Items

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  2022-01-31

  Syllabus from University at Buffalo HST 459, Dr. Marissa Rhodes.

  This is the syllabus from Dr. Rhodes' HST459 class at the University at Buffalo. From the syllabus: "This is a public history course revolving around the COVID-19 pandemic in partnership with the Journal of the Plague Year: An Archive of COVID-19 (www.covid-19archive.org). We will learn about oral histories (focused on the ethics and logistics of conducting, processing, curating, and exhibiting COVID-19 oral histories), and digital archives (focused on the ethics of rapid response archives, documenting the pandemic, curation and exhibit-making using Omeka-S). We will encounter readings on the ethics and methods of oral history, archives, and public history. You will also receive practical training and execute a culminating project such as an oral history collection, data remediation project, or exhibit centered around the Buffalo community, your hometowns, or some other group to which you have access or theme about which you are passionate." Students in the class submitted items to the archive, created oral histories and conducted projects within JOTPY. This will be linked to those items.
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  2021-05

  Bronx Community College ART 89 Syllabus Spring 2021

  Syllabus for partner class ART 89 from Bronx Community College. Instructor Lisa Amowitz. Spring 2021
• 2020-09-04

  Learning to be a Writing Center Tutor in 2020

  I chose to upload my research proposal because I am going to study how tutoring strategies work in an online setting. I would usually have more flexibility with this assignment if we were meeting in-person with out students, but I had to restrict my options to those that were easily conducted in an online setting. I thought it's important to note how the physical conducting of school is not only affected by out situation, but also the actual content of classes too. Most of my classes are working the pandemic into their lesson plans in one way or another. In my Media History class, we looked at artifacts from the Spanish flu in newspapers from 1918-1919 to understand how the flu affected their lives then.
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  2020-03-22

  Planogram (i.e., how I revamped my semester midstream)

  My courses tend to be organized around weeks, modules, and learning outcomes that inform our readings, assignments, and free-form activities. I really enjoy teaching and the art of pedagogy. COVID-19 forced me to change course mid-stream. I know that I was not alone, as everyone had to do this, whether an instructor or student or ancillary staff. I kept trying time and again to simply re-write my syllabus timeline. What finally worked, after six days of fretting, was gridding everything out visually and then color coding the content around videos, assignments due, discussion post topics, and live chat discussions. This large post it (25" x 30") served as my planning guide. Here it is, after I had mapped out about half of the weeks in visual and textual form. I have called this piece "planogram" as that is the term for the visual layout used in retail so that staff can set up displays that mirror those at other locations. It's a visual plan of a layout. Well, I am happy to say, now that I am on the other side of this process, that the Post It Note version of the planogram served me well. And, I hope that my students were able to carve out a meaningful learning experience, even though it was not as any of us had intended in January—which now seems so long ago.
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  Class starts Tuesday March 31st at 2:30 pm

  Stony Brook Film Post Corona Film 101 Syllabus

  A syllabus created for the second half of the semester after class has become digital.