Implementing Open Educational Practices: Athens Technical College

Published on March 29th, 2023

Estimated reading time for this article: 5 minutes.


In fall 2022, the Open Education Network (OEN) selected 15 teams to participate in the initial cohort of the Certificate in Open Educational Practices (OEP). Teams of one librarian and one faculty member created action plans that enabled them to collaboratively redesign curriculum for accessibility, inclusion, and student-centeredness.

Now in the home stretch, the 2022-23 teams are implementing their action plans at higher education institutions throughout the U.S. We’re catching up with a few for a glimpse of their resourcefulness and key takeaways as they begin engaging with open pedagogy. This interview was conducted by Tonia Johnson, Digital Content Strategist at the Open Education Network.

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Shamala Gallagher is an English and Humanities Instructor at Athens Technical College in Athens, Georgia. Beth Thornton is the Distance Education and Outreach Librarian at the school’s Elberton, Georgia campus. To implement an OEP action plan for Athens Technical College, the two opted to incorporate open pedagogy into an elective course, HUMN 1101: Intro to Humanities. Shamala and Beth, we’re excited to see how your OEP action plan is taking shape. Thanks for sharing your project with us! 


Why did you choose Intro to Humanities as your focus for open pedagogy? 

Shamala: I inherited this course as lead instructor in 2020, and I have long been interested in revamping the course with an eye to representational justice. When I heard about the OEP Certificate, I became excited about removing the current textbook, due both to its cost (over $100) and its Western-centric focus. The course description, which I believe is standard throughout the Technical College System of Georgia, is to “explore the philosophic and artistic heritage of humanity as expressed through a historical perspective on visual arts, music, and literature” – a broad statement of purpose that, to me, welcomes an equity-focused expansion.



What types of OER has the spring 2023 class created?

Shamala: We spent the first half of the class learning about cultural history in a more standard, test-based way, though we built anticipation for the second half of the class, which has just begun, in which the students create their own OERs. 

Each of my four classes has chosen a different topic for their OER, which will be a two-week Blackboard unit. The plan is to set up their content both in Blackboard (so that Humanities teachers at Athens Tech can use it) and as a PDF or other digital file to submit on Merlot.org and other OER databases. 

My first in-person class has chosen Heian-era Japan, and my second in-person class is working on WWII. One of my online classes will work on History of Filmmaking, and the other will work on History of Money and Currency. 

My goal in creating this assignment was for students to have a manageable-sized project to complete in a format that was familiar to them (the same format I’ve been using for the class so far). I wanted to make it clear that this was a renewable assignment and that I was trusting them with my future courses. 



How have your students responded to this project?

Shamala: I think the majority of the responses have been positive – especially when I manage to be reasonably organized and clear about expectations. I’ve had a few students tell me the classes are fun and engaging, and that they appreciate the way I make connections to the present day. Students also appreciate how I involve their feedback in their decisions. On the other hand, I know that there are some students who feel nervous about trying something new and about making sure that they can get a good grade. 

I did have one day this semester in which I realized that my instructions had not been clear at all, because I hadn’t done enough prep work and had left too much up to collective decision-making – and I didn’t have the skills yet to guide us toward clarity. I’m interested to read student evaluations this semester and will make a point of encouraging students to reflect on the textbook creation portion of the class in particular. 

Beth: I asked some students if they felt differently about their assignment knowing that it will be read by future students. One student answered yes (in a good way). Another noted that she felt a little nervous and hopes her work will be "good enough."


Which cultures do you explore in class discussions, serving your goal to address recognitive justice?

Shamala: In the first half of this class (in which I choose the material), we study Ancient Mesopotamia, Ancient Egypt, Ancient Rome as an ethnically diverse and cosmopolitan state, the Islamic Golden Age, the Mali Empire, the origins of the Transatlantic Slave Trade, the Aztecs, and the Kingdom of Benin. When we arrive at the final unit of my choosing, called “Art and Destruction,” we talk about the invention of race and its origins in the Transatlantic Slave Trade and the institution of chattel slavery.


Are students gaining new perspectives from this course that previous semesters may not have?

Shamala: It’s too soon to say, but my hope is that they’re learning that “history” is not so much a monolith of right and wrong answers but instead a palimpsest of viewpoints. Beth did a great guest lecture on evaluating information, and I’m hoping that students are gaining the perspective that understanding history means identifying nuanced, subjective perspectives.


What facet of this work do you find particularly rewarding (or challenging)?

Shamala: I love this work! What I love best is watching students connect with the material, when I see that they’re totally focused on it, when they exclaim how cool or strange it is, and when they get deep into inquiry, asking curious questions I hadn’t even thought of and don’t know the answer to. I’ve loved collaborating with Beth, too! As for the challenging part, I find that there is often organizational and scaffolding work I’m not quite sure how to do. 

Beth: Collaborating with Shamala has been particularly rewarding. Her enthusiasm for the 
Humanities is contagious and her willingness to try different approaches is commendable. I 
particularly enjoyed talking to her classes about information evaluation. The topic I chose for my 
examples is one she knows well, and it was fun discussing the issues and information sources 
with her as well as her class.


Did OEN’s Certificate in OEP influence your comfort level with this type of instruction?

Shamala: Before the certificate, I had a tendency toward OEP – a joy in spontaneity and 
learning from students, and an interest in equity – but I had no official framework to back me up, 
and no understanding of where I could find community members to troubleshoot with.

Beth: OEN’s Certificate in Open Educational Practices has helped me become more 
comfortable with this type of instruction. We did a lot of reading and discussing. Learning the 
experiences of others adds to my comfort level. I think open pedagogy requires a certain 
comfort with messiness and willingness to make and learn from mistakes. In public. I am 
working on being faster about shaking it off, learning, and moving on. 


What advice would you offer faculty or librarians thinking about facilitating OEP at their institutions?

Shamala: I would offer OEP as a possible solution to faculty who are a) interested in 
equity-minded teaching but aren’t sure how to do it, or b) looking to increase student 
engagement in their courses, or c) are feeling malaise with teaching, like they’re in a rut or 
teaching on autopilot or are no longer feeling like they’re bringing their whole selves to their 
classes. 

Beth: Start somewhere. When Shamala and I began this course we were going to have 
students rewrite the entire textbook. We soon realized that was a huge undertaking. You can 
start small, with an assignment or in-class activity. Do it. Talk about it. Present about it. Form an 
open pedagogy group. 


Anything you’d like to add?

Shamala: OEP is a lot of fun!

Beth:Remember the library! Library resources have a place in open education practices, and
your librarians can offer support in so many different ways.


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Thanks so much for this conversation, Shamala and Beth. We wish you the best as you continue moving forward with Open Educational Practices at Athens Tech.



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