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Mar 08, 2011

How Experts Differ from Novices

Purpose: To help faculty members appreciate the gulf between their expert knowledge and their students’ novice understandings so they can create positive teaching and learning situations.    Bransford, Brown, and Cocking (2000) have identified some important characteristics of experts that have implications for teaching and learning:   “1. Experts notice features and meaningful patterns of information that are not noticed by novices. 2. Experts have acquired a great deal of content knowledge that is organized in ways that reflect a deep understanding of their subject matter. 3. Experts’ knowledge cannot be reduced to sets of isolated facts or propositions but,… More

Author: francine_glazer

Mar 07, 2011

“Thoughts and progress of a project that is very close to my heart”

I believe in health as one promise that can help community to live long. Last month, I am happy to report, I received permissions from the ministry of health that would formalize our construction plans. I had a two hour conversation by phone with Alice Cherop, Public Health Officer at  the Ministry of Health and Sanitation in Kenya. That was the best conversation my heart ever had because she gave me on behalf of the Kenyan Ministry of health a permit to proceed with our project on construction of a Health Dispensary/center. Tears of joy and happiness ruled my heart, because being… More

Author: elphas_kimutai

Mar 03, 2011

How to Study

Although midterms have not started, it’s important to develop good study habits early in the semester. Many of us have played the game of catch-up and it’s never fun. In fact it can be stressful and overwhelming. Here are some basic steps to developing good study habits that students can use throughout their academic career.   1.       Make a weekly schedule and devote certain amounts of time per day to studying. 2.       Study in 20-50 minute chunks. It takes time for your brain to form long-term memories. 3.       Find a good study spot. Quiet, well lit place where there will be no interruptions. 4.      … More

Author: anna_ye

Mar 01, 2011

Working with Student Teams: Send-a-Problem

Purpose:  To challenge students to think critically about key issues and open-ended questions in each discipline.  This three-part process encourages students to question assumptions and explore alternative solutions.     How to Conduct:  The instructor brings to class file folders or envelopes with a single problem posted on each one.  She announces the activity and its time limits.  She distributes the folders, one per team.  In large classes several teams can work simultaneously on the same problems with the caveat that they cannot be seated close together.  The activity proceeds in a highly structured manner:   Each team discusses its… More

Author: francine_glazer

Mar 01, 2011

Who, What and Where: Step Aside Google, WorldCat has Something to Say!

As a researching student, budding scholar and lifelong learner, your interests can be driven by a number of factors.  Here are three: Scenario 1: Preparing to write a thesis, or work on a major term project, you would like to know whether a topic has been addressed in the form of a book. Scenario 2: You would like to know what writings exist about a person, or by a person, be they an architect, poet, or professor of [fill in the blank].  Scenario 3: You are aware of a published book and would like to know, very specifically, where it… More

Author: sebastien_marion

Feb 23, 2011

Working with Student Teams: Structured Problem Solving

Structured problem solving is a technique that is easy to introduce. It is effective in both small and large classes and is easily adapted for online and blended courses. Purpose:  To increase students' problem-solving abilities by ensuring that all students in a team are actively involved with given tasks and able to serve as the team's spokesperson; to set an expectation that students will coach/teach one another (positive interdependence). Steps: Assign identities to each student within the team. You can have students simply number off (1,2,3,4) or use some other method such as playing card suits (heart, diamond, spade, club)… More

Author: francine_glazer

Feb 15, 2011

Teaching Writing in the Disciplines

  Remind students that writing is a process that helps us clarify ideas. Tell them that writing is a way of learning, not an end in itself. Let students know that none of us knows exactly what we think about a topic or issue until we put our views on paper. Also let students know that writing is a complicated, messy, nonlinear process filled with false starts. Help them identify the writer's key activities: Developing ideas Finding a focus and a thesis Composing a draft Getting feedback and comments from others Revising the draft by expanding ideas, clarifying meaning, reorganizing… More

Author: francine_glazer

Feb 08, 2011

Helping Students Write Better in All Courses

  Few faculty members would deny the importance of writing in their academic discipline or the role writing plays in mastering material, shaping ideas, and developing critical thinking skills. Writing helps students learn the subject matter: they understand and retain course material much better when they write about it. You don't have to be a writing specialist - or even an accomplished writer - to improve your students' writing skills, and you don't have to sacrifice hours of class time or grading time. The ideas that follow are designed to make writing more integral to your courses and less onerous… More

Author: francine_glazer

Feb 03, 2011

February Fun

Welcome back to the new semester! It has felt like a very long winter hasn’t it? Record breaking snowfall,  ice and sleet. Spring just can’t come soon enough. February is also the time when many people feel the “Winter Blues.” It’s an uncomfortable, yet common experience many people have.  Luckily there is a lot you can do to prevent the blues…. Exercise – it’s a great stress reliever!   Eat a healthy diet – food changes your mood.   Get some sun – spend some time outdoors during the day. Talk a walk in Central Park or around campus.   Embrace the… More

Author: anna_ye

Feb 02, 2011

Sample Writing Assignment for an Introductory Science Course

  I teach a one-semester course that is an introduction to both physics and chemistry for non-science majors. Most of the students are freshmen who usually have weak science backgrounds and typically take this course merely to fulfill a requirement. In order to make the course more meaningful, I try to show how physics and chemistry are involved in the students’ daily lives. I think it is important for students in any course to write a paper, but I have struggled to find an appropriate writing assignment for this intro course. Ideally, the topic would be interesting to the students, not require a… More

Author: francine_glazer

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Anthony Muzia Anthony Muzia
Sous Chef for Campus Dining
Office: Financial Affairs
Campus: Old Westbury
Eleni Nikitopoulos Eleni Nikitopoulos, Ph.D.
Assistant Professor
Department: Life Sciences
Campus: Old Westbury
Don Fizzinoglia Don Fizzinoglia
Department: Communication Arts
Campus: Old Westbury