Center for Teaching & Learning | Baruch College

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Fall 2019 CTL Hybrid Seminar

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The Center for Teaching and Learning is accepting applications on a rolling admissions basis for a limited number of spots in the Fall 2019 Hybridization Seminar. In this seminar, faculty fellows will meet in the fall semester to prepare a hybrid or online course to be taught in the 2019-2020 academic year.

The CTL Hybridization Seminar is a terrific opportunity for Baruch faculty who have limited to no experience teaching in an online/hybrid format. Seminar participants will be encouraged to think creatively about how teaching in this format can open up new pedagogical opportunities within and across disciplines. With the guidance of the CTL staff and feedback from other faculty fellows, participating faculty will develop syllabi, assignments, assessments, online learning resources, and digital spaces for their course.  Faculty Fellows will be matched with a CTL Staff member who will provide support and collaborate with the Faculty Fellow throughout the semester.

Fellowships are open to all full time Baruch faculty members in all departments.

Seminar Format

The seminar offers a customized experience to meet the needs of the diversity of courses taught at Baruch and a wide range of teaching styles. This is a hands-on seminar that will give faculty the opportunity and support to develop their hybrid course through a combination of seminar meetings, online engagement and peer review, cohort meetings with other faculty fellows, and one-on-one consultations with the CTL staff.

If accepted to the program, faculty are expected to attend all three seminar meetings in full on the dates below:

  • Friday, September 20th, 10:30am – 3:00pm
  • Friday, October 4th, 10:30am – 3:00pm
  • Friday, October 18th, 10:30am – 3:00pm

In addition to attending the seminar meetings participants are expected to:

  • Complete seminar work online to prepare for and follow up on topics discussed during the three seminar meetings
  • Participate in two check-in meetings during the fall, either in person or remotely
  • Attend one of the Fall 2019 Hybrid Showcases (date TBD) to see the work of previous Hybridization Seminar cohorts
  • Present at the CTL Spring 2020 Showcase (date TBD) to share the hybrid course developed during the Fall 2019 seminar.

Eligibility & Compensation

Seats in the seminar are limited. Participation will require the approval of the department chair, as well as a guarantee that the hybrid/online course will be offered in the upcoming 2019-2020 year. Priority for the fellowships will go to faculty members who have not previously taught in an online/hybrid format, and/or to courses that have not previously been offered in this way.

Participating faculty will be given a course release equivalent to three credits that must be taken during the Fall 2019 or Spring 2020 semesters. The timing of the course release must be agreed upon by the faculty and department in writing in writing and is contingent upon workload approval.

Applying

  1. Please complete this application and proposal statement: Fall 2019 CTL Hybridization Seminar.
  2. Email a copy of the syllabus (for a course that has been taught in a traditional format in the past) or course description (for newly created courses) to CTL@baruch.cuny.edu.
  3. Participate in an interview. The CTL will reach out to you to set up an in-person or on-line interview in July or early August at a mutually convenient time.

Applications for the Hybridization Seminar are on a rolling admissions basis and should be submitted on or before Monday, July 22, 2019.

Questions? Please email ctl@baruch.cuny.edu.

Hybrid Course Prep Timeline

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Teaching a hybrid course for the first time? Going through the process of adapting your course can feel overwhelming: it requires you to make a series of decisions and to also develop some new teaching materials. To help get you started, CTL Digital Pedagogy Specialists Lindsey Albracht and Tamara Gubernat have developed this “Hybrid Course Prep Timeline”, which outlines how to create your course in four weeks.

Week one of infographic. Please see linked pdf.  

Week two of infographic. Please see linked pdf.

 

Week three of infographic. Please see linked pdf.   

Week four of infographic. Please see linked pdf.

HYBRID PREP TIMELINE PDF

 

Spring 2019 CTL Hybrid Seminar

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The Center for Teaching and Learning is now accepting applications for the Spring 2019 Hybridization Seminar. In this seminar, faculty fellows will meet throughout the spring semester to prepare a hybrid or online course to be taught in the upcoming 2019-2020 year.

The CTL Faculty Fellows Hybridization Seminar is a terrific opportunity for Baruch faculty who have limited to no experience teaching in an online/hybrid format. Seminar participants will be encouraged to think creatively about how teaching in this format can open up new pedagogical opportunities within and across disciplines. With the guidance of the CTL staff and feedback from other faculty fellows, participating faculty will develop syllabi, assignments, assessments, online learning resources, and digital spaces for their course.  Faculty Fellows will be matched with a CTL Staff member who will provide support and collaborate with the Faculty Fellow throughout the semester.

Fellowships are open to all full time Baruch faculty members in all departments. Priority for the fellowships will go to faculty members planning to teach the online/hybrid course in the Fall 2019 or Spring 2020 semesters who have not previously taught in an online/hybrid format, and to courses that have not previously been offered in this way.

 

Seminar Format

The seminar is designed to offer a customized experience to meet the needs of the diversity of courses taught at Baruch and of teaching styles. This is a hands-on seminar that will give faculty the opportunity and support to develop their hybrid course through a combination of seminar meetings, online engagement and peer review, cohort meetings with other faculty fellows, and one-on-one consultations with the CTL staff.

If accepted to the program, faculty are expected to attend all three seminar meetings in the spring held on the dates below:

  1. Friday, February 15th, 10:30am – 3:00pm
  2. Friday, March 8th, 10:30am – 3:00pm
  3. Friday, March 29th, 10:30am – 3:00pm

In addition to attending the seminar meetings during the Spring 2019, faculty are also expected to complete seminar work online to prepare for and follow up on topics discussed during the three seminar meetings and over the summer. Faculty accepted into the seminar will also be expected to participate in two check-in meetings during the summer, either in person or remotely.

The seminar will culminate with all faculty presenting at the CTL Fall 2019 Hybrid Showcase to share the hybrid course they developed during the Spring 2019 seminar. At the showcase, faculty members will be expected to present their completed syllabus and hybrid course materials including detailed assignments, digital platforms, and assessment plans for their course.

 

Applying

Please complete this form to apply: CTL Hybridization Seminar: Spring 2019

When applying, faculty members should submit a 350-500 word proposal statement that addresses one or more of the following questions:

  • Why is your course is a good candidate for hybridization?
  • How could the hybrid mode of instruction address any current challenges in teaching and learning you encounter in your course?
  • How could a hybrid mode of instruction better facilitate and promote student learning outcomes?
  • What aspects of your course do you envision keeping face-to-face? What parts of your course do you imagine being hybrid? What technologies and/or assignments might you develop to support the online portion of your course?

We recognize that your ideas may shift during your participation in the Hybrid Seminar but we would like to gain some preliminary insight into your plan and approach to hybridization.

Complete this form to apply: CTL Hybridization Seminar: Spring 2019. Please also submit a copy of the syllabus (for a course that has been taught in a traditional format in the past) or course description (for newly created courses). Additional course materials should be emailed to CTL@baruch.cuny.edu.

 

Applications for the Hybridization Seminar should be submitted on or before Friday, November 16, 2018. Eligible applicants will be invited to a group interview during the weeks of November 26th or December 3rd. Applicants will be informed of acceptance by Thursday, December 13, 2018.

Seats in the seminar are limited.Participation will require the approval of the department chair, as well as a guarantee that the hybrid/online course will be offered in the upcoming 2019-2020 year.

Participating faculty will be given a course release equivalent to three credits that must be taken during the Spring 2019 or Fall 2019 semesters. The timing of the course release must be agreed upon by the faculty and department in writing.

If faculty have questions, they can reach out to Digital Pedagogy Specialists, Laurie Hurson (laurie.hurson@baruch.cuny.edu) or Lindsey Albracht (lindsey.albracht@baruch.cuny.edu)

Apply: Baruch College COIL Faculty Fellows Program

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Collaborative Online International Learning (COIL) Faculty Fellows Program at Baruch College 2017-2018

COIL Defined | Faculty Fellow Program Structure | Eligibility | Application Form

 

The Office of Global Initiatives at Baruch College is pleased to announce the launch of the Baruch College Collaborative Online International Learning (COIL) Faculty Fellows program. Working closely with the Center for Teaching and Learning and with support from the Baruch Technology and Computer Center (BCTC), the program will provide faculty support in the development of COIL-type courses. COIL is a term coined by the SUNY COIL Center to describe “the four essential dimensions of real virtual mobility: it is a collaborative exercise of teachers and students; it makes use of online technology and interaction; it has potential international dimensions; and it is integrated into the learning process.” The program is modeled on similar programs at the University of Washington at Bothell and Xavier University in Ohio.

In keeping with the Strategic Plan 2013-2018 goal to “Deepen Engagement with the World Outside the Campus,” the Office of Global Initiatives’ aim is to provide support for programs that will enhance students’ global engagement opportunities. The COIL Faculty Fellows program will allow a group of faculty members (approximately 5 in Year 1) to learn about Collaborative Online International Learning, develop strategies for incorporating it into their courses and ensuring that students on campus can interact virtually with students and faculty overseas to gain cross-cultural skills and develop a more global outlook.

The COIL Faculty Fellows program provides an option for faculty who want to add a global dimension to a current course or for those who want to build a new course with a foundation grounded in global engagement. COIL Faculty Fellows from all disciplines and all schools (Marxe, Weissman, Zicklin) are welcome to apply. Although many faculty members will automatically assume that only courses in the humanities and social sciences would provide a good fit for the COIL model, the SUNY COIL Center has documented several collaborations across disciplines, including the humanities, management and entrepreneurship.

COIL Defined

COIL, also referred to as globally networked learning and virtual exchange, is a teaching and learning paradigm that promotes the development of intercultural competence across shared multicultural learning environments. Through the use of Internet-based tools and innovative online pedagogies, COIL fosters meaningful exchanges between university-level teachers and students with peers in geographically distant locations and from different lingua-cultural backgrounds. Our method links a class at one institution with another at a college or university in another country or cultural setting. COIL enhanced courses are bi-lateral and team-taught by educators who collaborate to develop a shared syllabus that emphasizes experiential and collaborative student-centered learning. In most cases students are enrolled, charged tuition (if any), and awarded grades only at their home institution. While the COIL component takes place solely online, the individual courses may be fully online or, more often, are offered in blended formats with traditional face-to-face sessions taking place at both schools.

A key element of COIL is the development of intercultural communicative competence and it is important to note that interaction alone is not sufficient for developing this competence.

Intercultural competence must be intentionally addressed by the educators collaborating to develop the exchange in the way they design tasks and student learning outcomes. Although you may have international experience and consider yourself interculturally competent, as may your partner, this does not necessarily mean you have the knowledge and skills to translate these competences into tasks that will promote their development in your students.

Source: SUNY COIL Center: Guide for COIL Course Development

Faculty Fellows Program Structure

Interested Baruch College faculty will have the opportunity to be part of this new program’s initial cohort of approximately five (5) COIL Faculty Fellows starting in spring 2018. We will start accepting applications right after our launching event on October 12th during Online Learning Week at Baruch. Application deadline will be November 17th, 5pm.

The semester-long program will require:

1. Attendance at three Spring 2018 workshops tentatively scheduled on (exact time TBD) Fridays in:

  • Feb 16, 2018: What is COIL?; Identifying Partners + Collaboration Expectations (Timeframe: 2 hours). The goal of this workshop is to introduce COIL, establish goals for the fellows program and provide support/strategies in engaging overseas collaborators or strategies for identifying collaborators. For applicants without collaborators, the Office of Global Initiatives can assist with the identification of collaborators via current Baruch College partner universities and the World Cities World Class (WC2) University Network. The day workshop will also cover building international communicative competencies.
  • March 23, 2018: Syllabus Design + Student Group Projects (Timeframe: 3 hours). The goals of this workshop are to provide tools for incorporating COIL principles into syllabus design, as well as ways to plan and coordinate the joint projects that underpin the cross-cultural experience.
  • April 20, 2018: Platforms + Technology (Timeframe: 3 hours). The goal of this workshop is to introduce Fellows to a range of platforms and technology that could provide the foundation for exchanges with your overseas partner and students. A roundtable of tech tools will be provided in response to the needs that Fellows express prior to the workshop, as well as opportunities to try these tools.

2. Completion of assignments ahead of workshops to allow focused-time on workshop activities

3. Engagement/collaboration with an overseas faculty partner to co-develop a course

4. Integration of COIL principles into course syllabus during summer of 2018

5. Commitment to teach a “COIL-type” course in the 2018-2019 academic year

Faculty selected for the program will receive:

  1. Structured support via the workshops and informal support via the Office of Global Initiatives and the Center for Teaching & Learning. If requested, Fellows may be assigned a CTL liaison for additional support.
  2. Summer salary ($3,000) while revising course syllabi incorporating COIL components.
  3. Priority when applying to the Baruch Global/COIL Travel Grant Program. The Baruch Global/COIL Travel Grant Program will be aligned with the Baruch COIL Fellows program and provide travel funding for Baruch faculty traveling abroad to meet with COIL collaborators on ongoing course projects.

Eligibility

COIL Faculty Fellowships are open to any full-time Baruch College faculty members who plan to design a new COIL course or incorporate COIL principles into an existing course.

Prior Hybridization Faculty Fellows are encouraged to apply.

All applicants must commit to teaching a COIL course within the next academic year (2018-2019).

Application Form

Application Instructions: Please respond to the following questions by November 17th, 5pm. Cut and paste the following into an email message and submit to global@baruch.cuny.edu.

—

Name

Email Address

Department

Name and number of course to adapt to COIL

Name of collaborator and university. If you don’t have a collaborator, please name the region/country or language preference.

Did you participate in the CTL Hybridization Seminar? If yes, please reference the year and the course(s) that you have hybridized.

Semester in which you plan to teach your COIL course: Fall 2018 or Spring 2019?

Proposal Statement (300 to 500 words): Please tell us about the course you’ve proposed as a COIL course. Describe the qualities that would make it a good choice for incorporating COIL principles.Describe how incorporating COIL would enhance your students’ cross-cultural engagement opportunities. Briefly describe a sample assignment or potential tools/technology that may be used.

—-

Finalists will be contacted by email in order to arrange an informal meeting with the COIL Senior Faculty Fellow and the Vice Provost for Global Initiatives. COIL Faculty Fellows will be contacted by Denis Dyshko, Interim Assistant Director of Global Initiatives for the meeting. 

Teaching Ideas for Online Class Sessions

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In anticipation of Baruch’s Online Learning Week (October 9-14) this post provides an overview of preparing and online class session and introduces a few simple ideas for adapting a class meeting to an online format using widely available and free tools. The CTL staff is available to help you brainstorm how these suggestions might work for your course; reach out to us at ctl@baruch.cuny.edu.

Preparing for an online class session

When adapting a class session to the online format, ask yourself the following questions:

Which class session(s) will be offered in the online format?

Maybe you have to be out of town on a particular date. Or perhaps there is a particular class session that engages multitude of online media. Identifying when your online session will occur and what content needs to be covered during this time is the first step.

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"Where" will my online class session take place?

Baruch offers several online platforms to host your course or a single class session online. All students have access to Blackboard, which allows faculty members to create a quiz, set-up a discussion board, or ask students to turn in other assignments. All faculty and students also have access to Blogs@Baruch, an alternative course platform with more flexibility and design options; students can create “posts” that include various forms of media, including pictures and videos. Baruch also supports VOCAT, a video annotation platforms where students can create and comment on videos. Other education technology options include web conferencing options and lecture screen-capture software. Check out the CTL’s page on Ed Tech to learn more.

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What will students be doing during the online class session?

A successful online class session will result in a deliverable, an artifact through which students demonstrate engagement with the course material. If they read for the class session, they might respond to a discussion board prompt or annotate the text with questions. If they watch a video, perhaps they comment or annotate with peers in VOCAT. Perhaps they create an original post on Blogs@Baruch that links to class media.

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How will I facilitate student engagement and interaction during the online session?

Facilitating student interaction will help foster class community and will ultimately produce deeper student engagement in the course. Are students commenting on each other’s discussion board posts? Will they annotate a peer’s presentation or a shared text? Can they collaboratively work on an assignment in a Google Doc? Even when not hosting a class face-to-face in classroom, it’s important to determine how students will interact with one another.

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Starting Points

→ Re-visit your syllabus to determine if a certain lesson/unit might be more conducive to the online format. The best material might have some digital component that students can engage with online (i.e. reading a PDF, watching a video, completing a quiz). Then, focus on developing ways to engage with this lesson’s material in the online environment. Where will students access the lesson content? What will they need to do to demonstrate engagement?

→ Determine how many online sessions you want to incorporate into your course. You may want to focus on putting parts of 2-3 different lessons online to “free up” time during class for necessary face-to-face work. For example, instead of checking for reading comprehension in-class, create a pre-class quiz on Blackboard or ask students to participate in a discussion board. More suggestions below!

→ Take time to carefully consider what you are asking students to DO in the online environment. Are students reading and responding to a text? Annotating an article? Watching and commenting on a video? Providing feedback on a peer’s work? Typically, students should produce some sort of artifact (a discussion board post, a comment, completing a quiz) to show that they have engaged with the course material during the online session.

→ Be sure to note, for some faculty transferring an entire lesson online is fairly straightforward – the topic and assignment already lends itself to easily make this adaption. For others, certain approaches might not make sense. As you read through the suggestions below, be aware that you may not use all (or most) of these approaches and tools in your class.

Some ideas for…

Below you will find a list of quick and simple ideas for adapting course material into an online format. These suggestions will not work for all courses and course materials. There are many more creative and effective ideas than are covered here, so if you have something to share, please send it our way!

…fostering class discussions:

→ Create a discussion board: Assign students to read/watch course material for the class period. You can then develop a set of discussion questions that you want students to answer. Check out this quick overview of how to set up a discussion board on Blackboard or learn how discussion can be fostered on Blogs@Baruch by asking students to comment on a peer’s post or by installing a discussion board plug-in.

  • Craft your discussion board assignment: You can ask students to reply to your questions or ask them to post their own original questions. To encourage “dialogue”, you could consider requiring students to reply to a minimum number of their classmates’ posts by certain due dates. In your assignment, make sure you are clear about the due dates and how many questions your students should answer. 

→ Create a quiz: Blackboard offers faculty the ability to create quizzes. Cristina Balboa, Assistant Professor from the Marxe School of Public and International Affairs often pairs quizzes and discussion boards in her online course. This combination is a good way to assess reading comprehension of individual students along with communal exploration of the topic via discussion boards. To learn more, see these instructions on how to set up quizzes on Blackboard. 

→ Use social web annotation tools such as Hypothes.is (Link to tool here). This tool allows students to annotate directly on web-pages and PDF files. This free tool is a great way to have your  reading the same text and sharing their thoughts/comments questions collectively. Also check out  this video on how Hypothesis works.

→ Create a class or group “wiki” on Blackboard or Hypothesis, which allows students collaborate on the creation and/or commenting of one document. For more information, check out this this video on how Wikis work on Blackboard

 

…watching and commenting on media:

→ Upload media and have students annotate/comment using Vocat. Vocat is a web application managed by the CTL that allows faculty and students with an account to upload a video or image and then to annotate and/or assess the work. Vocat may be used as a teaching tool and an assessment instrument. The current version features cloud transcoding and storage of videos, in-line annotation of videos, a robust rubrics generator, real-time data reporting, and REST APIs. The CTL has an archive of “Vocat-ready” videos from a range of disciplines. Contact the CTL to learn more.

 

…facilitating presentations:

→ Have students record their presentations and upload them to Vocat. Vocat is a web application managed by the CTL that allows faculty and students to upload a video or image and annotate and/or assess the piece of media. (For Example, faculty can upload a youtube video and students can comment or students can upload a video of a presentation and peers can comment.) Vocat may be used as a teaching tool and an assessment instrument. The Vocat platform supports storage of videos, in-line annotation of videos, a robust rubrics generator, and real-time data reporting. More information can be found at http://vocat.io/.

 

…giving lectures:

→ Turn your Powerpoint lectures into a short lecture capture video using Powerpoint add-on OfficeMix or Camtasia software. Watch this video to learn more about OfficeMix try out the 30-day free trial of Camtasia to determine which tool might work best for you. The CTL helps faculty members who are teaching online and hybrid courses build video lectures that integrate other media. CTL Staff are happy to work with faculty members to determine the best solution for creating, hosting, and serving asynchronous instructional media  

 

…collaborating on research projects:

→ Assign your students research based assignments. Students can spend the “online” portion of the class dedicated to primary and/or secondary research. They can report on their online work by writing about their research project, methodology, works cited, and more through a collaborative writing platform like GoogleDocs or via a blog at Blogs@Baruch. They could also annotate online sources using Hypothes.is and/or invite classmates to respond to their annotations.

→ Have students identify and edit a Wikipedia entry on an aspect of their research. When doing research, student must familiarize themselves with foundational concepts and past literature. From this knowledge, they can help build out an already existing Wikipedia entry on their research topic. They may not be able to edit the main topic, but have student identify a smaller aspect of their research project on Wikipedia. For example, if they are researching “branding strategies” they may be able to add to an entry about a specific brand. This assignment tasks students with engaging in public scholarship to demonstrate and share their knowledge with a larger public. For more information teaching with wikipedia, check out the Wikimedia foundation resources: https://wikiedu.org/teach-with-wikipedia/ and check out these helpful Case Studies. If you’re still weary about teaching with Wikipedia read why you might want to on the HASTAC blog.

Do you have other suggestions and best practices to share with fellow faculty?
Please send them our way at ctl@baruch.cuny.edu!
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