ctlt annual report - pace university · ward carpenter seidenberg school of csis james stenerson...
TRANSCRIPT
2011-2012
i
Distributed Education Council
Martina Blackwood
Dyson College of Arts and Sciences
Jermain Smith
School of Education
Ward Carpenter
Seidenberg School of CSIS
James Stenerson
Center for Teaching, Learning and Technology
John Dory
Lubin School of Business
Maria Strzelczyk
Office of Student Assistance
Toby Haghenback
College of Health Professions
Nancy Uhl
Seidenberg School of CSIS
Nancy Hale
Seidenberg School of CSIS
Lauren Valiente
Information Technology Services
Nira Herrmann
Dean of Dyson College of Arts and Sciences
Laurie Witham
Information Technology Services
Tom Hull
CIO
Robert Yarbrough
University Counsel
Janet Kirtman
Adult and Continuing Education
Beth Klingner
Information Technology Services
Constance Knapp
Dean of Seidenberg School of CSIS
Rebecca Martin
Dyson College of Arts and Sciences
Cathy Pagano
Continuing and Professional Education
Medaline Philbert
Library
Danielle Plass
Center for Teaching, Learning and Technology
Joe Seijo
Center for Teaching, Learning and Technology
Christine Shakespeare
Office of Strategic Initiative
Pforzheimer Center for Faculty Development Advisory Board
James Stenerson Center for Teaching, Learning and Technology/Pforzheimer Center for Faculty Development
Abbey Berg Dyson College of Arts and Sciences/Pforzheimer Center for Faculty Development
Paul Griffin Dyson College of Arts and Sciences
Philip Greiner College of Health Professions
Randi Priluck Lubin School of Business
Christelle Scharff Seidenberg School of CSIS
ii
TABLE OF CONTENTS
Page
Index of Figures and Appendices iii
Message from the Director iv
Organizational Chart vi
Center for Teaching, Learning & Technology 1
Instructional Design 4
Online Support Services 9
Evening Support Office at Pleasantville 16
The Verizon Thinkfinity, Teaching and Community Initiative 19
Faculty Resource Network 22
Pforzheimer Center for Faculty Development 26
Events 27
Student Technology Fee 35
Staff Updates 39
Appendices A-K 43
2011-2012 Staff & Student Workers 133
iii
Index of Figures and Appendices
Item Description Page
Figure 1 Student Enrollment in WWW by Term 10
Figure 2 Number of WWW and WAX courses offered. 11
Figures 3.1-3.7 Profiles of Online Students 12
Figure 4 Number of TurnItIn Users by School 15
Figure 5 ESO’s One-on-One Consultation 16
Figure 6 Make-Up Exam Service 17
Figure 7.1 Pforzheimer Center for Faculty Development Events 29
Figure 7.2 Pforzheimer Center for Faculty Development Events 29
Figure 8 Teaching with Technology Day Attendance 31
Figure 9 Faculty Institute: Participants by School/Administration 33
Figure 10 Best Practices Conference: Participants by School/Administration 34
APPENDIX A CTLT & Pfozheimer Strategic Plan 2010-2015 44
APPENDIX B Online Services Evaluation 48
APPENDIX C Thinkfinity Grant Recipients 52
APPENDIX D Thinkfinity: Education Impact Research Paper 56
APPENDIX E Schedule: New Faculty Orientation 2012 79
APPENDIX F Program: Teaching with Technology Day 2012-January/August 80
APPENDIX G Program: Faculty Institute 2012 83
APPENDIX H Schedule: Faculty Institute 2012 97
APPENDIX I Survey: Faculty Institute 2012 101
APPENDIX J Program: Best Practices Conference 2012 119
APPENDIX K Student Technology Fee Minutes 121
iv
Message from the Director
The 2011– 2012 academic year was another successful year for the Center for Teaching,
Learning and Technology (CTLT) and the Pforzheimer Center for Faculty Development
(Pforzheimer). We successfully completed a number of resuming faculty development
programs, enhanced a few of them and even introduced a new initiative to our line-up. The
dynamic team that guides the Centers continued to carry forth the vision and the mission of
CTLT which are aligned with the core values that are expressed in the University Strategic Plan.
As you read through this annual report you will see that the faculty development programs
continue to grow in number and in popularity. The most popular workshop is Teach with
Technology Days program held the week before the Fall and Spring semesters. This program is
offered on each campus and continue to attract full-time and adjunct faculty. This year we
enhanced the Spring TWT Day but holding certain session through Blackboard’s web-
conferencing program so individuals from off-campus could easily attend. The numbers
attending by web were not many but the feedback showed a usefulness and success for this
type of venue.
Another faculty development program that we enhanced this year was the Academic Portfolio
Workshops (APW). These sessions are held twice a year in January and June. As a result of a
Provost decision made in May 2011 this was the first tenure and promotion process using the
University’s e-portfolio platform hence, there was the need to offer and include an e-Portfolio
training session. Faculty learned and had the opportunity to upload their portfolios to the e-
portfolio platform. As for the TAP process and introducing e-portfolios, assessment results
indicated that the e-portfolio was easy to use and view portfolios by both reviewers and those
faculty going up for TAP.
In addition to the above programs, other “standard” programs offered were the Faculty
Exchange Lunches (once a semester on both campuses), the “Lunch and Learn” sessions
(revamped again to gain more faculty attendance), and the full time Faculty Orientation (for
new full-time faculty). The second annual conference dedicated to Blended/Online Teaching
and Learning was held in the spring (early February).
The Faculty Resource Network continued to provide additional faculty development
opportunities to our full time faculty. During the Summer Seminars Pace sent 8 faculty to
various week-long sessions crossing different disciplines. Pace once again had three
administrators (Sarah Burns-Feyl, Beth Klingner and Jim Stenerson) presenting one of the
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Message from the Director
week-long seminars addressing instructional technologies in teaching and learning.
Lastly, the Centers rolled out their Strategic Implementation Plan 2010-2015 and created a matrix
which outlines the areas where we met our expectations and those where we partially or were
not successful. It is included in this report.
This report would not be possible without the support of Dr. Abbey Berg who is the Co-Director of
the Phorzheimer Center. The CTLT team also continues to amaze me and the University Communi-
ty by the work they do and by the dedication they show. I thank you for reviewing the Annual Re-
port and I am confident that it demonstrates the commitment that the University and CTLT/
Pforzheimer has to faculty development and the enhancement to student learning.
Jim Stenerson, Ph.D. Executive Director Center for Teaching, Learning & Technology Pforzheimer Center for Faculty Development
vi
Organizational Chart 2011—2012
1
Center for Teaching, Learning & Technology
Mission
The Center for Teaching, Learning and Technology (CTLT) offers support to faculty in a rapidly
changing teaching/learning environment. The University’s Strategic Plan recognizes the
importance of faculty and their essential role in providing for a student-centered educational
experience. In recognition of the faculty’s desire to keep up with the latest instructional
methodologies, the CTLT is committed to faculty driven initiatives that incorporate current
pedagogical strategies and highlight new technologies resulting in teaching excellence. CTLT
will offer and facilitate new faculty development programs that will demonstrate how to
provide a positive learning environment that foster students’ intellectual growth and
competence. To realize the University’s core objective of strengthening Pace’s academic
reputation, the CTLT is dedicated to assisting faculty in exploring dynamic teaching
methodologies appropriate for a diverse student body wanting to learn. CTLT will support both
traditional and non-traditional instruction. In order to enhance the student-centered
environment, CTLT will advocate for effective student support so that students can succeed in
learning.
Vision
The Center for Teaching, Learning and Technology (CTLT), following the direction of Pace
University’s strategic plan, will strive for the highest quality distributed education
environment. CTLT, in partnership with Pforzheimer Center for Faculty Development,
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. Sound pedagogical design and student-center initiatives will drive
the Center’s activities. The specialized areas of operation at CTLT include Instructional Design,
Online Support Services for both students and faculty, and the Evening Support Office on the
Pleasantville campus. The CTLT and Pforzheimer will coordinate and arrange workshops and
services for the faculty that are both discipline specific and for the entire University faculty. In
order to attain the vision, the CTLT will collaborate with key University departments and
divisions.
Pforzheimer Center for Faculty Development
The Center for Teaching, Learning and Technology (CTLT) is the umbrella organization of the
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Center for Teaching, Learning & Technology
Pforzheimer Center for Faculty Development. The Pforzheimer Center for Faculty
Development provides opportunities for Pace University full-time and adjunct faculty to
improve their skills with enhanced student learning. The Pforzheimer Center encourages
faculty to strengthen their current teaching skills and expand their research 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
Pforzheimer Center supports a wide variety of approaches to teaching and learning. Its
offerings include workshops and 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 overseen by an Advisory Board and a
director, Abbey Berg of the Dyson School of Arts and Science, based in New York City. For
further information about the Pforzheimer Center turn to page 32.
The CTLT and Pforzheimer Centers’ mission is the recognition of a new distributed educational
paradigm and the importance of faculty development in this new diverse learning
environment. The Centers and their services exist for all interested faculty. To be proactive
and successful in achieving its goals, the CTLT will incorporate the following objectives to guide
its mission and vision. The Center will strive for academic excellence. 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 University 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.
3
Center for Teaching, Learning & Technology
Goals and Objectives
Oversee and support Pforzheimer Center for Faculty Development (PCFD)
Support faculty with diverse needs for professional development in research, scholarship,
and creativity
Collaborate with Information Technology Services (ITS) and others to promote
instructional technology, enhance learning and research resources, and improve services
Provide programs and workshops that support faculty at all stages of their career.
Support faculty's research and scholarship
Enhance the number and breadth of faculty development
Introduce to faculty new and exciting educational technologies for adoption into their
course work.
Use the Provost's Council for Distributed Education to promote the variety of courses
delivered asynchronously and web assisted in a quality fashion
In partnership with the VP Strategic Initiatives, improve the offerings for the Accelerated
Online Degree program. Improve the number of online non-credit programs offered.
Establish faculty forums for academic discussions
Foster and support collaborative research and scholarship among the faculty that
demonstrate cross disciplinary approaches and illustrate innovative pedagogical designs
and applications.
Add instructional technology enhanced classrooms for the New York City campus and
Pleasantville campus and other services that will improve the overall instructional and
learning facilities through the Student Instructional Technology Fee (collaboration with
ITS).
4
Instructional Design Team Updates
Instructional Design Team – Assistant Director Joe Seijo
The Instructional Design Team, comprised of myself, Julio Rodriguez and Roberto Rodriguez
facilitated numerous workshops, training sessions and various projects throughout the year, in
addition to the regular department functions including our support of the university’s learning
management system, Blackboard. Just as had been the case with the previous year, the
learning management system went through an upgrade, though not as significant as the
previous upgrade. However, we implemented the same protocol used with previous
upgrades, which consisted of “open lab” sessions for faculty as well as periodic upgrade
meetings with the Blackboard administrator and designated IT school representatives to
ensure stability and troubleshoot any outstanding issues.
The emergence of web conferencing capabilities, specifically the Microsoft Lync and
Blackboard Collaborate platforms, were evaluated at length for integration into the
Blackboard learning management system. Blackboard Collaborate was ultimately decided
upon and our office facilitated numerous training sessions throughout the year with numerous
faculty and various departments.
Publishing companies like Pearson and McGraw-Hill showcased online platforms that could be
integrated into Blackboard for seamless use of textbook content and greater integration into
Blackboard courses. After evaluation and testing, McGraw-Hill platform “Connect” was added
to the Blackboard system.
CTLT purchased and worked closely with ITS to install a new video streaming server for faculty
with greater storage capabilities, as well as more compatibility options for users. This server
replaced a much older streaming server that was quickly filling to capacity. The new server is
expected to serve the faculty streaming needs for the next several years.
The instructional design team also evaluated the integration of Google Docs onto the
Blackboard learning management system, but after careful analysis it was determined that
although a powerful set of applications in its own right, lack of seamless integration into the
LMS would deter faculty and students from using Google docs effectively. CTLT has made
extensive use of the Google apps suite for own department functions.
5
Instructional Design Team Updates
Our department hosts, and works closely with other departments to develop and present at
numerous faculty development events and workshops throughout the course of the year, ranging
on a variety of topics related to instructional technology and effective pedagogy. Some of the
events and topics covered included the following:
New Faculty Orientation
Adjunct Faculty Resources Webinar
Best Practices Conference
Faculty Exchange Lunch
New York Times Exchange Lunch
Teaching Effectively Online Seminar
Copyright / Fair Use Seminar
Exploring Quality in Online and Blended Research Symposium
School of Education – Summer Course Design Workshop
Teaching with Technology Days
During the course of the year, I served on numerous committees, including but not limited to:
eTextbook Committee
Academic Resources Committee
IT Director’s Meeting
Faculty Institute Planning Committee
Distance Education Council
Administrative Staff Council Meeting
Blackboard Service Pack 8 Cohort / Upgrade Team
iPad User Group
President’s Committee on Digital Books
6
During the course of the year, CTLT has the opportunity to partake in uniquely offered
events on campus. Some of this year’s events included:
NCATE site visit
Pace ITS Expo
Webinar – What’s Next for Education: The New Course Ecosystem
Presented at University Wide Staff Development Day
The Instructional Design Team meets with numerous faculty throughout the year and
assists them through one on one or group consultations, in person, over the phone or via
the web through email, as well as the online helpdesk.
Roberto Rodriguez – Courseware Designer
Maintained CTLT departmental website
Migration to Blackboard 9.1 SP 10
Served on Blackboard Operational Meetings
Assisted with Helpdesk tickets on Blackboard issues
Presented at Teach with Technology Days and conducted numerous workshops on
the Blackboard 9.1 SP10 integration.
11th Annual Faculty Institute Committee
Advertising and Promotion sub-committee
Teaching Effectively Online Seminar – Jan/Aug 2011
Served as a Blackboard expert for participants
Teaching Online Certification
Mentored faculty in the process for certification
Participated in CTLT Webinar Series
Facilitated Blackboard Webinars
Collaborated with iStrategy team to extract user data from Blackboard LMS
Instructional Design Team Updates
7
Adjunct Faculty Development Committee
Maintained webpage for Adjunct Resources
CTLT Events
Maintain all events registrations and website
Contribute to creating and delivering e-blast for events
Julio Rodriguez – Courseware Designer
CTLT ACCOMPLISHEMENTS
As a department we assisted 161 Blackboard help desk tickets from 9/1/11-8/31/12
he ID Team re-designed the Teaching Effectively Online Seminar with a new layout and
updated resources.
PERSONAL ACCOMPLISHEMENTS
Assisted various faculty walk-ins
Selected as Pace University's institutional member of the exclusive worldwide Blackboard
Idea Exchange™ (BIE) Program, intended to act as an influential client advisory program for
the Blackboard Learn ™ platform, and to represent the University in the development of
Blackboard's new tools prior to their general availability to the general public.
iTunes U updates:
Worked with all 3 campus Ed. Media directors to create a Shared folder/repository where
all Unv. Ed. Media staff have read/write access to add videos for Pace on iTunes U;
animated commercial added to NYC campus HomerScreens, as well as created/designed
50 posters and 500 postcards and allocated to all 6 Pace campus/locations (including Law
School, Midtown Center, & Briarcliff) on location of postings;
worked with University Special Events Director and ITS to include an iTunes U section on
R25 Special Events form, was e-blasted to Pace population that uses special event forms;
Started eblast to all University and school-based (including Law School) Marketing and
Instructional Design Team Updates
8
Instructional Design Team Updates
Started eblast to all University and school-based (including Law School) Marketing and
Communication VPs, staff and communications stakeholders each time there is an addition
to iTunes to help visability and promotion of Pace on iTunes U;
Promote Pace on iTunes U by announcing on CTLT social networkng sites each time there is
an addition;
Increased iTunes U content for the academic year by 87 audio/video files (exceeded goal
for an increase of 46%).
Departmental Facebook connections increased 17% to 46, and Twitter with a 2% increase
with 201 followers.
9
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 providing
administrative support to the Provost’s Council on Distance Education.
Major Activities and Accomplishments in 2011-2012
Proctoring for Online Courses
In an effort to address the needs of our online students and faculty, CTLT provides proctoring
services at the New York City campus and Westchester campus locations for online (WWW)
courses. An online course might be designed in such a way that proctored assessment is
critical. Using proctored services we can provide students with a location for midterm and final
exams. These services also enable faculty to verify that the student taking the exam has
followed the necessary examination guidelines.
10
Online Support Services
Online Student Enrollment and Course Data for AY 2010-11
Figure 1 presents University-wide data on the number of students by school who enrolled in an online [WWW and WAX] course.
11
Online Support Services
Figure 2 presents number of WWW and WAX courses offered
12
Online Support Services
Figure 3.1— 3.7 illustrate the profiles of online students based on early evaluations for Fall 2010 &
Spring 2011 (Summer sessions are not included.)
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Online Support Services
14
Online Support Services
15
Online Support Services
Online Course Evaluations
CTLT continues to administer the Online Course Evaluations. The Early Course Evaluations and
End of Semester evaluations for online courses use
this tool that was created by CTLT. Faculty and
chairpersons have instant access to their evaluations
in order for them to assess the data and assist with
the development of future online courses. Online
Support Services conducted early course evaluations
in the beginning of Fall 2011 and Spring 2012.
The results are available in Appendix B
Figures 4. illustrates percentage of TurnItIn Users by School
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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.
Evening Support Office at Pleasantville
One-on-One Consulting
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. This year
ESO’s numbers have notably increased due to a year round one-on-one consultation
advertisement with faculty. The concentration is to review course PowerPoints and basic
Blackboard functions. Additionally, 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.
Furthermore, ESO handles copying and classroom issues such as scheduling conflicts and
requests for teaching materials. Figure 5 details the faculty who have benefitted from ESO
services either by face-to-face meetings, email or by phone.
Figure 5 illustrates over 200 faculty from each school who has sought assistance from the Evening Support Office
for academic year 2011-2012. ESO also facilitates numerous calls and emails daily with faculty and
staff seeking assistance and these numbers are reflected in the statistics.
0
20
40
60
80
100
120
140
DYSON LUBIN CHP SSCIS EDU
Staff / Admin
Full Time Faculty
Part Time Faculty
17
Evening Support Office at Pleasantville
Major Activities and Accomplishments in 2011-2012:
Make-Up Exam Service
During the academic year 2011-2012, faculty members have extensively used ESO’s on-site
proctoring services for make up quizzes and midterms.
Figure 6. Percentage of students by school who used the Make-Up Exam Service.
Qualtrics: Online Survey
In partnership with the Center for Teaching, Learning and Technology, the Office of the
Provost was pleased to make Qualtrics, an entirely web-based, self-service internet survey
system, available to support research, teaching, and administration at Pace University.
Qualtrics was selected by a group of faculty and staff because it combines exceptional ease of
use with an advanced set of features. With this new software, users will be able to easily
download their results into Excel, SPSS, .xml, or .html files. In addition, Qualtrics features
customizable reports with several options of graphs and tables so that users can more
attractively and clearly present data. Departments
and individuals on campus who use the survey
software are encouraged to begin using Qualtrics
immediately to create new surveys.
The ESO Coordinator is currently the designated Brand Administrator, who liaisons between
Qualtrics and the Pace Community. Throughout the 2011-2012 academic year, the
DYSON
LUBIN
22
1133%
18
Coordinator offered Qualtrics survey tool training to a number of staff and faculty who used
the survey tool for program and event assessment, class evaluations and academic research.
Since June 2008, a total of 2,898 faculty, students, and staff have utilized Qualtrics.
Other Responsibilities
Additionally, the Coordinator liaisons with the following departments:
Academic Scheduling: to address classroom conflicts and emergency room changes. For the
2011-2012 academic year, 21 classroom conflicts were resolved and 12 classroom changes due
to extreme heat, cold or whiteboard malfunction were taken care.
ITS: to keep abreast of Pace’s Technology policies and procedures, to update Desktop PCs for
the faculty lounge and to maintain the IMO certification.
Special Events: to organize and manage the logistics for all of CTLT’s and Pforzheimer’s events.
This academic year there was a total of sixteen events, some on dual campuses. More
information is available under CTLT and Pforzheimer Center’s Events.
Evening Support Office at Pleasantville
Evening Support Office / Pleasantville Campus
19
The Verizon Thinkfinity, Teaching and Community Initiative
Thinkfinity
As our fifth year participating in “The Verizon, Thinkfinity, Teaching, and Community
Initiative”, which began in July of 2007, comes to a close, we would like to reflect back on the
new technologies, initiatives, and events that took place. This year we continued to provide
funding to faculty, staff, adjuncts, and students of the Pace Community, as well as, reaching
out to some local K-12 schools, under the Provost’s Grants for the Thinkfinity Initiative, which
was set forth to engage in instructional development, to assist in the creation of innovative
interdisciplinary programs that address the use of technology, to build on our strong
foundation of civic engagement, and to encourage the Pace Community to study and research
the expanding area of interdisciplinary studies involving technology, especially informatics.
This initiative not only addresses technology fluency but also generates interest in information
technology, especially informatics, through educational outreach to the diverse populations
within the communities surrounding Pace University.
This year 23 grants were awarded totaling over $230,000. This funding supported
goals of the grant, which provided a conduit for creative teaching, scholarship, engagement,
research, and innovation. This particular initiative has sought to foster Pace University’s role
in becoming a leader in shaping technology, curriculum and pedagogy at all levels including
elementary, secondary, and post-secondary study. Please see Appendix C or use the following
link to view this year’s grant recipients and their projects.
http://www.pace.edu/ctlt/awardees
A great initiative that we were excited about and was made possible through
Thinkfinity funding was the University’s first Teach Live Lab. The Teach Live Lab is a mixed-
reality teaching environment supporting teacher preparation in pedagogy and content. The
Teach Live Lab is an excellent example of a best practice in education, using cutting-edge
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The Verizon Thinkfinity, Teaching and Community Initiative
technology to provide pre-service and in-service teachers the opportunity to practice teaching
skills and to improve their expertise. Thanks to this funding, Pace’s School of Education was
able to partner with the University of Central Florida (UCF), where the avatar technology was
developed. UCF was awarded the 2012 Innovative Technology Award by the American
Association of Colleges of Teacher Education, and Pace’s School of Education has been named
in the award announcement as one of only 10 universities in the country, and the only school
in the Northeast, using this technology.
Another exciting initiative to report back on for this year was the Verizon Thinkfinity
Demonstration School Impact Study. Pace University researchers were awarded an additional
$50,000 in funding from Verizon to conduct a year-long study of the use and value of
Thinkfinity in six demonstration schools that have received funding. Specifically, they followed
-up on the Northeastern University’s study conducted by Richard Hanna and Scott Swain’s on
the Thinkfinity program by investigating and evaluating the utilization of Thinkfinity and the
grant objectives as stated by six demonstration schools.
In the past year, the six schools have received grant funding geared towards specific
technology tools and professional development. The intents and purposes of the awarded
grants are clearly stated within the proposals which include outcomes such as student
progress, achievement and engagement in various subjects, and teachers’ professional
development to increase technology integration in classroom curriculum and encourage use of
Thinkfinity’s web resources which include lesson plans, blogs, discussions and more. The
researchers completed their goals which included distributing and collecting data from the
online surveys and interviewing teachers in a focus group setting at each of the 6
demonstration schools. They were able to gather data to demonstrate how teachers are
utilizing the technology tools provided within Verizon Thinkfinity grant, the extent to which
the teachers have been provided with professional development and tech support, the efforts
being made to support school specific goals, and lastly to be aware of the teacher utilization
and participation of Thinkfinity.org resources and Community.
Based on preliminary data, there seems to be a correlation with the educational technology
facilitators’ role and involvement and the successful implementation of the grant program
within each school. The ETFs major responsibility was ensuring the schools were meeting the
goals addressed within the grants. In doing so, they were able to provide assistance to
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The Verizon Thinkfinity, Teaching and Community Initiative
to the teachers for the successful usage of technology tools and web resources. Though the
ETFs had the same responsibilities, they had different assignments at each school. The results
of this study show effective means of integrating technology tools and resources based on the
placement and role of the ETFs. The findings of this study have implications for all schools
attempting to integrate technology and help prepare educators and students for 21st century
demands.
To view the full final education impact research report, please see Appendix D.
It’s also important to mention that this year there was a change in some of the Verizon Think-
finity administration. The Pace Thinkfinity Project Implementer, Dr. James Stenerson and As-
sistant Vice President of Development and Alumni Relations, Mark Godwin held a number of
meetings with Verizon’s new Director of Education in Technology Program, Ms. Justina Nixon
Saintil. The meetings were held in order to update her on all the great opportunities and work
that the Pace University Community has had and been able to accomplish thanks to Verizon
Thinkfinity funding. This year was supposed to be the fifth and final year that Pace had Veri-
zon Thinkfinity funding available, but due to a remaining balance of over $500,000, a formal
request was made to continue use of the grant for a sixth year. This was very exciting news as
it allowed for Pace to conduct another round of funding for the Provost’s Grants for the Think-
finity Initiative.
The Digital Commons, our repository for reports and updates on each initiative is continually
being updated. Please visit our site at http://digitalcommons.pace.edu/thinkfinity/, to stay up
to date!
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The Faculty Resource Network (FRN) at New York
University is an award-winning, nationally-recognized
faculty development initiative whose mission is to
improve the quality of teaching and learning at its
member and affiliate institutions by providing
opportunities for faculty development and cross-
institutional collaboration. Pace University is an active
member of the Faculty Resource Network. For further information, visit
http://www.nyu.edu/frn. The following are events that Pace members have participated in.
2011 National Symposium: "Emerging Pedagogies for the New Millennium" Friday, November 18 and Saturday, November 19, 2011 San Juan, Puerto Rico 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 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?
Faculty Resource Network
Summer @ New York University
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Faculty Resource Network
The Following Pace members attended the Symposium: Elizabeth Berro, College of Health Professions Jean Coppola, Seidenberg School of CSIS Maria Luskay, Dyson College of Arts and Sciences Sotiris Skevoulis., Seidenberg School of CSIS James Stenerson, Dyson College of Arts and Sciences Andres, Villagra, Dyson College of Arts and Sciences 2011-2012 University Associates The university Associate Program enables full-time faculty members to come to NYU through-
out the school year to use some of its academic facilities. University Associates can audit
courses, conduct research in the nine University Libraries, and participate in open depart-
mental or interdisciplinary colloquia, lectures, symposia and seminars. The following Pace
faculty members were the Faculty Resource Network’s University Associates:
Academic year 2011-2012 Lisa Farber, Dyson College of Arts and Sciences Amy C. Foerster, Dyson College of Arts and Sciences Francis Marchese, Seidenberg School of CSIS Eddis Miller, Dyson College of Arts and Sciences P. V. Viswanath, Lubin School of Business Spring 2012 semester only Cha-Hua Kuei, Lubin School of Business Darren Rosenblum, Law School 2012 Network Summer Seminar Network Summer Seminars offer faculty from Network institutions the opportunity to study a
topic of importance to their teaching and research in a collegial environment. The Network
Summer program has featured innovative seminars that mirror the Network’s efforts to re-
main abreast of developments in scholarship and pedagogy across all academic disciplines.
The series are 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.
24
Faculty Resource Network
The following Pace representatives participated in the 2012 Network Summer Seminars:
“Contemporary Latin-American and Caribbean Cinema”
Claudia Green, Lubin School of Business
“Interactive Technologies for Teaching and Learning”
Sarah Burns-Feyl, Facilitated, University Librarian Beth Gordon-Klingner, Facilitated, Academic Technology Hillary Knepper, Dyson College of Arts and Sciences Jim Stenerson, Facilitated, Dyson College of Arts & Sciences “The Tree of Life: Teaching Evolution and Genomics” Richard Schlesinger, Dyson College of Arts and Sciences “A New Paradigm for Nursing Education” Joanne K. Singleton, College of Health Professions “Practicing Critical and Creative Thinking” Michael Ulinski, Lubin School of Business “Tackling Tough Topics Through the Classics” P. V. Viswanath, Lubin School of Business “The 1960s: Politics, Race, and Law” Robert Wiener, Lubin School of Business To View a detailed description of the seminars offered during the 2012 Network Summer
Seminar, visit: http://www.nyu.edu/frn/programs.events/enrichment/
network.summer.seminar.previous.html
25
Faculty Resource Network
2012 Summer Scholar—in—Residence
The Summer Scholar-in-Residence program allows Network faculty to come to New York
University during the month of June to engage in research, develop curricula, and/or pro-
duce manuscripts for publication. The program allows Scholars to explore new dimensions
in their disciplines, to engage in intellectual exchange and investigate resources not availa-
ble to them at their home institutions, to broaden their own pedagogical expertise, to en-
rich existing courses or create new ones, and to expand professional contacts. Participa-
tion in the SIR program not only enhances the faculty members’ knowledge and skills, but
also significantly contributes to the intellectual environment of their home institutions as
they share what they learn with their colleagues and students. The following Pace repre-
sentatives participated in the 2012 Summer Scholar-in-Residence:
Jean Coppola, Seidenberg School of CSIS
http://www.nyu.edu/frn
26
Pforzheimer Center for Faculty Development
The Pforzheimer 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 demonstrations; mentoring by experienced
colleagues; task groups to explore problems and develop
solutions; and other individual or group activities designed to
meet faculty interests.
This year The Center is managed by an advisory board with
Abbey Berg, a Dyson School of Arts and Science faculty
member based in New York City, as Co-Director under the
auspices of James Stenerson
The advisory board consists of the following members:
Abbey Berg Co-Director,
Jim Stenerson Director, CTLT
James Stenerson Center for Teaching, Learning and Technology
Abbey Berg Dyson College of Arts and Sciences
Philip Greiner College of Health Professions
Paul Griffin Dyson College of Arts and Sciences
Randi Priluck Lubin School of Business
Christelle Scharff Seidenberg School of CSIS
27
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 2011-2012 academic year. Below is a brief report on the status of
these and other initiatives. Figure 7.1 on page 29 illustrates an overall number of attendees by
school/administration who participated in the following professional development events.
Academic Portfolio Workshop
The Academic Portfolio Workshop continued to be a great success. It was held twice to
accommodate both Westchester and New York City campuses. From January 9th to the 12th
2012, ten participants on the New York City campus created their teaching portfolio.
Participants documented their accomplishments for their annual salary review and tenure or
promotion applications; created thoughtful, detailed reflection on themselves as a teacher
that can be used as a baseline for continuing development; and, provided a document to
obtain feedback from as well as to share insights and skills with colleagues regarding teaching
strategies.
Workshop facilitators, Abbey Berg, Randi Priluck and Amy Foerster, provided a framework for
structuring a Academic portfolio and the individualized support to get it done. The workshop
concluded with a display of completed portfolios at lunch on January 12th. Teaching Portfolio,
3rd edition by Peter Seldin, was distributed on first day of the workshop.
The second workshop was held from June 18th through the 21st at the Graduate Center in
White Plains. Ten participants successfully completed the workshop which was facilitated by
Marcy Kelly and Melissa Cardon.
Faculty Exchange Lunches
The first Faculty Exchange Lunch was held on November 10th, 2011 on the Pleasantville
Campus and again on December 1st in New York City. The lunch attracted 46 throughout the
Pace Community.
The second lunch was held on February 28th in New York City Campus, and March 7th in
Pleasantville. “Insightful Teaching Experience” invited faculty to share teaching experiences.
32 attendees participated in the Faculty Exchange Lunch.
28
Events
New Faculty Orientation 2012
The workshop is for all new full-time faculty at the beginning of Pace’s 2012 fall semester. The
purpose of the event is to provide information, skills and resources for faculty to successfully
begin teaching, research, and extension and engagement activities at Pace University. The day-
long event provides opportunities for networking among new faculty members and
introductions to university administrators. New faculty also had the chance to meet Provost
Uday Sukhatme, Deans and other key administrators, as well as a student panel. A schedule of
the day is provided in Appendix E.
Faculty Research Forum
The Faculty Research Forum (FRF) started in the Fall 2011. The goal of the FRF is to foster
relationships and collaborations with other faculty to discuss work and research ideas;
increase inter-disciplinary research; and actively work on manuscript or book chapter (s). The
group met various times throughout the 2011-2012 Academic Year. A total of 11 faculty
members completed their manuscript and shared their work at the 2012 Faculty Institute.
29
Events
Figure 7.1 Overall number of participants who participated in professional development events hosted by the Pforzheimer Center for Faculty Development by school
Figure 7.2 Overall number of participants who participated in professional development events hosted by the Pforzheimer Center for Faculty Development by employee stats
0
5
10
15
20
25
30
35
40
45
50
FacultyExchange
Lunch Fall2011
FacultyExchange
Lunch Spring2012
AcademicPortfolio
Workshop Jan2012
AcademicPortfolio
WorkshopJune 2012
New FacultyOrientation
2012
Academic Support Units
DYS
EDU
LUB
CHP
SSCIS
0
5
10
15
20
25
30
35
40
45
50
FacultyExchange
Lunch Fall2011
FacultyExchange
LunchSpring 2012
Academ icPortfolio
WorkshopJan 2012
AcademicPortfolio
WorkshopJune 2012
New FacultyOrientation
2012
Student
Staff
PT
FT
30
Events
The Center for Teaching, Learning & Technology and Pforzheimer sponsored and hosted a
variety of professional development activities during 2011-2012 to enhance the teaching
experience of Pace’s faculty members. These workshops are open to all faculty and all schools
covering of various topics of interest to the faculty community. From learning to use
specialized software to exploring specialized uses of the web, CTLT has helped Pace faculty
develop pedagogical and technical skills.
2012 Teaching with Technology Day (TWT)
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 has 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. Some of the different
ways to use the discussion board, grade-book feature, and incorporate learning materials and
additional resources were looked at to enhance the student’s learning process. Therefore,
seasoned Blackboard users as well as the novice user were welcomed.
In 2012, TWT Day workshops were facilitated by CTLT Staff and other members of Pace
University. On January 10th (Online) and January 11th (in Pace Pleasantville and New York
Campus), CTLT hosted its spring semester TWT Day. On Day 2, a moderated discussion on
challenges and solutions to creating online / blended courses was facilitated by CTLT staff.
On August 21st (Pace New York City Campus) and August 22nd (Pace Pleasantville Campus) of
2012, CTLT’s summer TWT Day was held. “Library Resources” presentation was facilitate by
Sarah Burns-Feyl. A copy of the TWT Day program is available as Appendix F.
31
Events
Figure 8. Overall percentage of participants by school/administration support offices who participated in Teaching with Technology Day January 2012 and August 2012
Faculty and staff members from various schools academic support offices participated in an
assortment of workshops to integrate course material into Blackboard and integrate instruc-
tional technologies. The TWT events were a success with a total of 125 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. Figure 8 illustrates the num-
ber of participants who attended Teaching with Technology Day in 2012.
DYSON
CHP
Academic Support Units
SSCISS
LUBIN
EDU
46%
12%
14%
4%
12%
12%
Teaching with Technology Day
32
Events
11th Annual Faculty Institute 2012
Date: May 17-18 2012
Location: Pleasantville Campus
The 11th annual Faculty Institute took place on May 17
to 18 of 2012 at the New York City Campus. The 2012
Faculty Institute, The DNA of Pace: Collaboration and
Innovation, p romoted c ollaboration a nd creating
partnerships among faculty, staff, administrators and
students.
Copies of the program and schedule are attached as
Appendices G and H respectively. An archive of the
event is available at
http://www.pace.edu/faculty-center/about-us/past-programs
Keynotes
On the first day (May 17th), Victor E. Ferrall, President
of Emeritus of Beloit College and author of Liberal Arts at the Brink, spoke on challenges that
liberal arts colleges confront. Participants from Faculty Research Forum shared their work on
Day 1 also.
On the second day (May 18th), Marc Prensky, an international writer, speaker and innovator
in the field of education and learning delivered the keynote address.
Sessions
Listed and described in Appendix E are Day 1 and Day 2 sessions. The sessions were facilitated
by Pace faculty.
http:///www.pace.edu/facultyinstitute
33
Events
Attendance
The conference attracted 155 participants throughout the Pace Community as illustrated in
Figure 9. The response to the event was tremendously positive. For survey results, see
Appendix I.
Figure 9 Overall number of participants by school/administration who participated in the
2012 Faculty Institute.
Faculty institute 2012
DYSON
LUBIN
EDU
CHP
SSCSIS
Academic Support Units
LAW
42%
21%
9%
8%
10% 8%
1%
34
Events
Best Practices Conference The second annual Best Practices Conference was held on Friday February 17th at the Grad-
uate Center in White Plains. This one day development program was developed for faculty
and academic support units to highlight their best teaching practices with online teaching and
learning. This conference attracted 55 faculty and staff members from various schools. A
copy of the Best Practices Conference program is available as Appendix J
Figure 10 Overall number of participants by school/administration who participated in the
2012 Best Practices Conference
Best Practices Conference 2012
DYSON
LUBIN
EDU
CHP
SSCIS
Academic Support Units
36%
10%
5%9%
16%
24%
35
Student Technology Fee
Background
In the Fall of 2008 a University wide Instructional Technology Assessment was conducted and
its findings presented to the Board of Trustees. The Assessment identified critical instructional
technology gaps needing to be filled in order to place Pace on par with benchmark institutions.
Also identified were strategic opportunities for surpassing benchmark institutions in these
same areas. The 17 person committee unanimously agreed the only foreseeable way in the
current financial climate to subsidize the instructional technology assessment would be to im-
plement a Student Technology Fee . The fee would be completely earmarked for instructional
technology keeping Pace competitive with the technology needed for todays teaching and
learning methodologies.
Objective
The implementation of a Student Technology Fee is dedicated towards covering the expenses
of instructional technology initiatives that directly impact the student learning. A governance
structure is proposed to act as the recommendation body of the Provost on the allocation of
the funds throughout the academic areas.
Student Technology Fee Structure
Annually, a portion of the technology fee will be allocated towards covering the annual costs
of key initiatives and maintenance of instructional technology. The remaining funds are discre-
tionary and the Technology Fee Committee will review annual proposals submitted by the
Pace community and will make recommendations to the Provost on which ones to fund. The
committee will review key initiative from the Instructional Technology Assessment Report for
consideration and also make certain that requests are in compliance with the Proposal Eligibil-
ity Requirements listed later in this proposal.
As of Academic Year 2011—2012 the student technology fee is
Full-Time Students $95 per semester
Part-Time Students $45 per semester
36
Student Technology Fee
Key initiatives that require annual funding include:
Annual fee for student software licensing. Currently, this includes the Microsoft Campus
Desktop package (Microsoft Office for PC and MAC, Windows Operating System Upgrades)
and Microsoft Forefront antivirus.
Annual costs of supporting the student printing program in the Computer Resource Centers
and Libraries (includes paper, toner, supplies and maintenance costs)
Replacement of PC/MAC, and peripheral equipment, located in Computer Resource Cen-
ters and Libraries
Maintenance and replacement of wireless network equipment located in teaching spaces
Maintenance/replacement of instructional technology equipment located in teaching spac-
es
Maintenance of general access videoconference classrooms
Governance Structure
Oversight committee for the Student Technology Fee
1) Chair of the Committee: Representative of the Provost (non-voting)
2) Student Membership (6 voting members)
2 undergraduate students from the New York City Campus
2 Undergraduate students from Pleasantville Campus
2 Graduate Students (one each from the New York and Westchester Campus)
3) School/Colleges (Law School not included) Membership (5 voting members)
Instructional Technology Representative from each of the schools
37
The following committee members will be non-voting and serve as a technical and infor-
mational resource:
Representatives from Center for Teaching, Learning & Technology
Representative of the Academic Affairs Budget Office
Representative from User Services (ITS)
Representative from Library
Representative from the Provost’s Distributed Education Council
Responsibility of Committee
(a) Manage the planning process
(b) Host annual open student budget hearings
(c) Prioritize budget requests in accordance with current University Strategic Plan
(d) Supervise the annual audit of expenditures
(e) Evaluate impact on student outcomes
(f) Publish committee minutes and annual report for stakeholder review
Fee Proposal Eligibility Requirements
a. Permitted
(1) Purchase of technology related equipment/peripherals/furniture/software used
in direct support of student instruction/enhanced academic experience
(2) Purchase of technology related equipment/peripherals/furniture/software for pi
lot programs that are in direct support of student instruction/enhanced academic
experience (e.g., Mobile Device Program)
b. Not Permitted
(1) Employment of full-time/part-time faculty or staff
(2) Stipends of any kinds
Student Technology Fee
38
Student Technology Fee
(3) Funding the University Learning Management System (add-ons to the LMS are per
mitted)
(4) Funding of library databases
(5) Purchase of Administrative hardware/software
See appendix K for copies of 2011-2012 Student Technology Fee Committee meeting minutes.
39
Staff Updates
Lindsay Bonilla – Thinkfinity Grant Coordinator/Courseware Systems Coordinator
Lindsay splits her time between two positions. She is part of the CTLT staff as a courseware
systems coordinator, in addition to her position as the Thinkfinity grant coordinator. In her
CTLT position, she supports faculty in the effort to learn Blackboard, assists them during all
CTLT held events such as Teach with Technology Days, Faculty Exchange Lunches, and the
Faculty Institute. In addition, she manages multiple budgets for the department, as well as,
providing project management in the creation of the new Assistive Technology Lab on the
Pleasantville Campus. Most of her time is spent working on the grant, being responsible for
supporting, organizing, and managing the wide array of projects that fall under the Verizon
Thinkfinity Grant that Pace has received. Lindsay is also responsible for the financial
management of the grant, involving creating and monitoring the budget, along with
overseeing purchasing. With the staff and faculty now applying for grants, Lindsay fields
questions, manages the applications, and is serving as a member on the review committee.
Maria Garces– Program Coordinator
Maria has provided essential services such as one on one assistance , tutorial on MS
PowerPoint Software, Qualtrics, and instruction on the use of computers, the Internet and e-
mail and provides training and support for Qualtrics, an online survey tool.
Maria assisted in coordinating logistics for events such as Teaching with Technology Day, 2012
Faculty Institute, Academic portfolio Workshop , Faculty Exchange Lunch , Best Practices
Conference, and New Faculty Orientation.
Danielle Plass—Manager for Online Support Services
In her CTLT position, Danielle Plass offers support to faculty and students regarding online
learning, including online support services, proctoring services, online textbooks and
evaluations for online courses. Danielle also serves as the administrative representative of the
Provost’s Distributed Education Council.
2012 was an exciting year for Danielle. She celebrated her 10 year anniversary with Pace and
in March, Danielle was recognized with the President’s Award for Staff Excellence. In
40
November, Danielle presented at the Sloan Consortium Conference in Florida, on how to
create an effective Online Orientation.
Julio Rodriguez-Courseware Designer
Julio serves as the University's Courseware Designer in the Instructional Design team at CTLT.
He facilitates numerous individual and group Blackboard training workshops throughout the
year assisting faculty in their online course instruction. To supplement training Julio creates
instructional video tutorials periodically on Blackboard tools for faculty use 24/7 available
online. Utilizing his strong web communication background, he spearheads the department's
marketing collateral as well as manages the department's social media sites and
blog, continually adding new content and quick tips for faculty. Julio also administers the
University's presence on Apple’s iTunes, Pace on iTunes U, cataloging hundreds of Pace's
educational content showcasing Pace faculty demonstrations, as well as prominent University
guest lectures with Bill Clinton, Sonia Sotomayor and Joe Biden.
Roberto Rodriguez— Courseware /Web Developer
As part of the Instructional Design team, Roberto has facilitated numerous individual and
group sessions with faculty to demonstrate use of the Blackboard content management
system. He also utilizes his strong programming capabilities to maintain and update various
web applications using various technologies. Examples of these applications include the
Syllabus Wizard, a registration system and an online Evaluation system for online courses.
Many of his applications have been utilized by the various schools of the university. Roberto is
also the webmaster for the department and continues to update the site as the University
changes CMS systems.
Staff Updates
41
Joe Seijo – Assistant Director
Joe Seijo has been with CTLT for over 11 years and full-time at Pace since 1997. This past aca-
demic year, Joe was kept busy ensuring that the Blackboard upgrade went smoothly and that
faculty were able to easily transition to the new version. The acquisition of Blackboard Col-
laborate, a new web conferencing and synchronous learning tool, afforded Joe the opportuni-
ty to train numerous faculty and various departments on the platform. It also allowed the
Instructional Design team to incorporate a new and effective method for training faculty and
building an online repository of training videos. In addition to facilitating our regular annual
events and workshops, Joe also participated in numerous committees dedicated to faculty
development and instructional technology.
James Stenerson—Executive Director for CTLT & Pforzheimer Center for Faculty Develop-
ment
The Academic Year 2011-2012 was exciting highlighted by co-facilitating a week-long Faculty
Resource Network seminar (with co-facilitators Sarah Burns-Feyl and Beth Klingner). The sem-
inar was “New Technologies for Teaching and Learning” and attended by 48 faculty members
from over 35 institutions. Jim continued his membership in POD (Professional and Organiza-
tional Development) and made a presentation concerning Support for Adjunct Faculty. Jim
attended the Faculty Resource Network’s Fall Leadership Conference in San Juan, Puerto Rico
where he chaired various sessions on Instructional Technologies. Jim continues to teach at
least one course each semester in both synchronous and asynchronous format. Jim remained
involved with the Westchester County’s Lesbian, Gay, Bisexual and Transgender Advisory
Board where he is the Chairperson reporting through to the County Executive.
Staff Updates
42
Abbey Berg—Co-Director for Pforzheimer
Since 1999, Abbey L. Berg, Ph.D. has been a member of the Pace faculty. In 2005 the Pforz-
heimer Center welcomed Abbey as Co-Director as the New York City representative, and in
2008, for both campuses. Abbey’s background as a researcher and her years in the classroom
give her an appreciation and understanding of the challenges Pace faculty face. Her past eight
years have addressed University-wide needs in addition to developing opportunities for Pace
faculty. Together with James F. Stenerson, PhD, Executive Director of the Center for Teaching
and Learning Technology (CTLT), they have developed and facilitated various workshops and
programs for faculty that include: New Faculty Orientation (every August/September); Faculty
Exchange Lunch (FEL; fall and spring semesters); Faculty Research Forum (FRF; meets 5 times/
year); Tenure and Promotion Workshop (TAP; every April); and the Faculty Institute (2-day con-
ference held every May) .
Staff Updates
43
APPENDICES
44
APPENDIX A
CTLT & Pfozheimer Strategic Plan 2010-2015
45
APPENDIX A
CTLT & Pfozheimer Strategic Plan 2010-2015
46
APPENDIX A
CTLT & Pfozheimer Strategic Plan 2010-2015
47
APPENDIX A
CTLT & Pfozheimer Strategic Plan 2010-2015
48
APPENDIX B
Online Services: Early Course Evaluation Results
49
APPENDIX B
Online Services: Early Course Evaluation Results
50
APPENDIX B
Online Services: Early Course Evaluation Results
51
APPENDIX B
Online Services: Early Course Evaluation Results
52
APPENDIX C
Thinkfinity Grant Recipients
53
APPENDIX C
Thinkfinity Grant Recipients
54
APPENDIX C
Thinkfinity Grant Recipients
55
APPENDIX C
Thinkfinity Grant Recipients
56
APPENDIX D
Thinkfinity education impact research report
57
APPENDIX D
Thinkfinity education impact research report
58
APPENDIX D
Thinkfinity education impact research report
59
APPENDIX D
Thinkfinity education impact research report
60
APPENDIX D
Thinkfinity education impact research report
61
APPENDIX D
Thinkfinity education impact research report
62
APPENDIX D
Thinkfinity education impact research report
63
APPENDIX D
Thinkfinity education impact research report
64
APPENDIX D
Thinkfinity education impact research report
65
APPENDIX D
Thinkfinity education impact research report
66
APPENDIX D
Thinkfinity education impact research report
67
APPENDIX D
Thinkfinity education impact research report
68
APPENDIX D
Thinkfinity education impact research report
69
APPENDIX D
Thinkfinity education impact research report
70
APPENDIX D
Thinkfinity education impact research report
71
APPENDIX D
Thinkfinity education impact research report
72
APPENDIX D
Thinkfinity education impact research report
73
APPENDIX D
Thinkfinity education impact research report
74
APPENDIX D
Thinkfinity education impact research report
75
APPENDIX D
Thinkfinity education impact research report
76
APPENDIX D
Thinkfinity education impact research report
77
APPENDIX D
Thinkfinity education impact research report
78
APPENDIX D
Thinkfinity education impact research report
79
APPENDIX E
Schedule: New Faculty Orientation 2012
80
APPENDIX F
Program: Teaching with Technology Day 2012-Aug.
81
APPENDIX F
Program: Teaching with Technology Day 2012-Aug.
82
APPENDIX F
Program: Teaching with Technology Day 201—Jan.
83
APPENDIX G
Program: Faculty Institute 2012
84
APPENDIX G
Program: Faculty Institute 2012
85
APPENDIX G
Program: Faculty Institute 2012
86
APPENDIX G
Program: Faculty Institute 2012
87
APPENDIX G
Program: Faculty Institute 2012
88
APPENDIX G
Program: Faculty Institute 2012
89
APPENDIX G
Program: Faculty Institute 2012
90
APPENDIX G
Program: Faculty Institute 2012
91
APPENDIX G
Program: Faculty Institute 2012
92
APPENDIX G
Program: Faculty Institute 2012
93
APPENDIX G
Program: Faculty Institute 2012
94
APPENDIX G
Program: Faculty Institute 2012
95
APPENDIX G
Program: Faculty Institute 2012
96
APPENDIX G
Program: Faculty Institute 2012
97
APPENDIX H
Schedule: Faculty Institute 2012
98
APPENDIX H
Schedule: Faculty Institute 2012
99
APPENDIX H
Schedule: Faculty Institute 2012
100
APPENDIX H
Schedule: Faculty Institute 2012
101
APPENDIX I
Schedule: Faculty Institute 2012
102
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
103
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
104
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
105
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
106
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
107
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
108
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
109
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
110
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
111
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
112
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
113
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
114
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
115
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
116
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
117
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
118
APPENDIX I
Survey: Faculty Institute 2012, Survey Results
119
APPENDIX J
Best Practices Conference 2012
120
APPENDIX J
Best Practices Conference 2012
121
APPENDIX K
Student Tech Fee Minutes
122
APPENDIX K
Student Tech Fee Minutes
123
APPENDIX K
Student Tech Fee Minutes
124
APPENDIX K
Student Tech Fee Minutes
125
APPENDIX K
Student Tech Fee Minutes
126
APPENDIX K
Student Tech Fee Minutes
127
APPENDIX K
Student Tech Fee Minutes
128
APPENDIX K
Student Tech Fee Minutes
129
APPENDIX K
Student Tech Fee Minutes
130
APPENDIX K
Student Tech Fee Minutes
131
APPENDIX K
Student Tech Fee Minutes
132
Center for Teaching, Learning & Technology and
Pforzheimer Center for Faculty Development
2011-2012 Staff
Patrick Liu Student Assistant in One Pace Plaza Major: Biology
Danielle Plass Manager for Online Support Services [email protected]
Julio Rodriguez Courseware Designer [email protected]
Roberto Rodriguez Courseware Designer [email protected]
Joe Seijo Assistant Director [email protected]
James F. Stenerson Executive Director [email protected]
Abbey Berg Pforzheimer Co-Director [email protected]
Lindsay Bonilla Thinkfinity Grant Coordinator/Courseware Systems Coordinator [email protected]
Kylah Bruno Student Assistant in Pleasantville Major: Education
Maria Garces Program Coordinator [email protected]
The Center for Teaching, Learning, & Technology (CTLT) is a resource for assisting in the design, creation, and development of different learning innovations to improve the educational experience of students. CTLT is available to all faculty members and resources are also available to students and staff.
A digital version of this document is available at http://www.pace.edu/ctlt
CENTER FOR TEACHING, LEARNING & TECHNOLOGY