Analog Science Fiction and Fact magazine launched a new award today called The Analog Award for Emerging Black Voices. It is intended to recognize the work by writers who customarily identify as Black and are at the beginning of their careers.
Instead of simply purchasing and publishing the winning story, Analog is going further by providing mentoring, advice, and networking opportunities for the winner. This is a tremendous opportunity that I would encourage eligible hard science fiction writers (including those who are City Tech students with writing aspirations) to send their work for consideration. Submissions are accepted from May 14-July 23, 2021.
Read the poster above or text below for all of the award’s details:
The Analog Award for Emerging Black Voices
Analog Science Fiction and Fact
Any writer over 18 years of age who customarily identifies as Black, has not published nor is under contract for a book, and has three or less paid fiction publications is eligible.
Submissions will be open from May 14th – July 23rd to works of hard science fiction of greater than 1,000 words but not over 5,000. Finalists and the winning author will be announced at and in partnership with the Annual City Tech Symposium on Science Fiction.
A diverse committee of science fiction professionals will judge. The panel for 2021 is: Steven Barnes (Lion’s Blood), Nisi Shawl (Writing the Other), Kim-Mei Kirtland (Howard Morhaim Literary Agency, Inc.), Trevor Quachri (Analog Science Fiction and Fact), and Emily Hockaday (Analog Science Fiction and Fact, Asimov’s Science Fiction). Finalists will be chosen and awarded one mentorship session with Analog editors including a critique of their submission and a chance to ask questions about the field.
With editorial guidance, Analog editors commit to purchasing and publishing the winning story in Analog Science Fiction and Fact, with the intent of creating a lasting relationship, including one year of monthly mentorship sessions. These sessions will be opportunities to discuss new writing, story ideas, the industry, and to receive general support from the Analog editors and award judges.
Submissions will be read blind. Please remove all identifying information from the document before sending it. The file name should be the title of the story. Submissions should be .doc files and follow standard manuscript format. In the body of your email, please include a short cover letter with your contact information, address, the name of your entry, and a statement of interest describing eligibility. Stories can be submitted here: AnalogAward@gmail.com.
As an English professor at the New York City College of Technology, CUNY who teaches classes asynchronously with weekly posted video lectures anchoring each class, a lot of my time goes into planning, shooting, and editing these lectures in addition to designing course sites, writing syllabi, adding content and assignments, and corresponding with students via email.
Overall, my i7-based computer supported my work admirably except for the final step of rendering my edited videos into single files before uploading them to my YouTube channel. For a two-hour-long lecture, the rendering time could be as long as 30 minutes. While not excessive, I knew that a newer computer with a CPU with more cores and threads than the 4-core/8-thread CPU that I had built several years ago would render the videos much more quickly.
I didn’t want to reinvest in my desktop setup unless I could afford to double the performance of my current setup (a rule of thumb that I picked up from my friend Mark). As a point of reference, the i7-7700 has an average CPU Mark of 8,617. Considering the price and long-term support of Intel and AMD’s platforms, including the cost of a new CPU, motherboard, and RAM, I focused on AMD’s Ryzen 7 3700X and OEM-only Ryzen 7 4700G, both of which seemed to fit the bill with CPU Mark scores of 22,804 and 19,863 respectively. The lower cost of processors and motherboards combined with higher out-of-the-box RAM speed support and a commitment to supporting multiple CPU generations across motherboard chipsets via the AM4 socket also weighed in AMD’s favor.
While I could reuse my PC’s case, power supply, and drives, I thought about how much room the i7’s Corsair Carbide Series 100R case, which I had purchased earlier in the pandemic to accommodate a large video card, takes in my small closet-sized work area (approximately 18.5″ x 7 7/8″ x 17″ or 2477 cubic square inches). My cramped work environment led me to lean toward a pre-built system using the OEM-only Ryzen 7 4700G, because these systems, primarily made by HP and Lenovo for sale in the USA, are relatively tiny desktop PC systems.
Additionally, the Ryzen 7 4700G’s integrated graphics are nearly as strong as the discrete graphics in the Radeon RX 550 video card that I had in the i7-7700 system. This would mean that I didn’t need to have a discrete video card if I went with a 4700G-based system.
Another plus for the Ryzen 7 4700G is that it supports dual-channel DDR4-3200 RAM out of the box without a need to overclock the RAM (and having a motherboard that supports this function). Having fast RAM is essential for my workloads and it is needed even more so if I am relying on integrated graphics, which would share the RAM with the operating system and applications.
However, I didn’t want to overspend on a pre-built system with a 4700G processor. I knew from tracking computer prices that there had been deep cut sales on HP’s 4700G system (an incredible $450) around Black Friday 2020 and early in 2021. In fact, my friend Mark in Atlanta had worked on such a system for a friend of his family, and he filled me in on his experiences with upgrading its RAM and heat-sink and fan (HSF).
Ultimately, I choose the Lenovo IdeaCentre 5 with Ryzen 7 4700G system, because commenters online seemed to have stronger out-of-the-box experiences with it than that HP Desktop M01-1024. In particular, the Lenovo IdeaCentre 5 with a 4700G CPU included two sticks of DDR4 memory (which enables dual channel, as opposed to a single stick not in a dual channel configuration) and two drives (one SSD and one HDD). Also, I was impressed by my experience with a Lenovo ThinkPad, including its long life and build-quality, which I hoped would carry over with the IdeaCentre-line of desktops.
The Lenovo IdeaCentre 5 came with 16GB (2x8GB) DDR4-3200 RAM, a 256GB M.2 SSD, and a 1TB HDD. Its small footprint (13.5″ tall x 11″ deep x 5.75″ wide or 854 cubic square inches–almost 1/3 the volume of the Corsair 100R case!) saved space in my office, too. As I needed to begin working right away with the new system before making any upgrades, the Lenovo system seemed like the right way to go for me. Though, it took me about a month of price watching on Lenovo’s official eBay store before they lowered the price to an acceptable $560.69 with free shipping.
Below, I’m recording some of my experiences with the Lenovo IdeaCentre 5, including installing Linux Mint, upgrading the RAM, swapping out hard drives, installing an aftermarket heat-sink and fan, accounting of the costs involved, and concluding with a look ahead.
Installing Linux Mint
Since late last year, I’ve been using Linux Mint as my daily driver. My long-term issues with Microsoft Windows 10 and its data collection and forced upgrade regime, and frustration with Apple’s direction immediately before and certainly after Steve Jobs’ passing led me to switch to Linux where I have more control over my computer, my data, and the software that I use. Using Linux, I can get my work done without feeling that my computer isn’t mine, I’m being spied on, or I’m locked into a corporation’s walled garden.
The software that I use on Linux Mint supports my workflow great. For recording my weekly lectures, I use Google Slides (for the background), OBS Studio (to capture part of my screen with my webcam video overlayed), and Shotcut (to edit the video before uploading to YouTube). Also, I use open-source software, including LibreOffice (word processing and spreadsheet use), GIMP (image editing), Audacious (music playback), Firefox (web browsing), Thunderbird (email), Handbrake (trancoding), and SMPlayer (video playback), as well as proprietary software, including Wolfram Mathematica (mathematical modeling) and Zoom (video conferencing and online event management). While I could install Microsoft Office and Adobe Acrobat and run them in Linux via WINE, but I have found that their web-based, online counterparts work remarkably well when it is absolutely necessary that I use them.
Perhaps the biggest reason why I prefer Linux over Mac OS X and Windows 10 is how well the Linux operating system does disk and file system specific things like handling large numbers of files and nested directories. Throughout my career, I have collected copious notes, articles, and other research data that are organized in many nested folders, each potentially containing thousands of files. Mac OS X and Windows 10 would bog down when opening these directories of files. Searching through these files was also an ordeal with Apple and Microsoft’s offerings despite some third-party tools that made things better. Linux file systems and open-source tools give me far more control over my files both in handling and searching them, which helps me do my research more efficiently. Some of the search tools that I use include grep, Catfish, and Recoll.
Installing Linux Mint was a snap on the Lenovo IdeaCentre 5 with a Ryzen 7 4700G CPU. On my old PC, I used balena Etcher to burn a copy of the installation media for Linux Mint 20.1 on a USB drive. Before installing Linux, I backed up the Windows 10 installation media to a separate USB drive in case I needed to reinstall Windows on the Lenovo for some reason. Then, I rebooted the Lenovo, went into the BIOS, changed the boot order so that it would load the USB drive first and disabled SecureBoot, which causes problems with some Linux drivers for the WiFi card and other hardware. Continuing with the bootup process, I directed Linux Mint to launch the desktop so that I could see that everything worked before installing. Everything did work out of the box except for high resolution graphics, which I figured might be due to the older long-term support kernel that might not have drivers for the 4700G’s integrated graphics. So, I erased the m.2 SSD, installed Linux Mint, and after booting in successfully with the 5.4.0 kernel, I updated to the 5.8.0 kernel, which solved the graphics issue and restored 2560×1440 resolution on my 32″ MSI Optix MAG322CQRV monitor.
Maxing Out the RAM and Swapping the HDD
After receiving the Lenovo IdeaCentre 5 and testing out its stock capabilities, which were impressive compared to my i7-7700, I installed its first major upgrades: swapped the 16GB (2x8GB) DDR4-3200 RAM for 32GB (2x16GB) DDR4-3200 RAM, and swapped its included 1TB HDD (a Western Digital Blue) for my 4TB HDD (also a Western Digital Blue).
After taking out two screws on the back of the case, I slid the side panel off, which exposed the computer’s components–motherboard, CPU, RAM, PSU, and drive cage (to the left above). Before opening the drive cage to locate the RAM underneath, there are three plastic tabs on the front panel that need to be lifted to release the panel and then it can be unhooked on the opposite by swinging the panel open-and-out. To open the drive cage, there is a metal tab now exposed after removing the front panel. Press the tab down and the cage slides forward and then up.
The stock Lenovo RAM is a matched pair of SK Hynix 8GB DDR4-3200 RAM (HMA81GU6CJR8N CL22 Single Rank). This is good RAM, but I wanted to max out what this system could use, so I ordered a 32GB Crucial Kit (16GBx2) DDR4-3200 (CT2K16G4DFD832A CL22 Dual Rank x8 Unbuffered). As with any other desktop system, it was easy enough to replace the RAM. First, the tabs on both sides of a stick of RAM are depressed, which lifts the DIMM out of the slot. Pull the stick of RAM out, place the new RAM in the slot–paying attention to the placement of the DIMM’s notch (the RAM goes in only one way)–and press down until the tabs fold in and lock into place.
While I had the case open, I also swapped the stock 1TB HDD with my 4TB HDD from my i7-7700 PC. This involved several steps due to how tight the drive cage assembly is designed. First, the DVD-R drive has to be removed, which exposes the screws underneath holding the HDD in place. After disconnecting the SATA data and power cables, I removed the screws and vibration pads, pulled out the 1TB drive, put in the 4TB drive, replaced the screws and vibration pads, connected the cables, and reinstalled the DVD-R drive. Then, the drive cage can be swung back into place and locked, and the front panel can be notched and snapped into place, and finally, the side panel slid into place and screwed down.
Installing the Silverstone Argon Series AR11 HSF
After using the Lenovo IdeaCentre 5 for a month, I noticed that the video editing software Shotcut would would bog down about halfway through rendering an hour-long video. Using CPU-X as root, I saw the CPU temperature rise to 72C and then the CPU voltage and CPU clock rate would decrease to lower the temperature. When the temperature decreased, the voltage and clock rate would creep up again. This feedback cycle would persist through the rendering process.
Lenovo, perhaps to cut costs by standardizing heatsink and motherboard designs, uses what they rate as a 65watt TDP (thermal design power) heatsink and fan (HSF). It’s made out of extruded aluminum with an offset 80mm, 4-pin fan mounted on top to blow air through the heatsink’s fins. What’s interesting about this part’s design is that its mounting hardware is for an Intel 1151 socket hole pattern instead of AMD’s AM4 socket, which the Ryzen 7 4700G processor uses.
My guess is that Lenovo sells many more computers with Intel CPUs than AMD CPUs, so even when they design a product that uses AMD parts, they design the motherboard and cooling solution to reuse the same hole pattern and heatsink fan as their Intel-based products.
While Lenovo’s HSF was rated for the 65watt TDP of the 4700G CPU, it didn’t seem capable of displacing the heat generated when the CPU was under a sustained load. This led me to replace Lenovo’s HSF solution with an aftermarket HSF that had a higher TDP.
Unfortunately, there were some constraints that I had to work around. First, as mentioned above, the cooler had to support a 1151 hole pattern. Second, the drive cage in the IdeaCentre 5 case overlaps the CPU area of the motherboard. This limits the height of the cooler to about 55-60mm (this was my best measurement due to taking it with Lenovo’s HSF installed). At the upper end of this range, it would be very tight, and airflow into the HSF might be restricted. Also, if a larger HSF with a wider fan were installed, it might not permit the installation of a 3.5″ HDD in the underside of the drive cage.
Ultimately, I decided to purchase the Silverstone Argon Series AR11 heatsink and fan.
It is only 47mm tall, but it features four heat-pipes that make direct contact with the CPU. Included in its height is the 15mm tall 92mm x 92mm fan, which should supply more air flow at the same rpm as the 80mm fan on the Lenovo-made HSF.
And, it has a 95 watt TDP rating, which means that it should give the 4700G’s 65 watt TDP some cooling headroom.
It included four nuts with spacers and a pouch of thermal compound.
To remove the Lenovo HSF and install the Silverstone AR11, I had to completely remove the motherboard from the case.
I could see that the Lenovo HSF was secured to (what I thought) was a backplate with threaded lugs that the spring-mounted screws on the four corners of the HSF would screw into. Since the Ideacentre 5’s case has the motherboard-side of the case riveted to the chassis, I had to remove the motherboard as I couldn’t see what the underside of the motherboard looked like from the other side (as you can in many aftermarket/hobbyist cases). Before dealing with the motherboard and the HSF, I began disconnecting all of the cables running to the motherboard, removing the drive cage, and removing the front-side frame around the USB connectors and the power button module.
Then, after removing all of the screws holding the motherboard to the chassis, I discovered that the motherboard wouldn’t budge. I had not yet removed the HSF, but it dawned on me that the HSF screws were connected to what I hoped were easily removable stand-offs beneath the motherboard. I would soon learn that this wasn’t the case. But, first, I removed the HSF to expose the 4700G covered in thermal compound underneath, which I cleaned off with a paper towel, a few Q-tips, and alcohol.
Underneath the motherboard, I found four stand-offs built into the chassis that were used to secure the HSF. I think that this design is a cost-saving measure on Lenovo’s part, because it might reduce a step or simplify the installation of the cooling solution during assembly of the PC.
Nevertheless, these four stand-offs were in the way of the nuts that would hold the SilverStone AR11 to the motherboard, so they had to be removed.
Thankfully, I was able to drill out each of these standoffs with a 1/4″ drill bit. Drilling each out, left a thin-walled bushing and it popped out the rivet underneath.
I was able to vacuum the metal shavings, which left four clean holes in the chassis.
With nothing obstructing my work now, I proceeded to install the AR11 HSF on the 4700G. I applied the included thermal compound to the 4700G and smoothed it with an old credit card. Then, I positioned the AR11 over the 4700G and through the four mounting holes. Carefully holding the AR11 in place with one hand, I used my other hand to flip the motherboard over. Balancing the motherboard on the AR11, I threaded each nut with spacer on the protruding studs from the AR11’s mounting hardware. I tightened the nuts slowly in a four bolt torque pattern until it was secure. Then, I reinstalled the motherboard with the new AR11 mounted into the IdeaCentre 5’s case.
While I had everything exposed inside the IdeaCentre 5 case, I canibalized the 80mm fan from the original Lenovo-supplied HSF and mounted it as an intake fan in the front of the case (lower right above). The exhaust fan (upper left above) came mounted with the computer. Both use 4-pin power connectors. The motherboard supports one 4-pin CPU HSF connector and three 4-pin case fan connectors.
With the drive cage re-installed, there is a safe clearance of about 10mm between the AR11 and the 3.5″ HDD installed above it in the drive cage.
With everything reassembled, the Lenovo fired up without any issues, and psensor reports lower minimum temperatures (24C after, 31C before) and lower maximum temperatures (60C after, 65C before). When I record this coming week’s lectures in Science Fiction and Technical Writing, I will have a better idea about whether the AR11 keeps the temperatures low enough to avoid excessive clock rate throttling during extended load times.
Calculating the Cost
As a computer enthusiast and retrocomputing preservationist, I wish that I could keep all of my old computers.
Unfortunately, the costs of living prohibit my holding on to everything. As such, I needed to sell my i7-7700 PC and its components, and sell/repurpose parts from the Lenovo IdeaCentre to lower the overall cost of switching to a new computer system.
Below, I am including a tally of my costs and profits surrounding the new system. The new components cost $777.67 (excluding tax), but I was able to sell my old PC and some components for $529.00. This makes the final cost for the new computer to be $248.67.
Lenovo IdeaCentre 5 Desktop, Ryzen 7 4700G, AMD Radeon Graphics, 16GB
Crucial 32GB Kit (16GBx2) DDR4 3200 MT/s (PC4-25600) CL22 DR x8 Unbuffered DIMM 288-Pin Memory - CT2K16G4DFD832A
Silverstone Argon Series (AR11-USA) Intel Socket LGA1150/1151/1155/1156 Compatible
-$300 (thanks to Patrick for getting this for his daughter)
i7-7700 PC, 16GB RAM, 480GB SSD, 1TB HDD (the HDD was from Lenovo PC)
SK Hynix 16GB (2x8GB) DDR4 3200 RAM Kit HMA81GU6CJR8N CL22 Single Rank (from Lenovo PC)
MSI Radeon RX 550 AERO ITX 2G OC 2GB PCIe Graphics Card (from i7 PC)
Creative Sound Blaster Audigy FX PCIe 5.1 Sound Card [SB1570] (from i7 PC)
One of my goals in purchasing a pre-build system with a Ryzen 7 4700G processor was ultimately to get one of these OEM-only CPUs. In the USA, the options are few for purchasing one–either order it online from an overseas seller or buy a pre-built system that comes with one. In a sense, the latter turns into a shucking situation like many people have done for years with Western Digital external USB hard drives and now others are doing with pre-built systems that come with a video card. The market and pricing drive computer hobbyists to do things that save them a buck or land them a hard-to-find component. For me, this system serves this purpose in the long run. For the time being, I plan to run the 4700G in the Lenovo IdeaCentre 5, but if/when component prices return to saner price points, I would like to build a new system with a motherboard that can do more with the 4700G and its system RAM than the extremely limited Lenovo-made AM4 socket motherboard.
My needs change depending on the work that I happen to be doing at any given time. I imagine that I might get a dedicated graphics card again in the future, but I have no interest in dealing with the scarcity and market-inflated prices right now. I realize that there are a number of forces at play that are driving up prices, including the pandemic’s effects on workers, their families, and supply chains, ensuing component part scarcity, high demand among computer users working, learning, and playing remotely from home, and high demand among cryptocurrency miners. As we dig ourselves out of the pandemic, I think the former issues will sort themselves out. However, as we’ve seen before, cryptocurrency’s built-in blockchain inefficiencies and the proof-of-work concept that underlies their systems continues to wreak havoc on the cyclical graphics card market while simultaneously damaging the environment through its outsized and ever increasing energy needs. Crypto-mining doesn’t appear to be going anywhere, so it’s an issue that we need to collectively deal with before it virtually absorbs the graphics card market and inaugurates a new industrial-market revolution with detrimental environmental costs.
This year’s City Tech Science Fiction Symposium, our fifth event since the inauguration of the City Tech Science Fiction Collection, will be held as a Zoom Webinar on Thursday, Nov. 19 from 9:00am to 5:00pm.
We have an outstanding line up featuring this year’s keynote speaker is Dr. Jonathan W. Gray who will give a talk titled, “Past Tense, Future Perfect: American Atrocities in HBO’s Watchmen and Lovecraft Country;” three roundtable discussions with SF writers, scholars, and City Tech students; and scholarly and pedagogically focused paper presentations.
While the event will take place in realtime on Zoom Webinar and simultaneously on YouTube Live, some supplemental material like author readings and expanded paper presentations are already available as online videos.
Below is the cfp for the Fifth Annual City Tech Science Fiction Symposium. Due to the pandemic, we will be holding it online. We hope that it will allow greater participation since geographical and travel-related issues won’t be a problem. Of course, working from home, childcare, stable Internet access, etc. present their own issues, but we encourage everyone with an interest to submit and/or participate.
Race and Science Fiction: The Fifth Annual City Tech Science Fiction Symposium
Date and Time: November 19, 2020, 9:00AM-5:00PM
Location: Online, Sponsored by the School of Arts and Sciences at the New York City College of Technology, CUNY.
Organizers: Wanett Clyde, Jason W. Ellis, and A. Lavelle Porter
“People who say change is impossible are usually pretty happy with things just as they are.” –N. K. Jemisin, The City We Became
Science Fiction, on a fundamental level, is always about the here-and-now in which it is produced, because it is from that point the author extrapolates an imagined future or alternate reality. The long and hard fight for civil rights and the latest unfolding of that struggle in the Black Lives Matter movement and its alliances calls on us to recognize the powerful possibilities within Science Fiction to imagine change, especially those promoting social justice and equality by writers of color and Afrofuturists, as well as reckon with the field’s patterns of racism, resistance to inclusion, and lack of representation.
The Fifth Annual City Tech Science Fiction Symposium aims to explore the possibilities for change through the myriad connections between Race and Science Fiction with scholarly presentations, readings by authors, and engaging discussion. It is our goal to foster conversations that question, critique, or discuss SF as it relates to Race.
We invite proposals for 10-20 minute scholarly paper presentations, panel discussions, or author readings related to the topic of race and Science Fiction. Please send a 250-word abstract with title, brief professional bio, and contact information to Jason Ellis (jellis at citytech.cuny.edu) by September 30, 2020. Topics with a connection to race and Science Fiction might include but are certainly not limited to:
Histories of race and Science Fiction.
Representation of race in Science Fiction.
Representation of writers of color in the Science Fiction field.
Inclusion or exclusion of readers and fans due to race.
Issues of identity, including race, gender, sexuality, ethnicity, culture, etc.
Subgenres and movements, such as Afrofuturism, Black science fiction, Indigenous Futurism, and speculative fiction by writers of color.
Race, Science Fiction, and Music, such as Sun Ra, George Clinton, Janelle Monáe, and Outkast.
Race and Comic Books
Engagement with civil rights movements in Science Fiction explicitly or metaphorically.
Pedagogical approaches to teaching race and Science Fiction or teaching about race with Science Fiction.
Due to the uncertainty in the months ahead, the symposium will be held online using a combination of pre-recorded video lectures hosted on the web and real-time interactive discussion on the scheduled day of the symposium using widely available video conferencing software.
The event is sponsored by the School of Arts and Sciences at the New York City College of Technology, CUNY.
The Annual City Tech Symposium on Science Fiction is held in celebration of the City Tech Science Fiction Collection, an archival holding of over 600-linear feet of magazines, anthologies, novels, and scholarship. It is in the Archives and Special Collections of the Ursula C. Schwerin Library (Library Building, L543C, New York City College of Technology, 300 Jay Street, Brooklyn, NY 11201). More information about the collection and how to access it is available here: https://openlab.citytech.cuny.edu/sciencefictionatcitytech/librarycollection/.
Looking ahead to the New York City of Print NEH Summer Institute, I wanted to collect some notes and resources together for Science-Fiction-focused locations around the city, including the original Manhattan-based offices for the magazines Amazing Stories and Astounding Science-Fiction, and home and business locations in Brooklyn of importance to the SF writer Isaac Asimov.
John W. Campbell, Jr., who oversaw the so-called “Golden Age of Science Fiction,” joined Street & Smith Publications as the third editor of Astounding Stories in 1937. Located at 79 7th Avenue, the Street & Smith office building where Campbell made his office for a number of years remains largely unchanged as seen in Google Street View from how it appeared in this photo from 1931 and its 1940 Tax Photo (albeit sans the Street & Smith sign).
When the Asimov family came to the United States in 1923, they moved into their first apartment at 425 Van Siclen Avenue, in the East New York section of Brooklyn. In the summer of 1925 they moved one block away to an apartment at 434 Miller Avenue. They moved half a mile eastward in December 1928 to another apartment at 651 Essex Street, above the second candy store bought by his father. In early 1933, they moved to an apartment on Church Avenue, and after a brief stay there they moved to an apartment above yet another family candy store, at 1312 Decatur Street, in the Ridgewood section of Brooklyn. In December of 1936, Asimov’s father sold his third candy store and bought his fourth, at 174 Windsor Place, in the Park Slope section of Brooklyn, and the family moved to a house across the street.
Due to COVID-19, City Tech (and all of CUNY) shifted its in-person classes to online, distance learning instruction. In this post, I reflect on my current class’s transition to distance learning, show how I have configured my office and computer for screencasting and video conferencing, describe some software and services that support distance learning, and give instructions for uploading a video to YouTube.
My Transition to Distance Learning
For my current Science Fiction (ENG2420) class, this was not too much of a disruption, because I was already leveraging online technologies to support student learning and course material accessibility. I designed the course as a zero textbook cost class, meaning I find resources that I can make available to students via PDFs and handouts, and choose readings that are available freely online, such as the unparalleled Archive.org.
Also, I redesigned some of the course assignments to emphasize the importance of note taking by teaching good note taking practices and evaluating students on the quality of their notes. To support this, I recorded each lecture during our earlier in-person classes and posted them on YouTube after class ended, so that students could use the videos to fill in gaps in their notes and allow those students who missed a class to make their own notes based on the video lectures.
I collect student work via email and on OpenLab, “an open-source, digital platform designed to support teaching and learning at City Tech (New York City College of Technology), and to promote student and faculty engagement in the intellectual and social life of the college community.” I joined the OpenLab team as a co-director of the project this year, but I have been using OpenLab in all of my classes since joining City Tech in 2014.
Now with classes meeting asynchronously online, I have tweaked assignments and the schedule to accommodate students accessing materials and completing their assignments. I hold office hours once a week at a regularly scheduled time via Google Hangouts, and I can hold private office hours by appointment with students. I use email to respond to questions and concerns on a daily basis.
Now that I have reconfigured a space in my apartment to support my class and the many other online meeting responsibilities that I have with OpenLab and other projects, I wanted to share some tips and ideas to help others transitioning to facilitating their classes with distance learning.
I know how easily distracted I am by busy backgrounds, I wanted to provide as neutral a space for my lectures and online meetings. To this end, I appropriated my apartment’s closet as a distance learning and video conferencing studio.
I positioned the Logitech C615 webcam so that I am centered in the frame when video conferencing or recording myself lecture. Above the camera, I positioned a white light to illuminate my face.
I arranged the desk so that my back would be against a solid white wall as pictured above looking from behind my monitor towards where I would be sitting facing the monitor and webcam.
Notice that I taped a small piece of cardboard above the webcam. This blocks glare on the camera lens from the light above that illuminates my face. I was careful to cut and position it so that it is out of frame of the camera lens. Depending on your webcam, be careful not to cover the microphone if you build a similar lens shade.
To the side of my desk, I have a larger lamp that points against the wall and behind me. This reduces my shadow from the desk lamp in front of me.
The end result looks like this:
Software and Online Services for Distance Learning
As mentioned above, I use email and the OpenLab for interacting with students, disseminating materials, and collecting student work. And, I am using Google Hangouts for regular office hours since it is a far easier lift for students than official CUNY supported video platforms like Skype and WebEx.
To create my class lectures, I do the following things.
First, I create a presentation slide deck using Slides in Google Docs.
While presenting my slides in full screen mode, I use OBS Studio, a “free and open source software for video recording and live streaming” that supports Windows, Mac, and Linux, to record a video of my desktop (the Slides presentation) and my webcam video and audio in a smaller picture-in-picture that positioned in the lower right corner of the screen, which produces a video like my recent lecture embedded below.
Before I can post the video to YouTube, I like to edit it (though, editing isn’t absolutely necessary). I like to use Shotcut, a “a free, open source, cross-platform video editor.” After trimming the video, I then upload it to YouTube, get the video’s sharable link, and embed the video with the link in my class’ OpenLab site.
OBS Studio and Shotcut have steep learning curves, but each have extensive online documentation and there are communities of users online who share tips and advice about how to setup and use these powerful tools.
In some cases, you might not even need a computer. iPhones with iOS and Android phones can use video recording software that’s built-in or with an app to record and edit video, and there’s a YouTube app for both platforms that you can use for uploading the resulting video.
In the next section, I will show you step-by-step instructions for uploading a video made on a computer to YouTube.
Uploading a Video to YouTube
Once you have a video ready to share with students, the following step-by-step guide for uploading your video to YouTube shows you how to upload and share a link to your video.
First, navigate to YouTube.com and login to your account. Then, click on the camera icon in the upper right corner and then click “Upload Video.”
Second, drag-and-drop your video from your computer into the center of the window that opens, or click on “Select File” to navigate to and select your video file on your computer.
Third, while your video is uploading and processing (updates are shown along the bottom edge of this window shown above), fill out the Title and Description boxes and choose a thumbnail for how the video will initially display before the play button is pressed. Then, scroll down the window.
To comply with the COPPA law, select if your video is for kids or not. Then, click Next in the lower right hand corner.
Fourth, you can skip the options on the Video Elements screen and click Next in the lower right corner.
Fifth, select the Visibility option for your video. The most versatile choices are Public (this is what I choose) and Unlisted. In these cases, you will have a sharable video link that you can send via email or easily embed in a webpage. Private is also an option, but you have to choose who is permitted to see the video, which requires students having a Google account and you knowing those accounts to grant permission to each one. After making your selection, click Publish in the lower right corner.
Finally, highlight and copy the video link on the resulting screen, or click on the copy icon on the right to automatically copy the video link to the Clipboard. Click “Close” on the lower right to return to your list of videos on YouTube. With the link on your Clipboard, you can go to email, OpenLab, or another platform to paste and share the video link with your students.
On OpenLab and WordPress-based sites, pasting the link into a post or page will automatically embed the video so that students can simply navigate to your class site and watch the video on the class site instead of going over to YouTube as an additional step.
If you’re working on transitioning your classes to distance learning, it’s okay to feel overwhelmed and frustrated like Miao Miao below. Just don’t give up. We’re doing good work for our students, and it takes time to think through and implement distance learning. Also, it’s okay to let your students know that this is a work-in-progress and things might change based on what works and what doesn’t.
Mark Noonan, my colleague at City Tech, is running an NEH Summer Institute on the topic, “City of Print: New York and the Periodical Press.” I’ll be contributing to the Digital Methods Workshop on Wednesday, June 24 with my experience working on the City Tech Science Fiction Collection and using digital tools to make archival materials available to students and researchers. See the link below for all the sessions and apply to join us in Brooklyn!
City of Print: New York and the Periodical Press
(NEH SUMMER INSTITUTE) (June 21 – July 3, 2020)
New York City College of Technology-CUNY will host a two-week NEH Summer Institute for college and university faculty in the summer of 2020 (June 21 – July 3).
Applications to participate will be accepted via our online application system until March 1, 2020.
The Institute will focus on periodicals, place, and the history of publishing in New York. As an institute participant, you will take part in discussions led by cultural historians, archivists, and experts in the fields of American literature, art and urban history, and periodical studies; participate in hands-on sessions in the periodicals collection of the New-York Historical Society; visit sites important to the rise of New York’s periodical press, such as Newspaper Row, Gramercy Park, the New York Seaport, the East Village, and the Algonquin Hotel; and attend Digital Humanities workshops.
You will also be asked to read a rich body of scholarship and consider new interdisciplinary approaches for researching and teaching periodicals that take into account the important site of their production, as well as relevant cultural, technological, aesthetic, and historical considerations. Sessions will be held across New York City including New York City College of Technology, the Brooklyn Historical Society, The Schomburg Center for Research in Black Culture, Pace University, and the New-York Historical Society.
We encourage applicants from any field who are interested in the subject matter. Scholars and teachers specializing in periodical studies, journalism, urban history, art history, American studies, literature, and/or cultural studies will find the Institute especially attractive.
Independent scholars, scholars engaged in museum work or full-time graduate studies are also urged to apply.
On Thursday, 9/19/19, the OpenLab, which I joined as a Co-Director this academic year, is hosting an Open Pedagogy event on “Beyond the ADA” at City Tech in the Faculty Commons at 4:30pm. We will lead a discussion about issues of access, including those related to disabilities, while looking beyond compliance to dynamic, inclusive, and supportive pedagogies that enrich learning for all students. OpenLab’s theme for this academic year is “Access.”
While reading through the suggested texts informing the background of our discussion, I reflected on my personal, workplace, and classroom experiences relating to access.
My first memory of disabilities relates to my Uncle Pat. After returning from Vietnam, he started a family in Walnut Grove, Alabama and worked for the railroad. While at work cutting an in-service rail, another truck accidentally bumped his truck, which ran over him and left him a quadriplegic. On visits, I saw first hand how he overcame him disability through mobility with a puffer-controlled electric wheelchair, but the constraints of 24-hour nursing care and accessible buildings were also obviously apparent. Nevertheless, he always trounced me at chess–I just had to setup the board and move the pieces.
In my hometown, Emory Dawson was another quadriplegic that I knew through Boy Scouts. His injury originated from the Vietnam War and he had some shoulder mobility, which enabled him to drive his own van with the aid of a suicide knob and special controls for brake, throttle, and shifting. In addition to Scouts, Mr. Dawson was involved in many social groups and charities, and he led an active life to support them. I don’t know if it was *the* factor in its construction, but a fellow Scout took on the building of a concrete wheel chair ramp for a rank-level project at Troop 224’s hut in the back of Lakeside United Methodist Church on 341 Highway and Mr. Dawson visited our meetings on occasion.
When I worked in Technical Support at Mindspring Internet in Atlanta, Georgia, I was tasked with working with the Deaf and Hard of Hearing via a telecommunications device for the deaf (TDD). With a single line of LCD text and a running paper tape, I communicated with deaf customers to solve their technical support issues. Unfortunately, many customers had their TDD in a different room, different floor, different part of the house, than their computer. This introduced a tremendous lag between what I wrote questioning or instructing and their response following a result. Also, I was given this extra task to supplement my lower-than-expected phone support numbers (It’s my understanding that Mike McQuary pushed raw number of support calls over the quality of calls and successful resolution of customer issues–valuing quantitative measures over the qualitative effects of those measures on customers and employees). So, I was on the phone with one customer and on the TDD with another customer. Over time, I got better at switching my attention between customers, but more often than not, the customers on the TDD got the short end of the stick as my phone call numbers were given priority by management (QA Brian: “You’ve got to take more calls or you’ll get fired.”). It was an unfair situation for the deaf and hard of hearing customers.
When I began teaching, I worked with a student on the autistic spectrum. This was a challenging situation for the student as the reported accommodations couldn’t support their success in the classroom, and I took it on myself to provide additional support to help the student progress in the course. I was advised that there was only so much that I could do to support the student, and I should have, in retrospect, dialed back my professional involvement. Nevertheless, this student did help me recognize another side of student needs and the impediments to access that students on the spectrum encounter. I have adjusted my syllabi to be more accommodating to students–self-reporting or not–through multiple activities and assignment adjustments on a one-by-one basis (as long as course learning outcomes are always met).
Another student had a severe vision impairment and had reported accommodations, including a phone with magnifying app for reading text and a student volunteer note-taker. While the classroom and supporting material could be adjusted to support the student when present, outside life prevented the student from attending some classes. This led to testy encounters between myself and the note taker, who felt their time being wasted, and follow-up conversations between myself and the student to facilitate peace between the student and note taker so that support would be maintained. Of course, life outside of school was creating a different kind of access problem for this student–getting to campus was a hurdle in part due to the student’s vision problem and the issues that can come up in one’s personal life that lead to problems, such as not having someone to help you navigate from home to campus.
I’ve come to realize that there are things that I can do to help as an instructor–those things that I have control over, such as pedagogy, syllabi, assignments, activities, and one-on-one support, and there are many other things outside the classroom that I don’t have control over. Also, the Open Pedagogy event conversation and the work that we can do together to increase access and lower barriers–in the classroom, online, on campus, and in our lived world–for students and faculty with disabilities is something that we must endeavor to accomplish.
An Astounding 90 Years of Analog
Science Fiction and Fact: The Fourth Annual City Tech Science Fiction
Date and Time: December 12, 2019, 9:00AM-6:00PM
Location: New York City College of Technology, 285 Jay
St., A105, Brooklyn, NY
Almost 90 years ago, Analog
Science Fiction and Fact began its storied history as one of the most
important and influential SF magazines with the publication of its first issue under
the title Astounding Stories of Super-Science. During that time, its fabled
editors, award-winning writers, recognized artists, and invested readers played
roles in the development of one of the longest running and renowned SF
magazines, which in turn, influenced the field and adapted to change itself.
The Fourth Annual City Tech
Science Fiction Symposium will celebrate “An Astounding 90 Years of Analog
Science Fiction and Fact.” It will feature talks, readings, and discussion
panels with Analog Science Fiction and
Fact’s current and past editors
and writers, and paper presentations and discussion panels about its extensive
history, its relationship to the SF genre, its connection to fandom, and its
role within the larger SF publishing industry.
We invite proposals for 15-20 minute paper presentations that explore
or strongly relate to Analog
Science Fiction and Fact. Please
send a 250-word abstract with title, brief professional bio, and contact
information to Jason Ellis (firstname.lastname@example.org)
by September 30, 2019. Topics with a connection to Analog Science Fiction and Fact might include but are certainly not limited to:
of the magazine’s editors, writers, and relationship to other SF magazines.
of the magazine to the ongoing development of the SF genre.
themes, and concepts in the magazine.
of identity (culture, ethnicity, race, sex, and gender) in the magazine.
of color in the magazine.
writers in the magazine.
and the magazine.
studies of cover and interior artwork.
and the magazine.
approaches to studying the magazine.
and the Humanities bridged in the magazine.
approaches to teaching SF and/or STEM with the magazine.
This symposium is held in
partnership with Analog Science Fiction and Fact and its publisher Penny
Publications. It is hosted by the School of Arts and Sciences at the New York
City College of Technology, CUNY.
The Annual City Tech Symposium on
Science Fiction is held in celebration of the City Tech Science Fiction
Collection, an archival holding of over 600-linear feet of magazines,
anthologies, novels, and scholarship. It is in the Archives and Special
Collections of the Ursula C. Schwerin Library (Library Building, L543C, New
York City College of Technology, 300 Jay Street, Brooklyn, NY 11201). More
information about the collection and how to access it is available here: https://openlab.citytech.cuny.edu/sciencefictionatcitytech/librarycollection/.
I had the distinct honor to join the conversation about science fiction and society on Dr. Neil deGrasse Tyson’s StarTalk Radio Show on May 30, 2019 (season 10, episode 22). The episode is about Creating Science Fiction, with Gale Anne Hurd, the producer of The Terminator and The Walking Dead. I shared some thoughts on Hugo Gernsback’s formula for “scientifiction,” H.G. Wells and Sir Ernest Swinton’s legal fight over the modern battle tank, the power of SF to engage social issues and debate, and my personal, lifelong relationship to SF. You can listen to the episode here or embedded below:
About the episode from the StarTalk website:
The Terminator, The Walking Dead, Aliens, and a lot more. Those are just some of the producing credits for this week’s main guest on StarTalk Radio. Neil deGrasse Tyson sits down with producer-extraordinaire Gale Anne Hurd to explore what it takes to bring great science fiction to life. Neil is joined by comic co-host Chuck Nice, science fiction expert Jason Ellis, PhD, and volcanologist Janine Krippner, PhD.
Because science fiction comes in many different forms and through many different avenues, there are many ways to get into it. You’ll learn how Gale’s childhood love of Marvel comic books and science fiction novels translated into a career “making what she likes to see.” She tells us how she served as a science fiction consultant to her local library to make sure their stock was up to date. Jason shares why not being able to see Star Wars in the theater sparked a rebellious love for science fiction.
You’ll hear about the history of science fiction and how it combines the STEM fields and the humanities. We debate if science fiction informs the future of every technological invention. You’ll find out about a lawsuit H.G Wells brought upon military figureheads because he claimed they stole his idea from one of his science fiction stories. Explore using science fiction as social commentary. Discover more about the famous kiss between Captain Kirk and Lt. Uhura, and how William Shatner and Nichelle Nichols purposely flubbed takes to make sure it stayed in the episode.
We take a deep dive into Dante’s Peak as volcanologist Janine Krippner stops by to share her take on the film. She explains why she thinks it’s still the best volcano movie even with its flaws. Gale gives us a behind-the-scenes look on how she fought for even more scientific realism to be in the film but encountered pushback from the studio. Neil also confronts Gale on the famous scientific inaccuracies of Armageddon. Chuck shares his love for The Expanse, we discuss Interstellar, and Neil tells us about his involvement in The Europa Report.
Lastly, you’ll also find out the differences between creating science fiction for television and film. According to Hugo Gernsback, the father of science fiction, sci-fi should be 75% romance and 25% science – is that still the goal? All that, plus, Jason caps it off with a story on how he was criticizing the film Sunshine right in front of director Danny Boyle’s family.