Frank Mercogliano, Adjunct Instructor, Sociology Department, Lehman College.
Steve Castellano, Director, IT Center, Lehman College.
Video presentations accompanied by PowerPoint notes are very effective when it comes to student learning. They provide a convenient way for students to view their professor explaining course content. Note taking is enhanced as the professor introduces new concepts throughout the video lecture while students watch and document key information. These video lectures are relevant to both class readings and discussions that have come up during face to face class meetings. Students are allowed the opportunity to ask questions whereby the professor can reply with a video within a reasonable time frame. Students in hybrid sociology classes at Lehman College have been very engaged by audio lectures, which are uploaded to the course site in Blackboard. This is supplemented by notes uploaded to a content area called “classroom notes.” Feedback has been consistently positive, with students saying that the recorded lectures help them do well on exams because the recorded lectures cover a lot
Dwight R. Kelly, Disability Accommodation Specialist, AccessAbility Center/Student Disability Services, The City College of New York.
Zhimin Xie, CUNY Assistive Technology Coordinator, The City College of New York.
Reading proficiency is a key skill required for success in post-secondary education. However, for many reasons, different populations of college students reach higher education without grade-level proficiency. These include students with diagnosed or undiagnosed learning disabilities, English language learners, and students who have experienced educational disadvantage. Research has shown that text-to-speech (TTS) software has been effective at helping English language learners, learning disabled students, and other poor readers improve and compensate for weaknesses in vocabulary, decoding, spelling, and reading fluency. While students with learning disabilities typically have access to specialized TTS software such as Kurzweil 3000, this software is costly and not generally available to students without diagnosed disabilities. However, many smart devices and computers have built-in TTS capabilities or can run no-cost or low-cost TTS apps. This technology has the potential to be beneficial to many different populations of non-proficient readers using the smartphones and other devices they use. This session will introduce participants to TTS technology on Apple, Android and desktop devices, discuss the implications of its use, and provide examples of best practices for implementing the technology relative to different student populations. This presentation is applicable to student support professionals working in such areas as student disability services, writing centers and TRIO Programs. It is also relevant to instructors teaching students who struggle to read course-level materials, including those teaching developmental reading courses.
Joel Hernandez, CEO, eLumen, Inc. <Bronx EdTech Showcase Sponsor>
Designing curriculum to support student success and engaging students in their own assessment are key features of next generation learning. eLumen’s model can satisfy growing compliance mandates for accreditation and program review while also laying the groundwork for badging, co-remediation strategies, and other competency-based learning approaches. By making assessment a transparent, sustainable process eLumen institution’s can “Connect What’s Possible.
Michael Sliwka, Geospatial Engineer, Onix Networking (Google Partner).
Derek Imes, Account Manager, Enterprise Mapping, Onix Networking
“Picture an anxious student stumbling around an unfamiliar building trying to find a professor’s office (“room 345-56”). Add to that a guest lecturer who is 10 minutes late to a lecture, because he got lost on his way to the auditorium and you have an everyday scenario at universities around the globe. By offering a digital indoor wayfinding solution, you can improve everyday life for both students and staff. MapsIndoors, built on Google Maps, makes the transition from outdoor to indoor navigation completely seamless. Students and staff can get a route directly from the comfort of their home to any point of interest on campus, anything from the nearest parking lot to a classroom or a specific vending machine. Every semester, new and current students face the same challenges: changing lecture plans, locating classrooms or even just finding the nearest printer. A digital indoor way finding, ensures that students and visitors have a great first impression of your university and makes you as proactive and modern as the world we live in. With a combined outdoor to indoor navigation platform, you do not have to go through the costly effort of replacing all signs throughout the campus on a regular basis. A digital university wayfinding solution such as MapsIndoors is easy and highly cost-effective to keep up-to-date.
Gregory Cobb, Assistant Professor, Social Sciences Department, Bronx Community College.
This workshop will examine the role of culturally sensitive pedagogical philosophy in the development of a Human Service Fieldwork Hybrid Course. It will share the process of developing and designing a course to meet the diverse sociocultural needs of students enrolled in the Bronx Community College A.A.S. Human Services Degree program, while maintaining the traditional framework of a fieldwork seminar course. Emphasis will be placed on how theories related to trauma and sociocultural context shaped the pedagogical philosophy and how technology was used to better assess the transfer of knowledge from classroom to student fieldwork experiences. Attendees will be introduced to the classroom strategies utilized in the assessment process that resulted in improved student outcomes such as the timely submission and quality of assignments, increased class participation, and increased opportunities for self-reflection on student personal growth and development.
Hisseine Faradj, Assistant Professor, Social Sciences Department, Bronx Community College.
This project focuses on improving the student learning outcome by integrating classroom and home learning environments into a continuous whole. The pedagogical model of the flipped classroom reverses lecture and homework distinctions. Accordingly, each course module assigns a prerecorded video lecture delivered via Blackboard Collaborate technology. Students can access and replay the lesson at home at a convenient time. Conversely, classroom time is devoted to discuss homework questions and for class discussion. The weekly course modules feature the threshold concepts in each textbook chapter, which are clearly stated and crystalized during the home video lecture. The threshold concepts technique enhances understanding and absorption of core concepts, thus improving the student learning outcome. I plan to measure the results of the project by running two courses of POL 11 (Introduction to American Government) and two courses of SOC 11 (Introduction to Sociology) in the Spring 2017 semester; one of each type of courses will be flipped while the other will be traditionally taught. The students’ performance and success will be majored by comparing quizzes and examinations scores that are based on the course learning outcomes. Moreover, students’ attendance and retention rate will be monitored and majored to determine the effectiveness of this pedagogical approach. I will run the same experiment in the Fall 2017 semester to compare outcome data.
Rowland Ramdass, Assistant Professor, Allied Health Department, Hostos Community College.
Ronette Shaw, Assistant Professor, Allied Health Department, Hostos Community College.
Mobile testing through the Blackboard app was implemented during the fall 2016 semester at Hostos Community College in two RN and LPN nursing courses. The main objective for implementing this activity was to determine whether students prepared for lecture by reading their textbooks. Blackboard allows instructors to create assessments using the mobile app which students can download on their cellphones or tablets. Once class begins and attendance is taken, the assessment is open and student can take a ten question quiz on the assigned material. This activity is worth one percent of their grade and a total of 12 assessments are assigned during the semester. Implementing this type of technology has major benefits including ease of grading and analysis, enables provide instant feedback and clarification of material, promotion of engagement among digital native students. Disadvantages included: need for strong and reliable wireless connection and the need for students to have accurate login credentials for Blackboard. During this presentation we will demonstrate how to create and administer this type of assessment and discuss the use of Blackboard to assess overall class performance.
Kelly L. O’Donnell, Director of Science Forward, Macaulay Honors College, CUNY.
Lisa A. Brundage, Director of Teaching, Learning, and Technology, Macaulay Honors College, CUNY
Joseph Ugoretz, Senior Associate Dean of Teaching and Learning, Macaulay Honors College, CUNY
For too long undergrad science education has taken the form of sage-on-the-stage lectures and memorization of facts that are regurgitated and then forgotten. Little time is spent exploring what science is and what it means to be scientifically literate. The Science Forward (SF) OER was created to give instructors access to freely available videos, syllabi, and lesson ideas that help promote scientific literacy in the classroom. The SF OER (http://cuny.is/scienceforward) matches each professionally-produced video with ideas for activities and readings that can be customized to cater to the student population. These materials are ideally suited for an active, flipped classroom where classroom time is used to practice scientific thinking skills including interpreting graphs, analyzing data, making evidence based arguments, designing experiments, etc. Our main learning goal is to get students to hone these skills, which allows them to be informed producers, consumers, and evaluators of scientific information. The SF OER can be used in its entirety or as individual modules on specific subjects. The modules can also be used in non-science courses to provide background information where relevant. Many modules feature topics with broad appeal such as evolution of viruses, climate change, and feeding the world. Our presentation will introduce the SF OER and demonstrate how we pair videos with activities to get our students thinking like scientists. We will discuss how professors from different disciplines can utilize a common resource. We will show a sample video and break into groups to brainstorm ideas for activities for different populations and environments. We will conclude by reconvening to share ideas.
Devin T. Molina, Assistant Professor, Social Sciences Department, Bronx Community College.
Active learning strategies like game playing have been shown to have many important benefits to student learning: they democratize the classroom, they connect class content with every-day practice, they can improve student performance and retention, and students report being more interested and engaged. This paper describes a modified version of the household game Monopoly that simulates unequal income and wealth distributions in the United States and how that impacts social mobility. As students “play to win” they also experience some of the barriers to forming a class consciousness that Karl Marx describes, specifically false consciousness. Combined with class discussion after the game and the assignment of an essay requiring the students to connect their game experience to sociological concepts, the game aims to help students better understand sociological concepts and their real-world implications. A summary of the experience of students from an Introduction to Sociology class (N=27) and the discussion that followed is presented to show how students connect the game to their learning and to real-world social inequality. Assessment data about which sociological concepts students connected to their game experience as well as connections made to everyday experience show whether students make connections between the activity and their learning and to real-world scenarios Selections from the essays are further analyzed to illustrate the students’ depth of understanding and application of the game to their learning. The paper is concluded by offering suggestions for using the activity in hybrid and online classes as well as ways to use the activity for other lessons in sociology and other disciplines.
Edward Volchok, Associate Professor, Business Department, Queensborough Community College.
By the fourth week of each semester, faculty teaching 15 blended or hybrid sections of Introduction to Marketing and Marketing Research courses at Queensborough Community College are provided access to results of a retrospective study evaluating early semester predictors of whether or not their students will successfully complete their courses. Success is defined as receiving a grade of C- or higher. In this study, seven variables are considered: gender, degree sought, students’ academic level, attendance for the first four weeks of face-to-face classes, scores on orientation extra credit assignments, grades on the first quiz, and grades on an early semester reflective essay. Logistic regression is used to evaluate the power of seven variables to predict successful course completion. Results show that completion of optional extra credit assignments offered during the first two weeks of the semester and performance on the first quiz are significant predictors of successful course completion. These results suggest that students’ self-regulation skills, or learning presence in the Community of Inquiry model, are strong predictors of student success. A faculty-based model like the one presented here can help faculty enhance their students’ chances of success by highlighting factors that predict successful course completion early in the semester.