Teaching Disciplinary Thinking in Introductory Classes
When teaching introductory courses, faculty find it incredibly frustrating to try to cover everything they know to be important, while students grumble that it is equally impossible to understand all the material teachers expect them to learn. But when subjects get ''covered,'' what gets covered up? Often it is disciplinary thinking, the crucial habits of mind used by practitioners of a discipline to create inquiries, construct knowledge, and provide warrants for justifying what they claim to know.
What happens when a professor abandons ''coverage,'' declares independence from the textbook, pares down lectures, and sets out to ''uncover'' for students the distinctive epistemology that makes the field a discipline for knowing? The workshop demonstrates what can happen when an ordinary faculty member gets caught up in the new and exciting field of inquiry known as the scholarship of teaching and learning. It is also an argument for an innovative way of teaching that replaces ''coverage'' with ''uncoverage,'' illustrated with practical demonstrations of what ''uncoverage'' can look like in practice.
- Led by: Dr. Lendol Calder, Augustana College; Carnegie Scholar, the Carnegie Academy for the Scholarship of Teaching and Learning
- Date: Saturday, September 24, 2005
- Time: 9:00 - 11:30 AM
- Location: Virtual
- Sponsor: CAT
To register: Email Dr. Lanoue (firstname.lastname@example.org).
Tags: pedagogy, outside speaker
Event ID: 00408