Crescenzo

I am a semiotic anthropologist who focuses on the history of civilization and culture in Late-Medieval and Early Modern Europe (1000-1800). Following my studies, I became fascinated with Semiotic Anthropology; a relatively new field which has been developed by scholars of the University of Chicago and the University of Toronto. My research interests focus on the history of Emotions, Embodied Cognition, Neuro-practices, history of Nobility and Aristocratic Culture, Gender and Sexuality, the Human Body, Theology and Religious Practices.

Tutoring Experience

1. Assistant Lecturer of Late Medieval and Early Modern History, School of Historical Studies, Birkbeck College, University of London. Lecturer for the MA Module “Imagined Landscapes of the Middle Ages”.
   This module sets out to explore the history of the Middle Ages through landscapes of medieval imagination. If we define ‘imagined landscapes’ as the frameworks through which people in the Middle Ages situated themselves in text, in art, in historical argument and in “built” spaces, then we can undertake to trace the ways that imagined landscapes served both as the setting for medieval lives and as an agent in medieval history. Beyond this, by taking as our object the world as medieval people imagined it, we are confronted by a hybridisation of our data. Finally, the course also explores the afterlives of medieval spatial imaginaries in modernity, asking to what extent we continue to dwell in medieval landscapes. 2- Examiner of Dissertations, Assessments and Exams. Examining and supervising dissertation in Classical Civilization and Medieval and Early Modern Studies (MA and BA), Assisting with programme development and students’ assessments, Examinations, Devising and delivering interactive teaching sessions.

3- Director and Main Convenor of the GRS (Graduate Research Symposium):
I am in charge of planning, organizing and monitoring the GRS of the Department of History, Classics and
Archaeology. The Graduate Research Symposium is a Conference-Styled event divide in two sessions. During the
first session, both PhD students and Academic Staff present and discuss their research projects. In 2022 I have decided to enhance the GRS academic discussion by adding a second session, called the “GRS Last Hour Session Debate”, in which all Fellow Students and Professor academically discuss on new methodologies and research topics for the evaluation of history and the promotion of historical research.
GRS Winter Term 2021 – Topic: Historical Accuracy and New Methodologies.
GRS Spring Term 2022 – Topic: Bias, Unconscious Bias and Inference when Writing History.
GRS Summer Term 2023 – Topic: Ethics and Ethical Research.
GRS Spring Term 2024 – Topic: Facing Obstacles – Promoting Historical Inclusion: Tackling Discrimination, Racism and Accessibility.

4- College Ambassador 2016-2020:
- Student Advice Team - answering general questions and providing support about University of London’s Policies and Procedures, clearing and funding.

- Marketing and Recruitment Team - enrolment telephone campaign.
- Access and Engagement Team - supporting the delivery of the “Get Started” workshops. The department is central in Birkbeck’s mission to improve the access and success of non-traditional students in London, and they deliver a programme of events and activities aimed at potential students who might face barriers to entering higher education.

- Alumni Data Entry - updating alumni’s records and managing data information.

- Admin Team: Planning HE Fairs, Open Evenings, Open Days, Campus Tours and Graduations.

Tutoring Approach

On February 2022 I took a Teaching Workshop at Birkbeck called "Birkbeck Teaching". This workshop tought me about the different Teaching Methods and Theories of Learning which are the best for promoting learning. I have good knowledge, for example, of a variety of theories, including Brian Skinners's "Behaviourism", "Cognitivism" and "Constructivism". I personally support the "Humanist Approach" developed by Abraham Maslow, Carl Rogers and David Colb.

In addition, I strongly support Malcolm Knowles's "Andragogy Theory", which supports the idea that adults have internal motivation for learning and that the latter differs according to age and experience. Indeed there are many students who are adult professionals with busy time schedules.

I also support Wenger's theory of "Situated Learning", which states that learning becomes truly effective when it is developed as an apprentiship within community of practice. I believe it is beneficial for students to improve their skils through a wide range of group activities and receive the right support through teaching so that every student might benefit from it regardless.