12/3 – Penultimate Session

AGENDA:

• Durst Day wrap-up with special guest Linda Mercer Learman
• Project Six lesson plan & rubric presentations
• Teaching Portfolio overview
• Ordering Course Texts

THE TEACHING PORTFOLIO:

• Components: Statement of Teaching of Philosophy (required), “teaching vita,” quantitative and qualitative student evaluations (see here for strategies)

DELIVERABLES:

• Teaching Portfolios, links to keyword entries, and observation reports are all due via e-mail before midnight, Friday December 12

11/12 – The Cultural Analysis Assignment

HOUSEKEEPING:

• Durst Day (reminder)
• Upcoming events (wiki workshop, diss defense)
• Observation Reports (reminder)
• Wiki Entries (reminder)
• Teaching Portfolio Review (priming – coming up in two weeks)
• Jeopardy! style ppt pedagogical tool (available on Blackboard)

AGENDA:

• Review practitioner-submitted grading rubrics for Projects 2 (Clay), 3 (Sara), and 4 (Marie)
• Review of practitioner-submitted Evaluation lesson plans (Conor & Mike)
• Review of practitioner-submitted Proposal lesson plans (Jane, Elizabeth, Chinmayi)
• Review of Project Five lesson plans on model wiki

LESSON PLAN OVERVIEW:

• April 9 – Introduction to Project Five and Writing about Places
• April 14 – Writing about Events
• April 16 & 21 – Writing about Practices
• April 23 – Final Rough Draft Workshop and SRTE Administration

DELIVERABLES:

• Kim: Grading Rubric for Project Six (Cultural Analysis)
• Cherisse: Sample Lesson Plan for Project Six’s “Writing About Places” assignment (using Detroit Arcadia)
• Brad & Laurie: Sample Lesson Plans for Project Six (any theme)

11/05 – POWER-Grading

HOUSEKEEPING:

• Reminder (again) about observation assignments
• Department website photos

AGENDA:

• Discussion of Effective Grading
• Grading questions answered
• Blindingly multivalent, life-changing POWER-Grading System introduced
• Review of Project Four lesson plans on model wiki (March 10 – April 7)

LESSON PLAN OVERVIEW:

• March 12 – Introduction to Project Four (the Evaluation/Proposal)/Second Debate Thunderdome
• March 24 – Second session on evaluation (lesson plans to be submitted by seminarians)
• March 26 & 31 – Session on proposal arguments (lesson plans to be submitted by seminarians)
• April 2 – Third and final debate thunderdome on proposal arguments
• April 7 – Rough Draft Workshop for Project Four

DELIVERABLES:

• Clay, Sara, Marie: Compose grading rubrics for Projects Two (Clay), Three (Sara), and Four (Marie)
• Conor, Mike: Evaluation Lesson Plans (full-cloth: should correspond to April 24 on schedule)
• Jane, Elizabeth, Chinmayi: Proposal Lesson Plans (full-cloth: should correspond to April 26 or 31 on schedule)

10/29 – Classroom Politics, Pedagogical Bias

HOUSEKEEPING:

• Reminder: observation assignments
• Review of EYEW2KAT1020BWATA

AGENDA:

• Discussion of What’s Liberal about the Liberal Arts?
• Photo sessions

• Review of Definition lesson plan assignments

DELIVERABLES:

• Post your responses to WLATLA? w/in 48 hours of the end of our class session
• Read and write your responses to Walvoord’s Effective Grading
• Don’t forget to vote
  

10/22 – The Definition Assignment/Everything You Wanted to Know About Teaching 1020 But Were Afraid to Ask

HOUSEKEEPING: OBSERVATION ASSIGNMENTS ARE GO!

• 1020 Schedules
• Wendy Duprey: Cherrisse; Laurie
• Laura Estill: Elizabeth; Kimberley
• Jared Grogan: Brad; Marie
• Caroline Maun: Conor; Clay
• Andie Silva: Sarah, Michael
• Jule Wallis: Chinmanyi; Asher

AGENDA:

• Review of Model Wiki lesson plans
• New and improved lesson assignments: this time it’s personal
• EYW2KAT1020BW2A

LESSON PLAN OVERVIEW:

• February 10 – Rhetorical Analysis: Graphic Novels, Shooting War
• February 12 & 17 – Rhetorical Analysis: Film, Diary of the Dead
• February 19 - Second Rough Draft Workshop
• February 24 – Introduction to Project 3: Defining (Virtual) (Child) Pornography
• February 26 – Project 3: Library Research Tutorial
• March 3- Project 3: Defining (Gay) Marriage, or, you tell me…
• March 5 – Project 3: Public Debate Thunderdome!!!
• March 10 – Rough Draft Workshop for Project 3

DELIVERABLES:

• Everyone: Read Berube’s What’s Liberal about the Liberal Arts?
• Clay, Conor, Jane, Laurie, Marie, Mike, Sarah: Responses to the above
• Brad, Kimberly: Design your own lesson plan (readings and itinerary) for the March 3/Project Three session
• Cherisse, Chinmayi, Elisabeth: Create a lesson plan for March 3 using the current assigned readings and the provided student responses

• Also: next week is picture day!

10/15 – History of Composition/*DOD* Lesson Plans

HOUSEKEEPING:

• Preparing for “EYEWTKAT1020BWATA” (the line-up: Wendy Duprey, Jared Grogan, Mike McGinnis, Andie Silva, and Jule Wallis)
• Keyword assignment reminder (terms have been claimed)
• Observation assignment reminder (assignments coming soon…)

AGENDA:

• Review of  Composition in the University
• Review of Diary of the Dead lesson plans

DELIVERABLES:

• Post your Crowley responses w/in 48 hours
• Questions for Cohort 1 (otherwise, take it easy my friends)

10/8 – Teaching Graphic Novels/*DoD* Screening

HOUSEKEEPING:

• Volunteers for Diary of the Dead lesson plans
• Preparing for “EYEWTKAT1020BWATA”
• Keyword assignment reminder

AGENDA:

• Review of “Approved Texts” recommendations
• Viewing of Diary of the Dead

DELIVERABLES:

• Everyone: Read Crowley’s Composition in the University
• Laurie, Marie, Michael, & Sarah: lesson plans for teaching *DoD*
• And All the Rest: response to C in the U

10/1 – Rhetoric

HOUSEKEEPING

• Slight change in our itinerary for the next two weeks (see Schedule page)
• Ditto: Durst visit (weeks 10-12)

AGENDA

• Review Emmel, Fulkerson, Hawhee, & Walker readings
• Review of Jan 22 – Feb 5 on ModelWiki

LESSON PLAN OVERVIEW

• Jan 27 – Workshopping of rough draft intro paragraphs of Project One
• Jan 29 – First rough draft workshop
• Feb 03 – Introduction of Project Two (the Rhetorical Analysis)
• Feb 04 – Practicing Project Two strategies via Fame Junkies

DELIVERABLES

• Conor, Clay, & Jane: Mock wiki lesson plans for teaching Shooting War
• And all the rest: propose five additional items to the approved texts page for Project Two on the ModelWiki

9/24 – The Teaching Thing (part two)

AGENDA

• Review of Graff
• Review of Second Week of Syllabus

DELIVERABLES

• Be sure to post your second response (as a comment to this post) in the next 48 hours
• Read (and write your response to) the essays by Emmel, Fulkerson, Hawhee, and Walker (all available on blackBoard)

9/17 – The Teaching Thing

AGENDA:

• Review of Bain
• My Response to your Responses
• Overview of Course Design Objectives
• Review of First Week of Syllabus (Jan 13 and Jan 15)

YOUR RESPONSES

• Nuts & Bolts: Policies, Grading, Text Selection
• Identity Crisis: Conveying Authority in the Classroom
• Time-Management, Time-Management, and Avoiding Redudancy
• What We Talk About When We Talk About Class Discussion: Effective Q & A and Dialogue Techniques
• But I Already Paid for this Class: Addressing Student Expectations (rubrics, rough drafts, and the MOE system)
• Teaching to Earn: Teaching Experience and Job Market Value

COURSE DESIGN OBJECTIVES (STANDARD SYLLABUS):

• Focus curricula around a rhetorical model (contra expressivist, literary, critical/cultural, current-traditional)
• Focus curricula on a scholarly skill set (synthesis/response, argument/arrangement, research/critical thinking)
• Leverage interactive digital technologies (for them: interest, familiarity, sustainability; for you: efficiency, invention, marketability)

PRODUCTIVE CONSTRAINTS (First-Term Requirements)

• Key texts (texts for purchase)
• Major assignments (projects 1-5)
• Daily objectives (listed at top of model wiki pages)
• Wiki usage

DANGEROUS FREEDOMS (First-Term Flexibility)

• Texts not for purchase (online readings, etc.)
• Responses and short writings
• Methods for achieving daily objectives
• Design and aesthetics of the wiki

LESSON PLAN OVERVIEW

• Jan 13 – First day of class: review of syllabus, wiki orientation, writing sample collection
• Jan 15 – First day on the “rhetorical toolbox”: enthymemes, the rhetorical triangle, aesthetic appeals, and stasis arguments

DELIVERABLES

• Be sure to post your first response (as a comment to this post) in the next 48 hours
• Read (and write your response to) Graff’s Clueless in Academe before our next meeting
• If you have not done so already, review chapters 1-4 & 6 in Good Reasons and the introduction and first chapter of They Say/I Say