Timothy J. Leonard
Associate Professor
Deputy Chairperson
Academic Literacy and Linguistics
EMAIL: tleonard@bmcc.cuny.edu
Office: N-499K
Office Hours: Fall 2024-- W: 10AM to 12PM; TH 10AM to 11AM
Phone: +1 (212) 220-1403
Professor Timothy Leonard holds a doctoral degree in Education with a concentration in Instructional Leadership. He has taught reading to students of varying ages and has engaged teachers in experiences to examine their instructional methodology. As an instructor of courses in literacy, reading, and critical thinking, Professor Leonard is focused on student growth while providing individualized experiences that students can leverage for success in future coursework. He is particularly interested in: fostering dynamic, student-centered learning communities, conceptions of motivation, student reading motivation, developing student autonomy, and student perceptions of success in college and beyond.
Expertise
Literacy, Reading, Motivation, Student Experiences that Contribute to Success, Learning Communities, Teacher Education
Degrees
B.S. English, Sacred Heart University, Fairfield, CT
MAT, Teaching and Reading, Sacred Heart University, Fairfield, CT
6th Year (CAS), Educational Administration and Reading, Sacred Heart University, Fairfield, CT
Ed.D, Instructional Leadership, Curriculum and Instruction, Western Connecticut State University, Danbury, CT
Courses Taught
- This introductory college level reading course emphasizes improved reading comprehension through the practice of literal, inferential and critical reading skills, vocabulary development, writing, flexible reading rates, and study skills. A variety of materials is used to enrich students??A? basic understanding of reading.
- This advanced reading course is designed to help students master a full range of college-level reading and related skills, including critical comprehension, vocabulary, writing, flexible rates of reading, and study strategies. A variety of college-level materials is used.
- 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.
- 3 CRS.6 HRS.NULL LAB HRS.CRT 100.5 (Critical Thinking for Reading and Writing (Same as CRT 100))
- This course combines Critical Thinking (CRT 100) with Academic and Critical Reading and Writing. Critical Thinking 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 their academic, professional, and personal lives. While studying Critical Thinking, students will also study advanced level reading and writing to master and apply a full range of college-level reading and writing skills, including critical comprehension, flexible rates of reading, essay organization, paragraph development, sentence structure, vocabulary and word choice, content, and study strategies. Students will receive an earned grade in CRT 100.5 which is equivalent to a grade earned in CRT 100.
This is an accelerated course that combines credit-bearing and developmental content. Passing CRT 100.5 meets the reading and writing proficiency milestone requirements; students who pass CRT 100.5 are exempt from further developmental reading and writing courses. CRT 100.5 may not be taken by students who have passed CRT 100 or ACR 95 or are exempt from Reading and Writing.
Please note: Tuition for this corequisite course is charged by the equated credit (hours) not per credit. - 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. - This course is designed to support the improvement of writing skills of ESL 54 students. It is obligatory for one semester for all incoming ESL students whose placement shows a need for instruction at this level.
Corequisite: ESL 54
Research and Projects
Professor Leonard’s current research interests and projects are centered on students with disabilities and their perception of their college experiences. A further focus is on students with disabilities and their dispositions for success. As well, Prof. Leonard is exploring concepts surrounding Ungrading and the development of constructivist learning environments in which all students can experience success.
Another area of focus is on integrating service-learning into college coursework. Along with Prof. Patrick Flink, we have developed a partnership with the BMCC Childcare Center to engage in this practice.
A short article and video detailing this work can be found here.
Over the past three years, Prof. Leonard has been part of a group of faculty who have been developing an intergrated FYE (First Year Experience) as part credit-bearing courses for students at BMCC.
BMCC Faculty can join our current Open Lab site to learn more!
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.
Leonard, T. & Flink, P. (2022). Integrating service-learning pedagogy into community college coursework: A phenomenological study. Research Anthology on Service Learning and Community Engagement Teaching Practices. IGI Global. https://doi.org/10.4018/978-1-6684-3877-0
Leonard, T. & Flink, P. (2019). Integrating Service-Learning Pedagogy Into Community College Coursework: A Phenomenological Study. International Journal of Innovative Teaching and Learning in Higher Education, DOI: 10.4018/IJITLHE.2020010103
Leonard, T., & Flink, P. J. (2019). Challenging heteronormativity: Contextualizing the need for queer studies in academia. Journal of Education and Social Development, 3(2), 10-13. doi:10.5281/zenodo3370781
Flink, P & Leonard, T. (2018): Students with Disabilities: Experiences Attending a Two-Year Community College. Community College Journal of Research and Practice, DOI: 10.1080/10668926.2018.1554514
Honors, Awards and Affiliations
Prof. Leonard has engaged with the CUNY Mindset initiative by completing the Motivating Learners Course, and then was selected as a Mindset Ambassador for the 2023-2024 academic year.
Additional Information
