11:15 a.m. – 12:30 p.m.

    Preparing the Health Sciences Students for the ObamaCare

    "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:

    1. cultural diversity of CUNY’s student population and its complicated relation to global culture;
    2. the current commitment of CUNY faculty and students’ involvement in global projects and programs, including study abroad; and
    3. the knowledge and attitude in CUNY concerning online learning networks (from MOOCs to hybrid classes that could be developed through WC2).


    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 cultural capital.

    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:

    • Visions of the future library space
    • Mobile services: Overview of mobile CUNY+, Downloading ebooks to mobile devices (bring a mobile device for hands-on practice)
    • Chat reference services

    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:

    1. Introducing participants to the concept of an advising syllabus and LAGCC’s advising model;
    2. Introducing participants to assessing students’ transfer readiness;
    3. Exploring and expanding the use of ePortfolios not just as learning tools, but as potential tools of retention, graduation and transfer; and
    4. Providing those involved in advising, faculty and staff alike, a more intimate tool to gain relevant information about students that is integral to advising.


    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:

    • The importance of continuity, where students can work on and be involved in projects that span the whole academic year and beyond, giving them more of a sense of continuity and purpose, allowing them to apply and expand their learning and interests beyond the classroom.
    • The importance of place and face-to-face time to foster connection to the college and each other, particularly with the increase of virtualization.
    • The contributions that diverse activities and events make to the college and community.


    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


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