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CitationAddress of Faculty to email request for Academic Works?Is this Open Access? If so, add link. (Eric)SoTL?Year PublishedAbstractDiscipline Area/Field1DOIOpen Access Journal?Journal Available at CUNY?Author1 @ CUNYCUNY Campus1Author2 @ CUNYCUNY Campus2Author3 @ CUNYCUNY Campus3Discipline Area/Field2Target Population Tag 1Target Population Tag 2Teaching and Learning Focus Tag 1Teaching and Learning Focus Tag 2Teaching and Learning Focus Tag 3Notes Area
Offenholley, K., Hirsch, J.R., & Milman, Y. (2019). So, you want to write an OER? Three authors share triumphs, pitfalls, and options. Mathematics teaching research journal, 11(3-4), 43-48. Retrieved from https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/02/v11n34-So-You-Want-to-Write-an-OER.pdf.koffenholley@bmcc.cuny.edu, jhirsch@bmcc.cuny.edu, ymilman@bmcc.cuny.eduhttps://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/02/v11n34-So-You-Want-to-Write-an-OER.pdfD2019Open Educational Resources (OERs) offer a free, viable alternative to costly textbooks. The authors share their experience and advice on finding and writing online content, creating an online platform for the content, finding videos and other resources, and working with an appropriate free online homework system to match the written content. In addition, the implementation and suggestions for practitioners are discussed. At the end of the article, the bibliography contains two OERs freely available under an open commons license, one for Intermediate Algebra, the other for Mathematics for Elementary Education.MathematicsOffenholley, KBorough of Manhattan Community CollegeHirsch, J.RBorough of Manhattan Community CollegeMilman, Y.Borough of Manhattan Community CollegeOER
Petersen, J., & McLaughlin, S. K. (2017). Design and revision of an Open-Educational Resource Microbiology lab manual using student feedback. Journal of Microbiology & Biology Education, 18(2). https://journals.asm.org/doi/full/10.1128/jmbe.v18i2.1302JPetersen@qcc.cuny.edu, SMclaughlin@qcc.cuny.eduhttps://journals.asm.org/doi/full/10.1128/jmbe.v18i2.1302D2017Open educational resources are becoming increasingly important in higher education, and are a valuable resource for instructors who want to customize course content while saving their students money. We designed, revised, and assessed an open educational resource for our Principles of Microbiology course. Student feedback was used to guide the revisions, which took place over the course of several semesters. Student survey responses to lab manual content were very positive, and students overwhelmingly favored a no-cost online manual over one that is commercially published. The process we used to develop this lab manual serves as an example for others who might want to develop their own customized materials for their courses.Biological Sciences10.1128/jmbe.v18i2.1302Petersen, J. Queensborough Community CollegeMcLaughlin, S.K.Queensborough Community CollegeOERLab manualStudent feedback
Magaldi D., Fayne H. (2022). Lessons from the COVID epicenter: how teacher candidates of color and the academy adapted to remote instruction. Journal for Multicultural Education, 16(1), 5-17. https://doi.org/10.1108/JME-08-2021-0134danielle.magaldidopman@lehman.cuny.edu, harriety.fayne@lehman.cuny.eduhttps://doi.org/10.1108/JME-08-2021-0134Describe2022Purpose: Given the challenges of remote learning and the pandemic's disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach: Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings: Findings underscore teacher candidates' fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality: In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic's unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education. © 2021, Emerald Publishing Limited.Teacher Ed10.1108/JME-08-2021-0134Magaldi D., Fayne H.COVIDMulticultural educationRemote instruction
Maldonado S. (2022). Moving Forward in Nursing Education Using the Backward Design. Journal of Education. https://doi.org/10.1177/00220574211070220Describe2022Teaching models are essential to provide nursing students with efficient ways to learn. One such model of teaching is the Backward Design (BWD). The aim of BWD is to recognize desired outcomes and then have the student work backward to draw on what was done to reach the desired outcome. BWD facilitates the understanding of a concept by using students' ability to explain, interpret, apply, perceive, and self-evaluate. It requires students to learn how to explain concepts and how they apply in practice. Since BWD may facilitate student-centered-learning, its use in academia should be recommended, especially for nursing students. © The Author(s) 2022.10.1177/00220574211070220Sandra MaldonadoLehman Collegebackward design modelcritical thinkingcurriculum
Jeffreys M.R. (2022). Nursing student retention and success: Action innovations and research matters. Teaching and Learning in Nursing, 17(1), 137-146. https://doi.org/10.1016/j.teln.2021.06.010marianne.jeffreys@csi.cuny.eduNoDescribe2022Enhancing nursing student retention, success, and workforce diversity is a priority. Jeffreys's Nursing Universal Retention and Success (NURS) model is an easily adaptable, comprehensive framework utilized across degree programs, formats, and settings. This article highlights the utility of the NURS model as applied by educators other than the theorist; identifies strengths and gaps; poses priority focus areas; and introduces tips and recommendations for implementing responsive, responsible high-quality action innovations and research (AIR). First, the literature review process, NURS model application, and major takeaways are presented. An A-Z list provides checkpoints and considerations when reviewing, designing, implementing, evaluating, or disseminating AIR. While some checkpoints are applicable across many types of projects and studies, some pertain generally to nursing student retention and success; some are specific to the NURS model. Checkpoints offer immediate individual and collective faculty actions and ideas for enhancing AIR quality, impact, student success, and nursing education scholarship. © 2021 Organization for Associate Degree NursingNursing Ed10.1016/j.teln.2021.06.010Marianne R. Jeffreysacademic progressionattritiondiversity
Bolitzer L.A. (2022). “A Two-Way Street”: Adjunct Faculty’s Learning from and with Students about Subject Matter. College Teaching, 70(1), 82-97. https://doi.org/10.1080/87567555.2021.1901067Liza.Bolitzer@Baruch.CUNY.eduNoDescribe2022Within the work of teaching, college faculty can develop stronger understandings of both their subject matter and their students' socio-cultural understandings of that subject matter. Such learning is particularly important for faculty that teach today's students, who bring unprecedented racial, ethnic, socio-economic and age diversity to higher education. By engaging their students' diverse identities and life experiences, faculty can potentially deepen both their students understanding of subject matter and their own. To better understand this learning for adjunct faculty, who are the majority of faculty in higher education today, this study examines how and what adjunct faculty can learn about their students and subject matter within their work as teachers. Drawing on interviews and classroom observations of 19 adjunct instructors of general education courses at two institutions that serve a diverse student population, it yields insights into the ways in which adjunct faculty may learn about their students' lives and identities, the subject matter of their courses, and the potential connections between that subject matter and their students. © 2021 Taylor & Francis Group, LLC.10.1080/87567555.2021.1901067Liza Ann BolitzerBaruch CollegeAdjunct facultyfaculty developmenthigher education
Finn H.B., Avni S. (2021). Linguistically Responsive Instruction in Corequisite Courses at Community Colleges. TESOL Quarterly, 55(4), 1221-1246. https://doi.org/10.1002/tesq.3080hfinn@bmcc.cuny.edu, savni@bmcc.cuny.eduNoDescribe2021English Learners (ELs) attend community colleges at a greater rate than four-year schools, making community colleges primary sites of ESL education in American higher education. These institutions' recent embrace of the corequisite structure – a pairing of a non-credit developmental course with a credit-bearing disciplinary content course in order to accelerate students' progress in their coursework – has direct implications for ELs. As corequisites are enacted in a wide range of content areas, professors will need to attend to students' language development in a wide range of disciplinary courses. This qualitative study applies Linguistically Responsive Instruction as a framework to understand corequisite instructors' beliefs about students' learning, knowledge of teaching language, and understanding of the broader contextual factors at community colleges, including institutional policies and definitions of students' readiness and success. Drawing on ongoing interviews conducted with faculty members throughout one semester, it offers faculty members' perspectives on the opportunities and challenges of teaching ELs in the corequisite structure and provides a framework for professional development and institutional support. © 2021 TESOL International Association10.1002/tesq.3080Heather B. FinnBorough of Manhattan Community CollegeSharon AvniBorough of Manhattan Community College
Johnson N., Archibald P., Estreet A., Morgan A. (2021). The cost of being black in social work practicum. Advances in Social Work, 21(3-Feb), 1-23. https://doi.org/10.18060/24115Paul.Archibald@csi.cuny.eduhttps://doi.org/10.18060/24115Describe2021The social work profession is not exempt from fueling institutional racism, which affects the provision of social work practicum education for Black social work students. This article highlights how the historical and current social cost of being Black in the United States presents itself within social work education's signature pedagogy. Social workers who hold bachelor's degrees in social work (BSW) are more likely to be Black than those holding master's degrees in social work (MSW; Salsberg et al., 2017). It takes Black students longer to earn an MSW degree though they are more likely to hold a BSW while also having work experience related to the social work profession; this is indicative of a flawed system. The implications of this are explored by highlighting social work's historical context and the role privilege holds within a profession charged with working towards social justice. Critical Race Theory (CRT) is utilized to unearth how the current state of social work practicum upholds a culture of white supremacy through covertly racist requirements and practices. Case examples are utilized to demonstrate the challenges Black students face as social work practicum mimics oppressive practices and perpetuates disparities in the social work landscape. Additionally, this article explores oppression's role in treating vulnerable social work students and how that treatment is reflected in the workforce, ultimately informing service delivery. © 2021 Authors.10.18060/24115Johnson N., Archibald P., Estreet A., Morgan A.AntiracismCritical race theorySocial work education
Akiba D. (2021). Recruitment of International Students Through a Synthesis of English as a Second Language Instruction, Social Justice, and Service Learning. Innovative Higher Education, 46(3), 321-335. https://doi.org/10.1007/s10755-020-09538-2in Academic Works!https://academicworks.cuny.edu/qc_pubs/454/Describe2021Universities across the U.S. have increasingly emphasized internationalization, leading to rising numbers of international students attending U.S. institutions of higher education. However, these students tend to gravitate toward larger research-intensive universities with many other institutions seeing no increase in international student enrollments. Little is known concerning how to attract international students to regional institutions lacking name recognition. To address the above and promote internationalization through increasing the presence of students from abroad, an academic department at a regional public U.S. college used needs analysis to develop a pilot program for Japanese university students (N = 13). The program involved a synthesis of English as a Second Language instruction, social justice as a content area, and service learning, in a two-week credit-bearing summer session course. A post-participation survey revealed highly positive reactions, particularly in terms of working with local community members, and broad agreement that the program had been life-altering. The implications for international student program development at regional institutions are discussed. © 2021, The Author(s).10.1007/s10755-020-09538-2Daisuke AkibaInternational studentsInternationalizationJapanese students
Ea E.E., Alfes C.M., Chavez F., Rafferty M.A., Fitzpatrick J.J. (2021). Preparing the doctor of nursing practice graduates to lead nursing education: Ideas, strategies, recommendations, and implications. Journal of Professional Nursing, 37(3), 529-533. https://doi.org/10.1016/j.profnurs.2021.02.005MRafferty@citytech.cuny.eduNoDescribe2021[No abstract available]10.1016/j.profnurs.2021.02.005Ea E.E., Alfes C.M., Chavez F., Rafferty M.A., Fitzpatrick J.J.
Van der Kleij F.M., Lipnevich A.A. (2021). Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 33(2), 345-373. https://doi.org/10.1007/s11092-020-09331-xanastasiya.lipnevich@qc.cuny.eduNoDescribe2021The potential of feedback to enhance students' performance on a task, strategies, or learning has long been recognized in the literature. However, feedback needs to be utilized by a learner to realize its potential. Hence, examining student perceptions of feedback and their links to effective uptake of feedback has been the focus of much recent feedback research. This paper presents a critical scoping review of the feedback perceptions literature. The review discusses the methods employed by 164 studies published between 1987 and 2018 and synthesizes the main findings across this body of literature. Lacking theoretical frameworks, repetitiveness (not replicability) of studies, and methodological problems observed among the reviewed have resulted in somewhat disappointing conclusions. Based on the findings, we present a framework for future investigations into student perceptions of feedback and suggest several avenues for the future of the field. © 2020, Springer Nature B.V.10.1007/s11092-020-09331-xVan der Kleij F.M., Lipnevich A.A.FeedbackMethodologyPerformance
Housel D.A. (2021). A Trauma-Informed Inquiry of COVID-19's Initial Impact on Students in Adult Education Programs in the United States. Journal of Continuing Higher Education. https://doi.org/10.1080/07377363.2021.1992077dhousel@lagcc.cuny.eduNoDescribe2021The COVID-19 pandemic has had a profound impact on adult education programs throughout the world, abruptly transforming in-person instruction to distance teaching/learning. Can the lessons learned from adult students, especially related to the "digital divide," be leveraged to enhance adult education and create more inclusive policies and practices moving forward? To grapple with this question, this exploratory qualitative study sought the insights of adult learners in the northeastern United States through an online survey of primarily open-ended questions. Through multiple rounds of coding using a trauma-informed lens, the following themes emerged: (a) anxiety and loss; (b) distractions, adjustments, and balance; and (c) distance learning and its advantages and disadvantages. Recommendations for modifying preservice preparation and ongoing professional development for educators of adults were asserted. These recommendations focused globally on addressing adult students' needs for ongoing academic and psycho-social-emotional support to enhance their digital literacy and educational outcomes. Limitations of the study and areas for future research were also identified. © 2021 Association for Continuing Higher Education.10.1080/07377363.2021.1992077David A. Houseladult learnersCOVID-19digital literacy
Levey S. (2021). Universal Design for Learning. Journal of Education. https://doi.org/10.1177/00220574211031954sandra.levey@lehman.cuny.eduNoDescribe2021This review presents the Universal Design Learning (UDL) approach to education. Classrooms have become increasingly diverse, with second language learners, students with disabilities, and students with differences in their perception and understanding information. Some students learn best through listening, while others learn best when presented with visual information. Given the increased number of new language learners across the world, the UDL approach allows successful learning for all students. UDL has allowed students to acquire information more effectively. UDL provides guidance to educators that is especially valuable for the diversity of classrooms and the diversity in modalities in learning, © 2021 Trustees of Boston University.10.1177/00220574211031954Sandra LeveyThe Graduate Centerachievementclassroomcurriculum
Lauermann J. (2021). Building quantitative literacy in critical human geography curriculum. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2021.1957799jlauermann@mec.cuny.eduNoDescribe2021This paper argues for increased attention to quantitative literacy in undergraduate critical human geography curriculum. The rationale is twofold: On the one hand, it is increasingly easy to integrate quantitative material into curriculum, given the widespread availability of open-source or low-cost platforms for interpreting data. On the other hand, it is increasingly important to develop quantitative literacy informed by critical theory in a political era of anti-science rhetoric and resurgent propaganda. The paper reviews recent scholarship on quantitative methods in critical human geography, highlighting a shift toward methodological pluralism in both research and pedagogy. This creates opportunities for enhancing human geography curriculum, for instance, by applying technical skills while thinking critically about the social construction of data. This is explored with a case study on quantitative exercises in introductory Human Geography curriculum at a public university in the United States, evaluating strategies for integrating critical spatial theory with quantitative data analysis, and tools for assessing the educational value added by their integration. © 2021 Informa UK Limited, trading as Taylor & Francis Group.10.1080/03098265.2021.1957799John LauermannMedgar Evers CollegeCritical geographygeography educationquantitative geography
Rabin L.A., Krishnan A., Bergdoll R., Fogel J. (2021). Correlates of exam performance in an introductory statistics course: Basic math skills along with self-reported psychological/behavioral and demographic variables. Statistics Education Research Journal, 20(1), 1-21. https://doi.org/10.52041/SERJ.V20I1.97lrabin@brooklyn.cuny.edu, anjali.krishnan05@brooklyn.cuny.edu, jfogel@brooklyn.cuny.eduhttps://iase-web.org/ojs/SERJ/article/view/97Describe2021This study investigated whether basic mathematics skills are associated with undergraduate psychology statistics course performance while simultaneously considering self-reported psychological/behavioral and demographic variables. Participants (n = 460) completed a Math Assessment for College Students (MACS), which included questions ranging from calculating percentages to graphical interpretation. The researchers used a discriminant correspondence analysis to reveal differences in course performance evaluated as the average of three exam grades. For the variation in the average exam scores accounted for by our model, the MACS scores provided the largest contribution. Other variables associated with better exam grades included white ethnicity, non-transfer status, lower year in school, and low procrastination. The researchers discuss the implications for helping instructors identify areas of basic mathematical deficiency and strength. © International Association for Statistical Education (IASE/ISI), June, 202110.52041/SERJ.V20I1.97Rabin L.A., Krishnan A., Bergdoll R., Fogel J.Discriminant correspondence analysisMath Assessment for College StudentsSelf-efficacy
Vollman B.K. (2021). Access, use and perceptions of open (free) and traditional textbooks: an exploratory comparative analysis of community college criminal justice courses. Open Learning. https://doi.org/10.1080/02680513.2021.1874330Bvollman@bmcc.cuny.eduNoDescribe2021This study examines community college students (N = 292) enrolled in introductory criminal justice courses, comparing access, use and perceptions of open education resource (OER) textbooks with traditional textbooks. Data were collected over three semesters from students in a large metropolitan city using an online survey. The sample pool is largely non-white and eligible for low income tuition assistance. The analysis uses survey data to explore the following: access (how, when, how much); use (when, where, how); and student perceptions of learning with digital resources (for OER courses). Findings are largely consistent with comparable research conducted on four year and community college specific samples. Compared with textbook courses, OER students are more likely to access the material within the first week of class, on phones or school computers, and find the material easier to obtain. They are also more likely to say they review more of the material, and are more likely to study on campus. These findings indicate that transition to OER course materials has no harmful impact and may serve community college students by removing a variety of impediments related to achieving academic success for the types of students served by community colleges. © 2021 The Open University.10.1080/02680513.2021.1874330Brenda K. VollmanBorough of Manhattan Community Collegecommunity collegecriminal justiceequity
Ahmed T. (2021). "Helping Me Learn New Things Every Day": The Power of Community College Students' Writing Across Genres. Written Communication, 38(1), 31-76. https://doi.org/10.1177/0741088320964766Tanzina.Ahmed@kbcc.cuny.eduNoDescribe2021Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students' genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students' engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students' experience with classroom and narrative genres predicted their GPA, implying that students' genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development. © 2020 SAGE Publications.10.1177/0741088320964766Tanzina AhmedKingsborough Community Collegeacademic successclassroom genrescommunity college
Carlson E.R., Craigo L., Hoontis P.P., Jaffe E., McGee L., Sayegh J. (2021). Creating a Charrette Process to Ignite the Conversation on Equity and Inclusion. Community College Journal of Research and Practice, 45(8), 608-618. https://doi.org/10.1080/10668926.2020.1756534ecarlson@bmcc.cuny.edu, lcraigo@bmcc.cuny.edu, phoontis@bmcc.cuny.edu, ejaffe@bmcc.cuny.edu, lmcgee@bmcc.cuny.edu, jsayegh@bmcc.cuny.eduNoDescribe2021The gaps in graduation and retention rates between ethnic and gender groups continue to be a foremost area of focus at Borough of Manhattan Community College (BMCC), The City University of New York (CUNY). Equity and inclusion is also a critical concern as it relates to faculty and staff. At BMCC, a college-wide initiative, Designing for Success, is seeking to improve declining retention and graduation rates. At its core is the question, "Have we designed our operations to produce these results?" The answer is, "Yes". BMCC's Designing for Success strategic planning process seeks to re-design administrative processes and teaching in an effort to eradicate these gaps through efforts which include a community-wide discussion and action planning on equity and inclusion inspired by the charrette process. The charrette creates small groups that meet on more than one occasion to identify critical barriers to addressing equity and inclusion and develops action plans for addressing these barriers from stakeholders at all levels of an organization. This paper proposes that public scholarship is at the core of the charrette process, that it is uniquely appropriate for the higher education environment and moves the community from a "discussion" of the barriers to fully engaging the entire college community in meaningful action-oriented strategic planning. © 2020 Taylor & Francis Group, LLC.10.1080/10668926.2020.1756534Erika R. CarlsonBorough of Manhattan Community CollegeLeslie CraigoBorough of Manhattan Community CollegePeter P. HoontisBorough of Manhattan Community College
Wyner Y., Desalle R. (2020). An investigation of how environmental science textbooks link human environmental impact to ecology and daily life. CBE Life Sciences Education, 19(4), 1-12. https://doi.org/10.1187/cbe.20-01-0004ywyner@ccny.cuny.eduhttps://doi.org/10.1187/cbe.20-01-0004Describe2020Making direct connections between humanity and the environment is of ever-increasing importance in the context of today's environmental crisis. We used qualitative content analysis of precollege-and college-level introductory environmental science textbook case studies to study how they portray humanity's link to the environment. We assessed case studies for how specific and data rich they are and for how they link together daily life, human impact, and ecological interactions. We found that, for many textbooks, case study stories were vaguely drawn and included few data. We also found that, for all textbooks, case studies almost always described human impacts without linking to their ecological underpinnings and daily life connections were frequently missing from human impact dis-cussion. We use comparisons of case studies to make the argument that data and specific details tell more fleshed-out relatable stories, that connecting to daily life will more likely challenge student perceptions of people as separate from the environment, and that ex-plicit inclusion of ecological interactions into environmental stories better explains how people connect to and impact the rest of the living world. © 2020 Y. Wyner and R. DeSalle.10.1187/cbe.20-01-0004Yael WynerCity College of New York
Vespia K.M., Naufel K.Z., Rudmann J., Van Kirk J.F., Briihl D., Young J. (2020). Yes, You Can Get a Job With That Major! Goal 5 Strategies for Facilitating, Assessing, and Demonstrating Psychology Students' Professional Development. Teaching of Psychology, 47(4), 305-315. https://doi.org/10.1177/0098628320945122jason.young@hunter.cuny.eduNoDescribe2020The Summit on the National Assessment of Psychology was held on June 2016 to chart a path for assessing student achievement of the goals of the undergraduate psychology major. Our subcommittee was charged with identifying evaluation strategies and tools for students' professional development, which included applying psychology to various careers; engaging in effective self-regulation, project management, and teamwork; and developing lifelong professional skills. In this article, therefore, we not only review a wide range of assessment tools for facilitating and evaluating professional development in psychology, but we also discuss the larger importance of the learning goal both to students and to public perceptions of psychology. © The Author(s) 2020.10.1177/0098628320945122Jason YoungHunter Collegeassessmentcollege studentsprofessional development
Cooper K.M., Auerbach A.J.J., Bader J.D., Beadles-Bohling A.S., Brashears J.A., Cline E., Eddy S.L., Elliott D.B., Farley E., Fuselier L., Heinz H.M., Irving M., Josek T., Lane A.K., Lo S.M., Maloy J., Nugent M., Offerdahl E., Palacios-Moreno J., Ramos J., Reid J.W., Sparks R.A., Waring A.L., Wilton M., Gormally C., Brownell S.E. (2020). Fourteen recommendations to create a more inclusive environment for lgbtq+ individuals in academic biology. CBE Life Sciences Education, 19(3), 1-18. https://doi.org/10.1187/cbe.20-04-0062in Academic Workshttps://academicworks.cuny.edu/lg_pubs/144/Describe2020Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals. © 2020 K. M. Cooper et al.10.1187/cbe.20-04-0062Jacqueline A. BrashearsLaGuardia Community College
Lee E., Alvarez S.P. (2020). World Englishes, translingualism, and racialization in the US college composition classroom. World Englishes, 39(2), 263-274. https://doi.org/10.1111/weng.12459eunjeong.lee@qc.cuny.edu, sara.alvarez@qc.cuny.eduNoDescribe2020This paper examines the connection between language ownership and racialization as discussed in world Englishes (WE) and translingualism. WE and translingualism have expanded both epistemological and ontological spectrums in understanding how Englishes have been used, understood, and transformed in different global contexts, challenging a monolingual orientation to language and literacy. Yet, less questioned is how the very approach to various ways of ‘owning' Englishes contributes to WE and translingualism's work of linguistic justice. In this regard, we argue that the issue of racialization needs to be foregrounded in these two bodies of scholarship to better account for racialized students' language practices and ownership. Situating this examination in the US college composition classroom, we discuss how the conceptualization of language ownership can extend monolingual and racializing ideologies. We conclude by calling for a more linguistically just view of language ownership as a way to undo the racial-linguistic stratification in educational contexts such as the writing classroom. © 2020 John Wiley & Sons Ltd10.1111/weng.12459Eunjeong LeeQueens CollegeSara P. AlvarezQueens College
Lopatto D., Rosenwald A.G., DiAngelo J.R., Hark A.T., Skerritt M., Wawersik M., Allen A.K., Alvarez C., Anderson S., Arrigo C., Arsham A., Barnard D., Bazinet C., Bedard J.E.J., Bose I., Braverman J.M., Burg M.G., Burgess R.C., Croonquist P., Du C., Dubowsky S., Eisler H., Escobar M.A., Foulk M., Furbee E., Giarla T., Glaser R.L., Goodman A.L., Gosser Y., Haberman A., Hauser C., Hays S., Howell C.E., Jemc J., Logan Johnson M., Jones C.J., Kadlec L., Kagey J.D., Keller K.L., Kennell J., Catherine Silver Key S., Kleinschmit A.J., Kleinschmit M., Kokan N.P., Kopp O.R., Laakso M.M., Leatherman J., Long L.J., Manier M., Martinez-Cruzado J.C., Matos L.F., McClellan A.J., McNeil G., Merkhofer E., Mingo V., Mistry H., Mitchell E., Mortimer N.T., Mukhopadhyay D., Myka J.L., Nagengast A., Overvoorde P., Paetkau D., Paliulis L., Parrish S., Preuss M.L., Price J.V., Pullen N.A., Reinke C., Revie D., Robic S., Roecklein-Canfield J.A., Rubin M.R., Sadikot T., Sanford J.S., Santisteban M., Saville K., Schroeder S., Shaffer C.D., Sharif K.A., Sklensky D.E., Small C., Smith M., Smith S., Spokony R., Sreenivasan A., Stamm J., Sterne-Marr R., Teeter K.C., Thackeray J., Thompson J.S., Peters S.T., van Stry M., Velazquez-Ulloa N., Wolfe C., Youngblom J., Yowler B., Zhou L., Brennan J., Buhler J., Leung W., Reed L.K., Elgin S.C.R. (2020). facilitating growth through frustration: Using genomics research in a course-based undergraduate research experience. Journal of Microbiology and Biology Education, 21(1). https://doi.org/10.1128/JMBE.V21I1.2005https://doi.org/10.1128/JMBE.V21I1.2005Describe2020A hallmark of the research experience is encountering difficulty and working through those challenges to achieve success. This ability is essential to being a successful scientist, but replicating such challenges in a teaching setting can be difficult. The Genomics Education Partnership (GEP) is a consortium of faculty who engage their students in a genomics Course-Based Undergraduate Research Experience (CURE). Students participate in genome annotation, generating gene models using multiple lines of experimental evidence. Our observations suggested that the students' learning experience is continuous and recursive, frequently beginning with frustration but eventually leading to success as they come up with defendable gene models. In order to explore our "formative frustration" hypothesis, we gathered data from faculty via a survey, and from students via both a general survey and a set of student focus groups. Upon analyzing these data, we found that all three datasets mentioned frustration and struggle, as well as learning and better understanding of the scientific process. Bioinformatics projects are particularly well suited to the process of iteration and refinement because iterations can be performed quickly and are inexpensive in both time and money. Based on these findings, we suggest that a dynamic of "formative frustration" is an important aspect for a successful CURE. © 2020 Author(s). Published by the American Society for Microbiology. This is an Open Access ar ticle distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.10.1128/JMBE.V21I1.2005Yuying GosserCity College of New YorkGerard McNeilYork CollegeChiyedza SmallMedgar Evers College
Marttinen R., Daum D.N., Banville D., Fredrick R.N. (2020). Pre-service teachers learning through service-learning in a low SES school. Physical Education and Sport Pedagogy, 25(1), 1-15. https://doi.org/10.1080/17408989.2019.1670153Ray N. Frederick is no longer at CUNYNoDescribe2020Background and purpose: The purpose of this research was to understand the experiences of pre-service teachers in a service-learning program. The research questions that guided this research were: (1) How does an after-school service-learning program that utilizes pre-service teachers develop students' pedagogy? (2) What are the experiences of pre-service teachers teaching in low SES schools through a service-learning approach? Methods: During the 2016–2017 school year, nine pre-service physical education students took part in a service-learning program. The REACH program was a free after-school physical education and literacy program for 5th and 6th grade students at a low SES school. This program consisted of two-hour sessions, twice per week, for 30-weeks starting in the Fall and ending in the Spring. Data consisted of interviews, pre-service teachers' journals, researcher journals, and researcher field notes. In total, 500 pages of data were analyzed using the constant comparative technique. Two researchers independently coded these data and a peer reviewer then separately reviewed the data and findings. Results: Three themes emerged from the data analysis. Theme 1–Developing pedagogies in real-world settings. Theme 2–Connecting with students and learning how to manage behavior. Theme 3–Teaching in a low SES school: A wake-up call. Conclusions and implications: Pre-service teachers in this study were able to practice their pedagogy in a real-world environment and gain valuable experience in developing classroom and behavior management skills. The REACH program provides a model for a service-learning approach where pre-service students can practice and refine their teaching skills through extended involvement in an after-school program that served students in a low SES community. © 2019, © 2019 Association for Physical Education.10.1080/17408989.2019.1670153Ray N. FredrickQueens Collegeadolescentafter-schoolCurriculum
Tsan, K. F. (2021). Open Educational Resources in History: A State-of-the Field Essay. Teaching History: A Journal of Methods, 46(2), 12-19. https://openjournals.bsu.edu/teachinghistory/article/view/3544.https://openjournals.bsu.edu/teachinghistory/article/view/3544Describe2021History practitioners are making steady progress adopting, adapting and creating open educational resources. However, most historians do not have a holistic view of the materials that exist in the open sphere due to poor discoverability and professional standards that still hamper their uptake. This state-of-the-field article discusses the challenges and opportunities of engaging with history OERs as divided into three categories: 1) textbooks and teaching modules, 2) informational websites and interactive experiences, and 3) digital tools for collaborative research. The flexibility and adaptability of these resources, afforded by their open licenses, are key points in their prospects for longevity and enduring benefit for the practice of history. The author concludes that, while more work remains to be done by administrators, librarians and pedagogy specialists around building awareness of open history, the digital revolution and changing attitudes towards collaborative scholarship lead to greater possibilities for this field.HistoryTsan, K.F.Baruch CollegeOER
Van Allen, J. & Katz, S. (2020). Teaching with OER During Pandemics and Beyond. Journal for Multicultural Education. http://doi.org/10.1108/JME-04-2020-0027.in Academic Workshttps://academicworks.cuny.edu/le_pubs/308/Describe2020Abstract
Purpose
Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Design/methodology/approach
Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

Findings
The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

Practical implications
To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

Originality/value
This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.
Cross-discipline10.1108/JME-04-2020-0027.Van Allen J.Lehman CollegeKatz, S.Lehman CollegeOER
Van Allen, J. & Katz, S. (2019). Developing open practices in teacher education: A model of integrating OER and renewable assignments. Open Praxis, 11(3), 311–319. https://www.openpraxis.org/articles/10.5944/openpraxis.11.3.972/https://www.openpraxis.org/articles/10.5944/openpraxis.11.3.972/Describe2019This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in collaboration across time and space. Teacher education programs provide an ideal space to develop digital literacies and open practices.Teacher Education10.5944/openpraxis.11.3.972.Van Allen J.Lehman CollegeKatz, S.Lehman CollegeOER
Vollman, B. K. (2021). Access, use and perceptions of open (free) and traditional textbooks: an exploratory comparative analysis of community college criminal justice courses. Open Learning: The Journal of Open, Distance and e-Learning, 1-21. https://doi.org/10.1080/02680513.2021.1874330Bvollman@bmcc.cuny.eduNoDescribe2021This study examines community college students (N = 292) enrolled in introductory criminal justice courses, comparing access, use and perceptions of open education resource (OER) textbooks with traditional textbooks. Data were collected over three semesters from students in a large metropolitan city using an online survey. The sample pool is largely non-white and eligible for low income tuition assistance. The analysis uses survey data to explore the following: access (how, when, how much); use (when, where, how); and student perceptions of learning with digital resources (for OER courses). Findings are largely consistent with comparable research conducted on four year and community college specific samples. Compared with textbook courses, OER students are more likely to access the material within the first week of class, on phones or school computers, and find the material easier to obtain. They are also more likely to say they review more of the material, and are more likely to study on campus. These findings indicate that transition to OER course materials has no harmful impact and may serve community college students by removing a variety of impediments related to achieving academic success for the types of students served by community colleges.Criminal Justice10.1080/02680513.2021.1874330Vollman, B.Borough of Manhattan Community CollegeOER
Sun C., Kulage K.M., Al-Touby S., Nyamakura R., Larson E. (2019). Promoting nursing research globally: the writing to improve nursing science (WINS) program. International Nursing Review, 66(4), 541-548. https://doi.org/10.1111/inr.12552cjs.cumc@gmail.comNoDescribe2019Aim: To test the feasibility of a remote writing programme, Writing to Improve Nursing Science (WINS), for nursing scholars in low- and middle-income countries and assess its impact on scholarly writing and dissemination. Background: The ability to write and publish scholarly manuscripts is critical for successful nursing research careers. Yet, there is a lack of resources to appropriately mentor nurse scholars in this area. This is especially true for low- and middle-income countries with fewer resources and a dearth of doctorally prepared nursing faculty. Introduction: We adapted an existing university-based writing class to mentor 10 nurse scientists through the writing and publication process utilizing three components: online didactic training, remote one-to-one mentorship and an in-person peer-reviewed writing workshop. Methods: Ten nurse faculty from 10 countries selected via competitive application developed manuscripts with remote mentorship and online training for 6 months. Then, an in-person workshop was held to conduct peer reviews of manuscripts. Mentorship continued for an additional year until the manuscript was either published or the participant no longer wished to pursue publication. Results: All participants prepared a manuscript and were trained in manuscript writing, editing, and the peer review and submission process. To date, four manuscripts have been published. Discussion: The Writing to Improve Nursing Science Program is a feasible model to increase publications among nursing faculty or students globally and allow the sharing of resources across countries. Conclusion and implications for nursing policy: Innovative solutions for sharing of intellectual resources, such as this program may contribute to improving the evidence base globally. Nursing research policies should include a mentorship component to increase publications to improve nursing practice and related patient outcomes. © 2019 International Council of Nurses10.1111/inr.12552Carolyn SunHunter CollegeDisseminationGlobalManuscript Preparation
Stadler D., Rojas A. (2019). Supporting Institutional Objectives by Embedding Mission-Critical Competencies in Credit-Bearing Library Instruction: A Review and Case Study. New Review of Academic Librarianship, 25(4-Feb), 171-189. https://doi.org/10.1080/13614533.2019.1616307dstadler@lagcc.cuny.edu, arojas@lagcc.cuny.eduNoDescribe2019This article reviews scholarship of incorporating institutional objectives in academic courses and proposes a method to embed mission-critical competencies in a library instruction course. Few academic institutions focus their mission or core competencies on digital communication. LaGuardia Community College delineates three competencies in its mission: inquiry and problem solving, global learning, and integrative learning. Students exhibit command of these competencies in written, oral, or digital communication. The College defines the digital communication ability as successful collaboration and interaction using online tools, such as discussion boards, either to stage written exchange, or to capture video or oral discussions. Through participation in a campus initiative to align assignments with digital communication, the authors embedded this unique online ability in a credit-bearing library instruction course that focuses on information literacy. The updated midsemester examination prompts students to interact and critically evaluate contributions made by their peers in a guided online discussion. Specifically, students comment on another student's annotated bibliography and determine whether their peers communicated an arguable claim and evidence to support it. To argue that digital communication strengthens information literacy skills, the authors completed a small case study. ©, Published with license by Taylor & Francis Group, LLC. ©, © Derek Stadler and Alexandra Rojas.10.1080/13614533.2019.1616307Derek StadlerLaGuardia Community CollegeAlexandra RojasLaGuardia Community CollegeCollege MissionCore CompetencyInformation Literacy
Sharp D. (2019). Difference as practice: Diffracting geography and the area studies turn. Progress in Human Geography, 43(5), 835-852. https://doi.org/10.1177/0309132518788954D.S.Sharp@lse.ac.ukNoDescribe2019After decades of geography and area studies drifting apart, I argue there has been an area studies turn in geography. The long divergence between the two, however, has resulted in a certain misunderstanding by geographers of what area studies scholarship is and what this field can contribute to the discipline. Area studies should not be considered as an approach that merely concentrates on the representation of difference but rather as a milieu in which difference is practiced and geographical concepts can be ‘diffracted'. Area studies can offer geography new ways to think about its place in, and entanglement with, the world. © The Author(s) 2018.10.1177/0309132518788954Deen SharpThe Graduate Centerarea studiesCold WarMiddle East geography
Katz C.C., Elsaesser C., Klodnik V.V., Khare A. (2019). Mentoring Matters: An Innovative Approach to Infusing Mentorship in a Social Work Doctoral Program. Journal of Social Work Education, 55(2), 306-313. https://doi.org/10.1080/10437797.2018.1526729colleen.katz@hunter.cuny.edu, NoDescribe2019Social work doctoral students must identify how to prioritize their time and how to gain the many qualifications required by the academic job market. Mentoring has long been recognized as an effective strategy for promoting academic success and degree completion in doctoral studies. This article describes three student-led initiatives in a social work doctoral program that sought to infuse mentorship throughout the program. The content of these innovative initiatives is discussed, as well as their implications for social work doctoral education. © 2019, © 2019 Council on Social Work Education.10.1080/10437797.2018.1526729Katz C.C., Elsaesser C., Klodnik V.V., Khare A.
Schnee E. (2018). Reading Across the Curriculum at an Urban Community College: Student and Faculty Perspectives on Reading. Community College Journal of Research and Practice, 42(12), 825-847. https://doi.org/10.1080/10668926.2017.1359702Emily.Schnee@kbcc.cuny.eduNoDescribe2018Research indicates that there has been a decline in college reading over the past decades, yet few studies have been conducted at community colleges. The aim of this exploratory study was to gain a broad view of what reading across the curriculum looks like at one urban community college from the perspectives of students and faculty. A survey was administered to students to gather information on their reading practices, beliefs, and attitudes. A second survey was distributed to full-time faculty to gather information on assignments, practices, and beliefs regarding reading. Findings indicate that many students do not complete assigned readings. Further, women students spend more time on reading and attend class more often having completed assigned reading than men. There are discrepancies between students' and faculty's assessments of students' reading abilities, whether reading is essential to course success and between the kinds of readings commonly assigned and those students enjoy reading. The study identified areas for further research on reading in community college including the relationship between gender, reading compliance, and community college outcomes; the effectiveness of reading compliance strategies; the relationship between PowerPoint use and student reading; and students' use of active reading strategies. The findings also point out the need for pedagogical innovation in the teaching of reading in community college, namely through the implementation of reading across the curriculum programs. © 2018, © 2018 Taylor & Francis Group, LLC.10.1080/10668926.2017.1359702Emily SchneeKingsborough Community College
Gregory K. (2018). Online Communication Settings and the Qualitative Research Process: Acclimating Students and Novice Researchers. Qualitative Health Research, 28(10), 1610-1620. https://doi.org/10.1177/1049732318776625KGregory@citytech.cuny.eduNoDescribe2018In the last 20 years, qualitative research scholars have begun to interrogate methodological and analytic issues concerning online research settings as both data sources and instruments for digital methods. This article examines the adaptation of parts of a qualitative research curriculum for understanding online communication settings. I propose methodological best practices for researchers and educators that I developed while teaching research methods to undergraduate and graduate students across disciplinary departments and discuss obstacles faced during my own research while gathering data from online sources. This article confronts issues concerning the disembodied aspects of applying what in practice should be rooted in a humanistic inquiry. Furthermore, as some approaches to online qualitative research as a digital method grow increasingly problematic with the development of new data mining technologies, I will also briefly touch upon borderline ethical practices involving data-scraping-based qualitative research. © The Author(s) 2018.10.1177/1049732318776625Katherine GregoryNew York City College of Technologyonline qualitative researchonline research settingsqualitative data analysis
Margolin S., Brown M., Ward S.L. (2018). Comics, questions, action! engaging students and instruction librarians with the comics-questions curriculum. Journal of Information Literacy, 12(2), 60-75. https://doi.org/10.11645/12.2.2467in Academic Workshttps://academicworks.cuny.edu/hc_pubs/473/Impact2018In a four-session Summer Bridge programme, we experimented with new curricular and pedagogical ideas with a group of incoming freshmen. We developed the Comics-Questions Curriculum (CQC), which melds students' question asking with a focus on comics. The purpose of this paper is to describe the rationale for and ongoing development of the CQC as well as the ways the CQC fosters engagement of students and librarians, builds upon students' existing skills but propels them forward toward college-level work, and positions librarians as partners in students' college work. Although it was designed for a specific purpose initially, the CQC in its current state is widely adaptable to other contexts beyond the original scope. © 2018, CILIP Information Literacy Group. All rights reserved.10.11645/12.2.2467Margolin S., Brown M., Ward S.L.Action researchComicsFirst-year undergraduates
Janelli M. (2018). E-learning in theory, practice, and research. Voprosy Obrazovaniya / Educational Studies Moscow, 2018(4), 81-98. https://doi.org/10.17323/1814-9545-2018-4-81-98mjanelli@amnh.org (former CUNY grad student)NoDescribe2018This article presents three intersecting aspects of e-learning: theory, practice, and research. It begins with a review of the major theoretical frameworks to date - behaviorism, cognitivism, constructivism, digital media theory, and active learning theory - to demonstrate the ways in which e-learning is both similar and dissimilar to traditional modes of learning. The article then turns to a practical case study of e-learning, a Massive Open Online Course (MOOC) created by the American Museum of Natural History and hosted on the Coursera platform. The case study demonstrates both how learning theory affords a template to guide MOOC creation, and how MOOC platforms can be a laboratory for e-learning instructional design. The article concludes with an example of e-learning research, demonstrating the importance of synergy among theory, practice, and research. © 2018, National Research University Higher School of Economics.10.17323/1814-9545-2018-4-81-98Janelli M.Active learning theoryAssessmentBehaviorism
Shen F., Roccosalvo J., Zhang J., Ji Y., Yi Y., Trinidad L. (2018). NSF Noyce Recruitment and Mentorship. Advances in Intelligent Systems and Computing, 539-544. https://doi.org/10.1007/978-3-319-77028-4_69fshen@citytech.cuny.eduNoDescribe2018This research discusses the detailed experiences of recruitment and training of Noyce interns to become qualified STEM teachers. In this paper, both successful experiences and challenges in the first 4 years of a NSF Noyce project are discussed with the three-tier model. In addition, this model has proven to be effective by using two types of evidences. First, the survey data collected from over 25 STEM teacher candidates is described. Secondly, the actual interview data and student feedback are reported. © 2018, Springer International Publishing AG, part of Springer Nature.10.1007/978-3-319-77028-4_69Shen F., Roccosalvo J., Zhang J., Ji Y., Yi Y., Trinidad L.NoyceSTEMSTEM Teacher Education
Crossman H.A. (2017). Awareness of the public versus private accounting divide, and its impact on the career path preference of accounting students. Accounting Education, 26(4), 392-409. https://doi.org/10.1080/09639284.2017.1326155ahcrossman@brooklyn.cuny.eduNoDescribe2017This research assesses what knowledge upper-level accounting students possess about the distinctions between the public and private branches of accounting, as well as the influence such knowledge might have on their accounting branch choice. Overall, the study concluded that, before they were aware of the pros and cons of each career path, students preferred a career in public accounting over private accounting. But upon learning the pros and cons of each career path, however, students showed a slight preference toward private accounting. The study suggests research on accountant personality be supplemented by research on the impact of practical knowledge about private versus public accounting work environments on accounting career choice. It suggests greater importance be placed in accounting education on instilling such knowledge. © 2017 Informa UK Limited, trading as Taylor & Francis Group.10.1080/09639284.2017.1326155H. Anthony CrossmanBrooklyn Collegeaccounting studentscareer path preferencejob satisfaction
Blount-Hill K.-L., St.John V. (2017). Manufactured "Mismatch": Cultural incongruence and black experience in the academy. Race and Justice, 7(2), 110-126. https://doi.org/10.1177/2153368716688741kblounthill@bmcc.cuny.edu, NoDescribe2017Studies bear out that African Americans are drastically underrepresented in criminology and criminal justice doctoral programs and that, once admitted, they have lower-than-average rates of completion. On average, throughout their careers, African Americans are less likely to secure positions in the most prestigious programs; publish in the most highly regarded journals; or receive tenure, promotion, and compensation commensurate with their European American colleagues. One explanation is that the academy espouses ideals that disadvantage those from a Black cultural background. Through auto-ethnographic narratives, this article explores the ways in which criminology and criminal justice have adopted and reinforced a professional culture that may be incongruent with that of most Black academics. Borrowing from the tenets of critical race theory, we examine the ways in which the field imposes criteria for success counter to the cultural orientation of many African Americans. Finally, we argue the need for field-wide self-assessment and proactive measures to increase receptiveness to, and inclusion of, scholars who bring broader methodological and cultural lenses to both the academic discipline and the practical administration of justice. © The Author(s) 2017.10.1177/2153368716688741Kwan-Lamar Blount-HillThe Graduate CenterVictor St. JohnThe Graduate CenterAcademiaBlack academicsBlack culture
Donohue-Porter P., Forbes M.O., White J.H., Baumann S.L. (2017). Transforming nursing education and the formation of students: Using the humanbecoming paradigm. Nursing Science Quarterly, 30(2), 134-142. https://doi.org/10.1177/0894318417693287sbaumann@hunter.cuny.eduNoDescribe2017Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline's ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse's Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that educators face today in undergraduate, advanced practice, and doctoral programs. Conclusions are drawn regarding continuing efforts to ensure that nurse educators incorporate discipline-relevant theories when transforming nursing education. © The Author(s) 2017.10.1177/0894318417693287Steven L. BaumannHunter CollegeCurriculumHumanbecomingProfessional formation
Robson R. (2017). Educating the next generations of LGBTQ attorneys. Journal of Legal Education, 66(3), 502-509.robson@law.cuny.eduNo (publicly visible, but no openly licensed)Describe2017[No abstract available]Robson R.
Davis S.A. (2017). "A Circular Council of People With Equal Ideas": The Mentoring Mosaic in a Preservice Teacher Education Program. Journal of Music Teacher Education, 26(2), 25-38. https://doi.org/10.1177/1057083716631387susan.davis@qc.cuny.eduNoDescribe2017Mentoring in music education programs is such a ubiquitous part of the process; it is sometimes overlooked or subsumed under other categories. The purpose of this article is to highlight mentoring relationships within an undergraduate music teacher education program. Formal, informal, vertical, and horizontal mentoring are examined from the perspectives of undergraduate preservice music teachers working in a community-university partnership. The data are culled from a 14 month, intrinsic case study of the University of South Carolina String Project, designed to examine the participant experience for all member groups within the string project—the undergraduate preservice teachers, the community students, and the faculty. Mentoring relationships are explored as a critical component of experience for the preservice teachers. Their voices are presented here to illustrate the value they placed on mentoring, as well as the challenges that emerged in construction of a mentoring mosaic as part of their preservice teaching experience. © 2016, © National Association for Music Education 2016.10.1177/1057083716631387Susan A. DavisQueens Collegementoringmentoring mosaicmusic teacher preparation
Argüelles C. (2016). Curriculum-Integrated Information Literacy (CIIL) in a Community College Nursing Program: A Practical Model. Community College Journal of Research and Practice, 40(11), 942-953. https://doi.org/10.1080/10668926.2016.1147395in Academic Workshttps://academicworks.cuny.edu/kb_pubs/125/Describe2016This article describes a strategy to integrate information literacy into the curriculum of a nursing program in a community college. The model is articulated in four explained phases: preparatory, planning, implementation, and evaluation. It describes a collaborative process encouraging librarians to work with nursing faculty, driving students to acquire information literacy competencies, to use information resources as part of their learning process, and to be lifelong learners. The literature reviews the evolution of the concept of informatics in nursing practice and the different blueprints organized to attain information literacy competencies. It also describes studies that have included these competencies into nursing curriculum. © 2016 Taylor & Francis.10.1080/10668926.2016.1147395Carlos Argüelles
DiBartolo P.M., Gregg-Jolly L., Gross D., Manduca C.A., Iverson E., Cooke D.B., III, Davis G.K., Davidson C., Hertz P.E., Hibbard L., Ireland S.K., Mader C., Pai A., Raps S., Siwicki K., Swartz J.E. (2016). Principles and practices fostering inclusive excellence: Lessons from the Howard Hughes medical institute's capstone institutions. CBE Life Sciences Education, 15(3). https://doi.org/10.1187/cbe.16-01-0028in Academic Workshttps://academicworks.cuny.edu/hc_pubs/402/Describe2016Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others' efforts to increase access to and persistence in STEM in higher education. © 2016 P. M. DiBartolo, L. Gregg-Jolly, D. Gross, C. A. Manduca, E. Iverson, et al.10.1187/cbe.16-01-0028Shirley RapsHunter College
Bausman M., Laleman Ward S. (2016). The Social Work Librarian and Information Literacy Instruction: A Report on a National Survey in the United States. Behavioral and Social Sciences Librarian, 35(3), 109-122. https://doi.org/10.1080/01639269.2016.1243439in Academic Workshttps://academicworks.cuny.edu/hc_pubs/471/Describe2016As an interdisciplinary profession encompassing macro, mezzo, and micro fields of praxis, well-informed and ethical social work practice necessitates the continual utilization of information literacy skills across a wide and ever-evolving range of information sources and access points. In response to a dearth of scholarship concerning information literacy instruction in social work education, this article reports on an initial endeavor to quantify and describe the nature of information literacy instruction in social work education on a national level in the United States. In addition to a review and discussion of the National Social Work Librarians Survey's descriptive data, this article addresses pedagogic and institutional challenges germane to the advocacy for the inclusion of information literacy instruction in social work curricula. © 2016, © Margaret Bausman and Sarah Laleman ward.10.1080/01639269.2016.1243439Bausman M., Laleman Ward S.embedded instructionfaculty engagementgraduate students
Nickitas D.M., Fealy G.M., De Natale M.L. (2016). Psychometric Evaluation of the Service-Learning in Nursing Inventory. Nursing Education Perspectives, 37(4), 201-209. https://doi.org/10.1097/01.NEP.0000000000000023atdnickita@hunter.cuny.eduNoDescribe2016AIM The aim was to develop an instrument to assess undergraduate nursing students' experience of service-learning to reveal benefits and identify service-learning as a professional value that leads to civic and social responsibility. BACKGROUND Service-learning is a teaching and learning approach that integrates academic learning with experiential community-centered foci. It provides structured opportunities for reflection on broader social and cultural dimensions of health. There is no valid and reliable instrument to measure service-learning experience of nursing students. METHOD A psychometric evaluation was conducted through item analysis, validity, and reliability. RESULTS Face validity agreement was 80 percent; the content validity index was adjusted until 1 was achieved for each item. Two factors explained 58.64 percent of the total variance. Cronbach's α was.940 for the skills subscale and.932 for the personal insight subscale. CONCLUSION The inventory demonstrated strong psychometric properties. Future research should focus on replication on diverse populations. Copyright © 2016 National League for Nursing.10.1097/01.NEP.0000000000000023Nickitas D.M., Fealy G.M., De Natale M.L.CivicService-LearningSocial Responsibility
Regalado M., Smale M.A. (2015). "I am more productive in the library because it's quiet": Commuter Students in the College Library. College and Research Libraries, 76(7), 899-913. https://doi.org/10.5860/crl.76.7.899in Academic Workshttps://academicworks.cuny.edu/bc_pubs/8/Describe2015This article discusses commuter students' experiences with the academic library, drawn from a qualitative study at the City University of New York. Undergraduates at six community and baccalaureate colleges were interviewed to explore how they fit schoolwork into their days, and the challenges and opportunities they encountered. Students identified physical and environmental features that informed their ability to successfully engage in academic work in the library. They valued the library as a distraction-free place for academic work, in contrast to the constraints they experienced in other places-including in their homes and on the commute. © 2015 Mariana Regalado and Maura A. Smale.10.5860/crl.76.7.899Regalado M., Smale M.A.
Rosen R.S., Turtletaub M., Delouise M., Drake S. (2015). Teacher-as-researcher paradigm for sign language teachers: Toward evidence-based pedagogies for improved learner outcomes. Sign Language Studies, 16(1), 86-116. https://doi.org/10.1353/sls.2015.0026russell.rosen@csi.cuny.edu, NoDescribe2015In the teaching of sign languages as foreign languages (FLs), teachers instruct learners in vocabulary and conversational grammar. In doing so they frequently notice that some learners are able to learn and produce vocabulary and use correct grammar, whereas others struggle. For a better understanding of learners' learning processes and their own pedagogical approaches, FL teachers turn to research studies on the teaching and learning of FLs. However, those studies are often largely inapplicable to their in-classroom practices. To resolve this problem, this article proposes and explicates teacher-as-researcher as a research paradigm for teachers' pedagogical development to bring about improved learner outcomes.10.1353/sls.2015.0026Rosen R.S., Turtletaub M., Delouise M., Drake S.
Fluk L.R. (2015). Foregrounding the Research Log in Information Literacy Instruction. Journal of Academic Librarianship, 41(4), 488-498. https://doi.org/10.1016/j.acalib.2015.06.010in Academic Workshttps://academicworks.cuny.edu/lg_pubs/85/Describe2015Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks. © 2015 Elsevier Inc.10.1016/j.acalib.2015.06.010Louise R. FlukConstructivismInformation literacy instructionPlagiarism
Farrell R., Badke W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319-340. https://doi.org/10.1108/RSR-11-2014-0052in Academic Workshttps://academicworks.cuny.edu/le_pubs/78/Describe2015Purpose – The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing. Design/methodology/approach – The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups ispresentedin the context ofthe model put forward. Findings – Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice. Practical implications – Librarians dissatisfed with traditional forms of generic information literacy instruction marketing will fnd a method by which to place ownership on information literacy in the hands of disciplinary faculty. Originality/value – The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines. © Emerald Group Publishing Limited.10.1108/RSR-11-2014-0052Farrell R., Badke W.CollaborationDisciplinary facultyInformation literacy
Gardner D.S., Gerbino S., Walls J.W., Chachkes E., Doherty M.J. (2015). Mentoring the Next Generation of Social Workers in Palliative and End-of-Life Care: The Zelda Foster Studies Program. Journal of Social Work in End-of-Life and Palliative Care, 11(2), 107-131. https://doi.org/10.1080/15524256.2015.1074142daniel.gardner@hunter.cuny.eduNoDescribe2015As Americans live longer with chronic illnesses, there is a growing need for social workers with the knowledge and skills to deliver quality palliative care to older adults and their families. Nevertheless, there remains a critical shortage of social workers prepared to provide quality palliative and end-of-life care (PELC) and to maintain the field into the next generation. Formal mentorship programs represent an innovative approach to enhancing practice, providing support and guidance, and promoting social work leadership in the field. This article reviews the literature on mentorship as an approach to professional and leadership development for emerging social workers in PELC. The Zelda Foster Studies Program in Palliative and End-of-Life Care bolsters competencies and mentors social workers in PELC over the trajectory of their careers, and enhances the capacity in the field. Findings from the first six years of two components of the ZF Program are examined to illustrate the feasibility, benefits, and challenges of formal mentorship programs. The authors describe the background, structure, and evaluation of the initiative's mentorship programs, and discuss the implications of mentorship in PELC for social work education, practice, and research. © 2015, Taylor & Francis Group, LLC.10.1080/15524256.2015.1074142Gardner D.S., Gerbino S., Walls J.W., Chachkes E., Doherty M.J.mentoringmentorshippalliative care
Jiao Q.G., Onwuegbuzie A.J. (2015). The role of statistics anxiety in cooperative learning groups in graduate-level research methodology courses. Research on University Teaching and Faculty Development, 197-215.qunbb@cunyvm.cuny.eduNo, but a copy is available in ERIC at https://files.eric.ed.gov/fulltext/EJ1016498.pdfDescribe2015The purpose of the present study was to examine the extent to which cooperative group (n = 28) members' statistics anxiety levels and the degree that heterogeneity (i.e., variability of statistics anxiety) predict groups' levels of achievement in graduate-level research methodology courses. Findings revealed that groups with the highest levels of performance on the article critique and research proposal assignments combined tended to report the lowest levels of worth of statistics, the least variation in test and class anxiety, and the lowest levels of fear of asking for help (R2 = 37.9%). The implications of the findings are discussed. © 2015 by Nova Science Publishers, Inc. All rights reserved.Jiao Q.G., Onwuegbuzie A.J.Cooperative learningGraduate studentResearch methodology course
Goodman H. (2015). Current Issues in Social Work Doctoral Education. Journal of Teaching in Social Work, 35(2-Jan), 29-45. https://doi.org/10.1080/08841233.2015.1007802hgoodman@hunter.cuny.eduNoDescribe2015The purpose of doctoral programs in social work is to prepare research-scientists who contribute to knowledge that guides professional practice and educators competent to teach new cohorts of social work practitioners. In grooming stewards of the profession, doctoral programs also must prepare their graduates to support the larger contemporary needs of the profession, including its long-standing commitment to economic and social justice, particularly during a period of increasing inequality. The newly adopted 2013 GADE Quality Guidelines provide the building blocks for evaluation and renewal for social work doctoral programs. These include knowledge of social work as a discipline, research and scholarship, teaching, and aspirational outcomes for students, each of which is critically examined within the current context of U.S. doctoral programs and the status of the social work profession. Copyright © Taylor & Francis Group, LLC.10.1080/08841233.2015.1007802Harriet GoodmanBSW faculty employmentCarnegie Initiative on the Doctoratedoctoral education
Sturmey P., Dalfen S., Fienup D.M. (2015). Inter-teaching: a systematic review. European Journal of Behavior Analysis, 16(1), 121-130. https://doi.org/10.1080/15021149.2015.1069655Peter.Sturmey@qc.cuny.edu, samantha.dalfen@qc.cuny.edu, daniel.fienup@qc.cuny.eduNoDescribe2015Inter-teaching is teaching pedagogy that incorporates elements of behavior analytic approaches, including study guides, contingencies to induce self-regulation, students teaching each other, and the instructor only teaching materials that students report they have not mastered. Six of seven experiments in six papers found Inter-teaching to be more effective than teaching as usual, although one research group has published most of these data. Thus, Inter-teaching met criteria for a promising intervention, but not an evidence-based intervention. Future research should (a) operationalize this treatment package to clarify the independent variable, facilitate measurement of treatment integrity, and permit behavioral skills training of instructors; (b) conduct a component analysis since the only effective components may be contingencies for studying before class and for frequent quizzes; (c) develop automated online forms of Inter-teaching; and (d) analyze Inter-teaching in terms of the number and quality of teaching trials and the learning channels incorporated within Inter-teaching. © 2015, © 2015 Norwegian Association for Behavior Analysis.10.1080/15021149.2015.1069655Sturmey P., Dalfen S., Fienup D.M.component analysiscontingenciesInter-teaching
Shen Z. (2015). Cultural Competence Models and Cultural Competence Assessment Instruments in Nursing: A Literature Review. Journal of Transcultural Nursing, 26(3), 308-321. https://doi.org/10.1177/1043659614524790syx868@gmail.comNoDescribe2015The author reviewed cultural competence models and cultural competence assessment instruments developed and published by nurse researchers since 1982. Both models and instruments were examined in terms of their components, theoretical backgrounds, empirical validation, and psychometric evaluation. Most models were not empirically tested; only a few models developed model-based instruments. About half of the instruments were tested with varying levels of psychometric properties. Other related issues were discussed, including the definition of cultural competence and its significance in model and instrument development, limitations of existing models and instruments, impact of cultural competence on health disparities, and further work in cultural competence research and practice. © 2014, SAGE Publications. All rights reserved.10.1177/1043659614524790Zuwang ShenBronx Community Collegecultural competencecultural competence assessmentcultural competence definitions
Hayden W. (2015). "Gifts" of the archives: A pedagogy for undergraduate research. College Composition and Communication, 66(3), 402-426.whayden@hunter.cuny.eduNoDescribe2015This essay details the pedagogical possibilities of incorporating archival research assignments in undergraduate rhetoric and composition courses. It uses Susan Wells's concept of the "gifts" of the archives to explore a pedagogy for undergraduate research that emphasizes uncertainty and exploration—a pedagogy that has applications beyond undergraduate archival research projects. © 2015 by the National Council of Teachers of English. All rights reserved.Hayden W.
Georgas H. (2014). Google vs. the library (Part II): Student search patterns and behaviors when using Google and a federated search tool. Portal, 14(4), 503-532. https://doi.org/10.1353/pla.2014.0034in Academic Workshttps://academicworks.cuny.edu/bc_pubs/82/Describe2014This study examines the information-seeking behavior of undergraduate students within a research context. Student searches were recorded while the participants used Google and a library (federated) search tool to find sources (one book, two articles, and one other source of their choosing) for a selected topic. The undergraduates in this study believed themselves to be skilled researchers, but their search queries and behaviors did not support this belief. Students did not examine their topics to identify keywords and related terms. They relied heavily on the language presented to them via the list of research topics and performed natural language or simple keyword or phrase queries. They did not reformulate or refine their research questions or search queries, did not move beyond the first page of results, and did not examine metadata to improve searches. When using Google, students frequently visited commercial sites such as Amazon; content farms such as About.com; and subscription databases such as JSTOR. This study concludes by offering suggestions for search interface improvement and pedagogical opportunities on which librarians may wish to focus or refocus. This article is the second in a series that examines student use of Google and a library (federated) search tool. © 2014 by The Johns Hopkins University Press, Baltimore, MD 21218.10.1353/pla.2014.0034Helen Georgas
Fayne H.R. (2014). Preparing Preservice Teachers in a Virtual Space: A Case Study of a Literacy Methods Course. Teacher Educator, 49(4), 305-316. https://doi.org/10.1080/08878730.2014.934081harriet.fayne@lehman.cuny.edu nikifayne@gmail.comNoDescribe2014This article describes a case study of an online literacy methods course offered at a small, midwestern university. Formal and informal instruments were used to assess students' backgrounds, interests, and dispositions. Archival course data were analyzed to examine interactions among content, course design, and student characteristics. Despite variations in self-directedness, dispositions toward the content, and prior experience with online/hybrid learning, 19 of 20 students who originally enrolled in the course were able to complete a compacted, fully online version of this introductory methods course. However, course evaluations indicated that for approximately one fourth of the students, there was a perceived mismatch between course objectives and online delivery. Findings suggest the need for design experiments that address immediacy in online courses and grapple with the issue of whether or not methods courses can be successfully delivered in a fully online format. © Copyright Taylor & Francis.10.1080/08878730.2014.934081Harriet R. Fayne
Collins K.M.T., Onwuegbuzie A.J., Jiao Q.G. (2014). Reading ability as a predictor of african american graduate students' technical writing proficiency in the context of statistics courses. Journal of Negro Education, 83(2), 135-146. https://doi.org/10.7709/jnegroeducation.83.2.0135qunbb@cunyvm.cuny.eduNoDescribe2014Writing result sections of research studies demands that graduate students have adequate abilities to receive, to encode, to translate, and to reproduce content presented in statistical textbooks. These abilities are all aspects of the reading process; therefore, it is likely that reading ability plays a role in the technical writing process. The purpose of this study was to examine the relationship between reading ability and writing proficiency among 115 African American graduate students enrolled in statistics courses. A canonical correlation analysis revealed that reading ability significantly predicted students ' abilities to write the results of the following four statistical analyses: correlation analysis, independent samples t test, dependent samples t test, and chi-square analysis. Implications are explicated within the context of teaching graduate-level statistics courses. ©The Journal of Negro Education, 2014.10.7709/jnegroeducation.83.2.0135Collins K.M.T., Onwuegbuzie A.J., Jiao Q.G.Graduate studentsMethodology courseReading ability
Karsten K., DiCicco-Bloom B. (2014). Acknowledging the academic rigor of associate degree nursing education: A grounded theory study of overcoming failure. Teaching and Learning in Nursing, 9(4), 153-163. https://doi.org/10.1016/j.teln.2014.04.003kkarsten@lagcc.cuny.edu, barbara.diciccobloom@csi.cuny.eduNoDescribe2014Academic failure has been described as endemic in nursing education. Every semester, students fail nursing courses and are required to successfully repeat the course before they can progress in the nursing program. This qualitative grounded theory research explored the process of overcoming failure. Strategies to assist nurse educators support at-risk students and recommendations for reevaluating nursing curriculum are discussed. © 2014 National Organization for Associate Degree Nursing.10.1016/j.teln.2014.04.003Karsten K., DiCicco-Bloom B.AcknowledgingGrounded theory
Cook J.A., Edwards S.V., Lacey E.A., Guralnick R.P., Soltis P.S., Soltis D.E., Welch C.K., Bell K.C., Galbreath K.E., Himes C., Allen J.M., Heath T.A., Carnaval A.C., Cooper K.L., Liu M., Hanken J., Ickert-Bond S. (2014). Natural history collections as emerging resources for innovative education. BioScience, 64(8), 725-734. https://doi.org/10.1093/biosci/biu096acarnaval@ccny.cuny.eduNo, but a free to read version is available at https://doi.org/10.1093/biosci/biu096Describe2014There is an emerging consensus that undergraduate biology education in the United States is at a crucial juncture, especially as we acknowledge the need to train a new generation of scientists to meet looming environmental and health crises. Digital resources for biology now available online provide an opportunity to transform biology curricula to include more authentic and inquiry-driven educational experiences. Digitized natural history collections have become tremendous assets for research in environmental and health sciences, but, to date, these data remain largely untapped by educators. Natural history collections have the potential to help transform undergraduate science education from passive learning into an active exploration of the natural world, including the exploration of the complex relationships among environmental conditions, biodiversity, and human well-being. By incorporating natural history specimens and their associated data into undergraduate curricula, educators can promote participatory learning and foster an understanding of essential interactions between organisms and their environments. © 2014 The Author(s) .10.1093/biosci/biu096Cook J.A., Edwards S.V., Lacey E.A., Guralnick R.P., Soltis P.S., Soltis D.E., Welch C.K., Bell K.C., Galbreath K.E., Himes C., Allen J.M., Heath T.A., Carnaval A.C., Cooper K.L., Liu M., Hanken J., Ickert-Bond S.databasesinquiry drivenmuseum
Remler D.K., Waisanen D.J., Gabor A. (2014). Academic Journalism: A modest proposal. Journalism Studies, 15(4), 357-373. https://doi.org/10.1080/1461670X.2013.821321dahlia.remler@baruch.cuny.edu, don.waisanen@baruch.cuny.edu, andrea.gabor@baruch.cuny.eduNoDescribe2014The traditional business model of journalism is disintegrating. Meanwhile, the academy faces criticism over teaching quality and research relevance. Drawing on economics, communication, and journalism, we construct a modest proposal: that academia produce some forms of at-risk public-interest journalism, bolstering the civic mission of universities. To better understand current, realistic possibilities, our analysis also compares and contrasts academia and journalism-their economics, methods, cultures, and norms-and their respective weaknesses, accessibility, and complexity, to determine which journalistic public goods could conceivably be created in academia. We suggest criteria and examples for how academic journalism could address institutional weaknesses by producing investigations and analyses of complex problems, accessibly communicated. Precedents, barriers, and further implications are charted. © 2013 © 2013 Taylor & Francis.10.1080/1461670X.2013.821321Remler D.K., Waisanen D.J., Gabor A.higher educationinterdisciplinary inquiryjournalism
Bradbury K.S. (2014). Teaching Writing in the Context of a National Digital Literacy Narrative. Computers and Composition, 54-70. https://doi.org/10.1016/j.compcom.2014.04.003kelly.bradbury@csi.cuny.eduNoDescribe2014Despite commitments by composition studies and English education to using technology in the writing classroom and to developing teachers' "critical technological literacy" (Selfe, 1999), not much has been written about how graduate programs can help secondary English teachers develop their own critical perspective on digital literacy and on teaching with technology. Recognizing this gap in scholarship, I created a series of assignments (The National Digital Literacy Narrative Project) to engage aspiring secondary English teachers in critical considerations of how public rhetoric about technology and literacy complicates composition studies scholarship and the contexts in which they will teach.This article analyzes the NDLN Project and what it teaches writing teachers-and composition studies-about 1) the benefits of analyzing public rhetoric regarding technology and its impact on literacy practices, and 2) the need for graduate programs in composition studies to pay attention to writing teacher education for secondary English teachers. I present the results of the NDLN Project by sharing the stories of three students whose coursework and comments reflect the ideas, experiences, and changing views of the larger group. © 2014 Elsevier Inc.10.1016/j.compcom.2014.04.003Kelly S. BradburyDigital mediaLiteracy narrativeTeacher education
Avi-Itzhak T., Krauss A. (2014). Assessing occupational therapy students' clinical competence for entry-level work-related practice. Work, 47(2), 235-242. https://doi.org/10.3233/WOR-121571taviitzhak@york.cuny.edu, akrauss@york.cuny.eduNoDescribe2014BACKGROUND: The purpose of Occupational Therapy (OT) educational programs is to graduate effective clinicians who join the job market with competencies consistent with the expected entry-level practice. To attain an effective process of clinical competence development, OT educational programs design competence-based curricula to instill pre-licensure readiness in their graduating students for entry-level work-related practice. OBJECTIVES: The purpose of the study was to perform a retrospective outcome competence assessment for evaluating OT students participating in the first three consecutive offerings of a graduate seminar intended to assess and increase pre-licensure skills and knowledge required for entry-level evidence-based work-related practice. The assessment examined differences in post vs. pre-seminar National Board Certificate Occupational Therapy (NBCOT) practice test score caused by (a) main time of test-taking effect; (b) main class effect; and (c) tine and class interaction effect. PARTICIPANTS: 62 students. METHODS: A total of 62 students who graduated from the program during the three academic years 2008, 2009 and 2010 participated in the study. RESULTS: Post vs. pre-seminar NBCOT practice test score was significantly higher across the three-year period and increased significantly in each of the three classes. Interaction effect did not alter the pattern of post vs. pre-seminar score increase in each class. CONCLUSIONS: The significant time and class main effects validated the effectiveness of the seminars in increasing post vs. pre-seminar practice test score in each of the three classes. The significant time x class interaction effect validated the pattern of post vs. pre-seminar score increase regardless of the class sequence. © 2014 - IOS Press and the authors.10.3233/WOR-121571Tamara Avi-ItzhakYork CollegeAndrea KraussYork CollegeClinical competenceEntry-level skillsOutcome assessment
Estey K. (2014). The "Place" of Place-Based Pedagogy in Teaching Religion: Brooklyn and Its Religions. Teaching Theology and Religion, 17(2), 122-137. https://doi.org/10.1111/teth.12180kestey@brooklyn.cuny.eduNoDescribe2014Place-based pedagogy offers students a distinctive way to be attentive to a particular expression of a given religion while enabling them to minimize generalizations on the basis of that experience. Place-based pedagogies decenter the traditional classroom as the sole locus of learning and emphasize the value of learning within varied spatial frameworks including undeveloped natural environments and built environments in rural, suburban, or urban communities. This article, set in Brooklyn, New York, is a case study of place-based teaching in an urban context. "Brooklyn and Its Religions" is a course that provides students with a place to explore diverse expressions of Judaism, Christianity, and Islam. The article describes the course and analyzes students' field reports in two settings to demonstrate the value of place-based learning for studying religion in Brooklyn. © 2014 John Wiley & Sons Ltd.10.1111/teth.12180Ken EsteyBrooklyn CollegeNon-traditional classroomPlace-based educationPlace-based religion
Havelka S. (2013). Mobile Information Literacy: Supporting Students' Research and Information Needs in a Mobile World. Internet Reference Services Quarterly, 18(4-Mar), 189-209. https://doi.org/10.1080/10875301.2013.856366Stefanie.Havelka@lehman.cuny.eduNoDescribe2013Mobile devices have changed everyday life and they have had a great impact in higher education. This article describes a pilot project in which an academic librarian at Lehman College, City University of New York, taught information literacy exclusively via mobile devices. The concept of mobile information literacy is also reviewed, and its role in current and future teaching practices is evaluated. Lessons learned from this project tell us that mobile information literacy, albeit in its infancy, could play an essential part in students' learning, and therefore academic librarians could incorporate it as part of their practice. © 2013 Copyright Taylor and Francis Group, LLC.10.1080/10875301.2013.856366Stefanie Havelkainformation literacymlearning, mobile devicesmobile information literacy
Baecher L., Knoll M., Patti J. (2013). Addressing English Language Learners in the School Leadership Curriculum: Mapping the Terrain. Journal of Research on Leadership Education, 8(3), 280-303. https://doi.org/10.1177/1942775113498377Laura Baecher!NoDescribe2013Preparing school administrators to support effective instruction of English language learners (ELLs) is an important dimension of today's school leadership programs, yet often difficult to enact. This paper reports a comprehensive needs analysis of a school leadership advanced certificate program carried out by Teaching English to Speakers of Other Languages (TESOL) and school administration faculty. This contributed to a comprehensive understanding of the needs of faculty and candidates in their beliefs and experiences with ELL pedagogy. Implications for collaboration with TESOL faculty to strengthen more effective instruction for ELLs are discussed. © The University Council for Educational Administration 2013.10.1177/1942775113498377Laura BaecherHunter CollegeMarcia KnollHunter CollegeJanet PattiHunter CollegecurriculumELLprogram design
Goldoni F. (2013). Students' immersion experiences in study abroad. Foreign Language Annals, 46(3), 359-376. https://doi.org/10.1111/flan.12047fgoldoni@qcc.cuny.eduNoDescribe2013Data show that a larger number of students than ever are participating in learning experiences abroad. However, such programs are not always as immersive and intensive as participants, faculty, program directors, and administrators would wish. This study examines the ways in which students created sustained opportunities to interact with members of the host community as well as episodes of cultural clash, miscommunication, and misunderstanding experienced at the intersection of two cultures that led to diminishing willingness to interact with members of the host community. The article concludes with recommendations for pre-departure experiences that are designed to help students become more aware of their sociocultural identities, cultural values, learning goals, and program expectations as well as to invest in their own learning and prepare to engage in sustained and meaningful ways with members of the host culture. © 2013 by American Council on the Teaching of Foreign Languages.10.1111/flan.12047Federica GoldoniQueensborough Community CollegeCultural clashEthnographyForeign languages
Tan, J., Sheffield, A., & Grcevich, J. (2021). An Autograded, Open Educational Resource Assessment Tool for Astronomy Using MyOpenMath. arXiv preprint. arXiv:2111.15604.jotan@lagcc.cuny.edu, asheffield@lagcc.cuny.edu, No, but a free to read version is available at https://arxiv.org/pdf/2111.15604.pdfDescribe2021We present an Open Educational Resource system that instructors can use to assign automatically graded, randomized, and scaffolded assessment questions for astronomy classes.AstronomyarXiv:2111.15604.Tan, J.LaGuardia Community CollegeSheffield, A.LaGuardia Community CollegeOERGrading
Crismond D.P., Adams R.S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738-797. https://doi.org/10.1002/j.2168-9830.2012.tb01127.xdcrismond@ccny.cuny.eduNoDescribe2012Background: Design experiences play a crucial role in undergraduate engineering education and are increasingly important in K-12 settings. There are few efforts to purposefully connect research findings on how people design with what teachers need to understand and do to help K-16 students improve their design capability and learn through design activities. Purpose: This paper connects and simplifies disparate findings from research on design cognition and presents a robust framework for a scholarship of design teaching and learning that includes misconceptions, learning trajectories, instructional goals, and teaching strategies that instructors need to know to teach engineering design effectively. Method: A scholarship of integration study was conducted that involved a meta-literature review and led to selecting and bounding students' design performances with appropriate starting points and end points, establishing key performance dimensions of design practices, and fashioning use-inspired tools that represent design pedagogical content knowledge for teachers. Results: The outcome of this scholarship of integration effort is the Informed Design Learning and Teaching Matrix that contains nine engineering design strategies and associated patterns that contrast beginning versus informed design behaviors, with links to learning goals and instructional approaches that aim to support students in developing their engineering design abilities. Conclusions: This paper's theoretical contribution is an emergent educational theory of informed design that identifies key performance dimensions relevant to K-16 engineering and STEM educational contexts. Practical contributions include the Informed Design Teaching and Learning Matrix, which is fashioned to help teachers do informed teaching with design tasks while developing their own design pedagogical content knowledge. © 2012 ASEE.10.1002/j.2168-9830.2012.tb01127.xCrismond D.P., Adams R.S.Engineering designPedagogical content knowledgeScholarship of integration
Buck A. (2012). Examining digital literacy practices on social network sites. Research in the Teaching of English, 47(1), 9-38.amber.buck@csi.cuny.eduNo, but a free to read version is available at https://library.ncte.org/journals/rte/issues/v47-1/20670Describe2012Young adults represent the most avid users of social network sites, and they are also the most concerned with their online identity management, according the Pew Internet and American Life Project (Lenhart, Purcell, Smith, & Zickuhr, 2010; Madden, 2012). These practices represent important literate activity today, as individuals who are writing online learn to negotiate interfaces, user agreements, and personal data, as well as rhetorical situations. Examining the social, technological, and structural factors that influence digital literacy practices in online environments is crucial to understanding the impact of these sites on writing practices. Applying Brooke's (2009) concept of an "ecology of practice" to writing in digital environments, this article examines the digital literacy practices of one undergraduate student through his self-presentation strategies. In considering the roles that social network sites play in individuals' literacy and identity practices, writing researchers and educators can better understand the literacy practices that students engage in outside of the classroom and the experiences they bring to their academic writing. Copyright © 2012 by the National Council of Teachers of English. All rights reserved.Buck A.
Schwartz J. (2012). Faculty as undergraduate research mentors for students of color: Taking into account the costs. Science Education, 96(3), 527-542. https://doi.org/10.1002/sce.21004JSchwartz@lagcc.cuny.eduNoDescribe2012This article is based on the findings of a 2-year study that examined the nature of effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The study site was a large urban public college where three fourths of all incoming freshmen receive need-based aid; and although not a historically Black college or university (HBCU), 85% are students of color. The college offers 2- and 4-year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both a theoretical and methodological framework, this phenomenological study employed semistructured interviews, written surveys, and member checking to understand four paired faculty/student UR mentoring relationships over 2 years. The findings not only concur with the bulk of UR research, indicating UR's promise for addressing the low enrollment and retention rates of students of color in the STEM disciplines but also raise issues around the emotional, financial, and professional costs to UR faculty. It is these costs that are the focus of this article that concludes with ideas, for university and college administrators and all others concerned, about on how we might support faculty in UR's crucial work toward the goal of retaining students of color in STEM. © 2012 Wiley Periodicals, Inc.10.1002/sce.21004Joni Schwartz
Amicucci B. (2012). What nurse faculty have to say about clinical grading. Teaching and Learning in Nursing, 7(2), 51-55. https://doi.org/10.1016/j.teln.2011.09.002bamicucci@qcc.cuny.eduNoDescribe2012Clinical grading is one approach to assure that future nurses have the knowledge and skills to provide safe patient care. The phenomenon being explored for this study was the experience of clinical grading for clinical nurse faculty. Through the use of a qualitative phenomenological method, the lived experience of grading nursing student clinical performance for experienced clinical nurse faculty in prelicensure programs is described. Recommendations for future research and implications for nursing are identified. © 2012 National Organization for Associate Degree Nursing.10.1016/j.teln.2011.09.002Bernadette AmicucciClinical gradingNursing educationPatient safety
Chen B., Wang F., Song J. (2012). Are They Connected? Exploring Academic and Social Networks Among MPA Students at a Chinese University. Journal of Public Affairs Education, 18(1), 137-156. https://doi.org/10.1080/15236803.2012.12001675bin.chen@baruch.cuny.eduNoDescribe2012As a complement to traditional scholarship concerned with the production, transfer, and practical utility of management knowledge in a professional graduate degree program, this paper focuses on relational benefits of MPA learning and education.1 In this exploratory study, we investigated the extent to which academic, career advice, friendship, and socio-emotional support networks were developed among a cohort of students at a Chinese university's MPA program. We applied a social network approach to examining the structural characteristics of the four networks. We found that MPA students at this study site have developed more extensive academic and friendship than career advice and socio-emotional support networks. Students also strengthened their interactions by building multiple relationships across the different networks. © 2012, Copyright © Taylor & Francis Group, LLC.10.1080/15236803.2012.12001675Bin ChenBaruch College
Fernández E., Fraboni M. (2012). But are they connected?: A report on the Queens College technology survey of the use of ubiquitous tools for learning. Ubiquitous Learning, 4(3), 13-31. https://doi.org/10.18848/1835-9795/cgp/v04i03/40340eva.fernandez@qc.cuny.edu, michelle.fraboni@qc.cuny.eduNoDescribe2012The casual observer of the student population at Queens College (an urban, public, predominantly undergraduate campus) is awed by the ubiquity of technology, offering students the ability to communicate and participate in learning anytime, anywhere. They text, email, facebook, and tweet all day long. They have nearly instant access to the digital tools that have been touted as changing teaching and learning at all levels of education. With over 80% of our population born in or after 1980, there is an assumption that these digital natives intuitively know about and prefer digital tools for learning. With this in mind, and a number of technology-and-learning initiatives in the works, we asked our students about their perceptions and use of technology. Responses to two surveys administered in spring 2010 and 2011 indicate that our student population resembles undergraduates nationwide in reported access to the Internet, and reported ownership of computers and other techno-gadgets. In addition, reported use of Web 2.0 technologies is on a par with national trends, as are reported videogame playing and social networking habits. Also on par with the national average is the counter-intuitive fact that over 50% of our students prefer moderate amounts of technology in their courses. Our students' preferences for traditional approaches to learning invites further probing into why their preferences tend to discount the plethora of digital tools at their fingertips. We report findings from our dataset, which includes responses from 2,400 student participants, and describe how these findings are shaping our approaches to faculty development. © Common Ground, Eva Fernández, Michelle Fraboni, All Rights Reserved.10.18848/1835-9795/cgp/v04i03/40340Fernández E., Fraboni M.ConnectednessLearning environment preferencesReported use of technology
Bai X., Lavin J., Duncan R.O. (2012). Are we there yet? Lessons learned through promoting 3D learning in higher education. International Journal of Learning, 18(6), 1-14. https://doi.org/10.18848/1447-9494/cgp/v18i06/47642xbai@york.cuny.edu, joanne.lavin@cuny.edu, rduncan@york.cuny.eduNoDescribe2012We seek effective and affordable means of delivering quality instruction to help students become competent health practitioners. This paper identifies and discusses some challenges and barriers that may face educators in adopting a virtual learning environment, such as Second Life, in their instruction. It also proposes several suggestions for what can be done to promote the utilization of a 3D virtual learning environment. We describe the process of designing and developing a virtual hospital that allows users to design video-based stories through the machinima technique and document how it helps facilitate role-play in a 3D virtual environment. We assess student attitudes toward 3D simulation-based learning in higher education to inform future research. © Common Ground, Xin Bai, Joanne Lavin, Robert O. Duncan.10.18848/1447-9494/cgp/v18i06/47642Bai X., Lavin J., Duncan R.O.Inquiry-based e-learningRole playSimulation
Argüelles C. (2012). Program-Integrated Information Literacy (PIIL) in a Hospital's Nursing Department: A Practical Model. Journal of Hospital Librarianship, 12(2), 97-111. https://doi.org/10.1080/15323269.2012.665717in Academic Workshttps://academicworks.cuny.edu/kb_pubs/123/Describe2012This article provides a systematic description of a strategy to integrate information literacy into programs that support professional development in hospitals' nursing departments. Four phases are explained: preparatory, planning, implementation, and evaluation. It suggests that librarians must go beyond the basic one-time instruction workshops to a collaborative model working with nursing management so that nurses and nursing students will use information resources as part of their learning process and obtain the needed skills to be information literate, users of evidence-based information, and life-long learners. The literature reviews the concept of informatics in nursing practice and some of the different programs set up to acquire information literacy competencies. © 2012 Copyright Taylor and Francis Group, LLC.10.1080/15323269.2012.665717Carlos Argüellesevidence-based practicehospitalsinformation literacy
Avilés, T., & Harb, A. J. (2022). "It wasn't just about learning how to speak Spanish": Engaging Histories of Oppression and Enslavement in Spanish Heritage Language Education. Journal of Latinos and Education, 1-15.anthony.harb@brooklyn.cuny.eduNoDescribe2022We present a curricular intervention in elementary Spanish heritage language in a Hispanic serving institution located in the US Northeast (Bronx, NYC), that aims to contextualize Latinx students' experiences and perceptions of Blackness within broader histories of oppression and enslavement. Our practice brings together critical Latinx pedagogy and critical approaches to Spanish heritage language education to facilitate sociohistorical consciousness for both language instructors and students through the use of open-access Latinx archival resources. We outline a three-week unit designed using the First Blacks in the Americas online collection curated by the City University of New York Dominican Studies Institute. During the unit, the students practice their full linguistic repertoires and develop historical thinking skills. We discursively analyze survey responses, instructor fieldnotes, and students' coursework collected throughout the course to measure the impact of this pilot project. We find that students value learning about Latinx history as a mechanism to practice their Spanish, especially as it relates to the (internalized) racism they experience within their families and communities. We discuss the implications of a critical Latinx language pedagogy to anchor Spanish language education in the experiences and knowledge of Latinx people, histories, and cultures.Spanish Heritage Language0.1080/15348431.2022.2051039Aviles, T.Bronx Community CollegeHarb, A.J.Bronx Community CollegeOERLatinxarchivesopen access
Brandle, S.M. (2020). It's (not) in the reading: American government textbooks' limited representation of historically marginalized groups. PS: Political Science & Politics, 1-7. doi:10.1017/S1049096520000797https://www.cambridge.org/core/journals/ps-political-science-and-politics/article/its-not-in-the-reading-american-government-textbooks-limited-representation-of-historically-marginalized-groups/61860A5FBECD138C110E277079687E61Describe2020The Introduction to American Government course, and its textbook, is a nearly universal experience for students in American colleges and universities, but what exactly is being taught in this course? Do the textbooks used in this widely taught course accurately reflect the diversity of populations and experiences in the United States? More specifically, how do textbooks for Introduction to American Government cover historically marginalized groups, if at all? This article builds on previous work by analyzing the representation of individual historically marginalized groups to conduct index search and content analyses on traditionally published and openly licensed (i.e., open educational resources [OER]) textbooks. This study finds that American government textbooks include little coverage of any historically marginalized groups, and that OER textbooks are average in this respect, doing neither better nor worse than their traditionally published counterparts.Political science10.1017/S1049096520000797Brandle, S.M.Kingsborough Community CollegeOERAmerican Government textbooks
Brandle, S.M., Katz, S., Hays, A., Beth, A., Cooney, C., DiSanto, J., Miles, L., & Morrison, A. (2019). But what do the students think: Results of the CUNY cross-campus zero-textbook cost student survey. Open Praxis, 11(1), 85-101. http://doi.org/10.5944/openpraxis.11.1.932.in Academic Workshttps://academicworks.cuny.edu/le_pubs/245/Describe2019The results of the first cross-campus survey of student opinions on Zero Textbook Cost (ZTC) courses are in: City University of New York (CUNY) students like their ZTC courses, primarily for the cost savings and ease of access. The survey results yield rich data about how positively students feel about their Zero Textbook Cost (ZTC) courses as well as ways to improve the design and delivery of Zero Textbook Cost courses to make them more beneficial for student learning.Cross-discipline10.5944/openpraxis.11.1.932.Brandle, S.M.Kingsborough Community CollegeKatz, S.Lehman CollegeHays, A.College of Staten IslandOERZero-cost coursesonline materials
Brogun, D. Y., Faucette, A. N., Polizzotto, K., & Tamari, F. (2021). Development of an online general biology open educational resource (OER) laboratory manual. Journal of Microbiology & Biology Education, 22(2), e00133-21. https://journals.asm.org/doi/full/10.1128/jmbe.00133-21.https://journals.asm.org/doi/full/10.1128/jmbe.00133-21Describe2021Currently, many academic institutions are using one or more variations of online modalities due to the COVID-19 pandemic, and science educators face a unique challenge with distance-learning laboratories. Many resources to engage students in virtual, interactive laboratory activities exist, but we found that high costs and/or overlooked content left gaps for several topics typically taught in a general, introductory biology course for undergraduate biology majors (e.g., organismal biology). Additionally, resources for an online lab must be identified and curated from multiple sources, requiring intense demands on the instructors' time. To meet this need and to overcome the financial burden of high-cost lab manuals or software, we developed, piloted, and revised a series of online general biology lab exercises. We have published these exercises as an Open Educational Resource (OER) digital laboratory manual under the Creative Commons License Agreement, and they are accessible online via Manifold, Creative Commons, and the CUNY Academic Works portal.Biological Sciences10.1128/jmbe.00133-21.Brogun, D.Y.Kingsborough Community CollegeFaucette, A.N.Kingsborough Community CollegePolizzotto, KKingsborough Community CollegeOERLab manual
Hutchins, C. E. (2020). Creating and using Open Educational Resources (OER) in reading and writing classes. Teaching English in the Two-Year College, 47(3). Retrieved from https://library.ncte.org/journals/tetyc/issues/v47-3.chutchins@hostos.cuny.eduNo, but a free to read version is available at https://library.ncte.org/journals/tetyc/issues/v47-3Describe2020Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.Reading and writingHutchins, C.E.Hostos Community CollegeOER
Katz, S. (2020). The Case for OER in LIS Education. Library Trends, 69(2), 419-434. doi:10.1353/lib.2020.0040.in Academic Workshttps://academicworks.cuny.edu/le_pubs/321/Describe2020The increasingly high cost of textbooks coupled with the pedagogical opportunities presented by Creative Commons licenses has provided fertile ground for the development of open educational resources (OER) initiatives as an impactful practice for improving student success. Librarians are leading advocates for OER, yet little has been published on how librarians learn about OER or how faculty use OER in library and information science (LIS) programs. For this study, the author surveyed LIS faculty about their awareness and usage of OER as well as the role they imagine for future librarians in open education. LIS faculty, current and future librarians, and those interested in open education can glean insights on the usage of OER from the almost fifty respondents. Approximately half of the respondents regularly use some OER, and the other half have heard of it. Of those who have heard of OER, half of the respondents mention them in their teaching. Respondents believe that future librarians' roles in OER range from traditional librarian roles of finding and providing metadata and curating resources to developing and leading OER initiatives. Given that several organizations offer training and certifications for librarians in OER, LIS programs can help meet this need in a variety of ways.Library and Information Science10.1353/lib.2020.0040.Katz, S. Lehman CollegeOER
McDermott, I. (2020). It's About Time: Open Educational Resources and the Arts. Art Documentation: Journal of the Art Libraries Society of North America, 39(1), 1-11. https://www.journals.uchicago.edu/doi/abs/10.1086/709796?journalCode=adximcdermott@lagcc.cuny.eduNoDescribe2020The price of textbooks and other learning materials hinder students' ability to pursue higher education. Open educational resources (OER) provide one answer to this problem. Though well established in STEM disciplines, OER are less common in art history and other arts courses. The College Art Association (CAA) and the Art Libraries Society of North America (ARLIS/NA) hosted panels on OER at their 2019 annual conferences. This article summarizes those panels and analyzes the speakers' experiences within the context of OER initiatives in higher education.ArtMcDermott, I.LaGuardia Community CollegeOER
Barron, S. I., Brown, P., Cumming, T., & Mengeling, M. (2020). The Impact of Undergraduate Research and Student Characteristics on Student Success Metrics at an Urban, Minority Serving, Commuter, Public Institution. Journal of the Scholarship of Teaching and Learning, 20(1). in Academic Workshttps://academicworks.cuny.edu/ny_pubs/595/Impact2020STEM10.14434/josotl.v20i1.25423https://scholarworks.iu.edu/journals/index.php/josotl/article/view/25423N/ATammie CummingNew York City College of TechnologyMichelle MengelingNew York City College of TechnologyUndergraduatesPart-time studentsUndergraduate research
Samuel T.S., Buttet S., Warner J. (2022). "I Can Math, Too!": Reducing Math Anxiety in STEM-Related Courses Using a Combined Mindfulness and Growth Mindset Approach (MAGMA) in the Classroom. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2022.2050843tashana.samuel@guttman.cuny.edu, Sebastien.Buttet@guttman.cuny.edu, jared.warner@guttman.cuny.eduNoImpact2022Math anxiety has become an alarming social justice concern, as it results in negative academic consequences, contributes to disinterest and lack of persistence in STEM programs for underrepresented students, and limits their opportunities in STEM careers. According to research, this fear of math occurs long before students begin working on math problems. When high-math anxious students encounter math situations, anticipation anxiety consumes working memory capacity, inhibits learning, and causes them to severely underperform on mathematical tasks. However, very few studies have been conducted to embed psychological interventions in the classroom in an effort to mitigate both anticipation and execution anxiety. Findings from preliminary research suggest that a combined mindfulness and growth mindset intervention, designed to address both anticipation and execution anxiety, was effective in reducing math anxiety in students in a semester-long statistics course. The current research, a replication of the successful pilot study, investigated the generalizability of the mindfulness and growth mindset approach (MAGMA) in decreasing math anxiety in students in various STEM-related courses, and with different instructors. Results indicate that overall, students' self-perceived math anxiety decreased significantly compared to their control counterparts. Furthermore, considerable anxiety reduction was found for female students. However, no differences were found for final exam scores between the intervention and control group. Nevertheless, the MAGMA intervention appears to be an effective, inexpensive approach in alleviating math anxiety, and increasing mathematical resilience in community college students as they take STEM-related courses. © 2022 Taylor & Francis Group, LLC.10.1080/10668926.2022.2050843Samuel T.S., Buttet S., Warner J.
Spence N.J., Anderson R., Corrow S., Dumais S.A., Dierker L. (2022). Passion-Driven Statistics: A course-based undergraduate research experience (CURE). Mathematics Enthusiast, 19(3), 759-770. https://doi.org/10.54870/1551-3440.1575naomi.spence@lehman.cuny.edu, Susan.Dumais@lehman.cuny.eduNo, but a free to read version is available for download at https://doi.org/10.54870/1551-3440.1575Impact2022This paper describes the use of scientific practices in the Passion-Driven Statistics CURE and presents the results of surveys from the implementation of this CURE at three different colleges. Overall, students experienced positive changes in thinking and working like a scientist, personal gains related to research, and gains in research skills, attitudes and behaviors. The Passion-Driven Statistics CURE aims to equip the future STEM workforce with the data analysis skills and reasoning needed across industries. © The Author(s) & Dept. of Mathematical Sciences { The University of Montana10.54870/1551-3440.1575Spence N.J., Anderson R., Corrow S., Dumais S.A., Dierker L.Data-driven coursePassion-driven statisticsUndergraduate research experience
Polleck J.N., Spence T., Rapatalo S., Yarwood J. (2022). Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction. Literacy Research and Instruction, 61(2), 177-208. https://doi.org/10.1080/19388071.2021.1955054jody.polleck@gmail.comNoImpact2022This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions from focus groups and interviews, pre-and post-surveys, artifacts, and field notes. Further, during the subsequent school year, the authors conducted observations to determine the impact of the PD on the teacher participants' dispositions and pedagogical strategies for literacy development. Analysis of findings reveal that professional development using a lab classroom that centers prolonged observation and modeling, constructivism, self-reflection, coaching, and collaboration leads to higher teacher expectations for students and increased use of culturally responsive-sustaining literacy practices. © 2021 Association of Literacy Educators and Researchers.Teacher Ed10.1080/19388071.2021.1955054Jody N. PolleckHunter CollegeAlternative educationculturally responsive-sustaining literacy instructionprofessional development
Hernandez-Acevedo B. (2021). Nursing faculty integrate simulation instruction into their teaching practice: A phenomenological study. Teaching and Learning in Nursing, 16(3), 205-209. https://doi.org/10.1016/j.teln.2021.03.003Brenda.hernandezacevedo@lehman.cuny.eduNoImpact2021Clinical placements in the nursing profession are becoming more difficult to secure. To help meet the demand, nursing education programs are threading simulation instruction into the curriculum, providing nursing students with real-world scenarios. The aim of this phenomenological qualitative study was to explore the experiences of faculty as they integrate simulation into their teaching practice. Data analysis through an iterative and inductive process resulted in five core themes: faculty motivation, training and coaching, best simulation experience, differences in teaching with and without simulation, and challenges integrating simulation into teaching practice. Findings from this study can be used to guide faculty in the use of simulation as an innovative approach to clinical instruction. © 2021 Organization for Associate Degree Nursing10.1016/j.teln.2021.03.003Brenda Hernandez-AcevedoFaculty developmentSimulationTeaching Strategy
Hamlett A. (2021). Getting to work: Information literacy instruction, career courses, and digitally proficient students. Journal of Information Literacy, 15(2), 166-177. https://doi.org/10.11645/15.2.2857https://doi.org/10.11645/15.2.2857Impact2021This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates' success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College's innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction. © 2021, CILIP Information Literacy Group. All rights reserved.10.11645/15.2.2857Alexandra HamlettCareer focused instructionCommunity collegesEmployability
Taibu R., Mataka L., Shekoyan V. (2021). Using PhET simulations to improve scientific skills and attitudes of community college students. International Journal of Education in Mathematics, Science and Technology, 9(3), 353-370. https://doi.org/10.46328/IJEMST.1214https://doi.org/10.46328/IJEMST.1214Impact2021In this study, conceptual and algebra-based physics students were engaged in scientific inquiry using Physics Education Technology (PhET) interactive simulations via semester-long group projects. The instructor and students used the Scientific Abilities Assessment Rubrics (SAAR) to evaluate project presentations and papers (formative assessment). The overall research project was evaluated using Lab Skills Self-Assessment (LSSA) survey (pre and post) and the post reflection survey. The Science Process Skills Inventory (SPSI) was used to analyze some of the students. responses to the reflection survey. Quantitative analysis of the LSSA survey showed a large effect size for both conceptual and algebra-based physics students (Cohen's d > 0.8, in both courses). Qualitative analysis of the reflection surveys supported this apparent huge gain in lab skills and revealed considerable positive students. experiences of the PhET simulations (88% of students indicated positive satisfaction). © 2021 International Journal of Education in Mathematics, Science and Technology. All rights reserved.10.46328/IJEMST.1214Taibu R., Mataka L., Shekoyan V.AttitudeCommunity collegePhET
Arca-Contreras K.M. (2021). Flipping the Classroom to Optimize Clinical Decision-Making in the Didactic Setting. Journal of Doctoral Nursing Practice, 14(1), 17-25. https://doi.org/10.1891/JDNP-D-20-00050karen.arcacontreras@csi.cuny.eduNoImpact2021Background: Deliberate inclusion of clinical decision-making nursing skills in the didactic setting will assist students in potentially making better patient care decisions. This can be optimized through use of the flipped learning andragogy. Flipped learning promotes an interactive classroom environment. It fosters teamwork and collaboration. Direct content instruction is the responsibility of students. Objective: This cohort pilot study investigated how the flipped and nonflipped approach to teaching impacted clinical decision-making and student participation. Methods: The Clinical Decision-Making in Nursing Scale (CDMNS) was administered to the students in the flipped classroom and the nonflipped classroom on week 1 and week 6. A student participation checklist was used to observe class activities at three separate intervals (baseline, mid-semester, and end-semester). A repeated measures analysis of covariance was conducted with Instruction Group as the between subjects factor (Flipped and Nonflipped) and Time (preinstruction and postinstruction) as the within subjects factor, and covarying age. The Time by the Instruction group was significant. The Flipped group showed an increase in Clinical decision-making scores (p <.001) after instruction while the Nonflipped group did not (p =.40). Results: The Flipped group (n = 24) showed an increase in Clinical decision-making scores (p <.001) after instruction while the Nonflipped group (n = 23) did not (p =.40). The Flipped classroom showed 100% participation at baseline, mid-semester, and end of semester. The Nonflipped classroom showed overall lower levels of participation, with 42%, 33%, and 39% at each point respectively. Conclusion/Implications for Nursing: Students who were taught using the flipped instruction were able to apply what they learned in relevant case studies, virtual simulations, and practice National Council Licensure Examination RN (NCLEX-RN) type questions. Through teamwork and collaboration, students had time to practice clinical decision-making skills. This was evident in the increased CDMNS scores and increased levels of participation over time in the flipped group when compared to the nonflipped group. © Copyright 2021 Springer Publishing Company, LLC.10.1891/JDNP-D-20-00050Karen Marie Arca-Contrerasclinical decision-makingflipped approachnonflipped approach
Mataka L., Taibu R. (2020). A multistep inquiry approach to improve pre-service elementary teachers' conceptual understanding. International Journal of Research in Education and Science, 6(1), 86-99.https://doi.org/10.46328/ijres.v6i1.677Impact2020A quasi-experimental control group pre-and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher‘s conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students‘ misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen‘s d and Hake‘s g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching. © 2020, International Journal of Research in Education and Science. All rights reserved.Mataka L., Taibu R.Conceptual understandingMSI inquiryPhysical science
Yavuz D.A. (2020). Fronts Matter: The Effectiveness of an "Edited Book" Project in Classical Theory. Teaching Sociology, 48(4), 327-340. https://doi.org/10.1177/0092055X20944454devrim.yavuz@lehman.cuny.eduNoImpact2020The instruction of classical sociological theory at Lehman College of the City University of New York (CUNY) underwent significant transformation to make it more activity-based and better aligned with departmental learning goals. The article focuses on the effectiveness of an "edited book" project that came of this endeavor, where students become editors and curate "chapters" on a topic by identifying journal articles from specific sociological traditions to then write the "book's introduction." In addition to situating the project within the sociology curriculum and scholarship on sociological literacy, the article presents assessment results that revealed improvement in learning outcomes. The latter suggests that discipline-specific writing and literacy activities can be as effective as informal assignments even in anxiety-inducing courses like theory. This is encouraging given Lehman College's role as a commuter campus, which makes the instructional strategy applicable in a wide range of programs. © American Sociological Association 2020.10.1177/0092055X20944454Devrim Adam YavuzLehman Collegeinformation literacylearning outcomessocial theory
Griffin E.K. (2020). Psychosocial Techniques Used in the Classroom to Captivate Non-Traditional Community College Students. Community College Journal of Research and Practice, 44(5), 329-346. https://doi.org/10.1080/10668926.2019.1590252egriffin@hostos.cuny.eduNoImpact2020In the 21st century, classrooms within institutions of higher education are increasingly comprised of first-generation and non-traditional age adult students. These students are presented with additional demands that can impact their focus and dedication to academic responsibility. This article describes specific psychosocial techniques that aided in enhanced learning and positive student academic outcomes. The psychosocial techniques included principals of clinical psychology with an integration of pedagogical and andragogical research tactics and coined by the current author, the Cultural Empowerment Teaching Andragogy. These techniques are based on an accumulation of strategies used at a community college within the City University of New York (CUNY) system, a public institution with a diverse student body, and can be adapted to be used across institutions and/or disciplines of study. CUNY is a university that educates a high population of nontraditional students. Techniques used included cognitive empowerment, collaborative learning exercises, and testing of the student limits to guide mastery of material. This process also aided in empowering them on their overall academic journey. Specific student accomplishments included increased assignment grades by one grade, improved articulation of classroom material, increased confidence in independent oral responses, and increased self-esteem as a college student and developing career professional. © 2019, © 2019 Taylor & Francis Group, LLC.10.1080/10668926.2019.1590252Eugena K. GriffinHostos Community College
Sterling-Fox C., Smith J.P., Gariando O., Charles P. (2020). Nursing Skills Video Selfies: An Innovative Teaching and Learning Strategy for Undergraduate Nursing Students to Master Psychomotor Skills. SAGE Open Nursing. https://doi.org/10.1177/2377960820934090https://doi.org/10.1177/2377960820934090Impact2020Introduction: The quality of care for patients is linked to the performance and competence of nurses. Nurse educators are challenged to prepare graduates to deliver safe, competent, patient-centered care. Nursing skills video "selfie" is an innovative teaching and learning strategy in which nursing students use technology to create videos of themselves (video selfie) performing psychomotor skills. Method: The instructional exercise of creating the video selfie was administered to a group of nursing students in a medical–surgical class. The laboratory instructors identified three psychomotor nursing skills. In the skills lab, the instructors showed videos to demonstrate how the skills were performed. The students returned demonstration in the lab and were asked to return to the lab independently to practice the skills and to create a video selfie. Results: The exercise encouraged students to increase the quality and length of practice and master the skill. Students demonstrated confidence to perform the skills and to accurately list each step required to perform the skills. The video selfie was used as a peer evaluation tool and as a faculty assessment tool to guide individual students' instruction, learning, and remediation. Conclusion: The exercise had some shortcomings. Future quantitative research using survey instruments to collect data from a larger group of nursing students is needed to validate the utility of this innovative teaching and learning strategy in nursing programs. © The Author(s) 2020.10.1177/2377960820934090Cynthia Sterling-FoxMedgar Evers Collegenursing studentspsychomotor skillsteaching and learning
Brandle, S.M. (2019). Games, Movies, and Zombies: Making IR Fun for Everyone. Journal of Political Science Education. DOI: 10.1080/15512169.2019.1568880in Academic Workshttps://academicworks.cuny.edu/kb_pubs/194/Impact2019Throwing as much fun and pop culture into an international relations class as possible, with the goal of improving student learning (and the likelihood of the course running again). Games proved most effective, while movies were less useful in increasing student learning on international relations.Political scienceBrandle, S.M.Kingsborough Community CollegeGames
Baecher L., Chung S. (2020). Transformative professional development for in-service teachers through international service learning. Teacher Development, 24(1), 33-51. https://doi.org/10.1080/13664530.2019.1682033Laura Baecher!NoImpact2020Teachers who participate in learning and teaching abroad enhance their intercultural competence, develop more globally informed and critical perspectives on education, and improve their foreign language and teaching skills. However, most of the research on teacher study abroad has been conducted with pre-service rather than in-service teachers. To address study abroad designed for working teachers, this study analyzes a month-long, instructor-led program in San José, Costa Rica in which 10 primary and secondary in-service teachers of English as a Second Language (TESOL) from New York City volunteered as English teaching assistants. Participants also engaged in Spanish language learning both formally through university coursework as well as informally through homestay. A conceptual framework for the design of such programs is suggested, drawing on the literature on teacher study abroad and transformative learning theory, with implications for the personal and professional learning of in-service teachers. © 2019, © 2019 Teacher Development.10.1080/13664530.2019.1682033Laura BaecherHunter Collegein-service teachersprofessional developmentStudy abroad
Hoskins S.G. (2019). CREATE a revolution in undergraduates' understanding of science: teach through close analysis of scientific literature. Daedalus, 148(4), 138-163. https://doi.org/10.1162/DAED_a_01764https://doi.org/10.1162/DAED_a_01764Impact2019The teaching of science to undergraduates aligns poorly with the practice of science, leading many students to conclude that research is boring and researchers themselves are antisocial geniuses. Creativity, a key driver of scientific progress, is underemphasized or ignored altogether in many classrooms, as teaching focuses on the complex integrated concepts and voluminous amounts of information typical of STEM curricula. Faculty, largely untrained in science education per se, teach largely as they were taught, through lectures based in textbooks. This situation could change, and students' understanding of research practice could be fostered relatively easily, if faculty began teaching classes focused on the journal articles they read in their professional lives. In this essay, I outline a novel scaffolded approach to guiding students in a) deciphering the complexities of scientific literature and b) the process of gaining new understanding of who scientists are, what they do, how they do it, and why. © 2019 by Sally G. Hoskins d under a Creative Commons.10.1162/DAED_a_01764Sally G. Hoskins
Nerio R., Webber A., Maclachlan E., Lopatto D., Caplan A.J. (2019). One-year research experience for associate's degree students impacts graduation, STEM retention, and transfer patterns. CBE Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-02-0042https://doi.org/10.1187/cbe.19-02-0042Impact2019The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentoredresearch experience to associate's degree students. The program takes place at all 10associate's degree–granting colleges within the City University of New York system. Wereport on a mixed-methods study of 500 students who participated in the program duringits initial 3 years. Quantitative longitudinal assessments revealed that students who engagedin CRSP were more likely to be retained in a science, technology, engineering, andmathematics (STEM) discipline or to graduate with a STEM degree than their counterpartsin a matched comparison group. Furthermore, students who participated in CRSP demonstratedan increased likelihood of transferring to the more research-intensive 4-yearschools within the CUNY system and to R1 universities outside the CUNY system. CRSPstudents reported an increased sense of belonging in college based on survey data, andfocus groups with their mentors provided insight into the factors that led to the gains listedabove. These combined results—of student data analysis, student surveys, and mentorfocus groups—provide evidence that early research experiences for associate's degreestudents contribute to their academic success. © 2019 R. Nerio et al. CBE—Life Sciences Education and The American Society for Cell Biology.10.1187/cbe.19-02-0042Ron NerioOffice of Research, City University of New YorkAlthea WebberOffice of Research, City University of New YorkEffie MacLachlanOffice of Research, City University of New York
Thompson V.L., McDowell Y.L. (2019). A case study comparing student experiences and success in an undergraduate mathematics course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology, 7(2), 116-136. https://doi.org/10.18404/ijemst.552411https://ijemst.net/index.php/ijemst/article/view/551Impact2019A research study was conducted at an undergraduate college, comparing student experiences and successes in a mathematics course offered fully online, blended and face-to-face. In online courses, students enjoy the flexibility of learning at their own pace, not having to travel to school, as well as having consistent access to courses through a web browser. However, such conveniences do not automatically produce positive results. Some students lack the discipline, enthusiasm and sometimes feel socially isolated from their peers when learning online. Despite these challenges, online courses continue to be developed in response to the demand for online learning opportunities. However, there is a need to determine the impact of these opportunities on student learning. The majority of the participants in this study were satisfied with their learning experience. Furthermore, the results analysis did not find enough evidence to confirm that there were any significant differences in the achievement, as measured by students‟ final grades and exam scores based on whether the course was taught online, as a blended course, or face-to-face format. The researchers, therefore, concluded that students can attain the same level of academic achievement through online, blended, or face-to-face courses (measuring the final exam and course final grades). © 2019 International Journal of Education in Mathematics, Science and Technology. All rights reserved.10.18404/ijemst.552411Thompson V.L., McDowell Y.L.Blended learningFace-to-face learningOnline learning
Carmichael C.L., Schwartz A.M., Coyle M.A., Goldberg M.H. (2019). A Classroom Activity for Teaching Kohlberg's Theory of Moral Development. Teaching of Psychology, 46(1), 80-86. https://doi.org/10.1177/0098628318816180ccarmichael@brooklyn.cuny.eduNo, but a free to read version is available at https://doi.org/10.1177/0098628318816180Impact2019In two studies, we demonstrate an engaging classroom activity that facilitates student learning about Kohlberg's theory of moral development by using digital resources to foster active, experiential learning. In addition to hearing a standard lecture about moral development, students watched a video of a morally provocative incident, then worked in small groups to classify user comments posted in response to the video according to Kohlberg's six stages. Students in both studies found the activity enjoyable and useful. Moreover, students' scores on a moral development quiz improved after completing the activity (Study 1), and students who completed the activity in addition to receiving a lecture performed better on the quiz than students who received lecture alone (Study 2). © The Author(s) 2018.10.1177/0098628318816180Cheryl L. CarmichaelBrooklyn CollegeAnna M. SchwartzThe Graduate CenterMaureen A. CoyleThe Graduate Centercritical thinkingexperiential learningKohlberg
Hickey M.T., Forbes M.O., Mauro A.M.P. (2018). Making connections: An innovative seminar to foster integrative learning. Nurse Educator, 43(6), 283-284. https://doi.org/10.1097/NNE.0000000000000495mhicke@hunter.cuny.eduNoImpact2018Implementing pedagogical approaches to facilitate student learning is an important goal in nursing education. Student integrative thinking and the ability to connect knowledge and skills across the baccalaureate nursing curriculum are essential to successful transition to professional practice. Incorporating a series of stand-alone integrative seminar courses may facilitate development of these higher-level skills. These courses provide dedicated opportunities to connect theory to practice, contextualize learning, and enhance professional role development. With appropriate resources and administrative support, this innovative curricular approach can assist prelicensure nursing students to develop habits of mind that foster integrative thinking and promote clinical decision making. © 2018 Wolters Kluwer Health, Inc. All rights reserved.10.1097/NNE.0000000000000495Hickey M.T., Forbes M.O., Mauro A.M.P.
Bessaha M.L., Solis C.L., Franks C.L., Yoon H., Dualeh D., Monroy-Caceres H., Cuesta G., Rodriguez E. (2018). Social Work in Higher Education: Internships in Opportunity Programs. Journal of Teaching in Social Work, 38(4), 417-430. https://doi.org/10.1080/08841233.2018.1500412hmonroy-caceres@jjay.cuny.edu, csolis@jjay.cuny.edu, cfranks@jjay.cuny.edu, ddualeh@jjay.cuny.edu, hmonroy-caceres@jjay.cuny.edu, gcuesta@jjay.cuny.edu, Eprodriguez@hostos.cuny.eduNoImpact2018Field education is essential to the development of professional social workers. Despite the significant overlap in social work's and higher education's missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction. © 2018, © 2018 Taylor & Francis.10.1080/08841233.2018.1500412Carmen L. SolisJohn Jay College of Criminal JusticeCheryl L. FranksJohn Jay College of Criminal JusticeDelmar DualehJohn Jay College of Criminal Justiceeducation opportunity programsfield educationhigher education
Aliano K., Chang D. (2018). Teaching critical writing in the world theatre course: Wac pedagogy and the scaffolded research paper. New Directions in Teaching Theatre Arts, 101-116. https://doi.org/10.1007/978-3-319-89767-7_7kaliano@lagcc.cuny.edu, dongshin.chang@hunter.cuny.eduNoImpact2018A common issue that theatre professors may struggle with is balancing course content with significant writing requirements. How do we make our students better writers and critical thinkers while maintaining time for course content? Writing Across the Curriculum (WAC) pedagogy and practices, such as scaffolded writing, teaching collaboration, and peer review, offer a student-centered model for addressing this issue and facilitate student academic success. In this paper, we offer an example of a scaffolded approach to the research paper assignment designed for our World Theatre courses at City University of New York-Hunter College. We first discuss WAC pedagogy and practices as implemented in other fields and their research findings. We then lay out the scaffolding design of our research paper assignment and explain the various exercises and activities we implemented throughout the semester. Next, we discuss three different case studies to exhibit the usefulness of scaffolded design for three unique student types, before turning our attention to the benefits of the scaffolded process. We conclude by describing our assessment tools and the rationale behind these grading methods, along with reflections on the process as well as recommendations for its implementation in other courses. © The Author(s) 2018.10.1007/978-3-319-89767-7_7Aliano K., Chang D.
Soule D., Darner R., O'Reilly C.M., Bader N.E., Meixner T., Gibson C.A., McDuff R.E. (2018). EDDIE modules are effective learning tools for developing quantitative literacy and seismological understanding. Journal of Geoscience Education, 66(2), 97-108. https://doi.org/10.1080/10899995.2018.1411708Dax.Soule@qc.cuny.edu, NoImpact2018Environmental Data-Driven Inquiry and Exploration (EDDIE) modules engage students in analysis of data collected by networks of environmental sensors, which are used to study various natural phenomena, such as nutrient loading, climate change, and stream discharge. We compared two approaches to EDDIE module implementation in an undergraduate time-series analysis course. Course goals were to use high-frequency and long-term environmental datasets to improve quantitative literacy, develop data manipulation and analysis skills, construct scientific knowledge about natural phenomena, highlight the inherent variability in real data, and develop informed views about the nature of science (NOS). In both instructional treatments, students explored data and developed skills through a scaffolded in-class analysis and then solved more complex problems in homework assignments. In Treatment 1, engage and explore lesson phases involved discussion of instructorprepared plots using the think-pair-share method. Conversely, in Treatment 2‘s engage and explore lesson phases, students prepared graphs and completed activities in a computer lab, which required more guidance in data manipulation and thus contained less structured discussion of data analysis and interpretation. We administered a pre/postquestionnaire to compare learning gains between the two treatments in quantitative literacy, statistical reasoning, nature-of-science (NOS) understanding, and understanding of seismological concepts. Results indicate that EDDIE modules are sufficiently flexible to be effective in both learning environments. Our results indicate that students reacted similarly to both instructional treatments, suggesting that EDDIE modules are flexible enough platforms to achieve measurable learning gains in a variety of pedagogical environments. © 2018 National Association of Geoscience Teachers.10.1080/10899995.2018.1411708Dax SouleQueens CollegeEDDIEQuantitative literacySeismology education
Zelechoski A.D., Riggs Romaine C.L., Wolbransky M. (2017). Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning. Teaching of Psychology, 44(3), 222-231. https://doi.org/10.1177/0098628317711316mwolbransky@jjay.cuny.eduNoImpact2017Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation. © 2017, © The Author(s) 2017.10.1177/0098628317711316Melinda WolbranskyJohn Jay College of Criminal Justiceexperiential learningforensic psychologypsychology and law
Carpi A., Ronan D.M., Falconer H.M., Lents N.H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 54(2), 169-194. https://doi.org/10.1002/tea.21341acarpi@jjay.cuny.eduUnclear. Marked as open access by journal, but also listed as (C) Wiley with no CC license notedImpact2017In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority-serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority-Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self-reflective process. As a result, while the program's graduates have traditionally pursued entry-level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post-graduate study. In addition to providing an increasingly expected experience and building students' skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority-serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long-standing under-representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017. © 2016 Wiley Periodicals, Inc.10.1002/tea.21341Anthony CarpiJohn Jay College of Criminal JusticeDarcy M. RonanResearch Foundation of the City University of New YorkNathan H. LentsJohn Jay College of Criminal Justicescienceself-efficacytitle V
Powers K.L., Brooks P.J., Galazyn M., Donnelly S. (2016). Testing the Efficacy of MyPsychLab to Replace Traditional Instruction in a Hybrid Course. Psychology Learning and Teaching, 15(1), 6-30. https://doi.org/10.1177/1475725716636514kpowers1@gradcenter.cuny.edu, patricia.brooks@csi.cuny.edu, magdalena.galazyn@csi.cuny.edu, Unclear. publisher lists as open access but no license includedImpact2016Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing 30% of in-class time with online homework using the MyPsychLab course-pack and Blackboard course management system. Data collected over two semesters (N = 730 students in six hybrid and nine traditional sections of ∼50 students) indicated equivalent final-grade averages and rates of class attrition. Although exam averages did not differ by class format, exam grades in hybrid sections decreased to a significantly greater extent over the course of the semester than in traditional sections. MyPsychLab homework grades in hybrid sections correlated with exam grades, but were relatively low (66.4%) due to incomplete work—suggesting that hybrid students may have engaged with course materials less than traditional students. Faculty who taught in both formats noted positive features of hybrid teaching, but preferred traditional classes, citing challenges in time management and student usage of instructional technology. Although hybrid students often reported difficulties or displeasure in working online about half of them indicated interest in taking other hybrid classes. © 2016, © The Author(s) 2016.10.1177/1475725716636514Kasey L. PowersThe College of Staten IslandPatricia J. BrooksThe College of Staten IslandMagdalena GalazynThe College of Staten Islandhigher educationHybrid instructionpedagogy
Ng G.M., Ruppel H. (2016). Nursing Simulation Fellowships: An Innovative Approach for Developing Simulation Leaders. Clinical Simulation in Nursing, 12(2), 62-68. https://doi.org/10.1016/j.ecns.2015.11.005grace.ng@nyumc.orgNoImpact2016Background: Increasingly, nurse educators with expert simulation knowledge and strong leadership skills are needed to lead simulation program implementation and faculty development efforts. The skills necessary for simulation leadership are not all innate but need to be developed and nurtured. Nursing simulation fellowships aimed at developing expert simulation knowledge and leadership skills can be a viable pathway for developing simulation leaders to fill these roles. Method: We developed a one-year long immersive nursing fellowship as a solution to meet the challenge. The program's structure includes four overall objectives and seven modules with specific learning activities aimed at developing simulation expertise and leadership skills. Result: In a one-year period, the nursing fellow targeted nursing quality and patient safety by developing and implementing sustainable simulation-based programs, faculty development programs, and scholarly projects. Conclusion: Nursing simulation fellowships provide a longitudinal guided experience for simulation expertise and leadership skill development. This approach can be a viable solution to meet the growing challenges in implementing simulation programs. This article provides a case exemplar for an innovative approach to developing simulation nurse leaders. Supporting theoretical frameworks, curriculum structure, outcome measures, and challenges are discussed. © 2016 International Nursing Association for Clinical Simulation and Learning.10.1016/j.ecns.2015.11.005Ng G.M., Ruppel H.BennerCognitive apprenticeshipDebriefing
Baecher L., Schieble M. (2016). English language learners pedagogy in the English methods class: Collaborative planning as a component of preservice teacher preparation. Teaching English Language Arts to English Language Learners: Preparing Pre-service and In-service Teachers, 35-59. https://doi.org/10.1057/978-1-137-59858-5_3Laura Baecher!NoImpact2016As colleagues at an urban college of education, the authors engaged in an ongoing initiative to collaborate across their secondary English and teachers of English to speakers of other languages (TESOL) preparation programs. This chapter outlines a collaborative project they implemented to strengthen English teacher candidates' understanding of TESOL pedagogy, with benefits to TESOL specialists as well. In particular, they describe how co-planning between English and TESOL teacher candidates can set the stage for English teachers to enter the field with a greater understanding of differentiation strategies for linguistically diverse adolescents. © The Editor(s) and The Author(s) 2016.10.1057/978-1-137-59858-5_3Baecher L., Schieble M.
Lavin J., Bai X. (2015). The impact of 3D simulation scenarios on cognitive learning in nursing students. International Journal of Technologies in Learning, 22(3), 51-61. https://doi.org/10.18848/2327-0144/cgp/v22i03/49168joanne.lavin@cuny.edu, xbai@york.cuny.eduNoImpact2015This study assesses nursing students' learning in a virtual simulation environment. A case study on cerebrovascular accidents (strokes) was developed in two formats: text and video. Two groups read a text-based case study while two other groups watched a video of the same case study developed in Second Life, a virtual platform. Then within each of the two groups, one role-played via text chatting online; while the other role-played in a virtual hospital via Second Life. A two-way mixed design analysis of variance (ANOVA) was conducted on student cognitive performances. The independent variables included one between-groups variable, case study format, with two levels (textual, visual) and one between groups variable, role-playing format, with two levels (textual, visual). The dependent variables are test scores (pre and post-tests) and concept mapping analysis results. It shows that all the groups gained significantly from pretest to posttest. However, the visual group gained significantly the most according to concept mapping analysis. Implications and limitations are discussed. © Common Ground, Joanne Lavin and Xin Bai.10.18848/2327-0144/cgp/v22i03/49168Lavin J., Bai X.Cognitive learningEducational technologyNursing
Baecher L., Jewkes A.M. (2014). TESOL and Early Childhood Collaborative Inquiry: Joining Forces and Crossing Boundaries. Journal of Early Childhood Teacher Education, 35(1), 39-53. https://doi.org/10.1080/10901027.2013.874387Laura Baecher!NoImpact2014Preparing early childhood educators to support effective instruction of English language learners (ELLs) is an important dimension of teacher preparation programs, yet often difficult to enact. This article reports on a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand and enhance ECE and TESOL candidates' beliefs and understandings of ELL pedagogy. Over the course of a semester, one section of practicum teacher candidates from these two programs met in person and online, as did their instructors, to identify common concerns and approaches from their respective discipline areas. Video records of teaching from early childhood classrooms with ELLs played a critical role in fostering collaborative inquiry. Implications for infusing the ECE curriculum to strengthen instruction for ELLs are discussed. © 2014 Copyright National Association of Early Childhood Teacher Educators.10.1080/10901027.2013.874387Baecher L., Jewkes A.M.
Spinner-Gelfars A.H. (2013). Using simulation to promote effective communication with a diverse student population. Teaching and Learning in Nursing, 8(3), 96-101. https://doi.org/10.1016/j.teln.2013.01.004ASpinner@lagcc.cuny.eduNoImpact2013Because of language barriers and cultural differences, effective oral and therapeutic communication remains a challenge to the linguistically diverse student. The purpose of this article is to introduce high-fidelity patient simulation (HFPS) as a teaching/learning method to develop and practice therapeutic and oral communication skills with a diverse student population. A newly established HFPS communication exercise was introduced to associate degree registered nursing students in their psychiatric-mental health nursing course. Students participated in unrehearsed interactive interviews with simulated clients in an effort to improve their verbal and therapeutic communication skills. Feedback on whether this was a successful strategy was sought from the students by means of reflective papers. © 2013 National Organization for Associate Degree Nursing.10.1016/j.teln.2013.01.004Arlene H. Spinner-GelfarsCommunicationDiversitySimulation
Hyland D., Weeks B.H., Ficorelli C.T., Vanderbeek-Warren M. (2012). Bringing simulation to life. Teaching and Learning in Nursing, 7(3), 108-112. https://doi.org/10.1016/j.teln.2012.01.002dhyland822@aol.com, bweeks@kbcc.cuny.edu, Carmel.Ficorelli@kbcc.cuny.eduNoImpact2012As the complexity and acuity of patients are ever increasing, the faculty at Kingsborough Community College struggled to assure that their students will be qualified to safely care for their patients when they graduate from the nursing program. Because opportunities often were not available in the clinical setting, simulation was introduced into the curriculum to meet these needs. Simulation is an ideal teaching strategy for high-risk/low-volume events in a safe environment. This article describes the implementation of simulation into the nursing curriculum with emphasis on critical thinking in the clinical setting as well as debriefing and reflection at the completion of the simulation. © 2012 National Organization for Associate Degree Nursing.10.1016/j.teln.2012.01.002Hyland D., Weeks B.H., Ficorelli C.T., Vanderbeek-Warren M.Critical thinkingDebriefingHuman patient simulators
Nokes K.M., Aponte J., Nickitas D.M., Mahon P.Y., Rodgers B., Reyes N., Chaya J., Dornbaum M. (2012). Teaching home care electronic documentation skills to undergraduate nursing students. Nursing Education Perspectives, 33(2), 111-115. https://doi.org/10.5480/1536-5026-33.2.111knokes@hunter.cuny.edu.NoImpact2012Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.10.5480/1536-5026-33.2.111Nokes K.M., Aponte J., Nickitas D.M., Mahon P.Y., Rodgers B., Reyes N., Chaya J., Dornbaum M.Clinical simulationDocumentation systemsElectronic health record
Brandle, S. M. (2018). Opening up to OERs: electronic original sourcebook versus traditional textbook in the Introduction to American Government course. Journal of Political Science Education, 14(4), 535-554. http://doi.org/10.1080/15512169.2017.1420482.in Academic Workshttps://academicworks.cuny.edu/kb_pubs/195/Impact2018Traditional American Government textbooks are expensive and often unpopular with students. New technologies and Open Educational Resources (OERs) open up the potential for change, but questions of quality are ever present: can OERs really help students learn better, or are they just cheaper? I developed an OER based on original sources and compared student learning outcomes with the OER section to those in a free digital textbook section. While the OER I created did not work as well as I had hoped, I nonetheless developed a redesign of my course and my approach to teaching, which is the true benefit of adopting OERs.Political science10.1080/15512169.2017.1420482Brandle, S.M.Kingsborough Community CollegeOERAmerican Government textbooks
Cummings-Clay, D. (2020). Impact of OER in teacher education. Open Praxis, 12(4), 541-544. https://doi.org/10.5944/openpraxis.12.4.1112https://doi.org/10.5944/openpraxis.12.4.1112Impact2020The 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.Teacher Education10.5944/openpraxis.12.4.1112/Cummings-Clay, D.Hostos Community CollegeOERQuantitative study
Cooney, C. (2017). What impacts do OER have on students? Students share their experiences with a health psychology OER at New York City College of Technology. The International Review of Research in Open and Distributed Learning, 18(4), 157-178.https://doi.org/10.19173/irrodl.v18i4.3111in Academic Workshttps://academicworks.cuny.edu/ny_pubs/160/Impact2017This article reports findings from a study conducted with students in three sections of a Health Psychology course that replaced a traditional textbook with open educational resources (OER) as the primary course material. The purpose of the study was to learn how OER impacted students. Data were collected in Fall 2015 with students from New York City College of Technology (City Tech), of the City University of New York (CUNY), a comprehensive college located in Brooklyn. Students were assigned the OER by their course instructor, who developed it as part of a library funded OER pilot initiative. Two research instruments were employed: one-on-one interviews and short surveys. Both interview and survey items asked students about how they engaged with the OER as their primary assigned course material. They shared feedback about the overall organization of the OER, ease of use, methods used to access the OER and complete coursework, benefits and challenges, and differences and similarities to using a traditional print textbook.Health Sciences10.19173/irrodl.v18i4.3111Cooney, C.New York City College of TechnologyOERQualitative study
Khoule, A., Idrissi, A. B., & Sze, S. (2021). Large Scale Open Educational Resources (OER) Initiative In Mathematics. Journal for the Mathematics Education and Teaching Practices, 2(2), 55-69. https://dergipark.org.tr/en/pub/jmetp/issue/66397/1012331https://dergipark.org.tr/en/pub/jmetp/issue/66397/1012331Impact2021A team of LaGuardia Community College math faculty designed and launched the OER (Open Educational Resources) project in Spring 2017 to allow to take mathematics courses at zero or low textbook cost. Our first pilot phase started with 10 sections in Fall 2017 using three different OER platforms: Myopenmath, Webwork and Khanacademy.One out of the three platforms, Myopenmath used in phase 1 was selected to pilot 34 sections in Spring 2018. In Fall 2018, the OER team moved to a full-scale implementation on all remedial and gateway courses of 164 sections including Fundamentals of Algebra, Intro to Algebra, Elementary Algebra Co-req STEM, College Algebra and Elementary Statistics. From Fall 2017 to Spring 2018, a total of 477,182wassavedby5,560LaGuardiastudents.ByFall2019,theprojecthadsavedatotalof1,184,329.25 on textbook costs. In addition, the pass rates for OER courses were either better or the same when compared to non-OER courses. Furthermore, the pass rate for OER Co-req STEMwas almost two times higher than the one for non-OER Co-req STEM sections.MathematicsKhoule, A.LaGuardia Community CollegeIdrissi, A. B.LaGuardia Community CollegeSze, S.LaGuardia Community CollegeOER
Leggett, J. M., Wen, J., & Chattman, A. (2018). Emancipatory learning, Open Educational Resources, open education, and digital critical participatory action research. Scholarship of Teaching and Learning, Innovative Pedagogy, 1(1), 17-35. Retrieved from https://digitalcommons.humboldt.edu/sotl_ip/vol1/iss1/4Jason.Leggett@kbcc.cuny.eduNo, but a free to read version is available at https://digitalcommons.humboldt.edu/sotl_ip/vol1/iss1/4Impact2018Given that we must prepare students for the future workforce today how can we use the power of Open Educational Resources (OERs) and Digital Social Science research to improve student learning and help students develop technical skills needed for the high-tech workforce? In this article, we use transformative learning theory (Mezirow, 1978) and Digital + Critical Participatory Action Research (D+CPAR) to analyze the effectiveness of integrating OERs into a course and reflect on how we used OERs to support student learning and make civic engagement more equitable at an urban community college. In a criminal justice course analyzing the legal system as a social construct we found that students were better able to complete technical tasks that lead to practical learning, working both in teams and individually, and that upon completion learners had more opportunities for self-reflection, seeing their own personal contributions along with the other learners, which reflected emancipatory learning. This article stresses the importance of collaboration and forming long-term relationships and argues the benefits of OERs can be evidenced through open pedagogical practices that provide a holistic vision of the process beyond the classroom.Criminal JusticeLegget, J.M.Kingsborough Community CollegeOER
Lehner-Quam, & Pitts, W. (2019). Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects. The New Review of Academic Librarianship, 25(2-4), 357–380. https://doi.org/10.1080/13614533.2019.1621186alison.lehnerquam@lehman.cuny.edu; wesley.pitts@lehman.cuny.edu2020This article investigates ways in which student voice informed design-based research into information literacy instruction. The instruction occurred across a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the Association of College and Research Libraries (ACRL) Framework for Information Literacy for HIgher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice. Examination of students' responses to research experiences enabled faculty to improve the students' information literacy experience from one year to another. Findings show that students became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues' research processes as they shared their own reflections on research and information literacy. We also found that this was fostered by shifts in when and how the ACRL Framework was introduced. Education students can benefit from knowledge of an information lieracy framework to impact the way that they conduct their own professional research, work with students on research projects, and participate in scholarly conversations.Teacher Education10.1080/13614533.2019.1621186Lehner-Quam, A.Lehman CollegePitts, W.Lehman CollegeInformation LiteracyePortfolioReflection
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