Invitational rhetoric is powerful, but it needs a collective!

Author(s): Aspen Grove Collective: Bolton, L. Coble, A. Cosman, D. Knight, T. Saverin, D. & Stanley, S.
Date: 4/15/2022
Publication: Feminist Pedagogy for Teaching Online
Citation: Aspen Grove Collective: Bolton, L., Coble, A., Cosman, D., Knight, T., Saverin, D., & Stanley, S. (2022, April 15). Invitational rhetoric is powerful, but it needs a collective! Feminist Pedagogy for Teaching Online. https://feminists-teach-online.tulane.edu/2022/04/15/invitational-rhetoric-is-powerful-but-it-needs-a-collective/
Section on webpage: FTPO Blog
Tenets: Treating students as agentic co-educators. Promoting cooperative learning. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning.
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Online Peer Review Activity

Author(s): Howard, Jacquelyne Thoni
Date: 2023
Publication: Introduction to Data, Tulane University
Citation: Newman, J. H. (2023). “Online Critical Response Peer Review” from Introduction to Data, Tulan University.
Section on webpage: Annotated Assignments
Tenets: Treating students as agentic co-educators. Promoting cooperative learning
Annotation: This activity uses a modified version of Liz Lerman’s Critical Response Process. For more information about the original process, see Liz Lerman’s “Critical Response Process.”

 

How Do I Manage Rubrics in a Course?

Author(s): Canvas Doc Team
Date:
Publication: Canvas LMS Community
Citation: Canvas Doc Team. How Do I Manage Rubrics in a Course? Canvas LMS Community. Retrieved April 18, 2020, from, https://community.canvaslms.com/docs/DOC-26495-how-do-i-manage-rubrics-in-a-course.
Section on webpage: Canvas Tools
Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Using technology intentionally to build communities and enhance learning.
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Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)

Author(s): Blum, S. D.
Date: 2020
Publication: West Virginia University Press
Citation: Blum, S. D. (2020). Ungrading Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press. https://wvupressonline.com/node/844.
Section on webpage: Ungrading
Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning.
Annotation: The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

 

When Grading Less Is More

Author(s): Flaherty, C.
Date: 2019
Publication: Inside Higher Ed
Citation: Flaherty, C. (2019). When Grading Less Is More. Inside Higher Ed. https://www.insidehighered.com/news/2019/04/02/professors-reflections-their-experiences-ungrading-spark-renewed-interest-student.
Section on webpage: Ungrading
Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author has compiled several professors’ reflections on implementing ungrading in their higher education classrooms. As these professors note, using this policy greatly improved learning and the students’ experiences as a whole. The downside to this, as noted by one professor, is the possibility for grade inflation. Though, as mentioned, this can easily be combatted through a variety of measures. Overall, this method – a blend of traditional grading and ungrading – has proven to be effective in the learning environment.

 

Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors

Author(s): Pittman, C. & Tobin, T. J.
Date: 2022
Publication: The Chronicle of Higher Education
Citation: Pittman, C., & Tobin, T. J. (2022). Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors. The Chronicle of Higher Education. https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_3666147_nl_Academe-Today_date_20220208&cid=at&source=ams&sourceid=
Section on webpage: Ungrading
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support.
Annotation: This article examines the ways in which instructors without institutional or cultural authority are impacted by inclusive teaching practices. The article highlights how instructors without institutional or cultural authority may face additional resistence and incivility from students when implementing inclusive teaching practices. The article then goes on to recommend ways in which the benefits of inclusive teaching can be balanced with the inequalities faced by some instructors.

 

Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning

Author(s): Roth, J.
Date: 2008
Publication: Atlantis
Citation: Roth, J. (2008). Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning. Atlantis. https://journals.msvu.ca/index.php/atlantis/article/view/580.
Section on webpage: Blogs and Social Media
Tenets: Promoting reflexivity. Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Examining the “why” in addition to the “what”. Creating cultures of care in online classrooms.
Annotation: This exploration of blogs as a tool for enhancing feminist participatory learning is situated within extant technofeminist debates and grows out of assignments in a feminist cultural studies class.

 

How to Engage Students in a Hybrid Classroom

Author(s): McMurtrie, B.
Date: 2020
Publication: The Chronicle of Higher Education
Citation: McMurtrie, B. (2020). How to Engage Students in a Hybrid Classroom. The Chronicle of Higher Education. https://www.chronicle.com/article/How-to-Engage-Students-in-a/249143?utm_source=at&utm_medium=en&utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1354380&cid=at&source=ams&sourceId=5192809.
Section on webpage: General Teaching and Course Development
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Humanizing online teaching/learning. Using technology intentionally to build communities and enhance learning.
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In Online Courses, Students Learn More by Doing Than by Watching

Author(s): Wexler, E.
Date: 2015
Publication: The Chronicle of Higher Education Blogs: Wired Campus
Citation: Wexler, E. (2015, September 16). In Online Courses, Students Learn More by Doing Than by Watching. The Chronicle of Higher Education Blogs: Wired Campus. https://www.chronicle.com/blogs/wiredcampus/in-online-courses-students-learn-more-by-doing-than-by-watching.
Section on webpage: Active Learning and Student Engagement
Tenets: Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning.
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