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Project Objective:Ìý

The goal of this project is to place the story of fast fashion within our own community and state and gain an understanding of the larger-scale of fast fashion's impact on the environment, other species, and the colonial project. We met our objectives by co-conceiving a gap of knowledge and a creative pedagogical way in which it could be met. Aaron took the lead in designing a class experience as a formative assessment to articulate connections between fast fashion and colonialism within the 91¸£ÀûÉç context.Ìý

Project Benefits for Students:

Students this semester, and in the future, gained an understanding of the longer timeframe in which fast fashion has been an influencer on the climate and the environment, and understand how that played out in 91¸£ÀûÉç and how it impacted issues of equity.Ìý

Project Assessment:

We will assess the impact of the project when it is implemented in the Spring of 2026 by generating an equity-minded assessment of the project that is done in class after the project. We would like to triangulate our methods by using a focus group-style student group reflection, and by using a numeric rubric students can fill out as well as faculty.Ìý

Project Challenges:

The challenge was figuring out how to focus this project since it is so expansive in history and relevance-- there is only so much contact time with students! Hard to make it smaller when it has so much potential. Multi-year student partner carryover could be a wonderful thing to explore to help with this.Ìý

Project Leads:

• Aaron Klass, Student as Pedagogical Consultant, CTL
• Beth Osnes, Faculty Advisor, Theatre and Dance

Aaron Klass

Beth Osnes

Project Artifact:

• Assignment for ATLS

Project Objective:Ìý

STEM students don't necessarily have the prior knowledge to work with humanities texts/assignments. This course, designed for students participating in the interdisciplinary space minor and Asian Studies students, draws a high degree of STEM majors. The project was designed to assess how clear course objectives, expectations, and assignments were and to improve the assignments to be accessible to students without literary analysis/creative writing backgrounds.

Project Benefits for Students:

The assignment will be clearer from the get-go. Abi [Student Pedagogical Consultant] gave me really good insights into coaching students that their stories don't have to be "good" but instead should make the reader think, should have a point, should include science and this framework is really helpful. Abi also drafted a lesson plan on literary analysis 101 that I can use with future classes.

Project Assessment:

Student engagement and success on the assignment - both were achieved. Future assessment will be to see how it goes in round 2 when I teach the class again in Spring 2026.

Project Challenges:

I wasn't sure at the beginning how the creative short story option would go or how I would engage students in peer review of these projects. Abi helped me think through how to frame the story expectations, write the assignment, and the rubric, and I think it went well.Ìý

Project Leads:

• Abi Horton, Senior Student as Pedagogical Consultant, CTL
• LaurenÌýCollins, Program Director and Teaching Assistant Professor, Asian Studies, CENTER FOR ASIAN STUDIES

Abi Horton

Lauren Collins

Project Artifact:

• Creative Short Story Description and Rubric (PDF)
• Creative Story Presentation

Project Objective:Ìý

The objectives of my project are to enhance student interaction and engagement during class sessions, improve the clarity of assignments and instructions, and revise the course structure based on student feedback and observed outcomes. These goals evolved as I identified specific areas where students would benefit from clearer communication and more active participation. We met the objectives through weekly meetings with my student partner, where we reviewed lesson plans and assignments together. Grace also observed my class and provided detailed feedback using the CTL observation protocol, as well as insights from her perspective as a student. In addition, she was added as an observer to the Canvas course to evaluate the clarity of instructions and the organization of the course materials, which helped refine assignment descriptions and improve overall course navigation. She also helped me develop a mid-review survey to collect students feedback about the class.

Project Benefits for Students:

Students in my current and future classes will benefit from clearer assignment instructions and course organization, which allows them to focus more on the content rather than getting caught up in logistical confusion. The improved structure also promotes better engagement, keeps students more accountable during class, and helps sustain their motivation throughout the course.

Project Assessment:

I assessed the project through observations of student satisfaction and engagement throughout the semester. I plan to Ìý the FCQs and compare them with responses from the mid-semester survey to identify any improvements or ongoing challenges. In the future, I will continue using mid-semester surveys and FCQs to monitor the impact of course changes. Additionally, I intend to track trends in attendance, participation, and overall student performance across semesters to assess long-term improvements in engagement and learning outcomes.

Project Challenges:

One of the main challenges we encountered was taking the time to clarify and align our goals and objectives at the beginning of the project. It took a few meetings to establish a clear direction and identify what changes we wanted to implement. Additionally, for some aspects of the project—such as selecting appropriate observation protocols and designing engagement strategies—we sought guidance from CTL experts, which was incredibly helpful in navigating those initial uncertainties and ensuring our approach was effective.

Project Leads:

• Grace Zinser, Student as Pedagogical Consultant, CTL
• SaraÌýTabatabaie, Assistant Teaching Professor, SUSTAINABLE PLANNING & URBAN DESIGN, LANDSCAPE ARCHITECTURE

Grace Zinser

Sara Tabatabaie

Project Artifact:

Coming Soon