End-of-Term Evaluations are Learning Opportunities

This post was originally published on HASTAC.org on December 14, 2018 in the Progressive Pedagogy Group. Read the original post here. In addition to asking for course evaluations from my students (and Cathy N. Davidson has a great template and post about "Building a Better Course Evaluation Form"), and in addition to cautioning my students against gender … Continue reading End-of-Term Evaluations are Learning Opportunities

A Lesson Plan for Democratic Co-Creation: Forging a Syllabus by Students, for Students

Earlier in the semester, I wrote a post about Structuring Equality in my early American Lit classroom. On the first day of class, I asked my students (individually and then in pairs, using Think-Pair-Share) to determine their goals and priorities for the year. Then, in larger groups, students revised and added to parts of the … Continue reading A Lesson Plan for Democratic Co-Creation: Forging a Syllabus by Students, for Students

Teaching LEMONADE in 19th-Century American Lit

I'm a 19th-century Americanist and my syllabi for courses taught in early American lit have covered a wide span of women's literature. I've always gone for non-canonical authors and approaches that critique a male-dominated, colonialist canon. But aside from teaching the usual suspects, slave narratives such as Harriet Jacobs' Incidents in the Life of a Slave … Continue reading Teaching LEMONADE in 19th-Century American Lit