|
Time |
Title |
Presenter |
Location |
|---|---|---|---|
|
9:45-10:10am |
Registration |
- |
CPC-2610 |
|
10:10-11:00am |
Welcome & Keynote |
Bob Osborn |
CPC-2610 |
| 11:10am-11:55am |
Exploring Identity in Education |
Alice Cauchi and Alexander-Joseph Silva |
SAU-1829 |
|
Students as Colleagues in Training |
Ali Stambayev |
CPC-2610 | |
| The ABC's of Executive Function | Cha Ron Sattler-LeBlanc | CPC-1010 | |
| 11:55-12:35 | Lunch |
CPC-2610 |
|
| 12:40-1:25 | Crafting Spaces that Support the Mission |
Casey Towne |
CPC-1010 |
| Creating a Collaborative Environment | John Nguyen | CPC-2610 | |
| Effective of Industry Experience on Tutoring | Andrew Isaacson | SAU-1829 | |
| 1:35-2:20 | Math Visualization: Benefits, Drawbacks, and Techniques | Anuraag Kumar | CPC-2610 |
| Teaching People How To Teach Themselves: The SI Model | Austin Rhode and Asha Kadagala | CPC-1010 | |
| How do you Teach? Exploring Different Learning Styles | Palak Wadhwa | SAU-1829 | |
| 2:20 | Closing Remarks | - | CPC-2610 |
Robert Osborn, Lead Software Application Engineer, Pratt Miller
Tutoring - a person charged with the instruction and guidance of another. However, there are so many lessons to be learned that not only carry over into day-to-day life, but also propel into the Motorsport industry. From Rochester to Charlotte and beyond, come see how the lessons of tutoring are invaluable.
Wanting to work in Motorsports since he was a kid, 2016 RIT graduate Bob Osborn, moved to Charlotte, NC to make it happen. After spending a few seasons in Nascar's premier series, he now resides in an Engineering firm still involved in Motorsports and more.
Alice Cauchi and Alexander-Joseph Silva, Supplemental Instruction Leaders, Rochester Institute of Technology
In today's diverse and interconnected world, understanding and appreciating identity is crucial for creating inclusive and equitable educational environments. This workshop is designed to empower educators, administrators, and students alike to explore, embrace, and celebrate the rich tapestry of identities that make up our educational communities.
Alice Cauchi (she/her): I am a 3rd Year Computer Science and Museum Studies major and a 2nd semester Supplemental Instructor at RIT. Along with this I have responsibilities as an Ambassador for the Computer Science depart, an NEH intern, and an officer of the Computer Science Community . Alexander (He/Him): I am a 4th year Computer Science Major and a Supplemental Instructor Mentor. Along with SI, I am President of Queer n Color, a CS Ambassador, and Treasurer of A Space.
Ali Stambayev, Peer Mentor and Tutor, Rochester Institute of Technology
Students in colleges learn the skills that they will use in the industry. Completing a co-op/internship also provides an opportunity to experience the responsibilities and benefits of having a full-time job while being a student. In this regard, college is less so a continuation of high school and more so the training ground for professionals in the industry. Peer educators engage with both students and faculty, which gives us a good perspective on how Students can be perceived as Colleagues in Training. This workshop discusses the implications of such a paradigm change.
I am a 4th year BSMS Computer Engineering Student. This is my 3rd year as a Peer Mentor and I just returned to school from my first co-op in Boston. Being treated as a full-time engineer and having the responsibilities and respect that come with that position pushed me to consider this change of perspective.
Cha Ron Sattler-Leblanc, Ph.D., Senior Director, Academic Success Center, Rochester Institute of Technology
Executive Function (EF) is often synonymous with neurodiversity including ADHD and Autism, but in fact, EF is a necessary part of learning over the lifespan and is often the first to go offline with stress, fear, and anxiety. Join for an introduction to EF and why the work you do is fundamental to supporting EF in learning!
Cha Ron Sattler-Leblanc is the senior director of the Academic Success Center at RIT. She brings a community framework to learning and research. As a parent and daughter, she's developed an appreciation for learning and executive function over the lifespan.
Casey Towne, Associate Director, SUNY Oswego
Attendees will learn: how to craft inclusive and affirming learning spaces, why these spaces matter and how to develop them at their institutions despite the ever-present restrictions of funding and time. Part presentation and part workshop, attendees from all experience levels will receive background information on SUNY Oswego's tutoring transformation, the reasons for the redesign and the resulting impacts. Attendees will be guided through a physical and emotional review of their space followed by a brainstorming and planning activity. Participants will leave the session with ready-to-implement plans and scholarly research to support their initiatives.
Casey Towne completed a B.S. in Applied Mathematics - Operations Research at SUNY Oswego in 2002. She later enrolled in graduate school and completed a M.Ed. in Curriculum and Instruction for Secondary Mathematics at the University of Lowell. Her education prepared her for a position as a secondary mathematics teacher, where she taught algebra, trigonometry, statistics, economics and developmental math. After her time as a secondary teacher, Casey joined SUNY Oswego's Department of Mathematics as visiting instructor in 2015. Casey's interests in mathematics includes statistics, optimization and teaching. She has always been most passionate about teaching reluctant learners and other who struggle to find success in mathematics. In 2017 Casey joined the Office of Learning Services. The mission of OLS aligns with her interests and allows her to help students to find success in all subjects.
John Nguyen, Tutor/Study Group Leader, University of Rochester
The environment in which a student received knowledge is as crucial to success as the content discussed. This workshop will discuss ways that a peer educator can foster that environment.
I am a junior at the University of Rochester, majoring in Economics and Math. I am currently a Tutor Mentor having been teaching in various capacities for 4 years. I am also a second year Resident Advisor. Happy to discuss relevant experience.
Andrew Isaacson, Tutor, Rochester Institute of Technology
This will be an interactive lecture about the benefits or drawbacks of coops/internships/industry experience on the effect of tutoring and teaching others.
I have been a tutor for over 1 year and have been a researcher for over 1 year. I researched at SUNY Farmingdale, Rochester Institute of Technology (RIT), and most recently The University of Rochester. I have completed 1 year of managerial experience as a supervisor in retail, where I managed 30+ individuals with scheduling, and P/L statements. Currently I am studying mathematics, business, and computer science while working as a Resident Advisor (RA) and tutor at RIT. I am now a 4th year on Coop at Safran Federal Systems as a Navigation Engineer focusing on Machine Learning while still tutoring and working as an RA.
Anuraag Kumar, Peer Tutor Mentor and Teaching Assistant, University of Rochester
The workshop will consist of 25 to 30 minute presentation on the benefits, drawbacks and general research surrounding tutoring and teaching math in a visual manner. The last 15-20 minutes will be a discussion on ideal methods used by attendees as well as answering any questions.
I am a math peer tutor mentor at the University of Rochester as well as a experienced teaching assistant within the math department. I have been tutoring at the University for 4 semesters and am currently helping new tutors learn the ropes.
Austin Rhode & Asha Kadagala, Program Assistants, SI, Rochester Institute of Technology
Our workshop will demonstrate how to utilize the SI model to teach students how to teach themselves. The three pillars of the SI model are redirecting questions, checking for understand, and wait time. These three things allow you to shift away from explaining concepts to students and towards having them come up with answers on their own.
Austin Rhode: Software Engineering and Economics double major at RIT. I have been with the Supplemental instruction program for going on 5 years. I have been an SI Leader for 5 semester and a Program Assistant for 2. Over the years I have made many contributions to the SI program, even winning the SI leader of the semester. I feel very passionate about the program and believe that the SI model is the best way to teach people. Asha: Computer Science major at RIT. I have also been with the Supplemental instruction program for going on 5 years. I have been an SI Leader for 5 semester and a Program Assistant for 2. I have always enjoyed being in a peer education or peer mentor role, and have found a lot of joy in helping others. I really resonate with the SI model, and found it to be a really effective method of learning. I've applied it to other facets of my life, including in my role as President of Computer Science House, as well as an instructor at CodeNinjas, working with younger students.
Palak Wadhwa, Teaching Assistant and Peer Mentor, Rochester Institute of Technology
The aim of this workshop is to help participants understand and identify different learning styles . By the end of the workshop, participants should have better understanding on how they learn best and how to adapt our teaching style to accommodate different learning styles of learning therefore, being more effective. My plan is to have different learning aids which target our senses and then quiz the participant which can help them to identify their learning styles but at the same time understand that everyone has different learning styles. At the end, give them scenario in either pairs or groups to practice how they are going to teach someone who have different learning style.
Palak Wadhwa, 3rd School of Individualized Studies Student from India at Rochester Institute of Technology. Beside from being a student she is involved with Leadership Academy @ Saunders College of Business, Academic Success Center, and Year One Programs.
