FYE 2020 Institute for Integrative Learning

Featured Workshop Series

Facilitator: Diego Navarro, Founding Director, Academy for College Excellence (ACE)

Format: Synchronous Sessions

Session I: Creating Connection Through How You Listen

Session II: Responding to Faculty/Student Trauma

Session III: Exercises for Equity in the Classroom

Integration Across the FYE, Part I

Session I: “When We Began”

Facilitators: Profs. Alia Tyner-Mullings and Claire King

Format: Synchronous Discussion

Content: The evolution of integrative learning at Guttman as represented by faculty and staff experiences in the City Seminar course and the AAC&U’s definition of the practice.


Association of American Colleges and Universities & the Carnegie Foundation for the Advancement of Teaching. (2004). A Statement on Integrative Learning.

Karla S. Fuller, Claire King, Randolph Moore, Nicole Saint-Louis, & Alia R. Tyner-Mullings. (2016). “Implementation of an evidence-based, high-impact practice: An integrated learning community in action.” Schools: Studies in Education, 13(1), 1-26.


Session II: “Where We Are Now”

Format: Synchronous Discussion

Content: Current context as it applies to and impacts expectations for the Fall semester, course design, and teaching first-year college students embarking on their higher education journeys amidst major, ongoing transformations.



Cathy Davidson. (2020, May 11). “The single most essential requirement in designing a fall online course.” HASTAC (Humanities, Arts, Science and Technology Alliance and Collaboratory).

National Learning Community Collaborative. (2020). “Learning communities matter in times of crisis.”
Learning Communities Matter in Times of Crisis

Integration Across the FYE, Part II

Session I

Format: Synchronous Group Discussion



Guttman Community College Equity Statement

Tia Brown McNair, Estela Mara Bensimon, & Lindsay Malcolm-Piquex. “Building an equity-minded campus culture.” In From equity talk to equity walk: Expanding practice knowledge for racial justice in higher education (pp. 19-51). Jossey-Bass.


Session II

Format: Synchronous Group Discussion



Janice Carello & Lisa D. Butler. (2015). “Practicing what we teach: Trauma-informed educational practice.” Journal of Teaching in Social Work, 35(3), 262-278.
“Practicing what we teach: Trauma-informed educational practice.”

Na’ilah Suad Nasir, Cyndy R. Snyder, Niral Shah, & Kihana Miraya Ross. (2012). “Racial storylines and implications for learning.” Human Development, 55, 285-301.

Brian Arao & Kristi Clemens. (2013). “From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice.” In The art of effective facilitation. Stylus Publishing, LLC.

James Baldwin. (1963, October 16). A talk to teachers [Speech]

Clint Smith. (2017, September 23). “James Baldwin’s lesson for teachers in a time of turmoil.” The New Yorker.

Critical Information Literacy*

Facilitators: Profs. Alexandra Hamlett and Meagan Lacy


Final Reflections and Future Considerations  

Format: Asynchronous Group Discussions



Guttman Community College Advising Framework

Renni Eddo-Lodge. (2017, September 26). “‘You’re talked to as if you’re a junior’ – Employees on workplace racism.” The Guardian.

Asuo B. Inoue. (2019, October). “Classroom writing assessment as an antiracist practice: Confronting white supremacy in the judgments of language.” Pedagogy, 19(3), 373-404.

Maxine McKinney de Royston, Sepehr Vakil, Na’ilah Suad Nasir, Kihana Miraya Ross, Jarvis Givens, & Alea Holman. (2017, April). “‘He’s more like a ‘brother’ than a teacher’: Politicized caring in a program for African American males.” Teachers College Record, 119(040301).

Yuki Noguchi. (2019, November 7). “Post-#me too, Ernst & Young grapples with diverging views of its culture.” NPR.

Shahamatt Uddin. (2020, January 23). “Racism runs deep in professional culture.” The Tulane Hullaballoo.


Additional Readings/Resources*:

Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Shannnon Gobney, & Michael C. Kuhne. (2016). “The risky business of engaging racial equity in writing instruction: A tragedy in five acts.” National Council of Teachers of English.

Frankie Condon & Vershawn Ashanti Young. (Eds.). (2017). Performing antiracist pedagogy in rhetoric, writing, and communication. University Press of Colorado.

Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project. (2011). “Framework for success in postsecondary writing.”

Brian Gibbs & Kristin Papoi. (2020). “Threading the needle: On balancing trauma and critical teaching.” Occasional Paper Series, 2020 (43).
“Threading the needle: On balancing trauma and critical teaching.”

Leith Mullings. (2020). “Neoliberal racism and the movement for black lives in the United States.” In Black and Indigenous resistance in the Americas: From multiculturalism to racist backlash. (Hooker, J., Ed.). Lexington Books.

Yolanda Sealey-Ruiz. (2020, February 10). Envisioning and sustaining change at Guttman Community College: A racially literate and culturally responsive education approach [Internal report].

  1. Shelley Thomas, Shantel Crosby, & Judi Vanderhaar. (2019, March). “Trauma-informed practices in schools across two decades: An interdisciplinary review of research.” Review of Research in Education, 43, 422–452.

Alex Shevrin Venet. (2019). “Role-clarity and boundaries for trauma-informed teachers.” Educational Considerations, 44(2).