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Faculty Spotlight

Dr. Sunyata Smith Brings Science Passion to STEM Starter Academy to Help At-Risk Youth

By Gerald D. Dennis, Campaign Director of the Mount Vernon Technology & Science Youth Center for Advancement

Today in the United States, a child’s zip code often determines the quality of education they will receive. Sadly, children from “the wrong zip code”—poor children and children of color like the ones at our STEM camp—don’t get a quality education. The effects of this disparity are far reaching and include higher crime rates, high unemployment rates, and higher levels of poverty. If nothing is done to improve the odds for minority children, the problem won’t be limited to certain zip codes. It will affect our entire nation; many suggest it already has impacted our nations’ competitiveness in the global economy. More >>

Dr. Janet Kremenitzer, Assistant Professor of Childhood Education’s New Article

Dr. Janet Kremenitzer, Assistant Professor of Childhood Education’s new article, An Emotional Intelligence/Aesthetic Education Using The Diary of a Young Girl by Anne Frank, is based on a four-year (ongoing) case study of the collaboration that was formed with the Anne Frank Center USA, Public School 43X in the Bronx, New York, and Lehman College of the City University of New York. The innovative program that has been developed includes multi-year, ongoing professional development for the teachers and a 10-week emotional intelligence-aesthetic education unit for the students. More >>

Urban Education Fall Lecture Series

Gillian Bayne, is an Associate Professor of Science Education and a program coordinator in the Middle and High School Education Department at CUNY’s Lehman College. With over ten years of science teaching experience in both New York City public and private high schools, Gillian combines her expertise and commitment to excellence with innovative teaching philosophies and practices in order to create greater possibilities for students and teachers as they engage in the complexities of science education.  Grounding her work primarily in cultural sociology, the sociology of emotions and face-to-face interactions, Gillian’s research is interpretive and multi-method.  She uses cogenerative dialogues and coteaching as central practices in her research, employing qualitative and quantitative measures to investigate micro, meso and macro structures in relation to urban science teaching and learning at the secondary and higher education levels.

Professor Rivera-McCutchen

Educational Leadership Professor Rivera-McCutchen Targets High Stakes Testing and Common Core Impact on PK-12 Sponsored by the Network for Public Eduction, "Public Education Nation"event on October 11th featured several panels including one on Testing and Common Core. NYS Principal of the Year Carol Burris lead a discussion with educators Dr. Rosa L. Rivera-McCutchen and others on the impact of high-stakes testing and the Common Core on PK-12. More >>

Music Professor Penny Prince on NYS United Teachers Website!

From, It's What We Do: Teaching more than music through music: "When pianist Penny Prince starting teaching music at Public School 37 years ago, she wrote original music for up to nine shows a year, for which her students wrote the scripts. [Now, she is] teaching music at Lehman College, where she started as a lecturer and is now an assistant professor.  More >>

Professor Wesley Pitts

Professor Wesley Pitts works to build capacity so that urban science education can flourish where there are mutual interfaces. His research combines frameworks from cultural sociology with critical ethnography, cogenerative dialogue, coteaching, and prosodic analysis technology to investigate teaching and learning in the urban landscape. A complementary avenue of his research investigates the use of electronic portfolios as high-stakes exit projects in science teacher education programs.

Professor Laura Roberts

Over the past five years, Dr. Roberts has focused her research on improving transition outcomes and increasing opportunities for students with disabilities in post-secondary education and/or employment.  Her research indicates a link between inadequate transition planning and poor outcomes for individuals with disabilities in adult life. Using this and other findings, she has recommended best practices for transition planning to professionals in the field of education. More >>