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Dec 03, 2013

The ‘Gallery Walk’ as a Means to Making Metacognition Transparent

You turn a test back to your students. They look at their papers, and you span the room. Your students’ visages are telling – some look shocked, others proud, and still others are hurt or even bored. Perhaps one or two students ask to meet with you after class to “talk about their grade” or ask for the dreaded extra credit assignment. But, how often do they ask themselves how their studying approach (other than perhaps amount of time spent studying) affected their performance? Do they analyze their feedback to see if there were particular content areas they struggled with?… More

Author: francine_glazer

Nov 26, 2013

Happy Thanksgiving

The Student Solutions Center would like to take this opportunity to wish all of our students a very happy and safe Thanksgiving holiday.  I know I am thankful to be able to spend time with family and friends and I'm sure you are thankful to have a little downtime before you need to gear up for finals.  We will return on Monday, December 2nd.  If you have not already done so, please make arrangements to meet with yor academic advisor and register online for the spring semester.  Classes are beginning to fill up. If you think you may need some… More

Author: susan_hershkowitz

Nov 20, 2013

Help Students Learn from their Mistakes

Testing is primarily used for assessment purposes. It is a way for a teacher to determine if students have mastered the required material. After exams are graded they are often returned to the students with the intention that students will review their incorrect answers and understand their errors. In reality, most students just look at their grade and file the exam away. They never follow through to understand what they did wrong or to learn the concept they missed. Rather than reviewing exams in class and providing students with the correct answer, have students make “corrections” on their exam. This… More

Author: francine_glazer

Nov 13, 2013

NYIT Faculty Talk About How We Know Whether our Students are Learning

“I would ask my students what did you learn today? Many couldn't answer the question.” – Carlo Hallak, NYITCOM How do we know that our students are learning what we are teaching? Do we check in at frequent intervals with our students to see whether they understand the material, or do we teach and hope for the best? And when we do check in, how do we know we are getting an accurate picture of their progress? In the last two weeks of October, the Center for Teaching and Learning offered a two-week online workshop called “Are They Learning?” The… More

Author: francine_glazer

Nov 06, 2013

Dealing with Academic Dishonesty in the 21st Century

While some research shows that students are not more likely to cheat in online courses (Watson & Sottile, 2010), the 21st century has seen a rise in student acceptability of “cut and paste” behavior that is considered academic dishonesty by most faculty (McCabe, Butterfield, and Trevino, 2012). According to Olt (2002), there are three approaches faculty can take toward cheating either in the face-to-face or online environment: the “virtues” approach (honor codes, discussion, tutorials, etc.) the “prevention” approach through creating assignments and assessments that make dishonesty less likely the “policing” approach using software (Turnitin, Safe Assign, Google, etc.) to “catch”… More

Author: francine_glazer

Oct 30, 2013

Student-Faculty Interaction: A Key to Better Learning

"At a basic level, all learning results from interactions, whether they be with aspects of the environment, with information, with other people or through some combination of these." Andrew Milne, Educause Review, 13-31, Jan/Feb 2007 The interactions that we, as faculty members, have with our students can be instrumental in students' decisions to engage more deeply with the course material. As noted by Chickering and Gamson (1987), a connection with a faculty member not only helps increase student motivation, it also plays an important role in helping students persist in the face of challenges. And it's not only interacting in… More

Author: francine_glazer

Oct 28, 2013

Good Luck on Your Mid-terms

As midterms approach, 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.   I’m not saying that you need to study more; rather, I’m asking you to study better by maximizing the time you put into it.  Rewrite your class notes when possible: Doing this, especially important topics – formulas, charts or rules is a good place to start. It will reinforce… More

Author: susan_hershkowitz

Oct 23, 2013

Visualizing Data When You’re Not an Artist

"Infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly. They can improve cognition by utilizing graphics to enhance the human visual system’s ability to see patterns and trends. The process of creating infographics can be referred to as data visualization, information design, or information architecture." Wikipedia, Have you ever had the opportunity to see some wonderful infographics, perhaps in the slides provided to you by your textbook publishers, in your disciplinary publications or even popular publications? You may have also heard about the value of using the “assertion-evidence” method for creating effective slides to accompany your presentations, which depends on… More

Author: francine_glazer

Oct 16, 2013

Why Students Don’t Read: Strategies to Increase Student Preparation for Class

A “flipped” class requires students to read assigned materials and complete other assigned work that prepares them to apply new learning during in-class activities that promote deep learning of course content and skills. Instructors can assign readings, but what if students do not complete these readings before coming to class? Hoeft (2012) reports that 56%-68% of students in a first-year class reported that they did not read assigned material before class. The most common reasons students give to explain why they did not read assigned materials are: They had too much to read. Their work schedule does not allow enough… More

Author: francine_glazer

Oct 09, 2013

Teaching with New Media

"When people talk to me about the digital divide, I think of it not so much about who has access to what technology as about who knows how to create and express themselves in the new language of the screen. If students aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read and write?" - George Lucas, filmmaker For some instructors, incorporating new media, namely audio, video, and web resources, into traditional text-heavy curriculum/assignments can appear overwhelming. Where do you start? What tools should be used? How… More

Author: francine_glazer

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Mehtap Donuk Mehtap Donuk
Director of Student Activities and Leadership
Office: Student Affairs
Campus: Old Westbury
Dave Voci Dave Voci (B.F.A. '07)
Adjunct Instructor
Department: Fine Arts
Campus: Old Westbury
Christine Krut Christine Krut
Director of Admissions for Recruitment
Office: Admissions
Campus: Old Westbury