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Collegium Organization

pdfTeagle syllabus - for faculty (2010-2011)

Collegium overview
How can the research orientation of university faculty members and graduate students inform and advance their own teaching practices and enhance their students’ learning? How can recent developments in the learning sciences in conjunction with informed classroom observations help prepare future college teachers? The Collegium model brings together faculty and graduate students from four departments, representing different knowledge domains and diverse teaching traditions in order to ask questions, generate new teaching practices, and share emerging information on contextualized ways to foster high quality student learning. The departmental teams composed of 4-5 graduate students and one faculty mentor, work within their disciplinary contexts and also share across departmental lines with their colleagues in 12 meetings of the full Collegium.  

Learning objectives
Graduate-student fellows of the Collegium:

  • read essential literature on learning,
  • design and implement new teaching practices in their classrooms,
  • assess student learning in response to those innovations, and
  • share their results and plans for the future with the full Collegium as well as formally in other public venues, including conference presentations and web publications.  

Topics and Readings
Construction of learning environments,  Lesson planning, Motivation

Barab, S. A. & J.A. Plucker. 2002. Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165-182.  

Bransford, J.D., A.L. Brown, and R.R. Cocking (Eds.).  1999.  How People Learn: Brain, Mind, Experience, and School.  Washington, DC: National Academy Press.

Signature pedagogies

Gurung, R.A.R., N.L. Chick, and A. Haynie (Eds.).  2008.  Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind.  Sterling, VA: Stylus.

Learning assessment

Angelo, T.A. and K.P. Cross.  1993.  Classroom Assessment Techniques: A Handbook for College Teachers.  San Francisco: Jossey-Bass.

Wiggins, G.  1998.  Educative Assessment: Designing Assessments to Inform and Improve Student Performance.  San Francisco: Jossey-Bass.

Activities and assignments

  • Readings with written reflections and discussions
  • Concept map of disciplinary concepts and research methodologies
  • Classroom observation (intra- and inter-disciplinary) with written reflection
  • Lesson plan with identified learning goals and related learning assessments,
  • Teaching intervention project with course portfolio