Get to know CELT better! This month we find out more about Yasmene Kimble, our new assessment specialist!
What is your favorite part of your job?
My favorite part of my job is analyzing data to support student outcomes.
What did you do prior to working in CELT?
Before joining CELT, I worked primarily in K-12 education holding roles as a teacher, dean of students, assistant principal, and academic director. I also have experience in instructional design and implementation for adult literacy programs.
Coffee or tea?
I love tea, especially green tea.
Where would you like to visit (real or fictional)?
I would like to visit Thailand.
What was the last book you read?
The last book I read was Beautiful Days by Zach Williams.
Get to know CELT better! This month we find out more about Allison McCann, our new Operations Manager!
What is your favorite part of your job?
I love tackling challenges, especially through collaboration. I’m fascinated by how different people think and the magic that happens when we come together to accomplish something greater than ourselves.
What did you do prior to working in CELT?
Before joining CELT, I worked as a Special Projects Coordinator for Suffolk County, where I managed cross-departmental initiatives and helped streamline operations. The experience gave me a good foundation in project management methodologies and working in public systems.
Coffee or tea?
Coffee in the morning, tea at night – and both always served hot, even in the summer.
Where would you like to visit (real or fictional)?
Hogwarts Schools of Witchcraft and Wizardry.
What was the last book you read?
Eleanor and Hick. I love reading – usually historical fiction, fantasy, or spirituality. The Alchemist by Paulo Coelho is my all-time favorite — it’s my #1 book recommendation whenever anyone asks.
Get to know CELT better! This month we find out more about Aracely Mahay, one of our new instructional designers!
What is your favorite part of your job?
My favorite part of being an instructional designer is supporting faculty to create meaningful student experiences that transcend the classroom.
What did you do prior to working in CELT?
Prior to CELT, I worked at St. Johns University as an instructional designer (2024) and Farmingdale State College as a support administrator (2020-2024) providing support related to aspects of distance education including: faculty and student support, course design best practices, teaching and learning technologies.
Coffee or tea?
This is a hard one, hmmm … coffee!
Where would you like to visit (real or fictional)?
Anywhere there’s a beautiful beach and warm weather but if I had to choose, Fiji is on the top of my list!
What was the last book you read?
The last book I read was Good Vibes, Good Life by Vex King.
Congratulations to Gary Sherman and Doug Silverman on being named the 2025 SUNY Online Teaching Ambassadors for Stony Brook!
Each year, SUNY invites nominations from each of its institutions to recognize exemplary online educators for their outstanding contributions to the field of online teaching. Ambassadors are positive and strong advocates for online teaching, and have the opportunity to share their expertise and enthusiasm in a variety of ways with our community at Stony Brook and the wider SUNY community.
Gary Sherman is an Associate Professor of Management in the College of Business at Stony Brook University, where he also serves as Co-Director of the MBA Program. He has helped to develop Hybrid and Online options in the MBA Program to create a more flexible and engaging learning environment for students, many of whom work full-time.
Doug Silverman is an Instructor in the School of Professional Development Human Resources Program at Stony Brook University, where he has taught for the past 18 years. In recognition of his ability, he earned the Bentley Glass-Mortimer Kreuter Award for Excellence in Teaching in 2021.
Get to know CELT better! This month we find out more about Lindsay Bryde, our new Course Content Accessibility Specialist!
What is your favorite part of your job?
Getting to work with a variety of educators and students who are passionate about their interests. It’s always fun to get a diverse group of people in a room and collaborate on a new challenge.
What did you do prior to working in CELT?
I was the Project Implementation Manager at SUNY Empire, focusing on the development of their course request/creation software for Brightspace, managing the implementation and training for their new web content analysis tool Silktide, and working with a team to establish and implement their Bias Incident Response protocol. Some of my previous credits at SUNY Empire also included Digital Accessibility Coordinator and Educational Technologist.
Coffee or tea?
While I gained an appreciation for coffee when working as a barista during college, I still prefer a good pot of loose-leaf tea.
Where would you like to visit (real or fictional)?
As a dedicated Princess Diaries fan (yes, I have pictures from my meetings with the series’s author, Meg Cabot), I’d want to go to the fictional country of Genovia. Between the books and the movies, it just made me want to uncover each new bend in the road there.
What was the last book you read?
I just finished Out on a Limb by Hannah Bonam-Young. It’s a witty and quick-moving novel about two people with physical disabilities that learn how to overcome their mental barriers to find romance.
Get to know CELT better! This month we find out more about Christine Bell, one of our new instructional designers!
What is your favorite part of your job?
The shared excitement when overcoming a particular challenge or pain point with an educator, especially when a novel approach or use of technology makes a lesson better or workload easier.
What did you do prior to working in CELT?
I was the Editor of Curriculum for an edtech company. Before that, I was an ENL teacher and international program manager in the U.S., Thailand, and China.
By Omar Badessi, Ph.D. Language Instructor Department of Hispanic Languages and Literature
As an educator and music enthusiast, I firmly believe in harnessing the transformative power of music to cultivate inclusive learning environments both within the classroom and beyond (Harwood, 2010). Music, with its universal language, serves as a bridge connecting students from diverse backgrounds while also fostering empathy, understanding, and collaboration.
There are many ways that music can contribute to the learning experience.
Embracing a Global Soundscape
My approach to incorporating music into the classroom begins with immersing students in the rich tapestry of global musical traditions. Utilizing music platforms and recordings, I introduce students to a diverse array of Spanish and Arabic genres and instruments from North Africa, Latin America, the Middle East, Europe, and beyond. Through listening sessions and open discussions about the lyrics and context of the songs, students explore the origins, instrumentation, and cultural significance of various musical expressions. This not only sparks curiosity but also cultivates cultural appreciation and encourages dialogue about our shared humanity amidst diverse musical landscapes (National Association for Music Education, 2023).
Celebrating Student Identities
Moving beyond passive engagement, I invite students to share music from their own cultural backgrounds. Whether it’s through presentations like “Ventana Cultural” (cultural windows), Karaoke Nights activities, sharing hobbies and passions through the “Amigos de Omar أصدقاء عمر“ newsletter, or participating in live performances such as “A Star is Born,” students are encouraged to express themselves musically while celebrating their unique cultural identities. These experiences promote empathy, understanding, and active participation in shaping the classroom’s cultural tapestry (Edwards, 2022).
Music can help us to learn about other cultures, serve as a powerful tool for Social-Emotional Learning (SEL), and more.
Music for Social-Emotional Learning (SEL)
Moreover, music serves as a powerful tool for social-emotional learning (SEL). Collaborative songwriting activities centered on themes like empathy and understanding allow students to express themselves creatively while honing essential social and emotional skills. Through shared musical experiences, students develop communication skills, emotional intelligence, and a sense of belonging within the classroom community (The Journal of Music Therapy, 2021).
Music as a Bridge for Collaboration
Outside of class, musical rehearsals or live performances are a great opportunity for different people to connect and collaborate with each other.. These activities promote teamwork, cultural exploration, and a deeper appreciation for diverse musical heritages (Higgins & Jones, 2020). Personally, I cherish memories of collaborating with musicians from various cultural backgrounds at Stony Brook University, like playing the drums for the cross-cultural ensemble Lost in Staller, which mixed classic and funky-Afro beats while exploring jazz tension between composition and improvisation. Here is arecordingof a Spanglish performance: Besame con frenesí.
The Stony Brook Broadway Orchestra (SBBO) further exemplifies the power of music to unite students from diverse cultural backgrounds. Each final show, supported by families and friends, showcases the talents of our community. Shows such as Annie Get your Gun, The Addams Family, or Big Fish, leave lasting impressions and fond memories. Check out our rendition of The Lightning Thief.
In conclusion, music serves as a catalyst for cultural understanding, emotional exploration, and collaborative learning. By integrating diverse musical experiences into the classroom, educators create vibrant and inclusive environments where every student’s voice is valued and celebrated. Music becomes more than just a subject—it becomes a vehicle for enriching the educational journey for all.
References:
Edwards, M. R. (2022). *Building inclusive music classrooms: A guide for general music teachers*. Oxford University Press.
Harwood, J. (2010). “The Power of Song: The Cultural and Pedagogical Functions of Song in the EFL Classroom.” Tesol Quarterly, 44(4), 617-640.
Higgins, L., & Jones, E. (2020). *Inclusive musical practice in education: Embracing all learners*. Routledge.
National Association for Music Education. (2023). *Music & social justice: Educators guide*.
The Journal of Music Therapy. (2021). *The power of music in inclusive education*, 58(2), 123-142.
By Yiren Kong Educational Research & Grant Development Specialist yiren.kong@stonybrook.edu
Virtual reality (VR), characterized by its immersive experiences and interactive capabilities within virtual environments, has the ability to enhance educational experiences. The unique characteristics of VR and the availability of low-budget VR headsets in recent years signal great potential in using VR as a learning tool on a large(r) scale to help students learn effectively. Additionally, the growing popularity of VR in everyday lives speaks to a need to provide opportunities for students to familiarize themselves with VR at school.
Inspired by and building upon these premises, the Center for Excellence in Learning and Teaching (CELT) at Stony Brook University has held a series of hands-on VR workshops over the past year to showcase the possibilities of using VR in higher education classrooms as an alternative learning option. This series of professional development events have been well received by faculty and staff members across both east and west campuses. Many have expressed interest in continuing the conversation with us and exploring feasible ways to integrate VR into their classrooms. Reflections on these events and discussions with different stakeholders has revealed the importance of helping faculty and staff members to have a deeper and more comprehensive grasp of VR, which could help them in make an informed decision about whether and how they will use VR as an optional learning tool to facilitate their students’ learning experiences.
Our VR studio is a great space for those looking to learn more about VR/AR in the classroom.
In order to familiarize faculty and staff members with VR as an effective learning option, CELT has made multiple efforts. In addition to offering workshops and collaborating with interested faculty members on research and grant projects centered around the theme of VR, CELT also just soft-launched a VR studio in Harriman Hall after working on the space for more than half a year. This VR studio serves as a collaborative space for faculty members to work closely with experienced instructional designers and educational researchers at CELT to develop VR learning activities.
The CELT VR studio features two VR stations which present two very different VR solutions and experiences. The first station is powered by an HTC VIVE and a gaming PC which is capable of providing a highly visual and immersive experience. The second station features a Meta Quest 2, which is an all-in-one headset that offers affordability, convenience, and accessibility. Different from the HTC VIVE, Meta Quest 2 does not need to be connected with a computer at all and can run VR applications by itself. Besides, the price for a Meta Quest 2 is much lower than an HTC VIVE, at the cost of lower graphic quality and performance.
Headsets such as the Meta Quest series have made VR more accessible to those who are interested.
Empirical research has pointed out that VR, when being used appropriately in a suitable learning environment, could help with both learning experience and outcomes. Moreover, integrating VR in classrooms could help mitigate digital divide and enable upward social mobility for underrepresented students in this digital age. If you are interested in developing a VR learning activity and try out in your classroom, or if you just simply want to learn more about VR, feel free to come and work with us in the newly launched CELT VR studio (appointment needed).
By Luis Colon Instructional Designer luis.colon@stonybrook.edu
Last month, members of CELT traveled to Buffalo, New York to attend the SUNY Conference on Instructional Technology (CIT) hosted by the University at Buffalo to participate in the event as well as present some of the work that we have been doing. The CIT conference started in 1992 and since has provided faculty and instructional support professionals a space to share their experiences, delve into common issues, work towards finding solutions, and explore the many innovative avenues that allow instructors to enhance the learning environment through the use of technology.
The theme of this year’s conference was: Creating Inclusive Innovation in Higher Education, and showcased engaging sessions from faculty and instructional support professionals focusing on topics such as course design, assessment strategies, artificial intelligence (AI), immersive technologies, and more. In addition to these sessions, there were also exhibits from sponsors including D2L, Lumen Learning, and Respondus, as well as other exhibitors showcasing products and other technologies that could be used in the classroom to enhance the learning experience as well as increase engagement.
The University at Buffalo was a great location for this year’s CIT 2024 conference.
During the conference, we presented at two different sessions. Our first session, Critical Conversation on Generative AI, focused on our response to the boom of AI tools to support teaching and learning in college classes at Stony Brook University. The session opened with the CELT AI Timeline, illustrating how CELT started with collaborations with the academic integrity office. CELT proactively communicated to the SBU faculty about the best practices on generative AI in their classrooms and provided ongoing support and training sessions. We stay abreast on the latest AI tools and explore the benefits, challenges, and potential use cases with interested faculty members at Stony Brook University. During the past one-and-a-half-year period, CELT hosted 22 AI events with 1,110 Attendees. The AI panel discussion series covers topics like academic integrity, AI best practices, AI ethics, student perspectives, creative AI in art education, AI, and research. Monthly AI talk sessions allow faculty to ask questions and share their experience. Generative AI in Higher Education workshop series focuses on AI tools training, AI guidelines, assessment redesign, and ethical and practical AI usage for teaching and learning.
Ultimately, as AI tools continued to develop and become more capable it became clear that we would need to expand our offerings to meet the needs and demands of interested stakeholders which we have done over the past year.
During the second half of the session, we opened up the floor to respond to questions for the audience to join the discussion and share their thoughts. The audience shared both valuable insights and ideas regarding AI usage as well as valid concerns regarding the capabilities and rapid growth of the technology. We shared resources at the end of the session and were able to speak to some of the audience members who had additional questions or were interested in continuing the conversation.
Our second session, Exploring VR Applications in College Classes – An SBU Showcase, focused on the applications of virtual reality (VR) of faculty members at Stony Brook University. They explored the capabilities of these types of tools and how they can fit into their course goals and enhance their overall instruction. We began by discussing how the effective utilization of VR can positively impact teaching and learning and discussed specific tools that provide diverse experiences in VR that can be incorporated into any course. This included 360° photo and video, WebXR tools such as FrameVR, and immersive VR tools used in simulation-based learning. We then discussed our collaborations with faculty and staff members at the university and how they are currently using or planning to utilize VR in their courses. This included the work of Mark Lang from the School of Marine and Atmospheric Science (SoMAS), Dr. Guleed Ali from the Department of Geosciences, Dr. Carol Carter from the Department of Microbiology and Immunology, and Dr. Gary Marr from the Department of Philosophy in collaboration with Paul St. Dennis from the Department of Information Technology (DoIT). Then Dr. Guleed Ali presented via Zoom on VR virtual field trips as an inclusive pedagogy strategy in his Geoscience class.
The second part of our session was a hands-on immersive showcase, audience members could try on some of the VR applications we discussed. We set up three stations with Meta Quest headsets where audience members could see firsthand the diverse use cases of VR technology in the higher ed learning environment and familiarize themselves with working in VR. This also allowed us the opportunity to speak with audience members about their experiences with VR in the classroom, how they may be using VR in innovative and exciting new ways, and how they would like to be using VR in the classroom in the future.
CIT2024 was a great opportunity to gather insights and explore technology in teaching and learning!
The experience of attending and presenting sessions at CIT in Buffalo this year was an exciting and informative experience for our team. It was great to network and collaborate with other colleagues in teaching and learning more about the future of technology in our discipline. Our team returned with many great ideas and approaches that we are excited to implement in our own work.
By Luis Colon
Instructional Designer
luis.colon@stonybrook.edu
On April 12th, the Center for Excellence in Learning and Teaching held their annual Teaching and Learning Symposium. Over the years, the event has allowed educators, researchers, administrators, and more to come together to discuss various aspects of teaching and learning as well as celebrate teaching and learning practices and initiatives at Stony Brook University. The central theme of the day was Innovative Pedagogy which was at the center of conversations and various learning experiences held throughout the day. The theme illustrates the importance of finding new and exciting ways to engage with and include students in the academic environment as well as empowering students to pursue lifelong learning. Close to 100 faculty members, graduate students, staff, and administrators attended the day-long event held in Ballroom A of the Student Activities Center.
The event opened with words from Dr. Carl Lejuez, Provost and Executive Vice President for Academic Affairs, and then led into the keynote event of the day. Dr. Marsha Lovett presented an interactive workshop on innovative teaching and how practice and feedback can be an impactful practice in the classroom. Dr. Lovett is the Vice Provost for Teaching & Learning Innovation at Carnegie Mellon University as well as a Teaching Professor of Psychology and former director of the Eberly Center for Teaching Excellence and Educational Innovation. Her passion for combining teaching and research is illustrated in the book How Learning Works, which has been translated into multiple languages and is now in its second edition with the new subtitle: How Learning Works: Eight Research-Based Principles for Smart Teaching.
Dr. Marsha Lovett delivered an informative and engaging keynote workshop.
The workshop focused on the importance of incorporating opportunities for students to engage in “deliberate practice” where they are challenged appropriately and focus on clear and specific goals. These opportunities allow for observed performance where students would be able to receive targeted feedback that they would be able to use to improve their skills and apply in further practice. To provide targeted feedback, Dr. Lovett recommended incorporating rubrics into assignments as a grading tool where criteria for success is outlined and to remind students to utilize the rubric before, during, and after working on the assignment.
To address the concern of allowing students to practice often without having a huge amount of grading, Dr. Lovett suggested incorporating opportunities for students to engage in active learning. She touched on many different examples of active learning strategies from shorter tasks to whole-class activities which provide students the opportunity to not only practice applying important skills but also allows students to receive feedback through the explanations of concepts and discussions that spark from active learning in the classroom.
Dr. Lovett closed with a discussion on how to provide effective SPACE (Specific, Prioritized, Actionable, Constructive, Expedient) feedback in a manner that is not only easy but also efficient and applicable to courses of all types and sizes. Her suggestions included framing your feedback in relation to your overall learning goals, highlighting priorities in the work, providing class-wide feedback on common pitfalls and errors, and developing a “key” or collection of frequently used comments to use during grading.
Following the keynote session were breakout sessions where Stony Brook University faculty and staff delivered sessions focusing on four different tracks highlighting major topics in teaching and learning today including Course Design, Student Engagement, Virtual Experiences, and Artificial Intelligence (AI). There were three breakout sessions where attendants had the opportunity to either stick to one particular track or attend sessions on different topics of interest. Faculty presenters from across both campuses discussed practical approaches and strategies to implement in classes and recounted their own observations with these innovative teaching practices.
Faculty and staff participated in learning sessions and activities throughout the all-day event.
The 2024 Teaching and Learning Symposium was an exciting event that provided an open forum for faculty, TAs, and staff to engage in discourse related to teaching and learning with their colleagues. From using generative AI as a “junk generator” and having students critique its outputs to effective practices to foster inclusivity in the classroom environment, this event addressed many facets of teaching and learning to help students feel welcomed, engaged, and appropriately challenged in their coursework and overall experience at Stony Brook University.
If you would like to learn more about how to make your courses effective, engaging, relevant, and inclusive, you can purchase a copy of How Learning Works: Eight Research-Based Principles for Smart Teachingby Dr. Marsha Lovettat this Amazon link. Linked below is the Google Collaborative Note-Taking Document from the day’s events to catch up with session materials and notes from the various sessions offered.
What is your favorite part of your job?
What is your favorite part of your job?
What is your favorite part of your job?
What is your favorite part of your job?
What is your favorite part of your job?
