We just wrapped up an exciting month celebrating the scholarly work of BMCC faculty! The month culminated with a reception celebrating faculty who published, performed, or exhibited scholarship or creative work in 2018. Couldn't make it to the reception? View the slideshow and program.
Open pedagogy refers to a style of learner-centered teaching that “opens up” the creation of knowledge to include students. Learn about how BMCC faculty have engaged their students in open pedagogy during Open Teaching Week, April 1 - 7.
Mindfulness is reflected in the level of focus, attention, and awareness we bring to our daily interactions with our self, others, and the world around us. Over time, it becomes a space that teacher and student can observe together.
Gender and Women's Studies (GWS) is one of the fastest growing disciplines, not just in the United States, but in the world. Students of GWS learn a global social responsibility that is central to GWS, but often only touched upon in more traditional academic disciplines.
We are a group dedicated to reading and discussing books that offer visions of a different world. If you are interested in attending any of our monthly meetings, feel free to come by!
What does it mean for students to dig deeper and think more holistically about assignments, so that the whole experience becomes more meaningful? One way I’m trying to construct meaningful assignments is to let the students create their own and then reflect on the experience.
As long as I have been teaching, I have received classroom observations. I suspect I’m not alone in finding the experience stressful. Last semester, in my role as observer, I decided that I would make the relationship reciprocal and extend an invitation to my observees to attend any of my classes.
Our students have so much going on in their lives, and college can feel very overwhelming. By choosing to use open educational resources, I am making access to class materials more equitable and simplifying the learning experience for my students.
As educators, we can examine what we do in our “teaching” and why. How are we caught up in structures of race-based privilege? And how can we acknowledge that to our students towards productive co-learning?
Prior to coming to BMCC, I spent almost 16 years as a New York City Police Officer. Having previously been a police officer could not have prepared me more to succeed as a full-time faculty member.
![Faculty__DSC5782[3] copy](https://i0.wp.com/bmcccetls.commons.gc.cuny.edu/files/2019/03/Faculty__DSC57823-copy-150x150.jpg "Celebration of Faculty Scholarship and Creative Work")
