AS agenda - Borough of Manhattan Community College Minutes52709.doc · Web viewProf. Apfaltrer presented the committee’s wiki which houses all documents and information pertaining

Borough of Manhattan Community College

The City University of New YorkAcademic Senate

________________________________________________________________________

MinutesMay 27, 2009

ABSENT: A. Akinlalu, A. Nkechi, J. Baugh, D. Benton, G. Brookes, L. Calson, S. Chaplin, L. Chen, Y. Chen, J. Dash, J. Dunkley, A. Friedman, H. Glaser, J. Harte, E. Henao, J. Hernandez, A. Jervis, R. John-Finn, O. Joseph, Kalogeropoulos, R. Lapides, L Simoy, A. Maldonado, H. Man, S. Morrison, R. Niyazov, G. Pang, Pemberton, C. Persaud, C. Powell, G. Smoke, Y. Tournas, C. Wei, S. Williams, G. Wong

I. CALL TO ORDERThe meeting was called to order at 3:00 pm.

II. APPROVAL OF MINUTES OF MARCH 25, 2009The minutes for the meeting of the Academic Senate on March 25, 2009 were approved as amended. The names of absentees will be added.

III. STANDING COMMITTEESA. CURRICULUM COMMITTEE

1. The Curriculum Committee proposal for a new English course: ENG 360—Italian American Literature (See Attachment A.) was unanimously approved.

2. The Curriculum Committee proposal for a new curriculum in TED in Secondary Education to train secondary education teachers in math and science was approved unanimously. Letters of support from Lehman and City College were provided. The creation of two new courses: EDS 201 (Adolescent Development) and EDS 202 (Special Topics in Secondary School) as part of the curriculum was also unanimously approved. (See Attachment B.)

3. End-of-year report was submitted. (See Attachment C.)

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B. FACULTY DEVELOPMENT COMMITTEE1. End-of-year report was submitted. (See Attachment D.)2. Prof. Apfaltrer presented the committee’s wiki which houses all

documents and information pertaining to the committee’s work.

C. INSTRUCTION COMMITTEE1. End-of-year report was submitted. (See Attachment E.)

D. ACADEMIC STANDING COMMITTEE1. End-of-year report was submitted.

E. COMMITTEE ON STUDENT AFFAIRS1. End-of-year report was submitted. (See Attachment F.)

F. ADMISSIONS COMMITTEE1. End-of-year report was submitted. (See Attachment G.)2. The Admissions Committee presented a Resolution to Investigate

Retention and Admissions (Appendix H). The Resolution was approved with 38 votes in favor of the Resolution, 9 votes against, and 7 abstentions.

IV. AD HOC COMMITTEES REPORTA. AD HOC COMMITTEE ON ACADEMIC FREEDOM

End-of-year report was submitted. (See Attachment I.)

V. REPORTSA. CHAIR’S REPORT

1. Professor Belcastro recommended that the Academic Senate be budgeted three hours of faculty release-time to manage the Academic Senate website.

2. Professor Belcastro recommended that the Chair of Academic Senate not be assigned a standing committee membership, and that the Academic Senate be budgeted two hours of faculty release time to prepare for, attend, and report on external, extra-college meetings relative to the charge of the Academic Senate.

3. Professor Belcastro recommended that the Academic Senate establish an ad hoc committee to report on the need to establish the post of legal advisor (committee) to the Academic Senate.

4. The Academic Senate’s standing committees have made two recommendations for the upcoming academic year: 1) The Instruction Committee has proposed to pilot an orientation for Academic Senate membership to be scheduled for the beginning (first session in September) of the academic year to assimilate

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freshman and returning members to the functions, duties and operations of the Academic Senate; and 2) Each Standing Committee should try to set up a wiki or comparable electronic platform for intra-committee communication, as a repository of documents, and the establishment of organizational history for the Committee.

5. CUNY PROFICIENCY EXAM (CPE)

Dean Wong reported on 94.5% pass rate for BMCC students on the CPE. BMCC ranked 3rd among all CUNY colleges.

6. TEACHING LEARNING CENTER (TLC)No report was submitted.

7. ACADEMIC SENATE WEBSITEThe AS website was reported to be online and will be updated with all minutes and other documents posted by next fall.

VI. DISCUSSIONProfessor Grasso moved that BMCC Academic Senate adopt the Resolution passed by the BMCC Committee of Chairpersons in opposition to the amendment of Article IX, section 9.1b of the Bylaws to limit department chairs to two consecutive terms.(See Attachment J.)

VII. ADJOURNMENTThe meeting was adjourned at 3:45 pm.

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Attachment AAcademic Senate Meeting 5/27/09

Borough of Manhattan Community CollegeCity University of New York

English Department: New Course Proposal

Course Proposal ENG 360 Italian American Literature

Rationale:The very location of Borough of Manhattan Community College, the CUNY

college closest to Ellis Island and Little Italy, the gateways to America for Italian immigrants, makes BMCC the ideal setting for an Italian American literature course that would study the story of these immigrants and their descendants through fiction, poetry, and drama. Italian Americans number at least 2,000,000 in New York City and its inner suburbs. There are more Italian Americans in New York and the tri-state region than the population of Rome, Italy. In the 1870s and 80s, statistics show that 25% of CUNY students were Italian American. It is estimated that the percentage today is around 15% as other immigrant groups have arrived and many Italian Americans are attending colleges and universities away from New York. As an older immigrant group they have become more assimilated with the dominant American culture, and parents are more willing to send their children away to college.

Nevertheless, City University has a history of becoming increasingly sensitive to the needs of Italian Americans as one of the important immigrant groups in New York City. Italian Heritage Month is celebrated in October throughout CUNY, and at BMCC we have an elaborate program of events to mark the occasion. Today, immigration is a topic of much interest throughout the United States and in political elections. In fact, the anti-immigrant attitudes, the fear of the other, that pervades the immigration discussion today, especially in the media, is reminiscent of those fears and concerns during the period of great immigration from 1880 until 1924, when legislation was passed to control the numbers of Italians, Jews, and other Southern and Eastern European groups who, it was thought, would threaten the dominant Anglo-Saxon culture of the United States. Students need to be informed about the experience of Italian immigrants and their descendants as a way of understanding their own history and cultural dilemmas in this country, for many BMCC students come from other countries as immigrants themselves. Studying Italian American literature will enable students to see the Italian American experience as an example of the difficulties, sacrifices, and dilemmas of an older, now more established immigrant group from the first generation to the fourth generation. Using primary sources, students will have direct access to a deep understanding of immigration and its consequences as shaped into literary art. The themes of Italian American literature are similar to those of the literature of other ethnic and immigrant groups. Those themes certainly are relevant to our students’ experiences and ambitions

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as they settle into the American milieu but continue living a bicultural life—cultural-national identity conflict, anti-colonization by church and state, religion, gender relations, generational differences and relations, class conflict—working class vs. the bourgeois—the dilemma of cultural loss, intercultural conflict within the family and in society, oppression, social dysfunction, and assimilation.

Courses comparable to Italian American Literature are offered and are enrolling well at BMCC. These include: Latino/a Literature in the U.S. which is cross-listed as LAT 338 and ENG 338. This course is being offered in the current semester, Spring 2009, and there are two sections, with 28 and 27 students respectively. Also offered in the Spring 2009 are African American Writing from the 18th Century to 1940, AFN 321; there is one section with 32 students. In addition, Black Literature of the Caribbean, AFN 338 is being offered; there is one section with 25 students. Although Asian American Literature, ASN 339, cross-listed with ENG 339 is not being offered in Spring 2009, it was offered in Fall 2008 with one section of 29 students. Likewise, Middle Eastern Literature, ENG 340, was not offered this semester, but one section was offered in Fall 2008 with 25 students.

College-wide the interest in Italian American and Italian culture is significant. 150 to 200 students on average attend the various Italian Heritage Month events in October, most of which focus on literary panels and films. The panels have featured such renowned scholars in Italian American studies as Anthony Julian Tamburri, the Dean of the Calandra Insitute of Italian American Studies at CUNY and Fred Gardaphe, Distinguished Professor of Italian American Studies at CUNY and Queens College’s English Department, as well as the renowned Italian American novelist, Helen Barolini, and the poet and CUNY professor, George Guida. There is also an abiding and growing interest in learning the Italian language. From teaching only one to two sections of Italian a decade ago, enrollment has now grown to the point where the Modern Languages Department offers twelve sections of Italian at BMCC and has appointed a full-time professor to teach Italian, Dr. Maria Enrico. In addition there is always a great deal of interest among students each year in applying for the Study Abroad Program in Italy which occurs in Viareggio, Tuscany, each summer, and is conducted by BMCC Professor Michael Giammarella. In that program fifteen students are chosen to have a partial scholarship and receive three elective credits in social science by studying Italian history in Tuscany. CUNY-wide interest in Italian American culture is evidenced by the John D. Calandra Institute of Italian American Studies, which offers students and faculty a wide variety of lectures and cultural exhibitions—many of which could be used to supplement a course in Italian American literature. The Calandra Insitute operates under the aegis of Queens College although it is located in Manhattan.

Perhaps an ancillary benefit to offering an Italian American literature course is the expansion of students’ perspectives and the diminution of the negative, media-stimulated stereotypes Italian Americans frequently experience in New York and throughout the United States. Students would also gain a richer understanding of New York City culture and experience, for it has been indelibly stamped by the presence of Italian Americans in Little Italy; the Lower East Side; Astoria; Bensonhurst; Arthur Avenue, the Bronx; Williamsburg; Carroll Gardens; Whitestone, Staten Island; and other areas throughout the five boroughs. Furthermore, such a course would also illustrate BMCC’s commitment to the concept of globalization, which has been promoted through such programs as the

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Salzburg Seminar, and the Study Abroad Programs BMCC offers each summer. Finally, with such a course, BMCC would join the ranks of Hunter, Lehman, Brooklyn, and Queens Colleges, all of which offer this course or similar courses and have thereby positioned themselves at the forefront of Italian American studies. BMCC would become the first community college in the CUNY system to offer a course in Italian American literature.

Prior to the 1970s the study of Italian American literature was vestigial at best. As a result of the Civil Rights Movement in the 1960s, ethnic studies became a widely offered subject in American universities and colleges. This trend included Italian American studies. It is important to note that when the Open Admissions policy was instituted at City University in 1970, many more Latino, African American, and Italian American students were able to attend CUNY. This led to the inception and expansion of ethnic studies at CUNY colleges. For example, Queens College was already offering Italian American courses in the early 1970s. In the last two decades, Italian American studies, in particular, literature, have become more prominent as a topic of study in American institutions of higher education. Currently, as mentioned before, in CUNY, Queens College, the Calandra Institute, Brooklyn College, Lehman College, and Hunter College offer Italian American studies including literature. Please see the attachment for courses in the Italian-American Studies Program at Queens College including ITAST 202, The Italian-American Experience through Literature.

Another major center for Italian American studies is the State University of New York at Stony Brook. Italian American courses at Stony Brook are offered through the European Studies Program. These include HUI 236-K, The Italian American Scene, which is interdisciplinary and includes literature; HUI 237/WST 237-K, Images of Italian American Women, another interdisciplinary course which includes literature; and HUI 390-01/EGL 369, Italian American and African Women Writers, a cross-cultural literary analysis course. Please see attachment for Italian American courses at Stony Brook. In addition, Rutgers University offers an Italian American literature course, 01: 560:339.340, The Italian American Experience, which counts towards the major in Italian Studies (see attachment).

Other universities in the New York metropolitan area that offer the study of Italian Americana, are New York University’s Collective of Italian American Women, Fairleigh Dickinson University, Montclair State University, and Hofstra University. In addition, other noteworthy institutions of higher education which offer Italian American courses are Temple University in Philadelphia, Loyola College in Maryland, Miami University in Ohio, John Carroll University in Cleveland, Alvernia University in Pennsylvania, Purdue University in Indiana, Florida Atlantic University, and the University of Minnesota.

There are five English Department faculty members and one Modern Languages faculty member who can teach Italian American Literature at BMCC. Indeed, any faculty member who can teach literature in English has the capability to prepare and teach Italian American Literature, contingent upon that individual’s willingness, desire, and availability to do so if the need exists.

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Description: Italian American literature surveys fiction, poetry, and drama throughout the history of Italian Americans in the United States beginning in the first half of the twentieth century and continuing into contemporary America. This literature will be considered in the context of recurring themes in the artistically framed experiences of Italian Americans beginning in the first half of the twentieth century and continuing into contemporary America: cultural-national identity conflict, anti-colonization by church and state, religion, gender relations, generational differences and relations, class conflict, for example working class vs. the bourgeois, or working class immigrant and sons and daughters vs. the dominant American culture, the problem of education in early Italian American history, the dilemma of cultural and linguistic loss, intercultural conflict, intracultural conflict, family values, oppression, social dysfunction, and assimilation.

Prerequisites: English 101 and 201, or English 121

Required Texts:

History:Mangione, Jerre, and Ben Morreale. La Storia: Five Centuries of the Italian American

Experience. New York: Harper Collins, 1992. (To be used all semester long.)

Prose:Early Contact/First Stage (choose one):

d’Angelo, Pascal. Son of Italy. 1924. Toronto: Guernica Editions, 2003.

Conflict/Second Stage (choose three, possibly four if Son of Italy is not used):

Lapolla, Garibaldi M. The Grand Gennaro. 1935. New Brunswick, NJ:Rutgers UP, 2009.

Fante, John. Wait Until Spring, Bandini. 1938. New York: Harper Perennial, 2002.

di Donato, Pietro. Christ in Concrete. 1939. New York: New American Library, 2004.

Mangione, Jerre. Mount Allegro. 1943. Syracuse, NY: Syracuse UP, 1998.

Puzo, Mario. The Fortunate Pilgrim. 1964. New York: Random House, 2004.

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Puzo, Mario. The Godfather. 1969. New York: New American Library, 2005.

Barolini, Helen. Umbertina. 1979. New York: The Feminist Press at CUNY, 1998.

de Rosa, Tina. Paper Fish. 1980. New York: The Feminist Press at CUNY, 2003.

Assimilation/Third Stage (choose one):

Rimanelli, Giose. Benedetta in Guysterland. Toronto: Guernica Editions, 1993.

Valerio, Anthony. Valentino and the Great Italians. New York: Freundlich Books, 1986.

Viscusi, Robert. Astoria. Toronto: Guernica Editions, 1995.

Lentricchia, Frank. The Music of the Inferno. Albany, NY: SUNY P,2000.

Ciresi, Rita. Sometimes I Dream in Italian. New York: Random House, 2000.

Poetry (choose two or three):Giovannitti, Arturo. Arrows in the Gale. 1914. Florence, MA: Quale P, 2004.

Ciardi, John. The Collected Poems. Fayetteville, AR: U of Arkansas P, 1997.

Corso, Gregory. Gasoline. 1958. San Francisco: City Lights, 2001.

Ferlinghetti, Lawrence. A Coney Island of the Mind. 1958. New York: New Directions Publishing, 1968,

di Prima, Diane. Pieces of a Song. 1990. San Francisco: City Lights, 2001.

de Vries, Rachel Guido. How to Sing to a Dago. Toronto: City Lights, 1996.Stefanile, Felix. The Country of Absence. West Lafayette, IN: Bordighera Press, 1999.

Tusiani, Joseph. Ethnicity. West Lafayette, IN: Bordighera Press, 2000.

Gillan, Maria Mazziotti. All That Lies between Us. Toronto: Guernica Editions, 2007.

Drama (choose two or three):

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Pezzulo, Ted. April Fish and The Wooing of Lady Sunday. New York: Dramatist’s PlayService, 1975.

Innaurato, Albert. The Transfiguration of Benno Blimpie. New York: Dramatist’s Play Service, 1976.

Innaurato, Albert. Gemini. New York: Dramatist’s Play Service, 1977.

La Russo, Louis, II. Momma’s Little Angels. Dramatist’s Play Service, 1979.

Pintauro, Joseph. Cacciatore. New York: Dramatist’s Play Service, 1980.

Other Suggested Texts: Anthony Julian Tamburri, Paolo A. Giordano, and Fred L. Gardaphé, eds. From the

Margin: Writings in Italian Americana. West Lafayette, IN: Purdue UP, 2000. (This may be used extensively during the prose and poetry units.)

Other Resources:Library, web resources, CD’s (featuring Italian and Italian American music), DVD’s (featuring documentaries and movies), and the many cultural offerings of the John D. Calandra Institute of Italian American Studies.

Use of Technology:At the very least, students will be expected to word process their submitted written work. Otherwise, instructional technology remains at the discretion of the instructor.

Course Student Learning Outcomes Measurements1. Students will be able to apply what they learn in readings from the three genres of creative Italian American literature to questions posed in assignments.

1. Quizzes, midterm, and final exams.

2. Students will be able to demonstrate critical thinking skills as they read.

2. Midterm and final exams.

3. Students will be able to distinguish central themes in Italian American literature.

3. Midterm, final exams, and two formal writing assignments.

4. Students will write critically about works from the three genres of creative Italian American literature.

4. Two formal writing assignments.

5. Students will develop their oral communication skills as they present on questions of importance to the understanding of Italian American literature.

5. Oral presentation.

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General Education Learning Outcomes Measurements (means of assessment for general education goals listed in first column)

Communication Skills- Students will be able to write, read, listen and speak critically and effectively.

Oral presentation.

Quantitative Reasoning- Students will be able to use quantitative skills and the concepts and methods of mathematics to solve problems.Scientific Reasoning- Students will be able to apply the concepts and methods of the natural sciences.Social and Behavioral Sciences- Students will be able to apply the concepts and methods of the social sciences.Arts & Humanities- Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre or literature.

Quizzes, midterm and final exams, and formal writing assignments.

Information & Technology Literacy- Students will be able to collect, evaluate and interpret information and effectively use information technologies.

Two formal writing assignments. (Students will be expected to word process these assignments.)

Values- Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.

Course Requirements and Evaluation:Attendance and Participation (10%)

At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets once a week. In this three-hour class, you are therefore allowed only four hours of absence (not four days). In the case of excessive absences, the professor has the option to lower the student’s grade or assign a grade of “F” or “WU.” Since in class writing and discussion are integral to this course, prompt attendance is mandatory. Coming to class excessively late (e.g. more than thirty minutes) equals once absence. Coming to class late (e.g. less than thirty minutes) four times counts as one absence.

Oral Presentation (15%)

One thoroughly planned and well-developed three-five minute presentation on a question of interest arising from the readings is given on an assigned day. Missing the assigned day of your presentation constitutes an F in the assignment.

Quizzes (15%)

Frequent reading comprehension quizzes throughout the term will insure the student consistently does the reading.

Midterm Exam (15%)

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This exam reviews the lectures and literature covered during the first six weeks of classes. This will be a short essay question exam.

Final Exam (15%)

This exam will review the course material throughout the term. This will be a short essay question exam.

Two Formal Writing Assignments (15% each)

Two well-organized analytical papers (4-6 typed, double spaced pages) require the student to closely read literary texts by synthesizing relevant course material presented in lectures and readings with a research component--using MLA Style.

Grading Scale:

A 100-93 B- 82-80 D+ 69-67

A- 92-90 C+ 79-77 D 66-63

B+ 89-87 C 76-73 D- 62-60

B 86-83 C- 72-70 F 59 and below

BMCC Policy on Plagiarism and Academic Integrity:

Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, 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 summarizing, 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 web side, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).

Course Resources:Learning Resource Center: Located in room S500, the Learning Resource Center (LRC) offers vital academic services to help you become successful college students. The LRC

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http://www.bmcc.cuny.edu/

staff and highly trained tutors provide tools to strengthen your reading, writing, and study skills. In addition, the LRC’s computer labs, staffed with assistants and coordinators, provide instructional and tutorial support. Through free one-to-one consultation, small-group consultation, workshops, on-line tutoring, and full access to computer labs, you will have extra assistance to make your college career a success. Hours: Mon.-Thurs., 8 a.m.-10 p.m.; Fri., 9 a.m.-7 p.m.; Sat., 9 a.m-5 p.m.; Sun., 11 a.m.-4 p.m. Tel. (212) 220-1378.

Writing Center: Located in room S550, the Writing Center is an important source of support for you. Assistants provide guidance in all the aspects of the writing process: understanding the assignment, generating ideas, drafting, revising, and citing sources properly. In order to get the best writing help, the Center advises that you come well before the assignment is due; bring any handouts (including the assignments and course syllabi); bring any writing you have already done; come prepared with specific questions; and come often. Hours: Mon.-Thurs., 10 a.m.-8 p.m.; Fri., 10 a.m.-5 p.m.; Sat., 10 a.m.-4 p.m. Contact: Julia Butterfield, (212) 220-1384.

Academic Adjustments for Students with Disabilities: Students with disabilities who require accommodations or academic adjustments for this course must contact office of services for students with disabilities. BMCC is committed to providing open access to all programs and curricula to all students. Contact Marcos Gonzalez, Room N320, (212) 220-8180.

Course Outline:Novel

Week One: Course introduction; Italian American novel introductionWeeks Two through Five: Discussion of readings; oral presentations beginWeek Six: Continued discussion of readings; first formal writing essay due Weeks Seven and Eight: Continued discussion of readingsWeek Nine: Conclude discussion of readings; midterm exam

Poetry

Week Ten: Italian American poetry introduction; discussion of readingsWeek Eleven: Continued discussion of readingsWeek Twelve: Conclude discussion of readings; second formal essay due;

oral presentations conclude

Drama

Week Thirteen: Italian American drama introduction; discussion of readingsWeek Fourteen: Conclude discussion of readingsWeek Fifteen: Final exam

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Attachment BAcademic Senate Meeting 5/27/09

The Teacher Education Department of Borough of Manhattan Community College proposes a new program in Secondary Education (EDS) with four strands: Mathematics, Biology, Chemistry, and Physics, resulting in an AS Degree. The effective date for this program will be January 2010.

Purposes and Goals:The primary purpose of the Secondary Education Program at Borough of Manhattan Community College (BMCC) is to prepare our students to continue in a teacher education program at the four-year college level and become certified in secondary math or science education. Students who transfer upon completion of the associate’s degree and then graduate from the four-year college with initial certification will be prepared to teach math or science at the middle school and high school level, meeting teacher shortages in the New York City Public School system. Faculty in the Teacher Education, Mathematics, and Science departments are committed to teaching courses to prospective math and science secondary education students.

Among the purposes of the Teacher Education Department at BMCC is the preparation of students to seek certification in early childhood and childhood education. This new program would extend BMCC’s teacher education preparation options to the full spectrum of public education.

Need:The critical shortage of mathematics and science educators is documented by the National Science Foundation, the National Academy of Sciences, the National Science Teachers Association, and the National Association of Community College Teacher Education Programs (NACCTEP) to name a few. According to a July 31, 2002 article on CNN’s website, “The raft of teachers leaving the profession will require U.S. schools to fill between 1.7 and 2.7 million positions, according to the NCES. Of these new teaching positions, nearly 200,000 will be in secondary math and science.”

An equivalent shortage of teachers of color creates a gap between the backgrounds of teachers and children. While in the 2001-2002 school year only 60% of public school students nationwide were White, 90% of public school teachers were White (National Collaborative on Diversity in the Teaching Force, 2004). That gap seems to be increasing (Cochran-Smith, 2004). However, in contrast to the general population of teachers, prospective teachers at Borough of Manhattan Community College, like the children of New York City, come from many different linguistic, national, and cultural backgrounds. A secondary education program to prepare future math and science teachers at BMCC can establish a process by which more minority students can make a smooth transition from the two-year college to a four-year college where they can attain teacher certification, especially in those areas of extreme need.Letters of support from Brooklyn College, City College, Lehman College, and Hunter College indicate the interest of the CUNY senior colleges in articulating with BMCC’s

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Secondary Education program. Therefore, with the anticipated support of these senior colleges this transition process for our students could be readily accomplished. (See appendix A for letters of support).

Students:Over half of all teachers have attended a community college at some point in their education (NACCTEP website). The proposed program is designed to attract and interest community college students who want to teach mathematics and science in middle schools and high schools. These include current liberal arts majors, science, engineering science, and math majors as well as entering students who intend to become secondary math or science teachers. It will draw students who want early support for their desire to become a teacher. Currently students who want to teach at the high school level have no choice but to major in liberal arts or math, science, or engineering science without the possibility of education courses, preparation for teacher certification exams, guidance, and facilitated transfer to four-year college secondary education programs. Current students tell us they do not want to major in liberal arts because they want to know that they are on the path to becoming a teacher. This program will meet our students’ needs, and no other CUNY community college has registered a secondary education program such as the one we propose.

BMCC is the largest community college in the City University of New York. Enrollment in Fall 2007 was 19,465, which includes a matriculated liberal arts enrollment of 6,456 students. During the past five years, liberal arts enrollment figures have increased. More women than men are enrolled in the college (63 percent women, 37 percent men). The student body reflects the diversity of New York with (38%) African Americans, (30%) Hispanic, (12%) Asian students and immigrants from over 100 nations. We expect the new secondary education program to reflect the diversity of our overall population.

Despite the great need for math and science teachers in the public middle and high schools, our four-year college colleagues tell us that there is a dearth of students going into these fields. Yet, at this writing, BMCC has 85 mathematics majors registered for courses in Spring 2007 and 940 science and engineering science majors. BMCC can be a feeder to four-year college secondary math and science teacher education programs that are in desperate need of students. Informal interviews with current students indicate that we will have a cadre, if a small one at first, of students who are fervently committed to improving education in New York City.

In Spring 2007, the Teacher Education Department conducted a survey of 20 upper level math classes with 9 responding and 40 upper level science classes with 15 responding (see appendix B). Of 120 math students responding, 60 reported that they have “considered teaching mathematics or science” and 60 reported that they would “have wanted to be in that curriculum” if “BMCC had a program to learn about teaching math or science in middle school, grades 5-9, or high school, grades 7-12.” Of 228 science students responding, 120 reported that they have “considered teaching mathematics or science” and 106 reported that they would “have wanted to be in that curriculum” if

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“BMCC had a program to learn about teaching math or science in middle school, grades 5-9, or high school, grades 7-12.”

Class # classes given survey

# classes responding

have “considered teaching mathematics or science”

Would “have wanted to be in that curriculum” if “BMCC had a program to learn about teaching math or science in middle school, grades 5-9, or high school, grades 7-12.”

Math 20 9 60 (n=120) 60 (n=120)Science 40 15 120 (n=228) 106 (n=228)Total 60 24 180 166

Based on this survey and on our experience with a new Childhood program in the Teacher Education Department, we anticipate that BMCC’s secondary education program will grow exponentially as students learn about it and as it is advertised as an option by our Admissions Office. We offered our Childhood Education for the first time in Fall 2004, and the numbers grew exponentially, as demonstrated in the following chart.

Semester Fall 2004 Spring 2005

Fall 2005 Spring 2006

Fall 2006

EDU 14 57 119 150 254EDB NULL 12 24 30 37

Therefore, it seems realistic to suggest that a secondary education program would grow from 30 or more students by the end of the first semester to at least 85 students in the program within five years. We calculate that, in the first year, approximately 75% of the students will migrate from existing programs (e.g. Mathematics, Science, Childhood Education). In the second year, 50% of the population will be new to the college. By the third year, approximately three-fourths of the students will be new. By the fifth year, the population will be predominantly new majors.

Status 1st year 2nd year 3rd year 4th year 5th yearFull-time 21 40 65 75 85Part-time 9 20 25 35 42Drop/Grad 10 18 27 33 38Total 30 60 90 110 127

Curriculum:We are proposing four curricula, all of which have a common liberal arts or general education core. The curricula are: Secondary School Mathematics, Secondary School Biology, Secondary School Chemistry, and Secondary School Physics. As shown below, each of these curricula total 60 credits. Next to each curriculum we have provided sample programs describing how students can complete these programs in four semesters.

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Secondary Education: Mathematics General Requirements ENG 101: English Composition I 3 ENG 201: English Composition II 3 ENG 391 or 392: World Literature I or II or MUS 103: Music and Western Civilization or ART 103: Introduction to the History of Western Art 3HIS 101: Western Civilization 3crSPE 100: Fundamental of Speech 3crHIS 120: Early American History or HIS 125: Modern American History 3crPHI 100: Introduction to Philosophy or Modern Language 3-4crPSY 100: General Psychology or SOC 100: Introduction to Sociology 3crBIO 210 or PHY 210 or CHEM 201 or AST, BIO, CHE, or PHY 110 4cr BIO 220 or PHY 220 or CHEM 202 or AST, BIO, CHE, or PHY 110 4cr Elective 2cr

Mathematics Math 301: Analytic Geometry and Calculus I 4cr Math 302: Analytic Geometry and Calculus II 4cr Math 303: Analytic Geometry and Calculus III4crMath 315: Linear Algebra 3crMath elective 4cr

Education EDU 202: Schools in a Diverse Society or EDS 202: Special Topics in Secondary School 3-4cr EDS 201: Adolescent development 3cr

TOTAL 60cr

Course Description CrENG 101 English Composition I 3PSY 100 or SOC 100

General Psychology or Introduction to Sociology

3

MATH 301 Analytic Geometry and Calculus I

4

BIO 210, CHE 201 or PHY 210 or AST, BIO, CHE, or PHY 110

Biology I, College Chemistry I, or Physics I, or General Astronomy, General Biology, General Chemistry, or General Physics

4

General Elective 216

Second SemesterSecond SemesterENG 201 English Composition II 3SPE 100 Fundamentals of Speech 3BIO 220 or PHY 220 or CHEM 202 or AST, BIO, CHE, or PHY 110

Biology II, College Chemistry II, or Physics II, or General Astronomy, General Biology, General Chemistry, or General Physics

4

MATH 302 Analytic Geometry and Calculus II

4

14Third SemesterThird Semester

ENG 391 or MUS 103 or ART 103

World Literature I or Music and Western Civilization or Introduction to the History of Western Art

3

EDU 202 or EDS 202

Schools in a Diverse Society or Special Topics in Secondary School

3-4cr

HIS 101 Western Civ 3MATH 303 Analytic Geometry and

Calculus II4

PHI 100 Introduction to Philosophy or Modern Language

3-4

16-18Fourth SemesterFourth Semester

HIS 120 or HIS 125

Early American History or Modern American History

3

MATH 315 Linear Algebra 4EDS 201 Adolescent Development 3

Math Elective 414

TOTAL CREDITS 60

16

http://www.tipps.cuny.edu/cgi-bin/CourseCatalog/CCatEvaluate.pl?DB=ORACLE&STYLE=NEW&COMPLETE=1&CALLEDBY=CGEVALUATE&CGCOLLEGE=12&CGPREFIX=MAT&CGNUMBER=302



http://www.tipps.cuny.edu/cgi-bin/CourseCatalog/CCatEvaluate.pl?DB=ORACLE&STYLE=NEW&COMPLETE=1&CALLEDBY=CGEVALUATE&CGCOLLEGE=12&CGPREFIX=ENG&CGNUMBER=391

Secondary Education: BiologyCourse Description Cr

First SemesterENG 101English Composition I

3

PSY 100General Psychology or SOC 100

3

BIO 210 Biology I 4CHE 201College Chemistry I 4General Electives 1

15Second SemesterSecond Semester

ENG 201 English Composition II

3

BIO 220 Biology II 4CHE 202 College Chemistry II

4

HIS 120 Early American HIS 125Modern American History or POL 100 American Gov’t

3


ENG 391: World Literature I or ENG 392: World Literature II or SPE 100: Speech

3

CHE 230 Organic Chemistry I 5MATH 301 Analytic Geometry and Calculus I

4

EDS 201 315

Fourth SemesterFourth SemesterBIO 240 Genetics 4HIS 101 Western Civilization I

3

PHI 100: Introduction to Philosophy

3

EDU 202: Schools in a Diverse Society or EDS 202: Special Topics in Secondary School

3-4cr

MUS 103: Music and Western Civilization or ART 103:

3cr

16-17

TOTAL CREDITS 60

17

General Requirements ENG 101: English Composition I 3crENG 201: English Composition II 3crENG 391 or 392: World Literature I or II or SPE 100: Speech 3cr HIS 101: Western Civilization 3crHIS 120: Early American History 3cror HIS 125: Modern American History or POL 100: American GovernmentPSY 100: General Psychology or SOC 100: Introduction to Sociology 3crPHI 100: Introduction to Philosophy 3crMath 301: Analytic Geometry and Calculus I 4cr

CHE 201: Chemistry I 4crCHE 202: Chemistry II 4crCHE 230: Organic Chemistry I 5cr Elective 1crMUS 103: Music and Western Civilization or ART 103: 3cr

Biology courses BIO 210: Biology I 4cr BIO 220: Biology II 4cr BIO 240: Genetics 4cr

Education major courses EDU 202: Schools in a Diverse Society or EDS 202: Special Topics in Secondary School 3-4cr EDS 201: Adolescent Development 3-4cr TOTAL 60-61cr

Secondary Education: ChemistryCourse Description Cr

First SemesterFirst SemesterENG 101 English Composition I 3PSY 100 or SOC 100


3

SPE 100 Speech 3CHE 201 College Chemistry I 4POL 100 or HIS 120 or 125

American Government or Early American History or Modern American History

3


ENG 201 English Composition II 3

18



General Elective 3-4CHE 202 College Chemistry II 4MATH 301 Analytic Geometry and

Calculus I4

14-15Third SemesterThird Semester

ENG 391 World Literature I or MUS 103: Music and Western Civilization or ART 103:

3

CHE 230 Organic Chemistry I 5PHI 100 Introduction to Philosophy 3EDS 201 Adolescent Development 3

14Fourth SemesterFourth Semester

HIS 101 Western Civilization I 3EDU 202 or EDS 202


3-4cr

CHE 240 Organic Chemistry II 5PHY 110 or 215

Physics I or University Physics I

4

15-16TOTAL CREDITS 60

General Requirements ENG 101: English Composition I 3crENG 201: English Composition II 3crENG 391: World Literature I or MUS 103: Music and Western Civilization or ART 103: Introduction to the History of Western Art 3crHIS 101: Western Civilization 3crPSY 100: General Psychology or SOC 100: Introduction to Sociology 3crSPE 100: Fundamentals of Speech 3crMath 301: Analytic Geometry and Calculus I 4cr HIS 120: Early American History 3cror HIS 125: Modern American History or POL 100: American GovernmentPHI 100: Introduction to Philosophy 3crGeneral Elective 3-4cr

Chemistry Courses: CHE 201: College Chemistry I 4cr CHE 202: Chemistry II 4cr CHE 230: Organic Chemistry I 5cr CHE 240: Organic Chemistry II 5crPHY 210: Physics I or 215: University Physics

4cr

Education EDU 202: Schools in a Diverse Society or EDS 202: Special Topics in Secondary School 3-4cr EDS 201: Adolescent Development 3cr

TOTAL 60-61cr

19



Secondary Education: PHYSICSCourse Description Cr

First SemesterFirst SemesterENG 101 English Composition I 3PSY 100 or SOC 100


3

MATH 301 Analytic Geometry and Calculus I

4

HIS 120 or 125 or POL 100

Early American History or Modern American History or American Government

3

MUS 103 or ART 103

Music and Western Civilization or Introduction to the History of Western Art

3


ENG 201 English Composition II 3MATH 302 Analytic Geometry and

Calculus II4

PHY 215 University Physics I 4PHI 100 Introduction to Philosophy 3


ENG 391 or 392 or SPE 100

World Literature I or World Literature II or Speech

3

EDU 202 or EDS 202


3-4cr

CHE 201 College Chemistry I 4PHY 225 University Physics II 4

14-15

Fourth SemesterFourth SemesterHIS 101 Western Civilization I 3CHE 202 College Chemistry II 4PHY 240 Modern Physics 3EDS 201 Adolescent Development 3

General Elective 2-315-16

TOTAL CREDITS 60

General requirements ENG 101: English Composition I 3crENG 201: English Composition II 3crENG 391: World Literature I or ENG 392: World Literature II or SPE 100: Speech 3cr

HIS 101: Western Civilization 3crPSY 100: General Psychology or SOC 100: Introduction to Sociology 3crHIS 120: Early American History 3cror HIS 125: Modern American History or POL 100: American Government

20



Math 301: Analytic Geometry and Calculus I 4cr Math 302: Analytic Geometry and Calculus II 4cr PHI 100: Introduction to Philosophy 3crCHEM 201: Chemistry I 4cr CHEM 202: Chemistry II 4cr MUS 103: Music and Western Civilization or ART 103: Introduction to the History of Western Art 3crGeneral Elective 2-3cr

Physics major courses 215: University Physics 4cr PHY 225: University Physics II 4cr PHY 240: Modern Physics 3cr

Education EDU 202: Schools in a Diverse Society or EDS 202: Special Topics in Secondary School 3-4cr EDS 201: Adolescent Development 3cr

TOTAL 60cr

21




Faculty:Borough of Manhattan Community College has qualified faculty to teach all of the courses in the proposed program. Attached in Appendix C are Curriculum Vitae from some of the faculty members who will teach in this program and appendix D holds letters from both the BMCC Mathematics and Science Department Chairs offering to provide the services needed to support this program. These participating departments anticipate that one new faculty member will be required to support the program initiative. This faculty member will be in the Teacher Education Department (TED) and will supervise internships and teach the Adolescent Behavior and Development course.

Cost Assessment:Budget for Secondary Education in Mathematics, Biology, Chemistry and Physics

Expenditures:Year 1 Year 2 Year 3 Year 4 Year 5

Personnel (new TED faculty) 55,474 66,406 77,902 89,715 91,626OTPS & Library Acquisition 1,500 3,000 4,500 6,000 6,000Total 56,977 69,406 82,402 95,715 97,626

Revenues:Tuition revenues are based upon the number of full time students multiplied by $1,400.00 a semester then multiplied by two semesters a year. Part time students account for 6 credits a semester ($120. 00 a credit) then multiplied by two semesters a year. The FTE is based upon the number of full time equivalencies times $2,625.00.

Tuition Income Year 1 Year 2 Year 3 Year 4 Year 5Existing 45,040 70,400 87,200 66,160 28,160New 23,920 70,400 130,800 194,240 270,320Total 68,960 140,800 218,000 260,400 298,480ExistingState

41,195 64,200 80,250 60,455 25,680

New 21,935 64,200 120,375 177,620 246,635Total 63,130 128,400 200,625 238,075 272,315Grand Total 153,090 269,200 418,625 508,475 570,795

Assessment of program:Institutionalized processes currently are in place at BMCC for evaluating the effectiveness of degree programs, processes which are appropriate for evaluating new degree programs as well. Like all other academic programs at BMCC, new degree programs will undergo self-study and external evaluation via the college's Academic Program and Review Process. In addition, the college distributes annual reports containing indicators of program effectiveness to departmental chairs that include, by degree program: enrollment by gender and race/ethnicity; number of graduates by gender and race/ethnicity; two-year graduation, transfer, program persistence and college attrition rates; CPE Show and Pass rates; three and six-year graduation rates by gender, by race/ethnicity; and, among BMCC transferees, first-term GPA and one-year retention rate in CUNY BA programs by gender and race/ethnicity. The enrollment data and CPE Show and Pass rates will be especially useful when evaluating the first few years in a program's existence.

Processes are also in place for direct and indirect assessment of student learning in new degree programs. At the course-level, learning outcomes, or objectives, are clearly stated in each course syllabus. These objectives serve as the basis for college, departmental, program, course and section-level assessment of student learning.

One way in which direct assessment of student learning is conducted is through the implementation of the college's General Education Assessment plan. The plan directs each academic department to assess students' learning of the relevant stated general education outcomes. Specifically, this kind of assessment is conducted in courses in which the course learning outcomes align with the general education goals; as such, assessment of general education in the new program will occur when course outcomes align with the assessment of the College's General Education goals. In addition, the college administers an annual Assessment of Student Learning survey of courses in which students are asked to rate their perceptions of what they have learned in the course. Instructors are provided results that allow them to compare their section results with the overall results for that course, all courses taught in the program/department and the college. Faculty may then revise their courses based on the assessment results.

These previously institutionalized processes ensure the framework for a thorough evaluation of programs as they are newly instituted at BMCC.

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE

STATE OF NEW YORK / ALBANY, NY 12234

Office of Higher EducationOffice of Higher EducationOffice of College and University EvaluationOffice of College and University Evaluation

Proposal Cover PageProposal Cover PageUse this application for any new program below the doctoral level that does not lead to licensure or

preliminary or advanced study in one of the areas licensed by the State Education Department. Any institution considering a new doctoral program should contact the Office of College and University Evaluation at (518) 474-1551 for the application, "Steps in the Review of Doctoral Program Proposals". Public institutions should use the appropriate SUNY/CUNY proposal submission forms in lieu of this document and submit the proposal to the Central Administration of SUNY/CUNY.

If the program will lead to certification as a classroom teacher, use the Application Form for Registration of a Teacher Education Program instead of this document, available at www.highered.nysed.gov/ocue/tetappl.htm. If an already registered program will be offered in a distance education format use the application at www.highered.nysed.gov/ocue/ded/individualprogramproposal.htm.

A. Name of institution: Borough Of Manhattan Community College, CUNY

Specify campus where program will be offered, if other than the main campus:199 Chambers Street, NY, NY 10007

B. CEO or designee*

Name and title: Dr. Sadie Bragg, Senior Vice President for Academic Affairs

Signature and date:

THE SIGNATURE OF THE INSTITUTIONAL REPRESENTATIVE INDICATES THE INSTITUTION'S COMMITMENT TO SUPPORT THE PROPOSED PROGRAM.

C. Contact person, if different

Name and title: Dr. Sadie Bragg

Telephone : (212) 220-8320

Fax: (212) 220-8319

E-mail: [email protected]

D. Proposed program title: Secondary Education in Math, Biology, Chemistry, and Physics

E. Proposed degree or other award: Associate in Science, A.S.

*For CUNY, the Chancellor or designee; for SUNY, the Provost or designee. THE CEO/CHANCELLOR/PROVOST SHOULD INFORM THIS DEPARTMENT IN WRITING WHEN THERE IS A CHANGE IN THE DESIGNATED PERSON.

http://www.highered.nysed.gov/ocue/ded/individualprogramproposal.htm

http://www.highered.nysed.gov/ocue/tetappl.htm

F. Proposed HEGIS code G. Total program credits: 60

H. If the program will be offered jointly with another institution, name and address of the institution/branch below:

IF THE OTHER INSTITUTION IS DEGREE-GRANTING, ATTACH A CONTRACT OR LETTER OF AGREEMENT SIGNED BY THAT INSTITUTION'S CEO. IF IT IS NON-DEGREE-GRANTING, REFER TO MEMORANDUM TO CHIEF EXECUTIVE OFFICERS NO. 94-04.CONTACT THIS OFFICE IF YOU WOULD LIKE TO RECEIVE A COPY.

I. If the program will lead to teacher certification as other than a classroom teacher, list the intended:

Certification title (s):

Certification type(s):

J. If specialized accreditation will be sought indicate:

Accrediting group:

Expected date of accreditation:

K. Anticipated enrollment:

Initial: 30 Maximum within first five years: 127

L. If this program will be offered in a special format, please specify: (See Appendix I for definitions.) M. If this program will be offered in an atypical schedule that may affect program financial aid eligibility, please describe:

Application for Registration of a New ProgramApplication for Registration of a New Program

Program Summary In 250 words or less summarize the proposed program, including its educational and career objectives and its relationship to registered programs at the institution.

The primary purpose of the Secondary Education Program at Borough of Manhattan Community College (BMCC) is to prepare our students to continue in a teacher education program at the four-year college level and become certified in secondary math or science education. Students who transfer upon completion of the associate’s degree and then graduate from the four-year college with initial certification will be prepared to teach math or science at the middle school and high school level, meeting teacher shortages in the New York City Public School system. Faculty in the Teacher Education, Mathematics, and Science departments are committed to teaching courses to prospective math and science secondary education students.

Among the purposes of the Teacher Education Department at BMCC is the preparation of students to seek certification in early childhood and childhood education. This new program would extend BM CC’s teacher education preparation options to the full spectrum of public education

Program Content and Requirements SECONDARY EDUCATION: MATHEMATICS

Please place an x in the appropriate column

2. Program Content and Requirements Please place an x in the appropriate column

List each elective course required for the major(if applicable)

Course Number and Course Title No. of Credits

Is this a new course?

Is this a revised course?

Math elective 4cr

List each general elective course (if applicable)

Elective * 2cr

Total credits in the program 60

New and revised coursesFor all new and revised courses identified above, provide a copy of the syllabus. For existing courses, which are a part of the major, enclose a copy of the catalog description; include prerequisites, if applicable.

MAT 301 Analytic Geometry and Calculus I : An integrated course in analytic geometry and calculus applied to functions of a single variable. A study of functions; limits; continuity; related rates; differentiation of algebraic and transcendental functions; Rolle's Theorem; The Mean Value Theorem; Maxima and Minima; curve sketching; differentials; and introduction to integration. MAT 301 has a computer laboratory component. Students utilize computer software such as graphing packages, a computer algebra system, and a mathematical word processor to complete laboratory assignments associated with their calculus course. Prerequisites / Co-requisites: Precalculus (MAT 206) or the equivalent with departmental approval.

MAT 302 Analytic Geometry & Calculus II: This course is an introduction to the concepts of formal integration. It covers the differentiation and integration of algebraic trigonometric and transcendental functions. Topics include the

List each course required for the college core (if applicable)




ENG 101: English Composition I * 3cr

ENG 201: English Composition II * 3cr

ENG 391 or 392: World Literature I or II or ART 103: Introduction to the History of Western Art or MUS 103: Music and Western Civilization *

3cr

HIS 101: Western Civilization * 3cr

HIS 120: Early American History or HIS 125: Modern American History or POL 100: American Government *

3cr

SPE 100: Fundamental of Speech * 3cr

PHI 100: Philosophy or Modern Language* 3-4cr

PSY 100: General Psychology or SOC 100: Introduction to Sociology * 3cr

Two of the following: AST 110, BIO 110, CHE 110, and PHY 110 or BIO 210 and BIO 220 or PHY 210 and PHY 220 or CHE 201 and CHE 202 *

8cr

List each course required for the major (include any field experience, research, thesis, or capstone course)

MAT 301: Analytic Geometry and Calculus I 4cr

MAT 302: Analytic Geometry and Calculus II 4cr

MAT 303: Analytic Geometry and Calculus III 4cr

MAT 315: Linear Algebra 3cr

EDU 202: Urban Schools in Diverse American Society or EDS 202 4cr

EDS 201: Adolescent development 3-4cr X


definite integral, the anti-derivative, areas, volumes and the improper integral. Prerequisites: Calculus I (MAT 301) or the equivalent with departmental approval

MAT 303 Analytic Geometry & Calculus III: This is the third course of a three semester integrated study of analytic geometry and the concepts of differential and integral calculus. In this course the student is introduced to further concepts of function, limits, series, and integrals. An introduction to differential equations is given. MAT 303 has a computer laboratory component. Students utilize computer software such as graphing packages, a computer algebra system, and a mathematical word processor to complete laboratory assignments associated with their calculus course. Prerequisites: Calculus II (MAT302) or the equivalent with departmental approval.

MAT 315 Linear Algebra: This course is designed to cover the usual topics in a linear algebra course (e.g., vector spaces, matrices, linear equations) as well as several special topics required by coursework for electrical engineering students (Boolean functions, switching circuits, minimal Boolean functions). Prerequisites: Calculus II (MAT 302) or Departmental approval.

EDU 202 Urban Schools in Diverse American Society: This course provides an overview of the social context of schooling in the diverse American society. It focuses on the historical, philosophical, social, and political foundations of education, especially in urban and diverse settings. Topics discussed will include the notion of schooling, education and what is worth knowing, bilingual Education, multicultural education, tracking, funding, school reform, and issues of inequalities such as: race, gender, gender identity, social class, and disability among others. Prerequisite: ENG 095, ESL 095, ACR 095, and PSY 100.

Existing coursesFor existing courses, which are a part of the major, enclose a copy of the catalog description; include prerequisites, if applicable.

ENG 101 English Composition I: This is a basic college-level course, similar to "freshman English" at other community and four-year colleges. Students learn to use their experience and ideas as subject matter for essays and to analyze topics in depth. They also become acquainted with the process of writing, from pre-writing activities to producing a final, proofread draft. The purpose of, audience for, and structure of the essay are explored through readings chosen to stimulate ideas for writing and demonstrate varied style. Grammar and syntax are discussed as needed. At the end of this course, students take a departmental essay examination that requires them to compose, draft and edit a thesis-centered essay of at least 500 words.

ENG 201 English Composition II: This course is a continuation of ENG 101. It helps the student further develop composition skills through literary analysis. Students continue to focus on the writing process as they are introduced to a variety of literary genres including the short story, drama, poetry, and/or the novel. Students complete a documented paper based on library, electronic, and field research.

ENG 391 World Literature I: From Homer to Dante: This course offers readings in great books from ancient times to the 15th century. It includes selections from The Epic of Gilgamesh, Homer, the Greek tragedies, the Bhagavad Gita, Plato, Virgil, the Bible, St. Augustine and Dante.

ENG 392 World Literature II: From the Renaissance to Contemporary: This course includes masterpieces of literature from the 16th to the 20th centuries. Readings will include works of such writers as Shakespeare, Rabelais, Cervantes, Moliere, Voltaire, Goethe, Dostoevsky, Kafka, and Pinter. ENG 391 is not a prerequisite for this course.

ART 103 Introduction to History of Western Art: This course includes formal analysis of selected works of art: painting, sculpture, and architecture. It is also an approach to art from the perspective of its socio-historical context, primarily in Western culture.

MUS 103 Music and Western Civilization: An introduction to the music of the Western world and its cultures through a variety of listening experiences. The course will emphasize the place of music in Western Society, as well as influences

8

by and on other cultures. Selected musical works, most dating back from the 16th century through the present, are the subject of exploration.

HIS 101 Western Civilization: From Ancient to Early Modern Times: This course analyzes the societies of Western civilization from their origin to early modern times. The major social, economic, political, religious and intellectual developments are examined and their impact on the development of modern Western civilization is traced.

HIS 120 Early American History: Colonial Period to Civil War: In this course, the history of the United States from the Colonial period to the Civil War is studied and the major political, economic and social problems of the new nation are analyzed.

HIS 125 Modern American History: Civil War to Present: This continued study of American history emphasizes the emergence of an industrial economy, an urban society, world responsibility and the expanded federal government.

POL 100 American Government: The history, development, and intellectual origin of American government are studied and analyzed. Special consideration is given to the structure and operation of the executive, legislative and judiciary branches, and the role of government and politics in a modern industrial society.

SPE 100 Fundamentals of Speech: The aim of this course is to develop effective skills in speech communication. The student examines how to generate topics and organized ideas, masters elements of audience psychology and practices techniques of speech presentation in a public forum. All elements of speech production and presentation are considered.

PHI 100 Philosophy: The study of philosophy helps students develop analytic skills and gain an appreciation of the general philosophical problems with which human beings have grappled throughout Western civilization. Basic philosophic problems such as free will and determinism, the criteria which justify ethical evaluations, the philosophical considerations which are relevant to belief or disbelief in God, and knowledge and illusion are examined during this course.

PSY 100 General Psychology: This course stresses adaptive human behavior in relation to the environment. Topics considered include: origins and methods of psychology, neuropsychological bases of behavior, maturation, motivation, emotion, learning frustration and conflict.

SOC 100 Introduction to Sociology: This course analyzes the structure, processes and products associated with group living. Attention is focused on the concepts of social organization, culture, groups, stratification, major social institutions and significant trends in group living.

AST 110 General Astronomy: This course introduces students to the world beyond the earth. The methods of astronomy and our knowledge of the structure of the universe are presented as an ongoing human endeavor that has helped shape modern man as he/she takes his/her first steps into space.

BIO 110 General Biology: Basic cellular structure, tissue organization, physiological process, reproduction and genetics are studied. Special attention is given to selected zoological specimens with particular emphasis upon man.

CHE 110 General Chemistry: This course is designed specifically for the non-science major and should only be taken by students in non-science disciplines: liberal arts, business, etc. It explores the world of atoms and molecules and relates this sub-microscope world to the daily life of the student. Topics to be discussed include plastics, foods, the environment, genetics and drugs.

PHY 110 General Physics: This course serves as an introduction to physics, especially for students who are not science-oriented. A selected number of basic physical ideas are carefully examined and interpreted non-mathematically. The relevance of the scientist and his/her work to the lives of non-scientists is continually examined.

9

BIO 210 Biology I: This two-semester course acquaints students with the basic properties of living systems: metabolism, growth, responsiveness and reproduction at the cellular and organism levels as illustrated by assorted plants and animals. Two terms required.

BIO 220 Biology II: This two-semester course acquaints students with the basic properties of living systems: metabolism, growth, responsiveness and reproduction at the cellular and organism levels as illustrated by assorted plants and animals. Two terms required.

CHE 201 Chemistry I: This is the first semester of a two-semester course sequence that involves the study of chemical principles including atomic and molecular theories, molecular structure, and reactivity. The Laboratory will include experiments illustrating the chemical principles. Two terms required.

CHE 202 Chemistry II: This is the second semester of a two-semester course sequence that involves the study of chemical principles including atomic and molecular theories, molecular structure, and reactivity. The Laboratory will include experiments illustrating the chemical principles. Two terms required.

PHY 210 Physics I: This classroom and laboratory two-semester course includes the study of concepts and principles of physics in the areas of mechanics, heat and thermodynamics, sound, electricity and magnetism, light, and atomic physics plus an introduction to quantum physics and relativity theory. Algebra and simple trigonometry are used.

PHY 220 Physics II: This classroom and laboratory two-semester course includes the study of concepts and principles of physics in the areas of mechanics, heat and thermodynamics, sound, electricity and magnetism, light, and atomic physics plus an introduction to quantum physics and relativity theory. Algebra and simple trigonometry are used.

10

BOROUGH OF MANHATTAN COMMUNITY COLLEGECity University of New York

Teacher Education Department

Title of Course: Adolescent Learning and Development EDS 201- SEC TBA

Class hours: 3Lab hours: 1

Semester: TBA Days the class meets –TBA Room and time—TBA

Instructor Information:Name of the InstructorOfficeTelephone numberEmail

Credits: 3

Course Description: This course links theories and research on learning and development to teaching practices for urban adolescent populations. Students will explore techniques and strategies that foster independence, community, self-regulation and well-being during adolescence. In addition, approaches and classroom applications related to adolescent development will be covered: learning styles, intelligence, motivation, affect, parenting styles, cultural competence, classroom communication, management strategies and development (cognitive, social, emotional, linguistic, and physical). This course includes 15 hours of field work in junior or senior high school classrooms.

Prerequisites: ESL 095 or ENG 095, ACR 095, PSY 100

Student Learning Outcomes:

EDS 201 students will be able to: Measurements (means of assessment for student learning outcomes listed in first column)

1. Demonstrate knowledge of major theories and their contributions to understanding adolescent cognitive, social, emotional, linguistic, and physical development.

Exams; reflection papers; field reports; in-class presentations; standard-based portfolio

2. Identify the needs of students from diverse backgrounds and be cognizant of the principles of multicultural education.

Field reports; in-class presentations

3. Evaluate a variety of teaching strategies for effective learning and motivation.


4. Identify and evaluate the use of formal and informal assessments of student learning.Environments.

Reflection papers; field reports; in-class presentations; standard-based portfolio

5. Analyze and critique field related literature. Reflection papers; field reports; in-class presentations; standard-based portfolio

11

BMCC General Education Goals: (Checked goals indicate college-wide goals that will be covered and assessed in EDS 201.)

Measurements (means of assessment for general education goals listed in first column)

1. Communication Skills- Students will write, read, listen and speak critically and effectively.

Exams; reflection papers; field reports; in-class presentations; standard-based digital portfolio; reading exercises

2. Quantitative Reasoning- Students will use quantitative skills and the concepts and methods of mathematics to solve problems.3. Scientific Reasoning- Students will understand and apply the concepts and methods of the natural sciences.4. Social and Behavioral Sciences- Students will understand and apply the concepts and methods of the social sciences.


5. Arts & Humanities- Students will develop knowledge and understanding of the arts and literature.6. Information & Technology Literacy- Students will collect, evaluate and interpret information and effectively use information technologies.7. Values- Students will make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.


Required Text & Readings:Santrock, J.W. (2005). Adolescence. New York: The McGraw-Hill Companies, Inc.

Ogbu, J. (2003). Black American Students In An Affluent Suburb: A Study Of Academic Disengagement. Harvard Education Publishing Group.

Use of Technology: Blackboard will be used as the technology platform in the course and sessions will meet periodically in a computer lab. PowerPoint presentations and online resources will also be used.

Evaluation & Coursework Requirements of Students: Attendance and punctuality 10%Formal writing assignments 60%In-class presentations (2 PowerPoint presentations) 10%In-class free writing exercises 5%Participation in class discussions 15%

Outline of Topics: See Attached

Teacher Education Department Student Professionalism Policy Statement:This semester, you will receive and be asked to sign the Teacher Education Department professional policy statement. The policy is summarized here. The Teacher Education Department of Borough of Manhattan Community College requires that all students conduct themselves in a professional manner during class, site visits, internships, course related activities and interactions with members of the Teacher Education Department. By reading and signing a copy of the Teacher Education Student Professionalism Policy you will agree to abide by these policies and understand the ramifications of failure to abide by these policies. If you have any questions concerning this policy please contact me or a faculty member of the Teacher Education Department.

12

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 catalogue. 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). In the case of excessive absences, 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 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 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 web site, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).

13




Title of Course: Special Topics in Secondary School Education EDS 202


Semester: Days the class meets Room and time


Credits: 3

Course Description: This course focuses on literacy development, second language acquisition and special education accommodation strategies, which constitute three major competency areas in the professional development and the education process of middle and secondary school teachers. In addition to providing firm theoretical groundings in those three overarching and interlocking topics, class sessions will address issues of particular concern to and interest of both middle and secondary education candidates.




1. Access and summarize theoretical knowledge and current intervention strategies about literacy development, second language acquisition, and special education;


2. Plan and implement whole group instructional activities and individually appropriate learning experiences based upon students’ literacy, second language acquisition and special education needs;


3. Analyze different kinds of instructional materials for use with students in the general education classroom as well as those receiving differentiated instruction in particular content areas;


4. Evaluate diagnostic tools and school procedures for testing and placing English language learners and special education students in appropriate classroom environments;


14

5. Synthesize both research-based information and legal mandates in developing accommodations and/or advocacy plans to benefit learners with literacy, second language acquisition and special education needs;work


6. Appraise the types of services available to English language learners and special needs student populations and their families.

Exams; reflection papers; field reports; in-class presentations; standard-based portfolio; reading exercises









Required Text & Readings:Beers, K. et al. (2007). Adolescent Literacy: Turning Promise into Practice. New York: Heinemann

Books. Towell, R. & Hawkins, R. (1994). Approaches to Second Language Acquisition. Philadelphia:

Multilingual Matters Ltd. Werts, M. et al (2006). Fundamentals of Special Education: What Every Teacher Needs to Know

(3rd Edition). New York: Pearson Publishing Company.

Use of Technology: Blackboard will be used as the technology platform in the course and sessions will meet periodically in a computer lab. In addition, PowerPoint presentations and online resources will be utilized.

Evaluation & Coursework Requirements of Students:

15

Attendance and punctuality 10%Formal writing assignments 60%In-class presentations (2 PowerPoint presentations) 10%In-class free writing exercises 5%Participation in class discussions 15%







16


Sample Program Scheduling

Using the appropriate table on this or the following page, show the sequencing and scheduling of courses and credits in the program, by semester or quarter/trimester, for the first full cycle of the program (for example, four semesters for a traditionally-structured associate degree). Include additional semesters if offered on a part- time basis. These pages may be duplicated as needed.

Table for semester programs SECONDARY EDUCATION: MATHEMATICS

FALL SPRING FALL SPRING

COURSE TITLE

ENG 101 English Composition I

CREDITS

3

COURSE TITLE

ENG 201 English Composition II

CREDITS

3

COURSE TITLE

ENG 391 World Literature Ior MUS 103 Music and Western Civilization or Art 103 Introduction to History of Western Civilization

CREDITS

3

COURSE TITLE

HIS 120 Early American History or HIS 125 Modern American History

CREDITS

3

PSY 100 General Psychology or SOC 100 Introduction to Sociology

3SPE 100 Speech

3EDU 202 Urban Schools in Diverse Society or EDS 202 Special Topics in Secondary School

3-4MAT 315 Linear Algebra

4

MAT 301 Analytic Geometry and Calculus I 4

BIO 220 or PHY 220 or CHE 202 or AST110 or BIO 110 or CHE 110 or PHY 110

4HIS 101 Western Civilization

3EDS 201 Adolescent Development 3

BIO 210 or PHY 210 or CHE 201 or AST110 or BIO 110 or CHE 110 or PHY 110

4MAT 302 Analytic Geometry and Calculus II 4

MATH 303 Analytic Geometry and Calculus II 4 Math Elective 4

General Elective 2 PHI 100 Philosophy orModern Language 3-4

Total Credits 16 Total Credits 14 Total Credits 16-18 Total Credits 14

Program Content and RequirementsSecondary Education: Biology






ENG 101: English Composition I * 3

ENG 201: English Composition II * 3

ENG 391 or 392: World Literature I or II or SPE 100: Fundamental of Speech* 3

HIS 101: Western Civilization * 3

HIS 120: Early American History or HIS 125: Modern American History or POL 100: American Government*

3

PSY 100: General Psychology or SOC 100: Introduction to Sociology* 3

MAT 301: Analytic Geometry and Calculus I * 4

PHI 100: Philosophy * 3

ART 103: Introduction to the History of Western Art or MUS 103: Music and Western Civilization * 3


CHE 201: Chemistry I * 4

CHE 202: Chemistry II * 4

CHE 230: Organic Chemistry I 5

BIO 210: Biology I 4

BIO 220: Biology II 4

BIO 240: Genetics 4

EDU 202: Urban Schools in Diverse American Society or EDS 202: Special Topics in Secondary School 3-4 X

EDS 201: Adolescent Development 3 X

MOST UNDERGRADUATE DEGREE TITLES REQUIRE A SPECIFIED PERCENTAGE OF LIBERAL ARTS CONTENT (FOR EXAMPLE, AA, BA REQUIRE 75%; AS, BS, BSED REQUIRE 50%; AAS REQUIRES 33%). WITHIN THE TABLE, IDENTIFY WITH AN ASTERISK ALL COURSES THAT ARE CONSIDERED LIBERAL ARTS AND SCIENCES.






N/A


Elective * 1

Total credits in the program 60-61


BIO 220 Biology II: This is the second semester of a two-semester course that acquaints students with the basic characteristics of living organisms. Topics considered include metabolism, growth, responsiveness and reproduction at cellular and more complex levels as illustrated by the study of the tissue and organ systems of animals. In addition, evolution and ecology are studied. The function relationships of tissues, organs and organ systems, as well the principles of ecology and human effects on the biosphere are considered. Optional topics (at the instructor’s discretion) are various plant topics and animal behavior. Prerequisite: Biology 210.

BIO 240 Genetics: is designed as a one-semester course covering the fundamental concepts of classical, molecular, and human genetics. The student gains a background that facilitates a greater understanding of recent advances in molecular biology and human inheritance. Prerequisite: BIO 220








BIO 210 Biology I: This is the first semester of a one-year course that acquaints students with the basic properties of living systems: metabolism, growth, energy transformation, cellular reproduction, classical, and molecular genetics.

MUS 103 Music and Western Civilization: An introduction to the music of the Western world and its cultures through a variety of listening experiences. The course will emphasize the place of music in Western Society, as well as influences by and on other cultures. Selected musical works, most dating back from the 16th century through the present, are the subject of exploration.










CHE 202 Chemistry II: This is the second semester of a two-semester course sequence that involves the study of chemical principles including atomic and molecular theories, molecular structure, and reactivity. The Laboratory will include experiments illustrating the chemical principles. Two terms required.

CHE 230 Organic Chemistry I: This two-semester course sequence is the study of the structure and properties of the fundamental classes of organic compounds with emphasis on reactivity, reaction mechanisms, stereochemistry, electronic theory and applications to allied fields. Two terms are required.

MAT 301 Analytic Geometry and Calculus I: This is an integrated course in analytic geometry and calculus, applied to functions of a single variable. It covers a study of rectangular coordinates in the plane, equations of conic sections,

20

functions, limits, continuity, related rates, differentiation of algebraic and transcendental functions, Rolle’s Theorem, the Mean Value Theorem, maxima and minima, and integration.







Credits: 3













5. Analyze and critique field related literature. Reflection papers; field reports; in-class presentations;

21

standard-based portfolio














Teacher Education Department Student Professionalism Policy Statement:This semester, you will receive and be asked to sign the Teacher Education Department professional policy statement. The policy is summarized here. The Teacher Education Department of Borough of Manhattan Community College requires that all students conduct themselves in a professional manner during class, site visits, internships, course related activities and interactions with members of the Teacher Education Department. By reading and signing a copy of the Teacher Education Student Professionalism Policy you will agree to abide by these policies and understand the ramifications of

22

failure to abide by these policies. If you have any questions concerning this policy please contact me or a faculty member of the Teacher Education Department.





23








Credits: 3











4. Evaluate diagnostic tools and school procedures for testing and placing English language learners and special education students in appropriate classroom


24

environments;


















25








26




Table for semester programs Secondary Education: Biology


COURSE TITLE CREDITS COURSE TITLE CREDITS COURSE TITLE CREDITS

COURSE TITLE CREDITS


3 ENG 201 English Composition II

3 ENG 391 or World Literature I or ENG 392 World Literature II or SPE 100 Fundamentals of Speech

3 BIO 240 Genetics 4

PSY 100 General Psychology orSOC 100 Introduction to Sociology

3 BIO 220 Biology II 4 CHE 230 Organic Chemistry I

5 EDU 202 Urban Schools in Diverse American Society or EDS 202 Special Topics in Secondary School

3-4

BIO 210 Biology I 4 CHE 202 College Chemistry II

4 MAT 301 Analytic Geometry and Calculus I

4 HIS 101 Western Civilization I

3

CHE 201College Chemistry I

4 PHI 100 Philosophy 3 HIS 120 Early American orHIS 125 Modern American History or POL 100 American Government

3 EDS 201 Adolescent Development

3

General Electives 1 ART 103 Introduction to the History of Western Art or MUS 103 Music and Western Civilization

3

Total Credits 15 Total Credits 14 Total Credits 15 Total Credits 16-17

Program Content and RequirementsSecondary Education: Physics Please place an x in the appropriate

column


PHY 215 & 225 University Physics I and II: This is a two-semester course for students in science and engineering. Concepts of calculus are introduced and used when necessary. The lecture and laboratory exercises pertain to mechanics, fluids, heat and thermodynamics, wave motion, sound, electricity, and magnetism, geometric and physical optics and an introduction to modern physics. Co requisite for PHY 215: MAT 301 Prerequisite for PHY 225: PHY 215, MAT 301PHY 240 Modern Physics: This is an introduction to atomic and nuclear physics, relativity, solid state physics and elementary particles. Prerequisite: PHY 225 Co requisite: MAT 501 or departmental approval.


Existing courses







ENG 391 or 392: World Literature I or II or SPE 100: Fundamentals of Speech* 3


PSY 100: General Psychology or SOC 100: Introduction to Sociology * 3


PHI 100: Philosophy 3

ART 103: Introduction to the History of Western Art or MUS 103: Music and Western Civilization * 3

POL 100: American Government or HIS 120: Early American History or HIS 125: Modern American History 3

CHE 201: College Chemistry I * 4

AST 110: General Astronomy * 4


MAT 302 : Analytic Geometry and Calculus II 4

PHY 215: University Physics I or PHY 210: Physics I 4

PHY 225: University Physics II or PHY 220: Physics II 4

PHY 240: Modern Physics 3








N/A


General Elective * 2-3


For existing courses, which are a part of the major, enclose a copy of the catalog description; include prerequisites, if applicable.












29





MAT 301 Analytic Geometry and Calculus I: This is an integrated course in analytic geometry and calculus, applied to functions of a single variable. It covers a study of rectangular coordinates in the plane, equations of conic sections, functions, limits, continuity, related rates, differentiation of algebraic and transcendental functions, Rolle’s Theorem, the Mean Value Theorem, maxima and minima, and integration.

MAT 302 Analytic Geometry and Calculus II: This course provides an introduction to the concepts of formal integration. It covers the differentiation and integration of algebraic, trigonometric, and transcendental functions. Topics include the definite integral, the antiderivative, areas, volumes, and the improper integral.


PHY 220 Physics II: This classroom and laboratory two-semester course includes the study of concepts and principles of physics in the areas of mechanics, heat and thermodynamics, sound, electricity and magnetism, light, and atomic physics plus an introduction to quantum physics and relativity theory. Algebra and simple trigonometry are used.

PHY 215 University Physics I: This is a two-semester course for students in science and engineering. Concepts of calculus are introduced and used when necessary. The lecture and laboratory exercises pertain to mechanics, fluids, heat and thermodynamics, wave motion, sound, electricity, and magnetism, geometric and physical optics and an introduction to modern physics.

PHY 225 University Physics II: This is a two-semester course for students in science and engineering. Concepts of calculus are introduced and used when necessary. The lecture and laboratory exercises pertain to mechanics, fluids, heat and thermodynamics, wave motion, sound, electricity, and magnetism, geometric and physical optics and an introduction to modern physics.

PHY 240 Modern Physics: This is an introduction to atomic and nuclear physics, relativity, solid state physics and elementary particles.

AST 110 General Astronomy: This course introduces students to the world beyond the earth. The methods of astronomy and our knowledge of the structure of the universe are presented as an ongoing human endeavor that has helped shape modern man as he/she takes his/her first steps into space.

30







Credits: 3














31















32





33








Credits: 3













34



















35








36




Table for semester programs Secondary Education: Physics





3 ENG 201 English Composition II

3 ENG 391 or 392: World Literature I or II or SPE 100: Fundamentals of Speech

3 HIS 101: Western Civilization I or HIS 125: Modern American History

3

MAT 301 Analytic Geometry and Calculus I

4 MAT 302 Analytic Geometry and Calculus II

4 EDU 202 Urban Schools in Diverse American Society or EDS 202 Special Topics in Secondary School

3-4 CHE 202 College Chemistry II

4

POL 100 American Government or HIS120 Early American History or HIS125 Modern American History

3 PHY 215 University Physics I or PHY 210: Physic I

4 PHY 225 University Physics II or PHY 220: Physics II

4 PHY 240 Modern Physics 3

PSY 100: General Psychology or SOC 100:Introduction to Sociology

3 PHI 100 Philosophy 3 CHE 201 College Chemistry I 4 EDS 201 Adolescent Development

3

ART 103 Introduction to the History of Western Art or MUS 103 Music and Western Civilization

3 General Elective 2-3

Total Credits 16 Total Credits 14 Total Credits 14-15 Total Credits 15-16



Program Content and RequirementsSecondary Education: Chemistry








ENG 391 or 392: World Literature I or II or ART 103: Introduction to the History of Western Art or MUS 103: Music and Western Civilization *

3


PSY 100: General Psychology or SOC 100: Introduction to Sociology * 3


PHY 210: Physics I or PHY 215: University Physics I 4

PHI 100: Philosophy * 3

POL 100: American Government or HIS 120: Early American History or HIS 125: Modern American History *

3

SPE 100: Fundamentals of Speech * 3


CHE 201: Chemistry I 4

CHE 202: Chemistry II 4

CHE 230: Organic Chemistry I 5

CHE 240: Organic Chemistry II 5



New and revised coursesFor all new and revised courses identified above, provide a copy of the syllabus.

CHE 201 & CHE 202 Chemistry I and II: This two-semester course sequence involves the study of chemical principles including atomic and molecular theories, molecular structure, and reactivity. The Laboratory will include experiments illustrating the chemical principles. Two terms required. Prerequisite: ENG 088, ESL 062, RDG 062, MAT 056. Prerequisite for CHE 201: MAT 056; or permission of the Science department.

CHE 230 & CHE 240 Organic Chemistry I and II: This two-semester course sequence is the study of the structure and properties of the fundamental classes of organic compounds with emphasis on reactivity, reaction mechanisms,

MOST UNDERGRADUATE DEGREE TITLES REQUIRE A SPECIFIED PERCENTAGE OF LIBERAL ARTS CONTENT (FOR EXAMPLE, AA, BA REQUIRE 75%; AS, BS, BSED REQUIRE 50%; AAS REQUIRES 33%). WITHIN THE TABLE, IDENTIFY WITH AN ASTERISK ALL COURSES THAT ARE CONSIDERED LIBERAL ARTS AND SCIENCES.






General Elective 3-4


N/A


stereochemistry, electronic theory and applications to allied fields. Two terms are required. Prerequisite for CHE 230 is CHE 202; Prerequisite for CHE 240 is CHE 230. PHY 215: University Physics I: This is the first semester of a two-semester course for students in science and engineering. Concepts of calculus are introduced and used when necessary. The lecture and laboratory exercises pertain to mechanics, fluids, heat and thermodynamics, wave motion, sound, electricity, and magnetism, geometric and physical optics and an introduction to modern physics. Co requisite: MAT 301.










39









PHY 215 University Physics I: This is a two-semester course for students in science and engineering. Concepts of calculus are introduced and used when necessary. The lecture and laboratory exercises pertain to mechanics, fluids, heat and thermodynamics, wave motion, sound, electricity, and magnetism, geometric and physical optics and an introduction to modern physics.

MAT 301 Analytic Geometry and Calculus I: This is an integrated course in analytic geometry and calculus, applied to functions of a single variable. It covers a study of rectangular coordinates in the plane, equations of conic sections, functions, limits, continuity, related rates, differentiation of algebraic and transcendental functions, Rolle’s Theorem, the Mean Value Theorem, maxima and minima, and integration.

40







Credits: 3














41















42





43








Credits: 3













44



















45








46




Table for semester programs Secondary Education: Chemistry




ENG 101: English Composition I

3 ENG 201: English Composition II

3 ENG 391 or 392: World Literature I or II or ART 103: Introduction to the History of Western Art or MUS 101: Music and Western Civilization

3 HIS 101: Western Civilization I

3

PSY 100: General Psychology or SOC 100: Introduction to Sociology

3 General Elective 3-4 CHE 230: Organic Chemistry I

5 EDU 202: Urban Schools in Diverse American Society or EDS 202: Special Topics in Secondary School

3-4

SPE 100: Fundamentals of Speech

3 CHE 202: College Chemistry II

4 PHI 100: Philosophy 3 CHE 240: Organic Chemistry II

5

CHE 201: Chemistry I 4 MAT 301: Analytic Geometry and Calculus I

4 EDS 201: Adolescent Development

3 PHY 210: Physics I 4

POL 100: American Government or HIS 120: Early American History or HIS 125: Modern American History

3

Total Credits 16 Total Credits 14- 15 Total Credits 14 Total Credits 15-16

47



EVALUATION

Describe the criteria by which the institution will evaluate the academic quality and effectiveness of the proposed program (e.g., completion rates and other evidence of student achievement, placement data, graduates' accomplishments, faculty performance, employer evaluations).

This program will be assessed during our Department’s Academic Program Planning and during periodic review of the guidelines set by National Council for Accreditation of Teacher Education (NCATE). In addition, the number of students that transfer to the senior colleges, complete the teaching certification, and are successfully teaching in the public schools will be tracked and reported.

RESOURCES

Describe traditional and electronic library holdings and access to them, indicating the approximate number of titles and periodical subscriptions in the present collection that would support the program. Describe the equipment, computers, laboratories, and other facilities available or to be acquired for the program. If current holdings are considered inadequate for the proposed program, list items to be purchased and indicate how much has been budgeted for the proposed acquisitions and schedule of acquisitions.

The BMCC library already has 311 titles related to education that will pertain to educational studies in the proposed program (LC numbers LA201 to LA631). In addition, the Borough of Manhattan Community College has such titles as The new science teacher: Cultivating good practice / Deborah J. Trumbull ; foreword by D. Jean Clandinin. Publisher New York : Teachers College Press, 1999. The BMCC library constantly updates its holdings. Funds listed below under “New Resources” are designated for new library acquisitions that meet the needs of the proposed programs. Students will have access to literally hundreds of periodicals pertaining to math and science and math/science education through full-text articles available through CUNY’s e-journals and reference data bases.

Science laboratories and mathematics labs are in place at the college. A new teacher education classroom is proposed to be outfitted with computers.

48

FACULTY - TED

List the name and qualifications of each faculty member, for each course in the major and for each new, required non-major course, using the tables on this and the following page. Identify the core faculty responsible for the program with an asterisk. Graduate faculty must have an earned doctorate or otherwise demonstrate special competence. Faculty resumes should be available on request. These pages may be duplicated as needed.

Course Title(a)

No. of Credits

(b)

Faculty Member(s) Assigned to Each Course. (Use “D” to Specify Program Director)

(c)

Highest Earned Degree & Discipline, College or University

(d)EDS 201: Adolescent Development 4 Jean Y. Plaisir * Ed. D. Applied Linguistics

Teachers College, Columbia University

EDS 201: Adolescent Development 4 Alyse Hachey Ph.D. Educational PsychologyTeachers College Columbia University

EDU 202: Schooling in Diverse America Society

4 Yolanda Medina Ph. D Curriculum Theory and Cultural FoundationsUniversity of North Carolina at Greensboro

49

Table 7 continue on next page7. Faculty – TED (continued)

Relevant Occupational Experience(e)

Relevant other experience (such as certification/ licensure)

(f)

Recent Scholarly Contributions(optional below baccalaureate level)

(g)Taught the course for 5 years

Taught developmental psychology, cognitive development and cognitive neuroscience for 7 years.Holds a B.A. in Educational Psychology

50

Table 7 continue on next page7. FACULTY - Science

List the name and qualifications of each faculty member, for each course in the major and for each new, required non-major course, using the tables on this and the following page. Identify the core faculty responsible for the program with an asterisk. Graduate faculty must have an earned doctorate or otherwise demonstrate special competence. Faculty resumes should be available on request. These pages may be duplicated as needed.

Course Title(a)

No. of Credits

(b)


(c)


(d)CHE 201 College Chemistry ICHE 202 College Chemistry III

44

Shanti Rywkin Ph.D.- CUNY Graduate Center, Chemistry

CHE 240 Organic Chemistry II 5 Susie Boydston-White Ph.D.- CUNY Graduate Center, Biochemistry

BIO 210 General Biology 4 Igor V. Zaitsev Ph.D.- Irkutsk State University

PHY 215 University Physics IPHY 225 University Physics II

44

Anthony Creaco Ph.D. –[Polytechnic University, Electrical Engineering

PHY 240 Modern Physics 3 David Waldman Ph.D. Saint John’s University, Macroscopic Quantum Mechanics

BIO 240 Genetics 4 Nanette van Loon Ph.D.- Florida State University, Cell Biology and Genetics

Table 7 continues on next page

51

7. Faculty – Science (continued)



(f)


(g)7 years experience as a Research Chemist in the Pharmaceutical Industry

NYC licensed Science Teacher -2001-Chemistry and General Science

Evolutionary Interactions Between Horn and Frill Morphology in Chasmosaurine Dinosaurs. Krauss D.A, Pezon A, Nguyen P, Salame P, and Rywkin S. In New Perspectives on Ceratopsian Dinosaurs. Indiana University Press. Accepted 2008.

Liaison between Hunter College and Manhattan Hunter Science High School working with high school teachers to develop college-level Chemistry curriculum for high school students.

US Patent # 6,887,711 "A system and method to Determine Absence or Presence of Cancerous Disease by Infrared Spectroscopy", 1-22-99; approved, issue data May 2005, Susie Boydston-White, Jill Bargonetti, Max Diem and TamaraGopen, inventors.Christian Matthäus, Susie Boydston-White, Miloš Miljkovic, Melissa Romeo, and Max Diem, “Raman and Infrared Microspectral Imaging of Mitotic Cells”, Appl Spectrosc 60(1): 1-8.Susie Boydston-White, Melissa Romeo, Tatyana Chernenko and Max Diem. (2006). "Cell-cycle-dependent variations in FTIR micro-spectra of single proliferating HeLa cells: Principal component and artificial neural network analysis." Biochim Biophys Acta 1758(7): 908-14.Romeo, M., Susie Boydston-White, Matthäus, C., Miljković, M., Bird, B., Chernenko, T., Lasch, P., and Diem, M. (2008) “Infrared and Raman Microspectroscopic Stud-ies of Individual Human Cells”, in Vibrational Spectroscopy for MedicalDiagnosis (Diem, M., Griffiths, P., & Chalmers, J., Eds.), pp 27-70, John WIley & Sons, Chichester, Hoboken, NJ.Romeo, M. Susie Boydston-White, Matthäus, C., Miljković, M., Bird, B., Chernenko, T., and Diem, M. (2008) “Vibrational Spectroscopy of Cells and Tissues”, in Biomedical Vibrational Spectroscopy (Lasch, P., and Kneipp, J., Eds.), pp 121-152, John Wiley & Sons, Hoboken, N.J.

52


7. Faculty – Math

Course Title(a)

No. of Credits

(b)


(c)


(d)MAT 301: Analytic Geometry and Calculus I*

4 Claire Wladis Ph. D. Mathematics, CUNY Graduate Center

MAT 302: Analytic Geometry and Calculus II*

4 Alla Morgulis Ph.D. Apply Mathematics,

MAT 303: Analytic Geometry and Calculus III*

4 Elena Nogina Ph.D. Mathematics,

MAT 313: Linear Algebra* 3 Chokri Cherif Ph.D. Mathematics, CUNY Graduate Center

53


7. Faculty – Math (continued)

Course Title(a)

No. of Credits

(b)


(c)


(d)MAT 209: Statistics 4 Leonid Khazanov Ed.D. Mathematics Education,

Teachers College, CU

MAT 260 Geometries 4 Jean Richard Ph.D. Mathematics Education Columbia University

MAT 320: Abstract Algebra 4 Jorge Maciel Ph.D. Mathematics New York University

MAT501: Ordinary Differential Equations

4 Nadarajah Kirupaharan Ph. D. Mathematics

MAT505: History of Mathematics 4 Yibao Xu, Assistant Professor Ph. D. History of Mathematics, CUNY Graduate Center

54





(f)


(g)

More than 20 years of experience in teaching school mathematics in Ukraine, Israel, and US. Served as a Chair of Mathematics at a high school in Israel. Served as a Chair of Mathematics at a private high school in Brooklyn, NY.

Intermediate/senior teacher certification from Israel; passed NYS LAST, ATS-W, Mathematics for teacher certification.

Member of the Mathematics Education Committee; contributed to the development and implementation of Teacher Academy at BMCC, Spring 2007

30 years of Mathematics teaching experience. Organizing Committee member of the conference on Mathematics Across the Curriculum and Quantitative Reasoning, March 28, 2008, New York Organizing Committee member of the BMCC conference “Mathematics Education: History and New Perspectives”, 2005, New York.

Member of the American Mathematical Society since 2008, Association for Symbolic Logic since 2004; New York Academy of Sciences since 1999, and Moscow Mathematical Society since 1972.

“Topological semantics of justification logic,” In Edward A. Hirsch, Alexander A. Razborov, et al. (Eds.), Computer Science – Theory and Application, Lecture Notes in Computer Science (v.5010, pp. 30-39.) Springer 2008

15 years of teaching Mathematics at various CUNY colleges; Volunteer at the BMCC Teaching/Learning Center (TLC). 2004-present; Organized and directed The Teaching Research Team meeting in relation to The Teaching Research Team meeting in relation to the NSF grant titled “Indivisibles in Calculus Instruction”. BMCC/CUNY – Teaching Learning Center (TLC). December 18-19, 2005; Fellow of Advancing Community college Careers: Education, Scholarship, and

From recent publications: Cherif, Chokri. “An Alternative Method to the Classical Partial Fraction Decomposition.” AMATYC Review 29.41 (2007): 31-37. ISSN 0740-8404. Among recent presentations: “Logical Thinking of Students in Freshman Calculus”. 32n AMATYC Annual Conference. Cincinnati, Ohio. November 2-5, 2006.

55

Service, (Project ACCCESS). 2006 – 2007.





(f)


(g)Over thirty years of teaching Mathematics; Taught high school Mathematics for eleven years.

B.A. In Mathematics Education; M.A. In Mathematics Education (intermediate/senior division)

When the Instructor Must Take the Back Seat” in the peer reviewed journal PRIMUS (volume 17, pp. 157-166, summer 2007); “Training Teachers on Misconceptions about Probability.” Invited speaker at the Annual mathematics conference entitled “Getting Results in the Mathematics Classroom”. February, 2008. Clarkston, GA.

Over 10 years of ecperience teaching undergraduate mathematics. Member of the American Mathematical Society and National Space Society

SLn(G) Equals its own Derived Group” International Journal of Algebra, Volume 2, Number 9 – 12, (2008), (Pages 585 – 594)

Over 25 years of experience teaching Mathematics. Member in good standing of the American Mathematical Society, Mathematical Association of America, The History of Science Society, and The New York Academy of Sciences.

56

Faculty AssignmentFor each faculty member listed on the previous pages provide the information requested below.

Faculty Member Title of Positionat Institution

Full-time (FT) or Adjunct (Adj.) at the Institution

Full-time (FT) or Part-time (PT) in the Program

If Part-time in the Program, Specify Other Course Responsibilities

Titles of Courses Taught Which Are Not Part of the Program

Related Credits

Yolanda Medina Assistant Professor FT FT

Jean Y. Plaisir Assistant Professor FT FT ECE 102 Early Childhood Education I 3EDB 202 School in American Society-Bilingual 4

Alyse Hachey Associate Professor FT FT ECE 202 Curriculum & Program Planning I 3ECE 302 Curriculum & Program Planning II 3ECE 301 Early Childhood Education II 3

Shanti Rywkin Assistant Professor FT PT BIO 110 General Biology 4CHE 110 General Chemistry 3CHE 121 General Organic and Biochemistry 4CHE 122 General Organic and Biochemistry II 4

Susie Boydston-White Associate Professor FT PT CHE 125 Biochemistry 4CHE 121 General Organic and Biological Chemistry ICHE 122 General Organic and Biological Chemistry IICHE 125 BiochemistryCHE 121 General Organic and Biological Chemistry I

57






Related Credits

Igor V. Zaitsev Assistant Professor FT PT BIO 110 General Biology 4BIO 420 Microbiology 4BIO 425 Human Anatomy and Physiology 4

Anthony Creaco Assistant Professor FT PT ESC 113 Computer Aided Analysis for Engineering 32444

ESC 223 Switching Systems and Logic Design SCI 120 Computer Methods in SciencePHY 110 General PhysicsPHY 220 Physics II

David Waldman Professor FT PT PHY 110 General Physics 4PHY 225 University Physics II 4PHY 240 Modern Physics 3PHY 400 The Physics of Music 4

PHY 110 General Physics 4Nanette van Loon Assistant Professor FT PT BIO 110 General Biology 4

Dr. Claire Wladis Assistant Professor

Dr. Alla Morgulis Assistant Professor

Dr. Elena Nogina Professor

Dr. Chokri Cherif Associate Professor

58






Related Credits

Leonid Khazanov Assistant Professor

Dr. Jean Richard Assistant Professor

Dr. Jorge Maciel Assistant Professor

Dr. Nadarajah Kirupaharan

Assistant Professor

Dr. Yibao Xu Assistant Professor

59

Faculty To Be Hired

If faculty have not yet been retained, specify the number and title of new positions to be established and minimum qualifications:

Title of PositionNumber of

New Positions

Minimum QualificationsExpected

Hiring Date

60

ADMISSIONS

List the admission requirements for students in this program, including any special or optional admission requirements for this program. Describe how these requirements are intended to help assure that students are prepared to complete the program. Describe how the admission procedure will encourage enrollment by persons from groups historically underrepresented in the discipline or occupation.

This program has open admissions. There are no requirements, except that students will pass pre-calculus before taking the required calculus courses.

61

Appendix J - Projected Expenditures for the Proposed Program

Expenditures1 1st YearAcademic Year2

2nd YearAcademic Year2

3rd YearAcademic Year2

4th YearAcademic Year2


Faculty3

New Resources4

55,474 66,406 77,902 89,715 91,626

Equipment5

New Resources4

1,500 3,000 4,500 6,000 6,000

Other6

New Resources4

Total

New Resources4

56,977 69,406 82,402 95,715 97,626

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).

62

Appendix K - Projected Revenue Related to the Proposed Program

Revenues71st Year

Academic Year8





Tuition Revenue9

01. From Existing Sources10

02. From New Sources11

03. Total

45,040 70,400 87,200 66,160 28,160 23,920 70,400 130,800 194,240 270,320 68,960 140,800 218,000 260,400 298,480

State Revenue12



06. Total

41,195 64,200 80,250 60,455 25,680 21,935 64,200 120,375 177,620 246,635 63,130 128,400 200,625 238,075 272,315

Other Revenue13



09. Total

Grand Total14



TOTAL

86,235 134,600 167,450 126,615 53,840

45,855 134,600 251,175 371,860 516,955

132,090 269,200 418,625 498,475 570,795

7 Specify the inflation rate used for projections.8 Specify the academic year.9 Please explain how tuition revenue was calculated.10 Existing sources means revenue that would have been received by the institution even if the proposed program were not approved.11 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.12 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.13 Specify what is included in "other" category.14 Enter total of Tuition, State and Other Revenue, from Existing or New Sources.

63

Appendix L - Projected Capital Expenditures for the Proposed Program

There are no proposed capital expenditures for the proposed program.

Expenditures 1st YearAcademic Year15





1. Capital Facilities

2. Equipment(Capital Expenditures)16

3. Total CapitalExpenditures

15 Specify the academic year.16 Do not include equipment expenditures made from the operating budget; include these expenditures in Table 1.

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ATTACHMENT CACADEMIC SENATE MINUTES 5/27/09

Academic Year 2008-2009Curriculum Committee Report

________________________________________________________________________

September:

A. Action: Dorothy Grasso was unanimously elected Chair of the committee.

B. Action: Hollis Glaser was unanimously elected Secretary of the committee.

C. Action: Gay Brookes was unanimously elected Representative to the Executive Committee.

November:Proposals: The following proposals were discussed and voted on:

a. Computer Information Systems new course: CIS 316—Introduction to Digital Forensics.

This course introduces students to the purpose and process of digital forensics and investigations. Using industry standard software and hardware tools, students will learn the fundamentals of computer forensics and effective investigative strategies to acquire and analyze digital evidence for

use in criminal and civil proceedings. Incident response techniques, the chain of custody for proper handling of digital evidence, guidelines for digital evidence collection and forensic reporting for law enforcement and investigations will be discussed.

This course proposal was unanimously approved by the committee.

b. Computer Information Systems new course: CIS 317—Introduction to Cryptography.

This course provides students with the cryptographic practices, protocols and mathematics necessary to accomplish information and communication security. Topics include history of cryptography; symmetric encryption methods; mathematics background for asymmetric methods; asymmetric methods used in cryptography and cryptographic primitives and their application.

This course proposal was unanimously approved by the committee.

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c. Course Revision from the Science Department regarding SCI 120 Computer Methods in Science—changing a prerequisite from MAT 056 to MAT 206.

The rationale for the new prerequisite is to match the equivalency requirement from City College.

The proposal to change the prerequisite for SCI 120 was unanimously approved by the committee.

d. Curriculum Revision from the Teacher Education Department to change the requirements for the EDB sequence regarding science courses. The proposal would require EDB students to take two 100 level science courses instead of a 100-200 level sequence.

Rationale: The new requirements would be more in line with City College requirements.

Pending a letter of approval from City College, the committee unanimously approved the curriculum changes.

e. Curriculum Revision from the Teacher Education Department to change the requirements for the EDU sequence regarding science courses. The proposal would require EDU students to take two 100 level science courses instead of a 100-200 level sequence.

Rationale: The new requirements would be more in line with City College requirements.

Pending a letter of approval from City College, the committee unanimously approved the curriculum changes.

February:

A. Music 116, a new course from the department of Music and Art was deferred at the request of the department.

B. VAT 303, Digital Cinematography, a new course from the department of Speech, Communication, and Theatre Arts was unanimously approved on the condition that full citations are used throughout.

March:

A. Proposals: The following proposals were discussed and voted on.

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A.A. in Criminal Justice as a dual admission/joint degree program with John Jay College, presented by Kenneth Anderson and Ronald Clare. This program will allow student to begin their criminal justice major at BMCC and be guaranteed a place at John Jay College after successfully completing their A.A. degree.

The committee unanimously approved this program and advised the presenters to change the percentages on the student survey on p. 48 to add up to 100%

New department entitled Media Arts and Technology, presented by Dr. Susana Powell. This new department will combine the Video Arts and Technology Program with the Multimedia Programming and Design Program, currently housed in three different departments (Music and Art, Speech, Communication, and Theatre Arts, and Computer Information Systems).

The committee unanimously approved this program and advised the presenters to prepare additional information for the faculty senate review.

B. Draft Course Syllabus Template, presented by Dr. Erwin Wong. The committee discussed the template and suggested minor changes that would add clarity: to add “choose one” to the General Education Goals box, to change “Goals” to “Learning Outcomes,” and to move the General Education box to come before the Course Student Learning Outcomes box. The committee also suggested a draft of the template for the course catalogue.

April:

A. Proposals: The following proposals were discussed and voted on.

New Course--MUS 116/EDU 204, presented by Howard Meltzer and Louise Ammentorp. “Music and Movement in Learning” prepares future elementary school teachers to bring music to the classroom focusing on singing, conducting, and choreography.

The committee approved this course with the stipulation that ENG 088, ESL 094 and ACR 094 will be prerequisites and a typo will be fixed on the department minutes that refer to the course as MUS 115 instead of 116.

New Course--CHI 476, presented by Jianguo Ji.“Chinese Cultural Heritage” is a study abroad course that develops students’ Chinese language skills and expands their knowledge of Chinese culture and social development.

The committee unanimously approved this course.

Course Revision--LIN 100/ANTXXX presented by Maureen Matarese.

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“Language and Culture” is a revision for LIN 100 and a new course for ANT. It allows LIN 100 to be cross-listed with the ANT (# yet to be designated). The cross-listing gives the course more visibility and enrollment and allows for a smoother articulation with other CUNY colleges that have Anthropology departments.

The committee unanimously approved this course on the condition the syllabus be completed with all of the required elements. The committee also recommended teaching research ethics during the course.

B. Draft Course Syllabus Templates, presented by Erwin Wong. Dr. Wong presented four versions of the template. The committee discussed the templates and voted for the version which has the course student learning outcomes first, then the General Education Learning Outcomes, both in boxed grids.

May: A. Proposals: The following proposals were discussed and voted on:

a. English new course: ENG 360—Italian American Literature

This course proposal was approved with one abstention by the committee assuming the following changes are made:

-student learning outcomes are revised appropriately-complete citations are supplied throughout-week fifteen is added to the syllabus-use new attendance policy-date effective on first page is Spring 2010-plagiarism policy is submitted in consistent typeface

b. TED new curriculum: Secondary Education

This curriculum will train secondary education teachers in math and science. There are letters of support from Lehman and City College. The committee noted that approving this curriculum also approved two new courses: EDS 201 (Adolescent Development) and EDS 202 (Special Topics in Secondary School).

This course proposal was unanimously approved by the committee assuming the following changes are made:

-Q.6 on first sheet should be changed from “Yes” to “No-Need new attendance policy-Physics requirement should be 215, 225, and 240 (dropping 210 and 220)

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It was also requested that the TED department consider HED 100 as a requirement for the BIO sequence.

Respectfully submitted,

Hollis F. Glaser

Secretary

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Attachment CAcademic Senate

Admissions Committee Resolution on Admissions and Retention

Preamble:Following extensive meetings with personnel involved with intake data on admissions of students to BMCC, this committee analyzed and discussed admissions data in the light of present and prospective physical space limitations, the economic recession, and increased enrollment from unemployed persons and returning veterans to be accompanied by government stimulus funds.

In deliberating, the committee determined that…

Whereas, current CUNY application process permits students to apply to up to six different schools within the system, with BMCC, according to our Office of Admissions, being a favored choice because of its programs and their flexibility, faculty, and location;

Whereas, according to our Office of Admission, BMCC ranks 5th in the nation among community colleges receiving international students;

Whereas, we are legally required to exercise Open Admissions, which includes both BMCC and CUNY-wide students requiring remediation;

Whereas, there is Stimulus Money going to community colleges including funding for returning veterans;

Whereas, the desirable increase in retention will have an additional impact on classroom overcrowding and scheduling;

Whereas, the forecast is for an increase in student population due to displaced workers seeking better skills, and returning veterans;

Whereas, distance learning has been advocated as a means to obviate pressing problems of space limitation;

Therefore, the Committee, after due deliberation, resolved that the College be urged to:

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Examine Institutional Research data about on-line/hybrid courses in order to discover how they apply to effective retention and the resolution of space issues.

Develop a communication network in order to facilitate course availability across CUNY during registration.

Request a more transparent way to explore and address use of stimulus monies.

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ATTACHMENT DACADEMIC SENATE MINUTES 5/27/09

Faculty Development CommitteeAcademic Senate Standing Committee

End-of-year Report, 2008-2009

Faculty Development Day“Getting Tenure: The Long and Winding Road” October 28, 2008, 12-2 pm Richard Harris TerracePanel of faculty/chairs including VP Sadie Bragg, Professor Philip Belcastro, Professor Peter Consenstein, Professor Gay Brookes, Professor Danny Lynch, PSC Laguardia Chapter Representative, and Professor Nidia Pulles-Linares.

Professor John Beaumont, TLC, Publications Committee wrote an article on the event for Faculty Focus.

Faculty Development Grants, 2009-201049 proposals were submitted and 16 awards were granted.The selection process involved the following procedure:

1) Review of all proposals by all members of the committee (1-month)2) Scoring by individuals according to a rubric that covered relevant facets outlined

in the application form (significance of project, lit review, how results will reach intended audience, potential contribution of project to field, clear explanation of methodology, ability to accomplish in allotted time, budget, CV and supporting materials, professional development, benefit of overall project to BMCC)

3) We got average for each applicant based on all raters' scores4) We discussed each of the top proposals to come to mutual agreement on the

finalists. Some people had strong objections to some proposals and if those reservations were reasonable and shared by others those proposals were eliminated.

A luncheon honoring the awardees was sponsored by the Office of the President and the Office of Academic Affairs on May 13, 2009 from 12-2 pm in the Henry Hudson Room. President Perez and VP Bragg and Dean Gillespie made the presentations of the awards to recipients.

Joe Doctor Colloquium“Publish or Perish: Staying Alive.” April 29, 2009, 12-2 pm, Richard Harris Terrace.Faculty panel: Professor Sarah Salm, Professor Patricia Mathews-Salazar, Professor Jack Estes, and Professor Eugenia Yau.

WikiFelix Apfaltrer has set up a wiki for Faculty Development Committee as a repository of documents/files/minutes/agendas.

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Organizational/Committee HistoryThis year the Faculty Development Committee dedicated time and energy to establishing a record of the committee’s work – the organizational structure, cohorts of winners, files of past proposals, etc. We have all contributed to establishing a timeline and descriptions of duties and responsibilities for members serving on this committee.

Recommendations1. We encourage the Committee of the Committees to reassign some members to this

Committee to ensure continuity.2. We encourage the Committee on Committees to assign at least 1 faculty member from

the Science department to provide input on the quality of proposals submitted by science faculty.

3. We recommend that the Faculty Development Committee work with the TLC and the Science and Math departments to organize a presentation on how to write proposals that are comprehensible to the lay person.

4. We recommend changes in the application form, including a note that applicants should keep their audience in mind and that they should adhere to the proposal outline that is presented in the application form.

5. We recommend that the application process be conducted electronically. A template and application form should be designed and all proposals should be submitted online.

6. We would like to request that a certain budget be allocated for outside speakers at the Joe Doctor and the Faculty Development Day colloquia.

7. We would like to recommend that physical space be allocated for storage of files/doc uments.

8. We recommend that the application letter for the grant be amended to include a requirement that the applicant supply documentation that they have applied for IRB approval if the study deals with human subjects.

9. Regarding notification of recipients of the Faculty Development Grant and notification to applicants who did not receive the award, it is recommended that the email list NOT show the list of all people. To avoid this, it is suggested that the notification be emailed to the chair and/or committee and that the recipients be listed under the .bcc column. This way the applicants will not see who received the award or didn’t.

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ATTACHMENT EACADEMIC SENATE MINUTES 5/27/09

Instruction Committee ReportFall 2008 – Spring 2009

Members:Hieu-Dang (student)Ann Friedman Saavik Ford Nick Kalogeropoulos Harvey Man M. Clair Pamplin Connett Powell Patricia Mathews-Salazar Rachel Theilheimer Ching-Song Don Wei

Officer:Chair: Ching-Song Don WeiSecretary: Harvey ManExecutive Committee Representative: M. Clair Pamplin

Meetings: September 3, 2008, November 5, 2008, December 3, 2008, February 4 2009, March 4, 2009, April 1, 2009, May 11, 2009

Summary of work:Issues that were discussed include revision of college absence policy, feedbacks of new Student Evaluation of Faculty forms and new syllabus template, and resolutions of class size and late registration. The College absence policy was widely investigated and discussed. The percentage of class hours was used to set the maximum absence in the first proposal and was later amended to “one more class hour than the contact hours as indicated in the BMCC college catalog.” The final proposal was reviewed by registrar office and approved by college Academic Senate on March 25, 2009. On March 4, 2009, Ms. Kimberly Gargiulo shared the new draft syllabus that required additional learning assessment section. The committee received a draft resolution about class size from Professor Penelope W. Lewis. After discussion, the committee decided to enhance it by creating two resolutions: class size and late registration. These two resolutions was proposed and approved by college Academic Senate on April 24, 2009.

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The committee would like to suggest having an orientation for introducing responsibilities, functions, and roles to new members.

Submitted by Ching-Song Don Wei

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ATTACHMENT FACADEMIC SENATE MINUTES 5/27/09

Student Affairs CommitteeChair’s Final Report 2008-2009

Committee Roster: Nkechi Agwu, Lynda Carlson, Marva Craig, Jacob Kramer, Simoy Lewin, Melissa Nashat, Colin Persaud, Howard Sage, June SotoOfficers: Chair, Jacob Kramer; Secretary, Colin Persaud; Liaison to the Executive Committee, Howard SageNon-committee members who significantly contributed to the work of the committee: Ardie DeWalt, Director of Counseling; Jennifer Felix, Learning Resource Center; Thomas Lew, Director, Instructional Technology; Mark Rivera, Financial Aid Office; Diana Sostre, Counseling Department; James Tynes, Director, Learning Resource CenterThis year the Student Affairs Committee took the following actions:

Revised and passed a resolution on hiring more faculty counselors. This resolution passed the Academic Senate on February 25

Drafted a resolution calling for an MTA student pass proposed by Professor Robert Lapides. This resolution passed the Academic Senate on February 25.

Contacted Vice President Scott Anderson about removing the trailers on West Street and drafted a resolution that is awaiting a committee vote. It is the feeling of the committee that alternate space should be used whenever possible.

Revised the Academic Warning Form and split it into two separate forms, one for academic issues and one for behavioral issues. This was to make the form less negative and to make it clearer to faculty that it is the appropriate instrument for addressing classroom behavior. We have received feedback on the draft from the Learning Resource Center and are awaiting comment from the Counseling Department.

Made the links to Blackboard more logical and easy to find by moving them to the first level of the Student Services page.

Discussed with members of the Financial Aid staff eligibility for financial aid for remedial courses and the payout of positive balances to students.

My only suggestion for improving the functioning of the committee is to make sure there are enough members left to do the work of the committee--and to communicate clearly to the chair who is no longer a member--after people are elected to College Council Committees. Respectfully,

Jacob Kramer

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ATTACHMENT GACADEMIC SENATE MINUTES 5/27/09

Final Report Admissions Committee 2008-2009

Committee Members: Eugenio Barrios (ex officio), Maria Enrico, Jeff Hong, Acte Y. Maldonado, Peter Nguyen, Jacqueline M. Nichols, Shirley Rausher, Rochelle Weinstein, Josh Wolfson, student Akinlalu Adedyo of SGA (no show).Officers: Chair: Rochelle Weinstein, Secretary: Jacqueline M. Nichols, Representative toExecutive Committee: Peter Nguyen.

According to the Governance Plan adopted by the Board of Trustee of the City University of New York on April 30, 2007, the charge of the Admissions Committee is as follows:“The Admissions Committee reviews, proposes and recommends policies pertaining to student recruitment, admissions and retention.During the past academic year the committee met on the first Wednesday of the academic month and discussed issues related to its charge. What follows is a summary of our discussions.Appended is a set of our recommendations based on the monthly discussions as reported in the Minutes. Sept 8, 2008: The committee, with a transitional makeup pending final membership changes duefrom the Committee on Committees, selected officers and agreed that it was necessary to obtainand examine all documents produced in the last two years of the Committee to help determine its agenda for the year.Nov 5, 2008: The Chair distributed papers assembled and collected with the aid of pastcommittee member Shirley Rausher and past President Yeghia Aslanian. In

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the ensuing discussion of special interest was the letter of 8/23/07 from then UFS Chair Manfred Philipp, addressed to all Academic Senate Chairs in CUNY, inquiring as to the establishment and composition of UFS-negotiated committees to review cases of students denied admission on the basis of their admission index scores: such committees to be given the power to grant admission to students otherwise denied it; the negotiation agreed to in a letter from then Vice Chancellor (Mirrer, then Botman). Clarification on this matter, from Dr. Eugenio Barrios, Director of Enrollment Management at BMCC, confirmed that in our capacity as the standing committee forAdmission of our Academic Senate, we have this power. The Committee resolved to invite Dr. Barrios and his Staff to a future meeting of our committee for an in depth presentation of the many new and complex issues confronting the college. Among these are increasing concerns voiced by students, faculty and administrative staff regarding the overcrowded conditions at ourcollege in the face of the huge recent increase in enrollment, plus the discovery that there is no uniformity in enrollment policies at the various CUNY branches.

Dec. 3, 2008: The concept paper “A New Community College” was discussed with emphasis of admission policies and procedures outlined in the draft. CPE standards at BMCC were discussed in the context of their impact on admission practices at CUNY’s Senior Colleges The 10/22/00

Financial Highlight document presented at Faculty Council by Fiscal Officer Elena Samuels was examined for the light it shed on BMCC’s growing enrollment.Feb 4, 2009. At this meeting expert and lucid presentations were made by Dr Eugenio Barrios and his Staff, including Antoinette Middleton,

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Associate Director of Admissions, and Lily Yi-Elkin, Assistant Director of International and Transfer Services. We learned about the new problems and opportunities engaging our College as their office works 24/7 to admit, advise and integrate a student population which has reached an all-time high of 22, 831. Dr. Barrios noted that we obtain our students 1) as Returnees, 2) as new students, 3) as Direct Referrals and 4) asOpen House Attendees. Because of the new application procedure permitting students to select up to 6 institutions, BMCC is often the first choice among two-year colleges. This explains, in part why we have received 11,000 more applicants this year than in the previous year, and haveenrolled 3-400 more students than in Spring 2008. Dr. Barrios discussed the impact of thisincreased enrollment on Enrollment Services. Ms. Yi-Elkin noted that among community colleges, BMCC is fifth in the nation in the number of enrolled international students – at present 2000. According to the Governor’s mandate we must respect the rules of the New York State Board of Regents in accepting and accrediting institutions attended by our international students.But there are concerns about students who, transferring to BMCC, request credit for coursestaken abroad; this is because, while according to CUNY policy, such students must divulge all educational transcript at the time of initial registration, in practice some do not do so until afterthey are enrolled.March 4, 2009: The committee reviewed statements and documents from the Feb 4 meeting. In discussing the impact of increased enrollment and overcrowded classrooms on student learning outcomes, we began our review of all materials in preparation for our statement of Resolutions tothe Academic Senate. April 1, 2009: Committee members discussed the impact of rolling registration before classes begin, and the issues concerning late registration. Members drafted the Committee’s statement ofResolutions to be presented to Academic Senate.May 13, 2009: Members finalized the Resolutions for presentation to the Academic Senate and gave a copy to our representative Peter Nguyen for delivery to the Executive Committee.The statement of Resolutions is here appended to our Final Report.

Rochelle Weinstein, Chair May 18, 2009

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ATTACHMENT HACADEMIC SENATE MEETING 5/27/09

Resolution in Opposition of the Amendment of Article IX Section 9.1b of the Bylaws to Limit Department Chairs to Two Consecutive Terms

Whereas: Historically CUNY Faculty’s secret ballot election of their department chair, from their peers; is an established and recognized right acknowledged by CUNY, CUNY’s Faculty Governance Contracts and PSC-CUNY contracts;

Whereas: CUNY’s argument to limit department chairs to two consecutive terms that is, “…(this) will give more faculty the opportunity to serve as chairpersons…”; wholly igmores the existing practice that all eligible faculty members may seek the chairperson’s position;

Whereas: CUNY’s argument to limit department chairs to two consecutive terms that is, “…as different faculty members have diverse viewpoints and leadership styles, the department will benefit by having new department chairpersons who will bring fresh ideas and approaches to managing their departments…”; wholly discounts faculty’s collective voice and judgment of their disciplines’ needs in terms of the academic administration of their department;

Whereas: CUNY’s perspective that academicians have diverse viewpoints and leadership styles, and that academic divisions benefit by having academicians replaced on a six-year cycle to bring in fresh ideas and approaches to managing -- is not reflected or applied to any university wide or college-wide administrative positions from college deans on through college presidents, on through university deans to university provosts;

Whereas: CUNY grants the power to college presidents to remove department chairpersons, at any time during their term of office, and subsequently appoint a replacement chairperson;

Whereas: The notice to amend article IX of the Bylawas wwas posted at the conclusion of the academic year for faculty governing bodies;

Whereas: The notice to amend article IX of the Bylaws was posted without prior or discreet consultation with any formal CUNY faculty governance body or the PSC-CUNY;

Whereas: The notice to amend article IX of the Bylaws is an implicit action to limit faculty’s established right to elect a department chairperson from their peers;

Be it resolved that the BMCC Academic Senate is opposed to the amendment of Article IX, Section 9.1b of the Bylaws to limit department chairs to two consecutive terms.

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ATTACHMENT IACADEMIC SENATE MINUTES 5/27/09

End of the Year Report The Ad Hoc Academic Freedom Committee

Final Proposal: The Academic Senate should develop an Academic Freedom Standing Committee:

a. 5 membersb. Charges of the committee:

-Develop a policy/procedure manual for academic freedom violations specific to BMCC.

-Educate the faculty on Academic Freedom issues/concerns.-address general issues on the rights & responsibilities of the faculty-monitor nationwide threats to academic freedom

-Track Academic Freedom violations/concerns at BMCC. -Create a formal record of Academic Freedom violations at BMCC-Monitor college materials for academic freedom

information-Initial Screening and oversight

-receive complaints, investigate and follow-up-receive complaints, refer and follow-up

The motion that the governance be changed to establish a Standing Committee for Academic Freedom was unanimously passed at the Academic Senate meeting on 4/22/09Chair: Dorothy Grasso Members: Page Delano, Joy Dunkley and Shirley Rausher

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ATTACHMENT JACADEMIC SENATE MINUTES 5/27/09

Resolution in Opposition of the Amendment to Limit the Bylaws to Limit Department Chairs to Two Terms

Whereas: Historically CUNY Faculty’s secret ballot election of their department chair by their peers is an established and recognized right acknowledged by CUNY, CUNY Faculty Governance Contracts and PSC-CUNY contracts;

Whereas: CUNY’s argument to limit department chairs to two consecutive terms, that is, “…(this) will give more faculty the opportunity to serve as chairpersons…”; wholly ignores the existing practice that all eligible faculty members may seek the chairperson’s position;

Whereas: CUNY’s argument to limit department chairs to two consecutive terms, that is, “…as different faculty members have diverse viewpoints and leadership styles, the department will benefit by hainvg new department chairpersons who will bring fresh ideas and approaches to managing their departments…”; wholly discounts faculty’s collective voice and judgment of their disciplines’ needs in terms of the academic administration of their department;

Whereas: CUNY’s perspective that academicians have diverse viewpoints and leadership styles, and that academic divisions benefit by having academicians replaced on a six-year cycle to bring in fresh ideas and approaches to managing – is not reflected or applied to any university-wide or college-wide administrative positions from college deans on through college presidents, on through university deans to university provosts;

Whereas: CUNY grants the power to college presidents to remove department chairpersons, at any time during their term of office, and subsequently appoint a replacement chairperson;

Whereas: The notice to amend article IX of the Bylaws was posted at the conclusion of the academic year for faculty governing bodies;

Whereas: The notice to amend article IX of the Bylaws was posted without prior or discreet consultation with any formal CUNY faculty governance body or the PSC-CUNY;

Whereas: The notice to amend article IX of the Bylaws is an implicit action to limit faculty’s established right to elect a department chairperson from their peers;

Be it resolved that the BMCC Committee of Chairpersons is opposed to the amendment of Article IX, section 9.1b of the Bylaws to limit department chairs to two consecutive terms.

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Documents

AS agenda - Borough of Manhattan Community College Minutes52709.doc · Web viewProf. Apfaltrer presented the committee’s wiki which houses all documents and information pertaining