21 Faculty Work in the Classroom
TLH-Inspired Syllabi and Assignments
Latinas: A Social and Cultural Survey
The collaborative syllabus for the class, Latinas: A Social and Cultural Survey, was created by Dr. Rebecca L. Salois. This syllabus contains flexible options for students, class decisions on grading/ungrading, course participation, and required texts. This course focuses on social and economic conditions of Latinas in the United States.
Ungrading, Late Policy, & Participation
Teaching Mathematics in the Elementary School
This syllabus, created by Dr. Grace Pai for Teaching Mathematics in the Elementary School, contains ungrading, NACE career competencies, and a care statement. This course introduces mathematical content and effective teaching strategies for elementary school mathematics.
The Early Development of Language and Literacy
This syllabus is created by Professor Ted Kesler for The Early Development of Language and Literacy. This syllabus contains ungrading. The course explores language and literacy development in young children.
Choose Your Own Adventure
This syllabus is created by Professor Shawna M. Brandle for the course American Government and Politics. It contains self-grading assessments, options for assignments, and flexible due dates. This course is an introduction to political processes and theories of the American federal government and its major institutions.
Choose Your Own Adventure Overview
Philosophy 202: Major Ideas and Issues in Education
Major Ideas and Issues in Education is inspired by TLH in several ways, including: class expectations agreement, weekly annotations and check-ins instead of quizzes, readings by June Jordan and Susan D. Blum (Ungrading), and a final oral presentation that students can transform into a public project and share via CUNY Commons.
Annotation and Check-In Guidelines
Global Contemporary Art
The syllabus for Global Contemporary Art is created by Professor Midori Yamamura. This syllabus contains ungrading. Global Contemporary Art introduces the arts in the America, Europe, Middle East, Asia, and Africa, exploring a range of artistic practices and investigating how arts from different geopolitical locations respond to contemporary issues and concerns.
Getting Consent from Your Students
When participating in a faculty program like Transformative Learning in the Humanities, your consent will be asked in order for your work to be shared and to get feedback, possibly through pre- and post- seminar surveys. As those in charge of the program ask you for your consent, ask your students for their consent to incorporate their work in your seminars and share their work online.