Team-based learning (TBL) is a powerful pedagogy that centralizes small-group interaction within a flipped classroom framework. Using several strategies, students are held accountable both individually and in teams to come to class prepared by completing the assigned readings and videos so that they will be ready to engage in real-world application activities using the course concepts. This Open Educational Resource (OER) has been designed to help faculty learn about TBL. Ideally, groups of faculty would learn together to experience the team components, but like reading a book on TBL, faculty can certainly learn much about TBL methodology using an individual, asynchronous format. To maximize learning, users should go through the training modules in order, as each module builds on the one that came before it. And like students, faculty are encouraged to complete the preparatory readings and engage in the readiness assurance process to the extent permissible using the asynchronous, individual format. Included in this OER are online applications, resources, and sample activities and syllabi.

Course Overview
This course explores how Latinx identities and cultures have been depicted and mediated in both U.S. and in transnational media cultures. The course delves into critical analyses of media texts, media industries, and media audiences with an understanding of the in the social, political, economic, and cultural contexts. Grounded in of critical cultural studies, we will survey the histories of Latinos in media as well as explore contemporary representations, productions, and audiences. With an emphasis on visual media such as film, television, music videos, and advertising, we will engage with how cultural production reflects and produces ideologies of race, gender, sexuality, citizenship, class, and national identity. The course will examine the place of media in identity formation, narratives, and as forms or resistance.

Scriptwriting for television dramatic programming. Developing scripts based on research, character analyses, plot analysis, and story treatments. Course will feature dramatic scripts.

(Not open to students who have completed Television, Radio and Emerging Media 4173 [73], Special Topics: Advanced Television Writing: Drama.)

Prerequisite: Television, Radio and Emerging Media 2616 with a grade of B or better, or Film 1301 Screenwriting I with a grade of B or better, or permission of the chair.

Course Description: This course explores the social origins and social consequences of climate change. We look at the role of organizations, institutions, and social structures in the generation of greenhouse gasses, and the capacity of organizations, institutions, and social forces to limit the negative social and ecological impacts of global warming. We look at paths and mechanisms of social adaptation to planetary conditions unlike those that humans have ever experienced before. The course emphasizes social equity issues in the distribution of the social costs and benefits in the creation of the climate crisis. We examine the role of carboniferous capitalism in structuring a society that undermines its basic conditions for survival. We also analyze the effectiveness of the climate denial propaganda network in delaying social action to limit greenhouse gasses and examine the range of tactics and strategies employed by those attempting to limit climate change-related socioecological damage.

Catalog Description: Development of broadcast systems from radio through the Internet. Technological and aesthetic innovations, socio-economic forces, government, private industry, advertisers, creative producers, and audiences from a historical perspective. U.S. and global perspectives.

Detailed Description: There are three primary components to any system of broadcasting: the industry, institution, and audience. The industry is defined as the systems and modes of production and distribution that sustain broadcasting. Institutions are governing bodies that oversee the system of broadcasting in any given nation-state and marketplace. In large part, the audience constitutes those who use broadcasting as a primary means of revenue generation. You are the product.

This course explores several fundamental questions about the economic, social, and technical organization of broadcasting, including (but not limited to):

1. How are systems of broadcasting organized and developed, both domestically and internationally?

2. What are the operative actors and rationales that govern the functions of broadcasting?

3. How does the evolution of technology shape broadcasting?

4. What role can or should the public play in the maintenance and evolution of broadcasting systems?

In this lecture and discussion-based course, we will examine major developments in art history that are categorized under the category of modernism or modern art. Each week this semester, we will orient developments of modern art in time (chronologically) and space (geographically, regionally) as well as their social, political, and cultural contexts. We will prioritize the point of view of the artist and explore how and why they produced these distinct artistic ideas and objects during the 19th and 20th centuries. We will first examine how the ethos of ‘modern’ appears through art, and then pivot to major artistic movements of the first half of the 20th century that respond to and influence representations of industry, technology, nationalism, spirituality, and rebellion: Impressionism, Fauvism, Cubism, Futurism, Dada, Surrealism, European Expressionism, Abstract Expressionism, CoBrA, Spatialism, and Nouveau Réalisme. Assigned readings, homework assignments (to be completed on Dropbox), and scaffolded writing assignments throughout the course, encourage students to think about the ways that artists from these movements take on new, unexpected, and ‘modern’ directions in their artwork.

A collection of videos covering: Accessing Databases by Subject, Title, Introduction to OneSearch, Company Research, searching Business Source Complete, MedlinePlus, Gale eBooks, and CINAHL

Can business be ethical? Should business decisions be guided by ethical considerations? If so, what kind of moral principles should inform ethical standards for business? We will attempt to answer these and other questions
pertaining to the conduct of individuals and groups involved in commerce.

Standard methods of solving ordinary differential equations; geometric interpretations; problems in physics leading to ordinary and partial differential equations; elementary techniques for partial differential equations and separation of variables; Fourier series.

Survey and theoretical foundations in Puerto Rican and Latin@ studies. Case study on Puerto Rico. Pertinent themes in Puerto Rican and Latin@ history, culture, literature, contemporary society, and politics. Impact of the United States’ economic policies on Puerto Rico and the causes of Puerto Rican and Latin@ migration to New York City and urban centers. Satisfies Pathways Flexible Core U.S. Experience in its Diversity requirement.

This course is a critical and broad study of the social, cultural, and community factors that contribute to the psychological, sociocultural, educational and holistic well-being, mental health, and resiliency in LGBTQ youth, from childhood to emerging adulthood. Consideration of special challenges, risk and protective factors, and coping resources relevant to this population in education and community contexts. The course is interdisciplinary in that it pulls from fields of child development, education, sociology, and psychology, and draws from the frameworks of critical race theory and queer studies. The course is designed to provide a balance of structure and flexibility, providing a number of opportunities for students to choose both individual content focus and timing.

An applied calculus course aimed primarily at economics, business and finance students. Detailed study of functions and their properties (linear, polynomial, exponential, and logarithmic), with applications to economics, business and finance. Basic regression. An intuitive introduction to limits, the tangent line, and differentiation of algebraic and exponential functions. Strong emphasis on applications to business, economics, and finance.

This course concerns itself with absurdism, which introduces irrationality into a seemingly rational universe, and surrealism, absurdism’s softer counterpart, which introduces elements of the human subconscious/dreams into a seemingly rational universe. Both of these movements evoke feelings of loneliness and terror, but there
is also room in them for comedy, satire, surprise, and delight. We will look at a range of works, from articles to novels to plays to movies to sketch shows and analyze how and why they use absurdism/surrealism, and what the result is. We will interrogate who “gets” to be absurd/surreal, and engage with the intersection of absurdism/surrealism, gender, and race. You will critically engage with the material to write two short responses and a longer research paper, in which you will advance unique, original ideas based on the material we read.

Explore the biological underpinnings of fundamental public health concerns such as infectious disease, response to environmental contaminants and the impact of behavior. Understand how biological and molecular factors need to be accommodated in public health policy and practice. Examine the impact of the political, ethical and legal issues that arise when confronting the biological basis of disease in populations.

Critical introduction to history, philosophy, services, forms of organization, and current issues. Overview of traditional and alternative approaches to school counseling in the context of the U.S. educational system. Personal, social, legal, ethical, and equity challenges of working in urban schools as school counselor.

Principles and methods of nutritional epidemiology. Analysis and interpretation of local, national, and global food and nutrition survey tools and data. Critical investigation of the population-level contribution of food and nutrition to racial and ethnic inequities in health and diet-related disease.

This OER helps faculty learn about Team-Based Learning (TBL). Ideally, groups of faculty will learn together to experience the team components, but like reading a book on TBL, faculty can certainly learn much about TBL methodology using an individual, asynchronous format. To maximize learning, users should go through the training modules in order, as each module builds on the one that came before it. And like students, faculty are encouraged to complete the preparatory readings and engage in the readiness assurance process to the extent permissible using the asynchronous, individual format. Included in this OER are online applications, resources, and sample activities and syllabi.

Planned program of supervised fieldwork in a setting similar to that in which the student expects to work and application of individual and group theory to individuals and groups in schools.

All levels of public education in the United States today have become the focus for often competing political, economic, social, and cultural visions of how and why we should educate the nation’s youth. This course offers students the opportunity to become knowledgeable about critical issues in American education and the controversies surrounding them, while considering the historical, political, sociological, and economic dimensions of each.

Clinical skills necessary for pupil personnel service providers to work effectively with multilingual and culturally diverse populations. This experience-based course will develop awareness of cultural, linguistic, and ethnic factors that influence and shape behavior and development. Personal history, literature, and films will be analyzed in the contexts of acculturation and identity. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and presentations.
Abdelaziz Elmadan

MATH *1011 Precalculus Mathematics
(Prior to Fall 2010, this course was known as MATH 2.9.
The information below might still reflect the old course numbers. Bracketed numbers, if any, are the old course numbers. Learn more...)

4 hours; 3 credits

Preparation for calculus. Trigonometry. The concept of function, including, linear and quadratic functions, composition of functions, polynomials and rational functions, exponential, logarithmic, trigonometric, and inverse trigonometric functions. Conic sections. Binomial theorem. Introduction to limit ideas. (Not open to students who are enrolled in or have completed Mathematics 1021, 1026, 1201, 1206, or any Mathematics course numbered over 2000.) STEM variant course - Satisfies Pathways Required Core Math and Quantitative Reasoning requirement.

Prerequisite: All students entering into Mathematics 1011 must have met one of the following conditions: Received a B- or higher in Mathematics 1006, achieved minimum scores on the COMPASS test of s1 = 70, s2 = 70, and s3 = 45; achieved a minimum score of 70 on the ACCUPLACER College-Level Math test; placement by departmental examination; or permission of the deputy chair.

MATH *1201 Calculus I
(Prior to Fall 2010, this course was known as MATH 3.3.
The information below might still reflect the old course numbers. Bracketed numbers, if any, are the old course numbers. Learn more...)

4 hours; 4 credits

Mathematics 1201, 1206 and 2201 constitute a three-term sequence. Mathematics 1201 is an introduction to calculus: limits and continuity; derivatives and integrals of algebraic, exponential, logarithmic, and trigonometric functions of one variable; methods of numerical approximation, and applications of the derivative to mathematics, physics, engineering, biology, chemistry, and other fields. STEM variant course - Satisfies Pathways Required Core Math and Quantitative Reasoning requirement.

Prerequisite: All students entering into Mathematics 1201 must have met one of the following conditions: earned a grade of C- or higher in Mathematics 1011, 1012 or 1026; achieved minimum scores on the COMPASS test of s1 = 70, s2 = 70, s3 = 70, and s5 = 70; achieved a minimum score of 105 on the ACCUPLACER College-Level Math test; or obtained departmental permission.

COURSE DESCRIPTION

This course will cover hydrology and hydrogeology, the presence and movement of water both above ground and underground. The course will emphasize concepts, numerical calculations and problem solving skills. Case studies and fieldwork will be used to promote real world understanding of the subjects covered. Specific topics will include:

The hydrologic cycle
Interactions of water, atmosphere, plants, and soils
Surface flow
Groundwater storage and supply
Groundwater flow
Groundwater contamination

COURSE OBJECTIVES

Students will be able to explain and calculate major fluxes of the hydrologic cycle
Manipulate and analyze basic hydrologic data
Relate soil and site characteristics to the distribution of groundwater
Discuss and quantitatively model how and why groundwater moves
Apply quantitative skills for evaluating groundwater resources and problems
Evaluate groundwater supplies in terms of both quantity and quality

This course will examine some of the key issues in the history of Zionism and the development of Israeli culture, politics, and society. In seeking to create a radical new society, Israelis have created a unique culture that blends traditional Jewish culture in its Middle Eastern, Western European and Eastern European forms. We will study major themes in Zionist and Israeli history and the development of Israeli literature, film, music, and popular culture, through a focus on the central questions that have both unified and divided Israeli society and politics.

Furthermore, the course intends to look into further important internal questions of Israeli Society, such as minorities, diversity of Israeli Society and historical integration of the various ethnical groups of Israeli Society.

We intend during the course to look also into historical processes within Israeli Society, including the socialist movement and the Kibbutzim, social welfare, social economic structures of Israel. A specific section shall be dedicated to the relations of the state of Israel and Jewish Diaspora.

History of Theater to 1642. This course examines the origins of theater practices around the world and the development of performance until the mid-Seventeenth Century. It covers oral, ritual, and shamanic performance in the ancient world; dramatic festivals in ancient Greece and Rome; religious and civic festivals in medieval Europe; theatrical traditions in Egypt and Japan; pre-Columbian performance in Latin America; Sanskrit drama in India; English, and Spanish drama during the Renaissance. It aims to decentralize the Western canon and provide a wider and more nuanced understanding of theater and performance practices around the world.

Course Description: What is the relationship between truth, science, and religion? Is truth-seeking research the task of science exclusively or can other areas of human inquiry, such as philosophy and religion, also pursue truth? Are there different senses of “truth”? Is philosophy a search for “truths”? What is the function of ordinary and logical/mathematical languages in finding such “truths”? What is the relationship between these “truths” and politics and democracy?

We will discuss these questions in light of three philosophical traditions from the twentieth-century: analytic, pragmatist, and continental (European). We’ll see that these traditions often ask similar questions but deploy different methods of inquiry. We’ll read philosophers such as A.J, Ayer, Charles Peirce, William James, Bertrand Russell, Martin Heidegger, Hannah Arendt, and John Dewey. Their ideas will help us to develop our own philosophical understanding of these questions.

Introduction to Earth’s climate system; natural and anthropogenic drivers of climate change; effects of climate change on earth’s atmosphere, ocean, cryosphere, and terrestrial environments; potential impacts of climate change; mitigation and adaptation strategies especially as applied to New York City.

For our education majors:

What makes a good teacher in a system that wasn’t designed to serve the students that you plan to serve? What makes a successful classroom in a system that wasn’t designed to serve the students that you plan to serve? In a system that was designed to prepare young people for jobs that no longer exist! In a system designed to oppress the very students you plan to serve! Why do some students get an ideal public education, and some get a deficient one in a country that stands for liberty and justice for all?

By exploring Critical Issues in Education, you can become aware of the value for knowing and honoring your students. Systems are designed to get the results they were intended to get. By understanding the “Critical Issues in US Education”, we start with the foundation, policies, intentions, and formulas by:

Being exposed to key strategies on how to work within a system that is inherently designed to not serve those who are ‘at-promise’;
Collaboratively teaching a lesson in which you explain the history of a Critical Issue in US Education and propose how you and your colleagues can address it as the teachers and professionals of tomorrow.
For our non-education majors:

We all have been educated in a system designed to get specific results, and I think we can all agree that as a society, we can do better. Have you ever sat in a class and wondered, why do they teach it like this? Why do I even have to learn this? Why can’t learning be more fun, engaging, and relevant to what’s important to me and my world? Well, this class is for you too! We will explore those topics and more! You are an integral part of the education system and your perspective and understanding of Critical Issues in US Education matter!

This course uses abstract representation (the production and interpretation of information using mathematical models such as formulas, graphs, tables, and schematics) and empirical analysis (the use of statistical inference, e.g., statistical modeling through sampling of populations or phenomena) to analyze data and draw statistically valid conclusions from that data.

You will find that Statistics is not like the traditional math courses you have taken previously. Statistics is a science – the science of obtaining and interpreting data and numbers. You should approach this course as you do a science course instead of a math course. Analyzing and interpreting data is a skill. We will look at three distinct areas of statistics: producing data, analyzing data, and making inferences from data. Even though we will study all three areas, the emphasis will be on data analysis and inferential statistics.

Course Description This course examines broader economic, intellectual, religious, political, and cultural forces that transformed Europe, Africa, Asia, the Middle East and the Americas, from before 1500 through the present. Central questions of this course shall include: (1) What is the modern world and how was it created? (2) How did different empires develop in distinct regions of the world and what are their connections to processes of modern phases of “globalization”? (3) How did (and do!) contacts between cultures irrevocably change them and shape the world as we know it today? Through examination of primary documents and secondary sources, we will also consider the roles of regional politics, philosophy, technology, war, religious (in)tolerance, and political instability in the precipitation of global events. We start our inquiry just before periods of religious and political change in Europe and contact between Europe, Africa, and Americas, and consider how demographic instability, transoceanic encounters, dynamics of economic and global imperialism, the industrial revolution, nationalism, decolonization, and globalization have created the world we inhabit today.

Second in a two-semester sequence. Expanded acquisition of phonetics and writing systems. Development of communicative skills and cultural awareness through extensive classroom interaction and a variety of multimedia materials. Designed to prepare students for Russian 1030. (Not open to heritage speakers.) Qualifies as a LOTE (Language Other Than English) course for Pathways College Option purposes.
Prerequisite: Russian 1010 or permission of the chairperson.

The course is designed to provide students with a general framework of reference for the principal categories of modem (post-eighteenth-century) Russian identities, with particular emphasis on the notions of empire and nationhood in their historical development. The course targets a vast spectrum of phenomena (from the discursive production of history, space and subjectivities, to the commodification of "Russianness") and artifacts that are drawn from a number of media, including but not limited to "high arts." Instead of offering a historical survey of constitutive processes observed through key "events," the course focuses on the major variables of Russian identity: institutions, actors, and culture, and samples their complex dynamics of Russian historical, cultural and everyday life that provide the structural backbone of all analysis.
With each text analyzed, we take the opportunity to explore the life of characters within societal norms presented at the tirne of writing vs. the prism of today. We will consider the deep humanism each author portrayed in the life of their respective characters, and the often-vivid portrayal of cruelty and indifference of people to each other.
Class is taught, materials provided and assignments are in English with best translation presented for analysis.

Principles and practices of computer and network security. Fundamental concepts and principles of computer security, basic cryptography, authentication and access control, Internet vulnerability (malware, DoS attacks, etc), intrusion detection systems, firewalls, software and operating system security, database security, web and wireless security, managerial and ethical issues in computer security. Lab and project activities such as the use of network probing for illustrative and diagnostic purposes; security tool choice, deployment and configuration; secure programming techniques.

This is an introductory creative writing class. There are two parts:

1. The reading. In order to write good, you need to read good!
We will read and analyze (mostly) contemporary, bold, explosive writing in five categories: essays on craft, short stories, novels, poetry, and plays. These writers’ works will help you understand how to play with conventions to create truly original pieces.

2. The writing. In which, you guessed it, you write! And also listen. And also share. And also support. And also rewrite.
Throughout the semester you will complete writing exercises and tap into your creative voice. You will write 3 creative assignments and present 1 of them to the class. You will also provide verbal and written feedback to classmates throughout the semester, and participate in class discussions.

This course is geared to increase the knowledge and awareness of prospective teachers about concepts and programs of bilingualism in the U.S. We will explore the history of bilingual education in the United States, policies, theories and practices. In addition, we will explore viewpoints on literacy for bilinguals or emergent bilinguals. We will also explore bilingual programs and the controversies and ideologies about bilingualism in the U.S. and the rest of the world.

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 is an introductory course exploring intersecting histories, ideas, and social, political and cultural structures in Latin America. We will focus on the workings of Latin American cultures as shaped by race, ethnicity, class, gender, sexuality, place, and religion. Throughout this course we will ask: Where is Latin America and what is Latin America? Over the semester, we will ask critical questions of a wide variety of materials: essays, television, poems, photographs, films, music, visual art, historical documents and legal texts. Students will be exposed to and experiment with a wide range of current interdisciplinary theoretical and methodological approaches with particular attention to research approaches to the study of race, ethnicity, gender, sexuality and other categories of difference.

This course is an introduction to the discipline of Sociology. At its most basic, sociology is the study of society and social life: how societies are organized, the social institutions, cultures, and norms that structure our social worlds and daily lives, and often interact with in a taken for granted fashion. Sociology encourages us to re-think “common sense,” and to see the familiar through new eyes as something strange and different. Together we will explore the social structures that provide the context for our lives, and critically examine the social institutions and systems of power that shape our worlds. In the process, we will develop what has been called “sociological imagination” or, more recently, “sociological curiosity,” a way of asking questions about the world around us that can lead to new insights and understands.

Societies are very complex, and so, unsurprisingly, sociology is a very broad discipline. It is not possible to cover all aspects of sociology in one course. We will focus on a few specific elements of sociology that provide a basis for understanding the discipline and enable you to think critically about the world around them: 1) sociological imagination and asking questions, 2) power and structural inequality, and 3) selected social institutions. Within each area of focus, we will explore key sociological perspectives and analysis, apply these perspectives to our lives and worlds, and develop the ability to think critically about power and the institutions that shape our lives.

- Brief prerequisite review: loops, methods, menu-driven programs, parallel arrays, array algorithms, file I/O
- Command line: basic Unix commands, command line arguments
- Objects and references: aliases, parameter passing, wrapper classes, auto-boxing and auto-unboxing, String, StringBuilder, BigInteger, BigDecimal
- Classes: instance variables and methods, constructors, encapsulation, static variables and methods, aggregation, UML diagrams, copying objects, enums
- Inheritance: superclasses and subclasses, overriding methods, constructor chaining, polymorphism, dynamic binding, the Object class and its toString and equals meth- ods, abstract classes
- ArraysLists
- Exceptions: try, catch, finally, throwing exceptions, declaring exceptions, exception types (checked vs. unchecked), polymorphism and dynamic binding with exceptions, stack trace, defining custom exception types, try-with-resources
- Interfaces: Comparable, Comparator, lambda expressions
- Collections: Collection, Iterable, Iterator, List, Set, Queue, Deque, Map
- Recursion: tracing recursive code, thinking recursively, mathematical functions, recur- sion involving Strings, recursion involving arrays, recursive helper methods
- If there’s extra time: JavaFX: basic components, event handling, CSS, MVC

This course aims to familiarize students with Puerto Rican and Latino Studies by providing an interdisciplinary survey of the field’s theoretical foundations. The course overviews the important historical, political and economic context that has created and influenced the Puerto Rican and Latinx diaspora in the United States. It explores central themes within the discipline, including immigration, identity, gender and sexuality, education, activism, poetry, and literature. The course analyzes the influence of Puerto Rican and Latinx communities on urban centers, popular culture and politics.

Puerto Rican, Latin@, and Caribbean children in New York City. Historical examination of bilingual policies and programming. Development of identity; knowledge and appreciation of heritage. Culturally relevant pedagogy. Multicultural education. Examination and evaluation of instructional materials and school policies. Prerequisite: English 1010 or permission of the chairperson.

Development and expansion of listening, reading, speaking and writing; comprehension, idiomatic expressions, and analysis. Varieties of the regional Spanish language, in such features as syntax, usage, structure, and pronunciation. Performance and diagnostic portfolio-based assessment. Includes preparation for New York State bilingual (Spanish-English) certification. This course is oriented towards language heritage and Latina/o/x/e/students who are preparing to work as professionals in Latine/x communities as teachers, lawyers, social workers, and other service professions. Some background and intermediate knowledge of the Spanish language is required. The course is strongly recommended for students in the Bilingual Teacher Education Program in the K-6 (Childhood) sequence.

Welcome to Engl 1012

“Consider how common illness is, how tremendous the spiritual change that it brings, how astonishing, when the lights of health go down, the undiscovered countries that are then disclosed…”

Virginia Woolf, “On Being Ill”

This course is centered around how we understand disease, illness and disability. How do writers conceptualize and articulate experiences of disease and/or disability, and what does this reveal about our culture, our bodies and ourselves? We will explore, interrogate and challenge what it means to be “healthy/sick,” a “doctor/patient,” “normal/abnormal” in a variety of texts across time, from nineteenth-century letters, to twentieth-century essays to contemporary graphic memoirs. I encourage you to consider how literary representations of the body intersect with historical, cultural and contemporary conceptions of medicine, science, race, religion, class, gender and/or sexuality.

In this course, you will be asked to sharpen your ability to question and analyze a text, to argue a legitimate claim thoughtfully, and to perform focused research. This class demands several hours of academic reading per week and a significant amount of formal and informal writing, both of which contribute to at least one-third of your final grade. The course is designed to challenge you so that you can not only improve with the mechanics of writing, but so that you push yourself to articulate your opinions with more specificity and complexity. Over this next semester, this class will help give you the tools you need to hone your reading, researching, analytical, and writing skills so that you may emerge a better and more confident writer and thinker than you were at the beginning of the semester. Most importantly, you will enhance your ability to write, think, and speak clearly by crafting a research-based project from which you will develop and defend your own argument about a topic that interests you.

This course focuses on children and families in situations of political, social, cultural, familial environmental crises, as well as crises of legitimacy, or the ways institutions fail the people they could serve. The course material will focus mainly on children in New York City, although students are welcome to bring in materials on domestic and international crises faced by children across the globe. Through debate and discussion, students will problematize and explore how we define “crisis,” “risk,” and “resiliency” in a variety of contexts. Students will have the opportunity to explore topics of their choosing and influence course material throughout the semester. From acute familial traumas to systemic violence, this course will encourage students to think critically about the various institutions that impact children.

Course Description: A seminal work of Medieval literature, Chaucer’s Canterbury Tales has attracted a wide range of praise and critiques over the centuries for its presentation of love and sex. From mind-bendingly dutiful wives to loose and lusty wenches, the varied tales that comprise this classic of English Literature often intimately tie its conceptions of femininity and masculinity into sexuality in the most ribald of ways. Be it barely concealed extramarital affairs occurring in trees or accidental analingus out a window, Chaucer’s taste for the provocative often places his characters in the most #problematic of places. This duality of The Canterbury Tales – being often humorous and horrifying at the same time – deeply troubles and complicates our understanding of consent, sexual violence, and gender in the medieval world, presenting a vision of the Middle Ages that is both impossibly foreign and eerily prescient to our contemporary moment. In this course, we’ll dive into the controversies and debates surrounding Chaucer, and attempt to unravel the enigmatic visions of sex, gender, and love presented by the wide cast of characters. Along the way, you will learn to read Middle English, get hands-on practice working with digital manuscripts and archives, and develop a greater appreciation for these queer resonances across time that emerge from Chaucer’s magnum opus. This course will meet in person.

This course introduces the core concepts and principles of quantitative analysis and reasoning; students will learn how to think with and about numbers and what they can tell us about society. Sociologists often use quantitative data to test and revise theories, and a solid grounding in statistics is essential to participating in the discipline, even for sociologists whose own work uses qualitative methods. In addition, in our current “information age,” a basic understanding of statistical reasoning and analyses is vital to critically digest the daily news and engage with the data aspects of public policy debates.

In this class, we will focus on the analysis and interpretation of quantitative data, which includes learning key mathematical formulas. Students will learn concepts and analytic techniques through lecture and discussion, then apply them through hands on analysis and interpretation during lab sessions and homework assignments. We will examine how quantitative research questions are developed in Sociology, and critically read journal articles to learn how statistical arguments are used to answer research questions. Students will work together to apply analytic techniques to actual data, and learn how to ask research questions that use quantitative methods. The goal is a better understanding of the uses and analysis of quantitative data in social research.

Appreciate the many ways in which the geosciences play critical roles in society, as well as your individual lives.

What is “The Environment”? How do people come to understand, interact with, and study their environments, particularly in cities? What tools of science can be used to quantitatively and qualitatively observe and describe ongoing dynamics and changes in environmental systems? How can these scientific tools be used to assess and ultimately steward environments? This course will introduce students to the following big ideas: a) systems science: understanding the Earth and its various environments as interacting systems of the geosphere, hydrosphere, atmosphere, pedosphere, and biosphere (which includes the anthroposphere – humanity); b) critical thinking: synthesizing and evaluating data, as well as attention to power in systems; and c) hands-on and applied knowledge: field and lab-based analytical methods and communication.

What does it mean to create a new ‘home away from home’? This course explores the context of Caribbean migration focusing on the complex history and lived experiences of immigrants from places like Trinidad and Tobago, the Dominican Republic, Haiti, and others who settle in urban areas in the United States and other national settings. Our exploration of the political, social, and economic issues that these immigrants encounter and their efforts to create a new home, will be enhanced by using problem-based and place-based approaches as well as qualitative and quantitative analyses. Towards that end, we will embark on an interdisciplinary adventure while discussing a myriad of key concepts such as assimilation, culture, identity, diaspora, ‘crimmigration’ and transnationalism.

Final project in which students create and annotate a playlist of twenty songs, either representing at least two migrant groups studied in class, or representing one or two communities not studied in class. Given to students near the end of the semester – they have about ten days to complete it.

Syllabus & course schedule for MUSC 3101: Music in Global America. Course serves as introduction to contemporary ethnomusicology & anthropological literature, for non-music majors. ZTC class – readings largely composed of articles from various sources, distributed to students by professor.

Objectives, variations, and clinical practice in collaborative, co-teaching methodologies and curriculum development, evaluation, regulatory compliance, and application of early interventions to teaching diverse student populations, with an emphasis on English Language Learners and students with special needs, including the gifted. Planning content area curriculum and assessments that are differentiated and accessible to students with a wide range of abilities. Continuation of portfolio development. Field experience (20 hours) in special education and/or inclusive classrooms required.

“This course serves as an introduction to the study of music from an ethnomusicological perspective and as a survey of several music cultures outside of the Euro-American art-music tradition. We will begin with a short overview of ethnomusicology as a discipline, and then continue on to readings on selected music-cultures. Readings will include excerpts from monographs, edited volumes, and academic journal articles on particular musical cultures to discuss specific genres or topics as they relate to music practice and performance. This course will address both musical styles, sounds, instruments, etc., as well as how music relates to other social issues and processes, such as gender, nationalism, pedagogy, and resistance. Through readings and assignments, this class will also emphasize the importance of fieldwork methodology in the discipline of ethnomusicology.”

Syllabus includes description of an independent research project (midterm and final) consisting of fieldwork, musical transcription, annotated bibliography, and a final paper.

“This course will focus on the transnational nature of American vernacular music. We will explore the diaspora of folk and popular music traditions of the U.S. to (and from) Africa, Europe, Latin America, the Caribbean, Asia, and the Arabic World. We will analyze genres of music in terms of aesthetic characteristics, as well as in historical and social contexts, including complex social processes such as colonization, immigration, and globalization. Class discussions will center on music-making in community life and identity formation, and the survival, transformation, and hybridization of musical practices in diverse U.S. communities. Finally, this course will discuss the spread of those U.S. styles with local music cultures around the world, driven by mass media and the internet.

Music in Global America will draw on a growing body of contemporary ethnomusicology and anthropological literature. Through readings, listening, writing, and discussion, this class invites students to think critically about the politics of performance, pose questions, and problematize global musical and cultural flows. This global perspective reorients our thinking about the nature of “American” music by focusing on the complex flow of diverse musical practices into and out of the U.S. Finally, I invite students to engage in the material as it might reflect on their own musical experiences and the transnational nature of the US through the lens of music.”

Online, synchronous version of Music Theory 1, Eighteenth Century Studies. Textbook: Kostka and Payne, Tonal Harmony, 8th ed.

“Exploration of music of the Baroque and Classic eras through analysis of relevant works and compositional exercises. Topics include part-writing using triads and seventh chords, non-chord tones, and secondary dominants and modulations using common chords. Contrapuntal forms such as the chorale prelude, two-part invention, and fugue will also be examined.”

Online, synchronous. This syllabus is for Theory 2 at Brooklyn College, which only has three semesters of basic theory. It would probably align more closely with content of Theory 3 at most other schools. Textbook: Kostka and Payne, Tonal Harmony, 8th ed.

“Exploration of music of the Romantic era through analysis of relevant works and compositional exercises. Topics include advanced modulations, mode mixture, Neapolitan and augmented-sixth chords, common-tone diminished chords, and extended tonality.”

Students engage in-depth with a new or previously discussed musical topic by conducting research and recording an “audio-documentary” podcast on it. Students may complete this assignment individually or in small groups. Includes suggested free audio editing programs.

Written assessment in which students critically interpret an audio documentary on Puerto Rican New Yorkers, invoking two related scholarly writings on the topic. Touches on course themes of diasporic music-making and cultural production in the US, in relation to identity negotiation and construction of meaning. Includes instructions on how to access the audio documentary.

Two-page concert report. Students asked to attend a musical event of their choice (live or virtual) and then analyze it by applying the “music-culture model” from their textbook. Includes list of key elements to be addressed in the report.

Science activities, demonstrations, and experiments useful in early childhood and elementary education. Emphasis on laboratory experiences using nontoxic and familiar objects and materials.

This is a one-minute oral comment assignment to motivate students to engage with the weekly readings and discuss them with the class, encouraging participation. Includes rubric.

Methods of teaching basic science concepts and processes to children. Focus on promoting scientific curiosity and developing literacy through inquiry and active learning needed for science explorations. Methods of teaching science to all students, including English Language Learners and Students With Disabilities. Application of course content in field sites with emphasis on developing reflective practice. Continuation of portfolio development. Taught in coordination with General Science 20/GSCI 3050.

Examination of the evolution, principles, methods and theories of public health. Critical analysis of public health issues, programs, institutions and professionals. Investigation of public health ethics, law and policy.

Basic health concepts. Personal responsibility for health maintenance and improvement for individuals, families, and communities

This site was developed as an open educational resource (OER) for the CUNY / Brooklyn College course, ARTD 3105 The Development of the Silk Road, taught by Professors Jennifer L. Ball and Shuming Lu.

COURSE DESCRIPTION: Introduction to Earth science; NYC-focused, thematic examples of interaction between Earth’s spheres, including plate tectonics; deep time; Earth materials and processes as resources and hazards; human interactions with the Earth system.

COURSE OBJECTIVES: Students mastering the material of this class will be able to do the following: (1) understand and define terminology commonly used in earth science; (2) briefly summarize and describe Earth’s systems; (3) students will be able to list and understand interactions among Earth’s systems(4) students will be able to read, critically evaluate presented information and data using scientific principles and concepts, synthesize popular media reports/articles discussing earth science, and verbally discuss and defend their positions on scientific issues; and (5) apply learned information to postulated earth science scenarios to predict potential outcomes.

The nineteenth century was an era marked by unprecedented change, from the expansion of Britain’s empire, to the move from a rural to industrial economy, to developments in science, transportation and technology, to anxieties of class, gender, race, religion and marriage. It was also the era that saw the blossoming of the novel as an art form. In this course, we are going to ask the question: what motivated the rise of the nineteenth-century English novel, and its various genres? Why did Victorians love reading novels?

We are also going to consider the desires of the fictional bodies that populate the Victorian novel. What do the characters of these novels want – be it love, marriage, money, status, revenge, beauty, or power – and why? Which bodies are allowed to desire and how do these desires conform to, question or challenge Victorian beliefs and ideals? What are the consequences of these loves and desires, realized or unrealized? We will pay particular attention to raced, gendered and classed bodies – and bodies deemed mad, bad or dangerous – whose desires violate Victorian expectations and perhaps our own.

I also invite you to draw on the lived experience of your own bodies as you read. We are not living in the world of the Victorians, but we do live with its long history and our own complex desires and relationships as human beings. What do these texts push us to grapple with in our present moment? What do they leave us wanting?

Course Description:

This is an intensive introductory course into the Russian language and culture. The course aims to provide students with methods and materials that will enable them to use the language, develop their communication skills, and to familiarize them with various aspects of the Russian culture. Students will use differ types of authentic on-line and cultural materials to reach these goals.

Learning Objectives:

The goals for the first year language program include development of the following: mastery of the alphabet, basic vocabulary and of the forms and syntax essential for reading and oral comprehension. Elementary writing skills are taught at this stage as well. In addition, the program introduces the students to some elements of Russian literature, culture, and history. Furthermore, students are taught vocabulary, forms, and syntax through the limited introduction of original texts.

An exploration of the major features of contemporary Russian society and the Russian speaking parts of the
world, which arose due to the expansion of the Soviet state, from 1917 to the present, with particular attention
to developing an understanding of the concepts of cultural identity and difference within the changing European
and Central Asian context. Discussions and frequent writing assignments using a variety of approaches and
supplementary materials from the Russian print, broadcast, and electronic media. Field trips to museums and
cultural events. May be taken concurrently with Russian 2018 [4.8] or 2024. Qualifies as a LOTE (Language
Other Than English) course for Pathways College Option purposes.

A three-semester introductory sequence for beginners. Emphasis on basic social functions, simple conversation, readings, and writing. Introduction to the cultures where Portuguese is spoken.

Prerequisites: Open only to students with no prior experience with the language. All other students must take the Brooklyn College language placement test.

This course is centered on the literary production of the Spanish-speaking Caribbean since the early twentieth century to the present. The course is not open to students who have completed Spanish 49 or 59.1 topic “Caribbean Literature in Spanish.” The course qualifies as a LOTE (Language Other Than English) course for Pathways College Option purposes.

Which is worse: having a family, or not having a family? When Shakespeare’s powerful male protagonists fret over their legacies, they worry about children dying, disappearing, or disappointing them, or the corollary problem of not having children in the first place. Many of the plays feature bitter family disputes, and many feature terrible losses; some also feature mysterious reappearances, reunions, and reconciliations. This class will explore how questions of success, succession, heredity, and inheritance shape parent-child relations in Shakespeare’s plays.

All levels of public education in the United States today have become the focus for often competing political, economic, social and cultural visions of how and why we should educate the nation’s youth. This course offers students the opportunity to become knowledgeable about critical issues in American education and the controversies surrounding them, while considering the historical, political, sociological and economic dimensions of each. Among the issues the course will address are a) the purpose of public education in a democracy; b) the private/public split in education, with a focus on home schooling, charters, parochial, and private K-20 schools; c) who determines the school curriculum; d) mayoral control, the value of high-stakes testing, and outcomes based approaches to education; e) the way public K-20 public schools are funded; f) technology’s impact on education with a focus on online education; g) the role of unions and tenure in schools and in the teaching profession; h) the challenge to public schools of poverty, diversity, and equity and i) sexuality, gender and sex education. Starting Spring 2018 Satisfies Pathways Flexible Core US Experience in Its Diversity requirement.

What does research by composition scholars teach us about the writing process? And how can we apply those findings to our own individual writing processes? In this class, we will work to dispel “bad ideas about writing”; learn about how genre, multilingualism, and digital media influence rhetoric; and put theory into practice by analyzing what we do when we write and revise.

We will be guided by the concept that writing is a social process. This course will therefore emphasize in-person class discussion, asynchronous social annotation, and peer review. By entering this class, you will become a fellow learner and writer and also a scholar of writing studies. As you get familiarized with major topics in writing studies, you will both enter those conversations and apply what you learn from the research to your own writing process. This will all come together in a final portfolio of your writing projects from the semester.

I am committed to fostering a learning environment that is safe, inclusive, and intellectually challenging for all students, regardless of race, ethnicity, gender identity, sexual orientation, immigration status, disability, religion, or any other identity categories. As an educator, I aim to create a learning environment that respects and affirms the diversity of students’ experiences and perspectives.

The theme of this course is “Gender and Genre.” Central questions to our discussion will be: what
are genre and gender? How does experience in one field impact utilization of the other? How does
existing outside conventional Eurocentric binaries of gender shape how creators experiment and
push against literary conventions? When are boundaries useful, and what do we accomplish by
crossing or setting up existence outside of them? What are the speculative horizons of both genre
and gender? What are queer, subaltern, non-traditional art forms and how can we engage with them
critically? Can we impose non-culturally dominant readings onto texts produced by those allied with
culturally dominant institutions?
We will read novellas, poetry, TTRPG’s, interactive online fiction, and queer theory. We will also
watch movies and little internet videos, play a game, possibly engage in creative writing, and learn
how to make an argument using the conventions of an academic (7-10pg) literary essay

In-depth study of tools and techniques for designing dynamic and interactive multimedia systems for use in live performance situations. Emphasis will be on student creation of custom computer software to realize interactive projects. Video, audio, three-dimensional computer images, and alternative computer-human interfaces will be addressed. Extensive instruction in graphical computer programming; no experience required.

Knowledge of education theories, health behaviors, human and group dynamics, and public policy in dietetics. Application of the principles of nutrition as they relate to the problems of different community groups at the local, national, and international level using nutritional assessment, program planning, education, and program evaluation techniques. Introduction to the public health approach to nutrition. Supervised field observations to study nutrition services in varied communities.

Design and implementation of operating systems for large computers. Multiprogramming, multiprocessing, time sharing. Resource allocation and scheduling. Communications, conversational computing, computer networks. Memory protection, interrupts, segmentation, paging, and virtual memories.

“Eating and food provide some of the most basic ways in which humans define themselves. A cross-cultural consideration of nutrition, food production and food as social practice will help to define the place of food and eating in basic human practice.” (Brooklyn College Course Catalog, 2022)

Food is an essential component for the survival of any living organism. Such as the case with humans, that in order to live, they need to eat. Food gives us an opportunity to see the similarities and differences among cultural groups, one group’s delicacies are another’s taboos. Why is food inherently part of culture? This is one of the main questions we will attempt to respond to in this course. Food is part of an economic system, but also part of a political and symbolic imaginary. In this course, we will cover an array of topics that include: food production, exchange, and consumption; power, politics, migration, labor, race, gender, space, language, nutrition, and eating. This experience will give us an opportunity to see how intrinsic food and eating are, not only for the survival of our species, but as part of culture and society.

In this course, we will focus on a survey of topics that will help us hone the discussion on cultural production, manifestations, and contestations. The course will provide an interdisciplinary perspective grounded in Anthropology, but also including materials from other fields in the social sciences, such as History, and Cultural Studies. The course will also introduce students to the four-field approach in Anthropology (Cultural Anthropology, Biological Anthropology, Archaeology, and Linguistics). The geographical region that will be covered in this class will be South America. This will provide students with a context to discuss topics that include culture, race, and ethnicity, connecting it to the main arguments around cultural difference, identity, political economy, political economy, health, food, environment, language, politics, gender, sports, and religion.

Basic health concepts. Personal responsibility for health maintenance and improvement for individuals, families, and communities.

A comprehensive, multideterministic perspective of health disparities in the United States. The multiple factors that interact to produce health disparities within populations including access, utilization, and quality of health care services, biological/genetic factors, culture/ethnicity and their impact on health status, environmental and occupational factors that affect health status, lifestyle factors, psychological factors, sociodemographic factors, and socioeconomic status. The student will develop skills necessary to critically review health disparity research,

The English language, like the United States, and like Brooklyn in particular, is a crazy quilt of countless languages and cultures. This course will explore the development of English from its earliest forms to the present day, with an emphasis on the cultural encounters that have kept it in a constant state of mobility and expansion. We will examine the language’s Anglo-Saxon beginnings and its early evolution in response to encounters with French, Latin, and Greek; explore some of the far-flung shores where England’s colonial and imperial ventures brought the language, and see what they brought it in return. We will consider the distinctive status of American English, the question of when and how neologisms and slang terms become official components of the language, and the status of English as a global phenomenon, alongside the phenomenon of mixed linguistic forms such as Spanglish, Franglais, Danglish, Singlish, Hinglish, Tanglish, and Globish. Students’ experiences with, and perspectives on, alternate forms of English will be welcomed into discussions.

Ever produced and starred in a memorable story? You can now. In the Senior Research Seminar, you create a story from the ground up. Choose the name. Select characters. Settle on a log. Furthermore, dictate the timing and sequence of events and the ending.

The primary assessment in the course is a Research project whereby candidates create data by designing and implementing classroom research following established research procedures: (a) identifying a focus area and research question(s); (b) review of relevant literature; (c) collecting data; (d) data analysis and interpretation; and (e) limitations of study; (f) as well as an action plan of what you would do differently in view of emerging insights. The project will be reported in class both as a work in progress and as a final product to a community of scholars.

How do we achieve this end? First, collaborating in a task allows you to envision, explore and organize ideas as well as select highlights to make your case. Second, class readings offer context for scholarly discussions on both the process and product of such a task. Third, discussion forums are key to testing prior knowledge against views from classmates and experts on historical and contemporary education issues. Finally, class discussions help us compare emerging insights alongside classmates to contextualize and take a position on select topics.

A capstone seminar in the craft of creative writing, geared toward advanced writers of fiction, poetry, and plays. There will be a focus on both experimentation and the development of a personal style through writing exercises and workshops. Readings and individual conferences will also be incorporated. Topics for discussion include: voice, monologue, point of view, dialogue, subtext, escalation, juxtaposition, tension, imagery, form, innovation, mood, creativity, writing practices, revision, publishing, the writer’s life, and how different genres can instruct and influence each other. The fourth online hour will consist of weekly Blackboard blog posts in which we will discuss the readings and themes of the course in greater depth. Throughout the semester, you will explore your voice and expand your craft. The emphasis is on process more than product. You will be encouraged to step out of your comfort zone and take on new challenges.

Guidelines for independent and group Computer Science projects and internships for college credit at the department of Computer & Information Science at Brooklyn College

Amanda Wolcott Paskey and AnnMarie Beasley Cisneros, Digging into Archaeology A Brief OER Introduction to Archaeology with Activities. Interactive textbook at CUNY Manifold. Originally Available for pdf download from University of Minnesota Open Textbooks at https://open.umn.edu/opentextbooks/textbooks/941.

How do we know what we believe to know about the past? This class will dive into this question by introducing students to archaeology, a sub-discipline of anthropology that explores the human past through materiality. An overview of archaeological method and theory and current approaches to the practice. Topics will include history of the discipline, how societies were organized, subsistence patterns, technology and trade, and analytical approaches. In addition, the course will explore some of the present issues within the field of archaeology. Class will use lectures, class discussions, reading materials, visual media, and guest lectures to explore the topics discussed above.

The course offers an introduction to the philosophy, sociology, culture, and history of educating all children and adolescents. Development of children and adolescents in different cultures within American society in relation to existing value systems, with emphasis on the way biological and psychological factors are interpreted in accordance with prevailing values. Focus on relationship between theory and practice. Opportunities through class discussions, portfolio preparation, and field experience for reflection on oneself as teacher, interactions between school and community, teachers’ roles, and issues of diversity and social justice.

This course is an introduction to female educators and their contribution to our understanding of curriculum, pedagogy, and schooling.
Prerequisite: Women's and Gender Studies 1001 [12], and Core Curriculum 1230 [2.3].
3 hours; 3 credits

An interdisciplinary introduction to the study of women. From the first and second waves of feminism to
grrl power's cyberactivism and empowerment through femininity. Material and social constructions of sex
and gender. Power and dynamics, which drive and structure women's lives. Expressions and
representations of women's experiences. Starting fall 2018 satisfies Pathways Flexible Core US
Experience in Its Diversity requirement.

Religion is foundational to social life; it organizes and frames all aspects of society and of our lives
as social beings. In 21st century Western societies, it has become a normative assumption that
religion is individualized and privatized, making its institutionalized reality and the structural power
it embodies almost invisible in daily life. Yet, globally, we are also experiencing a “resurgence” of
religion in the public sphere. In this course then, we will explore these realities in the sociological
study of religion by attempting to ask the following questions: what is “religion” and how did this
category come to be? Whether the public-private binaries and the religion-secular binaries are rigid
and/or fluid and whether these binary paradigms miss recognizing and seeing the diverse ways in
which religion lives in social life? How are our understandings of religion framed by historical
contexts and processes of colonialism, racism, patriarchy, immigration, among others, and how do
these produce hegemonic narratives about religion resulting in the centering of certain religions in
our sociological imaginations and marginalizing others? How is religion fundamentally a system of
power? We will attempt to answer these questions by embracing an inclusive perspective in the
study of religion centered on five key themes: (1) understanding what “religion” is; (2)
(re)orienting sociological perspectives on religion as intersectional, gendered and embodied, lived
and transnational; (3) religion as system(s) of power and authority; (4) religious lives and
experiences; (5) religion and the possibility for social change. In this course, then, to paraphrase
James Spickard (2017), I am not asking us to throw out our old ideas about religion; “I merely want
[us] to realize that religion is more complex than [we] ever imagine” (p. 22)
Course Objectives:
1. Develop the intellectual and analytical tools necessary to sociologically understand religion
as a diverse and complex social reality, institution, experience, and system of power.
2. Develop sociological curiosity and reflexivity about the salience of religion in social and
personal lives and the mutuality of both.
3. Strengthen critical thinking and analytical skills by reading and writing critically and
integrating ideas and concepts from the course material (lectures, readings, videos,
discussions, and facilitations).
4. Gain experience in doing preliminary secondary research and exploratory primary research
on a topic in religion and successfully write and orally present on the same.

Course Topics: Elementary set theory, functions, relations, and Boolean algebra. Switching circuits, gating networks. Definition and analysis of algorithms. Applications of graph theory to computer science. Related algorithms. Introduction to combinatorial computing and counting arguments. Introduction to error analysis.

This course introduces students to the discipline of sociology. What is sociology? Why is it important? Over the course of the semester students will develop what C. W Mills called a “sociological imagination” that will allow them to see how individuals are shaped by social structures and institutions, and in turn how we as individuals recreate those institutions. We will discuss theoretical and methodological approaches, becoming aware of how sociologists make sense of this complex social world.

The first in a three-semester introductory sequence for beginners. Emphasis on basic social functions, simple conversation, readings, and writing. Introduction to the cultures where Portuguese is spoken.

By the end of this course students will be able to:

Talk about home duties and and leisure from their everyday life.
Distinguish and conjugate verbs estar and
Conjugate verbs in present tense.
Talk about actions that occur in near future.
Describe objects and actions from their university.
Describe and talk about their families.
Get in touch with contemporary music, films and literature from different Portuguese speaking countries.

This course will provide an introduction to the most important theoretical systems of psychotherapy and their technical applications for the treatment of individuals with a variety of psychological problems (calling for modification of behaviors, cognitions, and/or emotions).

By the end of this class, students will be to:

Name 3 schools of thought in psychotherapy
Identify internal obstacles to psychotherapy from the therapist’s and patient’s sides
Cite the 3 important changes or movements in the history of psychotherapy
Cite the main elements of the methods in individual, couple, and family therapy
Utilize the appropriate vocabulary linked with the field of psychotherapy.

In this course, we will focus on a survey of topics that will help us hone the discussion on cultural production, manifestations, and contestations. The course will provide an interdisciplinary perspective grounded in Anthropology, but also including materials from other fields in the social sciences, such as History, and Cultural Studies. The course will also introduce students to the four-field approach in Anthropology (Cultural Anthropology, Biological Anthropology, Archaeology, and Linguistics). The geographical regions that will be covered in this class will be Latin America and the Caribbean (including its diasporas) and the United States of America. This will provide students with a context to discuss topics that include culture, race and ethnicity, connecting it to the main arguments around cultural difference, identity, political economy, health, food, environment, language, politics, gender, sports, and religion.

This course will introduce you to the various elements of the theatre with particular attention to the following inquiries: What is theatre? How is it created? What are the various occupations in the theatre? What is the position of theatre in society? How are theatre and history interconnected? My goal for this course is to give you the means to discuss theatrical experiences (either as theatre makers or spectators) as well as a great variety of theatrical traditions and provide a basis for your future endeavors with this art form. This will be based on lectures, readings, in-class discussions, and seeing theatrical productions.

What do we mean by “modernity” or the “modern world”? In this course, we will define modernity by examining global changes in politics, economy, culture, and society since 1500. We will approach these changes with a particular focus on the themes of capitalist development, imperialism, race, gender, and class. In doing so, we will engage with and challenge Eurocentric notions of modernity, and consider alternative ways of understanding global history.