We provide links to resources that came out of the faculty working group meetings. In particular, the two faculty leaders of the Active Learning group, Julie Van Peteghem and Jeff Allred, compiled a robust group of resources in folders on a shared Dropbox site.
The COVID crisis has created an “emergency” online teaching situation for faculty. This post contains insights gained by Gina Riley (SOE) in her many years teaching online courses and by Shiao-Chuan Kung (Center for Online Learning) in her many years helping Hunter professors design online courses.
Finding Open Educational Resources (textbooks, courseware, and ancillary materials which can be freely used, reused, and remixed) can be a daunting task. Adding to this frustration is the fact that OERs are as diverse as the disciplines which seek to employ them. There is no “one size fits all” OER. Enter the Hunter Library’s OER office and our showcase OER repository Open Educational Resources (OER): A Libguide. Though digital pedagogy, digital tools, and OER materials represent a paradigm shift in the way education is provided, the library continues to be the faculty’s guide to available resources and information technologies.
Jeff Allred details his adaption of Billy Budd into a Wordpress-based role-playing game and how it engaged his students. His project will also be featured as part of a "digital panel" at the American Studies Association conference in early November.
Keith Okrosy from Student Affairs/Career Development Services lays out a wide range of resources available to Hunter students interested in graduate study.
During an ACERT Lunchtime Seminar, Laura W. Kane and Sarah Ruth Jacobs introduced the aims and editorial guidelines of the Journal of Interactive Technology and Pedagogy, which is a collaborative effort between 23 faculty members, graduate students, and academic staff at CUNY and other institutions.
You might not know this, but librarians at Hunter do a good bit of teaching. We manage hundreds of invited class sessions every semester as well as many sections of a semester long credit-bearing research course. We teach first year students and doctoral students and everything in between. We care about teaching well and we want to get better at doing it. One thing we do to improve our teaching is set aside a dedicated time each month to get together with colleagues in our department and talk about it.
