Recap: Measuring What Counts

By Lisa Tagliaferri|March 7, 2016|Event Recap|1 comments

  On Wednesday, March 2nd, the Futures Initiative hosted “Measuring What Counts: Credentials or Learning” at the Graduate Center, CUNY. It is part of our “The University Worth Fighting For” series of events, which will continue on Thursday, April 14 with “Teaching as Social Justice: Equity, Diversity, Race” livestreamed and live in room C197. Futures Initiative Fellow Mike Rifino, a PhD student in Human Development, introduced the event. Our special guests discussed how to measure

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Mar 2: Measuring What Counts: Credentials or Learning?

By Mike Rifino|February 11, 2016|FI Events|0 comments

Wednesday, March 2 | 1 PM to 2 PM | http://bit.ly/FuturesED-live | #fight4edu | RSVP Details WHERE: The Graduate Center, 365 Fifth Avenue Room: C197 WHEN: Wednesday, March 2, 1:00 PM-2:00 PM CONTACT INFO: futuresinitiative [at] gc.cuny.edu; (212) 817-7201 Description Join us at the Graduate Center on Wednesday, March 2 from 1-2pm in room C197 for an open, livestreamed workshop on metrics, assessment, equity, and finding ways to measure what we really

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Evaluation of Mapping the Futures of Higher Education

By Katina|October 5, 2015|Announcements, Class Recap, student-centered pedagogy|0 comments

The Futures Initiative is happy to share an evaluation report (PDF) of our inaugural course, Mapping the Futures of Higher Education. The analysis was conducted by two Urban Education doctoral students, Deborah Greenblatt and Janey Flanagan. We were delighted to learn that both undergraduate and graduate students considered the course and teaching methods to be highly effective. The report also contains many lessons for us as we plan for the

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Sept 8: “Do Students Know Best? Choice, Classroom Time, and Academic Performance” at The Graduate Center at CUNY

By Allison Guess|September 4, 2015|Events of Interest|0 comments

Friends of the Futures Initiative and teachers in the greater NYC community, you do not want to miss this upcoming panel on student-centered pedagogy. On Tuesday September 8, 2015 from 12 pm – 1:30 pm, the CUNY Office of Policy Research will host a Higher Education Policy Seminar Series at The Graduate Center at CUNY. The upcoming event in the seminar series is titled “Do Students Know Best? Choice, Classroom Time,

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Words with Friends: Creating the Student-Centered Roots Classroom

By Irene Morrison-Moncure|May 8, 2015|Reflection, Syllabus|0 comments

This semester I had the absolute honor and delight of participating in a course described as “Mapping the Futures of Higher Education,” a graduate seminar team-led by Professors Cathy N. Davidson and William Kelly in collaboration with the Futures Initiative at the Graduate Center, City University of New York (CUNY). One of the main goals of the class was to explore and share pedagogical expansions, innovations, and ultimately improvements to the traditional undergraduate classroom.

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Reflection: Finland Does It Again!

By Cathy Davidson|March 23, 2015|Reflection|0 comments

What’s in that water in Finland?  First they abolish standardized, summative, high stakes testing —and come out in the top 5 in all numeracy and literacy categories on the PISA OECD tests.   Now, they are getting rid of subjects in schools:  http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html The subjects we now use to organize the disciplines, fields, professional schools, methods, tools, and all the other silos of higher education were almost all designed in

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How We Judge Learning (and How It Judges Us)

By Cathy Davidson|March 13, 2015|Reflection|5 comments

Today, I had an incredible, exhausting, inspiring hour today with Matt, the relentless and caring personal trainer at our gym.  Before we dove into the tough stuff, he tested me with astonishing precision, creativity, and care to see range of motion, strength, flexibility, all that.   Because I was in a bad accident several years ago, he was especially careful to test there, to gauge and have a baseline to build

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Formative Assessment in the Undergraduate Classroom: Three Activities to Try Today

By Irene Morrison-Moncure|March 4, 2015|Class Recap, Of interest, Reflection|1 comments

This post serves as a follow-up to a student-led unit on assessment run on February 17 and 24 as part of the Futures Initiative “Mapping the Futures of Higher Education” course held at the Graduate Center, CUNY. I (representing Hunter College) along with Janey Flanagan (BMCC) and Maria Greene (BMCC) covered some of the pros and cons of both summative and formative assessment in the undergraduate course and offered a forum for lecturers from

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Preparation and Self-Assessment

By Ryan Donovan|March 2, 2015|Reflection|5 comments

As we worked on our assessment units in class, I began to think about how assessment follows us from birth to death. For many of us, the first words we’ll hear are “It’s a (insert gender pronoun here)!” And as I recently sat in the funeral of a relative, I listened to other family member’s assessments of her life: “She was kind. She glowed from within. She taught us how to die

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Putting Formative Assessment to Use: Student-Led Mini-Presentations

By Natalie Oshukany|March 2, 2015|Class Recap, Reflection|1 comments

Have you ever tried to explain the concept of musical timbre? How about describing the exact differences between an “important” versus a “secondary” melody? In dry, textbook terms, sure, my Intro to Music class can do this. But once our attention shifts from abstract concepts to real musical examples, the definitions provided in the textbook no longer seem so helpful. This is one of the difficulties I’ve struggled with in

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