An article from module 3 of the Western Governors University and CUNY collaborative online faculty development webinar
An article from module 4 of the Western Governors University and CUNY collaborative online faculty development webinar.
A video from module 1 of the Western Governors University and CUNY collaborative online faculty development program.
Studying (and teaching) such a vast and diverse continent can be challenging. Because no introductory course can claim to be fully comprehensive, this one will explore several themes in the history of Africa and its peoples that the professor finds important and noteworthy. The readings, lectures, films, and activities will consider broad regions of the continent, and the goals of this course include both knowledge and enjoyment. You should come away from this class with a new appreciation for Africa and a general idea of its history from 1500 to the present.
CUNY’s classrooms are famously diverse, a reality reflected in the vast number of languages spoken by undergraduate students. Have you thought about how this language diversity will impact your teaching, and specifically how they how language dynamics impact classroom communication? How do we as instructors (especially international students and non-native English speakers) address the politics of language in the classroom? What strategies are there to make our classrooms more inclusive of non-native English speakers, and what are the benefits of seeking to “activate” the multiple linguistic identities of our students as elements of our learning?
This workshop will expose attendees to activities and assignments that empower multilingual learners and foreground diverse modes of classroom engagement including verbal, written, and non-verbal communication.
A reading from module 1 of the Western Governors University and CUNY collaborative online faculty development webinar.
An article from module 2 of the Western Governors University and CUNY collaborative online faculty development webinar.
CLDV100 (Liberal Arts) Introduction to Multicultural Studies in the 21st Century: 3 hrs. 3 crs.
A study of what culture is; how it influences the choices we make; how to deal positively with conflicts that inevitably arise in working/living situations with people of diverse cultures. It is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes an ethnographic study of cultural groups in the U.S.A. Through the study of cultural concepts, this course develops skills in critical thinking, writing, and scholarly documentation. Not open to students with credit in CLDV 101 or Core 101. Prereq: ENG 125. Coreq: ENG 125. This is a Writing Intensive course. [Flexible Core: Individual and Society].
As I like to be the eternal cheerleader for all the students, I prefer to focus on the inspiration for the times when motivation wanes as the class progresses. I created a Padlet to add to the introduction discussion board to replace the "fun facts" that have become lame and overused. I will keep the Padlet building through the twice-yearly orientations, and I will also add it to the student forum where students can visit it throughout the year.
The focus of this textbook is preparing students for a college education with the study and life skills they need to become successful students.
This course is designed to equip you with the tools to succeed during your college career. Simply attending school for many years is no guarantee that you have a clear understanding of the specific strategies needed to get what you want out of college. This course will provide the opportunity for you to learn and practice methods that will assist you in identifying and reaching your academic and career goals.
In this lesson, students use three artifacts from the Community College 7 collection of the CUNY Digital History Archive that relate to the Bedford-Stuyvesant-based community movement of the late 1960s for a public college for the Black and Puerto Rican youth of central Brooklyn, a movement which led to the establishment of Medgar Evers College. The purpose of this lesson is for students to explore and practice strategies that community activists and organizers use to engage others in social justice issues that they feel are important and demand action. As they do so, students learn how, during the racial justice and freedom struggles of the mid-1960s and early 1970s, New York City college students and youth took action to shape the City University of New York.This lesson plan was created by Juilet Young, a doctoral student in the Ph.D. Program in Urban Education at the CUNY Graduate Center, for the CUNY Digital History Archive in Spring 2022.
Reading from module 3 of the Western Governors University and CUNY collaborative online faculty development webinar.
This is the course shell for the fully online OER class used to train CUNY faculty in OER implementation. It includes five modules plus a final project. The modules are: Class introduction An Introduction to Open Education Resources Finding and Evaluating Open Education Resources Using Open Education Resources in Your Class Creating and Hosting Your Own Open Education Resources
Discussion prompts are included as a separate document.
Face-to-face language courses tend to use in-class time mostly for lecture and language practice. Such instructional modes are difficult when, as in our current public health crisis, teaching and learning must be done online. What are the specific challenges for teaching language courses at CUNY in an online format?
To be fully effective, language instruction must take into account the social, cultural, and political contexts in which a language is produced. This pedagogical approach goes beyond the acquisition of the core linguistics skills (speaking, listening, reading, and writing) and the basic approaches that cover grammar, vocabulary, and culture, and must address the metalinguistic issues and the socio-political nature of language.
How can such an approach be pursued effectively in an online environment? This workshop will help participants identify concrete challenges of teaching a language course online, with particular attention to assignments that proceed from a critical perspective. Participants will workshop strategies and/or assignments that will help us overcome these challenges in an online environment being aware of our limitations and constraints. We will consider and adapt the language course and expectations having in mind material that speaks to our students’ experiences directly in order to keep them motivated and engaged.
This lesson is designed by Meg Tarafdar (Queensborough Community College-City University of New York) in order to foster a greater understanding of the concept of 'Empathy' in the context of Global Diversity Learning (GDL) which is a high impact educational practice recognized by AAC&U (Association of American Colleges and Universities). The goal of this lesson is to support students in developing an awareness of a topic from multiple perspectives. Students will have the opportunity to engage in learning activities for stimulating the knowledge, skills, and dispositions necessary for applying the concept of empathy within our local and global communities.
Students’ participation and engagement are key measures not only of motivation, but they also provide a way to formatively evaluate and summatively assess their learning. Facilitating participation and understanding engagement comes with some particular challenges in online/hybrid courses.
This workshop will provide a space for participants to think through what participation can mean in an online/hybrid setting, and to discuss concrete strategies to keep students engaged and motivated through the semester. Participants will have the opportunity to develop and apply participation and assessment strategies to a range of sample assignment types.
An article from module 1 of the Western Governors University-CUNY collaborative online faculty development webinar.
Digital Pedagogy in the Humanities is a peer-reviewed, curated collection of reusable and remixable resources for teaching and research. Organized by keyword, the annotated artifacts can be saved in collections for future reference or sharing. Each keyword includes a curatorial statement and artifacts that exemplify that keyword. You can read the keywords comprehensively, as you would a printed collection, and browse artifacts, exploring certain types or subject matte