9:00AM -10:00AM : Zoom
The Post-Pandemic Library
Presented by: Jeffrey Kroessler, Maria Kiriakova, Karen Okamoto, Marta Bladek
*We join our colleagues in lamenting the sudden and recent loss of Jeffrey Kroessler. His leadership, scholarship, and collegiality were tremendous gifts to our community.*
Description: We have noticed significant changes in how students use the library since reopening. The physical library was closed for a year and a half, and gradually welcomed our patrons back in the Fall of 2021. Now, three semesters into reopening we recognize several key differences compared to 2019. These changes range from what students are using the library for to the kinds of reference questions they approach us with. Every three years the Library conducts an in-library survey of our patrons. We want to know how our patrons – students, faculty, and staff – actually use the library. What were they doing that day, how often do they come, were the resources adequate for the task at hand? We also asked for their comments and suggestions. How students use the library gives us a window on the kinds of assignments they are getting and how they are approaching them.
Please click here for the Zoom recording.
Structured Reflection in Asynchronous Teaching and Learning
Presented by: Madhura Bandyopadhyay
Description: Reflection is both a personal and social action. It helps the learner gain agency over the content of the course and the physical context of the classroom with its social, material and cognitive dimensions. When the context of that classroom is online, asynchronous and the student has to self navigate and self pace albeit with the help of online, asynchronous instructor presence, carefully structured reflective practices can help the student make sense of the course. It can help the learner interact with course modules and the presence of others in a way that is different from the physical classroom. Intentional and integrated reflection in a structured way can help student-to-self, student-to-course material, student-to-peers and student-to-instructor interaction. Reflection at key moments and reflection as a habit built into the design of the course can provide a cohesive experience in asynchronous classes. In this interactive workshop attendees will participate in activities to reflect on their past semesters of online teaching, draw from their own course designs, share experiences of what worked and what did not to identify ways of integrating reflection into their course modules, activities and assessment practices to inspire and facilitate self motivated learning, social interaction and community building within asynchronous and hybrid online classes.
Resources not currently available.
Cultural Inclusivity in Instructional Design
Presented by: Yuliya Zabyelina, Esther Verhalle, Guido D. Giordano
Description: In this session the presenters discuss opportunities to apply culturally inclusive forms of instructional design that support John Jay’s 7 Principles for a Culturally Responsive, Inclusive and Anti-Racist curriculum, as adopted by the college in April 2021. Within the framework of Universal Design for Learning (UDL), we will focus on practical applications such as cultural inclusivity statements, statements on pronouns and anti-sexist communication, alternatives to lectures, and culturally mindful forms of assessment and feedback.
Please click here for the Zoom recording.
Indigenous Knowledge & Perspectives: Environmental/Climate Justice & Sustainability
Presented by: Paul Bartlett & Ali Syed
Description: Facilitated discussion of Environmental Justice and Sustainability (EJS) minor core and elective faculty sharing with participants resources and ways of including Indigenous Knowledge (IK), perspectives, world views, ontologies, and epistemologies in the JJay curriculum. Resources from Earth as Relative Univ of MN Bemidji AASHE workshop shared. Participants will share their experiences and curriculum needs and brainstorm ways to expand IK across the curriculum at CUNY in general and concerning Climate Justice, Environmental Justice, and Sustainability.
Please click here for the Zoom recording.
Using EAB Navigate to Support Student Success
Presented by: Alex Bolesta, Will Stevens, Kate Szur, Wynne Ferdinand
Description: EAB Navigate is a web-based tool that any John Jay faculty or staff member can access to support student success. This session introduces the systems’ basic functionalities, like roster views and appointment summaries, as well as information for faculty members interested in connecting students to timely academic and social supports and learning about historic course trends. Progress reports, tutoring referrals, individual alerts, and other potential uses of Navigate will be shared in an interactive virtual session.
Resources not currently available
10:30 AM – 12:00 PM
Groundwater Institute Presentation
What is the “groundwater” perspective on structural racism? View this synthesis of research across race/ethnicity, socioeconomic status, education, and other factors:
2:00 – 3:00 PM – Zoom
How to Imagine the Future of Gender Studies at John Jay
Presented by: Olivera Jokic, Jessica Gordon Nembhard
Description: We are looking to present to a larger faculty community what is going on with the Gender Studies Program at JJ and what kinds of changes it needs and would benefit from. The GS curriculum hasn’t been substantially updated since it was started about a decade ago, and we would like to discuss what we have learned from the courses we teach and the students who take our classes. They make it pretty clear about the directions we could take in our updates–intersectionality, race, non-eurocentric history of gender and movements for gender justice, careers that use their knowledge about gender justice–and we would like to share with other interested faculty, who did or may want to teach in the program, how we bring about this shift.
Please click here for the Zoom Recording.
Teaching Using Team-Based Learning
Presented by: Katie Zuber
Description: Faculty often wonder how to maximize in-person class time by engaging students beyond the traditional stage on the sage approach. In this presentation, I discuss the implementation of team-based learning (TBL). The philosophy behind TBL is that students learn best from actively engaging in small groups and applying knowledge to solve real world problems. A brief overview will be provided of the components of a TBL course along with sample assignments.
Please click here for the session resources.
Diversity in Online Teaching and Learning- Asynchronous
Presented by: Dejannie Martin
Description: Many may have the impression that “Asynchronous Courses” are less challenging than its counter parts – synchronous or on-campus. However, this type ofcourse option for students can have just as much engagement with their instructors and colleague’s weekly that can produce an effective learning environment. This presentation will focus on how asynchronous teaching and learning course strategies can play a major role in building and strengthening online diverse communities. By designing subject specific instructional learning materials and tools that will support students in this type of learning environment, which will translate into a high level of student engagement and retention within a given course topic.
Please find the Zoom recording here, and additional session resources are located here.
Internal Family Systems and Pedagogy
Presented by: Robert Garot
Description: Internal Family Systems (IFS), a recent, research-based approach to understanding the self, is a popular model for therapeutic treatment. This presentation will explore this model and its potential applications in our dealings with our selves, our colleagues and our students. By building our capacity for compassion and curiosity, IFS might help us reduce conflict and realize our collective potential.
Please click here for the Zoom recording, and the resources from the session are available here.
Sharing the “Wins” from the Online Excellence Project
Presented by: Judith Cahn, Holly Davenport (with DOES team)
Description: The Online Excellence Project was developed using the HEERF funding to support the development of model online programs, providing opportunity for faculty to work closely with the Department of Online Education and Support (DOES) Instructional Design team. The model courses have all the good elements of quality instructional design built into it, according to industry standards using the OSCQR rubric, which gives students a better experience learning online ultimately contributing to more positive student outcomes. This session will highlight some of the courses developed including the multimedia produced to enhance student engagement. To date, over 60 quality model courses have been completed – and we anticipate that nearly 90 courses will be developed by the summer. The model courses can be easily copied to semester course sections and has the potential to positively impact the online experience of thousands of students.
Please find the resources from the session here.
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