Past Teaching Tuesdays
This session will offer an overview of learning outcomes in the context of pedagogy and (more...)
(Director of Assessment Co-Director of ACERT)
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...)
Gabriela M. Smeureanu
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...)
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)|
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)
||Creativity in pedagogy: Learning for the “real world”
||David Capps (Dance)
Derrick Brazill (Biology)
||(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)|
||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)|
||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)|
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)|
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)
||Assessment of writing with implications for teaching and learning (pdf)
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
||Learning opportunities at the Reading/Writing Center (pdf)
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|
||How do students do resarch-based assignments? (pdf)
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
||Making museum visits work (pdf)
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 (pdf)
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
||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
||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
||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|
||IRB 101: Introduction to the CUNY/Hunter College Human Subjects Research Protection Program (pdf)
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
||A guide to grant proposal preparation (pdf)
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
||Course assessment is neither about accountability nor about outcomes (pdf)
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? (pdf)
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 (pdf)
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:
|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? (pdf)
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
||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 (pdf)
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:
|Erica Chito Childs, Associate Professor, Sociology Department
Kathleen Isaac, Arnhold Distinguished Lecturer on Dance Education
Students from Dance, Dancers and the Audience