Curious about teaching in a K-12 school after Trinity?
Feeling overwhelmed by different options and programs?
Come join us for a panel discussion:
Pathways to Teaching with Trinity Students & Recent Alumni
Wednesday, October 5th, 2016, 6:30-7:30pm in Rittenberg Lounge, Mather Hall
Listen and learn from current Trinity students and recent alumni who have followed different pathways to teaching. Guests will appear in person and via video conference to share their stories, explain the decisions each of them made, and offer their advice. Professor Jack Dougherty will moderate the discussion and refer to the Pathways to Teaching advising web pages hosted by the Educational Studies Program.
Sophie Long ’17 is finishing her degree in mathematics. This fall, she also is completing her secondary school certification as a full-time student teacher in a New Britain CT public school, through the cross-campus consortium with the University of Saint Joseph in West Hartford. Learn more about teacher preparation at USJ.
Elizabeth (Lizzy) McQuaid ’16 graduated with a bachelor’s degree in psychology. She began her secondary school certification program in mathematics through the consortium at the University of Saint Joseph, and this fall is finishing by student teaching full-time at Manchester High School. Learn more about teacher preparation at USJ.
Emily Meehan ’16 graduated with a bachelor’s degree in Educational Studies. She is a Teach for America corps member and currently works as a 6th grade English/Language Arts teacher at Blackstone Valley Prep Middle School 1 in Central Falls, Rhode Island. Learn more about Teach for America.
Elaina Rollins ’16, Achievement First network . . . more to come
Zuleyka Shaw ’06 graduated with a bachelor’s degree in biochemistry, then completed her secondary teacher certification while earning a master’s degree in curriculum and instruction from the University of Connecticut in 2009. She has taught in several public schools in Hartford, and currently is an 8th grade science teacher at the Hartford Magnet Trinity College Academy. Learn more about teacher preparation at UConn.
Jess Voight ’17 is completing her major in biomedical engineering, with a minor in models and data. This past summer, she was one of 12 students from around the nation who gained first-hand experience as science educators at the Hartford Magnet Trinity College Academy, with training and financial support from the National Science Foundation – Teaching Experiences for Undergraduates program. Learn more about the NSF-TEU intern program.
Questions for panelists:
We all start at different places in life, and everyone follows their own path. What decisions did you make about pathways to teaching, and why?
What’s one piece of advice that you wish someone had shared with you during your earlier years as a Trinity student?
As summer ends, the fall academic conference season begins. This time of year I find myself writing the same email to panelists for whom I’ve been assigned to serve as chair and/or discussant at the History of Education Society meeting in November. So this year I’ll also share it as a blog post to make the process more transparent, and encourage others to comment and share their own approach or advice, which may differ from mine.
Looking forward to serving as chair and discussant on your HES panel in November. We’ll proceed in the order listed on the program unless your group tells me otherwise.
Some friendly advice:
1) Although the program chair instructed you to send me your writing by the beginning of October, feel free to extend that date to October 15th, because I won’t be looking at your writing until then. But this extension is a hard deadline, and panelists who miss it will not receive any prepared feedback from me.
2) Please send your writing to the entire panel to share your thinking, spark ideas, and promote discussion.
3) In addition, send us a 2-sentence bio, and more importantly, the context and trajectory of your writing, to help us understand how it fits into your academic plans. Do you envision this as part of a dissertation chapter, and/or journal article, and/or book project? Is it brand-new or near completion? Knowing this ahead of time helps me to frame my comments, which I usually gear toward helping panelists bring their work to the next step.
4) Everyone has their own style, but I support this recent email from program chair Jackie Blount: “It is better to prepare a talk than to read a paper verbatim.” So feel free to share your thinking about how you plan to do this. For example, it’s perfectly acceptable to send us a 25-page essay, with a note stating that you’ll prepare a talk about pages 1-4 and 10-15. Similarly, it’s also acceptable to send us an essay and presentation slides that outline your talk about that essay.
5) Aim to deliver your talk in less than the allotted time. Everyone loves a concise and focused presentation. And everyone feels embarrassed when a speaker who runs over needs to be interrupted by the chair, so let’s prevent that from happening. [The HES program chair states that sessions with 4 papers, allow no more than 10 minutes each; 3 papers, allow no more than 15 minutes each.]
6) Whether or not you choose to present digital slides or materials depends on your judgment about the best way to deliver your talk, which varies with content, setting, and personal preference. I’ve seen both wonderful and dreadful presentations, both with and without slides. But if you plan to use a projector [which HES is providing in selected rooms this year], then set up your laptop and connecting cables in advance, and coordinate with other panelists to share equipment and avoid time swapping out hardware. Furthermore, if you present digital slides, consider hosting them on the web (perhaps with Dropbox or Google Drive) and insert a short link or Twitter handle on the first slide, so that audience members (or people who could not attend) may download them later. Years ago I shifted from PowerPoint to Google Slides to make this process even easier.
Above: A different short video I recorded with the “Cycling, Sustainability & Hartford” First-Year Seminar. Not related to the event below, but still fun to watch.
The short version:
Wanted: Trinity students with bikes
What: Appear in a short video, on campus, with Professor Jack Dougherty
When: Saturday, September 24th, 2016 from 10 to 10:30am
Where: Vernon Street, near the Broad Street gate, Trinity College
Why: Eternal fame in a soon-to-be viral video, plus free cider and donuts
And if you’re curious, here’s the longer version: Trinity College has funded me to create a free online course, “Data Visualization for All,” to be distributed on the edX platform in February 2017. This course builds on a successful internship seminar where Trinity students co-create interactive charts and maps for the web, in partnership with Hartford community groups. When David Tatem and I brainstormed about how to communicate the course vision in a two-minute video, we dreamed up the idea a bicycle ride — my favorite mode of transportation — to tie together different scenes that we’re shooting with community partners around the City of Hartford. The final scene brings us back to the Trinity campus, specifically at the Broad Street gate on Vernon, where we need as many bike riders as possible to swarm in and shout out the closing line. So if you have two wheels — or can borrow some — come and join us!
My Trinity colleagues and I are delighted to welcome Jamie McPike as the Associate Director of our long-standing Community Learning Initiative. At Trinity, CLI enriches our liberal arts curriculum with experiential learning in the city. Since 1994, faculty and students have created academic partnerships with more than 250 local organizations across the Hartford region, involving almost all of Trinity’s departments and programs, and enrolling about half of our undergraduate population.
As a Hartford resident and PhD candidate in Sociology at Brown University, Jamie brings rich experience as a teacher, researcher, and organizer of community engagement. Last spring she taught an innovative course, Engaged Research/Engaged Publics, which collaborated with the City of Providence to explore challenges faced by small businesses. She and her collaborators described their process in two essays that recently appeared the Huffington Post (Communicating Innovation and Little Data, Big Solutions).
Jamie also designed a two-week course on Storytelling for Social Change for the Brown University Summer Leadership Institute that enriched students’ skills in traditional and digital media. Furthermore, she received a National Science Foundation dissertation grant for her sociological study of low-income housing policy in Bangalore, India. Learn more about these and other projects at her personal website: http://www.jamielynnmcpike.com.
We encourage Trinity faculty, staff, students, and community partners to connect with Jamie and discuss ways to strengthen our academic connections with Hartford. After she begins her new job at Trinity on September 19th, contact her via email (firstname.lastname@example.org) or phone (860-297-2583).
When I teach the introductory Educ 200: Analyzing Schools course at Trinity College, one of my favorite parts is introducing my students to different Hartford schools where we place them for their weekly participant-observation sessions with classroom teachers. My students’ minds turn on when reality challenges them to confront the stereotypes that many of us carry about “urban education,” and their eyes light up at the opportunity to escape the “Trinity bubble” and play a meaningful role in the education of people younger than themselves. My Trinity colleagues and I invest a considerable amount of time and energy to build lasting relationships with our coordinating teachers in each school, who help us to schedule the logistics and come to campus at the end of the semester to evaluate students’ culminating projects. This community-learning component is so central to Trinity students’ learning experience that I cannot imagine what teaching this urban education class would be like without it.
Ken Krayeske and Joe Barber invited me to ride with the Trinity Pre-Orientation cyclists this year, but those plans fell apart when I injured my hand earlier this month. So I was delighted when they stopped by my house this morning for a lemonade break and chat about cities and suburbs. Looking forward to riding with them in the future.
Trinity invited faculty to propose new half-credit courses for the two-week January Term session during winter break, so I submitted this proposal for “Mapping Hartford.” Stay tuned.
Title: Mapping Hartford (proposed for January 2017)
Description: In this hands-on course, students will create digital maps about metropolitan Hartford, and travel to meet people and places whose stories they tell. You will gain valuable skills in data visualization and web design, learn about the history of the city and its suburbs, expand your comfort zone beyond campus, and taste delicious foods in different neighborhoods. All readings and class exercises are freely available on the instructor’s websites (http://OnTheLine.trincoll.edu and http://DataVizForAll.org). Bring any laptop computer, but no prior mapping or computing experience is required. Instructor: Jack Dougherty. Enrollment Limit: 9.
Enrollment Limit (please provide rationale): I request an enrollment limit of 9, rather than 15, to make our travels around the city of Hartford more feasible. When students sign up, I will notify them to obtain a U-Pass, and that our class will be ride as a group on the city bus for select trips. In case you’re wondering, I already experimented with my Educ 308 seminar riding the city bus on our first day of class in late January 2016, and it worked well with 9 students, but am unsure about larger numbers. Also, some of the people and places we will visit in Hartford are located in smaller buildings, so a group of 9 (plus me) is more manageable than 15.
Location: If this course is approved, I will ask Carlos Espinosa for permission to hold our class sessions at Trinfo Cafe, where I taught my Data Visualization internship seminar (with 8 students and 1 TA) in Spring 2016. This is an ideal space to work on our web maps, meet with community partners, and publicly show our work on the large-screen TVs. Also, Trinfo Cafe introduced many students to life beyond campus. Furthermore, since the #61 bus stops on the corner of Broad and Vernon Street before heading downtown, it’s a convenient place for me and my students to meet up.
Schedule for 2017: To maximize student learning and meet the 20 contact hour requirement, within the narrow 2-week J-term window, I propose the following schedule. It alternates between days when we will travel around Hartford as a group versus days when we will meet only at Trinfo Cafe.
Mon Jan 9 10am-1pm 3 hours
Tue Jan 10 10am-12pm 2 hours
Wed Jan 11 10am-1pm 3 hours
Thu Jan 12 10am-12pm 2 hours
Fri Jan 13 10am-1pm 3 hours
Mon Jan 16 no class (MLK Day)
Tues Jan 17 10am-12pm 2 hours
Wed Jan 18 10am-1pm 3 hours
Thu Jan 19 10am-12pm 2 hours
Fri Jan 20 no class (Inauguration Day)
Total contact time = 20 hours
Sample Hartford story map, created with easy-to-learn tools:
Join us for brief presentations and insightful discussion about the latest developments on school finance reform in Connecticut.
Thursday, September 29th, 2016 from 12:15-1:15pm (Common Hour) in Rittenberg Lounge, Mather Hall, Trinity College. Open to the public. Light lunch buffet.
Katie Roy (Director and Founder) and Patrick Gibson (Senior Policy Analyst) represent the Connecticut School Finance Project, a non-partisan non-profit organization that seeks to build knowledge and identify solutions to unequal education funding across the state. See video and data resources on their website.
Robert Cotto Jr., Director of Urban Education Initiatives and Lecturer in Educational Studies at Trinity, will provide an overview of state Superior Court Judge Moukawsher’s recent ruling in the Connecticut Coalition for Justice in Education Funding (CCJEF) v Rell. See Cotto’s resource page on this important school equity case.
Sponsored by the Educational Studies Program and Urban Educational Initiatives, Trinity College.
Video part 1: Patrick Gibson presentation:
Video part 2: Robert Cotto presentation:
Video part 3: Discussion with Robert Cotto, Katie Roy, Patrick Gibson and the audience:
At Trinity College, we’re launching a search for a full-time Associate Director of the Community Learning Initiative (CLI). We define community learning as a form of experiential education, which partners our liberal arts courses with the needs and interests of local organizations, most often in the City of Hartford. Since 1994, CLI courses have been offered in almost all of our academic departments and programs, connecting with more than 250 community organizations, and enrolling about half of our undergraduate students. See the online course schedule and select “community learning” in the drop-down menu to view the range of participating courses for next academic year.
CLI highlights some of Trinity’s most creative teaching and learning, sometimes in unexpected places. Chemistry students have analyzed toxic metals in soil samples from abandoned city lots to help housing organizations plan where to build. Members of the Hispanic Hartford course write bilingual web essays that feature the city’s rich Latino cultural resources and agencies for newcomers. Theater and Dance students have partnered with nearby elementary school students, and women who were released from prison, to help choreograph and tell their stories in public performances. Advanced undergraduates apply to become CLI Research Fellows, where they receive additional training and support to make their senior thesis projects to be more meaningful and useful to their community partners. While other colleges may label this “service learning,” Trinity philosophy professor Dan Lloyd explains in this essay how “community learning” better defines the two-way collaborative relationship that brings together the campus and the city.
The intellectual energy of CLI attracted me to come to Trinity years ago, and the continued dedication of faculty, students, and community partners still inspires me today. The CLI brainstorming lunches offer one of the few opportunities on campus to discuss teaching and learning across departments. My faculty colleagues have integrated community learning into several of our courses in the Ed Studies Program. This year I discovered new ways to connect students and city non-profit organizations through the data visualization internship seminar at Trinfo Cafe, Trinity’s neighborhood internet and community center. Looking ahead, our CLI Advisory Group has proposed a new “Community Action” gateway program, to help build stronger campus-city learning among cohorts of entering students.
Come work with us. We’re looking for the right person—with academic, administrative, and urban partnership experience—to help us support and expand community learning at Trinity. It requires someone with the right combination of skills—particularly the ability to plan with Trinity faculty and Hartford community partners—and to co-design and teach a course in the proposed Community Action first-year gateway program. See the official job posting and application link, which is summarized below:
Title: Associate Director of the Community Learning Initiative (full-time position with benefits)
Trinity College invites applications for the position of Associate Director of the Community Learning Initiative. The Associate Director will coordinate academic engagement between liberal arts courses and Hartford organizations through the Community Learning Initiative and the proposed Community Action gateway for entering students. Among other responsibilities the Director will:
• In collaboration with the faculty director, guide the Community Learning Initiative to promote academic engagement with Hartford, by matching new/existing faculty with community organizations, and strengthening and publicizing these partnerships.
• Build relationships with Hartford organizations.
• With support of the faculty director, oversee the proposed Community Action gateway for entering students, including teaching one course per year, planning with participating faculty, and recruiting through Admissions.
• Support the CLI Research Fellows Program.
• Coordinate with the Office of Community Service and Civic Engagement.
The Associate Director of the Community Learning Initiative is a 12 month full-time administrative position with competitive salary and benefits that reports to the Faculty Director of CLI. The initial contract is for one year, with a flexible start date, to begin no later than September 1, 2016. Review of applications will begin immediately, and will continue until the position is filled.
The successful candidate will contribute to Trinity’s urban academic programs and will show clear evidence of leadership skills and experience with urban community partnerships,, excellent oral and written communication skills, ability to collaborate with faculty colleagues, experience directing and mentoring students, and evidence of innovative teaching.
A complete application consists of a letter of application, curriculum vita, and names and contact information for three references. Please submit all application material at https://trincoll.peopleadmin.com/.
Trinity College is an Affirmative Action/Equal Opportunity Employer with a commitment to diversity in hiring. Women and members of minority groups are especially encouraged to apply. Applicants with disabilities should request in writing any needed accommodations in order to participate more fully in the application process.
A master’s degree is required and a doctoral degree is preferred. Significant community engagement and college-level teaching experience is expected.
Salary is commensurate with education and work experience.
Today Michelle Herbert (Trinity IDP student) and I were guests on “Collaborative Annotation in the History Classroom,” a webinar hosted by Jeremy Dean, Director of Education at Hypothes.is. The open-source Hypothes.is annotation tool is growing in popularity among college instructors because it allows students to share their reflections in the margin of a text — such as a website or PDF document — with the public or only members of a particular group. Michelle was the ideal student guest because she learned how to use two different commenting tools in two courses with me this spring, and she began using Hypothes.is as a personal note-taking tool on her individual PDF files. Everyone appreciated having a student perspective in this professor-heavy conversation about learning.
During the webinar, I offered these links to illustrate how we use annotation tools in my class projects, and Michelle offered reflections from her perspective as a student.
My Ed Reform Past & Present syllabus, and a link to a 19th-century primary source text pasted into a Google Document. During the first few weeks of the course, to help students learn to “read like an historian,” as Sam Wineburg encourages us, I insert questions into the margin with Google Doc comments, and assign students to respond and/or add their own annotations, then lead a discussion of the text in class. This is not a Hypothes.is example. Instead, I use Google Docs here because it’s a tool that is already familiar to most of them, which matters a great deal during the first few weeks, when I overwhelm them with unfamiliar historical content and other digital tools. Also, these public domain sources are available in plain text, so Google Doc commenting works nicely. See a screenshot:
In my Cities Suburbs and Schools syllabus, we use Hypothes.is because it’s the best tool for shared commenting on PDF files. For this class, I download a copyrighted PDF of a journal article, make sure that it’s OCRed (optical character recognized), and upload it to our seminar’s password-protected Moodle learning management system. Each student signs up for a free Hypothes.is account, and I assign teams of students to annotate and lead the discussion for specific PDF readings. Since only students in my seminar can access our Moodle site, their Hypothes.is comments are limited to our class. Each semester, I can upload a fresh PDF for new annotations. See what it looks like here:
For my On The Line history book-in-progress, I encourage readings to post comments on draft chapters that appear on a self-hosted Pressbooks/Pressbooks Textbook site. The latter plugin includes built-in support for Hypothes.is, which means that readers do not need to install the browser tool, but they still need to sign up for a free account. To help newcomers understand this tool, I created a “How to comment” page with this animated GIF loop:
During the Q&A, one topic that came up was the tension between public writing and student privacy regarding these web annotation tools, so I shared an essay I wrote on that very topic in a recent open-access volume I co-edited, Web Writing: Why and How for Liberal Arts Teaching and Learning.
Check out the entire webinar on YouTube below. Our segment begins around the 10 minute mark.