Erica’s Midterm Syllabus – Part II

Wed 4/13 Wed 4/20 Wed 5/4 Final Project
Immigrants and DREAMers Politics, Policies, and Platforms: Education reform and the election year There’s and App for That: EdTech and teaching with technology
Dream Deferred: Undocumented at CUNY

-hooks, bell. “Teaching to Trangress”

YouTube: Hunger Strike for DREAM Act

-Steckel and Zasloff. “Hold Fast to Dreams.” The New Press, 2015.

Higher Ed & Immigrant Families

-Geiger, Roger. “The History of American Higher Education.”

Education Reform & the Failure to Fix

-Newfield, Christopher. “Unmaking the Public University.”

Free Tuition is a Needless Windfall

-Katz, Michael. “Reconstructing American Education.”

-Murch, Donna Jean. “Living for the City.”

-Davidson and Goldberg. “The Future of Thinking: Learning Institutions in the Digital Age.”

Inside Higher Ed: Faculty attitudes towards technology

-Davidson, Cathy. “Now You See It.”

Applying the Addie Model to Online Instruction

-Create a series of “flipped” lessons plans


-Create a training manual for new instructors


-Create lesson plans/syllabus for a teaching practicum course


-Create a formatively assessed curriculum (including final exam) for an actual course you teach


-Create a new system of observation/evaluation for fellow instructors in your department (or co-workers in your workplace, if you’re not currently teaching)


  • I totally love your attention to detail, Erica! Will miss working with you and keep in touch when you can, Sameen (C)

  • One thing I like about the syllabus, if I’m reading it right, is that you give us a number of thoughtful choices for our final project. The variety is great, and they all seem like generative assignments.

    • I particularly like the observation/evaluation assignment because in some ways it’s the easiest to implement. Evaluation rituals I’ve been exposed to have always seemed so lacking (those 1-5 handouts I find especially silly) and it’s an area where improvement could make such a difference.

  • I originally had included a class on CUNY as well, but in order to include some other material, I decided to integrate those texts into other classes. Because CUNY has a public mission, a complex history, and is presents issues NYC and state government have to deal with on a regular basis, examining how these three things impact each other is extremely relevant to us as students and NYC residents. Students and employees at other large public systems would also benefit from this kind of exploration, but I think the geographic dispersal that characterizes those systems renders these issues far more abstract and far less visible to the general public, other than tax measures, etc. CUNY’s central location facilitates a more cohesive and focused critique, which ultimately is to its benefit.

  • I’m with you on teaching with technology. I think that needs further exploration and it is often taken for granted. And, education reform in an election year – love that!

  • A lot of great stuff here– a good breadth of some fundamental texts… like Lisa, I am strongly in support of focusing some of our group attention on issues here at CUNY and within New York City. In that vein, I also think some of your practical & immediate notions for final projects could also be good coalescing hubs to structure the specific “assignments” you abandoned.

  • Erica―
    I really like the idea of spending a session on CUNY early in the sequence. Having some familiarity with this history will definitely be helpful in our discussions concerning the other issues you suggest (immigration, tuition, politics/policies, reform) whichever way we approach them.

    We should definitely work a sessions on active learning into the final course plan, so I’m glad you suggested that. And I like your suggestion that we focus on political culture (anti-intellectualism/ progressive ed.). That day’s reading look fun (Delany! Moten!).

  • Erica I really like the “Immigrants and Dreamers” and the Digitial Humanities/technology sessions as well. Great layout of your template. I wish I would have seen your syllabus prior.

    • Agreed. I think your selected topics really reflect your intimate knowledge as a practicing teacher of the frontlines of intersecting social justice and pedagogical issues.

  • Erica,

    I am wondering if we could combine discussion/texts/class activities dedicated to exploring immigration with postcolonial/transnational/multilingual texts that I and others propose in our syllabi. These are all connected, and extremely relevant to our students at CUNY (see the snap shot of BMCC student data including minimum number of nationalities [163 I think] and minimum number of languages [111] of BMCC students that I mentioned in my response to you in the comments of my syllabus. I think much of your syllabus and mine could be intertwined in really useful ways. Can’t wait to discuss.

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