"The Patient Protection and Affordable Care Act" was signed into law in 2010.
It drastically changed the US health care system and the delivery of services.
These sweeping changes placed significant demands on all healthcare professionals practicing in this country.
This increased demand in efficiency and accountability had also changed the way academic programs approach the
education of the next generation of healthcare providers. As leaders in healthcare education for this global community,
the Occupational Therapy Assistant and the Physical Therapist Assistant programs at LaGuardia were poised in meeting these
challenges in preparing our graduates to practice with the academic and clinical competencies necessary to excel in this
complex and changing healthcare climate. The two programs examined their core curriculum and programmatic objectives to identify
ways to reduce fragmentation, enhance student advisement, and strengthen the students’ level of preparedness toward entering the
healthcare educational environment. Both programs recognized the need to elevate the students’ medical knowledge, inter-professional
communication skills, and research literacy, competencies that are vital to the success for both professionals.
Along with making changes in the common core curriculum for the pre-clinical phase of training, the second phase involves
both the OTA and PTA programs working together to develop a series of learning outcome objectives that will be based on a shared learning
and peer mentoring model. Incorporating cross-discipline teaching and learning with both programs, the students will be exploring complex
medical issues and pathologies collaboratively via the use of existing LaGuardia technologies such as Blackboard, ePortfolios, Sim lab,
and ADLs lab. This presentation will discuss the development of the OTA/PTA cross-discipline health sciences curriculum and how the
available technologies can support the programs and their students to achieve these goals.
Presenters:Regina Lehman (Health Sciences) and Clarence Chan (Health Sciences)Room: E- 258
Global vs. International: Competing Paradigms in Higher Education?
During April 15-17, 2013, City University of New York (CUNY) organized the sixth meeting of the WC2 University
Network, an organization that brings together “top universities located in the heart of major cities in order
to address cultural, environmental and political issues of common interest to world cities and their universities.”
The meeting in New York City has proven to be a pivotal moment for the organization, in that concrete collaborative projects
and goals are now set for the network’s research clubs.
The Global Cultures Club -- in which the presenter is a member on behalf of CUNY --
has thus initiated a research project on the cultural roles of the global university (both private and public)
located in global cities. What emerged in the conversation between club members from City University of London,
Universitad Autonoma Metropolitana, University of Sao Paolo, CUNY, Hong Kong PolyU, and Politecnico di Milano are
the following crucial questions:
How is the globalization of higher education different than its internationalization?
What does the nomenclature global university (rather than international) indicate about
the discourse that the academe has been attempting to shape? How can globalization theory and the newly minted
discipline, global studies, both created, to a large extent, by the university, influence policy and the vision
of international officers?
This presentation argues that discussions of the "marketplace of education" need to be more aware
of the global trends that affect higher education. The questions above – the presenter claims -- have to be
addressed in the larger context of CUNY (and of LaGuardia) as a way to begin thinking how CUNY can become a globally
visible and acknowledged institution. This is, the presenter believes, an opportunity to discover the theoretical frameworks
as well as cultural-ethical systems of norms that support current trends and policies in dealing with three interrelated issues:
Presenters:Sorin Radu Cucu (English) Room: E- 213
Arab Spring, Social Media and the State of Higher Education: New Challenges to Old Approaches?
With many popular revolts happening as a result of online mobilization, many scholars have studied the role of social media in
organizing huge masses. The uses of social media transcend political activism. In many parts of the MENA region
(Middle East and North Africa), young people taking to the streets are asking for complete change, an end to corruption in
all state institutions, including that of higher education. Young protesters have called for a complete reform of their higher
education establishments. Challenges they faced were oppression, poor bureaucratic governance, decaying constructions and, most
importantly, declining educational standards.
In this presentation we will discuss why the university is perceived as a security issue
in the MENA region more than a contributor to development and explain why the Arab world has the highest
youth unemployment in the world. We will also explain how Egyptian and Tunisian youth, supported by reformist professors,
are tackling each of these challenges. In addition, the discussion will address how social media creates a new type of learner,
more modern ways for learning and enhanced forms of education provision.
Presenters:Habiba Boumlik (ELA), Eman Mosharafa (Humanities)Room: E- 212
City as Teacher: Engaging the Local for Enhanced Learning
City as Teacher is an interdisciplinary panel presentation on approaches to learning that use the
landscape of our students as opportunities for enhanced knowledge, critical thinking and engaged
education. Professors Dahlia Elsayed (Fine Arts), Jayashree Kamble (English) and Sarah Midkiff
(Photography) will address pedagogic strategies that look locally: towards a student-centered
education that pulls on prior and intrinsic knowledge, contextualizes learning and more
successfully positions students for real-world readiness. The presentation also seeks to
demonstrate how both classroom and co-curricular learning builds a sense of community and
integrates us as a college with our neighborhood.
Professor Midkiff will present on the activities of the Photography Program, such as student
exhibitions and field trips, which take students out of the classroom and allow them to gain
professional/life experiences. She will address how these elements prepare students to enter the
world after LaGuardia.
Professor Elsayed will present models of students’ artistic engagement with their environment,
overcoming obstacles to cultural access in NYC, creative interactions with our campus and how
these activities develop a student’s sense of citizenship, experiential learning and increased
Professor Kamble will present examples of how New York-set documentaries work as models
for research writing. She will show how students relate to the familiar setting, grasp that "talking
heads" in documentaries are like scholarly sources, and understand topic-based paragraphs
through editing techniques. This presentation addresses the college’s vision for strengthening
critical thinking through contextualized learning and technological innovation.
Presenters:Dahlia Elsayed (Fine Arts), Jayashree Kamble (English) and Sarah Midkiff
(Photography)Room: E- 260
Community 2.0: The Value of Vision in Design and Implementation
How do educators balance vision and value in today's educational landscape? Too often educational value
is defined in broad strokes and standardized outcomes at the risk of missing less visible and more subtle
experiences of learning that impact students in profound ways – including how they apply these educational
experiences in their lives and beyond college. Professional development seminars at LaGuardia, such as Community
2.0, grapple with satisfying broader demands of higher education assessment, while providing educators with the
learning environments that both model and cultivate the development of valuable learning experiences for our students.
This interactive multidisciplinary panel presentation provides an overview of the value of vision as it
applies to nurturing environments for teaching and learning; a description of how we apply the value of vision in
Community 2.0; examples of ways we actualize the value of vision through the design of seminar activities; examples
of ways that the educator-participants of Community 2.0 apply what they've practiced in the seminar to create valuable
educational experiences for their students; and a conversation in which session participants brainstorm the ways in which
these principles and applications of vision-to-value might enhance their own educational practices and goals by bringing
together the Web 2.0 tools, learning communities, and pedagogical practices at the heart of Community 2.0 here at LaGuardia.
Presenters:Cyndi Casey (CLIP), Milena Cuellar (MEC), Maria Jerskey
(ELA), Irwin Leopando(English), Thomas Meacham (English) and Priscilla Stadler (CTL)Room: E - 265
Hybrid and Online Classes: Pioneering Visionary Changes in a Changing Learning Environment
There are many changing paradigms in education particularly those that focus on how education is delivered and what will
drive the quality of its content. Is it to get the ‘most bang for your buck’?, as the opening sessions description asks,
or is it to continue to deliver quality education, that is considered, developed and directed by expert faculty who know what
it takes to create a successful classroom face-to-face or online? We invite you to join this presentation as faculty experienced
in teaching hybrid and online classes discuss how they have taken charge of the changing dynamic of teaching in a technology driven
world to create student-centered, successful hybrid and online instructional environments.
Josephine Corso is co-leader of the year-long seminar, Cultivating and Expanding the Hybrid/Online Environment.
The seminar has led faculty through the transition of F2F courses to the hybrid/online classroom. What are some of the strategies
involved in making the change?
Prof. Richard Brown is an experienced faculty in teaching hybrid classes. He has taken the leap into the online
environment by offering fully online classes in Introduction to Philosophy; and Ethics and Moral Issues. Prof. Brown engages
his students by providing them with his own online lectures, shared blogs, and YouTube learning modules that create a rich learning
environment that connect students to the content, the professor and each other.
Prof. Deborah McMillan-Coddington teaches SCR260—Trends in Nursing. Requiring that students critically examine contemporary
issues in the nursing profession, this course is grounded in reflective practice and career development.
Prof. McMillan-Coddington will discuss the approaches she uses to engage students in the online environment through
the inclusion of reflection and collaborative activities that demonstrate students’ authentic learning. Using technologies
that transition the face-to-face classroom interaction to the online classroom, students engage in collaborative, online work
through the use of wikis, discussion boards and ePortfolio.
Prof. Marina Nechayeva has explored several approaches to create a successful hybrid environment
for students in the MAT120 course, Elementary Statistics. As a gateway math class to several majors, addressing various
skill levels of students in this course requires different teaching methods. Prof. Nechayeva will discuss the various online
pedagogies and relevant technologies she uses, (MyLab/Mastering, Carnegie Mellon OLI, and ePortfolio) to meet the math learning
objectives of this course while integrating information literacy skills related to critical, global issues.
Presenters:Josephine Corso (CTL), Richard Brown (Humanities), Deborah McMillan-Coddington
(Nursing) and Marina Nechayeva (MEC)Room: E - 266
The Roles of Faculty in the 21st century Classroom: An Examination of MOOCs and Online Learning in Higher Ed
The traditional role of professor – that of primarily the lecturer and grader (with students being passive recipients) –
is quickly evolving into something else, if not gone altogether. Some scholars contend that faculty who embrace the newest of cutting-edge
technological platforms, including those online learning and MOOCS, are closer to Learners, Designers, Coaches, and Experts and myriad
descriptions all at the same time. In addition, students are playing a much more central role in their education as well. Through his
own experience taking and/or teaching in online settings (including regular online classes and MOOCs) and in interviewing other faculty
and students, this presenter attempts to answer the question of the presentation’s title, what are the roles faculty are assuming – and
what roles do they see themselves assuming – now and into the future?
Presenters:Robert Bruno (Humanities)Room: E - 234
"ePedagogies" of 21st Century for Math Education
Educators of the 21st century would certainly agree that it is indispensable to integrate emerging
technology into education. Using course management learning systems, developing course contents
infused with technology has become a common practice. As a result, online learning has become popular
because of its easy accessibility and flexibility of learning. In addition, using online resources is
an opportunity for educators to naturally combine basic skills in language, critical thinking, and
quantitative reasoning. Using online resources is a boon for those students who struggle to meet their
primary responsibilities along with taking education. In particular, students at community colleges such
as LaGuardia, where almost fifty percent of the students have to work either part-time or full- time, may welcome online courses.
Technology-oriented pedagogical trends might give the false idea that achieving higher education is
impractical without the use of technology. How much of these innovative technologies should be used?
There is no definite answer to this question or for that matter, to identify which pedagogy is more effective
in improving students learning: traditional or the new ways.
The classroom dynamics in today’s education have drastically changed as a result of the integration of technology.
Students and teachers are in search of best practices that would suit their needs to improve learning and to
be updated to the 21st Century. In this session, presenters will discuss and compare different pedagogies such as traditional,
flipped classroom approach and online/hybrid approach that they tried in their math classes
Presenters: Mangala Kothari (MEC) and Milena Cuellar (MEC)Room: E - 338
Statistics as a Hybrid Course – Is it Effective?
Professors Ande and Nechayeva of MEC department are among the pioneers of hybrid instruction
at LaGuardia and the first to teach Introduction to Statistics (MAT120) as a Hybrid course (Spring 2012).
The goal of their presentation is to share their experience teaching MAT 120 and to offer a systematic comparison
of course outcomes in the two models. To that end, they will summarize their analyses of students’ performance data
in traditional vs. hybrid sections, including students' homework and quiz averages, and grades on tests, projects,
and final exams. The research hypothesis for this study is "Is the Statistics Hybrid model as effective as the Traditional
model?" The presentation will answer this question by discussing students’ performance as measured by grades for both sections
and comparing them with one another.
Presenters: Sreedevi Ande (MEC) and Marina Nechaveya (MEC)Room: E - 340
Manipulating data in the classroom: It’s not just for Statistics anymore!
Most of our classrooms have a podium with a computer connected to the internet for a reason.
Instructors use a variety of applications and electronic media, including the World Wide Web,
to present course material, enhance student skills, and provide examples and exercises to reinforce course concepts.
This workshop seeks to cover an aspect of classroom instruction involving the retrieval of data, e.g., from a Web source,
and the ad-hoc conversion of the data to information that would be useful for class discussion. The ad-hoc nature of this
activity allows the instructor to work with the most recent data available and provides a means by which unexpected lines
of discussion can be explored. In addition, students learn how to perform similar operations for themselves, e.g., for
home-based class activities.
It has been made clear over the years that spreadsheets are not only a great tool for data storage,
data manipulation and modeling, and an effective tool for teachers, especially for quantitative topics,
but that demonstrable proficiency in this ubiquitous tool has proven beneficial to students seeking meaningful
employment. Participants in the workshop will have an opportunity to see how data (from a variety of different
disciplines) can be used for this mode of instruction. Hands-on activities will be provided.
Presenters: Steve Cosares (MEC)Room: E - 341
The Hybrid Library: Meeting Users Where They Are
The hybrid library has been defined as being "on the continuum between the conventional
and digital library, where electronic and paper-based information sources are used alongside each other."
(Pinfield, 1998:1) This definition describes the Laguardia library, where paper-based and digital resources
complement each other and librarians strive to find the most appropriate materials in the best format to meet
individual user’s needs. The hybrid process also impacts the way the library provides its collection and services.
This presentation will deliver information about new library technologies that have an impact on classroom learning
and campus life. Highlights will include:
We expect more and more users to have a social media presence and demand mobile services in the future.
This presentation will highlight the ways in which the library at LaGuardia is innovating to meet these needs.
Presenters:Alexandra Rojas (Library), Catherine Stern (Library) Chris McHale (Library)Hong Chen (Library) Room: E - 101B
Teaching the 2013-2014 Common Reading: Ann Patchett’s State of Wonder
For the past twelve years, LaGuardia has used the Common Reading program as a way to get students
to make connections between their various courses. These books could be used in literature classes,
sociology classes, biology classes, etc. providing students with different angles through which they
could approach the same text. As we move forward in thinking about how to foster integration in the 21st-century
classroom, I think it is important that faculty be re-introduced to a program that accomplishes just that.
This session will present instructors concrete ways that they could use this program to get the students to think
co-curricularly and the resources at LaGuardia available to them.
This session will explore ways faculty could incorporate the 2013-2014 Common Reading,
Ann Patchett’s State of Wonder into their courses. The novel was chosen by the committee
because it deals with a variety of themes, including the pharmaceutical industry, reproduction
and the female body, and neocolonialism. In the past, the Common Reading has allowed instructors
to bridge the gap between disciplines and to provide the students with meaningful co-curricular understandings
of the chosen texts. Faculty will be introduced to various examples of how the book could be taught in a wide range
of disciplines such as sociology, gender studies, and literary studies. This will include possible essay topics and
scaffolded research projects that could be adapted to LaGuardia’s courses. In addition to these examples, the session
will mark the debut of the Common Reading resource website. This project will be the product of the hard work of
students in the English Internship seminar who will have gathered the materials and designed the website themselves.
Instructors and students alike will be able to use the information for in-class discussions and as jumping-off
points for further research. A representative from the library will also present material and databases available
for students to explore the themes of this year’s Common Reading. State of Wonder will continue the tradition of
the program to provide opportunities to foster integration in the students’ coursework.
Presenters:Jesse Schwartz (English), ), Justin Rogers-Cooper(English), Christopher McHale (Library),
and Demetri Kapetanakos (English) Room: E - 250
Second Semester Seminar and First Year Program: Academic, counseling and
leadership based interventions for Student Success
In the College Discovery Program at LaGuardia, an opportunity program for students with high academic and
financial needs upon admission to CUNY, we decided to respond to students’ passive behaviors by instituting
""intrusive counseling" methods in the Second Semester/Year Counseling Seminars, required for all CD students,
subsequent to New Student Seminar, particularly targeting students who are academically and personally struggling
as well as academically strong students. As a result of this very intentional approach, students in both groups
exhibited active learning/investment, evident in their attendance, participation, and tutoring and counseling appointments.
Students on probation showed increased motivation and shift in help-seeking behaviors while honor students began to actively
participate in Honor Societies and leadership activities and engage in other co-curricular activities.
This workshop will introduce the process of creating these courses and its assessment.
A new pilot program, "CD Scholars Program" which further integrates co-curricular activities in these seminars,
starting in Fall 2013 will be presented as an outcome of the most recent evolution of our first year program.
The students’ interaction in class will be shared via video format and participants are encouraged to join in the
discussion on how we can support students’ success beyond their initial educational goals from multidimensional approaches.
Presenters:Jeffrey Collins (Director - College Discovery Program),
Kyoko M. Toyama (Counselor - College Discovery Program), Tanairy Estevez (Graduate Intern - St. John’s University) and Alex Joseph (College Discovery Student)
Room: E - 251
Online Advising through ePortfolios: A Small Step Towards the Giant Leap To Student Success
This presentation explores the unchartered territory of online advising using ePortfolios.
It argues that if advisors are given access to student ePortfolios, advisors can give students
more relevant and meaningful advice, over and above the ‘course selection’ advising currently practiced
during advising day --- this, without the necessity of a face-to-face consultation with students.
To achieve this end, however, it becomes necessary to examine how ePortfolios,
as the virtual alter-egos of students, can be used to generate the kind of information that advisors
can refer to before dispensing advice. Using the body of knowledge generated from the Art of Advising Seminar
and the Making Transfer Connections, this presentation aims to lay the groundwork for making online advising
through ePortfolios possible by:
Through the simple and small step of looking at students’ ePortfolios beforehand
, this presentation maintains that the giant leap of helping students succeed through proper
advisement could be the visionary change that could transform student advising.
Presenters:Bernetta Parson (Office of Transfer Services),
Danielle Insalaco-Egan (Student Affairs), Rajendra Bhika (Business & Technology)
and Mercedes del Rosario (CTL)
Room: E - 262
Who Are You? The Benefits of ePortfolios to Discover Students' Potential
With the educational field being more and more market-driven and technologically-oriented,
new classroom strategies are warranted to ensure that today's students are trained to meet 21st century
demands. One of these strategies is the fast emerging pedagogy of ePortfolio learning, which is anchored on
the tenets of Dewey's social constructivism and reflective learning.
Here at LaGuardia, such pedagogy is not only fully embraced, but is widely adopted by various
disciplines, foremost of which are Business and Technology, Natural Science and Allied Health. These departments,
as well as the others, use ePortfolios to provide a space and opportunity for their students to reflect, create,
and showcase the work done inside the classroom. Students are first introduced to ePortfolio via Studio Hour courses.
Progressively, students are able to update their ePortfolio as they move along, thus leaving evidence of their own learning
experience as they reflect on each course taken.
Learning from the experience of these departments, the ePortfolio team, represented here
by the presenters, wants to bring attention to the need to stage the implementation of ePortfolios.
A crucial step of the staging is the need to implement ePortfolio at the earliest stage in the student's
journey at LaGuardia. This is important because, among others it is observed to help students map out their
educational journey from the beginning, thus providing them an academic GPS, if you will, to guide them from
one semester to the next; it also provides students a process by which they can create a clear connection between
their academic life and their own personal development.
The presenters will help faculty guide their students on how they can take advantage
of using ePortfolio from the early stages of their studies, understand the emerging technologies
and navigate their way to a senior college or a job opportunity.
Presenters: Sada Jaman (CTL) & Pablo Avila
(CTL) Room: E - 216
The Role of Co-curricular and Extra-curricular Activities
Co-curricular and extra-curricular activities can play an important part in the college experience,
as well as offering a significant contribution to the college and the community. This workshop will
explore a sampling of various co-curricular and extra-curricular organizations with a multidisciplinary
panel of research group and club mentors (Student Experience Research Group, Psychology Club, Political Arena,
Japan Club, Theater Club, Sustainability Council, and possibly a future Running Club) that speak to different
interests such as academic, activism, and culture and ways in which they benefit the students, the college and
the community. Each presenter will briefly talk about their involvement in co-curricular or extra-curricular
activities, followed by a discussion on the benefits and the challenges, and ways to address the challenges
centering on the following themes:
Panel members will share their philosophies and strategies to be helpful for faculty
interested in getting involved with student groups (e.g. how to start and maintain a club, funding
opportunities, recruitment of students).
Presenters: Lara Beaty (Social Science), Bojana Blagojevic (Social Science),
Tomo Imamichi (Social Science),Robin Kietlinski (Social Science), Anthony Lugo
(Office of the Vice President for Administration), Stefanie Sertich (Humanities)
Room: E - 225
Learning Communities in Higher Education for African American Male Scholars:
A Tool for Retention or 21st Century Segregation?
This workshop will explore a pilot learning community initiated in Spring 2013: Blacklash:
The Urban Black Experience, which targets African
American male students. The presenters will address the philosophy and ideology behind the workshop,
how its approach attempts to address some of the challenges of Black male enrollment and attrition, and
how pedagogical approaches including the use of Web 2.0 technology, are used to enhance the learning experience.
The presenters will address how this learning community engages both the divisions of Academic and Student Affairs,
as well as the Division of Adult & Continuing Education (i.e. BMEC, CUNY Fatherhood Academy) in collaborative efforts
to recruit Black men, and how they plan to work together to develop co-curricular activities that serve to strengthen
the experience of the learning community. Students who have participated in the learning community have been invited
to share their experiences at the workshop. This workshop will also tackle some of the obvious concerns around how such
a learning community can be perceived as polarizing and an attempt to segregate students, and how this may appear to
challenge the spirit, legacy and principles of the civil rights movement. Does creating a safe space for black men
equate to segregation? Is it a necessary division in light of diminishing enrollment trends of Black men in academia?
These and other issues will be discussed.
Presenters: Vanessa Bing (Social Science), Jason Hendrickson (English)
and Shaunee Wallace(Humanities)
Room: E - 227
Encouraging Women in Science, Technology, Engineering, and Math (STEM) Fields"If we’re going to out-innovate and out-educate the rest of the world, we’ve got to open doors for everyone.
We need all hands on deck, and that means clearing hurdles for women and girls as they navigate careers in science,
technology, engineering, and math."by First Lady Michelle Obama, September 26, 2011.
Institutional Research noted that women make up 58% of the student body at LaGuardia.
However, the proportion of women in the student body fell for the sixth year in a row to 58% in
Fall 2011 from 62% from Fall 2007. This indicates that it is very crucial to encourage and support women
STEM students and researchers for a greater economic success and equality for women across the board.
It is not only important to out-innovate and out-educate the rest of the world, it is also important to
womens' careers. Initiatives such as ‘Women in STEM’ Day and STEM meetings will be organized beginning
Fall 2013 to increase enrollment and retention of women in STEM. This presentation will discuss the goals
of these initiatives in detail.
Presenters: Sreedevi Ande(MEC) and Hendrick Delcham (MEC)
Room: E - 340
Exploring Career-Readiness Using ePortfolio
Accounting and Business faculty chose to collaborate to find an innovative
way to assist students in exploring career readiness. Through the use of social
pedagogical practices, faculty made career advisement a community affair.
"Ideally, social pedagogies strive to build a sense of intellectual community
within the classroom and frequently connect students to communities outside the
classroom" (Bass and Elmendorf, n.d, para. 3).
During this presentation, faculty will share the structure, assignments,
and results of an initiative centered on career readiness for accounting
and business students. This initiative was unique, not only in the fact that
the learning connected students across classrooms via ePortfolio, but that
the group was predominantly comprised of first year students who would not
generally be exposed to assignments focusing on careers until a later time
in their college journey. The faculty recognized that having students explore
career readiness within the context of the accounting and business profession
lent itself to short and long-term goal setting, which helps students to define
and refine their academic and career plans for success. Through a series of
ePortfolio-based assignments, and in-class guest lectures, students were guided
through a process of career exploration and preparation. The assignments ranged
from goal-setting, to interview question research, and simulated interviews.
Furthermore, students had the opportunity to engage in conversation with industry
professionals about habits of career success during the Career Advisement Forum:
Planning For Success event. At the conclusion of the initiative, the faculty
conducted surveys to gauge students’ perceived improvement in their development
as it relates to career readiness.
Presenters: Rajendra Bhika (Business), Andrea Francis (Business)
and Nicole Maguire (Business)
Room: E - 264
When Academic Affairs Marries Career Services
Historically, Academic Affairs and Career Services, although both focused on meeting
student’s needs, did so independently of each other. However, in a 21st century economy,
this tradition is no longer effective. Students need to be more well rounded – both academically
and in terms of employability. According to Chancellor Goldstein’s Report (2011), employers are
looking for candidates who are not only globally competitive, but who possess critical thinking
skills, excellent written and oral communication, and concrete work experience, before they enter
the job market.Numerous studies have shown that college students cite career-related goals,
such as getting a good job, earning more money, and achieving career success, as their top reasons
for attending college. Given this, and that most educators believe that contextualized teaching and
learning are the best ways to engage and motivate students, a marriage with Career Services is crucial and timely.
Presenters: Judith Gazzola (Career Development Center), Audrey Lewis (Employment & Career Services Center)
and Yevi Granovskaya (Employment & Career Services Center)
Room: E - 229