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
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
What is the university you want? That was the key topic of discussion and debate during a day-long virtual summit held on May 5, 2023 for hundreds of students from campuses across CUNY.
The event, hosted by Transformative Learning in the Humanities (TLH), was the product of a full year of planning led by summit coordinator Yuma Carpenter-New (MFA Program, Brooklyn College) and a 24-member student advisory board. It attracted more than 220 attendees who came together to think about what their college communities need most and to imagine ways to improve their social learning experience and academic life (see full summit schedule below).
The summit opened with a reading of a collaborative poem crafted by the Student Advisory Board, a manifesto outlining the desires and needs of students within the university and an introduction to the summit read by TLH student advisors. TLH Faculty Co-Director Shelly Eversley shared her thoughts on the manifesto and the role of students in shaping higher education. 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
– by TLH Faculty Fellows Nina Hien, James K. Harris, Anna D’Souza, Meghan Gilbert-Hickey, and Elizabeth Alsop
This virtual event featured four CUNY alumni who responded to current CUNY students’ questions about life and career after college. The presentations were showcased at a Zoom event, hosted and framed by CUNY students.
Celia Au, a recent alumnus of Berlinale Talents 2023, is well known for playing a variety of characters across Netflix’s Wu Assassins, Comedy Central’s Nora from Queens, and AMC’s Lodge 49. Au believes the power of storytelling is to change perception and her producorial slate is centered around uplifting AAPI voices. Her current projects include an untitled cooking show in co-production with Hearst Media Productions, a TV show and 3 feature films in development. She recently produced a Music Video Don’t Give Up by artist Calistar and directed by Ron Yuan. Her films were nominated at the SoHo International film, Asian on Films and her VR project premiered at Cucalorus film festival. In addition to acting and producing, Au has been an outspoken activist in the AAPI community and has spoken at engagements with Goldman Sachs, IPG group, AEG Studios, Wash the Hate, Act to Change, and others. In 2020-2022 Celia was named the “Ambassador of Hope” at the Rise Above the Storm Gala. Celia is a graduate of CUNY Baruch. Continue reading
May 5, 2023 @ 9 AM-5 PM ET (Zoom)
What is the university you want? Transformative Learning in the Humanities (TLH) calls for creative, multimodal presentations from 50 CUNY students. Accepted applicants will receive a financial aid scholarship of $300 and a tablet. Applications are due Friday, March 3, 2023.
We invite you to think about what your college community needs most to better support its students, and to imagine resources that would improve your social learning experience and academic life. To dream of safe spaces where respect, communication, and transparency are valued. To envision a stripped-down version of the faculty-student relationship, where faculty are better resourced themselves to be able to put students’ needs first. To conceive of concrete ways in which CUNY administration can better respond to issues raised by students. For the Spring 2023 Student Summit, a one-day virtual gathering, CUNY’s TLH program will provide a platform upon which students from all backgrounds can speak freely about what their institution is missing, and can talk back to their university. Continue reading
Our event (fellows Alcira Forero-Pena, Ted Gordon, Bertie Ferdman, Jessica Yood and Lori Ungemah) pulled CUNY alumni from BMCC, Baruch, Guttman, and Lehman to serve on a panel entitled “From the Classroom to the Workplace: CUNY Alumni Speak on their Experiences” and was held via Zoom on Thursday, December 1st, from 4-5pm. We wanted to hear from students how their educational experiences across CUNY campuses had informed/translated to their professional lives. Given the many conversations on the value of a college degree in the “real world,” we were curious what the students had to say about their time in our classrooms and in our colleges, and how they could reflect on their time at CUNY. Continue reading
As we conclude our Fall 2022 Faculty Fellows Seminars, TLH Faculty Co-Directors Shelly Eversley (Baruch College) and Matt Brim (College of Staten Island) are asking us to think about how to translate what we’ve done at TLH into lines on our CVs/resumes.
Leadership is Leadership
TLH talks about the faculty fellows as “leaders in their fields” in the original language of the Mellon grant. You might take another look at the grant language and TLH Annual Reports to see how others frame what you do as transformative, as leadership.
I have some thoughts on how to use TLH methods to transform a CV or resume, especially for alt-ac jobs. I’m happy to share a link to my alt-ac resume (opens in new tab) which looks very different from my academic CV (opens in new tab). What they have in common are headings that change the frame from “Academic Service” to “Academic Activities and Leadership” or “Academic Community Leadership.” This language is more empowering and active, and avoids the gendered associations, assumptions, and biases about “service.” Continue reading