Faculty Resource Network

An academic partnership devoted to faculty development. Now in our fourth decade, we remain committed to this partnership, and to fostering connection, collaboration, and collegiality among our members.

Network Summer 2017

When: from June 12 to June 16, 2017

Where: New York University’s Washington Square campus


NS Frequently Asked Questions

Scholar-in-Residence Program

Cuba Now and Next

Co-sponsored by the Center for Latin American and Caribbean Studies at New York University

About the Seminar:

Often pictured as a country frozen in time, featuring 1950s Chevrolets, mid-century Latin jazz, and crumbling colonial facades, Cuba is now at the heart of swirling speculations about its future. The normalizing of relations between Cuba and the United States in December 2014 marked an end to the long political stalemate between the two countries and ushered in a whole new set of speculations about what’s next for the island. For the US, these speculations tend to revolve around Cuba as a site of new markets: How fast will US tourism grow? Will Raúl Castro’s government allow the growth of entrepreneurship on the island? What markets will be most favorable for new investors? Will new markets yield new freedoms for Cubans? The emphasis on the newness of Cuba’s present moment obscures enduring questions of sovereignty and imperialism, democracy and repression, social welfare and social justice, and race and enfranchisement, which have informed Cuba’s development since 1898 and which continue to complicate the futures that the new marketplace may promise.

In this seminar we consider Cuba’s future beyond the market; we take as given that Cuba was never “frozen in time,” and that the Cuban Revolution of 1959 brought about complex social formations that now shape what Cuba can or will be. We will study these formations through a range of sources, including accounts by historians, journalists, dissidents, and writers in the greater Cuban diaspora; and through photography, film, theater, and essays. Classes will be organized around these topics: Sovereignty and Imperialism; Revolution, Then and Now; Scarcity and Social Welfare; Neocolonialism and Race; and Cuba Now.


About the Convener:

Jill Lane is Director of the Center for Latin American and Caribbean Studies at NYU, and is Associate Professor of Spanish & Portuguese and of Latin American and Caribbean Studies. She previously taught at Ohio State University and at Yale University. She is author of Blackface Cuba, 1840-1898 (Penn Press 2005) and is co-editor with Marcial Godoy of emisférica, the journal of the Hemispheric Institute of Performance and Politics. She has conducted research in Cuba since 1996.

Designing Innovative Curricula in Health Science and Public Health

About the Seminar:

Healthcare reform, personalized telemedicine, and health informatics have profoundly altered the way our society looks at the services that prevent, diagnose, and treat disease. At the same time, rapidly spreading infectious diseases have emerged that threaten global health. Given this changing healthcare landscape, it is imperative that today’s students—future scientists and non-scientists alike—understand healthcare as both a global and a public issue.

This seminar will focus on curricula that effectively prepare students, whether as scientists or citizens, to understand the healthcare challenges of the future. We will explore how to develop an innovative module, conference, and/or course of study to enhance student knowledge in the context of general education programs, the biological sciences, or other fields concerned with global public health. In the process, we will review historical aspects of public health, healthcare delivery, and access to care in the United States, as well as past and current responses to emergent viral diseases, including HIV, Ebola, Zika, and drug resistant bacterial infections such as XDR tuberculosis.

This seminar is suitable for faculty members and administrators interested in promoting undergraduate knowledge of emerging public healthcare issues and their global context, through courses, modules, and other programs.


About the Conveners:

Rosalind Gregory-Bass is an assistant professor in the Environmental and Health Sciences Program and Director of the Health Careers Program at Spelman College. Her basic science and clinical research interests to date focus on women’s health, specifically in the area of gynecologic malignancies. She completed her undergraduate education at Spelman, graduating with a Bachelor of Science Degree in Biology, before receiving both her Masters of Science degree in Anatomy and Medical Doctorate from the University of WI-Madison. In addition to her role as a faculty member, she also serves as Director of the Health Careers Program, developing pipelines that foster biomedical graduate and professional educational opportunities for undergraduate students.

In 2008, Dr. Gregory-Bass designed and implemented the Spelman College Health Career Opportunities Pipeline Preparation Program (HCOPPP), which is a 3-year longitudinal para-curricular program developed to increase the competitiveness of students interested in the health professions. Minority Access,Inc. recognized her as a National Faculty Role Model, and in 2012, she received the Spelman College Presidential Junior Faculty-Excellence in Teaching Award.

Joyce Moon Howard served as Principal Investigator on a HRSA (Health Resources and Services Administration) study on eliminating disparities among pregnant women in low-income areas in New York City; a National Institute of Child Health and Infant Development (NICHD) study focusing on HIV/AIDS prevention strategies in African American communities; and an National Institute on Aging (NIA) study to examine facilitation and barriers to community-academic partnerships or CBPR at the Columbia University Medical Center.

She received her Bachelor of Arts degree from the University of California at Berkeley and both her MPH and DrPH from the Mailman School of Public Health at Columbia University. She also completed a graduate fellowship in Urban Administration at Bucknell University as a National Urban Fellow.

As Clinical Associate Professor, she shares her research experiences with students in Community Assessment and Evaluation courses and an undergraduate course, Health, Society, and the Global Context.

Ethnic Identity in Antiquity

About the Seminar:

Ethnicity is a buzzword. The media seize upon it, activist groups exploit it, and political figures either wrap themselves in it or denounce its divisiveness. It can provoke passion for pride and distinctiveness or disdain for “otherness.” It frames identity, it generates connection or justifies separatism, it emblematizes self-worth and stigmatizes those who differ. In contemporary society and discourse, ethnicity seems inescapable.

Did ethnicity play a comparably volatile and contentious role in antiquity? The ancients did not have a word for “ethnicity.” That has proved to be no deterrent for modern scholars. A veritable industry has developed to find ways of applying the concept to antiquity whether or not the ancients ever acknowledged it. This seminar, however, will endeavor to go back to the sources, to the ancient authors themselves, primarily Greek, Roman, and Jewish, who supply the vast bulk of our testimony. We will endeavor to tease out their own understanding of what constitutes ethnic characteristics; the relevance of lineage or tradition, race, or culture in shaping collective identity; and the role of ethnic or racial thinking both in developing a sense of community and in distinguishing the “other.” How far did binaries like Greek and barbarian, Roman and alien, Jew and gentile, serve to mold self-identification?

The seminar will approach these complex questions from two general directions: the manner in which Greeks, Romans, and Jews defined themselves and the mode by which they characterized those peoples from whom they wished to distinguish themselves. We will read select Greek authors from Herodotus to Strabo, Roman writers from Cicero to Tacitus, and Jewish texts from Genesis to Josephus. And we will draw on a number of readings by modern scholars and interpreters.

Our hope is not only to gain insight into ancient perceptions of ethnicity but also to shed some light on its modern use and misuse. Participants will be expected to make presentations to the group on the basis of the reading and their own experience and to contribute actively to the discussions throughout. One or two guests with expertise in the subject will lead select discussions.


About the Convener:

Erich S. Gruen is Gladys Rehard Wood Professor of history and classics, emeritus at the University of California, Berkeley, where he taught for forty-one years. He has also served as a visiting professor at Oxford, Princeton, Cornell, the University of Minnesota, and the Hebrew University of Jerusalem. He has been the recipient of a Distinguished Teaching Award at Berkeley. His published books include The Last Generation of the Roman Republic (1974), The Hellenistic World and the Coming of Rome (1984), Heritage and Hellenism: The Reinvention of Jewish Tradition (1998), Diaspora: Jews Amidst Greeksand Romans (2002), Rethinking the Other in Antiquity (2011), and a recent collection of his essays in Jewish studies, Constructs of Identity in Hellenistic Judaism(2016).

Global Challenges and The Future of Business

About the Seminar:

The world is an increasingly complex place, with geopolitical forces continuing to impact the future of business in the United States, Europe, Asia, and beyond. Massive worldwide migration and changing demographics across the developed world are exacerbating economic inequality, while creating social and political divisions within a number of western nations. In this seminar we will study the network of causes and consequences wrought by these and other global developments.

The first half of the seminar will address issues of inequality, including the backlash against Wall Street and global corporations. We also will consider how aging populations and migrating immigrant populations affect the social, political, and economic landscapes of countries in radically different ways. We will examine the changing antitrust landscape in Europe and the United States, as governments and regulating agencies assess the interrelationships among mergers, markets, and changing patterns of competition and consolidation. During the week, seminar participants will visit the Museum of American Finance and the environs of Wall Street to gain a better understanding of the complexities of our financial system, how it developed over two centuries, and how, periodically, it has crashed on the rocks of excessive risk taking and speculation.

The second half of the seminar will examine three significant twenty-first century economic challenges: 1) the changing concept of “intellectual property” and its implications for business growth and innovation in the modern economy; 2) environmental concerns, and whether and how businesses can grow and develop sustainably with minimum or even positive environmental impact; 3) the Chinese economy, which is poised to shift from large state-run and government-supported business operations to a more independent free-market system. These three emerging challenges promise significant change to the global economic landscape.


About the Conveners:

Lawrence J. White is the Arthur E. Imperatore Professor of Economics at the Stern School of Business, New York University, and Deputy Chair of Stern’s Economics Department. He has taken leave from NYU to serve in the U.S. Government three times. During 1986-1989 he was a Board member on the Federal Home Loan Bank Board; during 1982-1983 he was Chief Economist of the Antitrust Division of the U.S. Department of Justice; and in 1978-1979 he was a Senior Stagg Economist on the President’s Council of Economic Advisers. Among his publications is The S&L Debacle: Public Policy Lessons for Bank and Thrift Regulation (Oxford University Press, 1991); and he is the co-editor (with John E. Kwoka, Jr.) of The Antitrust Revolution: Economics, Competition and Policy, 5th edn. (Oxford University Press, 2009).

Joseph Foudy is a Clinical Associate Professor Economics at the NYU Stern School of Business. Professor Foudy has extensive experience in teaching about global business, international economics, and international relations. He serves as the Academic Director for Stern’s World Studies Track, as well as Asia Coordinator for its International Studies Program. He has also been interviewed for numerous national and international media outlets, including CNN, Fox, PBS, the Wall Street Journal, the Washington Post, and Reuters. His research interests focus on the impact of globalization on national systems, the political economy of financial and accounting regulation, and comparative corporate governance. He received his Ph.D. from Cornell University in Political Science in 2004.

Hopes and Fears: U.S. Immigration and Migration Narratives

About the Seminar:

. . . Give me your tired, your poor, Your huddled masses yearning to breath free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!
Emma Lazarus, “The New Colossus”

The picture of life in the United States is a moving picture; our sense of community is in transit; the consciousness we share is migratory . . .
Joseph R. Urgo, Willa Cather and the Might of American Migration

This interdisciplinary seminar will examine the immigrant and migrant experiences of varied racial and ethnic groups in the United States. In literature, on stage, in media, and in historical documents, we will trace the evolution of narratives relating to Irish, Chinese, Latino, and African Americans as they struggled for equal access to rights and citizenship in the United States. In the current public discourse, which has singled out Syrians and Muslim immigrants, how are issues of race, genetics, identity, ethnicity, and class articulated in terms that echo earlier narratives concerning Eastern Europeans, Jews, and Africans? Who is allowed to claim the United States as a homeland, and who is excluded by “Homeland Security”? How are these rationales articulated and reified in modern political debates?

Readings will include excerpts from such texts as Crossing the Boulevard by Judith Sloan and Warren H. Lehrer, The Warmth of Other Suns by Isabel Washington, Dance and the Railroad by David Henry Hwang, How the Other Half Lives by Jacob Riis, The Lucky Onesby Mae Ngai, How the Garcia Girls Lost Their Accent by Julia Alvarez, The Melting Pot by Israel Zangwill, and films such as Family Name by Macky Alston and You Are On Indian Land by George Stoney.

In New York, we will visit sites that will assist in our understanding of the complicated narratives surrounding this topic, including the Museum of the Chinese in America, the African Burial Ground, the Irish Hunger Memorial Site, El Museo del Barrio, the Tenement Museum, The Museum at Eldridge Street, and the Muslim Center of New York City.

About the Convener:

Michael D. Dinwiddie’s, teaching interests include cultural studies, African American theater history, dramatic writing, filmmaking, and ragtime music. A dramatist whose works have been produced in New York as well as regional and educational theater, he has been playwright-in-residence at Michigan State University and St. Louis University and taught writing courses at numerous universities and colleges. His awards include a National Endowment for the Arts Fellowship in Playwriting, a Walt Disney Fellowship at Touchstone Pictures, the Spirit Award from the National Black Theatre, and NYU’s Distinguished Teaching Award. In 2015, he was awarded a team-teaching grant from the NYU Humanities Initiative for the course Movements for Justice and Rights: Let Them Lead the Way. Other course offerings include Migration and American Culture; Sissle, Blake and the Minstrel Tradition; and Motown Matrix: Race, Gender and Class Identity in “The Sound of Young America.” Michael has also taught courses throughout NYU’s Global network in Abu Dhabi, Ghana, and Argentina. In 2014, he was the facilitator of the FRN seminar ‘Mining’ the Store: The Museum as a Pedagogical Tool.

Integrating Humanities into STEM and Professional Studies

About the Seminar:

The goal of this seminar is to enhance study in STEM (science, techonology, engineering, and mathematics) and the professional disciplines with the ethical values, analytic approaches, and critical thinking skills fostered in the humanities.

We invite seminar participants to apply in teams of two or three faculty members, with at least one faculty member based in the humanities and the others from STEM and/or professional programs. The seminar will provide participating faculty with the opportunity to develop two or three linked courses that integrate the humanities into STEM and/or the professions.

Applicant teams should explain the possible forms their teaching collaboration might take; what theme or issue will link the courses they wish to develop or adapt; what kinds of student projects they envision; and what ancillary activities and events might support their educational collaboration.

Participating faculty should consider the following questions:

  • How do the linked courses benefit students, faculty, and the institution?
  • How does student engagement in research, service learning, or civic participation link to one or more of the courses?
  • What humanities values, skills, and approaches are infused in the course(s)?

During the seminar week, participants will develop their integrated courses and humanities-based projects. The convener and guest speakers will make presentations and lead workshop sessions on various topics, including course design, critical/creative thinking, and effective PowerPoint presentations. They will also provide models that integrate the humanities with STEM and Professional Studies courses. The goal is for each team to complete a plan for implementation at their institution, with full administrative support.


About the Convener:

Robert DiYanni is a professor of humanities and an instructional consultant at the Center for the Advancement of Teaching at New York University. He teaches courses in the College of Arts and Science, the School of Professional Studies, and the Stern School of Business, and he works with faculty and doctoral students throughout the university on aspects of pedagogical practice. Dr. DiYanni, who has taught at CUNY and Harvard, as well as NYU, has conducted workshops worldwide on teaching and learning, on critical and creative thinking, and on the teaching of literature and writing. He has also written and edited a number of volumes on these subjects. His most recent books are The Pearson Guide to Critical and Creative Thinking, a text for college students, and a book for teachers from Wiley-Blackwell: Critical and Creative Thinking: A Brief Guide for Teachers. Also in the works for Wiley is a two-volume collection, Critical Reading Across the Curriculum, co-edited with Anton Borst of the NYU Center for the Advancement of Teaching. https://www.robertdiyanni.com/blog/

Learning in the Digital Age: Theory and Practice

About the Seminar:

Beginning with the iPhone that records their birth, to LeapFrogs received on their first birthdays, to the tablets and smartphones tweens and teens use to message their friends, digital technologies are now ubiquitous in children’s lives. This has led some to suggested that today’s learners are “digital natives” who think and learn in different ways — and that we therefore should adapt radically different approaches to instruction that rely primarily on digital media, such as video games.

This seminar examines how growing up with digital technologies affects learning and cognitive development, and considers what this means for teaching and learning. We will start with an overview of foundational and contemporary theories about the role of digital media in learning and education. Some of the most promising current efforts to use digital media, including simulations and educational video games, will be reviewed, as will the evidence of what works (and doesn’t work) for different learners. Finally, strategies for developing and implementing digital media for teaching and learning will be discussed.

The seminar will be interactive, combining readings, discussion, and hands-on opportunities to explore and design digital media for education. Guest speakers will present on topics relevant to these themes and discuss their own experiences with the use of digital media for teaching and learning. By the end of the seminar, faculty members will understand the theory and research behind the use of digital media for learning, be familiar with several examples of the successful use of digital media for teaching and learning, and, finally, be able to develop and implement digital media in their own courses.


About the Convener:

Bruce D. Homer is Associate Professor of Educational Psychology and Human Development, and Executive Officer (Chair) of the PhD Program in Educational Psychology at the Graduate Center of the City University of New York. Dr. Homer directs the Child Interactive Learning and Development (CHILD) Lab, and is Director of Research at the Consortium for Research and Evaluation of Advanced Technologies in Education(CREATE) lab. Dr. Homer’s research investigates the ways in which cultural tools for communicating and transmitting knowledge (e.g., language, literacy, and information technologies) transform cognitive development and learning. His applied research involves the use of digital technologies for learning, most recently focusing on video games.

Rock and Soul: Race and Gender in American Music

About the Seminar:

American music is freedom written in sound. The nation’s musical evolution provides an invaluable gateway into understanding the people’s cultural values. It has enabled the individual artist to write his or her own destiny. The progression of blues and jazz into rhythm and blues, rock and soul has resulted in genres that deliver far more than popular entertainment. The late, great blues artist B.B. King once stated, “If it weren’t for music, civil rights would have come much later.” The music was indeed a revolution we could dance to; it made us think and was a catalyst for societal and cultural change. Issues of race, gender, and class, as well as major political and social causes, have been shaped by popular music. Races have been brought closer by a common love of music that challenged a once ‘separate but equal’ society.

This seminar will explore the musical and social trends that resulted in the emergence of rock and soul as an important musical and cultural force in America. We will trace the roots of gospel, blues, and country styles, showing how they merged to become popular music. Essential artists and their connections to critical issues from the inception of race records to the corporate domination of the music industry will be raised by examining the lives and careers of Bessie Smith, Robert Johnson, Billie Holiday, Muddy Waters, Little Richard, Elvis Presley, Chuck Berry, the Beatles, the Rolling Stones, Bob Dylan, Aretha Franklin, Nina Simone, and Jimi Hendrix. The west coast movement, folk music, Motown, the role of women in music, and the relationship between technology and the music industry will be analyzed along with race and gender issues as they pertain to music and its influence on American culture. Important musical geographic regions, such as Memphis, Chicago, Detroit, New York City and San Francisco, will provide a context for class discussions.


About the Convener:

Brian Torff is a renowned bassist, composer, author, educator, Professor of Music and Music Program Director at Fairfield University. He is also a featured bass soloist who performs in jazz festivals throughout the United States, and musical director for New Duke, an acclaimed eight-piece jazz-rock band that performs Torff’s original songs and updated arrangements of Duke Ellington’s music. In 1992 he served as co-chairperson of the Music Advisory Board for the National Endowment for the Arts. In 2008, the Fairfield Arts Council honored Mr. Torff as Artist of the Year.

Brian Torff’s compositions appear in the recordings of George Shearing, Larry Coryell, Union Trio, as well as his own records: Life in East Bumblepuck, Hitchhiker of Karoo, Manhattan Hoe-Down, and Workin’ On a Bassline. The Boston Pops, Los Angeles Philharmonic, and Pittsburgh Symphony have performed his scores. He has conducted, composed for and served as a clinician at numerous high school and college jazz festivals, and directed the Summer Jazz Workshop at Fairfield University. Brian is listed in the Groves Dictionary of Jazz and has been featured in The New York Times, Chicago Tribune, Downbeat Magazine, and Jazz Times.

Strategic Collaborations With Faculty: Intersections of Scholarly Communication, Teaching & Research

About the Seminar:

As librarians continue to extend their roles on campus beyond traditional library services, their collaborations with faculty become increasingly important. This seminar will focus on strategies for creating and deepening librarian and faculty collaboration with respect to teaching, research, and scholarly communication. The seminar seeks to create a dialogue among librarians at NYU and FRN-member institutions about building faculty collaborations.

Through readings, discussion, and hands-on exercises led by NYU librarians, participants will explore some of the challenges facing libraries and faculty and specific opportunities, methods, and tools for engaging with faculty. Topics will include: research data lifecycle support (with emphases on research data management, data visualization, and GIS support); user experience methodology and strategies for assessing faculty library needs; the development of scalable and sustainable scholarly communication and repository services; visual literacy tools and strategies; affordability and open educational resources (OER); author’s rights; and primary source collections as outreach tools. Participants will have the opportunity to workshop their ideas into actionable programs for their home institutions. They will also be encouraged to share the programs they develop with the group in order to receive feedback and learn from each other’s insights.


About the Convener:

Kara Whatley is currently head of science and engineering for the NYU Division of Libraries, a position she has held since 2014. She was previously life sciences librarian and head of the Coles Science Center at NYU’s Bobst Library. Kara holds a master’s degree in biological sciences from Texas Tech University, a master’s degree in library and information studies from the University of Oklahoma, and a Bachelor of Arts in biology from Hendrix College. She is an active member of the American Library Association, where she is currently vice-chair of the Association of College and Research Libraries’ Science and Technology Section. Her professional and research interests include mentoring opportunities for new library professionals, user behavior in virtual reference environments, and effective communication in libraries. Kara splits her time between NYU’s Bern Dibner Library, located in downtown Brooklyn, and Elmer Holmes Bobst Library, NYU’s flagship library in Greenwich Village.

Teaching Shakespeare

About the Seminar:

Using techniques honed over the past quarter century, Louis Scheeder, arts professor and founder and director of the NYU Tisch School of the Arts Classical Studio, will lead this seminar on William Shakespeare. Sessions will focus on the realization and use of argument in Shakespeare’s iambic pentameter line. The seminar will begin with an overview of antithesis and argument as dramatic principles, including the importance of argument to the history of drama, before examining how Shakespeare’s use of iambic pentameter facilitates argument among characters in his plays.

Participants will consider the fundamental dramatic principle of antithesis as it shapes individual lines, as in Hamlet’s famous “To be or not to be” speech; they will also examine how opposition structures the plays themselves, often through the relationships between characters, as in the case of the multiple father figures inhabiting I Henry IV. Throughout the seminar, the text of the plays will provide the basis for identifying and analyzing Shakespeare’s dramatic arguments, which are often conveyed through his use of antithesis. Participants will be asked to pay particular attention to the various effects produced by shared lines, short lines, and stylistic techniques such as alliteration and hendiadys.

Set speeches, soliloquies, and sonnets, as well as “improvised” bits of text will be analyzed. Participants will be assigned scenes, monologues, and other passages from the works of Shakespeare for dramatic reading and performance. Physical exercises dealing with performative speech, antithesis, and major soliloquies will be employed.


About the Convener:

Louis Scheeder is an arts professor at New York University’s (NYU) Tisch School of the Arts where he is the founder and director of The Classical Studio, an advanced training program in the department of drama. He also is Associate Dean of Faculty for Tisch. He served as the producer of Washington’s Folger Theatre Group, was associated with the Manitoba Theatre Centre, and has worked at the Royal Shakespeare Company. He has directed on, off, and off-off Broadway and at regional theatres in the U.S. and Canada.

Louis has produced three off-Broadway shows, most notably Amlin Gray’s Obie-winner How I Got That Story. He also has contributed two chapters to the Training of the American Actor and conducted acting workshops in Los Angeles, London, Havana, Johannesburg, Cape Town, Singapore, and Shanghai. Some of his alumni include Jesse L. Martin, Rachel Botchan, Michael Laurence, Danielle Ferland, Andy Paris, and Mia Baron. In addition to working actors, his students have gone on to populate a wide variety of performative professions including law, teaching, and the clergy.

The Global South and Cinemas of the Americas

About the Seminar:

In recent decades, cultural theorists have embraced the concept of the Global South as a way of exploring the many uneven relations of resources, development, and governance that exist between the wealthy industrial nations and their clients, external and internal. Since World War II, a considerable body of narrative film has issued from the Global South exploring these conditions. This course maps and explores the many cinemas of the Global South that have been created in the Americas. Close readings of films will be combined with historical, cultural, and theoretical texts

We begin with foundational works from the 1960s and 1970s: Cuban revolutionary cinema (i.e. Memories of Underdevelopment); Brazilian Cine Novo (i.e. How Tasty Was My Little Frenchman); independent African-American films (i.e. Killer of Sheep); and others. Next we examine the emergent cinemas of recent decades. This may include such films as Sugar Cane Alley (Martinique), City of Men (Brazil), Embrace of the Serpent(Colombia), Sand Dollars (Dominican Republic), Ixcanul (Guatemala), Daughters of the Dust (USA) and Smoke Signals (USA).

Critical texts may include writings by filmmakers such as Julio Garcia Espinosa, Glauber Rocha, and Julie Dash, as well as theory by Boaventura de Sousa Santos (Epistemologies of the South), Walter Mignolo (Local Histories / Global Designs), Robert Stam & Ella Shohat (Unthinking Eurocentrism), and Gilles Deleuze & Felix Guattari (Kafka: Toward a Minor Literature), among others.


About the Convener:

Jerry Carlson is Chair of the Department of Media & Communication Arts at The City College of the City University of New York (CUNY), and a specialist in narrative theory, global independent film, and the cinemas of the Americas. In addition, at the CUNY Graduate Center he is a member of the doctoral faculties of French, Film Studies, and Comparative Literature, and is a Senior Fellow at the Bildner Center for Western Hemispheric Studies. He has lectured at Stanford, Columbia, Escuela Internacional de Cine y TV (Cuba), the University of Paris, and the University of Sao Paulo. His current research is focused on how slavery and its legacy in the New World have been represented in film, literature, and music. He is an active producer, director, and writer with eleven Emmy Awards. As a senior producer for City University Television (CUNY-TV), he created and produces the series City Cinematheque about film history, Canapé about French-American cultural relations, and Nueva York (in Spanish) about the Latino cultures of New York City. As an independent producer, his recent work includes the Showtime Networks production Dirt, directed by Nancy Savoca, and Looking for Palladin, directed by Andrzej Krakowski. In 1998 he was inducted by France as a Chevalier de l’Ordre des Palmes Academiques. He was educated at Williams College (B.A.) and the University of Chicago (A.M. & Ph.D.).

Understanding Story for Social Justice in the Classroom

About the Seminar:

Story is all around us; we witness stories constantly through music, movies, games, images and books, to name a few. Story is essential to our lives. We experience joy and sadness through stories, and they influence us. But why do we need story, and how does it have such an impact on us? How can we understand story and use that knowledge in order to express what is important?

A fictional narrative, like an essay, must choose a point of view, support a theme, engage the audience and have a satisfying conclusion. So how can we use story in the classroom to be persuasive and say something meaningful? Understanding story, across all mediums, can be crucial to how we process our lives and the world around us. Showing important stories in our classes and allowing our students to use story to take a stand and say something important will benefit our students in life, during and after school.

Using story in the classroom, fiction or nonfiction, whether in a humanities, science or history curriculum, helps students connect to an effectiveness of creative and critical thinking that is important to their academic and professional careers. The depth of understanding that is achieved when using story, to explain an idea, or describe a thought, helps students gain confidence in their creative thinking process, leading them to have more trust in their own critical thinking skills.

This seminar will use stories across many mediums and from a diverse range of creators to show how story works and how to use story in the classroom. Through story we will practice and discuss teaching our students how to understand the world around them and work toward how to tell their own important stories. From creative idea development to thematic intent and the practical exercises for using story in the classroom, all elements will be presented as workshop exercises in order to develop or enhance the participants’ curriculum.


About the Convener:

Rosanne Limoncelli is the director of production for film and new media at New York University’s Tisch School of the Arts. She received her B.F.A. from the Department of Film & Television and her Ph.D. in teaching reading, writing, and media from NYU’s Steinhardt School of Culture, Education, and Human Development. Dr. Limoncelli is an author and filmmaker and has been teaching writing and filmmaking to students and professors since 1989, and has served as a consultant in the area of teacher education to high schools, colleges and universities.