scholarly journals Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains

2016 ◽  
Vol 15 (1) ◽  
pp. ar8 ◽  
Author(s):  
Kristy L. Kenyon ◽  
Morgan E. Onorato ◽  
Alan J. Gottesman ◽  
Jamila Hoque ◽  
Sally G. Hoskins
Keyword(s):  
Community College ◽  
New York ◽  
Community Colleges ◽  
Epistemological Beliefs ◽  
The United States ◽  
City College ◽  
Diverse Student ◽  
Thinking Ability ◽  
And Mathematics ◽  
The City

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.

scholarly journals Contextualizing Developmental Math Content into Introduction to Sociology in Community Colleges

2017 ◽  
Vol 46 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Stuart Parker ◽  
Amy E. Traver ◽  
Jonathan Cornick
Keyword(s):  
Community College ◽  
New York ◽  
Community Colleges ◽  
Social Life ◽  
The United States ◽  
Pass Rate ◽  
Developmental Math ◽  
Control Group ◽  
Math Skills ◽  
Control Group Design

Across community colleges in the United States, most students place into a developmental math course that they never pass. This can leave them without the math skills necessary to make informed decisions in major areas of social life and the college credential required for participation in growing sectors of our economy. One strategy for improving community college students’ pass rate in developmental math courses is the contextualization of developmental math content into the fabric of other courses. This article reviews an effort to contextualize developmental math content (i.e., elementary algebra) into Introduction to Sociology at Kingsborough Community College and Queensborough Community College, both of the City University of New York, during the spring 2016 semester. Data from a pretest/posttest control-group design implemented across the two campuses reveals the significance of this strategy for some sociology students’ grasp of discrete mathematical skills and success in developmental math.

scholarly journals Basketball, Books, and Brotherhood: Dewitt Clinton High School as Scholastic Model of Postwar Racial Progression and African American Leadership

2021 ◽  
pp. 1-16
Author(s):  
Arthur Banton
Keyword(s):  
High School ◽  
New York ◽  
Public Schools ◽  
Black Students ◽  
The United States ◽  
Black Leadership ◽  
Student Body ◽  
African American Leadership ◽  
City College ◽  
The City

In 1950, the City College of New York (CCNY) became the first racially-integrated team to win the national championship of college basketball. Three of the players on that team attended DeWitt Clinton High School in the Bronx, New York. At the time Clinton high school was one of the most academically-rigorous public schools in the city and the United States. During this postwar period Clinton annually sent nearly a third of its graduates to college, this at a time when the national average of high school completion stood at twenty percent. The unofficial school motto etched in yearbooks and the student paper was “college or bust.” Needless to say, DeWitt Clinton strongly encouraged its student body to attend college and for those who did not, they were pushed to excel beyond the limits of their chosen professions. This intellectually competitive academic environment was integrated and more than twenty-percent black. Like their contemporaries, black students were encouraged to pursue opportunities that seemed unthinkable in an era of racial stratification. As a result, Clinton produced a number of black students armed with the skills to navigate the terrain of prejudice and circumvent a number of social barriers. DeWitt Clinton high school was a model for interracial brotherhood while also fostering black leadership. Like Jackie Robinson, whom integrated Major League Baseball in 1947 with the Brooklyn Dodgers, the three black athletes who competed on the CCNY team were prepared for the transition of competing on a racially integrated college team, can be partially attributed to their secondary schooling at DeWitt Clinton. This article examines the racial climate of DeWitt Clinton during the postwar years when the three young men were in attendance and how it fostered a culture of Basketball, Books, and Brotherhood.

Bringing the Real World of Science to Children: A Partnership of the American Museum of Natural History and the City University of New York

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Anthony G Picciano ◽  
Robert V. Steiner
Keyword(s):  
United States ◽  
New York ◽  
Natural History ◽  
Local Governments ◽  
Compulsory Education ◽  
Development Program ◽  
The United States ◽  
American Museum ◽  
The World ◽  
The City

Every child has a right to an education. In the United States, the issue is not necessarily about access to a school but access to a quality education. With strict compulsory education laws, more than 50 million students enrolled in primary and secondary schools, and billions of dollars spent annually on public and private education, American children surely have access to buildings and classrooms. However, because of a complex and competitive system of shared policymaking among national, state, and local governments, not all schools are created equal nor are equal education opportunities available for the poor, minorities, and underprivileged. One manifestation of this inequity is the lack of qualified teachers in many urban and rural schools to teach certain subjects such as science, mathematics, and technology. The purpose of this article is to describe a partnership model between two major institutions (The American Museum of Natural History and The City University of New York) and the program designed to improve the way teachers are trained and children are taught and introduced to the world of science. These two institutions have partnered on various projects over the years to expand educational opportunity especially in the teaching of science. One of the more successful projects is Seminars on Science (SoS), an online teacher education and professional development program, that connects teachers across the United States and around the world to cutting-edge research and provides them with powerful classroom resources. This article provides the institutional perspectives, the challenges and the strategies that fostered this partnership.

“The Principal Russian Church in America”: from the History of Saint Nicholas Russian Orthodox Cathedral in the City of New York

Istoriya ◽  
2021 ◽  
Vol 12 (11 (109)) ◽  
pp. 0
Author(s):  
Vladimir Pechatnov
Keyword(s):  
United States ◽  
New York ◽  
The United States ◽  
Russian Orthodox ◽  
History Of ◽  
Ministry Of Finance ◽  
The Russian Empire ◽  
Foreign Ministry ◽  
The City

Based on previously unearthed documents from the Russia’s State Historical Archive and the Archive of Foreign Policy of the Russian Empire the article explores the history of the first Russian Orthodox parish in New York City and construction of Saint-Nickolas Russian Orthodox Cathedral in the city. It was a protracted and complicated interagency process that involved Russian Orthodox mission in the United States, Russia’s Foreign Ministry and its missions in the United States, the Holy Governing Synod, Russia’s Ministry of Finance and the State Council. The principal actors were the bishops Nicholas (Ziorov) and especially Tikhon (Bellavin), Ober-Prosecutor of the Holy Governing Synod Konstantine Pobedonostsev and Reverend Alexander Khotovitsky. This case study of the Cathedral history reveals an interaction of ecclesiastical and civil authorities in which private and civic initiative was combined with strict bureaucratic rules and procedures.

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-48
Author(s):  
Edwin Hernandez ◽  
Carola Suárez-Orozco ◽  
Janet Cerda ◽  
Olivia Osei-Twumasi ◽  
Monique Corral ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Peer Relationships ◽  
First Generation ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
Grade Point ◽  
Class Time ◽  
Generation Immigrant

Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

Strangers in the City: Transmigration from Eastern Europe and its Impact on Berlin and Hamburg 1880–1914

2016 ◽  
Vol 2 (2) ◽  
pp. 223-246
Author(s):  
Tobias Brinkmann
Keyword(s):  
United States ◽  
New York ◽  
Eastern Europe ◽  
The United States ◽  
Urban Traffic ◽  
European Cities ◽  
Massive Growth ◽  
Transit Migration ◽  
The Impact ◽  
The City

This article examines the impact of transit migration from the Russian and Austro-Hungarian Empires on Berlin and Hamburg between 1880 and 1914. Both cities experienced massive growth during the last three decades of the nineteenth century, and both served as major points of passage for Eastern Europeans travelling to (and returning from) the United States. The rising migration from Eastern Europe through Central and Western European cities after 1880 coincided with the need to find adequate solutions to accommodate a rapidly growing number of commuters. The article demonstrates that the isolation of transmigrants in Berlin, Hamburg (and New York) during the 1890s was only partly related to containing contagious disease and ‘undesirable’ migrants. Isolating transmigrants was also a pragmatic response to the increasing pressure on the urban traffic infrastructure.

scholarly journals Driving on the Left: Sorkin’s View of the Street, the City and architecture

2013 ◽  
Author(s):  
Michael Sorkin ◽  
Graham Cairns
Keyword(s):  
New York ◽  
Political Action ◽  
Graduate Program ◽  
Fine Arts ◽  
Contemporary Culture ◽  
Environmental Threats ◽  
City College ◽  
The Media ◽  
Village Voice ◽  
The City

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.

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