"Threading the Needle: Reading, Writing and Resistance"
Presenters(s): Sanjida Yasmin and Tanio McCallum, Department of English - School of Arts and Humanities | Track I. Belonging: Teaching as a Human-Centered Practice | Register to Attend (online)
Abstract: This interactive workshop presents a collaborative, scaffolded teaching unit that empowers Composition students to move from personal reflection to critical civic engagement, directly addressing the conference theme: Moving the Needle: From Practice to Impact. We showcase an integrated approach that begins with journaling as a key reflective practice. This process intentionally challenges students' initial resistance to academic writing by first having them brainstorm and define what resistance means on a personal level.
- Themes: journaling, literary analysis, close reading, first-generation, multilingual learners.
- Themes: ethical AI use for students, transparency, course design, hidden curriculum, journaling, literary analysis, close reading, first-generation, multilingual learners.
"AI as the Great Equalizer or Great Divider: Preventing AI from Becoming the Next Hidden Curriculum"
Presenter(s): Tracey Hobbs, EDOL Doctoral Student, School of Education | Track II. Equity in a Digital Age: Inclusive Teaching, Technology, and Access | Register to Attend (online)
Abstract: Artificial intelligence is often framed as a “great equalizer,” capable of expanding access to information, skill development, and professional readiness. For students from overlooked communities, AI has the potential to reduce barriers related to academic language, confidence, and exposure to industry norms. Yet inconsistent policies, fear-driven restrictions, and unclear guidance around AI use risk turning these tools into another layer of hidden curriculum, benefiting students who already know how to navigate them while leaving others behind. In this interactive workshop, participants will explore how educators can intentionally and ethically integrate AI into teaching and learning in ways that promote equity rather than widen gaps. Participants will also examine common pitfalls in AI adoption and learn practical strategies for designing assignments, norms, and classroom practices that support learning and critical thinking.
"Innovate to Elevate: Teaching Multilingual Learners at Grade Level"
Presenter(s): Nikki Rank, Educational Leadership Program - School of Education, and Kimmy McGuire-Tabb, Simon Baruch Middle School | Track I. Belonging: Teaching as a Human-Centered Practice | Register to Attend (online)
Abstract: In this session, we share our experience as two New York City public educators navigating rapidly increasing linguistic diversity and our asset-based framework that is designed to guide lesson planning for multilingual learners (MLLs) in the secondary classroom. This framework begins with honoring multiple literacies, leveraging student knowledge, and valuing student identities and cultures. From this foundation, educators consider the academic, linguistic, and socio-emotional skills of their students for teaching and learning. This framework can also guide educators to consider the levels of scaffolding that are necessary to support their students at both unit and lesson planning levels.