, visual, hearing, learning, chronic health, and psychological disabilities. You can contact the center at 949-824-7494 or http://disability.uci.edu. The Graduate Counselor, Dr. Phong Luong, provides support and referral services to graduate students and post-doctoral scholars. Email pbluong at uci dot edu. The FRESH Basic Needs Hub in Lot 5, 4079 Mesa Rd., provides free need-based food and toiletry items to all students with a UCI ID. The UAW Student-Workers Union – Local 2865 represents student-workers (including Teaching Assistants) across the UC system. For more information about your rights as a student worker, contact information for your representative, or filing a grievance, visit http://www.uaw2865.org/

Course Requirements & GRADING

This syllabus builds on, adapts, and in some cases, reproduces ideas and language from the work of several educators. These include:

• Jill Fleuriet, Teaching Anthropology, University of Texas, San Antonio

• Jennifer Meta Robinson, Teaching Anthropology, Indiana University

• Elizabeth (Betsy) Barre, Joshua Eyler, and Robin Paige, Principles of Effective College Teaching, Rice University

• Chris Kirk, Supervised Teaching in Anthropology, University of Texas, Austin

Front page photo by Mikael Kristenson on Unsplash.

In the interest of continued exchange, materials in this course are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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COURSE Schedule

TOPIC DATE WHAT TO READ ASSIGNMENTS

Week 0: The Context and Purpose of Higher Education

9/28 • Gusterson, Hugh. 2017. “Homework: Toward a Critical Ethnography of the University.” American Ethnologist 44(3): 435-450.

• Davidson, Cathy. 2017. The New Education: How to Revolutionize the University to Prepare Students for a World in Flux. Chapter 1.

• Freire, Paulo. 1970. Pedagogy of the Oppressed. Preface and Chapter 2. (Perusall)

• hooks, bell. 1994. Teaching to Transgress. Selections. (Perusall)

• Fortun, Kim. 2018. “Ends of Undergraduate Anthropology Education?”

Reflection on your own learning experiences

Week 1: Understanding Students and How They Learn

10/5 • Blum, Susan D. 2017. “I Love Learning; I Hate School”: An Anthropology of College. Chapter 1.

• Broton, Katharine M. and Sara Goldrick-Rab. 2018. “Going Without: An Exploration of Food and Housing Insecurity among Undergraduates.” Educational Researcher 47(2): 121-133.

• Jenks, Angela. 2014. “Making the Familiar Strange: Reimagining the ‘Typical’ Anthropology Student.” Anthropology News 55(5-6):9.

• Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. 2014. Make it Stick: The Science of Successful Learning. Chapters 1 and 8. (Perusall)

• Ambrose, Susan A., Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. Chapter 3.

Draft course descriptions for two courses (one undergraduate and one graduate) that you’ll be developing throughout the quarter

Week 2: Course Preparation and Design

10/12 • Wiggins, Grant and Jay McTighe. 2005. "Gaining Clarity on Our Goals." Pg. 56-73 in Understanding By Design.

• "Bloom's Taxonomy," Vanderbilt Center for Teaching. Action Verbs for Bloom's Taxonomy," Utica College

• Wiggins, Grant and Jay McTighe. 2005. "Backward Design." Pg. 13-23 in Understanding By Design.

• Middendorf, Joan and David Pace. 2004. "Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking." New Directions for Teaching and Learning 98(Summer): 1-12.

• Kottak, Conrad, Jane J. White, Richard H. Furlow, and Patricia C. Rice, eds. 1997. The Teaching of Anthropology: Problems, Issues, and Decisions. Mountain View, CA: Mayfield Publishing Company. Excerpts. (Perusall)

Write three learning outcomes for each of the courses you are designing.

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Week 3: Assessment and Grading

10/19 • Bean, John C. 2011. “Formal Writing Assignments” and “Desiging Tasks to Promote Active Thinking and Learning.” In Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.

• Angelo, Thomas A. and K. Patricia Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers. Excerpts.

• Walvoord, Barbara E. and Virginian Johnson Anderson. “Effective Grading: A Tool for Learning and Assessment.” Review by David Adams.

• Stevens, Dannelle D., Antonia J. Levi, and Barbara E. Walvoord. 2012. “What is a Rubric?” and “How to Construct a Rubric?” Chapters 1 and 3 in Introduction to Rubrics: An Assessment Tool to Save Grading, Convey Effective Feedback, and Promote Student Learning.

• Stommel, Jesse. “Why I Don’t Grade” and “How to Ungrade.”

For each course you are developing: 1) Draft an assignment that serves a summative assessment; and 2) Identify a classroom assessment technique you might use for formative assessment.

Week 4: Strategies for Effective Teaching

10/26 • Nilson, Linda B. 2016. Teaching at its Best. Excerpts. • Reeves Sanday, Peggy and Karl Jannowitz. 2004.

"Public Interest Anthropology: A Boasian Service-Learning Initiative." Michigan Journal of Community Service Learning. 10: 64-75. (Perusall) [This article is part of a special volume on Service Learning and Anthropology. You can see the entire volume here]

• Dumit, Joseph. 2014. "Writing the Implosion: Teaching the World One Thing at a Time." Cultural Anthropology 29(2): 344–362. (Perusall)

• Wesch, Michael. "Anth 101." [Look around the course, especially "Start," "10 Lessons," and "10 Challenges."]

• Rice, Patricia, David McCurdy, and Scott Lukas, eds. 2011. Strategies in Teaching Anthropology, 6th Edition. Selections.[Full download also available. Instructions here.]

Continuing with the process of backward course design, identify the major instructional strategies each of your courses will use (i.e., lectures, discussions, problem-based learning, fieldwork, etc.).

Outline the course structure and weekly topics.

Begin to sketch out course content (assigned readings, etc.), though I don't expect you to have a completed schedule at this point.

COURSE Schedule

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Week 5: Inclusive and Decolonizing Pedagogies

11/2 • Lindemann, Kurt. 2011. "Performing (Dis)Ability in the Classroom: Pedagogy and (Con)Tensions." Text and Performance Quarterly 31(3): 285-302. (Perusall)

• Gradel, Kathleen and Alden J. Edson. 2010. "Putting Universal Design for Learning on the Higher Ed Agenda." J. Educational Technology Systems 38(2): 111-121.

• Steele, Claude M. and Joshua Aronson. 1995. "Stereotype Threat and the Intellectual Test Performance of African Americans." Journal of Personality and Social Psychology 69(5): 797-811.

• Kardia, Diana B. and Mary C. Wright. 2004. "Instructor Identity: The Impact of Gender and Race on Faculty Experiences with Teaching." University of Michigan Center for Research on Learning and Teaching (CRLT) Occasional Paper, No. 19.

• Allen, Jafari Sinclaire and Ryan Cecil Jobson. 2016. "The Decolonizing Generation: (Race and) Theory in Anthropology since the Eighties." Current Anthropology 57(2): 129-148. (Perusall)

• Tunstall, Elizabeth (Dori) and Jennifer Esperanza. 2016. "Decolonizing Anthropology Textbook Covers." Savage Minds, June 20.

Continue working on the course schedules for each of your syllabi, identifying the specific content, materials, and activities you plan to use.

Draft a statement on accessibility (consider the models here).

Week 6: Teaching Challenges

11/9 • Huston, Therese. 2012. Teaching What You Don't Know. Excerpt.

• Warner, John. 2018. "Another Terrible Idea from Turnitin." Inside Higher Ed, February 6.

• Blum, Susan. "No Magic Bullet" and "Conclusion: What is to be Done?" In My Word! Plagiarism and College Culture. (Perusall)

• Lang, James. "Fudging Learning Environments." In Cheating Lessons: Learning from Academic Dishonesty.

• Roll, Nick. 2017. "Teaching Anthropology in a Red State." Inside Higher Ed, December 1.

• McMillan Cottom, Tressie. 2013. "The Discomfort Zone." Slate, December 3.

Continue working on the two syllabi you are developing. Draft course policies for late or missed work, technology use, attendance, and grade appeals. See this advice guide for some suggested considerations.

Complete the first draft of your statement of teaching philosophy, building on your initial reflection from the beginning of the course and our readings and discussions thus far. For additional advice, see Jenks, Crafting a Statement of Teaching Philosophy.

COURSE Schedule

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Week 7: Digital Pedagogy

11/16 • Watters, Audrey. 2014. "The Future of Education: Programmed or Programmable." Hack Education, November 4.

• Morris, Sean Michael. 2017. "Reading the LMS Against the Backdrop of Critical Pedagogy."

• Cultural Anthropology, Teaching Tools series Teaching with Digital Technology: o An Introduction o Online Classes o In-Class Applications

Browse through the sample digital classroom activities, assignments, and resources listed on the course website and consider a way you might incorporate a digital tool into one of the courses you are developing.

Write a brief overview that 1) describes the activity/assignment/tool you propose to use; 2) identifies how and where this activity fits within the course you are developing; and 3) explains how the digital tool helps students meet learning objectives.

Week 8: No Class 11/23 No class: Thanksgiving Holiday

Week 9: Evaluating and Improving Your Teaching

11/30 • Linse, Angela R. 2017. "Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees." Studies in Educational Evaluation 54:94-106. (Perusall)

• Berk, Ronald A. 2005. "Survey of 12 Strategies to Measure Teaching Effectiveness." International Journal of Teaching and Learning in Higher Education. 17(1): 48-62.

• Tight, Malcolm. 2018. “Tracking the scholarship of teaching and learning.” Policy Reviews in Higher Education 2(1): 61-78.

Reflect on the classroom observations you have conducted so far this quarter. What patterns or trends have you noticed? How have various instructors addressed teaching challenges? Come to class prepared to discuss 2-3 observations (teaching strategies, techniques, tools, etc.) that you might use to develop or improve your own teaching.

Week 10: Teaching Careers

12/4 • McMillan Cottom, Tressie. 2014. "The New Old Labor Crisis." Slate, January 24.

• Buller, Jeffrey L. 2009. "What Kind of Professor Are You?" in The Essential College Professor: A Practical Guide to an Academic Career.

• Gannon, Kevin. 2016. "The Hiring Process at Teaching Colleges." Chronicle Vitae, July 7.

• drmellivora. 2013. "Surviving the Research to Teaching Transition." Tenure, She Wrote, October 3.

• Weimer, Maryellen. 2010. "Maintaining Instructional Vitality: The Midcareer Challenge." In Inspired College Teaching: A Career-Long Resource for Professional Growth.

Design and deliver a 15-minute teaching demonstration on any topic from the undergraduate syllabus you designed. For additional advice, see Jenks, Preparing Your Teaching Demonstration.

COURSE Schedule