Responding to Technology-Induced Transformations in Writing Education: Conceptualizing and Teaching the Literacies of Privacy, Originality, and Agency

This article explores the transformative impact of technological advancements—especially computers, the internet, and artificial intelligence (AI)—on writing and literacy education. Building on relevant scholarships, it argues that there is an urgent need to update traditional literacy education by adding/extending three additional literacies: the literacies of privacy, originality, and agency. Reconceptualizing privacy, originality, and agency in relation to the reshaping of literacy by emerging technologies in the past few decades, as the article shows, would help advance pedagogies to address the disruption to fundamentals that are worth preserving and building upon. The article addresses the challenges posed by the increasingly public nature of writing, the evolving concept of originality in the age of AI-generated content, and the shifting notion of agency in a digital context. It discusses and shows that as writing becomes more digitized, students need to be taught not only how to communicate effectively but also how to navigate the complexities of when, how, and why to share their thoughts; how to maintain and foster originality amidst technological influences; and how to exert agency over their writing when using digital tools

La quarta via, Aulò, Oltre i bordi e Maka: attività didattiche

Queste attività didattiche si propongono di esplorare quattro documentari sulla cultura postcoloniale in Italia: La quarta via, Aulò, Oltre i bordi e Maka. Ogni film ha come protagonista una scrittrice africana italiana, rispettivamente Kaha Mohamed Aden, Ribka Sibhatu, Ubah Cristina Ali Farah e Geneviève Makaping. Ciascuna sezione presenta un breve riassunto della trama, comprende domande sulle storie di Somalia, Eritrea, Camerun e Italia e sullo stile cinematografico (suoni, uso delle luci, fotografia). Le attività esplorano questioni relative all’appartenenza nazionale, alla rappresentazione degli immigrati nei media, alla spazializzazione della memoria e alle geografie intime e affettive che caratterizzano le culture degli immigrati

THE FOURTH ROAD, AULÒ, BEYOND THE FRAME, AND MAKA: A STUDY GUIDE

This study guide is aimed to help students explore four documentaries about postcolonial culture in Italy: The Fourth Road, Aulò, Beyond the Frame, and Maka. It is the result of a reflection and collective work by a professor who wrote the films and a teaching assistant and previous student of a course on migration studies. Each film features a prominent African Italian writer, respectively Kaha Mohamed Aden, Ribka Sibhatu, Ubah Cristina Ali Farah and Geneviève Makaping. After a brief plot summary, the study guide includes questions about various elements of cinematic style, such as sound, lighting, and genre conventions. It also explores themes related to migration cultures, including the feelings of multiple belonging and unbelonging experienced by immigrants. Additionally, the guide investigates spatial issues such as ghettoization, the spatialization of memory, and the concept of intimate and affective geography. Specific questions address the histories of Somalia, Eritrea, Cameroon, and Italy

Part QM: Quantum Mechanics

Includes: Introduction; 1D Wave Mechanics; Higher Dimensionality Effects; Bra-ket Formalism; Some Exactly Solvable Problems; Perturbation Theories; Open Quantum Systems; Multiparticle Systems; Introduction to Relativistic Quantum Mechanics; Making Sense of Quantum Mechanicshttps://commons.library.stonybrook.edu/egp/1005/thumbnail.jp

Enhancing Culturally Responsive Pedagogy in Teaching and Learning for White Faculty: Can Professional Development Help?

Pedagogies traditionally used by faculty in U.S. higher education tend to center white students and their success, simultaneously disregarding the learning strengths of BIPOC (Black, Indigenous, and People of Color) students. Culturally Responsive Pedagogy (CRP) may align better with BIPOC students; however, white faculty use of CRP is limited and/or superficial. Therefore, professional development for CRP is needed to enhance and deepen the teaching and learning practices of white faculty. Using a multiple case study method, this study examines how white faculty from a diverse range of disciplines understand and enact CRP, focusing on the role of professional development in their CRP practice. Findings demonstrate that a faculty’s context and white racial consciousness impact the effectiveness of CRP-related professional development. This study demonstrates that individual, institutional, and structural beliefs and practices that advance white ways of knowing must be addressed and diminished in order for CRP-related professional development to be effective

Part EM: Classical Electrodynamics

Includes: Electric Charge Interaction; Charges and Conductors; Polarization of Dielectrics; DC Currents; Magnetism; Time-Dependent Electromagnetism; Electromagnetic Wave Propagation; Radiation, Scattering, Interference, and Diffraction; Special Relativity; Radiation by Relativistic Chargeshttps://commons.library.stonybrook.edu/egp/1004/thumbnail.jp

Faculty as Ambassadors of Diversity Initiatives: Promoting Inclusive Pedagogy through Innovative Professional Development Program and Community of Practice

The national and global demographic trends call for attention to advance efforts in diversity, equity, and inclusion (DEI) in U.S. higher education. Incorporating DEI initiatives in higher education institutions (HEIs) is more important than ever as accelerated globalization increases student mobility. Implementing effective and inclusive pedagogical approaches in higher education classrooms is also more emphasized as meeting students’ diverse needs is proven to increase students’ engagement, achievement, retention, and even sense of belonging (Barnett, 2020; Kim et al., 2023a; Maguire et al., 2017). This brief paper presents preliminary findings of the data collected from a Faculty as Inclusive Teaching Ambassador (FITA) program, sponsored by the Stony Brook University Presidential Mini-grants for Departmental Diversity Initiatives. Initial analysis of the data suggests the importance of establishing a community of practice in HEIs and provides directions for future program development and research

Part CM: Classical Mechanics

Includes: Review of Fundamentals; Lagrangian Formalism; A Few Simple Problems; Oscillations; From Oscillations to Waves; Rigid Body Motion; Deformations and Elasticity; Fluid Mechanics; Deterministic Chaos; A Bit More of Analytical Mechanicshttps://commons.library.stonybrook.edu/egp/1003/thumbnail.jp

Pass It Along: Learning About Health Inequities Through Project-Based Learning and a Student-Developed Workshop

People in marginalized communities experience reduced quality of healthcare due to complex interactions between implicit bias, stereotypes, and structural inequities, but future healthcare providers remain unprepared to confront these problems. To address the issue of health inequities in health sciences education, a project-based learning seminar for undergraduates called “Biology of Inequity” was developed and offered by the Department of Anthropology at [redacted] University in Spring semester 2022. Following the project-based learning (PBL) framework, the course was extremely interactive, culminating in a project where students were asked to “materially improve health inequalities out in the real world.” The students responded by creating a one-hour workshop for fellow undergraduate health sciences students on bias and structural healthcare inequities. The results of both the course and the workshop were overwhelmingly positive, and demonstrate an efficacious approach to improving providers’ awareness of inequities in healthcare

Building a Global Partnership through a Shared History

Effective global partnerships in higher education promote intercultural awareness (Delong et al., 2011) and influence future study and work abroad experiences by articulating the value of global learning (Lewin, 2009). Seeking to broaden global engagement opportunities for minoritized students, specifically African Americans, one institution developed a virtual exchange program through a global partnership of stakeholders from Ghana, Togo, Benin, Cape Verde, and the United States. Grounded in a shared history of the 2019 discovery of the last reported ship to bring enslaved West Africans to the United States, students from Mobile, Alabama and Cotonou, Benin participated in virtual discussions that explored the lasting effects of slavery in present communities, leading to an increased interest in studying abroad, especially for African American students. This study tracks the development of a global partnership and virtual exchange program as a precursor to studying abroad in a lesser traveled country