All posts by Paul Fess

Paid Internship: CUNY Cultural Corps

Events & Opportunities

We are reaching out to kindly ask for your assistance with spreading the word about CUNY Cultural Corps, which provide CUNY students with paid internships at arts and cultural organizations. We have put together some recruitment materials for you to share with your students and colleagues at LaGuardia Community College.

If you or your department would like to continue to receive information about CUNY Cultural Corps during our recruitment periods, please fill out our Interest Form.

The deadline to apply for our 2022-23 cohort has been extended to April 18th.

Open to all majors, both undergraduate and graduate

CUNY Cultural Corps works with a wide range of students. From art history majors looking to get a behind the scenes look at museum operations to accounting majors with a soft spot for the arts. We work with all majors, backgrounds and skill levels.

What is CUNY Cultural Corps?

CUNY Cultural Corps is a career development program that places CUNY students in paid internships at cultural organizations throughout NYC. The program was started in collaboration with the NYC’s Department of Cultural Affairs as an effort to create more diversity and equity in NYC’s cultural sector.

After undergoing a matching process and receiving their placements, students work between 10-12 hours a week throughout the fall and spring semesters and are paid $15 an hour. In addition, students receive a series of career workshops meant to further their professional development in the field.

Partners from our 2021-22 cohort include the Metropolitan Museum of Art, HERE Arts Center and Flux Factory with positions ranging from Museum Interns to Finance Management Interns to Education Interns and more.

To be eligible to apply students must:

  • Currently enrolled at any CUNY college, working towards a degree (Community College, Senior College, or Graduate School)
  • Be registered for at least 12 credits (for undergraduate freshman, sophomores, and juniors) or 6 credits (if you are a rising senior or graduate student) while enrolled in the program
    • Graduate students are eligible for the program as long as they are enrolled in at least 1 course at a CUNY campus for both Fall & Spring.
  • Have a cumulative Grade Point Average of at least 2.5
  • Have earned at least 24 college credits by the end of summer 2022 (12 college credits for community college students)
  • Have addressed any remedial education needs prior to beginning Fall 2022 classes
  • Have the proper work authorization required by the U.S. Citizenship and Immigration Services (USCIS)

If you have any troubles opening the hyperlinks in this email, please copy and paste the below URLs into your browser:

Application: https://cunysud.formstack.com/forms/culturalcorps_studentapp

Interest Form: https://docs.google.com/forms/d/e/1FAIpQLScRR7MciTlUHfL6m8K9vBSRDZBJo6_MaeM8ECkVCSa0eTE1_g/viewform

Virtual Info Session: https://cunysud.formstack.com/forms/spring_2022_cuny_cultural_corps_information_sessions_rsvp

Website: https://www.cuny.edu/academics/current-initiatives/cultural-corps/

Recruitment Kit: https://docs.google.com/document/d/1S2ehg2b9cHJvDrl-CQQr9pfB24kwfuzNf9IqeNkoMRc/edit

 

Prompt for Blog Post #3

Blog Post #3, Blog posts

For this blog post, please respond to the following two questions. In your post, please number your answers to correspond with the questions.

  1. In “Literature, Meaning, and Interpretation,” Culler discusses the relationship between language and meaning, how language produces meaning. What is one idea from this chapter that strikes you as interesting, important, or significant regarding the relationship between language and meaning? Why does this idea jump out at you?
  2. In Chapter 5 of Literary Theory: A Very Short Introduction, Jonathan Culler discusses some of the ways poetry asks us to think about how language works. I would like you to consider the chapter from Culler’s book alongside your reading of the poems on the syllabus this week. Find one or two places in one of these poems and identify a rhetorical or poetic technique Culler describes in Chapter 5. Why does this technique jump out at you as being important or interesting? How does it help shape the meaning of the poem?

This World is not Conclusion (1862) by Emily Dickinson

Poetry, Reading
This World is not Conclusion.
A Species stands beyond – 
Invisible, as Music –
But positive, as Sound –
It beckons, and it baffles – 
Philosophy, dont know – 
And through a Riddle, at the last – 
Sagacity, must go –
To guess it, puzzles scholars –
To gain it, Men have borne
Contempt of Generations
And Crucifixion, shown –
Faith slips – and laughs, and rallies – 
Blushes, if any see – 
Plucks at a twig of Evidence – 
And asks a Vane, the way – 
Much Gesture, from the Pulpit –
Strong Hallelujahs roll – 
Narcotics cannot still the Tooth
That nibbles at the soul –