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In this episode, Anna Hensley and Brian Bailie talk about what it’s like teaching at a branch campus, they talk about their experiences in the classroom, and how their graduate school experience didn’t quite train them for their current positions.
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In this episode, Shawna Ross and Douglas Dowland talk about their work theorizing anxiety, how anxiety becomes an opportunity to better understand reading and writing practices, and how they invite students to talk about their anxieties in the writing classroom.
Listen on Apple Podcasts, Google Podcasts, iHeartRadio, SoundCloud, Spotify, or Stitcher In this bonus episode, Chris M. Anson talks about his interest in Writing Across the Curriculum (WAC) and how he leads workshops with faculty across disciplines.
Listen on Apple Podcasts, Google Podcasts, iHeartRadio, SoundCloud, Spotify, or Stitcher In this episode, Sharon Mitchler talks about teaching at a rural community college in Washington, she shares approaches and practices for facilitating discussion in a diverse classroom, her research on Teaching for Transfer, and how teachers can work together across institutions.
Listen on Apple Podcasts, Google Podcasts, iHeartRadio, SoundCloud, Spotify, or Stitcher Hi, Pedagogue's first episode of 2020 is being released Thursday, 01/16!
Episode 14: Sharon Mitchler In this episode, Sharon Mitchler talks about teaching at a rural community college in Washington, she shares approaches and practices for facilitating discussion in a diverse classroom, her research on Teaching for Transfer, and how teachers can work together across institutions. Sharon Mitchler is a professor of English and Humanities at Centralia College. She has been in the classroom over 30 years, initially as a high school teacher. Later, she moved to community college classrooms, where she has taught for the last twenty four years. She currently teaches composition, literature, humanities surveys, film, and ethics. Her current research focuses on Teaching for Transfer. She presents regularly at TYCA regional conferences, The Washington Community College Association conference, the National TYCA conference and 4Cs. Her publications have appeared in Teaching English in the Two-Year College. She is a former national chair of the Two-Year College English Association (TYCA). Excited for you all to hear it, -S Happy 2020! If you read our last post, you know good things happened in 2019 and we have a lot in store for you in 2020. We're so thankful for all our listeners and followers. I wanted to write a short blog post celebrating you -- wherever you are listening to the podcast. 26 countries listened to the podcast. Here's where our top listens came from in 2019:
Top 10 countries:
Top 10 US cities:
Forever thankful, -S In May 2019, Pedagogue started! Here's a small recap of our year:
So what about 2020!? Here's a short list of contributors in 2020 (listed alphabetical order): Chris Anson, Brian Bailie, Frankie Condon, Douglas Dowland, Jennifer Grouling, Anna Hensley, Emma Kostopolus, Jason Luther, Paula Mathieu, Sharon Mitchler, Kristi Prins, Shawna Ross, Ira Shor, Deb Young, and more! In 2020, Pedagogue is going to stay committed to facilitating conversations across institutions and positions. Pedagogue is going to stay committed to fostering community and collaboration among teachers of writing. In 2020, Pedagogue is going to keep being a podcast for teachers, about teachers. Every episode: open access. Every episode: transcribed. Keep listening and following along. And please keep sharing. This podcast exists for you, because of you. Happy new year, -S Pedagogue Bonus: Who Says What (And What Gets Told) About Higher Education? (w/Mike Rose)12/29/2019 In this bonus episode, Mike Rose talks about what gets covered about higher education and brings attention to issues concerning representation, or who is and who isn't writing about education in mass media.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud We have a special gift for you! We're going to release a new bonus episode, but there's a catch. It's winter break so let's have some fun. You have to guess who's on the episode before we release it. We'll be sending clues on Twitter, so be sure to follow along and use the hashtag #PedagogueGiveaway. Here are the rules: (1) 10 different people have to guess the right name, and (2) multiple guesses are okay. Since you are one of our loyal blog followers, here's the first clue being sent later today: NCTE David H. Russell Award winner.
Yours, -S In this episode, Chuck Bazerman talks about what surprises him the most about teaching, he reflects on rhetorical genre studies and the impact genre has on teaching writing, and he talks about the importance of writing across the curriculum.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hi all, we're releasing Episode 13 on Thursday, 12/19!
Episode 13: Chuck Bazerman In this episode, Chuck Bazerman talks about what surprises him the most about teaching, he reflects on rhetorical genre studies and the impact genre has on teaching writing, and he talks about the importance of writing across the curriculum. Chuck Bazerman is a Distinguished Professor at the UC Santa Barbara Gevirtz Graduate School of Education. His research interests are in the practice and teaching of writing, understood in a socio-historic context. Using socially based theories of genre, activity system, interaction, intertextuality, and cognitive development, he investigates the history of scientific writing, other forms of writing used in advancing technological projects, and the relation of writing to the development of disciplines of knowledge. His Handbook of Research on Writing: Society, School, Individual, Text won the 2009 Conference on College Composition and Communication Outstanding Book Award. His other work includes Reference Guides to Rhetoric and Composition: Writing Across the Curriculum and Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Here's one of my favorite quotes from the episode: "Writing is having a voice. If you don't write, you don't have a voice." Excited for you all to hear it, -S Hi, and happy Monday! I've been thinking about how to use Instagram and create content connected to the podcast that isn't already on Twitter and isn't on our blog/site. So, I created an Instagram account: @pedagoguepodcast (be sure to click the link and follow us!). I'm going to post quotes from episodes, more specifically, moments from conversations that:
My hope is our Instagram handle will provide an opportunity for writing teachers to engage with the podcast, connect with our content in a different way, and be a space for more conversation to be generated about teaching and writing (thus, another chance for teachers across institutions and positions to interact and connect with one another). Thanks for following along, -S In this episode, Asao B. Inoue talks about classroom writing assessment, whether labor is a more equitable measure than traditional classroom assessment standards, and students’ perception on labor-based grading contracts.
Listen on Apple Podcasts, Google Podcasts, Stitcher, Spotify, or SoundCloud Hello, friends! We're releasing Episode 12 this Friday, 12/06.
Episode 12: Asao B. Inoue In this episode, Asao B. Inoue talks about classroom writing assessment, whether labor is a more equitable measure than traditional classroom assessment standards, and students’ perception on labor-based grading contracts. Asao B. Inoue is a professor and the associate dean of the College of Integrative Sciences and Arts at Arizona State University. His research focuses on antiracist and social justice theory and practices in writing assessments. He is the 2019 Chair of the Conference on College Composition and Communication, and has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, "Race and Writing Assessment" (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, "Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future" (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, "Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom" (2019). If you're interested in writing assessment, or want to know more about an alternative assessment model based on labor, or curious about how writing assessment practices can complement social justice aims, or want to reflect on how your classroom assessment is reflecting your values as a teacher, then this is a great episode for you. Excited for you to hear it, -S Hi! I got to sit down and talk with one of my favorite people: Nancy Sommers. In Episode 6, Nancy Sommers talks about her first experience teaching, her work on responding to student writing, what comments best complement her teaching values, and she shares the importance of reflection in the writing classroom.
I mention some of Nancy’s work in that episode:
Nancy mentions Leaves of Grass and Pride and Prejudice (what she had students read in her first teaching experience), and she talks about the Harvard Study of Undergraduate Writing. There's a lot of good information and additional resources there. In Episode 6, Nancy shares that she has students write a “Dear Reader/Writer’s Memo” that documents and reflects on what they do between drafts. This letter does a good job showing individual revision processes, and also helps communicate that writing is a process. Students turn this letter in with their final draft, and Nancy responds to both the final draft and the "Dear Reader/Writer's Memo." I really like how Nancy engages in conversations with students throughout the semester about response, and she encourages writing teachers to think about response as a pedagogy. She brings up important questions that can help generate discussions between teachers and students about response in the writing classroom:
I hope you find these resources useful. Nancy gives us a lot to think about and a lot to do when it comes to response to student writing and making response central to teaching. You can listen to the full episode here, or read the transcript. Nancy was also on a bonus episode: Thanks for listening and circulating the podcast. Yours, -S |
pedagogueTeachers talking writing archives
February 2020
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