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Past Teaching Tuesdays


Fall 2013

Spring 2013

Fall 2012

Spring 2012

Fall 2011


Fall 2013

Oct. 1

Beyond the group project: the pedagogies behind student collaborations 
Jeff Allred will discuss several group projects from a recent course, “Novel Hacks,” in which students collaboratively edited, produced, or generated (more...)

Jeff Allred
Lawrence Kowerski
Oct. 8

Arts Across the Curriculum
The Arts Across the Curriculum Planning Committee promoted a vibrant exchange of ideas about the use of arts in programs and classes at Hunter College in 2011 during a pilot grant for the program. Hunter has now received a generous implementation grant (more...) 

Rebecca Connor
Oct. 22

What we talk about when we talk about writing
In the Spring, ACERT and the Writing Across the Curriculum Program sponsored a Teaching Scholarship Circle on “(Re)Building Your W Course.” Nine faculty members from nine different departments met over five weeks to discuss (more...)

Dennis Paoli
(Reading/Writing Center)
Oct. 29

Critical thinking to shape the future
Grounding students in thinking about the future can provide vitality and motivation in classes, while offering opportunities for critical thinking that can be applied to career choices and job applications, as well. In this session, Kenney Robinson and Keith Okrosy will provide insights and experience (more...)

Kenney Robinson
(Director of Adolescent & TESOL Clinical Experiences, School of Education)
Keith Okrosy
(Career Development Services)

Nov. 5

Are you sure you are reaching all of your students?

Sudi Shayesteh
(Office of AccessABILITY)
Barbara Barone
(Dolciani Mathematics Learning Center)

Spring 2013

Feb. 19

Can we measure learning? Yes, if we start with meaningful learning outcome statements

This session will offer an overview of learning outcomes in the context of pedagogy and (more...)

Mosen Auryan
(Director of Assessment Co-Director of ACERT)
Feb. 26

Science and student learning

We all know that the traditional lecture-style model of the college classroom may be inefficient, and many of us have sought ways to move toward more active, research and problem-based student learning. The central goal in process-based learning is to immerse the student in the process of learning (more...)

Donna McGregor
Gabriela M. Smeureanu
Mar. 5

Is the research paper dead? Reinvigorating the research process

What are we asking students to do when they write research papers? This genre has recently come under fire, with some studies suggesting that research papers reflect limited student understanding of how to argue from sources and others declaring it a dead genre that promotes conventional thinking. (more...)

Wendy Hayden
Jonathan Cain
Mar. 12

Use of assessment data to improve student success

Each semester the Department of Mathematics and Statistics conducts assessment in each of its gateway courses. The assessment data directly impacts (more...)

Scott Gentile (Mathematics and Statistics)
Mar. 19

Teaching to teach

Even outside the School of Education, many of the students we teach at Hunter are already teachers themselves, or will go on to teach in the near future: as graduate students, as adjuncts, as new professors. How do we teach people to teach (more...)

Virginia Valian (Psychology)
Lynne Kemen (Psychology)
Trudy Smoke (English)
Leigh Jones (English)


Fall 2012

Oct. 2
Creativity in pedagogy: Learning for the “real world”
  • How is creativity defined across different academic disciplines?
  • What are the implications with respect to pedagogy?
  • What are the challenges, potentialities, and recommendations?
David Capps (Dance)
Derrick Brazill (Biology)
Oct. 9
(Re)build your W course: Tips and recommendations

Are you teaching a Significant Writing (W) course for the first time? Are you teaching one again, and thinking about ways to change it? The Writing Across the Curriculum (WAC) Program can offer advice... more...

Dennis Paoli (WAC, Reading/Writing Center)
Oct. 16
Pedagogical strategies for hybrid courses

This session will address strategies used to design, present and evaluate student work in two hybrid courses offered to post-graduate students in the Administration and Supervision Program (ADSUP), within the School of Education. Leadership development requires that aspiring leaders acquire an enormous amount of personal and professional skills. The objective behind... more... 

Janet Patti (Curriculum & Teaching)
Oct. 23
Crafting and assessing qualitative writing assignments

Ideally, students will apply the conceptual or theoretical knowledge they acquire to the world around them. But how do we train them to do this? When carefully crafted and assessed, qualitatively oriented writing assignments offer an effective forum for this kind of work. In this presentation, Thomas DeGloma (Sociology) will discuss... more...

Tom DeGloma (Sociology)
Nov. 6
Interdisciplinary teaching

We're hearing more and more about interdisciplinarity and interdisciplinary teaching. But what does such teaching really look like? What does it mean to teach in an interdisciplinary way? What do students gain from taking interdisciplinary courses? What challenges does interdisciplinary education present, and how can they be met? more...

Elizabeth Beaujour + faculty (Thomas Hunter Honors Program)
Nov. 13

Pedagogical uses of reflection

Reflection has come to be widely recognized as an integral element in teaching and learning. In course assignments, class discussions, and ePortfolios, reflection is often used for a range of purposes—from examining one’s own learning to questioning assumptions. In this interactive session, we will explore why and how reflection can foster growth. more...

Yang Hu (Curriculum & Teaching)
Adrienne Alaie-Petrillo (Biology)


Spring 2012

Feb. 7
Assessment of writing with implications for teaching and learning
This presentation was based on a four-year longitudinal assessment of Hunter’s required first year writing course. The presenters discussed their assessment process and results, including how Hunter’s writing curriculum and pedagogy have improved in response to this ongoing evaluation.
Trudy Smoke, PhD, Professor, English Department
Harriet Luria, EdD, Associate Professor, English Department
Feb. 28
Learning opportunities at the Reading/Writing Center 
Representatives from the Reading/Writing Center discussed the deeper issues behind student reading and writing challenges and the services they offer to help. The center provides tutoring in academic reading and writing to strengthen student skills in courses across the curriculum, from first year writing through graduate studies.
Dennis Paoli, PhD Coordinator, Reading/Writing Center, Co-Coordinator, Writing Across the Curriculum
Mar. 13
How do students do resarch-based assignments?
What really happens between the time when you assign a research paper and when it is handed in to you by a student? Participants learned the results of a study of undergraduate scholarly habits at six CUNY colleges, including Hunter. Data gathered from interviews, photo surveys and mapping diaries revealed much about student writing and responses to research assignments, as well as students' experiences with and ideas about academic support.
Maura A. Smale, Assistant Professor, Library Department, New York City College of Technology
Mariana Regalado, Associate Professor, Library Department, Brooklyn College
Mar. 20
Making museum visits work
New York museums are a great but underutilized resource for Hunter's faculty and students. Representatives from the Rubin Museum and Metropolitcan Museum of Art joined Hunter faculty to discuss how to make better use of museum collections and staff for enhancing classroom lessons. This event was held in conjunction with Hunter's Arts Across the Curriculum initiative.
Laura Lombard, Manager, University Programs, Rubin Museum;
Marcie Karp, Managing Museum Educator, Academic Programs, The Metropolitan Museum of Art;
Dara Meyers-Kingsley, Project Director, Arts Across the Currculum Initiative
Director, Muse Scholars, Hunter College;
Wendy Raver, Distinguished Lecturer, Religion, Hunter College;
Mar. 27 Strategies for engaging students in large classes
How can peer instruction motivate learning? How can questions be designed to enhance class interaction and engage students on a deeper level? Theatre Professor Dongshin Chang discussed how his pedagogy changed as a result of designing and incorporating engaging questions into the classroom experience, while Physics Professor Neepa Maitra addressed using "peer instruction," in which students work in small groups to address conceptually difficult problems.
Dongshin Chang, Professor, Department of Theater
Neepa Maitra, Professor, Department of Physics
Apr. 3
Writing, discovery, and critical thinking: Creativity and student success
The presenters discussed their writing courses for graduate and undergraduate students at the Hunter–Bellevue School of Nursing. Formal assignments, including a blog post, a summary of qualitative research, and a narrative essay, are supplemented by artistic practices such as daily journal writing and in-class “quick writes” to encourage critical and creative thinking. Instructors meet with all students in one-on-one conferences twice a semester to discuss progress. While one stated intention is to help students sharpen their writing skills, another of equal importance is to enhance students’ sensitivity in their clinical practice.
Diana J. Mason, PhD, RN, FAAN, Rudin Professor, Hunter-Bellevue School of Nursing, Co-Director, Hunter College Center for Health, Media & Policy;
Joy Jacobson, MFA, Adjunct faculty, Hunter-Bellevue School of Nursing
Poet-in-Residence and Senior Fellow, Hunter College Center for Health; Media & Policy
James M. Stubenrauch
, MFA, Adjunct faculty, Hunter-Bellevue School of Nursing, Senior Fellow, Hunter College Center for Health, Media & Policy
Apr. 17 Pathways initiative and the Hunter common core
This event offered a moderated discussion about how to uphold Hunter's educational values and requirements while implementing the new Hunter Common Core, the framework for responding to CUNY’s Pathways initiative.
Christa Acampora, Associate Professor, Department of Philosophy; Pam Mills, Professor, Department of Chemistry; Lisa Marie Anderson, Associate Professor Department of German
Apr. 24
Opening up the conversation: Sensitive topics in the classroom
With a diversity of identities becoming mainstream in popular culture, and now that same-sex marriage has been passed in New York, it's easy to think that gender identity and sexual orientation are non-issues. However, when sexual subject matter comes up in classrooms, the energy suddenly shifts. So what do you do? Professors Rupal Oza and Jennifer Gaboury shared their wealth of experience in teaching Gender Studies, including tips for opening up discussion and breaking down barriers when treating sensitive subject matter.

Rupal Oza, PhD, Director, Gender Studies Program
Jennifer Gaboury, PhD, Associate Director, Gender Studies Program 
May 1
The underbelly of academia: Should we teach these conflicts?
Is it a good idea to teach the conflicts in your subject area, or even between subject areas? In his book Beyond the Culture Wars, Gerald Graff gives an elaborate argument for what he calls “teaching the conflicts,” where he envisions all kinds of academic conflicts, including academic hierarchies and those over the culture wars. Graff suggests that these conflicts should be out in the open and taught in certain classes. This event offered an exploration of ways that conflicts can be used to further pedagogical approaches in any class.
Alan Hausman, PhD, Department of Philosophy


Fall 2011

Sep. 13
IRB 101: Introduction to the CUNY/Hunter College Human Subjects Research Protection Program
This seminar introduced researchers to the human subjects protection program at Hunter (CUNY), including: introduction to the IRB office and staff; brief history and organizational context; nuts and bolts of how to apply for an IRB review; typical issues (with examples) of research protocols.
Michael Wood, PhD, IRB Committee Chair and Associate Professor, Sociology
Paul Cascella, Ph.D., IRB Committee Chair and Professor, Communication Science Program
Sarah Leon, B.A., IRB Coordinator
Niveditha Subbiah, M.A., Assistant Coordinator
Sep. 20
A guide to grant proposal preparation
This session gave an overview of the grant proposal process at Hunter College and CUNY. The session included information on resources available to the Hunter community, the administrative detail and knowledge that should be acquired before preparing a proposal, and some thoughts on what should and should not be included in a proposal.
Robert J. Buckley, MBA, Director Research Administration, Hunter College
Carolynn Julien, MA, Associate Director, Office of Research Administration, Hunter College
Sep. 27
Course assessment is neither about accountability nor about outcomes
This session focused on how and why assessment can be shared with students. A simple model that assessment veterans, novices, and skeptics can use to deepen students’ learning experience was presented.
Mosen Auryan, Director of Assesment, Hunter College
Oct. 11 Performance, interview, laboratory: What do they have in common?
This panel discussion explored a variety of personal interactions between students and faculty: practice in the studio; performances in the theater; interviews in office hours; and mentoring in the research laboratory. Together with the audience, the panel considered how these and similar personal interactions contribute to student learning.
Prof. Lisa Marie Anderson, German
Prof. Jill Bargonetti, Biological Sciences
Prof. David Capps, Dance
Oct. 25 Arts Across the Curriculum: It's easier than you may think
The Arts Across the Curriculum Planning Committee promoted a vibrant exchange of ideas about the use of arts in programs and classes at Hunter College. Committee chair Prof. Rebecca Connor presented her Fall ’11 Gothic course, which is both interdisciplinary and infused with the visual, material and performing arts.

A follow-up discussion considered the following:
  • What are we doing already in our courses that includes the arts in all of its forms?
  • How we can all bring high culture and popular culture into our classrooms to create a more engaging student experience?
  • How we can encourage arts-focused collaborations among Hunter’s broad spectrum of disciplines?
Prof. Rebecca Connor, English Department 
Ms. Dara Meyers-Kingsley, Macaulay Honors College, AAC Coordinator
Nov. 1 Grading discrepancies in multi-sectioned courses: Problem or opportunity?
Grade variability from section to section in multi-section courses is sometimes considered by students in selecting their classes. What do these grades represent? Is it good to have these differences among sections? The presenters discussed some data on grade variability and looked at intervention strategies to mitigate those differences.
Mosen Auryan, Director of Assessment
Prof. Bill Williams, Math & Statisitics Department
Prof. Sandra Clarkson, Math & Statistics Department 
Nov. 15
Involving Students in Research
Teaching and research need not be compartmentalized. Both undergraduatesand graduate students can participate in, shape, and test research outside andwithin the classroom. Beyond presenting research results in the classroom,faculty can organize student involvement in research, which affects the flow ofinformation between professors and students, demonstrates the flexible natureof knowledge, and enhances academic productivity. This session will focus onstudent involvement in the research process at virtually all levels of instructionand across disciplines.
Dr. Christa Davis Acampora, Philosophy
Dr. Mark E. Hauber, Psychology (Biopsychology and BehavioralNeuroscience)
Dec. 6 Hooking up: A historical timeline of courting & mating practices through sociology and dance
Kathleen Isaac (Dance) and Erica Chito Childs (Sociology) shared how “hooking up” across disciplines can promote a vibrant exchange of ideas and enrich the experiences offered to students. Drawing from their separate courses Sociology of the Family and Dance, Dancers and the Audience, they used music, dance, video and children’s literature to consider the following:
  • How can Dance illustrate historical changes in social behaviors, such as courting and mating practices, over time?
  • How can Sociology deepen understanding of what is implied in different dances, such as social norms and gender roles underlying the gestures, posturing, positions, and physical proximity of dancers?
  • How can other disciplines also hook up and join this interdisciplinary conversation?
Erica Chito Childs, Associate Professor, Sociology Department
Kathleen Isaac, Arnhold Distinguished Lecturer on Dance Education
Students from Dance, Dancers and the Audience