Topics and course materials
This is an evolving and emerging list. Please check back often. Tweet suggestions to #gedivt
General Reminders about posting:
You need to post at least 5 times during the semester. There are nine posting opportunities during the semester. You are welcome to post more often, of course. The prompt for the week will be on the GEDI Central section of the front page of our website.
Posts are due by midnight Sunday. Posts submitted on time will be available in the “weekly posts” section of the front page Monday morning.
General Reminders about commenting:
You need to comment on at least three posts for all nine posting opportunities. That means a minimum of 27 comments over the term.
Commenting =’s Caring: You will want respond to people who comment on your work. Most people find this activity rewarding, and you will notice that you get more feedback when you engage with the comments on your work. You should still comment on at least three posts (written by other people).
You need to read and comment on posts even on the weeks you don’t post yourself.
Comments are due before class begins on Wednesday.
TLDNR: Post at least five times. Everyone must post for the first week and for Week 10 (Critical Pedagogy).
Every week there is a posting opportunity, you need to read and comment on at least three posts. (9×3=27 comments)
You should always respond to comments on your posts.
Week 1 (8/22): Learning Community Welcome
*Fri. (8/24): Set-up Blog and Post URL here by 5pm
Week 2 (8/29): Networked Learning (post — everyone)
- Gardner Campbell, “Networked Learning as Experiential Learning” (2016)
- Doug Belshaw “Working Openly On the Web” (2014)
- Tim Hitchcock “Twitter and Blogs are Not Just Add-ons To Academic Research” (2014)
- Seth Godin and Tom Peters on Blogging (2009)
- watch it again: TEDxKC – Michael Wesch – What Baby George Taught Me About Learning (2016)
Week 3 (9/5): Engaging the Imaginations of Digital Learners (post)
- Douglas Thomas and John Seely Brown, A New Culture of Learning (2011), pp. 17-38 (“Arc of Life Learning” and “A Tale of Two Cultures”)
- Robert Talbert, “Four Things Lecture is Good For“
- Mark C. Carnes, “Setting Students’ Minds on Fire“
- James Paul Gee, What Video Games Have to Teach US (Canvas)
- New Learners of the 21st Century
- Laptops And Phones In The Classroom: Yea, Nay Or A Third Way?
Week 4 (9/12) Anti-Teaching / Mindful Learning (post)
Guest Speaker: Dr. Emily Satterwhite, Associate Professor of Appalachian Studies, Department of Religion and Culture
- Douglas Thomas and John Seely Brown, A New Culture of Learning (2011), pp. 39-49 (“Embracing Change”)
- Ellen Langer, Mindful Learning (Canvas)
- more on Mindful Learning by Ellen Langer (Requires VT Library login)
- Ken Robinson – How to Escape Education’s Death Valley
Week 5 (9/19) Assessment (post)
- Alfie Kohn, “The Case Against Grades”
- Eric Liu and Scott Noppe-Brandon, Imagination First, (intro, ch. 1; Canvas)
- Elbow, P. (1993). Ranking, Evaluating, and Liking: Sorting out Three Forms of Judgment. College English, 55(2), 187–206. (VT Log-in required)
- Riley, D. M. (2014). What’s Wrong with Evidence? Epistemological Roots and Pedagogical Implications of “Evidence-based Practice” in STEM Education (p. 24.1373.1-24.1373.9). Presented at the 2014 ASEE Annual Conference.
- Marilyn M. Lombardi, “Making the Grade: The Role of Assessment in Authentic Learning”
- Dan Pink, RSA Animate. Drive – The Surprising Truth About What Motivates Us (11 minutes)
- Dan Pink, The Puzzle of Motivation (TED Talk, 18′ 30″)
Week 6 (9/26) Discovering your Authentic Teaching Self (post)
- Sarah Deel, “Finding My Teaching Voice” (pdf here)
- Seymour Papert, “Yearners and Schoolers,” from The Children’s Machine (Chapter 1)
- Shelli Fowler, “The Authentic Teaching Self and Communication Skills“
Week 7 (10/3) Designing a Learner-Centered Syllabus
Due: Syllabus Draft
- Steven Tepper and George D. Kuh, “Let’s Get Serious About Cultivating Creativity” (requires VT library log-in)
- Gardner Campbell, “Curiosity as a Learning Outcome“
- Paul Silvia, “Knowledge Emotions: Feelings that Foster Learning, Exploring and Reflecting“
- Joan Middendorf and Alan Kalish, “The ‘Change-up’ in Lectures” also here.
- Supplemental Materials for Syllabus Design
Week 8 (10/10) Inclusive Pedagogy (post)
- *Shankar Vendantam, The Hidden Brain*
- *Katherine W. Phillips, “How Diversity Makes us Smarter” (2014 – updated 2017); Also here.
- *Dismantling Racism in Education (Heinemann podcast – 25 mins)
- *Inclusive Pedagogy and Difficult Discussions (Georgetown)
- Mahzarin Benaji, “The Mind is a Difference-Seeking Machine (On Being podcast – 50 minutes)
- *Implicit Bias test
- Brian Arao and Kristi Clemens, “From Safe Places to Brave Spaces” (Canvas)
- Claude Steele, “Identity and Intellectual Performance” (Canvas)
- Claude Steele, “Reducing Stereotype Threat” (Canvas)
- Additional optional / supplemental resources also on Canvas
Materials and references from previous GEDI courses here.
Week 9 (10/17) Diversity Statements Workshop
Due: Diversity Statement Drafts
- How to write an effective diversity statement as a job candidate (opinion) | Inside Higher Ed. (2018, January 25).
- How graduate students can demonstrate a commitment to diversity in job interviews (essay) | Inside Higher Ed. (2017, August 21).
- “How to Write an Effective Diversity Statement (Essay) | Inside Higher Ed.” (2016, June 10).
- Guidelines for Applicants Writing Statements | Office for Faculty Equity & Welfare. (n.d.). Retrieved August 26, 2017
- University of Notre Dame, “Diversity Statement // Graduate Career Services // University of Notre Dame,” Graduate Career Services, accessed November 15, 2017.
- Diversity Statement Workshop Guide University of Chicago
- Diversity Statement Guidelines from Christian Matheis
Week 10 (10/24) Critical Pedagogy (Jigsaw session: post-during class)
- Shelli Fowler, “Paulo Freire and Critical Pedagogy” (Canvas) (everyone)
- bell hooks, Teaching Critical Thinking – Intro (Canvas) (everyone)
Jigsaw Pieces — only read the selection that corresponds to your number in the group:
- Joe L. Kinchloe, “Paulo Freire (1921-1997)” in The Critical Pedagogy Primer (2004), pp. 69-75 (Requires VT Library Log-in. Navigate to correct pages in the ebook)
- Joe L. Kinchloe, “Moving to Critical Complexity,” in The Critical Pedagogy Primer (2004), pp. 108-110 (Requires VT Library Log-in. Navigate to correct pages in the ebook)
- Paulo Freire, “The Banking Concept of Education,” Pedagogy of the Oppressed, Ch. 2, pp. 71-86
- Paulo Freire, Pedagogy of Freedom, Ch. 2, pp. 29-37 Missing pp. 33-34. But complete excerpt is here. Start on p. 9 and read these sections: There is no Teaching without Learning, Methodological Rigor, Research, Respect for What Students Know
- hooks, Critical Thinking (canvas)
- hooks, Democratic Education (canvas)
- hooks, Engaged Pedagogy (canvas)
Optional: Paulo Freire, Short Video on Curiosity
Week 11 (10/31) Formulating Your Teaching Philosophy
Due: Teaching Philosophy Draft
- Gabriela Montell, “How to Write a Statement of Teaching Philosophy“
- The Professor is In, “The Dreaded Teaching Statement: Eight Pitfalls“
- Tutorial on Writing a Teaching Philosophy (University of Minnesota)
- Supplemental / Optional:
- Writing a Teaching Philosophy Statement (Iowa State CELT)
- Faculty Focus: Philosophy of Teaching Statements (Magna Publications)
Week 12 (11/7) Attention and Multi-Tasking (post)
- Clive Thompson, Smarter Than You Think, 2013 (Canvas)
- Leave Your Laptops at the Door to My Classroom (2017)
- Salzberg, S. (2016, March 4). Three Simple Ways to Pay Attention.
- Jason Farmon: The Myth of the Disconnected Life (2012)
- Nicholas Carr; Is Google Making Us Stupid? and the comments (briefly)(2008)
- Taylor, J. (2011, March 30). Technology: Myth of Multitasking.
Week 13 (11/14)Problem-Based Learning
Guest Speaker: Dr. Homero Murzi, Assistant Professor, Engineering Education
Module developed with Alex Noble and Greg Purdy
Due: PBL Case-Study Draft
- *Maura Singleton, “Adjusting the Prescription. The School of Medicine Overhauls its century-old educational Approach” (2011)
- *What is PBL?
- *Why PBL?
- *Dan Tries Problem-Based Learning: A Case Study (also on Canvas)
- Merlot: Problem-Based Learning (Pedagogy Portal).
- SUNY Buffalo Case Study site (science)
- Vanderbilt Case Studies Site (Center for Teaching)
- PBL Course Addressing “Fractious Problems” in Science and Technology
- Solving Real-World Issues Through Problem-Based Learning
- PBL Meets WWII: A History Lesson to Remember
- Tiwari, Lai, So and Yuen, “A Comparison of the Effects of problem-based learning and lecturing on the development of students’ critical thinking,” Medical Education 2006: 40: 547-554 DOI: 10.1111/j.1365-2929.2006.02481.x (VT Library Log-in Required)
Week 14 (11/28) Teaching for the 21st Century — Connecting the Dots (post)
- Parker Palmer, A New Professional: The Aims of Education Revisited (Jstor – Library log-in required)
- Dan Edelstein, How is Innovation Taught? On the Humanities and the Knowledge Economy
- Seth Godin, Stop Stealing Dreams (pdf and TEDxYouth@BFS) / What is School For? (TedxYouth@BFS)
- Sonia Henry, When do Medical Students Lose Their Empathy?
- Atul Gawande, Personal Best
- American Association of Colleges and Universities, It Takes More Than A Major:Employer Priorities for College Learning and Student Success (2013)
Friday 11/30 Due: Dear Dr. Nelson Letter (Self-Assessment)
Week 15 (12/5): Wrap up!
Due: Final Portfolio