Speaker
Alexander Hopp
Lecturer, Asian American Studies; Coordinator, PEOPLE Program, UW–Madison
Alexander Hopp is an HMoob Studies lecturer and student services professional deeply invested in the support of underrepresented students, both inside and outside of the classroom. He is a PhD candidate and lecturer in History at the University of Minnesota-Twin Cities and a lecturer in the Asian American Studies Program at UW–Madison, where he designs and teaches a wide range HMoob Studies courses, from introductory surveys to advanced seminars. Additionally, Mr. Hopp works for the Pre-college Enrichment Program for Learning Excellence (PEOPLE), a college pipeline program that recruits and supports historically underrepresented students both before and during their time in higher education. Lastly, he serves on the educational board for Dreamers of Wisconsin, a non-profit organization that works to address educational inequalities for undocumented students across the state of Wisconsin.
Speaking in
Stitching Together Student Support: Pedagogy & Retention in a Hmoob Studies Classroom
Building on the experiences of two Hmong American undergraduates and a lecturer for the Asian American Studies Program, this session will use both quantitative and qualitative approaches to consider the role that the classroom can play as a nexus of both pedagogy and student support. As the largest Asian American group in the state, UW-Madison’s Hmong American students represent a vibrant but underrepresented and underserved population, rendering this discussion relevant and urgent to the work of building community at our institution. Thus, this session will encourage participants to challenge themselves through paj ntaub, a Hmong textile art that reminds the maker of the importance of stitching together support for our diverse student body across all elements of the university. In doing so, we might transform the classroom from a place in which support is needed to a place that can simultaneously contribute to retention and belonging.
Session Objectives
- Reflect on the transformative potential of identity-specific curriculum as a form of student support
- Reconsider the role of the ethnic studies requirement as a form of institutional investment in student belonging
- Recognize the importance of the classroom as a key space of inclusion and belonging for refugees and other underrepresented students
- Think through the ways that pedagogy can be interwoven with other student-focused initiatives to create a feeling of mutual understanding and belonging