An Encryption activity and worksheet for CS0 students. Part of the CUNY CS04All project.

A Python Functions activity - "Drawing with Turtle" - for CS0 students. Part of the CUNY CS04All project.

A Python Functions activity - "Scrabble game" - for CS0 students. Part of the CUNY CS04All project.

A Python IF-ELSE activity - "The Dating Equation" - for CS0 students. Part of the CUNY CS04All project.

A Python Lists activity - "Gift Exchange" - for CS0 students. Part of the CUNY CS04All project.

A Python Lists activity - "Hangman game" - for CS0 students. Part of the CUNY CS04All project.

Project-based course on the design of mechatronic devices to address needs identified by hospital-based clinicians and industry. Students work in teams to develop a mechatronic prototype. The lectures will cover the design of medical devices and robotics including sensors, actuators, and robots. The students will communicate with customers to understand design needs, then conduct study on prior art, intellectual property, due diligence, and idea conceptualization. Students will present ideas in class and to a broad audience from local industry. Students will also write a publication-quality final report, which they will be encouraged for publication submission.

This syllabus is designed for a graduate course in the study of abnormal psychology, also known in some institutions as Psychopathology. The course is required for new students who are starting their program in clinical mental health counseling (CMHC). The syllabus provides information on required resources for optimal performance in the class. These resources include; electronic DSM-5 book through the CSI library e-resources, digital interactive learning resource (MindTap), instructional movies through Wikipedia, and links to relevant mental health organizations. The resources are mostly open education resources (OER), with a few that are not free (MindTap).

This is a youth to youth guide to the GED. Written for and by youth it is a learner-centered tool for understand choices and options around the GED.

This syllabus is designed for a lecture course on Post-Emancipation African American history.

African American History to Emancipation explores the history, memory, and representation of enslavement and abolition in the United States. The key questions we are posing are: how do we recover the unrecoverable and how do we remember the “unrememberable?” We will consider the history of enslavement in the Atlantic World, its legacies in the United States, the gaps in our knowledge, the global trauma of Atlantic World Slavery, and contemporary and contemporaneous representations. Key themes include: the formation of the Atlantic World, enslavement, the transatlantic slave trade, slavery in the United States, the formation of African American cultures, the emergence of race and racism, resistance and rebellion, abolition, emancipation and the meaning of freedom.

This project will be a culmination of work that the student will do over the course of the semester. The first step is for the student to identify a country that they wish to examine. By the end of the semester, the student will be able describe, in a 5 – 8 page paper, the experience/heritage of Africans and African identity in that country. Alternatives to a paper submission are also accepted with consultation and approval from the instructor.

This class is Introduction to Black roots from ancient Africa to contemporary America as an orientation to the nature of Black Studies emphasizing its relationships to world history, Europe, Asia, the Americas, slavery, Reconstruction, colonization, racism, and their politico-economic and cultural impact upon African descendants worldwide. In this course we will learn to do close readings of texts to draw evidence from them and use that evidence to produce well developed, historically situated arguments using evidence to support conclusions. Students will evaluate evidence and arguments critically and analytically to build their critical thinking skills.
Finally, students will gather, interpret, and assess information from a variety of sources and points of view.

This syllabus reflects having students do self-guided research over a semester that doesn't require textbooks.

In this course students will learn about the musical heritage Africans brought to Brazil and how through forced conversion and cultural adaptation, their traditions quickly syncretized into distinct Afro-Brazilian artistic expressions. This course will explore many musical traditions, including; Samba, Pagode, Baile Funk, Candombl̩ and Ax̩ music for their social, religious and/or political significance, from the early twentieth century through today. In doing so, students will get to practice and learn the vocabulary and grammatical structures found in the music of these rich and varied genres, and acquire a familiarity with conversational Portuguese.

This assignment was designed for students in the pathways introductory chemistry class and the first year seminar and aligns with the Inquiry and Problem Solving core competency. In this context, there is a focus on framing the issues (identifies and/or addresses questions and problems), evidence gathering (assembles, reviews and synthesizes evidence from several diverse sources), evidence (analyze the data to address the questions posed) and conclusions (critical thinking, reflect on the outcomes, draw conclusions and generate new knowledge). There is also a Global Learning component based on comparing data collected locally with corresponding data from other locations or countries. The assignment includes the written communication ability with a focus on "Content Development and Organization," as well as the clarity of the communication and its purpose. The overall aim of this assignment is to enhance students' conceptual learning and understanding of key issues related to society as well as their course. This assignment was developed as part of a LaGuardia Global Learning mini-grant and CUNY Experiential Learning and Research in the Classroom mini-grants.
The assignment will be scaffolded over about 3 weeks and is worth about 10% of the final grade.
To further increase the success of this assignment, instructors might want to consider the following: Use class discussions to focus on the relevance and importance of conceptual learning. In order to improve the data analysis aspect, incorporating class demonstrations of how to conduct the analysis and guide discussions about what the data means. Giving students more detailed rubrics with formal expectations of the requirements of the assignments, particularly in the written format Find ways to increase student participation in class discussions.
When this assignment has been utilized in previous semesters, students clearly displayed the capability to relate the co-curricular experiences in the data collection and its analysis to concepts and ideas covered during class. Evidence for this came from very dynamic and interactive class discussions based on air pollution as well as from the output of the written assignment, in which students were able to relate the nature, sources and chemical properties of the pollutants to their impact on the environment, health and society in general.
LaGuardia's Core Competencies and Communication Abilities
List the Program Goal(s) that this assignment targets
Global Learning based on comparing pollutant levels around the LaGuardia campus with those in other locations or countries. It is also an IPS assignment, incorporating scientific literacy and thinking, as students need to analyze the data, interpret it and reflect on the outcomes.
List the Student Learning Objective(s) that this assignment targets
Identify and apply fundamental chemical concepts and methods. Gather, analyze, and interpret data.
List the Course Objectives(s) that this assignment targets
Explore the complex connections between chemistry and society. Apply chemical principles to real world issues, including ethical aspects. Gather, analyze, and interpret data.
Write a short description of the pedagogy involved in executing this assignment
Students collect and analyze the data, interpret the results in terms of pollution levels, safety and ethics and compare with EPA standard levels and with levels in other countries.
Outside the classroom events will be organized for data collection. There will be class and group-based discussions focused on the data, its analysis and the connections to society.

Processes explored and samples of previous classes
Pinhole Cameras
Cyanotype printing
Vandyke Brown printing
Hand-applied silver emulsion
Instant film transfers and lifts
Palladium printing