This activity guides students towards the creation of personas, scenarios and storyboards for a product/website that they are creating.

Comments
Although this activity can be used in isolation, it is intended to be part of a series guiding students towards the creation of a front-end of a website. The series (all published as OER) consist of:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation

Project Assignment for the course "CSCI 380 - Mobile Application and Product Development" delivered at John Jay College in Spring 2019 by Bhargava Chinthirla and Eric Spector as part of the Tech-in-Residence Corps program.

This is an introduction Python dictionary, using Python 3.

Prior knowledge of input/output in Python, and Python list is recommended.

For CS0 students. Part of the CUNY CS04All project.

An introduction to functions in Python.

Prior knowledge of variables, assignments, expressions, input-output, lists, conditionals, and loops is recommended.

For CS0 students. Part of the CUNY CS04All project.

Comments
Lecture slides come in three formats and separate files, as well as three programs-examples.

All the images used in the slides are CC0 licence, packed in the imgs.rar archive together with the information about them

In-class work, HW assignment, assessment questions together with all the programs are in the Activities_and_Assignments.rar archive.

Python If-else branches, equality and relational operators, and some additional topics: Boolean operators and expressions, membership and identity operators.

Prior knowledge of variables, assignments, and expressions is recommended.

For CS0 students. Part of the CUNY CS04All project.

Comments
Lecture slides come in three formats and separate files.

In-class work, HW assignment, assessment questions together with all the programs are in the Activities_and_Assignments.rar archive.

The following topics are discussed:

Development Environment
Basic input and output
Variables and assignments
Python expressions
Division and modulo
Math module
For CS0 students. Part of the CUNY CS04All project.

Comments
Lecture slides come in three formats, examples of programs are included in Instructor Materials.rar.

In-class work and assessment questions together with all the programs are in the Activities_and_Assignments.rar archive.

A brief introduction to Python list.

No loops, no decision structures.

For CS0 students. Part of the CUNY CS04All project.

The following topics are covered:

While Loops
For Loops
Nested loops
Break and continue
Loops else
enumerate()
Applications: Turtle library with loops and decision procedures.

Prior knowledge of variables, assignments, expressions, input-output, lists, and conditionals is recommended.

For CS0 students. Part of the CUNY CS04All project.

Comments
Lecture slides come in three formats, are are packed into Instructor_Materials.rar along with programs accompanying the lecture slides.

In-class work, HW assignment, assessment questions together with all the programs are in the ActivitiesAndAssignments.rar archive.

An introduction to Python strings and string formatting.

Proposed lecture slides are supplied with in-class activity, homework assignment, and assessment.

No loops, no decision structures.

For CS0 students.

Part of the CUNY CS04All project.

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).

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.

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.

Syllabus for the course: CIS 356 - Fundamentals of Cybersecurity and Intelligence Gathering. Delivered at Lehman College in Spring 2020 by Fahad Chowdhury as part of the Tech-in-Residence Corps program.

Syllabus for the course: CSC 511 - Special Topics in Advanced Web Development. Delivered at the College of Staten Island in Fall 2019 by Shane Afsar as part of the Tech-in-Residence Corps program.

This is a syllabus for a course in Issues in Law Enforcement, a criminal justice course. The curriculum is a public interest technology course in cybersecurity. Principally, the federal government handles cybersecurity investigations along with some state governments and the FBI acts as the center for all cybersecurity complaints.

The course expands beyond law enforcement and provides a comprehensive background to the field through the following presentations: a history of cybersecurity; an explanation of the Internet; an introduction to cybercrime and cybersecurity techniques; the legal environment, which includes a survey of law enforcement and prosecution departments and agencies, and federal and NY state criminal, civil and privacy laws; a case (Silk Road Market) about a darknet market which demonstrates federal law enforcement in action; and the concept that cybersecurity is an enormous challenge to law enforcement.

The course provides two types of student activities:

(i) Service learning project in which students present about how to prevent yourself from being hacked; and

(ii) Group assignments in which students choose and analyze four types of current cybersecurity cases as a team by answering questions posed by the professor which is presented to the class as a whole.

This course uses Lean Launchpad for creating entrepreneurial ventures that start small but can be scaled up fairly quickly. You should you take this class only IF you are interested in creating such ventures. This course provides real world, hands-on learning on what it's like to actually start a high-tech company. This class is not about how to write a business plan. It's not an exercise on how smart you arein a classroom, or how well you use the research library to size markets. This is a practical class essentially a lab, not a theory or "book" class. Our goal, within the constraints of a classroom and a limited amount of time, is to create an entrepreneurial experience for you with all of the pressures and demands of the real world in an early stage start up.

Technology has changed dramatically over the last couple of decades. Currently, virtually all business industries are powered by large quantities of data. The potential as well as actual uses of business data, which oftentimes includes personal user data, raise complex issues of informed consent and data protection. This course will explore many of these complex issues, with the goal of guiding students into thinking about tech policy from a broad ethical perspective as well as preparing students to responsibly conduct themselves in different areas and industries in a world growingly dominated by technology.