Final Projects from Students in “The Arts of Dissent” at Queens College

By Danica Savonick|May 19, 2017|Announcements, Reflection, student-centered pedagogy|0 comments

This semester students in my ENG 241 course at Queens College took what they learned and co-created their own “arts of dissent”: original websites, videos, timelines, lesson plans, poetry, photography, and drawings. (I’ve included the rationale for this assignment at the bottom of this post.) Want to know what Queens College students think about 2017? They think stereotypes about immigrants are inaccurate & dangerous, that Claudia Rankine’s Citizen: An American Lyric should

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On Building a Community in the Classroom

By Ryan Donovan|March 10, 2016|Pedagogy Guide, Peer mentoring, Reflection, student-centered pedagogy|0 comments

This blog is a reflection on implementing strategies and tools I learned as a student in the inaugural course offered by the Futures Initiative in Spring 2015 at The Graduate Center/CUNY. Though my students gave me permission to write about their experiences, I have intentionally obscured any identifying details.   In the second week of the semester, my students were assigned to give introductory speeches to the class. As this is

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Self-Evaluating a First Semester of Technologically Teaching Speech

By Kalle Westerling|January 15, 2016|student-centered pedagogy|0 comments

As we started the Mapping the Futures of Higher Education “experiment” last semester, there were so many productive conversations happening around critical thoughts about technology, ideas for student-centered learning exercises, and models for collaboration in and beyond the classroom. However, I felt somewhat disconnected from the conversations we were having during the sessions and the reflections in between—all because I wasn’t teaching a class. The ideas discussed every week were

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Evaluation of Mapping the Futures of Higher Education

By Katina|October 5, 2015|Announcements, Class Recap, student-centered pedagogy|0 comments

The Futures Initiative is happy to share an evaluation report (PDF) of our inaugural course, Mapping the Futures of Higher Education. The analysis was conducted by two Urban Education doctoral students, Deborah Greenblatt and Janey Flanagan. We were delighted to learn that both undergraduate and graduate students considered the course and teaching methods to be highly effective. The report also contains many lessons for us as we plan for the

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