Report of the Outside Evaluator
Massage Therapy
Queensborough Community College
May 5 & 6th 2010
Mr. Matthew P. Kenny LMT MPS
Coordinator for Massage Therapy
Chair for the Division of Science & Mathematics
Columbia-Green Community College
I. Introduction
The opportunity was provided to meet with President Marti, followed by a meeting with
Dr. Lisa Mertz, the program Coordinator. After a tour of the facilities housing Massage,
I was given an opportunity to visit with a group of the advanced Massage students, the
majority identifying themselves as preparing for graduation. Lunch was provided then it
was on to a meeting with Provost and Senior Vice-president Diane Call. The day
continued with a meeting of the full-time faculty teaching within the program and
Department Chair Aaron Krac. The day concluded with a tour of the Student Learning
Center and Campus Writing Center with an opportunity for questions.
II. Focus Questions provided by Queensborough
What kinds of curricular changes would help to develop a more medically-based
(i.e., outcomes-based advanced curriculum?

Based on student feedback, the idea of a more medically based model
appeared to be embraced by the advanced students. Their feedback is in direct
line with Section V. Priorities for the Future bullet 3, “Revise the curriculum
to offer a more medically-based (i.e., outcomes-based) advanced curriculum
to strengthen student preparation for the licensure examination and for career
paths”. This appeared reinforced with a student identified need for “clinically
based clients” and affirmed by Dr. Mertz who is able to facilitate an oncology
based massage class; this will integrate information and techniques. The
course is slated to be run in the fall of 2010.
What form and content might standardized examinations take for cornerstone,
milestone, and capstone courses?

I am challenged by the idea of standardized examinations for a kinesthetic
profession. Where I feel students can benefit is by continuing to focus on
adjunct relationships where there are multiple sections of the cornerstone,
milestone and capstone courses which the program has indicated are
respectively HA -100 Foundations in Massage Therapy, HA-220 Pathology 1
and HA-204 Practicum 2. Since the provided Course Assessment-Department
Schedule (page 35) and Rubric for Practical Evaluation which I would
imagine is applicable to the Practicum 2, following the schedule should help
foster a strengthen collaboration between full-time faculty and adjunct faculty.
In addition, Queensborough might consider an Eastern and Western final
practical which would allow for hand-on remediation. HA 204 as a capstone
course may be a possible placement for the practical. Since NYS views the
program as the gateway for public-safety, the final practicum would allow the
program control over those students who may need more guidance in the
hands-on component when they may excel academically but not with their
hand-on skill sets. It also provides another opportunity to assess the
therapeutic relationship when the rubric for assessment includes that in
evaluation.
III. Program /Area Strengths

Compassionate & Informed leadership, Both the President and the Provost
demonstrated a thorough understanding of the Massage Therapy program.

There is thriving academic support with tutoring, the writing center. It was
also articulated by Chair Aaron Krac the collaboration and the cooperation the
Full-time and Adjunct faculty have been willing to make to go above and
beyond the expectation of the college provide additional student support.

Committed Faculty – It became clear very quickly not only through scholarly
pursuits as listed in the program review but also through dialogue that the
nurturing of healthy, employable Massage Therapists is the goal.

For those who complete the program, the licensing success rate demonstrates
the success of the programs preparing students to be practicing Massage
Therapists.

The students I met were exceptional, articulate & welcoming.
IV. Program/Area Weaknesses –

Clinical Space – With the awareness of the challenge of CUNY operating
space and the value of real estate available to meet student needs, I look at the
space with optimistic eyes. Clinical and learning space that fosters a
therapeutic profession should model the environment that is healthiest for both
the practitioner and receiver. The creation of a tranquil space, less
institutional will create healthier therapists. The sterility of an academic
environment can be combated by cosmetic and minor structural changes.
o Calming paint colors
o De-humidifier to address subterranean moisture issues. Increase the
curtained area’s to allow students to apply body mechanics in the space
and replace the curtains with floor to ceiling curtains allowing for privacy
during Shiatsu sessions.
o Classroom Space – The limited learning space for hands-on classes
requires the flexibility unique to motion based learning. Since it is not
only table training but floor training as well, the cleanliness of the
environment is vital to student wellness.
o Course Continuity- I believe the program would benefit from a thorough
conversation about technique with both the adjunct faculty and full-time
faculty to define the scope of techniques and list some departmental goals.
With different areas of expertise and the multidimensional approaches that
Massage Therapists take to achieve the goal of balance and wellness,
students would benefit from more programmatic structure.
o A final opportunity to affect change for the program, involves the creation
of a “hands-on” lab course. Though it is challenging as a commuter
school, the student will benefit from defined time that can serve the
function of hands-on skill building. Formalizing 6 hours of laboratory
skills can help further the hands-on success of the students. As indicated
in your college catalog on page 175 under the course descriptions. Onelecture and three hour lab courses are difficult when fostering a lecture
hands-on balance. The program can benefit by exploring the option of
three hour lecture and three hour lab courses. HA 220 specifically would
benefit by the addition of a protocol based laboratory opportunity which
could collaborate with the pathology lecture. You may consider the same
mode l for your 1 hour of lecture and 3 hours of lab layout. Student
benefit from a healthier distribution of lecture and hands-on hours over the
course of two classes. This allows the facilitator the opportunity to split
the lecture and receiving over two days. We have successfully employed
this model at Columbia-Greene as long as the lecture and the laboratory
teacher for both sections remains the same.
V. Suggestions


Consider a self-created student survey that will ask for feedback on student
learning experiences, maybe an exit survey incorporated into a class.
Consider a community awareness campaign; the students expressed “being
lost” in the campus community. An increased web presence featuring on
outstanding graduate.
VI. Recommendations
Create “brain-storming” opportunities to increase the pass-rate with Anatomy &
Physiology courses. There appears to be many unique challenges for the kinesthetic
learner in concert with the A&P course. The suggestion of a “Science Placement exam”
which was mentioned in the department meeting during my visit is prudent. An
additional avenue of moving toward success would be a stronger partnership with the
tutoring center creating tutoring groups geared toward the kinesthetic learner.
VII. Conclusion
To showcase and support a non-traditional program in a traditional setting is no easy task.
CUNY’s willingness to create, support and maintain a vital wellness feeder to the
community is to be applauded. The faculty, staff, administration are working within a
system that is not easy to navigate and has done so successfully for 7 years with licensing
statistics to support all that you do well. The suggestions I make are to create utopia and
I hope my comments help you define the horizon that you are moving toward. It was a
pleasure to spend time with accomplished and caring individuals involved in creating
quality and affordable education.