UBC Wiki - User contributions [en]

Documentation:Create a UBC Mix Profile/Lydia Jones

2012-01-25T08:49:22Z

LydiaJones:

{{UBC Mix Profiles
|affiliations=

*Free University of Berlin (formerly at UBC)

|job titles=

*Instructor of medieval German literature and language

|contact information=

*lydia.jones@fu-berlin.de

|ideas=

*Long distance collaborations (Vancouver - Berlin). Topic/format is open!

|links=

}}

[[Category:UBC Mix Profiles]]

Sandbox:Probleme bei der Edition mittelhochdeutscher Texte

2011-10-14T11:29:43Z

LydiaJones:

=Sitzung 1: Edition und Interpretation am Beispiel Reimar der Altes ''ein wiser man''=

Handschriften:

'''b'''

http://digital.wlb-stuttgart.de/purl/bsz319421317

'''C'''

Cod. Pal. germ. 848

Große Heidelberger Liederhandschrift (Codex Manesse)

Zürich, ca. 1300 bis ca. 1340

[http://digi.ub.uni-heidelberg.de/diglit/cpg848/0191 98r: Herr Reinmar der Alte]

* ''Die grosse Heidelberger Liederhandschrift. In getreuem Textabdruck'' hg. von v. Fridrich Pfaff, Heidelberg 1909, Sp. 330-334.

=Hilfsquellen=

Sandbox:Probleme bei der Edition mittelhochdeutscher Texte

2011-10-14T11:26:13Z

LydiaJones:

Sandbox:Probleme bei der Edition mittelhochdeutscher Texte

2011-10-14T11:19:38Z

LydiaJones:

Handschriften:

'''C'''

Cod. Pal. germ. 848

Große Heidelberger Liederhandschrift (Codex Manesse)

Zürich, ca. 1300 bis ca. 1340

[http://digi.ub.uni-heidelberg.de/diglit/cpg848/0191 98r: Herr Reinmar der Alte]

* ''Die grosse Heidelberger Liederhandschrift. In getreuem Textabdruck'' hg. von v. Fridrich Pfaff, Heidelberg 1909, Sp. 330-334.

Sandbox:Probleme bei der Edition mittelhochdeutscher Texte

2011-10-14T11:17:35Z

LydiaJones:

Cod. Pal. germ. 848

Große Heidelberger Liederhandschrift (Codex Manesse)

Zürich, ca. 1300 bis ca. 1340

[http://digi.ub.uni-heidelberg.de/diglit/cpg848/0191 98r: Herr Reinmar der Alte]

Sandbox:Probleme bei der Edition mittelhochdeutscher Texte

2011-10-14T11:17:08Z

LydiaJones: Created page with "Cod. Pal. germ. 848 Große Heidelberger Liederhandschrift (Codex Manesse) Zürich, ca. 1300 bis ca. 1340 [http://digi.ub.uni-heidelberg.de/diglit/cpg848/0191 98r: Herr Reinmar de..."

Cod. Pal. germ. 848
Große Heidelberger Liederhandschrift (Codex Manesse)
Zürich, ca. 1300 bis ca. 1340
[http://digi.ub.uni-heidelberg.de/diglit/cpg848/0191 98r: Herr Reinmar der Alte]

Documentation:CTLT Resource Room Coordinator

2011-09-06T22:49:08Z

LydiaJones: /* Other Useful CTLT Documentation and Help Pages */

This page includes instructions, help files, advice, and helpful links for the CTLT Resource Room Coordinator. It was created to ensure continuity and institutional memory. Keeping it up to date and contributing relevant materials will ease future transitions.

=Job Description=
*[[Media:Resource_Room_Job_Description_July_2011.pdf | Download the CTLT Resource Room Coordinator job description.]]

=General Information=
*'''About the [[CTLT_Resource_Room|CTLT Resource Room]]'''
Overview of the resource room. This page is intended audience CTLT staff and the UBC teaching community as well as the RR Coordinator. The information on the about page feeds directly into the CTLT website, so any changes made here will be reflected on the [http://ctlt.ubc.ca/resources/resource-room/ Resource Room page of the CTLT website].

=CTLT Resource Room Documentation and Help Pages=
*'''[[Documentation:CTLT_RefWorks_Database|Cataloging new acquisitions in the RefWorks Database]]'''
Instructions on how to catalog new acquisitions in the CTLT Resource Room RefWorks Database.
*'''[[Documentation:CTLT_Resource_Room_Social_Media|Overview of CTLT Resource Room Social Media]]'''
Information on the CTLT Resource Room Twitter, Dlvr.it, and Google Reader accounts.
*'''[[Documentation:Magna_Site_Licenses|Manga Publications Group Online Subscriptions (Site Licenses)]]'''
Information on UBC group online subscriptions to three Manga Publications newsletters (''The Teaching Professor,'' ''Online Classroom,'' and ''Distance Education Report'')
*'''[[Documentation:CTLT_Resource_Room_Web-based_Forms|About the CTLT Resource Room Web-based Request Forms]]'''
Information about the CTLT Resource Room Web-based Request Forms.
*'''[[Documentation:CTLT_Resource_Room:_Ordering_New_Materials|Ordering New Resources for the Resource Room]]'''
Instructions on how to order new materials for the resource room. Note: orders are quarterly.
*'''[[Documentation:CTLT_Resource_Room_Project:_Inventory_%28Summer_2011%29|Inventory of Holdings]]'''
Documentation of 2011 Inventory

=Other Useful CTLT Documentation and Help Pages=
*[[Sandbox:CTLT_Resource_Sharing|'''CTLT Resource Sharing''']]
*'''Log in to the [http://ctlt.ubc.ca/intranet/documentations/ CTLT Intranet] to access IT documentation on topics such as:'''
**Xerox 9203 Printer Setup Guides (IKB photocopiers – both offices)
**Haggart Server Setup Guide
**Polycom Viewstation SP User Guide (Teleconference System in USB Lvl 2 Meeting Room)
*'''[[Documentation:CTLT_Adding_Public_Calendars|Adding CTLT Public Calendars]]'''
Instructions on adding CTLT public calendars to personal information management software (Entourage and Microsoft Office).
*'''[[Documentation:CTLT_Booking_Resources|Booking CTLT Resources Using the Exchange Calendar]]'''
How to book resources (rooms, laptops, projectors, etc. using the shared calendar.
*'''[[Documentation:CTLT_Writing_Style_Guide|CTLT Writing Style Guide]]'''
The CTLT Writing Style Guide standardizes the formatting of documentation produced CTLT. Examples of documentation formatting include punctuation use, proper abbreviations, and capitalization of nouns.

=Useful Links=
==Cataloging==
*[http://www.eric.ed.gov/ERICWebPortal/resources/html/thesaurus/about_thesaurus.html ERIC Thesaurus]
*[http://guides.library.ubc.ca/refworks RefWorks]
*[http://elred.library.ubc.ca/libs/date//search/refworks| RefWorks Workshops at the UBC Library]
*[http://resources.library.ubc.ca/infopage.cfm?id=84 WorldCat]

==Social Media==
*[http://dlvr.it Dlvr.it]
*[http://twitter.com Twitter]
**[http://twitter.com/#!/search/LEARNatCTLT LEARNatCTLT Twitter Page]
*[https://www.google.com/accounts/ServiceLogin?service=reader&passive=1209600&continue=http://www.google.ca/reader/?hl%3Den%26tab%3Dwy&followup=http://www.google.ca/reader/?hl%3Den%26tab%3Dwy&hl=en Google Reader]
**[http://www.google.com/reader/shared/ubc.tag CTLT Resource Room Google Reader Shared Items Page]

==Administrative==
*[https://www.auth.cwl.ubc.ca/auth/login?serviceName=pssslogin UBC Faculty/Staff Self-Service Portal]
**[http://www.finance.ubc.ca/payroll/pay/selfservice.cfm About the Self-Service Portal]
*[http://www.finance.ubc.ca/payroll/forms/timesheet_cutoff.cfm Hourly Timesheet Cutoff Schedule]

==Other==
*[http://www.magnapubs.com Magna Publications]
*[http://www.events.ubc.ca/ UBC Events Calendar]
*[http://toby.library.ubc.ca/subjects/subjpage2.cfm?id=623 UBC Library Guide on Current Awareness Tools]

=Contacts=
*UBC Library RefWorks Team: lib-refworks@interchange.ubc.ca
*[http://wiki.ubc.ca/Help:Contents UBC Wiki staff contact and drop-in clinic information]

=Other Things You Need as RR Coordinator=
This is a list of things you need, but that are not available on this wiki and/or online. Ask for these if they are not given to you!
*Your official job description
*CTLT Student Orientation Manual (This can be downloaded from the [http://ctlt.ubc.ca/intranet/orientation-manuals/ CTLT Intranet], but you will need the password)
*List of Usernames and Passwords
*PIN and Voucher for [[Documentation:Magna_Site_Licenses|Online Subscriptions]]
*CTLT Staff Contact List
*your CTLT Website Profile (see website profiles [http://ctlt.ubc.ca/about/people/teaching-learning-professional-development/ here]]
*Voicemail Box
*Business cards with name stickers

==See Also==
Other pages for the [[:Category:CTLT_Resource_Room_Coordinator|CTLT Resource Room Coordinator]].

[[Category:CTLT Resource Room Coordinator]][[Category:CTLT]]

Documentation:CTLT Resource Room Coordinator

2011-09-06T22:48:08Z

LydiaJones: /* Other Useful CTLT Documentation and Help Pages */

This page includes instructions, help files, advice, and helpful links for the CTLT Resource Room Coordinator. It was created to ensure continuity and institutional memory. Keeping it up to date and contributing relevant materials will ease future transitions.

=Job Description=
*[[Media:Resource_Room_Job_Description_July_2011.pdf | Download the CTLT Resource Room Coordinator job description.]]

=General Information=
*'''About the [[CTLT_Resource_Room|CTLT Resource Room]]'''
Overview of the resource room. This page is intended audience CTLT staff and the UBC teaching community as well as the RR Coordinator. The information on the about page feeds directly into the CTLT website, so any changes made here will be reflected on the [http://ctlt.ubc.ca/resources/resource-room/ Resource Room page of the CTLT website].

=CTLT Resource Room Documentation and Help Pages=
*'''[[Documentation:CTLT_RefWorks_Database|Cataloging new acquisitions in the RefWorks Database]]'''
Instructions on how to catalog new acquisitions in the CTLT Resource Room RefWorks Database.
*'''[[Documentation:CTLT_Resource_Room_Social_Media|Overview of CTLT Resource Room Social Media]]'''
Information on the CTLT Resource Room Twitter, Dlvr.it, and Google Reader accounts.
*'''[[Documentation:Magna_Site_Licenses|Manga Publications Group Online Subscriptions (Site Licenses)]]'''
Information on UBC group online subscriptions to three Manga Publications newsletters (''The Teaching Professor,'' ''Online Classroom,'' and ''Distance Education Report'')
*'''[[Documentation:CTLT_Resource_Room_Web-based_Forms|About the CTLT Resource Room Web-based Request Forms]]'''
Information about the CTLT Resource Room Web-based Request Forms.
*'''[[Documentation:CTLT_Resource_Room:_Ordering_New_Materials|Ordering New Resources for the Resource Room]]'''
Instructions on how to order new materials for the resource room. Note: orders are quarterly.
*'''[[Documentation:CTLT_Resource_Room_Project:_Inventory_%28Summer_2011%29|Inventory of Holdings]]'''
Documentation of 2011 Inventory

=Other Useful CTLT Documentation and Help Pages=
*[[Sandbox:CTLT_Resource_Sharing|CTLT Resource Sharing]]
*'''Log in to the [http://ctlt.ubc.ca/intranet/documentations/ CTLT Intranet] to access IT documentation on topics such as:'''
**Xerox 9203 Printer Setup Guides (IKB photocopiers – both offices)
**Haggart Server Setup Guide
**Polycom Viewstation SP User Guide (Teleconference System in USB Lvl 2 Meeting Room)
*'''[[Documentation:CTLT_Adding_Public_Calendars|Adding CTLT Public Calendars]]'''
Instructions on adding CTLT public calendars to personal information management software (Entourage and Microsoft Office).
*'''[[Documentation:CTLT_Booking_Resources|Booking CTLT Resources Using the Exchange Calendar]]'''
How to book resources (rooms, laptops, projectors, etc. using the shared calendar.
*'''[[Documentation:CTLT_Writing_Style_Guide|CTLT Writing Style Guide]]'''
The CTLT Writing Style Guide standardizes the formatting of documentation produced CTLT. Examples of documentation formatting include punctuation use, proper abbreviations, and capitalization of nouns.

=Useful Links=
==Cataloging==
*[http://www.eric.ed.gov/ERICWebPortal/resources/html/thesaurus/about_thesaurus.html ERIC Thesaurus]
*[http://guides.library.ubc.ca/refworks RefWorks]
*[http://elred.library.ubc.ca/libs/date//search/refworks| RefWorks Workshops at the UBC Library]
*[http://resources.library.ubc.ca/infopage.cfm?id=84 WorldCat]

==Social Media==
*[http://dlvr.it Dlvr.it]
*[http://twitter.com Twitter]
**[http://twitter.com/#!/search/LEARNatCTLT LEARNatCTLT Twitter Page]
*[https://www.google.com/accounts/ServiceLogin?service=reader&passive=1209600&continue=http://www.google.ca/reader/?hl%3Den%26tab%3Dwy&followup=http://www.google.ca/reader/?hl%3Den%26tab%3Dwy&hl=en Google Reader]
**[http://www.google.com/reader/shared/ubc.tag CTLT Resource Room Google Reader Shared Items Page]

==Administrative==
*[https://www.auth.cwl.ubc.ca/auth/login?serviceName=pssslogin UBC Faculty/Staff Self-Service Portal]
**[http://www.finance.ubc.ca/payroll/pay/selfservice.cfm About the Self-Service Portal]
*[http://www.finance.ubc.ca/payroll/forms/timesheet_cutoff.cfm Hourly Timesheet Cutoff Schedule]

==Other==
*[http://www.magnapubs.com Magna Publications]
*[http://www.events.ubc.ca/ UBC Events Calendar]
*[http://toby.library.ubc.ca/subjects/subjpage2.cfm?id=623 UBC Library Guide on Current Awareness Tools]

=Contacts=
*UBC Library RefWorks Team: lib-refworks@interchange.ubc.ca
*[http://wiki.ubc.ca/Help:Contents UBC Wiki staff contact and drop-in clinic information]

=Other Things You Need as RR Coordinator=
This is a list of things you need, but that are not available on this wiki and/or online. Ask for these if they are not given to you!
*Your official job description
*CTLT Student Orientation Manual (This can be downloaded from the [http://ctlt.ubc.ca/intranet/orientation-manuals/ CTLT Intranet], but you will need the password)
*List of Usernames and Passwords
*PIN and Voucher for [[Documentation:Magna_Site_Licenses|Online Subscriptions]]
*CTLT Staff Contact List
*your CTLT Website Profile (see website profiles [http://ctlt.ubc.ca/about/people/teaching-learning-professional-development/ here]]
*Voicemail Box
*Business cards with name stickers

==See Also==
Other pages for the [[:Category:CTLT_Resource_Room_Coordinator|CTLT Resource Room Coordinator]].

[[Category:CTLT Resource Room Coordinator]][[Category:CTLT]]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:45:07Z

LydiaJones: /* How to Schedule your Interview */

This page was created for selected applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

I've signed myself up for the "lunch" time slot on the 31st as an example.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*lunch LJJ
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:44:54Z

LydiaJones: /* How to Schedule your Interview */

This page was created for selected applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

I've signed myself up for the "lunch" time slot on the 31st for an example.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*lunch LJJ
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:43:51Z

LydiaJones: /* August 31st */

This page was created for selected applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

See the "lunch" slot on the 31st for an example.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*lunch LJJ
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:43:38Z

LydiaJones: /* How to Schedule your Interview */

This page was created for selected applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

See the "lunch" slot on the 31st for an example.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:42:56Z

LydiaJones:

This page was created for selected applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:42:33Z

LydiaJones:

This page was created for selected applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:42:15Z

LydiaJones: /* August 31st */

This page was created for applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:42:03Z

LydiaJones:

This page was created for applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

=Available Interview times=

==August 30th==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12:00

==August 31st==
*9:00 - 10:00
*10:00 - 11:00
*11:00 - 12: 00
lunch
*1:00 - 2:00
*2:00 - 3:00
*3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Sandbox:Schedule for CTLT Resource Room Coordinator Interviews

2011-08-25T22:40:45Z

LydiaJones: Created page with "This page was created for applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator. =How to Schedule your Interview= #Log in ..."

This page was created for applicants to sign up for interview slots for the position of CTLT Resource Room Coordinator.

=How to Schedule your Interview=

#[[Main_Page|Log in]] to the UBC Wiki using your Campus-Wide Login (HINT: right click to open a new window).
# Click the “'''{{int:edit}}'''” [[Help:Navigation#Page Tabs|page tab]] at the top of the page.
# Put your initials next to an available time slot.
# Click the “'''{{int:savearticle}}'''” button.

=Available Interview times=

==August 30th==
9:00 - 10:00
10:00 - 11:00
11:00 - 12:00

==August 31st==
9:00 - 10:00
10:00 - 11:00
11:00 - 12: 00
lunch
1:00 - 2:00
2:00 - 3:00
3:00 - 4:00

=Resources=
*[http://www.it.ubc.ca/cwl/homelink.shtml Campus-Wide Login (CWL)]
*[http://wiki.ubc.ca/Help:Contents UBC Wiki Help Pages]
*[http://ctlt.ubc.ca/resources/resource-room/ CTLT Resource Room]

Documentation:Community-Based Experiential Learning

2011-08-25T19:24:57Z

LydiaJones:

{{draft}}
{{Projectbox_Teaching_and_Learning_Resources}}

This page will eventually house information on the pedagogical tools called "[[Community Service Learning]]" (CSL) and "Community Based Research" (CBR). These are both types of "Community-Based Experiential Learning" (CBEL). The heart of these pedagogies rest in these four principles:

# The projects must be volunteer (unpaid) experience for students,
# They employ subjects learned in the course and that link back to course content,
# Students participate in critical reflection after the project,
# And the project is evaluated collaboratively by the professor and community partner.

What makes CSL and CBR uniquely different from internships and coop opportunities is that they merge the learning that students must do as part of their degree with community service, thereby weaving the ethic of service into the fabric of both the university culture and the student experience.

Every professor will run their projects differently. This space is intended to grow into a hub where professors can share their ideas and techniques, and new professors hoping to start CBEL projects can find resources that they need.

[[Category:Teaching and Learning]]

UBC Mix Community Portal

2011-08-25T17:49:21Z

LydiaJones: /* References */

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | '''[http://www.terry.ubc.ca/mix/ UBC Mix: Mixing up your Education]'''
|-
!scope="row" colspan="2"|[[File:UBC_Mix_logo_draft.jpg|250px|]]
|-
!scope="row" colspan="2"| [[File:Logo.png|150px|right|]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" | '''...helps to partner instructors, students and courses together to create an interdisciplinary atmosphere for better learning and understanding.'''
|-
! colspan="2" style="font-size:9pt; font-weight:normal; width:200px; text-align:left; padding:0.5em;" | Welcome to the UBC Mix Community Portal. Here you'll find examples of previous mixes, contact information for future mixes, and other resources to help you mix it up.
|}

{{Projectbox Teaching and Learning Resources}}
Welcome to the UBC Mix Community Portal! Here you'll find contacts, resources and other materials to support your interdisciplinary project. To learn more about UBC Mix, please visit our [http://www.terry.ubc.ca/mix/ website].

=Get Involved=
Whether you have a fully-developed plan and like support in executing it, or an interest in bringing an interdisciplinary aspect to your course or project UBC Mix would like to hear from you:
*'''Create a UBC Mix Profile'''
**'''Directly on the Wiki''': [[Main_Page|Log in]] using your CWL (HINT: right click to open a new window) and fill in our [[Sandbox:UBC_Mix_Profiles|Profile Template]]
**'''Submit a Form''': Download our [[Media:UBC_Mix_Profile_Request_Form.doc | Profile Request Form]], fill it out, and [mailto:ubc-mix@interchange.ubc.ca email it to the UBC Mix Student Coordinator]. You will be notified when your profile is ready.
*'''[mailto:ubc-mix@interchange.ubc.ca Email the UBC Mix Student Coordinator]'''. Discuss your ideas.
*'''Browse [[Documentation:UBC_Mix_Profiles|UBC Mix Proflies]]'''. Find potential Mix partners.
*'''Contribute to the Portal.''' Everyone is encouraged to [[UBC_Mix_Resources_Portal#Help_Develop_This_Resource|add]] or [http://wiki.ubc.ca/index.php?title=UBC_Mix_Resources_Portal&action=edit edit] pages.

=UBC Mix Profiles=
<dpl>
category=UBC Mix Profiles
nottitlematch=Creating_a_UBC_Mix_Profile_Example|UBC_Mix_Community_Portal|UBC Mix Profiles
replaceintitle=$Create a UBC Mix Profile/$,
addfirstcategorydate=true
include={UBC Mix Profiles}:affiliations:ideas:
table=,Name,Affiliation(s),Mix Ideas,Date Entered
tablerow=width=30%|\n%%,width=45%|\n%%,width=10%|
format=,,\n%DATE%
</dpl>

=Projects Supported by UBC Mix=
Below is a list of interdisciplinary initiatives supported by UBC Mix.

<dpl>
category = UBC Mix Examples
columns = 1
rowcolformat=width=80%
namespace=Documentation
shownamespace = false
</dpl>

=Courses and Programs in the Mix=
Clicks on the courses and programs below to find out more about their involvement in UBC Mix-supported interdisciplinary initiatives.
{{:UBC_Mix_Participants}}
<br style="clear:both;">

=Resources=
Below are some resources to help you get started. For general teaching and learning resources, check out the [[Teaching_and_Learning_Resources_Portal|Teaching and Learning Resources Portal]].

==Suggested Mix Formats==
Below is a list of some possible formats a UBC Mix could take. Where applicable, each format is linked to examples of previous and current Mixes.
<dpl>
category = Suggested UBC Mix Formats
columns = 1
rowcolformat=width=80%
namespace=Documentation
shownamespace = false
</dpl>

==Interdisciplinarity==
R.J. Ellis identifies six ways to approach interdisciplinarity, listed below <ref>Ellis, R.J. (2003). "Interdisciplinarity." Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. http://www.llas.ac.uk/resources/gpg/2241</ref>. These are a good place to start planning your mix.
# Develop conceptual links using a perspective in one discipline to modify a perspective in another discipline
# Recognize a new level of organisation with its own processes in order to solve unsolved problems within existing disciplines or problems that lie beyond the scope of any one discipline
# Use research techniques developed in one discipline to elaborate a theoretical model in another
# Modify and extending a theoretical framework from one domain to apply in another
#Develop a new theoretical framework that may reconceptualize research in separate domains as it attempts to integrate them
#Address broad issues and/or complex questions spanning more than one disciplinary field
{{:Interdisciplinary_Teaching}}

==External Links==
*[http://serc.carleton.edu/cismi/itl/literature/index.html Carleton College Interdisciplinary Science and Math Initiative]
*[http://www.ntlf.com/html/lib/ictt_xrpt.htm Excerpt from "Interdisciplinary Courses and Team Teaching" by James R. Davis]
*[http://www.units.muohio.edu/aisorg/index.shtml the Association for Integrative Studies]
**see particularly: [http://www.units.muohio.edu/aisorg/syllabi/collection.shtml Selected Interdisciplinary Syllabi]
**and: [http://www.units.muohio.edu/aisorg/Resources/interdis.shtml INTERDIS Listserv]
**and: [http://www.units.muohio.edu/aisorg/PUBS/aisbib.html Bibliography of Interdisciplinary Studies]
*[http://www.llas.ac.uk/projects/2892 LLAS Interdisciplinary Teaching and Learning Group]
**see particularly: [http://www.llas.ac.uk/resources/gpg/1430 Ellis, R.J. (2003). "Interdisciplinarity." Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. http://www.llas.ac.uk/resources/gpg/2241.]

=Help Develop This Resource=

You only need to [[Main_Page|login with your CWL]] first.

You can use the following code to add an article to the UBC Mix Projectbox
*<nowiki>{{Projectbox_UBC_Mix}} - adds the page to the UBC Mix Projectbox</nowiki>

You can use the following code to add an article to the list of previous and current UBC Mix projects
*<nowiki>[[Category:UBC Mix Examples]] - adds the page to the list of previous and current UBC Mix projects</nowiki>

=How Are We Doing?=

Is this resource portal useful to you? We'd like your feedback. Drop us a line on the [[Talk:UBC_Mix_Resources_Portal|discussion tab of this page.]] or [mailto:ubc-mix@interchange.ubc.ca Email the UBC Mix Student Coordinator] with your comments, suggestions and ideas.

=References=
<references/>

{{cc-by-sa-1.0}}
[[Category:UBC_Mix]]

Sandbox:Course Design Editing Übung

2011-08-23T04:52:25Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

:'''Information'''
:*terminology of editing (Bein)
:*broad sweeps of a history of editing
:*more precise grasp on history of editing German medieval literature
:*contemporary issues in editorial method and theory
:*transatlantic dialogue on editing

:'''Ideas'''
:*editing is interpretation
:*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

:'''Thinking'''
:*selecting appropriate editions for different applications (decision-making)
:*solving editing problems and defending those choices

:'''Other Skills'''
:*technology: using a wiki for collaborative projects?

:'''Managing Complex Projects'''
:*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

:'''Ideas'''
:*personal politics/beliefs about texts and the world + editing

:'''Subjects'''
:*editing + criticism/interpretation

:'''People'''
:*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

:'''Self'''
:*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
:*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

:'''Others'''
:*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
:*selecting appropriate editions for different applications (decision-making)
::*MINIMUM: defends choice (application) using facts (information)
::*BETTER: makes appropriate selection

3. '''Self Assessment''' What opportunities can you provide for students to engage in self-assessment of their performance?
*[http://www.ntlf.com/html/lib/bib/assess.htm Classroom Assessment Techniques]
:*Gallery Walk
:*Minute Papers
:*Directed Paraphrasing
:*Application Cards/"Articles"

4. '''Teaching/Learning Activities'''
:*editing real manuscripts
:*selecting source material and defending the selection
:*discussion questions (from Bein)
:*debates
:*role-playing as historical editors (edit this in the style of this editor)
:*selecting editions for different purposes
:*reviewing editions - this could result in a resource that we "publish" for the class
:*identifying typical examples of approaches
:*creating stemma of editions
:*connecting editing practice to larger beliefs/movements
:*writing a proposal for an edition

Sandbox:Course Design Editing Übung

2011-08-23T04:29:08Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

:'''Information'''
:*terminology of editing (Bein)
:*broad sweeps of a history of editing
:*more precise grasp on history of editing German medieval literature
:*contemporary issues in editorial method and theory
:*transatlantic dialogue on editing

:'''Ideas'''
:*editing is interpretation
:*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

:'''Thinking'''
:*selecting appropriate editions for different applications (decision-making)
:*solving editing problems and defending those choices

:'''Other Skills'''
:*technology: using a wiki for collaborative projects?

:'''Managing Complex Projects'''
:*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

:'''Ideas'''
:*personal politics/beliefs about texts and the world + editing

:'''Subjects'''
:*editing + criticism/interpretation

:'''People'''
:*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

:'''Self'''
:*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
:*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

:'''Others'''
:*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
:*selecting appropriate editions for different applications (decision-making)
::*MINIMUM: defends choice (application) using facts (information)
::*BETTER: makes appropriate selection

3. '''Self Assessment''' What opportunities can you provide for students to engage in self-assessment of their performance?
*[http://www.ntlf.com/html/lib/bib/assess.htm Classroom Assessment Techniques]
:*Gallery Walk
:*Minute Papers
:*Directed Paraphrasing
:*Application Cards/"Articles"

4. '''Teaching/Learning Activities'''
:*editing real manuscripts
:*selecting source material and defending the selection
:*discussion questions (from Bein)
:*debates
:*role-playing as historical editors (edit this in the style of this editor)
:*selecting editions for different purposes
:*reviewing editions - this could result in a resource that we "publish" for the class
:*identifying unmarked typical examples of approaches
:*creating stemma of editions
:*connecting editing practice to larger beliefs/movements
:*writing a proposal for an edition

Sandbox:Course Design Editing Übung

2011-08-23T04:27:51Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

:'''Information'''
:*terminology of editing (Bein)
:*broad sweeps of a history of editing
:*more precise grasp on history of editing German medieval literature
:*contemporary issues in editorial method and theory
:*transatlantic dialogue on editing

:'''Ideas'''
:*editing is interpretation
:*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

:'''Thinking'''
:*selecting appropriate editions for different applications (decision-making)
:*solving editing problems and defending those choices

:'''Other Skills'''
:*technology: using a wiki for collaborative projects?

:'''Managing Complex Projects'''
:*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

:'''Ideas'''
:*personal politics/beliefs about texts and the world + editing

:'''Subjects'''
:*editing + criticism/interpretation

:'''People'''
:*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

:'''Self'''
:*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
:*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

:'''Others'''
:*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
:*selecting appropriate editions for different applications (decision-making)
::*MINIMUM: defends choice (application) using facts (information)
::*BETTER: makes appropriate selection

3. '''Self Assessment''' What opportunities can you provide for students to engage in self-assessment of their performance?
*[http://www.ntlf.com/html/lib/bib/assess.htm Classroom Assessment Techniques]
:*Gallery Walk
:*Minute Papers
:*Directed Paraphrasing
:*Application Cards/"Articles"

4. '''Teaching/Learning Activities'''
:*editing real manuscripts
:*selecting source material and defending the selection
:*discussion questions (from Bein)
:*debates
:*role-playing as historical editors (edit this in the style of this editor)
:*selecting editions for different purposes
:*reviewing editions
:*identifying unmarked typical examples of approaches
:*creating stemma of editions
:*connecting editing practice to larger beliefs/movements
:*writing a proposal for an edition

Sandbox:Course Design Editing Übung

2011-08-23T04:25:17Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Sandbox:Course Design Editing Übung

2011-08-23T04:24:37Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

:'''Information'''
:*terminology of editing (Bein)
:*broad sweeps of a history of editing
:*more precise grasp on history of editing German medieval literature
:*contemporary issues in editorial method and theory
:*transatlantic dialogue on editing

:'''Ideas'''
:*editing is interpretation
:*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

:'''Thinking'''
:*selecting appropriate editions for different applications (decision-making)
:*solving editing problems and defending those choices

:'''Other Skills'''
:*technology: using a wiki for collaborative projects?

:'''Managing Complex Projects'''
:*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

:'''Ideas'''
:*personal politics/beliefs about texts and the world + editing

:'''Subjects'''
:*editing + criticism/interpretation

:'''People'''
:*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

:'''Self'''
:*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
:*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

:'''Others'''
:*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
:*selecting appropriate editions for different applications (decision-making)
::*MINIMUM: defends choice (application) using facts (information)
::*BETTER: makes appropriate selection

3. '''Self Assessment''' What opportunities can you provide for students to engage in self-assessment of their performance?
*[http://www.ntlf.com/html/lib/bib/assess.htm Classroom Assessment Techniques]
:*Gallery Walk
:*Minute Papers
:*Directed Paraphrasing
:*Application Cards/"Articles"

4. '''Teaching/Learning Activities'''
:*editing real manuscripts
:*discussion questions (from Bein)
:*debates
:*role-playing as historical editors (edit this in the style of this editor)
:*selecting editions for different purposes
:*reviewing editions

Sandbox:Course Design Editing Übung

2011-08-23T04:23:17Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

:'''Information'''
:*terminology of editing (Bein)
:*broad sweeps of a history of editing
:*more precise grasp on history of editing German medieval literature
:*contemporary issues in editorial method and theory
:*transatlantic dialogue on editing

:'''Ideas'''
:*editing is interpretation
:*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

:'''Thinking'''
:*selecting appropriate editions for different applications (decision-making)
:*solving editing problems and defending those choices

:'''Other Skills'''
:*technology: using a wiki for collaborative projects?

:'''Managing Complex Projects'''
:*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

:'''Ideas'''
:*personal politics/beliefs about texts and the world + editing

:'''Subjects'''
:*editing + criticism/interpretation

:'''People'''
:*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

:'''Self'''
:*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
:*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

:'''Others'''
:*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
:*selecting appropriate editions for different applications (decision-making)
::*MINIMUM: defends choice (application) using facts (information)
::*BETTER: makes appropriate selection

3. '''Self Assessment''' What opportunities can you provide for students to engage in self-assessment of their performance?
*[http://www.ntlf.com/html/lib/bib/assess.htm Classroom Assessment Techniques]
:*Gallery Walk
:*Minute Papers
:*Directed Paraphrasing
:*Application Cards/"Articles"

4. '''Teaching/Learning Activities'''
:*editing real manuscripts
:*questions from Bein
:*debates
:*role-playing as historical editors (edit this in the style of this editor)
:*selecting editions for different purposes
:*reviewing editions

Sandbox:Course Design Editing Übung

2011-08-23T04:22:35Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

:'''Information'''
:*terminology of editing (Bein)
:*broad sweeps of a history of editing
:*more precise grasp on history of editing German medieval literature
:*contemporary issues in editorial method and theory
:*transatlantic dialogue on editing

:'''Ideas'''
:*editing is interpretation
:*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

:'''Thinking'''
:*selecting appropriate editions for different applications (decision-making)
:*solving editing problems and defending those choices

:'''Other Skills'''
:*technology: using a wiki for collaborative projects?

:'''Managing Complex Projects'''
:*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

:'''Ideas'''
:*personal politics/beliefs about texts and the world + editing

:'''Subjects'''
:*editing + criticism/interpretation

:'''People'''
:*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

:'''Self'''
:*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
:*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

:'''Others'''
:*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
:*selecting appropriate editions for different applications (decision-making)
::*MINIMUM: defends choice (application) using facts (information)
::*BETTER: makes appropriate selection

3. '''Self Assessment''' What opportunities can you provide for students to engage in self-assessment of their performance?
*[http://www.ntlf.com/html/lib/bib/assess.htm Classroom Assessment Techniques]
:*Gallery Walk
:*Minute Papers
:*Directed Paraphrasing
:*Application Cards/"Articles"

4. '''Teaching/Learning Activities'''
:*editing real manuscripts
:*questions from Bein
:*debates
:*role-playing as historical editors (edit this in the style of this editor)
:*

Sandbox:Course Design Editing Übung

2011-08-23T04:04:36Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Sandbox:Course Design Editing Übung

2011-08-23T03:40:56Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Sandbox:Course Design Editing Übung

2011-08-23T03:39:31Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Sandbox:Course Design Editing Übung

2011-08-23T03:31:54Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Sandbox:Course Design Editing Übung

2011-08-23T03:29:13Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Sandbox:Course Design Editing Übung

2011-08-23T03:26:07Z

LydiaJones: /* Six Kinds of Significant Learning */

Sandbox:Course Design Editing Übung

2011-08-22T22:27:02Z

LydiaJones: /* Human Dimensions */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Encourage an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
*:

Sandbox:Course Design Editing Übung

2011-08-22T22:26:21Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Awaken an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an appropriate edition to use to answer a specific research question and defending that decision
:*Writing a review of an edition
:*Editing a text

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
*:

Sandbox:Course Design Editing Übung

2011-08-22T22:23:55Z

LydiaJones: /* Step 3: Feedback and Assessment Procedures */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Awaken an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
:*Selecting an edition to use to answer a research question
:*Comparing editions
:*Writing a review of an edition

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
*:

Sandbox:Course Design Editing Übung

2011-08-22T22:23:18Z

LydiaJones:

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Awaken an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

=Step 3: Feedback and Assessment Procedures=

1. '''Forward-Looking Assessment''' ID a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem or issue.
*:Selecting an edition to use to answer a research question
*:Comparing editions
*:Writing a review of an edition

2. '''Criteria and Standards''' Select one of your main learning goals, and ID at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.
*:

Sandbox:Course Design Editing Übung

2011-08-22T22:16:59Z

LydiaJones: /* Teaching Philosophy (Feb. 2010) */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
A teaching philosophy I prepared last year:

*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Awaken an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

Sandbox:Course Design Editing Übung

2011-08-22T22:16:03Z

LydiaJones: /* Characteristics of the Learners */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen. Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Awaken an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

Documentation:Sample Syllabi

2011-08-22T21:29:32Z

LydiaJones: /* See Also */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Bibliography=

{{Template:Refworks Folder Box|link=http://refworks.scholarsportal.info/refshare?site=010561141189200000/190-95-8SKCK71371581/Syllabus%20Design}}

*Afros, E., & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8(3), 224-233.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Afros&auinit=E.&title=Journal%20of%20English%20for%20Academic%20Purposes&date=2009&volume=8&pages=224-233&issue=3&issn=1475-1585&atitle=The%20Genre%20of%20Syllabus%20in%20Higher%20Education&spage=224&au=Afros%2CElena&au=Schryer%2CCatherine%20F.&}}
*Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. Journal of General Education, 50(1), 56-74.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Eberly&auinit=M.B.&title=Journal%20of%20General%20Education&date=2001&volume=50&pages=56-74&issue=1&issn=0021-3667&atitle=The%20Syllabus%20as%20a%20Tool%20for%20Student-Centered%20Learning&spage=56&au=Eberly%2CMary%20B.&au=Newton%2CSarah%20E.&au=Wiggins%2CRobert%20A.&}}
*Ludwig, M. A., Bentz, A. E., & Fynewever, H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching, 40(4), 20-23.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Ludwig&auinit=M.A.&title=Journal%20of%20College%20Science%20Teaching&date=2011&volume=40&pages=20-23&issue=4&issn=0047-231X&atitle=Your%20Syllabus%20Should%20Set%20the%20Stage%20for%20Assessment%20for%20Learning&spage=20&au=Ludwig%2CMatthew%20A.&au=Bentz%2CAmy%20E.&au=Fynewever%2CHerb&}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=See Also=
*[[Course_Design_(Teaching_and_Learning)|Course Design]]

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T21:29:14Z

LydiaJones: /* See Also */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Bibliography=

{{Template:Refworks Folder Box|link=http://refworks.scholarsportal.info/refshare?site=010561141189200000/190-95-8SKCK71371581/Syllabus%20Design}}

*Afros, E., & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8(3), 224-233.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Afros&auinit=E.&title=Journal%20of%20English%20for%20Academic%20Purposes&date=2009&volume=8&pages=224-233&issue=3&issn=1475-1585&atitle=The%20Genre%20of%20Syllabus%20in%20Higher%20Education&spage=224&au=Afros%2CElena&au=Schryer%2CCatherine%20F.&}}
*Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. Journal of General Education, 50(1), 56-74.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Eberly&auinit=M.B.&title=Journal%20of%20General%20Education&date=2001&volume=50&pages=56-74&issue=1&issn=0021-3667&atitle=The%20Syllabus%20as%20a%20Tool%20for%20Student-Centered%20Learning&spage=56&au=Eberly%2CMary%20B.&au=Newton%2CSarah%20E.&au=Wiggins%2CRobert%20A.&}}
*Ludwig, M. A., Bentz, A. E., & Fynewever, H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching, 40(4), 20-23.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Ludwig&auinit=M.A.&title=Journal%20of%20College%20Science%20Teaching&date=2011&volume=40&pages=20-23&issue=4&issn=0047-231X&atitle=Your%20Syllabus%20Should%20Set%20the%20Stage%20for%20Assessment%20for%20Learning&spage=20&au=Ludwig%2CMatthew%20A.&au=Bentz%2CAmy%20E.&au=Fynewever%2CHerb&}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=See Also=
*[[Course_Design_(Teaching_and_Learning|Course Design]]

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T21:29:05Z

LydiaJones: /* See Also */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Bibliography=

{{Template:Refworks Folder Box|link=http://refworks.scholarsportal.info/refshare?site=010561141189200000/190-95-8SKCK71371581/Syllabus%20Design}}

*Afros, E., & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8(3), 224-233.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Afros&auinit=E.&title=Journal%20of%20English%20for%20Academic%20Purposes&date=2009&volume=8&pages=224-233&issue=3&issn=1475-1585&atitle=The%20Genre%20of%20Syllabus%20in%20Higher%20Education&spage=224&au=Afros%2CElena&au=Schryer%2CCatherine%20F.&}}
*Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. Journal of General Education, 50(1), 56-74.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Eberly&auinit=M.B.&title=Journal%20of%20General%20Education&date=2001&volume=50&pages=56-74&issue=1&issn=0021-3667&atitle=The%20Syllabus%20as%20a%20Tool%20for%20Student-Centered%20Learning&spage=56&au=Eberly%2CMary%20B.&au=Newton%2CSarah%20E.&au=Wiggins%2CRobert%20A.&}}
*Ludwig, M. A., Bentz, A. E., & Fynewever, H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching, 40(4), 20-23.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Ludwig&auinit=M.A.&title=Journal%20of%20College%20Science%20Teaching&date=2011&volume=40&pages=20-23&issue=4&issn=0047-231X&atitle=Your%20Syllabus%20Should%20Set%20the%20Stage%20for%20Assessment%20for%20Learning&spage=20&au=Ludwig%2CMatthew%20A.&au=Bentz%2CAmy%20E.&au=Fynewever%2CHerb&}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=See Also=
*[[Course_Design_(Teaching_and_Learning) Course Design]]

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T21:28:52Z

LydiaJones: /* Business and Finance */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Bibliography=

{{Template:Refworks Folder Box|link=http://refworks.scholarsportal.info/refshare?site=010561141189200000/190-95-8SKCK71371581/Syllabus%20Design}}

*Afros, E., & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8(3), 224-233.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Afros&auinit=E.&title=Journal%20of%20English%20for%20Academic%20Purposes&date=2009&volume=8&pages=224-233&issue=3&issn=1475-1585&atitle=The%20Genre%20of%20Syllabus%20in%20Higher%20Education&spage=224&au=Afros%2CElena&au=Schryer%2CCatherine%20F.&}}
*Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. Journal of General Education, 50(1), 56-74.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Eberly&auinit=M.B.&title=Journal%20of%20General%20Education&date=2001&volume=50&pages=56-74&issue=1&issn=0021-3667&atitle=The%20Syllabus%20as%20a%20Tool%20for%20Student-Centered%20Learning&spage=56&au=Eberly%2CMary%20B.&au=Newton%2CSarah%20E.&au=Wiggins%2CRobert%20A.&}}
*Ludwig, M. A., Bentz, A. E., & Fynewever, H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching, 40(4), 20-23.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Ludwig&auinit=M.A.&title=Journal%20of%20College%20Science%20Teaching&date=2011&volume=40&pages=20-23&issue=4&issn=0047-231X&atitle=Your%20Syllabus%20Should%20Set%20the%20Stage%20for%20Assessment%20for%20Learning&spage=20&au=Ludwig%2CMatthew%20A.&au=Bentz%2CAmy%20E.&au=Fynewever%2CHerb&}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=See Also=
*[Course_Design_(Teaching_and_Learning) Course Design]

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T21:26:50Z

LydiaJones: /* Bibliography */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Bibliography=

{{Template:Refworks Folder Box|link=http://refworks.scholarsportal.info/refshare?site=010561141189200000/190-95-8SKCK71371581/Syllabus%20Design}}

*Afros, E., & Schryer, C. F. (2009). The genre of syllabus in higher education. Journal of English for Academic Purposes, 8(3), 224-233.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Afros&auinit=E.&title=Journal%20of%20English%20for%20Academic%20Purposes&date=2009&volume=8&pages=224-233&issue=3&issn=1475-1585&atitle=The%20Genre%20of%20Syllabus%20in%20Higher%20Education&spage=224&au=Afros%2CElena&au=Schryer%2CCatherine%20F.&}}
*Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. Journal of General Education, 50(1), 56-74.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Eberly&auinit=M.B.&title=Journal%20of%20General%20Education&date=2001&volume=50&pages=56-74&issue=1&issn=0021-3667&atitle=The%20Syllabus%20as%20a%20Tool%20for%20Student-Centered%20Learning&spage=56&au=Eberly%2CMary%20B.&au=Newton%2CSarah%20E.&au=Wiggins%2CRobert%20A.&}}
*Ludwig, M. A., Bentz, A. E., & Fynewever, H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching, 40(4), 20-23.{{Template:UBC eLink|link=http://gw2jh3xr2c.search.serialssolutions.com/?sid=Refworks%3AUniversity%20of%20British%20Col&charset=utf-8&__char_set=utf8&genre=article&aulast=Ludwig&auinit=M.A.&title=Journal%20of%20College%20Science%20Teaching&date=2011&volume=40&pages=20-23&issue=4&issn=0047-231X&atitle=Your%20Syllabus%20Should%20Set%20the%20Stage%20for%20Assessment%20for%20Learning&spage=20&au=Ludwig%2CMatthew%20A.&au=Bentz%2CAmy%20E.&au=Fynewever%2CHerb&}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T21:16:53Z

LydiaJones:

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Bibliography=

{{Template:Refworks Folder Box|link=http://refworks.scholarsportal.info/refshare?site=010561141189200000/190-95-8SKCK71371581/Syllabus%20Design}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T20:27:38Z

LydiaJones: /* Online Resources */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Online Resources=
A compilation of online resources on syllabus design
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T20:26:49Z

LydiaJones: /* Resources for Sample Syllabi */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Online Resources=
A compilation of online resources
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
===All===
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi

===Interdisciplinary===

*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability

===Arts===

*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels

*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism

*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment

*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History

*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web

*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi

*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi

===Sciences===
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals

*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi

===Law===
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi

===Business and Finance===
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Documentation:Sample Syllabi

2011-08-22T20:22:52Z

LydiaJones: /* Lists of Links */

{{Stub}}

{{Projectbox_Teaching_and_Learning_Resources}}

=Online Resources=
A compilation of online resources
==Other Lists of Resources==
*[http://www.crlt.umich.edu/tstrategies/tssd.php Links for Syllabus Design from the Center for Research on Learning and Teaching, University of Michigan]

==UBC Syllabus Checklist==
*[[Documentation:Guide_to_Teaching_for_New_Faculty_at_UBC/Resource_4:_Syllabus_Checklist|Teaching for New Faculty at UBC Syllabus Checklist]]

===Other Checklists===
*[http://www.teachphilosophy101.org/Default.aspx?tabid=90#checklist Teach Philosophy 101 Syllabus Checklist]
*[http://www.tss.uoguelph.ca/resources/idres/CourseOutlinechecklist1.pdf Course Syllabus Checklist Teaching Support Services, University of Guelph]
*[http://cll.mcmaster.ca/programs/pdf/Syllabus_Checklist.pdf Course Syllabus Checklist, McMaster University]
*[http://teachingcenter.wustl.edu/preparing-syllabus-checklist Preparing a Syllabus: a Checklist The Teaching Center, Washington University in St. Louis]

==Tutorials and Templates==
*[http://www3.crk.umn.edu/cihs//documents/SyllabusTemplate.pdf Template from the Center for Teaching and Learning Services, University of Minnesota]
*[http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf Constructing a Syllabus Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://www.brown.edu/Administration/Sheridan_Center/teaching/syllabus.html Syllabus Workshop (Interactive) Harriet W. Sheridan Center for Teaching and Learning, Brown University]
*[http://syllabus.unc.edu/ Syllabus Development Guide Center for Teaching and Learning,University of North Carolina]
==Resources for Sample Syllabi==
Many professional organizations and some institutions of higher education curate public databases or lists of syllabi. Below are a selection:
*[https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/ Search University of Texas, Austin Syllabi]
Search all UT Austin syllabi
*[http://bioethics.georgetown.edu/databases/Syllabus/ Syllabus Exchange Database Bioethics Research Library at Georgetown University]
Syllabi on Bioethics and related fields
*[http://www.h-net.org/~german/syllabi/syllabus_index.htm H-German Syllabus Contest and Database]
Syllabi for German courses on all levels
*[http://www.asle.org/site/resources/syllabi/ H-Nationalism Syllabi]
Syllabi dealing with the concept of nationalism
*[http://www.asle.org/site/resources/syllabi/ Association for the Study of Literature and the Environment Syllabi Database]
Syllabi dealing with the study of literature and the environment
*[http://www.hsph.harvard.edu/pihhr/resources_hhrdatabase.html Harvard School of Public Health Program on International Health and Human Rights]
Syllabi dealing with health and human rights
*[http://serc.carleton.edu/NAGTWorkshops/tools/syllabus.html Course Goals/Syllabus Database On the Cutting Edge-Professional Development for Geoscience Faculty, Carleton College]
Geoscience Syllabi and Course Goals
*[http://www.elon.edu/e-web/law/cell/syllabus.xhtml Elon School of Law Syllabus Database]
Browse Elon School of Law Syllabi
*[http://jewishhistory.huji.ac.il/Syllabi/syllabi.htm Syllabi for Courses Related to Jewish History, Dinur Center for Research in Jewish History, The Jewish History Resource Center, Hebrew University of Jerusalem]
Syllabi for courses related to Jewish History
*[http://africa.berkeley.edu/academics/SyllabiSelector.php Searchable Database of Syllabi Related to Africa, Center for African Studies, University of California, Berkeley]
searchable on-line database of syllabi relevant to African Studies and publicly posted to the World Wide Web
*[http://www.sc.edu/sustainableu/Syllabi.htm Syllabi Database, Sustainable Universities Initiative]
List of syllabi dealing with sustainability
*[http://www.apsanet.org/content_3807.cfm Online Political Science Syllabi, the American Political Science Assocition]
list of Political Science syllabi
*[http://www.lsu.edu/raceandmedia/diversitysyllabi.html Media Diversity Syllabi, Forum on Media Diversity]
list of media diversity syllabi
*[http://lsa-webapps1.lsa.umich.edu/soc/syllabi/ Department of Sociology Syllabi, University of Michigan, Ann Arbor]
searchable database of Sociology syllabi
*[http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=814 Database of Syllabi, Net Impact]
collection of social impact syllabi submitted by faculty from several MBA programs
*[http://www.sbm.org/resources/syllabi Society of Behavioral Medicine Syllabi Database and Archive]
behavioral medicine syllabi
*[http://www.uic.edu/cuppa/pa/academics/Duplicate5/syllabi.html Association for Budgeting and Financial Management Syllabi]
Syllabi dealing with Budgeting and Financial Management

=Help Develop This Resource=

Help develop this resource! You only need to [[Main_Page|login with your CWL]] to edit this page.

Sandbox:Course Design Editing Übung

2011-08-19T21:13:39Z

LydiaJones: /* Human Dimensions */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen.Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

'''Self'''
*how do your own beliefs about texts and the world affect your approach to editing exercises? Does being explicitly conscious of this connection change them?
*how does having a non-native speaker teach you your native literature color your perception of the subject? Of the teacher?

'''Others'''
*Awaken an interest in Auslandsgermanistik. How are scholars elsewhere engaging with medieval German literature?

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

Sandbox:Course Design Editing Übung

2011-08-19T21:10:32Z

LydiaJones: /* Integration */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen.Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

'''Ideas'''
*personal politics/beliefs about texts and the world + editing

'''Subjects'''
*editing + criticism/interpretation

'''People'''
*contemporary and historical editors

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner

Sandbox:Course Design Editing Übung

2011-08-19T21:07:51Z

LydiaJones: /* Application */

Preliminary course and syllabus design based on a series of worksheets in "A Self-Directed Guide to Designing Courses for Significant Learning" by L. Dee Fink, PhD.

=Step 1: Situational Factors=
==Specific Context of the Teaching/Learning Situation==
*number of students = ????
*level of class = lower division (first, second or third semester)
*length and frequency of class meetings = 16 meetings, 90 minutes long
*physical elements/classroom = ????

==General Context of the Learning Situation==
===Course of Study===
Das Studium beinhaltet die Beschäftigung mit literarischen Zeugnissen des Mittelalters und der Frühen Neuzeit und deren Einordnung in gattungs- und literaturgeschichtliche Zusammenhänge. In den Blick genommen werden mediale Besonderheiten der Literaturproduktion, die häufig Schrift und Bild kombiniert, sprachliche Eigenheiten sowie historische Kommunikationsformen und kulturelle Kontexte. Das Studium vermittelt darüber hinaus einen umfassenden Einblick in Theorien und Methoden der Germanistischen Mediävistik.
Im Rahmen des Studiums der ÄdLS wird neben der Vermittlung von Grundkenntnissen über Prozesse des literarhistorischen und sprachlichen Wandels Wert auf wichtige Schlüsselkompetenzen gelegt, die in allen Berufsfeldern für Geisteswissenschaftler-/innen von Bedeutung sind: Gedankliche Flexibilität im Umgang mit zunächst völlig fremden Inhalten und Formen, der Einbezug des europäischen Kontextes, die Anwendung moderner kulturwissenschaftlicher Theoriebildungen sowie eine historisch fundierte Interkulturalität.

In der Lehre wird Wert auf eine intensive und gesprächsoffene Betreuung gelegt.

===Übung===
Das Seminar vermittelt historisch und systematisch vertiefte Kenntnisseüber die sich wandelnden Bedingungen, Formen und Kontexte derliterarischen Kommunikation zwischen dem 9. und dem 13. Jahrhundert.Behandelt wer- den Probleme der mittelalterlichen Ästhetik und Poetiksowie wichtige methodologische Ansätze (z. B. Hermeneutik,Ideengeschichte, Diskursanalyse, Strukturalismus, Rezeptionsästhetik) undausgewählte aktuelle literatur- und kulturtheoretische Konzepte (z. B.Anthropologie, Medialität, Intertextualität, Gender Studies), die angeeignetem Text- material auf ihren Erkenntniswert für die Literatur desFrüh- und Hochmittelalters befragt werden. '''Die Übung vertieft die Kenntnisse im methodischen und interpretatorischen Umgang mitliterarischen Texten des Mittelalters und erweitert die Lektürekompetenzim Bereich der älteren Sprachstufen des Deutschen'''.

===Links===
*[http://www.dw-world.de/dw/article/0,,6379030,00.html A-Z of University Life, Deutsche Welle]
*[http://www.eui.eu/ProgrammesandFellowships/AcademicCareersObservatory/AcademicCareersbyCountry/Germany.aspx European University Institute]

==Nature of the Subject==
*theoretical, practical or combination? = combination: theories of editing and/or interpretation with hands-on application
*primarily convergent or divergent? = convergent, but in many cases the most successful student contributions would stem from divergent thinking
**"convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer.<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRqm6M8U</ref>
**"divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus<ref>http://www.learningandteaching.info/learning/converge.htm#ixzz1VRrCmsIe</ref>
*changes or controversies in the field

==Characteristics of the Learners==
*life situation= primarily full time university students
*prior knowledge= will vary
*learning goals, expectations, learning styles=
...nicht so viel Vorbereitungsaufwand erfordert. Von deutschen Studenten wirddiesbezüglich längst nicht so viel erwartet wie von nordamerikanischen.Übungen sind als Einführung in wissenschaftliches Arbeiten 'hands on'gedacht - also viel gemeinsam lesen, übersetzen, diskutieren, Materialienansehen, in Arbeitsgruppen arbeiten etc.

==Characteristics of the Teacher==
*beliefs and values of teacher= transformative learning
*attitude towards subject= "ancient history" is demonstrably relevant to contemporary life
*attitude towards students=
*level of knowledge and familiarity=
*strengths in teaching= organization, management of class on affective level, attentiveness, promptness

===Teaching Philosophy (Feb. 2010)===
*[[File:Support_challenge.pdf|Adapted Figure from Daloz 1986]]
I approach all aspects of my teaching practice with the ultimate goal of leading learners to think critically. Information is increasingly easily (often overwhelmingly) accessible to our learners. Thus, teachers have a different task than those who came before us. In addition to teaching and testing on the content outlined on the syllabus, which remains, of course, central to our mission--after all, critical thinking skills only go so far without anything to think about! We must also intentionally foster critical thinking skills that will equip learners for a skills-based future.

Critical thinking as a learning objective is as popular as it is ill-defined. Paul and Elder’s 2008 definition captures the essence of the overriding learning objective that informs my philosophy of teaching and learning. They write, critical thinking is, “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.” A central component of my classroom practice is creating an environment conducive to critical thinking, as defined above. I do this in great part by being conscious of and manipulating the balance between support and challenge. Daloz (1986)’s graphic representation of the effect this balance can have is never far from my mind when I interact with learners (left).

When learners are simultaneously challenged and supported, a space is created in which students can think critically about both the subject at hand and about the form in which it is being delivered to them. The consideration of the support element introduces what Halpern (1998) terms a “dispositional component to prepare learners for effortful cognitive work.” The challenge element introduces the actual “effortful cognitive work.” I pursue this goal of balancing and marrying the two considerations using many different techniques. A particularly good monitoring device that allows me to constantly check in with the balance is introducing all exercises with a (generally very informal) pre-test, and closing them with a (likewise informal) post-test, I am able to roughly plot individual learners as well as the class’ overall climate onto the matrix.
Mindfulness of this concept helps me to urge as many learners as possible into the “growth” quadrant for as much time as possible. This is where the critical thinking I espouse is most likely to take place. Considering the interaction of support and challenge forces me to design class time flexibly so that I can be responsive to student needs as I assess and reassess their states. When I register localized or general frustration in the classroom that would fall in the high-challenge low-support quadrant termed “retreat,” I can , for example, either simplify or clarify the task at hand, break it down into component steps, or challenge learners in the “confirmation” quadrant to support their peers, ideally encouraging both into the “growth” quadrant.

==References==
<references/>

=Step 2: Learning Goals=
*What would I like the impact of this course to be on students, 2-3 years after the course is over? What would distinguish students who have taken this course from students who have not?

==Six Kinds of Significant Learning==
The following six kinds of significant learning are ''interactive.'' Each one can stimulate other kinds, which means that the more of these kinds are included, the more course learning goals will ''support each other.''

===Foundational Knowledge===
*Understand and remember learning
**facts, terms, formulae, concepts, principles, etc.

'''Information'''
*terminology of editing (Bein)
*broad sweeps of a history of editing
*more precise grasp on history of editing German medieval literature
*contemporary issues in editorial method and theory
*transatlantic dialogue on editing

'''Ideas'''
*editing is interpretation
*historical attitudes about editing affect contemporary practices in multiple ways

===Application===
*Thinking: critical, creative, practical (problem-solving, decision-making)
*Other Skills: communication, technology, foreign language
*Managing Complex Projects

'''Thinking'''
*selecting appropriate editions for different applications (decision-making)
*solving editing problems and defending those choices

'''Other Skills'''
*technology: using a wiki for collaborative projects?

'''Managing Complex Projects'''
*managing a long-term group project

===Integration===
*Making "connections" (i.e. finding similarities or interactions) among: ideas, subjects, people

===Human Dimensions===
*Learning about and changing one's SELF
*Understanding and interacting with OTHERS

===Caring===
*Identifying changing one's feelings, interests, values

===Learning How to Learn===
*Becoming a better student
*Learning how to ask and answer questions
*Becoming a self-directed learner