Blog Posts

  • Undergraduate Research, Herman Meville, and #BlacklivesMatter

    The Journal of Undergraduate Research (JUROS) has just published an article by Catharine Shipps—a junior physics major from Baltimore, Maryland—discussing the #BlacklivesMatter movement and Herman Melville’s novella Benito Cereno. In “Everything was mute and calm; everything grey;” Benito Cereno, White Authority and #BlacklivesMatter,” Catharine analyzes the unreliable narration in the 1855 story of a revolt on a slave ship more»

  • Terrell Strayhorn talks about #BlackLivesMatter, the pedagogy of empowerment, and belonging

    Graduate consultant Blake Wilder recently sat down with Dr. Terrell Strayhorn, Director of the Center for Higher Education Enterprise and Professor of Higher Education, to talk about education and some historical context related to the recent #BlackLivesMatter movement. Blake Wilder: On February 9th, you gave a talk on Carter Woodson’s 1933 classic text The Mis-Education of the Negro. You presented more»

  • A Question of “Fit”: What I Learned When I Attended the Academic Job Search Workshop

    As a Ph.D. Candidate who should (hopefully) be graduating next Spring and entering the minefield of academic job hunting, I knew this workshop would be right up my alley. I’ve been in the process of asking myself some big questions lately. Questions about what I want from academia, what my future career prospects might be, more»

  • Classroom Belonging, Theatre of the Oppressed, and the #BlackLivesMatter Movement

    InterACT: Theatre Project for Social Change, a collaborative project co-sponsored by the Department of Theatre and UCAT, will be performing tomorrow. Their session, “I Matter”: A Sense of Belonging in the College Classroom, will present complex, real-world classroom scenarios that reveal how a feeling of belonging functions as a major part of learning and development in more»

  • Campus Events about Teaching #BlackLivesMatter

    At UCAT, we believe knowledge is most effectively produced in a diverse community of learners. It’s a core part of our philosophy of practice. As part of our work, we aim to help teachers develop collaborative communities in which students can share and learn from one another’s expertise and experiences. In addition to learning being a more»