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”

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”

Some Keywords: Access, Redlining and Divides

short handled brooms

Today is March 8 – International Women’s Day, which is being marked in the US by the #Daywithoutawoman campaign. I’ve struggled to get clarity on my own stance here — I’m especially sensitive to the point that striking is a privilege not everyone enjoys and have settled for the following demonstrations of solidarity: I’m wearing red (glasses), only spending money at my favorite local businesses owned by women, (mostly) staying off social media, reminding the world that we still / will always deserve equal pay and paid family leave, and holding off until tomorrow to post this.

Continue reading “Some Keywords: Access, Redlining and Divides”

Subjective Digital Literacy?

Cognitive Bias Cheat Sheet

It’s been nearly a week after Bryan Alexander’s invigorating tour through a “week of Digital Literacy” in our Open Learning cMOOC. Among many other things, the week helped me appreciate how fun and difficult it can be to stay abreast of a free-wheeling Twitter chat, how delightful it is to meet new people and work on shared intellectual concerns collaboratively, and how much I have to learn — not just about digital literacy, but but about learning itself.

The latter connects powerfully to the crisis of knowledge and knowing that has engulfed most communication channels since the new administration’s war on the media began under the banner of “Fake News.”  Like many others, I have spent many hours searching my soul, reading (and reading), and talking with people seeking understanding — not just of how we got to what still feels like a surreal moment, but what can and must be done to move us forward — or maybe it’s backward — to a time when dissembling, manipulating, and simply lying about what happened or what one said might not have been unheard of, but wasn’t projected at a national level as an acceptable, indeed expected mode of engagement.

Continue reading “Subjective Digital Literacy?”

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”