Associate Professor of Urban Studies
Phone: (646) 313-8012
Location: Guttman North
Taught by experienced, dynamic faculty, the Urban Studies Program offers an intellectually rigorous foundation in the disciplines that focus on contemporary city life, urban culture, and urbanization, with emphasis on equality, diversity, inclusion, environmental sustainability and social justice. Through the lenses of history and literature, sociology and anthropology, political science and economics, psychology and environmental science, students explore the foundations, structures, and character of cities while considering their future development. The theoretical frameworks, conceptual tools, and research methods the Program instills provide a solid background for careers in urban policy, government, law, civil/public service and administration, real estate, journalism, community organizing, and regional or urban planning.
Using New York City as its laboratory, the Program guides students in navigating urban systems such as housing, transportation, health care, and education. As they investigate municipal structures and local communities, students develop analytical and practical skills and perspectives on urban development. Moreover, Urban Studies majors perform fieldwork in urban communities and the organizations serving them first-hand, allowing students to preview socially and environmentally relevant careers they can pursue upon transfer to a baccalaureate program.
Urban Studies is integral in the contemporary global context. By applying interdisciplinary analysis and research skills to the long-term vision of social change, economic development, and environmental sustainability, students learn to view cities as living organisms that have wide-ranging impacts not only on urban residents, but also the population of the world and international markets, movements, and trends. This broad perspective informs the deep, nuanced understanding of modern cities and strategic, critical thinking that Urban Studies graduates carry into further higher education and both public and private sector professions.
The Urban Studies Program empowers students to explore and understand the government, economics, services, and lived experiences of urban communities. Working individually and in teams, students engage with interdisciplinary concepts and practices of urban planning, social research, social justice, and the built environment. Students gain and create knowledge about how cities work so they can improve them.
To promote career readiness within the curriculum, the Program implements course design and experiences that promote and incorporate the National Association of College and Employers (NACE) Career Competencies:
Upon successful completion of the Urban Studies program, students will be able to:
New York, N.Y. (June 6, 2023) – An articulation agreement signing was held on Monday, May 22 to formalize a partnership between Stella and Charles Guttman Community College and City College of New York (CCNY) of The City University of New York. Articulation agreements between the two colleges facility ate timely college completion through efficient […]Read Post
Guttman’s own Dr. Molly Makris, along with Dr. Elise Castillo and Dr. Mira Debs have published Integration Versus Meritocracy? Competing Educational Goals During the COVID-19 Pandemic. This paper comes to fruition because of the Spencer Grant which supports research in an effort to improve education.Read Post
The article “Reframing School Culture Through Project-Based Assessment Tasks: Cultivating Transformative Agency and Humanizing Practices in NYC Public Schools,” co-authored by Guttman Associate Professor of Sociology Dr. Alia Tyner-Mullings with Drs. Maria Hantzopoulos and Rosa L. Rivera-McCutchen, has been published in the Teachers College Record. Building on the argument that high-stakes testing policies are ineffective and “have exacerbated inequities in schooling across racial, economic, geographic, and linguistic lines,” the researchers focus on the transition to Project Based Assessment Tasks (PBAT) at ten New York City public high schools that are part of the New York Performance Standards Consortium. The authors, who “specifically consider the role that PBATs might play in shaping school culture,” have found them “a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration.”Read Post
With Co-Principal Investigators Dr. Mira Debs (Yale University) and Dr. Elise Castillo (Trinity College), Guttman’s Dr. Molly Vollman Makris was awarded a Spencer Foundation COVID-19 Related Research Grant. Their proposal, “New York City School Integration Activists during covid-19,” was one of only 20 to be funded, out of a competitive pool of 1,369 “education research projects that would contribute to understanding the rapid shifts in education in relation to COVID-19.” The team’s research with parent and youth activists in New York City, beginning during the summer of 2020, has potential impacts on policy that are urgent in the context of the “twin pandemics of COVID-19 and systemic racism.” Along with its “anti-deficit orientation,” the study also met the criterion of “aim[ing] to understand and disrupt the reproduction and deepening of educational inequality caused by the COVID-19 crisis.” In Dr. Makris’ important work, which resonates with Guttman’s institutional dedication to equity, the Spencer Foundation “recognized that in times of great disruption and change, there are opportunities to remake and imagine new forms of equitable education.”Read Post
Along with Guttman students and United Men of Color (UMOC) members Miguel Tejeda and Amari Dawkins, Urban Studies faculty Dr. Marcus Allen and Dr. Mary Gatta were selected as an evaluation team to review the New Jersey Institute for Social Justice’s Youth Justice Toolkit: A Community-Led Restorative Justice Approach. They spent July 2020 connected virtually, evaluating materials, collaborating with NJISJ staff, and writing a comprehensive review with recommendations, which was incorporated into the final toolkit. The resulting compilation of resources and practices is designed to inform restorative justice hubs throughout New Jersey on how “to remove young people from an unhealthy prison environment and successfully reintegrate them into their communities.” It will also prompt “communities to create community-based public safety systems that divert young people away from the criminal justice system in the first place, based on restorative and transformative justice practices and a trauma-informed approach.”Read Post