TWO PRESIDENCIES: THE CITY COLLEGE OF NEW YORK AND THE AMERICAN PHYSICAL SOCIETY

1995 ◽  
pp. 303-309
Author(s):  
Harry Lustig
Author(s):  
Michael Sorkin ◽  
Graham Cairns

Sardonic, cutting, insightful, provocative: Michael Sorkin is one of today’s most radical architectural commentators with a staunch leaning to the political left and a literary bent for framing painful truths in ironic, and sometimes hilarious, verse. However, he should not be dismissed as a radical, isolated, or lone and unhindered voice however. He is a Distinguished Professor of Architecture and Director of the Graduate Program in Urban Design at the City College of New York, and he has been Professor of Urbanism and Director of the Institute of Urbanism at the Academy of Fine Arts, Vienna. In addition, he has taught at architecture schools across the world, including the Architectural Association, Columbia, Yale, Harvard and Cornell. Sorkin runs his own design studio and research institute and has been a contributing editor of the Architectural Record . He was the architecture critic of the Village Voice for ten years and has published innumerable articles and essays. A list of some of his books includes: Twenty Minutes in Manhattan , Variations on a Theme Park , Exquisite Corpse , The Next Jerusalem , Indefensible Space , and a long list of other etcs . and alsos ….In this interview-article, he offers his opinion on a range of issues, including the environmental threats to contemporary America, architectural symbolism and paranoia, the importance of political action on the streets of the modern city, and the role of the architecture critic in the complex tapestry of contemporary culture. With regard the position of the modern critic, he begins by responding to a question regarding the relevance of Noam Chomsky’s description of the media as a form of propaganda and the contemporary journalist as functioning through the structure of what Chomsky defines as “filters,” or constraints and biases that dictate what gets written and published in the press.


Author(s):  
Paul C. King

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.


2016 ◽  
Vol 15 (1) ◽  
pp. ar8 ◽  
Author(s):  
Kristy L. Kenyon ◽  
Morgan E. Onorato ◽  
Alan J. Gottesman ◽  
Jamila Hoque ◽  
Sally G. Hoskins

CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an innovative pedagogy for teaching science through the intensive analysis of scientific literature. Initiated at the City College of New York, a minority-serving institution, and regionally expanded in the New York/New Jersey/Pennsylvania area, this methodology has had multiple positive impacts on faculty and students in science, technology, engineering, and mathematics courses. To determine whether the CREATE strategy is effective at the community college (2-yr) level, we prepared 2-yr faculty to use CREATE methodologies and investigated CREATE implementation at community colleges in seven regions of the United States. We used outside evaluation combined with pre/postcourse assessments of students to test related hypotheses: 1) workshop-trained 2-yr faculty teach effectively with the CREATE strategy in their first attempt, and 2) 2-yr students in CREATE courses make cognitive and affective gains during their CREATE quarter or semester. Community college students demonstrated positive shifts in experimental design and critical-thinking ability concurrent with gains in attitudes/self-rated learning and maturation of epistemological beliefs about science.


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