“You are the problem . . . Your body perpetuates racism,” Dr. Asao Inoue told a group of his white colleagues earlier this year in his chair’s address at the […]
The recent book The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education (Utah State University Press, 2016) is an exemplary work of pedagogical scholarship for Michele Eodice, Anne Ellen Geller, […]
Watch Matt Huett and Paul T. Corrigan’s discussion of Naomi S. Baron’s book Words on Screen: The Fate of Reading in a Digital World (Oxford UP, 2015). The book offers an […]
In Writing Across Contexts: Transfer, Composition, and Sites of Writing—a fascinating, important, award-winning book that comes from the discipline of writing studies and has broad implications for teaching and learning […]
In class discussions, students often speak only to the teacher—and the teacher responds to every point. Inspired by Stephen D. Brookfield and Stephen Preskill’s Discussion as a Way of Teaching, I’ve written a structured protocol for class discussion that gets students talking to each other. So far, it’s leads to much more give-and-take among students.
Dan Richards introduces the pioneering educational theorist John Dewey, making a case for the lasting value of his educational writings and theories, including Democracy and Education (1916), “My Pedagogic Creed” (1897), and the idea that, in whatever conditions we find ourselves teaching, we should seek to to make as much meaning as we can.