Class information LIB 100 – Library Research 25 students Library Research (LIBR 100) is a one-credit course for students who are interested in improving their research skills. The course covers a range of information literacy principles, including: evaluating sources, understanding differences between sources, recognizing bias, and observing the landscape of […]
identity
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Class information ECO 201 – Introduction to Macroeconomics 25 students This course is an introduction to basic economic principles with the aim to help students analyze the performance of the U.S. economy within the context of the global economy. One of the main goals of the course is to motivate […]
Class information ENG 201 – Introduction to Literature 25 students ENG 201 (Introduction to Literature) is the second course in the English Composition sequence. Building on the analytical writing skills of ENG 100.5/101 (English Composition), ENG 201 focuses on how we discuss and write about the three genres of literature: […]
Class information ENGL 32155-01 – Black Speculative Fiction 25 students In an interview in the African-American Review, African-American science fiction writer Nalo Hopkinson asserts that “science fiction has always been a subversive literature” because it forces the reader to “think twice and thrice about a whole bunch of things in […]
Class information ENG 101 – English Composition 28 students English Composition is the standard freshman writing course. The course introduces students to academic writing. By its conclusion, students will be ready for English 201 and for the writing they will be asked to do in advanced courses across the curriculum. […]
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 […]
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.
This project converted one of the main essays into a semester-long project in which the students examined their responses to readings and writing exercises.
Utilizing the course texts and the scholarly personal narrative format, students investigate the ways in which their identities shift consciously and unconsciously.
Students in my SPAN 105 course write, research, and conduct interviews to learn about their own families' experience in the US. Their final project consists of a written essay that combines the material we learned in class, with a reflection of their own identities as Latinx living in the US.
