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by\u00a0nancy chick, cft assistant director<\/a><\/em><\/p>\n i think i\u2019ve begun an annual tradition of offering summer reading recommendations. last summer<\/a>, i suggested a collection of short essays by famous writers looking back on the poems that made them fall in love with writing. \u00a0the summer before<\/a>, i recommended a professor\u2019s memoir of her days as a student and how they influenced her work now as a teacher. \u00a0this summer, i again turn to a book full of memories, but this time they frame some of the most important psychological research in recent history.<\/p>\n claude steele\u2019s whistling vivaldi: how stereotypes affect us and what we can do<\/em><\/a>\u00a0(2010) is both one of the best examples of good science writing and a compelling narrative weaving together steele\u2019s memories as an african american young man, graduate student, early career- and now leading social psychologist; his groundbreaking findings about what we can actually change when it comes to living with stereotypes of all kinds; and the fascinating explanations of the process of doing this careful psychological research over the last 20 years. these three threads are ultimately all about stereotype threat<\/strong>, or the effects of potentially confirming negative stereotypes about any of one’s group identities. \u00a0it affects women in math classes, black students in standardized testing, white men in sports, older students on traditional campuses, etc., by weighing heavily on their cognitive loads, making it difficult to fully focus on high-stakes tasks. \u00a0it\u2019s too nuanced to effectively explain in a sentence or two, so grab a copy of whistling vivaldi<\/em>, and be prepared for the ground to shift beneath your feet as you realize not only the effects of the stereotypes \u201cin the air\u201d around us but also what we can do about them.<\/p>\n the 2022年世界杯中国小组赛积分\u2019s 2014-15 theme will be \u201cteaching, difference, & power,\u201d so i selected steele\u2019s book for our office\u2019s reading circle. four of us met at the edgehill caf\u00e9 last month for a substantive and thoughtful conversation about identity, privilege, power, and teaching. \u00a0in august, i\u2019ll weave strategies for diminishing stereotype threat into a workshop on student anxieties in the classroom. \u00a0you\u2019ll hear more from us about stereotype threat throughout the year. \u00a0get a jump start by reading the book over the summer, and join us next year as we explore teaching, difference, and power.<\/p>\n cft graduate teaching fellow dani picard<\/strong> offers a summer reading recommendation that connects to the cft\u2019s 2013-14 theme, \u201cstudents as producers.\u201d <\/em><\/p>\n this summer i am reading t. mills kelly’s\u00a0digital humanities: teaching history in the digital age<\/em><\/a>\u00a0(2013),\u00a0which explores the ways historians can incorporate digital projects into their classrooms. kelly\u2019s core argument is tantalizingly similar to the cft\u2019s \u201cstudents as producers\u201d theme from this last school year. both embrace the idea that educators should design learning opportunities that address discipline authentic questions and \u201cgive students enough free rein to take real ownership of their work” (kelly, 5).\u00a0<\/p>\n for kelly, digital history allows students to move beyond the basic skills of historical analysis and toward one of two goals: “to produce either new knowledge about the past, or old knowledge presented in new ways.” (kelly, 12) kelly\u2019s book looks at the research behind these sorts of projects and examines practical projects that help students develop a clearer understanding of what history is, how it\u2019s created, and how it\u2019s communicated to audiences through a variety of mediums. further, kelly explains that we may not be able to predict how our students\u2019 projects will develop\u2013 and that allowing for that sort of surprising creativity is a worthwhile experience for our students and the discipline.<\/p>\n kelly was notoriously banned by wikipedia<\/a> for using it in his classroom as a medium to create historical hoaxes (with viral success!).\u00a0the project\u2019s purpose was not to stir up the internet or simply learn about what goes viral \u2013 rather, his goal was to teach his students how to be better consumers of historical information because they had experienced being the creators of it \u2013 and debated the many ways the information could appear online. our own derek bruff, director of the cft, frequently cites some of kelly\u2019s digital projects in his sessions on using digital technology in the classroom. derek bruff<\/strong> also recommends a book that extends our “students as producers” theme, as well as one on social media use.<\/em><\/p>\n![\"\"](\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2019\/03\/27125718\/picard.jpg\" "\\"picard\\"")
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