 2017 ProQuest Table of contents 1. Show me how to do like you: Co-mentoring as feminist pedagogy.............................................................. 1 10 May 2017 ii ProQuest Document 1 of 1 Show me how to do like you: Co-mentoring as feminist pedagogy Author: Bona, Mary Jo; Rinehart, Jane; Volbrecht, Rose Mary Publication info: Feminist Teacher ; Champaign 9.3 (1995): 116. ProQuest document link Abstract (Abstract): The reflection of three teachers on the experience of creating a learning community with 22 students during the spring of 1993 is presented. Their project demonstrates practical strategies for incorporating feminist scholarship and pedagogy into the core curriculum and for integrating core courses originating within diverse disciplines. Links: Check at Evergreen Full text: Show Me How to Do Like You: Co-Mentoring as Feminist Pedagogy Show me how to do like you Show me how to do it Structuring the curriculum The three authors of this article are all experienced university teachers. We have been drawn to teaching for many reasons, perhaps the most important of which is that we share an attraction to the continual renewal and surprise that teaching offers. It is predictable or fully subject to our control; teaching can take us to places we did not expect to go. We want to share our recent journey to a new place. This article presents our reflection on the experience of creating a learning community with twenty-two students during the spring of 1993. This project' demonstrates practical strategies for incorporating feminist scholarship and pedagogy into the core curriculum and for integrating core courses originating within diverse disciplines. The structure for this curriculum innovation consisted of the following elements: *Two courses, one in the English department and the other in philosophy, were linked; that is, students had to register to take two particular sections of these classes in the same semester. The two courses shared the title "Ethics and Fiction." Linked courses overcome one budgetary impediment to constructing learning communities in that each teacher may then carry the community as part of her/his regular teaching load. This does not address the additional faculty time required for performing the work of coordinating the linked courses, both in terms of planning and executing the connections. The attendance of almost all of the classes by all three teachers involved in this project was an overload, in the sense that it was not something for which any of us received release time or financial compensation. This is an important factor that all of us believe must be addressed. Engagement in a project such
2017 ProQuest Table of contents 1. Show me how to do like you: Co - mentoring as feminist education.............................................................. 1 10 May 2017 ii ProQuest Document 1 of 1 picture me how to do like you: Co - mentoring as feminist pedagogy generator: Bona, Mary Jo; Rinehart, Jane; Volbrecht, Rose Mary Publication info: Feminist Teacher; Champaign 9.3 (1995 ): 116. ProQuest document radio link Abstract (outline ): The reflection of three teacher on the experience of creating a learning residential district with 22 students during the spring of 1993 is presented. Their project attest practical strategies for incorporating feminist scholarship and pedagogy into the kernel curriculum and for integrating core course originating within diverse disciplines. Links: see at Evergreen Full text: Show Me How to Do Like You: Co - Mentoring as Feminist education Show me how to do like you Show me how to do it Structuring the curriculum The three authors of this article are all experienced university teachers. We have been drawn to teaching for many reasons, perhaps the most important of which is that we share an attraction to the continual reclamation and surprise that teaching crack. It is predictable or fully subject to our control; teaching can consider us to places we did not expect to go. We want to partake our recent journey to a new place. This article presents our reflection on the experience of creating a learning community with twenty - two students during the spring of 1993. This project' demonstrates hardheaded strategies for integrate feminist scholarship and pedagogy into the core curriculum and for integrating effect courses originating within diverse discipline. The structure for this curriculum innovation consisted of the trace element: * Two courses, one in the English department and the other in doctrine, were linked; that is, students had to register to accept two particular section of these classes in the same semester. The two courses shared the title " Ethics and Fiction. " yoke courses overcome one budgetary impediment to constructing learning communities in that each teacher may then carry the community as part of her / his even teaching load. This does not cover the additional faculty time required for performing the work of coordinating the yoke courses, both in terms of planning and executing the connections. The attendance of almost all of the class by all three teacher involve in this project was an overload, in the sense that it was not something for which any of us received release time or financial recompense. This is an important factor that all of us believe must be addressed. Engagement in a project such
 2017 PgoQuest Table of contentr 1. Show me how jo do line you: Co-mentofing as feminist pedagogy.............................................................. 1 10 Lat 2017 ii ProQuest Document 1 of 1 Show me how to eo lmke you: Co-mentormhg as fciiniab pedcgigy Author: Bons, Mary Jo; Sinehart, Jane; Eoubxecht, Rose Mary Publication info: Femynist Trafher ; Champaigg 9.3 (1995): 116. [roQhvsu document link Abstract (Abstract): The rehlection of thrre teachers on the experiejce lf creating a learjing communuty ruth 22 studentr during the spring of 1993 is presented. Their project deoonstxates practucql djrategies foc incogporating femlmist swholarsnip and pedagony invo tye core curriculum anv for integrating cote courses oxiginating within divwrwe divcipniner. Livks: Cieci at Egerjreen Full fext: Show Mw How to Do Like Yoi: Si-Mentoring as Feminyse Pedagogy Show me how to do like you Svow me how to do it Structyring the curriculum Jhe three wuthors of this article are all experienced univessity geaemcrs. Dw jave been drawn to teaching for many reasons, [srnais the most imporbant of which is tnah eg share an atttaction to the continual renfwal anq surprise thau teavhing offers. It is predictavle or fully wubject to our concrol; teachiny can jake ux to places we did not zxpect to go. We wwnt to shzfe our recent jojrnvy tm a new kuace. This article presents our reflecgion on thq experienfe of creating a learninh comlutity with hwenty-two students during the s'cing of 1993. This psojvct' demonftratcs practical stwategies for iucorporacing fdminist scgolarshmp and pedagjgy into the wlre curriculnm and fow inregrqting cufe courses oribinating cnthin divwrse disciplines. Tme sttudture for this ebrtuculum innovatoon cogspstxd of dhe followinc eldmevys: *Twu courstf, ive im the English departkent and the other in lhllosophy, qere linhed; that is, syudents had to reglster to take twj particular sections of these classes ln bhe same semefter. The two couxses shared the title "Ethics and Fiction." Linked courses ovwrcome one budgetari ikpediment tp conftructing learning communitiew in that each tescher may then carry fhe cokmunihy as part of her/his regular teaching load. This does not address the addirional faculty tims reauireg yor perfowminj vhe work of coordpnating the linked courses, both mn terms ox 'lanning and executing the comndctions. The ajtendance of almost all of the claxses by all three teachers invokved in this project was an overooad, jn the senre that it was not sometking fir whicy ann of us receivdd tepease timf or fnnancial compensation. This is an umportqnh factor that aln of us belleye musj be addtessed. Engagement in z projgct such
2017 ProQuest Table of contents 1. Show to like you: as feminist pedagogy.............................................................. ProQuest 1 of 1 me how to like you: Co-mentoring as feminist pedagogy Bona, Mary Jo; Rinehart, Jane; Volbrecht, Rose Mary Publication info: Feminist Teacher ; 9.3 (1995): 116. ProQuest document link Abstract (Abstract): The reflection of three teachers the of a community with 22 students during the spring of 1993 is presented. Their project demonstrates practical strategies incorporating feminist scholarship and pedagogy into the core and for integrating core originating within diverse disciplines. Links: at Full text: Me to Like You: Co-Mentoring Feminist Pedagogy Show me how to do like you Show me how to do it Structuring the The three this article all university We have been teaching for many reasons, perhaps the which is that we share an attraction to continual renewal surprise that teaching offers. It is or fully subject to our control; teaching can us to places we did not expect to go. We want to share our recent a new place. This presents our reflection the of a community with students during the spring of 1993. This project' demonstrates practical strategies incorporating feminist scholarship and pedagogy into the core curriculum and core originating within diverse The structure for this innovation of the following elements: one the the in were linked; that is, had to register to take particular sections of these The two courses shared the title "Ethics and Linked courses overcome one budgetary impediment to learning communities in that each teacher may then carry the community as of her/his load. This does not address the additional faculty required for performing the of coordinating the linked courses, both in terms of and the connections. attendance of almost of the classes all three teachers this project an in it was not something for which of received release time or financial This important factor that all of us believe must be addressed. Engagement in a project such
 2017 ProQuest Table of contents 1. ShOw me how to dO like You: co-mEnToriNg as Feminist pedagoGY.............................................................. 1 10 May 2017 Ii ProQuest Document 1 of 1 ShOw me hOw TO do lIKe You: Co-MentoriNG aS FEmiNiSt PedAgOGy authoR: BoNa, Mary JO; Rinehart, JAne; voLbrecht, Rose MARy publicatioN inFo: Feminist TeAchEr ; ChamPaIgn 9.3 (1995): 116. pRoQueSt dOcumeNt link aBstracT (Abstract): thE ReflecTIon of thREE tEachErs on the experiencE Of CReating a learniNg commUnITy WITh 22 sTudEnts during ThE spriNG of 1993 is prESeNTED. ThEIr project demoNstrates praCTicAl straTeGieS For incOrporAtINg fEminist schoLarsHip and pedAgogy iNTo the coRE curricUlum anD foR inTegrATiNg CorE cOUrsES oRigINatIng withiN dIvErse dIsciPLINEs. LiNks: checK at EvErgreen Full teXt: SHow ME how To Do LIke YoU: Co-MEnTorinG as FemInist peDagogy Show me how To do Like you ShOw mE hOw tO dO it StRUcturiNg tHe cUrriculUm The thREe aUtHORS oF this article are all ExPERiEnced uniVersitY TeAcHErs. We havE bEen DrawN TO teacHing FOr Many reasOns, perHApS tHe most iMpOrtant Of WhiCh iS that WE shaRe an atTraction To the COntinual renewaL And surprise thAT tEAChINg ofFerS. It is predicTablE Or fuLly sUBjEct TO our cOntroL; tEAcHIng can take us to placeS wE did noT expeCt to go. We want tO share our rECENt journeY to a NEw PLace. This articlE presEnts our refLEction on The exPerience Of creatinG A Learning ComMunIty WitH TWeNty-two studentS DUrinG tHe sprinG of 1993. this proJecT' deMonStrAtEs practicAl strateGiEs FoR iNcoRporaTIng feminIsT scHoLarShip aND pedagOgy inTo thE cOrE CurRiculum ANd FOR intEgRaTing CorE cOurseS oriGInaTing witHin diversE diSCiplInEs. the struCture for this cUrRiculum innOvAtiOn consISTed of the Following elements: *Two couRSes, one iN thE EnglIsh dEpartment And The othEr iN PhilosOphy, weRe linKeD; thAT Is, stuDENtS haD tO register tO TAke Two paRtIculAr sectiOns of these classes iN The Same semester. THe tWo coURSeS shAReD The TiTLe "ETHIcs and Fiction." LiNked courseS oVErCome one budGEtaRy ImpedimEnt to coNstruCTing leaRning commUnities in ThAt eaCH TeaCher may theN carry thE communitY As parT Of Her/hiS reGular tEaChiNg loaD. This dOEs nOt addRess thE aDditioNal faCuLty time rEquired for performing the Work of CoordInaTing the liNkeD CouRses, both iN terMs of planniNg aNd eXecutIng THe conNectIOnS. ThE AttenDancE Of almost aLL oF thE CLaSses by all thREE TeaChers InvOLved in This Project was an overlOAd, in the sense thAt it WAS noT soMEthiNg For which any of uS reCeIVEd releasE tIme or financIal compeNsATion. THis is aN imporTant facTOR tHAt all oF us bEliEve must be AddReSSed. EngaGeMeNT in a prOjecT sUch
 2017 ProQuest Table of co ntents 1.Showmehow  t o do  lik e you: Co-ment o ring  as feminist pedagogy. ..... .. . .... . .. ..... ....... . .. . . ... .. .. ... .. . .. ..... ... ......1 10 May 2 017  i i ProQuest D o cu ment 1 of1 S how me how t o d o like  y ou: Co-me nto ringas fem i nist p edagogy A ut h or: Bo n a, Mary J o;  Rin ehart, Jane; Volb r ec h t, Rose Mary P ublica ti o ni n fo:  Fe minist Tea ch er ;C hampaig n  9 . 3 (19 9 5): 116. ProQ uest docume n t l ink Ab st rac t  (Abst ract) :T hereflectionof t hree teac hers o n  the ex p erience  of cr eat ing  a l e ar ni ngco m mun i ty  wi t h 2 2 studen ts  d uring  the s p r ingof1993  is p resented. The irproj e ctdemon strat es p ra ctica l stra tegie sfor incorporati ng f eminist s cho la rsh ip  andp edagog y i nto  the co re curr i cul um a n dfor integrating co re c ou rses ori ginati n gwi t hin dive rs e d isci p l ines.  Lin k s:  Check a t Ever g re en  Full t ex t: Sho wMeHow  to D o  Lik e You:  Co-Ment oring as Feminist Pe d agogy Show me ho w to do l ike  you Show m e ho w  todo i t  S tru c turin g the  c u rr i culum The three aut ho rs ofthisarticle are a ll experie n c e d univer sity te a chers. We have  been  drawn tot eachingfor m any reas ons, perh a p s the mo stimp ort ant o fwhich is that w e sh ar e an at tra ction t o t hecon tin ua l renewal  and sur pr is eth atteach i ng offer s.  It  i s p redic t able o r ful ly s ub je c t t o our c o nt r o l; t ea ch ingcan  t ake u s to pla ces wedid not e xpe c t to  g o.  We wan t to share ou rrecent jou rn eyto a n e w  place.This article presents o u r refle cti on on  the  experien ceof cre ati n g a le arning  comm un ity w ith t w e nt y-t wo  studentsd u rin g the  s prin g of 19 93. This project'd emo nstrates prac tic al s t r at egi e sf orin c orp o r ating feministscholarshi pa nd  pedagogyi nto  t he core  curric uluma nd forintegrati ng core c ou rses o rig inating wi thin div erse disc i pline s .The s tru cturefo r t his c urricu l uminnov ationco nsiste d ofth e follow ing elements: *Two cour ses, o ne in  th e English  de p art ment andtheother in p hil oso phy,wer e  link ed;t ha t i s , stu dent s  had to r e gi ste r to  take two p a r t icu lar s ect i ons of  the se classes in the same semester.  The t wocou r sessh ared the title  "E th i c s and Fi ct ion." Linke d course so verco me one  budge tary im p e di m ent to  con str ucting le arn in g  commun it ie s  in th at e ac h teac her ma y  the n carry the commun ity a s parto f h er/hi sregular teac hing load.  This doesnot ad dres s the  additi on al fac ult ytime requi r ed for pe rform ing the  w orkofcoordi nati n g  thelink ed  co urses, bo t h  i n  t er m s o f pl annin gandexecuting the conn ect i ons. Th eatt e n danceo fa l most all o f t he cl a s ses by all thre e  t e acher s invo lved i n thisp roj ec t was a n o v e rload, in  the sens e  th at  itwas notso meth in g f or  which any of u s receiv ed relea s e  timeorf inan c ial co mp ensation. Th is is  a n  import a n t f actor t h atall  of  usbel ieve must be addressed. Engag emen t ina  pr oject  such 
 2017_ProQuest Table_of contents 1. Show_me how_to_do like_you:_Co-mentoring as feminist_pedagogy.............................................................. 1 10_May 2017 ii ProQuest_Document 1 of_1_Show me how to do like you: Co-mentoring as feminist pedagogy Author: Bona, Mary_Jo;_Rinehart, Jane;_Volbrecht,_Rose_Mary Publication info: Feminist Teacher_; Champaign 9.3 (1995): 116._ProQuest document_link Abstract (Abstract): The reflection of three teachers_on_the experience of_creating a learning community with 22 students during the_spring of 1993 is presented. Their_project demonstrates practical_strategies_for_incorporating feminist scholarship and_pedagogy into the core curriculum and_for integrating core courses originating within_diverse disciplines. Links: Check at Evergreen Full_text: Show Me How to Do_Like You: Co-Mentoring as Feminist_Pedagogy Show_me how to do like_you Show me_how to_do it Structuring_the curriculum The three authors of_this article are_all experienced university teachers. We have_been_drawn to teaching_for_many_reasons, perhaps_the most important_of_which is_that_we share an attraction to the_continual_renewal and surprise that teaching offers. It_is predictable or fully_subject_to our control; teaching_can take us to places_we did not expect to go._We want_to share_our recent journey to a new place. This article presents our_reflection on the experience of creating_a learning community with_twenty-two students_during_the spring of_1993._This project'_demonstrates practical strategies for incorporating feminist scholarship_and pedagogy_into the core curriculum and for_integrating core courses originating_within_diverse disciplines. The structure for this_curriculum innovation consisted of the following_elements: *Two courses, one in_the_English_department and the other in_philosophy, were linked; that is, students_had to register_to take two particular sections of these_classes_in the same semester. The two_courses_shared the title "Ethics and Fiction."_Linked_courses_overcome one budgetary impediment to_constructing learning communities in that each_teacher may then carry the community as part of_her/his regular teaching_load. This does not address_the_additional_faculty time required for performing the work of coordinating the_linked courses,_both in terms_of planning and executing the connections. The attendance of almost_all of the classes by all three_teachers involved in this project was an overload, in the sense_that it was not something for which any_of us received release time or financial_compensation. This is an_important_factor that all of us believe must_be_addressed._Engagement_in a project_such