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Feb 25, 2015

Using the PEAR Approach to Develop Stronger Discussion Questions

Many faculty have either sent students home with discussion questions to prepare for a future class period or posted discussion questions online only to receive answers that miss the mark or don’t elicit quite the response that was desired. Thanks to Jim Berger at WKU, I have learned a better way to write discussion questions that uses a “pilot tested” process for development and leads to stronger, more reflective questions that help my students to connect with course content. When developing questions for students, most of us tend to simply write the questions that we think will gain us the… More

Author: francine_glazer

Feb 18, 2015

NYIT Faculty Talk about Teaching: Focus on International Students

Last week, NYIT faculty and staff members gathered – from Old Westbury, Manhattan, and Nanjing – to talk about effective strategies for teaching when you have a large number of students in your class who are not native English speakers. The conversation took place on the evening of Wednesday, February 11 (or the morning of the next day, for our Nanjing participant), and used Zoom videoconferencing to connect everyone. Participants exchanged ideas, strategies, and practical tips. Here are some of the highlights from the conversation. How do you know your students understand what you’re saying in class? Asking them is… More

Author: francine_glazer

Feb 11, 2015

Encourage Students to Evaluate the Quality of Information Sources

Students are notorious procrastinators. Assigning an annotated bibliography early in the term helps students structure their time. For example, if we expect students to cite primary sources in a literature review paper, students who delay locating sources might scramble to locate the required number of sources and cite sources of marginal relevance. The annotated bibliography can encourage students to evaluate the quality of sources located in a database if we require students to locate a larger number of scholarly sources than we require the students to cite in the final paper. The annotated bibliography assignment might require each student to… More

Author: francine_glazer

Feb 04, 2015

Early Semester Feedback: How is my Teaching?

I wanted to be proactive in solving problems in my class that might occur during my semester. In addition, I wanted to know what my students were feeling about the course, what difficulties, if any, they were experiencing. - NYIT faculty member, School of Education We generally don’t get any feedback from our students until the end of the semester, when they may or may not complete the student evaluations of teaching. At that point, we are busy looking ahead to the following semester and don’t always make time to reflect on what went well and what we might improve.… More

Author: francine_glazer

Jan 28, 2015

Teaching International Students: Tips for Success

At NYIT we have a large number of international students, with differing levels of proficiency in English. In addition, they may not be familiar with aspects of US pop culture, and may have difficulty with idiomatic expressions. Here are some ways you can help them succeed in their courses. Lectures and material presented orally in class Especially when they first arrive, international students may have difficulties segmenting the stream of sound from the mouths of native speakers into recognizable words. Thus, you can help by doing the following: Enunciate carefully so that words are not run together. Speak loudly enough… More

Author: francine_glazer

Jan 21, 2015

Make Courses More Engaging - and More Manageable - with Technology

A Learning Management System (Blackboard; Bb) can be a powerful tool when it comes to organizing your course content and communicating with your students. It can also make your work simpler, with less time spent preparing handouts and collecting papers, and more time spent teaching and interacting with students. Here are some ways you can leverage Bb to take advantage of its features. Better Organization Make your course available to your students in Blackboard. Note: course shells are created automatically, and students are enrolled into these courses upon registration. The courses are not made available to students automatically. You need… More

Author: francine_glazer

Dec 17, 2014

Three Key Principles for Designing Effective Blended Courses

“Over the past 10 years, blended learning has matured, evolved, and become more widely adopted by institutions of all types. This evolution of the instructional model…have opened new possibilities for curriculum design, especially the ability to design a course that uniquely blends face-to-face (F2F) and online interaction, allowing institutions to address learners’ specific needs and customize the learning environment rather than rely on a one-size-fits-all approach.” — 2010 EDUCAUSE Learning Initiative (ELI) Report While definitions may vary, blended courses are typically characterized by a 30%–70% reduction in class time, with instructional activities being shifted online and in either asynchronous or… More

Author: francine_glazer

Dec 10, 2014

Building Professor-Student Relationships in an Age of Social Networking

The influence of teacher-student relationships on the quality of teaching and learning is well-documented (Klem & Connell, 2004; National Survey of Student Engagement [NSSE], 2012; Rigsbee, 2010). Especially at the college level, rapport between professors and students is likely to increase student learning because students feel valued, more comfortable expressing their feelings, and more willing to be intellectually challenged (Cornell University Center for Teaching Excellence, 2012). But college students are changing. Research shows that Millennials, those born between 1981 and 1999, prefer a variety of active learning activities, seek relevance so they can apply what they are learning, want to… More

Author: francine_glazer

Dec 09, 2014

Building Professor-Student Relationships in an Age of Social Networking

The influence of teacher-student relationships on the quality of teaching and learning is well-documented (Klem & Connell, 2004; National Survey of Student Engagement [NSSE], 2012; Rigsbee, 2010). Especially at the college level, rapport between professors and students is likely to increase student learning because students feel valued, more comfortable expressing their feelings, and more willing to be intellectually challenged (Cornell University Center for Teaching Excellence, 2012). But college students are changing. Research shows that Millennials, those born between 1981 and 1999, prefer a variety of active learning activities, seek relevance so they can apply what they are learning, want to… More

Author: francine_glazer

Dec 09, 2014

Building Professor-Student Relationships in an Age of Social Networking

The influence of teacher-student relationships on the quality of teaching and learning is well-documented (Klem & Connell, 2004; National Survey of Student Engagement [NSSE], 2012; Rigsbee, 2010). Especially at the college level, rapport between professors and students is likely to increase student learning because students feel valued, more comfortable expressing their feelings, and more willing to be intellectually challenged (Cornell University Center for Teaching Excellence, 2012). But college students are changing. Research shows that Millennials, those born between 1981 and 1999, prefer a variety of active learning activities, seek relevance so they can apply what they are learning, want to… More

Author: francine_glazer

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Profiles
Francine Glazer Francine Glazer
Assistant Provost and Director, Center for Teaching and Learning
Office: Academic Affairs
Campus: Old Westbury
Diego Rios Diego Rios (M.A. '09)
Art Director
Office: Publications and Advertising
Campus: Old Westbury
Alla Baeva Alla Baeva
Adjunct Faculty
Department: Communication Arts
Campus: Old Westbury