Life of the Mind Discussion Leader
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Life of the Mind Discussion Leader

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Powerpoint to accompany the Life of the Mind Discussion Leader seminar, held in the Howard Baker Center for Public Policy on August 14, 2012.

Powerpoint to accompany the Life of the Mind Discussion Leader seminar, held in the Howard Baker Center for Public Policy on August 14, 2012.

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  • How we’re preparing students with FYS 100 when they come to your class
  • There is a lot we can take away, but we tried to draw out these in particular…
  • What students have already considered / accidental/intentional

Life of the Mind Discussion Leader Life of the Mind Discussion Leader Presentation Transcript

  • Life of the Mind 2012 Leader Seminar“A university is composed of people. Its lifeblood is theinteraction of people (administrators, faculty, students andsupport personnel) over a period of time.” Faculty Handbook, University of Tennessee 2010, p63
  • “A university is composed of people. Its lifeblood is theinteraction of people (administrators, faculty, students andsupport personnel) over a period of time.” Faculty Handbook, University of Tennessee 2010, p63
  • “It is in this middle or ‘liminal’ state – theambiguous place of being neither here nor there –that anthropologists see profoundly creative andtransformative possibilities. …Undergraduate culture itself becomes this liminalcommunal space where students bond with oneanother, sometimes for life, and, amid rules ofsuspended normality and often hardship, exploretheir identities, wrestle with their parents’ world,and wonder about their future.” Excerpts from Rebekah Nathan’s My Freshman Year: What a Professor learned by becoming a student. London. Cornell UP: 2005
  • “Introduction to Academics”• Technology (Blackboard, A-Z Index)• Plagiarism / Academic Integrity• Research and Resources for Student Success• Civility & Community
  • Take-Aways• Concept of social constructions vis-à-vis categories such as race and identity• Ability/Opportunity to mold your own identity
  • Creative Response“This year’s Life of the Mind response invites you tothink about and share one or more parts of youridentity that are not accidental but intentional,adopted or created by yourself, for yourself. Thiscould be a character trait, behavior, like/dislike, orparticular way of thinking or looking at the worldthat you adopted based on something you read,thought, heard, observed, or experienced.” From 2012 LOM Reader’s Guide Elizabeth Schonagen (schonagen@utk.edu)
  • Who are you?Accidental vs. intentional identities Design by Chelsea Angelo, First-Year Studies
  • Dr. De Ann Pendry,Senior Lecturer,Anthropology
  • PBS Series, Matters of Race (2003). Part I: The Divide
  • Discussion: Part I  Dr. De Ann Pendry, Senior Lecturer, Anthropology
  • Discussion: Part I Discussion Goal: To provide an opportunity for first-year students to bond with one another and experience discussion in a college environment.
  • Fail-Safe Openers –The sticky note approach (thanks, Kitty Cornett!):Write one thought per note. Group similar notes together;representatives talk about main train of thought for each group;outliers discussed, etc.Which story or moment in the book did you find most memorable?Write something you learned from The Accidental Asian and/or Eric Liu’s presentation.What was your main take-away from Eric’s speech?
  • Model I: Think-Pair-ShareThink: Consider the statement with relation towhat you’ve learned from The Accidental Asianand your own experience.Pair: Share your thoughts with a partner. Identifysimilarities between your two statements withrespect to The Accidental Asian.Share: Share these findings with the class(discussion flows from there).
  • Related statements on categories / groups“We all know we are unique individuals but tend to see each other asrepresentatives of groups. It’s a natural tendency; since we must see theworld in patterns in order to make sense of it; we wouldn’t be able to dealwith the daily onslaught of people and objects if we couldn’t predict a lotabout them and feel that we know who or what they are.” – Deborah Tannen, Professor of Linguistics, Georgetown University“The ability to distinguish friend from foe helped early humans survive, andthe ability to quickly and automatically categorize people is a fundamentalquality of the human mind. Categories give order to life, and every day, wegroup other people into categories based on social and other characteristics.This is the foundation of stereotypes, prejudice and, ultimately,discrimination.” From Tolerance.org
  • Refresh
  • MODEL II: Three Stay, One StrayStep 1: 4-5 students receive an excerpt/questionto discuss.Step 2: After a few minutes, one person from eachgroup (“voyagers”) stands and moves to anothergroup, adding to that group’s conversation.Step 3: Repeat step 2 (2x), then send all Voyagershome.Step 4: Home group shares with one another, withclass discussion progressing from there.
  • MODEL II: Three Stay, One StrayThe post-ethnic shift(?)The Accidental Asian was written around thetime you were turning to be a teenager [forstudents!]. Think back to this time and yourexperiences growing up.- Do you think your generation is less pre- occupied with race? What has changed in your lifetime, if anything, and in your experience, is the post-ethnic shift Liu envisioned occurring?- Has the notion of race outlived its usefulness?If not, where should we go from here?
  • Folder Review • Welcome Week schedule • Discussion Leader schedule • First-Year Student / LOM Data • Prompts for Discussion MODEL 1: Think-Pair-Share / Quick-Thinks MODEL 2: Three Stay, One StrayFor more great discussion resources, visit the Tennessee Teaching and Learning Center tenntlc.utk.edu
  • More Resources Campus Map App – Now available in iTunes! “Teaching in Racially Diverse College Classrooms” - from the Derek Bok Center for Teaching and Learning, Harvard University Room locked? Call Zone Maintenance 974-5346  Need sticky notes? Index cards? See Tisa!
  • DiscussionQ&AEvaluation
  • Refresh Class of 2017: Environmental Sustainability  Suggest a title!  Suggest a future theme!  Want to be part of the Review Board? Let us know! Name/Email Thank you for your feedback!
  • Life of the MindThank you for your support, and enjoy the discussion!
  • “What do our first-year students havequestions about?”
  • .. “What might students have questions about?”
  • What mightstudents havequestionsabout?
  • & students’ comfort with the University Level of Before After % Change nervousness Discussion DiscussionExtremely nervous 14.8% 3.7% - 11.1%Very nervous 19.5% 10.7% -8.8%Moderately nervous 35.2% 29.4% -5.8%Not very nervous 24.3% 38.8% + 14.5%Not at all nervous 9.1% 17.5% +8.4% Source: Welcome Week Survey, First-Year Studies & Student Activities August 2011 (N=384)
  • FYS 100- Learning Outcomes % StudentOutcome Agreement (N=1870)apply understanding of UTs plagiarism and 85%Academic Integrity Policiesnavigate the basic IT tools used by all 85%students, including Blackboard, MyUTK, andthe A-Z Indexinvestigate role in keeping UTs diverse 77%campus community a civil and welcominglearning environmentselect and participate in campus and/or 71%service activities based on personal interests Source: Welcome Week Survey, First-Year Studies & Student Activities August 2011 (N=384)
  • “Negative Feedback” In the absence of dialogue…Discussion“We expected that the improvement strategies would communicate thatalthough the task perhaps is difficult, it can be accomplished, and, thus,would enhance students’ self-efficacy beliefs. Contrary, the number ofimprovement strategies negatively predicted students’ self-efficacybeliefs: the more strategies were provided, the lower their reported self-efficacy was. This negative relation existed especially for students whoseself-efficacy beliefs were moderate or low before they receivedimprovement strategies.” (181)“We suggest that teachers have a feedback dialogue with their students,so that they can fine-tune their strategies to the particular student and ifnecessary demonstrate strategies… This may prevent that the teacher’sprovision of strategies comes across as an indication of the teacher’sunderestimation of the student’s capacities.” (182) (Duijnhouwer, Prins, & Stokking (2012). “Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance.” Learning and Instruction, 22, 171-184.
  • “As the University’s campaign on spreading civility andcommunity grows, the Life of the Mind program grants aunique opportunity to engage incoming freshmen with abook encapsulating civility and community as literarythemes.” Chancellor’s Task Force on Civility and Community Final Report, August 23, 2010, p4 “Programs and Services Recommendations” MODEL 1: Quick-Thinks
  • From Lawrence, J. (2005). Addressing diversity in higher education: Two models for facilitatingstudent engagement and mastery, in Higher education in a changing world, Proceedings of the28th HERDSA Annual Conference, Sydney, 3-6 July 2005: p243.
  • CitedCapon, N., and Kuhn, D. (2004). "Whats So Good About Problem-Based Learning?"Cognition and Instruction, 22 (1), 61-79.Dochy, Filip, Segers, Mien, Van den Bossche, Piet, & Gijbels, David (2003). Effects ofproblem-based learning: a meta-analysis. Learning and Instruction, 13, 533–568.Eisenstaedt, R. S., Barry, W. E., & Glanz, K. (1990). Problem-based learning:Cognitive retention and cohort traits of randomly selected participants anddecliners. Academic Medicine, 65, Suppl.(9), 11–12.King, A. (1990). Enhancing peer interaction and learning in the classroom throughreciprocal learning. American Educational Research Journal, 27(4), 664-687.Tans, R. W., Schmidt, H. G., Schade-Hoogeveen, B. E., & Gijselaers, W. H. (1986).Sturing van het onderwijsleerproces door middel van problemen: eenveldexperiment/Problem-based learning: A field experiment. Tijdschrift voorOnderwijsresearch, 11(1), 35–46.Van Blankenstein, F., Dolmans, D., van der Vleuten, C., and Schmidt, H. (2011).Which cognitive processes support learning during small-group discussion? Therole of providing explanations and listening to others. Instructional Science, 39,189-204.Webb, N. (1989). Peer interaction and learning in small groups. InternationalJournal of Educational research, 13, 21-40.