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?

Exploring Music (aka Introduction to Music) examines how music communicates and embodies social and personal ideas, beliefs, and values relevant to both music makers and users. Musical elements and listening skills are introduced and developed throughout the course in order to explicate musical meanings. We will investigate topics such as music and love, music and gender, music and politics, war, ethnicity, et cetera. We will also examine how these topics are embedded in different genres of music, including popular music, world music, and Western art music (also known as classical music). No previous musical expertise such as knowledge of musical notation is required to succeed in this class. At the end of this semester, students will better understand how different musics function within their social context.

Medical anthropology examines how health and illness, as well as medical knowledge and practice, are shaped not only by culture but also by social, political and economic realities. In this course you will be introduced to the key theoretical frameworks, concepts and debates that have shaped this vast subfield of cultural anthropology. Together, we will draw on this knowledge to critically examine questions of cultural difference, power, and inequality in relation to local and global current events as well as our own experiences of health, illness and medical care. On this site you will find all of the readings, assignments and resources associated with the course as well as a virtual space to connect with each other beyond the classroom.

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
https://gclibrary.commons.gc.cuny.edu/2020/05/06/oer-drafting-possible-futures/

See also: Drafting Possible Futures: An Open-Access Handbook for English Educators
Link: https://764handbook.commons.gc.cuny.edu/
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.

Syllabus and schedule for a graduate level course designed to introduce Master’s students in music theory and musicology to the academic music research process (e.g. reference tools, citation styles, types of sources, etc.) and build their skills in academic writing. The course is taught seminar style: each week features readings from Booth et. al, The Craft of Research; Sampsel, Music Research: A Handbook; and contemporary selections from various writing genres across the fields of music theory and musicology. The core assignment for the semester is a 15-18 page term paper broken down into various stages.

Digital photography I, II, and III course: To further develop Photography skills by shooting and editing using a DSLR or mirrorless digital camera at all levels. Additional learning goals will include experimenting with a range of digital techniques in Photoshop CC to create lens based photographic images. A final portfolio of 16 images will be created along with a written artist statement, and students will present to the class and engage in assignments given in the LMS online.

Syllabus for Seminar in Law and Politics: Social Movements and the Courts at Queens College

Syllabus for secondary education teachers of literacy.
The major area of inquiry is the psychological, sociological, cognitive, and linguistic bases of literacy.

This is an online course intended to provide students with a comprehensive introduction to the foundations of sociological theory. Through history, and across different disciplines, scientists have attempted to formulate explanations (paradigms and theories) that allow them to make sense of the social world around them. Sociological theories, similar to the ones used in other scientific disciplines, aim to identify patterns, forces, and power relations in order to interpret the past and present as well as to predict the future. In fact, we constantly construct and use theories in our everyday lives—from trying to make sense of group-leadership patterns and consumer choices in cars, to understanding the rising global popularity of opiates among youth, gender differences in homeless populations, and racial disparities in educational outcomes in the United States.

This course is designed for any student interested in Spanish American literature. No previous knowledge of it is needed. However, a good command of written and oral Spanish are indispensable. We will examine several topics, periods and literary works from pre-hispanic manifestations to Latin American Modernism. We will watch a series of movies and documentaries related to specific topics and events

This course is designed for any student interested in Spanish American literature. No previous knowledge of it is needed. However, a good command of written and oral Spanish is indispensable. We will examine several literary periods, topics, artifacts and works from 20th and 21st centuries. We will watch a series of movies and documentaries related to specific topics and events.

Extremely rudimentary (introductory), graded ear training exercises designed to loosen the tongue and guide the student through rhythmic and diatonic patterns of increasing difficulty.

Assignment sheets for the three hearings (essentially sight singing exams) assigned over the course of the semester. Class was taught online and synchronously, but these hearings could be used all the same in person. Examples include Schubert and Beethoven, as well as excerpts from A New Approach to Sight Singing.