Lecturer Teaching Fellows Project Spotlight

UC Berkeley Center for Teaching & Learning cordially invites you to the Lecturer Teaching Fellows Program Spotlight: Project Presentations

Friday, May 7, 2021 from 12-1:15pm

The Lecturer Teaching Fellows Program funds eight lecturer teams to generate dynamic tools and resources for enriching and innovating teaching and learning practices on campus. The spotlight event is designed to provide Fellows from the 2019-2020 and 2020-2021 cohorts the opportunity to share and engage with campus leaders, colleagues, and other partners. Please see below for more information about the presentations.

Please RSVP for this virtual event via the AIS event page by 5pm on Thursday, May 6th. The Zoom link will be sent upon registration.




12:00 -- 12:15 Welcome and Opening Remarks

12:15 -- 12:20 Sarah Gold McBride (American Studies)

“Making Senior Thesis Mentorship Meaningful During Remote Instruction”

This project will develop a framework for engaging undergraduate students in a robust, rigorous, and meaningful senior thesis seminar taught through remote instruction. For many students in humanities and social science disciplines, the process of writing a senior thesis can feel solitary, even during face-to-face instruction; the conditions of remote instruction can amplify students’ sense of disconnect from their work, their instructor, and their classmates. This project will work to ameliorate these issues by developing a course framework and course materials—available for adoption by faculty across campus—that will provide remote students with the structure, resources, and sense of community they need to produce substantial and significant thesis projects.

12:20 -- 12:25 Rose Carmen Goldberg (Berkeley Law)

“Op-Ed Writing Pedagogy: Helping Students Find and Amplify Their Voices”

The power of opinion is concentrated with a narrow and privileged set of voices. The vast majority of op-eds are written by men and the data on race are no better. This Lecturer Teaching Fellow project will help diversify public discourse by developing a publicly available op-ed writing pedagogy tool. Op-eds are especially important now, as society grapples with overlapping crises and ethical conundrums. Students, faculty, and community members of all backgrounds and disciplines have much to contribute to these conversations.

12:25 -- 12:30 Jennifer Cho (English)

“Student/Citizen: Enhancing Diversity Literacy in the Writing Classroom”

My project sets out to identify modes of improving literacy around issues of diversity, equity, and social justice in the composition classroom. I ask how students and instructors’ explicit and implicit biases and our own social positionalities might inform our reception to and interpretation of literary texts, while developing strategies that encourage students to participate in discussions around racism, white supremacy, and other forms of systemic oppression with safety and support. In addition, I am interested in compiling a resource for instructors who are committed to incorporating diversity and anti-racism initiatives in their writing pedagogies.    

12:30 -- 12:35 Karen Llagas (South and Southeast Asian Studies)

“Social Justice & Social Media: Raising Critical Awareness & Community Engagement Among Language Learners”

My project aims to explore the use of social media and news media outlets as resources for authentic and current materials in the Filipino language classroom, and to increase student engagement with different intersections of their communities. The project aims to explore ways to raise critical thinking in language classrooms that go beyond communicative goals. By examining how certain Filipino words (like “freedom,” “women,” “power”) appear in different contexts (FB posts & Twitter, academic journals, newspaper articles, memes, for instance), interactive and dynamic opportunities can be created to learn relevant vocabulary that is contextualized in real-time use, and can empower students to examine their sources more critically.

12:35 -- 12:40 Kenneth Wong (South and Southeast Asian Studies)

“Social Justice & Social Media: Raising Critical Awareness & Community Engagement Among Language Learners”

In 2018, Reuters published a story titled "Why Facebook is losing the war on hate speech in Myanmar," showing how hate speech on social media is posing a threat to the Rohingyas, a Mulsim minority in western Burma. With the recent military coup in Burma, Facebook and other social media platforms play a different role, allowing the protesters to spread their pro-democracy messages with viral memes.

In Burmese 100B (Spring 2021), students study the puns and deliberate misspellings in the anti-coup memes, and interview native Burmese speakers in their social circles for the definition of hate speech. In doing so, students learn not only the target language but how recent events reshape language usage in a society.

12:40 -- 12:45 Leyla Modirzadeh (Theater, Dance, and Performance Studies)

“BIPOC Playwrights Project”

My project concerned itself with how to expand our current model of teaching acting, which historically was developed almost exclusively by white men from Europe, to include theories, texts and practices created by women, people of color, and other underrepresented groups. As a result of the fellowship, the BIPOC Playwrights Project was created, a website dedicated to BIPOC (Black, Indigenous, and People of Color) playwrights of the 20th and 21st centuries, whose works are in English or with English translations widely available. Each playwright profile includes a list of representative plays, a brief bio, and links to online texts or resources in UC Berkeley library databases (accessible to students, faculty, and staff with a CalNet ID). https://tdps.berkeley.edu/bipoc-playwrights 

12:45 -- 12:50 Michael Ball (Electrical Engineering and Computer Sciences)

"Using Parsons Puzzles to Build Engaging Scaffolded Activities in Computer Science"

Parsons Problems are a new style of “puzzle-like” exercises that scaffold learning to program. They allow students to drag-and-drop blocks of code, and optionally fill in blanks in a way that makes then very flexible, and still challenging, but leaves room for students to explore, and make unique mistakes. We have integrated Parsons Problems into CS88, primarily as lab exercises and have gotten very good feedback from students. We have also explored adapting parsons problems to exams to provide more scaffolded questions. (This work was originally started 2019-2020).

12:50 -- 12:55 Carmen Acevedo Butcher (College Writing)

“Inclusive Language as Praxis, Not Checklist”

This LTF project sparks dialogue on small ways to make powerful, influential changes in our communication with each other and with students. It engages us in approaches that give us all new ways to be aware of language used in our pedagogy, and to mindfully practice listening actively and using words more thoughtfully, with a people-first mindset. As Awaken CEO Michelle Kim teaches, “I implore [people] to stop asking for the list of words to memorize and instead, think of inclusive language as an *APPROACH* and an ongoing *PRACTICE*.”

12:55 -- 1:00 Belinda Kremer (College Writing)

“LARC: Live Art, Research, & Composition”

My project uses “live works of art” (live performance) as springboards to wide-ranging inquiry in research-based writing courses. Its pilot in a Fall ‘19 R4B, “Body, Boundary, Border: The Performance of Being Human,” ran concurrent with our LTF cohort. With the support of Sabrina Klein and Cal Performances, “Body,...” attended 4 live shows, with students asking and noting:  “What do I see?” “What do I feel? —think?”  “What do I wonder?”  bCourses and live discussions then built on these notes. Key to the approach here is that the live works have no explicit tie to course materials, and we do not “study” the works. Preparation comprises just accessing promotional materials. Yet, students’ engagement with the works, & the development of their responses and questions, generated abundant and discerning starting points for inquiry, and resulted in remarkably rich culminating research projects.

1:00 -- 1:05 Vesna Rodic (French)

“Teaching Reading and Writing in L2 Through a Multiliteracies Approach”

This talk focuses on strategies that emphasize the link between reading and writing processes in Advanced French courses. Using the multiliteracies framework (Cope and Kalantzis, 2000) and its chief segments (situated practice, overt instruction, critical framing, and transformed practice), I designed a series of activities that provide ongoing opportunities for collaborative student work on the reading and writing processes while studying forms of analytical writing in French. These strategies involve both individual and group work on texts and encourage group work as well as student-to-student engagement. At the same time, they help students get familiarized with the research process and the use of technologies and tools that support research and collaborative tasks.

1:05 -- 1:15 Closing