Category: Directory of Academic Commons Group Wikis

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EPortfolios Committee WIKI

From CUNY Academic Commons

Welcome to the ePortfolio wiki page for the City University of New York.  Please share and contribute information to help the CUNY Academic Commons community explore various ePortfolio styles, best practices, strategies, goals and platforms across the various CUNY campuses. This page may (or may not) help us keep track of everything, but please do try to follow the basic wiki editing guidelines as you add new material. For assistance writing and editing a wiki page, please refer to the MediaWiki Cheat Sheet.


Image Credit: Ellen Smiley, Academic Director of the CUNY Online BA in Communication & Culture and Associate Professor at City College.

Contents

ePortfolio Projects at CUNY

Connecting ePortfolios Across CUNY

ePortfolios at CUNY: Summary Page of ePortfolios at CUNY Colleges
ePortfolios across CUNY:  Aggregating and Integrating Information 
Comparing ePortfolio Platforms across CUNY: Platform Questionnaire

ePortfolio CUNY Cross-Campus Comparisons: A Comparative Table

ePortfolio Groups on the Academic Commons

ePortfolios Group (Public Group)
CAT ePortfolio Subcommittee Group 2009-2010 (Private Group)

ePortfolio Forums on the Academic Commons 

ePortfolio Forum (Public)
CAT ePortfolio Subcommittee Forum (Private)

ePortfolio Blogs

CAT ePortfolio Subcommittee Blog by CAT ePortfolio Subcommittee Group
ePortfolio Group Blog by the ePortfolio Group
ePortfolios for Learning by Helen Barrett
Stable Transitions by Karen Stable

ePortfolio Resources

ePortfolio Resource Wiki Page

CAT ePortfolio Subcommittee Members

GC Comp-Rhet Area Group

From CUNY Academic Commons

Contents

Who We Are

The Graduate Center Composition and Rhetoric Community (GCCRC) currently meets about once per week during the semester. Each meeting addresses a theme or issue relating to the field of composition and rhetoric as well as what is on our minds as graduate students in the field. Recent topics of discussion include basic writing and literacy; critical, constructivist, and expressivist pedagogies; discourses of social justice; ethnography, including (but not limited to) classroom studies; new media composition; the digital humanities; writing across the curriculum; and the history of composition instruction in the academy. As we aim to understand how current scholarship may influence our teaching experiences and classroom strategies, our conversations often result in individual and collaborative projects members choose to pursue outside of the meetings. Individuals from the group–and even entire panels of GCCRC members–have presented at national conferences, including the Conference on College Composition and Communication (CCCC), the Modern Languages Association (MLA) Annual Convention, the Writing Program Administrators (WPA) Conference, and the Lavender Languages and Linguistics Conference.

At the local level, the GCCRC has developed two main sources of support for teachers of writing: an annual intersession teaching workshop that takes place in January (to build on the summer orientation sessions new teachers attend in August), and a cross-campus intervisitation program in which students sign up to visit the classroom of other CUNY teachers in order to reflect on their own teaching practices. In addition, the GCCRC participates in the meetings and events of the larger CUNY-wide Composition and Rhetoric Community (CCRC), comprised of faculty, students, and staff from the full range of CUNY campuses. The CCRC sponsors a visiting speaker series that hosts some of the most prominent scholars in the field at a different CUNY campus each semester.

Affiliated groups: CUNY-wide Composition and Rhetoric Community (CCRC), Writing Program Administrators-New York Metro Area Affiliate

If you’d like to learn more about the GCCRC or join our list serv, please contact us!

If you’d like more information about the CUNY Intervisitation Initiative, please contact Diana Epelbaum at diana.epelbaum@gmail.com.

Currently matriculated students may sign our DSC roster here. And all are welcome to view or join our Academic Commons group. If you’re looking for our cross-campus affiliate group, the CUNY-Wide Composition and Rhetoric Community (CCRC), you can find them here.

Activities and Projects

Affiliated faculty

Sondra Perl
Mark McBeth
Jessica Yood

Ira Shor
George Otte
Rebecca Mlynarczyk (ret.)

Getting Involved

Interested in adding comp-rhet related pages? Edit this page to add a brief description and a link to the new page in a list below.[[Category:]]

GC Comp/Rhet Area Group

From CUNY Academic Commons

Contents

Who We Are

The Graduate Center Composition and Rhetoric Community (GCCRC) currently meets about once per week during the semester. Each meeting addresses a theme or issue relating to the field of composition and rhetoric as well as what is on our minds as graduate students in the field. Recent topics of discussion include basic writing and literacy; critical, constructivist, and expressivist pedagogies; discourses of social justice; ethnography, including (but not limited to) classroom studies; new media composition; the digital humanities; writing across the curriculum; and the history of composition instruction in the academy. As we aim to understand how current scholarship may influence our teaching experiences and classroom strategies, our conversations often result in individual and collaborative projects members choose to pursue outside of the meetings. Individuals from the group–and even entire panels of GCCRC members–have presented at national conferences, including the Conference on College Composition and Communication (CCCC), the Modern Languages Association (MLA) Annual Convention, the Writing Program Administrators (WPA) Conference, and the Lavender Languages and Linguistics Conference.

At the local level, the GCCRC has developed two main sources of support for teachers of writing: an annual intersession teaching workshop that takes place in January (to build on the summer orientation sessions new teachers attend in August), and a cross-campus intervisitation program in which students sign up to visit the classroom of other CUNY teachers in order to reflect on their own teaching practices. In addition, the GCCRC participates in the meetings and events of the larger CUNY-wide Composition and Rhetoric Community (CCRC), comprised of faculty, students, and staff from the full range of CUNY campuses. The CCRC sponsors a visiting speaker series that hosts some of the most prominent scholars in the field at a different CUNY campus each semester.

Affiliated groups: CUNY-wide Composition and Rhetoric Community (CCRC), Writing Program Administrators-New York Metro Area Affiliate

If you’d like to learn more about the GCCRC or join our list serv, please contact us!

If you’d like more information about the CUNY Intervisitation Initiative, please contact Diana Epelbaum at diana.epelbaum@gmail.com.

Currently matriculated students may sign our DSC roster here. And all are welcome to view or join our Academic Commons group. If you’re looking for our cross-campus affiliate group, the CUNY-Wide Composition and Rhetoric Community (CCRC), you can find them here.

Activities and Projects

Affiliated faculty

Sondra Perl
Mark McBeth
Jessica Yood

Ira Shor
George Otte
Rebecca Mlynarczyk (ret.)

Getting Involved

Interested in adding comp-rhet related pages? Edit this page to add a brief description and a link to the new page in a list below.[[Category:]]

GC Composition and Rhetoric Community

From CUNY Academic Commons

Contents

Who We Are

The Graduate Center Composition and Rhetoric Community (GCCRC) currently meets about once per week during the semester. Each meeting addresses a theme or issue relating to the field of composition and rhetoric as well as what is on our minds as graduate students in the field. Recent topics of discussion include basic writing and literacy; critical, constructivist, and expressivist pedagogies; discourses of social justice; ethnography, including (but not limited to) classroom studies; new media composition; the digital humanities; writing across the curriculum; and the history of composition instruction in the academy. As we aim to understand how current scholarship may influence our teaching experiences and classroom strategies, our conversations often result in individual and collaborative projects members choose to pursue outside of the meetings. Individuals from the group–and even entire panels of GCCRC members–have presented at national conferences, including the Conference on College Composition and Communication (CCCC), the Modern Languages Association (MLA) Annual Convention, the Writing Program Administrators (WPA) Conference, and the Lavender Languages and Linguistics Conference.

At the local level, the GCCRC has developed two main sources of support for teachers of writing: an annual intersession teaching workshop that takes place in January (to build on the summer orientation sessions new teachers attend in August), and a cross-campus intervisitation program in which students sign up to visit the classroom of other CUNY teachers in order to reflect on their own teaching practices. In addition, the GCCRC participates in the meetings and events of the larger CUNY-wide Composition and Rhetoric Community (CCRC), comprised of faculty, students, and staff from the full range of CUNY campuses. The CCRC sponsors a visiting speaker series that hosts some of the most prominent scholars in the field at a different CUNY campus each semester.

Affiliated groups: CUNY-wide Composition and Rhetoric Community (CCRC), Writing Program Administrators-New York Metro Area Affiliate

If you’d like to learn more about the GCCRC or join our list serv, please contact us!

If you’d like more information about the CUNY Intervisitation Initiative, please contact Diana Epelbaum at diana.epelbaum@gmail.com.

Currently matriculated students may sign our DSC roster here. And all are welcome to view or join our Academic Commons group. If you’re looking for our cross-campus affiliate group, the CUNY-Wide Composition and Rhetoric Community (CCRC), you can find them here.

Activities and Projects

Affiliated faculty

Sondra Perl
Mark McBeth
Jessica Yood

Ira Shor
George Otte
Rebecca Mlynarczyk (ret.)

Getting Involved

Interested in adding comp-rhet related pages? Edit this page to add a brief description and a link to the new page in a list below.[[Category:]]

University Seminar on Teaching and Learning: A Working Bibliography

From CUNY Academic Commons

University Seminar on Teaching and Learning: A Working Bibliography


SPECIAL LINKS:
The CUNY Games Network
http://cunygames.wordpress.com/

At the above website, you can find a developing list of games and game-exercises (please add more!), as well as special resources for educators interested in professionalizing in this area (conferences, journals to submit to).

BIBLIOGRAPHY:
Bartholomae, David. “Inventing the University.” Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr. Urbana, IL: NCTE, 1997. 623-54. Print.

Berk, R. A.(2003). Professors are from Mars, students are from snickers. Sterling, VA: Stylus.

Bizzell, Particia.  “Composition Studies Saves the World!”  College English. 72.2 (Nov 2009), 174-187.

Bizzell talks back to Stanley Fish and his notion in Save the World on Your Own Time (and the blog post that we discussed at our first meeting) that professors fail when they let “issues” take center-stage in the classroom and don’t do the work of teaching the “material of their disciplines, the disciplinary methods and objects of study” (179). Read the article at: http://www.ncte.org/journals/ce/issues/v72-2

Bodner, G.; Klobuchar, M.; Geelan, D. 2001. The Many Forms of Constructivism. Journal of Chemical Education 78: 1107.

Bradley, A.Z., Ulrich, S.M., Jones, M., Jones, S.M. J. 2002. Teaching the Sophomore Organic Course without a Lecture. Are You Crazy? Journal of Chemical Education 79: 514-519.

Brandt, D. (2004). “Drafting U.S. Literacy.” College English, 66:5, 485-502.

Canagarajah, A. Suresh, and Maria Jerskey. “Meeting the Needs of Advanced Multilingual Writers.” Sage Handbook for Writing Development. London: SAGE, 2009. 472-488. Print.
This chapter highlights the key challenges faced by diverse adult writers for whom English is not a first language (L1). The authors focus on academic literacy, bearing in mind that there are a number of other personal and professional genres of writing that are important for multilinguals. They establish globalism and postmodernism as important sociocultural and philosophical lenses through which to view multilingual writers and describe the critical debates that relate to how teachers and researchers have addressed the development of literacy competence in postsecondary educational contexts. Finally, they outline a socially situated pedagogy to integrate the diverse components that meet the needs of successful multilingual writers and address challenges ahead. You can preview the article at Google Books: http://tinyurl.com/ycuysts


Claycomb, Ryan. “Performing/Teaching/Writing: Performance Studies in the Composition Classroom.” Enculturation. 6.1 (2008): n. pag. Web. 24 April 2009.  Print.

Chi, M. T. H.; Slotta, J.; de Leeuw, N. 1994. Learning and Instruction 4:27–43.

Council og Writing Program Administrators. “WPA Outcomes Statement for First-Year Composition”

http://www.wpacouncil.org/positions/outcomes.html

Cousins, N. (1991). Anatomy of an illness. Bantam: New York, NY.

Criswell, B.2008. Teaching Avogadro’s Hypothesis and Helping Students to See the World Differently. Journal of Chemical Education 85:1372.

Fish, Stanley. 2008. Save the World on Your Own Time. New York: Oxford UP.

Fishman, Jenn, Andrea Lunsford, Beth McGregor, and Mark Otuteye. “Performing Literacies, Performing Writing.” College Composition and Communication. 57.2 (2005): 224-252. Print.

Friesen, J. B. 2008. Saying What You Mean: Teaching Mechanisms in Organic Chemistry. Journal of Chemical Education 85: 1515-1518.

Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead to aha! College     ‘Teaching, 54 (1), 177-180.

Gee, J. P. (2003). What Video Games Have to Teach Us about Learning and Literacy.
New York: Palgrave MacMillian.


Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.

Hansedt, Paul. 2009. “Barbarians at the Gate: Professors from Outside the English Department Reflect on Teaching First-Year Writing.” ”’Pedagogy 9(2): 331-352.’

Hyde, Adam; Linksvayer, Mike; Mandiberg, Michael; Peirano, Marta; Zer-Aviv, Mushon; Toner, Alan. 2010. Collaborative Futures. FLOSS Manuals. http://www.booki.cc/collaborativefutures/

  Immordino-Yang, M., & Damasio, A. (2007). We feel, therefore we learn: The   relevance  of affective and social neuroscience to education. Mind, brain and education, 1(1), 3-10.

Jensen, Amy Peterson. “Multimodal Literacy and Theatre Education.” Arts Education Policy Review. 109.5 (2008): 19-28. Print.

Lankshear, C. & Knobel, M. (2003). New literacies: Changing knowledge in the classroom. Buckingham, UK: Open University Press.

Lavelle, Ellen. “Writing through College: Self-efficacy and Instruction,” Sage Handbook for Writing Development. London: SAGE, 2009. 415-422. Print.

This article is nice introduction into the concept of self-efficacy and how it can function not only as a measure of student writers’ improvement, but also as a guide to pedagogical practice. Lavelle establishes that writing, as an ideal academic assignment for college students (e.g., helps them remember facts, concepts, and develops critical thinking; provides a cognitive map subject to reconstruction in the process of revision), is immensely demanding in its range of cognitive demands on working memory (e.g., writers sort through theme, genre, paragraph, sentence, word choice, grammar; they move back forth between “bigger picture” concerns such as voice and intentionality to “smaller picture” concerns such as spelling and punctuation). Writers’ beliefs about writing play a powerful role as they engage in the process. Their self-efficacy, “the belief that one can succeed at a particular task, is a powerful factor affecting both learning and writing performance.” You can preview the chapter at Google Books: http://tinyurl.com/yz2qmhb


Love, Meredith. “Composing Through the Performative Screen: Translating Performance Studies into Writing Pedagogy.” Composition Studies. 35.2 (2007): 11-30. Print.

Lu, Min-Zhan and Bruce Horner.  “Composing in a Global-Local Context: Careers, Mobility, Skills.” College English. 72.2 (Nov 2009), 113-133.

This article discusses how to bridge the split between two approaches to teaching composition: one with a focus on developing the skills students need to thrive in the work world (which the authors identify as an “instrumentalist” or “pragmatic” pedagogy) and the other with a focus on developing students’ social awareness in an attempt to “build a better world for all” (critical pedagogy).   The authors focus on teaching composition but it seems to me that their argument could apply across many disciplines.  What goals do we bring to our classrooms and how do we frame and “sell” the material of our courses in a changing, economically-fraught world?  Read the article at: http://www.ncte.org/journals/ce/issues/v72-2


Maehre, J. (2009). What It Means to Ban Wikipedia: An Exploration of the Pedagogical Principles at Stake. College Teaching. 57 (Fall 2009): 229-236.

McLaren, Peter. Schooling as Ritual Performance: Towards a Political Economy of Educational Symbols and Gestures. London: Routledge, 1986. Print.

Mead, C. (2009). “America’s Army Invades Our Classrooms.” Rethinking Schools 23:4.

Minchew, S., & Hopper, P. (2008). Techniques for using humor and fun in the language arts classroom. Clearing House, 81 (5), 232-236.

Mulford, D. R.; Robinson, W. R. 2002. An Inventory for Alternate Conceptions among First-Semester General Chemistry Students. Journal of Chemical Education 79: 739.Schechner, Richard. “What is Performance Studies Anyway?” The Ends of Performance. Ed. Peggy Phelan and Jill Lane. New York: New York UP, 1998. 357-62. Print.

Nakhleh, M. B. 1992. Why some students don’t learn chemistry: Chemical misconceptions. Journal of Chemical Education 69:191.

Prensky, M. Digital Natives, Digital Immigrants. On the Horizon. Vol. 9 No. 5, October 2001.

Salvatori, M. R. 2000. Difficulty: The Great Educational Divide. In Opening Lines; Approaches to the Scholarship of teaching and Learning., The Carnegie Foundation for the Advancement of Teaching, ed. P. Hutchins, 81-93. Menlo Park: Carnegie Publications.

Sanger, M.J.; Phelps, A.J. 2007 What Are Students Thinking When They Pick Their Answer? Journal of Chemical Education 84: 870

Shulman, Lee S. Teaching as Community Property: Essays on Higher Education.  San Francisco: Jossey-Bass, 2004. 

A rich collection of essays by Shulman, who was president of the Carnegie Foundation for the Advancement of Teaching until about 2007.  It contains short essays pertaining to advancing the scholarship and status of teaching in colleges and universities and promotes supporting faculty work in the classroom.

Taagepera, M.; Noori, S. 2000. Mapping Students’ Thinking Patterns in Learning Organic Chemistry by the Use of Knowledge Space Theory. Journal of Chemical Education. 77:1224.
Tremel, Justin and Jamie Jesson. “Podcasting in the Rhetoric Classroom.” Currents in Electronic Literacy. 10 (2007): n. pag. Web. 24 April 2009.

Waters, N. (2007). “Why You Can’t Cite Wikipedia In My Class.” Communications of the ACM, 50 (9): 15-17.

Welch, N. (2008). “’This Video Game We Call War’: Multimodal Recruitment in America’s Army Game.” Reflections 7:3, pp. 162-191.

Yancey, Kathleen Blake. Writing in the 21st Century. Urbana, IL: National Council of Teachers of English. Feb. 2009. Print.
Considering the possiblities of composition in the 21st century, Yancey gives historical context from the 20th century: Composition used to require a lot of labor (think spilled, smudged ink!) and, historically, has always been linked to testing. Let’s face it: People have been terrified of writing! With digital technology and Web 2.0, everyone’s a writer, audiences are everywhere, new forms of composing are emerging regularly, and because of this, composing can be purposeful on a scale that was unimaginable last century. As teachers, we have the opportunity to move composition away from the rudimentary skill it has been relegated to in the Academy as we seek, as Yancey writes, develop new models of composing; design a new curriculum supporting those models; and create new pedagogies enacting that curriculum. You can access it: http://www.ncte.org/library/NCTEFiles/Press/Yancey_final.pdf

Zernike, Kate. “Making College Relevant.” New York Times: 29 December 2009. http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html?adxnnl=1&pagewanted=1&adxnnlx=1274108376-ggdR6AzrG5gHAgOZhlxAfg

Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2004). The scientific base linking social and emotional learning to school success. In J.E. Zins, R.P. Weissberg, M.C. Wang, & H.J. Walberg (eds.), Building academic success on social and emotional learning. What does research say? Teachers College Press: New York, NY.

Zoller, U. 1996. The Use of Examinations for Revealing and Distinguishing Between Student’s Misconceptions, Misunderstandings and “No Conceptions” in College Chemistry. Research in Science Education 26(3): 317-326.

 

CUNY iTUNESU Management Council Team WIKI

From CUNY Academic Commons

CUNY Academic Affairs is sponsoring the effort to bring together the vast and able resources of the university’s faculties, academic technologists, Centers for Excellence in Teaching & Learning, and students to develop a body of best practices, to identify technologies and processes and to integrate the university’s Learning Management System with the iTunes U platform in ways that enhance teaching and learning. Click here for the current iTunes U project wiki.

New wiki 

Center for Urban Research

From CUNY Academic Commons

The Center for Urban Research organizes research on the critical issues that face New York and other large cities in the U.S. and abroad, collaborates with public agencies, nonprofit organizations, and other partners, and holds forums for the media, foundations, community organizations and others about urban research at The Graduate Center of the City University of New York (CUNY).

The Center for Urban Research wiki is a place to store information related to projects and procedures.  The wiki is being launched with information related to our soon to be purchased database server.

IPUMS Data at CUR

Accessing Neptune (CUR’s prototype database server)

Center for Urban Research WIKI

From CUNY Academic Commons

The Center for Urban Research organizes research on the critical issues that face New York and other large cities in the U.S. and abroad, collaborates with public agencies, nonprofit organizations, and other partners, and holds forums for the media, foundations, community organizations and others about urban research at The Graduate Center of the City University of New York (CUNY).

The Center for Urban Research wiki is a place to store information related to projects and procedures.  The wiki is being launched with information related to our soon to be purchased database server.

IPUMS Data at CUR

Accessing Neptune (CUR’s prototype database server)

EPortfolios at CUNY

From CUNY Academic Commons

Welcome to the ePortfolio wiki page for the City University of New York.  Please share and contribute information to help the CUNY Academic Commons community explore various ePortfolio styles, best practices, strategies, goals and platforms across the various CUNY campuses. This page may (or may not) help us keep track of everything, but please do try to follow the basic wiki editing guidelines as you add new material. For assistance writing and editing a wiki page, please refer to the MediaWiki Cheat Sheet.


Image Credit: Ellen Smiley, Academic Director of the CUNY Online BA in Communication & Culture and Associate Professor at City College.

Contents

ePortfolio Projects at CUNY

Connecting ePortfolios Across CUNY

ePortfolios at CUNY: Summary Page of ePortfolios at CUNY Colleges
ePortfolios across CUNY:  Aggregating and Integrating Information 
Comparing ePortfolio Platforms across CUNY: Platform Questionnaire

ePortfolio CUNY Cross-Campus Comparisons: A Comparative Table

ePortfolio Groups on the Academic Commons

ePortfolios Group (Public Group)
CAT ePortfolio Subcommittee Group 2009-2010 (Private Group)

ePortfolio Forums on the Academic Commons 

ePortfolio Forum (Public)
CAT ePortfolio Subcommittee Forum (Private)

ePortfolio Blogs

CAT ePortfolio Subcommittee Blog by CAT ePortfolio Subcommittee Group
ePortfolio Group Blog by the ePortfolio Group
ePortfolios for Learning by Helen Barrett
Stable Transitions by Karen Stable

ePortfolio Resources

ePortfolio Resource Wiki Page

CAT ePortfolio Subcommittee Members