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Invitational rhetoric is powerful, but it needs a collective!
By: Aspen Grove Collective: Liz Bolton, Audrey Coble, Delcenia Cosman, Tara Knight, Diana Saverin, and Sarah Stanley – In the fall semester of 2021, four first-year graduate students, and one adjunct instructor and academic advisor, were connected to team-teach an asynchronous, first-year composition course. Our approach to team teaching used invitational rhetoric as a strategy…
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Considering the Consequences of Continuing on as Normal
By: Anthony Lince – As students reviewed the prompt for their second essay of the semester, I started to get nervous. I could sense, almost tangibly, an overwhelming feeling of burnout from everyone. In my first-year writing courses, some version of this happens right around the fourth paper of the semester. To try and ameliorate…
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Complicating “flexibility” in online learning from a feminist perspective
By: Sarah Silverman – When I put together the syllabus for my “Introduction to Critical Disability Studies” class this term, I deliberately made the schedule, assignments, and grading policy maximally flexible (and I was proud of the final result). These decisions included a fully asynchronous format, multiple options for how to engage with each assignment,…
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Welcome to the FPTO Blog!
By: Dr. Liv Newman – Welcome to the inaugural edition of the Feminist Pedagogy for Online Teaching Blog! It is the hope of the Feminist Pedagogy for Online Teaching website curators that this blog will be a space for feminist educators to share insights and inspiration. Promoting the voices of feminist educators who have much…