Skip to main content

Structuring Equality: A Handbook for Student-Centered Learning and Teaching Practices: Acknowledgements

Structuring Equality: A Handbook for Student-Centered Learning and Teaching Practices
Acknowledgements
    • Notifications
    • Privacy
  • Project HomeStructuring Equality
  • Projects
  • Learn more about Manifold

Notes

Show the following:

  • Annotations
  • Resources
Search within:

Adjust appearance:

  • font
    Font style
  • color scheme
  • Margins
table of contents
  1. Title Page
  2. Editor's Preface
  3. Acknowledgements
  4. Introduction: How and Why to Structure a Classroom for Student-Centered Learning and Equality
  5. Our Students: Learning to Listen to Multilingual Student Voices
  6. Student Body: What Happens When Teachers and Students Move Together?
  7. The Atlanta Compromise, Reacting to the Past
  8. The Value of the Non-Evaluative: Rethinking Faculty Observation
  9. Three Problems with Observation
  10. Literature as a Learning Tool: A Lesson Plan
  11. Orchestrating a Student-Centered Classroom: A How-To Guide
  12. Authors

Acknowledgements

We would like to express our deep appreciation to the Teagle Foundation, who generously supported the editing and publication of this book.

This book is a collaboration between the Futures Initiative at the Graduate Center, City University of New York, and HASTAC and HASTAC@Duke. We would like to thank the John Hope Franklin Humanities Institute at Duke University, The Graduate Center, and City University of New York for their institutional support, without which none of this work would be possible.   

We would also like to thank the following people:

From Duke University, we thank Edward Balleisen, Vice Provost for Interdisciplinary Studies, and Deborah Jenson, Director of the John Hope Franklin Humanities Institute.

From the Graduate Center, we thank Chase Robinson, President; Joy Connolly, Provost; Louise Lennihan, Associate Professor of Anthropology and former Interim Provost; and David Olan, Associate Provost and Dean for Academic Affairs.


A note of acknowledgement from Lauren Melendez, Director of the Futures Initiative Peer Mentoring Program, and Michael Rifino, Futures Initiative Fellow and Peer Mentoring Co-Director:  We would like to add a special note of thanks to the CUNY students who copyedited and proofread the final manuscript of this book as part of the Futures Initiative’s Peer Mentoring Program. It is truly an honor and privilege to work the such bright, talented and dedicated undergraduate students..

The mentors have expressed how important this editing project has been to their own development. We would like to give special recognition to The Teagle Foundation for funding this program and the publication of this book, and creating the chance for students to participate in meaningful and intellectual work that can be used in furthering their academic and professional careers. We would like to give special thanks to Hilarie Ashton for all her hard work in leading the book editing project with the mentors, and the editing work she has contributed to this book.

Annotate

Next Chapter
Introduction: How and Why to Structure a Classroom for Student-Centered Learning and Equality
PreviousNext
This text is licensed under a CC BY-NC-ND 3.0 license.
Powered by Manifold Scholarship. Learn more at
Opens in new tab or windowmanifoldapp.org