Mapping the Futures of Higher Education
Creators: name: Carrington, André
name: Flanagan, Janey Oliphint
name: Greenblatt, Deborah
Publisher: name: unknown
Year: 2020
Subjects: subject: Evaluation

description: Curatorial note from Digital Pedagogy in the Humanities: The Mapping the Futures of Higher Education (MFHE) course at the City University of New York (CUNY) supplements the cultural and political geography of the metropolis with student-centered timelines and genealogies. The course "emphasized student-centered pedagogies and digital innovation and its practical application within diverse undergraduate classrooms at CUNY." Measures meant to empower undergraduates and graduate student instructors were crucial to its success and integral to its potential implications for future projects that use digital tools to enhance and represent spatial knowledge. Evaluators noted that workshops on mapping software and data management would have enhanced the course by enabling students to produce more technically sophisticated maps; for courses of study that have the objective of imparting or refining those technical skills, mapping their institutions in accordance with local, community-sourced concerns like those of the MFHE students is an ideal summative assessment. Instructors and students interested in mapping their settings can employ the insights of the final report in order to outline what student-centered, technology-assisted learning means in their courses, for example by reporting the balance of anxiety and motivation ascribed to their respective responsibilities, maintaining an inventory of their skills and needs, and collaborating to design future courses that use the maps they create and the information represented therein as resources.
description: Curatorial note from Digital Pedagogy in the Humanities: The Mapping the Futures of Higher Education (MFHE) course at the City University of New York (CUNY) supplements the cultural and political geography of the metropolis with student-centered timelines and genealogies. The course "emphasized student-centered pedagogies and digital innovation and its practical application within diverse undergraduate classrooms at CUNY." Measures meant to empower undergraduates and graduate student instructors were crucial to its success and integral to its potential implications for future projects that use digital tools to enhance and represent spatial knowledge. Evaluators noted that workshops on mapping software and data management would have enhanced the course by enabling students to produce more technically sophisticated maps; for courses of study that have the objective of imparting or refining those technical skills, mapping their institutions in accordance with local, community-sourced concerns like those of the MFHE students is an ideal summative assessment. Instructors and students interested in mapping their settings can employ the insights of the final report in order to outline what student-centered, technology-assisted learning means in their courses, for example by reporting the balance of anxiety and motivation ascribed to their respective responsibilities, maintaining an inventory of their skills and needs, and collaborating to design future courses that use the maps they create and the information represented therein as resources.