Social and Behavioral Sciences Commons^™

Historical Thinking Beyond The Classroom [History], Robin Kietlinski

Open Educational Resources

This assignment was designed to be used in global history survey courses, which are primarily taken by students with little prior experience in college-level history, and who will not go on to major in History. It has not yet been used, but it is best suited for use in in SSH 106 (World History from 1500) and/or SSH 110 (East Asian Civilizations)—courses currently not designated with any one of LaGuardia’s core competencies and communication abilities. These are both writing intensive courses, wherein LaGuardia’s Written Communication Ability can be reinforced. They employ a number of primary and secondary sources to help …

Reflection 3 – Finding Your Purpose, Josh Goldblatt

Open Educational Resources

The assignment was used in the Liberal Arts: Social Science and Humanities First Year Seminar (LIF 101).

The main objectives are:

1. Facilitate student self-examination and exploration of how interests, skills and values can connect to academic and professional goals
2. Build student capacity for reflective planning, including breaking out tasks and self-assessment
3. Build student knowledge of academic and career paths
4. Support students with making a decision on proper major
5. Increase engagement with college offices and staff
6. Build writing skills – including essay organization and development

Relevant student Performance Objectives for course:

1. Locate the multiple resources available at LaGuardia and use these …

Final Paper [Liberal Arts: Social Science And Humanities], Naomi J. Stubbs

Open Educational Resources

This assignment was created for LIF101 (New Student Seminar for Liberal Arts), which is a baseline course taken by students (typically in their first semester) in Liberal Arts: Social Science and Humanities (including the options) and Fine Arts. Students in this course have wide-ranging abilities, given that they may be in ESL or have transferred in advanced writing courses. As such, the final assignment needs to serve the goals of the course while not penalizing students for having lower abilities in writing and research. Similarly, the integrative learning rubric has several very different dimensions, and connecting them all in one …