Graduate Student Training in Corse Design A Crucial Component 在課程的設(shè)計(jì)中的重要組成部分的研究生培養(yǎng)

1、graduate student training in course design: a crucial component in transforming academic programsann m. keller-lally, ph.d.university of northern coloradoclac conference, october 16, 2008mla ad hoc committeecharge to transform academic programs:nteach language, culture and literature as a continuous

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

3、ety that is foreign to others; andndevelop new courses and programs in collaboration with all members of the teaching corps.implications for graduate student trainingngraduate students are the future educators faced with implementing these programmatic and curricular reforms;ngraduate students curre

4、ntly receive little training in content course design; andnmarketability - current trends in the job market emphasize demonstrated skills in developing and teaching interdisciplinary courses that promote analytic literacies and translingual and transcultural competencies.one approach: cognitive appr

5、enticeshipsndefinition:“all significant human activity is highly situated in real-world contextscomplex cognitive 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

6、community of expert users.” (atkinson, 87)ngraduate students work as scholars-in-training with faculty mentors to develop and teach content courses.the 5-step process exemplifiednexample topic: the historical development of biological typing and its influence on european culturenstep 1: establish th

7、e course contentnstep 2: specify literacies to establish learning goalsnstep 3: determine the most appropriate genres and textsnstep 4: design daily and weekly unit objectivesnstep 5: determine measures for evaluationstep one: establish the course contentexample topic: the historical development of

8、biological typing and its influence on european culturestep two: specify literacies to establish learning goalsnexample: critical cultural literacy - the ability to critically analyze representations in cultural artifacts (e.g., texts, film) for cultural perspective, social control and influence and

9、 for the implications of such representations in the societies in which they occur.nsample learning goals:1) explain how representative scientific developments have contributed to changes in social thought and in representations of social types;2) exemplify how scientific developments have influence

10、d other domains and been used by official interests for social or political ends; and3) evaluate the persistence of biological typing in the cultural artifacts of contemporary societies.step three: determine the most appropriate genres and textsnexample: film and popular fiction from the 19th and 20

11、th centuriesnfour thematic units1) the criminal2) the insane3) the feminine4) the “degenerate” racesstep four: design daily and weekly unit objectivesnobjectives and activities move from concrete more abstract, comprehension production, and familiar/overt less known/covert (guided by blooms taxonomy

12、)nexample:-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 representations from the text and film t

13、o clips from a popular contemporary detective series (“nypd blue”) and draw conclusions about biological typing in the media today and how this may contribute to underlying stereotypes in popular sentiment.step five: determine measures for evaluationnexample: overriding goal = developing critical cu

14、ltural literacyassessment focus = constructing arguments supported by critical comparisons of cultural artifacts and drawing implications from the analysis.assessment techniques- prcis assignments (see handout) skill building- final paper autonomous investigation and skill applicationcognitive appre

15、nticeship structurensemester 1:a) graduate student works with faculty mentor to develop a content course with overriding literacy objectives, andb) submits the course proposal to teach in a subsequent semesternsemester 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) m