Queensborough Community College
ACADEMIC PROGRAM REVIEW
RESPONSE AND ACTION PLAN FOR DEGREE PROGRAMS
Program reviewed:
A.A./B.A. Dual/Joint Degree Program in Liberal Arts
and Sciences and Childhood Education (LE1)
Date of site visit:
May 5-6, 2010
QCC Steering Committee:
Dr. Joseph Culkin
Dr. Anita Ferdenzi
Ms. Renee Rhodd
Dr. Patricia Spradley
Dr. Deleri Springer
Administrative Support:
Ms. Anna May Jagoda, Director, Institutional Research
External Reviewers:
Dr. Carolyn Sterling-Deer
LaGuardia Community College
Dr. Marilyn Verna
St. Francis College
Report to be presented to the Vice President for Academic Affairs
1. Corrections to reviewers’ report
In their comments on Program/Area Weaknesses on pages 7 and 8 of the report the
reviewers include two statements that need to be corrected:
a) “The ED110 transfer designation as two courses is credited as one course upon arrival
at QC. Because of the inclusion of a technology component in the course, the course at
QCC was increased to four credits with the stipulation that QC would provide credit for
two courses upon transfer. QC has reneged on this agreement. Students are subsequently
shortchanged for work completed at QCC.”
Correction: Although it is factually correct that originally the completion of our ED110
was supposed to satisfy the requirement of an educational technology class at Queens
College, the restructuring of the curriculum at Queens required that on transferring in our
graduates would have to complete an educational technology course in the Professional
Sequence. We prefer to characterize this outcome as an unfortunate consequence of a
lack of communication and negotiation between the colleges, rather than deliberate
reneging on the agreement.
b) “QCC does not collect data on the students beyond graduation. To further understand
the success of the QCC education students, longitudinal data needs to be collected by the
Institutional Data Department. Tracking of the students as they enter QC or other
universities, and their choice of majors would assist in the furthering of QCC programs.”
Correction: Tracking of LE1 students who leave QCC via graduation or transfer does
occur through the efforts of the Office of Institutional Research and Renee Rhodd,
Faculty Coordinator of the Education Academy. However, the follow-up data are
incomplete, and many former LE1 students are not tracked. The most complete follow-up
data are accessible for former students who remain in the CUNY system, but less so for
those in non-CUNY institutions
In addition to the corrections above, one is also noted in the academic program review
itself, in the Introduction under B (Queensborough Community College), page ii. The
Holocaust Resource Center and Archives is described as “under construction.” This is
incorrect; the reconstruction of the center had already been completed by the time of the
program review.
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2. Major conclusions of academic program review
Overall, the LE1 program appears to be healthy: enrollments are up, recent retention is up
at least somewhat, degrees awarded remain relatively stable, and student satisfaction
indices are sound. Yet there remain areas of concern, most especially the declining
percentage of three-year graduation rates among recent cohorts.
We fully expect that as the Education Academy matures and expands it will provide a
very powerful vehicle to advance the academic achievement of the LE1 students.
The LE1 curriculum provides students with a very sound and rigorous foundation in
humanities, sciences, mathematics, and education.
Our review of the contributions of individual academic departments shows that all
contributing departments are providing sufficient, high-quality instruction to the LE1
students.
Although the three-year graduation rate appears to be in decline, the six-year graduation
rates for the 2001-03 fall cohorts indicate that the LE1 program rate exceeds the overall
QCC rate by 3 percent. The disturbing downward trend in CPE passing rates for LE1
students strongly indicates a need to enhance the readiness of those students for the
demands of the examination in the hope of increasing three-year graduation rates for the
program.
The major curricular change was the adoption of the two-phase sequence of courses,
implemented in 2005. Although this change made the program more academically
challenging for students during their UF semester and might be partly responsible for the
reduced three-year graduation rates, it did succeed in winnowing out underperforming
students and helping them to obviate the unfortunate consequences that many would have
experienced by persisting too long without hope of achieving the 2.75 GPA minimum.
The curriculum of the program should be revisited with a consideration of integrating
new coursework and high-impact experiences, including psychology, a capstone course,
and e-portfolio.
The lack of male faculty in the program is a weakness.
The implementation of the Education Academy with the academy center and its staff has
been a boon to the program.
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3.
Major conclusions of external reviewers
Major program strengths
The QCC Education Program has a great measure of professional strength, which contributes
to the richness of the program. As noted elsewhere in this report, QCC Education faculty
members are the program’s most important asset.
The Education Freshman Academy and Education learning communities strengthen student
learning and ensure success for Education majors since students have the opportunity to
improve writing and connect writing assignments to the Education major.
Four Phase 1 gateway courses—ED110, EN101, SS310, and MU261—and the explicit
requirement of a minimum GPA of 2.75 before progressing to Phase II of the Education
Program within the first 24 earned credits maintain the integrity of the program. The program
standard and increased persistence of LE1 students appear to be effective.
Dedication of faculty and staff to student learning fosters academic success and retention.
Major program weaknesses
The QC-QCC Dual/Joint Degree Program does not afford QCC further required education
courses. This weakness prevents QCC from developing an Education capstone or other
courses essential for student success in the senior college.
There is a lack of coordination between QC and QCC Education faculty.
Under-enrollment of males of any ethnicity is a weakness. Absence of male faculty is also
noted.
Lack of tracking of education graduates either at Queens College or at other senior colleges is
a weakness.
Lack of articulation agreements with other senior colleges and with high schools is a
weakness.
Lack of a capstone course is a weakness.
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4. Proposed action plan and timetable (next five years)
A. Commentary
Enrollment in the program shows a modest increase in recent years accompanied by a
modest retention increase. However, three-year graduation rates have fallen significantly
in recent years, and six-year graduation rates have risen. Obviously, more students than in
the past are taking longer to complete their degrees. Overall, the program remains robust
and key indicators of student progress and completion compare favorably with the data
from the college as a whole. In fall 2008 the Education Academy was formally launched,
and during the past two academic years we have worked to implement all components of
that initiative. But it will take another few years before we can ascertain how successful
the academy initiative has been.
Over the next five years we will explore options for revising the curriculum to enhance
the educational foundations that our students will develop in their stay at QCC and to
increase the ease with which the program will articulate with baccalaureate programs in
education at other area colleges.
B. Curricular changes
We are undertaking discussions in the fall 2010 in conjunction with representatives from
Queens College to revise the dual/joint curriculum. One change we are interested in
effecting is the addition of a capstone course for upper-level students that will transfer
easily into the curriculum at Queens College. Currently, we are targeting SS 360
(Sociology of Education) as a prime prospect for the capstone course because its
counterpart at Queens College is required in their program. In addition, we will explore
the possibility of developing a course in applications of educational technology and the
integration of service learning into the curriculum.
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C. Timetable for assessment
Key courses to be assessed
General Education Objectives ( 1-10)
ED110 Contemporary
Education: Principles and
Practices
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Date last
assessed
2008
Date of next
assessment
Spring 2011
NA
Fall 2010
2008
Spring 2011
2004
Fall 2010
2008
Prior to 2015
Integrate knowledge and skills in their
program of study.
SS110 Anthropology
SS310 Sociology
Work collaboratively in diverse groups
directed at accomplishing learning
objectives.
Use historical or social sciences
perspectives to examine formation of
ideas, human behavior, social
institutions, or social processes.
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Integrate knowledge and skills in their
program of study.
SS610 Philosophy
Use historical or social sciences
perspectives to examine formation of
ideas, human behavior, social
institutions, or social processes.
Use analytical reasoning skills and
apply logic to solve problems.
Integrate knowledge and skills in their
major field and across disciplines.
EN101 English Composition I
Differentiate and make informed
decisions about issues based on
multiple value systems.
Communicate effectively through
reading, writing, listening and speaking
Integrate knowledge and skills in their
program of study.
Apply aesthetic and intellectual criteria
in the evaluation or creation of works
in the humanities or arts.
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EN102 English Composition II
Communicate effectively through
reading, writing, listening and speaking
2008
Prior to 2015
2010
Prior to 2015
NA
Prior to 2015
2010
Prior to 2015
NA
Prior to 2015
2010
Prior to 2015
NA
Prior to 2015
Integrate knowledge and skills in their
program of study.
AR310 Introductory Survey of
Art
Apply aesthetic and intellectual criteria
in the evaluation or creation of works
in the humanities or arts.
Communicate effectively through
reading, writing, listening and speaking
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
BI140 Principles of Biology
CH120/121 Fundamentals of
Chemistry & Lab
Apply aesthetic and intellectual criteria
in the evaluation or creation of works
in the humanities or arts.
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Use concepts and methods of the
natural and physical sciences to make
informed judgments.
Reason quantitatively and
mathematically as required in field of
interest and in everyday life.
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
GE101 Physical Geology
Use concepts and methods of the
natural and physical sciences to make
informed judgments.
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Reason quantitatively and
mathematically as required in field of
interest and in everyday life.
HI127 Growth of American
Civilization I
HI128 Growth of American
Civilization II
Use concepts and methods of the
natural and physical sciences to make
informed judgments.
Communicate effectively through
reading, writing, listening and speaking
Communicate effectively through
reading, writing, listening and speaking
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MA303 Number Systems
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
NA
Prior to 2015
NA
Prior to 2015
NA
Prior to 2015
NA
Prior to 2015
NA
Prior to 2015
2006 (then
SP531)
Fall 2010
Reason quantitatively and
mathematically as required in field of
interest and in everyday life.
MA336 Computer-Assisted
Statistics
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Reason quantitatively and
mathematically as required in field of
interest and in everyday life.
MU261 Music for Teachers of
Children
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Integrate knowledge and skills in their
program of study.
PE711 Introduction to Art of
Dance
PH101 Principles of Physics
Work collaboratively in diverse groups
directed at accomplishing learning
objectives.
Apply aesthetic and intellectual criteria
in the evaluation or creation of works
in the humanities or arts.
Use analytical reasoning to identify
issues or problems and evaluate
evidence in order to make informed
decisions.
Reason quantitatively and
mathematically as required in field of
interest and in everyday life.
TH120 Acting I
Communicate effectively through
reading, writing, listening and speaking
Work collaboratively in diverse groups
directed at accomplishing learning
objectives.
Apply aesthetic and intellectual criteria
in the evaluation or creation of works
in the humanities or arts.
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D. Personnel, equipment, facilities, and resource changes
None
E. Student recruitment and student support activities
Student support activities will be organized within the framework of the Education
Academy under the supervision of the faculty coordinator (Renee Rhodd) and the
freshman coordinator (Andrei Lee) of the academy.
The Education Academy will have student support activities or events scheduled
monthly. The events scheduled for the academic year includes a presentation from a guest
lecturer from Queens College, an essay competition, a presentation on using the New
York Times to improve critical thinking skills, dual/joint degree program transfer
information sessions, and overcoming math anxiety. In addition, the Education Academy
will co-sponsor additional events with the QCC Chapter of the Future Teachers Society
and Kappa Delta Pi.
Student recruitment activities will be organized by the Office of Admissions and the
Office of New Student Enrollment Activities. Some of the actions planned for
recruitment purposes include:




Collaborative outreach to new admits by Education Academy staff and the Office
of Admissions
Increased e-communications with LE1 students to keep them abreast of news
relevant to their program of studies
Recruitment of “undecided” and non-matriculated students
Scheduling of “Info Fairs” for students interested in education careers
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