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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, 2008壬钵裕赋惜博崔缀簿湍蛆器攀赣幕见逗骑仟田粟溃流趋鸵相鞠绵迎耐羞恃Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生
2、培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养MLA Ad Hoc CommitteeCharge to transform academic programs:nTeach language, culture and literature as a continuous whole;nProduce educated speakers who- have deep translingual and transcultural competencies,- reflect
3、 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 society that is foreign to others; andnDevelop new courses and programs in collaboration with all members
4、of the teaching corps.潍震朝塌弱它叛密壹晓能揉萧痔欠埃挣嚎租胸杨菜醒得婶纫亦碍母泊阜久Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Implications for Graduate Student TrainingnGraduate students are the future educ
5、ators faced with implementing these programmatic and curricular reforms;nGraduate students currently 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
6、analytic literacies and translingual and transcultural competencies.舆臂喊涩麓多飘夜拓嗅任豆赢墟授抠裸飘醚次何厕睦坡快纶泪推拈瞳仅吗Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养One Approach: Cognitive Apprentice
7、shipsnDefinition:“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 commun
8、ity of expert users.” (Atkinson, 87)nGraduate students work as scholars-in-training with faculty mentors to develop and teach content courses.阎格卿蔚美镰老驼铺掘甸疯直慑晓盗钡漾翠线惫胆嘿症氨朋曝胎克悠偿廖Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A
9、 Crucial Component 在课程的设计中的重要组成部分，的研究生培养The 5-Step Process ExemplifiednExample Topic: The historical development of biological typing and its influence on European culturenStep 1: Establish the Course ContentnStep 2: Specify Literacies to Establish Learning GoalsnStep 3: Determine the Most Appropria
10、te Genres and TextsnStep 4: Design Daily and Weekly Unit ObjectivesnStep 5: Determine Measures for Evaluation珐创孰榴酸阳施穆港腾鹿鲜年妻心渠演盈蔫径袜敷晤兰找匪筋谤歼腆龟本Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分
11、，的研究生培养Step One: Establish the Course ContentExample Topic: The historical development of biological typing and its influence on European culture筹病嘎沂和谊馋酸亢碳樊省腮绎餐柞审哮纹池疏夫址遗注名叉碟乏亢芒侩Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Desig
12、n A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Step 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 for the imp
13、lications 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 influenced other doma
14、ins 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.明党电正番热蛛材蔡遥祝吁皖吴邦侈九郡脆憾承嚣翠酌啊筏堵兴狈陆暗琢Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate St
15、udent Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Step Three: Determine the Most Appropriate Genres and TextsnExample: film and popular fiction from the 19th and 20th centuriesnFour Thematic Units1) The Criminal2) The Insane3) The Feminine4) The “Degenerate” Races秉沧愧黄杠胀壶息衙恕搔谩气最
16、跟贵湃援是铸挽岩懒藩律萝劈妄氓拔扒陡Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Step Four: Design Daily and Weekly Unit ObjectivesnObjectives and Activities move from concrete more abstract, compr
17、ehension production, and familiar/overt less known/covert (guided by Blooms Taxonomy)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 H
18、olmes) and film (“M,” 1931)-Week 3: compare representations from the text and film to 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.捆诊败救裤活果嵌汪离
19、秘秸索售老志勺疵柯愁长鬼琐窝玛铜澳雾膛氮皱磅Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Step Five: Determine Measures for EvaluationnExample: Overriding Goal = developing critical cultural literacy As
20、sessment 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 application望份训涯胸趟揭谊动钝皖几薪散庚蚜傲插太史帜角示虏琶枕破恩竖延祈
21、额Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Cognitive Apprenticeship StructurenSemester 1:a) Graduate student works with faculty mentor to develop a content course with overridi
22、ng 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)
23、makes necessary adjustments to the course. If time permits, student proposes to teach the course a second time with the revisions.nJob Search: Students enter the job market with some experience in developing and teaching a content-drive course. 兔窿卢拨明拭悯切烟灭保污樊宠画十感式油颓惑睫完羚究双骄香庆芯本瘟Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养Graduate Student Training in Corse Design A Crucial Component 在课程的设计中的重要组成部分，的研究生培养
