Introduction

The book’s introduction discusses both the content of the entire book—the individual chapters—and the early professional career of Sarah B. Pomeroy, who serves as the book’s inspiration. Pomeroy helped to establish the field of the study of women in Greece and Rome with her groundbreaking book, Goddesses, Whores, Wives, and Slaves. Discrimination against women (challenged in the Melani legal case against CUNY), including professional consequences for being pregnant, made Pomeroy’s early career at Hunter College a challenge. The introduction reflects on Pomeroy’s use of the term “conceive” in Goddesses for her intellectual work and connects that with the conception of pregnancy that impacted her early career. The interdisciplinarity Pomeroy championed in the field of women in antiquity is showcased in the individual chapters of the book, which are briefly summarized.

Lieberman, Florence

Florence Lieberman (1918–2011) made extraordinary contributions to the field of clinical social work in New York City while a professor at Hunter College School of Social Work (now Silberman School of Social Work), where she served from 1966 to 1986.

Vigilante, Florence Wexler

Florence Wexler Vigilante (1918–2011) served on the faculty of the Hunter College School of Social Work (now Silberman School of Social Work) for 42 years. She pioneered the development of the Employee Assistance Program (EAP) in schools of social work in university-based settings. She was known nationally for her groundbreaking work in employment settings.

Global Jukebox

The Global Jukebox (GJ) is an ambitious project initiated by the Association for Cultural Equity at New York’s Hunter College. Its main mission is to make available the extensive audio field recordings, pictures, and films studied by the legendary ethnomusicologist Alan Lomax and his colleagues accessible to the public for study. In the current beta version, the Global Jukebox has numerous navigation issues that could challenge even the seasoned web user. The methodological basis of data collection and analysis also deservers further explication. However, despite these weaknesses, there is much to be said for what GJ offers users. Whether spending hours moving around regions song by song or exploring familial cultural roots, users will be inspired to learn about the respective cultures and musical forms, thus fulfilling GJ’s education mission.

A SOCIOLOGIA DA ARTE COMO VOCAÇÃO: um relato de Vera Zolberg

<p>O artigo apresenta a trajetória acadêmica de Vera Zolberg (1932-2016), considerada uma das fundadoras do campo da sociologia da arte nos Estados Unidos. Com base em um relato da socióloga, durante sua última visita ao Brasil, o texto revela as adversidades que ela enfrentou para obter uma formação acadêmica pelo fato de ser mulher, judia, casada e mãe. Da infância no South Bronx, aos estudos no Hunter College, à vida em Boston e no Texas, até o doutorado na Universidade de Chicago, o depoimento de Vera Zolberg evidencia o movimento de sua subjetividade entre oportunidades e adversidades, contingências e surpresas, viagens e deslocamentos em busca de sua autonomia intelectual, assim como nos revela peculiaridades da sociedade norte-americana que raramente aparecem nos discursos sobre o cenário do pós guerra naquele país.</p><p> </p><p>THE SOCIOLOGY OF ART AS A VOCATION: an account of Vera Zolberg</p><p>The article presents the academic trajectory of Vera Zolberg (1932-2016), one of the founders of the field of sociology of art in the United States. Based on an account of the sociologist made during her last visit to Brazil, the text reveals the adversities that she faced in order to obtain an academic training by being a woman, a jew, a wife and a mother. From childhood in the South Bronx, to her studies in Hunter College, to the life in Boston and in Texas to University of Chicago, Vera Zolberg’s testimony evidences the movement of her subjectivity between opportunities and adversities, contingencies and surprises, travels and journeys in search of her intellectual autonomy, just as it reveals to us the peculiarities of American life, which rarely, appears in discourses about the postwar scene.</p><p>Keywords: Vera Zolberg. Academic formation. Intellectual autonomy. Sociology of art.</p><p> </p><p>LA SOCIOLOGIE DE L’ART COMME UNE VOCATION: un rapport de Vera Zolberg</p><p>C’est article présent le trajectoire academique de Vera Zolberg (1932-2016), une des foundatrice du champ de la Sociologie de l’Art dans L’États-Unis. Basé sur un rapport de la sociologue fait lors de sa derniéré visite au Brésil, le text révèle les adversités auxquelles elle a été confrontée afin d’obtenir une formation académique en étant femme, juive, épouse et mére. De l’enfance dans le sud du Bronx, aux etudes au Hunter College, à la vie à Boston et au Texas à l’Université de Chicago, le témoignage de Vera Zolberg montre le mouvement<br />de sa subjetivité entre opportunité et adversité, contingences et surprises, voyages et déplacement à la recherche de sa autonomie intellectuelle, comme nous révèle les particularités de la vie américaine, qui apparaît rarement dans les discours sur la scène de l’après-guerre.</p><p>Mots-clés: Vera Zolberg. Formation academique. Autonomie intellectuelle. Sociologie de l’Art.</p>

Developing an Asynchronous Course Model at a Large, Urban University

In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship, was offered in theDivision of Programs in Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY.While many colleges have begun to offer asynchronous learning courses, the model presented here may be of special interest since it takes into consideration several variables of importance in large urban environments. First, all of the students in this course were adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, theyrepresented a typical urban commuter population that would benefit from the convenience of asynchronous learning. Second, all of the students were commuter students who participated in the course via equipment located in their homes and offices. As a result, the model had to accept a wide variety of on-line services as the means of participation. Third, these students did not possess extensive technical skills and in terms of expertise could be classified as new to intermediate. This required that the model employ simple software interfaces that would minimize student frustration due to technical difficulties. Lastly, all of these students already had earned masters degrees and were teachers in the New York City metropolitan area. As experienced teachers, they are attuned to pedagogy and could provide valuable insight into an evaluation of the instructional components of the model.The purpose of this paper is to share the results of student evaluation of the instructional components of an asynchronous model that might be beneficial to others who are considering using this technology in similar environments.

INTRODUCTION TO THE SPECIAL ISSUE ON ONLINE LEARNING IN K–12 SCHOOLS AND TEACHER EDUCATION

In 2006–2007, the Alfred P. Sloan Foundation awarded a grant to the Sloan Consortium and Hunter College to conduct a survey of online learning in K–12 schools. For more than a decade, the Foundation had been most generous in awarding grants for online learning that focused on higher education, however, this was the first award directed specifically to the K–12 environments. The timing of this grant coincided with the growing perception of the importance and use of online learning in K–12 schools. During the past several years, the editors of JALN also noticed an increase in article submissions related to teacher education. As a result, a decision was made to publish a special edition of JALN focusing on online learning in K–12 schools and teacher education.