Table of Contents1. Introduction: How to Structure a Course on Structuring Equality (Cathy

Davidson)2. Our Students: Learning to Listen to Multilingual Student Voices (Joshua

Belknap)3. Learning By Moving: What Happens When Teachers and Students Move

Together? (Kelly Lerash and Michael Druffel) 4. Reacting to the Past: The Atlanta Compromise (Iris Finkel) 5. Rethinking Faculty Observations: The Value of the Non-Evaluative (Erica

Campbell)6. Observations (Arinn Amer)7. Literature as a Learning Tool: A Lesson Plan (Nicky Hutchins)8. Learning Worlds: Learning American Literature: Charleston SC (Jeff Israel)9. Afterword: Orchestrating a Student-Centered Classroom, A How-To Guide

(Danica Savonick)

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“...having a student-centered course with group-work as a fundamental basis for a class can be very enlightening if done in such a way that multiple learning styles and personality traits are taken into consideration and activities are created to facilitate learning for all.”

“As educators, we have a clear responsibility to think about how we define “work” and “learning” … and what it means to be hard-working or well-learned within our classrooms.”

“[Games] are inherently active learning systems. We enter the world of the game, interact with others in game play, and aim for mastery through reflection of what moves will help us advance ... “

“Being sensitive to the linguistic range and diversity that students bring to the classroom goes against the grain of numerous assumptions of both educators across disciplines (including composition specialists) and dominant culture.”

A wordcloud made from all blog posts (over 50,000 words!)

Student-Designed Syllabus

Student-Centered Teaching Techniques Public blogs with assigned commenting Private Group Forum Pre-Course Self-Introductions Think-Pair-Share Exit Tickets Skills Inventory Collaborative Agendas Everybody Raise Your Hand Class Stacking Writing Out then Reading Comments or Quotes in Class Class Constitution Midterm “Construct Your Own Syllabus” Assignment Writing Out then Reading Comments or Quotes in Class (Total Participation) Student-led Reading Assignments Student-led Class Exercises and Interactions Final Paper/Project as Public Contribution to Knowledge Midterm Feedback Form/Student Evaluation Form Meta-Cognition

Nick Sousanis, Unflattening

Thank You

Thank you to the Teagle Foundation, Futures Initiative, HASTAC, Commons in a Box (CBOX), and CUNY Graduate Center Office of the Provost and CUNY Central for generously funding the Futures Initiative.