As the new semester rolls on, fresh faces galore face the bureaucracy that is our wonderful administration.While we are in a greeting mode, let us also welcome all the new faculty hires. May your acclimation be swift and your time here fulfilling and enjoyable.

There are many campus resources available for both faculty and students. All are encouraged to capitalize on these occasions-as well as incorporate these assets that are unique to our campus-into their academic and professional efforts.

 New events are being promoted as well as some preexisting ones such as the New and Junior Faculty Welcome Luncheons. The Annual Wellness Festival sponsored by the Student Health Center (http://events.lehman.edu/Calendar/EventList) is taking place next week outside of the Music Building on Tuesday, September 17th. Numerous vendors will be in attendance with free giveaways and free health screenings.

Another exciting development is the reopening of the renovated Student Life Building, where the campus clubs are headquartered and students can come to unwind and relax. There are many new and developing clubs going forward, including the newly minted Lehman Knights Chess Club. Students are strongly encouraged to participate in extracurricular activities around campus to ensure a well-rounded and pleasant experience at the college.

As some students start falling behind, it is important to note the many resources that the Lehman campus offers. There is the popular ACE Writing Center for those having trouble in their English classes or just needing some pointers in their writing. There is the Mathematics and Computer Science Learning Center located on the second floor of Gillet Hall with a multitude of tutors that specialize in their own math fields-such as algebra, calculus, etc. There is also The Science Learning Center which can be found on the first floor of Gillet Hall. All of these resources can be viewed on the Academic Center for Excellence (ACE) website. [Humanities Tutoring / Sciences Tutoring]


If a student is interested in more innovative learning strategies in a group setting, there is also the STAR Mentoring Program, which groups peer experts with those taking certain challenging courses (such as Accounting, Biology, Chemistry, or Psychology Statistics among many others). [SMC Program] STAR coaches sit in the corresponding course with the students and also group review sessions after class to supplement the lecture and work hand-in-hand with professors to tailor the material accordingly. Additionally, there is the Transfer Coach Program, which specializes in facilitating a smooth transition for transfer students to Lehman College, thus filling a void that was often requested prior to its incarnation. [Transfer Coach Program] These programs fall under the umbrella of the Lehman Teaching & Learning Commons (LTLC), located in the Old Gym Building, Room 118. [Lehman Teaching & Learning Commons Home Page]

Faculty are also welcome to take advantage of the resources that the LTLC offers such as informal faculty mentoring with Director Gina Rae Foster; walk-in hours to discuss concerns or issues and faculty social events like the regularly held and popular Coffee Hours. Events such as the Faculty Coffee Hours and others allow the opportunity for faculty and staff to network with and mentor each other and are encouraged to drop by and unwind from the stresses of grading and department meetings as well. [Faculty Social Events] New faculty have the opportunity of being able to attend the Lehman College New Faculty Seminars [NFS] which allows for the dissemination of information and resources that might not be readily available to them or that they were possibly not aware of. Different departments collaborate with the LTLC to provide a platform for new faculty questions, concerns or simple navigational issues.

These resources exist to be taken advantage of and to ensure that both faculty and students have an easier time navigating our wonderful campus.

Teaching, Learning, Engaging: a Call for Comments, an Awareness of Controversy

There are times, as the Director of a teaching and learning center, when I may feel detached from the consideration of politics and socio-economic stressors in my work of discovering and recovering theory and practice in the day-to-day work between faculty and students. And then a discussion of low student participation in an honors program reveals assumptions about students’ responsibilities to family and work outside of college coursework; a series of union and administrative emails underlines the increasing privatization of once public infrastructures and resources; a panic over pressures to teach online unravels deeper concerns of free speech and privacy.

We will open the Lehman Teaching & Learning Commons blog to these questions and concerns from time to time, although the blog is primarily intended for audiences interested in current teaching and learning issues as well as professional development in higher education. Our office staff, composed mostly of students and recent alumni, will contribute content that may be controversial. Comments and rebuttals are welcomed; we ask that feedback and contention be expressed with the professional respect and courtesy that characterize positive academic debate.

CUNY Pathways Battle Lines Drawn

The City University of New York is currently undergoing an overhaul of the undergraduate program starting in the Fall of 2013. (CUNY PATHWAYS Initiative) The raison d’être of this grand plan being applied capriciously across the board is the simplification of students’ current curriculum track.

Pathways is touted as the new wave of academic learning at the post-secondary level. It’s oft stated objective is to simplify the student curriculum and to consolidate courses as a means to eliminating “unnecessary” classes and letting students focus more on their intended career fields. An added bonus from the University’s perspective is the reduction in class-time, hence reducing payroll expenses. A side caveat of the new program in addition to reduced classes is a heavier reliance on online courses, which remove the need for; a) a present instructor, and b) the space and time that goes along with it.

The normative view holds that this feature allows for more student flexibility, thus insuring that more individuals have an opportunity of obtaining a college education. I cannot help but discern that this is what was meant when the president stated that his goal was for every American to go to college. But the top-down approach favored by the executive branch is reflected in the new directives thrust on the public CUNY system. And opposition has been swift, with most originating from University faculty. College of Staten Island professor Sandi Cooper for example, complains that, “As chair of the University Faculty Senate — a body chartered by the Trustees — to deal with cross campus curricula issues, I can state clearly that the process by which this core was developed did not reflect any campus or university wide elections and involvement of faculty with experience in general education.  Our General Education committee which was wrestling with a proposal to improve transfer and preserve much of what was good in general education was ignored in the process of developing this common core.” Another glaring sticking point is the economic hit that will fall squarely on the labor side, and the relegating of whole academic departments as expendable. Foreign languages, as well as other “liberal-arts” departments are due to feel the brunt of the slashings. Lehman College Professor Pigliucci concurs, stating that the new initiative “is being quickly rammed down the throats of the faculty members at all CUNY Colleges, in blatant disregard of faculty governance, interfering with curricula and the structure of majors, and possibly resulting in the elimination or great reduction of entire departments, mostly in the humanities (beginning with foreign languages, arts, assorted studies programs, history, and philosophy).” (City University of New York to turn into a glorified high school)

Faculty, both tenured and adjunct, has spoken up about the threats posed to the education of hundreds of thousands of future students. For years now, academic experts have warned about the dangers of foregoing a well-rounded traditional education in the midst of an economic crisis. Indeed during harsh financial times, there are often external and internal pressures for austerity cuts in government spending and education is hardly an exception. So while tuitions increase annually with little obstacle, whole departments are gutted in a two-pronged approach of providing the most meager of its academic responsibilities (almost shirking them) to its students while still being able to accommodate for ever-larger increases in annual student enrollment. Professor Cooper agrees with this assessment, “It is political when you realize that most CUNY students arrive with severe deficits (two thirds of NYC high school grads need remediation) and for most of us, this new core represents little more than an effort to insure that more students get degrees by a far less challenging curricula.”

Many faculty also say this is a ticket to disaster and worry that in an effort to be more inclusive, what is actually taking place is the watering down of academic standards. According to Dr. Philip A. Pecorino of Queensborough Community College, “In effect, it makes too many CUNY graduates ‘second class citizens’ in a competitive marketplace. And most of those so left behind, or at lower points in their possible careers, will be…those already disadvantaged with the weakest academic preparation and weaker in the Liberal Arts and Sciences.” (The Soft Bigotry of Lowered Expectations) He goes on to say that while the stated purpose of the overhaul is to facilitate the easier transfer of credits between schools, the real motive is “…to increase the rate of graduation through a simplification of its curricula through their reformulation to offer fewer required courses and fewer demanding courses…”

What can be ascertained is that there is more than one side to this story. But in the mission of educating young people and preparing them for an irresolute future, while also maintaining the fiscal solvency of institutions; it is clear that battle lines are being drawn. CUNY Chancellor Matthew Goldstein recently fired back in an email to the American Association of University Professors (AAUP) against the objections to Pathways. He accuses faculty and their representatives of being disingenuous in their claims which he describes as “suspect in view of their opposition to numerous CUNY initiatives over the past 14 years to improve academic standards.” Goldstein even goes so far as to question the polling methods of the Professional Staff Congress (PSC), “That poll could not meet even the most minimal professional standards.” He also countered allegations that the process to implement Pathways was undemocratic, stating. “The concepts of shared governance and academic freedom are distinct.” Nevertheless, he states that full faculty participation is merely a formality, and the bylaws of the CUNY Board of Trustees allow for academic policy to be subject to them if necessary. Chancellor Goldstein continues his counter-argument by stating that academic freedom “does not bar a board of trustees from establishing policies concerning such academic matters as transfer credits and general education requirements.”   

As opposing sides both take the banner of protecting students and with the pending lawsuit against Pathways being brought by the faculty union, this fight looks to be drawn out with both sides digging in their heels. We will follow closely and further discuss the issues as the storyline unfolds.

Below are some links that can be followed to hear some of the issues being raised:

• http://www.qcc.cuny.edu/socialsciences/ppecorino/Articles/Pathways-Soft-Bigotry.html

• http://www.cuny.edu/academics/initiatives/pathways.html

• http://chronicle.com/blogs/innovations/cunys-pathway-to-whatever/31150

• http://rationallyspeaking.blogspot.com/2011/11/city-university-of-new-york-to-turn.html

• http://eduoptimists.blogspot.com/2012/11/crisis-in-academic-governance-and.html 

This has been posted by Gabriel Diaz, Clerical Assistant, LTLC

LTLC Mission

The Lehman Teaching & Learning Commons has a threefold mission and three levels of common spaces to further investigations into the theory and practice of teaching and learning at Lehman College. Our mission includes support of the scholarship of teaching and learning (SOTL), of teaching and learning services, and of the teaching and learning community. All Lehman faculty, students, and staff are encouraged to participate in the ongoing conversations and programming sponsored by the Commons as well as other Lehman departments and programs.

The Commons (or LTLC) will have centralized physical and online locations in addition to the network of projects and participants who will comprise the Commons community. In the next few years, the Old Pool area of the Old Gym Building will be renovated to provide small group and workshop space, as well as an informal café and charging centers for portable electronics. The LTLC will maintain an online presence with a calendar of events and registration access, as well as links to ongoing projects and resources, connections to working groups, and news of LTLC events and activities. Across campus and online, the LTLC will be present in online and hybrid education, formal and informal discussions of teaching and learning, and collaborative projects engaging technology and academic inquiry.

At present, the LTLC is supporting projects in the following areas:

• New Faculty Seminars
• Pedagogical and Best Instructional Practices Workshops
• Faculty Mentoring and Professional Review Preparation
• Faculty Coffee Hours
• Collaborative Workshops in Faculty Resources and Processes
• The STAR Mentoring & Coaching Program
• The Transfer Coaching Program

When the physical space is ready, the LTLC will operate as a resource and referral center for Lehman faculty, students, and staff. During our initial years, we will continue to support the above projects with facilitation, resources, consultation, referrals, and planning assistance.

Welcome All to the Lehman Teaching and Learning Commons Blog

Welcome all to the newly minted Lehman Teaching and Learning Commons Blog. We will be focusing on the art of pedagogy in contemporary academics that include techniques and resources intended to enhance the University’s reach towards faculty, staff, as well as students. This will also serve as a platform for outreach in regards to various events and collaborating with assorted departments and continuing the conversation on how better to support academic development and instruction. There will also be a strong focus on the innovative strategies coming out of the field of digital pedagogy (on-line learning), especially ePortfolio showcases and other similar initiatives. The blog will also take the opportunity to highlight team members and their interests and professional pursuits, as well as profiling exceptional individuals for their accomplishments and merit.  There are many new and exciting developments that are forthcoming in the coming semesters that we will be sharing with you as the blog progresses. Feel free to add relevant feedback/inquiries on new policy or upcoming events or activities. We look forward to continuing the conversation and providing the platform for further collaboration. 

Terms and Conditions of Use

Terms and Conditions of Use

1. Lehman Teaching and Learning Commons is responsible for physically handling all content on this blog. As such, we reserve the right to edit, amend, withhold or reject any comments or entries that are deemed libelous, derogatory, offensive, or otherwise inappropriate. When submitting an entry or comment to this blog, you are of the understanding and agree that the message(s) you post is subject to change, deletion, or outright rejection without notice or explanation.
2. By accepting these Terms and Conditions of Use, you understand and agree that all approved and posted comments are the property of Lehman Teaching and Learning Commons and may be used by Lehman Teaching and Learning Commons elsewhere in other formats and/or medium for marketing or other purposes. 
3. All views, expressions, judgments, or other articulated postings to this blog by third-party contributors are not representative of the views of Lehman Teaching and Learning Commons, Lehman College, or its employees, faculty or staff. Lehman Teaching and Learning Commons repudiates any and all legal liability for postings by external authors or contributors. 
4. You agree not to make comments, opinions or other remarks on the Lehman Teaching and Learning Commons blog that in any way reveal confidential information of, or break non-disclosure agreements with third-party companies, institutions, or organizations.
5. You agree to renounce any wrongdoing by Lehman Teaching and Learning Commons in the event of legal claims or liabilities against you due to improper comments, content, or hyperlinks/embedded links you have placed within your posting.
6. You agree to provide your true name and title when submitting a blog entry. You also agree that submissions without this personal information will be disregarded and discarded.

Though Lehman Teaching and Learning Commons will strive to notify users of any changes made to blog policies and procedures, we nevertheless reserve the right to alter these Terms and Condition of Use at any time, for any reason, with or without prior notification to contributors and readers.