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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

Feb 20, 2013

Not Just Fun and Games! Structure Class Demonstrations to Reinforce Learning Goals

Classroom demonstrations that illustrate an important process, phenomenon, or application of a concept can generate interest and engage students with course material. Although students enjoy classroom demonstrations, they sometimes remember the activity but do not remember the course learning goals that instructors want to promote when they design the demonstration. An effective demonstration connects student memories of the classroom experience with the concepts the activity was designed to demonstrate. Strategies that transform an entertaining demonstration into an effective learning experience Identify the learning outcome(s) you intend to promote with the classroom demonstration. For example, a demonstration that illustrates a counterintuitive or surprising outcome… More

Author: francine_glazer

Feb 13, 2013

Did You Just Tell Us To Take Out Our Cell Phones?

If students want to use their phones in class let them! Many of you probably shook your heads and then reread the opening statement, but no need to do so.  Engaging students with the use of technology is, when done well, a positive learning strategy in campus classrooms. In addition, we, as faculty, look to find new and exciting ways to engage our students to ensure they are acquiring, processing, and recalling new information in order to learn to think critically in the “professional world.” One of the ways I have integrated technology into the classroom is by using Poll Everywhere… More

Author: francine_glazer

Feb 06, 2013

The Past is Always With Us

Our brains are not built to remember unconnected facts; if material doesn’t relate to something else that is important to us, we forget.  Not only do we need prior experiences as an anchor, but the quality of our prior assumptions, conceptual knowledge and biases can all influence what we learn, for better or worse. If you’d like to experience the importance of prior knowledge firsthand, take a challenging class in a new area.  Notice how much you try to use your prior knowledge to anchor new material and see how many misconceptions you have!  Despite these well-known findings, most of… More

Author: francine_glazer

Jan 30, 2013

Strategies for Learning Students’ Names

Purpose: To help build rapport and show students that you care about them as individuals even in large class settings.  Learning names makes people feel valued. Small interventions can make big differences. Strategy One (Dee Fink)  I used small groups extensively in my large Geography course.  After forming the groups on the first day of class, I took a Polaroid picture of each group, and they wrote their names by their individual picture.  I then posted these pictures by my desk in my office and worked on learning the names within each group.  After learning the names in the first… More

Author: francine_glazer

Jan 23, 2013

Course Countdown

6 weeks before class: Draft your learning objectives: Check for copyright compliance:  Learn about your students:  How students learn: 4 weeks before class: Preparing syllabus: Confirm assessment methods: Investigate educational technologies to enrich your course:  2 weeks before class: Lesson planning: Working with first year students:  Day 1/Week 1: Class climate: First day of class: Learning Toolkits:  To follow up on any of these ideas, please contact me at This Weekly Teaching Note was adapted from a contribution to the Teaching and Learning Writing Consortium sponsored by Western Kentucky University.… More

Author: francine_glazer

Dec 12, 2012

Holistic Conversations about a course: Activity for the last week of the semester

In some classes, you may want to obtain information about what assignments and experiences were valuable – especially if you are preparing to teach the same course the next semester. Here’s a way to get feedback from your students at the same time that you review the major course goals and objectives with them. 1. Prepare a sheet of paper that simply has a label for the assignment or experience on the top – one for each area you are interested in obtaining information.  For example:    2. Create groups of students – the same number of groups as there… More

Author: francine_glazer

Dec 05, 2012

The Graphic Syllabus

I remember taking Physics in high school, where for the first time, a science class was not only easy to understand, but fun. I recall it was all because the new textbook explained Physics with simple drawings of how objects moved in space, instead of using merely text.  Now, 25 years later, I am applying this principle to the course syllabus. In “ARTC401-Senior Project I”, students acquire various skills of 3D modeling and animation to produce short animations from start to finish.  Image 1 shows an excerpt of the text syllabus, with detailed description of weekly topics and assignments.  Every… More

Author: francine_glazer

Dec 01, 2012

Music and Study

While research suggests that alternating your study location (e.g. home, library, coffee shop) aids in memory retention, adjusting the auditory environment in order to concentrate is a personal issue that varies from individual to individual.  Some apply ear plugs or noise cancelling headphones, while others prefer to loop a favorite track.  There are also a number of websites providing different types of ambient noise, ranging from natural sounds to simple white noise. The NYIT Library subscribes to Naxos Music Library (NML). A collection of close to 1 million tracks and 70,000 discs, NML is the world´s largest online classical music library,… More

Author: sebastien_marion

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William Stennett William Stennett (B.T. '87, M.S. '00)
Assistant Director, Academic Computing Services
Office: Information Technology and Infrastructure
Campus: Manhattan
Gail Linsenbard Gail E. Linsenbard, Ph.D.
Assistant Professor
Department: Social Sciences
Campus: Manhattan
Mehtap Donuk Mehtap Donuk
Director of Student Activities and Leadership
Office: Student Affairs
Campus: Old Westbury