Jane K. Cleland, Lecturer & Director, Program for Professional Communications, English, Lehman
Distance learning can be isolating. Without integrating activities to build community, crucial benefits of participating in a college course are at least partially lost. Beyond group projects, digital stories allow students to get to know one another quickly, and in a meaningful way. The assignment challenges students to (1) select a significant object and (2) say why. The stories can be informational, funny, and/or touching, but they’re always insightful and help build enduring relationships.
Deborah Sanders, Lecturer, Business and Economics, Lehman
This presentation will report on a successful cross-department collaboration between the library and the business department at Lehman to conduct information literacy instruction as a “flipped classroom.” Ways that the flipped design have been tailored to meet the needs of teaching business research will be demonstrated. Evidence of student learning and qualitative evaluation of student and faculty experience will be presented. Practical tips on implementing flipped instruction will be provided.
Rowland Ramdass, Assistant Professor, Allied Health,
This presentation will discuss how narrative pedagogy was implemented in an evening medical surgical class. Examples of students’ narratives and students’ reactions to this pedagogy will be shared. The presentation will also address how to evaluate assignments within the framework of narrative pedagogy
Amy Ramson, Associate Professor, & Karen Steinmayer, Assistant Professor, Behavioral & Social Sciences; Julie Trachman, Associate Professor, Natural Sciences, all of Hostos CC
A collaborative, cross-disciplinary panel of three professors will lead an interactive discussion about online strategies to create community and promote student success. A law professor will discuss blogs, wikis, group PowerPoint presentations, discussion boards, and Wordles in a fully online practicum. Biology and psychology professors who taught a course in ecofeminism will explain the purpose of graffiti boards, Wordles, blogs, and wikis.
Kate Mazza, Adjunct Assistant Professor, History, Lehman; Thomas Hafer, Adjunct Assistant Professor, History, John Jay College; Paul D. Naish, Substitute Assistant Professor, Liberal Arts/Urban Studies, Guttman CC
Online learning in synchronous, asynchronous, and hybrid classes can present many challenges to the instructor. But digital courses also present an opportunity to address short- 16 comings of the face-to-face classroom.Three recent Ph.D. graduates from the CUNY Graduate Center will explore the challenges and possibilities of online learning for students with a range of engagement and proficiency.
Alyson Vogel, Senior Instructional Designer, John Jay
Online, John Jay College; Jennifer Hamano, Graduate Teaching Fellow, CUNY Graduate Center; Dhipinder Walia, Lecturer, English, Lehman; Donald Sutherland, Coordinator of Institutional Effectiveness, Lehman
It’s well known that teaching engaging in-person, hybrid or online courses requires extensive planning and coordination on multiple levels on the part of a faculty member in order to be successful. A panel of Lehman faculty will discuss how they were not ‘alone’ in this process and will highlight varied strategies they and their instructional designer deliberated, enacted and refined over long periods that led to stronger creative partnerships. We will illustrate how technology aligned the teaching problems that are common to all disciplines with the collaborative discussion, coaching and student-centered principles that are associated with highly effective, often transformative teaching practices.
William Bernhardt, Associate Professor, Co‐Director, Faculty Center for Professional Development; Gloria Gianoulis, Lecturer, & Susan Rocco, Adjunct Lecturer, English; all of the College of Staten Island
The Hybrid Initiative is very much alive in the English Department at CSI, pleasing the Registrar by space saving and attracting its largely adjunct faculty by treating them as professionals with a lateral rather than top-down training and support model. Students often register in a hybrid by mistake but come to appreciate this high tech, high-touch environment.
Donna McGregor, Assistant Professor, & Pamela Mills,
Professor, Chemistry, Lehman
For the past three semester, we have implemented a flipped classroom model of instruction in General Chemistry 1 and 2 at Hunter and Lehman Colleges in small, large, and huge classrooms for over 2500 students. Passing rates (84-88%) were high, withdrawal rates were low (5-8%) and student satisfaction was strong. Routinely 90% of the students complete their weekly online homework assignments on time and come to class fully prepared to problem solve based on video content.
Mary Tesoro, Assistant Professor, Nursing, & Stephen Castellano, Online Teaching and Learning Technology Specialist, Online Education, Lehman
Development of the Master Class facilitates ongoing departmental quality control of curriculum and standardization of content and its delivery. Once a Master Class has been developed, it may be “course copied” on Blackboard and populate all course sections for the semester. Faculty teaching each section has the option of individualizing the content while maintaining graded assignments. All Master Courses should be engaging and developed to meet various learning styles.