2024-2025 CTL Fellows
Diana Aldrete, Assistant Professor of Language and Culture Studies and Human Rights
“Creative Final Projects: Incorporating Engagement through Research”
This CTL project proposes that the ongoing discussion regarding the use of generative AI and questions about academic integrity presents an opportunity for educators to modify curricula in innovative ways. This project suggests that by providing more creative final projects in seminars through a supportive timeline process, students would be encouraged to actively engage in their research. My objective is to reevaluate a well-established framework that I have adopted in several seminar courses where students had the option of submitting a creative final project and investigate the possible advantages of incorporating creativity with research. Through an examination of previously submitted student work and workshopping these with other CTL Fellows, the research standards for creative work submission in my courses will be streamlined and improved. Additionally, I will investigate the possible implementation of a “project-based” approach in the Hispanic Studies capstone course (HISP 401) that I will be teaching in the spring of 2025.
Tanetta E. Andersson, Senior Lecturer in Sociology
“Analytical Writing as a Tool of Critical Sociological Thinking”
Brianna Halladay, Assistant Professor of Economics
“Active & Inclusive Learning of Economic Principles Through Lecture Videos”
Here at Trinity, ECON 101 condenses the foundations of both Microeconomics and Macroeconomics into a single course. As a result, the breadth and depth of the material covered is expansive, covering almost a chapter per class session. Through this fellowship, I plan on creating lecture videos for my course. These lecture videos will supplement the in-class lectures in a way that will “free-up” significant class time for more interactive applications of the material. I am hopeful that by offering lecture videos outside of class and interactive activities during class time, I will be able to complement more student learning styles than I can with my current course structure.
K Izumi, Lecturer in Language and Culture Studies
“Bridge between the Japanese Language and Calligraphy”
My project examines specific pedagogical methods that I plan to use in my new course, JAPN/LACS/AHIS 280: Japanese Calligraphy, in relation to other existing language courses in Japanese Section. Showing my students the importance of the visual culture and its relationship with the Japanese language, I investigate how to grapple with the challenges to generate and maintain students’ interests in learning Japanese and to convey to them that language and people’s perceptions and thoughts are closely linked with each other. In other words, this pedagogical project attempts to construct a bridge between teaching/learning Japanese and teaching/learning Japanese culture. I would like to explore possible assignments and in-class activities to direct students’ attention to close correlations between the visual and the Japanese language under the movements of the brushes in calligraphy to increase their interests in learning Japanese.
Chitra Jogani, Assistant Professor of Economics and International Studies
“Revisiting Grading”
Enhancing grading and feedback systems is vital for fostering student learning, engagement, and success. In my pursuit of improvement, I intend to experiment with a more student-centered approach, aiming to understand their perspectives on assignments and the type of feedback that contributes most effectively to their learning. My goal is to shift the perception of assignments and assessments from mere determinants of final grades to opportunities for growth and learning. By the end of the fellowship, I aim to design a mechanism for providing feedback and grading that prioritizes students’ learning trajectories while ensuring fairness and consistency in assigning grades.
Josh King. Senior Lecturer in Language and Culture Studies
“Integrating Elements of Filmmaking into Film Studies: Learning to See a Film as a Series of Decisions”
My proposal is to integrate elements of filmmaking into my film studies classes by
developing assignments and evaluations in which students will reproduce the techniques and aesthetics of various cinematic movements and auteurs. Students will shoot short sequences imitating the style of the films we screen for class, and then discuss with the class the decisions they made in choosing to shoot their sequence. My goal is to help students see and understand the choices that a director makes in constructing a film as a work of art.
Kirsti Kuenzel, Associate Professor of Mathematics
“Facilitating Effective Discussions on Equity and Inclusion in Mathematics”
My goal for this CTL project is to explore various ways of assessing students’ engagement in a seminar devoted to discussing controversial issues as well as introducing advanced mathematical concepts. I recently developed a first-year seminar entitled Math in the Movies in which we focused on six popular films featuring mathematicians and their struggle on both the academic and social fronts. There are two primary goals of the seminar 1) to gain a better understanding of each mathematician’s field and his contribution to that field, and 2) discuss equity and inclusion in mathematics, or lack thereof, by examining the societal pressures these men faced. I hope to find ways to better integrate the two aspects of the seminar.
Madalene Spezialetti, Associate Professor of Computer Science
“You Are Not Alone: Co-creating with Generative AI”
Generative AI is a fact in the modern world and, due to its nature, its abilities are improving non-stop and at a rate that cannot be matched by a human. Rather than viewing its use in an academic setting as a subversion to the learning process, this proposal explores embracing it as a co-creator that furthers the potential of students who are using it. This exploration will center around two classes: a first-year seminar and an introductory programming class. The seminar allows students to explore the process of problem-solving and creativity in collaboration with generative AI by co-creating artifacts including works of art, poems, and computer programs. By becoming makers in the spaces of the arts, humanities, and sciences, students will actively explore the power of AI to extend their inherent talents and discover new ones. The second context provides a particular challenge since the goal of the introductory computing class is for students to develop the ability to write programs, and currently, the use of generative AI is considered cheating. The challenge is incorporating generative AI in ways that are not in conflict with the learning goals of the class. In both courses, the act of co-creation becomes a foundational experience for understanding and respecting the implications of sharing ideas and outcomes with an algorithm. This project explores new pathways for preparing students for the continued discovery of what they can co-create with generative AI while providing them with skills relevant to a mindset of innovation, exploration, and pushing boundaries.
