How Might We Collaborate to Advance Racial Justice?
In a 3QTL first, we are delighted to feature two guests on today’s episode: Dr. Patrina Duhaney and Dr. Regine King, the award-winning co-developers and instructors of a University of Calgary course entitled “Afrocentric Perspectives in Social...
First published
03/13/2024
Genres:
education
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Parent Podcast
Three Questions about Teaching and Learning (3QTL)
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How Might We Reimagine Assessment?
Release Date: 09/27/2023
Description: Over the course of a twenty-five-year teaching career, Dr. Jesse Stommel has been interrogating the power dynamics that structure our grading and assessment practices. Every conversation about grades is also a conversation about power, he maintains, and “ungrading” might offer some possibilities for making our classrooms more inclusive, caring, and collaborative spaces. The rapid switch to online teaching during COVID-19 raised some new questions for Dr. Stommel about the state of post-secondary education, and he found himself reconsidering the very foundations of his teaching and learning practice. Join us as Dr. Stommel discusses the joys of collaboration and the problem with “pivots,” and shares some strategies for how we might reimagine grading and assessment. Full episode transcript and references are available on our website.
Explicit: No
How Might We Collaborate to Advance Racial Justice?
Release Date: 03/13/2024
Description: In a 3QTL first, we are delighted to feature two guests on today’s episode: Dr. Patrina Duhaney and Dr. Regine King, the award-winning co-developers and instructors of a University of Calgary course entitled “Afrocentric Perspectives in Social Work.” As members of their Faculty’s Anti-Black Racism Task Force, which was established in 2020 following the murder of George Floyd, Dr. King and Dr. Duhaney were motivated to create a course that would familiarize students with the challenges and barriers experienced by Black people in a Canadian context. Our guests also found themselves in the difficult situation of having to launch and team-teach this course during pandemic lockdowns. Join us as Dr. Duhaney and Dr. King describe the social justice principles at the foundation of their approach to team teaching, their creative and collaborative assignment design, and their strategies for communicating—with each other and with their students—in a new and challenging teaching and learning scenario. Full episode transcript and references are available on our website.
Explicit: No
What is a Pedagogy of Kindness?
Release Date: 01/10/2024
Description: Justice, believing students, and believing in students: according to Dr. Cate Denial, these are the three pillars of “a pedagogy of kindness,” an approach to teaching and learning that centers care for ourselves, as instructors, and care for our students. Dr. Denial, the Bright Distinguished Professor of American History and Director of the Bright Institute at Knox College, Illinois, is also the Primary Investigator of “Care in the Academy,” a Mellon Foundation-funded project examining pedagogies, communities, and practices of care in the academy after COVID-19. Kindness, Dr. Denial stresses, must include reconciliation, forgiveness, and accountability, and it should be distinguished from “niceness.” Join us as Dr. Denial generously details what a pedagogy of kindness might look like in practice, from paying careful attention to the language of our syllabi, to reconsidering our assessment practices, to providing students with fidget toys in online classes. Full episode transcript and references are available on our website.
Explicit: No
What is 3QTL?
Release Date: 09/08/2023
Description: “3QTL: Three Questions About Teaching and Learning” is a podcast focused on innovative approaches to teaching and learning in higher education. In its first season, the podcast invites post-secondary faculty across disciplines to share their experiences during COVID-19. Our guests and host, Dr. Derritt Mason, discuss how the pandemic affected their teaching philosophy, what best supported or hindered their practice during that period, and what they learned that they would keep doing in the future.
Explicit: No
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