Faculty Resource NetworkAn 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 2019
When: from June 10 to June 14, 2019
Where: New York University’s Washington Square campus
Application Deadline: Monday, February 11, 2019
Additional information about this year’s Network Summer seminars is included below. Each applicant should submit the completed application along with their institutional liaison officer’s signature, a statement of intent that indicates how the seminar participant will apply the information obtained from the seminar at the home institution, a current CV, and a letter of support from either the division dean or department head on campus who is well-acquainted with the applicant’s area of research. Please note that applicants may only apply to either the Network Summer week-long seminar series or the month-long summer Scholar-in-Residence program. Upon completion of the application, components should be emailed to email@example.com, or sent by fax to 212.995.4101.
NS Frequently Asked Questions
The following seminars will be offered for Network Summer 2019:
Confronting Difficult Topics Through Classical Literature
Co-sponsored by the Center for Ancient Studies at New York University
About the Seminar:
The Greeks and Romans left a legacy beyond monuments and art, poetry and philosophy, history and political models: a wealth of materials that are unavoidable but dangerous and difficult to talk about. Their foundational myths are grounded in disturbing events: the Trojan War encompasses rape, slavery, human trafficking, and the relation of gender, race, and ethnicity to warfare; the origin-tale of Rome—the rape of the Sabine women—shows the Eternal City as established on sexual violence. Beyond the familiar tales of Greek tragedy, ancient history and myth are replete with these challenging topics and others (such as torture, homophobia, and infanticide).
These problems still plague the world today, especially in areas of global conflict. Rape has been used as both a tactic in war for territory (Libya, Darfur, Bosnia) and as a post-victory reward for soldiers (Berlin after World War II); abortion remains a political flashpoint both in the U.S. and abroad; discrimination based on sexual orientation continues to occur; torture is still used in warfare. In particular, sexual exploitation and rape—repeated events in ancient myth, art, and literature—are very much alive on college campuses, and in the minds of college students, who often respond to what they’re studying with great distress and even anger. In the last year or so, the #MeToo movement and the #MeToo backlash have kept this subject on a front burner.
The Greeks and Romans offer, for teachers and students in many fields, a set of very focused and concentrated texts, artworks, and stories that place these sensitive topics in high relief and thus allow us to think about post-classical and modern social, political, and personal problems in a larger context. They also help teachers help teachers approach these and other difficult issues in class by offering that larger context for students to make links between the ancient world, today’s world, and their own experiences and opinions. Such a sequence can help students negotiate and manage their own reactions to these upsetting issues and materials, and develop a more balanced and nuanced understanding of them.
This seminar will explore both troubling subjects in classical studies and some ways teachers can prepare for teaching them, and for integrating the ancient materials into studies in other fields. Readings will include Greco-Roman and modern sources, as well as selections from current social and political events.
About the Convener:
Sharon L. James is professor of classics at the University of North Carolina at Chapel Hill and has published numerous articles on women and gender in Latin literature, as well as Learned Girls and Male Persuasion: Gender and Reading in Roman Love Elegy (Berkeley, 2003). She is completing a major book project, Women in Greek and Roman New Comedy, and will soon turn to studies on Ovid and on depictions of rape in antiquity.
Critical and Creative Thinking
About the Seminar:
Critical thinking is something we all want for our students, but how many of us really know what it is—or how to teach it? The same can be said for creative thinking. We might say about these skills what Supreme Court Justice Potter Stewart once said about obscenity: “I know it when I see it.” Clarifying these terms will be among the first critical (and creative) challenges we will face in this seminar, as we discuss techniques and strategies for stimulating and fostering critical and creative thinking in the classroom.
This seminar will explore what it means to think critically and creatively, and why both kinds of thinking are essential for our academic, personal, and professional lives. And for the lives of our students. Definitions will be less important than recognitions. Practice takes precedence over theory. Our goal will be to identify key strategies for teaching critical and creative thinking, and to develop from them useful pedagogical applications. Our emphasis will be on practical pedagogy. Our focus throughout the seminar will, thus, be on teaching and learning—on how we can help our students develop their critical and creative thinking capacities. The seminar will be interactive and participatory; it will blend seriousness with humor in equal measure.
Questions we will consider include: What is higher order thinking, both critical and creative thinking, and how do we recognize it? How might we foster critical and creative thinking in ourselves and in our students? What thinking tools can we use ourselves and provide our students with? How might we think critically and creatively about our teaching? Readings will include Critical and Creative Thinking: A Brief Guide to Teachers, by Robert DiYanni; and Mindware, by Richard Nisbett.
About the Conveners:
Robert DiYanni is a professor of humanities and an instructional consultant at the Center for the Advancement of Teaching at New York University. In these capacities he teaches courses in literature, critical thinking, and interdisciplinary humanities, and 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, 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. https://www.robertdiyanni.com/blog/
Anton Borst is is an instructional consultant at New York University’s Center for the Advancement of Teaching. A specialist in writing across the curriculum and digital pedagogy, he previously worked in faculty development at Hunter College and Macaulay Honors College. He received his PhD in English from the Graduate Center of the City University of New York, and has taught literature and writing at Hunter College, Baruch College, and Pace University. With Robert DiYanni, he is co-editor of Critical Reading Across the Curriculum, a two-volume collection of essays from Wiley-Blackwell.
Experiential Learning and the Student Managed Fund Program
About the Seminar:
Experiential learning integrates the classroom and the real world, engaging students through professional work, research, and service. Ideas transform into impact and prepare students for successful careers in the real world.
The Roland George Student Managed Fund Program at Stetson University, one of the oldest and best student-managed investment programs in the United States, provides a template for faculty wishing to design courses involving experiential learning.
Students in the Roland George Investments Program manage a portfolio made up of approximately $3 million in stocks and bonds in real money. The student-directed program is one of the nation’s first and largest, in terms of dollars under management. Investment program students develop their own investment goals, objectives and criteria for managing their portfolio. While many seasoned investors have lost significant sums over the past several years in a volatile market, the program’s students have produced outstanding returns.
What’s their secret? It’s really a combination of investment discipline and Stetson University’s basic philosophy of investment education. Students function as an investment management firm would, establishing a complete investment policy and revising it as needed.
In this seminar, faculty participants will learn the strategies for teaching the ultimate experiential course, in which students use real money to invest in stock and bond markets.
About the Convener:
K.C. Ma received his PhD in finance from the University of Illinois at Urbana-Champaign, and has held teaching positions at the University of Illinois, University of Toledo, University of Pittsburgh, Texas Tech University, University of Hawaii, and Loyola University at Chicago. Dr. Ma has served as both associate editor and editor for many academic journals, and published more than 100 refereed articles over the past 60 years. Dr. Ma also has held positions at Investment Research Company at Chicago, George Weiss LLC, New York, and several other large hedge funds. He is the principle of KCM Asset Management, Inc, a hedge fund since 1995, and also serves as the Roland George Professor (from 1998) and director of the Roland George Program (from 2013), overseeing the $10 million endowment and $3.5 million student-managed portfolios. Over last 18 years, Roland George Portfolios have received 16 First Places and 5 Second Places in terms of the ranking of actual performance competition among 500 university student-managed fund programs.
Human Rights and the Rights of Stateless Peoples
Co-sponsored by the Hagop Kevorkian Center for Near Eastern Studies at New York University
About the Seminar:
This seminar will provide an overview of the cultural, political, and universal dimensions of human rights norms and practices since World War II, focusing on the following key questions: How have human rights concerns and standards been defined by states, regional groups, and international covenants and institutions? How should conflicts between universal human rights norms and indigenous traditions and values be resolved? Should human rights be limited to individual freedoms, or should they include collective rights and economic fairness and equality as well? How can the human rights of stateless people be protected? When is it legitimate for, or incumbent upon, outside powers or international actors to intervene in response to human rights violations by sovereign states? A special emphasis in the latter part of the seminar will be on the current plight of the tens of millions of refugees, asylum seekers and migrants worldwide and the role of individual states and international institutions to protect their lives and fundamental human rights.
About the Convener:
Ali Banuazizi is professor of political science and director of the Program in Islamic
Civilization and Societies (ICS) at Boston College. After receiving his PhD from Yale University in 1968, he taught at Yale and the University of Southern California before joining the Boston College faculty in 1971. Since then, he has held visiting appointments at the University of Tehran, Princeton, Harvard, Hebrew University of Jerusalem, Oxford, and M.I.T. His research interests include the comparative study of religion and politics, democratization, and social movements in the Middle East. He is the author of numerous articles on society, culture, and politics in the Middle East, coeditor (with Myron Weiner) of three books on politics, religion and social change in Southwest and Central Asia, and associate editor of the Encyclopedia of Islam and the Muslim World. He is a past president of the Middle East Studies Association of North America (MESA).
Inside the Music: Critical Issues in Jazz, Blues, and Hip Hop
About the Seminar:
This seminar will explore how societal issues have impacted a musician’s art throughout history, from early blues through hip-hop. Careers of artists ranging from Duke Ellington to Tupac Shakur will be analyzed as examples. The important musical regions of New Orleans, Chicago, Memphis, Muscle Shoals and San Francisco will be studied, providing a context for class discussions. The dynamic connection between music and societal context will be explored in this seminar.
This one-week seminar will incorporate lectures, discussions, group work and a walking tour to important Greenwich Village music sites. The course will explore the impact that racial, social and political issues have had in jazz, blues, hip-hop and their influence on major artists. Utilizing resources with a cross-disciplinary lens, we will study key factors in an artist’s work.
Inside the Music: Jazz, Blues and Hip Hop will enhance the scholarship of educators in Music, American Studies, American History, African-American Studies, Social Studies, English, and other related disciplines by engaging students in critical reflection of American music’s intersection with society. The readings, lectures, listening to musical styles and informal presentations will deepen the participant’s understanding of these musical and cultural complexities.
About the Convener:
Brian Q. Torff is a bassist, composer, author and educator. Currently he is Professor of Music and Music Program Director at Fairfield University. He also is a featured bass soloist who performs in jazz festivals throughout the United States and leads the band ‘New Duke’, an eight piece jazz-rock band that performs his original songs and updated arrangements of Duke Ellington’s music.
Brian Torff’s professional career began in 1974 when bassist Milt Hinton offered him the opportunity to tour with Cleo Laine. During the late 70’s, Brian recorded and performed with pianists Mary Lou Williams and Marian McPartland, and toured with the gypsy jazz violin virtuoso Stephane Grappelli. He played in pianist Erroll Garner’s last group and worked in the big bands of Oliver Nelson and the Thad Jones-Mel Lewis Orchestra.
In 1979 Brian Torff joined pianist George Shearing. In the course of their three and a half year collaboration, they toured extensively and were featured on The Tonight Show, Merv Griffin, and hosted their own PBS special from the Café Carlyle in New York City. Their third album won a Grammy for vocalist Mel Tormé. In 1992 he served as co-chairperson of the Music Advisory Board for the National Endowment for the Arts. In 2008 Mr. Torff was honored as Artist of the Year by the Fairfield Arts Council.
Brian Torff’s compositions appear in the recordings of George Shearing, Larry Coryell, Union Trio, as well as his own records. His scores have been performed by the Boston Pops, Los Angeles Philharmonic, and Pittsburgh Symphony. 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.
In early 2008 Brian lived in Paris where he wrote In Love with Voices: A Jazz Memoir. Torff has performed at the Newport Jazz Festival, Carnegie Hall, the Hollywood Bowl and Orchestra Hall in Chicago. Brian Torff’s work is available on his websites: www.briantorff.com and www.newdukemusic.com.
Nursing Reimagined: Innovation in Nursing Education, Scholarship, and Practice
About the Seminar:
The 2010 Institute of Medicine Report calls for the nursing profession to assume a pivotal role in transforming our current healthcare system—a complex system that is rapidly changing. To address this charge, there is a need for nursing to rethink how to educate future nurses, how to investigate and solve pressing health care issues and problems, and how to deliver nursing care that is rapidly shifting from hospital to community-based care. As our health care system becomes more complex, nursing educators need to explore and implement teaching and learning pedagogies that will prepare future nurse clinicians who will deliver quality and safe care in a health care system constrained by dwindling resources. In addition, nurse scholars and clinicians need to rethink how to solve and address existing and emerging health care issues and challenges that continue to exacerbate health inequities.
This seminar will explore how innovations in nursing education, scholarship, and practice could transform our health care system. Forward thinking nursing education models along with cutting-edge interdisciplinary research and innovative clinical practice models will be presented. Specific topics will include:
- Integrating Design Thinking in an Undergraduate Curriculum
- Using Technology in Teaching
- Creating Virtual Classrooms
- Engaging a Large Class
- Interprofessional Simulation
- Using mHealth to Enhance Care Delivery to Patients with Chronic Illness
- Assessing Precision Health and Inequities in Health
- Using Machine Learning to Enhance Care among Patients who have Lymphedema
- A Model of Academic-Clinical Practice
- The Hartford Institute of Geriatric Nursing
- Palliative Care and Quality of Life
About the Conveners:
Emerson Ea is clinical associate professor and assistant dean for clinical and adjunct faculty affairs at New York University Rory Meyers College of Nursing. Professor Ea co-leads a project on how to integrate innovation in nursing education at Meyers. He has published in the areas of immigrant health, gerontologic nursing, and cardiovascular health. He is also the author and founder of Kaya Ko!—a health education campaign that empowers Filipinos to adopt and maintain a heart healthy lifestyle. Dr. Ea is a fellow of the New York Academy of Medicine and the American Academy of Nursing. Dr. Ea obtained his Bachelor of Science in Nursing from University of St. La Salle, Philippines, his Doctor of Nursing Practice degree from Case Western Reserve University, and his PhD from Duquesne University.
Maria A. Mendoza—an experienced clinician and educator—is program director of Master of Science in Nursing Education at Meyers. She has many years of teaching experience in a variety of nursing programs, including diploma, associate, baccalaureate and graduate degrees, professional development, and continuing education. As an expert in curriculum design/evaluation and program development, Dr. Mendoza has collaborated with the faculty at Hue University of Medicine and Pharmacy in Vietnam to develop a graduate nursing curriculum, and has provided faculty development programming on clinical teaching and evidence-based practice. Dr. Mendoza is also part of the Meyers’ Liberia’s National Health Workforce program (2015-2021) project “Addressing Liberia’s Health Workforce Shortage.”
Promoting Self-Regulated Learning
About the Seminar:
There is a strong, and perhaps nearly innate, tendency for instructors to reflect on what worked for them when they were students and then promote those learning strategies to their students. In recent years, external recommendations to adopt “active learning” and other “evidence-based teaching practices” has shifted the authority for classroom design from an individual’s personal experience to researchers who (in my opinion) have a vested interest in overgeneralizing their results to create “magic bullet” solutions. Another area that has gotten a lot of attention has been “gamification,” a high-tech twist on the old idea of a contract grading system, where students build points (credits, stars, badges…) by selecting assignments from a menu of options.
Taken together, there are good and bad aspects of all of these contemporary strategies. What they have in common is an argument that (a) students come from a wide array of backgrounds that do not match that of the individual faculty member, (b) student engagement is better than dis-engagement, and (c) diverse options for approaching learning matches the diverse perspectives and backgrounds of the students.
In our work, we have approached the question of student learning from the standpoint of promoting self-regulated learners. A wide variety of learning resources are offered and promoted, along with guidance about their effective use. On the other hand (and we consider this an educational value), we also claim that none of these resources are any more privileged than the others, that none of them are required, and what matters is preparing one’s self for the assessments. We have also been studying student behaviors regarding their use of learning resources, where they create their own sense of “do dates” (for their own learning) in contrast with the “due dates” (for instructor mandated homework).
In this seminar, we will:
- overview and critique the current literature on effective classroom practices
- review our ongoing studies on student behaviors regarding resource use
- discuss issues in higher education surrounding instructor decisions
- each day, focus on adapting a different type of resource in participants’ teaching
Learning resources to explore and develop will include:
- collaborative identification (an exercise in the classification of knowledge)
- student-generated instructional materials
- a range of strategies for turning class into a conversation
- “thinking in blue” (getting beyond the answer key)
- structuring peer-led study groups
Additional topics for discussion and reflection include: grading practices, teaching as a performance art, the distinctive value of expertise and performance in instruction, testing practices, the role of textbooks, student portfolios, strategies for working with underprepared students and why subject matter deficiency is the least worrisome problem.
About the Convener:
For 30 years, Brian P. Coppola has pioneered and advanced the area of university-level discipline-centered education research and instructional design. He has been recognized nationally and internationally for his contributions, and continues to simultaneously push the intellectual boundaries of higher education and provide leadership for others who want to think seriously about teaching. His publications take on important social and ethical topics, comment on and advocate for the highest standards for faculty responsibilities and obligations, and reflect on both deep and forward-thinking philosophical issues facing science education today. Coppola has influenced a generation of faculty and future faculty with whom he has interacted. He has made important insights into our understanding of chemistry education in China and other parts of South East Asia, and works with numerous schools in these countries on advancing instruction. He currently directs the first-ever department-based program that combines educating future faculty with a sustainable mechanism for faculty colleagues to pursue their own education projects.
Professor Coppola teaches organic chemistry to large-enrollment classes at the University of Michigan, which has been the first-year course there since 1989. He is a Fellow of the American Association for the Advancement of Science and the American Chemical Society, and was awarded the CASE-Carnegie United States Professor of the Year for Doctoral Institutions in 2009, previously winning for the State of Michigan in 2004. He was named the State of Michigan Distinguished Professor in 2016, and received the University of Michigan’s 2018 Award for Graduate Mentorship. His contributions to chemistry education were recognized in 2006 with the American Chemical Society’s James Norris Flack Award, and he received the 2012 Robert Foster Cherry Award for Great Teaching, a single, biennial, international recognition across all of higher education administered by Baylor University. He holds a PhD in Organic Chemistry (1984) from the University of Wisconsin-Madison.
Smart Phone Filmmaking
About the Seminar:
Almost everyone has a smart phone today, and most students are already making videos, even if only for social media. Learning current smart phone technology and some visual storytelling techniques can show students how much power they really have as writers and storytellers and encourage them to be creative and critical thinkers.
Many students are eager to use video for classroom assignments, but how do you advise, steer and critique video projects? Practicing these skills as teachers is the best way to be able to help your students. Participants in this workshop will work in groups of four to write, plan and produce short digital video content. The focus will be on choosing a meaningful theme, applying narrative structure and to practice writing and directing with purpose. Filmmaking is a more fun and interesting way to teach students how to use their critical thinking skills and it engages their artistic side by using visual storytelling to fortify their writing techniques.
Using visual storytelling in the classroom, whether fiction or nonfiction, 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 images to tell a story, or to explain an idea, or to describe a thought, helps students gain confidence in their creative thinking process, leading them to have more trust in their own critical thinking skills. Everyone has an important story to tell and every story deserves to be shared with the world.
During the week we will watch movie clips and short films, learn simple filmmaking technology, and practice story writing, both individually and in small groups. We will get outside and gather visual images, put them together to build meaningful stories, and talk about what the images mean and how we make sense of them. There will be many opportunities to talk about your own experience in the classroom and how you might formulate new approaches by incorporating visual images and storytelling into your curriculum. From creative story idea development, to thematic intent and the practical steps of filmmaking, all elements will be presented as workshop exercises in order to develop or enhance the participants’ curriculum.
About the Convener:
Rosanne Limoncelli is a writer and filmmaker and the Director of Production for Film and New Media at New York University’s Tisch School of the Arts. She received her BFA from the Department of Film & Television and her MA and PhD in Teaching Reading, Writing, and Media from the English Education Program in the Department of Teaching and Learning at NYU’s Steinhardt School of Culture, Education, and Human Development. Dr. Limoncelli has been teaching writing and filmmaking to students and professors since 1989.
Teaching for Social Justice Through Comics and Graphic Novels
About the Seminar:
“Wakanada Forever!” is only the beginning. For decades, comic books and graphic novels have provided the voices, and faces, of justice and representation. Our parents read as Wonder Woman fought Nazis, and now our daughters battle with quantum physics alongside Shuri. Comics are a cultural lens—allegories for society, reflections of communities, and fantasies of change. These themes can resonate in meaningful ways with the lived experiences of our students. They can also create valuable bridges to new content in coursework while making sense of, and change in, the world around us. Comics themselves are subversive art forms—blending together the visual and the written word, fantasy and reality, play and business. In our seminar, we will challenge their positioning in society and rethink their role beyond children’s literacy as frameworks of power and empowerment, as tools for connection and analysis.
In this seminar, we will explore the world of comic books and graphic novels, comic characters, and surrounding popular culture, as bridges to teaching for social justice throughout higher education. We will focus on a variety of Marvel comics and characters in connection with various themes, including Black Panther, Shuri, technology, globalization and Afrofuturism; X-Men and conceptions of schooling and neurodiversity; and Ms. Marvel and intersections of religion and feminism. We will also delve into graphic novels representing diverse identities including Black, Persepolis, and American Born Chinese. Film and video will be used to supplement our readings as the comic world is moved off the page and onto the small and big screens, offering new interpretations. During our week together, we will be in dialogue with guest speakers including members of the Black Comics Collective and The Langston League (a local organization dedicated to culturally relevant pedagogy), as well as comic authors and illustrators. We will also travel to various NYC cultural institutions together, including the Schomburg Center for Research in Black Culture, the NY Public Library, and the Museum of Comic and Cartoon Art.
About the Convener:
Heather Homonoff Woodley is an educator, researcher, writer and activist. Her teacher-education courses on campus and online focus on culturally-sustaining, social justice-based, and multilingual education and curriculum that empowers communities, families and youth. Heather’s research explores ways to meet the academic, linguistic and social-emotional needs of emergent bilinguals, particularly Muslim immigrant youth who speak less common languages. She has published articles, chapters and curriculum on multilingual classroom practices and arts as social justice education, and created online resources for teacher certification support , critical teacher education, and family empowerment in education. Heather received a 2014 Outstanding Dissertation Award from the National Association of Bilingual Education, was a Fulbright Scholar in Morocco, and earned her PhD in Urban Education at The Graduate Center, City University of New York. She was recently a Research Assistant with the City University of New York – New York State Initiative for Emergent Bilinguals, providing teacher support, classroom resources, and leadership training for public schools. Prior to this, she taught middle and high school TESOL and ELA in the Bronx and Washington, DC, and was a teacher-educator at City College, CUNY and with the NYC and DC Teaching Fellows. Heather is a regional delegate with NYSABE (NY State Association for Bilingual Education), serves on the national planning committee for Free Minds, Free People, a conference for transformative education with the Education for Liberation Network, works with the Eileen Fisher Leadership Institute, teaching Raqs Sharqi (Middle Eastern dance) with young women, and is an active member of the PTA in Mount Vernon public schools.
Teaching Writing Within the Disciplines: Conception, Representation, Mysteries, Essaying
About the Seminar:
Our work will focus primarily on helping students learn to read, represent, and make use of complex texts in their academic writing. All of this crucial work thrives on acts of conception—“the forming or creation of a mental image, idea, or concept of anything” (OED).
That initial act of conception–the moment when an idea begins to stimulate the brain—can jolt us, giving us a new sense of the difference between the reading of a single piece of evidence (any kind of text: written, oral, visual, sonic) and the act of seeing that piece of evidence in relation to other texts—alerting us to associations and relationships that perhaps no one else can see.
Our aim as teachers during this seminar will be to improve our pedagogy so that we can improve our students’ written expression. If we design their work properly, they are almost certain to find pleasure in it, discovering that responsible reading and responsible translation of evidence lead to exciting ideas—conceptions, expressions of meaning, thoughtful written accounts of the evidence.
About the Convener:
Pat C. Hoy II (PhD, University of Pennsylvania) was most recently the Mellon Visiting Professor of English at Hendrix College. He has held appointments at the U.S. Military Academy, Harvard, and New York University (Emeritus), where he directed the Expository Writing Program for twenty years. Author of numerous textbooks on composition, his literary essays have appeared in Sewanee Review, Virginia Quarterly Review, Agni, Twentieth Century Literature, South Atlantic Review, Rhetoric Review, Consequence Magazine, and the Wall Street Journal; twelve have been “Notables” in Best American Essays. Instinct for Survival: Essays by Pat C. Hoy II was a “Notable” collection in Best American Essays of the Century. He won the 2003 Cecil Woods, Jr. Prize for Nonfiction from the Fellowship of Southern Writers. His essay “Warring with Words” won the Spears Prize for best essay published in the Sewanee Review (2014). At NYU he twice won the Golden Dozen Award for excellence in teaching.
Using Digital Resources to Support Online Project-Based Learning
About the Seminar:
Project-based learning is a learner-centered approach through which students develop and apply knowledge and skills by engaging in real-world activities, and, in many cases, real-world problems or challenges. In-person as well as online, students often work in small groups to achieve a common goal or solve a problem. The online collaborative learning (OLC) model (Harasim, 2012) emphasizes the value of discourse in online settings as a strong contributor to effective learning. However, this is not always easily accomplished. When collaborative activities extend to online learning environments, instructors are often challenged with the following questions:
- How can we foster engagement among students in an online setting?
- How can we support students working in groups so they communicate and collaborate effectively with each other and the instructor?
- How can we empower students to create a collaborative product if they’re not sitting face to face?
- What are some optimal ways to assess online project-based learning?
- What are some digital resources and pedagogical best practices that can help instructors to design, facilitate, and assess online project-based learning to ensure a productive learning experience for their students?
In this seminar, participants will be able to apply the knowledge and skills derived from discussion, demonstration, and hands-on activities to their own pedagogical challenges with online project-based learning. The seminar will include a combination of activities for (a) examining pedagogical best practices to designing online project-based learning, and (b) applying a variety of open digital resources available to support instructors as they design online learning experiences in project-based learning.
Participants will have ample opportunities to raise specific questions and topics related to their pedagogical practices, as well as share lessons that can be beneficial to others. Additional experts and guest lecturers from NYU will join the convener to conduct select workshops focused on digital resources.
About the Convener:
Anandi Nagarajan serves as director of instructional and interactive design at Teaching and Learning with Technology, NYU IT. Her teams (specializing in educational design, multimedia design, and interactive development) facilitate the design and implementation of technology enhanced initiatives, in collaboration with faculty and instructional technologists across schools at NYU. She also serves as an adjunct instructor at NYU in Steinhardt’s educational communication and technology program, teaching a graduate course on learning sciences.
She has over 15 years of experience in higher education as an instructor, instructional designer, researcher and leader. Her teaching, research, and practice focus on bridging instructional pedagogies with effective technologies to maximize opportunities for student engagement and effective learning experiences. Her main areas of expertise are in problem-based learning, formative assessments, active learning strategies, and design of online learning experiences
Anandi has an EdM in learning, cognition and development and a PhD in educational psychology from Rutgers University, where she designed and taught numerous courses in face-to-face, hybrid, and online settings. In her time at NYU, she has designed online and hybrid courses, and has led teams on university initiatives and innovative projects. She is currently working on continued enhancements in providing sustainable and scalable services in the areas of educational design and interactive development. She serves on University governance committees, conducts manuscript reviews for several research publications, mentors doctoral students, and volunteers for organizations like Educause, Online Learning Consortium, and American Educational Research Association.
Violent Energies: Extractivism and Women’s Struggles in the Americas
Co-sponsored by the Center for Latin American and Caribbean Studies at New York University
About the Seminar:
Even though ‘extractive’ forms of production are increasingly central to economy and politics across the Americas, their impact on gender relations and on women in particular is often neglected in discussions on community and environmental rights. Extractivism includes not only the mining of fossil, mineral and pharmacological resources (oil, gas, carbon, metals, bio-prospecting) but also the agro-industrial production of crops and meat and the harvesting of ‘renewables’ as in large-scale hydro-electric projects (‘mega-dams’). Many of these activities are concentrated in indigenous lands, which are ‘resource-rich’ thanks to their great ‘biodiversity’, endangering the survival of individuals and communities through the contaminations of soils and rivers but also the larger socio-ecological impact including expropriation of communal lands, the disappearance of animals of prey, etc. Women bear an especially large burden of extractivist expansion into indigenous and mestizx peasant communities, including not just regular abuse and assassinations of female community activists but also enforced prostitution of women and girls in the boomtown regions of advancing oil, mining, and damming frontiers. State-driven extractive projects have reinforced patriarchal structures within local societies, either by re-empowering men as spokespersons and household chiefs thanks to income drawn from industry-related work or by driving male family members away to seek income in urban centers while women stay behind to care for children and elders in increasingly difficult circumstances of access to food, water and other basic necessities.
In this seminar, we will study some of the ways in which extractivism impacts on the lives of women across the Americas, as well as some forms of community-based resistance that have emerged against these, frequently organized by women and emphasizing the link between economic, political and gendered forms of oppression (Mujeres Creando, or the Sumak Kawsay (‘good life’) movement in Bolivia and Ecuador, Oceti Sakowin resistance against the Standing Rock pipeline, etc.). We shall also look at community-based artistic interventions that challenge extractivist and patriarchal attitudes, including works by Maria Thereza Alves, Ursula Biemann, Carolina Caycedo and the collectives Ala Plástica (Argentina) and ThisLandYourLand (Brazil).
About the Convener:
Ana Gabriela Álvarez is visiting professor of Spanish and Portuguese at NYU, where she teaches courses on the cultural politics of gender, sexuality, and territory in Latin America. Professor Álvarez holds a 2009 PhD in Latin American Studies and Gender Studies from Birkbeck College, University of London, where she wrote a dissertation on “Transient bodies: Travesti Identities and Social Change in Argentina.” Prior to her appointment at NYU, she taught at the University of Zurich (Switzerland), Duke University, and Birkbeck College, offering such courses as The affective turn: biopolitics, globalization and precariousness; Contested bodies: desire and globalization; and The queer city: gender, migration and diaspora. Her research has appeared in journals in Europe, the UK, and Argentina, including the Journal of Latin American Cultural Studies, which also included her work in its recent anthology Latin American Cultural Studies: a Reader (Routledge 2017). She is a contributor and co-editor, with Bruno Cardoso, of a special issue on ‘Bodies, technology and pleasure,’ published by the journal Avá — Revista de Antropología (Argentina). Among her current projects are a film on labor migration of Latin American trans prostitutes to Europe, and a book provisionally titled Travesti Tales: Transgender Identity Politics, Storytelling, and Social Crisis in Argentina.