micha cárdenas is an artist/theorist who creates trans of color movement in digital media, where movement includes migration, performance and mobility. She is an Assistant Professor in Interdisciplinary Arts & Sciences at the University of Washington at Bothell. She completed her Ph.D. in Media Arts + Practice in the School of Cinematic Arts at the University of Southern California. She is a member of the artist collective Electronic Disturbance Theater 2.0 and her solo and collaborative work has been seen in museums, galleries, biennials, keynotes, and community and public spaces around the world.
FRIDAY, NOVEMBER 13th, 10:30am – 12:30 pm in the Faculty Staff Lounge in FPH.
If you have ever written a letter of recommendation when you wanted to say no, have struggled with “telling the truth” even when it would deflate a student’s goals, or have bristled at your own course evaluations, this session will have something for you. Critical feedback is difficult to provide and receive. Join us for lunch to talk about why that is and strategies to improve the experience.
Becky Packard, Professor of Psychology & Education, is responsible for Teaching and Learning Initiatives at Mount Holyoke College and is the Director of the Weissman Center. Her research focuses on mentoring, with an emphasis on the experiences of first-generation college students, women, nontraditional-aged students, and persons of color in higher education.
RSVP to Jackie Jeffery at jmjDO@hampshire.edu are not necessary but appreciated.
The Challenging Discussions Series is sponsored by the Office of Diversity and Multicultural Education and the Center for Teaching and Learning.
The 2015 – 2016 5CollDH Speaker Series features scholars and artists whose work investigates the constantly shifting boundaries between physical and virtual space, and how such shifts impact how we engage our social, political, and bodily networks: how our worlds are made, and how we can make them differently.
Saturday, November 7th
Carole DeSanti, Vice President and Executive Editor at Penguin Random House, will hold a workshop focused on writing, publishing and creative process. The workshop will focus on techniques for becoming your own first editor and best feedback system, address questions about publishing, and engage issues related to shifting from academic writing to addressing a general audience readership.
Carole is known for editing and publishing some of the most outstanding women’s voices of our time, including bestselling author Deborah Harkness, Booker-finalist Ruth Ozeki, Melissa Bank, Dorothy Allison, Terry McMillan and many others. She is also the author of a novel, The Unruly Passions of Eugénie R., published by Houghton Mifflin Harcourt in 2012.
This session is appropriate for writers of all levels and stages of work, but it is helpful to have a specific project in mind.
Free and open to the public
10:00am-12:00pm, FCWSRC, 83 College Street, Mount Holyoke College, South Hadley
Many of you have had the pleasure of working with Beth on grant applications or in general discussions about faculty life at Hampshire. If you have worked with Beth, you will know her as an incredible asset to Hampshire. We at the CTL have been happy to have Beth as a collaborator on our programming.
Navigating Challenging Discussions in the Classroom
Wednesday, September 2, 10:00am-11:45am, FPH Lounge
Building on the significant interest in this topic at May’s Celebration of Teaching, this workshop will engage faculty in sharing and developing strategies for inclusive teaching that involve inviting and facilitating discussion across different perspectives and experiences.
This workshop will be led by Becky Wai-Ling Packard, professor of psychology and education and the Director of the Weissman Center for Leadership at Mt. Holyoke College. At the Weissman Center, Dr. Packard is responsible for Teaching and Learning Initiatives and new faculty mentoring. Packard’s research focuses on mentoring, with an emphasis on the experiences of first-generation college students, women, nontraditional-aged students, and persons of color in higher education.
While educational inequity is a structural issue that requires institutional and policy changes, there are micro-level interventions that can support students’ success and achievement involving visioning and personal reflection. If you get a chance, take a look at this 2015 study by Schippers et al. The authors argue for the significance of structured goal setting and reflective writing on student academic performance and retention. The authors note that, “overall, the results indicate that a comprehensive goal-setting intervention implemented early in students’ academic careers can significantly and substantially reduce gender and ethnic minority inequalities in achievement.” While you might find the intervention in the study to be too involved, it’s worth considering how we involve students in academic goal setting and detailed planning very early on in their college experience. Please share your strategies!