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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

Mar 26, 2014

“What a Tangled Web We Weave” ... or Not?

Introduction: During an in-class presentation about the musical festival Woodstock, a student cited “Joe’s website” as his source. I thought for sure that the student must have been referring to the rock group Country Joe and the Fish, whose performance at Woodstock is legendary, but I was wrong. The student was quoting an unknown Joe. At that moment, I knew I had to incorporate information literacy into my course. Rationale: This activity/lesson is divided into two parts. Instructors may or may not decide to follow up the first part (web evaluation) with the second part (oral citation of sources). Additionally,… More

Author: francine_glazer

Mar 12, 2014

Learning Spaces - Social Presence and Interaction

“Social presence is defined as the ability of participants in a community to project themselves, socially and emotionally, as real people through a medium of communication.” (Garrison and Anderson, 2003). In thinking about a community of learners, let us tie in one of the major themes of Lev Vygotsky’s Social Development Theory. Vygotsky’s theory asserts that “social interaction plays a fundamental role in the process of cognitive development.” In essence, social presence is a critical element in the learning process. Social Presence and Interaction – the Instructor Finding opportunities to communicate with your students can seem challenging at first, especially… More

Author: francine_glazer

Mar 10, 2014

PeopleSoft is Coming

NYIT is “teching” things up.   We are replacing our current student platform with PeopleSoft, a web-based, integrated SIS management system. Students will have a new and improved, web-accessible, self-service portal that organizes services such as registration, viewing financial aid and advisement. Although its features will look different, I hope you find PeopleSoft intuitive and easy to use. Please note that due to the conversion to PeopleSoft the NYIT Academic Calendar has been updated. The dates for summer and fall 2014 academic advisement and registration are as follows: Academic advisement begins March 24, 2014 · Open registration for Summer 2014 (no registration appointment… More

Author: susan_hershkowitz

Mar 05, 2014

Space for Learning

“Since education is the core mission of higher education, learning and the space in which it takes place are of the utmost importance.” - Malcolm Brown, Educause Review, 40 (4), page 30, 2005 When we talk about “learning spaces,” what’s the first thing you think of? Many people might say “a state of the art classroom.” I’d like to suggest that there are multiple types of learning spaces, and the quality of those spaces can directly impact the teaching and learning that can occur there. Learning spaces encompass the full range of places in which learning occurs, from real to… More

Author: francine_glazer

Feb 26, 2014

Novel Strategies to Encourage Careful Reading and Energized Discussions

  You’re Having Them Read What?!? Recently, I decided to take a “great minds, great books” approach to the reading list in my Foundations of Research Writing course (FCWR 151). I’m having freshmen students read such long-dead yet eternally important folks as Homer, Sophocles, Aristotle, Plato, Confucius, Sun Tzu, Horace, Ovid, Chaucer, Dante, Shakespeare, Milton, Blake, Wordsworth, Coleridge, Byron, Shelley, Keats, Hawthorne, Poe, Gilman, and Thurber. Most colleagues I shared this plan with raised their eyebrows and said such things as, “That is very interesting, but our students will never read that!” Well, anyone who knows me knows that if… More

Author: francine_glazer

Feb 19, 2014

Peer and Self-Evaluation of Participation in Discussion

We often focus on presentation skills as oral communication skills, but students also need to learn skills for leading and contributing to productive group discussions. Small group discussions can easily go off the rails when students indulge in off-topic talking, inadequate listening, and disrespectful behavior. The dynamic quality of class discussion presents challenges to faculty who would like to hold students accountable for the quality of their participation in these discussions. Multhaup (2008) describes how to prepare students for substantive class discussions and suggests two strategies for evaluating student contributions to class discussion. Many of these strategies can also be… More

Author: francine_glazer

Feb 12, 2014

Found Metaphors: A Strategy of Applied Creative Thinking

As English professors in general, and creative writing instructors in particular, we have used the technique of found poetry to convince students that the printed word abounds with more poetry than most people are cognizant of. We assign students to read typical print sources (e.g., newspapers and magazines) as well as atypical print sources (e.g., advertisements and soup-can labels) in order to locate some examples of poetry (e.g., free verse or metered) or poetic technique (e.g., metaphor, metonymy, and caesura). Now, in teaching applied creative thinking we’ve adapted the found poetry assignment into one involving found metaphors. As we say… More

Author: francine_glazer

Feb 05, 2014

Get Your Students’ Perspectives

On Assessment Day, January 15, one of the topics under discussion was how to gather and use student input to gauge whether you are meeting student learning outcomes at the course- or program-levels. There were some interesting ideas shared: In the College of Osteopathic Medicine, each cohort of students provide feedback at the end of each course. Faculty consider their comments and provide responses in writing. This format allows the faculty members to take time to consider the ideas, and prevents any feelings of being put “on the spot.” More often than not, the faculty incorporate suggestions from the students.… More

Author: francine_glazer

Jan 29, 2014

Prior Knowledge Check

“A teacher is one who makes himself progressively unnecessary.” - Thomas Carruthers On the first day of class, I like to ask students to write a 1-page response to the following question: “What do you know about (Insert your field here)?” I do this for multiple reasons: It activates prior knowledge, requiring students to pull from their experiences and see how they might apply those experiences to class material (Pressley et al., 1992). It demonstrates that I value what they may already know about the field. It puts the responsibility on the students and illustrates that this class will require… More

Author: francine_glazer

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Profiles
Michael Hadjiargyrou Michael Hadjiargyrou, Ph.D.
Professor and Chairperson
Department: Life Sciences
Campus: Old Westbury
Lisa M. Runco Lisa M. Runco, Ph.D.
Assistant Professor
Department: Life Sciences
Campus: Old Westbury
Rosalia Mannino Rosalia Mannino
Assistant Director of Experiential Education
Office: Career Services
Campus: Manhattan