Guttman Community College faculty members have published a variety of outstanding scholarly articles, books, and reviews this fall. Below are the highlights.
Marcus Allen, Professor of Political Science and Urban Studies, co-authored “Survey of African American Portrayal in Introductory Textbooks in American Government/Politics: A Report of the APSA Standing Committee on the Status of Blacks in the Profession” in PS: Political Science and Politics. The article was also featured on politicalsciencenow.com. Dr. Allen and Sherri L. Wallace analyze American government and politics textbooks to see the extent of the integration of African Americans in American politics. The authors model their reviews after the APSA Standing Committee on the Status of Lesbians, Gays, Bisexuals, and Transgendered in the Profession and the non-published 2006 report to the APSA Standing Committee on the Status of Blacks in the Profession.
Dan Collins, Associate Professor of English, authored “Writing as Reckoning: Composition and Collage” in Teaching English in the Two Year College. This article argues that compositionists continue to push past worn academic forms, such as the personal narrative, toward forms of writing that challenge students enough to disturb their sense of academic prose. Collage – an essay built upon the loose associate of ideas – is one such form.
Ryan Coughlin, Assistant Professor of Sociology, is a co-author of the fifth edition of Exploring Education: An Introduction to the Foundations of Education. The book is a guide for teachers to the history, philosophy, politics, and sociology of education. This newest edition of the text explores issues of policy and teacher diversity, among other updates.
Mary Gatta, Associate Professor of Sociology, authored an Op Ed in Bangor Daily News entitled “No Savings, No Retirement, No Relief: The Plight of So Many Low-Wage Workers.” This piece presents the current economic insecurity of low-wage workers in Maine and the growing insecurity that will result when workers are no longer able to work. Gatta argues that current public policy is not addressing the growing retirement insecurity facing workers (in Maine and nationally), and that new policies must be advanced to help ensure that workers can age and retire with economic security.
Meghan Gilbert Hickey, Assistant Professor of English, co-authored “Black and Brown Boys in Young Adult Dystopias: Racialized Docility in The Hunger Games Trilogy and The Lunar Chronicles” with Miranda Green-Barteet in Red Feather Journal: an International Journal of Children in Popular Culture. Dr. Gilbert-Hickey and Miranda Green-Barteet examine the violence of neoliberal colorblindness in contemporary American culture and exposes the ways in which it is perpetuated in popular fiction geared toward adolescents.
Claire King, Assistant Professor with expertise in Experiential Education, authored “Executive Function and the Provenance of Patience” in Unboxed: A Journal of Adult Learning in Schools. King argues that educators can identify and minimize the curricular and classroom barriers to executive function for all learners. Likewise, faculty can intentionally strengthen students’ executive function using instructional content as a springboard for increasingly student-regulated learning that requires organization, attention, goal-setting, and flexibility. Understanding the changes and maturation of the brain’s prefrontal cortex as well as environmental and physiological challenges, it is possible to teach for the development and strengthening of executive function.
Jihyun Kim, Assistant Professor of Chemistry, is a co-author of “Chemical Reactions in the Pyrolysis of Brown Grease” in a recent issue of Fuel, with Lawrence M. Pratt, Assistant Professor of Chemistry at Medgar Evers College-CUNY, and faculty from Bronx Community College-CUNY and Jalan University, Malaysia.
Molly Makris, Assistant Professor and Program Coordinator of Urban Studies, is a co-author of “School Development in Urban Gentrifying Spaces: Developers Supporting Schools or Schools Supporting Developers?” in a recent issue of the Journal of Urban Studies. The article’s findings suggest that publicly-subsidized educational institutions, such as charter schools, support private sector developers in creating an educational opportunity divide between “socioeconomically advantaged and disadvantaged residents.”
Nate Mickelson, Assistant Professor of English and City Seminar Coordinator, and Molly Makris, Assistant Professor and Program Coordinator of Urban Studies, are co-authors of “Not Only as Students, but as Citizens: Integrative Learning and Civic Research in a First-Year Learning Community Course” in Learning Communities Research & Practice. The article analyzes student work on a sequence of research assignments focused on gentrification in New York City. Extrapolating from their students’ experiences, Mickelson and Makris argue that learning communities provide contexts in which students develop academic skills while at the same time building new understandings of themselves as active citizens and potential changemakers in larger communities.
Alia Tyner-Mullings and Ryan Coughlin, Assistant Professors of Sociology, are contributing authors of “Progressive Education in the 21st Century: The Enduring Influence of John Dewey” with Alan R. Sadovnik, Susan F. Semel, and Bruce Kanze. The article looks at three schools in New York City and the ways in which the pedagogic practices of John Dewey were maintained over time in those models.
Andrea Morrell, Assistant Professor of Urban Studies & Anthropology, authored a book review of Andrea S. Boyles’ Race, Place, and Suburban Policing Too Close for Comfort in City & Society.
Marla A. Sole, Assistant Professor of Mathematics at Guttman and Sharon L. Weinberg, Professor of Applied Statistics and Psychology and Psychology at NYU, co-authored an article entitled “What’s Brewing? A Statistics Education Discovery Project” in the Journal of Statistics Education. The article describes a project in which students were actively engaged in a thorough statistical investigation of why iced coffee costs more than hot coffee. Strategies teachers can use to scaffold the material and have students model the way statisticians work appear throughout the article. To further their research, Dr. Sole took her students to Le Pain Quotidien to question the cafe’s coffee buyer about coffee pricing while enjoying beverages and tasty treats.
Dr. Sole published a second article, “Financial Education: Increase Your Purchasing Power,” in Mathematics Teacher, positing that today’s students must be financially literate, which depends in large part on the ability to recognize and successfully apply mathematical principles correctly to real-world situations. The article describes an innovative financial literacy lesson that uses open-ended questions and multiple strategies to “hook” students into the value of financial literacy.
Camila Torres Rivera, Lecturer in Mathematics, co-authored “Standards and Assessment: Coherence from the Teacher’s Perspective” with Sarah M. Bonner and Peggy P. Chen. The study sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment.
Lori D. Ungemah, Assistant Professor of English, co-authored an article titled “Making Space for the Possible: Artists in Residence in Community College”in Art Education with Ariana Gonzalez Stokas. They argue that “offering art education and art experiences to marginalized student populations provides a break from the academic familiar and creates space for radical possibility both in the art classroom and across academic contexts,” and show the value of artists-in-residence in a community college setting. Dr. Ungemah uses Guttman’s Arts in New York City course as an effective example of such a program.
Dr. Ungemah’s article “The Absolutely True Diary of My Accidental (and Successful) Unit Studying Death” was published in the English Journal. She argues that research in English education needs further exploration on the purposeful implementation of grief, death, and dying within English curriculum.