The documents linked through this page give a general sampling of the work I have done as the Distance Learning Coordinator for the Philosophy department at Binghamton University.  Please feel free to use these as talking points during our interview.

Distance Learning Coordinator Timeline
DLC Timeline

The linked timeline provides a broad overview of my duties as Distance Learning Coordinator and my planning in achieving my goals in that position.  Click here or on the image above to go to the full timeline.

ID Process
Design Process

One of the central duties of my job was to develop a course design process that was clear, easy to follow, and easily applicable.  The process is represented by the table above.  You can see the full outline here or by clicking on the image.

I designed the process around the building of course learning objectives.  Working alone or with me as the instructional designer, the instructor proceeds from general course-specific objectives to finely tuned assignment-specific objectives.  At each level of objectives, the instructor focuses more narrowly on her material and means of assessment.  Only once the objectives are specified at the level of the assignment does the instructor begin developing her means of introducing the material to be learned, with an in depth road map already in place.

One of the benefits of this process is that it gives the instructor clear markers as they are designing to check their process and where they should go next.


Below are three courses from my tenure as DLC in the philosophy department.  Although I would prefer to share courses run in Blackboard, Blackboard by its nature is closed. Instead, these are courses I have run in WordPress, which–in the case of the two online courses–can be perused in their entirety.  Regardless of the LMS, the same basic design principles apply.  At the end of this section, I have included a short tutorial to show one way of organizing Blackboard to make it work to your personal pedagogical advantage.

Medical Ethics
Medical Ethics
Click  here or on the image to go to the complete site

A full course site for a 5-week, writing intensive course. The course was designed around the idea of assignment templates. Each course day was one of four types: Reading, News, Case Study, and Lecture. Each type of day conformed to the same guidelines, instructions, kinds of interactions, as well as grading standards, and expectations. The template style–applied at a per course level–has several advantages.  First, students are quickly able to learn what is expected of them and waste less time worrying about following the guidelines.  Second, instructors are able to spend less time on creating specific assignments and are able to concentrate on other pedagogical concerns.  Finally, instructors are able to  use standardized rubrics across the different assignments, which both saves the instructor’s time and helps the students better understand the grading.  Click here or on the image above to see the entire course (including syllabus, lecture materials, assignments, and student work).

This preparation was also run in Blackboard with minor changes.

Front Page of Environmental Ethics
Environmental Ethics
Click  here or on the image to go to the complete site

A full course site for a 3-week, writing intensive course. The course was designed to test out potential solutions to the short run time of the course. In this particular case, the concept of a “distributed classroom”–where each student runs and maintains their own blog–was under review.  Clicking here or on the image will take you to the complete course site where you can see the general success of the course.

Introduction to Philosophy
Click here or on the image to go to the complete site

Finally, an online syllabus for a 14-week, in person course.  This course uses principles gained from designing online courses to create a more interactive classroom experience.  Click here or on the image above to go to the site.

Blackboard: Taking Control of the Menu
Blackboard Tutorial: Taking Control of the Menu
Click here or on the image to go to the tutorial

Although my job involved technical support, not training (as this was provided by the University’s Center for Training and Development), when I felt it necessary I put together brief tutorials.

The above tutorial was created in response to a faculty member’s comments that he 1) hated the set up of Blackboard and 2) had no idea you could edit the menu.  With a few screen captures and a little time, I was able to put together a tutorial that dealt with the basic features of both of these comments.  This tutorial assumed basic computer literacy and familiarity with Blackboard’s general layout.  Feel free to click here or on the image to go directly to the tutorial.