In this episode, Ideologies of Teaching, Anne and Steve are joined by John Craven, Associate Professor of Science Education at Fordham University, who shares his thoughts about what we mean when we talk about teaching and how that meaning affects our instructional choices.
In this article, the authors reflect on whether the competitiveness of science fairs does anything to enhance the learning environment of schools. The authors narrate how a visit to a local school’s gymnasium to witness one of these gala events reminded them of why they so dislike science fairs. The authors mention that they applaud any sincere efforts to engage students in the processes of scientific inquiry. However, they also recognize that there are deep divisions between between teachers, educators, and scientists with regard to the value of science fair projects. From their perspective as science educators, they all too often see that the final projects at school science fairs don’t accurately reflect either the enterprise of science or the students’ interests. As science educators and parents, they suggest that schools and parents work to move the money invested in posters, instructional time, and after-hours staffing into funds that pay for student experiences outside the classroom, experiences designed to engage young citizens with real-life issues.
In this episode, The Classroom as a Tool, Anne and Steve are joined by Sam Haddad, Associate Professor of Philosophy at Fordham University, who shares his ideas about teaching and learning online and in person.
In this episode, A Humanistic Enterprise, Anne and Steve are joined by Jim McCartin, Associate Professor of Theology and Ignatian Faculty Fellow at Fordham University who shares his thoughts about what teaching is and could be as we look ahead to the challenges and changes of the next academic year.
The future of Jesuit higher education at Fordham depends upon faculty, drawn from diverse backgrounds, who are responsible for ensuring that Fordham’s mission and the Ignatian values underlying that mission animate faculty research, teaching, mentoring, and service.
In this episode, Change the Angle, Anne and Steve are joined by Calvin Byer, Assistant Director, Innovation & Change Integration at Fordham University who shares his thoughts about how patience and empathy are key to managing change.
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
Read more about Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) edited by Susan Debra Blum
In this episode, Seven Times Four Is Twenty-Eight, Anne and Steve are joined by Barbara Mundy, Professor of Art History at Fordham University, who shares her thoughts about the importance of faculty collaboration when developing online courses.
Episode 25: From a Performative to a Collaborative Mode
In this episode, From a Performative to a Collaborative mode, Anne and Steve are joined by Rufus Burnett, Assistant Professor of Theology at Fordham University, who shares his thoughts about theology, teaching and the Blues.