In case you missed it:

In cased you missed it, the department office circulated a memo a few week’s ago about student engagement funds this semester. As I’m sure anyone who has used this funding source can attest, it can be a brilliant resource. I’ve used it to take my students to the theatre for Shakespeare and Renaissance Drama courses – it was a terrific experience for them.

Here is the email:

We wanted to let you know that the Student Engagement Fund is currently accepting applications for the Spring semester. As you may recall, these funds have been ear-marked to promote activities that bring faculty & students together outside of the traditional classroom. So please encourage your faculty to apply for funding this term.

Broadly speaking, the program emphasizes 3 types of activities:

• Co-curricular activities that are related to specific courses, but might entail a shared meal, a museum outing, or a field trip (usually in the $500-$600 range).
• Student-faculty research projects, in which students participate in a larger faculty-led project, (with student stipends at $500).
• Student presentations, in which students share their work either at professional conferences or at student-focused conferences here on campus (with support in the $500-$700 range).

Last semester, the funds supported students doing all of these things, and more. If your faculty are interested in applying for funds, please ask them to use the new application form on the funds webpage: https://hunter.cuny.edu/student-engagement-initiatives/.

• Please let them know that applications will be reviewed starting February 1, with decisions coming around February 20: so this funding will only work for activities that take place later in the semester.
• Please inform them, as well, that this funding works best when the Provost’s Office can pre-purchase tickets to a museum or show, or when a current Hunter vendor can be used to provide a meal: that way students and faculty don’t incur any expense. Please encourage faculty to prioritize these types of activities.
• For activities where the Provost’s Office cannot pre-pay, then payment must be made by faculty or students and funds can only be provided via reimbursements. Unfortunately, the reimbursement process is now routed through CUNY, and they have made it very slow. We have made some improvements on the processing of reimbursements this Fall, but it can still take a few months for reimbursements to go through. So faculty should not pursue this route if that slow timeline will be problematic.
• Either way, please invite them to reach out to Daniel Hurewitz to discuss ideas or questions about payments at [email protected]

All semesters present challenges to students and faculty, but alas we might anticipate this one throwing more even stuff our way, including circumstances which are well beyond our expertise. In a bid to help us at least direct students to where they need to go at Hunter, I want to share in this post some words from the new President of Hunter College, Nancy Cantor, from an email she sent to the Hunter Community last week. You may have seen this already, but I thought it would be worth re-upping.

… This is also a moment when we should all become more aware of the campus and CUNY resources available to provide support and guidance, as well as intellectual engagement with the relevant underlying issues. 

In that spirit, I encourage all members of the Hunter family to become familiar with resources such as the following: 

• Immigrant Student Success Center 
• CUNY Office of Undocumented and Immigrant Student Programs 
• Office of International Student Services 
• LGBTQ Policy Center at Roosevelt House 

Likewise, students may find support mutually and from Student Affairs professionals through the Affinity Spaces on the third floor of Thomas Hunter Hall. An open invitation is extended to all students to visit these spaces. Questions about connecting here may be directed to the Dean of Students at [email protected]. 

If you or someone you know could benefit from talking to a professional about processing feelings in the shifting cultural climate, please keep in mind our Counseling Services for students and CUNY Work/Life for faculty and staff. 

If you are a scholar concerned about the possibility that your sponsored research will be affected by policy changes, please reach out to Provost Manoj Pardasani. 

I hope you also will consider our ongoing series on Promoting Civil Discourse and Intellectual Dialogue a relevant resource. These events provide opportunities for us to learn together and strengthen our ties to each other.

Back to me, and finally, a few parish notices: please send all syllabi to the department office ([email protected]) as soon as possible. Please remember to submit Verification of Enrollment (VOE) for your courses on CUNYFirst, starting from Feb 1^st until Feb 14^th. And don’t forget to alert students to the Rockowitz Writing Center (scheduling can be done here) and use the Early Alert system for any students who show early signs of struggling with writing or other aspects of your class (note this different from the Behavorial Response Team, although you should absolutely use them for a student who is who is showing signs of stress etc.).

As part of our ongoing examination of writing in the undergraduate English major in a post-pandemic and AI age, the English department is trying this year to get a better sense of how instructors are approaching written assignments in their classes and what challenges they have been facing. Our goal is to get an overview of writing in the department in the different kinds of courses that we offer from the 200 to the 400 level. This overview will inform the department retreat in January* and help us address these challenges more effectively.

We therefore ask all faculty (part time and full time) to complete this survey. There are 11 sets of questions, but please answer questions relating only to classes that you teach or have taught in the past two years (including this semester). Questions 1-3 relate to 200-level literature classes; questions 4-6 relate to 300 and 400 level literature classes; questions 7-8 relate to linguistics and rhetoric classes; question 9 relates to creative writing classes. The survey looks long, but depending on what classes you teach, you can skip many or most of the questions.

Questions 10 and 11 are open to all respondents.

Please complete the survey by Friday November 22nd.

Thank you very much in advance for taking the time to fill this in. If you have any questions, or if you want to speak further about any issues that this survey raises, please contact me, Gavin Hollis, Director of Undergraduate Studies, at [email protected].

* while the retreat is for full time faculty, the findings of this survey will be made available to the department as a whole.

We all may think of our syllabi as sacred objects, lovingly hewn and presented, there to keep the class on track and answer every student’s questions and concerns. We also know that our students, how shall I put it, don’t always read our syllabi with quite the same level of care with which they were crafted. After all, they’re juggling our course with several others (and jobs/families), and things can slip through the cracks, To save frustrations, and more importantly to keep our students engaged and informed as the semester thunders along, reminders help. But how do we know that students are reading email reminders? Do they help either?

Pamela Kallamanis has been kind enough to share her strategy that hits the sweet spot between being informational, accessible, and fun.

I’ll hand things over to her:

“Each week at the start of the week, I make short videos to welcome the students back to class and remind them what is on the syllabus that week.  At the end of the week, I remind them what we did and what to expect the next week.  I also include videos on how to find the library and such.

Here is one example:

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Hunter P2 due!

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Click to follow link.” href=”https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fshorts%2FA_n1Ysws7w0&data=05%7C02%7Cghollis%40hunter.cuny.edu%7C4da2e86af2d043489c5108dcf0728ec3%7C6f60f0b35f064e099715989dba8cc7d8%7C0%7C0%7C638649622060323857%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=lFi3BAteMpnViqHvdanVltTJDLe9GXskr66e4DYG%2FqY%3D&reserved=0″ data-ogsc=”” data-outlook-id=”e7c9545c-1bf8-48eb-820a-47a4ca266c19″>https://www.youtube.com/shorts/A_n1Ysws7w0

On Brightspace, I’ve been able to upload very easily. I find that the course management page is very good with videos and images. Included on my course page are images and these review videos about what to bring, etc.

I think the students react well to them, not so much because they are instructional. Rather, the students are aware that I am looking out for them.  And they’re appreciative of the reminders.”

Thanks Pamela!

(Pamela also has some wise words about Brightspace and functionality, which I might save for a future post as we get closer to Spring).

This helpful set of reminders about resources etc. re: the migration to Brightspace has just been posted by Niki Bennett, Associate Provost and Assistant Vice President of Academic Affairs.

We are one month into the Fall semester, inching closer to our transition from Blackboard to Brightspace. Winter/Spring 2025 courses will be available to build classes in mid-November, and we want everyone to be ready.

To help us serve you better during this transition, I ask that you to take a short survey <a id=”OWAc77605c3-051a-c5ff-d6db-2e8460114594″ class=”OWAAutoLink” title=”Original URL:

Microsoft Forms

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Click to follow link.” href=”https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fr%2FgsQXnQFxqM&data=05%7C02%7Cghollis%40hunter.cuny.edu%7Cc86d2e88898a444ca97e08dced3bdd02%7C6f60f0b35f064e099715989dba8cc7d8%7C0%7C0%7C638646088588629875%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=Q4ach%2Bm0nBt5g28O2EppsCJlDE4JoJ1osnmB1XmZPQ8%3D&reserved=0″ data-auth=”Verified” data-ogsc=”rgb(70, 120, 134)” data-outlook-id=”80d3e1b2-a89f-40ab-901c-3e7c66a3965e”>Brightspace Transition Survey.  Your answers will allow us to focus our resources to support the areas where you need it most and focus our communication efforts.

SOME REMINDERS

For those who have taught in Blackboard, you can see in Brightspace your migrated courses. To do so log on to the CUNY Brightspace site using your CUNY credentials. You can find the link via the Quick Links at the top of the Hunter College Website. Sign in with your CUNY email credentials.

Learn how to Use Brightspace.

Step 1: Attend Introduction to Brightspace Workshops to Get Help with Your

Brightspace Course Design. 

Sign up for and attend the Hunter Center for Online Learning Brightspace workshops which will be held throughout the Fall semester — <a id=”OWA0cd79dcc-4c86-6eaf-ebf2-ce553475aea4″ class=”OWAAutoLink” title=”Original URL:

Technology Workshops | Hunter College

Our workshops are designed for faculty who want to learn technology tools in the context of how they can be used in college classrooms, using examples of how they have been used by Hunter colleagues. We update them each semester as technology tools and instructors’ needs change.

Click to follow link.” href=”https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fhunter.cuny.edu%2Fcenter-for-online-learning%2Fonline-course-design-workshops%2Fworkshops%2F&data=05%7C02%7Cghollis%40hunter.cuny.edu%7Cc86d2e88898a444ca97e08dced3bdd02%7C6f60f0b35f064e099715989dba8cc7d8%7C0%7C0%7C638646088588683303%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=ksiMxNCEFELVM3h4WSh36y54QKazBDQE9Em3Wh22qHM%3D&reserved=0″ data-auth=”Verified” data-ogsc=”rgb(70, 120, 134)” data-outlook-id=”690b4d2b-8f08-42f7-b421-16bc861d4cf4″>the schedule is here.

Step 2: Attend Brightspace Basic Skills Workshops. 

Sign up for and attend the following CUNY workshops (<a id=”OWAc9d654db-0210-19ec-ddc1-c1c120f4d50f” class=”OWAAutoLink” title=”Original URL:
https://www.cuny.edu/academics/brightspace-transition/training/

Click to follow link.” href=”https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cuny.edu%2Facademics%2Fbrightspace-transition%2Ftraining%2F&data=05%7C02%7Cghollis%40hunter.cuny.edu%7Cc86d2e88898a444ca97e08dced3bdd02%7C6f60f0b35f064e099715989dba8cc7d8%7C0%7C0%7C638646088588701535%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=ZodP%2Fu5%2F7PiHzZhB%2Fg63DjaPPCNz%2B5796H%2Fy4CjSWL8%3D&reserved=0″ data-auth=”Verified” data-ogsc=”rgb(70, 120, 134)” data-outlook-id=”fe34029e-905f-4f1f-a2c9-a8a2a35145e2″>Brightspace Training – The City University of New York (cuny.edu):

·       Getting Started with Brightspace

·       The ABCs of Content

·       Engaging Learning

·       Assessing Learning

·       Quizzes

·       Gradebook

You can learn at your own pace by viewing recordings of these workshops at Brightspace Training CUNY – <a id=”OWAce16f81b-4adb-fdf7-a6cf-8e748b32a28f” class=”OWAAutoLink” title=”Original URL:

Click to follow link.” href=”https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fplaylist%3Flist%3DPLM0Ajq8FKzykBaCLw0XHHd49kkIkszZVN&data=05%7C02%7Cghollis%40hunter.cuny.edu%7Cc86d2e88898a444ca97e08dced3bdd02%7C6f60f0b35f064e099715989dba8cc7d8%7C0%7C0%7C638646088588735015%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=nSOO2jsRBZ8qYHjzujNVd9dU2m8Fp2KWADSa1ft69yA%3D&reserved=0″ data-auth=”Verified” data-ogsc=”rgb(70, 120, 134)” data-outlook-id=”60ffe705-ac19-4419-9c51-564b9541f322″>YouTube 

Troubleshooting and Support. 

If you have any issues navigating or have concerns with a migrated course, or any other questions please contact the LMS (Learning Management System) Support Team at [email protected]. 

I will continue to send you updates on the transition throughout the Fall semester and you can always go to the <a id=”OWA8bfb2971-d72a-7c42-104f-dbdf12ea5853″ class=”OWAAutoLink” title=”Original URL:

Brightspace Learning Management System

Elevate your academic experience at Hunter College with Brightspace! Explore the Learning Management System and learn about its features and benefits.

Click to follow link.” href=”https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fhunter.cuny.edu%2Finformation-technology%2Fservices%2Faccounts-access%2Fbrightspace%2F&data=05%7C02%7Cghollis%40hunter.cuny.edu%7Cc86d2e88898a444ca97e08dced3bdd02%7C6f60f0b35f064e099715989dba8cc7d8%7C0%7C0%7C638646088588751510%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=lOi4K71v0mukcbbACUUjoQDmTjaOCjVDHLMYx9OXqjM%3D&reserved=0″ data-auth=”Verified” data-ogsc=”rgb(70, 120, 134)” data-outlook-id=”041f3e62-31b0-4b21-9b88-87a65e559a77″>Hunter Brightspace website for more information.

Our very own Katie Winkelstein-Duveneck is presenting (along with Ingrid Lundeen from Anthropology) at tomorrow’s (September 26th) ACERT lunchtime session, 12-1. Details are as follows:

Recent discussion of phone bans in classrooms has brought renewed interest in the role that phones and other devices can and should play in the classroom. In this session, we will explore the use of devices from both faculty and student perspectives. How do we, as educators, regulate phone use in the classroom – official policy, classroom culture, or not at all? Should we regulate them? How do we embrace phones – as quick in-class engagement tools and note taking devices? Do students even want phones in the classroom or do they just happen to already be holding one? Join us to discuss and share strategies and perspectives.

For more details, and a link to register (the event is online), see here: https://acert.hunter.cuny.edu/events/calendar/tools-or-distractions-devices-in-the-classroom-in-the-era-of-cellphone-bans/

For my first proper post as Director of Undergraduate Studies this year, I thought I’d write something big, bold, and eye-catching … something that would really grab the attention, stir the pot, get some clicks etc. etc.. And what could be more glamorous than the topic that got us into teaching and academia … Keeping Records!

No wait, come back …

In all seriousness, this is an important aspect of our work as teachers, but it’s also one that is easy to neglect or fall behind on. Yet if we don’t keep up records of attendance and grades, it can come back to bite us. Problems occur when there is any dispute regarding student attendance issues and/or grades and there aren’t up-to-date records. There have also been issues (admittedly worst-case scenario) when faculty have had to step away from teaching for a period of time and someone has had to substitute for them. It’s hard enough to pick up someone else’s class, but if there are no records to work from it gets close to impossible. More mundanely, it is a truth universally acknowledged, good records make figuring out final grades so much easier (and quicker, and who doesn’t like quicker at the end of a long semester).

The department has a few (not many!) grade books, so if you hurry you can pick one up (the hope is that the college will be ordering more). If you’re not so lucky, Staples has these. And let’s face it, any notebook is a grade book that just hasn’t reached its potential yet …

Do you want your space to be that little bit brighter?

That’s what we’ll all be asking ourselves when the Great Migration to Brightspace takes place next semester, when we say goodbye to the dusty and forlorn hinterland of Blackboard and move over to those sunny uplands of our new Online Learning Management System.

Or something…

I’m sure the move to Brightspace will come into greater focus over the course of this semester (both here and more broadly in the department). But in the meantime, thankfully, those good people at ACERT are putting on some online lunchtime seminars next week to help with the transition from the old platform to the new. Here are the details:

On September 17^th and 19^th from 12:00-1:00pm, ACERT and the Center for Online Learning will be hosting Lunchtime Seminars to introduce Brightspace from the perspective of faculty members who have spent the summer designing Brightspace courses.  These “Brightspace Ambassadors” from a variety of fields created courses for different class sizes (small and large), modalities (in person, online, hybrid), and with the tools (quizzes, discussions, etc.) that work best in their teaching.

You are invited to come hear their tips and tricks, and see what a fully designed Brightspace course can look like!

Getting ready for Brightspace: What your Hunter colleagues learned from designing their Brightspace courses

Register for the session on Tue 9/17, 12-1pm

Register for the session on Thu 9/19, 12-1pm