Special Faculty Edition! PROJECT SPOTLIGHTS PAGE 6 FACULTY VOICES PAGE 2 AWARDS AND GRANTS PAGE 8 COMMUNITY PARTNERS PAGE 10 The Service-Learner The Voice of Students, Faculty and Community Volume VI, Issue I Spring 2015 Office of Academic Service-Learning Spring 2015 Update Welcome to this special “faculty edition” of The Service-Learner. We thank faculty for the great response to our request for articles, and we invite you to read about their projects and enthusiasm for the service-learning pedagogy. Recapping 2014, three new service-learning faculty—Agnieska Tuszynska, Sharon Lall-Ramnarine and Patricia Kinneary —as well as three new community partners—Zone 126, Community Voices Middle School 356 and Business Technology Early College High School (BTECH)—provided opportunities for students to apply their classroom learning to community needs. We are very happy to welcome them to service-learning, and we look forward to sustained relationships with all. Finally, participation in our research remains strong. Twenty-six faculty participated in the OASL IRB-approved postproject survey, Research and Assessment of Academic Service-Learning at QCC, which includes questions on the impact of service-learning on workplace readiness skills, civic engagement and academic gain; 15 faculty participated in a threeyear grant funded by the Teagle Foundation to help students build commitment to civic and moral responsibility for diverse, equitable, healthy and sustainable communities. If you are interested in joining these efforts, please contact us. Notable Fall 2014 Events • New CUNY Chancellor James B. Milliken met on August 5 with a number of QCC students, including service-learning participants. • Dr. Robert Franco, Professor of Pacific Anthropology and Director of the Office for Institutional Effectiveness at Kapi’olani Community College, Honolulu, Hawaii, and Principal Investigator of the Teagle Foundation Grant, “Student Learning for Civic Capacity: Stimulating Moral, Ethical, and Civic Engagement for Learning that Lasts,” visited QCC on September 16 and presented to over 70 QCC faculty, staff and students on High Impact Teaching and Learning: Stimulating Moral, Ethical, and Civic Engagement for Learning. • College President Dr. Diane B. Call held a “Pizza with the President” lunch with 12 servicelearning students on October 29. The students enthusiastically recalled their service-learning experiences to Dr. Call. National Publicity for QCC Service-Learning Research on the effectiveness of servicelearning for QCC Career and Technical Education students, funded by a Carl D. Perkins Grant from the New York State Education Department, has been published as a chapter in the book, Service-Learning at the American Community College, edited by our colleagues Dr. Amy Traver and Dr. Zivah Perel-Katz. The research, based on results of the OASL student survey and reflections, and on student retention rates, assesses the impact of academic service-learning on career development. The chapter, “Service-Learning as a Pedagogical Tool for Career Development and Vocational Training,” also discusses the numerous observed benefits of an education that is based in real-life, community settings where academic learning is transformed into practical, vocational knowledge. The OASL is privileged to have been asked to contribute to this book, which includes chapters authored by leading national servicelearning scholars. PAGE 2 Service-Learning Projects with Catholic Charities Brooklyn and Queens VOLUME VI, ISSUE I Faculty Voices Service-Learning: A Win-Win BY PROF. PATRICIA KINNEARY, NURSING DEPARTMENT As I reflect on this past semester [Fall 2014], I realize how eventful it was and how quickly it went. It certainly had its challenges, but also its highlights. I taught second semester nursing students, and I think they would agree that the best and most memorable part of the semester was our experience with service learning. We had the opportunity to visit Bayside Senior Center of Catholic Charities Brooklyn and Queens to provide the members with some good health information and home safety tips. With our theme of health promotion and disease prevention, our goal was to help the seniors stay well and well-informed. Nursing students presenting health info, Prof. Patricia Kinneary Art therapy students lead workshops in creative expression, Prof. Susan Gonzalez Nursing students and senior citizens play a game with health facts, Prof. Janice Molloy Catholic Charities Brooklyn and Queens sponsors over 160 programs and services for children and youth, adults and seniors, people with developmental disabilities, those who are mentally ill and the isolated. The students were eager and excited to put their presentations together and they did an outstanding job. They worked together in teams with each having their own healthcare topic. They designed poster boards with accurate information that provided the seniors with important facts and useful tips on how to stay healthy and free from infection. They emphasized the importance of proper hand hygiene, safe food handling, adequate hydration, and getting vaccinated to help fight infection. They offered important suggestions and home safety tips to help the seniors prevent falls. They also provided information on how to plan healthy, nutritious meals with an emphasis on nutrition for targeted diseases. And they shared some easy tips on staying active and mobile. They also presented the seniors with apples, bottled water, and individual hand sanitizers. As you can imagine, it was a big hit. (CONTINUED ON P. 4) Searching for Wisdom in a Developmental Psychology Class BY PROF. EVA GOLDHAMMER, SOCIAL SCIENCES DEPARTMENT One of the challenges in a Developmental Psychology course taught at community college is that the three-credit course incorporates childhood, adolescence, and adulthood. In comparison, at senior colleges, the same amount of material is divided up into one three-credit course dealing with child development, and another devoted to adolescence and adult development. This presents a challenge, as we have to teach more material in less time, to our students. Our student population does not do well if we send them home just to read more material on their own, so creative strategies are called for. Last semester, I opted to introduce a service-learning project in one of my Developmental Psychology classes. Students went to one of several senior centers run by Catholic Charities Brooklyn and Queens. In this way, I could concentrate on child and adolescent development and rely on students gaining concrete knowledge about the adult phases of development. The purpose of the project was to have a more concrete way of understanding people who are in a later developmental phase of life. Students played an interactive board game with senior citizens, called Age-Tastic, which was developed by the New York City Department for the Aging. It served the purpose of being a social emollient, which helped younger and older participants come to understand each other better, and to open up more comfortable communication. (CONTINUED ON P. 4) VOLUME VI, ISSUE I PAGE 3 Faculty Voices Service-Learning’s Hands-On Link Toward the Workforce “A Moment without Cell Phones”: EN-101 and CLIP Interview Project BY PROF. EDWARD DAVIS, ENGINEERING TECHNOLOGY DEPARTMENT BY PROF. BETH COUNIHAN, ENGLISH DEPARTMENT Within MT-219, Surveying and Layouts students encounter “hands-on” experience using surveying instruments typical for the field—whether measuring distances, elevations, or angles—within a given coursework environment. This is gained knowledge obtained through practical application. Servicelearning provides a “missing link,” tying students’ newfound knowledge to a real-world application and eventual use in the workforce. Two service-learning projects given within Surveying and Layouts are distance measurements along the Udalls Cove Park walking trails and elevation differences for calorie count along the proposed Tiger Trails fitness paths at QCC. Mary Prentice and Gail Robinson in their 2010 report, “Improving Service Learning Outcomes within Student Learning,” cite six measurable areas, of which three apply for Surveying and Layouts: Communication, academic development and educational success, and career and teamwork. There is always keen interest among students upon mentioning new work apart from the routine. At Udalls Cove Park, students encounter unmeasured trails, (CONTINUED ON P. 5) Caught up in the busyness of life, it seems like people rarely get to just sit and talk. And yet, we know that communication skills are very important—for one’s social and personal life, education and career. In EN-101, we focus on academic writing skills above all, but looking around the classroom, I see how students, with their heads bent down absorbed in their smartphones, need to make more direct connections with each other. For about eight semesters now, I have been working with Lauren Most in the CUNY Language Immersion Program (CLIP) on a service-learning project with the same goal for both classes: Engagement. In Fall 2014, my EN-101 class, all students in the ASAP program, worked with Lauren Most’s first year CLIP students. Lauren’s students are non-matriculated students learning English; my students, many of whom speak another language at home, are recent high school graduates, new to college. The first meeting was to do oral history interviews of the CLIP students. After reading samples of oral history, my students asked the CLIP students about their families, lives, and immigration stories. (CONTINUED ON P. 5) Service-Learning in EE-103 BY PROF. JEFFREY L. SCHWARTZ, ENGINEERING TECHNOLOGY DEPARTMENT EE-103, Computer-Aided Analysis for applied to EE-103 in Fall 2014. Electrical Engineers, is an earlyPrincipal Tu indicated that she is semester course in which students always looking for opportunities for majoring in engineering science learn her students to experience the how to solve problems using college environment, and she is MATLAB, a mathematical interested in developing her programming language and students’ presentation skills. We environment with one million users in realized that having my college industry and academia. Spring 2014 students give presentations to her was my first semester teaching this high school students would work course, and I chose to include an oral well. The high school students would presentation to meet the general learn what the college students were The 0s and 1s of presentations education objective of studying and observe their communicating effectively through presentation skills, while my college speaking. I found that my engineering science students would have the opportunity to present to an students all had very good presentation skills, and I audience with a less technical background than their wondered if there were a way to develop them even classmates and professor. As I have heard at further. conferences and experienced personally, while presentation skills may not top the list of what one thinks At the end of that semester I met with Mary of when one thinks of engineering, these skills are vitally Bandziukas from OASL and Hoa Tu, Principal of the important to engineers who must make others understand newly-opened Business Technology Early College High how his or her work fits in with larger engineering projects School (BTECH) to see how service-learning could be (CONTINUED ON P. 4) PAGE 4 VOLUME VI, ISSUE I Faculty Voices, Continued Win-Win Searching for Wisdom (CONTINUED FROM P. 2) These are just some of the many topics that our nursing students study during their second semester, and they are also some of the most important topics about which we can teach our senior citizens. We commonly see many of our elderly, hospitalized patients admitted with various types of infections, fluid imbalances, dehydration, and injuries from falls. As we age, so too does our immune system, and we naturally become more susceptible to these and other disease states. Providing the seniors with some basic information and health safety tips can potentially protect them from a future hospitalization. (CONTINUED FROM P. 2) Students also came prepared with questions that they could inject into these conversations, such as: ‘What was the best/worst day of your life?’; ‘What is your greatest regret?’; ‘What advice would you give to someone who is starting life now?’ Classroom time was freed up to concentrate on other areas, as students gained knowledge about old age in this active manner. The students presented to a full room of seniors. Word spread that the nursing students from QCC were in the house and giving a health presentation, and in no time, it was standing room only. And they were a great audience! They were interested and engaged in the information and they challenged us with some great questions. The students felt relaxed, and it showed in their presentation. They answered questions and provided some great information that was useful and practical. It was wonderful to see our future nurses involved in community service and career development. This was a great opportunity to combine our learning outcomes with a meaningful community service experience. It truly was a win-win occasion for all. Many of our students are fortunate enough to have family to guide them. However, it is one of the ironic contradictions of life that just at the time when we need guidance during adolescence, we arrogantly refuse to accept it. This is especially true when our own parents and grandparents are giving us this advice. The wisdom which people gain slowly and painstakingly through life experience, is a huge asset. And yet, college-age young adults scoff at the well-intentioned wisdom their elders struggle to gain, and pass along. The valuable wisdom of the aged is better accepted and actually cherished by students if they have gone through the active process of seeking it out. There is something about actively seeking knowledge, as compared to passively, or even grudgingly, receiving it. So, in addition to improving students’ concrete course knowledge, this method also helps them gain some benefit of life experience and wisdom from the elderly among us. The delightful surprise was to find students’ reflection papers full of wisdom and advice they gleaned from these interactions. Many noted changes in the way they intend to make their life decisions based on this advice. Service-Learning in EE-103 (CONTINUED FROM P. 3) that are nearly always performed by teams. Not only do engineers need to make themselves understood to each other, but to management and other lesstechnically-trained people as well. On December 9, 2014, Principal Tu, Mary Bandziukas, College Liaison Ashley Legitime, and 19 ninth-grade BTECH students attended EE-103 student presentations of solutions to engineering design problems. Five small groups of QCC students were paired with five small groups of 9th graders. After a period of ten minutes, the 9th graders moved on to the next group of QCC students, until each group had seen all five presentations. In their post-session reflections my students indicated that they appreciated the new audience and, since they gave their presentations five times, were able to improve and alter their own talks with each new group. The project was such a success that I plan to have it as a part of EE-103 every semester. This could also be adapted to other classes that would like their students to interact with a high school audience. The EE-103/BTECH service-learning projects are examples of what can be expected. Different in scope, they represent both typical and unexpected experiences within the field. Students learn that, as always, there are many who will be seeing their work, as it is part of, and will impact, and ultimately determine the outcome of a larger project VOLUME VI, ISSUE I PAGE 5 Faculty Voices, Continued A Moment without Cell Phones Hands-On Link (CONTINUED FROM P. 3) Some of the interviews were adapted by my students into research papers and then digital stories. The second meeting took place near the end of the semester. The CLIP students interviewed my EN-101 students about their experiences as matriculated students at Queensborough thus far. Some students stuck to the scripted questions. For many others, these topics were just a starting point, and conversations ensued, with some hesitations, about cars, video games, music, shopping, love life— the interests both sets of students have in common. Some pairs had serendipitous things in common: my student Jin, who emigrated from South Korea when she was a child, felt a strong connection to her CLIP partner, Susu, from China since they are both mothers. Jin noted: “by speaking with new people we learn to express ourselves more, and help us find comfort in our own skin.” Other students their own experiences “By speaking relived learning English, long forgotten. (CONTINUED FROM P. 3) which they did not know existed and upon which they walk for the first time. On campus, students, in a sense, see into the future as they stare uphill along a proposed Tiger Trails route. Role importance in the team is immediately sensed as they begin their work towards making something known to them by measuring. Minimum instructor interaction creates an independent work environment, enhancing a hands-on and more cohesive effort between each member to complete the task. Students’ previous experience and field-notes make this challenge more rewarding as they complete their work, especially with the knowledge that it will be put to use and recognized by someone else beyond the course. with new people, we…find comfort in our own skin.” -EN-101 STUDENT My student Monica Hernandez, whose parents are from Mexico, was placed in a bilingual kindergarten classroom at age five, not knowing any English. In meeting with her Chinese CLIP student partner, Monica wrote: “speaking with Meiling was like looking in a mirror. I saw myself in Meiling when she stuttered or paused, searching for the right word.” In their reflections, my EN-101 students described their experience in terms of social and cultural capital, workplace skills and John D. Mayer’s theory of personal intelligence, concepts we studied in class. The theme of face-to-face communication ran through their work: Music major Jonathan Jones wrote that the project “addressed a major community need for crosscultural communication” and that students “benefit from less stereotypes and a better understanding of others.” Jelaini Lantigua, herself a graduate of CLIP and a Journalism major, bemoaned the ubiquity of smart phone use: “communication is primordial—not on the phone or social webs—but personally.” In talking with her CLIP partner Jelaini felt “we got what we wanted: a moment without cell phones, just two normal people having a conversation.” Service-learning rounds out course experience, placing learned technology within the surrounding environment. Becoming more aware of natural surroundings promotes good stewardship, yielding more careful and productive work. Additionally, knowing and respecting the environment results in good sustainable design. Often heard are students’ comments of environments they were unaware of that exist in their midst. Today, this is the norm within the architecture and construction industries. Communication can never be compromised when it comes to career advancement. Knowledge exchange between each individual ensures complete understanding, fostering speed with efficiency, completing this work with a confidence boost on the side. Mindful of expected errors, they are pointed out as a learning tool with the knowledge that no one is perfect and that when encountered in practice, they can be corrected. This applies to anyone regardless of performance level or differences as long as they do the work. Students working in Udalls Cove Park PAGE 6 VOLUME VI, ISSUE I Project Spotlights Poetry of Significant Objects WITH SERVICE-LEARNING PARTNER BAYSIDE HIGH SCHOOL Shortly after the beginning of the Fall 2014 semester, Prof. Tanya Zhelezcheva (EN-102) and Bayside High School English teacher, Mrs. Vanessa Valente, met to develop a service-learning project that would best suit the needs of all of their students. QCC students were studying poetry that reflected their personal connection to a significant object in their lives. Some students had shared their connections to these objects with their classmates by bringing a significant object to class. These had included wedding dresses, jewelry, and art objects. For weeks, the two educators prepared their students to create their own poetry by studying poems about significant objects. A student reads original poetry to her classmates On October 9, 2014, the two classes met for the first time at QCC. The Bayside High School students brought pictures of objects that are significant to them. Together, the students worked to develop meaningful words that described the importance of these objects in the younger students’ lives. After working through several activities, the high school students were ready to present their poems. Surprisingly, many were more than willing to read before the large gathering. “My partner made me so comfortable,” said Bayside High School student, Ayana Smith. The teachers were delighted to note the way the students encouraged each other to read their work. After the poetry session, Edgar DeCastro, QCC Senior Admissions Counselor, gave the visitors a tour of the campus which included the Queensborough Performing Arts Center and the Kupferberg Holocaust Resource Center and Archives. The tour ended at the pergola on the Great Lawn, where the students enjoyed lunch sitting under the sun in a beautiful setting. For Bayside High School student, Giovani Villalobos, it was an eye-opening experience. He commented, “I got to learn so much, and getting a tour of the campus was a pretty cool experience, too.” Mrs. Valente summed up the experience by saying, “My students were very grateful to have the chance to do sophisticated work and meet some cool new friends.” Introducing STEM to the Oakland Gardens Community BY MELODY TO, QCC NURSING STUDENT As a current Nursing student, it has encouraging younger students to pursue been an honor to help the Oakland STEM field occupations and college Gardens community by participating in degrees. QCC campus activities. Prior to Since taking the Biotechnology course, I enrolling in QCC’s Nursing program, I have worked closely with Dr. Gadura. participated in several service-learning Together, we established “I Love Science projects for classes, some of which Day,” a day where STEM-based clubs could rewarded students with honors credit rally together and share ideas. The servicefor the course. One of my favorite learning component was to invite middle projects was for my Biotechnology schools within the community so that young course, taught by Dr. Nidhi Gadura, students could gain learning experiences where we invited students from Hillcrest Melody To with the hands-on experiments and event High School to three consecutive DNA demonstrations. The most rewarding part Fingerprinting Workshops. The goal of about this academic service-learning this service-learning project was to apply contribution was not only to share my excitement knowledge that we had learned in the classroom, while about science, but to see the net positive results of our efforts. VOLUME VI, ISSUE I PAGE 7 Project Spotlights Increasing STEM Knowledge among Students WITH SERVICE-LEARNING PARTNERS SARATOGA FAMILY INN, ALLEY POND ENVIRONMENTAL CENTER (APEC), SCIENCE AND TECHNOLOGY ENTRY PROGRAM (STEP) AND PROJECT PRIZE Profs. Sharon Ellerton, Naydu Carmona and Areti Tsimounis have implemented innovative servicelearning projects through honors contracts in Anatomy and Physiology II. Since 2009, the honors/servicelearning faculty have incorporated a hands-on experience in which QCC students lead workshops and conduct lab activities with middle and high school students. The goals are twofold: to create a strong foundation in STEM for the QCC students and to peak interest in STEM among younger students. Together, the students build anatomical models and do activities, dissections, and microscopy. The STEP program, funded by the New York State Education Department (NYSED), aims to improve preparation of kids in grades 7 to 12 for STEM careers. Project Prize, also funded by the NYSED, provides programs for students at risk of dropping out. The children increase their knowledge of science topics, learn about their bodies in health and disease, and are exposed to a college campus and college students. During their courses, the When the QCC students work off QCC students spend campus at APEC, they are trained numerous hours preparing to become “Nature Explainers” for the workshops and and assist in educational activities by studying and workshops in which they explain researching anatomy and the physiology of animals to physiology topics, and by children in grades K through 12. developing handouts, lab Through the experience, the QCC activities, working models, students are provided an and strategies to explain opportunity to take leadership and difficult concepts, all under mentoring roles with the children. the guidance of a faculty One student remarked, “I was mentor. The students then drawn into the subjects of A & P lead the workshops and more deeply and developed a experiments while A scientist is born better understanding of the maintaining a reflection concepts and materials studied in journal. Finally, the students class.” Another student noted, “…the prepare a research paper which workshops demanded our time, they present at the QCC Honors Conference. commitment and persistence in our goals. I had to The projects are conducted with four community sharpen my skills of communication, learning partners: Saratoga Family Inn, Alley Pond capabilities and self-discipline.” Environmental Center (APEC), Science and Technology Dona Anderson, former Director of Programs and Entry Program (STEP), and Project Prize. Many of the Development for Homes for the Homeless, children involved are low-income and enrolled in lowsummarized the many ways that the workshops fit the resource middle and high schools across New York mission of Saratoga Family Inn and benefit their City. “Getting them children: “In addition to increasing the scientific Saratoga Family Inn, the thinking about knowledge of our students, they get the added benefit homeless shelter in of not only visiting a college campus (a first for most of college even as 6th largest Queens, is a family shelter our students), but also interacting with the QCC and 7th graders is operated by Homes for the students in a mentoring relationship. Our students can Homeless. The children who one intervention ask the QCC students about college life, the QCC that we can put into reside at the shelter are campus and the process of going to college. They also typically one to two years have the valuable experience of getting to imagine and place to break the behind in school knowledge. envision themselves attending college, a dream that cycle of The workshops focus on the seems unattainable to many of our students when they homelessness and human body systems first come to our facility. Getting them thinking about including the respiratory, poverty. ” college even as 6th and 7th graders is one intervention circulatory, digestive, and that we can put into place to break the cycle of human sensory systems. -DONA ANDERSON homelessness and poverty.” PAGE 8 VOLUME VI, ISSUE I Service-Learning Awards and Grants Hour Children: Student Service Pays Off Business Professors and Business Honor Society Advisors Shele Bannon and Kelly Ford received a grant in 2013-2014 from the Association of College Honor Societies (ACHS), a community of national and international honor societies. The ACHS award funds programs to encourage cross-campus collaboration and new initiatives among student organizations related to social responsibility. QCC was one of four colleges to receive the grant. Business students prepare for their presentation on financial literacy The QCC Business Honor Society—Alpha Beta Gamma (ABG), Xi Chapter—participated in a two-semester-long service-learning project with Hour Children, a non-profit organization location in Long Island City that serves incarcerated and formerly incarcerated women and their families. The project consisted of a food drive in Fall 2013 and a financial literacy workshop in Spring 2014. ABG collaborated with Phi Theta Kappa (PTK) Advisors Prof. Emily Tai and Prof. Paris Svoronos, who led the drive effort with PTK students; seven campus clubs also joined the effort. This cross-campus project collected ten boxes and nine bags of food for the Hour Children Food Pantry, which serves both Hour Children families and residents from the surrounding Long Island City and Astoria communities. The project also raised campus awareness of hunger and incarceration issues. Under the leadership of Profs. Bannon and Ford, on April 23, 2014, Business students Luz Parra, Tracey Morris, Jongchul Sah, and Daniela Tashima, made presentations on financial literacy at Hour Children based on the needs identified by the organization’s staff. The presentation topics were budgeting, banking, identity theft and educational opportunities, followed by engaging discussion with the participants. The families of Hour Children were not the only beneficiaries of this project—participating students recognized how their academic work contributed to their development as socially responsible professionals. The students also gained a sense of confidence in their own expertise while providing guidance in the area of financial management, a subject found to be extremely challenging for mothers emerging from incarceration. Prof. Franca Ferrari Receives Special Act Award from the U.S. Department of Justice The Department of Justice Federal Bureau of Prisons awarded QCC and Prof. Franca Ferrari, Speech Communication and Theatre Arts, with a Special Act Award for Prof. Ferrari’s service-learning projects with Federal Correctional Institution (FCI) Otisville, a medium-security federal correctional institution for male inmates in Orange County, New York. Prof. Ferrari has completed, since Spring 2013, several service-learning projects on developing the communication and listening strategies of inmates at FCI Otisville. Dr. Ferrari’s Speech Communication students created a series of lectures for a group of inmates who serve as trainers for the prison’s reentry program, which helps inmates learn the basics of public speaking for the workplace. This lecture series aims to satisfy the Federal Bureau of Prisons reentry program goals, including developing inmates’ vocational, interpersonal and academic skills. Dr. Ferrari visited FCI Otisville to train the inmates on how to deliver the information to the wider inmate audience. Prof. Ferrari’s Special Act Award VOLUME VI, ISSUE I PAGE 9 Fall 2014 In Pictures Clockwise from top left: Prof. Bentley’s Nursing class at Hillcrest Senior Center, Dr. Robert Franco from Kapi’olani speaks to staff and faculty, Prof. Petersen’s biology students guide lab activities for visiting students from Holy Martyrs Armenian Day School, Prof. Davis’ Engineering Technology students take measurements, Prof. Vogel’s speech students give tours of the Kupferberg Holocaust Resource Center and Archives, a student in Prof. Drini’s computer programming class shows off his handiwork, Prof. Katz’s English class after their poetry workshop PAGE 10 VOLUME VI, ISSUE I Community Partners Fall 2014 We thank our community partners in Fall 2014 for working with our students: Catholic Charities Brooklyn and Queens FCI Otisville Saratoga Family Inn Udalls Cove Preservation Committee Zone 126 Schools Bayside High School Benjamin N. Cardozo High School BTECH Early College High School Hillcrest High School William Cullen Bryant High School World Journalism Preparatory School Community Voices Middle School 356 Divine Wisdom Catholic Academy Holy Martyrs Armenian Day School CUNY Law School Welcome to our new partners Through Zone 126, the OASL connected with William Cullen Bryant High School—a new school partner this semester. QCC health students presented to the high school students on healthy living. The students also toured the campus through the OASL’s Getting Young Minds Excited about College program. QCC Nursing students presented to middle school students in Community Voices Middle School 356 about hygiene and their changing bodies (grades 6 and 7) and about pregnancy prevention and STIs (grade 8). Freshmen from Business Technology Early College High School (BTECH) visited with QCC electrical engineering students to see how the QCC students used MATLAB, a mathematical programming language and environment, to solve engineering design problems. Read about this project on page 3. Academic Service-Learning at a Glance - Fall 2014 Faculty QCC Offices and Programs Community Partners Classes Students Academic Departments Number of 42 28 51 783 11 After School Academy Participants Academic Literacy Learning Center Buildings and Grounds QCC Office of Academic Service-Learning CLIP 222-05 56th Avenue Environmental Health and Safety Humanities Building, Room 246 Health Services Bayside, NY 11364 Kupferberg Holocaust Resource Center 718.281.5612 servicelearning@qcc.cuny.edu and Archives www.qcc.cuny.edu/servicelearning Queensborough Performing Arts Center Support for the development and production of this material was Project Prize provided by a grant under the Carl D. Perkins Career and Technical Single Stop Education Act of 2006 administered by the New York State We Are QCC Education Department. Academic Service-Learning Director: Josephine Pantaleo Faculty Liaison: Dr. Sharon Ellerton Perkins Project Coordinators: Arlene Kemmerer, Mary Bandziukas, Cristina Di Meo Project Coordinators: Diana Silvestri, Helen Massan, Eugene Sedita