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Academic Interests, Career Choices and Job Opportunities
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This assignment is designed for students in First Year Seminar for Engineering and Computer Science. The main goal of the assignment is to introduce students to their major and stimulating their interests related to career choices and academics. This will give students a chance to develop integrative learning skills by making connections between their major and respective career opportunities. This assignment will use new features of ePortfolio to enhance student‰Ûªs creativity by customizing everything from background, photos, fonts, text, portfolio content etc. Instead of a uniform profile, each students‰Ûª page will reflect the distinct visual representation of their personality, brand, major, and career. Students will review their peers‰Ûª ePortfolios to provide constructive feedback. The ePortfolio page will later be deposited once approved by the faculty.

Subject:
Computer Science
Engineering
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Khethavath, Praveenkumar
Pal, Doyel
Date Added:
08/01/2018
Air Pollution [Liberal Arts: Math and Science/Natural Science]
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This assignment was designed for students in the pathways introductory chemistry class and the first year seminar and aligns with the Inquiry and Problem Solving core competency. In this context, there is a focus on framing the issues (identifies and/or addresses questions and problems), evidence gathering (assembles, reviews and synthesizes evidence from several diverse sources), evidence (analyze the data to address the questions posed) and conclusions (critical thinking, reflect on the outcomes, draw conclusions and generate new knowledge). There is also a Global Learning component based on comparing data collected locally with corresponding data from other locations or countries. The assignment includes the written communication ability with a focus on "Content Development and Organization," as well as the clarity of the communication and its purpose. The overall aim of this assignment is to enhance students' conceptual learning and understanding of key issues related to society as well as their course. This assignment was developed as part of a LaGuardia Global Learning mini-grant and CUNY Experiential Learning and Research in the Classroom mini-grants.
The assignment will be scaffolded over about 3 weeks and is worth about 10% of the final grade.
To further increase the success of this assignment, instructors might want to consider the following: Use class discussions to focus on the relevance and importance of conceptual learning. In order to improve the data analysis aspect, incorporating class demonstrations of how to conduct the analysis and guide discussions about what the data means. Giving students more detailed rubrics with formal expectations of the requirements of the assignments, particularly in the written format Find ways to increase student participation in class discussions.
When this assignment has been utilized in previous semesters, students clearly displayed the capability to relate the co-curricular experiences in the data collection and its analysis to concepts and ideas covered during class. Evidence for this came from very dynamic and interactive class discussions based on air pollution as well as from the output of the written assignment, in which students were able to relate the nature, sources and chemical properties of the pollutants to their impact on the environment, health and society in general.
LaGuardia's Core Competencies and Communication Abilities
List the Program Goal(s) that this assignment targets
Global Learning based on comparing pollutant levels around the LaGuardia campus with those in other locations or countries. It is also an IPS assignment, incorporating scientific literacy and thinking, as students need to analyze the data, interpret it and reflect on the outcomes.
List the Student Learning Objective(s) that this assignment targets
Identify and apply fundamental chemical concepts and methods. Gather, analyze, and interpret data.
List the Course Objectives(s) that this assignment targets
Explore the complex connections between chemistry and society. Apply chemical principles to real world issues, including ethical aspects. Gather, analyze, and interpret data.
Write a short description of the pedagogy involved in executing this assignment
Students collect and analyze the data, interpret the results in terms of pollution levels, safety and ethics and compare with EPA standard levels and with levels in other countries.
Outside the classroom events will be organized for data collection. There will be class and group-based discussions focused on the data, its analysis and the connections to society.

Subject:
Environmental Science
Biology
Statistics and Probability
Chemistry
Physical Geography
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Alberts, Ian
Date Added:
10/01/2018
American Music
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This assignment works toward developing students' competency in Inquiry and Problem Solving. The problem solving arises as they negotiate contradictory viewpoints about genres of American music, specifically related to topic areas covered in class (such as class, gender, identity, race, authenticity, and place).

Subject:
Performing Arts
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Fulton, William
Date Added:
01/01/2015
Arecibo Message
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This two week assignment asks students to interpret and analyze the 1974 Arecibo Message sent by Drake and Sagan. Week 1 introduces the concepts behind the construction of the message and engages with a critical analysis of the architecture and the contents of the message. Week 2 asks students to develop software in a Jupyter Notebook (available for free from the Anaconda Python Distribution) to interpret messages that were similar to those produced by Drake and Sagan.

Subject:
Computer Science
Mathematics
Astronomy
Material Type:
Activity/Lab
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Tan, Joshua P
Date Added:
05/18/2019
Biology: Inquiry-Based Learning Assignment
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Students perform a literature review on a biology topic, choose 2-3 papers published in scientific journals to discuss in their assignment, provide a final opinion on the topic, and some voluntarily present on their selected topic.

Subject:
Biology
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Gupta, Richa
Date Added:
01/01/2015
Business Ethics: Perspectives on the Global Supply Chain
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This assignment was inspired by a group discussion by faculty who teach the First Year Seminar in Business (BTF101) during the 2018-19 Rebooting the FYS Seminar. BTF101 is a two-credit course that meets for a total of 3 hours. We were tasked with ways to improve course assignments aimed at strengthening students‰Ûª Global Learning Competency and Digital Communication Ability. The topic of sweatshops abroad is a proven way to introduce a Global Learning assignment with a business related topic. In order to deepen the students‰Ûª learning on the subject, the assignment tasks students with taking on the role of a Corporate Responsibility Officer (CRO) for Nike. In choosing to put students in this role, they are required to think of multiple perspectives as required by the Global Learning rubric.
The assignment includes several phases and culminates in a student-made video. The first phase of the assignment has students explore sweatshops through video, class discussion and a short writing assignment. The research material provided is intentionally focused on Nike‰Ûªs sweatshops so that students can narrow their focus to a particular instance of sweatshop usage in order to more readily formulate a company-specific response in their roles as CRO for Nike. Once the research phase is complete, students are asked to make a video explaining the issue to Nike in the role of a CRO. The students have to think about Nike‰Ûªs role as a business, the ethical issues of sweatshops and the ways in which they can address the issues. Students work on the assignment during the last third of the semester, and the assignment takes approximately 2 or 3 class hours. To make it manageable, I created an ePortfolio assignment template since students are required to post part of it on ePortfolio. The assignment is used as a final in my classes and worth 20 % of the overall grade. I grade it according to the College‰Ûªs Competency rubric, which is discussed earlier in the semester to ensure that students are familiar with the rubric. Finally, there are a variety of ways to use the existing materials. While the assignment is meant to address the Global Learning Competency and Digital Communication Ability, it also offers opportunities to support the Oral and Written Communication Abilities.

Subject:
Business and Communication
Management
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Irias, Andrea R
Date Added:
08/01/2019
Business and Technology Career and Trends
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Students use the O*Net and Occupational Outlook Handbook websites to research careers.
Supplemental handout: Definition of Business Trends

Subject:
Business and Communication
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Robinson, Deborah
Date Added:
01/01/2015
Career/Interview Project
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Two of the core competencies designated for The First Year Seminar Liberal Arts Math and Science (LMF 101) course are Integrative Learning and Global Learning along with oral communication. These abilities are exercised by students in the Career/Interview Presentation project. The main goal of the assignment is to promote student networking within the scientific community through interviews with an expert in the field. Also the FYS students will conduct background research about their career choices and use their findings to determine if they can be realized when interviewing a professional. The assignment is scaffolded whereby students will learn to use on-line resources to search for information about the profession and use on-line tools to material in preparation for the interview. Students will learn how to write professional emails, network and create PowerPoint slides. After the class presentation, students are asked to write a reflection in their ePortfolio on their career choice and interview experiences. The time dedicated for this project is on the order of weeks and counts for 20% (15% oral presentation and 5 % reflection) of the final grade.

Subject:
Health, Medicine and Nursing
Life Science
Physical Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Mark, Kevin
Date Added:
07/01/2018
Case Study: An Urban Bilingual [Linguistics]
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The assignment Interview with a Bilingual: Case Study is a midterm, high-stakes written research paper in ELN101: Introduction to Bilingualism, a course contributing one deposit into the Global Learning Core Competency and Written Communication Ability. The assignment calls for the consideration and application of psycholinguistic and sociolinguistic concepts into the discussion of individual multilingualism. By completing this assignment, students gain a deeper understanding of linguistic and cultural diversity in the US society. They learn to position issues in bilingualism against a global backdrop through the consideration of an individual bilingual journey as representative of similar histories and perspectives elsewhere. As such, the assignment asks students to approach the challenges and opportunities afforded by multilingual experience from multiple perspectives and engage with issues of diversity, identity, power, and privilege.
ELN101: Introduction to Bilingualism is a course housed in the Linguistics Program in the Department of Education and Language Acquisition. It is a writing-intensive, urban study, ePortfolio course offered in two modalities ‰ÛÒ face-to-face and hybrid. The course also fulfills LaGuardia‰Ûªs urban study graduation requirement. ELN 101 is depositing for Liberal Arts: Social Science & Humanities and four options in Liberal Arts at the midpoint for the Global Learning Core Competency and Written Communication Ability. Students in the course have typically taken the ENG 101-102 sequence and many liberal arts majors are concurrently enrolled in ENG 103: The Research Paper. The ENG sequence of courses provides an introduction to the skill of writing with power and clarity ‰ÛÒ the ability to combine vocabulary with grammatical proficiency, fluency, and cogent organization. The ELN 101 course, also attracting diverse cohorts of students from outside the Liberal Arts majors, including Business, Computer Science, and Natural Science majors, continues this task of teaching writing in the liberal arts tradition, emphasizing, in turn, the writing conventions of social sciences.
The assignment Interview with a Bilingual: Case Study takes several weeks to complete as it incorporates an authentic primary research experience for community college students. Students are introduced to the qualitative research paradigm through the case study methodology. To complete the assignment, students design an interview scheme, conduct individual interviews, analyze data, and present findings in written case study reports. The assignment is worth 15% of the final grade. The assignment in its earlier and the revised versions has been implemented in ELN 101 for a number of years. For the majority of students taking the course this is one of the highlights of the course because, typically, they interview bilinguals who have been in their lives (i.e., friends and relatives). Students report learning unexpected, new, and surprising facts and events from the lives of their intimate friends and family members. Students also report enjoying primary research experience afforded by this assignment, usually their first experience analyzing primary data in a college class. By the same token, being the first-time experience, data analysis poses the biggest challenge in the assignment and is accompanied by multiple staged assignments during which students receive ongoing feedback from the instructor.
The assignment in its final version has benefitted from the feedback of LaGuardia colleagues coordinating and participating in the Learning Matters Mini-Grant 2018-2019.
LaGuardia‰Ûªs Core Competencies and Communication Abilities

Subject:
Linguistics
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Ekiert, Monika
Jerskey, Maria
Date Added:
10/01/2019
The Changing Face of Food [Nutrition and Culinary Management]
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The Changing Face of Food is an assignment developed for the SCN 240 Food and Culture course tagged as a pathways course in the Urban Studies discipline and is designated Writing Intensive. The assignment also fulfills the Global Learning Core-Competency and Written Ability. It is a high stakes assignment, accounting for 20% of the final course grade and is located at the capstone level of the Nutrition and Culinary Management Program's Core Competency program curriculum map.
The purpose of the assignment is to help students explore and understand the changing food culture in the United States (US), New York State (NYS), New York City (NYC) and abroad where students cover topics related to the Genetically Modified Organism (GMO) seed supplier giant, heirloom foods, major food companies that shaped food choices, organic farming, Slow Food Movement (SFM), Farm to Table initiative, food insecurity, Supplemental Food and Nutrition Program (SNAP), and Single Stop on Campus. This assignment has evolved based on feedback from the Writing in the Disciplines (WID) and the Global Learning Charrettes workshops held at LaGuardia Community College. Feedback from WID led to the provision of a letter grade to each draft reflective of the quality of work. This is particularly useful to students who do better with more concrete criteria to assess their progress. Additionally, providing clarity on the expectations for each draft served well because it was more effective to grade a smaller portion of the students work by focusing on areas for improvement rather than repeatedly having to correct consistent errors throughout the paper. Feedback from the Global Learning Charrettes, led to the tweaking of an assignment question in order to improve the ability for students to score on the rubric. For instance, in the updated assignment, students additionally explain Monsanto's monopoly on the sale of seeds to farmers in US and abroad and identify its heavy impact (such as the mass suicides of farmers in India and lawsuits regarding re-use of seeds etc.) LaGuardia's Core Competencies and Communication Abilities Main Course Learning Objectives: Research the impact of large business on agriculture. Review the impact of advertising on the US food voice/culture. Learn about the origins, and philosophy of the Slow Food Movement and its impact in the US. Explore the Farm to Table Initiative in NYS/NYC. Examine food insecurity in the NYS/NYC. Practice the use of in-text and end of paper citations in the APA format. Articulate personal thoughts and opinions through a reflection on topics researched.

Subject:
Social Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Fernandes, Nicolle
Ippolito, Rosann
Date Added:
04/01/2019
Choosing Your Career
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One of the major components of the First Year Seminar in Natural Sciences (NSF101) is to introduce students to library research. The library orientation session exposes students to library resources such as books, videos, journals, databases. The "Choosing Your Career" assignment reinforces using the library by searching for information on a career, retrieving sources from select databases and evaluating the information found in a written reflection. Reflection questions are added to guide the student in their search and their approach to their career choice.
The goal is to integrate library literacy as part of their developing college learning skills. This assignment effectively introduces information literacy as the ability to find and use information and critically think about the information found when deciding on a career path.
This assignment consists of the following;
90-minute library orientation session (one lecture session)
followed up by library research (students' time)
initial draft (hard copy for instructor comments)
written revision (students' time)
a final written 1500-word research reflection. (deposited on student ePortfolio)
Objectives
1. Identify one science profession that interests you
2. Research the profession using library resources
3. Write a 1500-word reflection including the questions posed

Subject:
Health, Medicine and Nursing
Life Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Gonzalez, Janet
Date Added:
08/01/2018
Claudia Rankine‰Ûªs Citizen and South African Literature: Comparing and Contrasting Racism in the US and South African Context [Literature]
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ENG295 World Literatures Written in English is the capstone course for the Writing and Literature major. Students in their final year at LaGuardia take the course before many of them move on to English programs at Hunter, Queens, Brooklyn, and City Colleges. This section of the course focused on South African literature from right before the fall of Apartheid (1990) through the present. Throughout the semester, we discussed the question of individual responsibility in relation to the readings, particularly in Pumla Gobodo-Madikizela's A Human Being Died That Night and JM Coetzee's Disgrace. These particular texts brought up questions of how we deal with stories of unspeakable trauma and what is the price that society has to pay in order to overcome them. The ethics of individual responsibility is central to these texts. In addition, we also had a guest speaker who visited the class and graciously told us the story of her own upbringing in Apartheid South Africa. Her descriptions of the way skin and hair became markers of racial categorization held resonance in the United States' own history of racial oppression. I thought these discussions would culminate in an in-class reflective essay that would allow the students to make connections between their own experiences and those that they read and heard about coming from the other side of the world. The glue that would bind South Africa and the United States was a poem by Claudia Rankine's Citizen: An American Lyric. The concrete experience of micro-aggression captured in the small prose poem would allow the students to compare and contrast the systematic oppression of South Africa and the current pernicious and pervasive forms of racism present in our own society. This reflective essay would be an opportunity for the students to synthesize the discussions and readings from throughout the semester and bring it back to their own experience. In the end, the assignment captured all three of the dimensions found in the Global Learning Competency and expected students to demonstrate advanced the writing skills.
LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives: Enable students to understand evolving literary traditions in the global context. Compare and contrast historical and social periods across geo-political boundaries. Enable students to compare and contrast historical and social periods across geo-political boundaries. Reinforce and develop research and writing skills acquired in English 101 and 102. Reinforce and develop critical thinking skills needed to interpret and analyze literary texts.

Subject:
Literature
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Kapetanakos, Demetrios
Date Added:
10/01/2017
Co-Curricular Report 1: Roundtable Discussion
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This assignment is designed for First Year Seminar -- Liberal Arts: Humanities and Social Science majors.
The main course objectives addressed are that students: Demonstrate engagement in the life of the college and their use of key academic support services, advisement, and co-curricular organizations and activities critical to meeting those goals. Show growing mastery of the writing, reading, and speaking skills, as well as the study and management strategies essential for college success.
The primary purposes of this written and oral report are to encourage students to discover and use the campus resources and co-curricular opportunities critical for their success at LaGuardia and to further their skill in public speaking and writing. But it also goes a long way in helping students who have trouble participating in class to speak up and to practice public speaking in preparation for the PowerPoint presentation they will give at the end of the semester. In addition, the roundtable discussion offers guided practice in active listening and note-taking, underscores the habit of interdependent thinking and learning, and fosters classroom community by giving students a chance to hear about and respond to one another‰Ûªs interests and concerns.
Scaffolding: Students are introduced to college resources in the lecture and in an ePortfolio exercise and scavenger hunt that asks them to visit the Health Center, Writing Center, and other offices where they can get help. They then attend our college club fair, Spring Fest, together as a class, and in the lecture practice using journalism‰Ûªs 5 W‰Ûªs to gather information and write a report. For the roundtable discussion, the whole class is seated in a circle and before giving their individual reports, students share tips on effective public speaking and active listening. They also are directed to fill out the attached active listening worksheet and ask at least one question, and are encouraged to be supportive of classmates. Listening, writing, and speaking are included in the evaluation of the report. (See the rubric, attached.) The idea of interdependent learning is also highlighted in a class discussion of the required text, The Absolutely True Diary of a Part-Time Indian, as we consider what promotes the protagonist‰Ûªs success and the role that assistance plays in every hero‰Ûªs quest. Finally, students discuss the campus resources and co-curricular activities that helped them in a final reflection essay at term‰Ûªs end.
This assignment is worth 10% of the final grade. It takes approximately 2 weeks to complete. Each student presentation lasts 3-5 minutes.

Subject:
Arts and Humanities
Social Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Bromley, Robin
Date Added:
10/01/2018
Concept Mapping for Focused Paper Topics [Library]
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This assignment was developed for students in SYF 101 Psychology who attend a 1-hour library session. This session is aligned with the Inquiry and Problem Solving core competency in terms of exposing students to Searching as Strategic Exploration and the Integrative Learning core competency in terms of analyzing Scholarship as a Conversation. In the first of two parts, this session will focus on building subject knowledge and finding background information in encyclopedias. Students will learn how encyclopedias can offer different perspectives on the same topic; they will also create an APA citation for an encyclopedia entry. In order to gain a better understanding of subject knowledge students will create a concept map on ADHD or a topic related to their assignment, which will also help students narrow a research topic from general to specific. After covering background information in Part 1, students will discuss the difference between news, popular, and scholarly sources as it relates to their research. Information from diverse sources will be examined as existing on a spectrum, rather than in a hierarchy. As a result, students will begin to understand scholarship as a conversation and that different sources meet different research needs. Students will also be introduced to a discipline-specific database like Psych INFO. Again, citation will be covered, this time for scholarly articles. LaGuardia's Core Competencies and Communication Abilities Main Course Learning Objectives: Students will be introduced to the concept of library academic resources Students will learn the strengths and weaknesses of different forms of information

Subject:
Information Science
Psychology
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
McDermott, Ian
Date Added:
10/01/2017
Course Shell for Introduction to OER Class
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This is the course shell for the fully online OER class used to train CUNY faculty in OER implementation. It includes five modules plus a final project. The modules are: Class introduction An Introduction to Open Education Resources Finding and Evaluating Open Education Resources Using Open Education Resources in Your Class Creating and Hosting Your Own Open Education Resources
Discussion prompts are included as a separate document.

Subject:
Information Science
Education
Higher Education
Material Type:
Full Course
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Ovadia, Steven
Date Added:
01/01/2015
Critical Research Paper: Using Literature to Explore Deindustrialization in the American Rust Belt [Composition]
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This ENG 102 assignment was developed in the context of CTL sponsored Learning Matters Mini-grant awarded to the English Department. The primary purpose was to assist full-time and part-time faculty in the Department with revising ENG 102 course materials to align with the Inquiry and Problem Solving (IPS) Core Competency and Written Communication Ability. This goal was achieved through several workshops, a programmatic benchmark reading, and a two-phase departmental review process that prepared assignments to be submitted to the Learning Matters Assignment Library. The mini-grant has been invaluable in helping to bring both full-time and adjunct faculty into departmental conversations about composition course requirements and how they align with LaGuardia‰Ûªs core competencies, the role of the competencies in the curriculum review process, and more generally the importance of the competencies and abilities in the college‰Ûªs general education requirements.
ENG 102: Composition II is a required course for most LaGuardia students that builds and intensifies the training received in Composition I. Most students enrolled in ENG 102 are non-majors, and are upper-freshman or lower-sophomores, although occasionally students may take the course later in their career. In addition to continuing to develop critical reading, writing, and research skills, in ENG 102 students are introduced to the literary genres of fiction, poetry, and drama. Students also learn close reading techniques and are introduced to forms of literary analysis such as historical context. ENG 102 is a baseline course for the Inquiry and Problem Solving (IPS) Core Competency and Written Communication Ability.
One concept I repeatedly discuss ENG 102 is the notion that academic writing is a form of joining an existing conversation on a subject or issue. The following Critical Research Paper Assignment encourages students to continue and expand our class discussion on the effects of deindustrialization in the America‰Ûªs Rust Belt in the 21st century. The primary literary text students analyze in this assignment is Lynn Nottage‰Ûªs 2017 Pulitzer-Prize winner Broadway play Sweat. In order to provide students with a stronger historical and ethnographic context for their reading of Nottage‰Ûªs play, students were also assigned to read several chapters of Chad Broughton‰Ûªs book Boom, Bust, Exodus: The Rust Belt, the Maquilas, and a Tale of Two Cities (2015).
The Critical Research Paper is a scaffolded assignment that students worked on for 3-4 weeks of the semester. This included one week (about two weeks into the process) where students engaged in peer review workshops in which they meet in groups of 4-5 students with the instructor for 30 minutes to review and discuss the first drafts of their essays. The Critical Research Paper constituted 30% of students‰Ûª final grade in the course. This includes credit received for all scaffolded sections of the essay, as well as participation in peer review workshops.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
The Critical Research Paper meets several of the course‰Ûªs instructional and performance objectives, including practicing writing as a process by completing multiple drafts and revisions. Engaging in close reading strategies and using historical context as a literary analysis methodology. As well as demonstrating research skills through the ability to gather, evaluate, synthesize, and cite primary and secondary sources. Furthermore, these performance objectives overlap with the dimensions of the Inquiry and Problem Solving (IPS) core competency rubric, as the assignment asks students to frame an issue through the thesis statement and argument they develop, to gather evidence to support their assertions, to analyze through their close reading of passages of literature, and finally to draw conclusions based on their analysis.

Subject:
Composition and Rhetoric
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Jones, Jacqueline
Date Added:
07/01/2018
Cross Cultural Presentation on Latin American Artists [Modern Languages and Literatures]
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I have used this high-stakes assignment in the last four semesters, in the ELS103 Intermediate Spanish I class. However, it was considerably revised during two Center for Teaching and Learning sponsored seminars at LaGuardia Community College: "Bringing Global Learning Competency into Your Class" and "The Pedagogy of the Digital Ability." These seminars allowed me to have a better understanding about how to scrutinize contexts in order to bring assignments closer to the Global Learning Core Competency and the Digital Communication Ability. The "Bringing Global Learning Competency into Your Class" seminar in particular shaped my thinking about the design and content of this assignment, and how to take advantage of this competency in an Intermediate Modern Language class, in which, due to language constrains, students are not supposed to produce more abstract, or complex ways of thinking, both of which are more appropriate to more advanced levels of the language. But when preparing these assignments about Latin American artists of the 20th and 21th centuries, students have to research different historical contexts, and aesthetic ideas in a given historical moment. Talking about artists' lives and work will give them an opportunity to learn about global issues. They will become more aware of themselves as global citizens, since most of these Latin American artists had to deal with global issues related to national identity, how to earn a living, traveling, surviving in a foreign cultural environment, and in mainstream, European or American hegemonic cultural centers. This assignment could help students understand how our lived experiences are not that different from others around the world and in different historical contexts.
This is an intermediate level Spanish class where, by the end of the semester, students should know how to use the main verb tenses in Spanish, as well as being able to describe things, such as the weather, people, and certain landscapes. Taking the "Bringing Global Learning Competency into Your Class," convinced me that I can take advantage of the Global Learning Rubric and apply it to an intermediate level language class, as far as I could adapt it to the needs of the students. On the other hand, the "The Pedagogy of the Digital Ability" seminar showed me the possibilities of going beyond power point presentations, and asking students about using other digital media, such as audio or video recordings. The assignment, which is in Spanish (for non-Spanish speaking users, the version here is translated into English), focuses on digital literacy, builds on students' existing skills such as preparing power point presentations and doing online research. The assignment might also help students to become familiar with topics that are developed in other, more advanced, levels of the Spanish language, where issues related to art and literature are frequently discussed. The oral presentations, seen as a whole, intend to render an overview of Latin American art.
LaGuardia's Core Competencies and Communication Abilities

Subject:
Art History
Languages
Literature
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Menendez-Conde, Ernesto
Date Added:
10/01/2018
Cultural Competency in Health Sciences [Library]
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This assignment was developed for students in HSF 090- Health Sciences who attend a 1-hour library session. The focus of this session and assignment is research as inquiry." Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. Students will practice this iterative process by experimenting with the trial and error necessary in the research process as they repeat and refine their searches. They will be encouraged to explore the way cultural competence changes depending on their field or topic focus.
This session will give students the chance to develop integrative learning by connecting their prospective field with the professional literature. Choosing and reading an article from their field will also help them develop inquiry skills. LaGuardia's Core Competencies and Communication Abilities Main Course Learning Objectives: Students will be introduced to the concept of library academic resources Students will learn the strengths and weaknesses of different forms of information

Subject:
Information Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Lin Hanick, Silvia L
Date Added:
10/01/2017
Cultural Diversity in Healthcare [Radiologic Technology]
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The Cultural Diversity in Healthcare assignment is designed for the SCX 101 Patient care course. This assignment was first implemented in 2011 and has undergone significant revisions in the past few years from individual presentation to collaborative group presentation in 2013 and the connection to the Health Science First Year Seminar (HSF) assignment in 2018. The most recent revisions made were through the Center for Teaching and Learning (CTL) workshop on Global Learning in Fall 2018. Feedback from the CTL seminar led to the inclusion of the Learning Objectives of the assignment and prompts that direct students to relate their topic to possible clinical scenario. The feedback from the seminar participants was particularly useful in tweaking the assignment to meet all the dimensions of LaGuardia‰Ûªs Global Learning Core Competency rubric. Their feedback also helped in providing clearer instructions to the students.
The purpose of this two-part assignment is to learn from each other‰Ûªs culture and help educate the class about the different cultural practices that can influence how a healthcare worker should communicate with the patient. Through completion of this assignment, the students will be able help identify practices or beliefs that can be a possible barrier to good patient care and help decrease health disparities in Radiology.
This high stakes assignment accounts for 15% of the students‰Ûª final grade in the course. We scaffold the assignment through a lesson on cultural diversity, cultural competence and patient communication. Following the lesson, we facilitate class discussion on cultural competence and cultures. The lesson and class discussion will provide knowledge on the importance of cultural competence in providing utmost patient care. The assignment also fulfills the Global Learning Core Competency, mid-point deposit, and it reinforces the Written and Oral Communication Abilities.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
COURSE LEARNING OBJECTIVES: Introduce students to the importance of the ARRT Code of Ethics, including the. Technologist‰Ûªs accountability and responsibility to the patients and to the field. Familiarize students with the moral, ethical and legal issues relevant to the healthcare field.
ASSIGNMENT LEARNING OBJECTIVES: The student should be able to define and explain Cultural Diversity. The student should be able to understand the different culturally significant attitudes, practices and beliefs and their impact on the delivery of patient care. The student should be able to explain how lack of cultural knowledge, awareness and sensitivity contributes to health disparities. The student should be able to understand their role and responsibility as a Future Radiologic Technologist in decreasing health disparities through cultural competence. The student should be able to identify and discuss practices or strategies that can promote the ethical principles of patient care.

Subject:
Health, Medicine and Nursing
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Licari, Theresa
Maldonado, Lorena
Date Added:
12/01/2019
Cultures and Politics of the Global Drug War [Urban Studies/English]
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This staged and high stakes Urban Studies assignment was developed in conjunction with two Center for Teaching and Learning Seminars at LaGuardia Community College: The Pedagogy of the Digital Ability and The Next Generation ePortfolio. All Urban Studies courses at LaGuardia are writing intensive, and all are designated for the college's Global Learning Core Competency and the Written Communication Ability. Urban Studies courses exist on different points of many programmatic curriculum maps for Liberal Arts majors, but students usually take it as a midpoint course. Dozens of different majors completed this assignment and take Urban Studies courses more generally, including Criminal Justice, Psychology, and Computer Science. This assignment comes from a course called ENN 195: Violence in American Art and Culture. This course surveys the depictions of various types of violence and the use of violence as a theme or metaphor in North American literature, art, and popular culture.

Subject:
Composition and Rhetoric
Social Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Rogers-Cooper, Justin
Date Added:
06/01/2018
(De)Constructing Identities Through Film: First Year Seminar-Liberal Arts Capstone Collaborative Assignment [Liberal Arts]
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This high-stakes assignment was designed within the frame of Learning Matters Mini-grants Capstone-First Year Seminar Collaboration (Spring 2018). It was used in Caron Knauer‰Ûªs First Year Seminar class (LIF101) and in Habiba Boumlik‰Ûªs Capstone Liberal Arts‰ÛÓHumanism, Science, and Technology (LIB200). For this collaborative assignment, the primary Core Competency is Integrative Learning and the Communication Ability is Written.
The following dimensions of the relevant core competency and communication ability align well with this collaborative assignment: Ability to draw insight from connections across relevant learning experiences, including personal, co-curricular, and academic-- what connections are there between culture, traditions and how gender is shaped? Ability to apply learning across diverse contexts by applying knowledge and skills inside or outside the classroom--attitudes towards gender in the Amazigh culture and how they connect to the students‰Ûª own culture. Communication ability--orally and in writing reflect on the newly acquired knowledge about gender and indigenous Amazigh people. Reflection and Self-Assessment: students demonstrate a developing sense of self as a learner, building on prior experience to respond to a new context offered to them through readings and film festival showings and discussions.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
The main objectives of the LIF assignment are: to involve students in co-curricular activities, an important component of the First Year Seminar. Students attend and report on the kickoff of a co-curricular college event, the New York Forum of Amazigh Film. to expose students to learning about a particular culture by first reading two articles about it and then being exposed to in-person, expert context and watching two films about which to write a film review. At the end of this first phase, First Year Students are connected and paired with LIB200 students close to graduating. to get feedback from the capstone class that enables LIF students to revise drafts and incorporate feedback.
The main objective of the LIB-LIF collaboration is: to give the LIB capstone students the opportunity to apply their knowledge and learning experiences outside their course by helping First Year Students improve their reflective and critical thinking skills along with their writing ability.
The LIF/LIB 200 collaborative aspect of the assignment unfolds following these steps: Provide information to LIF students about the liberal arts capstone class, LIB200, and ask LIF students to write questions to LIB students. Hand out letters from LIB 200 students to LIF students and have students write back. Let LIF students know that LIB students will be peer reviewing their research papers. Completing the peer review process.

Subject:
Arts and Humanities
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Boumlik, Habiba
Knauer, Caron
Date Added:
03/01/2019
Developing Habits of Mind for Academic Success
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The low-stakes assignment Habits of Mind for Academic Success was designed to support First Year Seminar for Liberal Arts: Social Science and Humanities students in developing habits of mind essential for success in college. Using Costa and Kallick‰Ûªs 16 Habits of Mind (HOMs) as reference, the assignment is staged and starts by prompting students to assess their current use of Habits of Mind and to identify what HOMs would be of value to them as college students. Upon completion of the individual assessment, students are introduced to examples of Habits of Mind in action through a video created for the Advanced Study of Learning course at Kennesaw State University. This next step also includes a collaborative exchange between students that culminates in a roleplay that requires the application of what has been learned. Finally, students write a reflective essay that describes their plans for using Habits of Mind in college. Students complete Steps 1 and 2 in class, which take approximately 90 minutes and can be done in the same class or during two consecutive class sessions. Students complete Step 3 outside of class. The assignment complements the overall course objectives by helping students who are new to college identify and develop strategies for academic success. It is worth 10 percent of the final grade.

Subject:
Arts and Humanities
Social Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Quish, Ellen
Date Added:
08/01/2019
A Diagnostic Condition and Its Implications [Physical Therapist Assistant Program]
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SCT 101: Introduction to Physical Therapy
Assignment Description: This assignment was designed during Learning Matters 2018-2019 Digital Communication sub-seminar. The assignment was originally a written paper based on the clinical manifestations and pathogenesis of a diagnostic condition. As the profession of physical therapy is inherently a teaching profession, an oral and digital component was incorporated to facilitate the student's ability and confidence in oral communication and use of media. The presentation of a diagnostic condition and implication in the performance of activities for an individual can be variable depending on the individual's physical status, medical/health history, and psychosocial status. To enable a holistic understanding of a diagnostic condition, the International Classification of Functioning, Disability and Health Model (ICF Model) is integrated into the assignment. The ICF model is biopsychosocial interconnected dynamic relationship of the health condition, body structures/functions involved, participation in life activities and an individual's environmental and personal factors (contextual factors). This assignment is a Level I baseline assignment to assess the student's integrative learning competency and oral/digital communication abilities. In addition, this assignment is the initial assignment in the PTA program's scaffolded Capstone project. This is a graded assignment worth 35% and the average completion time is 2-3 weeks. The breakdown of the assignment grade includes completion of the ePortfolio component and an in class oral presentation of the diagnostic condition.
A Diagnostic Condition and Its Implications is an assignment for the Introduction to Physical Therapy course. It will assist the student in understanding how a diagnostic condition can be unique for an individual. The overall objective is for the student to develop a holistic and complete clinical picture of a diagnostic condition including, how it can affect the individual during and post rehabilitation and how it can impact an individual's execution of activities and participation in life events by using the International Classification of Functioning, Disability and Health Model (ICF model). The student will use the ICF model as a framework for describing and organizing information on functioning and disability based on the diagnostic condition. Each student selects a diagnostic condition from an established list and develops a multimedia presentation based on the ICF model. Using the ICF model template provided, the student will integrate the assigned diagnostic condition to the body structure/function impairments, activity limitations/restrictions, participation level in life situations and the contextual factors (environment and personal). For the development of activity limitation/restriction, participation level and the contextual components of the ICF model the students are instructed to draw upon their personal situation, environmental factors (natural physical environment) and personal factors (support, relationships, attitudes). The connecting of the individual student factors will allow the student to view the diagnostic condition holistically. The grading criteria for this assignment is based on the Integrative Learning Core Competency, and the Digital and Oral Communications Abilities rubrics.
LaGuardia's Core Competencies and Communication Abilities

Subject:
Health, Medicine and Nursing
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Tom, May
Date Added:
11/01/2019
Digital Image Retouching Evaluation Assignment [Photography]
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Digital Image Retouching: Evaluation Assignment was developed in the context of a 2017-18 CTL sponsored mini-grant where the course HUA 231 Digital Photography II, which was formerly an elective, was redesigned as a required course in the Photography program. As part of the mini grant work, the program's curriculum map was also adjusted to reflect the changes. The students in HUA 231 are usually in their second to last semester as this is an advanced digital class. They have taken the pre-requisite HUA 131 (Digital Photography I) in earlier semesters. The assignment will be implemented for the first time in Fall I 2018.
Digital retouching has become a staple of the commercial photography industry. This exercise shows the students the level of quality that will be expected of them after graduation, along with helping them to become market ready. Although I do this assignment with beauty images, it can be done with any type of photographs (landscape, architectural, street, etc.) as the emphasis is on the application of the newly acquired skills and workflow of the students. The evaluation of the newly acquired knowledge and the students progress is done by comparing the before and after images. The difference is clear and immediate and does not require any photography training to assess. Making the students work on real world commercial assignments allows them to be more engaged in the learning process as they see a clear learning outcome to those exercises. This assignment allows the students a more sophisticated and comprehensive understanding of the digital process as a whole. All the steps involved in the processing of an image coalesce into a more organic and logical knowledge structure. The students expanded understanding of the context and new arsenal of tools at their disposal, allow them to better assess the needs of an image and then implement the necessary steps. It is aligned with the Integrative Learning Core Competency and Digital Communication Ability rubrics, and will count for 20% of the student's final grade. The first part of the exercise allows for the faculty to establish a baseline of the students' digital knowledge and understanding of what a professionally finished image should look like. Assigning this early in the semester also allows the faculty to have a good sense of the class's general knowledge; it also provides the opportunity for early syllabi adjustments if necessary. The students are able to self-assess their progress and have a true representation of their newly acquired skills. This often helps them realize how much they have progressed and is very beneficial to their self-motivation.
LaGuardia's Core Competencies and Communication Abilities

Subject:
Visual Arts
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Gourjon, Thierry
Date Added:
01/01/2019
Digital Storytelling [Natural Sciences]
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A well-crafted and executed storytelling assignment can serve as an efficient and engaging learning activity which targets the three highest levels of Blooms‰Ûª taxonomy which are to Create, Evaluate and Analyze. This digital storytelling assignment is part of a signature assignment series (Stage 1) conducted in all courses of the First Year Seminar for Natural Sciences (NSF101). Students begin collecting pictures and videos for their assignment from the 3rd week of the semester on a flash drive. During the fourth week of the semester, the instructor first describes the storytelling process and stages. This is followed by learning around how storytelling can be used as a narrative, to foster inquiry learning, content-based information.
In studio hour, the First Year Seminar Student Success Mentors enable students to familiarize themselves with the digital tools necessary to create their digital stories such as iMovie, narrated PowerPoint, Prezi and Powtoon (to name a few). Next, students submit a draft of their scripts, which is edited by the professor, and then students submit their final digital story. The prompts for the script ask students to reflect on their journey thus far and project forward into their future career aspirations. It also asks them to connect their content learning between courses and co-curricular experiences. The prompts within the assignment directly articulate the Student Learning Objectives of the Biology and Environmental Science Program (please see Table 1) Students complete this assignment within ePortolio assignment templates. Link to the assignment template can be found here https://lagcc-cuny.digication.com/nsf101-digital-storytelling/home-1.
This assignment has been through multiple assignment development and revision charrettes as part of the Programmatic Integration Meeting in the Natural Sciences Department funded by the Learning Matters mini-grants from the Center for Teaching and Learning at LaGuardia Community College.
LaGuardia‰Ûªs Core Competencies and Communication Abilities

Subject:
Environmental Science
Biology
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Radhakrishnan, Preethi
Date Added:
09/01/2018
Disability, Mobility & Society [Physical Therapist Assistant Program]
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Disability, Mobility, & Society is a newly developed assignment for a required level II physical therapy course (SCT 221). It is aimed to familiarize students with the psychosocial and socioeconomic challenges faced by people with physical disability/dysfunction and their immediate community. Students work in teams to develop multimedia pre-recorded video presentations based on actual clinical case studies. Each team will identify and discuss issues related to the specific pathology and impairment, and consider the medical/social/behavioral/financial implications for the individual and the society. The team must present a course of physical therapy intervention that illustrates clinical competence and professional standard of care. Students are encouraged to draw connections to their personal experiences as related to relevant local and/or national healthcare issues. The grading criteria for this assignment is based on the current Global Learning and Oral Communication rubrics.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
Main Course Learning Objectives:
Instructional: Reinforce effective and appropriate verbal and non-verbal communication with patient/client, the physical therapist, health care delivery personnel, and others. Reinforce individual and cultural differences in all aspects of physical therapy. To develop the student‰Ûªs global awareness and oral ability.
Performance: Demonstrate effective and appropriate verbal and non verbal communication with patient/client, the physical therapist, health care delivery personnel and others. Recognize individual and cultural differences in all aspects of physical therapy. Demonstrate Global Learning using an oral ability through a multimedia presentation based on cases assigned.

Subject:
Health, Medicine and Nursing
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Chan, Clarence
Engel, Debra
Tom, May
Date Added:
10/01/2017
Drug and Disease Research Paper [Veterinary Technology]
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This Drug and Disease assignment has been prepared for the capstone course Veterinary Pharmacology and Toxicology (SCV 262). Students take the course in the last semester of the 2-year AAS degree in Veterinary Technology at LaGuardia Community College. Students completing this assignment are second year (junior), clinical phase students. In this course, students are introduced to concepts in pharmacokinetics and pharmacodynamics, providing a basis for an applied, systems-based introduction to veterinary drugs. The course also introduces concepts in pharmacy management and toxicology. As a capstone course, this course assignment provides a basis for students to apply veterinary medical knowledge and practice communicating this application in both written and oral formats. The assignment typically takes students several weeks to complete and is worth 20% of the final grade.
The Drug and Disease assignment asks students to choose a veterinary drug (from an instructor-created list) and connect this drug with an associated veterinary disease that can be treated with it. Students are encouraged to use research, experience from prior veterinary technology coursework (Introduction to Veterinary Technology, Veterinary Pathophysiology, Veterinary Nursing, Veterinary Laboratory Techniques and Veterinary Pharmacology and Toxicology) along with clinical experience to support this investigation.
Students are first asked to demonstrate their ability to make logical (medically-sound), technician-level connections and conclusions about the drug and disease by writing a research paper. They then are asked to participate in a mock-client discharge/interview about the drug and disease that they have researched.
LaGuardia‰Ûªs Core Competencies and Communication Abilities

Subject:
Health, Medicine and Nursing
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Scales, Tara R.
Date Added:
03/01/2020
Education for NYC Bilinguals [Linguistics]
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The assignment Education for NYC Bilinguals is a final, high-stakes written research paper in ELN101: Introduction to Bilingualism, a course contributing one deposit into the Global Learning Core Competency and Written Communication Ability. The assignment calls for the consideration and application of social, political, educational, and psycholinguistic concepts into the discussion of global and local multilingualism. By completing this assignment, students gain a deeper understanding of linguistic and cultural diversity in the US society and learn to position issues in bilingualism against a global backdrop. The assignment asks students to approach the challenges of education for multilingual New Yorkers from the multiple perspectives of students, parents, educators, and administrators facing a real-life issue that resonates around the globe. The assignment requires that students engage with issues of diversity, power, privilege, and ethical action. It assumes the students‰Ûª emerging understanding of global cities, of which New York City, a place in which they reside, is a prime example.
ELN101: Introduction to Bilingualism is a course housed in the Linguistics Program in the Department of Education and Language Acquisition. It is a writing-intensive, urban study, ePortfolio course offered in two modalities ‰ÛÒ face-to-face and hybrid. The course also fulfills LaGuardia‰Ûªs urban study graduation requirement. ELN 101 is depositing for Liberal Arts: Social Science & Humanities and four options in Liberal Arts at the midpoint for the Global Learning Core Competency and Written Communication Ability. Students in the course have typically taken the ENG 101-102 sequence and many liberal arts majors are concurrently enrolled in ENG 103: The Research Paper course. The ENG sequence of courses provides an introduction to the skill of writing with power and clarity ‰ÛÒ the ability to combine vocabulary with grammatical proficiency, fluency, and cogent organization. The ELN 101 course, also attracting diverse cohorts of students from outside the Liberal Arts majors, including Business, Computer Science, and Natural Science majors, continues this task of teaching writing in the liberal arts tradition, emphasizing, in turn, the writing conventions of social sciences.
The assignment Education for NYC Bilinguals takes several weeks to complete as it incorporates a data analysis research experience for community college students. Students are introduced to the quantitative description provided by the Department of Education (DOE)‰Ûªs Demographic Report and are asked to describe the information as well as infer the information captured by numbers to support their proposal addressed to the DOE. To complete the assignment, in addition to analyzing quantitative data, students review the bilingual education literature to advocate for bilingual learners in the NYC public school system. The assignment is worth 15% of the final grade. In its earlier and the revised versions, the assignment has been implemented in ELN 101 for a number of years. For the majority of students taking the course, this is the most challenging assignment in the course. It requires an analysis and synthesis of a number of elements, on top of deep integration of the many concepts to which the course introduces the students. Acknowledging the difficulty with completing the project, the students, nonetheless, admit that it gives them invaluable knowledge of the NYC public school system, which they, as taxpayers, support, and which they, as current and prospective parents, intend to utilize. Typically, students share their experiences of advising family members on educational opportunities they have learned about through completing this research project. Last but not least, this particular project awakens both social awareness and activism on the part of the students.
The assignment in its final version has benefitted from the feedback of LaGuardia colleagues coordinating and participating in the Learning Matters Mini-Grant 2018-2019.
LaGuardia‰Ûªs Core Competencies and Communication Abilities

Subject:
Education
Linguistics
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Ekiert, Monika
Jerskey, Maria
Date Added:
10/01/2019
Elementary Algebra
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Students use world population data to find the observed trend, the rate of population growth, build a model (linear equation) using the data, and predict the future world‰Ûªs population size based on the model that they develop.

Subject:
Computer Science
Mathematics
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Kothari, Mangala
Date Added:
01/01/2015
Engineering Laboratory 101
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This lab introduces students to the fatigue failure of steels, plastics and ceramics when they are stressed in a controlled manner until they fail. Materials are subjected to repeated stress called fatigue and fatigue properties of different materials vary with type, source, quality, type and duration of applied stress.

Subject:
Engineering
Material Type:
Activity/Lab
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Eze, Reginald
Date Added:
01/01/2015
Ethics and Moral Issues Oral Inquiry and Problem Solving Research Project: Oral Presentation (Step 3) [Philosophy]
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This Ethics and Moral Issues (HUP 104) assignment incorporates the main elements of the rubrics for both Inquiry and Problem Solving (IPS) Core Competency as well as the Oral Communication Ability. It deposits Capstone Oral/IPS. The emphasis on the organization of the student‰Ûªs speech, evaluation of research that represents diverse points of view on the problem chosen, and emphasis on building an argument from true premises to well-supported conclusions all speak to the IPS rubric. The emphasis on communicating clearly the stakes of the problem and the student‰Ûªs solutions, the credibility and diversity of the research sources, as well as the nuances of attention to audience, body language, and voice all speak to the Oral Communication Ability rubric. The students typically come from many Liberal Arts majors, with at least one or two from Philosophy. They are typically second-semester or second-year students who are more advanced than incoming Freshmen. This assignment is staged across the semester. We build up to this step about ten weeks into the semester and actively work on it for about two weeks prior to the presentations, which take a week of class to produce. This assignment is worth 10% of the final grade. It was revised during the 2017-2018 Learning Matters Mini-Grant process, where the Philosophy Team, with help from Professor Patricia Sokolski, assessed artifacts from a previous version of the assignment and determined that the students‰Ûª attention to audience, active listening, and incorporation of research were the weakest points. All of this has been revised at the rubric-level as well as in the classroom work leading up to the presentation.
LaGuardia‰Ûªs Core Competencies and Communication Abilities

Subject:
Philosophy
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Carr, Cheri
Date Added:
07/01/2018
Evaluating Reliability in Resources [Library]
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This assignment was developed for students in CJF 101 Criminal Justice who attend a 1-hour library session. This session is aligned with the Integrative and Global Learning core competencies.
This session seeks to introduce students to critical evaluation as the important skill that involves questioning different elements of an information resource to determine its authority on the topic it addresses. Students will practice this process by engaging in a discussion about the reliability of a specific resource. They will be encouraged to contribute to an in depth evaluation of a resource as a group.
This session will give students the chance to develop integrative learning by guiding them through a complete evaluation of information media related to their prospective field. They will learn how to navigate information in a digital format, deconstruct an argument and recognize different types of authority.
Alternate URL to the supplemental slides: https://shortlib.org/s/cjflesson
LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives: Students will be introduced to the concept of library academic resources Students will learn the strengths and weaknesses of different forms of information

Subject:
Information Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
McHale, Christopher
Date Added:
10/01/2017
Exploring Careers and Industry Problems [Library]
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This assignment was developed for students in ECF 090- Engineering and Computer Science who attend a 1-hour library session. This session will give students the chance to develop integrative learning skills by connecting their prospective field with academic research.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
Main Course Learning Objectives: Students will be introduced to the concept of library academic resources Students will learn the strengths and weaknesses of different forms of information

Subject:
Computer Science
Information Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Letnikova, Galina
Date Added:
10/01/2017
Exploring the Uses of the Liberal Arts through BeyoncŽ's "Formation"
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I developed the assignment drawing on both BeyoncŽ's 2016 Super Bowl halftime show and her music video "Formation" to initiate a discussion about how the Liberal Arts may inform our readings of popular culture images and performances. Through an analysis of content and form of Beyonces musical performance and the video, students are invited to reflect on the ways in which a Liberal Arts education can contribute to a deeper understanding of the social issues addressed in the work. In our guided discussion, students frequently offer observations on historical and cultural contexts as well as power relations based on race and gender. We then explore the role of a liberal arts education (theatre and performance studies, history, political science, sociology, anthropology, music, etc.) in connecting and deciphering the various discourses that intersect in cultural events. To further familiarize students with the various disciplines that make up the Liberal Arts, we then explore the curriculum of the Liberal Arts: Social Science and Humanities major in the college catalogue. In an in-class activity, students are tasked with finding at least two courses that connect with the issues addressed in BeyoncŽ's "Formation" and explaining the ways in which these courses may inform our understanding of the song. As a third step, students include their findings in a formal reflection on the role of the Liberal Arts and their place in it. While the in-class activities are ungraded (but count for students' participation grade), the reflection is 10% of the final grade.

Subject:
Arts and Humanities
Education
Social Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Marks, Christine
Date Added:
08/01/2019
Fantasy Autobiography
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This assignment is for a Fantasy Autobiography essay in the Liberal Arts: Social Sciences and Humanities FYS. It includes a research element as well as reflection. It is a high-stakes assignment worth 15% of the course grade and involves secondary research with an option to include primary research and auto-ethnography.
There are three low-stakes writing tasks, a co-curricular activity write-up, and a presentation that lead up to this final essay. Students collect data at each of these stages and compile a draft that is a narrative of their past experiences as a student in high school, and that weaves in their LaGuardia experiences (in-class and co-curricular) and then visualizes a story of future professional success.
Students revise the Autobiography draft over Week 9-10 using instructor feedback (on both content and mechanics) and present a condensed version of their essay to the class using a Powerpoint slideshow.
Relevant Course Objectives:
The following instructional objectives are the goals of the course (what the instructor expects to achieve):
1. Familiarize students with the types of research and methods utilized in the liberal arts.
2. Provide students with fundamental writing, reading and speaking opportunities necessary to develop essential skills for college success.
3. Familiarize students with key academic support resources related to student life and engage them in using these resources to advance academic success.
4. Connect students with their advising team, which will guide them in setting goals, exploring educational and career options, and developing an individualized educational plan.
5. Design opportunities for students to situate and contextualize their learning by making connections across disciplines, to prior learning, and to non-academic learning experiences, including co-curricular learning.

Subject:
Arts and Humanities
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Kamble, Jayashree
Date Added:
08/01/2018
Final Paper [Liberal Arts: Social Science and Humanities]
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This assignment was created for LIF101 (New Student Seminar for Liberal Arts), which is a baseline course taken by students (typically in their first semester) in Liberal Arts: Social Science and Humanities (including the options) and Fine Arts. Students in this course have wide-ranging abilities, given that they may be in ESL or have transferred in advanced writing courses. As such, the final assignment needs to serve the goals of the course while not penalizing students for having lower abilities in writing and research. Similarly, the integrative learning rubric has several very different dimensions, and connecting them all in one assignment is not easy. This assignment is my first attempt at providing more structure (to support my ESL students), connecting work done throughout the semester (so not overburdening those with less college experience), and explicitly addressing each of the dimensions of the integrative learning rubric.
LaGuardia's Core Competencies and Communication Abilities
The topic addresses the goals of the course to introduce students to the liberal arts, help students transition to campus culture, develop a better understanding of the learning process, and acquire essential academic skills. They explore campus opportunities and resources, research career options, and investigate possible transfer schools during the semester, and then tie these elements together in the assignment presented here.
Students complete elements of this paper throughout the semester as individual reflection papers and/or ePortfolio pages, and then bring their research together in this final paper. It is submitted both as an essay and as an ePortfolio page, and it is the ePortfolio page which is deposited for assessment purposes. The final paper is worth 20% of their final grade, with an additional 5% available for the draft (which is peer reviewed by LIB200 students).
In developing this assignment, I participated in a mini-grant (run by Ian Alberts, Reem Jaafar, and Habiba Boumlik) connecting LIB200 to FYS, and had capstone students peer review their drafts. I also workshopped this in the assignment workshops run by Chris Schmidt and Karen Miller. These allowed me to ensure I was also touching on the digital ability through integrating two or more forms of media (image and text on the ePortfolio platform) while also assessing if the student artifacts generated by this prompt did, in fact, meet the dimensions of the rubric.

Subject:
Arts and Humanities
Social Science
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Stubbs, Naomi J.
Date Added:
04/01/2019
Fundamentals of Biology Research Project [Biology]
Conditional Remix & Share Permitted
CC BY-NC
Rating

The goal of this initiative is to improve students' learning of the subject while developing their Inquiry and Problem-Solving competencies as well as their numeracy, written, digital and oral communication abilities. A flipped-class approach will be taken to present different topics ahead of the practical laboratory experiences. Topics will be presented with PowerPoints and/or videos posted on Blackboard. Students will be given a low stakes quiz at the beginning of each laboratory session to assess their knowledge and understanding of the posted material. A research project, introduced at the beginning of the semester, will be used as the backbone to integrate inquiry and problem-solving competencies to the laboratories. Each laboratory will explore a question/aspect outlined in the research project; students will be expected to work in pre-assigned groups and present individual written outputs, data, and analysis at the end of each laboratory session. Students will be expected to compile their results obtained during the semester, and make a digital/oral presentation at the end of the term. Students will collect background information and complete four written assignments; students will receive feedback on these assignments to allow for improvements and successful completion of the final presentations. Each individual student will also be required to write three laboratory reports. Collaborative work with group members will be essential for successful learning using an Inquiry and problem solving approach, although written reports will be marked individually, per the guidelines given in the assignments. The syllabus for the lecture component of these sections is identical to the syllabus of the standard versions of this course; the grading procedures for the laboratory component of the course are modified as described in the grading policy below.
LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives:
This course is an integrated two-semester laboratory-based sequence, stressing major concepts of biology designed to assist the student in relating these concepts to the environment. The scientific method of thinking and the experimental approach will be stressed. Among the topics studied are: SCB201 Cellular and molecular basis of life, heredity, and the evolution of life.

Subject:
Biology
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Entezari, Maria
Fuentes, Ana Lucia
Date Added:
10/01/2017
General Psychology/Social Psychology
Conditional Remix & Share Permitted
CC BY-NC
Rating

Students visit the library or library website to search for scholarly sources, identify an empirical study, summarize and critique the study and cite using APA style.

Subject:
Psychology
Material Type:
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
LaGuardia Community College
Author:
Imamichi, Tomoaki
Date Added:
01/01/2015