Spring 2012

Upcoming Events


Spring 2012 Workshops

FEBRUARY WORKSHOPS

Critical Thinking Part II: What Is It and How Do I Get Students Invested?
Wednesday, February 15th
1:45p – 2:45p
Location: CAT, 333T

Led by Professor James DiGiovanna
Philosophy Department

Back by popular demand, this session is the second workshop in a series of three that focuses on critical thinking. Professor DiGiovanna has developed an innovative approach for ensuring that students find and analyze arguments in their assigned readings. Each participant will receive materials explaining basic critical thinking "concepts and vocabulary" in language comprehensible by students. Although the emphasis in this workshop is on 100 and 200 level courses, the information covered is useful in all classes. Attendance at the first session is not a pre-requisite. All faculty are welcome!

Small Group Work: Why Do We Do It?
Tuesday, February 28th
1:45p – 2:45p
Location: CAT, 333T


Led by Professor Andrea Balis, 2010 Distinguished Teaching Prize Recipient
History Department and Interdisciplinary Studies Program

This workshop explores the whys and hows of small group and team-based learning. We will focus on the importance of when to use small groups as a means of creating a collaborative learning environment. We will also review frequently used prompts and activities. This will be a "hands on" experience workshop.


MARCH WORKSHOPS

Large Lectures: Engaging Students with Clickers
Friday, March 2nd
11:30a - 12:30p
Location: CAT, 333T


Led by Professor Margaret Bull Kovera, 2010 Distinguished Teaching Prize
Recipient Psychology Department

Clickers, also known as audience response systems, allow students to provide instructors with instant feedback and quick responses to questions. This teaching salon provides an opportunity for all faculty who are teaching large sections, and those who are considering the idea, to come together to discuss the use of clickers as a means of engaging students.

Connecting the Dots: Teaching Students to Preview Readings
Thursday, March 8th
1:45p – 2:45p
Location: CAT, 333T


Led by Christopher Davis
Center For English Language Support

Professors want students to get the main idea of a reading, but students often get lost in the details and miss the main points. This will be a hands-on workshop where professors will learn to develop short assignments that will help students preview readings to find the main ideas. Professors are encouraged to bring a reading they use in their course.

Voices from the Field: Distinguished Teachers on Teaching
Tuesday, March 13th
1:45p - 2:45p
Location: CAT, 333T


Moderated by
Professor Kim Helmer, English Department

Facilitated by
Professor Andrea Balis, History Department & ISP

The purpose of this workshop is to provide support to all faculty members, part-time and full-time, who are interested in examining their own pedagogical practices in order to develop more descriptive and theoretically grounded statements and reflections on teaching. This workshop will particularly benefit faculty who have been nominated for the Distinguished Teaching Prize.

The SEEK Program: An Example of Social Justice
Tuesday, March 27th
1:45p – 2:45p
Location: CAT, 333T


Led by Nancy Velazquez-Torres, Chair
SEEK Department

The Percy Ellis Sutton SEEK program, the higher education opportunity program at the senior CUNY colleges, has been an example of social justice for over 45 years. In Sutton's words, SEEK was created to serve "the injured of our society." It provides comprehensive academic support to thousands of underprivileged students who otherwise might not be able to attend college. Who are John Jay's SEEK students? How can we make a difference in their lives? How can we better serve them and reach them in our classrooms? Come and find out.

ePortfolios: Pedagogical Tools for Teaching and Reflection
Tuesday, March 20th
1:45p – 2:45p
Location: CAT, 333T

Led by Daniel Auld
Academic Program Director of
Student Learning, Academic Services & Assessment

This workshop will demonstrate how electronic portfolios, or collections of academic work housed online, can be incorporated into the structure of a course. Particular focus will be paid to existing, more traditional assignments and how they can be translated into ePortfolio assignments that foster students' critical thinking skills and increased reflection on progress towards their goals. This session will also address successes and pitfalls encountered in the John Jay Fall ePortfolios pilot.

Critical Thinking Part III: What Is It and How Do I Get Students Invested?
Wednesday, March 28th
1:45p – 2:45p
Location: CAT, 333T


Led by Professor James DiGiovanna
Philosophy Department

This workshop is the third in our critical thinking series facilitated by Professor DiGiovanna. Participants will explore ways of using critical thinking concepts to teach students to actively engage with readings and find and analyze arguments. Attendance at the first session is not a pre-requisite. All faculty are welcome!


APRIL WORKSHOPS

Strategies For Incorporating Group And Team Learning In The Classroom
Tuesday, April 3rd
1:45p – 2:45p
Location: CAT, 333T


Led by Professor Janice Capuana
Interdisciplinary Studies Program

"Cooperative learning involves having students work together to maximize their own and one another's learning" (Johnson, Johnson & Smith, 1991). How can we use this kind of group and team learning to assist our students in the comprehension of our course material? How can we encourage our students to accept more responsibility for their own learning? In this workshop we will explore techniques for implementing effective group and team learning in the classroom. We hope to demystify this important supplementary teaching tool by offering the instructor concrete methods for achieving productive group work.

Teaching Intersectionality as Justice
Monday, April 23rd
1:45p - 2:45p
Location: CAT, 333T

Led by Professor Katie Gentile
Associate Professor, Counseling Director, Gender Studies Program, and
Professor C. Jama Adams
Chairperson of the Department of Africana Studies

Intersectionality was initially conceptualized by Kimberley Crenshaw to describe the intersections of identity that contribute to systematic oppression. It is a concept that is challenging enough in theory, let alone working with it in the classroom. Yet as news events keep reminding us, intersections of race, class, ethnicity, gender, and sexuality shape criminal and social justice. Join us in the first of a series of faculty round table discussions exploring pedagogical theories and practices designed to teach issues of intersectionality. Co-sponsored by the Center for the Advancement of Teaching, Africana Studies and Gender Studies. Please bring an example of an exercise or assignment that you have found helpful in teaching intersectionality in your undergraduate classes.

Beyond Scoring. Using Rubrics For Student Learning
Thursday, April 26th
1:45p – 2:45p
Location: CAT, 333T

Led by Virginia Moreno
Director of Assessment

A rubric is a scoring guide that facilitates the assessment of student learning on the basis of multiple criteria. Rubrics also increase objectivity in scoring by making salient the main attributes of correct responses and by building consensus on departmental expectations for student learning. In this workshop, we will learn how rubrics help us to connect learning objectives with assignment assessment.

Five Techno Tools in Fifteen Minutes
Monday, April 30th
1:45p – 2:45p
Location: CAT, 333T


Led by Professor Avi Bornstein
Anthropology Department

This quick presentation will demonstrate 5 "technology in the classroom" tools used by the presenter. Attendees will learn about two Blackboard features (discussion board & on-line quizzing), two PowerPoint features (embedded video & animation), & "clickers."


Teaching Salons
Writing Your Teaching Philosophy (TBA)
Creating Your Teaching Portfolio (TBA)