Queensborough Community College
DEPARTMENT:
Year-end Report – Teaching Department
Year: 2014- 2015
ENGLISH DEPARTMENT
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2014-15
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
ASAP Courses (24 Sections)
ASAP Faculty Coordinator (1 Faculty Member)
Honors Contracts (17 Students)
Online Sections (19 PNT sections)
Muslim Student Association, Faculty Club Advisor (1 Faculty Member)
Gearhead Car Club, Faculty Club Advisor (2 Faculty Members)
Creative Writing Club, Faculty Club Advisor (2 Faculty Member)
Film Club, Faculty Club Advisor (2 Faculty Members)
Learning Communities (3 Sections)
Academies (10 Designated Sections)
WID/WAC Coordinator (2 Faculty Members)
Designated Writing Intensive Courses – 15 pages, minimum, evaluated writing (2 Sections)
College Now Faculty Development (5 Faculty Members)
Liberal Arts Academy Coordinator (1 Faculty Member)
High Impact Practices, Learning Communities, Faculty Coordinator (2 Faculty Members)
High Impact Practices, Global Diversity, Faculty Participants (4 Faculty Members)
High Impact Practices, Undergraduate Research, Faculty Participants (2 Faculty Members)
SWIG Coordinator (2 Faculty Members)
SWIG Participants (3 Faculty Members)
Common Read Participants (9 Faculty Members)
“B-Tech” SAP High School Development Committee (1 Faculty member)
ALP Committee (6 Faculty Members)
ALP ENGL 101 (13 Sections)
Number Served
24
1
17
19
1
1
2
2
3
10
2
6
5
2
2
4
2
1
4
11
1
6
13
Area of service (for example): a department-run learning laboratory (not laboratories for which students register as part of their courses), the reference desk or reserve area of the
Library, department tutoring program, etc. (Note: Do not report courses or laboratories for which students register.)
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Queensborough Community College
2.
Year-end Report – Teaching Department
Year: 2014- 2015
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Date
Number
Attending
5/13/2015,
3/11/2015,
11/12/2014,
11/7/2014,
10/28/2014
4/22/15,
11/7,2014
4/22/2015
100
4/17/2015,
11/7/2014
2/11/2015
3/04/2015,
11/12/2014,
10/1/2014
11/10/2014
4/1/2015
12/10/2015
10/29/2015
5/6/2015
35
5/15/2015
10 faculty, 80
students and
invited guests
140 students
ORGANIZED
QCC Film Club (Organized by Leah Anderst and Matt Lau)
MSA Club (Organized by Kiki Byas)
Everyday Theatre: How Life Becomes Art; A Workshop with Tyler Rivenbark (Organized
by Jodie Childers)
ASAP Club (Organized by Tammi Rothman)
Creative Writing Club (Organized by Jodie Childers and Ben Miller)
Gearhead Club (Organized by P.J. Irigoyen)
English Student Panel (Organized by Ben Miller, George Fragopoulos, Aliza Atik)
Open Mic and Short Film Showcase (Organized by Jodie Childers and Leah Anderst)
Career Conversations (Organized by Jodie Childers)
A Reading: Author Kenan Trebincevic Discussing his Memoir,
The Bosnia List (Organized by John Talbird)
Honors Award Ceremony (Organized by Kat Alves, Joan Dupre, Jan Ramjerdi, and the
Awards Committee)
Service Learning: Teagle Foundation Grant (Jodie Childers, Beth Counihan, Zivah Perel
Katz, Joost Burgers, Ben Miller)
9/1/2014 –
5/22/2015
70
40
100
35
20
100
75
45
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Year-end Report – Teaching Department
Queensborough Community College
Campus Writing Center Visits – Fall, 2014 (50 classes, 26 different faculty members)
Campus Writing Center Visits – Spring, 2015 (45 classes, 20 different faculty members)
Communique, Student Newspaper (Elizabeth Toohey and Alisa Cercone)
Year: 2014- 2015
Fall, 2014
Spring, 2015
9/1/2014 –
5/22/2015
1200 students
100 students
50
10/1/2014
11/5/2014
25
19
12/3/2014
33
3/4/2015
4/22/15
5/13/2015
5/11/2015
20
23
25
4/29/2015
125
4/16/2015
150
ORGANIZED AND GAVE PRESENTATIONS
Composition Committee: On Reading and Revision (Presenters: Jean Murley, Jim Kenney)
Composition Committee: Diversity in the Classroom (Presenters: Kat Alves, Aliza Atik,
Peter Gray)
Composition Committee: Technology in the Classroom (Aliza Atik, Ben Miller, Jean
Darcy)
Composition Committee: ALP (Presenter: Leah Anderst)
Composition Committee: Different Kinds of Language in the Classroom
Composition Committee: Student Collaboration (Presenters: John Talbird and Elise Denbo)
Building Connections Through Our Teaching: Engaging Students’ Prior Knowledge
(Presenter: Zivah Katz Perel)
Multilingual Poetry Event (Organized by Jodie Childers; multiple participants)
GAVE PRESENTATIONS
NEH KHRCA Grant: Student Exhibition and Performance (Presentations by Aliza Atik,
Ben Miller, Jodie Childers)
NEH KHRCA Grant: African-American Poetry (Presentation by Joel Kuszai)
11/05/2014
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
B. COURSE CHANGES IN 2014-15
New, revised, or
deleted
New
Course
number
ENGL
263
Course title
Holocaust
Literature
Semester
approved
Spring, 2015
Comments
This course had previously been offered under a
special topics listing.
Description: This course offers a study of the
Holocaust through a variety of genres, including
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
New
ENGL
264
Graphic Genres
Spring, 2015
Revised
ENGL101
ENGL102
English
Composition I
English
Composition II:
Introduction to
Literature
Writing for New
Media
Introduction to
Literary Studies
Fall, 2014
poetry,
novels, short stories, plays, memoirs, primary sources,
film, and children’s literature, in order to gain a better
understanding of the unfolding, impact, meaning and
significance of the Holocaust. Students will study the
origins and development of the Holocaust and its
political, cultural, economic and social implications
through the lens of a variety of artists, writers and
scholars.
This course had previously been offered under a
special topics listing.
Description: This course seeks to explore graphic
novels and other related graphic genres and visual
formats – journalism, memoir, fiction, history, and
film – to investigate the evolution, power and
popularity of texts that combine words and pictures.
Topics and themes examined include war, family,
sexuality,
adolescence, ethnicity, identity, politics and science
fiction. In addition to learning about graphic novels
and genres, students will create their own graphic
work, as well as conduct research and present on a
topic, artist, genre, or work of their choice.
Change in designation from EN-101.
Fall, 2014
Change in designation from EN-102.
Fall, 2014
Change in designation from EN-103.
Fall, 2014
Change in designation from EN-230.
Revised
Revised
Revised
ENGL103
ENGL201
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Queensborough Community College
Revised
Revised
Revised
Revised
ENGL202
ENGL203
ENGL204
ENGL211
Revised
ENGL212
Revised
ENGL213
Revised
ENGL214
Revised
ENGL215
Revised
ENGL-
Year-end Report – Teaching Department
Readings in
Poetry
Readings in
Drama
Readings in
Prose Fiction
English
Literature I –
Anglo-Saxon
Period through
the Eighteenth
century
English
Literature II:
Nineteenth
Century to
Present
World Literature
I: Ancient
through
Renaissance
World Literature
II: Masterpieces
from the
Eighteenth to the
Twentieth
Centuries
American
Literature I:
Colonial Period
to American
Renaissance
American
Fall, 2014
Change in designation from EN-303.
Fall, 2014
Change in designation from EN-302.
Fall, 2014
Change in designation from EN-301.
Fall, 2014
Change in designation from EN-401.
Fall, 2014
Change in designation from EN-402.
Fall, 2014
Change in designation from EN-444.
Fall, 2014
Change in designation from EN-445.
Fall, 2014
Change in designation from EN-411.
Fall, 2014
Change in designation from EN-412.
Year: 2014- 2015
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Year-end Report – Teaching Department
Queensborough Community College
216
Revised
ENGL217
Revised
ENGL221
ENGL222
ENGL231, 232
ENGL241
Revised
Revised
Revised
Revised
ENGL242
Revised
ENGL251
ENGL252
ENGL261
Revised
Revised
Literature II –
Civil War to
Present
Contemporary
Literature in
English
Creative
Writing: Fiction
Creative
Writing: Poetry
Special Topics in
Writing Studies
Introduction to
Journalism;
Editing
Principles and
Practices
Documentary
Film: The New
Journalism
Popular Culture
Year: 2014- 2015
Fall, 2014
Change in designation from EN-446.
Fall, 2014
Change in designation from EN-201.
Fall, 2014
Change in designation from EN-202.
Fall, 2014
Change in designation from EN-224, 225.
Fall, 2014
Change in designation from EN-214.
Fall, 2014
Change in designation from EN-221.
Fall, 2014
Change in designation from EN-216.
Film and
Literature
Autobiography
Fall, 2014
Change in designation from EN-220.
Fall, 2014
Revised
ENGL262
New York
Fall, 2014
Revised
ENGL301
ENGL-
Advanced
Fiction Writing
Journalism II:
Fall, 2014
Change in designation from EN-217.
Title changed from Reading and Writing
Autobiography to Autobiography.
Change in designation from EN-219.
Title changed from Reading and Writing about New
York.
Change in designation from EN-223.
Fall, 2014
Change in designation from EN-215.
Revised
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Year-end Report – Teaching Department
Queensborough Community College
311
Revised
ENGL321, 322
Revised
ENGL501
ENGL502
ENGL503
Revised
Revised
Revised
Revised
Revised
ENGL504
ENGL505
ENGL591, 592
Year: 2014- 2015
Feature and
Magazine Article
Writing
Cooperative
Fall, 2014
Education in
Journalism
The Novel
Fall, 2014
Change in designation from EN-901, 902.
Modern Drama
Fall, 2014
Change in designation from EN-602.
Shakespeare in
Elizabethan
Drama
The Bible as
Literature
Children’s
Literature
Special Topics in
Literature
Fall, 2014
Change in designation from EN-611.
Fall, 2014
Change in designation from EN-621.
Fall, 2014
Change in designation from EN-651.
Fall, 2014
Change in designation from EN-815, 816.
Change in designation from EN-601.
C. PROGRAM CHANGES IN 2014-15
Program
English Concentration, other
concentrations which include
200+ English Courses
Program
change*
Modified
Effective Date
(Semester and year)
Fall, 2014
Comments
Concentrations listed in catalog reflect new
designations and titles of 200 level series and two
new courses
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
D. DEPARTMENT CHANGES IN 2014-15
Type (see menu below)
Description of
Change
Reason for Change
Date/Semester
Evaluation of Change*
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Queensborough Community College
Year-end Report – Teaching Department
Personnel or organizational
change
Hired eight new
full-time Assistant
Professors
Personnel or organizational
change
Two resignations
Personnel or organizational
change
Hired one new fulltime Computer Lab
Technician
Personnel or organizational
change
New Deputy Chair
and Adjunct
Coordinator
position created
Personnel or organizational
change
2 Lecturers
converted to
Assistant Professor
line
1 Lecturer awarded
CCE
Personnel or organizational
change
Personnel or organizational
change
1 Retired
Increase the number
of full-time faculty
teaching
introductory courses
and assisting with
service
Left to accept fulltime tenure track
positions at other
institutions
Provide greater
assistance to faculty
and students using
computer and smart
classrooms.
Assist with the
hiring, scheduling,
mentoring, and
evaluating of
adjunct faculty
To reflect highest
degrees obtained by
two full-time faculty
members.
To reflect five years
of successful
teaching and
service.
Long-time Professor
chose to retire.
Year: 2014- 2015
Spring, 2015
N/A
Fall, 2015
N/A
Fall, 2014
CLT was reappointed in
Spring, 2015.
Fall, 2014
N/A
Fall, 2014
Spring, 2015
Both faculty members
were reappointed in
Spring, 2015.
Fall, 2014
N/A
Spring, 2015
N/A
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Queensborough Community College
Personnel or organizational
change
Personnel or organizational
change
Facilities / Space
Facilities / Space
Year-end Report – Teaching Department
2 Associate
To reflect
Professors promoted accomplishments
to Full Professor
since previous
promotions.
Chair re-elected;
Elections held to
two members of the fulfill the by-laws of
Department P & B
the department,
reelected; two new
college, and
members of the
university.
Department P & B
elected; CLT
Representative to
the Department P &
B elected.
Planning for
To update our
complete renovation facilities and
of main office
accommodate the
space.
current size of the
faculty.
Planning for
To provide
conversion of H-437 instructional
into a computer
technology to
classroom and
interested faculty
installation of smart members and
podium in H-438.
benefit student
learning outcomes.
Year: 2014- 2015
Spring, 2015
N/A
5/6/2015
N/A
Fall/Spring, 2015
N/A
Fall/Spring, 2015
N/A
*Please note that, if change has been too recent to evaluate, you may indicate NA.
Type of change
Personnel or organizational change
Facilities/space
Equipment
Other
MENU
Description
New hires, retirees, resignations, promotions, department name changes, etc.
Renovations or development of office space or new facilities (i.e., computer laboratories)
Acquisition of new or disposition of old equipment
Other changes affecting the department not included above and including interactions with other departments
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
E. DEPARTMENT ASSESSMENT IN 2014-15
1.
Departmental procedures for conducting assessment
The fundamental elements of standard 14 (assessment of student learning) of the Middle States Commission on Higher Education include:
clearly articulated statements of expected student learning outcomes…at all levels (institution, degree/program, course) and for all
programs that aim to foster student learning and development; a documented, organized, and sustained assessment process to evaluate and
improve student learning; evidence that student learning assessment information is shared and discussed with appropriate constituents and
is used to improve teaching and learning.
Describe below the department’s ongoing procedures for assessing student learning and using assessment results to improve
teaching and learning. In your description, please explain how the department fulfills each of the Middle States
fundamental elements above.
As outlined in the English Department Assessment Report, 2014-2015, the English Department has developed an assessment
protocol that lends greater consistency to our planning from one year to the next. Gen Ed objectives have been identified for
both ENGL 101 and ENGL 102, a robust and growing archive of student artifacts has been created, and there has been
increased attention to evaluating such artifacts through normed scoring. Previously, the Department has focused on issues with
students withdrawals and considered student results from withdrawal surveys. Currently, the department is looking at student
artifacts as a way of measuring these Gen Ed objectives, with future plans to examine other variables, such as the use of High
Impact Practices, technology in the classroom, and online learning environments. Communication has been increased to
include the number of faculty gathering student artifacts, and regular Assessment Reports have been made a feature of
Department meetings.
2a.
Departmental participation in self-study/program review during 2014-2015, if applicable
Program(s) reviewed: The Liberal Arts and Sciences A.A. Degree Program
External Agency or Reviewers: Internal Review
Date of site visit:
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Queensborough Community College
Year-end Report – Teaching Department
Year: 2014- 2015
Major conclusions of self-study
The study identified a number of priorities: 1) Space Availability, and the need for increased space for instruction and faculty
offices 2) the WE1 degree program, and the possibility of phasing out a specially designated week end program 3)
Monitoring Enrollment, given the implementation of Pathways 4) Technology, and the need to make technology more
available in classrooms 5) Online courses, and the need for focused assessment 6) Advisement, and the need to acknowledge
different curricular paths 7) Assessment, with a focus on retention on second year students, given changes in the curriculum
8) Reading and Writing Curriculum, and the need to integrate curriculum, including Academic Literacy and English 9)
Faculty and staff, and the need to hire more full time faculty.
Major conclusions of external reviewers
Resulting action plan
A number of measures have been taken in terms of hiring more full time faculty, adding technology, evolving a more effective
assessment protocol, collaborating with Academic Literacies. The English Department has also been involved in developing
an English Concentration and contributed to concentrations in American Studies and Gender Studies.
2b.
Program review follow-up (from 2013-14 to 2014-15)
Action item from program
review
Timeline for
completion
Accomplishments during current year
Hiring more full time
faculty
Adding technology,
evolving a more effective
assessment protocol
Collaborating with
Academic Literacies.
2014-2015
Eight new full-time Assistant Professors were hired.
2014-2015
Developing the English
Concentration and
2014-2015
A full-time Computer Lab Technician as hired; a new Computer Classroom is
planned and in preparation; a smart podium was installed in another room with
previously no technology available.
The co-sponsored ALP Committee was successful in expanding faculty
involvement from both departments and vastly improving student outcomes.
Results were presented and discussed at a Composition Meeting well attended by
faculty members of both departments.
The new course sequencing and group was approved to rationalize and clarify
course offerings; for the first time, multiple sections of Introduction to Literary
Studies, the required upper level course in the English Concentration, were
offered.
2014-2015
Note: If your department was involved in a program review in the previous academic year, the table above must be filled in.
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Queensborough Community College
3a.
Year-end Report – Teaching Department
Year: 2014- 2015
Course assessment follow-up (from 2013-14 to 2014-15)
Course(s)
assessed from
previous year
Action plan from previous year
Evaluation of Results
Follow-up
ENGL 102
(EN 102)
Developments such as Starfish have changed
how we can understand reasons for withdrawal
and improve retention. To help improve student
success and retention, the department launched
an early intervention pilot program for EN101
courses with the Writing Center using Starfish in
the spring of 2014. We plan to continue
developing this program, and we intend to
explore ways to improve retention using
Starfish.
Since our flexibility and range in implementing
a multi-genre approach uniquely defines our
department when compared to other English
departments across the country, educating our
faculty, especially our part-time faculty, about
what constitutes genre writing and making it an
effective learning tool should be one of our
highest priorities. To this end, the composition
committee organized departmental meetings
devoted to such topics as multimodal
composition and teaching students to read like
writers in multiple genres in the fall of 2013 and
spring of 2014. Beginning in the fall of 2013, we
also collected, archived, and presented EN101
and EN102 assignments in multiple genres on a
searchable web site. Next year, we will continue
to devote meetings to using multiple genres in
our composition courses, and we will continue
to build our web site of multi-generic
assignments as models for full- and part-time
faculty. We have also created the position of
Adjunct Coordinator to help better inform
adjunct instructors and understand their
concerns.
While the department continues to
promote the use of Starfish, it proved
cumbersome for referring students to
Writing Workshops at the Writing
Center using an early intervention
model. Students did not always respond
to the alerts in a timely way, and it as
difficult to get them to schedule their
participation in workshops.
Starfish will continue to be used for
general alerts. A pilot will be run in
Fall, 2015, to get students to
participate in Writing Center
workshops during scheduled class
time. For sections beyond the pilot
group, early interventions, class
visits, and required individual visits
to the Campus Writing Center will
all still continue to be promoted.
The Deputy Chairs, Adjunct
Mentoring Committee, and New
Faculty Mentoring Committee are
working on a check lists for use in
mentoring faculty to do things like
reviewing syllabi before the
semester starts. The position of fulltime College Now Faculty
Coordinator will be created, to
complement the work of the adjunct
instructor who currently does this
work. The reader will begin
revisions for a new edition which
will include student writing and
readings more specifically suited to
our students – these activities, along
with the continued work of the
Composition Committee – will
encourage greater sharing of
curriculum and best practices among
all faculty.
ENGL 101
and ENGL
102 (EN 101
and 102)
The digital version of the new
composition handbook was completed
and distributed to new and existing
faculty; the positon of Adjunct
Coordinator was created, as was a new
Adjunct Mentoring Committee; full-time
faculty met with the College Now
faculty and B-Tech Faculty; the Chair
communicated regularly with the
College Now Director and 21st Century
Program Director. A model reader and
annotated syllabus were created for use
by faculty in the fall. The ALP
Committee expanded its pilot program
and shared its teaching materials more
broadly. The Composition Committee
meetings focused on these topics and
were all well attended. All of these
activities helped to promote greater
consistency in the department’s
approach to first-year writing and
allowed for greater sharing of curricular
items and best practices among part-time
and full-time faculty.
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Queensborough Community College
ENGL 101
and ENGL
102 (EN 101
and 102)
3b.
Year-end Report – Teaching Department
Over 1,000 student writing samples from dozens
of sections of EN101 and EN102 were collected
in the fall of 2013 and spring of 2014 for direct
assessment of randomly selected artifacts in the
fall of 2014. The assessment committee met in
the spring of 2014 to establish a rubric for this
assessment from the instruments developed by
Kimberly Banks, Laurel Harris, and Tanya
Zhelezcheva at the Assessment Institute. Next
fall, the department will conduct a direct
assessment of how EN101 and EN102 courses
are meeting general education objective 6. In the
spring of 2015, these findings will be discussed
in the department and an action plan will be
developed. The assessment committee also plans
to construct an instrument to measure general
education objective 4 and the related course
objective in EN101 and EN102.
As outlined above, faculty members
began the process of understanding the
norming process in order to get the most
accurate and useful results. In addition
further samples of student artifacts were
collected for further analysis. An action
plan was developed to move forward
with these plans.
Year: 2014- 2015
The Assessment Committee was
reorganized, with two new CoChairs, a Planning Committee, and
Contributing Members. In addition,
Melissa Dennihy participated in the
Assessment Institute. All of these
advancements will allow for greater
consistency in planning, assessing
individual artifacts, and connecting
one year’s goals to the next, as
described above.
Course assessment: current year
Course(s)
assessed (list
individually)
Relevant General
Educational Outcomes
Relevant Curricular
Outcomes
Evaluation of Assessment
Results
Action plan
ENGL 101
“Determine logical arguments
and stylistic approaches
appropriate to form or genre
of writing: transitional
language, progressive
development of ideas, etc.”
To consider how to
promote greater continuity
between ENGL 101 and
ENGL 102 and greater
consistency among faculty
members in terms of how
assignments are structured
and sequenced.
Building on this year’s
use of student artifacts,
we expect to see greater
success in norming and
large samples of usable
data.
In addition to
promoting greater
continuity in our
assessment protocols,
the department hopes
to be able to consider
additional variables,
such as the use of high
impact practices,
technology in the
classroom, and online
instruction.
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Year-end Report – Teaching Department
Queensborough Community College
ENGL 102
“Determine logical arguments
and stylistic approaches
appropriate to form or genre
of writing: transitional
language, progressive
development of ideas, etc.”
To consider how to
promote greater continuity
between ENGL 101 and
ENGL 102 and greater
consistency among faculty
members in terms of how
assignments are structured
and sequenced.
Year: 2014- 2015
Building on this year’s
use of student artifacts,
we expect to see greater
success in norming and
large samples of usable
data.
In addition to
promoting greater
continuity in our
assessment protocols,
the department hopes
to be able to consider
additional variables,
such as the use of high
impact practices,
technology in the
classroom, and online
instruction.
4.
Results of certification examinations, employer and alumni surveys, student surveys, advisory board
recommendations (if applicable, please use the table below) Not applicable
5.
Other assessment activity (if applicable) Not applicable
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2014-2015
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2014-2015.)
Departmental goals/objectives
2014/2015
Accelerated Learning Program
(ALP)
This past year, two sections of
blended EN 101/BE courses were
offered to implement a local
version of ALP and give students
in developmental courses the
opportunity to earn credits in the
same semester in which they are
Strategic
Plan Y/N
Y
Evaluation of achievement
Resulting action plan
This goal was achieved. Four ALP
sections were offered in Fall, 2014 and
six in Spring, 2015. In Spring, 2015,
ENGL 101 sections were linked with
Reading BE sections for the first time.
The data continued to be impressive,
showing statistically significant better
results in passing exit exams for
students in the ALP program. While
To maintain or expand the
number of sections offered and
the number of faculty included
from both the English and
Academic Literacies
Departments. To use ALP to
consider other options for
“enhanced” ENGL 101 sections.
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Year-end Report – Teaching Department
Queensborough Community College
completing remedial course work
and passing required exit exams.
The goal for the upcoming year is
to expand this program from two
sections with approximately 10
students of developmental
students in each section to at least
four sections each semester with
approximately 10 students in each
section.
Create at least one articulation
Y
agreement. The department does
not currently have any articulation
agreements, and creating one or
more will help to modernize the
curriculum while encouraging the
retention and graduation of
students.
students did not earn as high grades as
the general population in ENGL 101,
they passed the course at rates that met
or exceeded the general population of
ENGL 101 students.
The position of Adjunct
Coordinator has been created to
foster professional development
among adjunct instructors and
ensure greater consistency in the
first-year writing curriculum.
A new Adjunct Mentoring Committee
was created so that full-time faculty
would meet with all new and recently
hired adjunct instructors. As outlined
above, new materials were created to
distribute to new and recent faculty.
The Adjunct Coordinator has begun to
assist with scheduling of adjunct
sections and with interviewing
prospective adjunct instructors with
input from at least one senior member
of the department.
Y
This goal is still in progress. All course
offerings were regrouped and resequenced, and two new courses were
created. Conversations continue to
establish an articulation agreement with
Queens College.
Year: 2014- 2015
Queens College recently
restructured its major around a
core of four four-credit courses.
The department intends to create
one or more of these courses to
promote an articulation
agreement; approval to accept our
four-hour three-credit courses has
already been provisionally
approved to facilitate this process
next year.
The Adjunct Coordinator will
help to create more rigorous and
consistent mentoring protocols
and conduct annual evaluations of
adjunct instructors as well.
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Queensborough Community College
2.
Year-end Report – Teaching Department
Year: 2014- 2015
Goals/objectives for 2015-2016
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2015-2016)
Departmental goals/objectives 2015-2016
To create at least two new courses and have,
at minimum, a preliminary articulation
agreement in place.
To create one or more committees to
encourage undergraduate research and
promote students awareness of the English
Concentration.
Mission/Strategic
Plan
Y
Y
To use the ALP ENGL 101 sections as a
Y
basis and model for further greater
consistency of 101 sections more broadly
and a greater engagement with how to create
successful interventions with students who
may have weaker skill sets or a lack of
success in previous English, Reading, and
Writing Courses.
To increase the number of faculty
Y
participating in high impact practices.
Planned method of evaluation
By documenting the creation of the courses through the
process of faculty governance, from votes in the
Department Curriculum Committee to the Department, to
the Senate Curriculum Committee and to the Academic
Senate as a whole; by creating documents for an
articulation agreement that can serve as a template for
administrative approval and further agreements.
By documenting the activities of the new committee or
committees, the number of students in relevant courses,
and the engagement of students in HIPs associated with
undergraduate research.
By monitoring the number of ALP sections and the number
of faculty members and students involved; by documenting
collaboration with relevant stakeholders from Academic
Literacies, off campus offerings, CUNYStart, etc.
By documenting the number of faculty members
participating in the HIPs Faculty Inquiry Groups,
implementing HIPs, and presenting and publishing in
related areas; by recording the number of HIP identified
sections offered.
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