Differences
This shows you the differences between two versions of the page.
| Both sides previous revisionPrevious revisionNext revision | Previous revision | ||
| 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] (current) – old revision restored (2022/01/26 03:32) 138.197.181.193 | ||
|---|---|---|---|
| Line 10: | Line 10: | ||
| ===== 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/ | ||
| Line 48: | Line 48: | ||
| ===== Suggestions ===== | ===== Suggestions ===== | ||
| - | ==== Topic: Subtle Cues in W&L Culture ==== | ||
| - | |||
| - | 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 ===== | ||
| Line 62: | Line 54: | ||
| * 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 ==== | ||
| Line 77: | Line 69: | ||
| * how do you find leadership opportunities? | * how do you find leadership opportunities? | ||
| * how do faculty/ | * how do faculty/ | ||
| - | |||
| - | |||
| - | ===== Teamwork Notes from 11/6 ===== | ||
| - | |||
| - | **Action Item:** Bring Lynny back in the winter term | ||
| - | |||
| - | ==== Team Assessments ==== | ||
| - | |||
| - | * 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 ==== | ||
| - | |||
| - | * 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 | ||
| - | |||
| - | ==== 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 | ||
| - | |||
| - | ==== How Lower-Status Can Gain Leadership/ | ||
| - | |||
| - | (Poorly stated) | ||
| - | |||
| - | * 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?" | ||
| - | |||
| - | * 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 | ||
| - | |||
| - | ==== General Tips ==== | ||
| - | |||
| - | * 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, ... | ||
| - | |||
| - | |||
