Right to Learn (R2L)

I am an Associate Professor in the School of Education and Human Development and Director of the Right to Learn Undergraduate Research Collective (R2L). Keeping in mind the “lead activities” of the university—to foster independent thought, to midwife creativity, to humanize—and the way these undertakings are currently imperiled or marginalized (every generation faces this issue), […]

“Beyond Grading” workshop recap

On March 9, more than two dozen faculty members and staff from around CU Denver and beyond gathered for a one-day workshop on rethinking grading. We began the day by discussing, “What is the purpose of grades?” and “What are the drawbacks of grades?” Then, Jesse Stommel joined us via Zoom to talk about his […]

A CU Studio of Our Own

I have long entertained ideas of a Domain of One’s Own (DoOO) initiative at CU Denver, imagining the pros, cons, and realities of such an effort. What would it look like if we created a platform for our people and their projects on the open web? Not courses, per se, and not a highly structured […]

We can’t teach what we don’t know

Last week a diverse collaborative of national organizations released a set of Teacher Educator Technology Competencies that are intended to outline what teacher educators – namely, postsecondary instructors who prepare future teachers – should be doing to effectively integrate learning technologies into their instruction and academic programs. The overall list looks like this: and an […]

Subverting the Script: Connect, Make, Hack

In a recent marginal syllabus conversation focused on Linda Christensen’s piece “Critical Literacy and Our Students’ Lives” , I questioned whether teachers need simply more time to design for critical classrooms focused on students funds of knowledge, experiences, interests and, indeed, voices.  I wondered whether many teachers also needed increased autonomy or the sense that their efforts […]

Progress report: Alternative assessment

As a ThinqStudio fellow, I’ve been exploring assessment. When I attended DPL this summer, I discovered a new interest that has become the focus of my work as a fellow this year: rethinking assessment. I’ve long been dissatisfied with the process and effects of assigning and justifying grades. And I’m not the only one; people have been […]

Capitalism and grading

If we want our pedagogy to foster critical thinking and intellectual curiosity, then I’m increasingly convinced that traditional grading may be holding us back. In a recent review of Kids These Days: Human Capital and the Making of Millennials, Winant explains the author’s view of the relationship between education and neoliberal capitalism: Harris finds the world […]