Focus on Faculty by Hofstra University

focus on faculty Meet some of the teachers who make Hofstra unique!

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Hofstra at a glance A Look at the Class of 2014 Average HS GPA: 3.4 Students With GPA of 3.0 or Higher: 74% Average SAT: 1172 Students From Outside NY: 48% Students Who Live on Campus: 75%

Costs and Financial Aid (2010-2011) Tuition and Fees: $31,800 Housing and Dining: $12,936* Average Financial Aid Package (need-based): $15,509 Students Awarded Financial Aid: More than 87%

Geographic Profile (Undergraduate) U.S. States and Territories: 46 Foreign Countries: 68

Academic Profile Undergraduate Program Options: Approximately 140 Faculty Holding Advanced Degree: 93% Student-to-Faculty Ratio: 14-to-1 Average Undergraduate Class Size: 21

Facilities and Resources Library Holdings: 1.2 million print volumes Residence Halls: 37 Student Clubs and Organizations: Approximately 175

Varsity Athletics NCAA Division I

Baseball (M) Basketball (M/W) Cross Country (M/W) Field Hockey (W) Golf (M/W) Lacrosse (M/W) Soccer (M/W) Softball (W) Tennis (M/W) Volleyball (W) Wrestling (M) *Estimated cost is based on a high-rise, double room and Level C dining plan.

2 Hofstra University

Message From the President

Years from now, when you look back on your

college experience, you will remember your professors who challenged and inspired you and served as mentors and guides to the future. Other memories may fade with time, but the memories of those who helped your mind grow stay with you always.

At Hofstra University, our professors are both

noted scholars and excellent teachers. Here, you will f ind an outstanding faculty â&#x20AC;&#x201C; including Fulbright scholars, National Endowment for the Humanities fellows, Guggenheim Fellows, an Emmy Award winner, National Science Foundation and National Institutes of Health grant recipients, and leading textbook authors. What distinguishes Hofstra from so many other colleges is that virtually all of our faculty teach undergraduates, and many of our most eminent faculty teach f irst-year students. Classes here are small, averaging 21 students, which helps to create an environment most conducive to learning and facilitates interaction with faculty and fellow students.

In these pages, you will find information on a

small sample of our many noteworthy faculty members. I encourage you to visit Hofstra and see for yourself the outstanding educational experience we provide. Sincerely,

Stuart Rabinowitz President focus on faculty 3

Maureen

Krause, Ph.D.

4 Hofstra University

“

o study science, students can’t be passive listeners. They need to be actively engaged in their own learning through discussion, experimentation, modeling and group learning activities,” says Professor Krause. “I see my role as facilitating their learning.” Dr. Krause aims for interactive classes that make use of personal response system “clickers” to answer questions. “It’s not quite a student-centered classroom, but it’s not teacher-centered either.” Recalling a recent class exercise, she revealed portions of a young girl’s autopsy report, and then asked students for revised hypotheses on the cause of death. “Students used their knowledge of metabolism to solve the mystery of why this girl died.” “Technology plays

Associate Professor of Biology Hofstra College of Liberal Arts and Sciences

a huge role,” she says. “It’s really improved the learning atmosphere in class. We use brand-new digital microscopes and laptops for lab reports, and we do 3-D modeling of biological molecules in our state-of-the-art computer lab.” The reason is clear to Professor Krause, who observes, “To be a practicing scientist, you need computer and graphing skills.”

As for what she likes most about teaching, Professor Krause cites “the interaction with the students. To see students several years down the road and find that I’ve made a difference … to see them as excited about biology as I am.” She hopes her students leave her courses with “a general enthusiasm about biology. Living organisms are so incredible. I want them to really appreciate that, to see how intricate and amazing they are.”

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Andrea Garcia, Ph.D. 6 Hofstra University

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believe that access to quality literacy education is everyone’s right,” says Professor Garcia. “As associate professor of teaching, literacy and leadership,” she continues,“I strive to help my students so they can make reading and writing meaningful to the lives of their students.” Professor Garcia also serves as director of the Reading/Writing Learning Clinic at Hofstra’s Joan and Arnold Saltzman Community Services Center, where she runs programs designed to foster literacy growth. One such program is the Young Women’s Writing Project, a successful outreach and enrichment program for middle and high school girls. The program encourages participants to express themselves through writing. Originally intended for seventh graders, the program was expanded to include older girls as mentors, “because so many of the girls wanted to come back.” “Many girls in the program discover that they are able to voice their feelings and concerns in their journals,” she continues, “It’s a liberating feeling. They write about everything: friends, love, fear, war, crime in the community. It’s very powerful writing. They find they can do things they didn’t think they could do.” Associate Professor of Now in its ninth year, the Young Teaching, Literacy and Leadership School of Education, Health and Human Services Women’s Writing Project has been the Director, Reading/Writing Learning Clinic subject of articles in The New York Times Joan and Arnold Saltzman Community Services Center and the online journal Teenwire. Professor Garcia’s areas of expertise include sociopolitical perspectives of literacy, literacy assessment and instruction, and early literacy and language development in multilingual communities.

focus on faculty 7

Stanislao Pugliese, Ph.D.

8 Hofstra University

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hen asked what he loves about teaching history, Professor Pugliese says, “All history teachers try to impart a certain amount of content on what happened in the past. But just as important is historical

consciousness. Things are the way they are because people made certain decisions. History has meaning in our daily lives.”

He describes his classes as “very intimate discussions and debates. I try to

get students to be active participants in their own education, to be involved intellectually and verbally. I like working with students who are curious.”

Technology isn’t prominent in his classes. “I’m kind of old-fashioned.

I prefer a Socratic dialogue with the students.”

A 1987 Hofstra graduate, Professor Pugliese observes, “As I’ve said to every

student I’ve taught, the education you receive at Hofstra depends on the curiosity you bring to the classroom. Hofstra offers you more than just preparation for a job. It offers you an opportunity to think, communicate and engage in critical thinking.”

Professor of History, Hofstra College of Liberal Arts and Sciences Queensboro UNICO Professor of Italian and Italian American Studies

focus on faculty 9

Ellen Frisina, M.A.

10 Hofstra University

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hen asked what she considers important in her public relations course, Professor Frisina replies, “Getting an education and a strong skill set and developing a portfolio. And internships. Nearly 100

percent of our graduates are getting jobs right out of college.”

Her class sizes are small. “No more than 20 students – 20 is a large class in

public relations,” she points out. “And we offer one-on-one learning with an academic who has professional public relations experience.”

Professor Frisina, who holds

the highest degree in her field, enjoys teaching undergraduate students because “they have the ability to be curious. And I love it when a student is unsure of what to focus on or what public relations is.”

The course requires exceptional

writing skills, she adds. “Journalism is required for public relations majors, and two Zarb School of

Associate Professor of Journalism, Media Studies and Public Relations

Business courses also are required –

School of Communication

one in marketing and one in advertising.” Explaining the rationale for these requirements, she says, “The students get an incredibly broad view – what’s often called integrated marketing communication.”

What do students get out of her class? “A profession,” she says, and then she

adds, “But we also want them to become citizens of the world and active participants in our community. They need a strong set of ethics.”

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Richard C. Jones, Ph.D. 12 Hofstra University

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try to help students understand the relationship between accounting and the conduct of business. It’s part of the tools they need. I present it in the context of business,” says Professor Jones, a certified public accountant

who’s worked at Chemical Banking Corp. and the Financial Accounting Standards Board.

What’s the best part about teaching? He immediately responds, “Students.

Talking to students, helping them understand, advising them about their future as professionals.” Although some students are concerned that accounting is difficult, “it isn’t just numbers.” Based on the student feedback he’s received, Professor Jones feels, “I’m good at making a complex topic clear and working at a pace so students can catch on.” As for the classroom experience, he strives for as much student interaction and participation as possible by “trying to relate accounting to what they’ve done, to their own experience – although most students haven’t worked in real business, Associate Professor of Accounting, Taxation and Legal Studies in Business Frank G. Zarb School of Business

except for retail.” Technology also plays a role, though not necessarily in the classroom. “It’s essential to give students as much as possible online,” he notes, pointing out

that most students are very computer savvy. “I give a lot of assignments on my website, and class notes and practice exercises. I use McGraw-Hill’s PageOut,” which is one of several online learning platforms available at Hofstra.

focus on faculty 13

Esmeralda

Lyn, Ph.D.

14 Hofstra University

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n finance, we teach the tools for making investment and finance decisions,” Professor Lyn observes. “Students will have to learn these tools, which are mathematical and not very easy. But I try to make the topic interesting and

keep them from being intimidated.” Moreover, she points out, finance will always have applications to students’ lives. “Knowing finance is even more important now, since they’ll be more responsible than ever for their pension and retirement benefits. They will use what they learn in my class.” Few students major in finance as undergraduates, she says, but many are required to take two finance courses as business majors. Technology plays a key role in her classes. “Very much so. I use Blackboard as a big part of class, as well as Microsoft Excel and the Internet. When we analyze live companies like IBM, we look up C.V. Starr Distinguished Professor of Finance and International Financial Services

actual common stock quotes and

Frank G. Zarb School of Business

charts.” Then there’s Zarb’s Martin B. Greenberg Trading Room,

a high-tech simulated trading room, complete with real-time market information. What does she hope students will get out of her class? “Basic tools for making financial and business decisions – tools they’ll take with them no matter what field they enter,” she replies. “Finance is the main driver for how business works.”

focus on faculty 15

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Hofstra University continues its commitment to extending equal opportunity to all qualified individuals without regard to race, color, religion,/sex, sexual HofstraUniver @HofstraU orientation, age, national or ethnic origin, physical or mental disability, marital or veteran status in employment and in the conduct and operation of Hofstra Universityâ&#x20AC;&#x2122;s educational programs and activities, including admissions, scholarship and loan programs and athletic and other school administered programs. TM

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