The novel follows May, a woman who��loses her��job��to artificial intelligence in a world where humans live alongside��humanoid robots��known as “hums.” As she struggles to support her family in a society increasingly dominated by technology, she undergoes an experimental procedure that allows her to evade surveillance and��seeks��refuge in one of the last remaining green spaces in her city.��

Judges praised��Hum��for its��timely��exploration of climate anxiety, technological disruption, and the commercialization of nature. According to the Climate Fiction Prize, the novel is “a book that deals with love, community and family in the face of ecological and technological collapse.”��The��award is presented annually to a novel that offers “imaginative and compelling responses to the climate crisis.” Now in its second year, the prize has quickly become one of the most prominent international honors for climate-focused literature.��

Phillips, who teaches creative writing in��the��Department of English, is the author of several celebrated books, including��The Beautiful Bureaucrat,��The Need, and��Some Possible Solutions. Her work has been widely recognized for its inventive blend of speculative fiction, literary storytelling, and sharp social observation. Phillips earned her M.F.A.��from ������Ƶ and now serves as a��full��professor, mentoring emerging writers while continuing an internationally acclaimed literary career.��

The Climate Fiction Prize judges selected��Hum��from a shortlist of six novels that examined the climate crisis through a range of literary approaches. In awarding the prize, the judges highlighted the novel’s ability to connect environmental concerns with questions of technology, privilege, family, and human resilience.��

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Aleah Ranjitsingh (left), Assistant Professor of Africana Studies, and Dale Byam, Associate Professor of Africana Studies.

The event highlighted the breadth of scholarship and teaching across the college through roundtable discussions, poster presentations, panel sessions, and the presentation of faculty awards. Organized to foster collaboration and strengthen the intellectual life of the campus community, Faculty Day showcased the creative and scholarly work taking place across disciplines.

Ana Bartolomé (left), Operations Manager/Community Outreach Coordinator for the ������Ƶ Cancer Center, and Abdelaziz Elmadani, Assistant Professor in the School of Psychology, Counseling & Leadership.

Morning and afternoon sessions explored a wide range of timely topics, including academic freedom, accessibility, career readiness, artificial intelligence in the classroom, interdisciplinary neuroscience education, online harassment, and social justice in teaching and learning. Faculty members from departments across the college shared research and teaching strategies designed to address emerging challenges in higher education and society.

Roundtable discussions encouraged informal conversations among colleagues on subjects ranging from graduate classroom teaching and cyberbullying prevention to environmental sustainability and immigrant women entering the U.S. workforce. Other sessions examined open educational resources, community-centered arts practices, and the impact of generative AI on teaching and assessment.

Academic poster presentations focused on digital innovation, research methodologies, and data-driven scholarship. Faculty presenters demonstrated how artificial intelligence, open data platforms, and interdisciplinary collaboration are reshaping research and instruction in fields including psychology, finance, marketing, biology, and education.

(Left to right) Yehuda L. Klein, Professor of Economics; Stalin Haeger-Espinal, Sustainability Coordinator; speak with student Moussa Toni Cisse about his research project, “Building A Better Campus: Reducing Single Use Plastics on ������Ƶ Campus.” Other students who worked on this were Ahmed Fall, Eiden Cooper, Natalia Urbaez, and Jimmy Huang.

Afternoon panels explored themes of storytelling, artistic expression, diversity, and inclusion through perspectives from cinema, theater, psychology, counseling, and library studies. Discussions examined issues of racial justice, multilingual education, accessibility, and advocacy, emphasizing the role of higher education in fostering inclusive learning environments.

(Left to right) Karen B. Stern Gabbay, Professor of History; Murat Cevher, Assistant Professor of Biology; Matthew Lindauer, Associate Professor of Philosophy; Viju Raghupathi, Professor of Management, Marketing and Entrepreneurship; and Garumma Tolu Feyissa, Assistant Professor of Health and Nutrition Sciences at the Awards Ceremony.

You can learn more about the presentations here.

A highlight of Faculty Day: President Michelle J. Anderson unveiled a new fundraising campaign dedicated to strengthening ������Ƶ through investments in student success, academic excellence, and STEM innovation.

Faculty Day also saw President Michelle J. Anderson announce a new student-centered comprehensive fundraising campaign designed to strengthen ������Ƶ by investing in student success, academic excellence, and STEM research and career pathways.��The new campaign expands resources, improves infrastructure, and positions the college to attract additional students, partnerships, and long-term support. President Anderson explained that to date, the campaign has already funded thousands of scholarships and completion grants, helping students stay enrolled and graduate on time while also supporting faculty development and innovation. Ultimately, the campaign reinforces the college’s mission as an accessible, transformative institution and aligns new philanthropic resources with the work already happening across departments, classrooms, and research initiatives.

The conference concluded with the Faculty Awards Ceremony and a reception hosted by President Anderson, recognizing outstanding achievement in teaching, scholarly and creative work, faculty service, and mentoring. Awards presented included Awards for Excellence in Scholarly and Creative Achievement, Awards for Outstanding Faculty Service, the Claire Tow ’52 Awards for Excellence in Teaching, and the Tow Award for Excellence in Mentoring.

AWARD LIST

Award for Excellence in Scholarly and Creative Achievement

(Presented by Karen Stern, History)

• Murat Cevher, Biology
• Garumma Feyissa, Health and Nutrition Sciences
• Matthew Lindauer, Philosophy
• Viju Raghupathi, Management, Marketing, and Entrepreneurship

Award for Outstanding Faculty Service

(Presented by Malka Simon, Art)

• Swapna Banerjee, History
• Qi He, Biology
• Yoon-Joo Lee, Childhood, Bilingual, and Special Education
• Emily Molina, Sociology
• Carla Santamaria, Puerto Rican and Latinx Studies

Claire Tow ’52 Award for Excellence in Teaching

(Presented by Jessica Velez, Childhood, Bilingual, and Special Education)

• Sophia Bamert, English
• Lauren Mancia, History
• Jasmine Mitchell, Puerto Rican and Latinx Studies
• Mim Nakarmi, Physics
• Veronica Paredes, Childhood, Bilingual, and Special Education

Tow Award for Excellence in Mentoring

(Presented by President Michelle J. Anderson)

• Heidi Goodson, Mathematics

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During his fellowship year, Robin will advance his new book project,��King Capital, which reinterprets major economists as political theorists. The project argues that influential accounts of capitalism are, at their core, disguised visions of politics. Robin contends that modern economic theories often translate ancient ideals of aristocratic, dynastic, and imperial rule into contemporary economic language.��His research examines the work of canonical thinkers, including Adam Smith, Thomas Malthus, David Ricardo, Karl Marx, William Stanley Jevons, Alfred Marshall, Joseph Schumpeter, Friedrich Hayek, and Milton Friedman, alongside lesser-known Marxist, socialist, feminist, and Global South economists.

As a Berlin Prize Fellow, Robin will join an international cohort of scholars and artists in residence at the American Academy in Berlin. Fellows receive dedicated time and resources to pursue major scholarly and creative projects while engaging with German academic and cultural institutions. Through lectures, readings, and public programs, fellows contribute to vibrant transatlantic dialogue and intellectual exchange.

Awarded annually, the Berlin Prize recognizes U.S.-based scholars, writers, composers, and artists who demonstrate exceptional achievement in their fields. Recipients represent disciplines spanning the humanities and social sciences, journalism, public policy, fiction, visual arts, and music composition.

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Dena Shottenkirk, Department of Philosophy, received the Jerome Krase Award, and Yoon-Joo Lee, Department of Childhood, Bilingual, and Special Education, received the Sandi Cooper Award. Both awards are part of the Jerome Krase / Sandi Cooper Awards, presented annually by the CUNY Academy in recognition of exceptional scholarly contributions in the humanities and sciences, including social and life sciences.

��honor��associate professors from across CUNY who are selected from a large pool of nominees��representing��all campuses. Award recipients receive university-wide recognition for their research and are invited to present their work in a public research talk hosted by the CUNY Academy.

Shottenkirk was honored for her work in philosophy. She is widely recognized for her scholarship at the intersection of epistemology and aesthetics. She is among a select group of��faculty��across CUNY to receive the Jerome Krase Award this year, reflecting the strength of ������Ƶ’s research community.

Lee received the Sandi Cooper Award for her contributions to the field of education. She has been recognized across CUNY for her leadership in inclusive education and disability studies. Her work emphasizes the importance of amplifying marginalized voices and supporting future educators through��scholarship��and mentorship.

Named in honor of Jerome Krase, a founding member of the CUNY Academy, and Sandi Cooper, a former University Faculty Senate president and longtime member of the academy’s board, the awards underscore CUNY’s commitment to advancing impactful research and public scholarship.

The recognition of Shottenkirk and Lee highlights ������Ƶ’s continued leadership in faculty research and its contributions to scholarship that advances knowledge, equity, and public understanding across disciplines.

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The event will be held on March 3 at 12:30 p.m. in the Woody Tanger Auditorium, ������Ƶ Library.

Gelernt serves as a senior attorney with the ACLU Immigrants’ Rights Project and has argued many of the country’s most consequential cases, including before the U.S. Supreme Court and multiple federal courts of appeals. His work has also brought him before both the House and Senate as an expert witness, and he teaches at Columbia Law School.

His litigation has shaped national conversations on immigration policy. Among his notable cases is the challenge to the Trump Administration’s family‑separation policy, a case that drew international attention and was featured in the documentary. The Fight and a New York Times Magazine cover story. He currently serves as lead counsel in litigation concerning the administration’s use of the Alien Enemies Act, which has raised significant questions about due process and the treatment of Venezuelan migrants.

Gelernt’s contributions have earned him numerous awards and recognition as one of the 500 leading lawyers in the United States. His commentary and expertise appear frequently in major media outlets, documentaries, books, and podcasts. This event offers a rare opportunity to hear directly from a central figure in the legal battles shaping U.S. immigration policy.

The Konefsky Lecture is an annual event that honors Samuel J. Konefsky, a ������Ƶ alumnus who was a professor of constitutional law at the college from the 1940s to 1970. At the event, a scholarship generously donated by the Konefsky family is presented to a ������Ƶ pre-law student.

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The improvements will preserve the character of one of the college’s most cherished spaces while ensuring it meets modern standards for safety and sustainability.

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When ChatGPT launched in 2022, few expected that a simple text box would trigger a global debate about artificial intelligence. Today, AI is no longer a novelty; it’s a force reshaping how we learn, create, and work. At ������Ƶ, we’re committed to meeting this moment with thoughtfulness and integrity—equipping our students and faculty with the knowledge, tools, and ethical foundation they need to navigate and lead an AI-driven world.

Designing the Future Together

This fall, ������Ƶ convened 32 students, staff, faculty members, alumni, and industry partners for a one-day visioning workshop focused on career readiness in the age of AI. The workshop, structured as a charrette, invited participants to co-design a framework for how ������Ƶ should respond to the rapid evolution of this technology.

A charrette is more than a meeting—it’s a creative, inclusive process that brings diverse voices together to tackle complex problems. Led by the National Charrette Institute, the session marked a critical first step in understanding the scope of AI’s impact and the need for sustained, cross-sector collaboration.

Provost and Senior Vice President for Academic Affairs April Bedford explains, “Our goal is to ensure AI serves as a meaningful complement, and not a substitute, for human scholarship and instruction. Faculty are developing course materials that include clear guidelines on the responsible use of generative AI tools, along with expectations for transparency and disclosure. This empowers students and faculty to engage ethically and thoughtfully with emerging technologies while preserving the integrity of academic work.”

Participants in the charette discuss AI.

What We Learned

The conversations revealed urgency about AI’s role in education and society. Participants noted that even middle school students now understand concepts like “humanizers”—tools that make AI-generated text sound more natural. They agreed that critical thinking is more essential than ever and that ������Ƶ must help students become creators, not just consumers, of technology.

Career readiness emerged as a priority, with calls for strategies that span departments and embed AI literacy into core learning. The emphasis shifted from product to process: understanding how to think, not just what to produce. Participants warned against complacency—AI is not infallible, and without understanding how it works, educators and students risk misusing it.

Grounded in Empathy

Faculty stressed that AI integration must be rooted in human values.

Norman Eng, a doctoral lecturer in childhood, bilingual, and special education, put it this way: “With AI, we probably won’t go wrong if we focus on the experiences, motivations, and feelings of our students—especially those marginalized by this technology.” Quoting Jurassic Park’s Dr. Ian Malcolm, he added, “‘Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.’ It’s no different with AI. We want our students to question and reflect on the ‘should.’”

Eng advocates embedding digital literacy and AI ethics into every course: “AI has shifted education toward process and performance. Instead of grading lesson plans, we analyze and improve AI-generated ones. Students develop meta-learning skills—learning how to learn—so they can adapt and thrive. Ultimately, it’s not AI itself, but how students use it, that will define their success.”

Norman Eng

Practical Leadership

Mariya Gluzman, an instructional designer at the ������Ƶ Library & Academic IT Department and champion of AI literacy, leads practicums for staff and faculty to explore AI tools for course design and assessment.

“The reality is that AI is already part of the academic landscape and students are using it, often without proper guidance. Many industries are rapidly adopting generative AI. Given who we serve as a public university and our mission, it’s crucial we help our students succeed in today’s job market. They need to be just as prepared as applicants from brand-name colleges who’ve had every opportunity to work with cutting-edge technology,” said Gluzman.

Mariya Gluzman leading a workshop on AI for staff and faculty.

Training Creators, Not Consumers

For students, AI offers opportunities to build practical skills.

Anna Belenko, a computer science major, recently attended a hackathon at Columbia University, where her team built an AI agent prototype in 24 hours—winning $2,000 in company credits and earning the “Best AI Agent Use” award.

As president of the Computer Science Club, she’s now organizing a ������Ƶ hackathon for the spring semester. “We need to use AI tools to empower students—and give them the freedom to become creators of AI, not just consumers,” Belenko said. “As a computer science student, it’s essential to be AI literate, especially in a field that’s evolving so quickly.”

Looking Ahead

As AI continues to redefine education and work, ������Ƶ is not only preparing students to navigate the AI era, but to shape it. Success will belong to those who can adapt, reflect, and lead with both technical skills and human insight.

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English Department Chair Martha Nadell at a recent convening about AI.

Science fiction has long imagined artificial intelligence, but few could predict the scale and speed of its real-world impact. Today, AI is reshaping every sector, sparking both excitement and unease.

At ������Ƶ, faculty and staff are navigating this transformation in real time. We spoke with three faculty experts—Martha Nadell (English), MJ Robinson (Television, and Radio & Emerging Media), and Karen Stern-Gabbay (History, Roberta S. Matthews Center for Teaching and Learning)—who shared how the college is responding.

Here, they discuss AI’s influence on classroom learning and how both learners and educators are preparing for an AI-driven future. ��Responses have been edited for clarity.

What was the initial reaction to AI by your colleagues?  

Martha Nadell: Late in 2022, when ChatGPT first made headlines, academia seemed to lose its collective mind; the Great AI Panic of 2023 was about to begin. Some of my colleagues immediately went apocalyptic, imagining a world in which AI took over. A few were ready to have AI integrated, somehow, into their brains. But others stuck their heads in the sand and pretended it didn’t exist.

How have you seen AI take shape in the classroom?  

Nadell: Early on, it was very easy to spot generative AI-produced work. ChatGPT was producing solidly mediocre work, C+ at best. The problems were obvious: deeply conventional language, workaday structures, and unoriginal thought. Some students were offloading their cognitive work to a pattern-matching machine, which could produce prose that possessed an air of authority, if only you didn’t read too closely.

MJ Robinson:  As a journalism professor, I teach, per Phil Graham, that journalism is the first rough draft of history. So, in one respect, the students I teach are writing the history of AI—in culture, society and their anticipated industry and practice but—and here’s the difference: that technology can also be writing it with, or prompted by, them. So that’s an interesting conundrum.

I started including AI modules in my Journalism Capstone course in Spring 2023.  From the beginning we were examining how journalism was covering the release of ChatGPT to the general public as well as interrogating how it was affecting the journalism industry itself and considering how these text-generating technologies will affect the future of journalism as an industry and a public good.

How should a college education prepare students for this new world?  

Karen Stern-Gabbay: It is unclear what sorts of preparation students have for working with AI (agentive and otherwise) when they enter college. Colleges today, therefore, play a critical role in establishing expectations and setting rules for the game. We are uniquely positioned to encourage students to interrogate their assumptions about authorship and intellectual property, and to reinforce how essential it is to develop human skills (related to critical thinking, emotional intelligence, analog skills, etc.). College students have opportunities to practice responsible AI use inside classroom settings before these skills in the workplace.

Nadell: Universities are where critical thinking happens, and where students can recognize the limits of what AI is good at–predicting the likelihood of common and formulaic arrangements of language and thought—and can think through ethical quandaries with empathy.

How important is it to develop AI literacy among educators?

Robinson: We will, shortly, be in a world where K-12 educators have been educated in the age of AI and teaching children with these technologies from a very early age. That’s going to make critical AI literacy even more important. Asking questions about why one is using generative AI for a particular task prior to using it, insisting upon human-in-the-loop processes, knowing what one does not know about these platforms—these are key.

What have you and your colleagues been doing to enhance the understanding of AI on campus? 

Stern-Gabbay: At the Roberta S. Matthews Center for Teaching and Learning we have hosted events and workshops during the past year that particularly engage with the complex roles of AI in the classroom. Of course, academic integrity and data privacy appear to be the biggest issues that we have explored, but several of our faculty (rightly) point out the environmental impact of big data associated with AI.

I do think, however, that discussions of AI in the classroom bring into starker relief topics that we should be discussing anyway, including the reasons why college classrooms have become more invaluable than ever—that is, to engage in and strengthen students’ critical thinking skills—these are invaluable in an increasingly automated and AI driven world.

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Under Hui Chen’s leadership, ������Ƶ is not only keeping pace with technological change—it’s preparing students to lead it. By blending fundamentals with hands-on experience and an emphasis on ethics, our computer science programs equip graduates to navigate complex challenges and seize new opportunities. For Chen, the mission is clear: empower students to become adaptable, responsible innovators who will shape a future where technology serves humanity.

How is AI being integrated into the computer science curriculum at ������Ƶ?

AI has long been an important component of the computer science curriculum at ������Ƶ. Both required and elective courses include machine learning, AI, and computer ethics. Embracing recent advancements in AI, we also offer classes in pattern recognition, data mining, machine learning, neural networks, and artificial intelligence. Furthermore, our faculty are in active discussion about how to address the pedagogical challenges presented by AI, as well as to deepen students’ knowledge of the societal and ethical issues related to AI use.

What skills can students learn with a computer science degree that will make them better prepared for a career now that AI is here?

The most important skills remain problem solving and critical thinking. The distinction of a computer science major lies in the type of problems we solve, and the specific skills required to think critically within the domain. For example, AI tools can help our graduates write code; but they are far from able to determine whether that code truly meets user needs, is architecturally sound, or is robust enough to withstand security threats.

Students still need a solid foundation in computer science fundamentals, such as programming, data structures, algorithms, computability, systems architecture, and software engineering principles, to name a few. This core knowledge will enable graduates to work alongside AI tools, and not just depend on them. In addition, students need to develop a deep understanding of the strengths and limitations of AI tools, allowing them to become responsible practitioners.

We are seeing a shift in the emphasis placed on different knowledge and skill sets in computing. For instance, a graduate’s ability to master the syntax of a particular programming language may become less critical. At the same time, their ability to design, construct, and evaluate complex, multi-component computing systems becomes far more important. Students should be mindful of this, especially, when they are preparing themselves to join the workforce.

Do you have conversations with students about bias, privacy, misinformation, and the environmental impact of large data processing?

These are important and pressing issues. Computers and Ethics has been a long-standing course, which is jointly run with the Philosophy Department and is required for all of our major students. This course directly addresses these topics.

The course is also a designated writing-intensive course. Students engage in writing and presentations of analyses on real-world cases, including assessment of software systems or AI tools in use and design. This ensures our graduates are not only skilled computer science specialists but also responsible practitioners.

How do you see AI reshaping computer science programs in the next five to 10 years?

The role of computer science programs has been to transform curious learners into skilled, disciplined, and ethical practitioners in computing. Graduates often join the workforce as computer programmers, software developers, computer system analysts, and information security analysts. In the next few years, the role of computer science programs in society should still be as the main feeders of these career paths.

However, a shift is underway. The demand for entry-level computer programmers may decrease; but there should be an increase in careers that require high-level skills, such as software developers and information security analysts. Particularly, there should be a demand for professionals who can design, implement, and secure complex systems integrated with AI technologies.

AI advancement has brought about a shift that some characterize as seismic. Colleges should embrace this shift. First, on the level of computer science curriculum, we should explore ways to shift from language-centric, syntax-focused instruction to a pedagogy centered on AI-assisted problem-solving. This can include designing inputs for AI systems, evaluation of AI-generated code, and effectively applying software engineering principles in the presence of AI assistants.

Second, we should explore new course offerings. This can be an exploration of courses that go beyond using AI as a tool, such as teaching students to design computer systems that facilitate human-AI collaboration, including user experience design and delegated decision-making with AI.

Looking beyond computer science programs, colleges should continuously hold to their broader mission as knowledge curators and disseminators. Our fundamental purpose remains to prepare our students for enduring careers, not just their first job. We should continue to strengthen the fundamental knowledge and skills that enable lifelong learning.

Nevertheless, we should strive to balance enduring fundamentals with near-term job readiness. We should innovate cost-effective ways that are aimed at bridging the academia-industry gap with hands-on, AI-fluent practice. With both strong fundamentals and job-relevant, near-term experiences, we expect our graduates to prosper in the workforce, adapt in their careers, and contribute to a future where technology serves humanity.

If you were starting in your career today, would you still pursue a career in computer science?

Yes, without a doubt.

At its heart, computer science is about solving computational problems. I have been interested in solving problems in two closely related domains: computer science and computing education research. This career is a privilege that allows me to explore solutions for many problems in those domains. It has also been a privilege to work alongside students. The value our students bring to these pursuits far outstrips any AI assistants can offer.

The advice I wish to give students is to grow a genuine passion for the discipline and the profession. Computational problems in computer science span algorithmic foundations, hardware realization, linguistic realization, and their myriad applications. A long-standing “crown jewel” of those computational problems has been to investigate how to build machines that mimic the human mind. The pursuit to solve that computational problem has led to the recent advancement in AI.

In my view, AI is not a replacement for computer scientists; it is a catalyst. It invites and emboldens more people from all fields to seek computing solutions for problems in their lives and work. While there may be a cyclical downturn in computing jobs, AI will ultimately act as an amplifier—creating new, unforeseen roles, and thus eventually accelerating job growth in our society. The future belongs to those who are passionate, driven, and prepared.

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Where My Girls At by Derrick Adams

This fall, an exhibition of artworks by our renowned faculty opened in The Art Gallery at ������Ƶ. Running through Dec. ��20, the show “Urban Contours” introduces the campus and broader region to the new space, one of New York City’s newest venues for the arts.

Under the direction of the Art Department, with the generous support of donors, the 7,000-square-foot gallery located in Boylan Hall will serve both the campus community and the region at large. In showcasing world-class artists from the college and beyond, the gallery is poised to become a new destination for art lovers.

“This is a big deal, a new gallery in New York City,” says Professor Mona Hadler, chair of the Art Department and a member of the advisory committee that oversees the gallery’s exhibitions. “Brooklyn has its own unique dynamism. It’s a huge place for the arts now.”

Aphrodite of Cnidus (Palazzo Altemps),��Patricia Cronin

Hadler says the committee, working with the gallery’s new curator, Bentley Brown, a Ph.D. fellow at NYU Institute of Fine Arts and a multidisciplinary artist himself, is keeping an open mind toward forthcoming shows, balancing the campus with local and diasporic artists.

“There will be M.F.A. and B.F.A. shows in the spring, and we’d like to do something with alumni,” says Hadler. “Brown is looking to organize a cutting-edge exhibition, and why not? Some of the best ideas come out of college galleries.”

Flatbushtopia, Ezra Wube

Malka Simon ’00, a lecturer in art history at ������Ƶ and the managing director of the gallery, says it will have many purposes beyond a traditional exhibition space, and will operate as a venue for events and programs open to the public—including an art history lecture series.

Simon is enthusiastic about the gallery becoming a required stop for art devotees. “The borough doesn’t end at Prospect Park. We’re doing amazing things here in Flatbush. Hop on the train and come see us.”

The faculty exhibit runs through Dec. 20, 2024.
Free and open to the public.
Lower Level, Boylan Hall
Gallery Hours: Tuesdays and Wednesdays, 10 a.m.–5:30 p.m., and Thursdays and Fridays, 10 a.m.–3 p.m.

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