Emerging Pedagogies for the New Millennium

A National Symposium

Fall 2011

INSIDE THIS ISSUE

Framing the Educational Scenario: From Denial to Transformation

Excerpts from the keynote address by President Jose Jaime Rivera, University of the Sacred Heart.

Accidentally Online: Working with Hybrid Classes

Excerpts from a presentation by Joseph Zeppetello, Marist College.

Authentic Learning Through Service Learning

Excerpts from a presentation by Rosa Ojeda-Ayala, University of the Sacred Heart.

Cross-Disciplinary Digital Literacy in the Age of Apps and Mobile Devices

Excerpts from a presentation by Millie Burns, Rebecca Mushtare, and Erin O'Connor, Marymount Manhattan College.

The ‘CSI Effect’: Collaborating Forensic Science Education and Criminal Justice Education—One Criminology Program’s Experience

Excerpts from a presentation by Nicola Davis Bivens, Anita Bledsoe-Gardner, and Roslyn D. Harrington, Johnson C. Smith University.

Developing Economics Students’ Research Skills in a Writing Intensive Online Environment

Excerpts from a presentation by Richard Vogel, Farmingdale State College.

Faculty at the Core of the Academic Enterprise: Partnering to Create New Paradigms

Excerpts from a presentation by Clarissa Myrick-Harris, Sylvia Carey-Butler, Linda Curiel, and Felicia Davis, UNCF Institute for Capacity Building.

Foundations for Growth: A Learning Community Pairing EGL 101 - Composition: Rhetoric and BUS 109 - Management Theories & Practices

Excerpts from a presentation by Sarbjit “Sab” Singh, Anthony Sovak, and Ann Shapiro, Farmingdale State College.

Gender-Based Violence: A Focal Issue for Student Engagement and Learning

Excerpts from a presentation by Judy Gordon and Laura Bagnarol, The College of New Rochelle.

In a Nation of Immigrants: How Millennials in Digital Diasporas Influence the Classroom

Excerpts from a presentation by Myna German, Delaware State University.

Integrating Level-Appropriate Online Information in Different Levels of Economics Courses

Excerpts from a presentation by Xu Zhang, Farmingdale State College.

Institutional Resistance to Innovations in Education

Excerpts from a presentation by Paul Abair, United States Air Force Academy.

Introducing Social Justice through Service Learning: The Spelman College Model

Excerpts from a presentation by Dorian B. Crosby and Cynthia Neal Spence, Spelman College.

Just-in-Time Audio Files to Facilitate Student Learning Beyond the Classroom

Excerpts from a presentation by Susan Prion, University of San Francisco.

Leveraging HIV in Curricular Innovation at Spelman College

Excerpts from a presentation by Marionnette Holmes, Shani Harris, Rosalind Gregory-Bass, and Leyte Winfield, Spelman College.

Research Project-Based Undergraduate Course and Capstone Experiences: Strategies that Work

Excerpts from a presentation by Judith Simons Gold and Theodora Williams, Marygrove College.

Service-Learning: New Models of Creative Instruction for Successful Teaching Strategies in the Millennium

Excerpts from a presentation by Ruth Zealand and Dorothy Larkin, The College of New Rochelle, Jean Coppola, Pace University, Barbara Thomas, Westchester Community College, and Wayne Tanna, Chaminade University.

Teaching About World Cultures through Global Genres

Excerpts from a presentation by William Costanzo, Westchester Community College.

Teaching First-Year Architecture Students Sustainable Construction Technology through Active Problem-Based Learning and a Field Trip to a Sustainable Building

Excerpts from a presentation by Orla LoPiccolo, Farmingdale State College.

Technology and Learning: Perfect Together? How Students Evaluate Websites, Sources, and Online Learning

Excerpts from a presentation by Jeffrey Gaab, Farmingdale State College.

Transforming How We Teach: An Example of a Comprehensive Institution-Wide Effort at Farmingdale State College SUNY

Excerpts from a presentation by Beverly Kahn, Farmingdale State College.

Transforming Pedagogies, Practices, and Products: Innovations for Quality Education

Excerpts from a presentation by Pia Deas and Saadia N. Lawton, Lincoln University, Pamela Waldron-Moore, Xavier University of Louisiana, Rosalee Martin, Huston-Tillotson University, and Alice E. Stephens, Clark Atlanta University.

Using Robotics to Improve Retention and Increase Engagement in an Undergraduate Freshman Programming Logic and Design Course

Excerpts from a presentation by Marie Pullan, Farmingdale State College.

Value of Cogenerative Dialogues in STEM Learning

Excerpts from a presentation by Brahmadeo Dewprashad, Borough of Manhattan Communnity College, Wesley Pitts, and Gillian Bayne, Lehman College, SUNY.

Voices Beyond the Classroom

Excerpts from a presentation by Mathew Mitchell, University of San Francisco.

Writing and Designing Your Future: A Learning Community that Combines English Composition with Art and Graphic Design

Excerpts from a presentation by George Fernandez and Laurie Rozakis, Farmingdale State University.

From the Executive Director

We are experiencing major transformation in teaching and learning, which will have far reaching impacts on students, faculty, and educational institutions. This change arises from the convergence of several factors that are redefining higher education in the 21st century.

For the current generation of students—often called the millennials—information has always been instantly accessible via the internet and nowadays it can be beamed directly to the palm of their hand. How does this free flow (and often overflow) of information impact how faculty teach and how students learn? If professors are no longer the sole conduit of knowledge, does this require a change in the goals and practice of education?

The availability of new technologies also expands the repertoire of instructional tools that faculty can utilize in their courses. Until recently, almost all teaching and learning happened within the four walls of a classroom at a scheduled time and location. Today, students and faculty can interact via blogs, chat-rooms, games, or even disguised as avatars in a “second life” simulation. An increasing number of courses are being taught mostly or completely online, where discussion occurs electronically rather than in person. However, the rapid pace of technological innovation has often created a digital culture divide on our campuses, with faculty on one side and students on the other. How can faculty learn and implement new instructional technologies to enhance student learning?

Extensive research in cognitive science has provided unprecedented insights into how people learn. Many studies show that education is most effective when students are active participants in their own learning rather than passive recipients of information. These insights have been embedded into new types of collaborative pedagogies, such as peer-led team learning, case-based learning, and role-playing games. Faculty members who adopt these pedagogies are required to relinquish their usual position as the central focus in the classroom and adopt a different role as a facilitator to student exploration. Do these student-centered classroom activities change how students view, approach, and succeed in their own learning?

In November 2011 faculty members and other representatives of Faculty Resource Network institutions addressed these questions and issues during a national symposium on "Emerging Pedagogies for the New Millennium," hosted by The University of Puerto Rico, Rio Piedras and the University of the Sacred Heart in San Juan, Puerto Rico.

In this ninth issue of our online NETWORK: A Journal of Faculty Development, we present excerpts from a number of the presentations that were delivered during that symposium.