Dr. Mosley
Full Professor

Goldstein Academic Center
Pleasantville, Room 322
E-mail : pmosley@pace.edu
Voice Mail : 914-773-3986
Fax : 914-773-3930

Office Hours:
Mon. 11-1 & Thurs. 10-1
and available by request

























2013 $1,071,338 National Science Foundation Grant, Innovative Technology Experiences for
Students and Teachers (ITEST), “The Urban Community Project to Stimulate Interests in STEM
Careers (U-CPS)
”  Keith Hargrove (PI), Ray Bullock(Co-PI), Pauline Mosley (Robotics STEM

2013 - $20,000 Verizon Foundation Grant, Girls Code Project White Plains Afterschool Program,
Maria Imperial (PI), Pauline Mosley (Co-PI)

2008 - $870,521 National Science Foundation Grant, Advanced Technological Education (ATE) Project "Development of Robotics Technician Curriculum at Baltimore City Community College" Yun Liu (PI), Alton Smith(Co-PI), Michael Kaye(Co-PI), Pauline Mosley(Co-PI), Keith Hargrove(Co-PI)

2008 - $4,525 Pace University ThinkInfinity Grant, "Promoting Service-Learning Using LEGO Robotics" Pauline Mosley (PI)

2006 - $5,000 Pace University Presidential Grant Civic Competency Award, "Promoting Science and   Technology Education Using LEGO Robotics "Richard Kline (PI) and Pauline Mosley (PI)


 Reseach Agenda For The Next Five Years

Understanding the Long-Term Effects of Service Learning – I hope to make a significant impact by documenting the outcomes of theory to practice and advance this field.   The documentation will discuss theoretical perspectives and methodologies obtained from a longitudinal study of 300 students five years after their participation in CSIS service-learning college courses. 
Online Learning Communities – Research shows that strong sense of community not only increases persistence of students in online programmes, but also enhances information flow, learning support, group commitment, collaboration, and learning satisfaction (Dede, 1996; Wellman, 1999).   In 2000, Garrison develop a model called community of inquiry that highlights the importance of learning through the interaction of three core components: cognitive presence, teaching presence, and social presence.  Rourke (2001) further explicated the social presence component of this model and develop the coding template to assess social presence in computer conferencing.  My goal is to expand on these studies both qualitatively and quantitatively, to understand social presence and its role within this paradigm.  In particular, my research will be concentrated on: exploring the framework in which social presence is developed and how it can effectively support communication and meaningful learning and developing a  taxonomy that can appropriately measure social presence in an online setting. 
Critical Thinking Using LEGOS
 – This area of research will explore the effects of using LEGOS to teach students of different discipline with limited programming skills various problem solving strategies.  Various pedagogical principles, exercises and lessons will be documented.  It is my intention to develop a lab manual to accompany this course and to explore various possible collaborations with other disciplines such as: engineering and psychology.