Teaching and Learning NEWSLETTER€¦ · Conference research grants, a CUNY Chancellor’s Research Fellowship, and recently a Fulbright award. Rodríguez has mentored many minority

1CTL NEWSLETTER | www. hostos.cuny.edu/ctl/

Volume 3, Fall 2016 Issue

Teaching and Learning

NEWSLETTER

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http://www.hostos.cuny.edu/ctl

CTL NEWSLETTER | www. hostos.cuny.edu/ctl/2

Center for Teaching and LearningSlogan: “Creating better teachers to better serve our students.” Mission:In keeping with Hostos tradition, the Center for Teaching and Learning promotes excellence in teaching and learning with innovative pedagogies and state-of-the-art technologies by fostering interdisciplinary and cross-divisional collaborations.

Goals and Objectives:In order to fulfill its mission, the Center for Teaching and Learning strives to accomplish the following goals and objectives:

• Promoteteachinginnovation• Providefacultyprofessionaldevelopmentactivities• SupportScholarshipofTeachingandLearning(SoTL)• Supportcurriculumdevelopmentandrevision• Create and disseminate instructional resource materials, including a faculty handbook• PromoteandshowcasefacultyworkandresearchthroughconferencessuchasCTLProfessional DevelopmentDay(SPADay),BronxEdTechShowcase,CUEConference,CUNYITConferenceandothers.

AdditionalofferingsbytheCenterforTeachingandLearninginclude:

• Supportforstudentparticipationprograms(honorsprograms,WAC,StudyAbroadProgram,etc.)

• CollaborationwiththeGrantsofficeto:

o Proposestrategiestosupportfacultyengagementingrantsmanship o Providedevelopmentsupportforfacultyresearchinitiatives(assistancelocatingfundingsources, grantwritingworkshops,etc.)

SABATICALEXPERIENCE18 NEWAPPROACH21

TABLEOFCONTENTS02

NEWFACULTY,WELCOME!06 PEDAGOGICALPOINTS

10

ANNOUNCEMENTS03

MATHEMATICSDAY07

APPROACHTOTRAINING 13

MEETOURSTAFF!05

PROFESSIONALDEVELOPMENTDAY

08

CUE CONFERENCE SUCCESS

14

FALL2016CALENDAR

27 UPCOMINGCONFERENCES

31

SMILE FOR THE CAMERA!

16

HOSTOSTEACHINGINSTITUTE WORKSHOPS

22

CONTENTS OF NEWSLETTER


FulbrightAward|BriefDescriptionHostosCommunityCollegeProfessorYoelRodríguezhas been granted a prestigious 2016-17 U.S. Fulbright ScholarAwardtotheSlovakRepublic.TheFulbrightaward along with his sabbatical leave will provide Professor Rodriguez with the opportunity to workat the Institute of Experimental Pharmacology andToxicology of the Slovak Academy of Sciences inBratislava,SlovakRepublic.ProfessorRodrgiez will be collaborating withDr. Magdalena Majekova, who is an expert in biophysics and medicinal chemistry. Through this partnership, and by bringing his expertise in computational molecular biology, Professor Rodríguez believes thatthey will be able to make important contributions regarding worldwide human health issues related to cardiovascular and heart disease. He feels truly humbled, honored and excitedbythisopportunity.ProfessorRodríguez also trusts that his current and futurestudents will benefit from this award since he will increase their research visions as well as instill in them the determination to remain in Science, Technology, Engineering and Mathematics (STEM) fields. He isvery thankful to Hostos and his colleagues at Mount Sinai School of Medicine in New York who havesupported and helped him through his scholarly and professionalgrowthduringhistenureatCUNY.

BiographyDr.YoelRodríguezisanAssociateProfessorofphysicsand chemistry in the Natural Sciences department of Hostos Community College (HCC) of The CityUniversityofNewYork(CUNY)andcoordinatoroftheHCC Joint Dual Engineering Degree program with TheCityCollegeofNewYork’s (CCNY)GroveSchool

of Engineering (GSoE)ofCUNY.He receivedhis B.S.degreeinchemistry(physicalchemistryfield;SummaCumLaude)fromHavanaUniversityinJuly1995,andhisPh.D.inTheoreticalbiophysics(SummaCumLaude)at Complutense University of Madrid, Spain in October 2002. He came to NewYork to do his postdoctoraltraining atMount Sinai School ofMedicine (MSSM)in Computational Biophysics from 2003 to 2007.He is a visiting Professor atMSSM in the Structural

and Chemical Biology Department.He has published more than a dozenpeer-reviewed research articles and presented at several conferences. Dr. Rodríguez’sresearchinterestisdirectedtoward applying computational theoretical biophysics approaches to better improve understanding of fundamental molecular mechanisms in biological processes with implications in cancer and cardiovascular diseases. Dr.RodríguezisalsocaptivatedbySTEMpedagogical research. He has received multiple educational and research

grants, including research supplements from the National InstituteofHealth,CUNYProfessionalStaffConference research grants, a CUNY Chancellor’sResearch Fellowship, and recently a Fulbright award. Rodríguezhasmentoredmanyminority students inresearch work. Two of his students, Mr. Dane Christie and Mr. Qudus Lawal are currently pursuing their Ph.D. and M.S. degrees in Princeton and StanfordUniversities,respectively.Athirdstudent,Ms.WendyFernández, currently at CCNY’s GSoE, received anaward for her outstanding research work in the 2015 AnnualBiomedicalResearchConferenceforMinorityStudents(ABRCMS).Lastyear,Dr.Rodríguezdelivereda plenary presentation about the HCC Engineering ProgramwithCCNY’sGSoEatthe2015UnderstandingInterventions Conference in San Diego.

ANNOUNCEMENTS!CongratstoDR.YOELRODRIGUEZ

ontheFulbrightAward!


VISION 2016 – 2017

“Itmustbeborneinmindthatthetragedyinlifedoesn’tlieinnotreaching your goal.The tragedy lies in having no goal to reach.Itisn’tacalamitytodiewithdreamsunfulfilled,butitisacalamitynot to dream.It is not a disaster to be unable to capture your ideal, but it is a disaster to have no ideal to capture.It is not a disgrace not to reach the stars, but it is a disgrace to have no stars to reach for.Notfailure,butlowaimissin.”—BenjaminMays

Manysummersago, I satnext toMagdaVasillov inanNEH Institutedesignedby theAmericanSocialHistoryProject(ASHP);itwasamonth-longjourneyofnavigatingtheWebandincorporatingthe tools of technology in the curriculum. Magda patiently mentored me as we considered the integration of technology inmy developmental reading andwriting courses and her Arts andCivilizationcourse;weweretwooftheprofessorswithinaprogramblock.

At a recent AAC&U conference, Christy Price of Dalton State College presented“The 5 ‘R’s’ forEngagingMillennial or‘Modern’ Learners,” which she outlined as research-basedmethods andpedagogy,relevance,rationale,relaxed,andrapport.AccordingtoPrice,ourteachingshouldbe“active pedagogies of engagement.”

AsIhavecraftedthecurriculaformycoursesovertheyears,IalwaysholddeartomyheartparticularpeopleandexperiencessuchasMagdaasweco-taught;AmericaTrinidadasweco-directedanHonors Institute; attendanceatBard’s Institute forWritingandThinkingwithEvelynSilverman,HeatherRosario-Sievert,andKathleenKane;participationatAAC&Uconferences;andfacilitationleaderatASHP.MymanyyearsofcollaborationhaveinformedthewayIteachANDlearn.

So what is my vision as co-director of the Center for Teaching and Learning? It is a dream that I hope will not be deferred. It is a dream that during the upcoming 2016 – 2017 academic year, we will be actively engaged in collaborating to plan and implement activities that will incorporate our optimalselvestowardanexcellenteducationforall–students,facultyandstaff.

ANNOUNCEMENTS!

Meet Our New Co-Director!Prof.CynthiaJones,M.A.


MEETOURCTLSTAFF!Cynthia Jones began her tenure at Hostos Community College in 1977 as an adjunctin the English Department teaching ESL reading courses of beginning, intermediate, and advanced levels. She was appointed as a full-time Lecturer in 1981 andhas taught thefull rangeofEnglishcourseofferings.CynthiaJones earned a Master of Arts in Curriculumand Teaching from Teachers College, Columbia University and received a Bachelor of Arts inEarly Childhood, Elementary Education, and Reading from Adelphi University. Cynthiahas been called an “Hostos lover” because of her love for its mission; she proudly andpassionately embraces that name.

Itzel Ortega-Mendez has been aCollege Assistant with The Centerfor Teaching and Learning since September 2014. She is currently in the final year of her associate’sdegree at Hostos Community CollegeinOfficeTechnology.

Yeily Peña has been a student atHostos Community College since 2014. She started volunteering at CTL in February 2016. Yeilygraduated with her associate’sdegree in Office Technology atHostos Community College in July 2016.

AnnaAustenfeld joinedtheCenterfor Teaching and Learning as a CollegeAssistantinJune2016.Sheis currently a student in the Master of Arts in Forensic Psychologyprogram at John Jay College of Criminal Justice.

YEILYPEÑAVICENTE

ANNAAUSTENFELD

ITZELORTEGAMENDEZCOLLEGEASSISTANT

COLLEGEASSISTANT

COLLEGEASSISTANT

PROF.CYNTHIACO-DIRECTOR OF CTL

Carlos Guevara holds bachelor’s andmaster’sdegrees in Computer Science from CUNY &NYUPolyandiscurrentlypursuingadoctoratedegree in Instructional Technology at Teachers College, Columbia University. With over 15 years of experience in Higher Education, Carlos currently works at Hostos Community College, CUNY,asDirectorof theOfficeofEducationalTechnology and Co-Director of the Center for Teaching and Learning. Carlos is also Chair of the HEOOrganizationatHostosandPresidentandFounderoftheEcuadorianYouthOrganizationand Ecuadorian Scholars Fund.CARLOSGUEVARA

DIRECTOR OF EDTECH CO-DIRECTOR OF CTL

Luz Rivera holds a B.S. degree in ComputerInformation Systems from Lehman College and anassociate’sdegreefromHostosCommunityCollege,CUNY.ShejoinedCTLin2014.Priortojoining the center, she worked in the Education department as a College Lab Technician. She supports all center initiatives and activities, and she participates in special projects to improve thecenter’seffectiveness.Committeemember:CTLAdvisoryCouncil,&GeneralEducation.

LUZRIVERACOORDINATOROFCTL


The Center for Teaching and Learning extends a warm welcome to our new faculty!

NEWFACULTY,WELCOME!

RONNETESHAWASSISTANTPROFESSORALLIEDHEALTH

DENISEM.CUMMINGS-CLAYASSISTANTPROFESSOREDUCATION

MARIAINDAGARCIAASSISTANTPROFESSORNATURALSCIENCES

LINDAMILESASSISTANTPROFESSORLIBRARY

Dr. Denise Cummings-Clay will serve as a tenure-track faculty member in the Education department, Teacher Education unit.ComingtoHostoswithabachelor’sdegreeinsocialscienceeducation,amaster’sdegreeincollegestudentpersonnelwork,andaPh.D.inadultandhighereducation,Dr.Cummings-Clay has fostered the intellectual growth and service learning experiences of many Education students. She has writing intensive, hybrid, and asynchronous Hostos teaching certifications and experience. She is founding Chair of the New YorkCityMontessoriCharterSchoolBoardofTrusteesandcurrentlyservesasChairoftheBoard’sEducationCommittee.

Ronnette Shaw graduated from the Nursing program at Hostos Community College in 2005. Hostos is like family to her. Following graduation at Hostos, she continued to pursue her goals in undergraduate and graduate programs where sheobtainedamaster’sdegreeinnursingscience(MNS).Sheis excited to take on the position of assistant professor and lecture in the Nursing program. She is also looking forward to being an active participant in community outreach and supportive services, promoting cultural diversity and student advancement.

Dr. Inda has been an adjunct professor for the last three years at Hostos. She has been performing research on neurosciences at Memorial Sloan Kettering Cancer Center. She has prior research experience from Cornell and Mount Sinai School of Medicine. Dr. Indareceivedherbachelor’sdegreefromSevillaUniversity,Spainand was certified on pedagogy studies in 2003. She obtained her Ph.D.inneuroanatomywiththehighestqualificationsatCajalInstitute, Madrid, Spain. She was awarded with the prestigious Human Frontiers Fellowship to pursue her postdoctoral research in the United States. Dr. Inda challenges her students to develop critical thinking and to find the beauty of science.

Linda Miles is a reference and instruction librarian with significant experience in program coordination, assessment, staffoversight,projectmanagement,outreach,andpublications.Aspartofthelibrarymanagementteam,she shares supervisory, administrative and management responsibilities for the libraries. During nearly eleven years at thelibraryofLincolnCenterInstitute(LCI),sherosetothelevelof assistant director. She was able to apply the academic skills andknowledgefosteredduringherPh.D.studyintheartsandhumanitiestodevelopadeepunderstandingofinquiry-basedinstruction and gain experience in all areas of library operations.

MATHEMATICSDAYThe Creation of the Second Mathematics Day at Hostos Community College: AnInvitationtoFaculty,Staff,andAdministratorstoParticipateinaCreativeCollaborationSessionforaHighImpact Event.


Attend her next workshop “FirstMathematicsDayatHostosCommunityCollege-AnInstitutionalProjectDemonstratingMultidisciplinaryCollaboration” on October 24, 2016

from9:30-11:00aminRoomA-130!

ThethemeofthefirstMathematicsDayatHostosonApril5th,2016was“LivingMathematics – The Importance of Mathematics in Our Lives.” The event provided the academic community at Hostos with an intellectual experience to actively

embarkonacollectivequesttofindouthowmathematicsservesourlivesoutsidetheclassroom…or as many of our students would say “in real life.”

Theeventwas inspiredby (1)our students’ curiosityand theircontinuouseffort tomake senseof theworldandofacademic life, (2) thegreatdiversityof theHostoscommunity,and(3)thein-tellectuallyrich,sharing,andverycreativefaculty,staffandadministrators that I have had the privilege to work with.

There is a special beauty in mathematics that is unfortunately not easily identified by studentsatearlyacademicstages.Yetstudentssense itsexistenceas theystrivetoconnect what they learn in class to what they sense as their reality. Students often questioninstructorsinmathematicsclasses:“WhydoIneedtolearnthis?WhenwouldI use this? ”

Mathematicsisallaroundus.Itisfoundeverywhereinnatureaswellasinman-madesystems.Yes,mathematicsismuchmorethanwhatourstudentsexperienceintheclassroom,howeververyseldom(ifever)dowehavethe opportunity to discuss the role of mathematics outside of the classroom, in day-to-day experiences and/or real life issues.

ThefirstMathematicsDayatHostoswas in responsetoourstudents’needs.Allactivitieswere intendedtopromote the experience of “living mathematics” from a multidisciplinary perspective rather than the perspective of“mathematicsasanabstractsubjectthatisrequiredinordertograduate.”

The event had an impressive amount of support and collaboration from several departments, cen-ters, programs, offices, committees, faculty, andstudents at the college. The high impact of the first Mathematics Day proved the power of participative planning and collective participation at the institutional level.

We are now working on the second Mathematics Day at Hostos, which is projected for Spring 2017. The anticipated theme is “The Power ofMathematics-AQuesttoFindOutHowMathe-maticsEmpowersPeopleinToday’sSociety.”Toachieveahighimpactandqualityeventthatwecoulddeliverasacommunity,weneedtoexaminethisthemefromalldifferentanglesanddisciplines.

AstheeventcoordinatorandchairpersonoftheMathematicsDayOrganizingCommittee,Iwouldliketoexpressmy gratitude to all collaborators, sponsors, donors, volunteers and commit-tee members whose commitment, hard work and support helped to make the first Mathematics Day at Hostos a major success. Thank you very much.

CLARANIETO-WIREASSISTANTPROFESSORMATHEMATICS

THEATREPLAY CTL NEWSLETTER | www. hostos.cuny.edu/ctl/8

T he lateMaxine Greene once said,“inmanyrespects, teaching and learning are matters of breaking through barriers.” These barriers

come in myriad forms for those who were born into povertyanddysfunctionalfamilies. Consequently,many of these individuals lose their compass and end up in prison. By offering the incarcerateda post-secondary education many of these pre-existing barriers are removed upon re-entry to society.Asignificantamountofempiricalevidencedocuments that inmates who pursue associate and bachelor’s degrees while incarcerated tendto become law-abiding citizens significantly moreafter their release from prison than inmates who did not advance their education while incarcerated. Furthermore, cost-effective analyses have shownthat it is less expensive to educate inmates than to reincarcerate them. It is therefore important that the college education of inmates be central to the topic of lowering recidivism.

The Prison to College Pipeline Program, whichis a collaboration between John Jay College of Criminal Justice, the NYS Department ofCorrections and Community Supervision and Hostos Community College, is an initiative that is proving to be transformative in the lives of the participants (student-inmates and educators).Student-inmates are given an opportunity to

rehabilitate themselves by receiving post-secondary education while incarcerated and upon release from prison. Educators are given the opportunity to make a positive impact in the lives of individuals that have been cast off as undesirable by society.Many people assume that inmates make the best students because they are a captive audience and have all the time in the world to do schoolwork. This, however, is a misconception. Inmates in a postsecondary-education program must still fulfill their daily work requirements andmust completetheir coursework with less technology for research and learning. For most, a pen or a typewriter is the

toolforwritingpapers.Properreferencingcitationsmust be recalled from memory and not the Internet. Despite these challenges, the Otisville inmates in thePrisontoCollegePipelineProgramhaveproventhat education can break barriers, especially for those who come from impoverished backgrounds andhavebeenmarginalized. Mostofthestudent-inmates were disengaged from the educational system at an early age and yet are managing to excel academically. Their mastery over grammar, in-text citation, and critical thinking only affirms that theeducation-attainment gap that is pervasive in the United States is a result of the “war on drugs” and the disinvestment of communities of color, and poor youngBlackandBrown individualsgrowingunderthese circumstances are casualties of these biased policies.

PEDAGOGICALPOINTSFACULTYTEACHINGINCORRECTIONALENVIRONMENTS

ELYSVASQUEZ-ISCAN,ED.D,MPHASSISTANTPROFESSOREDUCATIONDEPARTMENT


ABOUTTHEAUTHOR: Dr.ElysVasquez-IscanisanAssistantProfessorintheHealthEducationUnitandAgingandHealth Unit of the Education Department. In addition, she teaches a community health course inthePrisontoCollegePipelineprogramattheOtisvilleNewYorkStateCorrectionalFacility.Herresearchfocusareasarehealthandsocialinequities,resiliencyandadaptivecopingstrategiesamongmarginalizedandhigh-riskpopulations.

TeachingattheOtisvilleNewYorkStateCorrectionalFacility has been both rewarding and challenging. The reward was teaching a highly engaged and academically prepared group of students. Had it not been for the yellow cinderblock walls and the green uniforms worn by the students, I would have thought I was teaching a gifted class of college students on any college campus.Theconstraintswereconsiderableandquitedifferent from those encountered in other teachingenvironments. Technologywas not at our disposal;therefore, teaching and learning had to be adjusted to the bare bones of hard documents and engaging classroomdiscussions. By drawing on past practiceofcriticalpedagogy,Ibuiltonlearners’experiencestomake the course content more accessible. I carefully monitored the students’ attitudes toward thecoursecontent and was able to work with them to create viable teaching and learning strategies. Critical to this process was the acknowledgement that many of the techniques I used in previous teaching settingswould not be suitable in a correctional environment. The icebreakers or small group work that I usually use early in the course of my regular classes would have alienated a number of students, precipitated inter-group conflict, and possibly discredited me in front of the class. One of the tenets of critical pedagogy is drawingon the learners’ experiences andawarenessof the context of their learning. In addition, critical pedagogy is analogous to the empowerment of learners and arises from Freirian education. Education

that leads to liberation is the slogan associated with Freirian education. Freirian education asserts that power should be given to the masses. In contrast, prison disempowers the incarcerated learner. Teaching in a correctional environment provides no avenues for learners or educators to effectively participatein decisions about education programs. The main focus of the correctional system is to be punitive and controlling. Therefore, discussing social injustices through an activist lens that calls on learners to become agents of social change is not only radical in a correctional environment, but could also be perceived assubversive. Inmyefforts tonotswimagainst thetide of prison authority, I decided to encourage students to utilize their own personal plights as asource of knowledge and to critically analyze theissue of health and social inequity through a socio-ecological perspective that accounts for the proximal and distal factors that influence health and social outcomes. This process was iterative and proved to bebeneficialinthestudents’learningofthemultiplefactors that contribute to poor health outcomes in certainpopulations.Asaneducator,Itendtoseethebest in everyone, and I see knowledge as a tool for the improvementofhumanity. As such, teaching in thePrisontoCollegePipelineProgramhaswarrantedmethe opportunity to move from rhetoric to praxis by directlyimpactingindividualsthathavebeencastoffbysocietyyethavepreciousgiftstooffer–ifonlygivena chance.

Attend her next workshop “ The Role of Faculty in the Prison College Pipeline” on November 21 ,2016 from

11:00 am -12:30 pm in Room A-130!

Fifty years ago, brain research on language was confined to investigating individuals with brain damage. Today, thanks

to technological advances, neuroscientists are using non-invasive methods to examine healthy brain activity of individuals processing language. The plasticity of the human brain, and its potential for learning, is an important discovery of the twentieth century.

Language consists of major subsystems that include sounds, word forms,meanings,structures,andusesindifferentcontexts.Languageskills such as listening and reading enable us to comprehend oral and written discourse, whereas speaking and writing enable us to produce oral and written discourse. Linguistic subsystems and language skills do not function in isolation or in a linear and static manner in the brain, but they work in parallel, highly dynamic, interactive, and changeable ways(Friederici,2012;Kroll&DeGroot,2005;Ullman,2005).

Understanding how we process the various aspects of language is vital for educators to strengthen teaching and learning in multilingual classrooms today. The brain networks for processing one or more languages differsubstantially.Inthisessay,Iexaminetheneuralbasisofspeechcomprehensioninmonolingualsanddiscusssomepracticalapplicationstofacilitatestudents’discoursecomprehension.

We mostly process language in the left hemisphere of the brain. Linguistic information enters the brain

circuitry through the auditory cortex in the temporal lobe when we listen or through the visual cortex in the occipitalcortexwhenweread(SeeIllustration1).Wernicke’sarea(BA39andBA40)inthetemporallobeandBroca’sarea(BA44andBA45)inthefrontallobeareconsideredtheclassiclanguageareasofthebrain.Theyare inter-connected via various pathways and are both activated for speech comprehension and production. The pre-motor cortex is also activated when we articulate speech.

In a few words, once sounds are processed in the left middle portion of the superior temporal gyrus, words 1

Illustration1:LefthemisphereofthebraindisplayingBroca’sareainthefrontalcortex,Wernicke’sareainthetemporalcortex,andtheauditory,visual,andmotorcortices(www.yalescientific.org).

MERCEPUJOLPROFESSORLANGUAGEANDCOGNITION


BRAINANDLANGUAGE:THENEURALBASISOFMONOLINGUALS’DISCLOSURECOMPREHENSION

APPROACHTOTRAINING

are recognized and lexical-semantic integration takes place. Then sentential information travels to thefrontallobeforsyntacticprocessing(inBA44andfrontaloperculum)andforfurthersemanticprocessing(inBA45andBA47)viadifferentpathways.Finally,linguisticinformationgoesbacktothetemporallobeforsemanticandsyntactic integrationandoptimalsentencecomprehension(SeeIllustration2). Thiscycleishighly dynamic and interactive.

Children worldwide acquire their mother tongue within a few years. They fundamentally need to besurroundedbycaregiverswithwhomtointeractandusethelanguagetobeabletolearnit.Brainmechanismsforlanguagelearningstartoperatingininfantsasearlyastheirgestationperiod(Dehaene-Lambertzetal.2002;Klass,2011).Childrenacquirevocabularyandmeanings(orthelexicon)differentlyfromgrammarandsyntax(Friedericietal.,2000;Ullman,2001,2005).Thelexiconislearnedindeclarativememorysub-servedbymedialtemporalloberegions(e.g.thehippocampus)andpartsoftheprefrontalcortex(BA45&BA47).This learningisoftenexplicitandrequiresattention,consciousprocessingandmemorization. Caregiversplayanimportantroleinfacilitatingchildren’sacquisitionofthelexicon.Grammarandsyntax,incontrast,areacquiredinproceduralmemorysub-servedbyfrontalloberegionssuchasthepre-motorcortex,Broca’sarea(BA44andpartsofBA45)andthebasalganglia(sub-corticalstructureslinkedtothefrontalcortex).Learninginproceduralmemoryisoftenautomatic,implicit,andalmostunconscious(Ullman,2001,2005).Thus, children learn their first grammar without training or special instruction.

Adultmonolingualspeakersalsolearnnewvocabularyandconceptsindeclarativememory;thislearningrequiresattention, explicit instruction, andmemorization. Educators cancreate classroomactivities thatpromotenewvocabularyunderstandinginmeaningfulcontexts.First,theyshouldraisestudents’attentionandmotivation by presenting the vocabulary in interesting ways. Second, they should present the vocabulary in differentcontextsandencouragestudentstomakeextensiveconnectionswithpriorlearnedknowledgeandexperience. Finally, they should-provide ample opportunities for review, practice, repetition, manipulation, and evaluation. Thus, students will activate the brain mechanisms that support lexical-semantic processes, access their internal lexicon and make connections with what they already know, and learn new material.

Proceduralmemoryattenuateswithage(Ullman,2005),butthisdoesnotaffectadultmonolingualswhenprocessingtheirgrammar. They learned itearly in life,andtheyprocess itautomaticallyandeffortlessly.However,iftheyaretoacquirehigherlevelsofliteracy,theyneedtoreflectuponandmonitorthestructuresand forms they use and how they use them. Opportunities for noticing, comparing and contrasting, and

Illustration2:Braincircuitryfororalsentencecomprehension(Friederici,2012),includingthetemporallobe(superiortemporalgyrusandmiddletemporalgyrus)andfrontallobe(inferiorfrontalgyrusconsistingofBroca’sarea(BA44andBA45)).Wernicke’sarea(BA39andBA40),notspecifiedintheimage,isasmallareainthetemporallobe.


1

analyzingword forms, structures, and sentence boundaries inmeaningful contexts can provide optimalscenarios for students to enhance their meta-cognitive and meta-linguistic skills. In addition to activating the brain mechanisms that support syntactic processing, students will activate the executive function area inthepre-frontalcortex. Thisareasupportsgeneralcognitionandcanenhancestudents’meta-linguisticawarenessformonitoringlanguageuse(Bialystok,2011;Bialystoketal,2010).

Brainmechanismsforlexicalandsyntacticprocessingaredistinct,butcomplementandsupportoneanotherin highly dynamic and interactive ways. Linguistic subsystems are inextricably intertwined and should be taught in rich and meaningful literacy contexts. Students should take an active and conscious approach in order to explore these connections.

ReferencesBialystok,E.(2011).Coordinationofexecutivefunctionsinmonolingualandbilingualchildren.JournalofExperimentalChildPsychology,110,461-468.Bialystok,E.,&Craig,F.I.M.(2010).Cognitiveandlinguisticprocessinginthebilingualbrain.CurrentDirectionsinPsychologicalScience,19(1)19-23. Dehaene-Lambertz,G.,Dehaene,S.,&Hertz-Pannier,L.(2002).Functionalneuroimagingofspeechperceptionininfants.Science,298,2013-2015.Friederici,A.D.(2012).Thecorticallanguagecircuit:Fromauditoryperceptiontosentencecomprehension.TrendsinCognitiveSciences,16,262-268.Friederici,A.D.,Opitz,B.,&VonCramon,D.Y.(2000).Segregatingsemanticandsyntacticaspectsofprocessinginthehumanbrain:AnfMRIinvestigationof differentwordtypes.CerebralCortex,10,698-705.Klass,P.(2011).Hearingbilingual:Howbabiessortoutlanguage.TheNYTimes,(ScienceSection)October11.Kroll,J.F.&DeGroot,A.M.B.(2005).Handbookofbilingualism:Psycholinguisticapproaches.OxfordUniversityPress:NewYork.Ullman,M.T.(2001).Theneuralbasisoflexiconandgrammarinfirstandsecondlanguage:Thedeclarative/proceduralmodel.Bilingualism:Languageand Cognition,4(1),105-122.Ullman,M.T.(2005).Acognitiveneuroscienceperspectiveonsecondlanguageacquisition:Thedeclarative/proceduralmodel.InC.Sanz(Ed.),Mind&contextin adultsecondlanguageacquisition(141-178).GeorgetownUniversityPress:WashingtonDC.

ABOUTTHEAUTHOR:MercèPujol-FerranisaprofessorintheDepartmentofLanguageandCognitionatHostosCommunityCollege. In addition to teaching ESL, she teaches linguistics courses such as“Language Acquisition”and“Introduction toComparativeLinguistics: EnglishandSpanish.”ProfessorPujolhaspublishedonfemale contributions to XIX Catalan poetry and on the academic and linguistic challenges of immigrant studentsintheUS.Inrecentyears,ProfessorPujolhasbeenstudyinghowthehumanbrainprocesseslanguage,particularlyhowbilingualsandmultilingualsprocessmorethanonelanguage.ProfessorPujolhas also been an adjunct pofessor in the Department of Human Development and Cognitive Studies in Education at Teachers College, Columbia University, for a number of semesters. She teaches “The PsychologyofLanguageandReading.”

Attend her next workshop “ The Neutral Bases of Processing One or Two Languages” on

November 3, 2016 from 3:15 pm-4:30 pm in Room A-130!



On May 31, 2016, CTL successfully hosted thesixthannualProfessionalDevelopmentDay (aka CTL SPA DAY). This event washeld at the Edith Macy Conference Center inBriarcliffManor,NewYork.Thisyearwasthe first time that the eventwas held offcampus.SPADAYwithover60participants,was a great opportunity to share and learn with each other in an inviting and collegial setting.Additionally,thedayincludedfunactivities and lots of networking.

Thisyear’stheme,“APlaceforEverybody,”focusedonencouragingdiverseconversationstofacilitatea welcoming, nurturing, and inclusive environment for our students and colleagues. Four think-tankdiscussionsofferedparticipantsanopportunitytolearnaboutanddiscussstudentresearchwith faculty,ScholarshipofTeachingandLearning (SoTL),online learning,andservice learning.Prof.AndrewLondonstartedtheafternoonwithafungametobreaktheice. Tofinishtheday,keynotespeakerProf.CynthiaJonesdidagreatjobofconnectingandputtingintoperspectiveallof the conversations that happened throughout the day to envision a place for everybody.

Thethink-tanktopicswere“InitiativestoPromoteStudentSuccess:CapstoneSeminarandStudentResearchwithFaculty”,“TheScholarshipofTeachingandLearningGroup:Evoking,ProvokingandInvoking”,“GrowingOurInnovativeCommunityatHostos”,and“ClassWithoutWalls”.

PROFESSIONALDEVELOPMENTDAYMAY31,2016


CUE CONFERENCE @ HOSTOS

CTL played a fundamental role in hosting The 12th Annual Coordinated UndergraduateEducation (CUE) Conference, “Walk the Talk:InspiringActionontheConcourseandBeyond,”which was held at Hostos Community College on May 13, 2016. More than 300 participants attended this event. The conference included an opening session, keynote speaker Dr. Jose

Antonio Bowen, Fireside Chats, and over 60presentations. The Fireside Chats provided some insight into the character and resilience of our CUNY community. The positive reviews andcomments by attendees reflected the amount of hardworkandunitythestaffandvolunteershadand put into the success of this event!

“WhataHUGESucess!” “The warmth was

clearly apparent between the Hostosfaculty/staffandstudents.Iliked

the service-learning presentation “Increasing AccesstoAcademicService-Learning.”Thepresentationwas excellent and was greatly enhanced by the heartfelt

enthusiasm of the students who had clearly gained confidence,self-knowledge, academic knowledge, and

career insights through their service-learning experiences. “

MAY13,2016


CUE CONFERENCE @ HOSTOS

“The warmth was

clearly apparent between the Hostosfaculty/staffandstudents.Iliked

the service-learning presentation “Increasing AccesstoAcademicService-Learning.”Thepresentationwas excellent and was greatly enhanced by the heartfelt

enthusiasm of the students who had clearly gained confidence,self-knowledge, academic knowledge, and

career insights through their service-learning experiences. “

“The Conferencewasorganized

in a professional manner and provided outstanding information that was to the point

and with very clear expectations.”

“I loved how welcoming Hostos was in hostingthisyear’sconference.”

Feedback


SMILEFORTHECAMERA!CUE CONFERENCE 2016



SABATICALEXPERIENCE

EUNICE FLEMISTER AGINGANDHEALTHSTUDIESPROGRAMCOORDINATOREDUCATIONDEPARTMENT

QUESTION: How do we introduce the End-of Life Conversation to Minority Communities?

QUESTION: How do we Negotiate Cross-Cultural Issues at the End-of Life?”

ANSWER:B.E.T.=BUILDCOMMUNITIES.EDUCATE.TEACH.My Fellowship Leave in the Fall of 2015 was in search of answers to the followingquestions:“How do we introduce the End-of Life Conversation to Minority Communities?” and “How do we Negotiate Cross-Cultural Issues at the End-of Life?”

AfterattendingaNewYorkStateConferenceonAgingworkshoponEnd-of–LifePlanning,Iobserved that there was little or emphasis on how culture impacts how End-of-Life decisions are made. This particular workshop was filled to capacity. Experts from the field shared their knowledge, social workers spoke about the challenges of talking to family members who had noideathattheywereterminal.Physiciansdefendedthemselvessaying,patientsweretoldbutwere in denial. Nurses said, they were not the ones responsible to break the devastating news to thepatients,ortheirfamilies.Debatesensued,thelegalramificationsoftheprocess;startlingdatawasshared,researchstudieswerequoted,yetsomehowinthemazeofinformationtherewas a void when it came to the inclusion of cultural sensitivity, cultural awareness, even cultural humility in this dialogue.

IsitpossiblethatculturedoesplayakeyroleinEnd-of–Lifeplanning?Areweaskingtherightquestions?Whataboutreligion?Whataboutfamilystructureanddynamics?,Haveweconsideredtraditions, beliefs, language?

In fact, the conversation surrounding End-of-Life care in the minority community is a discussion

THEPOWEROFQUESTIONS

PLANNINGFOREND-OF-LIFEISNOTADEATHSENTENCE.THEINFLUENCEOFCULTUREONEND-OF-LIFEDECISION


thatshouldconsiderdiverseethnicandreligiousgroupsinsteadofa“onesizefitsall”documentforEnd-of-Life planning. Historically, the discussion of End-of-Life care has been shown to occur less often in minority communities. Hencethequestions,HowdoweintroducetheEnd-ofLifeConversationtoMinorityCommunities?HowdoweNegotiateCross-CulturalIssuesattheEnd-ofLife?”Theanswerstothesequestionswere a catalyst to investigate this topic.

ThefundsfromtheTitleVGrant,underthedirectionofOfficeofAcademicAffairsaffordedmethe opportunity to dedicate time to research this pheonomena in order to determine of what was factual and what was assumed. TheStudentResearchAssistants(SRA)whowereassignedtoassistmewerefromminoritycommunities. It was evident form their responses to the project that they themselves knew little or no knowledge about End-of Life Care.

UsingHostos’databasestoidentifyarticlesonEnd-of-LifeCareintheminoritycommunity,undertheguidanceandexpertiseoftheHeadofLibraryAccessServices,thestudentsidentifiedpossibleliteratureforfurtherstudyaswellasweretaughthowtosummarizethearticlestheyretrieved.The following semester I was approved for a Fellowship Leave. Fordham University invited me to

ABOUTTHEAUTHOR:Eunice Flemister is a full-time tenured-Lecturer at Hostos Community College and the ProgramCoordinator for theGerontologyUnit. Prior to thisshewas theAssociateDirectorandMarketingDirector for the Amsterdam Adult Day Care Program where she developed and was responsiblefor theuniqueperspectiveofdeliveryofcare toseniors.ShehasaM.P.H. fromHunterCollege,anundergraduate degree from City College of NewYork and has taken Post Graduate courses fromtheBrookdaleSchoolonAging.HerexperienceandknowledgeinPalliativeandLongTermCareofthe elderly culminated in academia, with the combination of community collaborations, education, volunteerism and service learning. Her years of community and academic experience provide her students with a robust, engaging, learningatmosphere.Sheteachesvariouscourses inGerontologyincludingHealthandAging.SheisachampionandcheerleaderforServiceLearningandisactiveontheCollege‘sServiceLearningCommittee.Inherrecentsabbatical(Fall2015)shecompletedaHealthCareManagementCertificatePrograminPublicHealth,PalliativeandLongTermCareatFordhamUniversity.OnalocallevelsheservesasaBoardMemberforboththeStateSocietyofAgingofNY,andB.R.I.C.A–BronxRegionalInteragencyCouncilonAging.Nationally, she serveson theCommunityCollegeTaskForceandGlobalAgingCommittee for theAssociationforGerontologyinHigherEducation.She feels privileged to help shape the lives of future care-givers for an aging population.

Attend her next workshop “ Planning for End-of-Life is not a Death Sentence. The Influence of Culture on End-of-Life Decision ” on October 17, 2016 from

12:00 pm- 1:45pm in Room A-130!


participate in the HealthCareManagementCertificateProgramandtheCollaborativeforPalliativeCarewhichofferedmeanopportunitytoexaminesomeoftheimportanthealthcaremanagementquestions,including,IntroductiontoPublicHealthandHealthcareManagementLaw,Ethics,andHumanisminCareManagementofSeriouslyIllPatientsandSpecialPopulations,FoundationsinPalliativeCare,ChallengesinManagementofEnd-of-LifeCareInterdisciplinaryCollaborativePracticeandLeadershipModels,Death,Dying,andBereavement,GerontologicalIssuesinHealthcareManagement,HealthSystemsManagementandInnovation:ChangingBusinessModels,DeliveryandPaymentSystemReforms,andTechnology.

TheimageshownisasnapshotofthejourneyofBuildingCommunities,Educating,andTeaching.


NewApproach

TheCenterforTeachingandLearningandtheOfficeofEducationalTechnologyareintroducinga new approach to professional development with the goal of integrating and aligning pedagogicalandtechnologicalconversationswithGenEdEssentialLearningOutcomes.

ThisapproachaimstomaptheGen-EdEssentialLearningOutcomeswithineachoftheestablished professional development-themed tracks. Each of these tracks has a defined curriculumandwillbefacilitatedbycolleagueswhoareexpertsinthedifferentareas.Someof these tracks will lead to the establishment of certifications, similar to the successful Online Learning Initiatives, which will be awarded to those who complete any of these tracks.

Alltrainingtrackswilluseanactive-learningapproach,andwillrequireparticipantstoenhancetheir teaching instruments during the training sessions.

Faculty will be able to attend any of the following tracks:

• IntellectualandPracticalSkills:CriticalThinking,Communications,QR• DigitalStorytelling:Universal/CourseDesign,Accessibility,LearningStyles• StudentEngagement:ExperientialLearning,SocialLearning,StudentMotivation• ScholarshipofTeachingandLearning(SoTL):IntegrativeandAppliedLearning• PeerReviewofTeaching:PersonalandSocialResponsibility• Team-BasedLearning:TeamworkandProblemSolving• Toolsfor21stCenturyLearners:AnIntroductiontoAcademicTechnologies

Each track will consist of two to four 3-hour sessions on Fridays during the 2016-2017 academic yearandwillrequireaminimumnumberofparticipantstobeheld.

Asinpreviousyears,facultywhoparticipateinatleastsix(6)trainingswillreceivespecialrecognitionandwillbeenteredinaraffletowinaniPad.Breakfastandlunchwillbeprovided!

To register for one or more Hostos Teaching Institute tracks go to www.hostos.cuny.edu/facultydevelopment or contact the Center for Teaching and Learning at [email protected] or 718.518.6804

Revamping the Hostos Teaching Institute


Presenter Workshop Name Description Time/Location

“Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if eitherelementismissing.”–ElizabethF.Barkley,StudentEngagementTechniques:AHandbookfor College FacultyIn this workshop, faculty will explore ways tointegrateactivelearningtechniquesintotheir current teaching to increase student engagementandmotivation.Youwillalsohavean opportunity to learn about some technology tools to help you achieve these goals.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the first of two parts intheStudentEngagementtrack;thesecondpartwillbeofferedinSpring2017.Inordertoreceive a certification for this track, you must attend all sessions.

9/16/20169:30am–2:00pm

FDR

Prof.Jones&WilfredoRodriguez

Student Engagement Level1:ActiveLearning and Motivation Techniques

In this first of four sessions, we will be covering an introduction to Educational Technology and basic elementary technology competencies such as the Hostos website and where to find help, password tips, file backup best practices, creating PDFs,thevariousinternetbrowsers,andthevarious Hostos Edtech services and web tools. Attendeeswillbewalkedthroughseveralhighlyinteractive,hands-onexercisesusingBlackboardto simulate the student experience in your class.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm Lunch

Note: This workshop is the first of four parts in theToolsfor21stCenturyLearnerstrack;thesecondpartwillbeofferedonNovember18,2016. In order to receive a certification for this track, you must attend all sessions.

David Dos Santos

Tools for 21st Century Learners Level1:AnIntrotoAcademicTechnologies

9/23/20169:30am–2:00pm

FDR

Hostos Teaching Institute Workshops




This 3-hour workshop will help participants to shape their class intervention using a SoTL framework. It means definingitthroughteachingresearchquestionsanddefining the appropriate methodology to document interventioneffectiveness.ThesessionwillalsobuildunderstandingontheneedtodevelopanIRB-approvedintervention.Attheendofthesession,participantswill identify a faculty mentor to keep working on their researchquestionandmethodology.FacultymemberswhoarecurrentlydevelopingIRB-approvedSoTLprojectswill serve as mentors to accompany the progress of newSoTLprojects.Participantsareexpectedtoremainin contact with the mentors and further develop their projects.ThisworkshopwillalsoemphasizeresearchquestionsaddressingtheeffectivenessofimplementingofGenEdcompetenciesincourses.ParticipantsareexpectedtocompleteanHRPPcertificateorrenewitforthe next workshop.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the first of four parts in the SoTL/IRBtrack;thesecondpartwillbeofferedonNovember4, 2016. In order to receive a certification for this track, you must attend all sessions.

SoTL/IRBLevel1:Let’sTalkabout SoTL

10/07/2016 9:30am–2:00pm

FDR

Prof.Nunez-Rodriguez,JacquelineDisanto, Rhonda Johnson, AntoniosVarelas

Digital Storytelling Level 1: The PowerofDigitalStorytelling

The purpose of the Digital Storytelling track is to introduce facultytosimpledigitalstorytellingtechniquesandillustratehowthesetechniquescanbeusedtoenhancestudentlearning through creative reflection.

In this track participants will:•Discussdigitalliteracyandthepowerofdigitalstorytelling•Discusshowtointegratedigitalstorytellingintotheclassroom•LearnhowDigitalStorytellingcanenhancestudentengagement•Examinebestpracticesincommunication•LearnsimpleNon-LinearEditingTechniquesThis track has two mandatory concurrent meetings.-9:30am-10:00amBreakfast-1:00pm - 2:00pm Lunch

Note: This workshop is the first of four parts in the Digital Storytellingtrack;thesecondpartwillbeofferedonOctober 28, 2016. In order to receive a certification for this track, you must attend all sessions.

9/30/20169:30am – 2:00pm

FDR

AaronDavis,Karin Lundberg




Team-BasedLearning Level 1: Creating a SustainedGroupExperience in the Classroom.

My students hate group work. Why would I want to engage in group work for the entire semester? What reallyisthefocusofgroupworkandhowisTeam-BasedLearningdifferentfromregulargroupwork?IsTeam-BasedLearningalegitimatepedagogicaltechniqueoranother distraction for our students? I want my students tointeractwiththecontentandnotthinktheycan’tlearnfromeachother.WillTeam-BasedLearninghelpmy students learn the material while working with their peers?In Session 1, you will learn the pedagogy and theory behindTeam-BasedLearning.YouwillreceiveresourcesthatwillassistyoutocreateaTeam-BasedLearningsyllabus for the spring 2017 semester.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the first of four parts in the Team-BasedLearningtrack;thesecondpartwillbeofferedonDecember2,2016.Inordertoreceiveacertification for this track, you must attend all sessions.

Prof.Figueroa

10/21/169:30am–2:00pm

FDR

AaronDavis,Karin Lundberg

Digital Storytelling Level 2: Creating Educational Digital Stories

The purpose of the Digital Storytelling track is to introduce faculty to simple digital storytelling techniquesandillustratehowthesetechniquescanbe used to enhance student learning through creative reflection.

In this track participants will:· Create a subject matter Digital Story· Explore easy to use mobile applications· Work on developing a project that can be used in Spring 2017·AddresspotentialproblemsthatcanoccurusingDigital Stories· Learn how to evaluate student work-MandatoryfollowupinSpring2017TBD:PedagogicalDesign with Digital Stories.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the second of four parts intheDigitalStorytellingtrack;thethirdpartwillbeofferedinSpring2017.Inordertoreceivea certification for this track, you must attend all sessions.

10/28/20169:30am–2:00pm

FDR


GeorgeRosa

Using online tools to develop intellectual and practical skills

This two-part workshop will introduce participants to pedagogical methods, topics, and activities that enhance student intellectual and practical skills and are appropriate for a course. We will explore how an online presence can be used for course activities that foster and reinforce skillssuchascriticalthinking,inquiryandanalysis,writtenand oral communication, teamwork, problem-solving, andquantitativeandinformationliteracy.TheuseofBlackboardtoolssuchasPanopto,collaborate,blogs,journals, wikis, discussion and groups will be covered. Non-BlackboardwebtoolssuchasNearpod,PreziandSocrative will also be discussed. The workshop will include presentations by faculty practitioners and skills–enhancing activities that could be used in a course.


Note: This workshop is the first of two parts in the UsingOnlineToolstoDevelopIntellectualandPracticalSkillstrack;thesecondpartwillbeofferedinSpring2017. In order to receive a certification for this track, you must attend all sessions.

11/11/20169:30am–2:00pm

FDR



Prof.Nunez-Rodriguez,JacquelineDisanto, Rhonda Johnson, AntoniosVarelas

SoTL/IRB

Level2:Let’sDevelop a SoTL Proposal

ParticipantsfromworkshopSoTL/IRB-Level1willhaveahands-on session creating an alignment between their researchquestions,whichisrequiredmethodologytodocumentinterventioneffectiveness.ThesessionwillallocateenoughtimetodiscussspecificIRB-requirementsfor participant projects. It is expected that participants completedtheHRPP/IRBcertificatebeforeattendingthis session. This session will also share 2017 upcoming pedagogy grant opportunities and avenues to develop these proposals. The session will devote time to highlight current nationwide SoTL trends from the 13th International Society for Scholarship and Teaching and Learning conference, as some workshop facilitators will attend this event in October 2016.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the second of four parts in the SoTL/IRBtrack;thethirdpartwillbeofferedinSpring2017. In order to receive a certification for this track, you must attend all sessions.

11/04/2016 9:30am–2:00pm

FDR


Prof.Disanto

PeerReviewLevel I: UsingGenEdCompetencies to Strengthen yourPeerObservation

12/9/169:30am–2:00pm

FDR

What should matter most in a peer observation? What should you showcase? The first session will focus on the connection among student-learning outcomes,GenEdcompetencies,andpedagogy.The second workshop will take place in the spring semester.Pleasebringasyllabus,lessonplan,oractivity to this workshop.


Note: This workshop is the first of two parts in the PeerReviewofTeachingtrack;thesecondpartwillbeofferedinSpring2017.Inordertoreceivea certification for this track, you must attend all sessions.

This hands-on workshop is a follow up to Level 1 oftheToolsfor21stCenturyLearners:AnintrotoAcademicTechnologiestrack.BereadytorollupyoursleevesanddivedeeperintoBlackboardaswellassomeCUNYfirstbasics.Organizationisakeyelementofanysuccessfulcourse,andBlackboardhasmanytools for both faculty creating a course and student assignmentsandactivities.AttendeeswilllearntheappropriateapplicationsofthevariousBlackboardfunctionsandhowtoapplythemaseffectivelyaspossible.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the second of four parts in theToolsfor21stCenturyLearnerstrack;thethirdpartwillbeofferedinSpring2017.Inordertoreceive a certification for this track, you must attend all sessions.

David Dos Santos

Tools for 21st Century LearnersLevel 2: Learning BlackboardandRich Media Tools

11/18/20169:30am–2:00pm

FDR



NowthatyouhavecreatedtheTeam-BasedLearningsyllabus, you will be ready in Session 2 to present your syllabus to your colleagues for their input and suggestions.Youwillhaveanopportunitytolearnfromyourcolleaguesandanswertheirquestionsandcomments.

-9:30am-10:00amBreakfast-1:00pm - 2:00pm LunchNote: This workshop is the second of four parts intheTeam-BasedLearningtrack;thethirdpartwillbeofferedinSpring2017.Inordertoreceivea certification for this track, you must attend all sessions.

12/2/169:30am–2:00pm

FDR

Prof.Figueroa &IberPoma

Team-BasedLearning Level 2: ImplementingTBLin your Curriculum


FALL2016PROFESSIONALDEVELOPMENTACTIVITES

S E P T E M B E R



O C T O B E R



N O V E M B E R



D E C E M B E R


UPCOMINGCONFERENCESONTEACHINGANDLEARNING

September 20167-10 SCJA2016Conference;Savannah,GA

http://www.scja.net/conference.html

October 20163-4 TurningTechnologiesUserConference;LasVegas,NVhttps://www.turningtechnologies.com/about-turning-technologies/events

November 20161-4 InternationalJournalofArts&SciencesAcademicConference;Prague,CzechRepublichttp://internationaljournal.org/prague.html

December 20161-3 NationalScienceTeachersAssociation(NSTA)AreaConference;Columbus,OHhttp://www.nsta.org/conferences/area3.aspx

FormoreupcomingCallforPapersandConferencesacrosstheworld,visitourHostoswebsiteat:www.hostos.cuny.edu/ctl/resources/upcoming-conferences/

SPECIAL THANKS TO:YeilyPeñaVicenteAnnaAustenfeld

ItzelOrtegaMendezJacquelineDiSantoEmmanuel Rosario

Lemar FrancisDuplicatingCenter:MercedesValdez,DianBeckettandDavidFloyd


INDESIGNTEMPLATE

STUDENTNEWSLETTER

LET’SSEEWHATISHAPPENINGONTHECAMPUS!

STUDENT COUNCILwww.website.com

Documents

Teaching and Learning NEWSLETTER€¦ · Conference research grants, a CUNY Chancellor’s Research Fellowship, and recently a Fulbright award. Rodríguez has mentored many minority