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Faculty Institute

Session Abstracts

Tuesday May 21st

Presenter: Bryan Dewsbury

Title: The Promise and Practice of Inclusive Pedagogy

Abstract: In this talk, we will take a look at the philosophical and sociopsychological underpinnings of inclusive teaching in the classroom. Using a Freirean lens, we will discuss how a dialogic approach to teaching transforms the classroom into a more authentic human experience, and its implications for student success and their own journeys to finding meaning and purpose.


Presenters: Marcy Kelly

Title: Adoption of Best Practices in Undergraduate Education at the Department Level: Levers that Foster Change

Abstract: The Partnership for Undergraduate Life Sciences Education (PULSE) is an organization established by major stakeholders in the sciences to help undergraduate Life Sciences departments throughout the United States learn about and adopt best practices in undergraduate education. To these ends, 40 Vision and Change Leadership Fellows were appointed and tasked with developing programs and initiatives to interact with the aforementioned Departments. The PULSE Recognition team created a series of rubrics, the Vision and Change Rubrics v2.0, for Departments to use to evaluate where they are on the spectrum of adoption of best practices in education. The Recognition team also developed an on-site evaluation program in 2013. Four years following the on-site reviews, seven of the departments visited agreed to participate in a follow-up process. A qualitative review of the materials generated from the review and follow-up provided information about the key levers to foster Departmental-level change (IRB 18-101).


Presenter: Jane Collins, Alerie Tirsch, Vinnie Birkenmeyer, Kimberly Zuniga

Title: Engaging in the Halls: How Residential Life and Dyson College Collaborate to Create the Dyson Scholars in Residence Program

Abstract: In this session, my student, Kimberly Zuniga, and I will partner with members of Pace’s Residence Life staff to present our experiences creating and running a Living/Learning Community in Elm Hall on the Pleasantville campus. The program, known as the Dyson Scholars in Residence, aims to offer a sense of community to sophomore-level students who may not have yet found their place at the university. Living/Learning Communities are considered a “best practice” in higher education and require a partnership between faculty, administrators and Residence Life staff. Indeed, “innovative Living Learning Communities ... enhance the overall university experience while providing special emphasis on one’s academic program or area of special interest” (USF Housing & Residential Education, 2011).


Presenter: Christine Clayton

Title: Promoting Student Questioning & Discussion: What I’ve Learned

Abstract: This interactive session will explore simple shifts to support student questions in the university classroom. Questioning is at the heart of inquiry, but often many university instructors assume that to mean they must ask better questions. Asking essential questions to organize and drive compelling disciplinary work is part of the equation but equally important is shifting who drives the questions. What happens when we make room for student questions in the university classroom? This session will engage participants two techniques (the TQE and QFT methods) as ways to structure routines for generating student-led questioning and discussion. We will discuss pitfalls and benefits as well as share variations and additional ideas to open up more space for student questioning and, hence, engagement.


Presenter: Bryan Dewsbury

Title: A Chance at Birth

Abstract: Using a personal, reflective activity, we unpack how power and privilege manifest themselves within the classroom and broader educational context. We will use these reflections to identify and discuss strategies of equity we can consider within our practice.


Presenter: Julian Costa

Title: Using Performance Management Strategies in the Classroom

Abstract: This workshop will describe the use of corporate-style performance management techniques, such as coaching, performance appraisals and conferencing in the undergraduate classroom. The benefits of using such an approach are discussed, as well as the design of appraisal instruments. Participants will be able to design performance management tools that are specific to their curricular needs while resembling the types of assessments that students will encounter in the workplace.


Presenter: James Lawler, Adil Imran Sanai, Zakary Fouladi

Title: Engaging and Motivating Students to Learn Design Thinking on Entrepreneurial Innovation Projects

Abstract: This session will demonstrate a course methodology on agile design thinking that is engaging a diversity of students on collaborative processes on entrepreneurial projects. The pedagogy is designed in engaging the students, as members of self-directed teams, on competitive designs of innovations of product prototypes, for non-profit and profit organizations. The pedagogy is deliberatively designed to motivate the students to learn collaborative design processes on projects, in a co-creator crowdfunding culture of passionate persistent teams, including international virtual teams, as evident in organizational start-ups. Notable is the pedagogy as a proposition for students desiring to learn interesting inter-disciplinary and non-hierarchical investigatory processes, from which they are motivated to pitch and produce project results. This session will be presented by the course professor with several students who will share the skills they are currently learning from this fun unconventional course.

The course goals consist of collaboratively experiencing co-creator critical flexible thinking on innovation product projects, non-technical or technical, in a culture of self-directed teams; and the course outcomes include learning the dynamics of empathic ideation problem-solving on entrepreneurial projects, with a diversity of inter-disciplinary students, and learning the impacts of problem-solving and tenacity through creative thinking.


Presenter: Ying Wang

Title: First Day of Class: Teaching Strategies to Improve Learning Motivation

Abstract: FRE 280 (Intensive Review of French) is a transitional course between the elementary and upper level French. It is also an essential stage for an instructor to maintain students’ interests in this language and to encourage them to continue to learn it. This presentation will illustrate strategies that I have successfully used on the first day of class. How to capture students’ interests at beginning of the semester? How to start to build up a friendly and inclusive classroom community for all students? How to motivate students to learn the subject? The presentation intends to answer these questions.


Presenter: Catherine Dwyer, Yegin Genc, Will Pappenheimer, Kelley Kreitz

Title: Beyond Teaching with Technology: Transformative Digital Encounters in the Classroom

Abstract: As technology integrates across disciplines, many faculty have worked to provide students with meaningful experiences with digital scholarship in the classroom. These experiences, which include producing virtual reality environments, developing mobile apps, and making use of GIS to recover lost histories, promise to transform learning in the classroom and beyond. Students have the opportunity to participate in the production of knowledge while gaining new critical and computational skills. At the same time such teaching presents a number of challenges. One, the use of recent technology innovations requires the development of brand new instructional materials. Second, technology innovation areas evolve very quickly, and functions may change or even disappear. Third, new technology means students will likely be novices and require out-of-class technical support. Finally, such teaching requires a university-wide commitment to staying abreast of new developments in digital pedagogy and to continuing to test and recommend new technology appropriate for classroom and library use. It also requires an ongoing conversation among faculty, librarians, and administrators about best practices in student-centered pedagogy and about the broad range of different digital technologies and methodologies available.

This panel brings together faculty members from Seidenberg and Dyson who are actively seeking to transform teaching in their courses. They will share successes and challenges and invite a conversation about the future of digital pedagogy at Pace.


Presenter: Paul Ziek, Kate Fink, Eda Ozkara San, Kathryn Winsted

Title: Because Wisdom Can't Be Told: Using Simulation Pedagogy to Enhance Student Engagement and Learning

Abstract: The word “simulation” implies an imitation of a real-life process in order to provide a realistic experience in a controlled environment. While simulations provide students with essential opportunities to learn by doing, they are relatively rare in higher education. This session showcases how faculty in three different programs use simulation to advance their students’ professional skills and knowledge. Panelists will briefly describe why and how they use simulations, the rewards and challenges of this pedagogy, and how students respond to these realistic, rigorous but safe learning experiences. Panelists will also provide tips and tricks for successfully incorporating simulations into coursework. For example, an essential question to consider is, “What essential skills and knowledge do my students need to learn that are difficult to teach by lecture and demonstration?” The session targets experienced simulation users as well as faculty who are interested in adding simulations to their teaching repertoire.


Provost Technology Grant Recipients:

Presenters: Shamita Dutta Gupta

Title: Should Online Courses be a part of Pace University's Core Mission?

Abstract: In this session we focus on the unique core curriculum of Pace University featuring amongst others Community Building, Social Responsibility and Civic Engagement, Technology and Writing Enhancement to name a few. Should taking an online course be a part of our core curriculum requirement?

Presenters: Pauline Mosley

Title: Using Ozobots To Teach Problem Solving

Abstract: In this session, we will share with you an innovative curriculum approach using Ozobots to fulfill a service-learning requirement for CIS 102Q Problem Solving Using LEGO Robotics. Pace students enrolled in this course developed and designed a series of lesson plans to teach three 4th grade classes at Alice E. Grady Elementary School in Elmsford how to problem solve using Ozobots. The Pace students instructed 54 elementary children on how the robot works and how to program Ozobot with markers and paper. The elementary children were given a problem to design an autonomous city using Ozobots. We invite you to see these cities, hear the benefits of this blended learning community from both sets of students, and touch and interact with Ozobot yourself.


Presenters: Steven Bookman, Valeriya Demydovych, Shuang Tian

Title: Using Storytelling as a Writing Technique for Personal Branding

Abstract: To get students market ready (i.e., having a positive online presence and personal brand), they need to be able to create a complete story using digit storytelling techniques to future recruiters and employers. To help prepare students for this process before they go Career Services around their sophomore year, my assignments work on the skills of storytelling and posting these assignments online while conforming to the English Department standards for my course, ENG 201A. This starts to create a transition to personal branding, learning these skills by creating opportunities to discover the relevance of learning through real-world applications in assignments, using an ePortfolio platform and LinkedIn. The purpose of this presentation discusses how storytelling can be used to create English 201A (Writing in the Disciplines) assignments with a focus on online presence and personal branding to bridge the transition to build their market readiness with students discussing their experiences.


Presenter: Gina Levitan

Title: ‘What? Like it’s hard?’ How to Capture and Maintain Student Interest Using Popular Culture

Abstract: A library instruction session is usually taught in a single 60-90 minute session by a librarian who students may see once during a semester. Engaging students in a meaningful way on a nuanced or complex topic is challenging, and maintaining that engagement can be even more difficult. This session will focus on the ways in which we can capture and maintain student interest by using popular culture examples to frame critical pedagogies and information literacy. By using visual literacy in library instruction within a popular culture frame, students can feel empowered to explore and connect with the materials and tools presented in a “one-shot” instruction session. During this presentation, I will use as an example the film ‘Legally Blonde’ as a framework for introducing critical pedagogy takeaways, implementing visual literacy into the teaching pedagogy, and as a means to engage with students in the classroom.


Wednesday May 22nd


Presenters: Joe Seijo, Ally Kimmel, Joan Walker, Kyomi Gregory, Julia Eisenberg

Title: Maintaining Class When You are Unable to Make it to Campus

Abstract: This workshop will demonstrate strategies for maintaining class in the event you are unable to make it to campus.  Whether it be inclement weather, a previously planned absence or an unexpected emergency, this session will highlight best practices for planning ahead and utilizing your courses' online components to maintain your class schedule.  We will demonstrate various methods that can be employed in such circumstances, such as lecture capture, web conferencing, digital media and utilizing the tools within your Blackboard course shell.  Faculty presenters will also share specific examples of the techniques they use to maintain class when they can't make it to the classroom.  


Presenters: James Stenerson

Title: Student Engagement at Pace from the Viewpoint of Students and Faculty 

Abstract: This workshop looks to continue the dialogue and work that began as a result of last year's Best Practices Conference in which faculty and student attendees brainstormed strategies for enhancing faculty / student engagement both inside and outside the classroom.  Various tiered-level strategies were proposed and this session will work to design and develop concrete action plans to initiate these strategies.  


Provost Technology Grant Recipients:

Presenters: Melanie La Rosa

Title: Teaching the Future of Media: Emerging Technology and Creative Design

Abstract: This session explores emerging media forms of virtual reality (VR), augmented reality (AR), interactive storytelling, and other emerging media. How do you teach something that is in development? How do students conceptualize ideas that take advantage of the potential of emerging media forms? Based on projects from MCVA’s Spring 2019 “Emerging Media” course, this session addresses teaching techniques for creative design and methods to engage students in understanding the relevance of emerging media in their futures. Student projects include VR drawings, wireframes, sketches, and written concepts for VR, AR, gaming, and entertainment programs. The session will include a “fix your problem with media” exercise, engaging participants in a manner that replicates a media startup design process. The goal is to demonstrate teaching creative design. The outcome is for participants to experience a pedagogical approach that supports students in iterating current VR, AR, and other emerging media into their own ideas. 

Presenters: Anna Shostya

Title: Economic Issues through the Photographer’s Lens

Abstract: Eco 286 (Economic Issues through Photographers Lens) is a Writing-Enhanced, AOK 4 course.  It is an introduction to the great tradition of documentary photography or photojournalism (storytelling and communicating with pictures).  Also an economics course, students learn economic concepts and improve their research and analytical skills.  They also learn how to observe economic phenomena in a new way.  Photography allows students to capture those things and further analyze them, allowing them to learn in a different way rather than from a typical lecture or textbook chapter.  Engaging in such experiential learning will produce long lasting effects on the students in the course as it will engage them in a much deeper and more meaningful way.  


Presenters: Susanne O’Callaghan, Michael Cordova

Title: Students Strengths: Help Students Achieve “Near Perfect Performance”

Abstract: Goals: Introduce faculty and staff to “Strengths” as a teaching and motivating approach to helping their students achieve “Near Perfect Performance.” 

Outcomes:
  • Learn how Strengths can increase classroom engagement by 7%
  • Understand your own Strengths and how to aim them more effectively
  • Obtain ten, 10-minute tools to use in the classroom as reflective tools
Interactive: 
  • Use paired-up exercises to explain how your strengths work and how you use them every day
  • Complete reflective exercise on how your strengths have shaped your behavior
  • Complete 5 “aiming” exercises to use each of your top 5 strengths to achieve desired goals
  • Participate in a “mind-mapping” exercise of how to use Strengths in your classroom

Presenter: Jennifer Pankowski, Betsy Smith, Peter McDermott, Kristen Di Gennaro, Krystyna de Jacq, Marisa Granizo, Kyomi Gregory

Title: Teaching Techniques Camp Reflection; What have we learned?

Abstract: Understanding how we can develop innovative techniques to help students improve on their ability to think critically, close reading skills, argumentative writing, digital literacy, and their ability to make informed judgments is a key component of university instruction.  This session will explore the importance of being culturally responsive, and how to make sure that all of our students can learn our course material. A panel of faculty and facilitators will share the active learning strategies, syllabus-building techniques , digital literacy skills, Blackboard and other tools they learned during the teaching techniques camp. the panel members will reflect on how they have been able to utilize these skills in their own coursework. This seminar will also examine the use of mentorship following the camp and how that has impacted teaching practices of attendees. 


Presenter: Richard Shadick, Rosa Ament

Title: Teaching and Motivating Students with Mental Health Concerns

Abstract: Mental health concerns of students attending colleges and universities continue to be of concern to faculty. Issues of classroom management, effective pedagogical approaches for students with mental health concerns, and questions about responding to students with emergent and urgent psychological needs have been top of mind for many faculty. This workshop will share the latest data on the rates of mental health issues for college students, address classroom management, recommend pedagogical approaches, and provide concrete suggestions for how to respond to mental health crises when they are brought to faculty’s attention. Directors from both of the Counseling Centers at Pace will also discuss the latest approaches their centers are taking to address the ever-growing mental health needs of students. 


Presenter: Elmer-Rico Mojica

Title: Use of Video Clips in Enhancing the Teaching and Learning Experience

Abstract: The use of videos in teaching has been found to be beneficial in the learning process. In this chapter, the use of clips from movies, television series, and YouTube videos, to enhance the teaching and learning experience of different concepts in an introductory chemistry lecture once a week night class, was evaluated. Short clips depicting different concepts were made available either by showing in class during lecture or by posting at Blackboard to be watched by the students outside class hours. A questionnaire-based survey was given to students by the end of the semester to evaluate the effectiveness of movie clips as a learning tool.  The majority of the students considered the use of video clips to be useful as they find it to be exciting, educational and help in their learning process of a given concept.