• Provost Christine Mangino
    Office of Academic Affairs

    I am not sure words can do justice to describe Spring 2020, a semester that began as many others but quickly became unrecognizable. During the first

  • The Center for Teaching and Learning recognizes the challenges of finding time to research, plan, and execute new ideas. As a result, we created short videos that serve as a resource for tips, reflections, tools

  • For decades, several initiatives have been taken by the United States to increase minority students’ interest and persistence toward engineering, to meet the fast growing needs of its STEM workforce. However, r

  • ITZEL ORTEGA MENDEZ wrote a new post, Hostos Reads, on the site 1 month, 1 week ago

    Virtual Hostos Reads!

    This Semester we are Hosting a series of Virtual Discussions involving a variety of short reads that are very timely.

    Please Join us! Share with your thought and ideas about these

  • General education needs a new name. The bland, catch-all-sounding phrase belies its importance, its vitality, and the vexing, urgent struggles to make sense of the world that are its reason for being.

    Our

  • Hostos Social Network updated to WordPress 5.6.

  • ITZEL ORTEGA MENDEZ wrote a new post, ACHIEVEMENTS, on the site 1 month, 3 weeks ago

    The Center for Teaching and Learning would like to congratulate the following faculty for these achievements:

    Congratulations to all of you!

  • Laura Andel changed their profile picture 8 months ago

  • Laura Andel's profile was updated 8 months ago

  • Center for teaching and learning will be close please email us at:ctl.hostos.cuny.edu

  • JUBERTH TUEROS wrote a new post, Math Murder Mystery, on the site 1 year ago

    Math Murder Mystery

    After my Math Murder Mystery presentation at the 3rd Annual Mathematics Day, students and faculty made some comments to me. The students said that they never saw any math problems

  • Relay for Life Cancer Awareness Fundraising Event

    Family members and/or friends of cancer patients, do everything in their power to help their loved ones who have cancer to become cancer free. I personally

  • JUBERTH TUEROS wrote a new post, Teaching Purpose, on the site 1 year ago

    Teaching Purpose

    Why do I teach? I frequently engage that question. I think, why am I in the classroom? And I’m not referring to the day to day or the charge as an English professor at Hostos Community C

  • JUBERTH TUEROS wrote a new post, Hostos Reads, on the site 1 year ago

    Hostos Reads

    The 2019-2020 Hostos Reads! selection is Angie Thomas’ thought-provoking novel, The Hate U Give. The novel’s themes of inequality, social justice, and self-identity are sure to start d

  • Enhancing retention with Blackboard

    Professor Preciado has been working over the last three decades in the Education Department, and he was one of the first faculty to use Blackboard in the Classroom. In this

  • The following applications and services are provided to students across The City University of New York.

    CUNY Technology Services

  • Fellowship: 🏃🕘🕝🙇
    If you can read the title of this essay, you know basic Emoji. For those who are beginning learners of this language, it means: “I’m running 30 minutes late. I’m so sorry.” (It should be noted

    • I really like this consideration of the possibilities and limits of Emoji as a language form. It’s interesting to think about how smartphone apps such as Bitmoji or features like GIFs contribute to this discussion. It seems we always find newer and trendier ways to communicate on our devices. I appreciate your point that these options can “enrich written communication.”

    • I really wish we had the option to use emojis in our replies here 🙂

      Nice article! I wonder if the communicative ambiguity in emoji’s that Prof. Frenz-Belkin isn’t advantageous in many situations. I also wonder if it has poetic potential, such as a wordless poem comprised entirely of emojis.

    • Thank you for this thought-provoking essay on the possibilities and limits of viewing Emoji as a language. To some degree, I find I use emojis more like punctuation marks. By inserting them at the conclusion of a sentence, I tend to use them to express excitement (like I would an exclamation point) or confusion (like I would a question mark).

      As smartphone technology continues to advance, it’s interesting to consider how apps like Bitmoji or features like GIFs apply to or extend this conversation about Emoji and language.

    • Trying to write a “text” in Emoji sounds like a neat diversion. And I could see “reading” Emoji texts would be an interesting challenge. As someone who likes puzzles, this appeals to me. I wonder if it could be used in a classroom situation…

    • I was greatly impressed by the thoughtful exploration of the possibilities and limitations of the use of emojis. I, having taught ESL courses, see the possibilities of utilizing images; however, I also am aware of the possibilities for misunderstandings, which could in fact be opportunities for further learning. In learning English a particularly challenging unit is idiomatic expressions. Patricia points out that an emoji can mean different things across cultures. In these days of “cultural competency” she gives us much to consider.

  • Faculty Investigation Group: Service Learning
    Greetings from the Service Learning and Civic Engagement Committee!

    Our committee has been hard at work in 2018- 2019 and we want to share with the larger Hostos

  • Teaching Tips II: Forming Groups For Group Assignments
    You have your group assignment or assign­ments set up for the semester. You are all excited about using groups in your class. You know your students will

  • Teaching Tips: Integrating Two Perspectives On Obstacles To Student Learning: A Real Aha! Moment
    One afternoon in the fall of 2018, two faculty members sat down to discuss the cornerstone research assignment for

    • Hi Linda and Sarah,

      I read your article and found it very enlightening. Your focus on critical reading is really applicable to our student needs and your method of addressing this issue is quite innovative. I do agree with your argument that critical thinking skills are those that are garnered over the learning experience in sometimes non-obvious ways, and your approach does well to make them obvious. I think the Lib guide can be useful in different subject areas. I myself use some features in my own research based courses, but I do think creating a Lib guide resource could be more useful for students to access. Looking at the resource, I particularly like the layout of the assignment, the critical reading prompts, the turning point exercise and evaluation rubric. I find that students need to know how any work is being evaluated. Thanks for the great ideas!

    • Nice article, Linda and Sarah!

      At the risk of sounding like a library PSA, librarians are a good resource not only for students but also for faculty. So much of how I teach research in my own classes is adapted from lessons and concepts I’ve learned from having librarians visit my classes over the years.

    • Thank you to Prof. Miles and Prof. Church for sharing your experiences. I too have been finding it necessary to add further scaffolding to my assignments. It sometimes feels more intuitive to address writing skills because the writing process is more visible than the reading process. The WAC philosophy is so helpful because it integrates reading and writing. In addition to assigning more low-stakes writing in the classroom to help students process their reading, I am spending more time explaining annotation skills.

      I thank you for your reflections, and I look forward to adapting the online guide that Prof. Miles created.

      • Hi, Elizabeth. It’s so nice to hear enthusiasm for how the online LibGuide supports students work. Let me know if you’d like to discuss using the LibGuides platform for your course.
        Linda

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