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Peer-to-Peer Tech PD
Get PDFWith the wide availability and ever-changing nature of instructional technology, there is an increasing need for continuous professional development for educators. This workshop will describe a pilot program which offers an integrative approach to peer-led professional development and the use of instructional technology in college courses. Participants will interact with technology tools while planning ways to customize content-specific professional development to meet the needs of 21st century learners
Glitch-Writing, or, How to Break Twitter
No full text“Glitch-Writing, or, How to Break Twitter” is a series of blog posts meditating on glitch-writing, and a set of teaching materials, including a glitch tutorial and critical reflection prompts for teaching
The Art of Inclusion: Marketing Toward Social Good
Get PDFThe theme of this research emerges from a pedagogical philosophy that it is essential to learn the significance that business has upon society while working with a neighborhood non-profit. Undergraduate Business students from Molloy College pitch their business and marketing recommendations to a local non-profit supporting the mission of the College through transformative learning. Having students enter into the business world where profit is a healthy by-product, but acquiring the proper disposition in the process is critical toward today’s career development. The Capstone project helps develop tomorrow’s sought out ethical and social leaders. The learning activity leading to this learning outcome requires the undergraduate business students to experience this type of real-world project. The students are presented with an opportunity to study the most prevalent issues their assigned non-profit is facing and they are to collectively make a set of turnkey recommendations that will ultimately lead to social good
The Ultimate Assessment of Learning, is in Doing: A Business Capstone Experience
Get PDFThe Mission of Molloy College drives its curriculum content, delivery methods, hiring decisions, and student learning outcomes. In alignment with the College’s mission, each student graduating from the Business School must be able to demonstrate all that the student has learned throughout his or her journey. The ultimate evidence of learning is in ‘the doing.’ Over the past few years, the annual meeting of the Northeast Business & Economics Association has become a forum to share and discuss the pedagogical philosophy of the Molloy College Graduate Program. A series of publications has documented the evidence of learning at both the course and program level. Every MBA graduate must demonstrate that he or she can draw from the knowledge, skills, and disposition developed within the graduate program and be able to publicly demonstrate that the learning can be applied in the real-world. The mission of the institution establishes the founding belief in social responsibility, service, community, and study. The college’s commitment to student learning and academic excellence is demonstrated by the transformative education experienced by the students. The students’ evidence of learning must not only solve a real-world business problem, but must also lead to social good
Spectator Free Speech: Is the Right to Cheer a First Amendment Free Speech Right?
Get PDFThis paper explores the parameters of the limits of sport spectator under current law. The nature of the venue will be examined. The difference between the arena of a public university, an arena subsidized by public funds or tax incentives, and a privately owned stadium will be compared and analyzed. Paying customers in a place of public accommodation have the right to speak, be heard and not have to hear offensive speech. Is there an assumption of risk involved in the foreseeability of what is known or culturally expected to occur in the sports or entertainment facility? Should a patron who knowingly purchases a ticket to sit in the right field bleachers of Yankee Stadium, the Blue Seats at Madison Square Garden, the Dawg Pound in Cleveland or in the vicinity of the Cameron Crazies at Duke University consent to predictable community behavior including speech? Does the analysis change based on the actions of the player or fan? Wearing a Boston Red Sox hat at Yankee Stadium or inciting fans by making gestures to the crowd or a competitor dancing on the insignia of the opposing team
Dialogic Teaching in a Detracked High School ELA Class: We Talk Here
Get PDFThis dissertation combines the two fields of dialogic teaching and detracking in a study of one teacher’s English Language Arts high school classroom. The policy of tracking students into separate academic classes perpetuates segregation and is antithetical to the principles of democracy. Dialogic teaching is where students and the teacher engage in inquiry and exploratory talk to co-construct knowledge, and all students are provided with frequent opportunities to express their voices. Grounded in theory that views language and identity as socially constructed and situated, this qualitative case study examined how students from different racial, socio-economic, political and cultural backgrounds worked together to co-construct meaning through academic discussions based on a variety of texts and critical topics. It also explored the key elements of the focal dialogic classroom, the epistemological beliefs and instructional practices of the focal teacher, and the ways students made sense of the class. The purpose of this research was to determine whether dialogic teaching, coherently introduced, could help all students fundamentally shift their identity, develop confidence in their voice, and increase their agency as students and as citizens in a democracy. To better understand the dialogic, detracked classroom and how students perceived dialogic teaching and its impact, I conducted fieldwork in the focal class during the 2018-19 school year. Data collection included 52, 40-minute observations, eight interviews with the focal teacher, and interviews with the 23 students. This data was triangulated with student demographic data; student writer’s notebooks; student reflections; and the focal teacher’s plan books, reflections, and academic writing. The findings illuminate the ways that the focal teacher used intentional listening and explicit instruction of student talk skills to level the playing field for all students. The teacher also promoted the idea that ability and intelligence are not fixed and that students learn best when learning is socially constructed. Students reported that the class had an impact on transforming their identity, developing confidence in their voices, and activating their agency as students and citizens. Dialogic instruction was shown to be an effective method for detracking, while maintaining academic rigor that benefited all students. Further, detracking allowed students to widen their conceptual understandings of the material through the benefit of working in small heterogeneous groups with students from other tracks. Implications of this study point to the potential for dialogic teaching to facilitate detracking, to change the trajectory of students’ academic identities, and to fulfill the mission of public schools in educating future citizens in an increasingly diverse society
Expanding the Campus-Wide Sudden Cardiac Arrest Safety Net
Get PDFPoster Presentation / Second Place Poster Winne
Daily Meteorological Report
Get PDFMeteorological Methodologies and Equipment: - Davis 6152 Wireless Vantage Pro2 Weather Station - USGS Tide Gauge - NOAA Rain (precipitation) Gauge - Hand held salt water thermometer - Yard stick - NOAA anemometer CERCOM’s Research Assistant Mr. Kyle Maurelli is responsible for maintenance of co-op NWS weather station at CERCOM and submission of daily weather data to NOAA-NWS database 365 days per year
Organizational Identity and Esports in Higher Education
Get PDFThe concept of organizational identity, originally developed by Albert & Whetten (1985), can guide the strategic decision making process of executives. In consideration of organizational identity, university administrators, cognizant of the competitive U.S. higher education marketplace, may promote an intended image to distinguish their schools from competitors and gain the attention of attractive student candidates. Despite the rapid emergence of esports at the collegiate level, no data is known to exist that links organizational identity to collegiate esports and its associated issues. The author proposes a research design, using a classification protocol employed by Gioia & Thomas (1996), in anticipation of a study to determine the roles of organizational identity and intended image in collegiate esports. Potential findings may demonstrate the relevancy of the organizational identity and image constructs in higher education in relation to perceptions of esports programs and success
The Molloy Student Literary Magazine Volume 16
Get PDFThe Molloy Student Literary Magazine, sponsored by Molloy College’s Office of Student Affairs, is devoted to publishing the best previously unpublished works of prose, poetry, drama, literary review, criticism, and other literary genres, that the Molloy student community has to offer. The journal welcomes submissions, for possible publication, from currently enrolled Molloy students at all levels. All submitted work will undergo a review process initiated by the Managing Editor prior to a decision being made regarding publication of said work. Given sufficient content, The Molloy Student Literary Magazine is published twice annually in Spring and Fall.https://digitalcommons.molloy.edu/eng_litmag/1007/thumbnail.jp