CUNY Advance Start-Up, Greenhouse, and Scale Up Grants Call for Proposals Applications Due March 23, 2015 at 5:00 p.m. http://cunyadvance.commons.gc.cuny.edu/ Program Description CUNY Advance supports campus-based innovations and projects that have transformative potential across the University. The campuses oversee the initiative through a subcommittee of the Council of Presidents, with guidance from leading thinkers on instructional technology at the University. Our pilot projects so far have included supporting a high-enrollment
Week 4 — Group 1: Assessment Co-authors for this post: Janey Flanagan (BMCC) Urban Ed, eLearning Maria Greene (BMCC) Urban Ed, Chemistry Irene Morrison-Moncure (Hunter) Classics In week four, we continued the discussion of assessment that Janey Flanagan, Maria Greene, and Irene Morrison-Moncure began last week. Students reported back after trying different formative assessment exercises with their undergraduates. Most reported amazing, rewarding results; find out more after the jump.
Here’s a link my morning hastac.org blog, in our Futures Initiative group: “If Academe is Part of the Problem, What’s Our Solution?” http://www.hastac.org/blogs/cathy-davidson/2015/02/24/if-academe-part-problem-inequality-and-oligarchy-what-solution-futur This begins with a new study that shows how higher education exacerbates the inequality that, as academics, we are so good at pointing out in society at large. Then it says “let’s look inward.” It ends with three–now up to five– things we as academics can do.
I just finished teaching a literacy course, called “Intensive Reading.” I think of this class like an intensive yoga workshop that focuses on building our practices slowly but effectively. The students in this course have been placed in my class because they have not met CUNY’s reading and writing proficiency exams—the City’s entrance and also summative assessments. On the first day of class, after we go over the syllabus, a
Last Tuesday’s in-class discussion of assessment strategies really got my juices flowing. How was I going to get my 35 Anatomy students to participate in this first topic of “Mapping The Future…”? How to present it? What to present? Where to start? Well, I thought that perhaps my students might be just as uninformed as I was about the different forms that assessment can take. So I decided to start
Week 3 — Group 1: Assessment Co-authors for this post: Janey Flanagan (BMCC) Urban Ed, eLearning Maria Greene (BMCC) Urban Ed, Chemistry Irene Morrison-Moncure (Hunter) Classics Week three marked the first peer-driven class session, with Janey Flanagan, Maria Greene, and Irene Morrison-Moncure tackling the complex topic of assessment. The session included nuanced discussions of formative vs. summative assessment and ways to evaluate higher-order thinking. Read all about it after the jump.
CBOX offers many options on where to post content—but sometimes having so many possibilities can be overwhelming. With that in mind, I’ve outlined a few places you might want to post, with some details about each. I’ll discuss posting to the main blog, the graduate class’s group/forum, your undergraduate class’s group/forum, and your undergraduate class’s site.
In his classic study Bowling Alone (2000), Robert Putnam argues that we have lost our connection to friends, family, neighbors, and our democratic structures. He warns that our “social capital” has plummted, leaving us emotionally and socially impoverished. We’re working harder, going to more meetings, but spending less time iwth friends, neighbors, and others. His powerful image of this is that more Americans now bowl than ever–but not in leagues.
In last week’s class, we talked about assessment. Formative assessment, summative assessment, and how we use assessment wisely (or not) to activate (or not) student learning, feedback loops, and our own teaching. I was all open ears and open eyes; this was the first time I’d participated in a guided, focused conversation about assessment. Though not familiar with types of assessment, I am familiar with the concepts of grit
Read Part 1 In the Fall of 2014, as the first research activity of the new Futures Initiative at the Graduate Center, we embarked on a student-led project we are calling the CUNY Map of NYC. This is actually a series of maps that we will be working on throughout this semester, several of which will be the work of students in a dozen courses at CUNY campuses. These are