"I love teaching ELI because.... by the end of the
semester, I can see
how they [students] have blossomed, how they have come alive, and more
important, they can see how they have developed as students."
Director of Marketing and Recruitment
School of New Resources
The College of New Rochelle
Judith, how long have you
been at The College of New Rochelle?
I’ve been at the College for
18 years. I came to the School of New Resources New Rochelle
Campus as a student in January of 1986. By the following fall I was
working as a receptionist. In October 1987 I applied for the brand new
position of Assistant for Retention and started that position in
December. In late 1988 I became Acting Administrative Assistant,
graduated in January 1989 and became Administrative Assistant.
I left the
College in June 1989 and worked for the New York Public Library while I
pursued my Masters in Career Counseling and Development at CNR. I
graduated in May of 1991 and came back to work at the College for the
Dean’s office in New Resources as Coordinator of Academic Support,
where I stayed until November 1997. I then became Director of Marketing
for the School of New Resources. I also received my Masters in
Communication Arts from CNR in 1997. In 2004 I became Director of
Marketing and Recruitment.
In my current position I do a
little bit of everything: marketing, going out into the communities,
and helping in the preparation of marketing and advertising
publications. I am on the Editorial Committee of Quarterly and often write for the
magazine. I set up recruitment schedules for New Resources, and I still
do a lot of hands on recruiting. I really enjoy meeting new people and
talking about our program.
You also teach in the
School of New Resources?
Yes, I have been teaching
since 1991, and most of that time I have been teaching Experience,
Learning and Identity, which is an entry level liberal arts course. It
introduces the new and returning student to the world of academics and
the liberal arts. I love teaching this course because I love working
with the students who are new to college, or to our program. I feel
it’s a really integral part of their entry into higher education, and
so many of them feel unsure of themselves; they have little or no
self-confidence. By the end of the semester, I can see how they have
blossomed, how they have come alive, and more important, they can see
it, too. In January of 2004 I began teaching extension courses in Far
Rockaway, Brooklyn and found teaching there to be one of the most
rewarding experiences of my life.
One of the unique aspects
of the curriculum of SNR is the course called: Experience, Learning and
Identity. Tell us what it entails.
Experience, Learning and Identity (ELI) is the School of
New Resources entrance core course that teaches the importance of the
liberal arts, and touches on all of the disciplines in the liberal
In the ELI course we cover
the different disciplines that are found in the liberal arts. For
example, we read from the works of Plato, German poet and novelist
Herman Hesse, and the great thinkers on education in the twentieth
century, John Dewey and Paulo Freire.
The students read the works of the novelist, Alice
Walker, and the speeches and books of Martin Luther King. They also
read Lewis Thomas, author of The
Lives of a Cell, as well as other writers.
Also, in all of our main
seminar courses, such as Experience, Learning and Identity, students
are required to do a Life Arts Project. They design a project that
relates their own life experiences to the key elements of the liberal
arts curriculum. These projects may reflect past or current
experiences, and the learning that has resulted due to these
experiences. They may relate to the students family, community, and/or
their work. The projects are presented to the other members of the
seminar, and include annotated bibliographies, photo essays,
simulations, case studies, analysis, interviews, and questionnaires.
In the Experience, Learning
and Identity seminar, for example, the project consists of an
educational autobiography, which allows the student to identify their
previous learning, and validates their life experiences; a paper that
reflects the ambitions and goals of the individual student; a degree
plan, which enables the student to have a clear idea of where their
college plan is taking them, and an integrative paper, in which the
student summarizes the readings, discussions, homework and projects
that have occurred over the semester, and allows them to reflect upon
the learning they have accrued during the course.
Adults have many varied experiences before they come to
us, and this is so evident in the discussions that we have. I watch the
students come in, and I get to see them graduate. I can’t think of
anything more rewarding that I could have done with my life.
How long does it take the average student in SNR to complete their
There is really no average
student. It can take from one semester for students with transfer
credits to twenty years, if they stop and start again. It may take
adult students longer to finish because some are attending college
part-time and have full-time jobs and families. Some of our students,
for example, need to take time off to have a baby, get married, or
because their job schedules have changed. Many are also caregivers for
However, I have found that
they are very resilient. I have seen some students doggedly finish, no
matter what else is happening in their lives. I have had several
pregnant women in my classes. In two instances, one missed only one
class, and the other didn’t miss any at all.
As a teacher it must be wonderful to see how your students have
progressed in school and then go onto graduate.
Yes it is. I really have the
best of all worlds when it comes to my work here at CNR. I get to go
out and talk to people about the program and have them enroll in the
School of New Resources, and then I get to teach some of them in the
program I so strongly advocate. And after they graduate, I may
even get to write about them in Quarterly
magazine. It’s a great