Queensborough Community College
DEPARTMENT:
Year-end Report – Teaching Department
Year: 2013- 2014
Music
A. DEPARTMENT SERVICES/ACTIVITIES REPORT IN 2013-14
1.
Department-sponsored services (fall and spring semesters combined)
Area of Service
OPEN RECORDING STUDIO HOURS.
The Music Department offers monitored access to its primary recording studio facility (HB 16), during hours
when no classes are scheduled in it. This room is open to students currently enrolled in one of the two studio
recording courses (MP 103 and MP 205), who need additional studio time for recording vocalists,
instrumentalists, and ensembles. The room is open approximately 30 hours each week, during the 15-week
duration of both Fall and Spring semesters. CLT support is provided to students who need assistance.
Number Served
100
OPEN DIGITAL AUDIO LAB HOURS.
The Music Department offers monitored access to its primary digital audio computer teaching classroom (H
132)
and to one of its secondary digital audio computer classrooms (HB 26) during hours when no classes are
scheduled in them. The rooms are open to all students taking courses in the Department's MP2 curriculum.
The rooms are open approximately 35 hours each week, during the 15-week duration of both Fall and Spring
semesters. CLT support is provided to students who experience technical difficulties, or who need assistance
with log-in procedures.
350
TUTORING.
The Music Department offers tutoring services, provided by advanced music students, for all students enrolled
in MU 208, MU 209, MU 211, MU 241 and MU 312. Five student tutors provide approximately 20 hours
of available tutoring per week, during the 15-week duration of both Fall and Spring semesters. The hours are
spread out through the entire week, with hours available at some time during each day, Monday through Friday.
350
OPEN PIANO LAB PRACTICE ROOMS.
The Music Department offers monitored access to its piano keyboard classrooms (H 117, H 139 and HB 26) for
use by all students enrolled in the Department's Musicianship, Music Theory, and Piano classes. Students
380
1
Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
provide their own headphones and can practice undisturbed and without disturbing others. These rooms are
open approximately 20 hours per week, during the 15-week duration of both Fall and Spring semesters. The
hours are spread out through the entire week, with hours available at some time during each day, Monday
through Friday.
SUPPORT OF MUSIC SOCIETY (QSA-SPONSORED MUSIC CLUB).
The Music Department offers support to the Music Society, which is an official student club sponsored by the
Queensborough Student Association. The Department provides a full-time faculty member (Dr. Steven
Dahlke), who serves as the club's advisor. The Department provides recording and performance equipment
for Music Society events throughout the year, and it provides CLT support where necessary. The Department
provides for the use of available classroom and rehearsal space during Club Hours, and the Society meets
weekly in rooms H 110 and HB 26. The Department's office staff provide clerical support when necessary.
200
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.)
2.
Department-sponsored faculty/staff development activities
Type of Activity and Topic
Date
“We’ve Got Rhythms,” a Celebraton of the Melodic and Rhythmic Commonalities among
Jazz, Afro-Carribean, Brazilian and Judaic Musical Cultures. Performance/lecture by
Eugene Marlow’s Heritage Ensemble (A Cross-Cultural Collaboration)
Student Convocation I (Faculty-mentored student public performances)
Guest Lecture: Benjy Fox-Rosen, presenting on Klezmer and Yiddish Song
Instrumental and Vocal Ensemble (Faculty-mentored student public performances)
Queensborough Student Association, Music Society Concert (performances by members of
this QSA-sponsored organization)
Guest Lecture: Gabriel Globus-Hoenich, presenting on Music and Music Education of
Bahia, Brazil
Queensborough Jazz Ensemble (Faculty-mentored performances of student group)
Guest Lecture: Javier Diaz, presenting on Afro-Cuban Music and Music of the African
Diaspora
Prof. Ernie Jackson, “Guitars for Everyone, Part V: Return of the Funkiness.” Collaborative
performance/lecture with faculty and students of the Music Department.
Oct. 2, 2013
Number
Attending
150
Oct. 16, 2013
Nov. 5, 2013
Nov. 6, 2013
Nov. 13, 2013
40
50
40
100
Nov. 19, 2013
50
Nov. 20, 2013
Nov. 26, 2013
100
50
Dec. 4, 2013
60
2
Queensborough Community College
Year-end Report – Teaching Department
Queensborough Chorus, Pop Choir and Voice Class: Holiday Gala (Faculty-mentored
student performances)
Queens Symphonic Band: Annual Holiday Concert (Faculty-mentored performance by
group consisting of students, faculty, staff and community members).
New York Voices: Celebrating 25 Years of Music Making (performance by Grammywinning vocal group, followed by master class with Queensborough music students)
Student Convocation I (Faculty-mentored student public performances)
Ear Training/Music Theory “Boot Camp” (intensive tutoring session organized and run by
QCC music faculty for interested students)
Student Convocation II (Faculty-mentored student public performances)
Faculty Concert (a variety of publically-presented musical performances by QCC music
faculty).
Faculty members Dr. Steven Dahlke and Dr. Jennifer Gliere (vocalists) in public recital
performance.
Instrumental and Vocal Ensemble (Faculty-mentored student public performances)
Queensborough Percussion Ensemble and Queensborough Jazz Ensemble (Faculty-mentored
student performing groups in concert).
“Music in Community Celebration”: Joint performances by Queensborough Choirs (led by
faculty member Dr. Steven Dahlke), Cardozo High School (City of New York) Choirs, and
the Corona Youth Music Project Choir.
“Quartet Eutepe,” a string quartet featuring faculty member Prof. Amy Camus, in
performance/lecture recital.
“The Queens Music Fest,” a music festival sponsored by the Queens Symphonic Band
(directed by faculty member, Dr. Bernard Rose), including these community groups: The
Jackson Heights (Queens) Orchestra, the In Performance Music Workshop Jazz Ensemble,
and Sonido Clasico.
“Spring Celebration”: a joint performance by the following groups: Queensborough Chorus,
Pop Choir and Voice Class (all led by faculty member Dr. Steven Dahlke) and the Cardozo
High School (City of New York) Choirs (led by David Goldman).
“Reflections: A Celebration of the Life and Work of Dr. Dorothea Austin Banner” (the late
Professor Emerita of Music and former Chairperson of the QCC Music Department):
performances of Prof. Austin’s compositions and remembrances by family, friends and
colleagues.
Year: 2013- 2014
Dec. 7, 2013
150
Dec. 8, 2013
250
Dec. 11, 2013
100
March 5, 2014
March 12, 2014
50
25
March 19, 2014
April 2, 2014
50
100
April 9, 2014
100
April 23, 2014
April 23, 2014
40
150
April 29, 2014
300
April 30, 2014
100
May 4, 2014
400
May 4, 2014
250
May 4, 2014
100
3
Year-end Report – Teaching Department
Queensborough Community College
Year: 2013- 2014
Note: Faculty and staff development activities (grants, presentations, exhibitions, performances, publications, instructional improvement activities, laboratory development,
curriculum development, etc.)
INSTRUCTIONS:
For each activity, please indicate
1. whether department members organized the activities or gave presentations or both
2. the topic and type of activity and name of organizer/presenter, if applicable
3. the date (if not the exact date, indicate the month)
4. the number attending the event
B. COURSE CHANGES IN 2013-14
INSTRUCTIONS: For each course that changed, indicate:
1. whether the course is new, revised, or deleted
2. the course number
3. the course title
4. the semester the change was approved at the Academic Senate
5. for revised courses, in the Comments section, describe the type of change(s)—i.e., course title, description, pre/corequisites, credits, hours, designation
New, revised, or
deleted
NONE
Course
number
Course title
Semester approved
Comments
C. PROGRAM CHANGES IN 2013-14
Program
Program change*
Effective Date
(Semester and year)
Comments
NONE
*Key: (a)=initiated, (b)=closed, (c)=renamed, (d)=modified
INSTRUCTIONS:
 Use the full title of the program, i.e. A.A. in Visual and Performing Arts.
 Indicate whether the program change is initiated, closed, renamed, or modified. (If a new program has been approved by
the CUNY Board (or is expected to be approved by June 2013), use fall 2013 as the effective date.)
4
Queensborough Community College

Year-end Report – Teaching Department
Year: 2013- 2014
Describe the exact status (i.e., proposal submitted to CUNY Board; approved by CUNY Board; etc.) in the Comments.
D. DEPARTMENT CHANGES IN 2013-14
Type (see menu below)
Personnel
Personnel
Description of
Change
Prof. Jeffrey Hest
Announcement of
intent to retire;
request for Travia
Leave
Dr. Joseph Nagler
Announcement of
intent to retire;
request for Travia
Leave
Reason for Change
Date/Semester
Retirement
January, 2014
Spring 2014 semester
Retirement
January, 2014
Spring 2014 semester
Evaluation of Change*
*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
E. DEPARTMENT ASSESSMENT IN 2013-14
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.
5
Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
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.
Department conducted assessment in the following courses during the 2013-2014 academic year. All assessments utilized QCC
templates, which fulfill all of the Middle States fundamental elements listed above.
1. 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. Music Department procedures: All course
syllabuses utilize the QCC Course Syllabus template and the QCC Course Outline template (found on the QCC website,
Assessment- -Academic Program Review--Templates and Guidelines), which insures that all Music courses clearly spell out
expected student learning outcomes within a class and within one of the two degree programs in the Music Department.
2. A documented, organized, and sustained assessment process to evaluate and improve student learning. Music Department
procedures: The Department Chairperson makes assessment assignments for all full-time faculty. Full-time faculty perform an
assessment exercise in at least one course each semester (usually more than one). Faculty coordinators have been created in different
areas (e.g., Musicianship and Music Theory, Piano, Music Technology) who draft assessment protocols to be used by all faculty
(full-time and adjunct) in courses with multiple sections. In addition, all faculty have access to the Assessment Handbook and all
faculty have been given instruction in the use of the Assessment website, found on the QCC homepage. Finally, subcommittees of
Music Department faculty have been formed to establish uniform expected student learning outcomes in all Music Department
courses.
3. Evidence that student learning assessment information is shared and discussed with appropriate constituents and is used to
improve teaching and learning. Music Department procedures: One Music Department faculty meeting each semester is devoted to
assessment. At these meetings, faculty share their experiences with all stages of the assessment process (from the development of
rubrics to the interpretation of results). The Department Chairperson receives all copies of assessment reports done by individual
faculty members and reports summary results to all faculty at department meetings. Finally, select faculty members participate in the
VAPA faculty cohort for assessment (joining colleagues in Art and Design, Speech Communication and Theater Arts, and Dance)
and report their work and experiences to their colleagues at faculty meetings. Finally, Music Department subcommittees will begin
to develop instructional materials, including information designed to assist all faculty in improving teaching and student learning,
which will be disseminated to all faculty.
Courses assessed in 2013-2014:
MP 102
MP 204
6
Year-end Report – Teaching Department
Queensborough Community College
Year: 2013- 2014
2a.
Departmental participation in self-study/program review during 2013-2014, if applicable Not applicable
2b.
Program review follow-up (from 2012-13 to 2013-14) Not applicable
3a.
Course assessment follow-up (from 2012-13 to 2013-14)
Course(s) assessed from
previous year
3b.
Action plan from previous year
Evaluation of Results
Follow-up
Course assessment: current year
Course(s)
assessed
Relevant General
Educational
Outcomes
Relevant Curricular
Outcomes
Evaluation of Assessment Results
Action plan
7
Queensborough Community College
Year-end Report – Teaching Department
MP 102
(1.) Communicate
effectively through
reading, writing,
listening, and
speaking
(4.) Use information
management and
technology skills
effectively for
academic research
and lifelong learning
(5.) Integrate
knowledge and skills
in their program of
study
(10.) Apply aesthetic
and intellectual
criteria in the
evaluation or creation
of works in the
humanities or the arts
Objective B: Students will
demonstrate a progressive
understanding of the various
elements and basic interrelated
processes of creation,
interpretation, and execution
within their discipline
Objective C: In written work,
discussion and creation of art,
students will appropriately
utilize the vocabulary of their
respective discipline
Objective E: In discussion and
written assignments, students
will observe, analyze and
critique performances of
performing artists utilizing
appropriate jargon.
Objective G: Students will
integrate personal observation
and objective criticism in the
evolution of their artistic work.
MP 204
(1.) Communicate
effectively through
reading, writing,
listening, and
Objective B: Students will
demonstrate a progressive
understanding of the various
elements and basic interrelated
The results show that students come
into the Music Production program not
completely understanding the art of
listening to a song in detail. Before
students come to the class, they are
still listening to music as a consumer,
not a future recording engineer,
producer, or artist. The assignment
gave the student an opportunity to rediscover the song of their choice and
fully realize the inner workings of its
production and songwriting.
This assignment worked very well for
the students who completed it. The
three students who re-submitted the
assignment, did so with new
observation notes and a better detailed
timeline analysis using terminology
taught in class. In addition to learning
about song structure, the students
began to hear familiar production
techniques such as use of orchestral
strings during sections of songs that
deal with love in the lyrics. This
assignment also provides a skill set for
classes that follow in the curriculum
such as MP205 – Recording Studio
Techniques and MP204 - Sound
Design. The emphasis is strictly placed
on listening, developing a good ear,
and examining the art of music
production.
The results show that students in the
Music Production program do not
understand the skills to create original
sound sources and design them for the
Year: 2013- 2014
The assignment shows
how students in this
major have untrained
ears for sophisticated
music production. Using
a timeline to show how
music travels from start
to finish has been very
effective in the class.
This assignment is also a
part of the final original
composition project at
the end of the semester.
The only change or
addition I have begun to
include is to require that
the students use colored
highlighter marker to
indicate repeated
sections and new events
for an easier graphical
study.
The assignment shows
the unfamiliarity
students have with the
concepts and building
8
Queensborough Community College
speaking
(4.) Use information
management and
technology skills
effectively for
academic research
and lifelong learning
(5.) Integrate
knowledge and skills
in their program of
study
(10.) Apply aesthetic
and intellectual
criteria in the
evaluation or creation
of works in the
humanities or the arts
Year-end Report – Teaching Department
processes of creation,
interpretation, and execution
within their discipline
Objective C: In written work,
discussion and creation of art,
students will appropriately
utilize the vocabulary of their
respective discipline
Objective E: In discussion and
written assignments, students
will observe, analyze and
critique performances of
performing artists utilizing
appropriate jargon.
Objective G: Students will
integrate personal observation
and objective criticism in the
evolution of their artistic work.
needs of the film, television, video
game industry. Students come to the
class with concept that synthesizer
presets, samples, and other sound
design principles are created by
engineers, not a future recording
engineer, producer, or artist. The
assignment gave the student an
opportunity to create customized
sounds for the industry of their choice
in the form of a CD “demo reel”
showcasing their individual skillsets
for future employment consideration.
Some students chose to create sounds
for video games, movies, and radio;
while others chose to make sounds for
synthesizer manufactures and software
developers.
The assignment was very challenging
for the students. All the students
completed the assignment using the
lessons and techniques taught in class,
in addition to a basic lesson in job
submissions criteria. In addition to
creating the demo reel, the students
began to understand the importance of
“professional presentation” of their
work to potential employers. This
assignment also compliments a skill
set for classes in the curriculum such
as MU290 –The Business of Music
and MP206 – Virtual Instruments. The
entire class is based on understanding
the creation of unique tonal
soundscapes for traditional use in the
industry.
Year: 2013- 2014
blocks of synthesis,
sampling, and sound
design. Using Reaktor 5
software for synthesis
and sound design
creation was the missing
link as it provided the
structure to build sound
generators from start to
finish inside the
computer. This
assignment was the final
project the end of the
semester. The only
change or addition I
have begun to include is
to bring outside
professionals in the
industry and in job
training to critique the
demo reels presented for
consideration.
9
Queensborough Community College
Year-end Report – Teaching Department
Year: 2013- 2014
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)
F. DEPARTMENT GOALS AND OBJECTIVES
1.
Goals/objectives for 2013-2014
(Please indicate [Yes or No] if the objectives were part of the College’s Strategic Plan for 2013-2014.)
Departmental goals/objectives 2013/2014
Perform program review for the A.S. degree in
Visual and Performing Arts
Participate in the development of strategies for
assessment activities at the curriculum level.
Strategic
Plan Y/N
Y
Y
Work to establish a greater number of articulation Y
agreements with CUNY partners—perhaps work
towards a dual-joint degree program in Music
with Queens College.
Evaluation of achievement
Resulting action plan
This was postponed, in light of the
Department’s decision to pursue
national accreditation of its 2 degree
programs.
Successful collaboration occurred with
faculty colleagues in Speech
Communication and Theater Arts; Art
and Design; and Health, Physical
Education and Dance on developing
methods of evaluation.
Accreditation procedures
will commence in Fall
2014.
Beginning dialogue with Queens
College (Dr. Ed Smaldone) has
occurred. The department chairperson
has participated in meetings
throughout the year of the CUNY
Music Discipline council, where
greater efforts to enable easier transfer
of CUNY community college students
All program areas are
pursuing accreditation
activities from their
respective sponsoring
agencies. Assessment at
the curriculum level will
continue to be addressed
as these efforts move
forward in 2014-2015.
Dialogue will continue
this year through the
CUNY Music Discipline
Council; Dr. Ed
Smaldone has returned
from fellowship leave to
resume his directorship
10
Queensborough Community College
Year-end Report – Teaching Department
have been prioritized.
2.
Year: 2013- 2014
of the Aaron Copland
School of Music at
Queens College. Now
that he has returned,
dialogue to create a
dual-joint degree
program in Music with
Queens College will
resume.
Goals/objectives for 2014-2015
(Explain how these goals/objectives align with the College’s goals and Strategic Plan for 2014-2015)
Departmental goals/objectives 2014-2015
Achieve certification and accreditation of our two
degree programs (A.S. in Visual and Performing
Arts, Music Concentration; A.A.S. in Music
Production) by the National Association of
Schools of Music (NASM).
Mission/Strategic Plan
Planned method of evaluation
All faculty will collaborate in the collection of
data for all necessary supporting documents.
A campus visit will be arranged in the Fall
2014 semester by a member of the NASM
accrediting team. A faculty member will
attend and participate in the NASM annual
meeting and conference to help facilitate the
accreditation process.
11