affiliated programs

Tuesdays at the Center: Conversations About Teaching
Contact: Judit Török,
Open to all LaGuardia faculty, this discussion series focuses on emerging issues and challenges in teaching at LaGuardia, highlighting aspects of our programs.

Faculty engage in peer-led discussions that explore aspects of pedagogy, diversity, and technology. These conversations, which draw in speakers from museums and other academic institutions, stimulate interdisciplinary dialogue and encourage faculty leadership and innovation.

The LaGuardia Center for Teaching and Learning offers a wide range of classroom-focused professional development programs for LaGuardia's full-time and part-time faculty from Academic Affairs and ACE. Some programs, such as "brown bag" discussions on teaching and learning, are open to all on a drop-in basis. Others are limited to those in particular programs and departments. In addition, we work with a large number of affiliated programs and partners, encouraging interaction, exchange, and a re-examination of the teaching and learning process.

Teaching the Digital City: Building Information Literacy in Urban Studies

What is the story of New York? And who tells that story? How do we help students explore this rich, complex and ever-changing picture? Teaching the Digital City: Building Information Literacy in Urban Studies is an intensive seminar designed to help faculty grapple with key challenges as they guide students toward a deeper understanding of NYC culture, politics, business, health and society. The seminar guides faculty to balance different modes of learning, designing experiential and active-learning assignments that advance students’ abilities to access, evaluate, and interpret data from primary and secondary sources. This seminar also helps faculty find and assess digital resources on neighborhoods and the city that could complement trips, films and books that not only deepen students' understanding of the city, but also build their information literacy skills.

Contact: Michele Piso []

Connecting Students, Connecting Classrooms: ePortfolio and the Power of Engagement

Who are our students? What do we know about their learning? Which skills and experiences do they bring to our classrooms? How can we use ePortfolio to better understand these questions? Each year at LaGuardia, thousands of our students successfully build ePortfolios. Many ePortfolios combine broad presentations of course work with fascinating personal narratives. But all too rarely do we take advantage of this rich information source to learn about our students and what they bring to the classroom. The new Connecting Students, Connecting Classrooms: ePortfolio and the Power of Engagement seminar creates an opportunity for faculty to work together to re-consider ePortfolio, focusing on the fourth component of the College’s ePortfolio mission—Collect, Select, Reflect & Connect—using ePortfolio to improve the connection between students, faculty, and learning.

Contact: Craig Kasprzak []

Writing in the Disciplines (WID)

The Writing in the Disciplines program at LaGuardia is part of a nation-wide interdisciplinary effort that explores strategies for improving student writing and using writing as an active learning tool. A year-long faculty development seminar, WID helps full- and part-time faculty develop and test writing-intensive assignments and courses and encourage students to deposit written work in their ePortfolios. Seminars are facilitated by interdisciplinary teams of LaGuardia faculty and Writing Fellows.

Contact: Marian Arkin []

Re-Thinking the Capstone Experience

Funded by our most recent Title V grant and building upon valuable groundwork laid by a Faculty Research Team, the Re-Thinking the Capstone Experience seminar will bring faculty together to study best practices in Capstone courses nationwide and strengthen our own Capstone courses here at LaGuardia.  Through explorations of current scholarship and engagement with functional models at other institutions, seminar participants will consider a number of critical questions, including: how integrative pedagogy can inform the Capstone experience at LaGuardia; how Capstone courses can help our students meet college-wide and professional goals; how Capstone aims differ between community- and four-year colleges; what role Capstones can and must play in institutional assessment; and the ways in which ePortfolio can help scaffold Capstone pedagogy.

Contact: Craig Kasprzak []

Focus on Learning Communities Program

LaGuardia faculty have a long tradition of excellence in building effective learning communities. This seminar builds upon that tradition, offering faculty who are teaching in a range of learning community structures (First Year Academies, ESL Pairs and Clusters, Liberal Arts Clusters) the chance to meet together with partners, learn new approaches to interdisciplinary teaching, and plan their shared courses.

Contact: Phyllis Van Slyck []

Carnegie Seminar on Scholarship, Teaching and Integration

The Carnegie Foundation for the Advancement of Teaching has sparked a national conversation in higher education about ways to apply the tools of scholarship to the study of teaching and learning. The year-long Carnegie Seminar on Inquiry, Scholarship, and Integration offers LaGuardia faculty an introduction to the scholarship of teaching and learning and an opportunity to engage in self-directed inquiry into the nature of teaching and student learning in their own classrooms. Building upon participants’ prior pedagogical inquiries (nurtured particularly in programs such as Designed for Learning, Writing in the Disciplines or in work with Learning Communities) the seminar provides faculty with opportunities to deepen their understanding and go public with their insights, using web-based course portfolios.

Contact: Michele Piso []

Faculty Scholars Publication Workshop

The Faculty Scholars Publication Workshop is a year-long faculty development seminar designed to assist faculty in their scholarly writing and publication. It seeks to help faculty complete current academic writing projects and place them in external, peer-reviewed publications.  The Workshop builds on the work undertaken in the Carnegie Seminar and In Transit, but is distinct in two key ways:  First, those programs focus particularly on the Scholarship of Teaching and Learning (SoTL); the Workshop is pleased to include SoTL projects, but will also support traditional disciplinary scholarship. Second, where those programs often start with research and inquiry, the Workshop is primarily focused on moving existing writing projects to completion and external publication.  The Workshop will use peer critique processes to help faculty strengthen and finish projects that are already underway (i.e. dissertation chapters, recently published In Transit articles, course portfolios, and draft articles and books on a range of scholarly topics).  The Workshop will require participants to support each others’ preparations for publication through constructive criticism and exchange.

Contact: Ting Man Tsao []

Designed for Learning (DFL): Interactive Pedagogy for New Educational Technology

The year-long Designed for Learning seminar includes intensive institutes, hands-on training, classroom experimentation, and reflective discussion. The core of the seminar is faculty conversation that links pedagogy and technology, exciting possibilities and "nitty gritty" realities. Areas explored include guided inquiry with on-line resources; on-line interactivity to improve student literacy and deepen learning; student and faculty-authored multimedia presentations; the creation and effective use of course web and Blackboard sites; and an introduction to ePortfolio. The seminar is led by faculty leaders and Center staff and mobilizes faculty expertise from LaGuardia and colleges nationwide.

Contact: Priscilla Stadler []

DFL Mini-Seminar on Hybrid-Online Teaching

This mini-seminar explores online teaching pedagogies and offers an opportunity for faculty to redesign a traditional course for hybrid-online delivery. An online environment creates opportunities to make learning collaborative, contextual and active. Faculty explore a range of online instructional strategies and facilitation techniques, considering which are most likely to maximize learning for different students. Topics to be covered include: hybrid-online course design, effective instruction in the online environment, communication, and online assessment. Participants examine course objectives and learning activities for the selected course and complete a conversion/redesign process.

Contact: Judit Török []

DFL Mini-Seminar on Web 2.0

This mini-seminar, to be held in Spring '09, will examine the potential of Web 2.0 for best teaching practices. Reshaping the world of digital communication, Web 2.0 technologies emphasize a more open participation, collaboration and creation of user-generated content in a constant cycle. The mini-seminar will focus on the opportunities Web 2.0 technologies offer for students as collaborative authors while they engage with course content. Participants in this mini-seminar will learn how to integrate these new technological tools, such as social networking websites, RSS feeds, podcasts, weblogs, wikis and other collaborative and interactive web-tools, including a wide variety of streaming media, into their courses. Participants will develop an activity for their students, utilizing one of the exciting new Web 2.0 technologies.

Contact: Priscilla Stadler []

The Integrated ePortfolio Mini-Grant Program

Building upon current efforts to integrate ePortfolio into the curriculum, (such as the ePortfolio in the Professions seminar), the Integrated ePortfolio Mini-Grant Program invites teams of faculty leaders to advance the process of program-wide implementation. The goal is to fully implement plans for comprehensive curricular integration, designed by the program or department and supporting student learning, professional preparation, and the program assessment process. The program offers departments and programs up to $7,500 for the 2008-9 academic year to be used to support program or department-led efforts at faculty development and curriculum integration processes that may include, but are not limited to: refining syllabi and assignments to advance the effective integration of ePortfolio; processing those changes through the curriculum committee as needed; and holding workshops or mini-seminars for program or department faculty, including adjuncts.

Contact: Ros Orgel []

New to College: Teaching the New Student Seminar

The New Student Seminar, offered through the Counseling Department, provides first-year advisement and assistance to students in their transition to college life. The course meets one hour a week during the twelve week session, and is an essential starting point for increasing students' awareness of the kinds of critical decisions they will have to make in their first semester and in the months ahead.

Working with the Counseling Department and Academic Affairs, the Center for Teaching and Learning offers a professional development seminar for faculty interested in teaching the course. Recent participants report that the wealth of information shared in the seminar proved invaluable in working with first-year students.

Contact: Michele Piso []

Virtual Interest Groups (VIGs)

Funded by a Title V grant, LaGuardia's Virtual Interest Groups bring students together in online communities based on shared academic/career interests and provide a three-pronged support network for developmental advisement: from a faculty leader in the field, from a member of the Counseling, Advising, and Academic Support staff, and from one or more Student Mentors who have excelled within their respective programs.
Contact: Craig Kasprzak []

In Transit: LaGuardia's Journal on Teaching and Learning

In Transit: LaGuardia's Journal on Teaching and Learning is committed to a community of campus scholars, one 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." Grounded in our particular classroom contexts, In Transit's authors raise and explore the largest questions engaging educators worldwide. In that spirit, we invite faculty to develop articles with a scholarly focus on the classroom, sharing experiences, successes, problems, and insights.

Contact: Michele Piso []

Oral Communication Across the Curriculum

The Oral Communication Across the Curriculum (OCXC) seminar supports the development of vital speaking and listening skills in a range of courses. Participating faculty develop strategies and test activities that help students improve communication skills and better use these skills in their academic, professional and civic endeavors. In the 2008-9 academic year, OCXC will run in the Spring semester and focus on supporting professional programs taking part in the Integrated ePortfolio Mini-Grant Program.
Contact: Ros Orgel []

Project Quantum Leap
LaGuardia's Project Quantum Leap is in its second year, bringing faculty from mathematics and other disciplines together to adapt the nationally recognized Project SENCER approach of teaching science and higher-level mathematics in "compelling contexts" to a new setting and population: LaGuardia's high-risk urban community college students in basic skills mathematics classes.

Contact: Judit Török []

Critical Thinking Across the Curriculum (CTAC)

The Critical Thinking Across the Curriculum program at LaGuardia is based on the assumption that thinking is a process that can be understood and improved through proper study and practice. Participating faculty explore the cognitive process and develop new classroom activities and assignments that help students develop higher order thinking, problem-solving and reasoning abilities.  CTAC is on hiatus for the 2008-9 academic year, while its leader, Prof. John Chaffee, completes a range of publication projects.

Contact: Michele Piso []

Making Connections: an ePortfolio Seminar and Mini-Grant Program

Making Connections is a collaborative program for colleges and universities in the New York metropolitan area who wish to advance their understanding and use of the ePortfolio. Launched in 2007, a major FIPSE grant enables LaGuardia to provide Making Connections mini-grants and a sustained faculty seminar.

Contact: Susan Lambert []

Visible Knowledge Project(VKP)

LaGuardia is one of 13 core campuses participating in this five-year, four million dollar project aimed at improving the quality of college and university teaching. At the core of the Visible Knowledge Project is a commitment to the scholarship of teaching and learning, the systematic inquiry by faculty into their own teaching and student learning, with a particular focus on new media environments.

Contact: Gail Green-Anderson []

Student Technology Mentors (STMs)

The STM program creates partnerships between students and faculty in exploring the use of digital media in the classroom. STMs receive intensive training and unique experiences that prepare them for success in education and career. They work closely with LaGuardia faculty, helping them design, create, utilize, and maintain technology-enriched teaching resources. Many STMs have gone on to pursue technology careers in four-year colleges, and several have remained on our staff as Instructional Design Assistants, mentoring new STMs and working on increasingly sophisticated projects.

Contact: Josephine Corso []

Adjunct Training Program

Adjunct professors can explore a variety of professional development opportunities, including technology skills training in BlackBoard and Microsoft Powerpoint. The goal is to create a supportive learning community and enhance the connection between full- and part-time teaching faculty.

Contact: Josephine Corso []

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LaGuardia Community College, 31-10 Thomson Ave, Room M414, New York, NY 11101