The following message is from Marvin Bennett, City Tech’s AMP Coordinator:
Good Afternoon Students and Faculty of New York City College of Technology!
This email is to notify you that the Louis Stokes Alliance for Minority Participation (LSAMP) is now accepting student applications for Fall 2017. Please find the link below:
The deadline to apply is August 17, 2017. Please fill out your application as soon as possible!
About the LSAMP program
The LSAMP program was created in November 1992 with the goal of increasing the numbers of under-represented minority students graduating with graduate degrees in the fields of Science, Technology, Engineering and Mathematics (STEM). The ultimate goal of the program is to have these students enter the science workforce and increase its diversity.
The LSAMP program provides support to you the student and to your mentor while you are in the program. Students are typically accepted to the program for one academic year in the spring or in the fall. This means if a student is admitted in the spring then they continue to work with us to following fall and vice versa. Students who are in the program receive financial support in the form of a stipend and professional support in the form of workshops, international research experience opportunities and trips to state and national research opportunities. Stipends depend on the number of credits that a student has accumulated before they apply to the program and can range from $1000 to $5000 per academic year. Mentors are able to get up to $250 in equipment/reagent purchases reimbursed by the program.
To be eligible for the LSAMP program students must meet the following criteria:
How to Apply
The LSAMP program accepts applications from new students on a rolling basis in the Spring and the Fall. The deadlines for the application are typically at the end of the semester before: this means that the deadline for Spring will be in December and the deadline for Fall in August.
Before applying to the program prospective students must identify a faculty mentor doing research at New York City College of Technology or at another CUNY campus and have the mentor agree to supervise the student.
Once the mentor has agreed to work with the student then the team must develop a project and create a project title and an abstract or project overview.
Next the student can then apply online using the attached link. Follow the link to the LSAMP page and click on the ‘Sign Up’ button to create a new account (‘Sign in’ if you already have an account). Next, click on the ‘View Scholarships’ link. Then click on the ‘+Apply’ button and begin the application process.
NYCCT AMP Coordinator
P616, Thurs. 9am-5pm
V806 Weds. 9am-5pm
Dear Colleagues, Students, Alumni, and Friends,
Thanks to generous funding from the Teagle Foundation, the Futures Initiative will once again be able to offer CUNY undergraduate students a unique opportunity to become Futures Initiative Leadership Fellows.
This year, up to 25 undergraduates from across the CUNY campuses will begin their fellowship by participating in a day-long workshop: the Undergraduate Leadership Institute (Wednesday, August 9 at the Graduate Center). After completion of the Leadership Institute, students will then have regular opportunities to meet, reflect, gain new skills, and join in intellectual discussions with faculty and graduate students at the Graduate Center, while also helping to provide resources, advice, and support to fellow students throughout the academic year.
For a glimpse into last year’s program, which focused on peer mentoring, visit futuresinitiative.org/mentors, a site created by participating students.
We invite you to encourage your students to apply for this program by completing this online application form by Wednesday, May 31. The application form contains more details for the program and for the application process.
Collaborative learning enables people to learn material even more deeply than more traditional teaching methods. It is also an excellent way to develop transferable skills such as collaboration, identifying needs and resources, learning with and from others, building trust, and striving toward shared goals—all of which will benefit students during their time at CUNY and beyond. Students also gain a variety of skills that will be beneficial for many careers that require collaboration, learning with and from others, building trust, and striving toward shared and common goals.
All CUNY undergraduate students are welcome to apply. Past participants who attended the Peer Mentoring workshop last summer are welcome to apply for a second term.
Thank you all for your support of this program!
Undergraduate Leadership Director and Administrative Specialist
The Futures Initiative
Graduate Fellow and Undergraduate Leadership Co-Director
The Futures Initiative
The Futures Initiative and HASTAC@CUNY advocate greater equity and innovation in higher education through student-centered teaching and learning, and promote reinvestment in higher education as a public good.
Natural Areas Conservancy (NAC)
Paid Summer Internship Announcement
Job Title: Summer 2017 Ecological Assessment Paid Internships
Job Location: Graduate Positions and Undergraduate Positions available with reporting locations in New York City (Manhattan, Queens, the Bronx, and Brooklyn)
Duration: 8-12 weeks, 35 hours/week, during June 4 – August 24, 2017
The Natural Areas Conservancy (NAC) will lead an ecological assessment of the natural resources of NYC Parks. Student interns will be trained and will work under the supervision of NAC ecologists. All interns will collect vegetation and site condition data in forests, wetlands, and grasslands. This position is approximately 90% field work (outdoors) and 10% office work.
Main tasks include:
To apply send:
All applications must be submitted prior to 11:59 p.m. Eastern Time on: April 7, 2017
Please send all materials electronically as PDF files with each labeled follows:
Access to Opportunity Internship
Job ID: AL20170703-43280 Description:
ABOUT THE COLLEGE BOARD
The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT and the Advanced Placement Program.
We are committed to increasing the number of students who earn a college degree and are prepared to succeed in the 21st century. Today’s College Board works with middle schools, high schools, community colleges, four-year colleges, policymakers and state education agencies to achieve this mission. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators schools. www.collegeboard.org
The College Board’s Internship Program is an exciting chance to develop new skills while contributing to an organization that is committed to the transformation of education in America through college readiness for all students.
The Internship Program presents a unique opportunity to highly talented students who wish to develop strengths in core skills, and to obtain real-world work experience. The College Board is committed to our Internship Program and ensures that each student receives mentoring, experiences a variety of assignments that allow for collaboration with diverse groups across the organization, and focuses on defined deliverables.
FEATURED INTERNSHIP AREA
The College Board’s Access to Opportunity program is designed to identify and break down barriers that prevent – particularly low-income, first-generation, rural, African American, Latino, and Native American students – from taking challenging course work and applying to, enrolling in, and succeeding in colleges that are the best academic, social, and financial fit. Our mission is to help all students make the most of the opportunities they’ve earned. The Access to Opportunity Department seeks an intern to engage in a variety of projects and campaigns including student and counselor outreach. The responsibilities would include but not limited to the following:
– Assist in building the concept and provide market analysis for a campaign designed to target students who are the first in their respective families to attend college, as well as the organizations and constituents that support those students.
– Support the creation of a toolkit designed to target students and their families in the college planning process.
– Support the efforts of the SMS texting pilot and virtual advising campaign targeting students. Assist in the process of content development.
– Participate in the work associated with our Annual Fall mailing. Assist content experts to define / refine the mailing components. Support the development of corresponding counselor treatments as well as post-campaign analysis.
If you are interested in an Internship at the College Board and you meet our qualifications, please apply by visiting our Careers page at www.collegeboard.org/careers. No phone calls will be accepted. All resumes must have G.P.A and expected graduation dates.
The College Board is committed to diversity in the workplace and is an Equal Opportunity Employer. The College Board participates in E-Verify, a service of DHS and SSA, where required.
|Areas of Expertise||Administrative Support|
|Highest Level of Education||High School Degree|
|Location||New York, NY|
|Years of Relevant Experience||0-1|
From Legal Outreach, an opportunity that might appeal to students, especially those in Math Education. Follow the link below for further information including salary.
Summer SAT Class Tutor Job Description:
Legal Outreach is on the lookout for ten talented, knowledgeable SAT tutors who want to be part of a transformative experience that empowers youth from underserved populations. In past years, our Summer SAT course has shown an average score increase of 307 points, with some students scoring over 500 points higher on their final exam. As you know, results like that make all the difference in the world when it comes time to apply to college.
We [Legal Outreach] will be hiring five Math/Science and five English/Reading tutors for an intensive summer session designed to prepare high school juniors for entrance into top 50 colleges and universities. Despite the “tutor” moniker, these instructors will be working with classrooms, not individuals. Each tutor will deliver a five-week curriculum of SAT material to a class of 10-12 students. Tutors will work in Math – Reading/Writing teams to co-teach a classroom. For example, the Reading/Writing tutor may teach in the morning while the Math tutor lesson plans and helps manage the classroom. Tutors will also observe separate workshops taught by test prep professionals to the same students, taking care to complement the lessons when planning their own. They will work from a developed curriculum while expanding exercises for their own students as needed. Orientation and training will be provided prior to start of the course, and tutors will work closely with permanent Legal Outreach staff who oversee the program.
This is the perfect position for college students, alumni, and graduate students who excelled on the SAT or ACT and are interested in gaining valuable teaching and leadership experience while making a measurable difference in students’ lives over the summer.
Click on link for the job details:
From the Educational Opportunity and Diversity Office:
I’d like to pass on a great opportunity for those of you interested in getting a PhD and teaching/researching at the collegiate level; The CUNY Pipeline Program.
The Pipeline Program is a CUNY-wide initiative designed to provide educational and financial support to CUNY undergraduates from groups currently underrepresented in our nation’s universities who are interested in pursuing a Ph.D. in preparation for college-level teaching and advanced research.
It consists of a 6-week intensive summer institute in which fellows take a research seminar in either the social sciences or the humanities designed to introduce them to graduate-level work and research skills. They also take courses on critical thinking and writing, Grad School 101, and intensive GRE preparation. The following fall and spring semesters include monthly meetings with graduate student mentors and a spring semester research conference where fellows present a research project. Perhaps the most important aspect of the Pipeline Program is the attention to each student’s unique mix of experiences and identity, disciplinary interests, and academic goals.
I encourage you to visit the Pipeline website (www.diversiphd.com) to find out more info or to contact the Pipeline Program.
The Folger Institute has a unique opportunity in early modern drama and the digital humanities for undergraduates to explore plays NOT written by Shakespeare.
Opening the Digital Anthology of Early Modern English Drama: Skills, Tools, and Texts
Undergraduate workshop, June 26 – 30, 2017
We invite applications from rising juniors and seniors for an undergraduate workshop hosted by the Digital Anthology of Early Modern English Drama. Students will have the chance to acquire digital humanities experience, research perspectives, and editorial skills while engaging with the drama of Shakespeare’s contemporaries. Participants will craft their own projects in small teams under the guidance and mentorship of visiting faculty. They will explore early modern play texts from a variety of angles, which may include, but are not limited to:
Performance: Staging early modern drama
Book history: Playing companies, playwrights, and publishers
Corpus analysis: Genres, topics, and computational approaches
Linguistics: stylometrics and word histories
Editing early modern plays: preparing a scholarly edition
Experience with digital humanities tools and techniques is not required, and all majors are encouraged to apply. This workshop is open to American undergraduates, preferably rising juniors and seniors. A stipend and housing is provided.
Application deadline: 1 March 2017
Further information here:
New approaches and designs for learning spaces on college campuses that are intended to encourage group work and active learning also provide great environments for undergraduate research. These innovative spaces can be found in libraries, residence halls, and student unions in addition to renovated classrooms and academic buildings.
Four to five articles of 2000 to 3500 words each are sought that share how campuses have deployed new learning-space designs to promote and support undergraduate research. The editors are interested in learning about how the learning-space designs were created and implemented, and how they affect student learning and outcomes. In addition, shorter vignettes (300 words) are invited that offer succinct descriptions of approaches that have worked for specific learning spaces or programs.
Some examples of topics of interest are the following:
– How was the new learning space design achieved? What was the motivation and purpose for the design? How has it benefited undergraduate research in specific disciplines and/or across disciplines?
– How do faculty members utilize new learning spaces to support undergraduate research? What are the benefits and challenges for faculty members and students?
– What approaches are faculty and staff members using to assess the impact of new learning environments on student achievement and outcomes?
– What have been the impacts of a new learning space on participation in undergraduate research across campus and/or in specific disciplines? What new partnerships have been formed, and how have they benefited student inquiry?
– Has the availability of innovative learning spaces helped to increase participation in undergraduate research by traditionally underserved students and/or by students in majors with little prior participation?
Submission Details. Submit a 300- to 500-word prospectus, describing the focus of the proposed article or vignette. Please indicate in the prospectus whether the proposed piece is an article or a vignette. Invited authors will be notified by January 20, 2017. Final manuscripts will be due by March 13, 2017. All articles undergo peer review.