Vitae Links ACADEMIC & PROFESSIONAL ACTIVITIES PUBLICATIONS:  EDUCATIONAL TECHNOLOGY SOFTWARE DEVELOPMENT CONFERENCE PRESENTATIONS AND PUBLICATIONS MEMBERSHIPS PSYCHWARE SOFTWARE SERIES

CURRICULUM VITAE

Robert S. Slotnick, Ph.D.
 

New York Institute of Technology School of Education and Professional Services
1855 Broadway
New York, New York 10023
(212) 580-2190
rslotnic@nyit.edu
(212) 261-1541

ACADEMIC & PROFESSIONAL ACTIVITIES

1991 - 1993      Associate Professor of Psychology and Education
Coordinator, Instructional Technology
Teach in Master's Level Graduate Program in Instructional
Technology.  Courses: Higher Order Thinking Skills; Technology and the Special Needs Student; Research Methods and Principles; Field Project; HyperCard Applications; Desk Top Publishing; Survey of Instructional Technology.

Administer Graduate Program at the Manhattan Campus
Develop courses, syllabi, recommend hardware and oversee software acquisition and evaluation.  Serve as liaison for the off-campus program offered through the NYC/Teacher Centers Consortia. 

Educational Technology - Instructional Design
I studied cognitive approaches to instructional design focusing on interactive media as a facilitator and amplifier of human learning strategies.  I  designed and implemented hypermedia courseware. Focus was on classroom applications.

1986 - 1991     Courseware Development 
Created BrainStack, a hypermedia instructional program using hypertext and graphic links as a method for learning about brain-behavior relationships.  Brainstack was created with Apple's Hypercard authoring program.  Published and distributed by Harcourt, Brace, Jovanovich, Inc., 1990. 

Software Development Grant 
New York State Education Department 
I developed problem solving software in psychology to facilitate heuristic and algorithmic applications and experi- ments in free fall and orbital motion for physics education.  Programs developed were: Projectile Motion, Towers of Hanoi, and Cryptogram.

Psychology Software Series
Created and Developed: PsychWare: An Introductory Psychology Software Series which contains  10 software programs, a faculty resource guide, and a student workbook.  Published and distributed by West Publishing Co., 1986.

1982 - 1986      Associate Professor of Psychology
Teach in graduate Psychology and Instructional Technology   programs: Introduction to Microcomputers, HyperCard Applications, Research  Methods, Life Span Human Development, Psychopathology, and other psychology courses. Administer  computer enhanced learning in 
psychology.

Director, Electronic Learning Laboratory
Established Microcomputer Learning Laboratory;
integrated computer components and print support materials into math, English, introduction to microcomputers and computer education courses.  Administered class scheduling, staffing, and hardware maintenance and software acquisition and evaluation. 

Coordinator, Computer-Based Education Project
Strengthening Developing Institutions Grant, U.S. Department of Education, Washington, D.C. Supervised large 4 year institutional grant;  Oversaw Campus-Wide coordination, development, implementation  and evaluation of computer based education.

1981 - 1983      Assistant Director, Office of Instructional Development
Responsible for development and implementation of contract learning for distant learners; Conducted faculty technology workshops. 

1978 - 1981      Assistant Director, Instructional Development, Human Resources Development Center

Developed Contract Learning Proposal for Behavioral Science--submitted to State Education Department; liaison with Center Directors; orientation of faculty; administered Contract Learning Courses.

Co-Founder and Co-Director Long Island Self-Help Clearinghouse and Vice-President, Self-Help Action Center, Inc.

1977 - 1982      Assistant Professor of Psychology
Taught in graduate and undergraduate programs.

PUBLICATIONS:  EDUCATIONAL TECHNOLOGY

I.  NYIT TECHNOLOGY TRAINING

Slotnick, R.  July, 1997.  The internet is everywhere: Are you ready?  The Second Annual DeSeversky Faculty Development Conference.  Discussion of latest developments in educational applications of the internet and www.  Examples of Web Quests, ClassroomConnect, On-line Encyclopedias, Library of Congress on-line and other information riches.

Slotnick, R. and Cole, J.  April, 1997.  Internet training and creation of web pages.  Workshop for NYIT adjunct faculty in the Teacher Centers Consortium off-campus Graduate Programs.

Slotnick, R.  December, 1996.  Integrating computers into the classroom: Facilitators and barriers. II.  Computer slide-show presented to the Chilean Educators visiting NYIT.  (Translated into Spanish)

Slotnick, R.  November, 1996. Integrating computers into the classroom: Facilitators and barriers. I.  Computer slide-show presented to the Chilean Educators visiting NYIT.  (Translated into Spanish)

Slotnick, R. and Cole, J.  November, 1996.  Introduction to the world-wide web: Workshop for Teacher Centers Consortium Faculty. 

II.SOFTWARE DEVELOPMENT

 Slotnick, R. 1990.  BrainStack: Explorations in brain-behavior relationships.  San Diego, CA: Harcourt, Brace, Jovanovich, Inc.
This is an introduction to functional neuroanatomy using the Macintosh HyperCard programming environment.  It utilizes hypertext, graphics, animation and sound to facilitate exploration of brain-behavior relationships. The focus is on dynamic functions of the cerebral cortex, e.g. vision, audition, voluntary movement, sensation, pattern recognition, cognition and language.  Print materials: BrainStack: A User's Guide and A Student's Tour accompany the program.

 Slotnick, R. 1989b.  Towers of hanoi: Creation of algorithms.  New York, N.Y.: 
        NYIT. 
This program illustrates the power of algorithms and recursion.  The program has three parts which allow the student to solve the tower problem, learn the strategy or learn to create a recursive program to solve the problem.  Print materials explaining and illustrating the various components of the program are included.Towers of Hanoi was developed through a grant from the NYSED. 

Slotnick, R. & Gautreau, R. 1989a.  Projectile motion.  New York, N.Y.: NYIT. 
This program explores the horizontal and vertical components of projectile motion in a simulation mode.  Students choose values for several variables and observe the trajectory under those conditions. 

Slotnick, R. 1988.  Problem solving.  New York, N.Y.: NYIT. 
The program consists of 2 problems:  Cryptogram and Missionaries and Cannibals. Students learn about heuristics and algorithms while solving word puzzles and a logical game.  Program was developed through a grant from the NYSED. 

Slotnick, R. 1987.  Case studies in psychosis: I & II.  New York, N.Y.: NYIT.
Eight case studies are presented for student analysis. The student's task is to identify symptoms and to diagnose the patient by analyzing biographical data, interview questions, and test assessments.   An attenuated version of DSM-III and other information is available on disk.  A student's work book accompanies the program.

Slotnick,  R. 1986. PsychWare: An introductory psychology software series.
Minneapolis, Mn.:  West Publishing Co. (See Appendix)
This courseware package consists of 10 interactive programs using experimental, tutorial, and simulation formats on major topics in introductory psychology, e.g. learning, memory, cognitive development.  The software is accompanied by a faculty resource guide and a student workbook to analyze data and to write reports. 

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III.CONFERENCE PRESENTATIONS AND PUBLICATIONS

Slotnick, R.  (1992, June).  Using HyperCard to develop collaborative learning. 
Paper presented at  National Educational Computer Conference, Dallas,  Tx.

Slotnick, R.  (1991, June).  HyperCard applications in the classroom.  Paper presented at National Educational      Computer Conference, Phoenix, Az.

Slotnick, R.  (1990b).   Academic Computing in Psychology: Trends and Issues.
Social Science Computer Review 8:4, 558-591.

Slotnick, R. (1990a). The BrainStack: Designing interactive courseware with   HyperCard. HyperNEXUS, 1,        6-10.

Slotnick, R.  (1989b).  Computer enhanced problem solving skill acquisition.    Collegiate Microcomputer.  VII (3): 193-202.

Slotnick, R.  (1989a, June). Building interactive courseware with HyperCard:  Exploring brain-behavior relationships.  National Educational Computer  Conference, Boston, Mass.

Slotnick, R.  (1988). Original courseware for introductory psychology:   Implementation and evaluation.  Collegiate Microcomputer. VI (4): 349-360.

Slotnick, R., Hibbert, E. & Ushak, Z. (1987c, November). Computer enhanced  learning: Simulation and analysis of projectile motion.  Paper presented at: Higher  Education Opportunity Program's Professional Organization,  Syracuse University. 

Slotnick, R.  (1987b, March).  PsychWare:  Psychology software for improving  problem solving skills. Invited Address, Computers in Liberal Arts  Education Conference, York College, CUNY. 

Slotnick, R. & Hibbert, E.  (1987a, March).  Computer mediated problem solving strategies. Paper presented at: National Association for Developmental  Education Conference, New Orleans, La.

Slotnick, R. & Jeger, A.  November, (1985c, November).  Implementation and  evaluation of an original psychology software series.  Paper presented at: The   28th International Conference of the Computer-Based Instructional  Systems, Washington, D.C.

Slotnick, R. & Jeger, A.  August, (1985b, August).  Instructional technology:   Demonstration of original psychology software for teaching introductory  psychology.  Paper presented at:  93rd Annual Convention of the American  Psychological Association, Los Angeles, Ca. 
ERIC Reports, Document # 260 700

Jeger, A. & Slotnick, R. (1985a, January). Toward a multi-paradigmatic approach to  evaluation of CAI:  Experiences from the NYIT computer-based education project.    NYIT,  Old Westbury,  N.Y.
ERIC Reports, Document # 260 703

Slotnick, R. & Kohn, M. (1984c, June).  Development and implementation of  computer enhanced learning for a college algebra course.  Paper presented at:   National Education Computing Conference, Dayton, OH.

Haile, P. & Slotnick, R. (1984b, April).  A large scale computer based instruction  implementation: A case in point.  Paper presented at the American Education  Research Association Meeting,  Special Interest Group for  Instructional Technology,  New Orleans, La.

Slotnick, R.,  Jeger, A.,  & Richards, A. (1984a , April).  Technology based  education:  A  multi-paradigmatic program evaluation for math & English  instruction. Paper presented:  Microcomputers & Basic Skills in College  Conference, NYC.

Slotnick, R. (1983,June).  Strategies for Utilizing Computer Based Instruction. Paper 
presented at National Educational Computer and Technology  Conference, NYC.

IV.  TECHNICAL REPORTS

 Jeger, A.M.  &  Slotnick, R.  1985.  Technology-based education:  Implementation and evaluation of computer enhanced learning in math,      English and psychology courses; Curriculum Development and Faculty        Training.  NYIT,  1983-85.

V.  VIDEOTAPE PRODUCTION

 Slotnick, R.S. 1986.   Executive Producer, and Fleischer, A. Director, 
 Computer Enhanced Learning.  Color.  22 minutes. New York, N.Y.:  NYIT.

VI.  CONSULTATION

 Evaluator for Computer Education Project administered by Stevens Institute of Technology, 1992.

 HyperCard Workshop for Educators, Jericho High School, Long Island, NY, March, 1992.

 Reviewer for the State of New Jersey, Higher Education Department, 
 Computers in Curriculum Program, 1986 - 1989.

 Software Reviewer for Educational  Publishers: McGraw-Hill, Teaching of    Psychology,  Collegiate Microcomputer 1985 - 1988.

 Book reviewer for Contemporary Psychology.  1986 - 1989.

 Electronic Resource Consultant -- Lawrence Erlbaum Associates, 1987 - 1990.

 Software Briefing, New York State Education Department, Center for 
 Learning Technologies, Coordinator, Dr. Peter Stoll,  1986.
 

MEMBERSHIPS

 American Psychological Association
  Division 2, Teaching of Psychology 
  Division 27, Community Psychology

 National Educational Computer Conference
 Program Committee

 International Studies for Technological Education
 Co-Founder, Hypermedia Interest Group 
 Co-Founder, HyperNexus: Journal of HyperMedia and MultiMedia Studies

SELECTED PSYCHOLOGY PUBLICATIONS

 Book:  Jeger, A.M. & Slotnick, R.S.  1982.  (Eds.)  Community Mental
 Health:  A Behavioral-Ecological Perspective.  New York: Plenum
 Press. 

 Directory:  1981; rev. ed. 1986.  A Directory of Self-Help Groups,  New York   Institute of Technology Press. 

 Newsletter:  Social Ecology in Community Psychology.  1980.

 Numerous chapters in books, published articles and conference papers.

HIGHER EDUCATION

 1962 - Brooklyn College, Psychology, A.B. Cum Laude

 1967 - Stanford University, Psychology, Ph.D.

 1976 - Washington Square Institute for Psychotherapy & Mental Health
   Certificate for post-doctoral training in group therapy.

 1988 -  Certified Apple Developer,  Apple Computer Corporation, Inc.

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APPENDIX  APsychWare Software Series
 

PsychWare:  An Introductory PsychWare Software Series

1. Operant Conditioning I

This interactive program introduces the basic principles of operant conditioning through simulation of various experiments in learning.  The experiments are conducted in a Simulated Skinner Box environment, with a pigeon, an illustrative plotter, a stimulus key an food hopper.  The student conditions the pigeon to a continuous reinforcement (CRF) schedule.  In the CRF module a game-like feature is introduction by comparing the accuracy of the student's reinforcements with the actual number.

2. Operant Conditioning ii

In this part of the program the student learns the effects of partial reinforcement schedules on acquisition and extinction.  The student then assumes the role of the pigeon to learn a discrimination task.  The results are presented graphically.  In the final module the student controls the pigeon's behaviors while learning a behavior chaining task.

3. Incremental Learning: A Self-Experiment

The student serves as subject in an experiment.  His/her data are tabulated, graphed and compared to normative data.  Incremental learning is demonstrated on a specific learning task.  The student participates in data collection and observes its transformation from raw data to graphic modes.

4. Classical Conditioning

This is a tutorial program with nested simulations.  It teaches the basic principles of classical conditioning through the presentation of color graphs, animation, symbolic representations and simple clear text.  The student must complete several simulations to move from acquisition of conditioning to extinction to generalization and discrimination.

5. Digit-Span

 The student serves as subject in a memory experiment; his/her data are tabulated and graphed.  In the first experiment a series of digits are presented one at a time; in the second experiment the digits are presented in chunks of 3.  This program is designed to help students discover the importance of chunking in short-term memory.  Chunking compared to non-chunking conditions using color graphs.

6. Prisoner's Dilemma

 This program demonstrates the consequences of decision strategies involving trust vs. suspicion in a simulated crime situation.  Students assume the role of one of the prisoners and play against the computer, which is programmed to simulate a second prisoner.  The outcomes are combinations of jail sentences or acquittals.  Analysis of the results provide students with feedback as to the decision strategy they adopted.

7. Gambler's Dilemma

 This program illustrates the strategies of the Prisoner's Dilemma in a 2-person interactive game.  Cooperation and competition are the conflicting motives that the students must balance in trying to accumulate points (win "money").  The program tracks responses and outcomes and provides an analysis of the students' strategies.  There are three different game matrices, each with a different reward structure.  Students can analyze their strategies as a function of the differential rewards.

8. Memory:  Words vs. Images

 The student is asked to memorize a list of word pairs and a list of image pairs.  One of each word pair (or one image of each image pair) is then presented and recognition of the second word or image is tested.  A graph of results is presented.  The student is asked to repeat the experiment with a different list of words and set of images.  The program features very attractive graphics for the images and the graphs.

9. Cognitive Development

 Piaget's four stages of cognitive development are taught in a tutorial and simulation format.  The student first learns the major characteristics of the four stages and then applies developmental tests, e.g., conservation of identity test, seriation test, and the pendulum problem, to a computer simulated child.  Based on the simulated results the student must assign the child's cognitive stage.

10. Short Term Memory

 In this program the student serves as a subject in a number of short term memory experiments.  The experiments include estimation of dots, memorization of letters, syllables, and words.  The concepts illustrate are estimation, memory plus identification, chunking, and chunking-plus-meaning in organizing memory.  Student data are collected and graphed for four experiments.