Tag Archives: Teaching

The Reverse Midterm


Source: “Reverse If,” cc-licensed flickr photo by Sharon Hinchliffe

Given our discussion of DH pedagogy last class, I wanted to share with you a post published today by our colleague Joe Ugoretz, Associate Dean
of Teaching, Learning, and Technology at Macaulay Honors College. In “Reverse Midterm,” Joe describes a recent experiment in the classroom with his students:

I started the class by telling them that I realized that we did not have a midterm scheduled, but we still had to have one, so today was the midterm. [. . . .] but it would be my midterm. They write the questions, I have to answer. I told them they could grade me, too. (this led to some moments of real joy).

Head on over and read the whole post (published, I will note, on the CUNY Academic Commons).

Is this DH pedagogy? Digital pedagogy? Paper-and-pencil pedagogy? I’d posit that such labels matter less than the fact that it is inventive and thought-provoking pedagogy, which is what good teaching should be most concerned with.