Category Archives: Pedagogy

Dissertation in a new(ish) medium

I first encountered Nick Sousanis’ dissertation project as a poster at the Fourth International Illustration Symposium in Oxford (UK) in 2013. It stood it to me because (a) it was one of the only posters that relied on illustration to convey … Continue reading

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A question for future instructors

What do you plan to do so your teaching never gets stale? Or. Is teaching necessarily reinvention, semester after semester? Does student centered learning require the instructor to work to maintain relevance?

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Teaching Philosophies

A statement that demonstrates how I teach is a difficult thing to draft. I want it to be clear, precise, showing (and not telling), meaningful, and, above all, accurate. Is this possible? For me, the most difficult part is ensuring … Continue reading

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Ethics and Trigger Warnings

Empathy is the core of Parker Palmer’s “A New Professional: The Aims of Education Revisited.” Empathy is a difficult thing to teach. It is far easier to model. But it is difficult to be explicit about how we approach our … Continue reading

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Who Are the Knowers?

Knowledge is constantly created and recreated. Nobody can know everything, as the corpus of knowledge is always in flux. How, then, can we go about providing any sort of comprehensive education? Simply, we can’t. Instead, we have to be learners … Continue reading

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Human-Centered Learning

When we talk about student-centered learning and diversity, some people feel left out of the conversation. Frequently, those who feel left out are ones who have gotten through education without much concern. That is, they don’t experience negative stereotyping, or … Continue reading

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An ADA Statement Isn’t Enough

It’s become standard fare for instructors to include in a syllabus a statement of ADA accommodation. My syllabus are no different. I always include, somewhere near the “Academic Honesty” section (though the placement doesn’t matter), this sentence: “If you need adaptations or … Continue reading

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Teaching as Myself

I enjoy the freedom that acknowledging my uncool qualities carries with it; I don’t spend time or energy trying to be someone I’m not. As I express more of my individuality in the classroom, I am finding it somehow easier … Continue reading

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Valuing Good Teaching

This week, I stumbled across a blog post in The Chronicle of Higher Education from May 2014. The post asked a pointed question in its title: “Can We Create a Culture That Values Good Teaching?” Instead of focusing on why … Continue reading

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