What Bronx Community College Students Can Do!

The dominant discourse in faculty spaces with respect to student performance too often focuses on what community college students, in need of developmental courses, can’t do. Deeply inspired by the work of Robert Glaser, Lev Vygotsky, bell hooks, and Bagele Chilisa we (Monique Guishard, and four intermediate psychology students) have collaborated using student podcasts to theorize back to deficit, damaged centered theories of student underperformance.

Deciding What to Use: Introducing Pieces of Digital Learning without Overwhelming the Students

There are many possible ways to introduce social media or academic technologies such as Blackboard, Collaborate, ePortfolio (Digication), blogs, wikis, tests, quizzes, Chalktalk, podcasting, etc. and those are just the ones we use at BCC! What is the best way to introduce these into the classroom and into the distance learning environment? Good question, and discussing it in fifteen minutes will be a GREAT starting point!.

The connectivity paradox: Students’ use of technology as both help and hindrance, and the challenge of striking a balance.

While there is research supporting the use of technology in classrooms, there is also evidence that technology often disrupts student learning. Examples of technology use in classrooms by both teachers and students will be explored, including the benefits and risks of each to the learning process. Research findings on cognition, attention, and classroom technologies will inform strategies for best practices for classroom technology use.

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.

The Use of On-Line Computer adaptive Testing to raise Standardized Test Scores

Nursing school graduates are under pressure to pass the RN-NCLEX Exam on the first attempt since New York State monitors the results and uses them to evaluate the school’s nursing programs. Since the RN-NCLEX Exam is a standardized test, we sought a method to make our students better test takers. The use of on-line computer adaptive testing has raised our student’s standardized test scores at the end of the nursing course.

“Flipped Classroom” for Teaching Business Research in a Business Management Course

This presentation will report on a cross-department collaboration between the library and the business/economics department at Lehman College to conduct information literacy instruction as a “flipped classroom.”

Lehman Flips for Clickers

The clicker is a versatile, easy to use electronic multiple choice device that helps provide instant feedback on what students are learning. In both hybrid and on-site classes, clickers provide a way to rapidly collect an answer to a question from every student; an answer for which they are all individually accountable. In this session, Biological sciences lecturer Rena Quinlan will describe her use of clickers with large classes that help students achieve defined course outcomes.

Obfuscation and Strict Online Anonymity

I consider the case for genuinely anonymous web searching. Big data seems to have it in for privacy. The story is well known, particularly since the dawn of the web. Vastly more personal information, monumental and quotidian, is gathered than in the pre-digital days. Once gathered it can be aggregated and analyzed to produce rich portraits, which in turn permit unnerving prediction of our future behavior. The new information can then be shared widely, limiting prospects and threatening autonomy. How should we respond? Following Nissenbaum (2011) and Brunton and Nissenbaum (2011 and 2013), I will argue that the proposed solutions—consent, anonymity as conventionally practiced, corporate best practices, and law—fail to protect us against routine surveillance of our online behavior. Brunton and Nissenbaum rightly maintain that, given the power imbalance between data holders and data subjects, obfuscation of one’s online activities is justified. Obfuscation works by generating “misleading, false, or ambiguous data with the intention of confusing an adversary or simply adding to the time or cost of separating good data from bad,” thus decreasing the value of the data collected (Brunton and Nissenbaum, 2011). The phenomenon is as old as the hills. Natural selection evidently blundered upon the tactic long ago. Take a savory butterfly whose markings mimic those of a toxic cousin. From the point of view of a would-be predator the data conveyed by the pattern is ambiguous. Is the bug lunch or potential last meal? In the light of the steep costs of a mistake, the savvy predator goes hungry. Online obfuscation works similarly, attempting for instance to disguise the surfer’s identity (Tor) or the nature of her queries (Howe and Nissenbaum 2009). Yet online obfuscation comes with significant social costs. First, it implies free riding. If I’ve installed an effective obfuscating program, I’m enjoying the benefits of an apparently free internet without paying the costs of surveillance, which are shifted entirely onto non-obfuscators. Second, it permits sketchy actors, from child pornographers to fraudsters, to operate with near impunity. Third, online merchants could plausibly claim that, when we shop online, surveillance is the price we pay for convenience. If we don’t like it, we should take our business to the local brick-and-mortar and pay with cash. Brunton and Nissenbaum have not fully addressed the last two costs. Nevertheless, I think the strict defender of online anonymity can meet these objections. Regarding the third, the future doesn’t bode well for offline shopping. Consider music and books. Intrepid shoppers can still find most of what they want in a book or record store. Soon, though, this will probably not be the case. And then there are those who, for perfectly good reasons, are sensitive about doing some of their shopping in person, perhaps because of their weight or sexual tastes. I argue that consumers should not have to pay the price of surveillance every time they want to buy that catchy new hit, that New York Times bestseller, or a sex toy.

Motor Winding Students at Work

This photo shows a classroom of students working on motors. Photograph is black and white.

Students Working on Telephone Poles at the New York Trade School

A group of twelve students are learning how to work on telephone poles at the New York Trade School. Black and white photograph with some minor damage to the image in the bottom left hand corner.

A typical lecture room

This illustrates a typical lecture room at the New York Trade School taken during a class. Black and white photograph.

New York Trade School Administration [1]

A group of administrators from the New York Trade School posing in front of a building. Black and white photograph.

New York Trade School Administration [2]

A group of administrators from the New York Trade School pose in front of the school's building on East 67th Street. The photograph is black and white.

New York Trade School Administration [3]

This black and white photograph features two administrators positioned at desk.