The College highlights faculty’s scholarly achievements and provides support for faculty who publish their work. The CTL offers two extensive related seminars, and the opportunity to publish a work in progress in In Transit: The LaGuardia Journal on Teaching and Learning . Both the Carnegie Seminar on the Scholarship of Teaching and Learning and the Faculty Scholars Publication Workshop (FSPW), which supports faculty’s disciplinary-focused research, provide faculty with support structures for at least a full academic year or more. The CTL also connects faculty with related LaGuardia supports, such as the Literacy Brokers, an 8-week session open to anyone working on a piece of writing, and Library workshops on topics like predatory publishing, hands-on practice with new databases, and techniques for researching potential publishers.
Over the years, the CTL has compiled example of faculty’s work with students across a range of activities, such as the DFL Sampler, the Project Quantum Leap Sampler and the ePortfolio Sampler. Each Sampler featured work by LaGuardia faculty and provides useful, engaging activities that others may use or adapt.
Since 2005, In Transit: LaGuardia’s Journal on Teaching and Learning has invited LaGuardia faculty to submit scholarly inquiries into faculty teaching, defined by Pat Hutchings as “the conditions under which [learning] 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." Proposals span a variety of methodical approaches, including case studies, empirical research, literature reviews, and reflective essays, address the college’s mission and problem-solving and global initiatives, and define disciplinary-based learning objectives. In Transit publications should demonstrate credible knowledge of the background and purposes of the Scholarship of Teaching and Learning (SoTL), as well as faculty awareness of the practical implications of their disciplinary research for the diverse communities and identities of LaGuardia students, faculty, and staff. In Transit themes are summarized below:
In his groundbreaking monograph, Scholarship Reconsidered: Priorities of the Professoriate (1990), Ernest Boyer argues for a broadening of the traditional view of acceptable forms of scholarship to include teaching as a valid category of intellectual work. The scholarship of teaching and learning encompasses both practice and mastery, which in turn generate questions for systematic inquiry and the creation of new knowledge offered for public sharing and review. Intended for critical review by a community of peers, faculty "frame and systematically investigate questions related to student learning – the conditions under which they occur, what it looks like, how to deepen it, and so forth – with an eye not only to improving their own classroom but to advancing practice beyond it.”
At the Center for Teaching and Learning, inquiry into effective classroom pedagogy is a practice common to all seminars as is the commitment to making investigations into teaching and learning public and open to critical review. More formal research projects are undertaken in the Carnegie Seminar on the Scholarship of Teaching and Learning, a year-long seminar in which faculty investigate significant issues in the teaching and learning of their fields and complete a scholarly paper for internal publication in In Transit: LaGuardia’s Journal on Teaching and Learning.