For detailed descriptions, see below or download the 2022-23 Professional Development Opportunities pdf.
The deadline to apply for seminars is Sunday, June 12, 2022 at 11:59 pm.
Announcing the first group of CTL Seminars & Workshops for the 2022-23 Academic Year. We will announce additional offerings in Fall for Spring 2023 seminars. The CTL is continuing to offer varied seminar structures combining synchronous and asynchronous modalities—please see the seminar descriptions for this information.
Based on several recent grant-funded initiatives, several of the offerings next year focus on discipline-specific areas, such as:
Faculty and CTL seminar staff have shaped these activities to include demonstrations and discussions around a variety of content and tools relevant to student learning at LaGuardia. Participants will find a supportive community for designing and testing activities and assignments, drafting scholarly work, and sharing their classroom experiments with their colleagues. We ask all of you to consider how these programs can support programmatic and departmental needs, as well as your individual professional development interests.
Click here to apply for 2022-23 Professional Development opportunities.
For further information about being compensated for successful completion of seminars, see the CTL Seminar Compensation Guidelines.
Hold your spot! With the participation of a Graduate Center Humanities Alliance Fellow, LaGuardia faculty and staff from diverse programs and disciplines will discuss and research definitions and histories of decolonization, emphasizing the ways the Humanities have been complicit with and structured by exclusionary values.
Spring and Fall 2023: In cross-disciplinary collaboration, Carnegie participants will:
Fall II: Write a brief In Transit paper that:
Co-facilitators: Patricia Sokolski, Humanities, and Michele Piso Manoukian, CTL
Click here to apply
Faculty and staff representing departments or programs in Academic Affairs and ACE
Contingent upon consistent attendance and participation, and completion of a paper for In Transit, each Academic Affairs full-time faculty participant will receive a stipend of $1,200. Adjunct faculty may receive the equivalent as non-teaching pay or a PD fund if eligible.
TBD: Spring and Fall 2023, (including Fall 2). We will discuss seminar meeting times based on the interest/ schedules of participants and the Humanities Alliance Fellow.
Developed by an architect to provide full access to physical spaces, Universal Design (UD) has particular relevance for educators and students. Through readings, hands-on activities, pedagogical practice and peer feedback, this seminar will provide participants of all levels of familiarity with UD with opportunities to explore multiple aspects of:
The first few sessions will meet during Fall 2 2022 in order to prepare for the Spring 1 2023 implementation semester. The seminar will meet either virtually or via hyflex (which provides both in-person and remote participation options) depending on participants’ needs - more details to come.
Each participant will develop a UD project related to their work with students, which they will implement during Spring 1, 2023.
Our final meeting will consist of a showcase of the UD projects developed by participants.
Co-facilitators: Derek Stadler (Library), Jeanne Funk (Mathematics, Engineering, and Computer Science), and Kasey Powers, (Academic Affairs and Social Science).
Fridays 10 am - noon:
In this year-long seminar, designed to assist LaGuardia faculty with their scholarly writing, faculty scholars seek to complete current academic writing projects and place them in external, peer-reviewed journals. LaGuardia faculty scholars from various disciplines—ranging from Accounting to Communication Studies, from Mathematics to English, from Library Science to Sociology—come together to read, critique, and support one another’s writing within their respective fields. Previous FSPW participants have benefited from the peer support structure of this seminar and have successfully revised and submitted work subsequently published in peer-reviewed journals.
The seminar is facilitated by Nancy Berke (ENG).
Please note: The Faculty Scholars Publication Workshop will be conducted in person. Workshop participants will be informed of any changes as they arise.
Click here to apply
In-person meetings on Tuesdays, 3:30–5:30
Fall 1 2022:
Mid-year workshop date to be determined.
Spring 1 2023:
Globalization has blurred the boundaries between nation-states leading to new understanding of the terms “global citizenship”, “global awareness”, as well as evoking the need to “ethically” engage with the other. But how does global learning facilitate global citizenship?
The Global Learning Focus Seminar (dates below) will provide an opportunity for interested faculty to design, revise, and share activities that engage students in understanding and framing global issues in both local and global contexts. The creation of discipline-based global learning activities will be guided by the fundamental performance criteria articulated in LaGuardia’s Global Learning Rubric.
Seminar participants may wish to revise assignments or create new activities, for example, experiential learning assignments or Urban Studies assignments focusing on global issues. Essential to our hands-on workshops is a charrette-guided critique of assignments aimed at strengthening students’ ability to identify, recognize, frame, and articulate global issues in diverse contexts. Assignments will integrate program-specific learning objectives, align with a designated competency, and allow for use in both face-to-face and online modalities.
Above all, participants’ global learning assignments will reflect commitment to strengthening student’s comprehension of how diverse cultural and ethical perspectives are shaped by and within global contexts.
Co-facilitators: Tuli Chatterji, English, and Monika Ekiert, Education & Language Acquisition
Via Zoom from 10:00 a.m. to 1:00 p.m. on the following Fridays:
Fall 1 2023:
The CTL Food Insecurity, Inequality, & Justice Seminar (FIIJ) invites colleagues to explore and construct content and pedagogical knowledge about food justice from local, national, and global perspectives. Our seminar locates the themes of food insecurity, inequality, and justice at the center of LaGuardia’s inclusive and interdisciplinary pedagogies.
Participants are encouraged to introduce and shape seminar sessions relevant to their disciplinary and campus interests. Emphasizing experiences in our personal lives, in our communities, and in interactions with students, LaGuardia 2021-2022 FIIJ staff and faculty presented and discussed a variety of food justice issues, including hunger, food sovereignty, indigenous cultures, race, colonization, plantations and the changing food landscape, migration and culinary practices, urban food systems, ecology, and the connections among food security, trade, and human rights. Site visits/guests included Hogs Head Ranch, and the Collaborative Urban Resistance Banquet, also known as The C.U.R.B., an organization that educates urbanites about their local food webs.
Goals and Obligations
Final projects may include implemented and critiqued classroom assignments, videos, virtual manuals with readings, or an annotated bibliography.
We hope the seminar’s experiential activities and events prompt faculty, departments, and offices to incorporate food insecurity and justice awareness into their work. We hope, too, that the seminar prompts its members to contribute to the ongoing creation of an equitable community that acknowledges experiences of inequity within the LaGuardia classroom and across our campus.
Co-facilitators: Michele Piso Manoukian, CTL, Rhonda Mouton, LaGuardia CARES, and Chris McHale, Library.
Monthly Fridays, 10:00 a.m. to 12:00 p.m. In person meetings with possibility for some Zoom sessions.
Fall II 2023:
Do you have an existing assignment focused on Global Learning? In addition to the Global Learning Focus Seminar in spring 2023, the CTL will offer shorter Assignment Charrette workshops to help course coordinators and interested faculty revise an existing assignment. Please see the dates below for Fall charrettes focused on Global/Written assignments; we will offer additional workshops in the spring for Global/Oral and Global/Digital assignments.
We will send a recruitment email in September.
Please note: The charrettes will be offered on Zoom; participants will receive a $200 stipend to be combined with additional compensation for participation in the Benchmark Reading process during Fall II.
Global Learning & Written Communication Assignments Choose one date: 10/12 (2-5p) or 11/09 (2-5p)
Co-facilitators: Monika Eikert (ELA) and Richa Gupta (Natural Science)
Community College students have demonstrated high-levels of anxiety and burnout, which can hinder academic momentum (see Giancola et al., 2009). Burnout diminishes individual well-being by undermining their motivation, academic performance, and relationships (Schaufeli & Enzmann, 1998). Certainly, the pandemic and issues of racial equity, climate change, and extreme political divisiveness have exacerbated the problem. Supporting students with guided mindfulness practices when they begin college can help them recognize the benefits of short and no-cost self-care behaviors that have been shown to reduce burnout and stress (Cavanagh et al., 2013; Kinnunen et al., 2019).
The launch of the LaGuardia Mindfulness Corps will help us address the following question: Can effective, accessible mindfulness practices with first-year students help them cope with potential barriers to college success? This seminar is designed to help faculty integrate mindfulness activities with our successful First Year Seminar (FYS) program and peer outreach. Using free online mindfulness activities and a ‘train-the-trainer’ model, we will guide students to develop wellness practices that help overcome mental, attitudinal, and emotional barriers that hinder retention and academic success. The benefits and practice of mindfulness meditation will be introduced to participating faculty and Student Success Mentors in a five-session professional development seminar. The seminar will be launched by a virtual session presented by the UCLA Mindfulness Awareness Research Center, whose free mindfulness app will be used in this project (see https://www.uclahealth.org/marc/ucla-mindful-app). Faculty will then be supported in introducing mindfulness practices to their FYS students through multiple-session “mini-workshops” during class meetings.
Co-facilitators: Koun Eum (Social Science), Ellen Quish (CTL), and Paul Arcario (Academic Affairs)
As of Fall 2020, comprising nearly 15% of all LaGuardia Students those enrolled in Liberal Arts Social Science and Humanities, Science and Math and subsidiary programs make up the second largest group of LaGuardia students after Allied Health professions. Although the Liberal Arts programs draw from six different departments, the courses taught for the Liberal Arts Programs are often entrenched in the disciplinary concerns of the respective department. Since there are no provisions for dual appointments at LaGuardia that would allow faculty to develop an identity as Liberal Arts faculty, there needs to be another way to infuse meaning and identity into the Liberal Arts program.
This seminar aspires to bring together faculty committed to developing the program identity of the Liberal Arts through collaborative development of a new mid-student career course (LIN 150 focusing on the Liberal Arts in NYC with global learning as a focus) as well as the development of co-curricular activities for student experience. The faculty in this seminar will be responsible for developing a signature Liberal Arts pedagogy, developing a sense of community among the students in their Spring 2023 classes and fostering a sense of program identity both among faculty and students. Further, this seminar group will develop a two- pronged brown bag series for Spring 2023 aimed at both Liberal Arts faculty members and students. The Faculty branch would help faculty to understand the aims and goals of the Liberal Arts program as it pertains to student identity, transfer, and workforce and the student facing branch would invite students to participate in workshops focusing on understanding how the skills that they are learning as Liberal Arts majors will create sustainability for them as they transfer and/or move into careers. Finally, this group may work on developing articulation agreements with 4-year private and public partners as a way to further enhance learning for our students.
By centering the ideas of these faculty in design and development of the LIN 150 course and then integrating them with the existing faculty who teach LIF/LMF and LIB courses we hope that we will be able to develop a signature pedagogy for the liberal arts, firmly develop a community of teachers and learners, and foster a program identify among both students and faculty.
Co-facilitators: J. Elizabeth Clark (English), Ben Taylor (Natural Sciences), Kasey Powers (Academic Affairs & Social Science).
Meets on Fridays from 10am – 12 pm unless noted. *for Zoom meetings:
Fall I 2022:
Please note, we will be collaboratively building the course proposal in March and April. Please reserve March 17, but there is a chance meetings in spring will be asynchronous.
As part of the Project Conexión (Title V) Innovation Grants offering, this seminar will support dissemination of motivational interviewing—a micro-credential desirable in healthcare and human service professions—across Health Science major curriculums, including clinical programs and social services and wellness. Faculty will learn the technique of motivational interviewing, receive supportive individualized coaching, and complete a training-of-trainers workshop series to train students in their programs in this technique. Bringing together faculty from across the Health Sciences to learn MI, the project will target upper-level courses in each discipline as a point to implement training students in future semesters.
The Motivational Interviewing seminar includes a series of 6 practice-intensive introductory MI workshops in Fall 2022, post-training practice assessment and coaching with feedback on three practice recordings per participant in Fall II, and a Training of Trainers workshop series in Spring 2023.
We will meet by Zoom, with the possibility of some in-person meetings. Fridays, 1-3pm
Fall II 2022: Three rounds of recording and coaching
Spring I 2023: Training of Trainers
Everybody speaks. But do we communicate? The Oral Communication Focus Seminar (dates below) will provide an opportunity for interested faculty to design, revise, and share activities that engage students in practicing and improving oral communication skills. The creation of discipline-based oral communication activities will be guided by the fundamental performance criteria articulated in LaGuardia’s Communication Abilities Rubric.
Seminar participants may wish to revise assignments or create new activities. Essential to our hands-on workshops is a charrette-guided critique of assignments aimed at strengthening a speaker’s ability to make ethical and effective decisions about ways to deliver a purposeful, coherent, and clear spoken message. Assignments will integrate program-specific learning objectives, align with a designated competency, and allow for use in both face-to-face and online modalities.
Above all, participants’ oral communication assignments will reflect commitment to strengthening the speaker’s ability to express meaningful ideas, values, and beliefs relevant to the discipline and the audience.
Co-facilitators: Michele Piso Manoukian, PhD, CTL, and Patricia Sokolski, PhD, Humanities
Click here to apply
The Oral Communication Focus Seminar will meet via Zoom from 9:30 a.m. to 12:30 p.m. on the following Fridays;
Open educational resources (OER) are open access learning materials that anyone is welcome to create, use, and remix. Given the high price of commercial textbooks, free OER alternatives are one effective tool in reducing the price of higher education and increasing access to learning materials. OER also present a unique opportunity to further develop a college-wide practice for collaborative, cross-disciplinary learning at LaGuardia. By incorporating open and critical pedagogical practices, faculty can better meet students’ needs with greater control over teaching materials. The seminar will address six key areas related to OER selection, adoption, development, and implementation:
Faculty members who attend this seminar will make a plan to create or select an OER for one of their courses, which can be a textbook, assignments, or other ancillary materials. Attendees are encouraged to teach their course with adopted OER during Fall 2022. This seminar is co-led by Associate Professor Alioune Khoule (MEC), Assistant Professor Joshua Tan (Natural Sciences), and Associate Professor Ian McDermott (Library), all of whom have experience developing and teaching with OER.This seminar meets via Zoom.
At the heart of Writing in the Disciplines (WID) pedagogy lies the assertion that writing, itself, plays a key role in critical thinking. Writing can be a powerful tool to cultivate students’ engagement with course material and their understanding of their own thought processes. Writing is the medium through which students can begin to learn and deepen their understanding of discipline-specific content and modes of inquiry.
WID pedagogy holds that writing to learn and learning to write are intimately linked. When you present students with problems and ask them to identify and challenge assumptions in writing, writing itself becomes an act of problem solving. Continuous writing practice helps students improve their writing and better understand core concepts. The Writing in the Disciplines (WID) seminar will support faculty as they develop strategies to guide students to use writing to formulate and shape their ideas, and to make sense of course content. It will provide faculty with a workshop-based forum to design, adapt, and incorporate a range of writing assignments and activities into their courses. These will be discipline-specific materials, designed by faculty for the specific courses they teach. They will include in-class, ungraded activities as well as “high stakes” assignments, such as research papers, lab reports, business plans, and other materials. Faculty will receive the resources, support, and feedback necessary to explore and integrate these strategies into their courses.
Faculty will be asked to workshop their syllabi and course assignments, hold honest discussions with their peers about teaching, and develop materials that can support student learning.
Key themes to be explored will include: “writing to learn,” coaching the writing process, various assessment and grading practices, responding to student work, and addressing grammar issues. The seminar will incorporate a substantial amount of new material, including deeper discussions about the affective dimensions of writing, how to think about writing across different modalities, writing and online forums/platforms, and alternative assessment practices.
This seminar is open to full-time and part-time faculty members, including those who completed the seminar five or more years ago and who wish to refresh their WID pedagogy.
We encourage any faculty member scheduled to teach a writing-intensive course for Spring I who has not completed the WID program to sign up for the seminar. Faculty members who are interested in teaching writing-intensive courses in the future must take the seminar to get certified. All urban studies and capstone classes in the college are designated writing intensive.
Facilitators: Karen Miller (Soc Sci) and Irwin Leopando (English)
Meetings will start online with the possibility to move to in-person.
Forty million individuals, including 12.5 million children, are estimated to be food insecure. If we consider global populations, the number rises to nearly nine hundred million people who experience chronic hunger. Food Justice, a grassroots initiative, considers access to healthy food as a human right and addresses structural barriers to that right. At approximately 39%, the prevalence of food insecurity and inequality among CUNY students has been exacerbated by the pandemic and is significantly higher compared to student populations across the country.
Food Justice examines questions of access to healthy, nutritious, culturally appropriate food, as well as ownership and control of land, credit, knowledge, technology, and resources. Food secure individuals and households have access, at all times, to enough food for an active, healthy life. In other words, for the food secure individual, nutritious food is readily available, adequate, and safe. Second, food secure individuals and households can acquire their desired food in a socially acceptable way.
The CTL Food Insecurity, Inequality, & Justice Seminar (FIIJ) invites colleagues to explore and construct content and pedagogical knowledge about food justice from local, national, and global perspectives, with emphasis upon the ways food production and consumption are subjected to the pressures of global climate change. Our seminar locates the themes of food insecurity, inequality, and justice at the center of inclusive, interdisciplinary pedagogies.
We hope the seminar’s experiential activities and events will prompt faculty, departments, and offices to incorporate food insecurity modules and awareness into their work. We hope, too, that the seminar prompts its members to contribute to the ongoing creation of an equitable community that acknowledges experiences of inequality within the LaGuardia classroom and across our campus. To realize these aspirations, FIIJians will:
The themes threaded through our year-long seminar will include colonization, botany, plantations and the changing food landscape; migration and culinary practices; urban food systems; and the connections among food security, trade, human rights, and social development. Site visits/guests can include local gardens, Hogs Head Ranch, and the Collaborative Urban Resistance Banquet, also known as The C.U.R.B., an organization that educates urbanites about their local food webs. Walking and eating is also anticipated. Final projects may include implemented and critiqued classroom assignments, videos, virtual manuals with readings, or an annotated bibliography.
Fall 2021, Mid-Winter, and Spring 2022 Seminar Outline I. At our first Fall session, we will identify and draw upon our prior knowledge about themes, causes, and consequences of food insecurity. Facilitators and participants who commit to full participation and attendance will plot Fall semester activity timelines to accomplish shared goals. Facilitators and participants may co-design individual seminar sessions and model teaching and learning activities, identify disciplinary perspectives and approaches, and initiate reflections, auto-ethnographies, and case studies. In the Fall semester, we will:
Toward the end of the fall semester, and with an eye toward mid-winter discussions and sharing of preliminary research and/or pedagogical directions, we will identify ways to contribute to LaGuardia’s current food insecurity initiatives. For example, we may wish to participate in a variety of onsite and/or community and experiential activities geared to increase understanding of the causes and effects of food insecurity.
Mid-Winter II. At our Mid-Winter session we may create teams and present action/research projects.
Spring I III. We may refine, present, and critique FIIJ first semester/mid-winter project drafts; create short/longer term teaching and learning goals; and develop action plans for a campus-wide, cross-disciplinary, and student-centered event. Members may also choose to prepare conference presentations. In sum, during our time together, we will:
Seminar Projects and Outcomes At the conclusion of our seminar, we will have completed a cycle of innovative and integrative assignment design and implementation that incorporates reflection and feedback on evidence-based pedagogical approaches to food insecurity, inequality, and justice. We plan to share the results of our explorations in a public event that, with the support of LaGuardia’s community of food justice advocates and experts, will promote increased access, nutrition, and sustainable agriculture. In these ways, we will contribute to disciplinary and pedagogical content knowledge, support and learn from current campus initiatives, and offer additional teaching and learning resources that identify and decrease food insecurity.
Co-facilitators: Nicolle Fernandes, Health Sciences; Ryan Mann-Hamilton, Social Science; Michele Piso Manoukian, CTL, and Rhonda Mouton, LaGuardia CARES.
The Collaborative Online International Learning (COIL) program at LaGuardia provides a platform for faculty in geographically and culturally remote locations to develop a collaborative class-to-class course project that enables students to learn the course content through a global lens. Synchronous and asynchronous online exchanges are designed to facilitate international team projects that allow students to communication across difference and work together toward a common goal. Students interrogate the questions of otherness and belonging and challenge monolithic and essentialist views of culture. COIL helps to achieve equity by providing the opportunity to experience international settings without physical travel and it introduces an active dimension to LaGuardia’s Core Competency of Global Learning.
Facilitators: Olga Akskakalova (ENG), Anita Baksh (ENG), and Pablo Avila (CTL).
During the pandemic, many instructors became versed in the tools for creating online assignments, tests, and quizzes. CUNY’s Learning Management System (LMS), Blackboard, provides many ways for students to submit classwork and for instructors to grade it. One of the exciting features for faculty juggling multiple projects is the way that certain kinds of assignments can be developed to be automatically graded. On Blackboard, these assignments are usually of the multiple choice or simple numerical sort. This seminar will explore a powerful online system called MyOpenMath to help faculty develop the “next level” of auto-graded assignments.
Initially made for placement tests in mathematics, this system can now be used for teaching a wide range of subjects with 1) libraries of user-generated questions in science, engineering, business, and statistics, and 2) auto-graded and randomization options for question types as varied as multiple choice, matching, numerical, drawing, and even character-matching (strings). Integrating additional web-based tools enables instructors to create a fully-integrated LMS that is open source and free for students.
In this seminar, instructors from all disciplines will be supported to develop teaching tools using this platform for use in their classes. We encourage those who are completely new to this system as well as those who have already experimented with the software to apply. We will share sample assignments that illustrate how the system can be used in a wide range of courses (for example, anthropology, study skills classes, and mathematics for liberal arts courses).
Facilitators: Joshua Tan (Natural Science), Alioune Khoule (Mathematics, Engineering, and Computing), and Pablo Avila (CTL)
During the pandemic, many instructors became versed in tools for delivering course content online via synchronous and asynchronous modalities. As the University embarks on plans to return to campus, the HyFlex model has gained attention as a modality to allow instructors to teach on campus with students joining remotely or in person. Over the spring, the CTL has been working collaboratively with the Division of IT to outfit rooms with the necessary technology to allow instructors to teach in this new modality; a group of faculty will pilot the HyFlex model in their courses in Fall 2021 and open a mini-seminar opportunity in Fall 2 2021 to faculty who are interested in adapting their courses to this new modality.
Participants in this seminar will:
This seminar is open for up to 12 participants only.
The co-facilitators are Neetu Kaushik (Social Science) and Pablo Avila (CTL).
In this year-long seminar, designed to assist LaGuardia faculty with their scholarly writing, faculty scholars seek to complete current academic writing projects and place them in external, peer-reviewed journals. LaGuardia faculty scholars from various disciplines—ranging from Accounting to Communication Studies, from Mathematics to English, from Library Science to Sociology—come together to read, critique, and support one another’s writing within their respective fields. Past FSPW participants have benefited from the peer support structure of this seminar and have successfully revised and submitted work subsequently published in peer-reviewed journals.
Depending on COVID19-related circumstances, the workshop may meet remotely via Zoom or Blackboard Collaborate rather than in person. Should this scenario occur, workshop members will decide on the structure and platform that works best for everyone. Workshop participants will be kept informed of any such changes as they arise.
The seminar will be led by Nancy Berke (ENG).
Through hands-on techniques, brief readings, and group discussion, this three-session workshop series will help participants develop inclusive, accessible learning resources and pedagogical approaches. We’ll explore questions such as: why are students with disabilities often marginalized? What hands-on techniques can ensure that OER (Open Educational Resources) and other learning materials are accessible for students with limited vision, hearing, or mobility? How can Universal Design guide educators? What does accessibility actually mean for remote, hybrid, or in-person learning?
By attending the 3 workshop sessions and doing the reading, participants will be able to:
Co-led by Derek Stadler (Library) and Priscilla Stadler (CTL)