How many of us closely read our own syllabi, not for typos but for pedagogy? How many of us think about the subtle and overt messages they send to our students?

Every course, every semester, and every workshop is a mutable foundation upon which to build for empathy rather than efficiency, to architect relations of curiosity and variance rather than similarity and control.

This piece first appeared on Educating Modern Learners. I want to talk about Ferguson. We need to keep talking about Ferguson because if these past 12-24 months have taught us anything (if we

A class discussion where the teacher pre-determines the outcome is just a lecture in disguise, dressed up to feel student-centered while still being instructor-directed. When a class involves discussion, we owe it to

I don’t share the sheer outrage that some adjunct professors are directing at the tenured ranks. I really do believe that the majority of tenured faculty — I obviously can’t speak for

This peer-reviewed article was simultaneously prepared as a keynote address for Re:Humanities 2014, a peer-reviewed undergraduate digital humanities conference held by the TriCollege Digital Humanities Initiative (Haverford, Bryn Mawr and Swarthmore). The

My relationship with education has always been a kind of dissonant harmony. I have always loved learning, yet I have always felt like a rogue in the regimented institutions of homogenization. Today, the