Mind Mapping: A Futures Initiative Session

By Lisa Tagliaferri|April 23, 2016|Mapping, Reflection|0 comments

During our last Futures Initiative co-working hours, the team spent half an hour doing some mind mapping to visualize our program and what it is connected to. This session was led by Futures Initiative Fellow Kalle Westerling. We are currently completing our second year as a program, and as we look towards the third year, we wanted to think about the spaces where we have impact and what areas may

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OutReachy Mentor/Internship: May 23-Aug 23

By Allison Guess|March 21, 2016|Events of Interest, Of interest|0 comments

Interested in software freedom, mentoring and interning for in a free open source software initiative? The outreachy internship will allow you to use your programing, documenting and/or design skils to work with an experienced mentor. According to their website, “Outreachy helps people from groups underrepresented in free and open source software get involved. We [They] provide a supportive community for beginning to contribute any time throughout the year and offer focused

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Announcing Teagle Grant to Support “Liberal Arts for the New Majority”

By Katina|March 2, 2016|Announcements|0 comments

The Futures Initiative is thrilled to announce the launch of an exciting new project funded by a grant from the Teagle Foundation: “Liberal Arts for the New Majority.” This multi-layered peer mentorship program will reconnect liberal arts teaching and learning with the mission of public higher education and the needs of what has been called the “new majority” of undergraduate college students, while also supporting graduate students’ development as both teachers

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Recap: Peer Mentoring and Student-Centered Learning

By Kalle Westerling|October 20, 2015|Event Recap|1 comments

On September 24, 2015, our second installment of the University Worth Fighting For series took place, facilitated by Kandice Chuh (GC Professor of English and one of our Faculty Fellows) and Hilarie Ashton (GC English PhD student, instructor at Queens College, and FI Graduate Mentor). The conversation started with introductory remarks from Chuh, who related the conversations about classrooms to the much larger setting of cultural inequality, contemporary issues of

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Futures Initiative Mentoring Workshop Day 2: Photo Essay

By Lisa Tagliaferri|August 24, 2015|FI Events, Peer mentoring, Reflection|0 comments

Everybody raise your hand! #futuresed pic.twitter.com/yhID1PEemy — Futures Initiative (@FuturesED) August 19, 2015 The Futures Initiative Mentoring Workshop continued on August 19, 2015 at the Graduate Center, CUNY. Undergraduate students continued to work with graduate students and the FI team to think through mentoring and higher education.

FI Mentoring Workshop

By Danica Savonick|August 18, 2015|FI Events|0 comments

Today (Tuesday August 18) and tomorrow we have 35 undergraduates from across the CUNY undergraduate campuses joining us at the CUNY Graduate Center for a two-day mentoring workshop. Check out what we’re up to here.

Getting Started, Part 3: The Syllabus

By Cathy Davidson|August 6, 2015|Pedagogy Guide|3 comments

[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

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Getting Started, Student-Centered Learning, Part 2: It’s All About You

By Cathy Davidson|August 5, 2015|Pedagogy Guide|4 comments

[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

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