The Classroom as Hale (Home) Part 2—Robin Brandehoff

Nov. 16, 2022

October 24 th , 2022, in O’ahu So… I am here. I have accomplished about nine interviews in the span of four days and have another seven on deck before I leave. Maybe more. In my research preparing for this visit, I have read up on the preservation of Hawaiian...

The Classroom as Hale (Home) Part 1—Robin Brandehoff

Nov. 6, 2022

My Thinq Fellowship has afforded me the privilege to explore what pedagogy means to me and how it can be culturally sustaining. Thanks to a grant from CU Denver’s Office of Research Services and my Thinq course buyout this year, I have the time and means to explore culturally sustaining...

Think. Thinq. Think. — Lisa Johansen

Oct. 21, 2022

How do we get students to think? How do we get students to Thinq? It is so hard to remember not knowing all that we know. As a course progresses and builds on previous knowledge, it is hard early in the semester to remember that most of the students have not been exposed to much of the information and concepts yet. All that information that we have swirling in our brains. We have been making connections between these topics for years. That is why we can teach because we understand what is important and what is not important. But students don’t have this knowledge or experience yet. And my struggle is with how we get them there. How do we balance the information component with the understanding and thinking component?

What ThinqStudio Means to Me—Lisa Forbes

Sept. 28, 2022

I first joined ThinqStudio in 2019 as a Faculty Fellow. When I applied, I didn’t understand how profound of an impact Thinq would end up having on me. To be honest, at the time, I wasn’t even very clear about what Thinq was or stood for. I had applied because I was angry at higher education and hated how I felt pretending to exist within it. But, something within me told me to pursue an opportunity with ThinqStudio.

Playfully Interrogating our Practice

Feb. 16, 2021

The higher education literature abounds with buzzwords. … I suggest a commonly overlooked and underutilized strategy to better achieve our aspirational objectives in academia: assuming a playful pedagogy.

How I Teach: Play, Fun, and Community

July 1, 2020

I recently asked my mom what I was like as a kid, you know, before the world attempted to impose its limiting narratives on me. She said: “You were obsessed with soccer, you were always very silly, and you just loved to be around people.” I guess not much has...

Showing up as human to build community

June 29, 2020

Most of my experience building classroom communities stems from my work with young children and families. In early childhood settings, we are often a child and family’s first experience in an educational system, so it is imperative that we start with a strong classroom community—that includes both children and families...

A Mission of Fellowship

March 27, 2020

Connecting & Collaborating with the Digital Pedagogy Lab “Critical Digital Pedagogy demands that open and networked educational environments must not be merely repositories of content. They must be platforms for engaging students and teachers as full agents of their own learning.” ~ Jesse Stommel, “ Critical Digital Pedagogy: a Definition...

Right to Learn (R2L)

May 22, 2019

I am an Associate Professor in the School of Education and Human Development and Director of the Right to Learn Undergraduate Research Collective (R2L). Keeping in mind the “lead activities” of the university—to foster independent thought, to midwife creativity, to humanize—and the way these undertakings are currently imperiled or marginalized...