Teaching
LLED 8055
Youth Participatory Action Research
LLED 5040/7040E
Language & Culture in Classroom
Culturally Responsive Teaching Project
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Sample Assignment (2)
Multimodal Project With International Teaching Assistants (ITAs)
In the first 4 weeks of the course, you will be paired with ITAs and have informal conversations based on certain topics (prompts are provided in schedule). You will create a multimodal artifact that represents what you took away from interacting with the ITAs. You are free to be as creative as you’d like, but you must use at least two modes of literacy in your representation (e.g., image, text, sound, video, etc.). To accompany your artifact, you should provide us a one-page word document with a brief description of what it is and what it represents. We will have an online gallery walk to showcase your work and vote (through response) to find the top three winners (Top three winners will get 3 points bonus for the final grade.)
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First, you need to finish your own multimodal artifact and upload it to the eLC Discussion Forum. Second, you view the work of all of your classmates. Third, please comment on three (only three) students’ artifacts. (You cannot comment on your own artifact). The top three students who get the most comments will be the winners.
The course was designed to support educators with diverse backgrounds to grapple affectively and intellectually with current immigration policies and practices. Based on theories of critical performative pedagogy and performativity, my mentor Dr. Ruth Harman and I co-designed a range of arts-based activities including a theater workshop based on the focal first-hand narrative, creative immigration stories, and conversations with guest speakers including an immigration lawyer and an under-documented immigrant student.
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LLED 7505
Immigration Theory in Education
FYOS 1001
First Year Odyssey
At UGA Special Collection Library
Students' Comments On My Teaching
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Shuang Fu was a great professor that gave us lots of materials to work through our assignments, with great feedback.
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The instructor was very nice and flexible! She understood the struggles that students may have been facing and accommodated them accordingly.
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Everything went well and Professor Fu would be very attentive to an illness or quarantine.
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Very relevant material presented in this course. I like how Professor Fu stuck to the most important ideas and did not stray from the original plan. Very organized course with clear expectations and no surprises. 10/10 on the format of the class.
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This class was offered as an online class, but the instructor found ways to add additional support to our learning experience.
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The instructor was very well organized and was very helpful, if there were doubts or questions about an assignment or assessment!
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The instruction of this class was perfect for an online class
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I really enjoyed this course and even though it was fully online it was set up in a super engaging way and I would take it again. The class content was a lot at times but it was laid out in a manner to me that made a lot of sense so it all went together.
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I loved all of the readings in the class as it was not only useful but very interesting.
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Shuang was super helpful, understanding, and knowledgeable, and I appreciated that she held open lanes of communication with us. She also gave such thoughtful feedback on our weekly responses!
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I felt this instructor did a good job at preventing burnout. The shorter articles were both emotional and helpful for learning without getting too bogged down with tones of work involving other classes. Additionally, each assignment was easy to follow and complete and allowed us ample opportunity to learn and practice the material. I also appreciated that the deadlines were the same each week. This helped me to stay on top of this class during this crazy time.
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The class was fully asynchronous with much self-teaching, but the resources required made this enjoyable and simple. It was quite effective. The class' format was very organized; even being fully online, I always knew where I was in the class. I had no problems whatsoever.
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The instruction was clear. Most of the course work was the same instructions but just different readings so it was easy to follow. I enjoyed this format. I like that there are usually 2 sets of due dates, so it does not break the routine. Since it repeats, there are no worries to have forgotten what to do or when something is due.
Service Teaching
These include my part-time/volunteer teaching experience at Minnesota Chinese International School, Hmong American Partnership, Minnesota intensive English program, and Parkview Literacy Circle
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The teaching part of my graduate assistantship allows me to create an environment where students can not only learn and grow intellectually but more importantly, develop critical consciousness as future teachers through participating in innovative teaching activities. For example, I co-designed and co-taught LLED7505 Immigration Theories and Practices in Fall, 2021. Specifically, the course was designed to support educators with diverse backgrounds to grapple affectively and intellectually with current immigration policies and practices. Based on theories of critical performative pedagogy and performativity, my mentor Dr. Ruth Harman and I co-designed a range of arts-based activities including a theater workshop based on the focal first-hand narrative, creative immigration stories, and conversations with guest speakers including an immigration lawyer and an under-documented immigrant student. In short, we aim to use (counter)narratives and performance as instructional resources for language educators with the hope of cultivating culturally sustaining schooling experiences and advocacy for immigrant communities.
Furthermore, within the context of COVID-19 social distancing, my work as a teacher educator and researcher called on me to be a creative and critical trailblazer, thinking beyond and against fixed norms of knowledge production. Working with our team of university educators, we successfully flipped a traditionally in-person school- university partnership into a digital summer youth participatory action research (YPAR) program (LLED 8055). By integrating embodied, multimodal and reflective processes into the curriculum, the digital summer YPAR program provided an innovative approach to building a collaborative school-university partnership and enacting youth civic engagement through multimodal, digitalized, and artistic ways. (See program details in Fu et al., 2021)