FRIDAY, MARCH 26, 2004
8:30 am - 4:00 pm

The Educational Activities Task Force Presents

The 5th Annual Faculty Best Practices Showcase
Faculty-to-Faculty Effective Practices:
'Integrating Technology into Teaching and Learning'
Venue : Conference Building (old name ATCC), Raritan Valley Community College
(Participants will park in Lots 1, 2 & 5.)

Live webcast

Featuring MRA International and the Tablet PC

SCHEDULE (as a word document)

TRACK 1. Sciences/Math/Business
. Sandra Adams
. Ivan Gepner
. Barbara Burk
. Stephane Gagnon
. Patricia Maguire
. Katia Passerini
. Meg Turner
. David Sze
. Mitch Germansky

TRACK 2. Arts & Humanities
. Deborah Gonzalez
. Cynthia Eller
. Mary Jane Clerkin
. Norbert Elliot
. Anthony Santamaria
. Deborah Sanders
. Melda Yildiz
. Michael Heller
. Dina Rosen
. Eileen Fitzpatrick
TRACK 3. General
. Laurie Wilfred Hodge
. Christopher Shamburg
. Mihri Napoliello
. Thomas Berke
. David Sollohub
. George Olsen
. Carl Bredlau
. Klara Gubacs
. Ken Ronkowitz
. Cathy Timpone

PRESENTORS (In alphabetical order)

Sandra Adams [top]
Montclair University
Title Incorporating QuickTime Movies in PowerPoint for Biological Processes
Technology Power Point
Abstract Many concepts and processes taught in modern biology courses are increasingly abstract and complex. Science education reform advocates that students take an inquiry-based approach to study these concepts and processes. During this session I will present a sample Power Point presentation on a topic in modern biology that incorporates movie clips, videos, and/or computer simulations designed to encourage students to make use of thinking processes. I will include a demonstration and instructions on how to use Power Point to prepare these presentations to supplement a lecture format.

Thomas Berke  [top]
Brookdale Community College
Title Peer-led team learning
Technology We use email and WebCT to enhance our communications during the PLTL project.
Abstract Peer-Led Team Learning (PLTL) is having a powerful impact on our students. PLTL incorporates the best elements of active teamwork by offering weekly workshops in which student groups, led by trained peers, work to solve problems that have been carefully selected from key lectures topics. Working in teams allows students to develop teamwork and communication skills they will need in their careers. Our administration continues to set up special meetings and presentations for us to share our experience. We are currently expanding the project.

Carl Bredlau  [top]
Montclair State University
Title Interacting with Students and BlackBoard in a Large Class
Technology Blackboard
Abstract We discuss the experiences, both positive and negative, of managing a large class (100 students with a common lecture and 4 recitation groups) in teaching a General Education multidisciplinary course at Montclair State University. Course work (reading materials, online discussions, grading) is done in Blackboard. A relatively simple survey mechanism which extends Blackboard's and uses HTML forms, JSP, Java, and Excel will be presented.

Barbara Burk  [top]
Brookdale Community College
Title Interactive Web Based Tutorials for Nursing
Technology This session will showcase an interactive web based tutorial to provide additional support for students in the area of cardiovascular Pharmacology.
Abstract This presentation will include a demonstration of an asynchronous, on-line, web based tutorial that is designed to enhance pharmacology knowledge in cardiovascular nursing course. The tutorial includes exam questions, case studies and animated graphics that illustrate the concepts. Student feedback about this form of learning has been very positive. The presentors will discuss the application of this type of learning tool, the difficulties encountered in the creation of the tool, and the rationale for choosing this over other learning modalities.

Mary Jane Clerkin  [top]
Berkeley College
Title Incorporating Camtasia Studio in English Composition
Technology Blackboard and Camtasia
Abstract Camtasia Studio allows online faculty to capture and record screen shots to create an online video tutorial, which adds clarity and focus to instruction. Since Camtasia Studio allows visual as well as audio instruction, instruction is not only clearer and more interesting but also allows for the different learning styles of online students. Berkeley College has incorporated Camtasia Studio into an English Composition course in order to show students how to access, evaluate, and incorporate research from important academic sites. It also utilizes Camtasia Studio throughout the course to illustrate the writing process.


NJEDge.Net Affiliate member, MRA International, will be showing the TABLET PC

By providing exceptional products and services, MRA International is able to create turnkey solutions for your computer related needs. We're an authorized distributor for Compaq and Hewlett/Packard, as well as a supplier of high-quality computer software, hardware, and support, at affordable prices. Created in 1994, MRA International has a reputation built on solutions that meet and exceed our customers' needs. Visit for more information


Cynthia Eller  [top]
Montclair State University
Title Using Educational Courseware in the Hybrid Course
Technology Blackboard and digital textbook
Abstract The creation of enhanced textbooks via digital media opens up interesting opportunities for both hybrid and distance learning courses. By combining the use of an internet learning management system such as Blackboard with digital textbooks (which provide content in the form of text, image, audio and video clips, and interactive exercises, and report back to instructors on student progress), a rich learning environment for on-campus, commuter, and distance students can be developed. This presentation will include a demonstration of one such digitally-enhanced textbook used for teaching introductory world religions courses.


Norbert Elliot  [top]
New Jersey Institute of Technology
Title Using Distance Learning Techniques in WebCT for Documentary Study
Technology WebCT Platform CD ROM of Lectures Produced for the Course with NJIT Instructional Technology and Media Services
Abstract This presentation focuses on an elective capstone seminar in documentary studies. The presentation will demonstrate distance learning techniques that allow students to study the methods by which documentary work is conducted and to complete a documentary project of their own. This capstone seminar is part of NJIT’s General University Requirements. Originally developed under a 2001 NJI-Tower Grant, the course has been offered in an asynchronous format each year since that time. Documentary Studies was the first distance-learning capstone of its kind at NJIT, and others have been launched since that time in journalism and in literature and medicine. Yet Documentary Studies remains unique in its emphasis on connecting the qualitative methods of the social sciences and the humanistic concerns of the arts by allowing students to study documentary subjects as captured by non-fiction, photography, film, tape recorder, and the world wide web and to design and complete their own study.

Eileen Fitzpatrick  [top]
Montclair State University
Title Using Free Software to Illustrate Linguistic Phonetics
Technology OpenSource software
Abstract Linguistic phonetics is typically taught in the classroom using tapes to illustrate the sounds of language and sound variation. Downloading freely available software allowed us to turn this course into a laboratory course with students recording their own speech, developing a hypothesis about a characteristic of that speech, and analyzing the speech to support or refute the hypothesis.

Stephane Gagnon  [top]
New Jersey Institute of Technology
Title Using Enterprise Resource Planning (ERP) to Teach IT Skills to Business Students
Technology Use of Enterprise Resource Planning and Application Servers to teach IT skills to management students.
Abstract We try to identify the critical success factors as the NJIT School of Management is rebuilding its BS in Management curriculum to teach “e-business as usual”. The School has recently signed Academic Alliances with IBM, PeoplesSoft, Microsoft GreatPlains, as well as a handful of other vendors. The goal is to graduate students who will fully meet the expectations of industry, combining skills in their business discipline as well as e-business. This requires a new way to teach management to blend IT skills with the existing curriculum. Courses must be updated to allow students to do more hands-on assignments and tutorials on enterprise-scale software. Faculty leadership and training are also key success factors.

Ivan Gepner  [top]
Monmouth University
Title Using html and Javascript to Create Image Maps to Test Student's Knowledge of Biological Structures
Technology This technique uses html and javascript. With the optional use of a server side scripting language, results can be saved to a database.
Abstract We will present a simple interface for student testing of visual knowledge. HTML tags are used to mark specific structures within an image as hotspots. The student is asked to point to the particular structure in question and click with the mouse. Javascript is used to determine if the mouse cursor was in the proper place and the question is automatically graded as correct or incorrect.

Mitch Germansky  [top]
Rutgers University
Title Recording and Sharing Classes in a Web Environment
Technology We have designed and developed a client-server system based on Java Web Services. The tools will run on any computer (Windows, Mac, Linux). Lecture recording works best with a tablet and wireless microphone. One need only perform a simple one time installation of the JRE (Java Runtime Environment).
Abstract An essential ingredient to effective eLearning tools is ease of use while providing fundamental features with an eye toward extensibility. Present your lecture slides on a tablet PC connected to a LCD projector while recording your voice, pen annotations, and slide navigations. Your instructional session is immediately published to the web or removable media for student playback. No pre or post production delays or costly overhead. Students, viewing your lecture slides, voice, and annotation, may submit questions. You answer the question knowing when and where it was asked. These Q&As are integrated into the lecture for collaborative playback. Bring your lectures to a new dimemsion in a simple, natural environment.

Deborah Gonzalez   [top]
Fairleigh Dickinson University
Title Using Multimedia in Blackboard for Bilingual Education
Technology Blackboard Multimedia - Videos, Music
Abstract This presentation will give a unique strategy to use with bilingual (Spanish) courses delivered over the Internet as a stand alone distance learning course. The presentation focuses on a course entitled "International Survey of Women's Literature." This is a second year course offered in an Associate's program at FDU. What makes this course unique is that it is the first online non-language course to be offered at FDU. It forms part of the Gateway to the Future program, a 60-credit Associates degree program that transitions adult learners from all-Spanish to all-English coursework in three years. The course covers the vast amount of writings by female authors throughout history and from around the world, beginning with Muziraki and the Tale of Genji, Hildegaard and religious treaties, and leading up to the Bronte sisters, Virginia Woolf and Isabel Allende. The presentation will provide an overview of the course, the bilingual materials used in the course and their sources (including snippets of The Hours and House of the Spirits), as well as other available sources, and the experiences of the students and the bilingual professor.

Klara Gubacs  [top]
Montclair State University
Title Using Project Based Learning to Integrate Digital Technology
Technology Digital video editing and DVD development
Abstract The presentation includes an introduction of how to integrate digital technology into the teaching process utilizing Project Based Learning as the point of entry. Significant steps in the process of creating an instructional DVD will be discussed, along with an assessment of the students’ ability to effectively use technology to demonstrate their mastery of specific content knowledge and their mastery and understanding of an innovative teaching strategy. The presentation concludes with an analysis of outcomes and reflections concerning the teacher’s and students’ experience working with digital technology in a project based learning environment, and its applicability to other venues.

Michael Heller [top]
Montclair State University
Title Using Wimba (a java-based voice messaging system) and VoiceDirect (a synchronous voice chat tool) in Italian and Spanish Courses
Technology Wimba, Blackboard
Abstract With large, multi-section, beginning and intermediate language programs, a heavy reliance on part- time instructors, faced with capacity-enrolled classes, and negotiating a new scheduling pattern that has lowered the frequency of class meetings, the Italian and Spanish language programs at Montclair State University are making use of technology in an effort to increase student contact with the language. Using Wimba, a java-based voice messaging system, Montclair is moving routine oral assessment and practice online. The presenters will demonstrate Montclair’s use of technology in language instruction and will discuss the benefits and drawbacks of implementing technology in the language programs including a discussion of the team building needed so that technology is used uniformly and successfully.

Laurie Wilfred Hodge [top]
Bergen Community College
Title Teaching Speech Communication Online with WebCT
Technology WebCT
Abstract The presenter will discuss the nature of an online course in speech communication, including components, pedagogy, and students' satisfaction with their acquisition of knowledge of speech communication. Students' assessment of the degree to which they have improved their presentation skills will be examined. Conferees will also view a sample student speech. Various components of the WebCT shell and how these components are utilized in attempting to achieve the goals of an online course in speeech communication will be presented. The role of the Office of Research and Planning at Bergen Community College in the developing a Student Assessment Questionnaire and the administering the Personal Report of Communication Apprehension (McCroskey (1978, 1982) will be explained.

Patricia Maguire  [top]
New Jersey City University
Title Creating Web Enhanced Courses with Multimedia Content
Technology Multimedia formatted web enhanced technology including: WebCT, Video, Audio CDs, MPEG Audio, DVD delivered videos, digital workbooks, virtual online discussions, CD and online delivered learning modules.
Abstract This presentation focuses on formats, tools and techniques that can be incorporated into courses to allow faculty to cover the course content and the core competencies that are required in the increasingly assessment focused education environment. It also presents delivery options for providing quality educational opportunities for today’s working student. A. course that was developed by the presenter in 2003 will be used to demonstrate how this format can work, the problems encountered, suggestions for further improvements and a brief discussion of how it can be adjusted to meet the needs of different courses and student populations.

Meg Turner [top]
Stevens Institute of Technology
Title Using Savvy Cyber Professional (faculty development program to help implement "Real World Learning Objects" for first-year science and math courses)
Technology This session will cover an exemplary professional development program that engages faculty in “unique and compelling” Internet applications, creating a dynamic and interactive teaching and learning environment utilizing real-world data and global telecollaboration projects available only through use of the Internet.
Abstract Discover an exemplary professional development program that engages faculty in “unique and compelling” Internet applications, creating a dynamic and interactive teaching and learning environment utilizing real-world data and global telecollaboration projects. The Internet-based materials focus on use of real time data, telecollaboration, use of primary sources and student publishing. These applications engage students in authentic science investigations where they perform experiments, collect, record and analyze real data, make predictions, and, in effect, become real scientists. The materials being showcased have been recognized by Eisenhower National Clearinghouse, AAAS, NSTA, and others, and were featured at the 2001 National Education Summit.

Mihri Napoliello  [top]
New Jersey City University

Title Using Rubrics for Evaluating Online Student Participation
Technology WebCT
Abstract This presentation addresses challenges instructors face in fully online courses. First, objective grading of discussion forum participation is difficult. Most instructors consider frequency (number of postings), consistency (posting over the entire discussion), and quality (content). Second, given the amount of writing in online courses, grading can be a drain on instructors’ time. A third challenge is effectively conveying feedback on progress. In online courses, students need feedback that indicates instructors’ expectations and allows improvement over the semester. The presenters demonstrate how using rubrics can make grading easier for both students and instructors. Sample rubrics will be made available.

George Olsen [top]
New Jersey Institute of Technology
Title Student Oral Presentations in Virtual Classes
Technology WebCT
Abstract Demonstrate how an instructor can have students do oral presentations in virtual classes using Powerpoint. Examples of both individual student and group presentations will be shown.

Katia Passerini [top]
New Jersey Institute of Technology
Title Using Project Based Tasks in a Web Environment
Technology The Learning management system is Webboard (a course management Web interface for asynchronous discussion, real-time chat, listserv management, and public/private conferencing system). Webboard participants include all class members and client representatives. Additional collaborative software used includes a variety of communication tools to hold client-students virtual meetings (chat, free call conferencing, Netmeeting, discussion boards, mailing lists, personal email).
Abstract The presentation contains approaches to teaching system development methodologies in project-based courses. Students apply group management techniques in completing community-driven projects. They structure project-tasks in a technology-based communication environment where team members belonging to multiple class sections virtually meet. The course builds on the learning theories that recognize the value of teamwork and social interaction, and sustain project-based teaching approaches. Interim results show increased self-awareness, high focus on eventual team-conflict resolution, and high engagement with the project activities. Perceived learning outcomes will be surveyed and evaluated as proxies for the method effectiveness in enhancing students’ readiness for the workplace of the future.

Ken Ronkowitz  [top]
New Jersey Institute of Technology
Title Examining Hybrid Courses: The Best of Face-to-Face and Online
Technology any LMS or web interface
Abstract Hybrid courses combine aspects of online and face-to-face instruction in a way that reduces the number of face-to-face classroom meetings. NJIT is embarking on a pilot study of hybrid courses. The questions we are addressing will be presented in this session: What are the benefits to students, faculty and the college? What criteria should be used for selecting the best courses for blending? What configurations of F2F & online sessions are successful? What faculty and student development is needed for success in teaching in, and learning in hybrid classes? What technology and instructional support should be offered in the design phase?

Dina Rosen  [top]
Montclair State University
Title Just-in-time Instruction for Students in the Social Sciences
Technology This session is about creating Just-in-time instruction that is provided to student via 1) synchronous instruction given by instructor or computer lab assistant 2) asynchronous instruction provide via Blackboard. In this session I describe a digital portfolio project which is created using PowerPoint and various multimedia and digital imaging technologies.
Abstract Research suggests that students learn to use technology best if they are given personalized support at the time a student needs to use a particular technology. Such a model for multimedia training, referred to as Just-in-Time (JIT) instruction, enables students to learn skills as they are needed for completion of specific projects. In this workshop digital portfolios completed via JIT will be shared and discussed. Participants will consider how to provide students with technology instruction that is discipline/content relevant, personalized and Just-in-time.

Deborah Sanders  [top]
New Jersey City University
Title Multimedia Enhancements for African American History Course
Technology Web CT
Abstract This presentation will provide information on the African American History Online Web-CT course at New Jersey City University. The course exemplifies effective practices of integrating technology into teaching and learning. The African American History course is enhanced with multimedia formats including one video, fourteen audio messages, twenty images, and more than one hundred web links. First, the presentation will discuss the process of building the course from a face-to-face course to an on-line format. Secondly, the multimedia components of the course will be demonstrated as evidence of innovative strategies for the enhancement of on-line courses.

Anthony Santamaria  [top]
College of Saint Elizabeth
Title Using Audio Files for Online and Hybrid Courses
Technology Learning Management System - Blackboard
Abstract The presentation will focus on the topic of creating and utilizing highly compressed audio files to assist in the construction and effectiveness of online and hybrid courses for asynchronous distance learning via the internet, as well as to supplement traditional teaching methods. The presentation will discuss how easily such audio files can be created, and more importantly, how tremendously useful they are in facilitating the simple construction of pedagogically successful online and hybrid

Chris Shamburg  [top]
New Jersey City University
Title Using Electronic Portfolios for Effective Teaching
Technology Electronic Portfolio System: LiveText
Abstract This presentation presents the results of a college’s pilot project in electronic portfolios. The pilot project sought to implement electronic portfolios and to explore areas where portfolios could be use for innovation and effective teaching. The presentation summarizes the goals, procedures, results, and future directions of a pilot project that used Web-based portfolios as a precursor for institutional use.

Darius Sollohub  [top]
NJIT School of Architecture
Title Using Digital Media in an Architecture Seminar
Technology PPT Web Interface: Dreamweaver/Flash 2D Graphics: AutoCad 3D 3D Max Vis
Abstract For the past five years, the Master of Infrastructure Planning (MIP) Program at NJIT has offered planning and design studios for community-based clients and public agencies. In these studios, students working in teams use digital media in a seminar environment daily. This iterative process prepares them to make public presentations, where planning and design theory is de-mystified and communities can comprehend and exploit its local application. The MIP program has successfully generated outside funding to support these efforts, allowing students to do coursework that matches, and often advances, professional standards. Methods, examples, successes and challenges will be discussed in this presentation.

David Sze  [top]
Monmouth University
Title Using Hybrid Methodology to Teach Statistics
Technology Web based lectures
Abstract The author presents a hybrid lecture method developed after teaching statistics both in a traditional university setting and in a purely online university setting. Students in each mode value some of the capabilities and strengths of the other mode. The author is currently trialing hybrid methods that include bringing asynchronous online videos to traditional classes and that structured classroom instruction to online classes.

Cathy Timpone  [top]
Park Ridge Schools
Title Videoconferencing from the Rainforest with K-12
Technology Satellite video
Abstract This project focuses on the videoconference which connected the scientists in the Rainforest on the Barro Colorado Island (BCI) with classes from New Jersey and Texas. Learn about the researchers, the content, how students in grades 3 - 12 became involved and participated with the researchers from Montclair State University in this exciting project which included 19 videoconferencing sessions. Learn about the benefits of K-12 school districts working with higher ed. Logistics involved in the coordinating and planning the videoconference and streaming video for web site viewing and archiving will also be discussed

Melda Yildiz [top]
William Paterson University
Title Using Digital Video to Help Students Develop Media Skills in the Social Sciences
Technology (creating presentations integrating video and multimedia) I-movie, Adobe Premiere, U-Lead, Final Cut Pro, Pinnacle (Digital Editing Software) Blackboard (Presentations and communications) (E-portfolio software) Web server at the University (Storing and posting electronic projects)
Abstract Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate video production into their curriculum in order to prepare new generation for media-rich culture. This presentation is based on the study and the online course design focusing on developing media literacy skills among teacher educators. We will discuss strategies for integrating media education into the curriculum, offer suggestions for producing digital video in the classroom with minimal resources and equipment, and showcase the participants' multimedia and video projects, and describe their experiences with media production.

NJEDge.Net Affiliate member, MRA International, will be showing the TABLET PC [top]

By providing exceptional products and services, MRA International is able to create turnkey solutions for your computer related needs. We're an authorized distributor for Compaq and Hewlett/Packard, as well as a supplier of high-quality computer software, hardware, and support, at affordable prices. Created in 1994, MRA International has a reputation built on solutions that meet and exceed our customers' needs. Visit for more information