Transforming Awareness into Action: Student Created and Led Applied Theatre Workshops
Dr. Alexis Jemal, associate professor at Silberman School of Social Work – Hunter College, developed the first iteration of an MSW elective course, Critical Social Work: Bridging the Micro-Macro Divide, in 2019 and piloted the course in 2020. This class was and is grounded in her Visionary, Philosophical Artivist (theoretical and practice-based) framework to raise critical consciousness and then tap into radical imagination to convert that consciousness into action. Dr. Jemal, with her collaborators from the Masters in Applied Theatre program at CUNY School of Professional Studies, Brynne O’Rourke and Tabatha Lopez, revised the spring 2021 course to integrate applied theatre as the modality through which we bridge the micro-macro divide.
“Applied Theatre” is an umbrella term used to describe a wide range of theatre and drama practices that are often socially engaged, politically inspired, and non-traditional in form, context and venue (e.g., teaching settings, the justice system, health care, the political arena, community development, and social service agencies). Applied Theatre can be a tool for Social Work – education, research, and practice. Continue reading →
We had the opportunity to present the workshop Equity through Creativity: Examples of Transformative Teaching Across the Disciplines, in which each of our colleagues and their students collaborated in multiple ways. The main goal of this workshop was to highlight, communicate, and share the ways in which we engage with our students in the classroom, particularly using multiple creative outlets, such as visual arts, film and documentaries, inclusive pedagogy/teaching, and literacy narrative. Our workshop brought experiences centered in multidisciplinary approaches, and student-centered pedagogy, with the ultimate goals of fostering equity, inclusivity, and critical thinking when centering student voices in our classrooms. Continue reading →
TLH Fellows work to foster equitable, creative, student-centered pedagogical methods throughout CUNY. We’re delighted to share these resources developed by fellows, Asrat Amnie (Hostos Community College, Fall ’22) and Anita Cheng (Hunter College & Brooklyn College, Fall ’21) that address the use of educational technology in the classroom.
Image: CUNY mascots pose with members of the CUNY Coalition for Students with Disabilities (CCSD) at the 2018 NYC Disability Pride Parade.
The pandemic forced a rapid shift to online teaching, but what will we return to and what will we adapt in the future? Some students have benefited tremendously from a move to online learning, especially those who have difficulty with public transit due to a disability, difficulty affording transportation, or a long commute to class. Other students have struggled with having only online or asynchronous courses and learn best with in-person instruction. Educators have been forced to innovate during the past 18 months under the cloud of the pandemic and its related crises, and with the larger systemic problems that higher education was facing before COVID. Continue reading →
Over the last year, CUNY colleges have developed new and innovative practices to ensure student success during the COVID-19 pandemic. Faculty, staff, and students at CUNY are reflecting on lessons learned as they look forward to future undergraduate education initiatives at their college.
In order to highlight this important work, the Office of Undergraduate Studies is joining forces with leaders across CUNY to host the 2021 CUE Virtual Conference. “Thriving, Not Just Surviving in a Time of Crisis: Expanding Our New Learning Environment” will be held virtually on four Fridays, April 9th, April 23rd, May 7th, and May 21. This year’s conference seeks to feature the transformative work being done at CUNY. 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 →
Many educators this Fall 2020 semester, particularly those new to online teaching, are talking about how teaching during this global health crisis feels like teaching for the first time. Even those with many years of experience feel this way. Fortunately, colleagues around the world are sharing their online teaching resources. However, it can be hard to navigate this avalanche of advice and information mid-semester. To help you, we’ve broken up some of these tips and resources into categories below. You can also access more resources at the CUNY Innovative Teaching Academy. Continue reading →