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Oct 29, 2014

Why not the R-Course?

In Academically Adrift (Chicago: University of Chicago Press, 2011), Arum and Roksa utilize surveys, the Collegiate Learning Assessment (CLA), and transcript data from college students to argue that during their time in higher ed courses students make little if any gain in such skills as writing and critical thinking. Previously, in an attempt to combat writing problems, colleges have created W/Writing-Intensive courses, and to deal with students’ need for training in service, S/Service Learning courses came about.

We propose answering the dilemma posed by Arum and Roksa’s work with the R/Research Course. In order to graduate, students would have to demonstrate the mastery of skills necessary for the research process, and all students in all disciplines would have to complete at least two R courses, one in their major and one outside the major. While we realize that several majors already require a heavy dose of research in a number of their classes, we see a need for select classes that target the research process as a major feature of the course, and make students metacognitive of that process.

What would be the minimal components emphasized in an R course?

  • An original 20-page research paper (20 pages is the Arum-Roksa minimal standard);
  • A checklist that students sign and date that demonstrates they have gone through the research process from original idea, to review of literature, to first draft, to last draft;
  • A review of literature that contains book-length as well as shorter primarily literature and Internet sources;
  • A clear thesis embedded in the middle of controversy; and
  • Sufficient and relevant evidence that demonstrates critical thinking (i.e., an evaluation of argument).

Certainly each college and university could create its own rubric that elaborates upon and deconstructs these general requirements, but in general the R course is an idea whose time has come.

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 hosted at Western Kentucky University and organized by Seneca College and New York Institute of Technology.

Charlie Sweet
Hal Blythe
Rusty Carpenter
Eastern Kentucky University

Author: francine_glazer

Oct 22, 2014

Managing Your Course: Mid-Semester Feedback

Effective classroom management is about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment. Strategies that might have worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom.

Are you noticing that students are not preparing for class or their energy level is low? Perhaps your students are not doing homework and aren’t doing well on weekly quizzes? How can you manage classroom dynamics, foster active and interactive learning, deal with problem students and situations, and create activities conducive to learning?

You might be doing everything right and wondering why students are not doing as well as you expect. As faculty members, we don’t necessarily see everything from our students’ perspective. How can you learn about your students’ experiences in our classes?

You don’t have to wait until the end of the semester to ask your students about their course experiences. One way you can gauge your students’ perceptions of the class is by using an online “Mid-Semester Feedback” survey. The feedback is confidential, anonymous, and provides a way to assess and be responsive to students’ needs while the semester is in progress.

What are the benefits?

Mid-semester feedback can help you manage your classroom and enhance student learning. The survey can help you understand what is working well and what might be improved. One advantage of this approach over the standard end-of-semester course evaluations is that mid-semester feedback occurs early enough in the semester that you can make changes in the course right away and see their effect. Students respond positively when their comments result in changes to the course, leading to improved student attitudes about the class and/or instructor in the end-of-semester evaluations (Keutzer, 1993; Overall and Marsh, 1979).

How does it work?

You can sign up for mid-semester feedback here [ ]. After signing up, you will receive a sample list of survey questions from the Center for Teaching and Learning (CTL). You can use all the questions, select a subset, add additional questions, or modify the questions to suit your course. One member of our staff will assist you in setting up the survey and give you materials to publicize it to your students. After your students complete the survey, CTL staff will help you interpret the survey results and decide how to best respond to your students’ needs. Sometimes your response might include making a change to how an aspect of the course is structured. Sometimes your response might be a conversation with the students in which you explain the rationale you used in designing the course, and how they might engage better with it.

Interested in more conversation on classroom management?

Join your colleagues and the Center for Teaching and Learning in an online workshop about classroom management, beginning on November 3 and continuing, via VoiceThread, for 10 days. Some of our NYIT faculty and staff will be joining in as ‘resource people’ and discussion facilitators providing their expertise and insight. Specific topics will include:

  • teaching strategies fostering active and interactive learning
  • holding students accountable for preparing for class
  • preventing problems from arising and staying in control in difficult situations
  • responding appropriately to problem students and class disruptions
  • developing strategies dealing with students who leave at break, do not attend class, or turn in assignments
  • using educational technologies to support classroom management

The workshop is asynchronous, meaning that you can read the materials and comment at your convenience. All you will need is a web browser and a webcam. Here’s how it will work: On November 3, resources will become available on the web. Participants will then have a conversation on VoiceThread for 1–2 weeks. Our goal is to bring faculty together from all our campuses, so we can explore the topic from all the cultural and societal frames of reference that comprise NYIT.

Please register to receive the link to materials and to be added to the email list. The registration link for the workshop is at:

We hope to see you there!



Olena Zhadko, PhD
Manager, Course Development, Center for Teaching and Learning
New York Institute of Technology

Author: francine_glazer

Oct 15, 2014

Teaching with Technology

The pace of change in education software and hardware makes figuring out how to best incorporate technology into a course a daunting task for both technophobes and the technosavvy. It seems that as soon as you are comfortable using a particular tool, a new version is released or you find out about another tool that is supposedly better. Since there are only so many hours most instructors have to devote to this task, it is wise to be strategic when making technology choices.

Technology should help students achieve the learning goals of your course. Even if you are happy with your course goals or if you have learning objectives determined by your department or accrediting body, you should periodically assess whether they are the best they can be. There are many course design approaches that begin with goals and objectives, but the Cutting Edge Course Design Tutorial is online and free. Designed for geoscience faculty by Barbara Tewkesbury (Hamilton College) and R. Heather McDonald (College of William and Mary), the tutorial is applicable to all disciplines. Even if you do not need to design or redesign an entire course, their goal setting exercise is a good place to reflect on what you want your students to learn.

Once you are comfortable with your course goals, you can begin to think about technology as a tool to help you manage your course and help students achieve these goals. At this point, you may be tempted to jump head first into an investigation of the many software and hardware options available. Before going down that path, consider reading some thoughtful writing about technology. One particularly good blog on this topic is Casting Out Nines written by Robert Talbert for the Chronicle of Higher Education. Talbert’s engaging, well-written, and much discussed posts are not restricted to technology – he often addresses why and when technology makes the most sense in a college classroom. If you would rather read a book about how to use technology more effectively, Howard Gardner’s Netsmart: How to Thrive Online (MIT Press) offers more general advice that can help you be more mindful about how you incorporate digital media in your life.

The most logical technology tool to look at first is Blackboard, NYIT’s learning management system (LMS). A LMS is the Swiss army knife of instructional technology – its strength does not lie in one thing, but rather the fact that it does a lot of things in one integrated place. The other advantage of a LMS is that it is secure (only faculty and students can access it) and integrated with our student information database (with uploaded student rosters and the ability to record grades). The disadvantage of a LMS is that it does not help students learn how to use technology in the “real world” outside of your institution’s servers. You also may find better (and free) software options outside the LMS environment.

After you have considered how you might use the LMS, think about other ways you might use technology. If you are a novice, start small and think about how you might use technology to improve your lectures or classroom activities. The SUNY Tools of Engagement website (with self-paced tutorials designed to help instructors learn about technology) might help you make these decisions. After you have tried out a few tools, you might be ready to integrate technology into a significant assignment or an entire course. Once you start down this path, consider whether your course is appropriate for an online or blended instructional format. Staff at the Center for Teaching and Learning are eager to help you think through how to move all or part of your course online.

Always keep in mind the idea that educational technology is a tool that should help your students learn and make your teaching life more efficient. If you find that technology is more of an obstacle than an opportunity, change your approach or consult with someone at the CTL or with an Ed Tech Ambassador, who can help you think differently about how to use it. If you are willing to spend a little time reflecting on and practicing how to use technology, you might become the person your colleagues turn to for help.

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 hosted at Western Kentucky University and organized by Seneca College and New York Institute of Technology.

Christopher Price, Director,
Center for Excellence in Learning and Teaching,
The College at Brockport,
State University of New York,

Author: francine_glazer

Oct 08, 2014

To Text or Not to Text (with a book, not a phone!): That is the question.

When I was a college student (a significant number of years ago), every course I took came with a list of textbooks that was to be purchased prior to the first day of class. I didn’t pay attention to the content of the book or its cost. I didn’t even look to see if the instructor had marked it “required” or just “recommended.” It was officially part of the course material and I anticipated needing all of those resources to be successful. I was an eager and academically-minded (i.e., nerdy) 18-year old freshman, who was fully funded by Mom and Dad, and whose only responsibility was to get good grades.

Now from my vantage point as a full-time professor at the Community College of Rhode Island, I can see that my college situation represents a fairy tale of circumstances that very few of my current students will ever enjoy. Their tuition comes from their salary, not Mom and Dad’s, and is just one of their innumerable expenses. They have jobs to go to, bills to pay, and children to support, sometimes parents too. Many of today’s students have to make tough decisions about whether or not it is truly beneficial to invest in a textbook, not just their money but also their time.

In addition to the high price of textbooks, there seems to be a variety of reasons that students do not use, and therefore frequently decide not to buy, textbooks. First, in many courses, particularly lecture classes, the instructor covers all of the test material during lecture thereby making the textbook redundant. Why should a student “waste” time reading material in the book, when they can listen to it in lecture?

Students don’t seem to understand that the purpose of textbooks is to provide an alternate presentation or explanation of the material, as well as a synthesis of concepts that may have been discussed separately in class. They can also serve as a reference for finding clarification of concepts that the student may not have fully grasped the first time through in class. Ultimately, students don’t realize that repetition is a vital tool for learning.

Next, students have limited amounts of time to devote to their classes, so they tend to study their notes instead of reading the textbook. It’s hard to deny that it’s a more efficient use of time to review concise notes than to read through chunky paragraphs in long chapters. Students rarely consider that by neglecting their text, they are missing out on other content like graphs, tables and pictures. These are extremely valuable sources of information offered in a convenient and condensed presentation (just the way they like it).

Finally, some students quickly become frustrated trying to tackle the text because their reading level and comprehension skills are not compatible with the assigned textbook. When the mechanics of reading are painful to students, most will surely avoid the source of this pain. This problem hints at leniency in enforcing English placement test scores and course prerequisites and is often a larger college-wide issue.

The reasons student don’t buy and/or use their textbooks seem clear. So what can instructors do to address this problem beyond marking their text “required” in the bookstore? First, spend a few minutes on the first day of class explaining the reasons you chose the textbook, identify its strengths and weaknesses (nothing is perfect) and discuss the many ways it can benefit the student during the semester, including information about the importance of repetition and alternate explanations, as well as the value of the charts and graphs. This may give the student an appreciation for the book’s value and help them feel less resentful of its cost. Students seem to be naturally repelled by textbooks, so a colleague of mine assigns an activity “scavenger hunt” to help students orient themselves with the book’s content and organization. The hope is that by establishing familiarity with the textbook at the semester’s start, the student will feel more comfortable using the book for assignments and as a resource as the semester progresses.

A more direct approach is to create assignments that are specific to the book’s content. The internet has made this a challenge. Most information is currently what I like to call “Google-able.” As a result, many of my reading assignment questions are based on the pictures, diagrams and tables in the book, so the answers are text-specific. In some disciplines, the interpretation or commentary in the book may be specific enough to prevent Googling of the assignment’s answers and missing out on all that the textbook has to offer.

A final approach is to include questions on exams that come only from the textbook and are never covered in lecture. I used to threaten to do this, but I quickly realized that it caused unnecessary anxiety among my students. The reality is that my lectures cover everything that I think is important enough to be on the exam. That doesn’t mean that I don’t expect my students to read their textbook and use it as a resource and study tool. They have text-based “reading assignments” for every chapter of the book we cover that collectively are worth 5% of their final grade. I can’t resist telling them it is the most important “texting” they’ll do all semester!

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 hosted at Western Kentucky University and organized by Seneca College and New York Institute of Technology.

Eylana Goldman Goffe, Ph.D.
Professor, Biology Department
Community College of Rhode Island

Author: francine_glazer

Oct 01, 2014

Discouraging Disruptive Student Behaviors

Often, disruptions are the result of different expectations on the parts of faculty and students. What we as faculty members view as inappropriate behavior for the classroom, students may view as quite normal. For example, we might view texting during class as disrespectful. Students, by contrast, likely view this as a routine activity and quite normal.

In the spirit of “the best offense is a good defense,” I offer these ideas on ways to prevent disruption before it occurs.

Keep the lines of communication open

A comprehensive syllabus that details all of your policies and expectations makes it easier for students to understand what you want. For example, include policies about attendance, late arrivals, and early departures from class; your turnaround time on grading; your expectations for participation in class discussions; and whether you allow assignments to be turned in late for partial credit. Make sure that your office hours are clearly indicated. Use Blackboard to post announcements so students can find them easily, and set up a discussion forum where they can ask questions.

Make your students your partners in creating an environment conducive to learning

At the beginning of the semester, tell your students that their participation is critical in creating a good environment for learning. Be clear about your expectations, and how they can help create that environment. Collaboration is a powerful tool: students become accountable to one another for coming to class on time and prepared to work. If you don’t want to use teams in your class, punctuate your lectures with discussions and activities. Help students engage with and apply the content they are learning to real-life situations they will encounter in a professional setting.

Show the value of civil behavior

Relate students’ behavior in class to their professional behavior at work. Some departments at NYIT include professionalism as an explicit student learning outcome at the program level. Make it clear to your students that in addition to teaching them valuable content, you are teaching them valuable collaboration and ‘soft’ skills that they will need to succeed in today’s job market.

Create and enforce a code of conduct

If your students work in teams, have them create the code of conduct as a negotiated document. This serves a dual function of team-building and gaining student buy-in. Consider including in your syllabus a list of academic and behavioral expectations — both for you and for them. Some faculty have students sign the last page of the syllabus and return it to affirm that they have read and will abide by the policies stated in the syllabus, including the code of conduct.

Practice reflective teaching

Make sure your students realize that you are interested in their learning. Collect midterm feedback from your students on your teaching. Use classroom assessment techniques as quick ways for students to find out if they have grasped the important content and know how to apply it. Ask the Center for Teaching and Learning to come into your class and conduct a Quick Course Diagnosis with your students. Ask your colleagues to come into your classroom and observe you teach, and give you feedback. Exchange your course syllabi with your colleagues and compare policies.

Respond, don’t react

When confronted by a disruptive student in a classroom, model professional behavior. Whenever possible, do not have a confrontation in the middle of class, but instead ask the student to speak with you afterward. Think before responding to an angry email. Invite the student to come in to speak with you so there is less chance of misunderstanding each other.

Seek help when you need it

Talk to your department chair and more experienced colleagues about how they handle similar situations. Contact the campus dean, who can talk with the student if that’s appropriate. Ask the staff at the Center for Teaching and Learning to review your course syllabus, looking at how you design assignments as well as at your policies. And always keep thorough documentation of difficult encounters, and keep your department chair apprised of what’s happening.

Expert advice

We are fortunate to be hosting Dr. Thomas Grace at NYIT tomorrow, October 2, who will discuss “Disruptive Students: Legal, Educational, and Therapeutic Considerations for Faculty.” Students whose behavior disrupts the campus or classroom represent significant challenges in managing student conduct. Faculty and staff will learn what to do when the students actions compromise the college experience for others. Please join us on Thursday, October 2, during free hour (12:45–2:10 p.m.) at the NYIT Auditorium on Broadway and at Rockefeller auditorium in Old Westbury. RSVP to reserve a seat.

I hope to see you at the session! To follow up on any of these ideas, please contact me at

Author: francine_glazer

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Ana Robakidze Ana Robakidze
Campus: Manhattan
Major: Computer Science
Class Of: 2016
Sarah McPherson Sarah McPherson
Associate Professor, Chair
Department: Instructional Technology
Campus: Old Westbury
Susana Case Susana Case, Ph.D.
Professor and Coordinator
Department: Behavioral Sciences
Campus: Manhattan