This week I’m teaching Francis Beaumont’s The Knight of the Burning Pestle as part of my English 1102 course on London City Comedy. The play is usually identified as a breakthrough Early Modern parody (of other plays like The Shoemaker’s Holiday and The Four Prentises) and one of the first English plays to break the fourth wall. Continue reading
Ever since Baudrillard found his way into my dissertation (I have no memory of inviting him—suddenly he was there, like Jack Nicholson in that picture at the end of The Shining), I’ve been curious about how he’d fare in an undergraduate classroom. His postmodern and Nietzschean sympathies make him entertaining… Continue reading
This semester I have the privilege to be a participant in the Class of 1969 Teaching Scholars program here at Georgia Tech. We (a small group of faculty members, instructors, and staff from a variety of disciplines) meet once a week to discuss issues related to our seminar topic, “student engagement.” I am learning so much from our sessions, not only from the readings and discussions, but from the techniques our seminar leaders use to engage us with the topic at hand.
his week I took part in an exercise that I’m now excited to try in my class: the gallery walk.
The exercise required us to read an article on how students learn, looking at the way the brain changes when new information is stored and recalled. Continue reading
This semester, I am teaching an honors section of ENGL1101, aka first-year composition. The students are awesome, and I am really enjoying the experience. Recently, though, I discovered that in addition to providing an opportunity to work with great, motivated students drawn from a close-knit learning community, Georgia Tech’s honors… Continue reading
Disciplinary Boundaries and the Multimodal Classroom: Professional Resistance in English Departments Three key themes: 1. The Multimodal Classroom: Digital Pedagogy (Michelle DiMeo) 2. Interdisciplinary Research and the Job Market (Chris Weedman) 3. Navigating the Disciplinary Minefield: Or, How I Learned to Stop Worrying and Love Composition (Kate Tanski) 1. The… Continue reading
A persistent challenge I face when teaching my course “Media, Culture, Society” is talking to students about “bias”. Students are routinely taught that bias is fundamentally a bad thing; it’s associated with illicit behavior, with secret motivations, hidden agendas, an invidious ideology. Its typical counterpoint–and one that is imbued with… Continue reading