Through targeted engagements throughout the semester, and through maintaining a torimonocho, or casebook, students will solve mysteries and illustrate how their own set of personal skills/experiences contributes to their unique way of solving cases.
Faculty Projects
18 posts
The project aims to integrate identities and mental health with Chinese language teaching by encouraging the use of positive language that help students develop a more positive attitude towards their own identities and the identities of those around them.
At the beginning of each class students are asked, "What is your stress level on a scale from 1 to 10". As the semester proceeds, students begin to volunteer their answers and share personal information.
These four classroom activities prompt students to think about their own identity, their current state of mind, their purpose, their place at Hunter and in NYC. Students are asked to illustrate their thoughts by filling in shapes/drawings, using color, symbols or words. In one of the activities, they complete a template for a short poem.
It's my hope to enable students to connect their subjectivities to academic research, to see themselves as part of an academic project/process and to see poetry as a site of dynamic and broad representation in language.
I wanted to learn how student identity impacted their sense of belonging and career goals so that I could build an inclusive class community and encourage all students to strive for their goals. It was important to gather information so that I could incorporate student interests into the curriculum so that I could more deeply engage them.
The intervention I designed offered us the opportunity to share and reflect on our experiences of learning to read – either our own experience or our recollection of supporting a child in this process. we all reviewed these written recollections and described what we had collectively learned about the process of reading through sharing these stories.
The lesson includes a discussion of authority and expertise in different contexts, with the objective to think critically about how we value information based on the source of the information and our particular information need.
I found my experience with Padlet to be very inviting and it led to incredible cohesion of the group. I loved how it uses visual and simple mechanics to engage thinking and connection. It also allows for a visual record to share and build upon.
This project converted one of the main essays into a semester-long project in which the students examined their responses to readings and writing exercises.
What we sought in this class where the students would never meet in person was a way for them to get to know each other a bit more, by being able to read about the experiences and reflections of the other students in the class.
Utilizing the course texts and the scholarly personal narrative format, students investigate the ways in which their identities shift consciously and unconsciously.
I invite students to reflect on experiences that may have informed their beliefs about social injustice in American society.
In this critical thinking exercise, students critically evaluate peer-reviewed resources addressing diversity and inclusion in animal behavior. When I piloted this assignment in Spring 2021 I was absolutely shocked by the submissions. They were fantastic, beautiful, thought-provoking, and often times I felt like I could feel the mic drop. They were powerful.
Students in my SPAN 105 course write, research, and conduct interviews to learn about their own families' experience in the US. Their final project consists of a written essay that combines the material we learned in class, with a reflection of their own identities as Latinx living in the US.
