Below, please find a list of the courses I have taught at the community college, graduate school, and middle and high school levels. For a more detailed look at those courses and materials, please refer to the individual courses listed above. Thank you.

College Level:

SOSC 111: Ethnography of Education*Stella & Charles Guttman Community College at CUNY

This first course in a two-course sequence, Ethnography of Education introduces students to sociological and anthropological perspectives of schooling. The course approaches education as a cultural system invested with meanings, norms, values, and hierarchies that are enacted through curriculum, classroom, and various levels of government. Students will investigate concepts related to education through the implementation of ethnographic research. They will investigate the classroom, alternative educational spaces such as libraries and student lounges, and students in an urban context through the ethnographic research methods of observation, interview, artifact analysis, and auto-ethnographic reflections. Their ethnographic research will help them make sense of the theoretical concepts presented in class. Introductory concepts of work will be introduced in this class to prepare them for Ethnographies of Work, the subsequent spring semester course. The goal of both courses is for students to critically examine the many connections between school and work in their personal lives and in the City of New York.

SOSC 113: Ethnography of Work* Stella & Charles Guttman Community College

ourse Description:

This second course in a two-course sequence, Ethnography of Work introduces students to sociological and anthropological perspectives of work. The course approaches work as a cultural system invested with meanings, norms, values, and hierarchies. Students will investigate concepts related to work through the implementation of ethnographic research. They will investigate professions and professionals they are interested in through the ethnographic research methods of observation, interview, and auto-ethnographic reflections. Their ethnographic research will help them make sense of the theoretical concepts presented in class. Concepts of work in this class will build on last semester’s class, Ethnographies of Education. The goal of both courses is for students to critically examine the many connections between school and work in their personal lives and in the City of New York.

LASC 254: Capstone Seminar in the Liberal Arts and Sciences*

The Social Construction of an Apocalypse, Infectious Disease, & Literary Dystopias: The Rise of (Zombie) Terror in the 21st Century

Stella & Charles Guttman Community College at CUNY

This course brings together the academic experience of the Liberal Arts and Sciences major through interdisciplinary coursework to explore contemporary issues related to modern society. The course is broken into three modules, each module lasting four weeks: the Social Construction of the Apocalypse (Professor Tyner), Infectious Disease (Professor Fuller) and Literary Dystopias (Professor Ungemah). The professors will rotate every four weeks. As the final course, it asks the students to synthesize their skills and prior knowledge into three interrelated topics of study, each topic adding an additional layer of knowledge. Students will work on individual and collective projects across the modules as well as a culminating ePortfolio and poster project, reflecting the growth and learning over the course of study.

ENGL 211: Cities in Film, Literature, & Criticism*

Stella & Charles Guttman Community College at CUNY

Cities in Film, Literature, & Criticism uses film and literature as a means for the introduction and application of literary criticism.  In this semester-long course, students will read various forms of literature and be introduced to the idea of the film as text and the concept of “reading” a film. They will study both literature and film and learn the vocabularies needed to read and analyze these texts. Additionally, students will be introduced to various schools of literary criticism, and they will practice the application of such ideas to the literature and films read. The films and literature chosen for this course explore the setting and role of cities within various historical contexts on the lives of the characters—this will be a focal point of the course. Course assignments include interpretation, analysis, and synthesis of literature, film, and literary criticism in different writing forms.

LASC 200: Arts in New York City*

Stella & Charles Guttman Community College at CUNY

Arts in New York City introduces students to a range of artistic forms, venues, media, and movements in the arts mecca that is New York City.  In this semester long course, students will be exposed to visual and performance arts as well as public, private, and community-based arts institutions. They will explore a broad range of art forms through texts, images, and experiential components (visits to museums, art walks, film screenings). Students will be introduced to and develop visual literacy skills by closely and carefully examining works of art, discussing their observations, and supporting their views using evidence from the art works. Students will develop the critical visual literacy skills needed to discuss meaning and interpretation, audience, source, access, and the impact of works of art on the individual. Course assignments include interpretation, analysis, and synthesis of creative work of many forms.

LASC 101: Reading & Writing (A component of City Seminar I)

Stella & Charles Guttman Community College at CUNY

City Seminar I is designed to prepare students for the kinds of reading, writing, research, and quantitative reasoning tasks they will meet as undergraduate students at The New Community College.

The theme of City Seminar I, Neighborhood Metropolis: Sustainability for a Global Future, focuses on both the local and global economics, urbanization, and sustainability. The course is arranged in two cycles: Cycle 1: A Straphanger’s Narrative, engages students in an investigation of the relationship between mobility, identity, and social justice. Cycle 2: The Blueprint for No Footprint, focuses on the global materials economy and its relationship to other urban issues such as environmental racism, informal development, and sprawl. By analyzing New York City in comparison to other global cities, students will investigate the complexities of urban systems and the social impacts of local and global economic development.

These topics and assignments are driven by the importance of environmental concerns in the lives around the world and as factors in the survival of humanity.

ENGL 103: Composition I (Theme: Immigration)*

Stella & Charles Guttman Community College at CUNY

ENGL 1200: Kingsborough Community College

Composition I is a course in critical thinking, reading, and writing. It will provide a thorough introduction to the writing process and academic discourses: generating ideas, developing a thesis, supporting a thesis with evidence, and revising and editing. Students will be introduced to a variety of research resources including the NYPL and CUNY library systems and learn basic research techniques. Because good writing starts with good reading, attention will be paid to critical reading strategies. The Composition I theme will be coordinated with the City Seminar II theme.

ED 640: Secondary Methods: Learning to Teach

Pace University, School of Education

This course provides a variety of instructional strategies to facilitate learning in today’s secondary classrooms. Candidates will explore the divergent structures, schedules, student body and philosophies of contemporary secondary schools. Skills emphasized include: curriculum design, lesson planning, procedures for collaboration with peers to encourage high academic achievement and independence for all students including students with disabilities and special health-care needs, and instructional uses of technology to acquire information and to communicate to enhance learning. Formal and informal assessment of student learning and instructional practices, including “sizing up,” standardized, paper and pencil, standards-based state assessments, and performance assessments and the development of appropriate rubrics will be introduced. Candidates will learn procedures to use assessment data to differentiate instruction for a wide range of student needs. Fieldwork is required.

Multicultural Education [course no longer offered]

Pace University, School of Education

*indicates a course I developed/wrote/piloted for Stella & Charles Community College

Middle/High School Level:

8th grade remedial English

8th grade Intermediate ESL (English as a Second Language)

9th-11th grade general English

9th - 11th grade Honors English

11th grade remedial English (Regents Preparation)

12th grade remedial English (Regents Preparation)

Books to Film (12th grade elective)

Advanced Placement English Language & Composition

Advanced Placement English Literature & Composition