Teaching and Learning Conference

Conference Schedule

Welcome & Registration

9-9:25 a.m. (Monroe Lecture Center, Room 142)

Opening Remarks from Provost Charlie Riordan

9:30-9:40 a.m. (Monroe Lecture Center, Room 142)

Session One

9:50-10:35 a.m.

Successful Service Learning: Course Integration and Ideas
C.V. Starr 202
Martine Hackett (Population Health)

Service learning is a teaching method that combines community service with academic learning to improve both the student and the community. In the course Introduction to Public Health, students work on a group project throughout the semester that meets the needs of the local community. Additionally, students have two class sessions on site with community members, the first to meet the people they will be working with and the second to present back what they accomplished. The Hempstead Housing Authority has been the site of these service learning projects over the last five years, and during that period there have been many lessons learned. This presentation will offer steps to successfully integrate service learning into coursework, identify the potential challenges, and share what some of the outcomes have been for the community and the students. The session will be interactive as participants devise ways that they can use service learning in their courses and plan possible pathways for success.

Introduction to Using ChatGPT and Prompting
C.V. Starr 204
David Dinowitz (EdTech)

Discover how to harness the power of ChatGPT in your teaching and administrative tasks during this introductory workshop. We'll cover the basics of effective prompting to get the most out of ChatGPT, and explore other GPT models and custom GPT options tailored to your specific needs. Join us to enhance your productivity and creativity using AI-driven tools.

*Participants are encouraged to bring their own laptop or mobile device.

Canvas: You and Your Syllabus
C.V. Starr 204a
Elisabeth Ploran (Psychology)

This session will help you set up a very basic Canvas page for your course(s), including working through editing the home page with your information, uploading your syllabus in the right spot, and removing some of the extra bells and whistles that auto-populate and clutter things up. If you have never touched Canvas and are a skeptic, this is the place for you! Bring your laptop and your favorite headshot so you can get setup with style.

*Participants are encouraged to bring their own laptop or mobile device.

Engaging Online Learners Using Multimedia Case Studies
C.V. Starr 205
Suzanne Berman (Journalism, Media Studies, Pubic Relations, Lauren Hindman (Management and Entrepreneurship), Gail Marcus (Population Health) Alex Smiros (Ed Tech)

This session will showcase how faculty can bring online learning to life by developing multimedia-based, interactive case studies. Three faculty members from diverse disciplines will share their journey in collaborating with the EdTech instructional design team to create these dynamic resources, which blend videos, simulations, branching scenarios, and formative assessments to support critical thinking and application of knowledge in fully online courses. Through an interactive discussion and hands-on exploration, participants will gain insights into the course development process, including project planning, design considerations, and the role of multimedia elements in enhancing engagement. Faculty presenters will discuss the challenges, successes, and lessons learned as they worked with instructional designers to tailor content to their courses’ unique goals and student needs.

Using Nearpod to Enhance Active Learning in Large Language and Literature Classes
C.V. Starr 209
Patricia Welch (Comparative Literature, Language & Linguistics)

In Democracy and Education (1924), John Dewey wrote that learning “is an active, personally conducted affair,” (390) a statement that highlights that education is “doing” something that happens through students’ committed involvement in the creation of knowledge, not merely as the passive receivers of knowledge. This presentation explores the use of Nearpod, a web-based multimedia learning tool that can be used in various ways to enhance active learning, engagement, collaboration and discussion in a variety of class settings. I have used Nearpod since 2019, and extensively since 2020, as it provides tools to “flip” instruction and a variety of synchronous and asynchronous active learning strategies. In this hands-on workshop, the instructor will guide participants through creating a dynamic and interactive Nearpod presentation, using a variety of the available Nearpod tools and/or Google slides integration.

*Participants are encouraged to bring their own laptop or mobile device.

Strategies and Lessons on AI in the Classroom
C.V. Starr 210 
Tomeka Robinson (Honors College), Warren Frisina (Honors College), Adam Sills (English)

As AI tools become more integrated into our academic environments, we’re learning invaluable lessons on how to use them effectively in teaching. One key insight is that AI can enhance, rather than replace, the personal touch in education. Used thoughtfully, AI can streamline administrative tasks and personalize feedback, giving professors more time to engage deeply with students. However, we've also seen the importance of setting clear guidelines and expectations around AI use, both for ourselves and our students, to preserve academic integrity and critical thinking skills. In this session, we’ll share strategies and lessons we have learned in Honors College classes for balancing these tools with traditional methods, helping you maintain rigor while fostering a collaborative, future-minded learning environment.

AI-Generated Multimedia: Picturing the Future
C.V. Starr 304
Alex Smiros (EdTech), Joe Zona (EdTech)

AI tools aren't limited to text! Every day, the technology to create media -- including images, audio, and even video -- is advancing. As they improve, and the results grow ever more indistinguishable from the real thing, what does it mean for higher education?

Join us for a lively demo and some hands-on experimentation with the most popular generative AI platforms. We will take an in-depth look at image generation, and also touch on the latest developments in AI audio and video. You'll learn how an ever-expanding field of powerful tools can create, enhance, and analyze media through a series of well-structured prompts. We'll discuss the promise and challenges these transformative developments present to your teaching and research, including implications for lecture materials, class activities, assessments, and education as a whole. No prior knowledge of any AI tools required. Come with a critical eye and an open mind.

Session Two

10:45-11:30 a.m.

Observing Technological Pedagogical Content Knowledge in Student Exhibits from LING 101's "Hofstra Museum of Language"
C.V. Starr 202
Mark Winston Visonà (Comparative Literature, Language & Linguistics)

Incorporating understandings from how the intersecting domains of technological, pedagogical, and content knowledge (TPACK) (Shulman, 1986) influence teacher training, this presentation will discuss the role of feedback, project-based learning, and reflection in students' final projects for the introductory linguistics course LING 101. The presentation will begin with an overview of context-based TPACK frameworks that use students' own backgrounds and experiences to foster deeper learning and development of students themselves as educators (Visonà et al., forthcoming). I will then outline the feedback, presenting, and reflection components of a project incorporating this framework via examples of student "exhibits" created as part of the first two iterations of the "Hofstra Museum of Language" in LING 101 during the fall semesters of 2023/2024. A key requirement of this project is for students to present concepts from the course to the general public in multi-modal and interactive ways, resulting in exhibits that go beyond trifold posters or slide decks. Specific examples will highlight how student's ability to chose what format to present their exhibit both supports students' interests outside of the course and encourages them to integrate technology in innovative ways. Finally, I will discuss how the project's reflection component inspires peer interaction and crystallization of pedagogical and content knowledge. Attendees will then split into groups to brainstorm what types of projects in their own courses could have students teach vocabulary to a public audience. This session will involve active participation as attendees should be prepared to discuss vocabulary/concepts from one of their courses.

Reimagining Writing Assignments to Mitigate the Use of AI
C.V. Starr 204
Joseph Bartolotta (Writing Studies & Composition)

This presentation discusses approached to revising and reimagining writing assignment prompts to mitigate students potentially using Artificial Intelligence tools such as ChatGPT. The first part of this presentation explores the nature of plagiarism in writing from a standpoint of exploring general trends in student academic dishonesty (Lang, 2013). The presentation will then examine the ways in which AI-based writing dishonesty is the same and different as earlier forms of plagiarism. The bulk of the presentation will invite participants to revisit their assignment prompts and course schedules to see if there are ways to incorporate one of the "4 S's" to create writing assignments that will both make the use of AI-generated text more difficult and build more authentic learning experiences for students. The 4 S's are interventions any instructor that assigns writing prompts may apply to their assignments. We can make assignments more Scaffolded, Social, Specific, and Strange in an attempt to get students engage with their own (an their peer's) writing in new ways, without the use of AI.

*Participants are encouraged to bring their own laptop or mobile device.

Canvas: Gradebooks, Simple and Complex
C.V. Starr 204a
Elisabeth Ploran (Psychology)

One of the biggest complaints students have is that instructors don’t log assignment grades in Canvas. Come to this workshop to get your basic gradebook setup – from a very simple version that is essentially Excel in Canvas to a slightly more complex version (if you want!) that includes weighted categories of assignments. Bring your Spring 2025 syllabi and set yourself up for the semester with hands-on help.

*Participants are encouraged to bring their own laptop or mobile device.

University-Public School Connections
C.V. Starr 205
Alan Singer (Teaching, Learning & Technology), Theresa McGinnis (Specialized Programs in Education), Roberto Joseph (Teaching, Learning & Technology), Marilyn DePietto (Teaching, Learning & Technology)

A major component of the School of Education and the Department of Teaching, Learning and Technology mandate is to deepen our partnerships with community schools to address local needs, and shared goals around equity and diversity. This partnership includes supporting K-12 public school districts, schools, teachers, and students. Social Studies director Alan Singer will discuss supporting new teachers through web and email connections and involvement in professional activities. English Education director Theresa McGinnis will discuss partnerships with Hempstead and Uniondale schools that support educational practices to meet the language, literacy, and emotional needs of the increasing Lantin(x) student populations. Math director Marilyn DePietto will discuss preparing elementary school preservice teachers to better understand mathematical concepts so that they are prepared to engage students in their classes in new approaches learning math. Department chair Roberto Joseph will discuss supporting teachers and school districts to respond to the impact of AI. Following brief presentations by panel members, the audience is invited to participate in discussion of how the university can develop and maintain connections with school districts, schools, and teachers.

Our Journey Towards using Generative Artificial Intelligence to Grade Open-ended Question Exams in Medical School
C.V. Starr 209 
Doreen Olvet, PhD (Science Education ZSOM), Kristian Saied, PhD (Science Education ZSOM), Robert Lucito, PhD (Science Education ZSOM)

The Zucker School of Medicine (ZSOM) administers final exams comprised of 100% open-ended questions (OEQs) in the pre-clerkship curriculum. Faculty report the biggest challenges with OEQ exams are the time it takes to grade student responses and that grading can be subjective. We have preliminary data from two questions at ZSOM graded by faculty and generative AI (GPT 4) with favorable inter-rater reliabilities ranging from 0.87-0.94. We are also interested in translating our findings to real-world grading using AI to grade exams for two medical school courses that are in progress: The Biological Imperative (BI) and Host-Microbe Interaction (HMI). Student responses to the same questions used in previous years will be used to develop the optimum rubric instruction and prompts, which can then be applied to student responses on the Fall 2024 exams. Each exam will have 100 student responses and approximately 30 OEQs. During our interactive presentation, we will walk through the process of generating OEQs and rubrics, determining reliability with faculty graders, and how to leverage prompt- and rubric-engineering to maximize reliability. The lessons learned in terms of OEQ and rubric development, evaluating generative AI’s reliability and gaining comfort in prompt engineering will be broadly applicable to other Hofstra educators who wish to expand the use of OEQs as an assessment strategy.

Enhancing Cultural Competence in Athletic Training Education through Structured Interventions: A Pedagogical Approach to Fostering Cultural Humility and Critical Thinking
C.V. Starr 210
Grace A. Catala, DHSc, ATC (Allied Health and Kinesiology), Jayne Kitsos Ellinger, PhD, ATC (Allied Health and Kinesiology)

This presentation showcases the findings and methodologies from a structured intervention designed to enhance cultural humility and competence among athletic training students. Utilizing workshops, case studies, and repeated self-assessments via the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals (IAPCC-HPC©), this structured curriculum fosters critical thinking and self-awareness essential to inclusive, patient-centered care. Engaging students through this progressive model not only enhances their clinical skills but also aligns with Hofstra University’s mission to promote inclusivity on campus and beyond.

Designing Your Course with AI in Mind
C.V. Starr 304
Taylor Weingart (Ed Tech), Luke Stong (Ed Tech)

This presentation will explore the innovative use of GPT tools to streamline and enhance the course creation process. We'll begin by examining how GPT can generate fresh and relevant course ideas and topics, ensuring alignment with current trends and student interests. Next, we’ll delve into using GPT to create engaging discussion and assignment prompts, encouraging deeper learning and interaction.

Attendees will learn how to leverage GPT to brainstorm and draft comprehensive course outlines, including structuring weekly content effectively. We’ll also cover scripting video lessons, demonstrating how GPT can assist in crafting accessible, clear, and engaging lecture materials. Lastly, we'll discuss how GPT supports Universal Design for Learning (UDL) by offering flexible content creation methods that accommodate diverse learning styles and needs. By the end, participants will have practical strategies to harness GPT for every step of the course development process, making their workflows more efficient and inclusive.

*Participants are encouraged to bring their own laptop or mobile device.

Keynote Address

11:40 a.m.-12:30 p.m. (Monroe Lecture Center, Room 142)

Image

Keynote Speaker:
Todd Zakrajsek, PhD

Dr. Todd Zakrajsek is a renowned educator, author, and speaker, dedicated to advancing effective teaching and learning practices in higher education. As an Associate Professor in the Department of Family Medicine at the University of North Carolina at Chapel Hill, he works extensively with faculty to enhance student engagement and learning outcomes. Dr. Zakrajsek is the author of several influential books, including The New Science of Learning and Dynamic Lecturing, and serves as the Executive Director of the International Teaching Learning Cooperative. With a passion for evidence-based pedagogy and faculty development, he has delivered keynote addresses and workshops at institutions worldwide, inspiring educators to innovate and excel in their teaching practices. You can read more about his work here.

Lunch

12:30-1:10 p.m. (C.V. Starr, 2nd and 3rd floors)

Session Three

1:15-2 p.m.

ChatGPT(A): Building my ChatGP-Teaching-Assistant
C.V. Starr 202
Hunter Whaley (Law Library)

In this session, I’ll demonstrate how I created and used a custom ChatGPT-based teaching assistant to support lesson planning, assessment design, and student engagement in a legal research course. This interactive session will showcase how a tailored ChatGPT model can significantly streamline course preparation and foster a more engaging learning environment.

*Participants are encouraged to bring their own laptop or mobile device.

Whose Assessment Is It Anyway? Designing AI in and Out of Assessments
C.V. Starr 204
Mitch Kase (Ed Tech)

This interactive session invites faculty to reimagine assessment by balancing pedagogy, accessibility, well-being, feedback, and academic integrity. Participants will explore assessment strategies that integrate formative techniques to gauge student understanding effectively, while also emphasizing meaningful feedback and maintaining academic integrity. Practical options will be provided to consider the role of AI in assessment design, helping faculty create assessments that support learning and well-being, uphold rigorous standards, and foster a supportive learning environment.

*Participants are encouraged to bring their own laptop or mobile device.

Looking for Labs in All the Right Places: Incorporating Hands-On Exercises, Scientific Thinking and Data Literacy in Non-Lab Classes
C.V. Starr 204a
Emily Barkley-Levenson (Psychology), Craig Dalton (Global Studies & Geography)

In this presentation, we will offer an overview of what we have identified as best practices in designing labs, such as what materials should be required, the duration of the lab (within a single class vs. stretching across multiple classes), approaches to collecting data, ways to incorporate visualizing and interpreting data (especially in classes when students may not yet have math/statistics training), and other considerations that can be applied across disciplines. After identifying these domain-general best practices, the panelists will highlight an effective lab from each of their courses. Ideally, at least one highlighted lab will include simple data collection that the audience of the panel can participate in.

Graspable Math's Free Algebra Tools Learning Procedural Fluency Through a Conceptual Lens
C.V. Starr 205
Robert Pontecorvo (Teaching, Learning & Tech)

Graspable Math has been proven to boost algebra learning in middle school students through dynamic, perceptual-motor learning experiences. Nearly every student in the U.S. is required to take Algebra 1 in middle or high school, and success in this subject is one of the strongest predictors of their graduation and future success (NMAP, 2008). Yet, for many students, algebra is a gatekeeper, not a gateway; students often struggle to progress beyond Algebra 1. Graspable Math's free software teaches math concepts through engaging, discovery-based learning that presents math symbols as movable, physical objects. Participants in the presentation will learn the basics of: setting up a free Graspable Math account, creating algebra activities, assigning these activities to their students, and viewing their students' progress on the Graspable Math Teacher Dashboard. 

*Participants are encouraged to bring their own laptop or mobile device.

Preparing Students for an AI-Enhanced Society: Practical and Ethical Approaches in the Classroom
C.V. Starr 209
Parisa Assassi (Population Health)

AI literacy is becoming essential in higher education to prepare students for a society and workforce shaped by AI. This presentation outlines an assignment designed to build basic knowledge and ethical AI use among students. Key objectives include: (1) improving understanding of AI concepts and terminology, (2) promoting responsible and ethical use of AI tools (e.g., ChatGPT), (3) helping students recognize biases and inaccuracies in AI outputs, (4) encouraging students to use AI to support, rather than replace, human skills, and (5) strengthening critical thinking and problem-solving skills. In this project, students compare results from the PubMed search engine with ChatGPT’s responses on food safety and food security topics. This assignment allows students to evaluate AI’s accuracy and biases, improving their analytical skills and ethical awareness. Findings on student perceptions and performance outcomes will be shared, along with reflections on AI’s potential to support diverse learners, including those with dyslexia. In future semesters, I plan to introduce additional AI tools, such as Perplexity, to further improve AI literacy. Beyond assignments, I use AI to simplify instructional tasks—creating rubrics, designing exams, developing slides with visuals from DALL·E, and providing real-time feedback on student work. AI-assisted grading, with careful instructor oversight, ensures consistent and efficient feedback. I aim to align learning objectives with activities that encourage critical thinking and responsible AI use, enhancing both teaching and learning outcomes

Setting Students Up for Success: Analyzing the Role of MATH 6A in Academic Outcomes
C.V. Starr 210
Behailu (Alu) Mammo (Mathematics), Lisa Rosen (Institutional Research & Strategic Analysis), Elfreda Blue (Office of the Provost)

MATH 6A (The Real Numbers and College Algebra) serves as a foundational pass/fail course which emphasizes building an intuitive understanding of real numbers, the reasoning and rigor behind the algorithms and developing skills using algorithms. The course assumes students have prior exposure to these topics, but for some reason have been unable to digest the topics as a coherent package. In this presentation, we share our findings about new first year students enrolled in MATH 6A during their first term at Hofstra. Specifically, we examine academic outcomes, including retention and graduation rates, between students in majors requiring Calculus I (MATH 71) versus those in majors without such requirements. We will identify factors associated with retention, reasons for withdrawal, and predictors of successful progression from MATH 6A through graduation. Finally, we discuss insights into how Hofstra can better support students whose mathematical preparation may not align with the demands of their chosen academic paths.

Gamify with AI: Increasing Student Engagement with Generative AI Tools
C.V. Starr 304
Josue Rodriguez (Ed Tech), Tom Jennings (Ed Tech)

This workshop will outline the foundations of gamification and explore the possible enhancements that generative AI can contribute to that process. We’ll discuss and practice how to leverage Generative AI tools to brainstorm and develop gamification elements into your lesson plans to increase student motivation, engagement, and learning retention.

*Participants are encouraged to bring their own laptop or mobile device.

Session Four

2:10-2:55 p.m.

Bridging Clinical Practice and AI: Language Analysis Across Healthcare Disciplines
C.V. Starr 202
Polina Shuminsky (Audiology), Susan DeMetropolis (Speech-Language-Hearing Sciences)

Artificial intelligence (AI) is transforming healthcare by helping professionals analyze and understand complex language data. Tools like Otter.ai and Google Cloud’s Speech-to-Text can transcribe conversations for analysis, offering new ways to assess communication patterns, detect emotional or cognitive cues, and streamline workflows. These tools have applications in fields like speech-language pathology, audiology, nursing, and occupational therapy (Topol, 2019; Esteva et al., 2021). Many professionals, however, lack training in how to use AI tools effectively. This presentation introduces practical AI tools for language analysis and demonstrates their use in clinical and educational settings. For example, natural language processing (NLP) models can help analyze speech for language impairments or assess patient feedback for better care (Barker et al., 2021).

The Monty Hall problem through the eyes of AI
C.V. Starr 204
Angel Pineda (Mathematics)

The Monty Hall problem is a famous problem in probability which involves a situation in a TV game show where Monty Hall (the host) shows the contestant three doors. Behind two of the doors is a goat and behind one door there is a brand-new car! The contestant picks a door at which time, Monty, who knows what is behind every door, opens a door revealing a goat and offers the contestant the choice to switch his choice to the other unopened door. The Monty Hall problem is to find the probability of getting the car if you switch. The solution is surprising to most.

During the Fall of 2024, we used AI in a mathematical probability class where students needed to solve problems themselves and then use AI to solve the same problem. If the answers where not the same, they needed to explain why? A variation of the Monty Hall problem was one of those problems and the AI had interesting behavior including heavy dependence on the prompt, dependence on the AI model, correct answers with some methods of solution (but not others) as well as correct final answers with incorrect intermediate steps. In this activity, we will play the game, the audience will produce their own answers and we will explore the ways in which AI solves the problem.

*Participants are encouraged to bring their own laptop or mobile device.

Canvas: A Few Bells and Whistles
C.V. Starr 204a
Elisabeth Ploran (Psychology)

Already familiar with the basics and ready to do a little more. Learn about the Roll Call function to automatically calculate attendance grades, the Canvas email system for communicating with your class, and linking Canvas to Gradescope for easier rubric-based grading of paper assignments. These systems can simplify many of the daily tasks for instructors without requiring a steep learning curve.

*Participants are encouraged to bring their own laptop or mobile device.

Creating Interactive Case Studies with AI
C.V. Starr 205
Rebecca Ferrato (Ed Tech), Clarissa Creta (Ed Tech)

Discover how AI can revolutionize your case studies. Learn effective prompting, explore the benefits of interactive case studies, and participate in two hands-on exercises to create your own AI-enhanced case studies.

Teaching with AI in Higher Education: Exploring Affordances and Challenges through a Faculty Learning Community
C.V. Starr 209
Mitch Kase (Ed Tech), Jessica Santangelo (Biology, Undergraduate Academic Affairs Committee), Joseph Bartolotta (Writing Studies and Rhetoric, Committee for Education Research and Technology) 

In this interactive session, faculty will delve into the possibilities and challenges of integrating AI into teaching and learning in higher education. Framed through the experience of a faculty learning community, this session provides a collaborative space for participants to explore how AI tools can enhance teaching practices, support student engagement, and address academic integrity. Faculty will also review existing resources and tools available at Hofstra to support the effective and ethical use of AI in their teaching. Attendees will reflect on practical applications, ethical considerations, and pedagogical strategies for incorporating AI in ways that align with their course goals and values. Whether you're new to AI or experienced, this session will offer insights, resources, and peer support to navigate AI’s evolving role in academia.

*Participants are encouraged to bring their own laptop or mobile device.

Supporting Student Mental Health
C.V. Starr 210
Kristin Weingartner (Dean's Office HCLAS), Scott Lefurgy (Chemistry)

Raffle Drawing and Wrap-up

3:05-3:25 p.m. (Monroe Lecture Center, Room 142)