CTL Seminars - LaGuardia Community College

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2020-21 SEMINARS OVERVIEW
We are happy to announce the 2020-21 program of CTL Seminars and Workshops. In an attempt to provide variety in content and structure—and in response to the current global and fiscal uncertainties—we are offering fewer activities than typical at this time. We encourage you to review these options carefully, consult with your chair, and consider applying to one or more of these activities. Please check the descriptions below for further details.

The deadline to apply is May 26 at 11:59 pm. Most seminars require filling out the 2020-21 Seminar application form.

The 2020-21 CTL offerings fit into the following categories:

Pedagogy-focused seminars linked to the diversity of our College community and our digital learning initiatives.

Focus Seminars of short, intensive collaborative learning opportunities around Inquiry & Problem Solving and the Digital Communication Ability.

A new Workshop model that provides space for preliminary learning around a topic and discussion around potential next steps for expanding the work.

Our faculty’s creativity, knowledge and expertise, and deep commitment to our students are on full display in these offerings. One of the CTL’s guiding principles is the value of learning collectively in meaningful social contexts that allow us to slow down and think together. That’s what our Seminars are designed to make happen. To learn more about the offerings, meeting calendars, and expectations for participants, please see the full descriptions by clicking on the name of each activity below. Where appropriate, the description also includes a link to the online application.

At the core of CTL Seminars is a focus on student learning and success. Many Seminars highlight a Learning Matters Core Competency or Ability, helping faculty build students’ 21st century learning skills. Assignment design and their articulation with disciplinary ways of knowing will shape many discussions as we continue to work with programs and departments to develop cohesive and effective strategies to help students advance and thrive. We look forward to learning with you!

2020-21 PROFESSIONAL DEVELOPMENT SEMINARS AND WORKSHOPS

The Showcase ePortfolio: Documenting Learning to Career & Transfer

In many of LaGuardia’s academic programs, ePortfolio practice sits at the center as a tool to scaffold learning along the academic map. Through the efforts of 200 faculty over the past four years, half of our programs have designed and implemented a core ePortfolio that students begin building in their First Year Seminar through their Capstone courses, where many of them work on a culminating project that synthesizes their learning over the degree path.

With funding from our recent Title V grant, Conexion, we are offering a seminar that helps guide students in the move from a learning ePortfolio to a showcase ePortfolio. Participants will consider questions, such as: What is the signature work that the discipline/program/area builds over time, and how is this represented it the ePortfolio or other learning platform? How do we help students make the choices that help them transition from a learning to a showcase (or professional) ePortfolio? Which courses are considered key for foundational and mastery learning? Who is the initial audience for ePortfolio? The final audience?

Seminar sessions will focus on the relationship among courses and assignments in the degree program and career and transfer pathways. Sessions will include group discussion, hands-on design/development, and reflection and feedback on student examples. Working with CCPD, we will also explore opportunities provided through the Title V grant for inviting industry and higher ed partners to meet with your students and provide feedback on their developing Showcase portfolios, as well as coordinating industry site-visits for our students.

Meetings will be a mix of online and face-to-face, with a kick-off in the fall, regular Friday meetings, a winter institute, and spring sessions.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $1,250 or 1 hour of reassigned time. Regular adjunct faculty may receive non-teaching pay if eligible or a PF fund.

DATES

Fridays (9:30 t0 12:30) unless noted

Fall 2020: 9/25, 10/23, 11/13, 12/4
Winter 2021: 1/29 Mid-Year Institute: 9:30 - 3:30

Spring 2021: 3/12, 4/16, 5/14, 5/28

INQUIRIES

Pablo Avila( pavila@lagcc.cuny.edu)

Language across the Curriculum

LaGuardia students represent broad diversity—of geographic and cultural backgrounds, lived experiences, academic histories, and other characteristics that create a classroom ecology of pedagogical opportunities and challenges. CTL seminars that focus specifically on the dynamics of the diverse LaGuardia classroom are Language across the Curriculum; Ableism and Access: Equity in the Classroom; and Women, Gender, and Sexuality: Integrating a Feminist Pedagogy and Process.

LaGuardia embraces the cultural and linguistic diversity of students who collectively speak more than one hundred different languages and a range of Englishes. Yet for faculty and students alike, rich linguistic diversity is not free of struggle. Many of our “new majority” students attend classes and read in English, which may not be their dominant language; and faculty who wish to assist multilingualstudents may lack the increasingly necessary training in language acquisition.

In recognition of these challenges, the year-long Language Across the Curriculum seminar (LAC) places language at the center of interdisciplinary teaching and learning and defines two primary goals. First, participants will gain familiarity with evidence-based theoretical frameworks of language development. Selected readings and faculty discussion will prompt teaching strategies that engage students’ prior knowledge and linguistic resources, and encourage student acquisition of discipline-specific academic language. Second, participants will be guided to create and share innovative and integrative classroom practices that combine evidence-based approaches to language and trans-languaging with pedagogies of discovery. These practices will draw from the expertise, insights, and methods of Writing Across the Curriculum, Writing in the Disciplines, and ESL writing instruction. To achievethese goals, Language across the Curriculum structure is designed in two phases:

During Fall 2020, participants will

Review current language development research and practices;

Explore academic language characteristic of specific disciplines; and

Identify the multilingual and translingual pedagogical approaches that may strengthen acquisition of disciplinary content knowledge.

During Spring 2021, participants will

Design, implement, and evaluate classroom activities and assignments, and

Contribute to the multilingual ecology of the LaGuardia campus by participating in a variety of onsite and digital platforms.

Identify the multilingual and translingual pedagogical approaches that may strengthen acquisition of disciplinary content knowledge.

Language across the Curriculum commits to the principle that students and faculty alike benefit from explicit teaching and learning strategies that support the knowledge and practice of diverse linguistic repertoires and choices in the classroom and beyond.

Co-led by Leigh Garrison Fletcher (ELA), Lucy McNair (ENG), Michele Piso (CTL).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $1,250 or 1 hour of reassigned time. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Fall 2020: Thursdays 3:30-5:30 Oct 1 & 22, Nov 12, Dec 3
Winter Workshop: Thursday Feb 4 10am-3pm

Spring 2021: Thursdays 3:30-5:30 March 25, April 22, May 6 & 27

INQUIRIES

Leigh Garrison-Fletcher( lgarrisonfletcher@lagcc.cuny.edu)
Lucy McNair( lmcnair@lagcc.cuny.edu)

Michele Piso Manoukian( mpisomanoukian@lagcc.cuny.edu)

Faculty Scholars Publication Workshop

In this year-long 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 Library Science 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.

Depending on COVID19-related circumstances, the workshop may meet remotely via Zoom or Blackboard Collaborate rather than in person. Should this scenario occur, workshop members will decide on the structure and platform that works best for everyone. Workshop participants will be kept informed of any such changes as they arise.

The seminar will be led by Nancy Berke (ENG) and Charity Scribner (ENG).

Click here to apply

ELIGIBILITY

Open to all Academic and Adult and Continuing Education faculty.

SUPPORT

DATES

Tuesdays from 3:30 - 5:30 unless noted

Fall 1 2020: 9/22, 10/27, 11/24, 12/15.

The Mid-year workshop to be determined.

Spring1 2021: 3/16, 4/20, 5/18, 6/14

INQUIRIES

Nancy Berke( nberke@lagcc.cuny.edu)

Michele Piso Manoukian( mpisomanoukian@lagcc.cuny.edu)

Focus Seminar: Digital Communications

Supported through recent Title V funding, next year’s CTL Focus Seminars are designed to support faculty teaching assignments designated for assessment deposit in academic programs or in Pathways Common or Flexible Core courses. We will discuss effective ways to scaffold assignments and curricula to ensure that all students have opportunities to deepen their learning in our college-wide Learning Competencies and Communication Abilities. Focus Seminars incorporate conversations and activities grounded in the specific Learning Matters rubric, defining practical ways to design assignments for key courses from any program at the College. Participants will collaborate in an assignment charrette and share their revised assignment with colleagues before incorporating it in their classes the following semester and sharing their experience with their colleagues.

We encourage faculty interested in these offerings to discuss their interests with the program director or course coordinator.

Digital Communication Focus Seminar: 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? Current events have demonstrated greatly the importance of communicating our ideas in digital formats in order to engage our audiences effectively. The Digital Communication Focus Seminar will support faculty who want to experiment with new practices for assignment design and classroom activities that help students to communicate with purpose using multi-media. We'll experiment with ways to use at-hand platforms—ePortfolio, PowerPoint, and other digital tools—in order to scaffold digital communication design into existing assignments.

The seminar will be facilitated by Jessica Boehman (Humanities), Kevin Mark (Natural Sciences) and Rejitha Nair (Academic Affairs).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $600. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Fridays in Spring 2021:

March 5, 19, April 9 (9:30a-12:30p) and

a November day in the following Fall 2021 TBD

INQUIRIES

Rejitha Nair: ( rnair@lagcc.cuny.edu)

Focus Seminar: Inquiry & Problem Solving

Supported through recent Title V funding, next year’s CTL Focus Seminars are designed to support faculty teaching assignments designated for assessment deposit in academic programs or in Pathways Common or Flexible Core courses. We will discuss effective ways to scaffold assignments and curricula to ensure that all students have opportunities to deepen their learning in our college-wide Learning Competencies and Communication Abilities. Focus Seminars incorporate conversations and activities grounded in the specific Learning Matters rubric, defining practical ways to design assignments for key courses from any program at the College. Participants will collaborate in an assignment charrette and share their revised assignment with colleagues before incorporating it in their classes the following semester and sharing their experience with their colleagues.

We encourage faculty interested in these offerings to discuss their interests with the program director or course coordinator.

Inquiry & Problem Solving Focus Seminar: Inquiry, analysis, and problem-solving combine to form a habit of mind critical to academic and career advancement, thoughtful citizenship, and sustained, life-long learning. What do these process look like in different disciplines? What issues or questions—and what evidence or data—help students build the competencies necessary to engage critically in a complex world? How might current events motivate students to develop the dimensions of inquiry and problem solving that will empower them to participate around increasingly-complex matters? We will discuss effective ways to scaffold assignments and curricula to ensure that all students engage in inquiry learning processes. Participants will also examine possibilities and implications of revising curricula to incorporate more inquiry and problem-solving activities.

The seminar will be facilitated by Bede McCormack (Education and Language Acquisition) and Rejitha Nair (Academic Affairs).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $600. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Fridays in Spring 2021:

March 5, 19, April 9 (9:30a-12:30p) and

a November day in the following Fall 2021 TBD

INQUIRIES

Rejitha Nair: ( rnair@lagcc.cuny.edu)

Motivational Interviewing

This six session seminar will engage participants in the practice of motivational interviewing (MI) with a focus on student engagement and advisement. The practice of MI supports the LaGuardia strategic plan goals and objectives of advancing communication and interaction, linking students with faculty and administrators and focusing on students as active agents of their own education. The workshop will also focus on strengthening FYS and Advisement 2.0 by supporting faculty and advisors with professional development to build student success. MI can be particularly effective at helping faculty and staff in advisement roles in leading to students becoming more informed and independent decision-makers around their short- and long-term plans for success. The workshop will be practice-intensive, with opportunities for “real play” and “role play,” and include feedback on a recorded practice encounter.

The workshop begins with four online two hour sessions of training using Blackboard Collaborate Ultra in Motivational Interviewing for student engagement and advisement. One week after the fourth session, each trainee will complete a 15 minute sample recording of their MI practice (role play or real play). The samples will be coded using the Motivational Interviewing Treatment Integrity (MITI 4.2) coding system and each trainee will receive personalized feedback during the first of two Advanced MI sessions that concludes the series. The samples will also inform the design of the Advanced MI curriculum to tailor the learning activities to areas where trainee skills could benefit from additional practice. The two two hour Advanced MI sessions take place approximately 4 weeks following the introductory four session MI workshop. Facilitated by Juline Koken (HEA).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $750. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Mondays and Fridays during Fall2, 2020 on the following dates:

Session 1: January 4th 10am - 12pm

Session 2: January 8th 10am - 12pm

Session 3: January 11th 10am - 12pm

Session 4: January 15th 10am - 12pm

Recording date: January 28th (each trainee is paired with another and recording appointment set)

Session 5: February 22nd 10am - 12pm

Session 6: February 25th 10am - 12pm

INQUIRIES

Juline Koken ( jkoken@lagcc.cuny.edu )

Diversity, Equity and Inclusion Across Curriculum and Campus

This semester-long seminar provides a foundation for campus-wide efforts to increase diversity, equity and inclusion (DEI). Through directed discussions and activities, participants will explore readings, engage in dialogue and reflections to develop strategies and bestpractices in their classrooms, departments, and offices to enhance DEI work.

LaGuardia’s mission is “to educate and 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.” By encouraging all members of the community (faculty and staff) tobecome more steeped in the language and practices of DEI, we will be helping to create a more inclusive community that not only acknowledges the existing diversity, but whose practices create equitable experiences that allow all members to feel respected and valued.

Faculty participants will closely examine their syllabi and curriculum to determine how they can develop more inclusive content and practices. Staff participants will be supported to develop more inclusive practices for their programs, so that diverse students know they are welcome in the college’s offices and departments.

Faculty will explore ways to acknowledge contributors to the discipline who are traditionally left out, and topics that allow for greater inclusion of diverse populations. Reflective pedagogical practices that encourage enhanced dialogue, and bring more diverse voices into the room will be explored. Faculty will be guided in facilitating “difficult dialogues” utilizing best practices including Reflective Structured Dialogue (RSD), an approach designed to help communities and organizations hold open, honest, constructive conversations about potentially divisive topics. This strategy was used at LaGuardia in a training offered by Essential Partners in 2016. Our goal is to build on this work, continue developing a supportive community of staff and faculty, and to improve communication in order to enhance curiosity, mutual understanding and respect.

The seminar will be co-led by Vanessa Bing (SOC), Wendy Nicholson (Student Affairs), and Priscilla Stadler (CTL).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $600. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Tuesdays from 3:30 - 5:30 Spring 2021 Dates TBD

INQUIRIES

Vanessa Bing ( vbing@lagcc.cuny.edu )

Priscilla Stadler ( pstadler@lagcc.cuny.edu )

Open Educational Resources (OER)

Open educational resources (OER) are open access learning materials that anyone is welcome to use and/or remix. As textbook prices soar and online instruction is a new reality, free OER alternatives are one effective tool in reducing the price of higher education and increasing access to learning materials. OER also present a unique opportunity to further develop a college-wide practice for collaborative, cross-disciplinary learning at LaGuardia. By incorporating open and critical pedagogical practices, faculty can better meet students’ needs with greater control over teaching materials. The seminar will address six key areas related to OER selection, adoption, development, and implementation:

Finding high-quality OER

Selecting the right platform/LMS

Accessibility/ADA compliance

Copyright & licensing

Open pedagogy

Assessment

Faculty members who attend this seminar will revise a syllabus to include OER, which can be a textbook, assignments, homework management system, or other ancillary materials. Attendees are encouraged to teach their course with adopted OER during Fall 2021. This seminar is co-led by Associate Professor Alioune Khoule (MEC), Assistant Professor Joshua Tan (Natural Sciences), and Associate Professor Ian McDermott (Library), all of whom have experience developing and teaching with OER.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $750. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Mondays from 3:30 - 5:30:

March 15
April 5
April 19

May 3
May 17

INQUIRIES

Ian McDermott ( imcdermott@lagcc.cuny.edu )

The Pedagogy of Online Learning

This seminar is intended for faculty who wish to engage in the discussion of how to design courses that take advantage of the best features of remote online learning. Utilizing the college-wide distance learning experience of Spring 2020, the expressed goals of the seminar are, on the one hand, to explore important questions about learning and teaching online and, on the other hand, to engage first-rate student-centered classroom practices.

The emphasis of the seminar will be on adult pedagogy (andragogy) as opposed to technology; asynchronous mode of delivery that emphasizes cognitive engagement with content; intensive reading, writing, and oral communication approaches to literacy that result in independent college learning; ways to document student learning; and rigor in course execution. The seminar will also help instructors to focus on emotional engagement with students, including the topics of balanced and frequent communication with students, setting emotional and time boundaries and managing deadlines and the scope of feedback. Seminar participants will refine and develop their courses, units, and activities.

This seminar is co-led by Monika Ekiert (ELA), Joni Schwartz (HUM), and Priscilla Stadler (CTL).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full-time faculty participant will receive a stipend of $600. Regular adjunct faculty may receive non-teaching pay if eligible or a PD fund.

DATES

Thursdays from 3:30 - 5:30:

March 18
April 8

April 22

May 13

May 27

June 3

INQUIRIES

Monika Ekiert ( mekiert@lagcc.cuny.edu )

Joni Schwartz ( jschwartz@lagcc.cuny.edu )

Priscilla Stadler( pstadler@lagcc.cuny.edu )

Workshop: Africana Studies: Critical Practices for the Classroom

Responding to Interim President Arcario’s invitation to foster “equity and inclusion,” initiatives across the college have created student-centered events to illuminate the African diaspora. This workshop responds directly to this imperative by equipping participants with approaches to integrate Africana Studies into the classroom across a variety of fields. As a much needed supplement to these efforts, each meeting of the Africana Studies workshop will guide participants in discussion of the field’s foundational texts and contemporary pieces that may challenge our assumptions of the discipline’s parameters. We will reflect on the ways these core texts have contributed to establishing and shifting the purview of Africana Studies, and we will consider how key concepts will be applicable to student engagement. In addition to the co-facilitators’ introduction to Africana Studies, the workshop series will ask participants to identify areas of the discipline that intersect with their own work in the classroom. Drawing on their interests, the Africana Studies workshop series will offer theoretically rigorous yet pedagogically relevant cross-disciplinary readings.

While the spring 2021 workshop constitutes the first iteration of a college-wide discussion of Africana Studies, the organizers view it as a theoretically informed building block for future work. In future semesters, we plan to engage texts that illuminate the field’s commitment to bridging the classroom and community. With this understanding, our Africana Studies group will support each other to create discipline informed community service projects for students to engage within the college, New York City, and beyond. Participants may have the opportunity to collaborate on future grant proposals to expand this work and contribute to a reflective publication in a scholarly journal.

This workshop series is co-facilitated by Jason Hendrickson (ENG), Misun Dokko (ENG), and Paul Fess (ENG).

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Workshops do not provide financial compensation for participants.

DATES

Fridays from 12:00 PM - 1:30 PM:

March 26

April 23

May 21

INQUIRIES

Priscilla Stadler ( pstadler@lagcc.cuny.edu )

Workshop: Dismantling Ableism: Accessibility and Open Educational Resources (OER)

Through hands-on techniques, brief readings, and group discussion, this three-session workshop series will help participants develop inclusive pedagogy by examining questions such as: why are students with disabilities often marginalized? What hands-on techniques can ensure that OER (Open Educational Resources) learning materials are accessible for students with limited vision, hearing, or mobility? How can Universal Design guide educators? What does accessibility mean for online learning?

By attending the 3 workshop sessions and doing the reading, participants will be able to:

identify ableist practices and assumptions in education

contribute to developing an inclusive learning environment for students by using Universal Design concepts

ensure that the Open Educational Resources they use or develop are accessible

If CUNY approves face-to-face meetings, we plan to offer this series as a hybrid workshop with some sessions in person and some online. Otherwise, we’ll meet virtually.

Co-led by Derek Stadler (Library) and Priscilla Stadler (CTL)

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Workshops do not provide financial compensation for participants.

DATES

Mondays from 3:30 – 5:30:

October 5

October 19

November 2

INQUIRIES

Derek Stadler ( dstadler@lagcc.cuny.edu )
Priscilla Stadler ( pstadler@lagcc.cuny.edu )

Programs Not Currently Accepting Applications

Women, Gender, and Sexuality

LaGuardia’s students represent diversity broadly—of geographic and cultural backgrounds, lived experiences, academic histories, and other characteristics that create a "classroom ecology" that provides opportunities and challenges to our pedagogies. The Language across the Curriculum, Ableism and Access: Equity in the Classroom, and Women, Gender, and Sexuality: Integrating a Feminist Pedagogy and Process seminars focus specifically on the dynamics of the diverse LaGuardia classroom.

The current public climate and socio-political dynamics necessitate an urgent call for LaGuardia faculty to re-conceptualize pedagogy and teaching methods that consciously address issues related to Women, Gender, Sexuality Studies (WGS). The https://www.surveymonkey.com/r/seminars_app_20-21metoo movement has raised more public awareness about gender discrimination, and calls for public figures to be held accountable for gender justice initiatives. How do faculty address these concerns in their curriculum and teaching practice? How can we identify our own unconscious bias to create a more inclusive classroom?

Throughout the seminar, faculty will:

read and discuss scholarly and student-friendly texts that introduce foundational feminist theorists and gender studies concepts (i.e. gender, sex, media, eco-feminism, queer theory, and transnational feminisms);

engage in interactive activities that allow them to process and practice relevant theories; and;

receive support as they share and develop curricular materials, assignments, and projects.

This seminar was interrupted by challenges arising due to Covid19 in Spring 2020; we will continue our meetings in Fall 2020 but are unable to accept additional participants at this time.

Co-led by Allia Abdullah-Matta (ENG) and Anita Baksh (ENG).
2019-20 PROFESSIONAL DEVELOPMENT SEMINARS

Motivational Interviewing

Motivational Interviewing is a methodology that can be used to support the internal development of skills that help students be successful in achieving their academic, career, and life goals. The methodology can be particularly effective at helping those in advisement roles to understand approaches and techniques that lead to students becoming more informed and independent decision-makers around their short- and long-term plans for success. The workshop will also address the use of motivational interviewing for instructors meeting with their students about their progress in individual classes.

The proposed mini-seminar will help faculty participants both learn about and practice the techniques of motivational interviewing. It will provide opportunities for “real play and role play,” and include feedback on an authentic advising session. Participants will also reflect on their own audio recordings of advising sessions with students in their programs.

Dr. Juline Koken, Health Sciences, will lead “Motivational Interviewing” in conjunction with the College’s broad advisement initiative.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affaris faculty participant will receive a Professional Development Fund of $750 or 1/2 hour of released/reassigned time.

DATES

Participants should be actively engaged in student advisement in their department. Each participant will audio record (~15-20 minutes) an advising session with a student (role plays are acceptable—we can assist with providing an actor to play this role); the seminar leader will provide feedback using an assessment tool to code the interactions.
This mini-seminar will meet 3 times in Fall II, from 10am-4pm each session:

Day 1: Tuesday, January 7th

Day 2: Tuesday, January 14th

TAPES (Recorded Sessions) will be DUE: Tuesday, January 28th

Day 3 “Booster” and group feedback: Tuesday, February 18

INQUIRIES

Julene Koken ( jkoken@lagcc.cuny.edu)

Fostering ePortfolio Pedagogy through Digital Communication

In Fall 2017, LaGuardia launched the Next Generation ePortfolio featuring a longitudinal, discipline-based “Core ePortfolio.” Rather than students collecting various ePortfolios from different classes throughout their time at LaGuardia, they now have a primary ePortfolio they can use to document, reflect on, and deepen their learning over multiple semesters and across courses and co-curricular experiences. Thousands of students are already completing and presenting assignments in this new ePortfolio environment. With a new interface that allows for easy mobile usage and integration with dozens of multimedia tools and platforms, students are creating more engaging, customized ePortfolios--digital spaces they can be proud of that support sustained opportunities to reflect and make connections across courses.

Approaching a course with students' past and present learning experiences in mind leads to important opportunities for student-centered teaching, helping students to curate their personal, academic and professional identities over time. LaGuardia’s "Core ePortfolio" practice aims to help students thrive in two key areas: Integrative Learning, which involves sustained reflection and makes connections across learning experiences, and Digital Communication, which includes using an evolving range of digital tools and platforms to design purposeful, multimodal products.

Building off the history of CTL ePortfolio seminars such as Connected Learning, this seminar will engage participants in using the ePortfolio as part of an ecosystem of digital tools. Over the course of the year, faculty participants will create assignments that allow students to design digital products using the multimodal capabilities of the redesigned “next Gen” ePortfolio interface. As part of this process, we will provide the opportunity to create your own model assignment in a course ePortfolio, a process aimed to heighten faculty familiarity with the platform. Participants will develop new assignments or adapt existing ones, test them in their courses, and share in seminar meetings what their students create. Participants will also explore ways to help students build connections across the pages and sections of their ePortfolio.

Participants will have an opportunity to attend ePortfolio workshops to learn more about the new interface and LaGuardia core ePortfolio templates. We will also encourage participants to take part in the benchmark reading process for Digital Communication and/or Integrative Learning.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs faculty participant will receive a Professional Development Fund of $1,250 or 1 hour of released/reassigned time. N.B. Participants teaching in a program engaged in an ePortfolio Mini-grant can receive an additional $250 if they participate in program-based Benchmark Reading in October by scoring approximately 40 artifacts..

DATES

Fridays from 9:30 - 12:30 unless noted

Fall 2019: Sept 13, Oct 11, Nov 8, Dec 13Fall II Mid-Year Institute: Friday Feb 7, 9:30a-3:30

Spring 2020: March 6, March 27, April 24, May 29

INQUIRIES

Jessica Boehman( jboehman@lagcc.cuny.edu)

Dominique Zino( dzino@lagcc.cuny.edu)

Pablo Avila( pavila@lagcc.cuny.edu)

Bringing It All Back Home: The Capstone Experience at LaGuardia

Capstone courses prepare students to transition out of LaGuardia. As a High Impact Practice, the Capstone aims to be “a crowning experience at the end of a sequence of courses with the specific objective of integrating a body of relatively fragmented knowledge into a unified whole” (Durel, 1993).

How do our Capstone courses and assignments help students purposefully connect their diverse educational experiences and prepare for transfer, advanced education, and career? How do they help students think in new ways about who they have been, and who they dare to be? What does advisement mean in a Capstone context?

In this seminar, led by Philosophy Prof. Shannon Proctor, Accounting Prof. Raj Bhika, and ePortfolio director, Pablo Avila, faculty will work together to design Capstone courses that offer a vital, summative experience for students. They will develop signature assignments that address relevant Core Competencies and program-specific goals for the Capstone. Exploring ways to use the new Core ePortfolio to support Integrative Learning, digital communication and Capstone pedagogy, faculty will together discover ways to strengthen the Capstone experience, helping students engage in synthesis and transition to career and advanced education.

The seminar is open to all faculty collegewide teaching a Capstone course in 2019-20, or preparing to teach a Capstone course in Fall 2020. It offers particularly rich opportunities for two groups of Capstone faculty: 1) those who teach LIB200, the Capstone Course in the Liberal Arts; and 2) faculty teaching capstones in majors that are focused on program integration, particularly those working with a CTL mini-grant.

For those teaching LIB200, this seminar will provide opportunities to:

Develop the connections between your theme and the goals of LIB 200: Humanism, Science, and Technology.

More deeply embed integrative learning throughout your course.

Strengthen your core competency assignments to improve student learning and growth.

Revise your syllabi to improve the transferability possibilities for students.

Faculty from programs engaged in Mini-Grant work will have the opportunity to connect that work around assignment development and curriculum integration with a focus on the Capstone course contributing to a seamless program scale-up process.

For all faculty, the Capstone seminar will explore ways to integrate College resources, such as those available through Campus Life (Co-curricular funding), the Center for Career and Professional Development (CCPD), the Office of Transfer Services, and the Library. Exploration of these and other resources will be an opportunity for participating faculty to integrate these in the assignment and course re-design process.

The seminar will discuss ways to frame the advisement conversation with Capstone students, with the goal of preparing them to succeed in next steps, beyond LaGuardia. The seminar will explore ways to use students’ Core ePortfolio to strengthen transfer and career readiness, reflection, integration, and preparation for next steps after graduation.

Capstone courses bring it all together for students. And CTL's Capstone Seminar is a unique opportunity for faculty, a chance to bring together multiple College initiatives and strengthen one of the most important learning experiences that any college can offer. We invite you to join us for this exciting opportunity.

Click here to apply

ELIGIBILITY

Full and part-time faculty must be scheduled to teach a Capstone in Spring or Fall 2019, or preparing to teach one in Fall 2020..

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $1,250 or 1 hour of released/reassigned time. N.B. Participants teaching in a program engaged in an ePortfolio Mini-grant can receive an additional $250 if they participate in program-based Benchmark Reading in October by scoring approximately 40 artifacts.

DATES

Tuesdays 2:30- 4:30pm unless noted

Fall 2019: Sept 17, 24, Oct 15, 22, Nov 5, 19, Dec 3

Winter Institute: 2 Fridays, 9:00a-1:00p on 1/17 and 2/14

Spring 2020: March 17, 31, April 21, May 5, 19, June 2

INQUIRIES

Shannon Proctor ( sproctor@lagcc.cuny.edu )

Raj Bhika ( rbhika@lagcc.cuny.edu )

Pablo Avila ( pavila@lagcc.cuny.edu )

Inclusive Pedagogies: Language Across the Curriculum

LaGuardia’s students represent diversity broadly—of geographic and cultural backgrounds, lived experiences, academic histories, and other characteristics that create a "classroom ecology" that provides opportunities and challenges to our pedagogies. The Language across the Curriculum, Ableism and Access: Equity in the Classroom, and Women, Gender, and Sexuality: Integrating a Feminist Pedagogy and Process seminars focus specifically on the dynamics of the diverse LaGuardia classroom.

At LaGuardia, we embrace the diversity of our students and the fact that they speak more than 100 different languages and a range of Englishes. This linguistic diversity can come with a struggle, though, because many of our students are studying in a language that is not their dominant one. It also presents challenges for faculty who wish to assist their multilingual students yet lack training they seem to increasingly require.

As part of developing a campus culture that truly appreciates and engages students’ prior knowledge and cultural and linguistic backgrounds, this CTL seminar will introduce participants to teaching Language Across the Curriculum (LAC), an approach that supports the language development of students in all disciplines and provides faculty with a theoretical and practical framework for building on students’ linguistic resources. LAC places language at the center of an interdisciplinary exploration. Integrating a research-based understanding of language and translanguaging with a pedagogy of discovery of disciplinary conventions, LAC builds on the insights and methods of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID), as well as expertise in ESL writing instruction.

The seminar will first review current research on language acquisition and best practices for supporting students’ language development. Participants will then examine characteristics of academic language in their disciplinary fields and how a multilingual or translingual approach may accelerate learning. In part two of the seminar, participants will be invited to develop, apply and evaluate classroom activities and assignments designed to support students’ language development while building requisite content knowledge. Thus, participants will complete the seminar with a better understanding of language and with specific strategies for teaching the academic language of their discipline. Further, they will be able to contribute to the developing multilingual ecology of our campus. All LaGuardia students can benefit from explicit language support in developing awareness of their linguistic repertoire and choices.

This CTL seminar will be led by Leigh Garrison-Fletcher, an Associate Professor of ESL and Linguistics, whose research focuses on second language and literacy acquisition, Lucy McNair, Associate Professor of English, whose work focuses on translation and multilingual writing, and Michele Manoukian, Center for Teaching and Learning.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs faculty participant will receive a Professional Development Fund of $1,250 or 1 hour of released/reassigned time.

DATES

Fall 2019: Thursdays, from 3:30 – 5:30pm on September 26, October 24, November 21, December 5

Mid-year Institute on February 6 from 9:00am – 3:00pm

Spring, 2020: Thursdays, from 3:30 – 5:30pm on March 26, April 23, May 7, May 21

INQUIRIES

Leigh Garrison-Fletcher ( lgarrisonfletcher@lagcc.cuny.edu )

Lucy McNair ( lmcnair@lagcc.cuny.edu )

Michele Piso Manoukian ( mpisomanoukian@lagcc.cuny.edu )

Inclusive Pedagogies: Ableism and Access: Equity in the Classroom (Fall 2019)

LaGuardia’s students represent diversity broadly—of geographic and cultural backgrounds, lived experiences, academic histories, and other characteristics that create a "classroom ecology" that provides opportunities and challenges to our pedagogies. The Language across the Curriculum, Ableism and Access: Equity in the Classroom, and Women, Gender, and Sexuality: Integrating a Feminist Pedagogy and Process seminars focus specifically on the dynamics of the diverse LaGuardia classroom.

The semester-long Ableism and Access: Equity in the Classroom Seminar addresses the urgent need to expand the discourse of diversity in higher education by integrating dis/ability into the professional awareness and practices of faculty. Participants will learn to better understand who our students are and the challenges they may be facing; how to make learning more relevant and engaging; and how to make the learning environment welcoming for all students, including those with visible or invisible disabilities.

In this supportive, collegial environment - part study group and part hands-on - participants will explore not only our own teaching practices, but also integrate dis/ability into curriculum that reflects the intersecting identities of our students, by:

Exploring conceptual and practical frameworks and tools, including Critical Disability studies, Universal Design for Learning (UDL), social justice pedagogies and anti-ableist approaches to expand understanding disability as part of diversity;

Applying UDL in conjunction with LaGuardia’s Core Competencies to rethink one’s syllabus and develop a learning activity or assignment; and,

Building an “inclusive learning design” community to connect with resources and ongoing support beyond the seminar.

Professor Dusana Podlucka (Social Science) and Priscilla Stadler (CTL) will co-lead the seminar.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs. Staff and instructors in Student Affairs and ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs faculty participant will receive a Professional Development Fund of $600 or 1/2 hour of released/reassigned time.

DATES

Friday, September 13 from 9:30 - 1:00

Fall I 2019 on Thursdays, 3:30-5:30pm: Sept. 26, Oct. 24, Nov. 21, Dec. 12

INQUIRIES

Dusana Podlucka ( dpodlucka@lagcc.cuny.edu )

Priscilla Stadler( pstadler@lagcc.cuny.edu )

Inclusive Pedagogies: Women, Gender, and Sexuality: Integrating a Feminist Pedagogy and Process (Spring 2020)

LaGuardia’s students represent diversity broadly—of geographic and cultural backgrounds, lived experiences, academic histories, and other characteristics that create a "classroom ecology" that provides opportunities and challenges to our pedagogies. The Language across the Curriculum, Ableism and Access: Equity in the Classroom, and Women, Gender, and Sexuality: Integrating a Feminist Pedagogy and Process seminars focus specifically on the dynamics of the diverse LaGuardia classroom.

The current public climate and socio-political dynamics necessitate an urgent call for LaGuardia faculty to re-conceptualize pedagogy and teaching methods that consciously address issues related to Women, Gender, & Sexuality Studies (WGS). The #metoo movement has raised more public awareness about gender discrimination, and calls for public figures to be held accountable for gender justice initiatives. How do faculty address these concerns in their curriculum and teaching practice? How can we identify our own unconscious bias to create a more inclusive classroom?

read and discuss scholarly and student-friendly texts that introduce foundational feminist theorists and gender studies concepts (i.e. gender, sex, media, eco-feminism, queer theory, and transnational feminisms);

engage in interactive activities that allow them to process and practice relevant theories; and;

receive support as they share and develop curricular materials, assignments, and projects.

This seminar is designed and will be led by, Allia Abdullah-Matta, Associate Professor of English and a lead faculty member of the Women, Gender, and Sexuality Studies (WGS) Liberal Arts Option, and Anita Baksh, Associate Professor of English and member of the WGS Option Committee. Both have graduate training, teaching experience, and conduct research in this area.

Click here to apply

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs or ACE.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs faculty participant will receive a Professional Development Fund of $600 or 1/2 hour of released/reassigned time.

DATES

Opening Institute Friday 2/21/20 9:00 - 1:00

Thursdays, 3:30 - 5:30: 3/12, 4/2, 4/30, 5/28

INQUIRIES

Allia Abdullah-Matta ( amatta@lagcc.cuny.edu )

Anita Baksh ( abaksh@lagcc.cuny.edu )

Faculty Scholars Publication Workshop

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 Health Sciences 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 consultation with the workshop leader is also provided on an as needed basis.

Click here to apply

ELIGIBILITY

Open to all Academic and Adult and Continuing Education faculty.

SUPPORT

DATES

Tuesdays, 3:30-5:30pm

Fall I 2018: Sept. 24, Oct. 22, Nov. 19, Dec. 10

Fall II (one meeting TBA)

Spring I 2019: Mar. 17, Apr. 7 or 21, May 12, Jun 2

INQUIRIES

Nancy Berke ( nberke@lagcc.cuny.edu )

Michele Piso Manoukian( mpisomanoukian@lagcc.cuny.edu )

Writing in the Disciplines

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 all disciplines. Participants will create syllabi for Writing Intensive courses as they draft, test, and revise writing-based assignments to help students learn course content and develop Inquiry and Problem Solving, Integrative Learning, and Global Learning competencies. The Fall 2019 seminar will meet on Monday afternoons from 3:30-5:30 p.m. (See dates below).

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

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $500 or 1/2 hour of released/reassigned time.

DATES

Mondays, 3:30-5:30pm on September 23, October 7, October 21, November 4, November 18, December 2 and December 9

INQUIRIES

Ros Orgel ( mpiso@lagcc.cuny.edu x5448 )

Learning Matters Mini-grant Application for 2019—2020: 3 Options for Strengthening Student Learning within and across Courses

LaGuardia’s faculty have identified the Core Competencies and Communication Abilities to help students in every discipline develop the capacities needed for success in 21st century education and career. These Competencies and Abilities are recursively built, reinforced, and assessed in disciplinary majors as well as General Education courses, deepening our collective understanding of students’ progress toward the kinds of learning we value. All Learning Matters Mini-grants support teams working to improve learning and teaching related to key Competencies and Abilities by strengthening assignments, courses, and curricular sequences.

The LaGuardia Center for Teaching and Learning is pleased to invite program directors and course coordinators to apply for Learning Matters Mini-grants for the 2019-20 academic year. We are offering three options for this work:

ePortfolio Mini-grant: Scaling Core ePortfolio Practice

Assignment Design Mini-grants to support Global or Integrative Learning

Periodic Program Review: "Closing the Loop" Mini-grants

This opportunity is funded in part through a major grant from the Teagle Foundation.

For further information contact Rejitha Nair ( rnair@lagcc.cuny.edu )

Applications are due Monday, May 13. Please see each grant's description and application above for information on how to apply.

2019 - 2020 Programs Not Currently Accepting Applications

New to College 2019-20: Rebooting the First Year Seminar

The First Year Seminar is changing! Here's your opportunity to shape those changes - and to prepare yourself to teach FYS in future semesters.

The First Year Seminar first launched during the Spring 2014 semester in two departments, and has since grown to include nearly all LaGuardia majors. The FYS has been highly successful in building retention and student success. But it's time to "reboot" the FYS.

Since 2014, LaGuardia's commitment to innovation has generated an array of significant developments aimed at strengthening student success, and they all have implications for FYS. In 2019-20, Rebooting the FYS will engage experienced FYS faculty in Engineering, Computer Science, Natural Sciences and Liberal Arts: Math and Science in an in-depth, discipline-based examination of these changes and engage their FYS teaching experience to recraft the course. The following areas of focus will be addressed to help guide the re-design and implementation of the FYS in coming semesters:

Advisement Tools and Practices: Connecting FYS with Advisement 2.0: Introducing and using C2C and Degree Maps in FYS

LaGuardia's Core Competencies and Communication Abilities: Stronger introduction to all Competencies and more carefully crafted assignments for targeted Competencies

Next Generation ePortfolio: Adapting to utilize new ePortfolio capacities and strategies to create more creative ePortfolios and transformative learning experiences

FYE Integration: Stronger and more purposeful connections with My First Day, My First Semester, and discipline-focused co-curricular learning

Participants will be required to design and conduct an inquiry project related to one of these four themes during the implementation semester. Project findings will be collected and shared with the larger FYS community. In addition, participants will be expected to support the scaling of the re-booted course within their respective programs.

Rebooting the FYS will meet for a total of six sessions during the 2019-20 academic year, from 9 am-1 pm, with the exception of Session 1, which will meet from 9 am-4 pm. Attendance at all sessions is required. Please see the following schedules.

The seminar is facilitated by Ellen Quish ( equish@lagcc.cuny.edu )

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 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 Priscilla Stadler (CTL) and Michele Piso (CTL).

ELIGIBILITY

Open to new Academic Affairs faculty by invitation through their departments.

SUPPORT

DATES

Mondays from 3:30 - 5:30 unless specified, dates to be determined.

INQUIRIES

Eric Hofmann ( ehofmann@lagcc.cuny.edu )

Priscilla Stadler ( pstadler@lagcc.cuny.edu )
PREVIOUS SEMINARS 2018-19

Meanings of War (NEH

Motivational Interviewing is a methodology that can be used to support the internal development of skills that help students be successful in achieving their academic, career, and life goals. The methodology can be particularly effective at helping those in advisement roles to understand approaches and techniques that lead to students becoming more informed and independent decision-makers around their short- and long-term plans for success. The workshop will also address the use of motivational interviewing for instructors meeting with their students about their progress in individual classes.

The proposed mini-seminar will help faculty participants both learn about and practice the techniques of motivational interviewing. It will provide opportunities for “real play and role play,” and include feedback on an authentic advising session. Participants will also reflect on their own audio recordings of advising sessions with students in their programs.

Dr. Juline Koken, Health Sciences, will lead “Motivational Interviewing” in conjunction with the College’s broad advisement initiative.

ELIGIBILITY

Open to full and part-time faculty members in the Liberal Arts. Preference will be given to those teaching clusters and/or LIB200.

SUPPORT

In recognition of effort, and contingent upon attendance and active participation in all seminar activities, Academic Affairs faculty will receive one hour of released time.

DATES

Spring 2018: 06/12 (introduction over lunch)
Fall 2018: (Tuesdays 3:30-5:30pm) 09/25, 10/23, 11/13, 12/4
Winter 2019: 02/08 (10-2pm)
Spring 2019: (Tuesdays 3:30-5:30pm) 03/19, 4/16, 05/07, 05/28

INQUIRIES

Karen Miller ( kmiller@lagcc.cuny.edu)

Naomi Stubbs ( nstubbs@lagcc.cuny.edu )

Enriching Latin American Studies (NEH)

Latin America’s contributions to global history and culture are rich and varied. This seminar will highlight those contributions and thus strengthen LaGuardia’s commitment to global learning. Faculty who are interested in enhancing the teaching and learning of Latin American history and culture at LaGuardia are invited to apply to the second year of a project designed to increase awareness of this important region on campus.

This seminar, funded by a three-year grant from The National Endowment for the Humanities, will focus on developing course syllabi and assignments that enhance awareness of Latin America’s place in global culture and history. In its second year, the seminar will explore diverse traditions in literature, and photography, as well as the historical events that shaped them. The interdisciplinary nature of the seminar will thus address two of our main institutional competencies (global and integrative learning). Faculty should be prepared to commit to participate in the seminar events described above, and to present their syllabi and assignments for feedback.

The seminar will be held from March to December 2019 and will consist of monthly meetings—typically from 11:00am-1:00pm on Fridays—and three special lectures. During these meetings and lectures, seminar fellows will discuss readings from various disciplinary perspectives, engage with visiting scholars, and provide feedback and support to seminar colleagues as they develop and enhance course syllabi and assignments, based on insights from the seminar.

Applications will be available in December 2018. -

ELIGIBILITY

LaGuardia faculty, both full and part-time, who are interested in global learning and Latin America’s contributions to global history and culture. Previous ELAS seminar applicants are welcome and encouraged to apply and participate in the second year; however, preference will be given to first-time applicants.

SUPPORT

In recognition of effort, and contingent upon attendance and active participation in all seminar activities, Academic Affairs faculty will receive one hour of released time.

DATES

Fridays: from 11:00am-1:00pm: March 22, April 26, May 24, September 27, October 25, November 22

Seminar wrap-up and presentation of projects: Friday, December 6

INQUIRIES

Ana Maria Hernández ( hernandezan@lagcc.cuny.edu)

Will Fulton ( wfulton@lagcc.cuny.edu )

Hugo Fernandez ( hufernandez@lagcc.cuny.edu)

Rebecca Tally ( rtally@lagcc.cuny.edu )

ePortfolio Fall Mini-Seminar – Connected Learning: Creating Assignments that Catalyze Creativity

Designing The Next Generation ePortfolio

In Fall 2017, LaGuardia launched the Next Generation ePortfolio—an engaging new ePortfolio interface with a new learning architecture consisting of a longitudinal, discipline-based “Core ePortfolio” and modular units that can be used by any individual faculty member, in any course. Our students now have a primary ePortfolio they can use to document, reflect on, and deepen their learning across semesters, in multiple courses and co-curricular experiences, using a dynamic new interface that allows for easy mobile usage and integration with dozens of multimedia tools and platforms.

The Next Gen ePortfolio sparks individualized digital creativity and builds student excitement while supporting sustained, integrative engagement with learning. More than 8,000 students are already completing assignments and building their learning in this new ePortfolio environment.

To help faculty learn about and incorporate new ePortfolio pedagogy and technology, the Center will offer the three exciting mini-seminar options described below. Prof. Demetri Kapetanakos (English) and Prof. Michelle de Goeas-Malone (Education) and ePortfolio Director Pablo Avila will lead all three, working with faculty college-wide to invent Next Generation ePortfolio practice at LaGuardia. Faculty may select one, two, or all of three of these options. Please see below for details about each.

ePortfolio Fall Mini-Seminar – Connected Learning: Creating Assignments that Catalyze Creativity

How can I start using the new ePortfolio? This seminar will help you build a free-standing ePortfolio assignment that leverages the exciting capacities of the new interface. It introduces the new interface and the pedagogical principles of integration, reflection, and social pedagogy--the hallmarks of LaGuardia's ePortfolio practice. Seminar participants will learn practical applications of the new interface in order to build student creativity, learning, and success in any discipline or course.

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $500 or ½ hour of released/reassigned time.

DATES

4 sessions (9:00am-1:00pm): Sept 21, Oct 19, Nov 16, Dec 14

INQUIRIES

Michele de Goaes-Malone ( mmalone@lagcc.cuny.edu)

Demetri Kapetanakos ( dkapetanakos@lagcc.cuny.edu )

Pablo Avila ( pavila@lagcc.cuny.edu )

ePortfolio Mid-Winter Institute – Transform Your Course: Nuts and Bolts

The institute is for faculty who want help building their course ePortfolio and using the new interface to engage students. Participants in this two-day institute will bring a syllabus and course materials. By the end of the first day, they will complete and publish a course ePortfolio. On the second day, participants will reflect on their course structure from their students' perspectives. Over the two days, participants will investigate ways to deepen students' ePortfolio learning while revising their syllabus and assignments to better capture their intentional ePortfolio pedagogies.

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $500 or ½ hour of released/reassigned time.

DATES

2 sessions (9:00am-4:00pm): Feb 14, 15

INQUIRIES

Michele de Goaes-Malone ( mmalone@lagcc.cuny.edu)

Demetri Kapetanakos ( dkapetanakos@lagcc.cuny.edu )

Pablo Avila ( pavila@lagcc.cuny.edu )

ePortfolio Spring Mini-Seminar - FYS to Core: Launching Next Generation ePortfolio Practice

How can Next Generation ePortfolio practice transform student experience in the First Year Seminar? Deepening our ePortfolio pedagogy, can we use the qualities of the new interface to help students find their voices and build new identities as learners? This mini-seminar will emphasize how the FYS launches the Core ePortfolio and establishes a practice that students will take from FYS to capstone. We will include practical discussions such as how to build a relationship with the SSMs, assessing ePortfolio work, and using the assignment template and FYS assignment library.

ELIGIBILITY

Faculty representing departments or programs in Academic Affairs.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $500 or ½ hour of released/reassigned time.

DATES

4 sessions (9:00am-1:00pm): Mar 8, Apr 5, May 10, Jun 7

INQUIRIES

Michele de Goaes-Malone ( mmalone@lagcc.cuny.edu)

Demetri Kapetanakos ( dkapetanakos@lagcc.cuny.edu )

Pablo Avila ( pavila@lagcc.cuny.edu )

Putting It All Together: Capstone Courses at LaGuardia

Capstone courses prepare students to transition out of LaGuardia. As a High Impact Practice, the Capstone aims to be “a crowning experience at the end of a sequence of courses with the specific objective of integrating a body of relatively fragmented knowledge into a unified whole” (Durel, 1993).

How do our Capstone courses and assignments help students purposefully connect their diverse educational experiences? How do they help students think in new ways about who they have been, and who they dare to be? In this seminar, led by Fine Arts Prof. Dahlia El-Sayed and ePortfolio Director Pablo Avila, faculty will develop their program specific goals for the Capstone as a vital, summative practice for students. Exploring ways to use the new Core ePortfolio to support integrative learning, digital communication and Capstone pedagogy, faculty will together discover ways to strengthen the Capstone experience, helping students engage in synthesis and transition to career and advanced education.

Through participation in the seminar, faculty enjoy a supported opportunity to review, revise, experiment, and then implement new pedagogies in a targeted Capstone course to be taught in Spring 2019 or Fall 2019.

ELIGIBILITY

Full and part-time faculty must be scheduled to teach a Capstone in Spring or Fall 2019.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $1,250 or 1 hour of released/reassigned time.

DATES

Tuesdays: 2:30- 4:30pm except mid-winter institute

Fall 1 : Sep 25, Oct 16, Nov 13, Dec 4

Fall 2 - 2019: Friday, Feb 8 winter seminar workshop 9am-3pm

Spring 2019: Mar 12, Apr 2, May 14, May 28

INQUIRIES

Dahlia Elsayed ( delsayed@lagcc.cuny.edu )

Pablo Avila ( pavila@lagcc.cuny.edu )

New to College 2018-19: Rebooting the First Year Seminar

The First Year Seminar is changing! Here’s your opportunity to shape those changes—and to prepare yourself to teach FYS in future semesters.

The First Year Seminar first launched during the Spring 2014 semester in two departments, and has since grown to include nearly all LaGuardia majors. The FYS has been highly successful in building retention and student success. But it’s time to Reboot the FYS.

Since 2014, LaGuardia’s commitment to innovation has generated an array of significant developments aimed at strengthening student success, and they all have implications for FYS. In 2018-19, Rebooting the FYS will engage experienced FYS faculty in Business and Technology and Health Sciences in an in-depth, discipline-based examination of these changes and engage their FYS teaching experience to recraft the course. The following areas of focus will be addressed to help guide the re-design and implementation of the FYS in coming semesters:

• Advisement Tools and Practices: Connecting FYS with Advisement 2.0: Introducing and using C2C and Degree Maps in FYS
• LaGuardia’s Core Competencies and Communication Abilities: Stronger introduction to all Competencies and more carefully crafted assignments for targeted Competencies
• Next Generation ePortfolio: Adapting to utilize new ePortfolio capacities and strategies to create more creative ePortfolios and transformative learning experiences
• FYE Integration: Stronger and more purposeful connections with My First Day, My First Semester, and discipline-focused co-curricular learning

Participants will be required to design and conduct an inquiry project related to one of these four themes during the implementation semester. Project findings will be collected and shared with the larger FYS community.

This is a one-time opportunity for BAT and HS faculty who want to teach the FYS in their areas. It will not be offered again. A parallel seminar for faculty teaching LIF, CJF, and SYF will launch in Fall II and run through Fall 2019. STEM faculty teaching NSF, ECF, and LMF will have opportunities in 2019-20.

Please see the call for more details about participation and the calendar for the two cohorts.

ELIGIBILITY

Full-time and experienced part-time faculty who have taught FYS previously and anticipate being scheduled to teach the FYS in 2018-19.

SUPPORT

Participants who attend all six sessions, take part in department-based planning and exchange, and complete an inquiry project receive 1 hour of released time and a Professional Development Fund of $1,250, or 2 hours of released time.

DATES

Wave 1 (BTF & HSF faculty) Fall 2018 (9:00am-4:00pm): Sep 6

Sessions 2-6 (10:00am-1:00pm): Sep 28, Oct 26, Nov 30; Fall Jan 25; Spring 2019 Apr 12

Wave 2 (LIF, CJF & SYF faculty) Fall II 2018 (10:00am-4:00pm): Kick-off Feb 01

Sessions 2-6 (10:00am-1:00pm) Mar 08, Apr 12, May 31 and Fall 2019: Sep 20, Nov 15

INQUIRIES

Ellen Quish ( equish@lagcc.cuny.edu )

Focusing on Students: Two Opportunities

LaGuardia’s students represent diversity broadly—of geographic and cultural backgrounds, lived experiences, academic histories, and other characteristics that create a “classroom ecology” that provides opportunities and challenges to our pedagogies. The Language across the Curriculum and Culturally-relevant Pedagogy Seminars focus specifically on the dynamics of the diverse LaGuardia classroom.

1. Language Across the Curriculum

At LaGuardia, we embrace the diversity of our students and the fact that they speak more than 100 different languages and a range of Englishes. This linguistic diversity can come with a struggle, though, because many of our students are studying in a language that is not their dominant one. It also presents challenges for faculty who wish to assist their multilingual students yet lack training they seem to increasingly require.

This CTL seminar will introduce participants to teaching Language Across the Curriculum (LAC), an approach that supports the language development of students in all disciplines and provides faculty with a theoretical and practical framework for addressing language concerns. All students will benefit from explicit language instruction and support in developing awareness of their linguistic repertoire and choices. To do this, LAC builds on the insights and methods of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID), as well as of CUNY’s expertise in Composition and Rhetoric and Translingualism, integrating a research-based understanding of language with a pedagogy of discovery of disciplinary conventions.

The seminar will first discuss research on language acquisition and best practices for supporting students’ language development; participants will also examine characteristics of academic language in various fields. Participants will then build language objectives into lessons and develop strategies for teaching academic discourse.

This CTL seminar will be led by Leigh Garrison-Fletcher, an Associate Professor of ESL and Linguistics, whose research focuses on second language and literacy acquisition, Ellen Quish, the Director for First Year Programming and Student Success and a former ESL instructor at LaGuardia, and Lucy McNair, Associate Professor of English, whose work focuses on translation and the passage between language worlds.

ELIGIBILITY

Open to all Academic and Adult and Continuing Education faculty, full-time or part-time.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each Academic Affairs participant will receive a Professional Development Fund of $1,250 or 1 hour of released/reassigned time.

DATES

Fall 2018: (3:30-5:30pm) Oct 3, Oct 24, Nov 28, Dec 12

Winter 2019: (9:30am-2:30pm) Feb 6

Spring I 2019: (3:30-5:30pm) Mar 27, April 10, May 1, May 22

INQUIRIES

Leigh Garrison-Fletcher ( lgarrisonfletcher@lagcc.cuny.edu )

Ellen Quish ( equish@lagcc.cuny.edu )

2. Culturally-relevant Pedagogy

LaGuardia’s diverse faculty and student population provide the groundwork for some transformative developments in terms of student learning. It also presents challenges. Minoritized student populations have cultural capital that is not often recognized by mainstream society, including mainstream educational institutions. This concept draws from scholarship on culturally relevant pedagogy and critical race theory. In this seminar we will explore how recognizing and building on the capital students bring from their own cultures can challenge deficit thinking and promote student educational success in higher education. What cultural capital can minoritized students draw from, such as community learning, language dexterity, and bilingualism, to change deficit perceptions? How can our faculty draw from insights into our students’ cultures and backgrounds to create classroom activities and lesson plans that are both relevant to student lives and build skills necessary to help students do well in college? In this seminar we will engage in interactive activities, identify relationships between theory and praxis, and reflect on these issues to arrive at methodologies that promotes inclusive classrooms.

This seminar will address the College's Global and Integrative Learning competencies by enabling students to recognize, value, and communicate cross culturally and to apply real life experiences to classroom learning. Participants will engage in readings, interactive activities, and reflection to arrive at multiple forms of critical teaching practices that would have the potential of addressing the needs of students across disciplines. We will work individually or in pairs to write up and present a classroom activity incorporating culturally responsive teaching and global or integrative learning in their discipline. Prof. Florence Kabba (ELA) designed and will lead the seminar.

ELIGIBILITY

Open to all Academic and Adult and Continuing Education faculty, full-time or part-time.

SUPPORT

In recognition of effort, and contingent upon attendance and active participation in all seminar activities, Academic Affairs faculty will receive a Professional Development Fund of $500 or ½ hour of released/reassigned time.

DATES

Mondays (3:30-5:30pm) Sept 17, Oct 15, Oct 29, Nov 12, Dec 3 and Friday, Nov 2 visit to the Schomburg Center

INQUIRIES

Florence Kabba ( fkabba@lagcc.cuny.edu )

Faculty Scholars Publication Workshop

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 Health Sciences 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 consultation with the workshop leader is also provided on an as needed basis.Professor of English, whose work focuses on translation and the passage between language worlds.

ELIGIBILITY

Open to all Academic and Adult and Continuing Education faculty.

SUPPORT

DATES

Tuesdays, 3:30-5:30pm: Fall I 2018: Sept. 25, Oct. 23, Nov. 20, Dec. 11 Fall II (one meeting TBA), Spring I 2019: Mar. 19, Apr. 16, May 14, Jun 4

INQUIRIES

Nancy Berke ( nberke@lagcc.cuny.edu )

Michele Piso ( mpiso@lagcc.cuny.edu )

Writing in the Disciplines

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 2018-19 WID will be offered as two separate semester-long faculty development seminars (Fall I 2018 and Spring I 2019). 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). Professor of English, whose work focuses on translation and the passage between language worlds.

ELIGIBILITY

Open to Academic Affairs faculty.

SUPPORT

Contingent upon attendance and active participation in all seminar activities, each participant will receive a Professional Development Fund of $500 or ½ hour of released/reassigned time.

DATES

Mondays, 3:30-5:30pm: Oct 01, Oct 15, Oct 29, Nov 12, Nov 26, Dec 10

Spring I 2019 session dates: TBD

INQUIRIES

Ros Orgel ( mpiso@lagcc.cuny.edu x5448 )

Learning Matters Mini-Grants

The LaGuardia Center for Teaching and Learning is pleased to invite program directors, course co-coordinators, and other faculty to apply for up to $10,000 in Learning Matters Mini-Grants for the 2018-19 academic year.

LaGuardia has identified the Learning Matters Core Competencies to help students in every discipline develop the capacities needed for success in 21st century education and career. The Competencies and Abilities are recursively built, reinforced, and assessed in disciplinary majors as well as General Education courses. Learning Matters Mini-Grants support teams working to improve learning and teaching related to key Competencies and Abilities by strengthening assignments, courses, and curricular sequences.

The CTL is offering Mini-Grants of up to $10,000 to support program-led efforts to strengthen Global and Integrative Learning and Digital Communication in program courses and curricula. We will offer funding to support two tracks:

• Academic Programs: Teams will design, test, and disseminate assignments that address at least two of these Competencies/Communication Abilities: Integrative Learning, Global Learning,Digital Communication. Program teams are eligible for up to $10,000 in funding.
• Gen Ed/Pathways Course assignments: Departments will identify courses and a team to focus on assignment design around one of the three targeted areas. Teams are eligible for up to $5,000 in funding.

Faculty teams participating in the Mini-grants may also be eligible to apply for up to $1,000 in additional funding from Student Affairs to support co-curricular learning connected to one or more of the courses.

Please see the Learning Matters Mini-Grants 2018-19 Call for more details on how to apply.

Applications are due Friday, May 11.

2018 - 2019 Programs Not Currently Accepting Applications

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 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 Priscilla Stadler (CTL) and Michele Piso (CTL).

ELIGIBILITY

Open to new Academic Affairs faculty by invitation through their departments.

SUPPORT

In recognition of his or her effort, and contingent upon attendance and active participation in all seminar activities, each participant will receive a stipend of $250.

DATES

Mondays from 3:30 - 5:30 unless specified: 10/1, 10/22, 11/19. 12/10, 3/11, 4/8, 5/13, 6/3

Opening Institute: Wednesday, 9/6/18

Provost's Learning Space: Friday, 11/16/18

Mid-Year Institute: Friday, 1/11/19

INQUIRIES

Eric Hofmanne ( ehofmann@lagcc.cuny.edu )

Priscilla Stadler ( pstadler@lagcc.cuny.edu )

CENTER FOR TEACHING AND LEARNING

2020-21 SEMINARS OVERVIEW

2020-21 PROFESSIONAL DEVELOPMENT SEMINARS AND WORKSHOPS

Programs Not Currently Accepting Applications

2019-20 PROFESSIONAL DEVELOPMENT SEMINARS

2019 - 2020 Programs Not Currently Accepting Applications

Designing The Next Generation ePortfolio

ePortfolio Fall Mini-Seminar – Connected Learning: Creating Assignments that Catalyze Creativity

1. Language Across the Curriculum

2. Culturally-relevant Pedagogy

2018 - 2019 Programs Not Currently Accepting Applications

Center for Teaching and Learning

CENTER FOR TEACHING
AND LEARNING