dr. edna r. chavarry october 11, 2013 u sing i nquiry to d evelop s tudent c entered p edagogy - s...
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Dr. Edna R. ChavarryOctober 11, 2013
USING INQUIRY TO DEVELOP STUDENT CENTERED PEDAGOGY - SYLLABUS REVIEW
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What is inquiry?
Data Gaps Inquiryinto
Causes
InformedInterventions Evaluation
ofInterventions
CUE’s Inquiry Model
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USC Rossier School of Education
Motivation
Engagement
Interaction with Faculty
Study Skills
Commitment
Discipline
Time
Direction
Deficit-Minded KnowledgeLack of…
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What are our inquiry perspectives? Equity Mindedness
Cultural Inclusivity
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Race Conscious
Validation
Institutional Responsibility
Institutional Effort
Counter-Normative Narratives
Minding Equity Gaps
Cultural Effort
Equity-Minded Knowledge
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Contract (Altman, 1999; Matejka & Kurke, 1994)
Logistical – outlining the course of study (Stewart, 2004)
Introduction to the professor (Garavalia et.al, 1999)
What function does a Syllabus Serve
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1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students.
2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement.
3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student.
Focus on improving Hispanic student outcomes
Goals for the day1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students.
2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement.
3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student.
Focus on improving Hispanic student outcomes
1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students.
2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement.
3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student.
1) Become aware of what your syllabus communicates – explicitly and implicitly – to your students.
2) Conceptualize the role of faculty members as agents of change capable of making a difference in students’ educational aspirations and achievement.
3) Learn about strategies to make your syllabus a roadmap to guide students learning and familiarize them with the “invisible” practices of academic success that you learned as a college student.
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SYLLABI REVIEW
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Change through Inquiry
Inquiry:
A meaning-making process that moves a learner from one experience into the next with a deeper understanding of its relationship with and connections to other experiences and ideas.
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CUE’s Document analysis protocol prompts faculty to reflect on what they communicate to students (via documents like syllabi). Cultural-inclusive prompts in the protocol include:
Does this document communicate …
• respect for students?
• Expectation that learning takes place in authentic application to and engagement with real-world problems
• Expectation that student success will be a collaborative effort among the students and faculty?
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Document the inquiry process & findings.
No calendar of
activities
Authoritarian
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SYLLABI REVIEW
TYPICALLY CONTAINED DID NOT CONTAIN
•Course description
•Faculty contact information/office hours
•Course content
•Attendance policy
•Academic dishonesty policy
•Withdrawal policy
•Grade breakdown
•Condescending/punitive tone
•Expected learning outcomes
•Student expectations
•Encouraging tone
•Calendar of activities
•Information regarding resources for
academic & other support
•No evidence for instructional
variety/culturally inclusive activities
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Syllabi Review
Pg. 4
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USC Rossier School of Education Copyright 2011. All rights reserved.
Why is it Equity-Minded?
Reading materials for the course are culturally relevant—”And the Earth Did Not Devour Him” by Tomás Rivera
LMC Puente English 90
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USC Rossier School of Education Copyright 2011. All rights reserved.
Equity-Minded SyllabusLMC Puente English 90 Why is it Equity-Minded?
Provides a step-by-step explanation of how to use Blackboard
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USC Rossier School of Education Copyright 2011. All rights reserved.
Equity-Minded SyllabusLMC Puente English 90 Why is it Equity-Minded?
Provides a welcoming and and supportive tone—”Communication with your instructors and your counselor will help you feel supported by the program. You can count on us to help you work it out. No problem is too big or too small.
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USC Rossier School of Education Copyright 2011. All rights reserved.
Equity-Minded SyllabusLMC Puente English 90 Why is it Equity-Minded?
Provides resources for academic assistance
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English Syllabi prior to Doc. Review (2005)
English Syllabi changed to communicate respect for students (2006)
Pg. 6
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English Syllabi communicating that student success will be supported by a collaboration between students and faculty:
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Assignment from a Modified Syllabus of an Introductory Algebra Course at a Community College
Pg. 7
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What is inquiry?
Data Gaps Inquiryinto
Causes
InformedInterventions Evaluation
ofInterventions
CUE’s Inquiry Model Pg. 8
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Syllabus Review – Action Planning
Pg. 9
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How might an inquiry process in general, and the inquiry tools more specifically, advance work on your institution’s focal area?
Questions and discussion
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University of Southern CaliforniaRossier School of EducationWaite Phillips Hall, Suite 702Los Angeles, CA 90089
Phone: (213)740-5202Fax: (213)740-3889E–mail: [email protected]