CITI Training Setup (5-10 min)

Here is a link on instructions for completing your CITI training (due by Tuesday, September 6).

Grading Contract (10 min)

It sounds like we are mostly good here? All I saw was a question about how to get grade boosts so let me bring up the Grading Contract so we can go over that part.

Learning Preferences + Resources (Survey Results) (10 min)

• coming to communal understandings
• detailed lesson plans
• videos and visual ways to learn
• group work in class for engagement and overcome nerves
• teacher interest excitement
• clear assignment instructions
• assignments all at once
• feedback
• breaking down information
• breaks to process information*** (call me out on this!)
• one thing at a time
• don’t be boring

Resources:

• Jobs or Financial Hardship: There is a page here for Baruch jobs for students. There is also this site that I don’t know too much about but does target Baruch students for jobs. Finally, the Dean of Students has an emergency fund if anyone has financial issues. The Dean of Students is just a good place in general to go for any help you might need. If they can’t help, they will direct you somewhere that can.
• Healthcare: The Baruch College Student Health center can provide a lot of support for illnesses and injuries for students, or refer you to somewhere else that can help. The Counseling Center is a fantastic resource for any mental health concern you have: anxiety, eating disorders, or just talking through some stuff you know isn’t sitting right. I went to my college’s counseling center when I was a college student and it helped me a ton with an issue I was having at the time.
• Housing: the Emergency Fund can also assist with housing issues. Talking to someone from the Dean of Students office can be a big help to helping you get some assistance.
• Computer access: You can rent a laptop, iPad, Chromebook, and more from the library. For our class, it can be a good idea to take one out so it is easier to participate in class activities (your phone can work if you have a phone but I find students do better for the most part with a laptop or tablet). Here is more information: Technology Loan Service – Newman Library | Baruch College (cuny.edu).

Discussion Norms (20 min)

I enjoyed reading your writing!

Patterns I noticed:

• No disrespect, no talking over one another / taking turns talking, start from point of empathy and “believing game” taking responses and making responses in good faith, “disagreements not arguments and yelling”, hold off on judgment, seeing merit in all responses as way to move things along
• Prof to direct things when things stall, but otherwise should be one contributor among all contributors, equally
• get lots of ideas out there but at the end sum up what we learned from it all, what questions we still have, etc.
• small groups to get ideas out to start
• talk to one another rather than talking to teacher
• Don’t dominate conversation (prof can help with this if needed but we need to all be aware of how much we are talking and making space for others)
• Need clear questions
• Take notes on what was insightful, don’t be passive
• being honest about preparation and instructor being open to adjusting things if too much work: can’t have good discussion if not prepared
• “all hands on deck”: we all have to bring it

So here is a link to set all of this up, our Discussion Norms we want established.

“Immigrant Can’t Write Poetry” Discussion (20 min)

I enjoyed reading your annotations! Take the next 2 minutes and choose the annotation from another person that got you thinking the most and explain why: it could be something you found insightful, something that made you think of a question you had, something that reminded you of something else from your own experience or another’s experience, etc.

Let’s try out some of our discussion norms now! Let’s start with pairs and groups to explain what annotation they chose and their rationale for choosing it.

What did you all talk about?

Some other questions I have:

What does this poem have to do with writing? What does it have to do with what we are doing in college? What connections–any connections–can you make?

What does “who we are” and the body we inhabit have to do with writing?

Checking in on Labor Log and Journal / Next Time (5-10 min)

• Read “How to Tame a Wild Tongue” by Gloria Anzaldúa
• Post at least five annotations
• Have your Thursday to Wednesday Labor Log completed
• Write your weekly Worker’s Journal (always on Blackboard)