Madeline F. Craig

  • Why I Love Teaching at Molloy College

    Teaching at Molloy College is a breath of fresh air! I love teaching at Molloy because the students, faculty and administrators comprise a wonderful, supportive environment that encourage me to be my best every day. The warmth, caring and kind nature of the Molloy campus feels like home and "there's no place like home."

  • Academic Interests
    • Writing/ Composition
    • Technology and Learning
    • Comparison of pedagogical strategies for online, blended and face-to-face learning environments
    • Faculty Development for Online/ Blended Learning Design and Teaching
    • Student Engagement/ Interaction/ Collaboration
  • What I am working on
    • Investigating technologies (apps, websites, online courses, video tutorials, etc.) to improve students' writing - in conjunction with the design of a writing refresher course
    • Designing and delivering STEM opportunities for elementary students, using LEGO education products
    • Developing curriculum for visually impaired and blind high school students
    • Accreditation case study to demonstrate that our teacher candidates have an impact on their students after graduating from Molloy
    • Co-designing an advanced faculty development course in designing and delivering online and hybrid courses
    • Improving my own teaching and incorporating new strategies into my undergraduate and graduate level courses to enhance student learning
  • Educational Philosophy

    My teaching philosophy is based on my experiences as both a teacher and a learner. Throughout my life, I have seized every opportunity to further my education and learn and grow. I believe it is so important to, not only teach students content, but to engage them in such a way that they value the experience of learning. The rapidly changing technology demands that we be lifelong learners, willing to build our skill set so that we adapt to our constantly evolving environment. Although technology may be the impetus for why people pursue learning, it's important that the learning itself be valued.

    Learning can happen anywhere at any time; as a teacher my goal is to help students understand, capture and value these moments. I strive to make learning an engaging, interactive and real-world experience because when these three factors combine I believe the learning tends to "stick." I frequently experiment with new techniques in the classroom to engage my students; I reflect on my work in the classroom and seek feedback in order to modify and improve my work.

    My work in the academic and corporate arenas reflects my philosophy that learning be a collaboration between instructor and students. I seek to draw on students' past experiences, eliciting and incorporating them into the learning environment.  I welcome opportunities to learn from the students. My students recognize and appreciate this and are more open to share their ideas and knowledge in the classroom setting.

    My philosophy evolved over time and is influenced by many great thinkers that I have had the opportunity to study with directly or study indirectly. Jack Mezirow's transformative learning, Stephen Brookfield's skillful teaching focused on discussion-based learning and Dee Fink's taxonomy of significant learning are all semi- recent influencers who I had the opportunity to study with in graduate or post-graduate work. More traditional influencers of my philosophy include John Dewey, Malcolm Knowles, David Kolb, Howard Gardner and Benjamin Bloom. Their theories guide my student centric, learner specific, objective oriented strategies. 

    Technology can be a powerful learning tool for many types of learners. Technology provides opportunities for interaction, engagement and real world experiences. Online sources provide students with access to learning management sites, news articles, learning videos, blog sites and online discussion forums: access to information is unlimited in a technological environment. The power of assistive technologies to help students with disabilities provides hope and independence to these exceptional learners. I'm consistently amazed by the potential of technology and yet aware of the potential misuse of technology for technology's sake. I advocate for a balanced approach and a focus on connecting technology's use to learning outcomes.

    Discovering, exploring and testing new educational technologies has become quite an interest, as well as a hobby for me. There's nothing quite like trying out a new technology and sharing it with others who have the same enthusiasm for technology's potential. My twitter family inspire my new pursuits and so I greatly appreciate those who share by tweeting regularly, such as @web20classroom, @salkhanacademy, @rmbyrne, @coolcatteacher, @finleyt, @teachertoolkit, @kthompson  just to name a few. Technology will continue to be a productive avenue for my continued development as a reflective practitioner.

  • Educational Background
    • Teachers College, Columbia University, New York, New York, Doctor of Education
    • Adelphi University, Garden City, New York, Master of Fine Arts
    • New York University, New York, New York, Master of Arts - Industrial/ Organizational Psychology  
    • Adelphi University, Garden City, New York, Bachelor of Arts - English
  • Additional Information

    I love to read and write! My top twenty books include: And Then There Were None by Agatha Christie, A Tree Grows in Brooklyn by Betty Smith, can't and won't by Lydia Davis, Eats, Shoots & Leaves by Lynn Truss, Fun Home by Alison Bechdel, Half of a Yellow Sun by Chimamanda Ngozi Adichie, Gone With The Wind by Margaret Mitchell, Great Expectations by Charles Dickens,  I Capture The Castle by Dodie Smith, Invisible Cities by Italo Calvino, Motherless Brooklyn by Jonathan Lethem, Olive Kitteridge by Elizabeth Strout, Slapboxing with Jesus by Victor Lavalle, The Adventures of Augie March by Saul Bellow, The Metamorphosis by Franz Kafka, The Sun Also Rises by Ernest Hemingway, To Kill A Mockingbird by Harper Lee, We Have Always Lived in the Castle by Shirley Jackson, What Maisie Knew by Henry James, Wuthering Heights by Emily Bronte.

  • Publications/Presentations
    • Beyond Art: Word Clouds for Learning." (2015, Fall) The Torch: The Division of Education Magazine, (8). Molloy College.
    • "BlendKit - Course Design Online." (2015, Spring). Faculty Connections, 17(2). Molloy College.
    • "Creative Ways to Enhance Student Writing" - The Teaching Professor Technology Conference 2016 in Atlanta, Georgia - September 30 - October 2, 2016.
    • "Face-to-Face or Online Discussions: Are They Really So Different?"  Emerging Learning Design 2016
    • (ELD16) at Montclair State University - June 2 & 3, 2016.
    • "Faculty Development and Canvas" Presented at E-Learning Event: Sharing Web Based Tools & Practices at Molloy College - December 4, 2015.
    • "Giving Faculty TLC: Being Students to Become 21st Century Leaders." (2016, Fall). The Torch: The Division of Education Magazine, (9). Molloy College.
    • "The Molloy Blend" Presented at Creative Teaching Day at Molloy College - January 19, 2016.
    • "Three Tools for Improving Student Work." (2016, December). Online Classroom. Magna Publication.
    • "Turnitin's Other Tools" Presented at Adelphi's Teaching, Learning & Technology Conference - April 10, 2013.