Teaching

I made several important additions to the curriculum this semester, in addition to onboarding Olamide Ogungbemi as a co-teacher.

• Week 1
  • Freedom of speech
  • Land acknolwedgements and their role in education
  • Exploring data on segregation in the US
• Week 2
  • Added identity wheel activity
• Week 3
  • Added content on non-binary gender and gender performativity/Judith Butler
    • “How does schooling influence our gender performance? To what extent should teachers teach students differently based on their gender? Under what circumstances? Why?”
  • Added mood meter based on RULER approach
• Week 4
  • Integrated Harro’s Cycle of Socialization into discussion of Bronfenbrenner’s Ecological Systems Theory.
• Week 5
  • Added readings on asset-based pedagogy and the school-to-prison pipeline
  • Added clip from Katrina Babies documentary (timestamp 0:59-1:08) to class on trauma-informed teaching
• Week 6
  • Added reading about controversial classroom discussions in higher ed. Choice of reading between Bérubé or Crespo.

The shooting on February 13th devastated everyone, including me and my students. Myself and some other TE 150 instructors decided to facilitate an optional class the week after the shooting where we discussed how we are processing it. This class was informed by a seminar held by Professor Alyssa Hadley Dunn who is an MSU alumn at UConn who studies trauma in educational settings.

I also designed a lesson connecting Wikipedia to the course content by conceptualizing Wikipedia as a social constructivist tool. Students engaged in Wikipedia editing during class and reflected on how editor bias affects the world.

I taught two special topic classes this semester: asset-based teaching in the context of English Language Learners and the school to prison pipeline

I revamped the course, adding exercises that check understanding from lecture and modified the homework assignments. Portfolio is available upon request.

I taught a guest lecture on concurrency with fork() in addition to TA’ing. I also designed a research-based debugging component on their homework to encourage metacognition. This intervention has since been used in future iterations of the course.

I taught a guest lecture on buffer overflow in addition to TA’ing.

This was a course I co-taught to local high school students over summer as a part of a program called Upward Bound. Our goal was to teach culturally responsive computing by connecting computing to students’ self-expressed interests.