| Author(s): | Darby, F. |
| Date: | |
| Publication: | The Chronicle for Higher Education |
| Citation: | Darby, F. How to Be a Better Online Teacher: Advice Guide. The Chronicle for Higher Education, https://www.chronicle.com/interactives/advice-online-teaching. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Treating students as agentic co-educators. Promoting cooperative learning. Creating cultures of care in online classrooms. |
| Annotation: |
| Author(s): | Howard, J. |
| Date: | 2020 |
| Publication: | Newcomb College Institute |
| Citation: | Howard, J. (2020). Online Course Development Guide and Template. Newcomb College Institute. https://tulane.box.com/s/6xvuzp3gwp44tbsieeg7epnhp0ohvmbz. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | |
| Annotation: |
| Author(s): | Hrach, S. |
| Date: | 2021 |
| Publication: | West Virginia Press |
| Citation: | Hrach, S. (2021). Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning. West Virginia Press. https://wvupressonline.com/node/866. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Concern with materiality (bodies, labor, not just virtual and discursive). Promoting cooperative learning. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. |
| Annotation: | “Starting from new research on the body—aptly summarized as ‘sitting is the new smoking’—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely.” |
| Author(s): | Kyei-Blankson, L. Blankson, J. & Ntuli, E. |
| Date: | 2019 |
| Publication: | IGI Global |
| Citation: | Kyei-Blankson, L., Blankson, J., & Ntuli, E. (2019). Care and Culturally Responsive Pedagogy in Online Settings. IGI Global. https://www.igi-global.com/book/care-culturally-responsive-pedagogy-online/210215. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning. |
| Annotation: | As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice. |
| Author(s): | Maloney, E. J. & Kim, J. |
| Date: | 2020 |
| Publication: | Inside Higher Ed |
| Citation: | Maloney, E. J. & Kim, J. Fall Scenario #13: A HyFlex Model. Inside Higher Ed. Retrieved May 29, 2020, from, https://www.insidehighered.com/blogs/learning-innovation/fall-scenario-13-hyflex-model. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | |
| Annotation: |
| Author(s): | Miller, M. D. |
| Date: | 2020 |
| Publication: | The Chronicle of Higher Education |
| Citation: | Miller, M. D. (2020). Going Online in a Hurry: What to Do and Where to Start. The Chronicle of Higher Education. https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Promoting cooperative learning. Using technology intentionally to build communities and enhance learning. |
| Annotation: |
| Author(s): | Morris, S. M. & Stommel, J. |
| Date: | 2018 |
| Publication: | Hybrid Pedagogy |
| Citation: | Morris, S. M., & Stommel, J. (2018). An Urgency of Teachers: the Work of Critical Digital Pedagogy. Hybrid Pedagogy. https://urgencyofteachers.com/. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Humanizing online teaching/learning. Creating cultures of care in online classrooms. |
| Annotation: | Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.As the authors write in their introduction: “It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play.”This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism. |
| Author(s): | Thompson, B. W. |
| Date: | 2017 |
| Publication: | University of Illinois Press |
| Citation: | Thompson, B. W. (2017). Teaching with Tenderness: toward an Embodied Practice. University of Illinois Press. https://www.press.uillinois.edu/books/catalog/45hss6kk9780252041167.html. |
| Section on webpage: | General Teaching and Course Development |
| Tenets: | Building equity, trust, mutual respect, and support. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. |
| Annotation: | Teaching with Tenderness follows in the tradition of bell hooks’s Teaching to Transgress and Paulo Freire’s Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship. |