The Digital Media Workshop Series "During fall semester 2003, I began a new workshop series titled Digital Media and More, in response to some of the faculty suggestions that were elicited as a result of the AIT Fellowship project conducted last academic year with Ray Weston." Sylvie Richards, Multimedia Specialist
Without question, Brooklyn College has an array of faculty development opportunities that would be the envy of any institution of higher education. In the fall semester 2003 we launched our most ambitious faculty workshop schedule to date. Many weeks we offered a workshop literally every day, Monday through Friday. The more popular sessions were repeated on days with alternating class patterns. All CUNY faculty (including adjuncts) were welcome to attend, under a new fall 2001 policy.
Our workshops were publicized in Academic IT's fall and spring Faculty Bulletin, and on the AIT Web site. They were also listed in the College's "smart calendar" under a new topic, Faculty/Staff Workshops. However, one of the more effective public relations tools proved to be the weekly reminders prepared by Howard Spivak and sent out over announce-l.
Presentations fell into five categories: Pedagogical Workshops, Blackboard Workshops, Technology Workshops, Web Design and Development Workshops, and (new for spring 2004) Digital Media worhshops. In the spring 2004 the Advisory Committee on Academic Computing distributed a survey to faculty, polling them about preferred workshop topics; thus, some new workshops may debut next year.
The Digital Media Workshop Series
In these hands-on seminars, faculty learn how to make an effective use of digital media applications for photography, movies, music, PDF files, and CD/DVD authoring. Workshop topics include:
The PDA application may well prove to have the most far-reaching strategic implications for the College. Dr. Richards envisions folding in this workshop with the PDA project, as well as with the Provost's TLTR initiative, realizing innovative, cost-cutting features of new media technologies.
The Pedagogical Workshop Series
http://ait.brooklyn.cuny.edu/fwork_pedagseries.htm
For the first time in the spring 2003 we offered a new series of pedagogical workshops. "Have you ever wrestled with ways to improve your courses so that students learned and retained more material?" asks Multimedia Specialist Sylvie Richards.
"Do you want to learn an easy technique to organize and present your material? Have you ever longed for a "pedagogical incubator" where you could learn successfully to incorporate new techniques to improve your teaching effectiveness? AIT is offering a new series of workshops on content mapping that will help you to achieve these and other key pedagogical objectives. You will be given free software (PC and MAC versions) to assist you in this process. This tool allows you to attach to your course sites materials that you have developed in various formats, including html. Since it contains a browser component, you can view any embedded links in your files."
These popular workshops, carried forward for the 2003-2004 academic year, include these topics:
The Blackboard 6 Workshop Series
The sheer variety of workshops, combined with the weekly email reminders about our offerings and the ability to register online from the AIT Web Site, paid off handsomely: Sylvie Richards' Blackboard workshops were well-attended. This year Dr. Richards launched a series of workshops titled "What's New in Blackboard Version 6?" which was announced only to our current Blackboard users, using the email feature from within Bb. A sample of workshop topics includes:
"Dear Dr. Richards: I wanted to thank you for a wonderful workshop. I don't know what I expected when I signed up for the workshop, but whatever it was, you far exceeded any expectations. Your ideas are refreshing and enticing; I hope to integrate them into my teaching and my Blackboard work. We are forming a new committee at QCC on Distance Education. When we meet in the fall, we will formulate several proposals which will be presented to the Office of Academic Affairs. Inviting you to guest speak at QCC will be included among the proposals. If you have any information that you think would be useful to include in our proposals to the Office of Academic Affairs, please send them to me. Also, if you are doing any guest speeches anywhere that would be open to faculty at QCC, I would love to pass it onto my colleagues. I do think your ideas would be of tremendous value to other QCC faculty. Thank you again for all your information; now that I am done for the summer and not commuting, I will be reviewing all the info from class, and the demo Bb courses to help me in preparing my own Bb course and formulate a model for QCC faculty. It's been an absolute pleasure!!! Enjoy the summer." Professor Kathy Villani, Queensborough Community College
In the summer 2002 Academic IT premiered its first Blackboard Institute. This highly successful endeavor has been every June and January, including summer 2003 and intersession 2004. Multimedia specialist Dr. Sylvie Richards is the designer and lynchpin of the institutes, three weeks of intensive Blackboard instruction including technique, design, and pedagogy. The more important work was done through the Blackboard Institute course sites and the Concept Mapping course site. These sites are available not only to Brooklyn College faculty, but to faculty throughout CUNY and other universities as well. These sites continue to be updated and contain up-to-date and used materials on pedagogy.
The Web Design & Development Workshop Series
This series, six two-hour workshops, is the most advanced of our offerings, covering the creation of digital media with Mac OS and Windows XP. In small-group hands-on sessions, faculty learn how to create and manage Web sites using HTML, DHTML, CSS, JavaScript, and streaming media.
"On April 15 I conducted a hands-on workshop on how to create and manage Web pages for HNS Faculty. I provided documentation and training to 11 HNS faculty, who were very pleased to have learned how to do much more than they had envisioned with this standard desktop tool. I am scheduling a follow-up session which will also address FTP." Nicholas Irons, Associate Director for Faculty Training & Development
In addition to AIT's array of scheduled workshops, staff are happy to design and deliver department-specific training on-demand. This year presentations and workshops included:
This fall we redesigned the Faculty Bulletin, in light of faculty fellow Ray Weston's recommendations, adding a pullout calendar listing all of AIT's training opportunities. The fall and spring Faculty Bulletins were distributed at the semi-annual stated meetings of the faculty and posted to the AIT Web site; training opportunities also appear on the College's Smart Calendar. On February 25, 2004 all of the faculty development programs listed in the spring Bulletin were published CUNY-wide via the CUNY-CMS listserv–all CUNY faculty are welcome at our workshops and seminars.
"As we had received anecdotal reports from some faculty and staff that the Faculty Lab in Roosevelt was "much too out-of-the-way," we adjusted our service model and visited more faculty in their own offices. We observed several benefits of delivering training and technical support in the faculty member's office. For one, faculty were more comfortable using their own computers, versus using a computer in the Faculty Lab which differed in any way from their own (monitor size, operating system, software version, plug-ins, etc.).
"Also, when assisting faculty in the Lab, staff also had to attend to the telephone, printers, and other faculty needing attention, at the expense of focusing on the instructional task at hand. Thus, an instructional task which could have taken fifteen minutes in the privacy of the faculty member's office was dragged out over a 45-minute period. It has become clear that the Faculty Lab's role has evolved, and will continue to do so, over time." Nicholas Irons, Associate Director for Faculty Training and Development
Workshops are an excellent marketing device for what later becomes one-to-one faculty development. The faculty member who attends a workshop is often interested in further training on the topic: he or she is encouraged to make a follow-up appointment with Jim Cai or Sylvie Richards, or perhaps with an individual who works in the Faculty Lab who specializes in a particular software package.
Support for Faculty Developers
Under the leadership of Alex Rudshteyn, this year the AIT Web site was completely overhauled. We are very proud of its new graphics and enhanced usability. Great content, great colors ... Alex and his team did a terrific job.
"Each year Nicholas Irons' responsibilities increase. Nick continues to be 'the face of AIT' and the focal point for the College's using-technology-to-teach efforts." Howard Spivak, Director for Library Systems & Academic IT
September 11, 2003, marked the three-year anniversary of Multimedia Specialist Sylvie Richards. She does the bulk of AIT's faculty training and development, aided by AIT's
Associate Director for Faculty Training and Development Nicholas Irons and some talented part-timers. Sylvie and Nick have a raft of satisfied faculty clients, and it would be hard to overstate the impact they have had on teaching with technology at Brooklyn College. Their workshops and one-to-one training are truly top-flight. During the spring 2004 Petek Kent joined us as our Digital Supplemental Instruction Specialist; her position is funded by the Student Technology Fee.
The Library Web site represents one-stop-shopping for access to 17,000-plus digital journals and reference resources, instructions for proxy server access, links to online tutorials in research and writing, and a list of all Brooklyn College Web-based courses on which students can click and link. In January 2004 Mariana Regalado, Marianne LaBatto, Jane Cramer, and Alex Rudshteyn were charged with updating and revising the Library home page. They have had several meetings and Alex's group has begun the programming. Our goal is not only a change in look, but also to adopt the latest technologies for ease of navigation and retrieval. In the spring the directory of Library staff and locations was revised and modified, updating addresses/telephone numbers and adding new locations.
http://library.brooklyn.cuny.edu/electronic_resources/subjects.htm
Requiring a student who is learning via the Web to travel to a physical library would be the antithesis of online learning. Students engaged in Web-based education need corollary information resources. The Library supports a broad range of Web-delivered full-text journals and reference resources (accessible by title and subject) to support the research requirements that faculty who are teaching make of their students. There are more than 17,000 e-titles.
To complement digital collections, from its Web site the Library offers reference service via email. This spring we will begin moving from email to real-time e-reference. For more on this, see E-Reference, below.
Academic Information Technology's Facilities for Faculty Training & Development
"This spring 2004 semester, about a dozen adjuncts have been very regular customers , each visiting at least four times a week in the Faculty Lab. These adjuncts were newly appointed in the fall 2003 semester and participated in a Library tour on October 21 as part of the New Faculty Library Welcome; I provided them with a formal introduction to the staff and services available and distributed the Library/AIT Faculty Bulletin." Nicholas Irons, Associate Director for Faculty Training and Development
The Faculty Training and Development Lab (managed by AIT) gives faculty access to hardware and academic software, as well as training and support in the effective use of contemporary computer technology. This year we have experienced a notable increase in use by the faculty, especially adjuncts. (This seems a natural outcome of the College's success in putting PCs on the desktops of full-time faculty.) It appears that, owing to the limited computer resources in their department's offices, adjuncts are making the Faculty Lab their primary on-campus computing environment.
While most full-time faculty seem satisfied with the computer technology installed in their campus offices, about half a dozen patronize the Faculty Lab for assistance with video and audio multimedia development. The availability of specialized hardware and software, as well as the technical expertise needed for the effective academic use of these technologies, enable them to digitize and process video and audio for Web streaming and CD/DVD projects. This year the Lab acquired a new piece of equipment that's proven amazingly popular, an HP DesignJet 800 plotter. This device allows Library staff and faculty to print oversized posters, signs, and other materials.
In the Faculty Lab,
Some faculty who are using technology to teach do so synchronously rather than asynchronously. The Library's two Multimedia Classrooms are popular venues for this type of instruction. AIT staff schedule these spaces and maintain the hardware and software installed there. Staff meet with faculty to ensure that the classrooms are appropriately configured for their classes. They acquire and load the software that faculty require. These spaces are heavily booked. The classrooms also support the Faculty Workshop series and a wide range of other technology presentations.
http://ait.brooklyn.cuny.edu/librarycafe/index.htm
The Library Cafe supports faculty engaged in Web-based teaching by freeing them from the need to use class time to teach their students the technical "basics" for accessing the course sites instructors have created. Faculty send their students to the Cafe for one-to-one instruction, or arrange group training. For more information, see Section II, Assuring a Student Oriented Campus, The Morton & Angela Topfer Library Cafe, which follows.
The Faculty Guide to Computing
This joint effort of AIT and Information Technology Services was released in the spring 1998 and updated in the 2003/2004 academic year. It explains the services provided by both academic and administrative computing and assists faculty in solving technology-related problems.
Sharing Our Expertise With Others
"I'm also (very) glad to report that our "five minutes of fame" did not end in Infamy. As you know, there were problems with the College's Web sites last week Friday. I had originally planned on displaying our live Web site to demonstrate how we used streaming media for the interview clips. Although the sites were restored in time for our presentation, I decided to use an off-line version of the site ... just to be safe. We had a good time demonstrating that it is, in fact, rather uncomplicated to plan and execute a DVD project with Apple hardware and software. Almost a dozen folks were kind enough to approach me after the presentation to offer their congratulations and thanks for our presentation." Nicholas Irons, Associate Director for Faculty Training and Development
So wrote Nick Irons upon returning from his and Suzie Samuel's presentation at the 2004 New Media Centers Conference. In the past year, AIT staff have presented their work and projects at a variety of external conferences. These include:
Sylvie Richards, "The Interactive Assignment: Anchoring Learning with Technology," New Learning 2004, Skiathos, Greece, May 2004
Suzie Samuel and Nicholas Irons, "Repurposing Your Web Content with Apple iDVD," New Media Centers Conference, Vancouver, British Columbia, June 2004
National Survey of Student Engagement
During the 2002-2003 academic year, the College conducted a NSSE survey. At a spring 2004 TLTR meeting Assistant Vice-President Alan Gilbert presented his interpretations of some of the data relating to student use of technology, many of which surprised Academic IT staff. Looking more closely at the NSSE survey (Howard Spivak has a PhD in psychology with a specialty in statistical data), we saw that the College was not giving itself the credit it deserves for student use of computing.
1. In the minds of many respondents, the differences between the response options "very little" and "some," and between "quite a bit" and "very much," are slight. When we collapsed "some"/"very little" into a single category and "quite a bit"/"very much" into a second category, in almost all cases the differences between Brooklyn College's responses and those of peer groups became insignificant. (See below for exceptions.)
2. Question One ("emphasizes using computers in academic work"): the number of Brooklyn College respondents is so small (129) that a shift only 3 people from "some"/"very little" to "quite a bit"/"very much" wipes out all significance. That in itself is ... significant
3. Question Three ("using an electronic medium ... to discuss or complete an assignment"): collapsing the categories "some"/"very little" and "quite a bit"/"very much"wipes out all significance for freshmen; however, significant differences between Brooklyn College seniors and those at peer institutions remain. This is a very interesting finding and may well reflect that most of our faculty's course sites serve lower-level courses (Core classes, Gateway courses, courses supported by super-sites), rather than upper-level ones taken by majors. This may suggest a new area of endeavor for us.
4. Question Two ("institution contributes to students' knowledge skills and development in using computing and information technology"): Even if one collapses the response options into two categories, "some"/"very little" and "quite a bit"/"very much," here the differences between Brooklyn College and peer groups are significant. The College should address these differences through more student instruction (mounted by the Library and AIT).
The CUNY Master Plan 2004-2008
Following extensive consultation with the campuses, in the spring 2004 the University issued its 2004-2008 master plan. The sections on teaching with technology are interesting in several ways.
Following extensive consultation with the campuses, in the spring 2004 the University issued its 2004-2008 master plan. The sections on teaching with technology are interesting in several ways.
Certainly, Brooklyn is one of these pockets, evidenced by the number of times the University turns to us for advice and assistance, offering Brooklyn as an example of excellence in academic computing to visitors from other institutions. We are the only CUNY campus invited to join the USNY Technology Policy and Practices Council, led by Robert M. Johnson, Regent of the University of the State of New York http://www.buffalo.edu/reporter/vol35/vol35n30/articles/Jacobs.html.
"CUNY's challenge over the next four years is to make online learning scalable and sustainable. ... We expect to launch several course development projects focused on specific programs and disciplines, culminating in sustained support sites replete with teaching ideas, shared assignments and models of effective practices. Drawing on faculty who have experience with Web-enhanced instruction at their campuses, these projects will provide lasting sites of instructional support in the form of online resources, ongoing discussions and internal mentoring." The City University of New York Master Plan 2004-2008
This sounds very much like the DSI super-sites already under construction at Brooklyn College. Certainly a new project which DSI Specialist Petek Kent and Multimedia Specialist Sylvie Richards have undertaken is perfectly aligned with this thinking. Ms Kent and Dr. Richards have begun a reusable learning objects project, producing both a white paper and project overview statement on the topic:
"We need a partnership with subject experts (faculty and librarians) to develop and catalog up-to-date modules of supplemental instruction that can be re-used and that are easy to maintain. Our time must be redirected to customizable instruction and templates for specific departmental needs." Project Overview Statement, Re-Usable Learning Objects, June 2004
The University is clear–crystal clear–that Blackboard will be the centerpiece of this initiative and that campuses making good use of this tool will be best positioned to participate in such CUNY initiatives.
http://blackboard.brooklyn.cuny.eduBlackboard was implemented at Brooklyn College in the fall, 2000. Eight semesters later, we have a large inventory of courses that shows enormous variety.
Fall 2003 Blackboard Courses
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Course Title Bibliography & Research Techniques Ancient Greece The History of Childhood Greek & Roman Mythology Accounting 11 Introduction to Marketing International Business & Marketing Seminar in Business Management & Policy Community Health Service Community Health Service Problems of Drugs in Contemporary Society Classics 0.11 Environmental Ideologies & their Classical Roots Intro. to Computing Using the C Programming Language The Internet E-Commerce Introduction to Research in Early Childhood Education Teacher Function & Analysis/Learner Behavioral Interaction Teaching Science Introduction to Research in Early Childhood Education Bio 17 TG10 Cell & Molecular Biology Special Topics Workshop Audiology 1 Diagnostic audiology Adv. Anat., Phys. & Neurol. of the Hearing Mechanism Clinical Practicum in Audiology Early Education & Care of Infants Special Topics -Human Rights of Children History 26.7: Europe after 1945 Modern Germany Psychological Statistics Children with Special Needs Perspectives on Education Newswriting Advanced Newswriting Research Seminar in School Psychology Seminar in Applied Theory & Research Knowledge, Existence & Values The Shaping of the Modern World Beat Reporting Televison Genre: British TV English 1 TC8F Calculus II Precalculus Mathematics Math. Problem Solving in a Computer Asst. Environment Introduction to Economic & Business Statistics Elementary Macroeconomics Advanced Calculus Landmarks of Literature Database Systems Adv. Seminar in Pedagogy & Curriculum in Mathematics Cross Cultural Language Acquisition Mathematical Methods In Economics I Mathematical Economics I Mathematical Economics I Science & Technology in New York City Applied Theory & Research in Math Music History & Score Analysis III: Classic through Romantic Environmental Ideologies & their Classical Roots Personal essay Feminine Lit. Theory (Graduate Center) Civilization of Medieval Europe Advanced Anatomy, Physiology, & Neurology Applied Theory & Research Research in Language & Culture Research in Language & Culture History of Western Theater History of Theatrical Theory & Criticism History of the Theater until 1642 History of the Theater from 1642 Small Business Management Interactive Media Programming I Discourse, Objectivity & Science Graduate Music Comprehensive Exam Information Literacy: Issues & Analysis International Human Rights Globalization & International Political Movements People, Power & Politics People, Power, & Politics Soviet & Post-Soviet Political Systems Core Concepts in Health Core Concepts in Health Epidemiology Core 3: People, Power, & Politics Theatre in the Classroom Curriculum Modifications Introduction to Theatre Brooklyn College Creative Writing Introduction to Psychology Seminar & Student Teaching: Childhood Introduction to Psychology Introduction to Research in Early Childhood Education |
Course Number Music700 History21.4 History30.4GJ Classics15 ACCNT11 BUS50.2a BUS76.4 BUS80.1a HNS58.1 HNS58.1b HNS769 Classics0.11 Core1 CIS24 CIS26a CIS4.1-604.1 ED707.11 ED701.25 ED45 ED707.11 Biology17a Biology17 Biology19.5 Speech28.1 Speech741 Speech728.1 Speech749.1x ED39 ChildrensStudies30 History737 History25.8 PSYCH40.1 ED750.2T ED742 ENG18.11 ENG18.16MPV ED703T ED703.33T Core10a Core6b ENG18.21 TVR18.1 ENG1b MATH4.3 MATH2.9 MATH705 ECON30.2 ECON10.1a MATH11.1 Core6 CIS45v ED722.23 ANTHRO0.3c ECON725.1 ECON31.1 ECON31.1a CHC3 ED701.23 Music11.3 Classics30 ENG1c 2408 History721 Speech728 ED701.23a ANTHRO0.3b ANTHRO3 THE40.1 THE706 THE751x THE751 BUS50.5 PIMA701 SCP50 GradMusic EDC794 POLISCI765 POLISCI76.5 Core3 Core3a POLISCI47.5 HNS6.1 HNS6.1a HNS24 Core3 THE741tx ED725.11 THE1 ENG11.1 PSYCH1.1 ED764.2T PSYCH1.1a ED719.1 |
Instructor Bruce MacIntyre Margaret King Margaret King Roger Dunkle Edward McTague John Frankenstein John Frankenstein John Frankenstein Raymond Weston Raymond Weston Raymond Weston John Van Sickle John Van Sickle M.Q Azhar M.Q Azhar M.Q Azhar Barbara Rosenfeld, Lisa Novemsky Lisa Novemsky Lisa Novemsky Carol Korn-Bursztyn Charlene Forest Dan Eshel Dan Eshel Adrienne Rubinstein Adrienne Rubinstein Adrienne Rubinstein A. Rubinstein, M. Bergen Yoon-Joo Lee Irma Kramer Steven Remy Steven Remy Aaron Kozbelt Christine Pawelski Betina Zolkower Paul Moses Paul Moses Alberto Bursztyn Alberto Bursztyn Michael Schrynemakers David Tompkins Paul Moses Frederick Wasser Marilyn Wenker John A. Velling Frederick Gardiner Frederick Gardiner Cristina Yunzal Cristina Yunzal John A. Velling Tucker Farley M.Q Azhar Laurie Rubel Wendy Maloney Dhiman Das Dhiman Das Dhiman Das I. Dworkin, L. Scarlatos, M. Tomkiewicz Laurie Rubel Bruce MacIntyre John Van Sickle Steph McCanles Tucker Farley Philip Gallagher Sharon Beaumont Betina Zolkower Maurice Watson Maurice Watson Daniel Mufson Daniel Mufson Daniel Mufson Daniel Mufson Eric Popkoff L. Scarlatos, J. Jannone, J. McCoy Tucker Farley Bruce MacIntyre Patrick Inglis Mojubaolu Okome Mojubaolu Okome Mojubaolu Okome Janet Johnson Janet Johnson Kera Weiserbs Kera Weiserbs Kera Weiserbs Irma Kramer Dale Byam Yoon-Joo Lee James MacEachron Eric Fallen Ian McMahan Christine Pawelski Ian McMahan B. Rosenfeld, L. Novemsky |
Spring 2004 Bb Courses
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Course Title Independent Project in Early Childhood Education Imagination, the Arts, & Multidisciplinary Learning Biology 17: Cell & Molecular Biology Biology 19.5: Special Topics Workshop Issues of Teaching in Middle School Seminar in Education Research in Mathematics Sem. in Applied Theory & Res. in Mathematics Education II Reporting Covering the Courts Shaping the Future of New York City Journalism Internship Numerical Analysis Theory of Functions II History of the Theater from 1642 Development of Dramatic Structure II English Composition 1 Intro. to Computing Using the C Programming Language General Chemistry Business & Economic Statistics Advanced Economic & Business Statistics Small Business Management Introduction to Economic & Business Statistics English 1 English 1 English 2 Intro to Creative Writing Seminar & Student Teaching: Early Childhood Sem. in Applied Theory & Res. in Mathematics Education, II Childhood Math. Education: Adv. Methodology & Practice Folk & Square Dance People, Power, & Politics Soviet & Post-Soviet Political Systems Introduction to Marketing International Business & Marketing Europe 1880-1945: Time of Troubles Virtual Enterprise Core 3: People, Power, & Politics People Power & Politics Speech & Hearing Center Landmarks of Literature The Family & Community of Students with Special Needs Health Counseling Community Health Service Community Health Service Drugs & Society Bio 17 TG10 Landmarks of Literature Geometry Precalculus Numerical Analysis Theory of Functions II Dante's Divina Commedia African Women & Feminism Politics of International Economic Relations Special Topics -Human Rights of Children Psychological Statistics Consumer Behavior Business Seminar Emily Dickinson Seminar Writing the Research Paper Landmarks of Literature Introduction to Linguistics Adv. Study of Pedagogy & Curriculum in Childhood Ed. II The Ethics of Personal Relationships Symbolic Logic Economics of Environmental Protection Personal & Community Health Introduction to Theatre Broadcast TV Seminar Television Criticism Institutions, Industries & Audiences Elementary Mathematics from an Advanced Standpoint Multivariable Calculus Modern Algebra I Intro. to Educational Foundations Relating to Literacy Instr. Readings in Anthropological Studies Child Dev. in Social, Cultural, & Educational Contexts Applied English Linguistics The Symphonic Poem English Composition Classics 0.11 Introduction to Technology in Childhood Education Integrating Technology & Media in Adolescence Education Advanced Methodology &Practice in Literacy, Grades 3 to 6 Gender & Political Theory Seminar in Applied Theory & Research The Shaping of the Modern World The Shaping of the Modern World Urban Children & Adolescents: Development & Education Puerto Rican & Latino Studies Research in Puerto Rican & Latino Studies Researching the Literature in Cultural & Linguistic Anthro. Seminar in Applied Theory & Research II Mythology of Greece & Rome Landmarks of Literature Investments & Securities Markets Children with Special Needs Evaluation in Health Education Computer Applications in Health Sciences Literary Texts & Critical Methods Seminar & Practicum in Teaching Psychology Core Physics College Physics 2 Core Physics Core Physics College Physics 2 Education Foundations Education Foundations Education Research |
Course Number ED719.11 ED709.11T Biology17 Biology19.5 ED765.1 ED724.12 ED702.23 ENG18.16 ENG18.19a CHC4b ENG18.15 MATH37.1 MATH715.1 THE751 THE704 ENG1g CIS1.5 CHEM1a ECON30.2 ECON30.3 BUS50.5 ECON30.2 ENG1a ENG1b ENG2 ENG11.1a ED750.8 ED702.23a ED712.23 PE17.11 Core3a POLISCI47.5 BUS50.2a BUS76.4 History26.6 BUS80.3 CS3SA Core3b Clinic Core6 ED750.2T HN37 HN58.1 HN58.1b HNS39 Biology17a Core6 MATH25 MATH2.99 MATH37.1a MATH715.1X ITAL41.50 POLISCI78.35 POLISCI76.6 ChildrensStudies30 PSYCH40.1 BUS50.9 BUS80.1b ENG793 ENG2a Core6 LING1 ED713.22T PHIL6.5 PHIL33 ECON602 HNS6.1b THE1 TVR701 TVR30.5 TVR16.5 MATH1.95 MATH5.3a MATH720.2 ED700.22T ANTHRO1.05 ED70513 ENG24.61 MUS76000 ENG1h Classics011 ED784.1 ED784.2 ED713.12T POLISCI78.3 ED702.22 Core4a Core4 ED34 PR70 PR70a ANTHRO1.06 ED703.22 Classics15w Core6c BUS70.3 ED750.1a HNS60a HNS777 ENG700.1X PSYCH799.01 Core7.2 Physics2 Core7.2a Core7.2b Physics2a ED16 ED742 ED724 |
Instructor Carol Korn-Bursztyn Carol Korn-Bursztyn Dan Eshel Dan Eshel Betina Zolkower Laurie Rubel Laurie Rubel Paul Moses Paul Moses Paul Moses Paul Moses Frederick Gardiner Frederick Gardiner Daniel Mufson Daniel Mufson George Brinton George Brinton Mark Kobrak Yehuda Klein, Cristina Yunzal Yehuda Klein Eric Popkoff Cristina Yunzal Marilyn Wenker Marilyn Wenker Marilyn Wenker Marilyn Wenker Yoon-Joo Lee Betina Zolkower Betina Zolkower Ruth Schoenberg Janet Johnson Janet Johnson John Frankenstein John Frankenstein Steven Remy Jonathan Deutsch Irma Kramer Sally Bermanzohn Michael Bergen Barbra Higginbotham Yoon-Joo Lee, Alberto Bursztyn Raymond Weston Raymond Weston Raymond Weston Raymond Weston Charlene Forest Tucker Farley John A. Velling John A. Velling Frederick Gardiner Frederick Gardiner Luigi Bonaffini Mojubaolu Okome Mojubaolu Okome Irma Kramer Aaron Kozbelt Nakato Hirakubo Nakato Hirakubo Tucker Farley Tucker Farley Tucker Farley John Roy Karen Fogler Matthew Moore Matthew Moore Yehuda Klein Jean Grassman James MacEachron Frederick Wasser Frederick Wasser Frederick Wasser Evan Siegel Evan Siegel Evan Siegel Wendy Maloney Wendy Maloney Carol Korn-Bursztyn John Roy Bruce MacIntyre Katherine Wilson John Van Sickle Barbara Rosenfeld Barbara Rosenfeld S. Steinberg, C. Mancuso, J. Winkler Paisley Currah Mary Bomba David Tompkins David Tompkins Tai McConnell Maurice Watson Maurice Watson Maurice Watson Tai McConnell John Van Sickle Alexandra Zobel Moishe Zelcer Christine Pawelski Kera Weiserbs Kera Weiserbs Nicola Masciandaro Louise Hainline Louis Celenza Louis Celenza Louis Celenza Louis Celenza Louis Celenza Florence Namulundah Florence Namulundah Florence Namulundah |
Compiled by Dr. Sylvie L. F. Richards
Please see Section II, Assuring a Student Oriented Campus, Services for Students With Disabilities.
