In advance of the new academic year, the staff of the Teaching and Learning Center is pleased to announce the launch today of several new TLC Guides. These guides approach teaching and learning as socially, culturally, and institutionally-embedded pursuits, and are intended to foster critical and productive thinking about pedagogy by scholars and teachers at various stages of their careers.
The guides we offer today include:
Get a quick orientation to the kinds of questions you should be asking, types of resources you should be identifying, and range of planning you should be doing as you prepare for the semester.
This is a big guide–15,000 words–that offers an introduction to a range of instructional models, provides tips for navigating complicated classroom and campus dynamics, and will help you think through how to handle a range of situations that can come up as you’re navigating the semester.
Though you may be exhausted at the end of the semester, your future teaching will benefit if you carve out some time for reflection and to organize your records. This guide will help.
A brief overview of how courses at different levels coalesce into a curriculum.
What do introductory, intermediate, and advanced courses look like for students majoring in the humanities?
What do introductory, intermediate, and advanced courses look like for social science student, and how are they similar to and different from a humanities track?
What kinds of questions do students in STEM fields, including math and the bench sciences, engage in their courses?
What kinds of questions should you be asking as you consider integrating educational technology tools into your courses, and what kind of support for which tools can you expect on your campus?
If you’re teaching an online or a hybrid course and don’t quite know where to start, this guide will help you think through your planning.
Please make use of these guides, and we encourage all to see them as evolving documents that are intended to begin conversations. We will certainly be refining them as our work and dialogues with the Graduate Center and CUNY communities evolve.
We are more than welcoming of suggestions, corrections, and feedback, which can be submitted through this form — https://goo.gl/forms/xIxbqaKOueYxPeVq2.
A big, big thank you to the TLC staff members who authored these guides: Elizabeth Decker, Anke Geertsma, Andy McKinney, and Avra Spector.
Stay tuned for an announcement of TLC workshops for the Fall 2016 semester. Happy planning!