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2017 Presenter Information and Abstracts

1 Abramson, Henry Lander College of Arts
and Sciences
Celebrating the
Death of
PowerPoint, as our students say, is just so twentieth century. This presentation
will outline three reasons why Prezi is a vastly superior presentation technology:
1) it uses a canvas metaphor rather than slides, 2) it takes full advantage of the
Internet, and 3) it encourages collaborative research and learning.
2 Miller, Meredith Jacob D. Fuchsberg Law
The Use of
"Clickers" in the
I propose to demonstrate the use of “clickers” in the classroom. I believe
“clickers” are an effective tool to keep students engaged and provide immediate
and ongoing feedback.
3 Rubin, Shulamit Judiac Studies, Lander
College for Women
Using the
Whiteboard to
Projected Text
Projecting onto a Whiteboard enables the instructor to highlight, underline,
compare and contrast, color-code or mark-up text in other ways. Instructor will
project examples of different texts and mark them up together with the “students”
(faculty) to demonstrate this technique.
4 Rubin, Shulamit Judiac Studies, Lander
College for Women
Collaborative Close
Reading of Text
This technique is a strategy to help students closely read a text with an open
and inquisitive mind. I use it to help students formulate questions about the
Biblical text, and at the same time prove to them that they are capable of
anticipating the very questions (and sometimes the answers!) of the great Bible
commentaries. For purposes of this proposal “students” are fellow professors.
5 Henshaw, Mariluz College of Osteopathic
Clinical Vignettes
as a Teaching Tool
in Medical
We would like to demonstrate the use of clinical vignettes as an integrated
instructional tool to illustrate how biochemical principles are applied in the
diagnosis and management of diseases. An interactive discussion session using
a clinical vignette and the five suggested questions as guide will be presented.
We would like to demonstrate the use of clinical vignettes as an integrated
instructional tool to illustrate how biochemical principles are applied in the
diagnosis and management of diseases. An interactive discussion session using
a clinical vignette and the five suggested questions as guide will be presented.
6 Lin, Ching Ching Graduate School of
Equity and
Inclusion of
Questioning in
Community Inquiry
How teachers use convergent and divergent questions have implications for
equity and inclusion in the classroom. Using convergent questions alone fosters
a monologic undertaking in classroom community inquiry by reinforcing teacher
authority at the expense of student voice and participation in decision-making.
By inviting students to ask their own questions and build off their peer’s
questions, teachers incorporate diverse literacy practices and sociocultural
considerations into the classroom and allow students to be co-decision-makers.
This presentation will share ways of formulating divergent questions in
classroom community inquiry.
7 Press, Marlyn
Haber, Roslyn
Graduate School of
Comics in the
College Classroom
One way of keeping students engaged in class is by incorporating comic strips.
Carefully chosen comics help students understand content, visualize material,
and recognize the nuances of course vocabulary.
8 Chen-Worley, Shu
Graduate School of
Understanding the
Concept of
The purpose of my demonstration is to help the audience examine their own
perceptions of "disability" and understand the concept of "disability" by using a
hands-on activity with the approach of inquiry learning. Critical thinking and
problem-solving skills are promoted through the process.
9 Wolf, Birgit Touro College Berlin
Introduction of
Student Learning
The tool I would introduce is a grading component in form of a student learning
portfolio. I would provide a short introduction regarding training of reflection skills
in higher education and would run one small exercise for fellow professors. Then
I would provide an evaluation of student learning portfolios and their suitability to
enhance students’ reflection skills in management programs.
10 Cope, Rebecca College of Pharmacy
Utilizing Google
Forms to identify
Muddiest Points
Google Forms is a web-based program which allows you to create and analyze
survey responses. Utilizing this program in the classroom setting allows
anonymous submission of responses in a free-text format which the instructor
may quickly scan to identify common student misconceptions regarding the
11 Basu, Paramita
Esquire, Anthony
Warwick, Shelly
Gardere, Jeffrey
Tabag, Kari
Callaghan, Suzannah
College of Pharmacy
Education (IPE)
Program teaches
Importance of
Collaborative Care
We will be demonstrating a case based active team- learning experience,
between participants from different disciplines, who bring different points of view
and learn with, from and about each other’s areas of expertise, while promoting
peer- to- peer learning. This strategy/technique facilitates a learning exchange
between students of two or more disciplines and strengthens their understanding
of the subject matter through interdisciplinary/interprofessional collaboration.
12 Schindelheim, Franklin Graduate School of
Ok! Cell Phones
Away: The
Dilemma of 21st
Century Classroom
In this workshop, the presenter offers research based strategies and
interventions that have proven effective in dealing with classroom disruptions.
Through his own research and the research of others, participants are offered
classroom and behavioral management skills that are necessary to create safe
and nurturing school environments. Research has shown that positive classroom
management strategies foster positive learning outcomes. Dr. Franklin
Schindelheim offers strategies and interventions to today's educator. The
workshop begins with the causes of disruptions in classrooms. Several factors
have contributed to the challenge of maintaining classroom control and focus,
most notably technological advances that are contributing to diminishing
attention span of students. In this hands-on and interactive workshop, the
presenter offers strategies and interventions to today's educators to help them
deal with motivating their students.
13 Bullmaster-Day, Marcella Graduate School of
Let the Learner do
the Learning: The
Role of Attention
and Memory in
In this interactive one-hour session we will explore the fascinating and fragile
role of attention in relation to memory and academic learning, and we’ll examine
several research-based learning strategies that make academic course material
14 Bellavia, Timothy Graduate School of
Sage Doll Test This is an interactive, project based presentation and case study—a doll -making
project that helps students focus on self -perceptions in relation to race, gender,
religion, creed, orientations, socio-economic status, etc.
15 Kwong, Kam Graduate School of Social
Based Practice Research: An
This interactive session will engage fellow professors and instructors to be
familiar with a range of class and field activities including case studies,
storytelling, field surveys and interviews, and critical reflection activities, as part of two-semester social work research courses, designed to increase graduate
level social work students’ competencies of practice research. Specifically,
these activities include: (1) formulating a practice-based research topic – a case
study; (2) using assessment templates for critical evaluation of published
research; (3) single subject research – a tool for evaluation of clinical practice;
(4) agency research capacity field assessment; (5) design and implementation of
a practice-focused class study project; and (6) class activity on presentation and
dissemination of research findings.
16 Norton, Tracy
Graves, Jack
Jacob D. Fuchsberg Law
Learning for
We will present two techniques to prepare students for problem-solving or
concept application classes, which aid students far better than lectures in
understanding course concepts. The first technique is the use of short lecture
videos student view to prepare for class so that class sessions are used for
applying concepts. The second technique is the use of the Socrative app for
formative assessment to reinforce concepts in video lectures immediately prior
to problem solving in class.
17 Weill, France School of Health Sciences
The following exercise is used with students in the Autism class throughout the
semester for developing observation skills, categorizing them in increasingly
complex categories and developing relevant therapeutic goals. It will be
demonstrated in a similar fashion with faculty participants. The students observe
video-taped interaction between a child and a parent, at least 3 times during the
semester. They categorize the observations, and discuss them in an open forum
during class. The categories become more complex as they acquire more
theoretical knowledge. The students suggest strengths and weaknesses and
potential therapeutic goals.
18 Casimano, Tara
Orentlicher, Meira
School of Health Sciences
Engaging Students
in Faculty
Research Agenda
In this session we will demonstrate the strategies used in the occupational
therapy department to expose to and engage students in clinical research.
Specifically, we will demonstrate the process and the step-by-step program in
which faculty members develop their own research agendas, select learning
activities, exercises, and research strategies that engage students in clinical
research, teach them required research and scholarship skills, and enhance
their motivation to conduct and consume research as future practitioners.
19 Susso, Sankung
Graduate School of
Cloze Reading:
Assessment and
Cloze reading is an assessment strategy often employed by teachers to identify
student vocabulary development. With cloze readings, students are forced to
interact with text closely, paying attention to details that may offer clues as to how
to complete sentences. In this exercise, I would like to offer an example of how to
engage 9 and 10 grade students in an English Language Arts (ELA) class. In my classes, I often offer my candidates specific strategies that they can employ in
their classroom practice so as to make their graduate coursework relevant to their
teaching practice. This pre-unit assessment is one such example and I would like
to share it with my colleagues with the hope of obtaining feedback on how to make
the lesson better.
20 Otuyelu, Folusho Graduate School of Social
Using a Resource
Deficit Activity to
teach Values and
Ethics in Social
Work Practice
The purpose of this interactive workshop is to provide the audience with an
innovative way of utilizing group activities to deliver curriculum content. The
audience will be broken into groups of 6-8 members and provided with a list
consisting of 10 social work clients in need of housing. There is significant
information about each client on the list that makes each “deserving” and
“questionable” regarding obtaining the limited housing unit. Each group has to
come to a consensus on who is “deserving” of the limited housing units. The
groups will be instructed to base their reasoning and decision making process on
social work values and ethics. The end purpose of the activity and the workshop
is to allow the audience to see how personal values and ethics sometimes
unconsciously influence our decision making in social work practice. A second
lesson for the audience is the importance of working collaboratively and
understanding multiple competing agendas that often arises when there are
resource deficits. Finally, the audience will be able to apply this activity when
appropriate in their curriculum and courses so students can experience in vivo
decision-making process in social work practice, ethics and social justice.
21 Kennedy, Shakira Graduate School of Social
This is Jeopardy:
Where Teaching
Innovation meets
This workshop with demonstrate how the nationally recognized game Jeopardy
can be used as a tool for engaging students, closing the culture gap, building
self-confidence, enhancing problem solving, and increasing communication and
cooperation. Incorporating games as a part of any teaching pedagogy can be
effective for student problem solving and demonstrating key concepts.
According to Fuscard (2001), games can be used to build student confidence
and reduce the gap between quicker and slower learners.
22 Addo-Atuah, Joyce College of Pharmacy
Liven Up your
Classroom with
This session will demonstrate a Team-based Learning (TBL) class session, a
proven teaching technique which promotes peer-peer engagement, critical
thinking and analytical skills, and an overall enjoyable learning experience for

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