In the News

CUNY SPS alum John Robinson (MA Disability Studies '23) was recently appointed as professor of practice at Syracuse University's College of Professional Studies' Office of Microcredentials. As a committed advocate for disability rights, Robinson will also help coordinate and scale the Workshop in Entrepreneurship for People with Disabilities, a non-credit microcredential program designed to empower people with disabilities to either become entrepreneurs or to be better prepared for employment.

CUNY SPS' efforts to support students through credit for prior learning opportunities, as well as the Youth Studies program's work with young adults through the Working the Gap initiative, were discussed in the learning brief "Bold Solutions to Re-Engage." This report, published in Summer 2024 by The Carroll and Milton Petrie Foundation, highlights the latest programs and practices funded by the Foundation that strengthen college and career pathways for low-income New Yorkers.

PEWL, a CUNY SPS special department focused solely on workplace learning and training, was renamed the Office of Innovative Learning Solutions (ILS). In the CUNY SPS blog, ILS Executive Director Amy Perez discusses what led to the name change and the unit’s plans for the future

The CUNY SPS MS in Data Science was listed third on the roster of the most affordable online data science programs by “Fortune Recommends." The publication also noted that the average cost for an online master’s in data science is $37,000. In contrast, CUNY SPS' out-of-state tuition is less than half that amount.

Assistant Professor of Nursing Dr. Jan Oosting recently published "Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation" in the Journal of Nursing Education. The article highlights a study on the positive impact of translanguaging in an undergraduate nursing classroom. Translanguaging, a pedagogical practice that allows students to use their strongest written language for assignments, was successfully piloted in a nursing elective course at CUNY SPS. Three students participated in the initiative and reported that the experience was empowering and enhanced their writing. The study suggests that nursing educators (and others) should consider incorporating translanguaging in their courses to support linguistic diversity and improve student engagement and comprehension in academic settings.