This Reflection Toolkit, compiled by the faculty inquiry group (FIG), includes classroom strategies for integrating reflection into one's existing syllabi. The lesson plans highlight how to encourage effective student reflections.The toolkit includes best practices to facilitate reflection in classes across the disciplines in the context of a variety of student-centered activities (including group-work, online learning, and interactive modules).

Related lesson plans are also available for download and adaptation in the Guttman Community College OER collection in the CUNY Academic Works institutional repository.

This Research Paper Assignment is designed for NSF & LMF courses (STEM majors). The assignment is to have students research a global scientific issue. Possible topics that work well for this assignment contain solar panel use, the increase in health issues (like respiratory or mental health conditions) due to global warming/climate change, animal (and other living organism) extinction (or increase) due to global warming, sea level rise, coastal flooding, how the increase in ocean plastics affects the ocean and its species (which affect the environment/climate), etc. However, any global scientific topic will do.
The assignment's main objectives are to scaffold the overall research paper to improve students Inquiry and Problem Solving (IPS) and Global Learning (GL) competencies.
The IPS competency is scaffolded with 2 CER worksheets that help students analyze their research sources using the Claim Evidence Reasoning and Rebuttal (CER) method, which they will utilize in LaGuardia's Natural Sciences Courses. The CER method is the Scientific Method, which uses more everyday language. For example, instead of being asked to formulate a hypothesis, students generate a testable claim. By convention, this method is referred to as the CER Method. However, I include the second, and write CERR Method, to remind students to include possible contradictions, challenges, and/or rebuttals to experiments they do and while researching studies in scientific journals and from other sources.
Additionally, there is a worksheet with prompts that ask students to reflect on the 3 dimensions of the Global Learning Competencies, based on their research topics, to enhance students ability with this competency.
Students are expected to work on these worksheets throughout the semester. The worksheets are due, at different times throughout the semester, before the final paper is due. Ideally the first worksheet is due the fourth week of lecture, typically 1 to 2 weeks after the first library visit. The second and third worksheets are due the 6th and 8th week of lecture, respectively.
The first two worksheets are the same CERR method worksheets. Students will complete one worksheet for each of the 2 articles they must use for their research.
To further help students organize and engage with what they learn from their research, students are also required to complete a 3-5 minute Power Point presentation. The in-class presentation is due at least a week before the final paper is due, either the ninth or tenth week of the semester. This is a great opportunity for the entire class to share what they learned and to give each other feedback about the organization, content, and overall delivery of each other's research before the final paper is due.
There is a presentation guideline and grading rubric that is to be discussed before the presentations; it is better to discuss the rubric with the class at least a week before the presentation is due. Students have the grading rubric and a grade sheet for each presenter so they can score each presenter and write down notes to give feedback to the presenters. I collect the score sheets to view how students evaluated each other's presentations and as proof of participation during presentation day. However, the score sheets do not affect the students' presentation grade. Having students fill out the score sheets is an in-class activity meant to keep students focused on the presentations. Students are required to give presenters feedback, and/or ask questions, to earn "Class-Participation" points for the day; students may lose up to 2% of their total grade for each lecture they do not participate in.
The final paper is also outlined for format and content, which is like the presentation guideline and worksheets. The paper outline further describes, and specifies, the types of information to include in each section of the research paper. The point of this document is to prepare students for what their own papers and lab reports should include as they progress with their classes. The final paper is due 1-2 weeks after the presentation is due, which is the 11th or 12th week of the semester. The worksheet component of this assignment is worth 10% of the grade. The two CERR worksheets are worth 3% (6% for 2 worksheets). The Global Learning Worksheet counts toward 4% of the final grade. The Power Point Presentation is worth 5% and the final paper is also worth 5%. The research assignment totals 20% of the final course grade.

The lecture is in video format explaining what are financial statements and why study of financial statements is important; who benefit from study of these statements; types of financial statements; and where one can find the financial statements of publicly listed companies.

11. Emerging Technologies: An Introduction to Cryptocurrency

The trifecta of globalization, urbanization and digitization have created new opportunities and challenges across our nation, cities, boroughs and urban centers. Cities are in a unique position at the center of commerce and technology becoming hubs for innovation and practical application of emerging technology. In this rapidly changing 24/7 digitized world, city governments worldwide are leveraging innovation and technology to become more effective, efficient, transparent and to be able to better plan for and anticipate the needs of its citizens, businesses and community organizations. This class will provide the framework for how cities and communities can become smarter and more accessible with technology and more connected.

What is risk? What is return? How are these two related? This lecture discusses the variables that determine the risk and return of stocks. Additionally, it describes the historical tradeoff between risk and return. Finally, it discusses diversification in stock portfolios.

Students will be able to:

Describe the basics of Robots.

Describe basic hardware and software of the LEGO Robot.

Write sequential code for LEGO Robot to move.

SPA 2201HS Spanish for Heritage Speakers is an intermediate course intended for students who were immersed in or exposed to the language while growing up, but who have received little or no formal instruction in Spanish. Strengthens students‰Ûª competence in the oral and written standard varieties of Spanish by building on their previous knowledge to expand their vocabulary, strengthen their command of grammar, and achieve more confidence and fluency in speaking and writing while learning about the diversity of the Hispanic cultures. The skills acquired in this course will help reinforce students‰Ûª bilingual abilities and cultural competence.

This two-part assignment introduces students to spectrogram reading by asking them (1) to explore a set of spectrograms representing the days of the week, and then (2) record their own spectrogram and add a picture of it to a common "Mystery Spectrograms" folder for use in a subsequent assignment (and also in classroom activities).
NOTE: by the time this assignment is introduced, the students have already learned how to record themselves and save sound files using the Praat software for acoustic analysis. If they are not familiar with the procedure, this tutorial will help:
Making a recording in PRAAT

This assignment is asking students to collaboratively create a database of "good" and "bad" voices for subsequent analysis.

This assignment is asking students to collaboratively create a database with videos illustrating differences in the speech production of young children compared to that of adults.

Students learn the basics of database modeling and managements as well as the analytical techniques and tools used to assess, enhance, and profit from customer-relationship management. The course reviews database technology, organization and planning including technology needs and outsourcing considerations; sampling techniques such as nth selects and frozen files; creating powerful predictor variables such as univariate and cross tabulations, ratios, time series variables, and other measures. The course also covers predicting customer actions by using multiple linear regression and correlation to model response, payment, attrition, churn, and other factors that assist in segmentation. Students also learn how to combine prospect and customer data residing on databases with outside sources of data to drive response models.

A. Scavenger Hunt Description This Scavenger Hunt Assignment is designed for the First Year Seminar for Natural Sciences (NSF 101) and the First Year Seminar for Liberal Arts: Math and Science (LMF 101) (STEM majors).The main objective of this assignment is to familiarize students with their campus and its resources, to encourage students to collaborate with each other, and to be aware that the scientific method is applied to solve any problem, not just scientific issues. It is meant to address the Integrative Learning Core Competency. Students are given the entire class time (at least two hours) to complete the assignment. For LMF sections, I often add more clues, because the class runs for an additional hour. I have the students report back to class, so we can discuss and share their experiences and explain the follow-up Lab Report Reflection. For LMF sections the discussion is after the 2 hours allotted for the clues. The NSF section discusses the Scavenger Hunt and follow-up Lab Report Reflection the next class following the Scavenger Hunt group activity. The Lab Report Reflection is due the week following the discussion, but students may hand it in before the due date. The Reflection is written as a STEM lab report/abstract format, using the Claim, Evidence, Reasoning, & Rebuttal (CERR) method, which is used within the Natural Sciences Dept. for all STEM classes. The CER method is the Scientific Method, which uses more ordinary language. So instead of making a hypothesis, students make a testable claim. I write CERR method, which includes the second, to remind students to include possible contradictions, challenges, and/or rebuttals to experiments they do, and the research they find reading scientific journals. This assignment is worth 5% of students' total grade, 2.5 % for the actual hunt and 2.5% for the reflection. I do not take off points for students that complete the hunt alone because they were absent. The penalty is having to do the assignment on their own time.

A Python Functions activity - "Scrabble game" - for CS0 students. Part of the CUNY CS04All project.

Different types of sensory systems with their functional modalities will be presented. The biological bases for how these functions are generated and modified will then be described. As vision is the principal means of perception, we will focus in this course most on visual processing. Scientific data will be integrated into the lectures, such that students develop critical skills in analyzing data and proposing hypotheses.

Different types of sensory systems with their functional modalities will be presented. The biological bases for how these functions are generated and modified will then be described. Scientific information will be integrated into the lectures, such that students use critical skills in interpreting data, proposing hypotheses and designing experiments.

Write you essay correctly using a simplified APA referencing style for your essay for your Management course.

A one-way analysis of variance exercise using data on species diversities from vernal pools.Data are from vernal pools in Willowbrook Park (adjacent to College of Staten Island's campus) in spring.
The typical ANOVA gives a straightforward result (significant anova, easily-interpreted Tukey-Kramer analysis). This data set requires more nuanced interpretation, as the ANOVA is marginally significant, and Tukey-Kramer yields one significant pairwise comparison between groups. Relative lack of variation within groups explains this apparent enigma.

This assignment was used in a Public Speaking course where students learned to build a variety of public speeches. The assignment aims to enable students to make connections to experience, to reflect and self-asses their learning. In line with the integrative learning core competency, they are also encouraged to make connections between and among academic disciplines. At the same time, it gives them the opportunity to broaden the possibilities for connections in their analyses, allowing them the ability to adapt & apply learning across diverse contexts.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
Main Course Learning Objectives: Students demonstrate their ability to criticize speeches Students reflect on their own strengths and weaknesses as speakers