Displaying episodes 1 - 30 of 46 in total

S2 E12 - Preparing Students to Take On Tomorrow's Wicked Problems (Part 2) - Paul Hanstedt

Paul Hanstedt is Director of the Center for Teaching and Learning at Washington & Lee University. In this Digication Scholars Conversation with host Kelly Driscoll, Paul shares how an experience of feeling out of place while spending his junior year of college at Durham University in England forever shaped his teaching philosophy. “When I'm in the classroom, I have always been drawn to the kids sitting in the corner who don’t feel they belong . . . Because there's a spirit there and a fierceness there and a capacity there that doesn't seem to have an opportunity.” Paul and Kelly then discuss how fostering this inherent spirit and capacity can give students the resilience and competencies to take on persistent challenges, a central theme of Paul’s 2018 book, Creating Wicked Students: Designing Courses for a Complex World.  Paul then stresses the importance of finding joy in one’s work, and presenting students with “beautiful problems” to make them engage on a deeper level, form connections, and gain confidence in their ability to take on life’s wicked problems.

S2 E11 - Preparing Your Students to Take On Tomorrow's Wicked Problems (Part 1) - Paul Hanstedt

Paul Hanstedt is Director of the Center for Teaching and Learning at Washington & Lee University. In this Digication Scholars Conversation with host Kelly Driscoll, Paul shares how an experience of feeling out of place while spending his junior year of college at Durham University in England forever shaped his teaching philosophy. “When I'm in the classroom, I have always been drawn to the kids sitting in the corner who don’t feel they belong . . . Because there's a spirit there and a fierceness there and a capacity there that doesn't seem to have an opportunity.” Paul and Kelly then discuss how fostering this inherent spirit and capacity can give students the resilience and competencies to take on persistent challenges, a central theme of Paul’s 2018 book, Creating Wicked Students: Designing Courses for a Complex World.  Paul then stresses the importance of finding joy in one’s work, and presenting students with “beautiful problems” to make them engage on a deeper level, form connections, and gain confidence in their ability to take on life’s wicked problems.

S2 E10 - How Oxford College Confronts the Past to Build a Better Future Through Antiracist Curriculum (Part 2) - Peter McLellan

Peter McLellan joins host Jeff Yan to discuss his experiences leading the ePortfolio program at Oxford College of Emory University. Early in the conversation, Peter shares an explanation of his primary research interest, the field of Hauntology: “How do people that we don’t see, or people from the past . . . impact us in the present and make demands on us, oftentimes demands for justice, to create a better future?” Peter explains how Hauntology informs his efforts to create antiracist curriculum  by taking seriously the knowledge and experiences that students bring with them to the university. The curriculum is designed for a majority non-white, lower income student body through an approach that carefully considers the demands of unseen individuals. The conversation continues with a discussion of faculty engagement, as Peter shares his past successes and strategies in convincing hesitant faculty members to adopt ePortfolio. “Portfolios sell themselves . . . So, it’s a matter of talking to folks about what a reflective and integrated curriculum looks like in the liberal arts.”

S2 E09 - How Oxford College Confronts the Past to Build a Better Future Through Antiracist Curriculum (Part 1) - Peter McLellan

Peter McLellan joins host Jeff Yan to discuss his experiences leading the ePortfolio program at Oxford College of Emory University. Early in the conversation, Peter shares an explanation of his primary research interest, the field of Hauntology: “How do people that we don’t see, or people from the past . . . impact us in the present and make demands on us, oftentimes demands for justice, to create a better future?” Peter explains how Hauntology informs his efforts to create antiracist curriculum  by taking seriously the knowledge and experiences that students bring with them to the university. The curriculum is designed for a majority non-white, lower income student body through an approach that carefully considers the demands of unseen individuals. The conversation continues with a discussion of faculty engagement, as Peter shares his past successes and strategies in convincing hesitant faculty members to adopt ePortfolio. “Portfolios sell themselves . . . So, it’s a matter of talking to folks about what a reflective and integrated curriculum looks like in the liberal arts.”

S2 E08 - Creating a Culture of Confidence and Connection at Boston University (Part 2) - Natalie McKnight

In this wide-ranging Digication Scholars Conversation, Boston University’s Natalie McKnight and host Jeff Yan cover a number of topics, starting with how the meaning of “culture” on campus has evolved over time, and the role that Natalie plays in creating and maintaining campus culture and values in her role as Dean in the College of General Studies. In offering a definition of General Studies, Natalie describes a culture of viewing topics and issues through the lens of multiple disciplines and forming connections between seemingly unrelated areas. They go on to discuss the mental health crisis in higher education and the ways that student attitudes have evolved to value social responsibility and inclusivity over the pursuit of high-paying careers. “I derive a lot of hope, looking at these students and their wisdom on these issues, and their embracing of inclusivity, not because it's trendy, but because it's right.”

S2 E07 - Creating a Culture of Confidence and Connection at Boston University (Part 1) - Natalie McKnight

In this wide-ranging Digication Scholars Conversation, Boston University’s Natalie McKnight and host Jeff Yan cover a number of topics, starting with how the meaning of “culture” on campus has evolved over time, and the role that Natalie plays in creating and maintaining campus culture and values in her role as Dean in the College of General Studies. In offering a definition of General Studies, Natalie describes a culture of viewing topics and issues through the lens of multiple disciplines and forming connections between seemingly unrelated areas. They go on to discuss the mental health crisis in higher education and the ways that student attitudes have evolved to value social responsibility and inclusivity over the pursuit of high-paying careers. “I derive a lot of hope, looking at these students and their wisdom on these issues, and their embracing of inclusivity, not because it's trendy, but because it's right.”

S2 E06 - The Dance of Your Life Story: The Urgent Need For Arts Education and Advocacy (Part 2) - Jill Flanders Crosby

Jill Flanders Crosby is a Professor of Dance at University of Alaska Anchorage and currently serves as Dance Program Coordinator in the Department of Theater and Dance. In her Digication Scholars Conversation with host Kelly Driscoll, Jill shares how an early resistance to the idea of teaching dance evolved into a deep appreciation for the ways in which dance scholarship and dance performance can inform and enrich one another. Operating against commonly held perceptions of dance as a marginal subject for scholarship, she describes feeling a particular responsibility to arm her students with the ability to discuss their art in scholarly terms while refining their abilities as performers. Later in the conversation, Jill explains how she approached teaching dance performance within the limits of COVID19 restrictions, and shares a number of ePortfolios that capture the creativity and resilience of her students during that time period. “I tried to tell them, ‘Make your ePortfolio dance,’ and they did that. They made them dance through not only the movement of the eye, but then the movement we would see in their videos and how they would film them. They found that way.”

S2 E05 - The Dance of Your Life Story: The Urgent Need For Arts Education and Advocacy (Part 1) - Jill Flanders Crosby

Jill Flanders Crosby is a Professor of Dance at University of Alaska Anchorage and currently serves as Dance Program Coordinator in the Department of Theater and Dance. In her Digication Scholars Conversation with host Kelly Driscoll, Jill shares how an early resistance to the idea of teaching dance evolved into a deep appreciation for the ways in which dance scholarship and dance performance can inform and enrich one another. Operating against commonly held perceptions of dance as a marginal subject for scholarship, she describes feeling a particular responsibility to arm her students with the ability to discuss their art in scholarly terms while refining their abilities as performers. Later in the conversation, Jill explains how she approached teaching dance performance within the limits of COVID19 restrictions, and shares a number of ePortfolios that capture the creativity and resilience of her students during that time period. “I tried to tell them, ‘Make your ePortfolio dance,’ and they did that. They made them dance through not only the movement of the eye, but then the movement we would see in their videos and how they would film them. They found that way.”

S2 E04 - Changing the World by Giving Students the Freedom to Learn and Explore (Part 2) - Brody Tate

As the Learning Portfolio Program Manager at Loyola University in Chicago, Illinois, Brody Tate oversees 55 portfolio programs, comprising roughly 10,000 active users per semester. In this Digication Scholars Conversation, Brody details how he manages this enormous responsibility by working face to face with faculty and department chairs to develop programs that run efficiently and smoothly. Brody prioritizes giving ePortfolio users the know-how, combined with a freedom to create, resulting in a thriving, mutually supportive ePortfolio community. Later, Brody and host, Jeff Yan, discuss emerging trends in how students and graduates are approaching portfolios for career development, and how students can use portfolios to better themselves and improve the world. “I think if we give ourselves the freedom to learn and explore, our world would look a lot different”

S2 E03 - Changing the World by Giving Students the Freedom to Learn and Explore (Part 1) - Brody Tate

As the Learning Portfolio Program Manager at Loyola University in Chicago, Illinois, Brody Tate oversees 55 portfolio programs, comprising roughly 10,000 active users per semester. In this Digication Scholars Conversation, Brody details how he manages this enormous responsibility by working face to face with faculty and department chairs to develop programs that run efficiently and smoothly. Brody prioritizes giving ePortfolio users the know-how, combined with a freedom to create, resulting in a thriving, mutually supportive ePortfolio community. Later, Brody and host, Jeff Yan, discuss emerging trends in how students and graduates are approaching portfolios for career development, and how students can use portfolios to better themselves and improve the world. “I think if we give ourselves the freedom to learn and explore, our world would look a lot different”

S2 E02 - Building Sustainable LGBTQ+ Peer-Mentoring During COVID: A Vision Several Years in the Making (Part 2) - Sam Ascencio

While many encounter problems in the world and think “Someone should do something about this,” Sam Ascencio is one of the select few who says “Why not me?,” then rolls up his sleeves and gets to work. Drawing on valuable life lessons and guidance from his father, Sam left behind a semi-professional soccer career to pursue a degree at John Jay College of Criminal Justice where he created “Q’onnections, a mentoring program for LGBT+ students. Inspired by his own journey of coming out as genderfluid while adjusting to college life as a first generation student, Sam felt a strong desire to provide support and affirmation to peers in similar situations. With the help of faculty mentors, Sam tapped into empathy, determination, and a magnetic personality to take Q’onnections from a longshot goal to a permanent program with a full-time director and fifteen paid mentors.  In this installment of Digication Scholars Conversations, Sam elaborates the process of creating Q’onnections while sharing his philosophy on mentoring and advocacy. “It’s about opening the doors for the people and letting them pick which door they want to go into, and even if they come back a little hurt and a little scarred, you’re there to comfort them and keep pushing them.”

S2 E01 - Building Sustainable LGBTQ+ Peer-Mentoring During COVID: A Vision Several Years in the Making (Part 1) - Sam Ascencio

While many encounter problems in the world and think “Someone should do something about this,” Sam Ascensio is one of the select few who says “Why not me?,” then rolls up his sleeves and gets to work. Drawing on valuable life lessons and guidance from his father, Sam left behind a semi-professional soccer career to pursue a degree at John Jay College of Criminal Justice where he created “Q’onnections, a mentoring program for LGBT+ students. Inspired by his own journey of coming out as genderfluid while adjusting to college life as a first generation student, Sam felt a strong desire to provide support and affirmation to peers in similar situations. With the help of faculty mentors, Sam tapped into empathy, determination, and a magnetic personality to take Q’onnections from a longshot goal to a permanent program with a full-time director and fifteen paid mentors. In this installment of Digication Scholars Conversations, Sam elaborates the process of creating Q’onnections while sharing his philosophy on mentoring and advocacy. “It’s about opening the doors for the people and letting them pick which door they want to go into, and even if they come back a little hurt and a little scarred, you’re there to comfort them and keep pushing them.”

S1 E34 - A Living, Breathing Space for Stories that Wonder, Stories that Matter - J. Elizabeth Clark

(Part 2/2) J. Elizabeth Clark, Professor of English at LaGuardia Community College, is a poet and author of children’s and young adult literature. In our conversation with Liz, she shares that she’s an avid scuba diver with a strong interest in teaching about science, climate change, and the ocean through her writing. Liz is a pioneer for ePortfolios at LAGCC and has served as a member of LaGuardia’s ePortfolio team for nearly 20 years with an “interest in the role of technology and how it is changing how and what we write (and read!).” Hear how she and other professors at LaGuardia use portfolios as a way for students to build a library of ideas to repurpose and recapture them, the importance of anti-racist pedagogy and labor-based contract grading which places a positive, more inclusive approach to how students receive their grades.

S1 E33 - A Living, Breathing Space for Stories that Wonder, Stories that Matter - J. Elizabeth Clark

(Part 1/2) J. Elizabeth Clark, Professor of English at LaGuardia Community College, is a poet and author of children’s and young adult literature. In our conversation with Liz, she shares that she’s an avid scuba diver with a strong interest in teaching about science, climate change, and the ocean through her writing. Liz is a pioneer for ePortfolios at LAGCC and has served as a member of LaGuardia’s ePortfolio team for nearly 20 years with an “interest in the role of technology and how it is changing how and what we write (and read!).” Hear how she and other professors at LaGuardia use portfolios as a way for students to build a library of ideas to repurpose and recapture them, the importance of anti-racist pedagogy and labor-based contract grading which places a positive, more inclusive approach to how students receive their grades.

S1 E32 - Portfolios at Polaris K-12 Celebrate Learning, Character, and Goal Setting (Part 2) - Carol Bartholomew

Carol Bartholomew, the Principal of Polaris K-12, has served as an administrator of the school since 2010 and celebrated her 36th year in education in 2021. In our conversation, Carol explains that she has always taught a little outside of the box, but provided developmentally appropriate practices for the students she taught. She goes on to explain that “Polaris K-12 is an evolving program that creates an environment challenging students, teachers and parents to personal excellence, lifelong learning, and ethical responsibility to self, community, and world.” Hear how Carol and Polaris K-12 have made community connections that create the foundation for students to develop reflective learning skills while creating artifacts that allow students a broader perspective of their growth over time.

S1 E31 - Portfolios at Polaris K-12 Celebrate Learning, Character, and Goal Setting (Part 1) - Carol Bartholomew

Carol Bartholomew, the Principal of Polaris K-12, has served as an administrator of the school since 2010 and celebrated her 36th year in education in 2021. In our conversation, Carol explains that she has always taught a little outside of the box, but provided developmentally appropriate practices for the students she taught. She goes on to explain that “Polaris K-12 is an evolving program that creates an environment challenging students, teachers and parents to personal excellence, lifelong learning, and ethical responsibility to self, community, and world.” Hear how Carol and Polaris K-12 have made community connections that create the foundation for students to develop reflective learning skills while creating artifacts that allow students a broader perspective of their growth over time.

S1 E30 - Students Feel It's Important to Show Who They Authentically Are (Part 2) - Sally Fortenberry

Sally Fortenberry, Associate Professor of Fashion Merchandising and Director of Center for Merchandising Education and Research at Texas Christian University, has a career in academia spanning multiple decades. In our conversation Sally shares how fashion merchandising students use portfolios to show a full range of skills including apparel construction, product development, wholesale buying and consumer behavior. Students use ePortfolios to show not only their creativity, but their analytical skills no matter what industry they go into. Sally says, “all of these different components and aspects of a student bring to light in the about me page because students feel it’s important for someone to know who they are authentically are. It's fascinating to see how they then take all those pieces and how they see their work stuff fitting within the fashion industry. This is the students chance to share where their influence came from - whether it was a relative, a parent, a sibling, or a best friend. Hear how Sally uses reflective learning to prepare her students for the job interviews with ePortfolios.

S1 E29 - Students Feel It's Important to Show Who They Authentically Are (Part 1) - Sally Fortenberry

Sally Fortenberry, Associate Professor of Fashion Merchandising and Director of Center for Merchandising Education and Research at Texas Christian University, has a career in academia spanning multiple decades. In our conversation Sally shares how fashion merchandising students use portfolios to show a full range of skills including apparel construction, product development, wholesale buying and consumer behavior. Students use ePortfolios to show not only their creativity, but their analytical skills no matter what industry they go into. Sally says, “all of these different components and aspects of a student bring to light in the about me page because students feel it’s important for someone to know who they are authentically are. It's fascinating to see how they then take all those pieces and how they see their work stuff fitting within the fashion industry. This is the students chance to share where their influence came from - whether it was a relative, a parent, a sibling, or a best friend. Hear how Sally uses reflective learning to prepare her students for the job interviews with ePortfolios.

S1 E28 - A Legacy of Bridging College Life to the Real World with ePortfolios - Gillian Hannum

(Part 2/2) Gillian Hannum, Professor of Art History and Director of the ATLAS Program at Manhattanville College in Purchase, New York, spent much of her career focused on the pedagogy of showcasing student capabilities, the assessment of what competencies a student has learned, and how the student develops and grows throughout their collegiate experience through an ePortfolio. She shares how Manhattanville transitioned paper portfolios to a well-established ePortfolio building program called the ATLAS Program. Gillian explains that the ATLAS Program is offered to students as a team-based advising approach beginning with first-year students in which students begin to develop their personal four-year plans with help from professional academic advisors, first-year mentors, peer mentors, and faculty advisors in academic departments. These four-year plans cover the mission of the college, career exploration and choices of majors, to deepening their understanding of skills employers seek, and lastly how to utilize an ePortfolio for a professional presentation of skills and accomplishments in the job search process. She states “liberal arts colleges have general education requirements that the students are required to take and often the students are thinking, why do I have to take that? We found at the junior and senior level that, as they're thinking about the skills that employers are looking for, they're finding that they develop those in a required course that they might not have otherwise taken.” Hear more about Gillian’s legacy of long-standing leadership at Manhattanville College that is rooted in competency based assessment and the power of student achievement.

S1 E27 - A Legacy of Bridging College Life to the Real World with ePortfolios (Part 1) - Gillian Hannum

Gillian Hannum, Professor of Art History and Director of the ATLAS Program at Manhattanville College in Purchase, New York, spent much of her career focused on the pedagogy of showcasing student capabilities, the assessment of what competencies a student has learned, and how the student develops and grows throughout their collegiate experience through an ePortfolio. She shares how Manhattanville transitioned paper portfolios to a well-established ePortfolio building program called the ATLAS Program. Gillian explains that the ATLAS Program is offered to students as a team-based advising approach beginning with first-year students in which students begin to develop their personal four-year plans with help from professional academic advisors, first-year mentors, peer mentors, and faculty advisors in academic departments. These four-year plans cover the mission of the college, career exploration and choices of majors, to deepening their understanding of skills employers seek, and lastly how to utilize an ePortfolio for a professional presentation of skills and accomplishments in the job search process. She states “liberal arts colleges have general education requirements that the students are required to take and often the students are thinking, why do I have to take that? We found at the junior and senior level that, as they're thinking about the skills that employers are looking for, they're finding that they develop those in a required course that they might not have otherwise taken.” Hear more about Gillian’s legacy of long-standing leadership at Manhattanville College that is rooted in competency based assessment and the power of student achievement.

S1 E26 - The New College Unbound Turns Chaos of Life into Learning (Part 2) - Adam Bush

Adam Bush, co-founder and Provost of the newly accredited College Unbound, shares his story of stepping out of the box to create an accessible, affordable and equitable college education. Adam shares how College Unbound provides adult learners with a college education integrated into their daily lives with courses focused on Organizational Leadership at community centers, libraries, or public housing. Adam says that he “wants the student experience of navigating our college to be as funky and natural as one that really reflects the learning that they're a part of regularly in their daily practice. And the school is an advocate for that learning. There's an institutional way to look at what we did that's really not so funky for the student." Adam speaks about the importance of students bringing their full selves to their education experiences, and how College Unbound nurtures those students to do so. Hear how Adam and College Unbound are advocating for change in learning.

S1 E25 - The New College Unbound Turns Chaos of Life into Learning (Part 1) - Adam Bush

Adam Bush, co-founder and Provost of the newly accredited College Unbound, shares his story of stepping out of the box to create an accessible, affordable and equitable college education. Adam shares how College Unbound provides adult learners with a college education integrated into their daily lives with courses focused on Organizational Leadership at community centers, libraries, or public housing. Adam says that he “wants the student experience of navigating our college to be as funky and natural as one that really reflects the learning that they're a part of regularly in their daily practice. And the school is an advocate for that learning. There's an institutional way to look at what we did that's really not so funky for the student." Adam speaks about the importance of students bringing their full selves to their education experiences, and how College Unbound nurtures those students to do so. Hear how Adam and College Unbound are advocating for change in learning.

S1 E24 - Everyone Does the Very Best They Can With Their Story - Alexandra Ellis

“You just never think it's going to be you. And then, all of a sudden, it's you.” Join us as we talk with Alexandra Ellis, University of Alaska Anchorage (UAA) alumna and law student at Vermont Law School. Alexandra’s story, which she documented in her award-winning UAA ePortfolio, is a journey of the devastating impact of one’s choices, persevering through the aftermath and consequences, and adopting a lasting determination to rise up and give back to the community because, “No matter if I was going to go to prison for 25 years, I was going to continue to try to do better because my life was no longer mine.” As she explained in her ePortfolio, “I believe everyone does the very best that they can with their stories. I'm no exception to this rule.” This is Alexandra’s story.

S1 E23 - My Story Will Die if I Don't Tell It (Part 2) - Eva Gregg

Eva Gregg, an Alaska Native, University of Alaska Anchorage (UAA) alumna, and Social Worker, shares a deeply moving personal journey she has confronted head on and documented in her UAA ePortfolio, “Eva’s Life Journey.” Her story is poignant to say the least, and so we take this time to share with you a journey of resiliency, perseverance, and rising above in order to give back. “My story will die if I don't tell it. It's a story of lots of pain, lots of victories, lots of experiences. Each and every one of those instances or pivotal moments have shaped me into the woman that I am today. And if I took one of those things away--whether it be a good experience or awful experience--then I wouldn't be who I am today.”

S1 E22 - My Story Will Die If I Don't Tell It (Part 1) - Eva Gregg

Eva Gregg, an Alaska Native, University of Alaska Anchorage (UAA) alumna, and Social Worker, shares a deeply moving personal journey she has confronted head on and documented in her UAA ePortfolio, “Eva’s Life Journey.” Her story is poignant to say the least, and so we take this time to share with you a journey of resiliency, perseverance, and rising above in order to give back. “My story will die if I don't tell it. It's a story of lots of pain, lots of victories, lots of experiences. Each and every one of those instances or pivotal moments have shaped me into the woman that I am today. And if I took one of those things away--whether it be a good experience or awful experience--then I wouldn't be who I am today.”

S1 E21 - Teaching at the Epicenter: Reflections on the Pedagogy (Part 3) - Michael Yarbrough

Michael Yarbrough, Associate Professor in the Political Science Department at John Jay College of Criminal Justice, tells a story not of teaching despite COVID-19 but rather centering a course on the realities of the outbreak because, for Michael, “what higher education is really about is the conditions of human existence.” The resulting project, “COVID-19 at CUNY: A Class Project,” is an archive of text conversations, audio recordings, and video recordings depicting the impact of the pandemic as it played out in the lives of the students and their families. Situated in New York City as it became an epicenter, Michael’s students embarked upon a collaborative project about their experiences during the unfolding pandemic and resulting quarantine. As the class was thrust into a rapidly changing world, the stated learning outcomes of the course no longer seemed relevant. “Instead, to have a space where they could process what they were experiencing and see the larger lessons that [awaited] our country and our world, and the individual experiences that each of our students were having at that time” became imperative. Two of Michael’s former students and now John Jay alumni, Monica Guzman-Reyes and Sally Olivo, joined in to describe how the class came together as a community to create this published work that has now been shared widely on social media.

S1 E20 - Teaching at the Epicenter: The Student Experience (Part 2) - Michael Yarbrough

Michael Yarbrough, Associate Professor in the Political Science Department at John Jay College of Criminal Justice, tells a story not of teaching despite COVID-19 but rather centering a course on the realities of the outbreak because, for Michael, “what higher education is really about is the conditions of human existence.”

S1 E19 - Teaching at the Epicenter: The Professor and the Project (Part 1) - Michael Yarbrough

Michael Yarbrough, Associate Professor in the Political Science Department at John Jay College of Criminal Justice, tells a story not of teaching despite COVID-19 but rather centering a course on the realities of the outbreak because, for Michael, “what higher education is really about is the conditions of human existence.” The resulting project, “COVID-19 at CUNY: A Class Project,” is an archive of text conversations, audio recordings, and video recordings depicting the impact of the pandemic as it played out in the lives of the students and their families. Situated in New York City as it became an epicenter, Michael’s students embarked upon a collaborative project about their experiences during the unfolding pandemic and resulting quarantine. As the class was thrust into a rapidly changing world, the stated learning outcomes of the course no longer seemed relevant. “Instead, to have a space where they could process what they were experiencing and see the larger lessons that [awaited] our country and our world, and the individual experiences that each of our students were having at that time” became imperative. Two of Michael’s former students and now John Jay alumni, Monica Guzman-Reyes and Sally Olivo, joined in to describe how the class came together as a community to create this published work that has now been shared widely on social media.

S1 E18 - Rethinking How You Teach: It's All About the Students (Part 2) - Jordi Getman-Eraso

Jordi Getman Eraso, Professor of History and the inaugural Director of Online Learning at Bronx Community College, tells us about the moment that he, as an educator, realized, “Oh wow, I've been doing this all wrong.” Jordi explains his path to rethinking how he teaches; acknowledging the importance of empathy and context, empowering students to grow their confidence, and embracing the idea that failure is not a barrier but rather a gateway to success. Most importantly, remembering that, in the end, it’s all about the students. Now, as higher education changes--evolves--in response to COVID-19, Jordi encourages faculty to use the time to build and grow their online pedagogy. “How can we actually take these difficult moments and turn them into something positive?” Higher education has the capacity to be transformative not only for the students but also their faculty.

S1 E17 - Rethinking How You Teach: It's All About the Students (Part 1) - Jordi Getman

Jordi Getman Eraso, Professor of History and the inaugural Director of Online Learning at Bronx Community College, tells us about the moment that he, as an educator, realized, “Oh wow, I've been doing this all wrong.” Jordi explains his path to rethinking how he teaches; acknowledging the importance of empathy and context, empowering students to grow their confidence, and embracing the idea that failure is not a barrier but rather a gateway to success. Most importantly, remembering that, in the end, it’s all about the students. Now, as higher education changes--evolves--in response to COVID-19, Jordi encourages faculty to use the time to build and grow their online pedagogy. “How can we actually take these difficult moments and turn them into something positive?” Higher education has the capacity to be transformative not only for the students but also their faculty.

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