Introduction to Music: An Experiment in Student-Centered Learning

By Natalie Oshukany|May 31, 2015|Reflection|0 comments

When my program chair emailed the Musicology students about the Mapping the Futures of Higher Education course offered at the CUNY Graduate Center in Spring 2015, I was intrigued. She encouraged anyone who was interested in the twin issues of pedagogy and the institutional structures of public higher education in the U.S. to apply for one of the twelve spots in the class. The class was an experimental course co-taught

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Introduction to Music: A Student-Centered Syllabus

By Natalie Oshukany|May 31, 2015|Syllabus|0 comments

Course: Introduction to Music Instructor: Natalie Oshukany Email: noshukany@ccny.cuny.edu or noshukany@gradcenter.cuny.edu   Required Text: Listen by Joseph Kerman and Gary Tomlinson. 7th edition. New York: Bedford/St. Martin’s, 2012. [on permanent reserve in the CCNY Music Library in Shepard Hall] Class Website: http://futuresinitiative.org/groups/mus10100-intro-to-music/   Course Description: This course offers an introduction to music, concentrating on the styles and practices of Europe and North America. Uniting careful listening with historical and cultural

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Mapping the Semester

By Ryan Donovan|May 30, 2015|Reflection|2 comments

I could only hope that my students got half as much out of our semester together as I did as a result of participating in “Mapping the Futures of Higher Education.” Being a part of this experiment was a profound experience for me, one that has certainly initiated a desire to keep this work going. One of the highlights of the semester was our celebration on May 22. To look around the

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What a ride…

By Richard Lissemore|May 25, 2015|Reflection|0 comments

As a Graduate Teaching Fellow and doctoral student in the Speech, Language, Hearing department at CUNY, I was assigned, in August of 2014, to teach undergraduate Anatomy & Physiology of the Speech Mechanism at Lehman College in the Bronx. Having never taught the topic before, I had to work diligently and quickly to study the chosen text, design the course, and build a syllabus. Then I had to hustle to

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Mapping BMCC E-Learning: It goes where you go

By Janey Oliphint Flanagan|May 22, 2015|Mapping|0 comments

For my mapping project this semester I thought it would be very useful to find out where Borough of Manhattan Community College (BMCC), City University of New York (CUNY), e-learning students actually live.  Are they in the five boroughs of New York City or do they actually live throughout the state and the country?  Only very rarely do we have a student enroll who is truly a “distant” student, meaning

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From “What’s a hyperlink and where can I find it?” To “Let’s ‘Add a Poll’ to your post.” The Pedadigital Journey of Mapping the Futures

By MichelleG|May 22, 2015|Reflection|0 comments

This semester the inaugural “Mapping the Futures” course co-taught by Professors Cathy Davidson and William Kelly, linked our undergraduate courses throughout CUNY to our pedagogical graduate class. This course epitomized the essence of student-centered learning from the first day of class when Professors Davidson and Kelly introduced themselves and left the classroom to let the graduate students determine the course syllabus and the units they’d cover. Three to four students

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English 110: Writing the Self Student Work (Hilarie Ashton’s Queens College Course)

By admin|May 20, 2015|Mapping|0 comments

Alexie Word Collage   My group decided that we would represent the Alexie text “Indian Education” using different collages. I chose to do a collage for the first grade section in Alexie’s piece. The meaning of this collage is to show how Alexie achieved strength. Bullying became a norm to Alexie. This shows through the way the word bullying is written. It is surrounding him and consuming him. He became so

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“Introduction to Narrative”: A Collaborative, Experimental Intellectual Adventure

By Danica Savonick|May 19, 2015|Syllabus|1 comments

“This course should be undertaken as an experimental, collaborative, and hopefully thrilling intellectual adventure into the processes of meaning-making in our lives,” my syllabus advised students at the beginning of the spring 2015 semester. This past semester I taught 23 Queens College students in “Introduction to Narrative,” a course taken primarily by non-humanities majors in order to fulfill their writing requirement. I identified several learning goals for this course including

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Chemistry 201 – Career Map

By Maria Greene|May 18, 2015|Mapping|0 comments

Hello All, This a map of my chemistry students’ future goals and career choices. The idea for this map was chosen to motivate the students to do well in chemistry and to keep pushing toward their goals. Many students enter the classroom with great concerns about not doing well in chemistry. Many of those concerns stem from varying experiences that each of them had with science in the past. These inhibitions

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