This course introduces the methods that archaeologists utilize to reconstruct cultural developments of the past and traces the origins of complex social organization in various locations throughout the world. Beginning with the earliest evidence of stone tool production (ca. 2 million years ago), we will examine the interrelationship of complex social organization, population growth, the development of agriculture, writing, social inequality, and cities.
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.
Bio. 013: Writing in the Sciences - Human Origins is an OER syllabus for a College Writing 2 course that develops student writing for different audiences, following the trajectory of how scientists work: Scientists Writing for themselves (a field journal); Scientists writing for other scientists (a review article); Scientists writing for society (an essay for Natural History Magazine).
This syllabus was designed as an Open Educational Resource for Writing about World Literature, a comparative literature course focused on the writing of research papers. The course theme, Philosophical Literature, will be of interest to those in the academic community who are engaged in the teaching and learning of interdisciplinary writing. Students choose a philosophical concept that interests them the most, among three-- the absurd hero, lightness versus weight, and the will to power-- and they use it as a lens through which to better understand literary works from different cultures. They learn to write recursively, putting literature and philosophy into a dialogue with each other. The course culminates in the creation of pedagogical materials, including samples of writing assignments and student works, that will be published on an open educational forum.
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 to teach Theater Design students the basic principles of color theory, texture, and composition
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.
Practicum: A school or college course, especially one in a specialized field of study that is designed to give candidates supervised practical application of previously studied theory.
The purpose of this course is to prepare candidates for the 21s t Century Schools so that they can meet the cognitive, affective and academic needs of the students. The course requires candidates to document through personal and work experiences the application of theory to practice using the professional standards for education leaders as reference. Additionally, this course is designed to give candidates who have not acquired the various skills mentioned above the opportunity to practice and reflect on them. Students are required to engage and document e.g., visioning exercise, curriculum design, observation cycle, co-teaching, professional development, technology planning etc.The class activities and assignments are designed to further the candidates understanding of teaching, learning, and leading 21s t Century schools.
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.
In this course, candidates learn teaching and learning strategies within the context of the general education curriculum to individualize instruction and maximize grade-level content mastery for all learners. Candidates adapt and teach a curriculum unit grounded in the New York State Learning Standards designed to meet the individual needs of students with disabilities or struggling by modifying instruction, employing metacognitive, task-specific learning strategies, and utilizing instructional technology.