One of my colleagues sent me this article by Te-Erika Patterson about why so many graduate students quit their studies. The various reasons include health and interactions with faculty. I have heard of students getting ulcers and other digestive ailments, throughout the semester. I also have suffered with my own ailments. From what I have gathered, attaining a Ph.D is more than just reading and completing assignments—it is also political.
This has been… a big year. While the Futures Initiative team and I formally reflect on the past year through the exercise of writing and designing our annual report, and while we plan for an unusual year ahead, I’d like to take a moment and offer a more personal reflection as well. In working on our annual report, I and others on our team have been struck by how much the
Monday, March 6 | 2 PM to 4 PM EST | GC Room 9100 (Skylight Room)| RSVP | Google Doc Twitter Chat: @FuturesED#fight4edu Live stream: http://bit.ly/fight4edu-live Join the Futures Initiative on Monday, March 6, 2017 from 2-4pm for a roundtable discussion on Global Perspectives on the Fight for Higher Education, in which we will share strategies across the globe and highlight the urgent need for abolition and decolonial education. The discussion will (re)focus
Futures Initiative Faculty Fellow Gillian Bayne and Urban Education Ph.D. student Aderinsola Gilbert led an exciting and productive workshop during Teach@CUNY Day on May 2, 2016. “Advancing STEM Teaching and Learning in New York City’s Metropolis was part of the “Diversity in CUNY’s Classrooms” track of Teach@CUNY Day. This workshop explored how faculty in STEM disciplines can utilize student’s cultural capital to increase their enthusiasm for and interest in course
On Monday, May 2, 2016, graduate students from the course Global Perspectives on Language and Education, shared their research on language practices across several CUNY campuses. Led be Ofelia Garcia (Graduate Center, Urban Education and Hispanic and Luso-Brazilian Literatures and Languages) and Carmina Makar (City College, Teaching Learning and Culture), the course took place in Fall 2015. The work presented at the session will be published in the May/June 2016
The Futures Initiative and HASTAC are proud to be partnering with AMMAL, a non-profit education initiative that provides those who identify as female with both face-to-face and remotely-taught training in technology skills. This teaching and learning is done outside of a classroom environment and taps into a grassroots community of women who work to empower each other in the diverse neighborhoods of East London. As part of this process, learners are given access to a 24/7 peer-led
2016 Bronx CUNY EdTech Showcase “Ready or Not? Student Preparedness into and out of our Institutions” Join the three Bronx CUNY colleges for a very special opportunity to discuss the impact of technology across the education spectrum from high schools through undergraduate, workforce development and beyond. This year our committee seeks cross-community, cross-campus and cross-disciplinary groups and individuals to lead discussions and share success stories, ideas, and roadmaps that can
In the 2015-2016 academic year, the Futures Initiative is offering five team-taught courses in a number of different disciplines, reaching as many as 90 graduate students and 1,800 undergraduates. The courses will be taught by CUNY faculty based at the Graduate Center as well as Brooklyn College, City College, LaGuardia Community College, Lehman College, and Queens College. The focus across all of the courses is Diversity, Access, and Equity Across
[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
