From the Center for Teaching & Learning: From Classroom to Theory: How Our Students Really Learn.

In case you missed this announcement from Provost Hendrey, I am pleased to announce a special opportunity for faculty. The Center for Teaching and Learning will be working with Meredith Reitman, Principal, Reitman Research and Strategy, on a four-session discussion series focused on student learning. We will kick off the series in May with our first program, a discussion on student learning titled: From Classroom to Theory: How Our Students Really Learn. We will begin with an orientation session on May 11, followed by three discussion sessions the week of June 12. You can apply here: http://goo.gl/KvdgKB See more details below. Best - Michelle Michelle C. Fraboni, Director Queens College Center for Teaching & Learning http://ctl.qc.cuny.edu/ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

From Elizabeth Hendrey, Provost and Vice President for Academic Affairs:

I am pleased to announce the new Provost's Assessment Workshop Series, which will kick off in May with our first program, a discussion series on student learning titled: From Classroom to Theory: How Our Students Really Learn. This program is co-sponsored by the Office of the Provost, the Center for Teaching and Learning, and the Office of Institutional Effectiveness. Both full- and part-time faculty are encouraged to apply. This four-session series will be co-facilitated by Meredith Reitman, Principal, Reitman Research and Strategy, and Michelle Fraboni, Director of the Center for Teaching and Learning and Lecturer in the Department of Elementary and Early Childhood Education. The series begins with an orientation session on May 11, followed by three discussion sessions the week of June 12. Participants will actively engage with faculty peers across disciplines through facilitated discussions about teaching and learning, motivated by selected readings from two books: * Ambrose, Susan A., Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. * Merriam, Sharan B., Rosemary S. Caffarella, Lisa M. Baumgartner. 2007. Learning in Adulthood: A Comprehensive Guide. Hoboken, NJ: Wiley. The program is intended to encourage greater reflection on andragogical practices, exploring in depth how students learn to determine how best to teach. By the end of the series, we expect participants will be able to identify theories and principles of learning as they relate to college students, and QC students in particular, and to have developed a greater understanding of research-based strategies to improve student learning. Faculty participants will receive: * A copy of How Learning Works (hardcover); Learning in Adulthood is available as a free download. * A $200 stipend (must attend all four sessions to be eligible for the stipend) * Lunch for the three discussion sessions in June Schedule: Orientation/introductory session on Thursday, May 11, 4-5:30 pm, Queens Hall 325 Discussion sessions (each includes lunch): Monday, June 12, 12:30 - 3 pm, Queens Hall 325 Wednesday, June 14, 12:30-3 pm, Queens Hall 325 Friday, June 16, 12:30-3 pm, Queens Hall 325 Please complete the online response form at http://goo.gl/KvdgKB to indicate your interest and availability for this professional development opportunity by 5 pm on May 3. Because this program is limited to 20 participants, a stratified (by division) random sample of faculty will be selected from those expressing interest by the response deadline. Notification will be sent on May 4. Facilitator Bio: Meredith Reitman, Ph.D., Principal, Reitman Research and Strategy Meredith Reitman is the President of Reitman Research and Strategy, which provides research and evaluation services to nonprofits, universities, and government agencies. Dr. Reitman started her academic career as a faculty member in the Geography Department at the University of Wisconsin - Milwaukee. Her research relied on feminist geography and critical race theory to explore the role of race in workplace belonging and exclusion. She then transitioned to a career in evaluation and assessment, working with New York City-based nonprofits, universities, and agencies to investigate whether and how they were reaching their stated outcomes in education, housing, health and employment. She recently served as the Director of Assessment for Hunter College, holding a joint position as Co-Director of Hunter's Center for Teaching and Learning.