SOCIAL SCIENCES

SOCIAL SCIENCES

Department-sponsored services

Area of Service

M129 Computer Lab Open Hours

Served

200

Activity Type gave presentations

Topic

Department-Sponsored Staff Development Activities

Date

Dating and Violence Presentation 10/19/2011

Major Street Gangs

Prosecuting Hate Crimes

Mr. Fernando Bermudez – Innocence Project (wrongful imprisonment)

Day in the Life of a Forensic Examiner

10/26/2011

11/9/2011

11/16/2011

11/30/2011

Sex Offenders – What do we know/not know about them 3/7/2012

Girls Are NOT For Sale! Changing The Conversation on Exploited Kids In NYC 3/21/2012

The Keith Suber Story of Redemption and Forgiveness (award winning documentary)

3/28/2012

Voices out of Incarceration

Writing For Justice – Herstory Writers Workshop



Forensic Psychology – What is it? What do Forensic Psychologists Do?

3/29/2012

4/6/2012

4/6/2012

4/6/2012

4/18/2012

Total

20

10

10

10

30

30

30

40

25

30

25

40

25

First Name

Elizabeth

Last Name

Bartels

Individual faculty/staff professional activities

Work Type

Grants awarded (title, awarding agency, amount and period of award)

Reference

Principal Investigator of “Defendant Participation in Voluntary

Social Services: An Exploratory Study of the Midtown Community

Court.” I was awarded a 2011-2012 PSC-CUNY Traditional A

Grant for this research (Grant # 64291-00 42).

First Name

Elizabeth

Last Name

Bartels


Work Type

Service to department,

College, University, community, and/or professional society

Reference

COLLEGE AND DEPARTMENT SERVICE

Service Learning Project:

Initiated and implement a service learning project in my CJ 101 class with the Police Athletic League [PAL]. Students worked directly with K-5 students at P.S. 214 in Flushing, Queens. (spring

2011)

Writing Intensive:

Taught writing intensive CJ 101 course (spring 2011)

Learning Community:

Participated in a learning community which linked CJ101 with

EN101 (Rogers). (spring 2011)

Course Assessment Project:

Designed and implemented ongoing course assessment projects for CJ101 and CJ102 (with Prof. Rosemary Aikas). (spring 2011)

Academic Advisement

Participated in Academic Advisement for Criminal Justice majors

(spring 2011)

Cheryl Bluestone

UNIVERSITY SERVICE

Works submitted/accepted/in press or in progress; works reprinted/republished

Member - Committee on Environment, Quality of Life and

Disabiltiy Issues

Bluestone (In Progress) Protecting Human Subjects: What’s New,

What’s uncertain, What does it mean for Social and Behavioral

Research in the community college setting?

Bluestone (In Progress) Protecting Human Subjects: What’s New,

What’s uncertain, What does it mean for Social and Behavioral

Research in the community college setting?

Urciuoli, J. & Bluestone, C. (in progress). Study Skills in a Linked

Success Course: A Pilot Study

Bluestone, Cheryl in edited book by Julia Carroll (In progress)

Article/Chapter currently entitled "Learning right from wrong: No simple matter What can psychology tell us about how children learn “right from wrong”? "


First Name Last Name Work Type

Cheryl Bluestone Curriculum or laboratory development, workshop conducted

Reference

Worked on development of a new psychology Major for the online

BA- developed 3 courses for the program. Developed new curriculum and course site for Developmental Psychology for the

CUNY ONLINE BA.

Cheryl Bluestone Service to department,


Chairperson Social Science Curriculum Committee

Service to the University:

1. -CoChairperson and Panel Chair for the Interdisciplinary Studies

Panel- for the Pilot Program for the new PSC CUNY Awards

Program.

2. Member Consortial Faculty CUNY Online BA

Service as an "e-mentor" for faculty at QCC developing new hybrid or fully on line classes.

Joseph Culkin Service to department,


Member, CUNY Psychology Discipline Council

Member, Pathways Psychology Major Committee

Member, Pathways Course Review Committee/Individual and

Society

Caf Dowlah Works submitted/accepted/in press or in progress; works reprinted/republished

“Tribal Insurgency in the Chittagong Hill Tracts: Is National

Integrity of Bangladesh in Jeopardy?” Small Wars and

Insurgencies. Accepted for publication in 2012 issues.

“Can WTO-GATS Mode 4 Spur Greater Labor Mobility From the

LDCs?” Accepted for publication in the Law and Development

Review. Expected publication date July 2012.

Caf Dowlah Service to department,


Served as a member on the Panel of Economics and /Sociology,

PSC/CUNY Research Foundation, 2011.

John Gilleaudeau Conference, workshop, training attended

Clickers in the Classroom (10.25.2011)

Using Blackboard (10.15.2011)

John Gilleaudeau Lecture (Invited)

CSTEP: Keys to Success in STEM Careers (4.13.2011)

First Name

John

Last Name


Work Type

Gilleaudeau Service to department,


Reference

Awards and Scholarships Committee

Social Sciences Curriculum Committee

Thomas Gorman

Assisting with Social Science Scholarships and Awards (Spring

2011)

Directing Videos for promoting cultural institutions at QCC (Fall

2011...ongoing)



***I Continue to work as a joint-appointee with the Sociology

Department at Queens College (I teach two courses at QC. One of them is a senior-level, writing intensive seminar). I also teach a writing intensive course at QCC.

***I observe and evaluate the teaching acumen of other faculty at both QCC and

QC.

***I make myself available for student advisement at both campuses and I have written a number of letters of recommendation for students at both campuses.

• University Service Activities:

• Community Service (report only activities that pertain directly to your professional identity or competencies):

I am a member of the AAUP and the ASA

Jeffery

Pellegrino

• Other:

***I developed a new Senior-Level, Writing Intensive Seminar based on my current research (Disasters, Catastrophes, and

Apocalypses). I am teaching that course this semester (Spring,

2012) at Queens College.

***I was quoted in the Metro Newspaper on the healing aspects of sport on post 9/11 society.

Jankowski Service to department,


Manfra

Faculty Training (Online), Writing Intensive Sections

Course Assessment (SS 520 - Human Growth and Development)

Conference, workshop, training attended

International Labor Seminar, IZA Harvard University Conference

Cambridge Mass. Oct 9, 2011

First Name

Pellegrino

Last Name

Manfra


Work Type



Reference

Member of Social Science P & B Committee

Sept 2011 - present

Phillip Pecorino Select Work Type

Nothing to report

Jane Poulsen Works submitted/accepted/in press or in progress; works reprinted/republished

Poulsen, Jane. The Nacirema Revisited: Stimulating Critical

Thinking through Cooperative Learning. College Teaching.

(Invited to revise and resubmit.)

Julia Rothenberg Works submitted/accepted/in press or in progress; works reprinted/republished

Rothenberg, J. "Selling Art to the World." Accepted for publication in peer reviewed journal Visual Studies. Date of publication to be determined.

Julia Rothenberg Grants awarded (title, awarding agency, amount and period of award)

Faculty Fellowship Publication Program, Spring Semester, 2011-

2012. CUNY.

Julia Rothenberg Conference, workshop, training attended

Winter, 2011 E-Learning Institute. Queensborough Community

College. CUNY

First Name

Patricia

Last Name

Spradley


Work Type


Reference

Participated in Conference of College Faculty (October, 2011)

*Participated in “Introduction to Blackboard” training ACC

(October, 2011)

*Participated in “How to create a Wiki” training ACC (October,

2011)

*Facilitated Professional Development for College Now Faculty

(March, 2011)

*Participated in meeting with Queens College and Queensborough faculty and administrators to discuss LE1 dual joint degree program (April, 2011)

*Attended College Now Opening Faculty Meeting (September 6,

2011)

*Participated in developing and organizing workshops for

Education Academy students (Spring, 2011)

*Participated in Education Academy luncheons (February and May

2011)

*Presented at CUNY General Education Conference of the College,

York College (May, 2011)

*Presented on “Cultural expectations about education – An indigenous African American perspective.” - CETL Workshop

(Spring, 2011)

Patricia Spradley Service to department,


*QCC faculty member on the CUNY Pathways Education Majors

Transfer Committee (November 2011 to present)

*Selected to serve on Department of Social Sciences Curriculum

Committee (September 2011)

*Member of the QCC Special Committee on General Education

(April 2011 to present)

*Participated in a meeting with Queens College and

Queensborough faculty and administrators to discuss the LE1 dual joint degree program (April 2011)

*Participated in an Education and Philosophy Learning Community with Dr. Kincaid (September 2011 - December 2011)

*Collaborated with Dr. Anita Ferdenzi on the development of a new course proposal titled: “Education in Global Times” (March

2011)

*Advisor to LE1 students at Queens College and QCC (January

2011 thru December 2011)

*Advisor to Queens College students (2011 to present)

*Served as judge for New York City Department of Education

History Day (March 2011)

*Member of the American Council on Education (ACE) GEDTS

Learning Pathways Advisory Committee (December 2011-June

2011)

First Name

Amy

Last Name

Traver


Work Type

Grants awarded (title, awarding agency, amount and period of award)

Reference

Traver, Amy. 2011. Pedagogical Research Challenge Award for

“What are the Mediating Variables and Retention Effects of

Community College Students’ Perceptions of Community in

Blended Courses?” (with Dr. Edward Volchok), CUNY,

Queensborough.

Traver, Amy. 2011. Fund for the Advancement of the Discipline

Award, American Sociological Association/National Science

Foundation.

Traver, Amy. 2011. PSC-CUNY Research Award, CUNY, The

Research Foundation.

Amy Traver Other

Traver, Amy. 2011. Faculty Fellowship Publications Program (with

Dr. Stephen Steinberg), CUNY, Office of the Dean for Recruitment and Diversity.

Amy Traver Service to department,


Traver, Amy (with Zivah Perel). 2011. “Combining High-Impact

Strategies for Student Success." June Meeting of the

Queensborough Community College Fund Board, CUNY,

Queensborough. June 8.


First Name Last Name Work Type Reference

Professional Service

Traver, Amy. 2011. Organizer (with Val Episcopo), “Meeting

Students Where They Live: Facebook, Twitter, Blogs, and Wikis,”

106th Annual Meeting of the American Sociological Association,

Las Vegas, NV. August 22.

Traver, Amy. 2011. Editorial Board Member, Rose Series in

Sociology, American Sociological Association.

2011 Member, Program Committee, American Sociological

Association Section on Teaching and Learning in Sociology.

Traver, Amy. 2011. Organizer (with Rachel Kutz Flambenbaum),

“Negotiating Borders and Boundaries: Global Perspectives on

Mothering and the State,” 81st Annual Meeting of the Eastern

Sociological Society, Philadelphia, PA. February 26.

Traver, Amy. 2011. Discussant, “Family Formation in the

International Context,” 81st Annual Meeting of the Eastern

Sociological Society, Philadelphia, PA. February 26.

College Service

Traver, Amy. 2011-2012. Member, College Tech Fee Committtee,

CUNY, Queensborough.

Traver, Amy. 2011. Member, Search Committee for the Director of

Institutional Research and Assessment, CUNY, Queensborough.

Traver, Amy. 2011. Member, College Website Committee, CUNY,

Queensborough.

Traver, Amy. 2011. Chair, Committee on Computer Resources,

CUNY, Queensborough.

Traver, Amy. 2010-2012. Member, Presidential Lecture

Committee, CUNY, Queensborough.

Traver, Amy. 2010-2011. Secretary, Committee on Computer

Resources, CUNY, Queensborough.

Department

Traver, Amy. 2009–Present. Member, Social Sciences Assessment

Committee, CUNY, Queensborough, Department of Social

Sciences.

Traver, Amy. 2008–Present. Member, Social Sciences Academic

Advisement Committee, CUNY, Queensborough, Department of

Social Sciences.

First Name

Amy

Last Name

Traver


Work Type


Reference

Traver, Amy. Attendee. 2011 Annual Conference of the

International Association for Research on Service-learning and

Community Engagement, Chicago, IL.

Traver, Amy. Attendee. 2011. 106th Annual Meeting of the

American Sociological Association, Las Vegas, NV.

Traver, Amy. Attendee. 2011. 91st Annual Convention of the

American Association of Community Colleges. New Orleans,

Louisiana.

Traver, Amy. Attendee. 2011. 81st Annual Meeting of the Eastern

Sociological Society, Philadelphia, PA.

Donald Tricarico Lecture (Invited)

"The Significance of 'Guido' for Italian American Studies",

Presidential Lecture, Queensborough Community College, March

30, 2011.

Eileen White Service as a reviewer/editor/ consultant

White, Eileen. Judge. Student Academy Awards, Northeast

Division. April, 2011

Program Change Course Number

Curricular Changes - Course

Course Title Semester Comments

SS510 PSYCHOLOGY PSYCHOLOGY CHANGED TO PSYC101

Revised Course

CJ101

SS375

SS110

SS130

SS140

SS150

INTRODUCTION TO

CRIMINAL JUSTICE

MEDIA AND SOCIETY

INTRODUCTIO

N TO

CRIMINAL

JUSTICE

MEDIA AND

SOCIETY

CHANGE TITLE AND COURSE

DESCRIPTION TO CONFORM WITH

CHANGES IN EQUIVALENT COURSE

AT JJC

CHANGED COURSE DESCRIPTION

TO EXPAND SCOPE OF COURSE TO

INCLUDE ONLINE MEDIA

ANTHROPOLOGY

PEOPLE AND CULTURES

OF ASIA

ANTHROPOLO

GY

PEOPLE AND

CULTURES OF

ASIA

CHANGED TO ANTH101

CHANGED TO ANTH130

NORTH AMERICAN

INDIANS

PEOPLE AND CULTURE

OF THE CARIBBEAN

NORTH

AMERICAN

INDIANS

PEOPLE AND

CULTURE OF

THE

CARIBBEAN

CHANGED TO ANTH140

CHANGED TO ANTH150


SS211

SS212

SS250

SS235

SS260

SS310

SS325

SS330

SS340

SS350

SS370

SS375

SS385

SS410

SS440

SS470

SS480

SS901



INTRODUCTION TO

MACROECONOMICS

INTRODUCTION TO

MICROECONOMICS

LABOR AND

MANAGEMENT

INTERNATIONAL

ECONOMICS

INTRODUCTIO

N TO

MACROECONO

MICS

INTRODUCTIO

N TO

MICROECONO

MICS

LABOR AND

MANAGEMENT

INTERNATION

AL

ECONOMICS

CHANGED TO ECON101

CHANGED TO ECON102

CHANGED TO ECON150

CHANGED TO ECON235

CONTEMPORARY

ECONOMIC ISSUES

SOCIOLOGY

SOCIOLOGY AND THE

ARTS

SOCIOLOGY OF THE

FAMILY

CONTEMPORA

RY ECONOMIC

ISSUES

CHANGED TO ECON160

SOCIOLOGY CHANGED TO SOC101

SOCIOLOGY

AND THE ARTS

CHANGED TO SOC125

SOCIOLOGY

OF THE

FAMILY

CHANGED TO SOC230

CHANGED TO SOC240 RACIAL AND ETHNIC

RELATIONS

RACIAL AND

ETHNIC

RELATIONS

SOCIOLOGY OF GENDER SOCIOLOGY

OF GENDER

SOCIAL PROBLEMS AND

DEVIANCE

SOCIAL

PROBLEMS

AND

DEVIANCE

MEDIA AND SOCIETY

INTRODUCTION TO

SOCIAL WORK

MEDIA AND

SOCIETY

INTRODUCTIO

N TO SOCIAL

WORK

CHANGED TO SOC250

CHANGED TO SOC270

CHANGED TO SOC275

CHANGED TO SOC185

AMERICAN

GOVERNMENT AND

POLITICS

COMPARATIVE

POLITICAL SYSTEMS

AMERICAN

GOVERNMENT

AND POLITICS

CHANGED TO PLSC101

COMPARATIVE

POLITICAL

SYSTEMS

CHANGED TO PLSC140

CHANGED TO PSSC170 WAR, REVOLUTION AND

TERRORISM

WAR,

REVOLUTION

AND

TERRORISM

AMERICAN FOREIGN

POLICY

AMERICAN

FOREIGN

POLICY

URBAN STUDIES

INTERNSHIP

URBAN

STUDIES

INTERNSHIP

CHANGED TO PLSC180

CHANGED TO UBST101


SS902

SS911

CJ101

CJ102

CJ201

CJ202

CJ203

CJ204

SS515

SS520

SS525

SS530

SS540

SS550

SS555

SS560

SS570

SS590

SS610

SS620

SS630



URBAN STUDIES

INTERNSHIP

URBAN STUDIES

INTERNSHIP

URBAN

STUDIES

INTERNSHIP

URBAN

STUDIES

INTERNSHIP

CHANGED TO UBST202

CHANGED TO UBST102

INTRODUCTION TO

CRIMINAL JUSTICE

CRIMINOLOGY

POLICING

CORRECTIONS AND

SENTENCING

CRIMINAL LAW

INTRODUCTIO

N TO

CRIMINAL

JUSTICE

POLICING

CRIM101

CRIMINOLOGY CHANGED TO CRIM102

CHANGED TO CRIM201

CORRECTIONS

AND

SENTENCING

CHANGED TO CRIM202

CRIMINAL

LAW

CHANGED TO CRIM203

CRIME AND JUSTICE IN

THE URBAN COMMUNITY

CRIME AND

JUSTICE IN

THE URBAN

COMMUNITY

CHANGED TO CRIM204

CHILD DEVELOPMENT CHILD

DEVELOPMENT

CHANGED TO PSYC213

HUMAN GROWTH AND

DEVELOPMENT

HUMAN

GROWTH AND

DEVELOPMENT

CHANGED TO PSYC220

PSYCHOLOGY OF

PERSONAL ADJUSTMENT

PSYCHOLOGY

OF PERSONAL

ADJUSTMENT

CHANGED TO PSYC225

ABNORMAL

PSYCHOLOGY

SOCIAL PSYCHOLOGY SOCIAL

PSYCHOLOGY

PERSONALITY

ABNORMAL

PSYCHOLOGY

PSYCHOLOGY OF

WOMEN

CHANGED TO PSYC230

CHANGED TO PSYC240

PERSONALITY CHANGED TO PSYC250

PSYCHOLOGY

OF WOMEN

CHANGED TO PSYC255

PSYCHOLOGICAL

DISORDERS OF

CHILDHOOD

PSYCHOLOGIC

AL DISORDERS

CHANGED TO PSYC260

OF

CHILDHOOD

PSYCHOLOGY OF AGING PSYCHOLOGY

OF AGING

CHANGED TO PSYC270

STATES OF

CONSCIOUSNESS

INTRODUCTION TO

PHILOSOPHY

PHILOSOPHY OF

RELIGION

ETHICS

STATES OF

CONSCIOUSNE

SS

CHANGED TO PSYC290

CHANGED TO PHIL101 INTRODUCTIO

N TO

PHILOSOPHY

PHILOSOPHY

OF RELIGION

ETHICS

CHANGED TO PHIL120

CHANGED TO PHIL130


SS635

SS650

SS640

SS660

SS665

SS680

SS840

IS221

SS645

ED110


Course Title

BUSINESS ETHICS

LOGIC:THE ART OF

THINKING

MEDICAL ETHICS

Semester Comments

BUSINESS

ETHICS

LOGIC:THE

ART OF

THINKING

MEDICAL

ETHICS

CHANGED TO PHIL135

CHANGED TO PHIL150

CHANGED TO PHIL140

PHILOSOPHY OF

SCIENCE

PHILOSOPHY

OF SCIENCE

AMERICAN PHILOSOPHY AMERICAN

PHILOSOPHY

PERSPECTIVES ON

DEATH AND DYING

CHANGED TO PHIL160

CHANGED TO PHIL165

PERSPECTIVES

ON DEATH

AND DYING

CHANGED TO PHIL180

CONTEMPORARY

RELIGIOUS THOUGHT

COGNITIVE AND

BEHAVIORAL LEARNING

IN SECONDARY

MATHEMATICS

CONTEMPORA

RY RELIGIOUS

THOUGHT

CHANGED TO RELI101

COGNITIVE

AND

BEHAVIORAL

LEARNING IN

SECONDARY

MATHEMATICS

CHANGED TO INTE221

CHANGED TO PHIL145 COMPUTERS AND

ETHICS

COMPUTERS

AND ETHICS

CONTEMPORARY

EDUCATION PRINCIPLES

AND PRACTICES

CONTEMPORA

RY

EDUCATION

PRINCIPLES

AND

PRACTICES

CHANGED TO EDUC101

Course Change

Modified

Program

Curricular Changes - Program

Semester Comments

CRIMINAL JUSTICE

A.S.

LIBERAL ARTS AND

SCIENCES A.S.

Fall 2012 REPLACE MA120 (3 CR.) WITH MA119 (3

CR.) AND MA121 (1 CR.) REDUCED FREE

ELECTIVES FROM 1-3 TO 0-2 CR.

PROPOSED LA1 DEGREE CONCENTRATION

AREAS IN GENDER STUDIES, SOCIOLOGY,

PSYCHOLOGY,URBAN STUDIES,AND

AMERICAN STUDIES

Personnel or organizational structure changes, newly developed projects

Changes

HIRED NEW FT ANTHROPOLOGIST, LARISA HONEY. JAY MULLIN OUT ON MEDICAL LEAVE. HIRED FT SUBSTITUTES FOR

CRIMINAL JUSTICE (EUGENE WRIGHT) AND POLITICAL SCIENCE (HENLEY ADAMS) FOR SPRING 2012 SEMESTER.

Equipment Changes

PURCHASED TWO LAPTOPS AND

PROJECTORS

Purpose

Equipment changes

CLASSROOM INSTRUCTION

Semester

Fall 2011

Evaluation

GOOD

Other Resources Purpose

Resource changes

Semester Resource Evaluation

Other changes affecting department

Departmental procedures for conducting assessment

The Social Sciences Department's assessment focus is on student achievement of learning objectives for individual courses.

The learning objectives and associated learning outcomes are stated in the Master Syllabus for each course. The assessment plan for the department involves administration of surveys to students in all sections of specific courses at the end of a semester. The surveys ask students to evaluate whether the course has helped them to achieve each of the stated objectives for the course. After analyzing the survey data a team of faculty draft a report summarizing the results, making conclusions based on those results, and stipulating an action plan to improve results and address any problems encountered. The assessment report is distributed to all faculty who teach the course, and they are asked to comment on it.

Departmental participation in self-study/program review

Program(s): Reviewed

Program Review Follow-up

Action Item Timeline

Initiate discussion with Queens College regarding revisions to the Dual Joint AA/BA degree program in childhood education indefinite

Accomplishements

We outlined the desired changes, but no progress has been made. Because of the

CUNY Pathways initiative, everything is on hold.

Course Objectives and Course Assessment

Course Assessed: SS110 ANTHROPOLOGY

Educational Objectives: 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.

Use historical or social sciences perspectives to examine formation of ideas, human behavior,

social institutions, or social processes.

Curricular Objectives: NOT APPLICABLE

Results: NOT YET AVAILABLE

Action Plan: NOT YET AVAILABLE

Course Assessed: SS212 INTRODUCTION TO MICROECONOMICS

Educational Objectives: G1) Use information management and technology skills effectively for academic research and lifelong learning.

G2) Use analytic reasoning to identify issues or problems and evaluate evidence to make informed decisions.

G3) Communicate effectively through reading, writing, listening and speaking.



Results: The first general education objective concerning student abilities to use information management and technology skills for academic research and lifelong learning was surveyed over two questions with an “agree” response range of 50.8 to 73.9 percent, with an average

“agree” response of 67.4 percent.

The second general education objective concerning student use of analytic reasoning to identify issues or problems and evaluate evidence to make informed decisions was surveyed over 5 questions, with an “agree” response range of 66.5 to 78.0 percent, with an average

“agree” response of 72.7 percent. It was the strongest result among the general education objectives measured.

The last general education objective concerning student abilities to communicate through reading, writing, listening and speaking, was only touched on by a single survey question with an “agree” response of 60.8 percent, the lowest result among the general education objectives measured.

All told, the weighted average of all general education objectives “agree” responses was 69.9 percent, lower than for the course objectives but still respectable.

Action Plan: On the whole, the assessment was successful, with a majority of students responding that most objectives, both course and general educational, had been fulfilled; however, there is always room for improvement. So, what can be done?

First, it would probably be useful for one of our senior faculty members to participate in the

Assessment Workshops offered by Dr. Ian Beckford, the QCC Learning Outcomes Assessment

Manager. These workshops are provided to improve assessment practices via informing and educating instructors about a variety of assessment related issues.

Second, having taken the first proposed action, a committee of full-time economics faculty members should be convened. The knowledge gained by one senior faculty member could be shared with others, so as to improve future surveys, techniques and analysis. Improved assessment practices could prove essential in extracting more specific information regarding achievement of priorities and objectives.

Presumably, with improved assessment practices and analysis, faculty’s ability to meet stated objectives and to provide excellent student outcomes would be enhanced.

The aforementioned committee of full-time economics faculty members will be convened early in the following semester, Fall 2012, to share information and make more precise recommendations as to classroom implementation.

In summary, to improve student outcomes and student agreement with stated course and general education objectives, we must:

• Update, improve, and clarify stated objectives and assessment techniques with the help of knowledge gleaned from Assessment Workshops provided via the auspices of QCC-CUNY

• Dispense objectives to all economics faculty, emphasizing the importance of achieving objectives for student outcomes

Course Assessed: SS520 HUMAN GROWTH AND DEVELOPMENT

Educational Objectives: GEO2 : Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions

GEO5: Integrate knowledge and skills in their program of study

GEO8: Use historical or social sciences perspectives to examine formation of ideas, human behavior, social institutions, or social processes



Results: Thirteen sections of SS 520 representing a total of 280 students completed a course evaluation in Fall, 2011. The survey asked the respondents to indicate whether they agreed with each of ten statements designed to measure either a General Education objective, an

Individual Course objective, or both. For ease of scoring, all 10 items were keyed so that

“agree” signified that the objective was met.

As shown in the General Education Objectives and Individual Course Objectives Results

Tables presented below, analysis indicated agreement, though to varying degrees, ranging from 61% – 89 %, with all 10 statements across the 10 statements . Statement #1, “This class helped me to discuss theories, concepts, and debates in lifespan developmental psychology” received the highest agreement, and statement #7, “This class helped me to read text related to lifespan development (e.g., books, articles) effectively,” , the lowest .

A comparison of results in the General Education vs. Individual Course Objectives Tables indicates that overall students agreed more with the statements representing General

Education Objectives (mean agreement of 82.5%) than with those representing Individual

Course Objectives (mean agreement of 73 %.)

Action Plan: As the data indicate, there was stronger agreement for attainment of the General Education objectives than for the Individual Course objectives. In order to increase the latter the following suggestions are offered:

1. Psychology faculty could list on their syllabus what objectives the course aims to fulfill to inform the students as to what will be emphasized. Then, as the semester progresses, when a specific instance of a course objective emerges, the students can be alerted to it.

2. Psychology faculty could rank their priorities from a complete list of acceptable individual course objectives. In addition, the faculty could be asked to briefly describe how they

(could/would) achieve these goals. From this, a list of the (3, 4, 5, ?) most valued course objectives along with their accompanying examples could be distributed to all Psychology faculty to use as a guide when developing future syllabi, reading lists, assignments, etc.

3. The wording of Individual Course Objective #1 should be revised to clarify its intended meaning. It should state: Students will understand psychological text effectively.

4. Question 4 should be reworded so that it more specifically reflects the objective it is intended to reflect.

5. Psychology faculty should discuss among themselves ways of integrating activities, readings, and/or assignments into SS520 to better help students achieve the Individual Course

Objectives. To this end an Ad Hoc Committee of developmental psychology faculty can be formed to address this issue.

Course Assessed: SS530 ABNORMAL PSYCHOLOGY

Educational Objectives: GEO2 : Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions

GEO5: Integrate knowledge and skills in their program of study

GEO8: Use historical or social sciences perspectives to examine formation of ideas, human behavior, social institutions, or social processes



Results:

Four sections of SS 530 representing a total of 98 students completed a course evaluation in the Fall 2011 semester. The survey asked the respondents to indicate whether they agreed with each of ten statements designed to measure either a General Education objective, an

Individual Course objective, or both. For ease of scoring, all 10 items were keyed so that

“agree” signified that the objective was met.

As shown in the General Education Objectives and Individual Course Objectives Results

Tables presented below, analysis indicated agreement, though to varying degrees, ranging from 12% –43%, with all 10 statements across the 10 statements. Statement #7 “This class helped me to read abnormal text (e.g. books, articles) effectively and statement #10 “This class helped me to draw conclusions from scientific observations and research findings” received the highest agreement. Statement #1, “This class helped me to understand the role of abnormal psychological processes in everyday life” and statement #5, “This class helped me to understand how concepts in abnormal psychology can be applied to social problems” received the lowest.

A comparison of results in the General Education vs. Individual Course Objectives Tables indicates that overall students agreed more with the statements representing Individual

Course Objectives (mean agreement of 34.4%) than with those General Education Objectives

(mean agreement of 17.7%).

Action Plan: The data presented in this report indicate that students expressed low agreement that SS530 met General Education and Individual Course objectives. Full-time faculty who teach SS530 will meet in the Fall 2012 semester to discuss the survey results and propose and institute methods for improvement.

Course Assessed: SS630 ETHICS

Educational Objectives: GEO 2: Use analytical reasoning skills to identify issues or problems and evaluate evidence in order to make informed decisions.

GEO 5: Integrate knowledge and skills in their major field and across disciplines.


Results: In the Fall Semester of 2011, 20 students in 1 section of “Ethics: Theories of the Good Life

(SS630) were asked to complete a course assessment questionnaire (see Appendix A). The survey asked students to state whether they agreed or disagreed with a series of 7 statements designed to measure either a General Education Objective or a Course Objective. To facilitate ease of scoring, all items were keyed such that “agree” signified that the objective was met.

In the General Education Objectives Results Summary Table below, the results indicated very strong agreement with all of the statements pertaining to the GEO of the course (Overall

GEO Mean=90% agreement). Questions considering both GEOs (“This class helped me to reason more effectively, and to identify issues and problems and evaluate evidence when making ethical decisions,” and “This class helped me to differentiate between (and make informed decisions about) multiple value systems (Questions #1 and #2, respectively)) scored the same (90% agreement).

In comparing GEO results with ICO results, 90% of students agreed with the statements

pertaining to the GEO, whereas 92% agreed with the statements reflecting the ICO. The lowest level agreement in the ICO results summary was statement #4 (“This class helped me to understand some of the traditional and contemporary issues in ethics.”) at

85%. The highest level of agreement was with statements #5 (“This class helped me to apply philosophical methods and principles to current events”), #6 (“This class helped me to identify the different types of ethical theories,”), and #7 ( “This class helped me to define key concepts from specific ethical theories.”), all three of which scored 95%.


Action Plan: Student exhibited a high level of satisfaction with regards to achieving the learning objectives to this course. However, as the data indicates, there is still a bit room for improvement. To address this need for continued improvement, the following action items are being proposed:

1. Ethics instructors should spend a bit more time having students apply the ethical theories covered in class to contemporary moral problems. This might be achieved through short written assignments, or perhaps even by group presentations. Students might also be asked to keep a journal of contemporary ethical dilemmas that they hear about in their other classes, friends and family, and the media.

2. Of special interest might the implementation of a “follow up” questionnaire, where students can report on “why” the feel as though the learning objectives were not being met. This would be optional, and possibly anonymous, and whether conducted on-line or through a short follow up questionnaire could be enormously helpful in helping faculty to better gauge their teaching effectiveness.

Course Assessed: CJ201 POLICING

Educational Objectives: GEO 3. Students will integrate knowledge and skills in their major field and across disciplines.

GEO 4. Students will differentiate and make informed decisions about issues based on value systems.

GEO 5. Students will identify concepts and methods of the social sciences to examine human behavior, social institutions, and multi-cultural awareness.


Results: As indicated in the table below, the results indicated agreement for the four statements presented which corresponded with General Education objectives three, four, and five.

Agreement ranged from 73.2% to 82.1%. The highest level of agreement was reached with question #10, I learned multiple viewpoints concerning police behavior and practices. The lowest level of agreement was reached with question #7, I discussed research in the social sciences which evaluated police behavior.

Action Plan: 1. Students’ awareness of the objectives being met in class could be enhanced if instructors announced, or wrote on the board, what objective they are meeting in class that lesson.

Instructors could also list the specific objectives being met in each unit listed on their course syllabus.

2. Instructors should incorporate research which pertains to policing in their courses.

3. Instructors should make reference to students’ other courses when they become relevant in the instruction. For example, in a discussion of police procedure, an instructor could say to the class, “As you learned in your criminal law class, police officers need to obtain warrants in order to conduct a search.”

4. The assessment survey should be reworded to avoid any unclear statements.

5. Part-time and full-time instructors could meet at the start of each semester to share ideas on classroom activities and assignments which specifically focus on the integration of both

General Education and Individual Course Objectives into their courses.

Course Assessed: CJ202 CORRECTIONS AND SENTENCING


Educational Objectives: Students will use analytical reasoning skills and apply logic to solve problems.

Students will integrate knowledge and skills in their major field and across disciplines.

Students will differentiate and make informed decisions about issues based on value systems.

Students will identify concepts and methods of the social sciences to examine human behavior, social institutions, and multi-cultural awareness.




Course Assessed: SS340 RACIAL AND ETHNIC RELATIONS

Educational Objectives: • communicate effectively through reading, writing, listening and speaking

• use historical or social sciences perspectives to examine formation of ideas, human behavior, social institutions, or social processes




Results of certification exams, employer and alumni surveys, student surveys, advisory board recommendations

Data Source Results Action Plan

Goals

Complete revision of and gain approval of LE1 degree program

Continue work on AA degree in

American Studies

Strategic

Plan

False

Goals/objectives for year just completed

Evaluation of achievement Action Plan

Not completed. Delayed due to Pathways Revisit goal in coming year.

initiative

Failed due to unfavorable review by

CUNY OAA.

not applicable

Upcoming Goals

Goals/objectives for coming year

Related Strategic Plan

Objective

Complete revision of LE1 degree program in collaboration with

Queens College not applicable

Implement LA1 degree concentration areas in Gender

Studies, Urban Studies, American

Studies, Psychology, and Sociology.

not applicable

Planned Method of Evaluation approval by Academic Senate student enrollment

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SOCIAL SCIENCES

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