For this project, students read Goetze and Lewis (1994) paper on trace element geochemistry of quartz-rich sandstones. They then select one of six possible stratigraphic units, find relevant literature related to their unit, and formulate sampling strategies. In class they are provided microprobe geochemical and cathodoluminescence data and manipulate/interpret it in order to reach conclusions. They answer questions regarding both the provenance of clasts from a young conglomerate as well as commenting on the validity of the data. Students learn how to manipulate and analyze data, how to make a scientific poster, and how to prepare and give an oral presentation

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This is an out of class exercise that allows students to explore biological molecules that contain heme like molecules with metals bound in them. The properties of these molecules give them different colors and functions, but all are related evolutionarily.

This assigment was developed in the context of LaGuardia's Center for Teaching and Learning sponsored Learning Matters mini grant Connection Between First Year Seminar and Capstone Learning Experiences. It provides Liberal Arts experience to students across the academic spectrum and is designed for students in LMF 101 (First-Year Seminar for Liberal Arts: Math & Science) and is conducted in conjunction with students from a capstone course, LIB 200 (Science, Technology, and Humanism). The assignment aligns with the Inquiry and Problem-Solving Core Competency and the Written Ability. In this assignment, LMF 101 students research and read several articles centered on the topic of Women in STEM. They then write an essay that integrates the information from these sources to address the history, biases, and potential causes of the underrepresentation of Women in STEM. LIB 200 students peer review these essays, and LMF 101 students, in turn, respond to these peer reviews. The assignment concludes with a combined class discussion on the topic and the process. The overall goals for this assignment which also reflect the dimensions of the Inquiry and Problem Solving Core Competency and the Written Communication Ability rubrics are the following: Students will utilize the appropriate library search engines to find a resource relevant to a particular topic. Students will analyze and integrate evidence from multiple sources on a complicated topic, and they will use the evidence they gathered to answer questions and arrive at logical conclusions. Students will assess the reliability of data and/or claims made in the literature. Students will cite sources appropriately. Students will understand the importance of peer review, understand how constructive criticism can help improve scholarly work, and learn how to respond to feedback in ways to improve the outcome of their work.
LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives:
LMF 101 Course Goals Associated with Assignment: Demonstrate understanding of habits of mind essential to college success (e.g., persistence, flexibility, and metacognition) and foundational knowledge in mathematics and science. Interpret the values and ethics of mathematics and science and discuss how these values and ethics directly influence personal, academic, and professional success in their careers. Demonstrate an understanding of the structure and logic of technical writing; show a basic level of proficiency in the fundamental writing, reading and speaking skills necessary to deliver information in a contextual and coherent manner. Demonstrate the use of skills and knowledge gained from diverse experiences to enhance learning and success. Describe the diversity of LaGuardia Community College and demonstrate capacities to collaborate across differences in culture and perspective.
LIB 200 Course Goals Associated with Assignment Identify the terminology and concepts central to the field of gender and women‰Ûªs studies students. Identify and understand the challenges and the historical frame of the underrepresentation of women across STEM fields. Research and value the contributions of women to STEM fields. Examine and interpret material using the theory and research methods of gender and women‰Ûªs studies and apply these ideas to current social issues. Present ideas concerning gender and women's studies in spoken and written presentations.

This is an introduction to work with files 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.

Students will go to the Museum of the Earth in Ithaca, New York and use the exhibits to answer questions about paleontology, paleobiology, evolution, the history of life.

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I’ve designed this unit to slot into the second and third (and into fourth) weeks of my Writing 122 course. Rethinking my course from an equity perspective led me to reshape my approach to some key concepts (particularly audience), highlighting lived experience as an important component of knowledge when addressing social issues. An important aim of this project is to foreground the relevance of the work they’re doing in this course and how it applies to their world beyond this course. I produced an 11-minute audio slideshow on audience that is in alignment with the two assignments I’ve created here. This will take the place of a few mini-lectures, reducing the amount of reading and offering a different learning modality. I intend to use H5P to build a self-assessment and review component and attach it to the audience slideshow. After completing the second assignment, students would proceed to hone in on an arguable question/topic (possibly the one identified in Assignment Two, or possibly another important question embedded in the issue) and conduct research in preparation for their essay rough draft.

Learning Objectives:
Here are learning objectives and aspirational goals (from Portland Community College’s CCOGs for Writing 122) in alignment with this unit:
CONNECT: Craft an argument in conversation with others who are thinking about the same subject.
REFLECT: Analyze their own learning in writing.
INQUIRE: Locate multiple and various information sources that are appropriate to the given process of inquiry
Students will understand themselves as lifelong students of reading, writing, and rhetoric.
Students will transfer their learning to personal goals and larger initiatives that matter to them.
Students will see themselves as critical participants in larger conversations.

Students read popular science books and write a synopsis of the book, linking the topic(s) covered in the book with those covered in class. This activity is designed for a large geoscience lecture course to aid students in improving their understanding of the topics we cover. In addition, students tend to get lost in large science courses; they may arrive with misconceptions about science and their ability to perform well in a science course. This assignment allows students to do some extra work and improve their grades. It presents science as an intriguing story while emphasizing topics covered in class. The intended outcome is to deepen student understanding of specific topics and to lower students' anxiety about their ability to "do science".

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This is an example of a writing assignment focussed on the use of data to support the theory of plate tectonics.

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This activity requires students to read a journal article with the title, abstract and keywords removed. After reading the article, they must submit a title, abstract and keywords.
Designed for a geomorphology course
Has minimal/no quantitative component
Addresses student misconceptions

Students write about the important aspects of a species of sea life, including physical characteristics, habitat, behaviors and interaction with humans and also provide a video that addresses that sea life along with a short summary. The video and its respective summary are then required to be uploaded to a discussion board so students can share what they learned about the species that they selected.

This assignment asks for short, precise explanations of economic data displayed in graphs and tables.

This opening assignment for an introductory quantitative reasoning course asks students to write about "Numbers We Should Know." Its goal is to help students begin to think quantitatively, evaluate the sources of quantitative information critically, and write using numbers precisely and thoughtfully.

Students read journal articles on alternative conceptions and science literacy and write an annotation for each article.

This is a textbook for a course on developing online business solutions offered to students of IT, Software Engineering and Computer Science Departments as well as management students in the Faculty of Business Administration. The goal is to help IT developers understand the nature of business and Business managers manage IT development. The book has 4 chapters: 1) An overview of the interaction and relationship between Business and IT, 2) Modelling business, 3) Survey of Business apps, 4) A glimpse of future trends and how they will impact business and IT.

Students demonstrate their skill in soils investigation and interpretation through independent projects undertaken in groups of one to three and presented in class using visual aids.

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Students work in groups to develop posters that communicate their concept of landscape following several field labs (soils, sediment analysis, river discharge, vegetation survey, aquatic life) at one location. They must consider four categories: landscape interactions, landscape history, life, and perspectives/communication.

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Plate tectonics is a quantitative, robust and testable, geologic model describing the surface motions of Earth's outer skin. It is based on real data and assumptions, and built using the scientific method. New space geodesy data provide important quantitative (and independent) tests of this model. In general, these new data show a close match to model predictions, and suggest that plate motion is steady and uniform over millions of years. Active research continues to refine the model and to better our understanding of plate motion and tectonics. The exercise presented here aims to help students experience the process of doing science and to understand the science underlying the plate tectonic theory.

Key words: plate tectonics, global plate motion models, assumptions, geologic data (spreading rates, transform fault azimuths, earthquake slip vectors), space geodesy tests.

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