The Mapping Futures course experience has been an excellent opportunity for me to learn new strategies, and reimagine old ones, for student centered pedagogy, communication, and ways of using formative assessment to improve online and hybrid teaching and student learning outcomes. The attached syllabus and course guides provide a structure for faculty professional development related to the concepts we learned this semester. Syllabus: E-LEARNING COURSE DESIGN COHORT SYLLABUS–UPDATED JUNE 17TH,
Course: Introduction to Music Instructor: Natalie Oshukany Email: firstname.lastname@example.org or email@example.com 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
“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
Following our brief discussion about universal design and syllabus construction last week, I thought I would share information with you from our online faculty course design workshop. While Americans with Disabilities, section 504, rules have been in place for a while, there is renewed emphasis among academics about its importance, following accessibility lawsuits at Harvard and MIT. Section 504 requires institutions to provide reasonable accommodations for those who self-identify with
This semester I had the absolute honor and delight of participating in a course described as “Mapping the Futures of Higher Education,” a graduate seminar team-led by Professors Cathy N. Davidson and William Kelly in collaboration with the Futures Initiative at the Graduate Center, City University of New York (CUNY). One of the main goals of the class was to explore and share pedagogical expansions, innovations, and ultimately improvements to the traditional undergraduate classroom.
Syllabus–Experimental Pedagogy: Process, Growth, Mindfulness towards Autonomy (applicable for all levels)– this course is not currently offered
Course: Process, Growth, Mindfulness to Autonomy (applicable for all levels) Required Texts Course Description This course is an introductory course designed to strengthen and arm you, the students, with academic literacy, composition, analytical, verbal and digital skills, you will find are necessary for our course, for your other courses and your professional goals. This semester we will be relearning how to learn, according to us. By