Session Description: The 2020 pandemic of Covid has revealed anew the perpetual pandemic of racism. What does anti-racist pedagogy look like during this moment? How is the intersection of Covid and movements for racial and social justice prompting you to rethink your goals and purpose in the classroom? Join us for a facilitated conversation and workshop that aims to open up space for self-reflection, imagination, and application in anticipation of the start of Fall classes.
Date: Aug 27, 2020
Time: 12:00 pm – 1:00pm Eastern
Reading: Kishimoto, Kyoko. (2018). Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom. Race Ethnicity and Education, 21:4, 540-554, DOI: 10.1080/13613324.2016.1248824
Alison Cook-Sather, Professor of Education, Director of Teaching and Learning Institute, Bryn Mawr College
Chanelle Wilson, Assistant Professor of Education, Director of Africana Studies, Bryn Mawr College
Jonathon Kahn, Professor of Religion, in-coming Director of the Engaged Pluralism Initiative, Vassar College
Candice Lowe-Swift, Associate Professor of Anthropology, Director of the Engaged Pluralism Initiative, Vassar College
This LACOL webinar shares hands-on practice with five experienced liberal arts teachers from Swarthmore College, Vassar College, Williams College, and Washington and Lee University. This team regularly collaborates to deliver online/hybrid classes for the liberal arts.
Description: Many liberal arts colleges are asking faculty to consider how they move their teaching online as part of emergency preparedness in the face of COVID-19 or other disruptions to regular classroom teaching. Tips and guides are circulating, and faculty get lots of support from their local IT and teaching and learning centers.(more…)
Professors Sunka Simon and Matthew Miller teach Intermediate German as an intensive language class that meets four days a week on campus at Swarthmore College and Colgate University respectively. The curriculum is built to enhance the four language skills (oral, aural, reading and writing composition) through a combination of up-to-date, authentic print and audio-visual geo-political and cultural material to move students from A2 to B1 level proficiency within the span of one semester. Both classes work from a textbook (e.g. Stationen) that integrates Landeskunde (learning about the specificities of German-speaking regions and cities) with B1-level grammar and vocabulary lessons.
We carved out the potential of holding a synchronous class together once a week as a joint web conference. Asynchronously, cross-college teams of students will prepare didacticized assignments consisting of blog-posts, a discussion forum and Zoom video-conferencing tools utilizing newly acquired linguistic concepts to react to consecutive weekly episodes of German-language original dramas such as Dark, Skylines, Dogs of Berlin or Berlin Babylon. To further link the students in their studies, we will bring everyone together for a face-to-face event at Swarthmore in mid-October. The semester will culminate with a virtual symposium and/or video-essay student presentations.
On the benefits of linking courses across two campuses, Professor Simon notes:
Our linked class creates a broader cohort of language learners. We are “in it together.”
As the course wraps up, digital student projects will be shared with the LACOL language community, including web-published symposium papers and final video essays. (more…)
In this short video, one of three in a series on the textbook, ELearning and the Science of Instruction by Ruth Covlin Clark & Richard E. Mayer, Dann Hurlbert digs into how these important concepts should impact instructional video production. The book is an in-depth, research-based look into best practices surrounding using audio and visuals in e-learning. In this first video, Dann relays how best to use the dual channels (audio and visuals) to make his or her instructional videos more engaging and more effective. (See full post.)
Video 2: Talk is Cheap
In this short video, Dann Hurlbert digs into the textbook, ELearning and the Science of Instruction by Ruth Covlin Clark & Richard E. Mayer. This time, Dann relays why audio alone is often less effective online–and what simple steps an instructor can do to make his or her instructional content more engaging and more effective. (See full post.)
Digital Agility: Embracing a Holistic Approach to Digital Literacy in the Liberal Arts
by Sundi Richard (Davidson College) and Beth Bohstedt (Hamilton College)
A group of institutions is collaborating to identify what digital agility means in the liberal arts and to encourage the use of that definition to guide institutional initiatives that involve digital agility …
What are some of the biggest rewards of learning a second language? As a student, what do you know now that you wish you had known as you began learning your language at college? As faculty, what one piece of advice would you give to students as they are about to start their language learning at college? What are models or maps that integrate all aspects of language learning?
These are just some of the questions to be explored through CHIANTI (https://chianti.lacol.net) a new shared resource for students and teachers of language at the college level.
Over the past year, faculty and language learning experts from across LACOL have been collaborating to develop the CHIANTI concept and prototype.For students, an initial set of videos are posted that feature LACOL language instructors and students reflecting on the college-level language-learning experience. For language teachers, a self-curated online digital library of shareable tips and teaching resources is developing.
As an ongoing initiatve of the LACOL Language Instruction Working Group, the Chianti site and team invites contributions from LACOL language instructors in the areas of: General tips for college-level language learning, including research on adult second-language (L2) acquisition. 2) English grammar for L2 learners including models or maps that integrate all aspects of language, 3) Phonology, and 4) An interactive glossary of grammatical and linguistic terms from which instructors can draw for their own pedagogical purposes and to which they can contribute their own definitions and examples.
The gerrymandering controversy in American politics offers an ideal subject for a blended learning class that draws upon racial justice, electoral behavior, electoral reform, law, political science, data analysis, and the use of geographic information systems technology. We combined each of these themes into a class that entailed the practical application of GIS and data analysis skills to a contemporary public policy issue that animated the news as the U.S. Supreme Court prepared to issue its second gerrymandering decision in as many terms.
The real world is complicated, requiring mathematicians to approximate solutions and even the statement of real world problems!
While the chess scenario pictured above might appear to be a make-work problem, the efficient solution illustrates one of the most powerful ideas in mathematics, and allows us to tell in many cases how close we are to the optimal solution (even if we cannot find the optimal solution.)
In this class, you will learn powerful methods from classical algorithms to advanced linear algebra and their applications to the real world, specifically linear programming and random matrix theory.
The project proposal was developed by Melissa Eblen-Zayas and Janet Russell of Carleton College and Laura Muller and Jonathan Leamon of Williams College based lessons learned from the QLAB pilot project.
Additional information about the project, including details about the project advisory board, a needs assessment survey for faculty, and opportunities for faculty and staff to get involved, will be be shared later this summer and into the fall through the QS Working Group Forum.
Scroll down for workshop resources, slides, and video gallery
Data Journalism as a Liberal Art Prof. Amelia McNamara Department of Computer & Information Sciences University of St. Thomas
One of the main ways the general public encounters products of data analysis is through journalism. Data journalists strive to explain complex stories using visualization, statistics, and heavy use of contextualization. As we incorporate data science into the liberal arts, data journalism provides a case study as a field in which the sciences and the humanities are consciously linked. In this talk, I’ll discuss the history of data journalism, how I see it fitting into a liberal arts framework, and experiences from a class I taught on data journalism.
CHIANTI: Ample time devoted to collaborative workshopping on CHIANTI, the shared teaching resource for college-level language instruction; participants will explore the resources that have been gathered so far (including student and faculty reflection videos on liberal arts language learning), brainstorm on ideas for the emerging platform, and work on building additional content.
SKILLS DASHBOARD: Demonstration and brainstorming on the language skills question bank and dashboard prototype – initially developed for French last year, with future possibilities for other languages.
DIGITAL TOOLS for LANGUAGE LEARNING: Colleagues across LACOL shared experiences with digital pedagogies and tools for language instruction.
The ASIANetwork Exchange recently published a special issue titled Digital Asia which expands upon the pedagogical research presented at the 25th Annual ASIANetwork Conference, “Digital and Beyond: Ways of Knowing Asia.” Co-edited by Prof. Erin Schoneveld (Haverford College), several articles in this volume explore the productive relationship between digital technology and Universal Design for Learning (UDL.)
ASIANetwork’s theme of “Digital Asia” highlights a wide range of approaches used to represent and examine rapid economic, social, political, and environmental changes and their impacts on Asian cultures. These methods are comprised of both traditional academic disciplines as well as digital technologies that simultaneously allow for the preservation of existing information as well as the creation and sharing of new data, texts, and images resulting in original ways of analyzing and constructing Asia. Within this context, these articles also examine the productive relationship between digital technology and Universal Design for Learning (UDL). UDL offers strategies for faculty to design curricula that stimulate interest in differentiating the ways students are able express what they know.
Prof. Schoneveld’s article, Japanese Modernism Across Media, examines the pedagogical benefits of implementing a semester-long digital curation project using the open-source web-publishing platform Omeka Classic. This digital curation project was supported by Haverford College Library and Mike Zarafonetis, Coordinator of Digital Scholarship and Research Services. Schoneveld’s colleagues Prof. Shiamin Kwa and Anna-Alexandra Fodde-Reguer, Research and Instruction Librarian, in the Haverford and Bryn Mawr (Bi-College) East Asian Languages and Culture Department contributed the article, The Chinese Poster Project: EALC Pedagogy and Digital Media, which highlights Haverford College Library’s fantastic collection of Chinese political posters held in Special Collections.