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wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] – old revision restored (2022/01/26 03:37) 138.197.181.193 | wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] – old revision restored (2022/01/26 03:32) 138.197.181.193 | ||
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===== Suggestions ===== | ===== Suggestions ===== | ||
- | ==== Topic: Subtle Cues in W&L Culture ==== | ||
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- | There are cues in W&L culture that help suppress women' | ||
- | |||
- | * Use of the term " | ||
- | * " | ||
- | * General anti-feminism culture | ||
- | * hesitation to use the word " | ||
===== Action Items ===== | ===== Action Items ===== | ||
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* Discussion leader: Lynn Chin, Sociology -- November 6 | * Discussion leader: Lynn Chin, Sociology -- November 6 | ||
* Starting discussion: | * Starting discussion: | ||
- | * Should you assign | + | * assigning |
- | * What are the tradeoffs when choosing the size of teams? | + | * size of teams |
- | * How do we encourage | + | * leadership within the team |
- | * How do we encourage a sense of ownership | + | * sense of ownership |
- | * How do we define | + | * defining |
==== Leadership Roundtable Discussion ==== | ==== Leadership Roundtable Discussion ==== | ||
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- | ===== Teamwork Notes from 11/6 ===== | ||
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- | **Action Item:** Bring Lynny back in the winter term | ||
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- | ==== Team Assessments ==== | ||
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- | * work as motivation to step up | ||
- | * intermediate deadlines for evaluations | ||
- | * Lynny' | ||
- | * rank order for contributions | ||
- | * how well prepared -- 5-pt scale | ||
- | * how much contributed | ||
- | * how cooperative | ||
- | |||
- | ==== Handling Challenges in Team ==== | ||
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- | * learning how to navigate difficult team decisions | ||
- | * how much should I (as faculty) intervene? | ||
- | |||
- | * why do people contribute? | ||
- | * when things are uncertain and we don't know who can contribute best to the group goal, we rely on some social status characteristic, | ||
- | * no relationship between dominance and competence | ||
- | * status is a way of coordinating people' | ||
- | * how do you break the typical social status organization? | ||
- | * competence is higher than status | ||
- | * every part is important but different | ||
- | * can't necessarily assign a leader with adults | ||
- | * valuing different types, culture | ||
- | * bring people in | ||
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- | ==== Organization of Work ==== | ||
- | |||
- | * working on different parts is harder to coordinate | ||
- | * **jigsaw method** | ||
- | * break up students into teams | ||
- | * each assigned a role within that team | ||
- | * all in that role talk together | ||
- | * rotating jobs? is that possible? | ||
- | * easier to manipulate first-year students | ||
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- | -Frame suggestion so that they are listened to | ||
- | - are you willing to sacrifice for the group? "I think it's going to be better for the group ..."; "is the best solution for the group?" | ||
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- | - give off aura of leadership | ||
- | - same responsibility -- assign extra questions -- research this extra thing -- shows that they have extra competence | ||
- | - they have this knowledge -- go listen to them -- stack in their favor | ||
- | -- maybe from a previous course? | ||
- | - from office hours help session -- experts for the problem, moment | ||
- | - if you get every person to say something the first day of class (if they don't say something the first day of the class they are unlikely to say something the rest ofthe class) | ||
- | | ||
- | - pass the marker to students | ||
- | - group rewards, individual rewards, combination | ||
- | - i had to take over everything | ||
- | -- to let go | ||
- | -- bring bossy kids together | ||
- | -- tell them about how not working together fails | ||
- | -- didn't trust--put in an effort | ||
- | - tell anecdotes, frame | ||
===== Discussion/ | ===== Discussion/ | ||