Getting Started 6: Contract Grading and Peer Review

By Cathy Davidson|August 26, 2015|Pedagogy Guide|0 comments

[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review   Why Student-Centered Learning Needs An Alternative Credentialing Mechanism This is the sixth in a series of blog posts I’m writing based on

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Getting Started 5: First Class: Collectively Writing a Constitution

By Cathy Davidson|August 26, 2015|Pedagogy Guide|1 comments

[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review   In this fifth in the series on getting started with student-centered, progressive, or open learning, I will talk about what it means

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Getting Started, Part 3: The Syllabus

By Cathy Davidson|August 6, 2015|Pedagogy Guide|3 comments

[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Contract Grading and Peer Review   It takes a lot of confidence to trust your students. In this third entry in the series on how to get started with student-centered

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Words with Friends: Creating the Student-Centered Roots Classroom

By Irene Morrison-Moncure|May 8, 2015|Reflection, Syllabus|0 comments

This semester I had the absolute honor and delight of participating in a course described as “Mapping the Futures of Higher Education,” a graduate seminar team-led by Professors Cathy N. Davidson and William Kelly in collaboration with the Futures Initiative at the Graduate Center, City University of New York (CUNY). One of the main goals of the class was to explore and share pedagogical expansions, innovations, and ultimately improvements to the traditional undergraduate classroom.

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Building Equity and Innovation Into a Syllabus: Or, We May Not Be Able to Change the Word But We Can Change Our Classrooms

By Cathy Davidson|April 18, 2015|Reflection|0 comments

In “Mapping the Futures of Higher Education,” the first Futures Initiative course, co-taught with President Emeritus William Kelly, we focused on pedagogy, on what you can do tomorrow in your classroom to redress the kinds of inequity that persist in society and that are exacerbated by higher education. On the first day of class, Bill and I entered, pointed to giant post-it notes set around the room with dates, and

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