Timelining Mythologies

Timelining Mythologies

There’s rarely a time in my classes where my students read something or hear something for its own sake.  Instead, the reading or listening is a first step in some bigger activity that asks them to take the information they’ve learned and apply it a some new way, making decisions about the significance of events, people, and actions.  One example of this kind of processing is to have students build a collective timeline. Yesterday, in Power and Inequity in America…

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FAQ: Content Warnings

FAQ: Content Warnings

This FAQ is written from my perspective as an educator and as someone with complex PTSD.  It does not constitute medical advice; I am not a medical professional. Content Warnings: Frequently Asked Questions What is a content (or trigger) warning? A content warning alerts students that there is potentially traumatizing subject matter in a reading, a film, other educational materials, or in an upcoming discussion or lecture. Why do people ask for content warnings? Individuals who have been traumatized (by…

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Having Students Teach

Having Students Teach

There’s an old adage that to know something really well you have to teach it, an adage that’s backed up by countless studies about the concept of retrieval practice.  Retrieval practice is the act of having students pull information from memory – ideas they’ve studied on their own, things they’ve read, something they heard, or data they learned in a previous class session, for example, and applying that information in a new way.  By remembering information – by retrieving it…

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Academia is Ableist

Academia is Ableist

There’s a conversation happening on Twitter right now about accommodations in college classrooms for students with disabilities.  Many people have articulated beautifully why accommodations are not just a matter of law, but of justice, ethics, and professional responsibility.  But there’s one more big piece of this that I think we’re missing. Institutions of higher education in the United States are inherently ableist.  The ways in which we typically assess student learning are predicated on being able-bodied and neurotypical.  It’s not…

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The Tyranny of the To-Do List

The Tyranny of the To-Do List

I’m someone who needs to-do lists. If I try to carry around everything I need to do in my brain alone I forget things (including deadlines), and I feel a tremendous pressure to not forget things, which is a terrible one-two punch. I’m constantly searching my memory for things I know I’m not keeping track of, and when I do remember those things it’s usually somewhere inconvenient – the shower; in bed as I’m falling asleep; at the grocery store….

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Why They Can’t Write

Why They Can’t Write

I picked up John Warner’s Why They Can’t Write : Killing the Five-Paragraph Essay and Other Necessities after hearing good things about it from colleagues, and following John himself on twitter.  I quite frankly longed to be told why my students found writing challenging.  (There is much I can intuit about my students’ habits, and still more I suspect, but there are limits to both.)  I thought the book would be a brief accounting of someone’s faults (students, faculty, administrators…

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Revisiting the First Day

Revisiting the First Day

I was lucky enough to be part of a panel at the AHA last week that talked about formative assessment – assessment that provides an instructor with an opportunity to see what students are learning and provide them with feedback mid-stream, usually separate from the act of awarding a grade. I talked about SOCC, a structured way of teaching my students how to analyze primary sources that doubles as a formative assessment method. You can read all about the panel…

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SOCC at the AHA

SOCC at the AHA

Thanks to everyone who came to the panel I was part of yesterday at the American Historical Association’s annual meeting in Chicago. I was lucky enough to present with Lendol Calder of Augustana College, and Steve Mintz from the University of Texas at Austin on formative assessment in college classrooms. Natalie Mendoza kicked us off and brought us home with great comments, and the questions from the audience were insightful and thoughtful and I enjoyed talking to everyone so much!…

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Strong Emotional Reactions

Strong Emotional Reactions

I’m someone who’s a big believer in content warnings. Each term, my students and I identify topics in my courses that might trigger someone in the room – cause a profound psychological and physical reaction, for example. I then indicate that on the syllabus, in class, or on my LMS so that those students can make an informed decision about how to interact with readings, discussions, and in-class materials. I believe that warnings allow students (and professors) to manage otherwise…

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The past two weeks

The past two weeks

[TW/CW for discussion of sexual assault] Fifteen years into my active recovery from more than one sexual assault, my ability to speak honestly about what I’ve experienced is conditioned by wariness, protectiveness, and fear. There are relationships to protect; there is the relative power and influence of one of my abusers with which to contend; there is societal investment in my silence. I’ve done the math, sat down with my therapist and weighed my wish to bare all with the…

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