Carib Education

CUNY BOARD OF TRUSTEES NAMES VINCENT BOUDREAU AS 13TH PRESIDENT OF THE CITY COLLEGE OF NEW YORK

The Board of Trustees of The City University of New York today appointed Vincent Boudreau as the 13th president of The City College of New York. He had served as interim president since Nov. 2, 2016.

A professor of political science, member of the CUNY graduate faculty and former department chair, he was the founding dean of the college’s Colin Powell School for Civic and Global Leadership in 2013 and, from 2002 though 2013, directed the earlier Colin L. Powell Center for Leadership and Service.

“The Board of Trustees is thrilled to have found a homegrown candidate who so ably meets the central charge stated in our search for a new president of The City College of New York: ‘a leader who will chart the college’s course – and steward its core commitments to access and excellence – into the future,’” said Board Chairperson William C. Thompson Jr. “Vincent Boudreau, who already has done so much to shape today’s City College, is well equipped for the challenge. I want to thank Vice Chairperson Barry F. Schwartz, who led the national search, and the other Board members who gave so much of their time and energy.” “It has become evident to me that Dr. Boudreau not only has the experience, academic capabilities and leadership skills to be a highly successful president, he also has demonstrated this to many of the stakeholders of the college, including the college’s proud and committed alumni, donors and community leaders,” said Chancellor James B. Milliken. “In the process, he has won their trust and confidence. I am delighted and encouraged that our search has brought us back home to a candidate who has established over decades his commitment to CCNY.” “In some ways, the idea of a truly inclusive our democracy began on this campus 170 years ago,” said Boudreau. “Shepherding that legacy into the future brings significant challenges that will require the mobilization of the talents and affections of people on our campus and in our communities. I’m confident that the founding mission of CCNY is alive on campus today, and I am both honored and awed at the prospect of stewarding that mission.”

Boudreau received a B.A. in English and philosophy, summa cum laude, from LeMoyne College (1984), and an M.A. and Ph.D. in government (comparative politics and international relations) from Cornell University (1987 and 1991, respectively). He joined City College’s political science department as an assistant professor in September 1991 and soon assumed administrative assignments in addition to teaching. As he rose to full professor (2007), he directed the master’s program in international relations (1992-1997) and the international studies program (1999-2000) before becoming deputy dean of the Division of Social Science (2000-2001) and chair of the political science department (2008). From its inception, Boudreau led the Colin L. Powell Center for Leadership and Service, which was named for former Secretary of State and retired Army Gen. Colin L. Powell, a 1958 City College graduate. In part with a gift from Gen. Powell, the center evolved into the Colin Powell School for Civic and Global Leadership. Its program seeks to build a culture of service and to inspire young people with a sense of public purpose, vision and responsibility, and to strengthen connections between campus and communities. Its areas of focus include international development and global security, education, the environment, community and economic development, and health.

The Colin Powell School, which encompasses the former Division of Social Science, includes anthropology, economics, political science, psychology and sociology, and interdisciplinary programs including international relations, international studies, Latin American and Latino Studies, mental health counseling, legal studies, public service management, women’s studies and the Skadden Arps Honors Program for Legal Studies. The school offers a wide variety of traditional and interdisciplinary undergraduate and graduate degrees and houses the Dominican Studies Institute and the Ph.D. program in clinical psychology offered by the CUNY Graduate Center. Boudreau’s scholarship has focused on repression, government transitions to democracy and collective violence. In particular, he has investigated the connections between state repression and social resistance in dictatorships in Burma, Indonesia and the Philippines. In addition to his academic work, he has undertaken projects with ActionAid Asia, Jubilee South Asia and The Philippine Rural Reconstruction Movement, and has consulted for Oxfam Asia, Action of Economic Reform (Philippines) and Freedom House.

He has written numerous papers and solicited technical reports, as well as two books, Resisting Dictatorship: Repression and Protest in Southeast Asia (Cambridge University Press, 2004, paperback 2008) and Grassroots and Cadre in the Protest Movement (Ateneo de Manila University Press, 2001).

Reviewing Resisting Dictatorship for the Journal of Third World Studies, the late Wichita State University professor Robert Lawless called it “a brilliant study of dictatorship, resistance and democratization. … Quite often, it seems, a great idea is obvious – but only after it is introduced by an innovative thinker. That the outcome of repression and resistance is conditioned by the case-specific context of the struggle and that therefore it is the interaction that we must investigate should be obvious to everyone after reading Boudreau’s work.” The City University of New York is the nation’s leading urban public university. Founded in 1847, the University comprises 24 institutions: 11 senior colleges, seven community colleges, the William E. Macaulay Honors College at CUNY, the CUNY Graduate School Center, the CUNY Graduate School of Journalism, the CUNY School of Law, the CUNY School of Professional Studies and the CUNY Graduate School of Public Health and Health Policy. The University serves more than 272,000 degree-seeking students. College Now, the University’s academic enrichment program, is offered at CUNY campuses and more than 400 high schools throughout the five boroughs. The University offers online baccalaureate and master’s degrees through the CUNY School of Professional Studies.

CHANCELLOR FARIÑA KICKS OFF COMPUTER SCIENCE EDUCATION WEEK, ANNOUNCES NEW CS4ALL HACK LEAGUE

Schools Chancellor Carmen Fariña today launched Computer Science Education Week (Dec. 4-10), a global effort encouraging computer science (CS) education, and announced New York City’s new CS4All Hack League, a citywide coding competition. Through the Hack League, students from 62 middle and high schools across all five boroughs will create and design games in school-based hackathons starting this week; winners will advance to borough-wide and then citywide competitions.

New York City’s participation in Computer Science Education Week and the new CS4All Hack League are part of Computer Science for All, a key public-private partnership in Mayor de Blasio and Chancellor Fariña’s Equity and Excellence for All agenda. By 2025, every student will receive computer science education in elementary, middle and high school. “As they learn computer science, our students create, collaborate, and solve problems,” said Schools Chancellor Carmen Fariña. “Computer Science Education Week is a great time for students, teachers, and families to get engaged, and it’s wonderful to see initiatives like the CS4All Hack League that encourage our students to compete and excel in their academics as they would on a sports field or on a stage.”

“In an increasingly digital world, computer science education is fundamental to ensure our students have the tools to be thoughtful creators and problem solvers,” said Gabrielle Fialkoff, Senior Advisor to the Mayor and Director of the Office of Strategic Partnerships. “By leveraging public-private partnerships, we are giving all students the chance to benefit from this type of instruction and Computer Science Education Week provides a look at the exciting ways our students are using this knowledge.” The CS4All Hack League encourages students to apply computer science concepts they’ve learned in the classroom to solve real-world challenges. Topics include “Connected Cities” and “News Literacy.” Teachers at the 62 Hack League schools received additional training this November to run hackathons at their schools. The Hack League is managed in partnership with the non-profit Games for Change.

Including the Hack League, a total of 347 schools have signed up to participate in Computer Science Education Week, offering a range of activities including an “Hour of Code,” hackathons, parent activities, hosting guest speakers, and computer science lessons. The Fund for Public Schools is coordinating volunteer opportunities from corporate partners at several schools. To celebrate Computer Science Education Week, Deputy Chancellor Phil Weinberg visited IN-Tech Academy in the Bronx today. Students at IN-Tech Academy are participating in the Hack League and doing computer science and coding activities throughout the week, from 6th graders using Scratch to program parts of science projects to 11th and 12th graders participating in an AP Computer Science class.

Participation in Computer Science Education Week in Brooklyn is supported by Borough President Eric Adams’s Code Brooklyn initiative, a partner in expanding computer science education and building the professional development, curriculum, community engagement, parent and teacher leaders, and infrastructure to do so. Across the world, more than 100,000 educators are supporting Computer Science Education Week.

“I am proud of the significant progress we’ve made with CS4All only two years into a ten-year effort,” said Fred Wilson, venture capitalist and founder of CSNYC. “We can see the impact that we are having; already, we have seen three times more students taking AP CS exams – increasing from 1,137 students to 3,966 students – and more than four times more students passing them. The events during this CS Ed Week are a great opportunity for students to demonstrate the skills they’ve mastered.”

“Our work to ensure every student receives a high quality education – including computer science – has never been stronger. Computer Science for All is about supporting our schools to lead new types of learning, so that our students become creators of technology, not just consumers of it. And, our new CS4All Hack League will create even more exciting momentum around computer science, ultimately opening doors and expanding the options our young people will have after high school,” said Phil Weinberg, Deputy Chancellor for Teaching and Learning.

Hunter College Has Its First Rhodes Scholar

Brooklyn’s Thamara Jean, Daughter of Haitian Immigrants, One of 32 Americans Selected For the Prestigious Award

(New York, NY – – Hunter College student Thamara Jean, has been named a Rhodes Scholar, the first Hunter College student to receive the prestigious award. Jean, who was born in Brooklyn to Haitian immigrants and graduated from Edward R. Murrow High School, is one of only 32 Americans selected. A Rhodes Scholar is the oldest and best known award for international study and considered the most famous academic award available to American college graduates.

“Thamara Jean is an amazing story,” said Hunter College president Jennifer J. Raab. “She is an extraordinary young scholar and activist who will make her mark as a public intellectual. She attended a New York City public high school before becoming a Macaulay Scholar at Hunter, and she represents Hunter’s commitment to making the American Dream come true.”

During her junior year, Thamara wrote a senior thesis on the Black Lives Matter movement. It has recently been published in article form in theColumbia University Journal of Politics and Society. Last summer, Thamara worked as a researcher for Prof. Brandon Terry at Harvard University, who is writing a book on the intellectual history of the Black Power movement.

“We are tremendously proud of Thamara’s individual achievement, but also of this important moment for Hunter College,” said President Raab. “Hunter’s recently-created Office of Prestigious Scholarships and Fellowships, funded by privately raised money, is modeled after advising services at elite private universities that guide students through the top graduate scholarship application processes. Hunter has an exceptional student body and with the new services this office offers, we are helping connect our talented, hardworking young people with the opportunities they deserve. Last year, Hunter had its first Marshall Scholarship winner; this year, its first Rhodes. We are truly proud to be leveling the playing field with institutional support for these budding academic stars.”

Rhodes Scholarships provide all expenses for two or three years of study at the University of Oxford in England. Thamara Jean will enter Oxford in October 2018 and study Political Theory. Throughout college Thamara has been active in community service, working for organizations like the activist civics curriculum program, Generation Citizen. As a “Democracy Coach,” she led a class of 12th graders in Bushwick, Brooklyn to develop a community-based civic action plan that addresses issues such as affordable housing and gentrification. By engaging in this and other forms of community service, Thamara came to believe that positive social change could be amplified if, rather than “leading from the top,” activists like her helped empower groups of people to make a difference in their communities.

According to Thamara Jean, the Rhodes Scholarship means a great deal to her whole family and her fellow students. “Both my parents are immigrants from Haiti and seeing their kids accomplish so much just reaffirms why they came to this country in the first place. Also, being the first from Hunter to win a Rhodes is meaningful because I can play an important part in establishing a path for students who, before now, may never even have considered pursuing an opportunity like this. At the same time, because so many students at my school come from such different backgrounds, we can bring unique perspectives and experiences to Oxford, continuing the good work Oxford has been doing recently to bring in students like me, who will be at the forefront of taking on the unprecedented challenges of our future.

Touro Osteopathic Medicine Grads Serve Underserved

10th Anniversary Event at Schomburg Center for Research in Black Culture to Benefit Underrepresented Minority Students, Honor Harlem Leaders and School Founders

Touro College of Osteopathic Medicine (TouroCOM) in Harlem is holding a Tenth Anniversary Gala at the Schomburg Center for Research in Black Culture on December 6th at 6:30 p.m. to celebrate the launch of the school and contributions of its founders, who opened it in 2007 in Harlem with a mission to educate underrepresented minorities (URMs) and serve the underserved.

The festive occasion will honor TouroCOM’s founders and its Community Advisory Board (CAB). The CAB has provided guidance to the school and served as a liaison between the community and the College to help the school meet its goals. Among its key accomplishments are the establishment of a scholarship fund to give underrepresented minorities the opportunity for a medical school education. Proceeds from the Gala will benefit the Fund. Dr. Hazel Dukes, President of the NAACP New York State Conference, is among the founding CAB members to be honored and she will be speaking at the event. RSVP for the event or donate to the Fund at tourocom.touro.edu/gala Below are interviews with two recent TouroCOM graduates who are currently living the school’s mission of serving the underserved.

Meet Patricio Guaiquil, Resident in Family Medicine, Jamaica Hospital in Queens, Class of 2015 Where are you from originally? Where did you grow up? I was born in Chile and I came to New York at age 6. I grew up in Queens, attended high school in Brooklyn, and went to college in Schenectady, New York. Why did you decide to pursue osteopathic medicine? I became interested in osteopathic medicine during my search for work in the healthcare field that would apply a holistic approach to patient care. I shadowed several incredible DO mentors who showed me the wonders of OMM (osteopathic manipulative medicine). From that point on, I was intrigued and on a path to learn more.

How did you come to Touro? Having grown up in New York City, it was a natural fit for me to stay local in the community I knew. TouroCOM was a rather new medical school and I saw great potential in serving the community of Harlem. Does Jamaica Hospital serve the underserved? Jamaica is uniquely situated in the most ethnically diverse urban area in the world, Queens, N.Y. Thus, the patient population is very diverse. The majority of our patients are insured under Medicaid. Was this your choice? If so, what inspired you to pursue it? I chose to work in an underserved community because of the great need for physicians in this area. Receiving osteopathic medical training places you in a unique position to serve the underserved, especially in Primary Care. I was inspired to pursue Family Medicine because of the rewarding relationships I can build with patients and the challenges that continually propel me to better myself.

How are you finding the work? What are the greatest rewards? The greatest challenges? I love what I do. The greatest reward is the sense that I have made a positive difference in someone’s life. The greatest challenge is providing the best care possible to patients with limited resources and in many cases, significant psychosocial strains. Do you feel you are making a difference in the community, among the population you are serving? Definitely. It is rewarding to see my patients in the clinic, for example, for a preventive visit, then for an osteopathic manipulative treatment, and perhaps in the hospital if they are admitted. Having such great continuity of care with a patient ensures better care. Patients notice that and them in the clinic too. Meet Kimala Harris, Resident in Family Medicine in Belle Glade, Florida at Lakeside Medical Center, Class of 2016.

Why did you decide to pursue osteopathic medicine? I thought osteopathic medicine with respect to the philosophy and the holistic approach to patient care was a more fitting way of practicing medicine given my personal lifestyle. I danced for a good portion of my life and have done yoga for many years, so I’ve always had an appreciation for the mechanics and a more holistic approach [towards] healing and taking care of the human body. How did you find your way to Touro? I wanted (hoped) to stay in New York for DO-medical school, so I applied to Touro’s Masters-to-DO program. My thinking was that I had a better chance at [entering the DO program] via the master’s program given that I didn’t have the most competitive undergrad science GPA nor MCAT score.

Lakeside Medical Center is located in an underserved, rural community. Was this your choice? If so, what inspired you to pursue this path? Yes it was my choice. I chose LMC because I had a soul-searching moment where I remembered why I went into medicine, which was to be able to make a positive, and tangible, impact in the community where I would be working. Where are you from? I was born in Jamaica and immigrated to the United States with my family at 11 years of age. We settled in New York City, where I was grew up for the most part.

How are you finding the work? What are you finding to be the greatest reward? The greatest challenge? I’m finding the work to be fair in that the number of more challenging rotations that demand more time and energy (surgery and the ER, for example), balance out with those that are not quite so demanding. It also helps that our residency program tries to make sure residents are happy and are able to perform at their best. For example, our on-call schedules are adjusted so we don’t become totally exhausted. The most rewarding moments are those when, after meeting a patient, they pause and tell me that they’re glad I chose to come to Belle Glade and ask if I’ll be in the community awhile because they would like to be able to keep seeing me for their care.

I admit that the greatest challenge thus far has been in working with patients for whom compliance is an issue. Our patients tend to have multiple comorbidities and are very sick; at least half of those patients are completely unable to afford health insurance (which is why the hospital is funded by taxpayers and the health care district) so they’re often at the hospital. Whenever they come to clinic a lot of those same patients will come after having run out of medication for days and sometimes weeks, so we get a lot of patients who have hypertensive urgencies or malignant hypertension, or [are] hypo- or hyperglycemic. So that can sometimes be a source of frustration in trying to teach those patients how to do better with taking care of themselves.

So then, you feel you are making a difference in the community, among the population? Definitely. I often have patients, after our first meeting, be surprised that I’m there working at our clinic and hospital and they’ll ask me why I chose to come to Belle Glade. Another common question they ask is whether I’ll stay and that’s usually followed by, “I want you to be my doctor”. So I think given those kinds of responses, I’ve been making a positive impact on those I’ve cared for.

Parental Education Over Incarceration: University for Parents!

National CARES and our Atlanta CARES leadership are thrilled that the Fulton County Solicitor General has selected our Atlanta-based University for Parents (U4P) initiative as a life-transforming alternative to incarceration. This new partnership expands the reach of this innovative work, which we will replicate throughout the nation. It offers men and women arrested for non-violent crimes an opportunity to restore their lives and dignity and to join the workforce. A core challenge for many low-risk offenders after prison is economic sustainability and self-sufficiency, and so regaining financial stability is critical for parents--children's first mentors.

Designed by a team of devoted subject-matter experts, U4P creates a safe and restorative place for parents struggling along the margins. They are unemployed and low-wage earners who want to advance their lives. The U4P curriculum creates a safe space and support without shame or blame, for the parents to reflect and see how their choices and societal forces have shaped their lives. The training is anchored in the community with 40-plus partnering organizations that offer workforce-readiness training and case management without charge to our parent-learners. CARES trained psychologists and social workers deliver our wellness curriculum which unearths the optimism, hope, and courage needed to become critical thinkers making healthy choices.

Extreme poverty is defined by the federal government as yearly household income of $12,129 or less for a family of four with two related children. Three-quarters of our parent group has an annual family income of $10,000 or less. Our training is designed to heal the multiple traumas that are the cause and effects of poverty: a centuries-long history of unfair policies impacting African Americans, joblessness, homelessness, hunger, and living in the midst of unrelenting violence. These elements lead to debilitating traumas, which cause mental and physical illness. They easily cause the vulnerable to lose hope and make life-limiting choices. Today, nearly half (45.8%) of all Black children under the age of six suffer in dream-crushing poverty. It's stunning that one in five children in the U.S. is living with hunger.

This partnership with the Solicitor General returns vulnerable parents to a path of earning family-supporting wages. With dedicated community partners, we provide our parent-learners with the work-readiness training essential for their development as leaders of their families and community. We help parents return to their resilience and acknowledge that they are needed by our community as they exemplify the African-American audacity to endure. This collaboration is a critical link that supports anti-recidivism, directing adults instead to our University for Parents.

The U4P is being designed for replication throughout the nation through our local CARES affiliates in 58 U.S. cities. Morehouse School of Medicine's Satcher Health Institute's Smart and Secure Children Program serves as our lead partner and conducted the research needed to serve parent-learners well. Along with them, educator Brenda Coleman, our Executive Director of Atlanta CARES, is changing lives. Click below to see parent testimonials from two of our parent-learners.

YOUNGSTERS LEARNING WONDERS OF SCIENCE
WITH CON EDISON ‘STEM’ GRANTS

NEW YORK - Con Edison has kicked off the third year for two programs to stimulate interest among thousands of middle school children in science, technology, engineering and math, known as STEM subjects.

The programs have been so successful they have been expanded.

The first program, Con Edison STEM Days Out, provides $25,000 grants to cultural institutions in the five boroughs and Westchester County to conduct STEM lessons taught by educators at those institutions.

The number of cultural institutions teaching the lessons has expanded to 11.

They are:

  • Wave Hill and the New York Botanical Garden, Bronx
  • Brooklyn Children’s Museum
  • Brooklyn Botanic Garden
  • New York Aquarium, Brooklyn
  • Intrepid Sea, Air & Space Museum, Manhattan
  • American Museum of Natural History, Manhattan
  • National Museum of Math, Manhattan
  • New York Hall of Science, Queens
  • Staten Island Makerspace
  • Staten Island Museum
  • Hudson River Museum, Westchester

“Students will see and touch exhibits, and learn from experts they would not ordinarily meet at school,” said Frances A. Resheske, Con Edison Senior Vice President for Corporate Affairs. “This is a wonderful opportunity for students to broaden their perspectives by visiting these great centers of learning.”

STEM Days Out are held the first Wednesday of the month through May 2018. Title 1 public middle schools may apply to participate in the STEM Days Out. The cultural institutions will manage the selection process.

Con Edison’s ongoing support of STEM education continues with the second program. Con Edison’s STEM Classroom is a partnership with DonorsChoose.org. With this program, public middle school teachers throughout New York City can submit STEM proposals to DonorsChoose.org. When 50 percent of a project is funded through citizen donations, Con Edison will contribute the remaining 50 percent.

Con Edison provides more than $12 million in financial and in-kind contributions to students and nonprofits in New York City and Westchester that enhance STEM education. Funding includes support for scholarships to students majoring in STEM fields, as well as program support for summer internships and year-round programs benefitting underprivileged and minority students.

Con Edison is committed to improving the quality of life in the communities we serve. Hundreds of nonprofit organizations in our service area benefit from our funding, in-kind donations, volunteer efforts, and other strategic resources. For more information, visit conEd.com/partnerships.

Public Health Health Advocate Joins Medgar Evers College

Brooklyn, NY – Medgar Evers College is pleased to announce that Yvonne J. Graham, RN, MPH, has joined the College’s School of Professional and Community Development (SPCD) as the Director of Workforce Development and Adult & Continuing Education (WFDACE). She is charged with building a sustainable program of the training and support needed to recruit, retain and increase students’ workforce readiness, and provide them with career pathways to matriculate into a degree program at Medgar Evers College. Central to this mission is aligning the activities of WFD-ACE with the mission of the College, the President’s vision, various departments within the College, and New York City industry sectors for collective impact in meeting industry trends, and fueling students’ personal and professional development and economic stability. Graham will also engage in activities that will increase student enrollment, monitor student outcomes and create a revenue producing unit. She will be responsible for managing program activities and formulating program strategy.

Most recently, Graham served as Associate Commissioner with New York State Department of Health where she directed the Office of Minority Health & Health Disparities Prevention. In this capacity she was responsible for working with State Health Department programs to advance policies and support programs and initiatives that promote high quality, accessible, patient-centered, and culturally and linguistically appropriate care for all New Yorkers. She was appointed to the position by Governor Andrew M. Cuomo. Prior to her role at the Health Department, Graham was the Deputy Borough President of Brooklyn, where for 10 years she served alongside Borough President Marty Markowitz on all issues pertinent to the borough, with the primary responsibility for health policy and all human services.

Graham graduated as a registered nurse from the University of the West Indies School of Nursing in her native Jamaica. She earned a Bachelor of Science degree in Health Administration and Community Health from St. Joseph’s College and a Master of Science in Public Health from Hunter College. Graham also completed the Executive Program in Business Administration at Columbia University’s School of Business and an Honorary Doctor of Law Degree was conferred on her by St. Joseph’s College.