Showcase Theme: Active Learning & Student Centered Pedagogies
Keynote Speaker: Jessica Brodsky, Learning Designer & Program Manager, Active Learning Institute, Center for Teaching and Learning (CTL), Columbia University
Putting Active Learning into Practice: Preparing Instructors to Integrate Active Learning Inside and Outside Their Classrooms
Many studies highlight the benefits of active learning for student engagement and performance. Educational technology allows instructors to implement active learning strategies in new and exciting ways. In this context, faculty development can have many roles, including guiding instructors in the design of effective and appropriate active learning experiences, helping instructors make thoughtful choices about their use of educational technology, and encouraging instructors to reflect on their teaching practices. This session will examine a case study in faculty development for active learning, and use it as a jumping off point to identify guiding questions and evidence-based approaches for preparing instructors to intentionally select and meaningfully integrate active learning strategies inside and outside their classrooms.
About Jessica Brodsky
Jessica Brodsky is a Learning Designer at Columbia University’s Center for Teaching and Learning (CTL). She provides instructional design and project management for a number of the Center’s educational technology projects, including several MOOCs (Massive Open Online Courses). She is also the project manager for a team-led, multi-day Institute for faculty interested in increasing active learning and preparing to flip their courses. Additionally, she supports faculty redesigning their courses for hybrid learning, facilitates Center workshops on a variety of teaching and learning topics (including digital literacy), and is the learning designer liaison for Columbia University Arts & Sciences’ Natural Sciences Division. Prior to joining Columbia’s CTL, Jessica was the Digital and Online Learning Designer at Brown University’s Sheridan Center for Teaching and Learning. She received her B.A. in Science and Society from Brown University.
Panel: The Status, Present and Future of Online Education at CUNY
This panel will examine the report and recommendations from the CUNY Online Task Force of CUNY Presidents appointed by Chancellor James Milliken. This conversation will provide the audience with an opportunity to learn about the challenges identified by this task force, as well as potential approaches to expand online education at CUNY.
George Otte, University Director of Academic Technology/CUNY & Associate Dean for Academic Affairs, CUNY SPS
George Otte was named Director of Instructional Technology for The City University of New York in 2001, and renamed the University Director of Academic Technology in 2008, the year that the CUNY Committee on Academic Technology (CAT) was first convened. That same year he became the chief academic officer of the CUNY School of Professional Studies, home of CUNY’s first fully online degrees. An English professor for decades, he is on the doctoral faculty of the programs in English, Urban Education, and Interactive Technology and Pedagogy at the CUNY Graduate Center. Last year saw the publication of “Change We Must: Deciding the Future of Higher Education,” a collection of essays he co-edited with CUNY Chancellor Emeritus Matthew Goldstein.
Christine Mangino, Provost & Vice President of Academic Affairs, Hostos Community College
Dr. Christine Mangino is the Provost and Vice President for Academic Affairs at Hostos Community College. Having arrived at the college in 2004, Dr. Mangino has held numerous roles, as a professor in the Early Childhood Department, Unit Coordinator for Early Childhood Education, Chairperson for the Education Department, Director of the Teacher Academy at Hostos, the Associate Dean for Curriculum and Faculty Development and Interim Provost. While in the Education Department, Dr. Mangino helped develop their Early Childhood Education program to be offered completely asynchronous and has used numerous technologies while teaching both face-to-face and asynchronously.
Prior to Hostos, Dr. Mangino worked as an early childhood teacher and an elementary teacher with the New York City Department of Education and was an adjunct professor at St. John’s University, where she taught graduate courses, many that focused on learning styles. While she was in the doctoral program at St. John’s University, she was the recipient of a Doctoral Research Fellowship. Dr. Mangino conducted and published a meta-analysis of all the correlational research that has been conducted on the learning styles of adult learners. Since then, she has chaired doctoral dissertation committees for a number of doctoral students. Professor Mangino presents at national and international conferences on topics such as differentiated instruction and learning styles for teachers K-16, and is on the executive board for the International Learning Styles Network.
Ediltrudys Ruiz, Assistant Vice President, Information Technology, Lehman College
Edi Ruiz is an energetic professional with over twenty years of diversified knowledge and experience in providing information technology services and visionary leadership to the academic community. She is a passionate professional with an in-depth understanding of and commitment to public higher education which stems from her own personal experience as a first-generation college student. She bears witness to the transformational power of a college education not only for her own generation but also future generations.
In September 2015, Edi joined Lehman College as the Assistant Vice President for Information Technology, continuing her 16 year career in Information Technology at The City University of New York (CUNY). Prior to joining Lehman, Edi served as the Medgar Evers College Assistant Vice President and Chief Information Officer.
Edi’s career in higher education started in accounting and finance, serving at LaGuardia Community College in various capacities, including Director of Budget and Financial Accounting Systems, Fund Accountant, and Assistant Purchasing Coordinator. In the late 1990s, she decided to pursue her passion for technology and joined a master program in Computer Information Systems. Subsequently, in 2000 Edi joined Bronx Community College, holding several positions with increased responsibilities.
She is the recipient of a MS Ed in Higher Education Administration; Master of Science in Business Computer Information Systems; and B.B.A in Accounting degrees from Bernard Baruch College, CUNY; and, an Associate in Science, Business Administration degree from LaGuardia Community College.
She is also the recipient of the CUNY 2011 Ribaudo Award for Information Technology Excellence; the Bronx Community College 2012 “Extra-Mile” Award for implementing an initiative that has resulted in, or will result in, increased service to students or increased productivity and effectiveness of business operations; and the CUNY 2013 Excellence in Technology Award for an Outstanding Project serving Students, Faculty, and/or Staff.
Luis Montenegro, Dean, Academic Affairs, Bronx Community College
Dr. Luis Montenegro has been a full-time member of the instructional staff at Bronx Community College since his initial appointment at BCC in 1998. He serves as the Dean for Academic Affairs in the Office of the Provost since February 2015. Prior to this appointment, he served as Interim Associate Dean for Curriculum and Faculty Development from October 2012 until August 2014. Prior to these appointments, he had been the Coordinator of the Mathematics, Science and Technology Division since 2006 and Chairperson of the Physics and Technology Department at Bronx Community College since 2005.
Dr. Montenegro has oversight of the Office of Personnel Administration and Workload for the Division of Academic and Student Success and the Center for Teaching, Learning, and Technology. Dr. Montenegro has extensive experience in curriculum development as a long-standing member of BCC’s Curriculum Committee, serving first a departmental representative and as an at-large member as Division Coordinator. He has led departmental efforts in the development and implementation of the Energy Services and Technology A.A.S. curriculum and has led several updates of most of the other curricula offered by the Physics and Technology department.
Dr. Montenegro has also been Director of several grant funded programs, such as TechPrep, STEP and CSTEP, with the purpose to strengthen linkages between Bronx secondary schools and the College and to provide academic support services of students interested in STEM careers both at the high school level and at the college.
He has been active in the application for and management of grant awards to improve academic programs in his Department and Division, primarily in curriculum development of new and existing program and in laboratory equipment upgrade. Over the past several years, he has obtained and/or managed about $5.8 M of grant awards from CUNY as well as city, state and federal agencies.
A native of Nicaragua, Dr. Montenegro immigrated to the United States in 1979. He attended public high schools in Los Angeles and attended Los Angeles Community College for two years. He obtained a Bachelor of Science degree in Physics from the Massachusetts Institute of Technology in Cambridge, Massachusetts, a Masters of Arts degree in Physics from the City College of New York, and a Ph. D. degree in Physics from the Graduate School and University Center of CUNY.
Mark Lennerton, Director, Center for Teaching, Learning, and Technology, Bronx Community College
Mark Lennerton serves as Bronx Community College’s (BCC) director for the Center for Teaching, Learning & Technology (CTLT), the comprehensive center for faculty development activity at BCC. Mark previously held the position of a Master Instructor of Computer Science at the U.S. Naval Academy as a Marine Corps Major. He received his MS in Computer Science at the Modeling, Virtual Environments and Simulation (MOVES) Institute at the Naval Postgraduate School, and this, coupled with his two decade military training experience, has shaped his perceptions of the best practices in teaching and learning.