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Sep 24, 2014

Building Global Competencies

This fall at Assessment Day, NYIT faculty members discussed techniques for building global competency by taking advantage of the diverse students we have in our classrooms. The Discovery Core includes the following description of global competency: Students can identify interdependencies among cultures and are able to collaborate effectively, participating in social and business settings globally. Upon graduation, students will be able to:  Recognize the impact of the global interconnectedness of issues, processes, trends, and systems on their academic specializations and worldviews. Practice well-researched oral, written, visual, and digital communication in its diverse cross-cultural forms. Describe a complex global issue from… More

Author: francine_glazer

Sep 17, 2014

Assignment Planning Guide and Questions

Here are some things to consider and questions to ask yourself when planning an assignment. Assignment description: A brief overview (one or two sentences) about the assignment. Why are you giving the students this assignment? Which learning outcome(s) is it designed to measure? Who is the (perhaps hypothetical) audience for the assignment: academicians, people working in a particular setting, or the general public? What assistance can you provide to students while they are working on the assignment? For example, are you willing to critique drafts? How will you score or grade the assignment? The best way to communicate this is… More

Author: francine_glazer

Sep 10, 2014

Making the Most of “Reporting Out” After Group Work

Have you seen the following scenario take place? Students are engaged in some form of group work in class; think/pair/share, working through an assignment, or simply brainstorming ideas in small groups. The students may start out slowly, but soon they are actively engaged, everyone is sharing their ideas and the class is filled with energy. Then, it’s time for “reporting out” the learning. Very quickly the energy is sucked from the room. Students don’t pay attention because they are busy thinking of what they will say, there is a lot of repetition, and some students simply tune out. After observing… More

Author: francine_glazer

Sep 03, 2014

Design Motivating Courses by First Identifying Why Students are (and are not) Motivated

When we think about how to motivate students, we might assume our students will be motivated by the same goals and values that motivated us, but often that is not the case. If we try to motivate students with the wrong incentives, students disengage from classes and assigned learning activities, avoid doing more than the minimal work needed to get by, fail to use mentoring and tutoring opportunities we create, do not employ effective study strategies we suggest, or behave defensively, feigning understanding and avoiding tasks they believe might challenge their ability to perform. In the long run, all of… More

Author: francine_glazer

May 07, 2014

Weekly Teaching Notes Index, 2013-2014

Below is a list of all the Weekly Teaching Notes from the 2013–2014 academic year, with direct links to each one. Weekly Teaching Notes will break for the summer and resume again in the fall. At the Center for Teaching and Learning, we are here throughout the summer and are eager to assist you with your teaching, course design or redesign, scholarly writing, and preparing your reappointment/tenure/promotion portfolios. (All consultations are voluntary and confidential.) To make an appointment with us, please email Jea Ahn (instructional Designer, Old Westbury) at jahn05@nyit.edu, Olena Zhadko (instructional designer, Manhattan) at ozhadko@nyit.edu, or me at… More

Author: francine_glazer

Apr 30, 2014

Blended Courses That Work

Blended courses replace part of the “seat time” with “online time” - anywhere from 30 - 80%. The immediacy of anytime-anywhere learning, combined with the structure of regular face-to-face meetings, can be a powerful way to learn. In fact, there’s good evidence that blended courses, when properly designed, can be even more effective than traditional face-to-face courses (DOE, 2010). There are many different ways to design an effective blended course. In the recent online workshop about Learning Spaces, Nick Bloom (Associate Professor, Social Sciences) described a strategy he has used successfully: “Here is a personal approach that takes a good… More

Author: francine_glazer

Apr 23, 2014

NYIT Faculty Discuss Learning Spaces: Physical, Virtual, Social, and Intellectual

“When I started putting the lecture materials online and giving the students exercises to do in class, it felt very strange to be “doing nothing” while the students were working on exercises. Eventually, I realized I was still lecturing, I was just doing it in between class sessions as opposed to during class sessions. I think it’s much harder to put together and post a good set of videos than it is to throw together some power points and recite them in front of the class. I was concerned that the students wouldn’t feel like they were getting their money’s… More

Author: francine_glazer

Apr 15, 2014

Bridging the Geographical Divide: Teaching in a DL Classroom

As a new faculty member at NYIT, one of the things I had to adjust to was teaching in a DL classroom. These rooms are connected by videoconferencing equipment, so half the class is always watching me on TV and I’m in the room with the other half. I split my time between the two campuses to get face time with all of the students but it’s still difficult to judge how well students are getting the material during a lecture when I’m looking at half of them on a tiny screen. In addition, there is a lot of variation… More

Author: francine_glazer

Apr 09, 2014

Techniques to Help Students Think About Their Learning

An essential lifelong skill for students is to think about their learning, or be metacognitive about it. Although metacognition ties directly to student success, it is often not taught, and it is a skill that many college students lack. One of my goals is to purposefully structure my courses to help students focus on and be more aware of their own learning. The three strategies I use most often to foster metacognition are: ConcepTests (or clicker questions)—These multiple-choice questions are asked during a break in lecture. Students answer them individually (anonymously), they debate the answer with their peers, and they… More

Author: francine_glazer

Apr 02, 2014

Catch Up on Missed Classes with VoiceThread

Was your class affected by the weather? Are you behind on your syllabus, trying to catch up while still ensuring that your students have meaningful learning experiences? Don’t wait till the next snow day to engage your students in the course and use new technology to support student learning. Renew and revive your course by simply trying out VoiceThread with your students before the end of the spring semester. What is VoiceThread? VoiceThread adds a visual dimension to an online conversation. VoiceThread allows you to have a conversation about objects such as videos, images, documents, and presentations. You can narrate… More

Author: francine_glazer

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