Provides to class participants the theoretical and methodological tools that are fundamental to access to the basic knowledge in the field; and familiarize them with some key concepts that are useful to not only understand this course, but also to navigate further courses such as Classical Social Theory, Contemporary Social Theory, and Research Methods 1.

Introduction to the discipline of sociology. Simply put, sociology is the scientific study of society and of social life – the organization and operation of society, the social institutions, relationships, norms and cultures that undergird social life and which we, as members of society interact with and respond to in our everyday lives. The promise of sociology is a rethinking of “common sense”; it involves a reexamination of our everyday assumptions of social dynamics and social life. We will therefore explore the structuring of society that contextualizes our lives, how institutions and structures shape individuals who in turn recreate these institutions – in short, we will develop what C. W. Mills called a “sociological imagination”. Sociology is a very broad discipline. We will not be able to cover all topics that are of interest to sociologists in this course. Therefore, in this course we will focus on mastering three broad themes in sociology:

sociological imagination and thinking
power and structural inequality
lived experience in institutions.

Within these broad themes we will examine what sociology entails, the key theoretical perspectives through which social life is analyzed the intersectional operation of power and inequality through race/ethnicity, class, gender, sexuality, nation, (dis)ability, age among others, and how social life is lived through key social institutions like families, workplaces, public space etc.

Survey of the concepts, methods, theories, and principles with which sociology interprets social behavior. Emphasis on the structure and problems of contemporary society.

SOCY 2101, we are interested in seeking answers to the following questions:

1) Why does it seem that it is mainly white male scholars who are recognized as authors of classical texts in the field of sociology?
2) What were the circumstances that turned their works classics in sociology?
3) Why has the scientific community, for so long, marginalized and undermined the works of W. E. B. Du Bois and E. Franklin Frazier while promoting those of Robert E. Park and Talcott Parsons?
4) What explains that most classical figures of social theory have not rigorously studied the impacts of slavery, racism, and caste’s system on the configuration of the contemporary American society, and society in general?
5) Considering the current political, social, and economic climate in the United States of America, of W. E. B. Du Bois and Talcott Parsons whose ideas would help us to understand better and tackle more effectively social and sociological problems such as racism, anti-blackness, racial injustice, mass incarceration, and the extreme policing of black bodies?
6) At a time of rhetorical discourses on decolonization of sociology, has white superiority and racism continued to influence the intellectual orientation of sociology at large and the subfield of classical social theory?
7) Why is it only recently that the scientific community has started to recognize the intellectual contributions of women scholars such as Harriet Martineau, Jane Addams, Ida B. Wells and Anna Julia Cooper?

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.

The second course in research methods for Sociology Majors. Quantitative research methods course for sociology concentrations in the urban sustainability program.

What are social statistics? How are they produced? How are they used? And why are they important? The second course in the methods sequence in Sociology, this course introduces students to basic quantitative methods commonly used in the social sciences. Students will develop their “quantitative literacy” by identifying research questions best suited to quantitative methods, understanding the logic of statistical methods, analyzing quantitative data in Excel, and communicating those findings. After completing this course, students will have the skills to pursue and critically evaluate research using quantitative methods in future academic and career settings, as well as be critical readers of sociological literature and press reports that use statistics.

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.

This course focuses on children, understood as those who are below 18 years old. In the class, we will explore childhood from a sociological, comparative, and public policy perspectives. We will analyze different topics that involve children’s experience, such as the reproduction of inequality at elementary schools; race and racism in the health system; transgender kids; welfare policies and child poverty; and children’s immigration experience.

This website serves as an online platform for my course SOCY 2600 / WGST 3420 "Gender and Society."
The site provides students with free access to the course material. In unit I, we (attempt to) define gender and sex. In unit II, we study landmark feminist struggles in the United States. In unit III, we zoom-in into lived experiences of oppression and resistance.

An introduction to the field of gender studies as it is approached in the discipline of sociology. We will examine how sociologists have come to theorize about gender and how gender effects both social institutions and our everyday lives. Gender, as a social category and its consequences are so pervasive in the world around us that it is often taken for granted. In this course, you will be introduced to concepts, theories and facts which will enable you to render gender visible as it operates in society and in your lives. Because gender is an organizing principle in society, a sociological examination of gender necessitates that our primary concerns remain inequalities and power relations in our undertaking of this discussion. Therefore, an intersectional perspective will be taken in the class wherein the intersection of gender will race, ethnicity, social class, sexuality, and nationality will be examined.

Sociological approaches to the study of racial and ethnic relations. Historical and contemporary constructions of identity, assimilation, stratification, and interaction between groups.

The purpose of this course is to acquaint the student with the sociological field of the Welfare State. We will review a number of important contributions and debates in the topic with the goal of providing students with the tools to critically analyze social policy and learn theoretical frameworks that explain the emergence and development of different welfare regimes.

American welfare policies are particularly meager in comparison to any other industrialized country. We will review theoretical and historical explanations for the present state of U.S. welfare, zooming in on the neoliberal rollback since the late 1970s. We will allot special time to discuss current issues in welfare policy and bold policy proposals that are gaining traction among the population, such as Medicare for All and the Green New Deal.

The welfare state can be thought of as a set of a set of social policies that transform the relationship among three actors: individuals, their families and the state. In this sense, social policies have a strong impact on family relations and gender oppression. We will review some of the most important discussions around welfare and women’s liberation.

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.

Introduce the student to a sociological approach to Public Health. The course can be divided in two parts. In the first one, we analyze the impact of different social factors on the health of individuals and different communities. We use the social determinants of health framework to understand why Black and Latinx communities have worse overall health indicators, or how gender oppression translates into adverse health outcomes for women. Social class is recognized as a major determinant of health: an individual’s place in society, their role in the production process, and their situation within capitalist property relations conditions their habits, their ability to adopt a healthy lifestyle, and their access to quality health care.

In the second part of the course we take a deep dive into the madness of US Health Care. It is a well-known fact that the US health care system is the most expensive in the world and performs much worse than other systems spending roughly half as much per capita. A look into the different healthcare components and actors will allow the student to get a grasp of the “dysfunctionality” of US health care. The readings in class provide a framework and compelling empirical evidence to identify the economic interests lying behind the reluctance to implement a less expensive, more equitable, and more efficient health care system. We analyze on of the ‘single-payer alternatives’, Medicare for All.

This course will explore the relationship between the social, economic, and political systems and population-level patterns of health and illness.

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.

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.

Introduces and reviews the literature on cultural humility and multicultural competence, with a focus on intersectionality, privilege, and systemic oppression. This course interrogates the influence of racist, nativist, Eurocentric, individualist, heterosexual, patriarchal, cisgender, ableist, and sizeist dominant discourses on the emotional, social, and behavioral development of persons living within the United States. Experiential activities and assignments, e-journaling, discussions, and videos will foster development of cultural humility, critical consciousness, and ability to apply course constructs to case material. Graciela Elizalde-Utnick

School law and ethics as they affect the policies, organization, and administration of public and private schools

I hope that you will find this course fun, interesting, and useful. No previous knowledge of education law or legal research is assumed. The course focuses on the legal framework of American elementary and secondary school policies at the federal, state, and local levels. By course's end, students will be able to:

meet all relevant national standards, below
articulate the structure of the American legal system as it relates to education law and ethics and to map legal material within that structure;
(3) identify and access law-related material from libraries and on-line;

(4) relate fact situations arising from practice to substantive legal/ethical areas including church/state issues; free expression and due process rights; special education; racial, national origin, and gender discrimination; and the federal Elementary and Secondary Education Act (currently ESSA);

(5) navigate educator/lawyer/policy-making relationships from the perspective of each discipline for mutual benefit; and

(6) apply legal and lobbying strategies to policy development and implementation.

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.

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.

Course involves the administration, scoring, and interpretation of personality, social and behavioral assessments given to individuals and groups. Representative projective techniques and objective behavioral assessments will be presented, critiqued, and administered. Research findings pertaining to the most commonly used personality procedures and their utility in the schools will be explored. Students will write assessment results into psychological reports.

Psychoeducational assessment of language-minority and culturally diverse children and adolescents. Approaches to nonbiased assessment, including testing in the child’s native language, bilingual testing, adaptation of standardized instruments and techniques, and dynamic assessment. Students will administer psychoeducational assessment batteries to language-minority individuals, interpret test data, and write reports. Field-based assignments.

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

This course equips students with the clinical skills necessary for pupil personnel service providers to work effectively with multilingual and culturally diverse populations. This experience-based course will develop an 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.

Supervised field experience in the role and functions of the school psychologist with culturally diverse students, groups, colleagues. This course is a supervisory seminar for the practicum experience. Issues relevant to practicum activities will be discussed. The focus of this course is on the practicum experience, with special attention paid to an understanding of individual and group counseling, assessment, consultation, and the importance of the family.

This course includes supervised observation and experience in educational and clinical settings. Students in the field will work with individuals, groups, and families in counseling situations. Course discussions will combine theory with clinical work to insure a best practice approach to services for these populations.

This course explores the psycholinguistics of bilingualism, memory, and emotions and how these processes are involved in bilingual counseling. Team-based learning methodology is integrated with online, synchronous and asynchronous learning activities to help students analyze real-life case scenarios in light of the assigned research and applied readings. Synchronous class sessions will utilize Zoom to facilitate team-based and whole-class discussions of readings and case material. Experiential exercises will be incorporated into class instruction.

Buried in the many headlines of 2017 was this news story about America’s music consumption: for the first time hip-hop was more popular than rock. This fact reflects hip-hop’s contemporary evolution into a multi-billion-dollar industry consumed worldwide. It also obscures hip-hop’s modest beginnings as the art form of choice for marginalized black and brown youth living in the disinvested 1970’s South Bronx. Though often reduced to rap alone, hip-hop is much more than a musical genre. It is also “a style of dress, dialect and language, way of looking at the world, and an aesthetic” (Aldridge and Stewart, 2005).

With that understanding as our foundation, this class uses a sociological lens to explore hip-hop’s significance beyond mere beats and rhymes. Through films, songs and critical readings we will discuss the social forces that influenced hip hop’s formation and evolution as well enable and constrain its future. This is not a music appreciation course so a love of hip hop is not required. Instead, what is required is the ability to think critically about how hip hop culture and music address race, class, gender and sexuality, inequality, police brutality and capitalism among other social issues. Our analysis will not only help you to develop a robust sociological imagination but also to become a more critical cultural consumer.

The New Colossus, written by Emma Lazarus’ and inscribed on the Statue of Liberty, is often used as support for the idea that the United States is a ‘nation of immigrants’. In reality, this poem and the ideology it buttresses masks many ugly truths about immigration. The truth is that we don’t welcome all immigrants with open arms or desire for them to stay permanently. These truths lead to contradictions in U.S. policy on immigration and the material consequences immigrants face as a result. Moreover, as immigration enforcement efforts increase with each new presidential administration, the resulting patterns of deportation and exclusion call into question the intent of policies that claim to protect American citizens at the expense of immigrants of color. This course addresses these complicated dynamics demonstrating how the United States plays dual roles protecting its image as a nation of immigrants while simultaneously determining the boundaries of who belongs often along racial lines.

This course takes a critical examination of sports and society from the standpoint of nation formation. Sports as a product of history are inherently political and a product of culture, power relations, and society. Common social beliefs: democracy, merit, rights, and nationality are troubled from the perspective of the United States rooted in settler-colonialism and sports as a site of conflict and potential social change. This course requires a view of sports that is necessarily different from what is typically expressed in mainstream media.

Because this is an introductory level course the basic goal is for students to demonstrate a sociological perspective. One does not need to be a sports fan or to even know a lot about sports. Conversely, an encyclopedic knowledge of sports does not necessarily give one an advantage in the course. All students will be assessed by their ability to examine the context of society, social issues, and themselves that arise in the world of sports.

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.

In this class the topic is speculative fiction, an area of English Literature that includes Science Fiction and Fantasy, among other genres. Over the course of this class we will think about different reasons why people might read or write speculative fiction, culminating in an independent research paper where you will come up with your own question to investigate. The first half of the class will focus on exploring speculative genres and building a framework for literary analysis. We will continue this work into the second half of the class with an added focus on how to conduct research, formalize research questions and arguments, and write a longer academic paper.

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.

In her Introduction to Women in Theatre: Compassion and Hope, Karen Malpede quotes Barbara Ann Teer as saying: “My ancestors say there is something within—it banishes all pain. That energy—that life force—that’s inside us is there. It’s given, and it’s in everybody. Everybody wants to experience themselves as able to generate their power and to experience the validation of that power.” The purpose of this course is to explore the rich and myriad ways that women and gender non-conforming artists have expressed that “life force” throughout the history of theater. We will draw on a diverse cross-section of materials to foster discussion about gender, race, identity, sex and performance, and to celebrate, and gain a deeper knowledge and appreciation of women’s role in the development of theater.

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.

Survey of the history, industry practices, and controversies involved in the media of mass communication. Mainstream mass media of books, newspapers, magazines, film, radio, recordings, television, and the Internet. Analysis of news, entertainment, advertising, and public relations strategies, as well as media impact, legal issues, and ethics.

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?

Analysis and discussion of ethical issues related to television, Radio and Emerging Media. Case histories and role playing provide value judgments concerning entertainment, information, and advertising functions of mass media.

This course is the same as Philosophy 3319.
This course is the same as Television, Radio and Emerging Media 3223.

Script writing for television comedy programming. Developing scripts based on research, character analyses, plot analysis, and story treatments. Course will feature comedy/sitcom scripts.

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.

Survey of television and radio criticism. Influence of the medium and of individual programs on American Society. Writing-intensive course.

In-depth industrial and cultural historical overview of the development of electronic mass communication. Historical and legal approaches and methods.

This course focuses on the skills needed to write for radio and television. We will be working with news, documentary, comedy/drama, and advertising.

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.

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.

This course provides an in-depth look at the main critical and theoretical approaches to studying television in particular, and the mass media in general. Students will learn the key concepts of theoretical approaches such as semiotics, ideological analysis, narrative theory, audience studies, psychoanalysis, feminism, and cultural studies and will learn how to use these theories to understand and critically analyze media texts, industries, audiences, and institutions. This is a writing-intensive course, and we will pay considerable attention to the process of researching, writing, and editing critical essays.

Entire textbook by Colin Renfrew and Paul Bahn is available for download here, but as this will take a long time to load, you may prefer to go chapter by chapter. Website in which this textbook resides was used for Fall 2021.

This course builds on the students’ knowledge of human development acquired during their undergraduate education. In this graduate course, we will focus on understanding the nature of interactions between children and their environments that give rise to unfolding cognitive, emotional, and behavioral propensities. Case studies rich complexity, including cultural/ethnic/social class/gender/sexual diversity will provide substance for conversation and assignments. Knowledge acquired in this course will aid in meaningful understanding of learning and developmental processes in all areas of schooling, including academic learning, peer relationships, socioemotional relations, responses to counseling, psychoeducational evaluations, and home-school relationships. The content of this course directly relates to the school psychologist’s work in schools including developing and implementing interventions for children and adolescents, and consulting and collaborating with school personnel and families.

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.

All scholars, activists, researchers, and artists of a certain age and inclination are burdened with a soon-to-be-obsolete but always-beloved, carefully tended but perhaps recently quieted, collection which most likely sits on an office shelf gaining dust: their VHS Archive. Not a personal collection, but a professional one of continuing or even growing value if not usability, this archive has been lovingly built and used, probably over decades, for teaching and research and in support of the movements and issues that have mattered most to the collector. The Brooklyn College graduate course in Film and Art, VHS Archives, models how to store, transfer, share, research, teach and make art from, and reactivate one such archive: 12 videotapes focusing on AIDS, gender, sexuality and bodies selected from Dr. Alexandra Juhasz’s 300+ scholarly collection of VHS tapes recently gifted to the Brooklyn College Library where they will be housed, and digitized, for further use for teaching and research.

Over a semester, the class will take the form of a student-generated, online, openly-available resource for teaching, learning, and activism about 12 tapes under consideration. In Juhasz's recent book, AIDS Crisis Revisitation: conversations on HIV, Media, and Memory, co-written with AIDS activist Theodore Kerr, we contemplate the liabilities of the up-to-now patrimonial stewardship of the AIDS media archive, and posit activist interventions to find, share, and learn from holdings more complex than the recently revisited experiences and legacies of gay white men. This class activates one portion of just such archive, ready to be enjoyed, used, and mined by women, people of color, students, scholars, activists, and others curious to attend to the histories and current realities of HIV—and VHS–in America.

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.

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

WGST 3550 Special Topics in Social Science: As mass uprisings against state violence have continued unabated since the police murders of George Floyd, Breonna Taylor, Tony McDade, and Rayshard Brooks, bipartisan consensus has coalesced around the need to end mass incarceration and reform prisons and policing. Simultaneously, the revolutionary movement to abolish prisons and policing entirely has gained momentum (again), drawing on a lineage of Black freedom struggles, from the movement to abolish slavery to Black Lives Matter. Yet, many are unfamiliar with prison abolition or concerned about its impacts on their safety. In this course, students will engage with the contemporary prison abolition movement as both a vision for the future and a concrete set of strategies to create safety and undo incarceration in the present. With New York City experiencing a resurgence in brutal broken windows policing while the city is poised to build four new jails over the next six years (and maybe shut down the notorious Rikers Island jail complex), this course will provide Black feminist insight into a contemporary political fight with profound consequences for the lives of working class communities of color in NYC.

This advanced seminar for seniors majoring in WGST (Women’s, Gender, and Sexuality Studies) is designed to guide and facilitate a research paper related to women, gender, and sexuality studies.

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.

Web Accessibility 101 CUNY CS
Direct URL: https://canvas.instructure.com/courses/1570928
This course covers digital web accessibility. The goal of web accessibility is to ensure that all people, including those with disabilities, have equal use and enjoyment of websites and web content.
Creating an accessible internet, so everyone is able to participate in the new public square is the responsibility of all who create digital content. Being able to access the web and participate in information sharing is truly a human right and must be taken into account when creating digital content and websites.
Learn web accessibility basics, WCAG (Web Content Accessibility Guidelines), POUR (Perceivable, Operable, Understandable, and Robust), why accessibility matters, legal issues and how to evaluate website accessibility.
There are quizzes and assignments to help you learn and think about accessibility in your life.
Program Used: Canvas
Direct URL: https://canvas.instructure.com/courses/1570928

Welcome to the Brooklyn College Writing Across the Curriculum resource page. Here instructors and students alike can find a variety of documents to employ writing as a tool to develop writing skills, and to improve critical and creative thinking. Review the tabs above to access downloadable .pdf resource files.

More information about WAC is available at http://www.brooklyn.cuny.edu/wac