Blog Assignment #2

By Alex Zhu|March 31, 2015|Reflection|0 comments

Option #2 In Kovalty memoir she got in detail about the conditions people were suffering through when they are in the holocaust. Today we have learned about the past and what the holocaust is all about. Genocide was a big part of the history we learned about the death of Jews. “Often an old, half starved pensioner would sneak through the streetsunder fire to bring us a loaf of bread”

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GC Wellness Center Resources

By Katina|March 31, 2015|Of interest|0 comments

Hello everyone, While we’re focusing on life circumstances that affect the students we teach, it’s also important not to neglect our own wellbeing. The Wellness Center offers terrific resources to GC students, including student health and counseling services. On April 15 from 10:45am–12:15pm, the Wellness Center will hold a workshop on Imposter Syndrome, including strategies to combat it. Details and registration are available here.

Propaganda Pitches: More Adventures in Student-Centered Pedagogy

By Irene Morrison-Moncure|March 29, 2015|Reflection|3 comments

Last week I tried out another student-centered activity in my Roots class. All semester I have been attempting to transform many of my mini-lectures into activities where the students present the information to each other instead of me simply giving it to them. We have recently begun a unit on Greek and Roman government and political vocabulary and so I devised an activity called “propaganda pitches” in order to combine the

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What If Group Work Led to Papers and a Panel?

By Cathy Davidson|March 29, 2015|Reflection|4 comments

Over on Facebook, where I get a lot of my education on pedagogy, one of my former students posted a very modest comment about, as she was rushing to throw together a conference paper at the last minute, frantic to come up with something, she realized the universe was whispering that she should have empathy for your students who are in that situation all the time.  There is always a

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What we (don’t) talk about when we talk about adjuncting

By Ryan Donovan|March 27, 2015|Reflection|7 comments

I came across this wonderful post from The New Yorker about the adjunct problem and thought it could spark a good conversation. Have you come out to your students as an adjunct? Coming out as an adjunct is necessary. Your students may not pay any attention to whether your job title is instructor, assistant professor or distinguished professor. Like the author of the New Yorker piece, I did not realize

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Brookings on (among other things) Student Engagement

By Hilarie Ashton|March 27, 2015|Of interest, Reflection|0 comments

The Brown Center at Brookings has released their 2015 Report on American Education. There’s a lot to delve into, but I wanted to offer (and solicit!) some thoughts on their student engagement findings. (I linked the full report above, but you may want to dive directly to the Student Engagement summary.) Here’s what grabbed me the most: “Let’s conclude by considering the advantages that national-level, difference in difference analyses provide

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Mapping Brooklyn (Exhibit)

By Hilarie Ashton|March 27, 2015|Events of Interest, Mapping, Of interest|1 comments

I came across this cool-looking exhibit and thought folks might be interested. Also, if anyone wants a field trip, let me know and I’ll send out a Doodle poll! Mapping Brooklyn From the exhibit description: “A prime impetus for visual artists has been to better understand and interpret the world around them.  In contemporary practice, artists observe, collect, explore, interact, depict, and diagram.  Cartographers follow similar impulses in seeking to

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1982 Interview with CUNY Chancellor Joseph S. Murray

By Danica Savonick|March 25, 2015|Of interest, Reflection|1 comments

Listen to former CUNY Chancellor Joseph S. Murray defend the policy of Open Admissions at CUNY. It’s so brilliant. When asked skeptically about the quality of the students that it would allow to have access to college, he responds: “Harvard took, after all, for three hundred years, the rather dull sons of the very rich and managed to survive and do rather well.” I can’t even. ZING. [youtube][/youtube]

Why Graduate Training Must Change If We Want To Reverse Income Inequality #FuturesEd

By Cathy Davidson|March 25, 2015|Class Recap, Reflection|0 comments

Yesterday, in “Mapping the Futures of Higher Education,” a student-led graduate course for Graduate Center students currently teaching in the CUNY system, we had a unit on “Life Circumstances and Pedagogical Ethics.”  As soon as the notes from the session are posted, we’ll tweet them out with the #FuturesEd hashtag. Until then, here’s a punchline:  Less than 23% of CUNY undergraduates come from families with a per capita income of

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