students and teacher

Torgny Roxå: On Students and Educational Reform

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The following text is an edited transcription of an interview conducted with Torgny Roxå of Lund University on October 5th 2016. As a Distinguished Scholar at the Macpherson Institute, Roxå lends his 27 years of expertise as an academic developer to support teachers in their endeavor to improve student learning.

Does a Shift Toward Active Learning Mean the End of the Lecture?

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Author and professor Richard Gunderman defends the place of the lecture in higher education in a brief article entitled “Is the Lecture Dead?” For Gunderman, the purpose of the lecture…

Gold Stars

Assessing and Rewarding Good Teaching

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Top universities like McMaster have an obligation to ensure the on-going development of both teaching and research. They must routinely identify good and weak practices and recognise, support, and reward good teaching. We have long established traditions in how to evaluate and celebrate great research. We are challenged, however, when it comes to assessing and rewarding good teaching.

holding ipad and apple

The Future is Open: Educating for the Commons through Open Educational Resources

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When any smartphone can find the content of any textbook for free, why go to university? For Rajiv Jhangiani, students who have access to smart technologies, like computers and cell…

professor's mouth zipped close

Bad Words: Pedagogical Traps Hidden in Academic Language

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Is the language of teaching and scholarship actually working against us? Donaldo Macedo argues that many of the linguistic habits and strategies so common in the academy actually obscure meaning,…

education is a human rightgraffitti

The Gap Between Rich and Poor – in Education

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“Finance for Everyone.” It’s based on free market thinking that has produced one of the greatest engines of productivity and change in the history of mankind. But we begin with an extraordinary revelation from Oxfam: the richest 85 people control more wealth than the poorest half of our global population.

university building what-business-are-we-in

Reversing the University: Designing Curricula for 2030

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Randy Bass believes that advances in technology should flip the fundamental goals of universities. We need to focus less on developing skills and more on fostering character; it’s about context over content. The distinctive universities of the coming decades will emphasize learning styles and experiences that foster qualities like ethical judgment, collaboration, resilience and integrity.

skull and warning sign

Trigger Warnings as More Bourgeois Creep/iness

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To trigger warn, or not to trigger warn,that is not the question for me, even though I am on the verge of presenting the documentary film Shake Hands with the…

Broken-Pencil_Childrens-Faces-Drawing

No Child Left Thinking: Standardized Education and the Decline of Democratic Society

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To many people, it sounds like a good idea: hold teachers increasingly accountable to a standardized curriculum designed to prepare students for the job market. Joel Westheimer argues that this…

atom bomb

Fighting Violence with Pedagogy: A Case for Hope

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The best weapon against violence may, in fact, be pedagogy. Brad Evans explores the inseparability of education and violence and examines ways to address violence-related questions with the students who…

Towards a Negative Capability in Education: An Interview with Deborah P. Britzman in The Quiet Room

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Transcribing my interview about student activism and psychoanalysis with Deborah P. Britzman had me thinking about our subject matter of language. Transcription is a difficult and highly subjective endeavour, for…

reflection

Reading the Academic Diary: On Parting Ways with Reflection

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It has become almost inevitable to be asked to engage in “reflection” in the academy. Increasingly we are asked to reflect, to either show our learning, to prove our worthiness as a teacher or to complete a project. As we dutifully catalogue our thoughts in brief papers, statements of intent, teaching philosophies or at the close of our conference presentations, it certainly begs the question: How reflective are we really?

We must learn to discriminate between good and mediocre teaching

We must learn to discriminate between good and mediocre teaching

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In a previous positing on this blog I claimed that using SET (student evaluation of teaching) as a measurement of good teaching is naïve and ultimately stupid. Having said this, it would be fair to discuss the question: If SETs do not discriminate between good and mediocre teaching, how then can we do this?

Exile as a Space of Disruption in the Academy

| Disrupted, Distiniguished Scholars, Henry Giroux | 13 Comments

How can one not be in exile working in academia, especially if one refuses the cliques, mediocrity, hysterical forms of resentment, backbiting, and endless production of irrelevant, if not sometimes…

missing the target

How Learning to Fail Taught Me How to Live

| Disrupted, Students | 2 Comments

Many university students will enter university with a preconceived notion about what this part of their life will entail and where it will lead them. Many are pursuing a given…

trojan horse

Student Evaluation of Teaching – A Trojan Horse or a Powerful Material?

| Disrupted, Distiniguished Scholars, Torgny Roxa | 3 Comments

So, my job is to help teachers develop better teaching skills. Today I met two academic teachers from Botswana National University. They are in Lund as part of a project…

Uniting Against the School of Harm

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Like so many others speaking from within academia during the last year, I am deeply troubled by the recent demand for trigger warnings in university classrooms. I am a senior…

Why Textbooks Suck.

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  I really enjoy almost all books and yet I generally hate textbooks, even the ones I am writing. I think most academic books are largely unreadable because they have…

If You’re Not Disrupting Students, You’re Not Teaching Students

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When Sut Jhally entered the academic profession, he found himself standing in a lecture hall full of students feeling completely intimidated by the prospect of how to teach. What did…