This activity guides students through an interactive article from the Pew Research Center, which presents data from a study on gender attitudes in a novel and interesting way. This was designed to be completed at home before an early class on gender attitudes and gender socialization. It should be paired with an in-class discussion about students' impressions of the research findings. 

Introductory course on American Government, designed also to prepare for the College Board's CLEP subject matter exam.

Course Description: This course examines the foundations, ideas, concerns, and implications of Black feminism within the context of the Black Atlantic. A major goal of this class is to foster dialogue and critical discussion about Black feminism as a site of theory and practice emphasizing social, political, and personal transformation.

CLDV100 (Liberal Arts) Introduction to Multicultural Studies in the 21st Century: 3 hrs. 3 crs.
A study of what culture is; how it influences the choices we make; how to deal positively with conflicts that inevitably arise in working/living situations with people of diverse cultures. It is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes an ethnographic study of cultural groups in the U.S.A. Through the study of cultural concepts, this course develops skills in critical thinking, writing, and scholarly documentation. Not open to students with credit in CLDV 101 or Core 101. Prereq: ENG 125. Coreq: ENG 125. This is a Writing Intensive course. [Flexible Core: Individual and Society].

A study of what "culture" is; how we see it based on several factors, how it influences the choices and decision we make; how to deal positively with conflicts that inevitably arise in working /living situations with people of diverse cultures. This is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes ethnographic study of cultural groups in the U.S.A and responses to shared values, observations or experiences based on student's ancestry, heritage, travels. Students will learn about culture "do and donts" around the world and provide the class with their own culture shock experience and how they overcame them. Through the study of cultural concepts, this course develops skills in critical thinking, writing and scholarly documentation. This is an OER course.

This syllabus includes OER materials and college policies for a fully online course that exposes students to a range of health promotion and disease prevention and management strategies used by health specialists to address community health challenges. Through readings and videos, as well as online course assignments and discussions, students learn about planning and designing interventions to improve the health of specific priority populations and communities-at-large.

These materials include background for the instructor and a lab that engages student in an analysis of global inequality while learning and using the R language (a programming language for statistics). Students obtain data on the US and two other countries (one more developed and one less developed).

These materials include background for the instructor and a lab that engages student in an analysis of global inequality while learning and using the R language (a programming language for statistics). Students ultimately write a function to access country level data from the CIA World Factbook.

This is the first of two lessons/labs for teaching and learning of computer science and sociology. Either and be used on their own or they can be used in sequence, in which case this should be used first.
Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America. Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks).

This lesson is connected to but can be used independently of "Using Big Data to Identify and Understand Educational Inequality in America (1)"
Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between and among states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this project. Three instructional hours.

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.

" Explore the future through modeling, reading, and discussion in an open-ended seminar! Our fields of interest will include changes in science and technology, culture and lifestyles, and dominant paradigms and societies."

In this lesson, students use three artifacts from the Community College 7 collection of the CUNY Digital History Archive that relate to the Bedford-Stuyvesant-based community movement of the late 1960s for a public college for the Black and Puerto Rican youth of central Brooklyn, a movement which led to the establishment of Medgar Evers College. The purpose of this lesson is for students to explore and practice strategies that community activists and organizers use to engage others in social justice issues that they feel are important and demand action. As they do so, students learn how, during the racial justice and freedom struggles of the mid-1960s and early 1970s, New York City college students and youth took action to shape the City University of New York.This lesson plan was created by Juilet Young, a doctoral student in the Ph.D. Program in Urban Education at the CUNY Graduate Center, for the CUNY Digital History Archive in Spring 2022.

Lesson Plans for CRIM 204 Crime and Justice in the Urban Community, including all OER materials discussing Critical thinking; NYPD Patrol Guide and UCR statistics; Gangs as Deviant Groups and Sub-Cultures; Transnational Gangs; Drug Policies in the U.S.; Different types of Policing, Human Trafficking and Sexual Assault

This was a slide presentation I gave last Fall at a conference at the Grad center. I am oresenting a method of evaluating online sources by using lateral reading.

This syllabus is for a one semester, upper-level (300-level) undergraduate course in applied sociological research. It focuses on the importance of research, research ethics, research design and methods, and the presentation and dissemination of research, as well as the application of research skills in everyday life.

CLDV100 (Liberal Arts) Introduction to Multicultural Studies in the 21st Century: 3 hrs. 3 crs.
A study of what culture is; how it influences the choices we make; how to deal positively with conflicts that inevitably arise in working/living situations with people of diverse cultures. It is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes an ethnographic study of cultural groups in the U.S.A. Through the study of cultural concepts, this course develops skills in critical thinking, writing, and scholarly documentation. Not open to students with credit in CLDV 101 or Core 101. Prereq: ENG 125. Coreq: ENG 125. This is a Writing Intensive course. [Flexible Core: Individual and Society].

Human societies display remarkable creativity and persistence in the range of mind altering substances used historically and cross culturally, although drug use occupies very different social locations in different cultures and historical eras. In the modern era, the regulation of mind and mood altering substances has become enmeshed with larger systems of social control, including public health, criminal justice, immigration and economic globalization. While drug addiction is typically portrayed as an individual problem, both drug use and drug policy are fundamentally social processes, and cannot be separated from larger social and economic systems.