As you want it to appear on the website
More about you (optional)
Include any pertinent information about your teaching approach, background, or current appointment
Ex: I normally teach Composition courses; I specialize in Queer Theory, etc.
ABOUT YOUR COURSE
Course name and number
Department and/or learning community in which course was taught
More about your course and/or your students
Two sentence description. Ex: this is a survey course commonly taken to fulfill general education requirements; this is an honors seminar taken by liberal arts students; etc.
Exercise learning objectives
Reminder: a learning objective is a statement in specific and measurable terms that describes what the student will know or be able to do as a result of completing the exercise. An example of a good exercise objective: “Students will be able to analyze 19th century manuscript maps and integrate them into 5 page research paper on the waterfront.” Less effective objective: “Students will gain experience with maps.”
Visit description and agenda
Don’t forget about intros and wrap-ups
Please describe what context was needed and how and when it was provided (secondary sources, lectures, activities, etc.)
What did students produce as a result of this exercise? Please submit any assignment instructions.
How do you measure whether or not students met the learning objectives? Ex: the answers they provided during wrap-up, blog posts or handouts, their final projects, etc. If you have a rubric or grading criteria, please submit it.
Personal narrative about the exercise
Can address the following:
- broader pedagogical goals (as opposed to learning objectives)
- the development and evolution of this exercise
- differentiation (how the exercise benefits students of different abilities or preparedness)
- challenges or benefits you experienced
Please share any ideas you have about how this exercise could be used in other educational contexts: a different course or department, with more or less advanced students, with different documents or collections, etc.
Which SAFA archival literacy skills does this exercise address? (select any which apply)
- Paleography and decoding
- Close reading (“detailed and careful analysis of a written work”)
- Visual analysis
- Identifying and finding information needed to understand a document (vocabulary words, names, places, etc.)
- Observing and summarizing
- Identifying and analyzing bias and audience
- Posing larger questions raised by a primary source
Using primary sources
- Connecting primary source documents to contextual material from class
- Making an argument based on primary source evidence
- Choosing and using effective examples
[ ] Please submit final drafts of your revised course materials as a Word document, including: