What is the university you want? Transformative Learning in the Humanities (TLH) calls for creative, multimodal presentations from 50 CUNY students. Accepted applicants will receive a financial aid scholarship of $300 and a tablet. Applications are due Friday, March 3, 2023.
We invite you to think about what your college community needs most to better support its students, and to imagine resources that would improve your social learning experience and academic life. To dream of safe spaces where respect, communication, and transparency are valued. To envision a stripped-down version of the faculty-student relationship, where faculty are better resourced themselves to be able to put students’ needs first. To conceive of concrete ways in which CUNY administration can better respond to issues raised by students. For the Spring 2023 Student Summit, a one-day virtual gathering, CUNY’s TLH program will provide a platform upon which students from all backgrounds can speak freely about what their institution is missing, and can talk back to their university. Continue reading →
What are your students actually learning from your course? Are your students intrinsically motivated to deepen their learning and content knowledge, or extrinsically motivated to play the game of getting a good score and grade? “Ungrading” is a growing movement in higher education that critically questions the conventional grading system and traditional forms of assessment. Ungrading focuses on supporting and deepening individual student learning by challenging commonly used practices like learning outcomes, rubrics, grading on a curve, and participation grades. Join us at this interactive roundtable event to learn how five CUNY Mellon Transformative Learning in the Humanities Faculty Fellows are implementing ungrading across a range of disciplines in their community college courses. The Fellows will illustrate how practicing ungrading promotes the collaborative nature of teaching and learning, students’ active role in learning process, and making learning accessible, meaningful and relevant to all students. You will also hear from a student panel sharing their perceptions and experiences of being ungraded.
Accessibility: We will have ASL interpreters and live CART captioning for the event.
What does a transformative moment in the classroom look or sound like? In this event, five Mellon TLH Faculty Fellows from different CUNY campuses will each present examples of active learning from their courses, sharing the work of their students and engaging student voices in this interactive workshop. Through the disciplines of German, Geography, Music, Spanish, and Fashion, we will demonstrate how collaborative pedagogy helps us build a sense of community in the classroom and beyond.
Accessibility: We will have ASL interpreters and live CART captioning for the event.
Applications for Fall 2022 and Spring 2023 Andrew W. Mellon Transformative Learning in the Humanities Faculty Fellows (Mellon TLH Faculty Fellows) are open and the March 11th deadline for applications is approaching.
Mellon TLH Fellows will work together to share and develop active, creative, participatory learning practices and pedagogical research designed to engage our CUNY students and help ensure their success in and beyond the classroom. Mellon TLH Fellows will receive $1,800 for their participation as well as formal recognition honoring their pedagogical work as a significant contribution to CUNY’s mission.
To learn more about this opportunity, please visit our website, which details the logistics of the peer-to-peer seminars, the commitment of Mellon TLH Faculty Fellows and their students, features the profiles of our current 2021-2022 fellows, and includes a link to the application form itself.
Applications are due on or before March 11, 2022. Decisions will be announced on May 2, 2022.
If you have questions or would like to connect with us, please send us an email at TLH@cuny.edu.
Click here to view and submit the application form.
In a recent article by Bonnie Eissner featured on the front page of the CUNY Graduate Center’s new website, TLH Faculty Co-Director and Distinguished Professor Cathy N. Davidson talks about the antiracist teaching methods of Transformative Learning in the Humanities.
Professor Davidson says, “Our ultimate goal is the idealistic one on which CUNY was founded: dedication to the ‘whole people.’ That’s antiracist pedagogy in a nutshell.”
TLH Pedagogy Co-Leaders, Dr. Javiela Evangelista (Left) and Dr. Jason Hendrickson (Right), are joining us this Spring 2022 semester to lead the Mellon TLH Faculty Fellows’ Seminars in collaboration with TLH Faculty Directors Dr. Cathy N. Davidson and Dr. Shelly Eversley. Drs. Evangelista and Hendrickson return as alumni of the Fall 2021 cohort to bring their vision and anti-racist, transformative pedagogies to the program this year.
Dr. Javiela Evangelista, New York City College of Technology, African American Studies
An anthropologist, Javiela Evangelista engages in public and collaborative research that counters inequalities in the Caribbean and the African Diaspora. Her book manuscript provides an ethnographic analysis of the largest case of mass statelessness in the western hemisphere, the contemporary denationalization of Dominicans of Haitian descent in the Dominican Republic. Her research has been supported by the Andrew W. Mellon Foundation, Center for Place, Culture, and Politics (CUNY), Mahindra Humanities Center (Harvard University), SSRC and PSC-CUNY. Evangelista’s work appears in National Political Science Review and Interdisciplinary Team Teaching: A Collaborative Study (Palgrave). She has developed multiple open educational resources, as well as courses, including The Heritage of Imperialism. A Futures Initiative Faculty Fellow (Spring 2022), Evangelista co-developed and will co-teach Black Diasporic Visions: (De) Constructing Modes of Power with Dr. Carla Shedd at the Graduate Center, CUNY. The course culminates in a public project. Ph.D., Anthropology (Graduate Center, CUNY). MA, Institute for Research in African American Studies (Columbia University).
Dr. Jason Hendrickson, LaGuardia Community College, English
As a faculty member at one of the most culturally diverse institutions in the country, Dr. Hendrickson works to educate students, staff, and faculty on issues of equity and justice. At the college, he serves on the President’s Advisory Council on Diversity, Equity, and Inclusion (PAC), and co-leads the Faculty and Staff of Color Collective (FSOC). In addition to teaching, his work at the college focuses on enacting institutional change as an advocate for student, staff, and faculty voices. He has also served as the Faculty Chair of the college’s annual Black Lives Matter Summit, bringing together local high schools with the college community for interactive workshops and guest speakers. Dr. Hendrickson’s scholarship and pedagogy combine literary analysis with contemporary issues of social justice to foster connections between the past and the present. He most recently published on equity in higher education and the intersection between vernacular language and justice in Paule Marshall’s early works.
Upcoming Events: Anti-Racist Pedagogy Workshops by Dr. Felicia Rose Chavez
Join us this February for a Two-Part Virtual Workshop Series focused on Anti-Racist Pedagogy: Adapting Our Teaching, hosted by Dr. Felicia Rose Chavez, author of The Anti-Racist Writing Workshop on Tuesday, February 8, 2022 and Wednesday, February 16, 2022 @ 4-5:15PM EST.
This post was written by Contributing Author MadelineRuggiero, Assistant Professor at Queensborough Community College.
This workshop takes a granular look at a portion of a book chapter written by the speaker Madeline Rugiero entitled, “Untold Stories: An Introduction to Primary Sources,” to be released later this year in the book, The Community College Library Reference and Instruction, . This session focuses on a student centered assignment created to motivate and engage students to be active learners. Students are asked to locate and analyze family primary sources such as a document, letter, artifact, photo, or oral history/ interview. Continue reading →
A key component of our grant is that faculty will include their current students in the active learning process. CUNY faculty this Spring 2021 term are doing exactly that. This semester TLH is co-sponsoring over 60 events that are free, remotely accessible, and open to the public. These events are organized by CUNY faculty and students from across all of CUNY’s campuses as part of TLH’s active and participatory learning series. RSVP today for February events! Check our website as we continue to post more upcoming events to look forward to in March, April, and May.
All of these events are remotely accessible, free, and open to the public. Continue reading →
Openly exchanging teaching resources is how I learned to teach. I owe a debt of gratitude to colleagues who shared generously: they emailed me their syllabi, explained what a “fishbowl” or “Think-Pair-Share” is, and introduced me to Reacting to the Past. Now after a decade of teaching as an adjunct, I’m certain that one of the best ways to give back to the profession is to share a public contribution to knowledge about teaching.
This is a lesson for our students as well. Ample research shows that students write better when they know they are writing for a large public—whether that’s a publication on a class blog visible only to peers or a professional peer-reviewed journal (see Prof. Danica Savonick’s “Write Out Loud“), a paper delivered at a student or professional conference, a presentation at a local club or community group, a poster at a university symposium, or in any other venue beyond the classroom (see Laken Brooks’ IHE piece on service learning). Writing for an authentic audience increases student engagement in a real-world process where conventions and rules must be adhered to and deadlines must be met. Continue reading →
Mellon TLH Fellows will work together to share and develop active, creative, participatory learning practices and pedagogical research designed to engage our CUNY students and help ensure their success in and beyond the classroom. Mellon TLH Fellows will receive $1,500 for their participation as well as formal recognition honoring their pedagogical work as a significant contribution to CUNY’s mission. Continue reading →