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Borough of Manhattan Community College/CUNY
Mr. Barry Rosen joined BBC Radio’s new feature show "Witness," to take a look back at a hostage-taking event that changed the U.S. political landscape and the implications for modern Iran.
While The New York Times reported today that police officers in Tehran fired tear gas and wielded batons, clashing with anti-governm...ent demonstrators who sought to turn a rally commemorating the 30th anniversary of the takeover of the American Embassy into a renewed protest against the disputed June 30 election, Mr. Rosen spoke to the BBC about the ordeal he shared with 51 other Americans three decades ago.
Rosen recalls the first day of captivity
Rosen said, “November 4, 1979 started out as a dreary rainy day in Tehran. There were marches going on all the time against the U.S. embassy but on that day, at 10 a.m., I heard noises in the street, which in the Persian language sounded like ‘Death to America.’ I looked out my window and a group of hard-line students were climbing over the embassy walls and before I knew it, they were trying to pound on my door. I had no idea what my next move would be and everything was going on so quickly as more of these young men with pictures of Ayatollah Khomeini pinned to their chests kept swarming all over the embassy.”
The students, according to Rosen, demanded that the Shah of Iran, who was being treated for cancer in a New York hospital, be returned to Iran to stand trial. But inside the embassy they rounded up the American and Iranian staff.
“They tied up my hands and blindfolded me and they brought me and the rest of my staff over to the embassy library where they started to question me about my role in the embassy in front of my staff. All the Iranian staffers were crying and the militants pulled out guns.
I said ‘Wait, let these people go and do what you want with me, but let them go.’ A lot of adrenaline was running through my veins and I just don’t know why I was saying these things. After some negotiations they freed every one of them. Those were the most touching moments—everyone was crying and kissing each other and I said goodbye and I meant goodbye. I really meant this was the end.”
BBC asks Rosen, “you must have been terrified”
Rosen answered, “There is no word for it. Your entire body tingles and you conjure up every possible moment of your life and possibly things that you could have done. There is no term that can be used to describe that moment.”
The worst part of the 444 day ordeal
Rosen told the BBC, “The worst part of my ordeal was that there was no end in sight. There was just a certain sense of agony and I think somewhere in my brain I gave up and couldn’t sleep. My entire nervous system shut down. Every time I tried to sleep, something would wake me up saying, ‘stay alert, stay alert,’ and in retrospect I always look back and realize that it was my brain saying to me ‘you are going to die, but if you stay awake, they can’t kill you.’”
Coping mechanisms
Rosen spoke about how he dealt with lengthy imprisonment, and to him, the unendurable agony of the captivity.
“To be perfectly truthful,” he said, “I would have liked to kill myself and there were some of my colleagues who tried to bang their heads against cement walls or even cut their wrists. I wanted to die every day. I woke up and as the sun rose, I said, ‘Oh no, another day here.’ I can remember that a little spot of light came into this dark cell and it moved from the top of the ceiling all the way to the bottom. It took about two hours to watch this spot move. It sounds silly but you had to take whatever you could get.”
Editor’s Note: The BMCC Office of Public Affairs thanks the BBC and its special program “Witness” for permission to use the audio interview from which this article is excerpted.Read More
While The New York Times reported today that police officers in Tehran fired tear gas and wielded batons, clashing with anti-governm...ent demonstrators who sought to turn a rally commemorating the 30th anniversary of the takeover of the American Embassy into a renewed protest against the disputed June 30 election, Mr. Rosen spoke to the BBC about the ordeal he shared with 51 other Americans three decades ago.
Rosen recalls the first day of captivity
Rosen said, “November 4, 1979 started out as a dreary rainy day in Tehran. There were marches going on all the time against the U.S. embassy but on that day, at 10 a.m., I heard noises in the street, which in the Persian language sounded like ‘Death to America.’ I looked out my window and a group of hard-line students were climbing over the embassy walls and before I knew it, they were trying to pound on my door. I had no idea what my next move would be and everything was going on so quickly as more of these young men with pictures of Ayatollah Khomeini pinned to their chests kept swarming all over the embassy.”
The students, according to Rosen, demanded that the Shah of Iran, who was being treated for cancer in a New York hospital, be returned to Iran to stand trial. But inside the embassy they rounded up the American and Iranian staff.
“They tied up my hands and blindfolded me and they brought me and the rest of my staff over to the embassy library where they started to question me about my role in the embassy in front of my staff. All the Iranian staffers were crying and the militants pulled out guns.
I said ‘Wait, let these people go and do what you want with me, but let them go.’ A lot of adrenaline was running through my veins and I just don’t know why I was saying these things. After some negotiations they freed every one of them. Those were the most touching moments—everyone was crying and kissing each other and I said goodbye and I meant goodbye. I really meant this was the end.”
BBC asks Rosen, “you must have been terrified”
Rosen answered, “There is no word for it. Your entire body tingles and you conjure up every possible moment of your life and possibly things that you could have done. There is no term that can be used to describe that moment.”
The worst part of the 444 day ordeal
Rosen told the BBC, “The worst part of my ordeal was that there was no end in sight. There was just a certain sense of agony and I think somewhere in my brain I gave up and couldn’t sleep. My entire nervous system shut down. Every time I tried to sleep, something would wake me up saying, ‘stay alert, stay alert,’ and in retrospect I always look back and realize that it was my brain saying to me ‘you are going to die, but if you stay awake, they can’t kill you.’”
Coping mechanisms
Rosen spoke about how he dealt with lengthy imprisonment, and to him, the unendurable agony of the captivity.
“To be perfectly truthful,” he said, “I would have liked to kill myself and there were some of my colleagues who tried to bang their heads against cement walls or even cut their wrists. I wanted to die every day. I woke up and as the sun rose, I said, ‘Oh no, another day here.’ I can remember that a little spot of light came into this dark cell and it moved from the top of the ceiling all the way to the bottom. It took about two hours to watch this spot move. It sounds silly but you had to take whatever you could get.”
Editor’s Note: The BMCC Office of Public Affairs thanks the BBC and its special program “Witness” for permission to use the audio interview from which this article is excerpted.Read More
Borough of Manhattan Community College/CUNY
Stars Are Born
October 22, 2009
BMCC astronomy professor honored by Italian Heritage & Culture Committee.
Italian astronomers are nothing new. Think of Galileo Galilie, who lived 1564 to 1592, and proved Copernicus’s theory that the earth revolves around the sun—not the other way around.
Now think of Shana Tribiano..., BMCC Professor of Physics and Astronomy, who was honored by the 12th Annual Italian Heritage & Culture Celebration, October 20 at City Hall.
The event paid tribute to two historical figures, Galileo and early 20th-Century Italian American Giuseppe Petrosino, as well as two contemporary Italian Americans, Tribiano and Scientific American Editor-in-Chief, Mariette Dichristina-Gerosa.
The galaxy expands
Tribiano, a Hayden Associate at the American Museum of Natural History’s Hayden Planetarium, researches starburst galaxies, those producing up to tens of thousands of stars a year.
The field of astronomy is producing another kind of star at a rapid rate, as young women join the science of studying celestial bodies and the universe as a whole. “Try to connect to as many other women astronomers as you can,” Tribiano advises BMCC women students interested in the field.
Those connections are getting easier to make. According to the American Astronomy Association, between 1980 and 1990, the number of women astronomers more than doubled—and today, about a third of the astronomers in the United States are women.
Tribiano advises young women interested in the field to choose a higher learning route that supports them. “There are more and more communities that have a balanced ratio of men to women, than when I went through school,” Tribiano says. “It varies a lot. Some schools will have excellent programs favorable to a balanced distribution, and other schools not— so do research into where you’re heading.”
Investigating the universe—and speaking out
The Italian Heritage & Culture Celebration, co-sponsored by Manhattan Borough President Scott M. Stringer, also honored Giuseppe Petrosino, an Italian American immigrant who joined the New York Police Department in 1883 and created strategies for fighting organized crime that are still in use today.
Honoree Mariette Dichristina-Gerosa,acting Editor-in-Chief of Scientific American magazine, spoke of the “drive to find answers to our essential questions,” that links Galileo—whose findings evoked the wrath of the Spanish Inquisition and was on house arrest the last nine years of his life—and Petrosino, whose investigations into organized crime led to his assassination in 1909.
While their methods of exploration varied, each man sought the truth, and spoke out on the truth, at any cost.
Discovering the unknown
Research and information-sharing techniques have radically evolved from Galileo’s time to Petrosino’s, to Tribiano’s, and those of other scientists today.
“In terms of astronomy I think nowadays a lot of excitement funnels through cable television, so shows that are on Discovery Channel, the History Channel, I would say are making the class and the material more accessible,” says Tribiano, who screens videos to introduce concepts in her astronomy class at BMCC.
Would she recommend that students—women or men—pursue a career in astronomy, which would mean going beyond an associate’s degree in science at BMCC, to a bachelor’s degree and eventual PhD? Tribiano doesn’t sugar-coat the truth.
“Your choices are generally being a professor—or the even less commonly available job would be working as a research scientist, working for a school or for the government—but the answer really lies in the decisions of what jobs are made and where funding goes, and in that way, your guess about that future is as good as mine.”Read More
October 22, 2009
BMCC astronomy professor honored by Italian Heritage & Culture Committee.
Italian astronomers are nothing new. Think of Galileo Galilie, who lived 1564 to 1592, and proved Copernicus’s theory that the earth revolves around the sun—not the other way around.
Now think of Shana Tribiano..., BMCC Professor of Physics and Astronomy, who was honored by the 12th Annual Italian Heritage & Culture Celebration, October 20 at City Hall.
The event paid tribute to two historical figures, Galileo and early 20th-Century Italian American Giuseppe Petrosino, as well as two contemporary Italian Americans, Tribiano and Scientific American Editor-in-Chief, Mariette Dichristina-Gerosa.
The galaxy expands
Tribiano, a Hayden Associate at the American Museum of Natural History’s Hayden Planetarium, researches starburst galaxies, those producing up to tens of thousands of stars a year.
The field of astronomy is producing another kind of star at a rapid rate, as young women join the science of studying celestial bodies and the universe as a whole. “Try to connect to as many other women astronomers as you can,” Tribiano advises BMCC women students interested in the field.
Those connections are getting easier to make. According to the American Astronomy Association, between 1980 and 1990, the number of women astronomers more than doubled—and today, about a third of the astronomers in the United States are women.
Tribiano advises young women interested in the field to choose a higher learning route that supports them. “There are more and more communities that have a balanced ratio of men to women, than when I went through school,” Tribiano says. “It varies a lot. Some schools will have excellent programs favorable to a balanced distribution, and other schools not— so do research into where you’re heading.”
Investigating the universe—and speaking out
The Italian Heritage & Culture Celebration, co-sponsored by Manhattan Borough President Scott M. Stringer, also honored Giuseppe Petrosino, an Italian American immigrant who joined the New York Police Department in 1883 and created strategies for fighting organized crime that are still in use today.
Honoree Mariette Dichristina-Gerosa,acting Editor-in-Chief of Scientific American magazine, spoke of the “drive to find answers to our essential questions,” that links Galileo—whose findings evoked the wrath of the Spanish Inquisition and was on house arrest the last nine years of his life—and Petrosino, whose investigations into organized crime led to his assassination in 1909.
While their methods of exploration varied, each man sought the truth, and spoke out on the truth, at any cost.
Discovering the unknown
Research and information-sharing techniques have radically evolved from Galileo’s time to Petrosino’s, to Tribiano’s, and those of other scientists today.
“In terms of astronomy I think nowadays a lot of excitement funnels through cable television, so shows that are on Discovery Channel, the History Channel, I would say are making the class and the material more accessible,” says Tribiano, who screens videos to introduce concepts in her astronomy class at BMCC.
Would she recommend that students—women or men—pursue a career in astronomy, which would mean going beyond an associate’s degree in science at BMCC, to a bachelor’s degree and eventual PhD? Tribiano doesn’t sugar-coat the truth.
“Your choices are generally being a professor—or the even less commonly available job would be working as a research scientist, working for a school or for the government—but the answer really lies in the decisions of what jobs are made and where funding goes, and in that way, your guess about that future is as good as mine.”Read More
Borough of Manhattan Community College/CUNY
CUNY Month Kick Off
Wednesday, November 4
1:00 PM – 4:00 PM
BMCC Main Lobby/Promenade
Fanfare and information tables promoting the CUNY Month theme.
Source: www.bmcc.cuny.edu
2:00 PM – 5:00 PMRichard Harris TerraceIn light of the citywide elections in November, this event is a timely reminder of the importance of voter participation for New Yorkers with disabilities. A historical perspective will be presented with discussion. ...
Borough of Manhattan Community College/CUNY
Fast Learner
October 13, 2009
Interview with Peter Jennings Scholar Wilson Acuna.
Born and raised in Bucaramanga, Colombia, Wilson Andres Acuna first moved to New York as a 17-year-old in 2006. By his own account, he wasn’t especially happy to be here.
“I came to New York to be with my father, who had been living he...re for a few years,” recalls Acuna, one of three BMCC students to receive the 2009 Peter Jennings Scholarship Laurel Award. The award recognizes the achievements of outstanding CUNY students who have earned a General Equivalency Diploma through a special CUNY program. It’s named in honor of the late ABC News anchor Peter Jennings, who never completed high school or earned a college degree.
“From the time I came here I missed Colombia and always wanted to go home,” Acuna recalls. Finally, he did—on vacation in December 2007. The trip was an eye-opener.
Getting unstuck
“I realized my life wasn’t in Colombia any more,” he says. “I’d been living away for two years, and Bucaramanga no longer had the appeal it once did. So I returned to New York knowing I’d have to do something to get unstuck and move forward in my life.”
A CUNY community college seemed the best option. Acuna chose BMCC despite the fact that Hostos Community College was within walking distance of his home and BMCC was a 40-minute subway ride away. “I went with BMCC on the basis of its reputation,” he says. “It’s the best decision I ever made.”
But before he could begin classes, there was unfinished business to attend to. In the summer of 2008, Acuna enrolled in the GED program offered by BMCC’s Center for Continuing Education Department and Workforce Development.
“I wasn’t entirely confident that I would succeed or that my language skills would be good enough for college,” he says. “But the teachers were incredibly helpful and supportive, always willing to answer my questions—in the classroom or after class. I would never have made it this far without them.”
GED in hand, Acuna could have moved directly into an associate degree program. Instead, he decided to spend time in CUNY’s College Transition program “to get a better feel for what college classes would be like.” He also wanted to improve his skills “and see if I was ready to go on to college.”
He was ready. He began his studies at BMCC this spring and completed the semester with a 4.0 GPA. His selection as a Peter Jennings scholar surprised no one—least of all his teachers. Wrote one, in support of Acuna’s application, Acuna is “a quick learner who distinguished himself as a support to other students, not simply providing answers, but patiently asking question to guide them toward discovering concepts at their own pace. His sense of community and responsibility are reflected in his commitment toward a career in biology, protecting species and natural environments.”
Taking a pass on cartoons
Acuna is in fact planning to pursue a bachelor's degree in biology after graduating from BMCC; he’ll then go on to study environmental biology at the graduate level. “My interest in plants, animals, nature and the environment goes back to my childhood,” he says. “When my friends were watching cartoons, I was watching Discovery Channel and Animal Planet.”
Taking in the arc of Acuna’s life, from his arrival here six years ago, one can’t help being impressed by his determination, focus and gift for self-reflection.
“I really didn’t speak English well when I came here and was insecure about meeting people,” Acuna recalls. “It’s when I connected with BMCC’s Center for Continuing Education that my academic life began. Until then, I was stuck—but now I’m moving forward, and looking ahead to all things I can do and all the places I can go.”Read More
October 13, 2009
Interview with Peter Jennings Scholar Wilson Acuna.
Born and raised in Bucaramanga, Colombia, Wilson Andres Acuna first moved to New York as a 17-year-old in 2006. By his own account, he wasn’t especially happy to be here.
“I came to New York to be with my father, who had been living he...re for a few years,” recalls Acuna, one of three BMCC students to receive the 2009 Peter Jennings Scholarship Laurel Award. The award recognizes the achievements of outstanding CUNY students who have earned a General Equivalency Diploma through a special CUNY program. It’s named in honor of the late ABC News anchor Peter Jennings, who never completed high school or earned a college degree.
“From the time I came here I missed Colombia and always wanted to go home,” Acuna recalls. Finally, he did—on vacation in December 2007. The trip was an eye-opener.
Getting unstuck
“I realized my life wasn’t in Colombia any more,” he says. “I’d been living away for two years, and Bucaramanga no longer had the appeal it once did. So I returned to New York knowing I’d have to do something to get unstuck and move forward in my life.”
A CUNY community college seemed the best option. Acuna chose BMCC despite the fact that Hostos Community College was within walking distance of his home and BMCC was a 40-minute subway ride away. “I went with BMCC on the basis of its reputation,” he says. “It’s the best decision I ever made.”
But before he could begin classes, there was unfinished business to attend to. In the summer of 2008, Acuna enrolled in the GED program offered by BMCC’s Center for Continuing Education Department and Workforce Development.
“I wasn’t entirely confident that I would succeed or that my language skills would be good enough for college,” he says. “But the teachers were incredibly helpful and supportive, always willing to answer my questions—in the classroom or after class. I would never have made it this far without them.”
GED in hand, Acuna could have moved directly into an associate degree program. Instead, he decided to spend time in CUNY’s College Transition program “to get a better feel for what college classes would be like.” He also wanted to improve his skills “and see if I was ready to go on to college.”
He was ready. He began his studies at BMCC this spring and completed the semester with a 4.0 GPA. His selection as a Peter Jennings scholar surprised no one—least of all his teachers. Wrote one, in support of Acuna’s application, Acuna is “a quick learner who distinguished himself as a support to other students, not simply providing answers, but patiently asking question to guide them toward discovering concepts at their own pace. His sense of community and responsibility are reflected in his commitment toward a career in biology, protecting species and natural environments.”
Taking a pass on cartoons
Acuna is in fact planning to pursue a bachelor's degree in biology after graduating from BMCC; he’ll then go on to study environmental biology at the graduate level. “My interest in plants, animals, nature and the environment goes back to my childhood,” he says. “When my friends were watching cartoons, I was watching Discovery Channel and Animal Planet.”
Taking in the arc of Acuna’s life, from his arrival here six years ago, one can’t help being impressed by his determination, focus and gift for self-reflection.
“I really didn’t speak English well when I came here and was insecure about meeting people,” Acuna recalls. “It’s when I connected with BMCC’s Center for Continuing Education that my academic life began. Until then, I was stuck—but now I’m moving forward, and looking ahead to all things I can do and all the places I can go.”Read More
Borough of Manhattan Community College/CUNY
October 2, 2009
Interview with Professor Elizabeth Berlinger.
As a graduate student in Humanities at the University of Chicago, Elizabeth Berlinger found herself reading a lot of poetry by women. “It wasn’t by design,” she says. “But when I realized this was happening, I began to look for patterns and common themes among... the works I was studying.” These days, Berlinger conveys her fascination with writing by women in English 353—“Women in Literature”—which she teaches as an adjunct lecturer in BMCC’s English Department.
“There are different ways to organize a survey course like this—by theme or subject matter, for example,” she says. “I take a chronological approach, beginning with Sappho, the ancient Greek poet, and proceeding through medieval times, the Victorian era and the 20th Century to the present day.” In that way, she says, “we’re able to gain an historical perspective and see how each artist built on the work of those who came before her.”
A lot of ground to cover
Every era has its stars—from Marie de France and Julia of Norwich, who provided insights into daily life in the Middle Ages, to 20th- and 21st-Century pioneers like Virginia Woolf, Sylvia Plath and Toni Morrison.
“Because we have to cover so much in a short time, I try to choose a variety of genres—poetry, memoirs and essays, and fiction as well as non-fiction,” Berlinger says. “The idea is to provide at least a taste of many historical periods, cultures and ethnic groups.” Admittedly, some works, particularly the older ones, are more accessible and easier to relate to than others. “While it is sometimes possible to approach the works on a purely artistic level,” she notes, “it often helps to contextualize them as much as possible—to view them against the historical and cultural climate of the time.”
Even so, certain interlocking themes emerge time and again, irrespective of when the writer lived. “We look at the suppression of women and its impact on them personally and professionally,” Berlinger says. “We look at the constraints traditionally imposed by marriage and family, conceptions of sexuality and identity, how women envision God, and even psychological issues such as madness and mental health.”
Strong responses
The readings often elicit passionate reactions from the students, ranging from pride in the accomplishments of women to anger about the injustices they have suffered. “The emotional reactions and personal stories students bring to our classroom discussions—often in response to writers they are experiencing for the first time—are an invaluable part of the course,” Berlinger says.
Perhaps not surprisingly, enrollment in “Women in Literature” is predominantly female. “But the men who have taken the course have been every bit asRead More
Interview with Professor Elizabeth Berlinger.
As a graduate student in Humanities at the University of Chicago, Elizabeth Berlinger found herself reading a lot of poetry by women. “It wasn’t by design,” she says. “But when I realized this was happening, I began to look for patterns and common themes among... the works I was studying.” These days, Berlinger conveys her fascination with writing by women in English 353—“Women in Literature”—which she teaches as an adjunct lecturer in BMCC’s English Department.
“There are different ways to organize a survey course like this—by theme or subject matter, for example,” she says. “I take a chronological approach, beginning with Sappho, the ancient Greek poet, and proceeding through medieval times, the Victorian era and the 20th Century to the present day.” In that way, she says, “we’re able to gain an historical perspective and see how each artist built on the work of those who came before her.”
A lot of ground to cover
Every era has its stars—from Marie de France and Julia of Norwich, who provided insights into daily life in the Middle Ages, to 20th- and 21st-Century pioneers like Virginia Woolf, Sylvia Plath and Toni Morrison.
“Because we have to cover so much in a short time, I try to choose a variety of genres—poetry, memoirs and essays, and fiction as well as non-fiction,” Berlinger says. “The idea is to provide at least a taste of many historical periods, cultures and ethnic groups.” Admittedly, some works, particularly the older ones, are more accessible and easier to relate to than others. “While it is sometimes possible to approach the works on a purely artistic level,” she notes, “it often helps to contextualize them as much as possible—to view them against the historical and cultural climate of the time.”
Even so, certain interlocking themes emerge time and again, irrespective of when the writer lived. “We look at the suppression of women and its impact on them personally and professionally,” Berlinger says. “We look at the constraints traditionally imposed by marriage and family, conceptions of sexuality and identity, how women envision God, and even psychological issues such as madness and mental health.”
Strong responses
The readings often elicit passionate reactions from the students, ranging from pride in the accomplishments of women to anger about the injustices they have suffered. “The emotional reactions and personal stories students bring to our classroom discussions—often in response to writers they are experiencing for the first time—are an invaluable part of the course,” Berlinger says.
Perhaps not surprisingly, enrollment in “Women in Literature” is predominantly female. “But the men who have taken the course have been every bit asRead More
Borough of Manhattan Community College/CUNY New York Times Columnist Randy Cohen Says, Better to Write a Check to BMCC Than Harvard
Source: www.bmcc.cuny.edu
Nearly half of all college students attend community colleges—“institutions that keep alive the American promise of economic opportunity”—writes Randy Cohen in his September 28, ...
Borough of Manhattan Community College/CUNY
September 29, 2009
Interview with Peter Jennings Scholar Nodira Makhmudova.
As a child, Nodira Makhmudova had little interest in becoming a doctor when she grew up—this despite the fact that both her parents were doctors. It was only after she emigrated to the U.S. from the Central Asian nation of Uzbekistan that she cha...nged her mind.
Just 16 when she first came here as an international student, she initially lived with a host family in Kansas and then moved to New York after six months. “My English wasn’t fluent and I felt very alone, with no real sense of how to get a job or where to go to school,” she recalls. “I lacked confidence and had trouble interacting with people.”
Rapid trajectory
Fast forward four years to 2009: Makhmudova has completed her first semester at BMCC with a 3.72 grade point average and a busy schedule of volunteer activities. Along with two BMCC classmates, she recently received the 2009 Peter Jennings Scholarship Laurel Award, which recognizes the achievements of outstanding CUNY students who have earned a General Equivalency Diploma through a special CUNY program.
Perhaps most significant, Makhmudova today has a clear vision of the next part of her life: graduation from BMCC, transfer to a pre-med program and then on to medical school.
“For some reason I didn’t want to be a doctor when I was still living in Uzbekistan, but that changed after I got here,” says Makhmudova. “My father, who was a cardiologist, had inspired me to study abroad. I came here soon after he died and in those early days realized how much I missed my family and home. That helped me begin to think about becoming a doctor myself.”
Having left Uzbekistan before completing high school, Makhmudova enrolled in a beginning-level GED class at BMCC’s Center for Continuing Education and Workforce Development, then progressed to more advanced levels and entered the College Prep course in January 2008.
“It was a difficult period,” she says. “I was attending school and also earning a living as a baby sitter.” Somehow, she also found time to spend two hours a day studying in the campus library, using books borrowed from the Continuing Ed Center.
While Makhmudova says that receiving the Peter Jennings scholarship is “a great honor,” it also yields a practical benefit, freeing her from some of the pressure to spend precious study time earning money. “It will definitely help me improve academically,” she says.
Sharing what she has learned
Having benefited from her time as a GED student, Makhmudova is a frequent speaker in Continuing Ed, where she reflects on her own experience and encourages students to use the available resources to their fullest advantage. “For me, college isn’t nearly as difficult as it would have been if I’d never taken the GED program,” she says. “I’m much more comfortable—and much more confident.”
Makhmudova is also a volunteer at the Women’s Resource Center and a classroom assistant for students with disabilities. “I want my college life to be full of experiences as well as full of knowledge,” she says.
After graduating from BMCC next spring, Makhmudova plans to enroll in a pre-med program and then go on to medical school and a career as an OB-GYN physician.
“I know I have a long way to go,” she says. “But I also know I’m on the right track.”Read More
Interview with Peter Jennings Scholar Nodira Makhmudova.
As a child, Nodira Makhmudova had little interest in becoming a doctor when she grew up—this despite the fact that both her parents were doctors. It was only after she emigrated to the U.S. from the Central Asian nation of Uzbekistan that she cha...nged her mind.
Just 16 when she first came here as an international student, she initially lived with a host family in Kansas and then moved to New York after six months. “My English wasn’t fluent and I felt very alone, with no real sense of how to get a job or where to go to school,” she recalls. “I lacked confidence and had trouble interacting with people.”
Rapid trajectory
Fast forward four years to 2009: Makhmudova has completed her first semester at BMCC with a 3.72 grade point average and a busy schedule of volunteer activities. Along with two BMCC classmates, she recently received the 2009 Peter Jennings Scholarship Laurel Award, which recognizes the achievements of outstanding CUNY students who have earned a General Equivalency Diploma through a special CUNY program.
Perhaps most significant, Makhmudova today has a clear vision of the next part of her life: graduation from BMCC, transfer to a pre-med program and then on to medical school.
“For some reason I didn’t want to be a doctor when I was still living in Uzbekistan, but that changed after I got here,” says Makhmudova. “My father, who was a cardiologist, had inspired me to study abroad. I came here soon after he died and in those early days realized how much I missed my family and home. That helped me begin to think about becoming a doctor myself.”
Having left Uzbekistan before completing high school, Makhmudova enrolled in a beginning-level GED class at BMCC’s Center for Continuing Education and Workforce Development, then progressed to more advanced levels and entered the College Prep course in January 2008.
“It was a difficult period,” she says. “I was attending school and also earning a living as a baby sitter.” Somehow, she also found time to spend two hours a day studying in the campus library, using books borrowed from the Continuing Ed Center.
While Makhmudova says that receiving the Peter Jennings scholarship is “a great honor,” it also yields a practical benefit, freeing her from some of the pressure to spend precious study time earning money. “It will definitely help me improve academically,” she says.
Sharing what she has learned
Having benefited from her time as a GED student, Makhmudova is a frequent speaker in Continuing Ed, where she reflects on her own experience and encourages students to use the available resources to their fullest advantage. “For me, college isn’t nearly as difficult as it would have been if I’d never taken the GED program,” she says. “I’m much more comfortable—and much more confident.”
Makhmudova is also a volunteer at the Women’s Resource Center and a classroom assistant for students with disabilities. “I want my college life to be full of experiences as well as full of knowledge,” she says.
After graduating from BMCC next spring, Makhmudova plans to enroll in a pre-med program and then go on to medical school and a career as an OB-GYN physician.
“I know I have a long way to go,” she says. “But I also know I’m on the right track.”Read More
Borough of Manhattan Community College/CUNY
September 24, 2009
Video of the Fall 2009 Job Expo at BMCC.
View photos
The economy may be feeling cold, but the energy was heating up at a recent BMCC job fair held in Richard Harris Terrace. At the Fall 2009 Job Expo, students and alumni—decked out in professional attire, resumes in hand—were eager to meet prospective ...employees from more than 50 companies.
The Job Expo was a collaboration between BMCC's Center for Career Development and the Accelerated Study in Associate Programs (ASAP). Those in attendance were BMCC students and alumni seeking part-time and full-time jobs and internships.
More than 500 students attended the Job Expo, walking from booth to booth to learn more about various career opportunities while picking up some giveaways.
Because BMCC offers classes seven days a week, in Manhattan, Brooklyn and the Bronx, many students balance a job with their academics. Those who don't are oftentimes seeking employment in this tough economy, which led to this year’s large, positive turnout at the Job Expo.
Prospective Employees, "Have To Be Friendly"
Some of the companies represented at the Job Expo included WB Mason Co., Inc., Kaplan Test Prep & Admissions, Avon, The New York Police Department, Macy's, GAP Inc., Victoria's Secret, TD Bank and many more.
"At the last BMCC Job Expo I hired several students as sales associates," says Roshelle Robertson, a recruiter for Macy's department stores in Brooklyn, who set up her booth just outside the BMCC cafeteria. "Prospective employees have to be friendly and not afraid to talk to customers."
Robertson said that Macy's flexible hours make it a great place for students to work while attending classes at BMCC. In fact, some Macy's employees work just on weekends, leaving weekdays open for their academics.
According to Robertson, an attractive resume is one that is clear, detailed and to-the-point. "The more I know about you from your resume, the more likely I am to hire you," she said.
Students Have Stand-Out Resumes
Edward Campbell, a BMCC accounting major, heard about the Job Expo from a professor and decided to check it out. "I spoke with a few companies so far," he said. "Everyone was very informative and helpful."
Campbell believes his knowledge of finance and accounting, makes him an ideal candidate for a job in the financial sector.
Liberal Arts major Nikolay Kabanov was hoping to speak with companies who shared his passion for 'green' jobs. "I created a 'green' club in my high school and I speak English, Russian, German and Spanish," he said. "I think that helps me stand out in the job market."
Some of the companies in attendance at the Expo currently employ BMCC students. "We have some BMCC students working with us right now," said Charlie Coe, a recruiter for Quality Services for the Autism Community (QSAC), an organization that helps individuals with an autism spectrum disorder. "We're looking for educated, kind people to work for us."
Job Expo, "A Collaborative Effort"
Before students even entered the Expo, representatives from BMCC's Center for Career Development reviewed their resumes and made sure they were dressed professionally.
“Many of our students were offered interviews," said Driada Rivas, Career Development Coordinator for the Center for Career Development. "It is fantastic to see our students grow and succeed.”
BMCC’s Center for Career Development operates and oversees informative programs about job hunting and resume construction throughout the year.
"This Expo was truly a collaborative event between ASAP and Career Services," said Michael Stahl, Employment Specialist for BMCC's ASAP program. "We take records on how many students get jobs from these on-campus job fairs, and many of them do," he said. "Career Development worked very hard to prepare these students for this fair."
In fact, last year, according to Stahl, clothing company Abercrombie & Fitch set up a booth at the Expo and hired 50 BMCC students to work in their stores.
"All the companies here today are hiring in today's economy, and we have great students here today who will make great employees," he said.
Read More
Video of the Fall 2009 Job Expo at BMCC.
View photos
The economy may be feeling cold, but the energy was heating up at a recent BMCC job fair held in Richard Harris Terrace. At the Fall 2009 Job Expo, students and alumni—decked out in professional attire, resumes in hand—were eager to meet prospective ...employees from more than 50 companies.
The Job Expo was a collaboration between BMCC's Center for Career Development and the Accelerated Study in Associate Programs (ASAP). Those in attendance were BMCC students and alumni seeking part-time and full-time jobs and internships.
More than 500 students attended the Job Expo, walking from booth to booth to learn more about various career opportunities while picking up some giveaways.
Because BMCC offers classes seven days a week, in Manhattan, Brooklyn and the Bronx, many students balance a job with their academics. Those who don't are oftentimes seeking employment in this tough economy, which led to this year’s large, positive turnout at the Job Expo.
Prospective Employees, "Have To Be Friendly"
Some of the companies represented at the Job Expo included WB Mason Co., Inc., Kaplan Test Prep & Admissions, Avon, The New York Police Department, Macy's, GAP Inc., Victoria's Secret, TD Bank and many more.
"At the last BMCC Job Expo I hired several students as sales associates," says Roshelle Robertson, a recruiter for Macy's department stores in Brooklyn, who set up her booth just outside the BMCC cafeteria. "Prospective employees have to be friendly and not afraid to talk to customers."
Robertson said that Macy's flexible hours make it a great place for students to work while attending classes at BMCC. In fact, some Macy's employees work just on weekends, leaving weekdays open for their academics.
According to Robertson, an attractive resume is one that is clear, detailed and to-the-point. "The more I know about you from your resume, the more likely I am to hire you," she said.
Students Have Stand-Out Resumes
Edward Campbell, a BMCC accounting major, heard about the Job Expo from a professor and decided to check it out. "I spoke with a few companies so far," he said. "Everyone was very informative and helpful."
Campbell believes his knowledge of finance and accounting, makes him an ideal candidate for a job in the financial sector.
Liberal Arts major Nikolay Kabanov was hoping to speak with companies who shared his passion for 'green' jobs. "I created a 'green' club in my high school and I speak English, Russian, German and Spanish," he said. "I think that helps me stand out in the job market."
Some of the companies in attendance at the Expo currently employ BMCC students. "We have some BMCC students working with us right now," said Charlie Coe, a recruiter for Quality Services for the Autism Community (QSAC), an organization that helps individuals with an autism spectrum disorder. "We're looking for educated, kind people to work for us."
Job Expo, "A Collaborative Effort"
Before students even entered the Expo, representatives from BMCC's Center for Career Development reviewed their resumes and made sure they were dressed professionally.
“Many of our students were offered interviews," said Driada Rivas, Career Development Coordinator for the Center for Career Development. "It is fantastic to see our students grow and succeed.”
BMCC’s Center for Career Development operates and oversees informative programs about job hunting and resume construction throughout the year.
"This Expo was truly a collaborative event between ASAP and Career Services," said Michael Stahl, Employment Specialist for BMCC's ASAP program. "We take records on how many students get jobs from these on-campus job fairs, and many of them do," he said. "Career Development worked very hard to prepare these students for this fair."
In fact, last year, according to Stahl, clothing company Abercrombie & Fitch set up a booth at the Expo and hired 50 BMCC students to work in their stores.
"All the companies here today are hiring in today's economy, and we have great students here today who will make great employees," he said.
Read More
Borough of Manhattan Community College/CUNY
The economy may be feeling cold, but the energy was heating up at a
recent BMCC job fair held in Richard Harris Terrace. At the Fall 2009
Job Expo, students and alumni—decked out in professional attire,
resumes in hand—were eager to meet prospective employees from more than
50 companies. The Job Expo was a collaboratio...n between
BMCC's Center for Career Development and the Accelerated Study in
Associate Programs (ASAP). Those in attendance were BMCC students and
alumni seeking part-time and full-time jobs and internships. More
than 500 students attended the Job Expo, walking from booth to booth to
learn more about various career opportunities while picking up some
giveaways. Because BMCC offers classes seven days a week,
in Manhattan, Brooklyn and the Bronx, many students balance a job with
their academics. Those who don't are oftentimes seeking employment in
this tough economy, which led to this year’s large, positive turnout at
the Job Expo. Prospective Employees, "Have To Be Friendly" Some
of the companies represented at the Job Expo included WB Mason Co.,
Inc., Kaplan Test Prep & Admissions, Avon, The New York Police
Department, Macy's, GAP Inc., Victoria's Secret, TD Bank and many more.
"At the last BMCC Job Expo I hired several students as sales
associates," says Roshelle Robertson, a recruiter for Macy's department
stores in Brooklyn, who set up her booth just outside the BMCC
cafeteria. "Prospective employees have to be friendly and not afraid to
talk to customers." Robertson said that Macy's flexible
hours make it a great place for students to work while attending
classes at BMCC. In fact, some Macy's employees work just on weekends,
leaving weekdays open for their academics. According to
Robertson, an attractive resume is one that is clear, detailed and
to-the-point. "The more I know about you from your resume, the more
likely I am to hire you," she said.Students Have Stand-Out Resumes Edward
Campbell, a BMCC accounting major, heard about the Job Expo from a
professor and decided to check it out. "I spoke with a few companies so
far," he said. "Everyone was very informative and helpful." Campbell believes his knowledge of finance and accounting, makes him an ideal candidate for a job in the financial sector. Liberal
Arts major Nikolay Kabanov was hoping to speak with companies who
shared his passion for 'green' jobs. "I created a 'green' club in my
high school and I speak English, Russian, German and Spanish," he said.
"I think that helps me stand out in the job market." Some of
the companies in attendance at the Expo currently employ BMCC students.
"We have some BMCC students working with us right now," said Charlie
Coe, a recruiter for Quality Services for the Autism Community (QSAC),
an organization that helps individuals with an autism spectrum
disorder. "We're looking for educated, kind people to work for us." Job Expo, "A Collaborative Effort" Before
students even entered the Expo, representatives from BMCC's Center for
Career Development reviewed their resumes and made sure they were
dressed professionally. “Many of our students were offered
interviews," said Driada Rivas, Career Development Coordinator for the
Center for Career Development. "It is fantastic to see our students
grow and succeed.” BMCC’s Center for Career Development
operates and oversees informative programs about job hunting and resume
construction throughout the year. "This Expo was truly a
collaborative event between ASAP and Career Services," said Michael
Stahl, Employment Specialist for BMCC's ASAP program. "We take records
on how many students get jobs from these on-campus job fairs, and many
of them do," he said. "Career Development worked very hard to prepare
these students for this fair." In fact, last year, according
to Stahl, clothing company Abercrombie & Fitch set up a booth at
the Expo and hired 50 BMCC students to work in their stores. "All
the companies here today are hiring in today's economy, and we have
great students here today who will make great employees," he said.Read More
recent BMCC job fair held in Richard Harris Terrace. At the Fall 2009
Job Expo, students and alumni—decked out in professional attire,
resumes in hand—were eager to meet prospective employees from more than
50 companies. The Job Expo was a collaboratio...n between
BMCC's Center for Career Development and the Accelerated Study in
Associate Programs (ASAP). Those in attendance were BMCC students and
alumni seeking part-time and full-time jobs and internships. More
than 500 students attended the Job Expo, walking from booth to booth to
learn more about various career opportunities while picking up some
giveaways. Because BMCC offers classes seven days a week,
in Manhattan, Brooklyn and the Bronx, many students balance a job with
their academics. Those who don't are oftentimes seeking employment in
this tough economy, which led to this year’s large, positive turnout at
the Job Expo. Prospective Employees, "Have To Be Friendly" Some
of the companies represented at the Job Expo included WB Mason Co.,
Inc., Kaplan Test Prep & Admissions, Avon, The New York Police
Department, Macy's, GAP Inc., Victoria's Secret, TD Bank and many more.
"At the last BMCC Job Expo I hired several students as sales
associates," says Roshelle Robertson, a recruiter for Macy's department
stores in Brooklyn, who set up her booth just outside the BMCC
cafeteria. "Prospective employees have to be friendly and not afraid to
talk to customers." Robertson said that Macy's flexible
hours make it a great place for students to work while attending
classes at BMCC. In fact, some Macy's employees work just on weekends,
leaving weekdays open for their academics. According to
Robertson, an attractive resume is one that is clear, detailed and
to-the-point. "The more I know about you from your resume, the more
likely I am to hire you," she said.Students Have Stand-Out Resumes Edward
Campbell, a BMCC accounting major, heard about the Job Expo from a
professor and decided to check it out. "I spoke with a few companies so
far," he said. "Everyone was very informative and helpful." Campbell believes his knowledge of finance and accounting, makes him an ideal candidate for a job in the financial sector. Liberal
Arts major Nikolay Kabanov was hoping to speak with companies who
shared his passion for 'green' jobs. "I created a 'green' club in my
high school and I speak English, Russian, German and Spanish," he said.
"I think that helps me stand out in the job market." Some of
the companies in attendance at the Expo currently employ BMCC students.
"We have some BMCC students working with us right now," said Charlie
Coe, a recruiter for Quality Services for the Autism Community (QSAC),
an organization that helps individuals with an autism spectrum
disorder. "We're looking for educated, kind people to work for us." Job Expo, "A Collaborative Effort" Before
students even entered the Expo, representatives from BMCC's Center for
Career Development reviewed their resumes and made sure they were
dressed professionally. “Many of our students were offered
interviews," said Driada Rivas, Career Development Coordinator for the
Center for Career Development. "It is fantastic to see our students
grow and succeed.” BMCC’s Center for Career Development
operates and oversees informative programs about job hunting and resume
construction throughout the year. "This Expo was truly a
collaborative event between ASAP and Career Services," said Michael
Stahl, Employment Specialist for BMCC's ASAP program. "We take records
on how many students get jobs from these on-campus job fairs, and many
of them do," he said. "Career Development worked very hard to prepare
these students for this fair." In fact, last year, according
to Stahl, clothing company Abercrombie & Fitch set up a booth at
the Expo and hired 50 BMCC students to work in their stores. "All
the companies here today are hiring in today's economy, and we have
great students here today who will make great employees," he said.Read More
Borough of Manhattan Community College/CUNY
At CUNY’s community colleges, young women of color account by far for the largest percentage of total enrollment of any demographic group. But until recently, there has been virtually no research into the specific—and unique—issues these women face as students.
That gap is now being filled by a first-of-its-kind study c...o-directed by Lisa Rose, coordinator of BMCC’s Human Services Program and an associate professor of Social Sciences; and Precious Sellars-Mulhern, a counseling psychologist in the Counseling Center and associate professor of counseling. Funded by a grant from the New York Community Trust and entitled “The Community College Odyssey: Identifying and Addressing the Obstacles for Women of Color,” the project involves Hostos and LaGuardia Community Colleges as well as BMCC, which is serving as the lead institution.
Starting with a blank slate
“One of the things that sets this project apart is that we went into it with absolutely no agenda or preconceived notions of what we’d find,” says Rose. “Our sole objective at this stage was to collect data.”
In the first stage of the study, focus groups were held with students at each campus; researchers are now using the findings as the basis of interviews with directors of various student programs and department chairs at all three campuses.
What the researchers discovered, to their surprise, was that childcare and outside jobs—key issues facing female students in the past—are of little concern to female students today.
“Virtually none of the students in our study said they had children to care for, and few had outside jobs,” says Sellars-Mulhern. Indeed, women of color who are currently enrolled at CUNY’s community colleges are typically much younger than those who attended a generation ago. “What we did find—and this is quite poignant—is that among the younger students in our study, especially those who had completed fewer than 16 credits, there was a sense of being lost, confused, and disconnected from the campus community,” Sellars-Mulhern adds. “They had ambitious academic goals. But they weren’t using the resources and support services available to them and often expressed a sense of boredom.”
Almost without exception, study participants conveyed a determination to ignore distractions, study hard and earn their degrees. “But they face constant obstacles—often because they’d been given misinformation, or changed majors precipitously, or had academic troubles and didn’t know where to look for help,” Rose says.
Tellingly, the researchers found that most students were receptive to the idea of taking part in focus groups. But of those who committed to participating, relatively few showed up.
“We saw this as a challenge, not a defeat,” says Rose. “The fact is that, even without childcare responsibilities or jobs, these students have complex obligations outside of class—babysitting, perhaps, or caring for an older relative. As a result, they want to spend whatever time they have on campus in the library or computer lab.”
A key factor in the women’s sense of confusion and disconnectedness is that they often do not know where to turn for counsel and guidance. “Many of these young women are the first members of their families to attend college,” Sellars-Mulhern notes. “And while they may have the support of their families, they have no one they can bring their questions and problems to.”
Needed: A “culture of collaboration”
To be sure, there are abundant resources and programs at all three participating schools, such as BMCC’s peer mentoring and Ambassador programs for incoming freshmen. “But there is no concerted effort to coordinate these offerings or make sure students know about them,” Sellars-Mulhern says. “There are a lot of people doing good work, but information, insights and outcomes are not being shared across organizational lines. As a result, students often fall through the cracks.”
Adds Rose, “We need to create a ‘culture of collaboration,’ so that we can collect data, look at these innovative ideas and figure out what works best. Once we’ve completed our interviews of department chairs and program heads, we will see where the most effective initiatives are and how we can capitalize on them.”
To date, most programs have been geared to the needs of either high- or under-achieving students, leaving a vast middle ground—students in the 2.5-to-3.2 GPA range—underserved. “So we will focus on allocating resources for students in that group,” Rose says. The idea, adds Sellars, “is to reach out to them from the moment they walk in the door.”Read More
That gap is now being filled by a first-of-its-kind study c...o-directed by Lisa Rose, coordinator of BMCC’s Human Services Program and an associate professor of Social Sciences; and Precious Sellars-Mulhern, a counseling psychologist in the Counseling Center and associate professor of counseling. Funded by a grant from the New York Community Trust and entitled “The Community College Odyssey: Identifying and Addressing the Obstacles for Women of Color,” the project involves Hostos and LaGuardia Community Colleges as well as BMCC, which is serving as the lead institution.
Starting with a blank slate
“One of the things that sets this project apart is that we went into it with absolutely no agenda or preconceived notions of what we’d find,” says Rose. “Our sole objective at this stage was to collect data.”
In the first stage of the study, focus groups were held with students at each campus; researchers are now using the findings as the basis of interviews with directors of various student programs and department chairs at all three campuses.
What the researchers discovered, to their surprise, was that childcare and outside jobs—key issues facing female students in the past—are of little concern to female students today.
“Virtually none of the students in our study said they had children to care for, and few had outside jobs,” says Sellars-Mulhern. Indeed, women of color who are currently enrolled at CUNY’s community colleges are typically much younger than those who attended a generation ago. “What we did find—and this is quite poignant—is that among the younger students in our study, especially those who had completed fewer than 16 credits, there was a sense of being lost, confused, and disconnected from the campus community,” Sellars-Mulhern adds. “They had ambitious academic goals. But they weren’t using the resources and support services available to them and often expressed a sense of boredom.”
Almost without exception, study participants conveyed a determination to ignore distractions, study hard and earn their degrees. “But they face constant obstacles—often because they’d been given misinformation, or changed majors precipitously, or had academic troubles and didn’t know where to look for help,” Rose says.
Tellingly, the researchers found that most students were receptive to the idea of taking part in focus groups. But of those who committed to participating, relatively few showed up.
“We saw this as a challenge, not a defeat,” says Rose. “The fact is that, even without childcare responsibilities or jobs, these students have complex obligations outside of class—babysitting, perhaps, or caring for an older relative. As a result, they want to spend whatever time they have on campus in the library or computer lab.”
A key factor in the women’s sense of confusion and disconnectedness is that they often do not know where to turn for counsel and guidance. “Many of these young women are the first members of their families to attend college,” Sellars-Mulhern notes. “And while they may have the support of their families, they have no one they can bring their questions and problems to.”
Needed: A “culture of collaboration”
To be sure, there are abundant resources and programs at all three participating schools, such as BMCC’s peer mentoring and Ambassador programs for incoming freshmen. “But there is no concerted effort to coordinate these offerings or make sure students know about them,” Sellars-Mulhern says. “There are a lot of people doing good work, but information, insights and outcomes are not being shared across organizational lines. As a result, students often fall through the cracks.”
Adds Rose, “We need to create a ‘culture of collaboration,’ so that we can collect data, look at these innovative ideas and figure out what works best. Once we’ve completed our interviews of department chairs and program heads, we will see where the most effective initiatives are and how we can capitalize on them.”
To date, most programs have been geared to the needs of either high- or under-achieving students, leaving a vast middle ground—students in the 2.5-to-3.2 GPA range—underserved. “So we will focus on allocating resources for students in that group,” Rose says. The idea, adds Sellars, “is to reach out to them from the moment they walk in the door.”Read More
Borough of Manhattan Community College/CUNY
Governor David A. Paterson—introduced by BMCC President Antonio Pérez and joined by New York Assembly Speaker Sheldon Silver, New York State Senator Daniel L. Squadron, and New York State Department of Labor Commissioner Patricia Smith—held a press conference in BMCC’s Richard Harris Terrace to announce the availabilit...y of federal funding to retrain New Yorkers who lost their jobs in the recent collapse of the financial services sector.
A new strategy for getting back in the workforce
“More than ever before, community colleges are places where individuals can return to acquire and update the skills they need to function and thrive in a rapidly changing world,” said President Pérez in his opening remarks.
Typically, this kind of assistance helps people re-enter the field from which they’ve been displaced; in this case, it makes sense to find a different career ladder altogether. “This funding will be merged in the areas where we feel employment will flourish,” Paterson said, “in the new, emerging fields such as green jobs, health care, teaching and information technology.”
An estimated 1,400 workers are expected to receive NEG funding. Staff from the New York State Department of Labor has already interviewed over 1,100 potential NEG workers in the New York City area, helping them develop a training plan matching their transferable skills and goals with viable jobs.
Going where the jobs are
“The important question,” said BMCC’s Continuing Education Dean, Sunil Gupta in an interview with a WNYC reporter after the press conference, “is whether the number of people seeking jobs matches the number of jobs out there. If they go into healthcare, if they go into certain other fields – yes, there are jobs. So we’re seeing people target themselves to the high-demand areas the Department of Labor is focusing on – health care, technology, and the service industry.”
What about green jobs?
Referring to one highly visible, emerging employment sector, Paterson repeated what many have heard in the news lately: “Green jobs are the jobs of the future.” Does that mean they don’t exist today?
“Green collar jobs for now are weatherization and energy auditing,” explained Dean Gupta, later. “We’re retraining people already in the field. There is a trickle of new green jobs coming out, but right now, the focus is on retraining people so they can maintain their current employment in a construction area or building trade that is increasingly green-focused. To stay employed, workers have to make sure they’re certified in these new trends – which have compliancy factors.”
BMCC students are the workforce of today – and tomorrow
In degree as well as certificate programs, serving students from over 155 countries, BMCC has long been dedicated to building on what Assembly Speaker Sheldon Silver referred to as one of New York City’s greatest assets – a diverse and changing workforce.
Last year, over 10,000 people took advantage of the certificate and skills-training programs provided through BMCC’s Department of Continuing Education and Workforce Development. “We enable individuals to upgrade their job skills,” said President Pérez, “to earn general equivalency diplomas, transform their lives and achieve economic stability.”
That stability was challenged in the nation’s economic downturn of the last year, with 43,000 people losing their jobs in the financial services industry alone – a low that the City and State of New York had not seen since the recession of 1982.
“It’s going to be tough sledding for at least another year,” cautioned Paterson, reminding the audience that in other major recessions, New York has lagged behind in its recovery—compared to other states—by 11 to 20 months. NEG-funded training, along with Continuing Education and other programs already in place, give BMCC students an advantage in facing that reality.Read More
A new strategy for getting back in the workforce
“More than ever before, community colleges are places where individuals can return to acquire and update the skills they need to function and thrive in a rapidly changing world,” said President Pérez in his opening remarks.
Typically, this kind of assistance helps people re-enter the field from which they’ve been displaced; in this case, it makes sense to find a different career ladder altogether. “This funding will be merged in the areas where we feel employment will flourish,” Paterson said, “in the new, emerging fields such as green jobs, health care, teaching and information technology.”
An estimated 1,400 workers are expected to receive NEG funding. Staff from the New York State Department of Labor has already interviewed over 1,100 potential NEG workers in the New York City area, helping them develop a training plan matching their transferable skills and goals with viable jobs.
Going where the jobs are
“The important question,” said BMCC’s Continuing Education Dean, Sunil Gupta in an interview with a WNYC reporter after the press conference, “is whether the number of people seeking jobs matches the number of jobs out there. If they go into healthcare, if they go into certain other fields – yes, there are jobs. So we’re seeing people target themselves to the high-demand areas the Department of Labor is focusing on – health care, technology, and the service industry.”
What about green jobs?
Referring to one highly visible, emerging employment sector, Paterson repeated what many have heard in the news lately: “Green jobs are the jobs of the future.” Does that mean they don’t exist today?
“Green collar jobs for now are weatherization and energy auditing,” explained Dean Gupta, later. “We’re retraining people already in the field. There is a trickle of new green jobs coming out, but right now, the focus is on retraining people so they can maintain their current employment in a construction area or building trade that is increasingly green-focused. To stay employed, workers have to make sure they’re certified in these new trends – which have compliancy factors.”
BMCC students are the workforce of today – and tomorrow
In degree as well as certificate programs, serving students from over 155 countries, BMCC has long been dedicated to building on what Assembly Speaker Sheldon Silver referred to as one of New York City’s greatest assets – a diverse and changing workforce.
Last year, over 10,000 people took advantage of the certificate and skills-training programs provided through BMCC’s Department of Continuing Education and Workforce Development. “We enable individuals to upgrade their job skills,” said President Pérez, “to earn general equivalency diplomas, transform their lives and achieve economic stability.”
That stability was challenged in the nation’s economic downturn of the last year, with 43,000 people losing their jobs in the financial services industry alone – a low that the City and State of New York had not seen since the recession of 1982.
“It’s going to be tough sledding for at least another year,” cautioned Paterson, reminding the audience that in other major recessions, New York has lagged behind in its recovery—compared to other states—by 11 to 20 months. NEG-funded training, along with Continuing Education and other programs already in place, give BMCC students an advantage in facing that reality.Read More
Bmcc Cuny Grammy-Winner Reads to Our Pre-Schoolers
Source: www.bmcc.cuny.edu
A group of pre-schoolers in BMCC’s Early Childhood Center were recently treated to a reading of The Very Hungry Caterpillar, Eric Carle’s award-winning picture book, by Grammy Award-winning ...
Borough of Manhattan Community College/CUNY
September 15, 2009
Video of first session of MoneyWorks.
View photos
BMCC was recently awarded a $100,000 grant from The Bank of New York Mellon, to support the college’s highly successful MoneyWorks financial literacy program. MoneyWorks, now in its fourth year at BMCC, consists of a 12-segment curriculum covering all a...spects of personal finance and investing, as well as topics ranging from insurance to mortgages and wills.
The first class—Goals & Spending – How to Afford Your Dreams—was held at BMCC during the first week of the fall 2009 semester. Upcoming classes include: Insurance – Cover Your Assets, Taxes – Demystify Your Tax Return, and more. Students enrolled in MoneyWorks will learn about real estate, investing, credit card management, wills, and other financial matters.
The MoneyWorks curriculum was designed by senior financial planners at The Financial Planning Association of New York (FPANY).
Ambassadors obtain helpful advice from mentors
At the heart of the MoneyWorks program are BMCC students who serve as financial Ambassadors. They attend all of the MoneyWorks seminars, engage in community service, and participate in a mentorship program. Each of the 32 Ambassadors receives a scholarship, whose funding was made possible by The Bank of New York Mellon.
MoneyWorks’ mentoring component pairs each Ambassador with a business professional for the entire academic year. Student Ambassadors—who are also given homework through the program—are encouraged to connect and seek out their mentors, asking them critical questions about current trends in today’s troubled job market, for assistance in planning for their careers, and in planning their financial futures.
As their understanding of financial matters deepens, Ambassadors work with their mentors to develop an individualized financial plan, whose creation provides a financial road map the Ambassadors can use throughout their lives.
BMCC students are clearly taking advantage of MoneyWorks, especially during the current economic recession. Since its inception, attendance at all sessions has steadily grown, with an average of 110-plus students per session. At some sessions, nearly 200 students, faculty, and staff are present.
“Show up fifteen minutes before your boss…”
This semester’s first MoneyWorks class, Goals & Spending, was led by Clare Stenstrom, a certified financial planner with Bourne Stenstrom Lent Asset Management, Inc; Anja Luesink, MBA CFP® RLP® at Luesink Financial Planning LLC; and Judith Volkmann, a private attorney and certified financial planner. All three businesswomen supplied the audience with useful advice on money management, with a subtle message ‘that money talks...and also walks.’
Volkmann said she likes to start each MoneyWorks session with a business tip. “Come in fifteen minutes before work and stay fifteen minutes later [after work], and you’ll be successful,” she said at the start of this particular class. “It shows you’re serious and dedicated.”
When you start to ‘move up the career ladder,’ Volkmann said, “Show up fifteen minutes before your boss and leave fifteen minutes after. That’s the key to success.”
Volkmann then showed the audience what a professional handshake looked like, demonstrating a proper handshake with a student. “You give a good, strong handshake and look the person in the eye,” she said, hesitating before stressing, “That’s power.”
According to Volkmann, if a business handshake is between two women, the handshake should be firm, but not overpowering.
She also stressed the importance of looking the part, reminding Ambassadors in the audience they must wear business attire at every MoneyWorks session.
Teaching the basics of financial success
Clare Stenstrom took the floor with an important message for students—track what you spend to the penny. “You’d be surprised how much money Starbucks gets,” she said. She encouraged students to keep their receipts, think twice about purchasing clothing they’ll never wear and to cook at home. “If you learn how to cook, you’ll save a lot of money.”
MoneyWorks lecturer Anja Luesink discussed goals, asking students about their career and professional aspirations. “Create goals that are aligned with your values. If you don’t do that, you’ll end up unhappy,” she said. “If you don’t set goals for yourself, you’re doomed forever to work for the goals of someone else.” She also stressed the differences between needs and wants.
Bank of New York Mellon is MoneyWork’s sole corporate sponsor
“This is the first year that The Bank of New York Mellon is the sole corporate sponsor of MoneyWorks,” said Kate Debold, Vice-President,Corporate Affairs at The Bank of New York Mellon, who was in attendance at the first MoneyWorks class.
“I am delighted to be here and to meet the Ambassadors, and BNY Mellon is very pleased to be a part of such an innovative program--one that affords the Ambassadors, and their fellow students, the opportunity to pursue a rewarding academic career while grounding them in the fundamentals of financial literacy,” she said. “This program will enable them to determine their future success.”
All MoneyWorks programs will take place at Borough of Manhattan Community College in Room N402 at 199 Chambers Street, New York City. There is no cost to attend, but reservations are required. To reserve your seat, and for further information, e-mail: moneyworks@bmcc.cuny.edu.Read More
Video of first session of MoneyWorks.
View photos
BMCC was recently awarded a $100,000 grant from The Bank of New York Mellon, to support the college’s highly successful MoneyWorks financial literacy program. MoneyWorks, now in its fourth year at BMCC, consists of a 12-segment curriculum covering all a...spects of personal finance and investing, as well as topics ranging from insurance to mortgages and wills.
The first class—Goals & Spending – How to Afford Your Dreams—was held at BMCC during the first week of the fall 2009 semester. Upcoming classes include: Insurance – Cover Your Assets, Taxes – Demystify Your Tax Return, and more. Students enrolled in MoneyWorks will learn about real estate, investing, credit card management, wills, and other financial matters.
The MoneyWorks curriculum was designed by senior financial planners at The Financial Planning Association of New York (FPANY).
Ambassadors obtain helpful advice from mentors
At the heart of the MoneyWorks program are BMCC students who serve as financial Ambassadors. They attend all of the MoneyWorks seminars, engage in community service, and participate in a mentorship program. Each of the 32 Ambassadors receives a scholarship, whose funding was made possible by The Bank of New York Mellon.
MoneyWorks’ mentoring component pairs each Ambassador with a business professional for the entire academic year. Student Ambassadors—who are also given homework through the program—are encouraged to connect and seek out their mentors, asking them critical questions about current trends in today’s troubled job market, for assistance in planning for their careers, and in planning their financial futures.
As their understanding of financial matters deepens, Ambassadors work with their mentors to develop an individualized financial plan, whose creation provides a financial road map the Ambassadors can use throughout their lives.
BMCC students are clearly taking advantage of MoneyWorks, especially during the current economic recession. Since its inception, attendance at all sessions has steadily grown, with an average of 110-plus students per session. At some sessions, nearly 200 students, faculty, and staff are present.
“Show up fifteen minutes before your boss…”
This semester’s first MoneyWorks class, Goals & Spending, was led by Clare Stenstrom, a certified financial planner with Bourne Stenstrom Lent Asset Management, Inc; Anja Luesink, MBA CFP® RLP® at Luesink Financial Planning LLC; and Judith Volkmann, a private attorney and certified financial planner. All three businesswomen supplied the audience with useful advice on money management, with a subtle message ‘that money talks...and also walks.’
Volkmann said she likes to start each MoneyWorks session with a business tip. “Come in fifteen minutes before work and stay fifteen minutes later [after work], and you’ll be successful,” she said at the start of this particular class. “It shows you’re serious and dedicated.”
When you start to ‘move up the career ladder,’ Volkmann said, “Show up fifteen minutes before your boss and leave fifteen minutes after. That’s the key to success.”
Volkmann then showed the audience what a professional handshake looked like, demonstrating a proper handshake with a student. “You give a good, strong handshake and look the person in the eye,” she said, hesitating before stressing, “That’s power.”
According to Volkmann, if a business handshake is between two women, the handshake should be firm, but not overpowering.
She also stressed the importance of looking the part, reminding Ambassadors in the audience they must wear business attire at every MoneyWorks session.
Teaching the basics of financial success
Clare Stenstrom took the floor with an important message for students—track what you spend to the penny. “You’d be surprised how much money Starbucks gets,” she said. She encouraged students to keep their receipts, think twice about purchasing clothing they’ll never wear and to cook at home. “If you learn how to cook, you’ll save a lot of money.”
MoneyWorks lecturer Anja Luesink discussed goals, asking students about their career and professional aspirations. “Create goals that are aligned with your values. If you don’t do that, you’ll end up unhappy,” she said. “If you don’t set goals for yourself, you’re doomed forever to work for the goals of someone else.” She also stressed the differences between needs and wants.
Bank of New York Mellon is MoneyWork’s sole corporate sponsor
“This is the first year that The Bank of New York Mellon is the sole corporate sponsor of MoneyWorks,” said Kate Debold, Vice-President,Corporate Affairs at The Bank of New York Mellon, who was in attendance at the first MoneyWorks class.
“I am delighted to be here and to meet the Ambassadors, and BNY Mellon is very pleased to be a part of such an innovative program--one that affords the Ambassadors, and their fellow students, the opportunity to pursue a rewarding academic career while grounding them in the fundamentals of financial literacy,” she said. “This program will enable them to determine their future success.”
All MoneyWorks programs will take place at Borough of Manhattan Community College in Room N402 at 199 Chambers Street, New York City. There is no cost to attend, but reservations are required. To reserve your seat, and for further information, e-mail: moneyworks@bmcc.cuny.edu.Read More
Borough of Manhattan Community College/CUNY
September 11, 2009
Interview with Professor Sandra Poster.
High school in New York doesn't make any sense to Mexican newcomer Diego, who wants to get a job and send money home. When his Uncle Juan learns Diego has dropped out, he gets busy helping the teenager figure things out.
Real-life scenario? It certainly could be. ...It’s also the plot of an episode of “We Are New York,” a new TV series produced jointly by CUNY and the Mayor’s Office for Adult education. According to Sandra Poster, a professor in BMCC’s Speech, Communications and Theater Arts Department and one of the show’s three writers, “‘We Are New York’ is intended to help immigrants improve their English skills and make their way in New York City by engaging them in entertaining half-hour dramas.” The nine-episode series premiered on WNYC-TV earlier this summer.
Immigrants are the stars
Each episode depicts an important issue from everyday life—health, education, social relationships and even banking and personal finance—and features a different cast in a new NYC neighborhood. “The idea is to put the spotlight on immigrants and show how they contribute to the quality of life in New York,” says Poster.
Story themes and messaging were set by the Mayor’s office—sometimes leading to daunting creative challenges. “Initially, we had no idea how we could ever make a drama about banking interesting,” Poster recalls. “Then we decided to turn it into a romantic comedy and called it ‘Love and Money.’ Somehow we managed to create an appealing story while working in information about FDIC insurance and earned income tax credits.”
Speaking slowly but realistically
Another challenge lay in the fact that the cast members would have to act realistically while speaking slower than normal, for the benefit of viewers with limited English language skills. “We had to write a lot of repetition into the script and even find ways for actors to write things down,” Poster says.
Their creative brief also required that they build in specific messages determined by the Mayor’s Office. An episode about immigrants becoming active in their children’s PTA drives home the point “that your child has a right to an education regardless of whether or not you are a documented immigrant,” says Poster. An episode about domestic violence makes it clear “that no one will ask to see your papers if you need to report a case of domestic violence to the police.”
In developing concepts and story lines, Poster and her co-writers drew on their own experiences as well as input from subject matter experts. “The three of us always worked as a team,” she says. “It’s been said that you can’t write by committee, but the fact is, you can and we did—right at my kitchen table. It was one of the most satisfying professional experiences of my life.”Read More
Interview with Professor Sandra Poster.
High school in New York doesn't make any sense to Mexican newcomer Diego, who wants to get a job and send money home. When his Uncle Juan learns Diego has dropped out, he gets busy helping the teenager figure things out.
Real-life scenario? It certainly could be. ...It’s also the plot of an episode of “We Are New York,” a new TV series produced jointly by CUNY and the Mayor’s Office for Adult education. According to Sandra Poster, a professor in BMCC’s Speech, Communications and Theater Arts Department and one of the show’s three writers, “‘We Are New York’ is intended to help immigrants improve their English skills and make their way in New York City by engaging them in entertaining half-hour dramas.” The nine-episode series premiered on WNYC-TV earlier this summer.
Immigrants are the stars
Each episode depicts an important issue from everyday life—health, education, social relationships and even banking and personal finance—and features a different cast in a new NYC neighborhood. “The idea is to put the spotlight on immigrants and show how they contribute to the quality of life in New York,” says Poster.
Story themes and messaging were set by the Mayor’s office—sometimes leading to daunting creative challenges. “Initially, we had no idea how we could ever make a drama about banking interesting,” Poster recalls. “Then we decided to turn it into a romantic comedy and called it ‘Love and Money.’ Somehow we managed to create an appealing story while working in information about FDIC insurance and earned income tax credits.”
Speaking slowly but realistically
Another challenge lay in the fact that the cast members would have to act realistically while speaking slower than normal, for the benefit of viewers with limited English language skills. “We had to write a lot of repetition into the script and even find ways for actors to write things down,” Poster says.
Their creative brief also required that they build in specific messages determined by the Mayor’s Office. An episode about immigrants becoming active in their children’s PTA drives home the point “that your child has a right to an education regardless of whether or not you are a documented immigrant,” says Poster. An episode about domestic violence makes it clear “that no one will ask to see your papers if you need to report a case of domestic violence to the police.”
In developing concepts and story lines, Poster and her co-writers drew on their own experiences as well as input from subject matter experts. “The three of us always worked as a team,” she says. “It’s been said that you can’t write by committee, but the fact is, you can and we did—right at my kitchen table. It was one of the most satisfying professional experiences of my life.”Read More
