C ENTER FOR I NSTRUCTIONAL T ECHNOLOGIES
ANNUAL REPORT
A CADEMIC Y EAR
S EPTEMBER 1, 2001 – A UGUST 31, 2002
1
TABLE
OF
CONTENTS
Contents
Page
Introduction, Mission and Vision
2
Goals, Objectives and Outcomes
3
Organizational Chart
6
May Institute
7
Course Development Day
11
Blackboard Reports
Individual and Departmental Training Sessions on an Annual Basis
14
Report on Online Courses
15
Report on Workshops
Face-to-Face
Online
Assessments
16
17
17
Student Mentoring Program
18
Student Outreach
19
Other University Resources
19
Teaching, Learning and Technology Roundtable (TLTR)
19
Position Analysis
20
Evening Administration – PLV
21
Appendix
22
1
INTRODUCTION
The Center for Instructional Technologies (CIT) was established in the Fall of
1999 in recognition of the impact instructional technology was having on course
delivery and the need to formalize various faculty development efforts. The CIT
surveyed various colleges and universities where similar centers were
established. After visiting the schools, goals and objectives were set that focused
on the collaborative approach to teaching and learning.
MISSION
The Center for Instructional Technologies’ recognizes the importance of faculty
development and the faculty’s need for support when integrating technology
into the instructional process. Course content incorporated with sound
educational principals remains vital with a new emphasis on understanding the
distributed learning process. The Center provides resources for technically
experienced and novice faculty who wish to design multimedia material for
instruction. The Center also assists faculty members in acquiring the technology
needed for implementation. To be proactive in these endeavors, CIT works
closely with the Pforzheimer Center for Faculty Development, the Instructional
Services offices within the Pace Libraries, the Pace University Teaching, Learning
and Technology (TLT) Roundtable and the Center’s own advisory board
(Appendix A).
VISION
The Center for Instructional Technologies will provide quality service and
support to all Pace University faculty members utilizing the latest technology
and design techniques to promote innovative curricula development. The
support services include both asynchronous and synchronous instructional tools.
The Center will self-evaluate its ability to meet or exceed faculty expectations
and will coordinate its efforts with the Pforzheimer Center for Faculty
Development.
2
GOALS
AND
OBJECTIVES
The Center for Instructional Technologies established the following Goals and
Objectives for 2001-2002. The outcomes for each of the goals are as stated.
1. Promote the Center within the institution - additional efforts must be made to
promote the workshops that are coordinated by the CIT. Emphasis must be
placed on departmental workshops, which are generally more effective for
faculty than the general workshop sessions. The primary objective is to
identify and prioritize the current needs of faculty based on discipline.
Outcome: Promoted the workshops CIT created by attending departmental
meetings. Continued to offer workshops that were tailored to meet the needs
of specific departments. Initiated online workshops during semester breaks.
2. Support the Distance Education initiative - over the past year Distance
Education opportunities have grown at Pace. Many of the schools have
expressed interest in converting existing programs into an asynchronous or
hybrid environment. The objective for the CIT is to be a vital resource helping
schools and their faculty make the transition and ensure quality in an on-line
environment.
Outcome: Met with school/department committees on transforming current
resources to an on-line environment. Offered faculty orientation materials
and workshops to acquaint them with software and issues pertaining to online learning. Worked with DoIT towards the establishment of universitywide Blackboard course shells.
3. Update the web site for "online.pace.edu" - the web site should integrate
internal and external resources available to faculty and students who are
teaching or attending asynchronous courses. The web site should also serve
as an information site for any potential students interested in taking Distance
Education courses at Pace.
Outcome: The "online.pace.edu" web site was redesigned and completed to
include all online courses and programs offered to students who wish to
pursue higher education, but who are unable to attend classes on campus or
who desire the flexibility of learning online. The dynamic web site also offers
various internal and external resources to faculty who are teaching and
students who are attending asynchronous courses. All resources pertain to
distance education and online learning at Pace and include registration,
financial aid and technical resources. The site also provides any potential
students with course, program and contact information (Appendix B).
3
4. Establish a “Faculty Gateway” site to centralize various resources available to
faculty.
Outcome: (Appendix C)
5. Staff Development - Empower existing staff to acquire the necessary skills
and to understand the basic function of the Center's mission in supporting
faculty. The objective is to enable the full time staff to excel at acquiring the
necessary skills to demonstrate a broad range of knowledge in the distributed
education environment.
Outcome: Despite limited budgets, staff members were able to attend
various conferences, vendor expos, and seminars to keep abreast of the everchanging pedagogical and technological enhancements in higher education.
Some of the conferences attended by CIT staff included the Annual
Blackboard Conference, Ubiquitous Learning sponsored by Educause, and
the Syllabus Conference; examples of the expos attended are MacroMedia
Info, the Technology Expo and StreamingMedia. The staff also participated
in online workshops.
6. On-line workshops - over the past year the scheduling of "in-person"
workshops has been challenging, especially with conflicting schedules. Online workshops are an alternative and will be developed to resolve conflicts
and to reach out to new faculty. The workshops will provide a knowledge
base to acquire or enhance faculty skills with various software applications.
The new workshops are critical for measuring the effectiveness of the CIT's
mission and vision.
Outcome: Online workshops were conducted in the summer time and were
very popular. CIT was able to offer all of its online workshops throughout
the summer due to the fact that they could be taken from anywhere at
anytime. CIT continued to develop other online workshops to offer in the
future.
7. Adjunct Faculty - Since the Center’s initiatives are inclusive of all faculty, one
of the continued objectives from last year will be determining the need of
support for adjunct faculty, especially those who teach during the evening.
The Pforzheimer Center for Faculty Development will be partners in this
endeavor.
Outcome: Held “Open Labs” during each semester at flexible hours. Staff
members extended themselves to assist adjunct faculty after hours and efforts
4
were made to accommodate adjunct faculty’s needs. Two receptions were
offered in the Fall and Spring semesters on both campuses where
approximately eight adjuncts attended. All Instructional Technology services
were highlighted by the CIT, Library, and Pforzheimer Center for Faculty
Development.
8. Faculty-student mentoring - Continue and enhance this program by offering
faculty the opportunity to work with student assistants and interns. This will
provide faculty with personalized assistance in course development using
various software applications. It is hoped that faculty will, in turn, offer
guidance to students in specific disciplines.
Outcome: There were nine (9) work study students in the program. The
students meet with faculty throughout the semester for approximately five
hours a week. A detailed report can be found on page 16 of this report.
9. Initiate "Technology Expo" Days - in coordination with the Pforzheimer
Center for Faculty Development, the CIT will plan and implement days for
exposition of new innovations and technologies each semester. The primary
purpose will be to allow faculty and administration to come together and
share their experiences using instructional technologies and also view new
applications by various vendors.
Outcome: There was an exchange of pedagogical and technological strategies
at the university’s first 3-Day Faculty Institute in May (Appendix D). In
August the CIT hosted Course Development Day on both campuses to assist
faculty with their preparation for the Fall semester (Appendix E).
5
ORGANIZATIONAL CHART
September 1, 2001 to
August 31, 2002
Provost
Associate
Provost
University
Director
Multi Media/
Course
Designer
Pleasantville
Evening Coord.
(Part Time)
Courseware
Designer
Coordinator
Course/Web
Designer
6
Manager
MAY INSTITUTE
In May 2002 CIT hosted its first three-day faculty institute in Pleasantville. This
conference had keynote speakers and featured faculty/staff/administrators
presenting workshops. The institute included meals and a wine and cheese
reception each day except the last day. On the last day there was a BBQ.
Vendors were brought in on the second day to display their products.
Name
Al Ward
Andrea Winters
Barbara Farrell
Barbara Pennipede
Barbara Thomas
Beth Klinger
Beverly Khan
Constance Knapp
David McFadden
David Sachs
Dhal Anglada
Diane Feigenson
Eugene Richie
Gerard Vallone
Ian Lazerwitz
Jackie Womack
Jane Collins
Jean Coppola
Jennifer Thomas
Jim Hall
Jim Stenerson
Grand Total
May Institute 2002 Presenters
Department
Name
Dyson
Joe Seijo
Counseling Center Judy Primavera
Lubin
Keith Pratt
OPARAS
Leinhard
Dyson
Associate Provost
CSIS
Fairfield
University
CSIS
CIT
Fairfield
University
Dyson
Dyson
DoIT
CIT
Dyson
DoIT
CSIS
Lubin
CIT
Kristina MacMillan
Linda Anstendig
Lisa Kraft
Marilyn Jaffe-Ruiz
Martin Kotler
Mary Ann Murphy
Department
CIT
Fairfield University
Crossroads Consulting
Group
CIT
Dyson
ELI
Provost
Dyson
Dyson
Mary Rose McCarthy
Nancy Hale
Nancy Uhl
School of Education
CSIS
CSIS
Patricia Giurgescu
Randi Priluck
Rena Paloff
Dyson
Lubin
Crossroads Consulting
Group
Dyson
School of Education
Dyson
Dyson
CSIS
Dyson
Richard Velayo
Sandra Flank
Sarah Burns
Shamita Dutta Gupta
Susan Feather
Todd Heyden
44
A survey was distributed at the end of each day at the Wine and Cheese
reception. Here are the results.
May Faculty Institute Survey – May 29, 2002
39 Attendees
Did you gain new insights at the conference that will help you teach or support teaching in a
better way?
Yes –92%
No –2%
Please explain:
• Assessment
• Learning styles
• Critical thinking
7
•
I really appreciate the focus on the need to recognize teaching scholarship- & the need to
reevaluate the strong (over emphasis) on publication
• Techniques that I can incorporate
• Learning style assessments
• Continues the focus of my thinking relative to Civic Engagement in the theatre
curriculum. Also introduces new thoughts on research methods for specific causes
•
Learning community
• Especially from the opportunity to share ideas on teaching with colleagues
• No matter how long a person has been teaching, faculty development is essential to stay
fresh and up to date
• Resources available at Pace and references also networking w/ other dept
• To see a model of a learning community and hear about how it was developed and
worked or needed tuning is productive and inspiring
• Always good to spend time thinking about how & what I teach. The opportunity to think
& discuss this doesn’t happen often enough
• Some eye-opening experience
• E-portfolio & information literacy session
• I don’t enjoy the Q&A format particularly, as I found that the conversation frequently
strayed far from topics I hoped to hear about
• As a presenter my rewards were learning what Pace is planning & interacting with than
planning to teach the Pace courses. The faculty taught me a lot & got me thinking about
new courses.
• Re-thinking my approach
• Thinking about how to incorporate & implement research skills into all my courses. In
the civic engagement & social responsibility workshop. I was better able to define &
articulate the reflective component
• I would prefer something more discipline oriented
• As a new faculty, I have been exposed to some many innovative ideas that I can
incorporate in my teaching & learning as well as how I can facilitate and empower the
student
• E-portfolio
• It was better than I expected. People do have worthwhile ideas
• Funds of knowledge (McCarthy) turned diversity on its head for me. Suggested a
productive new approach. Sarah Burns was great & provided new forms & info. The
Fairfield Faculty were appropriately practical. MJR was great in opening the Institute
• Ways to prevent plagiarism
• Service learning
2. Which workshops did you attend?
1. Keynote Address: Focus on Learning and
Yes – 82%
No – 18%
Community
2. Symposium on Implementing Learning
Yes – 59%
No – 41%
Communities
3. Civic Engagement and Social
Yes – 23%
No – 72%
N/A – 5%
Responsibilities: How to Join the Community
and the Classroom
4. Learning Styles & Community: How to
Yes – 64%
No – 33%
N/A – 3%
Reach More Styles in a Diverse/Heterogeneous
Classroom
5. Funds of Knowledges in Communities We
Yes – 26%
No – 66%
N/A – 8%
Serve
8
6. How to Make Learning Communities Work
Yes – 15%
– Pace Learning Community Teams
7. Satellite Rebroadcast – “Teaching and
Yes – 44%
Assessing for Critical Thinking and Deep
Learning”
8. The Benefits and Challenges of
Yes – 36%
Implementing Electronic Portfolio Assessment
9. Discussion & Wrap-Up
Yes – 39%
3. Please list the workshop number you found most valuable:
No – 82%
N/A – 3%
No – 49%
N/A – 8%
No – 56%
N/A – 8%
No – 56%
N/A – 5%
1. Keynote Address: Focus on Learning and Community
2. Symposium on Implementing Learning Communities
3. Civic Engagement and Social Responsibilities: How to Join
the Community and the Classroom
4. Learning Styles & Community: How to Reach More Styles in
a Diverse/Heterogeneous Classroom
5. Funds of Knowledges in Communities We Serve
6. How to Make Learning Communities Work – Pace Learning
Community Teams
7. Satellite Rebroadcast – “Teaching and Assessing for Critical
Thinking and Deep Learning”
8. The Benefits and Challenges of Implementing Electronic
Portfolio Assessment
N/A
4. Would you like to attend another Faculty Institute next year?
Yes – 90%
N/A – 10%
2.6
7.7
10.3
17.9
2.6
5.1
25.6
10.3
17.9
5. Which of the following from today, and what other topics, would you like to see at the next
Faculty Institute?
• Responsibility of the faculty to the student and family
• Learning styles
• Assessment
• Addressing learning styles online and in web-assisted courses
• Teaching issues in the specialty course not "fuse" core/liberal arts
• Learning communities
• Deeper into learning styles & different instruments for measurement
• Grading - most important issue for students, but the least discussed by faculty
• Keep up with technology support. Some sessions could be demo lessons in various
disciplines
• Especially learning styles and more on learning communities, info literacy, portfolios &
learning outcomes
• Implementing learning communities; Teaching and assessing for critical thinking
• How to join community and the classroom
• Funds of Knowledges in Communities We Serve & The Benefits and Challenges of
Implementing Electronic Portfolio Assessment
• Symposium on Implementing Learning Communities & Satellite Rebroadcast
9
•
Learning Communities-I didn’t get a chance to attend. I'd like to see more specificity &
approaches in the "diverse Learning Styles" workshop, also the "Funds of Knowledge"
workshop
• Learning style; teaching style
• More on e-portfolio assessment and innovative teaching strategies 2.6% - Teaching online
courses
• Teaching & assessing critical thinking
• Review basics of student learning, involvement/participation, assessing learning. Build
in "new" techniques discussed this week
6. Please provide any additional comments or suggestions:
•
•
•
•
•
•
•
•
•
•
•
•
•
Status:
Well done
Workshop 4 was to diffuse & unfocused. Lack of preparation for the particular audience
& amt of time
Deeper investigation into topics would have been helpful
Greater "hands on" training esp. in e-research and library databases
Incentives for faculty participation - count for teach eval-annual salary increases
A great thematic focus
A session in which participants could work in groups to hold discussion & complete
tasks that relate to specific topics ie. critical thinking or implementation of learning
communities
The seminars on learning communities were too unstructured - I was hoping for concrete
advice & strategies - instead they were primarily conversations about the merits of the
communities themselves
Critical thinking
Dr. Karen is a great moderator, facilitator, and advocate for new paradigms in learning
Some of the workshops should be geared at different levels for faculty & technology,
novice, intermediate, advanced
Thanks so much for providing the assistance I need to grow and develop
All presentations were worthwhile and informative. The day went very well
Faculty – 87.2%
Staff – 2.6%
Administrator – 0%
N/A – 10.3%
School:
Lubin
10.3%
Dyson
33.3%
School of Ed
0%
Nursing
12.8%
10
CSIS
15.4%
Law
2.6%
COURSE DEVELOPMENT DAY
At the end of August the CIT hosted two all-day Blackboard workshops, on the
Pleasantville campus in the Goldstein building and the New York campus in the
Civic Center building. In total 45 faculty members attended the workshops.
These days were devoted to assisting faculty with incorporating course content
into their Blackboard course shells. Course Development Day consisted of
consecutively running workshops, which were: Incorporating Blackboard Into
Your Instruction, Moderating Online Discussions, Incorporating Library
Resources Into Blackboard, Incorporating Advanced and Under Used
Blackboard Features, Visually Enhancing Your Course, Roundtable for
Instructional Design Issues, Open Lab for Course Development and a
demonstration of a new Blackboard feature “Masterfile.”
The totals listed below are a combination of attendees from each school. Faculty
attended only the workshops that were appropriate for them.
Course Development Day Attendance – August 2002
School
CSIS
Dyson
Lienhard
Lubin
School of Education
Total
5
15
10
11
4
45
A survey was sent to the faculty who attended the days and the results follow:
Course Development Day Survey – August 2002
School
CSIS
Dyson
Lienhard
Lubin
Total
Did you gain new insights?
Yes – 88%
Please explain.
2
8
4
3
17
No – 12%
11
•
Found the product has a number of useful features and functions applicable to
coursework!
• I built my basic skills in use of Blackboard, but perhaps more importantly learned about
different approaches to organizing my course material within that system.
• Not applicable.
• I am not a faculty member. I am an Administrative Assistant that does a lot of
coursework preparation for the faculty. This course was helpful because I now have an
idea of how to submit the coursework so that it can be put on Blackboard more easily.
• I gained information on how to incorporate the Blackboard discussion board into my
classes by using it as a starting point for my face-to-face classroom discussions, and I am
hoping that the latter will be more stimulating as a result.
• This was my first experience with Blackboard, and it was a very informative seminar. I
feel I learned enough to navigate the software, and with practice (and probably with
additional help from CIT) I should be able to fully incorporate it into my teaching. I
really appreciate everything each of you did to make the day so successful.
• Advanced Blackboard suggestions, online discussion moderation, master file
•
I’m very excited about adding Blackboard to my curriculum. I think it will greatly assist
my student’s learning experience.
• New ideas on how to mix “lecture” and more interactive strategies online
• I came back with good ideas about how to incorporate Blackboard into my course, and
with the skills to do so easily.
• Learned about various websites and how to structure a course.
•
I am a relative beginner to Blackboard, so I soaked up a lot if insights about using
technology in my teaching 6% - I have been using this program for some time, but always
felt that I needed to get a better handle on using it. I especially appreciate having all my
courses in Blackboard, because I do have the students send me assignments electronically
and found that they did not clearly understand using attachments. Now I can also
communicate with all of them with greater ease. I plan to put up information on
assignments, test dates, etc. on Blackboard. It will make my work easier.
• Learning PowerPoint will enhance both my teaching abilities and my research project.
The review of Blackboard was very useful.
Incorporating Blackboard
Useful – 88%
Not Useful – 0%
Did not attend – 12%
Moderating Online
Useful – 53%
Not Useful – 0%
Did not attend - 47%
Incorporating Library Resources
Useful – 35%
Not Useful – 6
Did not attend – 59%
Advanced Blackboard Features
Useful – 65%
Not Useful – 6%
Did not attend – 29%
Interface Design
Useful – 47%
Neutral – 6%
Not Useful – 0%
Did not attend – 47%
Roundtable
Useful – 24%
Neutral – 6%
Not Useful – 0%
Did not attend – 71%
Open Lab
Useful – 35%
Not Useful – 0%
Did not attend – 65%
12
What workshops would you like to see in the future?
•
Being new to Blackboard, it is best that I learn a bit more by using it before making any
suggestions.
• I would like to see something on evaluation of learning…what is current thinking in this
area and practical strategies to implement.
• Nothing in particular. If I do need help in the future it would be best for me to go to a
one on one session geared to my particular needs.
• I would like to see a roundtable that discusses some of the challenges of using
Blackboard and some strategies and ideas that would help instructors overcome those
challenges.
• Designing web pages using HTML.
• Advanced PowerPoint instruction.
• Visual enhancements.
• Moderating online discussions. Incorporating advanced Blackboard features.
• I’d like to see an integrated workshop with the lab work and the instruction together in a
session to set up a course shell.
• Repeats of all of them.
• I would like to continue seeing the open lab, the Advanced Features, and Interface
Design. It would be helpful to have a workshop on creating web pages.
Would you like another day?
Yes – 88%
No – 6%
No Response – 6%
Other
• As most/none of the Blackboard sites were populated with students (too early) it would
be advantageous to have a series of “fictitious” classes for the inexperienced (me and
others) to practice on during each of the sessions. Of course, if the course were
populated, this could be a viable alternative.
It seems that the “computer system” is less stable than one would hope for. It also
appears that even on a day before the term officially starts that the system is slow in
responding.
• As an adjunct, I was pleased to be included. It helped me feel more connected to the
faculty as a whole, and more comfortable utilizing university resources. Thanks.
• I enjoyed the one workshop I attended. Dhal was an excellent instructor. He explained
everything thoroughly, clearly, and with patience. I am an assistant to Beth Gordon
Klinger who helps many professors with their online courses. I love to attend these great
workshops that you offer, so that I may be of some assistance to professors and students.
Thank you for your help, and I look forward to learning more, and attending workshops
in the future.
• Thank you! I had a nice day!!!
• I found the course development day very useful in getting started with Blackboard.
Thank you.
• Jackie is an excellent teacher.
• I would like some sample course outlines.
• It was a great day full of learning. Keep up the wonderful faculty support. Thanks!
• Thanks for providing such a worthwhile day.
• Now, after attending the workshop, I feel I’m more ready to participate in an Open Lab
and would welcome a workshop that incorporated this again.
13
BLACKBOARD REPORT
During the ‘01-’02 Academic Year Blackboard was upgraded to Blackboard 5.
Because of this upgrade, continuous training remained important. Faculty with
previous working knowledge of Blackboard was given individual sessions to
familiarize them with the changes. With the upgrade came the ability to
automatically create a course shell for every course.
Individual and Departmental Training Sessions on an Annual Basis
The Center for Instructional Technologies conducted Blackboard training
sessions. The sessions entailed both departmental and one-on-one sessions with
individual faculty.
Number of Faculty Attending Workshops (by both CIT Staff and Student Aides)
School/Department
Fall 2001
Spring
Summer I &
Student
Total
2002
II 2002
Aides
Adult Services
1
1
Assoc. Provost
1
1
Athletics & Recreation
1
1
CAP
2
2
Counseling
1
1
CSIS
3
3
2
1
9
Ctr Academic Excellence
3
8
11
DAPE
2
2
Dyson
50
82
35
19
186
Education
3
1
4
Environmental Center
1
1
Law
1
1
Library
3
3
Lienhard
14
14
5
33
Lubin
5
9
6
3
23
Provost
1
1
1
3
Transitional Advising
3
3
UNI
1
1
TBD
2
2
Grand Total
87
122
53
26
288
*Numbers does not reflect numerous meetings with the same faculty member or
department.
14
REPORT
ON
ONLINE COURSES
The CIT requested from ISIS a report of all online courses (www) that were
offered at Pace University during the academic year 2001-2002 and received the
following information. Please note that the reported data includes NACTEL
Program administered by the School of Computer Science and Information
Systems and the EMBA offered by the Lubin School of Business.
Online Courses Fall ’01-SS II ‘02
Fall ‘01
Undergraduate
Graduate
Total
Courses
Enrollment
32
13
48
996
153
1,149
Courses
Enrollment
36
17
53
1,118
271
1,389
Spring ‘02
Undergraduate
Graduate
Total
Summer I ‘02
Courses
Undergraduate
Graduate
Total
24
13
37
Summer II ‘02
Courses
Undergraduate
Graduate
Total
Grand Total
4
8
12
150
15
Enrollment
457
358
815
Enrollment
75
128
203
3,556
REPORT
ON
WORKSHOPS
The following chart reports on each of CIT’s workshops and the number of
attendees.
Face–to-Face
Workshop Registerees
Designing Accessible Web Pages
Hudson Valley
CSIS
Lubin
Sys. Dev. (FA)
2
2
2
2
8
Total
Introduction to Blackboard
Ctr for Academic Excellence
CSIS
DoIT
Dyson
Education
ELI
Law
Lienhard
Lubin
Office of the Pres
Total
Intro to Smart E-Classroom
CSIS
Dyson
Total
Library Electronic Resources
Administration
CSIS
Total
Video Conferencing
Lienhard
Lubin
Total
Grand Total
3
9
3
15
3
3
6
15
33
1
91
4
4
8
3
3
6
3
6
9
122
16
Online
The number of faculty and a list of the “Online Workshops” are outlined below.
Each session was limited to around fifteen attendees.
Online Workshops
Getting Started with PowerPoint Online
CSIS
Dyson
Lubin
2
2
4
8
Total
Enhancing Your PowerPoint Online
Lubin
Dyson
Total
Online Workshops Grand Total
3
10
13
5
Assessments
In order to assess the workshops offered through the CIT, an evaluation
measurement was designed and distributed to the faculty who attended a
workshop. A copy of the Assessment form can be found in Appendix F.
Assessment could only be done on the questions that were answered by faculty.
To date no faculty member has submitted an assessment.
17
STUDENT MENTORING PROGRAM
The Student Mentoring Program consists of nine work study students on the
New York and Pleasantville campuses. This program is designed to facilitate
faculty development by pairing them with a student with appropriate
technological skills.
The mission of The Student Mentoring Program is to serve faculty with a variety
of technological assistance. The program helps instructors to utilize technology
and incorporate various software applications into their courses. The program
also encourages students to learn by working with professors outside their major
area of study.
In an effort to assess the program, student mentoring log sheets, folders and an
appointment book was established in the Spring 2001. Ongoing assessment
measures were established to monitor students.
The CIT mentoring model hires and trains students who are then paired off with
an instructor (usually at the start of a semester). They meet throughout the
semester for approximately five hours a week. The students in this program also
assist faculty with in-class web development for their students.
Individual Faculty Instruction
Student Aides 2001-02
Dept/School
Total
CSIS
1
Dyson
19
Education
0
Lienhard
2
Lubin
3
Provost
1
Grand Total
26
18
STUDENT OUTREACH
The development of a new UNV 101 program on the Pleasantville campus where
staff members attended University 101 classes and gave students an orientation
session on information technology at the University was completed. Topics
covered in the demo included: Pace Homepage, E-mail, Blackboard, the Library,
SARS, DoIT, Computer Viruses, IntraPace Network and Pace Dial-up.
Individual Blackboard student orientation sessions were conducted by the
request of interested faculty.
OTHER UNIVERSITY RESOURCES
The Pace Computer Learning Center (PCLC) a division of the School of
Computer Science and Information Systems (CSIS) is a resource for faculty.
PCLC is located at the Midtown campus in their new multi-media labs with full
Internet connectivity. Workshops are also offered at the Graduate Center. All of
the training by PCLC is hands-on. During the academic year ‘01-’02, PCLC had
254 staff/faculty registrations for their workshops. PCLC’s database is not
capable of differentiating staff and faculty attendees.
TEACHING, LEARNING
(TLTR)
AND
TECHNOLOGY ROUNDTABLE
Mission
The Pace University Teaching, Learning and Technology Roundtable (TLTR)
aims to achieve the best in teaching and learning through more effective use of
information technology. The roundtable concept is based on the philosophy that
a university needs continuing communication, cooperation, and collaboration
among representatives of a wide range of faculty and academic support services
to facilitate better planning, decision-making, and reasonable goals measurable
against realistic benchmarks. The TLTR serves as a forum where faculty,
administrators and staff come together to discuss technological innovations.
Fall ’01-Spring ‘02
During the past year TLTR, with CIT hosting, conducted four meetings, two in
the Fall semester and two in the Spring semester. In March 2002, TLTR
conducted a brainstorming session. The focus of this session was to create a
proposal to have “Innovative Technology and Distance Education” included in
the developing Strategic Agenda for the university. The TLTR also held their
first all day conference, in the summer. This course development day consisted
of concurrent workshops highlighting new instructional technologies and handson labs.
19
POSITION ANALYSIS
The CIT is conducting an on-going Position Analysis. Each semester the CIT
targets one or two schools in order to find out what other schools are doing with
Instructional Technology. Some schools are just starting similar centers and a
follow up visit will be conducted.
Schools Visited
New York University
Faculty Technology Center - http://www.nyu.edu/its/ftc
35 W 4th St, 2nd Floor
Ethan Ehrenberg & Richard Malenitza
Reports to – Direct of Academic Computing Services (directly)
Primary Mission – NYU's central organization for technology-based services for
University faculty, students and staff. ITS provides computer services, Internet
resources, and telephony services to the entire University. ITS connects people to
people, to their work and studies, and to the information, training, and technical
resources they need to achieve their goals. Service is our central focus and
concern.
Faculty Support – Faculty are trained to use the technology themselves rather
than have someone do the work for them.
Staff – 4 full-time employees:
• Instructional Technology Specialist (Video/Audio Specialist)
• Computer Technician
• Web Designer
• Graphics & Blackboard Specialist
3 part-time students
Schools Serviced – All (although some schools, such as Stern, have their own
support)
Labs – Primarily Mac labs:
1. 1 main lab area for faculty assistance (with technology such as
scanners, cameras)
2. 3 other small labs for students that faculty may also use
3. 1 computer classrooms (for training, etc)
4. A small conference room for consultations/meetings
20
Workshops – They used to do workshops Blackboard and other software
programs but faculty stopped attending. They are now trying to organize online
workshops. They normally meet individually with faculty members now.
Adjunct Support – Adjuncts can get support just as faculty members do by
walking in or making an appointment during normal hours. They can also walk
into the student-run labs after hours for assistance.
Assessment - There is a formal assessment of Blackboard that is sent out to
faculty and students for evaluation of Blackboard. All other assessments are
done within individual departments.
TLTR - NYU has no affiliation with TLTR.
Distance Education – The online learning initiative has ended at NYU, as well as
many other schools. They do video/audio streaming but not for distance
learning.
Course Management Software – Blackboard (used to use Prometheus but only
Blackboard now)
Other – The Faculty Technology Center falls under the IT umbrella which poses a
challenge to reach out to faculty. They try to find those faculty members who
posses technology knowledge within each department and work with them
together to help faculty. They are trying to get more into videoconferencing and
Internet2.
“THE INFORMATION DESK,” EVENING ADMINISTRATION – PLV
The Pleasantville Part Time Evening Administrator reports to the CIT. This
decision was made in order to provide consistent and reliable support to evening
faculty and students, especially the part-timers.
The Evening Administrator provides the Pleasantville evening faculty and
students with a variety of services including: information during inclement
weather and emergencies, providing office and classroom supplies, providing
visitors with accurate information, directions and general assistance and working
closely with Adult, International and Outreach Program Division to ensure
optimum service for all our constituents. For a complete listing of “The
Information Desk,” see Appendix G.
21
APPENDIX
22
APPENDIX A
23
APPENDIX A
24
APPENDIX C
25
APPENDIX C
26
APPENDIX D
MAY 29 - 31, 2002
Practical Ways to Succeed
in a New Environment
3-DAY FACULTY INSTITUTE
Conference Program
27
APPENDIX D
VENDORS
KEYNOTES
( C o n t i n u e d )
Thursday — Lessons From the Cyberspace Classroom
Addison Wesley & Benjamin Cummings are
two of the world's most respected publishers in the
areas of Chemistry, Computer Science, Economics, Finance, Health & Kinesiology, Life Sciences,
Mathematics, Physics & Astronomy, and Statistics.
Dr. Rena M. Palloff and Dr. Keith Pratt — Crossroads Consulting Group
As authors of Building Learning Communities in Cyberspace and Lessons from the
Cyberspace Classroom, Palloff and Pratt are two of the foremost authorities on online
learning, and highly sought-after speakers. Palloff and Pratt are managing partners in
Crossroads Consulting Group. They have also taught online courses at several universities. Since 1994 they have collaboratively conducted pioneering research and training in the emerging areas of electronic group facilitation, face-to-face and electronic
community building, distance learning, and management and supervision.
Allyn & Bacon is a "focused"
publisher. Instead of publishing in
a wide range of disciplines, they
publish only in the areas of education, the humanities, and the social sciences. This
sharp focus makes them a company of experts. They surpass the competition in
their knowledge of their markets and their products. As a result, you'll find them
uniquely responsive to your needs.
Dr. Rena M. Palloff teaches online for the Fielding Institute, which offers a master's
degree completely online. She has also taught for the John F. Kennedy University,
California State University - Hayward, and Ottawa University.
ArcStream Solutions is a wireless systems integration firm focused on developing innovative solutions that improve the effectiveness of mobile
professionals. ArcStream provides a full array of service offerings – from strategy
consulting through systems development and integration – all tailored to the unique
characteristics of the mobile workforce. ArcStream primarily targets pharmaceutical, manufacturing, higher education, and healthcare organizations and offers deep
domain knowledge in these areas. The company also provides strong expertise in
developing solutions for sales teams. ArcStream Solutions' "Blackboard toGo!"
offering brings the exceptional power of mobile computing to education.
ArcStream has partnered with Blackboard and AvantGo to deliver anytime, anywhere access to Blackboard's leading e-Education solution.
Dr. Keith Pratt has taught online for Ottawa University, where he was Chair of the
Management Information Systems Program. He has also taught at Wayland Baptist
University and the University of Alaska.
Friday — Focus on Best Practices: Learning and Assessment
Barbara S. Pennipede — Associate Director of Assessment Office of Planning,
Assessment, Research and Academic Support
Barbara S. Pennipede rejoined the Pace University community after serving as Associate Academic Dean of the Englewood Cliffs Campus of Saint Peter's College for 16
years. Barbara was formerly the Assistant Dean for Evening and Weekend Programs
at the Pleasantville Campus of Pace. Barbara has spent the past 32 years as an instructor and administrator of adult learning programs. In addition to her positions at Pace
and at Saint Peter's College, she has held the positions: Director of Continuing Education and Community Services, Assistant Professor of College Reading and Study
Skills and Director of the Reading Lab at Queensborough Community College; Director of the Learning Lab and Instructor, Manpower Development Training Program.
Active in professional associations, she has chaired several national committees and
has served as a member of the National Board of Directors of the Association for
Continuing Higher Education. Since 1992, Barbara has been active in outcomes assessment activities and serves as an outcomes assessment evaluator for the Middle
States Association of Colleges and Schools.
Blackboard Inc. was founded to transform the Internet into a
powerful environment for teaching and learning. The company
offers a complete suite of enterprise software products and services that power a total “e-Education Infrastructure” for schools,
colleges, universities and other education providers. Blackboard
solutions deliver the promise of the Internet for online teaching
and learning, campus communities, auxiliary services and integration of Webenabled student services and back office systems. Blackboard’s Learning, Community Portal and Transaction Systems are consistently ranked by industry analysts as
the market share and customer satisfaction leaders for thousands of academic
institutions and a leading number of the Internet’s most popular consumer
education sites.
Barbara earned an M.S. in Education from Lehman College of the City University of
New York and a Bachelor of Science Degree in Elementary Education and Social
Sciences from St. John's University.
28
APPENDIX D
Welcome
VENDORS
The first Pace Faculty Institute, Focus on Learning: Practical Ways
to Succeed in the New Environment, will consist of three days worth
of speakers, workshops, and panel presentations that should provide
something useful for full-time faculty, adjuncts, administrators and
program staff.
Prentice Hall is the world's leading publisher of academic and
reference textbooks. They can answer all of your publishing needs
from traditional texts to their extensive distance learning offerings.
Program Overview:
The first day, Wednesday, May 29 will be devoted to “Learning and
Community,” with sessions for faculty interested or involved in learning community courses, civic engagement courses, and for those who
would like to sharpen their teaching skills and learn more about interactive classroom strategies. Also, visiting faculty from Fairfield University will discuss their experiences teaching paired courses.
Software Secure provides a suite of tools that
better enable schools to incorporate computers
into the learning process. Students get the benefit
of computing without the harmful consequences
of digital cheating or classroom "web-distraction." Securexam Student enables students to take exams using Microsoft Word and Excel, without being able to access
any pre-existing information or the Internet during the test. With Securexam, students have the power and familiarity of their own word processor and spreadsheet
program to create well-organized, legible exam answers that are easier for faculty
to grade. Securexam Browser places a security wrapper around any web-based application, transforming commercial course management tools into a secure application that can be used safely for assessment. Software Secure Classmate enables
faculty to have their students use the Internet to follow a lesson plan without being
able to surf the net or instant message their friends. With Classmate, the Internet
becomes an excellent source of in-class direction, without web-distraction.
The second day, Thursday, May 30 will focus on technology as it relates to teaching and learning. The nationally recognized keynote
speakers, Rena Palloff and Keith Pratt, authors of two best-selling
books about teaching in cyberspace, will help spark some best practices presentations. Our CIT and TLTR (teaching and learning technology roundtable) is helping to organize these sessions as well as inviting
publishing companies to showcase their software and Web-based products. Sarah Burns will also lead a workshop on Information Literacy, a
competency that is at the heart of the teaching and learning process.
On the final day,
Symbol will show how wireless mobile computing devices
are becoming the pencil boxes of the 21st century. By integrating more effective delivery with current university infrastructures, schools can
help to attract a higher standard of both students and faculty. Symbol Technologies
is partnering with education to bring a world of wireless mobile information access
to the next generation of student leaders. Wireless technology will be demonstrated
to show how we receive large supplies of information is rapidly changing.
Barbara Pennipede, our Associate Director of Assessment, will help
lead us into sessions on learning and assessment. Those faculty who
received Presidential Learning Assessment Grants last year will present
some of their findings, including discussions about E-Portfolio Assessment, the E-Classroom and the Adult Learner and Evaluating the Effectiveness of Online Teaching. Another workshop will be held for
those interested in or involved in developing writing intensive courses,
or who would like to more effectively use and assess writing in their
classes.
Once again welcome! We hope you enjoy the days!
29
APPENDIX D
KEYNOTES
VENDORS
Wednesday — Focus on Learning and Community
Dr. Marilyn Jaffe-Ruiz — Provost and Executive Vice President for
Academic Affairs
Compaq will show the power of the iPAQ Pocket
PC demonstrating the pervasiveness of the Internet from your hands using alwayson access to Blackboard and e-mail. The iPAQ enables mobile users to interact
with data from multiple Windows CE (now known as PocketPC 2000) applications,
anytime, anywhere!
Marilyn Jaffe-Ruiz is the Provost and Executive Vice President for Academic
Affairs. Formerly, she was Vice Provost and prior to that Dean of the Lienhard School of Nursing at Pace, a position she held for seven years. Dr. JaffeRuiz has held faculty positions at Pace University and Columbia University.
She has also had extensive experience in Psychiatric/Mental Health Nursing,
including as a private practitioner. Dr. Jaffe-Ruiz holds both the Ed.D. and
M.Ed. from Teachers College, Columbia University, and an M.A. in Adult
Psychiatric Mental Health Nursing from New York University.
Hi-Link Computer Corp. is a Higher Education Partner of Compaq that will be presenting a Compaq handheld ipaq, an Evo D500 desktop, and information regarding Compaq Products.
IBM Personal Computing Division Personnel will demonstrate and discuss IBMMobile Wireless Technology. The
demonstration will clearly show IBM's leadership in mobile
and wireless technology and will focus on advantages of the
IBM solution that are particularly relevant to the ownership and support of that
technology in the Higher Education environment.
The areas of particular interest in which she has published and lectured are
Cultural Diversity in Nursing and Health Care and Family Systems of the
Mentally Retarded and the Developmentally Disabled. She is a sibling of a
person with mental retardation and has been a prime advocate for the mentally
retarded, the developmentally disabled and their families, principally by being
on the board of directors of the New York City chapter of the Association for
Help of Retarded Children since 1984 and the President of the chapter from
1997-1999.
McGraw-Hill Higher Education publishes instructional materials targeted at the higher education market. In an effort to expand the tools of higher learning,
they publish texts, lab manuals, study guides and testing materials, and software
and multimedia products.
Dr. Jaffe-Ruiz is a member of the Board of The Catholic Healthcare Network
in New York City. She has served as Vice-President of the Council of Deans
of Nursing of Senior Colleges and Universities of the State of New York and
on the Editorial Board of the Journal of the New York State Nurses
Association.
“MetaText digital textbooks provide a range of interactive
teaching and learning tools brought to you through the convenience of the Web. Our technology enables unlimited
textbook customization and information sharing, at a price
that is more affordable to students. Adopt a MetaText Edition for your entire class, or as an option for your students. MetaText currently offers a growing catalog of nearly 250 best-selling titles. The wisdom of the textbook; the power of the Web. "
30
APPENDIX D
KEYNOTES
VENDORS
Wednesday — Focus on Learning and Community
Dr. Marilyn Jaffe-Ruiz — Provost and Executive Vice President for
Academic Affairs
Compaq will show the power of the iPAQ Pocket
PC demonstrating the pervasiveness of the Internet from your hands using alwayson access to Blackboard and e-mail. The iPAQ enables mobile users to interact
with data from multiple Windows CE (now known as PocketPC 2000) applications,
anytime, anywhere!
Marilyn Jaffe-Ruiz is the Provost and Executive Vice President for Academic
Affairs. Formerly, she was Vice Provost and prior to that Dean of the Lienhard School of Nursing at Pace, a position she held for seven years. Dr. JaffeRuiz has held faculty positions at Pace University and Columbia University.
She has also had extensive experience in Psychiatric/Mental Health Nursing,
including as a private practitioner. Dr. Jaffe-Ruiz holds both the Ed.D. and
M.Ed. from Teachers College, Columbia University, and an M.A. in Adult
Psychiatric Mental Health Nursing from New York University.
Hi-Link Computer Corp. is a Higher Education Partner of Compaq that will be presenting a Compaq handheld ipaq, an Evo D500 desktop, and information regarding Compaq Products.
IBM Personal Computing Division Personnel will demonstrate and discuss IBMMobile Wireless Technology. The
demonstration will clearly show IBM's leadership in mobile
and wireless technology and will focus on advantages of the
IBM solution that are particularly relevant to the ownership and support of that
technology in the Higher Education environment.
The areas of particular interest in which she has published and lectured are
Cultural Diversity in Nursing and Health Care and Family Systems of the
Mentally Retarded and the Developmentally Disabled. She is a sibling of a
person with mental retardation and has been a prime advocate for the mentally
retarded, the developmentally disabled and their families, principally by being
on the board of directors of the New York City chapter of the Association for
Help of Retarded Children since 1984 and the President of the chapter from
1997-1999.
McGraw-Hill Higher Education publishes instructional materials targeted at the higher education market. In an effort to expand the tools of higher learning,
they publish texts, lab manuals, study guides and testing materials, and software
and multimedia products.
Dr. Jaffe-Ruiz is a member of the Board of The Catholic Healthcare Network
in New York City. She has served as Vice-President of the Council of Deans
of Nursing of Senior Colleges and Universities of the State of New York and
on the Editorial Board of the Journal of the New York State Nurses
Association.
“MetaText digital textbooks provide a range of interactive
teaching and learning tools brought to you through the convenience of the Web. Our technology enables unlimited
textbook customization and information sharing, at a price
that is more affordable to students. Adopt a MetaText Edition for your entire class, or as an option for your students. MetaText currently offers a growing catalog of nearly 250 best-selling titles. The wisdom of the textbook; the power of the Web. "
31
APPENDIX E
Tuesday, August 27, 2002
Pleasantville Campus
Center for Teaching, Learning
and Technology
PACE UNIVERSITY
32
APPENDIX E
Program
Program
8:30 Registration, Coffee and Pastries
1:30-4:30 Open Lab for Course Development
Facilitators: Joe Seijo, Jackie Womack
Goldstein, 2nd Floor Computer Lab
Goldstein 100
9:00-11:45 Open Lab for Course Development
Facilitators: Joe Seijo, Jackie Womack
Goldstein, 2nd Floor Computer Lab
1:30-2:45 Concurrent Workshops
9:00-10:15 Concurrent Workshops
1. Incorporating Advanced Blackboard Features
Become an expert with Blackboard. Learn how to utilize features of
Blackboard that you've never used before. This workshop will orient
you to the Assessment, Pool Manager, Gradebook, Learning Units, and
the Digital Drop Box features. This workshop is geared for those who
have experience using Blackboard.
Facilitator: Kristina MacMillan
Goldstein 300
1. Incorporating Blackboard Into Your Instruction
This workshop will highlight the features of Blackboard to those who
have never used Blackboard before or are novices to the platform.
Goldstein 300
Facilitators: Dhal Anglada, Kristina MacMillan
2. Moderating Online Discussions
2. Visually Enhancing Your Course (Interface Design)
This workshop will review the different ways in which faculty members
can manage online discussion boards so that the common fear of being
inundated with student posts can be alleviated. In addition, the workshop will review the various functions of a discussion board and how it
can be incorporated into a regular face-to-face course, a web-assisted
course and an online course.
Facilitators: Jim Stenerson, Beth Klingner
Goldstein 315
This workshop will help faculty with the design aspects of building an
online course. The graphic design of a course must be appropriate to the
overall subject matter, but can also set the tone for the learner's experience. Consistencies with colors, fonts, headings, text layout and more
can greatly reduce the time initially required to master the use of a
course site, particularly for novices.
Facilitator: Dhal Anglada
Goldstein 315
3. Incorporating Library Resources Into Blackboard
3. Roundtable for Instructional Design Issues
This session will demonstrate how to use electronic resources for your
Blackboard course such as online reserve materials, Internet resources
and help documents. The session will introduce the benefits of having
a librarian monitor a research-based discussion board within your
courses.
Facilitator: Noreen McGuire
Goldstein 100
This session will be a dialogue on common challenges and successes all
faculty members have experienced when incorporating a Blackboard site
into a course. The basic theoretical components of instructional design
will also be discussed.
Facilitator: Jim Stenerson
Goldstein 100
10:30-11:45 Concurrent Workshops Repeated
3:00-4:30 Concurrent Workshops Repeated
12:00-1:15 Lunch (Blackboard Masterfile Demo)
Facilitator: Joe Seijo
Gottesman
4:30-5:00 What’s Next?
Goldstein 100
Don’t go home overwhelmed. Take what you learned today and incorporate the new information into your courses to the best of your ability.
Please remember to contact CIT with any questions or problems and
make your follow-up appointments with a CIT staff member!
33
APPENDIX E
CTLT
As of September 2002 there will be a new umbrella support organization at Pace called the "Center for Teaching, Learning and Technology." The new center will
coordinate various faculty development support services.
The Center is committed to faculty driven initiatives that
incorporate current pedagogical strategies and new technologies into their courses resulting in instructional innovation and excellence in teaching.
•
•
•
•
•
Pforzheimer Center for Faculty Development
Center for Instructional Technology (CIT)
Teaching, Learning and Technology Roundtable
Faculty Resource Network
... and a new office, which will coordinate support services for online faculty and students.
34
APPENDIX F
Workshop Assessment – Introduction to PowerPoint
May 22, 2002
Your status at Pace University:
Dept/School
Faculty
__________________________
Staff
Please circle the response that best reflects your views on the "PowerPoint"
workshop.
(Specific comments on these items may be put on the back of this sheet.)
Strongly
Agree
Average
Strongly
Disagree
The objectives of the session were clearly stated.
5
4
3
2
1
The session was well organized.
5
4
3
2
1
The content of the session was useful.
5
4
3
2
1
The length of the session was appropriate.
5
4
3
2
1
The instructor was well prepared.
5
4
3
2
1
The instructor was easy to follow.
5
4
3
2
1
The instructor was willing to stop and clarify points.
5
4
3
2
1
The handouts distributed were clear and easy to follow.
5
4
3
2
1
The hands-on practice was valuable.
5
4
3
2
1
The presentation of information was effective.
5
4
3
2
1
Please list at least three things that were done well in this workshop:
Please list at least three things that should be changed or improved in this workshop:
36
APPENDIX F
Was there anything in particular that you had hoped would be covered in the session, but was not?
Yes
No
If yes, please note what was not covered:
**********
How do you plan on utilizing the skills you have learned today?
What other workshops would you like to see offered?
How did you learn about this workshop?
Thank you for your cooperation in completing this questionnaire.
Please use the remaining space for any additional comments or suggestions.
37
APPENDIX G
THE INFORMATION DESK
The Center for Instructional Technologies and Evening
Administration would like to know if members of the
Adjunct Faculty would be interested in attending a
curriculum integration technology orientation workshop
during this Semester. As you may know, the University is
committed to providing the faculty with necessary support
to assist them with the integration of technology into the
curriculum. This workshop could be scheduled for a
Saturday morning. Refreshments will be provided.
If interested in the above proposal, please contact:
Delwing B. Gaines
Evening Administration
Miller 20A
Phone: 773-3663
Briarcliff and Pleasantville Campuses
Created 10/12/00
38
APPENDIX G
Because of our location in one of the
academic hubs of the Pleasantville Campus,
the Information Desk must handle a wide
variety of daily needs;
• Act as a distribution center for course catalogs, University
catalogs, and important University forms.
• Assist academic departments by relaying messages to faculty
and students and by posting authorized class cancellations
when advised to do so by Security or the Evening
Administrator.
• Assist in the distribution of mail for Evening Session adjunct
faculty.
• Assist in registering students for the regularly scheduled
Make-up Testing Program.
• Assist students and faculty members with baseline questions
regarding academic calendar, schedule of classes, and
University policies; refer more complex issues to the
appropriate University office for resolution.
• Assist with the integration of technology into the curriculum.
• Distribute bulletins, flyers and newsletters from academic
departments, student organizations and University
administration offices.
• Give accurate information regarding campus events.
• Maintain an updated list of classroom assignments.
• Maintain the faculty lounge area.
• Maintain the mail and copy center and provide liaison to the
Document Services.
• Provide assistance to students using the hallway copier.
• Provide information during inclement weather emergencies.
•
•
•
•
Provide office and classroom supplies as required.
Provide support for Security and Building & Grounds
to ensure a safe and comfortable learning/working
environment.
Provide visitors to our campus with accurate
information, directions and general assistance.
Work closely with Adult, International and Outreach
Program Division to ensure optimum service for all our
constituents.
Delwing B. Gaines
Evening Administrator
The Evening Administration Office
Pace University
Pleasantville Campus
Miller Hall, 20A
Extension 3663
39