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Community Standards: Five Ways to Join the Conversation

  1. Offer your take on the anchor texts. So you’ve read the anchor texts — bully for you! Tell us what you think the author is really getting at, perhaps another way of looking at the topic to help round out our discussion.
  2. Connect to what’s happening in your classroom. One of our main goals is to use this space to share our classroom experiences — all of them. This way, we can we can identify trends and figure out how to address them, together. We want to hear your successes, yes, but we also want to hear what didn’t quite work (yet), or what worked with one class but not another. We want to hear about experiments, flukes, one-offs, struggles, and mistakes, too; we want to celebrate your triumphs with you and help you puzzle through the things that keep you up at night.
  3. Ask questions. We’re all teachers here, so I don’t need to belabor how important it is to ask questions, but I will because that’s what teachers do. Hans-Georg Gadamer writes, “The essence of the question is the opening up, and keeping open, of possibilities.” Good questions are better than easy answers; they are places of possibility that help us learn and grow.
  4. Connect to outside texts that others might find useful. We know you know a lot, you know? Help us grow our reading lists!
  5. Share posts, give kudos, and invite colleagues to join in. Our community of practice is multi-modal, incorporating face-to-face discussions and electronic exploration of ideas. Not everyone is comfortable in every format, but we can create synergy by encouraging each other to engage.

  • On Turtles and Teaching

    May 9, 2022 by

    As medical doctors must be up to date on the latest treatments, we also need to stay thoughtful, open, and interested in what we can learn about how adults learn and in what data and student experience shows us.

  • Co-Creating In the Classroom

    April 4, 2022 by

    By Wendy Silva, Dr. Audrey Holod, and Dr. Bryan Keene Many of us probably did not know we wanted to be college professors when we began our varying college journeys, and we would venture to say that some of us didn’t even know we wanted to teach, in any capacity. Unlike K-12 teachers that often… Read more

  • Rethinking How Students Meet Course Outcomes – Part 2

    March 10, 2022 by

    Ungrading: What It Is and What It Does Susan D. Blum, editor of Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), describes ungrading as a movement, part of “an effort to make education more genuine, authentic, effective, engaging, and meaningful” (3). Sounds great, right? But what exactly is it? It’s not lost… Read more

  • Rethinking How Students Meet Course Outcomes – Part 1

    March 2, 2022 by

    In our January community of practice, our colleagues gave us so much to think about in terms of grading for equity that here we are, still thinking about it. In fact, we take as a starting point an idea that Kathleen highlighted at the end of her post: “All too often our grading practices…‘inadvertently [pull]… Read more

  • Zeroing Out Inequity

    January 10, 2022 by

    by Kirsten Gerdes During my second year at RCC, I ran into a student on campus I’d had my first year. He asked whether I was offering the class again he’d had with me the previous year since he’d failed the course. After confirming that I was offering the class again the next semester, he… Read more

  • Conferencing and Conversation: Talking to Students

    November 5, 2021 by

    I. Office Hours: “Can we talk?” Trepidation—a likely descriptor for our students’ emotional response to the prospect of making an office hours visit. What leads me to this assumption is, in part, my own undergrad experience. I was an above-average student with a subdued affect and a solid record of attendance. I was also, in… Read more

  • Is It Worth It?

    October 14, 2021 by

    Last spring, one of my high performing students protested the “extreme workload” in my English 1B class. We were already several terms into pandemic teaching, and I had assiduously scaled down, lowered stakes, and increased flexibility. Taken aback, I tried explaining the purpose of the assignments, their sequencing, and their relative weight, but he was… Read more

  • Addressing Hot Moments in the Classroom through Democratic Participation Strategies

    September 2, 2021 by

    THE IMPORTANCE OF DISCUSSION IN HIGHER EDUCATION Critical thinking and discussion are important parts of the higher education classroom, let alone important skills for a thriving democracy. Adult education theorist John Dewey (2011) describes the necessity for challenging discussion as a democratic imperative. Discussion is a fundamental strategy for developing a critical consciousness and promoting… Read more

  • What Worked? (A Best Practices Review)

    May 12, 2021 by

    Well. A lot didn’t. And I hope you have or are making space for venting and perhaps listing and ceremonially burning on a funeral pyre all of those things that did not go well, and that the group chat will take you back in a virtual hug when you’ve sent your eleventy-billionth frustrated, exasperated, desperate… Read more

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