The following schedule is subject to revision.

Contents

Week One: June 1-3

Wednesday, June 1

Workshop A: Teaching as an International Student, 2:00-3:30pm

Sule Aksoy, Ana Flávia Bádue, Cristina Elena Pardo Porto

Teaching at CUNY might pose specific challenges for international graduate students, such as cultural differences and distinct expectations regarding classroom dynamics. This workshop, facilitated by TLC staff who are themselves from outside the US, will address questions and concerns from international instructors. We will discuss issues related to the specificities of both the US higher education system and the CUNY system, and clarify terminology which may be unfamiliar to attendees. We will also explore strategies for navigating teaching as international instructors.

Workshop B: Time Management, 4:00-5:30pm

Luke Waltzer

Effectively managing your time requires balancing teaching, research, your course load, and often other work. This requires its own kind of intentional, ongoing effort–for instance, how can you handle lesson planning when you’re in the middle of writing a seminar paper? This workshop will offer strategies to help you balance your responsibilities as a teacher and a graduate student. Topics to be covered include deliberate planning of your research and teaching agendas, planning class preparation, and dealing with procrastination. You will leave this workshop with a plan to manage your time… and maybe even a strategy to take some nights and weekends off.

Thursday, June 2

Workshop C: Introduction to Open Educational Resources (OER) and Practices, 12:00-1:30pm

Laurie Hurson

This workshop will introduce attendees to the foundations of open pedagogy. The workshop will introduce possibilities for teaching with open education resources (OER) and will also highlight how related practices create opportunities to “open up” the pedagogical approaches we use in our courses. These practices can include teaching with non-proprietary technologies, facilitating student engagement with public discourses, developing authentic assignments, and fostering digital skills and literacies. Attendees will have the chance to search for relevant open resources, explore examples of open courses, and think through how they might remix sample assignments for their own course.

Workshop D: Trauma-Informed Approaches to Teaching and Learning, 2:00-3:30pm

Miranda Fedock and Fernanda Blanco Vidal

THIS WORKSHOP IS POSTPONED UNTIL FURTHER NOTICE

The ongoing global pandemic has given rise to unique experiences of collective trauma that continue to affect us all, including our students and our capacities to show up in the classroom as teachers. In this workshop, we will introduce key principles in “trauma-informed pedagogy” and explore how they can help us prepare for another semester of teaching and learning during a global pandemic. We will provide hands-on opportunities to explore trauma-informed pedagogical practices, such as centering emotional wellness by conducting regular check-ins, ensuring flexibility by increasing opportunities for choice, and communicating compassionately with students. We will collectively annotate and revise an existing syllabus or class artifact to see what trauma-informed pedagogical practice might look like concretely. The participants will leave the workshop with a clearer sense of how we can prevent emotionally depleting our students and ourselves, and how we can help our students develop emotional resilience while respecting the limits of our scope of practice as educators.

Week Two: June 6-10

Monday, June 6

Workshop E: Building Flexibility in Small Steps, 2:00-3:30pm

Atasi Das and Chy Sprauve

In this workshop, we address flexibility as a way to practice care and why we should consider it for our teaching practice. These past two years have been difficult for everyone in our learning communities. Educators feel strained by hefty course loads and hybridized instructional modes that require strenuous preparation. It is natural that some of our teaching goals will require revision through the semester.This workshop will help attendees build in flexibility at the outset of their course to best prepare for the inevitable stressors the semester brings. Our aim is to make room for all of the ways we (instructors and students) are showing up to our learning spaces by developing flexible approaches to syllabus and assignment construction.

Tuesday, June 7

Workshop F: Teaching and Learning Through Multimedia, 12:00-1:30pm

Agustina Checa

This workshop is aimed at providing instructors with practical ideas for incorporating multimedia resources (music, oral histories, podcasts, visual records, etc) into various kinds of classrooms. Inclusion of multimedia can complement readings and lectures in vivid and dynamic ways and allows instructors to incorporate marginalized, underrepresented voices in the classroom. Attendees at this workshop will learn methods to incorporate multimedia for in-class content delivery, as well as practical skills to design assignments that combine different kinds of media in engaging ways. Examples shared will include: essays that reflect on oral histories, sound compositions that turn into written reflections, or research projects that turn into podcasts or documentaries.

Workshop G: Creating-to-Learn: Art-making in Teaching and Learning, 2:00-3:30pm

Cristina Elena Pardo Porto

Creativity is part of our daily life, even when we are not fully aware of its presence. During the session we will approach teaching and learning as a reflective and collective process that can be enhanced through doing and making things. This workshop will provide attendees with models and ideas for boosting creativity and engagement through hands-on activities in their classrooms. Among the strategies we will explore are: alternatives to traditional assignments like oral presentations or final papers, the creation of images and DIY artifacts as homeworks, integrating audiovisual materials in lessons, art-based research, and incorporation of interactive activities (like games) into scaffolded projects, etc.

Wednesday, June 8

Microteaching Session, 10:00-11:30am

This workshop will introduce the microteaching technique that provides opportunities for teachers to practice, review their performance, and receive feedback on their developing teaching skills. Prior to the workshop, pick a topic that could be discussed in an introductory level course in your discipline and prepare a 5-minute lecture. You will take turns in delivering your lectures and have the opportunity to reflect and receive constructive feedback. If you have visual aids or slides, please be prepared to share them at the session.

Registration link: https://gc-cuny-edu.zoom.us/meeting/register/tZwkdeyprT4iGtfG8XpxuyU2O0tn7MYffB2A

Workshop H: Facilitating Participation and Engagement, 12:00-1:30pm

Laurie Hurson and Cristina Elena Pardo Porto

This workshop will introduce strategies for facilitating student participation and engagement in online and in-person classrooms. We will explore what we mean by participation and discuss strategies for fostering various forms of engagement. We will discuss how to remix activities to save time when prepping your course and work, and consider how to incorporate outside-of-class asynchronous work to structure in-person sessions.

Workshop I: Building Pedagogies of Solidarity with Students, 2:00-3:30pm

Chy Sprauve and Anna Zeemont

This workshop encourages participants to examine their own positionality and (re)imagine the relationships they want to cultivate with their students. Practices employed by academic institutions may foster adversarial relationships between students and faculty in the classroom. It can feel daunting to try to implement “subversive” pedagogies in classrooms, especially when institutions often implicitly/explicitly suggest against doing so. Participants will brainstorm pedagogical strategies that move beyond seeing students as adversarial but instead as real members of a community and as accomplices.

Thursday, June 9

Workshop J: Experiential Learning: Teaching Through Sensorial Experiments, 12:00-1:30pm

Ana Flávia Bádue and Luis Henao Uribe

This workshop will explore how to design dynamic and experiential activities, such as board games, role playing games, and other practices to facilitate the teaching of theories through hands-on conceptual reflections. The goal is to make complex ideas materially and concretely alive so that students can learn by experimenting with them.

Workshop K: Place-Based Pedagogy: Engaging New York City as a Living Classroom, 2:00-3:30pm

Cristine Khan

When we take our students out of the classroom and into the streets of New York, class material can come alive in entirely new ways and resonate with students’ experiences. This workshop will cover strategies for incorporating place-based pedagogy into courses across disciplines. We will offer examples of how to lead site visits to local cultural institutions and more broadly, how to use New York City as a “living laboratory” in which students are engaged in community-driven inquiry practices. This approach allows for real-time case studies on an astonishing range of issues, including environmental crisis, immigration, neighborhood change, and more.

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Workshops