Making Teaching and Learning Matter

1. Front Matter

   Pages i-xiii

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2. Prologue. Beginning an Exchange: Administration, Faculty, and the Shared Conversation

   1. Front Matter

      Pages 1-1

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3. Prologue. Beginning an Exchange: Administration, Faculty, and the Shared Conversation

   1. Rooms in Common: Where Teaching and Learning Matter

      • Judith Summerfield

      Pages 3-27

   2. The Campus Center: Negotiating the Teaching Spaces of Higher Education

      • Cheryl C. Smith

      Pages 29-43

   3. The Book Structure: An Overview of the Conversations

      • Cheryl C. Smith, Judith Summerfield

      Pages 45-52

4. Changing Institutional Spaces: The Challenges of an Integrated University

   1. Front Matter

      Pages 53-53

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   2. Bridging the Colleges: Perspectives on the Integrated University

      • Robert Whittaker

      Pages 55-71

   3. The Fortunate Gardener: Cultivating a Writing Center

      • Maria Jerskey

      Pages 73-93

   4. Accountability/Assessment as a Catalyst for Building College Community

      • Sue Henderson

      Pages 95-106

   5. The CUNY Online Baccalaureate: A Transformative Cyberspace

      • Barbara Walters, Ellen Smiley, George Otte, William Bernhardt

      Pages 107-121

5. Negotiating Roles and Identities: The Challenges Faculty and Students Face

   1. Front Matter

      Pages 123-123

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   2. Creating Space for Scholarship of Teaching and Learning: Transforming the Meaning of Academic Work

      • Debra Swoboda, Emily Davidson, Leslie Keiler, Bonnie Oglensky

      Pages 125-143

   3. TheWriting Fellow/Faculty Collaboration in a Community College: Paradigms of Teaching and Learning Across the Curriculum

      • Linda Hirsch, Andrea Fabrizio

      Pages 145-170

   4. Academic Discourse on a Multilingual Campus

      • Ann Davison, Eva M. Fernández, Sue Lantz Goldhaber

      Pages 171-193

   5. The Power of Peers: New Ways for Students to Support Students

      • Paul Arcario, Bret Eynon, Louis Lucca

      Pages 195-215

6. Re-envisioning Pedagogy: The Challenges of Evolving Practice

   1. Front Matter

      Pages 217-217

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7. Re-envisioning Pedagogy: The Challenges of Evoloving Practice

   1. Tempo and Reading Well

      • Christa Davis Acampora

      Pages 219-236

   2. Exploring History, Architecture, and Art Across Three Colleges in the Bronx

      • Harriet Shenkman, Susan Polirstok, Carl James Grindley

      Pages 237-252

   3. Campus Without Boundaries: The Brooklyn Green Walk

      • Monica Berger, Reggie Blake, Anne Leonard, Robin Michals, Mark Noonan, Susan Phillip et al.

      Pages 253-268

   4. Sparking Student Scholarship Through Urban Ethnography

      • Kenneth J. Guest

      Pages 269-278

This volume captures the spirit of collaboration and innovation that its authors bring into the classroom, as well as to groundbreaking undergraduate programs and initiatives. Coming from diverse points of view and twenty different disciplines, the contributors illuminate the often perplexing debates about what matters most in higher education today. Each chapter tells a unique story about creating vital pedagogical arenas that have the potential to transform teaching and learning for both faculty and students. These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers. All these spaces lend shape to an over-arching, system-wide project bringing together the often disconnected silos of undergraduate education at The City University of New York (CUNY), America’s largest urban public university system. Since 2003, the University’s Office of Undergraduate Education has sponsored coordinated efforts to study and improve teaching and learning for the system’s 260,000 undergraduates enrolled at 18 distinct colleges. The contributors to this volume present a broad spectrum of administrative and faculty perspectives that have informed the process of transforming the undergraduate experience. Combined, the voices in these chapters create a much-needed exploratory space for the interplay of ideas about how teaching and learning need to matter in evolving notions of higher education in the twenty-first century. In addition, the text has wider social relevance as an in-depth exploration of change and reform in a large public institution.

• CUNY
• City University of New York
• administration and leadership
• curricular reform
• genereal educaction
• higher education
• learning communities
• teaching and learning
• undergraduate education
• urban public university
• learning and instruction

• Office of Academic Affairs, City University of New York, New York, USA

  Judith Summerfield

• New York, USA

  Cheryl C. Smith

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