Month: January 2015

In-Class Exercise 1: Student Loan Debt

Purpose: To further explore the topic of student loan debt which students identified as one of the issues that they are worried about.

Directions: Briefly introduce the segment. Ask students to watch and listen rather than take notes. After watching the documentary (runs a bit over 25 minutes) have students work in small groups of 4-5 to identify 3 issues that were mentioned in the documentary that they want to discuss further (this should take about 5 minutes). Once you call time, you can sample the class for responses. You will not have time to get input from everyone unless you change the design. However, if you feel the need to, you can always ask students to spend a few minutes free writing their thoughts and have them submit these at the end of class.

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When a WM speaks, students listen

 

 

I used this clip in the context of a conversation on race and gender in college classrooms.

The clip is useful on a number of levels, but I find it particularly useful to illustrate how some students tend to be more open to hearing a WM talk about race and gender in ways that they push back against the BW standing in front of class saying the very same things.

We spent quite a bit of time unpacking these issues and exploring questions that emerged as a result, and how these things help us understand issues of access and diversity in higher ed. Our work continues.

Course Soundtrack: Day 3

January 21, 2015

The day’s topic was ‘universities as social institutions.’ Some of the questions that we explored included, what is the role of higher education in the time of social movements like #BlackLivesMatter? what role is social media playing in light of these movements and how can we think about this in the context of higher education? We also discussed accountability, attrition, access, and affordability in higher education.

Course Soundtrack: Day 2

 

This song works well as a way to introduce Freire’s Banking Model of Education. Let’s see how many people pop their heads in to ask “what course is this that you’re teaching?” or “do you mind leaving the door open?” To be honest, I also get those people (usually faculty) who walk by and look confused as hell (good) or who want me to close the door because….well, I’ll just let you fill in the rest of that thought.