Session Abstracts - Tuesday May 16th
Presenter: Gerald Ardito
Session: Learning in Commons: Investigating the impact of a social network on student learning.
Abstract: Learning is both personal and social at the same time. In order to investigate the impact on learning and social behaviors of graduate level educational technology students, a social network, Pace Commons, was developed using Elgg software. During the study, students participated in an online course, "Computer Science for Teachers" which was conducted solely in Pace Commons. Findings suggest that students engaged in meaningful and productive collaborations and interactions while meeting the requirements for the course. In addition, analysis of their types, frequencies, and content of student responses indicates that the teacher presence described in the Communities of Inquiry model was distributed across these students.
Presenters: Joseph Krumpfer, Karen Caldwell
Session: Virtualization and Implementation of Spectroscopy in Undergraduate Chemistry Laboratory and Research Courses
Abstract: The use of technology has become an increasingly important aspect in scientific education, particularly in the laboratory courses. In particular, it has been shown that the use of advanced laboratory instrumentation, such as UV-Vis, Infrared and NMR spectroscopies, early in a student’s academic career has a profound impact on their learning and retention. Incorporation of these topics in a traditional lab course is problematic, however, owing to the expense and limited numbers of available instruments, particularly for large cohorts of students. Herein, we propose the use of touch screen tablets (iPads) along with spectroscopy predictive simulation programs to increase student familiarity, virtualization and knowledge of several important, industry-standard instruments and techniques within the laboratory setting. Students will use these tablets to simulate spectra and characterizations in order to become better acquainted with the analysis, interpretation and manipulation of these spectra. Students will learn the roles and limitations of many vital characterization approaches.
Presenters: Betsy Smith, Barry Amper
Session: How to Keep Online Courses Stimulating for Students and Ourselves
Abstract: In online courses, how do you provide memorable “aha!” moments for students that are applicable in the future?
As experienced classroom teachers, as well as collaborators in planning our online course sections, we have developed proven engaging activities - creating the best experiences for our students while keeping ourselves energized in delivering quality instruction.
This session will share our planning and highlight examples of some of our students’ online course work which demonstrates:
- Using media to reinforce key ideas
- Incorporating a “response to reading” model with a twist on arguing and providing specific evidence to support opinions on Blackboard.
- Student reflections, self-assessments and ongoing dialogue about real world applications.
- Creating “teachable moments” in an online environment.
Session participants will have a chance to plan at least one new strategy, appropriate to their discipline and target needs, to add interest and vigor to their own online course.
Presenter: Brice Particelli
Session: Student-led Assessment and Rubric Development within a Writing Assignment: A small study of the pedagogical implications of peer-to-peer grading.
Abstract: Peer-critique and peer-review are frequently used in higher education writing assignments, and have been shown to be highly effective. Peer-assessment, on the other hand, is rarely used outside of online courses where high enrollment numbers require efficient grading systems. Beginning with a review of the literature surrounding the efficacy of peer-led assessment strategies, this discussion explores potential application in everyday writing assignments. While this will be an interactive presentation, the discussion will be built around both the literature review as well as a small study that explores the research and pedagogy of involving students in the development of the assignment, the rubric, and, ultimately, asking students to grade each other. We will question our own understanding of why we grade, and question grading’s potential to be formative, a tool of learning, rather than solely summative.
Beginning with a review of the literature surrounding the efficacy of peer-led assessment strategies, this discussion explores potential application in everyday writing assignments. While this will be an interactive presentation, the discussion will be built around both the literature review as well as a small study that explores the research and pedagogy of involving students in the development of the assignment, the rubric, and, ultimately, asking students to grade each other. We will question our own understanding of why we grade, and question grading’s potential to be formative, a tool of learning, rather than solely summative.
Presenter: K. Philip Choong
Session: Avoiding pitfalls in intercultural communication
Abstract: The goal of this presentation is to increase participants’ intercultural competence by raising awareness of language used in cross-cultural communication, which occurs between people from different backgrounds, including cultures, ethnicities, and religions. As the university becomes more and more diverse, with a growing population of international students and faculty, more opportunities arise for both rewarding, pleasant interactions and interactions where misunderstandings can lead to hurt feelings and unwarranted generalizations. In this presentation, the framework of speech acts will be used to examine language that we use to accomplish mundane, day-to-day tasks such as making requests, refusals, compliments, and apologies. Different languages and cultures employ different linguistic strategies for performing these speech acts, which may result in misunderstandings on either side of the conversation. Traditionally, the responsibility for avoiding these misunderstandings has rested with non-native speakers. I argue that with the tools provided in this presentation, faculty can share some of the responsibility and become more understanding and sympathetic interlocutors, thus mitigating the effects of intercultural communication failure.
Presenter: Lisa Farber
Session: Goal Setting: Promoting Academic Integrity and Developing Best Practices for Handling Cases of Academic Misconduct
Abstract: This session will focus on the implementation of the new Academic Integrity Code and address the themes of supporting faculty and student achievement and setting goals for student and faculty. The Academic Integrity Code will have several positive outcomes for the Pace community, for example, it will:
- educate students about what constitutes academic misconduct, such as cheating and plagiarism,
- discourage students from cheating and other forms of academic misconduct,
- establish specific procedures that are fair for both students and faculty when instances of student academic misconduct occur,
- raise expectations and standards for academic honesty and ethical conduct in the educational process,
- promote excellence through fair competition and student confidence that the educational system in which their work is evaluated, is fair, and,
- encourage faculty to take appropriate action in cases of academic misconduct and to support students who do their work honestly.
The goal of the Academic Integrity Code is to unite the different disciplines and schools of the University by having one Academic Integrity Code that upholds high standards of academic integrity and creates an atmosphere of honesty and mutual respect in which learning can best take place. The commitment to shared values and high expectations of academic integrity will enhance the University's coherence and therefore increase its reputation and success as an institution. These goals and outcomes will support student achievement and enable faculty to teach more effectively and raise academic standards in their courses. The Academic Integrity Code policy will be more effective if faculty efforts to make full use of the Academic Integrity Code policy are supported. The aim of the proposed session is to engage faculty (and any students and administration who attend) to think about how they would handle different types of academic misconduct and what kinds of support they will need, in short, to begin the process of developing sets of best practices and guidelines for faculty.
Presenter: Pauline Mosely
Session: Pace Innovative Teaching Project: Redesigning CIS 102Q
Abstract: The course, CIS 102Q Problem Solving Using LEGO Robotics, is dedicated to promoting service learning and STEM (Science, Technology, Engineering, and Math) education via LEGO robotics. This course partners university students and faculty with elementary classrooms. Introducing students to robotics for the first time is extremely challenging. Using robotics requires a conceptual shift away from learning from technology toward learning with the technology that is consistent with the “Mindtools” approach to problem-solving advocated by Jonassen (2000). In this learning environment, students often discover they need to learn new knowledge and to continuously revise existing knowledge before they can begin solving problems. The curricular issue lies in the lack of a cohesive pedagogical strategy that affords this experience. As a recipient of the Pace Innovative Teaching Project, we will share with you how we redesigned this course to address this curricular issue using the application of drones, Arduino, and Bluetooth technology to demonstrate how diverse robotics and Bluetooth technologies are utilized to solve problems.
Presenter: James Stenerson, Melissa Cardon, Marie Charles, Mara Lee Grayson, John Lamb, Laurie McMillan, Michael Finewood
Session: Strategies for achieving writing goals
Abstract: One major component of the professional goals for faculty involve academic writing and scholarly work. In this session we will explore different strategies faculty use to achieve their scholarship goals, drawing from faculty that have been active participants in the Faculty Writing Forum group. In this Forum, small groups of Pace faculty collaborate in order to motivate themselves and hold each other accountable for achieving progress in their scholarly writing during an academic year. Building on the book “Writing Your Journal Article in 12 Weeks” by Wendy Belcher, faculty in this group try to draft or revise a manuscript for submission to a publication outlet within the 24 weeks of the program. In this session a few FWF participants will share the routines, practices, and approaches they use to help themselves be more productive in their writing and research pursuits, and how they have overcome obstacles along the way. They will encourage an active discussion with attendees about their own writing challenges and techniques that have helped.
Presenter: Theresa Lant
Session: Using Design Thinking to Create Team Project Ideas for Enhanced Learning and Goal Achievement
Abstract: Across a wide range of industries and professions, the nature of work is changing from individually focused endeavors to team based projects. It is important to infuse disciplinary learning with tools for collaboration and project management. This hands-on session will introduce the concepts and practical implementation of design thinking to help educators across schools and disciplines to design team projects that work with their existing curriculum to enhance both disciplinary and team competency learning outcomes.
The workshop begins by exploring why project team skills can and should be taught and practiced across a variety of disciplines. We will begin by discussing and identifying the need for team based competencies across disciplines and professions. The bulk of the workshop is dedicated to a hands on, facilitated exercise that enables educators to create team based projects that are appropriate for their discipline. This includes identifying the aim, scope, and components of the class projects, designing the projects to enhance goal achievement in their discipline, and enable knowledge sharing across disciplines. The exercise is based on design thinking and practice.
Presenter: Elmer-Rico Mojica
Session: Goal Setting: The Road to Success and Accomplishments
Abstract: Equipped with 13-year teaching experiences in schools with different settings before coming to Pace University and guided by the university’s motto Opportunitas, I have learned to understand the culture of its students and how to adapt to them. I learned to develop a teaching and mentoring program which have been proven to improve students outcomes at Pace. In this presentation, I will share my experience in goal-setting and how to achieve these goals which lead to personal and professional success both for my students and myself as a faculty. Emphasis will be given on how my research group was able to sustain itself and give students opportunities to enhance and improve themselves before they graduate.
Presenters: Pete McDermott, Jennifer Pankowski, Betsy Smith
Session: Addressing Students' Learning Differences
Abstract: Pace students are diverse learners and such diversity requires instructors to be aware and embrace learning differences. This workshop identifies the role of instructors in content-based courses and offers practical teaching methods toward supporting all students to successfully learn.
Session Abstracts - Wednesday May 17th
Presenter: Rachel Carpenter
Session: Leveraging your Talents and Strengths in Your Life and Your Work
Abstract: Explore your natural talents utilizing StrengthsFinder – a talent identification assessment based on positive psychology that was developed by The Gallup Organization in 2001. Over 16 million people across the world have completed the StrengthsFinder assessment and received their Top 5 talents (which can be developed into areas of strengths). In this session, you will have the opportunity to further explore the strengths-based development approach by reflecting on your Top 5 strengths while also learning about others’ results. StrengthsFinder provides us with a common language to help articulate our talents and experiences while identifying strategies to work with others who may have complementary or seemingly-opposite ways of “being”.
You will have the opportunity to apply your results to areas self-awareness and group dynamics (colleagues, research collaborators, in the classroom, friends/family). Why do you prefer certain work environments? How do you interact with others? Why are you drawn towards particular activities? How can you leverage your natural talents more often? We will explore how your strengths influence your experience on teams, in the classroom, and with family/friends.
To participate in this session, participants will need to complete the 30-minute online StrengthsFinder assessment before the session on Wednesday, May 17th.
Presenter: Maria Plochocki
Session: Assessment and Placement: Authentic and Relevant
Abstract: In general education especially, assessment and placement have become commonplace, used not only to determine student preparation, but also the effectiveness of instruction and learning. However, both faculty and students report more and more disconnect between what placement exams measure, and what students are expected, and able, to do. This can be remedied, and outcomes for both faculty and students improved, by aligning both assessment and placement with instruction, incl. learning outcomes. Namely, more and more students seem to be exempted from certain required courses based on a placement mechanism that does not accurately measure what will be required in the course they place out of, much less the one they place into. Students then feel misled and frustrated – as do faculty – though for different reasons. Thus, creating assessment / placement mechanisms corresponding to learning outcomes is essential toward supporting genuine student success.
Presenters: Kimberly Collica-Cox, Mary Ann Murphy, Anthony Javornik, Taylor Cannon, Jocelyn Bravo, Daryl Bleecher, Victoria Buzzanca
Session: Civic Engagement within Corrections: The Creation of the Caring Professional
Abstract: Courses that incorporate a service learning component and advance learning beyond the traditional classroom, help students to understand and care about the world they will enter as professionals. Our project brings together four community partners in order to effectively implement and maintain an evidence-based parenting curriculum, with the use of specially trained therapy dogs, for female inmates. Our course is designed to help students understand correctional populations, become civically engaged through direct service with inmates, and learn how to become more socially responsible. By becoming civically aware and involved, Pace students will be servicing one of society’s most disadvantaged populations – female inmates and their children. We will discuss the process of service learning creation and the difficulties and challenges in their implementation by utilizing our Parenting, Prison and Pups Program as a model for existential learning.
Presenter: Kate Richardson
Session: Play to Learn: Using Technology in Creative Ways to Engage Students
Abstract: Do you sometimes feel students have stopped listening to your lectures? Are you ready to ban all laptops, tablets, and smart phones from your classroom? Before going to this extreme, it might be time to incorporate some playful and interactive web-based learning tools into your instructional regimen. Our students have grown up using technology in virtually every aspect of their lives, including their primary and secondary education. The good news is that research shows in-person teaching is more effective than video alone, but our undergraduates still crave technology and more active learning environments than the standard lecture format. The focus of this workshop is to share some of the FREE and easy-to-use online tools to make your classes more interactive and engaging for students, and even provide the opportunity to use their smart phones or tablets in a productive way! Some examples of tools covered include FlipQuiz, Kahoot, Plickers, and Word Clouds.
Presenter: Peter Thoresen, Natalie Braha (Pace '17), Noah Virgile (Pace '18), Nate Myers (Pace '18)
Session: Studio goals: Enhancing educational satisfaction for students and instructors
Abstract: This session is aimed at goal setting and achievement for faculty and students, through the lens of collaborative instruction in the collegiate voice studio. Take aways for attendees will include inventive goal setting strategies that are creative, engaging, and gratifying for both students and instructors. Discussion will be centered on how a student’s artistic and technical achievement in the vocal studio is directly proportional to the voice professor’s level of artistic and educational satisfaction. The discussion portion will include talking points on related, attainable steps toward goal achievement in applied musical instruction, especially as they relate to their transferability to related and non-related disciplines. Through a combination of musical-play activities for attendees (e.g. interactive group warm-up and song work) and student demonstrations from my Pace vocal studio, session attendees will engage in an experiential dialogue that will inspire creative group and individual work for future curricular planning and classroom activity. Peter Thoresen will be joined by three student performers from the Pace School of Performing Arts MT BFA.
Presenter: Maren Westphal
Session: Facilitating acquisition, reinforcing practice, and encouraging future use of a key clinical skill to achieve professional goals: Incorporating case conceptualization into a course on cognitive behavior therapy for mental health counselors.
Abstract: This session introduces a core assignment from a graduate course on cognitive behavior therapy (CBT) for mental health counselors that requires students to develop a case conceptualization and treatment plan in adherence to standards set by the American Academy of Cognitive Therapy (ACT). Applying their newly acquired knowledge of CBT to a fictional or real person, students have to describe their patient’s problems from a CBT perspective, design a treatment plan to accomplish goals developed with the patient, and evaluate the effectiveness of selected interventions. I describe strategies to enhance student motivation to invest effort into this assignment, for example, by highlighting both clinical benefits of using case conceptualizations, e.g., for tailoring treatment to individuals with complex problems, and professional benefits such as demonstrating knowledge of CBT in application materials and during interviews for externships, internships, and employment, and submitting the conceptualization as partial fulfilment of requirements for CBT credentialing.
Presenter: Anna Shostya, Melissa Bowley, Daniel Tran, Gabriella Farino
Session: Engaging with Students In and Beyond the Classroom: How to Use Photography to Learn a Dismal Science
Abstract: One of the most important learning goals that is set by the Economics program is to teach students (both majors and non-majors) to observe economic phenomena around them. One way to achieve this goal is to employ an unconventional method of using photography. This workshop will address a successful strategy of using photography as a learning tool inside the classroom and beyond. The students will share with the faculty their experiences of taking a course “Economic Issues through Photographer’s Lens” and learning economic principles in the classroom, during the fieldtrips, and through participating in a photo exhibit. At the workshop, the audience will be asked to apply some of the principles from their own disciplines to analyzing the photos brought by the students. The audience also will discuss the examples of the photo essays that students wrote. The goal of the workshop is to show how interdisciplinary and innovative practices can help students to achieve the learning goals set by the faculty and the program.
Presenter: Steven Bookman
Session: Rethinking Outlining
Abstract: Very few pages of textbooks are devoted to outlining. Students tend to brainstorm but make incomplete outlines. Leads to incomplete rough drafts and final drafts. Work straight from outline. This way, the whole text can be envisioned before it is put into paragraphs. Outlining is writing because the brainstorming and revision stages of writing produce an outline. By focusing on the outline (trade-off hypothesis), more attention can be put into proofreading (noticing). Participants will not only learn this unique outlining method, but they will also practice the same assignments students are work on.
Presenter: Rey Racelis, Eloise Flood, Noreen McGuire
Session: Showcasing Faculty and Student Achievements: Faculty and Student Research and the Pace Digital Commons (Pace Digital Research Repository)
Abstract: "In the past year alone, documents from the Pace University Digital Repository, better known as the Digital Commons, have been downloaded more than 500,000 times. As part of its strategic agenda, the University is committed to building on institutional vitality and increasing our visibility and reputation. The Digital Commons is a powerful tool available to the institution to help achieve the strategic goal of making Pace University “…no longer…a ‘hidden gem.’” With high-level visibility in search engine results, the contents of the Digital Commons are widely discoverable and accessible around the world.
Do you want to increase the visibility and impact of your research and your work with students? Do you want to help show the world what sets Pace University apart? Do you want to learn more about the potential of the Digital Commons? If you answered yes to any of these questions, then this is the workshop for you!
This presentation will address the following topics:
- Who can showcase in the repository
- What can be showcased in the repository
- Practical considerations for showcasing in the repository
- Metrics that demonstrate the global reach and impact of the repository
- Repository versions and publication versions—the difference
- Copyright considerations and the Creative Commons License
Presenter: Jennifer Rosenstein, Kristen Di Gennaro
Session: Moving Beyond “Don’t Do It:” an alternative approach to teaching about plagiarism
Abstract: The session will focus on examining plagiarism from various perspectives, including faculty’s preconceptions about student plagiarism. The session comes from an ongoing collaboration between the director of composition and an instructional services librarian on the NYC campus. After giving a brief overview of current research about plagiarism from the fields of composition and library science, the presenters will then invite participants to actively engage in the session by using their mobile devices to complete a survey about their attitudes and assumptions about student plagiarism. The session will include an excerpt from an interactive workshop on plagiarism created by the librarian, with opportunities for discussion and reflection. The presenters propose this workshop as one way to work towards the goal of reducing student plagiarism by engaging students in a conversation about academic writing, ethics, and the value of intellectual work. The session will conclude with ideas about future directions for teaching about plagiarism.
Presenter: Meaghan Brewer
Session: Plagiarism and Writing-Enhanced Courses
Abstract: In my role as co-director of the Writing-Enhanced Course Program, I often hear faculty concerns about plagiarism. Faculty often try to prevent potential plagiarism by including detailed statements defining and giving examples of the consequences of plagiarism in their syllabi. However, most discussions of plagiarism do two problematic things: they fail to distinguish between plagiarism and incorrect textual citation and they place the burden for plagiarism prevention solely on students (rather than instructors). I will begin this session with a short ""quiz"" that gives faculty a few scenarios and asks them whether they would define them as plagiarism. I will also give faculty tools for preventing plagiarism via assignment design.
Presenter: Gina Scutelnicu, Hillary Knepper, Joe Seijo, Ally Kimmel
Session: How Can You Maximize the Quality Potential of your Online Course?
Abstract: This session will cover the process by which an online graduate course in the Masters of Public Administration program was submitted for review against the nationally recognized set of Quality Matters Rubric Standards designed to certify the quality of online and hybrid / blended courses. QM certified staff from the Faculty Center, along with a subject matter expert, conducted a course review that focused on providing substantive, constructive, and measurable recommendations with regard to course strengths and areas of improvement and examining clarity, organization, and other components of the course from a student’s perspective.