On Monday, July 13, Cathy N. Davidson and I presented at the REMOTE summit hosted by Arizona State University. Our talk, "Trust Your Students," was about co-learning and using active learning tools like Think-Pair-Share and Entry and Exit Tickets to support peer-to-peer learning in a community, whether onsite or online. At our session, there were … Continue reading REMOTE Summit
Active Learning
“Transforming Your Online Teaching from Crisis to Community,” Inside Higher Ed
On March 11, 2020, Inside Higher Ed published an article that Cathy N. Davidson and I coauthored in response to the current coronavirus crisis, #CovidCampus, and the like, titled, "Transforming Your Online Teaching from Crisis to Community." In the article, we write: "The biggest takeaway from the research on effective teaching online is that we … Continue reading “Transforming Your Online Teaching from Crisis to Community,” Inside Higher Ed
What Do Our Students Lose by Not Taking Humanities Courses?
In the latest issue of MLA's Profession, Cathy N. Davidson and I argue that students lose too much when they don't take humanities courses and that now is the time for those of us teaching in the humanities to do more than take a defensive posture in what amounts to a global assault on the … Continue reading What Do Our Students Lose by Not Taking Humanities Courses?
Entry & Exit Tickets: A Way to Share in the Intellectual Growth of Students
This is the third post of a series on Progressive Pedagogy in which I very briefly summarize a pedagogical theory and offer an exercise (or two) that you can use in your classroom to put that theory into practice. To read the original post, published on March 4, 2019 on HASTAC.org, click here. bell hooks … Continue reading Entry & Exit Tickets: A Way to Share in the Intellectual Growth of Students
Writing Learning Outcomes with Your Students
This is the second post in a series on Progressive Pedagogy in which I very briefly summarize a pedagogical theory and offer an exercise (or two) that you can use in a classroom to put that theory into practice. Click here to read the original post, published on February 19, 2019 on HASTAC.org. In Freire for the Classroom, Ira Shor … Continue reading Writing Learning Outcomes with Your Students
Dialogic Methods in the Classroom
This is the first post of a series on Progressive Pedagogy in which I very briefly summarize a pedagogical theory and offer an exercise (or two) that you can use in a classroom to put that theory into practice. View the original post, published on February 18, 2019 on HASTAC.org. Paulo Freire in Pedagogy of the Oppressed (1970) advocates … Continue reading Dialogic Methods in the Classroom
Tactile Learning in the College Classroom
I've learned a great deal from Kahdeidra Monét Martin, a Graduate Center and Humanities Alliance Fellow I've had the pleasure of meeting at Futures Initiative events and a recent Hunter College ACERT luncheon. Kahdeidra reminded me, on our recent panel together, that just because we grow older doesn't mean that the learning methods we associate … Continue reading Tactile Learning in the College Classroom
Structuring Equality in my American Literature Survey Course
It's syllabus-writing season! After some time away from teaching, time for reflection and growth as an educator, I am thrilled to be teaching "American Literature: Origins to the Civil War" again this fall. I've taught this course twice, so I feel confident enough to hand my syllabus over to my students to plan all the … Continue reading Structuring Equality in my American Literature Survey Course
