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Transformative Learning in the Humanities

Transformative Learning in the Humanities is a three-year initiative supported by the Andrew W. Mellon Foundation. The grant supports public talks, symposia, and workshops as well as a series of intensive peer-to-peer faculty seminars for CUNY faculty at all ranks (including adjuncts) in the humanities, arts, and interpretive social sciences. The program focuses on equitable, creative, student-centered pedagogical research and methods designed for the rich diversity of CUNY students; greater recognition for the importance of teaching; and the role of an urgent and indispensable humanities for the future of CUNY students and a more just and equitable society.

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Writing Syllabi that Promote and Embrace Diversity and Inclusion

  • Posted by Lucie Mingla (She/her) on February 28, 2021 at 12:37 pm

    On Friday, February 26, 2021, from 11:00 am-1:00 pm I lead a two- hours event discussing best practices in writing an inclusive syllabus for a course. Because this document is essential for Faculty and Students, all were invited. The syllabus is the fundamental document that establishes communication and behavior throughout the course. Not only it sets all the expectations in terms of the course objectives and outcomes, but it must state clearly the methodology, pedagogy, and approaches that we use to achieve the goal. Without an inclusive syllabus, we always will leave some students behind. Using multiple ways of active learning and inclusive resources and strategies, promoting, modeling, and respecting the dialogue from different points of view, communicating policies that establish behaviors that are inclusive and consider such prospective as disabilities, mental health issues, transgender, financial challenges, underrepresented groups, etc are some of the treasures for creating a rich community. These topics and more were discussed at this event

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