The Center for Teaching and Learning supports faculty members in their work as teacher-scholars by incorporating evidence-based practices and cultivating reflective practice. We assist faculty members in providing our students with a career-oriented, forward-looking education that prepares them to succeed in a global economy and an increasingly technological world. We pay particular attention to how social, linguistic, and cultural diversity both affects and enriches the student experience.
We build partnerships across campus, recognizing that together we can achieve goals we cannot reach individually. We strive to build a fully-engaged community—a community of scholars, a community of learners, a community of professionals working together to give our students the best education possible.
- Provide resources and support to faculty who want to create innovative, engaging teaching and learning experiences.
- Assist faculty in designing programs and courses using strategies that have been proven to be effective.
- Provide leadership and assistance in articulating a vision of effective teaching at NYIT.
- Foster faculty career success.
We provide an extensive range of services, including:
- Design, development and evaluation of instruction (face-to-face, blended, online)
- Curriculum design/redesign – to comply with accreditation standards, or for online or blended course delivery
- Identification and assessment of student learning outcomes
- Developing rubrics
- Formative evaluation of teaching (confidential classroom observations and consultations are available upon request)
- Interpreting and using the summative feedback you receive
- Portfolio development for career advancement
- Classroom research and the scholarship of teaching and learning
- Networking on campus: locating people who share your interest in and commitment to effective instruction and student learning
- Access to print, electronic and other resources about teaching and learning
- Campus collaborations through faculty learning communities
- Provide opportunities for joint instructional or scholarly projects
- Consultation on preparing grant proposals related to instruction
- Identifying forums for publication of project results and professional conferences focused on teaching and learning
- Creating an environment in which you can reflect about your teaching and the enhancement of your professional skills
Statement of Ethical Guidelines
The Center for Teaching and Learning is affiliated with the Professional and Organizational Development Network (POD) in Higher Education. It recognizes and abides by the standards for ethical practice collaboratively developed and endorsed by the organization.
- Participation in all activities sponsored by the CTL, including individual consultations and public events, is voluntary on the part of the faculty member.
- Attendance at workshops and other public events is a matter of public record.
- All individual consultations with the CTL are strictly confidential. We do not disclose any information from our consultations to anyone, including department chairs, deans, and other university administrators, unless the faculty member requests that we do so and authorizes the release of the information in writing. This includes the identities of those with whom we work, the information they share with us, and data we gather on their behalf through classroom observations, interactions with students, and other work.
- If CTL staff members learn of activity that is illegal or inconsistent with university policies, or if we have good reason to believe the safety of others is at risk, we are obligated to report such information to the appropriate University office.
- All materials that are generated in the course of observations, consultations, and related work are the property of the faculty member. We do not share materials generated in consultations, observations, focus groups, or other services without permission. The faculty member is free to share these materials as he or she deems appropriate.
- CTL activities and staff are completely separate from all personnel processes: we do not provide evaluative or summative reports for reappointment, tenure, or promotion, nor do we make recommendations for awards or grants.
New York Center for Teaching & Learning
Francine Glazer, associate provost for educational innovation 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. She is President of the POD (Professional and Organizational Development) Network in Higher Education, serves on the executive advisory board of the International Higher Education Teaching & Learning Association, and is a member of the editorial review board of Innovative Higher Education. She is also the editor of Blended Learning: Across the Disciplines, Across the Academy. Her areas of interest include encouraging active learning, use of student teams in the classroom, faculty mentoring, and online and blended learning. Fran earned a Ph.D. in Molecular, Cellular, and Developmental Biology from University of Colorado-Boulder and a B.S. magna cum laude, thesis honors from Tufts University.
Noreen O’Brien is an instructional designer at the Center for Teaching and Learning (CTL). Noreen joined the CTL in January 2018 to work with faculty to incorporate high-impact practices into the curriculum. Before joining the CTL, Noreen worked for 15 years in enrollment management in a number of key leadership positions. Her most recent role was Director of Operations in the NYIT Admissions Office, where her main focus was to realign personnel and redesign processes to incorporate innovative technologies. Noreen earned an M.S. in Instructional Technology from NYIT School of Education and a B.A. in International Business from Sacred Heart University College of Business.
Beatrice Figueroa is the online program and design manager at the Center for Teaching and Learning. She joined New York Tech in August, 2020 to support teams of faculty members who are developing blended versions of ten high-enrollment courses. Beatrice has over 20 years of experience managing and leading learning & development programs and projects in higher education, corporations, and nonprofits. Prior to joining the team at the Center for Teaching and Learning, Beatrice supported and managed the scaling of a startup incubator program, entrepreneurship, and digital marketing & communications at the Tuck School of Business. Beatrice holds certificates in project management, coaching–she is a Co-Active® coach–and nonprofit leadership. She received her B.A. from New York University in Literature, Film and Theater, and her M.A. from DePaul University in Social Cultural Foundations of Education. She is bilingual (English/Spanish) and passionate about education, arts & humanities, holistic wellness, travel, and writing.
Jackie Jacoby joined New York Tech in 2016 as Fran's assistant. She enjoys working with others and provides logistical support for CTL activities. Jackie earned an M.S. in Higher Education Administration from Southern New Hampshire University and a B.A. in Child Study and Speech Communication.
Vancouver Centre for Teaching & Learning
Greg Gerber is an assistant professor and serves as both the Assistant Dean for MSIT and as Director of the Centre for Teaching and Learning in Vancouver, British Columbia. With roots in the K-12 school system as a teacher, administrator, and network architect, Greg is passionate about and is deeply engaged in the practice and scholarship of teaching. He has enjoyed a variety of positions in higher education, including Director of Learning at the Society of Christian Schools of British Columbia and Adjunct Professor in Education at several universities, including Simon Fraser, Trinity Western, and Royal Roads. Greg is well-known for his work as a keynote speaker at conferences around the globe and for his work in using open source social media as a source for enabling schools to assess risks associated with threat behaviours better, then plan appropriate interventions. Greg finds joy in solving complex problems and helping educators resolve tensions between practice and theoretical understanding. He has extensive experience in technology infrastructure and securities, curriculum and pedagogy, leadership, and instruction.