An internationally recognized center for advanced studies and a national model for public doctoral education, the Graduate Center offers more than thirty doctoral programs in the arts, humanities, social sciences, and the natural sciences, as well as a number of master's programs. Many of its faculty members are among the world's leading scholars in their respective fields. The school currently enrolls over 4. United States, as well as from about eighty foreign countries, and its alumni hold major positions in industry and government, as well as in academia. The Graduate Center is also home to more than thirty interdisciplinary research centers and institutes focused on areas of compelling social, civic, cultural, and scientific concerns. Assistant Professor, Ph.D. Program in Anthropology, CUNY Graduate Center, January 2005 to 2007. Assistant Professor, Department of Urban Studies, Queens College, CUNY, September 2002 to 2007. Gateway to the Future recalls early descriptions of QC as 'the College of the. Queens College opened its. Six new endowed professorships were named at Queens College c overing areas from Economics to Urban Studies and. Graduate Teaching Fellows; Welcome. Professor Habtu was one of the founding professors in the College’s Africana Studies program and helmed it for. For more information on Queens College’s Master’s Program in. Ofelia Garcia Graduate Center City University of New York Ph.D. Program in Urban Education 365 Fifth Avenue. GRADUATE PROGRAM Offered at: Architecture and Design Architecture MArch I & II: City; MUP: City; MLA I & II: City Landscape Architecture MLA I & II: City Urban Planning and Design MUP: City, Hunter Urban Planning and Law MUP. M.A.L.S.: Liberal Studies. View Queens College City University of New York Undergraduate Programs. The MA in Urban Studies degree program is designed for students pursuing both scholarly and. Center for Worker Education at Queens Assistant / College. MA in Urban Studies and BA in Urban and Community. Located in a landmark Fifth Avenue building, the Graduate Center has become a vital part of New York City's intellectual and cultural life with its extensive array of public lectures, exhibitions, concerts, and theatrical events. Further information on the Graduate Center and its programs can be found at www. Graham, eds., Blended Learning: Research Perspectives, Volume 2 Educational Leadership and Planning for Technology, Fifth Edition Teacher Education for Democracy and Social Justice The Great American Education- Industrial Complex: Ideology, Technology, and ProfitMacaulay Honors College - Instructional Technology Fellows. Denisse Andrade is a Ph. D candidate in Geography at the CUNY Graduate Center interested. She is mainly interested in the poetics and politics of place, specifically looking at the Black Radical movement. Denisse is an educator with experience teaching in non- institutional/community- based settings and throughout the CUNY system. Prior to becoming an Instructional Technology Fellow, Denisse was a Teaching Fellow at Hunter College and City College, where she taught courses on Urban Studies and Globalization. Denisse has also taught courses on cinema studies at John Jay. She holds an MA in Media Studies from the New School of Social Research. Mikela is a doctoral candidate in the Department of Urban Education at the CUNY Graduate Center and an Instructional Technology Fellow at Baruch College. Mikela began her career in education as a public school teacher in her hometown of Charlottesville, Virginia. She moved to New York to earn her Masters in Special Education through the New York City Teaching Fellows Program. She taught at a Brooklyn public high school for 5 years before leaving the DOE to pursue her doctorate in education. Her research focuses on the schooling narratives of women in Alcoholics Anonymous, identity formation through said schooling narratives, and the powerful ways in which story- telling can/ should be integrated into empathic teaching and learning. In addition to finding joy in writing and teaching, she is a stylist, dancer and yoga practitioner. Anna Gjika is a doctoral candidate in Sociology at the CUNY Graduate Center. Her academic interests include gender and sexuality, crime and deviance, and digital media. Her dissertation examines the intersection of new media technologies and sexual violence among youth. Prior to being an ITF, Anna worked as a Writing Fellow at Lehman College, where she also taught sociology courses, including Introduction to Sociology and The Sociological Imagination. Gwendolyn Shaw is a doctoral student in the Art History program at the Graduate Center, CUNY. She received her BA in Art History and Women's Studies at Barnard College. Marissa Bellino was a teacher at the High School for Environmental Studies and is a doctoral candidate in the Urban Education Ph.D program at The Graduate. Urban Studies at Queens College. Macaulay Honors College. Graduate Studies at Queens College. We make our home in the most ethnically diverse urban area in the world. Labor Studies, Psychology and Urban Studies. Her academic interests include power, critical race theory, disability, gender and sexuality in Modern and contemporary art. At the Graduate Center, Gwen is also earning graduate certificates in Women's Studies, Film Studies, Africana Studies, and Instructional Technology and Pedagogy. She has previously taught at Guttman Community College and worked as a Social Media Specialist. In her other life, Gwen enjoys Jeopardy, coffee, and compassion. Van Cleaf has a Ph. D in Sociology from The Graduate Center at the City University of New York. Her research focuses on narratives of motherhood in online spaces and considers the implications of our attachments to digital networks and devices. Kara works as an Instructional Technology Fellow at Baruch. When not writing, teaching or reading sociology, she can be found walking around Brooklyn, practicing yoga, and playing with her school- aged children. She grew up in Texas and Kansas but, of course, loves New York. Tahir Butt is in the Urban Education doctoral program at the Graduate Center of the City University of New York (CUNY). His academic work focuses on the developments in public higher education in the United States after the Second World War with specific attention to the case of CUNY. This is his second year as an ITF, though his first at Brooklyn College. Before becoming an ITF he taught for a year at Brooklyn College in the Political Science department. And before coming to the Graduate Center he was a software developer at an education technology company. And before all that he had spent two years in a doctoral program in computational linguistics at Brown University after graduating from Johns Hopkins University with degrees in Cognitive Science and Mathematics. Alexis Carrozza is a doctoral student in Art History at The Graduate Center, CUNY, where she studies modern and contemporary art. She previously earned an M. A. Her research focuses on Pop art and the changing modes of media image distribution during the sixties, which was supported with a Knickerbocker Award for Archival Studies in American Art from The Graduate Center’s Advanced Research Collective. She has organized panels and presented research about modern and contemporary art for conferences at the Getty Museum, the Southeastern College Art Conference, and the Midwest Art History Society, among others. Her work as an ITF is informed by her academic interests in image and information sharing in the “non spaces” created by media and technology as well as her teaching experiences in the art history classroom. She most recently taught art history courses as a Graduate Teaching Fellow at Baruch College and has also taught art history classes at University of Wisconsin- Milwaukee and the Milwaukee Institute of Art and Design. She contributes to the website arthistoryteachingresources. She earned a Masters in Public Health at Columbia University and Bachelors of Arts in English at UCLA. She has taught in ethnic studies, urban studies, and environmental studies at CUNY and the University of Hawaii. Her research centers community narratives of militarization and how it has shaped entire ways of life in Wai. Her ethnographic work examines how environmental justice discourses and practices confront militarization, highlighting how Native Hawaiians and non- native locals employ indigenous cosmologies to advance survival and resistance. Her writing includes a coauthored piece on the impact of military presence in Hawai. She has also worked with community organizations in New York City and Hawai. Aaron's research involves a comparative study of Viking Age material culture in the North Atlantic and focuses on the distribution of common artifact types found on settlement sites. Andrew Lucchesi is a doctoral candidate in the English program at the CUNY Graduate Center. His dissertation examines the history of disability access programs in the CUNY system (and other public universities) dating back to the 1. He has taught academic and professional writing at City College of New York and La. Guardia Community College. Before coming to Macaulay as an ITF, Andrew worked as a Communication Across the Curriculum Fellow at Baruch College and a Quantitative Reasoning fellow at Hostos Community College. Andrew can be found rummaging for lightly used picture frames abandoned on the streets of Harlem, New York, where he resides. She is the co- founder of The Prison Studies Group at The Graduate Center, which seeks to promote critical, interdisciplinary examination of the prison and criminal justice systems in the United States and around the world. Logan has previously served as a CUNY Writing Fellow at Bronx Community College, and has taught for several years at Lehman College. Before embarking on her doctoral studies, Logan worked as a social studies teacher in a Bronx public high school, and holds an MA in secondary education. Aaron Slodounik is a doctoral candidate in Art History at the Graduate Center of the City University of New York (CUNY), where he also has received a certificate in Women’s Studies. Originally from central Illinois, he received a BA in Art History with high honors from Oberlin College. His dissertation research examines fin- de- si. Prior to becoming an Instructional Technology Fellow, he taught art history at Parsons The New School for Design, Queens College and Queensborough Community College. Marissa Bellino was a teacher at the High School for Environmental Studies and is a doctoral candidate in the Urban Education Ph. D program at The Graduate Center, City University of New York. While working at HSES, Marissa has worked in collaboration with biology and environmental psychology Ph. D students through the NSF CUNY GK- 1. Marissa is also the co- founder and Director of Education and Outreach for The Biodiversity Center of Belize, a branch of the Petters Research Institute, dedicated to developing Belizean human capital through STEM research and education. In 2. 01. 1 Marissa received the Sloan Award for Excellence in Teaching Science and Mathematics, which recognizes creative mathematics and science teachers who achieve superb results and inspire young people to pursue careers in science and mathematics. Her essays and case studies center on urban politics and social movements. Marnie previously taught sociology courses at Hunter College, and Barnard College. Over the last several years she has held the position Writing Specialist in the Social Sciences at NYU's Gallatin School of Individualized Studies M. A. Marnie's research and teaching interests developed through her more than ten years of work in public policy and community organizing. Pamela Burger is a doctoral candidate in English at the CUNY Graduate Center. Her research covers post- 1. English, gender and sexuality studies, and poetics. She received her MFA in creative writing from NYU and continues to write and publish poetry. Before becoming an ITF, Pamela worked as a communication fellow at the Bernard L. Schwartz Communiation Institute at Baruch College. Caroline Loomis is a doctoral student in Geography at the CUNY Graduate Center. She studies the intersection of schools and gentrification, including the co- location of public and charter schools and children's understandings of neighborhood change. Caroline holds a BA in Environmental Studies from Vassar College; prior to pursuing her Ph. D, she ran urban agriculture/food justice and youth programs in NYC and the San Francisco Bay Area. At present, she is a freelance trainer, supporting groups and organizations in facilitation, consensus decision- making and curriculum development. As a doctoral student, she taught Urban Studies at Queens College before becoming an ITF. Sara is a Ph. D candidate in the Sociology department at the CUNY Graduate Center.
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