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

The course, in addition to the theoretical texts assigned for reading and analysis, incorporates journalistic accounts of social issues, autobiographies, memoirs, oral histories and materials like photographs and film, in order to encourage students to experiment with original sociological research. Learning, also, to apply sociological language and concepts to events and situations we encounter daily, like ‘sociological location’ (identities like race, gender and class) and ‘social institutions’ (organized entities that structure society, like education and religion) is of key importance. By the end of the course, students should be well on their way to developing their own 'sociological imagination.’

This course will look at a variety of sociological writings (not necessarily written by professional sociologists) addressed to some characteristically modern phenomen—individualism, capitalism, democracy, etc.—in order to gain a clearer understanding of these often confusing elements of our modern world; to the extent that we are able to win such a clearer understanding, we shall also learn something about the unique contributions that sociology can make to such attempts. We’ll read some original texts from founding figures in the discipline—those who gave it its orienting research questions, theoretical starting-points, and distinctive methodologies. We’ll also read work by their contemporary followers in order to see whether the classical texts and approaches can still speak to our present-day condition. In the last part of the course, we’ll look at a couple of topics of general and very current interest—sex and gender, race and ethnicity, human nature—and try to see how sociologists tend to differ in their approaches to these topics from other kinds of students of the human condition.

Haunted spaces are occupied spaces, inhabited by some force or trace of the past. In this course we will explore the various ways in which authors have employed hauntings to understand our relation to place and to the past, to issues of time, memory, knowledge, culture, history, and mortality. How do ghosts function both as objects to fear and as historical subjects with ethical and political potential? Why does literature insist on keeping the dead (and the Gothic) alive? In focusing our course on haunted spaces we will consider the text itself as a haunted site, asking questions about how and why we read , and what happens when we do. Both real and phantasmatic, texts hover between life and death, operating as conduits through which authors communicate, through which characters and events appear, again and again and again. We believe in ghosts.
English 162 is a course for non-English majors that uses literature to deepen the understanding of the rich, complex, and varied engagement between human beings and the places they inhabit and imagine. We will examine how places, with their history, traditions, myths, customs, tensions, social structures, and physical form interact with people's daily lives. In this course, we will read texts from various literary genres--novels, short stories, essays, memoir, poetry, and drama--to think about the myriad functions of place in a rich, complex, and varied engagement between human beings and the places they inhabit and imagine. Throughout the semester students will develop their skills of literary analysis, building arguments, and making connections among various texts, and communicating ideas effectively. Students will have the opportunity to practice and share these developing skills by participating in our class discussions, informal writing responses to readings online and in class, as well as in a formal academic essay, a midterm and final.
This is a general education course that satisfies the Literature requirement for the Queens Core under the CUNY General Education structure called Pathways. The course also satisfies the Reading Literature requirement under the Perspectives curriculum that was in effect at Queens

This syllabus provides an overview of the Fall 2018 course, English 21002: Writing in the Social Sciences.

This interdisciplinary course examines current environmental issues from a macroeconomic perspective, focusing on both the long and short-term economic viability of various proposals to address current environmental challenges. Traditional goals of economic efficiency will be examined in the context of the need to expand renewable energy sources, green design, sustainable construction and resource allocation and other efforts to combat climate change on a global scale.

This is a syllabus designed to work as a "frame" that you can use and populate together with students. The goal is to provide a perspective from environmental psychology.

Equality Archive is a reliable source for the history of sex and gender equality in the United States. It is a theater for history and social justice with the goal to provide a forum for curious people.

Information is power. Equality Archive provides open access to the information that can ripple to become a new wave of knowledge and action in the service of social good. We know feminism is intersectional: as you explore one entry, you will find connections–intersections–with others. You can follow issues, people, and history by browsing images, or you can search information by using the key words located in Equality Archive’s tag cloud.

Every entry is peer-reviewed, and each entry contains references, links to film, video, speeches, or music relevant to its topic. Every entry also connects with an opportunity to get involved—to volunteer or donate to an established organization already working toward a social good that must include empowered women. The archive contains unique assets—brief, accessible, fact-based, archival entries on a range of topics written by over 25 feminists who are professors, artists, and authors. And the archive is ongoing, it will continue to grow with more content, more information.

Apply critical thinking to the research scenarios and act ethically based on APA Principles in the conduct of research with humans.

Ethnographies of Work I introduces students to sociological and anthropological perspectives on work as they investigate a range of careers. The course approaches work as a cultural system invested with meanings, norms, values, customs, behavioral expectations, and social hierarchies. Students pose key questions through the lens of ethnography in order to investigate workplaces, occupations, and career pathways in an urban context. Guided by the ethnographer's assumption that there's "always more than meets the eye," students are encouraged to uncover myths and stereotypes about the work world and gain appreciation of how and why work matters to individuals in a range of occupations. Students explore dimensions of work life in the context of contemporary dynamics of disruption, uncertainty, innovation, and diversity, and draw connections between the self and work through readings, films, interviews, and fieldwork.

This is an Open Educational Resource for the teaching of an Ethnography class. It was specifically designed for Ethnographies of Work taught at Stella and Charles Guttman Community College. This currently represents a draft. We are working on ensuring that references and attributions are correct and that images, case studies and examples are representative. If you have any questions, comments or concerns, please email us:
alia.tyner-mullings@guttman.cuny.edu

This is an Open Educational Resource for the teaching of an Ethnography class. It was specifically designed for Ethnographies of Work taught at Stella and Charles Guttman Community College.
This currently represents a draft. We are working on ensuring that references and attributions are correct and that images, case studies and examples are representative. If you have any questions, comments or concerns, please email us: alia.tyner-mullings@guttman.cuny.edu

Ethnography Made Easy is a textbook hosted on Manifold and the Academic Commons. The textbook has been written by current and former instructors at Stella and Charles Guttman Community College. The textbook covers the steps in planning, conducting, and writing up ethnographic research. The text is open and regularly updated.

Students read about drugs which enhance student academic performance.They will connect the found information to prior course material, addressing neuroanatomy and neurophysiology as well as connect to the attention course chapter. Students will also delve into the ethical components of the use of brain enchasing drugs and compare them to sports performance-enhancing drugs.

This rubric was designed to access the readiness and appropriateness of an open educational resource textbook for an introduction to cultural anthropology course

This rubric focuses on a set of criteria for selecting and evaluating a textbook for an undergraduate course in English syntax. Where appropriate, mention is made of other educational resources (i.e., beyond the textbook proper).

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.

This syllabus outlines the Fall 2023 Freshman Inquiry Writing Seminar (FIQWS) course Psychopathology in Literature. In the topic section, students learn about the history, research, ethics, and practice of psychopathology. This topic course is accompanied by a composition course in which students will apply their understanding of psychopathology to creative and research writing assignments.