Higher Education Commons^™

The Future Of Early College: An Interview With Dr. Leon Botstein, Dumaine Williams

Early College Folio

The first public, tuition-free Bard High School Early College (BHSEC) opened in Brooklyn in 2001. Today, an entire network of Bard Early Colleges operates in partnership with public school systems to offer students affordable access to higher education in a cohesive, engaging environment. Simultaneously, alternative takes on early college (Early College High Schools, dual enrollment, early entrance) have proliferated across the United States, providing even more opportunities for younger students to earn college credit.

In December 2022, the author, Dean of Bard Early College, sat down with Bard College President Leon Botstein to examine how the pandemic made new demands …

Journey “Box” Assignment Description, David Wolff

Open Educational Resources - Teaching and Learning

The Journey “Box” allows preservice teachers to explore and share their own historical narrative as they different aspects of their own family’s journey to America. The Journey “Box” first asks preservice teachers to explore themes by reading children’s literature and then positions preservice teachers as interviewers as they seek out different facets of their family’s historical narrative from members of their family. Preservice teachers then use their experience with a Journey “Box” to design an inquiry that could be used in their field experience. The Journey “Box” integrates social studies standards and best practices with ELA standards.

A Return To Humanity In Teaching, Stephanie Foote

Pedagogicon Conference Proceedings

In The Courage to Teach, Parker Palmer (1998) writes, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). As Palmer (1998) suggests, teaching and identity are interwoven, making teaching an act of vulnerability. Despite this, we often create our courses in ways that protect us, and ultimately, create distance from the students we teach. This piece explores ways to return to the humanity in teaching by understanding ourselves and our students and using these collective understandings to create inclusive and responsive learning environments, regardless of course modality.