In the Classroom

I teach in Chicanx/a/o Studies at the University of California, Davis, to create a collaborative intellectual community focused on curiosity and evidence-based inquiry. Additionally, I work with K-12 and university educators to develop and implement ethnic studies and US history curriculum that support student learning, critical thinking, and transformative action within the communities where they live.

The above image comes from one of my favorite in-class activities for courses on the Chicano Movement or US History covering student youth movements. After a lesson on 1968-1969 student movements, the class works to envision an education that prioritizes justice and liberation. Then they make their own demands for current needs, informed by both historical context and their lived experiences.

The midterm playlist replaces an in-class essay and allows students to create connections to course content in a way that relates to them. Their prompt is to curate a playlist that demonstrates knowledge of course content, including the assigned readings, media, and lecture.

The Midterm Playlist must contain a minimum of 10 items. Students write a complete paragraph or two to justify their use of each art piece that will a) demonstrate how the media relates to the course content; b) provide a summary of the work; c.)  provide a brief sense of historical context; c) offer an analysis.

Some questions to consider when choosing a playlist item: what key concept or term am I trying to convey from the course material? How can I justify my use of this particular selection?

Each item should be properly cited according to Chicago Turabian Style. Each item MUST have a correct citation, Links to an external site, and use the Chicago Manual of Style. Citations in the notes section of the PPt. Minimum 2 citations per item: one from the course material to which you are connecting, and the second to the media.

Consulting, Professional Development, and Creating Intellectual Communities