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CUNY SI Mini-Conference Program


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This is the program for the October 7, 2011, CUNY SI Mini-Conference at Lehman College/CUNY.

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CUNY SI Mini-Conference Program

  1. 1. Acknowledgements Mind to Mind, Hand to Hand: The Lehman College Teaching & Learning Commons and the Lehman SEEK Program would like to thank the following CUNY SI Mini-Conference organizations and individuals for their support of the CUNY SI Mini-Conference: Santa Arocho Zhanna Khushmakova Jerold Barnard Pierre-Antoine Louis Ronald Bergmann Mark Peart Andre Bruce Delci Peralta Migdio Dominguez Camille Plummer Melissa Espinal Maria Ramnarayan Gina Rae Foster Mariana Schmalstig Friday, October 7, 2011 Angela Garcia David Stevens Jayme Heffler Robert Whittaker 9 a.m.—2:30 p.m. Annette Hernández Rasun Williams Sabrina Heyward Karrin Wilks Multimedia Center CUNY Office of Undergraduate Studies Lehman College Buildings & Grounds Staff Hosted by: Lehman College Public Safety Staff Lehman Media Services Lehman Multimedia Center Lehman College & Lehman College Nayyars Sons Catering Teaching & Wiley & Sons Publishers SEEK Program Learning Lehman College/CUNY, 250 Bedford Park Boulevard West, Bronx, New York 10468 Commons Lehman College Website: http://www.lehman.edu12
  2. 2. Concurrent Sessions, 1:45—2:30 p.m. Welcome Teaching (With) Virtues Through Incorporating Supplemental Instruction (MMC Room B85)Dear Colleagues and Guests: Presenter: Gregory B. SadlerWelcome to the first CUNY SI Mini-Conference! We are delighted to host our Marist Collegecolleagues from CUNY and other peer-learning involved programs and institutions. My presentation will focus on identifying, understanding, and cultivating batches ofIt is our hope that today will bring together great people with exciting practices associated skills and dispositions desirable and needed if SI leaders are to perform theirand ideas, and in doing so, that we enrich each others’ work and commitment to functions well, and if instructors are to effectively integrate SI leaders into theirexcellence in teaching and learning. courses. These sets of skills and dispositions are termed intellectual and moral virtues in classical (particularly Aristotelian) Moral Philosophy, upon whose resources I will bePlease enjoy the company of new and well-known colleagues across disciplines and drawing to illuminate topics in my presentation. I will also be drawing on my three yearprojects while you share your experiences and expertise. Peer-led and peer-assisted experience of full-time teaching Core courses and employing SI leaders at Fayettevilleprograms have proven to be some of the most innovative and yet practical aca- State University, which included some successes and also some failures with SI.demic interventions in higher education; the range of ideas and approaches in to- In the course of my presentation, I will introduce the participants to some of theday’s presentations and workshops demonstrates the transformations that we rudiments of classical moral theory, discuss what intellectual and moral virtues are andcreate when faculty, staff, and students work together towards common goals. how they are cultivated, identify which virtues are particularly needed by SI leaders andWe hope you will continue today’s discussions online and in person over the next instructors and how they may be thoughtfully cultivated and progressively built. I willyear and that this will become an annual or biennial CUNY event. also provide participants with take-away resources to assist them in further study of the matters discussed.Warmly,Gina Rae Foster, DirectorLehman Teaching & Learning CommonsSanta Arocho, Academic SEEK Program ManagerLehman SEEK Program Mind to Mind,Melissa Espinal, Acting Coordinator Hand to HandLehman STAR Mentoring & Coaching Program2 11
  3. 3. Concurrent Sessions, 1:45—2:30 p.m. Schedule 9:00 – 9:30 a.m. Breakfast & RegistrationThe Effects of Study Skills Training and Peer Coaching of “At-Risk Students” Multimedia Center Conference Roomon Retention and Passing Rates in a Remedial Mathematics Course (MMC Room B83)Presenters: Leonid Khazanov, Michael George, and Chris McCarthy 9:30 – 10:30 a.m. Welcome, Panel DiscussionBorough of Manhattan Community College Carman B08 10:30 – 10:45 a.m. BreakLow passing rates in remedial mathematics are a major concern at CUNY and at 2-year 10:45 – 11:30 a.m. Concurrent Sessionscolleges across the nation. In this CUNY-funded study, a two-tiered treatment was im- Multimedia Center Classrooms B81, B83, B84, & B85plemented: (1) incorporating the teaching of study skills strategies into the course, and 11:30 – 11:45 a.m. Break(2) assigning peer coaches to high-risk students to help them pass the course. Based on 11:45 a.m. – 12:30 p.m. Concurrent Sessionsa set of survey and pretest measures, students enrolled in five experimental sections of Multimedia Center Classrooms B81, B83, B84, & B85Introductory Algebra were identified as being “at risk” of course failure. High risk stu- 12:30 – 1:15 p.m. Lunchdents were offered peer coaches. The peer coaches were successful mathematics stu- Carman Hall Cafeteria, First Floordents recruited by the PIs and trained in tutoring and mentoring strategies. Each in- 1:15 – 1:45 p.m. Multimedia Showcasestructor was also assigned one control section of the same course, for which the treat- Multimedia Center Classroom B81ment was not implemented. Data showed the attrition rate to be significantly lower inthe treatment groups; the overall passing rate for coached students was significantly 1:45 – 2:30 p.m. Concurrent Sessionshigher than for un-coached students. Multimedia Center Classrooms B83, B84, & B85Prescription for Success: Using ePortfolio Mentoring to Prepare Non-TraditionalStudents to Compete in the 21st Century Job Market (MMC Room B84) Welcome & Panel Discussion, 9:30—10:30Presenters: Patricia Burke, Christine Porter, and Christine Chang WelcomeQueensborough Community College Carman Hall, Room B08This session describes the Prescription for Success program: a model integrating ePort- Mary Papazian, Provost, Lehman Collegefolio, Writing Across the Curriculum, and Service Learning in a community college. Karrin Wilks, Dean, Undergraduate Education, CUNY CentralGraduate nursing students provided structured ePortfolio and writing workshops to im- Robert Whittaker, Associate Provost, Lehman Collegeprove the information literacy, technology and writing skills of students in a pre- Panel Discussionlicensure associate degree program. Students in their capstone experience were eligi-ble to submit their ePortfolios to the Nursing Student ePortfolio Showcase Award. ePort- Joyce Zaritsky, Professor and Program Director, Academic Peer Instruction (API)folios were judged by a cadre of community partners from healthcare organizations LaGuardia Community College Clyde W. Lewis, Student Instructor, Black Male Leadership Mentor Programand four year nursing programs. This presentation will provide an overview of the inte- Mathematics Initiativegrative curriculum with highlights from graduate student workshops and links to the City CollegeAward ceremony. Santa Arocho, Academic SEEK Program Manager10 Lehman College 3
  4. 4. Concurrent Sessions, 10:45—11:30 a.m. Multimedia Showcase, 1:15—1:45 p.m. ePortfolios for SI Leaders and SI Assistant Supervisors (MMC Room B81)The Peer-Led Team Learning Model: Engaging Students in Mathematics Gina Rae Foster and Melissa Espinaland Science (MMC Room B84) Lehman CollegePresenters: Janet Liou-Mark, AE Dreyfuss, Laura Yuen-Lau, Mursheda Ahmed,Amelise Bonhomme, Juan Meija, Beili Wang, Karmen Yu, and Yi Ming Yu The STAR Mentoring and Coaching ePortfolios bring together pedagogy, project man-New York City College of Technology agement, student leadership, service learning, and supervision theory and skills for STAR Mentors and Coaches. Using Digication as a platform, STAR Mentors and CoachesPeer-Led Team Learning (PLTL) is a student-centered instructional model for science work to demonstrate their mastery of the SI STAR model and to stay current with theirand mathematics where students actively learn in a small group facilitated by a peer assigned responsibilities. These ePortfolios form the core of a hybrid experimentalleader. Typically, 8-10 students meet weekly with a peer leader, working as a team to course in peer learning and peer leadership while allowing program administrators tosolve carefully structured problems. These modules utilize key course concepts, chan- maintain program consistency and to provide ongoing professional development.nel student efforts into effective collaboration, and provide meaningful and relevant Using Blogger for Tutors (MMC Room B81)demonstrations of applications. Peer leaders facilitate workshops by ensuring that the Sarah Blazer, Dominick Gregory, and Neisha Greenteam members engage with the materials and with each other, building commitment Lehman Collegeand confidence, and encouraging meaningful discussions. Administrators, mathematicsand science faculty, and chairpersons are welcomed to participate in this workshop. This fall, ACE writing tutors have moved our virtual community from Digication to Blog- ger after realizing that a blog could provide a more conducive environment for our ideal virtual space. As writing tutors, we wanted to have a space in which anyone could post at any time on anything pertaining to our work in the ACE. The blog is at once, though not only, a visually appealing space for friendly chatter, reflections on readings and tu- toring session observations, staff-created resources, and the exchange of ideas about new resources and discoveries. Tutors will be available to present and discuss whatThe SI Star: Review Session Building Blocks (MMC Room B83) they value about our new virtual space.Presenters: Melissa Espinal, Camille Plummer, and Mark Peart Using WileyPlus in A&P SI Sessions (MMC Room B81)Lehman College Gina Rae Foster and Melissa EspinalThe Lehman SI Star model was developed from the UMKC SI Model, constructivist Lehman Collegepedagogy, project management, facilitation, and community and family resiliency At Lehman, Anatomy & Physiology instructors use WileyPlus as an integral part oftheories. The SI Star model was implemented in the spring 2010 semester at Lehman teaching pre-nursing and pre-health science students. WileyPlus offers online textbookCollege and has improved SI Session quality and consistency as well as contributed to and course management for faculty and students. STAR Coaches who support Anatomythe overall success of the program with students and faculty. During the workshop, we & Physiology students have used WileyPlus in their review sessions with great success,will demonstrate the SI Star Model and its use in structuring SI Leader activities and partnering with the instructors to create and reinforce activities for study and examresponsibilities.4 9
  5. 5. Multimedia Showcase, 1:15—1:45 p.m. Concurrent Sessions, 10:45—11:30 a.m. The Vital Role of Training in a Peer Tutoring Program (MMC Room B85)The Livescribe Smartpen: The Impact of Intelligent Use of Technology on Academic Presenters: Joyce Zaritsky and Andi ToceAchievement for Students with Disabilities (MMC Room B81) LaGuardia Community CollegeJill Roter At LaGuardia, Academic Peer Instruction (API) has been in place for over 18 years. Dur-Lehman College ing this time we have demonstrated that students who participate, achieve on the aver-The Livescribe Smartpen is one of the best examples of the transformational impact age ½ to one letter grade higher than those who do not.that technology can have on learning strategies, academic outcomes, and student Tutor training is one of the most essential factors that contribute to a peer tutoring pro-autonomy in higher education for all involved, in particular for students with disabilities. gram’s success. We have learned that if tutors are not extensively trained, they will of-For the past year, through its Livescribe Pilot Program, the Office of Student Disability ten become “second teachers,” lecturing to their students, rather than coaches orServices (SDS) at Lehman College has been training students with various disabilities to facilitators who encourage their students to become active learners.use the pen, and coaching them to develop new notetaking and review strategies. Mul- This presentation will focus on the “nuts and bolts” of our tutor training program. Wetimedia Showcase attendees will have the opportunity to use the Livescribe Smartpen, will show through actual training syllabi and lesson plans how our training program isbecome familiar with the SDSs program, and gain insight into ways Lehmans students designed to mimic what and how we want our peer tutors to design and carry out theirwith disabilities are able to attain academic success. own sessions.Open Hostos! Open Access for Innovation in Scholarship, Teaching, & Learning(MMC Room B81) A Process Infusion: Supplemental Instruction in the Culinary ClassroomElisabeth Tappeiner and Sarah Brennan (MMC Room B81)Hostos Community College Presenter: Andi Sciacca The Culinary Institute of AmericaThe open access movement encourages the creation and free exchange of educationaltools and scholarly resources among educators and students. A less well-known com- At The Culinary Institute of America, we employ various forms of Supplemental Instruc-ponent is Open Educational Resources (OER’s), which consists of virtual tutorials, lab tion almost as a matter of course, based on the strictly regimented traditional brigadeexperiments, open textbooks, podcasts, syllabi, videos, recorded lectures, etc., created de cuisine of the classic French kitchen, and its impact on our academic classrooms.and shared by teachers, mentors, and students. Open class notes, PowerPoints, You- However, in the nonlaboratory classrooms, this system of peer-assisted learning is un-Tube videos, iTunes files, documents, pages, and posts are a rich source of materials for derutilized as a means of sharing knowledge.peer-tutors, coaches, and mentors to use in one-to-one, small, or large group interac- This presentation would be of particular interest to educational developers interestedtions. Using a visual demonstration, viewers will experience a virtual tour of free, qual- in vocational transfer, inter-disciplinary programs, professional development opportuni-ity, digital resources and walk away with a handful of exciting starting points and tips to ties for undergraduates, and those interested in culinary, apprenticeship-based modelsusing OERs outside of the classroom. These and other resources will also be easily ac- for education.cessible on our Open Hostos blog.8 5
  6. 6. Concurrent Sessions, 11:45 a.m. -12:30 p.m. Concurrent Sessions, 11:45 a.m. -12:30 p.m. A Non-Traditional SI Model for General Chemistry at Monmouth UniversityStrengthening the College Pipeline: College Student as Mentors to High School (MMC Room B81)Students (MMC Room B84) Presenter: Neva PontorieroPresenters: Rachel Smith, Jody Clark-Vaisman, Nancy Aries ,and Ben Shuldiner Monmouth UniversityBaruch College This presentation explores the evolution of Supplemental Instruction for General Chem-Mentoring as a strategy to support high school students is assumed to impact students istry courses at Monmouth University from the program’s initial launch to its currentdevelopmentally and cognitively, although evidence is still limited. We will discuss how model. Though originally offered as a traditional model in only three sections of thebest to study program design in relation to program impact on mentors and mentees. course, high demand for SI sessions, coupled with the department chair’s support ofInterest derives from the piloting of a mentoring program that involved students from the program, resulted in expanding SI during the second half of the semester to includethe Baruch College Honors Program and honors societies and high school sophomores all students enrolled in General Chemistry. Since limited funding prevented the hiring ofand juniors from the High School for Public Service (HSPS) located in the Crown Heights additional SI leaders, the number of SI sessions offered each week remained the same,section of Brooklyn. HSPS has a graduation rate of 98% with all of the graduates being but possible attendance at each session increased drastically; any General Chemistryaccepted to college. However, of the students who enrolled at a CUNY school, more student was now able to attend any of the leaders’ SI sessions. Results showed that notthan half required remediation in either English or math. A mentoring program was pi- only does the non-traditional SI model assist additional students in achieving academicloted in winter 2011 to help these students improve their overall performance. The pro- success, but it does so without incurring additional program costs to accommodate agram’s goals are to help high school students succeed academically and socially. larger population. ePortfolios and Peer Mentoring: the LaGuardia Experience (MMC Room B85) Presenters: Mercedes del Rosario, Josephine Corso, Pablo Avila, and Maria Romano LaGuardia Community College“Becoming A Master Student”: Tips and Techniques for Training SI Leaders Howto Teach Study Skills (MMC Room B83) This presentation explores two transformative educational models in the forms ofPresenter: Santa Arocho ePortfolios and peer-mentoring used hand-in-hand to provide LaGuardia students aLehman College means to construct and make meaning of their own learning. Influenced by Aristotle’sFaculty, staff, and Learning Support Staff such as SI Leaders are or have been excellent paradigm of “archons,” peer mentoring at LaGuardia is realized through the ePortfolioand independent learners in their academic careers and show students how to study. studio hours taught by student ePortfolio consultants. The studio hour as a program isHowever, how do we know students truly understand how to study better? an integral backbone of the ePortfolio Initiative at LaGuardia; here the actual designThis workshop will teach you how to get started to train your learning support staff and and development of ePortfolios is done. The process behind the development of ePort-students in basic academic survival skills for maximum student success using folios and the resulting products themselves are a case study of both the student teach-Ellis’ newest addition to his college survival books: The Essential Guide to Becoming A ers and their students making meaning of their own learning. The learning dynamicMaster Student 2nd edition. This book facilitates teaching students better study skills within the digital landscape of an ePortfolio provides a strong argument for how peer-with the use of hands-on exercises and activities that involve students and help them mentoring and ePortfolio makes transformative learning predicated on reflection, criti-understand and apply study skills learned right then and there. cal thinking and social networking pedagogy possible.6 7