While others have commented on one part of this quote, I like the paragraph. It makes me think about how to breach the topic of co-constructing ground rules with students for our in-class discussions (I'm using the Fishbowl Discussion strategy multiple times this semester). Maybe I will start the conversation with this quote and honestly wanting everyone to share their thoughts about the course material, to facilitate peer learning. I've never done this before and am not sure how it will be received or how often I have to refer people back to our co-constructed rules, if they are violated.

Given this quote, do people think that FCQs are an adequate assessment of our pedagogical innovations and improvements in the classroom? If not, what else can be used to better express to tenure and promotion, as well as post-tenure review committees, how much we work to improve our pedagogy and the time and iterations this takes when things work or don't?

As I begin this semester with plans to use Hypothes.is and Google Docs in the classroom, to try something different to engage my students, include discussion from more students, and foster peer learning, I appreciate this quote. It reminds me to assess my use of this technology in class and ask students to assess it as well. I also want to be inclusive of students who don't want to sign up for these accounts, being concerned about their digital footprints and privacy issues, and think of other ways to engage my students.

This reminds me of my Association of College and University Educators' course module on discussions, which conveys that great discussions are about students fostering discussion with the teacher, as well as students fostering discussion with other students for peer learning.

This sentence and the prior paragraph sentence starting with "Critical pedagogy is an approach..." make me think about the premise of intersectional theory or intersectionality from black and multi-racial feminism. This literature also urges us to think about the intersection of these identities that lead to different types of oppression and privilege.

"teaching often goes unrewarded" - Yes, as demonstrated by few external and internal grant mechanisms to reward faculty for upgrading their skills and taking time to reflect and be critical of our teaching.

"pedagogical writing is not counted as research" - True, I've witnessed this in our Dean's Advisory Committee meetings as I've reviewed faculty T&P files over the last two years. How do we begin to change this lagging mentality at our universities?

Thank you for this statement as a novice digital pedagogy learner. As I've been taking workshops to enhance my transition to digital pedagogy, I felt in awe of how much more my colleagues knew than myself. But, I appreciate your words, and Sean's article, because I feel like the key to progress is inquiry, a willingness to experiment, and remembering to play while learning on my journey.