Generating Ownership of Learning and Community in the Classroom through an Interconnected Sequence of Assignments

Mitchell-Yellin, Benjamin
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American Philosophical Association Studies on Teaching Philosophy

Here I describe a course structure I’ve been developing and refining over the past several years that has engendered robust student ownership of learning in my classes and, as a result, promoted collaborative, engaged classrooms and increased student success. My plan is to describe the course structure, explain some of the key motivations behind the various interlocking elements, and share some anecdotal evidence of its effectiveness as well as comments about modifications and challenges. My aim is to share with others something that has worked incredibly well for me and my students; my hope is that something in here will work for you and your students.

This article was originally published in APA Studies on Teaching Philosophy
Active Learning, Student-Centered Learning, Writing-Intensive Instruction