After my daughter was born in 2014, I couldn’t believe how hard it was to avoid clichés when everything was so startlingly new to me. She was growing so fast, I felt so much joy and so much exhaustion, I worried about diaper rash and breastfeeding and the state of the world. Thoughts of health and growth and happiness and safety—just like every new parent, ever. So many things I
One of my colleagues sent me this article by Te-Erika Patterson about why so many graduate students quit their studies. The various reasons include health and interactions with faculty. I have heard of students getting ulcers and other digestive ailments, throughout the semester. I also have suffered with my own ailments. From what I have gathered, attaining a Ph.D is more than just reading and completing assignments—it is also political.
Wednesday, April 26 | 5 PM to 7:30 PM EDT, The Graduate Center, Room 9206 | RSVP As a continuation of our recent University Worth Fighting For event titled, “Global Perspectives on the Fight for Higher Education,” we contend that such efforts must not only be theoretical and limited to the classroom, but it must also be lived, practical and embodied. To that end (and continuation), we will host a Bystander Intervention/(De)escalation training on
Monday, March 6 | 2 PM to 4 PM EST | GC Room 9100 (Skylight Room)| RSVP | Google Doc Twitter Chat: @FuturesED#fight4edu Live stream: http://bit.ly/fight4edu-live Join the Futures Initiative on Monday, March 6, 2017 from 2-4pm for a roundtable discussion on Global Perspectives on the Fight for Higher Education, in which we will share strategies across the globe and highlight the urgent need for abolition and decolonial education. The discussion will (re)focus
On Wednesday, March 2nd, the Futures Initiative hosted “Measuring What Counts: Credentials or Learning” at the Graduate Center, CUNY. It is part of our “The University Worth Fighting For” series of events, which will continue on Thursday, April 14 with “Teaching as Social Justice: Equity, Diversity, Race” livestreamed and live in room C197. Futures Initiative Fellow Mike Rifino, a PhD student in Human Development, introduced the event. Our special guests discussed how to measure
Kaysi Holman (Program Coordinator for HASTAC@Duke and the PhD Lab in Digital Knowledge in the John Hope Franklin Humanities Institute at Duke University) led the Futures Initiative Fellows in a CV Crit Session, which may be useful to the larger HASTAC community, especially graduate students that will be looking for faculty jobs in the coming years. To set up your own CV Crit Session, exchange CVs across a group (can be a group of
The Futures Initiative is currently on the homepage of the London School of Economics Social Science Impact Blog, with a reblog of Futures Initiative Director Cathy Davidson’s piece “Why Do Research? Mapping the futures of Higher Education through the CUNY Map of New York City.”
Now appearing on the Civic Institute’s website is Jan Gmurczyk’s interview with Cathy Davidson about learning how to learn and collaboration within education. They also discuss how to use technology for education, and why equality is such an important concern. The article is in Polish, read it here.
This week a journalist asked me to list three principles that underlie and motivate my interest in institutional transformation for higher education. It’s always an interesting exercise when someone asks for a finite number–it’s never representative or complete but pushes one to a certain prioritizing and synthesizing, however provisional. This week, here are my three. What are yours? (reblogged from the Futures Initiative Group on hastac.org) 1. The way
What if we got rid of “flunk out courses” that were defined as “rigorous and demanding” and, instead, set our goal as ensuring the success of every student in equally “rigorous and demanding” courses? That is, what if we decided what we thought of as excellence in a given course and then not only agreed that we could give A’s to anyone who achieved that goal but worked, collectively, to