When the Whole Classroom Is White—Except for the Professor. In May the Center for American Progress released a report on diversity in K-12 classrooms across the United States. According to the study, the racial and ethnic makeup of public schools just isn’t reflected in the teachers in front of those classrooms. Only one in five teachers is not white. The center, along with the National Education Association, is calling for the hiring of more teachers of color. That’s necessary, both groups say, because teachers should reflect the racial and ethnic diversity of their students. But what about when the classroom is all white?
When I first returned to the United States for graduate school, I moved to upstate New York in part because I had been awarded a diversity fellowship. My diversity fellowship gave me five years’ worth of funding: two years for my master’s and three for my Ph.D. Of course, all of my fellow scholarship recipients were just as deserving. My teaching days are over. As I remember the scene, everything seems to slow down. Student Assessment/Cheating. Student Assessment / Cheating Tips marked with an * indicates that the tip is consistent with learning teaching Multiple Choice Questions *Test Administration 1. The directions should include: How much time is available, will extra time be allowed What to do if finish early How to record answers Whether to show work on problems Weight of different sections, items Whether there is a penalty for guessing What can be used during the test, e.g., calculators, crib sheet If test booklet will be collected, etc Directions on how to use the answer sheet if at all different from the usual way 2. 3.
Back to top Preventing Cheating Cheating seems to be a big problem on this campus (and everywhere). Make up multiple versions of the same exam - scramble the order of the questions and the order of the alternatives in multiple choice items. Suggested Standard for Academic Integrity Michele Mulhall passed this suggested standard on to me. Preventing Plagiarism Andrew Peterson suggested this tip. Student Assessment/Cheating. Student Assessment / Cheating Tips marked with an * indicates that the tip is consistent with learning teaching Multiple Choice Questions *Test Administration 1. Write explicit directions for a test. The directions should include: How much time is available, will extra time be allowed What to do if finish early How to record answers Whether to show work on problems Weight of different sections, items Whether there is a penalty for guessing What can be used during the test, e.g., calculators, crib sheet If test booklet will be collected, etc Directions on how to use the answer sheet if at all different from the usual way 2. 3.
Back to top Preventing Cheating Cheating seems to be a big problem on this campus (and everywhere). Make up multiple versions of the same exam - scramble the order of the questions and the order of the alternatives in multiple choice items. Suggested Standard for Academic Integrity Michele Mulhall passed this suggested standard on to me. Preventing Plagiarism. Cultural Studies flashcards. Myths and Realities. Handouts. Assignment and Evaluation Guidelines : Resources : Women’s & Gender Studies : Faculty of Humanities & Social Sciences : Athabasca University.
Women's and Gender Studies courses promote the development of scholarly, critical analysis, research, and communication skills. An assessment of your mastery of these skills will be reflected in the grade you receive on each course assignment. Your written work will be evaluated in terms of your ability to grasp the issues within the field of study, your understanding and evaluation of the literature contributing to the field, and the manner in which your evaluations and arguments are presented. Each written assignment will be evaluated according to its content; style and structure; originality and creativity; and references and citations. Before submitting an assignment for marking, consider the questions that appear under each of the headings below.
Content Have you researched the issue sufficiently so as to demonstrate a full knowledge of your topic? Style and Structure Is each topic and new idea clearly introduced? Originality and Creativity References and Citations. Top Ten Ways to Foster an Inclusive Classroom | Safe Zone. Preparing a Syllabus | The Teaching Center | Washington University in St. Louis. Reading and Remembering : Academic Skills Centre. Summary of this page How do you manage to get through your reading, and retain what you have read? Always remember: academic material is not meant to be read.
It is meant to be ransacked and pillaged for essential content. Be selective. Set a realistic time frame for any reading task. Never read without specific questions you want the text to answer. Never start reading at page 1 of the text, but look for the summary, conclusion, subheadings, etc. How do you remember what you have read? One of the basic principles of memory is that the quality of memory is related to the quality of your interaction with what you are trying to remember.
Consider this: why is it so easy to remember the contents of an article about something you are really interested in? Learn to use your own cognitive strengths—visual, oral-aural, systematic, etc. A final hint—don't take notes whilst you are reading. The problem What is your first reaction when you look at the reading lists for your subjects? Skills4Study.com: Study Skills.
Home > Study skills > Learning strategies > Reading strategies Being able to read effectively means more than just being able to understand what is written on the page. In this section, you can explore different reading strategies to ensure your reading, and in turn your assignments, are first-class.
Reading for different subjects Different reading strategies are needed for different subject disciplines, and even for different kinds of writing within the same subject. Subjects in the humanities and social sciences often require fairly rapid reading of large amounts of information. Reading for these subjects requires you know where to look for the information you need, and to use contents and index pages very closely. You may also be asked to read about the same topic from different angles.
Science subjects tend to require slower and closer reading of smaller amounts of text. Reading for any subject 1. 2. 3. 4. 5. 6. Reading for different purposes 1. 2. 3. 4. 5. Reading for understanding 1. EAP Reading - Introduction. Skimming to get an overall impression. Skimming is useful when you want to survey a text to get a general idea of what it is about. In skimming you ignore the details and look for the main ideas. Main ideas are usually found in the first sentences of each paragraph and in the first and last paragraphs.
It is also useful to pay attention to the organisation of the text. As reading is an interactive process, you have to work at constructing the meaning of the text from the marks on the paper. Skimming a text using first lines of paragraphs. In most academic writing, the paragraph is a coherent unit, about one topic, connected to the previous and next paragraphs. As reading is an interactive process, you have to work at constructing the meaning of the text from the marks on the paper. Try these exercises: Exercise 1, Exercise 2, Exercise 3, Exercise 4, Exercise 5, Exercise 6 Skimming a text using first and last paragraphs. Try these exercises: Exercise 1, Exercise 2, Exercise 3. Guidelines for writing non discipline-specific research proposals. Drew University On-Line Resources for Writers The research proposal can serve many useful functions. The most important is that it helps you to think out the research project you are about to undertake and predict any difficulties that might arise.
For those who aren't quite sure what their focus will be, the research proposal can be a space to explore options -- perhaps with one proposal for each potential topic (which can then be more easily compared and evaluated than when they are still just ideas in one's head). Research proposals can be effective starting places to discuss projects with your professors, too. A professor who is initially skeptical about a project may be able to imagine it more easily after reading a well written research proposal (this doesn't mean he or she will approve the topic, especially if there are significant potential difficulties that you haven't considered). [Return to Web Resources] [Return to English 1 mainpage] [Return to English 2 mainpage] Writing Workshop, Writing at Wesleyan. Wesleyan Home → Writing → Writing Workshop → Online Writing Resources for Students Online Writing Resources for Students General Writing Resources Writing in College Writing in the Disciplines Grammar and Style Using Sources Reference Material Resources for Multilingual Students Other On-Campus Resources for Writers.
Syllabus - WOST 392L - Women of Color and Activism - Fall 2002 - Deschamps. Course Description Gendered and Raced experiences (within significant ethnic, class, sexuality, cross-cultural, and other situated experiences) have always shaped and continue to shape the ways in which Women of Color organize their political responses. This course will attempt to ground students in ways of organizing around various issues which continue to impact the lives of Women of Color.
Hopefully, students will realize the urgency to build cross-race and cross class coalitions if any meaningful and successful transformative change is to happen nationally and globally. The term "Women of Color" is used to include the range of diversity within this group, giving autonomy to each group, yet building on the strengths of all the "different similarities".
Course Requirements Attendance and participation in both in-class and out of class exercises will be factored into your grades. Written Assignments, Examination, and Grading Academic Honesty Required Books Ellen Cantarow: Cherrie L. Syllabus & Readings « Ecofeminism. Syllabus & Readings « Ecofeminism.
How to Read in College. Staying Afloat: Some Scattered Suggestions on Reading in College The first thing you should know about reading in college is that it bears little or no resemblance to the sort of reading you do for pleasure, or for your own edification. Professors assign more than you can possibly read in any normal fashion. We know it, at least most of us do.You have to make strategic decisions about what to read and how to read it. You're reading for particular reasons: to get background on important issues, to illuminate some of the central issues in a single session of one course, to raise questions for discussion.
That calls for a certain kind of smash-and-grab approach to reading.You can't afford to dilly-dally and stop to smell the lilies. You might not think that's the ideal way to learn, and I would sort of agree. But on the professiorial side of things, we feel a real obligation to cover a particular field of knowledge in the course of a semester, and we can't do it all through lectures. 1. 2. Should the Syllabus Evolve During the Semester? - Tenured Radical. This piece of pedagogical advice is for all you faculty out there who are well into the semester and feel as though things are not going as well as they could be: It’s OK to change your syllabus once the semester has begun. In fact, I recommend it. You can’t change everything, but you can change some things, and it might result in a better class.
Most people feel committed to the syllabus they handed out on the first day of class. I understand this. You worked hard on that syllabus and it represents your mastery of a field. But syllabus isn’t a contract: it’s a guide, and a set of appointments you keep every week. For precisely these reasons, if your syllabus is flawed you must change it. You cannot, of course, change everything. The other thing you can’t change on a syllabus are items dictated by university policies and federal law: at my new uni, we must inform students about a variety of policies and services that are uniform across the curriculum whether students like them or not. Creating Your Syllabus. Jennifer Sinor and Matt Kaplan Center for Research on Learning and Teaching The syllabus—what students eagerly await on the first day; a record of the class; one of the only artifacts to remain after the students move on. Your syllabus represents both an end and a beginning—a final product of your course planning and a valuable way to introduce yourself and the course to your students.
Because your syllabus is one of the few formal, tangible links between you and your students and because it will be referred to throughout the semester, time and energy should be spent on constructing your syllabus. The information you will need to include in your syllabus will vary depending on the course or section you are teaching as well as your responsibilities in the class. The syllabus sets forth your responsibilities and those of your students. Also, take some time to think about the tone you would like to establish in your syllabus. Mapping the Territory: Goals for Student Learning What to Include. Writing a Syllabus | College of Arts and Sciences. Writing or Revising a Syllabus Contact: Greg ReihmanDirector of Faculty Development370a Fairchild-Martindaleext. 86840grr3@lehigh.edu In this posting, you'll find some information that may be of use when writing or revising a syllabus.
What I present here is by no means meant to be exhaustive; rather, I offer some thoughts and suggestions that may help facilitate your own thinking or rethinking about how to design a course and write a syllabus. The first part poses ten questions that frame the main issues. The second part contains a link to a syllabus template and a list of a few books whose ideas informed this document. Part I: Ten Questions 1. Comment: We often prepare a syllabus by considering logistical questions from our own perspective rather than inquire into what we really want our students to be able to do as a result of having taken our course. 2. Comment: At the heart of a strong syllabus is a clear statement of what students will learn by taking the course. 3. 4. 5. 6. 7. 8. Preparing To Teach. Creating A Syllabus The discussion in this section assumes that a full syllabus has been given to you when you were assigned your instructional responsibilities.
If you were not given a syllabus, you should consult your departmental chairperson or try to talk with a faculty member who has taught the course in a previous year. Constructing an effective syllabus can be a difficult task that often requires the assistance of those more experienced in your field. Even when you are given a syllabus, however, you may find that you want to augment it. If you are in charge of the entire course, there are two additional kinds of information that you can included in a syllabus. The course history and demographics. Other Resources Preparing Readings and Ordering Books It is a good idea to know where the books for the course are being sold and roughly how much they cost.
Many instructors use the Seminary Co-op Bookstore for ordering class texts. The Room and Physical Equipment Planning a Class Session. Teaching Reading and Composition Courses - Course Design for R&C. Size Matters: How Much Reading to Assign (and other imponderables) — Center for Teaching Innovation and Excellence. Size Matters: How Much Reading to Assign (and other imponderables) — Center for Teaching Innovation and Excellence.