This kit is a historical overview of American representations of chemicals from the three sisters to the Love Canal. It compares conflicting constructions about nuclear reactor safety, depleted uranium, Rachel Carson and DDT. Through analyzing diverse historic and contemporary media messages, students understand changing public knowledge, impressions and attitudes about chemicals in the environment.

One of the major components of the First Year Seminar in Natural Sciences (NSF101) is to introduce students to library research. The library orientation session exposes students to library resources such as books, videos, journals, databases. The "Choosing Your Career" assignment reinforces using the library by searching for information on a career, retrieving sources from select databases and evaluating the information found in a written reflection. Reflection questions are added to guide the student in their search and their approach to their career choice.
The goal is to integrate library literacy as part of their developing college learning skills. This assignment effectively introduces information literacy as the ability to find and use information and critically think about the information found when deciding on a career path.
This assignment consists of the following;
90-minute library orientation session (one lecture session)
followed up by library research (students' time)
initial draft (hard copy for instructor comments)
written revision (students' time)
a final written 1500-word research reflection. (deposited on student ePortfolio)
Objectives
1. Identify one science profession that interests you
2. Research the profession using library resources
3. Write a 1500-word reflection including the questions posed

By paying particular attention to the intersection of films, literature and cities, this course explores the construction of urban spaces and how they are depicted in film and literature. Through an array of primary and secondary sources, students will be exposed to the dark city and film noir, the city of love (Paris), the city in ruins and the divided city (Berlin, Belfast, Beirut), utopias and dystopias (fantastic and virtual cities), ghettos and barrios, the city as queer playground, the global city and cities in globalization. By comparing myriad writings and films about city life and culture, students will also explore the ways in which urban spaces reflect the social realities of race, class, age, gender, and ethnicity and how power relations are organized by these social differences which, in turn, produce urban patterns and processes.

This is a culminating group project for students that creates an opportunity for them to apply what they have learned about 1. child-focused public policy and 2. identifying OER resources. The project invites students to draw on research literature that has been discussed in class + identify OER resources to come up with their own public policy proposal.

ENG295 World Literatures Written in English is the capstone course for the Writing and Literature major. Students in their final year at LaGuardia take the course before many of them move on to English programs at Hunter, Queens, Brooklyn, and City Colleges. This section of the course focused on South African literature from right before the fall of Apartheid (1990) through the present. Throughout the semester, we discussed the question of individual responsibility in relation to the readings, particularly in Pumla Gobodo-Madikizela's A Human Being Died That Night and JM Coetzee's Disgrace. These particular texts brought up questions of how we deal with stories of unspeakable trauma and what is the price that society has to pay in order to overcome them. The ethics of individual responsibility is central to these texts. In addition, we also had a guest speaker who visited the class and graciously told us the story of her own upbringing in Apartheid South Africa. Her descriptions of the way skin and hair became markers of racial categorization held resonance in the United States' own history of racial oppression. I thought these discussions would culminate in an in-class reflective essay that would allow the students to make connections between their own experiences and those that they read and heard about coming from the other side of the world. The glue that would bind South Africa and the United States was a poem by Claudia Rankine's Citizen: An American Lyric. The concrete experience of micro-aggression captured in the small prose poem would allow the students to compare and contrast the systematic oppression of South Africa and the current pernicious and pervasive forms of racism present in our own society. This reflective essay would be an opportunity for the students to synthesize the discussions and readings from throughout the semester and bring it back to their own experience. In the end, the assignment captured all three of the dimensions found in the Global Learning Competency and expected students to demonstrate advanced the writing skills.
LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives: Enable students to understand evolving literary traditions in the global context. Compare and contrast historical and social periods across geo-political boundaries. Enable students to compare and contrast historical and social periods across geo-political boundaries. Reinforce and develop research and writing skills acquired in English 101 and 102. Reinforce and develop critical thinking skills needed to interpret and analyze literary texts.

The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos.

This two-part assignment is one learning check for students in an undergraduate nursing course on women’s health issues. Students view/listen to class slides and review open access materials on climate change and women’s health. The assignment is designed to demonstrate understanding of the material and students’ critical thinking about possible pattern changes, its impact on women, and how nurses can intervene to enhance women’s health and well-being.

Describe climate change and its importanceDiscuss real-world instances and impacts of environmental racism

The Clinical Nurse Specialist (CNS) is an advanced practice registered nurse with expertise in assessment, diagnosis, and treatment of specialty patient populations. In addition to direct care, the CNS role expands to other areas including research, education, quality improvement, and inter professional teamwork. Creating a detailed CNS Job description helps to clarify the role.

This assignment is designed for First Year Seminar -- Liberal Arts: Humanities and Social Science majors.
The main course objectives addressed are that students: Demonstrate engagement in the life of the college and their use of key academic support services, advisement, and co-curricular organizations and activities critical to meeting those goals. Show growing mastery of the writing, reading, and speaking skills, as well as the study and management strategies essential for college success.
The primary purposes of this written and oral report are to encourage students to discover and use the campus resources and co-curricular opportunities critical for their success at LaGuardia and to further their skill in public speaking and writing. But it also goes a long way in helping students who have trouble participating in class to speak up and to practice public speaking in preparation for the PowerPoint presentation they will give at the end of the semester. In addition, the roundtable discussion offers guided practice in active listening and note-taking, underscores the habit of interdependent thinking and learning, and fosters classroom community by giving students a chance to hear about and respond to one another‰Ûªs interests and concerns.
Scaffolding: Students are introduced to college resources in the lecture and in an ePortfolio exercise and scavenger hunt that asks them to visit the Health Center, Writing Center, and other offices where they can get help. They then attend our college club fair, Spring Fest, together as a class, and in the lecture practice using journalism‰Ûªs 5 W‰Ûªs to gather information and write a report. For the roundtable discussion, the whole class is seated in a circle and before giving their individual reports, students share tips on effective public speaking and active listening. They also are directed to fill out the attached active listening worksheet and ask at least one question, and are encouraged to be supportive of classmates. Listening, writing, and speaking are included in the evaluation of the report. (See the rubric, attached.) The idea of interdependent learning is also highlighted in a class discussion of the required text, The Absolutely True Diary of a Part-Time Indian, as we consider what promotes the protagonist‰Ûªs success and the role that assistance plays in every hero‰Ûªs quest. Finally, students discuss the campus resources and co-curricular activities that helped them in a final reflection essay at term‰Ûªs end.
This assignment is worth 10% of the final grade. It takes approximately 2 weeks to complete. Each student presentation lasts 3-5 minutes.

How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.

Asset-based Community Assessment Project
This group assignment is based on a template that is provided within this assignment. This project provides students with opportunities to learn the values, and skills necessary for applying an asset-based approach when assessing a community.

A key theme of this course is that most health outcomes are driven by personal behavior choices, but that those choices are made in the context of the neighborhoods where we live, work, and play.  A corollary to this theme is that engaged citizens are healthier citizens (defined as a "resident of a particular city"). The object of this project is to take the principles learned in the classroom and apply them in a community environment: observe an issue in the community, document it through video/audio commentary, then use the tools of advocacy to address the issue.While designed for a Public Health course, this activity can be adapted for any topic where community organizing can lead to positive change.

This course introduces the compilation process, presenting foundational topics on formal languages and outline each of the essential compiler steps: scanning, parsing, translation and semantic analysis, code generation, and optimization. Upon successful completion of this course, the student will be able to: describe the compilation process and explain the function of the components that comprise the structure of a compiler; apply concepts of formal languages and finite-state machines to the translation of computer languages; identify the compiler techniques, methods, and tools that are applicable to other software applications; describe the challenges and state-of-the-practice of compiler theory and practice. This free course may be completed online at any time. (Computer Science 304)

This assignment was developed for students in SYF 101 Psychology who attend a 1-hour library session. This session is aligned with the Inquiry and Problem Solving core competency in terms of exposing students to Searching as Strategic Exploration and the Integrative Learning core competency in terms of analyzing Scholarship as a Conversation. In the first of two parts, this session will focus on building subject knowledge and finding background information in encyclopedias. Students will learn how encyclopedias can offer different perspectives on the same topic; they will also create an APA citation for an encyclopedia entry. In order to gain a better understanding of subject knowledge students will create a concept map on ADHD or a topic related to their assignment, which will also help students narrow a research topic from general to specific. After covering background information in Part 1, students will discuss the difference between news, popular, and scholarly sources as it relates to their research. Information from diverse sources will be examined as existing on a spectrum, rather than in a hierarchy. As a result, students will begin to understand scholarship as a conversation and that different sources meet different research needs. Students will also be introduced to a discipline-specific database like Psych INFO. Again, citation will be covered, this time for scholarly articles. LaGuardia's Core Competencies and Communication Abilities Main Course Learning Objectives: Students will be introduced to the concept of library academic resources Students will learn the strengths and weaknesses of different forms of information

Contemporary Issues in Curating will offer an introduction to curatorial practice, examining the processes of exhibition-making from intersectional, cultural, theoretical, and pragmatic perspectives. Since the Coronavirus has greatly altered the way we produce and consume culture, this class will consider ways in which making, showing and experiencing art beyond the “white cube” might be reimagined. The course will look at historical and contemporary examples of curatorial practices that rethink modes of accessibility and equitable spaces. As more and more cultural programs have moved online, we will question and participate in this realm using the Baruch College Art Collection to organize a digital exhibition that is then collectively designed to operate within this networked, screen-based culture.

This course will prepare you to think through and respond critically to historic and emerging cultures of curating and museum cultures. You will have the opportunity to analyze the field of curating and respond to what makes a “good” curator in the 21st century. You will not only learn to criticize but to understand why museum apparatuses of display and certain art historical cannons exist. Using the Baruch College Art Collection, you will curate an exhibition, articulating and communicating artwork for various public audiences, while understand the basics of digital software to organize an online project for which you can use in your professional portfolio.

A compilation of video scenarios of people interacting with each other in Portuguese. Conversations include dialogs, questions, turn taking exchanges, clarifications, false starts, hugs, laughter, asides. The scenarios are enhanced by transcriptions, translations, content analysis, and notes and discussion blogs.