Monday, August 7

Day One: Introduction to CUNY’s History, Curriculum, and Students

The first day of the Teach@CUNY Summer Institute will be focused on giving participants a broad overview of CUNY as an institution. In order to be the most effective teachers we can be, it is essential for us to understand the context in which we are teaching. To that end, this workshop will address three interrelated aspects of the CUNY system. First, we will discuss CUNY’s history and mission as a part of larger struggles for educational equality in the United States. Second, we will address the current demographics of the CUNY classroom and address the challenges and opportunities that they represent. Third, we will attempt to demystify and untangle the role that Pathways and General Education requirements play in course planning and execution and share with participants some best practices for both meeting those requirements and maximizing flexibility within them. This workshop is designed for all teaching experience levels as the issues covered remain relevant for all teachers.  

Face to Face Meeting: Room 9204, 4pm – 6pm


Brier, Stephen, and Michael Fabricant. Austerity Blues: Fighting for the Soul of Public Higher Education. Baltimore, MD: Johns Hopkins University Press, 2016. Chapters 2, 3, 7 (PDF sent with welcome email 8/3).

“Commuter Students Using Technology | EDUCAUSE.” Accessed August 3, 2017.

CUNY Factbook!/vizhome/CUNYInteractiveFactbook_1/Start


Butt, Tahir, “Free Tuition and Expansion in New York Public Higher Education,” TRAUE,

CUNY Digital History Archive.

“What CUNY Pathways Means for Undergraduates | The Nation.” Accessed August 3, 2017.

Here are three questions to consider as you do this reading:

  1. How has learning about the history of CUNY, especially the history of free tuition and open admissions, affected your understanding of your classroom or your approach to it?
  2. How much does the demographic makeup of the college you’re teaching at affect your teaching strategy?
  3. Where does the class you are teaching fall in the Pathways system and what is your department’s role in the larger academic makeup of your campus?