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Sep 24, 2014

Building Global Competencies

This fall at Assessment Day, NYIT faculty members discussed techniques for building global competency by taking advantage of the diverse students we have in our classrooms. The Discovery Core includes the following description of global competency: Students can identify interdependencies among cultures and are able to collaborate effectively, participating in social and business settings globally. Upon graduation, students will be able to:  Recognize the impact of the global interconnectedness of issues, processes, trends, and systems on their academic specializations and worldviews. Practice well-researched oral, written, visual, and digital communication in its diverse cross-cultural forms. Describe a complex global issue from… More

Author: francine_glazer

Sep 17, 2014

Assignment Planning Guide and Questions

Here are some things to consider and questions to ask yourself when planning an assignment. Assignment description: A brief overview (one or two sentences) about the assignment. Why are you giving the students this assignment? Which learning outcome(s) is it designed to measure? Who is the (perhaps hypothetical) audience for the assignment: academicians, people working in a particular setting, or the general public? What assistance can you provide to students while they are working on the assignment? For example, are you willing to critique drafts? How will you score or grade the assignment? The best way to communicate this is… More

Author: francine_glazer

Sep 10, 2014

Making the Most of “Reporting Out” After Group Work

Have you seen the following scenario take place? Students are engaged in some form of group work in class; think/pair/share, working through an assignment, or simply brainstorming ideas in small groups. The students may start out slowly, but soon they are actively engaged, everyone is sharing their ideas and the class is filled with energy. Then, it’s time for “reporting out” the learning. Very quickly the energy is sucked from the room. Students don’t pay attention because they are busy thinking of what they will say, there is a lot of repetition, and some students simply tune out. After observing… More

Author: francine_glazer

Sep 03, 2014

Design Motivating Courses by First Identifying Why Students are (and are not) Motivated

When we think about how to motivate students, we might assume our students will be motivated by the same goals and values that motivated us, but often that is not the case. If we try to motivate students with the wrong incentives, students disengage from classes and assigned learning activities, avoid doing more than the minimal work needed to get by, fail to use mentoring and tutoring opportunities we create, do not employ effective study strategies we suggest, or behave defensively, feigning understanding and avoiding tasks they believe might challenge their ability to perform. In the long run, all of… More

Author: francine_glazer

May 07, 2014

Weekly Teaching Notes Index, 2013-2014

Below is a list of all the Weekly Teaching Notes from the 2013–2014 academic year, with direct links to each one. Weekly Teaching Notes will break for the summer and resume again in the fall. At the Center for Teaching and Learning, we are here throughout the summer and are eager to assist you with your teaching, course design or redesign, scholarly writing, and preparing your reappointment/tenure/promotion portfolios. (All consultations are voluntary and confidential.) To make an appointment with us, please email Jea Ahn (instructional Designer, Old Westbury) at jahn05@nyit.edu, Olena Zhadko (instructional designer, Manhattan) at ozhadko@nyit.edu, or me at… More

Author: francine_glazer

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