About Lehman WAC 2022-2023:
FELLOW´S PROJECTS:
The OpED in the University – Matthew
The OpED Project:
“Working with universities, think tanks, foundations, nonprofits, corporations and community organizations across the nation, we scout and train under-represented experts (especially women) to take thought leadership positions in their fields (through op-eds and much more); we connect them with our international network of high-level media mentors; and we vet and channel the best new ideas and experts directly to media gatekeepers across all platforms.”
https://www.theopedproject.org/mission
| Who is it for? | Why? Teaches students: |
| Graduate Students/Professors Undergraduate Students | To analyze an OpED Rhetoric to engage and persuade Incorporate personal experience (knowledge producers) Explore different kinds of literary voices Empathy, humor, slang To be concise To be more stylistically open Dearth of academic jobs Engage different writers (Beyond the canon) |
ASSIGNMENT GOALS – Sam
Music and… Playlist
• Scaffolded semester-long writing assignment
• Students select a social topic and assemble six pieces of music from class and their personal music libraries
• Multi-modal: writing, listening, videos, oral presentation
https://tinyurl.com/full-playlist-assignment
Blogs
• Students introduce and relate music from their own lives to course content
• Around 200 words; informal; posted publicly on our Commons course page https://expmusfall22.commons.gc.cuny.edu/blog-8-gultom/
EQUITABLE, DECENTRALIZED ASSESSMENT – Eliana
Some Resources:
• Jesse Stommel, “Why I Don’t Grade”
• Jeffrey Schinske and Kimberly Tanner, “Teaching More by Grading Less (or Differently)”
• Hunter College, “Thoughtful Thursdays: Upgrading” with Austin Bailey
• Dr. Sophia Hsu (Lehman College) – grading structure was modeled on her syllabus
Building Paper Requirements Together
TEACH THE CLASS ASSIGNMENT
DEVELOPING BASIC REQUIREMENTS FOR THE FINAL PAPER:
CREATING A RESEARCH QUESTION – Talya
Part 1: Exploratory writing prompts
Goals:
• Embodiment in the classroom
• Connecting our experiences
How do our past experiences inform our approach to research projects?
Part 2: Research Question “How-To” Worksheet:
•Goals: Intrinsic motivation and skill building.
• What do we care about? How do we accomplish that?
• Identify a broad topic
• Narrow the parameters to create a focused question
• Explain the importance of the question
¡HABLAMOS SPANGLISH, NOT BROKEN SPANISH! – Miriam
For Heritage Speakers of Spanish:
• Part 1: Spanglish? Yes, Spanglish!
• Part 2: Learning about Spanglish cultural production as a mean of art and activism.
• Part 3: Creative Writing in Spanglish.
Part 1: Spanglish? Yes, Spanglish!
GOALS:
• Decolonizing language supremacy
• Embodiment/Lived experience
• Self-identification
Part 2: Learning about Spanglish cultural production as a mean of art and activism.
GOALS:
• Inclusion of historically excluded writers, scholars from the canon
• Embodiment/Lived experience
• Self-identification
Part 3: Creative Writing in Spanglish.
GOALS:
• Knoledge – art producers
• Embodiment/Lived experience
• Self-identification
