In the News

Dr. Lauren Mahoney, a CUNY SPS Psychology programs faculty member, is frequently quoted in this article by "Parade" about the subtle distinctions between oversharing in personal relationships versus being vulnerable. Dr. Mahoney points out that when a person is vulnerable, they are saying "in essence, ‘I want to allow you to know something true about me.’” However, 'floodlighting'— a more pronounced form of oversharing—impedes closeness. “Floodlighting refers to using an intense level of personal disclosure in a way that can overwhelm another person or test a relationship,” says Dr. Mahoney. “I think the metaphor captures something psychologically important because disclosure can create intensity without creating intimacy.”

In this op-ed by CUNY SPS Dean Braverman written for the online publication University Business, Dr. Braverman shares suggestions for how higher education institutions can attract, support, and retain adult learners. She also highlights the advantages of online learning for adult students who, unlike most traditional students, often manage multiple responsibilities in addition to their coursework.

Dr. Sarah Zeller-Berkman, distinguished lecturer for the CUNY SPS Youth Studies program, published an article in "Youth Today" about a report prepared by The Collaborative for Advancing Youth Development (CAYD). Dr. Zeller-Berman's piece discusses the need to expand access to youth after-school programs across New York City and CAYD's staffing recommendations to achieve these goals. CUNY SPS partners with CAYD to strengthen and amplify youth development across New York City.

Ruru Rusmin, assistant dean of Faculty Development and Instructional Technology at CUNY SPS, is quoted in the New York Times article "A.I. Agents are Taking Entire Online Courses for Cheating Students." In the piece, Rusmin reflects on ways that online classes have been structured at CUNY SPS so that students have little incentive to cheat using artificial intelligence.

CUNY SPS Academic Director of Communication, Culture, and Society and Assistant Professor of Sociology and Human Relations, Dr. Melanie Lorek collaborated on this Teaching Sociology article with Dr. Sara Martucci, adjunct faculty also in the Sociology and Human Relations programs, and Dr. Daniel Douglas. The research interrogates assumptions about online learning and the measurement of student learning outcomes. By analyzing data from students enrolled in introductory sociology courses, the study found no evidence that sociology courses increased empathy, whether online and asynchronous or in person. Additionally, the article highlights the need for new approaches to assessing how sociology helps students understand the perspectives and lived experiences of others.