BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Lewis & Clark//NONSGML v1.0//EN BEGIN:VTIMEZONE TZID:America/Los_Angeles BEGIN:DAYLIGHT TZNAME:PDT DTSTART:20190310T100000 RDATE:20190310T100000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 END:DAYLIGHT END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/Los_Angeles BEGIN:STANDARD TZNAME:PST DTSTART:20191103T090000 RDATE:20191103T090000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Los_Angeles:20190403T124500 DTEND;TZID=America/Los_Angeles:20190403T133000 LOCATION:J.R. Howard Hall 302 GEO:45.451619;-122.669391 SUMMARY:The Hidden Curriculum DESCRIPTION:What is the hidden curriculum? According to author (https://r owman.com/ISBN/9780739165669) \;and associate professor Buffy Smith\, “\;the hidden curriculum consists of the 'norms\, values\, and expe ctations' that govern interactions among students\, faculty\, staff and a dministrators\," and the hidden curriculum poses particular challenges fo r low-income\, first-generation\, and underrepresented students (Insider Higher Ed (https://www.insidehighered.com/news/2014/08/04/book-argues-men toring-programs-should-try-unveil-colleges-hidden-curriculum)\, 2014).It' s easy to take for granted some of the well-established norms of academia . For example in the \;Chronicle Review's\, \;Can This Man Change How Elite Colleges Treat Low-Income Students? (https://www.chronicle.com /article/Can-This-Man-Change-How-Elite/245714)\, Harvard University's ass istant professor of education\, Anthony Jack describes how "An administra tor at another college told [him] she realized that some of her low-incom e students thought 'office hours' meant hours that belonged to her\, duri ng which she shouldn't be disturbed. That reveals more than a mere miscom munication\, Jack argues\; it represents the 'gaps in expectations betwee n faculty and students about what is required to succeed in college'."Geo rgetown University's associate professor Marcia Chatelain (who will be le ading our on-campus workshop next week) wrote about \;the need to 0\;Help First-Generation Students Master Academe's 'Hidden Curriculum' 60\; (https://www.chronicle.com/article/We-Must-Help-First-Generation/244 830)in the \;Chronicle of Higher Education. Dr. Chatelain recently co -taught a course designed specifically for first-generation\, low-income\ , and/or underrepresented students\, and has generously shared \;her syllabus (https://college.lclark.edu/live/files/27827-mastering-the-hidde n-curriculum) \;with us. There are a number of important ideas to con sider (and articles to read) in her syllabus\, especially as we work toge ther to develop and refine our new general education offerings.Here \ ;are some questions to consider:To what extent did you have to navigate a "hidden curriculum" when you were a student?What have you done in your t eaching or advising to help new students better understand the norms\, va lues\, and expectations of Lewis &\; Clark?What guidance or resources would you need in order to more effectively support first-generation\, lo w-income\, and/or underrepresented students in your classes?How might asp ects of Dr. Chatelain's course fit into or influence your own teaching ne xt year?All TEP Pedagogy Lunches last about an hour and meet in the confe rence room in \;JR Howard Hall 302 \;(unless stated otherwise). Y ou are welcome to bring your own lunch. Coffee\, tea\, and cookies are pr ovided. \; \;Although an RSVP is \;not \;required\, a rou gh headcount would be helpful. If you plan to attend the TEP \;lunch\ , please RSVP below or \;email \;tep@lclark.edu (mailto:tep@lclar k.edu). X-ALT-DESC;FMTTYPE=text/html:
What is the hidden curricu lum? According to author \;and associate professor Buffy Smith\, “\;the hidden curri culum consists of the 'norms\, values\, and expectations' that govern int eractions among students\, faculty\, staff and administrators\," and the hidden curriculum poses particular challenges for low-income\, first-gene ration\, and underrepresented students (Insider Higher Ed\, 2014).
It's easy to take for granted some of the well-established norms of a cademia. For example in the \;Chronicle Review's\, \;Can This Man Change How Elite Colleg es Treat Low-Income Students?\, Harvard University's assistant profes sor of education\, Anthony Jack describes how "An administrator at anothe r college told [him] she realized that some of her low-income students th ought 'office hours' meant hours that belonged to her\, during which she shouldn't be disturbed. That reveals more than a mere miscommunication\, Jack argues\; it represents the 'gaps in expectations between faculty and students about what is required to succeed in college'."
Georgetown University's associate professor Marcia Chatelain (who will be leading our on-campus workshop next week) wrote about \;the n eed to \;Help First-Generat ion Students Master Academe's 'Hidden Curriculum' \;in the \; Chronicle of Higher Education. Dr. Chatelain recently co-taught a course designed specifically for first-generation\, low-income\, and/or u nderrepresented students\, and has generously shared \;her syllabus \;with us. The re are a number of important ideas to consider (and articles to read) in her syllabus\, especially as we work together to develop and refine our n ew general education offerings.
Here \;are some questions to consider:
To what extent did you have to navigate a "hidden curriculum" w hen you were a student?
What have yo u done in your teaching or advising to help new students better understan d the norms\, values\, and expectations of Lewis &\; Clark?
What guidance or resources would you need in o rder to more effectively support first-generation\, low-income\, and/or u nderrepresented students in your classes?
How might aspects of Dr. Chatelain's course fit into or influence y our own teaching next year?
All TEP Pedagogy
Lunches last about an hour and meet in the conference room in \;