This is the last Module of the course on Open Access for researchers. So far you have studied about Open Access, its history, advantages, initiatives, copyrights and licensing, evaluation matrix for research – all in the context of scholarly communication. In this Module with just two units, we would like to help you share your work in Open Access though repositories and journals. At the end of this module, you are expected to be able to:
- Understand the publication process involved in dissemination of scholarly works;
- Choose appropriate Open Access journals and repositories for sharing research results;
- Use social media to promote personal research work and build reputation.
In Unit 1, we discuss the research publication process at five stages – planning stage, preparing stage, pre-publication stage, publication stage and postpublication stage. We emphasize the importance of social media in sharing and making your work visible to the target groups.
In Unit 2, we focus on sharing your research through OA repositories and Journals. First we discussed the different types of repositories to select and highlighted the steps that you may consider including deposit in your own institutional repositories or in global open repositories. We then discuss the sources of finding and deciding on OA journals. This unit also provides guidance on choosing the right OA journals, as the quality of OA journals is often questioned.
This is Module Five of the UNESCO's Open Access Curriculum for Researchers.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002322/232211E.pdf

Visual narratives in silent films are an effective method for developing linguistic competence in English language education and are equally constructive in developing critical thinking skills across disciplines. “Silent film, more than any other film property, capitalizes on ESL students’ visual literacy, using it as both a foundation and a catalyst for honing the verbal language skills that are key to acquiring and articulating complex knowledge in English” (Kasper and Singer, 2001). Silent films rely on the power of vivid, interactive visual imagery to depict personal struggles, character interactions, and plot development. This medium grabs the attention of ESL students and gives them time to absorb what is happening in the film without being distracted by dialogue. The silent film significantly lowers the affective filter (Krashen, 1986) and is highly conducive to promoting the development of linguistic skills. Krashen (1986) cites motivation, self-confidence, and anxiety in the Affective Filter Hypothesis as three categories of variables that play a role in second language acquisition.

Spanish for the Public Good is an advanced oral communication course, which aims to instrumentalize the advanced Spanish and English knowledge of the students registered, to make a difference for the communities they belong to. This is a project-based course which draws on the Design Thinking methodology. While advanced grammar components are reviewed in class using relevant materials about the current times, students then apply this knowledge into a public research project which aims to meaningfully impact a Spanish-speaking community in New York City.

About this project: The original course was SPA 4000 Advanced Oral Communication I, taught at Baruch College. This open resource was designed as part of the Open Pedagogy Fellowship, through the Mina Rees Library at The Graduate Center.

Read more about the course design - Language Learners as Changemakers by Daniel Valtueña
https://gclibrary.commons.gc.cuny.edu/2021/04/15/language-learners-as-changemakers/

In spring 2020, many of us were pushed to communicate and conduct classes through our electronic devices. The move to the virtual classroom, however, was not a simple 1:1 shift. Our interactions are being flattened to different degrees by video, audio, and textual modes that may or may not be happening at the same time. The move had effects that ranged from the subtle dimension of (not) seeing the physical expressions and reactions of others, to drastically rethinking how to accomplish different classroom engagements like lectures, students‰Ûª presentations, and discussions. Acknowledging this context, this workshop aims to explore the differences in how information, behavior, and activity are perceived/received in online settings, and to develop strategies to foster clear and effective communications on digital platforms.

Strategies for Academic Success accompanies the online first-year University of Saskatchewan Arts and Science course by the same name. The textbook has a reader-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university.

This is a syllabus for a mixed MA/PhD level course, "Equity, Elitism, and Public Higher Education," taught in Spring 2021 at the Graduate Center by Matt Brim and Katina Rogers.
Higher education can be a powerful engine of equity and social mobility. Yet many of the structures of colleges and universities—including admissions offices, faculty hiring committees, disciplinary formations, institutional rankings, and even classroom pedagogies and practices of collegiality—rely on tacit values of meritocracy and an economy of prestige. For public universities like CUNY this tension can be especially problematic, as structurally-embedded inequities undermine the institution’s democratizing mission and values. It is no surprise that normative institutional structures correspond with normative formulations of sexuality, class, race, and gender such that sociocultural biases are built into the academy. This correspondence governs what counts as valuable intellectual work, and in doing so, it also overdetermines where and how and to whom resources accrue in the university. In other words, many academic structures actually undermine the values that we associate with possibilities for the most challenging and productive and diverse academic life.
In this course, we examine the purposes and principles of universities, especially public universities; consider whether various structures advance or undermine those goals; and imagine new possibilities for educational systems that weave equity into the fabric of all they do.

This Prof-Proof-Planner is designed by Professors Marta Cabral (College of Staten Island) and Niyati Mehta (Queensborough Community College) to help students navigate syllabi, regardless of how dis/organized, un/clear, or fluid/ strict/ they may be. The goal is for students to take the time to digest the essential information as they take note of it on this planner, jot down due dates, characteristics of each assignment (in terms of effort/ time required, group/individual, etc.), how to contact instructors, characteristics of each course, etc. Throughout the planner there are short reminders that each student is encouraged strive to make meaningful connections between each assignment/ course and their personal and professional interests, and there are places to write down these reflections and notes. We welcome feedback, as we would love to keep adapting this tool to our students’ needs!

The premise of this series of classes is that the work of poet and essayist Audre Lorde has myriad lessons to teach us not only about current social issues and problems, but also about our individual and collective processes of dealing with them.  The key question becomes: how can we use our feelings to negotiate our way through these issues? How can we use our selves—our experiences, our intuitions and the insights born of our differences--as resources? Lorde was adamant that all of our most difficult emotions and experiences could be *used* for our collective progress toward creating an equal, just and healthy society.  

Thinking about how to go about converting your face-to-face course into an online class for the upcoming semester? Don't know where to start? You've come to the right place! This prep guide will help you to take some "bite sized" steps toward transitioning your course online. In addition to resources, there are several opportunities to get more support: including one-on-one conversations with CTL consultants, synchronous workshops, and asynchronous opportunities to engage with your colleagues at Baruch

Extensive help documentation for how to teach a course using the CUNY Academic Commons.

Zoom pedagogy comes out of a competing set of needs: we need to adhere to student privacy while at the same time juggling an uneven field in terms of familiarity with technology, with participants oftentimes dealing with varied personal circumstances and even located in different time zones. Consider your primary class structure and priorities when deciding which best pedagogical practices are most relevant for your teaching.

Teaming is a verb. It is the dynamic coordination and communication of individuals striving to leverage their unique perspectives. When a group of people with different abilities, talents, experiences, and backgrounds come together for a shared purpose they are teaming. Their ability to leverage their differences is what allows for “magic” or synergy.

Our mission in this platform is to facilitate the unlocking of this potential by providing evidence-based resources so that you can successfully engage in teaming: to leverage the diversity of perspectives and experiences in your team, and to do so in an inclusive way. Our hope is to help your team to work together and solve problems that matter, to innovate, and to develop every team member’s skills and thinking to meet the demands of modern, collaborative, and diverse organizations.

This playlist and handout include works by (and various quotations and media related to) Toni Cade Bambara.

Assigning Wikipedia in higher-education courses has become increasingly popular in recent years. Building on a case study and analysis of the tools offered by Wiki Education Foundation, this piece examines how to implement a Wikipedia Translation project in the Second Language classroom.

In this workshop, attendees will be introduced to the notions of active learning and classroom engagement through the possible incorporation of online polls into classroom activities. We will discuss those concepts, view examples, talk about uses and possibilities both for in-person and online classes. There are different online tools, including Survey Monkey (https://www.surveymonkey.com/), Poll Everywhere (https://www.polleverywhere.com/), Mentimeter (https://www.mentimeter.com/), Participoll (https://www.participoll.com/), Sli-do(https://www.sli.do/), and most can be used via integration into PowerPoint slides or through student cell phone access to mobile applications. These platforms provide multiple forms of interaction and, more important, instant feedback, which allows faculty to engage with student perspectives immediately.

This OER includes an introductory essay, "Some Thoughts on Teaching with Zines in the College Classroom," which discusses three ways one could use zines. 1. teach about zines, 2, create a zine to share information with your students, 3. ask your students to make a zine. At the end of the essay, there are screenshots of the pages of a mini-zine that teach the reader (that's you!) how to make a zine out of a single sheet of paper. Finally, the last page is a printable zine, which you can fold up and cut with your newfound skills, and hand out to students as an instructional tool. I hope you have fun with this handy little project!

This workshop, courtesy of the PublicsLab at the Graduate Center, offers three videos: a “crash course” approach to audio/video production; a primer on “Camera Angles and Lighting Techniques” and “Advanced Audio Methods & Pedagogy.”

An article from module 2 of the Western Governors University and CUNY collaborative online faculty development webinar.