2018 CUNY CUE Conference: The World Runs on STEAM

2018 CUE Conference

TABLE OF CONTENTS

MESSAGE FROM THE PRESIDENT.............................................................2
MESSAGE FROM THE PROVOST..............................................................2
2018 KEYNOTE ADDRESS.........................................................................3
PROGRAM........................................................................................4-6
ABSTRACTS....................................................................................7-18
POSTER PRESENTATION ABSTRACTS...............................................19-22
2018 CUE CONFERENCE COMMITTEE..................................................23

#CUE18FullSTEAM 1

MESSAGE FROM
THE PRESIDENT

It is my pleasure to welcome you to this year’s CUNY Coordinated Undergraduate Education (CUE)
Conference. The Medgar Evers College community is excited to host our colleagues from the
CUNY system to share strategies that will support our shared commitment to our undergraduate
students. The growing importance of incorporating the arts into our methods for teaching science,
technology, engineering, and math is important in our ever-changing world. Our success in this
area translates into students who are global citizens, equipped for an ever changing job market.
This is an important discussion for educators and we thank you for coming to Medgar to join the
conversation.
Dr. Rudolph F. Crew
President

MESSAGE FROM
THE PROVOST

Welcome to Medgar Evers College!
We are pleased to host this year’s CUE Conference and to create a space for enriching conversation
on the growing importance of STEAM. Our focus on incorporating the arts into science, technology
engineering and math is not to water down the rigor that STEM requires, but rather enhance the
creativity and ingenuity in these areas. In fact, we at Medgar Evers College believe that STEAM will
provide access points to guide student inquiry, dialogue, and critical thinking. Thank you for joining us
today and hope you have a great conference.
Dr. Augustine Okereke
Senior Vice President & Provost

2 2018 CUE Conference

2018
KEYNOTE ADDRESS

Dr. Christopher Emdin

Dr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science
and Technology at Teachers College, Columbia University; where he also serves as Director of
Science Education at the Center for Health Equity and Urban Science Education. He is also the
Associate Director of the Institute for Urban and Minority Education at Teachers College, Columbia
University. He is an alumni fellow at the Hutchins Center at Harvard University, and currently
serves as Minorities in Energy Ambassador for the U.S. Department of Energy and the STEAM
Ambassador for the U.S. Department of State.
Dr. Emdin is a social critic, public intellectual and science advocate whose commentary on issues of
race, culture, inequality and education have appeared in dozens of influential periodicals including the
New York Times, Wall Street Journal, and Washington Post.
Dr. Emdin holds a Ph.D. in Urban Education with a concentration in Mathematics, Science, and
Technology; Master’s degrees in both Natural Sciences and Education Administration, and Bachelors
degrees in Physical Anthropology, Biology, and Chemistry.
He is the creator of the #HipHopEd social media movement, and a much sought-after public
speaker on a number of topics that include hip-hop education, STEM education, politics, race, class,
diversity, and youth empowerment. He is also an advisor to numerous international organizations,
school districts, and schools where he delivers speeches, and holds workshops/ professional
development sessions for students, teachers, policy makers, and other education stakeholders
within the public and private sector.
Dr. Emdin provides regular commentary on Al Jazeera and the Huffington Post; where he writes the
Emdin 5 series. He is the author of the award winning book, Urban Science Education for the Hip-hop
Generation and For White Folks Who Teach In the Hood and the Rest of Ya’ll too, which is currently on
the New York Times best sellers list.

#CUE18FullSTEAM 3

7:45 am – 10:00 am PROGRAM
8:00 am – 10:00 am
REGISTRATION
8:30 am – 9:30 am Academic Complex I Main Lobby

BREAKFAST
Academic Complex I Dining Hall

PRE-CONFERENCE PRESENTATION
Edison O. Jackson Auditorium
Dynamic Strategies for Preparing First Year Learning Communities
Faculty for Student Success

10:00 am – 10:15 am OPENING CEREMONIES
Academic Complex I Dining Hall
Greetings:
Dr. Rudolph F. Crew
President, Medgar Evers College

Dr. Lucinda Zoe
University Dean for Undergraduate Studies, CUNY

10:15 am – 10:45 am Keynote Speaker:
Dr. Christopher Emdin
Minorities in Energy Ambassador for the U.S. Department of Energy
STEAM Ambassador for the U.S. Department of State

11:00 am – 12:00 pm MORNING PRESENTATIONS
Edison O. Jackson Auditorium
OER and Innovative Teaching: Three Case Studies in the Natural
Sciences at Baruch College

L7
The Poetry in Science: Creative Writing Workshop for Science
Communication

PROGRAM EVENT WORKSHOP PANEL POSTER PLATFORM/ORAL

4 2018 CUE Conference

11:00 am – 11:30 am L9
Promoting Equity and Academic Achievement in STEM Education using
Culturally Responsive Teaching

L10
Developing Co-Requisite Mathematics Course for STEM Path:
Intermediate Algebra and Pre-Calculus

L11
Advising the Advisor: CUNY’s Tech Career Readiness Initiative

11:30 am – 12:00 pm L9
Arts Integrated Learning: Poetic & Somatic Connections Across
Disciplines

L10
Opening Gateways to Completion: Open Digital Pedagogies for Student
Success in STEM

L11
Preparation Enhancement Project (P.E.P.): An Academic Coaching
Program for Students with Disabilities

12:15 pm – 1:30 pm POSTER PRESENTATIONS
Academic Complex I Dining Hall
• A Lifelong Joy: Retention and Persistence in Older Singers
• College-readiness Summer Bridge Initiatives for CIS Department
• Exploring the Benefits and Limitations of Inter-Departmental

Collaborations in the Recruitment and Preparation of STEM Teachers
of Color
• Hostos Online Learning Assessment: A Survey of Student Perceptions
• Summer STEM Success Lab
• Promoting Visual Literacy in General Chemistry
• A New Model for Structuring the Academic Term

12:15 pm – 1:30 pm LUNCH PLENARY SESSION
Academic Complex I Dining Hall
Medgar Evers College Presents: Digital Showcase

PROGRAM EVENT WORKSHOP PANEL POSTER PLATFORM/ORAL

#CUE18FullSTEAM 5

1:45 pm – 2:45 pm AFTERNOON PRESENTATIONS
1:45 pm – 2:15 pm Edison O. Jackson Auditorium
STEAM in The City: Using NYC as a Learning Lab for Science and
Arts Curricula

L7
Using Capstone Assignments at an Urban Community College
L9
Mitochondrial DNA, Ancestry, Race and Science
L10
Integrating Mathematics into Introductory Community College Courses
Beyond STEM
L11
Technological and Artistic Practices for the Higher Education Classroom

2:15 pm – 2:45 pm L7
Improving Students’ Outcome with Supplemental Instruction
L9
Open Learning in STEAM with Commons in a Box OpenLab
L10
A Module Based Approach to Bring Environmental Application in
Mathematics Class
L11
Creating Virtual Learning Communities: An Interdisciplinary
Collaboration between Humanities and Sciences to Assist Students
with Academic Writing

3:00 pm – 5:00 pm CLOSING EVENTS
Academic Complex I Dining Hall
Thank You:
Gladys Palma de Schrynemakers
2018 CUE Conference Committee Chair

Networking Reception

PROGRAM EVENT WORKSHOP PANEL POSTER PLATFORM/ORAL

6 2018 CUE Conference

ABSTRACTS

Title: Dynamic Strategies for Preparing First Year Learning Communities Faculty for Student Success
College: New York City College of Technology (City Tech)
Presenters: Karen Goodlad, Jennifer Sears, Sandra Cheng
Format: Panel Discussion (60 minutes)
Time: 8:30 am – 9:30 am
Room: Edison O. Jackson Auditorium, 1638 Bedford Avenue
Abstract: In recent years, the First Year Learning Communities program at City Tech initiated
significant organizational changes with the goal of promoting more faculty engagement. It worked!
We will share the dynamic strategies employed which include: a shift to a collaborative leadership
team; a renewed three-part professional learning program targeting faculty awareness of student
transition into college, use of open pedagogy on the OpenLab, and development of First Year
Learning Communities scholarship; an integrated peer mentor program; and, dedicated support
for faculty throughout the year. We will discuss how we implemented these changes, our faculty’s
response to the learning program and support, and reflect on our students’ success.

Title: OER and Innovative Teaching: Three Case Studies in the Natural Sciences at Baruch College
College: Baruch College
Presenters: Andrew McKinney, Krista Dobi, Valerie Schawaroch
Format: Panel Discussion (60 minutes)
Time: 11:00 am – 12:00 pm
Room: Edison O. Jackson Auditorium, 1638 Bedford Avenue
Abstract: The reduction of textbook and other learning material costs using Open Educational
Resources (OER) is an important part of the efforts to increase student success and retention in
STEAM fields. OER use can also help faculty rethink their pedagogy and lead to the development
of new and innovative teaching methods. This presentation will highlight a variety of projects
from the Baruch College Department of Natural Sciences that have been supported by Baruch
College Center for Teaching and Learning under the auspices of state wide (OER) Initiative that
began in the summer of 2017. Baruch’s CTL has funded a wide variety of OER curation and
development projects in 13 different departments across all three schools at the college, but the
CTL’s collaboration with faculty in Natural Sciences has been particularly fruitful. The three projects
highlighted in this panel presentation offer a broad set of examples of how to incorporate OER into
STEAM classrooms. Ranging from a multi-faculty effort to create a brand new curriculum for a high
enrollment environmental science course in the Pathways flexible core, the creation of a lab manual
for a genetics course, and the curation of an online textbook for a molecular and cellular biology
course, these three projects serve as case studies for the benefits of incorporating OER into STEAM
classrooms for both faculty and students. Faculty will particularly discuss how their experience with
OER has strengthened their teaching and given them space to develop innovative approaches for
increasing student success in the natural sciences.

#CUE18FullSTEAM 7

Title: The Poetry in Science: Creative Writing Workshop for Science Communication
College: Institute of Marine and Environmental Technology/University of Maryland
Presenter: Kathleen Gillespie
Format: Interactive Workshop Presentation (60 minutes)
Time: 11:00 am – 12:00 pm
Room: L-7, 1638 Bedford Avenue
Abstract: Scientists are often perceived by the public as lacking the ability to promote their work
on a level that can be understood by everyone. Therefore, science communication has become
a critical skill. Creative communication is an asset in boosting science awareness and conveying
important topics to the public. Writing poetry is a means by which emotions are stimulated by
words, so can become an ingenious tool by which scientific concepts can be shared. This one-hour
workshop is intended for scientists and STEM experts new to the arts. Participants will be introduced
to a select background of poetry styles and will engage in writing prompt exercises based on
scientific principles, theories, and current issues. At The Poetry in Science workshop, participants are
encouraged to bring samples of their own scientific work. This includes paper abstracts, protocols,
key terminology (3-5) and definitions. There will be an open reading scheduled for participants to
voice their work. Critiques are available.

Title: Promoting Equity and Academic Achievement in STEM Education Using Culturally Responsive
Teaching
College: College of Education at Texas State University
Presenter: Araceli Martinez-Ortiz
Format: Platform/Oral Presentation (30 Minutes)
Time: 11:00 am – 11:30 am
Room: L-9, 1638 Bedford Avenue
Abstract: One of the tenets of culturally responsive teaching is to promote equity by providing
students with opportunities to experience challenging academic achievement. In this session,
the speaker will review foundational ideas regarding equity in education and discuss specific
challenges students and their instructors might face in science, technology, engineering and
mathematics courses at the K-12 levels. Specific instructional practices will be demonstrated
that value the contributions of a diverse population of students. Research will be reviewed
that focuses on student success, particularly in the areas of STEM learning. In addition, openly
available NASA resources for educators that situate STEM content within engaging real world
scenarios and NASA contexts will be highlighted.

8 2018 CUE Conference

Title: Developing Co-Requisite Mathematics Course for STEM Path: Intermediate Algebra and
Precalculus
College: Borough of Manhattan Community College
Presenters: Susan Licwinko, Liana Erstenyuk, Jae Ki Lee
Format: Platform/Oral Presentation (30 Minutes)
Time: 11:00 am – 11:30 am
Room: L-10, 1638 Bedford Avenue
Abstract: At Borough of Manhattan Community College, the path to a STEM major is through
completing Intermediate Algebra and Precalculus in two semesters. This presentation demonstrates
the development of the first co-requisite course for STEM majors, including the syllabus, workbook
and report on student progress using an online platform.

Title: Advising the Advisor: CUNY’s Tech Career Readiness Initiative
College: CUNY Central Office, Continuing Education and Workforce Programs
Presenters: Nakisha Evans, Beth Spektor, Valerie Westphal
Format: Platform/Oral Presentation (30 Minutes)
Time: 11:00 am – 11:30 am
Room: L-11, 1638 Bedford Avenue
Abstract: New York City’s tech sector is booming. Offering New Yorkers a myriad of exciting job
opportunities, the sector can be challenging to navigate with its new roles, different industry culture,
and hiring practices. The goal of the CUNY’s Tech Career Readiness initiative is to enhance the
capacity of college-level staff to help students better navigate the various career options within the
New York City’s tech ecosystem. Through a combination of student-facing workshop materials on
technical resume writing, interviewing skills, and other core job readiness skills and staff professional
development training, this initiative educates advisors and staff about the local tech sector and its
job opportunities, the recruitment and hiring process, and how to work with local tech employers
to recruitment CUNY students. In our interactive workshop, we will give some context on why the
initiative was launched, share examples of student curriculum, and do a mini-PD demonstration to
help attendees learn more about New York City’s tech sector.

#CUE18FullSTEAM 9

Title: Arts Integrated Learning: Poetic & Somatic Connections across Disciplines
Colleges: Queensborough Community College & Lesley University
Presenter: Alison Cimino
Format: Platform/Oral Presentation (30 Minutes)
Time: 11:30 am – 12:00 pm
Room: L-9, 1638 Bedford Avenue
Abstract: Creativity informs all aspects of thinking and learning. The higher order thinking
implemented in the invention and creation of new technologies and discoveries starts with creative
thinking. Arts and aesthetics support creative thinking and must be fully integrated into STEM
learning; hence, the need for STEAM. In order to cultivate and encourage creative thinking across
disciplines, instructors can integrate simple connections to poetry and somatic movements. Through
play, movement, and poetry students make the body mind connections necessary to stimulate
creative thinking and deepen learning. This paper and presentation explores methods used to
encourage poetry and movement across the disciplines and the ways these activities facilitate body
mind connections to stimulate the imagination and to deepen learning. Specifically, this paper
will discuss how I use poetry and movement when teaching first year college writing students and
how science and technology college courses are implementing poetry and movement to aid in
understanding and retention of information.

Title: Opening Gateways to Completion: Open Digital Pedagogies for Student Success in STEM
College: New York City College of Technology (City Tech)
Presenter: Kate Poirier
Format: Platform/Oral Presentation (30 Minutes)
Time: 11:30 am – 12:00 pm
Room: L-10, 1638 Bedford Avenue
Abstract: “Opening Gateways to Completion: Open Digital Pedagogies for Student Success in
STEM’’ is a large, cross-institutional collaboration between the mathematics departments at the New
York City College of Technology, CUNY and the Borough of Manhattan Community College, CUNY
aimed at supporting student success in gateway math courses (supported by the U.S. Department
of Education). We discuss how this project has introduced open-source digital technologies,
open educational resources, and active learning strategies into the sequence of high-enrollment
mathematics courses required for STEM disciplines at each college. The creation of an intensive
seminar for faculty participants offered by the Opening Gateways team in the fall 2016 semester,
followed by the implementation of a class structure for a gateway Algebra and Trigonometry course
which includes active learning pedagogies, the utilization of WeBWorK (an open-source, online
homework system) and OpenLab (City Tech’s online platform) is discussed.

10 2018 CUE Conference

Title: Preparation Enhancement Project (P.E.P.): An Academic Coaching Program for Students with
Disabilities
College: Lehman College
Presenter: Merigona Kolgecaj
Format: Platform/Oral Presentation (30 Minutes)
Time: 11:30 am – 12:00 pm
Room: L-11, 1638 Bedford Avenue
Abstract: This session will provide an overview of how one Learning Center in collaboration
with the Office of Student Disabilities Services (OSDS) created an academic coaching program
to meet the individualized needs of OSDS students. The presenters will share student outcomes
over the past two years.

Title: STEAM in the City: Using NYC as a Learning Lab for Science and Arts Curricula
College: Macaulay Honors College at CUNY
Presenters: Lisa Brundage, Kelly O’Donnell, Gwendolyn Shaw
Format: Panel Discussion (60 minutes)
Time: 1:45 pm – 2:45 pm
Room: Edison O. Jackson Auditorium, 1638 Bedford Avenue
Abstract: New York City’s artistic, technological, and ecological abundance make it the perfect
place to implement STEAM curricula, and this panel will explain how we forge connections to
make STEAM a foundation of a Macaulay education. Since its founding in 2001, Macaulay Honors
College has used New York City as a learning lab for its honors curriculum. In recent years, we have
turned our attention to organizing three large, ambitious, and integrated experiential learning
events for our students: Night at the Museum, BioBlitz, and the STEAM Festival. Our first-year
students attend Night at the Museum, during which they have exclusive access to collections at the
Brooklyn Museum. The event kicks off their honors arts seminar and introduces students to critical
engagement with artworks. In the fall of their sophomore year, students attend BioBlitz, a 24-hour
biodiversity survey of a city park. The data from BioBlitz are used for projects in Science Forward, our
required scientific literacy course. At the end of the fall semester, over 800 first-year and sophomore
students come together at our STEAM Festival, where they show projects from both seminars,
complete activities that help them understand how the arts and sciences are both part of human
experience and inquiry, and create objects at our MakerSpace. This panel will introduce the events
that feed into the STEAM festival, explain how they are organized, and outline our pedagogical
goals. We will also offer suggestions for implementing similar cross-disciplinary collaborations at
campuses throughout CUNY.

#CUE18FullSTEAM 11

Title: Using Capstone Assignments at an Urban Community College
College: Hostos Community College
Presenters: Kate Wolfe, Nelson Nunez Rodriguez, Cynthia Jones
Format: Platform/Oral Presentation (30 Minutes)
Time: 1:45 pm – 2:15 pm
Room: L-7, 1638 Bedford Avenue
Abstract: Session will share a successful example of professional development intended to create a
capstone assignment in community college liberal arts and science courses. Courses with capstone
assignments will include Social Psychology, General Chemistry, Literature of the Black American and
Principles of Marketing. Participants will be able to define capstone assignments and learn how to
create this type of high impact practice in different disciplines. The session will also shed light on
creative ways to align course revisions with expectations derived from program learning outcomes.

Title: Mitochondrial DNA, Ancestry, Race and Science
College: Queensborough Community College
Presenter: Sara Danzi Engoron
Format: Platform/Oral Presentation (30 Minutes)
Time: 1:45 pm – 2:15 pm
Room: L-9, 1638 Bedford Avenue
Abstract: This project is designed to challenge the idea of race by using mtDNA sequences to
demonstrate that phenotypic similarities do not necessarily correlate with genetic similarities. Over
9 semesters, this workshop has included over 400 students and has evolved from one class to 4-5
classes per semester. This pedagogical study examines changes in students’ perceptions of race as
well as attitudes about science after participation in the mtDNA workshop accompanied by content
material and lessons in Dr. Honey’s anthropology class. In the workshop, conducted by biologist Sara
Danzi, students isolate their own cheek cells and extract the DNA. In the lab, we perform PCR to
amplify a region of the mtDNA and confirm amplification using gel electrophoresis. DNA samples
are sent for sequencing. Sequences are analyzed using free software available on the internet. We
compare each student’s DNA with sequences in the data bank and other members of the class. We
create a phylogenetic tree that shows the similarities between individuals and suggest ancestral
origins and mtDNA haplogroups. Students receive a report containing their own sequences and a
summary of the DNA analysis and are often surprised by unpredictable genetic similarities between
individuals. Early analysis of data from this study demonstrates a positive effect on perceptions of
race and attitudes about science. We are looking to expand the project to include other faculty and
classes at our institution and others.

12 2018 CUE Conference

Title: Integrating Mathematics into Introductory Community College Courses Beyond STEM
College: Queensbourough Community College, CUNY
Presenters: Carolyn King, Jonathan Cornick, and James Nichols
Format: Platform/Oral Presentation (30 Minutes)
Time: 1:45 pm – 2:15 pm
Room: L-10, 1638 Bedford Avenue
Abstract: Mathematics faculty members at Queensborough Community College have collaborated
with faculty teaching introductory courses in non-STEM disciplines to align and contextualize topics
from developmental algebra and quantitative reasoning.
Students entering an Introductory Nutrition course had generally struggled with the quantitative
skills required to be successful with the course, with faculty using valuable class time to address this
deficiency. However, cross-disciplinary faculty discussion suggested this was mainly due to difficulty
with “transfer of knowledge” rather than a lack of those particular skills. Faculty collaborated to
author an OER text “The Mathematics of Nutrition Science” aligning topics such as reading food
labels, with material and pedagogy from a typical elementary algebra class as well as a few short
reflective writing assignments. This text has both reduced the time needed for math instruction on
the class, and reduced math anxiety in the students.
American History texts include data in graph and table form but students would rarely analyze them
in class. Math and History faculty developed worksheets to facilitate such analysis, which have been
used in both an American History course and a Quantitative Reasoning course. Topics addressed
include colonization and slavery, the civil war and early presidential elections. Related Microsoft
Excel projects were developed for use in the QR course.
This presentation will mainly focus on the experience and challenges of non-Math faculty facilitating
math content in their classrooms, as well as on the template for interdisciplinary collaboration.

#CUE18FullSTEAM 13

Title: Technological and Artistic Practices for the Higher Education Classroom
College: Medgar Evers College
Presenter: Stephanie Jenn Boggs
Format: Platform/Oral Presentation (30 Minutes)
Time: 1:45 pm – 2:15 pm
Room: L11, 1638 Bedford Avenue
Abstract: Higher education has an urgent responsibility; to align curriculum and course content,
pedagogy and learning outcomes with the skills young people need to be successful in a workplace
that reflects a globally local economy.
Students age 17–24 account for 80% of the undergraduate population in the United States (Hamilton
Project, 2016). Demographically, these undergraduate students are young people. Young people
account for 17% of the world’s population and, unfortunately, they also account for 40% of the
world’s unemployed (Devex, 2014). By integrating innovative technological and artistic practices
into the higher education classroom, institutions can help undergraduate students acquire the skills
needed to be successful.
Today, 50% of all jobs require technological expertise. This proficiency includes competent
understanding of current tech practices, as well as, strong analytical and communication skills. By
the next decade, 77% of all jobs will require technological expertise (Devex, 2014). Henceforth, the
direct contribution of tech jobs to the United States’ economy is $1.3 trillion (Buscaglia, 2017).
Critical Links, a research compendium, has identified 65 distinct relationships between artistic
practices and positive academic outcomes (Deasy, 2003). Additionally, recent neurological research
has documented improvements in math and reading that are directly attributed to artistic exposure
(Weinberger, 2016). Furthermore, arts programs are mandatory in Japan, Hungary and the
Netherlands. These countries ranked the highest in math and science scores (OECD, 2011).
This presentation seeks to inform participants about the benefits of technological and artistic
practices in the higher education classroom.
Processing and Scratch, a software sketchbook and programming language, are technological-
artistic practices that can be used in higher education classrooms. As knowledge-building, inquiry-
based and career-focused platforms, Processing and Scratch introduce students to coding, digital
applications, multi-discipline artistic designs, creative expressions, linguistic variations and math-
in-tech applications. These platforms also offer the possibility for the seamless inclusion of core
academics.

14 2018 CUE Conference

Title: Improving Students’ Outcome with Supplemental Instruction
College: LaGuardia Community College
Presenters: Reem Jaafar, Angela Cornelius, Anastacia Pal, Joyce Zaritsky, Joseph Evering
Format: Platform/Oral Presentation (30 Minutes)
Time: 2:15 pm – 2:45 pm
Room: L-7, 1638 Bedford Avenue
Abstract: Academic Peer Instruction (API) is a Supplemental Instruction/Peer Tutoring program
at LaGuardia Community College. This year, the program celebrates its 25th anniversary. The
program has supported over 14,000 students in “high risk” courses since its inception. API has been
successful with participating students achieving on average one-half to one letter grade higher than
non-participating students.
The program initially targeted credit-level STEM courses across disciplines: mathematics, biology,
chemistry and physics.
Over the past five years, the program has modified its original focus by targeting remedial and co-
requisite math courses, for STEM and non-STEM majors. The program has also added computer
science courses to help students achieve the highest possible grade in that major.
In this presentation we will share with the audience our model, how it has evolved over the past 25
years, and how we have adapted it for the co-requisite mathematics courses needed for students
to fulfill their math requirements. We also explain how our tutor training has changed to meet our
students’ needs and discuss the tools we use to assess the program so the maximum number of
participants will succeed. We also discuss recent collaborations with programs such as ASAP, and
faculty engagement in the process.
Finally, we share results for students in mathematics classes/sequences based on a comparison
of similar samples and we highlight how our program benefits students across the G.P.A. and the
academic level spectrum.

#CUE18FullSTEAM 15

Title: Open Learning in STEAM with Commons in a Box OpenLab
College: The Graduate Center, CUNY
Presenters: Charlie Edwards, Jill Belli, Andrew McKinney, Jody R. Rosen
Time: 2:15 pm – 2:45 pm
Room: L-9, 1638 Bedford Avenue
Abstract: We are excited to introduce Commons in A Box OpenLab (CBOX-OL), a free and open-
source software platform for teaching, learning, and collaboration. The project brings together the
Graduate Center’s Commons In A Box (http://commonsinabox.org) and City Tech’s OpenLab
(https://openlab.citytech.cuny.edu) to create a teaching-focused version of Commons In A Box
modeled on the OpenLab’s features and functionality. Due to be released publicly in Fall 2018,
CBOX-OL is designed to help students and faculty connect and collaborate both within their
classrooms and across the college, sharing their work with one another and the outside world. We
believe it represents a powerful intervention in the landscape of educational technology that will
enable innovative models for STEAM education.
Built using WordPress and BuddyPress, CBOX-OL allows individual faculty members, departments,
and entire institutions to easily create and customize their own commons spaces specifically
designed for open learning. Members of a CBOX-OL community can set up and join courses,
projects, and interest groups of all kinds; they can post multimedia content, participate in discussion
forums, edit documents together, share files, send messages, make friendship connections, and
create profiles and portfolios to showcase their work.
In our presentation, we will demonstrate CBOX-OL’s features and how they can be used to support
creativity and collaboration across STEAM disciplines, sharing proven best practice examples drawn
from City Tech’s OpenLab. We will also discuss practicalities of support and maintenance, and plans
for future development.

16 2018 CUE Conference

Title: A Module Based Approach to Bring Environmental Application in Mathematics Class
College: Hostos Community College
Presenters: Tanvir Prince, Nieves Angulo
Format: Platform/Oral Presentation (30 Minutes)
Time: 2:15 pm – 2:45 pm
Room: L-10, 1638 Bedford Avenue
Abstract: It is obvious that as an educator, we have been charged with preparing a well-trained
student population in the STEM fields to meet challenges and stay competitive in the global
markets. Consequently, innovative educational programs must begin at an early stage of students’
education, for example the first two years of the Bachelor program, with the theoretical and
practical applications needed to become front-runners in this competitive world. In addition, the 21st
Century ushered in a new era of globalization with accelerated rate of technological developments
demanding a work force highly trained in STEM (Science, Technology, Engineering and Mathematics)
fields. Also the current US administration has recognized this challenge by making education a
priority and focusing particularly on the restoration of America’s leadership in Higher Education with
special emphasis on the role played by Community Colleges. The Hostos Community College, as
part of the City University of New York, developed some modules in Linear Algebra to enhance the
curriculum of the linear algebra and also introduce students to research environment early in their
student’s life. This is possible through a collaborative research grant with City College of New York.
The presentation will discuss how this module is implemented in the classroom setting to improve
critical thinking and creativity skills, hands-on, team oriented, and interdisciplinary learning via
collaborative research projects.

#CUE18FullSTEAM 17

Title: Creating Virtual Learning Communities: An Interdisciplinary Collaboration Between Humanities
and Sciences to Assist Students with Academic Writing
College: Queensborough Community College
Presenters: Alisa Cercone, Anuradha Srivastava, Susan Lago
Format: Platform/Oral Presentation (30 Minutes)
Time: 2:15 pm – 2:45 pm
Room: L-11, 1638 Bedford Avenue
Abstract: This presentation explores Queensborough Community College’s Students Working in
Interdisciplinary Groups (SWIG), an example of Collaborative Assignments and Projects, one of ten
AAC&U High Impact Practices. In this session, the presenters will focus on a project collaboration
between English, Biology, as well as a Social Science course. By uniting the diverse student
populations from sciences with the humanities, students gain a wider perspective on their own
course material while improving their writing and research skills and also acquire media literacy
and communication skills leading to higher academic performance. Students work together to
produce research papers and creative public service announcements, and poetry that incorporate
digital technology and video production utilizing the arts as a means to support science instruction
and learning. Grouping students between the English and Biology courses has yielded positive
experiences for students as indicated in their reflections as the groups became mini learning
communities working toward a common goal. Presenters will share screenshots of student
collaborations on a wiki within Blackboard as well as samples from student-created digital public
service announcements on topics common to both the English and Biology classes. In the Social
Science pairing, English and students wrote poems in response articles on real crime events and
responded to each other’s work on a wiki. The presenters will also share successes and challenges
while managing these types of collaborative assignments.

18 2018 CUE Conference

POSTER PRESENTATION ABSTRACTS

Title: College-Readiness Summer Bridge Initiatives for CIS Department
College: Borough of Manhattan Community College
Presenter: Dr. Mohammad Azhar
Abstract: Many of our students from Computer Information Systems don’t get exposed to their
majors until they complete their remedials. Dr. Azhar ran the workshop for CIS department through
HSI: Digital Pathway DOE grant during Summer 2018 to expose those students to various CIS topics.
The topics were hardware-software, algorithm, programming, robotics and cyber security. Our lesson
plans were hands-on activities that can be completed with an hour. Results from the students’ survey
indicated that students really enjoyed the workshop. This presentation will discuss the details of
our College-readiness summer bridge lesson plans that are designed to expose remedial students
to topics from Computer Information Systems. We will also discuss the process of designing the fun
lesson plans for remedial students.

Title: Hostos Online Learning Assessment: A Survey of Student Perceptions
College: Hostos Community College
Presenters: Kris Burrell, Kate Wolfe, Jacqueline DiSanto
Abstract: The Office of Education Technology (EdTech) at Hostos Community College and faculty
members from various departments created the Hostos Online Learning Assessment (HOLA) Task
Force to design a survey for gathering and assessing data about students’ perceptions of their online
learning experiences. The goal of this project was to identify strengths and weaknesses in online
instruction and student preparedness for the online learning environment. Student perceptions
of online learning are integral to building upon current best practices and also gauging the
preparedness of the students for the online learning environment. Results from data gathered during
Fall 2016 and Spring 2017 will be presented in this poster.

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Title: A New Model for Structuring the Academic Term
College: Brooklyn College
Presenters: Fiona Chan, Richard Vento, Sharona Levy
Abstract: Brooklyn College (BC) Bound students are required to enroll in a Pre-Calculus course in
their first semester at Brooklyn College. Many students exhibited mathematical difficulties despite
academic and socio-emotional support. For that reason, the BC Bound administrators attempted
to combat the mathematical difficulties in the student population by creating an early start to the
semester in conjunction with academic support. BC Bound students began their Pre-Calculus class
and peer tutoring three weeks earlier than their other classes. Through this early start to the fall
semester, the students exhibited improvements in their Pre-Calculus class, which also affected the
academic success of their other classes. The BC Bound students performed extremely well in their
Pre-Calculus course with a success rate of 90.91%.
Title: Summer STEM Sucess Lab
College: Borough of Manhattan Community College (BMCC)
Presenters: Janet Esquirol
Abstract: Through the “DOE HSI Digital Pathways” Grant at BMCC (A $6M Federal 5-year grant)
Prof. Azhar and Prof. Esquirol ran a summer bridge program in 2017 which is ongoing — plans are
underway for this years project. The ”Summer STEM Success Lab” was coordinated to give students
going through Summer Immersion 2 exposure to STEM topics in a fun, no pressure setting. The
Success Lab met twice a week, for no credit. In the lab full time faculty introduced students to topics
of Multimedia Programming and Computer Information Systems. The Immersion students were
supported by BMCC College students who are paid peer mentors. We brought in a few external
speakers to discuss working in these industries. Survey results found that the students wished the lab
had been longer! And some preliminary reports indicate it may have impacted student success rates
in their immersion work. Helping the students realize the goals of the immersion program and why
they needed these basic skills for success within these two majors (MEA and CIS) is a key component
of the project. We could discuss the basics of how we launched the project, or we could focus solely
on results (stats) we are seeing, or we could discuss strengths and weaknesses of our ongoing work
— depending on the presentation format.

20 2018 CUE Conference

Title: Exploring the Benefits and Limitations of Inter-Departmental Collaborations in the Recruitment
and Preparation of STEM Teachers of Color
College: Medgar Evers College
Presenters: Salika Lawrence, Chiyedza Small, Tabora Johnson
Abstract: An emerging body of research is enhancing the national discourse on recruiting and
preparing STEM teachers (see for example Jones, Dana, LaFramenta, Adams, & Arnold, 2016;
Rinke, Gladstone-Brown, Kinlaw, & Cappiello, 2016; Wasserman, & Rossi, 2015). The literature has
explored issues such as content knowledge and expertise, program design, student efficacy and
persistence, student learning outcomes, and how factors such as race, ethnicity, and preparation
for postsecondary education can influence academic achievement in STEM subjects. Researchers
note that recruiting career changers or high performing initial teacher candidates from STEM majors
is likely to lead to better performance outcomes in content specialty licensure as well as increased
outcomes in K-12 students. The challenge remains that few STEM majors of color pursue teaching.
At Medgar Evers College (MEC), only 14% of all BA in Education applicants over the past 5 years
had math or science concentrations. Similar results were evident upon program completion. Since
2014, only 16% of the candidates have graduated with math and science concentration. These
trends signal the need for more research to explore how to best recruit, retain, and prepare STEM
teachers of color. The co-researchers will provide an overview of an inter-departmental project at
MEC that is designed to recruit and prepare STEM undergraduate students of color to teach in urban
classrooms. The study has implications for other Predominately Black Institutions, Historically Black
Colleges and Universities, and Hispanic Serving Institutions that have access to students of color — a
potential pool for initial teacher candidates.

Title: A Lifelong Joy: Retention and Persistence in Older Singers
College: Medgar Evers College
Presenters: Carolyn Sebron
Abstract: This will be a poster presentation of my preliminary research on older singers, the positive
affect singing can have on quality of life and the psychosocial benefits of singing.

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Title: Promoting Visual Literacy in General Chemistry
College: Borough of Manhattan Community College
Presenters: Daniel Torres
Abstract: Visual literacy is a necessary competency for the learning of STEM, and visual skills are
critical for student success, as images go side by side with content in chemistry textbooks and
lectures. Yet practitioners often assume that students will develop visual skills by learning content.
This study reports an intervention that boosts student’s visual skills by teaching them the nuts and
bolts of the visual language of chemistry. Using a true/false instrument with paired visual-content
questions, this study shows that the students’ ability to answer visual questions positively correlates
with their knowledge of chemistry content (r=0.5). However, a one-way ANOVA analysis reveals
that their visual score (55%, SD=13) is significantly lower than their content score (70%, SD=12).
A significant improvement on their visual score (66%, SD=14) is achieved after a series of visual
sessions that teach the use of the visual elements of chemistry, using for example arrows to represent
temperature or lines to indicate the state of the matter. The effectiveness of this visual intervention
promoting visual literacy skills is further confirmed by means of a series of post-intervention drawings
indicating that students progressively create richer drawings.

22 2018 CUE Conference

2018 CUE CONFERENCE COMMITTEE

Conference Chair

Dr. Gladys Palma de Schrynemakers

Conference Coordinator

Melanie M. Martinez

Kevin Adams
Ivor Baker

Nicole Berry
Margaret Carroll
Shannon Clarke-Anderson

Troy Hahn
Ian Josephs
Tanisha Mallette
Dr. Alexis Mclean
Karen Mitchell
Alexei Oulanov
Dr. Sheilah Paul
Moses Phillips
Judith Schwartz
William Shaw
Steve Wymore

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