WAC 22-23 Faculty Seminar Application

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Lehman Writing Across the Curriculum, 2022-23

First Name *

Last Name *

Department & College (no acronyms please) *

Position/rank *

EMPLID *

Preferred email address *

Full-time or part-time *

Full-time

Part-time

Years teaching *

Years teaching at Lehman *

What WAC or professional development workshops (if any) have you participated in at Lehman or elsewhere? Have any been related to anti-racist pedagogy? Please describe. *

In what ways do you currently include writing in your courses? In what ways do you grade writing in your courses? Please describe either one writing assignment/activity or one grading policy/rubric that you use and your reasons for using it. Alternatively, you can describe one writing assignment/activity or one grading policy/rubric that you no longer use and your reasons for discarding it. *

This year-long program will reflect on best practices for using writing to foster anti-racist civic engagement, compassion, and solidarity. In your experience, how does writing and writing pedagogy support anti-racist practices in our community? *

What have you been meaning to read but haven't had the time to on anti-racism, colonialism and/or capitalism in higher education, abolitionist teaching, labor contract/ ungrading, translanguaging/language justice, social justice, climate justice, etc.? What would you like to read? Titles and authors would be helpful as we compile our reading list. *

Here's a list of readings we've compiled so far (don't worry; we won't read all of them!). Check off texts that you would be interested in reading in community: *

bell hooks, Teaching to Transgress

Paolo Freire, Pedagogy of the Oppressed

Stefano Harney and Fred Moten, The Undercommons: Fugitive Planning and Black Study

Leigh Patel, No Study Without Struggle: Confronting Settler Colonialism in Higher Education

Bettina Love, We Want To Do More than Survive: Abolitionist Teaching and The Pursuit of Education Freedom

Bianca Williams et al., eds., Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education

Sekile M. Nzinga, Lean Semesters: How Higher Education Reproduces Inequality

Adrienne Maree Brown, Pleasure Activism: The Politics of Feeling Good

Asao B. Inoue, Above the Well: An Antiracist Literacy Argument from a Boy of Color

Asao B. Inoue, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom

"Keep Code-Meshing" by Vershawn Ashanti Young

Cecilia Espinoza and Laura Ascenzi-Moreno, Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers

Frankie Condon and Vershawn Ashanti Young, eds., Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication

Required

What do you hope to put into place with the support of the year long workshop (you may check off more than one but are only required to check off one) *

revise an assignment, rubric or syllabus

brainstorm a new course or create a syllabus for a new course

create a new assignment or rubric

create a multimodal and/or translanguaging assignment

design a lesson plan that includes restorative justice discussion model

Other:

Required

If you'd like, you may explain your ideas for the above for how the seminar will help support your teaching, in 1-2 sentences. (optional)

Please confirm that you will be able to attend all six sessions of the seminar. Fridays 10am-1pm on ZOOM September 23, October 21, December 2, February 24, March 31, April 21. *

Yes

Required

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