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Ethnography Labs: Unpacking Ethnographic Narrative

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My first experience teaching an ethnographic text to a classroom full of students was rocky. My attempts to draw them out into making connections between the ethnographic materials and our big course questions were met with silence. I, panicked, asked ever more concrete questions about the text, while the silence slowly turned stony until a chatty student desperately regurgitated some …

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Intimate, Familiar and Strange, or Why I Don’t Teach a Class on Sleep

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One of the insights into teaching provided to me by Donald Morse, one of my undergraduate professors, was to never teach the same class twice. But, simultaneously, not to overburden oneself by developing a new course every year. His model, which I’ve entirely stolen, was to teach one-third texts he knew intimately, one-third texts he was familiar with, and …

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Experiments with pedagogy: Call for contributions

As teachers, we are increasingly called upon to promote student-centered learning and to build stronger links between teaching and disciplinary research in order to foster a culture that allows students “to take a research-based approach to their lifelong educational development” (Sproken-Smith & Walker, 2010). Scholars, academic administrators and institutions increasingly promote “inquiry-based learning”, a term referring to pedagogical …

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