Reneta D. Lansiquot

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Reneta D. Lansiquot, Associate Professor and Program Director

Professional Bio:

Dr. Reneta D. Lansiquot is the Program Director of the Bachelor of Science in Professional and Technical Writing, as well as the Assistant Director of the Honors Scholars Program at New York City College of Technology where she earned an A.A.S. in Computer Information Systems and a B.Tech in Computer Systems. She earned her Master of Science in Integrated Digital Media at Polytechnic University (now NYU Tandon School of Engineering) and a Ph.D. in Educational Communication and Technology at New York University, where she has taught both undergraduate and graduate courses. She has studied Literature and the Arts in Paris, Transnational Communities and Media Cultures in London, and British literature in its European context in Cambridge. She holds certificates in Shakespearean Tragedies from the University of Cambridge, Foreign Languages (French) from New York University, and TESOL (Teaching English to Speakers of Other Languages) from Teachers College, Columbia University. She has been a consultant for media and telecommunication companies, as well as for non-profit organizations based in Afghanistan and in the United States for several years. Her mixed-methodology research focuses on interdisciplinary studies. Dr. Lansiquot has presented her educational research at numerous national and international conferences in Austria, Canada, Finland, Germany, Greece, Japan, Portugal, Spain, and Sweden and she has published peer-reviewed book chapters and journal articles on topics as varied as technical writing, mathematics education, the future of science education, game design, virtual reality, and problem solving. Her two forthcoming books are entitled Interdisciplinary Pedagogy for STEM: A Collaborative Case Study (Palgrave Macmillan) and Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches (Palgrave Macmillan).

Courses Taught:

Developed the “Story-Telling in Action-Adventure and Role-Playing Games” learning community that combines ENG 1101 English Composition I with two Computer Systems Technology (CST) courses—CST 1100 Introduction to Computer Systems and CST 1101 Problem Solving with Computer Programming. Created the general education interdisciplinary courses, Programming Narratives: Computer Animated Storytelling, which is housed in the CST Department and co-taught, and Weird Science: Interpreting and Redefining Humanity, which is housed in the English Department and team-taught with guest lecturers. In addition to creating advanced courses in the major, also taught Specialized Communications for Technology Students and Films from Literature courses. Technical Writing classes taught as hybrid and traditional courses.


Ph.D., Educational Communication and Technology, New York University
M.S., Integrated Digital Media, Polytechnic University
B.Tech, Computer Systems, New York City College of Technology
A.A.S., Computer Information Systems, New York City College of Technology

Academic Interests:

Dr. Reneta D. Lansiquot has an extensive background in educational communication, the use of technology in educational settings, and interdisciplinary studies. She is the Founding Chair of the Interdisciplinary Committee at the College. Dr. Lansiquot's interest in supporting underrepresented students in their understanding of computer programming, technical writing, and interdisciplinary studies has been recognized by awards, and her research studies have been included in high-impact peer-reviewed educational publications.

Selected Publications:

Lansiquot, R. D., Cabo, C., & Cunningham, T. D. (in press). Playing between the lines: Promoting interdisciplinary studies with virtual worlds. In A. Byers & F. Crocco (Eds.), The role-playing society: Essays on the popular influence of role-playing games. Jefferson, NC: McFarland.

Lansiquot, R. D., & Cabo, C. (2015). Strategies to integrate writing in problem-solving courses: Promoting learning transfer in an interdisciplinary context. In Proceedings of the 122nd American Society for Engineering Education Annual Conference. Washington, DC: ASEE.

Lansiquot, R. D., & Li, H. (2015). Catching up to the 51%: Promoting student engagement in computing education. In Proceedings of the 122nd American Society for Engineering Education Annual Conference. Washington, DC: ASEE.

Blake, R. A., Liou-Mark, J., & Lansiquot, R. D. (2015). Promoting the geosciences among grades 8-12 minority students in the urban costal environment of New York City. Journal of Geoscience Education, 63(1), 29-40.

Lansiquot, R., & Rosalia, C. (2015). Online peer review: Encouraging student response and development. Journal of Interactive Learning Research, 26(1), 105-123.

Lansiquot, R. D. (2015). Towards open-source virtual worlds in interdisciplinary studies. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (3rd ed., pp. 2647-2653). New York: Information Science Reference.

Cabo, C., & Lansiquot, R. D. (2014). Synergies between writing stories and writing programs in problem-solving courses. In 2014 IEEE Frontiers in Education (FIE) Conference (pp. 888-896). New York: IEEE.

Lansiquot, R. D., Satyanarayana, A., & Cabo, C. (2014). Using interdisciplinary game-based learning to develop problem solving and writing skills. In Proceedings of the 121st American Society for Engineering Education Annual Conference. Washington, DC: ASEE.

*Lansiquot, R., Liou-Mark, J., & Blake, R. (2014). Learning geosciences in virtual worlds: Engaging students in real-world experiences. In M. Searson & M. Ochoa (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference 2014 (pp. 658-664). Chesapeake, VA: AACE.
*Outstanding Paper Award

Liou-Mark, J., Dreyfuss, A. E., Blake, R. A., Lansiquot, R. D., & Yu, K. (2013). Navigation by mentoring and leadership: Sustaining women majoring in mathematics. Mathematics and Computer Education, 47(2), 134-142.

Lansiquot, R. D. (Ed.) (2013). Cases on interdisciplinary research trends in science, technology, engineering, and mathematics: Studies on urban classrooms. New York: Information Science Reference.

Cabo, C., & Lansiquot, R. D. (2013). Development of interdisciplinary problem-solving strategies through games and computer simulations. In R. D. Lansiquot (Ed.), Cases on interdisciplinary research trends in science, technology, engineering, and mathematics: Studies on urban classrooms (pp. 268-294). New York: Information Science Reference.

Lansiquot, R. D. (2013). Real classrooms in virtual worlds: Scaffolding interdisciplinary collaborative writing. In A. P. Ayala (Series Ed.), Smart innovation, systems and technologies, Vol. 17. Intelligent and adaptive educational-learning systems: Achievements and trends (pp. 269-292). New York: Springer.

Lansiquot, R. D. (2011). Making the virtual real: Using virtual learning communities for research in advanced technical writing. In B. K. Daniel (Ed.), Handbook of research on methods and techniques for studying virtual communities: Paradigms and phenomena (pp. 224-232). Hershey, PA: IGI Global.

Lansiquot, R. D., Blake, R. A., Liou-Mark. J., & Dreyfuss, A. E. (2011). Interdisciplinary problem-solving to advance STEM success for all students. Peer Review, 13(3), 19-22.

Lansiquot, R. D., & Cabo, C. (2011). Alice's adventures in programming narratives. In R. Hinrichs & C. Wankel (Eds.), Transforming virtual learning: Cutting-edge technologies in higher education (Vol. 4, pp. 311-331). Bingley, UK: Emerald.

Lansiquot, R. D. (2010). Interactive iconography: Using visual scope to promote writing and revision. Journal of Interactive Learning Research, 21(3), 367-381.

Lansiquot, R. D. (2009). Advanced technical writing: Blending virtual communities. [Special issue on blended learning]. The Journal of the Research Center for Educational Technology, 5(1), 57-63.

Goldman, R., Dong, C., & Lansiquot, R. (2009). Software design for video research in the learning sciences and CSCL: Two studies use the perspectivity framework and Orion™. In Proceedings of the International Conference on Computer-Supported Collaborative Learning, Vol. 2 (pp. 132-134). New York: ACM.

Lansiquot, R., Rosalia, C., & Howell, A. (2009). The use and abuse of blogging as a course activity: Three perspectives, three approaches. In I. Gibson et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference 2009 (pp. 2853-2857). Chesapeake, VA: AACE.

Lansiquot, R., & Rosalia, C. (2008). Second languages, virtual worlds: Living second lives. In J. Luca & E. R. Weippl (Eds.), Proceedings of the World Conference on Educational Media and Technology 2008 (pp. 2660-2664). Chesapeake, VA: AACE.


Co-Principal Investigator, Using Case Studies for Problem Solving with Computer Programming, PI: Candido Cabo. Project Director: Kevin Hom. $13,400, New York State Education Department, Perkins Major Effort Component, 2014-2015.

Co-PI, The City Tech I3 (Innovation through Institutional Integration) Incubator: Interdisciplinary Partnerships for Laboratory Integration. PI: Bonne August. $1,102,068, National Science Foundation, 2009-2014.

Co-PI, Navigation by Mentoring and Leadership (NML). PI: Janet Liou-Mark. $12,000, $11,970, $7,900, Mathematical Association of America, Tensor Women and Mathematics, 2012-2013, 2011-2012, 2009-2010.

Co-PI, Academic Inventory Module for Success (AIM for Success). PI: Janet Liou-Mark. $59,000, CUE Innovative Program, 2009-2010.

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