Congratulations to the recipients of the Lecturers' Professional Development Grants! This grant program provides funds for professional development activities that involve teaching, development and/or creative endeavors, and to acknowledge the many contributions of RIT's lecturers. Read about their grant-funded projects by clicking on the sections below for each academic year. Learn more about the Lecturers' Professional Development Grants here.
Angelina Maia, CHST, Nutrition Management
Yasmine El-Glaly, PhD, GCCIS, Software Engineering
The grant funded my attendance at the 20th International ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW). I learned about the most recent advancements in software and accessibility; and I was exposed to new projects, technologies, and design principles. This learning supported my development of a new graduate course, Engineering Accessible Software, with the main goal of educating software engineers about the process of engineering, developing, and evaluating accessible software for users with different abilities. Out of this course, one poster was presented in the Effective Access Technology conference and one research paper was sent to ASSETS Conference and currently is under review. The Lecturers’ Grant comes to serve a great purpose for lecturers; without it, would have been very difficult for me to attend a 1st-tier conference in the field. I appreciate the opportunity this grant offered me and I hope this program will continue and grow.
Daniel Krutz, GCCIS
This funding was used to create a set of educational mobile security modules, available on the website www.TeachingMobileSecurity.com Each module contains background on a specific vulnerability, lecture slides, Youtube videos about conducting the activity, and a sample app with the vulnerability. From this project I’ve learned how to be a better teacher and focus on specific learning outcomes. The students working with me have learned how to create robust course materials. I’ve made connections with TU Berlin and Park University; both plan to integrate these activities into their curriculum.
Jeffrey L. Mills, COS
The funds were used to help fund my attendance at the annual American Society for Biochemistry & Molecular Biology (ASBMB). While at the meeting, I helped judge the undergraduate student poster competition, presented NSF-funded research on improving undergraduate biochemistry teaching labs, met with our collaborators that are also part of our grant, and attended interesting scientific talks that will both help to keep me current in my field and also supply me with materials that I can use in my courses next semester. Attending professional conferences allows educators to remain current in one’s field. Keeping my knowledge and, therefore my student’s knowledge, current is imperative as they leave RIT and enter research labs; employers and advisors want students who can work with today’s technology, instruments, and techniques. I am extremely thankful for the opportunity to attend the ASBMB conference.
Heidi Nickisher, PhD, CIAS, School of Art
This grant enabled my attendance at the Popular Culture/American Culture Association (PCA/ACA) conference in San Diego, CA, where I presented the paper, “Out of the Ruins and Into the Fire: Maria Amalia and the Capodimonte Porcelain Manufactory.” This paper focused on Maria Amalia, one of the three granddaughters of Augustus II of Poland, Elector of Saxony, and founder of the Meissen porcelain manufactory in Dresden. This history figures directly into course/lecture material for the History of Western Art I, 18/19th Century Art, and Studies in Material Culture. At the conference I was able to make several connections in my profession and discover new ideas from other presentations attended. This grant program is fabulous! It allows me to present and share my ideas, to meet new colleagues either at RIT, in the Rochester community, and/or more broadly in the academic community and ultimately encourages me to a better, more developed, more productive faculty member at RIT.
Ahndraya Parlato, CIAS
I used this funding to expand my current project, Riding a Pale Horse, by conducting research at the Sophia Smith Collection at Smith College. My current body of work attempts to bring together the profound experiences of both becoming a mother, and losing my own mother, while at the same time examining my relationship to mortality and self, and how they have shifted since having a child. This research will culminate in a book project. About 80% of our students in Fine Art Photography are female, and it is essential to have faculty who are exploring the experience of being female and therefore validating the making of art about that experience. A grant like this helps support lecturers and benefits their students by making connections and staying relevant in their fields.
Maja Vidovic, SCB, RIT Croatia
The grant had a twofold purpose. One was to support participating and presenting a paper on a highly-valued international scientific conference, the 3rd Global Conference on International Human Resource Management, organized by the Pennsylvania State University, USA in May 2017 in New York, NY. The ability to present a research idea and results to a group of experts at this conference has provided me with the much needed feedback to prepare my current research for publication in top-tier publications. The second purpose of this grant was to use the time before and after the conference to collaborate with one of the organizers of the conference, Dr. Elaine Farndale, Associate Professor of HR Management at the Pennsylvania State University, USA. The two of us are currently collaborating on editing a special issue in a Current Contents listed journal and preparing another editorial book chapter. It was a great privilege to be awarded this grant, and it was a really enjoyable process to utilize the grant funds. The support I got from the Rochester campus, being the first faculty from one of the global campuses to receive the grant, was immense and very much appreciated both by me and my finances department.
Gretchen Wainwright, CAST
I attended the Annual Meeting and Exhibition of the New York Water Environment Association in New York City. In the upcoming year I will be assuming the role of undergraduate program coordinator for the Civil Engineering Technology program. The presentations I attended at this conference will help me better explain water, wastewater, and stormwater management to students and provide them with real-world examples. I was also able to meet and network with colleagues from around the state who will be invaluable to me as I take on this new role. I am extremely grateful to Faculty Career Development in The Wallace Center and Provost’s Office for making professional development opportunities available to non-tenured faculty.
Jennifer Bailey, KGCOE
Participated in LABVIEW online training modules will allowed for development of programming skills used to enhance at least three courses in the BME curriculum
Bill Brewer, CHST
My grant funded attendance at the American College of Sports Medicine (ACSM) Annual Meeting in Boston, MA, directly supporting my scientific growth and development. It re-affirmed my belief in the goals of Exercise is Medicine and made clear to me that the path the Exercise Science Program is forging will lead to employment opportunities for future graduates.
Dawn Carter, COS
I completed two modules of an on-line Permaculture course offered by Cornell University. The first module, Ecosystem Mimicry, focused on water, soil, landscape form, and the roles of plants and animals in the garden ecosystem. The second course, Permaculture Design Practicum used the principles learned in Ecosystem Mimicry to produce a full permaculture design for the garden space. Completing these modules would enable me to apply permaculture and ecological design principles to Science in the Garden, a General Education course that I will teach again in Fall 2016.
Daniel Krutz, GCCIS
Using the provided funds, I was able to hire a graduate student to work with me on a study for Imagine RIT where users were first asked to use one of three versions of the same app WITHOUT rationale before each permission request and WITH rationale before each permission request. Our goal was to measure user perception and comprehension of the app permission models in each of the scenarios. We had 330 users participate in our study at Imagine RIT and complete a user survey based on their experiences. Along with assisting in the creation of the general study, the student created the example Android apps and the data collection mechanism. We found that providing a rationale before a permission request increases the likelihood of a user accepting the permission by 8%
Eric Kunsman, NTID
This grant provided funds for his exhibition, "The 9/11 Assignment."'
Rick Lagiewski, CAST
I attended the ENTER2016 Conference organized by the International Federation for Information Technology and Travel & Tourism (IFITT) in Bilbao, Spain. I participated in workshops and seminars related to research involving big data, drones, augmented reality and access technology. Participation in this grant program provided necessary networking and research materials to assist in a paper that was recently accepted: “Designing and implementing digital visitor experiences in New York State – The case of the Finger Lakes Interactive Play (FLIP)” app -- in the special issue on Digital Destinations Journal of Destination Marketing and Management.
Angelina Maia, CHST
This grant supported my attendance at the Society for Nutrition Education and Behavior annual conference. There were sessions discussing nutrition education across populations, from preschool aged children to techniques on how to engage students within higher education. In addition to learning about social media techniques, many of the sessions were extremely helpful as I developed the nutrition counseling class I am teaching this fall.
Heidi Nickisher, CIAS
This grant furthers my development and effective teaching by helping me attend a national conference where I share my research and ideas with others, but am also the beneficiary of the insights of others. It is my belief that by maintaining high expectations for myself with regard to my own professional development, students are likewise encouraged to attain a high level of skill and professionalism in their academic work, as well as to establish high personal goals as they embark on their own careers in the arts.
The grant allowed me to attend NEMLA, which offered a variety of panels on currently relevant issues in German language and cultural studies helpful in organizing and re-shaping my future courses. The panel on teaching literature online gave helpful advice for developing online activities in literature for students at all levels. This conference helped me find new ways to meaningfully bring aspects of modern German multiculturalism to the culture portions of our book by using online resources and projects. This grant program allows us to bring fresh perspectives to our teaching and to focus on projects that really engage our students.
Teresa Wolcott, CAST
Attending the ESRI Education and User conferences has given me the opportunity to network with other professionals in higher education and in industry, as well as attend workshops to enhance my knowledge with the software. During the workshops and lightning talks, I heard about innovative methods of presenting the material in the classroom to fully engage the students which I would like to incorporate into my course. I was able to meet one-on-one with ESRI technical staff to have many of my questions regarding their mobile GIS applications answered. GIS is a powerful multifaceted software with desktop, online and mobile capabilities.
Jennifer Bailey, KGCOE
The grant enabled me to present at the American Society for Engineering Education (ASEE) Annual Conference and Exposition on my novel pedagogical approach to instructing a physiological signals lab course, receiving great feedback. While there I networked with peers and attended many sessions led by divisions of Experimentation and Lab-Oriented Studies, Educational Research and Methods, and First-Year Programs. I have brought back great ideas for my own research, topics for discussion I will share with other faculty in my department, and ideas I will work to implement in my classes.
Dawn Carter, COS
I attended the 2015 ABLE meeting (Association of Biology Laboratory Educators), where I presented a workshop titled, "Creating a Community of Learners: Using Learning Assistants and Writing Fellows to Improve Student Writing Skills." I presented some of the findings from a collaboration between myself, Corey Ptak, David Martins (UWP) and Indrani Singh (UWP). In addition, I was invited to attend a pre-conference workshop (REIL Biology); the aim of this workshop was to develop plans to initiate or improve research-based project work in introductory biology laboratory courses. The NSF-funded workshop allowed me to invite a collaborator--my co-instructor for Introduction to Biology (BIOL121/122), Corey Ptak. Corey and I spent the day working with a mentor to develop a new laboratory module allowing students to explore aspects of soil biology, and exploring assessment tools to measure student's sense of "belonging," "ownership," and "being a biologist." The program continues throughout the three-year term of the NSF funding with interactions and follow-up through mentoring. In short, this funding actually allowed two people to attend a scientific meeting and to become involved in an exciting NSF funded study.
Elizabeth Dicesare, COS
I used the funds to purchase access to a series of webinars on wetland plant identification produced by The Swamp School. The webinars provided me with a very good foundation in wetland plants that I did not have previously. This foundation will be very important for me in teaching several of my classes. In addition, now that I have this knowledge, I can also add new field projects and topics to courses that I teach.
Michael Floeser, GCCIS
Attending the ESRI DevSummit provided an insight into the GIS (Geographic Information Systems) programming languages available for use in the mapping domain and a little about how they can be used. The learning gained was not available in any other way. The outcomes of this Summit provide me with a path to start designing, creating, and writing courses that are needed for the GIS concentration.
Lisa Greenwood, CAST
The grant allowed me to participate in an International Standards Development meeting for the ISO 14001 environmental management systems standard. I was able to develop valuable connections with environmental experts from industry, government, and academia, and gained a deeper understanding of how the revised standard will affect US and international organizations. I can immediately disseminate and implement the changes needed in the CAST/CETEMS Environmental Management curriculum. Students in our program will gain advanced knowledge relevant to these standards and how to implement new requirements in their current or future places of work.
Thomas Hanney, CMS
The grant supported research for my new class, "The Harmonica and the Blues." I traveled to Mississippi where I spent two days at University of Mississippi researching in The Blues Archive and Harmonica Project and meeting with the archivist and a professor of Southern studies. I spent the rest of my time traveling around the Mississippi Delta region, visiting historic blues locations and museums, talking and listening to musicians and other locals, even playing with some.
Aaron Kelstone, NTID
Funds were used to support travel to Gallaudet University in Washington, DC. The University is 150 years old and has the most extensive archival collection related to deaf people and events in the country. Over the years I have developed an online module about Deaf Theatre that supports a variety of courses taught at NTID and provides a centralized resource for other scholars via the internet. I was able to extensively research the archives to discover more about a prominent performing duo.
Lori Marra, CLA
I used the funds to attend a four-day seminar on DITA, Darwin Information Typing Architecture, an XML data model used for large content management in technical communication. Using the knowledge and contacts I gained, I am now completely redesigning our school's traditional course, "Writing the Technical Manual" to a more current course on robust content management. I have submitted the proposal for the course update to our chair and will begin work on the course in the fall 2015 semester to be offered in spring 2016.
Heidi Nickisher, CIAS
The funds enabled me to attend a professional national conference and present a paper reflective of my recent scholarly work. My expertise as an art historian is material culture, which of course informs the breadth and depth of my classes, such as ARTH 135/136 History of Western Art. My take-away from these conferences facilitates course discussions that promote the interpretation and evaluation of artistic expression and, as this particular paper showed, explore the interconnectedness of the local and the global.
Michael Riordan, CIAS
Elena Sommers, CLA
The grant financed my participation at the Association for the Study of Nationalities Global Annual Convention hosted by Columbia University. The paper I presented, "Cold-War to the Rescue? Anti-Americanism in Russia's Highest Level Political Discourse," is a collaborative project with my colleague, Dr. Bo Petersson, Malmo University's Vice Dean of Research. The project was developed as a result of the RIT-Malmo University (Sweden) partnership. My colleague and I built upon the material that we presented at Columbia University to write a joint article. This scholarly opportunity has enriched my teaching in a variety of ways. I regularly offer courses on Russian literature, politics, and culture and am now able to bring real life politics and cutting-edge research into the classroom to explore a multitude of socio-economic, political, and cultural issues with my students. History comes alive as we discuss both the ramifications of and underlying reasons behind what many perceive to be a new Cold War.
Marissa Tirone, CIAS
The funds were used to attend Foundations in Art: Theory and Education/Tectonic Shifts: Breaking New Ground. At the conference, I gave a talk that explored the potency of architectural educational approaches and their respective applications in 3D Foundations courses. I discussed specific assignments, student work, research, and ideation project phases used in my teaching methodology. I was also able to attend many of the conference sessions to broaden my scope on teaching approaches, the use of technology in the classroom, and to situate the work being done at RIT with that from competitive programs.
Jennifer Bailey, KGCOE
I appreciate the assistance with and investment in my development. The grant helped to support two trips. The first was to the ASEE national conference where I was exposed to great ideas for implementation in my classes, as well as ideas I have brought back to discuss with faculty regarding curriculum and teaching improvements. The second was to a workshop at Cornell University where I learned new lab experiments I will be implementing and increased my understanding of software currently being used.
Kari Cameron, CLA
This was a fantastic opportunity. It enabled me to engage in learning about current research trends that are sometimes difficult to keep up with amidst my regular teaching schedule and course load. By attending the Visual Communication Conference, I was able to learn more about the current trends in visual communication research and what various people are exploring, allowing me to re-think some of the elements I incorporate into my digital design course. While audience analysis and analysis of how we communicate with images in terms of color, type, arrangement, icons, photos, and more, are discussed in class, I am now finding ways to teach students about the extent to which images move people.
Birgit Coffey, COS
I attended the 9th International Conference on Teaching Statistics, "Sustainability in Statistics Education." My objective was to learn more about technology in statistics education. I attended a two-day workshop on using RStudio in the classroom. I often am assigned to teach introductory level statistics at RIT and wanted to learn more about the freeware available to students and instructors.
Lisa Greenwood, CAST
Thank you for recognizing lecturers as key contributors to the quality of education at RIT, and for offering development opportunities! I was able to engage and collaborate with industry, government, academic, and NGO-based environmental professionals across the US on critical issues for environmental management, to inform development of national standards that will affect over 5,000 businesses in the US. I gained further insight toward how these standards affect US organizations, and made valuable connections with influential professionals and experts in the field. The core curriculum in the EHS Management Master’s program in CAST is based on these environmental standards, and I can immediately disseminate and implement the changes for our curriculum and keep our students on the "cutting edge."
Larisa Buhin Loncar, RIT, Croatia
I am really grateful that lecturers from international campuses are eligible for this grant. It shows RIT's commitment to international education and sensitivity to income disparities and financial hardship that attending international conferences can present for those of us who work in developing countries. I attended the annual convention of the APA and attended 16 hours of presentations from very different areas of psychology, a unique opportunity to be exposed to such a breadth of knowledge. Consequently, I was briefed on the latest research in areas of aging and cognition, resilience, positive psych, coaching, etc. and use that knowledge to influence my choice of teaching materials. Additionally, I met with several US-based colleagues to discuss current and future research collaborations.
Daniel E. Krutz
Funds were used to pay a student to conduct research with me about how to improve the education process for deaf/hard-of-hearing students. We collected data from deaf students and faculty, along with hearing students and faculty, to better understand the strengths and weaknesses of not only RIT, but in computing education in general. We also gathered feedback from instructors at other institutions and different organizations in RIT. We also worked with a local speech language pathologist to create a "Best Practice Guide" for instructing deaf/hard-of-hearing students in Software Engineering. From our work, we created a poster for the ASSETS conference, and submitted a full paper to Frontier in Education (FIE).
Roy Melton, KGCOE
Jeffrey L. Mills, COS
Patricia Ann Poteat, CAST
I attended the American Evaluation Association summer institute held in Atlanta, GA. As I teach graduate research methods and writing strategies, this conference was instrumental in providing me with new teaching ideas for both courses. I attended sessions on the following topics in support of my instruction: focus groups, surveys, data analysis, and effective writing. I am able to use the handouts provided as well as the additional reference materials in my classes.
Ernest Roszkowski, NTID
I am glad to see such a grant in place and I would encourage other lecturers to take advantage of this opportunity in the future. The funds allowed me to travel to the 2014 Adobe After Effects World Conference where I learned a great deal about After Effects’ capabilities directly from the software creators who taught me more efficient techniques and new workflow strategies, and also gave me better ideas as how to teach the software. It also provided me with additional tools and a better understanding of how to employ the software for a variety of educational purposes in advising, teaching and tutoring needs.
Wilson De Lima Silva, CLA
Ulrike Stroszeck, CLA
Without these funds, I could never have attended these workshops and I am very grateful that I was given this chance. This grant enabled me to attend this year's ACTFL conference, "Reaching Global Competence," including two of the pre-conference workshops: one on Developing Global Competence by Integrating Culture and Language Development, and one on the Power of Collaboration in 21st Century Postsecondary Departments which addressed trends in language enrollments, online course delivery, and languages for specific purposes. It focused on reaching out across disciplines to create innovative and meaningful language courses. Other sessions on developing projects for in-class use of iPhones and iPads provided a stimulus for useful activities and ideas for the appropriate and pedagogical use of technology in the classroom. This conference brought me a big step ahead in envisioning - and realizing - the next stage of language instruction at RIT.
Karen vanMeenen, CLA
Julieve Jubin teaches photography at SUNY Oswego and brings a group of her photo students to Cuba at least once each year. After researching and ideating the possible parameters, I traveled to Oswego to discuss with Professor Jubin coordinating a January term course in which her photography students, while in Cuba, would work with my writing students, on the RIT campus, in a shared intercollegiate, inter-continental and interactive photo-text project. This project would of course focus on creative and narrative written dialogues in response to photographic productions, but would also allow students from both campuses the opportunity to hone their visual literacy and media literacy skills as well as address issues of race and class, diversity and difference on myriad levels. We expect this could be a rich and memorable educational experience that the students could take with them well beyond this singular course.
Teresa Wolcott, CAST
I found the entire experience enlightening and invigorating. I attended the ESRI Educators and User conference to learn what is new in the geographical information systems (GIS) field. I was able to attend 12 workshops/talks about how GIS is currently being utilized in every field including engineering/surveying. People in industry were able to explain how they apply the software professionally and what they want students to know when hired. This will help me to refocus some of my subject matter in the GIS for CETEMS class.