On your mark…get set…email?
One of my pet peeves as an educator is when instructors complain about students’ lack of email etiquette (though I know I have also been guilty of this in the past). Instead, like many other educators, I have stopped complaining about student emails, which are merely a product of unfamiliarity with the genre’s conventions. Just […]
Reflections on the dissertation, one year in
This blog, a reflection on my dissertation project one year into the process, was originally produced as a talk for the 2016 Futures of American Studies Institute. It includes an overview of my dissertation (a snapshot of how I’m concurrently conceptualizing it, though it continues to evolve), some more specific work from the chapter on Audre […]
Five Principles for a Dynamite Teaching Statement
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 […]
American Literature, American Learning Interview with Danica Savonick, Cathy Davidson & Jade Davis
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 […]
Gender Bias in Academe Republished by London School of Economics
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.
Creating Spaces for Conversation: Three Strategies
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 […]
From Critical to Creative Pedagogy: Reimagining Assessment
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 […]
Because nothing is sufficient, we must use everything
“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 […]
Towards a Pedagogy of Equality
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 […]
An Invitation Towards Social Justice in the Digital Humanities
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 […]
