2018-2019 Catalog Addenda [1] - Medgar Evers College · 2020-05-06 · 2018 -2019 Medgar Evers...

2018 -2019 Medgar Evers College of The City University of New York Catalog Addenda

August 2019

Policies: Veteran’s Affairs

Veteran’s Affairs Pending Payment Compliance

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Person Completing Addendum: Click or tap here to enter text.

In accordance with Title 38 US Code 3679 subsection (e), this school adopts the following additional provisions for any students using U.S. Department of Veterans Affairs (VA) Post 9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation and Employment (Ch. 31) benefits, while payment to the institution is pending from the VA. This school will not:

• Prevent nor delay the student’s enrollment; • Assess a late penalty fee to the student; • Require the student to secure alternative or additional funding; • Deny the student access to any resources available to other students who

have satisfied their tuition and fee bills to the institution, including but not limited to access to classes, libraries, or other institutional facilities.

However, to qualify for this provision, such students may be required to:

• Produce the Certificate of Eligibility by the first day of class; • Provide written request to be certified; • Provide additional information needed to properly certify the enrollment as

described in other institutional policies.

I, Click or tap here to enter text., do hereby certify this addendum to be true and correct in content and policy. Our institution will adopt this addendum, effective 1 August 2019, and will incorporate into the next revision of our catalog.

__________________________________________________

Signature Date

COURSE ALPHA CODE:

CHIN

COURSE NUMBER: 101 COURSE TITLE: Chinese (Mandarin) Beginner I COURSE CREDITS: 3 CLASS HOURS: 3 COURSE DESCRIPTION:

This course is an introduction to the study of the Chinese (Mandarin)

language as a medium of communication. It will focus primarily on the acquisition of pronunciation and production of fundamental speaking, listening, reading, and writing skills. In this introductory course, the emphasis will be on the production of oral skills, which will be the foundation for students’ further development and acquisition of Chinese (Mandarin). One- hour weekly attendance in the Language Laboratory is required. The course

is not open to native speakers of Chinese or to students with prior exposure

to the language who have attained a level of proficiency. COURSE PRE- REQUISITES:

None

COURSE CO- REQUISITES:

CHIL 101 – Chinese Lab – 1 hour per week

FREQUENCY: Once per semester. STUDENTS SERVED: This course is part of the College Option in the diversity cluster. It can be

elected to meet the World language requirement of any student enrolled in a

program that requires from one to four world language courses. Those

programs include the Baccalaureate Degrees in Accounting, Biology, Business Administration, Computer Information Systems, Computer Science, Education, English, Environmental Sciences, Mathematics, Nursing, Public Administration, Psychology, and Social work. ANTICIPATED

ENROLLMENT: Fall Semester

20 to 25

Spring Semester

20 to 25

Summer Semester

20 to 25 RATIONALE: This course will be an excellent resource to expand the possibilities of experiencing diversity on campus, not only by adding a new language to

complement the languages already offered by our department, but also by contributing to the genuine effort of the College to recruit students from diverse ethnic backgrounds. In addition, Chinese (Mandarin) is considered by the Federal Government as a Critical Language along with Arabic and

Russian

(see https://www.nsep.gov/content/critical-languages).

All over the world Chinese language (Mandarin) has been in high demand in commercial and cultural exchanges. This trend is reflected in the fact that

To ensure compliance, please retain this completed form for your records and submit a copy to [email protected] no later than August 1, 2019.

May 2019

Section AIV: New Courses

AIV.1

Proposal to add Chinese (Mandarin) Beginner I (CHIN 101) to the list of courses offered in the

Department of World Languages and Cultures starting Fall 2019.

COURSE INFORMATION

MEC Prep; Bedford Academy; Clara Barton.

Offering Chinese (Mandarin) to MEC students will serve more than one purpose as it will permit the College to:

- Recruit freshmen who have already acquired basic skills in Chinese

(Mandarin)

- Retain students as we help them consolidate their skills in the language

- Give students the means to master a highly demanded language that will increase their employability.

CHIN 101: Chinese (Mandarin) – Beginner Chinese I Department of World Languages and Cultures Medgar

Evers College

COURSE SYLLABUS

�

Welcome to the first semester of a year-long, introductory study of Chinese (Mandarin) language and culture.

University Course Catalog Description

The course is an introduction to the study of the Chinese (Mandarin) language as a medium of communication. It will focus primarily on the acquisition of pronunciation and production of fundamental speaking, listening, reading and writing skills. In this basic course, speaking is a priority and will be the foundation for students’ further development of their practice in Chinese (Mandarin). One-hour weekly attendance in the Language Laboratory is required. The course is not open to native speakers of Chinese or students with prior exposure or acquired proficiency in the language.

This course fulfills the following General Education Requirements: Yes ¨ No N/A

¨ Foundation Cluster ¨ Required Core

¨ General Knowledge Cluster ¨ Flexible Core

College Option:

Socio-Cultural, and Diversity Cluster X

Integrated Knowledge Cluster: ¨ Social Sciences

X Humanities & the Arts

¨ Natural Sciences & Mathematics

Course Overview

This course is taught using an immersion approach. Students will be expected to listen and to understand the examples of situations and patterns of the language, by engaging in context. They will experience the acquisition of their skills in Chinese (Mandarin) by actively using the language in guided practice in the classroom involving partnership with another student and small group activities. Emphasis will be placed on basic communication and interaction. Chinese (Mandarin) will be used at all times and will be put into practice by listening, speaking, reading, and writing. Students should be aware that they will be asked to execute tasks in Chinese (Mandarin) as a requisite to passing the course.

Course Objectives / Student Learning Outcomes (SLOs)

Objectives

In all our Beginner I course our objective is to expose students to the acquisition of the four basic skills

required to give them a solid foundation in:

i) listening,

ii) speaking iii) reading iv) writing

All these skills are further enhanced by exposure to study of cultural elements that the language informs, supports and transmits so that the learning becomes an integral and embodied experience.

Outcomes

By the end of the course we expect the students to:

i) Master the Pinyin system and the correct pronunciation of Chinese (Mandarin).

ii) Be familiar with the basic syntactic structures of Chinese (Mandarin).

iii) Write Chinese (Mandarin) characters with simple strokes; 100 most frequently used characters and basic radicals as components of the character.

iv) Communicate in Chinese (Mandarin) basic dialogues in which they ask and answer questions

v) Understand and interpret the importance and variable of cross-cultural meanings of idiomatic expressions.

vi) Make important cross cultural, historical and sociological comparisons and observations. vii) Research and investigate a pertinent cultural Chinese (Mandarin) theme.

viii) Address and present their findings to their cohorts by way of a coherent final group presentation.

Course Prerequisites

None

Course Co-requisite

CHIL 101 – Chinese Lab Beginner I

Students will have to complete one hour per week at the Language lab to sustain and reinforce their practice of Chinese (Mandarin).

Course Credits

3 credits

Required Texts and Materials

Sue Mei Yu et Al. Chinese Link Level Beginning Chinese (simplified character version) Level 1. ISBN:

978020563718.

Please note that the textbook may change according to new publications offered for the Beginner I & II

levels

Homework and Participation

Language learning is an accumulative process that requires practice. Activities are designed to facilitate the acquisition of communicative skills. Assignments must be done; students are expected to be

thoroughly prepared for each session.

Students will be provided with a link which permits electronic web access to listening and reading exercises for the duration of the semester.

Audio Material

http://wps.prenhall.com/wl_wu_chinese_link_2nd_edition/145/37150/9510632.cw/index.html

Recommended Websites: http://mjiang.com/mecps/ch/lessons/ http://www.language.berkeley.edu/ic/

Basis for Final Grade

Students will also receive a cumulative grade for participation at the end of the semester based on active contribution to the classroom culture, punctuality and attendance, preparation for class and overall attitude towards learning, the instructor and fellow colleagues.

Assessment

Percent of Final

Grade

Homework/Participation/Attendance 20%

Quizzes 10% Midterm 20% Oral assessments 20% Cultural group presentation 10% Final Exam 20%

100% Grading Scale (%)

97 - 100 A+

93 - 96.9 A

90 - 92.9 A-

87.1 - 89.9 B+

83 - 87 B

80 - 82.9 B-

77 - 77.9 C+

70 - 76.9 C

67.1 - 69.9 D+

63 - 67 D

60 - 62.9 D-

0 - 59.9 F

Grade Dissemination

Students will receive grades for all assessments and assignments individually, during the course of the semester. Final grades will be posted electronically via the CUNY FIRST system.

Late Work Policy: No makeup exams or quizzes will be administered nor will any late assignments be accepted. Pay attention to due dates as announced and plan accordingly as the syllabus is subject to change. It is the administrative policy of Medgar Evers College that final exams are INFLEXIBLE. In the event of a schedule conflict, please consult the Office of the Registrar.

Extra Credit Policy: No extra credit is given.

Grades of "Incomplete": Grades of incomplete are not offered for elementary language courses except under extreme circumstances, e.g., absence on a final exam due to a documented medical emergency, and only under the discretion of the instructor in consultation with the chairperson.

Group Work Policy: All students will receive a cumulative grade based on the quality of work, research and ingenuity of the presentation.

Course Policies: Technology and Media

Email: Students will provide the instructor with a functional email address for electronic communication.

Students are responsible for checking emails regularly (i.e. before each class meeting) for course materials, assignments, changes to syllabus and instructions. The refusal to check emails or to comply with the instructions given does not constitute viable excuses for assignments due or inherent penalties. Additionally, students are advised to have the emails/cell numbers of cohorts to discuss assignments and homework in the event of absences.

Laptop / Smartphone Usage Classroom Devices: All cell phones and laptops must be turned off while class is in session.

Course Policies: Student Expectations

Only 3 class periods will be excused without an adverse effect on your grade. If you do need to miss a class--emergencies do arise--please ensure that you have the number or contact information of a colleague so that you may discuss the topic(s) covered in class. The instructor will NOT respond to individual emails requesting assignments during absences. The instructor will respond to emails regarding clarification or any other questions you may have.

Please bring the textbook to every class meeting.

Food will not be allowed in the classroom. Cell phones and electronic devices MUST be turned off

PRIOR to the commencement of class.

Disability Access: Please ensure that the instructor is aware of any disability or accessibility requirements and present as necessary, all pertinent and signed documentation from the Office of Differently Abled.

Professionalism Policy: Be punctual. Tardiness can be quite disruptive to the general classroom culture once class has commenced. Lateness of more than 10mins for 3 consecutive class meetings constitutes an unexcused absence.

Rude or disruptive behavior will NOT be tolerated. Speaking or whispering while the instructor is lecturing is extremely disrespectful and annoying. If this occurs, I reserve the right to ask you to

leave. The zero tolerance policy will be respected and observed at all times during the semester.

Please familiarize yourself with CUNY’s administrative policies if in doubt regarding this issue. Academic Conduct Policy: The City University of New York regards acts of academic dishonesty (e.g. plagiarism, cheating on examinations) as serious offenses against the values of intellectual honesty. The college is committed to enforcing the CUNY policy on academic dishonesty accordingly.

College Learning Center, Writing Center, and Academic Computing Labs: Please see the department for language tutoring availability if necessary

Important Dates to Remember

The working syllabus is subject to change. All dates for quizzes and exams are announced ahead of time so please plan accordingly.

Please check the academic calendar periodically during the course of the semester as posted by the office of the registrar. Important dates to consider may be those of final exams, withdrawal deadlines, add/drop classes etc.

Please find below the weekly schedule and note that it is subject to change. This course is web enhanced. It uses Blackboard and a web companion site to the textbook.

Weekly topic following

the progression of

Chinese Link

And the weeks of the semester

Reading Listening using the audio tracks

of the web companion

Practice in

dialogues/conversations in class and on Blackboard

Writing using simplified

characters

Week 1 – Introduction

Textbook pages

F1 to F34

• The syllabus

• Overview of Chinese (Mandarin) language - logogram vs. alphabet

• Linguistic features of the Chinese language

- four phonemic tones

• How to use blackboard for this course

• Introduction to the Pinyin foundation on Chinese Link – Preliminary chapter tracks II to X

• How to use the web enhanced material that accompanies the textbook. http://wps.prenhall.com/wl_w u_chinese_link_2nd_edition/1

62/41558/10639091.cw/index

.html

• Listen to the four tones with one Chinese character and examine the difference in meaning - ma ma ma ma (even tone-mother or question tag, rising tone- numb, rising/falling tone- horse, falling tone-curse)

• Listen to Pinyin useful class expressions http://wps.prenhall.com/wl_w u_chinese_link_2nd_edition/1

62/41558/10639091.cw/index

.html

• Self Intro

• Group Discussion - What do you expect to learn from this course? Why do you wish to take this course? What are your experiences with this language?

• Practice the sounds and useful expressions with partners in class.

• Record yourself following the audio tracks of the web link for the preliminary chapter. Click on Homework

• What is the Pinyin foundation

• Introduction to simplified character

• How to use the character yourself

• Do writing exercises on pages F26 to F29

Week 2 Greetings

Reinforcement of introduction

Basic greetings

Textbook pages 1 to 11

• Core vocabulary & supplementary vocabulary

• Mini dialogues

• Listening exercises pp 8 and

9

• Sentence pattern p.3

• Language in use p. 4

• Practice the try it exercises with partners in class and on blackboard pp.6-8

• Basic word order of a

Chinese sentence

• Character and grammar exercises pp.9-11 Week 3 Greetings in

questions & body language

• Culture link pp.12 to

16

• Listen to the different types of greetings

• Listen to the basic yes and no

Q&A

• Practice in group the communicative activities on pp. 11, 14, 15

• Practice greetings body language

• On Bb discussion board, post questions in simplified character and answer to your classmates questions

Week 4 Names

Get acquainted and exchange names

You will have a short


• Listening exercises p 19 &24


• Practice the web companion

• Practice the try it exercises with partners in class and on blackboard pp.22&23

• Character and grammar exercises pp.24-27

quiz this week

Textbook pp. 18 to 28

• Mini dialogues tracks of lesson 2

Week 5 Chinese names

in Cultural context

Quiz correction


32

• Listen to short dialogues in which people introduce their names

• Practice in group the communicative activities on pp. 27&28

• Write your own dialogue in which people are getting acquainted and exchanging names

Week 6 Nationalities

and Languages

Textbook pp.34-44


• Mini dialogues

• Listening exercises p 40


• Practice the web companion tracks of lesson 3



Week 7 The Chinese

concept of “Hometown” Textbook pp.46-48


32

• Listen to Let’s go p.48 • Practice in group the communicative activities on p.45

• China towns in NYC Have you ever been to Flushing or China Town?

If not please go by yourself or with partners from the class, then write down

your impressions and discuss them on Bb discussion board

Week 8 Reviews of all

the material covered and

Integration

Examination

• No new Material

• You can use the Review provided in textbook pp. 67-70

• No New Material – catch up with the audio tracks

• No New Material Q&A in class

• No new material catch up with your postings on Bb

Week 9 Studies

Textbook pp. 50-61

Correction of Integration Examination


• Mini dialogues


• Sentence pattern pp. 52&53




Week 10 Confucius

and Chinese Education


66

• Chinese documentary on

Confucius

• Practice in group the communicative activities on pp.61&62

•

• Do your own research on Confucius and

write a small report on your findings.

• Discuss the topic on

Bb discussion board Week 11 Introducing

people

Make small talk



• Sentence pattern pp. 73-75

• Practice the web companion



Ask about someone’s possession

Textbook pp. 72-84

• Mini dialogues tracks of lesson 5

Week 12 Chinese forms of address

• Culture link pp.85-88 • A Chinese wedding

Short documentary

• Practice in group the communicative activities on pp.83-84

•

• What have you

learned about Chinese Culture since the beginning of the semester?

• Write and post your report on Bb

• Discuss the topic on

Bb discussion board

Week 13

Oral presentations in pairs or group of three

• No new material added

• Choose your topic among the topics covered during the semester

• Listen to each group presentation and suggest improvement

• Practice your small dialogue with your group

• Catch up with your posting

Week 14

General review

• Review for final • Review for final • Review for final • Review for final

AIV.1.1

Proposal to add Chinese (Mandarin) Beginner I Laboratory (CHIL 101) to the list of courses offered in the Department of World Languages and Cultures starting Fall 2019.

COURSE INFORMATION

COURSE ALPHA CODE:

CHIL

COURSE NUMBER: 101 COURSE TITLE: Chinese (Mandarin) Beginner I Laboratory COURSE CREDITS: none CLASS HOURS: 12 hours per semester COURSE DESCRIPTION:

This course is the co-requisite of the CHIN 101 course. It aims to assist students in achieving fluency and clarity in the four major skills: speaking, listening, reading,

and writing. A communicative, interactive linguistic model is used. Students are

required to attend the lab one to two hours a week. COURSE PRE- REQUISITES:

None


CHIN 101 - Chinese (Mandarin) Beginner I

FREQUENCY: Once per semester. STUDENTS SERVED:

This course is part of the College Option in the diversity cluster. It can be elected to meet the World language requirement of any student enrolled in a program that

requires from one to four world language courses. Those programs include the Baccalaureate Degrees in Accounting, Biology, Business, Computer Information Systems, Computer Sciences, Education, English, Environmental Sciences, Mathematics, Nursing, Public Administration, Psychology, and Social work. ANTICIPATED


20 to 25

Spring Semester

20 to 25

Summer Semester

20 to 25 RATIONALE: This course will be an excellent resource to expand the possibilities of experiencing diversity on campus, not only by adding a new language to the complement of languages already offered by our department, but also by contributing to the genuine effort of the College to recruit students from diverse ethnic backgrounds. In addition, Chinese (Mandarin) is considered by the Federal Government as a Critical Language along with Arabic and Russian (see

https://www.nsep.gov/content/critical-languages).

All over the world Chinese language (Mandarin) has been in high demand in commercial and cultural exchanges. This trend is reflected in the fact that more high schools in the city of New York are offering the language, thereby preparing our future students to foster and develop their acquisition of the language at college level.

The following are some data about Chinese (Mandarin) in Brooklyn and in the schools that already participate in the Medgar Evers College (MEC) Pipeline and College Readiness Program:

In south Brooklyn high schools, Chinese students compose about 70% of the student population.

Around our campus the following high schools offer Chinese (Mandarin) MEC Prep;

Bedford Academy; Clara Barton.

It becomes clear that offering Chinese (Mandarin) to MEC students will serve more than one purpose as it will permit us to:

- Recruit freshmen who have already acquired the basic skills in Chinese

(Mandarin).

- Retain students as we help them consolidate their skills in the language.

- Provide students the means to master a highly demanded language that will

CHIL 101: Chinese (Mandarin) – Beginner Chinese I - Laboratory

Department of World Languages and Cultures

Medgar Evers College

Welcome to the first semester of Chinese (Mandarin) 101 – Laboratory – CHIL 101


CHIL 101 – Chinese (Mandarin) 101 – Laboratory is the co-requisite of the first semester of Chinese (Madarin) – 101. Students have to complete twelve lab hours during the semester in order to fulfil the requirement

Course Overview

The twelve hours completed in the lab during the semester are a complement and a reinforcement of the material covered in the classroom with the instructor.


Objectives

The main objective of the language lab is to involve students to actively participate in language learning exercises and get more practice than otherwise possible in a traditional classroom environment to reinforce them in the acquisition of the four basic language skills: listening, speaking, reading and writing.

Student Learning Outcomes (SLOs)

With practice in the language lab on a regular basis, students will

i) Achieve fluency and clarity in their learning of the language ii) Become active, independent language learners

iii) Integrate the components of the language at their pace

iv) Assimilate cultural elements expressed in the learned language v) Build confidence in their practice of the language


None

Course Co-requisite

CHIN 101 – Chinese (Mandarin) Beginner I

Students will have to complete the course in the classroom with the instructor.

Course Credits

None



978020563718.


levels

Laboratory policies

1. Regular participation in the lab is the must

2. Students have to complete twelve hours in the semester

3. No one is allowed to do more than an hour per week

4. No food or drinks permitted in the lab

5. Students must keep their individual stations clean

6. Students need to be polite and courteous to each other and to the staff

COURSE ALPHA CODE:

CHIN

COURSE NUMBER: 102 COURSE TITLE: Chinese (Mandarin) Beginner II COURSE CREDITS: 3 CLASS HOURS: 3 COURSE DESCRIPTION:

This course is the second semester of the beginner’s level in the study of Chinese (Mandarin) as a medium of communication. It will continue the language acquisition previously studied in the 101 level with a focus on pronunciation and production of fundamental speaking, listening, reading and writing skills. In this second basic course, speaking will be emphasized and will

be the foundation for students’ further development of their acquisition in the

Chinese (Mandarin) language. One-hour weekly attendance in the Language Laboratory is required. The course is not open to native speakers of Chinese or students with prior study or proficiency in the language COURSE PRE-

REQUISITES: CHIN 101 or departmental permission


CHIL 102 – Chinese Lab – 1 hour per week

FREQUENCY: Once per semester. STUDENTS SERVED: This course is part of the College Option in the diversity cluster. It can be

elected to meet the World language requirement of any student enrolled in a program that requires from one to four world language courses. Those programs include the Baccalaureate Degrees in Accounting, Biology, Business, Computer Information Systems, Computer Sciences, Education, English,

7. Aggressiveness and foul language will not be permitted. Any violator will be asked to leave and a report will follow

8. Students in the lab cannot leave for more than 5 minutes during their sessions. Anyone doing so will lose the computer assigned and the time accumulated

9. Students are to stand in line outside of the lab office while the lab technician on duty helps the first person waiting. It is important to understand that there is only one person at a time in charge of the lab and that many students come at once

10. No one is allowed in the lab 30 minutes prior to closing

11. Students cannot do work of any kind for other courses during their language lab sessions.

Violators will be asked to leave and their station reassigned

12. Children are not permitted in the lab area.

Basis for Final grade

The final grade is based on the completion of the twelve hours required to fulfill the course co-requisite. Students who complete their lab hours in a satisfactory manner will receive a P. Students who don’t complete the required hours by the end of the semester will receive an F.

Grade Dissemination

Final grades will be posted electronically via the CUNY FIRST system.

AIV.1.2

Proposal to add Chinese (Mandarin) Beginner II (CHIN 102) to the list of courses offered in the


COURSE INFORMATION

ENROLLMENT: 20 to 25 20 to 25 20 to 25 RATIONALE: This course will be an excellent resource to expand the possibilities of

experiencing diversity on campus not only by adding a new language to the complement of languages already offered by our but also by contributing to the

genuine effort of the College to recruit students from all ethnic ranges and

diverse backgrounds. In addition, Chinese (Mandarin) is considered by the Federal Government as a Critical Language along Arabic and Russian. (see website: https://www.nsep.gov/content/critical-languages)

All over the world Chinese (Mandarin) has been in high demand in commercial and cultural exchanges. This trend is reflected in the fact that more high schools in the city of New York are offering and preparing our future students to foster and develop their acquisition of the language at the college level.

Here are some data about Chinese (Mandarin) in Brooklyn and in the schools that already participate in the Medgar Evers College Pipeline and College Readiness Program:

In south Brooklyn high schools, Chinese students compose 70% of the student population

In the vicinity of MEC, the following high schools offer Chinese (Mandarin) MEC Prep; Bedford Academy; Clara Barton.



(Mandarin).

- Retain students as we help them consolidate their skills in the language.

- Give students the means to master a highly demanded language that will increase their employability.

��

CHIN 102: Chinese (Mandarin) - Beginner II Department of World Languages and Cultures

Medgar Evers College

COURSE SYLLABUS

Welcome to the second semester of a year-long, introductory study of Chinese (Mandarin) language and culture.


The course is the continuation of the previous semester of Chinese (Mandarin) as a medium of communication. It will focus primarily on the acquisition of pronunciation and production of fundamental speaking, listening, reading and writing skills. In this basic course, speaking is a priority and will be the foundation for students’ further development of their practice in Chinese (Mandarin). One-hour weekly attendance in the Language Laboratory is required. The course is not open to native speakers of Chinese or to students with prior exposure or with general proficiency in the language.

This course fulfills the following General Education Requirements: Yes ¨ No N/A

¨ Foundation Cluster ¨ Required Core


College Option:

Socio-Cultural, and Diversity Cluster X


X Humanities & the Arts


Course Overview

This course is taught using an immersion approach. Students will be expected to listen and to understand the examples situations and patterns of language always offered in context. They will

experience the acquisition of their skill in Chinese (Mandarin) by actively using the language in guided practice in the classroom involving partnership with another student and small group activities. Emphasis will be placed on basic communication and interaction. Chinese (Mandarin) will be used at all times and will be put into practice by listening, speaking, reading and writing. Students should be aware that they will be asked to execute tasks in Chinese (Mandarin) as a requisite to passing the course.

Course Objectives / Student Learning Outcomes (SLOs) Objectives

In all our Beginner II courses our objective is to expose students to the practice of the four basic skills required to give them a solid foundation in:

i) listening, ii) speaking iii) reading

iv) writing

All these skills are approached with an exposure to cultural elements that the language informs, supports and transmits so that the learning becomes an integral and embodied experience.

Outcomes

By the end of the course we expect the students to:

i) Master Pinyin system and pronounce correctly Chinese (Mandarin).

ii) Be familiar with the basic syntactic structures of Chinese (Mandarin).

iii) Write Chinese (Mandarin) characters with simpler strokes (100 most frequently used characters and basic radicals as components of the character.

iv) Communicate in Chinese (Mandarin) basic dialogues in which they ask and answer questions v) Understand and interpret the importance and variable of cross cultural meanings of idiomatic

expressions.

v) Make important cross cultural, historical and sociological comparisons and observations. vi) Research and investigate on a pertinent cultural Chinese (Mandarin) theme.

vii) Address and present their findings to their cohorts by way of a coherent final group presentation.


CHIN 101 or departmental permission after evaluation of the level of proficiency.

Course Co-requisite

CHIL 102 – Chinese Lab Beginner II

Students will have to complete one hour per week at the Language lab to sustain and reinforce their practice of Mandarin Chinese.

Course Credits

3 credits



978020563718

(Please note that the textbook may change according to new publications offered for the Beginner I & II

levels)

Homework and Participation

Language learning is an accumulative process that requires practice. Activities are designed to facilitate the acquisition of communicative skills. Assignments must be done; students are expected to be thoroughly prepared for each session.

Students will be provided with a link which permits electronic web access to listening and reading exercises for the duration of the semester.

Audio Material

http://wps.prenhall.com/wl_wu_chinese_link_2nd_edition/145/37150/9510632.cw/index.html

Recommended Websites: http://mjiang.com/mecps/ch/lessons/ http://www.language.berkeley.edu/ic/

Basis for Final Grade

Students will also receive a cumulative grade for participation at the end of the semester based on active contribution to the classroom culture, punctuality and attendance, preparation for class and overall attitude towards learning, the instructor and fellow colleagues.

Assessment

Percent of Final

Grade Homework/Participation/Attendance 20% Quizzes 10% Midterm 20% Oral assessments 20% Cultural group presentation 10% Final Exam 20%

100% Grading Scale (%)

Grade Dissemination

97 - 100 A+

93 - 96.9 A

90 - 92.9 A-

87.1 - 89.9 B+

83 - 87 B

80 - 82.9 B-

77 - 77.9 C+

70 - 76.9 C

67.1 - 69.9 D+

63 - 67 D

60 - 62.9 D-

0 - 59.9 F

Students will receive grades for all assessments and assignments individually, during the course of the semester. Final grades will be posted electronically via the CUNY FIRST system.

Late Work Policy: No makeup exams or quizzes will be administered nor will any late assignments be

accepted. Pay attention to due dates as announced and plan accordingly as the syllabus is subject to change. It is the administrative policy of Medgar Evers College that final exams are INFLEXIBLE. In the event of a schedule conflict, please consult the Office of the Registrar.

Extra Credit Policy: No extra credit is given.

Grades of "Incomplete": Grades of incomplete are not offered for elementary language courses except under extreme circumstances, e.g., absence on a final exam due to a documented medical emergency, and only under the discretion of the instructor in consultation with the chairperson.

Group Work Policy: All students will receive a unanimous grade based on the quality of work,

research and ingenuity of the presentation.

Course Policies: Technology and Media

Email: Students will provide the instructor with a functional email address for electronic communication. Students are responsible for checking emails regularly (i.e. before each class meeting) for course materials, assignments, changes to syllabus and instructions. The refusal to

check emails or to comply with the instructions given does not constitute viable excuses for assignments due or inherent penalties. Additionally, students are advised to have the emails/cell numbers of cohorts to discuss assignments and homework in the event of absences.

Laptop / Smartphone Usage Classroom Devices: All cell phones and laptops must be turned off while class is in session.


Only 3 class periods will be excused without an adverse effect on your grade. If you do need to miss a class--emergencies do arise--please ensure that you have the number or contact information of a colleague so that you may discuss the topic(s) covered in class. The instructor will NOT respond to individual emails requesting assignments during absences. I will however respond to emails regarding clarification or any other questions you may have.

Please bring the textbook to every class meeting.

Food will not be allowed in the classroom. Cell phones and electronic devices MUST be turned off

PRIOR to the commencement of class.

Disability Access: Please ensure that the instructor is aware of any disability or accessibility requirements and present as necessary, all pertinent and signed documentation from the Office of Differently Abled.

Professionalism Policy: Be punctual. Tardiness can be quite disruptive to the general classroom culture once class has commenced. Lateness of more than 10mins for 3 consecutive class meetings constitutes an unexcused absence.

Rude or disruptive behavior will NOT be tolerated. Speaking or whispering while the instructor is lecturing is extremely disrespectful and annoying. If this occurs, I reserve the right to ask you to leave. The zero tolerance policy will be respected and observed at all times during the semester.

Please familiarize yourself with CUNY’s administrative policies if in doubt regarding this issue.

Academic Conduct Policy: The City University of New York regards acts of academic dishonesty (e.g. plagiarism, cheating on examinations) as serious offenses against the values of intellectual honesty. The college is committed to enforcing the CUNY policy on academic dishonesty accordingly.

College Learning Center, Writing Center, and Academic Computing Labs: Please see the department for language tutoring availability if necessary.

Important Dates to Remember

The working syllabus is subject to change. All dates for quizzes and exams are announced ahead of time so please plan accordingly.

Please check the academic calendar periodically during the course of the semester as posted by the office of the registrar. Important dates to consider may be those of final exams, withdrawal deadlines, add/drop classes etc.

Please see below the weekly schedule and note that it is subject to change. This course is web enhanced. It uses Blackboard and a web companion site to the textboo

Weekly topic

following the progression of Chinese Link

And the weeks of the semester

Reading Listening using the audio tracks

of the web companion

Practice in

dialogues/conversations in class and on Blackboard

Writing using simplified

characters

Week 1 –

Review of Material covered in Level 1

Textbook pages 67-

70

• The syllabus

• Review of the Pinyin foundation

• Conversation

Review p. 67

• Comprehensiv e Review p.68

• How to use the web enhanced material that accompanies the textbook. http://wps.prenhall.com/wl_wu

_chinese_link_2nd_edition/16

2/41558/10639091.cw/index.h tml

• Listen to the four tones with

• Listen to Pinyin useful class expressions http://wps.prenhall.com/wl_wu

_chinese_link_2nd_edition/16

2/41558/10639091.cw/index.h tml

• Self Intro in Chinese

(Mandarin)

• Group Discussion - What do you expect to learn from this course? Why do you wish to take this course? What are your experiences with this language?

• Practice basic Q&A learned in level I

• Make up a dialogue with a partner based on the small talk you have previously learned

• What do you remember of the Pinyin foundation

• What do you remember of the simplified character

• What can you write in

Chinese (Mandarin)

• Do writing exercises pp.

68&69

Week 2 Family Introduce and talk about your family

Textbook pages 90 to

101


• Mini dialogues

• Listening exercises pp 98 and

99


• Language in use p. 93



• Ask your partners about their families

• Write a small paragraph about your family Week 3 Families in

China

• Culture link pp.103 to 106

• Videos on Chinese families

• Listen to the let’s go activity


• Practice in group the communicative activities on pp. 101-102

• On Bb discussion board, post questions in simplified character on the videos and answer

to your classmates questions

Week 4 Addresses

Ask for and give addresses

Ask for and give phone numbers

Describe a place

You will have a short quiz this week Textbook pp. 108 to

119


• Mini dialogues



• Language in use p.111




Week 5 Chinese

Lucky Numbers

Quiz correction


• Videos on Chinese beliefs in fortune

• Video on Chinese

Astrology

• Practice in group the communicative activities on p119

• Write your own dialogue in which people ask and give phone numbers and addresses.

• Write a paragraph to describe your neighborhood Week 6 Meeting and

Making Plans

Textbook pp.124-135


• Mini dialogues


• Sentence pattern p.125-

126

• Language in use p.126-

127




Week 7 Name Cards

and Guanxi

Textbook pp.137-139


• Listen to Let’s go p.139 • Practice in group the communicative activities on p.135-136

• Practice the gesture or body language of relationships in China

The Concept of Guanxi (relationship) in Chinese culture Have you noticed in the videos that we have seen in class how

people interact with each other?

Have you seen how they pay attention to details?

Put your observations in a small paragraph that you post on Bb. Discuss with the class how it differs from relationships in your own culture.

Week 8 Reviews of all

the material covered and Integration

• No new Material

• You can use the

Review provided

• No New Material – catch up with the audio tracks

• No New Material Q&A

in class

• No new material catch up with your postings on Bb

Examination in textbook pp.

140-144

Week 9 Phone calls

Textbook pp. 146-159

Correction of Integration Examination


• Mini dialogues



• Language in use p.149-

150




Week 10 Cell phone

and Internet use in

China


• Listen to Let’s go in an

Internet cafe

• Practice in group the communicative

activities on pp.157-159

• Practice phone calls in Chinese on your cell phone

• Write text messages in Chinese to 3 different class mates as if you were making plans to meet

• Discuss the topic on Bb discussion board Week 11 Time and

Schedule

This is a long lesson that will be covered in two weeks

Textbook pp. 166-


• Mini dialogues


• Sentence Pattern pp.168-

169


• Character exercises pp.178-179

Week 12 Continuation

of previous lesson

• Review of date and time vocabulary

• Continue practicing the web companion tracks of lesson 11

• Language in use pp.169-

170


• Practice in group the communicative

activities on pp.181-182

• Grammar exercises p.179-

180

• Write and post your regular schedule during the week

• Ask and answer questions regarding your schedule and your classmates schedules

Week 13

Oral presentations in pairs or group of three

• No new material added

• Choose your topic among the topics covered during the semester

• Listen to each group presentation and suggest improvement

• Practice your small dialogue with your group

• Catch up with your posting

Week 14

General review

• Review for final • Review for final • Review for final • Review for final

AIV.1.3

Proposal to add Chinese (Mandarin) Beginner II Laboratory (CHIL 102) to the list of courses offered in the Department of World Languages and Cultures starting Fall 2019.

COURSE INFORMATION

COURSE ALPHA CODE: CHIL COURSE NUMBER: 102 COURSE TITLE: Chinese (Mandarin) Beginner II Laboratory COURSE CREDITS: None CLASS HOURS: 12 hours per semester COURSE DESCRIPTION: This course is the co-requisite of the CHIN 102 course. It aims to assist

students in achieving fluency and clarity in the four major skills: speaking, listening, reading, and writing. A communicative, interactive linguistic model is

used. Students are required to attend the lab regularly, one to two hours a

week are strongly encouraged. COURSE PRE-REQUISITES: CHIN 101 & CHIL 101 or departmental permission after evaluation of the level

COURSE CO-REQUISITES: CHIN 102 - Chinese (Mandarin) Beginner II FREQUENCY: Once per semester. STUDENTS SERVED: This course is part of the College Option in the diversity cluster. It can be

elected to meet the World language requirement of any student enrolled in a program that requires from one to four world language courses. Those

programs include the Baccalaureate Degrees in Accounting, Biology,

Business, Computer Information Systems, Computer Sciences, Education, English, Environmental Sciences, Mathematics, Nursing, Public Administration, Psychology, and Social Work. ANTICIPATED


20 to 25

Spring Semester

20 to 25

Summer Semester

20 to 25 RATIONALE: This course will be an excellent resource to expand the possibilities of experiencing diversity on campus, not only by adding a new language to the

complement of languages already offered by our department, but also by

contributing to the genuine effort of the College to recruit students from diverse ethnic backgrounds. In addition, Chinese (Mandarin) is considered by the Federal Government as a Critical Language along with Arabic and Russian

(see https://www.nsep.gov/content/critical-languages).

All over the world Chinese language (Mandarin) has been in high demand in commercial and cultural exchanges. This trend is reflected in the fact that more high schools in the city of New York are offering the language, thereby preparing our future students to foster and develop their acquisition of the language at college level.

Here are some data about Chinese (Mandarin) in Brooklyn and in the schools

that already participate in the Medgar Evers College Pipeline and College

Readiness Program:

In south Brooklyn high schools, Chinese students compose 70% of the student population In the vicinity of MEC, the following high schools offer Chinese (Mandarin) MEC Prep; Bedford Academy; Clara Barton.



(Mandarin).

CHIL 102: Chinese (Mandarin) Beginner II Laboratory Department of World Languages and Cultures Medgar

Evers College

COURSE SYLLABUS

��

Welcome to the second semester of Chinese (Mandarin) 102 – Laboratory – CHIL 102


CHIL 102 – Chinese (Mandarin) 102 – Laboratory is the co-requisite of the second semester of Chinese (Mandarin) – 102. Students have to complete twelve lab hours during the semester in order to fulfil the requirement

Course Overview

The twelve hours completed in the lab during the semester are a complement and a reinforcement of the material covered in the classroom with the instructor.


Objectives

The main objective of the language lab is to involve students to actively participate in language learning exercises and get more practice than otherwise possible in a traditional classroom environment to reinforce them in the acquisition of the four basic language skills: listening, speaking, reading and writing.

Student Learning Outcomes (SLOs)

With practice in the language lab on a regular basis, students will:

I. Achieve fluency and clarity in their learning of the language

II. Become active, independent language learners

III. Integrate the components of the language at their pace

IV. Assimilate cultural elements expressed in the learned language

V. Build confidence in their practice of the language


CHIN 101 & CHIL 101

Course Co-requisite

CHIN 102 – Chinese (Mandarin) Beginner II

Students will have to complete the course in the classroom with the instructor.

Course Credits

None



978020563718.


levels

Laboratory policies

1. Regular participation in the lab is the must

2. Students have to complete twelve hours in the semester

COURSE ALPHA CODE:

FREN

COURSE NUMBER: 321 COURSE TITLE: French Court Interpreter Internship COURSE CREDITS: 3 CLASS HOURS: 100 hours at the New York State

Unified Court System

COURSE DESCRIPTION:

The internship will provide interns with in-depth experience and knowledge of interpreting services in the New York State Unified Court System, the administration and management of these services, and site visits to observe and assist with interpreted proceedings in various courts and case types

throughout the New York City courts, particularly courts that use court

interpreters on a frequent basis, such as the NYC Citywide courts (Civil/Housing, Family and Criminal courts) and Supreme Courts. Interns will shadow staff interpreters during the workday as they provide language services to court users. Interns will be introduced to the screening and testing

3. No one is allowed to do more than an hour per week

4. No food or drinks permitted in the lab

5. Students must keep their individual stations clean

6. Students need to be polite and courteous to each other and to the staff

7. Aggressiveness and foul language will not be permitted. Any violator will be asked to leave and a report will follow

8. Students in the lab cannot leave for more than 5 minutes during their sessions. Anyone doing so will lose the computer assigned and the time accumulated

9. Students are to stand in line outside of the lab office while the lab technician on duty helps the first person waiting. It is important to understand that there is only one person at a time in charge of the lab and that many students come at once

10. No one is allowed in the lab 30 minutes prior to closing

11. Students cannot do work of any kind for other courses during their language lab sessions.

Violators will be asked to leave and their station reassigned

12. Children are not permitted in the lab area

Basis for Final grade

The final grade is based on the completion of the twelve hours required to fulfill the course co-requisite. Students who complete their lab hours in a satisfactory manner will receive a P. Students who don’t complete the required hours by the end of the semester will receive an F.

Grade Dissemination

Final grades will be posted electronically via the CUNY FIRST system.

AIV.1.4

Proposal to add French Court Interpreter Internship (FREN 321) to the list of courses offered in the


COURSE INFORMATION

STUDENTS SERVED: This course is aimed at junior or senior year students who are fluent in English and French and who seek to obtain three (3) credits in World Languages and Cultures, which are part of the College Option in the diversity

cluster. ANTICIPATED ENROLLMENT:

Fall Semester

2 to 5

Spring Semester

2 to 5

Summer Semester

N/A RATIONALE: This course will give students who already master French and have proficiency in English the great opportunity to use their language skills in a professional setting that develops and prepares them for the examination for court interpreter in the New York State Unified System.

According to the Department of Labor statistics, the total number of jobs for interpreters and translators which was 68,200 in 2016, is expected to grow by

18% and reach 80,300 by 2026 (see https://www.bls.gov/ooh/media-and- communication/interpreters-and-translators.htm).

Evaluation System

Students work closely with mentors. They have a midterm and a final evaluation. The college receives the evaluations by email. Here is the evaluation grid used by the mentors

Excellent Good Needs improvement

Unacceptable

Accuracy Clarity Decalage Diction Proficiency in English language Proficiency in target language Professionalism Pronunciation Vocabulary/grammar Overall performance

In order to receive their 3 credits for this 100-hour Internship students must have completed the eleven weeks and they must have received a positive evaluation from their mentors.

Since participating students in such an internship program already have fluency in the target language and in English, a positive evaluation is an evaluation that demonstrates the disposition, dedication and commitment of the student to learn the necessary skills to become a court interpreter.

NEW YORK STATE UNIFIED COURT SYSTEM FALL SEMESTER INTERPRETER INTERNSHIP CURRICULUM 2

Weeks Language Access Programs Materials

Week 1

Office of Language Access 25 Beaver Street, New York TOPICS Introduction to Office of Language Access Court Structure and Court Case Types Ethics Court Rules and

Federal Requirements

Interns will be introduced to:

• Court structure and NYS court case types handled by different courts

• Overview of statewide Language Services

• Court system’s policies and procedures regarding interpreting services

• Court Rules and federal requirements (e.g., Part 217; Department of Justice Report: justice.gov; Panel Jury Instructions

1:87)

• Available tools and resources: glossaries, dictionaries, legal terminology

• Quality Control - Incident Report for Per

Diem Court Interpreters Interns will

Orientation Packet

• Case Types

• Court Structure

• Judicial Districts State Map

• The Court Room Team

• UCS Benchcard for Judges and

Best Practices

• Court Interpreter’s Checklist

• Canons of Court Interpreter Code of Ethics and Professional Responsibilities

• Take Away Card

• Panel Jury Instructions 1:87

• Part 217

participate and/or observe:

• Ethics seminar and training to learn about the Canons of Court Interpreter Code of Ethics and Professional Responsibilities

• Bilingual Order of Protection

Sample

• Website Link Week 2

Office of Language Access 25 Beaver Street, New York TOPICS Remote/Video Interpreting Sight Translations Practice

Interpreting Careers in the Courts/Testing

Interns will be introduced to:

• Remote interpreting protocols

• Operations: How are interpreters assigned and used by the courts in courtrooms and outside courtrooms.

• Court system’s Electronic Scheduling System (E-System) for interpreters and agencies

• Interpreting career in the court system

• Court interpreter screening process for prospective interpreters (application; reciprocity)

• Court interpreter exams (per diem vs civil service; oral assessment vs references) Interns will participate and/or observe:

• Regional Remote Interpreting under the supervision of a Senior/Principal Court

Interpreter

• Sight translation of documents, information and screening forms • Practice three modes of interpreting

Orientation Packet

• Working with Interpreters by

Video or Teleconference

• Weekly Activity Sheet/Schedule

• Application for Language Skills

Screening

• Reciprocity Provisions

• Sample Tests

• Sample

• Website Links

FEBRUARY 2019 A. Proposal to correct course title for ANTH 201.

Rationale:

Proposal to add ANTH 201 as a Pathways course was submitted in a previous report. This is to correct its course title. The correct course title for ANTH 201 is The Nature of Culture.

B. Proposal to add new course, Social Work Research Methods: Developing a

Research Proposal (SW 307) to the Bachelor of Science degree in Social Work. Course Information:

COURSE ALPHA CODE:

COURSE NUMBER:

SW 307

COURSE TITLE: Social Work Research Methods: Developing a Research Proposal COURSE CREDITS:

3.0

CLASS HOURS: COURSE DESCRIPTION:

This course is a prerequisite of SW 308 and familiarizes the students to the foundational knowledge, methods, and conceptual framework of composing an empirically sound research proposal. The interdependent relationship between research informed practice and practice informed research is emphasized as

imperative to ensuring the efficacy of social work practice through being evidence

based, process focused, and outcome oriented. Through working closely with the course instructor, learners in this course investigate a social work research problem by composing a proposal for research that includes a problem formulation, literature review, and preliminary methodology. The writing assignments of this course incorporate integral components of technical writing. COURSE PRE-

REQUISITES:

SW 220


FREQUENCY: Twice per year STUDENTS SERVED:

ANTICIPATED ENROLLMENT:

Fall Semester

35

Spring Semester

35

Summer Semester

25

RATIONALE: SW 307 is the first of two courses in a research sequence designed to cover

topics related to forming a research proposal and research report, qualitative and quantitative research methods, statistical computer program skills, and technical

writing tailored to the social work profession. SW 308 alone did not provide

sufficient time to cover the broad range of research methods needed to engage in social work research at a baccalaureate level. Adding SW 307 to the research course sequence adds a focus on writing skills, time to explore social work epistemologies and ontologies, the types of statistics used in social work

research, while providing an overview of fundamental research concepts and techniques. SW 307 aligns with the research competencies that are required by the Council on Social Work Education, the accrediting body of the Social Work Department.

I. Course Objectives:

II. In SW 307, students will learn together about developing a social work research

proposal. To support in this process, the facilitation and learning strategies that are employed in this course are experiential learning through hands on activities, guided searches of databases

of research related articles, individual free write exercises, smaller written assignments with

instructor feedback that build into the research proposal, and rigorous and engaging reading assignments.

III. University Course Catalog Description:

IV. This course is a prerequisite of SW 308 and introduces the students to the foundational knowledge, methods, and conceptual framework of composing an empirically sound research proposal. The interdependent relationship between research informed practice and practice informed research is emphasized as imperative to ensuring the efficacy of social work practice through being evidence based, process focused, and outcome oriented. Through working closely with the course instructor, learners in this course investigate a social work research problem by composing a proposal for research that includes a problem formulation, literature review, and preliminary methodology. The writing assignments of this course incorporate integral components of technical writing.

The course fulfills the following General Education Requirements: V.

X Foundation Cluster ¨ Required Core


College Option:

Socio-Cultural, and Diversity Cluster ¨


¨ Humanities & the Arts


VI. Course Overview:

Learners of this course have the opportunity to explore qualitative and quantitative approaches to social work research, develop a research proposal for their selected research topic, and work with one another in small group activities about social work research ethics.

VII. Course Objectives / Student Learning Outcomes (SLOs):

By the end of this course, students will be able to:

Course

Outcome

Corresponding CSWE Competency

CSWE Learning Dimension

Assessment

Tool

Assessment Question

Explain the scientific

method.

Competency 4: Engage in practice

informed research and research

informed practice.

Knowledge Mid-Term Questions # 1

What is the scientific method?

Discuss

research within a social work context.

Competency 4:

Engage in practice informed research and research informed practice.

Knowledge Mid-Term Question 2 What

distinguishes social work research from the research of other disciplines?

Mini-

Assignment

2: Problem

Formulation

Questions 1, 2, and 4

from the Problem Formulation Outline: What is the problem?

Whom might this be a problem to?

What about this problem makes it a social work problem?

Mini-

Assignment

3: Literature

Review

Section 2, question 2

from the Literature Review Outline: What are the empirical conversations about this problem?

Skills Research

Proposal

Section 3, question 2 from the Research

Proposal Outline: What makes this methodology a best-fit for the

proposed research question? Identify the

historical Competency 3: Advance human

Knowledge Mini- Assignment

Question 3 from the

Problem Formulation

context of the

research topic.

rights and social,

economic, and environmental justice.

2: Problem

Formulation

Outline: What is the

history of this problem? Mini-

Assignment

3: Literature

Review

Section 2, question 3

from the Literature Review Outline: What is the history of how this problem has been studied?

Critical

Thinking

Research

Proposal

Section 4, Question 3: Help me to understand

what you now know about your community of interest that you did not

know before taking this course? Differentiate

between social

work problems and non-social work problems

Competency 3: Advance human

rights and social, economic, and environmental

justice.

Skills Mini- Assignment

2: Problem

Formulation

What makes this a social work problem?

Compare and contrast the

philosophical concepts

inherent in qualitative and quantitative

research approaches

Competency 9:

Evaluate practice with individuals, families, groups, organizations, and communities.

Knowledge Research

Proposal

Section 3, Question 1: What is the methodology

of the proposed research? Section 3, Question 3: What makes this

methodology a best fit for the proposed research question?

Distinguish between

empirical and non-empirical

sources.

Competency 4:

Engage in practice informed research and research informed practice.

Skill Mini- Assignment

2: Problem

Formulation

Please incorporate 3 empirical sources and 1

non-empirical source.

Mid-Term Question 5 Which is a better-fit for social work

research, the use of empirical sources or non- empirical sources?

Mini- Assignment

3: Literature

Review

Please incorporate 4 empirical and 2 non-

empirical source.

Appraise the literature for its

Competency 4: Skills Mini- Assignment

relationship to

the research topic.

Engage in practice

informed research and research informed practice.

Professional

Judgement

3: Literature

Review

Please incorporate 4

empirical and 2 non- empirical source.

Utilize formal and informal

sources.

Competency 2: Engage diversity

and difference in practice.

Knowledge

Mid-Term Question 10: Briefly describe a situation

where it would be appropriate to use and

informal source in a research proposal.

Critical

Thinking

Create a social work research proposal

individually or collaboratively.

Competency 6:

Engage with individuals, families, groups, organizations, and communities.

Skills In-class

group activity

As a group, develop an outline of a research proposal about the

group’s topic of choice. Research

Proposal

Research Proposal

Components:

• Problem Formulation

• Literature Review

• Methodology

Formulate a

social work research proposal that includes a problem formulation, theoretical framework, literature review, & methodology.

Competency 9:


Skills Research

Proposal

Research Proposal

Components:

• Problem Formulation


• Methodology

Construct the

proposed social work research within a social justice lens.

Competency 3:

Advance human rights and social, economic, and environmental justice.

Skills Research

Proposal

Section 1, Question 5:

What are the ways that this proposed research advances a human rights agenda?

Justify the proposed

research within a social work context.

Competency 4: Engage in practice

informed research and research informed practice.

Skills Research

Proposal

Section 1, Question 4: What makes this a social

work problem? Professional

Judgement

VIII. Course Prerequisites:

SW 220

IX. Course Credits:

3 Credits

X. Required Texts and Materials:

Gambrill, E. (1999). Evidence-based practice: An alternative to authority-based practice.

Families in Society, 80, pp. 341-350. This article will be made available on Blackboard.

LeBlanc, A. N. (2003). Random family: Love, trouble, and coming of age in the Bronx. New

York, NY: Scribner

Rubin, A. & Babbie, E.R. (2017). Research Methods for Social Work (8th ed.). Pacific Grove, CA: Thomson.

Smith, T. & Turch, K. (2015). Quick study academic APA guidelines for students. Boca Raton, FL: BarCharts, Inc.

Thurman, S. (2003). The only grammar book you’ll ever need: A one-stop source for every writing assignment. NY: Adams Media.

Learners of the course are invited and expected to adhere to the following guidelines for achieving the desired level of understanding:

Course

Participation

Exceeds Course Standards Meets Course Standards

Present and on time for all classes except religious holidays and up to three (3) Well-Being Days. Actively

participates in the course by:

arriving on time for the class research questions, staying

engaged during the class

discussion/activities and asks questions.

Present in all classes except

religious holidays and up to three (3) Well-Being Days, but late to class on

six (6) occasions. Actively participates in the course by:

arriving on time for the class

research questions, staying engaged during the class discussion/activities

or by asking questions.

Pop Quizzes Passes all Pop Quizzes. Passes most Pop Quizzes.

Mini- Assignments

MA1, MA2, and MA3 were submitted, and all assignments

exceeded the course standards.

MA2 and MA3 were submitted, and both assignments met the course

standards, but did not exceed them.

Midterm Was present for and actively

contributed to the Mid-Term.

Was present for but did not actively

contribute to the Mid-Term. Course Final

Paper

Final Paper/Research Proposal

was submitted and exceeds course standards

Final Paper/Research Proposal was

submitted and met the course standards, but did not exceed them

During the semester, the class as a whole will visit the Medgar Evers College Library for learners to independently locate sources that are relevant to their area of study. Learners of this course will need to utilize their up to date library credentials for on and off campus searches of databases such as JSTOR, Academic Search Complete, Academic OneFile,

LexisNexis, and more. The cites that will be utilized throughout the course include, but are not limited to:

American Psychological Association – http://www.apa.org

Center for Disease Control and Prevention – http://www.cdc.gov/scientific.htm#data

Institute for the Advancement of Social Work Research – http://www.iaswr.org

Mapping the Measure of America - http://www.measureofamerica.org/maps/comment-page-1/ NASW Code of Ethics – http://www.naswdc.org/code.htm

National Data Archive on Child Abuse and Neglect - https://www.ndacan.cornell.edu/ Society for Social Work and Research – http://www.sswr.org

The Charles Evans Innis Memorial Library – http://www.mec.cuny.edu/library

XI. Supplementary (Optional) Texts and Materials:

Collins, Patricia Hill. (2000). Black Feminist Epistemology (pp 251-271). In Black Feminist

Thought: Knowledge, Consciousness, and the Politics of Empowerment. Routledge: NY.

hooks, bell. (1994). Language: Teaching new worlds/new words. (pp 167-176). In Teaching to

Transgress: Education as the Practice of Freedom. Routledge: NY.

hooks, bell. (1994). Theory as a liberatory process. (pp. 59-76) In Teaching to Transgress: Education as the Practice of Freedom. Routledge: NY.

Mullen, E. J. (2004). Facilitating practitioner use of evidence-based practice. In A. R. Roberts & K. Yeager (Eds.), Evidence-Based Practice Manual: Research and Outcome Measures in Health and Human Services. New York, NY: Oxford University Press.

Snowden, F. (2018). The Formation of the Black Medical Movement & its Implications for Social

Work, Part I: African American Physicians. Journal of Urban Social Work, 2(2).

XII. Basis for Final Grade:

Assessment

Percent of Final

Grade Class Participation/Research Questions 10%

Pop Quizzes 10%

Mini-Assignments 1, 2, and 3 @ 8.3pts 25%

each Mid-Term Exam 20%

Research Report 35%

100%

97 - 100 A+ 93 - 96.9 A

90 - 92.9 A- 87.1 - 89.9 B+ 83 - 87 B

80 - 82.9 B- 77 - 77.9 C+ 70 - 76.9 C

67.1 - 69.9 D+

63 - 67 D 60 - 62.9 D-

XIII.

Feed

Grade Dissemination:

ack to each assignment will b

0 - 59.9

e posted on its

F

rubric an

XIV.

Blackboard.

Course Policies: Grades:

Grading Scale (%)

b d will be accessible through

Late Work Policy: There are no make-ups for in-class writing, quizzes, the midterm, or the final exam. Late assignments are not accepted.

Extra Credit Policy: Mini-Assignments 1, 2, and 3, and the course final paper provide an opportunity to exceed the course standards of the assignment and receive extra credit. Each

assignment has an outline and a rubric that specify how the writing will be assessed for exceeding course standards, meeting course standards, or not meeting course standards.

Grades of "Incomplete": Grades of incomplete are offered only in the event of an unexpected family, personal or employment-related emergency. To request a grade of incomplete, please notify the professor in writing as soon as possible to make the necessary arrangements.

Revision Policy: After being graded, Mini-Assignment 2 will be revised and become Section I

of Mini-Assignment 3. Post its grading, Mini-Assignment 3 will be revised and become Section II

of the Course Final Paper.

Essay Commentary Policy: Feedback is offered for Mini-Assignments 2, 3, and the course

final on each assignment’s rubric. Each rubric can be located in Blackboard before, during, and after the assignment has been assessed.

Group Work Policy: Students may work in groups for in-class assignments and the course mid-term, but not for Mini-Assignments 1, 2, 3, or the Course Final.

XV. Course Policies: Technology and Media

Email: Questions regarding research projects or related to the course will be addressed via email and in person during class and office hours. Email, class time, and office hours are used as the primary modes of communication between the professor and students of the course. The response time for emails is 48 hours, unless otherwise requested. As the professor of the course, I check email daily, including in the evenings and during the weekends. Questions

about technology can be directed to either myself and [email protected].

Laptop / Smartphone Usage: On the first day of class, we will vote as a class on the use of laptops and smartphones in the classroom.

Classroom Devices: Please refrain from the use of tape or visual recorders in the classroom without formal permission from the professor and classmates.

XVI. Course Policies: Student Expectations

Students with Special Needs/Disability Access: Federal law prohibits discrimination on the basis of a disability. Under the guidelines of the Americans with Disabilities Act, the College will provide reasonable accommodations to persons with documented disabilities. Therefore, if you are in need of or have any questions regarding accommodations or services, please contact the Office of Services for the Differently-Abled (Bedford Building, Room 1011) at 718-270-5027.

Any information provided to the office will be confidential and will not be released without your permission.

Attendance Policy: Attendance for each class will be taken 10 minutes into the course period using a non-graded five-minute writing assignment. Students that arrive after this writing assignment has been collected will be recorded as being late. Points are not deducted for absences. However, more than three (3) absences and or arriving late to class on more than six (6) occasions will bring down the class participation grade.

Professionalism Policy: When arriving late, please make sure to meet with the professor after class to ensure that your presence is recorded as ‘present’, as opposed to ‘absent’.

Academic Conduct Policy: Medgar Evers College, like all communities, functions best when its members treat one another with honesty, fairness, respect, and trust. Students have rights and responsibilities which should be upheld. Students should realize that deception for

individual gain is an offense against the members of the entire community, and it is the student’s responsibility to be informed and to abide by all College and CUNY regulations and policies on academic integrity. Plagiarism, cheating, and other forms of academic dishonesty constitute serious violations of CUNY policy. It is expected that work submitted for credit in this course

has not been also submitted for credit in another course. If assignments or topics are similar, the student should consult with the instructor regarding how to appropriately address the

assignment while maintaining academic honesty. SAFEASSIGN is used for Mini-Assignments 2

and 3, and the Course Final to detect plagiarism. Learners of this course have access to check

their assignments using SAFEASSIGN via Blackboard before submission.

College Learning Center, Writing Center, and Academic Computing Labs: Learners of this course are invited to visit the Medgar Evers College Writing Center online at http://mecwritingcenter.weebly.com/ and in person in room B-1045A. You can contact the Writing Center at [email protected] and (718) 270 – 6953. Learners are also encouraged to visit the Medgar Evers College Learning Center online at

https://ares.mec.cuny.edu/academic-affairs/learning-center-2/ and in person in room B-1045. You can contact the Learning Center at (718) 270-5138.

XVII. Class Schedule:

Week Reading to Be Read Before Class Class Topic 1 • Course Syllabus Welcome to Social Work

Research/Introduction to the Course

• Welcome

• Intro to Course

• Components of a Research Proposal

• Discuss MA1

• LeBlanc, Chpt 1.

• Rubin & Babbie, Chpt 1, pp. 1-11.

What is Social Work research?

• What is social work research?

• What is the history of research?

What is the history of social work research? 2 • Smith, Introduction

• Rubin & Babbie, Chpt 1, pp. 12-23

• LeBlanc, Chapters 2, 3, 4

Social Work Research & Power

• How does power show up in the research process?

• What are Research Ethics?

• The Power of TROUT 3 • LeBlanc, Chpt 5, 6,

• Rubin & Babbie, Chpt 5, pp 87-97.

• Gambril, pp. 341-350.

What are research ethics?

• What is the IRB?

• What are its functions?

• Does the NASW apply to social work research?

• What are the ethics of social work research?

4 • LeBlanc, Chpt 7 Social Work Problem Formulation, I

• What makes something a problem?

• What is a social work problem?

• Social Work Problem vs. Problem MA#1 Due. Outline & Rubric MA#2: Problem Formulation Distributed

5 • LeBlanc, Chpt 8 Social Work Problem Formulation, pt II

Going Over the Problem Formulation Outline • LeBlanc, Chpt 9, 10 What is knowledge?

• What is positivism?

• What is constructivism?

• What is postmodernism?

• And what does any of this have to do with social work research?

6 • LeBlanc, Chpts 11, 12, 13

• Rubin & Babbie, Chpt 4

Qualitative & Quantitative Approaches, I

• What is qualitative research?

• What is quantitative research? • hooks, Chpt 11

• LeBlanc, Chpt 14

Qualitative & Quantitative Approaches, II

• Quantitative Research Questions

• Qualitative Research Questions 7 • LeBlanc, Chpts 15, 16, 17 Social Work Question Formulation, pt I

• Independent Variables

• Dependent Variables • LeBlanc, Chpt 18

• Snowden, Black Medical Movement

Social Work Question Formulation, pt II

• Variable Conceptualization

• Variable Operationalization 8 • Patricia Hill Collins, Black Feminist

Epistemologies

Epistemology & Ontology

• What is epistemology?

• What is ontology?

• LeBlanc, Chpt 19 Doing a Social Work Literature Review, pt 1

• What is a literature review?

• How do you carry-out a literature review?

MA#2 Problem Formulation Due

Outline & Rubric for MA#3: Literature

Review Distributed

9 • LeBlanc, Chpts 20, 21, 22, 23 Doing a Literature Review, pt 2

• Empirical & Non- Empirical Sources

• How to locate and interpret sources • Roye, Toleman, Snowden Research Article Critical Analysis 10 • hooks, Chpt 5

• LeBlanc, Chpts 24, 25, 26

Theory and Social Work Research, pt 1

• What is theory?

• What is the role of theory in social work research? • LeBlanc, Chpts 27, 28 Theory and Social Work Research, pt 2

• Social Work Theories

• Popular and not so popular theories 11 • LeBlanc, Chpts 29, 30, 31, 32 Study Design Options, pt 1 • LeBlanc, Chpts 33, 34 Study Design Options, pt 2

12 • LeBlanc, Chpts 35, 36 Mid-Term Experience • LeBlanc, Chpts 37, 38 Mid-Term Review

Outline & Rubric for Final Paper

Distributed 13 No Reading Assigned Library Day 14 • LeBlanc, Chpts 39, 40, 41, Secondary Data Analysis

• LeBlanc, Chpt 42 Methodology: Sampling 15 • LeBlanc, Chpts 43, 44 Methodology: Data Collection, pt 1

Questionnaire Construction Methodology: Data Collection, pt 2

Questionnaire Construction 16 Methodology: Data Analysis LAST DAY OF CLASS: Review of Semester

17 Course Final 6p-9p

Final Papers Due * Note: The Schedule is subject to revision

XVIII. Essay and Project Assignments:

Course participation/Research Questions (10%): For this course, course participation is operationalized as actively engaging in class discussions and small group activities through regularly asking questions and offering opinions/assessments that are informed by the course material. Attendance for each class will be taken 10 minutes into the course period using a non- graded five-minute writing assignment. Students that arrive after this writing assignment has been collected will be recorded as being late. Points are not deducted for absences. However, more than three (3) absences and or arriving late to class on more than six (6) occasions will bring down the class participation grade.

Pop Quizzes (10%): Pop quizzes are based on the course reading, and are used to measure class’s familiarity with the course material.

Mini-Assignments 1, 2, and 3 (25%): Mini-Assignments are shorter writing activities that are

used to build the Research Proposal. Each mini-assignment serves as an opportunity for the student to draft a section of what will become a component of the course Research Proposal.

Mini-Assignment 1 is the completion of the Citi-Certificate. For Mini-Assignments 2 and three, after a mini-assignment is turned in, it is reviewed, graded, and returned to the student with feedback from the professor. Students are asked to fully incorporate the feedback from Mini- Assignment 2 into Section I of Mini-Assignment 3, and of Mini-Assignment 3 into Section II of the Final Paper. An outline and rubric will be distributed for Mini-Assignments 2 and 3.

The mini-assignments for this course are:

Mini-Assignment 1: Citi Certificate Due: Mini-Assignment 2: Problem Formulation Due:

Mini-Assignment 3: Literature Review Due:

Please upload all assignments as documents to Blackboard

Late assignments are not accepted.

Mid-Term Exam (20%): A mid-term exam will be given in this class toward or just after the mid- point of the semester. The mid-term has two (2) components. The first component consists of a multiple choice and short answer questions that are completed individually. The second component consists of multiple-choice and short answer questions that are completed as a group. Each student will receive the highest score of the two components. In other words, should a student score higher on the individual section than on the group section of the mid- term, the score for the individual section will be recorded as the student’s mid-term exam grade. However, should a student receive a higher score on the group section than on the individual section of the mid-term, the score for the group section will be recorded as the student’s mid- term exam grade.

Research Proposal (35%): The final paper for this course is a Research Proposal that is comprised of four (4) sections, which include the Problem Formulation, Literature Review, Preliminary Methods of Data Collection, and Reflection. An outline and rubric will be distributed for the final paper.



C. Proposal to restructure existing course, Social Work Research Methods: Data

Analysis (SW 308) to the Bachelor of Science degree in Social Work.

Current Course Information:

COURSE ALPHA CODE:

SW

COURSE NUMBER: 308 COURSE TITLE: Social Work Research Methods: Data Analysis COURSE CREDITS: 3 CLASS HOURS: 3 COURSE DESCRIPTION:

This undergraduate course in social work research introduces the beginning students to the foundational knowledge, including but not limited to conceptual framework and analytical tools, of conducting methodologically sound empirical research. The primacy of interdependence between research based practice and practice based research is emphasized in

order to make social work practice recursively evidence informed as well as optimally outcome oriented and effective. The qualitative, quantitative

(experimental and quasi-experimental) and mixed method research projects, students choose to undertake, under the close supervision of an instructor, will entail issues that social workers, as front-line clinical and policy practitioners, contend with as they go about engaging individuals,

families, groups, organizations and communities to assess their multiple

intersecting needs in order to provide the most empirically grounded interventions/services, consistent with the nine competencies recommended by the Educational Policy and Accreditation Standards (EPAS) 2015. The course is purported to integrate four key components of the curriculum design: (a) program and mission goals, (b) explicit curriculum, (c) implicit curriculum, and (d) outcome assessment, as specified by EPAS, within the context of a simple logic model.

COURSE PRE- REQUISITES:

MTH 209, SW 220 & ENGL 150.


FREQUENCY: Twice per year STUDENTS SERVED: Social Work Students

Changes Requested (Complete Changed Fields only):

CHANGE TYPE:

(check all that apply)

o Alpha Code o Number o Title o Credits o Hours o

Lab Hours

o Description Xo Pre-Requisites o Co-Requisites NEW ALPHA CODE: NEW NUMBER: NEW TITLE:

NEW CREDITS:

NEW HOURS: NEW LAB HOURS:

NEW DESCRIPTION: This course continues from SW 307 and familiarizes students to the foundational methods of data analysis within a social work research

context. Learners in this course pick up where they left off on their

research proposal from SW 307 to explore qualitative and quantitative concepts, methods of data collection, and options for analyses for their research problem. In this course, learners engage in data collection and analysis through a class research project or an existing data-set. Learners then compose a research methodology that is in alignment with their SW

307 research proposal, write up projected research findings, and discuss the implications of these findings for social workers. The writing assignments of this course incorporate integral components of technical writing.

NEW PRE-REQUISITES: SW 220, SW 231, SW 304, SW 307, and SW 330 NEW CO-REQUISITES: NEW PRE/CO- REQUISITES:

EFFECTIVE DATE (Semester and Year):

Spring 2019

RATIONALE: SW 307 and SW 308 are a two-course research sequence designed to

cover topics related to qualitative and quantitative research methods, statistical computer program skills, and technical writing tailored to the social work profession. One course did not provide sufficient time to cover the broad range of research methods. Students were required to take courses outside the Social Work Department that were not specific to the needs of social work practice. The research course sequence adds a focus on writing skills, the types of statistics used in social work research, while providing an overview of fundamental research concepts and techniques. The new course aligns with the research competencies that are required

by the Council on Social Work Education, the accrediting body of the

Social Work Department.

XIX. Course Objectives:

XX. Welcome to SW 308! I look forward to our learning together about methods of data analysis in social work research. To support in this process, the facilitation and learning strategies that are employed in this course are experiential learning through hands on activities, guided searches of databases of research related articles, individual free write exercises, smaller written assignments with instructor feedback that build into the research report, and rigorous and engaging reading assignments.

XXI. University Course Catalog Description:

This course continues from SW 307 and familiarizes students to the foundational methods of data analysis within a social work research context. Learners in this course pick up where they left off on their research proposal from SW 307 to explore qualitative and quantitative concepts, methods of data collection, and options for analyses for their research problem. In this course, learners engage in data collection and analysis through a class research project or an existing

data-sets. Learners then compose a research methodology that is in alignment with their SW

307 research proposal, write up projected research findings, and discuss the implications of

these findings for social workers. The writing assignments of this course incorporate integral components of technical writing.

This course fulfills the following General Education Requirements:

X Foundation Cluster ¨ Required Core


College Option:

Socio-Cultural, and Diversity Cluster ¨


¨ Humanities & the Arts


XXII. Course Overview:

Learners of this course have the opportunity to practice qualitative and quantitative methods of data collection, to analyze the data that they have collected, and to formulate these findings into a written composition that conveys the findings and identifies the implications that these findings present for social work practice.

XXIII. Course Objectives / Student Learning Outcomes (SLOs):

By the end of this course, students will be able to:

Course Outcome Corresponding

CSWE Competency

CSWE

Learning

Dimension

Assessment

Tool

Assessment

Question

Explain the foundational

principles of

qualitative and

Competency 9:

Evaluate practice with individuals,


1: Data

Question 3: What is the role of qualitative

methods data

collection in social work?

quantitative data collection in a

social work context

families, groups, organizations, and communities.

Collection Question 4: What is the role of quantitative methods of data collection in social work?

Explain the foundational principles of qualitative and quantitative data analysis

Competency 9:



1: Data

Collection

Question 1: What are qualitative methods of data analysis? Question 2: What are quantitative methods of data analysis?

Apply techniques of qualitative and

quantitative data

analysis

Competency 9:

Evaluate practice with individuals, families, groups,


2: Data

Analysis

Question 2: Using

SPSS, identify two (2) demographic variables within this dataset. Using descriptive

organizations, and communities.

statistics, run a correlation table with the two (2) chosen variables. Question 4: Using NVivo, please code one (1) theme that emerges in the below passage.

Utilize computers for data analysis

Competency 1: Demonstrate ethical

and professional

behavior.


2: Data

Analysis

Question 2: Using

SPSS, identify two (2) demographic variables within this dataset. Using descriptive statistics, run a correlation table with the two (2) chosen variables. Question 4: Using NVivo, please code one (1) theme that emerges in the below passage.

Demonstrate skills of quantitative data

analysis by using SPSS to analyze quantitative data

Competency 9:



2: Data

Analysis

Question 3: What does the correlation

table ran for question

3 suggest about the two (2) variables?

Demonstrate skills of qualitative data analysis by using NVivo to analyze qualitative data

Competency 9:


Skill Mini- Assignment

2: Data

Analysis

Question 5: List the steps used to code the theme discussed in question 3 (three).

Select a study methodology that aligns with the proposed research

from SW 307 within

a social justice context

Competency 3: Advance human rights and social, economic, and

environmental

justice.

Knowledge Research Report/Final Paper

Section 3: Question 1: Choose a method of data collection that is

a best fit for this research. Section 3: Question 1: Help me to understand

what makes this form of data collection a best fit for the research problem and study population?

Complete the Research Proposal from SW 307 by

discussing the

study methodology, study findings, implications of

these findings for social work practice, and study limitations.

Competency 4:

Engage in practice- informed research and research- informed practice.

Skills Research Report/Final Paper

Research Reports/Final Paper Components:

• Problem

Formulation


• Methodology

• Study Findings

• Implications for Social Work Practice

• Limitations of

Study

Demonstrate understanding of

social work research methods through presenting the research

project to the class.

Competency 4:

Engage in practice- informed research and research- informed practice.

Cognitive/Affect Class

Presentation of Research Report/Final Paper

Question 1: What is your research

question? Question 2: What form of data collection did you select, and how come? Question 3: What were the research findings? Question 4: What are the implications of these findings for social work practice? Question 5: What are the limitations of this study?

XXIV. Course Prerequisites:

SW 220, SW 231, SW 304, SW 307, and SW 330

XXV. Course Credits:

3 Credits

XXVI. Required Texts and Materials

Rubin, A. & Babbie, E.R. (2017). Research Methods for Social Work (8th ed.). Pacific Grove, CA: Thomson.

Smith, T. & Turch, K. (2015). Quick study academic APA guidelines for students. Boca Raton, FL: BarCharts, Inc.

Thurman, S. (2003). The only grammar book you’ll ever need: A one-stop source for every writing assignment. NY: Adams Media.

Learners of the course are invited and expected to adhere to the following guidelines for achieving the desired level of understanding:

Course

Participation

Exceeds Course Standards Meets Course Standards

Present and on time for all classes except religious holidays and up to three (3) Well-Being Days. Actively

participates in the course by:

arriving on time for the class research questions, staying

engaged during the class

discussion/activities and asks questions.

Present in all classes except

religious holidays and up to three (3) Well-Being Days, but late to class on

six (6) occasions. Actively participates in the course by:

arriving on time for the class

research questions, staying engaged during the class discussion/activities

or by asking questions.

Pop Quizzes Passes all Pop Quizzes. Passes most Pop Quizzes.

Mini- Assignments

MA1, MA2, and MA3 were submitted, and all assignments

exceeded the course standards.

MA2 and MA3 were submitted, and both assignments met the course

standards, but did not exceed them. Midterm Was present for and actively

contributed to the Mid-Term.

Was present for but did not actively

contribute to the Mid-Term. Course Final

Paper

Final Paper/Research Report was

submitted and exceeds course standards

Final Paper/Research Report was

submitted and met the course standards, but did not exceed them

During the semester, the class as a whole will visit the Medgar Evers College Library for learners to independently locate sources that are relevant to their area of study. Learners of this course will need to utilize their up to date library credentials for on and off campus searches of databases such as JSTOR, Academic Search Complete, Academic OneFile, LexisNexis, and more. The cites that will be utilized throughout the course include, but are not limited to:

American Psychological Association – http://www.apa.org

Center for Disease Control and Prevention – http://www.cdc.gov/scientific.htm#data

Institute for the Advancement of Social Work Research – http://www.iaswr.org

Mapping the Measure of America - http://www.measureofamerica.org/maps/comment-page-1/ NASW Code of Ethics – http://www.naswdc.org/code.htm

National Data Archive on Child Abuse and Neglect - https://www.ndacan.cornell.edu/ Society for Social Work and Research – http://www.sswr.org

The Charles Evans Innis Memorial Library – http://www.mec.cuny.edu/library

XXVII. Supplementary (Optional) Texts and Materials

hooks, bell. (1994). Language: Teaching new worlds/new words. (pp 167-176). In Teaching to

Transgress: Education as the Practice of Freedom. Routledge: NY.

Hadden, B., Tolliver, W., Snowden, F., & Brown-Manning, R. (2016). An authentic discourse: Recentering race and racism as factors that contribute to police violence against unarmed Black or African American men. Journal of Human Behavior in the Social Environment, 26(3-4), pp. 336-349, doi:10.1080/10911359.2015.1129252

Roye, C., Toleman, D., Snowden, F. (2012). Heterosexual Anal Intercourse among Black and Latino Adolescents and Young Adults: A Poorly Understood High-Risk Behavior. Journal of Sex Research, 8(4), pp. 125-134. DOI:10.1080/00224499.2012.719170

XXVIII. Basis for Final Grade:

Assessment

Percent of Final

Grade

Class Participation/Research Questions 10% Pop Quizzes 10%

Mini-Assignments 1, 2, and 3 @ 8.3pts each

25%

Mid-Term Exam 20% Research Report 35%

100%

Grading Scale (%)

97 - 100 A+

93 - 96.9 A

90 - 92.9 A-

87.1 - 89.9 B+

83 - 87 B

80 - 82.9 B-

77 - 77.9 C+

70 - 76.9 C

67.1 - 69.9 D+

63 - 67 D

60 - 62.9 D-

0 - 59.9 F

Feedback to each assignment will be posted on its rubric and will be accessible through

Blackboard.

XXX. Course Policies: Grades

Late Work Policy: There are no make-ups for in-class writing, quizzes, the midterm, or the final exam. Late assignments are not accepted.

Extra Credit Policy: Mini-Assignments 1, 2, and 3, and the course final paper provide an opportunity to exceed the course standards of the assignment and receive extra credit. Each assignment has an outline and a rubric that specify how the writing will be assessed for exceeding course standards, meeting course standards, or not meeting course standards.

Grades of "Incomplete": Grades of incomplete are offered only in the event of an unexpected family, personal or employment-related emergency. To request a grade of incomplete, please notify the professor in writing as soon as possible to make the necessary arrangements.

Revision Policy: After being graded, Mini-Assignment 1 will be revised and become Section I

of Mini-Assignment 2. Post its grading, Mini-Assignment 2 will be revised and become Section II of Mini-Assignment 3. Post its grading, Mini-Assignment 3 will become Section III of the Course Final.

Essay Commentary Policy: Feedback is offered for Mini-Assignments 1, 2, and 3, and the course final on each assignment’s rubric. Each rubric can be located in Blackboard before, during, and after the assignment has been assessed.

Group Work Policy: Students may work in groups for in-class assignments and the course mid-term, but not for Mini-Assignments 1, 2, 3, or the Course Final.

XXXI. Course Policies: Technology and Media

Email: Questions regarding research projects or related to the course will be addressed via email and in person during class and office hours. Email, class time, and office hours are used as the primary modes of communication between the professor and students of the course. The response time for emails is 48 hours, unless otherwise requested. As the professor of the course, I check email daily, including in the evenings and during the weekends. Questions

about technology can be directed to either myself or [email protected]

Laptop / Smartphone Usage: On the first day of class, we will vote as a class on the use of laptops and smartphones in the classroom.

Classroom Devices: Please refrain from the use of tape or visual recorders in the classroom without formal permission from the professor and classmates.

XXXII. Course Policies: Student Expectations

Students with Special Needs/Disability Access: Federal law prohibits discrimination on the basis of a disability. Under the guidelines of the Americans with Disabilities Act, the College will provide reasonable accommodations to persons with documented disabilities. Therefore, if you are in need of or have any questions regarding accommodations or services, please contact Mr. Anthony Phifer, Director, Office of Services for the Differently-Abled (Bedford Building, Room

1011) at 718-270-5027 or [email protected]. Any information provided to the office will be confidential and will not be released without your permission.

Attendance Policy: Attendance for each class will be taken 10 minutes into the course period using a non-graded five-minute writing assignment. Students that arrive after this writing assignment has been collected will be recorded as being late. Points are not deducted for absences. However, more than three (3) absences and or arriving late to class on more than six (6) occasions will bring down the class participation grade.

Professionalism Policy: When arriving late, please make sure to meet with the professor after class to ensure that your presence is recorded as ‘present’, as opposed to ‘absent’.

Academic Conduct Policy: Medgar Evers College, like all communities, functions best when its members treat one another with honesty, fairness, respect, and trust. Students have rights and responsibilities which should be upheld. Students should realize that deception for

individual gain is an offense against the members of the entire community, and it is the student’s responsibility to be informed and to abide by all College and CUNY regulations and policies on

academic integrity. Plagiarism, cheating, and other forms of academic dishonesty constitute serious violations of CUNY policy. It is expected that work submitted for credit in this course

has not been also submitted for credit in another course. If assignments or topics are similar, the student should consult with the instructor regarding how to appropriately address the

assignment while maintaining academic honesty. SAFEASSIGN is used for Mini-Assignments

1, 2, and 3, and the Course Final to detect plagiarism. Learners of this course have access to check their assignments using SAFEASSIGN via Blackboard before submission.

College Learning Center, Writing Center, and Academic Computing Labs: Learners of this course are invited to visit the Medgar Evers College Writing Center online at http://mecwritingcenter.weebly.com/ and in person in room B-1045A. You can contact the Writing Center at [email protected] and (718) 270 – 6953. Learners are also encouraged to visit the Medgar Evers College Learning Center online at

https://ares.mec.cuny.edu/academic-affairs/learning-center-2/ and in person in room B-1045. You can contact the Learning Center at [email protected] and (718) 270-5138.

Week Read to Be Read Before Class Class Topic 1 • Course Syllabus Welcome to Social Work Research/Introduction to

the Course • Course Syllabus

• Student Handbook

Course Policy and Assignment Review

2 Rubin & Babbie, Chpt 8; Chpt 17 Review of Social Work Research Methods, Pt 1 Rubin & Babbie, Chpt 8, Chpt 17 Review of Social Work Research Methods, Pt 2

3 Rubin & Babbie, Chpt 9; Chpt 15 Methodology: Sampling, Pt 1 4 Rubin & Babbie, Chpt 15 Methodology: Sampling, Pt 2

Rubin & Babbie, Chpt 10, Chpt 16 Methodology: Quantitative Questionnaire

Construction 5 Rubin & Babbie, Chpt 10, Chpt 16 Methodology: Quantitative Interviewing Skills

Rubin & Babbie, Chpt 10; Chpt 19 Methodology: Qualitative Questionnaire

Construction 6 Rubin & Babbie, Chpt 19 Methodology: Qualitative Interviewing Skills Rubin & Babbie, Chpt 21 Methodology: Quantitative Data Analysis, Pt 1

MA#1 Due Today

Outline & Rubric for MA#2 Distributed

7 Rubin & Babbie, Chpt 21 Methodology: Quantitative Data Analysis, Pt 2 Rubin & Babbie, Chpt 21 Methodology: Quantitative Data Analysis, Pt 3

8 Rubin & Babbie, Chpt 20 Methodology: Qualitative Data Analysis, Pt 1 Rubin & Babbie, Chpt 20 Methodology: Qualitative Data Analysis, Pt 2

9 Rubin & Babbie, Chpt 20 Methodology: Qualitative Data Analysis, Pt 3 No Reading Assigned Mid-Term Experience

10 No Reading Assigned Mid-Term Experience

MA#2 Due Today

Outline & Rubric for MA#3 Distributed Rubin & Babbie, Chpt 23 Writing Up of Research Findings, Pt I

11 Rubin & Babbie, Chpt 23 Writing Up of Research Findings, Pt 2 Implications of Study Findings, Pt 1

12 Implications of Study Findings, Pt 2 Study Limitations, Pt 1

MA#3: Due Today

Outline & Rubric for Final Paper Distributed 13 No Reading Assigned Class Presentations 14 No Reading Assigned Class Presentations

No Reading Assigned Class Presentations 15 No Reading Assigned Class Presentations

No Reading Assigned Class Presentations

Final Papers Due 16 No Reading Assigned Final Exam, 7p-10p Class * Note: The Schedule is subject to revision

Course participation/Research Questions (10%): For this course, course participation is operationalized as actively engaging in class discussions and small group activities through regularly asking questions and offering opinions/assessments that are informed by the course material. Attendance for each class will be taken 10 minutes into the course period using a non- graded five-minute writing assignment. Students that arrive after this writing assignment has been collected will be recorded as being late. Points are not deducted for absences. However, more than three (3) absences and or arriving late to class on more than six (6) occasions will bring down the class participation grade.

Pop Quizzes (10%): Pop quizzes are based on the course reading, and are used to measure class’s familiarity with the course material.

Mini-Assignments 1, 2, and 3 (25%): Mini-Assignments are shorter writing activities that are used to build the Research Report. Each mini-assignment serves as an opportunity for the student to draft a section of what will become a component of the course Research Report. After a mini-assignment is turned in, it is reviewed, graded, and returned to the student with feedback from the professor. Students are asked to fully incorporate the feedback from Mini- Assignment 1 into Section I of Mini-Assignment 2, and of Mini-Assignment 2 into Section 1 of Mini-Assignment 3, of Mini-Assignment 3 into Section II of the Final Paper. An outline and rubric will be distributed for Mini-Assignments 1, 2, and 3.

The mini-assignments for this course are:

Mini-Assignment 1: Methods of Data Collection Due: Mini-Assignment 2: Methods of Data Analysis Due:

Mini-Assignment 3: Writing Up of Study Findings Due:



Mid-Term Exam (20%): A mid-term exam will be given in this class toward or just after the mid- point of the semester. The mid-term has two (2) components. The first component consists of a multiple choice and short answer questions that are completed individually. The second component consists of multiple-choice and short answer questions that are completed as a group. Each student will receive the highest score of the two components. In other words, should a student score higher on the individual section than on the group section of the mid- term, the score for the individual section will be recorded as the student’s mid-term exam grade. However, should a student receive a higher score on the group section than on the individual section of the mid-term, the score for the group section will be recorded as the student’s mid- term exam grade.

Research Report/Final Paper (35%): The final paper for this course is a Research Report that

is comprised of six (6) sections, which include the Problem Formulation, Literature Review (from SW 307), Methods of Data Collection, Research Findings, Implications for Social Work Practice, and Study Limitations. An outline and rubric will be distributed for the final paper.



D. Proposal to add new course, Introduction to Archaeology, ANTH 203) to the Associate of Arts degree in Liberal Arts and Bachelor of Arts degree in Liberal Arts.

Course Information:

COURSE ALPHA CODE:

ANTH

COURSE NUMBER:

203

COURSE TITLE: Introduction to Archaeology COURSE CREDITS:

Three (3)

CLASS HOURS: 3.0 COURSE DESCRIPTION:

This class introduces the study of past cultures and their environments. Course emphasis is on the scientific methods used in the social sciences, including research design, and the analytical techniques used by archaeologists to interpret It also introduces important concepts, methods, findings and issues in the study of archaeology found around the globe.

COURSE PRE- REQUISITES:

ENG 112


FREQUENCY: Fall and Spring Semesters STUDENTS SERVED:

ANTICIPATED ENROLLMENT:

Fall Semester

35

Spring Semester

35

Summer Semester

RATIONALE: Currently, three anthropology courses are offered at the College, but none detail the techniques, findings and methods of current archeological fieldwork. Prior to

2016, no new anthropology course had been offered since the 1980’s. This course, serves as a foundation in exploring past human civilization, culture and artifacts using the methods and science of modern archaeology. The course serves the students as they explore the most basic questions about our common

human history, all from the perspective of our modern culture in this increasingly

dynamic and multi-cultural world. MEC has a diverse student body; as such, the global reach of anthropology and archaeology offers students a global perspective and understanding of how people and society adapt. This in turn widens our perspective and experience and in turn fulfills the need for greater social acceptance in many other occupations, disciplines, work settings and other social venues. This course serves, in part, to renew the College’s commitment to

different ways of thinking about humanity and our place in nature. The course is one of five new courses (three of which are now in the College’s catalog and actively taught) being proposed as a scaffold for more detailed courses that SBS intends to develop. The goal is to offer more courses for the BLS degree and for SBS to eventually offer a full BA degree in Anthropology under the guidelines and approval of the College and University.

Course Objectives:

This class introduces the study of past cultures and their environments. Course emphasis is on the scientific methods used in the social sciences, including research design, and the analytical techniques used by archaeologists to interpret chronology, taphonomy, source production areas, networks and human-environment interactions. We will also survey the fascinating variety of human cultures from the Paleolithic period, through the florescence of ancient civilizations into recent historic years. Essentially, this course serves to introduce the student to the human pastas we now understand it.

University Course Catalog Description:

This class introduces the study of past cultures and their environments. Course emphasis is on the scientific methods used in the social sciences, including research design, and the analytical techniques used by archaeologists to interpret chronology, taphonomy, source production areas, networks and human-environment interactions. It introduces important concepts, methods, findings and issues in the study of archaeological remains found around the globe.

This course fulfills the following General Education Requirements

Yes X No. If yes, respond to section III. If No, go to Section IV

☐ Foundation Cluster ☐ Required Core

☐ General Knowledge Cluster ☐ Flexible Core

College Option:

Socio-Cultural and Diversity Cluster X

Integrated Knowledge Cluster: X Social Sciences

☐ Humanities & the Arts

☐ Natural Sciences & Mathematics

Course Description:

This class introduces the study of past cultures and their environments. Course emphasis is on the scientific methods used in the social sciences, including research design, and the analytical techniques used by archaeologists to interpret chronology, taphonomy, source production areas, networks and human-environment interactions

Course Objectives/ Student Learning Outcomes (SLOs):

The study of biological anthropology allows us to understand the richness of our evolution, our primate and human diversity and our complex ways of being. As such, by the end of this course students will:

⋅ Understand how social scientists collect, analyze and interpret data using examples from

Archaeology

⋅ Be able to examine multiple sources of data to correctly date a historical site

⋅ Understand the principles of archaeological classification methods

⋅ Gain an understanding of the development of human culture as related to early and ancient habitation sites, archaeological remains, and other cultural artifacts made and left behind by pre-historic and historic societies

⋅ Show that they can reconstruct past social, economic, political and religious systems based on the archaeological record

These course objectives and student learning outcomes are consistent with the Program Objectives of the Department of Social and Behavioral Sciences. Specifically, upon completion of the Bachelor of Arts in Liberal Studies, scholar learners that are degree candidates are required to demonstrate the following skills and knowledge:

⋅ Identify and apply critical thinking skills and methodologies based on the American Association of Universities and College Critical Thinking Value rubric (http://www.aacu.org/sites/default/files/files/VALUE/Criticalthinking.pdf)

⋅ Contribute to class discussion in-person and when required also online

⋅ Demonstrate a willingness to understand and respect diverse peoples, cultures, traditions and values

⋅ Use technology for research and to present to groups

⋅ Understand that the value of anthropology plays in everyday life and how the fields change over time

⋅ Apply all the essential steps to conduct research, including research design and the use of social science methodologies

Course Prerequisites:

Pre/Co-Requisites: ENG 112

Course Credits:

Three (3) Credits

Required Texts and Materials:

1. Fagan, B. and DeCorse (2008). In the Beginning: An Introduction to Archaeology. (12th

Ed.). New York: Prentice Hall.

2. Price, D. and Feinman, G. (2007). Images of the Past. (5th Ed.). New York: McGraw-Hill

Supplementary (Optional) Texts and Materials:

Additional readings will be in the syllabus and/or added as appropriate during the course

Basis for Final Grade:

Percent of Final

Assessment Grade

Pre-Post Anthropology Survey 5%

Participation and/or Discussion Board 10%

Archaeology Paper/Presentation 25%

Mid-Term Exam 30%

Final Exam 30%

100%

GRADING RUBRIC

CATEGORY 5 (excellent) x4 =20 4 (good) X4 = 16 3 (acceptable) X

= 12

1-2 (Weak) x 4

= 4-8 Spelling &

Grammar

No spelling or grammatical mistakes on completed assignments

No more than two

2 spelling or grammatical mistakes on completed assignments

A few spelling or grammatical mistakes on completed assignments

Several spelling and/or grammatical errors on completed assignments

Content All content is in the students’ own words and is accurate and the completed assignments include all required

elements as well as a

few additional elements

Almost all content is in the students’ words and is accurate and the completed

assignment

includes all required elements and one additional element

At least half of the content is in the students’ own words and is accurate and

the completed

assignment includes all required elements

Less than half of the content is in the students’

own words and/or is

accurate and

one or more required elements was missing from the completed assignment

Frequency

and

Timeliness

Responded to all completed assignment questions and submitted the

responses/task on time.

Responded to all but two of completed assignments/ questions and/or was late within less

that 48hours with

assignment/

Preforming task

Did not respond to 3-5 completed assignments/

Questions and/or responded late

72 or more hours to assignment/

Performing task

Did not respond or responded more than one (1) late in completing assignment or

answering

questions

Responsivene

ss to

Classmates/

Postings

For the entire

semester, the students’ comments referred to classmates and/or incorporated

professor’s observations, textbook, facts and classmates comments into their own reflective or insightful commentary and completed assignments

For the majority of the semester, some of the

students’

comments referred to classmates and/or incorporated professor’s observations, textbook, facts and classmates comments into

their own reflective or insightful commentary and completed assignments

In less than half the semester, the students’

comments

referred to classmates and/or incorporated professor’s observations, textbook, facts and classmates comments into their own reflective or insightful commentary and completed assignments

For the entire semester, there was no

evidence that

the student made any comments or referred to classmates and/or incorporated professor’s observations, textbook, facts and classmates comments into their own reflective or insightful commentary and completed assignments

Medgar Evers College Grading Policy:

Grades Points Category GPA

A+ 97-100 Exceptional 4.0

A 93-96.9 Excellent 4.0

A- 90-92.9 Outstanding 3.7

B+ 87.1-89.9 Very Good 3.3

B 83-87 Good 3.0

B- 80-82.9 Good 2.7

C+ 77-79.9 Satisfactory 2.3

C 70-76.9 Satisfactory 2.0

D+ 67-69.9 Passing 1.3

D 63-67 Passing 1.0

F 0-59.9 Failure 0.0

Grade Dissemination & Description of Assignments

Students’ grades for each assignment, examination, and written project may be posted on Blackboard as appropriate to course delivery. Additionally, students will be able to discuss their grades with the professor during office hours, which are noted in this syllabus and which are displayed on the faculty member’s office door.

1. There is a pre and post-survey which each student must take which assesses one’s understanding of the field of anthropology. The total points earned for taking both surveys, is 5% of your total grade.

2. This course requires each student to submit an archaeology studies paper. This paper should be between eight to ten pages in length and use APA format. The purpose of the paper is to supplement course content by having the student do in depth research on one of the hundreds of archaeological sites found on every continent around the globe. The goal of this paper is provide a history of the site, the history of the find (how and who located it), and its historical importance.

The paper will also include details about the people, culture and rituals based on the archaeological evidence found at the site as evidenced by the material culture and other details found in the research and historical record. You are also required to do a 5-7 minute in-class PPT based on your paper. This paper/presentation is worth 25% of your total grade.

3. There are two exams taken in this class. A mid-term exam and a non-cumulative final exam. Each exam will include up to thirty questions covering topics discussed during the first and second half of each semester. The exams are 25 questions in length, comprised of multiple

choice and true/false questions and two short essay questions. Each exam is worth 30% of your final grade, or 60%, in total for the semester.

4. Finally, as part of ongoing communication, students will need to log onto blackboard and answer questions posed by the professor which extends in-class learning. Each student will need to write a two paragraph response as well as at least a one paragraph response to at least two other students in the course. This communication is worth 10% of your final grade.

Course Policies – Late Work

Students are not allowed to present late assignment(s) late. Late submitted work will be mean loss of full grade, unless the student can offer evidence of an emergency (medical, family, etc.).

If evidence is presented there will be no loss of grade. Assignments handed in late will lose 3pts

per day, which will impact the full letter grade of submission. Therefore, it is in the student’s best interest to hand in all work by its due date.

Course Policies: Technology & Media

Black Board may play a significant role in discussing course content while not in class. In addition, email notices to students will be through the BB system, so it is incumbent on students to check their MEC email.


The Americans with Disabilities Act (ADA): Students with an IEP and/or with special needs should make contact with the Office of the Differently Abled to support your course work and

time management. The College, the Department of Social and Behavioral Sciences and your

professors (including for ANT 200) are dedicated to your academic experience and support your needs as required by law and collegial ethics.

Attendance and Participation Policy: Although the instructor will provide myriad opportunities for each student to participate and achieve the course’s objectives, each student must realize the the value of his/her experience. Therefore, it is critical that you participate in classroom and (when required) online discussions. If you fail to participate, the instructor may contact you to discuss your reasons for non-participation. It is the student’s responsibility to remain informed of the requirements of each course, to take exams directed by the instructor, to turn in all assignments when they are due.

Professionalism Policy: Please conduct yourself in the most humane way possible when discussing issues and ideas offered from fellow students and from your or instructor. The class expects that each student will afford their colleagues the rights and liberties of free speech, free access, free option to form study or other groups, all for the sake of expanding on and sharing ideas about the materials presented in class. Disagreement is allowed, be verbal abuse and/or aggressive behavior meant to intimidate is not allowed.

Academic Conduct Policy: Academic dishonesty is unacceptable and will not be tolerated. Cheating and plagiarism are each dishonest acts which undermine the College’s educational mission and the students personal and intellectual growth. MEC students are expected to take

individual responsibility for their work and to uphold the ideal of academic integrity. Any student who attempts to compromise or devalue the academic process will be sanctioned. IF YOU CHEAT, YOU MAY RECEIVE A FAILING GRADE.

Important Dates to Remember:

WEEKS WEEKLY TOPICS STUDENT SLOs Week 1 What is Anthropology and What is Archaeology

-Introduction to Anthropology

-Introduction to Archaeology

-History of Archaeology

-Archaeological Theory

Readings:

Fagan and DeCorse, Ch.1-3

Students will be able to Identify and apply the fundamental

concepts and methods within

Anthropology and its sub-field fields.

Students will be able to

distinguish between Anthropology and related academic disciplines, such sociology, history and geography .

Week 2 Archaeology Data and Research Process

-What is archaeological data

-Site formation

-Archaeological Matrix

-Preservation of inorganic and organic materials

-The Archaeological skillset

-Research methods;

- Data Collection/Processing

Readings:

Fagan and DeCorse, Ch. 4-5

Students will be able to use the information provided thus far in class to evaluate and critically analyze research methods and allied inquiry

Students will be able to analyze

archaeological theory and place it into experiential context of day-today living as well as alongside areas of biology and chemistry as they relate to cultural adaptation. Week 3 Context and Chronology

-The concept and nature of culture

-Normative functions

-Various modes and models

-Principle of Association

-Principle of Superposition

-Artifacts and Assemblages/Disassemblages

-Settlement Patterns

-Assessment of Age

-Relative and Absolute chronology

-Dating Methods

-Documenting Finds/Google Earth/Mapping/Ariel

Surveying

Readings:


Students will be able to use the information provided thus far in class to evaluate and critically analyze research methods and allied inquiry

Students will be able to analyze anthropological theory and place

it into experiential context of day- to-day living as well as alongside areas of biology and chemistry as they relate to evolution.

Week 4 Reconnaissance and Excavation Methods

-National, State and Local Permitting

-Excavation Staff

-Selective and Horizontal Excavation

-Stratagraphic Methods and Modeling

-Classification of finds

-Taxonomy of material culture

Readings:


Students will be able to explore the historical and modern experiential nature of research

and dating methods of human

artifacts.

Week 5 Artifacts and Fieldwork

-History of stone tools & artifacts

-History of bone tools & artifacts

-Woodwork

-Textiles

- Clay and pottery

-Copper

Students will apply their knowledge regarding fieldwork

and use their interpretive skills to set-up, explore and an actual “dig”, they will prepare field notes

-Bronze/Gold

-Iron Ages

- Geoarchaeology

-Climate change

MOCK Fieldwork: Location TBD Readings:


Week 6 Subsistence & Environment

-Zooarchaeology

-Plant Remains

-Bone assemblages

-Non-human animal remains

- Grains

Readings:

Fagan and DeCorse, Ch.13

Students will be able to explore the historical and modern experiential nature of research

and dating methods of human

artifacts.

Week 7 Archaeology and Ancient Society

-The Ice Man

-Bioarchaeology

- Stages of social organization

-Group and social organization

-Ethnicity and inequality

-Cognitive and Ethnographic Archaeology

Readings:


Students will be able to explore the historical and modern

experiential nature of research

and dating methods of human artifacts.

Week 8 Mid-Term Exam

- Exam Prep

- Examination

Readings:

None

Week 9 The Paleolithic, Mesolithic and Neolithic Worlds

- The rise of homo sapiens

- Descriptive Work – World Sites

- The First Farmers

- Review of early sites including African, Middle and

Far East, Europe, and North America

Readings:

Price and Feinman, Ch.3-5

Survey/Introduction/Review week where students will be able to

analyze archaeological evidence and theory and place it into experiential context of day-to-day living as well as alongside areas of biology and chemistry as they

relate to cultural adaptation. This

will also include the social, geographic and historical context of regional archaeological sites

Week 10 African Archaeology (Pt. 1)

- Emergence of Humans in Africa

- East African, South and South Central hominids

- The earliest tool makers

- Acheulian tools in Africa

- African Site Review

- Stone Age Sites in Africa

Readings:

African Archaeology by Phillipson (Ch.2-4) – On

Reserve

Students will be able to analyze archaeological evidence and theory and place it into

experiential context of day-to-day

living as well as alongside areas of biology and chemistry as they relate to cultural adaptation. This will also include the social, geographic and historical context of regional archaeological sites

Week 11 African Archaeology (Pt.2)

Readings:

-Permanent settlements in the Nile Valley and East

Africa, South and Central Sahara

-Early farming across the African continent

Students will be able to analyze archaeological evidence and theory and place it into experiential context of day-to-day living as well as alongside areas

- Iron Age use of materials

-Mode of dispersal

-The last 1,000 years – Cultural impacts on the continent as seen through the archaeological evidences

Readings:

African Archaeology by Phillipson (Ch.5-8) – On

Reserve

of biology and chemistry as they relate to cultural adaptation. This will also include the social,

geographic and historical context

of regional archaeological sites

Week 12 Turkey, Mesopotamia & Egypt

-Settlement and habitation sites across the

Mediterranean

- Stone, Bronze, Copper and Iron Age archaeological discoveries

-Settlement and settlement patterns

-First Farmers and City-States

Readings:

Price and Feinman, Ch.10

Ancient Turkey by Sagona and Zimansky (Ch.1-4) –

On Reserve

Students will be able to analyze archaeological evidence and

theory and place it into

experiential context of day-to-day living as well as alongside areas of biology and chemistry as they relate to cultural adaptation. This will also include the social, geographic and historical context of regional archaeological sites. Week 13 Indus Valley and China

- Settlement and habitation sites across the Middle and Far East

- Stone, Bronze, Copper and Iron Age archaeological discoveries

-Settlement and settlement patterns

-First Farmers and City-States

Readings:

Price and Feinman, Ch.10

Students will be able to analyze archaeological evidence and theory and place it into

experiential context of day-to-day

living as well as alongside areas of biology and chemistry as they relate to cultural adaptation. This will also include the social, geographic and historical context of regional archaeological sites.

Week 14 North, Central and South American Archaeology

-Descriptive artifact and field work related to sites in

North, South and Central America

- Cultural Diversity

- Settlement Patterns

- Pre-Hispanic Americas

- Inca archaeology and history

- Mayan archaeology and history

- Nazca

- Canadian and NW Coast Indians

Readings:

Price and Feinman, Ch.6-9

Students will be able to analyze archaeological evidence and theory and place it into experiential context of day-to-day living as well as alongside areas of biology and chemistry as they

relate to cultural adaptation. This

will also include the social, geographic and historical context of regional archaeological sites.

Week 15 Presentations and Final Exam

- Presentations

- Final Exam Prep

- Final Examination

Final Archaeology Paper/Presentation Due

Student feedback through their written research, individual and/or group presentations and final examination.

PLEASE NOTE THAT DUE TO UNFORSEEN CIRCUMSTANCES, COURSE CONTENT AND

DELIVERY SCHEDULE OF COURSE CONTENT ARE SUBJECT TO CHANGE

COURSE MAP ANTH 202 – ADDITIONAL COURSE(S) IN COLORED and BOLDED FONT

A.A. - Liberal Arts REVISED PROGRAM FIXED/REQUIRED CORE

Course Course Title Credits

English Composition

ENGL 112 College Composition I 3

ENGL 150 College Composition II 3

Mathematics and Quantitative Reasoning

MTH 115 Nature of Mathematics 3

RECOMMENDED MATH COURSE: MTH 136 Algebra/ Trigonometry Life and Physical

Sciences BIO 101 Introduction to the Science of Biology

OR

PHS 101 Introduction to Physical Science 3

TOTAL 12

FLEXIBLE CORE

World Cultures and Global Issues

ENGL 212 World Literature: The Evolving Canon 3

U.S. Experience in its Diversity

HIST 200 The Growth and the Devl of the U. S. 3

Creative Expressions

ART 100 Introduction to World Art 3 MUS 100 Introduction to World Music 3

Individual and Society

SSC 101 Culture, Society, and Social Change 3 ANTH 201 Nature of Culture: Intro. to Cult. Anthro. 3

Scientific World

BIO 211 Biotechnology & Society 3

TOTAL 18

MAJOR REQUIREMENTS

FS 101 Freshman Seminar I 1

HIST 101 World Civilization 3

LIB 100 Library Research Methods 2

PHIL 101 Introduction to Logic 3

PSY 101 OR Introduction to Psychology OR

SOC 101 Introduction to Sociology 3

Open Electives 6

Concentrations (see below) 12

TOTAL 30

GRAND TOTAL 60

English 12

ENGL208 Applied Linguistics 3

ENGL 209 Children’s Literature 3 ENGL210 Intermediate Composition 3 ENGL 211 Introduction to Literary Studies 3 ENGL214 Critical Issues in Global Literature 3 ENGL260 Professional Writing Workshop 3 HUM102 The Spoken Word in African American

Written Texts 3

Foreign Languages

FREN 201 Intermediate French I 3 FREN 202 Intermediate French II 3 SPAN 201 Intermediate Spanish I 3 SPAN 202 Intermediate Spanish II 3 SPAN 216 Reading and Writing on Literary Texts 3

Mass Communications Creative 12

ART 109 Creative Expressions/ Visual & Perf. Arts 3 ART 201 African Art History 3 ART 205 Sculpture 3 ART 207 Introduction to Drawing 3 ART 208 Introduction to Painting 3 ART 282 Lettering & Design 3 ART 283 Advertising Design 3 ART 299 Independent Study 3-6 DNCE 100 Introduction to Modern Dance 2 DNCE 200 Movement Ed Rhythmic Analysis Tech 3 DNCE 251 African Dance I 2 DNCE 262 African Dance II 2 DNCE 272 Theory & Phil of Creative Dance 3 MASS 273 Black Creative Arts 3 MED 150 Mass Communications Contents, Structure, and Control 3 MED 180 Introduction to Broadcasting 3 MED 241 Radio Production 3 MED 242 Advanced Radio Production 3 MED 292 Workshop in Media Writing I 3 MUS 103 Rudiments of Music 3 MUS 110 Piano I 2 MUS 111 Piano II 2 MUS 120 Cultural Diversity in Music I 3 MUS 121 Introduction to Music Technology 3 MUS 204 History & Literature of Jazz 3 MUS 215 Ensemble Chorus/Choir 2 MUS 241 Music Materials I 4 MUS 242 Music Materials II 4 SPCH 102 Fundamentals of Speech 3 SPCH 121 American Sign Language I 3 SPCH 122 American Sign Language II 3 SPCH 205 Introduction to Theater 3 SPCH 207 Basic Acting 3 SPCH 208 Acting II 3

Philosophy & Religious Studies

PHIL 201 Introduction to Ethics and Social Philo. 3 REL 101 Introduction to the Study of Religion 3 REL 102 Survey of Religious Experience 3 REL 111 Comparative World Religions I 3 REL 112 Comparative World Religions II 3 REL 201 Anthropology and Religion 3

Psychology

PSYC 209

Human Devel: Infancy and Childhood

3 PSYC 213 Social Psychology 3 PSYC 215 Theories of Personality 3 PSYC 224 Brain and Behavior 3

Social Sciences 12

ANTH 200 Introduction to Anthropology 3 ANTH 201 The Nature of Culture 3 ANTH 202 Introduction to Biological Anthropology 3 ANTH 203 Introduction to Archaeology 3 GEOG 201 Physical Geography 3 GEOG 202 Human Geography 3 HIST 201 African American History 3 HIST 208 Readings in the Fundamental Documents 3 POL 101 Introduction to Political Science 3 POL 200 Intro to American Gov. 3

B.A. Degree in Liberal Studies

The Bachelor of Arts in Liberal Studies offers a Liberal Studies degree program with a focus on the Social Sciences. There

are three areas of concentration: History, Political Science, and

Geography. The degree requires the completion of 120 credits. The

120 credits are distributed as follows: B.A. - Liberal Studies

REVISED PROGRAM

FIXED/REQUIRED CORE

Course Course Title Credits

English Composition

ENGL 112 College Composition I 3 ENGL 150 College Composition II 3

Mathematics and Quantitative Reasoning

MTH 115 Nature of Mathematics 3

RECOMMENDED MATH COURSE: MTH 136 Algebra/Trigonometry

Life and Physical Sciences

BIO 101 Introduction to the Science of Biology

OR

PHS 101 Introduction to Physical Science 3

TOTAL 12

FLEXIBLE CORE

World Cultures and Global Issues

ENGL 212 World Literature: The Evolving Canon 3

U.S. Experience in its Diversity

HIST 200 The Growth and the Devl of the U. S. 3

Creative Expressions

ART 100 Introduction to World Art 3 MUS 100 Introduction to World Music 3

Individual and Society

SSC 101 Culture, Society, and Social Change 3

Scientific World

BIO 211 Biotechnology & Society 3

TOTAL 18

COLLEGE OPTION

Electives from College Option 6

Foreign Language I (RECOMMENDED) 3

Foreign Language II (RECOMMENDED) 3

TOTAL 12

MAJOR REQUIREMENTS & ELECTIVES

ANTH 200 Intro to Anthropology 3 ANTH 201 The Nature of Culture 3 ANTH 202 Intro to Bio. Anthro. 3 ECON 212 Intro to Macroeconomics 3 FS 101 Freshman Seminar I 1 GEOG 201 Physical Geography 3 GEOG 202 Human Geography 3

HIST 101 World Civilization 3 HIST 208 Reading Fund. Docs 3 LIB 100 Liby Research Methods 2 POL 101 Intro to Political Science 3 POL 200 Intro to Amer. Gov. 3 SSC 205 Intro to Research Methods in GEOG,HIST, POL 3 SSC 403 Senior Seminar 3 SSC 404 Senior Thesis 3

300 LEVEL LITERATURE 3

ELECTIVES 18

Concentration 21

TOTAL 78

GRAND TOTAL 120

2018-2019 Catalog Addenda [1] - Medgar Evers College · 2020-05-06 · 2018 -2019 Medgar Evers...

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