Socializing Students into Your Discipline

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Shaun

Slides from Shaun Longstreet's presentation for the Teaching Learning and Technology Center at UC Irvine.

Technology Education

Socializing Students into
Your Discipline
Dr Shaun Longstreet
Teaching Learning & Technology Center

Friday, February 8, 2008 1

Agenda
Introductions & socialization as a pedagogical tool
Case Study: destabilizing and coaching - how to engage
a spectrum of points of view
Decode your discipline
Syllabus as a foundation for modeling

Friday, February 8, 2008 2

What does it mean to
socialize our students?
Write on your handout
&
Share with a partner

Friday, February 8, 2008 3

Let’s Discuss

Friday, February 8, 2008 4

Case Study:
Religious Studies
@ Texas A&M

Friday, February 8, 2008 5

Student Body
Predominantly Christian (Southern
Baptist, non-denominational
evangelical)
72% White, 11 % Latina/o, 3%
African-American, 4% Asian, 8%
International.
Students self-identify politically as
conser vative or very conser vative

Friday, February 8, 2008 6

Student Body

20% are Engineering majors, 20% are
Agriculture and Veterinary majors and
14% are Liberal Arts majors.
86% of the students come from TX,
75% come from Dallas and Houston

Friday, February 8, 2008 7

Religious Studies

Introduction to Religions and
Philosophies of South and East Asia
Introduction to Western Religious
Traditions
The Hebrew Scriptures

Friday, February 8, 2008 9

Decoding the Discipline

Clearly identify class space as academic
Learning outcome was that students
should be aware of the rhetoric of
Religious Studies
What distinguishes the discipline?

Friday, February 8, 2008 10

Socialization
Identiﬁed a broad range of approaches
to the subject matter
bet ween the devotional and the
academic or the ‘insider’ vs ‘outsider’
perspectives.
Then we identiﬁed different tactics
taken by the t wo poles of the spectrum.

Friday, February 8, 2008 11

Socializing Students

Students were encouraged to identify
themselves on the spectrum and
recognize that others can and would be
at different points.
We highlighted contexts for different
points on the spectrum.

Friday, February 8, 2008 12

Western Religions Hebrew Scriptures Asian Religions

5.00
4.60 4.56 4.62 4.71
4.52 4.55 4.56 4.52
4.30
3.75

2.50

1.25

0
2002-03 2004 2005 2006-07

Friday, February 8, 2008 13

and now....

Explaining Why

Friday, February 8, 2008 14

Every discipline has a
“rhetoric”
Each discipline aims to study a
particular data set
Every ﬁeld has a particular approach to
data
It is important to highlight this to the
students

Friday, February 8, 2008 15

Importance of
explaining what we do
Students need to know relevance and
purpose
If students are better socialized,
classroom management is easier
discussions can be more meaningful

Friday, February 8, 2008 16

Another Activity

Friday, February 8, 2008 17

Identify a ‘polarity’ in a
subject that you teach
How might you ‘s ocialize’ your course by
identifying a framework? (content or
process)
Where can you introduce a spectrum
and/or point of instability?
How might you facilitate students’
acclimation to the discipline?

Friday, February 8, 2008 18

Framing what we do
& promoting civility in the classroom while we
are at it...

Friday, February 8, 2008 19

Syllabus as a
socialization tool
Clear, explicit syllabus is your front line
for socializing students
Course outcomes are deﬁned
Expectations are identiﬁed
Begin the modeling process

Friday, February 8, 2008 20

Setting guidelines:
Classwork
What is appropriate? Why?
Context of classroom activities?
How is classwork going to model
discipline-speciﬁc activities
(e.g. professionalism, procedures,
interactions)
What about beyond the classroom?

Friday, February 8, 2008 21

Setting guidelines:
Discussions
What is appropriate? Why?
What is the purpose of the
discussion(s)?
Context of the discussion?

Friday, February 8, 2008 22

Setting Guidelines:
Discussion

Stress the third person
Raise awareness of pronouns (us, we,
you, them)

Friday, February 8, 2008 23

Setting Guidelines:
Homework
What is the purpose of homework?
How will it help the student both in the
course and beyond the course?
Provide a rubric for grading
Tie homework to professionalism

Friday, February 8, 2008 24

Another Activity

Friday, February 8, 2008 25

Syllabus & Behavior
Identify 3 behaviors that could/should be explained
in your next syllabus.

This can address classwork, discussions and/or
homework.

Friday, February 8, 2008 26

Questions?
Thank you!

Friday, February 8, 2008 27

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Main news related to the CCS TSI 2023 (2023/1695)

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Socializing Students into Your Discipline

1. Socializing Students into Your Discipline Dr Shaun Longstreet Teaching Learning & Technology Center Friday, February 8, 2008 1

2. Agenda Introductions & socialization as a pedagogical tool Case Study: destabilizing and coaching - how to engage a spectrum of points of view Decode your discipline Syllabus as a foundation for modeling Friday, February 8, 2008 2

3. What does it mean to socialize our students? Write on your handout & Share with a partner Friday, February 8, 2008 3

4. Let’s Discuss Friday, February 8, 2008 4

5. Case Study: Religious Studies @ Texas A&M Friday, February 8, 2008 5

6. Student Body Predominantly Christian (Southern Baptist, non-denominational evangelical) 72% White, 11 % Latina/o, 3% African-American, 4% Asian, 8% International. Students self-identify politically as conser vative or very conser vative Friday, February 8, 2008 6

7. Student Body 20% are Engineering majors, 20% are Agriculture and Veterinary majors and 14% are Liberal Arts majors. 86% of the students come from TX, 75% come from Dallas and Houston Friday, February 8, 2008 7

8. So what? Friday, February 8, 2008 8

9. Religious Studies Introduction to Religions and Philosophies of South and East Asia Introduction to Western Religious Traditions The Hebrew Scriptures Friday, February 8, 2008 9

10. Decoding the Discipline Clearly identify class space as academic Learning outcome was that students should be aware of the rhetoric of Religious Studies What distinguishes the discipline? Friday, February 8, 2008 10

11. Socialization Identiﬁed a broad range of approaches to the subject matter bet ween the devotional and the academic or the ‘insider’ vs ‘outsider’ perspectives. Then we identiﬁed different tactics taken by the t wo poles of the spectrum. Friday, February 8, 2008 11

12. Socializing Students Students were encouraged to identify themselves on the spectrum and recognize that others can and would be at different points. We highlighted contexts for different points on the spectrum. Friday, February 8, 2008 12

13. Western Religions Hebrew Scriptures Asian Religions 5.00 4.60 4.56 4.62 4.71 4.52 4.55 4.56 4.52 4.30 3.75 2.50 1.25 0 2002-03 2004 2005 2006-07 Friday, February 8, 2008 13

14. and now.... Explaining Why Friday, February 8, 2008 14

15. Every discipline has a “rhetoric” Each discipline aims to study a particular data set Every ﬁeld has a particular approach to data It is important to highlight this to the students Friday, February 8, 2008 15

16. Importance of explaining what we do Students need to know relevance and purpose If students are better socialized, classroom management is easier discussions can be more meaningful Friday, February 8, 2008 16

17. Another Activity Friday, February 8, 2008 17

18. Identify a ‘polarity’ in a subject that you teach How might you ‘s ocialize’ your course by identifying a framework? (content or process) Where can you introduce a spectrum and/or point of instability? How might you facilitate students’ acclimation to the discipline? Friday, February 8, 2008 18

19. Framing what we do & promoting civility in the classroom while we are at it... Friday, February 8, 2008 19

20. Syllabus as a socialization tool Clear, explicit syllabus is your front line for socializing students Course outcomes are deﬁned Expectations are identiﬁed Begin the modeling process Friday, February 8, 2008 20

21. Setting guidelines: Classwork What is appropriate? Why? Context of classroom activities? How is classwork going to model discipline-speciﬁc activities (e.g. professionalism, procedures, interactions) What about beyond the classroom? Friday, February 8, 2008 21

22. Setting guidelines: Discussions What is appropriate? Why? What is the purpose of the discussion(s)? Context of the discussion? Friday, February 8, 2008 22

23. Setting Guidelines: Discussion Stress the third person Raise awareness of pronouns (us, we, you, them) Friday, February 8, 2008 23

24. Setting Guidelines: Homework What is the purpose of homework? How will it help the student both in the course and beyond the course? Provide a rubric for grading Tie homework to professionalism Friday, February 8, 2008 24

25. Another Activity Friday, February 8, 2008 25

26. Syllabus & Behavior Identify 3 behaviors that could/should be explained in your next syllabus. This can address classwork, discussions and/or homework. Friday, February 8, 2008 26

27. Questions? Thank you! Friday, February 8, 2008 27

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