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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

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

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Profiles
Katherine Williams Katherine Williams
Chair and Associate Professor
Department: English
Campus: Manhattan
Michael Hadjiargyrou Michael Hadjiargyrou, Ph.D.
Professor and Chairperson
Department: Life Sciences
Campus: Old Westbury
Paolo Gasti Paolo Gasti, Ph.D.
Assistant Professor
Department: Computer Science
Campus: Old Westbury