I believe we all have a growth mindset in at least one area of our lives, and we just need to be reminded of that mindset so we can apply it to other areas. From the first day, I make many small changes in my classroom to help promote growth mindset and help my students see themselves as capable.
Zines — self-published, small circulation booklets or magazines — engage students in creative activism, teach about history, enable learners to produce their own resources, and build community in the classroom.
If we want students to believe in themselves and in BMCC, and if we want students to believe that the assigned coursework is important, we must first create a learning community. My experience has taught me that this community should resemble a (happy) family: we don’t always agree with one another, but we know that our voice matters, that it will be heard.
Double Portrait, the upcoming exhibit at BMCC's Shirley Fiterman Art Center, is designed to open a conversation not only about issues in contemporary art, but also about such topics as identity, women’s studies, and subjectivity and the self. We invite you and your students to contribute to this cultural conversation.
My teaching experience at BMCC—and previously, at Fordham University—has proven that performance-based assignments help students connect with material that might on first blush seem difficult, foreign, and strange.
The most exciting and rewarding experience of my academic career thus far was being awarded a Fulbright Fellowship. I spent the 2015-2016 academic year at University of Turku in Finland, and this award set me on a path that I could not have anticipated, and for which I could not be more thankful. I encourage my colleagues to explore the multitude of possibilities for Fulbright awards.