Category: Faculty Resources

This week, we spotlight Robert Christo’s Arch 1101, Intro to Architecture, which “provides a foundation for students entering the BArch / BTech program to develop a ‘visual literacy’ of the built environment.” We really like how the site adapts the OpenLab course template:

• Note that in the right-hand widget space, Professor Christo links out to Micro board, an online whiteboard where students will submit their work. This is a smart way to use the OpenLab in conjunction with another platform. Remember that many faculty chose to use the OpenLab alongside Dropbox, Google Drive, or even Blackboard. Each of these other platforms may complement your OpenLab course, typically offering additional storage space for multimedia files and readings, or, as is the case with Microboard, another space to create multimedia assignments. This is not to say that the OpenLab isn’t well suited to multi-modal work: it very much is, but, if you are more comfortable with students submitting assignments to another platform, or want more storage, linking out to other spaces in this way is a smart and easy strategy.
  
  
• The site uses the default set-up in the OpenLab course template, where the Home page is dynamic and works as a blog, with class agendas posted in reverse chronological order. This is a great way to communicate with your students: as soon as they get to your course, they will see what they need to do before class, the topics to be covered that week, as well as any homework to complete after class.
  
  
• Note that under the main menu item for Course Info, there is a sub-page with Professor Christo’s contact information. It is a good idea to separate this content from the rest of the syllabus. Arguably, it is the most valuable piece of information that students need. Placing contact info on its own page and rendering it accessible from the main menu makes it easier to find.

This site provides a great example of how you can work with the OpenLab course template to teach your course! Check it out for inspiration!

This week, we spotlight Professor Jessica Penner’s OpenLab course on Creative Writing, which focuses “on understanding how form and meaning work together and on understanding the types and complexities of each genre…so that each student can…develop their unique, individual voice.”  Writing-intensive courses such as this one require some careful planning around site design. We especially like that:

• Professor Penner inserts category archives into their main menu to distinguish student assignments from one another.  Under the menu item Student Work, you will find sub-categories for Discussions, Assignment Posts, Journals, Memoirs and more. This keeps the content in each category relatively short. It thus makes it easier for students to identify where they need to post their work, as well as to read through the work of their classmates.
  
• The course makes optimal use of the right-hand side widget space. Professor Penner adds some very nice touches here, including featuring a picture of themselves below their contact information, putting key information (such as how to find their Zoom link for office hours) in bold, and linking out to OpenLab Help pages that students frequently use such as our Getting Started page and the OpenLab for Students module. These are all best practices to make your course welcoming and easy to use.
  
• The course assignments are clearly broken down in the syllabus. Two things are noteworthy here. First, each assignment is more or less weighted equally. This is a great way to avoid the pitfalls of high-stakes grading: we are living through extraordinary times and both faculty and students are likely to have hectic days/ weeks where it is simply difficult to keep up with school obligations. When all assignments in a course are weighted equally, students have a much better chance of completing most of the work and doing well than, for example, if they have one high-stakes final exam or project. Second, Professor Penner clearly enunciates assignments at the start of the semester and features them prominently in the syllabus. This is very important: it helps students plan and figure out what the workload will entail as they juggle school with myriad other responsibilities and unknowns. 

All in all, this is a wonderful site. Check out Professor Jessica Penner’s Creative Writing course for inspiration!

This week, we spotlight Professor Kan’s Mat1275CO, an OpenLab course on College Algebra and Trigonometry. The course shows how you can loosely adapt the OpenLab course template for your teaching:

• Notice how clean the site design is. The main menu is sparse and fits on one line, with only four main items. The home page is dynamic, such that Professor Kan’s newest announcements are posted on there in reverse chronological order. This is a great way to communicate quickly and regularly with your students. It is also the default set-up of the OpenLab course template.
  
• Professor Kan makes great use of the sidebar widget space. As a reminder, widgets appear on all pages on your site and they are a great space to communicate information you really don’t want your readers/ students to miss. For example, Professor Kan includes information about office hours, class meetings, how to access student email, and a link to the Dropbox where students will be submitting their work. Note that Professor Kan has made a video to show students how to use Dropbox from a smartphone. These kinds of help materials are always appreciated and featuring them in the widget space is a great idea!
  
• Finally, we really like that Professor Kan has left an option for students to get points back on their exam. At our last Open Pedagogy event, we discussed how to lower the stakes of grading and make the process transparent, fair, and compassionate. Some students excel at exams. Others find them extremely anxiety-producing. Others might have an off-day (week, month) on the day the exam is given. There is much conversation circulating at CUNY on how to ground our pedagogy in care for students and ourselves, in compassion for the extraordinary circumstances through which we are living. Offering students an opportunity to redo incorrect problems on an exam is one point of entry into this type of pedagogy. This practice lowers the stakes of what would otherwise be a one-time test: it gives students multiple ways to do well in course.

In both its substantive content and its site design, MAT1275CO leaves much to be admired! Check it out for inspiration!

This week, we spotlight Professor Kim’s OpenLab course on Urban Sociology. The course offers wonderful examples of how to use the OpenLab to support multimodal learning.

First, notice how Professor Kim breaks up the information on the course site into manageable chunks. The home page features a picture that Professor Kim has taken (all the pictures on the site are taken by Professor Kim!) and a brief course description. The syllabus is broken up into five smaller pages for course objectives, course requirements, course policies, a weekly schedule and FAQs. The FAQs are a very nice touch: they explain how students will be using both the OpenLab and Blackboard for their coursework, with screenshots of how to use the latter. Note that Professor Kim also includes main menu items for Readings, Study Guides, and Assignments.  This lay-out is straightforward and keeps the content of each page brief.

Second, Professor Kim puts place-based-learning into action on this course site. This course in Urban Sociology grounds itself in assignments focused on Downtown Brooklyn, where City Tech is located. This is an excellent way to illustrate course themes in real time, with a real and relatable place.  Course topics such as gentrification, the new economy, and the development of urban universities (sometimes called “studentification”) are all observable from the windows of City Tech buildings. But Professor Kim also invites students to examine images of downtown development posted to the OpenLab, read accounts from local papers, reflect on how they have seen the neighborhood change over the course of the past few years, and simply walk down the street for “field trips.” These are all wonderful ways of leveraging the OpenLab to foster multimodal teaching and learning.

Third, I draw attention to Professor Kim’s Writing: Dos & Don’ts page. If you are grading students on writing, it is important to give clear and comprehensive guidance for what you expect of a good paper. Different faculty have different expectations, and students have no reason to know what kind of citation style you require, whether you prefer paraphrasing or direct quotations of primary sources, or what kind of tone you expect in scholarly writing. Professor Kim has laid out expectations and linked to writing guides and videos. These are all good practices. With so much variation among classes, it is helpful to offer students technical and not just substantive support in writing their papers.

All in all, Professor Kim’s OpenLab course on Urban Sociology illustrates several best practices in place-based and online learning. Check it out for inspiration!

This week, we spotlight the OpenLab Community Team’s very own Olivia Wood. Specifically, we take a look at Olivia Wood’s OpenLab Teaching Portfolio, which offers an example of a compelling and clean site design that allows her to communicate her identity as  an instructor clearly and succinctly.

To begin, we note that the OpenLab offers all faculty and staff the possibility of creating a digital portfolio. Portfolios can be used to showcase any type of work, whether it be research, teaching or service accomplishments. 

Olivia has used the portfolio space to highlight her teaching, painting a robust picture of herself as an instructor without overwhelming her reader with too much detail. For example, her Home page features her statement of teaching philosophy, introducing readers to her general values as an educator. 

Her perspectives on teaching are then demonstrated concretely through separate pages that feature (in order on her main menu): courses taught, annotated assignments, examples of student work and observations and evaluations. There are two things to note here. The first is that while Olivia could have featured multiple pages of work on each of these subjects, she smartly chooses to give excerpts to make the content more digestible. So, she links out to a full syllabus of course, giving just a paragraph overview in the actual courses taught page. And she gives summary statistics of her teaching evaluations rather than featuring the full multi-page evaluation documents.

Second, she protects the privacy of her students by making her student work page password-protected. This is a good reminder that 1) student consent is needed to post student work; 2) privacy settings can be set at the page or post level and just for the site as a whole. Instructions for altering privacy settings are here.

All in all, Olivia’ teaching portfolio offers a straightforward and compelling narrative of who she is and what she has done as an instructor. Check it out for inspiration!

This week, we spotlight the Faculty Publication Support Workshop Series OpenLab site. This is “a joint initiative of the Faculty Commons and the Library’s Scholarly Communications Committee” which “supports City Tech faculty in their scholarship and publishing.” Note how sleek the logo is– kudos to Faculty Commons Graphic Designer Savonne Andrews for the design!

The site uses the 2015 theme, which works very well here as the site functions primarily as a blog, with regular announcements posted to the Home page. If you are also using your site primarily as a one-way communication tool to other OpenLab members, this is a smart design. You can use posts to remind members of upcoming meetings and use a pinned post at the top of your feed to give an overview of your project’s goals. The Faculty Publication Support site’s pinned post, for example, notes that workshops are monthly, include guest speakers, and group discussions. 

We also like how the Workshop series links out to other pre-existing resources on publishing, such as the Library’s Resources for Academic Publishing. While it might seem counterintuitive, it is better to break up information into smaller chunks in this way. Here, the Publication Workshop Series site is reserved for information about the workshops themselves. Broader resources on publication are kept separate, which helps avoid confusion about where to go for what information.

We also like that the Workshop Series makes materials for the actual meetings available on their OpenLab site. They link out to the page with a Meeting Schedule in their main menu. On this page, an overview for each meeting is given and materials used (for example, slide decks, recordings of the session, etc.) are posted. This is a best practice to carry over to your OpenLab courses as well, even if you post your materials elsewhere, or email them to participants. It is good to have these things in multiple places. How many of us have gone back to an organization or class’ website after a meeting only to find that the recording we needed isn’t there! Making your site a living repository of workshop/ course materials makes everyone’s life so much easier!

Please take a look at the Faculty Publication Support Workshop Series OpenLab site. It is a great model for projects, clubs, and courses!