The Syllabus for Bio. 013, Writing in the Sciences - Evolutionary Themes, is a College Writing 2 course that develops student skill in science writing for different audiences: Scientists writing for themselves (the Field journal); Scientists writing for other scientists (the Review article); and Scientists writing for students/ society ( an Essay for a periodical that utilizes analogy/metaphor). To inform this writing, students read and discuss Darwin's original works and the writings of more contemporary evolutionary theorists, including E. Mayr and S.J. Gould. This course is appropriate for incoming students as well as more advanced biology students.
This syllabus is for a one semester, upper-level (300-level) undergraduate course in applied sociological research. It focuses on the importance of research, research ethics, research design and methods, and the presentation and dissemination of research, as well as the application of research skills in everyday life.
This is a course in Theater Design, which apparently this body does not recognize as a distinct discipline, but it is.
This is an exercise for beginning level design students. They create a Box that represents their neighborhood in the style of a Joseph Cornell Box. In this class the project is later used as an emotional response to their final project, but it can be done as a stand alone project or in conjunction with other projects.
This is a design project for beginning students to see how they adapt a classic film as a Broadway Musical, incorporating elements of their own neighborhood and utilizing basic principles of design.
This project asks students to both analyze an existing design rooted in Historical research and to create their own original contributions by adding themselves to the film in historically accurate garb. In this way the students must synthesize their understanding of primary historical research and the principles of design.
This course introduces education leadership candidates interested in serving at the school district level to the concepts and methods of action research. Participants learn to develop skills for problem diagnosis, analysis, interpretation and action.
The overall objective of this course is to provide program candidates with strategies, tools, and techniques to design and implement meaningful educational experiences and opportunities for children with or at-risk for learning disabilities. The focus is on assuring and promoting access and participation in the general education curriculum and inclusive educational settings. Candidates within this course will be provided with experiences related to curriculum design, assessment, and instruction, as well as multiple opportunities to develop, modify, and evaluate curriculum; design informal assessments; and plan and teach direct instruction lessons.
Course Description: Students in this course examine developmental and pedagogical principles of language and literacy development and explore best-practices in curriculum and instruction for promoting language and literacy skill acquisition for a diverse population of students. Techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at thesecondary level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, uses of relevant technology and individual and group strategies for supporting language and literacy skill development.Fieldwork is required in the course that includes assessing students, planning interventions, progress monitoring, interviewing school personnel and collaborating with colleagues in the class.
This course is an introduction to the social, historical, and philosophical foundations of early childhood education in the United States. Through critical analysis of required reading, class discussion, and writing, we will explore how the dynamics of schooling relate to larger social, cultural, economic, political and historical forces. Using a sociocultural lens, this course will investigate the ways that social class, race, gender, family, community, language, ability, ethnicity, immigration, and sexuality intersect and impact schools, student outcomes, and policies surrounding early childhood and childhood education. This course places emphasis on the separate and combined effects of race and class within the context of New York City‰Ûªs schools.
Syllabus for English Language Learning in the Bilingual Classroom: Pedagogical Application at Queens College
This course is designed to address the National Science Education Standards vision of instruction that should enable all students to successfully interact with the natural world. These principles include, (1) Science for all students, (2) Learning science is an active process, (3) School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science, and (4) Improving science education is part of systemic education reform.
Pedagogical materials created during Spring 2019 OER/Digital Literacy fellowship at Queens College, revising English 302: Playwriting Workshop.