Engaged Learning: Cura Personalis in the Classroom is a digital archive that seeks to highlight ways that faculty, staff, students, and alumni are maintaining or forging community. The theme for this series this year will be “Cura Personalis in the Time of COVID.” Our intention is to create a sustainable digital archive that can simultaneously document the many projects occurring on our campus as well as be a gathering space for members of the community looking for resources, inspiration, innovation, and ways to remain connected.
We decided on cura personalis as an inaugural theme for the Engaged Learning digital archive because it is one of the distinguishing values of a Jesuit institution. In Latin, cura personalis expresses a concern for the whole person and recognizes the significance of one’s mind, body, and spirit. The value of cura personalis is always critical, but has been especially pronounced in the wake of the COVID-19 pandemic as well as the uprising for racial justice.
Our highlighting of this particular Jesuit value as a theme intends to examine the ways of caring for the whole person in the classroom. Our offerings in this digital archive intend to open a conversation related to pedagogical strategies that support caring for our students in their whole selves.
This blog and digital archive is generously supported by the Faculty Collaborative for Teaching Innovation and a Bannan Mission Integration Grant.
Dr. Amy Lueck received her PhD in Rhetoric and Composition from University of Louisville, where she conducted research on the formation of public high schools in the nineteenth-century U.S. Her book, A Shared History: Writing in the High School, College, and University, 1856-1886 (SIUP 2020), draws on archival research from three Louisville high schools to demonstrate the historical and ongoing overlap between high school and college writing, historicizing contemporary developments related to dual-enrollment composition courses today. Building on her research, Lueck's writing courses often incorporate opportunities for exciting archival research on both historical and contemporary topics of interest to students, including women's education and Indigenous history. Her courses incorporate digital and multimodal reading and composing, inviting students to consider the ways media and modes intersect with attention to audience, context, and purpose, especially when composing for public audiences. Lueck's most recent research and teaching focuses on spatial rhetorics, public memory, and the representation of gender, race, and class in public history and culture, from college campuses to museums to tourist attractions like the Winchester Mystery House. You can find more about her research and teaching at amylueck.com.
Dr. Allia Ida Griffin joined the faculty at Santa Clara University in 2014. She specializes in contemporary Multi-Ethnic literature, performance, and Cultural Studies. Her work is invested in how writers and artists resist state-sanctioned violence and erasure by working to document their own histories. Griffin’s current book project examines how contemporary cultural texts emerging from the Iranian diaspora disavow the social, political, and legal definitions placed upon their bodies in the US. Her work has appeared in Lateral and contemporary. Most recently, Griffin was selected to be a Center of Arts & Humanities Faculty Fellow for her project titled, “The Afterlife of Loss: On Writing from the Iranian Diaspora.” In addition, Griffin serves as a Faculty Associate for the Faculty Collaborative for Teaching Innovation. In this role, she facilitates workshops for current faculty on pedagogy, inclusive teaching practices, creating community, and navigating challenging moments in the classroom. She also co-created a digital archive on anti-racist teaching practices titled ART-C.
Noe Serafio and is a second-year student here at Santa Clara University. He is a first-generation college student who is a part of the LEAD Scholars Program and is majoring in psychology with an emphasis on user experience. One fun fact about Noe is that he owns a Siberian husky named Zoey who is insanely energetic and the cutest thing ever.
Dr. Lisa Chang joined Faculty Development in 2020 and received her PhD in Language and Literacy Education from the University of British Columbia (UBC), where she conducted studies about students with learning disabilities and multimodal literacy instruction. She also taught teacher education courses about classroom literacy practices and literacy assessments with a focus on critical media literacy and inquiry learning. In addition to her research interests in multimodality and digital literacies, Lisa also explored the role of learning analytics as part of quality feedback practices and the impact of COVID-19 on the transition to remote instruction with the Sociology Department. Lisa enjoys writing about topics in the scholarship of teaching and learning. In particular, she is interested in how literacy as a social practice can reframe course design and assessment practices in higher education.