1. Join the sicw wikispace, see instructions.
2. Send Peter arrival & departure times (and flight number etc.)
3. Confirm that $$ reimbursement is OK when Peter sends out emails about this c. March 28/29.
4. Arrange a phone chat with Peter about possible activities of your own that you would like to lead others through during the workshop.
(Do you have an educational or outreach activity related to the workshop theme that isn't polished and would benefit from running a friendly set of guinea pigs who could then give you constructive feedback?)
This workshop is a little different from the last two in that NSF approved the extension to an extra workshop so that we could increase the yield of educational and outreach units prepared by the participants. Ironically (or not surprisingly?) the participants from 2006 & 7 who are returning this year fall in the category of participants who have, more or less, finished their units. Never mind, we can turn that constraint into an opportunity, especially because there is no expectation that 2008 participants will generate additional units. (It's OK if you do, but there's no pressure [or stipend] this year for that.) And, in any case, we do not have to give up all who are not with us this year.
My first thinking is that we face 4 issues that are more general than simply getting a larger yield of units from the 2006 & 7 workshops.
Issue 1. How do college teachers take new directions in their teaching and public outreach?
Who chooses to come to workshops on curriculum innovation and development? Who reads about new teaching or outreach approaches? Who copies units made available in publications or on the WWW? Who follows through and makes changes after they attend a workshop, read about a new approach, gets a copy of someone else's unit?
Issue 2. How can others (i.e., us) give feedback to workshop participants in ways that helps gets the best outcome (either written product or changed practice) from the participants in their current, typically constrained, circumstances?
Issue 3. How can educational and outreach units get the most effective distribution (through publications, websites, or by other means) and uptake?
Issue 4. What can be learned from the NewSSC 2006-8 experience to make positive changes in the future?
Homework to prepare for the workshop
1. Re: Issue 1, identify your favorite article or book section about how educators change (e.g., Parker Palmer's Courage to Teach), make a pdf, upload it to this wiki, and link it here so others can download it and read it before the workshop.
insert link to uploaded reading here (or ask for help from PT)
Jose Anazagasty-Rodriguez RE-VALUING NATURE: ENVIRONMENTAL JUSTICE PEDAGOGY, ENVIRONMENTAL JUSTICE ECOCRITiCISM AND THE TEXTUAL ECONOMIES OF NATURE (from Amy Lesen)
2. Download and read what others have uploaded.
3. Browse the units posted on http://www.stv.umb.edu/orsseo.html For those units marked under review or in development, prepare comments. (Late addition on 8 April.) Try using a different one of the following frameworks for each unit you comment on.
"Plus-delta": try to capture first where the writer was taking you and make suggestions for how to clarify and extend the impact on readers of what was written
4. Upload your comments, link them here, and compare others with your own.
insert link to uploaded comments here (or ask for help from PT)
5. Peruse the provisional program and look for update as it takes shape. Review the program from last year and follow up feedback.
6. Think about passages from books or poems that influenced you in the general arena of issues raised by the workshop (or by analogy) and put them aside to bring for a read-aloud-to-each-other evening.
New England Workshop on Science and Social Change
Spring 2008 Workshop, "Science-in-society: Teaching and engaging across boundaries"
Preparation
please do not direct non-participants to this page. that means we can be more free about half-baked thoughts and making links to materials that are not for wider circulationContents: arrangements, thoughts towards a program, "homework" before workshop
Arrangements
1. Join the sicw wikispace, see instructions.2. Send Peter arrival & departure times (and flight number etc.)
3. Confirm that $$ reimbursement is OK when Peter sends out emails about this c. March 28/29.
4. Arrange a phone chat with Peter about possible activities of your own that you would like to lead others through during the workshop.
- (Do you have an educational or outreach activity related to the workshop theme that isn't polished and would benefit from running a friendly set of guinea pigs who could then give you constructive feedback?)
5. Upload or update your profiles.6. Email Peterwith any questions about arrangements after you have read http://www.stv.umb.edu/newsscarrange.html
Thoughts towards a program
This workshop is a little different from the last two in that NSF approved the extension to an extra workshop so that we could increase the yield of educational and outreach units prepared by the participants. Ironically (or not surprisingly?) the participants from 2006 & 7 who are returning this year fall in the category of participants who have, more or less, finished their units. Never mind, we can turn that constraint into an opportunity, especially because there is no expectation that 2008 participants will generate additional units. (It's OK if you do, but there's no pressure [or stipend] this year for that.) And, in any case, we do not have to give up all who are not with us this year.My first thinking is that we face 4 issues that are more general than simply getting a larger yield of units from the 2006 & 7 workshops.
Homework to prepare for the workshop
1. Re: Issue 1, identify your favorite article or book section about how educators change (e.g., Parker Palmer's Courage to Teach), make a pdf, upload it to this wiki, and link it here so others can download it and read it before the workshop.- insert link to uploaded reading here (or ask for help from PT)
- Jose Anazagasty-Rodriguez RE-VALUING NATURE: ENVIRONMENTAL JUSTICE PEDAGOGY, ENVIRONMENTAL JUSTICE ECOCRITiCISM AND THE TEXTUAL ECONOMIES OF NATURE (from Amy Lesen)
- Peter Taylor, "We know more than we are, at first, prepared to acknowledge: Journeying to develop critical thinking," http://www.faculty.umb.edu/pjt/journey.html
2. Download and read what others have uploaded.3. Browse the units posted on http://www.stv.umb.edu/orsseo.html For those units marked under review or in development, prepare comments. (Late addition on 8 April.) Try using a different one of the following frameworks for each unit you comment on.
- Sense-making
- "Plus-delta": try to capture first where the writer was taking you and make suggestions for how to clarify and extend the impact on readers of what was written
- Conventional copyediting/markup
- Selected feedback mode from Peter Elbow.
- Others (to be added by you)
4. Upload your comments, link them here, and compare others with your own.- insert link to uploaded comments here (or ask for help from PT)
5. Peruse the provisional program and look for update as it takes shape. Review the program from last year and follow up feedback.6. Think about passages from books or poems that influenced you in the general arena of issues raised by the workshop (or by analogy) and put them aside to bring for a read-aloud-to-each-other evening.
-