City College and the Jewish Poor. Sherry GorelickEducating an Urban People: The New York City Experience. Diane Ravitch , Ronald K. Goodenow

1982 ◽  
Vol 90 (3) ◽  
pp. 293-296
Author(s):  
Deborah Dash Moore
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
City College ◽  
Urban People

Spring Breaks and Cigarette Tax Noncompliance: Evidence From a New York City College Sample

2016 ◽  
Vol 18 (8) ◽  
pp. 1773-1779 ◽  
Author(s):  
Kimberly Consroe ◽  
Marin Kurti ◽  
David Merriman ◽  
Klaus von Lampe
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
College Sample ◽  
City College ◽  
Cigarette Tax ◽  
Tax Noncompliance

Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

2013 ◽  
pp. 206-236
Author(s):  
Paul C. King
Keyword(s):  
New York ◽  
New York City ◽  
Problem Solving ◽  
York City ◽  
Department Of Education ◽  
City College ◽  
Core Skills ◽  
College Of Technology ◽  
Interdisciplinary Problem Solving ◽  
The City

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

The Case Method of New York City College-Link for Age-Friendly University

2018 ◽  
Vol 26 (1) ◽  
pp. 1-24
Author(s):  
Hye Ri Shin ◽  
Eui-Seong Sohn ◽  
Jeongha Hwang ◽  
Ji-Ung Jeong ◽  
Seung Min Yang ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Case Method ◽  
City College

Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

2013 ◽  
pp. 1365-1387
Author(s):  
Paul C. King
Keyword(s):  
New York ◽  
New York City ◽  
Problem Solving ◽  
York City ◽  
Department Of Education ◽  
City College ◽  
Core Skills ◽  
College Of Technology ◽  
Interdisciplinary Problem Solving ◽  
The City

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

Critical modeling parameters identified for 3D CFD modeling of rectangular final settling tanks for New York City wastewater treatment plants

2012 ◽  
Vol 65 (6) ◽  
pp. 1087-1094 ◽  
Author(s):  
K. Ramalingam ◽  
S. Xanthos ◽  
M. Gong ◽  
J. Fillos ◽  
K. Beckmann ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Wastewater Treatment ◽  
York City ◽  
Wastewater Treatment Plants ◽  
Settling Tank ◽  
Cfd Modeling ◽  
Cfd Model ◽  
Conventional Activated Sludge ◽  
City College

New York City Environmental Protection is in the process of incorporating biological nitrogen removal (BNR) in its wastewater treatment plants (WWTPs) which entails operating the aeration tanks with higher levels of mixed liquor suspended solids (MLSS) than a conventional activated sludge process. The objective of this paper is to discuss two of the important parameters introduced in the 3D CFD model that has been developed by the City College of New York (CCNY) group: (a) the development of the ‘discrete particle’ measurement technique to carry out the fractionation of the solids in the final settling tank (FST) which has critical implications in the prediction of the effluent quality; and (b) the modification of the floc aggregation (KA) and floc break-up (KB) coefficients that are found in Parker's flocculation equation (Parker et al. 1970, 1971) used in the CFD model. The dependence of these parameters on the predictions of the CFD model will be illustrated with simulation results on one of the FSTs at the 26th Ward WWTP in Brooklyn, NY.

scholarly journals What Impacts do OER Have on Students? Students Share Their Experiences with a Health Psychology OER at New York City College of Technology

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Cailean Cooney
Keyword(s):  
Health Psychology ◽  
New York ◽  
New York City ◽  
York City ◽  
Open Educational Resources ◽  
Ease Of Use ◽  
City College ◽  
College Of Technology ◽  
Course Material ◽  
Psychology Course

<p class="3">This article reports findings from a study conducted with students in three sections of a Health Psychology course that replaced a traditional textbook with open educational resources (OER) as the primary course material. The purpose of the study was to learn how OER impacted students. Data were collected in Fall 2015 with students from New York City College of Technology (City Tech), of the City University of New York (CUNY), a comprehensive college located in Brooklyn. Students were assigned the OER by their course instructor, who developed it as part of a library funded OER pilot initiative. Two research instruments were employed: one-on-one interviews and short surveys. Both interview and survey items asked students about how they engaged with the OER as their primary assigned course material. They shared feedback about the overall organization of the OER, ease of use, methods used to access the OER and complete coursework, benefits and challenges, and differences and similarities to using a traditional print textbook.</p><p>Findings indicate that most students were able to access the OER more easily than traditional textbooks and responded positively to the variety of learning materials and assignments the OER assembled. Most students reported that course readings were equal to or better than traditional textbooks and would be willing to register for a course offering a similar resource in the future. A small amount of students reported minor usability issues. Also, few students had difficulties obtaining technology necessary to access the OER.</p>

Practice Based in Learning Theory: Peer Leaders Explain their Poster Projects

2021 ◽  
Vol 1 (1) ◽  
pp. 92-98
Author(s):  
Abubakarr Jalloh ◽  
Amanda Abrew ◽  
Joshua Grillasca ◽  
Jacob Najera ◽  
A.E. Dreyfuss
Keyword(s):  
New York ◽  
New York City ◽  
Poster Presentation ◽  
Learning Theory ◽  
York City ◽  
Peer Leaders ◽  
City College ◽  
College Of Technology ◽  
Exemplary Practice ◽  
Peer Leader

Three Peer Leaders present their final projects, one in Mathematics and two in Statics (Civil Engineering), for a one-credit course in Peer Leader Facilitation at New York City College of Technology, City University of New York, at the Honors and Emerging Scholars Poster Presentation in December 2015. The impetus for videotaping their presentations was the commemoration of a process which could be termed “How to Make a Poster.” The abbreviated directions are provided here. To aid the viewer of the videos, editing provides the static text of the poster section as the Peer Leader discusses that section. Introducing videos as exemplary practice advances the presentation of research in Peer Leader facilitation and theory.

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