SOCIAL SCIENCES
Department-sponsored services
Area of Service
Served
Department-Sponsored Staff Development Activities
Activity Type
Topic
Date
Total
Individual faculty/staff professional activities
First Name
Last Name
Work Type
Cheryl
Bluestone
Other
Reference
Mentoring 3 faculty members in the development of an online
course (Fall 2010)
John
Gilleaudeau
Service to department,
College, University,
community, and/or
professional society
During 2010, I served as a member of the Committee on Archival
Resources for QCC-CUNY, and also as the Economics Library
Liaison for the Social Sciences Department at QCC.
I also started my apprenticeship to the Director of Awards and
Scholarships for the Social Sciences Department at QCC.
Jeffery
Jankowski
Conference
Presentation, other
Edlin, M., Jankowski, J., & Madera, S. (2010). Learning
communities: What works for a diverse student body of an urban
community college. American Association of College and
Universities. Philadelphia, Pennsylvania.
Humphries, D. & Jankowski, J. (2010). Training faculty to teach
in writing intensive sections: online version. General Education
Conference. Kingsborough Community College/CUNY. Brooklyn,
New York.
Rose, S.A., Feldman, J.F., & Jankowski, J. (2010) Infant roots of
later cognition/executive function. NICHD workshop: Executive
functions in preschool children. Bethesda, Maryland.
Jeffery
Jankowski
Works
submitted/accepted/in
press or in progress;
works
reprinted/republished
Rose, S.A., Feldman, J.F., Jankowski, J.J. & Van Rossem, R. (in
press). The structure of memory in infants and toddlers: An SEM
study with full-terms and preterms. Developmental Science.
Rose, S.A., Feldman, J.F., Jankowski, J.J. & Van Rossem, R.
(under review). Towards characterizing fundamental cognitive
deficits in preterms at 11 years.
Individual faculty/staff professional activities
First Name
Last Name
Work Type
Reference
Rose, S.A., Feldman, J.F., and Jankowski, J.J. (under review).
Modeling a cascade of effects: The role of speed and executive
functioning in preterm/fullterm differences in academic
achievement.
Jeffery
Jankowski
Service as a
reviewer/editor/
consultant
Reviewer, Conference presentations and symposia, Upcoming
meeting of the Society for Research in Child Development.
Quebec, Canada.
Pellegrino
Manfra
Conference
Presentation, other
The Euro in Crisis; An examination”, Iona College Summer
Economic Symposium
New Rochelle, June 19-20 2010
“International Role of the Dollar In the New Era of Globalization,“
MAWHA Conference, Monmouth University New Jersey, Nov 1213 2010.
“Race and Identity in World History Conference,“ MAWHA
Conference, Monmouth University New Jersey, Nov 12-13 2010.
“European Union Global Financial Crisis,” Eastern Economic
Association , New York , February 27 -28 2010.
“European Union and Eastern European Problems,” Eastern
Economic Association, New York , February 27 -28 2010.
“European Union and Health Care Issues,” Eastern Economic
Association , New York , February 27 -28 2010.
“European Union and Country Studies,” Eastern Economic
Association , New York , February 27 -28 2010.
“The Growth of Foreign Direct Investment (FDI) and Equities,“
Allied Social Science Association, Atlanta, Georgia, January 3-5
2010.
“The Euro: Panel Discussion,” NBEA Conference, Montclair State
University, Montclair, NJ, Sep 29-30 2010.
Individual faculty/staff professional activities
First Name
Last Name
Work Type
Patricia
Spradley
Service to department,
College, University,
community, and/or
professional society
Reference
X - Participated in QCC Conference of College Faculty
- Participated in Soft Chalk Workshop Training
- Participated in Pedagogy Seminar Series Designing
Technoloty-Integrated Instruction
and Assessment - sponsored by CETL
- Selected to work with Sonia Rodgrigues (Queens College Field
Placement Coordinator)
to identify Department of Education sites for EECE
undergraduate program students
- Organized and facilitated Professional Development for College
Now Faculty
- Attended Celebration of Teaching and Learning Conference NYC
- Participated in Queens College "Brown Bag" Writers Workshops
Y - Member of QCC Continuing Education Committee
- Member of QC Diversity Task Force
- Social Sciences Faculty Coordinator of College Now Program
- Member of the American Council on Education (ACE) GEDTS
Learning Pathways Advisory
Committee
- Member of the American Council on Education Leadership
Team
- Selected by American Council on Education to travel to South
Africa in the
capacity of consultant with Further Education Training College
sector.
X - Participated in QCC Conference of College Faculty
- Participated in Soft Chalk Workshop Training
- Participated in Pedagogy Seminar Series Designing
Technoloty-Integrated Instruction
and Assessment - sponsored by CETL
- Selected to work with Sonia Rodgrigues (Queens College Field
Placement Coordinator)
to identify Department of Education sites for EECE
undergraduate program students
- Organized and facilitated Professional Development for College
Now Faculty
- Attended Celebration of Teaching and Learning Conference NYC
- Participated in Queens College "Brown Bag" Writers Workshops
Y - Member of QCC Continuing Education Committee
- Member of QC Diversity Task Force
- Social Sciences Faculty Coordinator of College Now Program
- Member of the American Council on Education (ACE) GEDTS
Learning Pathways Advisory
Committee
- Member of the American Council on Education Leadership
Team
- Selected by American Council on Education to travel to South
Africa in the
capacity of consultant with Further Education Training College
sector.
Individual faculty/staff professional activities
First Name
Last Name
Work Type
Patricia
Spradley
Conference, workshop,
training attended
Reference
X - Participated in QCC Conference of College Faculty Participated in Soft Chalk Workshop Training - Participated in
Pedagogy Seminar Series Designing Technoloty-Integrated
Instruction and Assessment - sponsored by CETL - Selected to
work with Sonia Rodgrigues (Queens College Field Placement
Coordinator) to identify Department of Education sites for EECE
undergraduate program students - Organized and facilitated
Professional Development for College Now Faculty - Attended
Celebration of Teaching and Learning Conference - NYC Participated in Queens College "Brown Bag" Writers Workshops
Amy
Traver
Awards
Landmarks of American History and Culture We the People
Summer Institute for Community College Teachers Grant, National
Endowment for the Humanities.
Center for Excellence in Teaching and Learning’s 2010-11 Service
Learning Education in Action Award, CUNY, Queensborough.
William Stewart Travel Award Grant, CUNY Graduate Center,
Academy for the Humanities and Sciences.
Amy
Traver
Journal Article,
peer-reviewed
“Adopting China: American China Adoptive Parents’ Development
of Transnational Ties to China,” International Journal of Sociology
of the Family 36(2), 93-115.
Amy
Traver
Lecture (Invited)
“ePortfolio Student Learning Spaces: Symphonic Reflections on
Ways of Knowing” (with Jean Darcy, Elise Denbo, Jeff Jankowski,
and Michele Cuomo). Making Connections Community Forum,
CUNY, LaGuardia Community College, Long Island City, NY. April
9.
“A Tension, A Tool: Adoptive Mothers’ Consumption.” ESRC
Funded Seminar, The University of Edinburgh, Edinburgh,
Scotland. January 15.
Guest Speaker, “Incorporating Other High Impact Strategies Into
Your Learning Community,” Learning Community Seminar, CUNY,
Queensborough, May 5.
“ePortfolio as Student Learning Space: The Interdisciplinary
e-Portfolio Wiki Collaboration Project,” Faculty Presentations of
Pedagogical Research Projects, CUNY, Queensborough. October
6.
“Facilitating the Process of Research and Assessment of Service
Learning,” Faculty Presentations of Pedagogical Research
Projects, CUNY, Queensborough. October 6.
Amy
Traver
Conference
Presentation, other
“Consuming Anxieties: Markets and Motherhood in American
Adoptions from China.” 105th Annual Meeting of the American
Sociological Association, Atlanta, GA. August 17.
“A Particularly Universal Family: Gender, Cosmopolitanism, and
Americans’ International Adoptions.” All in the Family?: An
Interdisciplinary Conference on Kinship and Community, CUNY
Graduate Center, New York, NY. March 25.
Individual faculty/staff professional activities
First Name
Last Name
Work Type
Reference
“New Transnationalisms: Connecting to Country in International
Adoption from China.” 80th Annual Meeting of the Eastern
Sociological Society, Boston, MA. March 19.
Amy
Traver
Service as a
reviewer/editor/
consultant
Anonymous Reviewer, The Sociological Quarterly.
Reviewer, Sociology Proposal (NYU Project), Pearson.
Amy
Traver
Service to department,
College, University,
community, and/or
professional society
Elected Council-Member, American Sociological Association
Section on Teaching and Learning in Sociology.
Presider & Discussant, “Ideologies Informing Family and Work”
Paper Session, 105th Annual Meeting of the American Sociological
Association, Atlanta, GA. August 15.
Member, SAGE/Pine Forge Award Selection Committee, American
Sociological Association Section on Teaching and Learning in
Sociology.
Member, Presidential Lecture Committee, CUNY, Queensborough.
Secretary, Committee on Computer Resources, CUNY,
Queensborough.
Member, Awards Committee, Education Academy Writing
Competition, CUNY, Queensborough.
Co-Facilitator (with Sheena Gillespie), “Interdisciplinary
Partnerships in Curriculum, Research and Enrichment Activities,”
Campus Conversation, CUNY, Queensborough. April 27.
Co-Host (with Zivah Perel) & Presenter, “Faculty Perspectives on
Service Learning,” Service Learning Day, CUNY, Queensborough.
April 14.
Respondent, January Convocation of the College: What We Have
Learned About Student Learning, CUNY, Queensborough. March
24.
Amy
Traver
Conference, workshop,
training attended
Attendee, 105th Annual Meeting of the American Sociological
Association, Atlanta, GA. August 17.
Attendee, All in the Family?: An Interdisciplinary Conference on
Kinship and Community, CUNY Graduate Center, New York, NY.
March 25.
Attendee, 80th Annual Meeting of the Eastern Sociological
Society, Boston, MA. March 19.
Donald
Tricarico
Book, Chapter
"Narrating Guido: Contested Meanings of an Italian American
Youth Subculture" in Anti-Italianism: Essays on Prejudice, Edited
by William J. Connell and Fred Gardaphe, New York: Palgrave
Macmmillan (2010): pp. 163-199.
Individual faculty/staff professional activities
First Name
Last Name
Work Type
Reference
Donald
Tricarico
Works
submitted/accepted/in
press or in progress;
works
reprinted/republished
"Bellas and Fellas in Cyberspace: Mobilizing Italian Ethnicity for
Online Youth Culture", The Italian American Review (in
press/2011).
"Italians", revised entry in The Encyclopedia of New York City,
Second Edition, edited by Kenneth Jackson, Yale University Press
(2010).
Donald
Tricarico
Lecture (Invited)
"Guido on MTV: Tangled Up in the Feedback Loop", presented at
the Calandra Institute (CUNY) in Manhattan on January 21, 2010.
"An Italian American Chat Room Scene", presented to NYU
Department of Linguistics in Manhattan on April 9, 2010.
Donald
Tricarico
Conference
Presentation, other
"Italian Americans in the Media Spectacle: Images of Guido from
Bensonhurst to Jersey Shore", presented by the Italian/Italian
American Studies Program at Hofstra University, For a Dangerous
Pedagogy, April 15, 2010.
Curricular Changes - Course
Program Change
Course Number
Course Title
Semester
SS197
Religion and Philosophy
Liberal Arts Transfer
Course
Religion and
Philosophy
Liberal Arts
Transfer
Course
SS325
Sociology and the Arts
Sociology and
the Arts
Comments
New Course
Personnel or organizational structure changes, newly developed projects
Changes
Hired 3 new FT faculty members effective Fall 2010:
Elizabeth Bartels (Criminal Justice)
Anissa Moody (Psychology)
Julia Rothenberg (Sociology)
Organized a departmental Assessment Committee
Lost sole FT anthropologist Frank Lagana through retirement
Facilities/space changes
Facility modification
Purpose
Completion of new faculty office space, M- faculty office space
133A, in Fall 2010.
Semester
Facility Evaluation
Fall 2010
Very good
Equipment changes
Equipment Changes
Purpose
Semester
Evaluation
purchased two portable multimedia
projectors and two laptops
use by faculty in instruction
Fall 2010
very good
Resource changes
Other Resources Purpose
Semester
Resource Evaluation
Other changes affecting department
Departmental procedures for conducting assessment
In Fall 2010 the department undertook an assessment initiative for several introductory classes: ED110, SS211, SS310,SS410,
SS510, SS610, CJ101, and CJ102. The assessment procedure involved administering self-report questionnaires to students in
those classes with the purpose of soliciting their opinions about whether the classes helped them to achieve the General
Education Objectives and Individual Course Objectives designated for the classes. Assessment reports for each class were to
be prepared in the Spring 2011 semester and submitted to the QCC assessment database. To date only three class reports
have been completed: SS211, SS310, and SS510. The reports for the remaining classes are in progress. Upon their
completion all reports will be distributed to faculty in the disciplines, and in Fall 2011 faculty working groups will be assigned to
discuss implementation of the Action Plan for each course. The decisions of the working groups will be disseminated to all
faculty for implementation in Spring 2012.
Departmental participation in self-study/program review
Program(s): Reviewed
Program Review Follow-up
Action Item
Timeline
Reviewers of the Dual-Joint A.A./B.A.
Expected completion by end of
Degree in Childhood Education
Spring 2012 semester.
(LE1)recommended a revision of the
curriculum in order to formalize changes
that had been made over the 10 year
period since its last revision. The reviewers
also recommended that the revision should
include a new "capstone" course in
education.
Accomplishements
In Fall 2010 discussions occurred between
representatives of QCC and Queens College
to begin negotiation of desired program
changes. In Spring 2011 a draft of the
revised A.A. part of the program was
completed, including addition of a new
"capstone" course, ED210 Education in a
Global World. This proposal will be sent to
the Chairperson of the EECE Dept. at Queens
College for consideration, and a meeting is
planned for Fall 2011 to pursue further
discussion of the matter.
Course Objectives and Course Assessment
Course Assessed: SS211 Macroeconomics
Course Objectives and Course Assessment
Educational Objectives: General Education Objectives:
Upon completion of the course, students will:
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.
Curricular Objectives: None
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 53.7 to 64.3 percent, with an average
“agree” response of 59.0 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 63.6 to 66.3 percent, with an average
“agree” response of 64.9 percent. It was a stronger result than the first general education
objective with a much tighter dispersion of response.
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
a poor “agree” response of 53.7 percent.
All told, the weighted average of all general education objectives “agree” responses was a
62.0 percent, much lower than for the course objectives and a possible point of departure for
forming a successful action plan.
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 was
room for improvement. So, what can be done?
First, it would probably be useful to convene a committee, comprising full-time economics
faculty, to review, and possibly revise, standards of our master syllabus. Objectives could be
clarified and honed in this way.
Second, having taken the first proposed action, full-time economics faculty might find it easier
to carefully craft questions for future surveys and assessment so as to extract more specific
information regarding achievement of priorities and objectives.
In essence, clearly stated objectives would facilitate greatly factor-specific assessment in the
future. And presumably, better assessment would further enhance the faculty’s ability to meet
stated objectives and to provide excellent student outcomes.
Third, the relatively weak “agree” response (53.7 percent) regarding the last general
education objective concerning student abilities to communicate through reading, writing,
listening and speaking is disappointing.
The aforementioned committee of full-time economics faculty members will be convened to
investigate the issue 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
• Dispense objectives to all economics faculty, emphasizing the importance of achieving
objectives for student outcomes
• Improve future surveys for more refined factor-assessment
• Emphasize, with greater vigor and consistency, student’s exercising their communication
skills, especially so, as we are such a diverse institution
Course Assessed: SS510 Psychology
Course Objectives and Course Assessment
Educational Objectives: General Education Objectives (GEO) Assessed:
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
Curricular Objectives: none
Results: If we apply the grading standards of QCC in translating numerical grades to letter grades, we
can rank the grades for each objective as follows:
1) 87% (B+) for General Education Objective 8: Use historical or social sciences perspectives
to examine formation of ideas, human behavior, social institutions, or social processes; and
for Individual Course Objective 5: Students will apply psychology to real-life events.
2) 85.5% (B) for General Education Objective 2: Use analytical reasoning to identify issues or
problems and evaluate evidence in order to make informed decisions
3) 78% (C+) for General Education Objective 5: Integrate knowledge and skills in their
program of study
4) 71, 70, and 71 (C-) for Individual Course Objectives 2, 3, and 4, respectively:
ICO2: Students will critically evaluate theories and concepts in psychology.
ICO3: Students will analyze research in psychology.
ICO4: Students will draw conclusions from scientific observations and research findings.
5) 57% (F) for Individual Course Objective 1: Students will read psychological text effectively.
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.
Course Assessed: SS310
Educational Objectives: use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions
differentiate and make informed decisions about issues based on multiple value systems
use historical or social sciences perspectives to examine formation of ideas, human behavior,
social institutions, or social processes
Course Objectives and Course Assessment
Curricular Objectives: NA
Results: Eight items on the survey assessed the General Education Objectives of SS310 Introduction to
Sociology. Overall, the percentage of students agreeing that they had achieved these
objectives averaged 79%, indicating that most students had developed cognitive skills
emphasized in the General Education Curriculum.
Results for individual survey questions and the objectives they assessed varied but were still
generally positive:
! GEO #2 – use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions: SS310 develops students’ analytical reasoning skills by
helping them to understand sociological theories and concepts. An average of 84% of
students agreed that the class helped them to grasp core sociological ideas (survey questions
1 and 2). The ability to apply this knowledge to contemporary issues or problems overlaps
with GEO #6 – differentiate and make informed decisions about issues based on multiple
value systems. More than two-thirds of students (70%) agreed that the class helped them to
apply sociology to everyday life and to understand contemporary social issues (survey
questions 3 and 4).
! GEO #8 – use historical or social sciences perspectives to examine formation of ideas,
human behavior, social institutions, or social processes: SS310 emphasizes four dimensions of
social life: social institutions, power, inequality, and the individual in society. An average of
79% of students agreed that the class enabled them to examine these social dynamics (survey
questions 7-10).
Action Plan: Sociology faculty will pursue the following strategies to improve our efforts to help students
achieve General Education and Course Objectives:
(1) The results of the assessment indicated that high percentages of students developed a
general theoretical understanding of the discipline. Faculty will therefore continue to
emphasize core concepts and theories in sociology.
(2) Because some students failed to grasp the application of sociology to everyday life, faculty
will develop strategies to help students better understand the relevance of sociology beyond
the classroom. This will be accomplished by inviting faculty to disseminate through “best
practices” workshops or texts successful techniques for achieving this objective.
It is also possible that the wording of the survey question measuring this objective was
misleading. The question asked students if the class helped them to apply sociology to
everyday life. Faculty intended this item to assess if sociology helped students understand
their lives; students, however, may have interpreted the word “apply” to mean that they
developed some practical skill they could use in everyday life. On future assessments, the
item will be re-phrased to convey more accurately the intended course objective.
(3) A minority of students (30%) were either neutral or disagreed with the statement that the
course helped them to understand sociological research methods. This result may be a
consequence of the difficulties of teaching a topic requiring advanced quantitative skills – not
a prerequisite for SS310 – to introductory-level students. Some professors, therefore, may
have chosen not to integrate this objective in their classes. Full-time sociology faculty will
meet to decide if teaching research methods should continue to be a course objective for
SS310. Their decision will subsequently be clarified for all faculty.
(3) The survey item receiving the lowest percentage of “agree” responses (63%) was question
#5: This class helped me to understand how to read sociological texts. In fact, reading
sociological texts is not a course objective for SS310. In light of the high price of textbooks
and the generally low socioeconomic status of our students, this finding may reflect the choice
of some faculty to recommend rather than to require course readings.
Course Assessed: ED110
Course Objectives and Course Assessment
Educational Objectives: Communicate effectively through reading, writing, listening and speaking.
Utilize information management systems and technology skills effectively in academic and
lifelong learning research practices.
Utilize historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes
Work collaboratively in diverse groups directed at accomplishing learning objectives
Curricular Objectives: NA
Results: Two sections of ED110 (Contemporary Education: Principles and Practices) representing 33
students completed a course evaluation for spring, 2011. The survey asked the respondents
to indicate whether they agreed with each of eight statements designed to measure a General
Education Objectives, and Individual Course Objectives, or both. For ease of scoring, all 8
eight items were keyed so that “agree” signified that the objective was met.
As shown in the General Education Objectives Results Table below, analysis of the results
indicated strong agreement for two of the statements. Agreement ranged from 60.1%-90.9%
across the 8 statements with #7, “This class helped me work in collaborative learning groups
to reach shared goals,” and statement #6 “This class helped me utilize technology for
academic research and self-directed learning,” receiving the highest agreement, and
statement #5, “This class helped me read education texts (i.e. books, articles, newspapers)
effectively” and statement #8 “This class helped me examine theories, concepts, and debates
in education,” receiving the lowest agreement.
As shown in the Individual Course Objectives Results Table, analysis of the results indicated
strong agreement for two of the statements with #1 “This class helped me analyze
philosophies of education,” and statement #2 “This class helped me compare and contrast
factors of why some students succeed academically and others do not,” receiving the highest
agreement. Statement #4 “This class helped me use technology to create learning materials,”
and statement #3 “This class helped me draw conclusions from classroom observations and
research findings,” received the lowest agreement.
A comparison of results in the General Education Objectives vs. Individual Course Objectives
Tables indicates that overall students agreed equally with statements representing General
Education Objectives (mean agreement of 76.35%) and with statements representing
Individual Course Objectives (mean agreement of 76.35%). General Education Objective 4
statement #7, “This class helped me work in collaborate learning groups to reach shared
goals,” received higher agreement than any statement on General Education Objectives and
Individual Course Objectives.
Action Plan: 1. List on the syllabus which objectives the course plans to fulfill to inform the students
regarding what will be emphasized. Throughout the semester, alert students to individual
course and general education objectives as they occur.
2. Review the Outcomes Survey and revise statements to clarify intended meaning. Replace
statement 4 entirely as it is similar to statement 6.
3. Increase the number of survey statements from 8 to 10 and include an additional General
Education Objectives statement and Individual Course Objectives statement.
Course Assessed: CJ101
Educational Objectives: Use analytical reasoning to identify issues or problems and evaluate evidence in order to make
informed decisions.
Differentiate and make informed decisions about issues based on multiple value systems.
Use historical or social sciences perspectives to examine formation of ideas, human behavior,
social institutions, or social processes.
Curricular Objectives: NA
Course Objectives and Course Assessment
Results: 85% (B) for General Education objective #9: I gained knowledge of the history of criminal
justice institutions.
83% (B-) for General Education objective #10: I learned multiple viewpoints concerning
debates in crime and justice.
82% (B-) for General Education objective #8: I identified issues and problems in the criminal
justice system.
79% (C+) for General Education objective #6: I assessed contemporary political and social
issues concerning crime and justice.
76% (C) for General Education objective # 7: Use analytical reasoning to identify issues or
problems and evaluate evidence on order to make informed decisions.
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 currently meeting. For example,
an instructor could say “Today we will debate contemporary political debates” before
addressing the pros and cons of community policing in New York City. This will notify
students of some of the pedagogical terms used to describe their classroom activities.
2. Instructors should be mindful to include critical analysis and theoretical discussion of
criminal justice knowledge into their classroom activities. Classroom time needs to be set
aside to allow students to digest and debate concepts, discuss current events, and voice their
opinions, concerning CJ101 material.
3.The CJ101 assessment forms could be worded in more straightforward language, in an effort
to prevent any misunderstanding of the statements. For example, “I debated contemporary
political debates about crime and justice,” could be reworded to “I identified and argued the
strengths and weaknesses of current criminal justice practices and policies.”
4.Part- and full-time criminal justice faculty could meet at the start of each semester to
brainstorm and share ideas on classroom activities and assignments which specifically focus on
the integration of both General Education and Individual Course objectives into their courses.
An Ad Hoc Committee of criminal justice faculty could be formed in fall 2011 to further discuss
this issue.
Course Assessed: CJ102
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
GEO6 Differentiate and make informed decisions about issues based on multiple value systems
GEO8 Use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions or social processes
Curricular Objectives: NA
Results: With regard to the General Education Objectives Table on page 2, their findings show that the
percentage of the students who agreed with the ten statements ranged from 71-87.8% with
the average being 81 percent. Statement #4, “I gained knowledge of t criminal justice process
in the United States,” received the highest agreement (87.8%) and statement #5, “I critically
evaluated quantitative and qualitative evidence concerning crime and criminal behavior,”
received the lowest agreement (69.8%) among the students.
Course Objectives and Course Assessment
Action Plan: 1. The Criminal Justice faculty may want to list more specifically on their course outlines what
particular goals the course seeks to meet to tell the students what will be give emphasis to.
Throughout the semester, when a specific instance of a course objective surfaces, the
students can be alerted to it. For example, the criminal justice faculty may want to assign in
and out of class assignments that stress the application of criminological theories to recent
crimes underscored by the media or current social problems and formulate explanations of
crime based upon the theory. A course objective underscoring a student objective could be
used to built around this type of exercise.
2. The Criminal Justice faculty may want to consider ranking 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 supplementary examples could be distributed to all
criminal justice 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 Criminological text effectively. For
example,
the students will define, explain, and use the correct terminology applicable to the discipline of
criminology.
4. Criminal Justice faculty should discuss among themselves methods of including activities,
readings, guest speakers, movies and/or assignments into CJ 102 to better help students
achieve the Individual Course Objectives 1-4.
Course Assessed: SS410
Educational Objectives: GEO1. Communicate effectively through reading, writing, listening and speaking
GEO8. Use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes
Curricular Objectives: NA
Results: 1) 62.3% (D-) for General Education Objective 1: Communicate effectively through reading,
writing, listening and speaking
2) 60.2% (D-) for General Education Objective 8: Use historical or social sciences
perspectives to examine formation of ideas, human behavior, social institutions, or social
processes
3) 60.2% (D-) is the mean grade for General Education Objectives 1 and 8 taken together.
Action Plan: As the data indicates, there is a definite need for more effective delivery of both General
Education Objectives and Individual Course Objectives. In order to achieve this, the following
suggestions are offered that can be implemented immediately:
1. Political Science faculty should meet to clarify General Education Objectives and Individual
Course Objectives. Teaching strategies, assignments, and readings should be discussed in
regard to their effectiveness. Individual student assessment should also be addressed. It
would also be advisable to agree in principle on curricular objectives.
2. Syllabi should list both General Education Objectives and Individual Course Objectives.
Course Assessed: SS610
Educational Objectives: GEO 2: Use analytical reasoning skills and apply logic to solve problems.
GEO 5: Integrate knowledge and skills in their major field and across disciplines.
Course Objectives and Course Assessment
Curricular Objectives: NA
Results: In the General Education Objectives Results Summary Table below, the results indicated
strong agreement with all of the statements pertaining to the GEO of the course (Overall GEO
Mean=75% agreement). There was strongest agreement with statement #4, “This class
helped me to apply philosophical methods and practices to current events” (79%). 71% of
students agreed with statement #3, “This class helped me to analyze arguments and
conclusions made in philosophy.”
Action Plan: In the General Education Objectives Results Summary Table below, the results indicated
strong agreement with all of the statements pertaining to the GEO of the course (Overall GEO
Mean=75% agreement). There was strongest agreement with statement #4, “This class
helped me to apply philosophical methods and practices to current events” (79%). 71% of
students agreed with statement #3, “This class helped me to analyze arguments and
conclusions made in philosophy.”
Results of certification exams, employer and alumni surveys, student surveys, advisory board
recommendations
Data Source
Results
Action Plan
Goals/objectives for year just completed
Goals
Strategic
Plan
Evaluation of achievement
Action Plan
Implement Criminal Justice
branch of Liberal Arts Academy
success
Continue activities of CJ branch of
LA Academy
Develop LA program area
studies curricula in US Studies
and Gender Studies
drafted proposal of American (nee U.S.)
Studies curriculum in Spring 2011 and
forwarded it to Queens College Director
of American Studies program for
consideration. Discussion of Gender
Studies proposal was undertaken by
interested faculty, but no formal proposal
has been drafted.
Conduct follow up discussions with
Queens College regarding
articulation of our American Studies
program with their program. Draft
letter of intent for new AA degree
program in American Studies.
Continue discussion of Gender
Studies proposal.
Collaborate with Queens
College to revise Dual-Joint
Degree Program in Childhood
Education (LE1)
Discussions were undertaken in Fall 2010 Resume discussions with Queens
and a revised curriculum proposal was
College in Fall 2011 with objective
completed Spring 2011.
of moving the proposal forward to
approval
False
Goals/objectives for coming year
Upcoming Goals
Related Strategic Plan
Objective
Planned Method of Evaluation
Complete revision of LE1 program
and get it approved.
None
approval by Academic Senate
Continue work on AA degree in
none
American Studies with objective of
completion in Spring 2012
approval by Academic Senate