Welcome:

On this Monday evening of finals week, I find myself on the Ross side of things because I already got to check off my first summer priority this morning: getting a haircut (#finally #wolfcut 🐺#hidingcanaswithhighlights)! Plus, I’m delightfully surprised to be FINALLY recovering from a cold the universe and my students decided to bestow upon me on the Monday of week 10 (#mercibeaucough) 😷. But, I’m telling y’all, a haircut (wolf or otherwise) 💇🏽‍♀️ does wonders and I’m feeling much better and more capable of doing what needs to get done in order to bask in the summer vibes after Tuesday, June 17 at 5 PM.….you know, when grades are due.

My wish for you this upcoming week, gentle reader, is that you still have gas in the tank to keep you going until you submit your final grades and wrap up this academic year. And, if your tank is almost empty, don’t forget to do things like go outside and view the world with childlike wonder, or at the very least, take a few breaths outside to remind yourself that you, too, need sunlight, water, nutrients, and rest in order to cross the finish line.

One fun break you can take is perusing this final issue of The Rhetorical Situation blog. In it what follows, you’ll find important dates to keep in mind, our community corner featuring faculty spotlights from three of our fantastic faculty members, some important information about the Hybrid Teaching Workshops that Dev and Kim led in the winter and spring quarters, a write-up of Amy’s Disability Studies Reading Group, some Open Education Resources (OER) information, and responses from the end-of-the-year-questionnaire. We, the Teaching Team, hope you enjoy this end-of-year post as a mini-pause in the workflow!

A final and personal note: I’ll be hanging my metaphorical hat on the door as I step away from this awesome post and hand the reins over to the next person. I’m really excited to see where the blog goes and I hope it’s been clear: writing for all of you has been an IMMENSE pleasure, honor, and it has inspired me to KEEP WRITING. Wild, right? I never would have thought that I would ever feel brave enough to share my writing with anyone, let alone colleagues and yet, here I am. Not to get all sappy on you, but I’m going to get all sappy on you:

Writing for you, WP faculty, has allowed me to unleash my voice in a way that has facilitated my growth as a teacher, a colleague, and a person. For my WRIT 1 class, I open the syllabus with words from my all-time favorite queer, brown, baddie: Gloria Anzaldúa. She contemplates her purpose as a writer by rhetorically asking:

Why am I compelled to write?… Because the world I create in the writing compensates for what the real world does not give me. By writing I put order in the world, give it a handle so I can grasp it. I write because life does not appease my appetites and anger…To become more intimate with myself and you. To discover myself, to preserve myself, to make myself, to achieve self-autonomy. To dispel the myths that I am a mad prophet or a poor suffering soul. To convince myself that I am worthy and that what I have to say is not a pile of shit…Finally, I write because I’m scared of writing, but I’m more scared of not writing.

–Gloria Anzaldúa, “A Letter to 3^rd World Women of Color” (1981)

So, in my very long-winded way, muchísimas gracias mis súper colegas for all your participation, support of the blog, and the positive feedback about how much y’all enjoyed it. Yay writing! And, yay for finding your voice! 

And, because I couldn’t help but end my note on a meme, here’s Feminist Ryan Gosling, (remember when that was a thing? Like the hashtags I brought back into mix with this message?😉) :

Important Dates:

• Design Plus summer event from June 9-13. A reminder that Brenda previously shared this information with us in an email on May 28, “If you are interested in learning how to use DesignPlus for Canvas, cidilabs is holding another free summer school June 9-13, 11 am-12 pm MT (that’s 10-11 am PST). They will also send you recordings of each session, in case you cannot attend every day and/or want to review.”
• UCSC Final Grades are due on Tuesday, June 17 by 5 PM. 
• Young Rhetoricians’ Conference (YRC) hybrid conference, “Voice and Power: Resilience, Resistance, and Restoration” at the Museum of Art History in Santa Cruz, CA and Zoom on Friday, June 20 to Saturday, June 21. 
• First fall faculty meeting will take place in the La Feliz Room at the Seymour Center on Wednesday, September 24 from 9 am to 2 pm. The meeting will be 9:30am-1:30am with light breakfast from 9am and lunch from noon-12:45pm.

Community Corner:

Welcome to the Faculty Spotlight section of our blog. This issue features responses from Phil Longo, Joy Hagen, and Ray Daniels. 

If you or someone you know should be featured in The Rhetorical Situation’s Community Corner Faculty Spotlight series, complete and/or share this form today: Google Form. 

As a reminder, here are the questions folks responded to: 

• How long have you been teaching in general?
• When did you start teaching for the Writing Program (Quarter & Year)?
• Have you taught at/do you teach for any other programs here at UCSC besides Writing? For any programs outside of UCSC?
• What brought you to teaching (in general and/or here at UCSC)? 
• What is your favorite spot here at UCSC? In the world? 
• What do you like to do outside of teaching? 
• Any fun facts about yourself? 
• Do you have any fur, human, or plant babies? 🙂 If so, tell us a little about them.

Phil Longo

• 19 years. I started teaching “Expos 101” at Rutgers as a grad student.
• Fall 2010
• Over the years, I’ve co-taught ENVS 100: Ecology and Society as the writing instructor and Oakes 150: Queer Theory and History in the US
• To be honest, I don’t know if I ever really wanted to be a teacher (both of my parents were public school teachers, and they wanted me to become a lawyer and not go into teaching ever!). I went to grad school in English because I loved the literature and scholarship, but in the first semester of teaching a Writing course, I was hooked on the challenge of teaching writing. 
• Nothing really beats the top of the bike path on a clear evening after a full day of teaching. In the world- either Pfeiffer Beach in Big Sur at sunset or Film Forum in Manhattan. 
• Movies, queer media archival research and preservation, yoga, hiking, biking, camping, analog media, road trips, trains, beach, public radio, and I’ll never turn down a museum
• I’m fairly obsessive about collecting stickers, fridge magnets, and postcards. I have a bulletin board in my office with postcards of writers, artists, bookshops, and libraries that inspire me. 
• I have a dwindling number of neglected plant babies.

Joy Hagen

• 25 years
• Winter 2002 (as a GSI “Teaching Fellow”)
• In my quest to teach writing to STEM students, I have taught in every Division at UCSC with the exception of the Arts Division. I have Continuing Lecturer status at Rachel Carson College (after 18 years teaching there). However, I currently teach only for the WP.
• I was just going about my business working with undergrads in insect ecology and IPM labs when I discovered that an under-developed capacity for writing stunted student learning and problem-solving. Like the ecology students I was working with at the time, I am the product of rural California public schools myself. So, I was shocked at the injustice and angry about the impact; we need these bright students to solve the environmental problems they inherited! I signed up for a graduate mini-seminar with our WP emeritus Dan Scripture and the rest is history.
• My favorite spot at UCSC might be the music deck. My favorite spot in the world is anywhere my fur-babies can sit on my lap.
• Rematriate California landscapes, garden, hike, sew ribbon skirts, and attend drag or puppet shows.
• I used to raise and train Shetland ponies.
• The Chiweenies: Summer a 19 lb, 16 year old golden sweetheart and Ralphie is a 12 lb, 12 year old cuddle bug. The Cats: Scout was rescued by an RCC colleague and is a very spoiled princess who demands constant worship. Calcifer is 20 lbs of super fluffy cat. He likes attention but, as a cat, he doesn’t care if it’s positive or negative attention. So that keeps us on our toes. My human baby, Star, is now 25 years old and can ably combine drag and puppets in their performances. 
• The rest of my family contribute to our amazing puppetry arts resource: The Puppetry Institute, which just opened 5000 square feet of trans-dimensional puppetry madness! Catch the family-friendly Middleof at the Capitola Mall for dragons of every size and save all the dimensions in an immersive adventure. https://www.thepuppetryinstitute.org/middleof

Ray Daniels

• I’ve been teaching since 2002. 
• I started teaching at UCSC Fall 2015.
• I also teach Fiction Writing at Fordham in NYC.
• I started at a private high school in Manhattan in a real 80s movie comedy-of-errors sort of way, but I landed in the classroom and liked the students so much, I continued. 
• I love driving up the coast to Swanton Berry Farm and down the coast to Point Lobos.. My favorite spot in the world so far is Camaiore in Italy.
• Outside of teaching, I like to write fiction and discuss the craft of fiction with my dog Frankie. She provides a lot of insight. 
• I’ve been known to play the trombone.
• Well, yes. At the moment, my spouse and I share a home with three animals: Chicken and Goose (these are our cats) and the aforementioned Frankie. 
• Looking forward to seeing you all next year!

Teaching Tools:

Hybrid Teaching Group

In winter and spring of 2025, Kim Helmer and Dev Bose offered a hybrid pedagogy reading group. 

In winter, Dev presented a workshop on Tips and Tricks for Teaching Hybrid Writing.This workshop explored the benefits and challenges of hybrid teaching. Dev emphasized inclusive course design, providing templates and guidance to organize written materials. Here are the winter hybrid workshop slides.

In spring, Kim and guest-speaker Lisa Schilz presented on Structuring Student-Friendly Canvas Sites and Hybrid Days. Kim and Lisa shared their own Canvas pages, showing us how thoughtful structure can improve accessibility and engagement. Everyone then workshopped ideas for what works best on the asynchronous online vs. synchronous onsite days. Here are the spring hybrid workshop slides.

This hybrid pedagogy group provided something for everyone, as the materials and activities could improve Canvas pages, other written materials, and even onsite classes.

As a reminder, our Teaching Archive has a list of selected readings on hybrid teaching.

Disability Studies Reading Group 

Amy Vidali organized a quarterly Disability Studies reading group. We read materials on access fatigue, or the rhetorical work of asking for access; rhetorics and pedagogies of cure and overcoming; and crip time in the writing classroom. Amy provided questions to start our discussions. Conversations involved teaching as faculty with disabilities; how our materials, activities, and scheduling can impact students with disabilities; and how we can improve access while reducing students’ access fatigue. The reading group offered an introduction to disability studies and writing pedagogy as well as generative discussions for faculty already working in these areas.

Open Educational Resource (OER) Materials

The Teaching Team, building on the work of Phil Longo and the former C Committee, has updated an annotated list of Open Educational Resource (OER) Textbooks. 

OER materials are free to students, perpetually accessible and available in multiple formats, and legally customizable by instructors. They frequently have accessibility features built in (screen reader friendly, Alt Text, even voice recordings). They are immediately accessible to students from day one–students do not have to wait for their books to arrive–they can access them even on their phones. Instructors can adapt and revise them legally, without worries about fair use restrictions.

OER materials can reduce financial and other barriers and improve equity for your students. A recent study of a California Hispanic-Serving Institution (HSI) found that textbook prices were a significant barrier for students, with increased impacts on students from historically underserved populations. In fact, these students ended up spending more on textbooks than other students. 

While OER materials may not solve all problems, they do offer a pathway to reduce economic, accessibility, and other barriers for students.

The Teaching Team has updated descriptions from the OER Textbooks list and added some additional materials. You may be familiar with some of the sources already (Writing Spaces and Bad Ideas About Writing are frequently used in Writing classes). We hope that this list may provide some new materials for you to incorporate into your teaching next year.

For more on using OER in writing classes, please contact Brenda Sanfilippo, who is currently working on an OER project in a Community of Practice, or Phil Longo, who is our resident OER and copyright expert. 

General Merriment and A Proposal for a Summer Reunion:

Thank you to the following faculty who responded to the end-of-the-year-questionnaire: Brij Lunine, Daniel Joesten, Steve Coulter, Tina Osborne, Lisa Schilz, and Ellen Newberry. 

As a reminder, here’s what I asked:

1. Will you be traveling this summer? If so, where? (Local day trips encouraged!)
2. What are some ways that you take care of yourself (and friends and loved ones) over the summer?
3. What’s one of your favorite things to do that you can only do (or enjoy) in the summer?
4. Are there any books, movies, podcasts, albums, and/or anything else that you’ve been putting off for summer? 
5. What’s one thing you feel really proud of accomplishing in the classroom–or beyond–this academic year?
6. What’s one thing that you learned about your students and/or your classes this year? 

From Brij:

• Mono Hot Springs and Downieville area (“Lost Sierra”) to camp. Local day trips to Oakland & SF! 
• Slow down! Hang out together. 
• Have times with nothing to do and, ideally, lose track of what day it is. 
• So many! One of each: Sinners, Antidote by Karen Russell, Eastbay Yesterday, Severance (I’m always about a year behind). 
• Keeping most of my students on-track and engaged. Successfully introducing a new genre in Writing 2. 
• The mental health issues heightened by COVID have yet to subside. 

From Daniel J.: 

• I am going camping with my sister and our spouses/kids in July at Memorial Park in San Mateo County. We used to go there when we were kids, so it’s nice to be able to pass that on to the next generation.  
  • Also, I’m taking my mom and stepdad to Ireland in September. She turned 70 this year and she has always wanted to go. I’m excited. I think it will be fun to play tour guide to a couple of septuagenarians. 🙂 
• Well, my son is in a year-round school and my daughter is in extended school year and summer camps. So I will mainly be wandering around the house from room to room enjoying the silence. 
• Foggy mornings and sunny afternoons…
• My students constantly recommend shows/films to me. So much so that I have created a list. I might tackle some of that list this summer. 
• Realizing that my annotated bibliography assignment is insufferably boring. I asked for honest feedback from students and, boy, did I get it. Gonna revamp, rework, or take a blowtorch to it this summer. 
• Not necessarily new, but my students constantly remind me that my class is organic and it is through our interactions and their feedback that my courses continue to grow (see previous response). Also, I learned that they need to get more sleep. Too many emails in the wee hours of the morning.

From Steve:

• I will be teaching Writing 2 in Ireland again this summer with my wife, Rachel Goodman, who will teach podcasting for Crown College. 
• Getting out of the country and experiencing a different culture. Folk music campouts in the Pacific Northwest.
• Eating giant blackberries in Washington State in August.
• Lots of free time to learn new music.
• Learning beginning Italian.

From Tina:

• Shuttling my kids back and forth between baseball camps, junior guards, and water polo? Ok – hopefully we’ll get away for some camping.  
  • Last summer I swam Alcatraz with my daughter. This summer we are planning to swim the Golden Gate – anyone want to join us? (check out this link)
• I love swimming/surfing in the ocean, running/hiking in the forest, or doing some yoga on my back deck – with loved ones if possible.
• Extensive shuttling of my kids… oh things I love… hmmm-–lots of jumping into the ocean–between said shuttling of the kids.
• Many – but I also treasure silence.
• After 40 years of being in the US, I became a citizen on May 21. 
• This year held many personal challenges, and my students kept me going and brought me so much joy in some pretty dark days.

From Lisa:

• San Diego and Hawaii 
• Read, sleep, and go to the beach 
• deep cleaning my house 🙂 
• fully revising my W2 class

From Ellen:

• I’ll be enjoying multiple trips to Giants games and a short trip to see family in Colorado.
• Get outside! Read for fun! Do both at once! And nurture the friendships that keep me sustained.
• Lose track of the days of the week 
• The many books that await on my shelves–so I can justify getting more
• I’m proud of actively maintaining friendships without seeing them as taking time away from work.
• Not a new insight, but a constant reminder: students teach me far more than I teach them.

Also, thanks to Brenda for this latest gem: Dracula Daily. (Yes, I signed up and yes, I’m already behind?!) 

Not ready to say goodbye to community, fun, and more? Then, let’s try a non-academic book club that meets ONCE this summer. 🤓 Complete this Google form: do you want to build a WP book club? no later than Monday, June 30.

HAGS, 

Lara

P.S. Did you really think I was going to play you like that? No way! I spell out all the words for y’all: HAVE A GREAT SUMMER, pals!

Welcome:

Here we are in the middle of May and perhaps we’re delightedly awaiting summer’s arrival. Perhaps, if you’re like me, you’re wondering if summer is really going to happen. Fun will out? Fingers crossed. 

We’ve already had so many events, talks, meetings, Google forms, and, of course, emails, flooding our inboxes for the last 7 weeks of this spring quarter. Fear not, weary reader, this issue of the blog features some important dates, a few faculty spotlights (thank you to EVERYONE who has participated and submitted responses), teaching tools, and a roundup of memes, gifs, book reviews/recommendations, and podcast recommendations. 

As usual, I have nothing but gratitude for the Teaching Team homies for their support, insights, and contributions to the blog.

Pa’lante, 

Lara

Important Dates:

• Final faculty meeting: IN PERSON on Tuesday, May 27; important to highlight the earlier start time (11:45 AM) and a later ending time (1:15 PM)
• “Up for Review 2025-2026” on Thursday, May 29, 12-1 pm via Zoom.

Community Corner:

For this version of the Faculty Spotlight, I’m delighted to share responses from Daniel, Lindsay, Chris, and Derede. If you would like to be featured, complete the “Faculty Spotlight Google Form.” If not, I’m sure a member of the Teaching Team will be contacting you in the near future.

Questions folks responded to:

• How long have you been teaching in general?
• When did you start teaching for the Writing Program (Quarter & Year)?
• Have you taught at/do you teach for any other programs here at UCSC besides Writing? For any programs outside of UCSC? 
• What brought you to teaching (in general and/or here at UCSC)? 
• What is your favorite spot here at UCSC? In the world? 
• What do you like to do outside of teaching? 
• Any fun facts about yourself? 
• Do you have any fur, human, or plant babies? 🙂 If so, tell us a little about them.

Daniel

• A little over a decade.
• The fateful quarter: winter 2020.
• Yes—I’m part of Kresge College’s faculty.
• Enthusiasm for people and texts! Teaching is one of the few places where these two enthusiasms can converge—like a cheat code for overcoming the solitary, sometimes suffocatingly quiet aspects of reading and writing.
• At UCSC: the Student Media Press Center! There is so much cool stuff happening there—particular shout-out to City on a Hill Press—and I’m always so awed by the amount of energy and thought coursing through that space. Plus there’s a lovely patio there. In the world? The particularly swimmable section of Bay at Aquatic Park in San Francisco.
• I’m easy: I like to read, write, see friends, watch movies, listen to music.
• This certainly doesn’t constitute a “fun fact,” but this field is the best place to say that I have a bottomless appetite for recommendations of any kind, so please send: books, records, perfumes…
• Yes! I have an adorable dog who makes a quarterly Zoom cameo in my hybrid courses.

Lindsay

• I started teaching in 1996, when I was a sophomore in college and taught a sexual health and peer counseling course to other undergrads. I continued teaching poetry, composition, and social justice classes when I was getting my MFA, and I loved it. I have been teaching Core at Oakes College since 2004.
• Spring 2007
• Longtime Oakes College faculty; have also taught at Rachel Carson College 
• I love facilitating dialogue–especially when the conversation is about challenging issues that matter to people. I think reading and writing are key to developing empathy, and that this keen understanding of others is what it takes to change our world for the better. I have a deep curiosity about the minds and lives of others, and teaching writing allows me to gain insight into other people’s thoughts and feelings. And I come from a strong tradition in my family and culture that emphasizes the importance of contributing to our communities and enriching the lives of others in our work. 
• At UCSC: the quarry lagoon by Hagar Meadow, off Quarry Lane, which probably has a formal name that I don’t know! In the world: at home or at my uncle’s place on Lake Ontario in upstate New York.
• Hang out with my family, read, go for hikes, eat frequent celebratory meals with friends and family, laugh uproariously at shows and movies, travel, swim in any body of water, and cuddle with our new kittens.
• This spring I’m spending almost every weekend traveling around the Bay Area cheering for my son’s travel baseball team–see photo below at a tournament his team recently won! During baseball season, he has a practice or game almost every day, and sometimes three times per day, so it’s been an opportunity for me to learn a lot about baseball and build connections. I can proudly say that after watching him play baseball for ten years, I can now tell the difference between a passed ball and a wild pitch.
• My son Jonah is going to start high school in August and plays any and all ball sports. We have been playing lots of ping-pong in our backyard, and maybe I will beat him sometime this summer, but I doubt it. My daughter Talia is a fourth grader at Monarch and makes incredible art all day long. She draws and also creates detailed miniature gardens, homes, and clothes for an array of tiny toy creatures. She does roller derby and is really fun to watch on four wheels! We also have two six-month-old kittens who are bringing a lot of joy to the family with their goofy antics and loud purring. 
• Check out Lindsay’s website: www.lindsayknisely.com
• We are traveling to Japan in June and I am very excited to eat a chocolate Totoro cream puff with my daughter. If anyone has recommendations for favorite things to do in Tokyo or Kyoto, please send them to me. 

Chris

• In one capacity or another, since I was 16, though that was with babies so it was a whole lot more play than it was teaching.
• Fall 2021
• I taught Oakes Core for five years.
• Both of my parents were teachers and it just always seemed like what I wanted to do. And, when I was a student at UCSC in the late 1900s I thought it would be a great place to teach. Somehow the slings and arrows of outrageous fortune brought me here.
• My favorite spot at UCSC is the crest of the bike path looking down over the bay. I am prone to sentimentia, which makes my favorite places in the world an unreliable opinion, but for now I’ll say the banks of the Hudson north of 125th street looking west.
• I surf, I write, I read, I work on cars, and like to learn how to fix and make things. 
• I’m colorblind and I rollerskated across Europe with five friends in the summer of 2003. It was the most free I have ever felt.
• An interview with my teacher Lucie, in which she defines, among other things, “sentimentia,” “irrinois,” “The Santicomnium,” and “The Pandamonium.” 
  • https://www.poetryfoundation.org/poetrymagazine/articles/69885/qa-lucie-brock-broido

Derede

• 40 years!
• Fall 2000
• Various Colleges — Stevenson, Cowell, C9 for one or two years. None lately.
• I love having a bird’s-eye-view of people (or animals) learning, discovering, practicing new skills. (For decades, I also trained dogs in my spare time.)
• Anything in the redwoods! Or sitting on Stevenson hill or Cowell plaza looking down at the coast and the ocean. We have the most beautiful campus in the world, I think! So, same answer for both. :->
• Since 2019 or so, I’ve become a bit of a climate activist. The climate situation is so serious, and it’s no accident Trump is targeting not only DEI but climate research. To really address the climate, we need to address racism, corporatism (including the corporate university!), capitalism. Moving to fix — or even, simply to disclose the problems with — these fundamental cornerstones our society is scary to Trump and his ilk. We all do our part to protect the vulnerable and open people’s eyes to what’s going on: the climate angle is just my way in to the conversation.
• See above! (Not sure it’s “fun,” however!)
• My husband and I have three Belgian Shepherds. At one point, when we had really “gone to the dogs,” we had seven! We’ve come to our senses since then, though.

Teaching Tools:

What follows in our Teaching Tools section is a write-up of the Fourth Annual Writing Program Teaching Symposium and Cristina Cedillo’s talk, “Difficult Conversations and the Teaching of Writing.” Brij and Brenda have also included slides and tools from each event. Enjoy!

Fourth Annual Writing Program Teaching Symposium

The fourth annual symposium took place on Zoom on Friday, 18 April 2025.  Writing Program faculty presented on their teaching and research on a variety of topics. Whether it was the principal focus or ancillary, a number of talks covered the welfare of UCSC students.  Kimberly Helmer’s “Teaching the Happiness Project: Rethinking Rigor” covered wellness practices in the classroom, focus group interviews, and several innovative, integrative assignments.  Lindsay Knisely continued her successful focus on “Fostering Belonging in the College Writing Classroom.” She explained why it’s important for instructors to do so, how we can better foster belonging, and three effective interventions.  In a related vein, Lara Galas shared her practice, rationale, and successes documented in her assessment of “Creating Community by Reading Together.” And Alexandra McCourt presented on “Abolishing Attendance:  A Theoretical Framework for Anti-Carceral Pedagogy in College Composition Classrooms Post COVID-19.” Combining theory of the carceral function of attendance with her recent approach, she argued for an “attendance social contract.” The other talk that focused on wellbeing and practice was Tanner WouldGo’s “Ungrading + Interdependence,” which showed how to alleviate anxiety around grading while supporting students to do their best. Tanner focused on requiring students to ask for help, interdependence, rolling deadlines, and formative feedback. 

Other presentations covered Canvas design, digital literacy, and international teaching partnerships. Brenda Sanfilippo’s “‘Minimum 37 Pieces of Flair’: Re-Designing Canvas for Engagement and Learning” showed us how we can make our Canvas pages far more accessible as well as very visually appealing.  Joseph Navarro presented on his work covering “The Digital Short and Academic Discourse.”  He covered the pedagogical framework and academic discourse centered around digital literacy. Finally, Mark Baker and Angelica Carvalho Di Maio, from the Institute of Geosciences at Federal Fluminense University, presented on their partnership facilitated through UCSC’s Global Engagement. It was inspiring to see how well-planned and executed this partnership was and how well it worked for students in both Santa Cruz and Niterói, Brazil.

The other part of the symposium was a panel discussion on the evolution of the Writing Program. The panel included emeriti Roz Spafford & Ginny Draper; current faculty Ellen Newberry, Tiffany Wong, Madeline Lane, Phil Longo, Tina Osborne, and Taylor Kirsch, with Brij Lunine moderating. Roz described her time at UCSC from 1978 to 2006 as WP chair, Provost of Rachel Carson College, and coordinator of what was our journalism program. Ginny spoke about writing in the colleges, her leadership and publication on writing across the curriculum, training and coordinating tutors, and both talked about the history and genesis of the WP.  Topics covered the Subject A requirement to Directed Self Placement, UCSC’s narrative performance evaluations in lieu of grades, pedagogical approaches to composition, and the growth of UCSC in terms of being a Hispanic Serving Institution, having more first-generation students, and the influx of international students. At least these were the topics I planned for in what was an informative, informal discussion with the goal of giving newer faculty a sense of our history while bringing Roz and Ginny up to date. Thank you very much to all the participants!  You made it work. 

Thanks to everyone who participated and attended the entire symposium.  It was heartening to see the caring, innovative work we do!  –Brij

Folder with submitted slides. 

Christina Cedillo, “Difficult Conversations and the Teaching of Writing”

Earlier this month, Robin King, our WP DEI Coordinator, arranged a Zoom presentation with Christina V. Cedillo, Associate Professor of Writing and Rhetoric at the University of Houston-Clear Lake. Professor Cedillo’s work frequently explores the intersections of rhetoric, disability, and race, with particular attention to how storytelling can push back against erasure.

Professor Cedillo’s talk was on “Difficult Conversations and the Teaching of Writing in the Post-Inauguration Era.” She presented research on the post-2016 “Trump effect” and its negative impacts on learning and classroom community.

International, undocumented, and LGBTQ+ students–especially those multiple marginalized–reported increased discrimination, barriers to learning, lack of support, and bullying. As Professor Cedillo noted, these students are increasingly struggling to engage. 

One major message in the talk: even though we can see actual, concrete, harmful presidential orders and policies, the more insidious thing is the xenophobia and Othering. We as teachers can make critical interventions here by teaching students how to make critical use of media, providing specific and explicit support, and reducing as many barriers to learning as we can.

Here are the slides and breakout room sample materials from the presentation and workshop:

• Presentation slides.
• Cultural History of Images
• Hashtag Commonplace Analysis
• Networked Histories
• Positionality
• Visual/Aural/Spatial Analysis

If you would like to read more of Professor Cedillo’s work, here are a few Teaching Team favorites: 

• “What Does It Mean to Move?: Race, Disability, and Critical Embodiment Pedagogy.” Composition Forum, vol. 39, 2018.
• #DisabilityTooWhite: On Erasure’s Material and Physical Dimensions.” Spark: A 4C4Equality Journal, vol. 4, 2022 Special Issue: “Liberation Happens When We All Get Free, or, Disability Justice Academia Isn’t,” Ada Hubrig, ed., https://sparkactivism.com/disabilitytoowhite/

What Do You Meme?:

In this section of our blog, we have responses from Sarah-Hope, Dina, Kiva, Alexandra, and Brij. They have shared a list of favorite reads, memes, gifs, praise for Zadie Smith’s essay, “Speaking in Tongues,” and podcast recommendation. I hope you’re able to crack a smile on this Friday afternoon. And, fear not, there will be another chance to contribute to the blog for our final edition.

Sarah-Hope: My Favorite Reads This Year

Dina:

• Podcast episode recommendation: “Indigenous AI: Revolution or Colonizer Bullsh*t?” by All My Relations Podcast

Kiva: In Praise of Zadie Smith’s “Speaking in Tongues”

Alexandra:

• Sister Outsider: PDF Adapted for IB English Use, 2020-2021
• Topdog/Underdog by Suzan-Lori Parks
• Alexandra’s Podcast recommendation: My personal favorite is The Bald and the Beautiful with Trixie Mattel and Katya

Brij:

Hasta la pasta, friends, and I’m looking forward to seeing y’all at the in-person faculty meeting on Tuesday, May 27 at 11:45 AM!

Welcome:

The winter 2025 quarter came and went and here we are on the precipice of a new adventure: the spring quarter filled with excitement for new classes, ideas, and the exchange of knowledge? Sure. And, we’re also closer, but still so far, from summer break, which we know is not an actual break for almost everyone. 

With gratitude to the Teaching Team comrades for their unwavering support, intellectual exchanges, and great company. 

Thank you to those faculty who responded to the end-of-the quarter questionnaire I sent out at the end of last quarter. And, a special thanks to Jamila Kareem, who is featured in our Faculty Spotlight. 

Les deseo suerte, ganas, y amor for the beginning of this spring quarter!  

Important Dates for April:

• WP Symposium (online with an in-person reception to follow) THIS month on Friday, April 18 from 9 AM to 2 PM; followed by an in person reception in WP Conference Room 245
  • Join Zoom Meeting: https://ucsc.zoom.us/j/95422429414?pwd=HO7bU3ZRmoTnBcot4EjS31cIxNJ7eI.1
  • Meeting ID: 954 2242 9414
  • Passcode: 789140
• In-person faculty meeting on Tuesday, April 15 from 12-1 PM in HUM 202
• TLC Convocation with Dr. Siva Vaidhyanathan on Thursday, April 24 from 5-8 PM at the Merrill Cultural Center (in-person and virtual registration required for this FREE event)
• Finally, be on the lookout for the spring Teaching Circles Google form from Ellen next week!

Community Corner:

Faculty Spotlight

The Teaching Team is delighted to feature our newest member of the teaching faculty, Jamila Kareem, Associate Teaching Professor. 

These are the questions Jamila responded to:

• How long have you been teaching in general?
• When did you start teaching for the Writing Program (Quarter & Year)?
• Have you taught at/do you teach for any other programs here at UCSC besides Writing? For any programs outside of UCSC? 
• What brought you to teaching (in general and/or here at UCSC)? 
• What is your favorite spot here at UCSC? In the world? 
• What do you like to do outside of teaching? 
• Any fun facts about yourself? 
• Do you have any fur, human, or plant babies? 🙂 If so, tell us a little about them.

• It’s weird to think about, but I started teaching in 2012. Over a decade at this point.
• Fall 2024
• Not yet!
• I believed that higher education writing education structures under served people who look like me and come from where I do–the hood, the ghetto, the slums, whatever you want to call it–so as someone with the access to knowledge and opportunities that could help change that, I wanted to play any role I could in bringing about change.
• I’m not familiar with the names of things yet, so at UCSC, I’ll say the Arboretum. In the world, maybe Verona, Italy or Santorini, Greece. I had great food and danced to fun music in both of those places. As a chronic introvert, home is always a favorite.
• Can I say sleep? Other than that, listen to, watch, research, obsess over K-Pop and K-Dramas. Star Trek is my other love, so I often have old episodes of TNG or DS9 on while I’m cleaning.
• I’ve come to terms with the fact that I’m ARMY. Always willing to chat about anything related to that. I love horror films, especially psychological and weird horror, so any recommendations are welcome. 
• 🙁 Unfortunately, no. My dog of 12 years died in 2019 and I haven’t gotten another pet. 
• A blog post I wrote for Women at Warp: A Star Trek Podcast

Interested in being featured in our next Faculty Spotlight? We’d love to hear from you. Complete this form. 

Next up in our Community Corner, I’m sharing the responses to the end-of-the-quarter questionnaire I sent out at the end of the winter quarter.

As a refresher, I asked the following questions: 

• Is there a HIGHLIGHT from your winter quarter classroom that you’d like to share?
• Is there a LESSON you learned, your students learned, and/or you and your students learned together this quarter?
• Do you have any spring break adventures you’re looking forward to embarking upon?
• Do you have any “bring on the spring” rituals you participate in to celebrate a new, sunnier, and warmer season?
• Do you have a favorite flower? If so, why is it your favorite?
• Have you shared any tips with your students for surviving daylight savings time? 

Thanks to Joy and Brij for their responses! 

From Joy:

• There’s no escaping this year, so my adventure is reassembling the bathroom that I gutted in August🙄. My family claims the 80’s wallpaper was still better than the new normal of exposed studs, but I know they’re only saying that out of nostalgia for a second functioning bathroom.
• Go to the desert to visit some wildflowers in ridiculous conditions, like pygmy poppies in Death Valley; too friggin’ cute for words, so here’s a picture: Pygmy Poppy Photos 
• No way do I have just one favorite, but I’m really into my Mimulus cardinalis (scarlet monkeyflower) lately. The hummingbirds love it and the scarlet color is very eye-catching.
• Swapping video game playing from PM to AM is shockingly good for sleep hygiene and research studies back this up. Wake up extra early to play video games, because bright light and exciting things help set your rhythms on the right path. Plus, we’re more motivated to actually get up for something we want to do. Conversely, no late-night playing when we should instead wind down in dim light rather than winding ourselves up with bright or flashy light. 

From Brij:

• Nothing too specific but keeping both classes on track and morale up feels like a general highlight. I actually added a whole other essay project and it seems to have worked. (Trying to get back to more of a pre-COVID curriculum.) 
• A bit more of a strict late work policy and attendance policy were both successes and students appreciated them both. 
• Taking my father-in-law to Yosemite for three days/two nights to celebrate his 80th birthday! 
• A lot of house reorganizing/cleaning, getting the yard presentable, etc. 
• The California poppy. I love seeing them everywhere in the wild and the “golden state” color. 
• Afraid not. “Do your best!” 

Teaching Tools:

The Teaching Tools section features a review of one of the important workshops we had in the winter 2025 quarter: 

Writing Program Workshop, “Data and Dashboards for Equity-Based Teaching,” Robin Dunkin and Roxy Davis, TLC

From Brenda: On March 6, 2025, I attended the WP workshop on using data and dashboards for equity-based teaching. This workshop, organized by our own Robin King and presented by Robin Dunkin and Roxy Davis with TLC, introduced several tools to analyze and improve equity in our courses.

Here are the slides.

The first tool is the Getting to Know Your Students dashboard. This data is available shortly before each quarter begins and can be accessed either before or during your course. Using aggregated data, the dashboard provides information about student majors, demographics, and how students have done in previous courses. This information can be helpful to get to understand the make-up of your class as a group.

The second tool is the Course Analytics dashboard, which provides aggregated information about demographics, majors, and grades in specific classes. You can look at the data both in terms of specific groups (how do Underrepresented Groups do in your Writing 2) as well as intersectionality (how do Underrepresented male-identifying students do?). This information can help you track changes over time. 

For example, if you see that first-generation students tend to not do as well, you can research new practices to implement, add them to your course for several quarters, and then look at the data again.

In a given course, you can use either or both dashboards. While WP faculty noted that there are gaps–several of us have advocated for including disability data in the analysis–these tools provide useful quantitative data that can help you to better understand where equity gaps might exist in your classes.

What Do You Meme?

Once, again, the Teaching Team is asking for memes/gifs, reviews, and teaching tools. Please share your contributions via this Google form.

Hello and welcome to midterm week in the 2025 winter quarter:

Initially, I opened this message with an exclamation point and I had to delete it. 

Rhetorical choices and whatnot. 

I’m not in a very “exclamation point” kind of mood.  

Unless those exclamation points signify yelling. 

Out of fear and anger and powerlessness. (Oh, and if that yelling takes place deep on the inside because you’ve got so many tabs open in life and on your device and you have bills to pay, same, bb. ♥️)*  

So, while I can only speak from my positionality as a bigger, queer, and first-gen Chicana, who is also “a childless cat lady,” I might “meme” it out and send you clunky Google forms that could use some re-working, and I’m yellingcryingfreakingout on the inside. 

And I’m still here.

And, you, the one reading this blog instead of doing whatever else–good on you for taking a break–you’re still here, too. I’m so glad you are. 

Without further ado, thank you to my wonderful Teaching Team (TT) homies (oh yeah, we’re going there): for their brains, brilliance, and bravery. 

And, many thanks to you, dear colleague for your time. I hope the dates are useful, the faculty spotlights are enjoyable, the teaching tools inspire you, and the memes make you crack a smile. 

Suerte y salud hoy y siempre, 

Lara

*Real talk here: including this parenthetical twists my stomach in all sorts of shapes and I’m going to leave it because I believe it’s important to yell–in whatever form and especially “from the margins” (and here’s a lovely read about bell hooks by Crystal Wilkinson for you).

Important Dates: 

Mark your calendars for the following events:

• Douglass Day (3-7 p.m, Tuesday, February 18): From the website: “Each year, we celebrate the chosen birthday of Frederick Douglass on February 14th. During our celebrations, we join forces at locations around the world. We work together to transcribe an online collection of Black history and culture. We aim to make Douglass Day open to everyone. Our planning team offers guides to help you learn how to transcribe or how to bring Douglass Day into your classroom. Douglass Day makes a real difference. We help create new resources for everyone to learn about Black history. … Douglass Day is a collective act of radical love for Black history.”
  • Join our own WP faculty member, Alexandra McCourt, and her writing students in HUM 1, 202 from 3-7 p.m. 
  • Stop by for all or part of the time. There will be cake! 🎂
• WP Disability Reading Group: Cure Rhetorics (12-1 p.m, Thursday, February 20):
  • Framing questions for discussion:
    • How do writing courses invite, tolerate, and resist rhetorics and pedagogies of cure and overcoming? 
    • What does it mean to resist fixing/curing students and/or their writing in writing courses? What does it mean to allow students to develop as writers and be unwell?
    • What does resisting cure/overcoming mean for writing faculty?
  • Readings:
    • 1. Hitt, Allison. Rhetorics of Overcoming: Rewriting Narratives of Disability and Accessibility in Writing Studies. National Council of Teachers of English NCTE, 2022.
      • → three pages from the introduction to establish rhetorics of overcoming (if interested, here is the full introduction)
    • 2. Clare, Eli. Brilliant Imperfection: Grappling with Cure. Duke University Press, 2017.
      • → Chapter 1, Ideology of Cure (main reading)(if interested, here is the full introduction)
    • 3. Malakaj, Ervin, and Maggie Rosenau. “Feeling Bad, Together: The Pedagogy of Unwellness in Language and Culture Studies.” Feminist German Studies, vol. 40, no. 1, 2024, pp. 15–29. 
      • → first three pages only – marked on linked article above
• Teaching & Learning Center Events Calendar: “The Teaching & Learning Center in collaboration with the Committee on Teaching is pleased to announce that UCSC Teaching Week will be held February 24 – February 28, 2025. Teaching Week is an opportunity to celebrate and elevate the innovative teaching that is happening at UCSC in support of our shared goals of equity-minded and transformative learning for all of our students.”
• Tips & Tricks for Teaching Hybrid Writing (on Zoom w/Dev) (12-1 p.m, Tuesday, February 25): This optional professional development opportunity will be held on Zoom!
• Data and Dashboards for Equity-Based Teaching (WP DEI Workshop Led by TLC) (Thursday, March 6): “Quite a bit of demographic data is available to faculty that may promote equity-based pedagogy and course dynamics. This workshop will focus on data and instructor-level dashboards that Writing Program faculty can use to inform their teaching.”
• Spring WP Symposium CFP (Friday, April 18): The Writing Program will be holding our annual symposium on Friday, 18 April 2025, 9:00 AM to 2:00 PM on Zoom with an in-person reception to follow in Humanities 210, 2:00 to 3:00 PM.
  • Please fill out the Google From by Monday, 3 March if you are interested.  
  • Since its founding in 1965, UCSC has sought to provide a teaching-focused, liberal arts education often with small class sizes through a humanities-based approach.  As we’ve grown to a more traditional research-based institution the role of the Writing Program has had to adapt to new circumstances.  
  • This year our symposium will ask us to look forward and look back in our teaching and research on Writing Studies. How have we adapted and evolved, as teachers and/or as a program? How do we do things differently from other institutions? What are you doing that is new and innovative? What have you brought back?
  • You may want to talk about theory, curricular or course design, assessment, and activity or assignment design. Or, you may want to think about how you connect with our ever-changing student population.
  • We’ll share how we teach, and what we’re teaching and researching, with the opportunity to cover what’s unique about UCSC. Newer faculty can get a sense of the history and legacy of Writing at UCSC.
  • Submissions are welcomed for a variety of formats: short, ten-minute talks; longer twenty-minute talks; poster presentations; or, join us for  noon roundtable discussion of how the UCSC Writing Program has evolved. 

Community Corner:

The community corner features a timely message from the Writing Program DEI Coordinator, Robin King, Faculty Spotlights, Reading and Podcast Recommendations.

First, that important message from Robin King, Writing Program DEI Coordinator:

Dear Writing Program Faculty,

In light of current national moments, here are a few recommendations of culture to remind us and reflect on why thoughtfulness about demographics continues to be important to the social, professional and academic progress of the university. Some of these selections are older (but not outdated as they reclaim history or discuss overlooked social dynamics) and some are new; some are worth a second look if you have already worked with them.

Documentary: Crip Camp; A Disability Revolution (2020), produced by a graduate of UC San Diego.

Video: Manzanar Baseball Field Restoration, a “work-in-progress video journal’’ (2024); produced by an LA artist affiliated with the 18th Street Arts Center.

Podcasts:

• Can We Talk About Whiteness? : NPR One (May 30, 2016)
• 8 Disability Podcasts That Are Well Worth A Listen (April 14, 2022)

Books

• Teaching Resource: Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (2022), a TLC text included in Project Real
• Fiction: James (2024), an excellent read, given the take on bilingualism and connections to history, literacy and social justice. Reviewed to be superb by many, including Sarah-Hope, if I remember correctly.
• Non Fiction: Ruin Their Crops on the Ground; The Politics of Food in the United States, From the Trail of Tears to School Lunch (2024), “A Groundbreaking history of how the United States Uses Food in Law and Politics as a weapon of colonizations and control, a Fast Food Nation for the Black Lives Matter Era”

Articles

• “The 100 Best Protests Songs of All Time” (January 27, 2025)
• “Trump’s Latest Anti-Trans Action and How We Can Fight Back” (January 30, 2025)

TV News Report: Democracy Now – “Infinite Hope”: Angela Davis Speaks at 2025 Peace Ball Ahead of Trump Inauguration (January 20, 2025)

I hope that winter quarter is going well for you all, in spite of recent critical events.

Robin

Faculty Spotlights:

This portion of our community corner features faculty spotlights: images and fun facts about our colleagues. A special thank you to those who participated in this round of faculty spotlights: Robin King, Toby Loeffler, and Alexandra McCourt.

Here are the questions they responded to:

• How long have you been teaching in general?
• When did you start teaching for the Writing Program (Quarter & Year)?
• Have you taught at/do you teach for any other programs here at UCSC besides Writing? For any programs outside of UCSC? 
• What brought you to teaching (in general and/or here at UCSC)? 
• What is your favorite spot here at UCSC? In the world? 
• What do you like to do outside of teaching? 
• Any fun facts about yourself? 
• Do you have any fur, human, or plant babies? 🙂 If so, tell us a little about them.

Robin:

• 35+ years
• Fall quarter 1998, I think. 
• I teach the Oakes College Food Politics series of classes and Summer Bridge. Over the years I have taught a number of EOP/HSI courses and the Faculty Mentorship (research) writing course, as well as W169 and Oakes Core; I taught journalism at Cabrillo College a long time ago.
• When I moved to New Jersey from Pleasant, CA where I had been working in corporate America (Viacom Cable TV), I wanted a change in career. So I applied and was hired to teach writing and mass media at Camden County College. A few years earlier I had taught an evening course at Palomar College, north of San Diego, while I worked days at Southwestern Cable TV as a program coordinator for the public access channel. This juxtaposition of work contexts so soon after graduate school made me consider whether I might be more interested in teaching at a university than spending my days working as a business administrator. 
• At UCSC, it’s a toss up: The Farm and Oakes College Amphitheater. In the world right now: Costa Rica where I spent a lovely week with my extended family in the middle of a rainforest this past year-end holidays. 
• Yoga and going for walks with friends.
• I am known in my neighborhood for growing the best roses (St Joseph’s Coat climbing rose and The Stairway to Heaven climbing rose).
• Two sons and one grand puppy: Drew, 33 years old, partner in an activist consulting organization that works on progressive issues; Reed, 35 years old, intellectual property lawyer for San Jose State University Research Foundation; Reed’s puppy, Calvin, who is 17 months old, mixed-heritage but mostly Rhodesian Ridgeback.

Toby:

• I’ve been teaching for over thirty years now, since 1993, when I began as a graduate student. 
• My first quarter at UCSC was the fall of 2008. 
• I began at UCSC teaching sections of Stevenson College’s core course. After that, I taught College Nine’s core course for many years. 
• Teaching is what I always wanted to do. I had many excellent teacher/mentors when I was younger and they got me started on this path. I actually grew up in Santa Cruz Country but left for college and never really thought that I’d end up returning to teach here. 
• My favorite spot at UCSC is probably the Alan Chadwick Garden. It’s hard to say what my favorite place in the world is, but it might be my garden or any place where my wife is. 
• Other than reading, I like to cook and bake. I’ve been baking bread at least weekly for over 20 years now, mostly sourdough loaves, bagels, and pretzels. I also cycle quite often and have been commuting to campus by bike, rain or shine, for over 16 years. If you’re out early on Saturdays, you might see my wife and me zipping around town on our tandem. 
• My wife and I make hard cider, apple with a touch of quince, yearly. On the first of the year, we bottled about 15 gallons. It’s resting now, and we’ll be testing it out in early March. 
• We don’t have any human babies, but we do have a garden and a small urban orchard of 25 apple trees, mostly heirloom varieties, along with citrus, pear, sour cherry, plum, aprium, and pluot trees as well as enough olallieberry plants to make jam and a pie or two

Alexandra:

• I used to teach for the First Year Writing Program at North Carolina State University and I used to teach English as a Second Language at Durham Technical Community College.
• I knew I wanted to be a teacher when I was 5 and I taught my brother how to say his first word (Apple).
• My favorite spot at UCSC is the quad by the humanities lecture hall. I love watching the changing of classes and hearing snippets of conversations from passersby. My favorite place in the world is Glasgow.
• I make homemade mead and I love to cook with my daughter and nieces .
• I speak Portuguese (even though I sound like a gringa lol), I can relate everything back to Grey’s Anatomy, I used to be a pharmacy technician.
• I have a daughter, Marya Eduarda. She’s 12 and the best human being I’ve ever known. I have two nieces, Emelia, 3, and Giulia, 2, and they call me Titi.
• I am working on developing my theoretical framework for a case study proposing the correlation between attendance and performance in writing classrooms post-pandemic. If you are interested in learning more about my framework, or would potentially like to pilot the framework, please email me and we can talk about it more. I will send an announcement out towards the end of the quarter, as well.

Reading Recommendations:

Do you remember that Google form I sent out at the beginning of this quarter? Well, in addition to soliciting memes/gifs, I also made the following requests:

• Is there a short review of something you recently read or a short summary of a workshop you recently attended?
• Maybe you didn’t recently read something or attend a workshop, but you listened to a podcast that was particularly enlightening. Feel free to share the title of the episode here!
• Finally, perhaps there is a new teaching tool that you think we, your life-long-learner WP colleagues would love to read and learn about and/or attempt to implement in the classroom, let us know!

Thanks to Dev for the following reading recommendation for a review from The Washington Post for the book, All Fours by Miranda July.

Podcast Recommendations:

Thanks to Dev and Brij for sharing their podcast recommendations. And a special shout-out to Roxi Power on her podcast, “The Hive Poetry Collective”! Roxi shares that her “most recent show discusses the anthology [she] just co-edited that was published last month, Winter in America (Again: Poets Respond to 2024 Election. We’ll have some upcoming launches: San Francisco 3/1, Los Angeles 3/7; Bookshop Santa Cruz, 4/1; Satori Arts Santa Cruz, 4/25. All at 7pm.)”

You can find additional recommendations below:

• From Dev: The Pedagogue Podcast: “Pedagogue is a podcast about teachers talking writing hosted by Shane Wood.”

• From Brij: 
  • Babbage The Economist’s podcast on tech has a good episode critical of AI.  (I didn’t know they spell it “sceptical” across the pond)
  • East Bay Yesterday: “a podcast about yesterday that’s not stuck in the past”; a very well-researched and produced podcast about Oakland, Berkeley, etc., that focuses on everything from the Key System trains that used to run to SF, to the Lesbian Archives, to KPFA, to the Berkeley City Dump (where I used to marvel at “the pit”).  The stories are multilayered and entertaining.  E.g., who knew one African American family from Oklahoma ran the Berkeley City dump? 
  • The Economics of Everyday Things  from Freakanomics Radio: “Who decides which snacks are in your office’s vending machine? How much is a suburban elm tree worth, and to whom?  How did Girl Scout Cookies become a billion-dollar business? In bite-sized episodes, journalist Zachary Crockett looks at quotidian things and finds amazing stories.”

Teaching Tools:

• Identifying Types of Information (new library instruction module)
  • From Sheila Garcia-Mazzari (via Brij): The second library module, Identifying Types of Information, is now live on Canvas and can be directly embedded into any course. Along with the full module, I also uploaded 8 separate learning objects. These learning objects are all contained within the module but have been uploaded separately to allow instructors to mix and match content for their courses. 
  • The learning objects include 2 videos, 2 handouts, 1 interactive scenario, 2 review quizzes, and 1 interactive tool. I’ve linked each of these below. The resources that do not have a preview available were created with Articulate software but will work smoothly once embedded into a course. Please let me know if you have any questions at any time!
  • Identifying Types of Information Module 
  • Researching California Wildfires (Video)
  • Methods for Determining if a Source is Peer-Reviewed (Video)
  • Characteristics of Scholarly and Popular Sources (Handout)
  • A Quick Overview of Primary and Secondary Sources (Handout)
  • Understanding the Peer Review Process (Interactive Scenario)
  • Identifying Scholarly and Popular Sources (Quiz/Review)
  • Identifying Primary and Secondary Sources (Quiz/Review)
  • Is My Source Primary or Secondary? (Interactive Tool)
  • Sheila Garcia Mazari shargarc@ucsc.edu
  • *The first item included all the following ones and can be directly imported into your Canvas course page and edited if need be. 
  • Reminder: Shelia’s first module, Examining Bias in Sources of Information (Full Module) is also available on Canvas Commons. 
• Powernotes: A shout-out from Dev Bose for this tool.
• From Heather: Public Domain Image Archive:
  • After the hundreds (thousands?) of hours trawling through online image collections since the PDR’s inception, we’ve decided it was time to create one of our own! We are really excited to share with you the launch of our new sister-project, the Public Domain Image Archive (PDIA), a curated collection of more than 10,000 out-of-copyright historical images, free for all to explore and reuse.
  • While The Public Domain Review primarily takes the form of an “arts journal,” it has also quietly served as a digital art gallery, albeit one fractured across essays and collections posts. The PDIA sets out to emphasise this visual nature of the PDR, freeing these images from their textual homes and placing them front and centre for easier discovery, comparison, and appreciation. Our aim is to offer a platform that will serve both as a practical resource and a place to simply wander — an ever-growing portal to discover more than 2000 years of visual culture.
  • We intend the archive to be a place of discovery, and to this end have developed various “views” to aid exploration:
    • catalogue view, to search and browse by theme, style, date, and more;
    • infinite view, for a more immersive experience of the collection;
    • shuffle view, a tool to easily summon images in a serendipitous manner.
  • And with more ways to visualise the collection to come.
  • Whether you’re a researcher, an artist, a designer, or simply a lover of old images, we hope you find the PDIA to be a source of inspiration and delight. Explore, download, and create to your heart’s content!

What Do You Meme?

Welcome to the silly send-off section: the memes. Enjoy!

Some context: this quarter I’m teaching W1 on the M, W, and F schedule. After the Martin Luther King Jr. holiday and that other thing that took place that day, I came to Wednesday’s class a bit unsure how to hold space for students–if they even wanted that option.

I did so and in my style, meaning, with memes. The memes helped diffuse the deep sense of despair several students were feeling. I even had a few students check in with me after class to share how they had been avoiding any news, social media, and other updates. One student shared that they didn’t even want to laugh or give additional attention to that person’s ascension to the throne but, at the end of the week, they wanted to share a bright spot in the dark. 

In the memes that follow, the first is from the aforementioned student. The second is from Maggie Amis, the third is from Robin King, and the third is from Dev Bose. Thanks for sharing the memes, y’all, and helping to bring about some joy. 

From student: 

From Maggie: “there is plenty of reason to be upset but when those times arise, I need something to change my frame of mind so I can do something about it. This gif/meme (as the case may be) does that for me.”

From Robin:

From Dev:

I hope you smiled and maybe some of you even laughed. Whatever your position on the happiness spectrum, I wish you a lovely long weekend and I hope you can enjoy the break from the rain while it lasts!