This schedule is intended to give an overview of the topics and discussions. It will be updated regularly based on your feedback, interest, and expectations, and adjustments to the schedule will be announced in class and via email. 

August 25: Course Overview

• Getting to know each other, syllabus review and cocreating, course technologies, reflecting on teaching and learning in higher education these times.

September 1: Principles, Classroom Community, & Rapport

• Teach@CUNY Handbook, Section I: Introduction, Chapter 1. Teaching at CUNY, Chapter 2. Foundational Principles and Chapter 3. Getting Started.
• hooks, b. (1994) Ch. 1 Engaged Pedagogy pp. 13-22 from Teaching to Transgress: Education as the Practice of Freedom.
• Gannon, K. (2020). Ch. 2 The Things We Tell Our Students, pp. 28-38 from Radical Hope: A Teaching Manifesto.

Suggested Readings:

• Morales-Doyle et al. (2020) In an Era of Pandemic and Protest, STEM Education Can’t Pretend to be Apolitical. Truthout.
• Bashvski, M. (2021) Building Classroom Community, even when we’re alone. Hybrid Pedagogy. 
• Cassuto, L. (2022) Why teaching still gets respect in doctoral training? The Chronicle of Higher Education. 

September 8: Teaching Persona, Identity & Positionality

• Ashton, H. (2017), Discovering Your Teaching Persona Visible Pedagogy
• Williams, B. C. (2023). Radical Honesty. In L. D. Patton, F. Tuitt, C. Haynes, & S. Stewart, Race, Equity, and the Learning Environment (1st ed., pp. 71–82). Routledge. https://doi.org/10.4324/9781003446637-7

Suggested Readings:

• Wallace, J. I Wish I Knew That I Could Be a Professor Dr. Rachel Cap Blog
• hooks, b. (1994) Ch. 12 Confronting Class in the Classroom in Teaching to Transgress
• Prescod-Weinstein, C. (2021).  In the Beginning: A Bed-Time Story. pp.1-9, The disordered cosmos: A journey into dark matter, spacetime, and dreams deferred. Hachette UK.

September 15: NO CLASS SCHEDULED

September 22: Syllabus & Course Design

• Teach@CUNY Handbook, Ch. 4: Conceptualizing Your Course. 
• Lang (YEAR), The Syllabus, in On Course, pp. 1-20.

Suggested Readings: 

• Gannon (2020), Ch 7 A Syllabus Worth Reading, pp. 96-108 from Radical Hope.
• Burn & Singer (2022), Racial Equity in the STEM Math Pathway: Designing for Disproportionate Benefit AAAS Improving Undergraduate STEM Education Initiative.
• Stella (2019) Institutional Care: Designing for Access Visible Pedagogy 

September 29: Equity, Diversity, and Culturally Responsive Pedagogies

• Will, M. & Najarro, I. (2022). What is culturally responsive teaching? Education Week.
• Gooblar, D. (2019). Ch. 7, Teaching in Tumultuous Times, pp. 177-204 from The Missing Course. 
• Swalwell, K. & Rodrigez, N.N. (2023). How to thwart an anti-equity agenda: advice for teachers, administrators, and families. Education Week. 

Suggested Readings: 

• Vakil, S., & Ayers, R. (2019). The racial politics of STEM education in the USA: Interrogations and explorations. Race ethnicity and education, 22(4), 449-458. https://doi.org/10.1080/13613324.2019.1592831 
• Wang, S. (2018). Science Under the Scope: Full Series. Free Radicals
• Burnham (2020) 5 Culturally Responsive Teaching Strategies Northeastern University. Graduate Programs Blog.
• White, K. N., Vincent-Layton, K., & Villarreal, B. (2020). Equitable and inclusive practices designed to reduce equity gaps in undergraduate chemistry courses. Journal of Chemical Education, 98(2), 330-339. https://doi.org/10.1021/acs.jchemed.0c01094
• Rendón, L. (2009).  Introduction A Need for a New Dream of Education and Chapter 1 “Prelude to a New Pedagogical Dreamfield” pp. 1-49 in Sentipensante (sensing/thinking) Pedagogy. 

October 6: Accessibility & Universal Design for Learning

• Gannon, Ch. 5 Making Access Mean Something. Radical Hope.
• Houshyar, S. (2023). Universal design for learning: pleasure, accessibility, and the radical possibilities of good design. Visible Pedagogy. 

Suggested Readings: 

• Sprauve, C. (2019). Why Wellness Work Belongs in the Classroom. Visible Pedagogy
• Haley-Mize, S. (2018). Addressing Learner Variability on Campus through Universal Design for Learning in Kozimor-King, Michele Lee, and Jeffrey Chin, eds. Learning from Each Other: Refining the Practice of Teaching in Higher Education.

October 13: Active Learning & Lesson Planning

• Brame, C. (2016).  Active learning. Vanderbilt University Center for Teaching.
• Bruff, D. (2022). Active Learning Classrooms and Equity. Agile Learning

Suggested Readings: 

• Supiano, B. (2022) It’s not about the evidence anymore. The Chronicle of Higher Education.
• Lang, J. (2018). How to Prepare for Class without Overpreparing. The Chronicle of Higher Education.
• Bruff, D. (2020). Active Learning in Hybrid and Physically Distanced Classrooms. Agile Learning.
• Nardo, J. E., Chapman, N. C., Shi, E. Y., Wieman, C., & Salehi, S. (2022). Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation. Journal of Chemical Education, 99(4), 1691-1699. https://doi.org/10.1021/acs.jchemed.1c01233

October 20: Discussion & Lecture Technologies

• Teach@CUNY Handbook, Ch. 6 In the Classroom
• Cahen, C. (2022). Lecturing @CUNY: Pitfalls and Opportunities. Visible Pedagogy 

Suggested Readings: 

• Franklin-Phipps, A. (2019). Tense but Productive Discussions. Visible Pedagogy.
• Saul, S. (2022). At NYU, students were failing organic chemistry. Who was to blame? The New York Times.
• Lang, Lectures pp 63-84 in On Course.

October 27: Assignment Design & Scaffolding

• Read Teach@CUNY Handbook, Ch. 5 Creating Assignments and Chapter 11 Assignments.
• Explore TLC Assignment Bank

Suggested Readings: 

• Skim Bean, Ch. 6 Informal, Exploratory Writing Activities pp. 97-118 for activities that could be possible scaffolded steps toward an assignment 
• Explore DS106 Assignment Bank https://assignments.ds106.us/ 

November 3: Group Work & Peer Review

• Davidson, C. & Katopodis, C. (2022). Ch 8. Group work without the groans. The New College Classroom. 
• Varma-Nelson, P. (2019). Peer-Led Team Learning. Pedagogy in Action.

Suggested Readings:

• Snyder, J. J., Sloane, J. D., Dunk, R. D., & Wiles, J. R. (2016). Peer-led team learning helps minority students succeed. PLoS biology, 14(3), e1002398. https://doi.org/10.1371/journal.pbio.1002398 
• Bean, (YEAR). Ch. 9 Coaching Thinking Through the Use of Small Groups pp. 149-168.
• Patton, F. (YEAR). Approaches to Productive Peer Review Strategies for Teaching First-Year Composition.
• Stephenson, N. S., Miller, I. R., & Sadler-McKnight, N. P. (2019). Impact of peer-led team learning and the science writing and workshop template on the critical thinking skills of first-year chemistry students. Journal of Chemical Education, 96(5), 841-849. https://doi.org/10.1021/acs.jchemed.8b00836 

November 10: Teaching Your Research

• Uribe, L.H. (2018). Teach your own research and ultimately teach yourself. Visible Pedagogy.
• Hoskins, S. G., Lopatto, D., & Stevens, L. M. (2011). The CREATE approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE—Life Sciences Education, 10(4), 368-378. https://doi.org/10.1187/cbe.11-03-0027 

Suggested Readings:

• Rivero et al. (2019). Teaching your own research: first-year teachers in the sciences. Visible Pedagogy.
• Badue, F. A. (2018). Research and teaching: Why integrate them? Visible Pedagogy
• Janick-Buckner, D. (1997). Getting undergraduates to critically read and discuss primary literature. Journal of College Science Teaching, 27(1), 29-32. 

November 17: EdTech: Opportunities & Challenges

• Teach@CUNY Handbook, Ch 8 Educational Technology.
• Hurson, L. (2020). #CheckOurEdTech thread. Twitter.
• Editors. (2023). How will artificial intelligence change higher education? The Chronicle of Higher Education. 

Suggested Readings:

• Marche, S. (2022) Will ChatGPT Kill the Student Essay? The Atlantic.
• Chomsky, N. (2023). The False Promise of ChatGPT. The New York Times.
• D’Agostino, S. (2023). ChatGPT Advice Academics Can Use Now. Inside Higher Ed.
• Stommel, J. (2017). If bell hooks made an LMS: grades, radical openness, and domains of one’s own. Jesse Stommel Blog. 
• Watters, A. (2015). A Hippocratic Oath for Ed-Tech. Hack Education.
• Abdous, M. (2023). How is AI shaping the future of higher education? Inside Higher Ed.
• Bogost, I. (2023). The first year of AI college ends in ruin. The Atlantic. 
• Harbison, T., & Waltzer, L. (2013). Toward Teaching the Introductory History Course, Digitally. Writing History in the Digital Age, 97-109. 

November 24: THANKSGIVING BREAK

December 1: Grading, Feedback, & Assessment: Politics and Methods

• Teach@CUNY Handbook, Ch. 7 Grading and Evaluating Student Work
• Schinske, J., & Tanner, K. (2014). Teaching more by grading less (or differently). CBE—Life Sciences Education, 13(2), 159-166. https://doi.org/10.1187/cbe.cbe-14-03-0054 
• Carrasco, M. (2022).  Second chances for failing students. Inside Higher Ed. 

Suggested Readings:

• Bean, Ch 14 Writing Comments on Students’ Papers pp. 239-253
• Read Peter Elbow, Ranking, Evaluating, Liking: Sorting Out Three Forms of Judgement, College English 55.2 (1993): 187-206.

December 8: Moving Forward

• Teaching portfolio, seeking feedback to improve your practice, and teaching philosophy statement

December 15: NO CLASS