Class information MAT301 – Analytic Geometry &Calculus I 25 students Students are introduced to different kinds of functions by graphing properties of functions and applications of functions. Students utilize computer software such as the graphing packages of Maple Software, a computer algebra system, and a mathematical word processor to complete […]
Faculty Projects
40 posts
Class information AFN 128 – Black Women in the Americas, the Caribbean 11 students The changing status of women in African traditional societies is compared with changes in the status of Black women in the United States, the Caribbean, and Brazil. Project overview PROJECT 1] Students will work […]
Class information Art 102 – Survey of Art History (I) 25 students This introduction to the history of art includes the study of painting, sculpture, architecture and other media by surveying the Paleolithic period through the Late Gothic period using a global approach. The exploration of art and architecture viewed […]
Class information ASN114 – Asian American History About 30, across 3 sections students Asian American History covers the history and root forces of immigration of Asians from the 1840s to the present day and discusses the centrality of race in the U.S. as a measure of legal restriction and its […]
Through targeted engagements throughout the semester, and through maintaining a torimonocho, or casebook, students will solve mysteries and illustrate how their own set of personal skills/experiences contributes to their unique way of solving cases.
Class information TRNR 76300 – Russian-English Literary Translation 4, then 3 students The course was devoted to the means of meaning, i.e., “the poetry of grammar” and “the grammar of poetry,” in literary translation from Russian into English. This year, the course focused in particular on the role and the […]
The project aims to integrate identities and mental health with Chinese language teaching by encouraging the use of positive language that help students develop a more positive attitude towards their own identities and the identities of those around them.
At the beginning of each class students are asked, "What is your stress level on a scale from 1 to 10". As the semester proceeds, students begin to volunteer their answers and share personal information.
These four classroom activities prompt students to think about their own identity, their current state of mind, their purpose, their place at Hunter and in NYC. Students are asked to illustrate their thoughts by filling in shapes/drawings, using color, symbols or words. In one of the activities, they complete a template for a short poem.
It's my hope to enable students to connect their subjectivities to academic research, to see themselves as part of an academic project/process and to see poetry as a site of dynamic and broad representation in language.
I wanted to learn how student identity impacted their sense of belonging and career goals so that I could build an inclusive class community and encourage all students to strive for their goals. It was important to gather information so that I could incorporate student interests into the curriculum so that I could more deeply engage them.
The intervention I designed offered us the opportunity to share and reflect on our experiences of learning to read – either our own experience or our recollection of supporting a child in this process. we all reviewed these written recollections and described what we had collectively learned about the process of reading through sharing these stories.
Class information Introduction of Criminal Justice – CRJ 101 25 students Criminal Justice is the field that studies formal social control. This course covers the processing of crime by agents of formal control (police, courts, and institutional corrections). The general focus is on understanding the complex interactions of structures and […]
The lesson includes a discussion of authority and expertise in different contexts, with the objective to think critically about how we value information based on the source of the information and our particular information need.
I found my experience with Padlet to be very inviting and it led to incredible cohesion of the group. I loved how it uses visual and simple mechanics to engage thinking and connection. It also allows for a visual record to share and build upon.
