• Professional Development Seminars 2014-15

  • 2014-15 Professional Development Banner

    The Center for Teaching and Learning's seminars for 2014-2015 will provide a broad range of professional development opportunities for full- and part-time faculty and staff in Academic Affairs, Student Affairs, and Adult and Continuing Education. As always, this year’s CTL seminars will engage faculty and staff in exploration of critical questions and design of high-impact, learning-centered strategies. While each seminar will explore specific approaches and methodologies, a recurring theme throughout Center programs in the coming year will be exploration and implementation of LaGuardia’s ambitious new General Education competencies: Inquiry and Problem Solving, Global Learning, and Integrative Learning. Whether exploring the potential  of social pedagogies, shaping a more inclusive and connected classroom environment, or carefully deploying ePortfolio and other online learning applications, participation in CTL seminars will help you meet your professional goals while working closely with colleagues and building your capacity to help LaGuardia’s students succeed. All seminars are led by faculty-staff teams, bringing colleagues together to learn and share insights in a supportive professional community.

    To learn more about a seminar, click on its name.

    • NEW! Building the New Competencies • NEW! Building the New Competencies

    Recently approved by the LaGuardia Senate, the new General Education core competencies are: 

    • Inquiry and  Problem Solving;
    • Global Learning; and,
    • Integrative Learning. 

    These competencies will be assessed by evaluating student work via three communication modalities: written, oral, and digital.  During  Spring 2014, teams of faculty are creating and testing rubrics; in the Fall, program directors and faculty will think about their course offerings and determine which courses are best suited for depositing samples of student work that demonstrate students’ skills with regard to these competencies and communication modalities.  

    That’s the plan! Now, how do we make it work? What assignments do you already use that could be re-thought to encompass the new competencies?  What can we learn from national practice such as the work being done by AAC&U?   What’s most relevant for your discipline? What do we need to do differently in our courses?   How can we assess student work?  And, though we probably all know (or think we know) what we’re doing with oral and written communication, how do we design assignments which will assess an ability called “digital communication?”

    In the 2014-2015 CTL seminar “Building the New Competencies,” participants will consider these and related questions, led by Professors Justin Rogers-Cooper (English) and Regina Lehman (Health Sciences), and Ros Orgel (CTL). Seminar participants will work together to fulfill the promise of these new competencies:  To  ensure that LaGuardia students develop the higher-order habits of thought and communication they need to be capable and thoughtful inquirers, competent, creative problem-solvers, and aware and engaged participants in an increasingly global world.   Through readings, discussions, and activities focused on the new competencies and abilities, participants will:

    • Deepen their understanding of the new competencies;
    • Examine existing syllabi and assignments and revise them to see how they can be adjusted to better address the new competencies;
    • Work together to develop and test assessment strategies related to the new competencies;
    • Consider the oral, written, and digital communication modalities and how assignments can help students build skills in all three modalities;
    • Explore ePortfolio and other digital media as venues to build digital communication abilities; and
    • Join a supportive professional community where participants help each other create meaningful learning experiences for students.

    Eligibility: This program is open to all full-time Academic Affairs and ACE faculty.  Adjuncts who can commit to attending all seminar meetings are also welcome to apply.

    Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,250.

    Dates:  Mondays  from 3:30 to 5:30 unless otherwise noted on: 9/22, 10/6, 10/27, 11/10, 11/22, 12/1, 3/16, 3/30, 4/13, 4/27, 5/11, 6/1. On June 16, 2014, faculty will participate in an online Orientation Session; the Mid-Year Institute will also be held online during Fall 2, 2014-15.

    Click here to apply. 

    Inquiries: Ros Orgel ( roslyno@lagcc.cuny.edu, x5448) 

    • Connected Learning: ePortfolio and Integrative Pedagogy • Connected Learning: ePortfolio and Integrative Pedagogy

    The ePortfolio field is advancing and changing nationwide, with ePortfolio initiatives gaining faculty support and demonstrating successful student outcomes, in institutions as diverse as San Francisco State, Clemson University, Salt Lake Community College, and Boston University, as well as more than half of CUNY’s 18 undergraduate campuses. At these and many other colleges and universities, growing interest in holistic, integrative learning is challenging reductive visions of education and spotlighting the value of ePortfolio for enabling a stronger path toward student success.

    In the CTL’s Connected Learning seminar, participants will join LaGuardia’s community of ePortfolio practitioners and learn to apply ePortfolio pedagogy by actively exploring key concepts, such as integrative learning, reflective practice, and an awareness of audience. Participants pursue both conceptual and practical goals, developing these pedagogical strategies while creating their own seminar and course-based ePortfolios and becoming adept users of the Digication platform. The seminar intentionally models a classroom environment in which principles of inquiry, reflection, and integration animate participants’ activities and instructional design. Participants learn about the varieties of ePortfolio practice at LaGuardia and at other colleges, and spend the Fall 2014 semester preparing a pedagogical strategy for delivery Spring 2015. Specific areas of emphasis include using ePortfolio to help students: overcome fragmentation in their learning; actively and meaningfully connect with faculty, peers, and external audiences; integrate their diverse learning experiences, both inside and outside of the classroom; and, envision and plan their educational futures, including graduation and transfer. In support of LaGuardia’s new General Education competencies, the application of inquiry-based and integrative learning frameworks to departmental or program-based objectives.will be a key focus of the seminar.

    Connected Learning is open to experienced practitioners who are already using ePortfolio successfully in their classes and to faculty new to ePortfolio alike.  This combination of experienced and new practitioners, of fresh perspective with practical expertise, will continue to spur the evolving ePortfolio practice at the college and guide students to new levels of learning and academic, professional, and personal growth.  Specific goals for this seminar include:

    • Introducing faculty who are new to ePortfolio to its technology and pedagogy, building on best practices from the national field;
    • Drawing upon the expertise of veteran ePortfolio practitioners to support new faculty learning, while at the same time challenging experienced faculty to deepen their practice;
    • Considering new and proven approaches to fostering integrative learning, reflection, and social pedagogy through ePortfolio;
    • Creating/critiquing course syllabi, assignments, and projects to support integrative learning;
    • Sharing and promoting seminar work within individual departments and programs;
    • Using ePortfolio as the center of collegial exchange within the seminar;
    • Supporting ePortfolio as a vehicle for college-wide assessment; and
    • Testing and documenting participants’ work in the seminar.

    The seminar's year-long format and regular meetings will enable faculty participants to experiment with ePortfolio and to develop practical materials through the Fall, and then to implement based on their revised pedagogies in a targeted course or courses in Spring I 2015.

    Eligibility: This seminar is open to all full-time Academic Affairs and Adult and Continuing Education faculty, as well as to long-term, part-time faculty and Student Affairs staff who are teaching classes. Applicants need not have previous experience teaching with ePortfolio, but should possess a general proficiency with Web-based applications and a willingness to experiment with a new platform. Experienced ePortfolio practitioners who wish to continue the supported growth of their pedagogy—including those who have participated in previous ePortfolio-based seminars—are welcome to apply.

    Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,250.

    Dates: Fridays, 9am-1pm unless otherwise noted

    6/16 (Kickoff), 9/12 (9am-4pm), 10/10, 11/14, 12/12, 2/5(9am - 4pm), 2/6 (9am-4pm), 3/13, 4/17, 5/22, 6/5.

    Click here to apply. 

    Inquiries: Demetrios Kapetenakos ( dkapetenakos@lagcc.cuny.edu, x5670), Ellen Quish ( equish@lagcc.cuny.edu, x 5994), or Howard Wach ( hwach@lagcc.cuny.edu, x5478)

    • NEW! Design for Social Pedagogy • NEW! Design for Social Pedagogy

    With the Design for Social Pedagogy seminar, the Center for Teaching and Learning offers a new professional development seminar that addresses the imperative to re-imagine and integrate four key areas of innovation at LaGuardia: pedagogy, technology, learning communities, and assessment. A dynamic and emergent approach to teaching and learning, social pedagogy invites educators to design for instruction that engages and connects students to their learning and to each other while building an understanding of voice, agency, and audience.

    The value of using social media platforms to pursue these goals, enhance teaching, and engage learning is profoundly relevant to our students and faculty at LaGuardia. The practice prepares students and faculty to approach social networking and learning platforms with confidence and flexibility. The platforms themselves invite diverse expressions of meaning-making and communication, enabling a more inclusive learning environment for our students.

    This seminar provides faculty participants the opportunity to design activities that integrate the fundamental principles underlying social pedagogy, such as collaboration, peer learning, and interdisciplinarity. LaGuardia’s new core competencies--Inquiry and Problem Solving, Global Learning, and Integrative Learning, and the development of a new Digital Communication ability, will provide a rich context for exploring the fresh perspectives on instructional design; this seminar is poised to cultivate. Participants will

    • explore and build upon the teaching and learning frameworks that advance  student learning through well-designed curricula and lessons;
    • investigate and apply principles of social learning to connections with students within or across classes, sections, and courses;
    • learn, practice, and experiment with web tools such as blogs, Facebook, Twitter, ePortfolio, wikis, YouTube, Voicethread and others; and,
    • reflect upon and develop assessment practices relevant to the teaching and learning that emerges through these activities.

    During Fall 1, faculty will collaboratively develop low-stakes activities connected to their course objectives. By exploring pedagogical frameworks, learning communities, social media platforms, and assessment, participants will implement a cohesive, comprehensive project in the Spring 1 semester.

    Eligibility: This seminar is open to all full-time Academic Affairs and Adult and Continuing Education faculty, as well as to long-term, part-time faculty. Seminar applicants must have keyboarding and computer proficiency. The seminar will integrate hands-on practice, iterative instructional design, peer critique, and readings from the field.

    Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,250.

    Dates: Tuesdays from 2:30 - 5:30 pm unless specified otherwise. Friday, June 13, 2014, 10 am - 1 pm - Opening Institute. Sept. 9, Oct. 7, Nov. 4, Dec. 9,  January 27 (Mid-Year Institute), Mar. 10, April 14, May 12, June 9

    Click here to apply. 

    Inquiries: Maria Jerskey ( mjerskey@lagcc.cuny.edu, x5358); Priscilla Stadler ( pstadler@lagcc.cuny.edu, x 5489)

    • ePortfolio/Assessment Mini-Grant Program • ePortfolio/Assessment Mini-Grant Program

    Academic departments and programs college-wide are moving forward with two distinct but closely connected efforts: deepening their work through the Periodic Program Review (PPR) process, and integrating ePortfolio across their curricula.

    To support program work in these areas, the Center for Teaching and Learning is offering mini-grants of up to $7,500 for the 2014-15 academic year. These grants can be used to support program or department–led efforts, including faculty development and curriculum integration processes, addressing the following initiatives:
    1. Advancing the program’s work related to the Periodic Program Review (PPR) process and alignment with the Program Assessment Grids, such as refining assignments and pedagogies that help faculty build students'  competencies and abilities.  We encourage submissions from programs that are:

    • Preparing for an upcoming PPR
    • Submitting a PPR report in 2014/15
    • Following-up on recommendations from a previous PPR

    2. Programmatic implementation of LaGuardia's ePortfolio system, through curriculum-and professional development, building on the new, discipline-based First Year Seminar to scaffold systematic integration across the program's curriculum and instruction, maximizing benefits for students and faculty.
    In both areas, proposals from programs and departments will actively address strategic college priorities such as:

    • Assessing and improving college programs
    • Developing students' skills with regard to the new competencies (Inquiry and Problem Solving, Global Learning, and Integrative Learning) and abilities (oral, written, and digital communication)
    • Utilizing ePortfolio to foster integrative learning, display students’ work, and highlight their competencies and abilities, and help students plan towards graduation and transfer.

    We invite you to apply, and look forward to receiving proposals. In your application, please detail your proposed use of the funds you are requesting (up to $7,500) by writing a brief budget narrative. Contact Ros Orgel (x5448; roslyno@lagcc.cuny.edu) if you have any questions about the budget, or if you want to explore ideas and possibilities for your program.

    Eligibility: Faculty representing programs in Academic Affairs

    Support:  To support programs’ work in these areas, the Center for Teaching and Learning is offering mini-grants of up to $7,500 for the 2014-15 academic year.

    Dates: To be arranged with participating programs.

    Click here to apply. 

    Inquiries: Ros Orgel ( roslyno@lagcc.cuny.edu , x5448), or Howard Wach ( hwach@lagcc.cuny.edu, x5478)

    • Faculty Scholars Publication Workshop • Faculty Scholars Publication Workshop

    The Faculty Scholars Publication Workshop is a year-long development seminar designed to assist LaGuardia faculty in publishing their scholarly writing projects. The Workshop seeks to help faculty scholars complete current academic writing projects and place them in external, peer-reviewed journals. It builds on the work undertaken in the Carnegie Seminar and In Transit: The LaGuardia Journal on Teaching and Learning, but is distinct in two key ways:

    1. Carnegie and In Transit focus particularly on the Scholarship of Teaching and Learning (SoTL). The Workshop, however, encompasses both SoTL projects and traditional disciplinary scholarship. We understand a heterogeneous approach as a strength and a reflection of the College’s broad approach to faculty research and professional development.
    2. Second, while Carnegie participants frame a researchable question and design methodology, applicants to the Workshop should have a draft manuscript well underway. Focused on peer critique and exchange, the workshop process includes careful reading of manuscripts, discussion, and, very importantly, written comments. It also includes discussion about identifying publication venues and the submission process. Group facilitators are available for individual consultation.

    The Faculty Scholars Publication Workshop has evolved out of the Interdepartmental Faculty Scholarly Writing Group, an informal support group initiated by Nancy Berke and Ting Man Tsao in 2006-2007. This group was modeled on CUNY’s Faculty Fellowship Publication Program (FFPP). LaGuardia faculty scholars from various disciplines—ranging from Accounting to Humanities, from Mathematics to English, from Library to Cooperative Education—have come together to read, critique, and support one another’s writing within their respective fields. Participants have benefited from the support of the Carnegie Seminar, In Transit and the Faculty Workshop on Scholarship and Publication; they have revised and submitted work subsequently published in peer-reviewed journals.

    Co-Facilitators for 2014-15 are Nancy Berke (English), Patricia Sokolski (Humanities), and Michele Piso (Center for Teaching and Learning, and Humanities).

    The seminar meets monthly on Tuesdays from 3:30 to 5:30 (with the exception of the Mid-Year Institute). Specific dates will be announced soon.

    Click here to apply. 

    Inquiries: Nancy Berke ( nberke@lagcc.cuny.edu, x5908), Patricia Sokolski ( psokolski@lagcc.cuny.edu,  x6027) or Michele Piso ( mpiso@lagcc.cuny.edu,  x5483)

    • NEW! Gender and Diversity at LaGuardia: Rethinking Pedagogy • NEW! Gender and Diversity at LaGuardia: Rethinking Pedagogy

    In a recent article, a Harvard Business School dean apologized to the women at Harvard because they could feel “disrespected, left out, and unloved by the school.” Dean Nitin Nohria voiced concerns that have long been in the minds of educators: How do we become more inclusive in our classrooms? At LaGuardia, the most recent Middle States self-study resulted in a recommendation for stronger institutional emphasis on “values, ethics, and diversity.” In order to respond to these concerns, the Gender and Diversity at LaGuardia Seminar will address issues of diversity in the pedagogical setting. Through a review of literature written by those who have been mis- or underrepresented, we will discuss approaches to diversity in the college and explore the use of feminist and decentering pedagogical techniques in order to develop a more student-centered learning environment. These techniques encourage nurturing critique, experience and growth and building a classroom atmosphere which empowers marginalized actors to feel comfortable and equal. Approaches such as Collaborative Learning (CL), democratic classrooms (in which students co-design rules of behavior and grading criteria for the class), or Problem Based Learning (PBL), can help to make classrooms more inclusive, as the focus of education is seen as shared responsibility between students and faculty (now turned into facilitators).

    The seminar will feature readings, discussions, and activities geared toward furthering the understanding of and sensitivity toward LaGuardia’s incredibly diverse population. The seminar will ask participants to engage in multidisciplinary learning.  We will use writers from different disciplinary backgrounds and apply them to the many diverse areas we hope to be represented in the seminar (e.g. people teaching in different departments at the college, but who also have rich and diverse personal backgrounds). Seminar participants will also be exposed to multidisciplinary and multimodal forms of expression (for example, movies and graphic novels). Each seminar session will model a way in which feminist and/or decentering pedagogical techniques can be used to analyze the seminal works that this seminar will present.

    The use and practice of these various techniques will allow participants to reevaluate the courses they are teaching and find in them opportunities to make their classes more inclusive for  LaGuardia students. Discovering how diversity and inclusiveness can be addressed in the courses we teach will require participants to strengthen their own integrative and inquiry learning competencies, so that they can appreciate the impact that these changes can have on the student as a whole (e.g., a student who belongs to a heterogenous universe that includes family, work, school, past experiences and future expectations), and create opportunities for learning which are integrative as well as inclusive.

    Led by Claudia Moreno Parsons (English), Minerva Ahumada (Philosophy and Critical Thinking), and Ros Orgel (Center for Teaching and Learning), the seminar welcomes all faculty who are interested in developing strategies for increasing awareness and practice of diversity in the classroom. This seminar will be a cross-disciplinary forum for dialogue and investigation.

    As faculty revise assignments, curricula, and syllabi, they will receive support not only from the seminar leaders, but also from a community of faculty interested and engaged in considering gender and diversity in the classroom. Faculty will use ePortfolios  to review assignments and share their own work with colleagues.

    Learning Outcomes of the seminar:

    1. Participants will be exposed to pedagogical techniques that aim to increase student centered, inquiry-based learning. Participants will become familiar with techniques such as Problem Based Learning (PBL), Collaborative Learning (CL), and Project Oriented Learning (POL). Participants will be expected to incorporate one of these techniques into the activity they design during the seminar.
    2. Participants will create strategies they can use in their classes to strengthen students’ integration of curricular and co-curricular experiences. Drawing from these experiences will turn the classroom into a more respectful, diverse, and cosmopolitan place of learning.
    3. Through the lens of seminar readings, discussions, and collaborative sharing and exploration of pedagogical experience, participants will examine and revise their own pedagogical practices in reference to diversity and gender expectations/performance, and inclusion of difference in the classroom.
    4. Participants will examine rubrics and other materials related to LaGuardia’s new Core Competencies and consider potential implications and relationship to their courses.
    5. Participants will develop an activity that they can use in their classes that clearly addresses issues of diversity, ethics, and inclusion. They will write this activity in three stages: 1) instructional design and assessment; 2) application of the activity during the Spring semester; 3) revision of the activity and reflection on both how the expectations were fulfilled and on any new learning that happened through the activity (i.e., did the students provide any feedback that must be considered in the revision of the activity?)
    6. Participants will use the seminar as a space to reflect on their own pedagogical practice and their preparedness to teach in a diverse community such as LaGuardia. Seminar participants will analyze and evaluate the activities and materials presented to them. Participants will be asked to keep a journal in which they will write down useful ideas they have encountered in the seminar and ways in which these ideas can find a way into their classrooms.

    Eligibility: Open to all Academic Affairs and Adult and Continuing Education faculty.

    Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,250.

    Dates: Tuesday afternoons from 2:30 - 4:30 pm on 9/23, 10/7, 10/21, 11/4, 11/18, 12/2, 2/17, 3/24, 4/14, 4/28, 5/5, 5/19

    Click here to apply. 

    Inquiries: Minerva Ahumada Torres ( mitorres@lagcc.cuny.edu, x5620), Claudia Moreno Parsons ( cmorenopisano@lagcc.cuny.edu, x5909), or Ros Orgel ( roslyno@lagcc.cuny.edu, x5448)

    • NEW! Hybrid/Online Mini-Grant Program • NEW! Hybrid/Online Mini-Grant Program

    Hybrid and online courses connect instructors and students alike to the rich possibilities of web-centered learning while offering valuable scheduling flexibility to students with very busy lives. We know that hybrid and online learning is most effective when course design and pedagogical methods are built around widely accepted good practices. The most fundamental of these is to ensure that clear academic objectives drive course development and pedagogical strategy as well as decisions about technology applications. Other good practices include the provision of social, cognitive, and teaching “presence” and the creation of a class-based community of inquiry. For hybrid courses, a clear plan for dividing work between online environments and the classroom is also of critical importance.

    To strengthen the process of building high-quality hybrid and online courses at LaGuardia, and to provide resources for faculty to further develop their practice collaboratively, the Center for Teaching and Learning will offer mini-grants of up to $5,000 for the 2014-2015 academic year. Grants will be awarded to faculty teams pursuing program-based or departmentally-based projects and may be used to support developing new hybrid or online courses or refining and improving existing courses. Whether working on new or existing courses, building effective peer review and assessment procedures will be a funding priority. Successful proposals will also demonstrate sustainability strategies extending beyond the funding period. Housing these efforts within departments or programs will enable a team of colleagues to work together on development, review, and revision of commonly-understood course content and commonly-determined goals and outcomes. The mini-grant program will be guided by CTL staff and include six meetings of all participating groups throughout the academic year. The purpose of these meetings will be to collectively review overall project goals, share project results and successes and to brainstorm challenges.

    Project proposals should include identification of courses or course sections targeted for new development or redesign and the personnel who will contribute to the project. Projects will be evaluated according to the following criteria:

    1. Project Goals and Impact: Identify overall goals, including number of participants and number of courses or course sections affected. What is the project intended to accomplish, and how extensive will its impact be? Projects should plan to develop or redesign curricula that will be implemented in a minimum of 5 course sections in Spring 2015.
    2. Project Outcomes and Sustainability: Identify specific project results. How will these results be evaluated? How will the project’s work be sustained beyond the grant period?
    3. Calendar and Benchmarks: When, and in what order, will project goals be met?
    4. Budget Narrative: How do you propose to spend the requested funds?

    We invite you to apply, and look forward to receiving proposals.

    Eligibility: Faculty teams representing programs or departments in Academic Affairs

    Support:  To support programs’ work in these areas, the Center for Teaching and Learning is offering mini-grants of up to $5,000 for the 2014-15 academic year.

    Dates: Six meetings per year to be arranged with participating programs.

    Click here to apply. 

    Inquiries: Howard Wach ( hwach@lagcc.cuny.edu, x5478), Josephine Corso ( jcorso@lagcc.cuny.edu), x5416), or Ros Orgel ( roslyno@lagcc.cuny.edu), x5448)

    • New to College: Re-Inventing the First Year Seminar • New to College: Re-Inventing the First Year Seminar

    For many LaGuardia students, getting into college is easier than staying and succeeding. As colleges nationwide focus on improving completion and graduation, the first year of college has emerged as a critical juncture for building student success. Following recommendations developed by last year’s Task Force on the First Year Experience, LaGuardia determined to launch a bold innovation designed to better help first-year students succeed. The initiative is well under way, and for Spring 2014 we are offering a credit-bearing First-Year Seminar (FYS) to approximately 650 students who have entered the college in Business and Technology and Natural Sciences degree programs. In Fall 2014, the FYS program will dramatically expand to include all entering students in Liberal Arts A.A. and Health Sciences programs.

    FYS links an introduction to the major with advisement and an orientation to college learning. Taught by discipline-based faculty and supported by advisement teams, the seminars utilize peer mentoring and the connective power of ePortfolio to advance student success in the first college year and beyond. Drawing on emerging best practice nationwide, the new courses will introduce students to key skills and concepts of the appropriate discipline (e.g. ”What does it mean to think like a scientist?”) and help them develop the habits needed for college success. Anchored in the commitment to improve student persistence, achievement, and self-efficacy, the new First Year Seminar will facilitate a productive transition to the college environment. The use of ePortfolio and support of advisors will strengthen students’ abilities to reflect on their personal and professional choices, develop suitable educational plans, and reinforce self-direction.

    The year-long New to College seminar will help faculty plan (Fall 2014) and implement (Spring 2015) the new FYS course, effectively use digital and online tools and processes, and develop topics that reflect their current intellectual interests through inquiry, integration, and problem-solving, the key competencies identified by the Task Force for LaGuardia’s first year students.

    Teaching these courses will ask faculty to think creatively, use their expertise and develop new pedagogies. Participants in New to College will bring with them a strong understanding of the seminar’s underlying goal: to help entering students gain the knowledge, skills, and confidence they need to persist and successfully complete their programs of study.  Participants should be open to learning how to approach the “whole student,” as the seminar will cultivate an inclusive pedagogy addressing not only cognitive academic abilities, but also co-curricular experience and affective dimensions of learning. ePortfolio will be a central element in the course design as well, and while participants need not have extensive ePortfolio experience, this will be a critical piece of the project.
    New to College will support effective teaching, helping participants to

    • Better understand the goals, purpose, and philosophy of a holistic First Year Experience;
    • Refine the discipline-based First Year Seminar course plan and syllabus;
    • Explore the changing needs of LaGuardia students and the research on student success;
    • Design pedagogy for introducing new students to disciplinary forms of inquiry;
    • Provide students with a close-knit community that explores disciplinary thinking;
    • Develop understanding of ePortfolio as an integrative pedagogy;
    • Gain familiarity with advisement resources, including online tools that can be used in a hybrid structure.

    In addition to supporting the design and implementation of the First Year Seminar, faculty participants will be invited to cultivate habits of pedagogical research and consider future possibilities for examining and publishing scholarly articles on LaGuardia’s transformed first year experience.

    We invite your application to the New to College seminar, and we look forward to your participation in this pioneering effort to build success for LaGuardia students.

    Eligibility: New to College is open to full-time and experienced part-time faculty in the Departments of Business and Technology, Natural Sciences, Health Sciences, English, Social Sciences, Humanities, and Education and Language Acquisition. Student Affairs staff teaching in these departments are also eligible to apply.

    Support: In recognition of effort, and contingent upon regular attendance and active participation, each faculty participant will receive a stipend of $1,500.

    Dates:  Friday mornings, 9:00am -1:00 pm, unless otherwise noted:
    September 12, October 17, November 21, December 19, Mid-Year Institute (9am – 4pm) on February 13, March 20, April 24, May 15, June 5

    Click here to apply. 

    Inquiries:Ellen Quish ( equish@lagcc.cuny.edu, x 5994), Howard Wach ( hwach@lagcc.cuny.edu, x5478), or Michele Piso ( mpiso@lagcc.cuny.edu, x5483).

    • NEW! Technology, Self, and Society • NEW! Technology, Self, and Society

    Few contemporary issues are more important, or more relevant to higher education, than the relationship between digital technologies and personal identity. The CTL is pleased to co-sponsor two separate seminars, the first in 2014-15 and the second in 2015-16, around themes related to technology and identity. Funded by a grant from the National Endowment for the Humanities and co-led by Professors Naomi Stubbs and Phyllis van Slyck, these two seminars will bring together Liberal Arts faculty teaching clusters and/or capstones with a view to developing their curricula in conversation with one another and in relation to readings and visiting speakers addressing these topics.

    In 2014-15, participants will consider digital media and its effects upon our identities and our society. Faculty Fellows will interrogate the ways in which we use technology, the ways we are used by technology, and how technology impacts our notions of self and other. We will focus on the role of digital media in constructing identity. Participants will examine the ways new technologies are affecting personal relationships, visual cultures of the internet and the need for more inclusive conversations about race and identity in cyberspace. Laura Portwood-Stacer from NYU, and Lisa Nakamura, author of Race After the Internet (2011) will participate in this seminar.

    In 2015-16, a second seminar (with a new cohort of faculty participants) will focus on how definitions of “human” have been challenged by technological advancements. This seminar will identify some of the ways in which technology is used now, and may be used in the future, to physically alter and redefine what is meant by “human.” The focus will be on techno-humanism, trans-humanism, and on the biomedical ethical issues that derive from biological “enhancements” and reproductive choices. Braden Allenby, author of the Techno-Human Condition (2011) will participate in this seminar; the second visiting scholar is TBA.

    Eligibility: This seminar is open to full and part-time faculty members in the Liberal Arts. You should be planning to teach a cluster and/or section of LIB200 in the Spring of the seminar year to which you apply.

    Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,000.

    Dates:Thursdays from 3:30-5:30 unless otherwise noted: 5/29 (opening institute), 9/18, 10/9 (visiting speaker, session ends at 6pm), 11/20, 12/11, 2/20 (Friday mid-year institute, 10am-1pm), 3/19, 4/16, 4/23 (visiting speaker, session ends at 6pm), 5/14, 6/19 (Friday final meeting, 10am-1pm).
    NOTE: We are currently accepting applications for the 2014-15 Seminar. The 2015-16 Seminar will begin accepting applications in January 2015. 

    Click here to apply. 

    Inquiries: Phyllis van Slyck ( vanph@lagcc.cuny.edu, x5660), Naomi Stubbs ( nstubbs@lagcc.cuny.edu, x5680), or Ros Orgel ( roslyno@lagcc.cuny.edu, x5448)

    • Writing in the Disciplines (WID) • Writing in the Disciplines (WID)

    The Writing in the Disciplines program at LaGuardia is part of a nation-wide, interdisciplinary effort that explores strategies for improving student writing and using writing as an active learning tool.

    A semester-long faculty development seminar, WID helps full- and part-time faculty develop and test writing-intensive assignments. Participants create and/or revise syllabi to meet the requirements for Writing Intensive courses, and post their  work in a WID ePortfolio. Faculty who complete the seminar and ePortfolio will be certified to teach Writing Intensive courses such as Urban Studies and Capstone courses. 

    The 2014-15 WID program will offer  two separate semester-long seminars. Professors Michelle Pacht and Professor Evelyn Burg (English) will lead the seminars. In each semester, Graduate Center Writing Fellows will help to conduct the seminar and work with faculty to create and revise assignments and syllabi.

    Eligibility: Full and part-time faculty who wish to teach Writing Intensive courses, including Capstone and/or Urban Studies courses,  are required to complete WID. The WID program is also open to all vocational/technical faculty (CIS, AMS, or Allied Health) and faculty teaching any course required for completion of a vocational degree.

    Support:   In recognition of her or his effort, and contingent upon attendance, active participation, and submission of the Writing Intensive ePortfolio, each Academic Affairs faculty participant will receive a stipend of $500.

    Dates:  The Fall 2014 seminar will meet on Mondays from 3:30 – 5:30 on Sept. 15, Oct. 6, Nov. 3, Nov. 24. Faculty will meet face-to-face four times during the semester.  Additionally, participants will contribute their thoughts and work to four online discussions/blogs.

    The Spring 2015 seminar will have a more flexible schedule, designed to meet the needs of adjunct faculty who would like to be certified to teach a Writing Intensive course.   If you are an adjunct or full-time faculty member interested in participating in WID in Spring 2015, please contact Ros Orgel ( roslyno@lagcc.cuny.edu, x5448) and indicate your best days/times.

    Click here to apply. 

    Inquiries: Evelyn Burg ( burgev@lagcc.cuny.edu x5634), Michelle Pacht ( mpacht@lagcc.cuny.edu x5914), or  Ros Orgel ( roslyno@lagcc.cuny.edu , x5448).

    Seminars and Programs Not Currently Accepting Applications

    • Carnegie Seminar on the Scholarship of Teaching and Learning • Carnegie Seminar on the Scholarship of Teaching and Learning

    The scholarship of teaching and learning (SoTL) is generally defined as the rigorous and systematic study of student learning, publicly shared, open to peer review and critique, and committed to collective knowledge-building. The Carnegie Seminar commits itself to these principles and to LaGuardia’s vision of an integrated culture of evidence-based teaching and learning. As the nation reflects on problems facing our schools, the values and missions of community colleges are more visible and pivotal than ever in the educational and intellectual life of our country. LaGuardia’s Carnegie Seminar provides faculty the opportunity to cultivate habits of pedagogical research that result in transformed and shared understanding of student experiences in our classrooms and beyond.

    Inquiries: Michele Piso ( mpiso@lagcc.cuny.edu,  x5483)

    • In Transit: The LaGuardia Journal on Teaching and Learning • In Transit: The LaGuardia Journal on Teaching and Learning

    In Transit: The LaGuardia Journal on Teaching and Learning is committed to serving a scholarly community in which, as Pat Hutchings and Lee Schulman have written, "faculty frame and systematically investigate questions related to student learning - the conditions under which it occurs, what it looks like, how to deepen it...with an eye not only to improving their own classrooms, but to advancing practice beyond it." Designed to support scholarly work initiated in the Carnegie Seminar, In Transit welcomes original contributions that advance understanding of teaching and learning practice, policy, and theory.

    In Fall 2014, In Transit 2015 will solicit papers on innovations in teaching and learning the first year experience with a particular focus on developing students’ academic reading abilities and the whole student.

    Inquiries:Michele Piso ( mpiso@lagcc.cuny.edu, x5483)

    • New Faculty Colloquium • New Faculty Colloquium

    In this year-long orientation to teaching and learning at LaGuardia, new full-time faculty work with CTL staff and senior colleagues to begin to adjust to their new educational setting.  Participants learn from each other and from senior colleagues about LaGuardia students, about the various pedagogies found to be effective at LaGuardia, and about the college-wide initiatives and opportunities that will inform their working lives. The colloquium is a setting in which new faculty meet colleagues and form friendships, while learning about strategies for future growth and building a successful career at LaGuardia.

    Dates: Meetings are on Mondays from 3:30 - 5:30 pm unless specified.
    Opening Institute Friday, Sept. 5, 9:00 - 4:00.
    Fall I, 2014 meetings: 9/29, 10/20, 11/17, 12/15.
    Mid-Year Institute: Friday, Jan. 30th, 2015, 9:00 am - 4:00 pm
    Spring 1, 2015 meetings: 3/23, 4/20, 5/18, 6/8

    Inquiries: Josephine Corso ( jcorso@lagcc.cuny.edu), or Priscilla Stadler ( pstadler@lagcc.cuny.edu).

    • Teaching the City: Rethinking Urban Studies at LaGuardia • Teaching the City: Rethinking Urban Studies at LaGuardia

    LaGuardia was one of the first community colleges in the nation with an Urban Studies requirement for all students. What does that mean for us now? What does it mean in different disciplines and majors? How do we teach our Urban Studies courses? What makes them “urban?” What can we do, across the college, to help students connect knowledge of the city with disciplinary skills and understanding? LaGuardia’s Urban Studies Program has designed this seminar to offer faculty college-wide an opportunity to consider these questions as they rethink and redesign their Urban Studies courses. In dialogue with other professors, and from a cross-disciplinary perspective, faculty will investigate ways to use New York City as a teaching and learning lab.

    The Teaching the City Seminar offers an opportunity for faculty to come together to discuss the dynamics of experiential and reflective learning through both past teaching experiences and key texts in the field. We will share our different approaches to Urban Studies, as well as various ways of incorporating writing and field trips into our syllabi and assignments, and learn about research methods.

    Inquiries: Kristen Gallagher ( kgallagher@lagcc.cuny.edu, x5638), Arianna Martinez ( amartinez@lagcc.cuny.edu, x5961), or  Ros Orgel ( roslyno@lagcc.cuny.edu, x5448).