Social Science Inquiry
As part of the general education curriculum at the University of Chicago, undergraduate students commit to a yearlong sequence of courses of their choosing. The Social Science Inquiry strand introduces students to the philosophy and methods of social science inquiry and aims to deepen their understanding of the policy implications of empirical research. The courses in each sequence build off one another.
I served as the Instructor of Record for the final course in the Social Science Inquiry sequence. I spent the winter quarter, working on my syllabus and reaching out to the other SSI instructors to collaborate on planning and to share resources and ideas. Right before the start of the spring quarter, the COVID-19 pandemic hit the U.S. and students were encouraged to go home if they could. I adapted my syllabus and teaching methods to not only the changing and uncertain context but also in response to students’ needs.
A sample of my course materials are linked below:
- Data Preparation and Analysis Guide
- Research Paper and Group Instructions
- Slides for a Pre-recorded Presentation
Whiteness in the Classroom series
While serving as a Teaching Fellow at the Chicago Center for Teaching, I facilitated a series of workshops with Elizabeth Sartell, another Teaching Fellow at the time, on addressing Whiteness in higher education. The series was born out of a shared frustration at the lack of pedagogical conversations and initiatives at our institution that directly confront White supremacy. The discussion-based workshops, and the required work for participants in-between sessions, drew heavily from and utilized Layla Saad’s Me and White Supremacy workbook.
The series, which was facilitated in February and March of 2020, aimed to help participants examine their own complicity in racial oppression and to engage in the necessary and ongoing work of becoming anti-racist educators. We partnered with the University’s Race and Pedagogy Working Group (RPWG) to promote the program. RPWG coordinators also aided small group discussions and provided critical insights as observers during the sessions.
Presentations for each session linked below:
In the summer of 2020, I began working with the Coalition for a Better Chinese American Community (CBCAC) and Project: VISION to develop and lead a discussion-based curriculum to confront anti-Blackness within the Chinese American community of Chicago and to move participants towards building solidarity with other communities of color. The project aimed to provide a supportive space for participants to
- develop a common language to talk about racism,
- unpack and heal from harms they have suffered because of racism,
- better understand the role of racism and structural oppression in our nation’s history,
- and connect their experiences of racial-ethnic discrimination to that of other racial-ethnic groups, particularly Black Americans.
The project was born out of ongoing conversations and efforts among progressive Chinese Americans and immigrants seeking ways to address anti-Blackness within our community. Our curriculum targeted primarily Chinese-speaking, first-generation parents of school-aged children, and was piloted in the fall of 2020 with a small cohort and then adapted to reach a broader group of participants in the spring of 2021.
The curriculum is currently being adapted again and will be facilitated with middle-school- and high-school-aged youth in the winter of 2021. As Project Manager and Curriculum Development Lead, I created the curriculum and led feedback processes (including soliciting feedback via focus groups with our target audience), facilitated team meetings, supported the hiring and led the training of facilitators (all workshops were delivered in-language), co-wrote funding applications, supported outreach efforts, and communicated with our external evaluation partners. The project has been supported by the Asian Giving Circle, Illinois Department of Human Services, DePaul University, and the University of Chicago.
Presentations are linked below: