A lab manual for BIO 3300, Biology for non-majors, at Kingsborough Community College.

Resource provides access to credible, evidence-based COVID-19 medical and technical information (including epidemiological data updates and peer-reviewed publications); prevention and treatment information; course syllabi and lessons; policy “white papers;” research- and practice-based “grey literature;” and local community resources, curated and maintained by Dr. Jose Nanin, Professor in the Community Health Program at Kingsborough Community College.

This is a grant-funded site for teaching literature courses participating in the larger OER (open educational resource) movement going on in academia. CUNY’s OER grants allow faculty to build teaching resources that are shareable–only materials that are not restricted by copyright–in a community-centered approach to teaching. Faculty can share their lesson plans, syllabi, readings, and other materials with one another. This allows us to find out what works best and then make it available to everyone. The best part of using open educational resources may be that it allows faculty to offer zero-cost courses for students. We don’t need to ask our students to buy expensive anthologies or textbooks, and in making use of OER sites, libguides, and other resources with huge collections, we can do so without limiting our choices of readings.

After participating in Kingsborough Community College’s Open Pedagogy Fellowship during the Spring 2021 semester I designed theses assignments in order to better align my course assignments and learning outcomes with some principles of Open Pedagogy.
The three assignments are scaffolded, each building on the previous one, to produce the overall goal of having students educate others about artworks. There is a combination of group work and individual work throughout and the groups decide what the final product will look like and how it is shared, that is, students decide who they are looking to educate about art and how they will do so.
Students have this freedom to design these aspects of their projects because the final grading rubric will be consistent regardless of the form they choose. These aspects of the assignment’s design aim to embrace the principles of collaboration and flexibility, which are central to Open Pedagogy.

Work in Progress - In the Spring of 2023, I will endeavor to work collaboratively with students to develop an open textbook for the Art 26: UX Visual Design course. As this class has only been offered once in the past and in general the UX courses are new at Kingsborough there isn't an obvious single authority on the subject. As a practitioner in the field professionally, I grow concerned that even if a solid text could be found in print that industry changes happen so frequently that the only helpful authority will need to be a dynamic work. Hence, I've built a new CUNY Commons site for the purposes of working with the students to define and build out this resource. In so doing I hope the students will learn through the production of the resource and at the same time build into a dialectic with future students as the courses grow and course work expands.
The work can be found at: https://art26uxdesign.commons.gc.cuny.edu/

This work includes a teaching material that could be the embryonic stage of a textbook for a Principles of Financial Management course.
Principles of Financial Management is a course that introduces you to key financial concepts and the application of financial analysis in making sound business decisions. Topics covered are time value of money, risk and rates of return, asset valuation, capital budgeting, and capital structure, and more. At the end of the course, you will gain an understanding of financial assets, financial markets, financial intermediaries, and the banking system. You will also be able to understand financial statements (i.e., balance sheet, income statement, and cash flow statement) published by corporations and the various ratios utilized by investors.

This two-part assignment introduces students to spectrogram reading by asking them (1) to explore a set of spectrograms representing the days of the week, and then (2) record their own spectrogram and add a picture of it to a common "Mystery Spectrograms" folder for use in a subsequent assignment (and also in classroom activities).
NOTE: by the time this assignment is introduced, the students have already learned how to record themselves and save sound files using the Praat software for acoustic analysis. If they are not familiar with the procedure, this tutorial will help:
Making a recording in PRAAT

This assignment is asking students to collaboratively create a database of "good" and "bad" voices for subsequent analysis.

This assignment is asking students to collaboratively create a database with videos illustrating differences in the speech production of young children compared to that of adults.

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.

Syllabus, readings, and assignments for THA 52: Acting 1 – Fundamentals of Acting at Kingsborough Community College

This assignment aims at making instruction student-centered where students would participate in the curation of content but in an unintentional way. Students participate in classroom games that eventually unravel economic theory and they are unaware that they are doing it. This can be done by running experiments (e.g., double auction, or option to give a fine), collect the information, and sharing it with students. Comparing the results with the findings from the economic theory in textbook or findings in academic articles, will provide students with a better understanding of the material as they would have unintentionally proven or disproven the theory.
Assignment Learning Outcomes Understand, derive, and interpret the law of demand. Understand, derive, and interpret the law of supply. Calculate and interpret the equilibrium, consumer surplus and producer (seller) surplus. Interpret and explain the market efficiency.