December 2023: Universal Human Rights Month (UHRM)  

by: Gianna Fraccalvieri, QCL Information Assistant

On December 10th, 1948, the Universal Declaration of Human Rights (UDHR) was published by the United Nations General Assembly to officially define and defend the inherent rights of all human beings for the first time in history. In honor of this milestone, the world celebrated the 75th anniversary of Human Rights Day on Sunday, December 10th, 2023. Please help us raise awareness for Universal Human Rights Month (UHRM) this December by visiting the book display on the main level of the Queens College Library (Rosenthal 3rd floor). 

Highlighting the 2023 UHRM theme of “Freedom, Equality and Justice for All,” the books on display include works across the fields of history, political science, anthropology, sociology, gender studies, economics, and more to provide a multilayered perspective on universal human rights issues. Feel free to browse the physical books on display as this month’s cultural awareness installment, use OneSearch to find related E-Books, or meet with a librarian to discuss further research options.   

As a major achievement in international and multicultural collaboration, the UDHR has been translated into more than 500 languages and influenced the formation of over 70 human rights treaties. To learn more about this legacy and how to get involved in universal human rights advocacy efforts, please visit the following links: 

Display and blog post created by Gianna Fraccalvieri, an Information Assistant at Queens College Library and MLS/MA student at Queens College GSLIS. 

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National Family Caregivers Month (NFCM) Book Display

This November, please join us in observing National Family Caregivers Month (NFCM) by viewing the book display located on the main level of the Queens College Library (Rosenthal 3rd floor). According to the Caregiver Action Network (CAN), which is the non-profit organization responsible for organizing NFCM, there are “more than 90 million Americans who care for loved ones with chronic conditions, disabilities, disease, or the frailties of old age.” To learn more about the challenges across diverse caregiving experiences, and to explore supportive resources for caregivers and their families, please browse the books on display, search for E-books online via OneSearch, or request a research appointment with a librarian.  

National Family Caregivers Month Book Display
Queens College Library’s Book Display for National Family Caregivers Month

As this month’s edition of the Library’s cultural awareness book displays, this collection acknowledges the 2023 NFCM theme of #CaregiversConnect by elevating educational resources, shared stories, and support networks across a variety of caregiving situations. Organized support services, such as those offered through the U.S. Administration for Community Living (ACL), may alleviate some of the emotional, practical, and financial pressures experienced by family caregivers throughout their honorable efforts to help their loved ones. 

For more information about how you can get involved in supporting the NFCM 2023 #CaregiversConnect campaign, please consult the following resources:  

Display and blog post created by Gianna Fraccalvieri, an Information Assistant at Queens College Library and MLS/MA student at Queens College GSLIS. 

James J. Periconi Collection Research Fellows

This month, in collaboration with the John D. Calandra Italian American Institute, the Library’s Special Collections and Archives welcomes two visiting fellows who will be conducting research with the James J. Periconi Collection of Italian-Language American Imprints. 

To meet the Fellows and learn about their research, please register for the luncheon on November 14.

2023 Inaugural Fellows 

Lindsey Kingston
Lindsey Kingston

Lindsey N. Kingston is an Associate Professor of International Human Rights at Webster University in Saint Louis, Missouri. She directs the Institute for Human Rights and Humanitarian Studies, which includes overseeing the undergraduate program in International Human Rights. Kingston edited Human Rights in Higher Education: Institutional, Classroom, and Community Approaches to Teaching Social Justice (Palgrave Macmillan, 2018) and Statelessness, Governance, and the Problem of Citizenship (Manchester University Press, 2021). She also authored the monograph Fully Human: Personhood, Citizenship, and Rights (Oxford University Press, 2019), which won the International Studies Association’s 2020 Human Rights Best Book Award. She is an Italian-American dual national with advanced Italian language proficiency. 

Carmen Petruzzi
Carmen Petruzzi

Carmen Petruzzi is a postgraduate research fellow at the Department of Humanistic Studies at the University of Foggia. She received a Bachelor’s degree in Modern Literature, a Master’s degree in Modern Philology, and another in Science of Education. In 2022, she passed the national competitive examination as a teacher of Italian and History at High School. She obtained her PhD in April 2019 at the University of Florence and immediately afterward she perfected her knowledge of qualitative and quantitative methods in a one-year internship in New York between the summer of 2019 and the summer of 2020. She currently collaborates with Antonella Cagnolati, Full Professor of History of Education and Comparative Education at the University of Foggia. She has always been interested in migration with a specific focus on the effects on children’s life histories and projects. Since 2020 she has been working on the reconstruction of educational processes within the broader topic of the history of Italian emigration. Her research investigation intends to illuminate the lesser-known path of autonomy and independence achieved between the late 19th and early 20th century, particularly by the second generations who filled the educational gap between the parent’s generation and long-standing American residents. 

To learn more about the collection, you can browse titles in the CUNY OneSearch catalog or explore a curated website that includes images and essays. 

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Queens College Library Halloween Display

by: Gianna Fraccalvieri, QCL Information Assistant

Halloween Book Display
Queens College Library Halloween Display – Rosenthal 3rd fl.

As Tuesday, October 31st approaches, we invite you to stop by the main floor of the Queens College Library (Rosenthal 3rd floor) to view this year’s Halloween book display! If you are interested in learning more about the history of Halloween, horror fiction and film, and similar topics, please come in to browse the physical collection. You can also peruse related E-books online via OneSearch, explore our digital and streaming resources, and meet with a librarian to discuss more in-depth research questions.

Children’s Books

Additionally, a selection of Children’s books is available if you are looking to entertain the younger loved ones in your life with age-appropriate stories this Halloween. This collection is part of the Library’s cultural awareness book displays for October 2023, as well as our display for Italian American Heritage Month. Feel free to ask about the displays at the Information Desk.


Upcoming Halloween-related events on campus include the screening of the Japanese horror film:

  • The Ring on Tuesday, October 31st from 5:00pm – 8:00pm

The film will be shown in Queens Hall 120, presented by the Japanese Studies program. For more information, contact

Display and blog post created by Gianna Fraccalvieri, an Information Assistant at Queens College Library and MLS/MA student at Queens College GSLIS.

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Looking Back: 25 Years of Research from the TIME 2000 Mathematics Teacher-Preparation Program

TIME2000 Event Mathematics Teaching

This year marks the 25th anniversary of the TIME 2000 Program and the 20th anniversary of the annual TIME 2000 conference: “Celebrating Mathematics Teaching.” The conference, attended by hundreds of high school students and their math teachers, celebrates the joy of mathematics and promotes mathematics education as a rewarding career option. To commemorate this significant milestone, the Queens College Library has compiled a bibliography of research and reports related to the TIME 2000 program since its inception. 

Founded in 1997 by Queens College Professors Alice Artzt and Eleanor Armour Thomas with funding from the National Science Foundation, The Teaching Improvement through Mathematics Education (TIME) 2000 is a highly successful program at the Queens College School of Education dedicated to recruiting and training future mathematics teachers. One of TIME’s innovative features is that students progress through the program as a cohort, providing a valuable support network during their undergraduate experience and serving as the foundation for their future professional connections. On a monthly basis, TIME undergraduates participate in seminars covering topics such as educational technology and the relationship between mathematics and other fields of study.  

31 August 2014 “Study With the Best: TIME 2000” CUNY  TV 75 video  

In exchange for their scholarship, TIME 2000 undergraduates agree to teach for a minimum of two years in middle school or high school. TIME program graduates can be found in schools across the New York Metropolitan area. 

We invite you to explore the bibliography to gain a deeper understanding of how TIME 2000 has been an innovator in the field of teacher preparation. 

TIME 2000 Bibliography Marking the 25th Anniversary  

Books & Book Sections

Artzt, A. F., & Curcio, F. R. (Eds.). (2021). The inspirational untold stories of secondary mathematics teachers. Information Age Publishing, Inc.
Artzt, A., & Sultan, A. (2007). Reforming Mathematics Teacher Preparation: Now is the TIME! In Issues in Theory and Practice in the Teaching of Mathematics (pp. 72–81). Russian State Pedagogical University Press.
Artzt, A., Curcio, F., & Sultan, A. (2023). Incorporating Learning-to-Teach Trajectories and Identity Development in a Model Undergraduate Mathematics Teacher Preparation Program. In AMTE Professional Book Series.
Artzt, A., Curcio, F., & Sultan, A. (2004). The Design and Implementation of an Innovative Four-year Secondary Mathematics Teacher Preparation Program. In Problems of Theory and Practice in Teaching Mathematics (pp. 61–71). Hertzen State Pedagogical University.
Artzt, A., Curcio, F., Sultan, A., & Wachter, T. (2003). Rethinking Secondary Mathematics Teacher Preparation. In Beyond the Boundaries: A Transdisciplinary Approach to Learning and Teaching (pp. 69–80). Greenwood Publishing Group, Inc.


Piña, T. (2014). From Combat to Campus: Veterans at CUNY. CUNY TV. //
Piña, T. (2014). The Best of Season 13. CUNY TV. //

Journal Articles

Artzt, A., & Curcio, F. (2007). TIME 2000: A Mathematics Teaching Program. The Mathematics Teacher, 100(8).
Artzt, A. F., & Curcio, F. R. (2008). Recruiting and retaining secondary mathematics teachers: lessons learned from an innovative four-year undergraduate program. Journal of Mathematics Teacher Education, 11(3), 243–251.
Artzt, A., & Sultan, A. (2003). Math Education and Math Faculty Collaboration in Building a Comprehensive H.S. Teacher Preparation Program. MER Newsletter, 15(2), 6–7, 14–15.
Artzt, A., & Sultan, A. (2003). An Innovative Secondary Mathematics Teacher Preparation Program. MER Mathematics and Education Reform Newsletter, 16(1), 1,-4–5, 10–11.
Artzt, A., Curcio, F., & Weinman, N. (2007). Teachers need to sell mathematics teaching: Reaching out to excellent high school students. NCSM Journal of Mathematics Education Leadership, 10(1), 4–7.
Artzt, A. F., Sultan, A., Curcio, F. R., & Gurl, T. (2012). A capstone mathematics course for prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 15(3), 251–262.
Artzt, A., Curcio, F., & Weinman, N. (2006). Hosting a Conference for High School Students: An Innovative Recruitment Strategy. Urban Scholar.
Artzt, A. F., Curcio, F. R., & Sultan, A. (2013). Queens College: A Program for Math Teachers Requires a Complex Formula. Phi Delta Kappan, 94(7), 23–23.
Curcio, F., Artzt, A., & Porter, M. (2005). Providing Meaningful Fieldwork for Preservice Mathematics Teachers: A College-School Collaboration. The Mathematics Teacher, 98(9).
Curcio, F., Artzt, A., & Porter, M. (2006). Designing Innovative Fieldwork: Beyond the Theory-in-Practice Focus. Urban Scholar.
Sultan, A., & Artzt, A. (2003). Mathematicians Are from Mars, Math Educators Are from Venus: The Story of a Successful Collaboration. Notices of the American Mathematical Society, 52.

Newspaper Articles

Bode, N. (2003, October 26). SOLVING A BIG PROBLEM College working to add math teachers. New York Daily News.
Hogwood, B. (2009, June 4). Students + cash = better teachers in classrooms. Queens Chronicle.
Smith, K. (2020). Teamwork, mentoring secret to Queens College math ed program. NYSUT United.
Woodberry, W. (2004, December 5). MAKING MATH MERRY Program aims to attract “cool” students. New York Daily News, 1.

Visit the TIME 2000 Bibliography on Zotero

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Meet BlackMass Publishing at the Library!

On Black Solidarity Day, meet BlackMass Publishing and celebrate the Library’s acquisition of the BlackMass Collection. 

Founders of BlackMass publishing
  • When: November 6, 2023 
    • 5:00-5:30pm: Open House / Browse the Collection 
    • 5:30-6:30pm: Talk and Q/A with Yusuf Hassan and Kwamé Sorrell of BlackMass Publishing 
  • Where: Rosenthal Library, Tanenbaum Room 300i 
  • Light refreshments will be served. 

BlackMass Publishing is an independent press promoting and publishing material by Black Artists founded by Yusuf Hassan in 2019. Combining archival photographs and found print material with poetry and jazz music, BlackMass grapples with the blurred lines and idiosyncrasies which make up the collective improvisation of African diasporic culture. 

Photo Credit, Portrait of BlackMass: Ari Marcopoulos

Queens College Special Collections and Archives recently acquired a curated box of over 60 zines from BlackMass Publishing that explore politics, jazz, religion, architecture and other themes. 

Sponsored by: Queens College Library Special Collections and Archives, the Queens College MFA Program, and Queens College Africana Studies, with the generous support of the Pine Tree Foundation of New York. Photo of collection by Annie Tummino.

For more info or to make an appointment to view the BlackMass collection, please contact

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Reveal Digital Student Activism Collection

Special Collections and Archives (SCA) is pleased to announce that Queens College is now represented in the Reveal Digital Student Activism Collection. The completed collection will contain approximately 75,000 pages drawn from repositories around the country. The collection captures the voices of students across the great range of protest, political actions, and equal-rights advocacy from the 20th and early 21st century United States.  

Queens College Library was selected to participate in this project based on the richness of its student activism materials. SCA carefully collated and packed approximately 600 items and sent them off to Reveal Digital to be scanned and cataloged. The Queens College collection includes student publications created by Black and Latinx students, as well as papers from the collections of alumni Mark Levy, Harvey Silver, Elliot Linzer, Michael Wenger, Andrew Berman, and Phyllis Padow-Sederbaum, and faculty members Michael Wreszin and Oscar Shaftel. Issues such as academic and student freedom, civil rights, high school organizing, and the anti-war movement are well represented. 

The mission of Reveal Digital is to develop Open Access primary source collections from under-represented 20th-century voices of dissent, crowdfunded by libraries. Collections are made available through JSTOR, a database that provides access to more than 12 million journal articles, books, images, and primary sources.  

To learn more about Queens College Special Collections and Archives, book a research appointment, or inquire about instruction sessions, please email 

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Queens College Library – Librarian Vacancies Announcement (9/12/23) 

Seeking Candidates as Full-Time Substitute Librarians, and as Part-Time Adjunct Librarians 

Queens College Library (QCL) supports student success and faculty development through its resources, services, and spaces in accordance with the college’s educational mission. QCL seeks creative, collaborative, and user-centered librarians to support teaching and learning in the schools of Arts & Humanities, Social Sciences, and Math & Natural Sciences. Our librarians will work with Library and College partners to improve services and outreach to students and faculty across academic departments. QCL encourages innovation in librarianship and expects librarians to possess strong interpersonal and creative skills, and the desire to develop new areas of expertise. 

As members of the Library Faculty, these public service positions will combine core librarianship and teaching responsibilities, such as research assistance and library instruction, with subject specialist and technology-based services to students and faculty.  

The Library and College embrace the diversity of the borough of Queens and welcomes such diversity in its students and personnel. QCL promotes a hybrid work schedule for full-timers (80% on-site, 20% remote), and all positions may include evenings and weekends. 

These positions are open until filled – review of applications begins September 18th. 

For details and to apply for a position, see our Employment page or these direct links: 

Questions about the positions or the hiring process can be addressed to

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QC Research Highlights: Community Support and Cultural Relevance

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Welcome to the July 2023 edition of QC Research Highlights!

This month, as always, we’re featuring some recent faculty publications. While this series doesn’t always feature a theme, this month, we have some articles related to community support and cultural relevance. Please enjoy, and thanks as always to the authors!

All the works featured in this series are available to read and download for free from CUNY Academic Works. 

Grace Pai (Elementary and Early Childhood Education), in her article “Creating a Culturally Relevant Statistics Assignment on z-scores,” stresses that cultural relevance, if it is to be more than a mere buzzword, must be based on a specific understanding of the students in question. She describes the process of creating a culturally relevant statistics assignment, which starts by approaching the subject matter as a meaningful way to address problems that the students care about. In this case, students used statistics to interpret the response to a question about safety on the 2017 NYC School Survey, in the wake of a recent killing in a New York City school. Students worked with survey responses describing how safe the respondents felt, clearly connecting the statistical analysis they were doing to the process of decision-making. Further, this work led to a conversation about school safety in which students considered how they could be agents of change.  Pai provides thoughtful pedagogical recommendations for developing similar assignments.

The article “Development and Modification of a Culturally Tailored Education Program to Prevent Breast Cancer in Korean Immigrant Women in New York City,” was a collaborative effort by several authors, including Sung Eun Choi (Fitness, Nutrition, and Exercise Science) as well as Jin Young Seo (Hunter College), So-Hyun Park (Hunter College), Minkyung Lee (Santa Clara Valley Medical Center), and Shiela M. Strauss (Hunter College, New York University). To address the rising rates of breast cancer among Korean-American women and the underutilization of healthcare services among that population, the authors developed the Korean Breast Cancer Risk Reduction Program, a community-based and culturally-tailored educational program. They did a pilot study at Korean Community Services of Metropolitan New York, which is in Queens. They worked with participants on changing their diets and increasing physical activity; additionally, they created brochures and offered free trainings. The participants responded positively and made suggestions to improve the cultural relevance of the program (for instance, by developing meal suggestions compatible with a traditional Korean diet).

The article “Expanding the Conceptualization of Support in Low-Wage Carework: The Case of Home Care Aides and Client Death” has many authors; one of them is QC’s Sherry Baron (Barry Commoner Center for Health and the Environment). The other authors are Emma K. Tsui (CUNY Graduate School of Public Health & Health Policy), Marita LaMonica (CUNY Graduate School of Public Heath & Health Policy), Maryam Hyder (Barnard College), Paul Landsbergis (SUNY School of Public Health), and Jennifer Zelnick (Touro College).  The authors of the study interviewed home healthcare workers in New York City about the support structures they access to deal with client death.  Agencies offered some forms of support via coordinators, training programs, other types of programmatic support, and the union. However, this support was often inadequate and not all workers knew they could access it.  Instead, many relied on personal support from family and friends or their religious communities, or blended support from co-workers or the deceased’s family and friends. Blended support, however, was often discouraged by the agencies for privacy reasons and to maintain boundaries. The authors propose a model of work stress that takes these different types of support into account. Further, they point out that healthcare workers are very often women from marginalized communities, thus, they may be seeking support from communities that are already strained. The authors have some recommendations for worker- and community-focused solutions.

This is one of a series of blog posts featuring faculty publications in CUNY Academic Works. Academic Works is a service of the CUNY Libraries dedicated to collecting and providing access to the research, scholarship, and creative and pedagogical work of the City University of New York. In service to CUNY’s mission as a public university, content in Academic Works is freely available to all. 

If you would like to share your research in Academic Works, please see this guide to Academic Works, or contact

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QC Research Highlights: Cordilleran Ice Sheet, Chinese Migrants, and Dopamine in Eating Disorders

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Welcome to the June 2023 edition of QC Research Highlights!

This month, as always, we’re featuring some recent faculty publications. Please enjoy, and thanks as always to the authors!

All the works featured in this series are available to read and download for free from CUNY Academic Works. 

The article “Cosmogenic Ages Indicate No MIS 2 Refugia in the Alexander Archipelago, Alaska” was the work of a group of authors, including Alia Lesnek (Earth and Environmental Science), along with Caleb K. Walcott (University at Buffalo), Jason P. Briner (University at Buffalo), James F. Baichtal (Tongass National Forest), and Joseph M. Licciardi (University of New Hampshire, Durham). The article is about the Cordilleran Ice Sheet, one of several ice sheets covering North America during the Last Glacial Maximum. The researchers were interested in improving the mapping of the ice sheet by studying when deglaciation occurred in the Alexander Archipelago, in southeastern Alaska. They sampled bedrock and boulders in the area for beryllium surface exposure dating in University at Buffalo’s Cosmogenic Isotope Laboratory. Looking at the northern areas of the region, which had previously been mapped as free of ice during the time period in question, this study found evidence that at least some of these areas were actually covered in ice and didn’t experience deglaciation until later. The article also discusses the implications of this for plants and humans.

Amy Hsin (Sociology) and co-author Sofya Aptekar (CUNY School of Labor and Urban Studies) wrote “The Violence of Asylum: The Case of Undocumented Chinese Migration to the US.” Chinese undocumented migrants are an understudied group, so the researchers wanted to see how the legal violence of immigration law affects this population specifically. While US asylum policies make Chinese migrants more often eligible for asylum than migrants from Central America or Mexico, the asylum system is very expensive and can take years to navigate. Thus, a network of migrant legal services has arisen in the Chinese community, but raids on these services have led to increased scrutiny and a decline in asylum approval rates. The authors of the article interviewed many participants in the system, including undocumented/formerly undocumented Chinese migrants and those who work with them, such as legal workers, teachers, community organizers, and more. The article examines what has been called the “architectures of repulsion,” barriers put in place to make migration more difficult. The experiences of the participants demonstrate how the legal structure creates widely varying levels of difficulty based on differing socioeconomic statuses, as well as favoring certain types of migration over others.

The article, “The Rise and Fall of Dopamine: A Two-Stage Model of the Development and Entrenchment of Anorexia Nervosa,” by Jeff Beeler (Psychology) and co-author Nesha S. Burghart (Hunter College), proposes a model for the role of dopamine in eating disorders. So far, research has shown a link between anorexia and dopamine, but it’s not yet clear whether dopamine is increased or decreased, nor whether abnormal dopamine levels are a risk for anorexia or a result of it. The authors suggest that there are two stages; in the first stage, weight loss triggers an increase in dopamine production, while in the second stage, as anorexia becomes more entrenched, repeated exposure causes dopamine to decrease, much like it does in the case of addiction. If correct, this model has important implications for treatment, as the first and second stages could be treated differently. The authors recommend further studies to test this hypothesis.

This is one of a series of blog posts featuring faculty publications in CUNY Academic Works. Academic Works is a service of the CUNY Libraries dedicated to collecting and providing access to the research, scholarship, and creative and pedagogical work of the City University of New York. In service to CUNY’s mission as a public university, content in Academic Works is freely available to all. 

If you would like to share your research in Academic Works, please see this guide to Academic Works, or contact

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