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 recreate those institutions. We will discuss theoretical and methodological approaches, becoming aware of how sociologists make sense of this complex social world.

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.

Students will gain a basic understanding of the broad discipline of philosophy. Students will develop their ability to write and verbally communicate their ideas; in general, they will be able to formulate an argument in support of or in opposition to a claim, and specifically, they will be able to formulate an argument in relation to key philosophical questions with regard to the issues examined in the course.

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.

This open educational resource / zero-cost textbook (OER/ZTC) course site was created as part of the CUNY and SUNY 2017-19 Open Educational Resources Initiatives.

Course Description: What does it mean to lose or risk losing your language? What is the value of language, to speakers, to experts like anthropologists, to humanity more broadly? This course explores answers to these questions through thinking about language as a cultural practice and object, a political activity and topic, and something that is deeply entwined with speakers’ senses of self. We will consider case studies from the US immigrant experience as well as cases of language endangerment and loss around the globe. To analyze these issues more immediately, you will do a research project about a multilingual community to which they have access. You will collect online and/or offline evidence to tell a story about the ways multilingual practices shape relationships, life trajectories, collective histories, and material and symbolic spaces in a community.

Resource URL: https://anth3360.commons.gc.cuny.edu/syllabus/

LatinXs within the penal system; mass incarceration and reform; racial profiling; juvenile justice; drug criminalization; legal representation; immigration policy; human and civil rights struggles and organized movements; political activism and repression, including Puerto Rican nationalists;”gang” formation; globalization and labor formation after 1970’s shift in global capital; school-to prison pipeline; urban displacement.

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

Introduction to Calculus flipped classroom. In a “flipped classroom” students watch online video lectures, demonstrations, and explanations of assignments before class. (All videos are closed captioned). Class time is spent doing what is traditionally called “homework." The teacher in a flipped classroom is able to spend time working one-to-one with students, clarify assignments, and offer help as needed. Classmates can work together on in-class assignments, engage in discussions, or collaborate on projects. A major benefit is that teachers spend more time working directly with students instead of lecturing to them.

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.

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.

Problem solving and applications of mathematical thinking in the real world and in the ideal world of mathematics. Elementary number theory, probability, geometry, and their applications. Number systems and the sizes of various infinite sets. Additional topics chosen from: elementary topology, discrete mathematics, chaos and fractals, probability. Satisfies Pathways Required Core Math and Quantitative Reasoning requirement.

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.

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.

All in all, this course equips students to develop globally-engaged perspectives on musical cultures and to reflect critically on music’s relation to society for them to engage with sound and society in ethical ways.

Doug Cohen's Music 1300 is a site for students of Music Appreciation, both at Brooklyn College and around the world. We feature open access web resources, and resources available to the CUNY community. We are committed to the use of Open Education Resources (OER). Click on the tabs and dropdown menus to navigate to the lower level pages.

User-friendly Geographic Information Systems (GIS) is the common thread of this collection of presentations, and activities with full lesson plans. The first section of the site contains an overview of cartography, the art of creating maps, and then looks at historical mapping platforms like Hypercities and Donald Rumsey Historical Mapping Project. In the next section Google Earth Desktop Pro is introduced, with lessons and activities on the basics of GE such as pins, paths, and kml files, as well as a more complex activity on "georeferencing" an historic map over Google Earth imagery. The final section deals with ARCGIS Online and StoryMaps with tutorials, basic exercises on pins, paths, and CSV import, and a lesson plan for creating a research project presentation on an historic building in StoryMaps. In addition to an xml file that has been uploaded here to Academic Works, the module is also a live website at https://libguides.brooklyn.cuny.edu/cs-x. The site was created with Libguides software, and is a Community Libguide that can be reused and imported into other LibGuides sites. The website also contains links to two live StoryMaps, one on an Introduction to ARCGIS StoryMaps (https://arcg.is/1SX1zH), and the second, a model assignment on the history of the Fairway building in Red Hook, Brooklyn (https://arcg.is/1nbHP).

Real Numbers, Sets and Intervals, Absolute Value, Exponents and Radicals, Algebraic Expressions, Polynomials, Rational Expressions, Factoring, Solving Basic Equations, Solving Equations Involving Radicals, Solving Quadratic Equations, The Coordinate Plane, Lines, Introduction to Functions and Relations, Linear Functions in Two Variables, Systems of Linear Equations, Graphs of linear and quadratic functions. Starting Fall 2019 qualifies as STEM variant course - Satisfies Pathways Required Core Math and Quantitative Reasoning requirement.

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 1011/ Math 1012:
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.

Preparation for calculus with more introductory material than Mathematics 1011. Mathematics 1021 and 1026 constitute a two-term sequence for students who are not prepared for Mathematics 1011 or who wish a review. Real numbers. Complex numbers. Graphs. Functions, especially linear and quadratic functions. Polynomials and rational functions. Introduction to logarithmic and exponential functions.

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.

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.

Trigonometric and inverse trigonometric functions, techniques (closed form and numerical) and applications of integration for functions of one variable, improper integrals, l'Hopital's rule, sequences, series, and polar coordinates.

Matrix algebra. Systems of linear equations. Determinants. Vector spaces. Linear independence. Linear transformations. Inner product spaces.

Matrix algebra. Systems of linear equations. Determinants. Vector spaces. Linear independence. Linear transformations. Inner product spaces.

This experience-based course will develop multicultural counseling competence, specifically awareness, knowledge, and skill related to cultural, racial, linguistic, ethnic, gender, sexual identity, age, ability, and socioeconomic factors that influence and shape behavior and development, including privilege and oppression in each of these areas. There is an emphasis on intersectionality. Personal history, literature, and films will be analyzed in the contexts of acculturation, identity, and systemic oppression. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and discussions.

In 2006 faculty of the Conservatory of Music wrote and published their own textbook for Core Curriculum 1.3 (CC 1.3), Music: Its Language, History, and Culture. Published by Kendall-Hunt, the reader was bundled with a subscription to the Rhapsody music streaming service. The reader and music service were to give a skeletal structure for all instructors of CC 1.3 for the development of course content focusing on the individual musical strengths and interests of each instructor. We also wanted to keep the costs to students as low as possible by not taking any royalties. The result was a book and music service priced in the $60 range when a brief edition of a standard music appreciation text with CDs was priced around $140. In 2014 our contract with Kendall-Hunt was fulfilled and in the spirit of our original concept we decided to make the reader, now used for Music 1300, available as a free PDF book under Creative Commons share and share alike licensing. This, along with the use of free (advertising supported) streaming music services, like Spotify, allows us to offer primary course materials to our students in Music 1300 at no cost to them. The flat textbook can be downloaded above and the multimedia and expanded textbook is available at http://libguides.brooklyn.cuny.edu/music1300/. The guide also provides a platform for additional content (audio, video and other materials) related to, but not a part of the book, and a place where visitors can contribute their own content or comments. The XML for the guide is available as an associated file below.

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.

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.”

During this semester we will:
1) Trace the diaspora of folk and popular music traditions to the U.S. from various parts of the world.
2) Analyze the survival, transformation, and hybridization of those musical practices and their impact on American popular music.
3) Explore how and why American music is globalized; the role of the Internet and mass media in this process; and the ways in which local cultures around the world adapt American music to their own society and traditions.

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.

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.

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.

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.

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.

“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.”

“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 activity guides students through the process needfinding to identify areas of need for their creation of a technology for the "public good." Students will conduct contextual inquiry to identify the needs of their target audience.

Students will gain a basic understanding of the broad discipline of philosophy.
Students will develop their ability to write and verbally communicate their ideas; in general, they will be able to formulate an argument in support of or in opposition to a claim, and specifically, they will be able to formulate an argument in relation to key philosophical questions with regard to the issues examined in the course.

Survey of basic philosophical problems and different solutions proposed by philosophers. Such topics as the nature and scope of knowledge, meaning and verification, the existence of God, determinism and free will, the mind-body problem, and the nature of moral judgments. Satisfies Pathways Flexible Core Individual and Society requirement. (Not open to students who are enrolled in or have completed Philosophy 1.2 or 3105 [2] or Core Studies 10 or CORC 1210.)

Is life worth living? Why? Or why not? What if the answer is 'maybe'? Why do we, human beings, struggle to answer this question? Why do we often answer by searching for the meaning of life? Why do we often say that a good life is happy or just or committed to doing what is good? Why do so many of us pursue wealth, fame, status or power instead?

In spite of all the ways in which our world is changing right now, these perennial questions of human living have become ever more relevant. Through the practice of philosophy, human beings investigate these questions in reasonable and sensible ways.

We will study major historical examples of Western philosophical inquiry into these questions, so that we can both:

learn about the intellectual history that has helped to shape some ways in which we view the world today and
develop our own skills for careful and methodical philosophical inquiry.

Students will learn to ask philosophical questions like the ones above, to articulate their own answers, to read and understand the way some philosophers have answered them in the past, and to revise or develop their own views in response.

We will aim to create a community of inquiry into these questions which are central to human experience.

From the 16th until the early 18th centuries, as Copernicus, Galileo, Kepler, Bernoulli, and Newton revolutionized science, Descartes, Locke, Leibniz, and Hume, among others, shaped the modern philosophical worldview.

What were their conceptions of the nature of reality? How could we attain knowledge of it? How should natural philosophy or science be practiced? What was the relationship between knowledge, opinion, and faith? What did the human freedom of will mean?

We will study these questions in order to understand how modern philosophy arose. This will help us understand what it means to be philosophically “modern.”

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.

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.

The aims of the course are to acquaint students with important philosophical works and theories in areas of knowledge, reality, and values; and to acquaint students with characteristic philosophical methods of analyzing concepts and critically evaluating arguments in support of theories. By the end of the semester, students are expected to be able to clearly express (in writing and speech) a few perennial philosophical issues (e.g., freedom of the will, the question of personal identity, the possibility and scope of knowledge, the objective status of moral values) and philosophical theories (e.g., determinism, compatibilism, skepticism, idealism, realism, relativism, and dualism). Students are expected to be familiar with a number of important philosophical figures (e.g., Descartes, Kant, and Mill), and be able to interpret and analyze key selections from the writings of these figures. Finally, students are expected to be able to identify, explain, and evaluate philosophical arguments.

This course will discuss the history of the development of the atomic bomb. Number of scientific breakthroughs in atomic and nuclear physics during 19-th and the first part of 20-th centuries led to possibility of the making of the atomic bomb. We also discuss the political context in which the bomb was developed, and personal stories of the leading scientist involved and corresponding moral issues arising from the development and use of the bomb. There is no development in modern history that has had more impact on man’s scientific, political, and moral consciousness than the making of the atomic bomb and its use against the Japanese at the end of WWII. It is a singularity of such power that its ultimate consequences for humanity are still beyond our perception. This course attempts to tell the story primarily from the point of view of the history of the science involved. Also the students will see the need for the integrated perspective in order to understand how science, political history, ethical values and personal motivations are interconnected in this story. To understand this story is to understand the complexities and responsibilities that have accompanied the emergence of modern society.

Course Goals: This course provides students with basic first semester physics (topics listed below) knowledge as part of their undergraduate degree and for careers in medical, graduate school or other professional studies. The course teaches analytical and problem solving skills as well as some basic laboratory skills. Students will also learn writing skills through preparation of laboratory reports.
Objectives: Students will learn foundations of physics, solving problems in topics of classical mechanics (topics listed below under the list of tentative topics we will cover); students are expected to demonstrate analytical and problem solving skills in these fields. Students will learn to carry out experiments (e.g. in mechanics) and learn to form hypothesis, perform measurements, and analyze experimental data; students will learn how to prepare a laboratory report.

Course Goals: Course Description: This course is a continuation of General Physics I. Introduction to light, electricity, and modern physics. Intended for students interested in the biological sciences, medicine, or dentistry. (Not open to students who are enrolled in or have completed Physics 2.5.) Prerequisite: Physics 1 or 1.5; or Physics 1.2 with a grade of C or higher. Enrollment Requirements: PHYS. 1100 OR PHYS. 1150 OR PHYS. 1112 WITH A GRADE C OR HIGHER IS REQUIRED TO TAKE THIS COURSE. Requirement Designation: Regular Liberal Arts.

4 hours; 4 credits Passive and active circuit elements; Voltage, current, and power. Kirchhoff's laws; mesh and nodal analysis; Circuit analysis techniques: Linearity and Superposition; Source transformations; Thevenin's and Norton's theorems; The Operational Amplifier; Capacitors and inductors; Source-free and forced RL, RC, and RLC circuits; Sinusoidal steady state analysis; AC circuit power analysis; Complex frequency and the Laplace transform. (Not open to students who are enrolled in or have completed Physics 13 or 13.1 or 4200 [61.5].) Prerequisite: Physics *2150 [2.5]. Prerequisite or co-requisite: Mathematics 2206 [13]. Although only 4 credits are awarded formally in this course, there are in fact 35 Lectures of 100 minutes each, equivalent to time spent on a 6 credit course.

Bringing together MA and MFA students from Brooklyn College and CUNY in PIMA, Screen Studies, Film, Art History, Queer and Feminist Studies, and related disciplines, this team-taught course engages closely with twelve AIDS activist videotapes from the first decade of the crisis to raise and respond to questions about videotape, analogue records, the archive, research, performance, and AIDS. The Spring 2020 class will sit and be built out here, in this growing Scalar "book," taking and growing the form of a student-generated, online, openly-available resource for more teaching, learning, and activism about the 12 tapes under consideration. In Spring 2019, the course was built in and using Omeka, and some of what remains is available there. An article about the first iteration of the experimental class by Professors Juhasz and McCoy is available on this site here (in Readings). In Spring 2020, students will build from the research, performance, art, and activism of the previous cohort, whose work focused on three current and past concerns raised by the selected tapes: prostitutes’ and sex workers rights and AIDS; art, voice, education, authenticity, and children in relation to AIDS and queerness; and community-based activism for and about communities of color, with a particular interest in the Brooklyn-based activist group, VOCAL, and their commitments to housing and safe consumption spaces for people affected by AIDS (see Student Projects).

An immersive practical university-level teaching course designed for students in terminal degree programs. Syllabus and course schedule design, development of assignments, research, preparation for lectures, preparation of class materials. Evaluation and outcomes assessment, development of teaching style and classroom personality. Content of practical teaching will compliment the course PIMA 7210: “...history, theory, and criticism of contemporary collaborative performance media, including music, theater, dance, radio, performance art, and other forms. Emphasis on investigation of collaborative process, community involvement, and use of technology.”

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.

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.

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.

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.

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 LatinX migration to New York City and urban centers. Satisfies Pathways Flexible Core US Experience in Its Diversity requirement.
This is an inter— and trans-disciplinary course which has two main objectives. The first is to critically introduce students to the theoretical foundations in Puerto Rican and Latinx Studies, both broadly defined. While the course places Puerto Rico as the central focus and as a case study of the class, corresponding spaces within the Spanish Caribbean will also be placed into analysis in order to examine the pertinent and current themes in Puerto Rican and Latinx history, culture, literature, and politics. Specific focus will be placed on the impact of the complex relationship of Puerto Rico with the United States since 1898 related but not limited to the economic, cultural, psychological, and political impacts on the Puerto Rican people both on the island and within the Union. In addition, the investigation will explore the multi-faceted causes of Puerto Rican and Latinx migration to New York City and urban spaces in the U.S.

Official Course Description

“Survey and theoretical foundations in Puerto Rican and Latino Studies. Case study on Puerto Rico. Pertinent themes in Puerto Rican and Latino 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.”

Course Overview

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

A Brief Note on the terms Latino/Latinx/Latine:

A majority of this course covers the diversity and heterogeneity that fall under the singular designation of “Latino”. Many course readings (given their time period and purpose) may use the term “Hispanic”, “Latino”, or “Latinx”. In the last few years, “Latinx” has been used to identify one’s indigenous roots, and more recently, to describe works that critically engage with questioning and challenging heteronormative functions that suppress diasporic Latin American and Hispanic- Caribbean people in the United States. During our class discussions, “Latinx” can be used at the discretion of students to demonstrate course material’s inclusivity of LGBTQ experiences.

Course Learning Goals

– Develop an understanding of the interdisciplinary theoretical foundations of Puerto Rican and Latinx studies.
– Develop an understanding of the factors that contributed to the rise of Latinx activism within the US, and how these movements have impacted political participation and the treatment of Latinx’s in the US.
– Recognize and understand the historical economic, political and social context from which Puerto Rican and Latinx immigration and diaspora has emerged.
– Articulate an understanding of how the intersection of gender, race, ethnicity, class, immigration status, and nationality relate to the diversity of Latinx experiences in the US.
– Utilize their understanding of the history background of different groups within the Latinx community to analyze their current social and economic well-being, as well as their political participation.
– Be capable of critically analyzing and discussing current issues within the Puerto Rican and Latinx communities related to the current political, social and economic order in the US, as well as how the Latinx experience related to other minority groups within the US

3 hours; 3 credits. Latina feminist tradition of testimonios, autobiographical narratives, short-stories, poems, and oral histories to reveal the complexity of Chicana/Latina identity. The connection between life experience and new knowledge creation. Theorize Latinidades at the intersection of racism, sexism and heterosexism. Re-think feminism, women and gender studies; Latin@, American and cultural studies. Students will create their own digital life stories. This course is the same as Women’s and Gender Studies 3152 and American Studies 3310.

This is an inter and trans-disciplinary course, which has two main objectives. The first is to serve as an introduction into the current realities and challenges of the LatinX community within the criminal justice complex in the United States. The course seeks to critically examine the misconceptions and realities of the LatinX community within the larger discussion of mass incarceration and prison reform in the United States. Close attention will also be paid to the use of criminalization as a form of social control and the proliferation of regulations, ordinances, and legislative acts that give legal form to such methods of discipline and punishment. The course will address dynamics and phenomena of racial profiling; juvenile justice; drug criminalization; and the intersection of immigration law with criminal law. In concluding, the course will shift to understanding and connecting the prison-industrial complex to what the future holds for marginalized communities within the current movement and crisis of global capital.

The course also seeks to improve your skills in critical reading, writing, and thinking. Paper assignments and essay exams will provide opportunities to develop your own interpretations systematically and polish your writing skills.

While there undoubtedly exists an infinite research agenda when it comes to the study mass incarceration and the ongoing challenges of the LatinX community within the criminal justice system of the United States, it is only possible [in 15 weeks] to cover a limited surface/amount of such complicated history and realities of these topics. However, I have provided a list of suggested/recommended readings for additional literature to be consulted.

This is an inter and trans-disciplinary course, which has two main objectives. The first is to serve as an introduction into the current realities and challenges of the LatinX community within the criminal justice complex in the United States. The course seeks to critically examine the misconceptions and realities of the LatinX community within the larger discussion of mass incarceration and prison reform in the United States. Close attention will also be paid to the use of criminalization as a form of social control and the proliferation of regulations, ordinances, and legislative acts that give legal form to such methods of discipline and punishment. The course will address dynamics and phenomena of racial profiling; juvenile justice; drug criminalization; and the intersection of immigration law with criminal law. In concluding, the course will shift to understanding and connecting the prison-industrial complex to what the future holds for marginalized communities within the current movement and crisis of global capital.

The course also seeks to improve your skills in critical reading, writing, and thinking. Paper assignments will provide opportunities to develop your own interpretations systematically and polish your writing skills.

While there undoubtedly exists an infinite research agenda when it comes to the study mass incarceration and the ongoing challenges of the LatinX community within the criminal justice system of the United States, it is only possible [in 15 weeks] to cover a limited surface/amount of such complicated history and realities of these topics. However, provided is a list of suggested/recommended readings for additional literature to be consulted.

The purpose of this course is to understand the socio-historical, political and economic influences on Latinos and Latin Americans by exploring the myriad ways in which colonialism and globalization promote the development of Latino diasporic communities in the United States. In order to understand the dynamic constructs of “Latina/o/x” identity and experience within the diasporas, the course will pay close attention to immigration and migration and its timing, the shifting dynamics of institutional inequality, prejudice, discrimination and racism over time. The course will compare not only Latin American societies to those of the U.S., but also differences among Latino groups in different regions of the United States.

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 is an inter and trans-disciplinary course which has two main objectives. The first is to critically examine the multi-faceted evolution of the Latinx population as an urbanized segment of United States society. Specifically, the course seeks to provide a cross-cultural understanding of the diversity among Spanish-speaking people within the urban context. Different processes and roles over space and time will be problematized included but not limited to the role of urban institutions in the conflicts between assimilation and cultural preservation; the dynamics of migration, immigration, and settlement; and institutionalized participation in the social processes of United States urban life.

U.S. society today is in the middle of facing heightened social transformation in the early 21st Century. Since the inception of well over 150 years of Spanish presence in the United States, structures of inequality, oppression, and fusion remain in place. However, these structures—and challenges against them—are indeed changing along with the identity of what is “Urban” life and what roles Latinxs play in such formation.

Furthermore, as diverse social forces struggle over the terms of development and direction of change, the current state of affairs of Latinxs in the U.S. is full of rising social conflict, political mobilization, renewed revolutionary movements, further economic restructuring, transnational migration, and cultural redefinition. These are some of the aspects/dynamics that will be investigated throughout the course.

However, it is only possible [in 15 weeks] to cover a limited surface/amount of the complicated and rich history and multiple research agendas on the complex relationship between the making of urban life in the U.S. and the role of Latinxs within such historical formation.

The second goal is to improve your skills in critical reading and writing. You will work on understanding and interpreting the materials throughout the course. Paper assignments and essay exams will provide opportunities to develop your OWN interpretations systematically and polish your writing skills.

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.

Official Course Description
"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."
Course Overview
How do we study U.S. Latino and Caribbean populations and cultures? Some read literature,
watch a film, read a history book… and others conduct interviews, do field work to identify and
describe social and cultural practices, or collect oral histories and traditions. Are you interested
in learning how to use different sources and methods to learn more about ethnic communities
in the United States? What is the contribution of ethnic studies to our knowledge about migrant
and underrepresented populations and their cultural manifestations? This class is a basic
introduction to cultural and social science research methods with a focus on Caribbean and Latino
Studies.
Furthermore, the course will introduce you to the research process, including how researchers
select topics, formulate research questions, design research, and analyze and interpret data. It
will explore differences in how these issues present themselves and are addressed in designs that
are quantitative, qualitative or both.
A Brief Note on the terms Latino/Latinx/Latine:
A majority of this course covers the diversity and heterogeneity that fall under the singular
designation of “Latino”. Many course readings (given their time period and purpose) may use the
term “Hispanic”, “Latino”, or “Latinx”. In the last few years, “Latinx” has been used to identify
one’s indigenous roots, and more recently, to describe works that critically engage with
questioning and challenging heteronormative functions that suppress diasporic Latin American
and Hispanic-Caribbean people in the United States. During our class discussions, Latinx/Latine
can be used at the discretion of students to demonstrate course material’s inclusivity of LGBTQ
experiences.

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."

How do we study U.S. Latino and Caribbean populations and cultures? Some read literature, watch a film, read a history book… and others conduct interviews, do field work to identify and describe social and cultural practices, or collect oral histories and traditions. Are you interested in learning how to use different sources and methods to learn more about ethnic communities in the United States? What is the contribution of ethnic studies to our knowledge about migrant and underrepresented populations and their cultural manifestations? This class is a basic introduction to cultural and social science research methods with a focus on Caribbean and Latino Studies. Course includes library workshops, and class visits by professors and students who will discuss how they use different methods in their research and teaching.

Furthermore, the course will introduce you to the research process, including how researchers select topics, formulate research questions, design research, and analyze and interpret data. It will explore differences in how these issues present themselves and are addressed in designs that are quantitative, qualitative or both.

About Puerto Rican Latino Studies 4410 W5: Bilingualism in the 21st Century
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.

Impact of Latin@ demographic, political, and cultural trends. Education, economic disparities, political empowerment, and on-going challenges to Latin@s. Identity, citizenship, cultural production, Latinidad, and Latinization.

This is an advanced inter and trans-disciplinary course which has two main objectives. The first is to demonstrate applied research and methodology, through social-historical analysis, to pressing and relevant phenomena of inquiry in Puerto Rican and LatinX Studies. The course is heavily focused on examining pertinent issues as it exists within Puerto Rican and LatinX communities in the United States and in Puerto Rico. Students will engage critical and contextualized analyses within the multi-faceted realities of LatinX population in the United States. The course also seeks to demonstrate the cross-analytical understanding of the various frameworks that can be employed to conduct social analysis (i.e.,, literary, social-historical, and cultural) although the central lens of the course is its social-historical variant.

An introduction to the major facts, principles, methods, and theories of psychology. Topics include the history of psychology, sensory and perceptual processes, learning and cognition, motivation and emotion, psychological development, clinical and abnormal psychology, and biological, social, and personality determinants of behavior.

An introduction to the major facts, principles, methods, and theories of psychology. Topics include the history of psychology, sensory and perceptual processes, learning and cognition, motivation and emotion, psychological development, clinical and abnormal psychology, and biological, social, and personality determinants of behavior.

An introductory overview of basic concepts in cognitive psychology such as memory, attention, perception, problem solving, decision-making, language and imagery. Experimental findings and proposed models will be discussed for each topic.

Basic descriptive and inferential statistics including the elements of experimental designs in psychological research. STEM variant course - Satisfies Pathways Required Core Math and Quantitative Reasoning requirement

Provides an introduction to statistical software environments for practical data-analysis, advanced simulation techniques, and reproducible reporting for psychological research. Topics and scope reproducible statistics for psychologists with R

A combination of ART 1010 and CLAS 1110

Art 1010
Art, Its History and Meaning
This course will introduce students to major works of art from cultures around the world, spanning ancient to modern periods. We will focus on developing skills of formal analysis by closely studying works of painting, sculpture, and architecture. We will also discuss the objects chosen in their historical, political, sociological, and religious contexts in order to better understand their meaning and significance.

CLAS 1110 Classical Cultures

3 hours; 3 credits

Introductory study of ancient cultures through close reading of a variety of texts; most sections will focus on Greece and Rome, but some may explore other classical traditions such as those of India, Mesopotamia or China. Attention to such questions as literary genre, material and performance contexts, gender, political institutions, religion, philosophy, models of culture and the creation of a classical tradition. Practice in close reading and communication by means of critical writing, class discussion and other methods, such as collaborative group work. (Not open to students who have completed Core Studies 1, 1.1, 1.2, or CORC 1110.) Prerequisite: None.

This course fulfills the World Cultures and Global Issues requirement of the Flexible Common Core of the CUNY Pathways General Education Requirements.

A resource for 8 sections of the course, People, Power & Politics, POLS 1230.

Language, whether verbal or non-verbal, is one of the most universal social practices in our world — all people use language. But language use is also incredibly culture-specific, anchored in particular contexts, communities, groups, identities, and modalities. Linguistic anthropology, one of four fields in the discipline of anthropology, studies how people use language in their everyday lives. It is holistic and comparative in its approach to the study of humanity and stresses qualitative research, often through ethnography. This course will introduce students to the basic concepts, theories, and methods of linguistic anthropology, and demonstrate how language, culture, power, and politics are interrelated in the construction and dismantling of social structures. As COVID-19 continues to plague our world, human interaction is experiencing a fundamental shift that invites us to reflect on how and why we communicate the way we do. In this class, we will turn to the current social, historical, and political moment to guide our analysis of the linguistic and discursive manifestations of social inequalities.

Some of the questions we will ask include:

What is language? What is a language?
How do languages historically become languages?
What are the connections between language and our bodies?
How do language and identity inform and interact with each other?
In what ways does language influence politics and vice versa?
What are the differences between the terms creole, patois, dialect, language?
How do we learn language? What do we learn through language?
Has media changed language? How? Why? When?

bell hooks wrote: “Shifting how we think about language and how we use it necessarily alters how we know what we know” (1994: 226). Join us in working towards exactly that! [This course site and syllabus was created as part of the Open Pedagogy Fellowship, hosted by the Mina Rees Library at The Graduate Center.]

Read more about the course design here: https://gclibrary.commons.gc.cuny.edu/2020/11/09/languaging-in-the-cuny-academic-commons/

Performance surrounds us every day and has always been a vital part of conveying narrative. Oral Interpretation is “the art of communicating to an audience a work of literary art in its intellectual emotional and aesthetic entirety.” (Gura, 2010 Oral Interpretation) I look forward to working with you all as we explore storytelling through children’s literature to bring to life the words on a page.

This semester we will work on communication and interpretation skills by exploring storytelling cultures through a study of children’s literature and related texts that have been told and retold for generations. We will do this by tapping into our creativity through a combination of oral presentations and written work. This course is a space for experimenting with techniques of presentation and our own interpretation of the stories and performances that surround us.

This activity guides students towards the creation of personas, scenarios and storyboards for a product/website that they are creating.

Philosophy means the “love of wisdom.” In its ancient Greek conception, it is a form of love. But what is love?

In this course, we will read classical and contemporary philosophical works on the nature of love and its relevance for ethics, especially in interpersonal relations.

We are often presented with arguments designed to convince us to believe certain things, or to act in certain ways. Most of the time we do pretty well at sorting out the bad arguments from the good ones, but what exactly are the grounds on which we do this? One criterion is surely that an argument should be valid, that is, that its conclusion should follow from its premises. But just what is it for an assertion to follow from others? In this course we will develop a formal framework within which validity, along with other central concepts of deductive logic, can be rigorously defined and studied.

Philosophy is part of a rational attempt to understand the world. In this class, you will be attacking some of the major questions throughout the past 2,500 years of Western philosophy in order to understand both the history of Western thought— important in its own right—as well as how to think honestly about things, how to be rational agents, and how to consider evidence and reject bad arguments. Those fundamental questions are, "What do we know?", "What is reality like?", and "What makes our actions good or bad?"

In addition, this course is designed to introduce some of issues relating to the philosophical areas of metaphysics (theories of reality), epistemology (theories of knowledge), and ethics (theories of value). We will read several historical and contemporary philosophical writings and will try to answer the following questions: Does God exist? What is the nature of human existence? Do we have free will? Is it possible for computers to think? What is the relation between the mind and the body? What are the criteria of knowledge? What is the basis of moral judgments?

Through critically analyzing various arguments regarding those topics, this course will help you improve your ability to read, write and think critically. You will be able to examine the given arguments’ strengths and weaknesses by identifying and evaluating the main argument, constructing objections, and finding possible responses to those objections; you will be highly encouraged and advised to develop your philosophical ideas.

There are many books on global warming written entirely from a layman's perspective, and there is a great deal of scientific literature on this subject. But few if any books attempt to bridge the science to those who lack a rigorous background in mathematics, physics and chemistry-but who may be working on careers in environmental science and policy. The new text is designed to introduce the field of global climate change from a scientific perspective-but written in a way that is accessible to students with some or little science background. It reviews the basic principles of climatic thermodynamics and atmospheric chemistry and then goes on to explain historic trends and changes due to the burning of fossil fuels and other human-based activity on earth.

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.

The primary goal of this course is to begin to apply the skills that students will need for working with English language learners (ELLs). This course prepares bilingual school psychologist candidates to conduct bilingual psychoeducational assessments. For bilingual school counselor candidates, this course fosters an understanding of the bilingual assessment process through experiential assessment activities and assignments. All students will learn to report ELL assessment data in a culturally responsive and ethical fashion.

These slides are used to guide a discussion with students introducing them to the notion of public interest technology and coding for the public good. The lesson is intended to spark a discussion with students about different sorts of technology and their societal ramifications.

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.

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.

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.

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.

This textbook is an adaptation of one originally written by Paul C. Price (California State University, Fresno) and adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

This adaptation constitutes the Brooklyn College edition by Matthew J. C. Crump (Brooklyn College and Graduate Center of the City University of New York). This newest adaptation incorporates the second Canadian edition by Rajiv S. Jhangiani (Kwantlen Polytechnic University) and I-Chant A. Chiang (Quest University Canada) and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. And, incorporates the second U.S. edition authored by Dana C. Leighton (Southern Arkansas University) and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Revisions in the current edition are listed by the change logs in the github repository.

Research Methods in Psychology - Brooklyn College Edition by Paul C. Price, Rajiv Jhangiani, I-Chant A. Chiang, Dana C. Leighton, & Matthew J. C. Crump is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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.

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.

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!

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.

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 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.

This is an introductory class to sociology. We will cover some of the most important fields and topics in sociology such as Education, Class, Inequality, Race, Immigration, Gender, Work, Occupations, Technology, the New Economy, Poverty, Political Sociology, the Welfare State, Qualitative Sociology, and Environmental Sociology. We will read some of the most important studies in this field with the aim of understanding how sociological research is produced and knowing some of the main debates in the field.