|Workshop||Presenter||Abstract||Participants Should Bring|
|During this 90 minute interactive workshop, participants will deconstruct their current course work and create meaningful connections between student learning outcomes and student assessments. In addition, surveys used by LSN for the measurement of student engagement, student learning outcomes and satisfaction are utilized. Participants are encouraged to bring in their syllabi, current student assignments and student evaluations (for their personal use) to work from. This session is intended to equip faculty participants with some solid take home lessons as well as useful skills.||Their syllabi, current student assignments and student evaluations (for their personal use) to work from.|
|Un-Masking the Talking Head||
|Every day we tell a story with our bodies. How we move and look can send important signals to others, including our students. This active workshop examines how we tell more than we know with our non-verbal communication. What are we saying? How do our 'signals' impact our students? What is the value-added of being a good non-verbal communicator? Take-aways from this workshop include enhanced self-awareness and a set of specific strategies for inviting student engagement in non-verbal ways. Workshop facilitators draw from research and practice in psychology, education and the performing arts to organize the session.||Participants should be ready to move and reflect.|
|Un-Bundling your Syllabus||
Michelle Pulaski Behling
|Designing a good syllabus and course assignments can be challenging. What do we hope our students will learn from our course and about our discipline? How will we know if they have met our learning objectives? What kinds of day-to-day instructional activities will build their capacity to provide that evidence? These are the questions underlying this interactive workshop. Led by faculty who attended the Pforzheimer-sponsored Teaching Circles on the PLV and NYC campuses, this session will enable attendees to reflect on the concept of Backward Design and how it can inform their syllabus, course construction and course delivery.||Attendees should bring a course syllabus and specific course assignment to this workshop. They should also feel free to bring specific instructional questions and a brief set of goals for a specific course.|
|Un-Structuring the Classroom: Pet the Cat Backwards||Elizabeth Berro||
When teaching with traditional methods of lecture, storytelling and demonstration our students are often satisfied and, as educators, that satisfaction produces a comfort and possible illusion of effectiveness. This comforting style of teaching and learning, I describe as “Petting the Cat”. The cat purrs its satisfaction and its owner is happy and content. True learning occurs as a change in how one thinks. Change rarely happens when one stays in that happy, satisfied, “comfort zone”. Educators need to pet the cat backwards. This activity is indeed an uncomfortable initial experience for a cat and the owner might beware of a scratch! Strong active learning methods promote the use of the mind, not just the memory, often creating a temporarily uncomfortable environment. These activities include flipped classroom, peer instruction with clickers and think-pair-share involving students in doing and thinking about the course material.
|A concept or idea that is presented or introduced in class in 10-20 minutes.|
|Un-Locking Feedback||Angela Legg||Professors have the best intentions when giving feedback to their students, right? But what if our best intentions stand in the way of increasing learning outcomes and building rapport with our students? This workshop will “unlock” some recent, evidence-based approaches for giving both positive and negative feedback to students by focusing on egocentric biases, news order preferences, expectancies, email vs. in-person delivery, and strategies for being the “best bearer of bad tidings.”||Feel free to bring emails you sent in the past containing negative feedback for students (please redact names or any identifying information).|
|Un-Teaching to the Middle||Shobana Musti||How can you be an effective instructor and reach out to all students? We know it is impractical to prepare 25 different lessons to cater to the learning needs of each individual student and we have seen that teaching to the middle, one-third and hoping all students will “get it” has not been very effective either. Differentiated instruction offers educators with an alternative framework to design instruction and teach students with diverse academic needs and learning styles master the same academic content. At the end of this workshop, you will take-away a few strategies that will help you think differently about planning your lessons and un-teach to the middle.||A course syllabus that you would like to work on and see how you can differentiate instruction based on students’ readiness levels and learning styles.|
|Mentoring and Empowering Students to do Research||Elmer-Rico Mojica||
One innovative strategy that can improve higher education is the engagement of undergraduate students in doing research. Undergraduate research plays an important part of a learner-centered chemical education program. Mentoring students doing research is one of the few opportunities that afford extended face-to-face and one-on-one instruction beyond the classroom. The involvement of undergraduates in a sustained research project provides learning experiences unlike anything students experience within a traditional classroom. Student involvement in a research project helps students develop enhanced communication skills, more rigorous analytical thinking, an increased number of laboratory skills, and the ability to work as a member of a team. Undergraduate research can be a productive experience for both the student and the faculty if the proper environment is created. In this presentation, will share my experience in developing a research program made up of undergraduate students.
|"Students, Please Turn On Your Devices."||
|This session will look to explore the opportunities available in the classroom when the students are encouraged to use their mobile and electronic devices in class. Participants will interact with the presenters during this hands-on session to discover the pedagogical impact of Bringing Your Own Device to class.||N/A|
|Make One Change – Tilting the College Classroom Towards Inquiry: Lessons from our work with High School Teachers.||Christine Clayton||
This session will share a vision of inquiry learning that has guided our grant-funded work with secondary teachers in the metropolitan region. Inquiry is an approach towards learning that promotes the authentic investigation of disciplinary core ideas and practices with an emphasis on increased student autonomy. Within classrooms where coverage is the norm, how do you rethink classroom structures and goals so that such authentic investigations happen? We will share the model of inquiry learning that we use with secondary teachers. We will then share how our work with our secondary school colleagues has reshaped one of our classroom practices in Biology and education having to do with promoting discussion, literacy, and critical thinking at the university level. The session will provide participants with tools to assess their own goals and outcomes as well as an opportunity to make one shift towards building an inquiry-oriented classroom.
|Lessons Learned from my MOOC||Peggy Minnis||This will summarize lessons learned by teaching a twelve-week MOOC. This will include the preparation and construction of the course, the platform chosen, the sequence of lessons and the reception of the course by the enrollees. Also covered will be the education level, ages, gender and professions of the enrollees, the completion rate, the comments by students on what they found most valuable and the kind of completion symbol they appreciated most.||N/A|
|The Un-Traditional Higher Education for the Benefit of All||Maria Plochocki||
Techniques, even theories, from sources often thought to threaten higher education, such as online courses, can be incorporated into f2f and hybrid classes to the benefit of students and faculty, enabling success beyond traditional approaches such as lectures, and even more interactive ones such as discussion and group work.
These methods call for, first of all, greater interaction among students (contrary to the stereotype of an impersonal online class), with the result of positive peer pressure, i. e., facilitating students’ learning from one another, and not just the instructor. They also emphasize more low-stakes, hands-on, skill-building activities than high-stakes exams and assignments (though these have their place, too).
Sharing such activities, and ways of adapting them to any type of class, will be the focus of this presentation; session participants will be given the opportunity to:
• ask questions;
• share opinions; and
• begin adapting these methods for their own classes.
|Blending Community Activities with Classroom Involvement||Jodylynn Bachiman||
During the Fall 2013 semester, I had a unique opportunity to incorporate my community involvement as non-profit volunteer web designer with my teaching assignment for Electronic Publishing for the Publishing Professional.
This blended teaching pedagogy for the semester was engaging, interactive and recognized students involvement in the community.
Combining my skills as a web professional, educator and volunteer non-profit webmaster and the student’s talent, a foundation for a non-profit website was built using Adobe products both in and out of the classroom. The course also involved the use of asynchronous meetings with the community staff and students via Skype and FaceTime tools.
The project was for a redesign of a website for a local no-kill animal shelter. Students participated in the design, creating images and marketing tools to promote the site one it was launched. Students received acknowledgement on the shelter website as contributing students from Pace University and thanking them for their involvement.
This was the first time in my Pace teaching career that I incorporated a community project segment as part of the semester requirements. Students were graded based on their participation and pro-active engagement with the community animal shelter. It was an excellent way to allow students to view web content that was created by non-publishing professionals while at the same time, allowing them to be a part of the website redesign team and reviewing web content, images and functionality as part of a web design team.
Students were also encouraged to incorporate this assignment in their e-Portfolios.
|Using Backward Design to Plan Your Course||Matthew Marcello||
What do you want your students to be able to do when they complete your course? Instead of starting your course planning with a list of chapters or topics, focus on the skills and thought processes that you believe your students should gain by participating in your course. Backward design is a method of designing curriculum that focuses on the higher-order thinking skills that you value most. It is applicable to any course of any size with any type of student. The key of backwards design is to focus on the goals of the course and then design your assessments and active learning activities to support those goals. Aligning your course goals and objectives with your assessments and learning activities will help your students obtain the skills and thought processes necessary to meet the goals you have set.
In this 45-minute interactive session, I will introduce backwards design as a way to develop curriculum and show you how to implement it into to your course planning. The learning activities that we participate in include:
• Think-pair-share of course learning goals, assessments, and activities.
• Group work to refine course learning goals, assessments, and activities.
|Unconventional Civic Engagement: How Environmental Policy Clinic Students Applied Classroom Teaching, Represented Real World Clients, and Affected Meaningful Change||
Nadya L. Hall
Alyssa Vilas Boas
Carlos Villamayor Ledesma
Spring 2014 launched the Pace Academy’s Environmental Policy Clinic, a learning community of academic training and field experience where students earned six credits by representing governmental and NGO clients on real world issues. In this team-based program of applied communication and policy studies our student clinicians created: the ePolicy Pace Blog; an energy resiliency policy adopted by the Village of Ossining; the “Plant, Don’t Plant” palmcard and website advising gardeners and landscapers about invasive plants; a Food Justice Campaign to reform food purchasing and preparation practices at Pace; and a video about circus animal torture in New York State. At the 2011 Faculty Institute, Pace Academy presented plans for a clinic to “[groom] students for entry into the complex world of 21st century solutions to 21st century problems.” At this year’s Institute, Clinic faculty and students will critically examine and discuss with session participants their pioneering experience in academic and civic engagement.
|Unstructuring the Classroom: Undergraduate Student-Faculty Research Program||
The university-wide Undergraduate Student-Faculty Research Program, now ending its third year, supports student and faculty pairs from a wide range of disciplines so that they can carry out innovative research projects. The students blog about their experiences, attend special enrichment sessions throughout the year, and present their research at an end-of-year showcase with formal presentations and poster sessions. This session will highlight several of these research projects. Each student will discuss their topic, data collection process, results, and overall experience, including how their research and faculty mentor has impacted them personally, academically, and professionally. Faculty will talk about the experience in terms of the mentoring relationship, as well as the interdisciplinary nature and significance of their research.
|Un-Learning How to Teach English Composition: Taking an Aristotelian rather than a Platonic Approach||Harold Ingram||In my English 110 and 120 courses, I have a set of materials and procedures in writing, literature and grammar, and I take it as my job to present them in an interesting way such that the students engage them and thus learn a number of important things related to English, and grow generally in cultural and intellectual terms as well. But, this semester, I learned of the students in my 120 that they brought to the course a broad range of interests of high caliber, interests in technology, art and philosophy, for example. It then occurred to me that, instead of trying to entice them to enter the world of knowledge and technique that I inhabit, I should perhaps enter the world, or better, worlds, of knowledge and technique that they inhabit, whereupon I would have three options: (1) to graft my antecedently given writing forms onto their interests, (2) to adopt their interests along with the writing forms associated with them – whatever they in fact are, and (3) (very radical) to adopt their interests without regard to the question of whether there are associated writing forms – with the result that compositional objectives per se might actually drop out, but objectives related to intellectual and cultural development would remain.||N/A|
|Digital Studio Tour||Joe Seijo||The Digital Studio is a dedicated workspace that faculty can use to create content for their online courses. With training and support, faculty can create lectures, multimedia, and other digital course content for their own course(s), or collaboratively with their colleagues. Faculty can consult with an instructional designer to plan, design, and implement various technologies into their teaching curriculum. There is a Digital Studio at the CTLT locations in Pleasantville and New York City campus. In this tour, Faculty will have the opportunity to learn about the different services and see the equipment that is available for use.||N/A|