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

dc.contributor.author	Mitchell-Yellin, Benjamin
dc.date.accessioned	2022-11-01T14:04:34Z
dc.date.available	2022-11-01T14:04:34Z
dc.date.issued	2022-11-01
dc.description	This article was originally published in APA Studies on Teaching Philosophy
dc.description.abstract	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.	en_US
dc.identifier.uri	https://hdl.handle.net/20.500.11875/3806
dc.language.iso	en_US	en_US
dc.publisher	American Philosophical Association Studies on Teaching Philosophy	en_US
dc.subject	Active Learning	en_US
dc.subject	Student-Centered Learning	en_US
dc.subject	Writing-Intensive Instruction	en_US
dc.title	Generating Ownership of Learning and Community in the Classroom through an Interconnected Sequence of Assignments	en_US
dc.type	Article	en_US

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