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Nov 06, 2012

Blackboard 101

In the aftermath of Hurricane Sandy, one obvious priority is making sure all of us – students, faculty, and staff – are safe and cared for. Another priority, equally important, is making sure that students can continue their coursework with minimal interruptions. This week’s note links you to resources that are available to help you use Blackboard (Bb). In subsequent weeks, we will showcase NYIT faculty members who are using Bb and other educational technologies to maintain continuity of instruction with their students. If you are currently using digital tools to help your students learn and would like to share… More

Author: francine_glazer

Oct 23, 2012

Low-Tech Classroom Response Systems (Clickers)

Have you wanted to use “clickers” in class to gauge students’ understanding, but you don’t necessarily want to spend the time developing the PowerPoints or the questions online that some systems use?  Or perhaps you’re not sure if you want students to invest in them because you’re not sure how often you’ll use them, and you don’t want them to waste money to only use them a time or two during the semester. Or you may be considering a web site like, but you’re not sure you want students getting out their phones after you’ve worked so hard to… More

Author: francine_glazer

Oct 17, 2012

The Power Of Sleep

As midterms are soon approaching, I am reminded how sleep deprived I felt when I was a college student during exam time.  Health officials are realizing that healthy sleep habits are a potential cure for what ails the typically frazzled college student:   Some studies have found that students getting adequate sleep average a full letter grade higher than their sleep deprived peers. So, how can we all get a good night’s rest?  Here are some tips that are bound to help: Exercise Regularly – but not after the early evening.  Avoid caffeine after 3pm.  Try to avoid late-night eating and… More

Author: susan_hershkowitz

Oct 17, 2012

Effective Feedback

It's not teaching that causes learning. Attempts by the learner to perform cause learning, dependent upon the quality of the feedback and opportunities to use it.  – Grant Wiggins, AAHE Bulletin, 50 (3), p. 7, 1997 Timely and explicit feedback is an essential component of the learning process. Effective feedback identifies specific aspects of student performance that need improvement, and indicates ways in which the student can improve. By contrast, grades provide only a generic evaluation of performance. Although grades and scores provide some information on the degree to which student performance has met the criteria, they do not explain… More

Author: francine_glazer

Oct 10, 2012

Consider the Learning Space

Often when planning instruction we are asked to state our goal, intention or outcome. This focuses our instructional and assessment efforts, and when properly conveyed to learners, it enables them to understand where things are heading and what might count in terms of a mark or grade. The growing popularity of authentic, real-world assessment tasks reflects our attempts to focus student effort on learning how to do the sorts of things they will need to do in their chosen careers. But as time goes on and we gain more experience teaching, we come to understand that the skills required to… More

Author: francine_glazer

Oct 03, 2012

Developing Student Reading Capacity

One question that often comes up in discussion during our various communities of practices concerns reading, both getting the students to do the readings and helping students develop a more critical eye. Below are some suggestions shared by faculty at Laurier and elsewhere. Talk about what it means to be a practitioner in your discipline (e.g., a geographer). How does a geographer think, problem solve, read, write, and so on? What questions do they implicitly ask themselves when approaching a particular text? What is the discourse of the discipline? How can we make more transparent and accessible to our students,… More

Author: francine_glazer

Sep 26, 2012

Learning from Conflict in the Classroom

“The study of conflict should be viewed as a basic human requirement and the practice of constructive conflict as an essential set of interpersonal skills” (Wilmot and Hocker, 2011, p. 2) There are several approaches that instructors can adopt for addressing conflict in the classroom as a learning opportunity for students.  One way to begin preparing students to engage in conflict moments is to have them identify their approach to conflict and their conflict style (Wilmot and Hocker 2011).  By having students read through the following statements and identify which statementaligns with their views on conflict, students gain valuable insights… More

Author: francine_glazer

Sep 24, 2012

How to Search Every Library Catalog in New York State at Once

Scenario 1 I would like to know if any books have been written about a given topic, or, say, by a specific person.  More so, I am not interested in whether the NYIT Library owns a particular book, as I understand that I can either request it through interlibrary loan, or recommend that it be purchased and added to the collection. Scenario 2 I would like to locate a library in the city, state or country, that subscribes to a particular journal, or magazine, or that has a specific title in its holdings. I have an International Standard Book Number (ISBN),… More

Author: sebastien_marion

Sep 18, 2012

Use PowerPoint to Prompt Engaging Learning Activities During Class

Dilbert depicts PowerPoint presentations as a direct route to slumber and employee revolt.  PowerPoint presentations need not be deadly.  Instructors can create slides that prompt class activities that engage students, motivate meaningful class discussion, and promote deep learning (Berk, 2011). Instructors commonly organize and plan the presentation of content while they create a set of PowerPoint slides.  Consider creating slides to plan and prompt engaging learning activities at key points during a class presentation. Instructors who use personal response systems (clickers) can add a slide that poses a question to evaluate student understanding of a critical concept or to ask… More

Author: francine_glazer

Sep 12, 2012

Using the Course Syllabus as an Opportunity to Promote Student Learning

Many professors may ask themselves if their students read the course syllabus, and what do they get out of such reading. In light of this, in spring of 2011 I started to implement the creation of learning contracts in my courses with two purposes in mind: (1) to promote the reading of the syllabus at the start of the course, and (2) to foster self-regulation in students´ learning.   For the first course assignment students present a draft of a learning contract where they establish a learning goal to accomplish in the course for the term, and identify what they consider… More

Author: francine_glazer

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Julie Godsoe Julie Godsoe
Managing Editor
Office: Communications and Marketing
Campus: Manhattan
Oren Shtayermman Oren Shtayermman
Assistant Professor
Department: Mental Health Counseling
Campus: Old Westbury
James Wyckoff James Wyckoff
Adjunct Assistant Professor
Department: Communication Arts
Campus: Old Westbury