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Faculty Institute

Session Abstracts

Session Abstracts - Tuesday May 17th

Literacies in a Digital World: Approaches to Teaching Tomorrow’s Digital Scholar (Keynote Follow-up)
James Purdy
In the workshop following his keynote, James Purdy will elaborate on the six pedagogical possibilities for literacies instruction that he offered in his talk. Operating from the premise that writing facilitates learning, this workshop will describe six in-class writing activities and associated learning goals that new and experienced teachers can incorporate into classes from any discipline or level. Faculty will leave with ideas for writing tasks that they can implement in the classroom. He will also entertain questions and, as time allows, further discuss the research on students’ writing, research, and reading behaviors that serve as exigencies for his proposed approach to literacy.

What if a Senior Student Has Forgotten Basic Literacy Concepts Required for the Capstone Course?
David Hapke
Marketing students take basic business quantitative concepts in their sophomore year. Depending on their particular choice of elective courses, they may not have applied these skills to a high degree during their junior year. Is this only a problem for Marketing Majors or is it also an issue in other disciplines? What are potential solutions to this issue? How should professors provide “refreshers” for students?
A remedial “online refresher quiz” for basic business concepts has been developed for marketing students to take before or early in the Capstone Course, Advanced Marketing Management. Additional online refreshers are included throughout the course.
This process will be introduced and attendees will discuss:

  • Is this approach applicable to other disciplines?
  • Alternative ways to address this issue

Engaging the Graduate Student & Fostering Collaboration Across Disciplines
Hillary Knepper, Rebecca Tekula, Lijun He, Gina Scutelnicu, Joseph Ryan
This presentation will be an inter-active round-table discussion that will share innovative practices in engaging and retaining graduate students. Students will join faculty and staff on the panel to share their experiences in developing their writing proficiencies, improving their oral communication and presentation capacities, building their information literacy and the development of their analytical skills.

Identities and Cultural Intelligence
Sophie Kaufman, Melissa Cardon
In this interactive session, we will explore our multiple identities and how we present ourselves in different contexts. This includes how self-presentation impacts our interactions with students, such as what identities they share with us, and what identities we share with them. We will also discuss how we can show students respect for their multiple identities and cultural heritage, while helping them develop the professional “elevator pitch” appropriate for each specific context in their lives. We will share strategies that can help individuals develop their cultural intelligence.

From Cultural Literacy to Cultural Criticism
Satish Kolluri
This presentation seeks to expand the notion of literacy to include different forms of literacies such as cultural, media, political, and digital that are fundamental to the understanding and practice of citizenship and civic engagement. In order to include cultural literacy as a specific form of literacy, educators must develop a more expansive and critical meaning of culture and literacy education, and then teach and share it with our students. This will allow us to analyze and articulate the complex relationships between race, gender, class, sexual orientation, and age.

Reconsidering Our Role: Writing Center Scholarship at the Intersection of Gender and Leadership
Robert Mundy, Paul Ziek, Andrew Stout
Countless texts have been dedicated to the practical and theoretical aspects of leadership; however, research on leadership in writing centers is lacking (Barnett & Blumner). Given the feminist pedagogical approach to these spaces, male leadership functions at a complex intersection where identity is configured and challenged (Grimm) according to various institutional contexts. The current session will create a space for conversation about a larger trajectory on writing center leadership through hands-on data-driven activities focused on mining themes from transcribed semi-structured interviews with male writing center directors.

Using Students' Majors and Preferences for Creating English 201 Assignments
Steven Bookman
Composition classes can better cater to students’ needs by involving them in the selection process of assignments. Before students start any assignments in my classes, they take a general survey about what types of assignments they prefer to write and/or present the first day of the semester. Hence, creating assignments and readings in reference to their majors is a collaborative effort between professors and students. The assignments still follow the curriculum of the course and department, but they are more representative of their majors. The purpose of this presentation is to demonstrate how customizing assignments to students’ majors increases student engagement and prepares students for their other classes and beyond. Participants will discuss the different ways to collaborate with students and the advantages of having students participate in the selection process of assignments.

Fostering collaboration to support literate communities: Strategies and Tools for 21st Century Reading, Writing, and Discussion
Christine Clayton, Maria Minafra, Michael Giordano
Building literacy requires collaborative communities. In a content literacy class that prepares adolescent education candidates of different content areas to teach, students explore how reading, writing, and oral literacy deepen content literacy through multiple strategies and collaborative practices. This session will share a variety of tactics and tools that support collaboration to build literate communities, which may be useful to university faculty who are working with students coming from secondary schools where these techniques are increasingly commonplace. The tools include VoiceThread for reader responses, Google Docs for collaborative writing, and student-led discussions. Where possible, students will be available to share examples and participants will get opportunities to consider applications for their classrooms.

Using Innovative Assignments and Collaboration to Engage Students' Literacy Development in Any Course Work
Jennifer Pankowski, Sharon Medow
The area of literacy is one that begins in the classroom but has the potential to be as far reaching as one allows it to be. When faculty are able to create innovative assignments to address multiple components for literacy, it allows for the development of highly literate students who will become active and positive members of the world and community in which they live. Through the use of various types of collaborative practices between both students and faculty, we have developed several approaches to both writing enhanced course development and preparation for various high and low stakes writing requirements. With a focus on understanding multiple intelligences and the role they play in addressing multiple types of literacies in multiple disciplines, courses like TCH 201 and TCH 302 become a gateway into effective writing for students looking to pursue careers in multiple areas, from education to accounting, and many others.

The Pace Path: Recent Updates and Skills Beyond the Typical College Experience in Preparation for Success
Brian Evans
Discussion on how the Pace Path fits into undergraduate education. 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. This presentation will give a brief overview of the Pace Path and its current development, and then lead a discussion on its implementation. The discussion will also focus on enhancing student literacy and collaboration skills as related to skills that differentiate students as educated and competent leaders.

Have We Moved Beyond Literacy?
Janet Farrell Leontiou
Marshall McLuhan famously said: “We shape our tools and thereafter our tools shape us.” This presentation examines the shift from oral culture to written culture into the world of visual culture. Each shift has changed us. We no longer live within an oral culture when people had tremendous systems of memory. Nor do we live in a written culture of the past where every speaker could use the commonplaces of the written word. We are now in the third phase, where students could be described as unliterate – students know how to read but they choose not to read.
As a response to students lack of familiarity with written texts, I have developed strategies that include teaching students how to do annotations and stressing the knowledge of etymology.

Take Out Your Cell Phones and Write on the Walls: Designing and Using Classrooms for Active, Engaged Learning
Jane Collins, Gerald Ardito, Beth Gordon 
Our interactive panel presentation will include three unique perspectives on designing Active Learning Classrooms (ALCs) and the teaching and learning that is possible in such spaces. Beth Gordon, Executive Director of Academic Technology, will discuss the process of getting university buy-in to design and build ALCs and will also share Pace University’s current research results on this topic. Jane Collins, a professor of English, will demonstrate a teaching strategy in the ALC to engage students: having students use their cellphones to vote on key issues, contribute anonymous ideas, and offer feedback on their own learning experiences. Gerald Ardito, a professor of Education, will demonstrate strategies to implement collaborative writing in classes both between students and between students and teachers in both face-to-face and online settings.

Session Abstracts - Wednesday May 18th

Lessons From Developing and Teaching A Discipline-Specific and Interdisciplinary Version of CIS 101
Jonathan Hill, Robert Plumley, Julia Nomee, Mary Courtney, and Avery Leider
In Fall 2015, Provost Sukhatme asked that the curriculum for CIS 101 – Introduction to Computing, a course taken by nearly all Pace undergraduates, be updated to include discipline-specific technology and data science content suitable for both traditionally-sized sections as well as new, large lecture hall sections.
This talk discusses the processes that were used to decide what was appropriate for the new course. In addition, it presents observations on this generation of Pace undergraduates as well as the challenges and opportunities in developing a course that meets the technology needs of every student.

How Learning to Write Is Like Playing the Piano
Stacy Spencer
Three convictions guide on how to teach written and oral communication:

1.      Succeeding in the arts and entertainment sectors requires being able to write and speak effectively.

2.      Writing well and speaking clearly are basic skills that students can master.

3.      We best strengthen skills–whether riding a bike, playing a musical instrument, or writing and speaking–with consistent, low-stakes practice.

This session, like a typical class, incorporates these elements through informal writing and discussion. We thus learn from each other about the arts, while becoming more fluent as speakers and writers.

The Librarian, My Ally
Benjamin Peck, Beth Roberts, Jennifer Rosenstein
This session will highlight a library instruction session and assignment, that helped students improve their literacies in the areas of source acquisition and application, primary research, and critical thinking. Librarians can partner with professors to introduce sources of research in a field and reinforce the learning objectives of a course. Participants will be surveyed about their perceptions of students’ information literacy skills and will be shown search strategies

Visual and Digital Literacy: Into the Future
Maria Plochocki
Though Millennials and NeoMillennials are often seen as “digital natives,” the reality is far more complex; digital literacy – the ability not only to use technology but to understand its possibilities – presents both opportunities and challenges for our students. Visual literacy/rhetoric is, in some ways, even more complex and embedded, as it’s older and has evolved more over time. Uniting these two, helping our students understand and apply these across the curriculum, will not only help us as educators remain current and innovative but yield better academic and professional outcomes for students. Presentations are sought speaking both to the challenges and possibilities of these literacies across the curriculum.

Starfish
Jermain Smith
Starfish is a new student centered retention tool that Pace is piloting and will roll out this upcoming Fall to all users. Starfish is a robust platform which allows many different areas to track student progress at different levels. This includes, but is not limited to, advising, counseling, the writing center and more. Kudos, concerns and notes can all be input into the system to assist the student in navigating their way through their time here at Pace.

Incorporating Information Literacy into the Classroom Using the Citation Manager Zotero
Philip Poggiali
When assembling their research, students often struggle to identify and manage the information they need for proper citation, especially in regard to Internet-based sources. Zotero is a free, open-source research program that allows users to grab the key components of a citation, save them to a personal library in a computer and online account, and generate parenthetical references and bibliographies in Microsoft Word. This presentation will provide an overview of the basic functions and capabilities of Zotero, an information literacy tool that has been successfully incorporated into writing and composition classes at Pace. The presentation will cover installation, creating an online account and syncing it to a