Preparation and Self-Assessment

By Ryan Donovan|March 2, 2015|Reflection|5 comments

As we worked on our assessment units in class, I began to think about how assessment follows us from birth to death. For many of us, the first words we’ll hear are “It’s a (insert gender pronoun here)!” And as I recently sat in the funeral of a relative, I listened to other family member’s assessments of her life: “She was kind. She glowed from within. She taught us how to die

Read More

Reflections on Improvisational Teaching, Formative Assessment, and Student Engagement

By Hilarie Ashton|March 2, 2015|Reflection|4 comments

My students and I are embarking on an exciting adventure. We are making room in our already crowded semester for a project that I thought would only be a thirty minute lesson. A large part of the reason that it’s become more than that is their own input and interest. I generally teach from a place of collaboration between/among the folks in my classroom, but this project is opening that dynamic

Read More

A Course You’ve Never Heard Of (Or, Why Higher Ed Should Be Free)

By Danica Savonick|March 2, 2015|Reflection|0 comments

Adapted from a post entitled “A Course You’ve Never Heard Of” on the HASTAC forum, “Best Teaching Moments.”   I value interdisciplinary classes like “Mapping the Futures of Higher Education,” because they prompt reflections on my own disciplinary and intellectual investments–my situatedness within academia. Sometimes it’s hard to see the parameters of your own discipline–its basic assumptions, methodologies, politics, and pedagogies–until you interact with people who are having other conversations.

Read More

Putting Formative Assessment to Use: Student-Led Mini-Presentations

By Natalie Oshukany|March 2, 2015|Class Recap, Reflection|1 comments

Have you ever tried to explain the concept of musical timbre? How about describing the exact differences between an “important” versus a “secondary” melody? In dry, textbook terms, sure, my Intro to Music class can do this. But once our attention shifts from abstract concepts to real musical examples, the definitions provided in the textbook no longer seem so helpful. This is one of the difficulties I’ve struggled with in

Read More

MTA issues lead to unexpected opportunity for student-orientated learning

By Irene Morrison-Moncure|March 2, 2015|Reflection|4 comments

I wanted to share a story from my Hunter Greek and Latin Roots of English course from this morning in which I was given the unexpected opportunity to try a new student-orientated activity. Today, I hit a few snags commuting to Hunter; there was an issue along the six line that caused some delays — I’m talking from the train to a bus to racing ten blocks down Lexington Avenue to make my class on

Read More