Faculty profiles in recognition of unique and special contributions by our colleagues.
Several CSU Dominguez Hills faculty members presented at the CSU Symposium on University Teaching at Cal State Los Angeles (March 13th and 14th, 2015). The following faculty members represented us well:
Nourishing Grit: Counter-storytelling as High Impact Practice
CSUDH Presenters: Carolina San Juan, Marisela R. Chavez, Corina Benavides-Lopez, and Cristina Rose Smith
Bait, not Switch: Step Away from the Syllabus to Engage Students Mindfully
CSUDH Presenters: Kirti Sawhney Celly and Charles Thomas
Cultivating Citizen Activism beyond the Classroom
CSUDH Presenter: Nancy Armstrong-Sanchez
Collaboratively Teaching Students to Collaborate
CSUDH Presenters: Emily Magruder & Jill Aguilar
Critical Education and Service Learning with Communities of Color and Working Class Students
CSUDH Presenters: Vivian Price, Kirti Celly, Brenda Riddick, Ellie Zenhari, Jose Prado and Cheryl McKnight
Over 30 CSUDH faculty attended the CSU Symposium on University Teaching (March 13th and 14th, 2015). Below are a few “nuggets” that some of our faculty took away from the symposium.
|Nuggets from the CSU Symposium on University Teaching|
I think the most valuable thing I learned was that positive vocabulary is critical in facilitating student persistence and achievement. For example, the presentation “Building Grit in Remedial Freshman English: A Unique Collaboration” distinguished the term, “remedial” from the term “underprepared”. Remedial can be viewed by students as immutable, where in contrast underprepared focuses on the surrounding factors, which can be changed.~Prof. Charles Thomas
From the presentation "The Nitty-Gritty of Literature Reviews—Teaching with a Constructivist Approach" by Katherine O'Clair, Cal Poly SLO:
I came away with many valuable new ideas and strategies for teaching, but one thing that really stood out to me was the need to shift my thinking about students’ generational status in regard to college attendance. My assumption was that students who were the second generation or beyond in college attendance had a more developed sensibility and were savvy about college life, expectations and opportunities. But I was wrong. It turns out that especially among Latinos/as, I need to be as proactive with these students as with first-generation college students. That was eye-opening.
Prof. Marisela Chavez
Including students as presenters in professional conferences can be a powerful teaching tool for both the student presenters and the audience members. A group of powerful young women, “comadres,” presented alongside Professor Miguel Lopez of CSUMB and told their stories via prose and poetry of their journeys to overcome obstacles. These high school students truly represented the conference theme of “grit” and taught the audience about the importance of hearing various voices.
Prof. Keisha Paxton
Recommend: Immersion beyond the session(s) we present in because it is:
The nugget that I took away was to find ways to assess students as often as possible in class so that you can get immediate feedback regarding the effectiveness of one's teaching.
Prof. Amy Allen
Workshop "Nourishing GRIT: Counter-storytelling as High-Impact Practice."
Another idea to share is that publishing a multimedia textbook* is a very effective approach for engaging students. It has many good features including customization which allows instructors to
Prof. Mohammad Eyadat
There was a consistent theme that ran through the collective body of [presentations I attended]: scaffolding teaching techniques and learning strategies yield dynamic results. In each workshop, a core tenet to student success rested squarely in lectures, activities, and assignments that invoked students' prior knowledge and progressively built upon students' evolving understanding of a given task.
Prof. Nancy Armstrong-Sanchez
Resilience by Design: Writing as a Means of Empowerment To overcome the fear of writing especially among students whose first language is not English, the professor gave them an exercise to write for 10 minutes timed. The rules were:
Many students need a clear, written format for the assignments with: a purpose, instructions and directions for success.
Prof. Begona De Velasco
I got a couple of nuggets from Joe Dulla's seminar on critical thinking.
I was thrilled to know that my colleagues from throughout the CSU system have been excited about their interaction with students in the classroom so much that they'd be willing to invest the kind of wonderful effort that brought this event to fruition. I'm inspired to reproduce events like this on campus through any of the campus organizations of which I am a part.
Prof. Jose Prado
I feel I learned from the mentoring workshop. One of the students talked about how much her mentor helped her by sharing her struggles in school. A participant asked if there could be just a few minutes break between “speed mentoring” sessions as he felt he was flooded with information that he did not have time to reflect (process) on what he had learned. Most of the participants agreed.
Cheryl McKnight, Dir., SLICE