An Introduction to the OER Learning In Disguise Toolkit

Background

We love teaching. In particular, we love seeing those “light bulb” moments when students develop language and frameworks to describe phenomena that they have witnessed both inside and outside the classroom. For example, during an activity unpacking how white privilege can manifest in everyday life, a student came up to one of us and explained that this was the first time they realized their obsessive deodorant applications every summer were rooted in their fear of being labeled “a smelly South Asian” by their peers. Similarly, when engaging in group discussion about the manifestations of the school-to-prison pipeline, several students shared stories of their own experiences with school surveillance and discipline in New York City public schools, recognizing the various ways this phenomenon played out in their own lives. As such, teaching, for us, is a powerful tool that demystifies and helps our students navigate real-world experiences.

While teaching has always been our passion, reductions in attention spans (Middendorf and Kalish, 1996), the fact that younger generations prefer active learning techniques (Nicholas, 2020), and learning gaps attributable to COVID-19 (Donnelly and Patrinos, 2022) have encouraged us to rethink how we approach our craft. Personally, the courses that we found most engaging and memorable during our educational journeys had two things in common: 1) the instructors lectured for less than a third of the class time and; 2) the instructors had activities designed to get students talking to each other and in conversation with the instructor. So, when we had the opportunity to teach in graduate school and then, as one of us affectionately terms, as “Baby Professors,” we were excited to develop new strategies to transform our classrooms into fun, interactive, and memorable experiences for our students. Specifically, we became fascinated with the ways in which we could use our creativity to create assignments, activities, and spaces that promote what we call, “Learning in Disguise.”

The Toolkit

The Toolkit

Taking the Practical Teaching for Resilient Learning Seminar during our first semester as Baby Professors at John Jay College (i.e., the Fall of 2023) stimulated our creativity and deepened our bond as academics and besties. The seminar also validated our belief that, contrary to narratives that describe younger generations as “lazy” (Glover, 2024), our students are resilient and can learn if given the proper resources. It also led us to take the Winter 2024 Open Pedagogy and OER Seminar in which we transformed and rethought some of our old assignments and activities to be more accessible and engaging. In particular, this course was integral to the creation of this toolkit as the feedback, continued support, and resources were invaluable.

As we learned about new approaches, we asked ourselves, “Have you ever sat through a course in which you could not retain the information taught during class time and therefore had to spend hours reteaching yourself? What about a course you were initially very excited to take but, after attending a couple of sessions, you realized it was going to be a very long and painfully boring semester?” While not an indictment or shade to our former instructors, we certainly have! For us, these classes have primarily been lecture-based and, while this form of education has certainly existed for a long time (Dunkin, 1983; Bryant, 1968), it may be time for teaching to embrace more active learning methods.

Within this toolkit, you’ll find five activities and one in-class activity that we have found to be very helpful in creating active and engaging spaces where our students have “learned in disguise.” The first, an article scavenger hunt assignment, has students read an article and answer questions designed to help them synthesize general readings. The second requires students to use their critical thinking skills to write anonymous index cards related to challenging subject matters (in this case, international correctional rules and regulations) and reflect on what they, and their peers, think. A third assignment is a spinoff the scavenger hunt assignment but is more focused on teaching students how to digest dense academic articles. The fourth assignment, a debate, fosters in-class participation, creative thinking, and produces engaging moments guaranteed to be memorable. Our op-ed assignment also helps students develop media literacy skills and incorporate their voices into an academic and public setting. Finally, our TikTok in-class activity harnesses our student’s embrace of technology to teach them how social media can shape narratives and belief systems.

What is Learning in Disguise?

To learn in disguise is to absorb information through seemingly nontraditional, and whimsical techniques. It encourages critical thinking while balancing the sensitive nature of education and the process of learning. It rejects the transactional nature of the academic machine that defines instructors as omniscient beings and instead embraces laughter, tense moments, and dynamism. It encourages students to become stakeholders in their own education through respectful and meaningful engagement. Ultimately, to learn in disguise is to recognize that because our students have changed, so must we.

The Toolkit

Article Scavenger Hunt

Instructor Facing Section- Article Scavenger Hunt

Assignment Overview

One of the topics covered in Comparative Corrections is the role of art programs in prisons as a rehabilitative and healing tool. In this assignment, students will complete an Article Scavenger Hunt. This assignment prepares students to critically analyze scholarly articles, identify key information from articles, and connect findings from academic articles to broader social justice issues. This assignment meets the course goals of applying correctional theories to correctional practices, comparing practices across different countries, and understanding the treatment of people who are incarcerated.

This assignment can be used in multiple ways and at multiple times in the semester. It may be a good idea to assign this activity at the beginning of the semester, around the same time the Reading Guide activity is assigned. Alternatively, the Reading Guide could be assigned earlier in the semester, and instructors can use this assignment mid-semester to check back in with students on their scholarly article analysis skills, while expanding their skill set as well.

For COR 303, it is recommended instructors assign this activity after students have become familiar with correctional theories and justification, so they understand arts programming as a form of rehabilitation. If using the popular press book “Incarceration Nations” by Baz Dreisinger for the COR 303 course, this assignment pairs well with the chapter on Uganda and Jamaica, as the focus of the chapter is on art behind bars.

Option: Instructors may require students to find and select an article on their own to examine. If the instructor would like students to find the article themselves, this assignment should be completed after an in-class workshop on how to find scholarly articles and use the school’s library database.

Note: This assignment can be modified to fit topics relevant to the instructor’s course content.

Open Pedagogy/Learning Strategies

The rationale for this assignment is similar to that of the Reading Guide assignment. Similar practices and activities are employed to assess student learning and skill building.   As such, students will continue to develop their reading and analytic skills while also learning about key concepts relevant to the course material. However, in this activity, students are going a step further than the Reading Guide. They are asked to identify the tone of the article they select, take note of the methods and findings of the article, and consider the implications of these findings for correctional practices.

This assignment uses open access resources including scholarly articles from the university’s library database.

Article Scavenger Hunt Instructions

For this assignment, the instructor will provide several articles for students to read and review. Students will select an article to read and answer questions on the Article Scavenger Hunt Worksheet.

After students have completed the worksheet, have them meet in small groups with students who read different articles than the ones they selected. Encourage students to focus their discussion on strategies they used to find the information needed to answer the worksheet. Have them share any questions or challenges they faced while searching for this information. Students can also share what they learned from the studies they each read and connect them back to the correctional goal of rehabilitation.

Grading

Although instructors can assess and grade this assignment in a number of ways, they may consider awarding completion or participation points, and use this as a “temperature check” to gauge students’ ability to identify key information in the articles they review.

This assignment can be graded for full, partial, or no points based on student completion of the assignment. After reading student submissions, instructions can respond to students individually or address common themes/concerns through a course announcement in person or online. Written or annotated feedback could focus on whether students are understanding and interpreting findings from a scholarly article accurately, and their ability to connect what they have read in the article to implications for policy and practice.

If a large number of students are struggling to answer the final two questions, instructors may need to focus more time in class on helping students read and interpret scholarly articles, or how to connect research to real-world implications. If only a handful of students are struggling with this assignment, it is recommended that instructors meet with those students one-on-one or in a group to improve skill building.

Materials Needed

Instructors will need to share a copy of the Article Scavenger Hunt Worksheet and a list of references or PDFs of articles students can review. We share a copy of these articles on Brightspace. Examples of articles students can choose to read and review related to arts in corrections across the world include:

Cohen, M. L. (2012). Harmony within the walls: Perceptions of worthiness and competence in a community prison choir. International Journal of Music Education, 30(1), 46-56.

Dickie-Johnson, A., & Meek, R. (2022). A qualitative study of the rehabilitative potential of music in prisons and immigration removal centers. Journal of Creativity in Mental Health, 17(2), 140-153.

Hjørnevik, K., & Waage, L. (2019). The prison as a therapeutic music scene: Exploring musical identities in music therapy and everyday life in a prison setting. Punishment & Society, 21(4), 454-472.

Jarjoura, G. R., & Krumholz, S. T. (1998). Combining bibliotherapy and positive role modeling as an alternative to incarceration. Journal of Offender Rehabilitation, 28(1-2), 127-139.

Marchetti, E., & Nicholson, B. (2020). Using A culturally safe creative writing programme to empower and heal Aboriginal and Torres Strait Islander men in prison. The Howard Journal of Crime and Justice, 59(4), 423-441.

Parker, A., Marturano, N., O’Connor, G., & Meek, R. (2018). Marginalised youth, criminal justice and performing arts: Young people’s experiences of music-making. Journal of Youth Studies, 21(8), 1061-1076.

Silber, L. (2005). Bars behind bars: the impact of a women’s prison choir on social harmony. Music education research, 7(2), 251-271.

Lucas, A. (2013). When I run in my bare feet: music, writing, and theater in a North Carolina women’s prison. American Music, 31(2), 134-162.

Student Facing Section: Example of Article Scavenger Hunt Assignment in Comparative Corrections

Assignment Overview 

Rehabilitation is one of the main correctional philosophies we have discussed in this class. Arts programming is one popular approach to rehabilitation in prison.

Earlier in the semester, we practiced reading scholarly articles. Today, we are going to practice more! For this assignment, you will select one scholarly article from the list below to read about art programs in prisons. You will need to read the article carefully to answer the worksheet questions about the study. After everyone has completed the worksheet, we will meet in small groups to discuss what you learned about the study, how you went about finding the information needed, and what we should do to improve art programming in prisons.

Attachments: 

The articles you may choose from are available on Brightspace:

Cohen, M. L. (2012). Harmony within the walls: Perceptions of worthiness and competence in a community prison choir. International Journal of Music Education, 30(1), 46-56.

Dickie-Johnson, A., & Meek, R. (2022). A qualitative study of the rehabilitative potential of music in prisons and immigration removal centers. Journal of Creativity in Mental Health, 17(2), 140-153.

Hjørnevik, K., & Waage, L. (2019). The prison as a therapeutic music scene: Exploring musical identities in music therapy and everyday life in a prison setting. Punishment & Society, 21(4), 454-472.

Jarjoura, G. R., & Krumholz, S. T. (1998). Combining bibliotherapy and positive role modeling as an alternative to incarceration. Journal of Offender Rehabilitation, 28(1-2), 127-139.

Marchetti, E., & Nicholson, B. (2020). Using A culturally safe creative writing programme to empower and heal Aboriginal and Torres Strait Islander men in prison. The Howard Journal of Crime and Justice, 59(4), 423-441.

Parker, A., Marturano, N., O’Connor, G., & Meek, R. (2018). Marginalised youth, criminal justice and performing arts: Young people’s experiences of music-making. Journal of Youth Studies, 21(8), 1061-1076.

Silber, L. (2005). Bars behind bars: the impact of a women’s prison choir on social harmony. Music education research, 7(2), 251-271.

Lucas, A. (2013). When I run in my bare feet: music, writing, and theater in a North Carolina women’s prison. American Music, 31(2), 134-162.

Grading

You will submit your completed worksheet at the end of the class period. You will receive full points for completing the entire worksheet, and partial points for completing part of the worksheet. I will provide individual feedback and support as well.

Printable PDF: Article Scavenger Hunt Assignment

Index Cards, Group Decisions, & Consensus

Instructor Facing Section-Using Index Cards, Group Decisions, & Consensus about International Correctional Regulations

Assignment Overview

As part of the Comparative Corrections class, students should be familiar with international correctional rules and regulations, such as the Kampala Declaration on Prison Conditions in Africa and the Bangkok Rules (UN Rules for the Treatment of Women Prisoners and non-Custodial Measures for Women Offenders). For this in-class activity, students will review these international corrections regulations and engage in a multistage process to identify which regulation is “most important” in their opinion. This assignment will teach the concept (international regulations) while also allowing students to engage in class discussions in multiple formats.

Note: If instructors are using Dreisinger’s “Incarceration Nations” book for the course, this activity could be completed along with Chapter 1 (Revenge & Reconciliation in Rwanda) or  Chapter 4 (Women & Drama in Thailand).

This assignment should be completed early in the semester, so that the regulations may be referred back to throughout the course of the semester. Further, the regulations set a baseline model to make comparisons between and across correctional systems.

Note: This assignment description is specific to COR 303, but can be adapted for any course.

Open Pedagogy/Learning Strategies

There are a number of benefits to this activity related to content and skill building. Given the focus on gender-responsive treatment in corrections within the Bangkok Rules, students will learn about the unique needs of incarcerated women and recommendations for treatment. Further, the Kampala Declaration’s focus on human rights connects to the broader social justice issues discussed in this course and others in criminal justice programs.

Students also practice reviewing primary legal documents and statements, which is important for students considering entering legal professions. Examining primary sources is also important for all students to practice so they develop a deeper understanding of history and context for current events (Young & Leinhardt, 1998)

This activity, and the class more broadly, may be the first time students have encountered these international rules and regulations. As with any new concept, students may feel nervous to discuss unfamiliar topics in a large group setting. This activity involves multiple types of participation, so students have different opportunities to engage with the content. During the height of the COVID-19 pandemic, when the majority of learning went online, one author of this toolkit was in a graduate school class that utilized online sticky notes, as a sort of collaborative whiteboard for students in the class to share their ideas via the online learning tool Padlet (https://padlet.com; Fuchs, 2014). There was the option to share ideas anonymously or attached to students’ names. This learning tool has been widely implemented across disciplines and to improve collaborative learning among college students (Beltrán-Martin, 2019). While Padlet is a digital tool, a similar tool (index cards and sticky notes) can serve the same function for in-class activities. This is a useful learning tool as students who are less comfortable sharing aloud are able to share their opinions via sticky notes/index cards (Nollmeyer, 2020). Other students learn better in small group discussions and still others enjoy and learn best in large group discussions (Good & Brophy, 2008; Young, 2007). Using this teaching method, students who are more comfortable speaking to the class may opt to share the oral presentation, or engage more in the large group discussion. Those who are less likely to share in a large group setting may choose to share in the small group setting, and can still contribute to the individual portion of this activity.

Students will use open education resources (historical and legal statements and documents). They will be responsible for identifying key regulations within the documents, rather than the professor providing answers or summaries of regulations. Students will also have the opportunity to explain the importance of various regulations to their classmates in small and large groups.

Activity Structure

For this assignment, instructors will share either the Kampala Declaration or the Bangkok Rules, along with two sticky notes or index cards for each student. After reviewing the regulations prior to class, students will participate in a multistage activity to share their perspectives on which regulations they view as the “most important” for correctional facilities to focus on.

1. Students will select the two regulations they deem “most important” and write one regulation on each sticky note or index card.
2. Once all students have placed their index cards on the board, students will take 5 minutes to review what other students in the class identified as “most important.”
3. Next, students will gather in small groups to discuss the regulations they each wrote down, and the other ones they found interesting or important that other students shared. The small group will then come to a consensus about which one regulation is the “most important.” Each group will then prepare a two-minute oral presentation that summarizes the rule/regulation and why they decided it was the “most important” regulation, and share with the class.
4. After hearing all of the oral presentations from each small group, the entire class will engage in a large group discussion and determine which regulation is the “most important.” Each group will have to make the case for why “their” regulation is the most important, or be persuaded by the other groups.

Grading

Instructors may assign points and grades for this activity in a variety of ways. We recommend grading for completion and participation in at least some parts of the assignment, as not all students will feel comfortable engaging in all parts of the assignment.  Students will receive full, partial, or no points based on their completion of the assignment and engagement in class. Instructors should talk with each group as they are discussing their decisions and preparing their oral presentation to ensure student participation. Instructors should ask students questions and provide feedback as they are presenting their group decisions. This real-time feedback is to encourage critical thinking skills and increase student participation in the discussion. Instructors should focus their assessment on the rationale each group provides for why they selected the regulation, encouraging empirical reasoning rather than decisions rooted in opinion.

Materials Needed 

Instructors should provide the links and pdfs of the regulations to students prior to the class session:

• Kampala Declaration on Prison Conditions in Africa
• Bangkok Rules (UN Rules for the Treatment of Women Prisoners and non-Custodial Measures for Women Offenders)

They will also need two index cards or sticky notes for each student. We encourage bringing pens as well, just in case students need to borrow one for the activity.

Assessment Strategy

Instructors may assign points and grades for this activity in a variety of ways. We recommend grading for completion and participation in at least some parts of the assignment, as not all students will feel comfortable engaging in all parts of the assignment.  Students will receive full, partial, or no points based on their completion of the assignment and engagement in class. Instructors should talk with each group as they discuss their decisions and prepare their oral presentations to ensure student participation. Instructors should ask students questions and provide feedback as they are presenting their group decisions. This real-time feedback is to encourage critical thinking skills and increase student participation in the discussion. Instructors should focus their assessment on the rationale each group provides for why they selected the regulation, encouraging empirical reasoning rather than decisions rooted in opinion.

Student Facing Section: An Example of Index Cards, Group Decisions, & Consensus Assignment in Comparative Corrections (COR 303)

Assignment Overview: International Regulations 

By the end of this course, you should be familiar with international correctional rules and regulations, such as the Kampala Declaration on Prison Conditions in Africa and the Bangkok Rules (UN Rules for the Treatment of Women Prisoners and non-Custodial Measures for Women Offenders).

Prior to class, you will need to review the Kampala Declaration or the Bangkok Rules.

In class, I will give you two index cards. You will select the two regulations you think are “most important” for correctional facilities to focus on. Then, write one regulation on one index card and the other regulation on the index card. Please tape your sticky notes/index cards to the wall or whiteboard at the front of the classroom.

After everyone is finished, we will take 5 minutes to review what other students in the class identified as “most important” regulations. Then, I will assign you to one of four small groups. In your small group, discuss the regulations each of you wrote down, and the other ones they found interesting or important. Your group will need to come to a consensus about which one regulation is the “most important” in your group.

Next, your group will prepare a two-minute oral presentation to share with the class that summarizes the rule/regulation and why you decided it was the “most important” regulation. Only one of you will share on behalf of your group. When you present, please introduce yourselves, share the regulation you selected, and 3 reasons why you selected it. These reasons should be rooted in social justice and empirical justifications, rather than opinion.

As the other groups are sharing, you should be considering the arguments they are making. Are they convincing to you? After every group has shared, as a class, we will decide which regulation is “the most important.” Your group will have chances to argue for the one selected, or vote for other regulations if you were convinced by the other groups.

Attachments: 

• Kampala Declaration on Prison Conditions in Africa
• Bangkok Rules (UN Rules for the Treatment of Women Prisoners and non-Custodial Measures for Women Offenders)

Grading Scheme

This assignment counts toward your “In-class assignment points.” You will receive full, partial, or no points for participating in the activity.

Printable PDF: Index Cards, Group Decisions, & Consensus

Reading Guide for Journal Articles and Other Non-textbook Materials

Instructor Facing Section-Assignment Overview: Reading Guide

Many students are familiar and skilled at reading textbooks. However, reading journal articles and other non-textbook materials requires a different skill set (Fang, 2005; Gillen, 2006). Given that many courses contain written components that require students to utilize peer-reviewed sources, this assignment helps students develop the skills to read empirical articles and identify key information from the articles. We recommend implementing this assignment early on in the semester, not only as a scaffolding assignment for future essays and written assignments, but also to support students in reading and making sense of the non-textbook course materials.

Open Pedagogy/Learning Strategies

In many college classes, professors assign a textbook and students are expected to read each chapter, memorize key terminology, and learn about important theories, research, and practices within the field of study. Open education resources and open access resources are utilized more and more in place of textbooks (Seaman & Seaman, 2023). This transition is promising, but does require teaching students a different skill set. Learning the language of scholarly articles and non-textbook materials is akin to learning a new language, one that we as instructors must guide students through. In a study by Coil and associate (2010), science faculty noted interpreting data, writing reports, and critically analyzing research articles to be important skills undergraduate students need to learn. Despite the recognized importance of these skills, faculty felt it was difficult and time-consuming to teach these skills when they had so much course material to cover (Coil et al., 2010). Indeed, these sentiments exist among our colleagues in the social science disciplines as well. There is also a general consensus that these skills cannot only be taught in research methods courses, which students may not take until their junior and senior years of college.

The purpose of this assignment is to help students develop the skills to read empirical articles and identify key information from the articles that are relevant to the course material. In this way, instructors are able to still teach the course content, but can also help students develop reading and analytic skills. This assignment uses open education resources and open access resources including scholarly articles from the university’s library database and the white paper Reading Guide by Rubin. Further, given that the focus of the reading guide is for non-textbook texts, instructors are able to prepare students to engage with other OER texts, rather than textbooks.

Reading Scholarly Articles Activity

Prior to assigning this activity, we recommend conducting an in-class workshop on finding empirical sources and using the library. This workshop could be held by the instructor or with the help of a librarian.

Then, instructors can approach this assignment in one of two ways: 1) assign a scholarly article to all students related to the course material or 2) instruct students to locate their own empirical articles. Instructors can use this assignment as scaffolding for a subsequent or final writing assignment if students locate their own articles. For example, in COR 303, students write a series of three papers on corrections in a country other than the United States. For this activity, students locate a peer-reviewed article about their selected country and are able to use notes from this assignment to incorporate into their essays.

After selecting the article, but before reading it, students will read the “Guide to Reading Non-Textbook Texts” by Ashley Rubin and apply the skills and tips suggested from the Reading Guide while reading their selected article. Instructors may have students complete the “Reading Notes Template” at the end of the Reading Guide or the adapted version. After students have completed the assignment and the instructor has reviewed their submissions for the activity, the instructor should facilitate a large group discussion with key takeaways and encourage students to reflect on the experience of reading and engaging with non-textbook materials.

Grading

There are a number of ways to assess the skills students learn in this assignment. In COR 303, students complete this activity in class and earn points for completion. Students receive full, partial, or no points for completing the Template/Worksheet. We grade for completion as we know this is a new skill that students are learning and we see this activity as practicing a new skill. The Article Worksheet and Reading Notes Template provide an opportunity for instructors to assess student’s skills for reading and analyzing non-textbook materials—journal articles in this case. Despite being graded for completion, detailed feedback should be provided for each student individually, along with a summary for the entire class, highlighting strengths and areas for improvement. If students are selecting their own articles to review, instructors are also encouraged to provide ideas for how to incorporate the articles into students’ final papers.

Materials Needed

The instructor should provide the following materials to students:

• Rubin, A. Guide to Reading Non-Textbook Text
• Either the Reading Notes Template (In Rubin, above) or the adapted Article Worksheet
• Selected article for students to read (if the instructor is assigning the same article to all students)

Student Facing Section: Example of Reading Guide Assignment in Comparative Corrections (COR 303)

Assignment Overview: Practicing Reading Scholarly Article

During your time in college, you have probably read A LOT of textbooks (or at least skimmed them). As you know, we do not use a textbook in this class. Instead, we read a lot of different types of materials–a popular press book (Incarceration Nations), essays, and journal articles. You also know that for each of your three papers in this class, you will need to use at least two peer-reviewed articles. Reading journal articles, finding key information, and writing about them is kind of like learning a new language. It is a new skill to learn, and just like any other skill, it’s something we have to practice to get more comfortable with it. We’ll be practicing that today!

We just finished up our workshop on finding peer-reviewed articles using the library database (shoutout to our amazing librarians!). During this workshop, each of you selected an article focused on a country that you might want to learn and write about this semester.

Before you read the article you selected (it’s okay if you already did!), take some time to read the “Guide to Reading Non-Textbook Texts” by Ashley Rubin. This is a really cool guide that helped me learn how to read scholarly articles, figure out the most important information from them, and then be able to talk and write about them.

After you’ve read the Reading Guide, it’s time to read the article you selected during our workshop. You should apply the skills and tips suggested from the Reading Guide while reading your selected article.

While you are reading the article, fill out the attached worksheet which asks questions about the article you read. While you are reading and filling this worksheet out, you should think about how you could incorporate this article into one of your papers for the class. It might turn out to not be a very useful article, or maybe you learn something about a different topic or country mentioned in the article that you want to learn more about. Maybe you decide this is the best article you could have possibly found and want to use it in all three of your papers! Either outcome is good, but remember, the reason we are doing this activity is so we can practice reading scholarly articles.

Grading

This assignment counts toward you “In class assignment points.” You will receive full, partial, or no points for completing the Template/Worksheet. After you turn the worksheet in, I will provide detailed feedback along with ideas for how you could incorporate this article into your papers, and we’ll have a class discussion to debrief what it was like to do this activity.

Printable PDF: Reading Guide for journal articles and other non-textbook materials

An In-class Debate

Instructor Facing Section– The Debate

Assignment Overview

During the second to last class of the semester, students will be asked to participate in an in-class debate on a topic that captures a theme covered in the semester. In particular, it is important to schedule this assignment as close to the end of the semester as possible in order that the class will have had enough time to form a small community.

Open Pedagogy/Learning Strategies 

Holding guided debates in college classrooms is a widely recognized interdisciplinary and pedagogical tool used to foster participation, stimulate creative thinking, and deepen connections to course materials (Nurakhir et al, 2020; Kennedy, 2007; Merrell et al. 2017). Exploring this activity in a nursing education context, Nurakhir et al (2020) interviewed nursing students with previous experience with classroom debates and found that the activity helped students access new information, develop a kaleidoscopic perspective, and sharpen reasoning and communication skills. Kennedy (2009), similarly, argued that participating in classroom debates can also encourage critical thinking and reflective skills. Surveying students across three sections, the author found that “between 31% and 58% of participants changed their views after participating in or observing each debate” (Kennedy, 2009: 225).

Debate Structures

Classroom debates are primarily what Snider and Schnurer (2002: 1) would call, “structured classroom debates (SCDs).” There are several types of formats that instructors can follow and adapt to best suit their students’ needs. As described by Kennedy (2007), some common forms of SCDs are:

• Four Corner Debate
  •  In this debate format, four corners of a classroom are labeled “agree,” “strongly agree,” “disagree,” and “strongly disagree.” After the instructor reads a statement, students move to the corner that best represents how they feel about that statement and work together to think about supporting evidence to support their argument(s).
  •  Upon deciding which group will go first, each group or “team” can choose one, or several, people from their team to represent their position.
    • After that team has presented, other teams can ask questions regarding how the presenting group arrived at their argument(s).
      • Although students may begin aligned with a particular viewpoint, after chatting with their initial team or hearing a different position from another team, some students may want to move groups. This is perfectly fine and is a sign of critical thinking!
  • Next, the team selected to go second will present and all the other teams will follow the same format until the allotted time for the debate has concluded.
    • In this format, the instructor will function as an observer who can jump in if needed (i.e., in case one student is talking over another).
• Fishbowl Debate
  • Although similar to the four-corner debate format, students are divided into two groups and assigned a position. Working together, each team will formulate and articulate their position after which the other team can ask follow up questions before presenting their viewpoint.
  • Another format for this type of debate involves creating a “fishbowl” by arranging several classroom chairs into a circle, in the center of the room, and placing the remaining chairs around the circle. Here, the class is divided into two teams: one team that represents the pros and the other that represents the cons of the issue presented by the instructor.
    •  The group that is selected to present will sit in the fishbowl (i.e., the innermost circle) and will discuss their thoughts about their assigned position. In particular, as each person describes their points, their other team members should practice active listening and be sure to pay attention to what their teammate is talking about.
      • Similarly, as the team in the fishbowl is presenting its side, the other team surrounding should also be listening to the conversations had within the Fishbowl–they might want to discuss some of the comments raised when it is their turn!
    •  After the first team is done, they will switch places with the team on the outermost ring and follow the format illustrated above.
      • Teams can go in and out of the fishbowl as many times as permitted by the instructor or as dictated by the allotted debate time.
        •  Here, the instructor will function as an observer who can jump in if needed (i.e., in the case of one student talking another talking over another).
• Think-Pair-Share Debate
  •  In this type of debate, students begin with thinking individually about the topic presented by the instructor before being randomly assigned a partner.
    •  It may be helpful for the students to write down their thoughts before joining their partner.
  •  Working together, each pair must reach a consensus and prepare to discuss their conversation and conclusions with the class.
• Meeting-House Debate
  •  Meeting-house debates start by dividing the class into two teams with each team representing a pro or con position. Next, each team can have an allotted amount of time to discuss their position and craft an opening statement.
    • A coin toss can be used to decide which team will go first.
  •  Whichever team wins the coin toss will present their opening statement, within an allotted amount of time, during which the other team (“Team 2”) can listen and take notes. Subsequently, Team 2 will present their opening statement using the same amount of allotted time as “Team 1.”
  •  After the second team has finished their opening statements, Team 1 can ask questions and respond to the arguments presented by Team 2 within an allotted amount of time. Next, Team 1 can offer rebuttals and comments to the statements made by Team 2, within the same allotted time that Team 2 had, and so on.
    • Functioning as the moderator, it is important that the instructor keeps track of time so that each team has an equal amount of time.
  • To end the debate, each team will have an allotted amount of time to deliver their closing statements.

Notes

You may have noticed that the above descriptions did not include any specific instructions for how much time should be allocated per each step of the illustrated debate. This is intentional as:

• Each relationship between an instructor and their class is different.
• Each class period length is different. Our classes are 75 minutes long, but your class might be 3 hours long.
• Some aspects of the debate might be more interesting to students and it’s important to give them enough time to get invested.

Grading

There are several recommendations regarding how to grade an in-class debate. Some, like myself, grade for participation, meaning, whether each person has said or done at least one thing to contribute to the conversation. Others, like Huryn (1986; as cited by Kennedy, 2007) suggest grading students’ notes to consider the presentation anxiety that may prevent some from participating orally. Similarly, some may grade each team as a whole (Moeller, 1985; as cited in Kennedy, 2007). In any case, an instructor can evaluate students’ organization, the research utilized to formulate an argument,  collaboration, and rebuttals and constructive criticism, for example (Kennedy, 2007).

Materials Needed

If the instructor is going to have, or encourage students, to write out their thoughts regarding their position, they should be prepared to provide their students with the appropriate writing materials (in case students do not have access to a laptop, pen, pencil, and paper.

Student Facing Section: An Example of A Meeting-House In-Class Debate Assignment in Race, Gender, Ethnicity, Crime, and Justice

Assignment Overview: In-Class Debate

For this assignment, you will participate in a “meeting-house” formatted in-class debate on the topic of today’s class: whether critical race theory should be taught in K-12 education. Good afternoon, I’m your moderator, Professor Alessandra Milagros Early. Below you will find a breakdown of what the debate will look like and how you will be graded:

1. I will assign you to either “Team 1” if “Team 2” by having you say either a “1” or “2” as I go around the room.
   a.) Team 2 will represent the following position, critical race theory should be taught in K-12 education, whereas Team 1 will represent the following position, critical race theory should not be taught in K-12 education.
2. After each person has been assigned a team, each team will have approximately 15 minutes to prepare:
   a.) An opening statement: This can be delivered by one designated person or can be delivered by multiple people contributing to a larger narrative.
   b.) Potential rebuttals: This can be delivered by one designated person or can be delivered by multiple people contributing to the larger rebuttal.
   c.) A closing statement: This can be delivered by one designated person or can be delivered by multiple people contributing to a larger narrative.
3. After the approximately 15-minute preparation period has ended, each team will decide whether they would like to have “heads” or “tails” represent their team in a coin toss.
   a.) A coin toss revealing heads means that whichever team selected heads will go first.
4. Each team will have 1 minute to deliver their opening statement.
   a.) If teams do not use their full minute, they may “yield” (i.e., give) their remaining time to the “competing” team.
5. After both opening statements have been delivered, the team who went first will have 45 seconds to rebut (or respond to) anything the competing team said in their opening statement.
   a.) Subsequently, the team who delivered their opening statement second will have 45 seconds to rebut anything the first team stated in their response.
   b.) The rest of the debate will follow the aforementioned sequence, that is, each team will have 45 seconds to rebut their “competing” team.
   c.) If teams do not use their full 45 seconds, they may yield their remaining time to the competing team.
6. Each team will have 1 minute to deliver their closing statement.

Assignment Rules and Grading:

Although this assignment is a lot of fun, there are four ground rules that should be followed:

1. Try your best not to interrupt the competing team while they are speaking. If you do, I will gently ask you to let the other team finish their comments.
2. The use of derogatory names, slurs, or any language reflective of hate speech will not be tolerated. If you use any of the aforementioned, you will receive an automatic “F.”
3. While these debates can get spirited, please refrain from yelling and threatening gestures (e.g., pointing fingers). If you do, I will gently ask you to regain your composure. If I have to correct you more than once, you will receive an automatic “F.”
4. HAVE FUN! This is an opportunity to think critically, decisively, and engage with the course materials in real time.

In regards to grading, all students who participate in the following ways will receive full credit (partial credit is unavailable and you must be present in class to participate in the debate):

1. If you say at least one thing during the debate.
   a.) This would also count if you delivered your team’s opening and/or closing statement.
2. If you contributed to building your team’s platform (i.e., opening and closing statements in addition to rebuttals).
   b.) To receive credit for this action, you must provide me with notes explicitly outlining your contributions.

If you have any questions regarding the debate format or how you will be graded, please feel free to contact me directly!

Printable PDF: An in-class debate

Op-Ed Assignment

Instructor Facing Section– Op-Ed Assignment

Assignment Overview

For this major course assignment, students are asked to write 5 op-eds in which they engage with a theme or topic related to the course’s materials and in-class discussions. To prepare students for this assignment, students will be provided with a lecture and in-class activity that describes the core elements of an op-ed:

Open Pedagogy/Learning Strategies

Op-eds can be a fantastic and accessible assignment to help students get excited about particular topics, develop strategies for media literacy, and find their voices. Hall and Podemska-Mikluch (2015: np), for example, used op-eds in their economics classroom because they encourage students to incorporate their outside interests and are “easily manageable for the instructor who wants to assign writing in [their] classroom. Goshal (2023), similarly, highlights how this kind of assignment can teach students how to write for, and engage with, the public rather than just the academy. Here, op-eds can be a unique catalyst for civic engagement, an exercise in forming and supporting an opinion, and engaging in advocacy work (Goshal, 2023; Krishnamoorthi et al., 2024).

Op-Ed Structures

Op-eds are typically 600 to 900 words in length and are often focused on “social or political issues” (Goshal, 2023: 162). Additionally, many op-eds are accompanied by a cover letter which includes details related to the author’s background, the topic of the op-ed, the importance of the op-ed’s topic, the argument being advanced, and the data the author is drawing from (Kapitulik et al., 2007). As a useful exercise, before writing an op-ed, Kapitulik et al., (2007: 156) encourage students to consider what makes them the expert in commenting on a particular topic, whether their topic is controversial, and how to craft an enticing “news hook” that would grab the attention of an editor. Yet, while there are a variety of ways in which op-eds are structured, we find that the Harvard Kennedy School’s Communications Program’s “how to” is good starting place and it provides two additional resources (n.d.: 1):

• First 2-3 Paragraphs:
  • Hook: Why do I care?
  • Set-up: What’s this column about?
  • Nut graph: What’s your overarching point? (Your theme)
• Next 4-5 paragraphs:
  • Diagnosis: Flesh out the problem or issue
• Next 4-5 paragraphs:
  • Prescription: What’s the solution?
• Next 1-2 paragraphs:
  • Concession: What’s the other side?
• Final paragraph: Coda/Call to action: What’s your overarching point again? Or what do you want [the] reader to do?”

For the additional resources provided in Seglin (n.d.), see the Op-ed Project and Bloch (2016).

Notes

The above description did not have any specific instructions on how many op-eds students should write because:

• The length of an instructor’s semester varies across institutions.
• Some instructors may want to assign more op-eds because they may be the primary assignment for their course.
• Some instructors may want to assign fewer op-eds because they may be one of many assignments for their course.

Grading

Every instructor may approach op-ed grading from a different perspective. Ghosal (2023) focuses on the point and structure (40%), strength of the student’s argument (20%), the quality of evidence provided (20%), and comprehension of how op-eds are submitted (10%). Personally, I use a rubric so that students have a clear understanding on how they are being assessed.

Materials Needed

If the instructor is going to provide a lecture and op-ed workshop, as detailed below, then the instructor would need to provide lecture materials.

Student-Facing Section: An Example of an Op-Ed Assignment in Race, Gender, Ethnicity, Crime, and Justice

Assignment Overview: Op-Eds and Final Presentation

Op-Eds

Over the course of the semester, you will write 5 op-eds each based on a topic or theme covered. As there are 16 weeks in the semester, you will have plenty of topics to choose from. Op-eds are written pieces that present a well-informed opinion of an author on a specific topic, theme, and/or issue. To complete this assignment please refer to the following guidelines:

• Your op-ed must be approximately 750-800, double-spaced, and have a 12-point Times New Roman font.
• Each op-ed must be accompanied by a cover letter that details:
  • The topic of your op-ed.
  • Your expertise in relation to your topic.
  • The importance of your topic.
  • The argument you are advancing.
  • The data you are drawing from.
• To submit your op-ed, you must upload it to Blackboard by each op-ed’s corresponding due date, which is listed on your syllabus.
  • Additional specifics on aspects of the assignment in addition to a rubric that will be provided on Blackboard.

Final Presentation

In addition to submitting each op-ed as a separate assignment, you are required to present your op-ed as a “collection” in class. Here, you would try your best to find a common thread, theme, or perspective that cuts across your op-eds; If you don’t have a common thread, you will not be penalized. Your presentation should be approximately 10 minutes long and the use of PowerPoint is standard but not mandatory. Presentations will occur during the last week(s) of class.

Printable PDF: Student Op-Eds Assignment

The Intersection of TikTok and Identity

Instructor Facing Section–Assignment Overview: TikTok

For this in-class assignment, students are asked to work together in groups to examine how narratives portrayed on social media can shape how people define and understand a person’s identity. Students are prepared for this activity through assigned readings addressing the intersection of TikTok and identity and a lecture reviewing the assigned readings.

Open Pedagogy/Learning Strategies

Because “students spend as much (or more) time online in an informal learning environment—interacting with peers and receiving feedback—than they do with their teachers in the traditional classroom,” the use of social media in classrooms can be a powerful pedagogical tool (Phillips et al., 2011: 2; as cited in Hagler, 2013). Examining this from a student’s perspective, Guthrie (2009: 135) found that the use of social media allowed students to grasp concepts outside of the course’s original focus. From an instructor’s perspective, Odom and colleagues (2013: 38) explain that some professors have created software that makes larger classes more engaging (Chao et al., 2011) and have used blogs, which may “promote self-reflection” (Gifford, 2010). Furthermore, the integration of social media into college classrooms may be integral because of the existing reliance on social media as a form of independent knowledge that students regularly engage with (Selwyn, 2010: but see also Tess, 2012).

Much of the research on the integration of social media into college classrooms examines how it can create interactive and exciting spaces (Tess, 2012). The use of TikTok, particularly within English as a foreign language classroom, has been highlighted “for its pedagogical potential” (Tan et al., 2022: 2) and has created opportunities for students to develop media literacy. Cahyono and Perdhani (2023), for example, investigated the effectiveness of TikTok in a middle school English as a foreign language (EFL) classroom and found that students enjoyed using the platform to learn new phrases and practice their accents. Exploring the creation of communities in educational settings, Solomon (2021) found that the use of TikTok helped to create a shared community and encourage anxious students to participate in classroom activities.

The Use of TikTok in Classrooms

There are a variety of ways in which TikTok could be incorporated into the classroom. One way could be to require students to create their own TikToks, as Yélamos-Guerra and colleagues (2022) did, on a course-related topic. They found that the majority of their students believed that the project was creative and that they were more likely to retain the information learned. Investigating the impact of TikTok on helping students develop “kinesthetic learning,” Solomon (2021: 9) had their students watch and recreate TikTok dance videos. Awang et al., (2022) employed a “flipped classroom” model where their students submitted and presented their TikToks on a particular topic before the instructor lectured. Another approach, as exemplified below, is to place students into groups with an assigned topic, have them pay attention to specific features of each TikTok they watch, and have each group share what they found.

Notes Regarding the Aforementioned

Although TikTok has a negative reputation among those worried about the erosion of media literacy, TikTok can still be beneficial if properly used, including for teaching and learning purposes (Awang et al., 2022).

Grading

Every instructor may approach op-ed grading from a different perspective. Ghosal (2023) focuses on the point and structure (40%), strength of the student’s argument (20%), the quality of evidence provided (20%), and comprehension of how op-eds are submitted (10%). Personally, I use a rubric (provided below) so that students have a clear understanding on how they are being assessed.

Materials Needed

If the instructor is going to provide a lecture and op-ed workshop, as detailed below, then the instructor would need to provide lecture materials.

Student Facing Section: An Example of a TikTok Activity in Race, Gender, Ethnicity, Crime, and Justice (CJBA 220)

Activity Overview: TikTok and Identities

TikTok

From misinformation to the demystification of terminologies, social media can impact how we understand our identities and the identities of others. For example, TikTok, as one of the most popular forms of social media, has platformed activism-related to Black Lives Matter (Mychael, 2024) while simultaneously creating spaces for white supremacy (Nicholls, 2024). Rather than shy away from social media, it is important to unpack the ways in which it has shaped and perpetuated racialized narratives. So, to explore this notion we’re all going to get on TikTok right now! To begin and complete this activity:

• Step 1: I’m going to place you into groups of 4-5. Each group will engage with the following topics:
  • Group 1: Avantika Vandanapu and Rapunzel
  • Group 2: Halle Bailey and The Little Mermaid
  • Group 3: Disneyland and Anti-Mexican Rant
  • Group 4: Romeo and Juliet, Tom Holland, and Racial Abuse
  • Group 5: Rings of Power and Blackness
    • •  Note: Each one of these topics reflects a racialized controversy that went viral on social media.
• Step 2: Before going on TikTok, discuss the topic with your group for about 5 minutes. Have you heard about this topic before? If so, where did you learn about it and what was your initial reaction?
• Step 3: After you have discussed your initial reactions, you will have 15 minutes to use your (or your group members’) phone or computer to search for the prompt. As you are searching, think about the following discussion questions:
  • What happened, or, what’s the controversy about?
  • What language was weaponized to “other?”
  • How did you feel watching/learning about this incident?
    • • Note: It’s okay (and encouraged) to vary up your search phrases/follow different hashtags. It’s all part of researching!
• Step 4: After the allotted time has ended, each group will discuss their prompt using the aforementioned discussion questions!

Printable PDF: The Intersection of TikTok and Identity

About the authors:

Alessandra Milagros Early is an Assistant Professor at John Jay College of Criminal Justice within the Department of Criminal Justice. Broadly, her research interests are centered on spatial dynamics, identity formation, and behavior.

Nicole McKenna is an Assistant Professor at John Jay College of Criminal Justice in the Department of Law, Police Science, and Criminal Justice Administration. Current research projects focus on reproductive justice in prisons and jails, restorative and transformative approaches to youth justice, and trauma-informed care in carceral settings.

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