Like last month’s post, this month’s will also be brief. Just a few remarks on some of April’s highlights. First, I finished processing all the data I’d been collecting and analyzing for Stony Brook’s experiential learning assessment pilot, and I presented it in a neat packet with some easily digestible charts, graphs, and statistics. The findings demonstrate just how effective experiential learning is for students in a variety of fields. Not only does it help students develop interpersonal communication skills, research skills, project management skills, and field-specific skills, experiential learning changes the way that students think about their academic paths, their professional futures, and themselves. It was inspiring to see so many students engage more deeply with their work and find confidence and empowerment through their experiences. These transformations are what keep me personally and professionally invested in experiential learning (especially through community partnerships!). On a related note, this month I was also co-leader of an experiential learning workshop for graduate teaching assitants, and it was great to witness the enthusiasm and ambition of early-career educators looking to incorporate experiential opportunities into their teaching. Young instructors like those at the meeting are part of what makes SBU such an exciting place to be (as a student and teacher!).
In other news, my long-time student, Ryan Williams, is wrapping up his honors project, which comprises a piece of creative fiction about the American Civil War (inspired by the short stories of Ambrose Bierce) and several unbelievably realistic visual drawings that are based on actual Civil War photographs. Aside from the impressive detail in Ryan’s writing and drawing, one of the most remarkable aspects of Ryan’s work is his ability to incorporate the stylistic elements and conventions of historical genres while strategically infusing the pieces with his own person. In this way, his readers/viewers are not simply consuming another piece of historical art, but instead they grapples with competing tensions of American historical perspectives, they learn about America history and literature while being drawn into a compelling narrative, and they come away feeling more connected with and invested in American history, art, and literature. Well done, Ryan!
While I was there, I ran into Bill Godfrey, who you may remember from other posts, and one of his students, whose work was also impressive: