Bibliografie tematiche / City University of New York. Richmond College

Letteratura scientifica selezionata sul tema "City University of New York. Richmond College"

Autore: Grafiati

Pubblicato: 25 luglio 2024

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Articoli di riviste sul tema "City University of New York. Richmond College"

Apsan, Howard N. "EPA's college and university initiative: The city university of New York responds". Environmental Quality Management 13, n. 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, n. 1 (16 luglio 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, n. 2 (21 settembre 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, n. 8 (27 ottobre 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, n. 9 (26 ottobre 2023): 12. http://dx.doi.org/10.1002/tsr.31203.

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Walker, Stephanie, Sara Marcus, Rita Ormsby, Karen Mason, Monica Berger, Anamika Dasgupta, Catherine Stern, Ellen Sexton, Roman A. Santillan e 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, n. 7 (7 agosto 2007): 7–14. http://dx.doi.org/10.1108/07419050710824660.

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St. Hilaire, Dickens, Yasmin Edwards, Anuku Nicolas e Nana K. Karikari. "Introduction of Chemistry Accelerated Sequence Program at Bronx Community College, City University of New York". HETS Online Journal 9, n. 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, n. 3 (agosto 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 e Jin-Seop Lim. "The Case Method of New York City College-Link for Age-Friendly University". Journal of Regional Studies 26, n. 1 (31 marzo 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, n. 2 (1985): 141–47. http://dx.doi.org/10.1037/0003-066x.40.2.141.

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Tesi sul tema "City University of New York. Richmond College"

Archer, Peter A. "A history of the Aaron Copland School of Music at Queens College of the City University of New York". Thesis, Boston University, 2014. https://hdl.handle.net/2144/10931.

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Thesis (D.M.A.)--Boston University
The purpose of this study was to document the history of the Aaron Copland School of Music (ACSM) at Queens College. The ACSM evolved out of the Department of Music at Queens College, established by the Board of Trustees and its first president, Paul Klapper, in 1938, one year after the founding of the college. In 1980, the Department of Music officially became a School of Music and subsequently named the Aaron Copland School of Music at Queens College of the City University of New York in 1981. In an effort to present an organized chronological history of the institution, I employed historical methodology for the collection, analysis, evaluation, verification, and description of data. Archival research and interviews with former students, and past and present faculty and department heads contributed significantly to the study. Additional data built a holistic picture, helping in the analysis of the reports and views of participants. Since there is no prevwus comprehensive historical documentation of the ACSM, it was necessary to examine source items such as Queens College and Copland School of Music records, manuscripts, college bulletins, newspapers, memoirs, and concert programs. Additionally, I examined other items from several archival collections to explain how and why the School of Music originated, as well as prevailing factors that contributed to its growth. Further, the study examines the role of curricula, personnel, facilities, and activities relevant to its development. The history of the ACSM reflects the development of other music schools in higher education in that it has and continues to develop musicians and provides diverse collaborative efforts with the community. A history of the Aaron Copland School of Music is both desirable and necessary to document fully its unique qualities and successes. In addition to documenting the historical record, this study may prove useful to present and future operations of the School of Music as well as bring new insights into the historical foundations of the college and providing a basis for future research.

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Bradley, Stefan M. "Gym crow must go! : the 1968-1969 student and community protests at Columbia University in the City of New York /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091901.

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Kay, Philip. "Guttersnipes' and 'Eliterates': City College in the Popular Imagination". Thesis, 2011. https://doi.org/10.7916/D8WH2XBP.

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Young people go to college not merely to equip themselves for competition in the workplace, but also to construct new identities and find a home in the world. This dissertation shows how, in the midst of wrenching social change, communities, too, use colleges in their struggle to reinvent and re-situate themselves in relation to other groups. As a case study of this symbolic process I focus on the City College of New York, the world's first tuition-free, publicly funded municipal college, erstwhile "Harvard of the Poor" and birthplace of affirmative action programs and "Open Admissions" in higher education. I examine five key moments between 1940 and 2000 when the college dominated the headlines and draw on journalistic accounts, memoirs, guidebooks, fiction, poetry, drama, songs, and interviews with former students and faculty to chart the institution's emergence as a cultural icon, a lightning rod, and the perennial focus of public controversy. In each instance a variety of actors from the Catholic Church to the New York Post mobilized popular perceptions in order to alternately shore up and erode support for City College and, in so doing, worked to reconfigure the larger New York public. The five episodes consist of the following: (1) In 1940 a state judge barred the philosopher Bertrand Russell from joining the faculty and a sweeping "investigation" followed that resulted in a purge of fifty allegedly Communist professors from the faculty. (2) Ten years later seven members of City College's national championship basketball team, all of them Jewish or black, were convicted of consorting with professional gamblers to fix games. (3) Then in 1969, in the midst of a mayoral primary, black and Puerto Rican students seeking greater access for members of the surrounding Harlem community seized control of City's South Campus and shut down the college for two tense weeks that were followed by a series of violent racial clashes. (4) Those events in turn ushered in the school's radical and hotly contested experiment with "Open Admissions" along with a decade of relentless media attacks, nostalgia for an imaginatively constructed golden age, and series of dramatic cuts to the college's budget and staff that occasioned the end of its century-old tradition of free tuition. (5) Finally, in 1991 one Afrocentric professor's outrageous remarks about Jews coupled with an accident at a student-sponsored fundraiser in the college gym that claimed nine young lives came---through the offices of the mass media---to stand for the anarchy and physical danger that seemed to be engulfing not only the institution but the city itself. Taken together these five moments, with their attendant tabloid scandals, ritual sacrifices, and manufactured crises, foreground the cultural dimension of City College's history and the construction---including the self-construction, even performance---of particular varieties of student and teacher, both past and present. Newspapers and their various publics were central to---indeed, constitutive of---the process by which different communities claimed disparate meanings for the institution and deployed those meanings toward their own, distinctive ends. The press provided the main stage upon which to enact bitter struggles and excommunication ceremonies and encouraged readers to use the college to reimagine themselves and their place in the changing city and nation.

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Libri sul tema "City University of New York. Richmond College"

New York (State). Division of Audits and Accounts. City University of New York, Queens College, financial management practices. [Albany, N.Y.]: The Office, 1986.

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owner, Alpern Andrew former, a cura di. The City College of New York: 150 years of academic architecture. New York, NY: The College, 1997.

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Frusciano, Thomas J. New York University and the city: An illustrated history. New Brunswick, N.J: Rutgers University Press, 1997.

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York, New York (State) Office of the State Deputy Comptroller for the City of New. City University of New York Baruch College, review of executive programs. [New York, N.Y: Office of the State Deputy Comptroller, 1993.

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Pedersen, William. Building the Baruch Academic Complex: The City University of New York. New York, N.Y: Edizioni Press, 2006.

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Traub, James. City on a hill: Testing the American dream at City College. Reading, Mass: Addison-Wesley Pub. Co., 1994.

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New York (State). Office of the State Deputy Comptroller for the City of New York. City University of New York, Hunter College, review of the payroll separation process. [New York, N.Y: Office of the State Deputy Comptroller, 1991.

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Rosenstock, Morton. Four decades of achievement: Bronx Community College of the City University of New York. Bronx, NY: Bronx Community College, 1999.

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Bagchee, Nandini. Banana Kelly & Agro Activism. New York, NY: Nandini Bagchee, 2017.

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City works 3: The City College of New York, Bernard and Anne Spitzer School of Architecture. Singapore: Page One, 2010.

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Capitoli di libri sul tema "City University of New York. Richmond College"

Jordan, Chet, e Anthony G. Picciano. "The City University of New York". In Post-Recession Community College Reform, 52–73. New York, NY : Routledge, 2020. | Series: Routledge research in higher education: Routledge, 2019. http://dx.doi.org/10.4324/9780429453052-4.

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Auspos, Patricia. "5. Having It All". In Breaking Conventions, 329–404. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0318.05.

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Among these five couples, Lucy Sprague Mitchell (1878-1967) and Wesley Clair Mitchell (1874-1948) most successfully combined professional accomplishments with a fulfilling marriage and a rich family life. When they married in 1912, they left their jobs at the University of California at Berkeley, and moved to New York City, which offered more professional opportunities for Lucy. A brilliant teacher and gifted administrator, Lucy became a pioneering force in the progressive education movement. She founded and led the organization that became the celebrated Bank Street College of Education. Wesley, one of the foremost economists of his generation, helped to develop the science of national statistics and launched and directed the National Bureau of Economic Research. They had four children, two of whom were adopted. Finding the right balance of marriage, work, and family involved much trial and error and frequent recalibration on both Lucy’s and Wesley’s part. Lucy did most of the childcare (with the help of many servants), but Wesley did more than most men of his era, and decided not to take one particular job because he felt it would take too great a toll on his family. Eager to show that wives and mothers can have careers when their husbands support their efforts and help to raise their children, Lucy published Two Lives, The Story of Wesley Clair Mitchell and Myself, in 1953, five years after Wesley’s death. Her message – as relevant today as it was in the 1950s – was that both wives and husbands need to adopt new behaviors to make such marriages work. Determined to have careers, both Lucy and Beatrice rejected prevalent stereotypes of masculinity and romantic love and made calculated, “rational” choices about whom to marry. Like Beatrice, Lucy came from a privileged background, married a man outside her social class, and used her inherited wealth to support their lifestyle. Like Beatrice, it took her years to appreciate that the man she initially found too weak and passive was a tower of quiet strength and a model husband for an ambitious woman. Like Sidney, Wesley supported his wife’s career with ongoing, ungrudging, unambiguous enthusiasm. As a result, neither Lucy nor Beatrice suffered the marital pressure – or the guilt – that made it so difficult for Alice and Grace to maintain their independent careers. Nor did they experience the intellectual and emotional isolation that undermined Elsie’s marriage. In the end, both Beatrice and Lucy felt richly rewarded for the unconventional choices they made.

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Glazer, Nathan. "Facing Three Ways: City and University in New York Since World War II". In The University And The City, 267–89. Oxford University PressNew York, NY, 1991. http://dx.doi.org/10.1093/oso/9780195067750.003.0015.

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Abstract I am a graduate of the City College of New York, then a free-standing, and free, and public undergraduate institution, now part of the City University of New York, one of those huge complexes that American higher education seems to breed in its public sector. Its seal, which until recently could be seen in somewhat battered purple ceramic tile on the walls of the 137th Street Broadway subway line station (all of City College’s students arrive by sub way or other forms of public transportation, since it had and has no dormitories, and very few of its students live within walking distance) shows a three-faced Roman goddess looking backwards, toward us into the present, and into the future, and bears the Latin inscription, “Respice, Adspice, Prospice.” When I went to City College in the early 1940s most of its stu dents could probably understand the meaning of that inscription from their Latin; Latin was required for the B.A. degree.

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Degler, Carl N. "Vassar College". In American Places, 93–104. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195130263.003.0008.

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Abstract y first sight of Vassar College on the outskirts of the midHudson river-town of Poughkeepsie, New York, occurred on a dark November night in 1948. The occasion was intended to be a brief-in fact, a very brief-honeymoon from New York City, where Catherine Grady and I had married that afternoon. Since both of us were working at universities and had only a weekend to celebrate, and possessed no car, we looked for a hotel near Princeton University, which was close enough by train from New York for a weekend. There were no rooms, however, since the hotels were overfull because of a big Princeton football game. Looking for another nearby college campus, we thought the short train trip to Poughkeepsie would give us a chance to explore Vassar College, which we had heard of but had never visited. After checking into a small hotel, we walked to the campus.

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"John Jay College of Criminal Justice of the City University of New York". In Graduate Study in Criminology and Criminal Justice, 164–66. Routledge, 2015. http://dx.doi.org/10.4324/9781315721606-73.

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Palisca, Claude V. "The First Performance of Euridice". In Studies in the History of Italian Music and Music Theory, 432–51. Oxford University PressOxford, 1994. http://dx.doi.org/10.1093/oso/9780198161677.003.0016.

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Abstract This essay was first published in the Twenty-fifth Anniversary Festschrift (1937-62), commemorating the first twenty-five years of Queens College, edited by Albert Mell (New York: Queens College of the City University of New York, 1964), 1–23.

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Audant, Anne Babette. "Hostos Community College". In Advances in Educational Marketing, Administration, and Leadership, 158–76. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1790-7.ch009.

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Hostos Community College, one of 25 colleges within the City University of New York (CUNY), was created to address the under-education of South Bronx residents in 1968 in response to Puerto Rican and Black community activists who fought for the right to access higher education. More than fifty years later, Hostos remains rooted in the social justice and equity priorities that led to its founding: providing education to unlock a world of opportunities for students who predominantly come from the Bronx, where so many first- and second-generation immigrants arrive to make their American dreams come true. The Hostos Mission is the enduring framework for evidence-informed strategic planning at the “little college in the Bronx” that advances socio-economic mobility by providing its students with a liberal education and developing workforce skills.

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Rowland, Lewis P. "Boston City Hospital: Cradle of Modern Neurology in the United States". In The Legacy of Tracy J. Putnam and H. Houston Merritt, 25–36. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195379525.003.0003.

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Abstract The University of Pennsylvania School of Medicine was the first and only medical school in the 13 American colonies when, in the fall of 1765, students enrolled for “anatomical lectures” and a course on “the theory and practice of physick.” They enrolled at the College of Philadelphia, which was the name of the University of Pennsylvania in pre-Revolutionary times. King’s College organized a medical faculty in 1767 and was the first institution in the North American colonies to confer the degree of doctor of medicine. The first graduates in medicine from the college were Robert Tucker and Samuel Kissarn, who received the degree of bachelor of medicine in May 1769 and that of doctor of medicine in May 1770 and May 1771, respectively. Instruction in medicine was given until interrupted by the Revolution and the occupation of New York by the British, which lasted until November 25, 1783. In 1784 instruction was resumed in the academic departments, and in December of the same year the medical faculty was reestablished. In 1814 the medical faculty of Columbia College was merged with the College of Physicians and Surgeons.

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"What's Happening Today". In Student Activism as a Vehicle for Change on College Campuses, 30–51. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2173-0.ch003.

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This chapter provides a detailed look at four recent examples of activism on American college campuses. The first of these case studies is the University of Missouri, where racial tensions following the Ferguson shooting heightened tensions among students who believed the campus was not racially accepting. The second case explores the City University of New York and their handling of faculty and graduate student contracts, salaries, and appointments. The third case presented is Seattle University, where students and administrators clashed over curricular content. The final case detailed here is the University of California's attempt to significantly raise student tuition, and how students, faculty, and the public joined forces to protest these increases.

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King, Paul C. "Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies". In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics, 206–36. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2214-2.ch009.

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Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

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Atti di convegni sul tema "City University of New York. Richmond College"

Herman, Melissa. "Transitioning to College During COVID-19: Voices of City University of New York Students and Staff". In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891551.

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Herman, Melissa. "Transitioning to College During COVID-19: Voices of City University of New York Students and Staff". In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891551.

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Wang, Liping, e Subramaniam S. Nair. "An Integrated CAD/CAM System for Design and Manufacturing of High-Curvature Surfaces". In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dac-8666.

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Abstract This paper presents an integrated CAD/CAM system developed at the City College of the City University of New York (CCNY) for design, analysis and manufacturing of high-curvature surfaces. Surface modeling technique which is characterized by modeling from curvature or slope information, is discussed and practiced to design high-curvature surfaces such as rear-view mirror covers for automobiles. Plastic molding is chosen to manufacture the designed parts. Molding parameters such as entrance position and mold inserts are analyzed and determined using tools such as mold filling analysis (C-FLOW/EZ). Newly modified curvature matching method, together with methods provided by commercial CAM software, are adopted to generate five-axis NC tool path to manufacture the designed mold components. An example on design and manufacturing of a rear-view mirror cover using the integrated CAD/CAM system for high-curvature surfaces is given to illustrate the effectiveness of this system.

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Hoyt, John G. "Dr. Daniel Savitsky". In SNAME Chesapeake Power Boat Symposium. SNAME, 2010. http://dx.doi.org/10.5957/cpbs-2010-008.

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Dr. Daniel Savitsky, Professor Emeritus Stevens Institute of Technology, has been a leader in the field of high-speed marine vehicle hydrodynamics for 70 years. His landmark paper, "Hydrodynamic Design of Planing Hulls", published in the very first (1964) edition of the Society of Naval Architects and Marine Engineers Marine Technology, is well known to all in the field. An in-depth look at his life and career beyond this singular contribution will be shared in honor of his many contributions to his family, colleagues, students and friends. Dan Savitsky began his career as a student at the College of the City of New York, graduating in 1942 to work for the EDO Corporation at College Point, New York. Here at EDO, his love for the planing surface was born with his involvement in the development of seaplane floats during the war. After being drafted into the Army of the United States, he was assigned to the National Advisory Committee for Aeronautics’ Langley Laboratory in 1944, where he advanced his knowledge not only of planing surfaces, but an important future skill, model testing. His next and current home was Stevens Institute’s Davidson Laboratory, where he obtained a Masters degree in 1952 and up the ranks from project engineer to Director of the Laboratory. He later obtained his Doctorate from New York University in 1972, and mentored untold scores of students. He achieved many honors during this time such as the SNAME Cochrane and Davidson awards and the Stevens Jess Davis award. These awards were earned through scientific contributions passed on to us in numerous papers and presentations, as well as through his active participation in professional organizations such as SNAME, ASME, ATTC, ITTC and many more. There are numerous accounts of his kindness and concern as well as scholarly advice to laymen, students and professionals alike. An attempt is made here to present Dr Savitsky’s many contributions, not just a tabulation of his technical achievements, but to include his influence on the many who have worked with or were taught by him.

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