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1 00:00:14.423 --> 00:00:16.447 My name's Anna Knutson,
2 00:00:16.447 --> 00:00:21.160 I am a newly minted PhD from the University of Michigan.
3 00:00:21.160 --> 00:00:24.984 I'm starting a position currently as assistant professor of literature and
4 00:00:24.984 --> 00:00:28.946 language and the director of composition at East Tennessee State University.
5 00:00:33.352 --> 00:00:37.528 At the college level I would like instructors to know that students,
6 00:00:37.528 --> 00:00:41.640 they bring in a complicated set of beliefs and ideas about writing.
7 00:00:41.640 --> 00:00:44.082 That might be shaping how they interact with the curriculum, right?
8 00:00:44.082 --> 00:00:48.134 So, maybe it looks like a student just can't write,
9 00:00:48.134 --> 00:00:52.470 or they have some really serious challenges as writing.
10 00:00:52.470 --> 00:00:57.420 But maybe they have some beliefs about writing that are kind of blocking
11 00:00:57.420 --> 00:01:02.030 their progress, because she ended up being a really successful writer but
12 00:01:02.030 --> 00:01:06.670 In her earlier coursework she had so many challenges and I think it had so
13 00:01:06.670 --> 00:01:11.420 much to do with kind of some the baggage that she brought into college.
14 00:01:11.420 --> 00:01:17.150 I do think that building in some flexibility in the High School curriculum,
15 00:01:19.090 --> 00:01:24.180 creating opportunities for students to write in different context and
16 00:01:24.180 --> 00:01:30.180 to prepare them to move across different contexts and
17 00:01:30.180 --> 00:01:33.400 be familiar with different genres and to know that
18 00:01:33.400 --> 00:01:36.560 when they enter college that it's going to be a whole different ball game.
19 00:01:36.560 --> 00:01:40.680 And then when they enter their major it will be even you know more different.
20 00:01:40.680 --> 00:01:42.430 And their profession so on and so forth.
21 00:01:42.430 --> 00:01:45.840 I think a lot about the link between self efficacy and
22 00:01:45.840 --> 00:01:50.450 learning in the chapter I talk about it in terms of growth mindset of course.
23 00:01:51.610 --> 00:01:55.850 Just the awareness that if we believe we can do something it's
24 00:01:55.850 --> 00:01:58.200 that much easier to learn how to do it.
25 00:01:58.200 --> 00:02:03.100 And I think that's the implication for instructors is to have, to really believe
26 00:02:03.100 --> 00:02:07.375 in students and to help students to coach them in believing in themselves.
27 00:02:11.722 --> 00:02:17.172 I think the biggest problem, the kind of research problem underlying my
28 00:02:17.172 --> 00:02:23.950 chapter is the misalignment between high school and college curriculum, right?
29 00:02:23.950 --> 00:02:27.470 I think there's really, really, in Grace's case, for example,
30 00:02:27.470 --> 00:02:30.680 there's great teaching going on on either side, but
31 00:02:30.680 --> 00:02:34.110 the two types of curricula aren't really speaking to each other.
32 00:02:34.110 --> 00:02:39.060 So, I think what we can take away from that is that, if we are expecting students
33 00:02:39.060 --> 00:02:43.242 to move from high school ELA curriculum into a college writing curriculum,
34 00:02:43.242 --> 00:02:47.420 that are not really speaking to each other very well.
35 00:02:47.420 --> 00:02:52.443 I think the biggest problem, the kind of
36 00:02:52.443 --> 00:02:57.470 research problem underlying my chapter
37 00:02:57.470 --> 00:03:02.939 is the misalignment between high school and
38 00:03:02.939 --> 00:03:06.800 college curriculum, right?
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