The Common Good vol. 1 (2013)
Permanent URI for this collection
Browse
Recent Submissions
Item Moving Beyond the Transmission of Feedback: Strategies to Engage Students(The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning, 2013) Squires, MaureenFeedback is an essential element of formative assessment. For students to grow, deepen their thinking, and improve their writing, they must understand and apply instructor comments. Moreover, students must be active participants in the entire feedback process, being proactive rather than reactive. This paper is rooted in my reflection and experiences and integrates current literature in the field. It discusses common feedback challenges and presents strategies for moving beyond a transmission model of feedback to one that invites students to co-construct feedback.Item Caring and Control: The Importance of Detachment(The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning, 2013) MacLeod, Douglas C. JrShould we be finding ways to detach ourselves from our students, when they so clearly need guidance and direction? Should we be placing ourselves at a distance when students are so desperately trying to find someone to lead them to the right path? “Caring and Control: The Importance of Detachment” uses psychological definitions of the term detachment to help prove that the action is absolutely necessary for a healthy professional relationship to take place, both inside and outside of the classroom; and, that we (as teachers/instructors/professors) should have complete control over our “internal working models,” which the students have hardly any control over.Item Welcome to the Inaugural Issue(The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning, 2013) Kasper, BeckyItem Pinterest in the Writing Classroom: How Digital Curation and Collaboration Promotes Critical Thinking(The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning, 2013) Castro-Lewandowski, AthenaOften reworking existing digital materials, twenty-first century writers are increasingly collaborative and multimodal composers. This article explores how teachers of Freshman Year Composition can use the image based social media site Pinterest to harness students' digital curation and collaboration skills and promote critical thinking in the writing classroom. Castro-Lewandowski examines Pinterest's unique affordances and offers a case study of how two of her writing students built their critical thinking skills in a Pinterest-based assignment.