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Guttman Students and Alumni Publish Anthology of Short Stories

October 20, 2021 | Academics, Alumni, Alumni Achievement, Experiential Learning, Liberal Arts and Sciences, Publication, Student Achievement

Twenty-three Guttman students have published an anthology of original short stories, Trauma and Triumph: 23 Tales. These first-time authors offered a range of stories in multiple languages including code. Stories played with the narrative frame by positioning the narrator as both passive and active. Stories also included fairytales and diary entries formats. The range of topics is prolific in scope often swinging from periods of grave trauma to heights of great and wondrous triumph.

Guttman Alumni Hailey Ayala and Prof. Derek Tesser Named Winners at the 2021 CUNY Research Scholars Program Symposium

October 20, 2021 | Academics, Alumni, Alumni Achievement, Experiential Learning, Liberal Arts and Sciences, Research, STEM

Guttman Alumna Hailey Ayala is one of a select few winners of the 2021 CUNY Research Scholars Program Symposium for her research presentation of “Quantifying tropical land cover change in the Chocó Hotspot of Biodiversity between 2006-2011 utilizing Palsar-1 satellite imagery”.   Ayala worked with mentor and Professor Derek Tesser, who specializes in Environmental and Geological Sciences, to present her research at the Symposium. 

Guttman Awarded $2.9M Grant to Advance Latinx and Underrepresented Students by Strengthening Financial Literacy, Transfer Performance & Career Preparation.

October 6, 2021 | Academics, Advancement, Awards, Career Development, Ethnographies of Work, Experiential Learning, Faculty, Grants, Research

Associate Dean of Academic Affairs Dr. Niesha Ziehmke and Dean of Faculty and Academic Affairs Dr. Nicola Blake have been awarded a U.S. Department of Education Developing Hispanic-Serving Institutions Title V Grant for Project Adelante: Advancing Latinx and Underrepresented Students by Strengthening Financial Literacy, Transfer Performance & Career Preparation. The Project aims to offer Latino/a/x and underrepresented students a coordinated set of culturally responsive experiences designed to improve their financial literacy, preparation to transfer to a four-year institution, and preparation to enter a career, and in so doing boost their academic performance and degree completion, thereby advancing their economic security and mobility.

Guttman’s Dr. Grace Pai Co-Hosts American Mathematical Association of Two-Year College Webinar on COIL

April 23, 2021 | Academics, Conference Presentation, Experiential Learning, Faculty, International Education, STEM

With Dr. Irene Duranczyk of the University of Minnesota and Dr. Schiro Withanachchi of Queens College, CUNY, Guttman Assistant Professor of Interdisciplinary Studies Dr. Grace Pai co-hosted “Globalizing Curriculums with Data: COIL Energizes the Learning Environment,” an installment in the 2021 American Mathematical Association of Two-Year Colleges (AMATYC) Webinar Series sponsored by McGraw-Hill. The presenters explained Collaborative Online International Learning (COIL), a high-impact pedagogical practice widely used in disciplines like language learning, cultural studies, and health studies. The objective of COIL is to connect classes from institutions in different countries in working together virtually on a common project, sometimes across disciplines.

Guttman Community College Partners with LaGuardia Community College on Program to Virtually Connect Young People Around the World—Funded by Stevens Initiative

April 7, 2021 | Academics, Experiential Learning, External Affairs, Faculty, Global Guttman, Grants, Humanities and Social Sciences

Grantees will bring together thousands of young people from the United States and the Middle East and North Africa for an exciting opportunity to engage with global peers through virtual exchange.

Dr. Kristina Baines and Guttman Students Participate in Pandemic Journaling Project and Featured in The New York Times

March 22, 2021 | Academics, Experiential Learning, Faculty, Humanities and Social Sciences, In the Media, Liberal Arts and Sciences, Urban Studies

In the Introduction to Urban Community Health courses she taught during the Spring II and Fall I 2020 semesters, Assistant Professor of Anthropology Dr. Kristina  Baines’ students interacted with the Pandemic Journaling Project (PJP) – a public research initiative developed at the University of Connecticut, which invites participants to respond to weekly prompts about their experiences living through the pandemic. Students could either create journal entries (written, audio or visual methods) or reflect on the journal entries that others posted on the public section of the site. The aim of Dr. Baines’ assignment is to involve students in documenting the COVID-19 pandemic through the eyes of everyday people rather than official narratives. In their responses, students were able to consider their contributions to this alternative history on personal and scholarly levels. Overall, Dr. Baines’ students have welcomed this space to share their thoughts and feelings about the impact of the pandemic on their lives.

Guttman Faculty Publish on Use of Culturally Responsive Curricula to Improve Engagement and Learning in Microbiology Lab Course

March 16, 2021 | Academics, Experiential Learning, Faculty, Liberal Arts and Sciences, Publication, Research, STEM

The article “A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course,” by Guttman faculty Dr. Karla S. Fuller and Prof. Camila Rivera Torres, was published in Frontiers in Microbiology in January 2021. The article details the implementation of a “culturally responsive approach in an undergraduate microbiology lab [to] increase engagement and learning gains.” In a scaffolded assignment, “students interviewed family members to learn about ‘home remedies,’ and then devised experiments to test” the effects of those remedies on the “growth of bacteria commonly implicated in gastrointestinal distress or sore throat. As a final assessment, students generated project posters which they presented at a class symposium.” The work of Dr. Fuller and Prof. Torres exemplifies the commitment of Guttman faculty to culturally responsive pedagogy and experiential learning, aimed at “increased retention and degree attainment for students at our Hispanic-serving institution.” To further its impact on higher education, this open access publication is available to readers and educators around the world.

Guttman Faculty Dr. Thomas Martin Publishes Article and Book Exploring Maritime Carpentry

March 8, 2021 | Academics, Ethnographies of Work, Experiential Learning, Faculty, First Year Experience, Publication, Research

Adjunct Assistant Professor Dr. Thomas Martin’s first book, Craft Learning as Perceptual Transformation: Getting ‘the Feel’ in the Wooden Boat Workshop , has been published by Palgrave Macmillan in January 2021. Using first-person participant fieldwork in three wooden boat workshops on the East Coast of the United States, the author examines “his changing sensory experience as he learned the basics of the trade. The book reveals how experience in the workshop allows craftspeople to draw new meaning from their senses, constituting meaningful objects through perception that are invisible to the casual observer.” Dr. Martin’s research on skilled work practices is directly related to his teaching of Guttman’s hallmark Ethnographies of Work course, wherein students utilize the methods of ethnography to learn about diverse work experiences.

Guttman’s Dr. Kim and Mr. Roth Co-Author Article on Transforming Research in the Classroom

March 5, 2021 | Academics, Experiential Learning, Faculty, Publication, Research, STEM

With Dr. Shen Zhang from the Advanced Science Research Center, CUNY, Guttman Associate Professor of Chemistry Dr. Jihyun Kim and Assistant Director of Academic Technology Christopher Roth have co-authored the article “Research In the Classroom: Introducing Nanomaterials at a Two-Year College.” Published in the International Journal of Research in STEM Education in November 2020, this article illustrates the transformation of research in the classroom within chemistry courses at Guttman. “Students worked in groups to research nanomaterials, came up with a series of carbon nanoparticles precursors from waste materials, and developed simple and cost-effective methods to produce carbon nanoparticles.” Through such “short course-based research experiences,” aided by the use of academic technologies, “students became more active learners,” gained a deeper appreciation of the physical sciences, “increased conceptual learning,” improved critical thinking skills, and connected what students learned about chemistry to their real-life experience. This important work exemplifies Guttman’s institutional emphasis on student-centered course design and experiential learning. The approach “also provided a platform to discuss sustainability, green chemistry, and nanomaterials,” thus preparing students for a role in emerging climate studies, a topic of utmost relevance in the 21st century.

Deans Blake and Ziehmke Showcase Hallmarks of the Guttman Model

November 5, 2020 | Academics, Ethnographies of Work, Experiential Learning, Faculty, In the Media, Publication

In a recent commentary published in Community College Daily, Dean of Faculty and Academic Affairs Nicola Blake and Associate Dean for Academic Programs and Planning Niesha Ziehmke tout Guttman as an example of an institution that promotes and sparks needed social and economic change. In “You want systemic change? Community colleges have some tools to consider,” Deans Blake and Ziehmke explain how Guttman’s innovative, hands-on curriculum combined with the faculty’s teaching practices create opportunities for student success. Guttman embraces the whole student and ensures students’ voices, “expressed through the work they do in their courses, can play a role in the greater movement for social change.”