Pete Rorabaugh
Pete Rorabaugh is an Assistant Professor of Digital Writing and Media Arts at Kennesaw State Univ. Critical pedagogue, Americanist, father, husband, and co-founder of Hybrid Pedagogy.
Building Community and Critical Literacies with the Domain of One’s Own Incubator
Literacies
David Morgen · Pete Rorabaugh
In April, faculty and staff from fifteen universities in the Atlanta region (and beyond) will attend the Domain of One’s Own Atlanta Regional Incubator hosted by Emory University’s Writing Program. Jim
Beyond Rigor
editors’ picks
Pete Rorabaugh · Sean Michael Morris · Jesse Stommel
Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy
The Hybrid Scholar
Digital Humanities
Pete Rorabaugh
Negotiated hybridity — of the physical and digital, of the professional and social, of the individual and communal — is our natural state. Only since we launched Hybrid Pedagogy (at last year’s
The Threat of Scholarly Openness: Twitter and Its Discontents
Open Education
Pete Rorabaugh
I was roused from my teaching this week by the cacophony of tweets and blog posts on the merits and pitfalls of tweeting another scholar’s ideas (the most cited ones authored or
Occupy the Digital: Critical Pedagogy and New Media
Critical Pedagogy
Pete Rorabaugh
Teaching is a moral act. Our choice of course content is a moral decision, but so is the relationship we cultivate with students. Both physical and digital learning spaces require us to practice
Digital Humanities Made Me a Better Pedagogue: a Crowdsourced Article
Digital Humanities
Leeann Hunter · Pete Rorabaugh · Jesse Stommel · Robin Wharton · Roger Whitson
Pedagogy is inherently collaborative. Our work as teachers doesn’t (or shouldn’t) happen in a vacuum. In “Hybridity, pt. 3: What Does Hybrid Pedagogy Do?,” Pete and Jesse write, “Teaching is a
Organic Writing and Digital Media: Seeds and Organs
Collaboration
Pete Rorabaugh
The act of writing is organic and generative. Ironically, this biological approach to writing is strengthened by digital environments that allow students and teachers to cultivate better compositions. Composing is a demonstration of
Hybridity, pt. 3: What Does Hybrid Pedagogy Do?
Critical Pedagogy
Jesse Stommel · Pete Rorabaugh
This is the third in a series of articles that investigates hybridity as it relates to our positions as teachers and scholars, but also as learners, composers, and community members. We also consider
Flipping Faculty Development: Teacher Training and Open Education
Faculty Development
Pete Rorabaugh
Audience has been a critical concern during our first five months at work on Hybrid Pedagogy. We realize the need to consciously expand our audience — to consider institutions and colleagues outside of
The Four Noble Virtues of Digital Media Citation
Publishing
Jesse Stommel · Pete Rorabaugh
In digital space, everything we do is networked. Real thinking doesn’t (and can’t) happen in a vacuum. Our teaching practices and scholarship don’t just burst forth miraculously from our skulls.
How to Storify. Why to Storify.
Tools
Jesse Stommel · Pete Rorabaugh
Intended to serve as a stop-motion camera for the torrent of information we get from social media, Storify allows the user to arrange pieces of conversations to construct a narrative. When we first
On Pedagogical Manipulation
Critical Pedagogy
Jesse Stommel · Pete Rorabaugh
Encouraging learning is an act of subtle manipulation. When we enter a classroom, we’re stepping onto a stage. This is true no matter how student-centered our classroom is, because our students are
Twitter Theory and the Public Scholar
Profession
Pete Rorabaugh
In celebration of Twitter’s 6th birthday this week, we offer an examination of Twitter’s application to pedagogical and scholarly communities. I was very excited when I conceived of the original title
Who Are We? Scholarly Identity Under Interrogation
Contingency
Pete Rorabaugh
On my first day as a student-teacher in a public high school (1999), my mentor teacher left me in the room at 8:20 a.m. to take a call in the front

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