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OPEN CLASSROOMS - ONLINE
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ClassLocationInstructorSign UpTopicsTeaching ApproachesAdditional Information
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Critical Thinking
(CRT 100)		OnlineMegan DunphyFULLArguments, Fallacies, and Source CredibilityThis course uses resources such as news articles, videos, podcasts, and other no-cost materials.
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Criminology
(CRJ 102)		OnlineBrenda VollmanSign Up to VisitCriminology - Life process theories of offending.Discussion boards, lectures and video material, online quiz format.
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Introduction to
Disabilities and
Behavior Change
(HUM 212)		OnlineRose GleicherSign Up to VisitVisual disabilities - 3/22-3/25

Developmental disabilities - 3/26-3/29		This course has three sections. The first section of the course dealt with societal attitudes, historical treatment, historical issues, "disability etiquette" language, and social policy issues for people with disabilities in general. What you will observe in the course will be in the second section of the course which relates to social policy issues, available community resources or social service organizations, and human service roles, as they relate to a particular, specific client population (ex. people with visual disabilities or people with developmental disabilities). The third section of the course focuses on social work models and human service roles in regard to assessment of client strengths and service planning.
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History of the Moving
Image
(MES 140)		OnlineSam SlovesFULLHitchcock Genre Film NoirLecture and discussion.
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Comprehensive Health
Education
(HED 110)
OnlineMichael McGeeSign Up to VisitCounseling about sexually transmitted infections, using counseling microskills.Lecture with slides, student role plays/assessment.The role plays are done in groups of three, with one student the counselor, one the client, and one using a form to assess the performance of the counselor.
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Spanish 105OnlineAngeles Donoso
Macaya		Sign Up to VisitThis is an Intro level Spanish course. The week of March 22-29 (Week 8) will be split up in two: the first part of the week, we will be finishing the third lesson, in which students will be learning vocabulary related to the family and also learn to describe themselves and others (personality traits and physical traits). The second part of the week will consist of a Midterm review (the midterm is scheduled March 28-29).I follow the communicative-oriented approach in the teaching of language. This can prove more difficult in an online environment. To develop written proficiency and facilitate real or meaningful exchanges between the students (in opposition to fill in the blank exercises) I use Discussion Boards, videos and the Journal. All of these assignments are in Spanish. DB forums have simple prompts or several questions students need to address; students are also expected to reply to 2 other classmates. Since the objective of the Discussion Board in this intro level class is for them to have meaningful exchanges in the target language, I only intervene to provide feedback (I point out vocabulary / grammar mistakes). Every other week, students are asked to record videos of themselves (so I can assess oral proficiency) and write a journal entry.

During the Midterm review period, the Discussion board functions as a collaborative platform for students to ask each other questions and share information; this is the only time I allow them to pose and reply questions in English.		This online class functions on 2 different platforms, VISTAS and Blackboard. On Blackboard, the content is organized by week (Semanas) and lessons; visitors are welcomed to look at previous weeks to see different assignments and activities.
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History of Theatre
(THE 300)		OnlineHelen HuffSign Up to VisitWeek 8 (3/22 - 25) 10 pts. Create a thread and describe, in detail, how you would use Medieval staging techniques and strategies to stage The Second Shepherd's play. Use examples and evidence from the textbook, the reading guide, the video on the play, the lecture, and the still images as well as quotes and scene descriptions from the play to describe how you would do this. Make sure to describe how you would use simultaneous, fixed, environmental, and emblematic elements to stage the play. Initial post by Thursday, two response posts by Sunday, 11:59pm.

Week 9 (3/26 - 3/29) 10 pts. In this week's DB, create a thread in which you discuss how the rules of Neoclassicism would be used to stage a production of La Mandragola. Include in your discussion how you would use the Italian Renaissance staging techniques (chariot and pole, etc.) in this production. Post by Thursday, respond by Sunday, 11:59pm.		This is a history of theatre course that covers from Ancient Greece to the European Renaissances. For each historical period, the class also reads a play from that period, listens to a lecture, reads the appropriate textbook chapter, and watches videos, and views still images. In the DBs of these two weeks, they integrate a discussion of the play and the theatrical structures (stage buildings, stages, technical areas, acting styles, etc.) to discuss how they would stage the play in its appropriate time period. After they post their own discussion, they respond to a minimum of two students in the course. Students will learn the important theatrical discoveries, make connections to these historical plays, and see how these historical events and developments have been molded and are still used in today's theatrical world. An rubric of discussion board requirements has been discussed in prior weeks.This is a 300 level course, so there is more work involved for the student. They are required to read more material and write in a more structured way than in their 100 or 200 level courses, as well as being exposed to more historiographical and research methods. In addition, this is the most "academic" of the theatre courses here at BMCC, so it can be a challenge for many theatre students. This is the first level of theatre history students must take. They will take two other theatre history classes -- covering from the post-Renaissance to 19th century, and the Modern Theatre and post-modern theatre -- when they transfer to a 4-year college. THE 300 prepares them for the academic rigor of those courses.