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I will think about how implementing more student choice can support student's connection to the content in both the first and second year courses.

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I will advocate for us to follow-up on the small sample sizes in the data for Asian and White students. If those differences in performance hold under larger sample sizes then it is something I think we should address in our pedagogy/curriculum.

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I will be more intentional in creating opportunities for 2nd year students to engage in integrative knowledge experiences to build off of their 1st year experiences.

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I will look at how to improve emphasizing methodologies in my second year courses, particularly when I teach FYE and then POS. I will foster discussions with faculty who teach the first year classes in order to build on the methodologies and theories they use.

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I will continue to make my course content relevant and intentionally connect it to student's lived experiences.

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I will consider ways to look more at/think about/be intentional about and support/scaffold male identifying students as needed in connecting to personal experience in their work.

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Race and Gender Identification- Is there some way that we are collecting student self identification in terms of race and gender rather than solely cunyfirst data. The more specific information could result in different results. With this in mind I will continue to ask students to connect and reflect on their identities,positionality, and experiences throughout the semester and our assignments.

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Race and Gender Identification- Is there some way that we are collecting student self identification in terms of race and gender rather than solely cunyfirst data. The more specific information could result in different results. With this in mind I will continue to ask students to connect and reflect on their identities,positionality, and experiences throughout the semester and our assignments.

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In my program of study classes, I will be more explicit about different methodologies and ways to synthesize them.

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I will think of additional ways to integrate opportunities for students to make connections to personal experience in their Introduction to Human Services course.

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I will continue to guide strudents in developing a critical lens through which to make connections to their own experiences. 

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I will continue to guide strudents in developing a critical lens through which to make connections to their own experiences. 

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Integrative Learning in Program of Study Courses (specifically math)

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Integrative Learning in Program of Study Courses (specifically math)

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I will think about ways that I could make more space for integrative learning in math classes like Precalculus that are Program of Study courses and not just offered to first-semester students.

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I will integrate and support students by trying to identify students that are struggling and provide the additional scaffolding and direct them to the necessary services. I'd also like to revisit the lower numbers for certain groups to assure statistical significance in the data.

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I will incorporate twice semester reflections into our research projects.

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I will support all students connecting course content both to their personal experiences and to each other's personal experience in group work/pair share work.

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I can support the IK GLO in the PoS courses that I teach by creating additional opportunities to integrate conceptual areas within multiple contexts. However, this wouldn't necessarily constitute synthesizing methodologies as the CLO is proficiency in a disciplinary method. I will also work to explicitly highlight where in the course work such IK skills are required and assessed.

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I will focus more on strategies for the integrity of my glo assessments.

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I will focus more on strategies for the integrity of my glo assessments.

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I don't teach second-year students much, but I will try (in my first-year classes) to use the Arts curriculum as a way to help students engage with their own subject positions meaningfully. I will use more reflection posts to have students consider their own relationships to art.

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The new CUNY Accommodate system might end up being helpful flagging students registered with the Accessibility Office.

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While teaching, I will share (model) more about how I personally relate to the content in order to encourage students to think about how they relate to the content.

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This was unexpected, especially with FYE students, with the extent of experiential learning we do. Perhaps we need to be more explicit in what this means from point of view of students.

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I have noticed that I have far fewer female students and that they tend to outperform male students. I will strive to foster a supportive learning environment where all students understand the expectations and have an equal chance for success.

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HSVC-Critical Thinking and Problem Solving 

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HSVC-Critical Thinking and Problem Solving 

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I will continue to focus on these three areas in HSVC 103 to ensure that HSVC students will continue to be proficient.

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I wonder if the limited connection to personal experience reported by AA men is less of a skill deficit than a lack of trust or vulnerability/masculinity concerns. While I encourage students to connect their work to their personal experiences, I do not mandate it as I want to employ a trauma-informed pedagogy.

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I will continue to push students to think critically about their experiences while encouraging them to apply their knowledge to their lives.

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Connection in assignments needs to be carefully thought through as what we expect as student connections differs from perhaps what students understand or connect to. How we look at this as a skill is important both in GLO assessment and our in class assessment of connection in assignments. Keeping with this, I aim to more deeply question how students understand and connect with material and in what ways.