Here are some thoughts about moving beyond inclusivity in the classroom – taken from my recent presentation at the Borderland Retreat.
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Author: Elizabeth Hauke
The Borderland Retreat
Authentic teachers, authentic teaching. A retreat from and towards teaching in higher education. Bringing our connected and whole selves to our teaching and research to enhance our practice. Continue Reading
Mapping the Sustainable Development Goals
We’ve undertaken a review of all Change Maker modules to map our engagement with the Sustainable Development Goals (SDGs) across our curricula. Continue Reading
Non-Traditional Academic Writing
A research seminar given by Elizabeth Hauke on Non-Traditional Academic Writing.
Evoke Exhibition
The artwork from my research and thesis Evoke (y)our authentic has been exhibited in the CLCC at Imperial College, London this autumn. Continue Reading
Lego manifesting and Change Maker fortunes
Our whole team was excited to participate in the recent Discover Imperial event, welcoming all new and returning students to campus and orienting them to our Change Maker mindset. Continue Reading
Joining the Dots
‘Joining the dots: making connections by drawing from the slow movement in the classroom’ was presented at the Imperial Festival of Learning and Teaching in May 2022. This post will introduce the slow movement and slow ideology, and show how this might inspire thinking and talking about making connections in the classroom, scaffolding those moments of connection and relating connectedness to learning. Continue Reading
Practical steps to create a positive and inclusive feedback culture in the classroom
How do we embed practical feedback processes into the Change Makers classroom(s)? Continue Reading
Making teams work for students…
… instead of making students work in teams. Read about how we tried a different approach to team work in one of our modules this year.
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Feedback – closing the circle
In Change Makers, we put a lot of effort and time into constructing critical, engaging and empowering feedback for students. However, perhaps now is the time to shift our focus away from the construction of this feedback and onto the subsequent deconstruction by students.
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