educator, scholar, writer
Just because you have never written a statement of your teaching philosophy does not mean you do not have a philosophy. If you engage a group of learners who are your responsibility, then your behavior in designing their learning environment must follow from your philosophical orientation…. What you need to do is discover what [your […] Read more…
See a glimpse of the student-centered pedagogy that animates “American Literature and American Learning,” a new course offered by the Futures Initiative. Hear from Cathy N. Davidson, Distinguished Professor and Founding Director of the Futures Initiative; Danica Savonick, Doctoral Candidate in English and Graduate Fellow with the Futures Initiative; and Jade E. Davis, Associate Director […] Read more…
On March 8, Danica Savonick and Cathy Davidson’s “Gender Bias in Academe: An Annotated Bibliography of Importance Recent Studies” was republished by the London School of Economics and Political Science Impact Blog. Read the bibliography here. Read more…
In a recent blog post, Cathy N. Davidson wrote: “There are personal, cultural, learning, and social reasons people don’t speak up in class. Students of color and women of all races, introverts, the non-conventional thinkers, those from poor previous educational backgrounds, returning or “nontraditional students,” and those from cultures where speaking out is considered rude […] Read more…
Where we have cultures of oppression & survival / we need a different way of measuring,” a student noted in a class taught by feminist, antiracist, lesbian, activist, warrior poet and educator Audre Lorde, in 1984. Systems of measurement and assessment are key indicators of what we value. If we want to change the system […] Read more…
“Because nothing is sufficient, we must use everything,” Rebecca Fullan recently remarked, which is how I’ve come to understand the relationship between academia and activism. Since beginning my Ph.D. program in English at the CUNY Graduate Center, I’ve struggled with the relationship between academic institutions and the grassroots, community-based, activist work that takes place on […] Read more…
Recently, I was invited by the Futures Initiative and HASTAC to offer opening remarks for a year-long conversation, The University Worth Fighting For, a year-long project designed to tie student-centered, engaged practices in our classrooms to larger issues of institutional change, equality, race, gender, and all forms of social justice. Here is an excerpt from my […] Read more…
This past week, members of the “De/Post/Colonial Digital Humanities” seminar at the Humanities Intensive Learning and Teaching (HILT) summer institute, under the skillful guidance of Roopika Risam and micha cárdenas, came up with “Creative and Critical Precepts for Digital Humanities Projects,” a list of methodological, epistemological, and ethical questions to consider when designing a digital humanities […] Read more…
I spent this past year as a Research Fellow with the Futures Initiative, a Graduate Teaching Fellow at Queens College, a HASTAC Scholar, and a student in Cathy Davidson and Bill Kelly’s “Mapping the Futures of Higher Education” course. I also was, and continue to be, a doctoral student in the English department at The […] Read more…
On March 10, 2015, I co-lead a public workshop on student-centered pedagogy with Michelle Gabay and Hallie Scott. Read the full recap here. Mapping the Futures of Higher Education Session Plan – March 10 – Student-Centered Pedagogy 415-615 pm Room 9206; Livestreamed at bit.ly/FuturesED-live A workshop for innovative classroom practices focusing on collaboration, crowdsourcing, and […] Read more…
