Friday @ the Center
October 22, 2010
Fulbright Thank You's
On Monday the Center submitted six Fulbright applications for SPU students Bethany Buer, Bryn Bowser, Bekah Graham, Ben Gown, Sarah Long and Dianne Potter. Four of these students are undergraduate students and two are graduate. Thank you to those who wrote recommendation letters, helped with essays, and sat on interview panels. As you work with Seniors and Grad students this year, please encourage those you think may be solid candidates for Fullbright (study or teach English abroad), Marshall (study in UK), or Rhodes Scholarships to attend informational sessions that I will host in the spring.
So You Want to Go to Grad School?
Please encourage any of your students that are interested in graduate school to attend the CSFD sponsored seminar, So You Want to Go to Grad School?, next Tuesday, October 26, from 1 p.m. - 1:50 p.m. in Demaray Hall 261. I will cover the basics of a grad school application, the GRE, obtaining recommendations, and writing personal statements.
CSFD Display Case
Next time you are in the Library, check out the display of faculty scholarship relating to global themes that are now being showcased in the Center's display case on the second floor. Featured so far are books, book chapters, and journal articles by Professors Bantum, Leong, Adeney, Levison, Pope-Levison, Mvududu, VanZanten, Gritter, Schueurman, and A.C.E. Assistant Program Director, Tim Healy. There is still room for more and if you have any published works dealing with global themes please contact Anna Miller to have your work considered for the display.
Structuring Student Midterms
Many veteran faculty members utilize Benjamin Bloom’s (1956) learning taxonomy when thinking about how to structure and assess student learning. Bloom organized the outcomes of student learning into the following hierarchy.
Former colleagues of Bloom, Lorin Anderson and David Krathwohl, recently created a new cognitive hierarchy that shifts the goal from learning outcome to assessment of student cognitive skill. Their hierarchy introduces the intersection between different levels of knowledge; factual, conceptual, procedural and metacognitive.
Anderson and Krathwohl suggest creating a taxonomy across these different types of knowledge with their new cognitive hierarchy to gauge the type of knowledge you are asking students to interact with and the cognitive process you are asking them to engage in.
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Cognitive Processes |
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The Knowledge Dimensions |
1. Remember |
2. Understand |
3. Apply |
4. Analyze |
5. Evaluate |
6. Create |
Factual |
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Conceptual |
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Procedural |
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Metacognitive |
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Images from: http://www.learningandteaching.info/learning/bloomtax.htm
Whether you sit with paper and pencil to fill in blanks on a chart or use it as a general heuristic, it is useful to think about what we are asking students to know and how we are asking them to engage with that knowledge. For further reading on this topic check out A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.
Margaret Margaret Diddams |
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