Transforming Awareness into Action: Student Created and Led Applied Theatre Workshops
Dr. Alexis Jemal, associate professor at Silberman School of Social Work – Hunter College, developed the first iteration of an MSW elective course, Critical Social Work: Bridging the Micro-Macro Divide, in 2019 and piloted the course in 2020. This class was and is grounded in her Visionary, Philosophical Artivist (theoretical and practice-based) framework to raise critical consciousness and then tap into radical imagination to convert that consciousness into action. Dr. Jemal, with her collaborators from the Masters in Applied Theatre program at CUNY School of Professional Studies, Brynne O’Rourke and Tabatha Lopez, revised the spring 2021 course to integrate applied theatre as the modality through which we bridge the micro-macro divide.
“Applied Theatre” is an umbrella term used to describe a wide range of theatre and drama practices that are often socially engaged, politically inspired, and non-traditional in form, context and venue (e.g., teaching settings, the justice system, health care, the political arena, community development, and social service agencies). Applied Theatre can be a tool for Social Work – education, research, and practice. Continue reading →
Queensborough Community College’s operational plan includes a framework for fostering teaching excellence. Three faculty development events funded by CUNY TLH were hosted by The Center for Excellence in Teaching and Learning (CETL) in order to support the campus level implementation of student-centered pedagogies by fostering pedagogically sound knowledge, skills and abilities (KSA’s) and improve our faculty’s ability to teach more effectively.
The campus wide initiative on Teaching Excellence Forum & Speaker Series was planned by the Coordinators of High Impact Practices with a goal of fostering greater understanding among faculty about the need for refining their assignments, improving the design of their courses, gaining strategies for increasing student engagement, creating a respectful and inclusive classroom environment, utilizing pedagogical technology more comprehensively, and learning how to assess one’s classes for future improvement. Continue reading →
Facilitated by John Beaumont (Academic Literacy and Linguistics) and Shenique Davis (Social Sciences, Human Services, and Criminal Justice)
Funded by a grant from CUNY Transformative Learning in the Humanities
Self-Reflection in Practice was a three-part series that supported BMCC faculty and instructional staff in developing a practice of sustained self-reflection about teaching and learning. This series also served as a complement to other campus initiatives such as anti-racist pedagogy, open pedagogy and OER, and trauma-informed pedagogy by providing a space for sustained reflection. Continue reading →
The Macaulay Teaching and Learning Collaboratory (formerly known as the Instructional Technology Fellow/ITF Program) has deep roots in helping students explore and have agency over the technologies they encounter in their lives and academic works. As early adopters of open-source systems like our eportfolios, we have embraced teaching students about their digital footprints, privacy, and what it means to be both a consumer and creator of digital content. In March 2020, we were, of course, the mainline of support for our faculty switching to emergency online teaching. Working in community with each other in the TLC provided a solid base of knowledge for technical aspects of the work, but also a place to talk about the difficulties we, our students, and our faculty colleagues were facing in this suddenly changed world, especially as NYC took the hardest hits in the earliest wave of the pandemic. Well before the pandemic, we had already been engaged in conversations about supporting student-centered pedagogies and unpacking some of the terms that are commonly associated with honors education: excellence, rigor, elite–especially in the context of CUNY’s equity and access mission. Continue reading →
Authors: Wilma Jones, Director, Faculty Center for Professional Development and Fausto Canela, Academic Technology Specialist, Faculty Center for Professional Development, College of Staten Island (CSI)
A goal in this year’s agenda of the Faculty Center for Professional Development at the College of Staten Island (CSI) was to revitalize the Center’s physical and virtual spaces facilitated with programming utilizing a smart technology configuration. The award inspired new confidence in the staff at the Faculty Center to seek out and coordinate a variety of programs, other than the usual Blackboard-centric ones. This award enabled the Faculty Center for Professional Development to purchase innovative equipment needed to upgrade obsolete equipment that would facilitate, transform, and deliver better quality presentations, whether in-house or virtually. Continue reading →
Authors: Stefano Morello and Olivia Ildefonso, Digital Fellows at the City University of New York
Over the past three years, the City College of New York (CCNY) has made significant strides in integrating Digital Humanities (DH) pedagogy across the college, thanks to two National Endowment for the Humanities (NEH) grants awarded in 2020 and 2021. These grants have enabled the Division of Humanities and the Arts and the Teaching and Learning Center to promote DH-informed teaching methods, with the ultimate goal of developing a DH minor.
One significant challenge in encouraging more faculty to adopt DH methods in their classrooms has been the extra effort required without additional pay. To further support faculty in learning new digital skills and adopting DH approaches, we (Digital Humanities Fellows Olivia Ildefonso and Stefano Morello) were awarded a Transformative Learning in the Humanities grant in Spring 2023. Continue reading →
The CUNY Graduate Center’s Teaching and Learning Center (TLC) supports GC students’ in developing knowledge of the fundamental elements of college instruction and helps new and seasoned instructors craft critical and caring pedagogical approaches for teaching at CUNY. In a recent TLC survey, GC graduate students indicated the need for more support for teaching, and specifically pointing to the challenge of sourcing materials to use in their courses. During Spring 2023, with the support of the Transformative Learning in the Humanities Initiative, the Graduate Center Teaching and Learning Center (TLC) developed two projects to support graduate students’ engagement with inclusive pedagogy and open educational resources.
In February, the TLC hosted an “Assignment Hack-a-thon” that invited GC student instructors to participate in an event that blended workshop, collaborative working session, and community gathering. During the Assignment Hack-a-thon graduate students discussed inclusive and student-centered teaching methods, and reflected on how they have enacted these practices in their courses. Attendees then conducted a peer review of previously used assignments. When “hacking” their assignments, attendees worked together to explore ways to: make assignments more relevant for CUNY students, use educational technologies to make low stakes assignments more engaging, and alter assignments to embrace multiple ways of learning and creating knowledge. Continue reading →
We reenact archetypal stories so frequently that we may miss their significance and our own roles when we are caught up in the action. At John Jay, our TLH Center for Teaching & Learning (CTL) project has become one of these archetypes which represents a journey undertaken by one character who then encounters a new friend with additional resources and skills. As a pair, these two continue to meet and befriend others to create a powerful community capable of meeting unexpected challenges and creating extraordinary possibilities. In our student-centered TLH project, we build on the expertise and combined knowledge of John Jay students and faculty alike. After the initial call for proposals sent to Gina Rae Foster, Director at CUNY’s Centers for Teaching & Learning, a mutual acquaintance recommended connecting with Bettina Muenster, the Assistant Director of our Office for Student Research and Creativity. She brought on board 2 undergraduate students (Lisa Haye, Economics, B.S. 2024, and Kimberly Varela, Criminal Justice, B.S 2023), 2 graduate students (Yan Shan Yu, Forensic Psychology, M.A. 2024, and Wingman “Vivian” Ho, Forensic Psychology, M.A. 2024) interested in participating as focus group leaders and faculty mentees. Continue reading →
With the generous support of the Transformative Learning in the Humanities Initiative, the Roberta S. Matthews Center for Teaching and Learning ran a Pedagogy in Practice intensive from January 10-12, 2023. The 3-day practicum offered hands-on workshops that showed participants how to put pedagogical ideas to practical use in areas such as syllabus development, assignment design, student engagement, building classroom community, and more. Anti-racist pedagogies were emphasized throughout, allowing participants to gain an understanding of the breadth and depth of this approach. Participants who completed at least five of the six workshops received a stipend and certificate of completion. Workshop leaders also received stipends. The full description of all workshops offered can be found in the addendum below. Continue reading →
In 2021, the Baruch Center for Teaching and Learning (CTL) launched the CUNY 1969 Project, an interactive Open Educational Resource (OER) platform that explores the history of the 1969 Five Demands student protest movement, which fought for policies to reconstitute the racial composition of incoming CUNY students. Through the curation of historical texts, recordings, and interviews, the project provides an applied showcase of CUNY’s institutional archives that can be used in classrooms across CUNY.
From the student movements of the 1960s to the recent demands for antiracist classrooms and pedagogies, CUNY’s history of activism often remains frozen in archives and does not get passed down to its undergraduates. The work of the CUNY 1969 Project seeks to grapple with this problem by engaging CUNY stakeholders to reanimate the history of student activism at the university, re-engage with the archives that store it, and pass this knowledge down to students.
On February 8th of this year, with support from the Transformative Learning in the Humanities Grant (2023), we hosted and recorded a panel of three experts who have used the CUNY 1969 Project in their teaching and research. Panelists and attendees were invited to reflect on this history, teaching opportunities across disciplines, and the possibilities of students’ own agency within the university.
You can view the panel here:
And thanks in part to funding from the Transformative Learning in the Humanities Grant (2023) and the OER Initiatives Grant (2022, 2023), the CTL has been able to host a June “CUNY 1969 Teach-in and Retreat” program, first in 2022 and again this year. The retreat brings together CUNY scholars to closely examine the narrative, debates, and histories of open admissions at CUNY and the lasting legacies of student and faculty activism.
Over four weeks in June 2023, the second CUNY 1969 Teach-in will host a cohort of subject matter experts in CUNY institutional history, using and teaching with library archives, Creative Commons licensing, and undergraduate student research. Following the format of our successful (but Baruch-focused, due to more limited resources) Summer 2022 Teach-in, our Summer 2023 programming will facilitate synchronous and asynchronous instruction, discussion, and presentation on CUNY history, with a particular focus on student activism towards a more just and equitable university.
Teach-in participants will collaborate over open-access educational resources associated with the CUNY 1969 Project that interact with their interests, such as a lesson plan or assignment for future instructors using CUNY 1969 Project material.
Community partnerships—among departments, organizations, CUNY faculty and staff, and alumni—have been essential to the CUNY 1969 Project. The previous Teach-in created needed space for mindful conversations about CUNY’s history and future. Receiving the TLH grant has allowed us to scale up this project’s reach to a CUNY-wide community of teachers and scholars in the humanities and social sciences. We seek to support and develop instructors across CUNY who want to engage their students and peers in conversations and activities related to the activist history of our institution as well as, more broadly, transformative learning in higher education.
We invite you to check out the CUNY 1969 Project and join our efforts to center the university’s own complex history of students, faculty, staff, teaching, and learning.
—Hamad Sindhi and Seth Graves, CUNY 1969 Project Managers