Updated core engl curriculum
-
Upload
dominicsaucedo -
Category
Education
-
view
376 -
download
1
description
Transcript of Updated core engl curriculum
UPDATED CORE ENGL
CURRICULUMAugust, 2011
presented by Irene Faass, Dominic Saucedo, Michael Seward
HISTORY 0900 Revision
21st Century Committee, 2009-10 & 2010-11
Division retreats, 2009 & 2010
Summer work, 2011
CHALLENGES Alignment
Consistency
Currency of pedagogies
Technology
Intentionality
STRENGTHS 0900 Model:
Process orientation Common assignments Common outcomes Clear assessment Wiki pilot
In-house expertise Commitment
To students To effective pedagogies To currency To social justice
VISIONA curriculum that . . . Is research-based and reflects current
best practices Is aligned internally and with other PDDs Involves integrated learning Meets current student needs Values multiple modes, technologies and
literacies Reflects a commitment to social justice Is supported by the institution
EXTRA GOODY
We finally get INFS 1000 as a pre-/co-req for 1111!!!!
YOUR CHOICE Find reasons to say “No!”
OR
Find reasons to say “Yes!”
WHAT’S THE BUZZ? “Literacies are not static . . . Workplaces
and literacy demands are changing around us.” (Selfe and Selfe 83)
We want to develop a writer who is “a member of a collaborative group with a common project linked to the world at large and delivered in multiple genres and media.” (Yancey 310)
“[T]he screen has become ubiquitous . . . [it] is the language of the vernacular.” (Yancey 305, paraphrasing Elizabeth Daley)
WHAT’S THE BUZZ? “[W]e must relinquish some of our text-
based authority." (Bickmore and Christiansen 239)
“[M]ulitliteracies [pedagogy] aims to move literacy education forward from antiquated pedagogies of an exclusively formal, standard, monomodal and national language to those that are inclusive of informal, open-ended, multimodal forms of communication, which cross national boundaries and support productive diversity.” (Mills 105)
ALIGNMENT FYST
CRAs—integrated assignment: literacy narrative
Wikis E-folio
Computer Literacy
CMST MnTC 1 Working Group Aligned outcomes
ALIGNMENT INFS
Pre-/co-req Wikis Aligned outcomes Possible paired courses Possible integrated assignments
CTE Awards identified: which courses required? Survey about needs Possible loss of 1111s? Continued conversations
OUTCOMES--JIGSAW Round 1:
In groups, select three items from your outcome area that instructors may find interesting, challenging or controversial. Explain why. 10 minutes total
Round 2: In new groups, present the findings from
your Group 1. (Note, you will be the only one in your group with a copy of your outcome.) 3 minutes per presenter
IMPLICATIONS: 0900 Title: “Fundamentals of Composition”
Technology: Wikis REQUIRED
Alignment: FYST and CRAs
Curriculum: Writing Center Lecture/Lab Credits?
Assessment: No likely changes to portfolio Track performance of students by placement
score
IMPLICATIONS: 1110 Title: “College Composition” Technology:
Computer Literacy as placement requirement Wikis REQUIRED Multimodal texts
Alignment: Terminal (some CTE students) AND transitional CMST/MnTC 1 Late start sections (for 0900 “movers”)/
Accelerated Assignments:
Rhetorical analysis Workplace applications Multimodal Three sources (incl. multimodal) and citations Reflection Social issue, multiple perspectives, role of diversity
Assessment: Digital portfolio Possible other instructor review?
IMPLICATIONS: 1111 Title: “Research and Composition for
Change” Technology:
Wikis REQUIRED Multimodal texts
Alignment: INFS CMST/MnTC 1
Assignments: Multimodal Six sources (incl. multimodal and diverse authors) Collaboration Reflection Social issue, multiple perspectives, role of
diversity Solution communicated to diverse audiences
Assessment: Digital, public product for specific audiences Possible other instructor review?
NEEDS: INSTITUTIONAL
SUPPORT Professional development
Technology: using, teaching with and teaching for
Collaborative/Cooperative learningAssignment design and assessmentBest practices and models
TechnologyStudent computer access: laptops/
labsSoftware, programs, etc.Ongoing support and training for
students and instructors
NEEDS: DIVISION SUPPORT
Funds for technology: cameras, microphones, etc.
Overcoming resistance (expand comfort zone and envision the students you want): Multimodal:
Does such composition address social justice, e. g., digital divide?
What? Me, teach on a wiki, teach videos? What’s “twitter”?
Can non-alphabetic texts really be rigorous? Social justice:
Is it my responsibility to teach this in composition? Why group work—students always complain?
Collaboration
NEXT STEPS: FALL Survey CTE faculty
Complete 1110 outcomes
Help CTE faculty select course(s) for awards
Work with CMST (MnTC 1 Working Group)
Work with FYST
Work with INFS
Communicate with AC and Computer Literacy Committee
NEXT STEPS: SPRING
Complete AC forms and propose new courses
Implement pilot alignment of FYST and 0900 in CRAs
Continue volunteer wikis in 0900
Begin professional development
Work with Linnea and IT on institutional support and technology needs
Begin conversations with READ and ESOL
NEXT STEPS: FALL 2012 AND BEYOND
2012-13: Continue volunteer wikis in 0900
Continue professional development
Work with Linnea and IT on institutional support and technology needs
Continue working with pertinent PDDs
Fall 2013: Implement new curriculum Maintain professional development and
conversations across the campus
Composition courses at Minneapolis Community and Technical College are developed collaboratively among faculty members and rooted in best practices of teaching and learning, with specific emphasis on multimodal literacy, critical literacy, and composing for social change. Instructors envision writers as "members of a collaborative group with a common project linked to the world at large and delivered in multiple genres and media" (Yancey, 2004). Courses prepare students for the written, oral, visual, and electronic composition demands of the workplace, academia, and citizenship. Students are encouraged to engage challenging questions and to reflect an effective process of informing themselves and others as community members with a responsibility to take action.
ONE QUESTION:
New curriculum?
□ Yes, count me in!□ Yes, but I’m not doing anything . . .
□ Looks good, but I’m scared.□ I’m confused.□ No, it’s too much work.□ No, but keep the summer money.