By Staff

Congresswoman Carolyn Maloney recentlyannounced a $150,000 federal appropriation forLaGuardia to assist in the development of thecollege's business incubator program designedto accelerate the growth of fledgling design andproduction firms in western Queens.

“There is nothing better for a community'seconomic climate than a strong partnershipbetween schools of higher education and localbusinesses,” Congress-woman Maloney said atthe February 10th press conference held at thecollege's business design incubator, NYDESIGNS. “I'm proud to be able to support thenew partnerships developing betweenLaGuardia and small businesses from Queensand throughout the New York City region. Theeconomy of this entire community will be wellserved by the work LaGuardia and local smallbusinesses will do together through this impor-tant Design Incubator.”

In describing the mission of the college's lat-est economic development initiative, PresidentGail O. Mellow said, “We seek to nurture youngdesign companies so they become profitable,employ more people, and eventually ‘hatch’ andthrive on their own in the Queens community.”

“With the leadership of Congress-womanMaloney,” President Mellow added, “LaGuardiawill be able to help small businesses enter NewYork City's $5 billion design market.”

Launched within the past year, the programprovides business growth services to a fullrange of design companies that produce highdesign and technologically advanced productsfor gift, home furnishing, architectural and build-ing markets in the rapidly developing westernQueens community.

Services include on-site management, cus-tomized space for each company, and special-ized equipment for building prototypes and test-

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Rep. Maloney Announces $150,000In Funding for the Business Incubator

By Bill Seto, Assistant Director forCampus Programs, Center for Teachingand Learning

LaGuardia is one of three colleges nationwide tobe recognized this year with an award for meri-torious faculty development programs.LaGuardia’s "Designed for Learning" facultydevelopment program (DFL) has been honoredwith a Theodore M. Hesburgh Award Certificateof Excellence, presented each year to collegesjudged to have the most effective programs forenhancing undergraduate teaching and learn-

LaGuardia, Barnard and UCLAWin Faculty DevelopmentAward

Continued on page 7

Congresswoman Carolyn Maloney (right) stands with President Gail O. Mellowand Kenny Greenberg, one of the center's clients who will benefit from the$150,000 federal gift the congresswoman secured for the college.

ing. This year, Barnard College drewthe Hesburgh Award, and LaGuardiaCommunity College and UCLA wonCertificates of Excellence.

Reacting to this news, President GailO. Mellow said, "The Hes-burgh Awardconfirms the quality of faculty atLaGuardia, and their commitment toinnovation as they improve the qualityof undergraduate teaching. It's also awonderful (and a national!) salute to the

2 www.laguardia.edu

Professor Sells Screenplay toActress Neve Campbell

The screenplay, “Lulu,” which Neve hopes tostar in and produce, reveals the little-known lifeof this elusive, multi-talented personality.

“Her story is a mystery,” said Mr. Nickowitzwho spent a year researching her life, which isonly chronicled in one biography, two documen-taries, and her collection of essays, and two

years writing it.The screenwriter explained that the mystery

lies in the inexplicable career decisions that shemade throughout her life.

Ms. Brooks began her career as a moderndancer, joining such highly recognized troupesas the Denishawn Dance Company and theZiegfield Follies. Despite her talents as adancer, she left the Broadway stage forHollywood, and then Germany, for the silentscreen. With her alluring look and signatureDutch bob hairstyle, Ms. Brooks became aninternational star. Between 1925 to 1938 sheappeared in 24 films, her best known being the1929 German film “Pandora's Box” where sheplayed Lulu, a sensual chorus girl whose sexualpowers literally destroy every man she encoun-

ters, but one--”Jack the Ripper.” Although it isnow considered a masterpiece, the movie, uponits release, was panned by film critics inGermany and barely reviewed in the UnitedStates.

At this juncture, her career took anotherabrupt turn when she decided to walk awayfrom film and return to New York. There, for thenext 20 years, she lived the life of an alcoholicrecluse spending her isolated days writing andpainting.

Her seclusion ended in 1954 when JamesCard, the legendary film curator at the George

Eastman House, tracked her down in NewYork City, and helped her to be rediscov-ered, this time, as an essayist. With hisaid, her pieces were published in filmmagazines from the 50's through the 70's.She died in 1985 at the age of 78.

“The screenplay sheds light on a host ofquestions,” said Mr. Nickowitz. “Why shegave up acting and dance? Why she con-tinued to search for an artistic medium?And why she decided to walk away fromfame and go into seclusion?”

Set in 1954, the story begins with Mr.Card seeking out Ms. Brooks to inform herthat the Paris Cinemateque is planning todo a retrospective on her German movies.“She was to be hailed as one of the great-est film actresses,” said Mr. Nickowitz.

It is at their meeting, that the 48-year-old actress, takes the curator back to the20's and vividly recounts a career thathad its highs and lows and sudden artistictwist and turns.

“It is not a traditional success story,” said Mr.Nickowitz.

As for Ms. Campbell, who now owns thescreenplay, her next step is finding a directorand film studio. Stay tuned.

By Staff

So how did a community college English pro-fessor go about selling his first screenplay totelevision and movie actress Neve Campbell?

“It was just incredible luck,” admitted PeterNickowitz, an assistant professor of English,who sold the rights to “Lulu,” a biographicalscreenplay on Louise Brooks, the silentscreen legend.

In describing the chain of events thateventually connected the professor to theactress, Mr. Nickowitz tells a story that hasthe makings of a screenplay.

It began in Los Angeles where he andhis writing partner, Bill Oliver, attended theIFP/Los Angeles screenwriting lab.Facilitating the workshop was BarbaraTurner, the screenwriter whose latest film,“The Company” features Ms. Campbell asan aspiring member of the Joffrey Ballet.She read the piece, liked it, and remarkedthat Ms. Campbell is looking to play therole of this 20th century icon who captivat-ed her audiences in the 20's and 30's. Oh,and, it just so happened, she had plans fordinner with Ms. Campbell and would bringher the screenplay.

One week later, Mr. Nickowitz heardfrom Ms. Turner with good news, “Nevelikes the script.”

The following week, he found himself dis-cussing the screenplay at a New York restau-rant with the actress.

A week after their meeting, he received a callfrom her manager with the actress' response:“We really like the script and want to make themovie.”

News of the actress' future plans surfacedwhile she was doing a press tour for “TheCompany” last December. After her formalannouncement, the story of the purchase ofMessrs. Nickowitz and Oliver's screenplay wasprinted in the New York Times, a host of indus-try organs, and electronic websites.

“We went to the writing lab with the hope ofgetting people to read the screenplay,” said theprofessor who has been teaching writing and lit-erature at the college for three years. “It wassuch a crap shoot. It was just pure luck.”

Peter Nickowitz, assistant professor ofEnglish, sold his screenplay to actress NeveCampbell.

3

Compiled by Wenjuan Fan, AssociateProfessor, Academic ESL

The Professional Development Grants sponsoredby the Office of the President and administered bythe Educational Development Initiative Team(EDIT) provide support for LaGuardia faculty andstaff in their professional development activitiesand projects. Last May and December, the EDITcommittee co-chaired by Marcia Glick and KamalHajallie funded 22 activities/projects. The follow-ing are brief summaries of the projects that havebeen successfully accomplished.

PowerPoint Project by Monica Courtney andElizabeth Iannotti, English Language Center

This project offered four English LanguageCenter adjuncts with the training and supportneeded to develop PowerPoint lessons and incor-porate these lessons into their teaching. Materialsdeveloped by participants were presented to allTELC faculty during a PowerPoint workshop andhave been made available to faculty in aPowerPoint Lesson Resource file.

Conference Presentation by Evelyn Burg,Communication Skills Department

On Nov. 1, 2003, I presented at the CommunityCollege Humanities: Trading Spaces: Learning inNew Spaces, a portrait of LaGuardia's UpwardBound Summer Program at Vassar College. Thisprogram brings Queens high school students toVassar for five weeks in the summer for an inten -sive educational program and recreation. I wasan instructor of English for the program last sum-mer.

CPE-like Workshops by Wenjuan Fan,Academic ESL

In December, 2003, I organized and delivered aworkshop on using CPE-like materials in ESL099classes to the adjuncts in the Academic ESLDepartment. The materials were developed byRashida Aziz, Jie Gao and Wenjuan Fan. Thisworkshop focused on sharing experiences (bothsuccesses and difficulties) of teaching skillsrequired by CPE and using the materials withESL099 students. The workshop was well attend-ed and a lot of good teaching ideas were generat -ed during the workshop.

Conference Presentation by Xiwu Feng,Communication Skills Department

I gave a presentation titled “Asian CulturalValues of Communication Being Challenged by

Communicative Learning Process,” at theInternational Conference on Social Changes andCultural Consciousness at the University ofNevada Las Vegas, in October, 2003.

The presentation gave colleagues impetus tobroaden channels of communications in theirclassrooms for culturally and linguistically diversestudents. The primary focus was on the percep-tion of communication by some Asian cultures andhow it affected the way of learning in a culturaldiverse classroom. Asian students, especiallynewly immigrated students, considered learningquite differently from their counterparts due to theireducational and cultural background. My presenta-tion examined difficulties Asian students cameacross in American classrooms and some misun-derstandings on their behaviors. By analyzingAsian cultural values of communication, I specifi -cally discussed how silence was viewed as a cul-turally appropriate behavior. Suggestions wereprovided in teaching students with various culturalbackgrounds.

The presentation was well attended and fol-lowed by an interesting discussion on the issue. Asurvey planned by the conference was conductedat the end of the presentation and received a verypositive comment. My presentation was a successand I personally learned a lot through attendingthe other conference sessions.

Conference Presentations by Judy Gex,Academic ESL

At the NYSTESOL 2003 Conference held at theHilton Rye Brook, November 7 - 9, I made threepresentations. On November 7, I shared informa-tion about “Family Language Learning.” My pres -entation on November 8, was “Crossing SkillsBorders to Strengthen Language Skills.” WithCarol Montgomery, I talked about “Portable,Authentic Materials for Teaching Abroad” on thelast day. My presentations were well received andwell attended.

Conference Presentation by JamesGiordano, Accounting and Managerial Studies

I attended the National Leadership Conferenceof Alpha Beta Gamma (ABG), and madePowerPoint presentations to the students and fac-ulty from around the country on the impact ofexternal environmental forces on the hospitality,travel and tourism industry post 9/11, and SARS.

In my role as faculty advisor for the college’s

Iota Epsilon Chapter of Alpha Beta Gamma, I hadan opportunity to meet with fellow advisors andthe Chief Executive Officer John Christian. Theconference meetings provided valuable opportuni-ties in which to gain important information on suc-cessful programs taking place at other communitycolleges, as well as at ABG national headquarters.

Conference Presentation by Fern Luskin,Humanities Department

I chaired a panel entitled “The Myths Revisited”for the Sixteenth Century Studies Conference, aforum for national and international scholars, heldon October 30 - November 2, 2003, in Pittsburgh.The papers that were presented were “MaritalBliss in Renaissance Venice,” “‘Sonare, Cantare,Amore:’ Titian's Venus and Musician Paintings”and “The Triumph of Bacchus: On the Proliferationof Bacchic Subject Matter in late Sixteenth-Century Italian Prints.” These lectures offeredmuch new and important material not only on sym-bolism and on Renaissance artists’ knowledge ofclassical art, but also on social mores of the timeand printmaking techniques. On the way homefrom the conference, I visited Frank Lloyd Wright’sFalling Water house and was able to see first-hand, the quality of the cabinetry, the ingeniouslydesigned windows, the works of art on display(some of which were selected by Wright himself)and, of course, the way the house is percheddirectly above the waterfall. My project will directlybenefit the LaGuardia community, as I plan toincorporate the content of these papers and myobservations about Falling Water into theRenaissance Art and Art History survey courses.

A Dialogue on Diversity in New York CityCommunities by Ellen Quish, Adult LearningCenter

A Dialogue on Diversity in NYC Communities,was part of a non-credit course for advancedESOL students in the Adult and ContinuingEducation’s Adult Learning Center. Major learningactivities in this course included reading and writ-ing about diversity in NYC communities as well asclass trips to Brighton Beach, Little North Africa inAstoria, Williamsburg and Howard Beach. Duringthese trips students became urban anthropologistsand took pictures, wrote down their observations,and interviewed the people who reside and workin each area. Their findings were creatively dis-played on a bulletin board posted outside of E249and shared in a December forum open to the col-lege community. To further enhance students’knowledge of diversity in New York City, a smallbook collection on diversity in New York City wascreated and is currently available in E249 to credit

News from the EducationalDevelopment Initiative Team

Continued on page 6

4 www.laguardia.edu

By Vanessa M. Bing. Faculty Mentor, The Student Center for Women

During the week of February 9-13, The StudentCenter for Women (a.k.a. the Women’s Center)hosted four events in support of V-Week. V-Week,which actually began as V-Day, is an organizedresponse to violence against women. It is a globalmovement to eradicate violence against womenand girls that utilizes creative events to heightenawareness, raise funds, and to provide energy andhope to those grassroots organizations that havebeen working to end violence. Through V-daycampaigns across the country and the world, localvolunteers and college students produce perform-ances of the Vagina Monologues to raise aware -ness for antiviolence groups within their homecommunities. The “V” in V-Week stands forVictory, Valentine and yes, Vagina.

Since its inception in 1996, the Women’s Centerhas sought to educate the LaGuardia communityto the issue of violence against women. SinceSeptember of this academic year, the center hassponsored a relationship abuse workshop (“TooGood to Leave, Too Bad to Stay”), a self-defenseworkshop conducted by a trainer from the Centerfor Antiviolence Education, a workshop on sexualassault (“Sexual Assault: Basic Facts, Myths, andWhere to Get Help”) facilitated by Professor BetteCohen, an open forum for straight women, les-bians and transgendered persons to speak out ontheir experiences of oppression (“ConfrontingTensions”) and a DVD showing and live perform-ance of The Vagina Monologues . Some mayquestion whether all this attention to violence iswarranted. Is this overkill? After all, our studentsare in school to educate themselves and to culti-vate careers and future academic opportunities.Our students are not victims or violent offenders.They do not fit the profile of a perpetrator or sur -vivor of a violent act. Or do they?

Fact: there is no common “profile” of the abus -er or victim. It is true that some women are morevulnerable to the experience of abuse, and thereare clear “warning signs” of an abusive personality.However, woman abuse occurs across all demo -graphic categories. The rich and poor experienceit. So do Blacks and Whites and the rainbow ofcolors in between. It lives and breathes in hetero -sexual unions as well as gay and lesbian relation-

ships. It is not an experience that occurs only inpopulations of low-income women of color.

For many, relationship abuse or domestic vio-lence is synonymous with “hitting” (physicalabuse). It is therefore often misunderstood andunderreported. To the contrary, domestic violenceis legally defined as any pattern of coercive tacticsthat can include physical, psychological, sexual,economic, and emotional abuse by an intimatepartner or family member, with the goal of estab -lishing power and control over the victim.

Student volunteers at LaGuardia’s Women’sCenter have repeatedly reported that many womenstudents walk through the center’s door seekinginformation about housing and where to get ongo-ing emotional support because they are in abusiverelationships. Some students are reticent aboutsharing their personal difficulties, and specificallyask for concrete information, altogether avoidingthe discussion about the need for emotional help.For many, it is simply embarrassing. For others,there is a need to deny what is actually occurring.This denial serves the function of protecting one’ssense of self and personal integrity. After all, aneducated woman knows that she ought not to stayin an abusive relationship. Right?

The decision to remain in a violent relationshipis not an easy one, and is often determined by lackof financial resources, immigration concerns, andfear of retribution (if one attempts leaving). Murderand assault statistics bear out the fact that women

who leave abusive relationships are at increasedrisk for violence. So even as crime rates in NewYork City are on the decline, there remains asteady increase in crimes perpetrated againstwomen, and intimate partner violence is on therise.

The Student Center for Women appreciates thestruggles faced by many of our students, as wellas faculty and staff who find themselves “trapped”in abusive unions. The center therefore devotesmuch attention to this national concern. TheWomen’s Center however does not focus only onthe grim realities of violence and oppression inwomen’s lives. It also showcases and celebratesthe talents, achievements and successes of oursisters. As we enter Women’s History Month, theNational Women’s History Project reminds us ofthe victories we have achieved in our lifelongstruggles. This year’s theme for Women’s HistoryMonth is Women Inspiring Hope and Possibility.

Through the efforts undertaken by the studentleaders of the Women’s Center, our goal is toinsure that we continue to inspire the sense ofhope and possibility in our students, especiallythose experiencing the stressors of a violent rela-tionship. We know no women victims: only sur-vivors. We are encouraged by those who dare tosucceed despite great adversity. We seek to sup-port our women through programmatic efforts thataddress head on the issue of violence, while bal-ancing these with those that provide education,information, entertainment and opportunities forgrowth and change through self-reflection. Webelieve that “Girl Power” is every man’s power,and seek to support our dynamic women leadersof tomorrow. Victory is ours!

For more information about the Women’sCenter, call x5188 or visit room M114.

V-Week and the StudentCenter for Women

By Justine Nicholas, Adjunct Lecturer,English Department

“You can’t intellectualize it. It’s all about ourlives, our experiences,” declared one student.

“It’s in-your-face. You can’t walk away from itwithout feeling something,” insisted another.

They were referring to Eve Ensler’s TheVagina Monologues , which La Guardia studentsperformed for audiences in their college’s LittleTheatre on February 10th and 11th. Dr. WillKoolsbergen of the Humanities Departmentdirected, and the Women’s Center co-presentedit with The Actors and Directors Club and theHumanities Department.

Performers included Giselle Blanco, GupreetGrewal, Jennifer Therese Richards, JessicaWiscovitch, Jill Drappo-Harvey, LilliannaZulunova, Rhea Neblett, Sandra Lakatos-Russeand Yuki Aizaki.

The production capped the events of “V-Week”, which were initiated and co-produced bythe Women’s Center along with other organiza-tions within and outside the college. “V-Week”,from February 9 through 13, called attention toviolence and stereotyping against women (thelatter of which is sometimes perpetrated bygroups of women against others with whomthey feel they have nothing in common) througha series of workshops, other formal and informaldiscussions, coffee hours and a presentationsof a videotape of Ms. Ensler’s performance ofher own work for HBO, as well as the aforemen-tioned student performances of her work.

As Ms. Ensler would have it, La Guardia’sstudent actresses—all dressed in black-- readand performed the monologues and scenes ona nearly bare stage. The Vagina Monologuesthus contrasts starkly with so many productionsthat highlight lavish sets, costumes, and music.The focus is therefore on the women and theirwords, which Ms. Ensler elicited when sheasked them to talk about their vaginas.

Many of Ms. Ensler’s subjects had neverbefore heard—much less answered—such arequest. Some of their responses are cameoswithin the play; others are included in scenes.The pieces range from “The Coochie SnorcherThat Could”, a tensely humorous monologue inwhich a woman relates the struggles of herpuberty, to “My Vagina Was My Village,” awrenching testimony of ways in which Bosnian

women were brutalized. Yuki Alzaki’s perform-ance of the latter segment left the audience instunned silence and with more than a few moisteyes.

Although several of the pieces deal with rapeand other forms of violence against women, TheVagina Monologues never strays from the affir-mation and validation of women’s experiences.Ms. Ensler, in her own performance and in inter-views, often returns to the theme of “vagina-friendly”-ness. The lack of this quality, sheimplies, is the root of—and sometimes simplyis—violence against women and some men’sindifference to their female partners’ wants andneeds as they gratify themselves.

La Guardia’s student actresses exhibited aclear sense of Ms. Ensler’s sentiments: Theirreadings and performances kept audiences raptthrough three performances. Most of all, theyleft female spectators with a strong sense ofrecognition and identification with the subjects’experiences. Male attendees—who comprisedabout a third of the audiences, roughly the sameproportion as in the college’s student popula-tion—made comments like, “I never saw thingsthat way before!” After the last performance(on the night of the 11th), several young menexpressed interest in participating in Women’sCenter activities and in being “more sensitive”and “more attentive”. One added, “I know it willmake me a better man. And women will respectme more for it.”

Others said they thought for the first timeabout how much violence against women iscondoned or simply taken for granted—and their

own lack of awareness. It’s possible to imagineMs. Ensler both pleased and disturbed by suchdeclarations, for one of her stated purposes ofThe Vagina Monologues is to increase aware-ness and discussion of—and to inspire action tocounter—rape, incest, and other forms of terrorinflicted on women.

Because Ms. Ensler understands that funda-mental societal changes begin with the educa-tion of young people, she has given—at nocost-- every college and university in the UnitedStates the right to perform and produce theplay. She has also conferred this privilegeupon community centers and other organiza-tions all over the world. In the play, womenfrom different cultures (who’ve never met eachother) echo, sometimes verbatim, themes andconcerns voiced by the others. Perhaps this isone reason—along with the varied and diversetalents and physical appearances of theactresses who performed at The LittleTheatre—why an “in-your-face” play, TheVagina Monologues, elicited much enthusiasmfrom—and dialogue among—members of itsaudiences at La Guardia Community College.

5

Monologues InspiresDialogue

A Monologue From WithinBy Justine Nicholas, Adjunct Lecturer,English Department

Until this year’s “V-Week”, I’d never seen TheVagina Monologues .

Until last year, all that I knew about it was thatMayor Giuliani’s ex-wife performed in it.

I entered The Little Theatre expecting angerand grief from the performers, collective cathar-

Justine Nicholas

Continued on page 6

6 www.laguardia.edu

and non-credit students. Conference Presentation by Scott White,

LibraryI presented the paper “USA Patriot Act and

Libraries” at Counter-Terrorism and Civil Liberties:An Interdisciplinary Conference in March, 2003 atCentral Missouri State University, Warrensburg,Missouri. I discussed the deleterious effects anti-terrorism legislation such as the USA Patriot Acthas on the proper functioning and operation oflibraries. The law specifically targeted libraries. Ifallowed to proceed unchecked, I am fearful thatgovernment investigative authorities will abuse theindividual rights protected under the First, Third,Fourth, Fifth and Eighth Amendments.

The presentation was successful, and my articlewas published in the Journal of the Institute ofJustice and International Studies .

It is important to recognize that these activi-ties/projects would not have been possible withoutthe generous and continuous support from theOffice of the President. The committee is highlyappreciative of the commitment from the presidentfor faculty and staff professional development.

sis from the women in the audience and men (ifany attended) squirming in their seats.

Two out of three ain’t bad: Some of the guysmay’ve taken it better than I did.

It’s about as “in-your-face”—to echo one stu-dent-- as the 72-year-old woman who claimsshe’s never seen the part of her body throughwhich her children entered this world.

While other monologues and scenes—espe-cially “My Vagina Was A Village”, performed byYuki Aizaki—moved me, the senior citizen’s rev-elation (conveyed by Jill Drappo-Harvey) partic-ularly resonated for me.

Later, I realized why. Like her, I—a pre-oper-ational transgender woman-- have always iden-tified myself with a part of me I’d never seen butknew I had: the vagina within me. In a sense,the elderly woman’s organ was within her, too,for she could feel it from inside her body buthad never seen it.

On the other hand, I can’t say I’ve never seenmy penis. In fact, I know of no man who canmake such a claim. Even when my body tookon the shape of the Michelin tire mascot, my

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Monologue...Continued from page 5

male organ was as visible to me as my handswhenever I took off my BVD’s.

Therefore, after seeing The VaginaMonologues, I can articulate, in yet anotherway, why I have always identified as female inspite of my body. And in so doing, I am identify-ing myself in the same way as any woman withwhom I’ve had a meaningful conversation: fromwithin. This, of course, contradicts the mes-sages I’ve absorbed from my culture, whichalways told me to identify myself by what’s onthe outside.

I am grateful to my colleagues in the EnglishDepartment—and my students-- for theirencouragement and support, and to my co-vol-unteers at the Women’s Center for acceptingme as a peer and sister.

During his visit to the college, Senator Serph Maltese and President Mellow pre-sented Kimberly McCaffrey, '03, with two certificates for her outstanding scholastic

7

Award...Continued from page 1

Center for Teaching and Learning. It's excitingthat LaGuardia's new direction and energy isbeing recognized by the higher education com-munity.”

“This award is a tribute to all the faculty whohave participated in DFL these past four years.Their dedication to teaching is the essence ofthe DFL program,” said Bret Eynon, director ofthe Center for Teaching and Learning, who initi-ated DFL four years ago. Dr. Eynon highlightedthe particularly crucial role of DFL leadersProfessors Marian Arkin and Kamal Hajallie,who have guided the program’s growth andinnovation.

This prestigious award is named in honor ofTheodore M. Hesburgh, president emeritus ofthe University of Notre Dame. TIAA-CREF cre-ated the Hesburgh Award to acknowledge andreward successful, innovative faculty develop-ment programs and to inspire the creation ofsuch initiatives at colleges and universities.Each year the Hesburgh Award is presented tofaculty development programs judged to havebest met three criteria: significance of the pro-gram to higher education; appropriate programrationale; and successful results and impact onundergraduate teaching and student learning.

The LaGuardia Center for Teaching andLearning’s DFL program helps faculty exploreways that new media and instructional technolo-gy can enrich student learning. Taking part in anintensive year-long professional developmentprocess, DFL faculty attend a series of seminarsand four-day institutes and become part of asupportive community that engages in dialogue,reflection, training, and classroom experimenta-tion. The core of the DFL program is facultyconversation that links pedagogy and technolo-gy, informed by their own testing of strategiesfor using technology in LaGuardia classrooms.In the seminar, funded by a Title V grant fromthe U.S. Department of Education, faculty con-sider issues such as guided inquiry with on-lineresources; on-line interactivity to improve stu-dent literacy; constructivist approaches to stu-dent multimedia projects; and the effective useof Blackboard course websites as tools to facili-tate student-faculty interaction.

One of the most innovative aspects of theprogram is the partnering of faculty and stu-dents in the learning and teaching process.DFL works, in large part, due to the StudentTechnology Mentor (STM) program, which cre-ates partnerships between students and facultyin exploring the use of digital media in the class-

room. Students receive special training andinternship credit that allow them to work withDFL faculty to help them develop technology-infused curricula and implement new practicesin the classroom.

One criteria for the selection of DFL by theHesburgh judges is the impact the program hashad on student learning. An outside evaluationof the DFL program found that students in DFLclasses are more than twice as likely as stu-dents in comparison classes to conclude thattheir courses significantly advanced their com-puter skills. And the impact goes beyond com-puter skills. Data gathered with the nationalCommunity College Study of StudentEngagement indicates a range of valuable out-comes for DFL students, including: more inter-action with faculty and other students; greaterfocus on writing and critical thinking; increasedengagement with course content; and a 20 per-cent reduction in course attrition.

DFL has also benefited LaGuardia faculty.“DFL has rejuvenated my teaching,” saysProfessor Max Rodriguez of the HumanitiesDepartment. “DFL has helped me to incorpo-rate new strategies and technologies into mypedagogical practice. I’ve introduced the use ofstudent reflection as a learning tool in mycourses and advanced its implementation usingon-line writing and discussion. DFL providedme the opportunity to rethink my syllabi and myteaching methods, and the result is that stu-dents are learning more effectively.”

To date, DFL has served more than 100 fac-ulty members in its intensive program and

ing new produce ideas, and business counsel-ing in areas such as business plan develop-ment, sourcing, design management and fund-ing access. It also conducts business work-shops and monthly professional developmentseminars to enable designers to make impor-tant business contacts.

“This funding,” said Mary Howard, the pro-gram's director, “ will remove major obstaclesfor designers who create customized new prod-ucts for sale to clients.”

Kenny Goldberg, owner of Krypton Neon, aneon art design firm, and an incubator client,said that the program would allow him toexpand his business and develop new productideas. His affiliation with the center has alreadyallowed him to work more easily on his newprojects, one of which is a theatrical set for theshow “Harmony.”

“Before the center,” he said, “I have beenworking out of a tiny shop where there is barelyroom to turn around in.”

Incubator...Continued from page 1

another 150 instructors in outreach workshops.President Mellow states, “Designed for Learninghas had a dramatic impact at LaGuardia. It hastransformed teaching practice, enriched class-room instruction and curricula, helped studentsengage with learning, and sparked institution-wide change at the college.”

Turgot Tezir, a student technologymentor, shows Professor Anna-MariaHernandez how to use a digital camerain preparation for her Latin AmericanCivilization course.

8 www.laguardia.edu

By Terence Julien, Professor, SocialScience

This year, the two hundredth anniversary of theHaitian Revolution and Haiti’s Declaration ofNational Independence is being celebrated bythe people of Haiti, the Haitian-American com-munity and peoples of African descent allaround the world. We at LaGuardia realize thatthis event should be commemorated by allAmericans because of its seminal importancein the formation of America and that we shouldcelebrate the people of Haiti throughout theyear as the descendants of the unacknowl-edged Founders of the American nation. Andthe reason for this is that at LaGuardia we areintroducing a global/international perspectiveon how we view the USA and the world thattransforms how we view ourselves and othersin new and unexpected ways.

If you take an international/global approachto the history of the formation of the USA, youdiscover that the vast continents of North andSouth America, which were inhabited by mil-lions of Native American peoples, were invadedbetween 1493 and 1630 by successiveEuropean kings who then turned their tiny king-doms into massive global empires by militarilyconquering the native peoples and appropriat-ing their land, its resources and their labor inthe form of highly profitable colonies.

The three major European monarchsinvolved were the Spanish, French andEnglish, who fought among themselves to gainsole control of the vast wealth and resources ofwhat they called the “New World”. Spain wasthe first to come into contact with the Americas,through the military campaigns of theConquistadores, Cortes and Pizarro, invaded,conquered and plundered the wealth of SouthAmerica, and Central America. It then began tomove north, conquering and taking possessionof North America, when it was confronted bythe French and English monarchs who invad-ed, conquered and colonized the northern partof North America – the St. Lawrence andMississippi River Valleys (France) and thenortheastern seaboard with its unparalleledfishing banks (England).

Between 1640-1840 not only were all the

European monarchs overthrown in the Englishand French Revolutions and the French con-quest of Spain but some English, French, andSpanish colonies revolted and succeeded inseceding from the British, French, and SpanishEmpires and declared themselves as independ-ent nation states in 1776,1804 and 1810-1830,respectively. Moreover, as a result of the defeatof the French army on the French island colonyof Haiti by half a million enslaved Africans in abrutal war for liberation from slavery andnational independence, the French emperorNapoleon was forced to change his plans toestablish a French empire in the Americas andsold Louisiana – the vast French colony inNorth America – to the U.S. president, ThomasJefferson.

Jim Thomson, in an article entitled, “TheHaitian Revolution and the Forging of America,writes: “For the United States, the LouisianaPurchase was a turning point the historicalimportance of which has been ranked next tothe Declaration of Independence and the adop-tion of the Constitution.” This single acquisitiondoubled the Nation’s size, making it formidableenough to withstand almost any outside threat.It gave the country its heartland as well as con-trol of the Mississippi River and the importantport city of New Orleans on the Gulf of Mexico.

In a broader sense, the Purchase fundamen-

LaGuardia and the HaitianRevoluation Bicentennial

tally transformed the way Americans thoughtabout themselves before the Louisiana annexa-tion. Americans, “in many ways still had a colo-nial attitude, they still looked to England and toFrance. With the acquisition of the Louisianaterritory, their focus shifted to their own conti-nent. For the first time, Americans becameAmericans as we know them, with a continentalview. The Haitian Revolution initiated all thischange.”

It seems only appropriate that LaGuardia withits global/international perspective should takethe lead in exploring throughout the rest of thisanniversary year, the multidimensional impactof this major revolution on the U.S.A., theCaribbean, Latin America, and Africa, areasfrom which many of our students come.

References: Thomson, Jim, The HaitianRevolution and the Forging of America; HistoryTeacher:Vol.34.No1.Nov 2000; AHR Forum:Revoutions. Amer.Hist.Rev. Vol 105.No 1 Feb.2000.

Presenting certificates to Assembly members Catherine T. Nolan and AdrianoEspaillat were student government representatives, left to right, VhanessaVictoria, Khalid Boudhan, and Gustavo Libreros.

19

– everyone wants to see this happen. This isanother way the library is committed to support-ing and enhancing the teaching and learningprocess, as DFL faculty fellows refine theirteaching with technology, and students areassigned more technology-intensive class proj-ects.”

Moreover, probably early next fall, the libraryplans to introduce the innovative portable wire-less classroom, in which 30 laptops will be deliv-ered to a wireless-accessible location to supportonline instruction in a mobile laboratory. Thiswill not only supplement the chronic shortage ofcomputer laboratory facilities at the college, butshould promote new models for pedagogy andcollaborative learning.

If you have questions about these new initia-tives, please consult project director Scott White[swhite@lagcc.cuny.edu; x5441], or myself[kschlesinger@lagcc.cuny.edu; x5432].

By Kenneth Schlesinger, Director,Media Services

The library is pleased to announce that, effec-tive Spring I 2004, it will offer wireless circulat-ing laptop computers for LaGuardia studentuse. Funded by a capital budget grant from theOffice of the Queens Borough President, 14laptops will be available for on campus andhome use by students.

Currently registered students may borrowthese Dell instruments, loaded with WindowsXP and Internet browser software, from themedia desk in E-101 for either:

o Four hours for on campus use, either in theLibrary or within one of the college’s wirelessaccess points; or

o Three days for home useLibrary faculty and media staff have been

working hard to coordinate all the logisticalarrangements, in tandem with the informationtechnology division and public safety depart-

ment. While we’ve made every effort to stream-line circulation procedures, students must regis-ter at the media desk and sign off on the securi-ty policy, so are requested to be patient withthese requirements. Although standard profi-ciency with laptop operation will be assumed,media will provide an illustrated FAQ brochuredescribing basic procedures, as well as limitedstaff technical support for troubleshooting.

Other features of the plan respond directly tofaculty instructional needs. Media Services hasbeen able to procure five additional multimediapresentation systems (laptop computer and mul-timedia projector), which will go a long waytowards addressing escalating faculty demandfor teaching with technology, particularly for affil-iates of the Center for Teaching and Learning’sDesigned for Learning seminar.

Library Chair Ngozi Agbim declared, “ Thelibrary is thrilled to be able to offer this excitingnew program to LaGuardia students. This pro-posal was supported by all the academic chairs

Library Offers CirculatingLaptop Service to Students

Jazz Singer SheilaJordan March 26

By Staff

As part of its popular jazz jam series, theLaGuardia Performing Arts Center presents onMarch 26 acclaimed jazz singer Sheila Jordan.

Considered one of the most consistently cre-ative of all jazz singers, Ms. Jordan will performa selection of soulful jazz numbers with thecenter's house band. The session also inviteslocal musicians and singers to come and jamwith the band and guest artist.

The performance begins at 8 p.m. in theLittle Theatre. Tickets are $8. Those who areinterested in purchasing tickets may call ext.5151.

Ms. Jordan's singing career, which spansfive decades, began in the early 50's when shesang in Greenwich Village clubs and at jamsessions with such jazz greats as CharlesMingus and Herbie Nichols. In 1962 she madeher acclaimed first recordings: Portrait of Shielaand “You Are My Sunshine” on George

Russell's The Outer View.After touring with trombonist Roswell Rudd in

the late 70's, she became a founding memberof the Steve Kuhn Quartet.

Throughout Ms. Jordan's career, her talentshave been recognized by the music community.Down Beat's International Critics Poll hasnamed her winner of “Talent Deserving WiderRecognition” honors nine times and has placedher among the top five singers in the“Established Talent” category every year since1980. Her recording, Lost and Found won“Best CD of the Year” honors in Wire maga-zine's “1991 Critics Choice” poll.

The season's line-up: April 30: Lou Donaldson, sax May 21: Latin Jazz Night featuring Ray Vega,

trumpet/flugelhorn

Sheila Jordan

10 www.laguardia.edu

By Victoria Brown, Lecturer, EnglishDepartment

On February 2 the English Department BlackLiterature Series Committee sponsoredLaGuardia’s contribution to the 2004 NationalAfrican-American Read-In.

This February marked the Read-In’s fifteenthanniversary, LaGuardia’s fifth year of participa-tion and my first time being involved with theprogram. I co-hosted the event with ProfessorCarlos Hiraldo, and also shared an excerpt fromToni Morrison’s Beloved . Since joiningLaGuardia’s faculty and the Black LiteratureCommittee in Fall 2003, I have had the opportu-nity to participate in many departmental and col-lege-wide events with my new colleagues. TheRead-In however, provided me with a differentway of experiencing LaGuardia. A couple ofhours in E 500 on a Monday afternoon weretransformed into a time and space dedicated toour own celebration of and reflection on thejourney to African American literacy.

The timing of the annual Read-In, eitherFebruary 1 or 2, aims to include African-American literacy as a traditionally significantpart of Black History Month. In its fifteen-yearhistory, participation has grown to include overa million readers of all ethnicities from forty-ninestates, the Caribbean, and Africa. The readersat LaGuardia reflected this diversity and choseto share works by past and contemporaryAfrican American authors whose style and useof language mirror the achievements asattained by the race in its successful quest forliteracy.

Because the readings were shared on a sign-up basis the literary arc of the offerings was notimmediately obvious. Nevertheless, a selective,zigzag plotting after the event can chart theAfrican American reading voyage from enforcedignorance to full lettered citizenship. Offeringsspanned the pre-literacy narrative accomplish-ment of bondage-born quilter Harriet Powers’“Story Bible Quilt” and an African-American OldNic folktale; the lyric orality of Toni Morrison’sre-imagined sermon by a freed slave inBeloved; the uncompromised dialect voice ofZora Neale Hurston’s largely illiterate charactersin Their Eyes Were Watching God; the emer-

gence of the radical Negro in a speech by PaulRobeson; the contributions made by immigrantblacks Audrey Lorde, Kamau Brathwaithe, andEdwidge Danticat; and finally up to the thor-oughly modern, award winning, old-informing-the-new John Henry Davis Days by ColsonWhitehead.

In all, a total of twenty LaGuardia readersreflecting the college’s diversity and democracyhelped celebrate African American literacy andlaunched the 2004 celebration of Black HistoryMonth. The event captured the lively sprit of anold-time revival with readings prompting laugh-ter, tears, quiet reflection, and vigorous headnodding in lieu of ‘amens’ and ‘preach on.’ Foran afternoon, knowledge of the Read-In’snation-wide (and beyond) chain linked E 500 toschools, churches, bookstores, and livingrooms with the common purpose of marking lit-eracy’s bedrock status in Black accomplish-ment.

I believe that at LaGuardia we continue theimportant tradition of helping the world’s disaf-fected attain literacy. The college’s liberaladmission policy guarantees that the basic rightof learning to read is not denied the studentwho needs the service most. The past hasshown the possibility of LaGuardia nurturing afuture Morrison or Whitehead. Even if the gainsare more modest and we nurture only futurereaders, then we’ve still accomplished much,by opening otherwise closed doors and helpingto break the chain of disenfranchisement for anew generation.

LPAC Presents theSilly Jellyfish onMarch 21

By Staff

He may not be Nemo, but the HudsonVagabond Puppets' Silly Jellyfish will take itsaudience on an exciting and magical underseaadventure at the LaGuardia Performing ArtsCenter on March 21.

Sent on a quest by the king and queen of thedragons, the young, innocent jellyfish meets upwith a menagerie that lives in the denizens ofthe sea--a blue crab, an octopus, two mantarays, a great white shark, a blue whale, and agiant sea turtle.

The professional theater troupe will tell thisancient Japanese folktale with larger-than-lifepuppets, music, and dance. Borrowing from thetraditional Japanese Bunraku style of puppetry,the puppeteers, clad in black, become mereshadows of the giant figures that they bring tolife. In this world beneath the sea, there arenine-foot sea dragons and a blue whale thatmeasures 40 feet.

The Weekend Family Series production ofThe Silly Jellyfish, will be held in the college'sMainstage Theatre. The event begins at 2 p.m.

Tickets are $10. Those who are interested inpurchasing tickets may call the box office at ext.5151.

College Celebrates theWritings of African American

Victoria Brown

11

Robert Provost and Agata Oleksiak standing with one of her award-win-ning crocheted sculptures.

By Staff

Two LaGuardia fine arts students receivedawards for original artwork they submitted tothe National Arts Club's 28th Annual Art Show,a judged competition and exhibit that attractsthe finest college artists in the tri-state area.

The club, one of New York City's most vener-able cultural organizations, presented awardsto Agata Oleksiak and Robert Provost. The twoLaGuardians were among 20 students from afield of 52 young fine artists to receive mone-tary honorariums.

Ms. Oleksiak, who does unusual crochetedsculptures, received the “Ruth Mellon MemorialAward for Sculpture” for her crocheted mix-media wearable sculpture. Mr. Provost, asculptor who creates three-dimensional con-structions in a Russian Constructivist style, wonthe “Allied Artist's Award” for his large wallpieces.

In describing the young artists' work, aspokesperson for the club said, “Ms. Oleksiakand Mr. Provost created pieces of artwork thatare outside the box.”

For the club, which for over 100 years hasbeen dedicated to furthering art and artists inAmerica, the show provides it with an opportu-nity to showcase the works of talented student

Two Fine Arts Students Receive Awards

artists. This year's show was comprised of104pieces by 52 college students from 26 institu-tions in the New York and tri-state area. Othercolleges that were invited, included Yale, Pratt,and Cooper Union.

“It is very exciting for the club members to seethe new talent that is emerging from the area'sschools,” said Mr. James Cavello, the show'scurator.

The student art exhibit, which was heldthrough February 26 in the grand gallery of thehistoric Tilden Mansion, home to the club since1906, was an eclectic collection of paintings,drawings, sculptures, and several installations.

Each of the invited schools was given the diffi-cult task of selecting two students from its poolof gifted fine arts majors. Professor BruceBrooks of the Humanities Department selectedthe two young artists among the over 150 fineart majors enrolled at the college.

“The works that Agata and Bob have done aretop shelf,” said Professor Brooks. “I havealways said that LaGuardia art majors couldcompete with any of the top art schools, and sothey have.”

“Agata, a Polish émigré who enrolled in thecollege's fine arts program two years ago, isdescribed by Professor Brooks as having a“massive talent” that is displayed in her painting,

drawing, and sculpture. “Agata is one of the most talented, skilled,

serious, and hard working students I have everworked with,” said the professor.

Mr. Provost was an architectural draftspersonfor 18 years before enrolling in the college'sfine arts department in the spring of 2003. “Iwanted to do it before it was too late,” said the42-year-old student.

Along with his studies, Mr. Provost serves asthe gallery assistant for the college's Arts andExhibition Review Committee. In that capacity,he is responsible for grant writing and installa-tions.

For the artist, who is drawn to abstract andfigurative painting, the award-winning piecesrepresent his first experiment with three-dimen-sional geometric abstractions. Each large, col-orful wall hanging is one piece constructed ofdifferent elements.

Upon graduation in the spring, Mr. Provostplans on entering Hunter College's fine arts pro-gram.

LaGuardia Live Wire is produced by theOffice of Marketing and Communications.Submissions are welcomed by e-mail at“Livewire”, by phone at extension 5060 or inperson in room E-508.

12 www.laguardia.edu

College Launches NewRetention Initiative

By Emily Emily Carrasquillo,Chairperson, Counseling Department,Retention Committee

The Counseling Department has established aRetention Committee whose charge is todesign, develop and implement counselinginterventions that will improve retention.

We have already conducted a series of activi-ties that were well received by the student bodyi.e. Academic Screening Day held on October9, 2003. One hundred and fifty-six studentsattended this event. During this event, studentswere able to meet with a member of the coun-seling faculty to assess their current academicstanding and progress. Additionally, based onassessed student need referrals for appropriateservices were provided (ex. study skills, testtaking skills workshops).

The academic probation workshops werealso well attended. During the winter sessionwe conducted multi-session thematic work-shops on the following topics:

• time management• career exploration• study strategies• test taking techniquesWe had over 250 students who signed up

and attended these sessions. Those thatattended were very pleased with the experienceand found it to be very beneficial. We also pro-vided general advisement during the advise-ment fairs in collaboration with the academicdepartment faculty. We are currently continuingto design other counseling interventions as partof our retention initiative.

We also continue to provide ongoing aca-demic, personal, career and transfer counselingservices to those students in need of our assis-tance, guidance and support.

By Staff

If the International Olympic Committee selectsNew York City as the host city of the 2012Olympics, Juliana Mauer Gregorut can proudlysay that she played a role in getting the covetedgames to the city.

Ms. Gregorut, a travel and tourism major, ispresently interning at NYC 2012, a private, non-profit organization designated by the city andselected by the United States Olympic Committeeto bid on hosting the summer Olympic Games in2012.

Since January, the intern has been workingfull time in the community relations department,which is responsible for gaining the support of cityand state government officials, community boards,as well as a range of civic associations and com-munity organizations throughout the five bor-

oughs. Working directly with the department'sdirector, Ms. Gregorut has had a full range ofresponsibilities that include accompanying thedirector on the many visits she makes, up datingthe Power Point presentation, mapping out itiner-aries, documenting the events, and researchingprospective financial donors.

“NYC 2012 has exposed me to a new experi-ence,” said Ms. Gregorut. “I learned about differ-ent civic organizations, and their roles and objec -tives. I learned about community boards and theirimportance to the community and the city in gener-al. And I had the opportunity to observe otheremployees and how they handled different situa-tions and to think and analyze these actions andrelate them to my own experiences and actions.”

“This is a special internship that provides aunique opportunity for Juliana,” said Deborah

LaGuardia Student JoinsNYC’s Olympic Team

Robinson, a co-op advisor. “She is witnessing howa public relation campaign develops strategies togain the support of local boards and communityorganizations.”

Sara Clough, the internship supervisor forNYC2012, sees the internship as a way to engagethe city's younger population in the campaign.“Youth is central to the Olympic movement,” shesaid, “and we are involving youth during the bid-ding phase and during the years surrounding thegames.”

Ms. Clough is presently in talks with CUNY toexpand the program to other students. CUNYChancellor Matthew Goldstein has already thrownin his support, sitting on the Youth Sports andEducation Committee, which is responsible fordeveloping ways for the games to leave a lastinglegacy for New York City's youth

“CUNY is the embodiment of what the Olympicsis all about,” she said.

For Ms. Gregorut, the internship was a “wonder-ful experience,” and her last educational foray atLaGuardia. She will be graduating this winter andplans to pursue a degree in geography at a yetundetermined college.

Juliana Mauer Gregorut