The Office of Sponsored Programs (OSP) helps faculty and administrators compete for and win grants that strengthen the intellectual climate and improve the learning environment at City Tech. The office provides notices of grant opportunities and works with faculty and administrators over the life-cycle of a grant – from concept development through close-out.
The Writing Across the Curriculum (WAC) team is once again offering the two-part PARSE Cumulative Self Evaluation workshop this spring 2024: Part 1: Participants are expected to complete this Self-Paced Workshop and create a draft before registering for Part 2. The PPT slides explain the process and also include the registration link. Part 2: This synchronous
Want to increase engagement in your classroom and help your students become better thinkers? Join us to discuss effective, research-backed ways to do so based on Writing Across the Curriculum principles. Registration link: https://us02web.zoom.us/meeting/register/tZArce-pqj0sGdFWyUaz0KwfRzFYDHbkvLnt The workshop stands alone but is also a great opportunity for faculty interested in participating in the WI Certification in
The Teaching Portfolio is a reflective opportunity for faculty to organize, question and challenge themselves as educators. This self-reflection helps to articulate teaching philosophies, identify ways to improve teaching methodologies, and maintain balance and synergy between teaching, scholarship and service. Each workshop session will introduce specific sections of the Portfolio and then set aside time
One of the challenges in writing-intensive instruction is developing a syllabus that weaves together course content with WAC principles to improve student writing and facilitate their writing process. In this workshop, we will suggest critical elements for crafting syllabi for writing-intensive courses and consider ways to adapt assignments and course practices that help students learn
The Teaching Portfolio is a reflective opportunity for faculty to organize, question and challenge themselves as educators. This self-reflection helps to articulate teaching philosophies, identify ways to improve teaching methodologies, and maintain balance and synergy between teaching, scholarship and service. Each workshop session will introduce specific sections of the Portfolio and then set aside time
This workshop will cover a number of assignment design strategies that emphasize active learning through student writing. Developing effective writing assignments helps students retain and critically think about course content. In this workshop, faculty will have the chance to discuss and enhance their own writing assignments.
The Teaching Portfolio is a reflective opportunity for faculty to organize, question and challenge themselves as educators. This self-reflection helps to articulate teaching philosophies, identify ways to improve teaching methodologies, and maintain balance and synergy between teaching, scholarship and service. Each workshop session will introduce specific sections of the Portfolio and then set aside time
This workshop will guide faculty to draft their self-evaluation through self-reflection, guided peer-review, and group discussion. Participants are expected to complete the Part 1 – Self-Paced Workshop and create their draft before working with the WAC team in the Part 2 – synchronous workshop on April 2. Part 1 – Self-Paced Workshop Part 2 –
The Teaching Portfolio is a reflective opportunity for faculty to organize, question and challenge themselves as educators. This self-reflection helps to articulate teaching philosophies, identify ways to improve teaching methodologies, and maintain balance and synergy between teaching, scholarship and service. Each workshop session will introduce specific sections of the Portfolio and then set aside time
This workshop offers strategies for minimizing time spent on grading while maximizing the effectiveness of written comments. These strategies not only ease an instructor’s workload but also lead to more comprehensive student learning. We will cover a variety of minimal marking techniques that will allow faculty to focus on overall improvements in student writing.
