Our Projects

Bold is not just any pedagogy conference; it’s a rare space for the whole Barnard community–students, faculty, and staff–to come together to consider the urgent questions impacting our teaching and learning culture. This year, we went back to our roots to emphasize student-designed sessions–like our Centering Disabled Voices panel discussion and our Prioritizing Student Learning, Centering Community Needs community conversation, both of which were pitched and designed by Barnard students and members of the CEP Student Advisory Committee. Check out the full line-up and RSVP for all conference sessions below.

The 6th annual Barnard Bold Conference continued our commitment to strengthening teaching and learning at Barnard by facilitating cross-campus dialogue on our culture of pedagogy. This year's program featured sessions on generative AI, facilitation, the politics of refusal, citation justice, and more. These sessions were developed in collaboration with the CEP student and faculty advisory committees.

Every fall semester, the CEP invites scholars to share how they apply innovative pedagogical practices to foster inclusion in three different fields as part of our Beyond Content Series: Restructuring Core Courses for Inclusion. This year, we invited Tao Leigh Goffe, Ping-Chun Hsiung, André Isaacs, and Shannon Mattern.

Each spring, the CEP hosts an event with a scholar-pedagogue whose scholarship examines trauma and its relationship to pedagogy. This year, we are excited to continue this annual series with speakers whose work focuses on trauma-informed and contemplative pedagogies in both the K-12 and higher education contexts. Please join the CEP in welcoming Kristen Park Wedlock and Adam Wolfsdorf for their workshop titled "Navigating Trauma in and Beyond the English Classroom."

Since 2019, the CEP has supported students in the organization of the Barnard Bold Conference. The Barnard Bold Conference, first created in 2018 by Barnard alum Shreya Sunderram BC ‘19, is an annual event intended to facilitate conversations between faculty, staff, and students. The Conference is designed to strengthen teaching and learning at Barnard College by focusing on pedagogical themes and topics that are timely and important to the College community.  

While translation is often assumed to be the transformation of words from one language to another, this lecture and workshop will consider definitions of translation broadly, including transforming information across languages, contexts, and audiences. Translation is defined here as an academic, community, and pedagogical practice that pushes communicators to adapt their thoughts and ideas to meet the needs and expectations of various audiences and rhetorical situations.

Our 2022 Beyond Content Series: Restructuring Core Courses for Inclusion was a two-day lecture series featuring three scholars who apply innovative pedagogical practices to foster inclusion in three different fields. This year, we invited Arjun Shankar, Kelly Miller, and Eugenia Zuroski.

The CEP is celebrating and honoring Queer History Month with an Inclusive Teaching Drive that will kick off the week of October 3rd and continue for the rest of the semester. As part of this drive, we are asking departments and programs to host us at an upcoming faculty meeting, where we will introduce faculty to our guides and services that are directly connected to gender and trans inclusivity, as well as other resources that focus on inclusive and anti-oppressive pedagogies and practices at large. Keep an eye out for our social media updates to see which departments participate and celebrate Queer History Month with us!

To celebrate the recent publication of Radical Pedagogies (edited by Barnard professor Ignacio G. Galán alongside Beatriz Colomina, Evangelos Kotsioris, and Anna-Maria Meister), the Center for Engaged Pedagogy and Architecture Department hosted an event on September 30th from 1-3pm that explores intersections of pedagogy and activism at and beyond Barnard and Columbia.

From June 2-3, the CEP hosted Dr. Julie Kubala and Dr. Nicole Bedera for lectures, Q&A, and a salon on trauma, repetition, and repair.

The CEP invited faculty, students, and staff to participate in a spring discussion group and incubation space focused on using abolitionist thinking to challenge our existing pedagogical practices and the way we live our lives. Participants drew in abolitionist values to create personal and pedagogical praxes, come up with actionable plans toward a meaningful material transformation of the world we live in, and will address questions including: What critical and imaginative dreams does abolition allow?

The Bold Conference is an annual student-led event intended to facilitate conversations between faculty, staff, and students, with the intention of continuing to strengthen teaching and learning at Barnard College. This spring, the theme was "Reimagining Teaching and Learning." This conference featured three virtual sessions on reimagining engagement, care and compassion in the classroom, and rethinking assessments.

The Center for Engaged Pedagogy hosted our 2021 Beyond Content Series: Restructuring Core Courses for Inclusion. This was a two-day lecture series featuring three scholars who apply innovative pedagogical practices to foster inclusion in three different fields. You can read more about each speaker and lecture at the link below.

From October 27th to November 10, the CEP facilitated a Land Acknowledgment series. This project was a recurring learning community open to faculty, students, and staff, convening for 3 total sessions on Wednesdays from 4-5pm during the fall semester. Throughout these sessions, participants read Indigenous scholars' work on written and spoken acknowledgements, grappled with how to be in thoughtful, action-oriented relationship to land, and engaged in discussions regarding what it means to 'go beyond' written or spoken recognition.

On Indigenous Peoples’ Day, the CEP hosted an afternoon read-a-thon featuring Indigenous scholarship, activism, and literature. This event was intended to not only highlight the important work of Indigenous writers and thinkers, but also to build mindfulness towards our individual and collective relationship to land and disrupt narratives of Indigenous invisibility.

These lunch conversations were organized around a pedagogical theme or approach. The purpose of these lunches was to share effective teaching strategies, potential challenges and innovative practices. These discussions were generative opportunities to learn and share with colleagues in an interdisciplinary and collaborative format.

A debrief session on the free Conference on Antiracist Teaching, Language, and Assessment (ATLA) hosted by Oregon State University Foundation. We discussed key takeaways and highlights from the conference sessions. 

As teaching and learning has continued remotely into 2021, our series on materiality and embodiment in online teaching and learning addressed a potential challenge:  How can online courses creatively center the material and embodied practices? We interviewed faculty and staff about their approaches, raising the following questions: What is the role of objects and the corporeal in the online learning process? What new pedagogical practices develop in the online context when physical objects, bodies and embodied practices are centered as sites of learning? 

Between June 21-24, the CEP offered a virtual pedagogy workshop that revolved around the forthcoming exhibit, Undesign the Redline. This workshop was designed to offer a core group of Barnard teacher-scholars with opportunities to learn about the substance of the exhibit and to collaborate with each other to develop ways to integrate different aspects of the exhibit into their courses.

This spring, the Center for Engaged Pedagogy in partnership with the Sustainable Practices Committee hosted four virtual sessions. These sessions were designed not only to support faculty in their efforts to integrate environment, sustainability and climate change into curricula, but also to think about interdisciplinary ways to structure collaboration across departments, e.g. funded, team-taught courses.

We are excited to invite faculty and students to Accessibility Week 2021: Disability and Social Justice! Click below to learn more about our offerings for the week of March 15th, or RSVP via our Tito page. Please note that all events will include CART (Communication Access Realtime Translation) captioning.

Started back in 2018, the Bold Conference is an annual event intended to facilitate conversations between faculty, staff, and students, with the intention of continuing to strengthen teaching and learning at Barnard College. This year, the Conference theme is Fostering a Culture of Care, Challenge, and Equity with three sessions (3-4:30pm EST on 2/5, 2/12, and 2/19) that center on compassionate teaching and learning, reevaluations of academic rigor and assessment, and engagement with racial equity and antiracism in the classroom.

To support the development of students' time management skills, the CEP, CARDS, Furman, and Beyond Barnard created a set of self-guided Time Management modules for Barnard students. This special course will offer general time management strategies, discuss methods of overcoming procrastination, provide tips and tools for tackling large assignments, prompt you to reflect on how you want to devote your time and energies, share a variety of additional resources, and more! To access the Time Management course, please fill out this form.

The Center for Engaged Pedagogy presents the 2020 Beyond Content Series: Restructuring Core Courses for Inclusion. This will be a two-day lecture series featuring three scholars who apply innovative pedagogical practices to foster inclusion in three different fields. You can read more about each speaker and lecture below.

Please RSVP for one or more sessions via this Google Form. 

Over the course of AY 2020-2021, the Center for Engaged Pedagogy will host an institute on antiracism that is directed toward faculty. Throughout the institute, participants will read excerpts of foundational theories of race and racism, connect this scholarship to their own teaching through reflection and discussion with colleagues, and create and adapt antiracist strategies to design their courses, facilitate difficult discussions, and deliver content and assessment. 

The Barnard Anti-Racist Reading Group is intended to serve as a structured and intentional space for Barnard faculty to engage in antiracist work within the context of our disciplines and institutions. We meet once monthly during the fall and spring semesters, for approximately an hour and a half. Each meeting will focus on two or three texts on antiracist pedagogy, broadly conceived, and allow participants to think through connections between foundational texts in the field, more recent scholarship from various disciplines, and their own classroom and institutional practices. Discussions will be framed and gently guided by facilitators, and discussion questions will be made available ahead of time to participants. Please contact Duygu Ula (dula@barnard.edu) with any questions.

From July 13-17 2020, the Center for Engaged Pedagogy hosted a virtual, intensive Summer Pedagogy Symposium, an opportunity for Barnard faculty and staff to participate in pedagogical exploration, collaboration, and innovation, with a focus on adapting to different possible teaching scenarios for the upcoming fall semester. The Symposium covered topics such as maintaining student engagement in online courses, addressing racism in the classroom, creating inclusive and accessible learning experiences, utilizing digital tools and more. See all sessions at the event link. If you would like to access the recordings from the Symposium, please email pedagogy@barnard.edu.

The Center for Engaged Pedagogy, with support from IMATS and the Computational Science Center, hosted a four-day (June 15-18th) synchronous virtual intensive Curricular Design Institute for faculty to create Fall 2020 courses that critically engage with digital technologies and approaches.  If you would like to access the recordings from the Institute, please email us.