This course will provide students with an in-depth understanding of the fundamental concepts and computational methods of statistics. These concepts will be developed through the question of how to estimate an unknown quantity using sample data. Students will learn to incorporate the foundational concepts of mathematics with statistical analysis to describe and solve real-life problems and questions. The topics addressed include: displaying categorical data using tables, bar graphs, and circle graphs; drawing conclusions about categorical data; displaying quantitative data using dot plots, stem-and-leaf plots, histograms and box-and-whisker plots; describing data distributions using measures of center (mode, mean, and median) and measures of spread (standard deviation, range and IQR); Displaying bivariate data using scatterplots; analyzing bivariate data using linear regression; elementary probability; normal probability distributions, sampling distributions; confidence intervals and hypothesis testing of the proportion and the mean.

What do we mean by “modernity” or the “modern world”? In this course, we will define modernity by examining global changes in politics, economy, culture, and society since 1500. We will approach these changes with a particular focus on the themes of capitalist development, imperialism, race, gender, and class. In doing so, we will engage with and challenge Eurocentric notions of modernity, and consider alternative ways of understanding global history.

Course offers a one-semester overview of American history through a combination of lectures, reading, written assignments, and discussion. This site provides access to open print and multimedia resources; selected course readings are available via password-protected pages accessible to enrolled students.

This course surveys the history of Europe from the French Revolution to the present. This covers the traditional periodization of the “modern” era and will focus on the key events, episodes, and transitions that mark this timeframe. Readings, lectures, and discussions will engage with all aspects of European politics and society during this period but will be guided by the central problem of the pursuit of power as the key theme. “Power” in this sense refers not only to the way individuals sought political power in the domestic sphere or territorial control in the international realm, but also, more diffuse notions of power as they appear in daily life, culture, gender relations, race, and social conflict. This focus on power is largely a result of a particular understanding of “modernity” as ultimately an idea that pushed Europeans to develop new ideas about how to best control and order society and the globe. To be modern, in short, meant harnessing the technologies, populations, and institutions of the nation-state to create a more ordered, productive society.

Beginning with the French Revolution, Europeans in the modern era have sought to combine the pursuit of power with the mobilization and participation of mass society, in varying forms. The unleashing of popular sovereignty and the response of the various “isms” of the 19th century (e.g. liberalism, socialism, nationalism) reveal to us the extent to which politics became a question of who should have the power, and how that power ought to be used for the benefit of European societies. Europeans did not only struggle for power in this domestic sense, but also sought to use power abroad and expand the grip of European empire. The modern period, particularly during the “Age of Catastrophe” of the early 20th century, was one marked by warfare that reshaped how violence was conceived. Ultimately, the quest for power led to totalitarian states, the most infamous being Nazi Germany, which sought to control their societies in ways previous unheard of and use extreme forms of violence in doing so. The great cataclysm that was the two world wars destroyed the belief that the use of brute force was the most preferred means of exerting power at home and abroad, and the changes this brought about are evident in the way Europeans conceive and utilize power in today’s world.

Harmonizing with current approaches, this course also seeks to provide a “multi-perspective” overview of Modern Europe, working at different levels of society and engaging with perspectives from larger and smaller European nations. Ultimately, it strives to develop students’ understanding of Europe at large and the changes experienced there over the course of roughly two centuries.

Hello and welcome to our course site for HIU348: The History of New York City and State.

In this online, writing-intensive course, we will explore several key moments in the political, cultural, and social development of New York City and State. We will focus particularly on New York City’s growth from a small colonial outpost to the metropolis of the United States and the challenges this growth presented.

This course is required for students with a major in History and a minor in Education. By the end of the class, students in this course should:

have a good understanding of events in the history of New York, especially New York City, and how historians have interpreted these events
explore the contemporary city and state and understand how current developments relate to the past
improve writing skills and engage with course material by completing a series of informal and formal writing assignments
sharpen analytical skills by engaging with primary and secondary sources

This course examines the development of urban communities across the United States and beyond both temporally and geographically. It examines the patterns of cleavage, conflict, convergence of interest, and consensus that have structured urban life. Social, cultural, and economic forces will be analyzed for the roles they have played in shaping diverse communities of America’s cities. Because we this class is involved in an international exchange program we will be comparing NYC to Cairo specifically.

This course introduces students to the key concepts and principles of human geography. The course is designed to show how world geographic conditions such as climate, landform, natural resources, soil, space and ecology
have influenced human culture and civilization over time. We will examine the connectivity of global networks, human migration, citizenship, cultural identity, urbanization, and politics. The class will focus attention on the unequal distribution of power, resources and opportunity in order to highlight the challenges and struggles that these inequalities create.

This site contains Fieldwork I and Fieldwork II course materials. In the Fieldwork and Integrative Seminar, students will discuss the theoretical and practice implications of experiences in the field. Students learn about agency structure and function, the activities of health and human service professionals, and the application of health and human service skills.

This course will explore the profession of Audiology with a focus on diagnostic testing and aural rehabilitation options for patients. We will discuss hearing disorders and pathologies; how to measure and assess hearing using pure tone audiometry, speech audiometry, and objective measures of hearing; and you will learn how to interpret an audiogram.

Course Topics: Elementary set theory, functions, relations, and Boolean algebra. Switching circuits, gating networks. Definition and analysis of algorithms. Applications of graph theory to computer science. Related algorithms. Introduction to combinatorial computing and counting arguments. Introduction to error analysis.

What is “The Environment”? How do people come to understand, interact with, and study their environments, particularly in cities? What tools of science can be used to quantitatively and qualitatively observe and describe ongoing dynamics and changes in environmental systems? How can these scientific tools be used to assess and ultimately steward environments? This course will introduce students to the following big ideas: a) systems science: understanding the Earth and its various environments as interacting systems of the geosphere, hydrosphere, atmosphere, pedosphere, and biosphere (which includes the anthroposphere – humanity); b) critical thinking: synthesizing and evaluating data, as well as attention to power in systems; and c) hands-on and applied knowledge: field and lab-based analytical methods and communication.

This course introduces students to the role of human service professionals working in an urban environment. Students will learn about the historical context that led to the development of the various human service professions, with an emphasis on New York City. Other topics to be discussed include the value, knowledge, and skill base of the helping process, culturally competent work, and issues of social justice. Emphasis will be place on the relationships between social welfare policy, human need, and the provision of human services.

SPA 300 is an introduction to illustrative styles, movements, writers and cultural expressions in Latin America and Spain. It focuses on basic themes in twentieth and early twenty-first century Latin American fiction, especially the short story. Students will read and respond to issues related to twentieth and early twenty-first century Latin American fiction. Secondary sources will be consulted during class activities and as part of the written and oral assignments. There will be close reading of texts, and group discussions.

This course was created as part of the Open Pedagogy Fellowship, through the Mina Rees Library at The Graduate Center, CUNY.

In this course students will become familiar with the history, current industry practices, and controversies involved in the mainstream mass media (newspapers, magazines, books, radio, television, film, recordings, and the Internet), their information and persuasion industries (news, advertising and public relations) and media issues (including impact, legal, and ethical issues).

In doing so, students will come to understand the relationships among the history of the media, their current industry practices, and the controversies that arise from these practices. A series of reading assignments, lectures, discussions (online, groups, pods) make up the course material. You are expected to read the assigned material before class and bring any questions or items for discussion. Following that discussion, we will explore areas in class that are beyond the readings.

- Brief prerequisite review: loops, methods, menu-driven programs, parallel arrays, array algorithms, file I/O
- Command line: basic Unix commands, command line arguments
- Objects and references: aliases, parameter passing, wrapper classes, auto-boxing and auto-unboxing, String, StringBuilder, BigInteger, BigDecimal
- Classes: instance variables and methods, constructors, encapsulation, static variables and methods, aggregation, UML diagrams, copying objects, enums
- Inheritance: superclasses and subclasses, overriding methods, constructor chaining, polymorphism, dynamic binding, the Object class and its toString and equals meth- ods, abstract classes
- ArraysLists
- Exceptions: try, catch, finally, throwing exceptions, declaring exceptions, exception types (checked vs. unchecked), polymorphism and dynamic binding with exceptions, stack trace, defining custom exception types, try-with-resources
- Interfaces: Comparable, Comparator, lambda expressions
- Collections: Collection, Iterable, Iterator, List, Set, Queue, Deque, Map
- Recursion: tracing recursive code, thinking recursively, mathematical functions, recur- sion involving Strings, recursion involving arrays, recursive helper methods
- If there’s extra time: JavaFX: basic components, event handling, CSS, MVC

A collection of nine blog prompts developed for an introductory music course that incorporates world music, popular music, and Western art music through a topical (rather than chronological) organization. Each prompt asks students to synthesize course content or apply course concepts to music apart from their assigned listening. Full credit is earned if the student: writes around 200 words; uses musical and/or textual evidence to back up their observations; and leaves a substantive comment (2-3 sentences) on a classmate’s blog. These blog prompts reference passages and assigned listening from Cornelius and Natvig, Music: A Social Experience (2nd ed).

Six different definitions of music are included on this handout. In small groups, students read the definitions and discuss the following prompts included on the handout: What definition makes the most sense to you? Why do you think other people would disagree with your chosen definition? What’s one definition you don’t like? Best suited to the first week of classes, can also be used in courses like Music Fundamentals or World Music.

An icebreaker activity for the first day of class. Instructor introduces the idea of the “Three Bs” in classical music, before introducing the “Three Bs” of current popular music (this instructor chose Beyonce, Bad Bunny, and BTS). Students choose their favorite “B” and pair up with others who made the same choice. Other grouping prompts can easily be substituted here, like favorite genre of music. Students then take turns interviewing each other, asking two questions and summarizing their partner’s answers in writing. At the end, groups can share their answers with the clas and the instructor can type them out on the Powerpoint.

The Music and… Playlist is a semester-long scaffolded writing assignment that I designed to replace a midterm and final exam. (Scaffolding refers to breaking a larger writing assignment into step-by-step, cumulative stages.) This assignment requires students to: choose a social topic (e.g. coming of age, feminism, holidays); write a topic proposal describing how their topic relates to music; choose six pieces of music from different genres; write short playlist entries that discuss the social and musical characteristics of each piece; and create a slide presentation summary. The document below includes handouts for each stage of the assignment.