Core Books and Post-Pandemic Pedagogy
Bibliographic Data
| ID | 21740085 |
|---|---|
| Authors | Ruth G Garcia, Jody R Rosen |
| Year | 2023 |
| Volume | 23 |
| Issue | 2 |
| Pages | 379-391 |
| Publication date | 2023-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-10296111 |
| OpenAlex | W4378804277 |
| Language | EN |
| References cited | 8 |
Responses to the COVID-19 pandemic have increased feelings of isolation and lack of support among faculty. Grounded in collaborative curriculum and professional development, the Core Books at CUNY project offers faculty the opportunity to work together to incorporate texts from Columbia University's core curriculum into first-year writing (FYW) courses. The project invites faculty to collaboratively develop, implement, and reflect on the shared curriculum. As an Open Educational Resource (OER), the resulting curriculum was well positioned to become part of CUNY's Model Course Initiative that makes consistent curriculum easily shareable on the college's OpenLab, an open platform for teaching, learning, and collaboration. This curriculum provides the agility necessary for post-pandemic teaching as it builds a sustained community among participating contingent and full-time faculty and across community-building initiatives. It provides support on multiple levels, is flexible and adaptable for new situations—pandemic or otherwise—and ameliorates the isolation of teaching. Community through shared curriculum is therefore a way forward and a model for English departments in the post-pandemic future
Community engagement · Core curriculum · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Feeling · Medical education · Pandemic · Pedagogy · Political science · Public relations · Sociology · Computer Science · Engineering · Higher Education Practises and Engagement · Medicine · Psychology · Reflective Practices in Education · Second Language Learning and Teaching
| Highly cited | No |
|---|