Center for Teaching,
Learning & Technology
Annual Report
Academic Year
September 1, 2002 – August 31, 2003
TABLE
OF
CONTENTS
Contents
Page
Introduction
Center for Teaching, Learning, & Technology
2
Mission, Vision, Goals and Objectives
Pforzheimer Center for Faculty Development
Center for Instructional Technology
Mission, Vision, Goals and Objectives
3
5
6
Organizational Chart
8
Teaching, Learning and Technology Roundtable
9
Faculty Research Network
9
Friday Faculty Forum
10
Faculty Resource Network Fall Meeting in San Juan, Puerto Rico
10
Distance Education
11
Training Sessions Report
13
Workshops & Conference
13
FrontPage Workshop
13
Cooperation, Compassion & Civility in the Classroom
13
Designing a Learning Community in a Hour
14
Copyright and Distance Education Workshop
14
Open House for Adjunct Faculty
14
Blackboard Open Lab
14
New York Times Conference
14
Conference on Reflective Teaching Practices
14
Course Development Day
15
Faculty Institute 2003
16
Instructional Design
18
Laptop Initiative for Honors Program
19
Student Mentoring Program
19
Evening Administration – PLV
19
Staff Updates
20
Dhal Anglada
20
Kristina Leonardo
20
Christine Moloughney
20
Christina Ojar
21
Joe Seijo
21
James Stenerson
22
Appendix
23
1
INTRODUCTION
The 2002 – 2003 Academic Year witnessed the emergence of the Center for Teaching, Learning,
and Technology (CTLT). The new Center brings together existing resources at the university
that are essential to the robust faculty development initiatives at Pace. The primary reason for
the new Center is to offer more support to the faculty and to coordinate efforts.
The CTLT brings under one umbrella the Center for Instructional Technologies, the Pforzheimer
Center for Faculty Development and the Teaching Learning and Technology Roundtable. In
addition, the enhanced Center recognizes the need to offer support in emerging areas within the
university. The Instructional Designer position was created and filled during the year. This
position will work closely with all faculty offering resources that enable faculty to create sound
pedagogical course designs to enhance student learning. The position of Online Support Services
was also established during the year and its main objective will be to offer necessary services to
the faculty and students who are involved with online and web assisted courses. The position
will also oversee assessment initiatives in order to maintain high quality standards for online
courses. Other addition to the staff was the upgrade of the Evening Support Office in
Pleasantville from a part time to full time position. The position will offer enhanced support to
the evening faculty and the position will become a key resource for maintaining budgets and
disseminating information for both CIT and Pforzheimer.
Inside the 2002-2003 report you can read about the many initiatives that were undertaken
during the past year. The highlights include the Fall conference on Reflective Teaching
Practices, the 2nd annual Faculty Institute, the establishment of Course Development Days and
the many other workshops and information sessions.
I thank you for reviewing the Report and I hope it demonstrates the commitment the University
and the CTLT has made to faculty development and the enhancement to student learning.
Jim Stenerson
University Director
2
CENTER FOR TEACHING, LEARNING & TECHNOLOGY
Proposed Mission
In the summer of 2002, the Center for Teaching, Learning and Technology (CTLT) was
established to offer support to faculty and students in a rapidly changing teaching/learning
environment. The University’s Strategic Plan provides for a student-centered learning
environment that fosters students’ intellectual growth, competence and citizenship whether in a
classroom or online. To realize the University’s vision, the CTLT is dedicated to assist faculty in
exploring dynamic teaching and learning methods appropriate for a diverse student body. The
Center will also advocate for effective student support so that students can succeed. In
recognition of the faculty desire to keep up with new instructional challenges, the CTLT is
committed to faculty driven initiatives that incorporate current pedagogical strategies and new
technologies into their courses resulting in teaching excellence.
Proposed Vision
The Center for Teaching, Learning and Technology, following the lead of Pace University’s
strategic plan, will strive for the highest quality distributed education environment. CTLT
recognizes that certain characteristics of teaching excellence include the establishment and
communication of clear learning outcomes, the assessment of learning and the active
involvement of students. The CTLT will coordinate and arrange services and support to both
faculty and students that are discipline specific and university wide. In order to attain this vision
the CLTL will collaborate with key University departments and divisions.
Goals & Objectives
1. Continue the reorganization of the existing CIT and Pforzheimer Center into the new Center
for Teaching Learning and Technology.
ƒ Assess newly formed advisory board
ƒ Strengthen ties to Faculty Resource
Network at NYU
ƒ Instructional Designer functioning as a key
support staff
ƒ Enhance and assess the new support office
for online learners and instructors
ƒ Coordinate staff changes made within CIT
ƒ Reengineer the Evening Coordinator’s
position
in
Pleasantville
into
an
administrative support position for the
CTLT.
CTLT
recognizes
the
importance
of
faculty
development and their need for support when
integrating technology into the instructional process.
2. Continue to organize and plan various faculty
development workshops that have been
offered
during
past
semesters.
These
workshops contribute to the University’s efforts at improving student learning through the
continuous improvement of faculty’s pedagogical skills and knowledge.
ƒ Assessment of student learning and academic programs by offering a “Conference on
Assessment”
3
ƒ
ƒ
ƒ
ƒ
ƒ
Encourage faculty to reflect on their strenghts and weakness in their teaching through
the “Teaching Portfolio Workshop”
Offer “Course Development Days” as a way
to motivate faculty to intergrate technology
into their teaching by assisting them with
course materials.
Organize the annual three-day Faculty
Institute
which
will
forster
faculty
collaboratation and allow them to attend
various faculty development workshops on
instructional
skills
and
integrating
technology.
Support departmental and school based
requests for workshops including requests
Faculty development workshops, such as Course
from individual faculty memebers for Development Day, contribute to the University’s
efforts at improving student learning through the
consultations.
continuous improvement of faculty’s pedagogical
Implement additional workshop offerings skills and knowledge.
and increase the number of individual or
department workshops.
3. Implement development programs for new University initiatives.
ƒ Promote the Faculty Resource Network by inviting faculty to apply for various seminars
and weeklong institutes.
ƒ Implement faculty development opportunities for the Honors faculty especially with
integrating laptop computers into their teaching strategies.
ƒ For the University to successfully implement the new core curriculum the CTLT must
coordinate and offer developmental workshops both on and off campus. Depending on
resources a number of faculty will be invited to take part in a series of workshops that
will address issues surrounding the new core. Implementing different pedagogical
strategies and the inclusion of technology will be a primary focus. The assessment of this
initiative would be measured with each faculty member reporting on his or her course
development activity.
ƒ Design, develop and implement a Pace Faculty Fellows program. This new initiative would
allow all faculty, teaching at all levels, to explore new teaching strategies. A major
component of the Pace Fellows would be faculty collaboration with demonstrations of
best practices. This would be an on-going program with a new cohort of faculty each
year.
ƒ Adjunct Faculty are an essential resource at Pace and new innovative ways of reaching
out to them must be explored. One possibility would be the creation of an adjunct
resource network. The network would allow part time faculty to learn about enhanced
teaching skills and the integration of technology into their pedagogical models. Once
implemented the resource network would expand each year and would make adjuncts an
active and contributing part of the Pace community.
4. Continue to support distance education initiatives.
4
ƒ
ƒ
Assess the effectiveness of the Online Support office amd its ability to provide quality
support services. Mid semester and final assessment instruments to faculty and students
will measure success.
Continue to offer faculty the necessary support with course development and content
creation for their asynchronous course shells.
5. Faculty-student mentoring
ƒ Continue and enhance the current program by offering faculty the opportunity to work
with student assistants and graduate 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.
PFORZHEIMER CENTER FOR FACULTY DEVELOPMENT
Mission
The Pforzheimer Center for Faculty Development at Pace University seeks to support Pace
University's mission and core objectives by creating a culture of reflective teaching and learning
among the faculty, developing programs that empower the faculty to enhance the quality of
student learning both inside and outside the classroom, providing a forum for faculty to share
teaching and research ideas and supporting faculty in their use of technology. The Pforzheimer
Center will continue to work in tandem with the Center for Teaching, Learning, & Technology to
support faculty initiatives that are consistent with University goals and serve both full time and
adjunct faculty in their efforts to enhance teaching and learning.
Services
The Center for Faculty Development provides opportunities for Pace University's faculty - fulltime and adjunct - to improve their skill in helping students learn. The Center encourages
faculty to strengthen their current teaching skills and expand their repertory of techniques to
match their teaching with the needs of their students and the demands of their subject matter.
Partnering with the Center for Teaching, Learning & Technology, and the Center supports a wide
variety of approaches to learning. Its offerings include:
▪
▪
▪
▪
workshops and demonstrations
mentoring by experienced colleagues
task groups to explore problems and develop solutions
other individual and group activities designed to meet faculty interests.
The Center supports the widest range of teaching methods on the assumption that a variety of
approaches will best mirror the diversity of learning needs of Pace students.
The Center is managed by two co-directors, one based in New York City and the other in
Westchester. The Co-directors are full-time faculty, with tenure. The Co-directors plan and
manage a variety of programs, workshops, conferences, mentoring programs, grant initiatives
and faculty gatherings to enhance the pedagogical and research interests of the faculty.
CTLT and the Pforzheimer Center have hosted several faculty development workshops.
Workshops are summarized on page 13 of this report.
5
CENTER FOR INSTRUCTIONAL TECHNOLOGY
Vision
The Center for Instructional Technologies will provide quality service and support to all Pace
University faculty 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.
Mission
The core of the Center of Instructional Technologies’ mission is the recognition that the latest
change in the educational paradigm is underway. Enhanced and decentralized information
technologies have caused the traditional barriers between synchronous instruction and distance
education to give way to a new “distributed” teaching and learning environment. In the new
environment, faculty's central role can be critically enhanced by technology as long as the
technology is used appropriately. The Center strives to work closely with the academic
community making certain that pedagogy is effectively integrated with the proper technology.
The end result will be a positive and interactive learning environment for both the faculty and
students. The coordination and implementation of assessment instruments will be a key in
measuring successful outcomes.
The Center for Instructional Technologies recognizes the importance of faculty development and
their 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 learner population. The Center provides resources for technically
experienced and novice faculty who wish to design multimedia material for instruction. The
Center will also assists faculty in acquiring the technology needed for implementation. To be
proactive in these endeavors, CIT will work closely with the Pforzheimer Center for Faculty
Development, the Pace University Teaching, Learning and Technology (TLT) Roundtable and the
Center’s own advisory board.
Short Term Goals & Objectives (current)
1. Support the Distance Education initiative - over the past year Distance Education
opportunities continue to grow at Pace. The online accelerated degree program for adults
was approved by the State. The Sloan foundation provided funding for 50 online courses to
be offered in the Fall 02 semester. In addition, many of the schools and academic
departments have expressed interest in converting existing courses into an asynchronous or
hybrid environment. The objective for the CIT is to be a vital resource by helping schools and
their faculty develop quality on-line courses.
2. Update and redesign 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 attending Pace. This is an ongoing process and full time
staff have been allocated to this Goal.
6
3. Promote new initiatives for faculty and students – over the past year CIT has been involved
with a number of initiatives that will transform the curriculum. These initiatives will offer new
opportunities for the faculty and their teaching techniques. Some of the initiatives include
the core revision, University 101, Learning Communities and Honors Laptop program.
4. 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.
5. Initiate and implement a schedule of on-line workshops - over the past year the scheduling
of "in-person" workshops has been challenging, especially with scheduling. On-line
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.
6. 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.
7. 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.
8. Continue the Faculty Staff Research and "Technology Expo" Days - in coordination with the
TLTR, the CIT will plan and implement a full day exposition of new technologies and software
along with research presentations by faculty for each of the semesters. 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.
Longer Term Goals & Objectives (2-3 years)
1. Planning and coordinating an instructional technology institute. This would be an intensive
five-day retreat on the use and implementation of certain technologies and software. The
faculty participating would have direct access to various University resources. The objective
and outcome would be faculty-completing course content. (This initiative has not been
funded since first submitted in 99-00 FY).
2. Seek funding for faculty participation at a national conference dealing with the use and
integration of technology into the curricula. The ideal model would be 6 faculty attending the
same conference with daily breakout sessions to address issues specific to Pace. After the
conference a report would be issued. (This initiative has not been funded since first
submitted in 99-00 FY).
7
3. Begin community outreach to determine opportunities in Distance Education for special
populations. The initial objectives would be to reach out to local High Schools for advanced
placement courses using asynchronous and synchronous modalities. The second objective
would be to do a feasibility study for offering continuous learning opportunities through
distance education for retirees.
ORGANIZATIONAL CHART
University Provost
Joseph Morreale
Associate Provost
Beverly Kahn
University Director
James Stenerson
Pforzheimer Center for Faculty Development
Co-Directors:
Constance Knapp & Linda Anstendig
Courseware
Developer/Coordinator
Joe Seijo
Coordinator for Online Support Services
Christine Moloughney
New Position – July 2003
Formerly Program Manager Position
Evening Program Coordinator
Christina Ojar
New Full Time Position – July 03
Formerly Part-Time
Instructional Designer
Dhal Anglada
New position – January 03
Courseware/Web Designer
Kristina Leonardo
Courseware Designer
Woody Batts
Formerly Multimedia Position
8
TEACHING, LEARNING AND TECHNOLOGY ROUNDTABLE
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. Visit http://pace.edu/tltr for more information.
Pace University is a member of the Teaching, Learning and Technology Group
(http://www.tltgroup.org) whose mission is to motivate and enable institutions
and individuals to improve teaching and learning with technology, while helping
them cope with continual change.
During the spring of 2003, the TLTR Advisory Board actively participated in planning the 2003
Faculty Institute (pg. 15). Pace’s TLTR coordinated the call for presenters and managed the
assembly of speakers and presenters for the Institute’s Technology Day (Appendix E) including
an exhibit of more than 30 vendors. Jane Collins, a facilitator for TLTR, chaired a concluding
session.
FACULTY RESOURCE NETWORK
The Faculty Research Network (FRN) is a nationally recognized partnership among 38
universities and community colleges, including Pace University, and is administered through New
York University (NYU). Faculty Resource Network programs are offered year-round, and serve to
provide faculty with a broad range of faculty development opportunities ranging from intensive
summer seminars, longer research residencies, lunchtime meetings, panel discussions, national
symposia, and more.
Pace Faculty can also apply for the University Associate Program which enables full-time faculty
members to come to NYU throughout the school year to use some of its academic facilities.
University Associates can audit courses; do research in the nine University libraries; and
participate in open departmental or interdisciplinary colloquia, lectures, symposia and seminars.
2002-2003 University Associates
The following Pace faculty members were FRN’s
Harold Brown, Philosophy & Religious Studies
Sung-Hyuk Cha, Computer Science
Micheal Gargano, Computer Science
James Hall, Management & Management Sci.
Tom Henthrone, English
Constance Knapp, Information Systems
Edmund Mantell, Finace
Richard Ottoo, Finance and Economics
University Associate for 2002-2003:
Roger Sayre, Fine Arts
Namchul Shin, Information Systems
Lixin Tao, Computer Science
Sid Ray, English
Nancy Reagin, History
Manahem Rosenberg, Finance
P.V. Viswanath, Finance and Economics
Alfred Ward, Psychology
9
The following Pace faculty members participated in FRN’s Summer week long seminars:
Sarah Burns, Office of the University Librarian
Patricia Giurgescu, Department of Mathematics
Barry Gold, Department of Management and Management Science
Helane Levine-Keating, Department of English
Constance Knapp, Department of Information Systems
Friday Faculty Forum
One benefit of FRN’s membership is Pace’s inclusion in the Friday Faculty Forums. On Friday,
November 1, 2002, Constance Knapp, Co-Director of the Pforzheimer Center for Faculty
Development, was able to attend the luncheon, the topic of which was “How to Balance
Administrative Work, Teaching, Writing and Other Things,” by Sheril Antonio, Associate Dean of
Film, Television and New Media at New York University’s Tisch
School of the Arts. About 60 faculty members, from 17 universities,
attended the luncheon, including the three faculty-in-residence at
NYU from Howard, Iona and New Rochelle.
Ms. Antonio discussed what the “other things” were - life, liberty,
and the pursuit of happiness —family, health, all those things that
are critical to one’s work life. How do you balance all these and
succeed? Think about how your work relates to your life and how
your life relates to your work. The following are the critical issues
discussed:
How do you prioritize?
How do you manage competing priorities?
How do you make your schedule public without complaining?
When do you say no?
How do you say no?
All faculty members are encourages to consider attending one of
the luncheons in the future. For current listings, visit
http://www.nyu.edu/frn
Sheril Antonio demonstrates the
balancing act.
“So my advice on how to wear
many hats is very simple: Wear one
at a time. No matter how crazy
your schedule gets, no matter if you
have 50 things to do today, do
them one at a time.” - Sheril
Antonio
Faculty Resource Network Fall Meeting in San Juan, Puerto Rico
In November 2002, Beverly Kahn, Connie Knapp, Jim Stenerson and a group of presidents,
administrators, and faculty members representing more than 30 member institutions of the
Faculty Resource Network gathered at the University of the Sacred Heart in San Juan, Puerto
Rico to present their perspectives on one of the fundamental issues in higher education — being
a professor. The forum, a two-day session that examined issues confronting today’s college and
university faculty, was preceded by a discussion on “The Academy and the Community.” This
conversation touched on such themes as the town-gown relationship, service learning, and
community service outreach.
From a demanding new generation of students with high expectations to a demanding new set
of institutional imperatives with even higher expectations, today’s college and university
professoriate faces a bewildering panorama of obligations that threatens to reshape the very
nature of what it means to be a teacher. In this two-part forum on that very subject – “Being a
10
Professor,” participants painted a
varied picture of the difficulties – and
opportunities – in this new educational
environment.
The opening panel focused on the
challenges of meeting student needs
and the closing panel concentrated on
the challenges of meeting institutional
Pictured from left to right, José Jaime Rivera, President, University
imperatives. Beverly and Jim attended of the Sacred Heart in Puerto Rico; Joyce King, Provost, Spelman
the pre-symposium meeting for FRN College; Trace Jordan, Assistant Director of the Morse Academic
Program, NYU; Sylvain Cappell, Professor of Mathematics, NYU;
liaison officers, while Connie attended Margarita Benitez, Special Advisor to the TRIO Programs, United
a pre-symposium session discussing States Department of Education; Beverly Kahn, Associate Provost,
Pace University
the links between the university and
the community, “The Academy and the Community.” Beverly Kahn moderated the closing panel
discussion regarding institutional imperatives.
DISTANCE EDUCATION
Throughout its history, Pace University has been committed to providing access to excellent
education and career preparation. The development and enhancement of computer technology
and the Internet enables Pace University to expand the meaning of its motto "Opportunitas," as
it offers access to education in new ways. Online programs and courses along with web-assisted
and web-enhanced courses are offered to students who wish to pursue higher education and
who desire or require the flexibility of learning online. Online components may be integrated into
all courses. As with all Pace courses and programs, online courses and programs are developed
and evaluated with a commitment to provide a range of learning opportunities and support
services that will ensure successful learner outcomes and a positive educational experience for
all students. The University’s distance education initiatives are fully integrated into the
curriculum. This has been the hallmark of a Pace education for nearly one-hundred years.
Orientation To Online.Pace.Edu Learning
Community - As of September 2002, all
Distance Education and Web-Assisted courses
required the students to take an assessment
to ensure that they are familiar with certain
DE protocol. This assessment should be
passed with a 70 or better. To take this
assessment students go to “Orientation To
Online.Pace.Edu Learning Community” at
http://online.pace.edu.
11
Student Enrollment by Type of Course
Table 1. Unique Student Enrollment by Type of Course
WWW Courses
Enrollment
Fall 2002
950
Intersession 2003
19
WAN Courses
Enrollment
Fall 2002
Intersession 2003
1098
0
NACTEL
Enrollment
Fall 2002
Intersession 2003
408
0
Spring 2003
948
Spring 2003
900
Spring 2003
359
Summer I 2003
381
Summer I 2003
142
Summer I 2003
211
Summer II 2003
358
Summer II 2003
103
Summer II 2003
Total
WWW
WAN
NACTEL
2656
Total
2243
Total
0
978
Online Web Based courses
Web-assisted courses
National Coalition for Telecommunications and Learning Project asyn- chronous
learning project to deliver CSIS’s A.S. in Telecommunications to approximately
300,000 individuals employed by NACTEL partners. NACTEL partners include
Verizon, The Communications Workers of America (CWA), the International
Brotherhood of Electrical Workers (IBEW), SBC, and Qwest. The program has led
to the development of cutting-edge mechanisms to provide students with on-line
advisement, counseling, mentoring, and registration
Online Course Evaluation
Appendix A reports the evaluation of online courses and support services from the 2002-2003
academic year. A total of 964 students responded.
12
TRAINING SESSION REPORT
CTLT Staff conducted Blackboard and various other software training sessions. The sessions
entailed scheduled workshops for the university community, departmental and one-on-one
sessions with individual faculty. The pie chart below illustrated the number of faculty/staff by
school who made appointments for a blackboard tutorial. Consultations on such issues as eportfolio, assessment and using the interactive features of blackboard are a sample of the topics
that were discussed.
Lienhard
28
20%
Lubin
32
23%
Dyson
62
44%
Law
2
1% Other
5
4%
Education
7
5%
CSIS
4
3%
*Numbers do not reflect numerous meetings with the same faculty member.
WORKSHOPS & CONFERENCES
CTLT sponsored and hosted a variety of professional development activities during 2002-2003 to
enhance the teaching experience of Pace’s faculty members. These workshops are open to all
faculty and comprise of various topics of interest to the campus community. From learning to
use specialized software to exploring specialized uses of the web, CTLT has helped Pace faculty
develop pedagogical and technical skills. Appendix B illustrates the number of participants to the
following workshops.
Front Page Workshop
On December 2 and 6, 2002, the FrontPage Workshop was presented online. The goal was to
introduce the beginning web page author to an introductory set of web site creation and
management tools. FrontPage was used to develop websites which would provide students
effective access to resources. This can effectively expand content availability and variety, both
inside and outside the classroom.
Cooperation, Compassion and Civility in the Classroom
This teleconference aired on February 21, 2003 on the PLV Campus. It investigated the major
sources of anger in the classroom, possible reasons for uncivil behavior and effective ways to
promote cooperation and reduce disrespect in the classroom. The panelists were Carol Tavris,
who is a noted writer, teacher and lecturer in the areas of psychology, anger, and critical
thinking, and Elliot Aronson, currently a distinguished Visiting Professor at Stanford University.
Following this workshop, the videotape is available for check-out from the library.
13
Designing a Learning Community in a Hour
Hosted by the Pforzheimer Center for Faculty Development, this lunch time seminar provided an
opportunity to do intellectual bridge-building among colleagues. Participants worked together to
come up with ideas for thematic learning communities and do some curricular brainstorming
about possible readings, assignments, and projects to illustrate the themes. The seminar was
held on February 19, 2003 on the PLV campus and March 5, 2003 at PNY campus.
Copyright and Distance Education Workshop
Presented by Medaline Philbert, Library, and Jackie Womack, CTLT, the focus of this workshop
was to give faculty a synopsis of the effect copyright laws have on Distance Education, to review
the TEACH Act, to explore new legislation and review the Library’s online reserves and
multimedia. The workshop was held on April 14, 2003 on the PLV Campus and April 16, 2003 on
the PNY Campus.
Open House for Adjunct Faculty
A reception was held to review university resources available to adjunct faculty. It was a great
opportunity for adjunct faculty to meet and talk to other faculty members and to familiarize
themselves with the resources available for professional development. This day was held on Oct
8th 2002 at the Pleasantville Campus and on Oct 9th, 2002 on the New York Campus.
Blackboard Open Lab
Open lab time where faculty can come and work on their Blackboard course with an CTLT staff
to answer questions and provide technical assistance with any of the Blackboard features. This
week long service was provided on the PLV and PNY campuses from 4:00 pm – 6:00 pm from
September 17 to 23 of 2002.
New York Times Conference
On September 17 (PNY) & September 19 (PLV), Felice Nudelman, College Marketing Manager for
The New York Times, facilitated a workshop providing information about the partnership
between Pace University and The New York Times.
The partnership provides electronic copies of the newspaper to the Pace University community.
The electronic version is available Monday through Friday during the Fall and Spring semesters.
It is conveniently an Acrobat pdf replica of the New York City edition including all features and
advertisements.
A special feature of this partnership is the “Rights and Permissions Site License” which gives
faculty and staff use of The New York Times materials for reprinting articles for classroom
distribution. Ms. Nudelman also presented suggestions on how to incorporate the electronic
edition into the instructor’s teaching.
Conference on Reflective Teaching Practices
This day long seminar was held at the White Plains Graduate Center on September 27th of 2002,
sponsored by CTLT and the Pforzheimer Center for Faculty Development. The keynote speaker,
Barbara Wright, who served as director of the American Association for Higher Education's
Assessment Forum, was a Professor of German, and is now coordinating assessment efforts at
Eastern Connecticut State University. She addressed critical issues relating to the challenges of
assessing core courses and the need to focus on course learning outcomes, general education,
14
and critical thinking. Breakout sessions were led by Pace experts on such topics as "Designing
Course Objectives and Outcomes," "Developing Portfolios and E-Portfolios,” and "Assessing Online Learning.” At the end of the day faculty from each of the schools served on a panel
moderated by Barbara Wright. They discussed current assessment methods and challenges
within their schools and future directions for assessment at Pace. Appendix C is a copy of the
program.
Course Development Day
This bi-annual workshop is one of CTLT’s premier pedagogical events. Through a round-table
discussion and hands-on software training, this day-long seminar had several workshops
focused on implementing Blackboard technology effectively into new and existing courses. It is
geared to the faculty member who is unfamiliar with Blackboard but would like to see how
incorporating Blackboard into the course curriculum would enhance the students’ classroom
experience. It is also for the faculty member who already uses Blackboard and is seeking to
maximize its potential as a hybrid model for online learning. We will look at some of the
different ways to use the discussion
board,
grade-book
feature,
and
incorporate learning materials and
EDU
7
additional resources to enhance the
LUB
6%
student’s
learning
process.
27
22%
Therefore, seasoned Blackboard Users
DYS
as well as the Novice User were
51
42%
welcomed.
On January 13th (PLV) and 14th (PNY)
of 2003, CTLT hosted its Winter CDD.
A copy of its program is available as
APPENDIX C. On Aug 25th (PNY) and
26th (PLV) of 2003, its Summer CDD
was held. A copy of its program is
available as APPENDIX D.
CSIS
25
21%
Admin.
3
3%
NUR
7
6%
Overall number of participants by school/administration who participated on
Course Development Day in August 2002 & January 2003
Faculty and staff members from
various schools and administration
participated in an assortment of workshops to integrate course material with instructional
technologies. FIG 3 illustrates the sum of attendees from each school and administration who
attended CDD in August 2002 and January 2003. Faculty attended only the workshops that were
appropriate for them.
The 2002-2003 CDD events were a success with a total of 120 faculty and staff members
attending on both the New York and Pleasantville campuses. Each day was customized around
the needs of faculty with various workshops and open labs that were offered. The response was
tremendously positive. Due to the success of this new initiative, Course Development Day will be
offered before the start of the Fall and Spring semesters.
15
Faculty Institute 2003
The second annual Pace Faculty Institute, Teaching Diverse Students: Tools for the
Contemporary Classroom, was held from May 27 – 30, 2003 on Pace’s Pleasantville Campus.
The conference addressed a number of pressing faculty concerns such as student diversity
(including race, ethnicity, learning styles, disabilities, economic class and gender), assessment,
using technology for teaching, and improving the quality of the classroom and online experience
for students and faculty. Copies of the program and schedule are attached as Appendix E and F
respectively.
Three keynote speakers presented their issues related to the day’s theme:
Wednesday May 28 – Diversity, Learning & Community
The keynote address was “Diversity and Academic Standards: Allies, Not Adversaries” by Esther
Kingston-Mann who is a Professor of History and American Studies at the University of
Massachusetts at Boston. Her workshop was based on her publication, Building a Diversity
Research Initiative: How Diverse Undergraduate Students Become Researchers, Change-Agents,
and Members of a Research Community.
May 29 – Technology & Learning
The keynote address was “Lessons Learned from Effective Course Redesign Using Information
Technology” by Carolyn Jarmon who is Associate
Director of the Center for Academic
Transformation at Rensselaer Polytechnic
Institute. Her workshop was entitled “Models for Teaching and Learning Using IT.”
May 30 – Assessment Teaching & Learning
The keynote address was “Perspectives on Faculty Development and Diversity” by Marilyn JaffeRuiz. Marilyn Jaffe-Ruiz is the Provost and Executive Vice President for Academic Affairs of Pace
University. Her workshop was “Assessment of Faculty Development at Pace University.”
Other presenters were
Susan Crawford, Center for Academic
Excellence
Margaret Boyle, School of Education
Marica Burrell-Ihlow, SUNY Oswego
Sarah Burns, Library
Karen DeSantis, Library
Susan Glickman, Library
Sarah Higgins, Library
Brain Jennings, Library
Linda Anstendig, Pforzheimer
Victor Goldsmith, Academic Affairs
Harrriet Feldman, Lienhard School of Nursing
Rose London, Philanthropy
Narda Romero, Finance and Administration
Denise Santiago, Student Services
Shanelle Henry, Student Services
Erica King, Student Services
Mary Ann Murphy, Project Pericles & Center for
Community Outreach
Carlos Hernandez, Center for Academic
Excellence
Fran Delahanty, Dyson
Medaline Philbert, Library
Jackie Womack, CTLT
James Stenerson, CTLT
Elisse Heisey, Counseling
Dara Spey, Counseling
Barbara Farell, Lubin School of Business
David Sachs, CSIS
Nancy Hale, CSIS
David Norris, Microsoft Edu. Productivity Advisor
Paula De Luca, Allyn & Bacon/ Longman
Douglas Winneg, Software Secure
David Hough, Prentice Hall
Paul McDevitt, Prentice Hall
Joe Morgan, Sun/NEXL
Michael Lippincott, XanEdu
Bonnie Williams, XanEdu
16
Dryle Brown, Leinhard School of Nursing
Marice Williams, English Language Institute
Kevin Banks, Student Services
Marijo Russell-O’Grady, Student Services
Jean Coppola, DoIT
Lee Perlis, Internet2
Peter Carroll, DoIT
Chris May, A+ Technology Solutions, Inc
Jim Hall, Lubin
Adelia Williams, Dyson
Dennis Anderson, CSIS
Bette Kirschstein, Dyson
Eugene Richie, Dyson
John Hester, Hewlett Packard/Compaq
Randi Priluck, Lubin School of Business
John Molluzzo, CSIS
Michelle Pulaski, Dyson
Jim Brennan, NYSERNet
Joe Seijo, CTLT
Kevin Wynne, Lubin
Bill Waibel, A+ Technology Solutions, Inc.
Susan Feather, CSIS
Barbara Pennipede, OPARA
Christelle Scharff, CSIS
Shannon Young, Dyson
Attendance
A total of 172 participants attended the conference.
DYS, 35%
EDU, 4%
Guest, 8%
CSIS, 15%
LUB, 12%
Administration,
17%
NUR, 9%
17
INSTRUCTIONAL DESIGN
The Center for Teaching, Learning and Technology focuses on the importance of faculty
development and their need for support when integrating technology into the instructional
process. The Instructional Designer and Courseware designers work directly with faculty (ingroup or one-on-one) to integrate instructional technologies into the faculty’s curriculum while
making sure the course design is pedagogically sound and of high quality.
During the 2002-03 academic year, the ID Team:
ƒ
Served as a central resource for all faculty by communicating to them the appropriate
practice used to enhance their courses through the use of technologies and web based
resources while assuring enhanced teaching and learning.
ƒ
Supported faculty development by incorporating new techniques in instructional design
especially with Blackboard course management system.
ƒ
Play a key leadership role with the development of online courses and programs and
assuring the necessary support for faculty developing their courses.
E-portfolio
E-Portfolios are an online collection of students’ work that has gained in popularity and their use
expanded to include extracurricular activities.
Some examples of the extracurricular activities
include the documentation of internships and
service learning experiences, the development of
an evolving resume, and reflective statements
about students’ learning experiences. The known
benefits of e-portfolios include enriching the
learning process, creating an authentic audience,
enabling
reflective
practices,
promoting
collaborative learning and enhancing computer
skills. One other and most important benefit of
e-portfolios is that they enable an interactive and
To view student’s e-portfolios please visit
http://pace.edu/cit/e-portfolio
formative assessment in a dynamic learning
environment.
E-Portfolios started in Fall 2001, when Dr. Linda Anstendig, Professor of English and
Communications and Director of Writing, PLV and Beth Gordon-Klingner, Director of
Instructional Technology and Adjunct Instructor in English and Communications, initiated and
piloted the first portfolio/e-portfolio project at Pace. It involved three English 101 classes and
two professors in the Discovery program. Although all students created print portfolios for
assessment purposes, they were also given the option of creating e-portfolios. As part of the
initiative, the Center for Teaching, Learning, and Technology (CTLT) began working with the
English 101 students in creating online portfolios.
After almost four years, the CTLT continues to support the development of the e-portfolio
initiative which steadily gains acceptance and popularity throughout the university community.
The initiative has received the support of three presidential assessment grants, including the
18
latest which focuses of introducing e-portfolios to honor students in the Pforzheimer Honors
College. CTLT strongly believes in the benefits of e-portfolios and will remain invested in its
continued progress with the hope of university-wide implementation in the near future.
LAPTOP INITIATIVE FOR HONORS PROGRAM
Pace University, with the support and guidance from the Center for Teaching, Learning and
Technology, implemented a Laptop Initiative for its Honors College for the Fall 2003 Semester.
The initiative involved equipping faculty and students in the Honors College with
high-end laptop computers, providing extensive instructional and technical support,
and assessing various aspects of the success of the program. The initiative, which
involved two of Pace’s campuses, was the result of an extensive exploration
into the introduction of laptops to the entire University student population.
During the Summer of 2003, workshops were offered to the faculty to prepare them for the Fall
semester. The Laptop Initiative will be a major focus of CTLT in the coming year.
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.
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.
EVENING ADMINISTRATION OFFICE AT PLEASANTVILLE
The Pleasantville Evening Program Coordinator reports to the University Director of the Center
for Teaching, Learning & Technology and provides consistent and reliable support to evening
faculty, especially the adjuncts.
The Evening Program Coordinator 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 Security,
Building & Grounds, and DoIT to ensure optimum service for
all our constituents. Additionally, the Coordinator provides
administrative support for CTLT and the Pforzheimer Center
for Faculty Development, including event logistics, budget
The Evening Administrative Office includes a
faculty lounge where faculty has access to
such amenities as computers, printer, fax
and photocopier.
19
management, and web site maintenance. Appendix G details the Evening Administration Office’s
services.
UPDATES OF CTLT STAFF
DHAL ANGLADA, INSTRUCTIONAL DESIGNER
Dhal Anglada is university-wide Instructional Designer at Pace University. Based in The Center
for Teaching, Learning and Technology, Dhal works extensively at both the programmatic level
and with individual faculty to develop effective instructional approaches, with a special emphasis
on the integration of technology. He has developed numerous faculty development programs to
help faculty enhance their online and hybrid instruction. Dhal, who has spoken at several
conferences, is also an Advisory Board Member of LearningTimes, an online community that
provides free professional development for thousands of educators worldwide. Dhal holds an MS
in Counseling, and an Med in Instructional Design which he recently completed online.
KRISTINA LEONARDO, COURSEWARE/WEB DESIGNER
Kristina M. Leonardo is a Courseware/Web Designer for The Center for Teaching, Learning and
Technology at Pace University. She is highly involved in the instructional design process,
working with faculty to teach them how to use Blackboard and other technologies and
techniques in order to design and develop high quality courses for online, web-assisted and
face-to-face delivery. She has extensive experience with Blackboard and other online course
tools and software programs for distance education which she uses to develop and teach online
and face-to-face workshops for faculty members. She also identifies Web based tools that can
be used to assist educators in their efforts to support learners studying online or in a traditional
classroom. She designs and maintains various Web sites at Pace University, including the
Faculty Gateway and CTLT/Instructional Design websites. Kristina has an MBA in Information
Systems and is also an adjunct professor for the School of Computer Science and Information
Systems at the University.
Conferences attended Sept 02-Aug 03
ƒ EDUCAUSE 2002: Juggling Opportunities in Collaborative Environments
Atlanta, Georgia; Georgia World Congress Center; 10/1/02-10/4/02
ƒ Collaborative Instruction Techniques: A Hands-on Workshop (Learn-to-Excel)
11/8/02
Workshops given Sept 02-Aug 03
ƒ Designing a Webpage and Using Images for the Woodrow Wilson Commuter Institute
(8/16/02)
ƒ Frontpage Online Workshop (12/2/02-12/6/02)
ƒ Teaching Effectively Online Workshop (5/5/03-5/9/03)
ƒ Advanced and Underused Features of Blackboard, Faculty Institute (5/28/03/-5/30/03)
ƒ All day videoconference for Blackboard 6.0 (5/16/03)
CHRISTINE MOLOUGHNEY, COORDINATOR
FOR
ONLINE SUPPORT SERVICES
st
Christine joined CTLT on July 1 , 2003. Much of her time was spent familiarizing herself with the
various components of distance education at Pace University.
She began by exploring
Blackboard and its many features; she reviewed the Online.Pace.edu website, introduced herself
to key people involved with distance education and began to assess what needed to be done.
20
One of her key responsibilities would be to create a policy and procedure for Proctoring Services
for WWW courses. In the first weeks she was here she met with Tricia Ahern and Madeline
Philbert to gather background information on proctoring and to get sense of how the process
was currently working.
In order to prepare for making changes to the Online.Pace.Edu website Christine attended a
training session with Melissa Fraher on Pace’s content management system.
Working with the Pace Bookstore is a major component on online support services.
met with the bookstore managers, a Barnes and Noble representative and Mary
familiarize herself with the bookstore and how it relates to online learning. Christine
able to get the contact information of Pace’s MBS representative (online bookstore).
valuable in connecting all three offices: CTLT, Pace Bookstore and MBS.
Christine
Lieto to
was also
This was
In August with the help of Jim Stenerson, Christine organized the Fall 2003 prep meeting. This
meeting brought together representatives from various departments involved in Distance
Education at Pace. The representatives gathered together to discuss the various issues that
needed to be addressed prior to the semester starting.
All of these activities started the foundation Christine would need to effectively fill her role as
Coordinator of Online Support Services.
CHRISTINA OJAR, EVENING PROGRAM COORDINATOR
Chris has joined the CTLT team on July, 2003. As the Evening Program Coordinator, she
supports the efforts of the University to provide a high-quality service to the student and faculty
audiences.
In the Evening Support Office, Chris’ focus is assisting adjunct faculty with instructional supplies
and promoting and supporting faculty development workshops and conferences. She also
provides information and referrals to visitors, students and faculty about the various services,
policies, and programs at Pace University. Additionally, she offers individualized hands-on
assistance with technology-related applications to faculty.
Chris actively participates as a member of the program team. She is involved in the program
administration and budgetary activity for CTLT and the Pforzheimer Center for Faculty
Development.
Chris earned her B.S. in Psychology & Political Science from Fordham University and is currently
a student enrolled in the CSIS certificate program, Internet Technologies & E-Commerce, at
Pace University.
JOE SEIJO, COURSEWARE DEVELOPER/COORDINATOR
ƒ
Offered technical support to individual faculty members of each of the 5 schools with
their initial, as well as ongoing, use of the Blackboard software for both asynchronous
and/or hybrid courses.
21
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Facilitate tiered level faculty workshops (Course Development Day – January 2003 &
August 2003) on the use and techniques of the Blackboard software.
Support and instruct students in various classes, including UNV-101 sessions and
Freshmen Orientation at the beginning of each semester, on how to use the course
management software, as well as other components of Instructional Technology.
Initiate, advise and develop policy in conjunction with DoIT concerning Blackboard,
including the Blackboard handbook and FAQ.
Serve as the communication liaison between Faculty and Doit regarding Blackboard.
Responsible for all issues concerning streaming media (audio and video); creating,
editing and publishing online streaming content
Serve as editor for 2nd issue of department online newsletter in February 03’.
Assist with the recruiting, training and development of student employees, as well as the
implementation of the Student-Mentoring program.
JAMES STENERSON, UNIVERSITY DIRECTOR
Jim successfully defended his dissertation proposal in December at Long Island University. The
title of his dissertation is “The Heuristic Value of Lewis Mumford’s Metaphor ‘Megamachine’ in a
Digital-Network Society.” Jim had the opportunity to do extensive research in the spring at the
University of Pennsylvania where he combed through the Lewis Mumford papers. In November,
Jim was able to attend the Faculty Resource Network Conference in Puerto Rico on “The Role of
the Changing Professor.” In the Spring, Jim presented “Integrating Faculty Development and
Instructional Support Enabling a Changed Environment” at the International Conference on
College Teaching and Learning held in Florida. He also co-presented “E-Portfolios and Learning
Communities: Transforming the First-Year Writing Experience” at the annual Association of
English Professors conference. In May, Jim was asked to do a presentation and facilitate a
session at Westchester Community College on the need for Formative Assessment in Distance
Education.
Jim continues to look for new ways in which the CTLT can play a vital role with
faculty and looks forward to two new initiatives in the coming year at Pace – E-Portfolios and
Honors Laptop Initiative
.
22
Appendix
23
APPENDIX A
Online Course Evaluation Results
Administration Period
Fall 2002-Summer 2003
Number of Responses
964
Part 2: Support Services & Technical Assistance
Very Helpful
Somewhat
Helpful
Not Helpful
Mean
1a. The Interlibrary Loan including
ILLiad & Document Delivery Services:
37%
53%
11%
2.26
1b. The Databases:
45%
48%
7%
2.38
1c. The Online Reference Services
including chat, email, and telephone:
47%
47%
6%
2.41
Very Helpful
Somewhat
Helpful
Not Helpful
Mean
2a. The online tutorial resources:
38%
50%
13%
2.25
2b. Online student advisement:
31%
55%
14%
2.17
Needs
Improvement
Mean
1. Library
2. Student Advisement
3. Web Site
Very
Good
Good
Adequate
3a. Provides direction to the
appropriate contact people:
22%
43%
24%
10%
2.77
3b. Describes the technical skills &
hardware needed to participate online:
24%
44%
26%
6%
2.86
3c. Provides useful information about
the online learning process:
22%
46%
25%
7%
2.84
3d. My overall level of satisfaction with
the Web site can best be described as:
17%
75%
7%
1%
3.08
3e. What would you change or add to make the Web site more informative and useful?
▪ I would make it more intuitive- I would fix the broken links and make sure the content was up
to date.
▪ It’s hard to navigate.
▪ I always have difficulty attempting to find phone numbers of different offices (SARS- Financial
Aid). I generally really have to search for them.
▪ the blackboard sometimes does not work
▪ The server is always down...And then students are help liable.
▪ Make it much more student oriented. It does not seem to be too direct. Perhaps Professors
can suggest databases to go to. Rather than going crazy and getting frustrated with looking
through the hundreds of databases
▪ What definitely needs improving is the blackboard site. There has been many times that I had
to hand in assignments or post up my comments but the site would be down or an error
message would pop up. My schedule is very packed and the time that I do have I use to
participate in this class. When the system is down- the time passes and I am unable to
partake in the discussions or complete tests on a timely basis. But that is a technical problem
that Pace needs to take care of- not a problem with the course.
▪ I would like to have more information about the course.
▪ easier link to blackboard from the main page
▪ The speed of the website. The website is down a lot.
▪ make the log-in page nicer. It looks messy and ugly.
▪ I would change the links- position and made them more visible and easier to access. Also the
search on the website is not really giving you to the links you need. Needs improvement in
APPENDIX A – Online Course Evaluation
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search power.
less down time- more timely communication when there are problems.
No suggestions at this time.
PLEASE NOTE RE. C: I was never able to get any blackboard information regarding the online
course learning process. When I tried to take it to assess whether I was able to manage itthe assessment course was not functioning.
Organize it more better
Search function is not very helpful. Finding contact information is difficult. Little course
information (course descriptions- etc)
Go back to the old web site or allow this one to run on AOL.
As mentioned in another online class survey: Access to online dictionary while writing your
posts without losing what you-ve written as you check on some questionable spelling.
The website is unreliable- and once a quiz was taken down inadvertently before the last dayand I was unable to take it. The digital drop box seldom works.
it is good
Works well as it is.
Background color- maybe blue? Otherwise- it’s pretty informative and useful. :)
Have a server mirring the primary blackboard to avoid outages.
List of direct contact phone numbers. You have to search the website for them.
Not list all the courses I am taking on the site is a waste of time and money. I suggest- that
unless a professor requests to be put on blackboard- the course should be on it. But if the
professor does not request it- dont waste time and money to put a course up that will never
be looked at.
Try to simplify the online orientation.
Online material needs to be written by someone who has actually taken online classes.
user friendly. Info is scattered. Choose better terms for categories so users know where to
exactly go.
the online discussion board is not a central part of the course curriculum - which it should be.
It’s too stacked away in the communication- directory that it’s not very noticeable. It should
be in the home page of blackboard (or at least have a direct link to the class-s discussion
board). Rather than tucked away in the communication section.
I feel that the -submit file- and -send file- feature is not clear. There should be only one way
to do this.
Make it faster!!
Too many windows to go through.
Better navigational system. The dropdown menus that appear on the homepage of the site
don’t seem to work on the inside pages.
Make the tutorial available to students before class starts- not after 2 weeks into the class.
1 more user friendly 2 more powerful search engine 3 very very strong direction to the
appropriate contacts
well- need a professor that can teach
don’t need to change anything about the Web site
Old pace website was easier to navigate- new one needs improvement in content- only gives
brief information
Have better links to security policies
Fix the problems with Blackboard. It does not work sometimes. Obviously- Blackboard is not a
reliable application.
I think it runs effectively and efficiently.
Students should have more control of their account.
I thought the web site worked well for me.
I find the site too busy- but that’s my personal preference.
Digital Drop Box is a real pain to decipher.
Contact Pace - Titles and fax number should be listed. Larger print on the home page or
flashing objects.
Flash and innovations!
APPENDIX A – Online Course Evaluation
APPENDIX A
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the interface of the homepage is a little boring. More options from the main page should be
available in for example the email link should be found on the homepage because i always
end up searching for it.
Tell the students when blackboard will be shutting down or in service.
Drop box needs to be fixed and students belonging to group pages should have ability to start
their own forums for their specific group.
Make the user interface simpler- too much text is used on the main web page.
it is way too complicated and difficult to find things; search engine is not strong enough either
I would make it more user friendly sometimes I have trouble finding the things that I need.
I have taken courses on WebCT and I found it to be better organized and easier to navigate
....Pace should offer more online classes!!!!!!
Bring back the drop down menus
I think the website- in particular the Blackboard site is great.
Get rid of the OK buttons at the bottom of screens! Make the site more compatible with
browsers-I click the Back and Forward buttons by reflex and end up on the wrong screens.
Also the current site takes too long to download- and it provides no way to retrieve E-mail
sent to my E-mail address on the site itself-I have to have it forwarded. This is annoying.
Basic information is sometimes very hard to find (school address- phone number). SARS
office could have an interactive section since their incompetence (in person) would be
lessened if we could do more on line SARs work as opposed to in person (with inept
employees).
personally I have never been able to find much on the Pace web site. I find the links to be
unintuitive and disjointed- the start page to be cluttered and the pages often don’t load(that
seems more like a server problem though).
That it be open during weekend evenings.
some of the programs are not compatible if you have works and someone else has word they
cant open your document
The section describing Online Orientations should include that it needs to be taken AFTER
registering for an online course. I was under the impression that I should go through the
orientation prior to registering because the grade I would receive would determine whether or
not I can handle online courses. Contact information is horribly neglected on the site. I had to
look for the number by Pace’s White Pages- then when no one answered- I went to 41 Park
Row to talk to a person in this department. Then I went to 163 William Street- and not even
my old CS professor knew where it was.
Needs to be a bit easier to find certain things like the old website was.
For the midterms and final exam student should have an opportunity to choose the time that
fit student schedule.
This comment does not belong here- but you don-t have a box for comments regarding this
survey. I do not work at all- your demographic box for employment only has 2 choices: fulltime and part-time. Please make a note of it. Just a suggestion. I don-t think every body in
school works.
This comment does not belong in this box- but I have no place to write it. You need to have a
3rd choice under employment- I do not work- but I had to choose part-time because I cannot
not choose. I don-t think that every student works. Thanks
I would like for the Digital Dropbox to be improved. At times- especially in the beginning of
the course- I found it to be unreliable and hard to use.
I enjoy using blackboard because it is very easy to use and I have no difficulties about it as of
this point.
It is mind boggling that the system is unable to interface with all URL-s
I think it’s okay- it has all the information I need.
I think it does the job it seeks to do.
Looking towards the future- maybe video or voice response interactions relating to course
materials would be very effective.
Activities and club meetings- including dates and times should be posted.
E-mail should function better - address selection options should be better. I always select
APPENDIX A – Online Course Evaluation
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send copy to myself but it never does.
the best thing is to have chat rooms for students to help each other out and the instructor
participation is essential. chat rooms with mic chat would be ideal
it would be helpful to have a direct way to access the pace email system from within the
blackboard.
Printing online course in one short.
I would not change or add anything. I think the web site is terrific!
I feel that the new website is too busy and that things that students need most often are
hidden or at the bottom of the page. (ie: SARS)
Improved reliability of Digital Drop Box.
I was satisfied with the service and defectiveness of the website
Make the website more user friendly.
Create (1) master contact database for all Pace employees - from teachers to advisers to
part-time employees- etc. Finding someone who works at Pace can sometimes take a bit of
hunting ...
Please consider the students who must use their home computers and their only choice is AOL
(and it is awful trying to use Blackboard).
I would have a chart like last semester that we could print out with the dates the assignments
and what chapters were due that week.
Less moving around to find info.
Syllabus of every course should be accessible via the website. Sometimes in the middle of a
semester you cannot find it and the professor constantly forgets to bring a copy in for you.
This would really help.
The website is doing a pretty good job overall.
Short-cuts to the main topic. Ex: degrees offered by pace and requirements.
How to access Pace e-mail from home. Perhaps a direct and obvious link
the web site is down a lot of times when I’m trying to do my work
It is difficult to give the exact information for one certain course.
Perhaps making the -contact- more efficient.
A section in the assignments that tells when assignments are due that week would be very
helpful.
There are so many links on the pace.edu home page that it-s so confusing and overwhelming.
Less links to areas where the site could be expanding would be a help.
Professors posting course material and assignments earlier than when due.
I don’t exactly like the -Frames- -- especially for printing from the web browser.
APPENDIX A – Online Course Evaluation
APPENDIX A
4. Where did you purchase your books for your online course?
On-campus Barnes and Noble Bookstore:
MBS Direct:
BarnesAndNoble.Com:
Off-campus Bookstore:
Amazon.Com:
None needed:
Others:
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▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
24.5%
20.6%
28.9%
11%
5.5%
1.3%
14.8%
loaned from library; interlibrary loan
i borrowed- books are too expensive- the bookstore @Pace is a -rip off- like
everything else at Pace
directly from publisher
i purchased my books though different online book sites
buy.com, half.com
professor’s material
B&N on 18th Street 5th Ave.
no books required
from a friend
Used an InterLibrary Loan
I dont think there are any books. To date- we use on line electonic
reserves.
no book was required
The on-campus bookstore did not have the book.
MBS is not a secure website for credit card use. Purchased from B&N
Prof Provided us the Website
ecampus.com
not able to find both books the above sources
use online texts
used from friends
I use the websites that are available
For my online course- I did not need to purchase books because they were
available online.
I could not locate the books until 2.5 weeks into the course and finally
found them on half.com
local bookstore
I took the books from the library in my campus.
ebay
at SUNY Farmingdale
cheapbooks.com
ecampus.com
www.amazon.com
half.com
WALMART.COM
had to get it from someone who took the class last semester
First purchased from MBS but had trouble with delivery and eventually
bought at a Barnes&Noble store
bookpool.com
APPENDIX A – Online Course Evaluation
APPENDIX A
5. Now that you are taking
an online course, did you find
the 'Orientation' helpful?
6. Did you have any trouble
logging into Blackboard the
first time?
Very Helpful
Somewhat
Helpful
Not Helpful
Mean
45%
16%
39%
2.06
Yes
No
Mean
16%
84%
1.16
7. Which, if any, parts of Blackboard were difficult to use?
Course Information - Course Documents: 4.7%
Virtual Classroom:
9.5%
Communication - Discussion Board:
7.1%
Digital Drop Box:
18.5%
Online Gradebook:
5.1%
Other (Explain):
▪ The fact that the online orientation was never available and I was told by the help
desk that I would just have to -figure blackboard out- was quite annoying.
Additionally- for the first few weeks- the application itself was constantly down. It is
quite ridiculous that the school cannot have a more stable environment given the
exorbitant cost of tuition. Where does our money go??
▪ I have lost plenty of my comments when trying to add them to the discussion board.
▪ I have trouble logging in at times. I get messages like -page not found.
▪ You have to have prior knowledge of HTML in order to do any formatting to text.
▪ Sometimes it is not available. Also- my third attempt to send a document by digital
drop box could not be opened by the professor. The technical help person could not
help and doit has not answered my question.
▪ it sometimes crashes in the middle of a posting and you-re not sure if it registered or
not
▪ The words are very small and spell check would be great!
▪ Technical Difficulties
▪ The design layout took awhile to get familiar with. The design does not match the
standard www.sites like yahoo-msn- aol. Once I understood the layout-I had no
difficulty using blackboard.
▪ Teacher did not use all the functions- cannot rate at this time.
▪ Incompatible with newer versions of Microsoft Internet Explorer
▪ None- for reasons of that I’ve had other online courses before.
▪ There have been many times when I have need to get online to post an assignment
and I have not been able to get into the system. This has been incredibly frustrating.
The dropbox is confusing because assignments must be both posted and sent. Not
knowing this resulted in several assignments not getting to my professor.
▪ I just needed someone to explain the purpose of the digital drop box...once my online
mates explained I was good to go.
▪ I didn’t really have a problem using it.
▪ Digital drop box requires you to attach the file- then send it. No need for this
▪ The course documents- some of them I am unable to actually look at. It’s frustrating
because I have papers due that I don’t know what the assignments are. And the
digital drop box was hard to use simply because I didn’t know how to use it.
▪ It sometimes seems that you have to submit something twice or check that you have
included an attachment- when you have been prompted to attach a file. It just seems
a bit redundant.
▪ In forums- there should be an option to edit posted messages (your own messages
that is)
▪ Too many steps to drop off the homework assignments.
▪ The need to upload before sending did not make much sense.
APPENDIX A – Online Course Evaluation
APPENDIX A
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
Blackboard is not updated. I still have classes from last semester there.
Pages load slowly
I have taken many Blackboard classes in the past. I also use Blackboard from the
instructional end in my high school classes. I love the system.
Problems with different browsers- sometimes I can see one feature using IE but not in
Netscape and vice versa.
Blackboard was hard to use because on the dependency of the server. If the server
was down then it was hard to work
its a little confusing at first but like most difficulties you get over them with familiarity.
The professor do not use them as much as they should. Also- they do not update them
to let us know what our work-s status is.
Technical failures
Getting set up at first as a fiasco. The left hand at Pace didn’t seem to know what the
right hand was doing. Extreme lack of internal and external communication. Took
dozens of phone calls to get set up.
Requires some features to be manually set by professor (not applicable to this course
but some others- example- forum). Would rather have a default forum set up.
It downloads too slowly sometimes- and linking to other websites within the
Blackboard site itself sometimes causes printers to cut off the edges of text and
graphics. I especially dislike discussion boards- because of the OK button problem
mentioned earlier- and because when you click on a discussion board link- you lose
the intro information and I often have to click Back and Forward or copy and paste it
just to have it in front of me when I am reading people-s postings or adding my own.
The pop-up ads that come up when I access the blackboard are irritating- and do not
belong.
I just think its new technology and therefore needs to be explained perhaps a little
more in depth to the students the first time around.
It is only difficult when the server for the Digital Drop Box is down or extremely slow
when submitting assignments close to the deadline.
I registered late and had no account set up.
I was not able to use blackboard because of the problems with AOL from my home.
When changes were made by upgrading- there was not sufficient information given by
Pace to advise students who were previous users of Blackboard what they needed to
do.
Had to check email separate from the course. No indications of new Discussion Board
messages.
Because there was a 24 to 36 hour delay in uploading the course into my account.
Grant it I registered one to two days later but could not get on until the end of week
which caused me to catch up on assignments- coursework- write-ups and taking an
examination two days later on 4 chapters (104 pages). This should be expedited
quicker than 24 to 36 hours for on line courses- after all- we are paying for the course.
Having to click OK to return to a prior screen and the lack of integration with built in
browsers such as Internet Explorer.
8. Technical support from
DoIt has been:
Very
Helpful
Helpful
Not Very
Helpful
Did not
Need
Mean
9%
29%
14%
49%
1.97
APPENDIX A – Online Course Evaluation
APPENDIX A
Part 3: Demographic Information
1. Gender:
2. Age:
6. Where do you do most of
your online course work?
7. What type of connection
do you have at the location in
item 6?
8. How many online courses
have you taken prior to this
semester?
9. How many online courses
are you currently taking?
34%
66%
41-50
31-40
2%
5%
12%
3b. Grad/Undergrad:
5. Commute Status:
Female
> 50
3a. Full/Part Time:
4. Current Work Status:
Male
23-30
18-22
< 18
30%
51%
~0%
Full Time
Part Time
71%
29%
Graduate
Undergrad
29%
71%
Unemployed
Full Time
Part Time
3%
45%
53%
Dormitory
Commuter
Online Only
10%
77%
13%
Home
Office
Comp
Lab
Dormitory
77%
11%
4%
7%
Other
1%
T1
Cable
Modem
DSL
Dial-up
14%
33%
19%
34%
6+
5
4
4%
3%
5%
3
2
18%
1
27%
42%
4+
3
2
1
3%
4%
26%
67%
10. How did you find out about online courses at Pace?
Online Catalog:
33.1%
Print Catalog:
43.8%
Friend/Roommate: 0.9%
Employer:
0.4%
Advisor:
13.8%
Newspaper:
0.4%
Radio:
0%
Other:
7.6%
▪ Professor
▪ I petitioned for an increase in online classes.
▪ Registration book
▪ Human Resources department at Pearson
▪ Word of mouth
▪ Pace Schedule of Classes
▪ As an education major- one internet course was required.
APPENDIX A – Online Course Evaluation
APPENDIX A
▪
▪
▪
▪
▪
▪
▪
▪
▪
I am a Pace Employee
By clicking online courses on the menu when finding a class
Through my employer
I registered for classes which been canceled and replaced by online courses
Advertised at office
Pace came to our place of business
Opportunitas
www.pace.edu
Pace U.
11. Identify your primary
reason for taking an online
course.
Required
Flexibility
Personal
Prefer
28%
56%
12%
4%
APPENDIX A – Online Course Evaluation
APPENDIX B
35
1
3
30
4
25
1
Number of Participants
3
5
20
8
2
15
3
2
5
6
3
4
3
3
14
4
5
2
1
5
7
2
2
1
1
10
1
6
4
2
0
Adjunct Open BB Open Lab Conference Cooperation,
House
on Reflective Compassion
Teaching
& Civility in
Practices
the
Classroom
APPENDIX B – Workshop Attendance
1
2
4
3
6
8
3
Copyright & Designing a
Distance
Learning
Education Community in
a Hour
FrontPage
NY Times
Administration
NUR
LUB
EDU
CSIS
DYS
APPENDIX C
APPENDIX C – Conference on Reflective Teaching Practices Program
APPENDIX D
APPENDIX D – Course Development Day (January 2003)
APPENDIX D
APPENDIX D – Course Development Day (January 2003)
APPENDIX E
APPENDIX E – Course Development Day Program (August 2003)
APPENDIX E
APPENDIX E – Course Development Day Program (August 2003)
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX F
APPENDIX F – Faculty Institute 2003 Program
APPENDIX G
Faculty Institute
May 28-30, 2003
Center for Teaching, Learning and Technology
Pforzheimer Center for Faculty Development
Center for Instructional Technologies
Teaching Diverse Students:
Tools for the Contemporary Classroom
Wednesday
May 28,
2003
Morning
8:30 A.M.
9:00 A.M.
9:15 A.M.
9:30 - 10:15
10:30 - 11:20
10:30 - 11:20
10:30 - 11:20
10:30 - 11:20
10:30 - 11:20
11:30 - 12:20
12:30 - 1:45
Activity
Registration/Continental
Breakfast
Overview of the Day
Welcome
Keynote Address: Diversity and
Academic Standards: Allies, Not
Adversaries
Concurrent Sessions
Building a Diversity Research
Initiative: How Diverse
Undergraduate Students Become
Researchers, Change Agents and
Members of a Research
Community
Community Building in the
Classroom: A Hands on
Workshop on Interactive
Classroom Exercises
GESA (Generating Expectations
for Student Achievement): A
Process for Transforming Teacher
Practice for Discovering,
Documenting, and Remedying
Social Justice Issues in the
Classroom
APOLLO - A Pace Online Library
Literacy Orientation: Research
Skills Acquisition by Diverse (and
Dispersed) Learners
Welcome to Blackboard 6
Coffee Break
Repeat Concurrent Sessions
Lunch
Presentation by The New York
Times
Presenters
Room
Dining Room A
Jim Stenerson - CTLT
President David A.
Caputo
Esther Kingston-Mann
Gottesman Room
Gottesman Room
Esther Kingston-Mann
Miller Lecture Hall
Fran Delahanty - Dyson
Miller 40
Margaret Boyle - School
of Education
Marcia Burrell-Ihlow SUNY Oswego
Miller 35
Sarah Burns - Library
Karen DeSantis Library
Susan Glickman Library
Sarah Higgins - Library
Brian Jennings - Library
CTLT Staff
Miller 39
Gottesman Room
Mortola EClassroom
Miller Lounge
Gottesman Room
APPENDIX G – Faculty Institute 2004 Schedule
APPENDIX G
Wednesday
May 28,
2003
Afternoon
2:00 - 3:30
Activity
Concurrent Sessions
The ABC’s of Successful Grant
Proposals: Finding Funding on
the Net and the Proposal
Submission Process at Pace
University
2:00 - 3:30
Recruitment, Retention and
Promotion of Diverse Faculty: A
Panel and Workshop from the
Pace Coalition for Diversity
2:00 - 3:30
Project Pericles Supporting Civic
Engagement & Public Value:
What Is It and How Does It
Relate To The Classroom?
2:00 - 3:30
Diversity in the Classroom:
Promoting Understanding
“Faculty-Student Interactions
that Promote Cultural
Sensitivity”
3:45 - 4:30
“International and ESL
Students: Writing and Cultural
Expectations”
Discussion and Wrap-up*
Wine and Cheese Reception
Panel Discussion:
Diversity Issues and Support
Mechanisms for the Pace
Student
Presenters
Victor Goldsmith Academic Affairs
Harriet Feldman Lienhard
Rose London Philanthropy
Narda Romero - Finance
and Administration
Denise Santiago Student Services
Shanelle Henry Student Services
Erica Toler King Student Services
Mary Ann Murphy Project Pericles & Center
for Community Outreach
Room
Miller 40
Miller 39
Miller 37
Miller Lecture Hall
Daryle Brown - Lienhard
Marcie Williams - ELI
Kevin Banks - Student
Services
Shanelle Henry Student Services
Marijo Russell-O'Grady Student Services
Denise Santiago Student Services
*Book to be distributed – Achieving Against the Odds
Van will meet the 8:39 A.M. and 9:05 A.M. train in Pleasantville
Van will leave Pace at 4:55 P.M. for the 5:17P.M. train to NY
Gottesman Room
APPENDIX G – Faculty Institute 2004 Schedule
APPENDIX G
Thursday
May 29, 2003
Morning
8:30 A.M.
9:00 A.M.
9:15 A.M.
9:30 - 10:15
10:30 - 11:20
10:30 - 11:20
Activity
Registration
Continental Breakfast
Welcome and Overview of
Day
Keynote Address: Lessons
Learned from Effective
Course Redesign Using
Information Technology
Concurrent Sessions
Online Issues: Putting a
Course Online and
Generating Participation
Piloting Technology: A
University 101 Case Study
****
Engaging Students in an
Online Discussion Board
Serving Students with
Disabilities Using Technology
Accommodating Pace
Students with Disabilities
10:30 - 11:20
10:30 - 11:20
10:30 - 11:20
Applying Principles of
Effective Traditional Teaching
to an Online Class
Models for Teaching and
Learning Using IT
Welcome to Blackboard 6
Coffee Break
11:30 - 12:20
Repeat Concurrent Sessions
**** Presidential Assessment Grant Report
Presenters
Room
Jim Stenerson - CTLT
Dining Room A
Gottesman Room
Gottesman Room
Carolyn Jarmon
Gottesman Room
Miller 40
Carlos Hernandez - CAE
Susan Crawford - CAE
Jim Stenerson - CTLT
Medaline Philbert Library
Jackie Womack - CTLT
Elisse Heisey Counseling
Dara Spey - Counseling
Barbara Farrell - Lubin
David Sachs - CSIS
Nancy Hale - CSIS
Carolyn Jarmon
CTLT Staff
Miller 39
Miller 37
Miller Lecture Hall
Mortola Electronic
Classroom
Miller Hall
APPENDIX G – Faculty Institute 2004 Schedule
APPENDIX G
Thursday
May 29, 2003
Afternoon
12:30 - 2:15
Raffle
2:30 3:00
3:00 3:30
Activity
Lunch and Vendor Exhibit
Presentation by Microsoft
(1:30 - 2:00)
Paul DeLuca
Prentice Hall
David Hough
Paul McDevitt
Joe Morgan
XanEdu
Hewlett Packard/
Compaq
2:30 - 4:00
2:30 - 4:00
2:30 - 4:00
2:30 - 4:00
Douglas Winneg
Michael Lippincott
Bonnie Williams
John Hester
Concurrent Sessions
Assessing Success in Online
Teaching and Learning
Assessment of a WebAssisted Course
Comparing Web-Enabled and
Online Instruction in an Entry
Level IS Course
Internet 2 at Pace University:
Uses and Potential for
Teaching and Learning
Introduction to Blackboard
Room
David Norris Microsoft Education
Productivity Advisor
Allyn & Bacon /
Longman
Software Secure
Sun/NEXL
3:30 4:00
Presenters
Dining Room A
Gottesman Room
Conference
Room A
Conference
Room B
Conference
Room C
Conference
Room D
Conference
Room A
Conference
Room B
Miller 39
Randi Priluck - Lubin
John Molluzzo - CSIS
Michelle Pulaski - Dyson
Jean Coppola - DoIT
Jim Brennan - NYSERNet
Lee Perlis - Internet2
Miller 40
CTLT Staff
Mortola Electronic
Classroom
Web Streaming: An
Joe Seijo - CIT
Interactive Session on Video
Peter Carroll - DoIT
Production Techniques
Kevin Wynne - Lubin
4:15 - 5:00
Wine and Cheese Reception*
Chris May
A+ Technology Solutions,
Bill Waibel
Inc.
Raffle
*Book to be distributed – Wired Tower
Van will meet the 8:39 A.M. and 9:05 A.M. train in Pleasantville
Van will leave Pace at 4:55 P.M. for the 5:17P.M. train to NY
Miller Lecture Hall
Gottesman Room
APPENDIX G – Faculty Institute 2004 Schedule
APPENDIX G
Friday
May 30,
2003
Morning
9:00 A.M.
9:15 A.M.
9:30 - 10:00
10:15 - 12:30
(Open to
Registered
Participants
Only)
10:15 - 11:30
10:15 - 11:30
10:15 - 11:30
11:45 - 12:30
11:45 - 12:30
11:45 - 12:30
12:30 P.M.
Presenters
Activity
Continental Breakfast
Welcome and Overview of Day
Linda Anstendig - CTLT
Connie Knapp - CTLT
Jim Stenerson - CTLT
Keynote Address: Perspectives Marilyn Jaffe-Ruiz Faculty Development and DiversityProvost
Pforzheimer Center for Faculty
Mentors
Development
Linda Anstendig Teaching Portfolio Workshop:
Pforzheimer
Kickoff
Connie Knapp Pforzheimer
Jim Hall - Lubin
Susan Feather - CSIS
Concurrent Sessions
Effective Practices in the
Development and Assessment of
Learning Communities***
An Assessment Tool for Finance
Students
Assessment of Faculty
Development at Pace University
Adelia Williams - Dyson
Barbara Pennipede OPARAS
Core Task Force subcommittee on
Assessment
Kevin Wynne - Lubin
Jim Hall - Lubin
Marilyn Jaffe-RuizProvost
Jim Stenerson - CTLT
Concurrent Sessions
Encouraging Assessment in LSB
Randi Priluck - Lubin
Departments****
Jim Hall - Lubin
Adoption of the E-Portfolio As an Dennis Anderson Assessment Tool for the NSF CSEMCSIS
Scholarship Program****
Christelle Scharff CSIS
Susan Feather - CSIS
Writing and Assessment:
Developing a Writing Enhanced
Course
Bette Kirschstein Dyson
Shannon Young Dyson
Eugene Richie - Dyson
Lunch - BBQ*
Raffle
**** Presidential Assessment Grant Report
*Book to be distributed – Learner Centered Assessment
Van will meet the 8:39 and 9:05 train in Pleasantville
Van will leave Pace at 2:25 for the 2:45 PM train to NY
Room
Gottesman Room
Gottesman Room
Butcher Suite
Breakout Sessions:
Meeting Rooms
A&B and C&D
Miller 40
Miller Lecture Hall
Miller 39
Miller 39
Miller 40
Miller Lecture Hall
Patio Campus
Center
APPENDIX G – Faculty Institute 2004 Schedule
APPENDIX H
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:
Christina Ojar
Evening Administration
Miller 20A
Phone: 773-3663
APPENDIX H – Evening Administrative Office
Briarcliff and Pleasantville Campuses
APPENDIX H
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.
APPENDIX H – Evening Administrative Office
▪
▪
▪
▪
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.
Christina Ojar
Evening Administrator
The Evening Administration Office
Pace University
Pleasantville Campus
Miller Hall, 20A
Extension 3663