Considering who and how you would like to be as an instructor is a critical step in developing your pedagogy. The version of yourself that you bring to class each day is known as your “teaching persona.” It is subject to change and will constantly evolve as you go through your teaching journey. In this …
Category: Course Planning
Balancing Time: Managing Time While Teaching and Learning
Effectively managing your time requires balancing teaching, research, your course load, and often other work. This workshop will offer strategies to help you balance your responsibilities as a teacher and a graduate student. Topics to be covered include deliberate planning of your research and teaching agendas, planning time for productive class preparation, and dealing with …
MAKING OFFICE HOURS WORK
Do you find office hours underutilized or unproductive? Do your students know what office hours are for? Join us for this workshop to discuss how to co-create experiences that minimize stress and make way for intentional, meaningful, and productive uses of office hours for you and your students. We will review relevant PSC CUNY contract …
Student Agency & the Labor of Grading
Outreach: How can a critical approach to grading foster student agency and make grading a more meaningful, intentional process? This workshop will build on the ideas presented in the Towards Generative Assessment workshop and offer concrete practices to include students in the grading process in ways that offer multiple pathways for engagement and opportunities for …
Decolonizing Pedagogy
As the decolonial paradigm gains traction in the world of education, we pause to consider what that means in CUNY, how it is connected to larger discourses and practices by educators and scholars, and the ways we can conceptualize of a teaching practice that is aligned with goals and principles that are decolonizing. This session …
Building Student Input in Your Syllabus
As Bettina Love has noted, abolitionist teaching moves from, or with, critiques of injustice, towards liberation. This approach requires educators to put in “the work” of organizing around education in ways that center students, specifically from underrepresented backgrounds in newly created educational systems. bell hooks encourages the creation of an active relationship between educators and …
Series on Teaching with the CUNY Academic Commons (WordPress)
The CUNY Academic Commons, a WordPress teaching and learning platform based at the Graduate Center, is being used by faculty in a variety of graduate and undergraduate courses across CUNY. This workshop series will introduce the CUNY Academic Commons and Open Digital Pedagogy, and will go over the basics of teaching on the CUNY Commons. …
Equity and Access in the Online Learning Space
This workshop bridges the concepts of equity (broadly conceived) and accessibility, treating them as related and intersecting. Its intention is to increase our collective and individual capacity to become more equity and accessibility-minded educators: especially in the online classroom, where existing inequity and a lack of accessibility can sometimes be magnified, but which is also …
Getting Started with OER
This workshop will provide an introduction to open digital pedagogy by focusing on a core tenet of open teaching: the use of open educational resources, or OER. New York State has invested significantly in the development and deployment of OER at CUNY and SUNY over the past three years, and there are active and engaged …
Teaching as a T.A.
CUNY graduate students are often assigned to work as teaching assistants or lab instructors in support of large lecture classes. These assignments come with both opportunities and challenges for both the instructor and students. This workshop is designed to support teaching assistants and lab instructors in navigating their roles, and to aid in the development …
