Thank you for such a thoughtful and engaging conversation! Throughout our discussion, you shared your experiences and concerns about incorporating AI into your teaching of an introductory English literature course. You emphasized the strength of your existing pedagogy, which prioritizes peer collaboration, authentic student…[Read more]

Thank you for this thoughtful and candid discussion. You’ve clearly demonstrated a deep commitment to fostering critical thinking, reflection, and resilience in your students. You’re already doing the hard work of guiding them through discomfort, helping them build confidence in their own ideas, and creating opportunities for…[Read more]

In our conversation, you expressed concerns about the potential negative impacts of generative AI on student learning and skill development. You shared your frustration with AI’s constant affirmation and how it may contribute to students’ expectations of positive reinforcement even when they are not succeeding. You also…[Read more]

I really like your focus on getting them to accept challenges and failures as potentially productive. This is an attitude I have watched wither in our society over the past 20 or so years, and I think it has become rather dire at this point (2025). I have also heard an increasing parroting of reality tv discourse paired with…[Read more]

I’m with you on ice-breakers, metacognition, and especially not requiring students to share personal information. Get to know each other: great. Think about process and purpose and what you’re learning: great. Tell everyone very publicly about your personal life: nope, no way. I keep my personal life personal and I invite them to do that…[Read more]

I emphasize students talking to each other, participating i…[Read more]

Not only have I made an ass of myself while teaching (e.g. writing gibberish on the board while trying to talk and write at the same time), but I now cultivate it. I teach students to do peer review by showing them an early draft of something I wrote with one of my long-time reader’s comments. I walk them through the very thorough…[Read more]

While I think I tended toward a “growth mindset” in college, I also thought I was pretty clever. Although I liked engaging in conversation with my classmates, I am not sure that I always listened as openly as I could have. I wonder if this was because I already thought I was sufficiently competent in what I was majoring in. I know that when…[Read more]

Most definitely. Knowledge changes over time and if we ‘already know it all’, we aren’t going to be particularly good educators. A growth mindset is what will keep our knowledge growing and fresh and up-to-date and relevant (and I say this as an early medievalist).

Your emphasis on feedback is key to failure being a productive learning experience. I am a big fan of trying and not succeeding, but I want either to be able to find a strategy that will work, or to have someone who can offer me the feedback or alternative strategies. I think this is why I never cared for video games. I was never any good,…[Read more]

This is a nice way of framing a failure. I may face a challenge or barrier, not overcome it, try again a different way, until I do finally overcome it. The initial “failure” is merely an invitation to redirect my focus to something that will be more productive and help me overcome that challenge or barrier.

Marcia Colish
Professor emerita, Department of History, Oberlin College

“The Boys on the Beach: Children’s Games and Baptismal Grace in the Middle Ages.”

While medieval Christians firmly agreed that baptism was a sacrament of necessity,…[Read more]

“Emotions and the Guts: French Marian Miracle Stories”

Evelyn Birge Vitz
Department of Comparative Literature
New York University

September 11, 7:00 pm

“Cynewulf’s Epilogues: Self-portraits of the Poet as Thresholds”

Haruko Momma
Department of English
New York University

October 9 (with Medieval Club of New York), 7:30 pm

“The Boys on the Beach: Children’s Games and Baptismal Grace in the Middle Ages”

Marcia Colish
Depart…[Read more]

13 February: ‘Renovatio, Continuity, Innovation: Legitimation and Collective Memory in Byzantine Italy (7th – 9th centuries)’
Nicole Lopez-Jantzen
Department of History
Queensborough Community College

13 March: ‘Saint Fernando III, The Bastard King of León: Illegitimacy in Medieval Iberia’
Sara MacDougall
Departmen…[Read more]

Chad Turner, CUNY Graduate Center, ‘The Role of the Laity and the Ordering of Society in Aelred of Rievaulx’s De sanctis ecclesiae Hagulstadensis’

Christine Libby, Indiana University Bloomington, ‘…[Read more]

Persecution, Punishment and Purgatory in the Long Middle Ages

The Pearl Kibre Medieval Study, the CUNY Graduate Center’s student-run organization for medieval studies, announces its tenth annual Graduate Student Conference at t…[Read more]

29 August, Rubin Museum of Art, 150 W. 17th St, New York, NY 10011, 6:30 pm gather for drinks
Bodies in Balance: The Art of Tibetan Medicine
Serinity Young
Department of Classical, Middle Eastern, and Asian Languages and Cultures
Queens College

10 October, CUNY Graduate Center (Room TBA), 7:00 pm
‘The invention of a saint’s L…[Read more]

Sponsored by The Friends of the Saints.
Panel theme: ‘Material Engagements with the Friends of God in Post-Roman Europe.’

Association with and promotion of holy figures and their relics has long been recognized as a way those in the Middle Ages laid claim…[Read more]