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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

Sep 10, 2012

How To Succeed in College -5 Rules For Success from College Seniors

How to Succeed in College.                                 Advice from college students who are about to graduate Rule No. 1: Show Up College isn’t high school. Attendance officers will not call your home to tell your parents you were marked absent. If you want to skip class that’s up to you - but you would be surprised at the quantity of work that takes place in just a single class.   There is no substitute for hearing what your instructors have to say and participating in the discussion. Rule #2: Listen and Take Notes Just sitting in class in not enough - your notes are an… More

Author: susan_hershkowitz

Sep 05, 2012

Putting Students in the Driver’s Seat

I teach students at many levels at many institutions. I've incorporated a number of strategies to get my students thinking critically.  We often have so many things to teach our students we lose sight of how this knowledge was assembled. Thus science—like many other subjects—becomes a bunch of facts to be memorized, versus an ongoing process of understanding the Universe. I often will focus a little less on detail — after all, that's what the textbook is for — and really go into depth to explain what people believed before, why they believed it, what people observed, and the nature of  the consensus that… More

Author: francine_glazer

Aug 29, 2012

A Primer on Critical Thinking

  Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It entails effective communication and problem-solving abilities (Paul & Elder, 2002, p. 15).   A well-cultivated critical thinker:   a.     raises vital questions and problems, formulating them clearly and precisely; b.     gathers and assesses relevant information, and effectively interprets it; c.     comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; d.     thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and e.     communicates effectively with others in figuring out solutions to complex problems.     Critical… More

Author: francine_glazer

Jun 25, 2012

Articles in Databases

Very often you will need to search for information about a topic without limiting yourself to a particular journal, magazine, or newspaper; your goal is to locate citations about a subject, and/or full text articles.  Your 2nd bookmark is to the library's Find Articles in Databases page.  These vertical search engines provide in-depth information on variety of subjects.  Unlike Google, what you are accessing is paid-for content from some of the world's leading publishers.  While some of our resources cover more than 1 topic, these databases highlight specialized disciplines from architecture to neuroscience.   For advice on selecting from one of… More

Author: sebastien_marion

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Ian Omar Ian Omar
Manager, Desktop Support
Office: Information Technology and Infrastructure
Campus: Old Westbury
Jennifer Kelly Jennifer Kelly
Director of Alumni Relations
Office: Alumni Relations
Campus: Old Westbury
Michael Schwarting Michael Schwarting
Department: Architecture
Campus: Manhattan