1. 8/8/2018
Power and Privilege In the Curriculum: Working With Your Institution’s Student Learning Outcomes
CLASP Module #3
Anna Plemons and Jordan Engelke
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2. 8/8/2018
CLASP Project Goals
to develop a practice of productive, on-going questioning of our own pedagogy
not a deficit model (neither students nor teachers are “broken”)
not an expert discourse
we recognize that training is secondary to lived experience – want to encourage story- telling between teachers
These are review slides, but we think it’s important to situate the audience again after a break, so this will act as a refresher 
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3. Project Outcomes
1. Method for self-reflection 2. Collection of best practices for classrooms (versus particular, isolated ways of engaging small groups of students)

4. Toward a Pedagogy for CLASP
On Markers of Difference:
“On its own, a marker has no stable meaning. This is one reason that markers of difference are so deeply rhetorical; they require involvement between a speaker/writer and an audience, and they must be located in their rhetorical context.” (72)
“To evoke my deafness as difference, it must be considered relationally: How does my not-hearing (of a particular form) make me different from a specific interlocutor? Is this difference taken up by either participant? And if so, how does this marker of difference—whatever it is that cues my deafness or my interlocutor’s relationship to my deafness—become salient for each of us?” (72)
Stephanie Kerschbaum, Toward a New Rhetoric of Difference

5. Toward a Pedagogy for CLASP
No teacher can hear everything; our experiences and knowledge dispose us to listen for particular voices and cues and not others. The asymmetries of listening always affect who and what will be heard, and it is hard to know what to listen for. So how can we listen for what we don’t even know is there in the classroom? (Kerschbaum 63)

6. Levels and Types of Curriculum
8/8/2018
Levels and Types of Curriculum
Intended curriculum: the curriculum that larger institutions and programs believe will convey core knowledge and values students absorb
Taught curriculum: what teachers do and use to present content, ideas, skills, and attitudes, where teachers’ beliefs begin altering the intended curriculum
Learned curriculum: what students have learned as a result of being in the classroom
-Larry Cuban, “Curriculum Stability and Change” (1992)
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7. 8/8/2018
Use this slide to display the Student Learning Outcomes for your class/department/college
What ways do these outcomes allow for or inhibit that kind of pedagogy?
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8. Examples from WSU ENGL 101 Learning Outcomes:
8/8/2018
Use this slide to discuss/display intersections/overlap between those learning outcomes and a CLASP Pedagogy
Examples from WSU ENGL 101 Learning Outcomes:
What does it mean to “[r]ecognize and critique the relationships among language, knowledge, and power”?
How do efforts to “[r]ecognize and critique the relationships among language, knowledge, and power” relate to the goals of the CLASP program?
If you have learning outcomes that share similar language, this is a great place to add them and discuss them in light of CLASP and inclusive pedagogies
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9. Questions for Small Group Discussion:
8/8/2018
Questions for Small Group Discussion:
Using what you know from Modules 1-3, in what ways have you helped (and/or can you help) facilitate efforts to “[r]ecognize and critique the relationship between language, knowledge, and power” in your teaching? [taught curriculum]
In what ways or forms have students' efforts to “[r]ecognize and critique the relationship between language, knowledge, and power” appeared in their work, interactions, and final portfolios? [learned curriculum]
Edit these questions to reflect your particular student learning outcomes
What parallels do you see between the goals of CLASP, your student learning outcomes, and Cuban’s levels of curriculum?
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10. In the Next CLASP Module:
Critical Course Design

11. References
Stephanie Kerschbaum, Toward a New Rhetoric of Difference.
Larry Cuban, “Curriculum Stability and Change” (1992)