Enriching Summer Work: An Evaluation of the Summer Career Exploration Program

To determine the impact of the Summer Career Exploration Program (SCEP), a privately funded summer jobs program for low-income teens, P/PV examined the lives of over 1700 applicants. These youth were randomly assigned to participate or to not participate in SCEP in the summer of 1999, and their outcomes were compared at four and twelve months after program application. Researchers found that implementation was strong, but program impacts were less impressive. While SCEPs participants got summer jobs at a substantially higher rate (92%) than the control group (62%), the programs ability to translate this large and immediate summer employment impact into intermediate gains (in terms of future plans, college enrollment, work success, sense of self-efficacy or reduced criminal activity) proved to be negligible. Although impacts were short lived, the report concludes that SCEP and similar programs have an important place in the larger mosaic of supports, programs and opportunities for young people

Developing computational thinking in the classroom: a framework

Computational thinking sits at the heart of the new statutory programme of study for Computing: “A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world” (Department for Education, 2013, p. 188). This document aims to support teachers to teach computational thinking. It describes a framework that helps explain what computational thinking is, describes pedagogic approaches for teaching it and gives ways to assess it. Pupil progression with the previous ICT curriculum was often demonstrated through ‘how’ (for example, a software usage skill) or ‘what’ the pupil produced (for example, a poster). This was partly due to the needs of the business world for office skills. Such use of precious curriculum time however has several weaknesses. Firstly, the country’s economy depends on technological innovation not just on use of technology. Secondly, the pace of technology and organisational change is fast in that the ICT skills learnt are out of date before a pupil leaves school. Thirdly, technology invades all aspects of our life and the typically taught office practice is only a small part of technology use today

Discourse in a material world

We challenge recent assertions that discourse studies cannot de facto address materiality. We demonstrate how a Foucauldian theorization of discourse provides a way to analyse the co‐constitutive nature of discursive and material processes, as well as explore the power relations implicated in these relationships. To illustrate our argument, we identify exemplary studies that have effectively combined a study of discourse and different aspects of materiality – bodies, objects, spaces, and practices. In doing so, we show how discourse scholars are able to study both materiality and power relations

Bronx Community College Center for Sustainable Energy Collection, 2011-2012

Finding aid for the Bronx Community College Center for Sustainable Energy Collection prepared by Bronx Community College Archives

Look and Listen: Developing Faculty Competency for Direct Observation

Medical education has transitioned to a competency-based framework, making skill in high-quality assessment an imperative for faculty members. Direct observation is a powerful tool that is essential for appropriate assessment of several competencies including patient care, interpersonal and communication skills, and professionalism and enhances opportunities to provide high-yield feedback to promote growth in these domains. It is also required by the LCME and ACGME, yet remains underutilized for a number of reasons as shown by reports from learners indicating a low frequency of direct observation during training. In this session, we seek to enhance participant’s knowledge, attitude, and skills in direct observation toward the ultimate goal of improving learners’ clinical performance. After attending this workshop, participants will be able to: 1. Describe the benefits of direct observation for assessment of learners. 2. Identify and apply best practices for direct observation to improve the skills of assessment and in providing high-quality feedback. 3. Promote enhanced self-reflection and engagement in learners when participating in direct observation

Carolyn Williams collection, 1983-2012

Finding aid for the Carolyn Williams collection prepared by Bronx Community College Archives

Hall of American Artists Collection, 1923-73

Finding aid for the Hall of American Artists Collection prepared by Bronx Community College Archives