Reflecting on Teaching Experiences in the Lab: Challenges with Classroom Design

Authors

  • Vanessa Cozza Bowling Green State University

Keywords:

technology, classroom design, writing, pedagogy

Abstract

In this article, I share what I have learned based on my observations and teaching experience by first describing two computer-equipped classroom settings: University B (UB), a four-year, mid-size, rural, public university located in the Midwest, and University N (UN), a four-year, small-size, rural, private university located in the east. I discuss how both UB’s and UN’s classroom designs can affect teaching philosophies and ideologies. Finally, I conclude by reflecting on how teachers can overcome the physical technological environment when design negatively affects their pedagogical goals and student learning.

Author Biography

Vanessa Cozza, Bowling Green State University

Vanessa Cozza is doctoral student in the Rhetoric & Writing Program at Bowling Green State University. Her research interests include improving first-year writing programs for diverse student populations, while addressing issues of race, class, and gender. She has published two book reviews: Teaching Writing in Thirdspaces: The Studio Approach by Rhonda C. Grego and Nancy S. Thompson, and Composition and/or Literature: The End(s) of Education edited by Linda S. Bergmann and Edith M. Baker.

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