This piece is a follow-up and response to “Syllabus as Manifesto: A Critical Approach to Classroom Culture.” There is a fear among University educators that the students they have received are damaged goods.
Over the weekend of November 21-23, the Hybrid Pedagogy editorial board gathered in Washington D.C. for an intensive working retreat. During that time, we collaborated on the following article — 10 authors
Syllabi that reflect the mundane, bureaucratic requirements of the University are at risk of setting an equally banal classroom atmosphere. While administrative personnel may argue otherwise, the syllabus is not simply a contract
For many, the classroom is an alienating place. There are environmental factors that play into this (and monetary factors that play into these environmental ones). There are stigmas, expectations, and traditions that may