This piece serves as a reflection and elaboration of my current work as a Writing Across the Curriculum (WAC) Fellow at BLSCI. I would say that the WAC principle of scaffolding assignments in the classroom—that is, breaking work into smaller, skills-specific exercises that link together as a meaningful whole—holds true for developing and rethinking curricula. During this academic year, I navigated the various (and exciting) pedagogical initiatives at BLSCI by identifying a small set of questions to think about across different contexts and learning communities (i.e., faculty members as a group, one-on-one development with a professor over a semester, one-on-one sessions with students, in-class workshops). Specifically, my inquiries and energies were directed towards experimenting with ways to get CUNY undergraduates to simultaneously synthesize course content while exercising a skill that develops and sustains their individual, intellectual interests. This is an extension of what I try to do with students who work with me: students simultaneously rehearse the skills of the discipline and (ideally) gain familiarity with practices that would encourage them to continue producing knowledge that’s meaningful to them, beyond the space and time of a class. What follows, I hope, is a contribution to the ongoing conversations that my BLSCI colleagues have maintained—conversations that inspire me to actively integrate into my own work the value of syncing the uniqueness of one’s voice with a personal commitment to a learning community.
1. FACULTY DEVELOPMENT
I helped facilitate the “Why the Research Block?” Faculty Roundtable in October 2013. Professor Louise Klusek and Professor Stephen Francoeur led an informative discussion on how to teach undergraduates the structure of and the various approaches to academic research. They illustrated the importance of stressing to undergraduates that academic research is an exercise of multiple skills over a period of time. For example: strategically identifying keywords, locating the proper databases, evaluating the quality of sources, and synthesizing those sources are all constitutive of the research process. The roundtable discussion left me with this question: how do we get students to creatively, critically engage the source materials of their chosen discipline, whether that may be a passage in a novel or a set of numerical data? This inquiry became the motivation behind my pitch for the “Writing About Numbers” Faculty Roundtable.
The “Writing About Numbers” Faculty Roundtable, which I co-ran with Professor Bill Ferns about a month ago, is informed by my experience as a student and instructor at CUNY. I developed variations of teaching a tripartite structure to critical thinking. The three parts include: a claim, evidence to support the claim, a narration of how the selected evidence relates to the claim (the analysis). This is a version of my own approach to research writing and it is an approach that I learned from reading Kate L. Turabian’s A Manual for Writers of Research Papers, Theses, and Dissertations before I started my doctoral studies.
I developed “Writing About Numbers” from my experience in teaching content-heavy courses while modeling for students techniques of argumentation. During class, I frequently ask students to engage directly with the course content, the evidence if you will, and then we build claims together based on an assessment of the evidence (i.e., its textures, effects, and utilities). The evidence and methodology varies from discipline to discipline, but there is an obvious overlap between the disciplines: a shared value of teaching our chosen discipline’s techniques of synthesis and critical thinking. My sense that writing and mathematical reasoning as mutually reinforcing skills comes out of this notion and Toby Fulwiler’s observation that: “Writing and arithmetic provide general tools for manipulating and expressing ideas and information.” The citation for this source and the outline of my presentation can be found here.
Working and co-presenting with Professor Ferns has been generative, especially in opening up a conversation about how instructors can guide students in clearly narrating and effectively visualizing data through communicative models (i.e., graphs, maps, charts).
2. FACULTY SUPPORT
I provide support and collaborate with faculty in developing writing assignments for their courses. In the fall, I helped a Great Works instructor in preparing students for their term papers. I gave an in-class workshop on how to draft for papers on literature.
I’m currently working with David Gruber, who is a professor of Biology and Environmental Science, and we’re collaborating on scaffolding a few assignments that relate to symbiosis and microbes for his upper-level course “Microbial Ecology.” Two weeks ago, to prepare students for their final research project, I gave an in-class workshop where students and I discussed the structure of scientific prose. Professor Gruber had assigned a chapter from Paul de Kruif’s Microbe Hunters. Microbe Hunters is a stylishly-written, narrative-driven popular press book and I walked students through a conversation about how de Kruif’s style is reflective of his research content. We talked about writing to different audiences. We also discussed how to strategically position, and reposition, the topic of a research paper in order to develop ideas. George D. Gopen and Judith A. Swan’s “The Science of Scientific Writing” was instrumental in my framing of the workshop.
3. STUDENT SUPPORT
Throughout this academic year, I meet with students for one-on-one sessions. For an hour, I work with a student on an assignment from their Great Works course. These sessions are incredibly instructive in getting me to think about my own pedagogy. Because I frequently work with faculty at Baruch, these sessions serve as a reminder that each student’s learning process is characterized by a different set of particularities and struggles.
These sessions give me a sense of what works (and what doesn’t work) when creating an assignment or essay prompt (specifically in how questions or prompts are framed). Additionally, last semester, when I joined BLSCI Director Suzanne Epstein for a grading session of student writings in aggregate, it was useful to think about my sessions with individual students in connection to Baruch’s English Department’s rubric and standards.
4. BLOG WRITING (AS PROCESS, PEDAGOGY, AND SCHOLARSHIP)
I’ll write more about this in my final post for this semester, but for now I just want to note that participating in the ongoing conversations at BLSCI has pushed me to think more broadly about public humanities, the various genres of scholarly labor, and the technologies that shape those forms of scholarly labor. In particular, I’ve been thinking through Tressie McMillan Cottom’s blog and Brooklyn College’s Professor Corey Robins’ piece on Aljazeera.