Structuring Equality: A Handbook for Student-Centered Learning and Teaching Practices
Written by The Graduate Center Learning Collective
Arinn Amer, Zebulah Baldwin, Joshua Belknap, Erica Campbell, Cathy N. Davidson, Michael Druffel, Iris Finkel, Lisa Hirschfield, Nicky Hutchins, Kelly Lerash, Danica Savonick
Edited by Hilarie Ashton
Cover: Estefany Gonzaga
Design and Production: Chad Weinard
Undergraduate Student Editors: Sujoy Bhowmik, David Brandt, Cherishe Cumma, Cassandra Castelant, Yelena Dzhanova, Brenell Harrison, Hurriya Hassan
A HASTAC Publication. A Collaboration between The Futures Initiative at The Graduate Center, CUNY, and HASTAC @Duke.
Published with generous assistance from the Teagle Foundation.
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
A group of HASTAC Scholars has written collaborative book reviews of all the chapters in Structuring Equality available here.
Table of Contents
Chapter 2: Student Body: What Happens When Teachers and Students Move Together
Michael Druffel and Kelly Lerash
Chapter 5: Three Problems with Observation
Chapter 6: Literature as a Learning Tool: A Lesson Plan
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.