The Core Composition Sequence at Kingsborough Community College, CUNY

ALP: Online Teaching Resources

ALP is often considered a class that works best with face-to-face meetings. The conferencing, individual attention, and collegiality that arises among members of the ALP group seems difficult to recreate in a class that never meets in person. However, it is still possible to provide remote instruction for students. Here are some strategies recommended by ALP instructors:

  • Maintaining individual email conversations
  • Creating small group work using Blackboard features like Blogs or the Discussion Board
  • Evaluating and conferencing about additional essay drafts
  • Holding weekly, individual check-ins via Blackboard Collaborate or Zoom
  • Meeting with the class (or half the class) via Blackboard Collaborate
  • Combining asynchronous and synchronous learning: Meet with half the class via Blackboard Collaborate and discuss a key topic like thesis statements or organization for 15 to 45 minutes. The group would then move to a related Blackboard Discussion Board forum for the next half hour, allowing students to share written ideas in real-time. The Discussion Board would be available for the rest of the week once this synchronous session is complete. (shared by Greg Bruno)
  • Offering a time to meet via Google Hangouts and Google Docs. Instructors could enter the students’ documents to answer questions or provide feedback as they write. (Shared by Matthew Gartner)
  • Using the Journal feature of Blackboard. You can set Journals to private so that they are only seen by the instructor and the student or make them visible to the entire class. You can reply to students and they can reply back. Students can also create new entries whenever they like. Journals can work well to recreate the kinds of private discussions that occurred in smaller groups and during office hours. (Shared by Christine Brosnan)
  • While meeting with students on BB Collaborate, use a shared Google Doc as a whiteboard, practicing techniques, collaborating, and using the doc as a place to take notes. (Shared by Michelle Gabay)
  • Send hard copy coursepacks to students. (Shared by Gene McQuillan)
  • Remember that it isn’t necessary to hold discrete, synchronous, two-hour sessions. In fact, the online format offers more flexibility since check-ins can occur multiple times during the week.

Notes on from Faculty Development sessions on teaching ALP online:

 

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