College of Saint Benedict and Saint John's University
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Conversation about what it means to be an Inclusive Community
No full textJoin Presidents Hemesath and Hinton for a conversation about what it means to be an inclusive community and learn about our institutions’ next steps towards that goal. If you’ll be joining us, please consider reading this article in advance:
Replacing the Cracked Mirror: The Challenge for Diversity and Inclusion
Observations of a Phenologist
No full textLarry Weber, author, educator and long-time phenologist, will speak about his well-documented observations of the rhythmic changes in nature over 40 years. In this presentation, we’ll take a trip through the seasons, noting what happens “here and now” in nature
New Poems by Larry Schug
No full textA reading of new original poetry, with some accompanied by music from his cigar box guitar
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Get PDFSandeep Kumar Mishra is a writer, poet, artist and lecturer in English Literature. He is the art instructor at Kishlaya Outsider Art Academy. He has edited a collection of poems by various poets - Pearls (2002) and written a professional guidebook -How to be (2016) and a collection of poems and art-Feel My Heart (2016)
Walls Keep In/Out
Get PDFDiane Webster grew up in Eastern Oregon before she moved to Colorado. She enjoys drives in the mountains to view all the wildlife and scenery and takes amateur photographs. Writing poetry provides a creative outlet exciting in images and phrases Diane thrives in. Her work has appeared in The Hurricane Review, Eunoia Review, Illya\u27s Honey, and other literary magazines
After Much Pain
Get PDFBibhu Padhi - A Pushcart Prize nominee, Bibhu Padhi has published eleven books of poems. His poems have appeared in distinguished magazines and anthologies throughout the English-speaking world. In USA they have been published, among others, in The Atlantic Review, The American Scholar, Colorado Review, Commonweal,, Confrontation, New Letters, Poet Lore, Prairie Schooner. Poetry, Southwest Review, Tulane Review and TriQuarterly. He lives with his family in Bhubaneswar, India
Ethics in the Field: Notes on Making Environmental Ethics More Inclusive
Get PDFStudents enrolled in my PHIL 322: Environmental Ethics should finish the semester with deep ethical reservations about the way of life they have taken for granted for most of their lives and with a measure of resolve to change some of their habits and life expectations. This essay first discusses how pursuit of these pedagogical goals already has resulted in curricular changes in the direction of greater inclusivity. I then review compelling reasons for further changes brought forcefully to my attention during my participation in the May 2016 Mellon Grant sponsored workshop on inclusive pedagogy, led by philosophy Prof. David Concepción. The curricular changes prompted by this workshop, I then show, brought about a transformation in the fundamental ethical issues examined in the class, which, in turn, led to the development of a field experience requirement. After a review of class members’ reflections on the effectiveness of their time in the field as a learning experience, I finish the essay with some reflections on how I might more effectively assess the learning fostered by this requirement
Practicing Inclusive Teaching Strategies in a Storytelling Class
Get PDFIn this essay, the author shares several teaching strategies that she adopted in her Chinese folklore and mythology class that she believes are instrumental in building an inclusive and equitable learning environment. These teaching strategies include in-class reflective writing and discussion, inclusive group projects, and the design of a grading rubric with inclusivity as a component. At the end of the essay, the author also gives two tips to her fellow colleagues regarding including potentially marginalized students
A Brief Experiment with Reading Study Groups in an Introductory Literature Course
Get PDFThis brief piece explores a method for incorporating reading study groups in an introductory college literature class. It concludes by questioning whether requiring such groups to meet regularly outside of class is the best pedagogical approach, or if making such groups optional helps students to “own” their own reading experience as part of a lower-stakes enterprise