THE CITY UNIVERSITY OF NEW YORK COMMITTEE ON ACADEMIC POLICY, PROGRAMS AND RESEARCH
January 9, 2017 I. Action Items
A. Approval of the minutes of the September 7, 2016 meeting
B. Policy Calendar
1. College of Staten Island – Ed.D. in Community-Based Leadership
2. Borough of Manhattan Community College – A.S. in Public Health
3. Borough of Manhattan Community – A.A. in Gender and Women’s Studies
4. School of Professional Studies – B.A. in Liberal Studies BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK
COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH SEPTEMBER 7, 2016
The meeting was called to order at 4:05 p.m.
There were present:
Committee Members: University Staff: Hon. Wellington Z. Chen, Chair Chancellor James B. Milliken Jill O’Donnell-Tormey, Vice Chair Executive Vice Chancellor and University Provost Hon. Charles A. Shorter Vita Rabinowitz Prof. Karen Kaplowitz, faculty member Senior University Dean Robert Ptachik Ms. Chika Onyejiukwa, student alternate University Dean David Crook
President Russell K. Hotzler, COP liaison
Trustee Staff: Deputy to the Secretary Hourig Messerlian Ms. Doris Wang
Cal. No. DISPOSITION
The agenda items were considered and acted upon in the following order:
I. ACTION ITEMS:
A. APPROVAL OF THE MINUTES OF THE MEETING OF JUNE 6, 2016. The minutes were approved as submitted.
B. POLICY CALENDAR
1. Borough of Manhattan Community College – AA in Economics. Executive Vice Chancellor and University Provost (EVC&UP) called on Borough of Manhattan Community College BMCC) Provost and Senior Vice President Karrin Wilks who stated that she was very pleased to present and propose BMCC’s new associate degree in economics, which is part of the college’s strategic plan to create degree programs within the liberal arts. Liberal arts is the largest major at BMCC, with over 7,000 students. She added that it is know from the literature that if the college can give students guided pathways and a direction toward their career choices and toward their transfer choices, than it has a better chance at student success in improving retention and graduation rates. This is also seen as a way to spotlight faculty expertise and give students opportunities to work with faculty in ways that they would not be able to without a major.
Provost Wilks called on Prof. Aldo F. Balardini of the Department of Social Sciences, Human Services and Criminal Justice who stated that the students will have the opportunity to be prepared to go on to a four-year degree and finish their economics degree. BMCC surveyed approximately four hundred and sixty students, of whom about 30 percent showed interest in a major in economics. He added that the idea is to basically provide these students with a first experience of what it is to study economics, and what it is to conduct research in economics. This would create the incentive to move on to the four-year degree. He noted that BMCC has an articulation agreement with Brooklyn College, and they are working with at least another three colleges in the system. BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK
COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH SEPTEMBER 7, 2016
2. Queensborough Community College/John Jay College – AS/BS in Computer Science and Information Security. Dr. Vita Rabinowitz called on John Jay College Provost and Senior Vice President for Academic Affairs Jane Bowers who stated that this is the College’s first joint degree, dual admissions program in the CUNY Justice Academy in Computer Science and Information Security. John Jay College has four degree programs jointly, with its community college partners, including an AS/BS in criminal justice, and an AS/BS in forensic financial analysis. This will be a new set of degrees. There are six community college partners with John Jay in the CUNY Justice Academy who have expressed great interest in together developing dual admission joint degree programs in computer science and information security, which at John Jay has a cyber security focus.
Provost Bowers called on Prof. Douglas Salane of the Department of Mathematics and Computer Science who thanked his colleagues at Queensborough Community College (QCC) for their very hard work on developing a couple of extra courses and helping John Jay College to mesh this all together and make it a reality. It will be a great smooth transition for the students, as it gives them a path from an AS degree to a BS degree and possibly beyond to a Master's degree.
Chairperson of the Department of Engineering Technology at QCC, Prof. Stuart Asser added that cyber security is a very important field today. The John Jay program is an excellent bachelor's degree program, and it really gives QCC students an excellent career choice to move to.
Committee Chair Wellington Chen stated that this is very important for national and global security. He commended John Jay College and QCC for doing phenomenal work on those fronts.
Following discussion, Items I.A. (The Minutes), and Item I.B.2 were approved for submission to the Board.
3. The City University of New York – Start-Up New York Participating Business Through City College.
4. The City University of New York – Start-Up New York Participating Business Through City College.
Dr. Rabinowitz called on Vice Chancellor Judy Bergtraum for a presentation on Start-Up New York.
***PRESENTATION BY VICE CHANCELLOR JUDITH BERGTRAUM***
In response to a question from Committee Chair Wellington Chen on projected spatial needs, VC Bergtraum stated that there are two types of businesses in this program. We have an example today of both a small business, and an example of a business that basically wants to move from another state. I think the one we are going to see today is an $8 million or $9 million business. It depends on the nonprofit. In order to get into this program, you have to have a relationship with our schools. It takes three to five months for the schools to go back and forth. And, we have had businesses that have been rejected. So I think at the beginning, it's going to be very slow. The other piece that we added that SUNY did not have is an integrity piece. Because I do capital construction, I am really concerned about who we do business with. We have basically put in a check on businesses that I use when I do capital construction. Now, for a small business, there is not too much to check except who is basically giving them money. But for the larger BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK
COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH SEPTEMBER 7, 2016
companies, we made it more bureaucratic. One of the questions when this came up a year and a half ago is CUNY's liability. This is what the program looks like and the qualifications for the businesses. It is not so easy to get into this program.
In response to a comment from Dr. Rabinowitz, VC Bergtraum noted that the thing she has learned from this program is that it would best come from the academic side of CUNY and from the campuses. They can give you the best picture. This is the possible academic affiliation: full-time jobs. You have to give internships. That is part of the program. A school can ask for other things, such as for a donation. It is really up to the school. Businesses want to be in this program. If the schools push back and forth, they are going to get a lot more.
VC Bergtraum called on City College Associate Provost for Research Ashiwel Undieh, who stated that he has been associated with the program right from the beginning. He is very much aware of the ups and downs and the mirages they have encountered, particularly with regard to space, and he thanked VC Bergtraum and her staff for their leadership and support in driving this program forward. City College's Start-Up campus plan emphasizes the creative strengths of the college in science and engineering, as well as in technology and biomedicine. So in our plan, we expected to sponsor companies that would take advantage of the resources, intellectual as well physical, that we have to advance their technologies. In so doing, we find ways in which we can interact in a mutually beneficial way. Chexology is the startup company that is focused on innovative technologies for transactions. Their starting area was in coat check, essentially going to places where people have to hang up their coats. By having a system that identifies the owner and identifies the property, automatically they increase efficiency and security in that transaction. When you come back, you do not have to wait in long lines. As you are approaching your item, it is identified and brought back to you. It also increases security because you do not have situations of misplaced tags and where perhaps something that was clipped on the coat comes off because this would be much more secure. The coat technologies and the computer software that this business uses and expects to develop and use are squarely within the expertise and resources of City College. The academic affiliation agreement that we have negotiated and agreed to, with Chexology provides for multiple benefits.
Associate Provost Undieh added that while our initial expectation had been that we would have space on campus to house these companies, as it turned out, we do not have the space on campus available and ready for this purpose. We went through a three-way arrangement, involving the New Baptist Church, as they had space that they were not using. This company found the space suitable, and we entered into an arrangement that now makes that space available to the company. This space is located off-campus, which means there is less of our involvement related to a situation where the space would have been part of the campus space. The benefits that we have identified include a minimum of three paid internships per semester from among our students with opportunities for full-time positions as well. They will advertise available positions on our campus, student service job placement sites. And, they will interview our students for those positions as well. Chexology will donate $6,000 to the college each year. We found that it would be really beneficial if the company sponsored seminars and workshops related to their technologies and similar technologies, as well as entrepreneurship and other student initiatives. Rather than have the company come in to organize these activities, they would make a donation of $6,000, and then we will internally use that to support these programs. Thirdly, Chexology will collaborate with the Zahn Innovation Center to judge our annual entrepreneurship competitions. They will also select from among the winners a company that they will mentor in the process of that company developing their technology from conception towards the proof of concept BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK
COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH SEPTEMBER 7, 2016
stage. This is perhaps one of the two top benefits to the college because finding mentorship to support the development of these ideas by the students is usually one of the limiting factors to the progress of their technologies. They will be there, they have the experience, and they will provide hands-on mentoring to our students.
Associate Provost Undieh stated that the other very important benefit is that the company will host one annual event with students and faculty from the School of Engineering. This will be an opportunity to lay out what problems and challenges they are encountering, receive ideas from our students and faculty in terms of solutions to those problems. There will be a partnership with the company where the intellectual property coming out of that will be owned by the students or faculty who are developing them, and they are licensed out to the company. This is a potential avenue for generating additional challenges and opportunities for our students. Lastly, Chexology will assist the branding and integrated communications program of City College in developing a curriculum area regarding sales and marketing of new technologies. Chexology will do that also by delivering two lectures within that course, essentially sharing from their experience and answering questions with the students. Chexology's business model fits well with the strengths and mission of City College, and the campus is pleased to strongly recommend the board's approval of the proposed sponsorship of Chexology for the Start-Up New York program.
In response to several questions, Associate Provost Undieh noted that the space is located on 145th Street. The school of engineering is on 141 Street. And 145th Street is one block also from where the campus shuttle stops, so we think it is very convenient indeed. For the internships, the company will send out job descriptions to our coordinator of student job internship office, and they will publicize it. Students who show interest will be forwarded to the company for interviews. The company will make the selection process. But we set the minimum criteria that the company will use. So that will ensure that we have a wide net to cast to get the right students. He added that in terms of the lease, it is strictly between the company and the church. But we expect that with the company putting in a lot of investment to renovate the space, they are looking at a 20- year lease term. Chexology's business plan shows five-year job projections of four jobs per year. The company will be held to what they projected that they would be able to generate, even if the business does not grow beyond its current level. They also use a lot of part-time job situations. For example, they were at U.S. open last year. During such occasions, they can hire up to 200 students for the event.
VC Bergtraum called on York College Professor and Dean of Arts and Sciences Donna Chirico, who stated that her team has approached Start-Up New York basically as kids in a candy store. With York Analytic Laboratories, we have an opportunity here to get a great number of benefits for our students, faculty, and programs, and we have not hesitated in asking for those pieces for those three things. We want internships and scholarships. We want to be able to have faculty research and work in our labs. We want to be able to build our academic programs, not at the undergraduate level, but at the Master's level, because that's where we believe we can attract more students to CUNY, not simply at the undergraduate level. We already have an environmental health science program. We already have faculty testing air, water, and the other things that York Analytic Laboratories does. So we are prepared to take advantage of these companies, let them bring what they're not paying in taxes to us to benefit our faculty, students, and programs.
In response to a question on monitoring each of these benefits, Dr. Chirico noted that they will be monitoring all aspects, for a variety of reasons. One has to do with the BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK
COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH SEPTEMBER 7, 2016
integrity that was mentioned earlier. We want to make sure these companies are living up to what they claim they're going to do and what they are going to bring. We also want to work with internships. We have had these conversations already with the folks at York Analytic Laboratories, saying we want to work mutually with you. We know where our students are, and we know where they should be. We have students who may have special interests that we want to target. We feel it should be a mutual decision, not just a company making certain kinds of decisions. We anticipate that the key word here is going to be collaboration between the staff at York that is going to monitor the different pieces of this project. Facilities will monitor the facility side, and the academic folks will monitor the academic side, working with York Analytic Laboratories. The space is off-campus. We have a marvelous facility literally within a half a mile of the campus that was once housed Long Island Railroad warehouses. A very clever entrepreneur took this warehouse and is subdividing it into spaces for companies. So this is where York Analytics has now taken a space in this warehouse.
In response to a question from Dr. Karen Kaplowitz on faculty involvement, Dr. Chirico stated that at York, we have really tried to look at who are the faculty who would be the most interested or have the expertise connected to these businesses. Then we worked with department chairs and the provost, getting the biographies of those individuals, and looking at what their research projects were. At one point we had 20 different faculty, and then we honed that down to the folks who seem to have the closest interest to this. So it was really faculty volunteering because they are eager to take advantage of the facilities and the equipment that York has and provide certain kinds of laboratory techniques that we do not have on our campus. It was really the faculty stepping up and saying we would like to participate. Let me just add that our faculty has said that they do not really think it is their job necessarily to turn somebody down. They feel that there are opportunities that might exist that we might not even be aware of. So I have to give our faculty a lot of credit that they have been very willing participants in this.
City College Associate Provost Undieh also responded, by stating that he made a presentation to the full faculty senate. And then the decisions were made by the College Research Council, which includes representation from all the schools, as well as from the faculty senate.
Following discussion, Items I.B.3 and I.B.4, were approved for submission to the Board.
II. INFORMATION ITEMS:
A. Report by Executive Vice Chancellor and University Provost Vita Rabinowitz on Remediation
Dr. Vita Rabinowitz stated that she wanted to take a few moments to discuss an important informational item that is not on the agenda, and does not require Board approval. But nonetheless, it is one of the most important steps that a university can take. CUNY is about to launch, with your support, comprehensive reform of developmental education. As many of you know, and as some of you have read in the Master Plan, there was no greater barrier to student success at CUNY than our current developmental policies and practices. Over the past year, a task force of CUNY provosts; discipline council leaders in mathematics, English-as-a-second- language, and reading and writing; and, of specialists in developmental education has met every month. I have also consulted with the Council of CUNY Presidents, the Academic Council of CUNY Provosts, and the Department of Education, including Chancellor Farina and Deputy Chancellor Phil Weinberg, as well as with national leaders in developmental and mathematics education and read an extensive literature and studied best practices across the nation, looking BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK
COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH SEPTEMBER 7, 2016
at the work that has been done in California, in Texas, in North Carolina, and in Virginia for evidence-based practice. I've discussed this with the Chancellor, and Chancellor Milliken is supportive. She briefly reviewed the recommendations.
In response to a comment by Committee Chair Wellington Chen, Dr. Rabinowitz noted that preparing underprepared students to succeed requires institutional vigilance and requires quality control. The University knows some of what works, including in algebra. In fact, CUNY is a national leader in certain kinds of innovations, such as ASAP or CUNY Start and MATH Start. Frankly, it is because of how very expensive those interventions are and the fact that not all of our students are willing to postpone matriculation to enter ASAP or to take CUNY Start. Can we teach math more effectively and efficiently? One of the ways CUNY wants to launch this reformation or transformation is to wrap it up in a larger STEM initiative because our students do not do as well, even in selective colleges like Baruch and Hunter and Queens and Brooklyn and City, as they might in their beginning math classes--not developmental math, gateway math. We must improve math instruction at the developmental and gateway levels. The same is true of calculus and economics and other tough quantitative majors. So that has to be part of our solution.
In response to a question from Trustee Charles Shorter, Dr. Rabinowitz stated that she would send the case statement to the members of the committee right away.
In response to another question from Trustee Shorter, Dr. Rabinowitz noted that the University Faculty Senate leadership has been briefed and with the help of Dean Crook described discussions with the Math Discipline Council.
Committee COP Liaison, President Russell Hotzler stated that speaking on behalf of the presidents, the plan that has been put together is a really viable approach to this and it has broad support.
Committee Chair Chen added that productivity gains could consume so many jobs that we are going to have to be producing a new type of workforce. We are in a new type of society that will be highly efficient, highly educated. Without these basic skills, we are not going to be a viable competitive nation. And, this University revolves around students.
Dr. Karen Kaplowitz stated that yesterday the University Faculty Senate executive committee met for the first time this semester and invited Vice Chancellor Rabinowitz to come to our first its first Plenary in September to discuss this.
The meeting was adjourned at 5:14 p.m.
I-B-1 COLLEGE OF STATEN ISLAND – Ed.D. in COMMUNITY- BASED LEADERSHIP
RESOLVED, that the program in Community-Based Leadership offered at the College of Staten Island and leading to the Doctor of Education, be approved, effective January 30, 2017, subject to financial ability.
EXPLANATION: The proposed Ed.D. in Community-Based Leadership will prepare individuals interested in the well-being of children and adolescents for leadership roles in education. The focus of this program is more holistic and integrative than traditional school leadership programs and it encompasses matters beyond curriculum and instruction including areas such as social work, nutrition, and parental literacy and wellness. Graduates of the program will be prepared to conduct evidence based research to apply to their professional settings. Because this is the College’s first doctoral program in education, a Master Plan Amendment will be sought.
COLLEGE OF STATEN ISLAND
OF THE
CITY UNIVERSITY OF NEW YORK
PROPOSAL TO ESTABLISH A DOCTOR OF EDUCATION DEGREE
IN COMMUNITY-BASED LEADERSHIP
EFFECTIVE JUNE 1, 2017
SPONSORED BY THE DEPARTMENTS OF EDUCATIONAL STUDIES AND CURRICULUM AND INSTRUCTION OF
THE SCHOOL OF EDUCATION
APPROVED BY:
DEPARTMENT OF EDUCATIONAL STUDIES: April 7, 2016 DEPARTMENT OF CURRICULUM AND INSTRUCTION: April 15, 2016 GRADUATE STUDIES COMMITTEE May 2, 2016 INSTITUTIONAL PLANNING COMMITTEE May 6, 2016 COLLEGE OF STATEN ISLAND FACULTY SENATE May 19, 2016
College Representative: Gary Reichard, Provost and Senior Vice President for Academic Affairs
Contact: Kenneth Gold, Interim Dean of the School of Education
Telephone: 718-982-3737 Fax: 718-982-3744 Email: [email protected]
PROVOST SIGNATURE ______DATE 9/15/16
CSI Ed.D. in Community-Based Leadership
Table of Contents
Executive Summary
Abstract
1. Purpose and Goals 1
2. Need and Justification 2
3. Students 4
4. Curriculum 7
5. Cost Assessment 12
6. Facilities and Equipment 16
7. Evaluation 17
Appendix A. Course Descriptions 18
Appendix B: Sample Syllabi for New Courses 21
Appendix C: Table 1 Data on Faculty Members 51
Appendix D: Table 1b Graduate Program Schedule 52
Appendix E: Faculty Teaching Assignments 55
Appendix F: Financial Tables: Proposed Revenues, Expenditures, and Seat Projections 56
Appendix G: Tables 2, 3, and 4 Doctoral Program Primary Faculty Charts 57
Appendix H: Primary Faculty Curriculum Vitae 61
Appendix I: Projected Revenue Table 136
Appendix J: Supporting Materials for Projected Revenue Table 137
Appendix K: Five-Year Financial Projection 141
Appendix L: Letters of Support 143
Appendix M: External Reviewer Reports and Response 147
Appendix N: Master Plan Amendment Form 186 Executive Summary
Proposal for an Ed.D. in Community-Based Leadership
The College of Staten Island
(A) The College of Staten Island proposes to offer a curriculum leading to a Doctor of Education in Community-Based Leadership to fulfill educational needs of schools, address social challenges of communities and support professional aspirations of leaders from all sectors involved in the well being of children. Research indicates that quality education and quality of life essential to achievement for all students can be improved by supporting communities and schools and through developing reciprocal relations between them. The importance of school leadership to these outcomes has been firmly established. As this issue is particularly prominent in urban schools and communities, our goal is deeply connected to the College of Staten Island/CUNY’s mission to “educate the whole people” in an urban setting and its education programs’ mission to prepare educators for urban schools.
(B) There are four core areas of Study totaling 48 credits. Twelve post-Masters credits are required for admission and no transfer credit will be granted because of the unique focus and cohort collaboration. The curriculum is structured as follows: 1) Twelve-credit Foundational Core (FC) in which students will explore the history and current social context of schooling in the U.S. and globally; and theories of learning and teaching across the lifespan, including serving the needs of persons with disabilities and English Language Learners. Courses include Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders; Social and Historical Contexts of School Communities; Transforming Learning and Teaching in Schools and Communities; and Education Reform and Globalization 2) Eighteen-credit Critical Practice Core that introduces elements of practice critical to successful community leadership. Recognizing that the skills and orientations to leadership required for facilitation across community constituencies requires a fundamentally different approach to education reform, these courses focus on building capacity across the community including teachers, families and caregivers, social service providers, and policy advocates. Courses include Teachers and Teaching; Professional Literature and Professional Writing; Building Relationships, Leadership, and Capacity; Resource Management in School Communities; Public Relations, Advocacy, and Community Organizing; and Curriculum, Standards, and Assessment for Community Engagement. 3) Nine-credit Research Core that introduces students to qualitative, quantitative, and mixed methods approaches to research in the social sciences and culminates in a Practicum in order to provide the knowledge and skills for analysis and application of current research as well as evaluation of programs and practices. Courses include Qualitative Inquiry Methods in Applied Research; Quantitative and Mixed Methods in Applied Research; and Research Practicum. 4) Nine-credit Dissertation Studies that consists of a three-course sequence, beginning with identification of the problem for exploration, continuing with the preparation of a proposal, conducting the research, writing the results and analysis, and defending the conclusions. Courses include Defining the Research Focus; Dissertation Advisement 1; Dissertation Advisement 2.
(C) The focus on community-based leadership is unique within the Region, both in and outside of CUNY. Local Ed.D. programs tend to emphasize instructional leadership and/or educational policy. The program will be formatted using the “Executive Development Model” with courses scheduled on weekends and running as hybrids. Because the program also follows a cohort model, all courses are required in proscribed sequence. In addition to courses, there is close mentorship by faculty in Inquiry Groups. These small groups meet during the second year of the program, beginning in Summer 2 (Semester 4). Tri-semester meetings will focus on emerging areas of interest for the Dissertation. These meetings will take place on line or face-to-face with a faculty mentor in groups of 4-5 during each semester of the second year of study.
(D) Admission requirements include the following: a Masters’ Degree in the field of Education or Social Work or Psychology or Political Science or related field with minimum GPA of 3.0 at the Graduate Level; a Graduate Record Examination (GRE) score; 12 credits or equivalent Professional Training above the Masters in area of expertise; a minimum three years of experience in area of specialization; three letters of recommendation with at least one professional and one academic; a written statement of vision for leadership; an academic writing sample; evidence of demonstrated commitment to community collaboration; and an interview.
(E) Students in the program will be drawn from the College’s Sixth-Year Professional Leadership program, Masters’ students in education, and professional from external sectors such as social work and health care. Another source of students will come from the professional staffs at local institutions of higher education.
(F) The program expects to run a ten student cohort its first year in operation and a twelve student cohort in its fifth year of operation. All students will be part time.
(G) The College intends to hire one full-time faculty for when the program reaches full capacity in its third year, and some additional library resources will be needed. The current facilities and equipment of the College of Staten Island are sufficient for this program.
(H) Program graduates will be uniquely prepared to lead across larger systems as superintendents, district-level directors of curriculum or professional development, charter school network leaders, community organizers, policy developers and advocates, officers of educational nonprofits, coaches, department heads, teacher leaders, as adjunct faculty or in a few cases as full-time faculty members in a higher education setting. School, community, and community school leaders have all expressed enthusiasm for the program
(I) Recent demographic changes on Staten Island amplify the need for this doctoral program at CSI. Staten Island has nearly half a million residents of increasing ethnic and racial diversity. It is part of one of the largest, most important and diverse cities and metropolitan areas in the world. As with all communities in a time of recession and/or economic transformation, social problems abound and they confound school and community leaders alike.
CSI Ed.D. in Community-Based Leadership
Abstract
The College of Staten Island proposes to offer a curriculum leading to a Doctor of Education in Community-Based Leadership to fulfill educational needs of schools, address social challenges of communities and support professional aspirations of leaders from all sectors involved in the well being of children. Policymakers have increasingly devoted attention to how systems and structures can best address the conditions for learning that may be absent from students’ lives, from health care to parent engagement. This renewed interest has generated the need for educational leaders with broader goals than previously conceived and instructional leadership for increased student achievement that is tied to support of students and families in and outside the school building.1 Research indicates that quality education and quality of life essential to achievement for all students can be improved by supporting communities and schools and through developing reciprocal relations between them. The importance of school leadership to these outcomes has been firmly established. As this issue is particularly prominent in urban schools and communities, our goal is deeply connected to CUNY’s mission to “educate the whole people” in an urban setting and CUNY education programs’ mission to prepare educators for urban schools.
Participants in the program will come from multiple sectors that contribute to the health and well being of children, primarily education but also including social work, psychology, public policy, law, and other related fields. Working together, participants will learn about how they can collaborate to achieve maximum education outcomes for all children and support growth in communities, from providing family educational programs to accessing community resources essential in an era of increasing needs and decreasing budgets. While this concept is most often linked to under resourced urban schools, there is growing awareness of the social challenges and developmental needs that pervade suburban environments and undermine the conditions of learning of children there. The community collaboration approach offers benefits for all students, schools, and communities: for Staten Island’s South Shore as well as its North Shore; for metropolitan New Jersey and Long Island as well as the Five Boroughs.
Graduates of the CSI Ed.D. Program who are school building or district leaders will be prepared to lead schools and districts in partnering with communities and utilizing their diverse resources to leverage student success. Those who come from the fields of social work, psychology, and public policy will have the capacity to lead coalitions with schools and other community service agencies and organizations. All graduates will have the necessary knowledge bases to support learning for all students; build capacity in the adults who serve students, including their families; manage resources in service of student learning; and to use methods of scholarly inquiry to inform their practices.
1 Within CUNY, the LINCT to Success program embodies this approach by forging partnerships between schools and community-based organizations.
1
1. Purpose and Goals
The College of Staten Island School of Education proposes to offer a curriculum leading to a Doctor of Education (Ed.D.) focused on community collaboration. Drawing on the School’s strengths across departments and in partnership with the Division of Humanities and Social Sciences, the School of Health Sciences, and School of Business, the program will prepare educators and others from the professions of Social Work, Psychology, Political Science, and other related fields to become effective practitioner-leaders able to apply current research on school-community collaboration into practice. Graduates will work to lead development of schools with improved outcomes for students and connected communities able to support students, transforming K-12 education. They will be uniquely prepared to lead across larger systems as superintendents, district-level directors of curriculum or professional development, charter school network leaders, community organizers, policy developers and advocates, officers of educational nonprofits, coaches, department heads, teacher leaders or as adjunct faculty. In some cases, program graduates will find places as full-time faculty members in a higher education setting. The goal of the program is to prepare these professionals for success in all of these roles by providing a deep grounding in the best research on leadership practice; developing the ability to digest, synthesize, and apply new research quickly to improve educational outcomes for students; and fostering the skills to understand and communicate their insights effectively as leaders, to colleagues, teachers, and parents as they facilitate teams of educators, social service providers, and community-based organizations.
This is an applied doctoral program with a very different purpose, curriculum, constituency, and set of outcomes from a Ph.D. in education, such as Urban Education Program offered by the CUNY Graduate Center. Likewise, it varies considerably from a typical Ed.D., including Hunter College’s newly introduced doctoral program, which focuses on Instructional Leadership. CSI’s program will be unique nationally, meeting a critical need for systemic educational improvement and potentially drawing participants from across the country.
Our proposed Ed.D.: • Emphasizes deep understanding of the best current knowledge and research for application in the field and effectively designed and implemented program evaluation and/or self-study, as opposed to designing research for the purpose of generating new knowledge • Utilizes a cohort model to deliver a prescribed curriculum through an “Executive Development” schedule • Accommodates student interests within courses • Includes an applied project in every course, many of which are site based. • Culminates in a major project involving the application of research methods to the analysis of a specific practical problem (e.g., the evaluation of a school or district’s professional development program), as opposed to a deeply theoretically informed dissertation advancing new knowledge with implications for policy or practice • Aims to prepare practitioner scholar leaders as opposed to scholars with the intention of embarking on academic careers.
2
2. Need and Justification
This proposal responds to substantial needs with regards to the orientation and structure of doctoral work in leadership for improved schools and communities. There is a growing need for applied doctoral training for education practitioners in New York City, and there is currently no public Ed.D. program in NYC designed to meet the needs of working educators with an “Executive Development” cohort model meeting exclusively on weekends and on line and a practice-focused curriculum. Hunter College’s Ed.D. in Instructional Leadership, commenced in 2015, has a distinctly different focus on instructional leadership. Other Ed.Ds in the Region are located at private institutions and also have foci commonly found in other education doctoral programs. Three of the most notable are at St. Johns (instructional leadership), NYU (school system policy and administration) and Teachers College, Columbia (school and district leadership, research and the professoriate). Like Hunter’s, these programs address different needs for different constituents than those intended to be served by CSI’s program, and, unlike CUNY institutions, they charge much higher rates of tuition. Finally, none of these other programs offer the “Executive Development” cohort model. Thus the CSI Ed.D in Community- Based Leadership stands out for its curriculum, its format, and its affordability as a public higher education program.
CSI’s program builds on its already successful Post Masters credentialing program leading to New York State School Building Leader (SBL) and School District Leader (SDL) certificates. It does so by enhancing school leaders’ ability to work with community residents and leaders to leverage community resources in ways that improve educational outcomes. Doctoral students will arrive with Masters’ Degrees and at least twelve additional credits in leadership or another appropriate field; therefore the doctoral curriculum is only 48 credits.
This increased need for programs like the proposed Ed.D. in Community-Based Leadership is driven in part by a series of fundamental changes in K-12 education that have occurred in the last decade. The school reform movement and new national and state education policies have increasingly recognized the need for educational leaders to perform their roles in collaboration with other constituencies within and beyond the walls of the school building. At the simplest level, school leaders must collaborate with teachers and parents to achieve the outcomes resulting from shared commitment to a vision of learning for all students; at its most complex, collaboration with other community leaders in business, social services, and faith-based organizations can support maximum learning and outcomes for students throughout New York City and the United States.
Increasingly diverse communities, particularly those with higher and higher numbers of English Language Learners, also inform a need for schools and communities to work together to provide the necessary skills and perspectives to access opportunities in the global economy. A 2014 report on Integrated Student Supports (ISS) by Child Trends reported that providing physical and mental health care to students and their families, parent education, food banks, and employment assistance---all integrated into the life of the school---supported school success as measured by decrease in grade retention and dropout, increases in attendance, and higher achievement in math and reading and overall GPA. At that time, ISS were serving 1.5 million students in nearly 3000 3
schools across the United States; 75% of these students were Black and Hispanic.
Recognizing the potential of this approach to effect real school improvement, Mayor Bill DiBlasio and New York City Schools Chancellor Carmen Farina made a commitment to open 100 Community Schools using a fully integrated model of community collaboration by 2017 (New York City Community Schools Strategic Plan). As of March 2016, this goal has been exceeded with 131 schools throughout the five boroughs designated as Community Schools. The need for Community Schools is expressed on the Community Schools web page:
The NYC Community Schools Initiative is a central element of Mayor Bill de Blasio's vision to re-imagine the City's school system. Community Schools are neighborhood hubs where students receive high-quality academic instruction, families can access social services, and communities congregate to share resources and address their common challenges.
With the Mayor's bold pledge to create more than 100 new fully-developed Community Schools over the next several years, NYC is now at the forefront of a national movement focused on a holistic and comprehensive approach to education in urban centers. This approach prioritizes student wellness, readiness to learn, personalized instruction, community partnerships and family engagement as key strategies to leverage better academic outcomes among high-need students.
Community Schools recognize that students who are hungry, can’t see the blackboard, or are missing school regularly face critical obstacles to learning in the classroom. By providing an extra meal, connecting a parent to job training, or enrolling a student in an afterschool program, they can lower barriers to learning and help kids succeed.
According to the Community Schools Network (www.communityschools.org), there are currently 95 communities across the U.S. with officially designated Community Schools, and there is increasing support at both local and federal levels with funding coming from New York City, New York State, and the U.S. Budget; in 2014, the U.S. Congress brought back funding for the Full Service Community Schools Program with an allocation of 10 million dollars; nine new grantees are now implementing full service community schools. In New York, the latest state budget enacted April 1, 2016 for the upcoming fiscal year includes up to $175 million for Community Schools, an unprecedented amount.
This constitutes an important shift in approach to education from a focus inside the school to inclusion of factors outside the school; this is consistent with longstanding historical dynamics between schools and the communities in which they reside. This constancy insures that there will always be a need and demand for leadership skills supporting partnerships with stakeholders outside the school. Currently there is no program in the United States focused on building capacity in school, social service, and community leaders to collaborate and share human and fiscal resources in support of children and their education. Whether integrating one support feature or many, it is clear that this approach is beneficial and growing. As more schools implement varying levels of student supports, the leadership skills necessary for effective execution of this approach will increase the need for CSI’s Ed.D. in Community-Based 4
Leadership.
Finally, recent demographic changes on Staten Island also account for the need for a doctoral program. Staten Island has nearly half a million residents and is part of one of the most important and diverse cities in the world. As with all communities in a time of recession and high unemployment, social problems abound. Like most urban areas, Staten Island also has many assets, but quick and easy access to the rest of the city is not one of them. Despite the opening of the Verrazano Bridge and the regular running of the Staten Island Ferry, commuting times for Staten Islanders are among the longest in the region. For the many professionals who work on the island, pursuing doctoral study elsewhere in the city is not desirable.
What is most remarkable about Staten Island at this juncture is its unequalled growth in population. In the period from 2000 to 2009 the population increased by 10.8% as compared with a 3% increase in New York State. While the population growth rate has slowed overall since 2010, in terms of race and ethnicity Staten Island boasts the most rapidly diversifying population of the five boroughs. Staten Island has experienced an enormous influx of new immigrants who speak a wealth of primary languages. The borough is home to refugees escaping civil war and political oppression, as well as immigrants seeking relief from economic hardship or greater opportunity. Chinese, Haitians, Koreans, Mexicans, Nigerians, Pakistanis, Poles, and Russians all have substantial vibrant communities in the borough. Staten Island claims one of the biggest Liberian communities in the United States and has the second largest Albanian mosque in the country. The Asian population of the borough has risen to 8.3%, and the Latino population to 18.1% (U.S. Census, Richmond County Quick Facts). While these newcomers bring with them cultural diversity that has enriched the community, they also need resources that will assist them to thrive in their new home community.
More established communities on Staten Island face their own host of challenges. In some south shore neighborhoods, use of heroin has reached epidemic proportions and at 7.4, the mortality from overdose rate for the island exceeds the city wide rate by far (SI Advance, January 5, 2015). Staten Island contains some of the highest cancer rates in New York City while smoking, binge drinking and death from heart disease rates are all well above city averages. Violent crime rates on Staten Island have begun to move closer to the city’s averages and poverty rates have risen faster on Staten Island than elsewhere in the city. Educational attainment is lower than one might expect given the overall socioeconomic profile of the island, yet schooling remains seen as the great equalizer by many in American society. Vibrant communities help schools to thrive, and successful schools help communities to flourish. The doctoral program in Community- Based Leadership aims to take advantage of this symbiotic relationship between schools and communities.
3. Students
Student Interest/Demand
In 2015, forty-five recent graduates of the CSI Leadership Sixth-Year Professional Certificate program were surveyed. The results indicated a strong willingness to pursue doctoral education 5
in leadership at CSI. When asked of their interest in continuing their leadership education with a program leading to an Ed.D., 26 were very interested, 15 were somewhat interested, 2 were not sure and only one indicated no interest at all. The most important reasons given for why those surveyed had not previously applied for and/or attended a doctoral program were cost (15 respondents), Time Constraints/Scheduling (14 respondents), Quality or relevance of existing programs (7 respondents), Time Constraints and Cost (3 respondents), and Cost and Quality (1 respondent). Finally, when asked how likely they would be to apply to an Ed.D. Program in leadership at the College of Staten Island, 26 said very likely, 13 said somewhat likely, and only 3 said not at all likely. While many of the respondents were currently in school leadership positions ranging from grade leader to assistant principal to principal to DOE Central Office, some have chosen to take on community leadership positions such as community associations or policy development roles including pursuit of seats on the local school policy board, the Community Education Council.
In addition, local educational leaders, including the District 31 superintendent and deputy superintendent, principals, CBO administrators and others have all expressed enthusiasm for the program and confidence that a number of their employees would be interested in applying. Schools Chancellor Carmen Farina and UFT President Michael Mulgrew have both spoken publicly about the need to expand community schools. The program faculty will use existing contacts with each of them to explore possibilities for system-wide support for the program. Letters of support are included in the appendices.
Because the Program will admit professionals from sectors external to the school building, we will be fulfilling a need for social workers, health providers, and agency leaders who aspire to raise their levels of expertise while providing a distinctive degree likely to increase employment in leadership positions. The EdD in Community-Based Leadership prepares students for a distinctive career. However, New York City and New York State Long Term Occupational Projections 2012-2022 (retrieved from www.labor.ny.gov) indicate growth in fields directly related to community-based leadership. For Educational Leadership, increases are projected for New York City at all levels, with the highest being Pre-School and Child-Care Center Leadership at 9.5% from 2012 through 2022. Over the same time span New York State projects an increase of 8.5% in this sector. Given the prevalence of credentialism in education (Labaree 1997), applicants for positions in Educational Administration with advanced degrees are likely to be given greater consideration for increasingly available positons, particularly those prepared to work effectively with the communities they serve.
Additionally, both New York State and New York City project increases in the need for Social Workers and Community Service Workers. Most notably, both the State and City identify “Social and Community Service Managers” as an area of increasing need: New York City at 15.5% and New York State at 14.5%. This career path is particularly relevant to the CSI Ed.D. in Educational Leadership and its focus on preparing manager/facilitators of cross-sector community coalitions supporting student success by serving the well-being of children and families.
Enrollment
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Based on our survey of interest in the program, reputation, and scheduling for accessibility for working professionals, we anticipate initial enrollment of ten students admitted annually. In later years we expect the cohorts to have twelve students. In addition, we expect that we will utilize a generous gift from Professor Emeritus David Seeley to the CSI Foundation for support of this Program to offer the David Seeley $1,000 Scholarship in each of the first four years of the Program, seeking additional support for subsequent cohorts. This offering is likely to further encourage enrollment. The Program Executive Committee (see Committee description in “faculty” p. 12) will choose recipients of the Scholarship based on candidates’ demonstrated commitment to school-community partnership.
Projected enrollment assumes attrition of one student per cohort at the end of year 1 and two students (one from each returning cohort) in each subsequent year. Program capacity will be three cohorts of 12 students each, or a maximum of 36 students without consideration of attrition.
For comparison purposes, Fordham’s Urban School Leadership program admits a cohort of 8-12 once a year; Teachers College-Columbia admits a cohort of about 12 once every two years. Our projections for attrition are in line with the average attrition in the first three years of doctoral programs, which the Council of Graduate Schools reports to be 5-7% overall.
Table 1: Projected Enrollment YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
New Cont.* New Cont. New Cont. New Cont. New Cont.
F-T 0 0 0 0 0 0 0 0 0 0 P-T 10 0 10 9 12 17 12 19 12 21 Sub- 10 0 10 9 12 17 12 19 12 21 totals Totals 10 19 29 31 33
*Assumes attrition of one student for each cohort each year.
Admissions
Admission will be offered after consideration of applications by a committee of no less than three program faculty from at least two disciplines representative of the applicant pool. The following qualifications are required for admissions:
Masters Degree in the field of Education OR Social Work OR Psychology OR Political Science OR related field with minimum GPA of 3.0 at the Graduate Level
12 credits or equivalent professional training above the Masters in area of expertise. Applicants who have completed a Sixth Year Professional Certificate in Leadership will have met this 7
requirement. Applicants who have completed additional professional training in another field will have those credits evaluated by Program Director. Applicants who hold a Masters’ Degree but lack any additional academic experience will consult with the Program Director and identify a suitable course of study for an additional 12 credits.
Minimum three years of experience in area of specialization
3 Letters of Recommendation: Minimum 1 Professional, 1 Academic
Written Statement of Vision for Leadership
Academic Writing Sample
Evidence of demonstrated commitment to community collaboration
Graduate Record Examination (GRE)
Interview
The following qualifications are required for retention:
GPA of 3.0 is required to maintain matriculation in the Program.
Successful completion of the Research Practicum Project with defense of the Research Proposal in Spring Year 2 is required to maintain matriculation in the program. Completion of Dissertation Studies I is required for continuation in the Dissertation Sequence.
Candidates unable to complete the program with cohort may re-apply for subsequent cohort; re- admission at discretion of program faculty.
Candidates who do not complete the Research Project by the end of Spring 3 may continue advisement maintaining 2 credits for independent study per semester up to 3 additional semesters.
Finally, because of the unique focus and cohort collaboration, no transfer credit will be granted.
4. Curriculum
Program Format The Curriculum for the Ed.D in Community-Based Leadership was developed by a team of two leaders of schools utilizing Integrated Support Services (Lou Bruschi of Staten Island’s PS 78 and Marquitta Speller of the Harlem Children’s Zone) faculty from the School of Education (Susan Sullivan and Bethany Rogers), facilitated by Ruth Powers Silverberg of the School of Education and in consultation with CSI Professor Emeritus David Seeley.
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The Program will be formatted using the “Executive Development Model” (notably in use by the University of Pennsylvania Mid-Career Doctoral Program in Educational Leadership) with courses scheduled on weekends. Because the program also follows a cohort model, all courses are required in prescribed sequence. Class formats will be face-to-face and/or hybrids with an online component. The three-credit courses will typically meet over three weekends per semester, and some courses will be divided into one-credit modules. A sample weekend might hold classes as follows: Friday 5:30-9 Saturday 9-12:30 Saturday 1:30-5:00 Sunday 9:30-1:00
A distinctive feature of the Program is close mentorship by faculty in Inquiry Groups. These small groups meet during the second year of the program, beginning in Summer 2 (Semester 4). Tri-semester meetings on line or face to face with a faculty mentor in groups of 4-5 for a total of six hours each of three semesters (Summer 2, Fall 2, Spring 2) will focus on emerging areas of interest for the Dissertation, allowing students to begin framing their research questions, conduct a preliminary literature review, and choose a research method by the end of Year 2.
Where appropriate for providing students with access to experts and focused study of critical content, courses may include up to three 1-credit Special Topics Modules which are sub-topics within course content.
Courses There are four core areas of Study: 1. Foundational Core (FC) (12 credits) In the Foundational Core, students will explore the history and current social context of schooling in the U.S. and globally; and theories of learning and teaching across the lifespan, including serving the needs of persons with disabilities and English Language Learners.
2. Critical Practice Core (CP) (18 credits) The Critical Practice Core introduces elements of practice critical to successful community leadership. Recognizing that the skills and orientations to leadership required for facilitation across community constituencies requires a fundamentally different approach to education reform, these courses focus on building capacity across the community including teachers, families and caregivers, social service providers, and policy advocates.
3. Research Core (RC) (9 credits) The Research Core introduces students to qualitative, quantitative, and mixed methods approaches to research in the social sciences and culminates in a Practicum in order to provide the knowledge and skills for analysis and application of current research as well as evaluation of programs and practices.
4. Dissertation Studies [DS 1, DA 1, DA 2] (9 credits) 9
Dissertation Studies consists of a three-course sequence, beginning with identification of the problem for exploration in DS1 Semester 4. In Semester 7 Research Practicum students will complete the Dissertation Proposal. In Semesters 8 and 9 Students will complete the dissertation in Dissertation Advisement 1 (DA1) and Dissertation Advisement 2 (DA2). The Inquiry Group concurrent with DS 1 will provide support for the students as they frame the research problem with a review of the literature.
Table 2: Courses by Area Foundations Core Introduction to Scholarly 3 credits Inquiry and Effective including 1 credit Collaboration for Community- Module: Based Leaders Cultural Literacy
Social and Historical Contexts 3 credits of School Communities
Transforming Learning and 3 credits Teaching in Schools and 1 credit Module: Ways Communities of Knowing
1 credit Module: Learning and Teaching Across the Lifespan
1 Credit Module: Facilitating Learning Across the Lifespan in Our Communities Education Reform and 3 credits Globalization
Critical Practice Core Teachers and Teaching 3 credits
Professional Literature and 3 credits Professional Writing
Building Relationships, 3 credits Leadership, and Capacity including 1 credit Module: Building Civic Capacity
Resource Management in 3 credits School Communities
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Public Relations, Advocacy, 3 credits and Community Organizing 1 Credit Module: Public Relations
2 credit Module: Advocacy and Community Organizing Curriculum, Standards, and 3 credits Assessment for Community Engagement
Research Core Qualitative Inquiry Methods 3 credits in Applied Research
Quantitative and Mixed 3 credits Methods in Applied Research
Research Practicum 3 credits
Dissertation Studies Defining the Research Focus 3 credits
Dissertation Advisement 3 credits
Dissertation Advisement 3 credits
Total 48 credits
Table 3: Required Sequence of Courses
Year 1 Summer 1 Introduction to Scholarly Inquiry and 3 credits Effective Collaboration for Community- Based Leaders (FC)
Fall 1 Social and Historical Contexts of School 3 credits Communities (FC)
Professional Literature and Professional 3 credits Writing (CP) Spring 1 Transforming Learning and Teaching in 3 credits Schools and Communities (FC)
Building Relationships, Leadership, and Capacity (CP) 3 credits
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Year 2 Summer 2 Curriculum, Standards, and Assessment 3 credits for Community Engagement (CP)
Dissertation Studies I 3 credits
Inquiry Groups (1 faculty: 4-6 students) 0 credits Fall 2 Resource Management in School 3 credits Communities (CP)
Qualitative Inquiry Methods in Applied 3 credits Research (RC)
Inquiry Groups (continuing) Spring 2 Quantitative and Mixed Methods in 3 credits Applied Research (RC)
Public Relations, Advocacy, and 3 credits Community Organizing (CP)
Inquiry Groups (continuing) 0 credits Year 3 Summer 3 Research Practicum (RC) 3 credits
Education Reform and Globalization 3 credits (FC) Fall 3 Dissertation Advisement (DA) 3 credits
Teachers and Teaching (CP) 3 credits Spring 3 Dissertation Advisement 3 credits (DA) Total 48 credits
Development of the Dissertation
The steps in the dissertation development process will be spread throughout the program beginning with the first course and are embedded in the syllabi.
Term 1: Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders: Identify 2-3 research interests, begin identifying problems
Term 2: Professional Literature and Professional Writing: Begin exploring literature relevant to the 2 problems in Literature Review Assignment
Term 4: Inquiry Group 1, DS 1 Framing the Problem: Choose 1 problem, explore literature to create problem statement and literature review 12
Inquiry Group Focus: Peer critique/support: What is the problem?
Term 5: Inquiry Group 2, Qualitative Methods Inquiry Group Focus: Peer critique/support Are qualitative methods appropriate for data collection and analysis for this problem?
Term 6: Inquiry Group 3, Quantitative Methods Inquiry Group Focus: Peer critique/support: Are quantitative or Mixed Methods appropriate for data collection and analysis for this problem?
Term 7: Research Practicum: Development of outline of research proposal; Choose Committee Chair; Proposal Review by Review Committee required for progress to DA1
Term 8: Dissertation Advisement 1: Data collection; Choose 3 additional members for Dissertation Committee
Term 9: Dissertation Advisement 2: Results, Analysis and Discussion, Conclusions and Implications; Dissertation Defense
[Note: Candidates will be encouraged to identify the research question earlier than Term 4, and may complete Proposal and begin data collection prior to Term 7]
5. Cost Assessment
Faculty
The School of Education, with existing full time faculty in Educational Studies and Curriculum and Instruction, the School of Humanities and Social Sciences, and the School of Business have many of the areas of expertise and experience for development and teaching of required courses. Because the program is practice-based and follows the Executive Development Model, practitioner experts in Community Schools and other school community collaborations will be engaged to develop and teach practice-based modules of 1 credit each i.e. Public Relations, Advocacy and Community Organizing. Full time faculty will teach all 3-credit courses.
Six full time faculty from the School of Education, two from the School of Humanities and Social Sciences, one from the School of Business, and one Part Time faculty have indicated interest in developing and/or teaching courses in the Program.
The Program will have a Director and will be housed in the Department of Educational Studies in the School of Education. All policy and program modification determinations will have their initial consultation and approval in the Department of Educational Studies and the School of Education according to School of Education and CSI governance policy. A Program Executive Committee will be composed of five full-time faculty: The Program Director, one from the Department of Educational Studies, one from the Department of Curriculum and Instruction, and two from participating faculty from Departments outside of the School of Education. This 13
Committee will be responsible for approval of faculty for dissertation advisement, selection of scholarship recipients, and other responsibilities to be determined as needed.
Faculty Profiles/Areas of Expertise/Projected Courses
Ruth Powers Silverberg, EdD, Associate Professor in the Department of Educational Studies in the School of Education, has been the Program Chair for the Post Masters Advanced Certificate Program for Leadership in Education for 12 years. Her teaching and research focus on collaborative leadership. Projected Courses: Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders Curriculum, Standards, and Assessment for Community Engagement Education Reform and Globalization
Bethany Rogers, PhD, Associate Professor in the Department of Educational Studies in the School of Education, is a historian of education with extensive research and teaching in the areas of contexts of education and teaching as a profession. Projected Courses: Social and Historical Contexts of School Communities Qualitative Inquiry Methods in Applied Research Teachers and Teaching
David Allen, EdD, Associate Professor in the Department of Curriculum and Instruction in the School of Education, has taught English and ESL at the middle school, high school, and adult education levels. His research focuses on collaborative teacher inquiry and authentic assessment of student learning. Projected Courses: Professional Literature and Professional Writing Qualitative Inquiry Methods in Applied Research
Rachel Grant, PhD, Associate Professor in the Department of Curriculum and Instruction in the School of Education is the Program Chair for the School’s TESOL (Teaching of English to Speakers of other Languages). Her teaching and research reflect critical pedagogical approaches to literacy and achievement for linguistically and racially diverse students. Projected Courses: Transforming Learning and Teaching in Schools and Communities
Eleni Tournaki, PhD, Professor in the Department of Educational Studies in the School of Education, is dedicated to inclusive education which informs her research and practice including sitting on the Board of Directors of the Lavelle Preparatory Charter School, the first Charter School designed to teach students with special needs in inclusive classrooms. Current research focuses on evaluation of strategies and tools to improve mathematics achievement using quantitative and mixed methods. Projected Courses: Quantitative and Mixed Methods in Applied Research Research Practicum 14
Susan Sullivan, EdD, Professor in the Department of Educational Studies in the School of Education, developed and currently teaches in the Post Masters Advance Certificate Program for Leadership in Education. She is a founder of the CSI High School where she serves on the School Leadership Team and as a liaison between the College and the high school. Her research centers on the role of leadership in supervision of instruction, and school transformation; teacher and leader collaboration; and reflective practice. Projected Courses: Inquiry Group
Igor Arievitch, PhD, Professor in the Department of Educational Studies in the School of Education, is a developmental and educational psychologist working within the framework of cultural-historical activity theory. His studies focus on the role of teaching and learning in cognitive development and on methods of developmental teaching. Consultation: Transforming Learning and Teaching in Schools and Communities
Michael Paris, PhD, J.D., Associate Professor in the Department of Political Science and Global Affairs in the Division of Humanities and Social Sciences, has been on the faculty since 2007. He teaches courses in constitutional law, civil liberties, and law and public policy. Projected Courses: Building Relationships, Leadership, and Capacity: 1 credit module, Building Civic Capacity
Marquitta Speller, EdD, is the Executive Director of Secondary and Collegiate Programs in the Harlem Children’s Zone where she was also the Principal of Promise Academy High School. In these roles, she collaborates with the community, manages resources, and advocates for children. She has also been a part time Instructor in the Post Masters Advance Certificate Program for Leadership in Education in the School of Education for three years. Her research interests are supporting students from birth to college completion and leadership. Projected Courses: Building Relationships, Leadership, and Capacity Resource Management in Schools
We anticipate the need for 1 Full Time faculty member in Year 3 in Educational Leadership and/or Social Foundations of Education. New faculty will have a Doctoral Degree and experience and/or scholarship in community school relationships.
The Program will also require a Director with reassigned time and a .5 College Assistant.
Summary of Senior College Financial Tables [Graduate] from Faculty Handbook
Table 5: Program Expenditures Expenditures Year 1 Year 2 Year 3 Year 4 Year 5 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Full-Time Faculty $0 $0 $142,537 $147,359 $153,316 15
Part-Time Faculty $23,529 $61,174 $75,291 $79,055 $82,819 Full-Time Staff $0 $0 $0 $0 $0 Part-Time Staff $6,273 $21,915 $21,915 $21,915 $21,915 Library $1,000 $1,000 $1,000 $1,000 $1,000 Equipment $0 $0 $2,200 $0 $0 Laboratories $0 $0 $0 $0 $0 Supplies and Expenses $200 $200 $200 $200 $200 Capital Expenditures $0 $0 $0 $0 $0 Other $0 $0 $0 $0 $0 Total $31,002 $84,289 $243,144 $249,529 $259,251
The addition of a new full-time faculty member in Year 3 accounts for the jump in program costs.
Part-time faculty costs are computed at $76.48 per hour, the second step at the Assistant Professor Level. This step was used as a likely median rate, given that many Adjunct faculty will be hired at the Lecturer level while some will be hired at the Associate or higher level.
The part-time staff costs envisioned are a faculty program director for all five years and a College Assistant starting in year 2.
Dissertation advisement costs in years three, four and five are computed at .6 credits per student per semester. Like other executive-model programs, the community-based leadership doctorate will establish a culture of completion in three years. However, the costs for years 4 and 5 assume that one-third (2) of the students in cohorts 1 and 2 will require a fourth year of dissertation advisement and includes the associated costs. Library resources will be determined in consultation between program and Library faculty.
Revenues
The Ed.D. in Instructional Leadership program is expected to generate tuition revenue well in excess of program costs. Over the first five years of the program, total tuition revenue (not including fees) is expected to be approximately $1,266,000 from new sources; the program is expected to cost approximately 729,000 in the same period, with an anticipated five-year surplus of more than $536,000.
Tuition The program will be supported primarily by tuition. Every student will be required to take a total of 48 credits over 3 years. We propose parity with Hunter College’s Ed.D. tuition costs of $635 per credit. Because Coursework and Dissertation Studies Courses use the 3 credit structure, tuition will be per credit throughout the program. 16
For in-state students entering in fall 2017, the total cost of degree per student is expected to be $30,480 (not including tuition raises over the course of their time in the program). We anticipate participation by out-of-state students because of our proximity to New Jersey. Cost of degree for out-of-state students will be $47,280, comparable to Rutgers University Ed.D. Program cost of $48,816 and significantly below the cost of other comparable programs in the New York Metropolitan Region.
1st Year 2nd Year 3rd Year 4th Year 5th Year
Revenues[1] 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Tuition Revenue[3]
01. From Existing Sources[4] $0 $99,909 $175,929 $196,899 $228,401
02. From New Sources[5] $100,575 $102,587 $129,998 $126,947 $135,250 03. Total $100,575 $202,496 $305,927 $323,846 $363,651
Other Revenue[7] 07. From Existing Sources§ $0 $0 $0 $0 $0 08. From New Sources** $28,000 $0 $0 $0 $0 09. Total $28,000 $0 $0 $0 $0
Grand Total[8] 10. From Existing Sources§ $0 $99,909 $175,929 $196,899 $228,401 11. From New Sources** $128,575 $102,587 $129,998 $126,947 $135,250 TOTAL $128,575 $202,496 $305,927 $323,846 $363,651
6. Facilities and Equipment
The Ed.D. Program in Community-Based Leadership will meet in the St. George annex on weekends; as a result, there will be no impact on campus space utilization. The Program will require two classrooms in Year 1, four classrooms in Year 2, six classrooms in Year 3 and going forward. All classrooms will require Smart Boards with internet access, and projection equipment. Copying equipment and supplies will be needed for use by the Program.
We anticipate no classroom and/or building maintenance costs in addition to those already associated with use of the St. George Annex. If the St. George annex does have space available by the Program’s anticipated opening in June 2017, the Program will use two classrooms in Year 1, four classrooms in Year 2, six classrooms in Year 3 and going forward in Building 3S on the Main Campus.
The .5 College Assistant will be housed in the School of Education Office. 17
7. Evaluation
Evaluation of the EdD in Community-Based Leadership will be achieved through multiple means. Student satisfaction with the program will be continuously assessed. The cohort model, and the Inquiry Groups in particular, will allow the development of relationships inviting continuous feedback. In addition, each cohort will choose a member each year who will represent the group to the Program Director if issues arise. Formal focus groups will convene each year with each cohort specifically for the purpose of providing a forum for student feedback.
Another method of evaluation will be to survey alumni one year after graduation. This will provide the program with data showing its effectiveness, as perceived in retrospect, after a year of using skills and understandings developed in the program.
At the system-wide level, the City University of New York (CUNY) mandates periodic reviews for every academic program at every CUNY campus. The Guidelines for Academic Self‐Studies at the College of Staten Island were revised in 2010 to require the inclusion of an outcomes assessment plan as part of the self‐study process, and were vetted by the Academic Outcomes Assessment Committee (AOAC) and the Provost’s Council. Successful completion of a self‐ study is reported to the respective Academic Dean, the Provost, and the CUNY Office of Academic Affairs as part of the Performance Management Process. A copy of the completed self‐study is submitted to the Office of Institutional Research and Assessment (OIRA) for archiving; the accompanying external reviewers’ reports, program action plan and follow‐up report are also submitted to these same bodies.
Historically, academic program reviews at CSI have aimed for a ten year cycle, although many programs with external accreditation are required to engage in self-studies more frequently by their accreditors. An Academic Self‐Study calendar maintained by the OIRA provides an overview of the self‐study activity across the College, and allows for forward planning of self- study efforts. The College recently moved to increase the frequency of the self‐study cycle to approximately seven years (from the College of Staten Island, CUNY Assessment Plan, Fall 2011). As a result, new programs will be evaluated more frequently.
The self-study process contains four components generally completed over a 12-18 month timeframe as follows: 1. A Departmental self-study review, 2. A review of the program by external evaluators (a one-day visit during which the evaluators meet with faculty, students, and staff to survey the program), who generate a report evaluating all aspects of the program, 3. A response to the evaluator’s report, and 4. A ‘closing the gap’ report by the department, prepared one year after the external review, to summarize the implementation of any changes that were suggested during the review by the evaluators.
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Prior to the start of any self-study, the Dean meets with the staff to discuss the self-study process. The coordinator of the review is provided with materials prepared to facilitate the process: 1. CSI Guidelines for Academic Self-Studies 2. CSI Guidelines for External Reviewers 3. Self-study overview – a message from the Dean’s office (includes a link to the OIRA website, where coordinators may access the data on courses and enrollment that is invaluable in completing the self-study) In addition to these materials, the Dean’s Office provides administrative support in coordinating the logistics of scheduling the review and adhering to the timeline agreed upon at the outset of the process.
Appendix A: Course Descriptions
F1: Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders (3 credits) This introductory course will introduce participants to program themes and core components of doctoral study. Students will begin to apply the processes of professional writing, professional literature, data-based decision making and systems thinking to the themes of advocacy, cultural literacy, building relationships and the relationship between research and practice. These themes are integrated into all courses, providing coherence. Students will begin identifying areas of particular interest for exploration.
F2: Social and Historical Contexts of School Communities (3 credits) This course engages doctoral students in a reflective and analytic approach to underlying social, historical, and political influences that raise and undermine the vitality of communities and schools. It also taps sociocultural theories and historical insights for investigating what is responsible for persistent patterns of inequalities in educational institutions. Students will explore ways that these influences currently influence practices in their schools and agencies and ways community-based leadership can raise potential for economic, social, and political attainment for both the school and community.
F3: Transforming Learning and Teaching in Schools and Communities (3 credits) This course surveys current theories of learning and development across the lifespan focusing on the social nature of human meaning construction and how it is influenced by social conditions. Perspectives and approaches to the distinctive needs across the lifespan of all learners including those with disabilities and English Language Learners will be explored and applied to current practices and contexts.
F4: Education Reform and Globalization (3 credits) The purpose of this course is to develop understanding of theory and evidence regarding various approaches to educational reform and the strategies reformers have chosen to champion in the United States and across the globe and how they continue to influence each other. We will consider the historical tensions between local and centralized control, job preparation, social mobility, and civic health and how the public will regarding these tensions informs policy decisions. These issues will be contextualized in global efforts to reform education systems. 19
CP1: Professional Literature and Professional Writing (3 credits) This course supports students in developing fundamental knowledge and skills for community- based leaders related to professional literature and professional writing. The course provides students models for and practice in accessing, summarizing, and synthesizing research literature related to contemporary educational and social issues. These skills provide students a foundation for active and informed participation in academic discourse, within and beyond the classroom. In addition, students develop their capacity to appropriately and effectively cite and comment on research literature in their own writing about educational and social issues, for academic and other purposes.
CP2: Building Relationships, Leadership, and Capacity (3 credits) In this course, students will build their understanding of cultural influences on community relationships including conceptions of leadership and strategies for developing and leveraging leaders in the school community. Specific strategies for engaging constituent groups and facilitating effective meetings among various groups will be explored.
CP3: Curriculum, Standards, and Assessment for Community Engagement (3 credits) This course is designed to build educational leaders’ understanding of teaching and learning for equity and ways to support enactment of those pedagogies. Students will examine current approaches to curriculum, standards, and assessment, and how transformative leaders utilize community resources to enhance the capacity of these for teaching and learning. Approaches to engagement of parents, caregivers, and families in development of curriculum, school and community standards, and assessment will be explored.
CP4: Resource Management in School Communities (3 credits) This course will focus on management and mobilization of school-community resources including community and faith-based organizations, federal, state, and municipal services, and grant writing. Students will convene groups of community members to create and secure funding for a research based intervention for a school-community problem using an action research approach.
CP5: Public Relations, Advocacy, and Community Organizing (3 credits) Course participants will develop skill in using social media, traditional and non-traditional advertising; engaging traditional media; and engaging political leaders at the local and state levels.
CP6: Teachers and Teaching (3 credits) Students will critically examine the nature of teaching in the current social and political environment including effective support of teaching and learning in schools, families, and communities. There will be a focus on development of teacher leadership and teacher capacity for community engagement.
RC1: Qualitative Inquiry Methods in Applied Research (3 credits) 20
This course is designed to provide developing leaders with the opportunity to explore and engage with multiple methods of qualitative inquiry. The course focuses on three research methodologies and their application to school and community collaboration: case study, ethnography, and participatory action research. The course draws on exemplar research literature as well as methodology resources for each. In addition, students will engage with the work of researchers from the faculty of the School of Education and the College of Staten Island. In order to develop skills and knowledge necessary to complete the research project for the program, students will develop a research design proposal reflecting one (or more) of the research methodologies.
RC2: Quantitative and Mixed Methods in Applied Research (3 credits) This course focuses on the philosophical, ethical, and methodological issues encountered in quantitative and mixed-methods approaches to research in education and leadership. The quantitative component of the course examines correlational as well as group comparison research designs. The course also focuses on survey research, including practice and critique of survey design, administration, and appropriate statistical analysis. Faculty from the School of Education will present an exemplar of his or her research and guide analysis of the research project.
RC3: Research Practicum (3 credits) Those who design, fund, and implement educational programs need answers to many questions. How do the goals align with the needs and goals of students, the community, and the education system? How do these intentions play out in implementation? How can historical analysis of an educational issue inform practice? How do educational policies effectively guide the school community toward its goals? These are some of the questions that will be examined in the course as the students choose a topic to focus their inquiry.
DS1: Defining The Research Focus (3 credits ) Students will choose and frame the problem for their research, complete a review of the literature, and develop the research question with faculty and peer support in the Inquiry Group.
DA1: Dissertation Advisement (3 credits) Students will be supported by their Dissertation Chair in data collection.
DS2: Dissertation Advisement (3 credits) Students will complete data collection, data analysis, and completion of the Dissertation Project with the guidance and support of the Dissertation Chair. Defense of the Dissertation will occur at the end of DS3.
Inquiry Group Students will begin meeting in groups of 4-6 with a faculty mentor beginning in the second year of the program. The purpose of the Inquiry Group is to provide faculty and peer support as they integrate an area of interest with course content to choose a problem for development of the 21
research question and begin a review of the literature related to the problem. Students will begin these steps in Semester 4 Dissertation Studies 1. During the Research Core courses in Semesters 5 and 6, students will be supported by faculty and peers as they explore possible methods for addressing the exploration while taking RC1 and RC 2.
Appendix B: Sample Syllabi for New Courses
Foundations Core
New Course: EDD XXX Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders (3 credits)
This introductory course will introduce participants to program themes and core components of doctoral study. Students will begin to apply the processes of professional writing, professional literature, data-based decision making and systems thinking to the themes of advocacy, cultural literacy, building relationships and the relationship between research and practice. These themes are integrated into all course, providing coherence. Students will begin identifying areas of particular interest in relation to their own practice.
Module 1: 2 credits Course Goal Example Evidence Students will demonstrate understanding of Self-Study Presentation reflective practice and its application to Reflective Journals practice. Students will begin to develop Analysis of a peer reviewed article understanding of the structures and conventions of scholarly writing. Students will demonstrate the ability to use Observation of class participation qualitative and quantitative data to support Analysis of a sample data set positions and pose questions. Analysis of available data related to his/her school or agency with conclusion(s) and questions and description of possible alternative uses of the same data set Students will demonstrate the ability to use Same as Above; analysis Part 2: Use evidence to frame a problem. analysis of evidence to frame a problem in your workplace 22
Students will demonstrate the ability to use Written description of strategies for systems thinking to create a systemic view utilizing systems thinking in his/her of a problem. workplace citing exploration of the influences of race, socioeconomic status, and culture on the your school or agency Systems analysis of the problem framed above Students will demonstrate the ability to use At least one demonstration of use of each multiple media for communication with the of the following: professor and cohort members. Skype Face Time Google Hangout Vsee ooVoo Discussion Board
Course Calendar: Block Topic DUE: Weekend 1 Seeley Video: Six Decades Advocacy Leadership of Lost Opportunities for Education Reform Advocacy Leadership On Line: Using media for Group Skype Discussion, Small Work and Discussions Groups, Transcript Weekend 1 Reflective Practice for Reading: Leaders Presentation: My Career Path and Goals Reflective Essay Weekend 1 Influence of style, history, Self Study and beliefs on Leadership Reflective Essay Behaviors On Line Our Leadership in Action Discussion Board Weekend 2 Module: Cultural Literacy See syllabus below for Effective Collaboration Weekend 2 Framing Problems in Reading: Research Analysis of Peer Reviewed Article Weekend 3 Module: Cultural Literacy Analysis of School- for Effective Collaboration Community Data (continued)
What the data tell us, and what they don’t Weekend 3 Synthesizing and analyzing 2-3 Problem statements quantitative and qualitative emerging from school- data for problem framing community data 23
Weekend 3 Creative use of data Paper: Analysis of school- community data related to his/her school or agency with conclusion(s), and questions and description of possible alternative uses of the same data set and information missing from the data; Select 2 problems of interest discovered Weekend 4 My Community: Using data Presentations to uncover and meet its needs Weekend 4 Presentations Reflective Essay Texts:
Anderson, G.L. (2009). Advocacy leadership: Toward a post-reform agenda in education. New York: Routledge. Bradbury, H., Frost, N., Kilminster, S. Zukas, M. (2012). Beyond reflective practice: New approaches to professional lifelong learning. New York: Routledge. Seeley, D.S. (1981) Education through partnership: Mediating structures and education. Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday. Resource Guide to Concepts and Methods for Community-based and Collaborative Problem Solving (2000). Women’s and Children’s Health Policy Center, Department of Population and Family Health Sciences, Johns Hopkins University School of Public Health.
Cultural Literacy Module: 1 cr. (weekends 2, 3, 4: see above)
In this module, students will examine a variety of theoretical frameworks that will serve as artifacts for class conversations about equity and diversity regarding gender and sexuality. Central to the work of the class is our ability to think deeply about our own experiences, values and understandings in light of the readings. This course seeks to connect the concept of diversity in the community and classroom with the goal of creating more equitable community and classroom practices that support student learning and development.
Students will gain knowledge about the Readings and Logs diversity among LGBT identity and the coming out process across race, ethnicity, social class, and historical period, and the 24
relationship between sexual orientation and gender identity in diverse populations.
Students will gain knowledge about the Readings and Logs intersectionality among individual, family and Class Presentation institutional factors, political and social policy factors, and social and cultural factors in maintaining or achieving positive outcomes among LGBT individuals in the school community. Methods of community development and Readings and Logs community organization will be discussed in Class Presentation order to provide competent, culturally- sensitive, and appropriate practice, to protect the rights of individuals and families as well as to educate and advocate for human rights and social justice. Dates Topic Readings Weekend 2 Queer Theory and Eisenbach, D. (2006). Gay power: An American (3 hours- History revolution. New York, NY: Carroll & Graf. (Chapter 4: AM) pp. 80-115).
Weekend 2 LGBTQ Identities Morrow, D.F. (2006). Gay, lesbian, and bisexual identity (3hours-PM) development. In D.F. Morrow & L. Messinger (Eds.), Sexual orientation and gender expression in social work practice: Working with gay, lesbian, bisexual, and transgender people (pp. 81-104). New York, NY: Columbia University Press.
Meyer, I.M. (2010). Identity, stress, and resilience in lesbians, gay men, and bisexuals of color. The Counseling Psychologist, 38, 442-454.
Martin, J.I., & Yonkin, D. (2006). Transgender identity. In D.F. Morrow & L. Messinger (Eds.), pp.105-128.
Weekend 3 LGBTQ Arnold, E., & Bailey, M. (2009). Constructing home and (3 hours- Communities & family: How the ballroom community supports African AM) Sub-Cultures American GLBTQ youth in the face of HIV/AIDS. Journal of Gay and Lesbian Social Services, 21(2/3), 171- 188. Grossman, A.H., Haney, A.P., Edwards, P., Alessi, E.J., Ardon, M., & Howell, T.J. (2009). Lesbian, gay, bisexual, and transgender youth talk about experiencing 25
and coping with school violence: A qualitative study. Journal of LGBT Youth, 6(1), 24-46. Weekend 4 Practice with Nealy, E.C. (2008). Community practice with LGBT (2.5 hours- LGBTQ people. In G.P. Mallon (Ed.), Social work practice with PM) Communities lesbian, gay, bisexual, and transgender people (2nd ed.; pp. 313-330). New York, NY: Routledge.
Watson, L.B., Varjas, K., Meyers, J., & Graybill, E.C. (2010). Gay-straight alliance advisors: Negotiating multiple ecological systems when advocating for LGBTQ youth. Journal of LGBT Youth, 7, 100-128.
Lugg, C.A. 2003. Sissies, faggots, lezzies, and dykes: Gender, sexual orientation, and a new politics of education. Educational Administration Quarterly 39, no. 1: 95-134
Mayberry, M. (2006). School reform efforts for lesbian, gay, bisexual, and transgendered students. The Clearing House, 79(6), p. 262-264.
Required Text: Wimberly, G. (2015). LGBTQ Issues in Education: Advancing a Research Agenda. Washington, D.C. American Educational Research Association.
Assignments: Reading Log Portfolio Presentation
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New Course: EDD XXX Social and Historical Contexts of School Communities [in development]
New Course: EDD XXX Transforming Learning and Teaching in Schools and Communities (3 credits)
This course surveys current theories of learning and development across the lifespan focusing on the social nature of human meaning construction and how it is influenced by social conditions. Perspectives and approaches to the distinctive needs across the lifespan of all learners including those with disabilities and English Language Learners will also be explored and applied to current practices and contexts.
Module 1: Ways of Knowing This course is a foundations course for the Ed.D in Educational Leadership program. The purpose of this module is to explore how we come to develop and integrate various ways of knowing into our lives and work. Using a seminar approach structured around readings, reflections on those readings and class discussions, the course seeks to develop in students the ability to reflect critically on the relationships among the ways of knowing influencing members/groups in the community, and how these influence coalition building on behalf of the well-being of children.
Course Goals Sample Evidence The student will be able to describe, Reflection Papers compare, and contrast ways of knowing Bb Readings and Discussion from a variety of perspectives including feminist, critical-race, cultural-historical, social-cultural, and post-colonial 27
The student will be able to describe ways Reflection Papers of knowing of individuals and groups and Bb Readings and Discussion analyze and reflect upon personal, New Way of Knowing Paper sociocultural, professional, political, and other influences on ways of knowing.
Texts: Bourdieu, P. (1991). Language and symbolic power. Boston, MA: Harvard University Press. Taylor, E., Gillborn, D., & Ladson-Billings, G. (Eds.). (2009). Foundations of critical race theory in education. NY: Routledge. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Goldberger, N., Tarule, J., Clinchy, B., & Belenky, M. (Eds.). (1996). Knowledge, difference, and power: Essays inspired by ‘women’s ways of knowing.’ NY: Basic Books. Said, E., Bayoumi, M. (Ed.) (2000). The Edward Said reader. Vintage.
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COURSE ASSIGNMENTS AND ACTIVITIES Journal Reflections The intent of these brief papers (1-2 pages, single-spaced) is to help you critically engage with the course material and connect the readings to your own experiences. The course outline lists specific assignments for the journal. You should look upon these papers as an opportunity to engage me in discussion as you grow over the semester.
Paper on a New of Knowing
Select a new way of knowing for you, e.g. a new theory/framework/approach in your field, an area within the arts, sciences, or social sciences, or an interdisciplinary area of inquiry. Explore this new way of knowing. Prepare a paper that demonstrates: 1) your understanding of the basic assumptions and/or principles of this approach, and 2) what it is that makes this approach a new way of knowing for you. Note: depth and analysis are more important than breadth. APA format required.
Course Calendar
Sessions Topics Assignments Weekend 1 Introduction to course and to each In-class- Draft Reflection paper #1: Your other ways of knowing: introduction of self and positionalities for knowing Ways of knowing- an Saturday overviewWays of knowing and morning foundations of inquiry Weekend 1 What is the Scientific Revolution? Assigned text(s) and Blackboard (Bb) readings; Reflection paper #2 Saturday Critical pedagogy afternoon Feminist ways of knowing Weekend 2 The culture of education Assigned text(s) and Blackboard (Bb) readings; Reflection paper #3 Saturday Critical Race Theory morning Decolonizing methodologies Weekend 3 Critical multiculturalism Ways of knowing paper
Friday Discussion of new ways of evening knowing: What do we know?
Module 2: Meaning-making in Diverse Communities
This module provides students with grounding in developmental teaching.
Course Development/Consultation: Igor Arievitch, PhD 29
Module 3: Facilitating Learning Across the Lifespan in Our Communities
In the final module of the course, students will prepare a plan for an educational program for a specific audience in the school community, such as mathematics curriculum for parents and caregivers, HIV awareness, or English for speakers of other languages. They will apply the understanding of theories of knowing, teaching, and learning acquired in Modules 1 and 2.
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New Course: EDD XXX Education Reform and Globalization (3) The purpose of this course is to develop understanding of theory and evidence regarding various approaches to educational reform and the strategies reformers have chosen to champion in the United States and across the globe and how they continue to influence each other. We will consider the historical tensions between local and centralized control, job preparation, social mobility, and civic health and how the public will regarding these tensions informs policy decisions. These issues will be contextualized in global efforts to reform education systems. Reform efforts in the United States have been initiated in the larger context of international efforts to gain or retain economic dominance, with increasing focus on testing and accountability. International testing programs such as PISA and TIMSS have been cited as evidence of educational crises across the globe at the same time the United Nations has developed the Convention on the Rights of the Child, designed to focus on the health, safety, and well-being of all children. Professionals seeking to support our children as they move into a global economy and social and political context need to understand how these inform our work.
Course Goals Sample Evidence Influence of the Accountability Movement Readings Discussions Survey: Influence of accountability reforms on my community Understanding the changing Work Force Readings Discussions Audit of the School/Community Curriculum Developing new perspectives on the Analysis of our communities through the tension between students as capital and lens of the U.N. Convention on the Rights students as human actors of the Child Understanding the interaction between my Final Paper: community and the changing world Responding to the influences of the changing global context on the children in my community
Course Calendar Session Topic Due Weekend 1 A New World The World is Flat 4 hours OECD Economic Surveys 2014 http://www.oecd.org/eco/surveys/Overview- USA%20Eng.pdf Weekend 1 History and Article: The Global Transformation Toward Testing 4 hours Current State of for Accountability International Testing Programs Weekend 2 National Reform Article: Twentieth Century American Education 4 hours Initiatives Reform in a Global Context
Weekend 2 Reform and Survey: Influence of accountability reforms on my 4 hours Accountability community 31
On Line The World of Ted Talks: Work in the 21st A New Kind of Job Market Century The Workforce Crisis of 2030 – and How to Start Solving it Now What Will Future Jobs Look Like? On Line Discussion Weekend 3 Are our schools Audit of the School/Community Curriculum: 4 hours and communities Will your students be prepared? supporting our students readiness for a global economy? Weekend 3 Education Discussion: What do our children need to be global 4 hours Reforms in New citizens? York City in the What reforms of the last decade in our local contexts context of (NYS, NYC and beyond) are designed to meet these Globalization needs? Are they [likely to be] successful? On Line United Nations How will we think about our children? Convention on the Rights of the Child Weekend 4 Global Concerns Discussion: 4 hours and their Shock Doctrine influences on Education for global citizenship and social schooling responsibility http://www.uvm.edu/~dewey/monographs/glomono.h tml#Education%20for%20Global%20Citizenship%20 and%20Social Weekend 4 Group Final Paper: 4 hours Presentations Responding to the influences of the changing global context on the children in my community
Texts: Friedman, T. The world is flat: A brief history of the twentieth century. Klein, N. (2007). The Shock Doctrine The rise of disaster capitalism.
Articles: Andrzejewski, J, & Alessio, J. (1999). Education for global citizenship and social responsibility. John Dewey Project on Progressive Education. 1(2). College of Education and Social Sciences, University of Vermont. DeBoer, J. (2012). Twentieth Century American education reform in the global context. Peabody Journal of education, 87: 416-435. Smith, W. (2014). The global transformation toward testing for accountability. Education Policy Archives, 22(116).
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Critical Practice Core
New Course: EDD XXX Professional Literature and Professional Writing (3 credits) This course supports students in developing fundamental knowledge and skills for community education leaders related to professional literature and professional writing. The course provides students models for and practice in accessing, summarizing, and synthesizing research literature related to contemporary educational and social issues. These skills provide students a foundation for active and informed participation in academic discourse, within and beyond the classroom. In addition, students develop their capacity to appropriately and effectively cite and comment on research literature in their own writing about educational and social issues, for academic and other purposes. The course is conduced as a reading and writing workshop (face to face and online), using mentor texts and providing ongoing opportunities to practice and receive feedback on the critical skills identified above.
Course Goal Example Evidence Students will understand range of purposes Course blog for research literature and forms that Class discussions research literature may take Literature review assignment Students will identify educational issues Course blog and problems for analysis through use of Class discussions research literature Literature review assignment
Students will access, analyze, synthesize, Literature annotation assignment and report on multiple perspectives in Literature summary and research literature related to identified commentary assignment topics/issues Literature review assignment
Students will use research literature to Literature summary and appropriately and effectively to support, commentary assignment augment, or clarify the state of the research Literature review assignment on the educational issue Students will use research literature to Position piece assignment support contributions to publications in alternative formats i.e. Op Eds, blogs, podcasts, etc.
Core Assignments: Course blog. Students will contribute regular entries making related to educational and social issues identified by students and instructor citing and responding to research literature Literature annotation assignment. Students will complete a close reading and annotation of single source of research literature. 33
Literature summary and commentary assignment. Students will summarize and comment on a single source of research literature. Literature review assignment. Students will review and comment on multiple research literature sources focused on a unifying issue or problem. Position piece. Students will develop an original position piece (for Op Ed, blog, podcast, etc.) incorporating and responding to research literature.
Texts Books: Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press. Jenlink, P.M. (Ed.) (2014). Educational leadership and moral literacy: The dispositional aims of moral leaders. Lanham, MD: Rowman & Littlefield. Labaree, D. (2012). Someone has to fail: The zero-sum game of schooling. Cambridge, MA: Harvard University Press. Paley, V.G. (1998). The girl with the brown crayon: How children use stories to shape their lives 2nd printing. Cambridge, MA: Harvard University Press. Rose, M. (2009). Why school? Reclaiming education for all of us. New York: New Press. Sarason, S. (2005). Letters to a serious education president, 2nd ed. Thousand Oaks, CA: Corwin. Articles: Hall, R., & Horn, I.S. (2012). Talk and conceptual change at work: Adequate representation and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups. Mind, Culture, and Activity, 19(3), 240-258. Helsing, D. (2007). Regarding uncertainty in teachers and teaching, Teaching and Teacher Education, 23(8), 1317-1333. Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97-142. Sebastian, J., Allensworth, E., & Stevens, D. (2014). The influence of school leadership on classroom participation: Examining configurations of organizational supports. Teachers College Record, 116(8), 1-36. Course Calendar Session Topic Activities Weekend 1 Introduction to course goals and Review syllabus 8 hrs. expectations Develop norms Student interest inventory
Introducing the range of Literature stations activity research literature Model blog posts
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Exploring the range of research Blogging and commenting activity and literature discussion Weekend 2 Deeper dive into research Modeling annotating research 7 hours literature literature
Visible annotation Annotating research literature gallery walk
Smart summaries Modeling summarizing and commenting on educational/social issue Weekend 3 Commentary roundtables Issue commentary roundtables using 8 hrs. feedback protocol Literature review panels Literature review panels using Amplifying voices feedback protocol Exploration of forms of giving voice: podcasts, blogs, op eds, etc. Issue mapping Model literature review on a single issue/topic Weekend 4 Amplifying voices workshop Workshop on individual/group 7 hrs. position pieces Weekend 5 Position piece “slam” Presentation and celebration of 5 hrs. position pieces
Reflection on the course
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New Course: EDD XXX Building Relationships, Leadership, and Community Capacity (3 cr.)
In this course, students will build their understanding of cultural influences on community relationships including conceptions of leadership and strategies for developing and leveraging leaders in the school community. Specific strategies for engaging constituent groups and facilitating effective meetings among various groups will be explored.
Course Goals Example Evidence Students will understand the complexities of Students will read articles on the historical school and community relationships. perspectives of school and community relationships. They will look critically at the dynamics that exist in a variety of communities, including their own. Students will analyze first-order and second- Students will unpack an issue that they are order change. facing in their current context. They will begin to analyze the problem by collecting information from multiple stakeholders. Students will understand how problems are perceived by various stakeholders. Students will explore the impact of race Students will identify an issue specific to race relations and socioeconomics on community relations in their current context. They will relationships. collect data from different stakeholders to gain a broader understanding of the problem. Students will understand who they are as 360 Feedback: Students will receive feedback community leaders and begin to leverage that from various people to understand who they understanding to become more influential in are as leaders. instituting change. Students will develop an action plan that can Student will develop a comprehensive plan be implemented in their current school. for community change in their current context. They will consider historical dynamics and current challenges within the community, and develop an action plan that works to resolve an issue of school and community relationships.
Course Calendar
Block Topic Assignments Weekend 1 History Does Not Have to Repeat Itself: Who are the People in Your Historical and current perspectives of Neighborhood: Students will community and school relationships critically exam their current school community Weekend 2 Problem Solved?: Identify 2-3 current issues and Understanding first-order and second-order develop proposed resolutions change 36
that consider the needs of various stakeholders. Weekend 3 Disjuncture and Broken Bridges: Collect data on marginalized Race Relationships in Public School members of the school Communities community. Weekend 4 Understanding Our Impact: Reflective 360 feedback leadership for impactful change Weekend 5 Action Plans for Change Presentations
Suggested Readings:
McKee, A. Becoming a Resonant Leader: Develop Your Emotional Intelligence, Renew Your Relationships, and Sustain Your Effectiveness
Tatum-Daniel, B. “Why Are All of the Black Students Sitting Together in the Cafeteria?”
Watzlawick, P. Change: Principles of Problem Formulation and Problem Resolution
Yankelovich, D, “The Expert-Public Gap,” in Coming to Public Judgment: Making Democracy Work in a Complex
The Moynihan Report
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New Course: EDD XXX Resource Management in School Communities [further development in consultation with School of Business]
This course will focus on management and mobilization of school-community resources including community and faith-based organizations, federal, state, and municipal services, and grant writing. Students will convene groups of community members to create and secure funding for a research based intervention for a school-community problem using an action research approach.
Course Goals Example Evidence Students will understand the power of Students will look closely at the resources leveraging community resources. They will that exist in various communities, including investigate ways that schools and their own. They will read articles about communities have partnered in various community and school partnerships that have situations. proven successful. Students will identify potential stakeholders Students will begin conversations with from their community. interested community-based organizations and faith-based groups. Students will convene stakeholders and Students will present an action plan to be develop a research-based action plan to executed during this course. address a specific need.
Course Calendar
Block Topic Assignments Weekend 1 Community as Partner Based on our readings, students will highlight specific community partnerships that they believe would work well in their specific context. Weekend 2 Getting to Know Your Community Students will plan for and execute conversations with potential community partners. Weekend 3 Action Research Students will work with community partners on a specific research-based action plan. Weekend 4 Action Research Students will continue to work with community partners. Weekend 5 Presentation of findings Presentations
Suggested Readings:
Articles on Action Based Research
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Articles on community partnerships
New Course: EDD XXX Curriculum, Standards, and Assessment for Community Engagement
This course is designed to build educational leaders’ understanding of teaching and learning for equity and ways to support enactment of those pedagogies. Students will examine current approaches to curriculum, standards, and assessment, and how transformative leaders utilize community resources to enhance the capacity of these for teaching and learning. Approaches to engagement of parents, caregivers, and families in development of curriculum, school and community standards, and assessment will be explored.
Course Goals Evidence Students will be able to facilitate parent, Students will facilitate a cross-sector or family, caregiver, and community member cross-school team in completion of a plan involvement in creation of a relevant and of instruction to meet engage students in engaging school curriculum. learning. Students will be able to integrate/align Students will facilitate alignment of the community-based and/or culturally relevant community’s plan of instruction with local, learning experiences with Standards. state and professional standards. Students will be able to facilitate Students will collaborate with teachers, community development of goals based on students, families, caregivers, and shared interest in the success of all community organizations to create a children. statement of school community goals. Students will be able to construct Students will collaborate with a community appropriate assessments for evaluation team to create a plan of assessment for community goals and school and agency evaluation of community goals and school programs. and agency programs.
Course Calendar Session Topic Activities/Due: Weekend 1 P-12 Standards in New Review City, State, and York City and New York Professional Association 4 hours State Standards in groups, synthesize instructional goals Weekend 1 Relevant and engaging Critical discussion of learning experiences for all observations of learning 3 hours students experiences in the school and/or external organization: What engaged students? What didn’t? Weekend 1 Community Service, Civic Reading, Discussion 4 hours Education, Environmental 39
Education, and Place-Based Curriculum Weekend 2 Using community resources Group work: Crosswalk for Community Service, Standards, Community 4 hours Civic Education, Resources, and Community Environmental Education, Service, Civic Education, and Place-Based Environmental Education experiences and Place-Based experiences Weekend 2 Aligning community Discussion of curriculum 3 hours experiences with Standards units: Group feedback Integrating teachers in the process Weekend 3 Community resource based Presentations 3 hours Instructional Plans
Weekend 3 Identifying school and Identify points of community goals for connection across school 4 hours students and external organization goals Weekend 3 Exploring parent, family, Integrate parent, family, and and caregiver goals for caregiver goals for students 4 hours students with school and external organization goals Narrowing the focus Weekend 3 Discussion of school and community goals statements 2 hours Weekend 4 Creating coherent Discuss Assessments for 4 hours assessment plans school and community goals
Text: Community-Based learning: Engaging students for success and citizenship (2006). Coalition for Community Schools.
Articles: Community Participation in Education (1999). HDNED, The World Bank.
Cotton, K. & Wilkeland, K.R. (2001). Parent involvement in education. School Improvement Research Series. Portland, OR: Northwest Regional Educational Laboratory.
Henderson, A.T. & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory. 40
Engaging Schools: Fostering High School Students Motivation to Learn (2003). National Research Council’s Commission on Increasing High School Students’ Engagement and Motivation to Learn. Washington, DC: National Academy Press.
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New Course: EDD XXX Teachers and Teaching Students will critically examine the nature of teaching in the current social and political environment including effective support of teaching and learning in schools, families, and communities. There will be a focus on development of teacher leadership and teacher capacity for community engagement.
Teachers play a pivotal role in schooling. As Michael Lipsky (1969) suggested, teachers are “street level bureaucrats,” meaning that even though teachers do not make educational policy, they are pivotal actors in shaping the way their “clients” (i.e., students) experience educational policy. From this perspective, teachers have enormous power to influence and shape the experiences and trajectories of their students. Recent literature identifies teachers as the primary in-school influence on student achievement; at the same time, current media accounts single out teachers as the main obstacle to improving education. Given the relative importance of this group of stakeholders, this course engages candidates in a critical examination of teachers and their work.
The course is organized around key questions: What is the history of teaching over the last century and a half? In what ways does that history continue to exert an impact on the profession? Who has chosen to teach and how has this shaped the profession and changed over time? What is involved in the process of becoming a teacher? By what mechanisms are teachers judged and/or held accountable? What expectations do we have of teachers in relation to the communities that they serve? And, finally, how can schools and communities help to support the development of teacher leadership and capacity? The course is designed to hone students’ skills of analysis and expression, as well as to help them to think critically about persistent issues that continue to define teachers and teaching.
Course Goal Example Evidence Students will recognize the ways in which Reading Journal the historical development of teaching has Class discussions shaped the field, as well as the role teachers Primary Document Analysis Paper have been expected to play in the evolution of the larger educational system. Students will understand the ways that Reading Journal teachers’ identities – their gender, race, and Class discussions class – have affected the work and status of Primary Document Analysis Paper teaching over time and their relationship to Teacher interviews the communities in which they teach. Students will gain familiarity with Reading Journal contemporary debates and policies for Policy Analysis Paper improving the preparation and job Class discussions performance of teachers Students will deepen their abilities to Primary Document Analysis Paper examine texts – historical, sociological, and Policy Analysis Paper otherwise – critically, to synthesize a Teacher Interview Analysis Paper 42
variety of evidence, and produce a credible argument about key issues or ideas. Students will represent one aspect of their Public Knowledge Sharing understandings in a public form: i.e., via an Assignment Op Ed, a podcast, or presentation.
Core Assignments: Reading Journal. Students will respond to regular, instructor-provided prompts that support them in deeper understanding and processing of assigned texts. Primary Document Analysis Paper. This paper involves a close study of one or two primary documents from the course readings on the history of teachers and teaching. Students will draw on secondary source material to contextualize the primary source, make a relevant historical argument about teachers and teaching, and connect their argument with “the way teaching is” currently. Teacher Interview Paper. Each student will conduct at least one in-depth interview with a teacher; class interviews will be compiled and each student will analyze the resulting data set to answer a key question that emerges for him or her from the class discussions about teachers and teaching. Policy Analysis paper. Students will examine and critique a particular policy or initiative that represents an attempt to improve teachers or teaching. Public Knowledge Sharing. Students will develop a piece, to be publicly shared, that aims to reinvent one aspect of teaching; that is, students will need to identify a problem and to generate a series of potential solutions, and present them within the format of a short podcast, an Op Ed, or other form of public presentation.
Texts Books: James Fraser, Preparing America’s Teachers: A History (New York: Teachers College Press, 2007). Dana Goldstein, The Teacher Wars: A History of America’s Most Embattled Profession (New York: Doubleday, 2014). Elizabeth Green, Building a Better Teacher: How Teaching Works (New York: W.W. Norton & Company, 2014). Andy Hargreaves and Michael Fullan, Professional Capital: Transforming Teaching in Every School (New York: Teachers College Press, 2012). Susan Johnson and The Project on the Next Generation of Teachers, Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (San Francisco: Jossey-Bass, 2004). Susannah Loeb and Michelle Reininger, Public Policy and Teacher Labor Markets: What We Know and Why It Matters (East Lansing, MI: The Education Policy Center at Michigan State University, 2004). 43
Dan Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975). Kate Rousmaniere, City Teachers (New York: Teachers College Press, 1997). Articles/Chapters: John Bransford, Linda Darling-Hammond, and Pamela LePage, “Introduction,” in Bransford and Darling-Hammond (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do (San Francisco: Jossey-Bass, 2005), p. 1-39. Rebecca Buchanan, “Teacher Identity and Agency in an Era of Accountability,” Teachers and Teaching: theory and practice 21(2015), p. 700-719. David K. Cohen, “A Revolution in One Classroom: The Case of Ms. Oublier,” Educational Evaluation and Policy Analysis 12(Fall 1990), p. 311-329. Gary Fenstermacher and Virginia Richardson, “On Making Determinations of Quality in Teaching,” Teachers College Record 107(2005), p. 186-213. William A. Firestone, “Teacher Evaluation Policy and Conflicting Theories of Motivation,” Educational Researcher 43(March 2014), p. 100-107. Dan Goldhaber, “The Mystery of Good Teaching: Surveying the Evidence on Student Achievement and Teachers’ Characteristics,” Education Next 2(2002). Pamela Grossman, Karen Hammerness, and Morva McDonald, “Redefining Teaching, Re- imagining Teacher Education,” Teachers and Teaching: Theory and Practice 15(2009), p. 273-289. Bree Picower, “Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context,” Teachers College Record 113(2011). Bethany L. Rogers and Megan Blumenreich, “Reframing the Conversation: Insights from the Oral Histories of Three 1990 Teach For America Participants,” Teachers College Record 115(June 2013). Jonathan Zimmerman, “Why is American Teaching so Bad?” The New York Review of Books, December 4, 2014. Course Calendar Session Topic Activities Weekend Introduction to course goals Review syllabus 1.5 hrs. and expectations Develop norms
Introduction to issues: teachers Film clips and teaching Discussion Weekend What’s the history/genesis of Exercise: Analyzing primary sources 3 hrs + 3 hrs teaching? Who has chosen to teach? Why did they choose to Film clips teach? How has the evolution of the profession reflected the Fishbowl Discussion identities of those who taught?
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Weekend Teaching and teachers today: Exercise: Using the Schools & 5 hrs. Who are they? What is their Staffing Survey (SASS) and Census work like? What norms, forces, data and practices shape the profession? Co-constructing interview protocol
Discussion Threads
Weekend Teacher Policy I: Recruitment 5 hrs. & preparation. Who should be authorized to teach? On the basis of what knowledge, skills, or credentials? Are/how are teacher qualifications related to teacher effectiveness? Weekend Teacher Quality: What does Viewing: video clips 5 hrs. “good” teaching look like? How do we measure it? Weekend Teacher Policy II: Support & Socratic Seminar 5 hrs. Retention. How can policy: 1. Help to support and retain strong teachers? 2. Ensure that all schools are assigned good teachers? 3. Build capacity of all teachers? Weekend Teachers’ Voices: Reflections Interview paper presentations 2.5 hours + on a Profession
1.5 hours Reinventing Teaching Public Sharing
Research Core
New Course: EDD XXX Quantitative and Mixed Methods in the Social Sciences (3 credits) This course focuses on the philosophical, ethical, and methodological issues encountered in quantitative and mixed-methods approaches to research in education and leadership. The quantitative component of the course examines correlational as well as group comparison research designs. The course also focuses on survey research, including practice and critique of survey design, administration, and appropriate statistical analysis. Faculty from the School of Education will present an exemplar of his or her research and guide analysis of the research project.
The principles learned in this course also provide a foundation for a general understanding of quantitative methodology used in education and social studies. This course will teach students how to collect data, analyze data, critically read articles which present data analysis, and think about the relationship between theory and practice. 45
Course Goal Example Evidence Students will learn basic statistical methods. Students will read and critically evaluate 4 research articles that use these basic methods. Students will critically evaluate the quality of Same as above evidence in published social research. Students will learn the various types of Same as above quantitative and mixed methods designs. Students will learn the components of writing In groups of 2 or 3 students will write a a research proposal. research proposal that will include all necessary components
Course Calendar:
Block Due Weekend 1 (7 Introduction of quantitative methods: Group comparison studies. hours) Beginning of discussion of Article 1 On Line (1.5 hours) Skype discussion on Article 1 Weekend 2 (7 Quantitative methods: Correlational studies and surveys hours) Beginning of discussion on Article 2 & 3 On Line (1.5 hours) Skype discussion on Article 2 Weekend 3 (7 Mixed Methods hours) Beginning discussion on Article 4 On line (2 hours) Skype discussion on Article 4 Weekend 4 (7 Presentations & Reflections hours)
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Assessments: - Students will review and critically examine 4 published manuscripts from the faculty who will present in class. They will comment on the following sections: literature review, methods, appropriateness of statistical analysis, results, and implications of results on policy decisions. - Given a research topic, students will create a short research proposal, choose a research method (quantitative or mixed methods) and justify how they will empirically study the topic.
Textbooks: Selected chapters from: 1. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed. ISBN-10: 1452226105 2. Tanner, D. (2012). Using Statistics to Make Educational Decisions. SAGE publications Inc. ISBN-10: 1412969778
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New Course: EDD XXX Qualitative Inquiry Methods in Applied Research (3 credits) This course is designed to provide developing leaders with the opportunity to explore and engage with multiple methods of qualitative inquiry. The course focuses on three research methodologies and their application to school and community collaboration: case study, ethnography, and participatory action research. The course draws on exemplar research literature as well as methodology resources for each. In addition, students will engage with the work of researchers from the faculty of the School of Education and the College of Staten Island. In order to develop skills and knowledge necessary to complete the research project for the program, students will develop a research design proposal reflecting one (or more) of the research methodologies.
Course Goal Example Evidence Students will analyze and critically respond Critical analysis of research study to a published research study Class discussions
Students will synthesize a body of research Research biography by a single researcher
Students will identify and differentiate Research mosaic multiple research designs that address a single educational issue. Students will create a research study design Research study design proposal proposal
Core Assignments: Critical analysis of research study. Students will analyze and respond to a published research study from one of the three focal methodologies. Research biography (group project). Students will contextualize a body of research by a single researcher and facilitate a critical discussion of it. Research mosaic (group project). Students will identify and differentiate multiple research designs that address a single educational issue. Research study design proposal. Students will create a research study design proposal, drawing on one or more of the research methodologies.
Texts Books: Cresswell, J.W. Qualitative inquiry and research design: Choosing among five approaches, 3rd ed. Los Angeles: Sage. Denzin, N.K., & Lincoln, Y.S. (Eds.). (2012). Strategies of qualitative inquiry, 4th ed. Los Angeles: Sage. Galvan, J.L. (2012). Writing literature reviews: A guide for students of the social and behavioral sciences, 5th ed. Glendale, CA: Pyrczak. Heath, S.B., Street, B.V., & Mills, M. (2008). On ethnography: Approaches to language and literacy research. New York: Teachers College Press. 48
Kemmis, S., McTaggart, R., & Nixon, R. The action research planner: Doing critical participatory action research. Singapore: Springer. Yin, R.K. (2014). Case study research: Design and methods. Los Angeles: Sage.
Articles: Johnson, E. (2015). Sex in the English classroom: Text, counter text, and social text. English Journal, 104(3), 61-67. Little, J.W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945. Nasir, S.N., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology and Education Quarterly, 40(1), 41-61.
Course Calendar Weekend Topic Activities 1 7 hrs. Introduction to course goals Review syllabus and expectations Develop norms
Introducing the three Text-rendering methodologies Gallery walk 2 7 hrs. Critical analysis Modeling critical analysis of research methodology Exploring case study methods Text-based discussion
Case studies research Guest researcher presentation biography Student-led discussion
Exploring ethnography Text-rendering methods Gallery walk
Guest researcher presentation Student-led discussion 3 7 hrs. Exploring participatory action Text-rendering research method Gallery walk
Participatory action research Guest researcher presentation biography Student-led discussion
Comparing research methods Constructing visual displays of methodology
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4 7 hrs. Research methods mosaic Presentation of group research methodology mosaics on target issue Introducing research design Models for research study design
Research design workshop Research design workshop using protocol for feedback 5 7 hrs. Research design presentations Presentations of research designs
Reflections on the course
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New Course: EDD XXX Research Practicum (3 credits) Those who design, fund, and implement educational programs need answers to many questions. How do the goals align with the needs and goals of students, the community, and the education system? How do these intentions play out in implementation? How can historical analysis of an educational issue inform practice? How do educational policies effectively guide the school community toward its goals? These are some of the questions that will be examined in the course as the students choose a topic to focus their inquiry and develop an outline of the Research Proposal.
Course Goal Example Evidence Students will learn how to design an Students will carry out a limited scale evaluation of an educational issue in Literacy, evaluation of an educational issue in their STEM, or the Arts. own school, focusing on Literacy, STEM, or the Arts, OR Students will learn how to design historical Students will design a historical investigation investigation of an educational issue. of an educational issue in their schools, OR Students will learn how to analyze policies of Students will conduct a policy analysis of an various issues. issue related to their school. Students will learn how to develop an outline Research Proposal Outline of the Research Proposal.
Course Calendar:
Block Due Weekend 1 (7 Introduction of designing evaluations of educational issues. hours) Beginning of discussion of Reading 1 On Line (1.5 hours) Skype discussion on Reading 1 Weekend 2 (7 Introduction of designing historical investigations of educational hours) issues. Beginning of discussion on Reading 2 On Line (1.5 hours) Skype discussion on Reading 2 Weekend 3 (7 Introduction of policy analysis of educational issues. hours) Beginning discussion on Reading 3 On line (2 hours) Skype discussion on Reading 3 Weekend 4 (7 Presentations & Reflections hours)
Assessments: -Students will be divided into three groups at the beginning of the semester based on their interests and will complete a paper of at least 15 pages on one of the three topics covered in the course: evaluation of educational issues, historical investigation, or policy analysis. - Students will participate in on-line discussions and assessed with a rubric on their performance. Appendix C: Table 1 Data on Faculty Members 51
Institution College of Staten Island of the City University of NY Date September 14, 2016 Program Community-Based Leadership Degree Ed.D.
TABLE 1 DATA ON FACULTY MEMBERS DIRECTLY ASSOCIATED WITH THE PROPOSED DOCTORAL PROGRAM
External # of Articles Any Dissertation # of Classes in Research Dissertation Name Load Advisees Taught % FTE Refereed Support Load in the (Use “D” to Specify Sex 1 Journals Current AY Current AY Current Time to FT/PT Dept M/F R/E in previous 5 Proposed Program Director and “C” in the Current 2016-17 2016 - 17 AY to Specify Core Faculty) past 5 yrs. Program yrs AY 2016-17 2016-17 Com Chr Com Chr Doc Mstrs GR UG Full Professor Susan Sullivan FT Ed Studies F W 4 0 0 0 0 0 20 4 1 .14 Nelly Tournaki FT Ed Studies F W 8 0 0 0 0 0 38 8 0 .28
Associate Professor Ruth Powers Silverberg FT Ed Studies F W 1 0 0 0 0 0 13 5 0 .33 Bethany Rogers FT Ed Studies F W 2 0 0 0 0 0 0 0 0 .33 David Allen FT Curriculum M W 6 1 0 0 0 0 34 2 3 .19 &Instruction
Rachel Grant FT Curriculum F B 3 0 0 0 0 0 28 6 0 .14 Instruction Michael Paris FT Political M W 0 0 0 0 0 0 0 0 1 2 .05 Science
Assistant Professor
Other
1 Racial/Ethnic Groups - Black (B), White (W), Hispanic (H), Native American Indian/Alaskan Native (N), Asian/Pacific Islander (A), Foreign (F) 2 Specify the academic year. Appendix D: Table 1b Graduate Program Schedule 52 Table 1b: Graduate Program Schedule . Indicate academic calendar type: _X_Semester __Quarter __Trimester __Other (describe) . Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Summer 1 Term: Fall 1 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDD XXX Introduction to Scholarly EDD XXX Social and Historical Contexts 3 X N/A Inquiry and Effective Collaboration for 3 X N/A of School Communities Community-Based Leaders EDD XXX Professional Literature and 3 X N/A Professional Writing
Term credit total: 3 Term credit total: 6 Term: Spring 1 Term: Summer 2 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDD XXX Transforming Learning and 3 X N/A EDD XXX Curriculum, Standards, and 3 X N/A Teaching in Schools and Communities Assessment for Community Engagement EDD XXX Building Relationships, 3 X N/A EDD XXX Dissertation Studies I 3 X N/A Leadership, and Capacity
Term credit total: 6 Term credit total: 6 Term: Fall 2 Term: Spring 2 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDD XXX Resource Management in EDD XXX Quantitative and Mixed 3 X N/A 3 X N/A Schools and Communities Methods in Applied Research EDD XXX Qualitative Inquiry Methods EDD XXX Public Relations, Advocacy, 3 X N/A 3 X N/A in Applied Research and Community Organizing
Term credit total: 6 Term credit total: 6 Term: Summer 3 Term: Fall 3 Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDD XXX Education Reform and 3 X N/A EDD XXX Teachers and Teaching 3 X N/A Globalization EDD XXX Research Practicum 3 X N/A EDD XXX Dissertation Advisement I 3 X Research Practicum
Term credit total: 6 Term credit total: 6 53 Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable: Credits: Program Totals:
New: indicate if new course Prerequisite(s): list prerequisite(s) for the noted courses 54 Table 1b: Graduate Program Schedule page 2 . Indicate academic calendar type: __Semester __Quarter __Trimester __Other (describe) . Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Spring 3 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) EDD XXX Dissertation Advisement 2 EDD XXX Dissertation 3 X Advisement 1
Term credit total: 3 Term credit total: Term: Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)
Term credit total: Term credit total: Term: Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)
Term credit total: Term credit total: Term: Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)
Term credit total: Term credit total: Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable: Credits: Program Totals: 48
New: indicate if new course Prerequisite(s): list prerequisite(s) for the noted courses 55
Appendix E: Faculty Teaching Assignments
Faculty Year 1 Year 2 Year 3 Year 4 Year 5 Credits Credits Credits Credits Credits R. Powers 2 5 5 5 5 (SED) B. Rogers 3 4 7 7 7 (SED) D. Allen (SED) 3 4 4 4 4 R. Grant (SED) 3 3 3 3 3 N. Tournaki 6 6 6 6 (SED) M. Paris 1 1 1 1 1 (Pol.Sc.) S. Sullivan 3 3 3 3 (SED) New Hire (FT) 6 6 6 TBD (FT) 3 12.6 12.6 15 M. Speller (PT) 2 6 6 6 6 New Hires (PT) 1 4 7 7 11 Total FT 13 30 48.6 48.6 51 Total PT 2 9 12 12 12 Total Faculty 15 39 60.6 60.6 63 Credits
Program 4 4 4 4 4 Director Total Credits 19 43 64.6 64.6 67 56
Appendix F: Financial Tables: Proposed Revenues, Expenditures, and Seat Projections See pages 14 - 16 Appendix G: Tables 2, 3, and 4 Doctoral Program Primary Faculty Charts Table 2: Full-Time Faculty 57 Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.
Highest and Other Additional Qualifications: list Faculty Member Name and Title Percent Time Applicable Earned Degrees related certifications/ licenses; (include and identify Program Program Courses to be Taught to Program & Disciplines (include occupational experience; Director) College/University) scholarly contributions, etc. Ruth Powers Silverberg Introduction to Scholarly Inquiry and Effective Ed.D Leadership and Policy New York State Certificates: Communication for Community-Based Studies School Building Leader Associate Professor Leaders Hofstra University Curriculum Standards, and Assessment for School District Leader .33 Program Director Community Engagement Education Reform and Globalization
Bethany Rogers Social and Historical Contexts of School Ph.D History of Education, Communities New York University Associate Professor Teachers and Teaching .33 Qualitative Inquiry Methods in Applied Research
David Allen Qualitative Inquiry Methods in Applied Ed.D Interdisciplinary Studies Research Teachers College, Columbia Associate Professor Professional Literature and Professional University Writing .19
Rachel Grant Transforming Learning and Teaching in Ph.D Curriculum and Schools and Communities Instruction - Literacy Education Associate Professor University of Maryland .14
Nelly Tournaki Quantitative and Mixed Methods in Applied Pd.D Educational Psychology Research New York University Professor Research Practicum
.28 Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on58 faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.
Highest and Other Additional Qualifications: list Faculty Member Name and Title Percent Time Applicable Earned Degrees related certifications/ licenses; (include and identify Program Program Courses to be Taught to Program & Disciplines (include occupational experience; Director) College/University) scholarly contributions, etc.
Susan Sullivan Inquiry Groups Ed.D. Educational Leadership New Jersey Certification: School Teachers College, Columbia Leadership .14 Professor University
Michael Paris Module: Building Civic Capacity Ph.D., Politics Brandeis University Associate Professor .05 J.D. Columbia University School of Law
Table 3: Part-Time Faculty 59 Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part- time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.
Highest and Other Applicable Additional Qualifications: list related Faculty Member Name and Title Program Courses to be Taught Earned Degrees & Disciplines certifications/licenses; occupational (include College/University) experience; scholarly contributions, etc.
Marquitta Speller Building Relationships, Leadership and Ed. D Educational and Organizational Executive Director, Harlem Children’s Zone Capacity Leadership Adjunct Lecturer University of Pennsylvania 60
Table 4: Faculty to be Hired If faculty must be hired, specify the number and title of new positions to be established and minimum qualifications. Minimum Qualifications Expected No. of New Percent Time Title/Rank of Position (including degree and discipline F/T or P/T Expected Course Assignments Hiring Positions to Program area) Date Associate or Full Professor 1 Ph.D or Ed.D in Leadership or a FT 67% Social and Historical Contexts of August related field School Communities 2019
Dissertation Studies 1
Education Reform and Globalization
Research Practicum Adjunct Lecturer/Assistant 2 – 4 Ed.D in Leadership or a related PT 100% Transforming Learning and August Professors field required or 10 years of Teaching in Schools and 2019 community based professional Communities experience EDD XXX Resource Management in Schools and Communities
EDD XXX Public Relations, Advocacy, and Community Organizing Appendix H: Primary Faculty Curriculum Vitae 61 62 63 64 65 66 67 68 69 70 71 72
BETHANY L. ROGERS College of Staten Island, CUNY 11 Morrison Avenue School of Education Staten Island, NY 10310 2800 Victory Blvd (646) 732-4848 Staten Island, NY 10314 [email protected]
CURRENT POSITION Associate Professor of Education, The College of Staten Island, CUNY; Associate Professor of Urban Education, The Graduate Center, CUNY
EDUCATION 2002 Ph.D., History of Education, New York University, Steinhardt School of Education 1991 Ed.M., Harvard Graduate School of Education 1987 B.A., English, cum laude, Dartmouth College
PROFESSIONAL APPOINTMENTS 2009-present Associate Professor of Educational Studies, The College of Staten Island, CUNY/Urban Education, The Graduate Center, CUNY 2009-present Associate Professor, Master of Arts in Liberal Studies, The Graduate Center, CUNY 2005-2009 Assistant Professor, Master of Arts in Liberal Studies, The Graduate Center, CUNY 2004-2009 Assistant Professor of Educational Studies, The College of Staten Island, CUNY 2002-2004 Senior Research Associate, National Center for Restructuring Education, Schools and Teaching (NCREST), Teachers College, Columbia University
PUBLICATIONS Refereed Journal Articles 2016 Co-authored with Megan Blumenreich. “Teach For America and the Magical Thinking of the ‘Best and the Brightest,’” Education Policy Analysis Archives 24(February 8, 2016): 1-35. 2013 Co-authored with Megan Blumenreich. “Reframing the Conversation: Insights from the Oral Histories of Three 1990 TFA Participants,” Teachers College Record 115(June 2013), 46 pages. 2009 “‘Better’ People, Better Teaching: The Vision of the National Teacher Corps, 1965-68,” History of Education Quarterly 49(August 2009): 347-372. 2008 “Promises and Limitations of Youth Activism in the 1960s: The Case of the National Teacher Corps,” The Sixties: A Journal of History, Politics and Culture 1(December 2008): 187-207. 2008 “Teaching and Social Reform in the 1960s: Lessons from National Teacher Corps Oral Histories.” Oral History Review 35(2008): 39-67. 2007 “The Power of Practitioner Expertise: Building and Using Teacher Knowledge in Service of School Reform.” The New Educator 3(2007): 199-220. 73
2000 Co-authors Joseph Kahne and Joel Westheimer. “Service Learning and Citizenship: Directions for Research,” Michigan Journal of Community Service Learning, Special Issue (Fall, 2000): 42-51. 1999 "Conflicting Theories of Curriculum: Fundamental Beliefs that Sustain or Sabotage School Reform," Peabody Journal of Education 74(1999): 29-67. 1997 "Informing the Shape of the Curriculum: New Views of Knowledge and Its Representation in Schooling," Journal of Curriculum Studies 29(1997): 683- 710.
Book Reviews 2008 “Integrating Education History and Urban History: The Politics of Schools and Cities,” invited essay review, Journal of Urban History 34 (July 2008): 855-869.
Manuscripts in Preparation Book Chapter Co-authored with Terrenda White, “Teaching Harlem: Teachers and Teacher Quality in Central Harlem, 1945-2010.” Book MS Co-authored with Megan Blumenreich, Teaching For America: Oral Histories from the First Generation. Book manuscript.
Other Publications 2015 Co-authored with Jacqueline Ancess. Social Emotional Learning and Social Justice Learning at El Puente Academy for Peace and Justice. Stanford, CA: Stanford Center for Opportunity Policy in Education, 2015. 1993 Co-authored with Theodore Sizer and Joseph McDonald. "Standards and School Reform: Asking the Basic Questions," Stanford Law and Policy Review 4 (1992-93): 27-35.
AWARDS AND HONORS 2016 Doing Digital History Summer Institute Participant, NEH Office of Digital Humanities 2015 PSC-CUNY Research Award, “Teaching Harlem: Teachers and Teacher Quality in Central Harlem, 1945-2010.” 2013 PSC-CUNY Research Award, “Urban Education Reform in the Era of the ‘New Philanthropy’: The Case of the Newark Funders Collaborative” 2012 PSC-CUNY Research Award, “School Closure as Education Reform: Investigating School Closure in Staten Island, 2008-2009” 2011 PSC-CUNY Research Award, “Reeling from the 80s: Teaching for America in the Savage Inequalities Era” 2010 PSC-CUNY Research Award, “Teaching, Youth, and the Paradox of the Late 1980s: The Historical Context of Teach for America” 2009 PSC-CUNY Research Award, “The Politics of Teacher Preparation in California, 1950-1983” 2008 CUNY Collaborative Research Grant Award 2008 NEH Summer Stipend Award, The College of Staten Island, CUNY 2007 PSC-CUNY Research Award, “Challenging the Pedagogues: The Ford 74
Foundation and the Ideological Roots of Post-War Teacher Education Reform”
2006 PSC-CUNY Research Award, “Innovations, Experiments and Debates in Teacher Education, 1952-2005” 2006 William Stewart Travel Award, CUNY Academy of Arts and Sciences 2006 Albert Shanker Educational Research Fellowship, Walter P. Reuther Library of Labor and Urban Affairs 2005 PSC-CUNY Research Award, “Alternative Routes to Teaching: Voices from the National Teacher Corps” 2005 CSI Summer Research Award, “‘A Stir-Up Maverick Approach’: Outsiders, Insiders and the National Teacher Corps” 2001 Spencer Dissertation Fellowship, Spencer Foundation 1999 Spencer Pre-Dissertation Fellowship, AERA/Spencer Foundation
INVITED TALKS 2008 “Teaching the History of Education,” Bowdoin College, April 10, 2008.
CONFERENCE PARTICIPATION 2016 “TFA and the Magical Thinking of the ‘Best and the Brightest.’” Paper presented at the American Educational Research Association Annual Meeting, Washington, D.C. (April, 2016). 2014 “Teaching Harlem: Teachers and Teacher ‘Quality’ in District 5, 1969-present.” Paper presented with Terrenda White at the Educating Harlem Conference, New York, NY (October, 2014). 2014 “Social Emotional Learning in a Predominantly Latino School committed to Social Justice: Challenging the Status Quo.” Paper presented with Jacqueline Ancess at the American Educational Research Association Annual Meeting, Philadelphia, PA (April, 2014). 2013 “Teaching for America in the Savage Inequalities Era: Eliciting What is ‘Urban.’” Paper presented at the History of Education Society Annual Meeting, Nashville, TN (November, 2013). 2103 “Local Philanthropy in the Era of the Facebook Money: The Newark Innovative Schools Investment Fund.” Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA (April, 2013). 2013 “A Mission, a Job, a Lark: Choosing to Teach for America in 1990.” Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA (April, 2013). 2011 “Reeling from the 80s: Teaching in the Savage Inequalities Era.” Paper Presentation, Social Science History Association Annual Meeting, Boston, MA (November, 2011). 2010 “Teaching, Youth, and the Paradox of the Late 1980s,” Paper Presentation, History of Education Society Annual Meeting, Boston, MA (November, 2010). 2010 “Teaching within a Life: Learning from Teach for America Narratives,” Paper Presentation, American Educational Research Association Annual Meeting, Denver, CO (May, 2010). 75
2010 “The New Civil Rights Movement or the ‘Business’ of Education? Teach for America and Educational Improvement in the 1980s,” Paper Presentation, American Educational Research Association Annual Meeting, Denver, CO (May, 2010). 2009 “According to the Best Men: The Ford Foundation’s Quest for Teacher Quality in the 1950s,” Paper Presentation, History of Education Society Annual Meeting, Philadelphia, PA (October, 2009). 2008 “Teaching the History of Education,” Day Long Workshop, History of Education Society Annual Meeting, St. Petersburg, FL (November 2008). 2008 “Challenging the Educationists: The Ford Foundation and the Ideological Roots of Teacher Education Reform,” Paper Presentation, Politics, Activism and the History of America's Public Schools Conference Marking the 40th Anniversary of Michael B. Katz's The Irony of Early School Reform, Philadelphia, PA (April, 2008). 2008 “Strategic Philanthropy in the Postwar Era: The Ford Foundation and the Ideological Roots of Teacher Education Reform,” Paper Presentation, Organization of American Historians Annual Meeting, New York, NY (March, 2008). 2007 “Democracy, Professionalism, and the State: The Politics of Teacher Preparation in California,” Paper Presentation, Social Science History Association, Annual Meeting, Chicago, IL (November, 2007). 2007 “Teaching the History of Education: Deepening Conversation and Practice,” Presentation/Workshop, History of Education Society Annual Meeting, Cleveland, OH (October, 2007). 2007 “Democracy, Professionalism, and the State: The Politics of Teacher Preparation in Los Angeles,” Paper Presentation, History of Education Society, Annual Meeting, Cleveland, OH (October, 2007). 2007 “Rethinking the Urban Crisis in Education,” Paper Presentation, Conference on Teacher Education and Social Justice, Chicago, IL (January, 2007). 2006 “Rethinking the 1960s New Left Youth Movement: Teaching, Social Activism and the National Teacher Corps,” Paper Presentation, Social Science History Association Annual Meeting, Minneapolis, MN (November, 2006). 2006 “Teaching the History of Education: Pedagogical and Policy Considerations,” Panel Presentation, History of Education Society Annual Meeting, Ottawa, Canada (October, 2006). 2006 “‘We Are All Here to Work Where We Are Needed’: Teaching to Change America,” Paper Presentation, The New Educator: Building and Sustaining Learning Communities in Challenging Times Institute, New York, NY (October, 2006) 2006 “Insiders as Outsiders: The National Teacher Corps’ Quest for Federal Autonomy,” Paper Presentation, Policy History Conference, Charlottesville, VA (June, 2006) 2006 “‘We Are All Here to Work Where We Are Needed’: Teaching to Change America,” Paper Presentation, American Educational Research Association Annual Meeting, San Francisco, CA (April, 2006). 76
2006 “Voices of the National Teacher Corps: From Liberal Hopes to Radical Dissent,” Paper Presentation, Panel Presentation entitled “New Migrants, New Movements, and New Teachers in Big City Schools: Educational Dissent in Postwar Urban America,” Organization of American Historians Annual Meeting, Washington, D.C. (April, 2006). 2005 “Voices of the National Teacher Corps: From Liberal Hopes to Radical Dissent,” Paper Presentation, Oral History Association Annual Meeting, Providence, RI (November, 2005). 2005 “The Roads Less Taken: Who Should Teach? The American Debates, 1954- 2000,” Paper Presentation, History of Education Society Annual Meeting, Baltimore, MD (October, 2005). 2004 “Teachers for Urban Schools: Lessons from the National Teacher Corps,” Paper Presentation, CUNY/Graduate Center Emerging Scholarship in Urban Education Conference, New York, NY. (December, 2004). 2004 “‘A Stir-Up Maverick Approach’: Outsiders, Insiders and the National Teacher Corps,” Paper Presentation, History of Education Society Annual Meeting, Kansas City, MO. (November, 2004). 2004 “Global Conflict, Social Reform, and the National Teacher Corps: Teaching as Activism,” Paper Presentation, XIII International Oral History Association Meeting, Rome, Italy, (June, 2004). 2004 “Technical Assistance and Education Reform: The Power of Practitioner Expertise,” Paper Presentation for Division A, American Educational Research Association 2004 Annual Meeting, San Diego, CA. (April, 2004). 2004 “Broadening the Framework: Teaching as Activism in the National Teacher Corps,” Paper Presentation for Division F Panel Presentation entitled “Re- Framing the Sixties: Voices from Classrooms, Districts and Civil Society,” American Educational Research Association 2004 Annual Meeting, San Diego, CA. (April, 2004). 2003 “‘Wet-Behind-the-Ears “Do Gooders”’ Need Not Apply: Professional Prerogatives and the National Teacher Corps,” Paper Presentation, History of Education Society Annual Meeting 2003, Chicago, IL. (November, 2003) 2003 “Teaching and Social Activism: Voices from the National Teacher Corps,” Paper Presentation, Oral History Association Annual Meeting 2003, Bethesda, MD. (October, 2003) 2002 “An Antidote for ‘Bad’ Teachers: The Liberal Reform Tradition of the National Teacher Corps,” Paper Presentation, History of Education Society Annual Meeting 2002, Pittsburgh, PA. (November, 2002) 2001 “ ‘Better’ People, Better Teaching: The Historical Tradition of the National Teacher Corps,” Paper Presentation, History of Education Society Annual Meeting 2001, New Haven, CT. (October, 2001) 2000 “Educating for Social Reconstruction or Civic Duty and the Sense Students Make of It All,” Panel Presentation (with J. Westheimer), American Educational Research Association 2000 Annual Meeting, New Orleans, LA. (April, 2000) 2000 “What Kind of Citizen? Toward Complex-Theory Driven Assessment Strategies for Service-Learning,” Panel Presentation (with J. Westheimer and J. 77
Kahne), American Educational Research Association 2000 Annual Meeting, New Orleans, LA. (April, 2000) 1998 “Conflicting Approaches to Curriculum: Recognizing How Fundamental Beliefs Can Sustain or Sabotage School Reform.” Roundtable Presentation, American Educational Research Association 1998 Annual Meeting, San Diego, CA. (April, 1998) 1996 “Serving the Learner: Rethinking Beginning Art History.” Remarks for session, “Reintroducing the Visual Arts: New Strategies for Teaching Beginning Art History” at the 84th Annual Conference of the College Art Association of America, Boston, MA. (February, 1996) 1995 “Arts Education and School Reform: Converging Conversations.” Keynote Panelist at the Pennsylvania Council on the Arts, Arts in Education Program Annual Conference, “Best Practices in Arts and Integrated Education.” (November, 1995) 1995 “National Standards and the Arts: Different Takes on Improving Schools.” Remarks delivered at the Association for Supervision and Curriculum Development 50th Annual Conference, Arts in Education Network Presentation. (March, 1995)
CAMPUS TALKS 2015 "Local Educational Foundations in the Era of the New Philanthropists: 'The Newark Funders Collaborative.'" The School Reform Bus: Who's Driving? School of Education Conversations on Education. The College of Staten Island, CUNY, SI, NY (March, 2015).
TEACHING EXPERIENCE CUNY Graduate Center Historical Contexts of Urban Education (Doctoral Core Course) Issues in Urban Education (Master of Arts in Liberal Studies) Politics in Urban Education (Master of Arts in Liberal Studies) Thesis Advisement The College of Staten Island Social Foundations of Education (Undergraduate) Studies in Urban and Metropolitan Education History of Urban Education Teaching in America: The Lives of Teachers Social Foundations: Introductory Seminar Historical Themes and Interpretations Policy Contexts: Organization and Administration of Schools New York University, Steinhardt School of Education Foundations of Education: History of Education in the U.S Education and the City: History of the Helping Professions Teachers College, Columbia University Transforming Schools School Improvement
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RESEARCH EXPERIENCE 2015-16 Research Consultant. “Privileged Pathways: Disproportionate Access to Art and Design Instruction in Central Brooklyn.” Pratt Institute. Dr. Aileen Wilson and Dr. Heather Lewis, Co-Principal Investigators. 2013-14 Research Consultant. “Social Emotional and Social Justice Learning in High Schools,” Stanford Center for Opportunity Policy in Education; Stanford University School of Education. Dr. Linda Darling Hammond, Principal Investigator. 2013 Oral History Interviewer. Carnegie Corporation Oral History Project. Columbia Center for Oral History Research. Dr. Mary Marshall Clark, Director. 2012-13 Research Consultant. “Framing the Questions: Preliminary Design for an Evaluation of the Newark Trust for Education Collaborative.” Co-PI Dr. Thomas Hatch, Teachers College, Columbia University. 2010-2011 Research Consultant. “Data Use and Professional Development Project.” National Center for Restructuring Education, Schools and Teaching (NCREST), Jobs for the Future (JFF), and the Foundation for California Community Colleges (FCCC). 2007-2009 Research Consultant. “A Study of Leadership for Learning Improvement: How Schools, Districts, and States Support Learning and Learning-Focused Leadership,” The Center for the Study of Teaching and Policy, University of Washington. Dr. Michael A. Knapp, Principal Investigator. 2006-2008 Research Consultant. “How Do Informal Science Institutions (ISIs) Support Schools’ Science Education?” Center for Informal Learning Studies, The Exploratorium, Dr. Bronwyn Bevan, Principal Investigator. 2000-2002 Research Consultant. “Student Learning in the Arts,” Center for Children and Technology. 1998-2000 Research Consultant. “Annenberg Arts Challenge.” Annenberg Institute for School Reform. . 1997-1999 Research Assistant to Professor Joel Westheimer, New York University, Steinhardt School of Education. 1993-1996 Research Associate. Coalition of Essential Schools and the Annenberg Institute for School Reform, Brown University.
SERVICE TO PROFESSION 2016 Invited Reviewer, American Journal of Education 2013 Invited Chapter Reviewer for the AERA Handbook of Research on Teaching, 5th Ed. 2013 HES Annual Meeting Proposal Reviewer 2012 AERA Annual Meeting Proposal Reviewer, Division F (2012, 2011, 2008) 2010 Program Committee Member, History of Education Society Annual Meeting 2008 ISCHE 30th Session of the International Standing Conference for the History of Education, Proposal Reviewer 79
2006 History of Education Society Outstanding Book Award Committee (2006-2009) 2006 Program Committee Member, History of Education Society Annual Meeting. 2006 AERA Annual Meeting Proposal Reviewer, Division K 2004 Program Committee Member, History of Education Society Annual Meeting.
DEPARTMENTAL/UNIVERSITY SERVICE CUNY 2016 Education Panel Reviewer, PSC-CUNY Research Awards 2016 Admissions Committee, Master of Arts in Liberal Studies Program, CUNY Graduate Center 2014 Education Panel Reviewer, PSC-CUNY Research Awards 2006-09 Admissions Committee, Urban Education Doctoral Program, CUNY Graduate Center
College of Staten Island 2016 Women’s Center Scholarship Contest Committee 2014-15 Discovery Institute Interim Co-Director 2013-14 Discovery Institute Task Force 2013-14 Coordinator, Undergraduate & Graduate Adolescent Education Programs 2010-14 Administrative Review and Evaluation Committee 2012-13 Search Committee, English Department, Adolescent Literature Position 2010-11 Office of Sponsored Programs and Research Humanities Liaison 2006-14 Women’s Center Advisory Board 2006-15 Teacher Education Advisory Committee (TEAC) Member 2006-08 Staten Island Project: Enhancing Staten Island Indicators on Education in Studies in Urban and Metropolitan Education 2006-09 General Education Committee 2005-06 Search Committee, English Department, Adolescent Literature Position
Department of Education/School of Education 2015-16 Chair, Admissions Committee 2015-16 Chair, Social Foundations Discipline Committee 2015 Co-Chair, Curriculum Mapping Group 2014-15 Search Committee Member, Early Childhood Position 2014-16 Early Childhood Curriculum Revision Committee 2014-16 Childhood Curriculum Revision Committee 2013-14 Appointments Committee Member 2010-11 Undergraduate Admissions and Standing Committee Member 2007-13 Chair, Social Foundations Discipline Committee 2007-13 Undergraduate Curriculum Committee Member 2006-12 Search Committee Member, Literacy Position 2005-13 Grade Appeals Committee Member 2004-05 NCATE Interview Committee Member
COMMUNITY INVOLVEMENT/OUTREACH 80
2016-17 Vice President, Board, Children’s Harbor Montessori School 2013-16 Board Member, Children’s Harbor Montessori School
PROFESSIONAL MEMBERSHIPS/AFFILIATIONS History of Education Society American Educational Research Association Organization of American Historians Social Science History Association
REFERENCES Kenneth Gold Dean, School of Education The College of Staten Island, CUNY 2800 Victory Blvd. Staten Island, NY 10314 (718) 982-3737 [email protected]
James Fraser Professor of History and Education; Chair, Department of Humanities and Social Sciences in the Professions Steinhardt School of Education New York University 82 Washington Square East New York, NY 10003 (212) 998-5413 [email protected]
Jonathan Zimmerman Professor of History of Education Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-5672 [email protected]
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EDUCATION: Brandeis University Ph.D., Politics, February 1998. Columbia University School of Law J.D., May 1986. Hobart and William Smith Colleges B.A., Political Science, June 1983.
CURRENT ACADEMIC POSITION: 2007-2015. Assistant/Associate Professor and Pre-Law Advisor for the College, Coordinator of the CSI Legal Studies Institute [CSILSI.blogspot.com](2013-15), Department of Political Science, The College of Staten Island, City University of New York. Courses: Constitutional Law; Civil Liberties; American Government; U.S. Legal System; Race, Law, and Public Policy in the Contemporary United States.
ACADEMIC AND PROFESSIONAL HONORS: The 2011-12 College of Staten Island Dolphin Award for Excellence in Teaching by a member of the full-time faculty. The 2011 C. Herman Pritchett Award, Honorable Mention. This award is given annually by the American Political Science Association’s Law and Courts Section for the best book on law and courts published by a political scientist in the previous year.
PUBLICATIONS: Book: Framing Equal Opportunity: Law and the Politics of School Finance Reform (Stanford University Press, 2010). http://www.sup.org/book.cgi?id=17771 Excerpt Reprinted in Poverty Law: Policy and Practice, Juliet Brodie, Clare Pastore, Ezra Rosser, and Jeffrey Selbin, Eds., Walters Kluwer (Aspen Publishing), January 2014. Book Chapter: “Racial Liberalism and School Desegregation Jurisprudence: Notes Toward a More Usable Past,” in Anne Richardson Oakes, Ed., Controversies in Equal Protection Cases in America, Ashgate Publishing Company (2015) (16,000 words). Book Chapter: “Absolutism and Democracy: The Free Speech Jurisprudence of Hugo L. Black,” co-authored with Kevin J. McMahon, in Judging Free Speech, Helen Knowles and Stephen Lichtman, Eds., Palgrave Macmillan (2015) (9,000 words). Journal Article: “The Politics of Rights: Then and Now,” Law and Social Inquiry, Vol. 31, Issue 4, Fall 2006, pp. 999-1034. Journal Article: “Legal Mobilization and the Politics of Reform: Lessons from School Finance Litigation in Kentucky, 1984-1995,” Law and Social Inquiry, Vol. 26, Issue 3, Summer 2001, pp. 631-684. Excerpt Reprinted in Stuart A. Scheingold, ed., Legality and Democracy: Contested Affinities (London, UK: Ashgate Publishing, 2006). Book Chapter: “The Politics of Rights Revisited: Rosenberg, McCann, and the New Institutionalism,” co-authored with Kevin J. McMahon, in David A. Schultz, ed., Leveraging the Law: Using the Courts to Achieve Social Change (Peter Lang, Inc., 1998), pp. 63-134. Book Review/Lead Essay: Review of Matthew E. K. Hall, The Nature of Supreme Court Power (Cambridge, 2011), and Martin J. Sweet, Merely Judgment (Univ. of Virginia, 2011), Law and Society Review (September 2013) (2,100 words). Book Review: Review of “Evolution, Creationism, and the Battle to Control America’s Public Schools,” by Michael Berkman and Eric Plutzer (Cambridge University Press, 2010). The Law and Politics Book Review, Vol. 29, No. 9 (September 2011) (3,200 words). http://www.lpbr.net/2011/10/evolution-creationism-and-battle-to.html?m=1
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Blog Entry: “The Death (and Life?) of School Desegregation,” on the website Balkanization, for the Conference on the Constitution in 2020 (University of Texas, Austin, Law School, March, 2011) (3,000 words): http://balkin.blogspot.com/2011/03/death-and-life-of-school-desegregation.html Book Review: Review of "America at Risk: Threats to Liberal Self-Government in an Age of Uncertainty,” by Robert Faulkner and Susan Shell (eds.), with the assistance of Thomas E. Schneider (University of Michigan Press, 2009). The Law and Politics Book Review, Vol. 19, No. 8 (August 2009) (4,500 words): http://www.bsos.umd.edu/gvpt/lpbr/subpages/reviews/faulkner-shell0809.htm Book Review: Review of "Rights in the Balance: Free Press, Fair Trial, and Nebraska Press Association v. Stuart,” by Mark R. Scherer (Texas Tech University Press, 2008). The Law and Politics Book Review, Vol. 18, No. 9 (September 2008) (2,100 words): http://www.bsos.umd.edu/gvpt/lpbr/subpages/reviews/scherer0908.htm Book Review: Review of "Justice as Integrity: Tolerance and the Moral Momentum of the Law," by David Fagelson (SUNY Press, 2006). The Law and Politics Book Review, Vol. 17, No. 7 (July 2007) (3,100 words): http://www.bsos.umd.edu/gvpt/lpbr/subpages/reviews/fagelson0707.htm Translated and Reprinted: Comparative Constitutional Review, Moscow, Russia (2008). Book Review: Review of “Race Relations Litigation in an Age of Complexity,” by Stephen Wasby (University of Virginian Press, 1995). Law and Politics Book Review (May 1996) (2,500 words): http://www.bsos.umd.edu/gvpt/lpbr/subpages/reviews/wasby2.htm Encyclopedia Entry: School Desegregation. Encyclopedia of American Governance, Cengage Learning, Forthcoming, 2106 (3,000 words). Encyclopedia Entry: Boards of Education. Encyclopedia of American Governance, Cengage Learning, Forthcoming, 2106 (550 words). Encyclopedia Entry: United States v. Robinson (1973). In Encyclopedia of the Fourth Amendment. (Congressional Quarterly Press, 2011) (450 words). Encyclopedia Entry: Kamisar, Yale. In Encyclopedia of the Fourth Amendment. (Congressional Quarterly Press, 2011 (300 words). Encyclopedia Entry: United States v. O'Brien (1968). In Encyclopedia of the United States Constitution, David Schultz, ed. (N.Y. Facts on File, Inc., 2009), pp. 769-71 (800 words). Encyclopedia Entry: Serrano v. Priest (1971). In Encyclopedia of the United States Constitution, David Schultz, ed. (N.Y. Facts on File, Inc., 2009), pp. 667-78 (700 words).
WORK IN PROGRESS: Book Project: Tentative Title: “The Death and Life of School Desegregation.” Journal Article: “Serving Two Masters Revisited: Cause Lawyering in Sheff v. O’Neill.” Proposal submitted (September 2015) to journal (Law and Policy) for article to be included in a special edition on legal mobilization in 2016/2017.
INVITED LECTURES AND CONFERENCES Invited Lecture: “Legal Mobilization and Cause Lawyering in Sheff v. O’Neill,” Trinity College, Hartford, Connecticut. April 18, 2013 (Honorarium $600). Invited Public Lecture: “The Death and Life of School Desegregation,” The Maxwell School of Public Affairs, Syracuse University, November 4, 2011 (Honorarium $400). Invited Participant: “Equality.” Conference held at University of Texas Law School, Austin, April 1-2, 2011, convened by Sanford Levinson, Jack Balkin, and Reva Siegel, and Sponsored by the American Constitution Society (Travel Expenses Paid). Invited Guest Lecture: “Legal Issues in Education Policy and Practice,” Teach for America Foundation, University of Pennsylvania, Graduate School of Education, November 16, 2010 (Honorarium $200).
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Invited Public Lecture: “Framing Equal Opportunity: Law and the Politics of School Finance Reform,” The Earle Mack School of Law, Drexel University, Philadelphia, PA, November 8, 2010 (Honorarium: $1,100).
GRANTS: PSC-CUNY, Category B Grant, “Sheff v. O’Neill and the Future of Racial Liberalism.” $4,900. Submitted: Fall 2011. Awarded: 2012-13. PSC-CUNY. “Sheff v. O’Neill and the Future of Racial Liberalism.” $3,900. Submitted: Fall 2007. Awarded: 2008. The Spencer Foundation. “Education on Trial: Legal Mobilization and the Politics of School Finance Reform.” $33,000. Submitted: Summer 1999. Awarded: 2000.
RECENT CONFERENCE PAPERS AND PARTICIPATION: “PICS Refocused: Racial Liberalism and the Future of School Desegregation.” Paper presented at the Annual Meeting of the New England Political Science Association, Portland, ME, April 2013. “Shadowing Rodriguez: Supreme Court Doctrine and Problems of Legal Mobilization in State- Level Reform Politics.” Paper presented at the Annual Meeting of the American Political Science Association, Seattle, Washington, September 2011. Chair/Discussant: Panel on “Law, Democracy, and Constitutional Development.” Annual Meeting of the Law and Society Association, San Francisco, CA, June 2-5, 2011 “Serving Two Masters Revisited: Cause Lawyering in Sheff v. O’Neill.” Paper presented at the Annual Meeting of the American Political Science Association, Washington, DC, September 1— 5, 2010. “Author Meets Readers: Framing Equal Opportunity: Law and the Politics of School Finance Reform, by Michael Paris. Participants: Malcolm Feeley (University of California, Berkeley); Christine Harrington (New York University); Lynn Jones (Northern Arizona State University); Douglas Reed (Georgetown University); Gerald Rosenberg (University of Chicago); and Helena Silverstein (Lafayette College). Roundtable Discussion at the Annual Meeting of the Law and Society Association, Chicago, IL, May 27-30, 2010. Chair/Discussant: Panel on “Legal Mobilization, Membership, and Community: Schools, Cities, and Children.” Annual Meeting of the Law and Society Association, Chicago, IL, May 27-30, 2010.
SERVICE: A. Service to the College of Staten Island (CSI) (2007-2015) 2013-2015: Coordinator of the College of Staten Island’s Legal Studies Institute: CSILSI.blogspot.com Coordinated activities and wrote proposal for a new Legal Studies Minor at the College. Summer-Fall 2014: Organized Inaugural Annual Lecture in Law and Public Policy with Harvard Law Professor Cass Sunstein. Attended by 300 students, faculty, and alums. Oversaw creation of brochures, flyers, invitations, logistics, and reception. Organized, secured CAB funding for, and performed all administrative work for the following pre-law workshops and panel discussions: o March 2014: LSAT Weekend Boot Camp. A free weekend of LSAT instruction for CSI students, with PreProBono. Ten students attended o September 2014: “Workshop on the Law School Admissions Process,” with admissions officers from CUNY Law School and Drexel University Law School.
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o February 2015: “Careers in the Law I: The Role of the DA,” with Raja Rajeswari (CSI, Class of 1993); Yolanda Rudich (CSI, Class of 1979), and Adam Silberlight (CSI, Class of 1998). o March 2015: “Careers in the Law II: Anti-poverty Law,” with Martha Raimon (Center for Social Welfare Policy and Law), and Becky Rosenfeld (Clinical Professor of Law, Cardozo Law School). o April 2015: “Careers in the Law III: Practicing Corporate Law,” with Lisa Gonzalo (Associate at Day, Pitney), and Eamonn O’Hagan (former associate at Skadden, Arps, and currently a U.S. Attorney). o October 2015: “Workshop on The Law School Admissions Process,” with admissions officers from Rutgers-Newark Law School and Drexel University Law School. Summer-Fall 2015: Organized Annual Lecture in Law and Public Policy with New York University Law Professor Richard Epstein. To be held on November 18, 2015. Fall 2015: Planned, organized and secured funding for a two-part public lecture series, “Studies in Race, Crime, and Public Policy”: o Lecture I: Khalil Gibran Muhammad (Director of the NYPL’s Schomburg Center for Research on Black Culture), “The Condemnation of Blackness” (October 19, 2015) o Lecture II: Naomi Murakawa (Princeton University), “The First Civil Right: How Liberals Built Prison America” (November 4, 2015). Created a database of over 300 lawyer-alumni/ae of the College. Published E-Newsletter for students interested in legal careers. Developing an internship program to place CSI students in legal settings Established and Maintained Blog for Program: CSILSI.blogspot.com
2007 to Date: Pre-Law Advisor for the College: Met individually with approximately 500 CSI students potentially interested in attending law school. Kept individual files on each student. Maintained an email list for the distribution of information.
2007-2013: Pre-Law Advisement and Legal Studies Activities: Workshop on the LSAT. With Carolyn Nelson, Nelson Test Prep. (March 2008). Helped Establish the CSI Government and Law Society, a new student group devoted to the discussion of legal and political issues. Served as faculty advisor to this group (2008 to 2011). Workshop on the LSAT. With Carolyn Nelson, Nelson Test Prep. (March 2009). Workshop on the LSAT. With Stanley Kaplan Representatives (October 2010). Organized Public Lecture: “Sexual Violence and the Law,” with Elizabeth Schneider (Brooklyn Law School) and Rose Corrigan (Drexel University) (March 2010), along with the Government and Law Society. “Careers in the Law: The DA,” with Adam Silberlight (CSI, Class of 2001), an assistant district attorney on Staten Island (April 2010). Sponsored by the Government and Law Society. “Careers in the Law: Exonerating the Innocent,” with Alba Morales, a staff attorney with the Innocence Project (Cardozo Law School). Workshop the Law School Admissions Process, October 28, 2010, with Anita Walton, Dean of Admissions, Rutgers-Newark Law School. Workshop on the LSAT. With Stanley Kaplan Representatives (November 2010);
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“Careers in the Law: Public Interest Law and Big Firm Corporate Practice,” March 2011, with Martha Raimon, Senior Research Associate, Center for Social Welfare Policy and Law,” and James Long, Associate Attorney, Lowenstein, Sandler, P.C. Workshop: ‘The Law School Experience,” April 2011. A conversation with four current law students, including Eleor Cohen (CSI, ’10) (first year student at Brooklyn Law School). Workshop on the LSAT, with PreProBono, September 2011. Five CSI students received free, intensive LSAT preparation over the course of two full days. Workshop on the LSAT, with PreProBono, February 16 and 17, 2013. Ten CSI students received free, intensive LSAT preparation over the course of two full days. Funding provided by the Dean for the Social Sciences and Humanities.
2007-to Date: Other Service for the College of Staten Island: . 2008-2009: The College of Staten Island Association, Faculty Representative. . 2009-2010: The College of Staten Island Association, Faculty Representative. . Fall 2008: Committee on Course and Standing, Department of Political Science, Economics, and Philosophy (PEP) Representative. . 2010-2011: CSI Strategic Direction #1 Committee, Research Team 3. Task: Review and Assess General Education; Explore Co-Curricular, Service Learning, Internship, and Leadership Opportunities. Co-authored Research Team 3 Report, with Professor Sarah Zelikovitz. . Fall 2012: Participant: Panel Discussion on the History of the Voting Rights Act for the Black Male Initiative Conference (CSI, October 5, 2012). . Spring 2013: CORE 100 Common Lecture: The 4th Amendment and the NYPD’s “Stop and Frisk” Policy. . Spring 2013: Member, Dolphin Awards Committee. Reviewed Files and Attended Meetings. . 2013-2015: Student Election Review Committee (SERC), Faculty Representative
B. Service to the Profession: 2001-2008: Reviewed seven PSC-CUNY Research proposals; 2004-10: Reviewed four article manuscripts for Law and Society Review.
REFERENCES: Charles Epp Professor at School of Public Affairs and Administration University of Kansas Wescoe Hall, Room 4060R 1445 Jayhawk Blvd Lawrence, KS 66045 [email protected]
Susan E. Lawrence Dean for Educational Initiatives and the Core Curriculum & Associate Professor of Pol. Science School of Arts and Sciences Office of Undergraduate Education Rutgers, The State University of New Jersey 35 College Avenue New Brunswick, NJ 08901 732-932-8433 [email protected]
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Sanford Levinson W. St. John Garwood and W. St. John Garwood Jr. Centennial Chair in Law University of Texas Law School The University of Texas at Austin 727 E. Dean Keeton Street Austin, Texas 78705 512-232-1351 [email protected]
Michael W. McCann Gordon Hirabayashi Professor for the Advancement of Citizenship Department of Political Science President, Law and Society Association Box 353530 University of Washington Seattle, Washington 98195 206-543-2377 [email protected]
Appendix I: Projected Revenue Table 136
Projected Revenue Related to the Proposed Program
1st Year 2nd Year 3rd Year 4th Year 5th Year Revenues[1] 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Tuition Revenue[3] 01. From Existing Sources[4] $0 $99,909 $175,929 $196,899 $228,401 02. From New Sources[5] $100,575 $102,587 $129,998 $126,947 $135,250 03. Total $100,575 $202,496 $305,927 $323,846 $363,651 Other Revenue[7] 07. From Existing Sources§ $0 $0 $0 $0 $0 08. From New Sources** $28,000 $0 $0 $0 $0 09. Total $28,000 $0 $0 $0 $0 Grand Total[8] 10. From Existing Sources§ $0 $99,909 $175,929 $196,899 $228,401 11. From New Sources** $128,575 $102,587 $129,998 $126,947 $135,250 TOTAL $128,575 $202,496 $305,927 $323,846 $363,651
[1] Specify the inflation rate used for projections. Given the legislature's recent rejection of tuition raises for CUNY for the next two years, this table conservatively assumes no increase in tuition. [2] Specify the academic year. [3] Please explain how tuition revenue was calculated. new sources: 15 first year credits x $635/credit x number of new students [4] Existing sources means revenue generated by continuing students. Please rember to account for attrition and graduation rates existing sources: (18 second-year credits x $635/credit x number of second-year students) + (15 third-year credits x $635/credit x number of third-year students) [5] New sources means revenue engendered by new students. The revenue from new sources from one year should be carried over to the next year as revenues from continuing sources with adjustments for inflation. [6] Public institutions should include here regular State appropriations applied to the program. [7] Specify what is included in "other" category. $28,000 donation for program start up, from David Seeley, retired CSI Professor. [8] Enter total of Tuition, State and Other Revenue, from Existing or New Sources. Appendix J: Supporting Materials for Projected Revenue Table 137
The Five-Year Revenue Projections for Program SENIOR COLLEGE (UNDERGRADUATE) WORKSHEET Year 1 = Fall 2014
EXISTING FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of EXISTING FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0
Tuition Income (calculates 2% increase per year after Fall 2015) $635 $648 $661 $674 $687 Total Tuition $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $0 $0 $0 $0
Tuition & Fees: # of EXISTING FULL-TIME, Out-of-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0 Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. Calculates 2% annual increase after Fall 2015) $0 $0 $0 $0 $0 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0
TOTAL EXISTING FULL-TIME TUITION REVENUE $0 $0 $0 $0 $0
EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: 138
# of EXISTING PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 8 15 16 19 Total Enrolled Credits (Enter Avg # credits per student per year- Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 18 16.5 16.5 16.5 Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $635 $648 $661 $674 $687 Total Tuition $0 $93,269 $163,512 $177,901 $215,482 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $93,269 $163,512 $177,901 $215,482
Tuition & Fees: # of EXISTING PART-TIME Out of State Students (linked from "Enrollment and Seat Need Projections") 0 1 2 3 2 Total Enrolled Credits (Enter Avg # credits per student per year- Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 6 5.5 5.5 5.5 Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $1,085 $1,107 $1,129 $1,151 $1,174 Total Tuition $0 $6,640 $12,417 $18,998 $12,919 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $6,640 $12,417 $18,998 $12,919
TOTAL EXISTING PART TIME REVENUE $0 $99,909 $175,929 $196,899 $228,401
TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $0 $99,909 $175,929 $196,899 $228,401
NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0 139
Tuition Income (Calculates 2% increase per year after Fall 2015) $0 $0 $0 $0 $0 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $0 $0 $0 $0
Tuition & Fees: # of NEW FULL-TIME, Out-of -State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0 Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $0 $0 $0 $0 $0 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0
TOTAL NEW FULL-TIME TUITION REVENUE $0 $0 $0 $0 $0
NEW PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of NEW PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 9 9 10 11 10 Total Enrolled Credits (Enter Avg # credits per student per year- Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 15 15 15 15 15 Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $635 $648 $661 $674 $687 Total Tuition $85,725 $87,440 $99,098 $111,188 $103,102 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $85,725 $87,440 $99,098 $111,188 $103,102 140
Tuition & Fees: # of NEW PART-TIME, Out-of-State Students 1 1 2 1 2 Total Enrolled Credits (Enter Avg # credits per student per year- Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 15 15 15 15 15 Tuition Income (Specify Rate per credit) calculates 2% increase per year $990 $1,010 $1,030 $1,051 $1,072 Total Tuition $14,850 $15,147 $30,900 $15,759 $32,148 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $14,850 $15,147 $30,900 $15,759 $32,148
TOTAL NEW PART-TIME REVENUE $100,575 $102,587 $129,998 $126,947 $135,250
TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $100,575 $102,587 $129,998 $126,947 $135,250
OTHER REVENUE Year One Year Two Year Three Year Four Year Five Other Revenue From Existing Sources (specify and explain)- LINKS TO REVENUE SPREADSHEET ROW 13) Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15) 28000 141 Appendix K: Five-Year Financial Projection
Projected Enrollment Year One Year Two Year Three Year Four Year Five Existing Full-time Students In-State - - - - - Out-of-State - - - - - Existing Full-time Total - - - - -
Existing Part-time Students In-State - 8 15 16 19 Out-of-State - 1 2 3 2 Existing Part-time Total - 9 17 19 21
New Full-time Students In-State - - - - - Out-of-State - - - - - NEW Full-time Total - - - - -
New Part-time Students In-State 9 9 10 11 10 Out-of-State 1 1 2 1 2 New Part-time Total 10 10 12 12 12
NOTES: New students are students who would not otherwise have be enrolled in your college if this program were not offered. The proposal textExisting should Students explain the are basis students for this currently enrollment enrolled estimate. in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established.
Section Seats per Student Year One Year Two Year Three Year Four Year Five
Full-time Students Existing Courses 0 0 0 0 0 New Courses 0 0 0 0 0 Total (normally equals 10)
Part-Time Students 142
Existing Courses 0 0 0 0 0 New Courses 5 5.5 5.33 5.33 5.33 Total (normally equals 4-6)
Seat & Section Needs Year One Year Two Year Three Year Four Year Five
Change in Seat Need for Existing Students Existing Courses - - - - - New Courses - 50 91 101 112
Seat Need for New Students Existing Courses - - - - - New Courses 50 55 64 64 64
Total Seat Need Change Existing Courses - - - - - Avail. Seats in Existing Courses Net Seat Need in Existing - - - - - New Courses 50 105 155 165 176 All Courses 50 105 155 165 176
Average Seats per Section Existing Courses 0 0 0 0 0 New Courses 10 10 10 10 10
Net New Section Need Existing Courses New Courses 5.00 5.50 6.40 6.40 6.40 Total 5.00 5.50 6.40 6.40 6.40 143
Appendix L: Letters of Support
144
145
May 2, 2016
To Whom It May Concern:
I am writing to convey my strong support for the proposal by the College of Staten Island to offer a curriculum leading to a Doctor of Education in Community-Based Leadership.
As the CEO of an organization that acts as the lead Community-Based Organization (CBO) to nine New York City Community Schools, I face daily the increasing and urgent need for exceptional talent at the leadership level to play a variety of critical roles helping shape both the next generation of people and schools.
Educators across the United States, thanks in large part to efforts in New York City, are recognizing the need to expand the scope of a school’s portfolio in order to meet the educational needs of its students. It’s no longer enough to provide outstanding instruction in academic classes. Students come to school with a breadth of needs that must be addressed if they are to take advantage of the scholastic opportunities offered by schools. Too often students don’t have the supports to address those needs, so it falls to schools to harness community and other resources to provide for the social and emotional, health, counseling, nutritional, mentoring, and other needs of young people. Schools that ignore those needs fail their students. Students become chronically absent, drop out, and/or fail to perform at their potential.
That said, leaders of schools that address those needs require a set of training and experiences not expected of school leaders in the past. And there is a deficit of programs in colleges of education that prepare leaders for this new challenge. It is for this reason that I am so thrilled to learn of the possibility that the College of Staten Island may soon be filling this gap.
You have my unqualified support.
Sincerely,
Daniel F. Oscar
Daniel F. Oscar CEO
911 Commons Way p: 609.252.9300 www.supportiveschools.org Princeton, NJ 08540 f: 609.252.9393 146
Appendix M: External Reviewer Reports and Response 147
Evaluation Report Form for Program Proposals
Institution: CUNY College of Staten Island
Evaluator(s): Mónica Byrne-Jiménez. Ed.D.
Program title: Community-Based Leadership
Degree title: Ed.D.
Date of evaluation: August 8, 2016
I. Program
1. Assess program purpose, structure, and requirements as well as formal mechanisms for program administration and monitoring.
The proposed Ed.D. in Community-Based Leadership is a cross-disciplinary initiative that seeks to develop leaders who redefine the role of schools in broader socio-political contexts and who create seamless transitions between community and schools. These community- based leaders work as equal partners with communities to leverage communities’ cultural assets and wealth to lead educational improvement. The purpose is clear and consistent throughout the proposal narrative, structures, courses, and opportunities for programmatic reflection and improvement.
The program is designed as an “executive model” that engages in face-to-face, online, and hybrid learning experiences. This model allows for increased flexibility in content delivery while meeting the needs of full-time practitioners and maintaining high standards.
Program admissions requirements are consistent with standards in the field and accreditation requirements. The proposal also reflects regular assessments of students’ progress in the program to ensure degree completion.
Formal mechanisms for program administration and monitoring are also consistent with the field and accreditation. The proposal includes one program director and part-time administrative support. Plans for on-going assessment are also clear and occur on a timely- basis. The proposal also details a “Program Executive Committee” which will distribute leadership and support student and program development. 148
2. Comment on the special focus of this program, if any, as it relates to the discipline.
The focus on community-based leadership that create community-based schools is both relevant and necessary. At a time where community trust and relationships with social institutions has frayed, the school must become a place of increased communication, mutual understanding, and renewal. To do this, leaders must place schools in broader historical, political, and economic contexts and actively breakdown the barriers that separate schools from communities. The development of “community schools,” as described in the proposal, is a growing national movement and this program is well-placed, both temporally and geographically, to make an immediate impact on schools and communities, while shaping the discourse in the field of educational leadership.
3. Comment on the plans and expectations for continuing program development and self- assessment.
The plan for program development and self-assessment is consistent with other doctoral programs and with accreditation. There is a careful strategy for recruitment and retention of students (including inquiry groups, dissertation scaffolding, and faculty growth). The financial needs of students have also been addressed with start-up scholarships. The plan for self-study includes program, university, and external evaluation processes that will ensure adequate feedback for program improvement.
4. Assess available support from related programs.
I do not have adequate knowledge of available support from related programs to offer an assessment.
5. (Only for programs requiring master plan amendment.) What is the evidence of need and demand for the program locally, in the State, and in the field at large? What is the extent of occupational demand for graduates? What is the evidence that demand will continue?
NA.
II. Faculty
6. Evaluate the faculty, individually and collectively, in regard to training, experience, research and publication, professional service, and recognition in the field.
From the faculty descriptions provided, faculty are well-versed in the content areas to be taught. The faculty is composed of three leadership faculty (two full-time, one adjunct), two 149
from curriculum and instruction (with foci in inquiry and critical pedagogy), one in educational studies (focus on inclusive education), one in history of education, one in political science (focus public policy), one social worker, and one in educational psychology (focus on cognitive development). Three faculty have extensive experience in K12 settings and one in social work. An additional faculty, serves on the board of directors of a charter school. The make-up of the core faculty reflect the program’s commitment to interdisciplinary work and connections to practice.
I do not have adequate knowledge of research and publications to offer an assessment
7. Assess the faculty in terms of size and qualifications. What are plans for future staffing?
The current faculty are sufficient to support short-term projections and student needs. There are ten core faculty who will be involved in the teaching of courses and student advisement. The proposal includes the need for an additional faculty in year three once the program has reached capacity. This is ample staffing to support the projected number of students by year five. [Comments on faculty qualifications can be found in item #6]
8. Evaluate credentials and involvement of adjunct and support faculty.
I do not have adequate knowledge of the credentials and involvement of adjunct and support faculty to offer an assessment
III. Resources
9. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities; practica and internship sites; and support services for the program, including use of resources outside the institution.
The program is well-resourced with support from the college, university, and local educational leaders. In addition, there are scholarships available to subsidize students.
10. (Only for programs requiring master plan amendment.) What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries, and the number of faculty lines relative to student numbers and workload.
NA
150
IV. Summary Comments and Additional Observations
11. Summarize the major strengths and weaknesses of the program as proposed with particular attention to feasibility of implementation and appropriateness of objectives for the degree offered. Include any further observations important to the evaluation of this program proposal and provide any recommendations for the proposed program.
Overall this program demonstrates a clear and coherent visions for doctoral education and public school improvement. It has the resources, structures, personnel, and expertise in place to create successful graduates in community-based leadership.
There are two curricular areas that need some clarification. The first in the purpose and use of the “modules.” In the proposed curriculum there is one module on “cultural literacy” which focuses on LGBTQ, gender, and sexuality. This is an extremely important topic and should be addressed independently from other forms of cultural literacy. However, there is an equal need for cultural literacy in terms of race, language, ability, and religion. Some focus on these issues, and how they are lived in different communities of color is equally important. The second is to highlight some redundancy in course assignments. Several courses require an “analysis” of research articles. This is a necessary skill for doctoral students and spiraling assignments is a useful strategy. However, it was hard to see how these assignments build the necessary critical reading – and writing – skills.
One area for consideration and further program development is the role of “community” in the program and in school leadership. Many of the courses, and in some of the program narrative, the community is something that schools “do things to.” Successful collaboration includes not just being open to redefining partnerships, but also requires an acknowledgement of the cultural wealth (i.e. Yosso, 2005), funds of knowledge (i.e. Gonzalez et al., 2006; Moll, et al., 1992), assets (i.e. Kretzmann et al., 2005; Sharp et al., 2000) that exist in communities and how those uniquely position community members as leaders, in schools and out. If this program seeks to develop a new kind of community-based leader, that works with communities and, when necessary, follows community leaders, then an additive paradigm must be explored.
151 152 153
Evaluation Report Form for Program Proposals
Institution: The College of Staten Island
Evaluator(s): William M. Reynolds
Program title: Doctor of Education in Community-Based Leadership Degree title: Ed.D. in Community -Based Leadership
Date of evaluation: 8-16-2016
RESPONSES ON ATTACHED SHEETS I. Program
1. Assess program purpose, structure, and requirements as well as formal mechanisms for program administration and monitoring.
2. Comment on the special focus of this program, if any, as it relates to the discipline.
3. Comment on the plans and expectations for continuing program development and self- assessment.
4. Assess available support from related programs.
5. (Only for programs requiring master plan amendment.) What is the evidence of need and demand for the program locally, in the State, and in the field at large? What is the extent of occupational demand for graduates? What is the evidence that demand will continue?
II. Faculty
6. Evaluate the faculty, individually and collectively, in regard to training, experience, research and publication, professional service, and recognition in the field. 154
7. Assess the faculty in terms of size and qualifications. What are plans for future staffing?
8. Evaluate credentials and involvement of adjunct and support faculty.
III. Resources
9. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities; practica and internship sites; and support services for the program, including use of resources outside the institution.
10. (Only for programs requiring master plan amendment.) What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries, and the number of faculty lines relative to student numbers and workload.
IV. Summary Comments and Additional Observations
11. Summarize the major strengths and weaknesses of the program as proposed with particular attention to feasibility of implementation and appropriateness of objectives for the degree offered. Include any further observations important to the evaluation of this program proposal and provide any recommendations for the proposed program.
155
Reynolds Evaluation Report for CSI Ed.D. in Community-Based Leadership I. Program 1. Purpose: The purpose of this unique and innovative program is clearly stated in the documentation. Educating effective practitioner-leaders “able to apply current research on school-community collaboration into practice” particularly in the area of K-12 education is a clear and important goal for a program with this orientation. The concept of an applied doctoral program is also clearly and well stated. The need for this type of applied doctoral program is focused and clearly stated for the communities of New York City with working educators. The notion of school leaders able to collaborate with all the constituencies in K- 12 education is also an essential and important aspect of this proposed program. The structure is clearly stated and well organized as are the formal mechanisms for program administration and monitoring. The requirements (enrollment of 8 students, the admission process, the program and course work, and the development of the dissertation process) seem clear and well planned. This will allow the program to flow smoothly and will avoid confusion for students enrolled in the program. 2. The special focus of this program is one of the major reasons to support it. Not only is the focus on community collaboration important at this historical moment but the emphasis on transforming learning and teaching in the schools through various means elaborated in the text of the proposal essential given the current issues of K-12 education. 3. There are clearly stated plans for continuing program development and self-assessment. Some of these plans are continuous feedback from students involved in the cohort(s). Future alumni will be surveyed. There are also evaluation and assessment for periodic reviews and self-studies for the program. These assessment plans will allow for updates and modifications as needed. 4. The support for the program or revenues are discussed and there is evidence to support that the program will “generate tuition revenue well in excess of program costs.” 5. There is a clear articulation of need and justification presented on page 3 of the document. II. Faculty 6. The faculty interested in this program are all well established and recognized in their particular fields. One of the strengths of the faculty for this program is the diversity of the areas of expertise. There is also a balance among the various Schools. Six faculty from the School of Education, two from the School of Humanities and Social Sciences, one from the School of Business and one Part Time faculty demonstrated interested in developing the program or teaching in it. The areas of expertise which would be essential to the program include but are not limited to; collaborative leadership(Silverberg), teaching as a profession Rogers), collaborative teacher inquiry and authentic assessment (Allen), critical pedagogical approaches in literacy for linguistically and racially diverse students (Grant), improvement of mathematics achievement (Tournaki), teacher/leader collaboration and reflective practice (Sullivan), transformative learning and teaching in schools and communities (Arievitch), multiculturalism and LGBT issues (Gross), civil liberties, law and public policy (Paris), and student support and leadership (Speller). This group of faculty is first-rate and will be able to provide an excellent graduate education. 156
7. The number (size) of the faculty is appropriate for the program and certainly well qualified. There are plans for the addition of a new full time faculty member in year 3 of the program and for part-time faculty as well. These plans seem logical and well thought out. 8. The involvement of support faculty is planned out for the future of the program. III. Resources 9. The facilities necessary for the program will not have an impact on campus space utilization according to the proposal. The classroom requirements will be for the technology of Smart Boards, internet access and projection equipment. The facilities and resource requirements for the program seem well thought out and low cost. 10. – IV. Summary Comments As a university faculty member at various institutions for thirty-one years and during that period being responsible for the development of graduate programs (Ed.D.) in curriculum studies (Oklahoma State University, Purdue University and Georgia Southern University), I am experienced in the initial stages of the development of doctoral programs. This is truly one of the best and clearly articulated programs I have had the privilege to review. After reading through the proposal for the CSI Ed.D. in Community-Based Leadership, I find the program to be exciting, innovative, and feasible. The community based connection is certainly one of the outstanding characteristics of the program. The outstanding course work, the cohort design, the program schedule and the proposed work toward the dissertation are all outstanding. The only suggestion I would have and that is simply based on my own scholarly orientation, is that the program include in its course work or reading some emphasis on critical perspectives in education. That is not a weakness of the program but the addition of critical perspectives could enhance the theoretical orientations of the program. I give my support and highest recommendation to this program. Education, leadership and community connections are absolutely crucial to the historical moment in which we all live.
157 New York State Education Department Office of Higher Education Office of College and University Evaluation
Instructions for Evaluation of Doctoral Program Proposals
Background
The Office of College and University Evaluation (OCUE) is responsible for approval of New York State’s degree-granting institutions and for registration of the academic programs they offer. Currently OCUE oversees 270 institutions with almost 27,000 programs. A system of staff and peer review by recognized authorities is used for the evaluation of programs. The purpose of this peer review system is to encourage academic excellence and to ensure high quality doctoral programs in New York State.
In considering new doctoral programs for registration, the New York State Board of Regents is primarily concerned with the criteria of high quality and need. Only proposed programs with clear potential for achieving high quality and meeting the needs of the discipline and the public will be granted registration.
The Proposal Evaluator's Task The proposal evaluation report is one of the most important components of the review. The task of the proposal evaluator is to examine the program proposal and related materials, make a site visit, respond to the questions posed in the “Evaluation Report Form for Doctoral Program Proposals” and “Special Questions – Institutional Readiness for Doctoral Education,” if required, and submit a report that speaks to the quality of and need for the program.
The evaluator’s task is to review the “Evaluation Report Form for Doctoral Program Proposals” provided to ensure that the Institution provides the information needed to complete the application for registration of a the proposed doctoral program. If the proposed program is an institution’s first doctoral program, the Institution’s information needs are more extensive and responses to Appendix O – “Assessing Institutional Readiness to Offer Programs at a New Level” of the Program Registration Procedures and “Special Questions – Institutional Readiness for Doctoral Education” also need to be provided. Your report along with the Institution’s response and final proposal application will serve as the basis for the State Education Department to make a determination regarding program registration.
The Evaluation Report
The report should focus on the qualities of the program, faculty, students, and resources. In addition, there are general comment questions, to evaluate overall program quality. When identifying strengths and weaknesses of the program, please be specific and use examples wherever possible. It is also helpful to the institution if you provide recommendations to remedy weaknesses.
Once completed, the report should be submitted to the team chair or institutional liaison as appropriate. The complete evaluation report should be forwarded to the institution for review and comment.
The report and the institution's response to it must be transmitted to the State Education Department with the institution's request for program registration. It is, therefore, important that the report be complete, accurate, and objective. The report should include name, title, institutional affiliation, address, telephone number and curriculum vitae for each evaluator.
Conflict of Interest
Each peer reviewer must sign the “Conflict of Interest Guidelines”. The Institution must keep a signed copy in their files. 158
New York State Education Department Office of Higher Education Office of College and University Evaluation
Conflict of Interest Guidelines for Peer Reviewers of Doctoral Programs
Conflict of Interest
There must be no conflict of interest or appearance of a conflict of interest with the institution under review. There is a conflict of interest when the potential peer reviewer/consultant:
(1) is a present or former employee, student, member of the governing board, owner or shareholder of, or consultant to the institution where the program is under review;
(2) is a spouse, parent, child, or sibling of an individual or persons listed in (1) above;
(3) has expressed an opinion for or against the proposed program under review;
(4) is seeking or being sought for employment or other relationship of any kind with the institution where the program is under review;
(5) has a personal or professional relationship with the program or institution where the program is under review that might compromise objectivity; and/or
(6) has a competitive relationship with the institution that might compromise objectivity.
______
I have reviewed the Conflict of Interest Guidelines. To the best of my knowledge, I do not have a conflict of interest or the appearance of a conflict of interest with:
Print name of institution:
______The College of Staten Island _____
Signed: ______
Printed name of Peer Reviewer: ______William M. Reynolds
Date: ______8/18/2016 ______159
New York State Education Department Office of Higher Education Office of College and University Evaluation
REPORT FORM FOR EVALUATION OF DOCTORAL PROGRAM PROPOSALS
Institution: Program Title Date(s) of Evaluation: Evaluator(s):
I. Program
1. Assess program purpose, structure, and requirements as well as formal mechanisms for program administration and monitoring.
2. Comment on the special focus of this program as it relates to the discipline. What are plans and expectations for continuing program development and self- assessment including ongoing external reviews?
3. Assess the breadth and depth of coverage in terms of faculty availability and expertise, regular course offerings and directed study, and available support from related programs. What evidence is there of program flexibility and innovation?
4. Discuss the relationship of this program to undergraduate, master's and other doctoral programs of the institution. Consider interdisciplinary programs, service function, joint research projects, support programs, etc.
5. What evidence is there of need and demand for the program locally, in the State, and in the field at large? What is the extent of occupational demand for graduates? What evidence is there that it will continue?
II. Faculty
1. What is the caliber of the full-time and part-time faculty, individually and collectively, in regard to education, college teaching experience, experience in doctoral education including dissertation supervision, research and publication, professional service, and national recognition in the field?
2. What are the faculty members' primary areas of interest and expertise? How important to the field is the work being done? Discuss any critical gaps.
3. Assess the composition of faculty in terms of diversity (race, gender, seniority).
4. Evaluate faculty activity in generating funds for research, training, facilities, equipment, etc.
160
5. Assess the faculty in terms of size and qualification for the areas of specialization which are to be offered. Evaluate faculty workload, taking into consideration responsibility for undergraduate, master's, and other doctoral programs. What are plans for future staffing?
6. Discuss credentials and involvement of adjunct and support faculty.
III. Students
1. Comment on the student clientele which the program seeks to serve, and assess plans and projections for student recruitment and enrollment.
2. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly qualified applicants and enrollees?
3. Comment on provisions for encouraging participation of persons from underrepresented groups. Is there adequate attention to the needs of part-time, minority, or disadvantaged students?
4. Assess the system for monitoring students' progress and performance and for advising students regarding academic and career matters.
5. Discuss prospects for placement or job advancement.
IV. Resources
1. What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries and research support, the number of faculty lines relative to student numbers and workload, support for faculty by non- academic personnel, student financial assistance, and funds provided for faculty professional development and activities, colloquia, visiting lecturers, etc.
2. Discuss the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities, internship sites, and other support services for the program, including use of resources outside the University.
V. Comments
1. Summarize the major strengths and weaknesses of the program as proposed with particular attention to feasibility of implementation and appropriateness of objectives for the degree offered.
2. In what ways will this program make a unique contribution to the field?
3. Include any further observations important to the evaluation of this doctoral program proposal and provide any recommendations for the proposed program.
161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184
Proposal: Ed.D. in Community-Based Leadership School of Education, College of Staten Island, CUNY
Responses to Reviewer Comments
Two Reviewers read and commented on the Proposal for an Ed.D. in Community-Based Leadership. Reviewers were chosen based on experience as 1) Chair of a doctoral program with a social justice orientation and 2) developer of new doctoral programs at four universities. The first Reviewer offered a very positive evaluation and the second Reviewer’s assessment was strongly enthusiastic. Combined, the Reviewers made four suggestions, responses to which are provided below.
1) Reviewer #1 asked for clarification of “the purpose and use of the modules.” Noting a module on “cultural literacy”focused on LGBTQ, gender, and sexuality, the reviewer wanted to be sure that other forms of “cultural literacy in terms of race, language, ability and religion” were also addressed.
The Reviewer’s comment helpfully highlighted a lack of clarity in the description of the Course Modules and has led to a modification of the Description of Program Format (p.11) with the Modules re-named “Special Topics Modules.” Course Descriptions have also been modified to indicate possible Special Topics that might be addressed in Modules. As a practice-based program, the Ed.D. will provide students with both theoretical and applied knowledge. Practitioners from the field and academic experts will teach the one-credit Special Topics Modules within some three-credit courses. The Executive Development Model particularly lends itself to this approach, as students will take three-credit courses across multiple weekends. Situating Special Topic Modules in the weekend format allows for study that is structured coherently. The modules have also proven popular with CSI faculty from multiple departments, who have expressed interest in teaching them.
The Reviewer recommended inclusion of Special Topics Module(s) addressing cultural literacy in terms of race, language, ability, and religion. There is currently no module because these issues are explicitly integrated into two courses: “Building Relationships, Leadership, and Capacity” and “Transforming Learning and Teaching in Schools and Communities.” If the planning team deems it appropriate, one or both of these courses could include a special topics module focused on these other social identities.
2) Reviewer #1’s second comment concerns “some redundancy in course assignments,” referring specifically to “analysis of articles,” and their usefulness in building critical reading and writing skills. Where the reviewer sees redundancy, the program has appropriately emphasized scaffolding skills that do in fact develop critical reading and writing skills. Analysis of research articles is a major component in multiple courses in order to develop scholar-leaders with the skills and knowledge to be consumers of 185
research. As such, they will be able to apply a deep understanding of research methods to the evaluation and subsequent development of their work. The unique blend of practice and scholarship in the Program requires the continuous integration of research into content study, and this integration fosters the development of advanced literacy skills. Course faculty will work together and with students in the Inquiry Groups to guide development of these necessary skills.
3) Reviewer #1 also questioned the role of “community” in the program and in school leadership, worrying that the program was not sufficiently clear in its orientation to authentic collaboration among community members including but not dictated by the school leader. The Program Faculty shares the reviewer’s view of a community as neither an object nor a subject for schools but rather as a partner. The purpose of the Program is, as the reviewer hopes, to develop in our students the “acknowledgement of the cultural wealth (i.e. Yosso, 2005), funds of knowledge (i.e. Gonzalez et al., 2006; Moll, et al., 1992), assets (i.e. Kretzmann et al., 2005; Sharp et al., 2000) that exist in communities and how those uniquely position community members as leaders, in schools and out.” The proposal has been slightly amended to make that emphasis more clear and Program Faculty will need to maintain this orientation throughout detailed course development and instruction supported by active, structured faculty collaboration for goal coherence across the Program.
4) Reviewer #2 made one suggestion that “the program include in its course work or reading some emphasis on critical perspectives in education.” This approach is central to the Proposal developer’s research and teaching focus and already present in multiple courses. For example, critical perspectives in education will be integrated into coursework in the first course, Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders. The approach to school improvement in conjunction with community development that is the foundation of the Program requires a critical perspective on what is in order to frame more effective possibilities. Possible texts for the Introduction course exploring critical perspectives are Rethinking Value- Added Models in Education: Critical Perspectives on Tests and Assessment-Based Accountability (Amrein-Beardsley, 2014) and Educational Theories, Cultures and Learning: A Critical Perspective (Critical Perspectives on Education) (v. 1) (Daniels and Lauder, 2009).
Appendix N: Master Plan Amendment Form 186
Master Plan Amendment (MPA) Supplement
Please provide the following information to supplement your program registration application if the proposed program requires approval of a master plan amendment. Approval of a master plan amendment is required when the institution seeks initial authorization to award a degree; offers its first program at a new level of study; establishes a branch campus or inter-institutional program; or establishes at each degree level its first program in each of the 10 general disciplinary areas. For more information, review our MPA information page.
If master plan amendment is needed because the program would represent the institution's first program at a new degree level, contact the Office of College and University Evaluation to discuss the institution’s plans and next steps. The move to a new degree level typically requires the institution to prepare an extensive self study followed by an onsite review of the institution by a team of peer reviewers approved by the Department. Please note that for an independent institution, a program at a new degree level may also require a concurrent amendment of the charter. 1. Program Start Indicate the date by which the institution proposes to enroll students. Answer: Summer 2017 2. Student Body List with percentages the expected geographic origin of the program's students: (a) county in which the program will be offered: 70% (b) remainder of the Regents Higher Education Region: 20% (c) remainder of the State: (d) out of state: 10% 3. Transfer Students Describe the admission requirements for students transferring into this program, if applicable. Answer: Not applicable. 4. Enrollment Describe the assumptions underlying the enrollment projections. Answer: The enrollment projections are based on substantial needs with regards to the orientation and structure of doctoral work in leadership for improved schools and communities. There is a growing need for applied doctoral training for education practitioners in New York City, and there is currently no public Ed.D. program in NYC designed to meet the needs of working educators with an “Executive Development” cohort model meeting exclusively on weekends and on line and a practice- focused curriculum. One assumption underlying the enrollment projections is that this opportunity will be attractive on a transportation-challenged island of nearly one-half million inhabitants.
The primary assumption is that the increased need for programs like the proposed Ed.D. in Community-Based Leadership is driven in part by a series of fundamental changes in K-12 education that have occurred in the last decade. The school reform movement and new national and state education policies have increasingly recognized the need for educational leaders to perform their roles in collaboration with other constituencies within and beyond the walls of the school building. At the simplest level, school leaders must collaborate with teachers and parents to achieve the outcomes resulting from shared commitment to a vision of learning for all students; at its most complex, collaboration with other community leaders in business, social services, and faith-based organizations can support maximum learning and outcomes for students throughout New York City and the United 187
States. Increasingly diverse communities, particularly those with higher and higher numbers of English Language Learners, also inform a need for schools and communities to work together to provide the necessary skills and perspectives to access opportunities in the global economy.
The most concrete but hardly the only example of this shift is the community schools movement, which is flourishing in New York State. The latest state budget enacted April 1, 2016 for the upcoming fiscal year includes up to $175 million for Community Schools, an unprecedented amount. In New York City, 131 schools throughout the five boroughs have been designated as Community Schools as of March 2016. These institutions require an approach to leadership that focuses on factors outside of the school as well as those inside. This dualism is consistent with longstanding historical dynamics between schools and the communities in which they reside. This constancy insures that there will always be a need and demand for leadership skills supporting partnerships with stakeholders outside the school. Currently there is no program in the United States focused on building capacity in school, social service, and community leaders to collaborate and share human and fiscal resources in support of children and their education. Whether integrating one support feature or many, it is clear that this approach is beneficial and growing. As more schools implement varying levels of student supports, the leadership skills necessary for effective execution of this approach will increase the need for CSI’s Ed.D. in Community-Based Leadership.
5. Planning a) Document fully, with measurable data, the need for the program in terms of the population(s) it would serve, the Regents Higher Education Region in which it will be offered, and the State as a whole. . Note the other institutions in the Region that offer similar programs; . Explain why other institutions are not meeting the need; and . Describe the extent to which the program would meet that need. 188
Answer: Recent demographic changes on Staten Island largely account for the need for this doctoral program at CSI. Staten Island has nearly a half million residents and is part of one of the largest, most important and diverse cities and metropolitan areas in the world. As with all communities in a time of recession and high unemployment, social problems abound and they confound school and community leaders alike. Within the Region, Staten Island often suffers benign neglect because relative to the other outer boroughs, its social indicators typically appear favorable. Sometimes they do not; for example Staten Island is ranked fourth among the boroughs in percentage of residents with a baccalaureate degree or higher. More often they do, as in the case of poverty rates. Staten Island’s was 12.1% in 2014, the lowest in the city but within the margin of error of Queens’ 12.3% (American Community Survey, 2014). Likewise, Staten Island has the highest borough percentage (69.4%) of residents speaking only English and the lowest rate (21.6%) of foreign-born residents. Nonetheless, these figures still indicate the presence of tremendous linguistic and cultural diversity on the island and demographic projections for Staten Island suggest that the borough will become only more diverse over time.
What is most remarkable about Staten Island at this juncture is its unequalled growth in population. In the period from 2000 to 2009, the population increased by 10.8% as compared with a 3% increase in New York State. While the population growth rate has slowed overall since 2010, in terms of race and ethnicity Staten Island boasts the most rapidly diversifying population of the five boroughs. Staten Island has experienced an enormous influx of new immigrants who speak a wealth of primary languages. The borough is home to refugees escaping civil war and political oppression, as well as immigrants seeking relief from economic hardship or greater opportunity. Chinese, Haitians, Koreans, Mexicans, Nigerians, Pakistanis, Poles, and Russians all have substantial vibrant communities in the borough. Staten Island claims one of the biggest Liberian communities in the United States and has the second largest Albanian mosque in the country. The Asian population of the borough has risen to 8.3%, and the Latino population to 18.1% (U.S. Census, Richmond County Quick Facts). While these newcomers bring with them cultural diversity that has enriched the community, they also need resources that will assist them to thrive in their new home community.
More established communities on Staten Island face their own host of challenges. In some south shore neighborhoods, use of heroin has reached epidemic proportions and at 7.4%, the mortality from overdose rate for the island exceeds the city wide rate by far (SI Advance, January 5, 2015). Staten Island contains some of the highest cancer rates in New York City while smoking, binge drinking and death from heart disease rates are all well above city averages. Violent crime rates on Staten Island have begun to move closer to the city’s averages and poverty rates have risen faster on Staten Island than elsewhere in the city. Educational attainment is lower than one might expect given the overall socioeconomic profile of the island, yet schooling remains seen as the great equalizer by many in American society. Vibrant communities help schools to thrive, and successful schools help communities to flourish. The doctoral program in Community-Based Leadership aims to take advantage of this symbiotic relationship between schools and communities.
Like most urban areas, Staten Island also has many assets, but quick and easy access to the rest of the city is not one of them. Despite the opening of the Verrazano Bridge and the regular running of the Staten Island Ferry, at 42.7 minutes each way, commuting times for Staten Islanders are among the longest in the region (American Community Survey, 2014). Unlike most of the other outer boroughs, over half of Staten Island’s workforce is employed on the island. For the many professionals among this group, pursuing doctoral study elsewhere in the city is not desirable but staying on the island for a unique program is attractive. This assumption was born out by a 2015 survey of recent graduates of 189 the CSI Leadership Sixth-Year Professional Certificate program described below.
Within CUNY, the only other Ed.D. program is the doctorate in Instructional Leadership, commenced in 2015 at Hunter College. This program has a distinctly different focus from CSI’s proposed program, as it is primarily aimed at leadership and supervision that improves teaching. Other Ed.D.s in the Region are found at private institutions and also have more commonly found foci. Three of the most notable are at St. Johns (instructional leadership), NYU (school system policy and administration) and Teachers College, Columbia (school and district leadership, research and the professoriate). Like Hunter’s, these programs address different needs for different constituents and unlike CUNY institutions charge much higher rates of tuition. CSI’s program builds on its already successful Post Masters credentialing program leading to New York State School Building Leader (SBL) and School District Leader (SDL) certificates; therefore its curriculum is only 48 credits. Finally, none of these other programs offer the “Executive Development” cohort model meeting exclusively on weekends and on line. Thus the CSI Ed.D. in Community-Based Leadership stands out for its curriculum, its format, and its affordability as a public higher education program.
b) Specify the number of potential students (currently enrolled at the proposing institution, enrolled at other institutions, alumni, others) requesting establishment of the program. Describe and document how such persons were identified (e.g., surveys).
Answer: Primary interest in the program has come from the College’s Sixth-Year Professional Leadership program. CSI is currently running two cohorts of students with a combined enrollment of 33. An additional five students are currently pursuing their School District Leader license only. This program has 478 alumni since its reconfiguration in 1999 and far more overall. Looking at the larger pool of graduate students who may pursue this degree, CSI currently has 350 masters and advanced certificate students enrolled (2016) and Wagner College recently had 84 (2014). Students in Wagner College’s M.A. program in Higher Education and Learning Organizations Leadership will be another potential source of doctoral students. Both institutions maintain active lists of alumni by program.
The 2015 survey of recent graduates of the CSI Leadership Sixth-Year Professional Certificate program yielded 45 responses and overall they indicated a strong willingness to pursue doctoral education in leadership at CSI. When asked of their interest in continuing their leadership education with a program leading to an Ed.D., 26 were very interested, 15 were somewhat interested, 2 were not sure and only one indicated no interest at all. The most important reasons given for why those surveyed had not previously applied for and/or attended a doctoral program were cost (15 respondents), Time Constraints/Scheduling (14 respondents), Quality or relevance of existing programs (7 respondents), Time Constraints and Cost (3 respondents), and Cost and Quality (1 respondent). Finally, when asked how likely they would be to apply to an Ed.D. Program in leadership at the College of Staten Island, 26 said very likely, 13 said somewhat likely, and only 3 said not at all likely. While many of the respondents were currently in school leadership positions ranging from grade leader to assistant principal to principal to DOE Central Office, some have chosen to take on community leadership positions such as community associations or policy development roles including pursuit of seats on the local school policy board, the Community Education Council.
Another likely source of students comes from the professional staff at the three local institutions of higher education. At the College of Staten Island there are 150 employees in the Higher Education Officer series; nearly ten of whom have already verbally expressed interest in this program. When the professional staffs of local non-profits are also added to the mix, the pool of non-K-12 educators 190 increases considerably. c) If pertinent, indicate the potential employers of the program's graduates who have requested its establishment and the exact nature of their specific employment needs, including the estimated number of such employees needed. Answer: This proposal has generated interest from the United Federation of Teachers, local school leaders (PS 78, and regional non-profit organizations that support community schools (Center for Supportive Schools, New York Center for Interpersonal Development). d) If a program is intended to meet institutional purposes and goals rather than external demand, explain: . its relationship to the institution's mission; . how it would complement the other programs the institution offers; and . how it would contribute to the institution's viability. Answer: 6. Outcomes of Related Programs a) List related programs at the institution. For example, an institution applying for master plan amendment to offer a baccalaureate in information technology would list an existing registered associate degree program in that subject. Answer: The College of Staten Island has long offered post masters sixth-year professional certificates in school building leadership (SBL) and school district leadership (SDL). b) Provide data to demonstrate the success of students in the related program(s). Answer: Recent student completion rates have been 87% (2014-15), 80% (2013-14) and 88% (2012- 13). Recent scores on the state’s School Building Assessment also demonstrate students’ success. In 2015 and 2016, two cohorts totaling 28 candidates completed the School Building Leader Program. Seventeen of the 28 attempted Part 1 of the School Building Leader Assessment, and 16 attempted Part 2. Score reports from the most recent test administration are not available at this time. Of the 17 who took Part 1, 94% passed on a first or second attempt and 88% passed Part 2 on a first or second attempt. 7. Resources Complete Table 1 (Expenditures) and Table 2 (Revenues). 8. External Review Submit a copy of an evaluation (Word) (PDF) of the program by a recognized expert in the field who has been approved in advance by the State Education Department. In addition, submit the institution’s response to the evaluation and highlight how the proposal was modified in response to the evaluation. 9. Branch Campus/Interinstitutional Program If you are proposing a new branch campus or interinstitutional program:
a) Complete Table 3 (Distribution of Space) and Table 4 (Capital Expenditures). b) Describe the administrative organization of the proposed branch campus or interinstitutional program, noting specifically the roles of administrators and their relationship, including lines of responsibility, to the main campus administration. Answer: 191
10. MPA Abstract Prepare a separate one- to two-page abstract summarizing the proposal that briefly sets forth:
(a) the title of the proposed program and the degree, diploma, or certificate to which it leads; (b) the purpose and goals of the program and its relationship to the stated mission of the institution and to existing offerings of the institution; (c) the curriculum; (d) the unique characteristics of the program; (e) requirements for admission to the program; (f) the nature of the prospective student body; (g) projected (full- and part-time) enrollment in the program’s first and fifth year of operation; (h) facilities, equipment, faculty, and other academic resources available, and planned to be acquired, to support the proposed program; (i) prospects for employment/further education for the program’s graduates; and (j) additional basis of need for the program.
The Department sends the abstract to other New York colleges and universities as a canvass to gather their comments and advice on the need and demand for the proposed program(s) and its potential effect on other institutions. Please include the abstract on a separate page along with the name of the institution and location(s) where the new program will be offered.
11. Branch campus or interinstitutional program Provide brief statements on the following: (a) location, including the address and the distance in miles from the main campus Answer: (b) reasons for initiating it Answer: (c) facilities to be used Answer: (d) administrative organization of the proposed branch campus or interinstitutional program Answer: (e) on-site faculty responsible for the program(s) Answer: (f) support services available for students Answer: 192
Table 1: Projected Expenditures for the Proposed Program
1st Year 2nd Year 3rd Year 4th Year 5th Year Expenditures1 Academic Year2 Academic Year2 Academic Year2 Academic Year2 Academic Year2 Faculty3 $75,291 $23,529 $61,174 New Resources4 $142,537 Equipment5
New Resources4 Other6 (library acquisitions)
New Resources4 $1,000 $1,000 $1,000 $1,000 $1,000 Total
New Resources4
1 Specify the inflation rate used for projections. 2 Specify the academic year. 3 Include fringe benefits. 4 New resources means resources engendered specifically by the proposed program. The new resources from the previous year should be carried over to the following year, new resources with adjustments for inflation, if a continuing cost. 5 Include here equipment which is not a capital expenditure. 6 Specify what is included in "other" category, (e.g., library staff and additional acquisitions, student services staff, administrative or clerical staff, facilities, student financial aid). 193
Table 2: Projected Revenue Related to the Proposed Program 1st Year 2nd Year 3rd Year 4th Year 5th Year Revenues1 Academic Year2 Academic Year2 Academic Year2 Academic Year2 Academic Year2 Tuition Revenue3 4 01. From Existing Sources 02. From New Sources5 03. Total State Revenue6 4 04. From Existing Sources 05. From New Sources5 06. Total Other Revenue7 4 07. From Existing Sources 08. From New Sources5 09. Total Grand Total8 4 10. From Existing Sources 11. From New Sources5 TOTAL
1 Specify the inflation rate used for projections. 2 Specify the academic year. 3 Please explain how tuition revenue was calculated. 4 Existing sources means revenue that would have been received by the institution even if the proposed program were not approved. 5 New sources means revenue engendered by the proposed program. The revenue from new sources from the previous year should be carried over to the following year as revenues from new sources with adjustments for inflation, if a continuing source of revenue. 6 Public institutions should include here regular State appropriations applied to the program. Independent institutions should estimate Bundy aid generated by degrees awarded in the program. 7 Specify what is included in "other" category. 8 Enter total of Tuition, State and Other Revenue, from Existing or New Sources. 194
Table 3: Distribution of Space at a Proposed Branch Campus or Interinstitutional Program
Part A. Room Use Distribution Room Use Categories1 Net Assignable Square Feet (NASF)2 01. Total Classroom Facilities 02. Total Laboratory Facilities a. class laboratory facilities3 (______) 03. Total Office Facilities a. academic office facilities (______) b. administrative office facilities (______) 04. Total Study Facilities a. total library facilities (______) 05. Total Special Uses Facilities a. athletic/physical education facilities (______) 06. Total General Use Facilities a. assembly facilities (______) 07. Total Support Facilities a. data processing/computer facilities (______) 08. Total Health Care Facilities 09. Total Residential Facilities 10. Total Facilities Planned for Use4
Part B. Programmatic Facilities Distribution Program Classification Categories Net Assignable Square Feet (NASF) 11. Instruction (1.0) 12. Organized Research (2.0) 13. Public Service (3.0) 14. Academic Support (4.0) a. libraries (4.1) (______) 15. Student Services (5.0) 16. Instructional Support (6.0) 17. Independent Operations (7.0) 18. Unassigned (8.0) 19. Total Facilities Planned for Use5
1 For definitions of Room Use Categories and Program Classification Categories, consult the "Facilities Inventory and Classification Manual, 1973" (OE74-11424). Washington, D.C., U.S. Government Printing Office, 1973. 2 Net Assignable Square Feet (NASF) means the sum of the floor areas of a building included within the outside faces of exterior walls for all stories, or areas that have floor spaces less the non-assignable area. Non-assignable area includes that portion of the building areas not available for assignment to building occupants, but necessary for general operations; such areas include circulation, custodial, mechanical, and structural areas. 3 This is a sub-set of the Room Use Category. It may be the same as the NASF reported for the Category, or a smaller amount if there is other space in the Category. On line 03, a plus b need not equal line 03 if other space exists in the Category. 4 Line 10 is the sum of line 01 through 09. 5 Line 19 is the total of lines 11 through 18 and should equal line 10. 195
Table 4: Projected Capital Expenditures for the Proposed Branch Campus or Interinstitutional Program
1st Year 2nd Year 3rd Year 4th Year 5th Year Expenditures Academic Year1 Academic Year Academic Year Academic Year Academic Year 1. Capital Facilities 0 0 0 0 0 2. Equipment (Capital 0 0 0 0 0 Expenditures)2 3. Total Capital 0 0 0 0 0 Expenditures
1 Specify the academic year in each column. 2 Do not include equipment expenditures made from the operating budget.
196
Master Plan Amendment Abstract
(a) Community-Based Leadership; Ed.D.
(b) The College of Staten Island proposes to offer a curriculum leading to a Doctor of Education in Community-Based Leadership to fulfill educational needs of schools, address social challenges of communities and support professional aspirations of leaders from all sectors involved in the well being of children. Research indicates that quality education and quality of life essential to achievement for all students can be improved by supporting communities and schools and through developing reciprocal relations between them. The importance of school leadership to these outcomes has been firmly established. As this issue is particularly prominent in urban schools and communities, our goal is deeply connected to the College of Staten Island/CUNY’s mission to “educate the whole people” in an urban setting and its education programs’ mission to prepare educators for urban schools.
(c) There are four core areas of Study totaling 48 credits. Twelve post-Masters credits are required for admission and no transfer credit will be granted because of the unique focus and cohort collaboration. The curriculum is structured as follows: 1) Twelve-credit Foundational Core (FC) in which students will explore the history and current social context of schooling in the U.S. and globally; and theories of learning and teaching across the lifespan, including serving the needs of persons with disabilities and English Language Learners. Courses include Introduction to Scholarly Inquiry and Effective Collaboration for Community-Based Leaders; Social and Historical Contexts of School Communities; Transforming Learning and Teaching in Schools and Communities; and Education Reform and Globalization 2) Eighteen-credit Critical Practice Core that introduces elements of practice critical to successful community leadership. Recognizing that the skills and orientations to leadership required for facilitation across community constituencies requires a fundamentally different approach to education reform, these courses focus on building capacity across the community including teachers, families and caregivers, social service providers, and policy advocates. Courses include Teachers and Teaching; Professional Literature and Professional Writing; Building Relationships, Leadership, and Capacity; Resource Management in School Communities; Public Relations, Advocacy, and Community Organizing; and Curriculum, Standards, and Assessment for Community Engagement. 3) Nine-credit Research Core that introduces students to qualitative, quantitative, and mixed methods approaches to research in the social sciences and culminates in a Practicum in order to provide the knowledge and skills for analysis and application of current research as well as evaluation of programs and practices. Courses include Qualitative Inquiry Methods in Applied Research; Quantitative and Mixed Methods in Applied Research; and Research Practicum. 4) Nine-credit Dissertation Studies that consists of a three-course sequence, beginning with identification of the problem for exploration, continuing with the preparation of a proposal, conducting the research, writing the results and analysis, and defending the conclusions. Courses include Defining the Research Focus; Dissertation Advisement 1; Dissertation Advisement 2.
197
(d) The focus on community-based leadership is unique within the Region, both in and outside of CUNY. Local Ed.D. programs tend to emphasize instructional leadership and/or educational policy. The program will be formatted using the “Executive Development Model” with courses scheduled on weekends and running as hybrids. Because the program also follows a cohort model, all courses are required in proscribed sequence. In addition to courses, there is close mentorship by faculty in Inquiry Groups. These small groups meet during the second year of the program, beginning in Summer 2 (Semester 4). Tri-semester meetings will focus on emerging areas of interest for the Dissertation. These meetings will take place on line or face-to-face with a faculty mentor in groups of 4-5 during each semester of the second year of study.
(e) Admission requirements include the following: a Masters Degree in the field of Education or Social Work or Psychology or Political Science or related field with minimum GPA of 3.0 at the Graduate Level; a Graduate Record Examination (GRE) score; 12 credits or equivalent Professional Training above the Masters in area of expertise; a minimum three years of experience in area of specialization; three letters of recommendation with at least one professional and one academic; a written statement of vision for leadership; an academic writing sample; evidence of demonstrated commitment to community collaboration; and an interview.
(f) Students in the program will be drawn from the College’s Sixth-Year Professional Leadership program, Masters’ students in education, and professional from external sectors such as social work and health care. Another source of students will come from the professional staffs at local institutions of higher education.
(g) The program expects to run a ten student cohort its first year in operation and a twelve student cohort in its fifth year of operation. All students will be part time.
(h) The College intends to hire one full-time faculty for when the program reaches full capacity in its third year, and some additional library resources will be needed. The current facilities and equipment of the College of Staten Island are sufficient for this program.
(i) Program graduates will be uniquely prepared to lead across larger systems as superintendents, district-level directors of curriculum or professional development, charter school network leaders, community organizers, policy developers and advocates, officers of educational nonprofits, coaches, department heads, teacher leaders, as adjunct faculty or in a few cases as full-time faculty members in a higher education setting. School, community, and community school leaders have all expressed enthusiasm for the program
(j) Recent demographic changes on Staten Island amplify the need for this doctoral program at CSI. Staten Island has nearly half a million residents of increasing ethnic and racial diversity. It is part of one of the largest, most important and diverse cities and metropolitan areas in the world. As with all communities in a time of recession and/or economic transformation, social problems abound and they confound school and community leaders alike.
I-B-2 BOROUGH OF MANHATTAN COMMUNITY COLLEGE –A.S. in PUBLIC HEALTH
RESOLVED, that the program in Public Health offered at Borough of Manhattan Community College and leading to the Associate of Science, be approved, effective January 30, 2017, subject to financial ability.
EXPLANATION: The proposed program in Public Health responds to an increasing demand for professionals educated in the field, particularly from underrepresented groups. The College has signed an articulation agreement with York College to facilitate the transfer of students who wish to continue their studies in Public Health beyond the associate’s degree.
BOROUGH OF MANHATTAN COMMUNITY COLLEGE
OF
THE CITY UNIVERSITY OF NEW YORK
PROPOSAL TO ESTABLISH A PROGRAM IN PUBLIC HEALTH LEADING TO THE ASSOCIATE IN SCIENCE DEGREE
EFFECTIVE FALL 2017
SPONSORED BY THE DEPARTMENT OF HEALTH EDUCATION
APPROVED BY
BOROUGH OF MANHATTAN COMMUNITY COLLEGE ACADEMIC SENATE
OCTOBER 26, 2016
College Representative: Senior Vice President Karrin E. Wilks
Contact: Senior Vice President Karrin E. Wilks
Telephone: 212-220-8000 ext 8321
Fax: 212-220-8319
Email: [email protected]
Table of Contents
Application for Registration ofNew Program 3
Executive Summary 20
Abstract 22
I. Purpose and Goals 22
II. Need and Justification 23
III. Undergraduate Interest/Enrollment 24
IV. Curriculum 26
V. Faculty 28
VI. Cost Assessment 28
VII. Evaluation 29
Vlll. References 29
Appendices
Appendix A Student Interest Survey
Appendix B Projected student enrollment for years I through 5
Appendix C Proposed Syllabi for New Courses for A.S. in Public llealth
Appendix D Course Descriptions of Health Education Courses
Appendix E Projected Revenue for the Proposed Program
Appendix F Undergraduate Program Schedule
Appendix G Full-Time Faculty Table
Appendix II Job Prospects for Students with BS in Public Health
Appendix I: Signed articulation agreement with York College
2 THE STATE EDUCATION DEPARTMENT I THE UNIVERSITY OF THE STATE OF NEW YORK I ALBANY , NY 12234 Application for Registration of a New Program 1
Program registration is based on standards in the Regulations of the Commissioner of Education. Section 52 1 defines the curricula that must be registered. The Department registers individual curricula rather than the institution as a whole, but the registration process addresses major institutional elements. It is the chief means by which the Regents support the quality of college and university programs.
- •This application should NOT be used for the following types of program proposals: ~ Programs Preparing Teachers, Educational Leaders, and Other School Personnel; • Programs Preparing Licensed Professionals; • Revisions to Existing Registered Programs; or • Programs Leading to a credit-bearing Certificate or Advanced Certificate .
The application materials for those types of proposals can be found at: http://www.highered.nysed.gov/ocue/aipr/register.html
Doctoral programs: please contact the Office of College and University Evaluation (OCUE).
Directions for submission of proposal:
1. Create a single PDF document that includes the following completed forms:
• Application for Registration of a New Program • Master Plan Amendment Supplement and Abstract (if applicable) • External Review of Certain Degree Programs and Response (if applicable) • Application to Add the Distance Education Format to a New or Registered Programs (if applicable) • CEO (or Designee) Approval Form
2. Create a separate PDF document for any required syllabi (see Task 3 for syllabi requirements.)
3. Attach the PDF documents to an e-mail.
4. Send e-mail to [email protected]
When submitting to the mailbox, include the following elements in the subject line of the e-mail: Institution Name, Degree Award, and Program Title
E.g., Subject: AAA College, New Program, Master of Science, English Literature
1 CUNY and SUNY institutions: contact System Administration for proposal submission process. Task 1: Institution and Program Information Institution Information
Institution Name: Borough of Manhattan Community College
Institution Code (6 digits): 370500
The name and code of the institution should reflect the information found on the lnventor't_ of Registered Proarams
Institution Address: 199 Chambers Street
City: New York
State/Country: NY
Zip: 10007
Regents Regions: New York City Region
Specify campus(s) of the institution where program is offered, if other than the main campus:
The name and code of the location(s) should reflect the information found on the Inventory of Registered Programs
Specify any other additional campus(s) where the program is offered besides the ones selected above:
If any courses will be offered off campus, indicate the location and number of courses and credits:
If the program will be registered jointly with another institution, please provide the partner institution's name:
4 I
Program Information for New Programs I!;
Program Title: Public Health
Degree Award: Associate of Science
HEGIS code: 1214
Number of 60 Credits*:
* If the program contains multiple options or concentrations that affect the number of program credits, list the total number of program credits required for each option:
Option/Concentration Name: Credits:
Option/Concentration Name: Credits:
Option/Concentration Name: Credits:
Option/Concentration Name: Credits:
If program is part of a dual degree program, provide the following information:
Program Title:
DeQree Award:
HEGIS code:
Section Ill. Contact Information
Name of contact person Karrin Wilks
Title of contact person: Provost and Senior Vice President
Telephone 212-220-8321
Fax: 21 2-220-8319 [email protected] Email:
5 I' Task 2- Proposed Program Information I 1'
Guidance for this task can be found by clicking here: DeQartment ExQectations: Admiss1ons. Academ1c SugQort Services. Credit for ExQerience and Program Assessment and Improvement
Relevant Regulations for this task can be found by cl icking here: Relevant Regulations for Task 2
. r j a. Program format
Check all scheduling, format, and delivery features that apply to the proposed program. Unless otherwise specified below, it is assumed the proposed program may be completed through a full-time, day schedule. Format definitions can be found by clicking here: Format Defi nitions
0 Evening: All requirements for the award must be offered during evening study. 0 Weekend: All requirements for the award must be offered during weekend study. 0 Evening/Weekend: All requirements for the award must be offered during a combination of evening and weekend study. 0 Day Addition: For programs having EVENING, WEEKEND, or EVENING/WEEKEND formats, indicates that all requirements for the award can also be completed during traditional daytime study. 0 Not Full-Time: The program cannot be completed on a full-time basis, e.g., an associate degree that cannot be completed within two academic years. Such programs are not eligible for TAP payments to students. 0 5-Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 5- year program with five-year State student financial aid eligibility 0 4.5 Year baccalaureate: Indicates that because of the number of credits required , the program is approved as a 4.5- year program with 4.5-year State student financial aid eligibility. 0 Upper-Division: A program comprising the final two years of a baccalaureate program. A student cannot enter such a program as a freshman. The admission level presumes prior completion of the equivalent of two years of college study and substantial prerequisites. 0 Independent Study: A major portion of the requirements for the award must be offered through independent study rather than through traditional classes. 0 Cooperative: The program requires alternating periods of study on campus and related work experience. The pattern may extend the length of the program beyond normal time expectations. 0 Distance Education: 50% or more of the course requirements for the award can be completed through study delivered by distance education . 0 External: All requirements for the award must be capable of completion through examination, without formal classroom study at the institution. 0 Accelerated : The program is offered in an accelerated curricular pattern which provides for early completion. Semester hour reqwrements in Commissioner's Regulations for instruction and supplementary assignments apply. 0 Standard Addition: For programs having Independent, Distance Education, External, OR Accelerated formats, indicates that all requirements for the award can also be completed in a standard, traditional format. 0 Bilingual : Instruction is given in English and in another language. By program completion, students are proficient in both languages. This is not intended to be used to identify programs in foreign language study. 0 Language Other Than English: The program is taught in a language other than English. D Other Non-Standard Feature(s): Please provide a detailed explanation .
6 b. Diploma Programs l If the program is credit bearing and will lead to a Diploma or Advanced Diploma, list the 5-digit program code of the registered degree Qrogram{s} to which the credits will apply: c. Program Description and Purpose 'n 1) Provide a brief description of the program as it will appear in the institution's catalog. Answer. The Public Health Associate of Science Degree introduces students to the core competencies necessary to work in public health professions and prepares students for transfer into 4-year Bachelor of Science programs in Public Health. 2) List the educational and (if appropriate) career objectives of the program. Answer. Students will be able to:
I' Describe the history, philosophy. core concepts. and va lues of public health service.
I' Identify and describe basic concepts of sc ientific inquiry and evidence-based research applied to public health service.
I' Identify key concepts in the epidemiological approach to population health. , Describe the role of socio-economic. health disparities. bcha\ ioral. biological. and environmental factors on population health and disease prevention.
3) How does the program relate to the institution's mission and/or master plan? Answer. The goals of the program are to: I) professionally prepare BMCC undergraduates for careers in Public Health and, 2) increase the representation of ethnic minorities in health-related fields. 4) What is the documented need for this program?
Answer: Healthy People 2020. the nation·s health goals as established by several public health agencies in the U.S. have called for the establishment of new public health programs in 2-year colleges. By the year 2020. there will be a shortfall of public health workers of approximately 250.000 if new degree programs do not till that gap 5) Describe the role of faculty in the program's design. Answer. Two faculty members of the Health Education Department have coordinated on creating the degree program proposal and have worked with other faculty members to create new courses that are necessary for the program and for articulation with York College. 6) Describe the input by external partners, if any (e.g., employers and institutions offering further education). Answer. The Health Education Department at BMCC has worked closely with York College in creating the Associate in Science Public Health degree to articulate with the new Bachelor of Science in Public Health. 7) What are the anticipated Year 1 through Year 5 enrollments? Answer. Yea r I Year 11 Year III Year IV Year V Cont New ew Cont. New Cont. Nev. Cont. ew Cont.
F-T 5 10 15 15 15 25 20 55 35 75 P-T 0 10 5 10 5 15 5 20 15 ..,-_) Sub-totals 5 25 25 25 25 50 y_) 75 50 100 Totals _)y 50 75 100 ! 50
'1 d. Admissions j
7 1) List all program admission requirements (or note if identical to the institution's admission requirements). Answer. High school diploma or GED
2) Describe the process for evaluating exceptions to these requirements. Answer. None
3) How will the institution encourage enrollment by persons from groups historically underrepresented in the discipline or occupation? Answer. BMCC is a Hispanic serving institution and has served a diverse population of students (about 31-33% Black, 38-41% Hispanic, and 14-15% Asian). Students will be recruited into the Associate of Science in Public health degree from the general student body. Furthermore, the Health Education Department has built relationships with several high schools serving Harlem and other areas of NYC and some students will be expected to attend BMCC to major in Public Health. e. Academic Support Services l ,B Summarize the academic support services available to help students succeed in the program. Answer. Student advisement will take place in the department. Each semester, advisors will discuss students' progress with them and recommend educational resources available within BMCC that may help them to succeed, including tutoring, the Writing Center, the library, undergraduate research experiences, enrichment activities planned by the Health Education Department and other departments, and others. The Program Coordinators will oversee the advisement process and follow students throughout their careers at BMCC. They will also be in touch with York College and any other 4-year school that the Public Health program will articulate with. f. Credit for Experience I ~:
If this program will grant substantial credit for learning derived from experience, describe the methods of evaluating the learning and the maximum number of credits allowed. Answer. None.
8 g. Program Assessment and Improvement . \ Summarize the plan for periodic evaluation of the new program, including the use of data to inform program improvement. Answer: The Public Health degree will undergo a self-study and external evaluation via the college's Academic Program and Review Process. Additionally. the new program will use the annual reports distributed to Chairs of academic departments to evaluate the program in the first few years of its existence. These reports include information on enrollment numbers; number of graduates from programs; t'vvo-year graduation rates. transfer rates. program persistence. college attrition rates, three- and six-year graduation rates among BMCC transferees. and first-term GPA and one-year retention rates in CUNY Bachelor programs. These data will be used to track program effectiveness throughout the college experience of undergraduates enrolled in the program.
l h. Transfer to Baccalaureate Programs If the program will be promoted as preparing students for transfer to a baccalaureate program, provide a copy of an articulation agreement with at least one institution.
Articulation agreement is attached
Not Applicable: 0
9 I Task 3 - Sample Program Schedule ' NOTE: The sample program schedule is used to determine program eligibility for financial aid.
Guidance for this task can be found by clicking here: Department Expectations. Curnculum (including Internships, Financial A1d Considerations. and Liberal Arts and Sc1ences)
Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 3
a). Complete Table 1 a (for undergraduate programs) or Table 1 b (for graduate programs).
b). If the program will be offered through a nontraditional schedule, provide a brief explanation of the schedule, including its impact on financial aid eligibility. Answer: c). As required under §52.2(c)(8), research or a comparable occupational or professional experience shall be a component of each master's degree program. This normally includes at least one of the following: passing a comprehensive test, writing a thesis based on independent research or completing an appropriate special project. Identify how this requirement is met, including course number if applicable.
Answer: d). For existing courses that are a part of the major, enter the catalog description of the courses: Answer: HED I I 0 Comprehcnsi ve Health Education This course in health educations offers a comprehensive approach that provides students with the knowledge. skills. and behavioral models to enhance their physicaL emotional. sociaL intellectual and spiritual health as well as facilitate their health decision-making ability. Areas of specialization include: alcohoL tobacco and abused substances. mental and emotional health. human sexuality and family living. nutrition. physical fitness, cardiovascular health. environmental health and health care delivery. HED I tO fulfills all degree requirements for HE I 00. Students who have completed HED 100- Health Education will not receive credit for this course. e). Syllabi:
For undergraduate programs, provide syllabi for all new courses in the major. For graduate programs, provide syllabi for all new courses.
The expected components of a syllabus are listed in Department Expectations. Curriculum of the Guidance Document.
Note: Although it is required to submit syllabi for all new courses as noted, syllabi for all courses required for the proposed program should be available upon request.
Instructions for submitting syllabi:
All required syllabi must be included in a single, separate PDF document.
10 Table 1a: Undergraduate Program Schedule • Indicate academic calendar type: [8] Semester 0 Quarter 0 Trimester 0 Other (describe): • Label each term in sequence, consistent with the institution's academic calendar (e.g., Fall 1, Spring 1, Fall 2) • Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
X
X X
3 X X 3 X
3 X 3 X
3 X XXXxxx General Elective 3
liberal Arts & Sciences: 30 Major: 21 Cr: credits Maj: major requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses
11 Table 1 b: Graduate Program Schedule
• Indicate academic calendar type: 0 Semester 0 Quarter 0 Trimester 0 Other (describe): • Label each term in sequence, consistent with the institution's academic calendar (e.g., Fall 1, Spring 1, Fall 2) • Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Term: Course Number & Title Credits New Course Number & Title Credits New D D D D D D D D D D D D Term credit total: Term credit total: Term: Term: Course Number & Title Credits New Course Number & Title Credits New D D D D D D D D D D D D Term credit total: Term credit total: Term: Term: Course Number & Title Credits New Course Number & Title Credits New D D D D 0 D D D D D D D Term credit total: Term credit total: Term: Term: Course Number & Title Credits New Course Number & Title Credits New D D D D D D D D D D D D Term credit total: Term credit total: Identify any comprehensive. culminating element(s) (e.g., thesis or examination), including course number if applicable: Program Totals: Credits:
June 2014 12 :!C'0 0 ...... N <1>c ...,:>
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Q) -ro - ~ "'0 .S z~ Task 4. Faculty
Guidance for this task can be found by clicking here: Department Expectations: Faculty
Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 4
a) Complete the faculty tables that describe faculty (Table 2 and Table 3), and faculty to be hired (Table 4), as applicable. Faculty curricula vitae should be provided only by request. b) What is the institution's definition of "full-time" faculty? Include the number of credits expected to be taught by full-time faculty per academic term. Answer. 12-15
June 2014 14 Table 2: Current Faculty, Full-Time
• Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. *Include and identify the Program Director.
Faculty Member Name and Expected Program Course Percent of Highest and Other Applicable Additional Qualifications: list Title/Rank at Institution Assignments Teaching Earned Degrees and related certifications/licenses; (include and identify Time to Disciplines (include professional experience in Program Director) Program College/University) field, scholarly contributions, other academic affiliations. Lesley Rennis, Associate HED 280 History and Principles of 22% Ed.D. Health Education Professor Public Health Teachers College Columbia University
Hardaye Hansen, Assistant HED 285 Social and Behavioral 22% Ed .D. Health Education Professor, Program Co- Determinants of Health Teachers College Columbia coordinator HED 290 Principles and Practices University of Behavior Change Michael McGee, Assistant HED 285 Social and Behavioral 22% Ph.D. Human Sexuality Education Professor Determinants of Health Widener University HED 275 HIV/AIDS: Public Health Implications Gloria McNamara, Assistant HED 290 Principles and Practices 11 % Ph.D. Ed. Psych & Health RD Registered Dietician Professor of Behavior Change Behaviors
Yuliya Shneyderman, HED 295 Epidemiology for Public 44% Ph.D. Epidemiology Assistant Professor, Health Practice University of Miami Miller Program Co-Coordinator HED 296 Applied Biostatistics in School of Medicine Public Health
June 2014 15 Table 3: Current Faculty, Part-Time
Provide information on faculty members who are part-time at the institution and who will be teaching each course in the major field or graduate program.
Faculty Member Name and Title/Rank Program Courses which may be Taught Highest and Other Applicable Additional Qualifications: at Institution (include and identify Earned Degrees and Disciplines list related Program Director) (include College/University) certifications/licenses; professional experience in field, scholarly contributions, other academic affiliations.
June 2014 16 Table 4: Faculty to be Hired
If faculty must be hired to teach in the proposed program, specify the title/rank of each new position, the number of new positions, full-time or part-time status, a listing of the expected course assignments for each position, and the expected hiring date. Position descriptions and/or announcements may also be submitted. Prior to offering the assigned courses, the Department must be notified that a faculty meeting the requirements has been hired. These proposed faculty should be reflected in Task 5, Table 5, New Resources
F u II -t1me. F acu ty Title/Rank of Position #of New Minimum Qualifications Expected Course Expected Positions (including degree and Assignments Hiring Date discipline area} (mm/dd/yyyy)_
p a rtf-1me Facu It ty Title/Rank of Position #of New Minimum Qualifications Expected Course Expected Positions (including degree and Assignments Hiring Date discipline area} (mm/dd/yyyy}
June 2014 17 Task 5. Financial Resources and Instructional Facilities J
Guidance for this task can be found by clicking here: DeQartment ExQectatrons: Financral Resources and Instructional Facilities
Relevant Regulations for this task can be found by clicking here: Relevant Regulatrons for Task 5
a) Summarize the instructional facilities and equipment committed to ensure the success of the program.
Answer: The Department has the resources. facilities, and equipment to meet programs needs for the next 5 years. These resources include classrooms. a computer lab for students. and office space for faculty.
b) Complete the new resources table (Table 5).
Not Applicable: D
Table 5: New Resources List the costs of the new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or additional library resources). New resources for a given year should be carried over to the following year(s), with adjustments for inflation, if they represent a continuing cost.
New Expenditures Year1 Year 2 Year 3
Personnel
Library 1,000 1,200 1,400
Equipment
Laboratories
Supplies & Expenses 4,900 5,520 6,140 (Other Than Personal Service)
Capital Expenditures
Other
Total all 5,900 6,720 7,540
June 2014 18 j Task 6. Library Resources J
Guidance for this task can be found by clicking here: Department Expectations Library Resources
Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 6
a) Summarize the analysis of library resources for this program by the collection librarian and program faculty. Include an assessment of existing library resources and their accessibility to students. Answer The Randolph Library at the Borough of Manhattan Community College (BMCC) has online access to many important journals in pub! ic health inc! uding: A IDS and Behal'ior: American Journal l?l Public Heal!h: American Journal ofPrevenlcllive Medicine: Pre,·enlatil·e ,\ /edicine: Journal ofHealth and Social Behal'ior: JA,\fA; and the Ne1r England Journal (~lA4edicine. In addition we have access to a comprehensive collection of psychology and behavioral science journals through EBSCO.
The Library also has access to several important STEM databases including: CI IIAL Complete: Health Reference Center; Medline; Sc ienceDirect; and SCOPUS. Other relevant databases available through the library are Psyc!NFO. and SOCindex with full text
Students also have access to many on line and print books in public health through the Library
All current BMCC students have access to these resources tl·om home and in the library. b) Describe the institution's response to identified needs and its plan for library development. Answer The Randolph Library will focus on purchasing more books in public health related areas to suppott this new cun·iculum. Subject specialists will consult regular!) v. ith Public llealth racult) about resources that may be helpful to the curriculum.
June 2014 19 12/9/2016
Karrin E. Wilks, Senior Vice President and Provost 212.220.8320 Executive summary
This is a proposal for a new Associate in Science degree (A.S.) in Public Health in the Health Education department (HED) at Borough of Manhattan Community College. This program would be one of the first in the nation and in CUNY to grant an Associate·s level degree in Public Health and responds to the CUNY Public Health Workforce Project as initiated by the CUNY School of Public Health. The A.S. in Public Health will be the first step for students who wish to pursue a career in Public Health and it articulates with the Bachelor of Science (B.S.) program in Public Health at York College. The goals of the program are to: I) professionally prepare BMCC undergraduates for careers in Public Health and, 2) increase the representation of ethnic minorities in health-related fields. Undergraduates graduating from this program will: ,.. Describe the history, philosophy, core concepts. and values of public health serv1ce. ,. Identify and describe basic concepts of scientific inquiry and evidence-based research applied to public health service. :;.., Identify key concepts in the epidemiological approach to population health. ,.. Describe the role of socio-economic. health disparities. behavioral. biological. and environmental factors on population health and disease prevention.
There is a need for a professionally trained workforce in public health services in the United States. In particular. more professionals fl·om diverse ethnic backgrounds are needed. The Association of Schools and Programs in Public Health (ASPPH) has called for the development of undergraduate education in public health- to date 137 institutions offer a major, minor or concentration in public health, though very few A.S. programs exist in the nation. Healthy People 2020, the nation ·s health goals as established by several public health agencies in the U.S .. have called for the establishment of new public health programs in 2-year colleges. By the year 2020, there will be a shortfall of public health workers of approximately 250.000 if new degree programs do not fill that gap. Furthermore. a great need exists in the nation for public health education and training- the U.S. suffers from high healthcare costs. a high burden of morbidity and mortality. and health disparities based on wealth inequality. Public health professionals can help address these national issues. Current HED students have exhibited interest in the proposed A.S. degree in public health (an online survey was administered to registered HED students in 2014-2015 to ascertain levels of interest in a new public health A.S. major). Current BMCC students who are registered in the ·undeclared health" and "liberal arts' majors who have an interest in public health will switch into the A.S. degree program in public health, and incoming rreshmen w ill be able to declare this major in the 2017-2018 academic year. The HED is establishing vvorking relationships with several health-focused high schools in the NYC area and proposes to recruit high school seniors into this program. The projected enrollment is 150 undergraduate students by year 5 of the program. Students will be advised by faculty members within HED. Completion of the Public Health degree at BMCC will require undergraduates to complete courses in the Required Common Core. the Flexible Common Core, Public Health major courses. and Public Health electives. The Public Health A.S. degree wil l include specific courses in the Required Common Core ( 12 credits), 18 credits in the Flexible Common Core that are assigned to their respective categories. 21 credits of major (Public Health) requirements. 6
20 credits of elective courses and 3 credits in a general elective. BMCC"s HED has developed six additional courses (HED 280 History and Principles of Public Health. HED 285 Social and Behavioral Determinants of Health. HED 290 Principles and Practices of Behavior Change, HED 270 HIV/AIDS: Public Health Implications. HED 295 Epidemiology for Public Health Practice. and HED 296 Applied Biostatistics in Public Health) that will be part of the major. This is in addition to the remaining elective degree courses which are currently offered by the HED at BMCC. The A.S. program in Public Health will be able to be completed in two years by full time students. Transfer into York College will be seamless as per the Articulation Agreement. but students are required to maintain an overall GPA of 3 .0. and a GPA of 3.0 in key courses: HED ll 0, HED 280. HED 295 and HED 296 in order to be considered for admission into the York College B.S. program in Public Health. The proposed degree program adheres to the guidelines proposed by the ASPPH for creating new A.S. degree programs and addresses the public health domains of: Overview of Public Health. fulfilled by the course History and Principles of Public Health: Role and Importance of Data in Public Health, fulfilled partially by the courses Epidemiology for Public Health Practice and Applied Biostatistics in Public Health; ldenti fying and Addressing Population Health Challenges, fulfilled by the courses Principles and Practices of Behavior Change and HIV/AIDS: Public Health Implications: Human Health. fulfilled by Comprehensive Health Education and Biology: Determinants of Health, fulfilled by the course Social and Behavioral Determinants of Health; and Project Implementation. fulfilled by Principles and Practices of Behavior Change. The HED currently has enough full time faculty members to teach the new courses created by the proposed A.S. degree. The proposed program can be established without requiring the college to increase its expenditures - any increase in needed expenditures will be offset by the revenue generated by new students. The proposed program will be evaluated by the departmental committee (Research Committee) charged with assessment on the program and course level. All learning outcomes will be stated clearly on syllabi of liED courses and will be evaluated with methods deemed effective by the Research Committee.
21 ABSTRACT
Borough of Manhattan Community College (BMCC) of the City University of New York (CUNY) proposes an Associate in Science (A.S.) degree program in Public Health. This program would be one of the first in the nation. and in CUNY. to offer a 2-year degree in Public Health. The cuniculum includes lower division health education. public health. humanities. science. mathematics and social science courses that v.·ill prepare student graduates to transfer into upper division degree programs in Public Health without loss of credit. The first approved Bachelor of Science degree in Public Health within CUNY is at York College and the proposed AS degree will articulate with the Depm1ment of Health & Physical Education/Gerontological Studies & Services.
I. PURPOSE AND GOALS
Borough of Manhattan Community College (BMCC) proposes to offer an Associate of Science (A.S.) degree in Public Health (IJEGIS 1214) in association with the York College Bachelor of Science (B.S.) Public Health Degree. The Associate Degree in Public Health will enable undergraduates to complete one of the first A.S. degrees in Public Health in the nation. as part of the CUNY Public Health Workforce Project. The A.S. degree at BMCC ''ill create a pipeline of undergraduates into CUNY's Public llealth degrees beginning with the B.S. at York College. through programs that grant Masters degrees and Ph.Ds. Undergraduates will be completing coursework that is complementary to the program recommended by the Association of Schools and Programs or Public Health (ASPPH). The goals of the program arc to: I) professionally prepare BMCC undergraduates for careers in Public Health and. 2) increase the representation or ethnic minorities in health-related fields. Undergraduates graduating from this program'' ill: • Describe the history. philosophy. core concepts. and 'a lues of pub! ic health servtce. • Identify and describe basic concepts of scientific inquiry and evidence-based research app lied to public health service. • Identify key concepts in the epidemiological approach to population health. • Describe the role of socio-economic. health disparities. behavioral. biological. and environmental factors on population health and disease pre\'ention.
The Institute of Medicine (!OM) (2003) states that the United States needs a broadly educated and professionally trained workforce in public health service. tOM emphasizes the need to attract a more diverse workforce. which is undergraduates from ethnic minority groups. into undergraduate degree programs in public health. In 10M's (2003) consensus statement it recommends that all undergraduates have the opportunity and access to education in public health service. Additionally. the Council of Colleges of Arts & Sciences· (CCAS) consensus report in 2007 recognized the necessity of publi c health education for all undergraduates. both in general education courses and in related public health degree programs. The CCAS specifically states that community colleges have a great deal of potential in fostering undergraduate interest in public health careers and that 2-year schools should form partnerships with 4-year universities in developing public health programs. It is the responsibility of higher education colleges to prepare undergraduates to become future public health educators and health educate citizens
22 (DHHS. 2008). Finally. the Association of Schools and Programs of Public Health has also called for an expanding of undergraduate public health education in its 2008 rep011.
As a result of this direction undergraduate programs in public health service are increasing significantly nationwide. The American Association of Colleges and Universities (2009) found that 13 7 institutions offered an undergraduate major. minor. or concentration in public health servi.ce. Most ofthese programs incorporated the important components of public health education. However. CUNY offers few undergraduate degree programs specifically in public health. The curTent proposal will create a model tor an Associate of Science degree in Public Health at CUNY. The BMCC degree program has an at1iculation agreement with one senior college in the CUNY. York College. BMCC's Health Education Department has formed a fruitful pat1nership with York College with several other degree programs and will continue this relationship with the AS in Public Health. BMCC will also seek further articulation with programs in Public Health at Brooklyn College and other CUNY schools, as other schools create their own programs in Public Health.
II. NEED AND JUSTIFICATION
U.S. Healthcarc
Even though many aspects of health in the United States have impro,·ed immensely. there remain significant barriers to public health education, disease prevention. and access and availability to the U.S. healthcare system (WHO. 2011 ). Minorities are more likely to suffer from chronic illnesses such as diabetes. heart diseases. and cancer and historically have less access to healthcare than Whites. The personal and national costs of inadequate public health knowledge in terms of dollars. morbidity, mot1ality and the nation's health status. are substantial. In the U.S., the need to educate the population in public health is key to ameliorating health disparities and improving health care outcomes. (Braveman, Cubbin, Egerter, Williams, & Pamuk. 201 0). Indeed the delivery of public health education in two-year colleges is a fertile and heretofore ignored area of education that can reach the U.S. population most in need of health knowledge and skills delivery (Nutbeam. 2008. Passche-Orlow & Wolfe. 2007).
Career Needs and Preparation
The ASPPH (2008) and other organizations have identified a looming shortage in the public health workforce - one estimate is a shot1fall of more than 250,000 public health workers by the year 2020 (ASPPH. 2008; Draper. Hurley, & Lauer, 2008). An overriding reason for the shortage is the exodus of retiring workers and an insufficient supply of trained workers. On average, state public health workers are older than the country's workforce. and the percent of employees who will become eligible for retirement is going to increase to 25% by fi scal year 2016 (Association of State and Territorial Health Otticials. 20 14). Another concern is that the current public health workforce is less ethnically diverse than the population it serves (The Sullivan Commission. 2004).
Healthy People 2020 addresses the need to increase public health degrees within 2-year colleges with its objective. to "increase the proportion(?( 2-year colleges that ofler public health or
23 related associated degrees and/or cert(ficate progrums'· (Public Health Infrastructure. 2015 ). Baseline data from Healthy People 2020 shows that there \\'ere only 1.5% of community colleges offering an associate degree or certificate program in public health or related fields. In 2009. Howard Community College offered the tirst Associated of Ans degree program in public health, which a11iculated with a four-year university (Jeffrey. 2009). Recommendations from public health and community college organizations include creating curricular partnerships between 2-year and 4-year institutions in public health education and professional preparation- in models building career ladders in partnerships with public health agencies (Kirk-wood & Riegel man. 20 I I; League for Innovation in the Community College, 2013 ).
III. UNDERGRADUATE INTEREST/ENROLLMENT
Overall. the enrollment for BMCC is approximately 27.000 undergraduates. There are O\'er 169 foreign birth countries represented at BMCC. This large and diverse undergraduate body. with many undergraduates fluent in their native tongues as well as Engli sh. arc a prime population for public health education, and just as importantly careers in public health service. Located v. ithin NYC, BMCC offers undergraduates ready access to international. national. state. and city public and non-profit health organizations, public and private (charter) school systems. and higher education institutions.
In the Fall of2014 and Springof2015. the Health Education Department (HED) conducted a survey of undergraduates enrolled in health education credit-bearing courses to assess their interest in a Public llealth degree program and careers in the field of Public llealth ser\'ice (Appendix A). In total. 236 undergraduates responded to the survey. Ofthe respondents, 167 (7 1%) were under the age of22. 156 (67%) were women. 91 (40%) identified as Hispanic/Latino. 40 ( 17%) identified as being of African descent. and 39 ( 17%) identified as being Asian or Pacitic Islander. The majority of the respondents were Liberal Arts majors (122. or 55%). More than half of the participants were very interested or interested in a Public Health degree with York College ( 134. or 57%). A similar number of undergraduates said they would be likely to switch their degree to one that helped them get jobs in the field of Public Health ( 120, or 51%).
Recruitment
The proposed program will attract many prospective undergraduates, both new to BMCC and those who will change their major. Undergraduates who are currently classified as ·undeclared health majors· as well as ·Jiberal arts majors· will provide a large pool of undergraduates who may be recruited in the AS program in Public Health, and further. for careers in Public Health service. Currently the HED is establishing partnerships with several health-focused high schools in the NYC metropolitan area. The intent is for high school juniors and seniors to declare their interest in enrolling in the HED degree programs. including the AS degree in Public Health.
Projected Enrollment
We expect to enroll approximately 20 undergraduates in the first) ear of the program. A steady influx of20-30 undergraduates per year would result in approximately 150 undergraduates by
24 Year 5. Continuing students will be those who change majors from Liberal Aris and the Undeclared Health major.
Year I Year II Year III Year IV Year V New Cont. New Cont. New Cont. New Cont. New Cont. F-T 5 10 15 15 15 25 20 55 35 75 P-T 0 10 5 10 5 15 5 20 15 25 Sub-totals 5 25 25 25 25 50 ')~_) 75 50 100 Totals 25 50 75 100 150 For State Education Department (SED) enrollment form . see Appendix B.
Admission
Undergraduates seeking admission to the Public Health degree program must sati sfy the general requirement for acceptance into BMCC-completion of either a high school diploma or a ew York State Equivalency Diploma. Upon acceptance. undergraduates must take the CUNY Assessment Test (CAT). which measures proficiency in reading. vvriting. and mathematics. Every credit-bearing course in the Public Health curriculum will have remedial course prerequisites in reading. writing. and mathematics. The remedial course prerequisites will appear in the BMCC Bulletin and on the course description and syllabi under the heading Basic Skills or Prerequisites.
In order to be admitted into the BS program in Public Health at York College. students will have to maintain an overall GPA of3.0, and a GPA of3.0 in key courses: HED IIO.IIED 280. HED 295 and HED 296. York College will only begin considering applications into the Public llealth BS program from those students v;ho have completed the above 4 courses.
Retention
The Health Education Department is currently working on creating a comprehensive advisement plan for undergraduates enrolled in the Community Health Education and School Health Education degrees. as well as the new degree in Public Health once it becomes active. This plan includes concerted faculty involvement with undergraduates throughout their enrollment in an} Health Education degree program. The HED is committed to providing students copious amounts of personal academic advisement. interaction, support and motivation throughout undergraduates· professional training and health education. To thi s end I lED faculty "'·ill be trained by an on-going program in undergraduate academic advisement and motivation. Admission. retention. and graduation data will be continuously coll ected and analyzed with the results serving as one basis for program evaluation and modification.
Because students have a stringent GPA requirement to be admitted into the BS Public Health program at York College. advisors will closely monitor the BMCC AS in Public Health majors. If students are unable to maintain a 3.0 GPA in the first three Major Requirement courses (HED II 0 Comprehensive Health Education. H ED 280 History and Principles of Public Health. and either HED 285 Social and Beha,·ioral Determinants of Health or I JED 290 Principles and Practices of Behavior Change), students will be guided into changing their major to Community
25 Health Education (COH) or School Health Education (SHE). To that end. the new courses that are proposed in the current AS in Public Health program will be added as liED electives in the COH and SHE majors, so that students may continue to an AS degree at BMCC.
IV . CURRIC ULUM
The proposed Public Health A.S. degree program will be housed in the Health Education Department at BMCC. Completion of the Public I lealth degree at BMCC will require undergraduates to complete courses in the Required Common Core. the Flexible Common Core. Public Health major courses. and Public Health electives. The Public Health A.S. degree will include specific courses in the Required Common Core ( 12 credits). 18 credits in the Flexible Common Core that are assigned to their respective categories. 21 credits of major (Public Health) requirements. 6 credits of elective courses and 3 credits in a general elective. See Appendix 8 for course descriptions. BMCCs Health Education Department has developed fi\'e additional courses (History and Principles or Public Health. Social and Beha,·ioral Determinants of Health. Principles and Practices of Behavior Change. HIV I AIDS: Public llealth Implications and Epidemiology for Public Health Practice) that will be part of the major. This is in addition of the remaining degree courses which are currently offered by the HED at BMCC (Appendix C).
The proposed curriculum is in line with the Association of Schools & Programs of Public Health recommendation for domains that degrees must cover (ASSPH, 2015). The Public Health domains arc: Overview of Public llealth, fultilled by the course History and Principles or Public Hea lth; Role and Importance of Data in Public Health, fulfilled partially by the courses Epidemiology for Public Health Practice and Applied Biostatistics in Public llealth: Identifyi ng and Addressing Population Health Challenges. fulfilled by the courses Principles and Practices of Behavior Change and HIV /AIDS: Public f lealth Implications: Human I lealth. fullilled by Comprehensive Health Education and Biology: Determinants of Health. fulfilled by the course Social and Beha,·ioral Determinants of Health: and Project Implementation. fultillcd by Principles and Practices of Behavior Change. p repose d AS d egree 111. Heat I h f or Pu bl"JC IIea It I1 curncu. I um Required Common Core Course Credits English Composition 6 1 .., Mathematical & Quantitative Reasoning ..) .., Life & Physical Sciences ..) Total Required Common Core 12 Flexible Common Core World Culture and Global Experiences 3 .... U.S. Experience in Its Diversity ..) 2 .., Creative Expression ..) Individual and Society 3 3 Scientific World~ 6 Total Flexible Common Core 18 Major R~quirements .... Comprehensive Health Education HED 110 ..) 5 .., History and Principles of Public Health HED 280 ..)
26 .., Social and Behavioral Determinants of Health HED 285 .) 6 .., Principles and Practices of Behavior Change HED 290 .) Epidemiology for Public Health Practice 6 HED 295 3 7 Applied Biostatistics in Public Health HED 296 .)"' HIY/AIDS : Public Health Implications 5 HED 275 3 Total Major Credits 21 ELECTIVE COURSES: Choose minimum of 6 credits Health Education and Exercise HED 201 3 .., Drug Use in American Society HED 202 .) Contemporary I lealth Issues HED 210 2 .., Human Sexuality HED 220 _) .., Health Concerns of Women HED 225 _) Conswner Health Survey HED 230 3 .., Nutrition for Health HED 235 .) .., First Aid, Safety and Cardiopulmonary Resuscitation HED 240 .) .., Stress: Awareness, Understanding & Management HED 250 .) .., Wellness and Cardiovascular Care HED 260 .) .., Health Perspectives of Death and Dying l-IED 270 .) Total Health Elective Credits 6 8 .., General elective course Any .) Total General Elective Credits 3 Total Program Credits 60 1 Students will be strongl) recommended to take STEM vanant MAT 150 (4 credits} l Students\\ ill be recommended to take SPE I 00 .~ Students'' ill be recommended to take SOC 161 1 Students will be recommended to take 810 109 (810 108 will fulfill the Life & Ph~sical Sciences reqt ) and PSY 100 5 These courses\\ ill have HED II 0 as a pre-requisite 6 This course will have HED II 0 and HED 280 as pre-requisites 7 This course ''ill have HED 110, HED 280 and MAT 150 as pre-requisites 8 Part of the general elective credits ma) be fultilled by S1 EM variants
A.S. Health tor Public Health Semester Sequence Sample S tu dents pursumg. t I1e P u brIC Heat I h d egree WI·11 bea bl e to comp ete t 1e coursewor 111 two years First Semester Courses Credits .., English Composition .) .., Mathematical & Quantitative Reasoning .) .., Creative Expression .) HED 110 Comprehensive Health Education 3 .., HED XXX HED elective .) Subtotal 15 Second Semester .., English Composition .) , Life & Physical Sciences .) , Scientific World .) .., HED 285 Social and Behavioral Determinants of Health .)
27 HED 280 History and Principles of Public Health .)" Subtotal 15 Third Semester ,.., U.S. Experience in Its Diversity .) Scientific World ".) HED 290 Principles and Practices of Behavior Change 3 HED 296 Applied Biostatistics in Public Health ".) World Culture and Global Experience .)" Subtotal 15 Fourth Semester Individual and Society .)" HED 275 HIV/AIDS: Public Health Implications .)" ., HED 295 Epidemiology for Public Health Practice .) HED XXX Health Elective ".) General Elective .)" Subtotal 15 Program Total 60 The SED form for the Undergraduate Enrollment Plan can be found in Appendix F.
V. FACULTY
The BMCC Health Education Department is dedicated to providing high quality education and career preparation for our undergraduates and fostering bridges to 4-year degree programs within and outside of CUNY. The Department responds to the needs and interests ofthe undergraduate body and to the surrounding community and is committed to academic excellence. Existing HED faculty members have the professional preparation and/or have taught at the undergraduate and graduate level all of the degree's proposed courses including: History and Principles of Public Health: Social and Behavioral Determinants of Health; Principles and Practices of Behavior Change; HfVI AIDS: Public Health Implications; and Epidemiology tor Public Health Practice (see Appendix F for table listing faculty qualifications). If enrollment will be higher than anticipated. the need tor faculty may be satisfied with hiring 1-2 adjunct instructors with the requisite expertise.
VI. COST ASSESSMENT
The proposed program can be established without requiring the college to increase its expenditures in faculty. space, and equipment. Most of the major courses are already being taught by the Health Education Department. The six proposed new courses do not require any new faculty in the first several years ofthe program. although if the growth of the program is significant, a new Assistant Professor line may become a necessity. The Department has the resources, facilities. and equipment to meet programs needs tor the next 5 years. Cost t-or faculty is based on the number of additional sections that would be otfered in the major for a given year, although the revenue generated by the program should more than offset any costs. The Program Coordinator will supervise and administer the program and thus may receive 2 hours reassigned time per semester. Please see (Appendix D) for cost and expenditure tables.
28 VII. EVALUATION
BMCC has institutionalized processes for evaluating the effectiveness of d~gree programs. The Health Education Department also has an internal process and a committee dedicated to planning assessments of learning objectives and program objectives for its courses and degree programs. These evaluation processes are suitable for evaluating a new program. In fact, new programs are uniquely situated to include assessments from the beginning of the program. For example, the learning objectives in newly developed courses will fall in line with program objectives and the mission of the Health Education Department. Like other departments and academic programs within BMCC, the new degree will undergo a self-study and external evaluation via the college's Academic Program and Review Process. Additionally. the new program \viii use the annual reports distributed to Chairs of academic departments to evaluate the program in the first fe\v years of its existence. These reports include information on enrollment numbers: number of graduates from programs: two-year graduation rates. transfer rates. program persistence. college attrition rates. three- and six-year graduation rates among BMCC transferees. and first-term GPA and one-year retention rates in CUNY Bachelor programs. These data\\ ill be used to track program effectiveness throughout the college experience of undergraduates enrolled in the program.
There are also processes in place for direct and indirect assessment of undergraduate learning within courses. Learning outcomes, which are often in line with main program outcomes. also serve as a basi s of evaluation. These outcomes are clearly stated in the syllabus and instructors are required to provide a means of evaluating them within the course. In addition. the department's Research Committee can include its own method of e\'aluating undergraduate learning in a par1 icular outcome. This process is conducted through the impl ementation of BMCCs General Education Assessment Plan. This plan directs academic departments to assess undergraduates· learning ofpar1icular general education outcomes based on a timetable pro\'ided by the Office of Institutional Effectiveness and Analytics. In addition. e\·ery I 0 years the college participates in a Middle States Assessment. The college and or the department often conducts program assessments several times within a ten-year period. Finally. the college administers an annual Assessment of Undergraduate Leaming survey of courses. Undergraduates are asked to rate their perceptions of what they have learned in the course and instructors arc then pro\'ided with the results. Instructors often use the results of these surveys to revise their courses based on the assessment. These results can also be compared between sections and instructors, and all courses taught in either the program or the department. These institutionalized processes provide a framework for a thorough, multi-vector evaluation of programs and courses at BMCC.
Vlli. REFERENCES
Assistant Secretary for Planning and Evaluation. ··vulnerable populations·· Health System Measurement Project. Accessed on August 26. 20 14 at hllps: healthmcasures.aspe.hhs .!!O\ topic I
Association of Schools of Public Health [Policy Brief]. (2008). Confronting the public health workforce crisis.
29 Association of Schools and Program in Public Health. (20 I 5). Undergraduate Baccalaureate Critical Component Elements Report. Retrieved from http://v..W\\ .aspph.org/educate/models/undenrraduate-baccalaureate-cCl:-repon'
Association ofState and Territorial Health Officials [Report]. (2014). ASTHO profile of state public health.
Braveman. P.A.. Cubbin. C .. Egerter, S .. Williams, D. R.. Pamuk. E. (20 I 0) Socioeconomic disparities in health in the United States: What the patterns tell us. American Journal ofPublic Health, 100 (Sl): Sl86-Sl96.
Department of Health and Human Services. Health information technology initiative major accomplishment: 2004-2006. Available at http://v\\VW.dhhs.gov/healhtit/nc\\ s/Acomplishmcnts2006. Html. Accessed November 22. 2008.
Draper. D. A., Hurley, R. E., Lauer. J. R. (2008). Public health workforce shortages imperil nation's health. Research BriefNo. -1. Center for Studying Health System Change.
Gebbie, K., Rosenstock, L.. Hernandez, L. M. (Eds) (2003 ). Who will keep the public healthy? Educating public health professionals for the 2 I 51 century. National Academies Press. Washington, DC.
Hovland, K.. Kirkwood, B. A., Ward, C., Osterweis, M .. Silver. G. B. (2009). Liberal education and public health: Surveying the landscape. Peer Review. 1 I (3 ). Retrieved on 2113 /15 from http:/lv\W\\ .aacu.ondpubl icat ions-research/period icals/1i bcral-cducat ion-and-puhl ic-hcal th survc) intr-landscapc
Institute of Medicine. (2003). The future of the public's health in the 2 JS1 century. Committee on Assuring the Health of the Public in the 21 51 Century, Board on Health Promotion and Disease Prevention. National Academies Press, Washington, DC.
Jeffrey, J. (2009). Offering an arts and sciences associates of arts (AA) degree transfer program in public health. Peer Review. 11(3). Retrieved from http://\\\\\\.aacu.org 1publications- resea rc h/pc riod ica Is/ o ffe ri n Q. -art s-and-sci ences-associa tes-arts-dc Qrec- trans fer- p rou ram
Kirkwood, B.A.. Riegelman. R. K. (2011). Community colleges and public health. Making the connections. American Journal ofPreventil•e Medicine, 40(2): 220-225.
League for Innovation in the Community College [Press Release]. (20 13 ). Project to develop prototype CUJTicular models for community college programs in public health.
Nutbean, D. (2008). The evolving concept ofHL. Social Science and Medicine. 67 (12), 2072- 2078.
Paache-Orlow .. & Wolfe. M. (2007). The causal pathways linking health literacy to health outcomes. American Journal of health Behavior 31 (1 ), 19-26).
30 Public Health Infrastructure. (20 15) Healthy People 2020 Topics & Objecti\'cs. Retrieved from http:/ '''''' .healthYpeople.!.!.O\' 7020 topics-objccti\ es topic public-health- infrastructure. objecti\ es
Riegelman. R. K .. Albertine. S., Persily. N. A. (2007). The educated citizen and public health: A consensus report on public health and undergraduate education. Council of Colleges and Arts and Sciences. Retrieved on 2/13/ 15 from http: // c. nncdn.com/sitcs' ''.'''' .aptm ch.on.!./rcsourcclrcsm !lr 'undergmJuaterh consensus conll:rc ncc.pdr
Sullivan Commission on Diversity in the Healthcare Workforce. (2004). Missing persons: Minorities in the health professions.
U.S Department ofHealth and Human Services (DHHS) (2011). Healthy People 2020. Washington. DC: U.S. Govemment Printing Ortice. Retrieved from http://www.H.P.gov/2020/about/DOJ IAbout.arpx
World Health Organization (20 11) World llealth Statistics 2011 Geneva: World Ilealth Organization. ISBN 978-92-4-1564-19-9
31 APPENDIX A Student Interest Survey
32 The Health Education Department is conducting a survey of student interest in a Public Health dual degree joint program with York College. Public Health is the science of preventing illness and improving health of individuals, families and communities through health promotion programs, research on diseases and injury prevention. Public Health professions include: public health educator, outreach worker, public health inspector, public health sanitarian, emergency preparedness coordinator, and research scientist.
Please answer the following:
1. What college degree program are you currently enrolled in? (pick one) Pull-down menu: Accounting, Business Management, Computer Information Systems, Computer Network Technology, Health Information Technology, Nursing, Paramedic, Respiratory Therapy, Small Business Entrepreneurship, Bilingual Childhood Education, Business Administration, Childhood Education, Communication Studies, Criminal Justice, Liberal Arts, Writing and Literature, Accounting for Forensic Accounting/Economics, Biotechnology Science, Child Care/Early Childhood Education, Community Health Education, Computer Science, Engineering Science, Geographic Information Science, Human Services, Mathematics, Multimedia Programming and Design, School Health Education, Science, Science for Forensics, Theater, Video Arts and Technology, Undeclared Health
2. Are you planning to go on to a Bachelor's Degree? Yes No Not Sure
3. Which jobs may be of interest to you? Pick as many as you'd like: public health educator, community outreach worker, public health inspector, emergency preparedness coordinator, research scientist, athletic coach, athletic trainer, athletic administrator, physical education teacher
4. If BMCC were to offer a degree that could help you get those jobs, how likely would you be to switch majors? Very likely Likely Not Sure Not Likely
5. If BMCC were to offer a dual degree joint program with York College in Public Health would you be interested? (dual-degree means you would complete the first two years of coursework at BMCC and the last two years of coursework at York College}. Very interested Interested Not Sure Not Interested
6. If BMCC were to offer an Associate in Science degree majoring in Movement Science would you be interested? (Movement Science is a degree that provides training in recreation, athletic coaching, athletic training, cardiovascular fitness, athletic administration and physical education) Very interested Interested Not Sure Not Interested
7. Gender Male Female
8. Age (categories)
9. Race/Ethnicity a. African descent d. Hispanic or Latino(a)
33 b. Asian or Pacific Islander e. Native American c. Caucasian
10. Is this your first year at BMCC? Yes No
34 APPENDIX B Projected Student Enrollment for Years 1 through 5
35 Projected Enrollment Year One Year Two Year Three Year Four Year Five Existing Full-time Students In-State 10 15 25 55 75 Out-of-State Existing Full-time Total 10 15 25 55 75
Existing Part-time Students In-State 10 10 15 20 25 Out-of-State Existing Part-time Total 10 10 15 20 25
New Full-time Students In-State 5 15 15 20 35 Out-of-State NEW Full-time Total 5 15 15 20 35
New Part-time Students In-State - 5 5 5 15 Out-of-State New Part-time Total - 5 5 5 15
NOTES: New students are students who would not otherwise have be enrolled 1n your college 1f th1s prc·gr·~n' Wt?Jf' 11 ·' offered The proposal text st10uld expla111 the bas1s for th1s enrollment estimate E>.Jstmg Students are students currently enrolled m another program at yotll college or students t'.rhc tvould have enrolled m anotiJet ptogt am at yow college t1ad t11e new ptogram not IJeen estaiJitslled
Section Seats per Student Year One Year Two Year Three Year Four Year Five
Full-time Students Existing Courses 8 6 4 4 4 New Courses 2 4 6 6 6 Total (normally equals 10)
Part-Time Students Existing Courses 4 4 4 3 3 New Courses 1 2 2 3 3 Total (normally equals 4-6)
36 Seat & Section Needs Year One Year Two Year Three Year Four Year Five
Seat Need for Existing Students Existing Courses 120 130 160 280 375 New Courses 30 80 180 390 525
Seat Need for New Students Existing Courses 40 110 80 95 185 New Courses 10 70 100 135 255
Total Seat Need Existing Courses 160 240 240 375 560 Avail. Seats in Exi sting Courses 80 120 120 180 270 Net Seat Need in Existing 80 120 120 195 290 New Courses 40 150 280 525 780 All Courses 120 270 400 720 1,070
Average Seats per Section Existing Courses 35 35 35 35 35 New Courses 35 35 35 35 35
Net New Section Need Existing Courses 4.571429 6.8571429 6.85714286 10.714286 16 New Courses 1.142857 4.2857143 8 15 22.285714 Total 5.714286 11 .142857 14.8571429 25.714286 38.285714
37 APPENDIX C Proposed Syllabi for New Courses for A.S. in Public llealth
38 BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City University of New York Health Education Department
Histot-y and Principles of Public Health FALL Class: HEO 280 Class Hours: Lecture Hours: 3 Ct·edits: 3 Prof Office: N Phone : Email : Office I lours:
Course Description: This course will examine the history of health and illness from a population perspective. The course will present students with past. present and future key public health topics and their application to public health strategies to prevent or minimize health problems among culturally diverse populations and across the lifespan. Thi s course v. ill present srudents "ith foundational ~no\\ ledge in public health b) examining polic). practice, and methods in the United States and abroad.
Basic Skills: ENG 088. ESL 062, ACR 094 Pt·e-requisite: liED II 0
Student Learning Outcomes Assessment
I. Students will describe the history of public and community I. Examination and homework health services. assignments. 2. Students will be able to identity the organizational structure 2. Examination and homework of current US public health agencies (for example Center for assignments. Disease Control etc.).
3. Students'' ill be able state the mi ssion and goals of 3. Examination and homework various and public and community health agencies. assignments. 4. Students will be able to analyze the strengths and weaknesses 4. Examination and homework of various public and community health policies and practices. assignments.
5. Students will be able to distinguish between \arious public 5. Examination and homework health models that encompass social and behavioral factors. assignments. culture. health. culture. race. ethnicity, gender. economic disparities, community, family and environmental issues. 6. Students will be able to retrieve. interpret and evaluate 6. Examination and homework information and expand their kn owledge about career assignments. oppor1unities. as well as how to collaborate on behalfoftheir public health consumers.
39 7. Students'' ill produce written and oral arguments to ad' ocate 7. Examination and homev,·ork for public health positions using empirical e\ idence ti·om a assignments. variety of sources.
8. Students will evaluate arguments and evidence critical!) and 8. Examination and home\·vork analytical!) and'' ill access information from the Internet and assignments. epidemiological and research databases that are used in public health practice.
Below is the college's general education outcome that will be cover·ed and assessed in this course:
General Education Outcome Assessment
Comm unication skills - Student s will write. read. Examinations One. Two. Three and Four listen and speak critically and effectively. items and home,,ork assignments
Information & technology literacy - Students '' ill Examinations One. Two. Three and Four collect. evaluate and interpret information and items and horne\\ ork assignments effective!) use information technologies. Values- Students" ill be able to make informed choices based on an understanding of personal Examinations One. T\\ o. Three and Four values, human diversity. multicultural awareness items and soc ial responsibility.
Required Text: Public Health !Of. 2'"1 Edition. (2015). Riegelmann R. Kirkv.ood B. .I ones and Bartlett Pub! is hers,
Other· Resources:
Use of Technology (If Applicable):
Evaluation and Requirements of Students
Exam One: 20pts 20% Exam Two: 20pts 20% Exam Three: 20pts 20% Exam Four: 20pts 20% Class Participation IOpts 10% Assignments: I0(2tS 10% TOTAL IOOpts 100%
40 Course Outline
Week Topic Chapter
1 Principles of Population Health
2 Evidence-Based Public Health 2 ., 3 Public Health Data and Communications .)
4 Social and Behavioral Sciences and Public 4 Health ,_ 5 Health Law. Policy, and Ethics 5
6 Non Communicable Diseases 6
7 Communicable Diseases 7
8 -- Environmental Health and Safety 8
9 Health Professionals, Healthcare Institutions, 9 and Healthcare • 10 Healthcare Institutions 10
11 Health Insurance and Healthcare Systems 1 1
12 Public Health Institutions and Systems 12
13 Food and Drugs as Public Health issues 13
- 14 From Single Solutions to Systems Thinking- 14 The Futures of Population Health
I 15 EXAM •
College Attendance Policy At BMCC, the maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. For example. you may be enrolled in a four hour class that meets folll·times a week. You are allowed five hours ofabsence, not five days. A student's final grade may be lowered when he/she exceeds the maximum absences or combined lateness. Excessive absence, the instructor has the option to lower the grade or assign an .. F.. or --wu" grade.
Academic Adjustments for Students with Disabilities
41 Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.
BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else·s ideas. \\ Ords or anistic, sc ientific. or technical work as one's own creation. Using the idea or work of another is perm issible only ''hen the original author is identified. Paraphrasing and summarizing, as ''ell as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does nor neccssaril) absolve a student of responsibility for plagiarism. Students who are unsure hO\·' and when to pro, ide documentation are advised to consult" ith their instructors. The librar) has guides designed to help students to appropriately identify a cited \\ Ork. The full policy can be found on BMCC's website. \\ "" .bmcc.cun~ .cdu. For further information on integrit) and beha\ ior. please consu lt the college Bulletin.
Electronic & Communication Devices
1. Students may not use electronic devices or audio/video recording devices (including cell phones & 1-pods) during class.
2. Kindly turnoff all electronic paging and telephone devices before you enter this class. Ringing mobiles are a huge distraction to everyone including the instructor.
42 BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City University of New York Health Education Department
Social and Behavioral Determinants of Health FALL Class: HED 285 Class Hours: Lecture Hours: 3 Credits: 3 Prof Office: N Phone: Email: Office Hours:
Course Description: This course present students a cogniti\e and affective foundation to explore psychological, social, and cultural determinants of health behavior. Students wi ll explore the se\eral theories and principles that can be used to define how human behaviors and social factors intluence health in general and their application for public health professionals in community settings. The course"' ill cover social issues and factors that place people in various socioeconomic groups (gender. race. ethnicit). and place of birth) at different risk levels tor premature mortalit) and poor health.
Basic Skills: ENG 088, ESL 062. ACR 094 Pre-requisites: None
Student Learning Outcomes Assessment
I. To familiarize students '' irh 'ie\\ s on key concepts that form Examination items and assignments a basis for litcrac) in the social and behavioral aspects of public health: culture. race/ethnicit). and gender. povert) disparities. factors related to beha' ior change, community. organizational climate, and family. 2. Students wil l be able to identify theories. concepts and Examination items and assignments models from a range of social and behavioral disciplines.
3. Students'' ill be able to identify social and behavioral E:\amination items and assignments determinants that affect health of individuals and populations nationally and globally. 4. Students v.ill be able to describe the role of social and Examination items and assignments community factors in public health problems and its solutions.
5. Students \viii have the ability to recognize the importance of E:\amination items and ass ignments key biologicaL psychosocial. and ecological concepts when the) appear (or fail to appear) in studies of public health problems.
43 6. Students will develop a sense of emp ath} and partnership E~am i nat i o n items and assignments with ind i\ iduals and groups affected b) public health problems: develop the abi lity to effecti vely communicate as a mec hanism for developing empathy and pa1t nershi p.
7. Students will be able to deve lop the abil ity to read and write Examination ite ms and assignments narrat ive accounts of public health prob lems.
8. Students wi II evaluate arguments and evidence critica lly and Examination items and assignments analytica lly.
Below is the college's general education outcome that will be covered and assessed in this course:
General Education Outcome Assessment
Commun ication skil ls- Students"' ill \\l'ite, read, Exa mi nations One. T\\ o. fhrcc and Four li sten and spea l-.. criti ca lly and effecti ve ly. items Social & Beha' ioral Sciences- students '' ill Examinations One, T" o. Three and Four understand and apply the concepts and methods of items social or behavioral science. Values- Students will be able to make informed choices based on an understanding of personal Exami nations One, Two. rhrce and rour va lues. human di versity, multicultural awareness items and soc ial responsibility.
Required Text: Clan=. K.. Rimer, B.K.. & l'isll'anath. K. (2008). Health Be/l(tl'ior and 1/eo/th Education: Theon ·. Research and Practice -lth Edition. Stm Francisco. Jo.\ser Buss.
Other Resources:
Use of Technology (If Applicable):
Evaluation and Requirements of Students
Exam One: 20pts 20% Exam Two: 20pts 20% Exam Three: 20pts 20% Exam Four: 20pts 20% Class Pa rticipati on IO pts 10% Assignments: I Oj2tS 10% TOTAL IOO pts 100%
44 Course Outline
Week Topic Chapte1·
1 Theory. Research, and Practice in Health Behavior and Health 2 Education
2 The Health Belief Model 3
3 Theory of Reasoned Action, Theory of Planned Behavior, and 4 the Integrated Behavioral Model
4 The Trans theoretica I Model and Stages of Change 5
5 - The Precaution Adoption Process Model 6
6 Perspectives on Intra personal Theories of Health 7 Behavior
7 How Individuals, Environments, and Health 8 Behaviors Interact: Social Cognitive Theory EXAM
8 Social Networks 9
9 Stress, Coping. and Health Behavior 10
10 Perspectives on Models of Interpersonal Health 12 Behavior
11 Diffusion of Innovations 14
12 Communication Theory and Health Behavior 16 Change: The media Studies Framework .. _, 13 Using the PRECEDE-PROCEED Planning Model 18 to Apply Health Behavior Theories
14 Perspectives on Using Theory, Past, Present, and 22 Future
15 EXAM
... 'IIIBIIIMIIC
College Attendance Policy At BMCC, the maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. For example. you may be enrolled in a four hour class
45 that meets four times a "'eek. You are all owed five hours of absence, not fi ve days. A student's final grade may be lowered when he/she exceeds the maximum absences or combined lateness. Excessive absence, the instructor has the option to lower the grade or assign an '"F .. or ··wu·· grade.
Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodations or acade mic adj ustments for this course must contact the Office of Services for Students '' ith Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.
BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else·s ideas. words or ar1istic. scientific. or technica l worl- as one·s own creation. Us ing the idea or \\ Ork of another is permi ssible on I~ "hen the ori ginal author is identified. Paraphras in g and summari zing. as well as direct quotations require citati ons to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessaril ) absolve a student of responsibility for plagiarism. Students who are unsure ho'" and when to prm ide documentation are advi sed to consult"' ith their instructors. The library has guides designed to help students to appropriately identify a cited work. The full poli c) can be found on BMCCs website. "'" w. bmcc .c u n~ .cdu. For fur1her in formation on integrity and behavior. please consult the college Bulletin.
Electronic & Communication Devices
3. Students may not use electronic devices or audio/video recording devices (including cell phones & J-pods) during class.
4. Kindly turnoff all electronic paging and telephone devices before you enter this class. Ringing mobiles are a huge distraction to everyone including the instructor.
46 BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City Uni,ersity of e\v York Health Education Depar1rnent
Course Name: Principles and Practices of Behaviot· Change Term: Section: HED 290 Class Hours: Lecture Hours: 3 Credits: 3
Professor: Office: XXX Phone: :?.12-220-8000 ext: XXXX Emai l: [email protected] Office Hrs: TBA
Cout·se Description: This course is designed to instill in students a foundation knowledge in the social and behavioral detenninants that influence health status. Students will develop \\Titing skills for effectively communicating about psychosocial issues in public health. The course wi ll provide students with an opportunity to examine the causes of behavior in the home. schooL and community settings. examine how environmental variables may be manipulated in order to increase appropriate behavior. models of behavior change for students, and learn about the legal and ethical issues in behavior change.
Basic Skills: ENG 088; ESL 062; ACR 094; MAT 051 or MAT 012 Pre-requisites: HED I 10, HED 280
Student Learning Outcomes Asse~sment I. ldenti fy valid. rei iable and unbiased data-gathering instruments Examination and homeworl.. that assess personal health risks and health beha\ ior used to develop goals and objectives for individual-level beha\ ior change. 2. Analyze the antecedents. behaviors. and consequences of selected Examination and homework behavior change plans.
3. Apply methods in health behavior change programming such as Examination and homework relapse prevention and motivational interviewing to assist individuals in choosing effective action strategies in goal development and accomplishment.
4. Use health behavior theories to explain the impact of social. Examination and horne\\'ork cultural. and environmental norms on individual. group. and communit) health behaviors. 5. Describe the legal and eth ical issues facing health behavior Examination and homeworl.. change specialists. 6. Id entify professional associations involved in promoting effecti\e Examination and home\\ ork communication and advocacy fo r health behavior change.
47 7. Describe referral principles and techniques. Examination and homework
Below are the college's genea·al education learning outcomes, the outcomes that ar·e checked in the left-hand column indicate goals that will be covered and assessed in this course.
General Education Learnine Outcome Measut·ements Communication skills - Students will write. read, Examinations one. two. and three. written listen and speak critically and effectively. assignments, final project Information & technology literacy- Students will Examinations one. two. and three, written collect. evaluate and interpret information and assignments. final project effectively use information technologies. Values- Students will be able to make informed Examinations one. two. and three. written choices based on an understanding of personal assignments. final project values, human diversity, multicultural awareness and social responsibility
Required Texts: Reike1t, K.A., Ockene, J.K. & Pbert, L. (Ed.). (2013). The handbook qflu:alth behm·ior change (4'" ed.). Springer Publishing Company.
Winnipeg Regional Health Authority. (2007). Health Behm·iour Change Participant Workbook. Other Resources: Health Education Depa1tment Wellness Lab. N799V
Use of Technology (If Applicable):
Electronic & Communication Devices
5. Students may not use electronic devices or audio/video recording devices (including cell phones. 1- Pads & 1-pods) during class. 6. Students may not use a dictionary. imaging devices or audio/video recording devices during examinations (including cell phones, 1-Pods and 1-Pads). 7. Kindly turnoff all electronic paging and telephone Wi-Fi, digital imaging devices before you enter this class.
Course Retjuiremenl!ti
I. Lateness Students arl'iving late to an examination's start time can be denied permission to take the examinations. Classes begin promptly at the times indicated in the Schedule of Classes. Arrival in classes after the scheduled sta1ting time constitutes lateness. Latecomers may. at the discretion of the instructor, incur an official absence.
II. Exams Students will receive two exams during the semester and a Final. If you are not able to attend an exam date. you must contact me before the date of the exam to set up another test date. there will be no make - ups after the initial date of exam and you will receive a zero. You must bring a
48 pen and two #2 pencils on exam days. You will not be able to take the exam if you come in late on the day of the exam.
Ill. Group report and presentation Students will be assigned a group, in which the will research an assigned topic: prepare a written report and an oral group presentation.
IV. Reading and Assignments Students prior to class should review all designated reading with the exception of the first day of class unless otherwise noted. All assignments will be graded and should be handed in during the designated class period. Students will have one week to hand in late assignments.\\ ith a one grade deduction policy.
V. Quizzes Weekly quizzes will be given at the discretion of the instructor.
VI. Class Participation Students are encouraged to contribute to small group and class discussions and small written assignments. which serve as an indicator for comprehension of reading materials. Class participation amounts to 50 points. it would be wise for students to attend class and participate in discussions. Read the assigned chapters since it is relevant for classroom discussions.
Evaluation and Requirements of Students
Exam 35pts Group Report/Presentation 35pts Class Participation I Opts Assignment: 20pts TOTAL lOOpts
College Attendance Policy At BMCC, the maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. For example. you may be enrolled in a four-hour class that meets four times a week. You are allowed five hours of absence. not five days. In the case of excessive absence. the instructor has the option to lower the grade or assign an ··F'' or "WU" grade.
Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.
BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else's ideas, words or artistic. scientific, or technical \York as one's own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing. as well as direct quotations. require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessaril y absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide
49 documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The fu ll policy can be found on BMCCs website. www.bmcc.cuny.edu. For futther information on integrity and behavior, please consult the college Bulletin (also available online).
Course Outline
Week Topic Readings
Introd uction to the Course N/A
2 REQ: Reike11 et al., Chapters 1-3 : HBCPW, Section I
Theoretical Models of Health Behavior Change
r--- . 3 Barriers & Facilitators of Health Behavior Change REQ: Reike1t et al.. Chapters 4-6; HBCPW. Section 2
4 Health Behavior Change In terventions: Healthy Eating & REQ: Reikert et al.. Physical Activity Chapters 7 & 8
5 Health Behavior Change Interventions: Tobacco & REQ: Reikert et al .. Alcohol Use Chapters 9 & I 0
6 Reducing Stress; Building a Science of Multiple Risk REQ: Reikerl et al.. Behavior Change Chapters II & 12
7 Chronic Disease Management Interventions: REQ: Reike11. Cardiovascular Disease; COMPREHENSIVE EXAM # 1 Chapter 13
8 Chronic Disease Management Interventions: Diabetes & REQ: Reike1t. Obesity Chapters 14 & I 8
9 Chronic Disease Management Interventions: Infectious REQ: Reike1t, Diseases, Asthma, COPD & Cancer Chapters 15- I 7
10 Systems to Support Health Behavior Change: School REQ: Reike11, Based Interventions Chapter 19
Systems to Suppo1t Heal th Behavior Change: Worksite REQ: Reike11. I" Health Promotion Chapter 20
so ' 12 Systems to Support Health Behavior Change: Health Care REQ: Reike1t, Provider/Systems Chapter 21
13 Systems to Suppo1t Health Behavior Change: The Role of REQ: Reike1t, the Environment Chapter 22
14 Health Behavior Change Research : Measurement & REQ: Glanz, Methods Chapters 23 & 24
- - I s COMPREHENSIVE EXAM #2
51 Borough of Manhattan Community College".
The City University of New York Health Education Department
Epidemiology for Public Health Practice Class Hours: HED 295-xxx Fall Lecture Hours: 3 Lab Hours: 1 Credits: 3
Professor Office: Office Hours: Email:
Course Description: This course presents basic princi pies and methods of pub I ic health epidemiology. Particular emphasis is on applying epidemiologic methods to public health problems such as measures of disease frequency, study designs and bias, effect modification, outbreak investigations, screening, causality and ethical issues. Students will develop skills to interpret and evaluate health infonnation from published epidemiologic studies.
REQUIRED TEXT: Friis, R.H. & Sellers, T.A. (2013). Epidemiology for Public Health Practice (5th ed.). Burlington, MA: Jones & Bartlett.
Basic Skills: ENG 088, ESL 062, ACR 094, MAT 051 or 012 Pre-requisites: HED II 0, HED 280
Student Learning Outcomes Assessment 1. Students will describe the history of epidemiology and Exams I and 2, homework explain how ethical principles affect epidemiological research 2. Students will use rates and proportions to express Exams I and 2, homework numerically the amount and distribution of health and non- health related outcomes 3. Students will analyze the distribution of health-related Exams I and 2, homework outcomes to generate hypotheses
4. Students will apply epidemiological concepts including Exams I and 2, homework estimation, inference, and adjustment to establish causation
52 5. Students will apply the basic study designs that are used to Exams 1 and 2, homework test hypotheses. identify associations and establish causation in public health problems 6. Students will apply the concepts of testing and screening Exams I and 2, homework in different settings 7. Students will evaluate a public health problem (e.g. Exams I and 2, homework investigation of a disease outbreak) using epidemiological methods
8. Students will read, interpret and evaluate published Summaries of pub I ished epidemiological studies epidemiological papers
Ble OW .I S th e co II ege s genera I e d ucatton earntng outcomes. General Education Outcome Assessment Communication Skills - Students will write, read. listen and Homework, summaries speak critically and effectively. Quantitative Reasoning - Students will use quantitative skills Homework and the concepts and methods of mathematics to solve problems. Information & Technology Literacy - Students will collect, Homework. summaries evaluate and interpret information and effectively use information technologies.
Evaluation and Requirements of Students Exam One: 15% Exam Two: 15% Summaries of epidemiological articles (2): 20% Applied homework assignments (8): 40% Class participation: 10% TOTAL 100%
Use of Technology: BMCC Blackboard. Health Education Department Well ness Lab. Excel
Summaries of published epidemiological articles Students are required to read, summarize and interpret the findings of two (2) published. recent. epidemio logical studies using any two different study designs discussed in class ( i. e. ecological. cross-sectional, case-control, cohort or experimental). Guidelines for writing these summaries will be distributed in class and posted on Blackboard. Students must find the journal arti cles from a list of approved journals and get the professor's approval before using them for the purpose of this assignment. Summaries must be typed, double-spaced. and between 2 and 4 pages in length.
Applied homework assignments These assignments will be started during the lab hour each week and completed at home. In the labs, students will Jeam methods for storing. managing and sotiing data using Microsotl Excel. They will carry out simple analyses of data and learn to write up their findings. Students will learn to make morbidity, mortality, and other computations that relate to the lectures of the week.
53 Course Outline
Week Date Topic + assignment Chapter(s)
Course overview, history of epidemiology
2 Important terms and basic principles of epidemiology 1. 2
..., .) Measures of morbidity and mortality. age adjustment 3
4 Descriptive epidemiology. Sources for data use in 4. 5 epidemiology
5 Study design 1: Ecological, cross-sectional and case- 6 control
6 Study design 2: Cohort studies 7
7 Study design 3: Experimental studies and randomized 8 controlled trials (RCTs)
8 Exam 1 1-8
9 Measures of effect and data interpretation issues 9. 10
10 Screening for disease in communities 1 I
Summary 1 due
I 1 Epidemiology of infectious diseases 12
12 Epidemiology aspects of environmental and 13 occupational health
Summary 2 due
13 Social, behavioral and psychological epidemiology 15
14 Epidemiology as a profession, Ethical issues in applied 16 epidemiology
15 Exam 2 9-13, 15-16
54 Exam Policy If a student misses the exam for any reason, he or she must email the professor (yshneyderman@ bmcc.cuny.edu) within one week of the exam date to schedule a make-up. o make-ups will be given outside of this time frame.
College Attendance Policy At BMCC, the maximum number of absence hours is limited to one more class hour than the number of hours a class meets in one week. For example, you may be enrolled in a three-hour class. In that class. you would be allowed 4 hours of absence (not 4 days). A student's tina! grade may be lowered when he/she exceeds the maximum absences or combined lateness.
Students arriving after the staJ1 of class will be marked late. Three late arrivals equate to one class absence. Repeated late arrivals will result in grade deductions. Students arriving late to an examination will have points taken off their exam grade or may not be permitted to take the examination.
Class Participation C lass participation will be graded based on individual and group partiCipation. as well as attendance and on-time arrival. You will be expected to participate in class/partner/group assignments and turn in completed projects as assigned. Each class session wi ll include a lecture and a discussion/practical session. Please come prepared to each class having read the chapters that have been assigned for that week.
Electronics & Communication Devices All electronics must be turned off or put on vibrate before entering class. Al l electronic devices should not be visible during class and texting is not acceptable.
Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodati ons or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricul a to all students.
BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else's ideas, words or a11i stic. scientific. or technical work as one· sown creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summari zing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC"s website, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).
55 BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City University of New York Health Education Department
Applied Biostatistics in Public Health FALL Class: HED 296 Class Hours: Lecture Hours: 3 Lab Hours: 1 Credits: 3 Prof Office: N Phone: Email: Office Hours:
Course Description: This course will provide students with the basic knowledge and skills of data m anagement, statistical techniques. and measurement in public health research. It will concentrate on interpretation and comprehension of graphical and statistical techniques most often used in public health research and practice. Topics covered will include vi tal statistics, descriptive and inferential statistics, multi-vari able analysis. and measurement methods. Students will acquire practi cal skills of data management and statistical analysis through the use of computer software.
Basic Skills: ENG 088, ESL 062. ACR 094. MAT 05 1 or 0 12 Pre-requisites: HED I I 0, HED 280, MAT 150
Student Learning Outcomes Assessment
l. Discuss variables, levels of measurement. and their Exams, homework assignments and ·elationship to statistical analysis. ijnal project
2. Select the appropri ate measures to use tor a particular Exams. homework assignments and dataset and stati stical task. fi nal project
3. Evaluate results of statistical analyses to public health Exams. homework assignments and esearch questions. final project
~ · Apply specific descriptive and infe rential techniques Exams. homework assignments and ~omm o nl y used in public health research. final project
5. Explain the concepts of a sampling di stribution, type I and Exams, homework assignments and II errors, and statisti cal power. final project
6. Use statistical software to manipulate public health data. Exams. homework assignments and fina l project
56 7. Evaluate statistically-oriented public health research Exams, homework assignments and !articles. tina! project
Below is the college's general education outcome that will be cover·ed and assessed in this course:
General Education Outcome Assessment
Quantitative Reasoning - Students will use quantitative Exams. homework assignments and fina skills and the concepts and methods of mathematics to project solve problems.
Information & Technology Literacy - Students wi ll Hhomework assignments and 1inal collect, evaluate and interpret information and effectively project tuse information technologies.
Required Text Plichta, S & Kelvin, E. (20 13) Munro's Statistical Methods for Health Care Research. (6'h ed.). Philadelphia: Lippincott
Other Resources: HED computer lab, N799-V
Use of Technology: SPSS student version (required), Blackboard
Evaluation and Requirements of Students
Midterm: 15% Comprehensive Final: 15% Problem sets & homework assignments: 40% Final project: 20% C lass Pa1ticipation 10% TOTAL 100%
Course Outline
Week Topic Chapter I Introductio n to the course, using research and statistics in health care and public health 2 Organizing, d isplaying and describing data; levels of 2 measurement 3 Key principles underly in g statistical inference; descriptive 3 statistics
57 4 Hypothesis testing; the nom1al curve; 4 probability; sample size/power/types I & II ..,...... error 5 Independent & paired t-test and nonparametric 5, 6 tests to compare means 6 Correlations and other measures of II relationship 1 7 Midterm exam 1-6, II
8 - One-way analysis of variance (ANOVA); 7 post-hoc testing 9 MA NOV A and ANCOV A; assumptions, 8, 10 advantages & disadvantages 10 Statistical modeling; Linear regression; multivariable regression 11 - Logistic regression: odds ratios and 13 I ... confidence intervals • 1 12 Cross-tabs; chi-square statistics 12
13 Introduction to other statistical methods used in public health (survival analysis, structural equation modeling, etc.) 14 Disseminating research: writing and 18. Final project due publishing; organizing a research paper .,j. 15 Compt·ehensive final exam 7, 8, 10. 12-1 4
College Attendance Policy At BMCC the maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. For example, you may be enroll ed in a four hour class that meets four times a week. You are allowed five hours of absence. not fi ve days. A student's final grade may be lowered when he/she exceeds the maximum absences or combined lateness. Excessive absence, the instructor has the option to lower the grade or assign an ··f" or --wu-- grade.
Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.
BMCC Policy on Plagiadsm and Academic Integrity Statement Plagiarism is the presentation of someone else's ideas, words or artistic. scientific, or technica l work as one's own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original
58 source. Plagiari sm may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are un sure how and when to prov ide documentati on are advised to consult with their instructors. The library has guides designed to help students to appropriately identi ty a cited work. The full policy can be found on BM CCs website. ""'' .bmcc.cun) .cd u. For further information on integrity and behavior. please consul t the coll ege Bulletin .
59 Borough of Manhattan Community College The City University of New York Health Education Department
Course Name: HIV/A IDS: Public Health Implications Term: Course section: HED 275-xxx Lecture Hours: 3 Credits: 3
Professor·: Office: Phone: Email: Office Hours: Course Description
This course wi ll provide an overview of the social and behavioral factors wh ich influence the transmission as well as the prevention of HIV I AIDS throughout the world. Students wi ll become familiar with the determinants and distribution of AIDS. and the psychosocial. bio-behavioral. environmental and community factors related to the prevention and control of HIV I AIDS. Students will have an opportunity to explore their own beliefs. values and approaches to the issues regarding HIVIAIDS, in addition to the cultural, political, sociaL legal. ethical. spiritual, and public health issues and the perspectives of people li ving with HIV infection and AIDS that are needed to inform practice and policy.
Basic Skills: ENG 088; ESL 062; ACR 094; MAT 041, MAT 051 or MAT 012
Pre-requisites: HED 1 J 0
Student Learning Outcomes Assessment
Understand the history and the etiology ofHIVIAIDS and Report on the Socio-ecological the public health implications of infectious diseases such as Perspecti'e on HIVIAIDS. Journal HIV/AIDS. Understand the epidemiology ofHIVIAIDS. assignment
Identify educational approaches. which are culturally. Journal assignment sensitive and appropriate to the needs and values of population affected in understanding and identifying the risk factors associated with HIVIAID. and how it is spread
Understand opportunistic infections associated with Journal assignment HIVIAIDS.
Identify approaches to surveillance. screening, testing, Journal assignment prevention. and treatment. in response to HIVI AI OS.
60 Identify existing resources for HIV management and their Journal assignment benefits and barriers. Understand the implications of social stigmatization for public health responses to HIVI AIDS
Understand clinical trials, their implications, and exploring Journal assignment new avenues for treatment. Describe steps and procedures for the planning. Journal assignment implementation and evaluation of public health programs. policies and interventions.
Assess and explain policies and programs for the delivery of Journal assignment services in meeting the needs and concerns of HIV infected and affected individuals.
Explain how an individual"s place within society may lead Journal assignment to significant experiences that have the potential to contribute to death and dying due to H IV I AIDS.
Below is the college's general education outcome that will be cove•·ed and assessed in this course:
General Education Outcome Assessment Communication skills - Students will write, read, listen and speak critically and effectively. Journals and paper
Information & technology I iteracy- Students will collect, evaluate and interpret information and effectively use Journals and paper information technologies.
Values - Students will make informed choices based on an understanding of personal values, human diversity, Journals and paper multicultural awareness and social responsibility
Text Books: Bmilett, J .. Finkbeiner, A. The Guide to Living with HIV In fection, The John Hopkins University Press, (latest edition). Hung Fan eta!, AIDS Science & Society, (latest edition).
Other Resources: Health Education Depa11ment Wellness Lab.
Use of Technology (If Applicable):
61 Evaluation and Requirements of Students Journal One: 20% Journal Two: 20% First Draft 20% Final Paper: 40% TOTAL 100%
Week Topic Chapter
I. Education about HIV/AIDS and its Implications in the Public Bartlett. J .. Health Field Finkbeiner
2. Understanding and Communicating about how HIV is spread Bartlett, .J ., Finkbeiner
,.., .). HIV Infection and its treatment Bartlett. .J ., Finkbeiner
4. HIV Infection and its effect in Public Health Bartlett. .J .• Finkbeiner
5. Virology and HIV Hung Fan
Journals are Due
6. HIV Infection and its effect on the Emotions Bartlett. .J .• Finkbeiner
7. HIV Infection and its effect on Interpersonal Relations Bartlett. J .• Finkbeiner
8. Complications of HIV Infection and Treatment Bartlett, L Finkbeiner
9. Clinical Manifestation and Treatment of AIDS Hung Fan
I 0. Modes of HIV Transmission and Personal Risk Factors Hung Fan
Journals are Due
II. Options and Medical Care: Medical Personnel and Procedures Bartlett. .J .• Finkbeiner
62 12. Practical Matters: Making Legal. Financial And Medical Bartlett. J .. Decisions. Finkbeiner
13 . Living with AIDS: Human Dimensions Hung Fan
14. Dying and Preparing for Accepting Death Hand Out
Journals are Due
15. Final Examination
Course Policy & £,·alualion
Students are responsible for all information and course instructions g1ven during classroom sessions. regardless of whether they attend.
College Attendance Policy
The maximum number of absence hours is limited to one more class hour than the contact hours as indicated in the BMCC college catalog. A student's final grade may be lowered when he/she exceeds the maximum absences or combined lateness. Students arriving late to rm examination may not be permitted to take the examination.
Lateness
Students arriving late for class will be charged with one hour of absence. Students who leave before the class is di smissed will be considered late for that session. Students exiting and returning during class wi ll be considered late for class. Two late arrivals are equal to one class absence.
Class Participation
Students are expected to participate in partner/group assignments and turn in completed projects as assigned. Students must come to class on time and prepared: contribute to class discussions and group activities: show interest in and respect tor others· views: and study for all exams. Additional assignments may be given according to classroom performance during the semester.
Electronic & Communication Devices
Students may not use electronic devices or audio/video recording devices (including cell phones & 1-pods) during class. Kindly TURNOFF ALL electronic and telephone devices before you enter this class. Ringing mobiles and constant exiting and re-entering the room are a huge distraction to everyone including the in structor.
Assignments:
There will be ONE term paper wo1th 40%.
63 Assignments amounts to 40%, it would be wise for students to attend class and participate in discussions. Read the assigned chapter since it is relevant for classroom discussions and also, written assignments may be added as the semester progresses.
Computation of Grade
Grade Larned Points
A 94- I 00 pts. A- 90 - 93 pts. B+ 87 - 89 pts. B 84- 86 pts. B- 80- 83 pts. C+ 77- 79 pts. c 74- 76 pts. C- 70- 73 pts. D+ 68 - 69 pts. D 66- 67 pts. D- 65 pts.
F 64 and below
Academic adjustments for students with disabilities
Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Oftice of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students. BMCC policy on plagiarism and academic integrity statement
Plagiarism is the presentation of someone else's ideas, words or artistic, scientifi c, or technical work as one's own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summariz ing, as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation is advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The fu ll policy can be found on BMCC's web site, wvvw .bmcc.cunv.cdu. For further information on integrity and behavior, please consult the coll ege bulletin (also available online).
64 APPENDfX D Course Descriptions of Health Education Courses
65 Public Health Major Courses
HED II 0 Comprehensive Health Education This course in health educations offers a comprehensive approach that provides students with the knowledge, skills, and behavioral models to enhance their physical. emoti onaL social. intellectual and spiritual health as well as facilitate their health decision-making abi lity. Areas of specializati on include: alcohol. tobacco and abused substances, mental and emotional health. human sexuality and family li ving. nutrition, phys ical fitness. cardiovasc ular health, environmental health and health care deli very. HED I I 0 fulfills all degree requirements for HE I 00. Students who have completed HED I 00- Health Educati on wi ll not receive credit for this course.
HED 280 History and Principles of Public Health This course will examine the hi story of health and illness from a population perspective. The course will provi de students with an opportunity to learn about past. present and future key public health topics and how to apply public health strategies to prevent or mi nimize health problems among culturally diverse populations and across the lifespan. This course wi ll insti ll in students foundation knowledge in public health by examining policy. practice. and methods in the United States and abroad. Students will have the oppo11unity to appl y their public health knowledge to contemporary challenges and concerns in publi c health. Pre-requisite: HED II 0
HED 285 Social and Behavioral Determinants of Health This course present students a cognitive and affective foundation to expl ore psychological. social, and cultural determinants of health behavior. Students will explore the several theories and principles that can be used to define how human behaviors and social factors intluence health in general and their application for public health professionals in community settings. The course will cover social issues and factors that place people in various soc ioeconomic groups (gender. race, ethnicity. and place ofbit1h) at different ri sk levels for premature mot1ality and poor health.
HED 290 Principles and Practices of Behav ior Change This course is designed to instill in students a foundation knowledge in the social and behavioral determinants that influence health status. Students will develop writing skills for effectively communicating about psychosocial issues in public health. The course will provide students with an oppot1unity to examine the causes of behavior in the home. school. and commun ity settings. examine how environmental variables may be manipulated in order to increase appropriate behavior, models of behavior change for students. and Jearn about legal and ethical issues in behavior change. Pre-requisites: HED II 0. HED 280
HED 295 EpidemioJogv for Public Health Practice This course is designed to introduce students to background. basic principles and methods of public health epidemiology. Particular emphasis is on applying epidemiologic methods to public health problems such as measures of disease frequency, study designs and bias. eflect modification. outbreak investigations. screening, causality and ethical issues. Students wi ll
66 develop skills to read. interpret and evaluate health information from published epidemiologic studies. Pre-requisites: l-IED 110, HED 280
HED 296 Applied Biostatistics for Public Health This course will provide students with the basic knowledge and ski ll s of data management. statistical techniques. and measurement in public health research. It will concentrate on interpretation and comprehension of graphical and statistical techniques most otten used in public health research and practice. Topics covered wi ll include vital statistics. descripti ve and inferential statistics, multi-variable analysis, and measurement methods. Students will acquire practical skills of data management and stati stical analysis through the use of computer software. Pre-requisites: l-I ED 110. HED 280, MAT 150
HED 275 HIV/AIDS: Public Health Implications This course will provide an overview of the social and behavioral factors which influence both the transmission as well as the prevention of HIV I AIDS throughout the wo rld. Students will become familiar with the determinants and distribution of AIDS, and the psychosocial. bio behavioral, environmental and community factors related to the prevention and control of HIV/AIDS. Students will have an opportunity to explore their own beliefs, va lues and approaches to the issues regarding HIV/AIDS. in addition to the cultural. political, social. legal. ethical, spiritual, and public health issues and the perspectives of people living with HIY infection and AIDS that are needed to inform practice and policy. Pre-requisite: HED 110
Public Health Electives
HED 201 Health Education and Exercise This course wi ll de ve lop positive heal th related attitudes, val ues. and habi ts to promote physical. mental and social wellness. The student wi ll attain a broad spectrum of exercise information and skills and apply that knowledge to those sk ills in a laboratory fitness program. utili zing appropriate equipment to assess the function of muscular systems during physical performance. Individuals will explore the body's adaptations to aerobic. anaerobic, and resistance training.
HED 202 Drug Use in American Society This course examines the use of licit and illicit drugs across cultures within the context of personal health and wellness. The historical. pharmacodynamics. psychological. emotional and social aspects of licit and illicit drug use. as well as drug abuse. will serve as the foundation for thi s examination.
HED 210 Contemporary Health Issues An advanced seminar in health education, this course concentrates on an in-depth investigation of selected health problems. Emphasis is placed on social aspects of health.
HED 220 Human Sexuality
67 This course examines the integration of the physiological, psychological and social aspects of sexual being within the framework of health and well ness. The course provides the opportunity for students to explore the research and theories regarding: love, relationships. marriage, birth control, pregnancy. sexual behavior. variations in sexual behavior. sexual disorders. sexually transmitted diseases/infections, and communication, as well as the issues surrounding these topics.
HED 225 Health Concerns of Women This health course is aimed to be a practical course for students and to affect their lives in a positive way. It provides an opportunity to gain information and insight into the physical, psychological, and social aspects of women's health concerns.
HED 230 Consumer Health Survey Historical events and contemporary factors affecting the availability. controL and monitoring of American Health Care products and services are explored. Such factors include: the private and public financing of health care, public and private monitoring of health care; and the ethical issues of medical care in America. The purpose of the course is not to advocate any particular health care philosophy, product or service, but to provide the student with the skills and factual base for making informed decisions in the health care marketplace.
HED 235 Nutrition for Health This course examines what people. advertising and science recommend for our nutritional needs. It tackles subjects such as vitamin supplement, dieting, health food, pregnancy and diet, diet foods, and the diet industry. The course is designed to help students make information choices regarding their nutritional needs and goals.
HED 240 First Aid. Safety and Cardiopulmonary Resuscitation Students in this course acquire knowledge essential for safe living, including the causes and preventions of accidents. The student learns the practical skills of first aid and cardio pulmonary resuscitation. Students are eligible for certification provided they meet Red Cross standards.
HED 250 Stress: Awareness, Understanding and ManaQement This course is designed to provide students with a comprehensive overview of the psychologicaL physical, and social understanding of the stress response. The course will explore the divergent ranges of the human stress response, while emphasizing the use of positive stress in an academic setting. Opportunities will be provided for students to learn concrete scientific measures, gain practical insights, and adapt viable stress management techniques. The purpose of the course is not to advocate any one particular technique, but rather to enable students to make informed decisions about stress management approaches toward enhancing health.
HED 260 Wellness and Cardiovascular Health This course focuses on preventive heart care utilizing: nutritional plans, cardiovascular stress management cardiovascular knowledge, and individualized cardiovascular fitness programs. In the classroom and fitness laboratory, students explore, devise and practice educational and fitness strategies to improve their overall cardiovascular hea.lth.
68 HED 270 Health Perspectives of Death and Dying The course experience provides students, utilizing Dubos' Multidimensional Health ModeL an understanding of death and dying from a physiological. emotional, spiritual. and behavioral perspective with additional emphasis on legal and ethical issues. Topics to be explored include: therapeutic care plans as they relate to diseases and disorders of the terminally ill: medical preparation for death, inclusive of 0 I (do not intubate), D R (do not resuscitate) and health proxy laws; an examination of the emotional and physiological impact on the health of the caregiver as we ll as that of the terminal patient,; an examination of funeral rituals and grieving practices invo lved in the healing process of bereavement, as well as unique circumstances of death invo lving suicide and euthanasia. Overall, the course explores death within the multiple dimensions of health and wellness on the continuum ofthe life cycle. Prerequisite: HED 110
69 APPENDIX E Projected Revenue and Expenditures Related to the Proposed Program
70 Projected Revenue Related to the Proposed Program
1 nd y 111 th l s Year I 2 ear 3rd Year 4 Year 5 Year Revenues[ 1] 2016-201 7 2017-2018 2018-2019 201 9-2020 2020-2021 Tuition Revenue[3] 01 . From Existing Sources[4] $72,750 $10 1,250 $ 167,153 $335,529 $459,636 02. From New Sources[5] $22,500 $86,625 $88,358 $ 115,094 $224.843 03. Total $95.250 $ 187,875 $255,5 10 $450,623 $684.479 State Revenue[6] 04. From Ex isting So u rce s~ $36.330 $48.440 $78,715 $ 157.430 $211 .925 u 05. From New Sources $ 12,11 0 $42,385 $42,385 $54.495 $102,935 06. Total $48.440 $90,825 $ 12 1,100 $2 1 1,925 $314,860 Other Revenue[?] 07. From Existing So urces ~ $0 $0 $0 $0 $0 08. From New Sources.. $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total[8] I 0. From Existing Source s~ $109,080 $149,690 $245.868 $492,959 $67 1,561 II. From New Sources ** $34,6 10 $129.010 $ 130.743 $ 169,589 $327,778 TOTAL $ 143.6<)0 $2nL70o $376,610 $662.54~ $<)<)<) .3 3 i.)
71 Table 5: New Resources Year I Year 2 Year 3 Year 4 Year 5 Expenditures 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Fu ll Time Faculty $ - $ - $ - $ - $ - Part Time Faculty $ - $ - $ - $ - $ -
Full Time Staff $ - $ - $ - $ - $ - Part Time Staff 0 0 0 4 10 1.9 8203.8 Library (Includes Staffing) $ 1,000.00 $ 1.200.00 $ 1,400.00 $ 1.600.00 $ 1.800.00
Equipment $ - $ - $ - $ - $ -
Laboratories $ - $ - $ - $ - $ -
Supplies & Expenses $ 4,900.00 $ 5.520.00 $ 6, 140.00 $ 6,780.00 $ 7.400.00 (Other than Personal Services) Capital Expenditures $ - $ - $ - $ - $ -
Other $ - $ - $ - $ - $ -
Total all 5900 6720 7540 12481.9 17403.8
72 APPENDIX F Undergraduate Program Schedule
73 Table la: Undergraduate Program Schedule
• Indicate academic calendar type: _LSemester _ Quat1er _Trimester _Other (describe) • Label each term in sequence, consistent with the institution's academic calendar (e.g., Fa ll I, Spring I, Fall 2) Use the table to show how a typical student may progress through the program; copy/expand th e table as needed.
3 Detcnni liED xxx llcalth Elective liED 280 llistory and Principles or Puhlic x III·: D 11 0 3 l lcallh
X X 111, 1) 11 0 cations liED 290 Principles & P ra~o: t ices or Bchm ior 3 X X liED 11 0. I I EO 280 liED 295 l ~ pidemiology lor Publ ic l lcalth 3 X \ liED 11 0 and liED Cha Practice 280 liED 296 Applied 13iostatistics in Public 3 \ liED 11 0. liED liED xx:-. llcallh Electi ve 3 :-. ll ealth 280. MAT I SO XX 3 :-. XXX:-.x\ General Elective 3 \
Liberal Arts & ciences: 30 Elective & Other: 9
Cr: credits Maj: major requirement New: new course Prcrcquisilc(s): list prcrequisite(s) for the noted courses APPENDIX G Full-Time Faculty Table
75 Table 2: Full-Time Faculty Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and w ho will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher cettiftcation, or educational leadership cettification programs may provide additional d irections for those types of proposals. Program Courses to be Additional Qualifications: Taught Highest and Other Applicable I ist related certifications/ Faculty Member Name and Title Percent Time Earned Degrees & Disciplines licenses; occupational (include and identify Program Director) to Program (include College/University) experience; scholarly contributions, etc. H ED I I 0 Comprehensive Health ALL FT Education HED 280 History and Principles Lesley Rennis Ed.D. Health Education of Public Health Teachers College Columbia FT University MPH Columbia University School of Public Health
HED 285 Social and Behavioral Hardaye Hansen (Program Co-Director) Ed.D. Health Education Determinants of Health Teachers College Columbia University FT MSW CUNY Hunter Michael McGee Ph.D., M . Ed. Human Sexuality Education Widener University l-IED 290 Principles and Practices Hardaye Hansen (Program Co-Director) Ed.D. Health Education of Behavior Change Teachers College Columbia University MSW CUNY Hunter Gloria McNamara Ph.D. Ed. Psych & Health FT RD Registered Dietician Behaviors MS Nutrition Hunter and Graduate Center of' CUNY
liED 295 Epidem iology for Yuliya Shneydennan (Program Co-Director) Ph.D. Epidemiology Public Health Practice University of Miami Miller School of Medicine FT MA llea lth Education Teachers College Columbia University l-IED 296 Applied Biostatistics in Yuliya Shneyclerman (Program Co-Director) Ph.D. Epidemiology Public Health University of Miami Miller chool of Medicine FT MA Hea lth Education Teachers College Columbia University Faculty teaching at the graduate level must have an earn ed doctorate/tem1inal degree or demonstrate special competence in the fi eld. Prov ide informat ion on fac ul ty members who are full-time at the institution and who will be teaching each course in the major fi eld or graduate program. The application addendum for professional licensure, teacher cettification, or ed ucational leadershi p certification programs may provide add itional directions for those types of proposals. Program Courses to be Additional Qualifications: Taught Highest and Other Applicable list related certifications/ Faculty Member Name and Title Percent Time Earned Degrees & Disciplines licenses; occupational (include and identify Program Director) to Program (include College/University) experience; scholarly contributions, etc. HED 275 HI V/AIDS: Publ ic Yu liya Shneyderman (Program Co-Director) Ph .D. Epidemiology Health Implications Uni versity of Miami Miller School of Med icine MA Hea lth Education Teachers Co llege Columbia FT University Michael McGee Ph.D., M. Ed. Human Sex ual ity Education Widener Uni versity APPE DIX H Job Prospects for Students ,,·ith BS in Public Health
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Heath Educat., .. n· ~--lr::dtl, )f'n u·s Administration: ~b l rc! lealth; and related field requ11 ed • 2 }'E'ZliS experience in ct roJe WhE'te activities (artS S[l,)l ! '> \'tC' \\('r (? f It IS lrh. p.1l1, 1 ,,, ~,hl' It rl:l& ,:.. ,,, t!,,.t thC:' /·g\-nr.., \'.·II.' •r C.CJ nnltc~ w ;•, : ·,,- ~r~u,;, :·.,<: "i.-: l PI,, cmplo~·cc::. i!ll<. .:f"p11C:1t'ts L11 ernploymPnt l'.'ltl•out ,.,.,,,.,..,h. I dl!>l rlllll''• t l'/ .,:;. tu Jn •r J ·'tlt zd·~ perLeiVP.dOr JC!lJ<:I rJ(t',clt.Cd,•.c•lr.;l,ll ldentlt \. z.g.:>. Cl!:-nDJI ty. lll.:l ! l~-'1/ Si.'ltlJS, J'C'tftlleiShip StnlUS :>f. v,t~d (ltH.'I l clliLlll (•11 1 11 (II)' IL1 !1!_:1PII ,_I vete·an status 111 illl E•n;..'lcymen t dc:ct~•OI•S, mtiL o1ng L•,.t not I m ;.:;-d t~.o' rt'.:: ,JI11l'Cilt ! ' 'l•: comper'SilttOn tr 305 7rh '\vel'll~ Nev. York.~~'! Ll\ ~ooo: Employment t ype: rUII ""tme Profcssionall0vel· r\lcnc srerlflt'd Job functions·[) leCi 5(\CIJI se i VI•:es 1-o:.tel Lilli? At I I~~ YCllih /·.',cnlor . T,I'OI - G,.,(~(' . rr { 1\(1 Ac'rv1ty Spec Jl s: mentor Education. 2 year de~1ee Thinking about grad school? Idealist Grad Fa1rs ar e c oming to a city 11e ar y.Qu 1 September 20 Pt1iladclph1 Lcau,_mqr_~ Sheltering Arms Children and Family Services. Inc. http 1/v, ww ldeii!ISI org'v•ewljob/33Btx:GwPnhKMOI 2:3 919/1'016 Ch1ldrrn >nd bnuh :Xrncr• Areas of focus 1 Heillth <111cl nlh"llriiK t,~c Hi'tllw;llth hit:cJt ()I) ',\ultt-!-L'l'. IC .; ;lf:''h )' ~ i l\l '/ r l ~.Jhil . r Pover ty· ,1nd hltngct. Youth Cornmunrty devcloprn<.>n t ·lutn hltp/lwww 1de Education Associate ( Health Literacy) NC:V-.' YOI k I!). us Re~pumd Jp t(H suppc·•tin)', CHf, s HP.Jith lncr,1.:v init1at1ve anLi lr.llf'll'f; ,ll!•.lltiu:;;,r,r-n DepdrtmC'nl T1;;ins CI-Jt, staff to rntef~rJtt• f'ffcru\e p,1t1ent comnw•11C .it•on •,t,~ICflC' S 111:0 ~~rart 1rc Df·velors :11rd diStr l bct ... ~ ,ll, J.;ltit'rH ma•crii11S r SSCntlal flii1Ctions. • Ocvclop aNi nnplenwnt r t-f!ul.~ r h ...•alth lner acy ac ll\ rt I to<; .1nd t ·,, "' n~s !or all s 1.1 ff to .10-.. .111, 1 hciilth liter .:ley prildl.:es .:11 Cit': • Asstst mother hc-•• ltl! lllt'ri1CY mitiat1ve aC!IVItiCS n1rlu • PrOI!lUlE-' ( HN':; hcai;IJ litE laC} lllltli'tliVP thr ough the rublicarJOn of ilrtlciP'> pr. Vl~l(~l) ()f ex1erno1l trtt111111gs <1nd confe1en<.e pr<:"s~nl.ttlons l~evtew ,1nd revise extstinB piitlf'IH n1 ,1 tuial:> to mcc·t CHN s he:;Jth l1tc'I•KY gu,dcl1ne~, f'a;,cn: llldlt'nals tnclude but a1e notllllllll'r! to patien t educa tion dOllllliC'nts lrtters. flyt:rs, ~or.~Pilt fo1rns, v.ebsitP coPtPr i, and fHR temrl • B.A or 8 S 111 ilJlJ'Iici!ble field sue has publ1< hfalth 01 1cL:lted field • E-;:-p8rt crh c 1n public health or health t.diJC at1on • Bil1ngu.ol )panish .J PI US 60 MJdl'>t1n Avenue ~th lloor Nc'<'.' Yod-:. I.J)' US 1U010 http //www Employment type r ull r lllW Professional level. t-10t'e spec1f td Job funct tons: W t~t.n g c-.nd "dttmg Publtr: H~.?.:l lt h, A,1mtnstr uon Con •t .lltll', Hc1ltl He a th Salary Compftl!tvc saar~· Educatton •1 v~~dl Ue~ I( L', Publtt H.: lith Hedlth [dUL.JliOI) Languages SpcHll'>h prd cr red Thinking about grad school? ldcaltst Grad lairs Me coming to c1 ctty ncar you! September 20 Pllll.ldt-'lphtJ, PI\ Septembet 72 13o~tc)JL ,v,A Septetnbet ;_7 W;!sh,ngwn.....J.K_ Se~, t ~mbet 28 Houston TX Oct o b et •l: ~otnQ~ Community Healthcare Network Community Healthcare Network Areas of focus Mental he.Ji th Commurtity dew:IC'pm~tl l , Hea lth and mt-dtrtllt', I ~~li I 1!I:•·J.tll •.,:n•f(.L" Mult t set vice -:ommunity agenc} http /lwwvodcailst org'v•cwiJob'3gpw4kXFxzMDI 213 9!9/2016 Job (Brooklyn) Ass1stant Well ness Coordinator - ldealist.org Assistant Wellness Coordinator Job posted b}· R:d£ewood Bt,sl,wrcr< Ser·ll,)t <.itl?!:-rl~ Council .11<. Yct.tl ,,r.dFcltr::.J~rcn o:' •\ t•f t.~t 9, 2016 Job Summaty· Under the ~u J>f>rv lctcH1 of the Jircct-.•r. illl a>~istant wellncss 'oord111<1Wr w:ll bt> rc">pon:;,LJ!c k>~ the rmpiL•rrH'Irtation u'ld coordrnat10n of all wellnf's~ propr 'HT:< "' hrch w 1~1l ck v Li tlLJt'd to ta•get <~nd strengthen health by improvtng the cond1tions of t:Vll)·ddy l1(c Llilsrd on currc:n: kllO\•.Icdi-::< 1 o f preventio n practtces the assrst Duties and Responsibilities : • lnsu uct health educauon weilness classes .Jnd progtams • Motivate participants to set and reach health gouls • lntegrute wellness fnrwss ptoAr,1m 111ittDttves into c ulture and organiz • Disseminate health edu< ,l tion tnfnlmfltHJn 1\rc.:;s of f ccu~ rn clude nuu '.ion, ch:on''- drsr:as<> identiftcation, and prevent1o n • Gathe: attendance fo1 ,11 1 well1lC'<-· 'lil'>SPS and match written <1ttendance 1v1th ele:Ltroni' database • Perform other dutres as rcqui1cd by the supcrvtsor of the site Qllalifications: • De)?, rt!c 111 Publ1c llcaith Health !: ducation. Social wot k or e>.JcCIIPtlce 111 ;1 rela ted f;eld 01 expe11encc <~nd knowledgE: of evidence based practrccos anrl,.ot cc!le<..t1on ,,( (lutcotnc 'l 9 N oll St Btooklyn. NY ll'> 11 706 http·//www 1deahsl.0t g/vuowitob/czHK6pDC81i m O/ 11:? 919.12016 Job ( Brool rmploymcnt type. ~ull !till( Pr ofcsstonallevcl I ntr\ lev•·l Job functtons I ';teet ~oc.nl se•vtc~~ l le:i'lltn ~ t:rJtJCi'l lton. ~ ." ~~ Htt1~ (r-nr r~l Datil.' <:~t- ',,nai'l:m.:nt, ·~ ust.:mc-t ·,f'rvtce H·:>.;lli• S.1lary 35 UUO Edu cation. 4 yPat ckgtec. Pttbltr. 1-!t::llth Or < •thet Rt.l.11t'd Ftfld , rlct~lth f dt ..lllC•tl "''11.1 Serv . (l~<. ~..1r Relat?rl ftclcJ, Soct.ll8 IIUI1J.1 1' s~ rVt (('::, Ser lt\1 ';(1\'IC L<1nguages 'lp Language p roficiency. f-lu ent Thinking about grad school? Idealist Gtad Fait s are corning to a ctty Jlf.>i\1 >'Cll 1 Septernbet 20. Phtl.wt:.'lph i<; PA Sepll n•bet :~:: l~n~ton 1·-'•·A. St>ptunbet 2 7 Wo~h"l li~ O il IJ( ~cptembe• .?8 li •2.t: ~ ~o n T X October •l .!0tn~~po lis. 1\~N October S C li C.lh,O~Jl. Ocrober 10 . .S.eattle WI\ Octobet 17: _lQS i\ngc lc::.,i.:.A O.::tohcr 19 ~, Ft.l.1Ct5C0_, Ct\ ~e Ridgewood Bushwick Senlill_ Citizens Council Inc. -Youth and EducaJJQ!.1_ Ateas of f ocus [ducat ron http./11'1 w w ldlo!allst ocg.1•;•ewltolllczHK6pDC8HtnDI 2/.! APPENDIX I: Signed articulation agreement with York College 91 ARTICULATION AGREEMENT FORM A. Sending and Receiving Institutions Sending College: Borough of ManJ1a1tan Communtty College Department: Health Education Program: Public Health Degree: Associate of Science (A.S.) Receivi ng College: York College Department: Department of Health & Physical Educ.:ation!Gerontological Studies & Scrv1ces Program: Public Health (Community Health Conccntratton) Degree: Bachelor of Science (B.S.) B. Admissions Requirements for Senior College Program • The A.S degree in Puhlic Health from BMCC with a mi mmum of 60 credits • In order to be fonnally admitted to the Publtc Health Program, students must ha ve a mi nimum cumulatt\'C GPA of3.0 for all coursework completed and at least 12 cred1ts wtth a mimmum GPA of 3 0 in the followtng Pub he Heall h courses· HED 280 ( PH 20 I) unci H ED 295 (PI I 21 0) 01 H ED 2~5 (PH 215) or liED 290 (PI I :l25) or HED 296 (PH 320). Total transfer credits granted toward tlte baccalaureate deb'Tce: 60 Total additional credits required nt the senior college to complete baccalaureate degree:_§_Q Total credits required to complete the baccalaureate degree: 120 C. Transfer Credit A worded Borough ofMnnhaltan Community College (RMCC) graduates who complete the Assocratc tn Scrence (A.S.) c.kercc: n; Publ ic Health will rcccrvc 60 cr~dits toward the Bachelor of Scrcncc (B.S) degree 1n Public Health :11 York Co. lege. . - r - Credits 1 Re'1uf!eJ Common Care Yo!!- Cn//t:~ e Course E , uivolc:n cic~ i En !.! llsh Composition 6 ~n:_: lish Com r>oslllon l Matl1emat1 c~ l & ( luantrtativc Rcasonin · 3 Mathematical & u_e~itative Reasonrn [J.ile- & Ph;·sical ~c 1 ences ' 3 I Life & Pl11 sicnl Sciences ___ Toral Required Common Core j . 1 12 I Flexible Cnn1mon Core I I - i ~orld <:;ullure ~nd G!obal Ex i•cricnces 3 l,l{orld Cult~~and Global Ex1 ef_!ences .!:I-?-~rericnce in It~ Diversi t. 3 U.S. ~~~c in It~ Divcrsi I. Cre~tive £~ pression 3 Crc:Jt ive Exr ress1on Ind ividual and Socier: ) , lnd1vidual and Socict ' 1 Scientific World 6 i Scient ific W"'Orld . Total Flexible Common Core I 8 I 18 Maj~r ReCJ uircmrnts _ i HED 110- Comrrchcnsive Hea lth Education 3 j 3 Elective Credits [ .!_I~q 280 - I !is t~r ;. an~ f nncrl'les of Public _Health } I PH 2Ql l HED 2 ~5 - S~cial and Be!1avioral Determinants of!1r.alth I 3 _ PH 215 I J:!ED 290 · Priuciplcs a~d ~:acti ccs of B~IJ21vio r Chas:rr e )_3__ I PH 225 , HED 295 -_E_r id~ni s> l o io!>' ~or J ublic He~h!!_Pra c tic c 3 PH 21 0 liED 275 · HrY/AIDS: Public Jlcalth Implications 3 3 Elective Crcdrts I-JED 296- A pf' l~d Biostatistics in Public Health - I 3 I PH 320 _ _ _ !mol Maior Credits . 21 i 21 _§lecrive Coi_!~!_S ': Choose minimum. of~ ueditt ' l HED 20 I -Health Education nnd Exercise l 3 l·IE 201 +I Elective Credlt I liED 202 - Drut;; Use in-f.I1le~ • ~.!ls;cie t ·-_·_ • 1 j HE l_4 2 I HED 21 0- Critica~ J:!ea!_!h ( ~s ues ., I 3 Elective Cred it ~ HED 220 • Human Sc!\ual_it: 3 liE 24 1 t - HED ------225 - llealth Concern- s of Women- -- J .1 3 E-lective-- Crc.··dits- HED :no· Consumer Heal th Surve . 3 HE 315 + I Elective Credit HED 235 -Nutrition for Hcnlth 3 -! -H~_l_!i._+_l_ l: lc:_c_t_ive Cr;:~ll liED 240 • Fir5t Aid, Safety and Cardiopulmom1ry 3 HE 200+HE31 7 ResuscJiat ion HED 250 - Stress: Awareness. Understanding & 3 HE 21 1 + Elccti\e Cred1t I ~cmen t _ _ I I - liED 260- Well ness and CaJdrovascui:Jr Care I 3 J __PE 150 -l l~cuve Credit _HfD 270- lleal!b Pe;s.rectives ofDeathand Q.' ~ . 3 3 Elccti\C Credit5 TMnl Health E{epivc Crrdics 6 16 General elective cou rse --: 3 j 3 Elective Credits Tara/ General Electi,•r Crrdit~ I 3 3 Total Pro ~ ra_m Credits ' 611 60 1 Studenl~ nrc strongly recommended to Jake MAT I SO 1 Studems ore recommended 10 take 1310 109 l Students arc recommended to take ~ PI: 100. 'Students arc recommended 10 take SOC 100. 1 S1udents nrc: recommended to take BIO 108 and PSY I00 ' Student will be recommended to take HED 202 or HED 120 or HI:D :!35 or HED 240 or 250, :?60 or '170 1 Studcm should choose either HED 20 I or HED 210 8 These cred1ts may be sot•~fied by the STEM van ant cour\ cS D. Summary of Transfer Credits from BMCC anil Credits to be completed at York College. Public Health Program Total Credits Transfer Credits to be I for the Credits Completed at Baccalaureate from York 1-- --- _ ..___ BMCC .,... Gencrnl Education 30 30 0 lB.~9.t~iremer_!IS - r - ~eO..[>Ii~'!_ .. § 4 o_ 0 _MaJOr Requirt:ments I 59 ._24 - 35 1 __ • Electives ~- 25 6 19 Total i 120 I 60 60 E. Senior College Upper Division Courses Remaining for the Baccalllurcatc Oegrcc Swdents will be ICQUire 1 StudcnL~ should l . t~.c , i< eke lives ncludmg 1hc on<.-, n:qutrcd fnr 1hc11 maj<•r •' OM CC F. Articulation Agreement Follon-up Procedures I. Procedures for n!vtelrin~ ttpdatmg. modifywg or tcrminatrng agreC?mcnt When either of the degree programs involved in this ngrccment undcrgoec; ~change , the agreement will be reviewed and revised according! y by faculty !Tom cJch institution ·~ rcspecllve de par t rm:nl~, selected uy their Chairpersons Program Directors 2. ProcedureJ(or Cl'aluating agreement. i.e. . track111g the number oj.H11rlcws ll'ho transfer 1111der the arftculation agreement and their _q ,cces.s. Each semester York College will provide BMCC'the follo wi ng infomH1t10n: a) the number nf BMCC studenb who applied to the pror,ram: b) the number of BMCC students who were accepted into the p111~ram, c) the number of BMCC students who enrolled: and d) the aggregnte GPA of tht:se enrolled students 3. Sending and receiving college procedures for publici=ing agreement. c g . college catalogs. transje?r ad1•i.scrs. Wcbsites. etc.. ·n1is articulation agreement wi ll b~ publiCIZi ng on the BMCC webs1tc, and the York Co l l~ ge wcbs1te Trun~fer ndvisors nt BM CC Will promote this agreement with eligible students. Effective Date: Fall2016 7 Borough of Manhattan Communi!}• College 6 .pm;, ' Kamn ~~ - rt((/ Dr ~v- i0-~ Provost and Senior V1ce President Provost ami Senior Vice Prcs1dcnt for Academic Affa1rs for Acadcmtc Affair!> Borough of M anhalt an Community College York College /~1-.{--- ~ ~ :; -f/!/<.~7 1 I /;o; 0 !u ~/).;~ J')~i_~)A;Ib Dr. Er.vin W g ...- Date Dr. Lynn W_ Clark Date Dean of Aca ernie Pro~ and Instruction Dean of I he School of Health Sciences and Borough of Manhattan Community College Professional Programs York Colh:gc of~ YFf!:~'" Dt. D 98 Health Education Borough of Manhattan Community College 199 Chambers Street The City University of New York New York, NY 10007·1097 www.bmcc.cuny.edu tel. 212·220·1453 fax 212·748-7450 Health Education Department Meeting January 28,2016 Present: Dr. Belcastro. Chairperson; Professors DeFillippo. Grace, Hansen. McGee. McNamara. Rennis. and Shneyderman. Absent: Professors Aidiniou. Basile. Cousins. Torres. Minutes of the December 9 meeting were approved. Announcements: • Spring registration appears to be down college-wide. HED 200 and 300 level courses are in high demand, and the HED ll 0 sections are filling up. Some sections of I 00 and II 0 have been cancelled. • For the fall semester we wi ll request that the registrar reserve 50% of the seats in HED 235 and 220 for our majors to ensure that the students are able to proceed on their course ladders efficiently. • College Now is being enlarged by three times. A new assistant dean . .Janice Zummo. will develop and assess programs that strengthen BMCCs long-term goals. including the Learning Resource Center. the Writing Center. Immersion. College Now and Upward Bound Curriculum Committee: • The Public Health degree developed by Drs. Shneyderman and Hansen \.\'as reviewed and voted on. It was unanimously approved. pending the articulation agreement with York College. • Faculty reviewed two new courses. # I. HED 21 1. Critical Health Topics and Issues, is a three-credit course and will be offered as a major elective. #2. HED 195. Food. Culture and Society. will be recommended as a USED core course. This will allow flex ibility in electives and core courses for our majors. They were unanimously approved. • HED 255, Health Communication (also a proposed major elective) was discussed. Suggestions were made for alternative titles for this course. Dr. Grace is in communication with Dr. Greene at Brooklyn College regarding the articulation agreement, and will offer suggested course titles to determine what fits best in their program. Upcoming depa11ment events: • HED Open House will be on February I 0. Faculty are asked to recruit students to attend. • Health Jeopardy will be in Theater l on May 18 • SK run will be held on March 31 from 2:00-4:00 We currently have 138 majors registered for Community Health Education. 32 for School Health Education, and 2 for Gerontology. Respectfully submitted. Michael McGee