*Please see descriptions of the workshops below the tables*
Presenters: Alexandra Rojas (Library) and M. Anne O'Reilly (Library)
In order to promote LaGuardia’s mission of graduating students who are “critical thinkers and socially responsible citizens,” we will introduce relevant library resources. Using fake news as a starting point, the facilitators will discuss how recent political discourse strengthens the need to teach students how to critically evaluate information as a life skill. We will demonstrate how faculty can connect to subject-related databases that cover civic engagement, equality and social justice, academic values, academic freedom, truth and scientific endeavors, and privacy. These resources will allow faculty to develop thoughtful and staged assignments to positively impact the quality of their assignments creating a platform to student success. We will give a tour of the library – which will include the expansion to the second floor.
Presenter: Lee Boyar (Business & Technology)
The 2016 election and subsequent political events have left many shocked, angry and dismayed. For educators, it has also brought to the fore important questions about the extent to which it is appropriate to politicize classroom discussion. Lee Boyar, Associate Professor, Business & Technology Department, will share his perspective on this important topic. He will then demonstrate discussion leadership techniques that he learned at a workshop at Harvard Business School that have allowed him to inject social and ethical concerns into his teaching in ways that are multidisciplinary and highly respectful to students holding a wide range of political and ethical beliefs. He will conclude by providing a curated list of resources for faculty potentially interested in addressing social, environmental and ethical issues in their classrooms. These resources can be used by instructors in ways that help students consider and negotiate diverse perspectives while also helping them to communicate more effectively.
Presenter: Patrick Byers (Social Science)
An important contribution of 20th century thought in certain areas of philosophy, psychology, and sociology is the idea that any use of language can only occur against a background of unstated assumptions that are shared by interlocutors. Without these background assumptions, the meaning of any utterance would be fundamentally indeterminate. Consideration of this “background” is crucial for teaching diverse groups of students because how diversity manifests itself is in terms of unexamined differences in the assumptions that orient students’ engagement in the classroom and in course work. The fact that students’ academic work is inevitably guided by these assumptions can be a threat to the ideal of a level academic playing field. This presentation describes a classroom activity for guiding students to critically reflect on the unexamined background assumptions that guide their own work in the specific context of sample short answer test questions (the activity takes place within a review session before a test). In the activity, students collectively brainstorm “what they need to know” in order to write a full credit answer for a sample test question. The importance of unstated assumptions in students’ academic activity is exemplified by the types of knowledge that students invariably leave out, which instructors and/or their fellow classmates can guide them to identify. The value of this activity lies in the dual purpose it serves: (1) demonstrating the overlooked role of shared assumptions in academic practices, while also (2) helping to “level the playing field” between students by making that these assumptions are communally shared.
Presenter: Robin Kietlinski (Social Science), John Chaney (Social Science), Payal Doctor (Humanities), and Tomoaki Imamichi (Social Science)
This panel will focus on ways to engage students outside the classroom, highlighting four LaGuardia faculty who have taken advantage of the fact that we live in one of the most culturally vibrant spots in the world. We will look at some more traditional field trip opportunities such as museums and walking tours, sharing with interested faculty and staff which museums have especially helpful educational programing offices. We will also look at some less traditional opportunities to engage students off-campus, such as meeting with prisoners at a correctional facility and looking at the natural environment near LaGuardia’s campus. Drs. Kietlinski (History) and Doctor (Philosophy) will focus on ways that they have used off-campus trips to reinforce and enhance lessons on Asian history and philosophies, tapping into the City’s vast Asia-related institutions and neighborhoods to do so. Professor Chaney will discuss his experiences bringing students from his Criminal Justice class to speak with prisoners at the Queensboro Correctional Facility. And Professor Imamichi (Psychology) will talk about the regular walking trips around Long Island City that he takes for his Environmental Psychology course, enabling students to link themes of his course such as health/well-being, sustainability, and environmental justice to the communities in which they live. In addition, we will address some of the logistical hurdles that faculty face when trying to supplement their courses with off-campus trips, such as the scheduling and financing of such excursions.
Presenter: Liena Vayzman (Humanities)
New York City offers unparalleled opportunities for experiential learning in art museums for courses in all disciplines. Studying works of art and cultural institutions allows faculty to use art to promote difficult dialogues (on topics such as racism, sexism, class, finance, philanthropy, history, literature, censorship, freedom of expression, colonialism, and current events) and to foster civic engagement (by paving the way for access to cultural institutions). Dr. Vayzman will introduce participants to the How To’s of planning experiential learning trips to some of New York’s iconic museums such as the Metropolitan Museum of Art, the Whitney Museum of American Art, the Museum of the City of New York, PS1, and the Brooklyn Museum, based on her integration of experiential learning into Fine Arts and Urban Study courses at LaGuardia. Each museum has specific guidelines for group visits that need to be considered in planning a successful field trip. Pedagogies such as lecturing in front of works of art, guiding class discussion in public, and designing museum assignments offer unique opportunities and challenges for primary research and critical engagement. In addition, Dr. Vayzman will share information on free and reduced student admissions, negotiated in part by the CUNY-wide Arts Initiative. Conducting challenging conversations with classes in public spaces like museums allows students to engage directly in their city as learning lab, and to connect classroom learning to real-world controversies such as the allegations of racism and cultural appropriation in one of the artworks in the 2017 Whitney Biennial.
Presenter: Tao Chen (MEC), Glenn Henshaw (MEC), Soloman Kone (Social Science), and Choon Shan Lai (Social Science)
Mathematics Education is usually geared towards teaching students the skills they need to advance to the next math class. As a result, mathematical needs are rarely discussed between disciplines. To challenge this stereotype, the MAA organized a series of inter-disciplinary workshops, known as the Curriculum Foundation, and made a series of recommendations. In order to implement those recommendations, the LaGuardia Community College team collaborated with 10 other universities/colleges on an NSF project. In particular, the Laguardia team is working on contextualizing MAT115 College Algebra with economics and designing web applets to facilitate students learning.
Presenter: Andrea Francis and Rajendra Bhika (Business & Technology)
During this session presenters will share the design, method, and results of their qualitative research, which explores whether the pedagogy of discipline faculty, faculty who usually focus on a particular area of knowledge, is transformed when teaching a First Year Seminar (FYS). The study findings indicated that faculty became more reflective practitioners, recognized a greater sense of vulnerability in their pedagogy, and experienced a stronger level of reciprocity in their engagement with students and colleagues at LaGuardia, with a key finding being deeper engagement with students. An outcome of the findings is the presenters’ transformation framework, which consists of three key elements that make transformation possible and sustainable - vulnerability, reflection, and reciprocity. In the context of their findings, the presenters will discuss how the elements of transformation can aid in teaching and learning across difference, especially in the current socio-political climate. After sharing the results of their research, presenters will engage faculty and staff in a conversation about the importance of the FYS in achieving deeper engagement with students and unity through learning in the seminar and beyond. The session will conclude with a brief discussion on the implications of this work for faculty, students, staff, and an academic institution.
Presenter: Milena Cuellar (MEC), Christine Marks (English), and Naomi Stubbs (English)
Learning communities are considered a High Impact Practice in Higher Education (G.D. Kuh, AAC&U, 2008). For decades, LaGuardia’s learning communities have been a core part of the Liberal Arts curriculum, and in recent years learning communities have seen an expansion to increase their reach to more diverse student populations. In this session participants will learn about how learning communities build a sense of belonging and inclusion that fosters student learning across difference. In addition, faculty and staff participating will have the opportunity to discuss and consider the ways in which learning communities may benefit their teaching, majors, and/or programs. Our session will consist of two parts: 1) A presentation will explore the diversity of students participating in learning communities and the numerous offerings over the past year. We will highlight the value of learning communities in helping students achieve success in many areas, but especially remedial and required core courses. We will also showcase the value of collaborative teaching using examples from the expanding number of majors and programs working with learning communities. 2) After Q&A in which the basics are clarified as needed, we will moderate a discussion in which the goals and challenges the attendees bring to the session will be identified. Attendees will then be divided into smaller groups so their questions and ideas can be more fully addressed. Within these breakout groups the primary goals will be to brainstorm ways in which learning communities can be still more inclusive of the needs of those represented in the room and to develop plans for action to ensure these needs are addressed.
Presenter: John M. Collins (Education & Language Acquisition)
Audism is a form of phonocentric ableism faced by the Deaf community. Come explore how it shapes public policy in education, medicine, and technology. Examine the meaning, history, and impact of audism in our society. Through student interviews and a panel discussion of Deaf adults, the presentation will also examine audism’s impact on the daily lives of individuals. The workshop will then provide strategies for Hearing people to become allies in the fight against this form of discrimination. Finally, the workshop will explore how this topic can be utilized in a variety of educational contexts.
Presenter: Cory Rowe (Social Science), Colleen Eren (Social Science), Rochelle Isaac (English), Neil Meyer (English), and Michele Piso (Center for Teaching & Learning)
This panel aims to address the question of how to create a broad community that nurtures a sense of belongingness for reintegrating citizens. This panel presents multiple perspectives including research into our student body, and research presenting the reintegrating students’ perspective. Panelists come from various disciplines but their work will all be featured in this upcoming In Transit.
Presenter: Nichole Shippen (Social Science) and Sonia Alejandra Rodriguez (English)
In striving for equality and social justice in and outside of the classroom, it is important that students first understand the existing dominant ideologies and the ways these ideologies impact society. In this presentation, we will discuss the inclusion of equality and social justice in the classroom. Dr. Shippen’s focus in SSP 101 on “U.S. Power & Politics post-Trump” encourages students to critically engage with current happenings of the U.S. government in order to recognize both the ways that the government impacts their lives and how students can influence the political process. Likewise, Dr. Rodriguez’s focus in ENG 101 on “U.S. Media Representations” gives students an opportunity to examine popular representations of race, gender, and sexuality in order to discuss the important relationship between media representation and the Prison Industrial Complex. The conversations that take place in our classrooms are difficult and can be academically rigorous. We ask students not only to think critically about the materials in the course but also to make practical applications of the material to their real lived experiences. Throughout this presentation, we will share the pedagogical foundations for our courses, the low-stakes and high-stakes assignments we generate to meet our teaching and learning goals, the ways we assess student learning, and our students’ responses to the course.
Presenter: Andre Keeton (Social Science)
The concept of “political correctness” seems largely out of place on a college campus. In an academic environment, which by its very nature is a social experiment wherein cultures, ideologies, ideas, abilities, and beliefs should all occasionally throw sharp elbows, smoothing out some rough edges and leaving a few metaphorical bumps and bruises that steel all participants for future days. Students should confront a world of people, opinions and judgments -- many times directed at themselves -- which ultimately hold high value. Students learn, among other things, that an academic environment while often safe and nurturing, should not always seek to shelter them. Rather, they learn and grow from the hurt feelings, bruised egos and the varying degrees of self-doubt that come with exposure to new people, challenging pedagogy and budding intellectual curiosity. And what of the Faculty? On many college campuses, the faculty are required to adhere to a nebulous concept of fraternity labeled COLLEGIALITY. Though difficult to define, the concept, suggests faculty get along, go along, and not rock the boat too much; be nice, and regulate their behavior in such a way as not to “make uncomfortable” co-workers or students. Though the need to ensure that the workplace environment is comfortable, inviting and productive for all is obvious, the concept when applied broadly can result in a stultifying atmosphere in which faculty, fearing repercussions, will fail to say what they mean, fail to communicate potentially controversial ideas and scholarship and fail to promote all but the most banal pedagogy for their students while inhibiting their own professional development.
Presenter: Habiba Boumlik (Education & Language Acquisition), Lucy McNair (English), and Scott Sternbach (Humanities)
Study abroad programs offer undergraduate students a powerful context for broadening their cosmopolitan worldview and for testing classroom learning in real world situations. Unfortunately, most community college students do not have the luxury to enroll in such programs for a host of reasons. Nevertheless, as we seek to level the playing field for our students and to broaden their understanding of and experience with contemporary systems through Global Learning initiatives, it is possible to develop short-term, well-funded study abroad programs that can valorize our students’ particular voices and give them the chance to examine and compare U.S. and foreign approaches to global issues. In this presentation, we will present recent programs and the ways each initiative has impacted the academic learning, professional experience, and emergent worldview of enrolled students.
Presenter: Regina Varin-Mignano (Wellness Center) and Les Gallo-Silver (Health Sciences)
This presentation describes a co-curricular and cross divisional support program comprised of mental health professionals and peer mentors for students on the Autism Spectrum attending LaGuardia Community College. The program, LaGuardia ASSIST, provides assistance to students on the Autism Spectrum throughout their community college experience. The lived experience of students involved in this case management program demonstrates how using universal design preserves the accessibility of higher education for this at-risk student population and supports their overall academic and social success.
Presenter: Malgorzata Marciniak, Marina Nechayeva, and Vladimir Przhebelskiy (MEC)
Engineering students need prior experience working on real-word problems and open-ended questions to succeed in the work force. Classroom education provides limited opportunities of this kind. Our research model is comprised of guiding students through developing research questions, matching them with advanced mathematical methods available to them, and progressing towards partial answers in a process of scientific investigation. Over a year of weekly meetings, we implemented a complete research cycle of developing engineering students into responsible and conscientious researchers who can sustain their motivation, collaborate effectively, progress on schedule, and communicate their findings to diverse audiences. Our presentation will highlight the details of the process and will present outcomes of a faculty student collaborative research project on Sustainable Energy, Wind Turbines. In this project, we obtained an accurate long-term frequency distribution model from local wind speed measurements. The model’s estimate of the average wind speed was used to optimize geometric parameters of the horizontal wind turbine by solving systems of non-linear equations. We then used the model to forecast the power output of the wind turbine we proposed to install on the roof of LaGuardia C-building. In the course of the project, students gained valuable experience with specialized software such as R (for statistical analyses) and MatLab and XFOIL (for relevant aerodynamic calculations). Students built upon and expanded their knowledge of calculus and statistics. They also learned the basics of Aerodynamics, specifically the Blade Element Momentum Theory. The results of this collaboration between math faculty and statistics and engineering students have been presented before a broad range of audiences during college wide and intercollegiate and national conferences, including CRSP Symposium, JSM2017, and MathFest.
Presenter: Malgorzata Marciniak (MEC)
Engineering students need prior experience working on real-word problems and open-ended questions to succeed in the work force. Mere classroom education at best provides limited opportunities of this kind. Our research model is comprised of guiding students through developing research questions, matching them with advanced mathematical methods available to them, and progressing towards partial answers in a process of scientific investigation. Over a year of weekly meetings, we developed a complete research cycle of developing engineering students into responsible and conscientious researchers who can sustain their motivation, collaborate effectively, progress on schedule and communicate their findings to diverse audiences. Our presentation will highlight the details of the process and will present outcomes of a faculty student collaborative research project on Sustainable Energy. The purpose of the research project is to analyze various surfaces of flexible solar panels and compare them to the traditional flat panels mathematically. We evaluated the efficiency based on the integral formulas that involve flux. In addition, we performed calculations for flat panels with different positions, a cylindrical panel, conical panels with various opening angles and segments of a spherical panel. Based on the mathematical results, we created architectural design that can accommodate the most efficient shapes of the solar panels. The presentation will be available to a broad audience. The project was organized as a collaboration among math faculty, engineering faculty, and engineering students. Partial results on various stages of progress were presented for a broad range of audiences within and outside the college.
Presenter: Bret Eynon (Academic Affairs), Bart Grachan (Student Affairs), Ed Goodman (Business & Technology), Holly Porter-Morgan (Natural Sciences), David Bimbi (Health Science), Linda Chandler (English), Peer Advisor (TBD), and Professional Advisor (TBD)
This presentation will include a panel of faculty, peer advisors, and professional advisors discussing the Spring 2017 pilot of Advising 2.0, as a follow-up to their Advising 2.0 panel at the Fall 2016 Opening Session, as well as an introduction to the Connect to Complete online tool they are using to support that work. The primary goals of Advising 2.0 are to: continue to build on the team-based ideals of Advising 1.0 and the need-based approach of ASAP and Road to Success; provide appropriate advising to every student, wherever they are on their path; and to provide faculty, peer, and professional advisors the opportunity and tools necessary to do so. This aligns both with the goal of helping students gain momentum on their academic path and with the theme of the Opening Sessions. The need to provide education and guidance to every student, according to need, at every point along a clearly defined pathway from admission to graduation, requires that those involved in advising have the opportunity to explore students’ needs on an individual level, not just on a course-selection level. As we prepare to expand the process to new academic areas in Spring 2018, this session will provide ground-level insight into the process and answer questions about participants’ experiences in the pilot. The teaching goal will be to build on the overview presented in the main session, to introduce advisor-level implications for process, expectation, and to demonstrate available resources in C2C. Additionally, we aim to help faculty and staff who will be involved in the process in the future, look at the student implications from this level of advising access and consistency, and provide input and insight from their own experiences.
Presenter: Nancy Bandiera and Poppy Slocum (Humanities)
This workshop addresses the challenges of assessing the oral ability of students who are non-native speakers of English and students who speak non-standard varieties of English, two groups which comprise a significant proportion of our student population. The presentation will highlight the value of such linguistic diversity while giving faculty guidance as to when it is appropriate to hold students accountable for non-standard language. Non-standard dialects are often conflated with slang and informal language, and are seen as equally at odds with academic language. We will draw a distinction between the two and propose that while faculty may encourage or demand the use of formal language in the classroom, it is important to recognize that formal English takes a variety of forms. We will discuss how assignments can be designed to clearly communicate linguistic expectations, and what resources are available on campus for students. In addition, we will provide a resource sheet to connect faculty to campus-wide resources available to aid in the implementation and recording of oral assignments.
Presenter: Gail Baksh-Jarrett (Student Affairs, Financial Aid)
LaGuardia Community College is an open access public institution that serves a diverse student body. Students come from 148 countries seeking a degree that will enable them to bridge the economic divide and reduce income inequality. According to Governor Cuomo “a college education is not a luxury- it is an absolute necessity for any chance at economic mobility.” At LaGuardia, 51% of students receiving aid, who live with their parents, earn more than $25,000 annually, compared to 32% of students who live independent of their parents. Financing their education is one of the many challenges students must overcome to attain a higher education degree. To help address this issue, Governor Cuomo announced at LaGuardia Community College in January 2017 a tuition-free proposal for all middle class New Yorkers. The New York State Excelsior Scholarship was subsequently passed by the legislature for New Yorkers to obtain a debt-free higher educational degree effective from the 2017-18 academic year. The Excelsior Scholarship is expected to cost $163 million annually. This session focuses on educating attendees about the objectives of the Excelsior Scholarship, the application process, and the eligibility requirements. The criteria used to determine awards and the potential number of students eligible for the scholarship at LaGuardia will be provided.
Presenter: Walter Sistrunk (Education & Language Acquisition)
There have been several texts dedicated to the investigation of Hip Hop Pedagogy – the use of Hip Hop in the context of the classroom (Ladson-Billings, 1995; Morrell & Duncan-Andrade 2002; Paris, 2012; Hill, 2009)1. For this 20-minute presentation, I will demonstrate how Hip Hop can be used as a pedagogical tool for the transmission of disciplinary knowledge and as a source text for critical analysis. Reviewing several class activities, I will show how I use Hip Hop to introduce the invention strategies involved in the writing process such as scaffolding, composing a thesis statement, and integrating and interacting with sources. I will also use Hip Hop as a source text to demonstrate the intersections that communities of color and immigrant communities faces when dealing with issues of discrimination, profiling, criminalization, ethnic or racial mitigation, and cultural erasure brought on by the pressures to acculturate to western norms. Finally, I will demonstrate how Hip Hop lyrics can facilitate discussions on race, gender and social justice in culturally relevant ways.
Presenter: Shenglan Yuan (MEC) and Soloman Kone (Social Science)
In the fall of 2015, LaGuardia Community College launched the “Math is Everywhere Learning Project”, a co-curricular learning opportunity for all students. Its mission is to begin a college-wide dialogue about the increasing importance of math in all fields and in everyday life. Math is often a challenging subject for students, both at LaGuardia and nationwide. Many do not realize the importance of math for all majors and daily life. But math’s applications are not limited to a small number of majors. In today’s world, technology, media, politics, psychology, and environmental and economic policy are dependent on math and quantitative literacy. It is equally important in fields previously thought “un-mathy,” including anthropology, the arts, and history. To break still-held assumptions about the role of math, for the last two years we have been asking students and instructors from all areas to demonstrate the integral role of mathematics. The competition is designed to tap into the wealth of innovation and creativity found in our students. Our aim is to expose all students to the value of quantitative reasoning and, hopefully to inspire them to embrace an often feared subject. In the past two competitions, student teams worked with faculty mentors from different departments to develop research projects. In this presentation, we will share past work and show how they helped students to demonstrate core competencies such as inquiry and problem solving, global learning, integrative learning, and communication skills. We will also share how the project has helped to engage students.
Presenter: Olga Aksakalova (English), Kyoko Toyama (English & Language Acquisition), Lucy McNair (English), and Anita Baksh (English)
The main purpose of our presentation is to illuminate the ways in which global connections between courses provide rich opportunities for LaGuardia students to conceptualize, experience, and effectively respond to differences in opinion and worldview. Developed at SUNY and largely known as Collaborative Online International Learning (COIL), this teaching model aims to facilitate students’ global awareness, cross-cultural and cross-linguistic communication through interactive online practices. Our session will introduce LaGuardia faculty and staff to how the COIL initiative is developing at the College. Four faculty members from English and ELA will discuss their ways of teaching COIL with partners in Japan, Russia, Dominica, and Morocco. They will pay particular attention to the assignments, activities and technologies that help students communicate across cultural and linguistic differences.
Presenter: Clarence Chan (Health Science), Preethe Radhakrishnan (Natural Sciences), Edward Goodman (Business & Technology), Raj Bhika (Business & Technology), and Jade Davis (Center for Teaching & Learning)
Grounding ePortfolio practice in integrative social pedagogy has helped faculty engage LaGuardia students in deeper, more reflective learning practices. With the evolution of the First Year Seminar, a new advisement model, and other College initiatives, ePortfolio has moved from the realm of individual courses to program- or department-based approaches while also emerging as a way of finding common ground for different kinds of learning experiences: FYS, Capstone, major, gen ed, co-curricular, and life. Session participants will learn more about the evolving role of ePortfolio in four academic programs. They will also observe how a new, more dynamic and engaging ePortfolio interface carries the potential for transformative pedagogical practices supporting the 21st Century learner, creating more potential to build and connect our educational community.
Presenter: Alicia Greene and Adela Effendy (Adult & Continuing Education)
In April 2016, during LaGuardia’s Spring Recess, a group of LaGuardia students spent five days in Washington D.C. as part of a social justice-oriented experiential learning opportunity. Students engaged in direct service work in the community, participated in workshops exploring the impact of institutional oppression upon marginalized communities. These effects included homelessness, poverty and housing discrimination. Students also made trips to Georgetown University and Howard University, where they connected to workshops and learning opportunities. This program was designed to further the LaGuardia mission statement to “graduate one of the most diverse student populations in the country to become critical thinkers and socially responsible citizens who help to shape a rapidly evolving society.” Through civic engagement, self-reflection, discussion and a culminating Capstone Project connecting self-exploration, direct practice and theory, the curriculum encouraged academic and personal growth and an opportunity to engage in a non-traditional learning environment. Our presentation will examine the intention, pedagogy, and learning experiences of this program. We will explore the impact of engaging students in an experiential social justice curriculum and how it was able to further the LaGuardia mission statement and enable students to learn across differences. We will also explore how developing a sense of belonging at LaGuardia positively impacted their learning experience. This presentation is led by Adela Effendy, Curriculum and Professional Developer for Advisement at CUNY Start and Alicia Greene, Advisor and Campus Trainer at LaGuardia’s CUNY Start program and will also include student experience. This program was generously funded by LaGuardia’s Retention and Graduation Innovation Fund in 2016.
Presenter: Janice Karlen (Business & Technology), Stephen Clark (Student Affairs), and Michele Stewart (Adult & Continuing Education)
Students bring with them a wide variety of expertise, experience and credentials when they enter the College. This session will describe the methods and processes that LaGuardia uses to ensure that students receive the credit they deserve for the competencies they have mastered. Student success stories will feature various methods of earning credit, including credit-by-exam, credit for training and credentials, credit through linkages between ACE and the academic programs, and credit for veterans as a result of their military service. This presentation will explore LaGuardia's Credit for Prior Learning program, how it is integrated with national and local initiatives, and how its services support student success.
Presenter: Seema Shah, Tiffany Jackson, and David Myer (President's Office and Academic Affairs)
The City University of New York graduates over 9,000 tech students every year, many of whom come from low-income, diverse, and immigrant backgrounds. In general, these incoming students lack the high-impact networks of relationships and social capital to excel professionally. By leveraging a constellation of innovative support services, as well as baselining a pedagogical approach to equality into our program design and development models, LaGuardia is working to unlock further opportunities for students to explore and develop skills in academic and extracurricular settings. Strategies include reducing financial/stress barriers on campus, as well as partnering with employers to amplify programming in the workplace.
Presenter: Vanessa Bing (Social Sciences), Steven Hitt (LaGuardia Performing Arts Center), and Rosemary Talmadge (Student Affairs)
Inspired by the recent LPAC production Intersections, we will convene a real-time demonstration of dialogue on a difficult issue -- white privilege -- with eight volunteers (four white faculty and staff and four faculty and staff of color). Participants will start by talking about a time when they first became aware of white privilege. And then we talk for a while, discussing how white privilege has impacted our lives and careers, and exploring the connection to systemic racism and the possibilities for future action. After 30 minutes we will pause and invite the audience into our discussion with questions and reactions. If there is time at the end, we will talk briefly about how the dialogue model might be applied in classroom and co-curricular activities, and we will invite participants to a “part two” of this discussion to be held later in September.
Presenter: Candiece Goodall (Academic Affairs), Karen Miller (Social Science), and Sarah Raymundo (Academic Affairs)
Professor Sarah Raymundo will be joining us as a Fulbright Scholar-In-Residence for the 2017-2018 academic year. She will talk about the classes she will teach at LaGuardia and her approach to global learning. She will also discuss what got her interested in the Scholar-In-Residence program and her motivation for coming to teach at LaGuardia. Candiece Goodall and Karen Miller will discuss Global Learning at LaGuardia. Ms. Goodall will address her motivation for working on the Fulbright grant application that will bring Professor Raymundo to campus as well as her commitment to Global Learning across campus. Dr. Miller will discuss some of her strategies for approaching Global Learning in the classroom, and why she was interested in bringing Sarah Raymundo to LaGuardia. All three presenters are interested in questions related to learning across difference. They will all discuss their efforts to amplify global learning in the classroom. We hope that faculty interested in global learning, as well as faculty and staff interested in either bringing international colleagues to LaGuardia through exchange programs like the Fulbright Scholar-In-Residence program, or who might be interested in being exchange scholars themselves, will attend this program.
Presenter: Karren Liebert (Health Sciences), Arlene Spinner (Health Sciences), James Grantham (Public Safety), Althea Willie (Health Services Center), and Matthew Joffe (Wellness Center)
This is a factual presentation about opioid intoxication, overdose, and withdrawal that includes recent data about opioid use in NYC. LaGuardia’s resources and procedures for those suspected of problems related to opioid use will be identified. The purpose of the presentation is to encourage proactive civic engagement within the LaGuardia community around the issue of opioid misuse to foster public safety in our work and residential communities. Due to the ubiquitous nature of opioid use and the sharp increase in opioid related deaths, faculty, staff and students need accurate information in order to recognize the signs and symptoms of opioid use. Attendees will gain knowledge about how to respond if they suspect an opioid related issue. Nursing faculty will summarize what is currently known about opioid use in NYC, the causes of the epidemic, and current treatment methods. Representatives from LaGuardia’s Public Safety Department and the Health Services Center will explain existing protocols at LaGuardia when an opioid overdose is suspected, and a representative from The Wellness Center will identify resources available to students with suspected opioid use.
Presenter: Regina Varin-Mignano, Matthew Joffe, Marissa Tolero, Malika Watson, and Camille Fernandez (Wellness Center)
The Campus Leaders Against Student Suicide (CLASS) and Students Against Student Suicide (SASS) Frontline prevention program is a three year training and awareness program funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) Campus Suicide Prevention Grant here at LaGuardia Community College. The project seeks to promote suicide awareness through prevention, intervention, and co-curricular prevention programming.
Presenter: Priscilla Stadler (CTL), Jenn Polish (CTL, CUNY Grad Ctr, English), Tameka Battle (Human Services), Justin Brown (Human Services), Dusana Podlucka (Social Science), and LaRose Parris (English)
This interactive workshop provides a hands-on opportunity to learn about anti-ableist pedagogical approaches and apply inclusive classroom strategies that enable accessible learning. In this session, presenters will introduce Designing for All, a LaGuardia pilot project focused on improving the accessibility of teaching, learning, and engagement of all students. Serving LaGuardia’s non-traditional student population -- diverse in terms of age, race, ethnicity, sexual orientation, ability, religion, educational background, and career aspirations -- requires implementing innovative pedagogical practices that move away from the traditional transmission type of pedagogy and promote creating inclusive learning environments that address students’ intersectional identities. Can Universal Design for Learning (UDL) serve as a framework to help LaGuardia educators provide a welcoming, accessible environment for all learners at LaGuardia? What are UDL’s benefits and limitations? Participants can explore UDL principles by bringing and revising their own syllabi, or by working with sample syllabi that we will provide from a variety of disciplines to engage in collaborative close reading for UDL principles. Faculty will be encouraged to identify specific ways to enhance their own models of inclusion in the classroom setting and in curricular development.
Presenter: Philip Proszowski, Victor Alvarez, and Corey Greene (Students)
This workshop will gauge the LaGuardia campus climate while providing staff, faculty, and their students with the tools to organize and refer students to an on-campus movement to heal from racial trauma. Participants will learn to assess and oppose community division and learn to work together. The goals of this panel are to awaken faculty to how healing justice is about protecting students’ right to emotional growth and internal healing. We want students and faculty to refuse to remain traumatized and isolated, and instead, choose to heal by building community through grassroots and intergenerational strategies. HOLLA! is an organization on campus working to (1) internally heal from wounds inflicted by interlocking systems of oppression (i.e., internalized, interpersonal, institutional and ideological oppression), and (2) dismantle institutions, laws, policies, practices and ideas that maintain and perpetuate harm and violence in our everyday experiences by transforming ourselves and each other. We believe healing transpires when our communities are deeply engaged in dialogue about cultural history and how power functions in our community. Healing happens when our communities are committed to building trust, and when individual and community accountability is predicated on protecting the people and the future of our existence. This assessment is an engagement tool for sharing knowledge and was created by student activists, young adults, and adult leaders from structural disinvested urban communities in New York City who are fighting against the systems of oppression.
Presenter: Evelyn Lowmar (Administrative Support Services), Julio Sanchez (Telephone Services), Nancy Santangelo (Student Information Center), and Loretta Capuano (Student Information Center)
Designed for new LaGuardians, this session will provide an overview and nuts and bolts about support services and basic technology. It will include topics such as: how to use the telephones, set-up messages, voice mail; Outlook email and Everyone Group; the LaGuardia web and calendars, where to go for technology assistance; Ask LaGuardia knowledgebase, etc. “Be in the know now” so you can spend your mental energy on your discipline, position, initiatives and being a member of the College community.