english 714 ed nagelhout 23 august 2010 welcome! english 714 - theories of pedagogy in english...

English 714Ed Nagelhout 23 August 2010

Welcome!

English 714 - Theories of Pedagogy in English Studies

Tonight’s Topics• Introductions• Syllabus Review• Thoughts on Graduate Study• Workload• Traditional Pedagogies• Key Terms and Lenses• Pedagogy and Your Future


Introduction

Ed Nagelhout• Associate Professor of Rhetoric and Writing• Graduate Coordinator• PhD from Purdue University, 1996• 9th year at UNLV• 2 years at Stephen F. Austin• 4 years at IUPUI• Play Over-50 Tournament Softball


Syllabus ReviewEnglish 714 - Theories of Pedagogy in English StudiesCourse Web Site: http://faculty.unlv.edu/nagelhout/ENG714f10/Section: ENG 714.1001

Day/Time: W 4:00-6:45

Place: BEH 218

Instructor: Ed Nagelhout, PhD

Office: FDH 629

Email: [email protected]

Phone: 895-5073 or 431-1042

Office Hours: T 9-12; W 1-4; F 11-2

We will also use WebCampus for document delivery.


Course Description

This course critically examines pedagogical theories prevalent in English studies at the post-secondary level. Students will read, analyze, discuss, and write about key issues in pedagogical practices inside and outside the classroom. Moreover, students will learn to apply pedagogical thinking to their own work as graduate student teachers at UNLV and as a part of their larger professional development.


Course Goals• Become familiar with core

pedagogical concepts• Recognize central pedagogical

issues, problems, and theories • Develop a richly textured,

complex appreciation of these issues, problems, and theories

• Understand theoretical and practical implications of pedagogical practices

• Cultivate pedagogical skills necessary for professional success in academia


Course Outcomes

• demonstrate an advanced understanding of pedagogical thinking

• locate pedagogical theories in their social and cultural context(s)

• articulate relationships among diverging – even conflicting – pedagogical theories

• demonstrate how "pedagogy" provides an oftentimes understood, and misunderstood, foundation for English Studies

By the end of the semester, students will be able to


Course PhilosophyAs a teacher, I am committed to creating the most conducive learning environment possible.

I believe that learning occurs most effectively in social situations, which means promoting a student-centered classroom and creating a non-threatening space where students exchange ideas freely.

As a class, we will negotiate the kind of environment that you will all feel most comfortable in; however, after tonight lectures (by anyone) will be minimal.


Course Philosophy (cont.)

We can negotiate our use of groupwork, the shape of our discussions, the way we distribute the workload, the value of our experiences.

I appreciate what you say, and I am committed to making this class a positive learning experience.

I will provide you with opportunities to learn, I will put you in positions to build on your prior knowledge, I will promote connections between this class and your primary fields of interest.

But you are responsible for your own learning and your own education.


Course TextsTo be determined as a part of

our classroom research practices.


Expectations

What you can expect from me:• I will take you and your work

seriously • I will promptly respond to

your written work to help you revise your writing and your thinking

• I will give you individual attention when you need it, whenever you ask

What I expect from you:• You will be in class, on time,

every meeting • You will come to class

prepared to work every meeting

• You will complete your work on time

• You will take your work seriously

• You will take working with your classmates seriously


Course Workload• Research Contributions

(5=25)• Writing #1 – Writing about

Teaching (3=15)• Writing #2 – Pedagogical

Position Statements (3=15)• Writing #3 – Teaching

Portfolio (1=15)• Week 14 Exam (1=10)• Final Reflection (1=5)• Weekly Participation (15=15)


GradingIn order to complete the course successfully, you must complete all of the assigned course projects. In addition to polished drafts, you will create supporting documents and complete other exercises in order to help you reach the course goals.

A total of 100 points is possible for the entire course. I use a standard distribution to determine letter grades, including plus grades and minus grades.

A = 100-93

A- = 92-90

B+ = 89-87

B = 86-83

C = 82-70

F = 69 and below


AttendanceUniversity policy requires that you attend every class. If you do miss a class, for whatever reason, you are responsible for making up missed work. If you know that you will miss a class, please let me know in advance either with a voice-mail message or an email message informing me that you will be gone and letting me know what you plan to do to make up missed work. If you are not able to give prior notice, late notice is better than nothing.


Ethics & Plagiarism

Downloading papers from the Internet and handing them in, paying someone else to write a paper for you, taking a paper written by someone else and handing it in as your own are all forms of fraud and cheating, and if you do these things, you will fail the course. See the UNLV Graduate Catalog for more information about the proceedings in such cases.

You must do your own original work in ENG 714. Whenever you borrow graphics, quote passages, or use ideas from others, you are legally and ethically obliged to acknowledge that use, following appropriate conventions for documenting sources. To borrow someone else’s writing without acknowledging that use is an act of academic as well as professional dishonesty, whether you borrow an entire report or a single sentence.


Documented Disability

If you have a documented disability that may require assistance, you will need to contact Disability Services for coordination in your academic accommodations.

DS is located in the Reynolds Student Services Complex (SSC), Room 137. The phone number is 895-0866 or TDD 895-0652.

Professionalism should be an underlying motivation for every graduate course.

Graduate Study

&

ENG 714



As academic professionals, analysis, research, and writing will be your primary tools.

Graduate Study

&

ENG 714


Graduate Study

&

ENG 714

We can always learn something, can always gain value, from others have to say


Graduate Study

&

ENG 714

This course should be an opportunity to develop (an)other set of lenses relative to your primary field of interest.


Graduate Study

&

ENG 714

I give you permission to explore as broadly as possible.


Graduate Study

&

ENG 714

Best practices for writing in academia include planning, drafting, revising, and editing. And not in the same day!


• Two Theories

• Four Models

• Six Categories

• And One Post-Pedagogy

A Tradition of Pedagogies


Two Broad Pedagogical Theories

1.Instructivist

2.Constructivist



Four Models for Learning

1.Transmission

2.Experiential

3.Communities of Practice

4.Outcomes-Based



Post-Pedagogy1. Destruction of traditional canons and

teacher as proprietor of all knowledge2. Open, interactive, and staged "lectures"3. Situating learning within interactive

multimedia environments4. Learning environments as research and

work of equal collaborators who learn from each other



•Marxism

•Deconstruction

•Poststructuralism

Ed’s Broad Reading Perspectives


First pass through the text:

•Uncritical

•Sensitive

•Aware

Reading in ENG 714


Second pass through the text:

•Different perspective

•Precise Lens

•Critical

Reading in ENG 714

AssessmentCollaborationStudent/TeacherSocial/IndividualInformation/ExperiencePassive/Active

Some Key Terms for ENG 714


EpistemologyKnowledge TransmissionEngagementProcessReflectionTechnology

Sample Prompts

Lenses for ENG 714


Process•Are processes described?•What are appropriate processes?•What are classifications of process?•What is the relationship between process and learning?•What are the boundaries of process?

Sample Prompts

Lenses for ENG 714


Assessment•What initiates assessment?•How is assessment defined?•What is the nature/purposes of assessment?•What are alternatives to assessment?

Sample Prompts

Lenses for ENG 714


Student/Teacher•Who is privileged in the learning environment? •Who is responsible for learning?•Who can speak? Under what circumstances?•What is the relationship between student and teacher?


Pedagogy & Your Future

• become familiar with core pedagogical concepts• recognize central pedagogical issues, problems, and

theories • develop a richly textured, complex appreciation of

these issues, problems, and theories• understand theoretical and practical implications of

pedagogical practices• cultivate pedagogical skills necessary for professional

success in academia

Course Goals


Pedagogy & Your Future

• demonstrate an advanced understanding of pedagogical thinking

• locate pedagogical theories in their social and cultural context(s)

• articulate relationships among diverging – even conflicting – pedagogical theories

• demonstrate how "pedagogy" provides an oftentimes understood, and misunderstood, foundation for English Studies

Course Outcomes


Introduction in Writing

Please provide the following:

• Name• Year and Program/Specialty • Primary Goals for the Course• Biggest Fear about the Course• A Fun Fact About You• One Burning Question

english 714 ed nagelhout 23 august 2010 welcome! english 714 - theories of pedagogy in english...

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