Open Pedagogy Ch 1 & 2 Reflections by Amanda Hurford

2026-02-24 22:53:36 UTC

Social annotation. Collaborating on creating resources to share with others.

2026-02-24 22:54:11 UTC

I want students to have a purpose. I don't want them just doing the work because I told them to, but because they see the value in it, for themselves and for others.

2026-04-01 22:49:31 UTC

I teach from lived experience — the Bronx, the boardroom, and the community. My dissertation on banking access barriers wasn't just academic; it was meant to add real value to a real problem. My work with Per Scholas, 100 Black Men, and Covenant House isn't separate from my teaching — it is my teaching. I've been practicing open pedagogy in spirit long before I had the language for it.

2026-04-01 22:50:04 UTC

Assignment design is my biggest opportunity. I want my EMBA 531 students to produce work that outlives the course—not just papers handed in for a grade. I also want to be more intentional about whose voices anchor my syllabus, and more deliberate about building brave space structures from day one.

2026-04-01 22:51:03 UTC

I want students to leave with more than a grade. I want them to develop frameworks they can actually use, wrestle with ethical complexity in ways that sharpen their leadership, and produce work they're proud to carry into their careers and communities.

2026-04-01 22:51:20 UTC

The ethical dilemma case analysis. Instead of submitting it only to me, students could develop it into a published case study or a leadership framework that future cohorts build upon. The work is already substantive — it just needs an audience beyond the gradebook.