Libguide OER for Prof. Jill Cavanaugh's course: ANTH 3360: Language Loss: Culture, Politics and Self. What does it mean to lose or risk losing your language? What is the value of language, to speakers, to experts like anthropologists, to humanity more broadly? This course explores answers to these questions through thinking about language as a cultural practice and object, a political activity and topic, and something that is deeply entwined with speakers’ senses of self. We will consider case studies from the US immigrant experience as well as cases of language endangerment and loss around the globe. To analyze these issues more immediately, students will do a research project about a language in Brooklyn, which will involve mapping ethnographic research, photographic, interviews, and other evidence to tell a story about a particular language’s current vitality
CUNY Labs and Activities
OER labs and activities developed at CUNY as a part of the OER Initiative.
An introduction to the history of art, emphasizing visual literacy in an historical context. Major works of art and architecture, drawn from a wide range of world cultures and periods from ancient times to the present, will be explored.
Students will learn to analyze works of art critically from both an historical and an interpretative point of view; in addition, they will gain an understanding of the importance of cultural diversity through exposure to the arts of many different times and places.
Students will have extensive practice in articulating aesthetic judgments effectively in spoken and written form.
Students will learn how to draw upon the cultural riches of New York City to enhance their learning within and outside the classroom.
Identify unique characteristics of several artistic traditions, and recognize and analyze the differences among the major periods, artists, genres, and theories of art.
Use terms of art historical analysis correctly and be able to apply them to unfamiliar works.
This is a treasure hunt game that simulates various disabilities and gives a sense of how frustrating non-accessible content can be for people with disabilities. Suitable for a general audience, no programming experience necessary.
An editable copy is also given, along with ideas about how to make it more accessible.
This activity guides students through the evaluation of a website that they have created to see if it is accessible for users with disabilities. Students will simulate a number of different disabilities (e.g. visual impairments, color blindness, auditory impairments, motor impairments) to see if their website is accessible; they will also use automated W3 and WAVE tools to evaluate their sites. Students will consider the needs of users with disabilities by creating a persona and scenario of a user with disabilities interacting with their site. Finally, students will write up recommendations to change their site and implement the changes.
An A-Frame Virtual Reality Programming activity for CS0 students. Part of the CUNY CS04All project.
An Encryption activity and worksheet for CS0 students. Part of the CUNY CS04All project.
A Python Functions activity - "Drawing with Turtle" - for CS0 students. Part of the CUNY CS04All project.
A Python Functions activity - "Scrabble game" - for CS0 students. Part of the CUNY CS04All project.
A Python IF-ELSE activity - "The Dating Equation" - for CS0 students. Part of the CUNY CS04All project.
A Python Lists activity - "Gift Exchange" - for CS0 students. Part of the CUNY CS04All project.
A Python Lists activity - "Hangman game" - for CS0 students. Part of the CUNY CS04All project.
¡Hola! Welcome to SPN 117 Advanced Spanish Composition, also listed as “Writing intensive”. In this page you will find everything related to our class: syllabus, readings, assignments, bios (about us, as writers!), other resources, and calendar.
We will explore, learn and practice several modes of writing with the aim of producing texts of autobiography in Spanish. Why autobiography? Because we all have a story to tell and especially you: Why are you taking this advanced writing class in Spanish? Why do you speak Spanish? That is a story that deserves to be told! This class is designed to help students sharpen their tools in Spanish with personal expression. How is your family history? How was the journey that brought you here?
¡Hola! Bienvenidas a SPN 117, Advanced Spanish Composition, también conocida como “Writing intensive”. En esta página encontrarás todo lo relacionado a nuestra clase: el syllabus, las lecturas, las tareas, las biografías (¡nuestras, como escritoras!), así como otros recursos y el calendario.
Exploraremos, aprenderemos y practicaremos varios tipos de escritura con el objetivo de escribir autobiografía en español. ¿Por qué la autobiografía? Porque todas tenemos una historia qué contar y especialmente, tú: ¿por qué estás tomando esta clase de escritura avanzada en español? ¿Por qué hablas español? Esa es una historia que amerita ser contada. Esta clase está diseñada para ayudar a las estudiantes a agudizar sus herramientas de la lengua desde la expresión personal. ¿Cómo es la historia de tu familia? ¿Cómo fue el viaje que te trajo hasta aquí?
This is the laboratory component of Anatomy & Physiology I. The concepts covered range from anatomical terminology, directional terms, body orientation to exercises on tissues, the integumentary, skeletal, muscular and nervous systems.
This course is a continuation of Anatomy and Physiology I. It covers the study of the structure and function of the cardiovascular, respiratory, urinary, digestive and endocrine system, as well as development, metabolism, electrolytes and acid base balance.
This is the open educational resource for BIO2311: Anatomy & Physiology I. This site provides all you will need for the course including a syllabus, link to the textbook, lecture notes, assignments, and all other related resources.
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.
Created by Michelle Millar Fisher of the CUNY Graduate Center and Karen Shelby of Baruch College, "Art History Teaching Resources (AHTR) is a peer-populated platform for art history teachers. AHTR is home to a constantly evolving and collectively authored online repository of art history teaching content including, but not limited to, lesson plans, video introductions to museums, book reviews, image clusters, and classroom and museum activities. The site promotes discussion and reflection around new ways of teaching and learning in the art history classroom through a peer-populated blog, and fosters a collaborative virtual community for art history instructors at all career stages."
This course will explore art since 1980 and consider the questions and ideas embedded in contemporary art in relation to prior historical movements. We will consider a range of questions, including approaches on how to write about contemporary art, when and where to apply philosophical theories, and what a social historical context for a body of work might be, as well as who, how, and why some artists make it into the art history books and others don‰Ûªt. There will be weekly presentations of texts in class and writing assignments that will encourage students to present their opinions on current exhibitions in relation to examples of the literature discussed in class.
Video lectures on atomic theory incorporating a simulated student class working problems to increase accessibility and reliability.
Open Educational Resource funded by a City University of New York OER Grant. Produced by the Department of Chemistry, York College/CUNY and the Department of Natural Sciences, LaGuardia Community College/CUNY
Sections cover: Chemistry of Life; The Cell; Tissues: each of the systems of the body; the special senses. Includes lab manual.
Since we live in an urban environment with many trees, shrubs, and flower plantings this course is designed so that each student will always be able to walk down the street and have some familiarity with their environs. To that end, each student will learn to identify approximately 50-60 trees and shrubs and know them by their common name, scientific name and family, as well as some annuals and perennials commonly used as bedding plants. Students will learn some basic the botanical concepts, which are used in, plant identification, such as botanical structural features used in phylogeny and taxonomy of plants. In addition to this, students will get an overview of the ecological and economic aspects specific to urban botany.
Entrepreneurship has become a major source of economic growth and job creation in the United States. As the number of small businesses increases in the U.S. economy, so does the need to prepare students in entrepreneurship. This course provides students with the knowledge and skills to effectively start, operate, and develop a business venture or non-profit organization.
This course is based upon the belief that the quality of the educational environment depends both on “me and you.” I will put extra effort to facilitate the learning process and I expect you to do the same. Such a belief will be implemented by creating a classroom environment in which students will challenge concepts and ideas positively, openly, and respectfully.
The course examines human resource decisions and practices in an international context. Topics include recruiting, selection, expatriation, repatriation, training, career management, performance management, compensation, and cross-cultural issues.
This course is a continuation of Bioinformatics I. Topics include gene expression, microarrays, next- generation sequencing methods, RNA-seq, large genomic projects, protein structure and stability, protein folding, and computational structure prediction of proteins; proteomics; and protein-nucleic acid interactions. The lab component includes R-based statistical data analysis on large datasets, introduction to big data analysis tools, protein visualization software, internet-based tools and high-level programming languages.
This course covers disorders of hearing, measurement of hearing through pure tone and speech audiometry, and interpretation of audiometric test results.
Mecca for Neurogenics is a site developed by Prof. Sharon Beaumont-Bowman of Brooklyn College. Although it is based on two courses she teaches in the Department of Speech Communication Arts & Sciences, it is designed as an interactive repository for many resources on Neurogenics.
Phonological theory and research of typical articulation and phonological patterns; perceptual and motor development; phonological processes; evidence-based assessment and intervention; etiologies and characteristics of speech sound disorders; relationships to phonological awareness and literacy; culturally and linguistically appropriate practice.
An adaptation based on chapters from the Saylor Foundation's Introductory Chemistry by David W. Ball. Chapters include: Measurements; Energy and Matter; Solids and Liquids; Atoms, Molecules, and Ions; Chemical Reactions and Equations; Stoichiometry and the Mole; Nuclear Chemistry; Chemical Bonds; Gases; Solutions; Acids and Bases; Chemical Equilibrium; and Organic Chemistry. Includes Labs.
Study of applied research with children in social science settings. Discussion of ethical issues that arise when conducting research with children. Students will develop their own research questions and explore appropriate methodologies for examining them. Different approaches to research, both quantitative/experimental and qualitative will be discussed. Students will gain hands-on experience with one or more research methods inside and/or outside of the class. The course emphasizes critical reading and understanding of the research literature and the presentation of research findings.
Stacks and their implementations. Prefix, postfix, and infix notation. Queues and linked lists and their implementations. Binary and general trees and their implementations and traversals. Sorting and searching techniques. Graph algorithms.
Primary objective of this course is to provide the student with the experience of working in a fast-track development environment that requires a shifting balance between collaboration and autonomy. The student will be exposed to a wide range of software tooling across multiple eras of computing history. The student should plan for a considerable amount of focused attention outside of the classroom to complete assignments. Online resources will be provided for all lecture topics. You will get more out of the course if you have experience with some larger development projects, for example, through internships, or open-source contributions.
Tied to "Tools and Techniques in Software Engineering" textbooks at the URL: https://opened.cuny.edu/courses/tools-and-techniques-in-software-engineering
An introduction to C++ and its roles providing support for object-oriented programming, generic programming, procedural programming, and low-level programming. The C++ memory model, and topics in explicit memory management. Storage classes, scope, and compilation stages. The Standard Template Library. Comparison with Java.
Introduction to database systems. Comparison to file processing systems. Data models. Relational, hierarchical, and network systems. Database design. Normal forms. Study of several real-world database management systems, with an emphasis on microcomputer applications. Database recovery query and transaction processing, concurrency. Distributed and object-oriented databases. After successful completion of this course, students will have achieved proficiency in data modeling use the Entity-Relationship Model, Relational Database Design Techniques, Basic and Intermediate SQL query creation, and Database access techniques from current programming languages.
Command Line Tutorial
Students are presented with information relating to stand alone Python programs, stdin, stdout, and command line arguments. This is a lab exercise. After completion students should be able to create executable Python programs which can accept input from stdin or command line arguments.
Please begin with the READ_ME file.
This OER material was produced as a result of the CS04ALL CUNY OER project
This archive contains a series of lessons on cryptography suitable for use in a CS0 course. The only requirement is familiarity with Python, particularly dictionaries, lists, and file IO. It is also assumed that students know how to create stand-alone Python programs and interact with them through the terminal. Most of the work is done in Jupyter notebooks.
The material found in the notebooks is a combination of reading material, exercises, activities and assignments. Below are descriptions of each lesson or assignment and links to notebooks on Cocalc. The same files are available for batch download in this archive.
These notebooks introduce the general substitution cipher by way of the Caesar cipher:
Cracking the substitution cipher:
This is a homework assignment in which students use n-gram frequency analysis to attempt to crack a general substitution cipher.
This project investigates the use of AES in Python code using the pycrypto module. This is one of two major projects for the semester. Students ultimately produce a password manager which stores the password database as encrypted JSON.
Reflecting on cryptography in society:
We prepared this for a classroom discussion of the ethics and societal implications of cryptography.
An essay on cryptography and ethics
Students are asked to write a short essay stating their position on the proper role of cryptography in society.
This OER material was produced as a result of the CS04ALL CUNY OER project
This is a tutorial on list comprehensions in Python, suitable for use in an Intro or CS0 course. We also briefly mention set comprehensions and dictionary comprehensions.
This OER material was produced as a result of the CS04ALL CUNY OER project