In addition to supplemental resources and program design, instructional technologists can assist faculty with individual course design. Below are examples of instructional technologists working with faculty to create a single course plan.

Course Examples

Case Study: The Intersection of Operations and Policy

This new course aims to present an in-depth view of the NYC homeless shelter system through the multiple perspectives provided by a comprehensively redesigned and technology-enhanced curriculum.

Schools of public administration, management, and social work often face the challenge of finding effective ways to teach distinct disciplines such as operations management and public policy as integrated concepts in concrete scenarios. With this specific goal in mind, NYU professors Natalie Privett and Gordon Campbell at the Wagner Graduate School of Public Service approached NYU's instructional technology team with the idea of developing a new team-taught course that would address the real-world applications of these concepts in the context of a multimedia learning experience.
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Case Study: Understanding art and politics in two cities

Instructional Technologists worked with faculty in Buenos Aires and New York to train them in the use of GIS (Geographic Information Systems) software to track political expression through graffiti in different cities. The course is co-taught and co-offered in New York City and Buenos Aires. Students meet simultaneously in both cities, via videoconference, with one professor in each location, to explore what the art and writing of city streets reveals about urban life in 21st century America.

Teams of students in New York and Buenos Aires archive murals, graffiti, performances, and installations in selected neighborhoods of the two cities using tablets and GIS software. Professors and students learned mapping software and portable mapping devices and combined them with online data to draw out correlations.
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Case Study: Where The City Meets The Sea

Where the City Meets the Sea is another example of a course occurring simultaneously across different locations. The curriculum, developed by Mary Killilea and John Burt, examines how humans affect coastlines, and is taught in New York, Shanghai, London, and Abu Dhabi. Students use GIS (geographic information system) technology for field-based data collection of air and water quality. In the class, students observe similarities among the various cities. Changes to the coastlines of Abu Dhabi can be compared to the historical data of New York City. In this manner, students use another city to better understand their own. The GIS technology focuses on relationships between different locations through space and time. With the technology, students find new ways of understanding, correlating, and presenting information.
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