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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

Nov 27, 2012

Beyond Four Walls: Leveraging Technology for Learning

Have you ever had a discussion with your students that was so rich that you wished it could continue beyond the end of class? Good news – technology can help! There are many easy-to-implement technologies that can be used to have discussions, deliver content, and facilitate interaction. This week’s Teaching Note describes a set of educational technology resources that can help you extend your courses beyond the traditional classroom.    New Web Site: Educational Technologies for Teaching and Learning https://sites.google.com/a/nyit.edu/edtechtools/ Members of the Educational Technology committee have contributed to the development of a website that lists various tools, most of which… More

Author: francine_glazer

Nov 14, 2012

Online Collaboration Through Evernote: A New Group Format

Like many professors "of a certain age," the transition from lecture based, traditional classroom models to technology inclusive, collaborative approaches to adult learning did not come easily or naturally for me.  However, I arrived at the realization that students today, even good students, were simply unable to adequately assimilate information with traditional, instructor-driven, models.  Continued effectiveness in the classroom would require new skills and adjustments on my part.  I began to seek out various on-line tools to encourageinteraction and collaborative work.  I discovered a product called Evernote™ that allows students to share virtual “notebooks” so they can compile materials for group projects in… More

Author: francine_glazer

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 http://www.polleverywhere.com, 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

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Profiles
Farzana Gandhi, LEED AP Farzana Gandhi, LEED AP
Assistant Professor
Department: Architecture
Campus: Old Westbury
Monika Schueren Monika Schueren
Director of Advising and Enrichment Program
Office: Enrollment, Communications, and Marketing
Campus: Old Westbury
Brian L. Harper Brian L. Harper, M.D.
Medical Director
Office: Academic Health Care Centers
Campus: Old Westbury