School of Education 2016 Retreat: Faculty Scholarship

School of Education 2016 Retreat: Faculty Scholarship
Thursday, January 21, 2016, 8:30 a.m. – 3:30 p.m. Student Life Building

 Morning Themed Presentations: Diversity and Inclusion
Moderator: Rosa Rivera McCutchen

Nancy Dubetz, Jeanne Peloso, Aliex Ross, Janet Kremenitzer, David Fletcher, Sherry Deckman, Gillian Bayne, Alison Lehner-­Quam

A Longitudinal Study of MATH UP Programs Effectiveness in Preparing Teachers to Meet the Needs of ELLs
Nancy Dubetz & Jennifer Collett

Underrepresented Scientists of Color: Using Lived Experiences to Inspire Urban Youth
Gillian Bayne, Prahbodika Mallikaratchy & Mimi Pearle; Renaissance High School Students: Jovanna Binate and Chantal DeJesus

Educators are called upon constantly to seize opportunities that will develop and strengthen our current and future scientific community. The research presented in this project is part of a larger one, which involves utilizing experiences shared in semi-structured interviews and face-to-face interactions of CUNY underrepresented scientists of color to inspire and motivate science teachers and their secondary students. In this presentation, we examine how faculty experiences align with those of youth from communities that Lehman College serves. It points to the promise and potential that broader impacts of this research hold in harnessing and utilizing the genius of urban youth’s untapped talent.

Race and Management: Teachers’ Stories of Racial Diversity and Classroom Conflict
Sherry L. Deckman

Little is known about how novice teachers with 0-4 years of experience make sense of classroom management and schooling inequality in a way that contributes to or challenges racial bias. Using data from a hybrid, online/in-person professional development course for novice teachers, I find two patterns of connecting race and classroom management. Teachers in this study tended to share stories either about “managing race”—narratives about deescalating racial tension or reproaching transgressors of racial colorblindness—or “race-ing management”—stories that read race into incidents in such a way as to reveal latent racial dynamics in what are framed as unjust/unjustified classroom management practices. Further, these patterns aligned with teachers’ self-identified racial backgrounds, with teachers who expressed a strong minority racial identity tending to focus on race-ing management, and those who expressed a more tenuous racial identity, who considered themselves to be racially “different,” or who described themselves as White tending to focus on managing race. This research can inform efforts to restore racial proportionality and justice in student discipline, to retain an experienced teacher workforce in under-resourced schools, and to support school administrators’ reflective inquiry when called to interpret management decisions made by classroom teachers in taking larger disciplinary action.

An Introduction to Restorative Circles – Building Safe and Healthy Achievement Culture
David Fletcher

Concurrent Sessions

“Inside” innovation…“It’s not pretty”: A Case Study on Technological Advancement and Accountability
Tiffany DeJaynes

EAS Infusion into ECCE Curriculum: School/Home Relationships
Janet Kremenitzer

This presentation was about the importance of training teacher candidates and leadership candidates to be well grounded in understanding the critical importance of engaging parents to actively participate in the education of their children.  Research shows that the single most important factor in a child’s success in school is related to parental involvement.  Competency #5 of the EAS certification test is one of the assessment indicators.

Nobody Knows the Stories of Others: Aesthetic Inquiry and Poetry with High School ELLS in an ELS Classroom
Amanda Gulla & Molly Sherman

This project is a collaboration between a teacher educator/poet and a high school ELA teacher to bring aesthetic engagement to a class of 12th grade ELLs. We began with inquiry into several works of art and mentor texts, leading them to write their own poems in response describing the complexities of their lives and identities. The result is an anthology of student poetry and artwork of remarkable beauty and honesty. We will share some of the students’ writing and artwork and discuss the impact this project has had upon the students’ academic performance as well as their sense of self.

Assisting Faculty in converting Minor courses to Writing Intensive courses in order to assist our students with the ALST exams
Dhipinder (Rosie) Walia

During the ALST presentation, we collaborated on obstacles students face when taking the ALST, but more importantly we brainstormed tools we could give students to overcome these obstacles. The writing portion of the ALST asks students to read 2 passages and a graphic. Afterwards, they are required to respond to three prompts using the information they’ve just read. As instructors, we can help our students succeed by creating homework assignments and in-class writing assignments that involve writing skills necessary for passing the ALST. We considered the following questions: How can I get my students to identify arguments of the readings assigned? (annotation exercises, summary assignments, debates in class, are a few possible answers); How can I get my students to understand what it means to be a argumentative writer? Are there exercises I can design that force students to write for a purpose and not to write for the sake of avoiding having to say something?; Are there ways I can have my students respond to homework material through the use of argumentative writing, evaluative writing, and/or summary writing?

Supporting Teacher Candidate Learning With Locally Relevant Video
Aliex Ross, Jeanne Peloso, Leslie Lieman, Naliza Sadik & Laura Baecher (Hunter College)

Although online teaching videos are easy to find throughout the web, most are heavily staged and edited and few demonstrate locally relevant models from NYC schools for our aspiring teachers. Our presentation reviewed the pedagogical and technical issues related to using classroom teaching/learning videos in our courses. We shared how our Bb Organization: School of Education Student Modules now includes some locally relevant classroom video designed to spark discussion around key teaching practices, and offer video assignments and assessments that can be utilized or duplicated in all programs.

Autism Spectrum Disorders and Psychopathy: Clinical and Criminal Justice Considerations
Zoltan Boka (Dr. Faith H. Leibman)

This presentation/paper acts as a corrective to Fitzgerald (2011), which conflated autistic disorders with Asperger’s disorder when exploring the small portion of this population that engages in serious criminal activities. Fitzgerald suggested that autistic psychopathy and Asperger’s syndrome are one and the same and implied that individuals on the autism spectrum are likely to exhibit psychopathic behavior and commit antisocial criminal activities.

We expand upon and modify Fitzgerald’s work, distinguishing between autism spectrum disorders (ASD) and psychopathy. We assert that individuals with ASD do not perform acts with the same malice, intent, and deception as psychopaths. Our ultimate goal in the paper is to provide possible future direction for research in the issue of criminality in individuals diagnosed with ASD.

Journal of Cognitive Science 16: 17-40, 2015
©2015 Institute for Cognitive Science, Seoul National University

Updates on Certification
Ruth Jordan & Vanessa Rojas

CUNY Academic Works: How to Share your Scholarly Publications with a Wider Audience
Alison Lehner-­Quam & Madeline Cohen

This session provided an introduction to CUNY Academic Works, a new institutional repository for scholarly and creative work by faculty, staff, and students. Content in Academic Works is freely available to all and is searchable through Google, Google Scholar, and Bing. Academic Works is a service of the CUNY Libraries and each CUNY campus has their own gateway to the repository. The session included an overview of Academic Works, a discussion about open access and author’s rights to their scholarly work, and a demonstration on how to set up faculty accounts and upload articles, posters, and presentations.

Join the New York City Men Teach Movement!

In a city where the majority of the 8.4 million inhabitants are people of color, it is important that such diversity is reflected in New York City classrooms. Diverse cultures, perspectives, and realities are the backbone of our great City and inform every aspect of our daily lives. Yet, far too many young people in our City—especially young men of color—will never see someone who looks like them at the chalkboard.     If we’re going to be serious about addressing inequity, diverse teachers must be a part of the overall strategy.

In January 2015, Mayor Bill de Blasio, in conjunction with New York City’s Young Men’s Initiative, made a bold pledge: NYC will develop new initiatives and programs aiming to put an additional 1,000 men of color on course to become NYC public school teachers over the next three years!

The Young Men’s Initiative, together with Department of Education, City University of New York, Center for Economic Opportunity, and Teach for America, excitedly launches New York City’s Men Teach Movement (NYC Men Teach) to unite Black, Latino and Asian men committed to educating today’s diverse student population; supporting each other’s professional and leadership development; and empowering the communities they serve.

Why Diversity Matters

In New York City, only 8.3% of the entire teacher workforce is made up of Black, Latino and Asian men while male students of color make up 43% of the entire public school demographic.

For U.S. children, youth of color will be the majority by about 2020. Yet their classrooms—which are the bridges to opportunity, access, and success—still need more diverse instructors. And it’s not just about teaching! Research shows that students benefit from being taught by teachers with similar life experiences, creating a positive learning environment and leaving a profound impact on students’ grades and self-worth. Classrooms are also the major cultivators of tolerance, understanding, and appreciation of diverse cultures and backgrounds. NYC MEN TEACH looks to ensure that all of New York City’s young people have diverse role models, teachers, and mentors that represent the pride of New York City: DIVERSITY.

Teachers Matter!

NYC MEN TEACH believes that a well-supported educator results in a better learning experience for all students. This outreach and recruitment strategy provides support aimed at keeping teachers of color in schools for at least three years.   Right now, we are building out our Principals and Mentor Networks, and seeking counsel on culturally-relevant professional and leadership workshops, and identifying unique opportunities for participants to change the education landscape. NYC MEN TEACH is not only about students. We are also invested in YOU!

Equal Employment Opportunity Statement

NYC Men Teach does not discriminate based on race or gender. All programs and activities of the NYC Men Teach program are open to all eligible applicants, without regard to race, gender, national origin or other characteristic protected by law.

Application

www.cuny.edu/teachered

https://cunynycmenteach.formstack.com/forms/cuny_nyc_men_teach_app

Lehman College, CUNY

Contact: Fatima Sherif
Academic Student Support Manager

Location: Lehman College-Carman Hall B26
250 Bedford Park Boulevard West
Bronx, NY 10468
Telephone: 718-960-7702
Email: Fatima.Sherif at lehman.cuny.edu