QUEENSBOROUGH COMMUNITY COLLEGE
OF THE CITY UNIVERSITY OF NEW YORK
PROPOSAL FOR A
DUAL/JOINT DEGREE PROGRAM IN
ASSOCIATE IN APPLIED SCIENCE (A.A.S.) IN NURSING
LEADING TO THE
BACHELOR OF SCIENCE (B.S.) IN NURSING
EFFECTIVE FALL 2013
SPONSORED BY THE DEPARTMENTS OF NURSING AT:
QUEENSBOROUGH COMMUNITY COLLEGE
CHAIR: PROF. ANNE MARIE MENENDEZ
YORK COLLEGE
DIRECTOR: PROF. JOANNE LAVIN
APPROVED BY:
YORK SENATE: May 8, 2012
QCC ACADEMIC SENATE: May 8, 2012
1
Table of Contents
Page
Abstract
Purpose and Goals
Need and Justification
Students
Interest/Demand
Enrollment Projections
Admission Requirements
Curriculum
Cost Assessment
Faculty
Facilities and Equipment
Library and Instructional Materials
Appendices
Program Scheduling
Faculty Teaching Assignments
New Resources Table
Projected Revenue Table
Supporting Materials for Projected Revenue Table
Five-year Financial Projection
2
3
4
5
6
6
7
7
7
11
11
11
11
12
13
15
44
45
46
49
Abstract
The dual/joint degree program between Queensborough Community College’s Nursing program
and the upper division baccalaureate program at York College is a curricular collaboration that
will result in a higher rate of seamless progression of Queensborough Community College
(QCC) nursing graduates through the upper division baccalaureate program at York College.
Like its predecessor, the dual/joint program with Hunter College, it is believed that this dual/joint
degree program will serve as a model for other CUNY AAS and BS nursing programs and will
be replicated across the university. The inception of the program is timely, even at a national
level, as several states already have or are currently pursuing jointly registered programs,
including Oregon, Hawaii, and California.
3
Purpose and Goals
The dual/joint degree program between Queensborough Community College’s Nursing program
and the upper division baccalaureate program at York College is a curricular collaboration that
will result in a higher rate of seamless progression of Queensborough Community College
(QCC) nursing graduates through the upper division baccalaureate program at York College.
This proposal is modeled on the QCC-HBSON dual enrollment program developed 2011. An
additional objective of this dual/joint degree is to increase the student's knowledge of and ability
to use health care technologies: electronic health records, telehealth and simulation. QCC and
York have created an alliance to share campus laboratory and nursing student resource center
materials. Both programs have incorporated simulation throughout the curriculum to teach and
provide students with experiences in a variety of complex patient situations. Typically, students
are not allowed to work with these patients. Simulation provides students with the experiences
needed to be able to practice safely and effectively with critically ill patients after graduation.
The Federal Health Information Technology (HIT) Plan requires all health care institutions to
transition from paper-based patient information systems to Electronic Health Record (EHR) by
2014. Both QCC and York have incorporated the Neehr Perfect EHR system into the nursing
curricula. This provides students with the opportunity to work with an electronic patient health
record system, accessing data and collaborating with other health team members.
The Quality and Safety Education in Nursing (QSEN) initiative has identified informatics as a
core competency for health care workers. Infomatics is viewed as key in reducing health care
errors and patient deaths. Integration of EHR and simulation in the curriculum will expose
students to these technologies and will foster this competency in students. Simulation can also
promote development of clinical judgment in critical situations in a safe environment by
presenting a variety of patient situations and allowing students to assess, plan and implement
appropriate care. With limitations on clinical time, placement sites, and faculty time, Simulation
can be a valuable addition to clinical education. It works best when realism is an integral part of
the experience. Providing opportunities for students to simulate realistic scenarios is enhanced
with the use of equipment that is utilized in the clinical area.
The use of simulated patient scenarios has been incorporated in QCC and York nursing
education to provide students with opportunities to develop clinical reasoning and decision
making skills. One reason simulation has gained popularity is the increased competition for a
declining number of actual clinical site experiences for nursing students. Additionally there are
some patient situations that are not appropriate for students because of potential patient risk.
Using these simulated patient scenarios allows students to experience a situation such as cardiac
arrest in a safe non-threatening atmosphere. Anxiety is decreased since no harm will come to a
live patient. Students can make errors and learn from them without putting the patient at risk.
The Joint Commission has identified certain patient situations as "low volume, high risk." This
means that they occur less frequently in most hospitals and pose a greater risk than normal. As
can be expected, hospitals are less willing to allow students to be involved in the care of these
patients for medical and legal reasons. Patient situations lend themselves well to simulation and
permit faculty to insert opportunities for students to problem solve in a calmer atmosphere. The
4
Agency for Healthcare Research and Quality (AHRQ) and the Institute for Medicine advocate
integrating simulation into nursing education both at the primary level as well as for continuing
professional education, (Durham and Alden 2008). The Agency for Healthcare Research and
Quality (AHRQ) publication, in Patient Safety and Quality: An Evidence-Based Handbook for
Nurses (2008) has identified the positive impact of simulation on improving patient safety.
In sum, the proposed dual/joint degree program aims to: 1. align the curricula of York and QCC
and create a dual enrollment program for students to move seamlessly from the AAS program at
QCC to the BSN program at York College; and 2. create shared student resources for students in
QCC and York nursing programs, focused on health care technology, including electronic health
records (Neehr Perfect), Telehealth, simulation, and Unbound Medicine online resources.
Need and Justification
This proposal recognizes the value of having many different paths in nursing education.
Associate degree programs provide easy access and a shorter time period for individuals to
become licensed registered nurses. These programs serve many adult learners as well as second
career students and should be continued. However, these graduates should be encouraged to
continue their education and obtain a BSN degree.
Trends in the nursing profession point to the need for CUNY to increase its capacity at the
baccalaureate level. This includes local and national hiring trends favoring baccalaureate
prepared nurses, as compared to associate degree nurses (Commins, 2010). The proposed
program will contribute to CUNY’s ability to improve students’ career trajectories and will add
registered nurses to the workforce who hold the credentials that clinical agencies desire. With a
baccalaureate degree in hand, the program’s graduates will be in a position to pursue the
graduate level credentials needed to assume leadership positions in health care and nursing
education, across the metropolitan area and beyond.
Prominent health policy agencies and funding agencies are also zeroing in on nursing as a key
component of the emerging healthcare arena. In October 2010, the Institute of Medicine (IOM)
and the Robert Wood Johnson Foundation (RWJF) released their highly anticipated report
entitled The Future of Nursing: Leading Change, Advancing Health. This report, which will
shape future health policy in the nation, recommends increasing the percentage of nurses with
baccalaureate degrees from 50% to 80% by the year 2020. In accordance with nursing
education’s leading accreditation bodies (the Commission on Collegiate Nursing Education
[CCNE] and the National League of Nursing Accrediting Commission [NLNAC]), IOM and
RWJF are also calling for all nursing programs to offer defined academic pathways that create
seamless access to higher education. Therefore, a new online baccalaureate completion program
at the CUNY School for Professional Studies would enhance CUNY’s capacity to remain in line
with national trends within the nursing profession.
Recent healthcare research indicates that the baccalaureate-educated nurse brings a more
comprehensive and in-depth education to the healthcare arena than the associate-degree or
diploma nurse. Recent reports advocating that AAS nursing graduates pursue the baccalaureate
in nursing include:
5




Linda Aiken's much heralded research reported that hospitals that have a higher
percentage of baccalaureate-prepared registered nurses have better patient outcomes.
Many recent graduates of associate degree nursing programs are having great difficulty
securing employment as an RN.
Hospitals desiring magnet status are giving their currently employed registered nurses a
deadline—five years—to obtain a BSN. New York State Education, as well as CUNY,
advocates for the creation of seamless articulation for graduates of associate degree
nursing programs to BSN programs.
Many states—North Carolina, Illinois and Oregon—have created state-wide projects to
ensure that this happens.
Most nurse educations believe that graduates of Associate and Diploma nursing programs should
plan to continue their education while employed as a registered nurse. Some of the reasons that
many of these graduates do not pursue a BSN degree include work schedules, family
responsibilities, and difficulties finding BSN programs that fit into their lifestyles. It is
imperative for associate degree nursing programs to align with RN completion programs to
ensure a seamless transition for their graduates and equally imperative for RN completion
programs to provide easy access and progression throughout. Some of the reasons are:


QCC has been at the forefront in establishing seamless articulations and currently has
established a dual enrollment program with Hunter College.
York College, located in Jamaica near QCC, Queens, is a geographically desirable
partner. In fact, many students from QCC already use the library facilities at York,
possibly due to its easy access by New York City public transportation.
QCC currently uses Neehr Perfect EHR system and Unbound Medicine online resources. As part
of the process of creating a seamless curriculum, implementation of these two resources at York
College will facilitate the transition of students, help to build upon previous learning, and
promote student success.
This program also recognizes the increased role that technology plays in healthcare. Students
will experience electronic health records, high fidelity simulators; and web-based courses. York
College will create online options for non-clinical nursing courses in the York RN to BSN
program to facilitate student progress through the program.
Students
Interest/Demand
An informal survey of the current student body and the January 2009 entering class (NU101)
demonstrated that 95 percent of these enrollees are interested in pursuing the BS degree.
Providing an opportunity to pursue a baccalaureate degree at York College is important, as many
QCC students live and work in Queens. York College, located conveniently near public
transportation, would be accessible to students.
6
Enrollment Projections
In the proposed dual/joint degree program, 16 students will be enrolled in the fall and 16 in the
spring semester, for a total of 32 students each academic year. A 10 percent attrition rate from
year to year is projected. A summary enrollment table follows:
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
New
Cont.
New
Cont.
New
Cont.
New
Cont.
New
Cont.
F-T
32
0
32
29
32
29
32
29
32
29
P-T
0
0
0
0
0
0
0
0
0
0
Sub-toals
32
0
32
29
32
29
32
29
32
29
Totals
32
61
61
61
61
Admission Requirements
This program will recruit the initial participants directly from students currently enrolled in the
clinical nursing courses at QCC. Students will be selected to participate in the first cohort
following the first semester (NU 101). A grade of B or better in NU 101 and a GPA of 3.0 or
better is required to enter the AAS/BS cohort in the second semester. Students will be assigned
to cohort clinical groups and participate in capstone experiences, which will include a mentored
clinical experience being developed through clinical partnerships.
Curriculum
The curriculum for this proposed degree program follows the model that was established with the
dual/joint nursing degree program with Hunter, including these components:







Increased use of case-based learning, emphasizing the most commonly occurring
healthcare problems/pathologies. These cases will be used throughout the curriculum; the
complexity of the cases will be increased as the curriculum progresses.
Increased use of simulation as a clinical learning tool
Increased gerontological focus to address the aging American demographic
Increased focus on cultural competence
Development of collaborative relationships between the faculties and students of the two
colleges, including collaboration on learning projects
Enhanced socialization of QCC students at the baccalaureate level to include attendance
at lectures and seminars at the York campus
Increased emphasis on evidence-based practice and utilization of clinical research to
enhance patient outcomes by incorporating of the Institute of Medicine’s (IOM) Core
7
Competencies, as well as the competencies of NLN and AACN for safe and effective
patient care, preparing both ADN and BS graduates for practice in the 21st century
In addition to courses required for the A.A.S. degree, students will be encouraged to complete
additional liberal arts, science, and humanities courses that can be applied to the BS degree.
Curricular requirements at QCC and at York appear on the following pages.
8
PROGRAM REQUIREMENTS
COURSES REQUIRED FOR A.A.S. IN NURSING
AT QUEENSBOROUGH CC
Please place an X in
the appropriate
column
Prog ra m Con t en t a n d Req u i remen ts
No. of
Credits
Course Number and Course Title*
List each
course required
for college core
(if
applicable)**
ENGLISH COMPOSITION
EN 101 English Composition *
EN 102 English*
MATHEMATICS
Math 119- / 336***
LAB SCIENCE
BI-301 Anatomy and Physiology I*
BI 302 Anatomy and Physiology II*
BI 311 Microbiology*
SOCIAL SCIENCES
SS 510 Psychology*
SS 520 Human Growth and Development*
Liberal Arts Elective*
Subtotal
List each
course required
for major
(include any
field
experience,
research, thesis,
or capstone
course)**
ENG 125
ENG 999
3
MATH104
4
4
3+1
(BIO 999)
BIO 234
BIO 235
3
3
3
30
PSY 102
PSY 214
7
9
9
NU-202 Safe & effective nursing care of client IV
9
NU-204 Nursing & Societal Forces
3
Total credits in the A.A.S. in Nursing program
York equiv
course
3
3
NU-101 Safe & effective nursing care of client I
NU-102 Safe & effective nursing care of client II
NU-201 Safe & effective nursing care of client III
Subtotal
York
GER
37
BIO 265
Nurs 200
(2 credits)
Nurs 301
(4 credits)
Nurs 999
(1 credit)
RN Nursing
transfer credits
(30 + 7)
67
NOTE: 30 CREDITS ARE LIBERAL ARTS AND SCIENCES.
*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.
**IF STUDENTS SELECT FROM CATEGORIES OF COURSES, SPECIFY THE CATEGORIES AND THE
NUMBER OF CREDITS REQUIRED IN THE CATEGORY. IN SUCH A CASE, PROVIDE AN ANNOTATED
COPY OF THE COLLEGE CATALOG.
*** STUDENTS WHO PLACE OUT OF MATH 119 MAY PROCEED TO MATH 336.
9
ADDITIONAL COURSES REQUIRED
FOR YORK COLLEGE B.S. IN NURSING
Prog ra m Con t en t a n d Req u i remen ts
No. of
Credits
Course Number and Course Title*
QCC equiv
course/credits
York courses
List each course
required for the
college core (if
applicable)**
Statistics Math 111*
Philosophy 102, 103, 121*
Pathophysiology Bio 336*
Writing 303 *
Chemistry 105*
Speech 101*
Nutrition Bio 382*
4
3
3
3
5
3
2
Liberal Arts and Sciences electives (suggested courses: FA 104,
150, 155, 264 or 382 or Music 101, 110, 225, 250 or 253)*
8
Subtotal
31
MA-336/3
SS 610/3
BI 525/3
NO
Chem 127/4.5
Sp 207/211
HE 103/2
(1 cr. elective)
NURSING MAJOR
List each course
required for the
major (include
any field
experience,
research, thesis,
or capstone
course)**
NURS 200 * Pharmacology Challenge exam (2 credits)
NURS 203 Health Assessment
In QCC
curriculum
4
NURS 301 Values in Transition (4 credits)
3 NU-204// N
301
NURS 314 Leadership and Management
3
NURS 315 Community Nursing I
6
NURS 405 Crisis Nursing
3
NURS 406 Emergent Evolution
3
NURS 407 Nursing Research
3
Subtotal
22
York College Total
53
QCC Total (from previous page)
67
Total B.S.
120
NOTE: 31 CREDITS ARE LIBERAL ARTS AND SCIENCES; TOTAL LIBERAL CREDITS: 61
*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.
NOTE: SED requirements – minimum 30 credits residency at York College
10
Cost Assessment
Faculty
The proposed dual/joint degree program will require only existing resources. No new full-time or
adjunct faculty will be needed.
Facilities and Equipment
No special space or equipment needs will be needed. Some incidental expenses for faculty
development and for advertising and promotion are indicated in the budget.
Library and Instructional Materials
No additional materials will be needed.
Internal Evaluation and Outcomes
The proposed program will be monitored both internally and externally. At QCC, student
demographic data and student evaluations of courses and clinical sites are completed each
semester. Graduates of the program complete an exit survey and are asked to complete ongoing
surveys, at both 6 and 9 months, post-graduation. Externally, the program is evaluated on an
ongoing basis by NCLEX test scores, retention rates and job placement statistics. Annual
advisory board meetings, with outside clinical agencies, provide input as to overall program
satisfaction with QCC nurses, employed by their agencies. The specific outcome of this program,
increasing the number of QCC Nursing students transferring to York for their baccalaureate
degree, will be evaluated in questions on the graduate exit survey and ongoing graduate surveys
at 6 and 9 months. The York College Nursing program will track students from QCC, who
graduate with a baccalaureate degree.
11
Appendices
12
Appendix A: Program Scheduling
13
Sequence of Courses AAS/RN at Queensborough Community College to BS in Nursing at York College
(Pre Clinical)
Course Title
Fall I
Credits
EN 101
(ENG 125 Equivalent)
SS 501
(PSY 102 Equivalent)
BI 301
(BIO 234 Equivalent)
3
Math 119/336
3
Total credits
Spring II
SS 610
Philosophy 102, 103 or
121 equivalent)
NUR 204
(N 301 equivalent)
NUR 202
Total credits
York courses in red.
TOTAL CREDITS
Course Title
Spring I
Credits
BI 302
BIO 235 Equivalent)
NUR 101
4
SS 520
(Psy 214
Equivalent)
13
Course Title
Fall II
Credits
Course Title
Credits
4
NUR 201
9
3
3
BI 311
(BIO265 equivalent)
EN 102
(ENG 200 Equivalent)
NUR 102
MA 336 or 3 cr. Elective*
(MAT111 Equivalent)
Chem 127
(CHEM 105 Equivalent)
3
4
Total credits
14
Total credits
16
Total credits
16
3
Fall III 2013
BI 525
(BIO336 equivalent)
3
Spring III
NUR314
3
Fall IV
NUR405
3
3
Writing 303
3
NUR315
6
NUR406
3
9
NUR203
(Health Assess)
SP 207/ 211
(SPEECH 101equivalent)
HE 314
(Bio 382 equivalent)
4
Humanities elective
3
NUR407(on-line)
3
3
Hist 127
3
Electives
6
Total credits
16
Total credits
15
Total credits
15
3
4
15
= 120 credits // 61 liberal arts credits
7
9
3
Those students who have completed Math 336 will have a free elective.
Total additional credits for the B.S. in Nursing program at York
53
Credits at Queensborough Community College for AAS degree
67
Total for credits for degree
120
14
APPENDIX B: FACULTY TEACHING ASSIGNMENTS
York College
NURSING 203: Health Assessment Wellness
promotion
4
Faculty Member(s) Assigned to
Each Course. (Use “D” to Specify
Program Director)
(c)
Donahue
NURSING 314: Management and Leadership
in Professional Nursing
3
Wright
EdD, Teachers College
Nursing 315: Professional Nurse-Family,
Group and Community Intersystem I
3
Pina Fonti
Med, Teachers College
Nursing 405: Nursing Approaches for Clients
Experiencing Crisis Situations
3
Mathew
MSN St. Joseph College
PhD candidate, University of Arizona
Nursing 406: Emergent Evolution WEB
3
Lavin (D)
EdD, Teachers College
NURSING 407: Nursing Research WEB, WI
3
Mohammadi
MEd, Teachers College
Course Title
(a)
No. of
Credits
(b)
15
Highest Earned Degree & Discipline,
College or University
(d)
MSN, Molloy College
Relevant Occupational Experience
(e)
Lavin
Psychiatric Nursing
Test Consultant NLN
Relevant other experience (such as
certification/ licensure)
(f)
Recent Scholarly Contributions
(optional below baccalaureate level)
(g)
ANCC Clinical Specialist, Psychiatric 5-9-12 Keynote Speaker Queens Hospital Center
Nurses Week "Nurses: Advocating, Leading, And
Mental Health Nursing
Caring".
5-16-11 Keynote Speaker SUNY Downstate Nursing
Convocation, "Nurses Trusted to Care)
Bai, X, Lavin, J. Duncan, R. (in press) Are we there
yet? Lessons Learned through Promoting 3D
Learning in Higher Education. The International
Journal of Learning
Bai, X., Horowitz, B., Duncan, R. O., Goldstein, S.,
Graffeo, J., Lavin, J. (2011) Designing Case
Studies through 3D Simulations for the Health
Professions. Proceedings of World Conference on
Educational Multimedia, Hypermedia and
Telecommunications. AACE.
Lavin, J. (2011) Surviving Post Traumatic Stress
Disorder Nursing 2011, 41; 9, 41-44.
Gill, V, Lavin, J. and Sim, M. (2010) Managing
Sickle Cell Disease. Nursing Made Incredibly Easy.
Nov/Dec 2010, 24-32.
Donahue
Medical surgical nursing
NLN Certified Nurse Educator
ANCC Medical Surgical Nurse
16
3-5-11 Farmingdale State College , Innovations in
teaching of Nursing: The art of being an educator
3-2011 York College, Disaster preparedness in the
wake of the Japan earthquake, Radiation sickness
4-29-11 Hostos Community College, Clinical
simulation within Nursing
5-25-11 SUNY Downstate, Nursing research and
evidenced based conference
Donahue, N (2009) Embracing diversity among
Relevant Occupational Experience
(e)
Relevant other experience (such as
certification/ licensure)
(f)
students and patients, Teaching and Learning in
Nursing, (4) 119-120.
Donahue, N & Glodstein, S (2011) Addressing the
needs of the multidimensional learner. Journal of
minority nurse
Green, J. P., Berger, T., Garg, N., Wright, R. R., &
Radeos, M. S. (2008). Likelihood Ratios for SIRS
Criteria Predict Neither Candidacy for Early Goal
Directed Therapy Nor In-patient Mortality in Adult
Emergency Department Patients with Suspected
Infection. Annals of Emergency Medicine,
Wright
Emergency Nursing
Mathew
Medical Surgical Nursing
Pina Fonti
Community Health Nursing
Recent Scholarly Contributions
(optional below baccalaureate level)
(g)
Mathew, L. (2011) Teaching Childbirth
Preparation- Using Birthing Simulators:
Transferring practice from Nursing
Education to Parent Education" in the
International Journal of Childbirth
Education.
University of Arizona- Resident Intensive Summer
Experience 2010:
Presented Research Poster on Simulation Learning
Mount Sinai Hospital 15 the Annual Nursing
Research Poster Presentation
―The Role of
Professional Nursing Organization in the
Development, Recruitment and Retention of Nurses
and Nursing Students‖ NYC 5/20/11
RN
―NAHN NY Chapter Showcases its Role in the RN/
Student nurse Development and Community
Outreach Involvement‖ NYC 10/07/11
17
Faculty Assignment- York College
Faculty Member
Lavin
Donahue
Pina Fonti
Wright
Mathew
Mohammadi
Title of Position
at Institution
Professor, Director
Assistant Professor
Assistant Professor
Assistant Professor
Assistant Professor
Adjunct,
Assistant
Professor
Full-time (FT)
or Adjunct
(Adj.) at the
Institution
FT
FT
FT
FT
FT
F
Full-time (FT)
or Part-time
(PT) in the
Program
PT
18
If Part-time in the Program, Specify Other Course
Responsibilities
Titles of Courses Taught Which Are Not Related
Part of the Program
Credits
Nursing 406
NURS 203
NURS 315
Nurs 314
NURS 405
Nursing 407
3
4
3
3
QUEENSBOROUGH COMMUNITY COLLEGE FACULTY
Course Title
(a)
NU 101 Safe and Effective Nursing
Care
Level I
LECTURE / CLINICAL
No. of Credits
(b)
7
Faculty Member(s) Assigned to
Each Course. (Use “D” to
Specify Program Director)
(c)
LORRAINE CUPELLI
9
(d)
MS Nursing, LIU CW Post University
SUSAN MEEHAN
MA Nursing, New York University
CAROL SOTO
MS NURSING, Lehman College
BARBARA SAUR
MS Nursing, University of Phoenix
TINA IAKOVOU
MS Nursing, Adelphi University
ROSALIND DEAN
MS Nursing, Adelphi University
BARBARA
CAMPBELL
MARY D’ORAZI
NU 102 Safe and Effective Nursing
Care
Level II
LECTURE / CLINICAL
Highest Earned Degree & Discipline,
College or University
BLAKE- PhD Professional Studies, Capella University
MS Nursing, Molloy College
CHERYL SPENCER
*D -ANNE MARIE MENENDEZ
PhD Education, Capella University
MS Nursing, Hunter College
MARYANN MAGALDI
MS Nursing, Hunter College
ALEXANDRA TARASKO
KATHLEEN LINHART
MA Nursing Education, NYU
MS Nursing, Pace University
GEORGINA COLALILLO
MS Nursing, Adelphi University
LINA DI VANNA
MS Nursing, Hunter College
19
Course Title
(a)
NU 201 Safe and Effective Nursing
Care of Clients
Level III-Writing Intensive
LECTURE/CLINICAL
No. of Credits
(b)
Faculty Member(s) Assigned to
Each Course. (Use “D” to
Specify Program Director)
(c)
JACQUELINE SAVORY
Highest Earned Degree & Discipline,
College or University
(d)
MS Nursing, Long Island University
NANCY KELLY
KIMBERLY AMBRUSO
MS Nursing, Lehman College
MS Nursing, Molloy College
DEBORAH FITZGERALDROYCE
CAROL ANN HUTCHINSON
MS Nursing-Adelphi University
MS Nursing, Stony Brook University
ALISON HELWIG
MS Nursing, St. Joseph College
MAUREEN REEVES
MS Nursing, University of Phoenix
PATRICIA BURKE
PhD Education, Capella University
BARBARA ROME
MS Nursing, Mercy College
REGINA CARDACI
MS Nursing, Adelphi University
LAWRENCE JAMES BENTLEY
MS Education, Queens College
KATHLEEN HARTNETT
MS Nursing, Catholic University
JANICE MOLLOY
MS Nursing, Molloy College
SHENAZ GEORGILIS
MS Nursing, Molloy College
JUDITH KAPLAN
PhD Nursing, New York University
9
20
Course Title
(a)
NU 202 Safe and Effective Care of
Clients
Level IV
LECTURE / CLINICAL
NU 204
Societal and Nursing
No. of Credits
(b)
9
3
Faculty Member(s) Assigned to
Each Course. (Use “D” to
Specify Program Director)
(c)
*D -ANNE MARIE MENENDEZ
Highest Earned Degree & Discipline,
College or University
(d)
MS Nursing, Hunter College
DOLORES WEBER
MS Nursing, Lehman College
MARY ROSA
MS Nursing, Hunter College
MARGARET REILLY
DNS Nursing Research CUNY Graduate
Center
MARGARET STROEHLEIN
MS Nursing, Stony Brook University
JULIA ANDERSON
MA Nursing Education, Teachers College
JANET FRANZESE
ANNA PALIWODA
MS Nursing, Stony Brook University
MS Nursing, Hunter College
ALEXANDRA TARASKO
EILEEN TITTMANN
MA Nursing Education, NYU
MS Nursing Adelphi University
TINA BAYER
MS Nursing, Stony Brook University
JUDITH GARCIA
MS Nursing Hunter College
REGINA CARDACI
MS Nursing, Adelphi University
MAUREEN REEVES
BARBARA BLAKECAMPBELL
MS Nursing, University of Phoenix
21
PhD, Professional Studies, Capella University
Course Title
(a)
Faculty Member(s) Assigned to
Each Course. (Use “D” to
Specify Program Director)
(c)
No. of Credits
(b)
Highest Earned Degree & Discipline,
College or University
(d)
Level IV
Writing Intensive
REGINA CARDACI
LECTURE / CLINICAL
Relevant Occupational Experience (e)
TINA BAYER
MS Nursing, Adelphi University
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
RN
ANP
JEOPEARDY AS A TEST PREPARATION
STRATEGY
ANP
CARDIOLOGY
HOLISTIC
NURSING WITH AMMA OR SENIOR
STUDENTS 11/10 POSTER NPSG 6/10
Current: Per Diem Practice as Adult Nurse
Practitioner In Primary Care and Cardiology
In a Private Group Practice with Long Island
Heart Associates-Manhasset NY
Certified Critical Care Nurse (CCRN)
1983-1997.Through
the
American
Association of Critical Care Nurses
(AACN).
Certified Exercise Test Technologist
(1983) through the American College of
Sports Medicine (ACSM).
Most Recent: 2005-2007 Assistant Intensives Licensure & Certification as Adult Nurse
at
Maimonides
Medical
Center Practitioner (1998-Present) through the
Cardiothoracic Intensive Care Unit.
American
Academy
of
Nurse
Practitioners.
2003-2005 Clinical Associate-Adult Nurse
Practitioner-Montefiore
Medical
Center
22
Together for Diabetes (Jan 31, 2011): Group
grant submission promoting; Outpatient
Education African American Women and
their Self-Management of Diabetes. Through
Bristol-Myers Squibb Foundation.
Faculty Fitness & Training Program: Pilot
program submitted to Office of the
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
Cardiac Transplant & Assist Device Program.
In Patient and Outpatient Services.
University Dean for Health and Human
Services-Request for Proposals, 2010-2011.
2001-2003 Adult Nurse Practitioner at New
York Hospital Queens, Arrhythmia Service.
In Patient and Outpatient Services.
Article submitted Feb. 2011, to The Journal of
Teaching and Learning in Nursing titled:
Developing a College “Faculty Fitness
Training Program,” Introducing Exercise
Physiology, as a Pedagogical Approach to
Improve Nursing Student Understanding of
Cardiovascular Health assessment and
Diagnostic Skill Performance.
BARBARA BLAKE-CAMPBELL, (RN,
PhD)
Queensborough Community College Nursing New York State Registered Nursing Co Presenter at Farmingdale State College
Department –Associate Professor
License
Nursing Education Conference. Topic
‖Enhancing Community Skills Using Patient
Actors‖
Clinical Professor for NU101
Basic Cardiac Life Support
Co- Presenter: CUNY General Education
Conference
―Improving Information Literacy across the
curriculum‖
Lecture Professor for NU204
PATRICIA M. BURKE
Queensborough Community College
Fall 2007-Present
New York State RN: 396415
23
Capella University 2007-2011
PhD in Education: Professional Studies
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
New Jersey State RN: NR83028
Columbia University
MS Nursing
1996
Inpatient Obstetric Nursing Certificate:
NAACOG
1998-Current
Pace University
BS Nursing
Certified Nurse Educator: National
League for Nursing 2010-Current
Burke, P. (2010) “A simulation case study
from an Instructional Design framework.‖
Teaching & Learning in Nursing,
Assistant Professor
Queensborough Community College
Fall 2006-Spring 2007
Substitute Instructor
Queensborough Community College
Fall 2005-Spring 2006
Adjunct Lecturer
Adelphi University
Fall 2007-Present
Adjunct Lecturer
1991
Accepted for publication: Spencer, C &
Burke, P. ( March/April, 2011), “The Impact
of Culture on Pain Management", MedSurg
Matters
Podium Presentation: The use of ePortfolio
as an effective learning tool in a capstone
nursing course.” Farmingdale Nursing
Education Conference, March 4th, 2011.
Podium Presentation: ―The effects of
simulation on the education of nursing
students.” Farmingdale Nursing Education
Conference, March 4th, 2011.
Podium Presentation: Queensborough
Community College; Using
Reflection Activities in Your Classes;
24
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
A faculty-led conversation to support
Queensborough’s High Impact initiatives.
February 25th, 2011
Presenter: Queensborough Community
College; Service Learning Institute.
―Maintaining Partnerships Through EPortfolio.‖January25th,2011
Presenter: Queensborough Community
College; Informatics Technology in Nursing
Education. ―EQUIP: Use of EHR.‖ January
7th, 2011
REGINA CARDACI
VISITING NURSE ASSOC. OF LI-2008- CERTIFICATE MIDWIFE STATE OF
2010 MATERNAL-CHILD HOME VISITS NY
PER DIEM
CERTIFICATE – NURSE MIDWIFE
SUNY DOWNSTATE
CERTIFICATE UPDATE- NURSE
COLOSCOPY
A CASE STUDY OF TEEN PARENTING‖
International
Journal
of
Nursing
Classification‖
March 2011
―Female
Genital
mutilation-Medical,
CERTIFICATE ONCOLOGY NURSE compilations
–
Nursing
Implication‖
SOCIETY
presented at International Constitution
CHEMOTHERAPY PROVIDER
Nursing‖ Society Annual Meeting‖
10/21- 22/2010
GEORGINA COLALILLO
25
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Queensborough Community College
Nursing Department
Associate Professor 2007-present
New York State Registered Professional
Nurse
Queensborough Community College
Nursing Department
Assistant Professor 2002-2007
Excelsior College
Certified Nurse Examiner
2009-2010
Basic Cardiac Life Support
MS, RN,
College of New Rochelle
Nursing Department
Adjunct Faculty 1999-2002
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
Presenter: Enhancing Communication Skills
Using Patient Actors in Simulation, First
Annual Nursing Conference, Farmingdale
State College, March 4, 2011
Presenter: Partnerships to Expand the
Learning Environment, QCC Service
Learning Institute, January 25, 2011
Presenter: Using ePortfolio in a Nursing
Capstone Course, Drexel University Nursing
Education Institute, Myrtle Beach, SC June
23, 2010
Presenter: LaGuardia Making Connections
Summer Seminar. ―ePortfolio as a Vehicle
for Transfer‖, LaGuardia Community
College, NY, June 18th, 2010.
Poster Presenter: Using ePortfolio for
Student Outcome Assessment, CUNY GENED Conference, Lehman College, May 8,
2009
Colalillo, G. (2007). ―Mentoring as a
Retention Strategy in a Diverse,
Multicultural Urban Associate Degree in
Nursing Program‖, Teaching and Learning
in Nursing, 1 (2), 28- 33.
Connect to Learning ePortfolio Grant,
AAEEBLE, FIPSE, LaGuardia Community
College, Campus Leader, January 2011-June
2013
Hospital of the Albert Einstein College of
Medicine, Dept. of Obstetrics and
Gynecology, 3/97-1/99
Hospital of the Albert Einstein College of
Medicine, Dept. of Pediatrics 11/82-3/97
26
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
Perkins Major Effort Nursing Curriculum
Development Grant, Co- Project Director,
2010-2011
Making Connections FIPSE ePortfolio Grant
Project, co- project investigator, 2009-2011
Health Related Sciences Academy Faculty
Cohort, Assessment and Rubric Development
2010-2011
Student Wiki Interdisciplinary Group,
ePortfolio as Student Learning Space: The
Interdisciplinary
ePortfolio
Wiki
Collaboration Project, 2009-2011
LORRAINE CUPELLI
Critical Care Nursing
Devised situated learning pedagogy with
increasing cultural awareness
Incorporating high impact service learning
strategies in Nursing Fundamental classroom
CEN, CCRN
GALATIA (TINA) IAKOVOU
RN
–
EMERGENCY
NURSING RN, NP
INTENSIVE CARE NURSING
NURSING
CARDIOVASCULAR
NURSING
NLNAC COORDINATOR
and Hovertech International, as part of
participation in research study in 2005.
Publication:
27
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
Published research article on
―Implementation of an evidence-based safe
patient handling and movement mobility
curriculum in an associate degree nursing
program‖ in Teaching and Learning in
Nursing April 2008.
Awards: Received The NORA/NIOSH
Award for Participation in the Safe Patient
Handling and Movement Project on 3/09
Poster Presentation
Mosby National Faculty Development
Conference Jan. 4-6, 2009 Safe Patient
Handling and Movement: Implementation of
an Evidence Based
Mobility Curriculum in Nursing Education
Created Simulation Case Study (Harry
Hypertension) on Medication Administration
for NU101
Created “Christi Chang” A Case Study used in
NU101 to review Ethical Principles and
Communication. Spring 2009
Created Case Scenario on Skin Assessment
and the use of the Braden Scale to evaluate
risk for skin breakdown for Nursing 101.
Spring 2010
KIMBERLY AMBRUSO
28
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Winthrop Hospital Per Diem Nursing in RN
Pediatrics
BLS Certification
Girl Scout Camp of Nassau County RN for
Summer Camp
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
NYC NELT Grant Recipient for Admissions
Technology in Nursing Education
Equipment Team to implement EHR into
curriculum
Enrolled in WID/WAC course
MARYANN MAGALDI
Head Nurse Trauma Center Level 1 Adult and RN, BCLS
Pediatric
Instructor for NYS Child
Critical Care Educator
Mandated Reporter Course
Adult and Pediatrics
Utilizing Student Nurses as Hand Washing
Abuse Ambassadors\ Nurse Educator September
2010
ANNE MARIE MENENDEZ
Psychotherapist, Private Practice
CNE, APRN-BC, ELNEC Trainer, Presentations;10/10 NLN summit, Las Vegas,
Certification in Treating Tobacco Use and Disruptive Innovation Leading Curriculum
Dependence
Change.
BCLS
Certified Psychoanalytic Psychotherapist,
Alfred Adler Institute
29
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
4/09 AACN, Salt Lake City, A Regional
Model to Increase Baccalaureate Nurses.
JANICE MOLLOY
NU 201 COORDINATOR MED/SURG
BCLS INSTRUCTOR
RN
9-2010 ―UTILIZING STUDENT NURSES
AS HAND-WASHING AMBASSADORS‖
CPR - CERTIFIED
NURSE EDUCATOR
1-2011 BRISTOL/MYERS/SQUBB GRANT
―TOGETHER FOR DIABETES’ PENDING
ACCEPTANCE.
1-2011 ELECTRONIC HEALTH RECORD
TRIAL FOR NURSING 201 STUDENTS.
5-2010 BRIDGE TO RETENTION GRANT
APPLIED FOR – DENIED.
ACLS – CERTIFIED
CHAIR OF BYLAWS COMMITTEE AT
QCC
PER DIEM NURSED EDUCATOR AT
NYHQ
DEBORAH FITZGERALD-ROYCE
RN
–EMERGENCY
INTENSIVE CARE NURSING
NURSING RN
NLNAC COORDINATOR
30
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
ADULT & PEDIATRIC HOME HEALTH
CARE NURSING
CARDIOVASCULAR NURSING
MARGARET REILLY
2010-11 Project Director for Major Effort 3: RN License NY #300335
Nursing Curriculum Development for a grant
provided by the Carl D. Perkins Career and
Technical
Education
Act
of
2006
administered by the New York State
Education Department
Member Personnel and Budget Committee of
QCC Nursing Department
Adult Nurse Practitioner License NYS#303256
31
2010 Health Information Technology Scholar
(HITS). The Health Information Technology
Scholars (HITS) project is designed to
develop, implement, disseminate and sustain a
faculty development collaborative (FDC)
initiative to integrate information technologies
in nursing curriculum and expand the capacity
of collegiate schools of nursing to educate
students for the 21st century. This project is
supported by a five-year, $1.5 million grant
provided by The Health Resources and
Services Administration’s (HRSA’s) Bureau
of Health Professions (BHPr) in partnership
with the Office of Health Information
Technology (OHIT). Professor Reilly and
Professor Burke were one of only 27 teams
selected from a national pool.
September 30, 2010 National League for
Nursing Summit Presenter, ―Health
Information Technology Scholar Project:
EQUIP: Enhancing Queensborough’s
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
Informatics Program‖
NU 202 Faculty/Member
Pediatric Nurse Practitioner License# April 2010 Mildred Montag Faculty
331697
Development Scholarship from the Council
for Associate Degree Nurses of NYS
Member Nursing Department Curriculum Certified Nurse Educator (CNE)
2010 CUNY Graduate Center Nursing
Committee
Science Doctoral Program Early Research
Award.
Certified Emergency Nurse (CEN)
March 24, 2010 Poster Presenter: The
Relationship between Social Support and
Motivation on the pursuit of a Baccalaureate
Degree among associate degree Nurse
Graduates, Eastern Nursing Research Society
Conference.
American Heart Association BLS January 7, 2011 Presented on Implementation
Provider
of an Electronic Health Record System into
the Nursing Curriculum at ―Informatics
Technology in Nursing Education ―
Workshop at Queens borough Community
College.
2010-11 Jonas Center for Excellence in
Nursing Scholar
2011 Recipient of funding for research on
CUNY Nursing workforce and education
from CUNY Office of the University Dean
for Health and Human Services.
32
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
BARBARA ROME
Northern Westchester Hospital
Mt. Kisco, NY
Nursing Supervision/Emergency Room
Women’s
Resource
Assistance Services
SANE-A
RN
SANE-A
Certification
through
International Association of Forensic
Nurses
Center/Victims
ACLS/BLS/PALS
MARY ANN ROSA RN, MS, GNP
COMMUNITY HEALTH NURSING
NU202
R.N.
COORDINATOR NU202/COMMUNITY
G.N.P.
DEVELOP
EVENING
COMMUNITY
CURRICULUM DEVELOPED A HEART
FAILURE
DISEASE MANAGEMENT PROGRAM IN
HOME CARE 1999
PUBLISHED HOW A HR DISEASE
MANAGEMENT PROGRAM MAKER A
DIFFERENCE IN HOME HEALTH CARE
NURSE 1998
SPEAKER-NATIONAL ASSOCIATION OF
HOME CARE 200-(TELEHEALTH) (HK
DISEASE MANAGEMENT) 2009
STARTED OFF SIMULATION AT CECE
-DEVELOPED 40 CARE SCENARIOS
-DID WORKSHOPS WITH 2 OTHER
INSTRUCTOR REVIEWER FOR:
-AMERICAN JOURNAL OF NURSING
33
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
-WORKSHOP
INIATIALE
GRANT
SIMULATION-1997
APPLIED FOR GRANT – 2011 THROUGH
BRISTOR MEYER SQUIBB – DIABETES
ASKED TO DO A WEBINAR ON HK
DISEASE MANAGEMENT IN THE HOME
CASE PATIENT
BARBARA SAUR
MEDICAL
SURGICAL
NURSE
IN HOMECARE NURSING
HOSPITAL SETTING
BCLS CERTIFIED
HOMECARE NURSING
QCC: NURSING PRACTICE LAB
MOLLOY
COLLEGE:
NURSING
PRACTICE LAB
CONTINUING
EDUCATION
INSTRUCTOR:
NURSING
SKILLS
REVIEW FOR RN’S
JACQUELINE SAVORY
PEDIATRIC INTENSIVE CARE UNIT
NYS REGISTERED NURSE
ENDOSCOPY / GI
BCLS
GENERAL PEDS ASSISTANT
PALS
34
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
MED/SURG
ACLS – CURRENT EXPIRES 2012
GRANT 3/11 EXPIRES 2012,
PORTFOLIO CONNECT TO LEARN
PEDS CLINICAL INTRUCTOR
RN, MS, ANP
APPLIED TO CUNY – DNS PROGRAM
FOR FALL 2011 ADMISSION
Relevant Occupational Experience (e)
MARGARET STROEHLEIN
MED/SURG LECTURER FOR NU202
NU202 COORDINATOR FOR MED/SURG
TREASURER FOR NASSAU SUFFOLK
EDUCATINAL COUNCIL
CHAIR FOR QCC NURSING CLINICAL
FACILITIES / LIASON COMMITTEE
NASSAU SUFFOLK EDUCATIONAL
COUNCIL REPRESENTATIVE FOR QCC
JUNE 3RD, 2011 ONE OF THE
COORDINATORS
FOR
NURSING
PROFESSION
CONFERENCE
AT
MOLLOY COLLEGE
35
E-
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
New York State Registered Professional
Nurse # 426649-1
Dissertation:
CHERYL SPENCER
Avalon gardens Center for Rehabilitation,
Smithtown, NY
4/06- Per Diem Pediatric Ventilator
Unit
Long Island Jewish Medical Center
6/02-8/04
Clinical Nurse
Specialist
New Hyde Park, NY
Advanced Cardiac Life Support (ACLS)
American Heart Association
Spencer, C. (2011). The Impact of
simulation on the critical thinking skills on
students enrolled in an associate degree
program. Partial Fulfillment of PhD in
Education, School of Education Professional Studies, Capella University,
Minnesota.
Long Island Jewish Medical Center
8/99-6/02
Case Manager
New Hyde Park, NY
Long Island Jewish Medical Center
10/95-8/99 Clinical Practice
Coordinator for a 34 bed Med-Surgical unit
New Hyde Park, NY
Long Island Jewish Medical Center
7/90-10/95
Staff Nurse/Med-Surg
Spencer, C. Burke, P. (2011) The Impact of
Culture on Pain Management.
Accepted for Publication Med Surg
Matters. A peer Reviewed Journal.
To be published in March 2011
Spencer, C. (2011) How to write a scholarly
paper. Online submission to
http://www. nursesheryl.com
36
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
Grant application titled Bridging gaps in
Healthcare using Technology,
submitted to Health Resources and
Services Administration (HRSA).
April 2010
Podium Presenter: Farmingdale State
College Department of Nursing Research
Day. ―The effects of Simulation on the
education of nursing students.‖ March 4th,
2011
Poster: National Organization for Associate
Degree Nurses. ―Using simulated
learning to meet 2010
National
Patient Safety Goals.‖ Atlanta,
Georgia. November 4th-6th, 2010
Poster: ―Bridging Cultural Gaps using
Simulation‖, Drexel University Nursing
Education Institute, Myrtle Beach, SC, June
21st , 22nd & 23rd, 2010.
Poster: ―Faculty Development: Creating a
Virtual Space‖, Drexel University Nursing
Education Institute, Myrtle Beach, SC, June
21-23, 2010.
CAROL SOTO
Associate Professor in Nursing, NU101,
NU102, Fundamentals in Nursing
Med/Surg. Nursing
RN Licensure – State of New York
Lehman & QCC Fundamentals Subcommittee
and Adult Nurse Practitioner Licensure- New Task Force
York
BCLS Instructor Certification - New
37
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
York
ALEXANDRA TARASKO
Staff Nurse: Psychiatric Unit
NYS RN Licensure
APRN- BC PSY / MENTAL HEALTH
Therapist: Outpatient Facilities
BCLS Certification
Presentation at International Conference on
Writing and Culture: ―Contemplating Culture,
Competency and Composition‖
Tel Aviv, Israel
Workshop at General Education Conference.
―Contemplative Practices in Education‖
Queens College/CUNY
EILEEN TITTMAN
Staff nurse in psychiatric inpatient facilities.
RN State of New York.
Adjunct Lecturer/Assistant Professor of Board Certified in Psychiatric-Mental
Nursing in BSN and Associate Degree Health Nursing
nursing programs.
DOLORES WEBER
Family Nurse Practitioner
Actively practicing
RN, NP
(ACLS) certified Advanced Cardiac Life Presenting May 21 st 2011, at Beth Israel
Support
University Hospital, Manhattan Campus:
―Differential Diagnosis of Chest Pain and
Cardiac Emergencies‖
38
Relevant Occupational Experience (e)
Relevant other experience (such as
certification/ licensure) (f)
Beth Israel Emergency Department Per Diem Pediatric Advanced Life Support (PALS)
covering Fast track and Main Emergency certified
Department
Also performs chart review and call backs
Family Nurse Practitioner ANCC certified
August 2010-Haiti Relief-Ran a clinic for one
week. Supervised graduate RN’s and NP
student during this experience
39
Recent Scholarly Contributions
(optional below baccalaureate level) (g)
FACULTY ASSIGNMENT - Queensborough Community College
Title of Position
at Institution
Full-time (FT)
or Adjunct
(Adj.) at the
Institution
Full-time (FT) or
Part-time (PT)
in the Program
TINA BAYER
ASST. PROF.
FT
FT
BENTLEY,
LAWRENCE
JAMES
BURKE, PATRICIA
ASST. PROF.
FT
FT
ASST. PROF.
FT
FT
BARBARA
CAMPBELL-BLAKE
DEBORAH
FITZGERALDROYCE
CARDACI, REGINA
ASSOC. PROF.
FT
FT
PROFESSOR
FT
FT
ASSOC. PROF
FT
FT
GEORGINA
COLALILLO
CUPELLI,
LORRAINE
ASSOC. PROF
FT
FT
ASST. PROF.
FT
FT
GALATIA (TINA)
IAKOVOU
KIMBERLY
AMBRUSO
ASST. PROF.
FT
FT
ASST. PROF.
FT
FT
Faculty Member
40
If Part-time in the Program, Specify Other Course
Responsibilities
Titles of Courses Taught Which
Related Credits
Are Not Part of the Program
Title of Position
at Institution
Full-time (FT)
or Adjunct
(Adj.) at the
Institution
Full-time (FT) or
Part-time (PT)
in the Program
ASSOC.PROF
FT
FT
PROFESSOR
FT
FT
ASST. PROF.
FT
FT
MARGARET REILLY PROFESSOR
FT
FT
BARBARA ROME
ASST. PROF.
FT
FT
(POMA) ASST. PROF.
FT
FT
Faculty Member
MARYANN
MAGALDI
ANNE MARIE
MENENDEZ
JANICE MOLLOY
MARY
ROSA
BARBARA SAUR
ASST. PROF.
FT
FT
JACQUELINE
SAVORY
CLINICAL
PROF.
FT
FT
MARGARET
STROEHLEIN
ASST. PROF.
FT
FT
CHERYL SPENCER
ASST. PROF.
FT
FT
CAROL SOTO
ASSOC. PROF.
FT
FT
41
If Part-time in the Program, Specify Other Course
Responsibilities
Titles of Courses Taught Which
Related Credits
Are Not Part of the Program
Title of Position
at Institution
Full-time (FT)
or Adjunct
(Adj.) at the
Institution
Full-time (FT) or
Part-time (PT)
in the Program
EILEEN TITTMANN
ASST. PROF.
FT
FT
ALEXANDRA
TARASKO
DOLORES WEBER
PROFESSOR
FT
FT
ASSOC. PROF.
FT.
FT.
JULIA ANDERSON- ADJ.
JONES
LECTURER
PT
PT
LINA DI VANNA
ADJ.
LECTURER
PT
PT
ROSALIND DEAN
PT
PT
MARY
D’ORAZI
ADJ.
LECTURER
ANN ADJ.
LECTURER
PT
PT
JANET FRANZESE- ADJ.
RICE
LECTURER
PT
PT
KATHLEEN
HARTNETT
JUDITH GARCIA
PT
PT
PT
PT
PT
PT
Faculty Member
ALISON HELWIG
ADJ.
LECTURER
ADJ.
LECTURER
ADJ.
LECTURER
42
If Part-time in the Program, Specify Other Course
Responsibilities
Titles of Courses Taught Which
Related Credits
Are Not Part of the Program
Faculty Member
Title of Position
at Institution
Full-time (FT)
or Adjunct
(Adj.) at the
Institution
Full-time (FT) or
Part-time (PT)
in the Program
CAROLANN
HUTCHINSON
ADJ.
LECTURER
PT
PT
JUDITH A. KAPLAN
ADJ.
LECTURER
ADJ.
LECTURER
PT
PT
PT
PT
KATHLEEN
LINHART
SUSAN MEEHAN
ADJ.
LECTURER
ADJ.
LECTURER
PT
PT
PT
PT
ANNA PALIWODA
ADJ.LECTURER
PT
PT
MAUREEN REEVES
ADJ.
LECTURER
PT
PT
NANCY KELLY
If Part-time in the Program, Specify Other Course
Responsibilities
Titles of Courses Taught Which
Related Credits
Are Not Part of the Program
FACULTY TO BE HIRED
Title of Position
Number of New Positions
Not applicable
43
Minimum Qualifications
APPENDIX C: NEW RESOURCES
Expenditures
Year 1
2012-13
Year 2
2013-14
Year 3
2014-15
Year 4
2015-16
Year 5
2016-17
Full Time Faculty
0
0
0
0
0
Part Time Faculty
0
0
0
0
0
Full Time Staff
0
0
0
0
0
Part Time Staff
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
6,500
6,500
6,500
6,500
6,500
0
0
0
0
0
0
0
0
0
0
6,500
6,500
6,500
6,500
6,500
Library (Includes Staffing)
Equipment
Laboratories
Supplies & Expenses
(Other than Personal Services)
Capital Expenditures
Other
Total all
44
APPENDIX D: PROJECTED REVENUE
Revenues
Tuition Revenue
01. From Existing Sources
02. From New Sources
03. Total
State Revenue
04. From Existing Sources§
05. From New Sources**
06. Total
Other Revenue
07. From Existing Sources
08. From New Sources**
09. Total
Grand Total
10. From Existing Sources§
11. From New Sources**
TOTAL
1st Year
2012-13
2nd Year
2013-14
3rd Year
2014-15
4th Year
2015-16
5th Year
2016-17
$108,900
$0
$108,900
$212,058
$0
$212,058
$216,299
$0
$216,299
$85,600
$0
$85,600
$163,175
$0
$163,175
$163,175
$0
$163,175
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$194,500
$0
$194,500
$375,233
$0
$375,233
$379,474
$0
$379,474
$383,800
$0
$383,800
$388,213
$0
$388,213
45
$220,625
$0
$220,625
$225,038
$0
$225,038
$163,175
$0
$163,175
APPENDIX E: SUPPORTING MATERIALS FOR PROJECTED REVENUE
Five-Year Financial Projections for Program
Year 1
Year 2
Year 3
Year 4
Year 5
Direct Operating Expenses (Include additional expenses incurred by other programs
when satisfying needs of new program):
Current Full Time Faculty Replacement Costs (list separately)
Current Full Time Faculty Overload (include summer)
New Full Time Faculty Base Salary (list separately)
New Full Time Faculty Overload (include summer)
New Faculty Re-assigned Time (list separately)
Full Time Employee Fringe Benefits (33.0%)
0
0
0
0
0
Total (Links to Full-Time Faculty on Program Exp Worksheet)
0
0
0
0
0
Part Time Faculty Actual Salaries
Part Time Faculty Actual Fringe Benefits (10%)
0
0
0
0
0
0
0
0
0
0
Total (Links to Part-Time Faculty Program Exp Worksheet)
0
0
0
0
0
Full Time Staff Base Salary (list separately)
Full Time Staff Fringe Benefits (33%)
0
0
0
0
0
Total (Links to Full-Time Staff on Program Exp Worksheet)
0
0
0
0
0
46
(DO NOT INCLUDE NEW LIBRARY STAFF IN THIS SECTION)
Part Time Staff Base Salary (list separately)
Graduate Assistants
Student Hourly
Part Time Employee Fringe Benefits (10.0%)
Year 1
Year 2
Year 3
Year 4
Year 5
Total (Links to Part-Time Staff on Program Exp Worksheet)
0
0
0
0
0
LIBRARY
Library Resources
Library Staff Full Time (list separately)
Full Time Staff Fringe Benefits (33%)
Library Staff Part Time (list separately)
Part Time Employee Fringe Benefits (10.0%)
TOTAL (Links to Library on Program Exp Worksheet)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
EQUIPMENT
Computer Hardware
Office Furniture
Other (Specify)
Total (Links to Equipment on Program Exp Worksheet)
0
0
0
0
0
LABORATORIES
Laboratory Equipment
Other (list separately)
TOTAL (Links to Laboratories on Prog. Exp. Worksheet)
0
0
0
0
0
47
Year 1
SUPPLIES AND EXPENSES (OTPS)
Consultants and Honoraria
Office Supplies
Instructional Supplies
Faculty Development
Travel and Conferences
Membership Fees
Advertising and Promotion
Accreditation
Computer Software
Computer License Fees
Computer Repair and Maintenance
Equipment Repair and Maintenance
New Total Supplies and OTPS Expenses (Links to Supplies on
Program Exp Worksheet)
CAPITAL EXPENDITURES
Facility Renovations
Classroom Equipment
Other (list separately)
TOTAL (Links to Capital Expenditures on Prog. Exp. Worksheet)
Year 2
Year 3
Year 4
Year 5
6,000
6,000
6,000
6,000
6,000
500
500
500
500
500
6,500
6,500
6,500
6,500
6500
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Other (list separately)
TOTAL (Links to Other on Program Exp. Worksheet)
48
APPENDIX F: FIVE-YEAR FINANCIAL PROJECTIONS
COMMUNITY COLLEGE WORKSHEET
Year
One
Year
Two
Year
Three
Year Four
Year Five
Tuition & Fees:
Existing Students are students currently enrolled in another program at
your college, or students who would have enrolled in another program
at your college, had the new program not been established.
Number of Majors (Enter # of EXISTING FULL TIME In
State Students)
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Instate Tuition & Fees
Tuition & Fees:
Number of Majors (Enter # of EXISTING FULL TIME Out of
State Students)
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Out of State Tuition & Fees
TOTAL EXISTING FULL TIME TUITION REVENUE
49
31
59
59
59
59
$3,300
$3,366
$102,300 $198,594
$3,433
$202,547
$3,502
$206,618
$3,572
$210,748
0
0
$102,300 $198,594
0
$202,547
0
$206,618
0
$210,748
1
2
2
2
2
$6,600
$6,600
$6,732
$13,464
$6,867
$13,734
$7,004
$14,008
$7,144
$14,288
0
0
$0 $13,464
$108,900 $212,058
0
$13,734
$216,281
0
$14,008
$220,626
0
$14,288
$225,036
Year
One
Number of Majors (Enter # of EXISTING PART-TIME In
State Students)
Total Enrolled Credits (Enter Avg # credits per student per
year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3
Summer=15
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Instate Tuition & Fees
Tuition & Fees:
Number of Majors (Enter # of EXISTING PART-TIME Out of
State Students)
Total Enrolled Credits (Enter Avg # credits per student per
year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3
Summer=15
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Out of State Tuition & Fees
TOTAL EXISTING PART TIME REVENUE
TOTAL EXISTING REVENUE
50
Year
Two
Year
Three
Year Four
Year Five
0
0
0
0
0
$140
$0
$143
$0
$146
$0
$149
$0
$152
$0
0
$0
$0
$0
$0
$0
0
0
0
0
0
$220
$0
$224
$0
$229
$0
$233
$0
$238
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$108,900 $212,058
$216,281
$220,626
$225,036
Year
One
Year
Two
Year
Three
Year Four
Year Five
Tuition & Fees:
New Students are students who would NOT have enrolled in another
program at your college, had the new program not been established.
Number of Majors (Enter # of NEW FULL TIME In State
Students)
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Instate Tuition & Fees
Tuition & Fees:
Number of Majors (Enter # of NEW FULL TIME Out of
State Students)
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Out of State Tuition & Fees
TOTAL NEW FULL TIME TUITION REVENUE
51
0
0
0
0
0
$3,300
$0
$3,366
$0
$3,433
$0
$3,502
$0
$3,572
$0
0
0
$155,100 $158,202
0
$161,366
0
$164,593
0
$167,885
0
0
0
0
0
$6,600
$0
$6,732
$0
$6,867
$0
$7,004
$0
$7,144
$0
0
$0
0
$0
0
$0
0
$0
0
$0
$0
$0
$0
$0
$0
Year
One
Tuition & Fees:
Number of Majors (Enter # of NEW PART-TIME In State
Students)
Total Enrolled Credits (Enter Avg # credits per student per
year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3
Summer=15
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Instate Tuition & Fees
Tuition & Fees:
Number of Majors (Enter # of NEW PART-TIME Out of
State Students)
Total Enrolled Credits (Enter Avg # credits per student per
year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3
Summer=15
Tuition Income (Specify Rate per credit) calculates 2%
increase per year
Total Tuition
Student Fees (enter ANNUAL program fees other than
standard CUNY fees)
Total Fees
Total Out of State Tuition & Fees
TOTAL NEW PART TIME REVENUE
TOTAL NEW REVENUE
52
Year
Two
Year
Three
Year Four
Year Five
0
0
0
0
0
$140
$0
$143
$0
$146
$0
$149
$0
$152
$0
$0
$0
$0
$0
$0
0
0
0
0
0
$220
$0
$224
$0
$229
$0
$233
$0
$238
$0
0
$0
$0
0
$0
$0
0
$0
$0
0
$0
$0
0
$0
$0
$0
$0
$0
$0
$0
Year
One
# CURRENT FTEs (use prorated FTEs for PT Students)
Appropriation per FTE (FY10)
STATE REVENUE FROM EXISTING SOURCES - LINKS
TO REVENUE SPREADSHEET, ROW 9
# NEW FTEs (use prorated FTE for PT Students)
Appropriation per FTE (FY10)
Year Four Year Five
61
61
61
$2,675
$2,675
$2,675
61
$2,675
$85,600
$16,175
$163,175
$163,175
$163,175
0
$2,675
0
$2,675
0
$2,675
0
$2,675
0
$2,675
$0
$0
$0
$0
$0
Year
One
53
Year
Three
32
$2,675
STATE REVENUE FROM NEW SOURCES - LINKS TO
REVENUE SPREADSHEET, ROW 11
FOR YEARS 2-5 INCLUDE CONTINUING FTE FROM
PREVIOUS YEARS
Other Revenue From Existing Sources (specify and
explain)-LINKS TO REVENUE SPREADSHEET ROW 13)
Other Revenue New (specify and explain) (LINKS TO
REVENUE SPREADSHEET ROW 15)
Year
Two
Year
Two
Year
Three
Year Four
Year Five