iBeacon 2.0 - Navigating the World
Presentation Content:This session will introduce iBeacon technology as a navigational tool for students with cognitive delays. Building self-efficacy through supported independence practices with the use of proximity-based technology, the A. Harry Moore tech team is taking the use of iBeacon technology to the next stage. As educators initiating iBeacon technology as a navigational tool for our students, we will show how it can enhance interactions in the real-world environment and help our students be ready for life in the digital world.
New Jersey City University
Patricia Holzman is an educator at the A. Harry Moore School in Jersey City, New Jersey. She is a certified Special Education and Elementary Education Teacher with thirty years of experience. During her time at AHM she has taught in their Middle School and Secondary Programs. She now teaches a Science and Math Enrichment Program titled S.M.I.L.E. Patricia has a Master’s Degree in Educational Technology from NJCU. She has committed herself to being a lifelong learner and is now pursuing a Doctorate in Educational Technology Leadership from New Jersey City University. You can follow Patricia @PholzmanHolzman.
New Jersey City University
Wendy Thompson, an innovative Special Education teacher at the A. Harry Moore School in Jersey City, New Jersey, believes that learning is as much her job as teaching. She has over twenty years experience teaching students with special needs. New Jersey City University's Educational Technology Leadership Doctoral program has provided her entry into a dynamic community of learners.
New Jersey City University
Stephanie Talalai is the Technology Coordinator at the A. Harry Moore School of New Jersey City University. She is a certified Special Education teacher with 25 years of experience in the field. She has a passion for assistive technology and strives to immerse her students into sensory enriched learning environments. She has a Master's degree in Educational Technology and is currently pursuing a Doctorate in Educational Technology Leadership from New Jersey City University. firstname.lastname@example.org Twitter: @stalalai
Gamification of a College Orientation Program and its Impact on Student Achievement, Motivation and Retention
Presentation Content:This proposed study will investigate the effect of using a smartphone application as part of a STEM program student orientation program. The app will lead students around campus; incorporating game design elements to better engage and motivate participants. Achievement tasks will include adding team members, scanning QR codes at university locations, answering trivia questions, and completing group tasks. Completing achievement tasks will allow participants to earn badges, points and prizes. A mixed methods study will then be conducted to determine whether the use of gamification improved student achievement, motivation and ultimately, retention in the program.
New Jersey City University
Jennifer Vanyi is currently a doctoral candidate in NJCU’s Educational Technology Leadership program. She received her Master’s Degree in Education with a Certificate of Instructional Technology from Georgian Court University. Jennifer is currently a Technology Teacher in Tinton Falls, where she also has worked as a classroom teacher and Gifted and Talented Enrichment Teacher. She has over 22 years of teaching experience. Jennifer serves on the executive board of the New Jersey Association for Educational Technology (NJAET) and is a Google Certified Educator. To learn more about Jennifer, visit her website at www.jennifervanyi.com.
Technology and Resume Writing - Perfect Together
Presentation Content:A well-developed resume is a must have when ELLs are applying for a job, college or a scholarship. This workshop will highlight key online tools such as PeerGrade and Google Sites to assist students to build their e-portfolios. In addition, we will discuss the importance of writing for a resume, oral performance, technical skills and cultural expectations. Students will also be encouraged to upload their resumes to their e-portfolios and be ready to apply for jobs. Through this process, ELLs are empowered and ready to confidently create a resume and to effectively embark on their future goals.
Union County College Tulay Altin Union County College Debbie Kemp-Jackson is a professor of ESL at Union County College. She has been teaching ESL for 28 years. She earned her MA in TESOL from Rutgers University Graduate School of Education and her MA in Educational Technology from New Jersey City University. She has taught ESL in several intensive programs and has taught ITAs at Rutgers and Princeton Universities. In addition to her work teaching ESL, she enjoys finding new technological tools for use in her classes. She enjoys training faculty in the use of technology in the classroom. She considers herself to be a news junkie and enjoys traveling and reading. She presented a poster session at the November 16 NJEDGE conference with her co-presenter, Tulay Altin, Through the prism of a lense: Using tech tools and photography to discuss migration and empathy. Tulay Altin earned her MS in TESOL from the City College of New York in 2012. She is an Adjunct ESL Professor at Union County College. Tulay has worked with various ages/levels of ESL learners ranging from beginning to advanced students. She especially found it very rewarding to volunteer teach Adult Basic Education students and Adult English Language Learners on literacy needs at the New York Public Library after her graduation. She enjoys teaching pronunciation, grammar, and listening/speaking. When not teaching, Tulay enjoys visiting museums, philosophical discussions in Brooklyn Public Library and attending seminars at Columbia School of Linguistics. She presented a poster session at the November 16 NJEDGE conference with her co-presenter, Debbie Kemp-Jackson, Through the prism of a lense: Using tech tools and photography to discuss migration and empathy.
Stop Telling Me to do Active Learning and Show Me How: Biology Examples of Active Learning Techniques
Presentation Content:Education research consistently demonstrates that incorporating active learning strategies into traditional classrooms lead to numerous benefits including enhanced understanding of material, fewer failing students, and higher order thinking skills improvement. While modernizing the classroom into a more student-centric environment enhancing student understanding and retention appeals to the majority, many do not know where or how to begin. Here we discuss and give examples of different active learning techniques (not just clickers) to help the uninitiated or old-school lecturers by providing ideas on how to transform a traditional lecture class with a focus on incorporating active learning into traditional lecture classrooms.
Union County College
Kessler McCoy-Simandle obtained her doctorate from Northwestern University in Microbiology and Immunology studying the role of type II secretion during infection with Legionella pneumophila. She then transitioned to a postdoctoral fellowship at Albert Einstein College of medicine where she was awarded the Institutional Research and Academic Career Development Awards (IRACDA) fellowship. During her tenor as an IRACDA scholar at the Albert Einstein College of Medicine she gained traditional research training, but formal education training as well. She have experience educating students in several areas related to Sciences (i.e. Biology, Chemistry) and at several levels of their careers. This led her to Union County College where she ran the First in the World grant program: AMP UP designed to test alternative approaches that utilize low-cost, effective methods for math remediation. The purpose of the study is to identify more effective strategies to current traditional remedial mathematics course requirements. She currently is working with faculty and administration at Union County College as an Academic Specialist in Chemistry and Biology.
Neuroscience Education Advocacy
Presentation Content:We integrated neuroscience education with service learning by playing games we created with local 5th, 6th, 7th, 8th, grade and high school students. The goal has been to enhance our undergraduates’ knowledge of neuroscientific concepts while simultaneously expanding the local K12 schools STEM curriculum to include neuroscience education. In the context of a college course, we designed and created a set of games, each with pre-determined learning objectives. We then brought the games to local schools as a daylong event or used them in the context of a STEM event. Attendees will have opportunity to ask interact with some games.
I am Professor of Psychology and contributing faculty member to the Behavioral Neuroscience minor at Stockton University.
Don't Forget to Bring Your Phone
Presentation Content:Convenient communication is an essential component of a well functioning class. I will describe two smartphone apps that can contribute in important ways to the efficient flow of information between instructor and students. One app (Remind) will provide the ability to send text messages without the teacher or student exchanging their phone numbers, and the other (Socrative) will provide all the essential functionality of clickers without the bother and expense of providing the devices.
Dr. Ivan Gepner has a Ph.d. in genetics and developmental biology from Princeton University. He has been teaching in the biology department of Monmouth University since 1973. His scholarly interests have been in the computer simulation of biological processes and in the beneficial uses of technology in the classroom.
Nursing Informatics~ The Impact of Electronic Communication on Healthcare and Education
Presentation Content:Nursing communication and documentation has grown considerably with the support of the electronic document. Evidence suggests that this information is able to be retrieved much easier for the interdisciplinary team and will also provide a much easier method to access information, as well as allow an improved time frame in treating patient needs. Healthcare Education is influenced by a high standard of delivery in a shared decision making environment. This environment creates a a community of practitioners that promote best practices in care with the support of electronic communication which influences education, as well as all departments of the healthcare team, promoting positive outcomes.
Madeline Gervase (RN, MSN, CCRN, CNL, FNP, PhD(c) is an Advanced Practice Nurse, Clinical Specialist, Nurse Practitioner, and experienced academic clinical Professor for many years. Her knowledge of informatics started over 20 years ago when collaborating with America Online (aol) as a message board moderator for their Health Channel. Today, her experience includes supporting builds to electronic platforms for patient documentation, as well as clinical and academic education. She continues to identify avenues to promote best practices in healthcare and nursing education and practice to assure for positive outcomes.
Gradarius, an Effective Platform for Teaching Calculus
Presentation Content:As the gateway to STEM majors and careers, the demand for Calculus courses is growing. Many schools are looking for effective tools to efficiently scale and automate how Calculus is taught. The Gradarius Calculus Learning Platform, which was developed at the Stevens Institute of Technology, allows students to efficiently work on self-study assignments online and receive helpful feedback while writing down every problem. In this poster session we will discuss how Gradarius helps students master Calculus skills, and show the platform’s insightful evaluation tools and analytics instruments.
Stevens Institute of Technology
Dmitry Panteleev recently completed his Ph.D. program at the Stevens Institute of Technology, where his research was focused on applications of high-performance algorithms in modeling Group Theory structures. For the last two and a half years he was a Stevens Innovation & Entrepreneurship Fellow, creating several of the fundamental algorithms found at the core of Gradarius. One of his top interests is designing student-software interactions which enable students to create correct solutions to math problems in a clear and logical manner
Success Begins Before You Start: Ensuring Successful Transitions from High School to University
Monmouth University used its LMS to create a guided resources and referral center for incoming first year students. Support, Orientation, Advisement and Registration (SOAR) was created as an online tool to increase student retention and student success by allowing students to have access to the tools and resources they need to be successful in the spring of their senior year of high school, months before their orientation advising appointment.
Danielle Schrama attained her Bachelor of Science in Business Administration in 1997 and her Master’s in Higher Education Administration in 1999 from Monmouth University. Danielle began her academic career in Career Services as the Assistant Director of Placement for five years before transitioning to academic advising, where she has served as the Director of Academic Advising since 2013. Prior to her career in higher education, Danielle worked at Merrill Lynch in Somerset, NJ. Danielle serves on several committees at Monmouth University, including Case Management, the Crisis Intervention Team, and the Academic Standards and Review Committee. Her areas of interest include career and major planning, student retention, and technology used in higher education.
Wayne Elliott is an Instructional Technologist and the LMS Administrator at Monmouth University.
Supporting STEM Student Success via Online Supplemental Instruction (SI)
Supplemental Instruction (SI) offers students the means to gain meaningful support in STEM studies. Supporting STEM Student Success via Online Supplemental Instruction (SI) can offer students in face-to-face, hybrid, and fully online courses, the means to develop their understanding of their course material. A quasi-experimental, quantitative study will be conducted at New Jersey City University to understand the effects of Supplemental Instruction (SI) on a STEM course. Research hypotheses and methodologies will be discussed. A bri f review of Supplemental Instruction (SI) will also be discussed as well.
New Jersey City University
Remberto Jimenez is a corporate trainer and adjunct faculty member of the Mildred Elley School in New York City. He completed his undergraduate degree in Mathematics from New Jersey City University and a Master of Arts and Post Masters Certificate in Educational Technology from New York University. He is currently a doctoral student at New Jersey City University’s Educational Technology Leadership Program. Over the last twenty years, he also designed synchronous and asynchronous instruction spanning the corporate, higher education, and not-for-profit sectors.
Engaging Students with Free Web Apps
Maria Geiger is an online educational technology instructor at the University of the Arts in Philadelphia and an adjunct writing instructor at Monmouth University in West Long Branch, NJ. Maria’s interests include utilizing free web applications and integrating media into the writing curriculum to better facilitate student engagement. In May 2016, Maria conducted an educational technology integration workshop at the New Jersey Writer’s Alliance (NJWA), which draws K-20 teachers from across the state of NJ. In addition to instructing, Maria is also the Director of Content and the Web Editor at PrepHound, a college consulting startup. She earned a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania, and both her MA and BA in English Literature from Monmouth University
I will present ways to utilize free apps that engage students and ultimately facilitate critical discussion, thinking, and writing. The two main apps I will demonstrate are Polleverywhere and EdPuzzle.
Polleverywhere is a web tool to facilitate discussions in the classroom; students can participate in anonymous polls on their computers or cell phones.
EdPuzzle is a video editing app that allows instructors to add text, discussions, and quizzes to ready-made videos (including YouTube). Students must engage and be interactive to complete lessons, and can also edit their own videos for presentations.
Are Your Online Students Engaged?
The human body and its miraculous systems have always amazed me, biology was my best subject all through high school. So, it was natural for me to pursue a medical degree as my graduate studies. Thereafter, I wanted to continue to study in preparation for an academic career. Between that and researching, I ended up with my PhD in Histology/Pathology. Now, looking back on more than twenty five years of teaching undergraduate medical, dental and nursing students as well as graduate nursing students, I thank God and hope for more success. I believe that a good educator is one who guides the student to become an independent seeker of knowledge. It is my duty to make each and every student that I teach keen to learn more in a welcoming atmosphere furnished with up to date technology.
This presentation addresses professors who teach online, in an attempt to bring their courses to life. Several points are stressed; attractive openings, engaging scholarly discussions, live chats and being "there" for the students whenever they have a concern or question. Continuous tweaking of the online course is a must by adding live introductions, external resources and voice over PowerPoints. Presenting the material and assessing the students in various methods, within the course to engage all the students, is key. Students that spend more time engaging in their online course attain higher grades.