Archive | WGS Faculty & Affiliated Faculty

College of Charleston Students Learn French Through Food

WGS Director takes students to restaurant for immersive experience to learn French

Above: Lauren Ravalico and Chef Bintou N’Daw speak to students about the class immersion experience and menu. (Photo by Max Vittorio)

WGS Director, and Associate Professor of French, Francophone, and Italian Studies, Dr. Lauren Ravalico taught a new First Year Experience course. This introductory FYE course is called Beginning French Through the Culture of Food. This immersive experiential approach is being highlighted in The College Today. Read the full article here: https://today.charleston.edu/2024/12/04/students-learn-french-through-food-in-new-fye-course/.

SC-WGS Summer Institute

SC-WGS SUMMER INSTITUTE

INAUGURAL “FEMINIST CAMP” IN SOUTH CAROLINA CREATES COMMUNITY

REFLECTIONS BY DR. CAROLINE GUTHRIE (she/her) AND STUDENT ATTENDEE, ARIN KAPLAN (they/them)

Caroline Guthrie presents Film and Representation at the SC-WGS Institute on May 22, 2024. Photo credit: Arin Kaplan

In collaboration with universities across the state, the inaugural South Carolina Women’s and Gender Studies Undergraduate Summer Institute was held at the University of South Carolina (Columbia) from May 19 to 23, 2024. Students focused on thematic streams of art and media, community-centered research, and health. They also got the opportunity to connect with department founders, local activists, and community organizations. The institute was designed for personal and professional enrichment.

What struck me most during my time at the SC-WGS Institute was how successful it was in creating an environment that lived up to the collaborative goals of many feminist teaching practices. When my Introduction to Women’s and Gender Studies class covers feminist praxis, we put a great deal of emphasis on the fact that a truly intersectional praxis doesn’t only learn from traditionally prestigious sources. So much of the work of feminist pedagogy is re-centering voices that are too often excluded from “the canon.” However, it is also hard to break out of that traditional top-down framing in a college classroom. After all, the university is one of the traditionally prestigious sources, and students have been trained their whole lives to learn within top-down framing. It can be challenging to try to reframe learning as a community effort.

However, when I arrived at the Institute, that kind of feminist learning environment – where the insights students gained through experience and the training of experts join in meaningful collaboration – had been established, along with an atmosphere of delightful conviviality. The group was incredibly welcoming. It was no surprise that the participants were engaged and fun to teach during my presentation, but students also invited me to join them for dinner (we had a lovely time) and to come with them to get matching tattoos (I declined but appreciated being included). Students brought a similar attitude of friendly curiosity to both learning sessions and socializing, and I really enjoyed being in a community such a vibrant community.

– Dr. Caroline Guthrie, Visiting Assistant Professor, Department of Communication and WGS affiliate faculty

WGS Associate Director Aaisha Haykal Receives ASALH President’s Service Award

This article is featured on The College Today website. Written by Vincent Fraley.

Aaisha Haykal received the Association for the Study of African American Life and History’s 2024 President’s Service Award.

Aaisha Haykal’s work is transforming how we connect with history – and now, she’s being honored for it.

Haykal, the meticulous and soft-spoken manager of archival services at the Avery Research Center for African American History and Culture, was presented with the President’s Service Award by the Association for the Study of African American Life and History (ASALH). The recognition, which was presented at the organization’s 2024 national conference on Sept. 25, 2024, celebrates not just Haykal’s work, but the delicate balance she maintains between preservation and advocacy – a dual responsibility often assumed but rarely mastered.

Above (l–r): Camesha Scruggs, ASALH Awards Committee co-chair; Aaisha Haykal; Marvin Dulaney, ASALH president; and Sylvia Cyrus, ASALH executive director, at the ASALH national conference. (Photo by Oliver McNair)

The President’s Service Award is not given lightly; it seeks out those who embody ASALH’s mission of community service and the advancement of Black history. In Haykal, they found a scholar whose commitment is written into the DNA of her work. As the vice president for programs and chair of both the Woodson House and the Program Planning/Annual Theme committees, she has become a linchpin within the organization, steering its vision toward a deeper, more nuanced engagement with history.

Haykal’s influence at the College extends across campus. In her role as manager of archival services, she oversees the preservation and stewardship of Black history collections found nowhere else in the world – from the personal papers of civil rights activists and local church records to photographs, artwork, artifacts and oral histories. By making these materials and stories accessible in person and digitally, Haykal’s work connects students, faculty and researchers to the rich tapestry of Black history in Charleston and the Lowcountry.

Her role, however, is not confined to archival boxes and preservation protocols. Haykal also serves as associate director of the College’s Women’s and Gender Studies Program and as a principal investigator for “Liberatory Literacies,” a $2 million Mellon Foundation grant that promises to reshape how the Avery Research Center engages with the public.

“Avery, ASALH and the Charleston community continue to be transformed by the way that Aaisha serves and leads as a scholar,” says Tamara Butler, executive director of the Avery Research Center. “We are truly grateful to have her here as a colleague and exemplar of servant-leadership.”

Haykal’s leadership extends beyond the College and the region. Her roles within the Society of American Archivists and her previous service on the boards of the Black Metropolis Research Consortium and the Illinois State Historical Records speak to a career built not merely on expertise, but on a commitment to the stewardship of Black history. Her tenure as university archivist at Chicago State University laid the groundwork for her intellectual interests in censorship, community archiving and the ever-evolving field of digital preservation.

“It is no surprise that her efforts have been recognized by ASALH with the President’s Service Award,” says John White ’99, dean of the College Libraries. “Her work not only preserves our past but also inspires our students, faculty and community members to engage with history in new and meaningful ways.”

 

WGS Connect Summer 2024 Magazine

Cover of WGS Connect magazine featuring artwork by artist La Vaughn Belle

WGS is excited to share the Summer 2024 issue of WGS Connect magazine! The first ever magazine edition of our newsletter offers highlights from the Land, Body, History series, student research and art/poetry, and updates from alums.

We hope you enjoy this issue! WGS is already outlining the next magazine, and we cannot wait to share the next iteration of WGS Connect! In the meantime, be sure to check this blog site and our social media to keep up-to-date on Women’s and Gender Studies’ current events and spotlights.

WGS would also love to hear from you! Always feel free to reach out with ideas for the blog or magazine. We embrace all things collaboratively produced and will continue to embody that philosophy in all that we do.

Use the button below to view this special digital PDF, complete with embedded links and lots of great info on WGS students, faculty, events, and more.

Cristina Dominguez Featured on The College Today!

Cristina Dominguez The College Today

New WGS faculty member, Cristina Dominguez (they/them) is featured on The College Today, CofC’s information platform for campus news. Read more at The College Today – here – or the full Q&A below!

Cristina Maria Dominguez Assistant Professor, Women’s and Gender Studies

Background: While I was born and spent the first 15 years of my life in New Jersey, I came of age, came out, into consciousness and community, in North Carolina. I have my M.A. in women’s and gender studies from San Diego State University and just completed my Ph.D. in educational studies with a concentration in cultural foundations from the University of North Carolina Greensboro. Over the past decade, I have engaged in intersectional, critical, queer social justice education and action work through teaching undergraduate women’s and gender studies and education courses, and engaging in campus and community education and grassroots social justice organizing work.

Expertise: My areas of expertise and research interests include qualitative, auto-ethnographic, CAP ethnographic and post-qualitative research with a focus on liberatory pedagogies, critical community building and everyday, relational social justice work specifically within queer love, friendship, kinship/chosen family relationships.

Outside Interests: I enjoy spending time with my partner, our little one and our pups, especially outside when the weather is nice. I love to talk and connect with my chosen family, friends and given family however I can. I’m a fan of watching and critiquing TV/movies and talking pop culture and politics with loved ones who share my critical/queer analysis. I love to read creative nonfiction, poetry and fiction alongside articles, studies and research texts. I also love dancing and listening to music.

Looking Forward: The most exciting thing about the courses that I’ll teach at CofC is that, in both content and practice, they will be grounded in liberatory, intersectional, feminist, queer education that centers on the embodied, creative and relational. I’m excited to take up teaching and learning in ways that moves us toward interconnectedness and fosters collaboration with each other as well as the communities we are a part of.

The College Today Features WGS Director’s Research That Aims to Close the Equity Gaps in Academic STEM

Kris De Welde

CofC’s The College Today is featuring WGS Director Prof. Kris De Welde’s research which aims to close the equity gaps in academic STEM. Read the article on CofC’s website or below!

Words by Mike Robertson:

A recent report from the American Association of University Women indicates that women make up only 28% of the workforce in science, technology, engineering and math (STEM) fields. Even though women earn about half of science and engineering bachelor’s degrees, there are still large disparities across areas like computer science and mathematics. And, at the doctoral level, only 5% of doctoral degrees are earned by minority women.

These inequities drive the gender and racial equity gaps in some of the fastest-growing and highest-paid jobs, such as those in computer science and engineering. Kris De Welde wants to address those gaps.

De Welde, professor and director of the Women’s and Gender Studies Program at the College of Charleston, is leveraging a $1.9 million grant from the National Science Foundation (NSF) Education and Human Resources Core Research program (EHR) for her research project, “ADVANCE and Beyond: Understanding Processes of Institutional Change to Promote STEM Equity and Education.”

Building on previous research that documents organizational interventions and strategies to promote gender equity in academic STEM fields, De Welde and research colleagues at the University of Colorado Boulder and Michigan State University are studying the organizational processes that are essential in creating what they call the “scaffolding” for successful change initiatives.

“There have been many, many studies about what it takes to create systemic change, and we know that it requires more than a single intervention,” says De Welde. “Change approaches have to be systemic, because we are really trying to revise institutional culture, as well as policies and practices. Interventions have to happen at multiple levels and using multiple levers.”

“Scaffolding processes” may include things like strategic communication strategies that reach multiple audiences, the use of theory to support change initiatives, and sustainability planning for the long-term viability of the project.

“Our goal is to not just uncover these processes,” says De Welde, “but to also test our understanding of how they work together alongside intervention strategies for institutional transformation.”

Since 2001, the NSF has invested over $270M to support ADVANCE Institutional Transformation program projects in an effort to increase the representation and advancement of women in academic science, technology, engineering and mathematics careers. De Welde says these interventions have had a tremendous impact on many institutions and hence many individuals.

“While the initial focus is on women and minoritized individuals in STEM fields, the impact is much broader,” she says, adding that closing the intersectional equity gaps in academic STEM should be a universal goal. “When you create an institutional change initiative that brings equity to an institution, it benefits everyone.”

De Welde’s four-year research project began last year.

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