Below are the winners of the TLC Grant competition for 2017-2018 academic year.

Creating a Foreign Language Pedagogy Toolkit for the Teaching and Learning Center

Angelique Ibanez Aristondo (French) and Jing Zhao (MALS)

This project aims to provide support for second language instructors at CUNY by identifying and aggregating existing pedagogical resources and technological tools across the campuses. The project will culminate with a series of posts on the TLC site focused on specific areas of second language instruction, including gaming, language and cultural identity formation, working with heritage learners, exploring cultural production in New York City to teach language, storytelling, teaching through art, and the potential of collaborative writing for language instruction.

Culture, Latinidad, and Academia: Reimagining Teaching Methodologies through the Poetics of Performance

Wilfredo Jose Burgos Matos (Latin American, Iberian, and Latino Cultures)

This project explores using performance art to illuminate and ground course material, and to dramatize cultural references embedded in Latino Studies curricula. Its goals include the development of class plans and an online repository of performances attached to them. The project will also explore the role of performance in college teaching more broadly, and will result in the creation of a website that distributes developed materials. CUNY faculty and others may benefit from the resources shared on the site, which they can use to enhance their syllabi, to rethink academic discourse, and to invigorate their pedagogy.

Introduction to Classical Cultures: A Video-Podcast Series

Federico Di Pasqua (Classics)

Introduction to Classical Cultures is a video-podcast series that features motion graphic design to provide a smart and enjoyable overview of Greek and Latin literature. The series offers a modern approach to teaching the Classics, aiming to make certain key texts more accessible to students. The TLC Grant will specifically support the production of two episodes in the series: The Odyssey and Virgil’s Aeneid. The videos will be uploaded to a site on the CUNY Academic Commons as an open educational resource available to everyone.

Service Learning and Worldly Engagement in the Undergraduate Classroom: An Online Exhibit

Sarah Ruth Jacobs (English)

This project will create an online collection of course syllabi and materials , that utilize service learning or offer opportunities for real-world engagement. This archive is intended for college instructors interested in creating assignments or courses that involve interaction with or impact upon the outside world. Examples of such materials might include assignments that ask students to write to their political representatives, assist an ongoing scholarly or non-scholarly project, or solve a real-world problem through software or code. Represented disciplines will include Biology, Communication/Media Studies, Computer Science, Engineering, English, History, and Political Science.

Exploring Health Profession Faculty Experiences with Post-Simulation Debriefing: A Qualitative Study

Grace Ng (Nursing)

Simulation in health professions education increased dramatically in recent years. In simulation, students participate in immersive scenarios, followed by faculty-guided debriefing. Studies show effective debriefing is critical for learning. However, up to 80% of health professions faculty are novices in debriefing; their efforts may not be consistently effective. Currently, how faculty gain debriefing expertise is not well understood. This qualitative study seeks to explore the experiences of health professions faculty at CUNY and NYU Langone Health who are novice debriefers. Findings may help strengthen debriefing across CUNY to improve learning outcomes, and inform future studies related to developing debriefing excellence. The findings may also have implications for courses outside the nursing field, particularly in their design of “simulation” and “feedback” structures.

創造連結 Chuàng Zào Lián Jié ̶ Creating Connections: Translation to Build Collaboration Between Taiwanese and American Therapy Students

Adam Reynolds (Social Welfare)

When teaching internationally, the primary focus is often on the translation of the words and experiences of the (English-speaking) teacher, while less attention is paid to students’ access to translation resources and the subsequent ability to share their work, ideas, and experiences. Utilizing the unique opportunity of a trauma-informed drama therapy training program running concurrently in both New York City and Taipei, Taiwan, this project seeks to utilize the translation of student work to and from Taiwanese/Mandarin to English as a way to create cross-cultural partnerships between students and better understand how this therapeutic method may develop in a new cultural setting.

Addressing Linguistic Inequality in Writing Across the Curriculum: A Community-Based Faculty Interest Group

Lindsay Albracht (English)

This project uses community-based teacher research toward the goal of interrogating structures of linguistic inequality in college writing. College instructors of writing-intensive classes, K-12 educators, community literacy partners, and undergraduate students will co-investigate the intersection of linguistic and other forms of discrimination in writing and communication-intensive classes. The goal will be to produce an archive of teaching and learning materials (such as lesson plans, talking points, models of grant applications, a bibliography, etc.) focused on linguistic justice, which can then be integrated into Writing Across the Curriculum programs.