#  East Asian Languages & Civilizations 

 





###    2023–2024  expand\_more  

 

##  Yitian Li

 My capstone project was the continual development of the department pedagogy course. Building on the work of the previous generations of Pedagogy Fellows, I added four workshops to the curriculum, including a roundtable discussion with the Undergraduate Pedagogy Fellows (UPFs), a creative assignment workshop at the Bok Center’s Learning Lab, a diversity statement workshop with the Bok Center, and a Generative AI workshop that I led. I also maintained the tradition of organizing hands-on activities, allowing time for casual discussion in class, and keeping the workload manageable.

 [View Yitian's capstone project.](/files/li_yitian_capstone_presentation.pdf)



 

 

 



 

 

 

 



###    2020–2021  expand\_more  

 

##  Sarah Bramao-Ramos

 I was asked to bring in guests, specifically EALC faculty, to speak at the EALC Teaching Practicum in the Fall of 2020. In previous years, however, this has proved to be quite a difficult task, as faculty are notoriously difficult to schedule for such guest appearances. This semester I instead interviewed faculty on the topic of teaching and recorded them ahead of time, producing short videos on a variety of topics that students taking the course watched in advance of our class meetings. This resulted in a set of teaching resources that future PFs and TFs alike can use.

 [View Sarah's capstone project.](https://vimeo.com/576873990/7989a67c0c)



 

 

 



 

 

 

 



###    2019–2020  expand\_more  

 

##  Dana Mirsalis

 This document is an outline of an introduction to accessible education workshop that was supposed to be offered in March but was unfortunately cancelled due to the pandemic. It is intended to introduce participants to accessible education, connect them to further resources, and hopefully motivate them to learn more. The first half of this workshop seeks to introduce participants to disability at Harvard, what accommodations are, and how AEO functions. The second half invites them to reflect on their own teaching and how they might be able to make their classrooms more inclusive with Universal Design for Learning.