Category: Teaching
The Human in the Digital Humanities
The digital humanities (or as the cool kids call it, DH) have been in my peripheral vision since my first year in grad school: something that looks useful and fun; but for someone who dreads calculating grades, working with data is intimidating. Last September, a series of DH events in a symposium on the future
What is It is also Other (Or So Chuang-Tzu Tells Me…): Questioning Common Sense and Ideology
What is It is also Other, what is Other is also it. There they say ‘That’s it, that’s not’ from one point of view, here we say ‘That’s it, that’s not’ from another point of view. Are there really It and Other? Or really no It and Other? Where neither It nor Other finds its
Slow and Steady Wins The Race (Unless You Prefer to “Spritz”): Debunking the Myth of Faster = Better (So You Can Feel Better About Yourself)
In my first year of graduate school I discovered I was not as strong of a reader as I had fancied myself to be. I discovered the amount of pages to read every week was massive in comparison to undergrad, which wouldn’t be so bad if this were still high school English and I was
Changing The World From Within to Without: My Take on the Importance of Critical Theory
The fact that there is a so-called “crisis in the humanities” is old, though persistent, news, with many theories behind its impending demise. The main culprits are understood to be funding cuts at the state and national level as well as an overall cultural shift toward valuing professional degree paths in the private sector, spurred
A Scientist Walks into an English Blog: Language, Gender, Feminism, and the Science of Sex
I spend my day thinking about sex. Mostly, sex between male and female fruit flies. I am curious about what happens after they finish doing the deed and sperm move through the female reproductive environment on their journey to the egg. Interested in the changes that occur within the female after sex, how her body
Feeling Testy: Assessing our Assessments
Tests and assessment make people angry. Yes, this is a terrible film. No really — tests, and the entire idea of assessment, can produce positively splenetic displays. The comments section of Christopher B. Nelson’s recent essay critiquing assessment provides an apt example. As the federal government pushes to hold colleges responsible for providing students with
Unruly Instruction: Pedagogy, Feminism, and the Unruly Woman
Hello world! It is a pleasure to be the blogger this month for Metathesis and I look forward to sharing my thoughts on a few different topics with our readers. Don’t forget—if you like this blog YOU, TOO could be a contributor. Check out our CFP here For my first post I thought I would