To learn more about a seminar, click on its name.
Community 2.0: Teaching and Learning Networks - Spring 1/Fall 1 2013
The seminar advances LaGuardia's long-standing experience with learning community pedagogy by creating Web 2.0 based “virtual” and “vertical” learning communities that are, at least in part, open to the public. Applications are due by January 15, 2013. The application is available at: https://www.surveymonkey.com/s/C20_2013-SpringFall .
In 2013, the Community 2.0: Teaching and Learning Networks seminar will meet in the Spring 1 and Fall 1 semesters. Community 2.0 is a hybrid seminar, with face-to-face meetings and active online communication. During Spring 1, faculty will develop a low-stakes activity that enables them to explore connecting classes with Web 2.0 tools, leading to the development of a more comprehensive project in the Fall 1 semester.
We invite you to join us in developing meaningful connections for students and faculty, across disciplines and classes, using Web 2.0 social networking tools. During our face-to-face and online meetings we will explore the use of software such as Blogger, Twitter, Facebook, Ning, and ePortfolio's social networking tools to connect students, professors, and classes in networked learning communities that extend horizontally across disciplines and vertically throughout academic levels as well as to the wider LaGuardia community and to the world via the web.
In order to create this learning community network, we will strive to bring together experienced Web 2.0 faculty and those faculty members who want to incorporate Web 2.0 tools into the classroom but have not yet done so, or have done so in a limited fashion. All participants must be willing to put a public, online face to their pedagogy and praxis. To get a better idea of what our Community 2.0 environment is, please visit our blog at http://lagccnetworks.blogspot.com/ . Expect to be hands-on from the very first meeting.
This seminar will develop a wider community of LaGuardia faculty who test new strategies for educational application of new media resources, reflect upon these approaches, share their insights with colleagues, and participate in an ongoing dialogue about the connections among pedagogy, curriculum, sound academic practice, and technology.The Community 2.0 seminar will help participants make meaningful connections among students, faculty, and the broader web public with the goal of fostering mentoring relationships at all stages of students’ academic work at LaGuardia.
We'll meet for a three-hour Opening Institute on Thursday, February 28 from 10am - 1 pm and for 3 three-hour sessions on March 19, April 23, and May 28 from 2:30 - 5:30 pm. Between our face-to-face meetings, participants will post weekly updates and reflections on the seminar blog, and read and respond to the posts of colleagues. The seminar dates for Fall 1 2013 will be announced at a later date.
The goals of Community 2.0 are to enhance student learning and increase student technology skills by:
The 2012-13 Leaders are Maria Jerskey (Education and Language Acquisition) and Priscilla Stadler (Center for Teaching and Learning).
Eligibility: The program is open to full-time faculty, CLTs, and long-term part-time faculty from Academic Affairs and Adult and Continuing Education. Administrators are also welcome.
Dates: Applications for the Community 2.0 Teaching and Learning Networks Seminar will be available in Fall 2012.
Inquiries: Priscilla Stadler ( email@example.com, x5489)
The Art of Advising: Learning and Implementing Holistic Advisement Skills
How do we guide students’ educational growth and change? What roles can faculty play in advisement? How might faculty and staff collaborate? Working with first generation college students, how can we help them envision and build new identities as learners and emerging professionals?
LaGuardia’s strategic initiative to help more students graduate and succeed offers new opportunities to meet students’ needs through advising approaches. As the College seeks to enhance students’ experiences online, a consideration of digital tools for advising and transfer planning is warranted. To these ends, we are pleased to offer a seminar series that provides ways faculty and staff can go beyond the common perception of advising as “course selection” and examine factors critical to how the Council on the Advancement of Standards in Higher Education defines advising as “helping students develop meaningful educational plans.”
The Art of Advising Seminar will be a year-long seminar open to faculty and staff in 2012-2013. In monthly interactive workshops, participants will be exposed to the concept of advising as teaching, including “conceptual elements (student development theory and ethical concerns), informational elements (policies, facts, and information needed to advise effectively), and relational elements (rapport building and active listening)” (Vowell and Farren 2003). With support of the Title V grant, Making Transfer Connections: ePortfolio and Student Success Across CUNY, participants will explore the use of ePortfolio as a pedagogical and an advising tool to engage students in discussion of transfer issues in their discipline, and will learn how this instrument can be employed during advisement to support the successful transfer of our students to senior colleges. Additional training is available for participants who wish to become more familiar with the LaGuardia ePortfolio system. There will also be an opportunity to engage other faculty and staff in cross-campus discussions on accessing the full potential of the ePortfolio instrument relative to academic and transfer advisement.
Participants must attend all scheduled workshops; finding opportunities to advise students is encouraged. The seminar will be led by Raj Bhika, Danielle Insalaco-Egan, and Bernetta Parson with Clarence Chan and Mercedes del Rosario as supporting facilitators.
Support: in recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1250.
Dates: Fall 2012: Sept 14 – 1 day Institute (9-4); October 19 (9-1); Nov 16 (9-1); Dec 7 (9-1) Spring 2013: Feb 1 – 1 day Institute (9-4); March 8 (9-1); April 5 (9-1); May 3 (9-1); May 31 (9-1)
Click here to apply.
Inquiries: Mercedes DelRosario ( firstname.lastname@example.org, x5440) or Clarence Chen ( email@example.com)
Strengthening Core Learning: Competencies, Integration and Student Success
How do we help LaGuardia students become expert learners? What do they need to know? What competencies are important? And how can we help students more effectively use their skills and knowledge as they move from one class to the next?
LaGuardia’s Core Competencies – from Reading and Writing to Critical Thinking and Quantitative Literacy – have been identified by faculty as crucial to student academic success. These competencies have guided curriculum development in General Education and our majors, informed effective faculty seminars such as Writing in the Disciplines, and shaped our increasingly meaningful assessment process.
All too often, however, students experience these competencies as fragmented and discrete, rather than closely-connected elements of a well-rounded education. They have difficulty applying skills and knowledge gained in one class to activities in another. Integration, transfer of knowledge, the ability to apply a range of skills to solve complex problems – these are critical qualities that will help our students as professionals, citizens, and life-long learners.
The Strengthening Core Learning seminar will help faculty integrate combinations of key competencies into their courses. It will build on the proven practices and design of LaGuardia’s Writing in the Disciplines program to help faculty incorporate writing into their courses and adapt it to disciplinary needs. And at the same time, it will help faculty use the writing process to deepen learning, a way to help students build and integrate other competencies. Through readings, discussions, and activities focused on developing low-, middle- and high-stakes assignments, participants will:
After an initial day-long meeting in early September, the seminar will hold seven Monday afternoon meetings in the Fall semester, some of them taking place in small groups, working on selected competencies. A one-day Mid-Year institute will be followed by 5 afternoon meetings in the Spring, where faculty will share and learn from their experiences as they implement their revised courses.
This seminar will be led by Phyllis Van Slyck (English) and Karen Miller (Social Science), together with co-leaders from WID and other areas, including: Yelena Baishanski (Mathematics, Engineering and Computer Science), Evelyn Burg (Communication Skills), John Chaffee (Humanities), Michelle Pacht (English), Justin Rogers-Cooper (English), and Chris Schmidt (English).
Eligibility: This program is open to full-time faculty Academic Affairs faculty only. WID will recruit for an adjunct program in early September.
Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,500.
Dates: Orientation Institute: 9/5/12 from 9 - 4 (tentative depending on date established for Opening Sessions) Fall 2012 Seminars on Mondays from 3:30- 5:30 on 9/24, 10/15, 10/29, 11/5, 11/19, 11/26, 12/3 MidYear Institute on 2/27/13 from 1:00 - 5:00 (tentative depending on date established for Opening Sessions) Spring 2013 Seminars on Mondays from 3:30 - 5:30 on: 3/11, 4/8, 4/22, 5/6, 5/20
Inquiries: Ros Orgel ( firstname.lastname@example.org, x5448)
Cultivating and Expanding Hybrid/Online Teaching and Learning
As LaGuardia continues to expand its offering of hybrid/online classes, faculty are actively exploring the distinction between hybrid/online teaching and teaching in a traditional classroom. What logistical and pedagogical issues do we need to consider when transitioning from a face-to-face to a hybrid (partially online, partially face-to-face) or fully online environment? Which tools can help us engage students in their learning? How might ePortfolio fit into an on-line course? How will our assessment of student learning be different?
These questions and more are explored in two interlocking seminar components:
These interlocking seminar components will provide an opportunity for faculty to develop course plans and activities, explore new technologies for teaching and learning, sustain and deepen their practice in hybrid/online teaching, and learn from each other about the benefits and challenges of teaching in hybrid and online environments.
The Introduction to Hybrid/Online Teaching and Learning component is open to faculty who have limited or no experience teaching in an online environment. Faculty will discuss effective pedagogies, explore relevant technologies, including Web 2.0 tools, develop the hybrid course they will teach during the Spring 2013 semester, and participate in a symposium.
The Developing Advanced Practices and Mentoring Faculty in the Hybrid/Online Classroom component is open to faculty who have taught in a hybrid/online environment several times during the last four years, whether at LaGuardia or another institution, and will focus on three areas (1) Sustain and deepen the practice of teaching online through exploring various pedagogies for online teaching and integration of Web 2.0 collaborative technologies in the hybrid/online teaching environment. (2) Practice principles of effective mentoring. Faculty experienced in teaching in a hybrid/online environment will mentor one or two participants in the Introduction seminar. Prior to and during the Spring 2013 semester, mentors will assist their mentees as they transition from the traditional face-to-face classroom to the hybrid/online class. (3) Sustaining and broadening practice through targeted workshops. Faculty will broaden their practice by sharing their experience in teaching hybrid/online classes by conducting a department workshop and participating in a symposium.
Participants are expected to teach a hybrid class in Spring, 2013. Faculty will be asked to contribute materials to a hybrid/online teaching and learning resource website and provide the coordinating team with suggestions and feedback on logistical issues and solutions. All seminar participants will engage in project evaluation processes.
To provide faculty new to hybrid or online learning environments with an authentic experience of being learners in a hybrid environment, some sessions will take place online and others face to face.
The 2012-13 interlocking hybrid/online seminars are led by Santo Trapani (Business and Technology), Steve Ovadia (Library) and Josephine Corso (Center for Teaching and Learning).
Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,250.
Dates: please note that some sessions will be held online.
Inquiries: Josephine Corso ( email@example.com, ext. 5416), Santo Trapani ( firstname.lastname@example.org, ext. 6046), or Steve Ovadia ( email@example.com, ext. 6022)
Faculty Scholars Publication Workshop
The Faculty Scholars Publication Workshop is a year-long faculty development seminar designed to assist LaGuardia faculty in their scholarly writing projects publication. The Workshop seeks to help faculty scholars complete current academic writing projects and place them in external, peer-reviewed journals. It builds on the work undertaken in the Carnegie Seminar and In Transit: LaGuardia’s Journal on the Scholarship of Teaching and Learning, but is distinct in two key ways:
The Faculty Scholars Publication Workshop has evolved out of the Interdepartmental Faculty Scholarly Writing Group, an informal support group initiated by Nancy Berke and Ting Man Tsao in 2006-2007. This group was modeled on CUNY’s Faculty Fellowship Publication Program (FFPP). LaGuardia faculty scholars from various disciplines—ranging from Accounting to Humanities, from Mathematics to English, from Library to Cooperative Education—came together to read, critique, and support one another’s writing within their respective fields. Participants have benefited from the support of the Carnegie Seminar, In Transit and the Faculty Workshop on Scholarship and Publication; they have revised and submitted work subsequently published in peer-reviewed journals.
Co-Facilitators for 2012 – 2113 are Nancy Berke (English), Charity Scribner (English) and Michele Piso (Center for Teaching and Learning, and Humanities).
Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $250.
Dates: The seminar meets monthly on Tuesdays from 3:30 to 5:30 (with the exception of the mid-year workshop). 2012-2013 dates are:
Inquiries: Michele Piso (x5483, or firstname.lastname@example.org).
Connected Learning: ePortfolio and Integrative Pedagogy
The Connected Learning: ePortfolio and Integrative Pedagogy seminar presents faculty with a supported environment for pioneering new uses of the electronic portfolio as an educational tool with the ultimate aim of helping to build and sustain a more engaged community of learners college-wide.
Connected Learning faculty learn about the pedagogical applications of ePortfolio by doing: the seminar invites faculty to construct their own professional ePortfolios for documenting and reflecting upon their ongoing course revision, modeling a classroom environment in which everyone shares with and learns from one another. Specific areas of emphasis include helping students use ePortfolio to:
Connected Learning is open to both experienced practitioners who are already using ePortfolio successfully in their classes and to faculty new to ePortfolio. This combination of experienced and new practitioners, of fresh perspective with practical expertise, will continue to spur the evolving ePortfolio practice at the College and guide students to new levels of learning, showcasing their academic, professional and personal growth.
Through participation in the seminar, faculty will enjoy an opportunity to develop, experiment with, and implement effective ePortfolio pedagogies in a targeted course or courses in Spring I 2013.
The 2012-13 Connected Learning Seminar is led by Ellen Quish (Adult Learning Center), Kimberly Ramirez (English) and Craig Kasprzak (Center for Teaching and Learning).
Eligibility: This seminar is open to all full-time Academic Affairs and Adult and Continuing Education faculty as well as to long-term part-time faculty. Applicants need not have previous experience teaching with ePortfolio, but should possess a general proficiency with Web-based applications and a willingness to experiment with a new platform. Experienced ePortfolio practitioners who wish to continue the supported growth of their pedagogy—including those who have participated in previous ePortfolio-based seminars—are welcome to apply.
Inquiries: Craig Kasprzak (email@example.com, x5994), Ellen Quish (firstname.lastname@example.org, x5382), Kimberly Ramirez (email@example.com, x5911)
Teaching the City: Rethinking Urban Studies at LaGuardia
LaGuardia was one of the first community colleges in the nation with an Urban Studies requirement for all students. What does that mean for us now? What does it mean in different disciplines and majors? How do we teach our Urban Studies courses? What makes them “urban?” What can we do, across the college, to help students connect knowledge of the city with disciplinary skills and understanding?
LaGuardia’s Urban Studies Program has designed this seminar to offer faculty college-wide an opportunity to consider these questions as they rethink and redesign their Urban Studies courses. Led by Kristen Gallagher (English), Karen Miller (Social Science), and Ros Orgel (Center for Teaching and Learning), the seminar welcomes all faculty who teach (or would like to teach) a course that fulfills the Urban Studies requirement, as well as any faculty members who use urban content in their courses. In dialogue with other professors, and from a cross-disciplinary perspective, faculty will investigate ways to use New York City as a teaching and learning lab. Participants will examine the Urban Studies course guidelines and discuss what distinguishes an Urban Studies course.
A key element of this seminar will be experiential learning, part of the founding educational mission of LaGuardia Community College. The Teaching the City Seminar offers an opportunity for faculty to come together to discuss the dynamics of experiential and reflective learning through both past teaching experiences and key texts in the field.
We will share our different approaches to Urban Studies, as well as various ways of incorporating writing and field trips into our syllabi and assignments, and learn about research methods. As faculty revise assignments, curricula and syllabi, they will receive support not only from the seminar leaders, but also from a community of faculty who teach Urban Studies courses and faculty who utilize urban content. Faculty will use the Urban Studies ePortfolio to review assignments and projects posted by prior participants and share their own work with colleagues.
Eligibility: Open to all Academic Affairs and Adult and Continuing Education faculty
Support: In recognition of her or his effort, and contingent upon attendance and active participation, each Academic Affairs faculty participant will receive a stipend of $1,000.
Dates: Thursday afternoons from 2:30 - 4:30 pm on 9/27, 10/18, 10/25, 11/8, 11/29, 12/6, 3/21, 4/11, 4/25, 5/9, 5/23
Inquiries: Kristen Gallagher ( firstname.lastname@example.org, x5638), or Ros Orgel ( email@example.com, x5448)
The ePortfolio/Assessment Mini-Grant Program
Academic departments and programs college-wide are moving forward with two distinct but closely-connected efforts: integrating ePortfolio across their curricula, and deepening their work through the Periodic Program Review (PPR) process. To support programs’ work in these areas, the Center for Teaching and Learning is offering mini-grants of up to $7,500 for the 2012-13 academic year. These grants can be used to support program or department–led efforts, including faculty development and curriculum integration processes, addressing the following initiatives:
In both areas, programs and departments will actively address strategic college priorities such as overcoming fragmentation and helping students plan towards graduation and transfer.
We invite you to apply, and look forward to receiving proposals. In your application, please detail your proposed use of the funds you are requesting (up to $7,500) by writing a brief budget narrative. Contact Ros Orgel (x5448; firstname.lastname@example.org) if you have any questions about the budget or if you want to explore ideas and possibilities for your program.
Eligibility: Faculty representing programs in Academic Affairs
Support:To support programs’ work in these areas, the Center for Teaching and Learning is offering mini-grants of up to $7,500 for the 2012-13 academic year.
Dates: To be arranged with participating programs.
Inquiries: Ros Orgel ( email@example.com , x5448), Mercedes del Rosario ( firstname.lastname@example.org, x5440), or Bret Eynon ( email@example.com, x5478)
Carnegie Seminar on Teaching and Learning
(Please note: The next application period is Spring 2013).
The scholarship of teaching and learning (SoTL) is generally defined as the rigorous and systematic study of student learning, publicly shared, open to peer review and critique, and committed to collective knowledge-building. The Carnegie Seminar commits itself to these principles and to LaGuardia’s vision of an integrated culture of evidence-based teaching and learning. As the nation reflects on problems facing our schools, the values and missions of community colleges are more visible and pivotal than ever in the educational and intellectual life of our country. LaGuardia’s Carnegie Seminar provides faculty the opportunity to cultivate habits of pedagogical research that result in transformed and shared understanding of student experiences in our classrooms and beyond.
In response to faculty suggestions, the Carnegie Seminar has been extended to a two-year (four semesters) cycle. Each cycle focuses on specific disciplinary modes of thinking, teaching and learning; begun in Fall 2011, the current cycle of the seminar will end in Spring 2013. This group of Carnegie Seminar participants is presently engaged in the investigation of pedagogy related to math and the natural sciences, its forms of collaboration and experimentation. The fundamental inquiry currently pursued is how one learns to “think like a scientist” or to “think like a mathematician.” What are the necessary skills, and how are they defined, taught and internalized?
Ongoing Seminar Goals and Focus
Over the course of two years, the Carnegie Seminar offers participants the dedicated time, space, and critical feedback necessary to frame a researchable line of pedagogical inquiry, implement classroom research, and document findings. Faculty distinguish among good teaching, scholarly teaching and learning, and the scholarship of teaching and learning, explore SoTL principles, theories, methods, and practice, and gain familiarity with foundational SoTL texts. Finally, with the guidance and constructive critique offered by seminar mentors, facilitators, and peers, faculty frame a researchable question, design and implement a pedagogical research method, collect and analyze data, and prepare a publishable research paper on their findings for internal and external publications.
Committed to LaGuardia’s culture of intentional teaching, the Carnegie Seminar is rooted in the Center for Teaching and Learning’s participation in the Integrative Learning Project directed by the Carnegie Foundation for the Advancement of Teaching and the Association of American Colleges & Universities (AAC&U). The Foundation has guided faculty across the country in scholarly inquiry into teaching and learning, in documenting their discoveries, and in contributing to new knowledge and more purposeful classroom practice. )
Leaders for 2012 – 2113 are Dionne Miller (Natural Science), Michele Piso (Center for Teaching and Learning and Humanities), and Patricia Sokolski (Humanities).
Disciplinary focus and seminar dates for the next Carnegie cycle (2013-2015) will be available Spring I 2013.
Inquiries: Michele Piso ( firstname.lastname@example.org) or 718-482-5483.
New Faculty Colloquium
The College recognizes its responsibility to support new teachers as they enter LaGuardia's teaching community and to share with them LaGuardia's tradition of caring and innovative teaching. LaGuardia is aware of a specific need to develop reflective teachers who are responsive to the vocational goals, the academic skills, and the diverse cultural, social and linguistic backgrounds of our students.
Through a carefully-structured program of professional development, the Colloquium focuses on issues of pedagogy and classroom practice, emphasizing sharing among instructors and student-centered classrooms. It introduces new faculty to a range of teaching issues and helps them as they develop effective strategies for LaGuardia classrooms.
The colloquium also provides new faculty with an overview of LaGuardia's key faculty development programs, such as learning communities, inquiry learning, teaching-with-technology initiatives, diversity projects, and the literacy-building-across-the-curricula programs.
Inquiries: Josephine Corso ( email@example.com, x5416)
Connect to Learning: ePortfolio, Engagement and Student Success
Connect to Learning: ePortfolio, Engagement and Student Success is a 3-year FIPSE-funded project that works with a dynamic national network of 22 campuses - community colleges, private colleges and research universities -- to collectively engage in a recursive knowledge-generation process. The project focuses ePortfolio on reflective pedagogy and student learning, correlating improvement on student success measures such as retention with more nuanced assessment of student work using the AAC&U’s nationally normed VALUE rubrics. Working in diverse institutional and multimedia environments, moving from learning design to broad testing and assessment, the project will produce and publish broadly applicable and effective national models needed to effectively focus ePortfolio usage on the pressing issues of student learning. Not accepting applications at this time. For more information go to: http://www.laguardia.edu/connections
Making Transfer Connections: ePortfolio and Student Success Across CUNY
Making Transfer Connections: ePortfolio and Student Success Across CUNY is a 5-year Title V grant-funded project that works with two senior colleges (Queens and Lehman) and three community colleges (Queensborough, Bronx and LaGuardia) in a partnership designed to facilitate transfer and ensure student progress toward the Bachelor’s degree. Under LaGuardia’s leadership, the five CUNY colleges employ ePortfolio practice in strengthening three areas pivotal to transfer success: instruction, advisement, and assessment- which all contribute to building a culture of transfer on theses participating campuses. Together, these interrelated efforts address a central goal – building a comprehensive academic pathway toward the baccalaureate degree for our students. Not accepting applications at this time. For more information go to: http://www.laguardia.edu/connections.
In Transit: The LaGuardia Journal on Teaching and Learning
In Transit: The LaGuardia Journal on Teaching and Learning is committed to serving a scholarly community in which, as Pat Hutchings and Lee Schulman have written, "faculty frame and systematically investigate questions related to student learning - the conditions under which it occurs, what it looks like, how to deepen it...with an eye not only to improving their own classrooms, but to advancing practice beyond it."* Designed to support scholarly work initiated in the Carnegie Seminar, In Transit welcomes original contributions that advance understanding of teaching and learning practice, policy, and theory.
In Transit 2013 will accept papers on innovations in teaching and learning the natural sciences and the performing arts.
* The Scholarship of Teaching: New Elaborations, New Developments. Change, September/October. 31 (5) 10 - 15.