The syllabus describes a FIQWS course in which students explored social justice themes.

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.

Part of LaGuardia’s First Year Experience, this course is designed to assist incoming students majoring in Psychology to make a successful transition to their major and college life. This course is based on open educational resources that are zero-cost to all. The First Year Seminar for Psychology introduces psychology and ways to think about different theoretical approaches and research that are relevant to student success, such as learning, identity, and motivation, and research methods. This course addresses issues related to navigating personal development and academic achievement in psychology.

Here you will find access to a variety of written work by prominent social theorists, with an emphasis on the work Karl Marx, Max Weber, and Emile Durkheim.

This course will provide an introduction to the most important theoretical systems of psychotherapy and their technical applications for the treatment of individuals with a variety of psychological problems (calling for modification of behaviors, cognitions, and/or emotions).

By the end of this class, students will be to:

Name 3 schools of thought in psychotherapy
Identify internal obstacles to psychotherapy from the therapist’s and patient’s sides
Cite the 3 important changes or movements in the history of psychotherapy
Cite the main elements of the methods in individual, couple, and family therapy
Utilize the appropriate vocabulary linked with the field of psychotherapy.

An inquiry into current and historical immigration trends with a geographic focus on the United States, including research and evaluation of legal frameworks and theories of why people migrate. Students who complete this course will have the ability to critically analyze and contribute to current conversations about immigration and will acquire marketable skills related to empirical data analysis and visualization.

Syllabus for Gender & Sexuality in New York City Politics at City College

Course website, including syllabus, for a General Psychology course (PSY 11) taught in the Kingsborough College Now Program. This project was funded by the CUNY OER Grant.

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.

In this course you get the opportunity to research a gentrifying neighborhood in NYC and develop a mini case study that examines housing and urban restructuring through a critical lens. Drawing on various methods (including field observations), weekly assignments, and discussions with your peers; you’ll build toward completing your case study over the 6-week period. During this time you will also learn:

how gentrification impacts affordable housing
why gentrification is a form of racial capitalism
what forms of local resistance exist
theories that attempt to explain how gentrification operates, and
methods for studying urban space

Geographic Information Systems (GIS) and Data Visualization Applications are driving forces behind the recent explosion in the "Digital Humanities." They enable scholars and students alike to ask new kinds of questions, and to illustrate the answers in powerful ways. This site intends to provide an overview of popular GIS and DVA platforms, both proprietary and open access. It summarizes the degree of difficulty involved in using these platforms, discusses support available for users at Brooklyn College, and gives links to training and tutorials freely available on the web.

This course is designed as an introduction to the key questions and concepts of the Social Sciences. It aims at exposing students to a conceptual repertoire that prepares the ground for them to develop critical responses to pressing global issues. To this end, its itinerary engages with a variety of texts that comprise global social theory. A main focus of the course is to train students to read these texts carefully with an eye toward using them to analyze the world around us. In pursuing this goal, we ask: what does it mean to understand humans as thoroughly social, cultural, and historical creatures? How do humans create, maintain, and transform their social worlds? How are forms of social difference (race, class, ethnicity, language, citizenship, gender, sexuality, etc.) produced and how do they shape our experiences? In what sense is the contemporary world shaped by particular pasts? What historical transformations lie on the horizon?

This course will examine urban issues and the processes of urbanization in an international context. Topics and themes explored will include: the influence of globalization on cities worldwide, and the influential position of cities in the process of globalization (from colonialism to transnational neoliberalization); the significance of cities for addressing the issue of global climate change; comparative perspectives on how cities internationally address pressing challenges such as transportation, housing, and economic development in a post-Fordist economy; the roles of different cities in a global economy: from command and control centers to the rapidly growing megacities of the global south; historical perspectives on global urban development, including the role of certain cities in anchoring and shaping culturally, politically, and economically significant geographic regions; uneven development within and among world cities, and the relationship between urbanization and economic and social inequality; comparative perspectives on the cultural dimensions of urbanism and urbanization; and the role that culture has in shaping the governance, design, and function of cities worldwide.

Over the past few years, “smart cities” have led in leveraging technology to modernize their services and infrastructure— and have emerged on the global stage on key issues of international concern. In 2017, Hidalgo and Horacio Rodríguez Larreta, Mayor of Buenos Aires, spearheaded the Urban 20 (U20), a platform for major cities in G20 countries to bring their “urban perspective” to the G20 member states in tackling common problems, showcasing their innovative approaches leveraging emerging technologies at the local level to tackle global issues. In April 2018, mayors from 20 cities signed the U20’s first Joint Declaration; six months later, representatives from more than 30 cities convened for the U20’s inaugural summit in Buenos Aires. This summer, Los Angeles Mayor Eric Garcetti had a private audience the Pope Francis at the Vatican, where the two discussed climate change, poverty, youth, and immigration. There are over 200 local-global organizations impacting international relations and policy, largely because of the pace at which they are embracing technology and innovation.

This lecture discusses the role of fiscal policy: government spending and taxation in the economy. It examines the United States government budget.

A guide on how to read an article, for undergraduate students. It‰Ûªs designed for anthropology classes but might work for other social sciences as well.