A description of a four session curriculum, using comics to teach students how to ask questions.

A description of a four session curriculum, using comics to teach students how to ask questions.

A description of a four session curriculum, using comics to teach students how to ask questions.

Principles of social research methods in the context of social work practice. Problem formulation, research design and role of research in social work, ethical issues, sampling, measurement, and data collection.

Research 1 is the first part of a two-semester course. During the first semester, the course provides you with an introduction to basic research methods within the context of social work practice.

Major concepts and the steps of empirical research are examined, including problem identification and formulation, literature review, research design, sampling, definitions, measurement of variables, and instrument construction. Emphasis is placed on using empirical research to inform practice and developing knowledge from practice. The major goal is to enhance the student’s capacity to identify problems and interventions and reach valid and reliable conclusions about their practice through research. Quantitative and qualitative research approaches are emphasized equally as strategies for evaluating one’s practice.

Readings and discussion of issues concerning ethnicity, race, gender, and concerns of special populations are essential features of this course. The political context for researching historically oppressed or hidden groups is explored. The concern with special populations is integrated throughout all stages of the research process, including problem identification; research design; sampling; measurement; data analysis, and interpretation of findings. Ethical issues regarding human subjects and federally mandated procedures for protecting human subjects, including the institutional review board, are also discussed.

This is a non-major, online and synchronous introduction to Western art music. The workload of the course consists of a combination of blog post assignments, quiz/exams, and a written concert essay aimed at developing the students’ ability to combine their critical insight with their acquired listening and analytical skills so as to produce an interesting essay.

15-week long course (Fall) taught online synchronously. The course is a survey of Western art music for non-music majors and incorporates a significant amount of group work throughout the semester. It uses an OER textbook, Resonances by Esther Morgan-Ellis, and is a Zero Textbook Cost course.

This course is an introduction to the field of urban studies. We will consider how social, political, and economic transformations shape the material and ideological landscape, and the many ways we experience these forces in our everyday lives. Taking the urban setting as our focus, we will examine what it is that constitutes a city and what significance different approaches to this question have for the way we relate to one another. The course is designed to lay a foundation for you to be able to critically analyze some of the prominent threads and debates in urban studies, while engaging with overlaps from your other courses and experiences.

We’ll read work from a range of academic disciplines, including urban planning, geography, history, and sociology. You will learn to identify the methods used by the authors of our course readings, and the assignments will challenge you to use these methods to construct and present knowledge about your urban environment.

This is assignment is based on an assignment by Atanas Rountev. Part of CSc 71010/CSCI 77100: Programming Languages/Software Engineering (FA ’22).

This course is designed to survey the diversity and breathe of what we call music. The emphasis of the course is on perspectives of critical thinking, reflective listening and active engagement. Throughout the course, we will learn about local musical traditions on their own terms as well as attempt to understand the socio-cultural conditions of each tradition.

In considering some of these issues we move from one genre or locale to another, the focus will be developing our abilities to identify, describe, and discuss music, in terms of both style and cultural context. Through the lens of music, we will investigate human diversity, ingenuity, and artistry and highlight ways in which music-making are integral to the spheres of collective and individual expression in all its political, social and cultural dimensions.

First part of a scaffolded writing assignment (leading to a final paper), where I asked students to propose & think about a final topic; identify three possible academic sources for their paper; read two pieces of writing about the purpose of citations (from opposing viewpoints); and answer a few questions based on the readings. Includes assignment instructions & worksheet.

Prompt for a written concert report (500 words) of a live or recorded performance of world music.

Guide for optional, low-stakes writing that I invited students to do in conjunction with assigned listening examples.

Final stage of a scaffolded writing assignment (preceded by a bibliography assignment also shared on the Hub).

Instructions & rubric for low-stakes reading response assignment. Asks students to engage actively & closely, with excerpt from Christopher Small’s Musicking text, includes detailed instructions on how to do so.

Syllabus for in-person world music survey course at Hunter College. Includes overview, learning goals, grading policy, description of assignments & quizzes, college resources, & class schedule. Required textbook: World Music: A Global Journey (Miller and Shahriari 2016). About 70 students in this section. Note: instructor notes that late work & attendance policies are largely inflexible here, and she would rethink these for future classes.