Reading and Assignment for Week 6:
Bridging the Pipeline – You can download the full PDF for this article on the right panel of the page. Please write your short reflection this week on your thoughts on this paper and FSI as examples of summer bridge programs.
Bring Your Own!!! – Individually, choose one research paper to briefly present to the class. This paper can be from the background research for your research presentation project. For the short presentation, you should highlight the question, method(s), and results and why you think the research is important. It could help you to fill our the lit deconstruction form to reference for the presentation. We will make a short bibliography of the papers you present to potentially be used for next years symposium or other peer educator trainings.
How to avoid Death By PowerPoint (David JP Phillips) – This 20 minute TEDx talk will give you tips to help you use PowerPoint to enhance your presentation rather than detract from it. It’s not required before Tuesday’s class, but take some time to watch it before you create your PowerPoint.
Readings for Week 5:
For these readings, reflect on your first year of college and how your learning experience may relate. We will be talking about the transition to college in light of these readings and your experiences on Monday.
For this paper, please submit a reflection, but not lit deconstruction. Also, keep in mind that though the paper can make it seem like only some people procrastinate, it is an attribute that most of us have.
Readings for Week 4:
This is a whole book PDF and you only need to read Chapter 2 (pg. 31-50) on Experts vs. Novices.
These articles/chapters focus on disciplinary differences in both expertise and the way you approach learning.
For your lit deconstruction and reflection. This paper is about the differences in understanding of faculty expectations by 1st gen vs. “traditional” college students. In your reflections, you could consider what FSI does or could do to prepare 1st gen students for the types of faculty expectations that are discussed in this paper.
Readings/Video for Week 3:
TED talk: The Power of Believing that We can Improve – C. Dweck
Carol Dweck mentions several studies with younger students in this talk. We will be applying this topic to college students in class.
In reading about motivation and how a teacher could elicit motivation in their students, think also about how you could become motivated in a class or activity that you were not initially excited about.
A short consideration of perfectionism. Think about the tie-ins with motivation and growth mindset.
This is the article for your deconstruction and review. Please bring your deconstructions to class on Tuesday and upload your reviews to the Google drive assignment folder (under assignment resources)
Readings for Week 2:
This article from the Atlantic will be a jumping off point to discussing the various ways that inclusive teaching can be viewed by educators and society.
These readings highlight techniques to use in “hot moments” and considerations for being inclusive of the LGTBQI population.
Microaggressions in college classrooms
You will use this paper for your lit deconstruction and reflection (see assignment resources page) and we will discuss microaggressions in the classroom.
We will come back to the Banking Model vs. Problem-posing Model of education in Tuesday’s converstion.
We will consider arguments for and against “Active Learning” which while comprising many techniques is often thought of as a more inclusive then lecture.
Readings for Week 1: Symposium on Tuesday the 12th, Break-out Groups on Thursday the 14th.
Although this article is written from a disciplinary perspective (Biology), the strategies can transfer to any course or discipline. We will be working with these strategies on Tuesday the 12th.
As you read the Zull chapters, keep in mind that we will be focusing on how strategies we use to teach directly relate to how people learn. You should focus on the big picture concepts about how the brain works in relation to learning and do not need to know the details of the neuroscience… unless you really want to 🙂
As you read (or re-read) Steele, think about how the effect of stereotype threat on the brain relates to how people learn as discussed in Zull.
You can skim this paper before we meet on Tuesday. You will be using the text to do a literature deconstruction and reflection for Thursday’s break-out groups and can save a more detailed reading for that assignment. We will be discussing how to do the deconstruction on Tuesday. This is the type of literature that will serve as a model for your research question presentation at the end of the summer.