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.

This OER helps faculty learn about Team-Based Learning (TBL). Ideally, groups of faculty will learn together to experience the team components, but like reading a book on TBL, faculty can certainly learn much about TBL methodology using an individual, asynchronous format. To maximize learning, users should go through the training modules in order, as each module builds on the one that came before it. And like students, faculty are encouraged to complete the preparatory readings and engage in the readiness assurance process to the extent permissible using the asynchronous, individual format. Included in this OER are online applications, resources, and sample activities and syllabi.

Team-based learning (TBL) is a powerful pedagogy that centralizes small-group interaction within a flipped classroom framework. Using several strategies, students are held accountable both individually and in teams to come to class prepared by completing the assigned readings and videos so that they will be ready to engage in real-world application activities using the course concepts. This Open Educational Resource (OER) has been designed to help faculty learn about TBL. Ideally, groups of faculty would learn together to experience the team components, but like reading a book on TBL, faculty can certainly learn much about TBL methodology using an individual, asynchronous format. To maximize learning, users should go through the training modules in order, as each module builds on the one that came before it. And like students, faculty are encouraged to complete the preparatory readings and engage in the readiness assurance process to the extent permissible using the asynchronous, individual format. Included in this OER are online applications, resources, and sample activities and syllabi.

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.

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 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.”

This lesson was designed for an Undergraduate Elective Course entitled “Focus on French Grammar”. This content-based activity builds on an exhibition held at the Musée du Quai Branly in 2018-2019. As students learn about French colonial history, arts, and culture, they also identify adjectives, agreement, and word order rules. The work is divided into sequences of visual analysis, whole-class, and group activities, while practicing listening, reading, speaking, and writing skills. This lesson plan unfolds as a productive two-class session on French colonialism, exotic painting and colonialist art.