Teaching PALS was kind enough to let me write a guest post on Student-Driven Pedagogy in the Early American Survey Course for their blog. Check it out!
PALS Notes: PALS welcomes guest contributor Christina Katopodis, who is an Adjunct Lecturer at Hunter College and an English PhD student at the Graduate Center CUNY. Katopodis writes about her experience engaging students in the early American literature survey. Allowing students choice in syllabus and class design, asking students to find nature in the New York City spaces, and introducing soundscapes into the classroom have all become integral parts of her student engagement. Katopodis elaborates on her ecocritical approach to the survey here.
Crafting a syllabus for my “American Literature: Origins to the Civil War” survey course last fall, I felt the challenge of pairing down a long list of readings and covering centuries of literature in one semester.
There were three unique hurdles to this course for me: making the survey student-driven, getting all 31 students to participate in discussions, and bringing the American wilderness into an urban classroom. This post will offer my…
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