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The Teaching and Learning Center

The Teaching and Learning Center

Graduate Center, City University of New York
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Resources

Helpful TLC resources below:

CONSULTATION REQUEST
TEACH@CUNY HANDBOOK
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Attribution-NonCommercial-ShareAlike 4.0 International

This entry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.

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Recent Posts

  • TLC Workshops: Fostering Student Engagement with Digital Tools & Creating OER with students on Manifold October 31, 2022
  • TLC Workshop: Engaging Students Through In-Class Activities October 31, 2022
  • TLC Workshops, 10/26: Creating Open Courses and Creating Low Stakes Assignments October 19, 2022
  • TLC Workshop: Student Portfolios on the CUNY Academic Commons   October 14, 2022
  • TLC Workshops: Social Annotation with Hypothesis and Manifold (10/5) & Introduction to Digital Publishing with Manifold (10/12) October 3, 2022

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Visible Pedagogy

visiblepedagogy
Robert P. Robinson and Nina Rose Fischer, John Jay Robert P. Robinson and Nina Rose Fischer, John Jay (Part II): We take our experiences back to the fellowship team and think of ways to extend, adapt, or revise activities. In essence, we teach and learn as a collective while we teach and learn within our respective classrooms. This shared and individual focus on pedagogy has re-energized us and our practice. More info on us: Robert's perspective I am a 1st generation college grad. I graduated with a Ph.D. in Urban Education (and certificates in Africana Studies & Interactive Technology & Pedagogy) from the CUNY Graduate Center. Since joining John Jay College this fall, I have been able to build on my practice of critical pedagogies through my work with the SEEK (Search for Elevation, Education, and Knowledge) Department at John Jay. Drawing from lessons in my research on Black education history, I employ an asset-based approach in both my one-on-one and classroom pedagogies to build and dream alongside students. Nina Rose's perspective I am a 2nd generation CUNY baby. My parents were able to get out of poverty in the Bronx because CUNY was free when they went to City (1958-61) and Hunter (1961-65). CUNY was the ticket out of public housing for my mother. For my father, he could finally stop sleeping in the living room with his grandfather and sister. John Jay, where I am fortunate to teach after getting my Ph.D. through the CUNY Graduate Center, continues my parent’s legacy. John Jay was recognized once again for enhancing student economic mobility. My family believes deeply in social justice for all through education. Not surprisingly I teach in the Department of Interdisciplinary studies where we employ Freirean collaborative, praxis-based pedagogy through a critical race, gender, and class lens to solve our most challenging social justice issues to continue that CUNY legacy! #teachersofcuny
Robert P. Robinson and Nina Rose Fischer, John Jay Robert P. Robinson and Nina Rose Fischer, John Jay (Part I): The two of us began our co-teaching relationship through a Social Justice Teaching Fellowship sponsored by the Teaching & Learning Center at John Jay College. Five faculty from different disciplines meet bi-weekly to engage in meta-reflexivity about how our identities interact with our students to inform what it means to be a social justice-oriented pedagogue. In the fall we explored and co-created theory to embody in the spring through activities and modalities that emerged from the frameworks. The luxury to reflect on how our teaching creates or impedes the freedom of our students to learn astounds us. Back in our classes students freely analyze the personal as political with boundless possibility. We have two more weeks co-teaching Sex, Gender, and Justice in a Global Context—a class where we examine sex, sexuality, and gender through theories of intersectionality, social reconstructionism, symbolic interaction, and queer theory. We are out educators who take up many of the questions we ask of our students. This semester, a student disclosed they were Queer for the first time in our class. They asked us for referrals since this meant they were not safe in their family home. At the beginning of class, another student believed being trans was a psychological disorder. By the end, they did a presentation about trans rights. In our course, we try to create space for authentic discussion by opening with icebreakers, posing open-ended questions, and facilitating discussion-driven sessions that are maintained by our co-constructed classroom norms. #teachersofcuny
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Staff

Luke Waltzer, Director
lwaltzer at gc.cuny.edu

Cristine Khan, Program Coordinator
ckhan at gradcenter.cuny.edu

Luis Henao Uribe, Humanities Director
lhenaouribe at gc.cuny.edu

Laurie Hurson, Assistant Director of Open Education
lhurson at gc.cuny.edu

Şule Aksoy, Research Associate &TLC Postdoctoral Fellow
saksoy@gc.cuny.edu

Molly Bauer, TLC Fellow
mbauer1 at gradcenter.cuny.edu

Fernanda Vidal, TLC Fellow
fvidal at gradcenter.cuny.edu

Pedro Cabello del Moral, TLC Fellow pcabellodelmoral at gradcenter.cuny.edu

Ana Flavia Badue, TLC Fellow
anabadue at gmail.com

Shima Houshyar, TLC Fellow
shoushyar at gradcenter.cuny.edu

Kristi Riley , TLC Fellow
kriely at gradcenter.cuny.edu

Chandni Tariq, TLC Fellow
ctariq at gradcenter.cuny.edu

 

 

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Location

The Teaching and Learning Center
The Graduate Center, City University of New York
365 Fifth Avenue, Room 3300.21
New York, NY 10016
212.817.7273
tlc at gc.cuny.edu

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