LaGuardia’s diverse faculty and students create a rich environment for faculty to deepen student understanding of global issues, strengthen students’ ability to identify a range of global perspectives, and develop a reflective, ethically engaged understanding of global issues. However, our diversity also presents challenges. What do both faculty and students bring to the classroom that can help or hinder global learning?

In this year’s seminar we are interested in exploring two interrelated issues: How can faculty utilize culturally relevant pedagogy to take advantage of the global knowledge that students at “the world’s community college” already possess? And how can we develop our understanding of what global learning means in different disciplines to help us create or revise assignments to more effectively address the dimensions of the Global Learning competency and rubric? Seminar participants will discuss provocative readings and experience multidisciplinary activities focused on multicultural and global topics. We will also work together to develop and refine assignments that will help faculty bring the Global Learning Core Competency into their classes.

The seminar will be led by Professors Florence Kabba (Education and Language Acquisition) and Christopher Schmidt (English).

Click here to apply online.

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The Carnegie Seminar on the Scholarship of Teaching and Learning invites faculty from across the disciplines to participate in a community of dialogue and inquiry engaged in evidence-based pedagogy.  The three-semester seminar reflects LaGuardia’s campus-wide commitment to a scholarly approach to teaching and learning, examples of which are The Provost’s Learning Circle and assignment revision workshops (Charrettes). The Carnegie Seminar shares with these initiatives the primary goal of supporting systematic investigation into disciplinary-specific teaching practices: What is it that I want learners to know about our discipline?  How do I design for learning how to think like a scientist, an historian, a literary critic, a philosopher? What is my evidence for arguing the effectiveness of various teaching approaches? How do I know that they’ve learned? Has demonstrable change occurred? Positioning a classroom assignment as an object of instruction and scholarly inquiry, the seminar provides an opportunity for faculty to reflect upon categories of questions that define the scholarship of teaching and learning (SoTL).

Who: The 2017-18 Carnegie Seminar is open to all faculty who have participated in the Provost's Learning Space OR have developed an assignment in a current CTL seminar and wish to investigate its impact on student learning in the designated course. These assignments may be designed for traditional classrooms, online courses, and learning environments that exist beyond the classroom (i.e., labs, parks, streets, galleries, music spaces, clinics, etc.). Such assignmentswill build on college initiatives already underway, among which are faculty-led advisement practices, ePortfolio pedagogy, and the development of the Learning Matters Core Learning Competencies and Communication Abilities.

What: Positioned at the intersection of inquiry and instruction, the assignments will serve as objects of scholarly investigation, provide structured opportunities for faculty to engage in the scholarship of teaching and learning, and further LaGuardia’s understanding of the multiple ways learning is experienced and evaluated. Encouraged by the College’s culture of reflection, LaGuardia faculty are well-situated to engage in critical approaches to learning and teaching.

When: Over a course of three semesters of once-a-month sessions (Fall I 2017, and Spring and Fall 2018), the Carnegie Seminar will offer participants the dedicated time, space, and critical and collegial feedback necessary to frame a researchable line of evidence-based inquiry, initiate classroom research, and document findings. The most common form of participation is to revise a project in the Fall, implement changes and collect evidence about its effects and implications in the Spring, and document results for publication in the following months.

Why: As the nation reflects on problems facing our future learners and leaders, 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.

The seminar will be co-facilitated by Michele Piso (CTL) and Patricia Sokolski (Humanities).

Click here to apply online.

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In this year-long faculty development seminar, designed to assist LaGuardia faculty with their scholarly writing, faculty scholars seek to complete current academic writing projects and place them in external, peer-reviewed journals. LaGuardia faculty scholars from various disciplines—ranging from Accounting to Communication Studies, from Mathematics to English, from Allied Health to Sociology —come together to read, critique, and support one another’s writing within their respective fields. Past FSPW participants have benefited from the peer support structure of this seminar and have successfully revised and submitted work subsequently published in peer-reviewed journals. Individual consultations with the workshop leader is also provided on an as needed basis.

The seminar will be led by Professor Nancy Berke (English).

Click here to apply online.

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Do you want to truly engage your students while helping them improve their research, critical thinking, communications, and reasoning skills? Are you ready for a new type of learning that takes place everywhere, and not just in the classroom? Flipped learning facilitates active learning by introducing students to course content outside of the classroom, and using class time to practice working with the concepts they are learning.

Through hands-on activities faculty will explore best practices for designing and implementing flipped learning strategies - whether as a single activity or a series of lessons - through methodologies that can include case studies, PBL (Project-Based Learning), or POGIL (Process-Oriented Guided Inquiry Learning). Flipped Learning by Design will address the college’s core competencies as appropriate for each participant.

Because our students could now be called “digital natives,” using technology in the classroom meets them where they are, helping them learn at a personalized pace. Flipped learning improves student and instructor interaction , enabling the instructor to receive immediate feedback from students and correct any misconceptions or confusion in the class.

This seminar is open to all full-time and part- time faculty. Those teaching online and hybrid courses are especially encouraged to apply. As part of this seminar, faculty participants must commit to spend time working in virtual learning spaces between our face-to-face meetings. Seminar goals include:

* Designing discipline-specific assignments and activities with a flipped learning approach.
* Exploring free online tools to make interactive video tutorials to enhance students’ engagement with course material.
* Assessing our students’ learning and our teaching strategies effectively.
* Learning in virtual and face-to-face spaces, modeling what we will be doing with our students.

The seminar will be co-facilitated by Maria Entezari (Natural Science), Jaime Riccio (Humanities), and Priscilla Stadler (CTL).

Click here to apply online.

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Seminar participants will explore their professional philosophy, procedures, ethics, and values, and reflect upon and assess the ways these are grounded in theory and research and integrated into classroom practice and advisement. Current issues and debates within the fields will be shared along with the ways we teach our fields to learners from increasingly diverse cultures, academic expectations, and preparation. The rich literature in communities of practice will drive seminar discussion and collaborative presentations. Seminar goals include:

• Identifying and distinguishing the characteristics of the practitioner-scholar;
• Raising issues related to the transition from field to academic culture as experienced by the practitioner-scholar;
• Developing meaningful opportunities for scholarly-practitioners to combine real-world experiences with campus initiatives;
• Designing assignments to reflect awareness of historical and cultural change;
• Making public the aspirations, challenges, and needs of learners oriented toward the professions.

Practitioners in diverse fields, such as the arts, business, industry, and health, enter academia with valuable vocational dedication and experience. The seminar welcomes proposals from all who wish to reflect upon and develop the unique gifts they bring to education and scholarship within their chosen fields.

The seminar will be led by Kathy Karsten (Health Science),and Michele Piso (CTL).

Click here to apply online.

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LaGuardia’s five year Project Avanzar grant creates opportunities for STEM faculty to consider ways to use inquiry learning, co-curricular activities, and undergraduate research to more deeply engage students and prepare them for advanced STEM education and career. In 2017/18, the third year of Project Avanzar, we invite course coordinators and other interested faculty from STEM disciplines to build on the work done by the 2015/16 and 2016/17 participants. We will discuss effective ways to scaffold assignments and curricula to ensure that all students engage in inquiry learning processes, and consider implications for our articulation agreements.

Led by Professor Olga Calderon (Natural Science), Professor Paul West (Math), Associate Provost Bret Eynon, Cristina Di Meo (Academic Affairs), Roslyn Orgel (CTL), and Niesha Ziehmke (Academic Affairs), participants will:

*examine possibilities and implications of revising curricula to incorporate more inquiry and problem-solving activities;
*discuss nationally recognized best practices related to incorporating inquiry and problem-solving in STEM disciplines;
*develop and refine assignments that incorporate inquiry and problem solving skill-building activities;
* utilize LaGuardia’s Inquiry and Problem-Solving rubric,
*evaluate samples of student work created in response to revised assignments to ensure effectiveness;
*discuss existing undergraduate research projects and co-curricular activities, and
*explore opportunities for expanding these efforts; examine existing articulation agreements to determine any possible needs for revision, and explore opportunities for creating additional agreements.

Please review the Support section for details about special options for Chairs, Program Directors and Course Coordinators.

Click here to apply online.

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LaGuardia faculty, students, and staff have begun working together to re-invent ePortfolio practice: rather than ask students to build a new ePortfolio in class after class, we are inviting students to build a primary, or core, ePortfolio that they can use throughout their LaGuardia journey. We have begun the work this spring in our First Year Seminar (FYS) courses. Through this shift, we hope to leverage the power of the ePortfolio more effectively to connect different parts of the student learning experience, as well as to collect rich artifacts of students’ growth as learners over time.

At the same time, our ePortfolio vendor is completing a re-design of the ePortfolio interface, and LaGuardia is actively involved in testing components of this new platform. The new interface will allow for more flexibility and creativity as students develop their ePortfolios. Taken together, the new interface and architecture will provide new opportunities for students to demonstrate their development in the Learning Matters Digital Communication Ability and Integrative Learning Core Competency.

To support the launch of a new core ePortfolio and interface and to help address important challenges associated with both, the CTL invites faculty who have a demonstrated interest in ePortfolio to participate in the year-long seminar, Inventing the Next Generation ePortfolio. Participants in this seminar will help shape the implementation of LaGuardia’s new core ePortfolio and, building upon their collective expertise, will function as a “think tank” charged with:

1. Identifying faculty needs for effectively integrating the use of a core ePortfolio in their teaching practice and developing appropriate strategies and solutions;
2. Determining how the use of a core ePortfolio will best support and sustain holistic learning in and advisement of LaGuardia students (based on the Learning Competencies, co-curricular activities, etc.), from FYS to Capstone;
3. Drawing from what’s learned through these activities and their collective expertise, developing pedagogical practices and assignments that support and advance the use of a longitudinal ePortfolio from FYS to Capstone, with a targeted focus on the Integrative Learning Competency and Digital Communication Ability.
4. Sharing findings and practices with the larger college community and beyond, through presentations and writing.

*Please note that to be eligible for this seminar, faculty must have participated in the Learning Matters mini-grants or have completed one of the following CTL Seminars: Connected Learning: ePortfolio and Integrative Pedagogy, New to College: Summer and Beyond, or The Capstone and Integrative Learning at LaGuardia: Putting It All Together.

Click here to apply online.

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Faculty who teach at LaGuardia, in all programs and departments, will inevitably have students in their classes who do not speak English as their dominant language. As the World’s College, 60% of the student population at LaGuardia is foreign-born, with students speaking over 100 different languages.

This CTL seminar will introduce participants to teaching language across the curriculum (LAC), which is essential for all of our students who are acquiring specialized academic language in all of their courses. Similar to WID, LAC is becoming commonplace among many institutions, as faculty struggle to meet the needs of the growing multilingual student population. At LaGuardia, once multilingual students pass the placement tests, they take courses toward their degree, but will still have unique needs due to the fact that they are completing coursework in a non-native language. Research suggests that it takes at least five years to become academically proficient in an additional language; thus we should all be prepared to help multilingual students improve their academic language proficiency.

Seminar participants will explore different characteristics of academic language in various fields and will be introduced to strategies for teaching academic language. In addition, they will also be introduced to some background on the acquisition of academic language. This CTL seminar will be led by Leigh Garrison-Fletcher, an Associate Professor of ESL and Linguistics, whose research focuses on language acquisition, and Ellen Quish, a member of CTL and a former ESL instructor at LaGuardia. 

Click here to apply online.

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LaGuardia has identified the Learning Matters Core Competencies to help every student, across majors, develop the capacities needed for success in 21st century education and career. Generated through a 3-year, college-wide process involving hundreds of faculty and staff, the Competencies and Abilities are recursively built, reinforced, and assessed in disciplinary majors as well as General Education courses.

The LaGuardia Center for Teaching and Learning is pleased to invite program directors and discipline faculty to apply for its 2017-18 Learning Matters Mini-Grants, which seek to support faculty engagement, design, and creativity to encourage student learning related to the three Core Competencies (Inquiry and Problem-Solving, Global Learning, and Integrative Learning) and the related Communication Abilities (Written, Oral, and Digital Communication). If you are interested in considering this opportunity to strengthen student learning in your area, please read the application and related materials, and the application budget worksheet . 

In February 2017, 90 faculty participated in college-wide Benchmark Readings, utilizing faculty-generated rubrics to evaluate student development. College-wide scores are being finalized and will be distributed soon. Already, preliminary analysis revealed that, although highly significant progress has been made since our June 2016 Benchmark Readings, there is more work to be done to develop and broadly implement assignments that effectively build student learning in key areas.

The CTL is offering Mini-Grants of up to $7,500 to support program-led efforts to strengthen the integration of Core Competencies and Communication Abilities into courses and curricula. Program faculty (or teams of faculty teaching courses designated for depositing by the Liberal Arts chairs: see list on the application and related materials links) who wish to apply should develop a year-long plan to design, test, and disseminate assignments that encourage the development of students’ Core Competencies and Abilities. Steps for achieving these goals, supported by mini-grant funds, are available on the application form.

The project will be coordinated by Regina Lehman (Health Science) and Justin Rogers-Cooper (English).

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What does it mean for students to communicate effectively in the 21st century? How will they communicate with power and fluency using new and evolving media and genres? How does their engagement with the Communication Abilities across courses and academic programs help students develop the communications skills they will need here at LaGuardia and in their next college or their career?

The Pedagogy of the Digital Ability seminar will engage faculty who want to experiment with new practices for assignment design and classroom activities that help students to communicate with purpose using multi-media or to collaborate and interact with different audiences. We'll experiment with ways to use at-hand platforms—ePortfolio, Wordpress, and other digital tools—in order to scaffold digital communication design into existing assignments. As the seminar proceeds, we'll workshop ways to make the Digital Ability speak to different course and program objectives. 

In recent years,the Center for Teaching and Learning has offered a number of seminars aimed at promoting digital pedagogies. This new, year-long seminar builds on those offerings and connects what are considerably the most-exciting and ever-evolving elements of the College’s Learning Matters Competencies and Abilities. It is, therefore, also one of the most-challenging areas. In this seminar, we will review sample assignments and model student work at various stages of development.

We will ground our seminar conversations and activities in the Digital Communication Ability rubric, defining practical and replicable methods for incorporating the Digital Ability into any course from any program at the College. We will also spend time early in the seminar re-familiarizing ourselves with the Digital Ability, and place our pedagogy within technological and cultural innovations in communication platforms. Finally, we will review the relation of digital communication to global labor markets, as well as critique recent new pathways of digital labor. 

This seminar is open to all faculty, including faculty with little or no experience with digital communication practices, and those who want to think carefully about the Digital Ability for their course or program. 

The seminar will be faciltated by Justin Rogers-Cooper (English) and Jade Davis (CTL).

Click here to apply online.

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Learning Communities (clusters and pairs) are a key component of the Liberal Arts curriculum. In this seminar, we provide a forum for faculty teaching in clusters and pairs to work with one another to develop themes, assignments, and activities to enhance integrative learning. In addition to developing new and repeat Liberal Arts clusters, this seminar will provide support for faculty teaching in the STEM Connect clusters, as well as those teaching in pairs. As co-curriculars are an important component in the First Year Experience, this seminar will also support field trips.

Faculty in the seminar will attend one full-day seminar prior to the start of the semester, attend at least two of the monthly learning community seminars, meet with their team each week, and write a short report at the end of the semester.

The seminar will be led by Naomi Stubbs (English),and Milena Cuellar (Math).

Click here to apply online.

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Funded by a grant from the National Endowment for the Humanities, Professors Karen Miller and Naomi Stubbs will lead the first of two year-long seminars that address themes related to war. We intend to bring together Liberal Arts faculty with a view toward developing curricula in conversation with one another and in relation to readings and visiting speakers who will address these topics.In the first year of this seminar (2017-2018), participants will consider questions surrounding perceptions of war and the relationship between technology and war. Faculty will examine how war has been understood, focusing first on the philosophical questions that war evokes, and then on how evolving technologies of war shift these perceptions. In this year-long seminar, we will consider interdisciplinary theories of war and explore the relationship between human nature and military conflict; we will also examine how technological shifts have transformed war’s cultural and political meanings.

The seminar will be supplemented by discussions with Chris Hedges (Pulitzer Prize winning journalist) and Dr. Lisa Stampnitzky (Department of Politics, Sheffield University). Applications for the 2018-19 Seminar (focusing on aftermaths and memories of war) will begin accepting applications in March 2018.

The seminar will be led by Karen Miller (Social Science) and Naomi Stubbs (English).

Click here to apply online.

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1. New to College Refresher (Fall 2017)

Has it been a while since you completed the New to College seminar? Do you want to know what’s new and different? The FYS is growing and changing, evolving with new tools and approaches to better serve our students. If you’re looking for a chance to re-connect with the FYS community, to exchange ideas and experiences, learn what’s new, this is the seminar for you! Themes for this 3-part mini-seminar will include:
 Strategies for advising FYS students and integrating co-curricular learning into your course
 Approaches for effectively working with a peer mentor
 Ways to support students’ understanding of the Core ePortfolio
Participants will be asked to think about how to best integrate takeaways around these themes into their Fall semester FYS course.

Click here to apply online.

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2. ePortfolio & Identity Development in the FYS & Beyond (Spring 2018)

A key goal of the First Year Seminar course is to help students form new identities as successful college learners. Through their engagement with ePortfolio, FYS students are invited to complete a series of prompts and inventories, designed to promote self-exploration and identity development. In an effort to build upon these practices, the Center for Teaching and Learning is offering a three-part mini-seminar that will offer an opportunity to develop new ways of using the Core ePortfolio to support identity development in the FYS, and beyond.

Click here to apply online.

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When LaGuardia was first founded, its curriculum contained a college-wide, interdisciplinary requirement unlike any in the United States: each student is required to take an Urban Studies course to graduate. The program is unique for its emphasis on experiential education, a pedagogy that takes inspiration from John Dewey’s assertion that education must not be preparation for experience, it must in itself be an experience. Most Urban Studies courses are designated for the Global Learning competency, challenging us to think about how we study the city in a meaningfully global way, whether through comparison or through thinking in terms of the systems, circuits, and networks of exchange that mark the global world.

In this seminar, faculty teaching or who wish to teach Urban Studies courses will work across disciplines to discuss appropriate readings and assignments that represent the best of experiential and global learning. We will present sample assignments that use experiential methodologies such as field work, ethnographies, archival work, and interviews. Faculty will have the opportunity to workshop and receive feedback on their assignments. We will also discuss and present examples of the use of technology in Urban Studies pedagogy and introduce participants to the resources, missions, and activities of the Urban Studies program and the Urban Studies committee.

Participants will be expected to complete short interdisciplinary and pedagogical readings relevant to the seminar, to bring in one experiential assignment and one global assignment for feedback from participants.

The seminar will be led by Arianna Martinez (Social Science) and Laura Tannenbaum (English).

Click here to apply online.

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This mini-seminar provides faculty an opportunity to develop teaching and mentoring strategies to support students as they prepare to graduate from LaGuardia. Topics will include designing syllabi and assignments to facilitate credit transfer, creating assignments for students to use inquiry and problem solving skills to explore transfer, writing effective letters of recommendation for students, and developing strategies for mentoring students as they plan on transferring. Participants will review sample Letters of Recommendations and assignments, as well as data on Transfer. By the end of the series, faculty will also create a Transfer Tips document tailored to their particular programs, which will be useful for their departments as well as the Transfer Office.

Faculty applying to this seminar must attend a day-long Workshop on Transfer that will introduce faculty to three primary components of transfer advising: articulation, curriculum and registration. This CUNY-wide event, tentatively scheduled for the last week of February in 2018, will include Transfer Office staff as well as program directors and transfer evaluation staff from baccalaureate and other programs across the University system.

This seminar will be facilitated by Jayashree Kamble (English), Natalie Havlin (English), and Andy Kai-chun Chuang (Humanities).

Click here to apply online.

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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. In 2017/18 WID will be offered as two separate semester-long faculty development seminars (Fall I 2017 and Spring I 2018). Full- and part-time faculty will develop and test writing intensive assignments that can help students learn course content and develop Inquiry and Problem Solving, Integrative Learning and Global Learning competencies, and revise syllabi to create a Writing Intensive course.

Seminars are facilitated by interdisciplinary teams of LaGuardia faculty and Graduate Center Writing Fellows. Faculty interested in teaching Writing Intensive courses, such as Urban Studies and Capstones, must complete the seminar to receive Writing Intensive certification.

Seminar leaders include Evelyn Burg (English) and Michelle Pacht (English).

Click here to apply online.

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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. To meet this challenge, LaGuardia launched a bold innovation designed to better help first-year students succeed. Since the initiative’s inception in Spring 14, a total of 640 sections have been offered, serving 15,472 students declaring majors within Business and Technology, Health Sciences, and Natural Sciences, Liberal Arts programs (Humanities/Social Sciences and Math/Science), Criminal Justice, Psychology, and Engineering/Computer Science.

The 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. The new courses 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 of persistence, achievement, and self-efficacy needed for college success. FYS courses facilitate a productive transition to the college environment. The use of ePortfolio and support of advisors strengthen students’ abilities to reflect on their personal and professional choices, develop suitable educational plans, and reinforce self-direction.

The New to College Summer Intensive seminar will help faculty plan and implement the FYS course for delivery in Fall 2017 and subsequent semesters. Teaching the courses will ask faculty to think creatively, use their expertise and develop new pedagogies.  It will also provide an invaluable opportunity to engage with students in new ways. 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 integrative pedagogy addressing not only cognitive academic abilities, but also co-curricular experience and affective dimensions of learning. ePortfolio practice is a central element in the course design as well, and while participants need not have extensive ePortfolio experience, willingness to learn about integrative ePortfolio practice will be critical to success. Finally, faculty who apply should be interested in addressing these facets of the course
as well as supporting the unique needs of students who are new to college.

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 their understanding of ePortfolio as an integrative pedagogy and practice;
*Gain familiarity with advisement resources, including online tools that can be used in a hybrid structure.

The seminar will be faciltated by Jeanne Funk (MEC)., David Bimbi (Health Science), Linda Chandler (English)., Andrea Francis (Business and Technology), and Ellen Quish (CTL).

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In this year-long orientation to teaching and learning at LaGuardia, new full-time faculty work with CTL staff and senior colleagues to learn about their new professional environment. Participants learn from each other, and from colleagues across the College, about LaGuardia’s students, college-wide campus initiatives, opportunities, and pedagogical strategies proven to be effective at LaGuardia. The colloquium is a setting in which new faculty meet with colleagues and can form friendships that carry into future endeavors. Colloquium sessions and activities also include introductions to the key processes, resources, and information that will help new faculty successfully navigate their first year at the college and set the stage for a successful LaGuardia career.

Seminar leaders include Raj Bhika (Business and Technology), Tonya Hendrix (Natural Science), Eric Hofmann (CTL) and Priscilla Stadler (CTL).

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