AAS 267, African American Literature, is a survey course that will take us from the early days of enslavement to the present. We will read, analyze, and discuss literary texts written by African Americans, paying particular attention to the political, historical and social context that informs these texts.

The focus of this course will be on individual development in context from infancy into late childhood. At a general level, we will examine the genetic and biological contributions to individual development, the social contextual contributions, and the interaction between these two general sets of variables. Our discussions will focus on several domains of human development including physical, cognitive, and socioemotional development. In our examination of these topics, we will view child development as a phenomenon that occurs within a cultural context influenced by race, sex, sexual orientation, and social class. This course takes an interdisciplinary approach to familiarize students with history, theory, policy, and research on child development beyond mainstream psychology. Together, students and the instructor will explore how different factors impact child developmental outcomes through selected readings, classroom discussions, activities, and various media (e.g. Images, Ted Talks, YouTube). There is no textbook for this course. Instead, students will read journal articles, chapters from selected books, or online news articles which copies of will be provided. Students are encouraged to bring in, suggest, or post additional images, media, readings, comments, questions, concerns, or other materials to enhance the course.

Welcome to the Lehman College Library's Choose Your Own Adventure game! In this game you will need to find some important information for a friend in need. Along the way you will: Learn about the library and some of its services, Get acquainted with the library's website and resources, Be introduced to the principles of critical thinking and evaluating information.

Welcome to the Lehman College Library's Choose Your Own Adventure game! In this game you will need to find some important information for a friend in need. Along the way you will: Learn about the library and some of its services, Get acquainted with the library's website and resources, Be introduced to the principles of critical thinking and evaluating information.

The techniques of data acquisition and creation for spatial analysis in a Geographic Information System (GIS) using GPS and Remote Sensing; includes field data collection and post-processing (differential GPS) using Trimble (Juno) devices, Terrasync and Pathfinder software; using data from NASA and NOAA data portals in GIS (ArcMap) software. The course will teach students how to find and incorporate spatial data into analytical framework.

English 121 is the second of two required writing courses at Lehman College, CUNY. The CUNY catalog description is as follows: “Focus on all aspects of reading and writing, with particular attention to summary, critical responses to short texts, argumentative development in paragraphs and essays, and the rewriting process. Emphasis on organization, language, accuracy, grammar, and mechanics. Classroom instruction supplemented by individual conferences on drafts with instructor, library resources sessions, and appropriate use of available technology.”

This site synthesizes readings pertinent to cultural foods and therapeutic meal patterns to provide a complete view of the social, historical, and health contexts of foods.

Here you will find access to a variety of written work by prominent social theorists, with an emphasis on the work Karl Marx, Max Weber, and Emile Durkheim.

Hello and welcome to our course site for HIU348: The History of New York City and State.

In this online, writing-intensive course, we will explore several key moments in the political, cultural, and social development of New York City and State. We will focus particularly on New York City’s growth from a small colonial outpost to the metropolis of the United States and the challenges this growth presented.

This course is required for students with a major in History and a minor in Education. By the end of the class, students in this course should:

have a good understanding of events in the history of New York, especially New York City, and how historians have interpreted these events
explore the contemporary city and state and understand how current developments relate to the past
improve writing skills and engage with course material by completing a series of informal and formal writing assignments
sharpen analytical skills by engaging with primary and secondary sources

SPA 300 is an introduction to illustrative styles, movements, writers and cultural expressions in Latin America and Spain. It focuses on basic themes in twentieth and early twenty-first century Latin American fiction, especially the short story. Students will read and respond to issues related to twentieth and early twenty-first century Latin American fiction. Secondary sources will be consulted during class activities and as part of the written and oral assignments. There will be close reading of texts, and group discussions.

This course was created as part of the Open Pedagogy Fellowship, through the Mina Rees Library at The Graduate Center, CUNY.

This was an assignment developed to serve as an alternative to a concert report during the first stage of the Covid-19 pandemic in Spring 2020, in which the student is asked to compare three different versions of Bach’s Toccata and Fugue in D minor, BWV 565 (the original for organ, Stokowski’s orchestration, and a version for brass ensemble), noting not only musical differences, but differences of venue and filming style. It is a medium-length writing assignment, intended to be done mid- to late-semester (once the students have learnt the musical elements) and to be worth approximately 10% of the final semester grade.

This is an assignment intended to serve alongside the traditional concert report, in which the students would observe and report on all the sounds they heard in a chosen environment over a thirty-minute period. It is based on a Pauline Oliveros listening exercise. It is a medium-length writing assignment intended to be completed mid- to late-semester (after the students have learnt the musical elements) and to be worth approximately 10% of the total course grade.

Chronological survey of Western art music taught online (synchronous). Assigned Textbook: Cohen, Doud, Music: Its Language History, and Culture (OER, Brooklyn College). Repertoire largely cribbed from Kerman, Joseph and Gary Tomlinson, Listen, 9th ed. (W. W. Norton).

A study of the principles of art applied to visual forms, with emphasis on modern art of the nineteenth and twentieth centuries in Europe and the U.S.

The course offers a History of Western music through the study of various complete works. Focus on the skills and perspectives needed for informed listening. There are three main topics to which this course provides an introduction: First, the sonic structure of music, apprehended through analytical listening. This is centrally concerned with the musical elements of rhythm, pitch, timbre, and dynamics, both for themselves as well as for the ways in which they are organized into melody, harmony, texture, form, and, ultimately, style and genre. Second, the history of the main genres and stylistic trends in the notated music of Europe and North America over the last millennium. Third, the interaction of music with its various contexts: social, religious, technological, performative, commercial, artistic, and intellectual.

This course is structured to address three pillars of contemporary applied anthropology:
Anthropological methods for research and analysis
Social policy: understanding how anthropology intersects with policy concerns
Communicating results through impactful delivery: writing for public audiences; preparation of policy papers; formulation of research goals and design for funding proposals

In addition to learning and practicing essential skills of social research and analysis, students will produce several kinds of materials through their work in the Lab:

Analysis of issues, written for public engagement and education on Lab website, and as part of the Lab’s ongoing database of issues, resources, and results;
Policy papers of use to local institutions and community partners;
Proposals for further research, funding, and community-level engagement.

Bienvenidos a la clase. This is a beginning course with emphasis on elements of grammatical structures and practice in reading, writing and oral exposition. Spanish 114 is the second level of a course designed for bilingual or Spanish heritage students to allow these students to obtain and develop the necessary skills to communicate in standard or academic Spanish. Spanish 114 is designed for students who have been reared in a Spanish-speaking environment and speak or understand some Spanish as a result of having heard it in the home and community by parents or grandparents, family, friends, and neighbors.

In this course, we examine gender deeply and critically from a sociological perspective. We focus on deep reading of foundational gender theory early in the semester, paired with more critical contemporary approaches and current research on gender in society. This course is organized as a seminar, which means that we focus on discussion, active learning, and student leadership.

Course Learning Objectives

To provide an advanced sociological understanding of gender
To examine how gender structures and is structured by social, political and economic institutions
To evaluate current sociological scholarship on gender issues

Analysis of education as a social institution, the school as a social system, and the professional and organizational roles of teachers. Special attention is given to the problems of the school in the urban community.

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:
https://gclibrary.commons.gc.cuny.edu/2021/03/11/saving-face-as-a-critical-pedagogue/

This was an assignment I devised as an alternative to a concert report during the first stage of the Covid-19 pandemic in Spring 2020, in which in place of a live concert, students would view and report on one of Bernstein’s Young People’s Concerts (I was kind of hoping someone would have the chutzpah to say that Bernstein was a better teacher than I, but alas, no one did). It is a medium-length writing assignment intended to be completed mid- or late-semester (after students have completed training in the musical elements) and to be worth approximately 10% of the final grade.