(Em)Power in the Classroom Series (Part 1)

This is the latest blog entry that I wrote for the Center for Teaching and Learning Excellence at the University of Utah.

What would it look like if we arrived to class on Day One with merely a hint of a syllabus? Well, the folks in CTLE might jump all over us! Wait, I am the ‘folks’ in CTLE and yet, I arrived to my CTLE 6000 course with a hint of a syllabus this semester. Let’s call it a ‘pedagogical experiment’ inspired by one of the core texts for the course: Learner-Centered Teaching by Maryellen Weimer (2002). The basic premise is that students take more responsibility for their learning and become self-regulated when they are actually given some control over their learning… what a concept! Continue reading