Applications for 2014-15 Seminars will open in Spring 2014.
Our 2013-14 seminars offer diverse opportunities to engage in sustained inquiry, deepen our practice as educators, and support student growth. Many of this year's programs address issues related to integrative learning, such as overcoming fragmentation and helping students progress towards graduation and transfer. Several are related to alignment and other key priorities in the LaGuardia Strategic Plan: exploring hybrid/online learning, understanding advisement, and strengthening the First Year Experience.
In 2013-14, the Center will coordinate a diverse set of professional
development seminars for LaGuardia's full-time and part-time faculty
from Academic Affairs and Adult and Continuing Education, and has now
begun offering programs for Student Affairs staff as well.All seminars are led by faculty-staff teams, bringing colleagues together to learn and share insights in a supportive professional community. Across the board, these programs can help you address your own professional goals and contribute to key College-wide initiatives.
The Art of Advising: Learning and Implementing Holistic Advisement Skills
As part of the Strategic Plan of the College, this seminar goes beyond traditional definitions of “advising as course selection” to address holistic factors critical to effective academic advisement. Participants explore the use of ePortfolio as a pedagogical and advising and transfer tool to engage students in discussion of their transition into college and help students develop meaningful educational plans.
As the College seeks to enhance students’ experiences from their first semesters to the time they graduate, a consideration of theoretical and practical evidence-based strategies for advising and transfer planning is invaluable. ePortfolios and other digital tools can enhance these strategies. To these ends, we are pleased to offer a seminar that helps faculty and staff go beyond the common perception of advising as 'course selection' and examine ways to help students develop meaningful educational plans.” The seminar will focus on the 'whole student,’ building on the integrated strengths of Academic Affairs and Student Affairs.
The seminar focuses on the 'whole student,’ building on the integrated strengths of Academic Affairs and Student Affairs. Participants are exposed to topics including similarities between teaching and advising, the role of advising in student retention, advising from a multicultural perspective, and special advising needs for underprepared students and special populations. Particular attention is also paid to providing participants with the necessary tools to guide students through a reflective and thoughtful transfer process.
The seminar is supported by the Title V grant, Making Transfer Connections: ePortfolio and Student Success Across CUNY, and builds on the work of the College's Advising Design Team and the First Year Experience Task Force.
Led by: Professor Raj Bhika, Business and Technology, Professor Bernetta Parson, Office of Transfer Services, Dr. Mercedes del Rosario, LaGuardia Center for Teaching and Learning, Dr. Danielle Insalaco-Egan, Student Affairs.
Participants must attend all scheduled seminar sessions; testing new advisement techniques with students will be part of the process.
Eligibility: The program is open to full-time faculty and staff, CLTs, and long-term part-time faculty from Academic Affairs, Student Affairs, and Adult and Continuing Education. Administrators are also welcome.
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.
Fall 2013: September 20 – 1 day Institute (9-4); October 11 (9-1); November 8 (9-1); December 6 (9-1)
Spring 2014: February 7 – 1 day Institute (9-4); March 7 (9-1); April 11 (9-1); May 2 (9-1);
May 30 (9-1)
Click here to apply.
Inquiries: Mercedes Del Rosario (email@example.com, x5440)
New to College! Building First Year Success
For many LaGuardia students, getting into college is easier than staying and succeeding. As colleges nationwide focus on improving completion and graduation, the first year of college has emerged as a critical juncture for building student success. The Center for Teaching and Learning invites faculty from Business and Technology, the Humanities, and Natural Sciences to join a bold innovation designed to better help first year students succeed at LaGuardia.
After months of study, the 75-member LaGuardia Task Force on the First Year Experience has recommended steps designed to improve student learning and success in the first college year. Among the Task Force’s approved recommendations is a call to develop and test a new, credit-bearing First Year Seminar that links an introduction to the major with advisement and an orientation to college learning. Taught by discipline faculty and supported by advisement teams, this seminar will utilize peer mentoring and the connective power of ePortfolio to advance student success in the first college year and beyond.
Departments have been invited to develop appropriate courses that can be integrated into their majors. Business and Technology, Humanities and Natural Sciences have volunteered to test this new approach; faculty teams from each department are working together in Spring 2013 to design new courses for their departments and submit them to the College-wide Curriculum Committee. Drawing on emerging best practice nationwide, the new courses will introduce students to key skills and concepts of the appropriate discipline (e.g. ”What does it mean to think like a scientist?”) and help them develop the habits needed for college success.
In Fall 2013, the Center for Teaching and Learning will launch a year-long seminar designed to support faculty as they prepare themselves to teach these new First Year Seminar courses in Spring 2014. Open to faculty in Business and Technology, Humanities and Natural Science, the New to College seminar will help faculty plan and implement this new course, effectively use digital and on-line tools and processes, and advance the success of new LaGuardia students. First Year Seminar faculty will have the opportunity to highlight topics that reflect their current intellectual interests and illustrate competency in inquiry, integration, and problem-solving.
Anchored in the commitment to improve student persistence, achievement and self-efficacy, the new First Year Seminar will facilitate a productive transition to the college environment. The use of ePortfolio and support of advisors will strengthen students’ abilities to reflect on their personal and professional choices, develop suitable educational plans, and reinforce self direction.
The best new research shows that discipline-based and credit-bearing First Year Seminar courses significantly enhance students’ persistence, achievement and self-efficacy. Teaching these courses will ask faculty to think creatively, using their expertise and developing new pedagogies. New to College will support effective teaching, helping participants to:
In addition to supporting the design and implementation of the First Year Seminar, faculty participants will be invited to cultivate habits of pedagogical research and consider future possibilities for examining and publishing scholarly articles on LaGuardia’s transformed first year experience.
We invite your application to the New to College seminar, and we look forward to your participation in this pioneering effort to build success for LaGuardia students.
Fall I 2013 Kick-off date (to be confirmed) – September 20, 9:30 am – 4:00 pm
Friday mornings, 9:00 am – 1:00 pm, October 4, November 1, December 6
Fall II Mid-Winter Institutes: January 31 and February 7, 2014
Spring I 2014
Friday mornings, 9:00 am – 1:00 pm, March 7, April 4, May 2, June 6*NB: These dates are dependent upon LaGuardia’s 2014 academic calendar, which, at this time, has not been finalized.
Inquiries: Michele Piso (firstname.lastname@example.org, x5483)
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 Research, Reading and Writing to Critical Thinking and Quantitative Reasoning – 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, and shaped our increasingly meaningful assessment process
All too often, however, students experience these competencies as fragmented and discrete, rather than as 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 key competencies into their courses. It will build on the proven practices and design of LaGuardia’s Writing in the Disciplines program (WID) to help faculty incorporate writing into their courses and adapt it to disciplinary needs. At the same time, it will help faculty use the writing process to deepen learning and 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. A one-day Mid-Year Institute will be followed by five afternoon meetings in the Spring, where faculty will share and learn from their experiences as they implement their revised courses.
NB: This seminar provides WID certification for faculty planning to teach Capstone, Urban Studies and/or other writing intensive courses.
Eligibility: This program is open to full-time 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 $1,250.
Specific dates will be posted soon.
Inquiries: Ros Orgel (email@example.com, x5448)
Faculty Scholars Publication Workshop
The Faculty Scholars Publication Workshop is a year-long http://ekstg.laguardia.edu/WorkArea/edit.aspxfaculty 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 2013-14 are Nancy Berke (English) and Michele Piso (Center for Teaching and Learning, and Humanities).
The seminar meets monthly on Tuesdays from 3:30 to 5:30 (with the exception of the mid-year workshop).
Inquiries: Michele Piso (x5483, or firstname.lastname@example.org).
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 a hybrid/online course? How will our assessment of student learning be different?
These questions and more are explored in two interlocking seminar components:
These components will provide opportunities for faculty to develop course plans and activities, explore new technologies for teaching and learning, sustain and deepen their practices 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, and develop the hybrid courses they will teach during the Spring 2014 semester.
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 two 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 participants in the Introduction seminar. Prior to and during the Spring 2014 semester, mentors will assist their mentees as they transition from the traditional face-to-face classroom to the hybrid/online class. (3) Sustain and broaden practice through targeted workshops. Faculty will share their experience in teaching hybrid/online classes by conducting a department workshop.
Participants are expected to teach a hybrid class in Spring 2014. 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 learning in a hybrid environment, some sessions will take place online and others face-to-face.
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)
Connected Learning: ePortfolio and Integrative Pedagogy
The Connected Learning: ePortfolio and Integrative Pedagogy seminar presents faculty with a supportive 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.
The ePortfolio field is advancing and changing nationwide, with ePortfolio initiatives springing up at institutions as diverse as Duke University, San Francisco State, and CUNY’s New Community College. At these and many other colleges, growing interest in holistic, integrative learning is challenging reductive visions of education. Meanwhile, evolving ePortfolio technology offers new opportunities for social pedagogy. Connected Learning provides the chance to learn about fresh new ideas and explore emergent possibilities.
Connected Learning faculty learn about the pedagogical applications of ePortfolio, including the use of ePortfolio to: meaningfully connect students with their faculty, peers, and external audiences; overcome fragmentation in their learning; embed thinking about transfer throughout the curriculum; and integrate students' diverse learning experiences, both inside and outside the classroom. 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.
Connected Learning is open to experienced practitioners who are already using ePortfolio successfully in their classes and to faculty new to ePortfolio alike. 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 and academic, professional, and personal growth.
Specific goals for this seminar include:
The seminar's year-long format and regular meetings will enable faculty participants to experiment with ePortfolio and to develop practical materials through the Fall, and then to implement based on their revised pedagogies in a targeted course or courses in Spring I 2014.
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.
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: Note: all meetings are on Fridays unless specified otherwise
Orientation Institutes: June 14 (9:00-12:00), September 20 (9:00-4:00)
Fall seminars: October 18 (9:00-1:00), November 15 (9:00-1:00), and December 6 (9:00-1:00)
Mid-Year Institutes: Thursday, February 6 (9:00-4:00) and Friday, February 7 (9:00 - 4:00)
Spring seminars (tentative dates, pending release of academic calendar): March 14 (9:00-1:00), April 11 (9:00-1:00), May 9(9:00-1:00), and June 6 (9:00-1:00)
Inquiries: Craig Kasprzak (firstname.lastname@example.org, ext. 5994)
The ePortfolio/Assessment Mini-Grant Program
Academic departments and programs college-wide are moving forward with two distinct but closely connected efforts: deepening their work through the Periodic Program Review (PPR) process, and integrating ePortfolio across their curricula.
To support programs’ work in these areas, the Center for Teaching and Learning is offering mini-grants of up to $7,500 for the 2013-14 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:
1. Advancing the program’s work related to the Periodic Program Review (PPR) process and alignment with the Program Assessment Grids, such as refining assignments and pedagogies that help faculty build students' Core Competencies. We encourage submissions from programs that are:
2. Programmatic implementation of LaGuardia's ePortfolio system, supporting integration across the program's curriculum and instruction, maximizing benefits for students and faculty.
In both areas, proposals from programs and departments will actively address strategic college priorities such as:
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; email@example.com) 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 2013-14 academic year.
Dates: To be arranged with participating programs.
Inquiries: Ros Orgel (firstname.lastname@example.org , x5448), Mercedes Del Rosario (email@example.com, x5440), or Bret Eynon (firstname.lastname@example.org, x5478)
Carnegie Seminar on Teaching and Learning
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.
Ongoing Seminar Goals and Focus
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. (http://www.carnegiefoundation.org/programs/)
Inquiries: Michele Piso (email@example.com, x5483).
Making Digital Learning Count: Expanding Online/Hybrid Education in Mathematics
Colleges and universities nationwide are experimenting with new ways to use online tools to increase access and improve student learning. In Spring 2013, the Mathematics, Engineering and Computer Science Department will launch an initiative to test the viability of online/hybrid teaching of key gateway courses in mathematics. The department has selected four faculty to redesign courses and work with the CTL to plan a June 2013 faculty institute and three follow-up seminars in Fall 2013 as faculty implement these courses. For more information, contact MEC Chair Kamal Hajallie (firstname.lastname@example.org, x5722) or the CTL’s Josephine Corso (email@example.com, x5416).
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.
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.
In Community 2.0 we develop a community of practice focused on creating 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 helps 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.
The goals of Community 2.0 are to enhance student learning and increase student technology skills by:
The Spring-Fall 2013 Leaders are Maria Jerskey (Education and Language Acquisition) and Priscilla Stadler (Center for Teaching and Learning).
Inquiries: Priscilla Stadler (firstname.lastname@example.org, x5489)
New Faculty Colloquium
The College recognizes its responsibility to support new faculty 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, x5489)
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 25 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 these 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.
* The Scholarship of Teaching: New Elaborations, New Developments. Change, September/October. 31 (5) 10 - 15.