2019年-GraduateStudentTraininginCourseDesignACrucialComponent在课程的设计中的重要组成部分,

1、Graduate Student Training in Course Design:A Crucial Component in TransformingAcademic ProgramsAnn M. Keller-Lally, Ph.D. University of Northern Colorado CLAC Conference, October 16, 2019MLA Ad Hoc CommitteeCharge to transform academic programs:Teach Ianguage, culture and literature as a continuous

2、whole; Produce educated speakers who have deep translingual and transcultural competencies, -reflect on the world and themselves through the lens ofanother language and culture, comprehend speakers of the target language as members of foreign societies, and grasp themselves as members of a society t

3、hat is foreign to others; andDevelop new courses and programs in collaboration with all members of the teaching corpsImplications for Graduate Student TrainingGraduate students are the future educators faced with implementing these programmatic and curricular reforms;Graduate students currently rece

4、ive little training in content course design; and Marketability Current trends in the job market emphasize demonstrated skills in developing and teachi ng in terdiscipli nary courses that promote analytic literacies and translingual and transcultural competencies One Approach: Cognitive Apprenticesh

5、ips Definition:“all significant human activity is highly situated in real- world con texts . complex cog nitive skills are therefore ultimately learned in high-context, inherently motivating situations in which the skills themselves are organically bound up with the activity being learned and its co

6、mmunity of expert users.n (Atkinson, 87)Graduate students work as scholars-iretraining with faculty mentors to develop and teach content courses.The 5-Step Process ExemplifiedExample Topic: The historical development of biological typing and its influence on European culture Step 1: Establish the Co

7、urse ContentStep 2: Specify Literacies to Establish Learning GoalsStep 3 Determine the Most Appropriate Genres and TextsStep 4: Design Daily and Weekly Unit ObjectivesStep 5: Determine Measures for EvaluationStep One: Establish the Course ContentExample Topic: The historical development of biologica

8、ltyping and its influence on European cultureCAMnXL7tR0f LaMXIW (Mcdifiod) («fagt249)Step Two: Specify Literacies to Establish Learning GoalsExample: Critical Cultural Literacy the ability to critically analyze representations in cultural artifacts (e.g., texts, film) for cultural perspective,

9、social control and influe nee and for the implications of such representations in the societies in which they occur. Sample Learning Goals:1) Explain how representative scientific developments have contributed to changes in social thought and in representations of social types;2) Exemplify how scien

10、tific developments haveinfluenced other domains and been used by official interests for social or political ends; and3) Evaluate the persistenee of biological typing in the cultural artifacts of con temporary societies Step Three: Determine the Most Appropriate Genres and TextsExample: film and popu

11、lar fiction from the 19th and 20th centuries Four Thematic Units1) The Criminal2) The Insane3) The Feminine4) The “Degenerate” RacesStep Four: Design Daily and Weekly Unit Objectivesless known/covert (guided by Bloom's Taxonomy)Objectives and Activities move from concrete > more abstract, com

12、prehension production, and familiar/overt Example:-Week 1 gain background knowledge about criminal anthropology (assigned readings in secondary literature) -Week 2 apply knowledge to representations of the criminal in popular detective fiction (Sherlock Holmes) and film (“M,” 1931)-Week 3: compare r

13、epresentations from the text and film to clips from a popular con temporary detective series (“NYPD Blue”)and draw con elusions about biological typing in the media today and how this may contribute to underlying stereotypes in popular sentiment.Step Five: Determine Measures for Evaluation Example:O

14、verriding Goal = developing critical cultural literacyAssessment Focus = constructing arguments supported by critical comparisons of cultural artifacts and drawing implications from the analysisAssessment techniques Precis assignments (see handout) 一 skill building Final paper - autonomous investiga

15、tion and skill applicati onCognitive Apprenticeship Structure Semester 1:a) Graduate student works with faculty mentor to develop acontent course with overriding literacy objectives, andb) submits the course proposal to teach in a subsequent semester Semester 2:a) Graduate student teaches the course,b) meets periodically with faculty mentor to reflect on effectiveness of course design, classroom activities and achievement of established outcomes, andc