1. Announcements Common Reading and the Order of the Crimson Key (Owen)
Beth gone Sept. 28th-Oct. 1st--see Kate with any questions

2. Teaching Without Deficit
CLASP PDC Session #2
Wednesday, September 27, 2017

3. What Is CLASP?
CLASP is designed to address the retention and degree completion rates of first-generation, multicultural, low-income, or otherwise underrepresented students in three distinct ways:
Equips students with the confidence and competence needed to interpret and navigate the unspoken expectations of the university.
Supports the faculty who teach key introductory courses. Faculty participate in professional development opportunities that explore the connection between pedagogy and retention of underrepresented students.
Bridges educational opportunity programs with academic departments to facilitate a holistic approach to student learning and development.

4. Deficit Model aka the “Banking Model”
“In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.”
-Paulo Freire, Pedagogy of the Oppressed

5. How does all of this relate to CLASP pedagogy?

6. how well students actually perform tasks in the FYC course
Standards
Outcomes
how well students actually perform tasks in the FYC course
what students should be able to do at the conclusion of the FYC course

7. Literacy Crises
The exigencies that have traditionally motivated literacy campaigns in the United States have largely deployed literacy education as a sort of gatekeeping mechanism that “draw[s] lines of social distinction, mark[s] status, and rank[s] students in meritocratic order”
-John Trimbur, “Literacy and the Discourse of Crisis”

8. What does it mean to teach without deficit?

9. Teaching Without Deficit
“The best learning is one-to-one; novice students’ great fear is the one-to-one with professors. Through this program [CLASP], the professors get to discover the students as more than victims; the students get to discover the professors as less than geniuses.”
Victor Villanueva, “Subversive Complicity and Basic Writing Across the Curriculum”

10. Group Activity #1
In what ways might we still be reinforcing a deficit model in the FYC course?
How are you consciously pushing back against the deficit model in the FYC course? What are some concrete pedagogical practices you can point to that illustrate as much?

11. An [Incomplete] Example
Between Units Post-Write
What was the most useful and/or effective lesson, assignment, and/or activity from this unit?
What was the least useful and/or effective lesson, assignment, and/or activity from this unit?
In what ways can I continue to improve the level of my instruction?
What sorts of questions, issues, and/or ideas would you like for us to explore in more depth during class?

12. Group Activity #2
What are 3 to 5 things you would like to learn more about your teaching?
What sorts of questions can you ask students that might help you learn more about these aspects of your teaching?

13. Thank you for being my audience!