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Revitalizing Enrollment: Supporting Equity and Educational Justice in Community College
by Sujung Kim During the pandemic, community colleges have experienced a sizable decrease in student enrollment. Vulnerable student populations, including low-income, African American, Latinx, Asian Americans, and Indigenous students, as well as other groups of minority students, have been most seriously affected by the difficult conditions of living and entering or continuing their postsecondary education.…
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Impact of Covid-19 on California Community College Enrollment and Students’ Outcomes
by Dr. Sujung Kim **This essay is a reflection on the paper entitled, The Impact of Covid-19 on Community College Enrollment and Student Success: Evidence From California Administrative Data authored by George Bulman and Rober W. Fairlie, which was published by the National Bureau of Economic Research in March, 2022.** Most recent reports and articles…
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Enhancing Diversity, Equity, and the Public Good: Transfer Pathways from Community Colleges to Independent Colleges
by Dr. Sujung Kim **This essay is a reflection on the “Playbook for Transfer Pathways to the Liberal Arts: How to Design and Implement Statewide Pathways from Community Colleges to Independent Colleges” authored by Julia Karon, Daniel Rossman, Elanine Vilorio, and Rayane Alamuddin, which was published on March 17, 2022 by ITHAKA S-R .** …
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Empowering Students & Creating Social Change through the Humanities
by Sujung Kim The Result of the Humanities Alliance Postconference Survey The Fall 2018 Humanities Alliance conference offered a unique opportunity to assess nationwide opinions about community college teaching and humanities education. The conference, “Community Colleges and the Future of Humanities,” was held by the LaGuardia Community College and the Graduate Center of City University…
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Call for Participation: Humanities Alliance Collaborative Book (proposals due March 15)
The Humanities Alliance team at the Graduate Center, CUNY are so excited to share our plan for a collaborative book project. We hope you will be a part of it! As one of the final projects of the Humanities Alliance grant funded by Andrew Mellon Foundation, we’re planning to share insights from the CUNY Humanities…
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Classrooms as a Sphere of Possibility: Workshopping Pedagogy and Social Justice
On September 13, The Futures Initiative at the Graduate Center of the City University of New York hosted a public event entitled, Classroom and Social Justice: Why Start with Pedagogy. As an exit ticket, we asked the audience to briefly write about why they were interested in this topic. We received critical and impressive responses…
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Student Evaluations of Teaching Aren't Perfect, But Here's One Way to Use Them
How do you know whether things are going well in your class? And whether students are learning anything? Do they like your teaching style? Does your course meet their needs? These are questions that thoughtful college teachers and other educators often ask of ourselves. As we approach the end of the spring semester, I find…
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Event Recap: Teaching and Learning with New Majority Students: Lessons Learned from the CUNY Humanities Alliance
Notes | Photos | Video (forthcoming) | #fight4edu On Thursday, May 3, 2018, the Futures Initiative hosted a roundtable discussion on Teaching and Learning with New Majority Students: Lessons Learned from the CUNY Humanities Alliance, the final event of this year’s Thursday Dialogues series. The event brought together colleagues from departments and programs across the GC, including the…
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May 3 Thursday Dialogue: The CUNY Humanities Alliance on Teaching and Learning with New Majority Students
Fellows of the CUNY Humanities Alliance will hold a roundtable discussion at the Futures Initiative‘s Thursday Dialogues series. Join us to talk about student-centered pedagogy, teaching the humanities in community colleges, doctoral education and professional development, and more! Title: Teaching and Learning with New Majority Students: Lessons Learned from the CUNY Humanities Alliance Date: May…
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Reflections on the "Research Paper" Assignment
Author’s note: This post is the third in a three-part series. You can read the first two parts of the series here and here. Now that I’ve discussed how I designed and taught the research paper course, it’s time to reflect on what I would change. As I mentioned at the end of my last…
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On Teaching a Research-Based Writing Course: What Worked and What Didn’t
Author’s Note: This is the second part of a three-part series. You can find the first part, On Designing a Research-Based Writing Course, here. I’ve already discussed my approach to scaffolding a research-based writing course to encourage students to focus on the processes of research and writing over the final product, and to engage in metacognition…
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On Designing a Research-Based Writing Course
Author’s Note: This is the first part in a three-part series on designing a research-based writing course that culminates in a research paper assignment. In a recent post for this blog, I began to reflect on my experience of teaching “Writing the Research Paper,” a general education humanities course open to students who have taken at…
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