2004-2005
Cover Photo © Christina Ojar
2005 Faculty Institute at One Pace Plaza
May 2005
TABLE OF CONTENTS
Message from the Director
4
Center for Teaching, Learning & Technology
5
Organizational Chart
14
Instructional Design
15
Honors Laptop
16
ePortfolio Initiative
17
Syllabus Wizard
18
Online Support Services
20
Online Courses
20
Student Enrollment
21
Evening Support Office at Pleasantville
22
MyPace Training for Faculty
23
Make-Up Exam
24
Faculty Resource Network
26
Special Events
28
Pforzheimer Center for Faculty Development
Special Events
34
35
Staff Updates
38
Appendices
43
Message from the Director
The 2004 – 2005 Academic Year
Jim Stenerson
University Director
4
Center for Teaching, Learning & Technology
Mission
The Center for Teaching, Learning and Technology (CTLT) offers 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 assisting
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 learning. 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.
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 and Objectives
1. Enhance the current services offered by the Center for Teaching Learning and
Technology. (Time Line – One Year)
Meet with the CTLT Advisory Board in order to conduct a “needs
assessment” of what faculty development services must be provided.
Advisory Board meetings will be held once a semester.
Assess the current schedule of workshops and events and determine their
relevance and assess their quality. Make adjustments where needed.
Enable the Instructional Designer to provide enhanced services to faculty
especially with the creation and incorporation of multimedia.
Provide additional support to the faculty involved with the Honors College
laptop initiative.
Assess and broaden the newly created support office for online learners
5
Center for Teaching, Learning & Technology
and instructors.
Assess the reorganized Evening Coordinator’s position in Pleasantville
measuring its support to Pleasantville adjuncts and administrative support
to Pforzheimer Center.
Strengthen ties to Faculty Resource Network at NYU and promote the
Network within Pace. Attain higher levels of participation from Pace faculty
for the University Associate Program.
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 in enhancing student learning through the continuous
improvement of faculty’s pedagogical skills and knowledge. This goal will follow
the guidelines listed in Core Objective One in the recently published Strategic
Plan. (Time Line – One Year)
Encourage faculty to reflect on their strengths and weaknesses in their
teaching through the “Teaching Portfolio Workshop.”
Continue to offer “Course Development Days” as a way to motivate
faculty to integrate technology into their teaching by assisting them with
course materials. Increase the number of faculty participating in these
days.
Organize the annual three-day Faculty Institute which will foster faculty
collaboratation and allow them to attend various faculty development
workshops on instructional skills and integrating technology.
The Pforzheimer Center will develop a new program to enhance research
collaboration at Pace University. The Faculty Research Forum will be an
opportunity for non tenured full time faculty to present their research to
other faculty members and/or learn about research that fellow faculty
are conducting at Pace. The forum is open only to untenured faculty and
is meant to provide an open exchange of ideas across disciplines to
advance research activities.
Support departmental and school based requests for workshops including
requests from individual faculty members for consultations.
Implement additional workshop offerings and increase the number of
individual or department workshops.
Enhance the support services to adjunct faculty beyond the services now
offered.
6
Center for Teaching, Learning & Technology
3. Implement
and
formalize
developmental
programs
for
new
University
initiatives.
Implement faculty development opportunities for the Pforzheimer Honors
College especially with faculty who are integrating laptop computers into
their teaching strategies. (Time Line – One Year)
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. (Time Line – Two Years)
Design, develop and implement a Pace Faculty Mentoring 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. (Time
Line - Two Years)
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.
(Time Line – Two Years)
Establish Course Level Assessment Workshops - The Pforzheimer Center
for Faculty Development would like to establish a workshop series to
address assessment issues at the university.
Assessment is an
important part of the Universities future and strategic plan, but the
faculty have not been adequately exposed to the procedures.
The
workshops would be lead by two facilitators who would explain the
nature and goals of assessment, specific techniques for assessing
student learning within courses and updates on assessment activities at
7
Center for Teaching, Learning & Technology
Pace. Ultimately, the workshops would provide faculty with new skills to
improve teaching and learning to benefit students at Pace. (Time Line - 2
years)
4. Continue to support distance education initiatives and provide enhanced service
to both the faculty and students.
Assess the effectiveness of the Online Support office and its ability to
provide
quality support services. Mid semester and final assessment
instruments to faculty and students will measure success. (Time Line –
One Year)
Continue to offer faculty the necessary support with course development
and content creation for their asynchronous course shells including
enhanced multimedia. (Time Line – Two Years)
Develop a marketing plan to promote our Distance Education programs
especially the accelerated Bachelors’ Completion Program.
5. Faculty-student mentoring
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. (Time Line – Two Years)
CTLT should be an active player in providing support to international
efforts as stated in the Strategic Plan. Both international academic
centers and global centers offer the opportunity to have faculty
involvement especially with the use of technology to compensate the
geographic challenges of meeting with students.
(Time Limit – Three
Years)
6. Continue to offer support to the Teaching Learning and Technology Roundtable
and to the new Information Commons initiative.
CTLT remains a key resource for the TLTR. In the next year the
roundtable initiative must be assessed for its effectiveness and its
makeup. (Time Line – One Year)
Over the past year the Pace Library has introduced the Information
Commons initiative which decentralizes the support services provided to
8
Center for Teaching, Learning & Technology
the students and faculty. As technology becomes seamless there needs
to be a support service in place that can handle a multitude of questions
and act as a problem solver. CTLT will be a vital part of this initiative
offering support wherever it can. (Time Line - Three Years)
CTLT’s current and potential contributions relation to the achievement of
university wide goals
The Center for Teaching Learning and Technology’s mission is the recognition of a
new distributed educational paradigm and the importance of faculty development
in this new diverse learning environment. The Center and its services exist for all
interested faculty. The goals and objectives for the CTLT are directly derived from
the University’s Strategic Plan and in particular the area of Faculty Development is
essential. To be proactive and successful in achieving its goals, the CTLT will
incorporate the following Core Objectives to guide its mission and vision. Core
Objective One – Strengthen Pace’s Academic Excellence and Reputation - In
particular CTLT will continue to offer support in the area of Information Literacy
and Instructional Technology incorporating these two components into the
faculty’s pedagogy. This would entail a close working relationship with the Library
and the Division of Information Technology. Assessment will remain an important
initiative for the CTLT since it is the major focus of higher education. Adjuncts are
an important part of the University community and there must be a more active
attempt to get the adjuncts involved with the support programs that CTLT is
willing to provide. In addition, the new core while innovative does provide CTLT
with new opportunities to work with the faculty and provide support to the Dyson
College of Arts and Science.
In Core Objective Two – Reinforce Commitment to be a Student Centered
University. CTLT has a vital role to play when working with the faculty to achieve
this objective. Part of the great diversity of the students is the diversity of learning
styles. All faculty must recognize the different learning styles and adapt their
pedagogy to support all of the students. Assessment and faculty development are
essential to succeeding in this area.
Resources needed to achieve stated goals, and the sources of these
resources
Goal 1 – Enhance the current services of the Center for Teaching Learning and
Technology – existing resources can be used for this goal with the exception of
9
Center for Teaching, Learning & Technology
membership in the NYU Faculty Resource Network. Funding for the annual dues
must be identified and currently the dues are set at $3,000.00. Additional funding
is also needed to enhance multimedia streaming for course design. A request for
additional funding has been submitted.
Goal 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. Currenty the combined
budgets of Pforzheimer and CTLT fund most of the workshops. In order to provide
new initiatives, requests have been submitted for the May Faculty Institute at
$20,000.00 and the revised adjunct initiative at $46,000.00.
Goal 3 – Implement and formalize developmental programs for new University
initiatives.
Implement faculty development opportunities for the Pforzheimer Honors
College especially with faculty who are integrating laptop computers into
their teaching strategies. Request was submitted for $20,000.00 for faculty
laptops.
For the University to successfully implement the new core curriculum the
CTLT must coordinate and offer developmental workshops both on and off
campus. A Request was submitted for $207,000.00.
Design, develop and implement a Pace Faculty Mentoring 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. A request was submitted
for $45,000.00.
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. A request was submitted for
$46,000.00 and an IT request for new computers for the Pleasantville
adjunct lounge area for $4,000.00.
Establish Course Level Assessment Workshops - The Pforzheimer Center
would like to establish a workshop series to address assessment issues at
the university.
Assessment is an important part of the Universities future
and strategic plan, but the faculty have not been adequately exposed to the
10
Center for Teaching, Learning & Technology
procedures. A request was submitted for $25,000.00.
Goal 4 – Continue to support distance education initiatives and provide enhanced
service to both the faculty and students. Currently all Distance Education
initiatives are covered by existing resources that are School/Department based or
funded from grants. As distance education grows at Pace it is becoming harder to
maintain the funding necessary to supoport and promote distance education.
Requests have been submitted to promote our distance edcuation program at
$14,000.00, to enhance services to faculty teaching online three requests were
made for secure exam, course content and audio plugin software programs at
$35,000.00. In addition, assessment is vital for online education and in order to
accomplish this a request for $10,000.00 was submitted.
Goal 5 – Student Faculty Mentoring Program
This program has been somewhat successful and can continue with existing workstudy resources.
CTLT’s plan impact on other Areas within the University.
The CTLT, incorporating its two entities (Pforzheimer and CIT), has a tremendous
impact on all schools and their faculty by offering faculty development and the
creation and design of instructional course materials. CTLT represents the only
centralized faculty development resource in the University.
In most cases the
resources are met but with some limitations (student assistants, technology and
the number of workshops/programs offered). In some cases resources are not
available and various academic departments and faculty members are requested
to cover the costs. There have been no budget funding increases in the past few
years and meeting all the needs is now a serious challenge.
CTLT relies heavily on many different divisions of the University. Each of the
Schools is affected by CTLT activities. All faculty are able to take advantage of the
services and support provided. From time to time each of the Deans are requested
to help fund new initiatives but this has become a challenge over the past two
years since School budgets have been affected by the overall University budget.
Since outside funding sources have not been identified, offering new initiatives is
extremely limited at this time.
The CTLT operation also affects DoIT. Throughout the year various requests are
made for software upgrades, server support and the need for new distance
11
Center for Teaching, Learning & Technology
education applications. If the requests are modest, DoIT provided the resources.
When resources are not possible then requests were deferred to the next budget
year. In the current (05-06) budget package there are many requests that were
made last year but not funded
Indicators used to measure the progress of CTLT’s objectives.
Goal 1 - Enhance the current services offered by the Center for Teaching Learning
and Technology. (Time Line – One Year)
Meet with the CTLT Advisory Board once a semester and enact their
recommendations in consultation with the Associate Provost.
Assess any workshops offered and analyze faculty participation.
The Instructional Design team will get feedback from faculty offering both
the strengths and weaknesses of the services provided.
Conduct focus groups for the Honors College to determine strengths and
weaknesses of the laptop initiative from both the faculty and students.
Assess the newly created support office for online learners and instructors
through mid-semester and end of semester questionnaire for the distant
learner and faculty asking about the services provided.
Assess the reorganized Evening Coordinator’s position in Pleasantville by
measuring its support to adjuncts. Determine how many adjuncts have used
the services provided.
Attain higher levels of participation from Pace faculty for the Faculty
Resource Network’s University Associate Program.
Goal 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. This goal will follow the
guidelines listed in Core Objective One in the recently published Strategic Plan.
Assess and measure effectiveness of the “Teaching Portfolio Workshop”
Gather feedback using an assessment instrument for “Course Development
Days.”
Assess and measure effectiveness of the annual three-day Faculty Institute.
Success for departmental and school based requests for workshops will be
determined by the number of requests and if CTLT is a know enitity within
departments.
12
Center for Teaching, Learning & Technology
Goal 3 - Implement and formalize developmental programs for new University
initiatives.
If funding is achieved for the various programs, different assessment instruments
will be developed to measure the success of the program.
Also the number of
faculty attending will demonstrate success to some degree.
Goal 4 - Continue to support distance education initiatives and provide enhanced
service to both the faculty and students.
The number of new initiatives established by the online support office.
Increase in the number of faculty conducting online or web assisted courses
Assessment based on student feedback to the online experience.
Goal 5 – Student Faculty Mentoring Program
Increase number of student workers and faculty mentors
Assessment of completed projects
Goal 6 - Continue to offer support to the Teaching Learning and Technology
Roundtable and to the new Information Commons initiative.
Increase participation and provide new leadership for the TLTR
For the Information Commons to be a success, student assistants need to be
hired and work stations established and used by the students and faculty.
Faculty Exchange Lunch
October 2005 @ Pleasantville
© Chris Ojar
13
Organizational Chart 2004—2005
University Provost
James Morreale
Associate Provost
Beverly Kahn
Center for Teaching, Learning & Technology
University Director
James Stenerson
Pforzheimer Center for Faculty Development
Co-Directors
Constance Knapp & Randi Priluck
Evening Program Coordinator
Christina Ojar
Courseware Development Coordinator
Melissa Brennan
Coordinator for Online Support Services
Christine Moloughney
Instructional Designer
Dhal Anglada
Courseware Web Designer
Joseph Seijo
Courseware Web Designer
Roberto Rodriguez
14
Instructional Design
Unit Mission Statement
The services provided by the area of Instructional Design (ID) complement CTLT’s
mission to provide innovative professional development programs to all Pace
faculty. The ID team is dedicated to providing Pace University faculty with the
highest level of instructional design support for all online, web-assisted, and
classroom-based courses.
Furthermore, the ID team works extensively at both
the program level and with individual faculty to develop effective learning
environments and approaches, with a special emphasis on the successful
integration of instructional technology.
Workshops facilitated by ID Team
Introduction to Blackboard
Using Laptops in Face-to-Face Courses
Using Blackboard Assessments Tools
Effective Blackboard Course Design and Development
Utilizing
Using
e-Portfolios
as
an
Effective
Blackboa rd
to
Delive r
Form
of
Quan titative
Assessment
Instru ctio n
Teaching Online Seminar
ID Team Major Activities and Accomplishments in 2004-2005
Monitoring all University WWW and WA courses – The Instructional Design
(ID) Team ensured that all WWW & WA courses met minimal quality standards.
Through periodic review of courses, one-on-one consultation with faculty and
frequent follow-up, these web-enabled courses were successfully implemented.
Various Faculty Development Initiatives – Throughout the ’04-’05 academic
year, numerous initiatives facilitated courseware design and development. Some
included:
Faculty Institute – The Faculty Institute took place on the New York City
campus and consisted of three days of speakers, workshops, and panel
presentations. This year's Faculty Institute, Shaping the Learning Experience:
Engaging & Retaining Students illustrated the best practices in teaching and
addressed a number of challenges that faculty face in the classroom.
Course
Development
Day – This full-day event featured specialized
workshops focused on implementing Blackboard effectively into new and
15
Instructional Design
existing courses.
“Teaching Online” Faculty Orientation – This four day online intensive
workshop was geared towards Faculty teaching online.
Expanded Online Resources – Having available online resources to aid
Faculty in courseware design and development has become increasingly
essential to our operation. Two major resources which were enhanced in the
’04-’05 academic year included:
http://www.pace.edu/blackboardhelp
resources
for
Faculty
-
This
site
includes
extensive
using
Blackboard.
http://www.pace.edu/
instructionaldesign – This site
which
links
page
is
off CTLT’s
main
dedicated
to
instructional design resources,
including
best
practices
in
providing technology-enhanced
instruction.
http://www.pace.edu/instructionaldesign
Honor’s Laptop Initiative
Pace University, with the guidance from the Center for Teaching, Learning and
Technology, continues to support a Laptop Initiative for its Honors College. The
initiative involves equipping faculty and students in the Honors College with highend laptop computers, providing extensive instructional and technical support, and
assessing various aspects of the success of the program.
Specific to the initiative, the ID Team:
Conducted group and one-on-one training sessions with participating
faculty in the Honor’s Laptop Program.
Made relevant resources available which included a website highlighting
other universities with similar initiatives.
16
Instructional Design
Designed
instruments
survey
to
evaluate
program success.
ePortfolio Initiative – Recipient of
the Pace Assessment Grant
The purpose in undertaking the Pace
Assessment Grant was the pressing
need to find an effective, universitywide assessment tool for assessing
student learning at Pace. E-portfolios
at other institutions have proven to be
an effective performance assessment
http://appserv.pace.edu/ctlt/eportfolio/index.htm
technique for achieving this goal. It
has the ability to follow a student’s educational process from beginning to end,
documenting all the stages of learning taking place both inside and outside the
classroom. It was our goal to investigate how this tool could be best used and
implemented at Pace.
NSF Grant Math Initiative
The aim of this curricular initiative was to make substantial improvements in the
content, pedagogy and student learning outcomes in required mathematics
courses at Pace University. With the collaboration of Pace's well-established Lubin
School of Business, the objective was to enhance students' quantitative and
analytical skills through a series of online modules for Finite Mathematics,
Introductory Calculus, and Elementary Statistics courses serving more than 3,000
students each year. These modules present mathematics in relevant contexts and
give students the opportunity for hands-on mathematical experimentation, using
technology as a powerful educational tool.
Blackboard (co-sponsored event)
Pace University, with coordination from CTLT and Blackboard, hosted the Winter
Regional Blackboard Day Seminar which was opened to all New York City schools.
17
Instructional Design
The event was an opportunity to share best practices with peer institutions in the
area, while learning more about upcoming Blackboard product enhancements.
Syllabus Wizard
The “Syllabus Wizard” – an original Pace University application built on
Macromedia Coldfusion using Dreamweaver – is a simple online authoring tool
designed just for faculty to help them assemble the basic information about a
course and turn it automatically into a web-accessible syllabus for their students.
The tool gives students the information they need to understand what’s expected
and make a conscious commitment to the challenge a course presents. All faculty
need to do is “fill in the blanks” and the result is a cleanly formatted, consistent,
and complete course syllabus. The Syllabus Wizard presents faculty with a simple
link which can then be embedded in their Blackboard course shell. The secure
system centrally stores all school-based course syllabi so that they can be
searched with ease by faculty. It also has multiple levels of administrative control,
such as the ability for department
http://appserv.pace.edu/ctlt/lubin_wizard
http://appserv.pace.edu/ctlt/dyson_wizard
18
Integrating Media into the Classroom
Professor Weishaus’ UNV 101, Spring 2005
© C Ojar
Exchanging “Strategies for Preventing Plagiarism”
Faculty Exchange Lunch, Spring 2005
© C Ojar
Faculty training on Pace’s new information systems, SPARTA
Mr. Curry and faculty, Faculty Institute 2005
© C Ojar
19
Online Support Services
Unit Mission Statement
The services provided by the area of Online Support Services are designed to
complement Pace’s commitment to Opportunitas. The area of Online Support
Services seeks to provide synchronous and asynchronous support resources to
Pace students and faculty involved in distance education at Pace.
Specifically
Online Support Services provides information to the university community and
prospective students about online learning at Pace University through various
communication channels. Furthermore this area is responsible for provide
administrative support to the Provost’s Council on Distance Education.
Major activities and accomplishments in 2004-2005
[email protected] Email Log
In order to further provide a central location for current and prospective students
to explore the online education opportunities and services at Pace a Contact Us
form resides on the Online Learning website http://online.pace.edu. Inquiries from
this form are sent directly into the email inbox of the Coordinator of Online
Support Services. Figure 1 is the break down of the number of inquires received in
the Academic Year 2004-2005 and the stakeholder they belong to.
Figure 1
Number of inquires received in the Academic Year 2004-2005 and the stakeholder
they belong to.
Inquires From
Current Students
219
Prospective Student
134
Resuming Studies/Returning Students
4
Almuni
5
Current Faculty
5
Prospective Faculty
6
Total Number of Inquires
20
# of Emails
373
Online Support Services
Student Enrollment by Type of Course
Figure 2. Unique Student Enrollment by Type of Course
Course Sections
Fall
04
Intersession
2005
Spring
2005
Sum I
2005
Sum II
2005
WWW
65
4
63
40
26
Total # of
Course Sections
2004-2005
198
NACTEL
19
0
40
26
0
85
WWW (Not for Credit)
4
88
0
4
0
103
0
66
0
26
4
Number of:
Fall
2004
Intersession
2005
Spring
2005
Sum I
2005
Sum II
2005
WAG Course Sections
WAM Course Sections
WAN Course Sections
WAO Course Sections
WAP Course Sections
WAW Course Sections
Total Number of WA*
1
0
73
0
39
2
115
0
0
0
0
1
0
0
5
0
47
0
30
0
82
2
0
7
0
7
0
16
3
0
4
0
3
0
10
Total Number of WWW
WWW
Online Web Based courses
WAG
Web Assisted Graduate Center
WAM
Web Assisted Midtown
WAN
Web Assisted New York
WAO
Web Assisted Off Campus
WAP
Web Assisted Pleasantville
WAW
Web Assisted White Plains
287
Total # of
Course Sections by
Campus 2004-2005
11
0
131
0
80
2
223
WA*
All Web Assisted
NACTEL
National Coalition for Telecommunications and Learning Project asynchronous learning project to deliver SSCSIS’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
2004-2005 academic year. A total of 963 students responded.
21
Evening Support Office at Pleasantville
Unit Mission Statement
The services provided by the Evening Support Office (ESO) are designed to
complement Pace University’s commitment to Opportunitas. Under the auspices of
the Center for Teaching, Learning and Technology (CTLT), ESO is dedicated to
ensure the continuity of university services to Pace’s evening faculty and students
at the Pleasantville Campus by providing information, administrative resources,
and opportunities to facilitate the process of improved teaching and learning.
Additionally, because the majority of evening sessions are taught by Pace’s
adjunct community, ESO recognizes their importance and need for consistent and
dedicated support and training. Furthermore, the ESO Program Coordinator is the
budget representative and administrative resource for CTLT and the Pforzheimer
Center for Faculty Development.
Major activities and accomplishments in 2004-2005:
MS PowerPoint Workshop—Spring 2005
ESO aims to offer opportunities in areas of information and multimedia technology
and proficiency that will improve the quality of teaching and learning at Pace
University. In the Spring Semester of 2005, a series of 45 minute-workshops on
the basics to MS PowerPoint and how to integrate it into Blackboard was offered
before the 6:00 pm evening classes. The workshop attracted faculty as well as
staff from the Pleasantville and Briarcliff campuses. Many of the participants
registered for more than one workshop.
Figure 3 illustrates the number of participates who attended the workshops.
Introduction to
PowerPoint
Enhancing
PowerPoint
Blackboard and
PowerPoint
Office of Academic Affairs
2
1
0
Finance & Administration
2
3
0
Transportation
2
2
0
Co-op & Career Services
1
1
0
Psychology
2
2
2
History
1
0
1
English
1
1
2
Computer Science
1
1
1
12
11
6
Total
22
Evening Support Office at Pleasantville
MyPace Training for Faculty—Summer 2005
In the Summer of 2005, Pace University upgraded its information systems with
Project SPARTA and the MyPace Portal. This upgrade meant training opportunities
for faculty to access various academic information. The Evening Support Office
volunteered to reach out to evening faculty regarding MyPace Portal issues such as
password reset, input of grades, accessing class roasters, pay advice and browser
compatibility with their home desktops. Figure 4 details the faculty who have
made appointments for the aforementioned issues.
Figure 4 illustrates the number of faculty from each department who has sought
assistance for MyPace Portal in Summer I and II.
School
Department
DYS
Chemistry
3
Communication
2
English & Literature
2
History
1
Math
4
Modern Languages
3
Psychology
5
Religious Studies
1
DYS Total
LUB
Total
21
Accounting
2
Finance
3
Legal Studies
1
Management
1
LUB Total
Grand Total
7
28
23
Evening Support Office at Pleasantville
Make-Up Exam
Faculty members have indicated that there
is a need for on-site proctoring of make-up
exams. This courtesy service is currently
being evaluated. A draft of the guidelines
and procedures in which students may take
proctored
examinations
is
available
in
Appendix A. A pilot study was conducted
during the 2004 –2005 academic year. A
total of 21 exams from various departments
The Evening Support Office is housed in
Miller Hall, Room 20A where proctoring
of make-up exams is held.
were proctored for 2004-2005.
Figure 5 The following two tables detail
the number of exams proctored by course type.
Fall 2004
Course
24
Spring 2005
Number of
Make-Up Exams
Course
Number of
Make-Up Exams
Accounting
3
Accounting
2
History
3
History
3
Marketing
2
Finance
1
Math
5
Math
4
Psychology
3
Psychology
4
TOTAL
16
TOTAL
14
Evening Support Office at Pleasantville
ESO on the Web
With the increased number of evening and adjunct faculty, there is a need for faculty to access information resources and increase communication between the university and its evening/adjunct faculty community. In response, ESO has developed and implemented a web presence. The information posted entailed:
a listing of events geared to the professional development of the adjunct community;
a listing of evening services and programs available to the evening faculty;
FAQ page of Pace resources such as links to HR webpage, Faculty Resource
website, and the Blackboard Resource Center
ESO’s webpage (http://www.pace.edu/evening) was set as the home page for
both computers in the faculty lounge in Miller 20A.
25
Faculty Resource Network
The Faculty Resource Network is an award-winning faculty development initiative
whose mission is to improve the quality of teaching and learning by providing
opportunities for faculty development and cross-institutional collaboration. Pace
University is an active member of the Faculty Resource Network.
2004 National Symposium • Beyond Brown
vs. Board of Education: Diversity in Higher
Education
The Annual National Symposium brings Network
administrators and faculty together in a congenial
and expansive environment to focus on large
issues of concern to everyone in the academic
world.
In November 2004, the Symposium focused on the landmark case Brown vs.
Board of Education and the future of diversity in higher education. Dillard
University and Xavier University of Louisiana hosted the Symposium. Dr. Derrick
Bell, professor of law at New York University, delivered the keynote address.
Faculty from all over the country attended the symposium, which included
sessions on diversity and institutional research, funding and access to higher
education, increasing minority participation in graduate education, and discussions
about landmark legal decisions affecting diversity in higher education (Plessy vs.
Ferguson, Brown vs. Board of Education, University of Michigan).
The following Pace members participated in FRN’s 2004 National Symposium:
Maria Coaker
Anthony Joseph, Professor of Computer Science
Beverly Kahn, Associate Provost
Constance Knapp, Professor of Information Systems
Arletha Miles-Boyce, Affirmative Action Officer
Ziola Perez, Affirmative Action Officer
Medaline Philbert, Professor of Information Systems
26
Faculty Resource Network
2005 Network Summer Seminar
Network
Summer
Seminars
offer
faculty from Network institutions the
opportunity
importance
to
to
study
their
a
topic
teaching
of
and
research in a collegial environment.
These
are
a
series
of
one-week
seminars on a broad range of topics
that
occur
concurrently
in
the
stimulating environment of New York
University at
the Washington Square
campus.
To view detailed descriptions of the 2005 summer seminars, visit
http://www.nyu.edu/frn/programs-summer-seminars-2005.nyu
The following Pace Faculty members participated in FRN’s 2005 Network Summer
Seminars:
Jean Coppola, Professor of Information Systems
Technology in Teacher Education
James Gabberty, Professor of Information Systems
Scholar-in-Residence
Dorothee Von Huene Greenberg, Professor of English
After Women’s Studies? New Paradigms in Gender Studies
Bette Kirschstein, Professor of English
Introduction to American Indian Literatures of the United States
Amy Martin, Professor of English
Transcending Argument: Setting a Course (for Writing)
Meghana Nayak, Professor of Political Science
After Women’s Studies? New Paradigms in Gender Studies
Joan Roland, Department of English
Modern Jazz and the Political Imagination
27
CTLT Special Events
The Center for Teaching, Learning & Technology sponsored and hosted a variety of
professional development activities during 2004-2005 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.
Course Development Day (CDD)
This bi-annual, dual-campus event 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 additional resources to enhance the student’s learning process. Therefore, seasoned Blackboard users as well as the novice user were welcomed.
On January 19th (One Pace Plaza) and 20th (Pleasantville Campus) of 2005, CTLT
hosted its Winter CDD. A copy of its program is available as Appendix B. On Aug
23rd (One Pace Plaza) and 24th (Pleasantville Campus) of 2005, its Summer CDD
was held. A copy of its program is available as Appendix C.
Faculty and staff members from various schools and administration participated in
an assortment of workshops to integrate course material with instructional technologies. Figure 6 illustrates the sum of attendees from each school and administration who attended CDD in January 2005 and August 2005. Faculty attended
only the workshops that were appropriate for them.
28
CTLT Special Events
The 2005 CDD events were a success with a
total
of
193
faculty
and
staff
members
attending on both the New York City 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 has been
permanently offered before the start of the Fall
Course Development Day
January 2005 @ Pleasantville, © COjar
and Spring semesters.
Figure 6 Overall number of participants by school/administration who participated
on Course Development Day in January 2005 and August 2005.
JAN 2005
CSIS
DYS
EDU
LUB
NUR
Other
Total
Full Time Faculty
4
16
7
9
4
0
40
Part Time Faculty
Staff
Total
2
0
6
23
4
43
3
0
10
8
0
17
1
0
5
0
20
20
37
24
101
AUG 2005
CSIS
DYS
EDU
LUB
NUR
Other
Total
Full Time Faculty
6
27
7
7
4
0
52
Part Time Faculty
Staff
Total
1
0
7
17
1
45
3
1
11
3
0
10
4
1
9
0
10
10
28
13
92
2005 CDD
CSIS
DYS
EDU
LUB
NUR
Other
Total
Full Time Faculty
10
43
14
16
8
0
92
Part Time Faculty
Staff
Grand Total
3
0
13
41
5
89
7
1
22
11
0
27
5
1
14
0
30
30
67
34
193
29
CTLT Special Events
Faculty Institute 2005
The Fourth Annual Faculty Institute, Shaping the
Learning Experience: Engaging and Retaining
Students, was held from May 16-18, 2005 at
One Pace Plaza. The conference illustrated the
best practices in teaching and address a number
of challenges that faculty face in the classroom,
such as:
Engaging Learners
http:///www.pace.edu/engage
Crafting the Learner Experience
Research the Informs of Teaching
Simulations and Scenarios
Copies of the program and schedule are attached as Appendices D and E
respectively. An archive of the conference is located at http:///www.pace.edu/
engage. An external sponsor for this event was Prentice Hall.
On the first day (May 16th), Dr. Wang Sue of Columbia University delivered the
keynote address entitled “The Multicultural Challenge at Pace University.” The
workshop that followed the address helped participants apply principles of best
practice discussed in the address to their own work in their departments. His
workshop was based on his publication, Overcoming Our Racism.
Dr. Mark Carnes, professor at Barnard College, was the keynote speaker on May
17th. Addressing “Reacting to the Past” in his workshop, Dr. Carnes applied the
principles of this unique pedagogy.
Other presentations were:
Creating an Environment of Open Classroom Discussion—Sandra Flank & David
Hapke
Balancing the Scales: Enlisting a Total Community Effort in Building a
University Affiliated, Small Urban High School—Arthur Maloney & Yvette Sy
Integrating Environmental Initiatives at Pace—Michelle Land, Peggy Minnis,
Lee Paddock, Rich Schlesinger, Robert Chapman & Claudia Green
Book Clubs in the Classroom: Engaging Learners in a Social Process of
Reading—Rochelle Frei
Turning a Session Upside-Down: a Constructivist Approach to Information
Literacy Instruction—Sarah Burns-Feyl, Karen DeSantis & Janell Carter
Blackboard 6.3 – Discovering New Features—Melissa Brennan
30
CTLT Special Events
Engaging Learners—William Sievert & Beth Treadway
Engaging in Writing—Kristen di Gennaro & Marcie Williams
Models Wanted: Facilitating Quality Qualitative Research Across the
University—Joanne K. Singleton, John Dory & Sophie R. Kaufman
Meeting Lubin Students’ Communications Needs - A Brand New Course—
Robert Unger
Practice What You Teach: A Case Study of Ethical Conduct in the Academic
Setting—Sandra B. Lewenson, Marie Truglio-Londrigan & Joanne Singleton
Exercises and Games for Creating Connection—Frances Delahanty
The Student Perspective in Preventing Plagiarism—Patricia Brock & Brenda
Santiago
Engaging Learners in Reading in Our Content Areas—Christine D. Clayton
The Evolution of Pace's TLTR with the Emergence of the Information
Commons—James Stenerson, Sara Burns-Feyl & Steve Feyl
Opinions about Distance Education at Pace - A New Attitude? - James
Stenerson & Christine Moloughney
Compassionate Communication in the Classroom—Frances Delahanty
Creating Intellectual Community Online: Small Groups and Student Authority
as a Means to Active Learning—Jane Collins
Digital Repository: Publishing Online, Increasing Citation Incidence and
Preserving Research -Rey Racelis
Using Tablet PCs in the Classroom and Lab—Nira Herrmann
Engaging Students in an e-Commerce Course with a Cyber-Shopping Project—
James P. Lawler
Providing Students with Offshore Outsourcing Software Development
Experience—Christelle Scharff & Olly Gotel
Media Patch Bay: Solution for the Sharing of Media Programs—Peter Carroll,
Angela Apuzzo & Medaline Philbert
Accelerating Research Activity at Pace University: Tips for Getting Grants and
Including Pace Students in Research Experiences—Ed Leight, Victor Goldsmith
& Harriet Feldman
Thinking With Objects via Role-Play—Olly Gotel
Teach the Course You’ve Always Wanted to Teach: Learning Community
Teaching Circle—Linda Anstendig, Robert Chapman, Jonathan Hill, Bernice
Houle, Rebecca Martin, William Offutt, Adelia Williams & Walter Raubicheck
31
CTLT Special Events
Assessment Grant Presentations:
Assessing Honors College Students’ Learning and First Year Experience Through
E-Portfolios—Janetta Benton, William Offutt, Dhal Anglada & James Stenerson
Using Performance-Based Assessment as an Exit Tool for Non-Native
Speakers—Lisa Kraft
Assessing the Impact of Special Discussion Groups on Student Achievement—
Claire Berardini & Marcy Kelly
Attendance
The conference attracted over 280 participants throughout the Pace Community
and from five community colleges (shown as Guest in Chart) within the
metropolitan area, as illustrated in Figure 5.
Figure 7 Overall number of participants by school/administration who participated
in the 2005 Faculty Institute.
CSIS
35
12%
Administration
51
18%
DYS
107
39%
Guest
28
10%
Law School
1
0%
NUR
17
6%
32
LUB
25
9%
EDU
18
6%
CTLT Special Events
Images from 2005 Faculty Institute
33
Pforzheimer Center for Faculty Development
The Center for Teaching, Learning and Technology (CTLT) is
the umbrella organization of the Pforzheimer Center for
Faculty Development. The Center for Faculty Development
provides opportunities for Pace University full-time– and
adjunct faculty 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. Working
in tandem with the Center for Teaching, Learning &
Technology,
the
Center
supports
a
wide
variety
of
approaches to learning. Its offerings include workshops and
Constance Knapp
Co-Director
demonstrations; mentoring by experienced colleagues; task
groups to explore problems and develop solutions; and
other individual or group activities designed to meet faculty
interests. The Center is managed by two co-directors, Dr.
Randi L. Priluck based in New York City and Dr. Constance
Knapp in Westchester.
Randi Priluck
Co-Director
(Image not available)
Jim Stenerson
Director, CTLT
34
Pforzheimer Special Events
Each year the Center’s special events provide vital platforms for partnerships,
networking, and promotion of best practices. The Center proposed to organized
major professional development events in the 2004-2005 academic year. Below is
a brief report on the status of these and other initiatives. Figure 6 illustrates an
overall number of participants by school/administration who participated in the
following professional development events.
2004 Fall Conference: Opening Doors to Research
On October 28, 2004, forty-six Pace colleagues gathered at the Graduate Center in
White
Plains and
participated in strategy
development, brainstormed and
established faculty-student partnerships. This conference highlighted efforts by
faculty who engage in scholarly activities while enhancing teaching and studentfaculty relationships. Presentations by fellow faculty members, who participated in
NYU’s Faculty Research Summer Seminars, and a panel of Eugene Grant facultystudent teams shared experiences and lead discussions throughout the day. The
program is available in Appendix H.
Teaching Portfolio Workshop
During the first week of June 2005, twenty-one participants created their teaching
portfolio. Participants documented their accomplishments for annual salary review
and tenure or promotion applications; created a thoughtful, detailed reflection on
themselves as a teacher that can be used as a baseline for continuing
development; and, provided a summary that showed valued colleagues to get
their ideas on how to add to your skill as a teacher (and, in the process, to share
insights with them).
Workshop facilitators Susan Feather-Gannon, Sandra Flank, Connie Knapp, Dan
Tinkelman, and Randi Priluck provided a framework for structuring a Teaching
Portfolio and the individualized support to get it done. The workshop concluded
with a display of completed Portfolios at lunch on Friday, June 4. Teaching
Portfolio, 3rd edition by Peter Seldin, was distributed before the workshop.
Faculty Research Forum
To enhance research collaboration at Pace University, the second Faculty Research
Forum was held on January 28, 2005, video-conferenced between the Grad
35
Pforzheimer Special Events
Center, White Plains and the Midtown Campus in New York City. This was an
opportunity for ten untenured faculty to learn about research that their colleagues
are conducting and to participate in an open exchange of ideas across disciplines.
The program is available in Appendix I.
Faculty Exchange Lunches
The first Faculty Exchange Lunch of the academic year was held on October 6,
2004 in New York City and on October 7, 2004 in Pleasantville. A total of 46
faculty attended the lunches hosted by Randi Priluck and Jim Stenerson in New
York City and Connie Knapp and Jim Stenerson in Pleasantville. This lunchtime
discussion with members of student life and the counseling center focused on
steps faculty members can take to promote a more vibrant learning environment
for both faculty and students. The overall message was that students need to be
guided and mentored in the classroom and that students appreciate faculty when
they make themselves available to the student body.
The second Faculty Exchange Lunch was held on March 3rd 2005 in New York City
and on March 1st, 2005 in Pleasantville. The theme was “Strategies for Preventing
Plagiarism.” The conversation at this semester's lunch centered on sharing
teaching techniques that foster student respect. A total of 47 faculty attended the
Spring lunches.
36
37
0
5
10
15
20
25
30
35
40
45
50
2004 Open Doors
to Research
2005 Faculty
FEL 2004 Fall PLV FEL 2004 Fall PNY
Research Forum
FEL 2005 Spring
PLV
FEL 2005 Spring
PNY
Teaching Portfolio
Workshop 2005
Administration
CSIS
DYS
EDU
LAW
LUB
NUR
Figure 6
Overall number of participants by school/administration who participated in professional development
events hosted by the Pforzheimer Center for Faculty Development
Staff Updates
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. During the Fall ’04 semester, Dhal served as Acting
Director of the department and successfully managed CTLT support staff, made
timely submission of yearly budget request, helped plan an annual Fall
Conference, chaired the Faculty Institute planning committee, and attended an
international conference in Berlin.
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 a MEd
in Instructional Design which he completed online.
Roberto Rodriguez – Courseware Designer
Roberto Rodriguez is one of the newest additions to the team who started during
the summer '04. As part of the Instructional Design team, Roberto facilitated oneon-one sessions with faculty to demonstrate Blackboard. He also created various
web applications using Coldfusion as the web-programming language. Examples of
these applications include the ePortfolio Wizard, Syllabus Wizard, and a new
registration system built uniquely for the department. In efforts to improve these
systems Roberto has attended two training seminars for Coldfusion and will be
completing certification in the near future.
Joe Seijo – Courseware Designer
Serving in his primary role as Courseware Designer for the Instructional Design
team, Joe was responsible for supporting (through various meetings and
workshops) group and individual faculty members from all schools with their
initial, as well as ongoing, use of the Blackboard software for both asynchronous
and/or hybrid courses.
He facilitated numerous workshops during our semester
Course Development Days, as well as our annual Faculty Institute providing tiered
level faculty workshops on the use and techniques of the Blackboard software.
Joe serves as the University resource for the digitizing and creating of streaming
38
Staff Updates
media. He gained extensive knowledge with regard to digitizing hardware and
software used to manipulate and create various formats of media.
He assisted
numerous faculty with the incorporation of streaming media into their respective
Blackboard courses and other curriculum related projects.
Joe facilitated a 4 day online seminar, in August 2004, geared towards
understanding some of the challenges students have getting started with online
learning, online assessment, design and critical elements of asynchronous
teaching.
Christina Moloughney
Christine’s major focus for 2004-2005 was to establish the Online Support Service
area as more a prominent function within CTLT and the University and further
promote the support services available to faculty and students involved in Distance
Education at Pace.
Christine enlisted the assistance of CTLT’s student employee Julio Rodriguez to
help with the redesign of the Online Communities. It was her goal to make these
communities more attractive to students while providing them the necessary tools
they would need to participate in their course at a distance. In Fall 2004 18% of
the students completed the online orientation. As a further incentive to attract
students to these communities and build campus community in an online
environment, in Spring 2005 she designed an online photo contest. In Spring 2005
19% of the students enrolled in the Online Orientation completed the orientation.
This past Fall Christine was responsible for planning meeting dates, agenda and
minutes for the Provosts Council on Distance Education and in November 2004 in
the absence of Dean Merritt and Jim Stenerson she chaired the meeting.
Important initiatives that she oversaw this year included: The creation and
distribution of the Distance Education student ID card, participation in the Sloan
Planning Grant Initiatives which resulted in surveys to faculty and students, and
reporting distance education enrollments and course section statistics for
nationally reviewed surveys such as Middle States and the US News and World
Reports Distance Education survey.
Recognizing the impact that Project SPARTA has on the areas focused on by CTLT,
Christine was involved in key discussions related to the use of the Pace Portal,
communication strategies and change management. She participated on the
39
Staff Updates
University Relations Team that assisted in the design of the Pace Portal and the
channels that will reside there. She played a prominent role in the integration of
the Blackboard Portal with the My Pace Portal and spear headed the initiative to
establish a new Blackboard Portal design that would be consistent with MyPace
and the University’s new style guide.
Christine actively participated in many of the faculty development events hosted
by CTLT: The Online Teaching Workshop, Course Development Days and the
Faculty Institute. Furthermore Christine co-chaired the Sponsors and Gifts
committee for the May 2005 Faculty Institutes, through her efforts and those of
the committee over $12,000 in funds and raffle prizes were raised for this year’s
institute.
Christina Ojar
As the Evening Support Program Coordinator, Chris considers it very important
that the ESO both provides a high level of professional, and practical support to
the evening faculty and student. Chris has provided essential services such as one
on one assistance, a tutorial on MS PowerPoint Software, and instruction on the
use of computers, the Internet and email.
In order to be able to provide up-to-date advice and guidance to faculty and
students regarding various learning and teaching matters, Chris has attended a
variety of professional development workshops hosted by Learn to Excel, the Pace
Center for Computer Learning and SAFEZONE. Chris is also active in the
Information Management Officer Certificate Program, the Office Administration
Series Certificate Program, Fire Marshals Program and the Administrative Staff
Council.
Chris is also responsible for the overall financial management and administrative
resource for CTLT and the Pforzheimer Center for Faculty Development. Chris
assisted in coordinating logistics and budget allocation for such events as Course
Development Days, Faculty Institute, Partnerships at Pace for Collaborative
Learning, Teaching Portfolio Workshop and Faculty Exchange Lunches.
40
Staff Updates
James Stenerson
Jim continued his PhD studies this past year and has started the writing the
dissertation: “The Heuristic Value of Lewis Mumford’s metaphor ‘Megamachine’ in
a Digital-Network Society.”
Jim remains active in the Faculty Resource Network
and continues to lecture on various aspects of Distance Education. He copresented at the AAHE Assessment Conference in Denver with Barbara Pennipede.
Jim publicly recognizes the excellent work the dynamic team that drives CTLT
providing for innovative faculty development. Jim is most excited about the closer
relationship between the staff and the co-directors of the Pforzheimer Faculty
Development Center. Jim
continues
to look
forward to
additional faculty
development initiatives in the coming year.
41
42
APPENDICES
43