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.
Rebecca Aloisio, CAD -- Exhibition Opportunity at Hallwalls Contemporary Arts Center, Buffalo, NY
I presented a lecture and artist talk directly to Fine Arts Studio and Expanded Forms classes during my solo exhibition at Hallwalls Contemporary Art Center in Buffalo, NY. Inside exposure to venues such as Hallwalls provide invaluable contacts and awareness to art students early in their careers. This experience proved to be a valuable teaching opportunity as it allowed me to share my practice and intentions directly with students. The environment and circumstances were very unique. The conversation was very candid and relevant, providing insight into contemporary art practices existing in our area. Not only did I talk about my work, but students had the chance to ask questions to the gallery director and other art professionals.
I feel exchanges such as this only help to strengthen our regional network of professional artists, organizations, and art and design programs. I plan to continue working with Hallwalls in the future. It is a remarkably generous organization that welcomes discourse and diversity. For this reason it is a phenomenal platform for exposing students to professional art practices and opportunities available to them once graduating from RIT.
Dawn Carter, COS -- Association of Biology Laboratory Educators (ABLE) meeting
I attended Association of Biology Laboratory Education meeting in Ottawa, Canada and presented a poster entitled CRISPR Plants: development of a Course-based Research Experience.
I offered the Course-Based Research Experience based on CRISPR for the first time in Spring 2019. Compiling the poster and presenting at the conference forced me to reflect on the semester, and conversations with other conference attendees allowed me to gain insight into how to improve things for next. year. CRISPR is a new technology, and students are eager to learn about it. I also attended several workshops and gained new ideas for other courses.
I made some new contacts who offered advice on some aspects of the CRISPR project, and hope to collaborate further. This program provides much needed funds to lecturers and has enabled me to keep up with advances in the field of plant molecular biology.
Jessamy Comer, CLA -- Teaching Institute preconference event and SRCD biennial meeting
This grant supported my attendance and presentation at the Developmental Science Teaching Institute preconference event, as well as the Society for Research in Child Development’s biennial meeting in Baltimore, Maryland. At the preconference I presented a poster discussing my novel approach to teaching a graduate developmental psychology course using developmental myths, and I attended several symposia focused on developing effective teaching strategies and addressing diversity in the classroom. At the biennial meeting, I attended several symposia and poster sessions to learn about cutting-edge research in my field of developmental psychology, and I spent time networking with other psychologists to learn more about their work.
This grant-funded conference and preconference were extremely helpful to developing my teaching, especially as it pertains to addressing diversity and multiculturalism. At the preconference event, I learned more from other faculty about how they address diversity in the classroom. For example, I attended one symposium entitled “The Cultural Approach to Teaching Child Development,” where I learned about unique techniques that can be used to address culture when teaching about development, such as using ethnographies to discuss a variety of cultural experiences or asking someone who did not grow up in the United States to come give a guest lecture about their experiences growing up in another culture. By spending more time talking and listening to other faculty members discuss how they are incorporating diversity and multiculturalism into their classrooms, I was able to think more carefully about ways that I could address these issues more in my classes as well. I hope to use some of the techniques that they suggested in my future classes so that I can provide a more well-rounded and culturally-sensitive classroom experience for my students.
This grant-funded conference provided me with an opportunity to present a poster entitled “Developmental Mythbusters: Using Developmental Science to Address Myths and Misconceptions about Human Development.” This poster allowed me to demonstrate my approach to teaching graduate developmental psychology to other faculty members from across the world, and this led to some engaging and insightful discussions about ways this course could be adjusted for other populations of students. Also, after attending a symposium entitled “Learning through Play: Using Games to Teach about Development,” I have decided to incorporate small games into my graduate course (and possibly into some of my other classes) to foster more engagement with my review materials at the beginning of each class. I learned about research demonstrating the effectiveness of playing games in learning environments, and I also learned about some new technology-based games like Kahoot! and Quizlet that can be incorporated in my classroom to play these games. I hope that this new technique can foster more engagement and enthusiasm from my students to produce optimal learning.
This grant program was an excellent way for me to support my continued teaching development. Attending conferences can be expensive, but they provide an invaluable opportunity for faculty members to gain large amounts of knowledge and ideas from other faculty at other institutions. I greatly appreciated having the opportunity to gain this new knowledge and experience through this grant.
Sandi Connnelly, COS -- Online class developments presented at World Conference on Online Learning
As the Leader Faculty in Online Learning in COS, it is an important part of my work to bring the most up to date information available for online teaching techniques, trends, and opportunities to my faculty. At the conference I was able to present two concise papers - one as an electronic poster, and one as a 10-minute talk. The presentations are both available at the conference website (https://wcol2019.ie/) meaning that they are now available to the world! Conference travel budgets are almost non-existent in departments at RIT, and funding is especially hard to come by for non-tenure track faculty. However, as Senior and Principal Lecturers are required to do some level of service, finding ways to expand our horizons is critical. While not all Lecturers will choose research as a service component, if they do, they need to disseminate their work and findings.
At the conference I met four economists from the Arctic University of Norway in Alta. We are going to be developing an interdisciplinary Study Abroad course for tourism/economy and biology students to be offered in the Spring 2021. The primary course material will be provided online, but the students will travel to the partnering universities at different times so that they have the opportunity to work with one another and the faculty in person twice. The course will focus on agro-tourism, eco-tourism, and aquaculture and the impacts of those businesses on the surrounding ecosystems.
Helping NTT faculty to feel like they belong at the university (retention long term) is the most important aspect of these grants. There are many parts of the day-to-day lives of NTT faculty that make them feel like step-children in their own departments. Professional development opportunities that these grants afford are able to lift the spirits of NTT faculty and make them feel like they truly belong in academia.
Yasmine El-Glaly, COS -- Attend the 21st International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS)
The grant funded my attendance at the 21st International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) in October 2019. I attended talks about studies that involve the design, evaluation, and use of computing and information technologies to benefit people with disabilities and older adults. I networked with researchers in the field.
Attending ASSETS 2019 helped me connect with other educators and researchers in the field. I learned about the most recent advancements in software and accessibility, and I was exposed to new projects, technologies, and design principles. All of this knowledge will be reflected in the courses I teach at both the undergraduate and graduate levels.
Consequently, I created a new project for a software engineering course called Engineering Accessible Software (SWEN-712). The main goal of the course is to educate software engineers about the process of engineering, developing, and evaluating accessible software for users with different abilities e.g. users with hearing impairments, and/or visual impairments. The project is about using machine learning in analyzing software accessibility related data. The technologies and methods used in this project are inspired by my attendance to ASSETS 2019. After finishing the project, by the end of the spring semester, I expect some of the students’ work can be reported and submitted to a conference in the future. Additionally, I added new research papers to the SWEN-712 course. These papers were presented and discussed at ASSETS 2019.
Thank you for the grant. I hope the program will continue to support faculty.
Thomas Hanney, SOIS -- 2019 Society for the Preservation and Advancement of the Harmonica (SPAH) annual convention
This was the most impactful event I've ever attended. I attended workshops each day that provided new playing techniques and understanding of playing, teaching music; I met and learned from many of the best players in the world (even played with some), vendors and customizers (wish I talked to more of them!) including most of the top manufacturers, equipment companies; non-academic teachers of the harmonica; I gave a workshop on what I am doing here at RIT with my class and just starting for-credit music lessons; and made contact with people interested in possibly developing relationships related to teaching. I also learned what a few colleges are doing or thinking of doing. I hope to continue some of these relationships and see what happens. I intend to include knowledge I gained and teaching techniques I learned in my upcoming classes.
Playing harmonica is something that I have done for 45 years. For about the first 30 years, mostly in a vacuum; not a lot of people or places to learn from and share with. The internet changed that a lot. And attending the SPAH convention is another. Being surround by several hundred people who share my passion and want to share and learn was exhilarating and very helpful personally and professionally. I have so much to do as a result of attending. Learning and teaching this instrument is a continual process. I gained so much from this experience - I have a long list of things to work on that will help me be a better teacher. I am very grateful for the chance to attend.
Petko Kitanov, COS -- Attend and present at Joint Mathematical Meeting, Baltimore, MD
The project helped me to present my research to people from different universities and institutions. Also, I attended several sessions devoted to teaching methods in higher education. The experience from the conference has positive impact to my professional development as an educator and a researcher.
One of my students participated in the conference, where she had a poster presentation. This was an excellent experience for her, which will be very useful for her future carrier. The conference helped me to establish new connections with professors from different universities, with whom I had fruitful discussions concerning teaching methods and possible research collaboration.
This experience is beneficial not only on a personal level but for RIT, because it will improve my teaching methods and my research activities.
Eric Kunsman, NTID -- Photolucida portfolio reviews
I was able to show my new project "Felicific Calculus: Technology as a Social Marker of Race, Class, & Economics in Rochester, NY" and receive feedback and make relationships regarding the work. From the event, I garnered close to 100 individuals that I can now discuss my work with for future exhibitions & publications. As a direct result of going to Photolucida I was able to have my work published and on the cover of LensWork #143, which is a fairly prestigious photography magazine. I was also awarded a spot as one of the top fifteen photographers for "The Rust Belt Biennial" exhibition at Wilkes University in PA. In the near future, I will also have a feature on Float Magazine that was started with the relationships I built at Photolucida.
I was able to connect with 17 curators, publishers or museum directors as the portfolio review. I have been able to start follow-up conversations with eight individuals which will hopefully lead to future endeavors. I was also able to meet 80 new peers that I have formed relationships with and will work with for feedback on future projects.
This grant truly allowed me to participate in Photolucida which pushed my name further within the photography community and lead to several opportunities I would not have received otherwise. I held many discussions with individuals about RIT and the photography program, as well as, my work.
Bernadette Lanciaux, COS -- Joint Mathematical Meeting, Baltimore, MD
Attendance to deliver preconference workshop at U.S. Conference on Teaching Statistics. This was a great opportunity to share what I have been doing in my classroom with other teachers of introductory statistics and get their feedback. The workshop was well attended and well received. I am more confident that I am on the right path in my revisions of my class for the realities of a digital world.
At the conference I was able to be a part of the on going discussion among Statisticians about how to teach alternatives to p-values as was called for in the recent edition of The American Statistician.
Thank you for your support of my efforts to bring Stats 146 into the digital age. I hope we have an opportunity to do more of this on campus. JMP is such a valuable tool like so many of the resources at the library and people just don't know what it can do for them. If incoming students got an introduction to using JMP and downloading data from the web (web scraping) it would help them throughout their education at RIT and beyond.
Michael McQuaid, GCCIS -- RStudio::Conf2019
The conference sessions improved my knowledge and skills with the R programming language, used in two courses I currently teach and another which I'm now qualified to teach. I'm better prepared to help students with analysis and visualization in these courses!
The conference proceedings included code I can incorporate into my courses. I have already modified one course (Visual Analytics) to include some of this open source code and plan to modify the course design further based on additional open source code I received and will adapt. I have also helped one of our Ph.D. candidates with R for analysis of dissertation data and anticipate being able to be helpful to others in the same way.
This was a wonderful experience for me, meeting and hearing from scholars and industry people using R and R Studio. I have a clearer picture of the state of the art in this area and am better positioned to be a go-to resource on R at RIT.
Branko Mihaljevic, RIT Croatia -- Attend and present at Devoxx UK conference
The goal of this professional development activity was to attend the Devoxx UK conference (https://www.devoxx.co.uk/), on May 8-10, 2019, in London, UK. As a part of the Devoxx conference series (in Belgium, UK, France, Poland, Morocco, and US) and various global Voxxed Days events, Devoxx UK conference is one of the largest vendor-independent software development conferences in the world, created "by developers and for developers" and focused on Java programming language / platform and related technologies. Speaking of size, there were 1300 attendees in 3 days participating in more than 120 sessions delivered by more than 130 international speakers in 10 tracks, including topics such as the core of Java and other compatible programming languages, software development methodologies, cloud computing, containers, infrastructure, server-side Java, software architectures, modern Web, Big Data, Artificial Intelligence and others. Since I am for over two decades academically and professionally involved in software development projects and software architectures based on Java platform and related technologies, as well as organizing many Java community events in Croatia mostly through the Croatian Java User Association (HUJAK), I was additionally interested in attending the Devoxx conference as one of the most prominent places of presentation of knowledge and exchange of experience in this Java-related field to gather information about cutting-edge technologies, latest trends, and innovative solutions. I am teaching programming courses based on Java at the university colleges for the last 15 years, and this conference was directly related to my professional and research fields of interest as well as to my teaching. For me, as a faculty member and researcher from RIT Croatia, this was an excellent opportunity to connect and pursue research collaboration opportunities between our institution and the rest of the community network in the EU and UK.
Attending the Devoxx UK conference broadened my perspective on the latest trends and technologies used in the Java ecosystem and extended my professional and research network to foster possible collaboration opportunities. Some of the discussions related to our current research provided valuable feedback for our group, and we received a fresh and different perspective on our research and further activities that we plan to conduct within our group. For example, I gathered information on various topics that are current interests of our research, including modern memory management and latest garbage collection methods, polyglot programming language compiler options and various deployment scenarios, and others (new blockchain-related technologies, tools and libraries for artificial intelligence and other biologically-inspired and evolutionary computing in Java), as well as the progress of future releases of Java and status of incubator projects such as Valhalla, Panama, Loom, and Metropolis. This has an impact on my research and professional work, but also on my teaching because I intend to apply some of the presented technologies in my teaching, more specifically in some of the courses I am currently teaching in the Web and Mobile Computing BS program, as well as the ones I will be teaching next academic year in the new Information Sciences and Technologies MS program at RIT Croatia.
The results of our research at RIT Croatia were published and presented at several other conferences, mostly by our students, including Javantura, JavaCro, and IEEE MIPRO conferences. I had a chance to discuss our latest research findings with some participants at the Devoxx conference and I got valuable feedback. Additionally, I explored some new fields for research and collaboration, including new frameworks for blockchain development in Java and testing novel blockchain-based consensus protocols, various tools and libraries for artificial intelligence and other biologically-inspired and evolutionary computing frameworks in Java, as well as future Java language features and incubator projects such as value objects and generics over primitive types in project Valhalla, interconnecting JVM with native code through new Foreign Function Interface in project Panama, JVM-level user-mode thread implementation of fibres and delimited continuations, and call-stack manipulations in project Loom, and experimenting with advanced JVM implementation techniques on new Java runtime within project Metropolis. This activity will also have impact and improve and enrich my teaching of programming courses, particularly with the latest cutting-edge Java-based technologies and new technical cases, as well as provided me with valuable input for potential honor program contact courses, future workshops and possible redesign of current undergraduate or graduate courses and/or development of new ones.
I got some ideas on how to improve existing Database Connectivity and Access and Computational Problem Solving in the Information Domain III (Data Structures and Algorithms) courses I am teaching in the existing WMC BS program, and I also gathered valuable information which will help me adapt the new courses I plan to teach at the new IST MS program, including Knowledge Representation Technologies, Data Warehousing, and Visual Analytics courses.
I shared my experience and gathered feedback within our IT faculty group, which I hope to result in a synergic group benefit on proposed research topics. As an addition, I plan to present some findings through a seminar for all RIT Croatia faculty and students, which should additionally popularize our work and present some of those topics to an even broader audience. The more global benefit is to enhance research capabilities of IT Faculty at RIT Croatia in general and to motivate closer collaboration with the industry as well as our colleagues from the Golisano College of Computing and Information Sciences college at Rochester campus to do joint projects and write joint proposals in related research fields.
Jakob Patekar, RIT Croatia -- 10th Conference of the European Association for the Teaching of Academic Writing
The grant made it possible for me to attend EATAW2019 - Academic writing at intersections. This was the 10th conference of the European Association for the Teaching of Academic Writing that brought writing instructors and researchers from around the world to discuss contemporary issues and examples of good practice pertaining to academic writing.
Through numerous lectures and workshops I was able to gain insight into a variety of ways that academic writing is taught at different institutions and in different contexts. It was a great opportunity to reflect on my teaching and to pick up on several ideas that I am eagerly awaiting to implement in my classes. In addition, the lectures were quite diverse and some of them opened my mind to approaches to teaching writing that I was not aware of before. Apart from practical tips for teaching, I gained a broader understanding of the whole field of academic writing.
I noted several ideas that will result in redesigning the syllabi of my writing courses so that I can implement them in my teaching and assessment of writing. For example, I will most certainly incorporate the digital domain in academic writing, and I will align my way of providing feedback and organizing peer feedback with research-based principles.
Receiving this grant was an extremely rewarding experience - firstly, having your proposal accepted definitely feels good, and secondly, attending an international conference that brought together great instructors and researchers would not have been possible without the grant.
Marissa Tirone, CAD -- FATE's 17th Biennial Conference: Foundations in Flux conference and presentation
This grant allowed me to attend and present at the FATE conference in Columbus, Ohio. I was able to attend lectures, discuss new educational products with vendors, and give a presentation.
This conference allowed me to attend presentations regarding curriculum, methodology, and pedagogy in Foundations programs at other institutions. I was able to get a sense of the student work at other schools as well as how the faculty at those schools construct projects and evaluate student comprehension. I was also able to meet with vendors to discuss products and publications that may be helpful for teaching Foundations courses.
Some specific outcomes include changes to course documentation with student work, ideas for how to include the sketchbook component into my 3D Design classes, and new faculty connections at other universities. Additionally, it was rewarding to have so many faculty members from other schools approach me after my lecture to praise the projects and student work samples.
I am grateful for this grant program and the opportunities it provides the faculty. Conference attendance can be costly, but is immensely valuable for advancing the programs and faculty at RIT.
Cody Van de Mark, GCCIS -- Game Developers Conference (GDC)
I was able to meet with a number of other professionals to discuss the areas their companies have highest need in, how things have changed in the industry over the last couple years and where the industry is heading. In addition, I met with many other educators, including attending several educator events with companies like Unity and Autodesk. I was able to discuss what other educators are teaching and share how all of us are approaching the concepts. Importantly, I made several company contacts interested in supporting our department moving forward.
I am excited to offer a new programming course in Fall focused on technical art in media. The course has been in demand from companies and students, and because of GDC, I will be able to offer it. I received a lot of input on the course while I was at the conference, including some companies asking to hire students in that area. That’s a connection I plan to follow up on, and hopefully work with career services to cultivate.
I’m very appreciative of this opportunity and would like to thank the ILI for providing me with this grant. Opportunities like this allow us to continue to be a cutting edge university of research and practice. I hope this grant program will continue to expand. I think it's vital to RIT's success and culture if we want to be a world leader in education.
Karen vanMeenen, CLA -- Attend conference of the National Association for Poetry Therapy
Not only did I meet with colleagues and plan activities for the NAPT board and the Publications Committee for the next year, I also met with the Editor of the Journal for Poetry Therapy to plan content for future issues—scholarly service to the field as recognized by the College of Liberal Arts. As an attendee of the conference I participated in several workshops related to diverse aspects of writing and teaching poetry, prose poetry and personal essay writing including best practices for facilitating related workshops. This conference ultimately served two purposes for me: it fulfilled the obligations of the several roles I fill for this all-volunteer member organization and in my editorial role with the scholarly journal for our field, and it provided me the opportunity to learn new techniques and strategies for teaching poetry, prose poetry and personal writing in my Intro to Creative Writing, Introduction to Poetry, Creative Nonfiction Workshop, Poetry and even my First-Year Writing and Honors seminar courses. The documentary film I screened and the subsequent discussion also provided me with new ideas and content to share with my students. This experience will therefore benefit the university as I will continue to be closely involved with this professional organization and the scholarly journal for the field—all as an RIT faculty member. It will be of benefit to my students as I learned new techniques, strategies and ideas and discovered new content that I will bring into my classroom.
I did meet new colleagues and share ideas for facilitating poetry and personal writing. I already used one idea in a class at the end of the semester and have an idea for a new course I might propose for implementation in 2020. Thank you for this opportunity. Without it, Lecturers like myself would not be able to engage in the larger scholarly activities in our fields.
Fazal Abbas, COS, School of Mathematical Sciences
Present paper at Joint Mathematics Meetings
Jennifer Bailey, KGCOE, Biomedical Engineering
This grant provided funding to attend and present at the national conference for the American Society for Engineering Education with two presentations:
I also attended a workshop to help in my development as an engineering education researcher which will have a direct impact on this developing project. The opportunity has a direct impact on the redesign of a BME core course and has given me great opportunities that would otherwise be unavailable to me, allowing me to develop skills that require additional support.
Erin Cascioli, GCCIS, Interactive Games and Media
This grant funded attendance at the Special Interest Group on Computer Science Education (SIGCSE), focusing on computer science education in secondary and higher education. Attending this conference in the past has had a significant impact upon my teaching; I learned new techniques that I immediately inserted into my teaching repertoire and my students benefited from those techniques. Attending this year's SIGCSE had the same effect, allowing me the opportunity to make connections with lecturers in other universities. The pedagogical techniques and activities - particularly POGIL - will be added into my introductory programming classes this upcoming fall and shared with colleagues. I anticipate this will result in students making deeper connections to the material in our programming sequence. This is a wonderful resource for lecturers to use for professional development! Thank you for the grant!
Sandi Connelly, COS, School of Life Sciences
Attendance at the Annual American Society for Biochemistry and Molecular Biology (ASBMB) meeting impacted three aspects of my work at RIT. First, my teaching, by providing sessions on instruction in the classroom, new tools for use in education, and cutting-edge research to use as examples in classroom discussions and as resources for the students. Second, my research, as I am always looking for new collaborations for my environmentally induced DNA damage work, as our facilities at RIT are not the most up to date for this research. And, third, networking with faculty who are designing projects and curricula for online delivery. Further, I am able to present my research results and teaching results at this meeting, in different sessions, affording me the opportunity to have "two meetings in one"! The Experimental Biology meeting delivers on all of my professional needs every year, and it is a great meeting for students as well. I did not take students this year (2018) but have in the past, and will again in the future.
The biggest outcome was connecting with a research group at Austin College with whom I will be writing an NSF proposal in the spring 2019. I also connected to a group at Arizona State University who has worked to offer full degree programs in biology and biochemistry online. I am now working to bring some of that working group to RIT in the spring to meet with faculty and administrators about the need for online content delivery, and the "tricks of the trade" for working on such offerings.
Without this program, I would not have been able to travel to this meeting, as there are little to no travel funds available to lecturer's in the College of Science. It is a very important program to ensure that lecturers can stay connected in research and teaching, and, frankly, it gives them a chance to engage with peers and network with others across the country, making them stronger teachers and scholars. I certainly hope that this program continues to benefit the lives and careers of lecturers at RIT for many years to come.
Yahya Haidar, RIT Dubai, Science and Liberal Arts
This grant partially funded a project I have been working on in the last five years -- searching the library archives of Turkey for the manuscripts that were written in Mosul or by scholars from Mosul. The choice of Turkey is because Mosul (and much of the region) was part of the Ottoman Empire for 400 years prior to the establishment of the Iraqi nation-state in the early 20th century. The result of my research will be a book on the Intellectual History of Mosul during the 18th century.
The process of collecting and scrutinizing old texts has been illuminating and thought-provoking for my students - in particular in my history courses: Hist-402 Special Topic in History (Early Islamic History) and Hist-462 (East-West Encounter - with focus on the Ottoman Empire). In terms of my Anthropology classes, students in my Anth-365 Culture and Politics in the Middle East have been able to relate my research expertise to their own course as it involves a visit to the Sharjah Museum of Islamic Civilization where they get to see and read a number of medieval Islamic texts.
During the visit to Turkey, I was invited to present as a keynote speaker, my talk was entitled “Discovery of the Manuscripts of Fatḥ Allāh al-al-Mawṣilī of Darende (1091/1680 – circa 1160/1747): Some Preliminary Notes”, International Symposium on Migration and Cultural Interactions in Ottoman Empire and Turkey, Istanbul Sabahattin Zaim University, 2-3 April 2018.
I believe a grant in the field of historical research and giving RIT faculty the ability to conduct fieldwork overseas enriches the university's profile and diversify students' interests. In this case, a research on a brighter history of a Middle Eastern city which has recently made headline news for all the wrong reasons certainly enhances cultural understanding and tolerance.
Petko Kitanov, COS, School of Mathematical Sciences
Present at the January 2018 Joint Mathematical Meetings
Marca Lam-Anderson, KGCOE, Mechanical Engineering
Participate in panel discussion at the ASEE annual conference
It has been quite a long time since I've gone to a conference focused on teaching and learning. I was able to attend many sessions that gave me ideas for improving my own teaching. I was also able to network with many lecturers from other institutions, and share our tactics on how to effectively teach the number of students we have each term. It was useful to hear that other institutions are struggling with balancing tenure-track with lecturer type faculty and how we lecturers are treated. I also attended several sessions on diversity, and what other institutions are trying. From my point of view, RIT is well ahead of the diversity initiative, especially when it comes to women in STEM. While I get to attend the annual SWE (Society of Women Engineers) conference, which is obviously dedicated to the task, the ASEE conference addressed inclusive environments in the classroom. At the panel session I participated in, we were able to discuss how each of us has a successful SWE student section. While the audience was relatively small, there was a healthy discussion that I think really helped some of the new advisors in the audience. The diversity of institutions represented by the panel was able to address issues across the board - small, medium and large sections.
The specific outcomes from this conference will be a tweaking of my course designs for all my classes to include some of the ideas presented at the conference. I was also able to make connections with faculty at other institutions, and re-establish some with people from Cooper Union, where I taught until 2006.
I regret not asking to attend an annual ASEE conference sooner. I think there is a lot of value for all faculty to go on a regular basis, i.e. every 3-5 years or so. There are many ideas that are freely shared, whether in sessions, hallway conversations, or over breakfast at the hotel. I am returning with several ideas on how to make both the large lecture classes I teach, as well as the smaller ones, an even better experience for the students. It is easy to get in a rut when teaching the same or very similar classes each year. While there is a lot of sharing at RIT, it is important to know what other institutions are trying too.
Kate Leipold, KGCOE, Mechanical Engineering
Attend an ABET Fundamentals of Program Assessment workshop
I was able to travel to Baltimore, MD to participate in the ABET Fundamentals Workshop. This full day workshop covered designing assessment processes, developing measurable student outcomes and applying data collection and data reporting methods.
I have been asked to fill the role of Assessment Coordinator for my department. This role includes submitting annual reviews for middle states accreditation, but ultimately it will be my duty to write the self study report for the department ABET accreditation in 2020. ABET accredits college and university programs in the disciplines of applied and natural science, computing, engineering and engineering technology at the associate, bachelor and master degree levels. I did take away some very interesting aspects of assessment for use in my own courses, but ultimately the majority of the impact was on the department as a whole, and my expanding role within the department. When we as a department are held to a continuous improvement cycle, ultimately the students will benefit from our self reflection and thoughtful efforts for improvement. Having gone through this training, I have a much better understanding of what ABET is looking for in the programs it evaluates.
Following this training, I immediately documented my departments improvements for the 2017- 2018 RIT Academic Program Improvement Progress Reports. Last year was the first year I needed to complete this report. This year's report was much clearer and came together much quicker with a good idea of how to appropriately document improvement processes and assessment. I appreciated the committee's willingness to work with me on extending my timeline based on the workshop dates. The lecturer grant is a wonderful opportunity for faculty to network, and expand their skills. I will encourage my colleagues to apply in the future.
Amy McLaren (Williams), CAD, School of Art
Attended a drawing workshop with artist Timothy Hawkesworth where I learned various new methods of drawing and painting resulting in new techniques being taught to students in my classes. Not only am I inspired to do new projects in drawing with my students, but I have become a better artist to demonstrate these techniques. This grant was wonderful in giving me the opportunity to learn and perfect my drawing and painting abilities. Also, the teacher I worked with was a fantastic speaker and gave historical and modern references of artists that worked in different ways through PowerPoint presentations. I will bring this information to my students as well.
Angelina Maia, CHST, Wegmans School of Health and Nutrition
Attend the annual meeting of Motivational Interviewing Network of Trainers (MINT)
Milivoj Markovic, RIT Croatia - Zagreb, International Business
Attend three-part complementary Management Case teaching and writing workshop at International Institute for Management Development
I received this grant to attend three workshops in five consecutive days at IMD Business School at Lausanne, Switzerland. Workshops were delivered by The Case Centre on the following topics: (1) Successful Case Teaching workshop; (2) Mastering Multimedia Cases; and (3) Writing Effective Cases.
Since I teach two capstone strategy courses at RIT Croatia's International Business program: (1) Strategy and Innovation and (2) Global Entry and Competition Strategies I will use valuable knowledge and skills acquired at these workshops to advance my case teaching practice in these courses. With both courses I use a variety of cases to introduce students to real life strategy problems. In Strategy and Innovation I use one full weekly session to analyze and discuss a particular business case relating to a weekly topic. In Global Entry I use short classroom cases to highlight a real world application of a particular concept we are covering. I also use case based teaching method in two other courses I teach: (1) Managerial Skills and (2) Leadership in Organizations. Skills and knowledge acquired in these workshops are also applicable to these two course. I have been asked by my colleagues who are not using the case method in teaching to provide them with guidance on how to teach with cases. After attending these workshops I have more than enough material to share with them on how to get started and I am also able to provide personal advice. I have also used mini-cases I have written myself in my teaching. After attending the workshops, especially the Writing Effective Cases workshop, I have the skills to expand these cases to a more comprehensive level and for a wider use.
I will definitely add more case method teaching in my courses which means that I have to redesign courses. My plan is to flip one of my strategy courses (Global Entry and Competition Strategies is a candidate for this) in such a way that students will cover the conceptual and theoretical material at home, prior to coming to class, and the classroom will be devoted to application of the concepts and theories they have studied at home through business case analysis.
I am very grateful to RIT for having this grant program and for awarding me this grant. RIT Croatia is competing in a challenging environment against a number of private colleges and public universities. Students choose RIT Croatia because they are pursuing a US style education with small and interactive classroom groups and most importantly because they highly value real life problem-based learning, contrary to theory driven lectures that many competing Business schools in the region are pursuing. Skills I acquired by attending this workshop will help me develop additional competence that will directly impact the experience of my students through increased quality of teaching, hence directly contributing to RIT Croatia's competitive advantage.
Rick Mislan, SCB, MIS/Marketing and Digital Business
Attend behind-the-scenes view provided by RIT Alumnus Caleb Barlow, IBM Threat Intelligence VP's cyber command center in Boston
Heidi Nickisher, CAD, School of Art
Attend and present a paper at the Popular Culture/American Culture Association (PCA/ACA) conference
Attended the Popular Culture/American Culture Association (PCA/ACA) conference in Indianapolis, Indiana, and presented a paper, “Fretting the Popular: A Design Story.” A nineteenth-century British architect once commented upon examples of Mexican pottery in the British Museum, stating that in “illustrations of the architecture of the Yucatan we have several varieties of the Greek fret: one especially is thoroughly Greek.” This seemingly simple comparative statement is the jumping off point for my discussion—in general, the sculptural ornamentation found on Classic Maya architecture, and in particular, the Ennis House in Los Angeles, a home designed by Frank Lloyd Wright, who visited the World’s Columbian Exposition in Chicago in 1893 and walked the Midway where he saw plaster casts of Mayan temple ruins. The design for the Ennis House was based on his interpretation of these ancient temples.
The conference provides a venue to exchange ideas with colleagues but also, more importantly, the research contributes to my discipline and factors into my teaching success. Some of the research for this paper contributes to my ARTH 572 “Art of the Americas” class, which I will teach Spring 2019, but also to ARTH 561 Latin American Art, which likely should be taught AY 2019-20.
The major specific outcome is the conference presentation! These professional development grants are fabulous opportunities for lecturers!
Ulrike Stroszeck, CLA, Modern Languages and Cultures
Attend the Northeast Modern Language Association's conference
I attended the NeMLA conference in April 2018, attending numerous sessions on language pedagogy , literature and film, and on using various new technologies for online language teaching and learning. I am developing two new courses: a blended Beginning language course and a course that will use reading and writing as a means to increase students'vocabulary and grammatical accuracy. I found the sessions offered at this conference to be extremely helpful for both.
I will know the student outcomes after the end of the semester, but even in preparing the material for these two new courses, I will be using new types of "texts" (i.e., visual advertisements, comic strips, film reviews, newspaper ads etc.) to teach specific types pf grammar points in context and to make the students reproduce certain formulae found in these unconventional texts - an idea that took shape as a direct result of this conference. For the blended course, I am looking at the use of virtual reality to make the content come alive, and at NeMLA, I participated in many formal and informal discusssions on the best methods of integration of such media into the online curriculum.
Thank you very much for this grant. Without it, I would not have been able to attend NeMLA, and that would have left me rather behind my colleagues at other institutions in several ways. I thnk it is essential to be able to keep up with the newest thinking on both course materials and methods. This grant is an incrediby valuable tool especially for those who have otherwise very limited travel funds. It makes a huge difference. Thank you!
Aditya Yechan Gunja, COS, School of Physics and Astronomy
Attend the 2018 American Association of Physics Teachers Winter Meeting
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.
Angelina Maia, CHST, Nutrition Management
I used these funds to attend the annual conference of the Society for Nutrition Education and Behavior (SNEB). Our practice group within SNEB had a program session proposal accepted at this conference. It was also the 50th anniversary of the association. Our session proposal was on weight stigma and its impact on health and we had a leading expert in the field come as our invited guest. I learned the latest research on this topic to bring back to my classes at RIT, specifically "Techniques in Dietetic Education". Since this is an emerging topic in nutrition, especially in the area of counseling and education, this information was invaluable for me as a teacher of future nutrition professionals. I also will be able to use this information when I sit on a panel as a nutrition expert for National Eating Disorders Awareness week here at RIT.
I connected with one of the leading experts in the field since she was our invited speaker and she has been a wealth of information. I am working on adding a new lecture in my Techniques in Dietetic Education course to cover this new information. I also learned of new self-evaluation tools that students can use to evaluate their own bias towards patients struggling with their weight.
I can't say enough how appreciative I am of these grants for lecturers. Without this grant I just wouldn't have the funds to support the travel to these conferences. It keeps me connected to my colleagues that are across the country, even the globe. This year at the conference I actually reconnected with a former student that I precepted at Tufts Medical Center in Boston 12 years ago while she was a dietetic intern. I was able to support her as she worked on a proposal for a new practice group within SNEB called Digital Technology in Nutrition Education. Thank you for this opportunity for added support, it is appreciated.
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 which 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.