“My intention was to teach the archaeology of ancient Egypt in an interactive way that would take advantage of the many museum resources that we have available to us in New York City. I also wanted to engage our students in helping to provide source material to their counterparts in Sudan.”
— Prof. Anna Lucile Boozer
“I wanted to particularly highlight the structure of the site. I believe this arrangement makes knowing what to do and finding the resources to do it as easy and consistent as possible, so students can concentrate on the assignments themselves.”
—Prof. David C. Hoffman
“This assignment asks students to add a tale to The Thousand and One Nights on the course blog. Through an act of creative imitation that exploits the Nights’ additive structure, students participate in the text’s history of multi-author composition. They also prepare for a face-to-face discussion analyzing its intricate narrative form, and the relation of form to content.”
—Prof. Laura Kolb
“The approach to designing this course was somewhat ambitious. [We] wanted to develop a complete course package, including a textbook, video lecture series, and course website (with automatically graded homework assignments); it should be easy for other instructors to use and adapt; and, it should be designed in such a way as to be adaptable to use as a fully-online course.”
—Profs. Jesse Rappaport and Eric Mandelbaum
“Th[is] Hybrid course artifact . . . is the “Leaky Apps” Discussion Board. This is a two-week online assignment where students are asked to conduct online research to find a recent news item regarding a mobile app that has leaked (i.e. revealed personal information about its users without their consent).”
—Prof. Raquel Benbunan-Fich