main navigation
my pace
Faculty Center

Session Abstracts - Thursday May 14th

Who Does and Doesn’t Graduate from Pace and What are we Doing About it?

Gerald Ardito, Melissa Cardon, Darren Hayes, Adele Mackinlay, Sue Maxam, Meghana Nayak, Elmer Rico-Mojica, Joan Walker, Sharon Wexler and Adelia Williams (9:45 am - 11:00 am)

Who are our Pace students? Which cohorts are retained and ultimately graduate, and which ones do not? What is the plan to strengthen the engagement and retention of these students? Nationally, what are the best practices for improving graduation rates? What do students want/need in order to stay at Pace? And finally, what are Pace professors doing to help them succeed? During this interactive session, you will hear from faculty, students and administrators who will answer all of these questions and more!


Using Peer Support to Achieve Our Teaching Goals: What Do We Want to Achieve and How Can We Get There?

Brian Evans, Fran Falk-Ross, Peter McDermott, Jennifer Pankowski and Joan Walker (11:15 am -12:00 pm)

The participants from this year's workshop series will present what they have gained from the sessions, and they will share their learning experiences to ground teaching approaches in various content courses. This will serve to inform the Pace faculty about the Teaching Circle opportunity as well as recruit potential participants for next year. The session will address syllabus design, learning objectives, assessment, and differentiated instruction. This session addresses the themes of teaching strategies and deep learning, as well as instruction and assessment.


The OASIS College Support Program: Perspectives, Goals and Student Experience

Janet Mulvey and Zachary O’Neal (11:15 am - 12:00 pm)

The OASIS College Support Program at Pace University has been very successful in helping young adults with learning differences excel in courses and reach potential for transition to adulthood and the world of employment.

The presentation will: examine the latest research into Autism, cover the legal aspects of postsecondary education for Pace students identified with learning differences, give an overview of the goals of the program, discuss the positive aspects of OASIS students in the classroom as well as the challenges, provide a personal experience from a student on the spectrum, and allow for a Q and A.


Teaching Strategies for Student Success

Daniel Molina and Christine Salboudis (11: 15 am - 12:00 pm)

This presentation will provide an outline of some tactics used to help students with disabilities use available technology to overcome their organizational or physical disabilities. Social Media aids such as Screen Sharing tutorials, etc. will be discussed in the brief presentation. An interactive discussion on what the other faculty members in attendance use will follow the brief (10- to 15-minute presentation).


Awarding Non-profit Organizational Grants to Students to Help People with Disabilities with Exciting M-Health Technologies

Samantha Benson, James Lawler, Hannah Moller and Phillip Proctor (1:45 pm - 2:30 pm)

The presenters will discuss an exciting program in which students are awarded grants to help people with disabilities learn personalized m-Health technologies.  The session focuses on how students are implementing fitness, health, medication, nutritional and weight tools in isolated residences of people with disabilities and investigating new Google Glass and Apple Watch wearables for them.  The session also focuses on how the students are interacting with these people and on how they are paired with them in the semesters, such that they are inevitably motivated to be impactful.  The involvement of the students with special people with special technologies is a powerful motivator for them to continue in the program and in their studies at the university.  The session offers a great retention strategy for students eager to be meaningful to society at a young age.


Learning in Community: Pairing Introduction to Computers with Contemporary Business Practice

Connie Knapp and Kathryn Winsted (1:45 pm - 2:30 pm)

Come explore the process of developing a learning community with two faculty members who have been teaching a successful learning community for first year students.  We’ll share “lessons learned,” including best practices that make teaching in a learning community a rewarding experience for both students and faculty.  If possible, bring a syllabus for a course that might work for a learning community; we will have attendees pair up and brainstorm ways to work with faculty across disciplines.


Care Report: Resources for Pace Faculty and Staff that Enhance Student Learning

Rosa Ament, Lisa Bardill-Moscaritolo,  Robert-Thomas Jones, Debbie Levesque, Marijo Russell-O’Grady, and Richard Shadick (1:45 pm - 2:30 pm)

Pace University is a “caring community.” Developing and fostering this kind of campus community where all members, especially students, feel safe, secure, and supported, is vital to retention. Faculty members play a vital role in the lives of students that extends beyond the teaching of course material. This session will familiarize faculty members at Pace on available university co-curricular interventions, protocols and resources.  Faculty members will leave this session having learned what resources are available at Pace that address student’s needs and supports faculty in and outside of the classroom.


Getting the Most Out of Students Doing Undergraduate Research

Nadia Abbas, Maximilian Baria, Tabitha Bette, Kaitlyn Chhe, Normisha Evans, Paris Hanson, Alexis Javornik, Ashley Kupstow, Robert Marvin and Elmer Rico-Mojica (2:45 pm -3:30 pm)

The involvement of undergraduates in a sustained research project provides learning experiences unlike that which students typically  experience within a traditional classroom.  In this presentation, the head of the research group will share his experience in mentoring students doing undergraduate research the way Yoda taught Luke in the movie, The Empire Strikes Back. Each research group member will share and reflect their experiences in doing undergraduate research and how these experiences has affected their development and growth.


Teaching Outside the Textbook to Increase Student Engagement

Hasan Arslan, John Blackwell and Gina Scutelnicu (2:45 pm - 3:30 pm)

Student retention can be facilitated by providing an atmosphere in which the students are truly engaged in the lessons. In turn, engaging students in the classroom is facilitated by breaking away from the traditional teaching style that involves the instructor regurgitating the textbook in a lecture setting. Strategies that are used to effect the engaging atmosphere include:

• Presenting content that is outside the textbook by incorporating multimedia.

• Presenting real information that is current and pertinent to the student.

We will demonstrate examples of:

• Using current events to augment course concepts through the use of NBC Learn, a collection of digital educational resources

• Classroom activities that engage the student, including a real-time survey tool

•  The Blackboard Retention Center, a tool to monitor student performance and facilitate student-faculty communication

A discussion period will allow for questions and answers related to the presentation of the classroom methodologies.


What Type of Technical Fluency Do Pace Students Need to Achieve Upon Graduation

Luke Cantarella, John Dory, Cathy Dwyer, Adam Klein and Kelley Lassman (2:45 pm - 3:30 pm)

This session will invite audience members to gain first-hand knowledge of a project of the faculty council’s subcommittee on academic resources. Audience members will explore what “technical fluency” means, how this impacts teaching and learning processes, and how it is defined and varied across disciplines of the university.  Together, the presenters and participants will take the next step toward shaping a university-wide assessment tool designed to measure and promote the technical skill sets of Pace students across disciplines. This faculty led initiative will help to answer the question: What type of technical fluency do Pace students need to achieve upon graduation?

Session Abstracts - Friday May 15th

missed Opportunitas: Advancing Diversity at Pace

Cornell Craig, Denise Santiago and Rachel Simon (9:30 am - 11:00 am)

The idea of opportunitas has been part of the university culture since Pace’s founding in 1906.  We know where we’ve been, but looking at retention and graduation rates, are we living up to our motto? What will the state of diversity look like as we work towards greatness?

This 90-minute session facilitated by the offices of Multicultural and Diversity Programs from NYC and Pleasantville will discuss the current state of diversity for historically underrepresented students, faculty, and staff. By presenting diversity data along with student narratives we will contextualize challenges to student persistence. Participants will develop intersectional strategies to enhance faculty-student interaction specific to their division.


 Talking their Talk, Walking Their Walk: Writing Enhanced Courses, Student Retention, and Community Building

Robert Mundy and Andrew Stout (11:15 am - 12:30 pm)

As members of the writing faculty, we are familiar with the Pace student body, as each cohort makes its way through our classes.  Although we have not directly asked the question of “who gets to graduate from Pace and why?” Our revamping of the writing program works to address similar concerns.  In writing classrooms, we strive to “meet students where they stand,” as our diverse population, one that will only grow and diversify, requires us as educators to engage students not from fixed positions of privilege and authority, but rather at the various levels from which students enter the academy. This workshop will examine identity politics and the language of the academy through the lens of writing instruction and critical pedagogy, highlighting best practices across content areas to transform our thinking about writing instruction from product-based practices to collaborative knowledge/meaning making experiences that promote student agency, retention, and timely graduation.


Where Do We Go From Here?

Joan Walker (11:15 am - 12:30 pm)

Drawing from the Faculty Institute theme and workshops, this session focuses on commitment to action.  Attendees will discuss retention factors that are within their control and develop specific plans of action that both support student learning and engagement, and foster our potential as mentors, teachers and scholars.


 Pace Path: Providing Students with Opportunities to Become Effective and Successful Graduates

Brian Evans (12:45 pm - 1:30 pm)

The Pace Path is designed as a co-curricular program utilizing student activities to develop competencies in three areas: managing oneself, interpersonal relations, and organizational awareness with the goal of graduating students who are truly effective beyond college.  Brian Evans will give a brief presentation on the Pace Path and its current development, and then lead a discussion on its implementation. This discussion is related to faculty mentoring, service learning, first year experience, collaboration, diversity, global learning, and internships.


Creating Customized Learning Communities: The Case of Master Public Administration Program

Hillary Knepper, Michelle Lang, Gina Scutelnicu and Rebecca Tekula (12:45 pm -1:30 pm)

Student retention and mentoring strategies for undergraduate and graduate students may differ significantly because they have different motivations for pursuing their degrees. This presentation focuses on the strategy of creating graduate learning communities as a means of retaining graduate students. The Master of Public Administration (MPA) program encompasses three disciplines (government, health, nonprofit) that offer opportunities for building learning communities.  The Department of Public Administration is used as a case study to exemplify three techniques contributing to its learning communities:

• Engaging peer coaching, the MPA developed a class rotation along specific tracks as an alternative to the traditional cohort.

• Collaborating with librarians to customize library resources access points and tailoring graduate research needs and skills to the specifics of the MPA curriculum, discipline, and students.

• Implementing informal approaches of writing support, including peer review, to provide international and non-traditional students with successful tools to overcome language barriers.


 Helping Students Learn: Tools We Can Bring Into the Classroom to Help Our Students Master Difficult Subjects

Matthew Marcello (12:45 pm -1:30 pm)

Helping students truly master the course material is a hefty challenge and one that holds students back from progressing through the curriculum and ultimately graduating.  It can be  difficult to overcome our student’s poor study habits and preconceptions about their own learning.  This session will give an overview of learning techniques and best practices shown to help students master difficult material.  We will discuss variations on course structure and assignments designed to maximize student learning without increasing the workload on faculty.  To facilitate discussion about these subjects we will be:

• Working in break-out groups to discuss how best to incorporate these practices into our own classrooms and share experiences with similar types of instruction. 

• Sharing ideas (via board work, PowerPoint slides, or Post-It easel pads) about how to scale these ideas up without sacrificing time or content.