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Making Learning VisibleThrough the Scholarship of Teaching
and Learning
University of Alaska, Anchorage
March 8-9, 2007
Randy Bass and Heidi Elmendorf
Georgetown University
Comments on the Readings for Thursday November 13th Current Forum: Read23 timesWed Nov 12 2003 8:17 pm Date:Bastos, John Michael < > Author: [email protected]: Water... Subject:Not totally sure this is right, but I'll take a chance... My guess is that themicrobes "digest" the contaminants andinternally break them down into another substance. Although digest might notbe the best word, because it's not likethey eat them (they dont have mouths). But I suppose they look for a chemicalor protein and bind or absorb it, andthen break it down internally with other enzymes. The enzymes take one thingand then break it down into morespecific parts; then use some of it for food or energy to make more cells\parts -and then it probably just excreteswhatever else it doesn't need.That's my take at least.
Ventures answer whenuncertain
Good detail
Comments on the Readings for Thursday November 13th Current Forum: Read24 timesWed Nov 12 2003 8:31 pm Date:Whitehurst, Celadon Charles < > Author: [email protected]: Water... Subject:yeah, it seems like the microbes strip the pollutants of important chemicals thatchange its chemical makeup and makeit into a completely different compound all together.
confirmation
Comments on the Readings for Thursday November 13th Current Forum: Read27 timesWed Nov 12 2003 8:34 pm Date:Whitehurst, Celadon Charles < > Author: [email protected] things... Subject:It was really refreshing to hear how a microbe mutated in a way that benefittedus. The PCB resistant microbes thatactually eat the harmful pollutants are a welcome break from all of the antibioticresistant, disease-causing microbes wehave studied so far!One question i had was whether the Arabian Gulf was so rich in oil-eatingmicrobes b/c of the large amounts of oilconstantly being dumped... Did the pollution actually cause the proliferation ofthese microbes b/c they had toconstantly deal with the oil and then they were ready when Iraqi forces dumpedlarger amounts?I think the idea of producing and using the enzymes that break down thepollutants rather than using the microbes reallydoes seem much safer, but I am slightly confused as to the logistics of how theywould actually implement the plan.
Appreciation of therange of science!
Great attempt to answerown question
Comments on the Readings for Thursday November 13th Current Forum: Read22 timesWed Nov 12 2003 8:47 pm Date:Condon, Kelly C. < > Author: [email protected] cleaners Subject:The information I read in today's selections sounds really hopeful, but thearticles also bring up a few questions andpersonal reservations. It is very fortunate that the PCBs are helping to clean theHudson, but that should not take our
Link out to regulationand to peer comment
1. What do you see?
2. What do you know?
3. What don’t you know? What questions do you have?
4. If you were going to find out more, how would you start? In the library? On the Web?
5. What are you bringing from other learning experiences that helps you make sense of this artifact?
Baseline Reflection Exercise:
What do we know about the difference between novice and
expert learners?
Historical Thinking and Other Unnatural Acts by Sam Wineburg
Metacognitive CognitiveAffective
Expertise and Adaptive Expertise
• Use of Knowledge• self-defined goals • exploration• re-examination
• Awareness of knowledge• epistemological• multiple perspectives• assumptive• limited
• Qualities of Knowledge• organized• contextualized• retrievable• flexible
A Traditional View…
NOVICE MIRACLE EXPERT
product product
product
NOVICEprocesses
LEARNING EXPERTprocesses
product
With a Focus on Learning Processes
productproduct
Even with attention to active learning and developmental processes, there is a tendency to see processes as inevitably leading to a version of expert product. And students still seem to believe in the miracle…
But what does expertise look like when seen through the lens of traditional expert
product?
Expert product is missing the evidence of context and process
•Formal and tidy •Loss of complexity and uncertainty
•Focus on cognitive•Emphasis on knowledge
product
NOVICEprocesses
LEARNING EXPERTprocesses
productproduct ≠
Processes that are effective in developing expert thinking do not
necessarily lead to the ability to produce expert product.
Is our problem then a conflation of the products of expertise with the products
of a developmental process?
Instead we need to expect learning products appropriate to learning
processes
NOVICEprocesses
LEARNINGprocesses
EXPERTprocesses
productsproductsproducts
LEARNINGprocesses
LEARNINGprocesses
How can we better understand these intermediate processes?
How might we design to foster and capture them?
Using the Scholarship of Teaching and Learning to make the most of this expansion of learning
“Reflecting on one’s practice is what practice is all about.”
Lee Shulman, President, Carnegie Foundation for the Advancement of Learning
Three Cases
• Authentic questions and the criteria of excellence (Bernstein, Psychology)
• Capturing the making of conversational biologists (Elmendorf, Biology)
• Close Reading (Bass, English)
Case #1: Dan Bernstein, University of Kansas
Traditional Abstract Questions
05
10152025303540
Percent Students
<= 69 70-79 80-89 90-100
Levels of Achievement
Old questions
Dan Bernstein, Psychology, University of Kansas
Changing to ‘authentic’ questions
Old: What were the reinforcing consequences in the Welsh, Bernstein & Luthans [restaurant] study? How were the consequences identified?
New: Suppose you were asked to implement a motivational program in a business setting. It is a small production unit with 25 employees who can engage in the following activities: production planning, inventory delivery, direct production, packaging, and marketing. Based on your understanding of the study of the fast food restaurant, how would you proceed to improve the quality of the employees' work by using access to activities as a motivator. Your answer should include the assessment of the relative values of activities, the establishment of contingencies, and a simple design for evaluating the project. Finally, describe the costs and benefits of the program for the business and make a recommendation about whether or not it should be implemented.
Dan Bernstein, Psychology, University of Kansas
Comparison of achievement after exam with new ‘authentic’ questions
Dan Bernstein, Psychology, University of Kansas
The story of the seven weldsfrom Grant Wiggins
Blackboard Discussion Board
• Learners should recognize quality work– Posted generalized example problems
• Posted another variation on the question
• Each student was to write an answer
• Also expected to comment on one answer
Dan Bernstein, Psychology, University of Kansas
Learning With Full Range of Techniques
05
101520253035404550
Percent Students
<= 69 70-79 80-89 90-100
Levels of Achievement
Old questions New questions Most recent
Dan Bernstein, Psychology, University of Kansas
Documented and made public through a course portfolio
Alignment:
•Goals
•Activities & Assessments
•Student Work
Dan Bernstein, Psychology, University of Kansas
Conversational Biologists
Blackboard Discussion
Forum
In the Lab
Research Projects
In the Classroom
Case #2: Heidi Elmendorf, Georgetown University
Students’ Self-Perception:‘outside of their comfort zone’
70% self-identify as having had a poor or deficient preparation in science or as being lacking in science
ability.
“My basic thought was, yes, there are scientists and what they study is highly complicated stuff, ‘I can’t understand all those facts’.”
“I have generally felt inadequate in previous science courses, as humanities subjects have always been more ‘my thing’.”
“I have taken several science courses, and somehow managed to pass them through a combination of memorization and lots of studying, but am the first to admit that I have difficulty thoroughly understanding concepts.”
There is also something about science that is scary. Maybe this is my own personal problem, based on my experience with the subject, and my previous perceptions about science – but science is an intimidating field to me.”
Heidi Elmendorf, Biology, Georgetown University
Dichotomous Views of Science
•Inquiry•Uncertainty
•Problem-solving•Creativity•Exciting
•Promising
•Facts•Certainty
•Memorization•Rules
•Intimidating•Dangerous
Scientists: Public:
Heidi Elmendorf, Biology, Georgetown University
Mandate for Pedagogical Innovation
• Is there a role for non-scientists in science?– “It is vital that the public has a better working knowledge of the science and
technology that defines our very existence on the planet.” Rita Colwell
• Then what should they learn?– “We know full well that you will forget most of the facts that you have learned.
But what we hope you will retain is the capacity to integrate ideas and exercise thoughtful judgments across many aspects of human endeavor.” Shirley Tilghman
• How well do K-12 approaches address this need?– “Fully half the students who had not taken a course in biology did as well or
better than 40% of the students who had taken such a course."
Mullis and Jenkins, 1988
Heidi Elmendorf, Biology, Georgetown University
Layers of Course Structure:conversation and evidence
Reading &
Blackboard
Group Projects
Weekly Quizzes
Lab / Teaching
Class
Heidi Elmendorf, Biology, Georgetown University
“Structuring” the Conversation• The assignment
• Join in the conversation once a week• Roles? ‘summarizer’ ‘responder’ ‘confused one’ ‘criticizer’ ‘connector’
• I am invisible on-line• Follow-through
• Starting point for class:• Reading print outs of on-line discussion• On-line discussion integrated into class
• Worked into research papers
• Credit for participation; ungraded
Heidi Elmendorf, Biology, Georgetown University
How to Look at the Data?The Method… “Coding”
• Close reading and re-reading of Blackboard conversations
• Being selective & the mountain of evidence • Categorize comments… • Use color and notes to ‘code’• Tabulate
Heidi Elmendorf, Biology, Georgetown University
Emergent PatternsComments on the Readings for Thursday November 13th Current Forum: Read23 timesWed Nov 12 2003 8:17 pm Date:Bastos, John Michael < > Author: [email protected]: Water... Subject:Not totally sure this is right, but I'll take a chance... My guess is that themicrobes "digest" the contaminants andinternally break them down into another substance. Although digest might notbe the best word, because it's not likethey eat them (they dont have mouths). But I suppose they look for a chemicalor protein and bind or absorb it, andthen break it down internally with other enzymes. The enzymes take one thingand then break it down into morespecific parts; then use some of it for food or energy to make more cells\parts -and then it probably just excreteswhatever else it doesn't need.That's my take at least.
Ventures answer whenuncertain
Good detail
Comments on the Readings for Thursday November 13th Current Forum: Read24 timesWed Nov 12 2003 8:31 pm Date:Whitehurst, Celadon Charles < > Author: [email protected]: Water... Subject:yeah, it seems like the microbes strip the pollutants of important chemicals thatchange its chemical makeup and makeit into a completely different compound all together.
confirmation
Comments on the Readings for Thursday November 13th Current Forum: Read27 timesWed Nov 12 2003 8:34 pm Date:Whitehurst, Celadon Charles < > Author: [email protected] things... Subject:It was really refreshing to hear how a microbe mutated in a way that benefittedus. The PCB resistant microbes thatactually eat the harmful pollutants are a welcome break from all of the antibioticresistant, disease-causing microbes wehave studied so far!One question i had was whether the Arabian Gulf was so rich in oil-eatingmicrobes b/c of the large amounts of oilconstantly being dumped... Did the pollution actually cause the proliferation ofthese microbes b/c they had toconstantly deal with the oil and then they were ready when Iraqi forces dumpedlarger amounts?I think the idea of producing and using the enzymes that break down thepollutants rather than using the microbes reallydoes seem much safer, but I am slightly confused as to the logistics of how theywould actually implement the plan.
Appreciation of therange of science!
Great attempt to answerown question
Comments on the Readings for Thursday November 13th Current Forum: Read22 timesWed Nov 12 2003 8:47 pm Date:Condon, Kelly C. < > Author: [email protected] cleaners Subject:The information I read in today's selections sounds really hopeful, but thearticles also bring up a few questions andpersonal reservations. It is very fortunate that the PCBs are helping to clean theHudson, but that should not take our
Link out to regulationand to peer comment
• expressing interest/enthusiasm• asking questions• answering questions • referring to text• noting science content• referring to scientific process• bringing in outside information
(linking out) • referring to each other (building
community)• taking intellectual risks
Heidi Elmendorf, Biology, Georgetown
Patterns of on-line conversations
– Fostering community
– Venturing ideas
– Referencing science as a process
Discussion Board - Early in Term
showing interest30%
asking a question20%
focus on the scientific process
6%
science information16%
linking out 7%
building community 9%
venturing an idea/answer12%
Discussion Board - Late in Term
showing interest13%
asking a question19%
focus on the scientific process
11%
science information9%
linking out 10%
building community 13%
venturing an idea/answer25%
–Giving summaries
–Stating science Facts
–Expressing naive interest
What Attributes of Learning Can On-line Conversations Foster?
• Support initial encounters with information• Encourage slower and more responsive
conversations• Permits students to revisit and reflect on
conversations• Emphasize process over product• Build ‘safe’ intellectual communities
Questions emerge from observed tensions
Evidence makes the claim more complicated
Talks through why the theme is important
Case #3: Randy Bass, Georgetown University
-Developed Pedagogies that allowed me to gather evidence of their reading processes.
-Made conversation and thinking aloud an integral part of the course.
This led to an inquiry
Randy Bass, English, Georgetown
Using analog video and an online discussion board to transform a “close reading” exercise
Group think-aloud captured on videotape
“TranscriptionOutline”
Online paper:Close readingOf own tape
Step #1
Step #2
Step #3
Randy Bass, English, Georgetown
Breakdown of a Learning Activity
• What are the component activities that someone has to do well to be successful at this?
• _____• _____• _____• _____• _____• _____
• Where does this breakdown for students? What are the component obstacles?
• _____• _____• _____• _____• _____• _____
Randy Bass, English, Georgetown
Learning Activity: Reading a literary text to generate
interesting questions about context and complexity.
• Level One: Reading
• Level Two: Recognizing complexity
• Level Three: Generating researchable questions
Randy Bass, English, Georgetown
• Level One: Reading– Novice close reading strategies
• ______• ______
– Questioning strategies: • ______• ______
• Level Two: Recognizing complexity– Close rereading strategies:
• ______• ______
– Deferral of meaning: • ______• ______
• Level Three: Generating researchable questions about context and meaning– Strategies for Inquiry
• ______• ______
Obstacles
What does it look like when each of these breaks down?
Randy Bass, English, Georgetown
Learning Activity: Reading a literary text to generate
interesting questions about context and complexity.
• Level One: Reading– Novice close reading strategies (“schoolish”):– Questioning strategies:
• Level Two: Recognizing complexity
– Close rereading strategies: – Deferral of meaning:
• Level Three: Generating researchable questions about context and meaning
– Strategies for Inquiry
Intermediate reading/analysis strategies for opening up possibilities and deferring meaning
Randy Bass, English, Georgetown
“Oral midterms”
• 45 minute oral midterm
• Compress video and put on cd-rom
• Comments linked to time codes, asking them to rewatch and reflect.
Randy Bass, English, Georgetown
What kinds of findings has this work yielded?
• New pedagogical strategies and course designs– e.g. “Think aloud” exercise– New ways to make use of online
discussions
• New framework: – “Learning Activity Breakdown”– Basis for collaborative inquiry?
• A theory or concept about a particular way of reading. – “Protocol of Deferral”: Intermediate reading
strategies
Randy Bass, English, Georgetown
What are the three cases a case of?
All three motivated by discrepancy between course design and long-term learning values
What works?
Focuses on new activities to improve performance of summative assessments
Tracking grades over time
What’s possible?
Focuses on new ungraded course element related to process
Coding to track intellectual development in conversation
What is?
Created new course element in order to make process visible
Close reading of think alouds and related student writing
Comments on the Readings for Thursday November 13th Current Forum: Read23 timesWed Nov 12 2003 8:17 pm Date:Bastos, John Michael < > Author: [email protected]: Water... Subject:Not totally sure this is right, but I'll take a chance... My guess is that themicrobes "digest" the contaminants andinternally break them down into another substance. Although digest might notbe the best word, because it's not likethey eat them (they dont have mouths). But I suppose they look for a chemicalor protein and bind or absorb it, andthen break it down internally with other enzymes. The enzymes take one thingand then break it down into morespecific parts; then use some of it for food or energy to make more cells\parts -and then it probably just excreteswhatever else it doesn't need.That's my take at least.
Ventures answer whenuncertain
Good detail
Comments on the Readings for Thursday November 13th Current Forum: Read24 timesWed Nov 12 2003 8:31 pm Date:Whitehurst, Celadon Charles < > Author: [email protected]: Water... Subject:yeah, it seems like the microbes strip the pollutants of important chemicals thatchange its chemical makeup and makeit into a completely different compound all together.
confirmation
Comments on the Readings for Thursday November 13th Current Forum: Read27 timesWed Nov 12 2003 8:34 pm Date:Whitehurst, Celadon Charles < > Author: [email protected] things... Subject:It was really refreshing to hear how a microbe mutated in a way that benefittedus. The PCB resistant microbes thatactually eat the harmful pollutants are a welcome break from all of the antibioticresistant, disease-causing microbes wehave studied so far!One question i had was whether the Arabian Gulf was so rich in oil-eatingmicrobes b/c of the large amounts of oilconstantly being dumped... Did the pollution actually cause the proliferation ofthese microbes b/c they had toconstantly deal with the oil and then they were ready when Iraqi forces dumpedlarger amounts?I think the idea of producing and using the enzymes that break down thepollutants rather than using the microbes reallydoes seem much safer, but I am slightly confused as to the logistics of how theywould actually implement the plan.
Appreciation of therange of science!
Great attempt to answerown question
Comments on the Readings for Thursday November 13th Current Forum: Read22 timesWed Nov 12 2003 8:47 pm Date:Condon, Kelly C. < > Author: [email protected] cleaners Subject:The information I read in today's selections sounds really hopeful, but thearticles also bring up a few questions andpersonal reservations. It is very fortunate that the PCBs are helping to clean theHudson, but that should not take our
Link out to regulationand to peer comment
Exploring a range of learning products appropriate to learning
processes
NOVICEprocesses
LEARNINGprocesses
EXPERTprocesses
productsproductsproducts
LEARNINGprocesses
LEARNINGprocesses
“Thin slices” of online discussion or blog
Classroom assessment techniques
Interviews, think alouds, performance
Reflections, justifications
The Teaching Commons
“The teaching commons is a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students for personal, professional, and civic life.”
Pat Hutchings and Mary Taylor Huber,
The Advancement of Learning: Building the Teaching Commons
Exploring Social Pedagogies:Using Collaborative Inquiry in SoTL
• a set of strategies for creating educational environments in which learning occurs in the context of a community
• added emphasis on activities that ask learners to represent knowledge for others
Exploring Social Pedagogies:Using Collaborative Inquiry in SoTL
•Through the close examination of the evidence of student learning, this project :
– will create a framework for designing better education experiences
– where students develop flexible and integrative thinking– in communication-intensive contexts
•Our purpose is to:– capture the essential assignment structures of social
pedagogies– create a clear, commonsense schema – demonstrate parallels between pedagogical practices and
assessment issues
Faculty conduct sustained scholarship of teaching projects on technology and learning in the humanities.
70 Faculty
21 Campuses
Five years
A Digital Story
Digital Story from Cultural History
QuickTime™ and aAnimation decompressor
are needed to see this picture.
QuickTime™ and aAnimation decompressor
are needed to see this picture.
QuickTime™ and aAnimation decompressor
are needed to see this picture.
another response (faculty collaborator)
“I was watching the digital story, which I’d seen before, and I wrote in my notes ‘digital book report’. I mean, there isn’t anything there that you wouldn’t have learned from a couple of hours in the Civil Rights Museum in Birmingham.”
Where is the full
evidence of Charea’s learning?
From the Charea Batiste
interview
[19:41] Because I was never involved in the civil rights movement, as I said that was a long time ago for me. I feel that I don’t have… can’t in my own words describe what happened. I was never there, I didn’t experience any of those things, so my words are just from an outside point of view.
But the pictures are first hand. These are people who actually went through the pain, who went through the torture, and their stories are told through these still images.
My voice was used I guess to give life to those pictures, but the pictures itself [sic] they told the story.
And my voice, I remember listening, I would get very angry telling the story. And I think that’s what added to the images. Because the anger in my voice--although still in tune with the digital story--without being irate was enough to make the images real, relevant, so you could feel the anger that was, you know, produced from those acts of violence. [20:52]
“On the relationship of the images to her voice”
The Development of Expertise?
Knowledge Immersion
Problem recognition
Confidence
Personal connection
Sense of audience and purpose
Sense of play and control
Mix of cognition, affect, and metacognition
Defining ‘Learning by Teaching’
“Enhancing disciplinary understanding by acting as teachers of that discipline.”
“Shifting the role of the students to help them gain the perspective of teachers.”
Equating Pedagogical Content Knowledge and Adaptive Expertise
“blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” - Lee Shulman
My Challenge:
• Do students learn a subject by teaching that subject?
• Does their understanding of the subject differ when they have learned it as teachers rather than when they have learned it as students?
The Questions I Ask:
• Finding and interpreting evidence
Georgetown University
McKinley TechnologyHigh School
Instead of laboratory research, GU biology seniors develop and teach inquiry-based science
curriculum in a DC high school, study the learning of school students, and write extensive SoTL case
studies as senior theses.
Contrasting Perspectives
What Faculty Say
Simply appealing to their emotions
Missing authentic science experience
= laboratory
Learning K-12 science knowledge (content & analysis)
Activities distract from science focus
Learning about teaching = not learning about science
What Students Say
Increases awareness of relevance of science
Highly motivating
Stimulates creative thinking
Solidifies foundational knowledge
Being scientists
The Student:
“It was only after I had started researching the history of blood typing did I realize that the concept was not as clear-cut as imagined… First, I had not anticipated the depth behind the alleged simplicity of blood typing as it had been presented to me for eight years. And second, I faced a similar challenge as to how I could present this discovery to my students.”
The Faculty:
“I think that the theses are terrific. But we still fundamentally disagree about whether these students are learning any science.”
“He claims he learned about the biology of blood typing - and speaks about ‘discovering’ the information. But it is really just figure 13.4 in the Genetics textbook. He took that course with me and earned an A in it. He had already learned this material.”
Les
son
Pla
ns
Tea
chin
g M
ater
ials
Cas
e S
tud
ies
Ref
lect
ion
s &
Th
eses
Su
rvey
s &
Inte
rvie
ws
“Fly
on
th
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all”
Vid
eo
“Integration of
knowledge”
“The basic process of learning is universal across all disciplines; it is the intricacies specific to a subject that make it unique. Generally, educational experiences are focused on teaching learners these specifics before establishing a strong appreciation of learning, particularly a comprehension for why concepts are taught the way they are. Having approached learning as a teacher, I have asked and answered the why question for myself, enriching my teaching ability, my learning of science, and of every other discipline.”
“Ability to translate
knowledge”
“There is a distinct difference between being able to understand a foreign language, or a collegiate biology course, and having the deeper level of understanding necessary to act as a translator -- to know what has to be said and in what order, what should be emphasized, and what can be eliminated without affecting the meaning.”
“Flexible knowledge”
“We both knew that the college level version of the answer was that chemical messengers are responsible, but we realized that we didn’t understand their operation well enough to break it down in sixth grade terms…. I have discovered that in order to explain a concept to my students, I first have to have a complete understanding of its more complicated aspects so that I can identify what is most important, and then I have to be able to break the concept down and explain it clearly and concisely.”
Do Bacteria talk?
“Awareness of knowledge”
“When I was listening to some of these students talk at the Science Fair about how they really didn’t have any idea why they did the experiment they chose, all I could think was ‘that was me in Organic Chemistry. My whole philosophy in Organic Chemistry was ‘follow directions, don’t blow anything up, get out of there alive.’ I never had any idea why I did any experiment in Organic Chemistry.”
“Using the scientific method and reflecting about it as I try to teach it has made me once again see science as a process. I have found that the idea of science as a process of continual learning has implanted itself not only in my science learning, but also in other aspects of my life both academic and non-academic.”
Social Pedagogies
• Strong sense of purpose• Students develop a sense of voice
– A concrete product or authentic task, – the creation of a sense of community or
audience, – and a process that gives students critical
feedback from sources other than faculty.
Social Pedagogies & Expertise
Flexibility: Flexibility with their knowledge; apply knowledge to novel situations, take intellectual risks, manage uncertainty
Translation: Practice communication that involves translating knowledge into forms that are comprehensible and accessible to others. Acts of distillation and structuring.
Integration: Practice evaluating and assimilating diverse ideas shaped by their understanding of the social learning situation; pattern recognition.
Awareness: Develop self-awareness of their own knowledge and assumptions; confront the thinness of their learning.
Instead we need to expect learning products appropriate to learning
processes
NOVICEprocesses
LEARNINGprocesses
EXPERTprocesses
productsproductsproducts
LEARNINGprocesses
LEARNINGprocesses
Flexibility
Translation
Integration
Awareness
This slide intentionally left blank
In Memory of James Slevin, 1945-2006English, Georgetown University
The Right to Literacy, with Andrea Lunsford (MLA, 1990).
Introducing English: Essays in the Intellectual Work of Composition (Pittsburgh, 2001).
Key References
• Visible Knowledge Project, online gallerieshttp://crossroads.georgetown.edu/vkp/
• Course Portfolio repository (Dan Bernstein’s portfolio)http://www.courseportfolio.org
• Knowledge media Lab, Carnegie Foundation for the Advancement of Teachinghttp://kml.carnegiefoundation.org/
• Charea Batiste, CSUMB ‘04; Cecilia O’Leary, history, CSUMB• Students in the Biology Teaching Thesis, GU• James Slevin, Francis March Award Address, available at:
http://english.georgetown.edu