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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

Jan 21, 2014

Sometimes, You Really Need to Meet Face-to-Face

“I used Zoom for a live lecture with 43 students and it was fantastic. They loved that they didn’t have to come in with the snow. One was actually on a bus with wifi!!” – Zehra Ahmed, School of Health Professions Yesterday’s snowstorm, which caused the the New York campuses to close on the first day of the spring semester, makes it an opportune time to introduce Zoom HD videoconferencing. I’ve written about it before, and would like to share with you some of the ways that faculty and staff at NYIT have been using this tool. First, a little… More

Author: francine_glazer

Dec 11, 2013

The Power of Tests to Teach

Conventional wisdom is that new information is acquired while studying, and the extent to which the material has been successfully learned is subsequently assessed through testing. Typically, most individuals consider examinations neutral with respect to the actual learning process. Researchers are now reporting that tests themselves may be an important part of long-term retention of new information (Karpicke & Roediger, 2007). In one such experiment subjects learned new material by reading blocks of information. One group of subjects read the test material four times and then took a quiz over the material five minutes after the last reading session. A… More

Author: francine_glazer

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

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Profiles
Ranja Roy Ranja Roy, Ph.D.
Associate Professor
Department: Mathematics
Campus: Old Westbury
Monique Taylor Monique Taylor, Ph.D.
Campus Dean and Executive Director, NYIT-Nanjing
Office: Global Academic Programs
Campus: Nanjing
James Wyckoff James Wyckoff
Adjunct Assistant Professor
Department: Communication Arts
Campus: Old Westbury