POD Conference Presentation
November 13, 2020 / Brenda Thomas and Bill Reynolds, Ph.D / Tags: negotiated curriculum, faculty development, POD Conference
The inspiration to add negotiation to my classroom came from my participation in the Lucas Center’s inaugural Student Faculty Partnership Program. As my student partner and I talked each week about what was working in class and what wasn’t, I watched my partner develop a growing sense of agency and inclusion. My student consultant was taking on ownership of the class and becoming increasingly engaged. I knew I wanted to recreate those conditions for my own students. After a conversation with Bill Reynolds about how to accomplish this, a literature search led me to agentic engagement and negotiated curriculum. Agentic engagement reflects a bidirectional flow of teaching and learning. Agentically engaged students ask questions, offer input, and make their needs known. A negotiated curriculum facilitates student agentic engagement by breaking down classroom power structures and fostering a democratic approach to course pedagogy and content. I found that student engagement increased throughout the semester, as measured both qualitatively and quantitatively. Moreover, students showed an improvement in achieving learning outcomes. To see the entire presentation, click the button below to watch the recording.
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