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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

Oct 02, 2013

Activities to Make Lectures Interactive

In order to retain student attention and facilitate learning, consider integrating a variety of activities into a lecture-based course. Start by finding natural breaks in the content material and break up the lecture into shorter segments. In between the shorter lectures, add activities that require the students to review and apply their new learning and interact with each other. Mix it up by incorporating different activities each week. The change of pace, interaction, and variety can help to enliven the classroom atmosphere and encourage deeper learning for every student. Some activities to consider are listed below. Skeleton notes – Create… More

Author: francine_glazer

Sep 24, 2013

How Do We Know Our Students Are Learning?

You’re teaching a class, and it seems that everything’s going well. The students are nodding attentively, and when you ask if there are any questions, there aren’t. “Do you understand?” garners lots of nods and “yes” and “you bet!” responses. Then, a couple of weeks later, the students take the first exam, and based on their test answers, they didn’t really understand, after all. Has this ever happened to you? How do we really know that our students are learning what we are teaching? Many of us use traditional methods such as tests, quizzes, exams, and papers, reports, or projects… More

Author: francine_glazer

Sep 18, 2013

Course Design Tip Sheet – Planning to Teach

Adapted from the Derek Bok Center for Teaching and Learning, Harvard University Online Document Course Design Tip Sheet – available at: http://isites.harvard.edu/fs/html/icb.topic58474/CourseDesign.html In preparing to teach a course, it is helpful to first consider: 1. What is the purpose of this course? - What is it that the students will be able to know/think/do as a result of taking this course? What do you hope to teach the students? What is the single most important thing you hope they will leave the course knowing or being able to do? Why are you teaching it? (This is not about what facts… More

Author: francine_glazer

Sep 11, 2013

5 Tips to Help Structure Courses to Engage Students

Many instructors face a difficult challenge in their classrooms – students are not as interested in the course content as the instructor. This disengagement takes many forms – “working” on their laptops, texting, sleeping, and many others. The tips provided below may reduce these behaviors, promote student engagement, and help students understand your interest in the course content. Discuss the importance of the course in the lives of the students beyond the classroom. Point out both applications of the course content as well as general skills such as critical and creative thinking that might be learned. This will help students… More

Author: francine_glazer

Sep 04, 2013

Beyond Bloom: Expanding our Ideas about Learning Objectives

Many college faculty have heard of Bloom’s Taxonomy and have probably used one of the many helpful lists of accompanying verbs to craft measurable learning objectives. The six categories in Bloom’s Taxonomy for the Cognitive Domain (revised in 2001) – remembering, understanding, applying, analyzing, evaluating, and creating – has been the go-to resource for writing learning objectives for over 50 years, assisting countless educators. The goal of using Bloom’s Taxonomy is to articulate and diversify our learning goals. So why has the writing of learning objectives, considered to be an essential aspect of creating effective and engaging learning experiences, too… More

Author: francine_glazer

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

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Profiles
Robert Sherwin Robert Sherwin
Full-Time Faculty
Department: Communication Arts
Campus: Old Westbury
Robert Neumann (A.O.S. ‘07) Robert Neumann (A.O.S. '07)
Chef de Cuisine, NYIT de Seversky Mansion
Office: Financial Affairs
Campus: Old Westbury
John Hanc John Hanc
Associate Professor
Department: Communication Arts
Campus: Old Westbury