Master Class Series
Capturing and Preserving Stories: the Foundational Oral History Interview
Erin McCarthy, HHSS
Tuesday, October 6, 3:30-5:30 p.m.
Tuesday, October 6, 3:30-5:30 p.m.
The Foundational Oral History Interview refers to oral history initiatives with little or no budget, significant time restraints, and limited resources. The material presented in this Mater Class is designed to be adaptable to a wide range of projects that seek to capture life stories. The class will focus on script development and interview techniques. Excerpts of oral history inspired performances will also be shown and discussed.
The Aesthetics of Cartooning
Ivan Brunetti, Art and Design
Tuesday, October 27, 3:30-5:30 p.m.
Tuesday, October 27, 3:30-5:30 p.m.
Aesthetics and cartooning are two words rarely found in the same sentence, but this Master Class will examine how cartoons embody all the essential principles of two-dimensional design, as well as offer an opportunity for personal expression, creative self-discovery, the exploration of ideas, and social and political commentary. We will discuss the formal elements of cartooning and comics, as well as the process of structuring graphic narratives. We'll also examine how comics can be used in the classroom to demonstrate not only art and design principles, but also the complexities of literature, whether it be poetry, memoir, essay, or fiction.
Teaching Asian America
Samuel Park, English
Wednesday, November 4, 3:30-5:30 p.m.
Wednesday, November 4, 3:30-5:30 p.m.
Asian Americans hold an intriguing place in the cultural imagery, traditionally stereotyped as perpetual foreigners, "model-minorities," or "beings-for-others." In this Master Class, we'll explore recent theoretical developments in the field of Asian American studies, consider strategies for the teaching of texts by and about Asian Americans in the curriculum, and reaffirm inclusive and well-rounded pedagogical practices.
The World is Interdisciplinary
Hyunjung Bae, Marketing Communications
Wednesday, December 2, 3:30-5:30 p.m.
Wednesday, December 2, 3:30-5:30 p.m.
Clear separation between many discreet concepts is an old model. Consumers produce and producers consume. Rules and hierarchy are obsolete. Self-policing is the new order. When all the things we had assumed to be distinct with designated functions are merging and swirling, how do we navigate our lives and how do we teach principles that will remain principles ten years from now? How do we know what those principles are? This Master Class will explore how we think about these big questions in our classrooms.
The Impact of Inclusive Learning Communities on Minority Student Success
Shanita B. Akintonde, Marketing Communications
TBD
TBD
How committed—and thus how empathic—are we in our efforts to create inclusive learning environments in our classes, particularly for underserved minority groups? Is it possible to codify caring in pedagogical practice? In this session, we consider how we might create learning environments that are truly inclusive and how the perception of students as either “bright” and “prepared” or “less bright” and “problematic” affects the possibility of caring for and about all our students.
Please see our Fall 2009 schedule for information.
Spaces are limited; please RSVP at cte@colum.edu.
Rhetorics of Apocalypse
Ames Hawkins
Rhetorics of Apocalypse will address what it means to develop effective and engaging courses that focus on abstract topics. More generally, we will examine how our personal interests (stuff we love to read and think about) can become curricular/pedagogical pursuits (the classes we teach), which can then become scholarly production (the stuff that the academy is “made of”).
The One-to-One Future: Matching Pedagogy to Learning Style
Sandra Allen and Mike Swidler
Today’s Millennial generation college students aren’t shy about their preference for active rather than passive learning. Their expectations have driven transformations in how we teach. In this workshop, participants will complete the VARK questionnaire on-line to model the student experience. We will then use this data to workshop instruments that can help us align the instructor’s ways of teaching with students’ preferred ways of learning. Participants will leave the session with ideas for tailoring their own course for student-learning environments.
The Media Sound Bite, Bites: Cognitive Dissonance in Media
Hope Daniels
This session introduces us to the complex world of news broadcasting, focusing on the uses and abuses of the “sound bite.” Participants will build on their knowledge of media criticism, learn the elements of public communication with the filter of the broadcast media, design a “sound bite” of their own for use in a broadcast news story, and reflect on how the world outside our classrooms can be harnessed for interactive student learning.
Women, Modernism, and Mischief
Jean Petrolle
How do friendships and collaboration fuel creative work? In this master class, we will explore the idea-world shared by Leonora Carrington and Remedios Varo, surrealist painters and friends who spent several hours a day together living in Mexico City after World War II. We will also discuss our own creative projects and may even meet new contacts whose response to our ideas might enhance our creativity and lead to future collaboration.
Rhetorics of Apocalypse
Ames Hawkins
Rhetorics of Apocalypse will address what it means to develop effective and engaging courses that focus on abstract topics. More generally, we will examine how our personal interests (stuff we love to read and think about) can become curricular/pedagogical pursuits (the classes we teach), which can then become scholarly production (the stuff that the academy is “made of”).
The One-to-One Future: Matching Pedagogy to Learning Style
Sandra Allen and Mike Swidler
Today’s Millennial generation college students aren’t shy about their preference for active rather than passive learning. Their expectations have driven transformations in how we teach. In this workshop, participants will complete the VARK questionnaire on-line to model the student experience. We will then use this data to workshop instruments that can help us align the instructor’s ways of teaching with students’ preferred ways of learning. Participants will leave the session with ideas for tailoring their own course for student-learning environments.
The Media Sound Bite, Bites: Cognitive Dissonance in Media
Hope Daniels
This session introduces us to the complex world of news broadcasting, focusing on the uses and abuses of the “sound bite.” Participants will build on their knowledge of media criticism, learn the elements of public communication with the filter of the broadcast media, design a “sound bite” of their own for use in a broadcast news story, and reflect on how the world outside our classrooms can be harnessed for interactive student learning.
Women, Modernism, and Mischief
Jean Petrolle
How do friendships and collaboration fuel creative work? In this master class, we will explore the idea-world shared by Leonora Carrington and Remedios Varo, surrealist painters and friends who spent several hours a day together living in Mexico City after World War II. We will also discuss our own creative projects and may even meet new contacts whose response to our ideas might enhance our creativity and lead to future collaboration.
Make Your Students Part of Your Story!
Beatrix Büdy, Science & Math
Stories are the cement that hold together a community and carry the seeds of its cultural and intellectual identity. Even the greater story of an academic discipline has to be told within a community. If we want our students to be interested in mastering the subject by connecting the facts of life with the knowledge acquired, then we have to know how to create an intellectual community in our classrooms.
Lions and Hyenas, Producers and Consumers
Stephanie Shonekan, Humanities, History, and Social Sciences
Whether we like it or not, the influence of pop culture—from Stephen Colbert and Tupac to YouTube and Facebook—powerfully shapes our students’ learning and career choices. In this climate, how can we lead and succeed from our unique scholarly and creative vantage point at Columbia in impacting our students’ interactions with pop culture? How do we model ways of engaging the culture like the proactive lion, who tracks and apprehends its prey, rather than the furtive hyena, who lurks in the background and then picks through the leftovers the lions produce?
The Black Atlantic as Fact, Story, and Myth
George Bailey, English
What are the current repercussions of the Atlantic slave trade? What does scholar Paul Gilroy mean when he claims that the “Black Atlantic” provided an instance of the first multi-national endeavor in the New World? How are narratives of the slave trade taught, read about, used as texts? We will explore the temporal and spatial elements of the Black Atlantic to engage borderlands between history and memory, and provide resources for teachers to reexamine fact, story, and myth.
Beatrix Büdy, Science & Math
Stories are the cement that hold together a community and carry the seeds of its cultural and intellectual identity. Even the greater story of an academic discipline has to be told within a community. If we want our students to be interested in mastering the subject by connecting the facts of life with the knowledge acquired, then we have to know how to create an intellectual community in our classrooms.
Lions and Hyenas, Producers and Consumers
Stephanie Shonekan, Humanities, History, and Social Sciences
Whether we like it or not, the influence of pop culture—from Stephen Colbert and Tupac to YouTube and Facebook—powerfully shapes our students’ learning and career choices. In this climate, how can we lead and succeed from our unique scholarly and creative vantage point at Columbia in impacting our students’ interactions with pop culture? How do we model ways of engaging the culture like the proactive lion, who tracks and apprehends its prey, rather than the furtive hyena, who lurks in the background and then picks through the leftovers the lions produce?
The Black Atlantic as Fact, Story, and Myth
George Bailey, English
What are the current repercussions of the Atlantic slave trade? What does scholar Paul Gilroy mean when he claims that the “Black Atlantic” provided an instance of the first multi-national endeavor in the New World? How are narratives of the slave trade taught, read about, used as texts? We will explore the temporal and spatial elements of the Black Atlantic to engage borderlands between history and memory, and provide resources for teachers to reexamine fact, story, and myth.