This lesson is connected to but can be used independently of "Using Big Data to Identify and Understand Educational Inequality in America (1)"
Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between and among states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this project. Three instructional hours.

Welcome to the year 1969 at the City University of New York. Spring is in the air, and so are protests, sit-ins, occupations, and debates about the purpose of the public university. One question is on everyone’s mind: Whom is the public university meant to serve? You may think you know the answer, but be prepared to question what you know.

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

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.

This course provides an overview of the human developmental processes from conception, through early adolescence. Some of the major topics covered are: research methods, memory, cognition, and language development. This course is also designed to promote a continuing interest in child development and to facilitate critical thinking about the social, emotional, and cognitive influences on development via lectures, videos, and in-class assignments.

The focus of this course will be on individual development in context from infancy into late childhood. At a general level, we will examine the genetic and biological contributions to individual development, the social contextual contributions, and the interaction between these two general sets of variables. Our discussions will focus on several domains of human development including physical, cognitive, and socioemotional development. In our examination of these topics, we will view child development as a phenomenon that occurs within a cultural context influenced by race, sex, sexual orientation, and social class. This course takes an interdisciplinary approach to familiarize students with history, theory, policy, and research on child development beyond mainstream psychology. Together, students and the instructor will explore how different factors impact child developmental outcomes through selected readings, classroom discussions, activities, and various media (e.g. Images, Ted Talks, YouTube). There is no textbook for this course. Instead, students will read journal articles, chapters from selected books, or online news articles which copies of will be provided. Students are encouraged to bring in, suggest, or post additional images, media, readings, comments, questions, concerns, or other materials to enhance the course.

Welcome to HUS 3605 Child Welfare and Family Services Course on City Tech OpenLab. You will find all course materials (syllabus and course outline, topics and reading assignments, guidelines for assignments, policies) and on this site

This lecture introduces the concepts of scarcity, choice and opportunity costs. It also discusses economics systems and the role of government.

This is a culminating group project for students that creates an opportunity for them to apply what they have learned about 1. child-focused public policy and 2. identifying OER resources. The project invites students to draw on research literature that has been discussed in class + identify OER resources to come up with their own public policy proposal.

This course will explore global social movements and multiple approaches toward social change using a comparative approach. Students will conduct interdisciplinary research on U.S. culture and history in a global context. Students will identify and analyze various methods of civic engagement, advocacy, and activism, focusing on individuals who act, organizations that mobilize action, and contexts that prompt collective action leading to significant social change on the local and global scale. The course highlights the roles of students themselves as civic actors and agents of change, within their educational setting, the communities to which they belong, and the world at large. Through project- and inquiry-based learning, students will practice implementing quantitative and qualitative research methods into action plans that address injustice and conflict.

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.

Cocaine afflicts many individuals and is potently addictive. Originally hailed as a wonder-drug in the late 19th century, cocaine is now considered an illegal substance. Cocaine’s addictive properties can be attributed to changes in the dopamine reward pathway of the Ventral Tegmental Area and Substantia Nigra, Prefrontal Cortex, Dorsal Striatum, Nucleus Accumbens, Amygdala, Globus Pallidus, and Hippocampus. This drug affects the brain in two processes: binge and crave. The binge process highlights cocaine’s ability to block dopamine reuptake from the synapse resulting in hyperstimulation of the postsynaptic neuron in the dopamine reward pathway. The crave process promotes drug-seeking behavior through conditional and contextual cues. Understanding the effects of cocaine in the brain may grant insight in creating future medication and therapies to treat individuals addicted to this drug.

This textbook began with the work of Karl Hagen, who published it under a Creative Commons license as “Navigating English Grammar” at his site Polysyllabic. As part of a project which started in Fall 2020, and is continuing as of Fall 2022, the textbook is intended to be read, annotated, and updated by ENG 270 courses at York College / CUNY, becoming a resource for future students, and ultimately becoming a textbook to be used by other students of the syntax of varieties of English.

Asset-based Community Assessment Project
This group assignment is based on a template that is provided within this assignment. This project provides students with opportunities to learn the values, and skills necessary for applying an asset-based approach when assessing a community.

This course will be a thematic exploration of culture and transformation in two distinct non-US and non-European areas. We will discuss the meanings of culture and ways cultures are studied and portrayed. We will explore the major drivers for cultural change in the modern world such as colonization, modernization, development, and globalization. We will use two case studies to examine important themes related to cultural transformation such as gender, race and ethnic relations, religion, nationalism, power relations, cultural encounter, and constructions of tradition and modernity.

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

Originally published in 1797 and reprinted eight times between 1824 and 1828. An American best-seller, it didn't appear with the author's name until 1856.