Collegiate Preparation

Thursday-syllabus-2016-fall-collegiate-teaching

Friday-syllabus-044g_02_collegiate-teaching

Assignment One

Assignment-1-teaching-philosophy

SoTL-in-higher-education-marian-mccarthy

__________________________________

Assignment Two

Develop Three course descriptions: basic, advanced, and your choice

2016-best-practices-in-course-descriptions

____________________________________________________________

Assignment Three

1. Read these articles: construct_syllabus    guide-to-critical-thinking   wiggins-mctighe-backward-design

These three articles are from a broader view and give us insights into the value of thinking deeply before starting a syllabus design.

2. Review the course goals and learning outcomes or objectives in these teaching portfolios so we  can learn to customize the broader views to an art and design context. Look specifically at the itemized course goals and itemized course objectives (learning outcomes) which follow each course description and the column or stated learning objectives or learning outcomes in the weekly plan in their syllabi.

primmer_teaching_portfolio  Ceramics

paolo_morales-final-teaching-portfolio Photography

3. Complete this worksheet assignment-3-2016-syllabus-worksheet  Bring a hard copy of a syllabus outline or beginning draft to individual meetings.

Guest Speaker at 6:30 pm Thursday and 9:00 AM Friday; Meet as a group the first half of this week’s classes. ….this is a change in the syllabus….We have a design professional speaking about “critical pedagogy.”

We will have Individual Meetings after the guest speaker. We also have individual meetings next October 13 and 14.

Bring your Syllabus Worksheet: Course Description, Goals, Objectives (learning outcomes)  with Percentages of Grade,  and your beginning weekly plan with learning outcomes (two columns please.)  Place repeatable items under weekly plan dates and begin to lay out projects and assignments.

THURSDAY SCHEDULES:

Thursday October 6 Afternoon

12:30 pm Ruhan

October 6   Thursday Evening

This is a CHANGE: Meet as a Group from 6:30 to 8:00 pm first.

Guest Speaker John Anderson  “Critical Pedagogy in Design”

Then we will do these individual appointments:

6:30 Rosemary  (to be rescheduled)

7:00 Chase (to be rescheduled)

7:30 Shawn (to be rescheduled)

8:00 Erick

8:30 Lee

9:00 Anna

Thursday  October 13   Individual appointments; no group class.

5:30 Minhee

6:00 Open

6:30 Christian

7:00 Nick

7:30 Dandi

8:00 Hongfei

8:30 Open

9:00 Open

FRIDAY SCHEDULES:

Friday October 7 Group from 9 to 10:30

Guest speaker John Anderson, University of Georgia.

We will follow this group session with individual appointments.

8:0o Cindy

8:30 Nastia

10:30 Anna

11:00 Chenge

Friday October 14  ONLY INDIVIDUAL APPOINTMENTS NO GROUP CLASS

8:00 Jared

8:30 Cecilia

9:00 Hugh

9:30 Joseph

10:00 Adeline

10:30 David

11:00 Stephanie

______________________________________________________________

Visitors 

Thursday October 6, 2016   6:30 pm to 8:00 pm   John Anderson                                                                              Guest Design Professional John Anderson, University of Georgia. Critical Pedagogy in Landscape Architecture

Friday October 7, 2016 9:00 to 10:30 am John Anderson                                                                                             Guest Design Professional John Anderson, University of Georgia. Critical Pedagogy in Landscape Architecture

Friday September 23, 2016, 9 am,  Collaborative Classroom, RISD TLAD Department, Teaching Tips for Emerging Educators, Matthew Clowney, Critic RISD Photography Department                                                                                                     

Thursday September 29, 2016 , 6:30 pm Collaborative Classroom, RISD TLAD Department,            Teaching Tips: Including Hiring, Full-time and Part-Time Teaching, Professor Wendy Edwards, Chair of Visual Arts Department, Brown University and RISD Critic Jerry Mischak, Painting Department.  

Friday October 7, 2016, 9 am, Collaborative Classroom, RISD TLAD Department, Reflective and Effective Teaching and Learning Professor Susan Doyle Department Head of Illustration Department, RISD

__________________________________________________________

Individual Teaching Practice Session Schedule

You may change amongst yourselves and notify me especially if you have a health appointment or a off-campus departmental field trip, but be judicious about bothering your peers just for convenience with classes, critiques, papers as everyone has those deadlines. Plan ahead  and prepare for your session and it will not interfere with your ongoing studio obligations.

Thursday    October 20

6:30              Chase           PH

7:00              Christian     PA

7:30              Nicholas       PH

Break

8:15               Shawn         PH

8:45              Rosemary    PH

Thursday     October 27

6:30               Lee                 PR

7:00               Dandi           TLAD

7:30               Hongfei       LA

Break

8:15               Anna             PR

8:40               Erick              PH

————————————————————————–

Friday           October 21

9:00               Jared               SC

9:30               David            Arch

10:-10:15    Break

10:15            Chenge         TLAD

10:45            Ruhan        PR

Friday           October 28

9:30               Hugh              LA

10:00           Anna           PR

10:30            Stephanie    Cer

11:00           Min Hee       IntArch

Friday          November  4

9:00               Nastia           TX

9:30               Joseph           Arch

10:00            Cecilia           Furn

10:30            Jayin              Furn

11:00            Adeline         TLAD

11:30             Jay                   Photo

___________________________________________________

DUE DATES FOR ASSIGNMENTS

Assignment Four  Construct a Full Syllabus with Guide Due Date  Th Nov 3/ Fri Nov 4

2016-criteria-for-evaluation-of-syllabus-class-project-assessment-rubric-feedback-form-total-of-100-points

Assignment Five  Class Project Due Date Th Nov 3/ Fri 4  Peer to Peer Review 

class-project-assignment-2016

____________________________________________________________

Thur Nov. 17 and  Fri Nov 18

No Group Class   You will be sent an email for your individual meeting time, accommodating your schedule and the guest faculty schedule.

Individualized Teaching Practice Session Reviews  

Review your videotape. Read your peer reviews.  Reflect on your teaching session.

Meet individually with your two faculty reviewers.

__________________________________________________________

FINAL CLASS I

Assignment Six  DUE: Midterm Feedback Form Dec 1/ Fri Dec 2

2016-feedback-form

feedback-penn-questions-form

Assignment Seven  DUE: Assessment Framework Th Dec 1/ Fri Dec 2

Create a general assessment rubric or framework for your syllabus.

Examples:

paricio-leidtke-rubric-design-principals

jian-yu-rubric-for-ceramics

lantry-teaching-assessment

gonzalez_assessment_rubricgonzalez_assessment_rubric

levels-of-participation-rubric-bowling-green-univesity

Section 01 Final Class Thursday Dec 1 

10-12 minute Presentations of Teaching Portfolio in  Group Class.  After the presentation please send me your portfolio for my final feedback.

Schedule for presentations:

Courtney
Lee
Shawn
Christian
Dandi
Charles
Erick
Nicholas
Anna
Hongfei

SECTION 02 FINAL CLASS  Friday December 2nd

Final Class Small Group Portfolio Review Sessions.NO FULL GROUP CLASS.
Bring a current status hard copy of your portfolio*.

Come to 9:00 am to 10:00 am only                                                                                                        Nastia
David
Adeline
Jared
Ruhan

10:00 am to 11:00 am only
Cecilia
Jabari
Chenge
Anna
Joseph

11:00 am to Noon only                                                                                                                                   Jiayin
Minhee
Hugh
Stephanie

*Teaching Portfolio Contents:

Teaching Philosophy
3 course descriptions
Syllabus (see 100 point guide)
Class Project
Feedback Form
Grading Rubric

_________________________________________________________________

Final Portfolio PDF Due Date  Thursday Dec 15 or Friday Dec 16 No Group Meeting

Readings and Resources:

four-questions-re_-syllabi-bok-center

Blooms Taxonomy

Critiquing Student Projects Wash Univ.

student-centered-perspective-in-pedagogy-in-art-design-education-orr-yorke-and-blair

critique-formats-2015

curriculum-development-in-studio-teaching

assessment-student-learning

creating-an-inclusive-classroom-celt

Grading and Feedback: http://bokcenter.harvard.edu/grading-feedback

mindfulness-in-higher-education-center-for-teaching-and-learning

salazar_stacey_studio-interior_investigating-undergraduate-studio-art-teaching-and-learning 2013

Making Excellence Inclusive
Making Excellence Inclusive is AAC&U’s guiding principle for access, student success, and high-quality learning. It is designed to help colleges and universities integrate diversity, equity, and educational quality efforts into their missions and institutional operations.

Through the vision and practice of inclusive excellence, AAC&U calls for higher education to address diversity, inclusion, and equity as critical to the wellbeing of democratic culture. Making excellence inclusive is thus an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities.

A high-quality, practical liberal education should be the standard of excellence for all students. The action of making excellence inclusive requires that we uncover inequities in student success, identify effective educational practices, and build such practices organically for sustained institutional change.

Diversity, Inclusion, and Equity: Core Principles
AAC&U endeavors to develop “equity-minded practitioners,” who are willing to engage in the necessary, and sometimes difficult, conversations and decision-making that can lead to transformational change for student learning and achievement.

Diversity: Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations).

Inclusion: The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Equity: The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion.

Equity-Mindedness: A demonstrated awareness of and willingness to address equity issues among institutional leaders and staff (Center for Urban Education, University of Southern California).