Recent Posts

  • Redevelopment Effort for PS321: Experiences and Lessons

    July 15, 2017 By Joseph M. Grieco. Background and Goals of Redeveloping PS321 International Law and Institutions (PS321) introduces Duke undergraduates to the domain of international law. In this course, I focus on the political conditions that affect the formation, content, and efficacy of international law, the latter defined as the capacity of international law to shape and constrain the ... Read more
  • Balancing Technology and Content in Teaching “Web Design and Narrative”

    July 15, 2017 By Christopher Sims. As a Bacca Fellow, I offered an undergraduate course “Web Design and Narrative” in 2016–2017. The course was based at the Center for Documentary Studies (CDS) at Duke University and drew a fairly broad cross-section of students, the majority of whom were either majoring in Computer Science or Visual Media Studies. Some students ... Read more
  • Images to Inspire Undergraduates’ Civic Engagement

    July 15, 2017 By Graciela Vidal. I had a lofty goal: to get a group of our undergraduate students to set long-term civic engagement objectives for themselves. My proposal was a new Spanish course, named Engaging with the Latino Community Through Photography, with the purpose of adding applied social context to our curricula and helping our students in their ... Read more
  • When the Subject is Injustice

    September 1, 2016 By Matt Whitt It is not easy to teach students about injustice. This can be especially true when matters of inequality, domination, and violence are everyday and present tense—not mediated through fiction, nor distanced by history. In my Writing 101 course, “Land of the Free: Liberty, Justice, and Imprisonment in the United States,” students grapple with ... Read more
  • Slowing It Down

    June 13, 2016 By Melissa Simmermeyer For several years now I’ve meant to start a blog, and I’ve even come up with a title: Teaching Language. I first began teaching Spanish as a graduate student in Georgetown University in 1990. To say I was wet behind the ears is too kind; as a first-generation college student who stumbled into ... Read more
  • Off the Board, But No Longer Alone

    June 6, 2016 By Deborah Reisinger I started studying French in 6th grade. Madame Buxbaum praised my accent and put my name on the board because I got a 97 on the first exam. And because I am a pleaser, I worked even harder. By the time I entered high school, we were a handful of students who had ... Read more
  • An Exercise in Respect: Student Agency and Course Design

    June 2, 2016 By Laura Florand I started the LAMP Fellows project in the attempt to come to grips with a course I felt had grown unwieldy in the requirements of students. The French 301 course covers both advanced writing and grammar and as such not only includes direct work on French grammar (with grammar workbooks, quizzes, etc.) but ... Read more
  • Naming Problems, Taking Risks, and Working Groups as a Class-Participation Mechanism

    June 2, 2016 By Joseph M. Grieco, Political Science May 3, 2016 This past semester I taught a class on progress in international relations. The class had 19 students: too few for lectures and discussion sections, and too large for a seminar. At first I tried to have class discussion on the basis of questions that I’d circulate the evening ... Read more
  • Tell Your Story: Duke Storytellers Perform LIVE

    March 21, 2016 If we gave you a microphone, a stage, and an audience, what would you say? Come hear Duke students, faculty, and staff share their personal stories at the second annual “What’s Your Story?” event, a live storytelling performance featuring members of the Duke community. Our storytellers will perform their stories about this year’s theme, Teachers & Mentors, ... Read more
  • Embedded Collaboration: Hacking the System of One-Off Library Instruction

    January 26, 2016   By Aria F. Chernik and Hannah Rozear During the fall 2014 semester, Aria (Thompson Writing Program, Duke University) and Hannah (Duke University Libraries) piloted an embedded librarian model of library instruction in a section of Writing 101 entitled Hacking Knowledge. C:\ _ to hack: to creatively tweak an established computer system to circumvent the limitations, or extend the ... Read more
  • Ditching the Script: An Embedded Librarian in the LAMP@TWP Faculty Learning Community

    January 26, 2016 By Hannah Rozear I recently inherited a bin containing the historical documentation of the library instruction program at Duke University. Included in this treasure trove of manila folders, cassette tapes (!), and 8×11 documents is a legendary “script” that, at one point in the 1990s, instruction librarians were required to read verbatim to students during their ... Read more
  • The Wikipedia Assignment

    January 24, 2016 By Joshua Clark Davis “You mean, you want us to actually send our essays to Wikipedia,” my students asked. “Yes,” I told them. “That’s the only way they might publish your essay.” For the last three semesters, I’ve assigned students to write research essays on neglected topics of local history here in Durham—not only for me to ... Read more
  • Teaching Open and the Beauty of Remix

    January 23, 2016 By Aria F. Chernik I teach open because I believe that I have a responsibility to model in the classroom the kind of hospitality-based, collectivist, transparent society in which I want to live. In my pedagogical approach, open means rejecting a gatekeeping educational environment in favor of one characterized by participant pedagogy, a community-based, collaborative method ... Read more
  • What’s Your Story 2016: Teachers & Mentors

    January 21, 2016   If we gave you a microphone, a stage, and an audience, what would you say? This spring, the Language, Arts and Media Program will partner with The Monti, a local live storytelling organization, to offer the second annual What’s Your Story two-part workshop series. There won’t be scripts, notes, or Powerpoint slides.  It’s just you, a mic, ... Read more
  • Our Origin Story: the LAMP Lab

    January 15, 2016 What is the LAMP Lab? LAMP began as a two-year humanities-based lab housed in the Thompson Writing Program at Duke. The LAMP@TWP lab (2013-2015) explored how the theories and praxis of digital rhetoric, multimedia composition, open access, and public knowledge and communication fit into the expanding concept of academic writing. Our goal was to develop strategies ... Read more
  • On Digital Pedagogy and Teaching Writers in the 21st Century

    January 15, 2016 By Jennifer Ahern-Dodson To teach academic writing thoughtfully, we need to consider the contexts in which students lead their daily lives, including how they search for, read and share information. Many of our students, for example, cannot imagine writing or researching without the Internet, mobile devices, or asking Siri or Google for help. As of January ... Read more

HEADER IMAGE CREDIT: Timeless” by Wonderlane is licensed under CC by 2.0.