642 research outputs found
LILAC: Planted at CUNY Ten Years Ago and Still Blooming
No full textCUNY’s Library Information Literacy Advisory Committee (LILAC) will celebrate its tenth anniversary in February 2015. A decade ago twenty librarians from all CUNY libraries came together to review the mission of a new professional committee and establish its charge. Since then the committee members have been working hard and have succeeded in integrating information literacy across the City University curriculum. They have been creating information literacy tutorials and assessment tools, providing support to all CUNY librarians by coordinating and running professional development meetings, seminars, and conferences. This CUNY-wide professional organization, its structure, achievements, and ongoing work deserve to serve as a model of a successful voluntary professional development management group. In order to reconstruct the history of the committee the author interviewed some of its past and present members and searched through archival papers and documents
Scholarly Publishing & Open Access within CUNY: One Faculty Looks at Changing the Paradigm
No full textThe author reports on what brought him as a CUNY faculty member to the position that he holds on Open Access as a new paradigm for scholarly publication and dissemination of information, knowledge and creations. He relates his experiences in bringing this topic to the attention of his CUNY colleagues and his understanding of what may happen in the future at CUNY as a response to the open access model. He will also relate his current efforts related to the archiving of the academic creations of faculty and of governance materials. He presents his views on tenure and promotion review related to open access and how this has been discussed by CUNY administrators and faculty and briefly touch on intellectual property issues related to open access
The Remedy That\u27s Killing: CUNY, LaGuardia, and The Fight for Better Math Policy
No full textNationwide, there is a crisis in math learning and math achievement at all levels of education. Upwards of 80% of students who enter the City University of New York’s community colleges from New York City’s Department of Education high schools fail to meet college level math proficiencies and as a result, are funneled into the system’s remedial math system. Once placed into pre-college remedial arithmetic, pre-algebra, and elementary algebra courses, students fail at alarming rates and research indicates that students’ failure in remedial math has negative ripple effects on their persistence and degree completion. CUNY is not alone in facing and tackling these remedial math issues and the associated outcomes; however, the CUNY system is uniquely positioned by way of resources, scale, and national spotlight to improve and expand its successful remedial reforms. This thesis examines the national remedial math issue, and then delves more deeply into the remedial math situation at CUNY and one of its community colleges, LaGuardia Community College. Utilizing both the university and LaGuardia as case studies, the author interviews key CUNY faculty, administrators, researchers, and policy makers who specialize in math remedial issues, to paint a multi-dimensional picture of CUNY’s efforts to address the remedial math “wall.” This thesis concludes with policy considerations and recommendations to CUNY leadership on how to consider lessons learned both nationally and at home
CUNY\u27s LILAC as a Model for a Large Urban University Professional Development Organization
No full textThe present study addresses the history of the Library Information Literacy Advisory Committee (LILAC), a voluntary professional organization at City University of New York (CUNY). The author discusses the circumstances leading to the committee’s formation, its growth, transformation, and its role in the professional development of CUNY librarians. Data collection was done by means of interviews held with past and present members of the committee. The interview questions were deliberated at LILAC’s meeting and sent to the interviewees by email. The interviews’ questions and answers were later grouped into three major categories: the original goals for the committee; the transformation of the goals and the committee’s structure; the most important accomplishments and the future of the committee. Additional information needed for the study not found in the interviews was drawn from archival documents and publications. The committee’s functions are explored as a model of an academic professional organization at a large urban university, and suggestions are given on how to follow the path
The CUNY Law Program: Integration of Doctrine, Practice & Theory in the Preparation of Lawyers
No full textThe CUNY Law Program differs markedly from every other law school in the United States. Founded in 1983, at a great, diverse, public university sprawling across New York City, its curriculum emerged from the Law School\u27s mandate to rethink the traditional law school curriculum and develop approaches oriented toward public interest and public service law, with emphasis on clinical teaching methods. In this paper, the author provides a concrete description of the CUNY Program, and articulates the principles expressed by CUNY\u27s extensive redesign of typical American legal education. Since it began in 1983, the CUNY Law Program has been the subject of much scrutiny, in academic journals, bar publications, and the general press. Articles published in American law journals are indicated in the note on further sources, below. The author was a member of the CUNY Law Faculty from 1984 until she joined the faculty of the University of Maryland in 1989. Special gratitude is owed to Howard Lesnick, principal conceptual architect of the CUNY curriculum, from whose papers a portion of this report draws
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Get on Your Feet and Up To Speed: Ways to Start-Up or Scale-Up an OER Initiative
No full textAttendees will learn about different models of OER initiatives, playing out at various types of institutions, in order to design workable and scalable programs for their own institutions.
Attendees will gain insight into best practices for advocacy on campus, support for OER development and adoption, addressing specific challenges, and more, in order to apply lessons learned in their own institutional contexts.
Linda Miles is Assistant Professor and OER Librarian at Eugenio María de Hostos Community College – City University of New York, having served previously as Public Services and User Experience Librarian at Yeshiva University. Recent publications include “But What Do the Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey” (Open Praxis, 11(1), 2019). She is currently co-authoring a book, How to Thrive as a Library Professional: Achieving Success and Satisfaction, for Libraries Unlimited. Linda’s research interests include game design for media literacy instruction and students’ reading and college readiness.
Elvis Bakaitis is an Adjunct Reference Librarian at The Graduate Center and New York City College of Technology (CityTech), both part of the City University of New York. They have worked on OER initiatives at both campuses, including Faculty Fellowships and OER Literature Reviews. Elvis helped to develop the OER Bootcamp at the Graduate Center Library and the upcoming event Breaking Through: An Open Pedagogy Symposium. Their research interests include creative approaches to library instruction, queer history education, and the use of zines as a medium for knowledge production.
Cailean Cooney is Assistant Professor and OER Librarian at New York City College of Technology, CUNY, where she coordinates the Library’s Open Educational Resources (O.E.R.) initiative. She has published about the impact of O.E.R. on the student experience in Open Praxis and the International Review of Research in Open and Distributed Learning. Her interests include foregrounding student-centered approaches and universal design principles into professional development programs.
Madeline Ford has been serving as the Chief Librarian at Hostos Community College, CUNY since 2011. She is firmly committed to public higher education and works towards providing a library environment that fosters and supports student success. At Hostos she is committed to building a print and electronic collection to serve the students and also support the research and scholarly needs of faculty and staff. Most recently she embarked on a journey with the Early Childhood Education Unit to develop an OER degree. This endeavor has led to the expansion of OER across the disciplines.
Stacy Katz is Assistant Professor and Open Resources Librarian-STEM Liaison at Lehman College, CUNY. She initiated, developed, and oversees the Open Educational Resources (OER) initiative at Lehman College. Stacy is a 2018-2019 OER Research Fellow and is a co-author on “But What Do the Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey” (Open Praxis, 11(1), 2019) and authors a column on OER for the Journal of New Librarianship.
Leslie Ward is Assistant Professor and Emerging Technologies and Digital Scholarship Librarian at Queensborough Community College, CUNY. She received her MS in Library and Information Science from Simmons College and her MA in the History of Medicine from Oxford Brookes University. In conjunction with QCC’s Center for Teaching and Learning, Leslie advises faculty on OER development including access to library resources, digital media searching and management, copyright, and accessibility. Leslie has recently presented on teaching copyright as a non-lawyer as well as in her academic specialty, the intersection of mental illness, crime, and experience in the 19th century.How can you get started with or “scale-up” OER practices at your institution? And how will the library fit in? Two or three years ago, “OER Librarian” wasn’t even a title, but in a relatively short time librarians at all 24 campuses of the City University of New York (CUNY) have taken on a multitude of different roles to support OER initiatives. Each campus has come on board with its own timeline and developed its own structure and workflows to accomplish this work, in alignment with campus culture. While many have taken positions in support of individual faculty OER developers and become fierce advocates for open initiatives, the full range of how librarians contribute plays out very differently on each campus. At the same time, librarians collaborate across the campuses via an OER committee/working group overseen by the CUNY Office of Library Services, uniquely positioning us to observe and discuss best practices as well as the varying models of OER support. Join us for a panel featuring individual case studies and a facilitated conversation among CUNY OER librarians about developing, evolving, and scaling up OER initiatives at community colleges, four-year colleges, and graduate research institutions. We will explore questions such as: Which entity on campus is in the driver’s seat? How does intra-campus collaboration play out? What are the labor implications of these new initiatives for librarians and other faculty? Where do definitions of OER, ZTC (zero-textbook cost), and open pedagogy intersect and overlap?How can you start or “scale-up” OER practices at your institution? Each of 24 CUNY campuses has developed unique OER initiatives, aligned with campus culture. Hear about individual case studies and x-campus collaboration, about developing, evolving, and scaling up OER initiatives at community colleges, four-year colleges, and graduate research institutions
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Getting Tenure Without Losing Your Mind: How to make the OER work you’re already doing count
No full textIntermediateStacy Katz is an Associate Professor and Open Resources Librarian-STEM Liaison at Lehman College, CUNY. She holds an MLIS and MEd in Curriculum and Instructional Technology. Stacy initiated, developed, and oversees the Open Educational Resources (OER) initiative for the college. Stacy’s research to date has focused on OER, particularly how librarians develop and support OER initiatives, faculty professional development in OER, and open pedagogy. Shawna M. Brandle is a Professor of Political Science and the Open Education Coordinator at Kingsborough Community College and a member of the faculty of the Digital Humanities program at the CUNY Graduate Center. She holds a PhD in Political Science from the CUNY Graduate Center. Her research areas include human rights, media coverage of human rights and refugee issues, and Open Educational Practices in higher education. In Fall 2021, Dr. Brandle was a Fulbright Scholar at Doshisha University in Kyoto, Japan. She is the author of Television News and Human Rights in the US & UK: The Violations Will Not Be Televised (Routledge 2015); her current book project is co-authored with Dr. Janet Reilly. She spends her spare time making art with her family.Finding ways to recognize OER in the tenure and promotion process has long been a goal for open education advocates. The tenure and promotion process shows what is valued by an institution and is key to the sustainability of open education. To highlight the ways that folks have been successful in this process, the Driving OER Sustainability for Student Success (DOERS3) collaborative solicited case studies of their experiences. In this presentation, two faculty members at the City University of New York will discuss how they included OER in their portfolios. Stacy Katz, Open Resources Librarian-STEM liaison, is a library faculty member at a senior college and achieved early promotion to Associate Professor. Shawna M. Brandle is a full Professor and political science faculty member at a community college. By sharing their experiences, they hope to help faculty, staff, and administrators see how OER work can align with the tenure and promotion process.Finding ways to recognize OER in the tenure and promotion process has long been a goal for open education advocates. The tenure and promotion process shows what is valued by an institution and is key to the sustainability of open education. To highlight the ways that folks have been successful in this process, the Driving OER Sustainability for Student Success (DOERS3) collaborative solicited case studies of their experiences. In this presentation, two faculty members at the City University of New York will discuss how they included OER in their portfolios. Stacy Katz, Open Resources Librarian-STEM liaison, is a library faculty member at a senior college and achieved early promotion to Associate Professor. Shawna M. Brandle is a full Professor and political science faculty member at a community college. By sharing their experiences, they hope to help faculty, staff, and administrators see how OER work can align with the tenure and promotion process
Memoirs of a Not So Young Ex-CUNY Librarian
No full textThe author reminisces about his 40 years as a librarian in New York
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