Event description:
“The learning process is something you can incite—literally incite—like a riot.” –Audre Lorde
How do we make the transition from the hierarchical, inequitable, output-driven academy we inherited from the nineteenth century to a higher education that empowers all students to be their own best selves, modeling a more democratic, flourishing, and just society? How do we make this transition in our own classrooms? In this interactive session, Christina Katopodis shares teaching strategies on inspiring, effective, and inclusive learning that can be adapted easily and effectively in every field.
Event Information:
What: A virtual workshop on active, inspiring, and inclusive learning with Christina Katopodis, PhD, co-author of The New College Classroom with Cathy N. Davidson (Harvard University Press, 2022).
When: Thursday, October 12th, 3 – 4:30 pm
Where: Via Zoom, register here
Who: Faculty, staff, graduate students, and post-doctoral fellows from all Hopkins schools are welcome to attend.
About the Facilitator:
About The New College Classroom:
What the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level.
College instruction is stuck in the past. If a time traveler from a century ago arrived on today’s campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world’s foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners.
The New College Classroom helps instructors in all disciplines create an environment that is truly conducive to learning. Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learning—from the participatory syllabus and ungrading to grab-and-go activities for every day of the term—have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings.
Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.