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Francine Glazer
Assistant Provost and Director, Center for Teaching and Learning
Office: Academic Affairs
Campus: Old Westbury
Member of NYIT Since: 2008
Francine Glazer (fglazer@nyit.edu), assistant provost and director of the Center for Teaching and Learning, is a biologist by training and has been actively working with faculty members on teaching and learning since 1993. Her areas of interest include encouraging active learning, use of student teams in the classroom, faculty mentoring, and online and blended learning.
May 02, 2012
Weekly Teaching Notes: 2011-2012 index
As the academic year winds down and we look toward the summer, I present to you a list of all the Weekly Teaching Notes from this academic year, with links to their locations on the web. Weekly Teaching Notes will break for the summer and resume again in the fall. I've enjoyed the email conversations I've had with many of you this year, as you responded to me about a particular idea. At the Center for Teaching and Learning, we are here all summer and are eager to assist you with your teaching, course design or redesign, scholarly writing, and… More
Author: francine_glazer
Apr 25, 2012
Personalize Plagiarism to Prevent its Practice
Experience is a hard teacher because she gives the test first, the lesson afterwards. – Vernon Sanders Law, former major league baseball player (Pittsburgh Pirates) Strong emotions help cement an experience into long-term memory. Not convinced? Think back – where were you when … The first man landed on the moon? A prominent political figure in your country was shot? You first learned of the events of 9/11/2001? You celebrated an important milestone? We can use this phenomenon to help our students learn certain key concepts more deeply. For example, let’s look at how Deborah Zarker Miller, an… More
Author: francine_glazer
Apr 18, 2012
Five Tips to Reduce Cheating
Clearly articulate your expectations for the class and for EACH INDIVIDUAL ASSIGNMENT. Can students work with others on their homework assignments? Can they use old exams, lab reports, etc. as aids in the course? If they work in teams in lab, can they work together on the write-up? Explicitly link assignments to the student learning outcomes of the course. Students often cheat on assignments that they see as meaningless or“busy-work.” If they understand the point of the assignment, especially how it will help them learn the material, they are more likely to push through it on their own rather than… More
Author: francine_glazer
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