WELCOME! It is an honor and a delight to welcome you all to a new academic year and, especially, to welcome you who are just joining us as members of our community at the Graduate Center and the vast community that is the City University of New York. For me, personally, it is a special honor to offer this welcome on behalf of the faculty since it means I’m no
Dear CUNY Faculty, Graduate Students, and Undergraduates, Thanks to generous funding from the Teagle Foundation, we will be able to offer thirty (30) undergraduates from across the CUNY campuses a two-day workshop (July 27-28 at the Graduate Center). After completion of the Futures Initiative Peer Mentoring Workshop, students will then have the opportunity to become official Futures Initiative Peer Mentors at their respective colleges, helping to provide resources, advice, and
It has been very exciting to watch the unveiling of an important new program, Women in Technology and Entrepreneurship in New York (WitNY). This partnership between CUNY (City University of New York), Cornell Tech and Verizon strives to increase the number of young women studying and working in technology. The percentage of women now graduating with technology degrees is less than 1%. That’s intolerable. HASTAC, the Futures Initiative, FemTechNet and
HASTAC since its inception has had several pillars (and the Futures Initiative, for CUNY and the Graduate Center), embodies those as well. HASTAC has been a “free and open community” from the beginning, open to anyone who signs onto the website and observes our principles of respect and contributes to our wide-ranging areas of interest embodied, in the most general way, by the slogan: “Changing the Way We Teach and
We at the Futures Initiative and HASTAC are deeply honored to be part of a visionary $3.1 million Andrew W. Mellon Foundation grant dedicated to humanities education at the nation’s community colleges and introductory humanities education for the “new majority” of college students entering universities in the U.S. today. Beginning in fall 2016, the Humanities Teaching and Learning Alliance will place 27 Graduate Center doctoral students at LaGuardia Community College,
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review Why Student-Centered Learning Needs An Alternative Credentialing Mechanism This is the sixth in a series of blog posts I’m writing based on
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review In this fifth in the series on getting started with student-centered, progressive, or open learning, I will talk about what it means
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Getting Started 6: Contract Grading and Peer Review What do you do if one of your biggest obstacles to student-centered learning is the students? This fourth post in my personal,
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Contract Grading and Peer Review It takes a lot of confidence to trust your students. In this third entry in the series on how to get started with student-centered
[Cross-posted from HASTAC] Part One: How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I Part Two: It’s All About You Part Three: The Syllabus Part Four: Students Part Five: Collectively Writing a Constitution Part Six: Contract Grading and Peer Review If learning were the sole objective of schooling, it would make good, common sense to teach to the needs, requirements, experience, and interests of
