This piece is a follow-up and response to “Syllabus as Manifesto: A Critical Approach to Classroom Culture [http://www.hybridpedagogy.com/syllabus-manifesto-critical-approach-classroom-culture/] .” -------------------------------------------------------------------------------- There is a fear [http://www.joannejacobs.com/2009/02/

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 and

This article is the first in a two-part series. “Envisioning the Radical Syllabus: A Critical Approach to Classroom Culture, Part 2 [https://hybridpedagogy.org/envisioning-radical-syllabus/]” provides response and follow-up from the author. --------------------------------------------------------------------------------

When I discovered a rather nondescript blurb on Craigslist about needing an immediate replacement for a “technology specialist,” I didn’t know exactly what I’d find. Much to my joy, however, I

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

“‘I hate it when you talk like this . . .’ ‘I merely observe that this is a quantum Universe and, as such, what happens is neither random nor determined.There are potentialities and any third

The Challenge:Incorporate an open source community service project into every class. What happens to a student paper or project after the individual turns it in or presents it in class? Where does