Socializing Students into Your Discipline

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Information about Socializing Students into Your Discipline

Published on February 8, 2008

Author: clongstr



Slides from Shaun Longstreet's presentation for the Teaching Learning and Technology Center at UC Irvine.

Socializing Students into Your Discipline Dr Shaun Longstreet Teaching Learning & Technology Center Friday, February 8, 2008 1

Agenda Introductions & socialization as a pedagogical tool Case Study: destabilizing and coaching - how to engage a spectrum of points of view Decode your discipline Syllabus as a foundation for modeling Friday, February 8, 2008 2

What does it mean to socialize our students? Write on your handout & Share with a partner Friday, February 8, 2008 3

Let’s Discuss Friday, February 8, 2008 4

Case Study: Religious Studies @ Texas A&M Friday, February 8, 2008 5

Student Body Predominantly Christian (Southern Baptist, non-denominational evangelical) 72% White, 11 % Latina/o, 3% African-American, 4% Asian, 8% International. Students self-identify politically as conser vative or very conser vative Friday, February 8, 2008 6

Student Body 20% are Engineering majors, 20% are Agriculture and Veterinary majors and 14% are Liberal Arts majors. 86% of the students come from TX, 75% come from Dallas and Houston Friday, February 8, 2008 7

So what? Friday, February 8, 2008 8

Religious Studies Introduction to Religions and Philosophies of South and East Asia Introduction to Western Religious Traditions The Hebrew Scriptures Friday, February 8, 2008 9

Decoding the Discipline Clearly identify class space as academic Learning outcome was that students should be aware of the rhetoric of Religious Studies What distinguishes the discipline? Friday, February 8, 2008 10

Socialization Identified a broad range of approaches to the subject matter bet ween the devotional and the academic or the ‘insider’ vs ‘outsider’ perspectives. Then we identified different tactics taken by the t wo poles of the spectrum. Friday, February 8, 2008 11

Socializing Students Students were encouraged to identify themselves on the spectrum and recognize that others can and would be at different points. We highlighted contexts for different points on the spectrum. Friday, February 8, 2008 12

Western Religions Hebrew Scriptures Asian Religions 5.00 4.60 4.56 4.62 4.71 4.52 4.55 4.56 4.52 4.30 3.75 2.50 1.25 0 2002-03 2004 2005 2006-07 Friday, February 8, 2008 13

and now.... Explaining Why Friday, February 8, 2008 14

Every discipline has a “rhetoric” Each discipline aims to study a particular data set Every field has a particular approach to data It is important to highlight this to the students Friday, February 8, 2008 15

Importance of explaining what we do Students need to know relevance and purpose If students are better socialized, classroom management is easier discussions can be more meaningful Friday, February 8, 2008 16

Another Activity Friday, February 8, 2008 17

Identify a ‘polarity’ in a subject that you teach How might you ‘s ocialize’ your course by identifying a framework? (content or process) Where can you introduce a spectrum and/or point of instability? How might you facilitate students’ acclimation to the discipline? Friday, February 8, 2008 18

Framing what we do & promoting civility in the classroom while we are at it... Friday, February 8, 2008 19

Syllabus as a socialization tool Clear, explicit syllabus is your front line for socializing students Course outcomes are defined Expectations are identified Begin the modeling process Friday, February 8, 2008 20

Setting guidelines: Classwork What is appropriate? Why? Context of classroom activities? How is classwork going to model discipline-specific activities (e.g. professionalism, procedures, interactions) What about beyond the classroom? Friday, February 8, 2008 21

Setting guidelines: Discussions What is appropriate? Why? What is the purpose of the discussion(s)? Context of the discussion? Friday, February 8, 2008 22

Setting Guidelines: Discussion Stress the third person Raise awareness of pronouns (us, we, you, them) Friday, February 8, 2008 23

Setting Guidelines: Homework What is the purpose of homework? How will it help the student both in the course and beyond the course? Provide a rubric for grading Tie homework to professionalism Friday, February 8, 2008 24

Another Activity Friday, February 8, 2008 25

Syllabus & Behavior Identify 3 behaviors that could/should be explained in your next syllabus. This can address classwork, discussions and/or homework. Friday, February 8, 2008 26

Questions? Thank you! Friday, February 8, 2008 27

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