Are you searching for ways to make your classroom environment more collaborative, liberating and supportive? Have you been wondering what abolition means and looks like in an academic context? Or how college classrooms connect to the prison industrial complex (PIC)? … Read More »Abolitionist Pedagogies: Dismantling Carceral Logics and Practices Panel
The CUNY Digital History Archive (CDHA) is “a counter-institutional archive” that centers CUNY’s histories as a site of organizing, learning and transformation, including the fight for Puerto Rican studies at Brooklyn College, the Save Hostos campaign, the Student Liberation Action… Read More »Teaching with the CUNY Digital History Archive
As CUNY Graduate Student Instructors or Adjunct Instructors, we teach students with diverse levels of preparation for and understanding of the public higher education system. This workshop will introduce instructional practices and interpersonal behaviors for crafting a teaching persona and… Read More »Equity-Oriented Teaching Workshop
What is UDL (Universal Design For Learning)? Are UDL & Accessibility the same? Does updated software automatically produce accessible documents? Where does EDI (Equity, Diversity and Inclusion) fit into this framework and our teaching? Part of an ongoing series focused… Read More »UDL & Accessibility I: Centering the “U” in UDL & “I” in EDI
How can our teaching honestly and openly reflect the world in which our students live and help them envision the futures they want to create? We will consider the “why” behind our teaching, discuss the role of students’ lived experiences… Read More »Why We Teach, Who We Teach, and What We Teach
When we take our students out of the classroom and into the streets of New York, class material can come alive in entirely new ways and resonate with students’ experiences. This workshop will cover strategies for incorporating place-based pedagogy into… Read More »New York City as the Classroom: An Introduction to Place-Based Pedagogy
What do we grade, and for what purpose? Grading can be a painful experience – for both students and professors alike. This workshop will explore critical approaches to grading and feedback that can foster student agency, transparency, and engagement in… Read More »Why Do We grade? Critical Approaches to Grading
Instructors teaching with artificial intelligence face critical issues in data privacy, intellectual property, and algorithmic bias. Join us to learn how these concerns can inform the selection of AI tools suitable for your discipline and how to impart similar AI… Read More »AI Literacy and Disciplinary Thinking
How can a critical approach to grading foster student agency and make grading a more meaningful, intentional process? This workshop will build on the ideas presented in the Towards Generative Assessment workshop and offer concrete practices to include students in… Read More »Student Agency and the Labor of Grading
Considering who and how you would like to be as an instructor is a critical step in developing your pedagogy. The version of yourself that you bring to class each day is known as your “teaching persona.” It is subject… Read More »Who Am I When I Teach?
Effectively managing your time requires balancing teaching, research, your course load, and often other work. This workshop will offer strategies to help you balance your responsibilities as a teacher and a graduate student. Topics to be covered include deliberate planning… Read More »Balancing Time: Managing Time While Teaching and Learning
Do you find office hours underutilized or unproductive? Do your students know what office hours are for? Join us for this workshop to discuss how to co-create experiences that minimize stress and make way for intentional, meaningful, and productive uses… Read More »Making Office Hours Work
How can a critical approach to grading foster student agency and make grading a more meaningful, intentional process? This workshop will build on the ideas presented in the Towards Generative Assessment workshop and offer concrete practices to include students in… Read More »Student Agency and the Labor of Grading
As the decolonial paradigm gains traction in the world of education, we pause to consider what that means in CUNY, how it is connected to larger discourses and practices by educators and scholars, and the ways we can conceptualize of… Read More »Decolonizing Pedagogy
As Bettina Love has noted, abolitionist teaching moves from, or with, critiques of injustice, towards liberation. This approach requires educators to put in “the work” of organizing around education in ways that center students, specifically from underrepresented backgrounds in newly… Read More »Building Student Input in Your Syllabus
The CUNY Academic Commons, a WordPress teaching and learning platform based at the Graduate Center, is being used by faculty in a variety of graduate and undergraduate courses across CUNY. This workshop series will introduce the CUNY Academic Commons and… Read More »Series on Teaching with the CUNY Academic Commons (WordPress)
This workshop bridges the concepts of equity (broadly conceived) and accessibility, treating them as related and intersecting. Its intention is to increase our collective and individual capacity to become more equity and accessibility-minded educators: especially in the online classroom, where… Read More »Equity and Access in the Online Learning Space
This workshop will provide an introduction to open digital pedagogy by focusing on a core tenet of open teaching: the use of open educational resources, or OER. New York State has invested significantly in the development and deployment of OER… Read More »Getting Started with OER
CUNY graduate students are often assigned to work as teaching assistants or lab instructors in support of large lecture classes. These assignments come with both opportunities and challenges for both the instructor and students. This workshop is designed to support… Read More »Teaching as a T.A.
Science courses are typically split between lecture and laboratory instruction. Lecture is used to provide students with foundational, structured knowledge, and labs allow students to make direct observations and develop specific scientific skills within the discipline. The division between these… Read More »Bridging Lecture and Lab
