When the word "innovation" gets used on my campus, I often notice panic spreading across my colleagues’ faces. The thought of chalkboards being dismantled and replaced with complicated, high-tech smartboards and screens can terrify some of them. I admit that the thought of a flipped classroom turns me a bit upside down.
But my ideas about what innovation looks like have changed since I started team-teaching a course created to help first-generation students adjust to Georgetown University. Sometimes innovation requires no power cords or wireless network upgrades; rather, it requires the hard task of acknowledging how inequality has shaped and continues to shape our students’ lives, and doing something about it.
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