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wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] – old revision restored (2022/01/26 03:36) 138.197.181.193 | wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] (current) – old revision restored (2022/01/26 03:32) 138.197.181.193 | ||
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===== Challenges ===== | ===== Challenges ===== | ||
- | While WIMS faculty understand the continuing--sometimes masked--challenges for women in science (who doesn' | + | While WIMS faculty understand the continuing--sometimes masked--challenges for women in science (who doesn' |
- | * How can we make positive change across the campus? | + | * These issues aren't isolated to WIMS; they' |
* How to teach persistence/ | * How to teach persistence/ | ||
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- | ===== Readings ===== | ||
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- | * [[http:// | ||
- | * [[http:// | ||
- | * [[http:// | ||
===== Ideas ===== | ===== Ideas ===== | ||
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===== Suggestions ===== | ===== Suggestions ===== | ||
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- | ==== Topic: Subtle Cues in W&L Culture ==== | ||
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- | There are cues in W&L culture that help suppress women' | ||
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- | === Use of the term " | ||
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- | * " | ||
- | * reluctance to use the term " | ||
- | * first-year vs freshman -- faculty say freshman and then correct themselves | ||
- | * message from the faculty | ||
- | * "How old are you?" -- you're a woman | ||
- | * Get students to think about | ||
- | * competence -- more competence with women | ||
- | * girl is damaging in a work environment | ||
- | * not so much in a social environment | ||
- | * but school is your work | ||
- | * work-appropriate language | ||
- | * correct every time | ||
- | * alternative names " | ||
- | * individual conversations with students to correct them | ||
- | * group of " | ||
- | * active thinking while you're talking | ||
- | * more general approach to how to talk in the real world--insurance of success | ||
- | * sound smarter and competent--not like babies | ||
- | * How much do you intervene when you overhear these conversations? | ||
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- | General anti-feminism culture | ||
- | * hesitation to use the word " | ||
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===== 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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* how do you find leadership opportunities? | * how do you find leadership opportunities? | ||
* how do faculty/ | * how do faculty/ | ||
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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 | ||
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- | ==== Handling Challenges in Team ==== | ||
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- | * learning how to navigate difficult team decisions | ||
- | * how much should I (as faculty) intervene? | ||
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- | * 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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- | Issue from student: "I had to take over everything" | ||
- | * Help student to let it go | ||
- | * Alternative: | ||
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- | ==== Organization of Work ==== | ||
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- | * 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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- | ==== How Lower-Status Can Gain Leadership/ | ||
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- | * Frame suggestions so that they are listened to | ||
- | * show you are 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 | ||
- | * Give lower-status person more 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 | ||
- | * could be from a previous course | ||
- | * from office hours help session -- experts for the problem, for that moment | ||
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- | ==== General Tips ==== | ||
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- | * attempt to 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 of the class) | ||
- | * allow " | ||
- | * pass the marker to students | ||
- | * encorporate group rewards, individual rewards, combination | ||
- | * tell anecdotes about your own good and bad team experiences | ||
- | * tell them about how not working together fails | ||
- | * Lynny' | ||
- | * put in an effort | ||
- | * frame the teamwork | ||
- | * how this is good for their own success, resume, ... | ||
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