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Articles de revues sur le sujet « City University of New York. Richmond College »

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Auteur : Grafiati
Publié le 25 juillet 2024

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1

Apsan, Howard N. « EPA's college and university initiative : The city university of New York responds ». Environmental Quality Management 13, no 2 (2003) : 21–29. http://dx.doi.org/10.1002/tqem.10106.

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Schmidt Jr., Benno C. « Transforming Community College Education at The City University of New York ». International Journal of Educational Leadership and Management 1, no 1 (16 juillet 2013) : 99–129. http://dx.doi.org/10.4471/ijelm.2013.04.

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The City University of New York (CUNY) developed and implemented two evidence-based, educational initiatives at its community colleges. Accelerated Study in Associate Programs (ASAP), on six campuses, helped 55 percent of students who enter with one or two developmental needs earn an associate degree within three years. This compares with 20 percent for non-ASAP students who needed remediation. An external random assignment study by MDRC found that ASAP increased credits earned, completion of developmental coursework, and first-to-second semester retention. An independent study out of Columbia University Teachers College estimated that despite higher initial expenses, ASAP’s higher graduation rate costs the university $6,500 less per three-year graduate. The second innovation, CUNY’s New Community College (NCC), opened with 300 students in Fall 2012. It offers A.A. and A.S. degrees for transfer to baccalaureate programs, plus occupational A.A.S. degrees. Using a curriculum organized around problem-solving for New York City’s future, it integrates developmental and credit coursework, field experiences, and classroom learning in a structured and supportive environment. Other components include full-time study in the first year, limited majors, and a multidisciplinary faculty-staff instructional team. Early results include a 92 percent first-to-second-semester retention rate for Spring 2013.
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Elfman, Lois. « Eanes leads York College into the future ». Dean and Provost 25, no 2 (21 septembre 2023) : 12. http://dx.doi.org/10.1002/dap.31261.

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Dr. Berenecea Johnson Eanes, President of York College (City University of New York), embraces creating and sustaining supportive networks, noting that succeeding in academic leadership requires like‐minded people who share your goals.
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Elfman, Lois. « Eanes Leads York College into the Future ». Enrollment Management Report 27, no 8 (27 octobre 2023) : 12. http://dx.doi.org/10.1002/emt.31147.

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Dr. Berenecea Johnson Eanes, president of York College (City University of New York), embraces creating and sustaining supportive networks, noting that succeeding in academic leadership requires like‐minded people who share your goals.
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Elfman, Lois. « Eanes Leads York College into the Future ». Successful Registrar 23, no 9 (26 octobre 2023) : 12. http://dx.doi.org/10.1002/tsr.31203.

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Dr. Berenecea Johnson Eanes, president of York College (City University of New York), embraces creating and sustaining supportive networks, noting that succeeding in academic leadership requires like‐minded people who share your goals.
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Walker, Stephanie, Sara Marcus, Rita Ormsby, Karen Mason, Monica Berger, Anamika Dasgupta, Catherine Stern, Ellen Sexton, Roman A. Santillan et Mitchell Brown. « Conference Report : 44th LACUNY Institute at Baruch College, the City University of New York, New York City, New York, held May 18, 2007 ». Library Hi Tech News 24, no 7 (7 août 2007) : 7–14. http://dx.doi.org/10.1108/07419050710824660.

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St. Hilaire, Dickens, Yasmin  Edwards, Anuku Nicolas et Nana K. Karikari. « Introduction of Chemistry Accelerated Sequence Program at Bronx Community College, City University of New York ». HETS Online Journal 9, no 1 (30 novembre 2018) : 60–71. http://dx.doi.org/10.55420/2693.9193.v9.n1.265.

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Introductory or gateway science courses often prove challenging for many community college students. At a Hispanic Serving Community College like Bronx Community College (BCC), many students abandon majors in science because they are unable to successfully complete the introductory science course requirements for their majors. To address this challenge we implemented an Accelerated Sequence Program (ASP). This paper evaluates the merits and functionality of the intensive ASP platform, which entailed combining the Chemistry 02 (CHM02) and chemistry17 (CHM17) courses offered by the Chemistry Department of Bronx Community College (BCC) in an accelerated one-semester sequence. This paper enumerates the program’s impact on student performance and retention. It also indicates that the students enrolled in the remedial CHM02 ASP sections achieved the greatest benefit from the introduction of ASP to the Chemistry Department of BCC.
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D'Amico, Diana. « “An Old Order Is Passing” : The Rise of Applied Learning in University-Based Teacher Education during the Great Depression ». History of Education Quarterly 55, no 3 (août 2015) : 319–45. http://dx.doi.org/10.1111/hoeq.12124.

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From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.
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Shin, Hye Ri, Eui-Seong Sohn, Jeongha Hwang, Ji-Ung Jeong, Seung Min Yang et Jin-Seop Lim. « The Case Method of New York City College-Link for Age-Friendly University ». Journal of Regional Studies 26, no 1 (31 mars 2018) : 1–24. http://dx.doi.org/10.31324/jrs.2018.03.26.1.1.

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Girden, Edward. « Recollections of psychology at Brooklyn College of the City University of New York. » American Psychologist 40, no 2 (1985) : 141–47. http://dx.doi.org/10.1037/0003-066x.40.2.141.

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Tinberg, Howard. « An Interview with Ira Shor-Part I ». Teaching English in the Two-Year College 27, no 1 (1 septembre 1999) : 51–60. http://dx.doi.org/10.58680/tetyc19991858.

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Presents an interview with Ira Shor, who reflects on the state of the community college since the 1960s, the open admissions experiment at the City University of New York, and the remediation wars that have recently heated up in New York and elsewhere.
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Special Commemorative Issue. « Contributors ». Conversations : The Journal of Cavellian Studies, no 7 (13 novembre 2020) : 268–76. http://dx.doi.org/10.18192/cjcs.vi7.4921.

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Steven G. Affeldt (Le Moyne College)Isabel Andrade (Yachay Wasi)Stephanie Brown (Williams College)Alice Crary (University of Oxford/The New School)Byron Davies (National Autonomous University of Mexico)Thomas Dumm (Amherst College)Richard Eldridge (Swarthmore College)Yves Erard (University of Lausanne)Eli Friedlander (Tel Aviv University)Alonso Gamarra (McGill University)Paul Grimstad (Columbia University)Arata Hamawaki (Auburn University)Louisa Kania (Williams College)Nelly Lin-Schweitzer (Williams College)Richard Moran (Harvard University)Sianne Ngai (Stanford University)Bernie Rhie (Williams College)Lawrence Rhu (University of South Carolina)Eric Ritter (Vanderbilt University)William Rothman (University of Miami)Naoko Saito (Kyoto University)Don Selby (College of Staten Island, The City University of New York)P. Adams Sitney (Princeton University)Abraham D. Stone (University of California, Santa Cruz)Nicholas F. Stang (University of Toronto)Lindsay Waters (Harvard University Press)Kay Young (University of California, Santa Barbara)
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Eva, Nicole, et Erin Shea. « Amplify Your Impact : An Interview with Mark Aaron Polger, Editor of Marketing Libraries Journal ». Reference & ; User Services Quarterly 57, no 4 (15 juin 2018) : 251. http://dx.doi.org/10.5860/rusq.57.4.6702.

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Mark Aaron Polger is the First Year Outreach Librarian at the College of Staten Island, City University of New York (CUNY), where his responsibilities include promoting library services and resources as well as providing instruction to first year students. Polger is also an Information Literacy Instructor at ASA College. His research interests include library marketing, outreach, and user experience design. He is active in LLAMA as the chair of the PR XChange Committee as well as the co-chair of the Annual PR XChange Awards Competition. Regionally, he is an active executive board member of ACRL/NY (Association of College and Research Libraries, Greater Metropolitan New York Area), where he serves on the planning committee of the annual symposium and co-chairs the User Experience Discussion Group. Locally, he co-chairs meetings in New York City for ACRL National’s Library Marketing and Outreach Interest Group. He is also a member of the planning committee of the annual Library Marketing and Communications Conference (LMCC). He is co-chair of the LACUNY (Library Association of the CUNY) Library Marketing and Outreach Roundtable Discussion Group.Currently, Polger is the founder and editor-in-chief of the new open-access, peer-reviewed Marketing Libraries Journal, which was launched in fall 2017.Originally from Montreal, Canada, Polger holds a BA in Sociology from Concordia University (1999), an MLIS from the University of Western Ontario (2000), an MA in Sociology from University of Waterloo (2004), and a BEd in Adult Education from Brock University (2009). He is currently a third-year PhD student in the Curriculum, Instruction, and the Science of Learning Program at SUNY University at Buffalo. He moved to New York City in 2008.The first issue of Marketing Libraries Journal was published in fall 2017. We wanted to ask Mark about his inspiration to create this new publication.—Editors
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Isaac, Jeffrey C. « The Politics of Inequality in the Face of Financial Crisis ». Perspectives on Politics 11, no 1 (mars 2013) : 1–7. http://dx.doi.org/10.1017/s1537592712003611.

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I entered college in September of 1975, a working class kid from Queens whose father, Hyman Isaac, was an unemployed linotype operator (I wonder how many of our younger readers even know what that is; it's a typesetter, a trade that no longer exists), and whose mother, Sylvia Isaac, was an office secretary. I thus enrolled at Queens College, the neighborhood school, part of the City University of New York which, in 1975, offered free tuition to all New York City high school graduates. A month later, on October 30, the New York Daily News carried one of the most famous newspaper headlines of the century: “Ford to the City: Drop Dead.” The Ford in question was Gerald Ford, the unelected President of the United States who had acceded to the office from the House of Representatives when first the Vice-President (Spiro Agnew) and then the President (Richard Nixon) resigned amid scandal and disgrace. And his “drop dead” to “the city”—New York City—was a strong declaration that the US government would not bail New York out of the severe fiscal crisis in which it was mired. That same autumn, the State of New York passed the New York State Financial Emergency Act of The City of New York, placing the city in receivership, under the fiscal control of a state-appointed Emergency Financial Control Board: EFCB. That acronym, and a second with which it was conjoined—MAC, or “Big MAC,” the Municipal Assistance Corporation, the bond authority led by Felix Rohatyn that became the veritable executive office of the city—is indelibly stamped on the psyches of all who lived in and around New York in those years. For me, a teenage college student, the most palpable effect of all of this was the abolition of tuition-free higher education in New York City in 1976—a sour note during that year's bicentennial celebration of American freedom.
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Boddy, William. « Statement by William Boddy, Baruch College and Graduate Center, City University of New York ». Historical Journal of Film, Radio and Television 16, no 3 (août 1996) : 393–96. http://dx.doi.org/10.1080/01439689600260411.

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Darcy, Jean, Joan Dupre et Michele Cuomo. « An ePortfolio Virtual Learning Community within a Traditional Classroom Space : The Student in a Global Social Networking Community ». HETS Online Journal 1, no 1 (6 novembre 2022) : 43–62. http://dx.doi.org/10.55420/2693.9193.v1.n1.83.

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Queensborough Community College is one of six community colleges of the City University of New York. Located in Bayside, Queens, the college serves more than 15,000 degree students. Queens County in New York City is the most diverse county in the United States. The College reflects this diversity. Its White, Black, Hispanic, and Asian students or their families come from 143 countries including Paraguay, Venezuela, Korea, China, India, Guyana, Pakistan, Haiti and many more. Among the numerous languages they speak are Spanish, French, Urdu, Hindi, Punjabi, Chinese, Pushto, and Farsi. Almost half of them speak a language other than English at home. This diversity generates both challenges and opportunities in a college community. Historically, non-ESL students have scored 20 percent higher in pass rates for reading and 10 percent for writing. Queensborough Community College is an Hispanic Serving Institution with a 26% Hispanic population.
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Orenstein, Claudia, et Mayumi Denise Senoi Ilari. « Fazendo teatro em tempos dificeis ». Cadernos de Letras da UFF 31, no 60 (16 juillet 2020) : 65–88. http://dx.doi.org/10.22409/cadletrasuff.2020n60a765.

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A presente palestra foi proferida pela Prof.a Claudia Orenstein, da City University of New York (CUNY) na Faculdade St.Thomas College em Thrissur, Kerala, ìndia, em 7 de janeiro de 2019. Tradução: Prof.a Mayumi Ilari (DLM/ USP)
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Yearwood, Trina Lynn, et Elizabeth A. Jones. « Understanding What Influences Successful Black Commuter Students' Engagement in College ». Journal of General Education 61, no 2 (1 juin 2012) : 97–125. http://dx.doi.org/10.5325/jgeneeduc.61.2.0197.

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Abstract The purpose of this study is to assess successful black undergraduate commuter students' engagement in educational practices associated with high levels of learning and development using quantitative research methods and National Survey of Student Engagement data from the City University of New York to improve student engagement and, ultimately, learning.
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Lewenson, Sandra B. « “Nurses’ Training May Be Shifted” : The Story of Bellevue and Hunter College, 1942–1969 ». Nursing History Review 21, no 1 (2013) : 14–32. http://dx.doi.org/10.1891/1062-8061.21.14.

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During the mid-20th century, nursing leaders advocated moving nursing education out of hospital-based programs and into colleges and universities for the purpose of preparing nurses to meet the demands of increasingly complex health care situations. Nursing leaders in New York City’s municipal hospitals recognized the value of this change and sought to increase the number of baccalaureate-prepared nurses to fill the many vacancies within city hospitals. This article examines the political support New York gave to the expansion of Hunter College’s baccalaureate program in nursing (a college within the City University of New York system) while closing the almost 100-year-old Bellevue and Mills Schools of Nursing diploma program. The efforts to change nursing at Bellevue started in the 1940s, but the transfer to Hunter College was not realized until 1967. Although the decision to close the diploma school met resistance among various stakeholders, the expansion ultimately succeeded. It was supported by the New York City Department of Hospitals and received approval from the Board of Estimates and Board of Higher Education. Both Bellevue and Hunter’s leadership was ready to make this change and participated in this transformation.
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Wechsler, Harold S. « How Getting into College Led Me to Study the History of Getting into College ». History of Education Quarterly 49, no 1 (février 2009) : 1–38. http://dx.doi.org/10.1111/j.1748-5959.2009.01166.x.

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I decided to study the history of American higher education shortly after May 1, 1968. Early that morning, over a thousand New York City police officers had cleared the Columbia University campus of demonstrators and the occupants of five university buildings. Upwards of 800 were arrested; perhaps the same number of students, faculty, and police needed medical attention. The next afternoon, the leaders of Students for a Democratic Society (SDS) gathered on the balcony of the Columbia Law School building, looking at over a thousand demonstrators protesting the police action. The images of the police action initiated by the Columbia administration still haunt me. But so does the triumph of “manipulatory democracy” practiced by SDS members.
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Bailey, Thomas, et Elliot B. Weininger. « Performance, Graduation, and Transfer of Immigrants and Natives in City University of New York Community Colleges ». Educational Evaluation and Policy Analysis 24, no 4 (décembre 2002) : 359–77. http://dx.doi.org/10.3102/01623737024004359.

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The City University of New York (CUNY) plays an essential role in educating the burgeoning immigrant population of New York City. During the 1990s, the foreign-born share of CUNY’s undergraduate population rose from one third to almost one half. Nevertheless, little research has been carried out on this population. Focusing on foreign-born and native minority community college entrants, we compare these groups in terms of the number of credits earned and the likelihood of transferring to a four-year program and of completing an associate degree and a bachelor’s degree. We find that nativity, race, and ethnicity are all related to these outcomes. Moreover, whether a foreign-born student attended high school in the United States or abroad is an important determinant of educational outcomes.
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Tőke, Lilla. « Hock, Beáta. 2013. Gendered Artistic Positions and Social Voices - Politics, Cinema and the Visual Arts in State-Socialist and Post-Socialist Hungary. Stuttgart : Franz Steiner Verlag. 284 pp. illus. » Hungarian Cultural Studies 8 (22 janvier 2016) : 235–38. http://dx.doi.org/10.5195/ahea.2015.206.

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Hock, Beáta. 2013. Gendered Artistic Positions and Social Voices - Politics, Cinema and the Visual Arts in State-Socialist and Post-Socialist Hungary. Stuttgart: Franz Steiner Verlag. 284 pp. illus. Reviewed by Lilla Tőke, Assistant Professor, City University of New York, LaGuardia Community College
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Elfman, Lois. « Student affairs career path leads to college presidency ». Student Affairs Today 26, no 8 (18 octobre 2023) : 12. http://dx.doi.org/10.1002/say.31311.

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Berenecea Johnson Eanes, Ph.D., President of York College (City University of New York), embraces creating and sustaining supportive networks, noting that succeeding in academic leadership requires like‐ minded people who share your goals. There's a distinct support system among the presidents of CUNY institutions, said Eanes, who's also a member of the Alpha Kappa Alpha Sorority. She attended a summit with a group of AKA college presidents. Eanes keeps the flyer with everyone's email addresses and phone numbers close at hand. “As women presidents, we tend to check on and look out for each other,” Eanes says.
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Thompson, Joanna, et Joshua Peach. « Making OER Sustainable in the Library ». Journal of Open Educational Resources in Higher Education 2, no 1 (16 octobre 2023) : 253–65. http://dx.doi.org/10.13001/joerhe.v2i1.7203.

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While open educational resources (OER) programs are often situated in university and college libraries, librarians come to the practice with different levels of exposure and knowledge. At the New York City College of Technology (City Tech) library, we attempted to bridge this gap by offering a paid training for all full-time librarians at the college. Our goal for the training was to integrate the philosophy of open educational resources and its approaches into librarians’ everyday work. This article outlines the rationale for our approach to professional development, the program design, participant feedback, and future directions.
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Harden, Cynthia L. « Introducing New Guidelines on Sudden Unexpected Death in Epilepsy ». US Endocrinology 13, no 02 (2017) : 65. http://dx.doi.org/10.17925/use.2017.13.02.65.

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Cynthia L Harden, MD, received her medical degree at the University of Wisconsin. She trained in internal medicine at Mount Sinai St Luke’s Hospital and neurology at Mount Sinai Hospital, both in New York City, and in clinical neurophysiology at Albert Einstein College of Medicine in the Bronx. She served most of her career at Weill Cornell College of Medicine, where she became Professor of Neurology. Dr Harden serves as Chair of the Guideline Development, Dissemination and Implementation Subcommittee of the American Academy of Neurology (AAN). In 2016, she was also elected Chair of AAN’s Epilepsy Section for a 2-year term.
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Harden, Cynthia L. « Introducing New Guidelines on Sudden Unexpected Death in Epilepsy ». US Neurology 13, no 02 (2017) : 65. http://dx.doi.org/10.17925/usn.2017.13.02.65.

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Cynthia L Harden, MD, received her medical degree at the University of Wisconsin. She trained in internal medicine at Mount Sinai St Luke’s Hospital and neurology at Mount Sinai Hospital, both in New York City, and in clinical neurophysiology at Albert Einstein College of Medicine in the Bronx. She served most of her career at Weill Cornell College of Medicine, where she became Professor of Neurology. Dr Harden serves as Chair of the Guideline Development, Dissemination and Implementation Subcommittee of the American Academy of Neurology (AAN). In 2016, she was also elected Chair of AAN’s Epilepsy Section for a 2-year term.
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Foner, Eric. « ERIC FONER'S “RECONSTRUCTION” AT TWENTY-FIVE ». Journal of the Gilded Age and Progressive Era 14, no 1 (19 décembre 2014) : 13–27. http://dx.doi.org/10.1017/s1537781414000516.

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What follows is a written reproduction of a forum held at the annual meeting of the Organization of American Historians in San Francisco in April 2013. The forum commemorated the twenty-fifth anniversary of the publication of Eric Foner's Reconstruction: America's Unfinished Revolution, 1863–1877. Kate Masur (Northwestern University) organized and introduced the discussion, and the commentators in order of speaking were the following: •Heather Andrea Williams, The University of Pennsylvania•Gregory P. Downs, City College of New York and the Graduate Center of the City University of New York•Thavolia Glymph, Duke University•Steven Hahn, The University of Pennsylvania•Eric Foner, Columbia University The written version on the following pages largely preserves the feel and tone of the original oral presentations by the contributors. However, given the opportunity for reflection inherent in the published word, the authors and editors have made some small changes to enhance readability.
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Ritze, Nancy. « The evolution of developmental education at the City University of New York and Bronx Community College ». New Directions for Community Colleges 2005, no 129 (2005) : 73–81. http://dx.doi.org/10.1002/cc.187.

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Anderson, James D. « CAN PUBLIC SCHOOLS SAVE AMERICA ? : Culture, Race, Academic Achievement, and the American Dream ». Du Bois Review : Social Science Research on Race 2, no 1 (mars 2005) : 127–36. http://dx.doi.org/10.1017/s1742058x05050095.

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Pedro A. Noguera,City Schools and the American Dream: Reclaiming the Promise of Public Education. New York: Teachers College Press, 2003, 187 pages, ISBN: 0-8077-4382-8, Cloth, $50.00, and 0-8077-4381-X, Paper, $19.95.Jennifer Hochschild and Nathan Scoveronick.The American Dream and the Public Schools. New York: Oxford University Press, 2003, 301 pages, ISBN: 0-19-515278-6, Cloth, $35.00.David Tyack,Seeking Common Ground: Public Schools in a Diverse Society. Cambridge, MA: Harvard University Press, 2003, 237 pages, ISBN: 0-674-01198-8, Cloth, $22.95.Abigail Thernstrom and Stephan Thernstrom,No Excuses: Closing the Racial Gap in Learning. New York: Simon and Schuster, 2003, 334 pages, ISBN: 0-7432-0446-8, Cloth, $26.00, and 0-7432-6522-X, Paper, $15.00.
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Grossman, Anne S. « Mastery Learning and Peer Tutoring in a Special Program ». Mathematics Teacher 78, no 1 (janvier 1985) : 24–27. http://dx.doi.org/10.5951/mt.78.1.0024.

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The College Discovery and Development Program (CDDP), a City University of New York and Board of Education Consortium, has existed since 1966. With the long-range goal of improving students’ skills in high school to enable them to succeed in college, CDDP's more immediate objectives are the following: (1) identification of junior high school students with undeveloped potential and (2) provision of an educational sequence (including remediation in mathematics and language arts) that contributes to students’ advancement and success in completing all academic coursework in high school required for entrance into college.
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Jalloh, Abubakarr, Joshua Grillasca, Amanda Abrew, Jacob Najera et A. E. Dreyfuss. « Practice Based in Learning Theory : Peer Leaders Explain their Poster Projects ». Advances in Peer-Led Learning 1, no 1 (20 décembre 2021) : 92–98. http://dx.doi.org/10.54935/apll2021-01-08-92.

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Three Peer Leaders present their final projects, one in Mathematics and two in Statics (Civil Engineering), for a one-credit course in Peer Leader Facilitation at New York City College of Technology, City University of New York, at the Honors and Emerging Scholars Poster Presentation in December 2015. The impetus for videotaping their presentations was the commemoration of a process which could be termed “How to Make a Poster.” The abbreviated directions are provided here. To aid the viewer of the videos, editing provides the static text of the poster section as the Peer Leader discusses that section. Introducing videos as exemplary practice advances the presentation of research in Peer Leader facilitation and theory.
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Valente, Rubia R., et Brian Phillips. « The Practitioner’s Bookshelf : New Books on Undocumented Storytellers in the United States and on the Crime of Aggression in International Law ». Journal of Human Rights Practice 11, no 3 (1 novembre 2019) : 607–11. http://dx.doi.org/10.1093/jhuman/huz033.

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Abstract In this instalment of ‘The Practitioner’s Bookshelf’—a new feature of the JHRP Review section containing brief reviews of recent publications of particular interest to human rights practitioners—Rubia R. Valente (Baruch College, City University of New York) discusses an analysis of narratives from the immigrant rights movement in the USA and Brian Phillips (Reviews Editor, JHRP) assesses a study of the crime of aggression in international law.
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Cummings-Clay, Denise Marie. « Impact of OER in Teacher Education ». Open Praxis 12, no 4 (31 décembre 2020) : 541. http://dx.doi.org/10.5944/openpraxis.12.4.1112.

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The purpose of this research study, which employed a quantitative research design, was to determine if there was a difference in the grades achieved by students who were enrolled in an entry-level Foundations of Education course using Open Educational Resources (OER) versus the grades achieved by students who used textbooks in other course sections. The goal was to find out whether OER was of the same or higher quality as textbooks in our minority-serving higher education institution. The outcomes revealed that there was no significant difference in grades for course sections that used OER when compared to course sections that used textbooks. Thus, it can be concluded that OER were as good as the textbook usage. The study was conducted at Hostos Community College (HCC), a two-year college of City University of New York (CUNY). CUNY is comprised of 25 campuses across the five boroughs in New York City, USA.
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Oenbring, Raymond, et Deniz Gokcora. « COILing diverse islands : a virtual exchange between the University of the Bahamas and the Borough of Manhattan Community College ». Journal of Virtual Exchange 5 (25 février 2022) : 20–30. http://dx.doi.org/10.21827/jve.5.37388.

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This practice report describes a Collaborative Online International Learning (COIL) exchange between academic writing students at the University of the Bahamas (UB) and English Language Learners (ELLs) at the Borough of Manhattan Community College (BMCC) of the City University of New York (CUNY). While COIL projects and other classroom virtual exchanges between Western and non-Western institutions have often been construed as tools to introduce cultural and linguistic diversity into Western classrooms, this study shows that the opposite is also possible. In our project, a diverse, largely immigrant group of postsecondary students in New York City participated in an intercultural exchange with a more culturally and linguistically homogeneous student group in The Bahamas. The study details the digital media used to initiate the virtual exchange and the specifics of the assignment sequences, including how the authors worked with the springboard text read by both classes (that is, Richard Rodriguez’s (1978) noted literacy autobiography ‘The Achievement of Desire’, where he describes his academic ambitions as the child of Mexican immigrants to the United States).
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Ramsden, Carolyn, Richard C. Smardon et Gregory Michel. « Municipal collaboration for carbon footprinting : Syracuse, New York case study ». Sustainability Accounting, Management and Policy Journal 5, no 2 (6 mai 2014) : 224–54. http://dx.doi.org/10.1108/sampj-09-2012-0033.

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Purpose – The City of Syracuse, New York, has undertaken energy conservation measures over the past decade. In 2011, the city completed a greenhouse gas (GHG) inventory that serves as the basis for current sustainability planning processes, and the process to complete this analysis was uniquely collaborative and is offered as a case study. The paper aims to discuss these issues. Design/methodology/approach – This inventory was the product of collaboration between the city, the State University of New York College of Environmental Science and Forestry, and the Central New York Regional Planning and Development Board, through the Climate Change Innovation Program. Following guidance from International Council for Local Environmental Initiatives's Local Government Operations Protocol and utilizing Clean Air and Climate Protection software, the baseline year for the inventory was 2002, and the municipal analysis covered five sectors: buildings and facilities, vehicle fleet, aviation, water delivery, and streetlights and traffic lights. The city's community analysis assessed residential, commercial and industrial energy use, transportation and waste sectors. Findings – The City of Syracuse has achieved energy and GHG reductions over the inventory timeframe. While savings have been accomplished, significant challenges to future energy and GHG reductions remain. Research limitations/implications – Limitations include obtaining data quality and consistency for analysis. Practical implications – This case study could serve as a model for moving forward with GHG inventory analysis and action for small- to medium-sized cities in the NE, USA. Social implications – This was an experiment in collaboration between an academic institution, NGOs and a municipal entity. Originality/value – The city's 2010 inventory has been followed by community outreach and stakeholder engagement for the sustainability planning process. The city formed advisory teams composed of community experts in the areas of energy and green building, natural environment, waste and recycling, education and outreach, and food systems. The collaborative approach the city utilized offers a helpful model for other municipalities to follow to overcome resource constraints and complete energy and cost-saving carbon footprinting assessments.
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Marcinkowski, Christoph. « Ervand Abrahamian, A History of Modern Iran ». ICR Journal 2, no 2 (15 janvier 2011) : 406–8. http://dx.doi.org/10.52282/icr.v2i2.661.

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Ervand Abrahamian, the author of this well-written book and a member of Iran’s ethnic Armenian minority, is Distinguished Professor of History at Baruch College and Graduate Center of City University of New York. His previous publications, among them The Iranian Mojahedin (1989), Khomeinism (1993) and Tortured Confessions (1999), feature more or less the left-wing political perspective of their author - especially in terms of socio-political and socio-economic analysis.
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Vasquez-Iscan, Elys. « Teaching Online at a South Bronx Community College ». HETS Online Journal 9, no 2 (30 mai 2019) : 55–78. http://dx.doi.org/10.55420/2693.9193.v9.n2.288.

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The focus of this article is to discuss how Hostos Community College of the City University of New York, located in an underserved community such as the South Bronx, is gaining mastery in education technology and online teaching. The article aims to provide an overview of how Hostos compares to the national trend of community colleges and how its students, who mostly start as remedial students, are dispelling held beliefs in higher education that community college students are not able to succeed in online courses. The article also gives insight to an area that is largely unexplored, which is faculty perceptions of online teaching and what higher education administrators can do to support faculty in online teaching.
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Megwalu, Anamika, Christina Miller et Cynthia R. Haller. « The library and the common reader program : a collaborative effort to college transition ». Reference Services Review 45, no 3 (14 août 2017) : 440–53. http://dx.doi.org/10.1108/rsr-11-2016-0081.

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Purpose This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader program comprises academic and extracurricular activities designed to help achieve the goals of York College’s First Year Experience Program to assist in the successful transition, achievement and retention of first-year students at York College, The City University of New York. Design/methodology/approach The Common Reader Committee was initially comprising only of participating classroom faculty and Student Development staff. York College Library was invited to help with one of the extracurricular events. Subsequently, the collaboration was considered essential to the success of the Common Reader program. This paper describes the library’s role in supporting the initiative. Findings The library is an active member of York’s Common Reader Committee and is involved in the selection of the Common Reader book; publicity of the program; promotion of library resources and services; and the programming of extracurricular events. Involvement in these areas allows the library to collaboratively build a learning community, integrate information literacy skills into the curricula, nurture the practice of critical reading and help students feel connected in a new academic environment. Originality/value Many colleges have implemented common reading programs, and, in many cases, libraries have been involved in the program in some shape or form. However, at York College, there is a strategic partnership between the library and the Common Reader program. Such a partnership has made it possible for the library to be deeply involved in helping students transition to college life.
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Nagaie, Tadashi. « Security and Site Design : A Landscape Architectural Approach to Analysis, Assessment, and Design Implementation ». Journal of Architectural/Planning Research and Studies (JARS) 7, no 1 (3 septembre 2018) : 120–22. http://dx.doi.org/10.56261/jars.v7i1.168918.

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This book was written by an expert author team led by past ASLA (American Society of LandscapeArchitects) and LAF (Landscape Architecture Foundation) president Leonard Hopper. Currentlyhe is a faculty member at the City College School of Architecture and Environmental Studies, ColumbiaUniversity, and SUNY (State University of New York) Farmingdale in New York. A back cover blurb of this book is written as follows: “A handy source of the latest informationon the assessment and design of site security”. So, it is written for the design professional, this bookoffers basic concepts for site security design and risk management, and their relationship and integrationinto the overall site design projects.
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Dahir, Carol A. « Closing the Gap to Postsecondary Success : A High School and University Partnership ». Professional School Counseling 23, no 1_part_2 (janvier 2020) : 2156759X1989918. http://dx.doi.org/10.1177/2156759x19899180.

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Low-income students, many of whom reside in urban environments, often lack the support they need to prepare for postsecondary education, identify the best fit schools, apply for financial aid, enroll and persist in their studies, and, ultimately, graduate with a degree. Since 2014, a university school counseling department and a New York City high school collaborated to provide targeted and focused college readiness, awareness, and engagement activities to each and every student in the senior class through the direct involvement of school counseling preservice graduate students. The project’s primary goals focused on student outcomes related to an improved graduation rate and postsecondary participation rate, with varying degrees of success. Participants in the high school–university partnership realized the value and importance of engaging students much earlier in career and college planning process.
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Wengler, Susan. « Branding matters : Reimagine your library services ». College & ; Research Libraries News 79, no 3 (27 février 2018) : 118. http://dx.doi.org/10.5860/crln.79.3.118.

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While attending ACRL 2017 in Baltimore, I came upon a poster titled “Cultivating Curiosity: Intersecting Century-Old Services for 21st Century Impact,” which suggested that a simple rebranding of traditional reference services could markedly increase student engagement. I was intrigued by these findings but somewhat skeptical. How could such a low-cost, low-tech strategy generate such high-impact results? Thankfully, presenters Jennifer Hunter and Christina Riehman-Murphy of the Penn State University Libraries-Abington College were on hand to answer all my questions. Hunter and Riehman-Murphy outlined their program and outcomes, and they convinced me: branding matters. I left the convention center inspired, ready to bring their marketing blueprint back to Queensborough Community College (QCC) of the City University of New York (CUNY).
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Aaron, Henry J. « Remembering Joseph A. Pechman, 1918–1989 ». Journal of Economic Perspectives 4, no 4 (1 novembre 1990) : 121–24. http://dx.doi.org/10.1257/jep.4.4.121.

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Joe Pechman joined the staff of the Brookings Institution in 1960. He graduated from the City College of New York in 1937 and the University of Wisconsin in 1942. During World War II, he worked in the war time Office of Price Administration and later served in the U.S. Army. After the war he worked in the Treasury Department, the staff of the Council of Economic Advisers, and the Committee for Economic Development, a policy-oriented organization sponsored by major businesses. Before and after coming to Brookings he taught at M.I.T., Yale, Stanford (twice), Georgetown, Dartmouth, and Williams College. He was a fellow at the Center for Advanced Studies in the Behavioral Sciences and at the Hoover Institution, both at Stanford University.
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Rines, Lawrence S., Thomas T. Lewis, Robert H. Welborn, K. Gird Romer, James C. Williams, William Vance Trollinger, Richard Selcer et al. « Book Reviews ». Teaching History : A Journal of Methods 11, no 1 (4 mai 1986) : 27–43. http://dx.doi.org/10.33043/th.11.1.27-43.

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A. K. Dickinson, P. J. Lee, and P. J. Rogers. Learning History. London: Heinemann Educational Books, Ltd., 1984. Pp. x, 230. Paper, $14.00; Donald W. Whisenhunt. A Student's Introduction to History. Boston: American Press, 1984. Pp. 31. Paper, $2.95. Review by Robert A. Calvert of Texas A&M University. Ronald J. Grele. Envelopes of Sound: The Art of Oral History. Chicago: Precendent Publishing, Inc. 1985. Second Edition. Pp. xii, 283. Cloth, $20.95. Review by Marsha Frey of Kansas State University. Reginald Horsman. The Diplomacy of the New Republic, 1776-1815. Arlington Heights, Illinois: Harlan Davidson., 1985. Pp. vii, 153. Paper, $7.95. Review by William Preston Vaughn of North Texas State University. Lynn Y. Weiner. From Working Girl to Working Mother: The Female Labor Force in the United States, 1820-1980. Chapel Hill and London: The University of North Carolina Press, 1985. Pp. xii, 187. Cloth, $17.95. Review by E. Dale Odom of North Texas State University. Mary Custis Lee de Butts, ed. Growing Up in the 1850s: The Journal of Agnes Lee. Chapel Hill and London: University of North Carolina Press, 1984. Pp. xx, 151. Cloth, $11.95. Review by Clarence L. Mohr of Tulane University. Raymond A. Mohl. The New City: Urban America in the Inudstrial Age, 1860-1920. Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Pp. 242. Paper, $8.95; Melvyn Dubofsky. Industrialism and the American Worker, 1865-1920 (Second Edition). Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Pp. 167. Paper, $8.95. Review by Richard L. Means of Mountain View College. David D. Lee. Sergeant York: An American Hero. Lexington, Kentucky: University Press of Kentucky, 1985. Pp. 162. Cloth, $18.00. Review by Richard Selcer of Mountain View College. Studs Terkel. "The Good War": An Oral History of World War Two. New York: Pantheon Books, 1984. Pp. xv, 589. Cloth, $19.95. Review by William Vance Trollinger of The School of the Ozarks. David W. Reinhard. The Republican Right Since 1945. Lexington: The University Press of Kentucky, 1983. Pp. ix, 294. Cloth, $25.00. Review by James C. Williams of Gavilan College. Christina Larner. Witchcraft and Religion: The Politics of Popular Belief. New York: Basil Blackwell, 1984. Pp. xi, 172. Cloth, $24.95. Review by K. Gird Romer of Kennesaw College. F. R. H. DuBoulay. Germany in the Later Middle Ages. New York: St. Martin's Press, Inc., 1984. Pp. xii, 260. Cloth, $30.00; Joseph Dahmus. Seven Decisive Battles of the Middle Ages. Chicago: Nelson Hall, 1984. Pp. viii, 244. Cloth, $23.95. Review by Robert H. Welborn of Clayton College. Gerald Fleming. Hitler and the Final Solution. With an Introduction by Saul Friedlaender. Berkeley: University of California Press, 1984 (German, 1982). Pp. xxxvi, 219. Cloth, $15.95; Sarah Gordon. Hitler, Germans, and the "Jewish Question." Princeton: Princeton University Press, 1984. Pp. xiv, 412. Cloth, $40.00; Limited Paper Edition, $14.50. Review by Thomas T. Lewis of Mount Senario College. Alan Cassels. Fascist Italy. Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Second Edition. Pp. x, 146. Paper, $8.95. Review by Lawrence S. Rines of Quincy Junior College; Additional response by Lawrence S. Rines of Quincy Junior College.
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Birney, Lauren, Brian R. Evans, Elmer-Rico Mojica, Christelle Scharff, Joyce Kong et Vibhakumari Solanki. « The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum : Summary of STEM+C and ITEST Program Impacts on NYC Teachers and Students ». Journal of Curriculum and Teaching 13, no 2 (16 mai 2024) : 361. http://dx.doi.org/10.5430/jct.v13n2p361.

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For over a decade, the Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor (BOP-CCERS) Educational Program has supported New York City teachers and students through experiential learning in science education. The program has been supported by over $10 million dollars of award support from the National Science Foundation (NSF) and has involved multiple community stakeholder collaborations led by Pace University. Within the University, the initiative spanned three different schools and colleges with collaboration through many academic departments. Two grants in the project have been the Science, Technology, Engineering, and Mathematics plus Computing (STEM+C) and Innovative Technology Experiences for Students and Teachers (ITEST) program. The purpose of this article is to summarize the major impacts this integrated program has had on New York City teachers and students designed to provide teachers with experiential education support and engage students to improve their STEM education and encourage further STEM studies and career pathways. Results from over a decade of programming, vast amounts of data collection and analysis, and multiple research studies have indicated considerable achievements for the program involving both support for teachers and engagement for students. The long-term outcome is improved student STEM achievement and recruitment and retention of diverse students in STEM college programs and careers.
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Dirienzo, Denise, Scott Ball et Robyn Proud. « A University and Middle School Mentor-Scholar Partnership ». Experiential Learning and Teaching in Higher Education 1, no 2 (1 septembre 2022) : 20. http://dx.doi.org/10.46787/elthe.v1i2.3375.

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The State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recommends students for inclusion in the program. This innovative program includes a course that is rich with the pedagogy of service-learning, builds leadership characteristics and teamwork through course discussions, workshops, and the mentormentee relationship. The community benefits with increased support to at-risk students and building a pipeline between the college and K–12 community. The Mentor-Scholar Program tracks K–12 impact through state assessments, grades, social-school success outcomes, college mentors course evaluations and grades. The program tracks the impact on college students through grade assessment and reflection. The program was formed five years ago and has grown from thirty mentors with sixty mentees to 120 mentors with 300 mentees this past semester. Initial research shows an increase in attendance and GPA for K–12 students enrolled in the program and leadership skill development for college students.
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Chao, Sheau‐yueh J., Ching Chang et Belinda Chiang. « Planning and implementing a library ergonomics program : case study at Queens College Library, the City University of New York ». Electronic Library 19, no 5 (octobre 2001) : 327–41. http://dx.doi.org/10.1108/eum0000000006097.

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Krasno, Jean. « Jean Krasno ». Proceedings of the ASIL Annual Meeting 111 (2017) : 284–86. http://dx.doi.org/10.1017/amp.2017.136.

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Thank you so much. My name is Jean Krasno and I'm at the City College of New York and Columbia University. My question basically has to do with civil society and how you might see the role of civil society in keeping the environment on the agenda. There is going to be a big march in Washington next week, Science Matters, and it will be in New York as well. I don't know where else it will be held. What would you see as the agenda for this kind of movement, and how might you help the movement frame the issue to create a kind of urgency and message for civil society?
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Durán Urrea, Evelyn, et Beatriz Lado. « A Linguistic and Socio-affective Approach to Developing an Online Spanish Heritage Placement Exam ». Heritage Language Journal 19, no 1 (8 septembre 2022) : 1–28. http://dx.doi.org/10.1163/15507076-12340025.

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Abstract This article describes the development and validation of a placement exam designed to identify and place Spanish heritage language learners in the heritage language program at Lehman College, the City University of New York (CUNY), an urban institution located in Northeastern United States (Bronx, New York City). Building upon previous research (e.g., Fairclough et al., 2010; Potowski et al., 2012), we provide an overview of the process we followed, including selecting content, computerization of the exam, and reliability analysis. A combination of quantitative analyses and qualitative observations during the pilot phase allowed us to identify the linguistic areas that were better at discriminating among levels, and the socio-affective factors that had to be taken into account to understand learners’ needs. As we continue to improve subsequent versions of the exam, this approach will allow us to better place students while reassessing and redesigning the curriculum.
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Van Bruinessen, Martin, Michael M. Gunter, Joost Jongerden, Michiel Leezenberg et Stanley Thangaraj. « Book Reviews ». Kurdish Studies 8, no 1 (24 mai 2020) : 209–28. http://dx.doi.org/10.33182/ks.v8i1.559.

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Michael M. Gunter (ed.), Routledge Handbook on the Kurds, London and New York: Routledge, 2019, 483 pp., (ISBN: 9781138646643). Reviewed by Martin van Bruinessen, Utrecht University, The Netherlands Kardo Bokani, Social Communication and Kurdish Political Mobilisation in Turkey, Balti, Republic of Moldova: Lambert Academic Publishing, 2017, 252 pp., (ISBN: 978-3-330-33239-3) Reviewed by Michael M. Gunter, Tennessee Technological University, United States Emel Elif Tugdar & Serhun Al, eds., Comparative Kurdish Politics in the Middle East: Actors, Ideas, and Interests, Cham: Palgrave-MacMillan, 2018, pp. 235, (ISBN: 978-3319537146) Reviewed by Joost Jongerden, Wageningen University, The Netherlands Christoph Markiewicz, The Crisis of Kingship in Late Medieval Islam: Persian Emigres and the Making of Ottoman Sovereignty, Cambridge: Cambridge University Press, 2019, 364 pp, (9781108684842). Reviewed by Michiel Leezenberg, University of Amsterdam, The Netherlands Thomas Schmidinger, The Battle for the Mountain of the Kurds: Self-Determination and Ethnic Cleansing in the Afrin Region of Rojava, Oakland, CA: PM Press, 2019, 192 pp. (ISBN: 978-1629636511). Reviewed by Stanley Thangaraj, City College of New York, United States
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Pazmino, John, et Sidney Scheuer. « Take The “A” Train to the Stars ». International Astronomical Union Colloquium 105 (1990) : 335–36. http://dx.doi.org/10.1017/s0252921100087078.

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Astronomers, in addition to their scholarly and academic functions, have the mission to bring enlightenment to the people. In the City of New York, astronomers fulfill this mission through the Amateur Astronomers Association. Over the decades, the Association, or AAA, evolved a multi-faceted scheme of public enlightenment in astronomy. Under this scheme, astronomy in New York City has become a freestanding cultural amenity on a par with streetfairs, artshows, plays, and parades.Once a month during the school year, the Association presents a formal public lecture on astronomy. These are convened in the American Museum of Natural History, the ancestral birthplace of the AAA. Occasionally, lectures are featured at a large university in the City for time and place variety. At these lectures, a professional astronomer explains some contemporary topic on a first-year college level, illustrated by slides and viewgraphs. The lectures — and all public activities of the AAA — are free of any charge. Area high schools and colleges employ the AAA lectures as an extra-curricular activity for their students.
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