Develop Three course descriptions: basic, advanced, and your choice
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.
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 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)
Thursday October 13 Individual appointments; no group class.
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.
Friday October 14 ONLY INDIVIDUAL APPOINTMENTS NO GROUP CLASS
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
8:15 Shawn PH
8:45 Rosemary PH
Thursday October 27
6:30 Lee PR
7:00 Dandi TLAD
7:30 Hongfei LA
8:15 Anna PR
8:40 Erick PH
Friday October 21
9:00 Jared SC
9:30 David Arch
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
Assignment Five Class Project Due Date Th Nov 3/ Fri 4 Peer to Peer Review
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
Assignment Seven DUE: Assessment Framework Th Dec 1/ Fri Dec 2
Create a general assessment rubric or framework for your syllabus.
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:
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
10:00 am to 11:00 am only
11:00 am to Noon only Jiayin
*Teaching Portfolio Contents:
3 course descriptions
Syllabus (see 100 point guide)
Final Portfolio PDF Due Date Thursday Dec 15 or Friday Dec 16 No Group Meeting
Readings and Resources:
Grading and Feedback: http://bokcenter.harvard.edu/grading-feedback
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).