we are psychology - graduate center, cuny · 2016-03-04 · we are psychology january 12, 2016...
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WE ARE PSYCHOLOGY January 12, 2016
Announcements, Jobs, Events, and More! Hi there!
Happy 2016! We have collected a list of different announcements from various resources for your convenience. Please click on the items listed below to access the content directly within the PDF or on a new browser window.
Announcements:
Futures Initiative’s Spring 2016 courses Mindfulness in STEM Education (David Forbes and Gillian Bayne): Several seats
available Agency and Social Transformation (Anna Stetsenko and Eduardo Vianna): One seat
available
Call for Proposals: Futures Initiative 2016-2017 Courses
Colloquium on College Teaching, Spring 2016
Courses Offered By Urban Education, Spring 2016
Language Reading Program, Spring 2016
Psychology Weekly Digest
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information to [email protected].
Jobs:
Looking For Adjuncts To Teach Advanced Experiment Courses @ Queens College
Looking for Adjuncts to teach PSY 101 @ Hostos Community College
Baruch College looking for Instructional Technology Fellow
Financial Aid and Other Opportunities:
Paid IBM Summer Internships: Wed, January 27th,12-2PM & Fri, February 5th, 3-5 PM
Events:
Campus Visits: Two Webinars in January
Preparing for the Job Talk and the Teaching Demo: Join us for a webinar on Jan 14,2016 at 12:00 PMEST:https://attendee.gotowebinar.com/register/1730971422598596609
Preparing for the Academic Job Market: Join us for a webinar on Jan 13, 2016 at12:00 PM EST: https://attendee.gotowebinar.com/register/7447356564661636097
Invitation To Visionmaker: Jamaica Bay Workshops
2016 Critical Participatory Action Research Institutes - Applications Deadline: January 15th 2016
Left Forum 2015
Others:
Affordable Housing Opportunities in Manhattan
A Chemistry Program Student Looking for A Third Roommate
Call for Proposals: Futures Initiative 2016-2017 Courses Focus: Diversity, Team-Teaching with CUNY Colleagues, and Some Focus on Graduate Student Teaching Methods Enhancements: Faculty Research Funds, Program and Technological Support, Pedagogy Workshops Fields: All Fields Welcome Due Date: January 15, 2015 Proposal Submission Form<https://docs.google.com/forms/d/12PJVYg5ucWP2vkElkM24Ch-BTnq6RvKVbzug0Po9V84/viewform> We know this is a busy time of the year but, unfortunately, in order to secure courses and course allocations for 2016-2017 courses we need to hear from you by January 15. The form is as simple as we could make it. The Futures Initiative will help work out details for anyone interested in January and February. Please let us know your ideas using this form<https://docs.google.com/forms/d/12PJVYg5ucWP2vkElkM24Ch-BTnq6RvKVbzug0Po9V84/viewform>, and we’ll be in touch. For 2016-2017, the Futures Initiative would like to support Graduate Center faculty who are engaged in team teaching with CUNY faculty based at other colleges. We will support graduate courses in any field that (1) have equity, diversity, and innovation built into the course design and that (2) dedicate some of the course to graduate student teaching methods and translation of specialized research for introductory courses or a wider public. As was the case in our 2015-2016 offerings, diversity is a major goal. The Futures Initiative is especially interested in supporting diverse pairs of scholars from the GC and the CUNY campuses, including senior and junior faculty members who have not taught at the GC previously. Please submit preliminary team-teaching and course ideas by January 15, 2015 using this simple form<https://docs.google.com/forms/d/12PJVYg5ucWP2vkElkM24Ch-BTnq6RvKVbzug0Po9V84/viewform>. ENHANCEMENTS: * Designation as a Futures Initiative Faculty Fellow * $1,000 research fund per faculty member * Organizational support for programing (e.g., speakers, panels, or events) * Research support, data analysis, assessment support, or social media communications and support from the FI Fellows * A mentoring program (with summer support) for selected graduate students chosen from students in FI courses * Communication and advertising of your classes using the Futures Initiative mailing lists and newsletters * Monthly lunches and public programs as part of The University Worth Fighting For series * An online academic community<http://futuresinitiative.org/> (built by the Futures Initiative using Commons in a Box) for your students * A public, international platform for student work, via the HASTAC<http://hastac.org/> (Humanities, Arts, Science, and Technology Alliance and Collaboratory) network
* Conference opportunities (including some travel funds) for the annual HASTAC conference<https://www.hastac.org/hastac-conferences> TERMS: * Faculty compensation should come from core departments as part of regular teaching arrangements * The Futures Initiative will work with any and all faculty and departments and CUNY campuses and all relevant administrators on ad hoc arrangements * We will sponsor as many courses as we are able given the ad hoc financial requirements of the accepted courses We welcome you to submit proposals using this online form<https://docs.google.com/forms/d/12PJVYg5ucWP2vkElkM24Ch-BTnq6RvKVbzug0Po9V84/viewform> by January 15. Questions may be addressed to Futures Initiative Deputy Director Katina Rogers ([email protected]<mailto:[email protected]>).
PDEV. 81690 - Colloquium on College Teaching GC: M, 2:00-4:00 p.m., 0 credits, Prof. Cahn [30286] This spring semester Professor Steven Cahn will again offer the Colloquium on College Teaching, intended to help doctoral students develop strategies for success in their academic careers, including advice about teaching, publishing, and searching for academic positions. The workshop is intended both for those early in their studies and for those nearing graduation. No charge is involved. The course meets during the early weeks of the semester, and students register through on-line course registration. Any questions can be addressed to Professor Cahn at [email protected]. Please also note that on Mondays 11:45-1:45 Professor Cahn will be teaching a four-credit course devoted to basic issues in the philosophical study of religion [30210]. The course does not require any previous courses in philosophy. Any questions can be addressed to Professor Cahn at the address given above.
Courses Offered By Urban Education
UED 71200—Qualitative Data Analysis in Bilingual Education and TESOL, W 415- 615p 3
Credits, Menken [30270]
This course is designed to provide both theoretical and practical opportunities to analyze and
interpret qualitative data. Although our focus is particularly on educational research in bilingual
education and Teachers of English to Speakers of Other Languages (TESOL), the methods of
data analysis we examine are used in many fields and thus would be applicable across disciplines
that engage in qualitative research. We introduce various analytical approaches, explore their
use, and guide students in applying them to empirical data in order to prepare data for analysis,
organize data, interpret data, draw conclusions, and present findings. The use of computer-
assisted qualitative data analysis software will also be introduced. This is a hands-on course in
which students will analyze educational data that has already been collected. Students may
analyze their own data (e.g., that was gathered for a course, pilot study, or dissertation) or may
analyze data we will provide from the CUNY-New York State Initiative for Emergent Bilinguals
(CUNY-NYSIEB) project’s data set.
U ED 72200—Mindfulness and STEM Education, T 415 – 615 P, 3 Credits, Bayne and
Forbes [30272]
This course will examine novel, contemporary and foundational methodological approaches and
the application of mindfulness into STEM education, and more broadly into the learning sciences
(i.e., the science of teaching and learning in formal and informal contexts). An overarching goal
of the course is to understand, develop and contribute to a nexus of theories, ideas, research
activities and practices that can be used to improve teaching and learning experiences at the
student, teacher, teacher education and policy levels via drawing from a sociocultural framework
and the Integral Model. Students can look forward to growing as scholars, researchers, global
citizens and reform minded education leaders, while they come away from the course experience
with an awareness of a) the psychological, social, cultural, and political context of STEM and the
learning sciences b) their own values, thoughts, and feelings about teaching urban youth STEM
content that is synergistically aligned to mindfulness practices, and c) the psychological, social,
cultural, and political context of the lifeworlds of urban youth and their relationships to STEM.
We will teach and use the mindfully infused STEM practices with the intention to share best
possible outcomes for urban youth and for society in a holistic way.
Through the Integral model students will (a) be exposed generally to mindfulness, (b) learn about
the recent controversies around the use of mindfulness in education and in other institutions, and
as a component of this, mindfulness will be examined in relation to science – both the science of
mindfulness, and the controversy over why mindfulness proponents believe there is a need turn
to the sciences in order to be taken seriously, and (c) examine mindfulness and meditation in
integral terms, so as to find a conscious, integrally informed way to use it. The integration will
be considered in the context of both being educators and people interested in personally and
socially promoting optimal human development, and in working with urban youth, while
bringing in mindfulness as a critical, socially conscious force for personal and social change, not
just as a technology. We will examine the use mindfulness in dialogue in the classroom, and use
it to look at and/practice dialogue around difficult issues like white privilege and Black Lives
Matter, and challenging sources of power in society.
UED 75200—Exploring Connection between Disability, Imagination, and Creative
Expression, H 6:30 - 8:30p, 3 Credits, Bursztyn [30275] Embracing the ethos of social inclusion this seminar explores ways by which supporting
children's imagination and creativity, rather than focusing narrowly on ‘normalization’, present
multiple opportunities for fostering development in diverse contexts. The course addresses
emerging challenges to traditional notions of disability and considers their implications for
innovative curriculum and therapeutic practices. Multi-media exploration and experiential
learning opportunities are integrated into classwork and course assignments.
U ED 73200—School Choice, M 630 - 830p, 3 Credits, Kafka [30273] School “choice,” once a buzzword that appealed to a limited set of political players, has now
become the norm in most urban school systems in the United States and is rapidly spreading into
suburban districts as well. In this seminar we will consider the history and theory behind school
“choice” and investigate what it looks like on the ground in various settings – from districtwide
choice here in New York City, to vouchers in Milwaukee, to charter schools in the suburbs of
Minnesota and Delaware, to choice-based programs in international settings such as Sweden and
Chile. Through reading, class discussion, and independent research, students will gain an
understanding of the multiple arguments surrounding choice and their respective policy
implications.
Looking For Adjuncts for Advanced Experimental Courses @ Queens College for Spring 2016
From: Andrea Li [mailto:[email protected]] We are looking for adjunct instructors to teach two of our capstone courses in Psychology this spring, both are advanced experimental psychology courses, one focused on Learning and the other focused on Behavior Modification. The days and times are below. These courses are writing intensive (usually 3-5 APA formatted reports are required) with a max of 24 students. The courses meet 6 hours per week. We have master instructors for each course with whom the adjuncts can consult for support regarding materials and syllabi. I have attached sample syllabi for both courses. If you know of any suitable adjuncts who have previously taught lab courses in experimental psych and/or research design who might be interested in either of these, could you please email me directly ASAP? Your help is greatly appreciated. Thank you, Andrea Li, Ph.D. Associate Professor Acting Deputy Chair Department of Psychology Queens College CUNY 65-30 Kissena Blvd Flushing, NY 11367 718-997-3058 718-997-3257 FAX PSYCH 311 04 Adv Exp Psy: Learning MW 06:30PM 09:20PM RZ-220
PSYCH 317 04 ADV EXP PSY:BEH MOD Su 8am-12pm
1pm-3pm SB-A337
311: Advanced Experimental Psychology: Learning QUEENS COLLEGE
Fall 2013 Syllabus Instructor: Mike Marroquin Ph.D, BCBA-D Office: Science Building A311 Class Meets: Each Sunday, Morning lecture (8:30-12:00), Break (12:00-1:00), Afternoon Lecture (1:00-3:00). Room: SB XXXXX Office Hours: During the break, E-mail for appointment [email protected] Goals of the Course: Learning theory will be explored through analysis of animal and human research. Assigned Text: Domjan, M. (2006). The Principles of Learning and Behavior (Current ed. or previous)
Belmont, CA: Wadsworth/Cengage.
Alloway, T., Wilson, G., & Graham, J. (2005). Sniffy: The virtual rat (Pro version 2.0 or
3.0). Belmont, CA: Wadsworth/Thomson Learning.
American Psychological Association (2009). Publication manual of the American
Psychological Association (6th ed). Washington, DC
Additional Readings: There may be additional material assigned throughout the semester, including studies available online and in the library.
Assignments: Exercises: Exercises will be assigned during the semester. In order to receive full credit, exercises must be completed to the instructor’s satisfaction. Attendance: Attendance will be taken twice during each class meeting. Attendance is mandatory as each Sunday class meeting is the equivalent of two classes during the weekday regular semester. The instructor reserves the right to adjust a student’s grades to reflect their class attendance (see undergraduate bulletin for details). If you miss a significant portion of the class you may need to drop the course and retake it when you have more time. It is the student’s responsibility to acquire information that they have missed when they were not in class. I am not responsible for information that you did not receive because you were not in class. This includes schedule changes and assignments announced in class.
Exams: Students will not be permitted to take any quiz or exam once a student that has completed that exam has left the room (be on time during exams). There will be two scheduled exams during the semester each worth 25% of your final grade. The exams will cover the material in the text plus any additional information that is presented during class meetings. These tests will employ a multiple choice and short answer format. Missed exams cannot be made up without a valid doctor’s note explaining why you were not available on the date and time of the exam. Makeup exams will be scheduled by the instructor and may not necessarily be the same format as regular exams (essay). All exam materials are to be given back to the instructor, taking any exam materials will be considered cheating. Quizzes: Throughout the semester 20 quizzes will be given. Quizzes count for 20% of your final grade. Typically quizzes will be conducted during the first 5 minutes of class, additional quizzes may be given after the break. If you are not in your seat at the start of class you will not receive a quiz. Quizzes cannot be made up for any reason, if you do not take a quiz a zero will be recorded for that grade. Presentation : You will present one article to the class in a manner that is typical of an academic conference. You will be graded on the completeness of your presentation, the quality of your Power Point, and your performance in front of the class.
Grading: The final grade is comprised of: 25% Midterm exam
25% Final exam 15% Laboratory Report 1
15% Laboratory Report 2 10% Quizzes
10% Presentation ____________________________
100% Final grade Cheating: Cheating and aiding and abetting cheating is not allowed and will not be tolerated. Instances of cheating will be reported to the Psychology Department Chair and to the Dean of Students. All students involved in cheating will receive an F in the course. Grade Breakdown:
A+ 97-100 B+ 87-89 C+ 77-79 D+ 65-69 A 93-96 B 83-86 C 73-76 D 60-64 A- 90-92 B- 80-82 C- 70-72 F 0-59
*If you require scheduling accommodations due to a religious holiday, you must let me know by the second week of the semester so that appropriate accommodations can be made.
**If you require accommodations due to a disability please contact the students with disabilities office so that arrangements can be made. ***If you require clarification on any of the above policies please ask in advance. This course schedule is extremely tentative. Changes will be announced in class. Week Day Date Activiites Readings
1 Sunday 9/8
Diagnostic test, Course introduction Writing part 1: How to write a lot.
Text Introduction, Sniffy Introduction
2 Sunday 9/15
Writing in Psychology part 2 Introduction Domjan Sniffy Introduction
Ch 1 1-32
3 Sunday 9/22
Elicited Behavior, Instincts Habituation, and Sensitization Sniffy - Complete Exercise 19
Ch 2 Ch 2
121-133
4 Sunday 9/29
Classical conditioning Sniffy Exercises 1-3
Classical Conditioning Continued
Ch 3 33-56 Ch 4
5 Sunday 10/6
Classical Conditioning Continued Sniffy - Exercises 4 and 5
Instrumental/Operant/Respondent Behavior
Ch 4 33-56 Ch 5
Sunday 10/13 Columbus Day class not in session
6 Sunday 10/20
4-Fold Contingency Table Sniffy 22-24
Sniffy Paper 1 due
Ch 5 135-165
7 Sunday 10/27
Shaping a response, Superstitious Behavior
Midterm Review
Ch 1-5
8 Sunday 11/3 Midterm Exam Ch 1-5
9 Sunday 11/10
Schedules of reinforcement and choice In class Sniffy exercise
Schedules of reinforcement continued
Ch 6 31 - 32
Ch 6 Sniffy exercise 33 34 35
10 Sunday 11/17 Stimulus Control of Behavior
Sniffy exercise (use DS response strength only) Ch 8 37
38 39 40 Stimulus Control Continued Ch 8
11 Sunday 11/24
Stimulus Control Motivation
Ch 8 Ch 7
Sunday 12/1 Thanksgiving Recess class not in session
12 Sunday 12/8
Extinction Aversive control and Punishment
CH 9 CH 10
14 Sunday 12/22
Sniffy exercise Course Recap and Murray Sidman
Lab 2 full paper due. Review For Final
28-30
Ch 6-10
15 Sunday 12/22 9-11am Final Exam Please make me aware of any schedule problems including religious observances and exam conflicts immediately so that arangements can be made.
This schedule is extremly tentative changes will be made based on how quickly we move through the material. Changes will be announced in class.
-2 PSYCHOLOGY 317 SPRING 2013 BEHAVIORAL OBJECTIVES 1) To be able to identify controlling antecedents and consequences of behavior 2) To use reinforcement and extinction in shaping, discrimination training, and chaining 3) To apply behavior analysis in behavior change situations. REQUIRED BOOK Miltenberger, R.G. (2012) Behavior Modification: Principles and Procedures,Fifth
Edition. Wadsworth: Belmont,CA. ( ISBN-13: 978-1-111-30611-3)
ASSIGNMENTS All assigned chapters are in Miltenberger
Week of Chapters Unit Quiz* January 28 (1) 2,3 February 4 4,5 1 (Covering Chapts. 2,3) February 11 6,7 2 (Covering Chapts. 4,5) February 18 8,9 3 (Covering Chapts. 6,7) February 25 10,11 4 (Covering Chapts. 8,9) March 4 12,13 5 (Covering Chapts. 10,11) March 11 14,15 6 (Covering Chapts. 12,13) March 18 16,17 7 (Covering Chapts. 14,15) March 25 SPRING RECESS-NO ASSIGNMENT April 1 18,19 8 (Covering Chapts. 16,17) April 8 20,21 9 (Covering Chapts. 18,19) April 15 22,23 10 (Covering Chapts. 20,21) April 22 24,25 11(Covering Chapts. 22,23)
April 29 12 (Covering Chapts. 24,25)
May 6 May 13
*Unit quizzes will be given at the scheduled class hour on Mondays and Thursdays as noted on page 3
which lists all quiz opportunities. The first quiz will be available on MONDAY, FEBRUARY 4. The above schedule represents only a suggested pacing of the material.
-3
PSYCHOLOGY 317 Spring 2013
UNIT QUIZ OPPORTUNITIES
February 4 Monday 7 Thursday 11 Monday 14 Thursday (20 Wednesday-Follows Monday schedule-Lecture,No Quiz) 21 Thursday 25 Monday 28 Thursday March 4 Monday 7 Thursday 11 Monday 14 Thursday 18 Monday 21 Thursday April 4 Thursday 8 Monday 11 Thursday 15 Monday 18 Thursday 22 Monday 25 Thursday 29 Monday May 2 Thursday 6 Monday 9 Thursday 13 Monday
16 Thursday In addition, there will be at least two more quiz opportunities during the examination period. Because of difficulties in scheduling quizzes during that period, one should not plan on being able to make more than one such opportunity. Credit will be given for all units SUCCESSFULLY COMPLETED as of the end of the final quiz opportunity.
NOTICE OF APPROACHING DEADLINES
SELF-SHAPING PROPOSAL DUE FEBRUARY 13, 2013
OTHER-SHAPING PROPOSAL DUE FEBRUARY 27,2013. Each proposal submitted by the stated deadline AND accompanied by five references meeting ALL the conditions described in the "Instructions for Behavior Modification Exercises" handout will be consequated with one bonus point. These references must be complete citations given in CORRECT APA format.
Looking for Adjuncts to teach PSY 101 @ Hostos Community College
From: RIVERA, MARTA [[email protected]] Sent: Wednesday, January 06, 2016 5:57 PM To: Brooks, Patricia Subject: Adjuncts Positions Available Hi, we are looking for adjuncts to teach PSY 101 on T,H at 4:00,M,W at 12:30 or 2:00. I will appreciate if you let your students know. Thanks, Prof Rivera https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Psychology
Instructional Technology Fellow: Vocat Coordinator Baruch College is hiring a coordinator to help administer Vocat, a homegrown tool that facilitates feedback on multimedia projects. The coordinator will work 20 hours/week to assist faculty and staff members on implementation and support. Vocat (http://vocat.io) allows faculty and students to upload video, audio, and photos directly into the web interface, and provides a rubric generator, in-line annotations, and threaded discussions for quantitative and qualitative assessment. The Vocat Coordinator, working with the educational technology team at the Center for Teaching and Learning, will perform the following duties:
• Regularly update and distribute documentation and tutorials for instructor and student users.
• Collect bug reports and feature requests to elevate to the developer for consideration.
• Highlight unique uses and best practices of Vocat on the Center for Teaching and Learning site (ctl.baruch.cuny.edu).
• Consider how Vocat, as well as our campus-wide WordPress blogging platform, can be implemented for unique and innovative assignments.
• Train and assist faculty to: o set up new courses and projects in the Vocat system. o create and apply custom rubrics. o evaluate media assets with rubric-based numeric scores, time-stamped
annotations, and threaded discussion. • Train and assist students to:
o log into the Vocat system. o record, compress, and upload videos. o annotate their own work, evaluate the work of their peers, and respond to
instructor feedback. Qualifications: Applicants should have experience working with educational technology tools, writing documentation and tutorials, and strong collaborative and communication skills. Teaching experience preferred. Compensation Details: This is a College Assistant position that will pay $20.77/hour for up to 20 hrs/week through 6/30/2016. It is available immediately and renewable for the 2016-2017 academic year. To Apply or Ask Questions: Email a CV and cover letter to [email protected]. Job open until filled. Apply ASAP.
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Dear Students, Two teams from IBM will recruit on campus this semester for PAID summer 2016 internships. These opportunities are available to students from ALL fields and successful hires have come from the humanities, the social sciences, and the sciences.
On Wednesday, January 27, 12‐2 PM, the Performance Marketing Analytics team will be on campus. http://careerplan.commons.gc.cuny.edu/events/information‐session‐ibm‐performance‐marketing‐analytics/
On Friday, February 5, 3‐5 PM, two GC alumni who work in the Chief Analytics Office will speak. http://careerplan.commons.gc.cuny.edu/events/information‐session‐ibm‐chief‐analytics‐office/
Please click on the above links to find out more information about these groups and the roles available within them. We ask that everyone who is interested register to attend and the link to register is posted there as well.
Best,
Jenny
Jennifer S. Furlong, Ph.D. Director, Office of Career Planning and Professional Development The Graduate Center of the City University of New York 365 Fifth Avenue, Room 3300.31 New York, NY 10016‐4309 212‐817‐7416 (t) 212‐817‐1621 (f) [email protected] http://Careerplan.commons.gc.cuny.edu Appointment Request Form
What is the workshop about? Researchers are currently seeking participation from educators, researchers, environmental NGOs and others to better understand how visions of resilience for the Jamaica Bay watershed vary based on different priorities.
What is Visionmaker.NYC? Visionmaker.NYC is a web application designed to enable people to develop and share their own climate-resilient designs for Jamaica Bay based on rapid and realistic model assessments of carbon, water, biodiversity and population.
What: Visionmaker: Jamaica Bay Workshops
Upcoming Dates (see back for all dates):
January 12, 2016. Time 10 AM-12PM. Central Park Zoo: 64th St and5th Ave, New York, NY 10021
January 28, 2016. 6:30 -8:30 PM.Jamaica Bay Wildlife Refuge: BroadChannel, NY 11693
Other: Light snacks and refreshments will be served
RSVP: tinyurl.com/Visionmaker-Registration Please send questions to Bryce DuBois:
Email: [email protected] Phone: (413) 717-0220 Website: www.srijb.org
Visionmaker: Jamaica Bay Workshops
Image from: Jamaica Bay Research and Management Information Network
Workshop Dates
All updates to workshop dates and locations will be posted to bit.ly/vm_jamaicabay
City/State/Federal Public Agencies: January 12, 2016. Time 10 AM-12 PM. Central Park Zoo: 64th St and 5th Ave,
New York, NY 10021
January 28, 2016. 6:30 -8:30 PM. Jamaica Bay Wildlife Refuge: Broad Channel, NY 11693
Community Boards: November 4, 2015. 7-9 PM. Knights of Columbus: 333 Beach 90th St, Rockaway
Beach, NY 11693
December 7, 2015. 7-9 PM. Kingsborough Community College: 2001 Oriental Blvd, Brooklyn, NY 11235
K-12 Educators:
November 3, 2015. Time 12 – 2 PM. New York Aquarium: 60 2 Surf Ave, Brooklyn, NY 11224
(Only open to Watershed Forestry Educators’ Water & Sustainability PD attendees) January 30, 2016. 2-4 PM. New York Hall of Sciences. 47-01 111th St, Corona, NY 11368.
February 1, 2016. Time TBD. New York Aquarium: 602 Surf Ave, Brooklyn, NY 11224
Environmental NGOs:
December 5, 2015. 10am-12pm. Salt Marsh Nature Center: 3301 Avenue U, Brooklyn, NY 11234
March 13, 2016. 11-1pm. Rockaway Institute for a Sustainable Environment: 58-03 Rockaway Beach Blvd, Queens, NY 11692
Researchers:
November 5, 2015. 9-11am. Before SRIJB Mid-Project Meeting: 365 5th Ave, New York, NY 10016
January 29, 2016. 1-3pm. The Graduate Center, room 6304.01: 365 5th Ave, New York, NY 10016
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Join us for OUR 6th Annual Critical PAR Institutes! The Critical Participatory Action Research Institute is designed to introduce the...
Submit your applications and spread the word! Applications are due Jan 15th.
-- Public Science Project
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Unsubscribe from emails by Public Science Project.[mandrillapp.com]
Affordable Housing Opportunities in Manhattan: 2524-2526 Adam Clayton Powell Blvd is now accepting applications for 18 affordable 2-bedroom apartments newly renovated at 2524-2526 Adam Clayton Powell Blvd in the Harlem neighborhood in Manhattan. Rents for these apartments range from $837 to $2000 depending on income. To be eligible, applicants must have incomes between $30,138 and $112,190, depending on family size. Preference will be given to Community Board 10 residents for 50% of units, mobility-impaired persons for 5% of units, visual- and/or hearing-impaired persons for 2% of units, and City of New York municipal employees for 5% of units. A full description of the building and application process is available at https://a806-housingconnect.nyc.gov/nyclottery/AdvertisementPdf/213.pdf[a806-housingconnect.nyc.gov].
Households may elect to submit an application by one of two methods: EITHER online OR by mail. To submit your application online now, please visit NYC Housing Connect at www.nyc.gov/housingconnect[nyc.gov] and select “Apply for Housing.” To request
an application by mail, mail a self-addressed envelope to: Lemor Realty Corporation, 167 West 145th Street, New York, NY 10039. Completed applications must be submitted online or returned by regular mail only to the post office box that will be listed on the application. Applications must be submitted online or postmarked by January 15, 2016. Applicants who submit more than one application may be disqualified. 1770 Madison LLCis now accepting applications for 7 affordable studio and 1-bedroom apartments newly constructed at 1770 Madison Avenue in the East Harlem neighborhood in Manhattan. Rents for these apartments range from $822 to $886 depending on unit size. To be eligible, applicants must have incomes between $28,183 and $41,460, depending on unit and family size. Preference will be given to Community Board 11 residents for 50% of units, mobility-impaired persons for 5% of units, visual- and/or hearing-impaired persons for 2% of units, and City of New York municipal employees for 5% of units. A full description of the building and application process is available at https://a806-housingconnect.nyc.gov/nyclottery/AdvertisementPdf/208.pdf[a806-
housingconnect.nyc.gov]. Households may elect to submit an application by one of two methods: EITHER online OR by mail. To submit your application online now, please visit NYC Housing Connect
at www.nyc.gov/housingconnect[nyc.gov] and select “Apply for Housing.” To request
an application by mail, mail a self-addressed envelope to: 1770 Madison Avenue LLC, P.O. Box 1166, New York, NY 10039.
Completed applications must be submitted online or returned by regular mail only to the post office box that will be listed on the application. Applications must be submitted online or postmarked by January 26, 2016. Applicants who submit more than one application may be disqualified. 92nd and 3rd Associates LLC is now accepting applications for 47 affordable 1- and 2-bedroom apartments newly constructed at 205 East 92nd Street in the Yorkville neighborhood in Manhattan. Rents for these apartments range from $607 to $930 depending on income and unit size. To be eligible, applicants must have incomes between $22,218 and $43,150, depending on unit and family size. Preference will be given to Community Board 8 residents for 50% of units, mobility-impaired persons for 5% of units, visual- and/or hearing-impaired persons for 2% of units, and City of New York municipal employees for 5% of units. A full description of the building and application process is available at https://a806-housingconnect.nyc.gov/nyclottery/AdvertisementPdf/208.pdf[a806-
housingconnect.nyc.gov].
Households may elect to submit an application by one of two methods: EITHER online OR by mail. To submit your application online now, please visit NYC Housing Connect
at www.nyc.gov/housingconnect[nyc.gov] and select “Apply for Housing.” To request
an application by mail, mail a self-addressed envelope to: 92nd & 3rd Associates LLC, 1357 Broadway, Box 438, New York, NY 10018. Completed applications must be submitted online or returned by regular mail only to the post office box that will be listed on the application. Applications must be submitted online or postmarked by February 1, 2016. Applicants who submit more than one application may be disqualified.
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From: Stolarski, Kathleen On Behalf Of APO of the Chemistry Program Sent: Monday, January 11, 2016 10:56 AM To: APO of the Chemistry Program <[email protected]> Subject: FW: Urgent! We are looking for a new flatmate moving in asap!
Dear APO Colleagues,
One of our 1st-year Chemistry Program students is in need of a third roommate as noted in the message and link to the Craigslist ad below.
Would you kindly share this with your students?
Regards, Kathleen
Kathleen A. Stolarski Assistant Program Officer Ph.D. Program in Chemistry The Graduate Center, CUNY 365 Fifth Avenue, Room 4310 New York, NY 10016 (212) [email protected]
To: Stolarski, Kathleen <[email protected]> Subject: Urgent! We are looking for a new flatmate moving in asap!
Dear Kathleen, A room is available in our three bedrooms apartment located in Little Italy, we are looking for a new flatmate. Here is the link toward the craiglist ad: http://newyork.craigslist.org/mnh/roo/5388268188.html[newyork.craigslist.org] May you please circulate this add to the students at the CUNY? This will help us a lot. Thank you Kathleen!