Robert Cowan, Acting Assistant Dean for Program Development, Assessment & Review at Hunter College (and longtime friend of ACERT), recently published a book titled, Teaching Double Negatives: Disadvantage and Dissent at Community College. The book asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives.
Quick on the heels of this week’s wonderful lunchtime seminar on embodied and mindful teaching, we wanted to share some of the many ideas for further reading that came from the peanut gallery.
Professor Wendy Hayden's (English) rhetoric course, Hillary Clinton and Beyond, explored
rhetoric in the context of the recent election. The course experimented with a crowdsourced syllabus in which Wendy chose the readings for the first four classes of the semester and then turned the syllabus over to the students. By the end of the semester, her course uncovered answers to some of the guiding questions about Clinton and the power of rhetoric.
In the wake of the recent election cycle, people are waking up to the idea that perhaps the news sources they were consuming were not telling the whole story. Information literacy seems more relevant and important now than ever before.
With the backdrop of today’s rapidly changing academic landscape, there are vast opportunities for using new technologies in scholarly work. Polly Thistlewaite and Jessie Daniels explore using digital technologies to bring together academics, journalists, and activists to produce knowledge and promote social justice.
Members of the ACERT community share their responses to "Make It Stick." This book challenges conventional thinking about student learning, with a particular focus on how inefficient and unproductive strategies and practices are often reinforced by educators.
For those of you who are curious about the "digital humanities" there is no better place to start than the 2012 Debates in the Digital Humanities volume edited by CUNY's own Matt Gold.
