Call for Assignments
The Feminist Pedagogy for Teaching Online Guide promotes the feminist pedagogical practices of educators. FPTO is seeking assignments that operationalize one or more of the feminist pedagogical tenets listed on the “About” page. Selected annotated assignments will be featured on the guide and assignment authors will also be listed as contributors to FPTO in the “About” section. To submit an assignment for consideration, make a copy of this template, format your instructions and annotations how you want them to be published, and share your proposed annotated assignment with feministpedagogyonline@gmail.com. See the template for more detailed instructions.
Annotated Assignments
| Author | Year | Assignment Title | Course | Institution |
|---|---|---|---|---|
| Michelle Miller | 2024 | UnEssay Assignment | Trans and Queer Lit and/or Graphic Novels | OCAD University |
| Tyler Watts | 2024 | Reflection Journal Discussion | Foundations of Education | Mercer University |
| Julia Lang | 2023 | Building an Authentic Introduction (using AI) | Taylor Your Life | Tulane University |
| Liv Newman | 2023 | Images of Representation ‘Zine Learning Activity | Race, Racism, and Privilege | Loyola University New Orleans |
| Liv Newman | 2023 | Weekly Discussion Board Learning Activity | Race, Racism, and Privilege | Loyola University New Orleans |
| Jacquelyne Thoni Howard | 2023 | Online Peer Review Activity using a modified version of Liz Lerman’s Critical Response Process, for more information about the original process, see Liz Lerman’s “Critical Response Process.” | Introduction to Data | Tulane University |
| Jacquelyne Thoni Howard | 2023 | Participation Reflection | Introduction to Data | Tulane University |
| Rocío Jiménez-Cortés | 2022 | Online Feminist Pedagogy: Life Experiences from the Ecodialogical Perspective | Pedagogy of eLearning | University of Seville |
| Nadia Awaida | 2021 | Feminist Pedagogy in Teacher Education | ||
| Maha Bali | 2021 | Gratitude Journaling | Digital Literacies in an Intercultural Context | American University in Cairo |
| Clare Daniel | 2021 | Social Annotations Using Hypothes.is | Sexuality, Knowledge Production, and Education | Tulane University |
| Nirnoy H. Islam | 2021 | Reflections on Meme, Identity and Humour | Ethics of Media and Communication | University of Liberal Arts Bangladesh |
| Liv Newman | 2021 | Reflexivity Reflection Paper Learning Activity | Race, Racism, and Privilege | Loyola University New Orleans |
| Liv Newman | 2021 | Research Study Proposal Project (Final Exam) | Deviant Behavior | Loyola University New Orleans |
| Chloe Raub | 2021 | Creating Wikipedia Articles with Gender in Mind | Archives, Identity, and Power | Tulane University |
| Chloe Raub | 2021 | Feminist Zine Making | Archives, Identity, and Power | Tulane University |
| Catharyn Shelton | 2021 | Dissecting Current Events through Collaborative Virtual Mind Mapping with Google Draw | Technology in the Classroom | Northern Arizona University |
| Mel Young | 2021 | Fostering community through group work on a collaborative Open Textbook project | Communication Skills for Justice Students | Cambrian College |
| Niya Bond Online | 2020 | The Autowritography: Reflecting on Your Writing Process and Project | English Composition II | Upper Iowa University |
| Clare Daniel | 2020 | Research Essay and Elevator Pitch Discussion: History of a Reproductive Issue | Reproductive Politics in New Orleans | Tulane University |
| Jacquelyne Thoni Howard | 2020 | Source Presenter Assignment | Feminist Epistemologies and Research Design | Tulane University |
| T. Thurston | 2020 | Digital #powerups: hashtags to empower higher-order student engagement in online discussions, in A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.) | Teaching Online Pedagogical Repository | University of Central Florida Center for Distributed Learning |
| Jacquelyne Thoni Howard | 2018 | Discussion Leader Assignment | Understanding Historical Change | Fordham University |