JD Stallings, Theater
Stagecraft students making knot-tying videos. Normally, they would be assessed in-person on whether they have mastered these knots that are frequently used in theatre, but that couldn’t happen. I asked them to submit a YouTube video instead and told them to take as much creative license as they saw fit. Here’s the instructions/example, in case you’d like some reference: https://youtu.be/ZGlDKKgdPaQ
Of the student submissions, there were a number of students who went above and beyond to entertain and inform, but this one was exceptional and something that I thought needed to be shared: https://youtu.be/ac3fc1dEfj8
Hands-on experience with theatrical sound systems when they can’t have access to a sound system in person. The result is this interactive website, built from scratch, that allows students to interact with a virtual sound system of the type they might find in a theater. The goal is to have them make connections and manipulate the equipment until they get sound to come out in the specified manner: http://soundworld.jdstallings.com/
And here’s a 4.5-minute video on how they are to use the site to complete the assignment. https://drive.google.com/file/d/1E5r1s2-raaQSsDuHlSQXodZYGNc4LTl7/view
Jason Lyons, Theater (Lighting Design)
The Transformation Project in Fundamentals of Design course. The idea is to take all of the tools we’ve been building over the semester, being able to combine words with Visual storytelling, and show the transformation of an object. The only thing the students were giving to start was this:
The Students came back with amazing ideas ranging from a pumpkins path to becoming a pie via a video game, a pumpkin starting a zombie apocalypse, and another showing a pumpkins progression thru the seasons, transforming to mother nature for most of the year. One in particular stood out as both a wonderful combination of storytelling and Audio/Visual creativity. Sara Karafa’s project did everything that was asked, but additionally tied in all of our collective feelings of fear, loss and hope to create a beautiful touching story. https://drive.google.com/file/d/1H2qNbqDWL_ah1zxel-aBE23bMDvcdJ6j/view?usp=sharing
Morgan Koerner, German
His German theater course transformed into an online live performance in the last four weeks. There is a CofC today article about it here: https://today.cofc.edu/2020/04/21/german-theater-students-to-host-online-performance/
The final performance is here (and was performed on zoom with 15% live segments and most of it recorded but was streamed live via Zoom): https://www.youtube.com/watch?v=HYgdOTJ_yt4&fbclid=IwAR2Pi-fsK_ABgNHl5Li9DDwM73TJxkpM693VDaxPJQgeFNZDmNHWjCCqvWU
Jacob Steere-Williams, History
In my history of disease and medicine course.
Journal: Please keep a weekly journal of your reflections of the COVID-19 pandemic. The goal is for you to produce a primary source of your own- something future historians might want to
read. Please upload a pdf of your journal entry for the week by Sunday at midnight each week. I will open new Dropbox folders (Week 9 Journal, Week 10 Journal, Week 11 Journal, Week 12 Journal, Week 13 Journal). We are going to use these journals for a final exam exercise.
Film Exam: 5-page (double-spaced, 12 pt. font) essay where you use all our class material and your journal entries, to reflect on the following questions: 1: What historical examples can help us to understand the current COVID-19 pandemic? 2: What will future historians say is important about the current COVID-19 pandemic? For your exam please cite class sources and use as many of them as possible. You will be graded on how well you incorporate class sources/ideas/examples.
Meg Scott Copses, English
She organized smaller group discussions in OAKS and scored these posts as default 100s if students complete them and meet some very basic criteria (word count, submitted on time, responding to the prompt). When she first started grading this way, she expected more students to kind of phone it in, but she has been surprised to see the way that the act of writing creates more and better thinking. Students find out they actually do have something to say simply by composing a post. She responds heavily to these posts and she has other students in the class respond. The weight of “Discussions” in my class is higher than anything else, so there’s a major grade incentive. Another tip about this is to load all assignments well in advance so that students can work ahead if they’d like. Multimodal projects are really fun for students and help them to think about material in new ways. This semester I had students re-imagine a difficult article we read, re-formatting it in another genre. Some created a blog, others an instructional video explaining some of the more difficult parts. Some did a collage, a photo-essay, or created a piece of artwork to accompany a written text about the article. One student designed a related experiment, video recorded herself doing the experiment on fast-forward (which was a really cool effect) and then added voice-over
Angela Passarelli, Management
The final presentation is the culmination of a project called “book circles” where students read a popular press book about organizational effectiveness or change in small groups with a mentor from the local business community. They meet 4 times to discuss the book with the mentor, and then had to make a video that communicates key ideas from the book to their classmates and/or business leaders in general. This was the first year they had to make a video, and Angela was a little nervous about it BEFORE COVID-19 happened. She almost changed the assignment but decided against it since these are graduating seniors who are going to have to figure out how to collaborate virtually in their career (maybe immediately!). She created a discussion board where they could share video editing software ideas and posted a few up there herself. The resulting videos were created 100% remotely. Here are a few links:
The Culture Code: https://animoto.com/play/iqkll1oPjxaxBfdJQxtyvg
Five Dysfunctions of a aTeam https://www.youtube.com/watch?v=KzLaUnnsldw&feature=youtu.be
(pronouns are a bit off in a couple scenes)
Dave Wyman, IMPACT X
This spring, we had an unbelievable Impact X cohort consisting of 15 Honors Students. Despite the challenges of Covid-19, they did an amazing job of creating startups that make a difference, while making a profit. Each semester, the IMPACT X semester ends with a DEMOS day and competition. This semester was no different, despite the requirement to participate remotely.
This year’s top project was a start=up called “BuzOff”. The BuzOff team have created a physical prototype to help stop the vaping epidemic. BuzOff consists of Isaiah Khan, Troy Brennan, and Jackson Koch and already are working with MUSC. Please find attached a link to the recording for Demo Day. https://cofc.zoom.us/rec/share/_M5yBICozj5LAdbQ02WcWvMnQ6TJaaa81SkerqVfzRstSi9T98aOU62UQ593dc6V
Lancie Affonso, International Management (MGMT 325)
Topic: International Crisis Management during Covid-19
Student teams in this class learnt about global crisis management by managing a simulated global technology firm as they navigated the market and supply chain disruption of Covid-19 for an online exercise using the Global CESIM Challenge simulation. Students then used VoiceThread to collaborate virtually and present their final reports to a board of directors.
Jennifer B. Barhorst, MKT 345 (Digital & Social Media Marketing)
Students were instructed to use their mobile phones to scan a QR code that was provided on screen so that they could see how augmented reality works in practice. They were then asked to explain why and how the sensory elements of the experience may garner positive brand outcomes such as affinity with the brand. Here is a link to the actual Chanel AR snow globe experience and what the students would have seen as they worked through this assignment.
Liana Hakobyan, Hispanic Studies
A multimedia research assignment that’s along the same lines with the Unessay but with several prominent differences. Like the Unessay, this digital project allows students to contribute their own art to the project; but unlike the Unessay, Hakobyan’s digital project requires a compilation that must then be posted on a class website. In this sense, the digital project is not as open-ended as the Unessay and keeps the projects slightly more homogenous. Students contribute not just one piece but up to eight media that are then presented in a single post aiming to enhance their reading of a theme, genre, motive, etc. The final contribution is a kaleidoscope of art, reflective writing, and research that pushes out the walls of a textual reading for a fuller experience. Rethinking the Final Project
Antonio Pérez-Núñez. Hispanic Studies and FYE
Using Flipgrid to Engage Students In FYE 120 and LALE 603 I implemented the use of FlipGrid as a tool to facilitate online asynchronous video interaction, peer discussion, and community building (see sample here). In my FYE 120 Spanish Panorama (Globally Connected course), FlipGrid was also used as the main online platform to connect CofC students with students from Málaga, Spain as part of an online intercultural exchange. I designed a total of eight assignments (see sample here) intended to guide my students and prepare them for their online exchanges (sample 1, sample 2) with their peers in Spain. Students were asked to write reflections (see sample comments) at the end of the semester
Margaret Hagood (TEDU)
Interactive group work and students-teaching-students in Zoom. Margaret teaches a synchronous class and throughout the semester the students are in two different groups. She used Zoom Breakout rooms to allow students to meet in their small groups, but in these groups the students either ran the discussion or taught each other. In addition, the students take turns teaching a small lesson to the entire class. They have made great use of Zoom using the private chat to do Think-Pair-Shares.
Susan Klein (Studio Art) She has taken the gallery to the Google Site! Please see her CofC Arts Exchange website she created for students to have a gallery for critique. Students have editing rights for this website and there are clear instructions / guidelines to make this a safe online space. She used Zoom for her color class presentations where Susan was prepared with student artwork submissions from OAKS and she shared her screen. Students were able to talk about their color pieces and give feedback.
Olga Wise, Dance
Teaching dance online is especially daunting, Not only has Olga helped students figure out how to use their spaces for dance (students dancing using chairs as their bars in all kinds of areas: kitchens, family rooms, and bedrooms), but she’s figured out the best way to use songs / to teach her classes in a synchronous way using Zoom. Sound (for dancers in Zoom sessions where they are dancing together / learning moves) has been a big issue (there’s a lot of tinkering involved, including helping students troubleshoot their own computers and working with the ever-changing Zoom settings), and she has used of Apple Watch as a remote control for her sound design. By changing the sound with her Apple Watch, it allows her to move and play music at the same time
Vince Benigni, Communication
Vince conducted a guest lecture/interview with a notable communications agency head in New York on Zoom) that was quite well received by students. Steve Cody is past president of our Department of Communication’s Advisory Council. https://cofc.voicethread.com/share/12870535/
There was a discussion board assignment devoted to key points from this asynchronous guest lecture/interview, as well as a number of exam questions (based on the interview) as well.
W. Ian O’Byrne, Literacy Education (Teacher Education)
The Music of my life: autobiography that combines text, images, and music to express meaning: In some of his classes, most notably my slam poetry and hip-hop class, I have students think about identity construction & representation through a music playlist. What this means is that I have them combine words, images, and music together into one representation of their lives. This is something they are usually already familiar with and requires them to think about literacy in a different way. The end result is a multimodal autobiography that combines text, images, and music to express meaning https://wiobyrne.com/soundtrack-of-your-life/
Martin Jones, Mathematics
Martin recorded lectures on Zoom sharing his screen and capturing his voice. These were asynchronous meetings. Students could watch them at their leisure. In addition to having his
notes on screen, they also got to see him build statistical models using R software. He uploaded the scripts to his code to OAKS as well. Students watched the videos and then uploaded assignments related to the videos to Dropbox. The final exams were take-home and he received positive feedback from students.
Timothy Callahan and Adem Ali, Geology and Environmental Geosciences
Hydrogeology and lab: GEOL 438/438L and EVSS 538/538L was a mix of Zoom meetings with screen-sharing to walk students through software use and data analysis, and also some recorded demonstrations in the lab and in the field (Timothy filmed Adem doing well testing at Stono Preserve and then Adem zoomed with the students on how to process and interpret the data). Timothy was also the virtual lab partner for Water Resources lab: GEOL 291L where he filmed himself doing lab projects and then made the clips available to the students with some guides included.
Kristin D. Krantzman, Chemistry and Biochemistry
In their general chemistry lab class, CHEM 111L, they were able to have students continue with the original curriculum that she designed for the lab. She made an OAKS SPECS page for all the lab sections and posted lab handouts, video lectures and links to my Zoom lab classes. Katie Rose helped me set up pre-lab quizzes on the OAKS page. Our lab manager, Catherine O’Laughlin, made a webcam using a ring clamp and her cell phone. I attached a picture of the set up that she used. She made complete videos of herself performing the last two experiments for our lab. The students were able to record the data from watching the video of Catherine performing the experiments. She did a great job of making sure that all of the students would be able to see all of the important data in the video. She attended a few Zoom sessions hosted by groups of students to go over the lab, and this worked really well. The students took turns sharing their screen in the Zoom session. Students were able to analyze the data and write a lab report, which they submitted via Dropbox on OAKS. She was able to grade all of the lab reports digitally and return them to the students.
They also had success teaching our CHEM 183 Research Rotation class. They had one meeting on Friday after right before Spring break. Students learned how to use the free software, Visual Molecular Dynamics, which is a molecule visualization program for analyzing large biomolecular systems using 3-D graphics. Students learned how to access the protein data bank, download and visualize structures of proteins. On March 29, 2020, the structure of the COVID-19 proteas was published on the protein data bank. Below is a snapshot of the COVID-19 protease that one of the students made for his lab project using VMD.