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

Jan 20th, 2015 | By

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

[continue reading…]

Go Make Yourself Un-useful

Feb 25th, 2013 | By

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

[continue reading…]

Hate Studies and the Holocaust Memorial Museum

Oct 17th, 2012 | By

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

[continue reading…]

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

Sep 13th, 2012 | By

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

[continue reading…]

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

[continue reading…]

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

[continue reading…]

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

[continue reading…]

Myth BEYOND the Classroom

May 10th, 2012 | By

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

[continue reading…]

Your Soundbite Pleased me Greatly: Commonplacing in the Classroom

Feb 2nd, 2012 | By

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.

Myth in the Classroom 3.0

Dec 16th, 2011 | By

Since I’m awash in grading, I’d like to wrap up the semester with a meditation on final projects and cultural studies. I asked my ENGL 1101 students to create websites that perform a cultural study of a chosen artifact of American culture in terms of its relationship to race and technology. Overall, I think the assignment went quite well. Students appreciated the opportunity to share their ideas with an audience beyond me and even beyond their fellow classmates. And they especially enjoyed playing around with Dreamweaver, html, and iWeb. (Or so they tell me in their reflection papers.) An additional enticement was that they got to select artifacts of American culture that were important or relevant to them, including the Ford Mustang, the iPhone, and the NFL.

The greatest challenge students faced when making their arguments about these artifacts, though, was to bridge the issues of race and technology. Most of their websites ended up devoting one page to race and one to technology and not tying them together…