Queensborough Community College Academic Program Review, May 6, 2010
Academic Program Review: Team Report
Queensborough Community College
Liberal Arts and Sciences and Childhood Education
Dr. Carolyn Sterling-Deer
LaGuardia Community College
CSterling@lagcc.cuny.edu
Dr. Marilyn Verna
St. Francis College
MVerna@stfranciscollege.edu
May 6, 2010
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Queensborough Community College Academic Program Review, May 6, 2010
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Summary of Program or Area Reviewed

Faculty and staff and faculty and staff development
In reviewing faculty and staff in the Queensborough Community College Education Program, it is noted that the
QCC Education Program has a small number of faculty which is quite diverse but limited to the female gender.
Education faculty demonstrates a wealth of experience and qualifications in the discipline. One full-time faculty
member and one long-standing adjunct also teach in the Education Department at Queens College. All
Education faculty have participated in extensive professional development either through the Center for
Excellence in Teaching and Learning or via professional seminars at other CUNY campuses. Recent
professional endeavors of Education faculty include Diversity Task Force membership, assessment workshops,
grant writing, service learning, and ePortfolio. In support of faculty training and development, the Center for
Excellence in Teaching and Learning has offered an increasingly wide range of professional development
activities from Reading Across the Curriculum, classroom conflict, training in technology, SPSS and linguistic
training seminars in Second Language Acquisition, ESL Issues in Mainstreaming, Teaching for Inclusion, and
rubric development. In general, faculty training is increasingly diversified, extensive and geared toward
improved pedagogy for the diversified QCC student population. Faculty appears to be a cohesive unit that work
together to accomplish Education Program goals.

Curricular design
The Education curriculum consists of a two-phase course sequence in a Dual/Joint Degree Program with
Queens College. In Phase I, students are required to take ED110 Contemporary Education: Principles and
Practices, EN101 English Composition I, SS310 Sociology, and MU261 Music for Teachers of Children with a
minimum GPA of 2.75. ED110 and EN101 are offered in a learning community configuration permitting
integration of academic writing and the education major. Phase II courses include EN102, MA303 and one
course in math, science, social studies, and English language arts NYS core areas. Although QCC does not
offer a secondary education program, a math course in secondary education is offered for students wishing to
embark upon a secondary math license in a four year institution.

Pedagogical practice
Core pedagogy within the Education Learning Community includes intensive integration of the English
composition skills and foundational knowledge in education. Education faculty has exceeded the scope of the
foundations of education to include effective teaching strategies. In essence, their four-credit course is
equivalent to a six-credit course. Because of the wealth of pedagogical skill to which students are exposed,
they are better prepared to take the New York State ATS-W standardized exam for teachers. An integral
component of the education class is the preparation of a teaching tool for future use in a classroom setting. This
hands-on teaching at the elementary level further solidifies student learning in the Childhood Education major.

Evidence of student learning
Student response to the Education Academy revealed a deeper understanding of the major and a commitment
to the profession. Students claimed to benefit from the Ed LC noting the excellence of teaching practice in
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EN110 and the link between educational theory and writing. Individual student accounts of learning clearly
represented a firm grasp of the teaching profession. Education students spoke highly of Education faculty and
teaching methodology. Students’ enthusiasm and apparent demonstration of an ability to integrate learning in
the major is demonstrative of the effectiveness of teaching and learning in the Education major. Equally
important, students expressed confidence in their ability to continue on to transfer. Again, students’ clear
expression of confidence reaffirms the excellence of teaching in the QCC Education Program.

Instructional and student support
Several factors have enhanced instruction for Education majors at QCC. Specific improvements in instruction
are noted as follows:
The newly renovated Library offers a welcoming and conducive atmosphere for research. Students have
the opportunity to collaborate, enjoying the benefits of an inviting academic environment. Library classes
are conducted at faculty request in support of student learning needs and abilities in the major. There is an
essential emphasis on research techniques and resources to support student research in the major. With
the renovation, library resources have been updated. Active use of the library was observed during the site
visit. The library additionally offers sessions in citation methods as an additional support for student
learning.
The College Writing Center differs from traditional writing centers in that it is autonomous rather than linked
to a specific department. Writing Center staff fully addresses writing needs of students across disciplines
and invite faculty participation in enhancement of tutor skills. Writing Center tutors are salaried and receive
ongoing training. Education majors use the writing center to enhance writing in the major. In addition to
individual tutoring, whole classes are able to attend Writing Center sessions by appointment with a predefined topic so that tutors may assist students more effectively. To further the work of the center, The
Writing Center Director has also incorporated faculty liaisons into center structure.
The Learning Center is linked to academic departments with departmental faculty liaisons. Faculty liaisons
interview and hire student tutors according to tutor competency in the subject matter. Tutors are trained and
observed periodically. The Learning Center is open six days a week, thereby accommodating part-time
students. Academic Facilitators are actively involved in the Learning Center as outlined above. Often QCC
graduates return to the campus to work in the Learning Center. Additionally, workshops are offered three
times a week for English language learners.

Resources
To provide students with a well-rounded education and to encourage lifelong learning, a wealth of educational
opportunities is available outside the classroom. Through procured grant funding, the college has been able to
construct a Holocaust Center and art gallery. Students have been engaged in various off-campus activities
through participation in Mock Trial Competition, the Washington National Theater Competition, sustainability
activities in Alley Pond Park and campus solar energy development. Students are also able to participate in
disciplinary conferences. An important resource for faculty research and development has been the PSC-CUNY
Research Foundation, which awards grants averaging $5,000 to faculty for research.
Queensborough Community College Academic Program Review, May 6, 2010
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Quality and substance of the self-study
The self-study report is a well written document which encompasses all phases of the Education program. The
Education Program and college mission statements are in alignment. An extensive account of faculty
qualifications and diverse professional development activities are highlighted. Course descriptions, curriculum
and statistical data are included for every phase of program design. Specific course descriptions, objectives
and rubrics are also included, adding to the richness of the self-study. Relevant retention and graduation rates
assist evaluators with insight necessary for an effective review. Graduation requirements for the Education
major are highly useful in understanding the course of study in the discipline. The report is both comprehensive
and inclusive of all facets of the Education Program as a component of the Liberal Arts and Sciences and
Childhood Education Department. Statistical data included in the report further clarify all areas under review.
Focus questions:
Four focus questions were included in the report outline. The questions and reviewers’ responses are
addressed as follows:
What are your recommendations for improving the curriculum—for example, ideas about a capstone
course?
Capstone courses are a benefit to students graduating in the Education major. These courses are designed as
a culminating experience which taps core competencies in General Education and affords students an
opportunity to refine research skills, technological expertise and oral language skills before moving on to the
senior college experience. The Education capstone may be accomplished within the framework of education or
related disciplinary courses in psychology, anthropology, English language arts or other related field.
Implementation of a capstone requires rethinking the QCC/QC sequence and exercising control over QCC
offerings. Since the original agreement between QCC and QC ten years ago, the design of education programs
has evolved to include a capstone course to allow students the opportunity to demonstrate integrated learning
in the major. When capstone learning is further enhanced with development of a capstone (pre-service)
teaching ePortfolio and subsequent student presentations of the ePortfolio, both current and transfer faculty
are able to directly observe demonstrated student mastery of course content and core competencies.
Moreover, the opportunity to showcase accomplishments in the major is empowering for students as they
continue in the major in the senior college. Establishment of a capstone is strongly recommended for the
reasons cited.
What are your recommendations for improving retention and graduation in the program?
There must be more structure in the declaration of major. More specifically, it is desirable to recruit Education
majors who are desirous of joining the teaching profession. It seems that students haphazardly select education
as a major because they believe it is an “easy” course of study. It may prove sounder to reserve declaration of
the major until after the accumulation of at least 15 credits or at least one semester of study. Informative
seminars may be offered prior to selection of a major. Perhaps a Meet the Majors event conducted by faculty
and graduating seniors in Education would encourage selection by students sincerely interested in pursuing a
career in education. Informative seminars such as this may provide background information on what the
program and course of study entails.
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Regarding the point of transfer, building a cadre of graduates who may serve as mentors to future graduates
may aid in easing the transition to the senior college. Continued service learning is essential to the mission of
teaching and should be connected to an educational environment. A recommendation is to increase
partnerships with after-school programs to allow students opportunities to interact with students.
With reference to Education Program structure, addition of a capstone experience for education majors should
be explored to enhance student confidence in the ability to do higher level study and research. As a culminating
experience, the capstone course offers an opportunity to do in-depth research on an area of interest in the
major, building student confidence as the transition to senior college is undertaken.
What are your recommendations for offering additional education courses at Queensborough?
The Education Program requires greater flexibility in course offerings. QCC faculty should be able to offer
additional classes as they deem relevant to enrichment of the education sequence on their campus. The
Dual/Joint QC program must be open to re-examination of the original agreement with QCC to allow for
enhanced instruction for QCC Education majors entering the QC program. At this point, the Dual/Joint Degree
Program inhibits QCC’s ability to draw upon the strengths of faculty qualified to create an enriched educational
experience for majors in the discipline. A major recommendation is reexamination of the Dual/Joint Program
with a goal of rethinking program design. The current design has been in existence for the past ten years. In the
meantime, other CUNY campuses have explored ways to provide more effective instruction and enriched
learning experiences for Education majors. QCC has not had this privilege due to restraints of the original
QCC/QC agreement. It appears that Queens College has not been open to sharing Education Program
development equally with Queensborough faculty, nor has Queens College been fully appreciative of QCC
faculty proposals for change. It is important to understand that a design that seemed appropriate ten years ago
is now stifling to a progressive QCC Education Program faculty. It is of paramount importance for Queens
College Education Program faculty to enter into a more sustained collaborative relationship with
Queensborough faculty with the goal of improving the Dual/Joint Program design and with the intention of fully
attending to the requests of Queensborough Education faculty. In short, the Dual/Joint Degree Program in
Childhood Education should be in line with other comparable Education Programs in CUNY and other
institutions. Failure to do so ultimately destroys the Education majors’ opportunities to compete with students
leaving updated programs or to enter the profession fully equipped to master the hard work of teaching. It is
strongly recommended that administrators at both Queensborough Community College and Queens College
join forces to ensure a reexamination and renegotiation of the ten-year-old Dual/Joint Degree Program since
change can only take place with administrative consultation and support from both campuses.
What are your recommendations for increasing the number of male students in the program?
The absence of males in the Education Program is more than likely due to the under-enrollment of males in
college in general. The University has a male initiative in place. It is felt that outreach must be completed to
ensure male presence in the program. It seems that this should be a CUNY-wide concern and effort. In the
meantime, outreach may be conducted at the high schools or on QCC campus to inform males of the benefits
of teaching. Overall, it is felt that efforts at outreach should be support centrally by CUNY. The Meet the
Education Major event at high schools or on campus may prove helpful in this area as well.
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What are your recommendations for diversifying the education faculty so that males are represented?
A concerted effort to recruit multicultural male faculty should be made. Perhaps outreach in the local community
can be undertaken to inform the community of the success of the program. However, before this can be
pursued, it seems that faculty lines must be allocated so that prospective faculty has the opportunity to apply for
positions. The Education Program chairperson may want to officially request faculty lines. Other potential pools
for male faculty may be Department of Education retirees.
Program/Area Strengths
The QCC Education Program has a great measure of professional strength which contributes to the richness of
the program. As noted elsewhere in this report, QCC Education faculty is the program’s most important asset.
A program’s success is deeply rooted in the willingness of faculty to engage in professional development to
increase their own expertise in areas such as technology. QCC Education faculty has engaged in a myriad of
professional development which enriches the Education Program. Other strengths are listed and commented
on below.
-The Education Freshmen Academy & Education Learning Communities strengthen student learning and
ensure success for Education majors since students have the opportunity to improve writing and connect
writing assignments to the Education major.
-The single most important aspect of the Dual/Joint Degree Program in Childhood Education is that it ensures
entry into Queens College Education Program.
-The first two years of preparation in teacher education is in line with core curriculum and General Education
standards.
-Four Phase 1 Gateway Courses: ED110, EN101; SS310; MU261 and the explicit requirement of a minimum
GPA of 2.75 before progressing to Phase II of the Education Program within first 24 earned credits maintains
the integrity of the program. The program standard and increased persistence of LE1 students appears to be
effective.
-Service Learning is an enrichment of preparation for the Education major – public service is crucial for
Education majors since they are required to connect to the community in the teaching profession according to
NCATE standards. Establishment of links to community early in their preparation allows students to establish a
community connection and strengthen it upon subsequent entry into the teaching profession.
-The creation of Teaching ePortfolios constitutes strength in creating a practice of reflection in the teaching
profession.
-CETL faculty training is varied and focused on diverse needs of the student population, particularly multilingual
students. The record of CETL demonstrates the Center’s response to current pedagogical needs of faculty and
learning needs of students.
-English requirement of EN101 & 102 have a research focus which supports research in the major.
-Writing Intensives for ED110 & SS610 prepare students for required WI courses at QC.
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-Monthly workshops in academics, teaching careers, resume writing, etc. for LE1 students is a valuable
support.
-Tutoring services in the Writing Center and Learning Center offer assistance with writing and course concepts.
-Increased library links to major areas of study is a valuable aid for students in all majors.
-Extracurricular activities on campus expand students’ horizons and expose them to new, varied learning
experiences.
-Interpersonal relationships between faculty and students foster student retention.
-Dedication of faculty and staff to student learning fosters academic success and retention.
-Faculty interest in moving the program forward as a cohesive unit can lead to increased program development.
-QCC Education graduates return to QCC to share senior college experiences.
Program/Area Weaknesses
-The ED110 transfer designation as two courses is credited as one course upon arrival at QC. Because of the
inclusion of a technology component in the course, the course at QCC was increased to four credits with the
stipulation that QC would provide credit for two courses upon transfer. QC has reneged on this agreement.
Students are subsequently shortchanged for work completed at QCC.
-The QC-QCC Dual/Joint Degree Program does not afford QCC further required education courses. This
weakness prevents QCC from developing an Education capstone or other courses essential for student
success in the senior college.
-There is a lack of coordination between QC and QCC Education faculty. In over six years, there have been no
meetings with QC Education faculty. The lack of communication must be addressed to lead to collaboration
between programs.
--Under-enrollment of males of any ethnicity is a weakness – Outreach is needed to encourage males to apply
for and sustain enrollment in college in general and in the Ed major in particular. Perhaps this should be a
CUNY-wide effort rather than one assumed by individual campuses in isolation of central support.
-Absence of male faculty is also noted. A concerted effort needs to be made to recruit and retain male faculty in
the Education program. This need is intricately related to the opening of faculty lines.
-Lack of tracking of education graduates either at Queens College or other senior colleges is a weakness that
does not afford the QCC Education Program the opportunity to claim the full measure of its success.
-A limited articulation agreement with other senior colleges is a weakness. Additional articulation agreements
may be sought with other senior colleges in addition to York College. On a wider scale, junior and senior
colleges should come together to establish consistency in program requirements across senior colleges and
across community colleges so that students have increased transfer opportunities.
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-Education majors should be encouraged to take the first standardized required state exam (LAST- Liberal Art
and Science Test) after completion of 30 credits to ensure Education Program knowledge of students’ scores. A
rationale for this earlier testing is due to the breakdown of categories and score reporting provided by the exam.
The results indicate areas of mastery and weakness. The results are reported directly to the current college and
may be used as a diagnostic fool as students prepare for other professional exams.
-Absence of articulation with high schools is seen as a weakness. Establishing articulation with high schools
may facilitate recruitment of males for the Education major. Perhaps articulation needs to begin at the high
school level with students interested in preparing for the teaching profession taking college preparatory courses
on campus.
-ED110 seems to be the main course for accomplishment of foundational skills; however, a culminating course
as a capstone is essential to prepare students for further study as they move into the profession.
-QCC does not collect data on the students beyond graduation. To further understand the success of the QCC
education students, longitudinal data needs to be collected by the Institutional Data Department. Tracking of
the students as they enter QC or other universities, and their choice of majors would assist in the furthering of
QCC programs.
-The education department has embarked upon the ePortfolio program yet access to computers is very limited.
It is suggested that one computer lab at the college be equipped with the program where the education faculty
may periodically take classes for group instruction. A computer lab instructor should be versed in operating the
program to assist students independent of the professor.
Suggestions
[Suggestions for program/institutional improvement based on team knowledge & experience]
A major suggestion for program improvement is related to the redesign of the Dual/Joint Degree in Childhood
Education. Current methodology allows for integration of the Education major before making the transition to
the senior college. It is urgent that Queensborough have this opportunity to be on a par with other two-year
college Education Programs.
Recommendations
[Areas of program or institution that need attention to maintain program standards]
We reiterate our urgent recommendation that administrators at both Queensborough Community College and
Queens College come together to ensure that faculty on both campuses explore redesign of the Dual/Joint
Degree Program in Childhood Education. After ten years, it is now crucial since QCC faculty is desirous of
designing a program that is in line with experiences of other Education majors in the CUNY system. Moreover,
the lack of continuity in Education Program leadership at Queens College has hampered Education Program
review and redesign. This is viewed as a major obstacle by reviewers. This fact, coupled with a feeling of
unacknowledged expertise of QCC Education faculty, has placed Queensborough faculty at a disadvantage
which will ultimately filter down to students in the Dual/Joint Childhood Education Degree Program. The
transient nature of Education Division leadership at Queens College must be addressed for continued program
growth and transition of Education majors to Queens College.