The introduction of Business Communication for Success, the textbook used throughout this course, notes that Ň[E]ffective communication takes preparation, practice, and persistence. There are many ways to learn communication skills; the school of experience, or Ôhard knocks,Ő is one of them. But in the business environment, a ÔknockŐ (or lesson learned) may come at the expense of your credibility through a blown presentation to a client.Ó Effective communication skills are a prerequisite for succeeding in business. Communication tools and activities connect people within and beyond the organization in order to establish the businessŐs place in the corporate community and the social community, and as a result, that communication needs to be consistent, effective, and customized for the business to prosper. Business Communication for Success provides theories and practical information that represent the heart of this course, while additional resources are included to expand or pose alternatives to the approaches chosen in the textbook. You will receive maximum benefits from this course if you complete the readings first and then use the additional resources to fill in the blanks and/or reconsider the topics in the textbook.

This open pedagogy assignment is a semester-long project for an introductory general biology course for biology majors. Working in pairs or small groups, students will make a 3 to 5 minute video explaining concepts from the course learning objectives. Students will apply a creative commons license and publish their videos on CUNY Academic Works (or another appropriate platform), where they will be available to future introductory biology students as learning resources.
Learning outcomes:
At the end of this project, students will be able to do the following: Effectively teach a concept from the course to a general audience Identify and correctly cite appropriate sources for a scientific presentation (both text and images), including at least one primary source Work collaboratively with peers to create something more than an individual could on their own Incorporate your unique perspective and relate your background to the course topics Provide constructive feedback to peers

This assignment was created for a Creative Writing class called: Writing About New York.

This course aims to develop a sociological frame to describe and analyze the nature, function, and causes of “crime” and legal institutions in our society. The class begins with a broad overview of criminology as a field and some of the major classic and contemporary theories. The second part of the course reviews empirical works which illustrate, explore, and/or critique these theories. The final part of the course builds on Part 2 and reviews three recent topics of interest in modern criminology.

At the end of the course, you will be able to:
Describe, discuss, and critique arguments about how our society defines crime, why crime occurs, and how our society reacts to and controls behavior deemed “criminal”
Apply criminological theories to social problems of interest
Understand, critique, and/or apply reform and abolitionist frameworks to current key topics related to the nature and role of our criminal legal system

This course was created as part of the Open Pedagogy Fellowship, through the Mina Rees Library at The Graduate Center, CUNY.
Read more about the process of course design here: Criminology - A Critical and Open Approach
https://gclibrary.commons.gc.cuny.edu/2021/03/19/criminology-a-critical-and-open-approach/

Face-to-face language courses tend to use in-class time mostly for lecture and language practice. Such instructional modes are difficult when, as in our current public health crisis, teaching and learning must be done online. What are the specific challenges for teaching language courses at CUNY in an online format?

To be fully effective, language instruction must take into account the social, cultural, and political contexts in which a language is produced. This pedagogical approach goes beyond the acquisition of the core linguistics skills (speaking, listening, reading, and writing) and the basic approaches that cover grammar, vocabulary, and culture, and must address the metalinguistic issues and the socio-political nature of language.

How can such an approach be pursued effectively in an online environment? This workshop will help participants identify concrete challenges of teaching a language course online, with particular attention to assignments that proceed from a critical perspective. Participants will workshop strategies and/or assignments that will help us overcome these challenges in an online environment being aware of our limitations and constraints. We will consider and adapt the language course and expectations having in mind material that speaks to our students’ experiences directly in order to keep them motivated and engaged.

Examine critical research issues in Puerto Rican and Latinx studies. Introduce students to a variety of ways of thinking about “knowledge” and to specific ways of knowing and making arguments in Puerto Rican and Latinx studies using key humanistic, social science, and “interdisciplinary methodologies”.

What are some of the ways to study Latinx populations, cultures, and issues? The course seeks to develop in students an ability to apply interdisciplinary concepts, methodology, and theories in examining the issues and experiences of Latinx groups. The course will delve into the strategies/tools available for conducting research in Latinx Studies. The culmination of the course will result in each student identifying a research question, relevant methodologies, and an understanding of the scope of their research problem in relation to Latinx Studies.

This ENG 102 assignment was developed in the context of CTL sponsored Learning Matters Mini-grant awarded to the English Department. The primary purpose was to assist full-time and part-time faculty in the Department with revising ENG 102 course materials to align with the Inquiry and Problem Solving (IPS) Core Competency and Written Communication Ability. This goal was achieved through several workshops, a programmatic benchmark reading, and a two-phase departmental review process that prepared assignments to be submitted to the Learning Matters Assignment Library. The mini-grant has been invaluable in helping to bring both full-time and adjunct faculty into departmental conversations about composition course requirements and how they align with LaGuardia‰Ûªs core competencies, the role of the competencies in the curriculum review process, and more generally the importance of the competencies and abilities in the college‰Ûªs general education requirements.
ENG 102: Composition II is a required course for most LaGuardia students that builds and intensifies the training received in Composition I. Most students enrolled in ENG 102 are non-majors, and are upper-freshman or lower-sophomores, although occasionally students may take the course later in their career. In addition to continuing to develop critical reading, writing, and research skills, in ENG 102 students are introduced to the literary genres of fiction, poetry, and drama. Students also learn close reading techniques and are introduced to forms of literary analysis such as historical context. ENG 102 is a baseline course for the Inquiry and Problem Solving (IPS) Core Competency and Written Communication Ability.
One concept I repeatedly discuss ENG 102 is the notion that academic writing is a form of joining an existing conversation on a subject or issue. The following Critical Research Paper Assignment encourages students to continue and expand our class discussion on the effects of deindustrialization in the America‰Ûªs Rust Belt in the 21st century. The primary literary text students analyze in this assignment is Lynn Nottage‰Ûªs 2017 Pulitzer-Prize winner Broadway play Sweat. In order to provide students with a stronger historical and ethnographic context for their reading of Nottage‰Ûªs play, students were also assigned to read several chapters of Chad Broughton‰Ûªs book Boom, Bust, Exodus: The Rust Belt, the Maquilas, and a Tale of Two Cities (2015).
The Critical Research Paper is a scaffolded assignment that students worked on for 3-4 weeks of the semester. This included one week (about two weeks into the process) where students engaged in peer review workshops in which they meet in groups of 4-5 students with the instructor for 30 minutes to review and discuss the first drafts of their essays. The Critical Research Paper constituted 30% of students‰Ûª final grade in the course. This includes credit received for all scaffolded sections of the essay, as well as participation in peer review workshops.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
The Critical Research Paper meets several of the course‰Ûªs instructional and performance objectives, including practicing writing as a process by completing multiple drafts and revisions. Engaging in close reading strategies and using historical context as a literary analysis methodology. As well as demonstrating research skills through the ability to gather, evaluate, synthesize, and cite primary and secondary sources. Furthermore, these performance objectives overlap with the dimensions of the Inquiry and Problem Solving (IPS) core competency rubric, as the assignment asks students to frame an issue through the thesis statement and argument they develop, to gather evidence to support their assertions, to analyze through their close reading of passages of literature, and finally to draw conclusions based on their analysis.

What is the role of criticism in any art form?
What is the purpose? Is it to enlighten the artists involved? The audience?
Using sample Plays and Playwrights from this term, students will go on a deep dive into the archives of the New York Times theatre reviews. Comparing reviews on the same play with different productions shows different points of view.

I have used this high-stakes assignment in the last four semesters, in the ELS103 Intermediate Spanish I class. However, it was considerably revised during two Center for Teaching and Learning sponsored seminars at LaGuardia Community College: "Bringing Global Learning Competency into Your Class" and "The Pedagogy of the Digital Ability." These seminars allowed me to have a better understanding about how to scrutinize contexts in order to bring assignments closer to the Global Learning Core Competency and the Digital Communication Ability. The "Bringing Global Learning Competency into Your Class" seminar in particular shaped my thinking about the design and content of this assignment, and how to take advantage of this competency in an Intermediate Modern Language class, in which, due to language constrains, students are not supposed to produce more abstract, or complex ways of thinking, both of which are more appropriate to more advanced levels of the language. But when preparing these assignments about Latin American artists of the 20th and 21th centuries, students have to research different historical contexts, and aesthetic ideas in a given historical moment. Talking about artists' lives and work will give them an opportunity to learn about global issues. They will become more aware of themselves as global citizens, since most of these Latin American artists had to deal with global issues related to national identity, how to earn a living, traveling, surviving in a foreign cultural environment, and in mainstream, European or American hegemonic cultural centers. This assignment could help students understand how our lived experiences are not that different from others around the world and in different historical contexts.
This is an intermediate level Spanish class where, by the end of the semester, students should know how to use the main verb tenses in Spanish, as well as being able to describe things, such as the weather, people, and certain landscapes. Taking the "Bringing Global Learning Competency into Your Class," convinced me that I can take advantage of the Global Learning Rubric and apply it to an intermediate level language class, as far as I could adapt it to the needs of the students. On the other hand, the "The Pedagogy of the Digital Ability" seminar showed me the possibilities of going beyond power point presentations, and asking students about using other digital media, such as audio or video recordings. The assignment, which is in Spanish (for non-Spanish speaking users, the version here is translated into English), focuses on digital literacy, builds on students' existing skills such as preparing power point presentations and doing online research. The assignment might also help students to become familiar with topics that are developed in other, more advanced, levels of the Spanish language, where issues related to art and literature are frequently discussed. The oral presentations, seen as a whole, intend to render an overview of Latin American art.
LaGuardia's Core Competencies and Communication Abilities

This course introduces cryptography by addressing topics such as ciphers that were used before World War II, block cipher algorithms, the advanced encryption standard for a symmetric-key encryption adopted by the U.S. government, MD5 and SHA-1 hash functions, and the message authentication code. The course will focus on public key cryptography (as exemplified by the RSA algorithm), elliptic curves, the Diffie-Hellman key exchange, and the elliptic curve discrete logarithm problem. The course concludes with key exchange methods, study signature schemes, and discussion of public key infrastructure. Note: It is strongly recommended that you complete an abstract algebra course (such as the Saylor FoundationĺÎĺ_ĺĚĺ_s MA231) before taking this course. Upon successful completion of this course, students will be able to: explain how symmetric and asymmetric key ciphers work; list and define cryptographyĺÎĺ_ĺĚĺ_s goals; list and define the most common classical ciphers; explain the workings of mechanical ciphers Enigma and Lorenz; describe the principles of substitution-permutation networks; describe the algorithms for data encryption and the advanced encryption standard; describe and use the MD5 and SHA-1 hash functions; explain the idea behind public key cryptography; use the RSA cryptography system by applying it to practical problems; test whether the large integer is prime with the mathematical tools presented in this course; define the elliptic curve and use it in cryptography; explain the Diffie-Hellman key exchange; describe the most common signature and autokey identity schemes; describe the conceptual workings of public key infrastructure. This free course may be completed online at any time. (Computer Science 409)

This lesson is designed by Meg Tarafdar (Queensborough Community College-City University of New York) in order to foster a greater understanding of the concept of 'Empathy' in the context of Global Diversity Learning (GDL) which is a high impact educational practice recognized by AAC&U (Association of American Colleges and Universities). The goal of this lesson is to support students in developing an awareness of a topic from multiple perspectives. Students will have the opportunity to engage in learning activities for stimulating the knowledge, skills, and dispositions necessary for applying the concept of empathy within our local and global communities.

Students’ participation and engagement are key measures not only of motivation, but they also provide a way to formatively evaluate and summatively assess their learning. Facilitating participation and understanding engagement comes with some particular challenges in online/hybrid courses.

This workshop will provide a space for participants to think through what participation can mean in an online/hybrid setting, and to discuss concrete strategies to keep students engaged and motivated through the semester. Participants will have the opportunity to develop and apply participation and assessment strategies to a range of sample assignment types.

This assignment was developed for students in HSF 090- Health Sciences who attend a 1-hour library session. The focus of this session and assignment is research as inquiry." Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. Students will practice this iterative process by experimenting with the trial and error necessary in the research process as they repeat and refine their searches. They will be encouraged to explore the way cultural competence changes depending on their field or topic focus.
This session will give students the chance to develop integrative learning by connecting their prospective field with the professional literature. Choosing and reading an article from their field will also help them develop inquiry skills. 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

The Cultural Diversity in Healthcare assignment is designed for the SCX 101 Patient care course. This assignment was first implemented in 2011 and has undergone significant revisions in the past few years from individual presentation to collaborative group presentation in 2013 and the connection to the Health Science First Year Seminar (HSF) assignment in 2018. The most recent revisions made were through the Center for Teaching and Learning (CTL) workshop on Global Learning in Fall 2018. Feedback from the CTL seminar led to the inclusion of the Learning Objectives of the assignment and prompts that direct students to relate their topic to possible clinical scenario. The feedback from the seminar participants was particularly useful in tweaking the assignment to meet all the dimensions of LaGuardia‰Ûªs Global Learning Core Competency rubric. Their feedback also helped in providing clearer instructions to the students.
The purpose of this two-part assignment is to learn from each other‰Ûªs culture and help educate the class about the different cultural practices that can influence how a healthcare worker should communicate with the patient. Through completion of this assignment, the students will be able help identify practices or beliefs that can be a possible barrier to good patient care and help decrease health disparities in Radiology.
This high stakes assignment accounts for 15% of the students‰Ûª final grade in the course. We scaffold the assignment through a lesson on cultural diversity, cultural competence and patient communication. Following the lesson, we facilitate class discussion on cultural competence and cultures. The lesson and class discussion will provide knowledge on the importance of cultural competence in providing utmost patient care. The assignment also fulfills the Global Learning Core Competency, mid-point deposit, and it reinforces the Written and Oral Communication Abilities.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
COURSE LEARNING OBJECTIVES: Introduce students to the importance of the ARRT Code of Ethics, including the. Technologist‰Ûªs accountability and responsibility to the patients and to the field. Familiarize students with the moral, ethical and legal issues relevant to the healthcare field.
ASSIGNMENT LEARNING OBJECTIVES: The student should be able to define and explain Cultural Diversity. The student should be able to understand the different culturally significant attitudes, practices and beliefs and their impact on the delivery of patient care. The student should be able to explain how lack of cultural knowledge, awareness and sensitivity contributes to health disparities. The student should be able to understand their role and responsibility as a Future Radiologic Technologist in decreasing health disparities through cultural competence. The student should be able to identify and discuss practices or strategies that can promote the ethical principles of patient care.

This staged and high stakes Urban Studies assignment was developed in conjunction with two Center for Teaching and Learning Seminars at LaGuardia Community College: The Pedagogy of the Digital Ability and The Next Generation ePortfolio. All Urban Studies courses at LaGuardia are writing intensive, and all are designated for the college's Global Learning Core Competency and the Written Communication Ability. Urban Studies courses exist on different points of many programmatic curriculum maps for Liberal Arts majors, but students usually take it as a midpoint course. Dozens of different majors completed this assignment and take Urban Studies courses more generally, including Criminal Justice, Psychology, and Computer Science. This assignment comes from a course called ENN 195: Violence in American Art and Culture. This course surveys the depictions of various types of violence and the use of violence as a theme or metaphor in North American literature, art, and popular culture.

This high-stakes assignment was designed within the frame of Learning Matters Mini-grants Capstone-First Year Seminar Collaboration (Spring 2018). It was used in Caron Knauer‰Ûªs First Year Seminar class (LIF101) and in Habiba Boumlik‰Ûªs Capstone Liberal Arts‰ÛÓHumanism, Science, and Technology (LIB200). For this collaborative assignment, the primary Core Competency is Integrative Learning and the Communication Ability is Written.
The following dimensions of the relevant core competency and communication ability align well with this collaborative assignment: Ability to draw insight from connections across relevant learning experiences, including personal, co-curricular, and academic-- what connections are there between culture, traditions and how gender is shaped? Ability to apply learning across diverse contexts by applying knowledge and skills inside or outside the classroom--attitudes towards gender in the Amazigh culture and how they connect to the students‰Ûª own culture. Communication ability--orally and in writing reflect on the newly acquired knowledge about gender and indigenous Amazigh people. Reflection and Self-Assessment: students demonstrate a developing sense of self as a learner, building on prior experience to respond to a new context offered to them through readings and film festival showings and discussions.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
The main objectives of the LIF assignment are: to involve students in co-curricular activities, an important component of the First Year Seminar. Students attend and report on the kickoff of a co-curricular college event, the New York Forum of Amazigh Film. to expose students to learning about a particular culture by first reading two articles about it and then being exposed to in-person, expert context and watching two films about which to write a film review. At the end of this first phase, First Year Students are connected and paired with LIB200 students close to graduating. to get feedback from the capstone class that enables LIF students to revise drafts and incorporate feedback.
The main objective of the LIB-LIF collaboration is: to give the LIB capstone students the opportunity to apply their knowledge and learning experiences outside their course by helping First Year Students improve their reflective and critical thinking skills along with their writing ability.
The LIF/LIB 200 collaborative aspect of the assignment unfolds following these steps: Provide information to LIF students about the liberal arts capstone class, LIB200, and ask LIF students to write questions to LIB students. Hand out letters from LIB 200 students to LIF students and have students write back. Let LIF students know that LIB students will be peer reviewing their research papers. Completing the peer review process.

A summary of how technology has allowed human agression to take place without much personal interaction.  Used for the evolution of aggression topic.