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Nov 19, 2014

Extend Conversations Beyond Class

Sometimes when students are working on group assignments such as presentations, debates, or case studies, you may notice that not everyone is participating. Some students are very enthusiastic, while others sit back in their chairs and let their peers do the work. How can you ensure that the work is evenly distributed and that all your students are engaged? Perhaps your students are engaged in a discussion that is going spectacularly well, and is cut short because the class session ends. Wouldn’t it be great to have a way to extend that conversation outside of class? VoiceThread might provide a… More

Author: francine_glazer

Nov 12, 2014

Small Changes Can Improve Class Community and Student Course Evaluations

A well-organized, carefully planned course is critical for effective teaching, but attention to small details contributes to rapport with students and a classroom experience that supports effective learning. Corbett and LaFrance (2013) offer suggestions that improve the learning for students and the teaching experience for instructors. Arrive early and linger after the class meeting time – make adjustments to lighting, set up your technology for the session, chat with students before and after class to learn about events outside of class that might influence their in-class learning and continue topic-related conversations while you walk back to your office. Create a… More

Author: francine_glazer

Nov 05, 2014

Maximizing the Performance of Informal Groups in Class

We faculty tend to love using informal (ad hoc) groups. Students derive most of the learning benefits of group work, and we find them relatively easy to administer – easy compared to long-term formal groups that collaborate on one or more substantial assignments outside of class. These groups are ideal for clicker-question exchanges and lecture-break activities, and we can set them up of any size on the fly (“Work with the two fellow students sitting next to you.”). They are too short-term to provoke student concerns about someone freeloading, sand-bagging, dominating, controlling, ego-tripping, bullying, whining, or engaging in some other… More

Author: francine_glazer

Oct 29, 2014

Why not the R-Course?

In Academically Adrift (Chicago: University of Chicago Press, 2011), Arum and Roksa utilize surveys, the Collegiate Learning Assessment (CLA), and transcript data from college students to argue that during their time in higher ed courses students make little if any gain in such skills as writing and critical thinking. Previously, in an attempt to combat writing problems, colleges have created W/Writing-Intensive courses, and to deal with students’ need for training in service, S/Service Learning courses came about. We propose answering the dilemma posed by Arum and Roksa’s work with the R/Research Course. In order to graduate, students would have to… More

Author: francine_glazer

Oct 22, 2014

Managing Your Course: Mid-Semester Feedback

Effective classroom management is about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment. Strategies that might have worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom. Are you noticing that students are not preparing for class or their energy level is low? Perhaps your students are not doing homework and aren’t doing well on weekly quizzes? How can you manage classroom dynamics, foster active and interactive learning, deal with problem students and situations, and create activities conducive… More

Author: francine_glazer

Oct 15, 2014

Teaching with Technology

The pace of change in education software and hardware makes figuring out how to best incorporate technology into a course a daunting task for both technophobes and the technosavvy. It seems that as soon as you are comfortable using a particular tool, a new version is released or you find out about another tool that is supposedly better. Since there are only so many hours most instructors have to devote to this task, it is wise to be strategic when making technology choices. Technology should help students achieve the learning goals of your course. Even if you are happy with… More

Author: francine_glazer

Oct 08, 2014

To Text or Not to Text (with a book, not a phone!): That is the question.

When I was a college student (a significant number of years ago), every course I took came with a list of textbooks that was to be purchased prior to the first day of class. I didn’t pay attention to the content of the book or its cost. I didn’t even look to see if the instructor had marked it “required” or just “recommended.” It was officially part of the course material and I anticipated needing all of those resources to be successful. I was an eager and academically-minded (i.e., nerdy) 18-year old freshman, who was fully funded by Mom and… More

Author: francine_glazer

Oct 06, 2014

How To Manage Your Time When You Don’t Have Any

   Figuring out how to complete a seemingly endless list of to-dos can be a challenge. With so much going on during the Fall semester - you can feel overwhelmed when it comes to classes, work and extra-curricular activities. How can you balance your time when there never seems to be enough of it?   Here are a few things to consider: 1.    Get – and use – a calendar. This sounds like a simple solution and it is.   It can be a paper calendar. It can be your cell phone. It can be on your IPAD.   No matter what kind it is,… More

Author: susan_hershkowitz

Oct 01, 2014

Discouraging Disruptive Student Behaviors

Often, disruptions are the result of different expectations on the parts of faculty and students. What we as faculty members view as inappropriate behavior for the classroom, students may view as quite normal. For example, we might view texting during class as disrespectful. Students, by contrast, likely view this as a routine activity and quite normal. In the spirit of “the best offense is a good defense,” I offer these ideas on ways to prevent disruption before it occurs. Keep the lines of communication open A comprehensive syllabus that details all of your policies and expectations makes it easier for… More

Author: francine_glazer

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

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Rodika Zaika Rodika Zaika
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Campus: Old Westbury
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Department: Accounting
Campus: Manhattan
Nicholas Bloom Nicholas Bloom, Ph.D.
Associate Professor, Chair of Interdisciplinary Studies, and Director of the Core Curriculum
Department: Social Sciences
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