Practicing the Equitable, Transformative Pedagogy We Preach

An op-ed by Cathy N. Davidson, founding director and distinguished professor at the Graduate Center of the City University of New York, and Shelly Eversley, professor and interim chair of the department of Black and Latino Studies at Baruch College:

Despite several hundred studies on the efficacy of engaged, participatory learning practices, most of our teaching continues to rely on hierarchical, talking-head lecture formats or, in discussion classes, what amounts to a "distributed lecture" where we ask students questions and the same few raise their hands...

At the City University of New York (CUNY), the largest public urban university in the nation, we're working collectively and collaboratively to address this problem. We are focusing on equitable, engaged, active learning strategies that are successful for students and for instructors. Together, we are developing solutions that we hope will work far beyond the half a million full and part-time students in our system of four-year and two-year campuses. What's most revolutionary is our insistence on focusing on student and faculty success together. We understand disrespect and bias toward students as coterminous with disrespect and bias toward faculty. Both are part of the same structural inequality baked into higher education.

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