Francine Glazer

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Francine Glazer serves as associate provost for educational innovation and is the founding director of the Center for Teaching and Learning at New York Tech. She oversees the libraries, student life, international and experiential education, and career services. Prior to joining New York Tech in 2008, she was a professor of biological sciences at Kean University for 16 years.

A biologist by training, Glazer has been actively working with faculty members on issues of teaching and learning since 1993. She recently finished a term as member of the Core Committee (board of directors) of the Professional and Organizational Development (POD) Network in Higher Education, a national professional organization dedicated to advancing the research and practice of educational development in higher education. She also served as president of the New Jersey Faculty Development Network. She currently serves on the executive advisory board of the International Higher Education Teaching & Learning Association and as a member of the editorial review board of Innovative Higher Education.

Glazer edited a book to help faculty members implement blended learning across various disciplines, Blended Learning: Across the Disciplines, Across the Academy. Her areas of interest include faculty mentoring, organizational development, student engagement, and online and blended learning.

Glazer holds a Ph.D. in molecular, cellular, and developmental biology from the University of Colorado, Boulder, and a BS (magna cum laude with thesis honors) from Tufts University. She also earned a Master Online Teacher certificate from the University of Illinois. She pursued a post-doctoral fellowship at the University of California, Irvine, under a National Institutes of Health National Research Service Award.

Recent Projects/Research

• Developing a growth mindset in entering college students

Publications

• Glazer, F. S., editor (2012). Blended Learning: Across the Disciplines, Across the Academy. New Pedagogies and Practices for Teaching in Higher Education. Stylus Publishing, Sterling, VA.
• Glazer, Francine S. and Marguerite K. Mayhall (2004). “Engage Your Students From the Very First Day: Using Icebreakers to Frame Course Content,” Proceedings of the International Society for Exploring Teaching and Learning Annual Conference, Baltimore, MD.
• Glazer, Francine S. (2004). “A Good Metaphor is Worth a Thousand Words,” Teaching Tips: Innovations in Undergraduate Science Instruction. (Druger, M., E.D. Siebert, and L. Crow, eds.) The Society of College Science Teachers Monograph Series. Arlington, VA: NSTA Press, pp. 75-76.
• Amick, Beverley, Richard Nichols, and Francine S. Glazer (2001). “Mentoring First-Year Faculty: Cases from a Model That Works, Diversity in Mentoring: Proceedings of the International Mentoring Association Annual Conference, Washington, DC.
• Glazer, Francine S. (2000). “Testing Learning: Not Anxiety,” The Teaching Professor 14:7.
• Glazer, Francine S. (2000). “Journal Clubs – A Successful Vehicle to Science Literacy,” The Journal of College Science Teaching 29:320-324.
• Glazer, Francine S. (1998). “Teaching with Toys and Telephones,” College Teaching 46 (3):89.
• Glazer, Francine S. (1997). “From Lecture to Discussion-Based Teaching,” From Traditional Approaches Toward Innovation. (Caprio, M., ed.) The Society of College Science Teachers Monograph Series. Arlington, VA: NSTA Press.
• Storfer-Glazer, Francine A., and William B. Wood (1994). “Effects of chromosomal deficiencies on early cleavage patterning and terminal phenotype in Caenorhabditis elegans embryos.” Genetics 137:499-508.
• Laughon, A., S.B. Carroll, F.A. Storfer, P.D. Riley and M.P. Scott (1985). “Common Properties of Proteins Encoded by the Antennapedia Complex Genes of Drosophila melanogaster,” Cold Spring Harbor Symposia on Quantitative Biology 50:253-262.
• Glazer, Francine S. (2007). Review of Catherine M. Wehlburg, Meaningful Course Revision: Enhancing Academic Engagement Using Student Learning Data. Anker Publishing 2006. National Teaching and Learning Forum 16(6).
• Glazer, Francine S. (2006). Review of Dean A. McManus, Leaving the Lectern: Cooperative Learning and the Critical First Days of Students Working in Groups. Anker Publishing 2005. National Teaching and Learning Forum 15(4).
• Glazer, Francine S. (2005). Review of Patricia Comeaux, Assessing Online Learning. Anker Publishing 2005. National Teaching and Learning Forum 14(6).

Professional Honors and Awards

• 2005, Service Award, Congregation Ahavas Achim
• 2002, Phi Kappa Phi Honor Society
• 2000, Who’s Who Among America’s Teachers
• 2000, Presidential Teaching Scholar, Kean University
• 1998-2005, Career Development Award (9 awards), Kean University
• 1993-1996, Fellow, Partners-In-Learning Program, Kean University
• 1993-1995, Released Time for Research (2 awards), Kean University
• 1990-1992, Post-Doctoral Fellow, NIH National Research Service Award, University of California, Irvine
• 1985-1990, Teagle Foundation Scholarship Recipient, Exxon Corporation
• 1982-1989, NIH Predoctoral Fellowship, University of Colorado, Boulder
• 1980, Paul A. Warren Award in Genetics, Tufts University
• 1980, Fellow, National Science Foundation Undergraduate Research Participation Program, Tufts University. Laboratory of Dr. Eli Siegel, “Genetic Analysis of the UvrD Locus of Escherichia coli”

Contact Info

• fglazer@nyit.edu
• Twitter: @fglazer and @NYITctl
• Website