Assessing the Implications of Faculty Beliefs and Expectations for Information Literacy Instruction

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

Assessing Threshold Concepts for Information Literacy

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

Integration and Assessment of Information Literacy in an Undergraduate Biology Program: a Sustainable and Transferrable Model

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

Andragogy vs Pedagogy: Teaching the Adult Learner in an Online Environment

The purpose of this presentation is to offer a deeper understanding of adult learning and provide tips on how to effectively teach in the online environment. The presenter will compare and contrast two learning theories: andragogy and pedagogy. Furthermore, the roles of the online instructor and e-learner will be outlined. An open discussion at the end of the presentation will allow participants to make implications as to which learning theory is more effective for online learning.

Writing-to-Learn Using Social Pedagogy and Technology

Accounting faculty from LaGuardia will share the structure and results of an initiative centered on using ePortfolio and social pedagogy to facilitate writing-to-learn for accounting students. Through a series of ePortfolio-based assignments that connected two classes, along with an in-class writing workshop conducted by non-discipline faculty, students worked together to understand the importance of writing in the accounting discipline and strengthened their writing abilities.

Application of Narrative Pedagogy to Promote Excellence in the Clinical Setting

The clinical setting has become increasingly complex in recent years. Nurse educators have recognized the limitations of traditional pedagogies in the clinical setting. The need for innovative, student-centered learning is essential in order to transfer knowledge to practical situations and discover new ways of thinking about clinical situations. Narrative pedagogy which emphasizes how students learn and experience learning is an effective evidence-based approach to clinical education.