English track

Applicant Title / Título: Assistant Professor
Institution or System / Institución o Sistema: Bronx Community College of the City University of New York
Preferred edition / Edición de preferencia: Any edition / Cualquier edición
Have taught an online course in the past three years / ¿Ha enseñado un curso en línea en los pasados tres años?: Yes
Have taken an online course in the past three years / ¿Ha tomado un curso en línea en los pasados tres años?: Yes
Have you been in charge of an instructional technology initiative / ¿Ha liderado alguna iniciativa de tecnología instruccional?: No
Have you been in charge of a distance education initiative / ¿Ha liderado alguna iniciativa de educación a distancia?: No
Years of experience in Higher Education / Años de experiencia en educación superior: 21 or more years
Gender / Género: Male
Age Range / Edad: 71 or more
Are you Hispanic / ¿Es usted hispano?: No
Race Category / Raza: Native and African American
PART II: Education / Educación:
Highest Earned Degree / Grado más alto de educación obtenido: EdD
College/University / Colegio/Universidad: New York University Steinhardt
Field/Major / Campo de estudio/Especialidad: Higher Education Administration
Other Degrees Earned / Otros grados obtenidos: BA, MA, MLS. MS, (Advanced Certificate, MLS)
PART III: Experience / Experiencia:
Present Responsibilities / Resumen de responsabilidades:

As the head of reference and instruction I am positioned at the crossroads of traditional and digital resources, my team and I connect our students and faculty with the information they seek. As skilled professionals my team and I deeply understand the various information sources and retrieval techniques. In an era characterized by the proliferation of information, our collective and individual expertise in navigating the vast landscape of databases, catalogs, and online repositories is instrumental in helping our patrons and researchers locate relevant and credible information. My proficiency in digital and analog information realms ensures that our patrons are equipped with the tools they need to uncover the answers they seek.
My role as both reference and instruction librarian extends beyond simple information retrieval; it embodies the essence of a personalized and knowledge-centered approach to assisting users. I am armed with a comprehensive understanding of classification systems, search strategies, and information evaluation.

Academic and Professional Distinctions and Honors / Reconocimientos y premios académicos y profesionales:

May 24, 2024: Poster Reviewer for the City University of New York Undergraduate Research Celebration.
July 2024: Volunteer Mentor for the NYU/LIU Mentoring Program.
January 2024: Video Interview: Lawton, L. Rowan, E. (2024, January 24). Transfer Talk: The Video Series. In Conversation with Professor Lawton. https://youtu.be/QIMfIBMFA3s?si=MhZbV03OIXHIUKxx
Lawton L. (2022, April) All About My Sisters. Educational Media Reviews Online. https://emro.libraries.psu.edu/record/index.php?id=7409
Lawton, L (2021, December) Blind Trust: Leaders and Follows in Times of Trust. Educational Media Reviews Online. https://emro.libraries.psu.edu/record/index.php?id=7331
2010 to 2019: Bronx Community College Senator representing the College at CUNY Faculty Senate.
2017 – 2020: Chair of the Committee on Student Affairs for Faculty Senate (UFS).
April 2009 to December 2019: Deputy Chief Librarian, Bronx Community College, Library Department.
2005 – 2006: Library Association of the City University of New York: Vice-President, President Elect.

Civil and Community Activities / Actividades civiles y comunitarias:

2010 to 2022: Lector, St Joseph’s Roman Catholic Church. 43-19 30th Avenue. Astoria, NY 11103.

Professional Goals / Metas profesionales:

My ongoing goal is to act as bridge-builder for our students and faculty between traditional and emerging technologies. By facilitating the integration of digital resources into patrons’ research and learning experiences, ensuring that users can leverage the full potential of technology while preserving the essence of comprehensive and reliable information discovery. By connecting our students with e-resources, online databases, and electronic citation formats, I will continue to empower our users to harness technology in pursuit of knowledge and innovation.
In summary, my role as a reference librarian extends beyond information retrieval; it embodies the values of intellectual empowerment, critical thinking, and community engagement. By continuing my dedication to preserving accurate information, teaching effective research methodologies, and adapting to the evolving information landscape, my team and I will contribute significantly to enriching individuals’ lives and advancing society.

Please explain what you expect to gain by participating in the H-LTLA / Explique lo que espera adquirir al participar en la H-LTLA:

It is my hope that what I gain here regarding artificial intelligence and its use in education meets the standards appropriate for ethical learning in and outside the classroom. Also, because artificial intelligence will likely become the primary way people will access information, as a librarian I must prepare students to use technology effectively in their lives and careers. Our students will especially need to learn skills related to effective prompt engineering, which refers to the ability to craft questions that elicit the most useful answers from AI platforms.
The more comfortable that teaching faculty becomes with using AI, the better they will be at teaching students how to use this skill ethically and effectively in the years to come. As an academic librarian I hope to facilitate this with the skills learned in H-LTLA.

PART IV: Professional References / Referencias profesionales:
Professional Reference #1 (Include name, title, institution, phone, and email) / Referencia profesional #1:

Michael Miller | Professor & Chairperson
Bronx Community College | City University of New York
Library Department | North Hall | Room 254
718-289-5439 | michael.miller@bcc.cuny.edu

Professional Reference #2 (Include name, title, institution, phone, and email) / Referencia profesional #2:

Dr. Luis Montenegro | Provost and Vice President for Office of Academic Affairs
Bronx Community College
Language Hall | 718-289-5139 | luis.montenegro@bcc.cuny.edu

Professional Reference #3 (Include name, title, institution, phone, and email) / Referencia profesional #3:

Mark Lennerton | Director
The Center for Teaching, Learning & Technology
718-289-5655
mark.lennerton@bcc.cuny.edu

Upload a letter from a president, chancellor, or administrator / Carta de recomendación:
See the recommendation letter
PART V: Initiative and Mentor / Iniciativa y mentor:
A letter describing a project that you will consider implementing at your campus or organization with the name of the Mentor of your preference. Your Mentor can be different from your references and should be a staff with experience in the area selected. / Una carta que describa un proyecto que considerará implementar en su campus u organización con el nombre del mentor de su preferencia:
See the Initiative letter
PART VI: Statement of Purpose / Declaración de Intención:
1. From your perspective, what are the top three issues facing higher education today? Why? (no more than 300 words) / Desde su perspectiva, ¿cuáles son los tres principales problemas que enfrenta la educación superior hoy día? ¿Por qué?:

College readiness, remedial education, older student populations and evolving technology. Students start college but do not complete it due to a wide array of challenges that many community colleges are ill-equipped to handle. many students come with little or no educational experience that can help them survive a course during their freshman year. Even FYS, on some levels has not helped. Older populations are now entering the community college with little or no knowledge of the technology of using a computer or software application like MS WORD. Yet these same students will not attend workshops geared to help them. Faculty, teaching and non-teaching find themselves are overwhelmed between department goals, student assessments, and their course requirements.

2. What are your own institution’s priorities and challenges with regard to leveraging instructional technology and distance education for the benefit of the entire organization? (no more than 300 words) / ¿Cuáles son las prioridades y los retos de su institución con respecto al aprovechamiento de la tecnología educativa y la educación a distancia en beneficio de toda la organización?:

Retention and student success for ALL students, not just ASAP as well as a more definitive approach to teaching at-risk-students without the use of remedial tools. More time for teaching faculty FT and PT to develop a successful approach to engaging students in the classroom, not just the specialized courses that have selected specific students whose GPA’s give a clear indication of success when placed in a semi-controlled learning environment. While there has been some success with certain levels of instruction, these so-called successes have been tempered with short longevity. There has been no tracking system developed at ascertain if those students who actually succeed on the CC level, succeed later at the four-year institution or even higher-and if so, only the select few. Once again, what of those students not tethered to the real college experience, and success, but just passing though?

3. If have the influence to instill change at your Institution, was one thing you could change, what would that be; and what is the unique aspect of your institution you would like to keep? (no more than 300 words) / Si pudiera influir para lograr algún cambio en su institución, ¿cuál sería? y ¿cuál es el aspecto único de su institución que le gustaría mantener?

If I had the influence to instill change, I would focus on enhancing the accessibility of resources for all students, including those who may be underrepresented or face barriers to access. This would involve expanding in-house and outside support systems, better scholarships, and tailored programs to ensure every student has the tools and guidance they need to succeed. Creating a more inclusive environment for our older student population would not only improve outcomes for individuals but also enrich the institution as a whole by fostering a truly diverse community of learners and thinkers.
The unique aspect of the institution I would preserve and which is also extremely challenging is its commitment to innovation and collaboration. Many institutions have a vibrant culture that encourages interdisciplinary projects and creative problem-solving, often with cutting-edge facilities and supportive faculty. This environment not only inspires students to think beyond traditional boundaries but also prepares them to address complex, real-world challenges collaboratively. Preserving this spirit of innovation while making it accessible to all would create a balanced, forward-looking academic community. We are not all comfortable with holding hands with our students, much less ourselves, but we must, if we are to help our students succeed. Ultimately, if we continue to fail, here, we risk the erosion of the true “American Dream”, not the rhetoric of today’s political and economic climate.

Evaluation

Please provide your input for the following candidate application, using a scale from 1 to 3 (based on the rubric and metrics provided for each area):

Applicant name (for your reference): *

Title (for your reference): *

Track of interest (for your reference): *

Part I. Personal Information and Demographic Data

Part I. Personal Information and Demographic Data: Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: Have not taught or taken an online course, or have not been in charge of instructional technology or a distance education initiative, and have less than 5 years of experience in Higher Ed.); 2- (Good: Have taught or taken at least two online courses, or have been in charge of instructional technology or a distance education initiative, and have between 6 and 10 years of experience in Higher Ed.); 3- (Excellent: Have taught or taken two or more online courses, have been in charge of instructional technology or a distance education initiative, and have between 11 and 20 or more years of experience in Higher Ed.) *

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Part II. Education

Part II. Education: Please provide your input using a scale from 1 to 3 with the following metrics: 1- (Poor: Bachelor’s degree or less than a bachelor’s degree in any academic Field); 2- (Good: Bachelor’s degree in Education with a major related to Learning Technologies or Distance Ed., or a master’s degree in Education); 3- (Excellent: Master or courses towards a doctor degree, or a doctor’s degrees in Education related to Learning Technologies or Distance Ed.) *

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Part III. Experience:

Present Responsibilities, distinctions, and activities: 1- (Poor: Not present responsibilities related to Learning Technologies or Distance Ed., and doesn't have distinctions or activities related to the fields); 2- (Good: Present responsibilities related to Learning Technologies or Distance Ed., and mentioned distinctions or activities related to the fields); 3- (Excellent: Present responsibilities related to management or supervision of Learning Technologies or Distance Ed. initiatives, and mentioned the distinctions or activities related to the fields). *

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Professional Goals: Professional Goals: 1 – (Poor: Goals described are not related to Learning Technologies or Distance Ed. Initiatives); 2 – (Good: Goals described are related to Learning Technologies or Distance Ed. Initiatives); 3 – (Excellent: Goals described are innovative and related to the management or supervision of Learning Technologies or Distance Ed. Initiatives). *

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Please explain what you expect to gain by participating in the H-LTLA: Please explain what you expect to gain by participating in the H-LTLA: 1 – (Poor: Candidate’s expectations are not aligned with the H-LTLA curriculum and competencies); 2 – (Good: Candidate’s expectations are in some way aligned with the H-LTLA curriculum and competencies); 3 – (Excellent: Candidate’s expectations are significantly aligned with the H-LTLA curriculum and competencies) *

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Part IV. Professional References

Part IV. Professional References: Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: Provided are one or two references and are not related to Learning Technologies or Distance Ed. Faculty or Administrators, and the nomination letter is pending); 2 – (Good: Provided two references and are related to Learning Technologies or Distance Ed. Faculty or Administrators, and included the nomination letter or provided the evidence that is in process); 3 – (Excellent: Provided more than two references and are related to Learning Technologies or Distance Ed. Administrators, and included the nomination letter) *

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Part V. Initiative and Mentor

Part V. Initiative and Mentor: Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: The candidate’s initiative is unclear or not aligned with the H-LTLA curriculum and competencies, and the mentor does not seem to have experience in the proposed initiative area.); 2 – (Good: The candidate’s initiative is clear and somehow aligned with the H-LTLA curriculum and competencies, and the mentor seems to have some experience in the proposed initiative area.); 3 – (Excellent: The candidate’s initiative is clear and very aligned with the H-LTLA curriculum and competencies, and the mentor seems to have a lot of experience in the proposed initiative area) *

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Part VI. Statement of Purpose:

1. From your perspective, what are the top three issues facing higher education today? Why? Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: The issues and explanations are not clear or pertinent to the education reality today); 2 – (Good: The issues and explanations are somehow clear or pertinent to the education reality today); 3 – (Excellent: The issues and explanations are very clear and pertinent to the education reality today) *

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2. What are your own institution’s priorities and challenges with regard to leveraging instructional technology and distance education for the benefit of the entire organization? Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: The priorities and challenges described are not directly related to leveraging instructional technology and distance education); 2 – (Good: The priorities and challenges described are somehow related to leveraging instructional technology and distance education); 3 – (Excellent: The priorities and challenges described are directly related to leveraging instructional technology and distance education.) *

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3. If have the influence to instill change at your Institution, was one thing you could change, what would that be; and what is the unique aspect of your institution you would like to keep? Please provide your input using a scale from 1 to 3 with the following metrics: 1 – (Poor: Only mention one aspect, and is not directly related to a thing that he/she could change or keep at his/her Institution); 2 – (Good: Mention one or two aspects, and are somehow related to a thing that he/she could change or keep at his/her Institution); 3 – (Excellent: Mention both aspects and are related to a thing that he/she could change and keep at his/her Institution.) *

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Name of the Evaluation Board Member *

Evaluation Board Member Comments about the Applicant: Please write your recommendations or additional feedback

Please select the best category that applies to this candidate based on the following criteria

Please select the best category that applies to this candidate based on the following criteria: 1-Beginner: Obtained mostly 1 point in Personal Information and Demographic Data; Education; Present Responsibilities distinctions, and activities; and Initiative and Mentor; but the rest of the categories could score 1, 2 or 3); 2- Intermediate: Obtained mostly 2 points in Personal Information and Demographic Data; Education; Present Responsibilities distinctions, and activities; and Initiative and Mentor; but the rest of the categories could score 1, 2 or 3); 3- Advanced: Obtained mostly 3 points in Personal Information and Demographic Data; Education; Present Responsibilities distinctions, and activities; and Initiative and Mentor; but the rest of the categories could score 1, 2 or 3) *

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