This advanced seminar for seniors majoring in WGST (Women’s, Gender, and Sexuality Studies) is designed to guide and facilitate a research paper related to women, gender, and sexuality studies.

Ever produced and starred in a memorable story? You can now. In the Senior Research Seminar, you create a story from the ground up. Choose the name. Select characters. Settle on a log. Furthermore, dictate the timing and sequence of events and the ending.

The primary assessment in the course is a Research project whereby candidates create data by designing and implementing classroom research following established research procedures: (a) identifying a focus area and research question(s); (b) review of relevant literature; (c) collecting data; (d) data analysis and interpretation; and (e) limitations of study; (f) as well as an action plan of what you would do differently in view of emerging insights. The project will be reported in class both as a work in progress and as a final product to a community of scholars.

How do we achieve this end? First, collaborating in a task allows you to envision, explore and organize ideas as well as select highlights to make your case. Second, class readings offer context for scholarly discussions on both the process and product of such a task. Third, discussion forums are key to testing prior knowledge against views from classmates and experts on historical and contemporary education issues. Finally, class discussions help us compare emerging insights alongside classmates to contextualize and take a position on select topics.

The course WST 220: Introduction to Women’s Studies is an examination of the forces that shape women’s lives from the perspective of various disciplines such as psychology, sociology, masculinity theory, and history. It also explores ways in which gender intersects with ethnicity, race, and socio-economic class to form social constructs. We will use theoretical, historical and cross-cultural frameworks to explore cultural representations of women, various aspects of women’s experiences, both with public institutions and personal relationships, as well as ways in which their lives have been shaped by structures of gender inequality. Special attention will be placed on feminism and women as agents of local and global social change.

This interdisciplinary and cross-cultural course will foster students’ understanding of women’s studies as an academic discipline in light of concepts and theories proposed by feminist, gender and women’s studies scholars. We will examine their applicability across cultures within the US and among selected societies in Africa, Asia, Australia, the Caribbean, Europe and Latin America. The course is also designed to empower young women and men and allow them to become agents of positive social change.

This course is an examination of the forces that shape women's lives from the perspective of various disciplines such as psychology, sociology, masculinity theory, and history. It also explores ways in which gender intersects with ethnicity, race, and socio-economic class to form social constructs. We will use theoretical, historical and cross-cultural frameworks to explore cultural representations of women, various aspects of women‰Ûªs experiences, both with public institutions and personal relationships, as well as ways in which their lives have been shaped by structures of gender inequality. Special attention will be placed on feminism and women as agents of local and global social change.
The full course site is available at https://wst220.commons.gc.cuny.edu/.

This handout was developed for the WikiWomen's Edit-a-thon at Queens College held on March 29, 2017. Attendees created and edit articles about women, women of color, and particularly women in dance, literature, visual arts and music.
The event was co-sponsored by Wikimedia New York City, Queens College's Center for Teaching and Learning, Department of Drama, Theatre and Dance, Godwin-Ternback Museum, Queens College Music Library, Rosenthal Library, and Writing at Queens College.

This assigment was developed in the context of LaGuardia's Center for Teaching and Learning sponsored Learning Matters mini grant Connection Between First Year Seminar and Capstone Learning Experiences. It provides Liberal Arts experience to students across the academic spectrum and is designed for students in LMF 101 (First-Year Seminar for Liberal Arts: Math & Science) and is conducted in conjunction with students from a capstone course, LIB 200 (Science, Technology, and Humanism). The assignment aligns with the Inquiry and Problem-Solving Core Competency and the Written Ability. In this assignment, LMF 101 students research and read several articles centered on the topic of Women in STEM. They then write an essay that integrates the information from these sources to address the history, biases, and potential causes of the underrepresentation of Women in STEM. LIB 200 students peer review these essays, and LMF 101 students, in turn, respond to these peer reviews. The assignment concludes with a combined class discussion on the topic and the process. The overall goals for this assignment which also reflect the dimensions of the Inquiry and Problem Solving Core Competency and the Written Communication Ability rubrics are the following: Students will utilize the appropriate library search engines to find a resource relevant to a particular topic. Students will analyze and integrate evidence from multiple sources on a complicated topic, and they will use the evidence they gathered to answer questions and arrive at logical conclusions. Students will assess the reliability of data and/or claims made in the literature. Students will cite sources appropriately. Students will understand the importance of peer review, understand how constructive criticism can help improve scholarly work, and learn how to respond to feedback in ways to improve the outcome of their work.
LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives:
LMF 101 Course Goals Associated with Assignment: Demonstrate understanding of habits of mind essential to college success (e.g., persistence, flexibility, and metacognition) and foundational knowledge in mathematics and science. Interpret the values and ethics of mathematics and science and discuss how these values and ethics directly influence personal, academic, and professional success in their careers. Demonstrate an understanding of the structure and logic of technical writing; show a basic level of proficiency in the fundamental writing, reading and speaking skills necessary to deliver information in a contextual and coherent manner. Demonstrate the use of skills and knowledge gained from diverse experiences to enhance learning and success. Describe the diversity of LaGuardia Community College and demonstrate capacities to collaborate across differences in culture and perspective.
LIB 200 Course Goals Associated with Assignment Identify the terminology and concepts central to the field of gender and women‰Ûªs studies students. Identify and understand the challenges and the historical frame of the underrepresentation of women across STEM fields. Research and value the contributions of women to STEM fields. Examine and interpret material using the theory and research methods of gender and women‰Ûªs studies and apply these ideas to current social issues. Present ideas concerning gender and women's studies in spoken and written presentations.

Global Women’s Issues and the Beijing Platform for Action. This book is based on the 12 critical areas of concern identified at the Beijing Conference: 1 The persistent and increasing burden of poverty on women 2 Inequalities and inadequacies in and unequal access to education and training 3 Inequalities and inadequacies in and unequal access to health care and related services 4 Violence against women 5 The effects of armed or other kinds of conflict on women, including those living under foreign occupation 6 Inequality in economic structures and policies, in all forms of productive activities and in access to resources 7 Inequality between men and women in the sharing of power and decision- making at all levels 8 Insufficient mechanisms at all levels to promote the advancement of women 9 Lack of respect for and inadequate promotion and protection of the human rights of women 10 Stereotyping of women and inequality in women’s access to and participation in all communication systems, especially in the media 11 Gender inequalities in the management of natural resources and in the safeguarding of the environment 12 Persistent discrimination against and violation of the rights of the girl child

Studies the relation between imaginative texts and the culture surrounding them. Emphasizes ways in which imaginative works absorb, reflect, and conflict with reigning attitudes and world views. Instruction and practice in oral and written communication. Topic for Fall: Ethical Interpretation. Topic for Spring: Women Reading, Women Writing.

This dynamic English Composition course asks students to both create and engage with texts, in a variety of forms, that demonstrate how culture and personal experience inform a writer‰Ûªs work. In this class, students will read and write voraciously about social, political, economic and cultural issues that influence their lived experiences and use the conventions of multiple genres to both reflect and respond to the times in which they live. Moreover, they will also consciously consider what it means to write academically at the college level through regular self-reflection and revision. In doing so, students will strengthen their rhetorical knowledge and further develop an iterative writing process that they can apply to written assignments across genres and disciplines throughout college and beyond. This course is uniquely designed for students who are interested in pursuing majors in the division of humanities and arts, including literature, gender studies, black studies, creative writing, and journalism.