Friday, February 26, 2021 | Vol. 2 No. 6, Spring 2021 Semester
|
|
MESSAGE FROM INTERIM PRESIDENT DAISY COCCO DE FILIPPIS
|
|
My Dear Colleagues and Students,
Reflecting on our engagement with our students as complete human beings, not just students, and our many initiatives in support of our students, I am reminded by a few questions from colleagues of some of the practices I used as a faculty member to reach out to my students, as human beings living in this time and place. I am happy to share with you this week one that proved to be very valuable during difficult times: The first ten minutes of class as “catching up with the world and our challenges in it”.
This class warm up exercise which I conducted regularly as I marked attendance (no need for a roll call as I trained myself to know my students’ names by the second class) proved very helpful when we dealt with having to advise our students about safe practices during the AIDS epidemic, or about coping with the aftermath of 9/11, for instance. Today, if I were before a class of students, I would discuss regularly safe practices to protect myself and others I am in contact with during the COVID-19 period, and I’d share with them some of the steps I had taken as a caring adult.
Here is one I would address as the vaccines become more readily available to all. Despite growing up as a Latina, a bit skeptical of some procedures, given my familiarity with the Tuskegee Experiment and “La Operación,” I was grateful to be able, after multiple cancellations of appointments, to receive the first doses of Moderna in early February; and will gladly take the second dose in early March. This is not an exercise that should be received with skepticism, it is science and humanity’s response to a cruel pandemic that is affecting all of us, albeit more disproportionately communities of color. Social distancing and faithful use of masks to protect others from us are fundamental, of course, but are not sufficient without vaccinations to defeat this deadly scourge on humanity.
When I showed up for my vaccine at Taft High School in the Bronx, a site for city employees, I was greeted by a very diverse personnel who encouraged me every step of the day, including the Dominican-American woman doctor who felt the need to reassure me, someone whose college ID she held in her hands, that this was safe and in the best interest of all. I agreed.
Recently, I have been copied on emails and have been approached by colleagues about engaging with our students in a conversation around the need to be vaccinated when the opportunity arises. I enthusiastically concur. I invite colleagues who are using different strategies to address our students on this vital procedure to share their notes in this Semanario or, if they wish, to begin the practice of ten minutes of “catching up with the world and our challenges in it,” as we get to know one another, create trust and help our students see themselves as an important part of a larger world family.
If there is a need for professional support, please see the following information:
If you are a student, you qualify for free and confidential counseling. The college is now offering a 24/7 crisis texting hotline for students. A trained professional can be reached by texting the word “CUNY” to 741741.
If you are a College employee and wish to speak to someone, you may reach out to CUNY’s free and confidential Employee Assistance/Work-Life Program CCA@YourService. Counselors are available 24/7 to assist employees in times of crises as well as to support their emotional health on an ongoing basis. To access these services, you may call 800-833-8707 or online at www.myccaonline.com. Use company code: CUNY
Mil gracias y bendiciones, Daisy.
Daisy Cocco De Filippis, Ph.D.
Interim President
Eugenio María de Hostos Community College
|
|
A POEM CELEBRATING DOMINICAN HERITAGE MONTH
|
|
For My Great-Great Grandson the Space Pioneer
You, What’s-your-name, who down the byways of my blood
are hurtling toward the future, tell me if you’ve packed
the thousand favors of the wind, the river’s voice,
the tongues of moss and fern singing the earth.
And where have you left the rain? Careful: don’t lose it,
nor the moan of the seagull in her blue desert,
nor those stars warm as caresses
you will not find again in your nights of steel.
Watch that you don’t run short of butterflies;
learn the colors of the hours;
and here, in this little case of bones
I’ve left you the perfume of the sea.
Para mi tataranieto el astropionero
Tú, Fulanito, que por los caminos de mi sangre
te lanzas al futuro, dime si te llevas
los mil sabores del viento, la voz del río,
las lenguas de musgo y helecho que cantan la tierra.
Y dónde dejaste la lluvia? Que no se te pierda,
ni el gemir de la gaviota en su desierto azul,
ni esas estrellas tibias como caricias
que no encontrarás en tus noches de acero.
Fíjate que no te falten mariposas;
apréndete el color de las horas;
y toma, que en esta cajita de huesos
te dejo el perfume de los mares.
(Translated from English by the author)
By Rhina Espaillat
Rhina P. Espaillat has published ten full-length books and three chapbooks, comprising poetry, essays and short stories, in both English and her native Spanish, and translations from and into Spanish. Her work appears in numerous journals, over seventy anthologies, and dozens of websites. Espaillat has earned national and international awards, including theT. S. Eliot Prize in Poetry, the RichardWilbur Award, the Howard Nemerov Prize, the May SartonAward, the RobertFrost “Tree at MyWindow” Prize for translation; several honors from the New England Poetry Club, the Poetry Society of America, the Ministry of Culture of the Dominican Republic, and a Lifetime Achievement Award from Salem State College.
|
|
MIDDLE STATES SELF-STUDY UPDATE |
|
Submitted by MSCHE Steering Committee Co-Chairs Professor Kate S. Wolfe and Professor Nelson Nuñez-Rodríguez
Middle States Update on Evidence Management Processes: A Team Effort
Evidence related to each Middle States standard criteria has been located and acquired and the self-study writing process has begun. It is now time to create a workflow to manage all of this evidence. Varun Sehgal, Chief Information Officer and AVP of IT has created this workflow with Asst. Dean Babette Audant and Prof. Kate Lyons, the Self-Study writer.
The workflow of the evidence management process is as follows: Initially, evidence to be used in the final report must be identified in each Working Group. Then, evidence must be named using the correct filename convention and accessible PDF must be created. Only then can evidence be uploaded into the "suggested evidence" folder located in the respective working group’s SharePoint site. Evidence will then be verified and marked as approved by Library Chair Madeline Ford and Prof. Rhonda Johnson. Once approved, evidence will be moved into the "final repository" folder. Then the writer, Kate Lyons, will update the references in the MSCHE Report. Gurudutt Sanjeev of IT was instrumental in developing the SharePoint self-study site.
Last week, professional development trainings were designed and conducted by Kate Lyons, and David Dos Santos of EdTech. These trainings focused on the naming of evidence files and creation of ADA accessible documents. In attendance were 2 to 3 members of each working group, the Self-Study Co-Chairs, Babette Audant and Madeline Ford and Rhonda Johnson. All pieces of evidence must be ADA accessible PDFs for the Middle States Self-Study Report as links are limited to 5 in the entire Self-Study Report.
There is a standard format for naming files that was covered by Kate Lyons. Prof. Lyons reviewed the naming convention during the training. David Dos Santos focused on how to create an accessible PDF from Word and PowerPoint files. Mr. Dos Santos provided an excellent, in-depth presentation on creating accessible PDF files. He described preferable font styles and sizes, how to check for contrast, importance of naming a link rather than just using a URL, how to create alt-text for images in these files and how to use the accessibility checker tool in Microsoft Office or Adobe Pro. This collective effort from the IT department, Ed Tech Office and all Working Group members aims to ensure all evidence pieces meet MSCHE requirements regarding naming, formatting and accessibility.
Looking into the future, this evidence organization process organically cultivates an understanding on different ways to document our daily efforts propelling student academic journeys. Agnes Denes’s Manifesto proposes defining the elusive, visualizing the invisible and communicating the incommunicable (Denes, 1970) when working on a paradox. Somehow, this encapsulates the work of organizing self-study evidence: faculty and staff participating in the self-study have refined their understanding on what represents evidence, and what it is the best way to evaluate it. In this regard, the pandemic taught us to see new ways of operating, and preserving our academic continuity and integrity. Denes’s Manifesto suggests finding new concepts and recognizing new patterns, which the self-study outcomes represent as a whole. As the institution imagines a return to a physical campus and capitalizing on lessons learned during remote instruction scenarios, the accreditation journey simultaneously creates an intellectual framework to sustain questioning, reasoning, analyzing, dissecting and re-examining (Denes, 1970) beyond the self-study process. Certainly, the already-present legacy – itself a paradox – of the self-study illuminates the complexity of academic settings today while creating a springboard to strengthen our evidence-based ways of operating and decision-making process.
Denes, A. (1970). A manifesto. In Agnes Denes: Absolutes and Intermediates
at The Shed at Hudson Yards (2019 October-2020 March). Retrieved from
|
|
INSTITUTIONAL EFFECTIVENESS |
|
Submitted by Assistant Dean of Institutional Effectiveness, Strategic Planning and Assessment, Babette Audant
On quantification, the necessity of context, and the value of slippery things
That which is quantified has a veneer of certainty, of being the last word. Rebecca Solnit (2014:97) points to “the tyranny of the quantifiable,” observing that what can be measured “almost always takes precedence over what cannot.” There is a neatness to the quantifiable that can distract from its intent and context; determining what gets counted produces categories that obscure inter-sectionalities and other slippery things. And yet, qualitative measures are also shaped by context, by intent, and also have the power of erasing slippery things that defy categorization.
Both quantitative and qualitative research play an important role in the work of institutional effectiveness. It’s hard to imagine not depending on both frameworks, and it’s important to acknowledge the limitations of each – broadly speaking.
I bring this up because in the past two weeks, I met with a unit director in two discrete settings to talk about frameworks for assessing the impact of a particular unit’s work/effort on student outcomes. The first discussion was about exploring a co-relation between students who access a service provided by this unit and their rates of retention, credit accumulation and GPA. The second discussion focused on how to assess what students learn through their interactions with staff in this unit. The unit director pointed to the dissonance of these two frameworks, and wondered out loud whether the quantitative research would be weaponized and (what would likely be) qualitative research passed over by decision-makers.
The dissonance is real. The concerns raised about weaponization of research findings are not unfounded. How to respond? By remembering that the contexts in which quantifiable data is not only appropriate, but a necessary foundation for discussions, about - for example – what are reasonable expectations, or outcomes. We can’t talk “continuous improvement” without having a baseline. Own it. Understand the limitations of the data and learn to put those forth with the findings. And, proactively put forth what it takes – a policy, a new process, coordination of effort – to move the needle, to set new targets. Get ahead of the narrative. And, for all of us, determine what “continuous improvement” means operationally.
As for the second framework designed to assess student learning outside the classroom: The focus on student learning in AES units is relatively new. College-wide we will learn to speak about, and to listen about how and what students are learning through their interactions with staff in financial aid, career services, health & wellness, athletics, ARC, and other student-facing units: technology competency, oral and written communication, quantitative reasoning – to name a few learning “domains.” Much of this work will depend on well-designed qualitative research (and many of the results of this research will be quantifiable). It’s an opportunity to consider impact from a different perspective and introduces a nuance to the assessment project: we may find, in some cases, that students learn, and yet that “needle” doesn’t move. What does this mean? It depends.
“It depends” is a beautiful place to land from a research perspective: it challenges the possibility of absolutes, and it invites us to ask additional questions. “It depends” destabilizes the tyrant, and keeps us in conversation. “It depends” requires endurance, and a willingness to acknowledge when what is counted – the quantifiable – provides us with a grip on the slippery ground so that we might move ahead. And, “it depends” allows for the co-existence of inconclusive findings that add a richness of understanding and an appreciation that our view changes as we explore the landscape.
*Solnit, Rebecca. Men Explain Things to Me. (2014)
|
|
COMMUNITY ADVISORY COUNCIL UPDATE |
|
Submitted by Fabian Wander, Director of Health and Wellness Services
On February 18, 2021, Hostos Community College held the first roundtable of the Community Advisory Council titled "Coming out of the Pandemic Healthy: Mental Health and Support Initiatives''. The roundtable was facilitated by Fabian Wander, Director of Health and Wellness Services along with Eileen Newman, Executive Director of Center for Bronx Non Profits (CBNP). The purpose was to learn from one another about ways in which various community organizations managed the effects the pandemic had on the mental health of the staff and community members they serve. The roundtable conversation helped us all understand that we shared similar challenges during the pandemic and brought to light the therapeutic value of coming together from different organizations in sharing ideas, resources and of course solutions for addressing the emotional health of our community. Some takeaways from the conversation included; learning to be flexible as an organization with policy and procedures, the importance of taking care of employees in addition to clients, and the need for additional community forums to create opportunities to work collaboratively in getting through this pandemic healthier and stronger. The Council is committed to continuing conversations that create ways for us to work together on our shared challenges.
|
|
Submitted by Executive Counsel & Labor Designee Eugene Sohn Esq.
The City University of New York (“University” or “CUNY”), located in a historically diverse municipality, is committed to a policy of equal employment and equal access in its educational programs and activities. Diversity, inclusion, and an environment free from discrimination are central to the mission of the University. It is the policy of the University—applicable to all colleges and units— to recruit, employ, retain, promote, and provide benefits to employees (including paid and unpaid interns) and to admit and provide services for students without regard to race, color, creed, national origin, ethnicity, ancestry, religion, age, sex (including pregnancy, childbirth and related conditions), sexual orientation, gender, gender identity, marital status, partnership status, disability, genetic information, alienage, citizenship, military or veteran status, status as a victim of domestic violence/stalking/sex offenses, unemployment status, or any other legally prohibited basis in accordance with federal, state and city laws. Read more
|
|
GOVERNMENTAL AND EXTERNAL |
|
A Message From The Director Of Governmental And External Affairs Eric Radezky, Ph.D
A recent article published in City & State explains the current eviction moratorium in effect in New York State, as passed by the New York State Legislature in 2020 in response to the COVID-19 pandemic. The article is part of an informative new series called the Excelsior Newsletter written by Amanda Luz Henning Santiago in which the author explains complicated aspects of New York City and New York State government in layman’s terms.
City & State, Excelsior Newsletter
How COVID-19 has highlighted housing issues: Understanding the tenants’ rights movement.
By Amanda Luz He
“In mid-March last year, the state’s housing court suspended all eviction proceedings for 90 days. Soon after, Gov. Andrew Cuomo announced that no one in the state could be evicted until June 20. And in April, the Tenant Safe Harbor Act, sponsored by state Sen. Brad Hoylman and Assembly Member Jeffrey Dinowitz, was passed to ensure that tenants who experienced coronavirus-related financial hardship could not be evicted throughout the course of the pandemic. The suspension of eviction proceedings was renewed through the end of 2020 as the virus showed no sign of dissipating.
“During the state Legislature’s special session at the end of 2020, a sweeping eviction moratorium was passed to prevent evictions as well as foreclosures due to COVID-19 related economic hardships until May 1, 2021. However, those protections are not automatically provided to tenants. Individuals must submit a “Declaration of Hardship,” either to their landlord or to the housing court in their borough if there’s already a court proceeding in progress. However, many undocumented immigrants living in New York may not be able to gain access to such hardship programs, as they may not have documentation required, such as proof of income.
|
|
NEWS FROM THE DIVISION OF ACADEMIC AFFAIRS |
|
OAA PROGRAM OFFICE
The Curriculum Office is responsible for ensuring best practices regarding approved revisions to the curriculum. Curricular changes originate at the academic department level in conjunction with Academic Affairs. The Curriculum Office assists the process by reviewing the required forms and providing guidance on compliance and the submission policy. Curricular items are submitted to the College-Wide Curriculum Committee and the Senate for approval. Following campus approvals, the curricular items are reviewed and submitted to the CUNY Academic University Report (formerly the Chancellor’s University Report), the Committee on Academic Program, Policy, and Research (CAPPR) and, when appropriate, the changes are reported to the New York State Education Department (NYSED). The Curriculum Office is the office of record for approved documents from the College-Wide Curriculum Committee, Senate, and CUNY Academic Reports for publication in the College Academic Bulletin.
The office is also responsible for submitting college-Pathways courses to the CUNY Common Core Course Review Committee (CCCRC) for final Pathways approval; To monitor and implement curricular changes as approved by the CUNY Board of Trustees; Effective management of curricular programs for degree mapping, course catalog creation, and archival data tracking; To ensure up-to-date CUNY-to-CUNY course transfer rules; Process CUNY-to-CUNY course equivalencies to ensure a smooth transfer process for students entering and exiting Hostos, and liaise with CUNY Central to review the CUNY-wide Pathways Transfer Appeals Process for Hostos students.
Curriculum Office Professional Staff
Wendy Small-Taylor, Director of Curriculum Management and Course Articulation
Ms. Small-Taylor has over twenty-five years of experience in the CUNY system and has worked in various offices throughout the colleges. Before joining Hostos, Ms. Small-Taylor worked in the Registrar’s Office, Admissions Office, and the Office of Enrollment Management & Student Affairs at York College, where she assisted with supporting enrolled and prospective students in the areas of admissions, testing, academic advising, and financial aid from pre-enrollment to graduation. Subsequently, Ms. Small-Taylor joined Hostos as the Coordinator of Testing. Afterward, she served as the Coordinator of Academic Advisement before pursuing the Director of Academic Advisement position at Hostos. Presently, Ms. Small-Taylor spearheads the newly created Curriculum Office as the Director of Curriculum Management & Course Articulation and serves as the College’s designated Pathways Transfer Appeals Officer with CUNY Central Office.
Johanna Arroyo, Coordinator of Curriculum and Course Articulation
Ms. Johanna Arroyo joined Hostos sixteen years ago as a student through the Dominican-Scholarship program before working in the Office of Academic Affairs as a Student Aide and then transferring to the Office of Academic Advisement as a College Assistant. Throughout the years, Ms. Arroyo assisted with coordinating the academic advising process and subsequently acquired the Senior Academic Advisor position in the Advisement Office at Hostos. Presently, Ms. Arroyo works in the Curriculum Office and serves in the capacity of Coordinator of Curriculum and Course Articulation, where she assists with streamlining the CUNY-wide course articulation process.
SUCCEED@HOSTOS UPDATE
Succeed@Hostos progress surveys have been open for the month of February and will close on March 1. Thank you to the faculty who have participated. Anecdotally, many faculty members have reported that using Succeed@Hostos has made a difference for students. The Relaunch Team is collecting stories and experiences from all users. Share your feedback by completing this 5 minute survey.
Student success is at the core of the work of the Relaunch Team led by Mr. Jefferson Barnes, Deputy Director of Information Technology. Information Technology is led by Mr. Varun Sehgal. Under the leadership of Information Technology, all of the Relaunch Team’s efforts aim to promote the “networking” component of the Succeed@Hostos tool which is essential to the act of communicating for the benefit of the students.
MAJORS FAIR
The Virtual Majors Fair will be held on March 3, 2021. Access the schedule here:
The Hostos Virtual Majors Fair will provide students with a basic introduction to the majors at Hostos. Students will have the opportunity to speak with faculty members and academic advisors to learn more about academic and career options. This fair is a great opportunity for students to explore their interests, ask questions, and connect with the campus community to successfully navigate their majors and make informed career choices.
The Virtual Majors Fair was created by the First Year Experiences Committee led by Ms. Silvia Reyes. Ms. Reyes is the Director of Special Projects and Student Engagement and Director of CLIP.
CALL FOR PROPOSALS: 2021 Virtual Bronx EdTech Showcase
Join the three Bronx CUNY colleges for a very special opportunity to discuss ways you engage students in your discipline. This year’s conference will highlight success stories, pave the path for the future and enable us to sustain innovation. Our committee seeks cross-community, cross-campus and cross-disciplinary groups, and individuals to lead discussions and share success stories, ideas, and roadmaps that can assist in leading, innovating, and representing change. Whether you consider yourself a proficient specialist, a 'work-in-progress,' a novice, or a first-time adopter, we are looking forward to hearing from you!
|
|
NEWS FROM THE DIVISION OF CONTINUING EDUCATION & WORKFORCE DEVELOPMENT
|
|
J. P. Morgan Chase & Co. - Developing the Next Generation of Leaders, Opportunities for underrepresented students to explore potential career paths within JP Morgan Chase & Co.
These events and programs will immerse you in one of the top financial services firms in the world. You’ll learn about the industry and the important role we play in it. You’ll expand your network and meet people who will support you in your career journey.
Opportunities include:
- Advancing Black Pathways Undergraduate Experience
- Advancing Black Pathways Women Undergraduate Experience
- Latinx Undergraduate Experience
- Military Vets Undergraduate Experience
- Native American Undergraduate Experience
- Proud to Be Undergraduate Experience
- We See Ability Undergraduate Experience
- Winning Women Undergraduate Experience
|
|
NEWS FROM THE DIVISION OF INSTITUTIONAL ADVANCEMENT
|
|
Support the Hostos 20.21 Class Campaign and Student Success (Recurring Notice)
The Hostos 20.21 Class Campaign, culminating at the College’s Spring Commencement Ceremony in May 2021, invites you to celebrate our newest graduates while enabling student success. Gifts of $20.21 or more will make a significant and collective impact on our students, helping them to persist and earn their degrees. Hostos equips its students to create their own pathways and launch their futures – and now the next generation of Caimans is preparing to soon go forth and achieve their goals!
|
|
OAA UNSUNG HERO OF THE WEEK
Mr. Wilfredo Rodriguez from the Office of Educational Technology led by Director Carlos Guevara has been nominated by faculty and staff within Academic Affairs for this week’s Unsung Hero of the Week.
Mr. Rodriguez’ persistent and unwavering support and guidance offered to faculty and staff who use educational technologies to advance student learning make him an invaluable member of our campus community. With our reliance on technology to provide students with instruction and engage students research, and in opportunities to socialize, build community and grow with each other, we need more than ever well-informed educators willing to share their expertise and know-how. Wilfredo’s consistent willingness to educate others on the best ways to use educational technologies make him this week’s Unsung Hero.
|
|
Hostos student David Rivera's work as a student-critic recently earned him an honorable mention from the Institute for Theater Journalism and Advocacy (ITJA) Critics' workshop at the Kennedy Center American College Theater Festival (KCACTF).
|
|
Office of Educational Technology (Recurring Notice)
EdTech has developed a series of workshops which offer resources to help students familiarize themselves with Blackboard and other technologies used for online learning. To enroll for an instructor-led online workshops, click here.
Educating for Change: Stories from the Bronx (Part I of IV)
Friday, February 26 at 7 p.m. (entry at 6:45 p.m.)
30-min watch of PBS "College Behind Bars" episode followed by a 60-minute panel
Panelists: Film Director Lynn Novick; Bard Prison Initiative alumnus Giovannie Hernandez; Hostos Professor Elys Vasquez-Iscan; Program Manager Forging Ahead for Community Engagement and Support (FACES) Hondo Martinez; Associate Vice President of the David Rothenberg Center for Public Policy at The Fortune Society
Andre Ward. Moderated by Professor Sarah Hoiland
Virtual Majors Fair
Wednesday, March 3 from noon to 6 p.m.
Meeting ID: 833 5175 8473
Becoming Jim Crow: A Long, Legal History
Office of the President | Tuesday, March 9 from 3-5 p.m.
This town hall will examine the long history of anti-black racism and its codification in the laws of the United States. Taking a visual journey through America's history, we'll explore the question, "Despite all of this, how do we continually survive and thrive?"
This event has been postponed until the Fall 2021 Semester
Velada Hostosiana/Hostos Culture Talk:
Madam Presidents in Higher Education in NY
Office of the President | Wednesday, March 10 at 3:30 p.m.
An unparalleled conversation in commemoration of Women’s History Month, with three Dominican women college presidents of New York.
Join Presidents Cocco De Filippis, Ithaca College President Shirley Collado, and SUNY Purchase College President Milagros Peña in conversation with Hostos Professor Jerilyn Fisher on the state of education and their journeys to leadership.
Third Annual Women’s Resilience Conference
Center for Bronx Nonprofits | Friday, Mar. 12 from 9 a.m. - 1 p.m.
The Center for Bronx Nonprofit’s annual conference celebrates women and their place as leaders in their communities.
Velada Hostosiana/Hostos Culture Talk: Preparing for the Real World
Office of the President and Alumni Relations | Wednesday, March 17 at 3:30 p.m.
Hostos welcomes alumna and Manager of Multicultural Affairs at The New York Yankees Lina Cruz for a one-on-one conversation with alumna and Hostos Development Manager Idelsa Méndez, Hostos’ Development Manager, on what it means to be part of the Bronx community and striving toward her dreams—from Hostos to The New York Yankees.
Hosted by: Felix Sánchez, Alumni Relations Manager
Velada Hostosiana/Hostos Culture Talk: The Life and Times of Evelina Antonetty
Office of the President | Tuesday, March 23 event at 3:30 p.m.
Hostos' own beloved Dr. Nydia Edgecombe added a new chapter to the Bronx's history. Her doctoral dissertation honors the story of the late and great freedom fighter Evelina Lopez Antonetty. Join Interim President Daisy Cocco De Filippis in welcoming Hostos Alumni Relations Office and Circle of 100 Founder Dr. Nydia Edgecombe, Hostos Board Member and “Madrina” Elba Cabrera, Activist Anita Antonetty.
Educating for Change: Womens’ Stories (Part II of IV)
Friday, March 26 at 7 p.m. (entry at 6:45 p.m.)
30-min watch of PBS "College Behind Bars" episode followed by a 60-minute panel
Panelists: Film Producer Salimah El-Amin; Bard Prison Initiative alumna Shawnta Montgomery; Hostos Professor Sandy Figueroa; SUNY Purchase Professor Ragnhild Utheim; Director of Programs College & Community Fellowship Maria Santangelo. Moderated by Marsha Milan-Bethel
Queering the Curriculum CTL Workshop
Tuesday, April 14 - 3:30pm - 4:30pm
Queering The Curriculum: How to Integrate LGBTQ Information Into Coursework
This panel and workshop addresses practical concerns, and offers opportunities to share techniques for including LGBTQ information into coursework in classes that are not LGBTQ+ specific. From integrating diverse texts, to navigating gender bias in math problems, to guides for finding LGBTQ+ information for research projects and more.
We Too Sing America: From Experimentation to Participation
Office of the President | Wednesday, Apr. 14 from 3-5 p.m.
This town hall is focused on a most timely and critical issue— race, medicine, and healthcare in the United States. Detailing the country's long and reprehensible history of medical experimentation on Black Americans, we'll discuss the rollout of the COVID-19 vaccine and what it means for historically marginalized communities.
|
|
ABOUT EL SEMANARIO HOSTOSIANO/THE HOSTOS WEEKLY
|
|
El Semanario Hostosiano/The Hostos Weekly is a weekly communication vehicle designed to unite our multiple voices as we share news about members of the Hostos family, provide updates on our work and upcoming events, and disseminate policy that impacts our work.
|
|
For inclusion in the Hostos Weekly, please send your items to:
Look for the Hostos Weekly each Friday.
|
|
|
|
|
|
|
