Reflections

Nastygram: Faculty and Cyberbullying

Feb 7th, 2015 | By
Nastygram-final02

Wading into the ongoing and lively discussion about the “Dear Student” series in Vitae, Corey Sparks noted on Twitter that “Working hard on behalf of students and complaining about them aren’t mutually exclusive categories.” The profession largely agrees, though our discourse on our work leads many of us to call The Chronicle of Higher Education

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Offseason Musings: Football, Pedagogy, and the Multimodal Composition Classroom

Jan 20th, 2015 | By
secgametweet

College football is increasingly in the news, and usually for all of the wrong reasons. One of the most concerning things for educators is the relationship between the academic and athletic programs at our nation’s colleges and universities. And it is a tenuous, problematic relationship, undoubtedly. Imagine my surprise then when I found myself thinking

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Go Make Yourself Un-useful

Feb 25th, 2013 | By
sara

In a previous post, I reflected on the successes and failures of a project I assigned in my Spring 2012 course on copia, and assigned again with some minor changes this semester. Students spend the first month of the semester gathering an eclectic mix of material, organizing it into categories, and publishing it in a

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Hate Studies and the Holocaust Memorial Museum

Oct 17th, 2012 | By
LoveHate

What is hate, and how do we combat it?  Recently, I attended a symposium organized by Gonzaga University’s Institute for Hate Studies and American University’s Washington College of Law.  The symposium was on “Hate and Political Discourse” and was organized by John Shuford and Robert Tsai in honor of the Journal of Hate Studies 10th

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Tech, No to Tech, Yes: How a Former Technophobe Becomes a Digital Teaching Fellow

Sep 13th, 2012 | By
becky

An ongoing series by new Brittain Fellow, Rebecca Weaver I am a new Brittain Fellow in Digital Pedagogy at Georgia Institute of Technology, where I teach a 21st Century version of First-Year Writing. This class focuses on the WOVEN curriculum, a broader curriculum of communication than that of traditional writing classes, and heavily emphasizes technological

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Pieces of What?

Aug 3rd, 2012 | By

About a thousand years after everyone else, I came across Feminist Ryan Gosling, and despite having seen only one Ryan Gosling movie—Drive, in which he “Hey’s” nary a girl, but does assault someone with a hammer—I enjoyed reading through the entries. But I knew I was late to the party when I saw the second post

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Looking Back, Looking Forward

May 12th, 2012 | By

As the editor of TECHstyle this year, I’ve exhorted my colleagues on a regular basis to “bang out a post – it only takes 15 minutes”!  Yet here I sit, mulling on this “end-of-the-year” reflection post and I find I have nowhere to start and no idea how to write it.  Do I reflect on

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Everybody’s Got Something

May 10th, 2012 | By

Being a teacher can be incredibly rewarding. I feel fortunate to work in an environment where I can focus on becoming a better teacher and collaborate with other progressive pedagogues (couldn’t resist that). It is easy to get caught up in the prepping and marking and research and committee meetings and all the other aspects

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Myth BEYOND the Classroom

May 10th, 2012 | By
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Two weeks ago, my students displayed their final projects in the third floor gallery space in Clough.  For the final installment of my “Myth in the Classroom” column, I thought I’d reflect back on what I learned, what I enjoyed, and what I struggled with in putting the exhibit together as we look ahead to

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Your Soundbite Pleased me Greatly: Commonplacing in the Classroom

Feb 2nd, 2012 | By
Holbein-erasmus

For my third soundbite-related post, I’d like to talk some pedagogy. This semester I’m teaching a course on copia, which in some ways would seem to be the opposite of sound-biting.
Copia is about abundance, variety, superfluity, excess, accumulation—words not normally associated with soundbite culture. The latter conjures very different terms: truncation, abbreviation, superficiality, redundancy, speed, spin.