When I began teaching E316K, I was disappointed but not particularly surprised to find that by and large, my students couldn’t write well. Sure, there were a few outliers who turned in clear, dynamic prose; overall, though, I could be administered a vaccine for redundant sentences and clunky syntax. Often, I’d catch myself wondering, “Who let you get this far without teaching you how to write?”

Looking through the tags on Blogging Pedagogy earlier this semester, Rhiannon Goad’s lone post tagged “trans*” jumped out at me. In my experience, graduate students talk a lot amongst ourselves about uncomfortable, uncertain, or potentially hurtful situations we encounter in our classrooms, but we don’t often write about them or discuss them with our faculty mentors.

Debating what new technologies mean for old libraries is one of the Internet's favorite obsessions. On one side of the issue there are the Defeatists who think that every innovation is a nail in the library's metaphorical coffin.

For my third time teaching "Rhetoric of Revolution," I am using a non-traditional method of assessment - The Learning Record (LR). This method has really changed some of my in-class methods and has also made me reexamine my teaching persona.

In the middle of this semester, I decided to do a survey of my students, to see what they had found helpful so far and what I could do to help them get what they wanted out of the rest of the semester. One of the things I discovered from this survey was that the lessons I found most interesting were not necessarily those that the students found most helpful. Two of my three favorite lessons to teach, and two of those that most depend on technology, attracted comments that questioned their utility.