UPDATED CORE ENGL

CURRICULUMAugust, 2011

presented by Irene Faass, Dominic Saucedo, Michael Seward

HISTORY 0900 Revision

21st Century Committee, 2009-10 & 2010-11

Division retreats, 2009 & 2010

Summer work, 2011

CHALLENGES Alignment

Consistency

Currency of pedagogies

Technology

Intentionality

STRENGTHS 0900 Model:

Process orientation Common assignments Common outcomes Clear assessment Wiki pilot

In-house expertise Commitment

To students To effective pedagogies To currency To social justice

VISIONA curriculum that . . . Is research-based and reflects current

best practices Is aligned internally and with other PDDs Involves integrated learning Meets current student needs Values multiple modes, technologies and

literacies Reflects a commitment to social justice Is supported by the institution

EXTRA GOODY

We finally get INFS 1000 as a pre-/co-req for 1111!!!!

YOUR CHOICE Find reasons to say “No!”

OR

Find reasons to say “Yes!”

WHAT’S THE BUZZ? “Literacies are not static . . . Workplaces

and literacy demands are changing around us.” (Selfe and Selfe 83)

We want to develop a writer who is “a member of a collaborative group with a common project linked to the world at large and delivered in multiple genres and media.” (Yancey 310)

“[T]he screen has become ubiquitous . . . [it] is the language of the vernacular.” (Yancey 305, paraphrasing Elizabeth Daley)

WHAT’S THE BUZZ? “[W]e must relinquish some of our text-

based authority." (Bickmore and Christiansen 239)

“[M]ulitliteracies [pedagogy] aims to move literacy education forward from antiquated pedagogies of an exclusively formal, standard, monomodal and national language to those that are inclusive of informal, open-ended, multimodal forms of communication, which cross national boundaries and support productive diversity.” (Mills 105)

ALIGNMENT FYST

CRAs—integrated assignment: literacy narrative

Wikis E-folio

Computer Literacy

CMST MnTC 1 Working Group Aligned outcomes

ALIGNMENT INFS

Pre-/co-req Wikis Aligned outcomes Possible paired courses Possible integrated assignments

CTE Awards identified: which courses required? Survey about needs Possible loss of 1111s? Continued conversations

OUTCOMES--JIGSAW Round 1:

In groups, select three items from your outcome area that instructors may find interesting, challenging or controversial. Explain why. 10 minutes total

Round 2: In new groups, present the findings from

your Group 1. (Note, you will be the only one in your group with a copy of your outcome.) 3 minutes per presenter

IMPLICATIONS: 0900 Title: “Fundamentals of Composition”

Technology: Wikis REQUIRED

Alignment: FYST and CRAs

Curriculum: Writing Center Lecture/Lab Credits?

Assessment: No likely changes to portfolio Track performance of students by placement

score

IMPLICATIONS: 1110 Title: “College Composition” Technology:

Computer Literacy as placement requirement Wikis REQUIRED Multimodal texts

Alignment: Terminal (some CTE students) AND transitional CMST/MnTC 1 Late start sections (for 0900 “movers”)/

Accelerated Assignments:

Rhetorical analysis Workplace applications Multimodal Three sources (incl. multimodal) and citations Reflection Social issue, multiple perspectives, role of diversity

Assessment: Digital portfolio Possible other instructor review?

IMPLICATIONS: 1111 Title: “Research and Composition for

Change” Technology:

Wikis REQUIRED Multimodal texts

Alignment: INFS CMST/MnTC 1

Assignments: Multimodal Six sources (incl. multimodal and diverse authors) Collaboration Reflection Social issue, multiple perspectives, role of

diversity Solution communicated to diverse audiences

Assessment: Digital, public product for specific audiences Possible other instructor review?

NEEDS: INSTITUTIONAL

SUPPORT Professional development

Technology: using, teaching with and teaching for

Collaborative/Cooperative learningAssignment design and assessmentBest practices and models

TechnologyStudent computer access: laptops/

labsSoftware, programs, etc.Ongoing support and training for

students and instructors

NEEDS: DIVISION SUPPORT

Funds for technology: cameras, microphones, etc.

Overcoming resistance (expand comfort zone and envision the students you want): Multimodal:

Does such composition address social justice, e. g., digital divide?

What? Me, teach on a wiki, teach videos? What’s “twitter”?

Can non-alphabetic texts really be rigorous? Social justice:

Is it my responsibility to teach this in composition? Why group work—students always complain?

Collaboration

NEXT STEPS: FALL Survey CTE faculty

Complete 1110 outcomes

Help CTE faculty select course(s) for awards

Work with CMST (MnTC 1 Working Group)

Work with FYST

Work with INFS

Communicate with AC and Computer Literacy Committee

NEXT STEPS: SPRING

Complete AC forms and propose new courses

Implement pilot alignment of FYST and 0900 in CRAs

Continue volunteer wikis in 0900

Begin professional development

Work with Linnea and IT on institutional support and technology needs

Begin conversations with READ and ESOL

NEXT STEPS: FALL 2012 AND BEYOND

2012-13: Continue volunteer wikis in 0900

Continue professional development

Work with Linnea and IT on institutional support and technology needs

Continue working with pertinent PDDs

Fall 2013: Implement new curriculum Maintain professional development and

conversations across the campus

Composition courses at Minneapolis Community and Technical College are developed collaboratively among faculty members and rooted in best practices of teaching and learning, with specific emphasis on multimodal literacy, critical literacy, and composing for social change. Instructors envision writers as "members of a collaborative group with a common project linked to the world at large and delivered in multiple genres and media" (Yancey, 2004). Courses prepare students for the written, oral, visual, and electronic composition demands of the workplace, academia, and citizenship. Students are encouraged to engage challenging questions and to reflect an effective process of informing themselves and others as community members with a responsibility to take action.

ONE QUESTION:

New curriculum?

□ Yes, count me in!□ Yes, but I’m not doing anything . . .

□ Looks good, but I’m scared.□ I’m confused.□ No, it’s too much work.□ No, but keep the summer money.