1. Charting Your Course: Course Preparation, Syllabus Construction, Classroom Dynamics, and Assessment
Kelvin White, Ph.D.
RAMS Conference and School
University of Zadar, May 2013

2. Presentation outline
My philosophy of education and its historical background;
Relationship between my chosen teaching philosophy and archival education;
Basic planning model of designing a course; and
Discussion of and how I foster self-reflexivity, critical thinking, and cognitive development

3. There is no such thing as a neutral educational process
There is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the “practice of freedom,” the means by which men and women deal critically and creatively with reality and [together] discover how to participate in the transformation of their world.” --Richard Shaull 1972, drawing on Paulo Freire
37 Largely Afro-Mexican Communities (based on 2000 official census)

4. "We are the Borg. Lower your shields and surrender your ships
"We are the Borg. Lower your shields and surrender your ships. We will add your biological and technological distinctiveness to our own. Your culture will adapt to service us. Resistance is futile."

6. Paulo Freire

7. Critical Pedagogy
"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education)

8. Paulo Freire

9. Major research goals:
To identify key educational needs for specific regions in the Pacific Rim, especially when communities in those regions might not have any existing archival infrastructure.
To identify what might be optimal delivery mechanisms for archival education in different communities and settings
To develop a set of major recommendations, even a manifesto for pluralism, that could be addressed by existing programs to ensure that they better address the diverse needs of a student and practitioner base that may be drawn from across the Pacific Rim, as well as local indigenous and ethnic communities?

10. There is no such thing as a neutral educational process
There is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the “practice of freedom,” the means by which men and women deal critically and creatively with reality and [together] discover how to participate in the transformation of their world.” --Richard Shaull 1972, drawing on Paulo Freire
37 Largely Afro-Mexican Communities (based on 2000 official census)

11. Course Planning and Design
Content-centered planning model vs. Student-centered planning model

12. Content-centered planning model
Operative planning questions:
How much of this content can I cover?
How much time do I have to cover it?
Should I emphasize breadth or depth of coverage?
What materials will I need to teach the course?

13. Student-centered planning model
Operative planning questions:
In what ways will students be better thinkers when they finish the course?
What should students be able to do with the knowledge and skills gained in the course?
What portions of the content are germane to these learning goals?
What kinds of tasks should students perform in order to achieve these goals?

14. Basic Elements in Course Design
What is the place of this course in the curriculum?
What kinds of skills and levels of knowledge can you expect of students who register for the class?
Given their incoming skills and knowledge, how do you want students to “be different” by the end of the course? (Ex. Original research Objective tests? Papers? Open-ended tests?)

15. Basic Elements in Course Design
4. What themes, fundamental principles, or synthesizing ideas does the course involve? 5. What are the major instructional units into which the course naturally divides? 6. What kinds of learning experiences seem appropriate for students to master the course goals and objectives? 7. How will you evaluate student achievement of objectives?

16. William Perry's and Jean Piaget's Cognitive State Theory
Lev. S. Vygotsky's Constructivist Theory

17. A few assumptions about development:
Growth and development take place in stages.
Each stage of development is integrated into the next. Development seems to be characterized by a gradual blending of one stage into the next, with small units of growth and change fusing to provide the supportive base for transformation to a higher level.
Each individual develops in a direction that is unique.

18. Perry’s continuum of cognitive stage development
Commitment to Relativism
Cognition shifts in this stage—no longer a structural change, but rather a qualitative; students move in developing and living with a series of commitments; locus of control is internal rather than external
Relativism
Contextual thinking; instructor is helper rather than authority; students look to authority for guidance, recognizes own analytical fortitude
Multiplicity
Realizes there are multiple views, but still “do your own thing” approach; one idea is just as good as another
Dualism (lowest level)
Worldview is absolute, right-wrong, black-white; authority as reservoir of knowledge

19. Environment A
Challenge
Cognitive Stagnation
Person
Support

20. Environment B
Support
Person
Challenge
Cognitive Elitism

21. Environment C Cognitive Maturity—learner is able to cope Challenge
Person
Support
Cognitive Maturity—learner is able to cope

22. Final Product: The Syllabus
Events:
e.g. curriculum, views of the instructor and students
Structure:
Clearly stated instructions, syllabus and sound learning experiences
Challenge
Student
Support
Tasks: e.g.
class discussions and written activities
Personal:
e.g. conferences with instructor, announced office hours
Cognitive Maturity—learner is able to cope

23. Summary
We discussed my philosophy of education and its historical background;
We discussed the relationship between my chosen teaching philosophy and archival education (PacRim Study);
I presented a basic planning model of designing a course; and
Discussed how I foster self-reflexivity, critical thinking, and cognitive development in a graduate level course

24. Questions?
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