This is the program for the October 7, 2011, CUNY SI Mini-Conference at Lehman College/CUNY.

1. Acknowledgements Mind to Mind, Hand to Hand:
The Lehman College Teaching & Learning Commons
and the Lehman SEEK Program would like to thank the following
CUNY SI Mini-Conference
organizations and individuals for their support of the
CUNY SI Mini-Conference:
Santa Arocho Zhanna Khushmakova
Jerold Barnard Pierre-Antoine Louis
Ronald Bergmann Mark Peart
Andre Bruce Delci Peralta
Migdio Dominguez Camille Plummer
Melissa Espinal Maria Ramnarayan
Gina Rae Foster Mariana Schmalstig Friday, October 7, 2011
Angela Garcia David Stevens
Jayme Heffler Robert Whittaker 9 a.m.—2:30 p.m.
Annette Hernández Rasun Williams
Sabrina Heyward Karrin Wilks Multimedia Center
CUNY Office of Undergraduate Studies
Lehman College Buildings & Grounds Staff
Hosted by:
Lehman College Public Safety Staff
Lehman Media Services
Lehman Multimedia Center Lehman College
& Lehman College
Nayyars Sons Catering
Teaching &
Wiley & Sons Publishers SEEK Program
Learning
Lehman College/CUNY, 250 Bedford Park Boulevard West, Bronx, New York 10468 Commons
Lehman College Website: http://www.lehman.edu
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2. Concurrent Sessions, 1:45—2:30 p.m.
Welcome
Teaching (With) Virtues Through Incorporating Supplemental Instruction
(MMC Room B85)
Dear Colleagues and Guests:
Presenter: Gregory B. Sadler
Welcome to the first CUNY SI Mini-Conference! We are delighted to host our Marist College
colleagues from CUNY and other peer-learning involved programs and institutions. My presentation will focus on identifying, understanding, and cultivating batches of
It is our hope that today will bring together great people with exciting practices associated skills and dispositions desirable and needed if SI leaders are to perform their
and ideas, and in doing so, that we enrich each others’ work and commitment to functions well, and if instructors are to effectively integrate SI leaders into their
excellence in teaching and learning. courses. These sets of skills and dispositions are termed intellectual and moral virtues in
classical (particularly Aristotelian) Moral Philosophy, upon whose resources I will be
Please enjoy the company of new and well-known colleagues across disciplines and
drawing to illuminate topics in my presentation. I will also be drawing on my three year
projects while you share your experiences and expertise. Peer-led and peer-assisted
experience of full-time teaching Core courses and employing SI leaders at Fayetteville
programs have proven to be some of the most innovative and yet practical aca- State University, which included some successes and also some failures with SI.
demic interventions in higher education; the range of ideas and approaches in to- In the course of my presentation, I will introduce the participants to some of the
day’s presentations and workshops demonstrates the transformations that we rudiments of classical moral theory, discuss what intellectual and moral virtues are and
create when faculty, staff, and students work together towards common goals. how they are cultivated, identify which virtues are particularly needed by SI leaders and
We hope you will continue today’s discussions online and in person over the next instructors and how they may be thoughtfully cultivated and progressively built. I will
year and that this will become an annual or biennial CUNY event. also provide participants with take-away resources to assist them in further study of the
matters discussed.
Warmly,
Gina Rae Foster, Director
Lehman Teaching & Learning Commons
Santa Arocho, Academic SEEK Program Manager
Lehman SEEK Program
Mind to Mind,
Melissa Espinal, Acting Coordinator Hand to Hand
Lehman STAR Mentoring & Coaching Program
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3. Concurrent Sessions, 1:45—2:30 p.m. Schedule
9:00 – 9:30 a.m. Breakfast & Registration
The Effects of Study Skills Training and Peer Coaching of “At-Risk Students”
Multimedia Center Conference Room
on Retention and Passing Rates in a Remedial Mathematics Course (MMC Room B83)
Presenters: Leonid Khazanov, Michael George, and Chris McCarthy
9:30 – 10:30 a.m. Welcome, Panel Discussion
Borough of Manhattan Community College Carman B08
10:30 – 10:45 a.m. Break
Low passing rates in remedial mathematics are a major concern at CUNY and at 2-year 10:45 – 11:30 a.m. Concurrent Sessions
colleges across the nation. In this CUNY-funded study, a two-tiered treatment was im-
Multimedia Center Classrooms B81, B83, B84, & B85
plemented: (1) incorporating the teaching of study skills strategies into the course, and
11:30 – 11:45 a.m. Break
(2) assigning peer coaches to high-risk students to help them pass the course. Based on
11:45 a.m. – 12:30 p.m. Concurrent Sessions
a set of survey and pretest measures, students enrolled in five experimental sections of
Multimedia Center Classrooms B81, B83, B84, & B85
Introductory Algebra were identified as being “at risk” of course failure. High risk stu-
12:30 – 1:15 p.m. Lunch
dents were offered peer coaches. The peer coaches were successful mathematics stu-
Carman Hall Cafeteria, First Floor
dents recruited by the PIs and trained in tutoring and mentoring strategies. Each in-
1:15 – 1:45 p.m. Multimedia Showcase
structor was also assigned one control section of the same course, for which the treat-
Multimedia Center Classroom B81
ment was not implemented. Data showed the attrition rate to be significantly lower in
the treatment groups; the overall passing rate for coached students was significantly 1:45 – 2:30 p.m. Concurrent Sessions
higher than for un-coached students. Multimedia Center Classrooms B83, B84, & B85
Prescription for Success: Using ePortfolio Mentoring to Prepare Non-Traditional
Students to Compete in the 21st Century Job Market (MMC Room B84)
Welcome & Panel Discussion, 9:30—10:30
Presenters: Patricia Burke, Christine Porter, and Christine Chang
Welcome
Queensborough Community College
Carman Hall, Room B08
This session describes the Prescription for Success program: a model integrating ePort- Mary Papazian, Provost, Lehman College
folio, Writing Across the Curriculum, and Service Learning in a community college. Karrin Wilks, Dean, Undergraduate Education, CUNY Central
Graduate nursing students provided structured ePortfolio and writing workshops to im- Robert Whittaker, Associate Provost, Lehman College
prove the information literacy, technology and writing skills of students in a pre-
Panel Discussion
licensure associate degree program. Students in their capstone experience were eligi-
ble to submit their ePortfolios to the Nursing Student ePortfolio Showcase Award. ePort- Joyce Zaritsky, Professor and Program Director, Academic Peer Instruction (API)
folios were judged by a cadre of community partners from healthcare organizations LaGuardia Community College
Clyde W. Lewis, Student Instructor, Black Male Leadership Mentor Program
and four year nursing programs. This presentation will provide an overview of the inte-
Mathematics Initiative
grative curriculum with highlights from graduate student workshops and links to the
City College
Award ceremony. Santa Arocho, Academic SEEK Program Manager
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4. Concurrent Sessions, 10:45—11:30 a.m. Multimedia Showcase, 1:15—1:45 p.m.
ePortfolios for SI Leaders and SI Assistant Supervisors (MMC Room B81)
The Peer-Led Team Learning Model: Engaging Students in Mathematics Gina Rae Foster and Melissa Espinal
and Science (MMC Room B84) Lehman College
Presenters: Janet Liou-Mark, AE Dreyfuss, Laura Yuen-Lau, Mursheda Ahmed,
Amelise Bonhomme, Juan Meija, Beili Wang, Karmen Yu, and Yi Ming Yu The STAR Mentoring and Coaching ePortfolios bring together pedagogy, project man-
New York City College of Technology agement, student leadership, service learning, and supervision theory and skills for
STAR Mentors and Coaches. Using Digication as a platform, STAR Mentors and Coaches
Peer-Led Team Learning (PLTL) is a student-centered instructional model for science work to demonstrate their mastery of the SI STAR model and to stay current with their
and mathematics where students actively learn in a small group facilitated by a peer assigned responsibilities. These ePortfolios form the core of a hybrid experimental
leader. Typically, 8-10 students meet weekly with a peer leader, working as a team to course in peer learning and peer leadership while allowing program administrators to
solve carefully structured problems. These modules utilize key course concepts, chan- maintain program consistency and to provide ongoing professional development.
nel student efforts into effective collaboration, and provide meaningful and relevant
Using Blogger for Tutors (MMC Room B81)
demonstrations of applications. Peer leaders facilitate workshops by ensuring that the
Sarah Blazer, Dominick Gregory, and Neisha Green
team members engage with the materials and with each other, building commitment
Lehman College
and confidence, and encouraging meaningful discussions. Administrators, mathematics
and science faculty, and chairpersons are welcomed to participate in this workshop. This fall, ACE writing tutors have moved our virtual community from Digication to Blog-
ger after realizing that a blog could provide a more conducive environment for our ideal
virtual space. As writing tutors, we wanted to have a space in which anyone could post
at any time on anything pertaining to our work in the ACE. The blog is at once, though
not only, a visually appealing space for friendly chatter, reflections on readings and tu-
toring session observations, staff-created resources, and the exchange of ideas about
new resources and discoveries. Tutors will be available to present and discuss what
The SI Star: Review Session Building Blocks (MMC Room B83) they value about our new virtual space.
Presenters: Melissa Espinal, Camille Plummer, and Mark Peart
Using WileyPlus in A&P SI Sessions (MMC Room B81)
Lehman College
Gina Rae Foster and Melissa Espinal
The Lehman SI Star model was developed from the UMKC SI Model, constructivist Lehman College
pedagogy, project management, facilitation, and community and family resiliency
At Lehman, Anatomy & Physiology instructors use WileyPlus as an integral part of
theories. The SI Star model was implemented in the spring 2010 semester at Lehman
teaching pre-nursing and pre-health science students. WileyPlus offers online textbook
College and has improved SI Session quality and consistency as well as contributed to
and course management for faculty and students. STAR Coaches who support Anatomy
the overall success of the program with students and faculty. During the workshop, we
& Physiology students have used WileyPlus in their review sessions with great success,
will demonstrate the SI Star Model and its use in structuring SI Leader activities and
partnering with the instructors to create and reinforce activities for study and exam
responsibilities.
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5. Multimedia Showcase, 1:15—1:45 p.m. Concurrent Sessions, 10:45—11:30 a.m.
The Vital Role of Training in a Peer Tutoring Program (MMC Room B85)
The Livescribe Smartpen: The Impact of Intelligent Use of Technology on Academic Presenters: Joyce Zaritsky and Andi Toce
Achievement for Students with Disabilities (MMC Room B81) LaGuardia Community College
Jill Roter At LaGuardia, Academic Peer Instruction (API) has been in place for over 18 years. Dur-
Lehman College ing this time we have demonstrated that students who participate, achieve on the aver-
The Livescribe Smartpen is one of the best examples of the transformational impact age ½ to one letter grade higher than those who do not.
that technology can have on learning strategies, academic outcomes, and student Tutor training is one of the most essential factors that contribute to a peer tutoring pro-
autonomy in higher education for all involved, in particular for students with disabilities. gram’s success. We have learned that if tutors are not extensively trained, they will of-
For the past year, through its Livescribe Pilot Program, the Office of Student Disability ten become “second teachers,” lecturing to their students, rather than coaches or
Services (SDS) at Lehman College has been training students with various disabilities to facilitators who encourage their students to become active learners.
use the pen, and coaching them to develop new notetaking and review strategies. Mul- This presentation will focus on the “nuts and bolts” of our tutor training program. We
timedia Showcase attendees will have the opportunity to use the Livescribe Smartpen, will show through actual training syllabi and lesson plans how our training program is
become familiar with the SDS's program, and gain insight into ways Lehman's students designed to mimic what and how we want our peer tutors to design and carry out their
with disabilities are able to attain academic success. own sessions.
Open Hostos! Open Access for Innovation in Scholarship, Teaching, & Learning
(MMC Room B81) A Process Infusion: Supplemental Instruction in the Culinary Classroom
Elisabeth Tappeiner and Sarah Brennan (MMC Room B81)
Hostos Community College Presenter: Andi Sciacca
The Culinary Institute of America
The open access movement encourages the creation and free exchange of educational
tools and scholarly resources among educators and students. A less well-known com- At The Culinary Institute of America, we employ various forms of Supplemental Instruc-
ponent is Open Educational Resources (OER’s), which consists of virtual tutorials, lab tion almost as a matter of course, based on the strictly regimented traditional brigade
experiments, open textbooks, podcasts, syllabi, videos, recorded lectures, etc., created de cuisine of the classic French kitchen, and its impact on our academic classrooms.
and shared by teachers, mentors, and students. Open class notes, PowerPoints, You- However, in the nonlaboratory classrooms, this system of peer-assisted learning is un-
Tube videos, iTunes files, documents, pages, and posts are a rich source of materials for derutilized as a means of sharing knowledge.
peer-tutors, coaches, and mentors to use in one-to-one, small, or large group interac- This presentation would be of particular interest to educational developers interested
tions. Using a visual demonstration, viewers will experience a virtual tour of free, qual- in vocational transfer, inter-disciplinary programs, professional development opportuni-
ity, digital resources and walk away with a handful of exciting starting points and tips to ties for undergraduates, and those interested in culinary, apprenticeship-based models
using OERs outside of the classroom. These and other resources will also be easily ac- for education.
cessible on our Open Hostos blog.
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6. Concurrent Sessions, 11:45 a.m. -12:30 p.m. Concurrent Sessions, 11:45 a.m. -12:30 p.m.
A Non-Traditional SI Model for General Chemistry at Monmouth University
Strengthening the College Pipeline: College Student as Mentors to High School (MMC Room B81)
Students (MMC Room B84) Presenter: Neva Pontoriero
Presenters: Rachel Smith, Jody Clark-Vaisman, Nancy Aries ,and Ben Shuldiner Monmouth University
Baruch College
This presentation explores the evolution of Supplemental Instruction for General Chem-
Mentoring as a strategy to support high school students is assumed to impact students istry courses at Monmouth University from the program’s initial launch to its current
developmentally and cognitively, although evidence is still limited. We will discuss how model. Though originally offered as a traditional model in only three sections of the
best to study program design in relation to program impact on mentors and mentees. course, high demand for SI sessions, coupled with the department chair’s support of
Interest derives from the piloting of a mentoring program that involved students from the program, resulted in expanding SI during the second half of the semester to include
the Baruch College Honors Program and honors societies and high school sophomores all students enrolled in General Chemistry. Since limited funding prevented the hiring of
and juniors from the High School for Public Service (HSPS) located in the Crown Heights additional SI leaders, the number of SI sessions offered each week remained the same,
section of Brooklyn. HSPS has a graduation rate of 98% with all of the graduates being but possible attendance at each session increased drastically; any General Chemistry
accepted to college. However, of the students who enrolled at a CUNY school, more student was now able to attend any of the leaders’ SI sessions. Results showed that not
than half required remediation in either English or math. A mentoring program was pi- only does the non-traditional SI model assist additional students in achieving academic
loted in winter 2011 to help these students improve their overall performance. The pro- success, but it does so without incurring additional program costs to accommodate a
gram’s goals are to help high school students succeed academically and socially. larger population.
ePortfolios and Peer Mentoring: the LaGuardia Experience (MMC Room B85)
Presenters: Mercedes del Rosario, Josephine Corso, Pablo Avila, and Maria Romano
LaGuardia Community College
“Becoming A Master Student”: Tips and Techniques for Training SI Leaders How
to Teach Study Skills (MMC Room B83) This presentation explores two transformative educational models in the forms of
Presenter: Santa Arocho ePortfolios and peer-mentoring used hand-in-hand to provide LaGuardia students a
Lehman College means to construct and make meaning of their own learning. Influenced by Aristotle’s
Faculty, staff, and Learning Support Staff such as SI Leaders are or have been excellent paradigm of “archons,” peer mentoring at LaGuardia is realized through the ePortfolio
and independent learners in their academic careers and show students how to study. studio hours taught by student ePortfolio consultants. The studio hour as a program is
However, how do we know students truly understand how to study better? an integral backbone of the ePortfolio Initiative at LaGuardia; here the actual design
This workshop will teach you how to get started to train your learning support staff and and development of ePortfolios is done. The process behind the development of ePort-
students in basic academic survival skills for maximum student success using folios and the resulting products themselves are a case study of both the student teach-
Ellis’ newest addition to his college survival books: The Essential Guide to Becoming A ers and their students making meaning of their own learning. The learning dynamic
Master Student 2nd edition. This book facilitates teaching students better study skills within the digital landscape of an ePortfolio provides a strong argument for how peer-
with the use of hands-on exercises and activities that involve students and help them mentoring and ePortfolio makes transformative learning predicated on reflection, criti-
understand and apply study skills learned right then and there. cal thinking and social networking pedagogy possible.
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