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CUNY Queens College
Traditional Program
2010-11
Print Report Card
Program Information
Name of Institution: CUNY Queens College
Institution/Program Type: Traditional
Academic Year: 2010-11
State: New York
Address: 65-30 Kissena Blvd
Flushing, NY, 11367
Contact Name: Ms. Christine Howard
Phone: 718-997-5413
Email: [email protected]
Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No
TQE partnership name or grant number, if applicable:
Section I.a Program Admission
For each element listed below, check if it is required for admission into any of your initial
teacher certification program(s) at either the undergraduate or postgraduate level.
Element Undergraduate Postgraduate
Application Yes Yes
Fee/Payment Yes Yes
Transcript Yes Yes
Fingerprint check Yes Yes
Background check Yes Yes
Experience in a classroom or working with children Yes Yes
Minimum number of courses/credites/semester hours completed Yes Yes
Minimum high school GPA No No
Minimum undergraduate GPA Yes Yes
Minimum GPA in content area coursework Yes Yes
Minimum GPA in professional education coursework Yes Yes
Minimum ACT score No No
Minimum SAT score Yes No
Minimum GRE score No No
Minimum basic skills test score Yes No
Subject area/academic content test or other subject matter
verification Yes Yes
Recommendation(s) Yes Yes
Essay or personal statement No Yes
Interview No Yes
Resume No Yes
Bechelor's degree or higher No Yes
Job offer from school/district No No
Personality test No No
Other (specify: OPI ) Yes Yes
Provide a link to your website where additional information about admissions requirements can
be found:
http://qc.cuny.edu
Indicate when students are formally admitted into your initial teacher certification program:
Junior year post graduate
Does your initial teacher certification program conditionally admit students? Yes
Please provide any additional about or exceptions to the admissions information provided above:
Section I.b Program Enrollment
Provide the number of students in the teacher preparation program in the following categories.
Note that you must report on the number of students by ethnicity and race separately. Individuals
who are non-Hispanic/Latino will be reported in one of the race categories. Also note that
individuals can belong to one or more racial groups, so the sum of the members of each racial
category may not necessarily add up to the total number of students enrolled.
Total number of students enrolled in 2010-11: 2815
Unduplicated number of males enrolled in 2010-11: 556
Unduplicated number of females enrolled in 2010-11: 2259
2010-11 Number enrolled
Ethnicity
Hispanic/Latino of any race: 265
Race
American Indian or Alaska Native: 0
Asian: 306
Black or African American: 129
Native Hawaiian or Other Pacific Islander: 0
White: 2073
Two or more races: 0
Section I.c Supervised Experience
Provide the following information about supervised clinical experience in 2010-11.
Average number of clock hours required prior to student teaching 120
Average number of clock hours required for student teaching 518
Number of full-time equivalent faculty in supervised clinical experience during this
academic year 82
Number of full-time equivalent adjunct faculty in supervised clinical experience during
this academic year (IHE and PreK-12 staff) 68
Number of students in supervised clinical experience during this academic year 1276
Please provide any additional information about or descriptions of the supervised clinical
experiences:
Section I.d Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2010-11. For
the purposes of this section, number prepared means the number of program completers.
"Subject area" refers to the subject area(s) an individual has been prepared to teach. An
individual can be counted in more than one subject area. If no individuals were prepared in a
particular subject area, please leave that cell blank. (§205(b)(1)(H))
Subject Area Number Prepared
Education - General
Teacher Education - Special Education 104
Teacher Education - Early Childhood Education 31
Teacher Education - Elementary Education 192
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education 273
Teacher Education - Multiple Levels 269
Teacher Education - Agriculture
Teacher Education - Art 31
Teacher Education - Business
Teacher Education - English/Language Arts 76
Teacher Education - Foreign Language 23
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics 13
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics 52
Teacher Education - Music 16
Teacher Education - Physical Education and Coaching 38
Teacher Education - Reading
Teacher Education - Science Teacher Education/General Science
Teacher Education - Social Science
Teacher Education - Social Studies 95
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology 11
Teacher Education - Chemistry 14
Teacher Education - Drama and Dance
Teacher Education - French 2
Teacher Education - German
Teacher Education- History
Teacher Education - Physics 3
Teacher Education - Spanish 17
Teacher Education - Speech 15
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science 4
Teacher Education - English as a Second Language 42
Teacher Education - Bilingual, Multilingual, and Multicultural Education 9
Education - Other
Specify:
Section I.d Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year 2010-11.
For the purposes of this section, number prepared means the number of program completers.
"Academic major" refers to the actual major(s) declared by the program completer. An
individual can be counted in more than one academic major. If no individuals were prepared in a
particular academic major, please leave that cell blank. (§205(b)(1)(H))
Academic Major Number Prepared
Education - General
Teacher Education - Special Education 104
Teacher Education - Early Childhood Education 31
Teacher Education - Elementary Education 192
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education 273
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts 76
Teacher Education - Foreign Language 23
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics 13
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics 52
Teacher Education - Music 16
Teacher Education - Physical Education and Coaching 38
Teacher Education - Reading
Teacher Education - Science 32
Teacher Education - Social Science
Teacher Education - Social Studies 95
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology 11
Teacher Education - Chemistry 14
Teacher Education - Drama and Dance
Teacher Education - French 2
Teacher Education - German
Teacher Education - History
Teacher Education - Physics 3
Teacher Education - Spanish 17
Teacher Education - Speech 15
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science 4
Teacher Education - English as a Second Language 42
Teacher Education - Bilingual, Multilingual, and Multicultural Education 9
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
Psychology
Social Sciences
Anthropology
Economics
Geography and Cartography
Political Science and Government
Sociology
Visual and Performing Arts
History
Foreign Languages
Family and Consumer Sciences/Human Sciences
English Language/Literature
Philosophy and Religious Studies
Agriculture
Communication or Journalism
Engineering
Biology
Mathematics and Statistics
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
Geological and Earth Sciences/Geosciences
Physics
Business/Business Administration/Accounting
Computer and Information Sciences
Other
Specify:
Section I.e Program Completers
Provide the total number of initial teacher certification preparation program completers in each
of the following academic years:
2010-11: 718
2009-10: 1129
2008-09: 928
Section II. Annual Goals
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development programs) or
alternative routes to state certification or licensure program, and that enrolls students receiving
Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of
prospective teachers trained in teacher shortage areas designated by the Secretary or by the state
educational agency, including mathematics, science, special education, and instruction of limited
English proficient students. IHEs that do not have a teacher preparation program in one or more
of the areas listed below can enter NA for the area(s) in which the IHE does not have that
program.
Teacher
shortage area Goal for increasing prospective teachers trained
Mathematics Academic year: 2010-11
Goal: 35UG-30AC-30G
Goal met? Yes
Description of strategies used to achieve goal:
Undergraduate Goal met 30:
The TIME 2000 program sends out brochures to mathematics Assistant
Principals and Guidance Counselors in local schools and offers $1000 per
semester tuition scholarships for students. TIME 2000 also hosts an annual
conference in which 350 high school students who are interested in mathematics
attend. TIME 2000 also advertises on the Web with its own Web site.
_______________________________________________
Advanced Certificate Goal met 33
The program has an excellent reputation which has spread throughout the
metropolitan area.
_______________________________________________
Graduate Degree Goal met 17:
We try to encourage our undergraduates with Scholarships upon graduation.
Description of steps to improve performance in meeting goal or lessons learned
in meeting goal:
Undergraduate:
The TIME 2000 Web site has been redesigned so that it is more easily reached
by different students. We are planning on having a well known keynote speaker
at our annual TIME 2000 Conference which should attract more people. We are
working on the design of a new brochure and are working with undergrad
admissions to get mailing lists of students who have high scores on their
mathematics SAT's.
_______________________________________________Advanced Certificate:
We are planning on offering an MAT Degree along with Initial Certification
which should be very attractive to our students. Also, they will have the
flexibility of taking several modules of study that may be of interest to them.
_______________________________________________
Gradate Degree
We are in the process of registering modular programs with the State that allow
our mathematics education MS ED candidates to take modular units of study that
will give them certification in bilingual Education, Students with Disabilities,
and Literacy
Science Academic year: 2010-11
Goal: Increase Retention
Goal met? Yes
Description of strategies used to achieve goal:
Undergraduate:
Concentrate on helping students in difficult science and math course to improve
retention. Intervene early when students are having problems.
_______________________________________________
Advanced Certificate:
Use technology to enable course flexibility and learning outside of traditional
course time. Increased emphasis on science content, nature of science and
science as inquiry.
_______________________________________________
Masters:
Use technology to differentiate instruction so that students can learn research
techniques and statistics most suited to their particular research projects. Use
technology to enable peer feed back on research projects. Use technology to
make schedule of class more flexible and accessible.
Description of steps to improve performance in meeting goal or lessons learned
in meeting goal:
Undergraduate:
Increase advising contact hours with students through online interaction, help
students improve study skills and time management in order to improve
retention. Some undergraduates have problems with their introductory science
and math courses and if they get timely help and advising, it can enable them to
succeed and graduate. If they do not receive prompt attention their GPA suffers
and they may not be able to complete the minor and get their science teaching
certification.
_______________________________________________
Advanced Certificate:
Implemented a web-enhanced course outline, screencasing, a learning
management system, and other tools to extend learning outside of normal class
time. Scheduled courses to enable team teaching.
_______________________________________________
Masters:
A Web enhanced course outline was used along with a learning management
system, this helped students meet course requirements and accomplish tasks
better since they are all working as full time teachers. The increased opportunity
for peer feed back definitely improved the quality of the students' research
projects.
Special
education
Academic year: 2010-11
Goal: 86
Goal met? No
Description of strategies used to achieve goal:
For the early childhood special education program, we are in the process of
applying for a personnel preparation grant from OSEP that will prepare
candidates who will be working with young children and their families from
culturally and linguistically diverse background in high needs communities and
schools.
Description of steps to improve performance in meeting goal or lessons learned
in meeting goal:
We have revised our Master's Special Education Program to align with the new
regulations recently issued by the State Education Department of New York on
preparing teachers for students with disabilities at the secondary level. The new
regulations will allow teacher preparation programs to train generalists for
students with disabilities in grades 7-12.
Instruction of
limited
English
proficient
students
Academic year: 2010-11
Goal: Admit all students
Goal met? Yes
Description of strategies used to achieve goal:
TESOL - Undergraduates - Close cooperation with the Advising Center at
Queens College
_______________________________________________
Graduates
Excellence of programs draws high quality of students
Description of steps to improve performance in meeting goal or lessons learned
in meeting goal:
TESOL - Undergraduates
Strong departmental advising program for majors
_______________________________________________
TESOL - Graduates
Excellence of programs draws high quality of students
_______________________________________________
TESOL - Post Masters Advanced Certificate Program
Excellence of program draws highly qualified students
NA Academic year: 2010-11
Goal: NA
Goal met?
Description of strategies used to achieve goal:
Description of steps to improve performance in meeting goal or lessons learned
in meeting goal:
Provide any additional comments, exceptions and explanations below:
Section II. Assurances
Please indicate whether your institution is in compliance with the following assurances.
Training provided to prospective teachers responds to the identified needs of the local
educational agencies or States where the institution’s graduates are likely to teach, based on past
hiring and recruitment trends.
Yes
Training provided to prospective teachers is closely linked with the needs of schools and the
instructional decisions new teachers face in the classroom.
Yes
Prospective special education teachers receive coursework in core academic subjects and receive
training in providing instruction in core academic subjects.
Yes
General education teachers receive training in providing instruction to children with disabilities.
Yes
General education teachers receive training in providing instruction to limited English proficient
students.
Yes
General education teachers receive training in providing instruction to children from low-income
families.
Yes
Prospective teachers receive training on how to effectively teach in urban and rural schools, as
applicable.
Yes
Describe your institution’s most successful strategies in meeting the assurances listed above:
Adhering to the conceptual framework of the education unit of Queens College, NCATE
(National Council For the Accreditation of Teacher Education) and the individual Program SPAS
(Specialty Program Associations).
Music Education:
All Music Education students are required to spend 120 hours in classrooms prior to student
teaching. They are required to write wiki paper on specific disabling conditions. They do in-class
presentations on their assigned condition. They know the basics of the laws addressing learners
with exceptionalities. Many of our students have themselves been limited English proficient. We
spend time in MUS 265 discussing how music can enhance learning for those students with
limited English. All students are required to observe in both urban and suburban schools in MUS
267, 365, and 366. A class is devoted to discussing similarities and differences in these settings,
and what skills and dispositions are desirable in teachers. Readings in urban education are
required in MUS 366.
Section III. Assessment Rates
Assessment code - Assessment name
Test Company
Number
taking
Avg.
scaled
Number
passing
Pass
rate
State
Average
State
Average
Group tests score tests (%) pass
rate
(%)
scaled
score
032 -BEA - KOREAN
Evaluation Systems group of Pearson
All program completers, 2008-09
1
028 -BEA - Mandarin
Evaluation Systems group of Pearson
Other enrolled students
2
028 -BEA - Mandarin
Evaluation Systems group of Pearson
All program completers, 2010-11
2
028 -BEA - MANDARIN
Evaluation Systems group of Pearson
All program completers, 2009-10
4
028 -BEA - MANDARIN
Evaluation Systems group of Pearson
All program completers, 2008-09
2
024 -BEA - Spanish
Evaluation Systems group of Pearson
All program completers, 2010-11
4 97 258
024 -BEA - SPANISH
Evaluation Systems group of Pearson
All program completers, 2009-10
7 100 256
024 -BEA - SPANISH
Evaluation Systems group of Pearson
All program completers, 2008-09
2 98 263
006 -Biology CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
2 96 255
006 -Biology CST
Evaluation Systems group of Pearson
Other enrolled students
10 243 8 80 94 250
006 -Biology CST
Evaluation Systems group of Pearson
All program completers, 2010-11
16 258 16 100 98 257
006 -BIOLOGY CST
Evaluation Systems group of Pearson
All program completers, 2009-10
10 257 10 100 100 256
006 -BIOLOGY CST
Evaluation Systems group of Pearson
All program completers, 2008-09
28 253 28 100 99 257
007 -Chemistry CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
1 100 253
007 -Chemistry CST
Evaluation Systems group of Pearson
All program completers, 2010-11
3 95 253
007 -CHEMISTRY CST
Evaluation Systems group of Pearson
All program completers, 2009-10
5 100 255
007 -CHEMISTRY CST
Evaluation Systems group of Pearson
All program completers, 2008-09
6 99 254
008 -Earth Science CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
1 100 250
008 -Earth Science CST
Evaluation Systems group of Pearson
Other enrolled students
2 86 240
008 -Earth Science CST
Evaluation Systems group of Pearson
All program completers, 2010-11
4 95 248
008 -EARTH SCIENCE CST
Evaluation Systems group of Pearson
All program completers, 2009-10
9 99 251
008 -EARTH SCIENCE CST
Evaluation Systems group of Pearson
All program completers, 2008-09
6 99 248
090 -Elementary ATS-W
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
114 263 114 100 96 255
090 -Elementary ATS-W
Evaluation Systems group of Pearson
Other enrolled students
357 256 345 97 99 260
090 -Elementary ATS-W
Evaluation Systems group of Pearson
274 262 271 99 99 262
All program completers, 2010-11
090 -ELEMENTARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2009-10
380 261 379 100 100 262
090 -ELEMENTARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2008-09
381 262 381 100 100 262
003 -English Language Arts CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
7 87 244
003 -English Language Arts CST
Evaluation Systems group of Pearson
Other enrolled students
18 235 15 83 87 241
003 -English Language Arts CST
Evaluation Systems group of Pearson
All program completers, 2010-11
64 240 56 88 92 245
003 -ENGLISH LANGUAGE ARTS
CST
Evaluation Systems group of Pearson
All program completers, 2009-10
77 240 73 95 94 244
003 -ENGLISH LANGUAGE ARTS
CST
Evaluation Systems group of Pearson
All program completers, 2008-09
87 237 78 90 95 245
022 -Esol CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
9 93 251
022 -Esol CST
Evaluation Systems group of Pearson
Other enrolled students
8 94 248
022 -Esol CST
Evaluation Systems group of Pearson
All program completers, 2010-11
41 250 40 98 97 249
022 -ESOL CST
Evaluation Systems group of Pearson
All program completers, 2009-10
43 251 42 98 98 250
022 -ESOL CST
Evaluation Systems group of Pearson
All program completers, 2008-09
24 248 24 100 99 254
072 -Family And Consumer Sciences
CST
Evaluation Systems group of Pearson
Other enrolled students
4
072 -Family And Consumer Sciences
CST
Evaluation Systems group of Pearson
All program completers, 2010-11
16 247 15 94 98 253
072 -FAMILY AND CONSUMER
SCIENCES CST
Evaluation Systems group of Pearson
All program completers, 2009-10
24 256 24 100 100 256
072 -FAMILY AND CONSUMER
SCIENCES CST
Evaluation Systems group of Pearson
All program completers, 2008-09
27 250 26 96 98 252
012 -French CST
Evaluation Systems group of Pearson
Other enrolled students
2 77 236
012 -French CST
Evaluation Systems group of Pearson
All program completers, 2010-11
2 85 239
012 -FRENCH CST
Evaluation Systems group of Pearson
All program completers, 2009-10
4 95 242
012 -FRENCH CST
Evaluation Systems group of Pearson
All program completers, 2008-09
2 84 238
016 -Italian CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
2
016 -Italian CST
Evaluation Systems group of Pearson
Other enrolled students
2 80 251
016 -Italian CST
Evaluation Systems group of Pearson
All program completers, 2010-11
5 88 241
016 -ITALIAN CST
Evaluation Systems group of Pearson
All program completers, 2009-10
5 89 236
016 -ITALIAN CST
Evaluation Systems group of Pearson
All program completers, 2008-09
5 96 240
001 -Liberal Arts & Sciences Test
(LAST)
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
207 257 203 98 94 251
001 -Liberal Arts & Sciences Test
(LAST)
Evaluation Systems group of Pearson
Other enrolled students
657 252 612 93 96 256
001 -Liberal Arts & Sciences Test
(LAST)
Evaluation Systems group of Pearson
All program completers, 2010-11
595 259 589 99 98 258
001 -LIBERAL ARTS & SCIENCES
TEST (LAST)
Evaluation Systems group of Pearson
All program completers, 2009-10
689 259 682 99 99 258
001 -LIBERAL ARTS & SCIENCES
TEST (LAST)
Evaluation Systems group of Pearson
All program completers, 2008-09
802 258 795 99 99 259
074 -Library Media Specialist CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
2
074 -Library Media Specialist CST
Evaluation Systems group of Pearson
Other enrolled students
5 78 233
074 -Library Media Specialist CST
Evaluation Systems group of Pearson
All program completers, 2010-11
19 227 14 74 94 239
074 -LIBRARY MEDIA SPECIALIST
CST
Evaluation Systems group of Pearson
All program completers, 2009-10
17 234 15 88 85 237
074 -LIBRARY MEDIA SPECIALIST
CST
Evaluation Systems group of Pearson
All program completers, 2008-09
18 234 16 89 94 237
065 -LITERACY CST
Evaluation Systems group of Pearson
All program completers, 2009-10
61 255 59 97 99 260
065 -LITERACY CST
Evaluation Systems group of Pearson
All program completers, 2008-09
31 257 31 100 99 259
018 -Mandarin CST
Evaluation Systems group of Pearson
Other enrolled students
2 100 279
018 -MANDARIN CST
Evaluation Systems group of Pearson
All program completers, 2009-10
1 100 290
004 -Mathematics CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
24 258 24 100 95 262
004 -Mathematics CST
Evaluation Systems group of Pearson
Other enrolled students
31 260 29 94 94 258
004 -Mathematics CST
Evaluation Systems group of Pearson
All program completers, 2010-11
55 263 55 100 97 259
004 -MATHEMATICS CST
Evaluation Systems group of Pearson
All program completers, 2009-10
40 264 40 100 99 261
004 -MATHEMATICS CST
Evaluation Systems group of Pearson
All program completers, 2008-09
52 268 52 100 100 260
002 -Multi-Subject CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
72 245 70 97 86 239
002 -Multi-Subject CST
Evaluation Systems group of Pearson
Other enrolled students
256 241 228 89 88 243
002 -Multi-Subject CST
Evaluation Systems group of Pearson
All program completers, 2010-11
184 251 179 97 94 246
002 -MULTI-SUBJECT CST
Evaluation Systems group of Pearson
All program completers, 2009-10
281 248 267 95 96 248
002 -MULTI-SUBJECT CST
Evaluation Systems group of Pearson
All program completers, 2008-09
348 247 336 97 98 248
075 -Music CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
1 78 234
075 -Music CST
Evaluation Systems group of Pearson
Other enrolled students
4 93 248
075 -Music CST
Evaluation Systems group of Pearson
All program completers, 2010-11
15 246 14 93 95 246
075 -MUSIC CST
Evaluation Systems group of Pearson
All program completers, 2009-10
19 251 19 100 98 245
075 -MUSIC CST
Evaluation Systems group of Pearson
All program completers, 2008-09
27 247 27 100 98 248
076 -Physical Education CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
5 82 234
076 -Physical Education CST
Evaluation Systems group of Pearson
Other enrolled students
19 237 17 89 83 233
076 -Physical Education CST
Evaluation Systems group of Pearson
All program completers, 2010-11
33 239 32 97 88 237
076 -PHYSICAL EDUCATION CST
Evaluation Systems group of Pearson
All program completers, 2009-10
45 234 41 91 95 238
076 -PHYSICAL EDUCATION CST
Evaluation Systems group of Pearson
All program completers, 2008-09
32 234 28 88 97 237
009 -Physics CST
Evaluation Systems group of Pearson
Other enrolled students
1 93 252
009 -Physics CST
Evaluation Systems group of Pearson
All program completers, 2010-11
1 98 258
009 -PHYSICS CST
Evaluation Systems group of Pearson
All program completers, 2009-10
1 100 257
009 -PHYSICS CST
Evaluation Systems group of Pearson
All program completers, 2008-09
5 100 259
091 -Secondary ATS-W
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
60 257 59 98 98 257
091 -Secondary ATS-W
Evaluation Systems group of Pearson
Other enrolled students
152 253 144 95 98 258
091 -Secondary ATS-W
Evaluation Systems group of Pearson
All program completers, 2010-11
328 256 322 98 99 260
091 -SECONDARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2009-10
342 258 338 99 100 261
091 -SECONDARY ATS-W
Evaluation Systems group of Pearson
All program completers, 2008-09
438 257 436 100 100 262
005 -Social Studies CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
13 234 12 92 87 241
005 -Social Studies CST
Evaluation Systems group of Pearson
Other enrolled students
37 236 30 81 84 239
005 -Social Studies CST
Evaluation Systems group of Pearson
All program completers, 2010-11
95 242 87 92 90 243
005 -SOCIAL STUDIES CST
Evaluation Systems group of Pearson
All program completers, 2009-10
83 242 73 88 94 244
005 -SOCIAL STUDIES CST
Evaluation Systems group of Pearson
All program completers, 2008-09
100 241 95 95 95 243
020 -Spanish CST
Evaluation Systems group of Pearson
All enrolled students who have completed
2 92 256
all nonclinical courses
020 -Spanish CST
Evaluation Systems group of Pearson
Other enrolled students
19 261 17 89 92 254
020 -Spanish CST
Evaluation Systems group of Pearson
All program completers, 2010-11
20 264 20 100 90 249
020 -SPANISH CST
Evaluation Systems group of Pearson
All program completers, 2009-10
14 266 14 100 94 250
020 -SPANISH CST
Evaluation Systems group of Pearson
All program completers, 2008-09
17 266 17 100 97 253
060 -Students With Disabilities CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
34 234 29 85 81 233
060 -Students With Disabilities CST
Evaluation Systems group of Pearson
Other enrolled students
54 236 49 91 85 236
060 -Students With Disabilities CST
Evaluation Systems group of Pearson
All program completers, 2010-11
82 244 80 98 93 240
060 -STUDENTS WITH DISABILITIES
CST
Evaluation Systems group of Pearson
All program completers, 2009-10
78 246 76 97 94 240
060 -STUDENTS WITH DISABILITIES
CST
Evaluation Systems group of Pearson
All program completers, 2008-09
126 249 126 100 95 240
079 -Visual Arts CST
Evaluation Systems group of Pearson
All enrolled students who have completed
all nonclinical courses
1 97 241
079 -Visual Arts CST
Evaluation Systems group of Pearson
Other enrolled students
9 82 240
079 -Visual Arts CST
Evaluation Systems group of Pearson
All program completers, 2010-11
29 238 26 90 92 242
079 -VISUAL ARTS CST
Evaluation Systems group of Pearson
All program completers, 2009-10
27 241 26 96 94 242
079 -VISUAL ARTS CST
Evaluation Systems group of Pearson
All program completers, 2008-09
26 243 24 92 97 243
Section III. Summary Rates
Group
Number
taking
tests
Number
passing
tests
Pass
rate
(%)
State
Average
pass rate
(%)
All program completers, 2010-11 659 615 93 93
All program completers, 2009-10 810 764 94 96
All program completers, 2008-09 881 839 95 97
Section IV. Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation
program.
Is your teacher preparation program currently approved or accredited?
Yes
If yes, please specify the organization(s) that approved or accredited your program:
State
NCATE
Other (specify: Specialty Program Associations)
Is your teacher preparation program currently under a designation as "low-performing" by the
state (as per section 207(a) of the HEA of 2008)?
No
Section V. Technology
Does your program prepare teachers to:
integrate technology effectively into curricula and instruction
Yes
use technology effectively to collect data to improve teaching and learning
Yes
use technology effectively to manage data to improve teaching and learning
Yes
use technology effectively to analyze data to improve teaching and learning
Yes
Provide a description of how your program prepares teachers to integrate technology effectively
into curricula and instruction, and to use technology effectively to collect, manage, and analyze
data in order to improve teaching and learning for the purpose of increasing student academic
achievement. Include a description of how your program prepares teachers to use the principles
of universal design for learning, as applicable. Include planning activities and a timeline if any of
the four elements listed above are not currently in place.
Elementary & Early Childhood Education:
All of our teacher education courses incorporate the regular use of technology as a tool for
curriculum and instruction. Teacher candidates gain knowledge and experience to incorporate
technology into their classroom activities. A wide range of technologies are utilized including
Smartboards, PowerPoint, hybrid and online courses, Blackboard, online surveys, computers,
video flip cameras, tablets, etc. Our programs have supported these technologies by providing
training to full-time and adjunct faculty. In addition to the regular use of these technologies in all
our courses, we continue to provide specialized technology courses that enable our teacher
candidates to delve further into appropriate technology use to support teaching and learning in all
curriculum areas.
Secondary Adolescence Education:
The undergraduate and graduate courses offered by the Secondary Education and Youth Services
Department use technology to enhance the teaching and learning in all our teacher education
programs. Online hybrid courses are offered in the Literacy Education, Art Education, Science
Education and Education Foundations courses. At the unit level, QC:TEAMS is the electronic
system for the collection, management and analysis of data to assess and evaluate the
implemented standards by NCATE for all our teacher education programs. The usage of
QC:TEAMS assessment system and technology enhanced classes builds on the college's mission
and strategic plan to create exceptional quality programs. We prepare students to use the
principle of universal design by focusing on both the unit level with the conceptual framework
and college unit level with the strategic plan. The shared vision of technology at the unit level
with the conceptual framework promotes the active improvements to prepare teacher to use
technology through their general pedagogical, content pedagogical, and research courses across
all our undergraduate and graduate teacher education programs.
Music Education:
We use electronic grading programs in all our classes. Written assignments are submitted
electronically in nearly all music education courses. Rubrics are processed as appropriate and
feedback on assignments is also provided electronically. Students in MUS 267 are required to
use presentation software on a Smartboard for their final presentations. Students in the two pre-
student teaching seminars (MUS 365 and 366) also must demonstrate the use of the Smartboard
and video technologies. All methods classes use video recording for any live performance
teaching demonstrations. these are assessed using rubrics and reflective writing pieces. However,
at present no statistical data manipulation is taught in our courses at the undergraduate level.
Education and Community Programs:
Technology usage for both teaching and data-driven decision-making is a component of almost
every course in the special education graduate programs. Here are the overall competencies in
technology that are built into our programs/courses:
1. Concepts and issues related to the use of technology in education and other aspects of our
society.
. Articulate a personal philosophy and goals for using
technology in special education.
. Use technology-related terminology in written and oral
communication
. Describe legislative mandates and governmental regulations
(e.g. IDEA & ADA) and their implications for technology in
special education
2. Issues in diversity and the use of technology
. Identify and, when possible, operate instructional and
assistive technology hardware
. Provide technology support to students with disabilities
who are receiving instruction in both special and general
education
. Arrange for demonstrations and trial periods with potential
assistive of instructional technologies within their school
setting prior to making purchase decisions
3. Procedures for the organization, management, and security of technology and ergonomic
principles to facilitate the use of technology.
. Evaluate features of technology systems (hardware &
software)
. Use technology to foster social acceptance of students with
disabilities in inclusive settings
. Identify the instructional, curriculum, and task demands
for technology for students with disabilities
4. Procedures for evaluation of computer software and other technology materials for their
potential application in special education and general education environments
. Assist students with disabilities, families, and other
school professionals in clarifying and prioritizing
functional goals to which technology can contribute
. Identify elements of the curriculum for which technology
applications are appropriate and ways they can be
implemented
. Identify and operate assistive technology software
applications that assist in creating access and
participation within the general curriculum for students
with disabilities in a variety of educational environments
5. Use of technology in the assessment, diagnosis, and evaluation of students in special education
and in the development of curricular and instructional modifications and adaptations.
. Match characteristics of individuals with technology
product or software features.
. Use technology to collect, analyze, summarize, and report
student performance data to aid instructional decision-
making
. Identify functional needs, screen for functional
limitations, and determine the need for more comprehensive
assistive or instructional technology evaluations. Monitor
outcomes of technology-based interventions and reevaluate
and adjust these interventions as needed.
. Work with team members (e.g., speech-language pathologists,
occupational therapists) to identify assistive and
instructional technologies that can help individuals meet
the demands placed upon them in their environments
6. Equity, ethnical, legal and human issues related to technology use in special education,
organizations, and publications relevant to the field of technology
. Adhere to copyright laws about duplication of software and
other copyrighted technology materials.
. Participate in activities of professional organizations
relevant to the field of technology
7. Roles that related service personnel fulfill in providing technology services and guidelines for
referring individuals with exceptional learning needs to another professional.
. Collaborate with other team members in planning,
implementing, and evaluating the use of assistive and
adaptive devices
. Instruct others in the operation of technology,
maintenance, warranties, and troubleshooting techniques
. Facilitate student and family involvement and collaboration
in technology decision-making
Section VI. Teacher Training
Does your program prepare general education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of how your program prepares general education teachers to teach
students with disabilities effectively, including training related to participation as a member of
individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals
with Disabilities Education Act, and to effectively teach students who are limited English
proficient. Include planning activities and a timeline if any of the three elements listed above are
not currently in place.
Across our Elementary & Early Childhood Education Program, Secondary Education Programs,
Special Subject Area K-12 Education Programs, and our Education and Community Programs all
subject area are now taking a 3 credit course encompassing the following special subject
information preparing teacher education candidates with the knowledge, skills and dispositions
necessary to provide instruction that will promote the participation and progress of students with
disabilities in the general education curriculum and prepares candidates with competencies to
work collaboratively with colleagues. Teacher education candidates across certification areas and
age-ranges are exposed to research-validated professional practice that result in the creation of
effective instructional environments for all students, with specific focus on those students who
are classified for special education services and supported with mild, moderate, and severe
disabilities. The historical and sociological treatment of people with disabilities, special
education law, adapting curriculum and instruction, understanding Individualized Education
Programs (IEPs), participating in IEP meetings, and advocacy and collaboration are also
addressed. Candidates are provided with multiple opportunities to engage in reflective practice
regarding the implications of course content to their specific educational disciplines in terms of
personalizing instruction and building classroom communities that support the full diversity of
learners. Fifteen hours of field work focusing on meeting the needs of students with disabilities
within candidates' certification area or age-range required.
Does your program prepare special education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of how your program prepares special education teachers to teach students
with disabilities effectively, including training related to participation as a member of
individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals
with Disabilities Education Act, and to effectively teach students who are limited English
proficient. Include planning activities and a timeline if any of the three elements listed above are
not currently in place.
Our Graduate Programs in Special Education prepare special education teachers to teach students
with disabilities effectively through our carefully designed course sequence that address the
above mentioned pedagogical areas. Coarse sequences across 8 of our programs are: Foundations
of Special Education, Language and Literacy - Principles and Practices in each specific area
(Early Childhood Education, Childhood Education, and Adolescent Education), Introduction to
Assessment in each specific area (Early Childhood Education, Childhood Education, and
Adolescent Education), Collaboration with Families and School Based Teams, Applied Behavior
Analysis and Positive Behavioral Support, Curriculum and Instruction in each of the specific
areas (Early Childhood Education, Childhood Education, and Adolescent Education), Trends and
Issues in the Education of Students with Severe Disabilities, Advanced Seminar in each specific
area (Early Childhood Education, Childhood Education, and Adolescent Education), Internship
in Severe Disabilities, Research in Special Education, and Advanced Research in Special
Education.
Section VII. Contextual Information
Please use this space to provide any additional information that describes your teacher
preparation program(s). You may also attach information to this report card. The U.S.
Department of Education is especially interested in any evaluation plans or interim or final
reports that may be available.
Supporting Files
CUNY Queens College
Traditional Program
2010-11
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Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)
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CUNY Queens College
Traditional Program
2010-11
Section VIII Report Card Certification
Comparison with Last Year
Item Last
Year
This
Year Change
Total Enrollment 7665 2815 -63.27%
Male Enrollment 1544 556 -63.99%
Female Enrollment 6121 2259 -63.09%
Hispanic/Latino Enrollment 967 265 -72.60%
American Indian or Alaska Native Enrollment 11 0
Asian Enrollment 630 306 -51.43%
Black or African American Enrollment 376 129 -65.69%
Native Hawaiian or Other Pacific Islander Enrollment 0 0
White Enrollment 3442 2073 -39.77%
Two or more races Enrollment 0 0
Average number of clock hours required prior to student teaching 100 120 20.00%
Average number of clock hours required for student teaching 20 518 2490.00%
Number of full-time equivalent faculty in supervised clinical
experience during this academic year
59 82 38.98%
Number of full-time equivalent adjunct faculty in supervised
clinical experience during this academic year (IHE and PreK-12
staff)
29 68 134.48%
Number of students in supervised clinical experience during this
academic year
1132 1276 12.72%
Total completers for current academic year 1129 718 -36.40%
Total completers for prior academic year 928 1129 21.66%
Total completers for second prior academic year 816 928 13.73%