Archive | Student Engagement

Creating, Utilizing, and Assessing OER Materials and Courseware

By ACERT
Topics : Assessment, Open Educational Resources, Student Engagement

Thursday
Jan 10, 2019
12:00 pm - 2:00 pm
C105 HN

Creating, Utilizing, and Assessing OER Materials and Courseware

Presenter(s): Tatyana Khodorovskiy (Mathematics and Statistics), Jamison Miller (Lumen Learning), Aine Zimmerman (German)

ACERT invites faculty interested in Open Educational Resources and Cost Reduction to a Teaching Scholarship Circle on Creating, Utilizing, and Assessing OER materials and courseware. We will share experiences and ideas from leaders in learning innovation, librarians, and faculty in various fields. We’ll also explore tools for creating and sharing your own open materials as well as free and low-cost course management systems, how to use existing material to reduce course costs, and how to assess the effect this has on student learning. Faculty with any level of experience are welcome. [Details...]

Creating, Utilizing, and Assessing OER Materials and Courseware

By ACERT
Topics : Assessment, Course design, Open Educational Resources, Student Engagement

Tuesday
Jan 8, 2019
12:00 pm - 2:00 pm
1203 HE

Creating, Utilizing, and Assessing OER Materials and Courseware

Presenter(s): Ann Fiddler (CUNY Open Education Librarian), Alexandra Gil (Hunter College Library), Andrew McKinney (CUNY OER Coordinator), Mari Watanabe (CUNY Director of Undergraduate Education Initiatives and Research)

Creating, Utilizing, and Assessing OER Materials and Courseware

By ACERT
Topics : Assessment, Course design, Open Educational Resources, Student Engagement

Monday
Jan 8, 2018
12:00 pm - 2:00 pm
1203 HE

Creating, Utilizing, and Assessing OER Materials and Courseware

Presenter(s): Ann Fiddler (CUNY Open Education Librarian); Scott Gentile (Mathematics and Statistics); Alexandra Gil (Hunter College Library); Matthew Gold (CUNY Graduate Center); Tatyana Khodorovskiy (Mathematics and Statistics); Janette Klein (Biological Sciences); Andrew McKinney (CUNY Open Education); Jamison Miller (Lumen Learning); Charles Tien (Political Science); Mari Watanabe (Undergraduate Education Initiatives and Research); Aine Zimmerman (German)

Event Capsules | November 6, 2018

ACERT Event Capsule – Bringing the Museum into the World Language Classroom

By ACERT
Topics : Course design, Pedagogy, Student Engagement

In this Event Capsule, Kelly Paciaroni, Monica Calabritto, and Julie Van Peteghem discuss "Bringing the Museum into the World Language Classroom," a workshop held on October 19th, 2018, where they showcased strategies to integrate art and poetry into the world language curriculum in grades 7-16 and beyond. The event featured presentations, a live teaching demonstration featuring high school students, and interactive breakout sessions.

Event Capsules | October 30, 2018

ACERT Event Capsule – Participatory Pedagogy and Connecting Classrooms to Student Backgrounds

By ACERT
Topics : Course design, Pedagogy, Student Engagement

In this Event Capsule, Gustavo Jiménez, Christina Katopodis, Kahdeidra Monét Martin, and Siqi Tu discuss their October 11th, 2018 Lunchtime Seminar, in which they demonstrated student-centered activities and then provided opportunities for seminar participants to try out the activities themselves.

Bringing the Museum into the World Language Classroom

By ACERT
Topics : Events, Opportunities, Student Engagement

Friday
Oct 19, 2018
8:45 am - 2:00 pm
1203 HE

Bringing the Museum into the World Language Classroom

Presenter(s): Multiple Presenters

On Friday, October 19th, ACERT is helping to organize a pedagogical workshop entitled “Bringing the Museum into the World Language Classroom.” The workshop will run from 8:45 am - 2:15 pm at the 68th Street campus and will showcase strategies to integrate art and poetry into the world language curriculum in grades 7-16 and beyond. It will include presentations, a live teaching demonstration featuring high school students, and interactive breakout sessions. [Details...]

Event Capsules, Teaching Hacks | October 2, 2018

ACERT Teaching Hack – Social Annotation with Hypothes.is

By ACERT
Topics : Asynchronous teaching, Course design, Online writing and reflection, Student Engagement, Technology

In this ACERT Teaching Hack, Jeff Allred (English) discusses using Hypothes.is to encourage students to "annotate socially," and engage more rigorously with assigned texts. First, he provides an overview about the software and how students can benefit from its application in the classroom. Then, Jeff shows walks us through a practical, hands-on segment highlighting some features of Hypothes.is.

A Domain of One’s Own

By ACERT
Topics : Pedagogy, Student Engagement

Thursday
Oct 25, 2018
12:00 pm - 2:00 pm
1203 HE

A Domain of One’s Own

Presenter(s): Jonathan Bohm (Sociology, NBUniversal), Lisa Brundage (Macaulay Honors College), Alicia Peaker (Bryn Mawr College), Beth Seltzer (Bryn Mawr College), Joe Ugoretz (Macaulay Honors College)

The “Domain of One’s Own” movement suggests that students be provided a domain name as part of their undergraduate coursework, and use this space to consolidate and present their academic, artistic, and personal content. In this Lunchtime Seminar, we will hear from several instructors and administrators here at Hunter and at Macaulay Honors College who have implemented this approach. [Details...]

Event Capsules, Teaching Hacks | August 20, 2018

ACERT Teaching Hack – Embodied Teaching

By ACERT
Topics : Course design, Group work, Student Engagement

In this ACERT Teaching Hack, Alyson Greenfield (English Department) employs “unconventional” teaching methods to enliven the classroom and student experience as a whole.

What We’re Reading | July 3, 2018

Teaching Double Negatives: Disadvantage and Dissent at Community College

By ACERT
Topics : Student Engagement

Robert Cowan, Acting Assistant Dean for Program Development, Assessment & Review at Hunter College (and longtime friend of ACERT), recently published a book titled, Teaching Double Negatives: Disadvantage and Dissent at Community College. The book asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives.