Presentations, International Conferences

The Association of American Colleges and Universities (AAC&U) leads efforts across the nation to advance “the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education”. Not once, but three times, my work was accepted and made quite visible across the country.  With fewer than 50% of proposals accepted and over 750 participants attending each conference, my work at these international peer-reviewed conferences, has communicated the college’s general education initiatives, specifically, the ways in which the Living Lab contributes to greater student learning outcomes across disciplines

I have made contributions in the area of general education, specifically in implementing pedagogy to stimulate general education initiatives. Most recently I collaborated with leaders in general education initiatives across CUNY. I have also brought what I learned at the conferences back to City Tech and enhanced the Living Lab General Education Seminars with the information attained.

Patton, R., J. Sparrow, C. Vickery, & K. Goodlad. (2018). One general education framework, nineteen colleges, four approaches: Strategies for effective general education. Association of American Colleges & Universities (AAC&U), General Education and Assessment Conference: Foundations of Democracy, Philadelphia, PA, February 15—February 17, 2018.

Conference attendance: 727 faculty, administration and staff of colleges

Abstract: How can college faculty and staff improve general education while working with the confines of an established curricular structure? How can ease of transferring credits be balanced with innovative curricular structures? In 2013, the City University of New York launched Pathways, a shared general education framework across the 19 undergraduate colleges within CUNY. This workshop will examine how that framework has been implemented at several different colleges within the University. Using IR and outcomes assessment data, it will explore some of the benefits as well as the limitations and challenges of a shared general education curricular framework from the perspective of various CUNY colleges. It will also explore the varying ways that each college has implemented, assessed, and improved the curriculum, shifting the general education discussion from theories of design to the practice of effective implementation.


Goodlad, K. (2015) Our Partners, Our Success: Developing Part-time Faculty Members’ Connection to Gen Ed Initiatives. Association of American Colleges & Universities (AAC&U), General Education and Assessment Conference: From Mission to Action to Evidence: Empowering and Inclusive General Education Programs, Kansas City, MO,  February 19 — February 21, 2015.

Conference attendance: 700 faculty, administration and staff of colleges

Abstract: The method by which part-time faculty have been introduced to general education initiatives will be presented. The faculty development program brings together an interdisciplinary group of full and part-time faculty member to re-envision general education through the use of high-impact practices and place-based learning. To accomplish this, faculty participate in workshops, trips, activities, exploring new teaching strategies and working to incorporate them into their courses. The method includes facilitation by full-time faculty member who share their best practices, and at times challenges, for making the general education learning outcomes explicit to students.


Goodlad, K. & J. Reitz. (2014) Engaged in a Living Laboratory: Revitalizing High ‐Impact General Education at a 21st Century College of Technology. Association of American Colleges & Universities (AAC&U), General Education and Assessment: Disruptions, Innovations, and Opportunities Conference, Portland, Oregon February 27 — March 1, 2014.

Conference attendance: 902 faculty, administration and staff of colleges

Abstract: Engaging faculty in general education reform requires innovative measures to evolve existing structures and cultivate new ways for faculty to develop their teaching and learning practices. The City University of New York’s New York City College of Technology—a large, urban commuter college enrolling traditionally underserved students—has developed

a robust series of programs to explore strategies for engaging students in general education. Conceiving of our Brooklyn waterfront location as a living laboratory, both full‐time and adjunct faculty are using high‐impact practices and interactive exercises to revitalize general education at the college. Facilitators will discuss initiatives to engage faculty across colleges, schools, and disciplines by building a greater sense of community while keeping the focus on students and learning. Participants in this session will be invited to discuss challenges related to general education at their campuses, and to consider strategies for addressing those challenges.


After attending The Wines of South Africa conference in London, England where I learned about the history and economic impact of the wine industry of South Africa, I collaborated with Susan Phillip on two presentation. We explored the economic and socio-cultural impact of wine tourism in South Africa.

The topic had broad interest and was accepted to The American Association of Wine Economists is an international “educational organization dedicated to encouraging and communicating economic research and analyses and exchanging ideas in wine economics. The Association’s principal activities include publishing The Journal of Wine Economics a refereed journal and staging scholarly conferences that are forums for current wine related economic research.” Acceptance to the conference was conducted through a review by the international board of directors. The presentation was also accepted at the conference for Agriculture, Food and Human Values Society, Association for the Study of Food and Society, and Society for Anthropology of Food and Nutrition. These organizations explore topics surrounding the idea that as a greater portion of the global population shifts towards urban environments, and cities positions themselves as crucial hubs not only for food consumption but also for its production and distribution.”

Phillip, S. & K. Goodlad. (2012) The Economic and Socio-Cultural Benefits of Wine Tourism in South Africa. 6th Annual International Conference of the American Association of Wine Economists. Princeton, NJ. June 7-10, 2012.

Phillip, S. & K. Goodlad. (2012) The Economic and Socio-Cultural Benefits of Wine Tourism in South Africa. Global Gateways and Local Connections: Cities, Agriculture and the Future of Food Systems. 2012 Annual Meeting and Conference of the Agriculture, Food and Human Values Society, Association for the Study of Food and Society, and Society for Anthropology of Food and Nutrition. New York University, NY. June 20-24, 2012.


Presentation, Conference Local

Brooklyn Waterfront Research Center:

Driving research on issues affecting the Brooklyn waterfront, the Brooklyn Waterfront Research Center (BWRC) host talks and conferences throughout the year. In collaboration with BWRC since 2010, I was honored to present the independent research conducted by students about urban wineries, specifically, Red Hook Winery. During this presentation, we shared how the powerful collaboration between City Tech, The Julia Child Foundation and Red Hook Winery we refer to as Blending Community, Philanthropy and Education, resulted in deep learning shred among students at various stages of study in Hospitality Management at City Tech. During the presentation, we addressed how this project made an impact on their academic goals, how they felt about place-based learning, what they learned working closely with a leader in urban winemaking, and the fact that their research was made possible through grant funding. Attendees included industry professionals, community activists, faculty, students and staff.

Goodlad, K., C Nicolson, P. Savchenko, R. Castillo, and R. Burbano. (2017) Making wine on the Brooklyn waterfront: Blending community, philanthropy and education.  Brooklyn Waterfront Research Center. Brooklyn, NY December 1, 2017.


Presentation, Conference Local, Coordinated Undergraduate Education (CUE):

I have presented at CUNY’s CUE Conference every year since 2011. In 2011 the Title V Grant A Living Laboratory: Revitalizing General Education at a 21st Century College of Technology had just begun and was, in part, influenced by Judith Summerfield’s work to transform CUNY’s general education curriculum. She attended my session and was impressed with my work, she encouraged me to continue my efforts and we continued to collaborate on projects for years to follow. Judith lead discussions during the Living Lab General Education Seminar and I made efforts to share the work of the Living Lab at City Tech, across CUNY and on the national level. This connection made during my first CUE conference was powerful and that is why I continue to present at the CUE Conference each year. It provides me the chance to share my work and learn from colleagues throughout CUNY.

Sears. A. Satyanarayana, S. Cheng, M. Diaz, P Kreniske. (2019). “Our Stories” developing a virtual community of first-year voices. CUNY CUE Conference. New York City College of Technology, Brooklyn, NY. May 10, 2019.

First Year Learning Communities (FYLC) at City Tech is structured to provide first-year students in linked courses an interdisciplinary learning experience. This approach creates opportunities for students to form bonds within the college community. A shared belief among faculty leaders in the potential for writing to transform the student experience led to the development of the “Our Stories” digital writing project. “Our Stories” offers FYLC students the opportunity to express their experiences in classes, seminars, lectures, study groups, and labs on the OpenLab, a digital platform for teaching, learning, and sharing. Through this project, students shared their stories and revealed an institution with a large immigrant population, evoking questions of vulnerability, cultural adjustment, and unspoken uncertainties about college life.


OpenLab Co-Directors: Jill Belli, Charlie Edwards, M. Genevieve Hitchings, Jody R. Rosen, Jenna Spevack

OpenLab Digital Pedagogy Fellows: Claire Cahen, Jesse Rice-Evans

Panelists: Kim Cardascia, Cailean Cooney, Karen Goodlad, Anna Matthews, Sarah Paruolo, Jonas Reitz, Jennifer Sears

A Commons for Open Learning: Voices from City Tech’s OpenLab. CUNY CUE Conference. New York City College of Technology, Brooklyn, NY. May 10, 2019.

The idea for this roundtable came from reflecting on the OpenLab’s growth, and reaching some important milestones this year. Claire on the OpenLab team wrote a great post on The Open Road showcasing the interactions between your groups and the OpenLab. We are inviting you to contribute further to our retrospective series of posts on the OpenLab by writing more about the project/initiative and how the OpenLab shapes its work. We’re asking for a few paragraphs that include more information than the presentation will allow, and can include links, images, etc. The idea is that your longer (though it need not be very long!) description will be available for anyone who wants more information, and that it will add to the conversation on the OpenLab for anyone unable to attend the presentation.


Goodlad, K., S. Cheng, J. Sears. L. Aguirre, & J. Jordan. (2018). Dynamic strategies for preparing first year learning communities faculty for student success. CUNY CUE Conference. Medgar Evers College, Brooklyn, NY. May 11, 2018.

Abstract: In recent years, the First Year Learning Communities program at City Tech initiated significant organizational changes with the goal of promoting more faculty engagement. It worked! We will share the dynamic strategies employed which include: a shift to a collaborative leadership team; a renewed three-part professional learning program targeting faculty awareness of student transition into college, use of open pedagogy on the OpenLab, and development of First Year Learning Communities scholarship; an integrated peer mentor program; and, dedicated support for faculty throughout the year. We will discuss how we implemented these changes, our faculty’s response to the learning program and support, and reflect on our students’ success.


Belli, J., S. Cheng, C. Edwards, K. Goodlad, M. G. Hitchings, J. R. Rosen, J. Sears, J. Spevack. (2017). Creative collaborations: first year learning communities on City Tech’s OpenLab. Accelerating Progress, Accelerating Equity: Improving Student Success in Developmental and Gateway Courses, BMCC, CUNY New York, NY May 5, 2017.

Abstract: In this presentation, First Year Learning Community (FYLC) faculty and student peer mentors will share the innovative ways they use the OpenLab–City Tech’s open digital platform for teaching, learning, and collaborating–to build community, communication skills, and student confidence in a collaborative learning environment. FYLC have used the OpenLab to design supportive, virtual spaces where first-year students can acclimate to college expectations and build community, crucial aspects of student success and retention but ones that are particularly challenging on a commuter campus. FYLC faculty have also taken the lead on leveraging the OpenLab’s ability to link courses together, allowing faculty and students to view learning as a partnership and making possible new modes of cross-course collaboration. This session will also include an interactive portion in which participants will brainstorm how our model of open digital pedagogy in first-year courses could be implemented or extended at their institutions.


Goodlad, K., A. Matthews, L. Westengard. (2016). L4: Living Lab Learning Library – sharing innovative teaching practices at City Tech and beyond. CUNY CUE Conference, Walk the talk: Inspiring action on the concourse and beyond. Hostos Community College, CUNY, New York, NY, May 13, 2016.

Abstract:  We will share material developed through general education initiatives by demonstrating L4: Living Lab Learning Library and providing specific examples showcased on the site. Participants will be invited to share experiences in their educational programs by using our interactive Audience Response System and discussing the results as a group. Through small-group collaboration, session participants will be invited to reflect on the similarities and differences of their own institutional challenges and initiatives. Further, they will discuss how L4 might be helpful to address those challenges, respond to those initiatives, and facilitate broader institutional change. Participants will review examples of the assignments, projects, and activities designed to attain general education SLOs in different disciplines and based on the HIEPs, open digital pedagogy, and place-based learning. Finally, the workshop will conclude with a larger discussion in which participants will reflect on what they learned and how they could use this knowledge to advance their own programs.


Goodlad, K., J, Reitz, S. Cheng, M.S. Donsky, A. Matthews, L Westengard. (2015) From Classroom to Institutional Change: Multidisciplinary Collaboration in the Living Lab. CUNY CUE Conference, Engaging for Impact: CUNY as a Catalyst for Change. City College, CUNY, New York, NY, May 8, 2015.


Goodlad, K. & J. Reitz. (2014) Engaged in a Living Laboratory: Revitalizing High ‐Impact General Education at a 21st Century College of Technology. CUNY CUE Conference, LaGuardia Community College, New York, NY, May 2, 2014.

Abstract: Engaging faculty in general education reform requires innovation. Through the use of high impact practices and interactive exercises, the Brooklyn waterfront has become our living laboratory. Both full and part-faculty are working together to revitalize general education. Facilitators will discuss initiatives to engage faculty while participants consider strategies for addressing challenges associated with incorporating general education at their campus.


Smale, M., J. Rosen, J. Spevack, K. Goodlad, J. Reitz and A. Matthews. (2014) Extending the Community of Learners at a Commuter College: City Tech’s OpenLab. CUNY CUE Conference, LaGuardia Community College, New York, NY, May 2, 2014.

Abstract:  It can be challenging for commuter students to find and sustain connections with one another, faculty, and their own learning, OpenLab – a digital platform for students, faculty, and staff – provides a space for the City Tech community to work together, experiment, and innovate. This panel will discuss use of the OpenLab to enhance and extend learning on campus and beyond.

Presenting at the CUE Conference, 2014

Presentation Slides

Photo from CUE Conference

Kuh: An Inspiring Keynote Speaker


Goodlad, K., J. Reitz, A. Matthews, M.G. Hitchings, P. King, L. Alatriste. (2013) Engaged in “A Living Laboratory”: High Impact Education at City Tech. CUNY CUE Conference, John Jay College, New York, NY, May 10, 2013.

Abstract: In Fall 2010, New York City College of Technology received a 5 year, $3.1 million grant from the U.S. Department of Education’s Title V program to fund “A Living Laboratory: Redesigning General Education for a 21st Century College of Technology.” The project encompasses activities centered on the conceptual model of City Tech and the Brooklyn Waterfront as a living laboratory.

This panel highlights the efforts of the General Education Seminar, which brings together a diverse group of Faculty Fellows to re-envision General Education through the incorporation of High-Impact Educational Practices (HIEP) and place-based learning into their courses. Based on these principles, interdisciplinary teams of faculty members worked collaboratively to redesign their courses. More than two years into the project, the impact of these General Education activities has reverberated across our college community.


Smale, M., K. Goodlad, J. Rosen, A. Leonard, & C. Edwards. (2012). General Education in Practice in “A Living Laboratory”.  8th Annual CUE Conference, May 11, 2012

Abstract: City Tech is engaged in “A Living Laboratory: Redesigning General Education for a 21st Century College of Technology.” The presenters will discus the project, centered on the college ad Brooklyn waterfront as a living laboratory, highlighting our implementation of high-impact pedagogies and technologies.


Akana, J. & K. Goodlad. (2011). Mapping & Modifying Learning Activities to Incorporate “Gen Ed” Competencies. CUNY Gen. Ed. Conference. May 2011.

Abstract: Mapping and modifying learning activities.


Presentation, Conference Local, CUNY IT

Goodlad, K., A. Matthews & J. Montgomery. (2018). Technology and education: Challenges and Opportunities. CUNY IT Conference. John Jay College of Criminal Justice, NY. November 23, 2018.

Designed to engage students in their general education curriculum, the Living Lab Model of Pedagogy encompasses high impact educational practices, place-based learning, open pedagogy on the OpenLab, and enhanced assessment practices. This model of pedagogy equips students for technological literacy through reflection, peer feedback, collaboration, documentation, and e-portfolios. Facilitators will share how they promote development and progress throughout a student’s collegiate experience.