QUEENSBOROUGH COMMUNITY COLLEGE
CITY UNIVERSITY OF NEW YORK
CURRICULUM COMMITTEE
TO:
Dr. Dona Boccio, Dr. Peter Wong, Dr. Lorena Ellis, Prof. Karin Gapper, Dr. Kenneth Pearl, Dr.
Raji Subramaniam and Dean Karen Steele, ex-officio
FROM:
David Lieberman, Chair
x6324 Fax: 631.6608
DATE:
March 11, 2003
RE:
March 25, 2003 Meeting
The Committee will meet at 2:00 PM on Tuesday, March 25, 2003 in Humanities room 346.
Agenda
1.
2.
3.
4.
5.
Consideration of Minutes of the March 18, 2003 meeting
Chair’s Report
Old Business
New Program, Joint / Dual Program in Secondary Education (see attachment 1)
New Business
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Attachment 1
QUEENSBOROUGH COMMUNITY COLLEGE/CUNY
DEPARTMENT OF SOCIAL SCIENCES
LETTER OF INTENT
DUAL/JOINT DEGREE PROGRAM
leading to the
ASSOCIATES OF ARTS DEGREE IN LIBERAL ARTS AND SCIENCES
at
QUEENSBOROUGH COMMUNITY COLLEGE
and the
BACHELORS OF ARTS DEGREE IN SECONDARY EDUCATION
at
QUEENS COLLEGE
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Attachment 1
1. PURPOSE AND GOALS
The main purpose of this jointly registered program is to provide Queensborough students
with a career-oriented course of study that will prepare them to become teachers at the secondary
school level. Students in the dual-joint secondary education program will have the opportunity to
complete their first two years of study culminating in an A.A. in Liberal Arts and Sciences at
Queensborough Community College and then transfer into their junior year as students in the
Secondary Education program at Queens College where they will complete their B.A. degree.
This program parallels the Dual-Joint Elementary Education program that already exists
between Queensborough Community College and Queens College insofar as it creates a fully
articulated transfer program that allows Queensborough students to use their first two years of
study to their maximum benefit in preparing for the upper division teacher education program and
co-major of their choice.
Another significant goal of this program is to provide a vehicle of opportunity for interested
students in Queensborough’s diverse population to enter the teaching profession and to ease the
transition of those students from a two- to four-year unit of The City University of New York. In
addition this program has the potential to produce much needed secondary school teachers who
will be uniquely qualified to serve the students in the City of New York.
This program will require a minimum of 60 credits and is designed to provide students with a core
curriculum in liberal arts and sciences, professional courses, and academic major electives:
•
•
•
A core curriculum including: English composition and literature; Humanities; Social
Sciences ; History; Mathematics; Natural Science; and Physical Education
A professional course in Foundations of Education
Elective courses in a major area of study: Mathematics, Science, Language, and Social
Studies.
This program also provides students with the following:
•
•
•
•
Field experiences in education in conjunction with the Foundations of Education class
Opportunities to gain familiarity with Queens College secondary education faculty and
staff through orientation meetings and seminars at Queensborough
Support services at Queensborough including articulation and transfer advisement, and
tutoring
Opportunities to begin establishing a professional identity as a teacher-in-training through
interactions with other education students and education professors and through their
involvement in education student associations
2. NEED
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Currently, the nation’s public schools are experiencing “the most severe teacher shortage
in more than 40 years.” (National Teacher Recruitment Clearinghouse News, 10-23-02)
A recent report by a nonprofit organization, Recruiting New Teachers, finds that “schools in
urban areas where poverty and minority enrollments are high suffer the most acute
shortages of teachers.” (The Chronicle of Higher Education, 10-24-02)
The U.S. Department of Labor reports: “Job opportunities for teachers over the next 10
years should be excellent, attributable mostly to the large number of teachers expected to
retire…a large proportion will be eligible to retire by 2010, creating many vacancies,
particularly at the secondary school level.” The demand for teachers is expected to be
especially high in inner city schools and in schools with large minority enrollments.
(Bureau of Labor Statistics, Occupational Outlook Handbook 2002-2003)
The New York State Department of Labor publishes projections of secondary school
teacher employment from 1998-2008 for different regions in the state, as summarized
below (NYS Dept. of Labor, Labor Market Information, Occupational Outlook):
New York State
New York City
Long Island
1998
110,800
33,140
16,440
2008
138,900
39,380
19,120
From a variety of sources, both public and private, data on current and projected
employment trends in secondary education indicate an ever increasing need for middle and high
school teachers at the national, state, and local levels. Queensborough can help to address this
teacher shortage by providing an opportunity for our students to start their careers as educators.
In their report entitled “Tapping Potential: Community College Students and
America’s Teacher Recruitment Challenge” the nonprofit organization Recruiting New Teachers
concluded that “community-college students who become teachers are more likely to be committed
to their schools because many grew up in the communities in which they end up teaching.” An
example of such commitment is found in the Lehman College education program: About 80% of
their graduates, two-thirds of whom come from community colleges, teach in schools in the Bronx
(National Teacher Recruitment Clearinghouse News).
Given the great need for teachers in urban schools with culturally diverse student
populations, Queensborough is in a unique position to help alleviate the teacher shortage in our
area because it serves an astonishingly diverse student body with representation of many ethnic
and religious groups, including many minority students. Many of our students are from groups that
are underrepresented among the ranks of secondary school teachers. This program can offer an
opportunity for students from underrepresented groups to work toward a career in secondary
education in their communities.
This program is consistent with the Queensborough Community College Strategic Plan
2001-2004 component: “Promote new program development, especially programs incorporating
new technology and/or joint acceptance.”
3. STUDENTS
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Attachment 1
A nonprofit group based in Boston, Recruiting New Teachers, found in a May 2000 survey
that 5.5% of community college freshmen are interested in a career in elementary education and
3.5% are interested in secondary school teaching (The Chronicle of Higher Education, 3-8-02).
Whether the same percentage of students at Queensborough Community College is interested in
secondary education is debatable. However, there are currently about 680 elementary education
majors at Queensborough out of a student body of approximately 11,400; elementary education
majors account for approximately 5.9% of our student body (compared with 5.5% in the cited
study). If the percentage of Queensborough students interested in secondary education was the
same as that in the Boston study, then with a population of approximately 11,400 students
Queensborough would have nearly 400 interested students.
4. CURRICULUM
The curriculum proposed here will enable students to achieve two goals:
1) To complete a 60-credit Associates of Arts (A.A.) degree in Liberal Arts and Sciences at
Queensborough Community College; and 2) To make the transition to junior year status in the
secondary education program at Queens College where they will complete their studies toward a
B.A. in Secondary Education. Because it is a jointly registered program involving both
Queensborough Community College and Queens College, students who successfully complete the
A.A. at Queensborough and also meet the other requirements stipulated in the agreement with
Queens College are assured of a seamless, fully articulated transition to Queens College.
The curriculum is designed to optimize the preparation of Queensborough students for the
transition to Queens College by ensuring that the courses taken toward the A.A. at Queensborough
also satisfy LASAR requirements at Queens College and earn credits toward the education major
courses and the co-major.
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Attachment 1
The curriculum for the Queensborough Community College/Queens College Dual-Joint Associates
of Arts (A.A.) Program in Secondary Education is summarized below:
A. Liberal Arts and Sciences Core Courses
Art: AR 310, 311, 312, 313, 315, 316, 318; or
Music: MU 110; or
Dance: PE 711; or
Speech Communication and Theater Arts: SP 531
Credits
3
English: EN 101 and 102
6
Mathematics: MA 336, 303, or 441
Laboratory Science: One course from
BI 140, 201, 202
CH 120 & 121, 127, 151
GE 101, 102
PH 110, 201, 202, 301
3-4
4-4.5
History: HI 127 or 128, and one course from
HI 110, 111, or 112
6
Social Sciences: SS 510 and 535
6
Liberal Arts and Sciences Electives:
EN 301, 302, 303, 444, 445, 611;
LF 812; LS 812; or LI 813
3
Three courses, one each from three of the four groups:
Group 1: AR 313; EN 444; HI 110, 140; LI 311, 312, 313;
LS 313; SS 110, 460
Group 2: EN 217, 401, 402, 411, 412, 446, 621;
LI 311, 312, 313; LS 313, 315
Group 3: HI 111, 112; SS 610, 620, 670
Group 4: SS 110, 211, 260, 310, 410, 440, 450, 630
One course from: BI 120, 130, 140, 160, 170 201, or 202;
CH 120 & 121, 127, 128, 151, 152;
GE 101, 102, 125
Education: ED 110
9
3-4.5
4
_______________________
Sub-total 48 credit
minimum
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Attachment 1
B. Physical Education: PE 400, 500, or 600 series
1
___________________
Sub-total 1 credit
C. Free Electives: Major Area electives selected from approved list
(See Recommended Courses by Major)
9-12
___________________
Sub-total 9-12 credits
Total Credits Required for the A.A. Degree in Liberal Arts and Sciences 60 credits
Differences between proposed A.A. program at QCC and QCC A.A. core:
1. Only 6 credits of English are required. The third English course (3 credits) in QCC’s A.A.
core can be fulfilled by an English course or a literature course in Foreign Languages.
2. No Foreign Language or Literature courses are required, but students must demonstrate
fulfillment of the three years of foreign language study in high school, or the equivalent, to
meet primary competency at QC. QCC students who do not meet the primary competency
upon entrance may need to take foreign language classes to meet this competency or as
prerequisites to literature courses at QCC.
3. Speech 211 is not included in this program proposal, as the course does not fulfill a
LASAR requirement at Queens College.
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Attachment 1
Sample Course Sequence for Dual-Joint Secondary Education Program
Semester 1
Semester 2
EN-101…………………..3 cr.
AR/MU/DANCE/SP…….3 cr.
HI-110, 111, or 112...……3 cr.
ED-110…………………..4 cr.
PE- 400, 500, 600 series…1 cr.
Subtotal...14 cr.
Semester 3
EN-102………………..…3 cr.
HI-127 or 128……………3 cr.
Hum/SS/HI ……………...3 cr.
SS-510…………………...3 cr.
Mathematics……………..3 cr.
Subtotal……...15 cr.
Semester 4
Science (Group A)………...4 cr
SS-535…………………….3 cr.
Hum/SS/HI ………… ……3 cr.
Major Electives……………6 cr.
Subtotal………16 cr.
Science (Group B)…..........3 cr.
Hum/SS/HI ………………3 cr
Major Electives……….......9 cr.
Subtotal………….15 cr.
Note: Additional courses may be required if students need remediation and/or do not meet
the competency criteria for course exemption (e.g., foreign language).
5. FACULTY
Queensborough currently has a sufficient number of qualified faculty to teach all courses in
this curriculum. One member of the education faculty holds a joint appointment with
Queensborough and Queens College. It is expected that with the growth of this program in the
future some adjunct faculty and/or another full-time education faculty might be required.
In addition Queensborough also has an articulation and transfer advisor on a joint
appointment with Queens College, and this advisor’s involvement with students and faculty at both
institutions will ensure for our students a smooth transition from Queensborough to Queens.
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Attachment 1
APPENDIX A: Queensborough A.A. Curriculum and Queens College LASAR
Requirements
Requirements at QCC
Credits
Notes/QC Requirements
English/Literature (9 credits)
EN 101, English Composition I
3
EN 102, English Composition II
3
ENG 110 (fulfills a primary competency at
Queens College)
ENG 120
One course from:
EN 301, 302, 303, 444, 445, 611 or
LF 812, LS 812, LI 813
3
(fulfills QC Humanities I, Tier I)
3
(These courses fulfill the Humanities II
LASAR at QC.)
Art, Music, Dance & Speech Communication
(3 credits)
Choose one course from the following:
AR 310, 311, 312, 313, 315, 316, 318
MU 110
PE 711
SP 531
History (6 credits)
One course from HI 127 or 128
(One American history course is required)
3
•
3
One course from HI-110, 111, or 112
•
•
Humanities, Social Sciences or History (9 credits)
Choose three courses, one each from three of the four
groups below:
Note: to ensure that the Social Sciences LASAR requirement
is completed, students who have taken HI-110 should choose
courses from groups 2, 3, and 4; students who have taken HI111 or 112 should choose courses from groups 1, 2, and 4.
HI-127 or 128 fulfills one of
the two Social Sciences
LASAR requirements at QC.
The second Social Sciences
LASAR requirement must be
filled by a course in a
different discipline.
HI-110 fulfills the 3 credit PreIndustrial/Non-Western Civilization
LASAR at QC
HI-111 and 112 fulfill the 3 credit
Humanities III LASAR at QC.
9
Group 1 (Pre-Industrial/Non-Western Civilization LASAR at
QC) 3 credits:
AR 313, EN 444, HI 110, 140, LI 311, 313, LS 313, SS 110,
460
Group 2 (QC Humanities I, Tier II LASAR) 3 credits:
EN 217, 401, 402, 411, 412, 446, 621, LI 311, 312, 313, LS
313, 315
Group 3 (QC Humanities III LASAR) 3 credits:
HI 111, 112, SS 610, 620, 670
Group 4 (QC Social Sciences LASAR) 3 credits:
SS 110, 211, 260, 310, 410, 440, 450, 630*
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*Although SS 630 (Ethics) is a Humanities course
at QCC, it fulfills the Social Sciences LASAR
requirement at QC.
Attachment 1
Mathematics (3-4 credits)
MA 336, 303, or 441*
(These courses fulfill the Scientific Methodology &Quantitative
Reasoning LASAR at QC.)
3-4
(MA-120 [or the equivalent] is a primary
competency for QC.) QCC students may
need to take MA 120 as a pre-requisite to a
mathematics course, but it is not credited
toward the degree.
* Students intending to major in mathematics,
geology, or chemistry should take MA-441.
Science (7-9 credits)
Choose two courses from the following
groups; at least one must be from Group
A (laboratory science).
(These courses fulfill QC LASAR Physical and
Biological Sciences, Group A.)
BI 140, 201*, 202
CH 120 & 121, 127, 151$
GE 101, 102
PH 110, 201, 202, 301
(These courses fulfill QC LASAR Physical and
Biological Sciences, Group B.)
BI 120, 130, 160, 170
CH 128, 152$
GE 125
Note: # Students planning to major in mathematics
should take MA- 442, 443 or 461 instead of the
second science course.
4-4 ½
* Students who take BI-201
must also take BI-202 to receive
transfer credit for QC Biology
107 and 108. Students planning to
major in Geology should take BI-201
and CH-151
3-4 ½
$ Students planning to major in
Chemistry should take CH-151 and
152
# Students majoring in mathematics
can count SS-510 toward the second
science LASAR requirement.
Psychology (3 credits)
SS 510 Psychology
3
(fulfills Group B Physical and Biological
Sciences LASAR at QC; does not fulfill the
QC Social Sciences LASAR)
Physical Education (1 credit)
PE-400, 500 or 600 series
1
(Fulfills a primary competency at
QC)
4
(Equivalent to SEYS 201 at QC)
Education (7 credits)
ED 110, Contemporary Education: Principles and Practices
SS 535, Adolescent Development
3
9 - 12
Electives in Major Field (9 - 12 credits)
Total credits required for the A.A. in Liberal Arts and
Sciences and Secondary Education
(Equivalent to SEYS 221 at QC)
Students should select courses from the major
equivalencies list. (See note 2 below.)
60
NOTES:
1. Although some courses satisfy several LASAR categories at Queens, no single course can be used to
fulfill two requirements. Students should select courses with care, to fulfill as many LASARs as possible.
2. No Foreign Language or Literature courses are required, but students must demonstrate fulfillment of the
three years of foreign language study in high school, or the equivalent, to meet primary competency at QC.
QCC students who do not meet the primary competency upon entrance may need to take foreign language
classes to meet this competency or as prerequisites to literature courses at QCC. [Explanation: Students
who need to complete the primary competency in Foreign Languages could choose to take QCC courses
(111, 112, 213 as appropriate) and apply them to the Electives in the Major Field category.]
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