Creating Multimedia Class Research Projects with Google Sites and YouTube

Last spring I posted briefly about a new multimedia assignment in which students create their own websites that I used with my students in “The Making of California” at UC Santa Cruz. This fall, I tried it again with my “Environmental Inequality” students here at Howard University. I was, for the second time, happy with how the assignment turned out. Since several people have asked for details, I’m posting my assignment prompts and other reflections here. I will also be presenting this assignment at Howard’s first “Teaching With Technology” conference this Friday.

First, let me acknowledge how important it is to have colleagues with whom to discuss these kinds of projects! Rachel Deblinger joined UC Santa Cruz last year as a Postdoctoral Fellow through the Council on Library and Information Resources. Her presence on campus brought those of us doing work in the digital humanities and digital social sciences together for a rich exchange of ideas that prompted me to create this assignment. Rachel also made herself available for one-on-one brainstorming sessions. As a result, I abandoned an overly ambitious assignment idea that used a different website platform and ended up with this one instead, which sets students up for a successful first experience creating a website on which to post their own original research and writing. So, thank you, Rachel!

Here’s the gist of it. The assignment asks students to research and write a multimedia essay on a subject of their choice that is featured on a website of their own design. The purpose is improve students’ content knowledge, research and writing skills while also teaching the following: 1) how to write for a public audience, 2) media literacy, and 3) basic web design. Students do not need any prior technical skills in order to successfully complete the assignment, and are given detailed prompts for small assignments throughout the semester that support step-by-step development of their projects. They also complete in-class activities designed to help them think about how to write for different audiences.

By the end of the course, the students each create a website that includes the following:

  • An original essay informed by their research that incorporates relevant YouTube videos
  • A curator’s statement that describes why the student chose the YouTube videos that they chose
  • An annotated bibliography
  • An author’s biography
  • A copyright statement
  • One other section of content of their own choice

Here are some of my supporting documents that you may find useful as you adapt this assignment to your own purposes:

 

FAQ’s

  1. Why did you use Google Sites? I used Google Sites because it was the easiest website creation tool that I could find, and because at both institutions where I tried this assignment, Google already provides the student’s campus e-mail service. So, they all already have Google accounts. For my own websites, I use WordPress. It is free, open-source, and more sophisticated. However, I quickly decided that WordPress was too technically complex for what I had in mind for my students. The point of the assignment isn’t to teach technical skills so much as it is to have students practice all the usual stuff (research and writing), while also having a successful first experience sharing their writing in a website of their own creation. For those who take a liking to the experience, it may serve as a gateway into more complex website creation tools. After conversation with my tech mentor Allen Gunn at Aspiration, I also plan to incorporate a conversation with my students about the risks of relying on for-profit web infrastructure such as Google Sites next time I do this assignment, even while I plan to still use Google Sites.
  2. This sounds like a lot of work. How many students did you have? I used this assignment for one class of 30 and one class of 6. Though to be fair, when I taught the class of 30 I was teaching a new course for the first time, on the academic job market for the first time, and finishing my dissertation (for the first time). I taught the class of 6 was while teaching two classes (one for the first time), and getting oriented at a new academic institution. If my class size went much over 30, I would probably start requiring this project be done in pairs or small groups to cut down on the time spent grading. You could also try cutting some of the mini-assignments, such as the list of sources or the draft website with written content, though the final projects would be of lesser quality as a result.
  3. I don’t know anything about creating websites. Can I still use this assignment with my students? Yes, Google Sites are fairly straightforward to create, and my assignment prompts provide step-by-step instructions for how to create them. Literally, the prompts say things like “click the button shaped like a pencil in the upper-right corner of your screen.” However, you do need to be able to do the assignment yourself before you give it to your students, and to be willing to help them with any technical problems they may encounter (in my experience so far, they haven’t had many). It is also worth asking the tech support at your institution if they provide technical support to students with Google Sites, in which case you can hand off all technical questions to someone else. This has not been an option at either of the campuses where I have done the assignment.
  4. How do you make sure this assignment still works even as Google Sites changes? You need to set aside a half hour to an hour to do the assignment again yourself before the semester starts every time you teach the class, especially when you are teaching it in a new institution. This ensures that the instructions on your assignment prompt are up-to-date even as the technological infrastructure inevitably changes over time (think of all of Facebook’s changes on how to manage your privacy settings). Do not just take my assignment prompts and use them without test-driving them yourself and making corrections! I did almost all of the assignment with my Howard e-mail address before classes began this fall. I found out later that I had neglected one of the steps, the copyright statement, which includes directions for how to import the symbol representing the level of copyright protection the student chooses for their work. It turns out that doing this task through Howard’s Google-provided student e-mail accounts was mysteriously complicated in ways that my UC Santa Cruz students did not experience. If I had known, I would have told them to skip importing the symbol, and just to use the appropriate language without the visual cue. Oh well. I also learned through this process that Howard automatically adds the campus name and logo to Google Sites created by students with their campus e-mail addresses, whereas UC Santa Cruz did not.
  5. Can I see your students’ final websites? An important part of the assignment, to me, is that it prompts students to set their websites to “private” at the beginning of the class. Some of you may wonder why I do this. After all, isn’t the purpose to get students to practice writing for a public audience, and not just writing for their professor? Well, yes and no. That is the ultimate goal, but the key is that students are practicing this skill, in many cases for the first time. Setting the website visibility to “private” at the beginning of the course means that they can practice this new skill safely in private without any potential negative ramifications from the (sometimes nasty) blogosphere. It also means that you don’t have to worry about whether or not you are running afoul of the Family Education Rights and Privacy Act. All that said, an important part of the assignment is that it is, or at least can be, “real” beyond the classroom. So, I tell students that while the class is in session their websites need to be “private” for all the reasons above, and then after the class ends, it is their decision whether or not to change their work’s status to fully “public” or to limit access to people of their choice. Of the 36 students who have done this assignment with me to date, to my knowledge only one student has made his or her website public. You can see it here. Thanks, Jesse!
  6. What would you do differently next time? I’ll likely increase the length of the essay that forms the core content of each student’s site. I made it short to begin with, since I was thinking of it as a blog post. But now I might reframe it into something in between a blog post and a digital “long-form essay” instead. Will need to think about that. I also notice that students have a hard time integrating their YouTube videos into their essays – many simply plunk them in the middle of their text with no introduction or analysis. So, I might introduce a lesson in class that addresses this problem, while emphasizing the ability to segway between ideas and content as a transferable skill important to many different kinds of writing. Also, Google Sites makes formatting the annotated bibliographies and citations list difficult, so I’d like to spend some time figuring out how to make them look better and then add those directions to the relevant assignment prompt. Also, I’ll probably have students switch from using parenthetical citations in their essays (standard in my field) to endnotes (visually cleaner for public-facing work).

That’s all for now. I will undoubtedly think of more things that belong here over the next few days, as well as after Friday’s presentation at Howard’s “Teaching With Technology” Conference. I may cheat and add these things to this post later, so check back next week.

 

 

 

Trash as a renewable resource?

Over the last few years I’ve been involved with a multi-campus group thinking about the many different ways that the concept of sustainability is used. Under the able leadership of Miriam Greenberg, this group recently launched an collection of digital essays called Critical Sustainabilities: Competing Discourses of Urban Development in California. It features short case-studies to show how the idea of sustainability is used for competing political purposes. It also features essays about key-words that underpin sustainability debates. The project’s focus on Northern California complicates the ways in which the area is often seen as a model of sustainability efforts.

My contribution, with co-author Lindsey Dillon, analyzes efforts to create a policy mechanism by which energy created from trash could qualify for sale as renewable energy in California. This poses the strange prospect of categorizing trash as a “renewable resource.” We locate this debate in the small farmworker town of Gonzales. A proposal to locate what was alternatively called a “waste-to-energy plant” or an “incinerator-in-disguise” was recently defeated there. Though the case center on Gonzales, the broader conflict is happening nationwide. You can read our piece here.

Those of you with overlapping research interests may be interested in submitting a paper to the group’s proposed panel at the 2016 annual meeting of the Association of American Geographers.

Worker.GonzalesLandfill

Workers cover the existing landfill at the site of the proposed “waste-to-energy” facility in Gonzales.

Goodbye, UC Santa Cruz. Hello, Howard University!

This summer I graduated with my Ph.D. from UC Santa Cruz, packed up my home, and drove across the country to Washington DC. Since August 16th I have been working as an Assistant Professor at Howard University‘s Department of Sociology and Anthropology. The department is in developing an area of expertise in environmental justice scholarship, and next year the campus will launch a major in environmental studies. So, it’s an exciting time to join Howard’s faculty. I’m also looking forward to helping to bridge the new emphasis on environmental justice with the department’s existing expertise in medical sociology through research on environmental health. I hope to continue to collaborate with environmental justice/health scholars and activists in California and also make new connections here in Washington D.C.

When I left UC Santa Cruz, the campus was in the final stages of becoming a federally designated “Hispanic Serving Institution.” In the Sociology department, about 65% of the undergraduate majors were part of the first generation to go to college in their family. I enjoyed working with first-generation college students and the campus’s growing population of undocumented students, and am proud to now work at a historically black university also committed to populations underserved by higher education.

This year I am teaching “Introduction to Sociology” and “Environmental Inequality.” Over the next few years I plan to develop new courses in “Sociology of Environmental Health” and “Sociology of Food and Agriculture.” We are in our second week of classes already and the students have been great. But, I’ll miss being able to say that my school mascot is a banana slug!

If you are in the area, drop me a line to say hello!

My new professional home - Frederick Douglass Memorial Hall.

My new professional home – Frederick Douglass Memorial Hall.

Teaching “Making California”

This spring I taught a new class in the Community Studies program at UC Santa Cruz called “Making California.” Overall, the idea was to teach students about key moments in the history of California in order to help them better understand and intervene in current events. I used C. Wright Mills’s concept of the sociological imagination as a foundational theory to help students understand how individual lives are shaped by the broader historical and political context in which they exist. We also paid attention to how social movements have, in turn, helped people to change the political context in which they live. A second key theme of the course was California’s racial history and recent transition to  majority people of color state. Finally, we spent a lot of time thinking about California’s role in the nation and world. This meant we read about both how the state has influenced events outside of its borders, as well as been influenced by the broader world.

For the core class assignment, students analyzed a key moment in California’s history by explaining what happened, what led to the events described, and the current relevance of those events. They were tasked with writing for a public audience, and crafting an introduction to capture a reader’s interest and draw them in to reading the rest of their essay. Students presented their work orally, and in historical order, at the end of the course. In this way we created a partial, “People’s History of California.” The written component of the assignment took the form of multi-media essays they wrote on websites of their own design (more on this assignment in my next post). This assignment was inspired by conversations with Ildi Carlisle-Cummins about how we could incorporate her new project, Cal Ag Roots, into the class. The launch event for Cal Ag Roots will involve telling the story of three key moments in the history of California agriculture. So, several of my students chose her stories as their “historical moments” to work on for the purpose of the class assignment. Their work therefore supplemented her own background research on these three key moments.

I drew on syllabi developed by Julie Guthman and Lindsey Dillon to help structure the class.  See my own syllabus below.

The Environmental Justice Legacy of the United Farm Workers of America

Screen Shot 2015-05-18 at 4.59.42 PM

I’m happy to share my digital essay “The Environmental Justice Legacy of the United Farm Workers of America: Stories from the Birthplace of Industrial Agriculture.” It is published on the new “Humanities for the Environment” web platform funded by the Mellon Foundation, the Consortium of Humanities Centers and Institutes and by Arizona State University’s Institute for Humanities Research. I’m particularly excited to share the reflections of activists Lupe Martinez, Mary Lou Mares, Sarah Sharpe and Enrique Martinez in it. Thank you also to Zachary Singer for allowing me to use his photos of environmental justice activism in the 1980s and early 1990s.

Academic Job Market Timeline

Later today I’m participating in a professionalization panel in my department about academic planning. My contribution will be to walk through the timeline of applying for academic jobs. I’ll break the tasks down as follows, according to my experience in the field of Sociology.

Spring of the year before you go on the market

  1. Communicate with committee members. Make sure they are supportive of you going on the market in the fall. This includes having a conversation about the likelihood of you being ready to finish your dissertation within the next year. It also means asking how much of your writing needs to be completed before they will be willing to write letters of recommendation on your behalf.
  2. Communicate with other potential letter writers not serving on your dissertation committee, and confirm whether or not they are willing to write you letters, and what their availability will be for the following year. For example, will they be on sabbatical and unable or unwilling to write letters during that time?
  3. Ask your advisors and other academic colleagues about regularly offered postdocs and think about which ones might be a good fit for you. Many postdocs require you to already be in conversation with a member of the faculty at the hosting institution when you apply. That can take the form of a requirement for a faculty member to officially sponsor you, to write you a letter of recommendation, or to work with you on a collaboratively developed research proposal. Use your academic networks to get introduced to appropriate faculty members at the host institutions. The earlier you do this, the better. However, if you don’t get to this task in the spring, keep trying in the summer and fall.

Summer

  1. Ask to see the job documents submitted by any friends who have gotten academic jobs in the last few years.
  2. Prepare the following documents for use in your applications. Not all applications will ask for every one of these documents, but if you do a large search, you will need to use all of them at some point. You may also need to prepare a Diversity Statement, though only a small minority of applications require this document.
    1. CV
    2. Cover letter
    3. Research statement
    4. Teaching Statement
    5. Evidence of Teaching Excellence
    6. Research Proposal (for postdoc applications)
    7. Transcripts
    8. References
    9. PDFs of your publications and/or writing samples
  3. Tell friends in your academic networks that you are going on the market this year, and ask them to send you job announcements that they think might be a fit for you.
  4. Sign up for job announcements. Ask your advisors and other colleagues what listserves and job banks frequently post jobs in your area, and sign up for them. I looked for job announcements in the various professional listserves that I belong to, one of which I joined specifically for their job postings. I also used the following job banks:
    1. American Sociological Association Job Bank
    2. California State University job bank
    3. Vitae
  5. Create a system for tracking jobs that you plan to apply for, or have already applied for. Here’s a copy of my JobSearchTemplate.
  6. Get access to software with which you can edit pdfs. Many of your job applications will ask for multiple documents to be put together in a single pdf, so you will need to be able to combine and divide pdfs for different purposes.
  7. Shop for interview clothes, but keep in mind you might not get any campus visit requests in which to wear them in your first year on the job market.
  8. Consider signing up for the Employment Service interview program at the August meetings of the American Sociological Association. In most cases, if you can still apply for the same jobs even if you do not do these 20 minute interviews, but it can be a good place to practice your interview skills and learn more about the positions in question. Even though these mini-interviews typically won’t require you to turn in your job documents, the more work you’ve done on all of your job documents by this time, the better prepared you will be to present yourself in an interview setting.

Fall and Winter (Sept-March)

  • Watch for new jobs to apply for, and continually add them to your centralized spreedsheet.
  • Apply for the jobs you as their due dates approach. For each application, tailor your job documents accordingly. This process will be the equivalent to taking on a part time job on top of your existing obligations, so lean on your friends and support structures for help dealing with the stress. My first job application was due (unusually early) on August 4. Application deadlines start in earnest by September 1st, and are in full swing by September 15. Postdoc applications tend to be due a bit later than tenure-track faculty applications.
  • If you get any phone or Skype interview requests, set time aside to prepare as needed.  This involves coming up with a list of questions you may be asked, preparing answers for them, and asking friends to run you through several practice interviews.
  • If you get any campus-interview requests, set aside time to prepare for them as well. You will also likely need to prepare a job-talk based on your research, and perhaps also a teaching demonstration.
  • Keep applying for jobs! I am grateful to a friend who told me to stick it out and just keep applying when my energy was starting to flag. You never know which job might end up working out.

Spring

  • By March and April, most of the tenure-track job application deadlines will have finished, but lingering postdoc opportunities will continue. At this time there will also likely be an upswing of non-tenure-track job opportunities. Calls for lecturers, adjuncts, and visiting assistant professors will continue through the spring and in some cases the summer, before the job market starts all over again the following year.

Resources

  • For guidance on how to create the job documents listed above, see Karen Kelsky’s blog The Professor is In, which covers all of them in great detail. She also covers phone interviews, Skype interviews, and campus visits. Her advice covers applicants applying to tenure-track jobs in all academic settings except for community colleges.
  • With the increased workload of the jobmarket and the increased uncertainties about your immediate future comes increased stress. Plan as much self-care as you can to help get through it. If you have access to the National Center for Faculty Development and Diversity, take a look at their webinar on “Strategies for Dealing with Stress and Rejection.”
  • Read the job-market advice at The Professor is In, The Chronicle of Higher Education, and Vitae. It is invaluable. However, these sources of insight and advice can also be demoralizing, so tread carefully. The trick is to learn how to present yourself as best as possible on the job-market, but not to get so overwhelmed and demoralized by the process that you stop applying for jobs or throw away your career plans. Unless, of course, you decide that the academic life is not for you, in which case Karen Kelsky and others also have advice about how to transition into an “Alt-Ac”  or “Post-Ac” job – a job outside of academia.

The last-day-of-class student conference: part 2

This post is a continuation of my last post on “The last-day-of-class student conference.” That post provides an overview of the project, in which students participate in a student conference modeled after a poster session at an academic conference. This post gets into the details of how to set up the event.

Few teachers have a lot of extra time to invest in event-planning, so I offer my experience here. The colleagues who guided me in shaping the assignment emphasized that planning the conference can quickly get out of hand and helped me minimize time spent nailing down logistical details. Thanks again, Ariana Kalinic and Christie McCullen!

Event planning

  • Find a location to host the event early. The campus space that I wanted was booked very early in the quarter, and many other campus spaces required use-fees that I could not provide. Sociology staffer Barbara Laurence helped on this front by suggesting, and securing access to, our department lounge. This turned out perfectly, as it made it easy for people from my department to stop by the event without having to leave the building.
  • Provide refreshments! Food makes the space more sociable and sets it apart from a regular classroom experience. My department provides $50 of funds for each class to work with. I chipped in an extra $25 so we could have coffee, tea, and snacks provided by the campus coffee-shop downstairs. Barbara Laurence took care of this for me, too. Thank you Barbara!
  • Tell guests to arrive 20 minutes or so after the event begins, to give the students time to set up their posters, as well as time for yourself to make any last announcements.
  • Make a plan for displaying posters. I told my students that at least some of them should design their posters to be able to stand on their own. These we put on a table. The rest went on a the walls or on a few easels provided by the department (thanks Barbara!). I brought blue, “paint-safe” tape to use on the walls. Unfortunately, it had very little sticking power. Many of the posters drooped or fell down and needed to be reaffixed during the event, oh well.
  • Make a plan for presenting the posters. I originally thought I would divide the students into three or four groups and have each group stand next to their poster during a pre-assigned time. This seemed excessively complicated, however, so I instead followed Christie McCullen’s advice and told everyone to spend half the time at their own poster and the other half circulating. That worked just fine.
  • How long will the event last? I had a three hour time slot to work with, but chose to use 1.5 – 2 hours instead (I set an explicit time at which the event would end, but have since forgotten exactly how long it was). There was just enough time to evaluate the work of all 40 student, but the event was was also short enough to sustain the group energy for the duration.

Structuring and evaluating the assignment

  • Group work or no group work? I had all my students write their papers separately so I wouldn’t have to deal with complaints about anyone not pulling their weight. But, I let students who wanted to team up on their posters do so. I told them that they would both receive the same grade regardless of who did what on the poster, so they should choose their partners carefully. I also told them they could “divorce” their partners if needed. There were no problems.
  • Give explicit guidelines about what is required on the poster, as most of the students will not have made one before. If I had more time, I would have liked to require them to turn in draft posters to be improved upon for the event itself in order to help them learn best practices of visual communication. Instead, I required a proposal and draft for the paper, but not the poster. You can see the assignment prompts at the bottom of this post, or download it here.
  • How will you grade the posters? On the advice of my colleagues, I graded all the posters during the event itself so I didn’t have to take home a pile of oversize, falling-apart posters and then return them to students. This plan required me to have brief conversations with each student in front of their poster during the event itself. I created a single spreadsheet with each student’s name and a series of criteria on which to judge their work. I quickly abandoned this approach in the chaos of the event and just gave each student a holistic single grade after I looked at their poster and heard them speak about their work. I worked my way around the room systematically, so students could come stand by their work as they saw me approaching. I also quickly figured out that I only had time for short conversations with each student, and in a few case watched them have conversations with others rather than directly interacting with them myself.