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FACULTY KNOWLEDGE BASE

Teaching with Technology

Learn more about:

  • CUNY Modes of Instruction including In-Person, Online, Hybrid/Blended, and the pilot, HyFlex.
  • Teaching & Learning Frameworks that help you finesse course learning outcomes, create the syllabus, and (re)design the curriculum.
  • Course evaluation resources to help you gauge how the semester is going for your students and possibly provide guidelines for any course adjustments.
  • Grading schemas & frameworks that provide the pedagogical principles of grading schemas and frameworks that make grading more supportive of learning.
  • Academic integrity resources to help students succeed both academically and ethically.
  • Accessibility resources to ensure equal access to instruction for everyone.
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CUNY MODES OF INSTRUCTION

A course instruction modality identifies how the class will be taught. The class may be held in-person, online, or a combination of both. The quality of courses should be de same, regardless of instruction modality; the focus should be on content, pedagogy, and assessment. The definitions below are based on the Coding of Modes of Instruction, Effective Spring 2023 Memo. This memo contains revisions to the standard University definition of modes of instruction coding in CUNYfirst for classes offered at the colleges.

People sittin in auditorium
In-Person

In an In-Person class, all required class meetings occur on campus, during scheduled class meeting times. Contact includes instruction, learning activities, and interactions (both student-student and student-instructor).

In-Person

Pople in a conference call on the screen
Online

In an Online class (synchronous,* asynchronous,** or online mix***), all required contact hours are online.

Online

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Hybrid

“In a Hybrid class, online contact hours (synchronous,* asynchronous,** or FyField***) displace some portion of the required contact hours that would normally take place in a scheduled in-person (face-to-face) class.

Hybrid

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HyFlex

A HyFlex course gives students the ability to choose to attend class sessions either face-to-face or online (e.g., synchronous, asynchronous).

HyFlex

TEACHING & LEARNING FRAMEWORKS

Teaching and learning frameworks provide models for achieving course learning outcomes, creating the syllabus, and (re)designing the curriculum. Below are listed some of the most popular frameworks used in Higher Ed.

INSTRUCTIONAL DESIGN MODELS

The models presented in this section reflect the latest achievements in the field of instructional design. They represent a set of guidelines and processes in designing various types of training materials that include developing a course, designing lesson plans, and creating/revising individual assignments or projects.

Addie against geometric background

ADDIE

The ADDIE model represents a system of guidelines for building learning materials. The name is an acronym of the five phases induced in the course development process—Analysis, Design, Development, Implementation, and Evaluation.

SAM

SAM

A simplified version of ADDIE, the Successive Approximation Model (SAM) comprises the iterative and agile processes in the development of learning material. It includes three phases Preparation, Iterative Design, and Iterative Development. It highlights the importance of prototyping and gaining learners’ feedback early in the process.

5E

5E

Grounded in inquiry-based approaches and active learning, the 5E instructional model emphasizes students’ active participation and consists of five stages: Engage, Explore, Explain, Elaborate, and Evaluate.

D and C against a square pattern

Dick and Carey

The Dick and Carey Systems Approach Model focuses on the interrelationship between elements in the design process. According to Dick and Carey, “Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes.”

COURSE EVALUATION

Course evaluation strategies are important assets for every instructor as they help you gauge how the semester is going for your students and possibly provide guidelines for any course adjustments. In this section, we’ve presented a widely used Kirkpatrick’s Model for the evaluation of learning materials, the Hostos Online Learning (HOLA) Committee that presents the college-wide research on the online teaching and learning experiences of the Hostos community, and the peer-review resources.

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The HOLA Committee

The Hostos Online Learning Assessment (HOLA) Committee has been established for three main purposes: to evaluate the effectiveness of the resources the college provides to support faculty and students engaged in hybrid and asynchronous teaching and learning; to investigate student perceptions about their learning experiences matriculating through hybrid and asynchronous courses, and to investigate faculty perceptions about the benefits and [...]

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Kirkpatrick’s Model

Donald Kirkpatrick developed his model for measuring the effectiveness of learning programs in the 1950s as a part of his Ph.D. dissertation. He discerned four levels of evaluation – Reaction, Learning, Behavior, and Results. Although the model is widely used in organizational training, it can be applied to higher education. By implementing this evaluation model into their course, instructors can [...]

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GRADING SCHEMAS & FRAMEWORKS

Below are some of the most common pedagogical principles pertaining to grading schemas and frameworks that make grading more supportive of learning.

ACADEMIC INTEGRITY

Academic integrity is highly valued at Hostos Community College. To support students in maintaining academic honesty, the college provides a range of resources necessary for students to succeed both academically and ethically.

ACCESSIBILITY

Hostos Community College provides accessibility resources for its faculty to ensure that all individuals have equal access to information, technology, and services. These resources include relevant contact information and training and support for creating alternative format materials and resources in compliance with the Americans with Disabilities Act (ADA). The college’s goal is to create an inclusive and accessible learning environment for all faculty and students.

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