Center for Engaged Pedagogy

 As teaching and learning has continued remotely into 2021, our series on materiality and embodiment in online teaching and learning addresses a potential challenge:  How can online courses creatively center the material and embodied practices? We interviewed faculty and staff about their approaches, raising the following questions: What is the role of objects and the corporeal in the online learning process? What new pedagogical practices develop in the online context when physical objects, bodies and embodied practices are centered as sites of learning? 

If you are a student looking for support on pedagogy-related concerns, you can now utilize our CEP Feedback Map! This feedback map, accessible at the link below, will help guide you to Barnard resources that offer consultation, advice, and/or action in response to certain experiences you may be having, specifically within the classroom.

The Center for Engaged Pedagogy is very honored to receive the inaugural Linda A. Bell Award for Collaborative Creativity and Excellence in Teaching, "given annually to the group whose teaching efforts most embody Provost Bell’s willingness to listen, experiment, and collaborate with others as well as her commitment to achieving academic excellence and innovation." 

Join the CEP and Milstein Center between June 21-24 for a virtual pedagogy workshop related to the forthcoming Undesign the Redline exhibit. On these dates, faculty will collaborate, share resources, and exchange ideas about substantial ways of incorporating the exhibit into their courses. Fill out this form by April 16 to express your interest: https://forms.gle/ZkAp8KE9dsHmTpJ99

At the Center for Engaged Pedagogy, we believe that teaching and learning is a transformative process. Both students and teachers engage in meaningful teaching and learning practices that foster mutual growth and facilitate the collaborative cultivation of knowledge. We are committed to supporting and striving towards inclusive and innovative pedagogical practices that acknowledge diverse ways of knowing, forms of expertise, and academic pathways.