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Fall 2022 FDD Session Resources
Writing Assignments as Stepping Stones for Student Career Readiness
Presenters: Kim Liao, Alison Perry, Madhura Bandyopadhyay, Tim McCormack
Description: According to the NACE (National Association of Colleges and Employers) 2022 Job Outlook Survey, employers prioritized critical thinking, communication, and teamwork as the most important competencies for student career readiness. In this workshop, we’ll investigate how writing assignments within specific academic disciplines can offer stepping stones to develop these competencies. Specifically, we’ll demonstrate how we build these competencies into disciplinary writing assignments using genres encountered in professional career settings–such as reports, case studies, memos, proposals, applications, or presentations–in courses offered by the Vertical Writing Program from ENG 201 to “Writing in the Disciplines” courses such as Writing for Criminal Justice, Business Writing, Technical Writing, and others. Participants will be encouraged to consider what types of career competencies they would like students to develop in their courses, and to participate in generative activities towards the creation of successful disciplinary writing assignments to further these goals of career readiness for John Jay students.
Please find the resources for “Writing Assignments as Stepping Stones for Student Career Readiness” here.
Please click here for the Zoom recording.
The Legal Disruption Project: A Student-Driven Participatory Action Project in the Law & Society Major
Presenters: Michael Yarbrough, Jean Carmalt, and student/alumnx presenters
Description: The Legal Disruption Project (LDP) is a student-led initiative in which Law & Society majors conduct research with other students on the ways that law disrupts people’s lives in their families and communities. Using Participatory Action Research methods, the LDP challenges hegemonic forms of sociolegal knowledge production by putting students in the driver’s seat, designing research themselves for the benefit of their own communities. For the past few years, student researchers have conducted focus groups with other students on themes of place, belonging, and displacement, building a rich qualitative data set about these themes throughout the NYC region. In this session, students and alumni will share how their experience in LDP has shaped their understanding of law and society, and faculty will discuss the LDP’s history and pedagogical implementation. We hope to open new visions for research and teaching at John Jay and to explore ways of adapting this model for other programs.
Please find the resources for “The Legal Disruption Project: A Student-Driven Participatory Action Project in the Law & Society Major” here.
Please find the Zoom recording here.
Understanding Bias in Student Evaluations of Faculty
Presenters: Jessica Gordon-Nembhard. Presenters: Mangai Natarajan and Lissette Delgado-Cruzata
Description: It is important to understand student bias on student evaluations of faculty. This panel presentation will explore the possible student biases in evaluations of faculty of color, women and LGBTQ+ faculty, based on decades of research. We will provide strategies for how to explain the kinds of bias to one’s department P&B and on the form C etc., or in any tenure or promotion interviews. We will also discuss how to put the responses in context; as well as how to help short-circuit any student issues using their feedback. In addition we plan to address how to approach student evaluations with a growth mindset, and combine that information with peer teaching evaluations and other innovative evaluations in order to improve our teaching. We will end with a dialogue about innovative ways to address the problem of structural biases in teaching.
Please find the Zoom recording here.
Yuja & Perusall: Examples of digital tools that map with NACE digital and communication competencies
Presenters: Judith Cahn with Department of Online Education and Support staff
Description: Using the NACE digital and communication career competencies as a framework, this workshop will examine how learning technologies can be used to help guide students to develop career competencies. We will reference many digital tools that can map to each core skill, but introduce, demonstrate, and focus primarily on 2 online learning technologies that are used at John Jay: YUJA, a multimedia/video tool and Perusall, a social, collaborative reading tool. Participants will have the opportunity to collaborate on ways these tools can be used to help guide students and foster career competencies.
Please find the Zoom recording here.
Resilient Competencies: Social Emotional Learning (SEL) + NACE in Course Design
Presenter: Iralma Pozo
(in person, this session was not recorded)
Description: As an accounting instructor within the Public Management department, I have seen firsthand how giving students a space to express their interests, concerns and observations through project based learning and exposure to the work and career trajectory of professionals in their field gives them a sense of accomplishment and enhances the competencies they will need for a successful career journey. Incorporating SEL into course design can further help students with the work they need to do to triumph in social settings and the self development needed as they start their careers. In this presentation, I will illustrate some elements of SEL and how these elements can be aligned with NACE competencies and learning objectives to seamless help students develop holistic leadership skills.
Resources not currently available.
Landmark Cases: Developing students’ problem solving and critical thinking skills in a racial justice context
Presenters: Wynne Ferdinand; Mariya Gluzman, Sergio Gallegos Ordorica, Fritz Umbach
(in person, this session was not recorded)
Description: Landmark U.S. Supreme Court Cases: Criminal Justice & Humanistic Perspectives is a new 300 level Justice Core General Education offering that engages John Jay students in examination of complex questions of racial justice, citizenship, individual rights, and criminal justice raised in one or more Supreme Court Cases, and through the varied interdisciplinary perspectives of law enforcement professionals, criminologists, historians, philosophers, artists, and writers. In this session, participants will review sample course assignments that ask students to: critically analyze legal documents, develop arguments, and synthesize multiple perspectives on complex justice issues. Working in small groups alongside facilitators, participants will identify how the samples reflect an interdisciplinary approach to understanding justice issues, develop core academic skills, and prepare criminal justice majors to reckon with the complex challenges they will face in their professional lives.
Resources not currently available.
The Value of the Research Experience: Applied Research Skills for Life
Presenters: Bettina Muenster, YanShan Yu, Yareli Perez, Ernest Lee, Adam Ramirez
(in person, this session was not recorded)
Description: This moderated panel discussion will focus on the less tangible and obvious, yet fundamental, long term benefits that a mentored research experience has for both, the student and their mentor. Transcending the more palpable technical data collection process and reading and writing aspects of the research project, this panel will focus on the importance of teaching students the merit of conducting research in the application of their theoretical and subject specific research to the world around them. Learning is much more than a perfect attendance, reading textbooks, and writing (research) papers; conducting research instills life-long skills that future employers and academic institutions seek. It is a crucial tool in identity.
Resources not currently available.
Collegiality 101: Understanding Service and Developing Leadership Opportunities at John Jay
Panelists: Carla Barrett, Alexa Capeloto, Karen Kaplowitz, & Chitra Raghavan Moderator: Angela Crossman
(in person, this session was not recorded)
Description: There are myriad ways in which each member of our John Jay community shows collegiality – ways that we collaborate and cooperate to share responsibility for our institution. An important step toward collegiality is finding our service groove – the ways in which we can invest in meaningful service that we feel passionate about. The goals of this panel are to: inform faculty members about types of service opportunities available at the College (particularly new and/or recent faculty members) and what they entail; consider ways to develop leadership through service and leadership opportunities at John Jay and beyond; and discuss strategies for planning about service and leadership in light of one’s career stage and goals.
Please find the resources from the session here.
Paths to Departmental Leadership
Presenters: Andrew Sidman, Katherine Stavrianopoulos, and Jayne Mooney
(in person, this session was not recorded)
Description: This panel discussion will feature current department chairs reflecting on the paths they took to becoming leaders in their departments. The discussion will address service and activities prior to becoming chair, timing of these activities, and maintaining balance between leadership responsibilities and other professional activities (like scholarship).
Resources not currently available.
Collaborative Grant Writing, Research and Grant Administration
Presenters: Marie-Helen Maras, Adam Scott Wandt, Kenji Logie, Iden Koxhaj
(in person, this session was not recorded)
Description: This session focuses on the presenters’ experiences with collaborative grant writing, grant administration, and related scholarly production utilizing colleagues, doctoral students, graduate students, and external partners. Focus will be placed on the successes, failures, challenges, and lessons learned by the team over the past three years. Attendees will gain practical knowledge regarding the formation of a successful multi- disciplinary team approach to apply for and administer large research grants.
Resources not currently available
Experiential Learning: Reinforcing Career-Ready Skills in the Classroom
Presenters: Katheryn Crawford, Stacia Maynard, Kristina Simonsen
Description: Experiential learning and hands-on experience are key components to supporting students to gain a competitive edge in their desired career industries. This session highlights the social and economic barriers that might disrupt the engagement of marginalized students in hands-on learning experiences that will prepare them for appropriate careers. We will share the different ways students can participate in experiential learning opportunities and how faculty can share this information with students. We will engage in a conversation for participants to gain insight to what employers are looking for in candidates; basic etiquette, techniques, and the NACE competencies that faculty can then reinforce in the classroom.
Please find the resources from the session here.
Please find the Zoom recording here.
Classrooms as Professional Spaces: Establishing Faculty-Student Interactions that Work
Presenters: Alison Perry; Madhura Bandyopadhyay
Description: While most John Jay students already work while attending class, many are nonetheless underprepared for the post-pandemic digital and material professional environments they will enter after college. Professors can help by creating pedagogical and classroom management strategies that promote self-efficacy in order to prepare students for their future careers. In this interactive workshop we will begin by conducting an activity where we lay out three scenarios describing student professionalism in in-person and virtual environments for participants to discuss. We will analyze our responses, look for patterns, and offer solutions. Next we will invite participants to share experiences they have had with student under-preparedness in recent semesters and tell us about how they responded. Our goal is to arrive at a set of best practices regarding lateness, absence, late/missing assignments, and in-class
Please find the Zoom recording here.
Model United Nations as the Ultimate Experiential Learning Activity at John Jay
Description: Members of the previous eboard of the winning Model UN will share their knowledge in how to train members in public speaking, writing, negotiation, collaboration and diplomatic skills. These members have participated in the team that has won the outstanding delegation award two years in a row, online in 2021 and presential in 2022 at the NMUN NYC Conference. The Academic Advisor will focus on an examination of the advantages of having students participate in Model UN.
Presenters: M. Victoria Pérez-Rios, Edita Biro and Juan Príncipe III
Please find the Zoom recording here.
Integrating Impactful Career Conversations into Major Advising
Presenters: Sumaya Villanueva, Emily Chow
Description: This training will be applicable for major coordinators that will hold 1:1 advising sessions for Junior and Seniors in 2022-23. John Jay has partnered with The Opportunity Network to co-develop Advisement Guides that integrate career talking points, considerations, and reflection questions within advising. We will share examples of critical and relevant career conversations that can take place to equip students for success in their career journey. There will also be an opportunity for faculty reflection and input on these Advisement Guides.
Please find the resources from the session here.
Please find the Zoom recording here.
Spring 2022 FDD Resources
Session: 1
Title: What just happened to student research? Reigniting paths to student engagement
Session Track: What Just Happened? Tips for Pandemic Learning
Presenters: Maureen Richards, Kate Cauley, Maria Grewe, Christen Madrazo, Andrew Berezhansky, Katelynn Seodarsan
Description: Empirical and anecdotal evidence identify “academic disengagement” as one of the outcomes of the pandemic. Many students struggled, often feeling unsupported, unmotivated, and unable to navigate simple research queries. Although the library’s pivot to 100% reliance on electronic delivery of library collections, and instructional and reference services, resulted in an increase in the use of the library’s online collections and services, full-text downloads decreased, signaling a drop-off in engagement. As we return to campus in greater numbers while continuing to offer remote learning modalities, we need to be purposeful in creating opportunities for students to catch up or learn for the first time the library skills needed for student success. Join an interactive discussion on how to develop more effective, motivational, and cohesive paths to engage students with the library through syllabi, assignments, blackboard, library workshops, and virtual and in-person reference help.
Find resources for “What just happened to student research? Reigniting paths to student engagement” here
Please click here for Zoom recording.
Title: Social Justice Pedagogy in the Time of COVID
Session Track: Separate and On Task: Yes! We Can! DEI & Active Learning
Presenters: Nina Rose Fischer, Adriana Perez, Emily Chavez and Aida Eloumi
Description: The coronavirus pandemic has not only revealed but also heightened systemic inequalities in education. As educators it is our utmost responsibility to create a supportive learning environment where our students thrive. We assert that traditional teaching methods are ineffective at addressing student needs, especially students disproportionately impacted by the pandemic. Addressing the survival and affective needs of students in a social justice oriented classroom increases the likelihood of success in class and subsequent graduation rates. A unique case study from Interdisciplinary Studies demonstrates the efficacy of virtual social justice pedagogy to meet the needs of students during the pandemic. We will present thematic categories that emerged from evaluative data from faculty and students that encompass the central aspects of our antiracist, culturally affirming pedagogical efforts: 1) Questioning interdisciplinary, 2) Disrupting systemic inequality and 3) Power shifting. We will demonstrate and discuss how to operationalize these themes in the classroom.
Find resources for “Social Justice Pedagogy in the Time of COVID” here
Please click here for Zoom recording.
Title: Earning Their Wings: Embedding Career Readiness in Course Design
Session Track: The Proof Is in the Demo: Master Classes in Design
Presenters: Heath Grant and Maggie Smith
Description: As John Jay students move into the 2022 workforce, many employment opportunities for advancement will require a demonstration of proficiency in the use of quantitative data and quantitative analysis. This session will introduce practical model assignments for social science courses that include one or more elements that will require students to think about or make use of quantitative data. Above all, workshop discussions and examples will help faculty participants to identify where and how to integrate quantitative reasoning into their courses (whether they currently have a specific research objective or not).
Find resources for “Earning Their Wings: Embedding Career Readiness in Course Design” here
Please click here for Zoom recording.
Title: Justice in Conversation: Supporting Student Identities & Needs
Session Track: Starting Challenging Conversations to Build Resilience
Presenters: Madhura Bandyopadhyay, Iralma Pozo
Description: For the past several semesters, we have been interacting with our students entirely online or communicating across masks in a context of an ever changing world and a myriad uncertainties. Even as the pandemic has made it more necessary for us as teachers to help our students become resilient learners, it has made it that much more difficult to reach out to them as human beings and send the message that we care. This workshop will focus on some practical ways for caring for students and building resilience in them as teachers in a context where many students are navigating extremely challenging circumstances within systemic oppression, mental and physical health issues and housing and food insecurities. Through discussion, reflection and interactive activities, we shall work on ways of creating useful questions for starting challenging conversations with students and making resource lists to guide them more effectively towards support.
Please click here for Zoom recording.
Session: 2
Title: What just happened? Student Resources, Conduct, and Discipline in a Hybrid Learning Environment
Session Track: What Just Happened? Tips for Pandemic Learning
Presenters: Rachel Brown, Michael Martinez Sachs
Description: In this session, the College’s Dean of Students and the Student Conduct Office will cover student services and classroom management techniques for online and hybrid online/in person classes, based on the university’s current plan to offer both remote, in-person, and possibly hybrid classes for Spring 2022. Remote learning platforms such as Blackboard and Zoom present unique challenges for providing students with appropriate resources; maintaining community standards; and holding students accountable for misconduct. Some examples the Conduct Office handled in the Spring and Fall 2021 hybrid/remote semesters include students not following instructors’ guidelines for confirming attendance and participation in class sessions; students sharing personal/private/inappropriate information about themselves or their classmates in online discussions and chatrooms; and “Zoom bombing” and other types of intrusions by hackers or trolls into video conference calls. We will discuss the services available to students through our offices for Counseling, emergency funding, and Diversity and Inclusion; communicating appropriate “netiquette” to students; behavioral expectations in an online environment; and procedures for reporting suspected incidents of misconduct.
Find resources for “What just happened? Student Resources, Conduct, and Discipline in a Hybrid Learning Environment” here
Please click here and here for Zoom recording.
Title: Accommodation vs. Modification: Designing a More Inclusive and Digitally-Responsive Curriculum
Session Track: Yes! We Can! DEI & Active Learning
Presenter: Mohammad Hamad
Description: In this session, I will explore the intersections of class, ability and technology using the Universal Design for Learning Guidelines as an analytical framework for reimagining instructional design. To design a more inclusive pedagogy, educators must understand how positive learning outcomes can drive student empowerment and the role that we play in driving justice-centered outcomes. While student demographics continue to shift, the demand to remain technologically-responsive in our classrooms will increase. This reality creates a sense of urgency on our part to prepare students with the knowledge and tools that they need to achieve their greatest potential, in and out of the classroom.
This session offers a balance between knowledge-sharing and practice. Participants are recommended to bring a SP22 course syllabus and class assignment to the session (in digital or hardcopy format). Be prepared to engage in an interactive exercise where you will apply the knowledge and skills gained to your own course materials.
Find resources for “Accommodation vs. Modification: Designing a More Inclusive and Digitally-Responsive Curriculum” here
Please click here for Zoom recording.
Title: Introduction to Test Construction for Student Assessments
Session Track: The Proof Is in the Demo: Master Classes in Design
Presenter: Keith A. Markus
Description: Student assessments take place inside or outside the classroom. The term ‘assessment’ applies broadly beyond conventional test and quiz formats. The determining factors are (a) that the assessment is consistent and comparable across students and (b) that the assessment is designed to provide some information about the student’s knowledge, skills or abilities (whether graded or not). This session will introduce principles and procedures in test construction (in the above inclusive sense). Topics include alignment with learning objectives, how and why to create a test blueprint and item specifications, common response formats, norm reference versus criterion reference, scoring rubrics, and the three primary features of a good test: fairness, validity and reliability. This session is designed for faculty with no prior background in test theory and will emphasize practical concepts and procedures.
Find resources for “Introduction to Test Construction for Student Assessments” here
Please click here for Zoom recording.
Title: Antisemitism
Session Track: Justice in Conversation: Supporting Student Identities & Needs
Presenters: Andrew Berezhansky, Erica Calabrese, Frances Zusman, Umira Ali, Tzvia Waronker
Description: To help professors recognize, identify, and address Antisemitism in and out of the classroom. We want to help Professors to be able to identify rhetoric that is not just harmful to Jewish students, faculty, and staff, but the kind of language that is pervasive in our society including the lexicon we may ordinarily use.
Find resources for “Antisemitism” here
Please click here for Zoom recording.
Session: 3
Title: What’s Not Happening? Overcoming Student Passivity
Session Track: What Just Happened? Tips for Pandemic Learning
Presenter: Gregory Donaldson
Description: One of the challenges of teaching is moving students from passive to active learners. Distinguished Teaching Award winner Gregory Donaldson will share some of his best engagement techniques that have worked on college freshmen and NYPD leadership students alike. Learn to stage the performance of your class period in an arc; discover ways to bring students into the conversation through debate, role-play, catch-phrases and making learning personal; learn what makes a class a community from one of John Jay’s most legendary professors.
Find resources for “What’s Not Happening? Overcoming Student Passivity” here
Please click here for Zoom recording.
Title: Algorithmic and Design Justice: Technology and Inclusivity
Session Track: Yes! We Can! DEI & Active Learning
Presenter: Marie-Michelle Strah
Description: The criminal justice classroom presents many opportunities too critically evaluate the looming dystopias posed by artificial intelligence both in theory and praxis. This session will address two dystopian scenarios: rapid “tattleware” and surveillance technology adoption, and lack of technology competencies for criminal justice students. As a counterpoint, we’ll also review more utopian alternatives underway: research in ethical and critical AI, big data and human rights competencies leveraging remote collaboration and public scholarship and faculty seminars in technology, innovation and experience design to incorporate race, gender, disability and design justice in the classroom.
Find resources for “Algorithmic and Design Justice: Technology and Inclusivity“ here
Please click here for Zoom recording.
Title: It’s not the portrait but the landscape!
Session Track: The Proof Is in the Demo: Master Classes in Design
Presenter: David M. Shapiro
Description: This session will focus on presenting a course (viz., Advanced Financial Reporting – ACC 710, asynchronous) on a virtual canvas, approaching the meeting of program goals and course objectives via a set of formative exercises integrating horizontal (e.g., domestic and foreign opportunities), vertical (e.g., reporting entity history), and diagonal (e.g., historical interaction among law enforcement agencies, civil regulators, NGOs, reporting entities) analyses. In brief, the session implicates a holistic theoretical and conceptual exploration of the financial reporting landscape.
Find resources for ” It’s not the portrait but the landscape! “ here and here
Please click here for Zoom recording.
Title: Addressing Islamophobia
Session Track: Justice in Conversation: Supporting Student Identities & Needs
Presenters: Andrew Berezhansky, Erica Calabrese, Frances Zusman, Umira Ali, Tzvia Waronker
Description: To help professors recognize, identify, and address Islamophobia in and out of the classroom. We want to help Professors to be able to identify rhetoric that is not just harmful to Muslim and Arab students, faculty, and staff, but the kind of language that is pervasive in our society including the lexicon we may ordinarily use.
Find resources for ” Addressing Islamophobia” here
Please click here for Zoom recording.
Fall 2021 Resources
Session 1
Research in a Flash: Promoting Knowledge Consolidation and Creation in Human Rights
Recording Link:
Hateful or Hurtful Speech In and Out of the Classroom: Exploring Formal and Informal Resources and Responses
Recording Link:
https://www.dropbox.com/s/fr3hnqiivx0jabb/FDD%20Fall%2021-Hateful%20or%20Hurtful%20Speech.mp4?dl=0
Embodied Learning and Culturally Sustaining Pedagogy
Recording Link:
Authentic Assessments in Online Education
Recording Link:
Introducing the New Student Evaluation of Faculty Instrument
Recording Link:
https://www.dropbox.com/s/tbusc1uuzmrnsio/My%20Movie%20-%20HD%201080p-1.mov?dl=0
Session 2
Quantitative Literacy, Gen Ed, and Justice
Recording Link:
Student Conduct and Discipline in a Hybrid Learning Environment
Recording Link
Northeast Slavery Records Index: Promoting Critical Thinking and Research Skills Across Disciplines
Zoom Link:
Using Program Assessment Results to Improve Student Learning
Recording Link:
https://www.dropbox.com/s/qwyl7vv44z3uh15/FDD%20FA21-Using%20Program%20Assessment%20Results.mp4?dl=0
Words Matter: The Need for Humanizing and Person-First Language When Teaching and Learning About the Criminal Legal System
Recording Link:
Session 3
“But I Researched It”: Teaching Information Literacy in the Age of QAnon
Recording Link:
Making All Voices Heard: Getting a Diverse, Student Perspective into Media Pitches
Recording Link:
https://www.dropbox.com/s/pkvhgf5ymw1xtgi/FDD%20Fall%2021-Making%20All%20Voices%20Heard.mp4?dl=0
When I Grow Up: Getting To Know Today’s Context for Career and Academic Planning for HSI Students
Recording Link:
What’s Good Enough? Setting Benchmarks/Standards for Student Success
Recording Link:
https://www.dropbox.com/s/g3ubi9whnrzjpzr/FDD%20Fall%2021-%20What%E2%80%99s%20Good%20Enough.mp4?dl=0
Using Academic Advisement Techniques in Teaching to foster Democratic Education, Student Resilience, and Wellness
Recording Link:
https://www.dropbox.com/s/6at3jz0j8zukcou/FDD%20Fall21_Advising%20in%20Teaching.MOV?dl=0
Faculty Development Day Spring 2021
John Jay Faculty Development Days are twice-yearly opportunities to come together as a faculty community, discuss those things that affect our work lives, and share effective practices in teaching and scholarship. We invite faculty to share their pedagogical innovations with others.
Our Spring 2021 Faculty Development day will be on January 28, 2021.
The overall theme for our day is “Facing the Pandemic: Sharing Creative and Practical Choices,” with the anticipated session tracks listed below.
Breakout Session Tracks:
1. Teaching in Real Time: Managing Synchronous Sessions
2. Separate and On Task: Guiding Asynchronous Learning
3. From Awareness to Engagement: Curricular and Pedagogical Revisions
4. Remote Flexibility: Mentoring, Internships, Studios, and Labs
5. Ensuring Equity: Learning Accessibility and Compliance
Please submit your proposal here, by Friday, December 11, 11:59 pm. Applicants will be notified by Tuesday, December 15.
Program Questions? Email Gina Foster gifoster@jjay.cuny.edu
