2025-26 Professional Development Opportunities at the CTL

Collaboratively designed by faculty and staff, this year-long seminar aims to train faculty across various disciplines to integrate Career-Connected Learning (CCL) into their teaching practices, both inside and outside the classroom, and create opportunities to interface with LaGuardia staff to better prepare students for life beyond LaGuardia.

The seminar will equip faculty with practical strategies to mentor and prepare students for post-graduation success, emphasizing the importance of individualized approaches rather than a one-size-fits-all solution. This is faculty-driven, as this work must be, and intentionally designed to maximize effectiveness by connecting with LaGuardia’s hardworking staff already engaged in this work (e.g., CCPD, ACE). We are the frontline to student success; as such, we get to shape and craft a way forward that honors the richness of our disciplines and our expertise in understanding the needs of our students.

Key goals of the seminar include training faculty on pedagogical techniques to develop these competencies in students, revising course design to integrate CCL within syllabi, and learning skills competencies identified by the National Association of Colleges and Employers. Participants will also create and share assessment methods for CCL, contribute to the 2025 Career Success Summit, and provide written reflections on their teaching practices.

The seminar will involve various activities, including designing career-connected assignments, collective syllabus workshopping, SWOT analyses, and a final collaborative presentation to preview work that will be implemented in the following semester. These activities aim to enhance faculty’s ability to translate course objectives into skills that students can articulate and apply in a variety of professional contexts.

Co-facilitators: Jason Hendrickson, English and Tameka Battle, Community Health and Wellness

Eligibility: Full-time and adjunct faculty and staff 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.  Adjunct faculty may receive the equivalent as non-teaching pay if eligible, or professional development funds to support conference attendance or other allowable PD activities/items.

Dates: Fridays 10:30-1:30 on 9/12/25, 10/10/25, 11/17/25, 12/5/25

Inquiries: Jason Hendrickson jhendrickson@lagcc.cuny.edu and Tameka Battle tbattle@lagcc.cuny.edu

This seminar provides an opportunity for faculty across disciplines to explore the important pedagogical implications of Generative AI and Large Language Models (LLMs) for teaching. Participants will examine the opportunities and the challenges presented by these evolving technologies while also learning practical ways to effectively integrate these tools into their teaching practices, enhance student engagement and create more inclusive learning environments. The seminar will address key topics including: effective prompt development, designing AI-enhanced assignments that promote critical thinking, using LLMs to accommodate different learning needs, and using GAI to help bridge the gap between college and employment. Participants will also consider important ethical issues related to academic integrity and other issues surrounding AI in the college classroom. By the end of this seminar, participants will learn to incorporate AI in ways that align with their specific disciplines and pedagogical goals. Through readings, discussion, hands-on experimentation with AI tools, and guided activities, participants will reflect on their teaching and assignment design practices and experience being learners while developing materials for their own courses, gaining both instructor and student perspectives about GAI. They will learn best practices in GAI prompt design and will create/revise classroom activities to help students learn the most effective ways of using AI in their learning process. Finally, participants will learn how these tools can aid the course planning and assignment including but not limited to syllabi, grading rubrics, exams, essay assignments, etc.

Faculty across all disciplines are encountering students using AI tools, raising questions about academic integrity as well as ethical and effective ways to integrate these technologies in the classroom. This seminar addresses immediate practical needs by helping faculty develop clear policies, create AI-enhanced learning activities, and adapt teaching strategies to better serve our diverse student population in a fast changing educational and employment landscape. At LaGuardia, where students juggle work, family responsibilities, and academics, it is even more important to learn how AI can provide support for our students.

Co-facilitators: Robin Kietlinski, Social Science and Lilla Tőke, English

Eligibility: Full-time and part-time faculty in Academic 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. Adjunct faculty may receive the equivalent as non-teaching pay if eligible, or professional development funds to support conference attendance or other allowable PD activities/items.

Dates: Hybrid schedule for Fall I 2025 with monthly Fridays in person from 11:00 to 1:30 pm with lunch provided plus five hours’ worth of asynchronous work for a total of 15 contact hours (in person on 9/19, 10/17, 11/14, 12/12; asynchronous work due on: 9/26, 10/24, 11/21, 12/19)

Inquiries: Lilla Toke: ltoke@lagcc.cuny.edu, Robin Kietlinski: rkietlinski@lagcc.cuny.edu

This semester-long, in-person seminar is designed to support faculty teaching asynchronous courses or courses that employ an asynchronous component. The seminar will be a valuable opportunity for faculty who have experience with online teaching and for those who are looking to start teaching their courses in an online asynchronous modality. It is designed to deepen faculty members’ understanding about teaching online by building on basic concepts they might have gained from taking self-paced, online essentials courses offered by SPS or LaGuardia. The seminar agenda will be structured around enhancing topics covered by LaGuardia’s self-paced Online Effective Teaching Training. Faculty who are enrolled in that course or who have taken it in the past can register for this seminar. It is also open to faculty who have not taken the self-paced course and who simply want to build on their experience teaching online courses.

The seminar reflects the efforts of the Online Learning Committee, a subcommittee of the LaGuardia Faculty Senate, to enhance faculty training in teaching online courses. Participants will explore best practices in online education, learn to leverage digital tools, and create more interactive assignments for their students. It will equip them with strategies and tools necessary to create compelling and interactive asynchronous courses that foster active student participation and enhance learning outcomes. This seminar will focus on asynchronous courses and it will be followed by another semester-long seminar that focuses on synchronous online courses to run in Spring 2026. Key topics covered in the seminar include:

• Techniques for maintaining student engagement in an asynchronous setting
• Strategies for building a sense of purpose and belonging among students
• Effective methods for motivating students and fostering self-directed learning
• Utilization of digital tools to enhance course delivery and interaction, including, but not limited to, learning management systems like Brightspace and CUNY Academic Commons, social learning applications like Padlet and Hypothes.is, and generative AI platforms
• Best practices for assessing and providing feedback in an online environment

Throughout the seminar participants will evaluate digital resources and techniques for use in their own virtual classrooms, and by the end, they will have developed a comprehensive toolkit for creating and managing their asynchronous courses that meet educational objectives and meaningfully engage students in interactive assignments.

Co-Facilitators: Paul Fess, English, Jennifer Arroyo, Business and Technology

Eligibility: Full-time and part-time faculty 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. Adjunct faculty may receive the equivalent as non-teaching pay if eligible, or professional development funds to support conference attendance or other allowable PD activities/items.

Dates: Exact dates TBD. Monthly two -hour meetings and asynchronous activities before October, November and December meetings

Inquiries:  Paul Fess, pfess@lagcc.cuny.edu

This seminar on Media Literacy equips educators with practical strategies and tools to teach students how to become critical and responsible consumers of media messages, assess the credibility of information sources, and make informed fact-based decisions in today’s complex media landscape. This seminar aims to introduce faculty to current literature on the harmful role of misinformation in democratic societies and to explore pedagogical strategies for fostering media literacy skills in students. While the College offers students a course in media literacy, most students come to our classes before they have taken it, and faculty often lack the time or preparation to assist students struggling with information overload and inundated by fake news. This interdisciplinary, hands-on seminar will provide support for designing course activities and assignments that can be integrated into faculty’s teaching and help enhance students’ media literacy skills. It is for those who do not specialize in media literacy, but would like to help their students navigate the complex digital world.

Co-Facilitators: Dessie Zagorcheva, Social Science, Christopher McHale, Library

Eligibility: Full-time and part-time faculty 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. Adjunct faculty may receive the equivalent as non-teaching pay if eligible, or professional development funds to support conference attendance or other allowable PD activities/items.

Dates: Fridays 1 to 4pm, in person on 9/12, 10/10, 11/7 and 12/5

Inquiries:  Dessie Zagorcheva dzagorcheva@lagcc.cuny.edu

Community-Based Learning (CBL) is an experiential teaching approach where students learn by actively engaging with their communities. This strategy deepens subject relevance, promotes student motivation, and builds essential skills such as communication, leadership, and problem-solving. CBL also opens doors for faculty to pursue interdisciplinary projects, enhance research and publication opportunities, and foster stronger ties to the local community.

This interactive faculty seminar is designed to help participants design meaningful CBL assignments tailored to their course goals. The series will begin with the theory and philosophy behind experiential learning, followed by real-world examples and strategies for integrating CBL into the curriculum. Faculty will engage in collaborative workshops, identify relevant community partners, and develop course assignments that align academic goals with community needs.

What to Expect:

• Hands-on Assignment Development: Participants will create a complete, ready-to-use CBL assignment with clear learning objectives, community partnerships, and assessment plans.
• Practical Tools & Resources: The seminar includes a step-by-step guide to the ICC process (Identify, Contact, Coordinate) for building sustainable community partnerships, with a focus on student safety and responsibility.
• Guest Presenters & Panels: Community organization leaders will share insights on collaborating with faculty and students, providing valuable perspectives and connections.
• Collaborative Opportunities: Participants will explore the potential for interdisciplinary and cross-course projects (e.g., sociology + psychology, English + math), increasing impact and innovation.
• Faculty Showcase: The seminar culminates in a presentation event where faculty share their assignments and experiences, fostering institutional knowledge-sharing and collaboration.

Outcomes:

• A fully developed CBL assignment
• At least two identified community partners aligned with course content
• A faculty showcase presentation for peer learning
• Expanded campus and community networks to support future CBL work

Whether you’re new to CBL or looking to refine your current practice, this seminar will provide guidance, support, and inspiration to bring community-based learning to life in your classroom.

Co-facilitators: Daniel Boudon, Social Science and Maria Savva, Education and Language Acquisition

Eligibility: Full-time and part-time faculty 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.  Adjunct faculty may receive the equivalent as non-teaching pay if eligible, or professional development funds to support conference attendance or other allowable PD activities/items.

Dates: Fridays from 11:00 – 1:00 pm in person on 9/19, online on 10/10, 11/7, 11/21, and a showcase in spring on 5/8

Inquiries: Daniel Boudon dboudon@lagcc.cuny.edu

LaGuardia, as an institution, has long touted the value of diversity, equity and inclusion. In both its mission statement and strategic priorities, the college has expressed its goal of incorporating DEI initiatives “that promote a welcoming and inclusive environment where all students, regardless of their background, feel valued, respected and supported.” The language of the college is designed to embrace the diversity of our student body, and to support their growth as global citizens of the world.

However, in broader sectors of society, DEI has become highly politicized, and some have questioned whether efforts to create more inclusive environments in education and work settings have only served to sow division and exclude those who are not deemed to be members of “diverse” communities. This seminar will provide faculty with an opportunity to understand what DEI is and isn’t, how to respond to the politicization of DEI, how to incorporate DEI practices into coursework and curriculum, and how to cultivate the knowledge and skill set to create truly inclusive classroom environments. Through directed readings, discussions and activities, participants will develop and engage in strategies and best practices in their classrooms to enhance DEI work. Ultimately, this seminar will provide a foundation for campus-wide efforts, aligned with the 2025-2029 strategic plan to align our work on diversity, equity, inclusion and belonging.

Specifically, participants will:

1. Identify ways to alter, reorganize and/or deepen course content that is more inclusive and representative of LaGuardia’s diversity and the diversity of the discipline;
2. Facilitate culturally responsive dialogue in the classroom to better engage students and to manage “difficult dialogues” that may arise in the classroom, utilizing models of best practices;
3. Become familiar with and make use of a specific DEI model that enhances the sense of inclusion and belonging in the classroom;
4. Incorporate culturally sustaining pedagogical approaches that enhances students’ learning;
5. Identify traditional practices and strategies that exclude minoritized groups or invisible “others;” and
6. Understand how implicit bias and micro-aggressions unwittingly operate in our culture and learn how to interrupt unintentional slights and such occurrences in the classroom.

Faculty will also explore ways to acknowledge contributors to the discipline who are traditionally left out, and to examine topic areas 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.

Outcomes:

1. Classroom Practice: By the seminar’s conclusion, participants will be expected to present an example of one key shift or change that they intend to make in their classroom (by the following semester) that provides a clear example of a practice or activity that promotes inclusion and equity.
2. Event/Showcase: Seminar participants will have an opportunity to showcase their work to the college community, providing examples of change (in the classroom) that advances diversity, equity and inclusion through participation in a CTL Showcase.
3. Scholarship: Seminar participants will have an opportunity to develop an original piece of scholarship that allows them to reflect on insights gained in the seminar. Faculty may reflect on their evolving understanding of DEI or a theoretical approach (such as shared equity leadership), how the use of an assignment or exercise enhanced classroom dialogue or effectiveness with a particular marginalized group, or faculty’s broader understanding of the value of DEI.

Co-facilitators: Vanessa Bing, Social Science, and Milena Cuellar, Math, Engineering and Computer Science

Eligibility: Full-time and part-time faculty and staff across college in student facing roles.

Support: Contingent upon attendance and active participation in all seminar activities, each Academic Affairs full- time faculty participant will receive a stipend of $600.  Adjunct faculty may receive the equivalent as non-teaching pay if eligible, or professional development funds to support conference attendance or other allowable PD activities/items.

Dates: TBD

Inquiries: Vanessa Bing vbing@lagcc.cuny.edu Milena Cuellar mcuellar@lagcc.cuny.edu