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| cuny grant writing courses: George Soros Peter L. W. Osnos, 2022-03-08 A compelling new picture of one of the most important, complex, and misunderstood figures of our time. The name George Soros is recognized around the world. Universally known for his decades of philanthropy, progressive politics, and investment success, he is equally well known as the nemesis of the far right—the target of sustained attacks from nationalists, populists, authoritarian regimes, and anti-Semites—because of his commitment to open society, freedom of the press, and liberal democracy. At age 91, Soros still looms large on the global stage, and yet the man himself is surprisingly little understood. Asking people to describe Soros is likely to elicit different and seemingly contradictory answers. Who is George Soros, really? And why does this question matter? Biographers have attempted to tell the story of George Soros, but no single account of his life can capture his extraordinary, multifaceted character. Now, in this ambitious and revealing new book, Soros's longtime publisher, Peter L. W. Osnos, has assembled an intriguing set of contributors from a variety of different perspectives—public intellectuals (Eva Hoffman, Michael Ignatieff), journalists (Sebastian Mallaby, Orville Schell), scholars (Leon Botstein, Ivan Krastev), and nonprofit leaders (Gara LaMarche, Darren Walker)—to paint a full picture of the man beyond the media portrayals. Some have worked closely with Soros, while others have wrestled with issues and quandaries similar to his in their own endeavors. Their collective expertise shines a new light on Soros's activities and passions and, to the extent possible, the motivation for them and the outcomes that resulted. Through this kaleidoscope of viewpoints emerges a vivid and compelling portrait of this remarkable man's unique and consequential impact. It has truly been a life in full. |
| cuny grant writing courses: Mainstreaming Basic Writers Gerri McNenny, Sallyanne H. Fitzgerald, 2001-06 Explores the many facets of the mainstreaming movement in college-level basic writing that are currently being debated. Examines the theoretical, political, & pedagogical concerns that arise as pressures push colleges to eliminate basic writing programs. |
| cuny grant writing courses: Ungrading Susan Debra Blum, 2020 The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner |
| cuny grant writing courses: Resources for Change , 1978 |
| cuny grant writing courses: Communities of Care Talia Schaffer, 2021-09-14 What we can learn about caregiving and community from the Victorian novel In Communities of Care, Talia Schaffer explores Victorian fictional representations of care communities, small voluntary groups that coalesce around someone in need. Drawing lessons from Victorian sociality, Schaffer proposes a theory of communal care and a mode of critical reading centered on an ethics of care. In the Victorian era, medical science offered little hope for cure of illness or disability, and chronic invalidism and lengthy convalescences were common. Small communities might gather around afflicted individuals to minister to their needs and palliate their suffering. Communities of Care examines these groups in the novels of Jane Austen, Charlotte Brontë, Charles Dickens, George Eliot, Henry James, and Charlotte Yonge, and studies the relationships that they exemplify. How do carers become part of the community? How do they negotiate status? How do caring emotions develop? And what does it mean to think of care as an activity rather than a feeling? Contrasting the Victorian emphasis on community and social structure with modern individualism and interiority, Schaffer’s sympathetic readings draw us closer to the worldview from which these novels emerged. Schaffer also considers the ways in which these models of carework could inform and improve practice in criticism, in teaching, and in our daily lives. Through the lens of care, Schaffer discovers a vital form of communal relationship in the Victorian novel. Communities of Care also demonstrates that literary criticism done well is the best care that scholars can give to texts. |
| cuny grant writing courses: Digital Humanities Pedagogy Brett D. Hirsch, 2012 The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions. (4e de couverture). |
| cuny grant writing courses: Resources for change, a guide to projects Fund for the Improvement of Postsecondary Education, 1976 |
| cuny grant writing courses: Transformations Holly Hassel, Kristi Cole, 2021-12-01 As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education. The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work. In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts. Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson |
| cuny grant writing courses: Reflections on Practitioner Research Lee Ann Fullington, Brandon West, Frans Albarillo, 2020 'We exhort you to read this book... It is the first book we have seen that invites LIS practitioner-researchers to tell the stories behind their research findings.' --from the Foreword by Kristine R. Brancolini and Marie R. Kennedy. A practitioner-researcher is an information professional who may not have formal training in using research methods and is learning how to use these methods during their busy, complex job. Reflections on Practitioner Research: A Practical Guide for Information Professionals can help information professionals build an understanding of the research process as applied to our field and address the challenges of undertaking research as a practitioner, as well offer support and advice for all stages of a research project, from writing the proposal to collecting the data to disseminating the findings. Twenty-five chapters from a blend of novice and experienced practitioner-researchers are divided into three thorough sections: * Section 1: Research Process. Grapples with various aspects of the overall research process, from topic selection to research design to time frame. How do you set a research agenda? What happens when your plans get derailed? How do you approach a topic that may be controversial?* Section 2: Research Methods. How information professionals use specific qualitative and quantitative research methods in their projects. * Section 3: Relationships. Investigates the ways in which relationships form and how they can impact the research process, and strategies that can help make your collaborative efforts successful rather than stressful. Reflections on Practitioner Research attempts to capture the actual experience of doing research and the lessons that can be gained from that experience. Projects and studies are not always as linear or without hiccups as the published literature may lead us to believe, and this book shows and celebrates the complexity of information professionals using a research design by picking up these skills along the way.-- |
| cuny grant writing courses: Everyday Genres Mary Soliday, 2011-02-07 In Everyday Genres: Writing Assignments across the Disciplines, Mary Soliday calls on genre theory- which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation. Soliday provides an overview of the contemporary theory and research in Writing across the Curriculum programs, focusing specifically on the implementation of the Writing Fellows Program at the City College of New York. Drawing on her direct observations of colleagues and students at the school, she addresses the everyday challenges that novice writers face, such as developing an appropriate stance in one's writing, and the intricacies of choosing and developing content. The volume then goes on to address some of the most pressing questions being asked by teachers of composition: To what extent can writing be separated from its situation? How can rhetorical expertise be shared across fields? And to what degree is writing ability local rather than general? Soliday argues that, while writing is closely connected to situation, general rhetorical principles can still be capably applied if those situations are known. The key to improving writing instruction, she maintains, is to construct contexts that expose writers to the social actions that genres perform for readers. Supplementing the author's case study are six appendixes, complete with concrete examples and helpful teaching tools to establish effective classroom practices and exercises in Writing across the Curriculum programs. Packed with useful information and insight, Everyday Genres is an essential volume for both students and teachers seeking to expand their understanding of the nature of writing. |
| cuny grant writing courses: Off Sites Bertie Ferdman, 2018-07-30 Honorable Mention, ATHE's 2018 Outstanding Book Award Contextualizing the techniques and methods of the incredibly rich and vital genre of site-specific performance, author Bertie Ferdman traces the evolution of that term. Originally used for experimental staging practices and then later also for engaged situational events, site-specific is no longer sufficient for the genre’s many contemporary variations. Using the term off-site, Ferdman illustrates five distinct ways artists have challenged the disciplinary framework of site-specific theatre: blurring the traditional boundaries between the fictional and the real; changing how the audience and actor interact with each other and whether they are physically together or apart; fabricating sites from physically bound, conceptually constructed, or virtual spaces; staging live situations in real/nonreal and often mediated encounters; and challenging our preconceived notions of time and space. Tracing the genealogy of site-based work through the twentieth and twenty-first centuries, Ferdman outlines the theoretical groundwork for her study in the introduction. Individual chapters focus on distinct types of off-sites—the interdisciplinary discourse of disciplinary sites; the spaces of audience engagement with spectator sites; the dislocation of time for temporal sites; and the historiographical spaces of mapping for urban sites. Ferdman examines site-based work being done in the Americas by contemporary companies and artists experimenting with new forms and practices for site-driven theatre. Key productions discussed include Private Moment by David Levine, Geyser Land by Mary Ellen Strom and Ann Carlson, Jim Findlay’s Dream of the Red Chamber, and Lola Arias’ Mi Vida Después. |
| cuny grant writing courses: Pathways to Reform Alexandra W. Logue, 2017-09-08 A personal account of the implementation of a controversial credit transfer program at the nation's third-largest university Change is notoriously difficult in any large organization. Institutions of higher education are no exception. From 2010 to 2013, Alexandra Logue, then chief academic officer of The City University of New York, led a controversial reform initiative known as Pathways. The program aimed to facilitate the transfer of credits among the university’s nineteen constituent colleges in order to improve graduation rates—a long-recognized problem for public universities such as CUNY. Hotly debated, Pathways met with vociferous resistance from many faculty members, drew the attention of local and national media, and resulted in lengthy legal action. In Pathways to Reform, Logue, the figure at the center of the maelstrom, blends vivid personal narrative with an objective perspective to tell how this hard-fought plan was successfully implemented at the third-largest university in the United States. Logue vividly illustrates why change does or does not take place in higher education, and the professional and personal tolls exacted. Looking through the lens of the Pathways program and factoring in key players, she analyzes how governance structures and conflicting interests, along with other institutional factors, impede change—which, Logue shows, is all too rare, slow, and costly. In this environment, she argues, it is shared governance, combined with a strong, central decision-making authority, that best facilitates necessary reform. Logue presents a compelling investigation of not only transfer policy but also power dynamics and university leadership. Shedding light on the inner workings of one of the most important public institutions in the nation, Pathways to Reform provides the first full account of how, despite opposition, a complex higher education initiative was realized. All net royalties received by the author from sales of this book will be donated to The City University of New York to support undergraduate student financial aid. |
| cuny grant writing courses: American Education , 1981 |
| cuny grant writing courses: Gothic Queer Culture Laura Westengard, 2019-10-01 In Gothic Queer Culture, Laura Westengard proposes that contemporary U.S. queer culture is gothic at its core. Using interdisciplinary cultural studies to examine the gothicism in queer art, literature, and thought--including ghosts embedded in queer theory, shadowy crypts in lesbian pulp fiction, monstrosity and cannibalism in AIDS poetry, and sadomasochism in queer performance--Westengard argues that during the twentieth and twenty-first centuries a queer culture has emerged that challenges and responds to traumatic marginalization by creating a distinctly gothic aesthetic. Gothic Queer Culture examines the material effects of marginalization, exclusion, and violence and explains why discourse around the complexities of genders and sexualities repeatedly returns to the gothic. Westengard places this queer knowledge production within a larger framework of gothic queer culture, which inherently includes theoretical texts, art, literature, performance, and popular culture. By analyzing queer knowledge production alongside other forms of queer culture, Gothic Queer Culture enters into the most current conversations on the state of gender and sexuality, especially debates surrounding negativity, anti-relationalism, assimilation, and neoliberalism. It provides a framework for understanding these debates in the context of a distinctly gothic cultural mode that acknowledges violence and insidious trauma, depathologizes the association between trauma and queerness, and offers a rich counterhegemonic cultural aesthetic through the circulation of gothic tropes. |
| cuny grant writing courses: Blood Box Zefyr Lisowski, 2019-10-29 Poetry. LGBTQIA Studies. BLOOD BOX, the deliciously haunting debut short collection from poet Zefyr Lisowski, takes us inside the infamous 1892 axe murders of Abby and Andrew Borden through twenty-six wide-ranging, stylistically experimental persona poems. Lisowski re-introduces us to mythologized spinster Lizzie Borden as we've never seen her before: a girl wielding an axe, yes, but also a girl trapped--in the boxes of age, of hunger, of loneliness, of blame. Lizzie, who was acquitted of the double murder of her father and stepmother, yet continues to haunt our cultural psyche over a hundred years later. Even now, Violence dances with us like ghosts. In these pages, the notorious crime and its cast of characters serve as a jumping-off point for a textured exploration of inherited violence, queer intimacy, and the way family can be another geometry, another violence too. BLOOD BOX is Lizzie's story, but it's also the story of grief, of selfhood, of trans and queer becoming. Lisowski's Lizzie Borden is as sweet, sad, spooky, and haunted as a girl with an axe ever can be. If it is possible to queer a murder, Lisowski does it here, wearing the persona mask of Lizzie Borden, the familiar familicidal subject of too many jokes and skipping rhymes. Swinging non-chronologically from branch to blood-stained branch through the convoluted and uncertain history of the Borden murders, Lisowski discovers a kind of friend in Lizzie. These poems, sometimes quiet and demure, sometimes sung confession, sometimes full of hot desire. Each poem a pear, uniquely flavored, hanging barely from a tree in the balmy wet air of a New England summer. Inventive, sexy, self-aware to an almost dangerous degree, Lisowski applies layer after layer of powder foundation, demanding: 'Look at me: I wear / my suffering on my skin. I wear my skin / on top of my other skin.'--Chase Berggrun Zefyr Lisowski's BLOOD BOX is as much ouroboros as box, employing a circular structure to revisit the famous Fall River murders from alternating perspectives. Bookended by Lizzie Borden's voice, the collection shimmers with uncanniness as Lisowski channels the dead. The result is an exquisitely constructed danse macabre that shifts between reportage and invention, avowal and disavowal--an assembly of voices tethered together by a grisly loss. Moving us between the ghastliness of a father who 'twisted the heads off pigeons' to the radiant beauty of a 'pear tree's bright plumage,' BLOOD BOX is disturbing, dazzling, and riveting.--Simone Muench Zefyr Lisowski's BLOOD BOX fearlessly excavates the secret and multiple lives (longings and regrets) of Lizzie Borden and her family. Mysterious and evocative, terrifying and tender, this is a powerful voice singing praise and elegy within the same breath, pressing against the world's constraints to dream flight.--Ching-In Chen Dealing in secrets, Zefyr Lisowski's BLOOD BOX stands at the threshold of a violent domestic silence. Unknowability generates a hybrid text of multiple methodologies, all of which circle around its empty center. Lisowski writes, 'The God I know / lives behind a locked door, and only hoards / His good things. If He has children, / He beats them without fail. If He has neighbors, / He chops apart their houses. Tell me, / who wouldn't believe.' The fear that characterizes coloniality haunts the Borden family, trapping them in a labyrinthian coffin, where death generates death in a way that is neither spectacular nor foreign. The brilliance of this text lies in its guilty blood, housed in grayscape littered with the familial.--Raquel Salas Rivera |
| cuny grant writing courses: Women in Academia: Challenges and Solutions to Representation in the Social Sciences Camille Johnson, Jessi L. Smith, Colette Van Laar, 2022-12-05 |
| cuny grant writing courses: Interdisciplinary Place-Based Learning in Urban Education Reneta D. Lansiquot, Sean P. MacDonald, 2017-09-14 This book focuses on the interdisciplinary incorporation of place-based learning in faculty teaching strategies at the New York City College of Technology. Contributing authors highlight their creative use of the unique urban environment of Brooklyn, illustrating the integration of urban resources into student research projects and activities in the context of an interdisciplinary course. Beginning with a reflection on the interrelationship between learners and nature, built and virtual environments, contributors then examine the experience of students and faculty in interdisciplinary projects in architecture, the geosciences, economics, computer science, the humanities and medicine. The volume concludes with a synthesis of best practices from these projects, focused on virtual place-based learning. This scholarly book makes a valuable contribution to the literature, offering a model of creative employment of urban spaces to enhance experiential interdisciplinary learning and demonstrating the potential educator application in diverse urban institutions elsewhere. |
| cuny grant writing courses: Strengthening Community Colleges Through Institutional Collaborations Michael J. Roggow, 2014-03-19 This issue illustrates examples of effective collaborations written by community college presidents, administrators, faculty, and leaders of state governments and national organizations. Each has contributed a story illustrating a successful program that required the efforts of a range of individuals and recommendations for others to build their own successes. Topics include: How to build effective dual enrollment programs to motivate high school students in rural areas to pursue higher education Why collaboration is crucial for institutions that apply for federal grant funding Effective partnering with institutional research and technology departments to advance student services and college-wide strategic planning How to infuse service learning into curricula to engage and encourage minority students at community colleges to focus their career aspirations How to advance community college study abroad programs through collective participation of administrators and faculty, and outside organizations Creating and sustaining effective partnerships between a state and its local colleges. This is the 165th volume of this Jossey-Bass higher education quarterly report series. An essential guide for presidents, vice presidents, deans, and other leaders in today's open-door institutions, this quarterly provides expert guidance in meeting the challenges of their distinctive and expanding educational mission. |
| cuny grant writing courses: Producing Good Citizens Amy J. Wan, 2014-03-30 Recent global security threats, economic instability, and political uncertainty have placed great scrutiny on the requirements for U.S. citizenship. The stipulation of literacy has long been one of these criteria. In Producing Good Citizens, Amy J. Wan examines the historic roots of this phenomenon, looking specifically to the period just before World War I, up until the Great Depression. During this time, the United States witnessed a similar anxiety over the influx of immigrants, economic uncertainty, and global political tensions. Early on, educators bore the brunt of literacy training, while also being charged with producing the right kind of citizens by imparting civic responsibility and a moral code for the workplace and society. Literacy quickly became the credential to gain legal, economic, and cultural status. In her study, Wan defines three distinct pedagogical spaces for literacy training during the 1910s and 1920s: Americanization and citizenship programs sponsored by the federal government, union-sponsored programs, and first year university writing programs. Wan also demonstrates how each literacy program had its own motivation: the federal government desired productive citizens, unions needed educated members to fight for labor reform, and university educators looked to aid social mobility. Citing numerous literacy theorists, Wan analyzes the correlation of reading and writing skills to larger currents within American society. She shows how early literacy training coincided with the demand for laborers during the rise of mass manufacturing, while also providing an avenue to economic opportunity for immigrants. This fostered a rhetorical link between citizenship, productivity, and patriotism. Wan supplements her analysis with an examination of citizen training books, labor newspapers, factory manuals, policy documents, public deliberations on citizenship and literacy, and other materials from the period to reveal the goal and rationale behind each program. Wan relates the enduring bond of literacy and citizenship to current times, by demonstrating the use of literacy to mitigate economic inequality, and its lasting value to a productivity-based society. Today, as in the past, educators continue to serve as an integral part of the literacy training and citizen-making process. |
| cuny grant writing courses: Supporting Children of Incarcerated Parents in Schools Whitney Q. Hollins, 2021-09-06 Drawing on qualitative research conducted with young people in New York, this volume highlights the unique experiences of children of incarcerated parents (COIP) and counters deficit-based narratives to consider how young people’s voices can inform and improve educational support services. Supporting Children of Incarcerated Parents in Schools combines the author’s original research and personal experiences with an analysis of existing scholarship to provide unique insight into how COIP experience schooling in the United States. With a focus on the benefits of qualitative research for providing a more nuanced portrayal of these children and their experiences, the text foregrounds youth voices and emphasizes the resilience, maturity, and compassion which these young people demonstrate. By calling attention to the challenges that COIP face in and out of school, and also addressing associated issues around race and racism, the book offers large and small-scale changes that educators and other allies can use to better support children of incarcerated parents. This volume will be of interest to scholars and researchers interested in the sociology of education, race and urban education, and the impacts of parental incarceration specifically. It will also be of benefit to educators and school leaders who are supporting young people affected by these issues. |
| cuny grant writing courses: Peterson's Graduate & Professional Programs: An Overview--Profiles of Institutions Offering Graduate & Professional Work Peterson's, 2011-06-01 Graduate & Professional Programs: An Overview--Profiles of Institutions Offering Graduate & Professional Work contains more than 2,300 university/college profiles that offer valuable information on graduate and professional degree programs and certificates, enrollment figures, tuition, financial support, housing, faculty, research affiliations, library facilities, and contact information. |
| cuny grant writing courses: Writing Program Administration Susan H. McLeod, 2007-03-16 This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading. |
| cuny grant writing courses: Debates in the Digital Humanities 2016 Matthew K. Gold, Lauren F. Klein, 2016-05-18 Pairing full-length scholarly essays with shorter pieces drawn from scholarly blogs and conference presentations, as well as commissioned interviews and position statements, Debates in the Digital Humanities 2016 reveals a dynamic view of a field in negotiation with its identity, methods, and reach. Pieces in the book explore how DH can and must change in response to social justice movements and events like #Ferguson; how DH alters and is altered by community college classrooms; and how scholars applying DH approaches to feminist studies, queer studies, and black studies might reframe the commitments of DH analysts. Numerous contributors examine the movement of interdisciplinary DH work into areas such as history, art history, and archaeology, and a special forum on large-scale text mining brings together position statements on a fast-growing area of DH research. In the multivalent aspects of its arguments, progressing across a range of platforms and environments, Debates in the Digital Humanities 2016 offers a vision of DH as an expanded field—new possibilities, differently structured. Published simultaneously in print, e-book, and interactive webtext formats, each DH annual will be a book-length publication highlighting the particular debates that have shaped the discipline in a given year. By identifying key issues as they unfold, and by providing a hybrid model of open-access publication, these volumes and the Debates in the Digital Humanities series will articulate the present contours of the field and help forge its future. Contributors: Moya Bailey, Northeastern U; Fiona Barnett; Matthew Battles, Harvard U; Jeffrey M. Binder; Zach Blas, U of London; Cameron Blevins, Rutgers U; Sheila A. Brennan, George Mason U; Timothy Burke, Swarthmore College; Rachel Sagner Buurma, Swarthmore College; Micha Cárdenas, U of Washington–Bothell; Wendy Hui Kyong Chun, Brown U; Tanya E. Clement, U of Texas–Austin; Anne Cong-Huyen, Whittier College; Ryan Cordell, Northeastern U; Tressie McMillan Cottom, Virginia Commonwealth U; Amy E. Earhart, Texas A&M U; Domenico Fiormonte, U of Roma Tre; Paul Fyfe, North Carolina State U; Jacob Gaboury, Stony Brook U; Kim Gallon, Purdue U; Alex Gil, Columbia U; Brian Greenspan, Carleton U; Richard Grusin, U of Wisconsin, Milwaukee; Michael Hancher, U of Minnesota; Molly O’Hagan Hardy; David L. Hoover, New York U; Wendy F. Hsu; Patrick Jagoda, U of Chicago; Jessica Marie Johnson, Michigan State U; Steven E. Jones, Loyola U; Margaret Linley, Simon Fraser U; Alan Liu, U of California, Santa Barbara; Elizabeth Losh, U of California, San Diego; Alexis Lothian, U of Maryland; Michael Maizels, Wellesley College; Mark C. Marino, U of Southern California; Anne B. McGrail, Lane Community College; Bethany Nowviskie, U of Virginia; Julianne Nyhan, U College London; Amanda Phillips, U of California, Davis; Miriam Posner, U of California, Los Angeles; Rita Raley, U of California, Santa Barbara; Stephen Ramsay, U of Nebraska–Lincoln; Margaret Rhee, U of Oregon; Lisa Marie Rhody, Graduate Center, CUNY; Roopika Risam, Salem State U; Stephen Robertson, George Mason U; Mark Sample, Davidson College; Jentery Sayers, U of Victoria; Benjamin M. Schmidt, Northeastern U; Scott Selisker, U of Arizona; Jonathan Senchyne, U of Wisconsin, Madison; Andrew Stauffer, U of Virginia; Joanna Swafford, SUNY New Paltz; Toniesha L. Taylor, Prairie View A&M U; Dennis Tenen; Melissa Terras, U College London; Anna Tione; Ted Underwood, U of Illinois, Urbana–Champaign; Ethan Watrall, Michigan State U; Jacqueline Wernimont, Arizona State U; Laura Wexler, Yale U; Hong-An Wu, U of Illinois, Urbana–Champaign. |
| cuny grant writing courses: Writing Grant Proposals that Win Deborah Ward, 2006 Writing Grant Proposals That Win, Third Edition gives you step-by-step instructions and clear examples of how to write winning grant proposals. From expressing the need for the project to describing objectives and activities, from outlining your evaluation plan to creating a workable project budget, from how reviewers function to what they are looking for in proposal sections, you'll find the help you need to maximize every aspect of your proposal.The tips to help you create winning sections include how to: assess a program announcement and ensure that you address each requirement, condense your entire proposal into a brief but compelling abstract, determine what appendices to include (and in what form) for maximum impact, adequately describe project dissemination and continuation plans, use technology - including desktop publishing, graphics, color, and spreadsheets for budget development - to enhance your proposals, and structure your proposal to increase your chance of winning.Expanded to include more grant writing help than ever, the book also includes easy-to-use flowcharts and helpful hints that give you expert tips and proven grant writing advice.With this book, you'll have the tools you need to craft proposals that win! |
| cuny grant writing courses: American Education , 1981 |
| cuny grant writing courses: The Color Bind Erica Gabrielle Foldy, Tamara R. Buckley, 2014-02-28 Since the 1960s, the dominant model for fostering diversity and inclusion in the United States has been the “color blind” approach, which emphasizes similarity and assimilation and insists that people should be understood as individuals, not as members of racial or cultural groups. This approach is especially prevalent in the workplace, where discussions about race and ethnicity are considered taboo. Yet, as widespread as “color blindness” has become, many studies show that the practice has damaging repercussions, including reinforcing the existing racial hierarchy by ignoring the significance of racism and discrimination. In The Color Bind, workplace experts Erica Foldy and Tamara Buckley investigate race relations in office settings, looking at how both color blindness and what they call “color cognizance” have profound effects on the ways coworkers think and interact with each other. Based on an intensive two-and-a-half-year study of employees at a child welfare agency, The Color Bind shows how color cognizance—the practice of recognizing the profound impact of race and ethnicity on life experiences while affirming the importance of racial diversity—can help workers move beyond silence on the issue of race toward more inclusive workplace practices. Drawing from existing psychological and sociological research that demonstrates the success of color-cognizant approaches in dyads, workgroups and organizations, Foldy and Buckley analyzed the behavior of work teams within a child protection agency. The behaviors of three teams in particular reveal the factors that enable color cognizance to flourish. While two of the teams largely avoided explicitly discussing race, one group, “Team North,” openly talked about race and ethnicity in team meetings. By acknowledging these differences when discussing how to work with their clients and with each other, the members of Team North were able to dig into challenges related to race and culture instead of avoiding them. The key to achieving color cognizance within the group was twofold: It required both the presence of at least a few members who were already color cognizant, as well as an environment in which all team members felt relatively safe and behaved in ways that strengthened learning, including productively resolving conflict and reflecting on their practice. The Color Bind provides a useful lens for policy makers, researchers and practitioners pursuing in a wide variety of goals, from addressing racial disparities in health and education to creating diverse and inclusive organizations to providing culturally competent services to clients and customers. By foregrounding open conversations about race and ethnicity, Foldy and Buckley show that institutions can transcend the color bind in order to better acknowledge and reflect the diverse populations they serve. |
| cuny grant writing courses: The College Fear Factor Rebecca D. Cox, 2010-02-15 They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations. |
| cuny grant writing courses: Resources in Education , 1990 |
| cuny grant writing courses: Creating Winning Grant Proposals Anne L. Rothstein, 2019-05-02 Providing clear-cut steps for producing each section of a competitive grant proposal, this hands-on book is filled with examples from actual RFPs and proposals, practical tools, and writing tips. Prominent educator and successful proposal writer Anne L. Rothstein shares a systematic process created over decades of experience in the field. She details how to: achieve group consensus around a project; identify likely funding sources; establish need; develop objectives; assemble a Master Project Table and other needed tables, figures, and charts; create an effective logic model; prepare an evaluation; put together a budget; tailor the proposal to meet the requirements of funders; and avoid common errors. Purchasers get access to a Web page where they can download and print the book's 14 reproducible templates in a convenient 8 1/2 x 11 size. |
| cuny grant writing courses: Generation 1.5 Meets College Composition Linda Harklau, Kay M. Losey, Meryl Siegal, 1999-05 Brings together writing researchers & educators to identify & explore the linguistic, ethical, & cultural issues that attend teaching college writing to US-educated, linguistically diverse students. Three sections focus on students, classrooms,& programs |
| cuny grant writing courses: Marking Open and Affordable Courses Sarah Hare, Jessica Kirschner, Michelle Reed, Breeman Ainsworth, Nicole Allen, Jessica Dai, Abbey Elder, Nicole Finkbeiner, Amie Freeman, Kris Helge, Nicole Helregel, Jeanne Hoover, Joy Perrin, Jacquelyn Ray, Jennifer Raye, John Schoppert, Liz Thompson, 2020-05-15 This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Leslie Kennedy, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White. |
| cuny grant writing courses: Modern Migrations Maritsa Poros, 2010-10-19 Although globalization seems like a recent phenomenon linked to migration, some groups have used social networks to migrate great distances for centuries. To gain new insights into migration today, Modern Migrations takes a closer look at the historical presence of globalization and how it has organized migration and social networks. With a focus on the lives of Gujarati Indians in New York and London, this book explains migration patterns through different kinds of social networks and relations. Gujarati migration flows span four continents, across several centuries. Maritsa Poros reveals the inner workings of their social networks and how these networks relate to migration flows. Championing a relational view, she examines which kinds of ties result in dead-end jobs, and which, conversely, lead to economic mobility. In the process, she speaks to central debates in the field about the economic and cultural roots of migration's causes and its surprising consequences. |
| cuny grant writing courses: Peterson's Graduate & Professional Programs: An Overview--Close-Ups of Institutions Offering Graduate & Professional Work Peterson's, 2011-06-01 Graduate & Professional Programs: An Overview--Close-Ups of Institutions Offering Graduate & Professional Work contains dozens of two-page in-depth descriptions, written by administrators at featured institutions, that give complete details on the graduate study available. Information includes programs of study, research facilities, location, cost, financial aid, living and housing, student group, the university, applying, contact information, and faculty details |
| cuny grant writing courses: Passing the Torch Paul Attewell, David Lavin, 2007-04-05 The steady expansion of college enrollment rates over the last generation has been heralded as a major step toward reducing chronic economic disparities. But many of the policies that broadened access to higher education—including affirmative action, open admissions, and need-based financial aid—have come under attack in recent years by critics alleging that schools are admitting unqualified students who are unlikely to benefit from a college education. In Passing the Torch, Paul Attewell, David Lavin, Thurston Domina, and Tania Levey follow students admitted under the City University of New York’s “open admissions” policy, tracking its effects on them and their children, to find out whether widening college access can accelerate social mobility across generations. Unlike previous research into the benefits of higher education, Passing the Torch follows the educational achievements of three generations over thirty years. The book focuses on a cohort of women who entered CUNY between 1970 and 1972, when the university began accepting all graduates of New York City high schools and increasing its representation of poor and minority students. The authors survey these women in order to identify how the opportunity to pursue higher education affected not only their long-term educational attainments and family well-being, but also how it affected their children’s educational achievements. Comparing the record of the CUNY alumnae to peers nationwide, the authors find that when women from underprivileged backgrounds go to college, their children are more likely to succeed in school and earn college degrees themselves. Mothers with a college degree are more likely to expect their children to go to college, to have extensive discussions with their children, and to be involved in their children’s schools. All of these parenting behaviors appear to foster higher test scores and college enrollment rates among their children. In addition, college-educated women are more likely to raise their children in stable two-parent households and to earn higher incomes; both factors have been demonstrated to increase children’s educational success. The evidence marshaled in this important book reaffirms the American ideal of upward mobility through education. As the first study to indicate that increasing access to college among today’s disadvantaged students can reduce educational gaps in the next generation, Passing the Torch makes a powerful argument in favor of college for all. |
| cuny grant writing courses: Interests and Opportunities Steve Lamos, 2011-09-30 In the late 1960s, colleges and universities became deeply embroiled in issues of racial equality. To combat this, hundreds of new programs were introduced to address the needs of high-risk minority and low-income students. In the years since, university policies have flip-flopped between calls to address minority needs and arguments to maintain Standard English. Today, anti-affirmative action and anti-access sentiments have put many of these high-risk programs at risk. In Interests and Opportunities, Steve Lamos chronicles debates over high-risk writing programs on the national level and, locally, at the University of Illinois at Urbana-Champaign. Using critical race theorist Derrick Bell's concept of interest convergence, Lamos shows that these programs were promoted or derailed according to how and when they fit the interests of underrepresented minorities and mainstream whites (administrators and academics). He relates struggles over curriculum, pedagogy, and budget, and views their impact on policy changes and course offerings. Lamos finds that during periods of convergence, disciplinary and institutional changes do occur, albeit to suit mainstream standards. In divergent times, changes are thwarted or undone, often using the same standards. To Lamos, understanding the past dynamics of convergence and divergence is key to formulating new strategies of local action and story-changing that can preserve and expand race-consciousness and high-risk writing instruction, even in adverse political climates. |
| cuny grant writing courses: The New PhD Leonard Cassuto, Robert Weisbuch, 2021-01-19 This book examines the failed graduate school reforms of the past and presents a plan for a practical and sustainable PhD. For too many students, today's PhD is a bridge to nowhere. Imagine an entering cohort of eight doctoral students. By current statistics, four of the eight—50%!—will not complete the degree. Of the other four, two will never secure full-time academic positions. The remaining pair will find full-time teaching jobs, likely at teaching-intensive institutions. And maybe, just maybe, one of them will garner a position at a research university like the one where those eight students began graduate school. But all eight members of that original group will be trained according to the needs of that single one of them who might snag a job at a research university. Graduate school has been preparing students for jobs that don't exist—and preparing them to want those jobs above all others. In The New PhD, Leonard Cassuto and Robert Weisbuch argue that universities need to ready graduate students for the jobs they will get, not just the academic ones. Connecting scholarly training to the vast array of career options open to graduates requires a PhD that looks outside the walls of the university, not one that turns inward—a PhD that doesn't narrow student minds but unlocks and broadens them practically as well as intellectually. Cassuto and Weisbuch document the growing movement for a student-centered, career-diverse graduate education, and they highlight some of the most promising innovations that are taking place on campuses right now. They also review for the first time the myriad national reform efforts, sponsored by major players like Carnegie and Mellon, that took place between 1990 and 2010, look at why these attempts failed, and ask how we can do better this time around. A more humane and socially dynamic PhD experience, the authors assert, is possible. This new PhD reconceives of graduate education as a public good, not a hermetically sealed cloister—and it won't happen by itself. Throughout the book, Cassuto and Weisbuch offer specific examples of how graduate programs can work to: • reduce the time it takes students to earn a degree; • expand career opportunities after graduation; • encourage public scholarship; • create coherent curricula and rethink the dissertation; • attract a truly representative student cohort; and • provide the resources—financial, cultural, and emotional—that students need to successfully complete the program. The New PhD is a toolbox for practical change that will teach readers how to achieve consensus on goals, garner support, and turn talk to action. Speaking to all stakeholders in graduate education—faculty, administrators, and students—it promises that graduates can become change agents throughout our world. By fixing the PhD, we can benefit the entire educational system and the life of our society along with it. |
| cuny grant writing courses: Introduction to Government IntroBooks Team, When a massive fire brakes out somewhere, firefighters come and extinguish the fire. When a terrorist attack occurs somewhere, police or elite forces arrive and eliminate the terrorists. Similarly, when a person develops any kind of disease, he goes to the doctor for treatment. There are so many examples of living in a fully developed and conducive society. But, at this, a question may flash into the mind who is working to make our society better and convenient? The answer is a government. Of course, a government calls for perfect management and impeccable administration skills. But, the Government has a much larger concept than a simple perspective of blended art of leadership and teamwork. Scroll down to take a brief journey to understand all aspects of the Government. |
| cuny grant writing courses: Drugs and Democracy in Rio de Janeiro Enrique Desmond Arias, 2009-11-13 Taking an ethnographic approach to understanding urban violence, Enrique Desmond Arias examines the ongoing problems of crime and police corruption that have led to widespread misery and human rights violations in many of Latin America's new democracies. Employing participant observation and interview research in three favelas (shantytowns) in Rio de Janeiro over a nine-year period, Arias closely considers the social interactions and criminal networks that are at the heart of the challenges to democratic governance in urban Brazil. Much of the violence is the result of highly organized, politically connected drug dealers feeding off of the global cocaine market. Rising crime prompts repressive police tactics, and corruption runs deep in state structures. The rich move to walled communities, and the poor are caught between the criminals and often corrupt officials. Arias argues that public policy change is not enough to stop the vicious cycle of crime and corruption. The challenge, he suggests, is to build new social networks committed to controlling violence locally. Arias also offers comparative insights that apply this analysis to other cities in Brazil and throughout Latin America. |
| cuny grant writing courses: Black Issues in Higher Education , 2003-09 |
| cuny grant writing courses: Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives Małgorzata Powietrzyńska, Kenneth Tobin, 2017-11-14 Weaving Complementary Knowledge System and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives contains 24 chapters written by 33 authors, from 9 countries. The book, which consists of two sections on mindfulness in education and wellness, is intended for a broad audience of educators, researchers, and complementary medicine practitioners. Members of the general public may find appeal and relevance in chapters that advocate transformation in a number of spheres, including K-12 schools, museums, universities, counselling, and everyday lifestyles. Innovative approaches to education, involving meditation and mindfulness, produce numerous advantages for participants in schools, museums, and a variety of self-help contexts of everyday life. In several striking examples, critical stances address a band wagon approach to the application of mindfulness, often by for-profit companies, to purportedly improve quality of education, in contexts where learning has been commodified and ideologies such as neoliberalism have been mandated by politicians and implemented by policy makers. In different international contexts, Buddhist roots of mindfulness are critically reviewed by a number of authors. Chapters on wellness focus on complementary practices, including art therapy, Jin Shin Jyutsu, Iridology, and yoga. Foci in the wellness section include sexual health, prescription drug addiction, obesity, diabetes, cancer, and a variety of common ailments that can be addressed using complementary medicine. New theories, such a polyvagal theory, provide scope for people to become aware of their bodies in different ways and maintain wellbeing through changes in lifestyle, heightened self-awareness, and self-help. |
Careers – CUNY Start
CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees …
Programs – Global CUNY
CUNY students generally pay CUNY tuition to the CUNY college hosting the exchange; exchange programs are sometimes limited to students enrolled at the host college; check with the …
Global CUNY
More than 130 Study Abroad programs are available for a year, semester or summer/winter intersession around the world. Studying abroad can be integrated into your overall academic …
CUNY University Faculty Senate
205 east 42nd street, room 1014, new york, ny 10017 | (646) 664-9035
CUNY ASAP |ACE Fast Facts January 2024
CUNY has expanded the ASAP model to encompass a broader range of students, including those working towards bachelor's degrees. This expansion has given rise to the Accelerate, …
CUNY’s Mission, Vision, and Values
Feb 21, 2025 · As a CUNY-wide initiative, CUNY BMI’s mission is to increase, encourage, and support the inclusion and educational success of students from groups that are severely …
CUNY BA and Its Unique Students – CUNYverse
Apr 23, 2025 · CUNY Baccalaureate for Unique and Interdisciplinary Studies, or “CUNY BA,” as it’s known, is a University-wide program allowing students to design their own “major” that fits …
CUNY Start
CUNY Start: Five-Year Strategic Plan (FY25-FY29) Guideposts for a New Generation of Educational Excellence, is a PowerPoint presentation that offers an overview of CUNY Start’s …
The WU, F, and INC Grades – CUNY University Faculty Senate
Mar 5, 2025 · The CUNY-Wide Faculty Governance Voice. By John Verzani and Sandra Campeanu. A recent blog post on grading policies at CUNY led to an interesting discussion …
Interrelated Grade Policy Questions – CUNY University Faculty …
Nov 14, 2024 · At CUNY students repeating courses seem to encounter difficulties. System-wide students in fall 2022 who failed the first time they took a course had only a 59.2% chance of …
Careers – CUNY Start
CUNY encourages people with disabilities, minorities, veterans and women to apply. At CUNY, Italian Americans are also included among our protected groups. Applicants and employees …
Programs – Global CUNY
CUNY students generally pay CUNY tuition to the CUNY college hosting the exchange; exchange programs are sometimes limited to students enrolled at the host college; check with the …
Global CUNY
More than 130 Study Abroad programs are available for a year, semester or summer/winter intersession around the world. Studying abroad can be integrated into your overall academic …
CUNY University Faculty Senate
205 east 42nd street, room 1014, new york, ny 10017 | (646) 664-9035
CUNY ASAP |ACE Fast Facts January 2024
CUNY has expanded the ASAP model to encompass a broader range of students, including those working towards bachelor's degrees. This expansion has given rise to the Accelerate, …
CUNY’s Mission, Vision, and Values
Feb 21, 2025 · As a CUNY-wide initiative, CUNY BMI’s mission is to increase, encourage, and support the inclusion and educational success of students from groups that are severely …
CUNY BA and Its Unique Students – CUNYverse
Apr 23, 2025 · CUNY Baccalaureate for Unique and Interdisciplinary Studies, or “CUNY BA,” as it’s known, is a University-wide program allowing students to design their own “major” that fits their …
CUNY Start
CUNY Start: Five-Year Strategic Plan (FY25-FY29) Guideposts for a New Generation of Educational Excellence, is a PowerPoint presentation that offers an overview of CUNY Start’s …
The WU, F, and INC Grades – CUNY University Faculty Senate
Mar 5, 2025 · The CUNY-Wide Faculty Governance Voice. By John Verzani and Sandra Campeanu. A recent blog post on grading policies at CUNY led to an interesting discussion between the …
Interrelated Grade Policy Questions – CUNY University Faculty …
Nov 14, 2024 · At CUNY students repeating courses seem to encounter difficulties. System-wide students in fall 2022 who failed the first time they took a course had only a 59.2% chance of …
