Teaching Archives - School of Interdisciplinary Arts & Sciences

Jennifer Atkinson Joins Lead Climate Litigator and Youth Plaintiff to Speak About Climate Lawsuits

Madison Nikfard — Thu, 05 Sep 2024 17:54:44 +0000

Jennifer Atkinson spoke on a panel with Andrea Rogers, lead litigator for the national youth climate cases , Olivia Vesovich, youth plaintiff in the , and
youth leader/educator Terrell Engmann, founder of the environmental justice organization .

The four panelists spoke about what young people need to cultivate climate hope and action, with particular focus on the growing number of young people are filing against the U.S. government. These lawsuits assert that, through the government’s affirmative actions that cause climate change, it has violated the youngest generation’s constitutional rights to life, liberty, and property, as well as failed to protect essential public trust resources.

Atkinson and her colleagues shared insights on how to help youth climate activists build emotional resilience, discussed what matters to young people along with the unique challenges they face in our climate crisis, and how the public can best advocate for youth and their future.

The panel was hosted by the annual “All Fellows Gathering.”

The post Jennifer Atkinson Joins Lead Climate Litigator and Youth Plaintiff to Speak About Climate Lawsuits appeared first on School of Interdisciplinary Arts & Sciences.

Dr. Julie Shayne publishes a piece about the power of students’ voices

Madison Nikfard — Thu, 20 Jun 2024 18:35:25 +0000

Dr. Shayne, Teaching Professor in Gender, Women & Sexuality Studies, and Global Studies has a new piece in Ms. Magazine online. The piece is titled “‘Sharing Our Stories Loosens the Grip they Have on Us’: Watching Students Claim Voice to Power” and .In it she discusses her class “The Power of Feminist Writing” and how it enabled students to transform trauma and pain into empowerment and Voice. The class is the quintessential flip of the sexist “angry feminist” narrative. Yes, as matter of fact, we are often angry. Frequently because our pain and trauma are both ignored and worse yet, blamed on us. In this class, students were told through one reading and guest after another: I hear you; it is not your fault. In the end, validation softens anger.

The class culminates with beautifully curated feminist writing portfolios that scream Voice and empowerment, some of which while others are too private to share. In most cases the experience was cathartic for the students and Dr. Shayne. Being in a class where no one shamed us for being angry or questioned our pain resulted in a space where we translated formerly self-blamed pain and trauma from brewing frustration into joy-filled-anger.

If you are interested in taking this class, Dr. Shayne teaches it every other year and it will likely be offered again in spring 2026. after the first time she taught it and a story 56�Թ��B ran about the class just as it was launching.

The post Dr. Julie Shayne publishes a piece about the power of students’ voices appeared first on School of Interdisciplinary Arts & Sciences.

Rage and Feminist Resurgence

Monique Taylor — Fri, 01 Mar 2024 00:07:27 +0000

In a world marked by unprecedented mass mobilizations, what does feminist rage look like? This presentation explores how women in Argentina, Morocco, and South Korea are campaigning against the pandemic of femicide, sexual violence, moral policing, cyber exploitation, and extreme beauty standards. It looks at the ways in which, inspired by the belief in the personal as political, these new social and political protests, are using the Internet as a dynamic space for grassroots discourse to articulate transnational feminist solidarity. Some of the campaigns that it will explore include #NiUnaMenos, the Green Tide, Morokkiates, Moroccan Outlaws, Escape the Corset, Megalia, and Womad.

The post Rage and Feminist Resurgence appeared first on School of Interdisciplinary Arts & Sciences.

Teaching for Equity in STEM

Monique Taylor — Thu, 29 Feb 2024 23:59:05 +0000

Professor Becca Price recently spoke at an event sponsored by the Graduate Society of Women Engineers at 56�Թ�� Seattle. The title of her talk was “Teaching equitably, fairly, and with justice.” During the presentation, she had a dynamic discussion with attendees about teaching by building from students’ strengths, using community cultural wealth and ethics of care as frameworks. She also briefly mentioned —the Science Teaching Experience Program for Upcoming PhDs—that gives graduate students the chance to learn and implement active and inclusive teaching strategies as they design and deliver an undergraduate seminar.

The post Teaching for Equity in STEM appeared first on School of Interdisciplinary Arts & Sciences.

Jin-Kyu Jung and Ted Hiebert publish “Mapping Haunted Data: Creative Geographic Visualization”

Racquel Farrar — Tue, 28 Nov 2023 17:04:16 +0000

IAS faculty members Jin-Kyu Jung and Ted Hiebert published the article in Livingmaps Review.

The article emphasizes forms of visualization and mapping that preserve, represent, and generate more authentic, contextual, and nuanced meanings of space and the people that inhabit space—using specifically artistic and humanistic perspectives and approaches. This essay is partly a theoretical reflection on the idea of haunted data and partly an account of an ongoing interdisciplinary collaboration between an urban geographer/planner interested in the critical and creative possibilities of GIS and an art scholar specializing in thinking about digital culture and creative practice.

The post Jin-Kyu Jung and Ted Hiebert publish “Mapping Haunted Data: Creative Geographic Visualization” appeared first on School of Interdisciplinary Arts & Sciences.

Jin-Kyu Jung coauthors “(Un)Mapping the Digital Landscape of Medical Crowdfunding”

Racquel Farrar — Tue, 30 May 2023 09:00:00 +0000

AS faculty member Jin-Kyu Jung has published a coauthored article,�� This collaborative paper describes an interdisciplinary higher education project of publicly-oriented scholarship to remake and unmap the digital landscapes of crowdfunding for health needs on sites like GoFundMe in the U.S. It shows how moving from the persistent limitations of positivistic and quantitative social scientific mapping of crowdfunding to more speculative and humanistic ones can be a powerful tool for higher education and public pedagogies.

The post Jin-Kyu Jung coauthors “(Un)Mapping the Digital Landscape of Medical Crowdfunding” appeared first on School of Interdisciplinary Arts & Sciences.

Ben Gardner teaches at the African Leadership University

Racquel Farrar — Tue, 23 May 2023 21:00:00 +0000

Associate Professor, Ben Gardner spent part of his sabbatical . Gardner taught a class on Globalization and Commodity Chain Analysis and a class on Qualitative Research Methods to help students Address a Grand Development Challenge and/or Opportunity. ALU has a lot in common with IAS. They are both interdisciplinary programs focused on access, innovation and student centered education. Rather than declaring a traditional major, students at ALU, who come from all over the African continent choose a “mission,” that is, an important challenge they hope to address or an important opportunity they hope to maximize. The skills they learn (identifying a problem and then curating learning resources to solve that problem) will continue to serve them well, regardless of the work they choose to do. Gardner taught classes, ran workshops and worked with ALU faculty on pedagogy and curriculum.

The post Ben Gardner teaches at the African Leadership University appeared first on School of Interdisciplinary Arts & Sciences.

Julie Shayne publishes article about teaching in the wake of Trump

Racquel Farrar — Tue, 02 May 2023 21:00:00 +0000

Julie Shayne publishes article about teaching in the wake of Trump Dr. Julie Shayne, co-coordinator of Gender, Women & Sexuality Studies just published an article in the Humboldt Journal for Social Relation’s (HJSR) special issue Shayne saw the call just as she was wrapping up one of her long-established assignments that she had revised specifically as a “post Trump” edition. Her article is called It is about the Project her students in Histories and Movements of Gender & Sexuality (BISGWS 302) worked to fill for the first five iterations of the class. In it, Shayne discusses how and why she revised the assignment after Trump lost, speaking to the importance of capturing truth in the wake of his administration’s normalization of lies.

The post Julie Shayne publishes article about teaching in the wake of Trump appeared first on School of Interdisciplinary Arts & Sciences.

Jin-Kyu Jung co-edited a special issue in Urban Planning journal

Racquel Farrar — Tue, 02 May 2023 09:00:00 +0000

IAS faculty member Jin-Kyu Jung co-edited the thematic issue for ,�� with Jung Eun Kang at the Pusan National University in Korea. The thematic issue explores new visions, facets and methods, practices, and tools for enabling smart engagement, in which smart technologies, infrastructure and governance, and inclusive planning processes may foster social inclusion, democratization, communications, and engagements with the urban residents. It also draws on research from various countries and cities across the world, responding to the need to understand how citizen engagement in smart city planning is practiced in different contexts, in particular, from transnational perspectives and evidence.

The post Jin-Kyu Jung co-edited a special issue in Urban Planning journal appeared first on School of Interdisciplinary Arts & Sciences.

Becca Price publishes on teaching students how to recognize disinformation about Ivermectin

Racquel Farrar — Thu, 13 Apr 2023 09:00:00 +0000

Understanding science has become all the more critical to our daily lives since the COVID-19 pandemic started, and students have urgent questions about what has been going on. In response to those questions, faculty member and colleagues Anzela Niraula and Vasudha Sundaravaradan, developed a lesson to teach students about misinformation around COVID treatments (Niraula et al. 2023). In “,” students explore how incorrect and intentionally misleading statements have endangered people. So many folks bought into this information, that they sought Ivermectin as a treatment for COVID.

This lesson teaches the basic biology of Ivermectin as a drug and how it is incompatible with COVID—it works on nervous systems, and so can’t work on viruses which don’t even have cells. In the lesson, students also look at a fraudulent report that made up a connection between Ivermectin and COVID.

The post Becca Price publishes on teaching students how to recognize disinformation about Ivermectin appeared first on School of Interdisciplinary Arts & Sciences.