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May 08, 2013

Weekly Teaching Notes: 2012-2013 Index

I've enjoyed the conversations I've had with many of you this year, as you responded to me – in person or in email – about a particular idea. Below is a list of all the Weekly Teaching Notes from the 2012-2013 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… More

Author: francine_glazer

May 01, 2013

NYIT Faculty Talk About Plagiarism

“None of you would think of putting your hand in my pocketbook and stealing my wallet.  Plagiarism is like putting your hand in my brain and stealing my thoughts.”  – Linda Comac, Director, English Language Institute  Last month, the Center for Teaching and Learning offered a two-week online workshop on plagiarism, with the assistance of six English faculty members and two campus deans who reviewed workshop materials, facilitated the discussion, and explained NYIT’s academic integrity policy and procedures. The online format enabled faculty and staff from different campuses to exchange ideas: 32 people participated from our campuses in Abu Dhabi,… More

Author: francine_glazer

Apr 23, 2013

21st Century Literacies

No different than a baseball manager changing hitters to face the incoming left-handed pitcher, students are keenly aware of the averages: the more education, the greater the prospects of income, health and choice. They enroll to earn credentials, and with any luck discover something to care about and nurture. But are credentials enough? Sufficient?  Obviously, no.  As an effective educator you express your passion through learning, a lifelong process of attention, priority, and discovery. Likewise, our students must acquire the skills and literarcies to support a lifetime.  Knowing how to manage personal knowledge. Knowing how to participate in learning networks.… More

Author: francine_glazer

Apr 17, 2013

The Crossword Puzzle as Threshold to Higher Order Thinking

One of the most difficult tasks we encounter with students is moving them beyond a mere accumulation of factual material in class.  Often our transmission of lower-order thinking skills (remembering and understanding) is somewhat akin to the proverbial giving of a fish to the hungry individual.  Increasingly in the 21st century, we are recognizing the need to teach our students how to fish; that is, the skills for higher-order thinking. One effective threshold to the top level on Bloom’s revised taxonomy (Anderson and Krathwohl, 2001) of learning, creating, is perception shifting, or learning to look at a given issue or… More

Author: francine_glazer

Apr 09, 2013

Gamification as Motivator

There’s an intriguing new theory of learning out there called Gamification. While this may sound like educational gaming, actually it is not. Gamification suggests that our students (at least the digital natives among them) are used to the kind of incentive structures that are built into digital games. If that’s the case, why can’t we incorporate similar incentive structures into how we teach? That’s the question that gamification scholars are exploring---and you don’t even need technology to do it.  The theory is really about motivation and engagement.  In understanding gamification, it helps to think about your own experience with games.… More

Author: francine_glazer

Apr 02, 2013

With the Community, Not Just In It

“It usually takes more than three weeks to prepare a good impromptu speech.”         --Mark Twain Community engagement, gaining ascendancy in recent years for some disciplines, brings great promise for students and teachers as a memorable and meaningful approach to education.  A burgeoning literature characterizes many aspects of this pedagogy, and a number of clear principles help ensure a quality community-based learning experience for all participants.   Validity of the “text” Try thinking of the community as a text, specifically selected for maximum impact within and beyond the classroom. In this way, selection of a community site or partner… More

Author: francine_glazer

Mar 20, 2013

PollEverywhere, Redux

One of the best parts about sending out these Weekly Teaching Notes is receiving feedback from you. The note from Cheryl Hall a few weeks ago about Poll Everywhere generated a small avalanche of email!  Here’s a selection of your responses. Some of our faculty and librarians are already enthusiastic users of Poll Everywhere, which enables students to use their cell phones as clickers and for short answer responses. Ken Distler (kdistler@nyit.edu), a librarian at Wisser Library, writes that he has used Poll Everywhere many times in library instruction and information literacy classes.   “It's a marvelous tool for helping to… More

Author: francine_glazer

Mar 13, 2013

How Do We Address plagiarism?

“I have gathered a posie of other men’s flowers, and nothing but the thread that binds them is mine own.”   – John Bartlett   How do we prepare our students, coming from vastly different cultures, to recognize and avoid plagiarism? Differing cultural definitions complicate this issue. In the United States, using someone else’s words without acknowledging the source is considered theft of their ideas; in parts of Asia, it is not. Is the inclusion of a citation a way to give 'credit where credit is due,' or does it insult the reader's intelligence by implying that he or she does not know… More

Author: francine_glazer

Mar 06, 2013

Got a Minute for My Worldview?

“By setting aside time for students to get to know each other in the early weeks of the course, professors underscore the importance of the initial student-to-student interchanges, acknowledge the value of the student viewpoints and the contributions of each member of the class, and open the way for students to begin to value other students as resources – all qualities of a working community” (Duffy and Jones 1995, p.129). In this week’s teaching note, I offer two suggestions for helping students become more aware of their own positionalities and growth within the context of your course.  In the classroom,… More

Author: francine_glazer

Feb 27, 2013

Student Engagement Technique: Silent Discussion

Rationale: This well-established yet underutilized technique is one of my favorites because it supports critical thinking, active engagement, and social, dialogic learning. From a brain-based education perspective, it also stimulates areas of the brain that oral communication does not, theoretically encouraging the formation of important neural pathways. Finally, it helps build classroom community because it is a communication equalizer, permitting many of the quieter students a stronger voice.   Procedure: Ask each student to write a response to a prompt. Have students form small, circular groups. Ask each student to pass her response to the right and then read and… More

Author: francine_glazer

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Profiles
Peter C. Kinney III Peter C. Kinney III
Chief of Staff
Office: President
Campus: Old Westbury
Ian Omar Ian Omar
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Robert Neumann (A.O.S. ‘07) Robert Neumann (A.O.S. '07)
Chef de Cuisine, NYIT de Seversky Mansion
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Campus: Old Westbury