This lecture discusses the AD/AS Model, the Keynesian and neoclassical macroeconomic theories, their differences and perspectives.

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

This course aims to develop a sociological frame to describe and analyze the nature, function, and causes of “crime” and legal institutions in our society. The class begins with a broad overview of criminology as a field and some of the major classic and contemporary theories. The second part of the course reviews empirical works which illustrate, explore, and/or critique these theories. The final part of the course builds on Part 2 and reviews three recent topics of interest in modern criminology.

At the end of the course, you will be able to:
Describe, discuss, and critique arguments about how our society defines crime, why crime occurs, and how our society reacts to and controls behavior deemed “criminal”
Apply criminological theories to social problems of interest
Understand, critique, and/or apply reform and abolitionist frameworks to current key topics related to the nature and role of our criminal legal system

This course was created as part of the Open Pedagogy Fellowship, through the Mina Rees Library at The Graduate Center, CUNY.
Read more about the process of course design here: Criminology - A Critical and Open Approach
https://gclibrary.commons.gc.cuny.edu/2021/03/19/criminology-a-critical-and-open-approach/

This course provides an overview of existing psychological and epidemiological findings on the relationship between behavior and disease. The course explores how behavior, emotion and cognition can influence disease processes and examines the impact of stress and perceived control of one’s destiny on coronary, immune and infectious diseases and symptoms. The biological processes of several relevant chronic illnesses are covered as well as related racial and social economic health disparities. Templates for understanding and treating chronic illness including social support, referral and interventions for optimal physical and mental health are discussed. The interdisciplinary theme of this course will provide an overview of extant literature on theories of health psychology within the context of critical race theory, epidemiology, research methods, philosophy of science, biological anthropology, sociology, as well as applied health/medical fields for an enriched understanding of the biopsychosocial approach to health and illness. Lectures and in-class activities as well as films, guest lecturers, and interactive computer programs make up this textbook-free course with required readings made available via CityTech’s OpenLab and Open Educational Resources (OER).

Examine critical research issues in Puerto Rican and Latinx studies. Introduce students to a variety of ways of thinking about “knowledge” and to specific ways of knowing and making arguments in Puerto Rican and Latinx studies using key humanistic, social science, and “interdisciplinary methodologies”.

What are some of the ways to study Latinx populations, cultures, and issues? The course seeks to develop in students an ability to apply interdisciplinary concepts, methodology, and theories in examining the issues and experiences of Latinx groups. The course will delve into the strategies/tools available for conducting research in Latinx Studies. The culmination of the course will result in each student identifying a research question, relevant methodologies, and an understanding of the scope of their research problem in relation to Latinx Studies.

This 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.

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

Lecture for the course: CIS 3550: Cybersecurity - "21: Hacking Democracy: Election Security" delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

This presentation covers the legal environment of cybercrime to date. It addresses: the challenges of law enforcement; federal government vs. sate jurisdiction of cybercrime; law enforcement department and agencies which handle cybercrime; criminal statutes and privacy statutes.

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

An in-depth exploration of foods and foodways of diverse populations and cultures. Examination of the effect of ethnic, geographic, ecological and historical factors on foods, foodways, health and diet related diseases.
The full course site is available at https://culturalfoods.commons.gc.cuny.edu/.

This course aims to provide an introduction to the main ideologies that structure contemporary political conflict and debate. It is divided in two parts. After an introductory session on the definition of the concept of ideology, the first part is devoted to some of the ‘classical’ political ideologies that emerged over the course of the 18th and 19th centuries and still play a very prominent role in contemporary political conflicts and debates: liberalism, republicanism, socialism, conservatism and anarchism. The second part considers ideological currents that emerged most prominently over the course of the 20th century such as feminism, anti-racism and ecologism. The course ends with a session on the ideology of the ‘end of ideology’ as a way of gauging the question of the continued pertinence of the category of ideology in the 21st century.
Far from aiming to take sides or defend any ideological tradition in particular, the purpose of this course is to deepen the students’ understanding of the complexity and contestability of the issues at stake, in order to provide them with a conceptual ‘map’ to orient themselves amongst the different possible answers that are generally provided to enduring political questions. In keeping with this aim, the course involves a large component of class discussion and debate. About half the classes consist in lectures on exemplary texts from the various ideological traditions to be considered. The other half will consist in structured class debates on issues that emerge from within these traditions. Participation in these debates will be mandatory and graded, inasmuch as they form an integral part of the course.

This lecture discusses the role of firms and households in the market as well as the circular flow. Market equilibrium, supply, demand and the concept of efficiency are also covered.

This course proposes an introduction to some of the central questions in the political theory of democracy. It is based on readings from classical and contemporary authors in the field, but will also require students to engage directly with the material, by participating in a number of structured class debates around each of the questions addressed.
It is divided in three parts. The first focuses on debates that surrounded the theoretical elaboration of three key historical models of democratic government: the controversy over the relative merits of democratic rule in ancient Athens, the pre- and post-revolutionary debates over the notion of ‘popular sovereignty’ in France, and the reflections on the specific nature of the American experiment of popular self-government.
The second part considers some more contemporary debates over the specific nature and value of the democratic form: first by asking whether democracy can be reduced to a mechanism for allowing the peaceful circulation of elites; and second by addressing the question of whether democracy is capable of making ‘rational’ (i.e. ‘good’) political decisions.
Finally, the third part will focus on two more practical issues of implementation: the question of the democratic legitimacy of political representation, and that of its compatibility with constitutionalism.
Far from aiming to take a position on any of the questions we will be discussing, the course aims to deepen the students’ understanding of the contestability of the issues at stake, and therefore to foster debate and controversy both between and within them.

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.

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

Textbook with interactive activities and project assignments for an introduction to cultural anthropology course