Open Educational Resources
Document Type
Other
Publication Date
Fall 11-6-2024
Abstract
As we identify and nurture the pedagogies that align our students’ understandings and our own on their learning and pre-professional needs, many of us find ourselves weaving together elements from various teaching models in place of relying on a sole framework, such as problem-based learning (PBL) or Universal Design for Learning (UDL). Our selection and application of these concepts and strategies manifests our current beliefs as well as our experiential lessons to date. These include teaching and learning and also social justice, evidence-based research, and our understandings of who we are as both human beings and instructors. At John Jay College of Criminal Justice, we recognize our depth and breadth in these areas while we continue to strengthen our work in methods and assessment.
For the past seven years, the John Jay College Teaching & Learning Center and the Office for Educational Partnerships & General Education have worked with John Jay College faculty to convert courses and assignments to Open Educational Resources (OER) in an effort to reduce course-related materials costs for students and to improve the quality and relevance of course resources and design. These efforts have been funded through the City University of New York. To date, students save $400,000 each year on their course material costs at John Jay.
As dedicated as we are to reducing resource costs for students, we are also committed to converting courses to student-centered teaching approaches. The companion pedagogy to OER is Open Pedagogy, in which students participate in developing, using, and assessing teaching materials. At John Jay, we see a powerful correspondence between Open Pedagogy and the college’s “Seven Principles for A Culturally Responsive, Inclusive and Anti-Racist Curriculum” (2021). The college’s emphasis on developing ethics related to both social and criminal justice blends with pedagogies of student self-efficacy and social empowerment.
This guide addresses teaching through these two positions, offering sample assignments and tips on incorporating these into our courses. There is a table that includes correspondences between each of the Open Pedagogy Attributes and the 7 Principles, organized by class size and Open Pedagogy Attribute. Following this table are descriptions of which strategies work most effectively with different class sizes (and sometimes disciplines). The Open Pedagogy Attributes and the “Seven Principles for A Culturally Responsive, Inclusive and Anti-Racist Curriculum” round out this guide as appendices.
This guide is itself OER: please retain, reuse, revise, remix, and redistribute as suits your needs, and please be sure to maintain credit for the original publication. (Creative Commons, OERs, and Beyond).
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Other Education Commons, Scholarship of Teaching and Learning Commons