My First Venture Into Contract Grading

First, I must give credit to both Cathy Davidson and Dave Cormier who were kind enough to openly share their grading contracts to support other educators attempting this for the first time. I definitely borrowed heavily from their example.

The class with which I am conducting my first foray into contract grading is an online version of a National Writing Project Summer Institute. The class is organized as an asynchronous graduate class with the option to take the class for six hours rather than three. The focus of the class, as of all NWP work, is to improve the teaching of writing. We will write, on personal and professional topics, and we will discuss and share our ideas about the teaching of writing. My colleague Lee Skallerup will join us as she wants to learn more about NWP work.

I remain intrigued by the idea of using contract grading for my more traditional classes, as I want all my classes to be a learning community rather than a traditional class. However, the very nature of an NWP SI is to be a learning community and years of experience participating in more traditional SI’s has prepared me to make this class my first foray into contract grading. As my students are teachers (or soon to be teachers) then I hope they will enter into our experiment with the proper spirit. I know this is going to be a great learning experience for me and hopefully for them.

I am interested by the increased opportunity for student success offered by contract grading and I am even more interested about the ways I can use contract grading and peer evaluation to foster self-regulation and self-directed learning in the way that Cathy Davidson argues for flipping or rather cartwheeling our classrooms. I will write more about this experiment/experience in the coming weeks but for now I will simply share my first grading contract and await feedback:

Contract Grading + Peer Evaluation:  Explanation and Contract

This class is an experiment in collective thinking, leadership, and project management.  The intent is to create a workshop (as opposed to classroom) experience where we explore, learn, and grow together while providing a safe place to experiment with our writing, thinking, and teaching as each student takes responsibility for individual and collective work. I want this to be a student-centered experience where you choose what your learning experience will be like, and make it fit your context and priorities.

Contract Grading is designed to change the power dynamic of the classroom. The instructor is still the ‘content expert’, but you are the one who knows how much time you have to devote to this course, and what you’d ideally like to get out of it. The contract lays out what ‘acceptable success’ looks like and then you get to make choices about whether you are willing to do the work to earn a grade deemed ‘excellent’. The contract focuses on your effort rather than on attempting to measure or quantify your learning. The peer evaluation provides support for your efforts in this class as well as helping you develop the necessary self-regulation to continue your growth and development after the class ends. This course aims for encouraging self-valued, lifelong learning.

This is my first time engaging in contract learning as an instructor, so there is a learning curve for me as well as well as for you, but if we work together I believe this can be a positive experience for us all.

Evaluation Method:
You determine your grade for this course by fulfilling a contract that spells out in advance the requirements for fulfilling the terms of your contract.   Peer evaluation comes in when students charged with leading for the week assess (Satisfactory or Unsatisfactory) how well their classmates fulfill their obligations to the class through reflection, discussion, and feedback. Peer leaders will work with the other students in the class, giving feedback to each student and working to achieve an S grade.   If the student fails to submit an assignment or does not submit a satisfactory revision after being given careful feedback, the peer leader will record a U grade for that assignment.   (The same method will work on assignments graded by the professor.) Every student will be in a position of peer-grader (working with two or three students at a time) one week during this class and will report these evaluations using a document viewable by the entire class.  Learning together and giving and receiving feedback is a subject we will discuss and practice.

Contract Grading:
The advantage of contract grading is that you, the student, decide how much work you wish to do; if you complete that work on time and satisfactorily, you will receive the grade for which you contracted.  This means planning ahead, thinking about all of your other obligations and responsibilities and also determining what grade you want or need in this course.   The advantage of contract grading to the professor is no whining, no special pleading, on the students’ part. If you complete the work you contracted for, you get the grade. Done. I respect the student who only needs a C, who has other obligations that preclude doing all of the requirements to earn an A in the course, and who contracts for the C and carries out the contract perfectly.   (This is a major life skill:  taking responsibility for your own workflow.)

Grade Calculating:
By June 5 (our second day of class), each student will email the instructor the contract (see below) for their chosen grade (or grades, contract for Eng 609 follows the contract for 608).  All requirements for each grade are spelled out below. 

There are only two grades for any assignment.  Satisfactory/Unsatisfactory.   Satisfactory is full credit.  Unsatisfactory (poor quality, late, or not submitted) is no credit.   At the end of the course, we tally.   If you fail to do a contracted assignment or your peers do not deem your work satisfactory, you will not receive credit for that assignment.  

Peer leaders (details below) who are in charge for a week will determine if the assignments posted during that week are satisfactory.  If not, they will give extensive and thoughtful feedback for improvement with the aim of collaborating toward Satisfactory work.   The goal is for everyone to produce satisfactory work, and the peer leaders will work with students to achieve that goal. 


REQUIREMENTS FOR A GRADE OF A in ENG 608:
(1) READING AND DISCUSSION, includes reading instructor lecture notes and required reading (book chapters, articles, etc.) as well as posting a substantive reflective response (by Thursday) which reflects your individual experience as well as the reading and making at least two responses to peer posts (by Sunday). Discussion will take place on a designated Google doc in the Reading and Discussion folder. Think of this as a collaborative research paper we are creating about the weekly topic. These can, and should, be inspired by and draw from your individual reflection journals but should not be simple repetition. They should engage your classmates and inspire discussion.

(2) WEEKLY REFLECTION JOURNAL POST, 500-1000 words about your views as a writer as well as a teacher in response to the class reading and discussion as well as writing group activities for the week.  Think of this as an evolving research paper.  It has the same importance and weight and seriousness.   You will create your journal as a Google doc in the Reflection Journal folder and share it with the instructor and class (simply adding a new post each week).   You will receive public feedback and responses from the instructor, any of the other students, and the two or three students leading and assessing that week.  Journal posts must be completed by Sunday night but the work should be ongoing throughout the week (with additions/changes after engaging in various class activities). All students are required to read their classmates journals and are encouraged to comment.   Journal posts may simply be reflections on yourself, your work, or your instructor’s or fellow learners’ ideas, but they should always be substantive, should use secondary sources where appropriate, and can use video, sound, images, animation as well as text.  They are intended to share your learning and make contributions to the field as well as give you the opportunity to wonder, question, challenge what you have learned and what you want to learn as a writer and teacher.

(3) LITERACY NARRATIVE, 500-1000 words (polished personal narrative) about your growth and development as a literate person including details that shaped the reader and writer you are today. Discuss specific events and people who had a powerful influence as well as your views about yourself as a literate person. You will create your literacy narrative as a Google doc in the appropriate Assignment folder and share it with the instructor and class.   You will receive public feedback from the instructor as well some of the other students.  All students are required to read their classmates literacy narratives and are encouraged to comment.   

(4) CREATIVE WRITING ACTIVITIES

1. Starts, share at least six early drafts with class via the appropriate Writing Workshop folder in Google docs. These should be the result of a simple free write response to a prompt or an idea of your own. These should not be the result of a great deal of time (probably less than an hour). The intent is for you to get in the habit of writing to build your writing muscles. As a part of this process you must also pay it forward by reading your classmates writing prompt responses. You are encouraged to comment but keep these comments positive and encouraging as this work is very preliminary (ie. I would love to see you continue with this piece, your writing made me laugh, cry, etc.). Do let people know if a particular image, phrase, etc. is intriguing or ask questions (but what happened to the baby bluebird?). 
2. Drafts, continue to work on at least two selected early drafts (using the same Google doc so we can track your progress, simply drag it to the appropriate Writing Workshop folder). These do not need to be final, polished drafts when you first share them but they should be complete (even if some sections might be a bit thin). The intent is for you to have something that can be used in writing workshop to start/continue a conversation about writing. On the designated Google doc indicate your particular worries, struggles, and/or concerns for your drafts. Ask for feedback but give your peers some guidelines so it is more meaningful and helpful. As a part of this process you must also pay it forward by reading your classmates drafts and responding to their requests. Your feedback should not focus on surface-level issues (grammar, punctuation, spelling, etc.) but deeper writing issues. What is your response to this piece (emotionally, intellectually)? Provide the feedback your peers request but also put some serious thought into the strengths and weaknesses of the piece – help the writer play to their strengths! Give them advice that will help them develop, improve, and finally polish this piece. Learning to evaluate writing is key to becoming a good writer. 
3. Polished, experienced writers will tell you that no piece of writing is ever “done” but your goal here is to bring at least one piece of writing to a polished, complete form that you can proudly share/publish. Repeat the draft process (using the same Google doc so we can track your progress, simply drag it to the appropriate Writing Workshop folder) with one selected piece as necessary to move it toward that polished final draft.

(5)  PROPOSAL, one-page description of an article you could submit to a professional journal relevant to your current/future teaching position. The proposed topic should have clear relevance and connection to teaching writing in your current/future teaching position. Select a journal which could publish such a piece and base your documentation style on that journal’s editorial guidelines. You will create your proposal as a Google doc in the appropriate Assignment folder and share it with the instructor and class.   You will receive public feedback from the instructor as well some of the other students.  All students are required to read their classmates proposals and are encouraged to comment.   

(6)  ANNOTATED BIBLIOGRAPHY, working document that includes at least six credible and focused peer-reviewed journal articles (including at least two from your target publication) on the subject of your article. You can include class-assigned reading on your list but these cannot count for any of your six. You will create your annotated bibliography as a Google doc in the appropriate Assignment folder and share it with the instructor and class.   You will receive public feedback from the instructor as well some of the other students.  All students are required to read their classmates annotated bibliographies and are encouraged to comment. In addition, you are encouraged to share sources. If your own research includes a source that might be of interest to a classmate share it!   

(7) ARTICLE, 10-12 page article (based on approved proposal) about the teaching of writing. You will share your article as a Google doc in the appropriate Assignment folder with the instructor and class.   You will receive public feedback from the instructor as well some of the other students.  All students are required to read their classmates articles and are encouraged to comment.   

(8) PHILOSOPHY OF TEACHING WRITING, 3-5 page paper (plus a reference page) in which you reflect on the critical issues (in your opinion) concerning the teaching of writing in your current/future teaching position. You will share your philosophy as a Google doc in the appropriate Assignment folder with the instructor and class.   You will receive public feedback from the instructor as well some of the other students.  All students are required to read their classmates philosophy statement and are encouraged to comment.   

(9) PEER LEADER, will act as peer leader with one or two additional students to monitor student engagement in required activities. You will be responsible for reading all contributions to the class discussion, weekly reflection journals, and writing workshop for that week and offering substantive feedback for each student then filing an S or U grade with the instructor using the Peer Leader Evaluation document. If a student receives a U in one or more of these areas then it is your responsibility to offer constructive feedback and an opportunity for the student to turn that into a Satisfactory piece of work.

CONTRACT:   By agreeing to this contract for an A in English 608, I agree to all of the terms above (satisfactory completion of #1-9).   
 

-----------------------------------------------------------------------

CONTACT FOR A GRADE OF B IN ENGLISH 608
I wish to earn a grade of B in English 608.   To fulfill my contract for a grade of B, I will complete satisfactorily #1, 2, 4, 5, 6, 7, and 9 above.
  

-------------------------------------------------

 
CONTACT FOR A GRADE OF C IN ENGLISH 608
I wish to earn a grade of C in English 608.   To fulfill my contract for a grade of C, I will complete satisfactorily #1, 2, 5, 6, 7, and 9 above.  

--------------------------------------------------------------------------------------------------

 
REQUIREMENTS FOR A GRADE OF A in ENG 609:
(1) READING AND DISCUSSION REPORT I, teams of two or more will prepare and share an overview and summary of the key points culled from our weekly reading and discussion as well as reflection journals. The intent is to create a public document (can be written as an article or blog post but could also use some sort of digital presentation tool such as Wiki, Squidoo, Prezi) that contributes to the knowledge of our field and then shared with a broader audience. What was the prevailing theme/central idea of our work for that week and what did we learn about it? These reports are intended to be an Open Educational Resource for the Morehead Writing Project and the National Writing Project and will be Tweeted using hashtags #ENG608 #MWPSI #NWP to connect with those audiences.

(2) READING AND DISCUSSION REPORT II, teams of two or more will prepare and share an overview and summary of the key points culled from our weekly reading and discussion as well as reflection journals. The intent is to create a public document (can be written as an article or blog post but could also use some sort of digital presentation tool such as Wiki, Squidoo, Prezi) that contributes to the knowledge of our field and then shared with a broader audience. What was the prevailing theme/central idea of our work for that week and what did we learn about it? These reports are intended to be an Open Educational Resource for the Morehead Writing Project and the National Writing Project and will be Tweeted using hashtags #ENG608 #MWPSI #NWP to connect with those audiences.

(3) CREATIVE WRITING ACTIVITIES

1. Starts, share at least six early drafts (in addition to those created for 608) with class via Google docs by attaching to designated page. These should be the result of a simple free write response to a prompt or an idea of your own. These should not be the result of a great deal of time (probably less than an hour). The intent is for you to get in the habit of writing to build your writing muscles. As a part of this process you must also pay it forward by reading your classmates writing prompt responses. You are encouraged to comment but keep these comments positive and encouraging as this work is very preliminary (ie. I would love to see you continue with this piece, your writing made me laugh, cry, etc.). Do let people know if a particular image, phrase, etc. is intriguing or ask questions (but what happened to the baby bluebird?).
2. Drafts, continue to work on at least two selected early drafts (in addition to those created for 608) (using the same Google doc so we can track your progress). These do not need to be final, polished drafts but they should be complete (even if some sections might be a bit thin). The intent is for you to have something that can be used in writing workshop to start/continue a conversation about writing. On the designated Google doc indicate your particular worries, struggles, and/or concerns for your drafts. Ask for feedback but give your peers some guidelines so it is more meaningful and helpful. As a part of this process you must also pay it forward by reading your classmates drafts and responding to their requests. Your feedback should not focus on surface-level issues (grammar, punctuation, spelling, etc.) but deeper writing issues. What is your response to this piece (emotionally, intellectually)? Provide the feedback your peers request but also put some serious thought into the strengths and weaknesses of the piece – help the writer play to their strengths! Give them advice that will help them develop, improve, and finally polish this piece.
3. Polished, experienced writers will tell you that no piece of writing is ever “done” but your goal here is to bring at least one piece of writing to a polished, complete form that you can proudly share/publish. Repeat the draft process (using the same Google doc so we can track your progress) with one selected piece (in addition to the one created for 608) as necessary to move it toward that polished final draft.     

(4)  ARTICLE, 20-24 page article (including page count for 608) about the teaching of writing. You will share your article in Google docs with the instructor and class.   You will receive public feedback from the instructor as well some of the other students.  All students are required to read their classmates articles and are encouraged to comment.   

CONTRACT:   By agreeing to this contract for an A in English 609, I agree to all of the terms above (satisfactory completion of #1-4).   
 

-----------------------------------------------------------------------

CONTACT FOR A GRADE OF B IN ENGLISH 609
I wish to earn a grade of B in English 609.   To fulfill my contract for a grade of B, I will complete satisfactorily #1, 2, and 4 above.
  

-------------------------------------------------

 
CONTACT FOR A GRADE OF C IN ENGLISH 609
I wish to earn a grade of C in English 609.   To fulfill my contract for a grade of C, I will complete satisfactorily #1 and 2 above.  
 

Reading Workshop Still A WIP

For the past two semesters I have struggled with the implementation of a reading workshop for my online writing classes. My institution requires the use of a reader and my writing-about-writing approach also necessitates some reading, but I was resistant to using the old model of reading discussion that I once used. I simply didn't want to devote so much of our semester to reading and, while I consider reading important, I did want to use it primarily as fodder for our writing rather than a large focus of the class.

So I came up with a two-pronged approach to incorporate reading that is my own version of a Reading Workshop. The first part of the workshop is centered around building a class annotated bibliography of our reading lists with each student making three contributions to the annotated bibliography and then reviewing the contributions of other students. We build the class annotated bibliography on our class blog and I like the option of using labels on the individual AB entries so students are able to find readings that connect with their interests. The student contributions include one selection from the book we are required to use by our department and one selection from a list of online readings that I have generated and one peer-reviewed journal article that they locate and then submit for my approval. After we have completed the class AB, I then have students develop discussion questions that connect to their reading and then we hold class discussions using those questions.

I like many things about this assignment. I have always liked including some version of an annotated bibliography assignment in my classes as I think it is an useful skill for students to have and can scaffold their use of citations and summaries. I also like the fact that by cooperating in this way the students can cover a large number of readings in a relatively short amount of time and assemble the AB entries in an usable format that can serve as a resource for future assignments. I also like giving students some choice so they can pick readings to work with that either interest them or serve their writing in some way.

What I don't like is mostly about logistics. Giving students a choice means that there is a lot of back and forth with me and it is a time-consuming nightmare for a few weeks. I need to find a better way to do this for the fall semester. One solution is to push the assignment further into the semester by a week or two at the least. One of the drawbacks of teaching a general education class online is that there is a lot of fluidity to the rosters during the first week or two of classes. Maybe pushing the assignment past the worst of this will make it logistically easier to manage. I think I also need to break the assignment up into smaller bite-sized chunks. Apparently I overwhelmed students with too much information this semester. I also plan to stretch out the time that we work on this assignment. Last semester I had it stretch all the way to midterm but this semester I thought I could get it out of the way sooner. I think the midterm method is better. I think compressing the time was one of the contributors to my logistical nightmare. Honestly the assignment is not so burdensome that students shouldn't be able to finish it in the time I've allotted but clearly their perception is different.

And so my Reading Workshop is still a work-in-progress but hopefully next semester I will have it down pat! Stay tuned...

My 2010 CCCC Experience -- Remixing and Rethinking in Progress (Part Two)

I started the day with G.14 "Theorizing Agency in Writing Studies" and was interested by Clayton Walker's "The Embodied Act of Writing: Toward a Theory of Affects and Agency" and its connection of agency and classroom discourse.

Then on to H.21 "Research on Learning Transfer, and How We Use That Research to Improve Classroom and Institutional Success". Was particularly interested in Anne Balay's study of transfer at her institution and her call for more longitudinal research on transfer.

That brought me to preparing for my own presentation as part of J.26 "Daring to Remix, Renegotiate, and Reassess Writing Assessment" with Rebecca Rickly, Fred Kemp, and Ronda Wery. I talked about "Negotiated Assignments and Rubrics" and am more than happy to provide notes etc. for any interested in my experience with collaboration and negotiation.

After rehashing our talk and chatting with others following our talk it was too late to attend the last session of the day. Had intended to see K.08 "Revising Genre Theory: Reporting on the Emergence of Online Health Communication Genres" to be a supportive friend.

Enjoyed a leisurely dinner with Ronda Wery and Liz Pohland and then on to celebrate Rebecca Rickly's 50th birthday party at a party hosted by Joyce Locke Carter. Very exciting combination of folks and lots of fun.

Saturday morning meant dealing with business of checking out and finding car in huge underground garage beneath Galt House then having a very productive meeting regarding Morehead Writing Project with Tom Fox.

Managed to squeeze in one last session -- O.12 "Web 2.0: Problems and Possibilities". Was interested in John Alberti's discussion of power and pedagogy as well as Annie Mendenhall and Elizabeth Brewer's discussion of interactivity and power.

Then was called away by family emergency so I couldn't attend P.10 "Creating Narratives for Technical to Professional Communication" which promised to include very interesting work by Christina Low, http://www.faculty.english.ttu.edu/dragga/, and Alissa Barber Torres.

Coming Full Circle

As a writing teacher I have continually struggled with the content of my writing classes. I am a skilled and experienced writer, but what do I need to teach my students so they can become skilled writers? What experiences do I need to give my students so they can learn the skills necessary to skilled writers? I read and re-read the theory and research of my field and no where could I find a clear answer to this key question: Just what should I (we?) teach in first-year composition classes?

This issue became even more complicated when I began to think beyond the boundaries of my classroom. I could definitely create a class where students could master the assignments I set for them and experience success, but could I create a class where students could take those skills into new writing situations and experience success. Could I really fulfill the essential mission of FYC to prepare students to enter academic writing? Could I foster transfer?

I created carefully scaffolded assignment sequences based on the research and theory of my field and built in more reflection and more collaboration. I introduced my students to the concepts of discourse community and genre. I strove to make them aware of the writing that would be expected of them in other classes as well as the professional world and how they would need these ideas (discourse community, genre, collaboration, reflection) to find their way.

All these changes also marked important changes in my teaching style. I became more of a hands-off teacher and more coach or facilitator. The more I read of social cognitive theory and understood of human adaptation and change the more I realized that I could not teach transfer. I could not teach specific skills that students could immediately apply to the work in other classes. Sure sometimes we both might get lucky and it might happen but those occurrences seemed to be more by serendipity than design.

But all was not lost and there was no need to choose between the two evils of quitting my job or living a lie. I found my answer in personal agency and self efficacy.

People are agentic operators who regulate their own motivation and the activities they pursue. We make causal contributions to our own success through mechanisms of personal agency – acts we intentionally perform to achieve a desired outcome or prevent an undesired one. One of the most influential mechanisms is that of personal efficacy. If we do not believe we can produce the desired result then there is no incentive to act.

We guide our lives by our belief of personal efficacy. We analyze a situation, consider alternative courses of action, judge our ability to carry those actions out successfully and estimate the results of our actions.

I have now come to believe that the only way to effect transfer is through personal agency, personal efficacy, which makes fostering writing self-efficacy the central mission of my writing classes.

How do we foster writing self-efficacy? Well there is a lot we don’t know yet about the sources of writing self-efficacy (and that is the focus of my dissertation) but we do know that human adaptation and change are rooted in social systems. As a result it is not surprising that social forces play an important part in writing self-efficacy and are a key source of writing self-efficacy. This has meant I spend even more time in class on collaboration and building a writing community as well as making writing workshop an integral part of coursework.

Successful outcomes also play an important part in fostering writing self-efficacy. Again collaboration and writing workshop support this, but it is also important to not just build writing self-efficacy for the short-term (this class) but also the long-term, to which end I’ve focused on developing my students knowledge of writing studies (read my post about FYC as Writing Studies) so they do not simply acquire a set of tools they do not know how to adapt – transfer – to a new writing situation but hopefully learn how a discourse community works and the key role it plays in genre so they can better make the necessary moves to enter a new discourse community and understand its genres.

So now my graduate work as well as my teaching has come full circle – a fact I hadn’t realized until just this week. I’m still struggling to answer that question – what should we teach in FYC – and while I think I may have found an answer I’m not confident it is the answer. Stay tuned!

My Teaching Philosophy

My teaching philosophy and my course plan seem to be in a constant state of flux. I used to worry about all this change but recently Prof Hacker wrote that constant innovation is actually a sign of great teaching so I will stop worrying about that anyway.

I see myself primarily as a teacher of writing and so focus is on composition pedagogy. Of course there are many composition pedagogies and I find mine influenced by five schools of thought (at least) in my current incarnation. Is that something new to worry about?

I was first introduced to process pedagogy when I was a student in Lee Brooks' sophomore high school English class. The idea literally changed my life. I believe I would never have gone on to become a professional writer and writing teacher without that experience. As a result, process pedagogy continues to play an important role in the way I teach writing and my teaching is strongly influenced by the work of Peter Elbow and Donald Murray. As Elbow teaches, I encourage true invention such as freewriting, playing with words, etc. As Murray teaches, I encourage writing for discovery and exploration and a willingness to take risks. I teach writing to writers and believe everyone is a writer. While I believe strongly in the power of process, I loath the forced structure taught in so many textbooks and classrooms. I believe every writer should develop an individual writing process that is flexible enough to adapt to many writing tasks. I long resisted the idea of post-process but admit that while I continue to think process is key to developing as a writer my classroom is more post-process. While it includes some element of choice and follows a workshop model that includes iterations of drafting, feedback, and revision, I do limit the range of topics and utilize mini lessons.

I firmly believe in placing the writer and writing at the center of the classroom and every activity and assignment is focused on one simple goal – writing development – which is definitely influenced by expressive pedagogy. My classes have long included freewriting, journals, reflective writing, and small group work. I am strongly influenced by bell hooks' “engaged pedagogy” and Paulo Freire's “liberatory pedagogy” as well as the work of James Britton and the National Writing Project. I understand I am teaching the whole student and I strive to build a critical consciousness about thinking and writing (and thinking about writing).

Collaboration has long been an important part of my life as a writer. As a published novelist I worked with writing groups and as a newspaper reporter and editor writing groups were also key. I learned the power of peer response for myself and as a result have always made it a part of my writing classroom and then as I learned more about the work of Kenneth Bruffee, Anne Ruggles Gere, and Richard Rorty collaborative pedagogy became a central part of my teaching. I believe, as Charlotte Thralls and Patricia A. Sullivan write, that collaborative pedagogy mirrors the true nature of writing and this is another reason it strongly influences my teaching.

Like Ira Shor I often ask myself, and my writing students, what is good writing and how do you become a good writer. My recent move to a writing studies pedagogy for my composition classes is a good demonstration of my own commitment to critical pedagogy. As Freire, Henry Giroux, and Shor have taught, my classes are student-centered and focused more on questions that students ask and answer than questions and answers provided by the instructor alone. I believe greatly in the power of thinking and communication and hope to improve the skills of my students in these essential areas but realize they must be able to take the lead to do so.

Of course these concerns also lend themselves to feminist pedagogy. I strive to decenter authority in my classes as much as possible and place more emphasis on process than product. I hope my students will gain a better understanding of social justice and issues of power as we read, write, and think together to explore these important issues.