Difficult Conversations: Report from CHEP

Members of the Graduate Academy for Teaching Excellence partnered with the Academy of Teaching Excellence to host a packed session on facilitating difficult conversations in the classroom at last week’s Conference on Higher Education Pedagogy. The write-up below is a (very) partially-processed transcription of the session. For the key takeaways re: strategies, scroll down or click here :

After brief introductions we did a quick round robin: What is ONE word you associate with difficult conversations in the classroom? The answer:

Asked what brought us to the session produced an array of responses from a wide range of disciplines and fields:

In the Social Sciences we avoid these conversations but don’t acknowledge that we are avoiding them; We have them but not enough; need to reinvigorate commitment to having them. Social work is all about difficult conversations; Continue reading “Difficult Conversations: Report from CHEP”

Log Jam No More

Never mind why it’s been so long since I’ve posted (insert long whine here about being over-extended, distracted, and just plain tired….). It’s the first week of #OpenLearning18 and Mindful Learning week in GEDI. Causes to celebrate for sure. And as my planner helpfully notes, “Done is better than perfect.”  So……

While everyone is moving in and getting comfy with #OpenLearning18, I want to throw a couple of nuggets out there for the Contemporary Pedagogy (#GEDIVT) group: Continue reading “Log Jam No More”

Can’t Let it Go — Inclusive Pedagogy With #Gedivt

We are deep in the heart of the Contemporary Pedagogy Syllabus and last week’s session on Inclusive Pedagogy left me reeling — in a good way. Talking with a diverse group of people about how to cultivate inclusive and diverse classrooms is always interesting, and often quite challenging, but this session was especially noteworthy for the thoughtfulness and respect that carried us through the evening. We did not talk directly about some of the issues that usually come up in these sessions, but instead  learned about Prof. Christine Labuski’s classroom technique of “Universal Precautions” and let that framework shape the discussion that followed. Continue reading “Can’t Let it Go — Inclusive Pedagogy With #Gedivt”

Contemporary Pedagogy at VT: A Conversation with Shelli Fowler

Orange Sneakers

Working with the Open Learning cMOOC  (#OpenLearning17) has given me the opportunity to re-connect with one of the most inspirational and talented educators I know. During her long tenure at Virginia Tech Dr. Shelli Fowler developed and taught a graduate course  called “Pedagogical Practices in Contemporary Contexts.”  A jewel in the crown of certificate programs in Transformative Graduate Education and Training the Future Professoriate, Contemporary Pedagogy brings together graduate students from across the university in a seminar devoted to developing a distinct teaching praxis. Shelli designed the course, which is known across campus as “GEDI” (the Graduate Education Development Institute) to help graduate students acquire the diverse and flexible skill sets they need to succeed and lead as teacher/scholar/professionals in the changing landscape of higher education. It works at multiple levels — as a professional development forum for early-career teachers, as an interdisciplinary discussion of the challenges and commonalities of engaging undergraduates at a Research I university, and as a site of critical engagement over the connections between the philosophical underpinnings and practical application of pedagogy (praxis). Continue reading “Contemporary Pedagogy at VT: A Conversation with Shelli Fowler”

Standing Rock / Authentic Teaching

She arrived, in tears, just as class was about to start. “It’s been a rough day,” she said. The government is moving in on Standing Rock. Clearing the camp. Making way for the pipeline. Buzzfeed had a live feed. Several people arrested. At least one person injured. The choppy feed showed muddy expanses, melting snow, and a line of veterans who came from across the country to help defend a sacred space from a pipeline.

Continue reading “Standing Rock / Authentic Teaching”

“Help Me Grok it and I’ll Help You Make it Real” / Filtering Forward the High Value Trails

Grok Hybrids?

Wednesday’s webinar and twitter chat with Hypothes.is founders Jon Udell and Jeremy Dean — masterfully MC’d by OpenLearning17′Gardner Campbell — gave me so much food for thought.  We are starting to use Hypothes.is in the graduate pedagogy class I teach and we read “Working Openly on the Web” (7 Ways to Think like a Web) during the first week of class. So getting to listen to these three in action was a huge treat.

Continue reading ““Help Me Grok it and I’ll Help You Make it Real” / Filtering Forward the High Value Trails”