Open Pedagogy: What is it and how can we use it more effectively for teaching and learning?

Image by Giulia Forsythe licensed under CC0 

Open Pedagogy is not new. Open Education was popular in the 60s and 70s—though maybe in a slightly different context. But because of the more recent Open Pedagogy movement, and specifically because of the Open Education Resources (OER) movement, Open Pedagogy has re-emerged and become a tool to improve teaching and learning. Numerous interpretations of Open Pedagogy exist but before we delve any deeper into Open Pedagogy, we first need to quickly review the definition of Open Educational Resources (OER), as the two of them are intricately connected to each other.   

Simply put, OER are free to access; free to reuse; free to revise; free to remix and free to redistribute. These are the 5Rs that are essential to keep in mind when we talk about Open Pedagogy.   

Graphic by Kirk Snyder, OER librarian at Touro Libraries, licensed under a (CC BY-SA 4.0) creative commons license. 

Open Pedagogy (Open Ped): 

An expert in Open Ped, Robin DeRosa (2018) defines it as an instructional approach that engages students in using, reusing, revising, remixing, and redistributing open content. Based on the definition of Open Educational Resources above, we now understand that by open content she means openly licensed material which due to their 5 rights can be easily and freely incorporated into teaching and learning.  

***Note that there is a lot of material on the internet that are free to watch, listen to, and read, but they are not necessarily free in the sense that one can use and reuse them without copyright permission.

Open Educational Resources and Open Ped pioneers, Wiley and Hilton (2018), define Open Ped as “the set of teaching and learning practices only possible or practical in the context of the 5R permissions which is when you are using OER”. In other words, Open Ped is teaching and learning through OER or simply put, an “OER-enabled pedagogy”.  

The Renewable Assignment:

On his blog, called, “improving learning” David Wiley talks about killing the disposable assignment. Those assignments that both students and faculty complain about, those that in his words, “add no real value to the world—after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away.” 

Wiley instead recommends creating renewable assignments. These are assignments that would be impossible without the 5 permissions granted by open licenses, but they will provide students opportunities to spend their efforts on valuable projects beyond the classroom. To give you an idea, here are a few examples of non-disposable assignments.  

  • Create or edit Wikipedia articles 
  • Create or co-create assignments/exam questions/test banks 
  • Create or modify syllabus/learning outcomes/grading policies/ rubrics
  • Open Syllabi—students become responsible for filling out the syllabus 
  • Translations  
  • Write blog posts (WordPress)  
  • Post social media (Twitter) 
  • Create podcasts (Final Examination–UMass) 
  • Create & Post social annotations  (with Hypothesis)   
  • Real world case studies—solve community or social problems, such as racism, health disparity, diversity 
  • Open Peer-review  
  • Creating, publishing & sharing Zines  
  • “How to videos/tutorials” in any medium using OER—(e.g.) students explaining difficult course topics to other students 
  • Create an anthology using public domain literary text (include marginalized authors & plurality of voices) 
  • Student-designed renewable websites: 

For this last example, an instructor said that instead of student posters piling up in the garbage can at the end of each semester, she asked students to pick a topic and then create a website by using Google Sites which is free through their school (from NEHB webinar on Open Pedagogy, April 12, 21).  The content that student created might not be perfect, she added, but many times the projects roll over to the students of the following semester and they continue until the project gets perfect.  

Moreover, students learn to use an open technology platform, such as Google Sites. There are also WordPress, Twitter, YouTube, flickr, and Wikipedia to name a few other public platforms used for Open Ped assignments. Not only do students learn about creating, using, and remixing OER in Open Ped assignments, they also learn, among other things, about contributing their collaboratively produced knowledge publicly through these platforms. Which in turn makes them to learn about how such platforms work and how information gets distributed.  

And while teaching in a collaborative, contributive, and student-centered method sounds authentic, liberating, and innovative; educators must note that teaching through Open Ped carries a few risks as follows: 

Students are the copyright holders of their projects, so they need to know about different licensing options, and how they can license their own work, if interested in sharing. Also, educators need to make sure to give students the option to opt in or out if they do not feel comfortable with sharing their projects publicly. As such, privacy issues can be a concern and some experts in Open Ped recommend FERPA waivers to avoid any data privacy infringements. Additionally, taking out individual students’ names and instead using a group name that can be shared by the team is also recommended since online bullying can become an issue as well.   

In the end, though many of us librarians are not teaching complete courses, Open Ped can be a great way to teach information literacy and critical thinking. Librarians can get involved with OER and Open Ped by clarifying intellectual property, licensing, and copyright issues just as they can talk about evaluating diverse information that vary in creation and dissemination.  

So, if this short piece intrigued you to take advantage of OER and Open Ped assignments and ideas, or if you just want to learn more about it, please check out the library’s LibGuide on Open Pedagogy. Or simply contact me at sara.tabaei@touro.edu.  

References: 

This post was contributed by Sara Tabaei, Library Information Literacy Director.

Textbook Heroes: Neil Normand

Welcome to our series recognizing champions of free and affordable course materials at Touro! These “Textbook Heroes” have made a difference in the lives of our students by lowering the cost of their degrees. Do you know someone who fits the bill? Nominate them (or yourself) by contacting the Libraries.

image: Neil Normand (provided)

Neil Normand is Lecturer and Lab Director at Touro’s Lander College for Women. He is also a Fellow in our Health Sciences and Allied Health Open Educational Resources (OER) Faculty Fellowship 2020-2021. 

[refresher: Open Educational Resources (OER) are teaching and learning materials that are free to all users. They reside in the public domain, or have been released under an intellectual property license that permits their free use and re-purposing by others.] 

The Touro College OER Faculty Fellowship, sponsored by Touro College Libraries and funded by a grant from the Network of the National Library of Medicine Middle Atlantic Region, supports faculty in the health sciences and allied health fields in developing Open Educational Resources for their undergraduate and graduate students. The fellowship was awarded to five Touro Faculty members to support adopting, or creating OER for use in their courses. 

Neil’s fellowship project, the Lander College for Women Microbiome Project, takes the form of a collection of OER modules (textbook chapters, articles, videos, etc.), adopted from several sources, and hosted in Canvas. It was created for his Principles of Biology I course and lab. With this course taken by roughly 600 students a year, Neil’s fellowship project has the potential to save Touro students around $70,000 a year in textbook costs!  


Here, Neil answers a few questions about his OER fellowship project: 

Why were you interested in OER in the first place?  

There is a wealth of helpful information in the form of Open Educational Resources. In the recent shift to remote-based learning, I feel that is important to take advantage of the online resources that are available.  

How was your experience finding tools and resources for OER?  

It was pleasantly surprising finding many online resources with OER. Through TouroOne, the online Library resources were very helpful. Several different OER Biology textbooks were available as well as OER course material. The OER library staff was extremely helpful in helping myself and the other fellows. We met regularly and we were made aware of different resources. 

What were your goals? Did you achieve the goals you had set out for your project?  

My goal was to create an online resource for students to access information on the Human Microbiome project. Thanks in large part to the Touro Libraries OER resources I was able to achieve that. 

Can you give us a description of your OER fellowship project? 

My project was to develop an online resource to learn about the Microbiome, loosely defined as microorganisms, such as bacteria, that are found throughout the human body. It plays an important role in our understanding of our interactions with microorganisms and can help better understand which microorganisms are associated with clinical conditions and can help to improve the overall state of human health. I have used OER to first provide some background information on microorganisms in general. Also, the term Biome is an Ecology term that describes the interactions with organisms on a particular habitat, so I have provided some background information on that as well.   

The idea of the microbiome is the microorganisms that inhabit our bodies, which is the habitat so to speak, in an ecological sense. There is a lot of Microbiome information provided. Some in the form of informative video content, some in the form of an open online course at MIT and links to papers and online books and other important websites that inform a lot about the microbiome. Finally, since this is intended to be a resource for Lander College for Women, a Womens Jewish College, there is also information about the impact of the human microbiome on women’s health, as well as information regarding a parallel concept in Jewish Philosophy, that a human being is a microcosm of a world. 

Thanks, Neil!

see our other Textbook Heroes posts   

-post contributed by Kirk Snyder, Open Educational Resources & Instruction Librarian 

 

Textbook Heroes: Olalekan Ogunsakin

Welcome to our series recognizing champions of free and affordable course materials at Touro! These “Textbook Heroes” have made a difference in the lives of our students by lowering the cost of their degrees. Do you know someone who fits the bill? Nominate them (or yourself) by contacting the Libraries. 

image: Dr. Olalekan Ogunsakin (provided)

Dr. Olalekan Ogunsakin is Assistant Professor in the Department of Basic Biomedical Sciences, and Course Director for General Pathology at Touro College of Osteopathic Medicine in Harlem, NYC. Dr. Ogunsakin is also a Fellow in our Health Sciences and Allied Health Open Educational Resources (OER) Faculty Fellowship 2020-2021. 

[Open Educational Resources (OER) are teaching and learning materials that are free to all users. They reside in the public domain, or have been released under an intellectual property license that permits their free use and re-purposing by others.] 

The Touro College OER Faculty Fellowship, sponsored by Touro College Libraries and funded by a grant from the Network of the National Library of Medicine Middle Atlantic Region, supports faculty in the health sciences and allied health fields in developing Open Educational Resources for their undergraduate and graduate students. The fellowship was awarded to five Touro Faculty members to support adopting, or creating OER for use in their courses. 


Hear more about Dr. Ogunsakin’s fellowship project in his own words: 

“The goals for this project were to evaluate and assess public health interventions to chronic diseases in East Harlem, a community where our campus is located. The project focuses on public health preparedness and intervention in conjunction with the activities of the student-run health clinic in the Harlem campus.  

“Open Educational Resources (OER) are a valuable tool that we believe will provide the requisite platform to share our project, thoughts, ideas, findings, and conclusions with the public, especially the target community of East Harlem. OER is expected to be our window-access to the outside world and the ideal platform to share our project findings with the public. 

“This project has greatly improved student participation in community outreach and intervention activities. It has also empowered the students to address health education and awareness among their potential patients and community residents. Through this project, my students and all the stakeholders have been able to assess and harness available resources for improving overall health outcomes in the community. Most importantly, every student, through this project, will come to understand the importance of health education and awareness to improving overall community health outcomes. 

“Our team has submitted three abstracts that have been accepted for presentation at different conferences, seminars, and academic meetings. We are currently working on two manuscript drafts from the analyzed data on the project. These drafts are being prepared for submission in reputable journals.  

“Participating in this fellowship has been one of the greatest highlights of my career in this institution, as my team have learned so much about different OER platforms out there that can be used and adapted to our project to help improve our project outcome. This was definitely a great opportunity.  

“We hope to continue to partner and work with the librarians towards presenting our findings from the project to the Touro community and the general public.”  

see our other Textbook Heroes posts  

-post contributed by Kirk Snyder, Open Educational Resources & Instruction Librarian 

Textbook Heroes: Tanupreet Suri

Welcome to our series recognizing champions of free and affordable course materials at Touro! These “Textbook Heroes” have made a difference in the lives of our students by lowering the cost of their degrees. Do you know someone who fits the bill? Nominate them (or yourself) by contacting the Libraries. 

image: Dr. Tanupreet Suri (provided)

Dr. Tanupreet Suri is Assistant Professor of Clinical Mental Health Counseling at Touro’s School of Health Sciences. Her research and practice interests include college-student mental health, experiences of minority students within higher education, social media, and new technology’s role in identity development, community-based participatory research, and social justice advocacy. She is also a Fellow in our Health Sciences and Allied Health Open Educational Resources (OER) Faculty Fellowship 2020-2021.

The Touro College OER Faculty Fellowship, sponsored by the Touro College Libraries and funded by a grant from the Network of the National Library of Medicine Middle Atlantic Region, supports faculty in the health sciences and allied health fields in developing Open Educational Resources for their undergraduate and graduate students. The fellowship was awarded to five Touro Faculty members to support adopting OER for use in their courses.   

Tanupreet is currently using OER in her course Case Conceptualization, Documentation, & Practicum, with plans to extend her OER use to other courses in the coming semesters. 


Hear from Dr. Suri herself, on the value of OER, how it benefits Touro students, and how it fits into her teaching practice:  

“Utilizing OERs not only provide access to content for course materials that are either free or very low cost both to the instructor and the student but also foster creativity, again, both for the instructor and the student. The positive impact I hope to make on my students is by having more of their involvement in creation of the learning materials. The involvement will hopefully empower students to take charge in their learning process. This student involvement will further enhance long-term retention of the content we are covering. Finally, having more transformational learning opportunities present for students will have a positive impact on the learning community that is created with the students.

“This process is very much aligned with my teaching style. In sum, my participation in this fellowship project has highlighted a need for more of these materials to exist, specifically within the Clinical Mental Health Counseling field. I plan to continue utilizing OERs in more courses both to save costs as well as to offer students an opportunity to get creative in their overall learning experience.” 


see our other Textbook Heroes posts

-contributed by Kirk Snyder, Open Educational Resources & Instruction Librarian, Touro College Libraries

Open Education Week 2021 Roundup

The first week of March saw the global open education community commence its annual awareness campaign, Open Education Week. The event drew institutions and organizations from around the world to share Open Educational Resources (OER) on their own websites, on social media [see #OEweek], and via the Open Education Week organizers, Open Education Consortium.

[Refresher: Open educational resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. –OERCommons.]

The Open Education Consortium made many of these open resources, shared by the community, available in one centralized location, their repository, the OE Week Library. This is a great place to browse all manner of open resources for learning and teaching, from course modules to textbooks and everything in between. And, of course, it is all openly licensed, and therefore freely available to be used, shared and reused!

Here are just a few of the OER shared with the community during this year’s Open Education Week:

  • Creative Commons has a very interesting history. If you’re looking to learn more about Creative Commons (CC) and the open licensing movement that makes open education possible, this CC Certificate Course content is a great place to start. Read the textbook offered here for all the background and history that made open education possible. https://certificates.creativecommons.org/cccertedu/




For more discussion of equity and Open Educational Resources see our previous blog post here.

And for an introduction to OER including a plethora of definitions, tips and resources, see our Open Touro OER Initiative libguide.

contributed by Kirk Snyder, Open Educational Resources & Instruction Librarian, Touro College Libraries, Midtown.

Open Education Week 2021

This post was originally published on March 2, 2020 and has been updated.

Happy Open Education Week! At Touro College Libraries, we are celebrating all things open education this week (and the rest of the year too). Follow this blog and our social media accounts (@tourolibraries) for more.

What would you do if you had an extra $175 to spend?

One Touro student saved that much in one semester when her professors used OER, or open educational resources, instead of traditional textbooks. OER, as defined by the Hewlett Foundation, “are high-quality teaching, learning, and research materials that are free for people everywhere to use and repurpose.” These materials can include test banks, lesson plans, and assignment templates, but most commonly, the term OER is associated with textbooks.

In the definition of OER, free means both free of costs and free when it comes to the application of copyrights. OER are licensed under Creative Commons, or are simply in the public domain, which means they can be distributed, adapted, copied, edited —basically you name it — without legal repercussions.

And, as that student who saved $175 put it, “Open textbooks are helping me drastically cut costs associated with pursuing my undergraduate degree and I am now able to apply these funds towards other things including tuition payments. It makes my life easier since typically at the end of each semester I am left with these books that I will likely never use again that just take up space as they sometimes can’t be resold.”

Image source: Manfred Steger from Pixabay

Despite such positive student experiences, myths about OER abound:

Myth #1: Open simply means free. Fact: Open means the permission to freely download, edit, and share materials to better serve all students.

Myth #2: All OER are digital. Fact: OER take many formats, including print, digital, audio, and more.

Myth #3: “You get what you pay for.” Fact: OER can be produced to the same quality standards as traditional textbooks.

Myth #4: Copyright for OER is complicated Fact: Open licensing makes OER easy to freely and legally use.

Myth #5: OER are not sustainable. Fact: Models are evolving to support the sustainability and continuous improvement of OER.

Myth #6: Open textbooks lack ancillaries. Fact: Open textbooks often come with ancillaries, and when they do not, existing OER can provide additional support.

Myth #7: My institution is not ready for OER. Fact: Any institution can start with small steps toward OER that make an impact for students.

(Source: “OER Mythbusting” from SPARC)

Image source: Annett Zobel from Pixabay

Faculty across Touro are already adopting and adapting OER textbooks for their courses.

For example, the psychology department faculty at NYSCAS have adopted OER for their GPSN 110 course, and because of this, over 290 students across more than 12 sections have benefited from free, open textbooks.

Since the Open Touro initiative was established in Fall 2018, the use of OER has saved Touro students over $100,000 collegewide.

You can help increase that number by adopting, adapting, or even authoring your own OER — and librarians are here to help!

If you are interested in reviewing open textbooks available in your field, contact Sara Tabaei (sara.tabaei@touro.edu).

Learn more about the Open Touro OER Initiative here: http://libguides.tourolib.org/OER

What do students have to say about OER?

Open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”

The NYSCAS Business & Accounting department has long been a champion of OER (we highlighted Professor Angelo DeCandia as a Textbook Hero on this blog in July). At the end of the fall 2020 semester, the chair of the department, Dr. Sabra Brock’s students shared their feedback on their OER textbooks with us — and they had a lot to say.

After reading what students have to say, are you interested in using OER in your courses? Contact the Libraries to learn more about how you can save your students money, keep them enrolled, and help them succeed!

Open Education Conference 2020

This year, the Open Education Conference was entirely online – which made it possible for me and Sara to attend and present a lightning talk titled “OER is Served: Framing OER as a Service to Stakeholders”.

Like Juliana and Sara when they attended OpenEd in 2018, I was excited to hear how other colleges and universities around the world were starting and sustaining their open education initiatives and I learned many things to use in my own work.

CC-BY 4.0: Open Education Conference
“That’s Not an Issue Here”: Addressing Myths and Misconceptions about OER at Private Institutions

A lot of the writing and tips about working on OER programs come from and address publicly-funded colleges and universities; since Touro is one of a growing number of private institutions working on OER, this session was a relevant one. The presenters reiterated something we have already found to be true at Touro: private college students are just as concerned about textbooks costs as their public college peers, and private college faculty are just as interested in addressing those concerns.

How (and Why) to Create Your Own OER Podcast

This session from staff at MIT Open Learning detailed how they created a podcast called Chalk Beat Radio to promote open educational resources at MIT and beyond. The session began with the hosts playing a podcast they recorded explaining the steps they took to create the podcast series from start to finish and how they addressed some of the challenges they encountered. After they played the podcast, there was a live question and answer session, and there were many takeaways we can bring to our OER information sessions and webinars — maybe we’ll start a podcast, too!

Reimagining PreK-12 OER Development through Teacher Education Programs

Because Touro has such a strong School of Education, the discipline has been a focus as we try to grow the Open Touro initiative. Teacher training is also a natural fit for open pedagogy practices, and this session explored how that is being put into practice at Lehman College (CUNY) in the Bronx through a partnership between a faculty member and a librarian.

Beyond Funding: Strategies for Sustaining OER at a Community College

The OER Initiative at the Harrisburg Area Community College in Pennsylvania began during the 2019-2020 school year with the formation of a committee who got to work building a community that would adopt, adapt, and author OER and would keep the momentum going, even if funding ran out. The presenters pushed the importance of experienced faculty members who can support those just starting out, which is something we are working on developing through Touro’s OER Faculty Fellowship.

The Future of OpenEd

The Friday Plenary explored participants’ perceptions of this year’s conference and how this online format might be included in the future iterations of the conference, even if some aspects of it do return to in-person delivery. It was a productive way to wrap up the sessions and gave me a lot to think about as I finish my first year as an OER librarian.

All Open Education Conference sessions were recorded and will be made available for free on the conference website in the coming weeks.

If you are interested in learning more about open education at Touro, please check out our guides at the links below:

Textbook Heroes: Riratou Lamarre

Welcome to our new series recognizing champions of free and affordable course materials at Touro! These “Textbook Heroes” have made a difference in the lives of our students by lowering the cost of their degrees. Do you know someone who fits the bill? Nominate them (or yourself) by emailing the Libraries.

portrait of professor
Professor Riratou Lamarre (provided)

Who are you? Tell us more about you and the course you teach.

I am Professor Lamarre. I’ve been teaching the general survey of psychology course, along with several other psychology courses, for more than 10 years.

Describe your previous textbooks and what your class was like.

Due to the cost of commercial psychology textbooks, the majority of students did not purchase them, and those who could afford them did not want to “schlep” heavy books around. Even when they carried them, they could not read during their subway ride to school because of crowded trains.

Why did you want to switch to an open textbook?

Although we had tried other innovative programs to promote student learning and engagement, they had not worked with our student population — again, because of their cost.

Research indicates that approximately two-thirds of students have not purchased or rented a required textbook at some point in their educational careers due to high costs. This is true even though 94% of these students reported believing that not purchasing the text would impact their grade in these courses.

Our department adopted the OpenStax Psychology textbook, because of the cost savings for students, flexibility, and increased access to course material.

How has your class changed since you switch to an open textbook?

With the adoption of the OpenStax book, students’ course performance has improved.

Describe your students’ reactions to the open textbook – content and/or cost.

“Free? That’s wonderful! We can read on our phones? That’s even better!”

What do you think of the quality of the new textbook?

I think it needs to be to updated and enhanced. [Editor’s note: Professor Lamarre and her colleague Dr. Bronstein were awarded a Faculty Innovation Grant from CETL to make those updates during the 2019-2020 academic year!]

What would you say to other faculty members who are considering switching to OER?

I strongly suggest that they give it a try. A pilot study by the Touro College Libraries found that students enrolled in OER courses performed better than those enrolled in the same courses using a commercial textbook (Magro & Tabaei, 2020).

Responses may be condensed and edited for clarity.

OER: Does the “E” stand for equitable?

With renewed calls for an examination into the diversity, equity, and inclusion efforts of educational institutions, it is critical to consider the role of libraries and their work in these efforts. Open educational resources (OER) and initiatives, often administered through libraries, can be tools to further equity and are worthwhile pursuits and points of consideration now, more than ever.

The rapidly rising cost of college is a both an economic enigma and an issue of equity. When a college degree is the ticket to higher wages for a whole lifetime’s worth of work, the price of admission should enable everyone who wants to take part to do so.

graffiti that says "for all"
Photo by Jon Tyson on Unsplash

There is a cost element of equity, and there is a representation element, too. While a free textbook may make it easier for everyone to acquire and access the resource (provided they have internet access), that textbook might still be out of reach to students who see examples and pictures about people and situations that are not at all familiar. OER can provide an opportunity to address this inequity.

Kharl Reynado, in a blog post for OpenStax, wrote about her experience attending the Open Ed 2018 Conference. She recounted hearing from Professor Jasmine Roberts, who teaches communications at Ohio State, discuss how OER has affected her relationships with students:

“While teaching, her student brought up a relevant example to their learning material. OER allowed her to quickly edit her textbook to incorporate the student’s idea. Though some people may see this as a very small gesture, I think that it can have a huge impact on how students see their place in education.”

This is an impact not only on how students see their place in education, but also whether they see it at all. Many traditional, commercial textbooks feature stock photos of white people with homogeneous origin stories and experiences. Students need to see people who look like them in the places they look every day; we can have a role in this through selecting images and anecdotes for OER that better match our students.

sam-balye-w1FwDvIreZU-unsplash
Photo by Sam Balye on Unsplash

In a recent essay for the New England Board of Higher Education, Robin DeRosa, the director of the Open Learning & Teaching Collaborative at Plymouth State University in New Hampshire, wondered:

“For some students (and even contingent faculty and staff in our universities) COVID has augmented inequities that were already baked into their lives. Our continuing institutional failures to ameliorate or address these inequities can no longer be tolerated, both because the vulnerable in our colleges are at a breaking point from a global pandemic and because we have been called out by a national social justice movement that is demanding that we make real change at last. Is open education a way to answer this call?”

She goes on to explain why she thinks that yes, open education can be a solution. More than just alleviating the cost burden on students, DeRosa writes, OER “asks us to rethink the kind of architecture we want to shape our education system.” This is a time of great potential for positive change across all aspects of our lives, and OER can be a catalyst for such change in education broadly, because when we think more in the framework of open education, we think more about the benefits of opening other aspects of the physical and metaphorical campuses, too.

a man teaching a woman sitting at a table
Photo by Monica Melton on Unsplash

OER can also help faculty work with their students to learn about equity and issues of equity, as demonstrated by examples from all kind of educational institutions. The Community College Consortium for OER has collected case studies and examples of this work, and The OER Starter Kit includes a section on Diversity and Inclusion that makes the connection to open pedagogy and offers exemplar in-class activities. This work is being done—and you can do it, too.