OER from Queens College
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.
This syllabus is an adapted version of Professor Figel's 110 course at Queens College. The College Writing course is centered around the ideas of higher education and the philosophies behind it. All links to material required are included.
Syllabus for College Writing I: Controversy in Literature, Language, and Literacy at Queens College
This syllabus was adapted and developed for Professor Benavidez's English 110 College Writing I course at Queens College. The theme for this First Year Writing course is “Media Literacy: Critically Reading and Responding to Media,” and since the course explores current events, the specific media sources are left open for instructor selection. Otherwise, all links to required course materials are included.
English 110: Writing about Memory is designed to help students improve critical thinking and writing skills. Fundamentals of academic writing are practiced in relation to the subject of memory examined from historical, philosophical, scientific, psychological, literary, artistic, political, and cultural perspectives.
This syllabus was designed to create a ZTC/OER course for introductory literature course for college freshman.
English 152W isan introduction to the development of American literature from its beginnings to the twentieth century through a study of selected poetry, drama, fiction, and/or nonfictional prose. Authors studiedmay include Thoreau, Hawthorne, Whitman, Dickinson, O’Neill, Hemingway, and Wright. Designed for nonmajors.
Haunted spaces are occupied spaces, inhabited by some force or trace of the past. In this course we will explore the various ways in which authors have employed hauntings to understand our relation to place and to the past, to issues of time, memory, knowledge, culture, history, and mortality. How do ghosts function both as objects to fear and as historical subjects with ethical and political potential? Why does literature insist on keeping the dead (and the Gothic) alive? In focusing our course on haunted spaces we will consider the text itself as a haunted site, asking questions about how and why we read , and what happens when we do. Both real and phantasmatic, texts hover between life and death, operating as conduits through which authors communicate, through which characters and events appear, again and again and again. We believe in ghosts.
English 162 is a course for non-English majors that uses literature to deepen the understanding of the rich, complex, and varied engagement between human beings and the places they inhabit and imagine. We will examine how places, with their history, traditions, myths, customs, tensions, social structures, and physical form interact with people's daily lives. In this course, we will read texts from various literary genres--novels, short stories, essays, memoir, poetry, and drama--to think about the myriad functions of place in a rich, complex, and varied engagement between human beings and the places they inhabit and imagine. Throughout the semester students will develop their skills of literary analysis, building arguments, and making connections among various texts, and communicating ideas effectively. Students will have the opportunity to practice and share these developing skills by participating in our class discussions, informal writing responses to readings online and in class, as well as in a formal academic essay, a midterm and final.
This is a general education course that satisfies the Literature requirement for the Queens Core under the CUNY General Education structure called Pathways. The course also satisfies the Reading Literature requirement under the Perspectives curriculum that was in effect at Queens
This book is a guide to the basic fetal pig dissection conducted as a part of the Queens College, CUNY Biology Department Bio105 General Biology: Physiology and Cell Biology course. This course is the first half our two-part series for biology majors. The actives are designed to be conducted over a three- 3-hour lab periods which focus on the relationship of form and function of the pig anatomy and physiology. Step by step instructions for the dissection are provided along with some microscopy tasks to look at the histology of key organs.
In addition to the full text of the book, we also provide a form with just the assessment portions of the book. This allows students to limit the printed material to just those pages.
Everyone eats. In this sense, the experience of food is common to us all. Yet the meanings we attach to food—as individuals with complex personal histories and needs, as members of particular cultures, communities, and belief systems—are remarkably diverse and powerful. In this course, we engage works by scholars, poets, and other writers to explore the significance of food as the source of inspiration and debate. This exploration will serve as a basis for our own writing. Our written responses will explore food as it relates to identity, social justice, and the environment—showing how far inquiry into one topic can stretch.
Course: ENG 110: Food as Philosophy, System, Controversy
Instructor: Nicole Cote
This project was first developed during the Open Pedagogy Fellowship (Winter 2021), through the Mina Rees Library at The Graduate Center.
Read more about this project: Cultivating Resources for the Future by Nicole Cote
This course surveys Modern Greek literature in translation from the middle of the nineteenth century to the present. We will consider authors and their works not only for their individual stylistic elements, but also within the context of European literary and cultural movements. As a "W" course, we will also focus on the development of writing skills. We will devote some time each week to discussing writing issues and will workshop papers.
This course introduces the major social, intellectual, political, religious, and cultural trends of Europe during the early modern period.
This book is a guide to the basic histology lab conducted as a part of the Queens College, CUNY Biology Department Bio105 General Biology: Physiology and Cell Biology course. This course is the first half our two-part series for biology majors. The actives are designed to be conducted over a single 3-hour lab periods which focus on the relationship of form and function of the cellular and organ level anatomy and physiology. Step by step instructions for each slide set are provided for all the key organs.
In addition to the full text of the book, we also provide a checklist form with just the assessment portions of the book. This is to help summarize all the information the student should get from the activity.
This course is designed to immerse students into the practice of Italian conversation and into the world of verbal performance. We will familiarize with the vocabulary, expressions and registers that Italians use to express themselves on radio and television, in newspapers, caf̩s, universities, offices, and on the streets. We will discuss cinema and music, politics and sports; we will learn how to navigate job interviews and interactions with strangers, both friendly and hostile. All the while, we will review and expand our vocabulary and grammatical competencies.
Classroom activities include debates, skits, role-play scenarios, task-based scenarios, as well as more traditional close readings, presentations, and oral exams.
LCD 322 is an undergraduate class that provides an overview of the symptoms, etiology, diagnosis, and treatment of various speech disorders including disorders of phonology/articulation, voice/resonance, fluency, swallowing, and speech impairment associated with neurological impairment. Speech disorders will be considered across the lifespan.
Develop an appreciation for literature and its analysis as part of encountering and understanding the world and its regions in a cultural and historical context;
Develop close reading skills to interpret literary texts across different genres;
Develop familiarity with some conventional disciplinary language and its use to think about how texts work (for example, assessing literary works in terms of voice, tone, and structure);
Understand how context works with ideas to produce the meaning of a text;
Use both informal and formal writing as opportunities to discover one’s own ideas in conversation with the ideas of others;
Write a thoughtful, analytical and coherent essay that is firmly grounded in the text and adheres to MLA guidelines.
This open resource includes a syllabus, class schedule, grading rubrics, and guidelines/examples for digital poetry annotation.
The course website can be found here: http://mes160.social.qwriting.qc.cuny.edu/
In this course, we will take a journey through history, literature, and ideas, traveling through Islamic civilization from 600-1250 CE. We will learn about and contemplate the major events and concerns of Islamic civilization, from the dawn of Islam through the expansions, transformations, and fragmentations of Islamic empires, up until the end of the 13th century. Works of Islamic literature from a variety of genres will fuel our journey. Along the way, we will learn how we might respond to questions such as: Why did poetry matter so much? What did poets write about? Was history considered to be different from literature? What kind of identities mattered to people living in the medieval Islamic world?
In this course, we examine contemporary discourse and practice around writing instruction in the secondary English Language Arts (ELA) classroom. School-based composition is often framed and assessed as a specific set of discrete skills that can be developed through decontextualized “best practices.” We will interrogate the assumptions about writing and literacy that sustain these practices and contextualize them within larger (settler) colonial projects. Ultimately, we will develop our own writing philosophies and associated curricular innovations and pedagogical moves.
Specifically, throughout this course, we will:
Review the social, historical, and political contexts that shape contemporary approaches to standards-based writing instruction
Investigate our assumptions about the writing process and our conceptions of “good” writing
Explore the challenges, tensions, and possibilities of a decolonial educational framework
Develop a range of creative, collaborative, and nontraditional approaches to standards-based writing instruction
Read more about the course design:
Mina Rees Library | Drafting Possible Futures
See also: Drafting Possible Futures: An Open-Access Handbook for English Educators
This website was collaboratively created by students enrolled in Multimodal Writing in the Standards-Based ELA Classroom. Students wrote the introduction and all chapters, and two student editors reviewed all pieces and created the website design. The result is a document that can be used by any ELA teachers as well as future English Education students.