The Center for the Advancement of Teaching (CAT)
The Center for the Advancement of Teaching
899 Tenth Avenue
New York, NY 10019
Hours: By Appointment
Teaching at John Jay
The Center for the Advancement of Teaching (CAT) seeks to promote continued interest and excellence in the scholarship of teaching at John Jay College of Criminal Justice. In partnership and with full support of other leading centers on campus and the greater college community, CAT works to promote the continuing education and professional development of the John Jay faculty by sponsoring seminars, colloquia, research initiatives, individual coaching, and training programs that focus on the practice and scholarship of teaching. These programsallow faculty to discuss “best practices” and to learn about new modalities of assessment, pedagogical strategy, and technologies to enhance their role as scholars and educators and, in turn, facilitate a culture of engaged learning and applied scholarship on campus.
CAT is here to serve faculty in the interest of the betterment of our teaching, our commitment to students, and our individual and collective curiosities on how the mind processes information. In addition, we serve as a source of support for all faculty at every level of their careers, from first-time instructors through distinguished faculty. Through the following services and programs—and more—we hope to achieve this vision:
*CAT offers one-on-one consultations that provide faculty with opportunities to discuss teaching methods, ways to implement new teaching strategies, and pedagogical techniques. We are also here to serve as a springboard for new ideas, and an overall source of support for faculty in their day-to-day activities at the college.
*Formal observations—which are placed in personnel files and are often used as part of the reappointment/tenure decision process—can often be a source of trepidation. However, it can also be a great time to implement new teaching techniques. CAT can come to your classroom before your formal evaluation, sit in on a class, and offer a comprehensive assessment of your teaching. We can also set up a camera so you can record your teaching and self-evaluate at your own convenience.
*Teaching portfolios are an increasingly popular method of documenting your effectiveness as an instructor and scholar, and are often used by faculty in the tenure/review/reappointment process, and in obtaining certain grants. We can help you compile your information (web-based services and hard-copy repositories), and assist you in developing your own best practices through inquiry, experimentation, and appropriate self-refection.
The Adjunct Initiative
*As part of its ongoing commitment to serve all members of the teaching community, John Jay College's Center for the Advancent of Teaching and Academic Affairs works with the Committee on Adjunct Affairs to address issues related to adjunct life. These concerns include work/life balance, concerns unique to adjunct teaching here at the college, handling the responsibility of teaching on multiple campuses. The initiative serves as a source of support wherever possible. While adjunct faculty are encouraged to attend all events at the Center, please see our calendar for events specifically designed for these valued members of our adcademic community.
ACADEMIC INTEGRITY & PLAGIARISM
EDUCATION AT JOHN JAY --MAY 2013
As part of Academic Integrity and Plagiarism Education Week at John Jay College, the Center for the Advancement of Teaching is pleased to provide you with access to the following on-demand, downloadable webinars, produced by TurnItIn.com for Plagiarism Education Week. (Each is approximately one-hour)
What are the motivations behind student plagiarism? Why do students cheat even when they believe that it's morally wrong? What are some of the ways in which students rationalize their sense of responsibility--and to what end or intended outcome?
This webcast explores the disconnect between student moral understanding and motivation by looking at the problem of plagiarism and cheating from the student perspective. Drawing from research based on survey data, this webinar specifically addresses the driving motivations that prompt students' decision to plagiarize.
Hosted by Jason Stephens, Educational Psychologist, The University of Auckland and
Ray Huang, Senior Customer Programs Manager
In this copy/paste culture era, where many students admit to "borrowing" the words of others, it is becoming increasingly important to incorporate lessons about plagiarism into curriculum of all levels. Many schools and universities now require students to complete sessions and courses on information literacy, which help them to understand and avoid plagiarism.
In this webcast, author Lynn Lampert provides useful tools to combat the copy/paste culture. Instructors of all levels will leave with effective plagiarism teaching tools, from lesson plans to rubrics.
Hosted by Lynn Lampert, Chair of Reference & Instructional Services and Coordinator of Information Literacy & Instruction at California State University Northridge &
Summer Dittmer, English instructor and technology specialist
How do students define "originality" in their cultural moment--one that is always on, connected, and sharing (thanks to the web and mobile technology)? And, how do their interpretations differ from what educators consider original in the classroom context? Delving deeper, how do we go about teaching students how to be creative and to think critically when doing their own work?
This webcast shares insights into how educators can encourage more creative, engaged, and original thought from their students.
Hosted by Kelly McBride, Ethics Department and the Reporting, Writing and Editing Department at the Poynter Institute
Short on time this week? Consider viewing these shorter clips:
In this clip, watch a panel of professors from varied disciplines—mechanical engineering to the social sciences—discuss academic integrity.
This clip has an interesting discussion of collusion and the Internet.
Produced and hosted by ETHICS CORE.
In this presentation, learn about teaching ethics in the classroom using “value words”—having students self-identify key words which reflect their values and core beliefs outside of the classroom—and incorporating them into classroom culture over the course of a semester.
Produced and hosted by ETHICS CORE.
Hear an academic dean explain the consequences for breaches of academic integrity and what this means at the post-BA level.
This is a great tool for use in your class by posting this clip on Blackboard, as part of your beginning-of-semester. The language and visuals in this clip make this an accessible learning experience that can capture both audio- and visual-learners.
Best line in the presentation: “If you or someone else has to look it up, cite it.”
Hosted by Dr. Cameron Skinner, Associate Dean, School of Graduate Students, Concordia University
*Throughout the academic year, CAT sponsors various symposia and series—often in conjunction with expert faculty and centers on campus—to assist faculty in broadening their pedagogical horizons and awareness of current issues in the classroom. These are quite varied in nature. This year alone, we are sponsoring programs on:
- Neurology, Neurohistory, & Pathways to Cognition
- NSSE: Addressing a nationwide concern here at John Jay
- Team-Based Structural Learning
- Publishing in Pedagogy: How to Pick the Ideal Journal, the Ideal Experiment, Pass the IRB, and Publish in Two Semesters
- What "Counts" as Service to the College? Understanding the "Form C"
- John Jay Online: How to Develop and Teach an Online Course
- Virtual Office Hours: Part of the John Jay Efficiency in the Classroom Series
- Back-to-Basics: How to Have a Completely Tech-Free Semester in the 21st Century
- Legalities in the Classroom—Dealing with Liability & Safety
- Culturally-Responsive Teaching Techniques
- Promoting Appropriate Boundaries in the Digital Age
- Do Students Ever Read Our Comments, or Do They Just Search for the Grade? Embedding Their Grade Electronically
- Using Voice-Commenting on Papers: How to Do It. Might Students Actually Read the Comments?
- Bloom's Taxonomy: Keep a Classic or Time to Move On? (Test Out a New Theorist)
- Developing a Marketable Teaching Portfolio
- Combatting “Publish or Perish”