Additional Resources: A Selected Bibliography
The Graduate Center Teaching and Learning Center: http://cuny.is/teaching
For an annotatable version of this handbook: http://cuny.is/tcuny-handbook
College Teaching
Bain, Ken. What the Best College Teachers Do. Cambridge: Harvard University Press, 2004.
Bass, Randy, and Bret Enyon. “‘Open and Integrative: Designing Liberal Education for the New Digital Ecosystem.’” Association of American College and Universities, 2016.
Brier, Stephen, and Michael Fabricant. Austerity Blues: Fighting for the Soul of Public Higher Education. Baltimore: Johns Hopkins University Press, 2016.
Dewey, John. Democracy and Education. New York: MacMillan, 1916.
Dweck, C.S. Mindset: The New Psychology of Success–How We Can Learn to Fulfill Our Potential. New York: Random House, 2006.
Graff, Gerald. Clueless in Academe: How Schooling Obscures the Life of the Mind. New Haven: Yale University Press, 2004.
Lang, James M. “Small Changes in Teaching: The First 5 Minutes of Class.” The Chronicle of Higher Education. January 11, 2016. http://chronicle.com/article/Small-Changes-in-Teaching-The/234869/
The Teaching and Learning Center. Visible Pedagogy. https://vp.commons.gc.cuny.edu/
Student-Centered Pedagogy
Barkley, Elizabeth. Students Engagement Techniques: A Handbook For College Faculty. San Francisco: Jossey-Bass Publication, 2009.
Gonzalez, Jennifer. “The Big List of Class Discussion Strategies.” Cult of Pedagogy. http://www.cultofpedagogy.com/speaking-listening-techniques/
Graduate Center Learning Collective. “Structuring Equality: Handbook for Student-Centered Learning #FuturesEd.” HASTAC. https://www.hastac.org/blogs/cathy-davidson/2016/05/26/structuring-equality-handbook-student-centered-learning-futuresed
Note: you will need to create a HASTAC account in order to view this resource.
Illich, Ivan. Deschooling Society. New York: Harper & Row, 1971.
Obeid, Rita, Anna Schwartz, Christina Shane-Simpson, and Patty Brooks, eds. How We Teach Now: The GSTA Guide to Student-Centered Teaching. April 16, 2017. http://Teachpsych.org/Ebooks/Howweteachnow
Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass, 2002.
Socially Conscious Pedagogy
“Civil Rights to BLM Timeline Lesson.” The Choices Program. http://www.choices.edu/resources/twtn/twtn-black-lives-matter.php
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1968.
Giroux, Henry. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Westport: Bergin & Garvey, 1988.
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.
Landis, Kay, ed. Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education. Anchorage, 2008. http://www.difficultdialoguesuaa.org/images/uploads/start-talking-full-book-pdf.pdf
“Resources for Difficult Dialogues in the Classroom.” MSU Undergraduate Education. http://aan.msu.edu/opportunities/resources-difficult-dialogues
Roberts, Frank. “Black Lives Matter Syllabi.” http://www.blacklivesmattersyllabus.com/fall2016/
Rose, Mike. Lives on the Boundary. New York: Penguin, 2005.
Sargent, Antwaun. “The BLM Film Syllabus.” Tribeca Film. https://tribecafilm.com/stories/the-black-lives-matter-film-syllabus-black-cinema-african-american-movies-black-life
“SFUSD Libguide: Comprehensive Resource for Teaching.” SFUSD Libguide: Teaching #Blacklivesmatter. http://sfusd.libguides.com/blacklivesmatter/#BlackLivesMatter
“Teaching #Blacklivesmatter.” Teaching For Change: Building Social Justice Starting in the Classroom. http://www.teachingforchange.org/teaching-blacklivesmatter
“The Radical Teacher: #BLM Teaching Resources.” University of Pittsburgh Center for Critical Education 107. https://radicalteacher.library.pitt.edu/ojs/index.php/radicalteacher
“Wellesley Libguide: Teaching BlackLivesMatter.” Black Lives Matter: Race, Policing, and Protest. http://libguides.wellesley.edu/blacklivesmatter
Writing Instruction
Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5.1 (1986): 4–23.
Bean, John. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd ed. San Francisco: Jossey-Bass, 2011.
Elbow, Peter. Writing with Power. New York: Oxford University Press, 1981.
Shaughnessey, Mina. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1979.
Online-Hybrid Courses
“Designing An Online Course.”The Mesa Community College Center for Teaching and Learning. http://Ctl.mesacc.edu/Teaching/Designing-an-Online-Course/
Digital Pedagogy Lab. Hybrid Pedagogy. http://www.digitalpedagogylab.com/hybridped/
“Hybrid/Online Instruction.” Center of Teaching and Learning Baruch College. https://ctl.baruch.cuny.edu/support-for-hybridonline-instruction/
Journal of Interactive Technology and Pedagogy. https://jitp.commons.gc.cuny.edu/.
Accessibility and UDL
Accessibility and Universal Design in Learning | SPS Faculty Community Site.
https://spsfaculty.commons.gc.cuny.edu/accessibility/
ADA.gov Homepage. https://www.ada.gov/.
CAST: Center for Applied Service Technology. Universal Design for Learning in Higher Education. http://udloncampus.cast.org/home#.WO4_zRLyvBI.
CUNY Coalition for Students with Disabilities. https://www.facebook.com/groups/27386877336/about/
“Guidelines and Resources for Cultural Professionals to Use to Provide More Accessible Facilities and Programs for People with Disabilities.” Museum Access Consortium, http://museumaccessconsortium.org/professional-development-3/resources/.
Murray, Jessica. CUNY CTL Retreat 2018 - Web Accessibility Presentation. https://docs.google.com/presentation/d/1boDp9k-ez8-e13M1SOLlAyxql6jnwlMGzB9XvzmKqQk.
Newbold, Curtis. “How to Turn Your Syllabus into an Infographic.” The Visual Communication Guy: Designing, Writing, and Communication Tips for the Soul, 14 Aug. 2017, http://thevisualcommunicationguy.com/2017/08/14/how-to-turn-your-syllabus-into-an-infographic/.
Olander, Louis. UDL For Teachers. http://udlforteachers.com/.
OneStops.info. http://www.onestops.info/article.php?article_id=106&subcat_id=402.
Reasonable Accommodations Faculty Guide. http://cats.cuny.edu/reasonableaccommodations/index.html.
Refocus: Syllabus Statement. http://www.projectshift-refocus.org/syllabus.htm.
Student Life Disability Services Website. https://www.gc.cuny.edu/Prospective-Current-Students/Student-Life/Disability-Services/Resources.
VSA - Education - The John F. Kennedy Center for the Performing Arts. http://education.kennedy-center.org/education/vsa/resources/webinars.cfm#Archive.
Assignments
“ds106 Assignment Bank.” ds106 Assignment Bank. http://assignments.ds106.us/
City Tech Open Lab. L4: Living Lab Learning Library. https://openlab.citytech.cuny.edu/l4/
Volk, Steven. “Size Matters: How Much Reading to Assign (and Other Imponderables).” Center for Teaching Innovation and Excellence. September 23, 2012. http://languages.oberlin.edu/blogs/ctie/2012/09/23/size-matters-how-much-reading-to-assign-and-other-imponderables/
Weimer, Maryellen, and Alice Cassidy, eds. Teaching Strategies For the College Classroom: A Collection of Faculty Articles. Madison: Maryellen Publications, 2013.
International Students
“International Teaching Assistant Handbook.” Wake Forest University.
https://tlc.wfu.edu/2014/08/tlc-handbook-international-teaching-assistants/
“International Teaching Assistants Guide.” Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/itas/
“Tips for Surviving as an International Teaching Assistant.” Duquesne University Center for Teaching Excellence. http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/surviving-as-an-international-ta
Teaching Portfolios
Amdahl, Flannery. “Creating a Digital Teaching Portfolio.” The Graduate Center Office of Career Planning and Development. https://careerplan.commons.gc.cuny.edu/2014/05/06/creating-digital-teaching-portfolio/
Clark, George David. “Developing an Effective Teaching Portfolio.” The Chronicle of Higher Education. July 9, 2012. http://www.chronicle.com/blogs/onhiring/developing-an-effective-teaching-portfolio/32297
“Portfolio.” Cornell University Center for Teaching Excellence. https://cte.cornell.edu/resources/documenting-teaching/portfolio/index.html
“Teaching Portfolios.” Vanderbilt Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/
“Teaching Portfolios.” Harvard University Derek Bok Center for Teaching and Learning. http://bokcenter.harvard.edu/teaching-portfolios
“Teaching Portfolios.” Brown University Harriet W. Sheridan Center for Teaching and Learning. https://www.brown.edu/about/administration/sheridan-center/teaching-learning/documenting-teaching-effectiveness/teaching-portfolios
“Teaching Portfolios and Course Portfolios.” University of Michigan Center for Research on Learning and Teaching. http://www.crlt.umich.edu/tstrategies/tstpcp
GC TLC Special Projects
Every year, the Teaching and Learning Center supports dialogues and collaborative projects about specific approaches to pedagogy among Graduate Center student instructors and other faculty members. Many of these initiatives lead to the publication of reflections or a resource meant to capture the thinking of the group involved, and which allows others to engage with and learn from the work that they’ve done. Resources produced as of spring 2018 are listed below.
Visible Pedagogy
https://vp.commons.gc.cuny.edu
The TLC’s blog, Visible Pedagogy, serves as a platform for discussions about teaching and learning at CUNY. Edited by the TLC staff, the blog features short essays by Graduate Center student instructors, reflecting on aspects of their pedagogy and classroom practice, as well as the Teach@CUNY series, which curates brief posts from members of the CUNY community in response to a particular topic or theme. Visible Pedagogy is also home to a teaching advice column, Ask Andy. Read more about our mission, and find out how to contribute here.
Teaching as an International Student
https://internationalteachers.commons.gc.cuny.edu
This site on the CUNY Academic Commons aims to bring together and provide resources for the many international students who are teaching in CUNY undergraduate classrooms. It contains information on the American educational system, CUNY curriculum, and multilingual classrooms. There are sample activities, blog posts with experiences and tips from other international student teachers, and an annotated list of resources. You can also find a link to sign up for the international teachers group on the Academic Commons, where you can ask questions, post relevant material, and find a community of international teachers dedicated to enriching their classrooms through their own and their students’ experiences.
Museum Pedagogy
https://museumcuny.commons.gc.cuny.edu
"Museum Pedagogy in the Classroom" is a digital resource offering many points of access for those looking to incorporate museum pedagogies in their lesson, assignment or course design. Designed collaboratively by an interdisciplinary group of CUNY Graduate Center PhD and MA candidates as part of a 2017-2018 Focused Inquiry Group at the Teaching and Learning Center, this website offers synopses of the theories behind museum learning and describes specific activities grounded in the pedagogies of physicality, narrativity and materiality that professors can incorporate into class work or take-home assignments. It also outlines a modular sequence of museum pedagogy-based activities that professors can use to convert their classes into curators and classrooms into galleries. We designed this sequence to be scaleable for use in a single class period or as the organizing principle for an entire course.
Socially Conscious Pedagogy
Socially Conscious Pedagogy (SCP) is an emerging and evolving framework which describes and engages with the teaching practices of Graduate Center student educators. Grounded in collaborations and conversations with doctoral students who teach undergraduate courses across CUNY campuses and disciplines, SCP offers opportunities to think more deeply about issues of racism, sexism, xenophobia, ableism and other marginalizing forces in society, and the ways they manifest in our classrooms and higher education institutions. SCP also prioritizes collecting the pedagogical practices and teaching artifacts of these educators, and identifying common themes, threads and lines of inquiry that guide these pedagogical approaches. In response to and in conversation with educators, the Developing a Socially Conscious Pedagogy series has sponsored a collection of events that engaged issues of positionality and praxis, and conversations about disciplinary canons and the politics of voice in the classroom.
Environmental Interdisciplinarity: Water Justice
https://waterjustice.commons.gc.cuny.edu
Interdisciplinarity as a broad topic is valued in the academy, but is often difficult to put into practice, especially in the classroom. Current environmental issues, particularly in the wake of climate change, cross disciplinary boundaries, and call for collaborative work and response in the academy. This group brings together researchers and teachers from the sciences, social sciences, and humanities to advance knowledge on the pressing environmental issue of water justice.