Patrick Flink
Associate Professor
Academic Literacy and Linguistics
EMAIL: pflink@bmcc.cuny.edu
Office: N-473
Office Hours:
Phone: +1 (212) 220-1418
Expertise
English Education, Composition, Bilingual Education, Adult Education, Disability Studies
Degrees
- Ph.D. Education: English as a Second Language, 2015, Northcentral University
- M.S. Disability Studies in Higher Education, 2019, CUNY School of Professional Studies
- M.S. Higher Education Administration, 2015, National University
- M.A. English,2009, National University
Courses Taught
- Students will learn discipline-specific strategies for reading effectively and critically in humanities fields such as philosophy and history. Students will apply strategies used by experts in these fields to interact with authentic texts in these disciplines. Specifically, students will focus on vocabulary, grammatical and rhetorical nuances, as well as authorial awareness, when interpreting texts in these fields. Strategies learned in this course will ultimately help students learn to read, write, and think like experts in the humanities.
- This course asks students to investigate the varieties of literacy behaviors in American society as sociocultural phenomena. Students will be exposed to the research of major scholars in the interdisciplinary field of literacy research (e.g., New Literacy Studies) as a means of considering the role literacy and literacy behavior plays, both historically and in a contemporary context, in a diverse American society. Students will analyze the various definitions of literacy and track the development of multiple literacies in American society, specifically studying the transmission of literacy as a cultural value, particularly in oppressed communities. The course will provide the students with the opportunity to analyze and reflect on their personal relationship with literacy and opportunities for upward mobility in a stratified United States.
- In this course, students will examine how, in both “developed” and “developing” contexts, local, national, and global policies and institutions affect an individual’s socialization into and acquisition of literacy (e.g., in educational and social contexts). Specifically, students will examine how socialization into and acquisition of literacy relate to the civic participation and socioeconomic opportunities of members of marginalized and minority communities (e.g., communities organized around gender, class, colonial status, race/ethnicity/tribal affiliation, sexuality, and/or religious sect). Students will analyze, through intersectional and postcolonial lenses, how cultural conventions (e.g., norms, prejudices, hierarchies, and traditions) influence and are influenced by local, national, and global policies related to literacy practices and education (particularly as they relate to gender). Further, students will examine how, in an increasingly globalized and neocolonial world, conceptions of and access to literacies can affect a) the maintenance of cultural values and practices and b) an individual’s rights, agency, and mobility (particularly as these phenomena relate to gender). Emphasis will be on how literacy acquisition, civic participation, social justice, and socioeconomic opportunities relate to how gendered individuals are valued, perceived, and defined in various cultural contexts.
- This course is designed to help students understand a) how diverse children and adolescents learn, acquire, and utilize literacy skills and engage in literacy practices in varied contexts and b) how to support children's literacy and development through culturally relevant practices. Students will analyze how cultural values affect beliefs about what it means to be literate in childhood and adolescence, and students will examine the relationship between cultural values, literacy practices, families, and communities. Students will practice meaningful strategies that will help them understand how to integrate literacy into family and community-based settings.
- Critical Thinking (Same as CRT 100) is designed to develop the mind and help students learn to think clearly and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions in their academic, professional, and personal lives.
- This course combines CRT 100 and ESL 95. As a CRT 100 course, this class is designed to develop the mind and help sharpen students' ability to think clearly, logically, thoroughly, critically, and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will learn to use analytical skills in reading, writing, oral presentations, researching, and listening. Students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions in their academic, professional, and personal lives. As an ESL 95 course, this is an intensive writing class for ESL students, which focuses on basic components of effective writing, including essay organization, paragraph development, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing. To pass this course and continue on to English 101, students must receive a passing score on the CUNY Assessment Test in Writing (CATW).
CRT 100.6 may not be taken by students who have passed CRT 100 or ESL 95 or are exempt from Writing.
Please note: Tuition for this corequisite course is charged by the equated credit (hours) not per credit. - ESL 96 is an intensive integrated skills course that emphasizes academic writing and critical reading for ESL students. It focuses on basic components of effective writing and reading, including essay organization, paragraph development, sentence structure, word choice, and content. Students demonstrate comprehension of texts of varying lengths and genres by reading and responding to a variety of texts and using argumentation, narrative, and description as modes of developing ideas in writing. Students demonstrate critical reading skills related to analysis, synthesis, and evaluation. This course is designed to help students master and apply a full range of college-level reading and writing skills in English.
Research and Projects
Publications
Flink, P., & Leonard, T. (2023). Students with disabilities: Skills, strategies, and dispositions for success at a community college. Journal of Higher Education Theory and Practice, 23(17). 169-181.
Flink, P. (2023). Invisible no more: The state of transgender service members in the U.S. military. Journal of Research in Gender Studies, 13(1), pp. 9-26. ISSN 2164-0262, eISSN 2378-3524.
Flink, P. J., & Leonard, T. J. (2022). Learning walks and universal design: Assessing physical accessibility at a community college. Journal of Teaching Disability Studies, 3. https://jtds.commons.gc.cuny.edu/learning-walks-and-universal-design-assessing-physical-accessibility-at-a-community-college/
Leonard, T., & Flink, P. J. (2022). Integrating service-learning pedagogy into community college coursework: A phenomenological study. Management Association, I. (Ed.). Research Anthology on Service Learning and Community Engagement Teaching Practices. IGI Global. doi.org/10.4018/978-1-6684-3877-0
Leonard, T., & Flink, P. J. (2020). Integrating service-learning pedagogy into community college coursework: A phenomenological study. International Journal of Innovative Teaching and Learning in Higher Education, 1(1), 25-36. doi:10.4018/IJITLHE.2020010103
Leonard, T., & Flink, P. J. (2019). Challenging heternormativity: Contextualizing the need for queer studies in academia. Journal of Education and Social Development, 3(2), 10-13. doi:10.5281/zenodo3370781
Flink, P. (2019). Person-first & identity-first language: Supporting students with disabilities on campus. Community College Journal of Research and Practice. doi:10.1080/10668926.2019.1640147
Flink, P. J. (2019). Second life and virtual learning: An educational alternative for neurodiverse students in college. College Student Journal, 53(1). ISSN 0146-3934.
Flink, P., & Leonard, T. (2018). Students with disabilities: Experiences attending a two-year community college. Community College Journal of Research and Practice, 43(12), 891-903. doi:10.1080/10668926.2018.1554514
Flink, P. J. (2018). A silent reading intervention for developmental students: Exploring attitudes toward reading in college. Reading Improvement, 55(4). ISSN 0034-0510
Flink, P. (2018). Assessment of disability services information variability among websites of one university system. Community College Journal of Research and Practice, 43(12), 829-839. doi:10.1080/10668926.2018.1539676
Flink, P. (2017). Invisible disabilities, stigma, and student veterans: Contextualizing the transition to higher education. Journal of Veterans Studies, 2(2), 1-10. http://doi.org/10.21061/jvs.v2i2.20
Flink, P. J. (2017). Adapting self-selected reading practices for college-level developmental reading courses. Reading Improvement, 54(3), 87-92. ISSN 0034-0510
Flink, P. J. (2017). Latinos and higher education. Journal of Hispanic Higher Education, 1-13. doi:10.1177/1538192717705701
