the graphic syllabus: communicating your course creatively linda b. nilson, ph.d., director office...
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The Graphic Syllabus:Communicating Your Course
Creatively Linda B. Nilson, Ph.D., Director
Office of Teaching Effectiveness and Innovation864-656-4542 * [email protected] * www.clemson.edu/OTEI
Steven N. Pyser, J.D., Assistant Professor (Practice)Department of Human Resource Management, Fox School of
Business(215) 204-4281 * [email protected]
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IntroductionWhat if you could …
directly and positively influence student learning and improve business educationvisualize simply for students ambiguity, complexity and connections between course content and your design(re)capture your passion for learning and link subject matter expertise with the energy and momentum of the Fox School
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"Too much light often blinds gentlemen of this sort. They cannot see the forest for the trees."
Musarion [1768], Canto II
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Workshop Inspiration Mentoring Appreciation (Pyser)
http://chronicle.com/blogs/profhacker/graphic-display-of-student-learning-objectives/27863
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Participant Objectives
By the end of this workshop, you will be able to communicate the topical organization of your course to your students by designing a “graphic syllabus.” In doing so, you will also facilitate their learning of the course material.
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Can you relate?
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Syllabus Review: Foundation for Students Evaluations
Will they be under/overwhelmed??
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Applied Pracademics (Practice/Academics)
real-world practice and research driven academics (combining rigor AND pragmatism)infuse critical thinking, problem solving and decision making into the daily thinking of business students and class interactionsengender understanding → content mastery → with a context to simulate "real-world" business environment students experience after graduation
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Visual Graphic Syllabus and Communication PerspectiveWhat are we making together?How are we making it?What are we becoming as we make this?
How can we make better “social worlds” through histories, futures, and networks of classroom relationships?
http://www.cmminstitute.net/
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Education as “Social” Experience
Social capitalinstitutions, relationships, norms that shape quality and quantity of a society's social interactions.social cohesion is critical for societies to prosper
Social worlds (CMM)allows faculty and students fertile ground to learngraphic syllabus is visual communication create synergies between human and academic sides of the classroom to build learning communities
http://www.russcomm.ru/eng/rca_biblio/p/pearce.shtml
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Why Design a Graphic Syllabus?
Text syllabi fail because they:1. depict a complex structure of knowledge--a network of topics, concepts, and principles--as linear; and 2. require familiarity with the terms, which students lack, to understand.
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BLAH 300: “Something I Gotta Take”
Week 1: Overview of Something I Gotta TakeWeek 2: The Composition of Apple PeelWeek 3: Introduction to Giraffe ConsciousnessWeek 4: Cooking with Sugar and EggsWeek 5: Sugar and Eggs continuedWeek 6: The Modern Car: The CarburetorWeek 7: The Modern Car: Seat BeltsWeek 8: Advanced Giraffe Consciousness,
Introduction to PineapplesWeek 9: The Relationship between Pineapples
and Buses etc., etc., etc.
How Some Students See a Syllabus
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Why Design…? continued
Learning styles: visual, kinesthetic, concrete, holistic/global, “Divergers,” “Intuitive Feelers”Better retention & retrieval of material received 1) in two modalities and 2) visually (more efficient, less working memory and fewer cognitive transformations)“Big picture” of key concepts and their interrelationships; ready-made structure for knowledge processing and storage
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Why Design…? continued
Model tool for enhancing cognitive activities involving memory, planning, and organizing.
For students: note-taking, outlining, problem solving, and organizing & summarizing material For you: re-examine and tighten your course design …
and have some creative fun!
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Graphic Syllabus
= flowchart, diagram, or picture showing the organization of and interrelationships among your course topics – that is, how your course structures the subject matter and its body of knowledge.
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Types of Course Structures
Competition/ComplementarityParallelismProcessChronology (Sequence)Categorical HierarchySelf-Created
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HSCI 441: Community Program Planning, Dr. Vicki Ebin
Introduction, Health Education and Behavior Change Theories, Systems Theories (2/1-2/8)
Community Analysis (2/8-2/15)
Community DiagnosisLevel II (2/15)
Community Diagnosis
Level III (2/22)
ProgramFocus(3/1)
TargetedSurveys/Analysis
(3/8-3/15)
Program Goals/ObjectivesMethods/ActivitiesIntervention StrategiesImplementationEvaluation
The Final Product (3/22-5/17)
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Steven N. Pyser (2012) Fox School of Business, Temple University
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PROCESSES
ME 404: Manufacturing Processes and Their Application, Professor Laine Mears
Material Removal
Material Transformation
Material Addition
Bulk Deform.
Casting Processes
Polymer Processes
AdhesionJoining Rapid Prototyping
Machining Processes
Integration Interpretation Quality
•QFD •GD & T •Metrology
•SPC
•Push / Pull
•Lean Mfg.
•Turning
•Milling
•Drilling
•other
•Sand casting
•Diecast
•Investment
•other
•Forging
•Rolling
•Extrusion
•Drawing
Sheet Metal
•Bending
•Stamping
•Blanking
•Punching
•Inj. Molding
•Blow molding
•Rotomold
•other
•Welding
•Brazing
•SLA
•SLS
•3D Printing
•other
DESIGN INDUSTRIAL
Time
Design for X Process Planning
MANUFACTURING
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CULTURECULTURE
Study of Culture & Psychology
Methods
Basic Dimensions of Cultural Variability
Self
Cognition Development
Identity/EthnicitySocial Systems
Research
Personality Social BehaviorAbnormal
Emotion
Sharon Shaughnessy 2006, Univ. of Toronto
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The visual system
Object Perception
Colour perception
Depth perception
Motion perception
The auditory system
Sound localization
The sixth sense:proprioception
Touch
The chemical senses:Smell and taste
Christine Burton 2006, Univ. of Toronto
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Variations in Graphic Syllabi
Shape of enclosures
ShadingShading of key enclosures, activities, assignments, etc.
Colors of enclosures and connecting lines
Type size, face, features (bold, italics)
Arrangements
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Graphic Metaphor
Type of graphic syllabus that compares topical course organization to some object.
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Cautions!
Avoid overcomplexity.Course flows in ONE direction following TIME through semester.
No recursive relationships
Structure of course topics or the learning process – not the field, a theory, a model, etc.
Don’t forget to refer to it frequently!
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