CUNY School of Professional Studies Anticipated Start ......The CUNY School of Professional Studies...

CUNY School of Professional Studies at the Graduate School and University Center

Proposal to Establish a

Bachelor of Arts in Liberal Studies

Anticipated Start Fall 2017

Approved by the

CUNY School of Professional Studies Curriculum Committee on October 27, 2016

Approved by the

CUNY School of Professional Studies Governing Council on December 8, 2016

Proposal to Establish a Bachelor of Arts in Liberal Studies CUNY School of Professional Studies Approved by the CUNY School of Professional Studies Curriculum Committee, October 27, 2016 Approved by the CUNY School of Professional Studies Governing Council, December 8, 2016

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Table of Contents EXECUTIVE SUMMARY ............................................................................................................................... 2

SED Application for Registration of a New Program ...................................................................................... 4

NARRATIVE .................................................................................................................................................. 8

Purpose and Outcomes ............................................................................................................................................. 8

Need and Justification ............................................................................................................................................. 12

Recruitment ............................................................................................................................................................. 17

Enrollment ............................................................................................................................................................... 17

Curriculum ............................................................................................................................................................... 18

Faculty ..................................................................................................................................................................... 29

Support Services and Resources ............................................................................................................................ 31

Evaluation ................................................................................................................................................................ 32

Cost Assessment ..................................................................................................................................................... 33

References .............................................................................................................................................................. 34

APPENDICES ............................................................................................................................................. 36

Course Syllabi ......................................................................................................................................................... 37

Table 1a: Undergraduate Degree Program Schedule – Full Time ........................................................................... 55

Table 1a: Undergraduate Degree Program Schedule – Part Time .......................................................................... 57

Table 2: Full-Time Faculty ....................................................................................................................................... 59

Table 3: Part-Time Faculty ...................................................................................................................................... 60

Table 4: Faculty to be Hired ..................................................................................................................................... 62

Table 5: New Resources ......................................................................................................................................... 63

Table 6: Projected Revenue .................................................................................................................................... 64

Table 7: Five-Year Financial Projections for Program Worksheet ........................................................................... 65

Table 8: Five-Year Revenue Projections for Programs Worksheet ......................................................................... 66

Five Year Enrollment and Course Section Projections ............................................................................................ 67

SED Application for Distance Education Format ..................................................................................................... 68

Letters of Support .................................................................................................................................................... 72

Evidence of Current Jobs ........................................................................................................................................ 75


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EXECUTIVE SUMMARY The CUNY School of Professional Studies (CUNY SPS) proposes to develop an online Bachelor of Arts (B.A.) degree program in Liberal Studies, with a curriculum that will include 120 credits of coursework, including a 6 credit capstone sequence culminating in a project, and 3 credits for experiential learning experience in the workplace. The proposed program responds to current demand and future trends in the job market, both in the New York City area and elsewhere. The proposed program’s 5 goals and 12 associated competencies were designed to address the global workplace’s need for graduates with specific soft-skills as well as disciplinary knowledge and a firm grounding in general education. Recruitment for the program will focus on four major categories of students: (a) those who are seeking a flexible, competency-based degree that will permit them to work in a large number of fields; (b) those who are seeking a wholly online degree in the Liberal Arts and Sciences; (c) those who have stopped out of a degree program and who have at least 24 credits of university-level transfer credit and considerable life and/or professional experience/credentials, who wish to aggregate their prior college-level learning and apply it to attainment of a bachelor’s degree; (d) those who are seeking to build a firm foundation in order to prepare for graduate or professional degrees. There are no online Bachelor Degree programs in Liberal Studies at CUNY. There are no online Bachelor Degree programs in the Humanities at CUNY. The only Liberal Arts and Sciences at CUNY are the BA in Psychology and the BA in Sociology, both at SPS. Medgar Evers College offers the only one face-to-face Bachelor Degree in Liberal Studies at CUNY. A small number of other CUNY colleges such as Baruch, Lehman, Queens, and York offer students the ability to design an ad hoc or interdisciplinary major, but none are competency-based. The proposed program focuses on the following broad goals: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating

information—both narrative and numerical—from relevant print, electronic, and live sources; evaluating the cogency of arguments in oral and written form; and applying digital technologies for the acquisition, interpretation and dissemination of data.

2. Construct clear, reasoned arguments in forms appropriate to various audiences, including the correct and persuasive use of written language; effective oral presentation both in individual and group settings; and use of varied writing and presentation technologies, mixing texts, data, and graphics.

3. Conduct evidence-based analysis of complex, interdependent global systems and historical legacies by using the tools of arts and sciences disciplines to gather, interpret, and assess evidence and to evaluate results in terms of their implications for local and global communities.

4. Demonstrate and apply analysis of ethical behavior, including arguing the ethical implications of personal and professional behavior in a specific context; assessing their own ethical values and the social context of problems; and recognizing how different ethical perspectives might be applied through alternative actions.

5. Demonstrate detailed awareness of essential aspects of personal career development, including professionalism and effective self-presentation; complex project management, including the student’s own career path documented by an ePortfolio; and application of learning to new, complex situations in the workplace through integrative curricular and co-curricular experience.

In order to achieve these outcomes, each student in the Liberal Studies program will acquire satisfactory levels of attainment in twelve competencies. The program competencies assure that the student will be able to: 1. Locate, synthesize and evaluate narrative and numerical information in print, electronic, and live formats. 2. Use computer applications to acquire, interpret, and disseminate data. 3. Combine text, data, and graphics in written and in presentation forms. 4. Create audience-appropriate written communications.


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5. Construct and evaluate oral and written arguments emphasizing clarity and reason. 6. Evaluate the impact of global systems and historical legacies on people’s lives in past, present, and future

contexts. 7. Identify ethical problems and the ethical implications of personal and professional behavior. 8. Analyze the working of organizations 9. Participate effectively in collaborative projects. 10. Manage projects. 11. Create and evaluate a professional identity. 12. Transfer and reflect upon cross- and co-curricular learning experiences. The program was developed by current CUNY SPS faculty, all of whom are professors with terminal degrees in the humanities. The faculty who developed the program will also teach in it, along with faculty who teach General Education courses at SPS. In delivering resources to students in the B.A. in Liberal Studies, CUNY SPS will build on its current infrastructure, which supports dozens of degree and certificate programs as well as a portfolio of noncredit programs (both online and in-class). The student, faculty, and administrative services currently offered by CUNY SPS can readily be extended to this new program. Initial start-up support for the program will be provided by the School with the expectation, based on enrollment projections, that the program will quickly become self-sustaining.


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SED Application for Registration of a New Program THE STATE EDUCATION DEPARTMENT/THE UNIVERSITY OF THE STATE OF NEW YORK/ALBANY, NY 12234

Application for the Registration of New Graduate and Undergraduate Curricula/Programs

– Including Programs to be Offered in Distance Education Format

General Information Institution (Legal Name) Institution Code

CUNY School of Professional Studies at the Graduate School and University Center

310500

Proposed Program Title Degree Award

Liberal Studies BA

Address of Any Campus Where the Proposed Program Will Be Offered (main and/or branch campuses)

Full-time or Part-time 1

365 Fifth Avenue New York, NY 10016

Full-time

All Program Format(s) (standard, distance education2, evening, weekend and/or other)

HEGIS Code

Distance Education. 4901

Joint Registration IHE (if applicable) Total Number of Credits

120

Lead Contact [First Name, Last Name, Title] Telephone Number

Otte, George, Associate Dean of Academic Affairs CUNY School of Professional Studies

646.344.7258

Email Address

[email protected]

1 Please refer to §52.2(c) and §145-2.1 of the Regulations of the Commissioner for definitions and information concerning full and part time

study. Note: Only programs registered as full time are eligible for TAP. Programs are subject to audit by the NYS Office of the State

Comptroller and the Higher Education Services Corporation (HESC) for financial aid compliance purposes. 2 If a major portion of the program (50% or more) can be completed through study delivered by distance education then the program must be

registered in the distance education format. Hybrid or blended courses do not count toward the 50%.

mailto:[email protected]


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Attestation and Assurances On behalf of the institution, I hereby attest to the following:

That all educational activities offered as part of this proposed curriculum are aligned with the institution’s goals and objectives and meet all statutory and regulatory requirements, including but not limited to Parts 50, 52, 53 and 54 of the Rules of the Board of Regents and the following specific requirements:

That credit for study in the proposed program will be granted consistent with the requirements in §50.1(o). That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the success of students and faculty in achieving the goals and objectives of the program, including the use of data to inform program improvements.3

That, consistent with §52.2(a), the institution possesses the financial resources necessary to accomplish its mission and the purposes of each registered program, provides classrooms and other necessary facilities and equipment as described in §52.2(a)(2) and (3), sufficient for the programs dependent on their use, and provides libraries and library resources and maintains collections sufficient to support the institution and each registered curriculum as provided in §52.2(a)(4), including for the program proposed in this application.

That, consistent with 52.2(b), the information provided in this application demonstrates that the institution is in compliance with the requirements of §52.2(b), relating to faculty.

That all curriculum and courses are offered and all credits are awarded, consistent with the requirements of §52.2(c).

That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2) of the Regulations of the Commissioner of Education.

That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall educational policy and its implementation are the responsibility of the institution’s faculty and academic officers, that the institution establishes, publishes and enforces explicit policies as required by §52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including learning objectives and methods of assessing student achievement, are made explicit by the instructor at the beginning of each term; that the institution provides academic advice to students as required by §52.2(e)(5), that the institution maintains and provides student records as required by §52.2(e)(6).

That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the institution provides adequate academic support services and that all educational activities offered as part of a registered curriculum meet the requirements established by state, the Rules of the Board of Regents and Part 52 of the Commissioner’s regulations.

CHIEF ADMINISTRATIVE or ACADEMIC OFFICER/ PROVOST

Signature Date

Type or print the name and title of signatory

John Mogulescu, Dean of the CUNY School of Professional Studies

Phone Number

3 The Department reserves the right to request this data at any time and to use such data as part of its evaluation of future program registration applications submitted by the institution.


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Program Purpose, Objectives and Targets Program Purpose Department Expectation: Clearly define a program purpose that is aligned to the degree award and program title.

Refer to narrative, beginning on page 6.

Program Objectives Department Expectation: Articulate between 1 and 3 program-level (curriculum-level) objectives that are clearly defined and directly aligned with the program purpose and proposed degree award. 1. Goals and Student Learning Outcomes contained within the body of the proposal.

2.

3.

Program Targets - Department Expectation: Establish realistic enrollment, retention, graduation, and job placement targets for this program that are connected to the reviewing system by which the success of students and faculty in achieving such goals and objectives of the program are determined. Note: There are not specific Department defined targets required for the registration of curricula. The Department expects institutions to establish targets that reflect the espoused quality of the program, and to periodically and systematically review such targets are they related to program implementation. Enrollment Projections The Department assumes that Year 5 enrollment projections will be full-capacity relative to existing and new resources planned.

Year 1 Year 2 Year 3 Year 4 Year 5

See projections on in Table 8: Five-Year Revenue Projections for Programs Worksheet

Annual Retention Rate Target (%) Target graduation rate (%) Target Job Placement Rate (%)


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Curriculum and Course Information Please provide the following:

1. The applicable sample student program schedule table:

Table A: Undergraduate Program Schedule; or Table B: Graduate Program Schedule When completing the program schedule table please refer to the requirements in §52.2(c) of the Regulations of the Commissioner concerning completion of Associate, Baccalaureate and Master’s degree programs.

2. Please list the course titles for all new courses included as part of the proposed program,

and, either attach the course syllabi or, if such syllabi are not yet available, provide course descriptions and objectives in the chart below.

New Course Titles Indicate that course syllabi are attached or, provide course descriptions and objectives (if course syllabi are not available)

Course information is contained within the proposal.


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NARRATIVE

Purpose and Outcomes The CUNY School of Professional Studies (CUNY SPS) proposes an interdisciplinary Bachelor of Arts program in Liberal Studies. This completion degree for students with at least 24 transferrable credits consists of coursework providing the essential competencies and experience that employers agree are most necessary for success in current and future job markets. This program proposes a balance of academic and intellectual work with key soft-skills in order to provide students with flexible options for life-long learning and employment. What is Liberal Studies? Liberal Studies consists of courses in liberal arts and sciences. These courses include the study of English and other literatures and languages, history and philosophy, art and music, social and natural sciences, and all subjects that study human experience. Rather than concentrate on one of these disciplines, Liberal Studies combines them to focus on questions and problems that cross disciplines. Programs in Liberal Studies develop skills and competencies shared by all liberal arts and sciences rather than those of just one discipline, special area, or interdisciplinary field. Liberal Studies develops such skills as critical thinking and evaluation, literacy, and numeracy across subjects, and provides students with the ability to express opinions and conclusions that are essential for intelligent, successful careers and lives. Purpose of the B.A. Degree in Liberal Studies The proposed program will provide students with the means to understand and interpret the events, data, texts, artifacts, and other elements of our shared and individual experiences—past, present, and projected—local, urban, and global. Focused on essential competencies that employers agree are most necessary for success in current and future job markets, the proposed program will help students develop skills and experience related to research, written and oral communication, quantitative and analytical thinking, project management, organizational change, and computer applications. These competencies also include ethical awareness in the world of work, public and private; techniques of effective collaboration; and practical experience gained through internships and individual research projects. By broadening pathways to understanding diversity and to appreciating the perspectives of local and global communities, the proposed program will produce informed, open-minded graduates. With its emphasis on post-graduation outcomes, the proposed program aims to help students better understand and articulate how the range of academic knowledge and competencies that they have mastered are applied in the work environment. Program Outcomes The proposed program has a set of five outcomes that describe what students who graduate will be able to do: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—

both narrative and numerical—from relevant print, electronic, and live sources; evaluating the cogency of arguments in oral and written form; and applying digital technologies for the acquisition, interpretation and dissemination of data.

2. Construct clear, reasoned arguments in forms appropriate to various audiences, including the correct and persuasive use of written language; effective oral presentation both in individual and group settings; and the use of varied writing and presentation technologies, mixing texts, data, and graphics.


4. Demonstrate and apply analysis of ethical behavior, including arguing the ethical implications of personal and professional behavior in a specific context, assessing their own ethical values and the social context of problems, and recognizing how different ethical perspectives might be applied through alternative actions.



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In order to achieve these outcomes, each student in the Liberal Studies program will acquire satisfactory levels of attainment in twelve competencies. The program competencies assure that the student will be able to: 1. Locate, synthesize, and evaluate narrative and numerical information in print, electronic, and live formats. 2. Use computer applications to acquire, interpret, and disseminate data. 3. Combine text, data, and graphics in written and in presentation forms. 4. Create audience-appropriate written communications. 5. Construct and evaluate oral and written arguments emphasizing clarity and reason. 6. Evaluate the impact of global systems and historical legacies on people’s lives in past, present, and future contexts. 7. Identify ethical problems and the ethical implications of personal and professional behavior. 8. Analyze the working of organizations 9. Participate effectively in collaborative projects. 10. Manage projects. 11. Create and evaluate a professional identity. 12. Transfer and reflect upon cross- and co-curricular learning experiences. Each of these competencies contributes to one or more of the five Liberal Studies program outcomes. An analysis of how the competencies align with the outcomes is provided in Table II (Competencies & PLO Grid). The five Liberal Studies program outcomes have been designed so that they can be readily articulated with both Lumina’s Degree Qualifications Profile, and the American Association of Colleges and Universities LEAP Essential Learning Outcomes. Liberal Studies and Soft Skills In 2012, the CUNY Jobs Task Force concluded in Jobs for New York’s Future, that “A continued focus on building key skills—including communication skills, data analysis, and creativity… is essential to maintaining the long-term advancement of our students.” With the proposed program in Liberal Studies, CUNY SPS is responding to the Jobs Task Force’s call to “respond to marketplace changes” by “improving the alignment of academic programs to industry.” Increasingly, employment and educational program analysts are emphasizing the advantages of Liberal Studies as preparation for successful careers. Current research focuses on the value of general communication skills, critical thinking, and flexibility. These are often called "soft skills" to distinguish them from the specialized knowledge developed in a professional or pre-professional major. Strong "soft skills" have become an advantage in searching for employment and gaining success in the workplace. Indeed, European researchers (Andrews & Higson 2008; Fallows and Stevens, 2000; Pittenger et al., 2004) conclude that employers across the socio-economically and culturally diverse nations of the EU value the same set of “soft skills.” Here in the US, Finch et al. (2013) argue that “soft skills” are an important predictor of employability. An ever-increasing body of research stresses the importance of written communication skills, verbal communication skills, listening skills, professionalism, and interpersonal skills as key employability factors (Finch et al., 2012; Ariana, 2010; Gray, 2010; Goby and Lewis, 2000; Ashton, 2011; Wellman, 2010). In a study of 115 employers, Finch et al. (2013) ranked the 17 most desirable employability traits. In turn, these traits may be articulated with the proposed Liberal Studies program outcomes and competencies (see Table I below).

https://www.luminafoundation.org/files/resources/dqp.pdf


https://www.aacu.org/leap/essential-learning-outcomes

http://www.cuny.edu/employment/Jobs-Task-Force.pdf


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Table I: The Most Desirable Employability Traits Indexed to BA in Liberal Studies (BAILS) Outcomes and Competencies

Ranking Individual factor Associated category BAILS Outcome BAILS Competency

1 Listening skills Soft skills 1, 5 1

2 Interpersonal skills Soft skills 1, 5 8, 10

3 Verbal communication skills Soft skills 1, 5 5, 8

4 Critical thinking skills Problem-solving skills 2, 3, 4 5

5 Professionalism Soft skills 4, 5 8, 9, 10, 11, 12

6 Written communication skills Soft skills 2 4, 5

7 Creative thinking skills Problem-solving skills 2, 3, 4 1, 3, 4, 5

8 Adaptability Problem-solving skills 2, 3, 4 1, 3, 4, 5

9 Professional confidence Pre-graduate experience 5 12

10 Job-specific competencies Functional skills

11 Leadership skills Problem-solving skills 5 8, 10, 11

12 Work experience Pre-graduate experience 5 12

13 Job-specific technical skills Functional skills

14 Academic performance Academic reputation

15 Program reputation Academic reputation

16 Knowledge of software Functional skills 1, 2 2

17 Institutional reputation Academic reputation

The proposed Liberal Studies program specifically addresses all of the soft skills, problem-solving skills and pre-graduate experience skills ranked by Finch et al. (2013). As far as long-term career prospects and earnings are concerned, Humphreys and Kelly (2009), show that although out-paced by bachelor degree holders in the physical sciences and engineering, Liberal Science graduates out earn professional and pre-professional bachelor degree holders during the peak income years from 56-60. Differences from Existing Liberal Arts Degrees The proposed program in Liberal Studies would represent the only BA in CUNY which:

Is wholly online;

Is designed on the basis of specific competencies; and

Provides a suite of integrative learning experiences. Online CUNY offers many degrees in the liberal arts, but the proposed Liberal Studies degree will stand out in two important respects. First, the proposed Liberal Studies program will be offered entirely online. While there are many courses in liberal arts offered online across CUNY, there are very few if any programs that offer an entire degree or completion degree totally online. The only programs in the liberal arts to offer bachelor degrees online at CUNY SPS are the BA in Psychology and BA in Sociology. Indeed, the proposed Liberal Studies program would be CUNY’s only online Humanities degree. Second, even among face-to-face degrees, there are no similar Liberal Studies programs at CUNY. Only Medgar Evers College offers a BA in Liberal Studies, but their program requires that students work toward a concentration in either geography, history, or political science. A small number of other CUNY colleges such as Baruch, Lehman, Queens, and York offer students the ability to design an ad hoc or interdisciplinary major, but these degrees are not comparable to a deliberately structured program in Liberal Studies.


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Competency Based Learning As Lunev et al. state, Competency-Based Learning (CBL) provides “a dynamic combination of knowledge, understanding, skills, and abilities.” By aligning specific competencies or skills with classroom outcomes and program goals, and by articulating these competencies with different elements of experiential education, CBL “possesses the nature of systematic process, mastery learning, [and emphasizes] individual differences and self-directed learning” (Chang, 2006). CBL has long been an effective pedagogy for training doctors, nurses, engineers and teachers (Baughman, et al., 2012). Very few baccalaureate programs in the United States have been designed on the principles of CBL. Almost all CBL programs, such as those at Western Governors University, the University of Wisconsin, the DePaul School for New Learning, and the College for America at Southern New Hampshire University do not offer liberal studies or liberal arts degrees but rather offer professional or pre-professional programs. The only exception is Northern Arizona University’s Personalized Learning program, which offers a bachelor’s degree in Liberal Arts. The program does not feature CUNY SPS’s proposed program’s integration of other aspects of Integrative Learning. The proposed program represents an initial stage in the future development of the first competency-based baccalaureate degree program in CUNY, which is an increasingly attractive alternative for working students who desire a degree for career advancement. Integrative Learning Integrative Learning functions across multiple perspectives and multiple disciplines, and not only draws from skill-based expertise, but also combines academic modes of discourse with personal experiences (Lardner and Malnarich, 2009). According to Ferren and Anderson (2016), Integrative Learning is “an empowering developmental process through which students synthesize knowledge across curricular and co-curricular experiences to develop new concepts, refine values and perspectives in solving problems, master transferable skills, and cultivate self-understanding.” The proposed program in Liberal Studies prioritizes at least three key features of integrative learning. The proposed program requires that students take a multidisciplinary foundations pro-seminar and a multidisciplinary capstone experience. Both the pro-seminar and the capstone experience will see students working on and eventually completing an ePortfolio of their work. This ePortfolio will be a critical aid for job seekers, will allow students to reflect on their own progress, and will enable CUNY SPS to assess the effectiveness of our curriculum. Students will also either participate in Prior Learning Assessment or in an Experiential Learning placement requiring reflection on how learning is acquired and transferred to new situations. In addition, students will also take three courses that stress key threshold competencies — our “Central Core” courses that ensure that the most important competencies are thoroughly addressed and assessed. Throughout, ePortfolio will structure the program from cornerstone pro-seminar, through embedded milestones, to experiential learning, and finishing with the capstone and job search. Impact on CUNY SPS The proposed program in Liberal Studies dovetails with CUNY SPS’s mission, recognizes CUNY SPS’s role as CUNY’s most experienced online provider, presents no negative impact on CUNY SPS or its operations, takes advantages of existing program infrastructure, and has been designed for maximum scalability. The mission and vision statements of CUNY SPS emphasize responsiveness to the needs of students, meeting the demands of evolving workplaces and disciplines, and providing new opportunities to expand the reach of public education. The proposed program in Liberal Studies supports each of these aspirations. It has been designed with degree-completers in mind, features a large number of electives that students can use to transfer in existing credit, and includes opportunities to obtain credit for prior college-level learning. Most importantly, the proposed program has been designed around specific employer-valued competencies and would be one of the only such programs in any discipline at CUNY.


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The proposed program in Liberal Studies will not negatively impact CUNY SPS. Since the ten existing bachelor’s degree programs at CUNY SPS build upon a solid base in the liberal arts — as required by the University’s general education requirements — almost all of the courses in the proposed program already exist. Excluding the four new courses that will be developed specifically for this proposed program, all of the required and elective courses are already offered to students every semester. The proposed program in Liberal Studies takes advantage of CUNY SPS’s present curriculum to build for the future. Neither does the proposed program displace or compete with existing programs either within CUNY SPS or within CUNY. CUNY SPS’s vertical environment ensures that the proposed program will be immediately functional and that students will have instant access to all necessary types of support. From the registrar’s office to library privileges to career services and counseling, CUNY SPS staffing and resources are already in place and will be able to address the needs of all potential students. The proposed program will be extremely responsive. Since all of its constituent elements and important structures already exist, and since the courses are already all either required or elective components of other programs, scalability will not be an issue. CUNY SPS has a track record of quick response to student demand, and the proposed program in Liberal Studies will take advantage of CUNY SPS’s long experience.

Need and Justification Program Need The chief need that the proposed program in Liberal Arts addresses is our students’ need for flexibility in terms of what they learn and how they learn it. In 2013, the American Academy of Arts and Sciences asked: “How do we understand and manage change if we have no notion of the past? How do we understand ourselves if we have no notion of a society, culture, or world different from the one in which we live?” The Academy’s questions are especially relevant in light of Fong’s (2004) prescient observation that since we live in a world where: “30% of our graduates may eventually work at jobs that do not yet exist, training for a specific career is insufficient as preparation for lifetime employment.” It has long been the aim of Liberal Studies educators to prepare students for a changing world and for a lifetime of different careers. Although a bachelor’s degree of any type will produce 84% more income than a high school diploma (Carnevale, et al), it is also true that a worker between the ages of 25-34 typically holds a job for only about 2.8 years before changing employers or fields (BLS). Indeed, the landscape has changed so much in the past few decades that the median workplace tenure for workers of any age is only 4.2 years (BLS). The proposed program in Liberal Studies was designed not only to address flexibility in terms of providing students with a broad range of studies, but also to integrate new approaches to conferring skills and competencies. As DiConti (2004, p.172) argues: “For liberal arts, then, there must also be a shift from processes to outcomes in order for their disciplines to successfully compete for and prepare students in the twenty-first century. To satisfy constituent demands, the liberal arts education agenda needs to develop and incorporate flexible and responsive pedagogical strategies available to meet the ever-increasing need to master, or simply understand, the skills necessary to compete in a new and perpetually changing world economy.” By focusing on competencies, integrative learning, credit for prior learning opportunities, and experiential learning, the proposed program in Liberal Studies aims to address our students’ present and future needs. The undercurrent is always opportunity. Our students cannot predict where their career trajectories will carry them. As Humphreys (2014, p.66) notes: “liberal arts graduates pursue a wider array of professions than do graduates in fields such as engineering, science, or business. Some of the jobs held by liberal arts graduates are highly paid. Others are socially valuable but compensated far less well in our society. Of the top professions for humanities and social science


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majors, one finds such professions as lawyers and judges but also elementary and middle-school teachers, social workers, and clergy.” The proposed program in Liberal Studies has been specifically designed to open avenues rather than close off prospective pathways. Workforce Trends As Burrett (2016) so aptly states: “skills are the new canon.” Rather than reducing a university education to 50 or so books on a five-foot shelf (Burrett, 2016), today’s college stakeholders recognize “that broad, transferrable skills are the desired product of college” (Burrett, 2016). The design of the proposed program in Liberal Studies recognizes the importance of addressing specific competencies and looked for inspiration in CUNY Jobs Task Force’s analysis of “key drivers and emerging trends” in New York City industries. The report defined future labor shortages not in terms of occupations, but skills. The principal skills cited by the report were:

An appropriate balance between deep, specific skills and general knowledge, referred to as “T-shaped skills”—i.e., immersion in one field and broad knowledge across other fields.

Creativity and curiosity and a broad understanding of the world that is often obtained from a well-rounded liberal education.

Written and oral communication skills; that is, the ability to effectively articulate and present ideas.

Analytical skills, namely the ability to arrange, understand, assess, and interpret increasing amounts of data.

Business process skills, including project management, process management, and client management.

Learning agility and flexibility, such as the ability to change course and learn on the job

Cultural competence, namely the ability to serve a diverse customer base in the United States and abroad.

Previous exposure to work. Employers want graduates who are responsive and prepared for lifelong learning in the global economy (Alexander & Goldberg, 2011). It has been reported that employers sometimes feel ignored by institutions of higher education, and that students’ “are deficient in many key personal skills, particularly teamworking, decision-making and communication” (Bennett, 2002). Yet at the same time, soft skills give prospective employees a “competitive edge” (Pandey & Pandey, 2015). Pandey & Pandey (2015) claim that soft skills contribute up to 85% of an employee’s skills success, and argue that “experiential and highly interactive training ingrains skills and attributes in a gradual and subtle way which gets internalized over a period of time.” The proposed program in Liberal Studies will give students opportunities to demonstrate teamwork through high stakes group projects, to employ the foundations of sound ethical decision-making through case study analysis, and hone their communication skills through a variety of presentations. By focusing on these and the other competencies, the proposed program in Liberal Studies will address this new landscape and prepare students for the global economy. Georgetown University has projected that the demand for employees with bachelor’s degrees will not only continue to increase, but will not be met (Carnevale, Smith & Strohl, 2010). In 2016, the Bureau of Labor Statistics continued to foresee a positive growth rate in employment in 127 of 142 jobs requiring a bachelor’s degree (BLS). The proposed program in Liberal Studies addresses current and long-term trends in the workplace by providing students with a quality bachelor’s degree and the skills necessary for immediate and future employment. Employment Opportunities for Program Graduates Across diverse fields and domains of interest, national leaders have “called for a dramatic increase in the number and quality of degrees awarded in the US” (Adelman, et al., 2014). According to data from the Bureau of Labor Statistics, the current unemployment rate for BA holders is 2.8% whereas the unemployment rate for high school graduates hovers at 5.4% (BLS, Employment, 2016). The difference in median weekly wages is just as stark. For BA holders, the median weekly wage is currently $1,137 whereas the median weekly wage for high school graduates is $678 (BLS, Employment, 2016). It is critical that students should earn a bachelor’s degree.


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Data suggests that hiring managers “care more about a job candidate’s skills than they do about a college major” (Gehlaus, 2007). That said, 18% of the nation’s jobs have a minimum requirement of a bachelor’s degree (BLS, Education, 2014). As far as New York state is concerned, it ranks 9th in the nation for jobs that require a bachelor’s degree. In 2013, 19.6% of New York’s jobs required a bachelor’s degree, nearly 1.7 million jobs across the state (BLS, Education, 2014). In New York, these types of jobs have a median yearly wage of $78,900 (BLS, Education, 2014). To put these numbers into context, New York is not even in the nation’s top 15 states that offer the most employment opportunities to high school graduates (BLS, Education, 2014). The national median wage for jobs that only require a high school diploma is $35,580, less than half of the median New York wage for jobs that require a bachelor’s degree (BLS, Education, 2014). To further contextualize the importance of higher education in New York State, it is the nation’s largest employer of both master’s degree and doctoral degree recipients (BLS, Education, 2014). Although liberal arts graduates do not have the initial or long-term income outlooks that Physical Sciences, Natural Sciences, Math, or Engineering graduates enjoy, not every student has the desire or aptitude to complete these degrees. Furthermore, although there is tremendous demand for STEM majors, 36.8% of liberal arts/humanities students nevertheless had job offers on graduation, compared to 35.2% of biology graduates, 28.9% of education graduates, or 30.5% of environmental science graduates (NACE, 2013). In addition, STEM graduates tend to stay with employment in STEM while liberal arts graduates have greater movement between types of career. 26% of all professionals in the US have liberal arts degrees, compared to only 9% who have STEM degrees (Humphreys & Kelly, 2014). Indeed, the top 15 professions of liberal arts graduates shows tremendous variation (Humphreys & Kelly, 2014):

Elementary and middle school teachers;

Lawyers, judges, magistrates;

Managers;

Postsecondary teachers;

Chief executives and legislators;

Education administrators;

Social workers;

Secondary school teachers;

Counselors;

Sales representatives;

Clergy;

Retail sales supervisors;

Secretaries and administrative assistants;

Accountants and auditors;

Marketing and sales managers. The proposed program in Liberal Studies will allow graduates access to countless employment opportunities, provide the necessary credentials for career advancement, and provide the foundation for continued participation in higher education. A search for entry-level, full-time employment opportunities for recent graduates of BA programs--open to all majors, or specifying Liberal Arts--on Careerbuilder.com on October 12, 2016, resulted in 539 jobs within a 50-mile radius of New York City. Although these positions are generally entry level, for new graduates with no relevant work experience, the advertised starting salaries, nevertheless, ranged from $30,000-$65,000. Among the jobs represented were: account managers, business development representatives, communications agents, clinical recruiters, corporate trainers, event coordinators, marketing and sales representatives, operations managers, project coordinators, and telecommunications representatives. A sample of job postings may be found in the Appendix.


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Comparable Programs The Program Comparison Worksheet, which follows, shows the main points of difference between the CUNY SPS program in Liberal Studies and other programs in Liberal Studies offered in the New York metropolitan area. The most significant differences include:

Cost: using the cost of tuition per semester for full-time students as a point of comparison, all the other programs in Liberal Studies offered in the New York metro area are significantly more expensive, with the exception of the program offered by Thomas Edison State University for residents of New Jersey. Tuition costs for the other programs are from four to over seven times greater than for CUNY SPS.

Online: the CUNY SPS Liberal Studies program will offer the only fully online bachelors degree with applied integrated learning and a capstone experience. Only the Thomas Edison State University offers a totally online degree, but without the applied and capstone experiences so highly valued by employers. All the others offer only partly online programs, and only NYU’s Global Liberal Studies program offers a comparable level of applied field experience.

Employment-Focused Competencies: the structure of the CUNY SPS Liberal Studies degree is unique in its focus on the competencies that employers most highly value in potential employees. The emphasis on a broad range of skills which are acquired in multi- and cross-disciplinary studies is unique and sets the Liberal Studies program apart from all its competition.

Flexibility and Support: the Liberal Studies combines the flexibility of an online program with the full-time advising support typical of onsite instruction. The ability of students to take courses when convenient for their schedule is an advantage only if the student can consult with professional advisors to make appropriate academic decisions. The CUNY SPS programs are all distinguished by their high level of advising support, and this support distinguishes the Liberal Arts program from the others similar programs available.


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Program Comparison

Institution Program Title Tuition Target Audience(s) Format Requirement Other Notes

NYU, Arts and Sciences

Global Liberal Studies B.A.4

$24,5315 per term Full-time, traditional student

In-class, some online

31 courses (18 required 13 elective6)

Required year study abroad; choose one of five liberal arts concentrations; no capstone.

PACE University, NYC

Liberal Studies, BA7 $19,864 per semester

Upper-level transfer students, especially adults, offers experiential learning credits


76-77 credit hours (20-26 courses) required

Courses in two or three disciplines, no capstone, no applied integrative learning.

Adelphi University, College for Working Adults

B.A. in Liberal Studies8

$11,000 per semester ($885 per credit hour +$480)

Degree completion for adult students with 60 transferrable credits


12 minimum Prerequisite: minimum 60 credits in transfer, cumulative GPA 2.0; five courses from two concentrations (of 4 in liberal arts).

Marist College Bachelor of Arts and Sciences Liberal Studies Degree Program9

$19,500 minimum 30 credits or 10 courses

Adult, non-traditional students

Online and in-class for liberal arts

10 minimum 4 majors (American Studies, Communication & Arts, Economics, Psychology), not interdisciplinary

Thomas Edison State University

BA in Liberal Studies10

$9,352 ($6,350 instate) annual tuition

Adult learners ("students interested in combining course work in two or more disciplines within Liberal Arts")

Online and in class, may be entirely online

24-25 courses No applied integrative learning (e.g. internships), no capstone experience.

4 http://www.liberalstudies.nyu.edu/page/gls.about 5 http://www.nyu.edu/life/resources-and-services/nyu-studentlink/bills-payments-and-refunds/tuition-and-fee-rates/2016-2017/faculty-of-arts-and-science----liberal-studies-program-2016-2017.html 6 http://liberalstudies.nyu.edu/object/bulletin.ls.academics#GLS 7 http://pace.smartcatalogiq.com/2015-2016/Undergraduate-Catalog/Schools/Dyson-College-of-Arts-and-Sciences/Undergraduate-Degree-Programs/Liberal-Studies-Major-BA 8 http://university-college.adelphi.edu/academics/undergraduate-degrees/b-a-in-liberal-studies/ 9 http://www.marist.edu/admission/adult/online-liberal-studies/courses.html 10 http://www.tesu.edu/heavin/ba/Liberal-Studies.cfm

http://www.liberalstudies.nyu.edu/page/gls.about

http://www.nyu.edu/life/resources-and-services/nyu-studentlink/bills-payments-and-refunds/tuition-and-fee-rates/2016-2017/faculty-of-arts-and-science----liberal-studies-program-2016-2017.html

http://www.nyu.edu/life/resources-and-services/nyu-studentlink/bills-payments-and-refunds/tuition-and-fee-rates/2016-2017/faculty-of-arts-and-science----liberal-studies-program-2016-2017.html

http://liberalstudies.nyu.edu/object/bulletin.ls.academics#GLS

http://pace.smartcatalogiq.com/2015-2016/Undergraduate-Catalog/Schools/Dyson-College-of-Arts-and-Sciences/Undergraduate-Degree-Programs/Liberal-Studies-Major-BA

http://university-college.adelphi.edu/academics/undergraduate-degrees/b-a-in-liberal-studies/

http://www.marist.edu/admission/adult/online-liberal-studies/courses.html

http://www.tesu.edu/heavin/ba/Liberal-Studies.cfm


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Recruitment

The proposed program is designed to serve the needs of several different types of students, of which the most prominent are:

Associate degree students who wish to continue in a liberal arts or liberal studies program and who wish to prepare themselves not by concentrating in a particular academic discipline, including pre- and professional areas, but rather by focusing on career-building competencies.

Completer students who have begun a degree and now wish to finish with a general liberal arts education. Often they currently hold skilled or professional positions and need a degree (but not professional or special discipline training) for advancement.

Adult degree students who have previous college credit and considerable life and/or professional experience/credentials who wish to aggregate their prior college-level learning and apply it to attainment of a bachelor’s degree.

Students who wish to major in humanities online in CUNY: there are no strictly humanities undergraduate online majors in SPS or CUNY. Enrollment patterns in baccalaureate programs at CUNY and throughout the NYC metropolitan area reflect the steady level of student interest in humanities majors across the US.

Students who wish to prepare for advanced study in graduate programs, especially professional programs in business or law.

There is a specific, measurable cohort of CUNY students for whom the proposed program would seem to be especially attractive: community college students with associate degrees in liberal arts. The number of students enrolled in CUNY Liberal Arts associate-degree programs increased by 114%.

Marketing Plan A broad based recruitment and marketing plan will be developed by the Liberal Arts Program Director with support from the CUNY SPS marketing team.

Enrollment

Admissions Requirements Applicants must have a minimum of 24 earned credits from an accredited institution, with a cumulative GPA of 2.5 or better.

Transfer Credit: All bachelor’s degree candidates are eligible to transfer up to 90 academic credits from previous educational institutions. Students must successfully complete at least 30 academic credits at CUNY SPS while matriculated for the degree.

During the transfer evaluation process, courses taken at other institutions are used to fulfill CUNY SPS requirements, where possible. The credit value of transferred courses is assigned to match the credit value of the equivalent course. Other acceptable forms of transfer credit include assessment of prior learning via portfolio evaluation; credit for college-level subject-area examinations such as CLEP, UExcel or DANTES/DSST; and credit for ACE-evaluated corporate or military training. Official transfer credit evaluations are made after a student is accepted and CUNY SPS has received final and official transcripts from all institutions attended.

Enrollment Projections


Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring

35 50 80 85 105 107 121 123 133 145

Detailed five-year enrollment projections are presented in Table 8 in the Appendix.


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Curriculum The proposed Liberal Studies program curriculum forms an iterative matrix in which students will develop, refine, and reflect upon mastery of essential workplace competencies within the context of a broad liberal arts education. Academic knowledge and competencies are introduced in foundation and general education courses, they are practiced and assessed in core courses, and they are synthesized and applied in upper-level experiential learning and capstone courses requiring transfer and presentation of knowledge and skills in new environments. Students will take the Cornerstone Liberal Studies Pro-seminar (LBL 201) in their first semester. The Pro-Seminar introduces the requirements, goals and objectives of the program. Students will draft a complete selection of courses and create a preliminary definition of the capstone project. Students will also begin a Program ePortfolio which will become the record of the entire range of course, experiential, and capstone work leading to conferral of the degree. Foundation Skills and Knowledge courses introduce and develop the skills and disciplinary knowledge of the Liberal Studies degree program: research, writing and oral communication, quantitative and analytical thinking, project management, and computer application Liberal arts foundation courses are organized into three “areas” of inquiry: History and Global Studies; Literature and Communications; and Ethics and Reasoning. The Liberal Studies Pro-Seminar will provide an overview of each area. Liberal Studies Core: Eighteen courses, six in each of the History and Global Studies, Literature and Communications, and Ethics and Quantitative Reasoning areas have been identified as Liberal Studies Core courses. Students take any two courses from one of the three Liberal Studies Core Areas: History and Global Studies, Literature and Communication, and Ethics and Quantitative Reasoning In keeping with the program’s focus on students’ acquisition of measurable workplace competencies, each Liberal Studies Foundation and Core course will feature summative assessments of select competencies. Experiential Learning: Students will fulfill an experiential learning requirement by enrolling in Applied Integrative Learning (LBL 401), an internship placement allowing the development and application of liberal arts knowledge and program competencies. Alternately, adult students who already possess college-level learning acquired on the job may fulfill the experiential learning via Portfolio Development for Prior Learning Assessment (PLA 300), a “reverse internship” that evaluates and credentials experiential learning that students already possess for academic credit. Whichever option is chosen, a reflection on learning—identifying program competencies being used, the transfer of learning and knowledge, and assessing outcomes—remains a central component of the experience. Capstone: As a final requirement for graduation in the proposed Liberal Studies program the student will complete the Capstone Project. The capstone is a two-semester experience that includes research methods, synthesis of skills and knowledge via eportfolio reflective practice, and a substantial research, creative, or applied project demonstrating achievement of Liberal Studies Degree program outcomes. The project topic is created within one of the three Liberal Studies program areas (History and Global Studies, Literature and Communication, or Ethics and Quantitative Reasoning) and developed from coursework in that area. It should be noted at the outset that there already exists a sufficient complement of professional, humanities and social science courses currently offered at SPS to provide virtually all the curricular needs of the proposed program. Furthermore, although the program curriculum is described and calculated using traditional discipline subjects and credit hours, the core program competencies are embedded within the learning outcomes of individual courses and will be reinforced and assessed throughout the program with particular focus on Core courses. Degree Requirements: Completion of the B.A. in Liberal Studies will require a total of 120 credits, distributed as follows:


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Credits LAS

120 90

General Education 39 39

Required 42

Foundation Skills and Knowledge 27

CIS 101 - Computer Fundamentals and Applications 3 3

LBL 201 - Pro-Seminar in Liberal Studies 3 3

PROM 210 - Fundamentals of Project Management 3

Ethics and Quantitative Reasoning

PHIL 110 - Critical Thinking 3 3

PHIL 302 - Ethics in the Workplace 3 3

History and Global Studies

HIST 102 - Origins of the Modern World, 1500-present 3 3

GEOG 301 - International Migration 3 3

Literature and Communication

COM 210 - Writing at Work 3 3

ENG 350 - Advanced Composition and Critical Analysis 3 3

Experiential Learning, take one 3 3

LBL 401 - Internship in Applied Liberal Studies

PLA 300 - Portfolio Development for Prior Learning Assessment

Capstone Project, take all 6 6

LBL 498 - Capstone in Liberal Studies I

LBL 499 - Capstone in Liberal Studies II

Liberal Studies Core, take two courses from one area 6

Ethics and Quantitative Reasoning

CM 301 - Mass Media Ethics: Issues, Cases, and Moral Reasoning

ECO 201 - Microeconomics

MATH 215 - Introduction to Statistics

PHIL 201 - Bioethics

QUAN 201 - Quantitative Reasoning and Society

ORGD 341 - Organizational Change & Leadership

History and Global Studies

AMER 200 - American History and Culture

ART 210 - Modern Art in the City

HIST 202 - Twentieth Century World History

POL 201 - Politics and Government of New York City

SOC 208 - Urban Sociology

SOC 250 - Transformations of Work in America

Literature and Communication

CM 311 - Writing for New Electronic Media

ENG 211 - World Literature

ENG 301 - Science Fiction

ENG 331 - Studies in the Folk Tale and Classic Fairy Tale

FLM 307 - Film Literacies: Communicating Culture Through Film

LANG 201 - Language in the Multicultural Setting

Liberal Arts and Science Electives 18 18

Free Electives 21


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Course Descriptions

All courses already exist in CUNY SPS except those marked with an asterisk.

AMER 200 - American History and Culture (3 credits) Prerequisite: None Explores race, class, and gender in American history and culture. Secondary source material by scholars of American Studies and primary source materials in a variety of genres, including music, poetry, art, and material culture, convey the ways in which American culture has been shaped by and has helped to shape ideas of race, class, and gender.

ART 210 - Modern Art in the City (3 credits) Prerequisite: None Introduces students to 20th and early 21st century visual arts. Examines the biographies of artists and their cultural settings, and explores the products of creative expression as they have been realized through the eyes of painters, photographers, sculptors and architects.

CIS 101 – Computer Fundamentals and Applications (3 credits) Prerequisite: None This course is an introduction to computers and their use in information processing. Topics include hardware and software concepts, elements of telecommunications, networks, and the internet. Emphasis is on using computer programs such as word processing, spreadsheets, and data base management, as well as internet applications.

CM 301 - Mass Media Ethics: Issues, Cases, and Moral Reasoning Prerequisite: None This course is designed to give students an understanding of what it means to act “ethically,” the tools to identify and analyze ethical issues, and knowledge of the ethical norms of print and broadcast journalism, photojournalism, advertising and public relations. It will examine various ethical decision-making models, theories and problems through selected case studies both from the textbook, supplemental readings and current events. After completing this course, students should be able to apply ethical theories, values and principles to the mass media, while developing their own ethical foundations and identities.

CM 311 - Writing for New Electronic Media (3 credits) Prerequisite: None A writing intensive content creation course designed to teach competence in writing for recently evolved electronic media and to foster an understanding of the theory and practice of writing for those media. The course will cover writing content for Internet news, Internet information, as well as writing content for such applications as wikis, blogs, podcasts, vlogs, and webisodes. Other applications may include techniques for writing instant messages, writing headlines for news alerts, and some writing applications for other hand-held electronic devices. Students will individually create blogs, podcasts, Internet news items, and other content. As groups, they will participate in discussion boards, create wikis, webisodes, and online newscasts.

COM 210 - Writing at Work (3 credits) Prerequisite: ENG 101 or equivalent An overview of professional workplace writing, including audience assessment, preparation for writing and research, design, editing, and collaborative writing. Models of effective writing and practice in preparing business correspondence, reports, instructions, proposals, presentations, and web content develop competence in creating documents routinely required of professionals in organizations. Relevant for a wide variety of professions.

ECO 201 – Microeconomics (3 credits) Prerequisite: None An investigation of the microeconomy as seen through the eyes of the individual consumer and firm. Economic concepts, including profits, employment and resources via supply and demand, elasticity, utility, costs, and market structures are applied to significant contemporary economics problems.


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*ENG 350 - Advanced Composition (3 credits) Prerequisite: ENG 101 and ENG 102 or equivalent Introduces advanced composition, reading, and interdisciplinary research skills. Reinforces the analysis and display of quantitative information, the selection of visual elements, and the creation of compelling presentations. Develops strategies for successful collaborative projects. Requires students demonstrate the research and writing competencies appropriate for senior undergraduate studies. ENG 211 - World Literature (3 credits) Prerequisite: None Explores a selection of global literary works from antiquity to the present. Analyzes complete texts and extracts or episodes from texts that reference or connect literary traditions across time and cultures. ENG 301 - Science Fiction (3 credits) Prerequisite: None Examines the history of science fiction literature and film, tracing the development of the "hard" and "soft" sub-genres. Identifies and explains some of the most common tropes, elements, concepts, and styles. Evaluates creative and societal responses to scientific fields such as space exploration, artificial intelligence, time travel, genetic engineering, and the development and future of cyberspace. Considers the impact that public fears of and fascination with science has on literature and film. ENG 331 - Studies in the Folk Tale and Classic Fairy Tale (3 credits) Prerequisite: None Examines the development of folk tale from the oral form to what is known as the literary fairy tale (a tale never intended for children). Explores the global, historical and cultural origins of folk and fairy tales. Analyzes the universality of folk tales by examining the role that they play in the ethnography of diverse cultures. Traces the rise of the literary fairy tale from its origins in the oral folk tales to contemporary rewritings. Introduces diverse folk tales, literary fairy tales, critical essays, and films in order to come to a greater understanding of the complex cultural significance of folk and fairy tales. FLM 307 - Film Literacies: Communicating Culture Through Film (3 credits) Prerequisite: None Introduces the discipline of film studies. Analyzes a nation’s culture and social history through its film. Assesses the impact that historical events, and social, cultural and political movements had on a nation’s cinematic expression. Evaluates the work of individual directors and explores the ways that they translated their perceptions and experiences into film. GEOG 301 - International Migration (3 credits) Prerequisite: None This course is a quantitative and qualitative examination of historic and contemporary international migration patterns. Emphasis is on spatial demographic impacts of immigration policy in the United States with special attention to major urban centers. A comparative analysis of ethnic and racial minorities in the United States will also be offered. HIST 102 - Origins of the Modern World, 1500-present (3 credits) Prerequisite: None Analyzes global relationships in the contemporary world stemming from interactions between civilizations that began half a millennium ago. Introduces students to selected topics which illuminate these patterns and allow us to perceive our own world more clearly. HIST 202 - Twentieth Century World History (3 credits) Prerequisite: None Examines social, cultural, political, and economic changes, events, and concepts that defined and shaped the 20th century. Particular emphasis includes height of European imperialism, First World War, rise of totalitarian regimes,


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Second World War, Cold War, decolonization and the rise of nation-states, genocides and civil wars, revolutions in Asia, Africa and Latin America, Middle East conflict, fall of the Soviet bloc, social and intellectual movements, scientific and technological breakthroughs, and economic globalization. Assesses the impact of these and other subjects upon today's world. LANG 201 - Language in the Multicultural Setting (3 credits) Prerequisite: None Introduces the foundations of linguistics and language acquisition. Analyzes language in multicultural American urban settings. Critiques bilingual/bidialectal families and bilingual education; language and gender; literacy in a changing, technological society; and different dialects and registers of American English. Appraises recent and classic scholarship in linguistics, literature, and related fields. Requires reflection and analysis of personal linguistic experiences and backgrounds. *LBL 201 - Pro-Seminar in Liberal Studies (3 credits) Prerequisite: None Cornerstone Portfolio Pro-Seminar to introduce the requirements, goals, and objectives of the program; to draft a complete selection of courses; to analyze and evaluate careers and employers; and to create a preliminary definition of the project the student will undertake for the degree. Creating an individual Program Portfolio provides a cornerstone as students build their academic career at SPS. *LBL 401 - Internship in Applied Liberal Studies (3 credits) Prerequisite: Permission of Director Practical application of Liberal Studies program skills and concepts in workplace settings, designed to connect academic work to employer expectations. Can be completed via an internship of at least 150 hours, or via analysis of application of learning at a current work experience. Regular analyses and reflection on work and learning experiences are an essential element of this degree requirement. *LBL 498 – Capstone in Liberal Studies I (3 Credits) Prerequisite: Permission of Director First in a two-part capstone sequence for the B.A. in Liberal Studies. Reinforces senior-level undergraduate research methods and skills, leads to the definition of a research question for use in LBL 499, and emphasizes sound project planning. The first part of the capstone guides students through the process of refining their ePortfolios, and requires students to select and thoughtfully reflect on their major projects from throughout the program. *LBL 499 - Capstone in Liberal Studies II (3 credits) Prerequisite: Permission of Director Capstone academic research project, creative project, or applied project demonstrating achievement of Liberal Studies Degree program outcomes. Includes resource and literature review as well as reflection on course and program learning. May be completed in small groups and/or individually. MATH 215 - Introduction to Statistics (3 credits) Prerequisite: None Introduces the basic principles of statistics and probability, with an emphasis on understanding the underlying concepts, real-world applications, and the underlying story that the numbers tell. Uses Microsoft Excel’s statistical functions to analyze data. Provides an introduction to probability, descriptive statistics, hypothesis testing, and inferential statistics. ORGD 341 – Organizational Change and Leadership Prerequisite: None This course is designed to provide students with a conceptual framework and fundamental practical skills needed to plan, design, implement, and manage effective change within organizations. Specific attention is given to processes for assessing organizational functioning from a systems perspective, evaluating drivers of change and change strategies,


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and taking or leading action. Discover how to initiate and implement change, create solutions, and empower and motivate others to take action. PHIL 110 - Critical Thinking (3 credits) Prerequisite: None Focuses on the techniques of rational inference and analytical judgment. These include the study of informal logic (arguing cogently and recognizing common informal fallacies), formal patterns of reasoning (syllogistic and propositional logic), and some distinctive analytical methods used in scientific and professional disciplines. Provides students with the competencies that are requisite to successful career growth and life-long learning. PHIL 201 - Bioethics for Health Professions (3 credits) Prerequisite: None An exploration of complex contemporary ethical problems from healthcare, the environment, and bioethics. Issues include problems of human experimentation and informed consent, end of life issues, reproductive technology, genetic privacy, abortion, allocation of resources, and humans’ relationship with their environment. Classical and contemporary ethical theories, moral theories, and the fundamentals of scientific integrity will be applied to make principled, defensible, moral judgments. PHIL 302 – Ethics in the Workplace (3 credits) Prerequisite: None Introduces the philosophical frameworks used to guide ethical practice in the workplace. Using a case study approach, the course provides an analysis and critique of significant moral issues existing throughout business and industry in both domestic and international markets. Topics covered include classical and contemporary ethical theories, codes of professional conduct, issues such as consent and privacy, and environmental and social responsibilities at the personal, managerial, and organizational level. PLA 300 Portfolio Development for Prior Learning Assessment (3 credits) Prerequisite: ENG 101 or equivalent and permission of the Registrar Guides students in the process of identifying and documenting learning from experience in a prior learning assessment portfolio, with the aim of petitioning for college level credit. Examination of the literature of adult learning and its application to prior learning and future learning goals. This course is graded pass/fail and is open only to students enrolled in undergraduate degree programs at the School of Professional Studies. POL 201 - Politics and Government of New York City (3 credits) Prerequisite: None This course analyzes the politics and government of New York City, including City-State relations; and the role of the City in the region, the nation and the world. Special attention is given to the municipal government's institutions and procedures, and the city's evolving political culture. PROM 210 - Fundamentals of Project Management (3 credits) Prerequisite: CIS 101 or IS 200 Students learn to plan, organize, lead, and evaluate projects—large and small—to ensure that requirements are delivered on time and within budget. Topics include the essentials of initiating a project, defining requirements, scheduling tasks, managing scope, working in cross-functional teams, communicating effectively, resolving conflict, and closing a project. While budget development is beyond the scope of this course, students will be expected to understand simple project budgets. In addition to traditional task lists and timelines, students must generate project charters, change notices, progress reports, and project closing documents.


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QUAN 201 - Quantitative Reasoning and Society (3 credits) Prerequisite: None An interdisciplinary introduction to the ways in which data can be used to enhance thinking and decision-making capacities, including using simple statistical techniques, creating visual representations of quantitative data, deriving accurate conclusions from quantitative data, and using data effectively in analyses and arguments. Assignments build capacity to evaluate and write clearly about quantitative evidence using methods for analyzing and communicating about data that do not require complex mathematics. SOC 208 - Urban Sociology (3 credits) Prerequisite: None The course emphasizes the study of cities and societies from a variety of perspectives, and examines a broad range of theoretical and practical public policy issues, including race and gender, immigration patterns, economic growth and decay, urban politics and elections and population distribution. SOC 250 - Transformations of Work in America (3 credits) Prerequisite: None Using historical and social science perspectives, this course provides an overview of and analyzes changes in the nature, organization, structure, and meaning of work in the U.S. since the dawn of the industrial revolution. What people do at work - using what materials, who works and who doesn't, why people work, where they do it, and for how long are fundamental questions that provide a framework for exploring the transformations. Topics covered include: the impact of technology on work; social attitudes and differentiation of participation in the workforce based on gender, race, class, age, sexual orientation, ability, and religion; work-related rights and obligations, human relations and organizational culture in the workplace; the globalization of work; location and design of the workplace, and shifts in conceptual and practical understandings of job, occupation, profession, and career. Articulation Agreement (Articulation Agreement is being developed with BCC’s AA in Liberal Arts) Support for Student Retention and Progress Towards Completion CUNY SPS has developed an extensive set of student services, beginning at the point of inquiry and designed to maximize student retention and success and promote efficient completion of degree requirements. The proposed program expects to build upon these services by providing:

Individualized advisement on course selection that takes into account the full set of demands on the student’s time and their career and academic goals;

Career and further academic planning guidance beginning in their first semester, delivered by the Career Services office and faculty.

An interactive orientation to online study and to the mechanics of using Blackboard, the program’s content delivery system;

Ongoing assessment of the foundation skills that underlie academic and professional success;

Access to training in the use of software tools required in courses and in the professional workplace, along with helpdesk services;

Online library services and training in the skills underlying information literacy; and,

Full financial aid services.


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Program Learning Outcomes and Competencies

Program Learning Outcomes

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1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—both narrative and numerical—from relevant print, electronic, and live sources; evaluating the cogency of arguments in oral and written form; and applying digital technologies for the acquisition, interpretation and dissemination of data.





BAILS Competencies↓

1. Locate, synthesize and evaluate narrative and numerical information in print, electronic, and live formats.

CIS 101, CM 301, CM 311, ENG 350, LBL 498, LBL 499, PROM 210, QUAN 201, AMER 200, ART 210, GEOG 201, HIST 102, HIST 202, PHIL 302, POL 201, SOC 208, SOC 250

CM 301, CM 311, ENG 350, LBL 498, LBL 499, AMER 200, ART 210, GEOG 201, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, COMM 210, ENG 211, ENG 350, ENG 331, FLM 307, LANG 201, PHIL 110, PHIL 201, PHIL 302

LBL 499, ART 210, GEOG 301, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, ENG 211, ENG 301, ENG 331, FLM 307

LBL 499, CM 301, PHIL 201, PHIL 302

2. Use applications to acquire, interpret, and disseminate data.

CIS 101, LBL 498, LBL 499, ECO 201, ORGD 341

CIS 101, LBL 498, LBL 499, ORGD 341

LBL 499 LBL 499 ORGD 341, PROM 210

3. Combine text, data, and graphics in written and in presentation forms.

ENG 350, QUAN 201, LBL 498, LBL 499, ECO 201, MATH 215

ENG 350, QUAN 201, LBL 498, LBL 499, ECO 201, MATH 215

ART 210, ECO 201 PHIL 302, LBL 499 ORGD 341

4. Create audience-appropriate written communications.

ENG 350, LBL 498, LBL 499, AMER 200, ART 210, CM 301, CM 311, GEOG 201, HIST 102, HIST 202, ORGD 341, POL 201, SOC 208, SOC 250, COMM 210, ENG 211, ENG 350, ENG 331, FLM 307, LANG 201, PHIL 110, PHIL 201

ENG 350, LBL 498, LBL 499, AMER 200, ART 210, CM 301, CM 311, GEOG 201, HIST 102, HIST 202, ORGD 341, POL 201, SOC 208, SOC 250, COMM 210, ENG 211, ENG 350, ENG 331, FLM 307, LANG 201, PHIL 110, PHIL 201

LBL 499, ART 210, GEOG 301, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, ENG 211, ENG 301, ENG 331, FLM 307, PHIL 301, ENG 211, ENG 301, ENG 331, FLM 307, LANG 201

LBL 499, CM 301, PHIL 201, PHIL 302

ORGD 341


27


→







5. Construct and evaluate oral and written arguments emphasizing clarity and reason.

ENG 350, LBL 498, LBL 499, AMER 200, ART 210, CM 301, CM 311, GEOG 201, HIST 102, HIST 202, ORGD 341, POL 201, SOC 208, SOC 250, COMM 210, ENG 211, ENG 350, ENG 331, FLM 307, LANG 201, PHIL 110, PHIL 201, PHIL 302

ENG 350, LBL 498, LBL 499, AMER 200, ART 210, CM 301, CM 311, GEOG 201, HIST 102, HIST 202, ORGD 341, POL 201, SOC 208, SOC 250, COMM 210, ENG 211, ENG 350, ENG 331, FLM 307, LANG 201, PHIL 110, PHIL 201, PHIL 302

LBL 499, ART 210, GEOG 301, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, ENG 211, ENG 301, ENG 331, FLM 307, PHIL 301, ENG 211, ENG 301, ENG 331, FLM 307, LANG 201

LBL 499, CM 301, PHIL 201, PHIL 302

ORGD 341

6. Evaluate the impact of global systems and historical legacies on people’s lives in past, present, and future contexts.

LBL 499, ART 210, GEOG 301, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, ENG 211, ENG 301, ENG 331, FLM 307, PHIL 302

LBL 499, ART 210, GEOG 301, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, ENG 211, ENG 301, ENG 331, FLM 307, PHIL 301, ENG 211, ENG 301, ENG 331, FLM 307, LANG 201, PHIL 302

LBL 499, ART 210, GEOG 301, HIST 102, HIST 202, POL 201, SOC 208, SOC 250, COMM 210, ENG 211, ENG 301, ENG 331, FLM 307, LANG 201, PHIL 302

LBL 499, PHIL 302

7. Identify ethical problems and the ethical implications of personal and professional behavior.

LBL 499, CM 301, PHIL 201, PHIL 302, SOC 208

LBL 499, CM 301, PHIL 201, PHIL 302, SOC 208

LBL 499, SOC 208 LBL 499, CM 301, PHIL 201, PHIL 302, SOC 208

SOC 208

8. Analyze the working of organizations.

ECO 201, ORGD 341, PHIL 302, SOC 250

ECO 201, ORGD 341, PHIL 302, SOC 250

ECO 201, SOC 250 PHIL 302 ORGD 341


28


→







9. Participate effectively in collaborative projects.

LBL 499, CM 301, CM 311, PROM 210, ORGD 341, QUAN 201, POL 201, COMM 210

LBL 499, CM 301, CM 311, ORGD 341, QUAN 201, POL 201, COMM 210

LBL 499, POL 201 CM 301, LBL 499 ORGD 341, PROM 210

10. Manage projects. ORGD 341 ORGD 341, PROM 210 ORGD 341, PROM 210

11. Create and evaluate a professional identity.

LBL 201, LBL 498, LBL 499 LBL 201, LBL 498, LBL 499 LBL 201, LBL 498, LBL 499 LBL 201, LBL 498, LBL 499 CIS101, LBL 201, LBL 401, LBL 498, LBL 499

12. Transfer and reflect upon cross- and co-curricular learning experiences.

LBL 401 LBL 401 LBL 401 LBL 401 LBL 401


29

Faculty Role of Faculty in Development of Program: As indicated above, all but 4 courses already exist at CUNY SPS. The four new courses were developed by Robert Whittaker, Carl Grindley, and Jennifer Sparrow, with input from current CUNY SPS consortial faculty, all of whom are professors with terminal degrees in the humanities. Teaching Faculty for the Program: Although the larger part of the program enrollment will be in existing courses, this will nonetheless require the addition of faculty to cover the projected new sections. Additional support for the Prior Learning Assessment program is also needed. Refer to budget and faculty tables in the appendix for anticipated hiring roll-out and faculty qualifications. Faculty Development Faculty new to teaching online and/or with CUNY SPS are required to attend and pass with a minimum grade of 85% CUNY SPS’ “Preparation for Teaching Online: A Foundational Workshop for CUNY Faculty.” Provided by CUNY SPS’ Office of Faculty Development and Instructional Technology, this two-week, asynchronous, instructor-facilitated workshop is designed to prepare faculty for teaching online and/or hybrid classes. The workshop models effective design and facilitation skills and addresses design issues, pedagogical approaches to teaching online and hybrid courses, as well as organization and management of an online class. It also provides an opportunity for faculty to become more familiar with the environment of the Blackboard LMS from both a student and instructor perspective. The total time on task is estimated at an average of 10 hours for participants. There are no face-to-face meetings required, but additional assistance (in person or online) is available. This foundational workshop has the following objectives, expressed in terms of outcomes for faculty participants:

To gain first-hand experience in and appreciation of the needs of an online learner;

To become familiar with the basic operations and features of a Blackboard classroom from both student and instructor perspectives;

To identify the salient differences and requirements between face-to-face, hybrid and fully online courses;

To identify some widely accepted best practices for online and hybrid teaching;

To apply to one’s own course the necessary instructional design, organizational and facilitation skills, and overall communication strategies as modeled in the certification workshop;

To reflect on past teaching approaches and begin to devise likely strategies for effective assignments and assessments;

To demonstrate basic competencies in producing the essential elements of an online syllabus and schedule, creating an effective announcement, and providing an ice-breaking introductory topic;

To design engaging discussion prompts that will result in active discussion and stimulate critical thinking;

To share ideas concerning online and hybrid teaching with CUNY colleagues within an online community of learners; and

To become familiar with templates and processes needed in order to be ready to teach online. CUNY SPS’ Office of Faculty Development and Instructional Technology (OFDIT) also provides online tutorials and resource materials, as well as one-to-one assistance, for CUNY SPS faculty. An important emphasis in preparing both course developers and trainers is specific strategies for creating and responding to written assignments. The program aims to develop student competence in writing not only in standard academic forms, but also for the purposes they encounter in the professional workplace. A writing handbook will be required for incoming students and used throughout the curriculum. Instructors will learn how to reference sections of the handbook as they are creating writing assignments and later giving feedback to students.


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The proposed program will also take advantage of CUNY SPS’ Faculty Peer Mentoring Program (FPMP) for instructors hired to teach in the program online. FPMP is a research-based, formal peer mentoring program, pairing an experienced faculty member with a new CUNY SPS faculty member for the period of one semester. An essential element of this program is that the peer mentor does not serve in any supervisory or evaluation role in relation to his/her mentee. The program, facilitated by OFDIT, is designed to provide new faculty with the appropriate learning models and skills to teach online effectively at CUNY SPS, offer social and informational support for new faculty, strengthen new faculty members’ connections to the online faculty community at CUNY SPS, and help bridge the gap between initial orientation or training in Blackboard and online teaching and actual management of one’s own online course. The program features a Mentoring Manual for Mentors and Mentees that provides detailed information on procedures, expectations, and a schedule for each stage of the semester along with suggestions for fostering a rewarding mentoring relationship. All forms and guidelines in the Manual focus on best practices for online teaching and the process of self-reflection to improve one’s teaching.

Academic Policies The proposed program will implement procedures intended to ensure that students are fully responsible for all assignments and that the highest standards of academic integrity are maintained. Such policies and procedures are a necessary component of all academic programs, regardless of the form of course delivery. The program will address the issue of academic integrity, which includes, but is not restricted to plagiarism, through several mechanisms:

Clearly worded policy statement: The program will introduce entering students to the policies regarding academic integrity during their initial orientation and then will have these policy statements included in the syllabus of every course. The policy statement will include a description of the kinds of behaviors that violate academic integrity standards, the procedures that will be followed when violations are thought to have occurred, and the consequences for students should violations be confirmed. In general, all students are bound by the academic policies established by the School of Professional Studies and published in the School’s website, academic handbook, and annual bulletin.

Detailed guidelines for students on how to avoid violations of academic integrity policies: In some cases, students include unattributed sections of text, graphics, and other non-original elements in assignments without realizing that this is not allowed. To avoid such incidents, the program will develop and disseminate a detailed guide for students that includes, among other things, online sites where students can submit drafts of assignments before they are given to the instructor and where sections that are copied from other sources are identified.

Teaching practices and training: Instructors will be introduced to the program policies with regard to academic integrity when they begin teaching in the program and will be expected to disseminate reminders to their students each semester. Additionally, instructors will be given guidelines on specific ways to structure assignments and tests so that the possibilities for plagiarism and cheating are minimized.

We are confident that these procedures, taken together, will ensure a program culture in which academic integrity is widely understood and valued and where violations are minimized and relatively easy to detect. We will continue to monitor the professional literature in this area so that our efforts are consistent with current best practice.


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Support Services and Resources In delivering resources to students in the B.A. in Liberal Studies, CUNY SPS will build on its current infrastructure, which supports dozens of degree and certificate programs as well as a portfolio of noncredit programs (both online and in-class). The student, faculty, and administrative services currently offered by CUNY SPS can readily be extended to this new program. CUNY SPS has advisors who are trained to work with undergraduate and graduate students, and all services, including the registrar, bursar, and financial aid offices — available online and in person — likewise have the capacity to handle the additional students. 1. Academic Advisement: A dedicated advisor will provide advisement from pre-application through registration,

completion of degree and graduation. In addition, students receive advisement from faculty teaching their courses and interact with each other and with faculty throughout the semester. This ongoing contact ensures that there are sufficient informal opportunities to discuss academic issues. Each student is issued a CUNY email account facilitating timely communications among students, instructors, advisors, and administrative staff.

2. Instructional Technology: The core educational technology infrastructure is CUNY’s enterprise Blackboard course management system. Blackboard supports the faculty’s requirement to share documents, have group discussions, assign collaborative projects, and respond to individual student questions or assignments. Students are required to complete an online orientation designed to ensure an applied, experiential knowledge of the learning management system and the highly interactive pedagogy practiced by CUNY SPS online programs. The CUNY SPS Help Desk is available to help students and faculty with any technology issues that may arise from 9:30am to 9:00pm Monday – Thursday, 9:30am – 5:00pm on Friday, and 9:30am to 4:30pm on Saturday. More than simply addressing problems as they arise, the Help Desk takes a proactive stance towards support by providing constituents with how-to guides and videos, live training, and regular updates on technology changes. Other support services include admissions, registration, and grade reporting, which are all available online or in-person. Web-based tools, used by well-trained administrative staff, complement this support structure. Everything from admissions and financial aid to course registration and payment is available online. The majority of these services are paid for as part of the School’s general operating budget. Expenses other than personnel include the library, equipment, software and services, marketing, and supplies. The majority of library costs are shared over all CUNY SPS programs. Likewise, a base allocation is provided for equipment, software and services, supplies, and marketing.

3. Library: CUNY SPS partners with Baruch College’s Newman Library to deliver high quality access to online and in-person services. Through this partnership, the Newman Library provides CUNY SPS students and faculty with access to several hundred online databases and information resources in print and electronic formats. Users have access seven days a week to the library’s on-site computing facilities as well as remote access from off-campus locations to thousands of full-text journals, newspapers, and books. A Web-based reference service, in which librarians answer questions via “text chat,” is available 24 hours a day, seven days a week. Beyond the Newman Library, CUNY SPS students also have access to other libraries across the CUNY system.

4. Writing Support and Tutoring: Online writing and tutoring support is provided to CUNY SPS students by a consortium of diverse institutions. Students can choose to speak with a tutor through a live interactive Web conference, on the telephone, using text messaging, or via e-mail. Students may ask questions about specific subject areas, or, if they need assistance writing a paper, they may submit a written draft for a tutor to review. Tutors will not edit, correct, proofread, or rewrite papers. They will, however, coach students to consider the


32

clarity of their work, point out inconsistencies in arguments, and identify problems with grammar. Likewise, if students need additional support in math or statistics, they are encouraged to work with a tutor. Should students need help with research projects, they can choose to work with Research and Information Literacy tutors, all of whom are doctoral students at CUNY.

5. Career Services: CUNY SPS’s Career Services Office helps both current students and alumni seek full-time

employment, think through a career change, or explore internship opportunities. Additionally, the School is implementing programs to address on-the-job issues, professional development, and career assessment needs. The Career Services Office incorporates a mix of the latest technology and digital communications to offer a host of online tools and workshops that meet the diverse needs of this unique community. In addition to traditional methods of placement counseling, the Optimal Resume online career management program is available. This program provides extensive support for resumes, cover letters, interview practice, portfolios, etc., and places career resources within reach of any students or alumni seeking career assistance.

Evaluation Governance and Oversight The Governing Plan of CUNY SPS requires the appointment of the academic director of each degree program to serve on the Governing Council. In addition, each program will have appointed to the Governing Council full-time and consortial faculty elected by and in number equal to 25% of such faculty in each approved degree program who shall also serve for staggered three-year terms. This ensures that each program has representation on the school’s Governing Council. Program Oversight Oversight of the program will be led by the Dean of CUNY SPS, the Associate Deans, the Assistant Dean, the Academic Director, and appointed faculty for the program. 1. Program Outcomes Assessment: All degree programs are required to identify programmatic outcomes, which

include student learning outcomes. Consistent with the requirements of regional accreditation agencies, the focus of evaluation will be on direct assessment of student achievement of learning outcomes using authentic evidence of student work. Assessment will be accomplished by establishing a program assessment cycle and instruments to evaluate student achievement of program competencies. Indirect assessment measures include student course evaluations, the Noel-Levitz survey of student engagement, and grade distributions. In addition to measures of academic achievement, data on retention, progress toward degree, degree completion, and post-graduation outcomes will be tracked as key indices of program success.

2. Course Outcomes: Learning outcomes are defined for each course and provide key reference points for course design and assessment. Courses will use a combination of evaluative devices, both formative and summative, to provide frequent measures of and feedback on student learning progress within courses. Faculty will provide students with written reports before mid‐term, spelling out those areas where students can improve their performance.

3. Satisfactory Progress toward degree: The proposed program will conduct academic review sessions twice each year. These are sessions in which program leaders, along with academic support staff, review students’ records and make decisions with regard to both individual students’ status and program policy and practice.

4. Instructor Performance: Consistent with the practice of other CUNY SPS programs, the program will track instructor effectiveness closely. For courses taught online, each instructor’s readiness for online teaching will be assessed well before the beginning of each term, and necessary training will be required, both in the areas of


33

pedagogy and use of technology tools. Each new instructor will be assigned an experienced online instructor as a mentor, with the mentor providing close oversight and guidance. In addition to reports from the mentors, each instructor—online or in-person—will have his or her course and teaching practices formally evaluated each term via a Peer Teaching Evaluation. Additionally, the extent to which students are successful in mastering course-specific objectives will be an important measure of the accomplishments of each instructor.

Cost Assessment Budget Tables

Budget information is contained in the Appendices as follows:

Table 5: New Resources

Table 6: Projected Revenue

Table 7: Five-Year Financial Projections Worksheet

Table 8: Five-Year Revenue Projections Worksheet


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Baughman, J.A., Brumm, T.J., and Mickelson, S.K. (2012). Student Professional Development: Competency-Based

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Bennet, R. (2002). Employers' Demands for Personal Transferable Skills in Graduates: a content analysis of 1000

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http://www.bls.gov/emp/ep_chart_001.htm

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Commission on the Humanities and Social Sciences. (2013). The Heart of the Matter. Cambridge, MA: American

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APPENDICES


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Course Syllabi Note: Syllabi are only included for courses that do not yet exist at CUNY SPS.


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CUNY School of Professional Studies Program: BA in Liberal Studies Course: LBL 201 - Pro-Seminar in Liberal Studies Type of Course: Required Credits: 3 Credits, Undergraduate Prerequisites: None COURSE DESCRIPTION Cornerstone Portfolio Pro-Seminar to introduce the requirements, goals, and objectives of the program; to draft a complete selection of courses; to analyze and evaluate careers and employers; and to create a preliminary definition of the project the student will undertake for the degree. Creating an individual Program Portfolio provides a cornerstone as students build their academic career at SPS.

LIBERAL STUDIES PROGRAM LEARNING OUTCOMES Students will: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—






COURSE-SPECIFIC LEARNING OUTCOMES Students will: Note: The bracketed numbers refer to the Liberal Studies program competencies. 1. Create and update an individual program ePortfolio [2, 10, 11]; 2. Analyze the Liberal Studies curriculum and program requirements, Program Learning Outcomes, and competencies

[10]; 3. Create a plan of study comprising program courses, minor concentration courses (if chosen), electives, and transfer

courses [4, 10]; 4. Explore and analyze career fields, employer expectations, methods for gaining access to the job market, and create a

professional profile and identity [8, 11]; 5. Outline plans for a capstone project, including applied integrative learning (internship, PLA, etc.) [4, 10, 11, 12]; 6. Apply and reflect on the techniques used for group work [9]; 7. Demonstrate the ability to use Word, Excel and PowerPoint applications [2].

REQUIRED TEXTS

Bolles, Richard. What Color Is Your Parachute? 2017 (Updated annually)Ten Speed Press, 2016

Gillies, Bruce The 21st Century Career Search System Prominent Books, LLC, 2016

Tufte, V. Artful Sentences: Syntax as Style. Graphics Press, 2006


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All other readings and essays will be included in the course site.

ASSIGNMENTS

Percent

EPortfolio (18 points) 18

Capstone Draft (10 points) 10

Weekly Reflections (13 x 4 points) 52

Discussions (13 x 1 points) 13

Academic Plan (7 points) 7

Total 100%

GRADING

Letter Grade Ranges % GPA

A 93 - 100 4

A- 90 - 92.9 3.7

B+ 87 - 89.9 3.3

B 83 - 86.9 3

B- 80 - 82.9 2.7

C+ 77 - 79.9 2.3

C 73 - 76.9 2

C- 70 - 72.9 1.7

D 60 - 69.9 1

F < 60 0

ACTIVITIES

Create a Program ePortfolio: This is a collaborative activity in which a self-selected pair of students assist each other in completing a Program ePortfolio. Follow the instructions for Liberal Studies in ePortfolios@CUNYSPS (https://cunyonline.digication.com/studentresource/Getting_Started/published) and use the Program template. Several assignments will require adding materials to the ePortfolio. Periodic peer evaluations will be conducted. Capstone Draft: In the last semester of the Liberal Studies Program, students complete a Capstone Project which they begin in their first semester of the Program. This initial activity requires students to select a project, describe how it fits into their academic plan, including the applied integrative learning. The draft will be presented in PowerPoint and entered into the ePortfolio. This draft, of course, is subject to significant modifications as the student progresses, shifts focus, adds or changes interests. Academic Plan: Students, working in affinity groups of two to four, compile a plan of coursework which they will complete in fulfillment of the Liberal Studies Program requirements. The plan will include explanations of the rationale for choosing courses and the relationships among cross- and co-curricular learning in the plan. The plan will use Excel and be placed in the student’s ePortfolio. WEEKLY REFLECTIONS: Each week students will write a reflection on their activities that week. The reflections are 350-500 word brief analyses and evaluations of progress made and difficulties encountered. A select number of reflections will become part of each student’s Program ePortfolio. DISCUSSIONS: Discussions require students to respond to assigned readings on topics such as individuality and personal privacy, individual and group ethical standards and responsibility, career and job trends, the relative importance of different skills and competencies, employee and employer expectations, personal and group interactions, statistical knowledge and personal experience, the nature of historical trends and prediction. The regular weekly discussions include readings and questions. Students reply to the initial questions using discussion materials and post at least two substantive responses to other learners.

https://cunyonline.digication.com/studentresource/Getting_Started/published


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Week General Topic Assignment Activity

1 Introductions and Group Selection

Self-Introduction; Survey of Aspirations; Pick Partners, Affinity Groups

Discussion Board: Self-Introduction; Academic Integrity; Complete Survey & Respond

2 ePortfolio Set up Program ePortfolio [PeP] using paired teams

Complete the registration and set-up; explore model eP’s; Design elaborations on the Liberal Studies template

3 Individualize the PeP content Complete the bio, personal concerns and aspirations, support sections; integration of other Program courses

4 Peer Evaluation Group evaluation and response, with comments and responses

5 Liberal Studies analysis

Analysis and Evaluation of the Liberal Studies PLOs

Readings and discussion on the skills of a successful professional

6 Analysis of the Liberal Studies Competencies

Research and analysis of competencies: examples of work/life applications.

7 Academic Plan Draft full academic plan Excel: semester by semester courses and alternatives, showing the requirements completed

8 Analysis and explanation of the academic plan, presented to a panel of peers

Analysis of how these choices, especially applied integrative learning, support a possible capstone project

9 Career & Employment

Tools, techniques, data analysis for studying the job market

Readings, discussion, sample analyses

10 Analysis and evaluation of a segment of the market: employer expectations

Choose a segment, establish a three person teams with similar aspirations/areas for joint research; research plan

11 Conduct research, write conclusions on the chosen segment

Three-person research team: dividing responsibilities

12 PowerPoint presentation and reflection Reflection on the advantages and difficulties of team work; peer evaluation of other groups’ presentations

13 Capstone Draft Select and define a Capstone Project Analysis of how the project results from academic plan and career expectations

14 Reflection and sharing Pair sharing: reflection on course and project as capstone

ACCESSIBILITY AND ACCOMMODATIONS: The CUNY School of Professional Studies is firmly committed to making higher education accessible to students with disabilities by removing architectural barriers and providing programs and support services necessary for them to benefit from the instruction and resources of the University. Early planning is essential for many of the resources and accommodations provided. Please see: https://sps.cuny.edu/student-services/disability-services

ONLINE ETIQUETTE AND ANTI-HARASSMENT POLICY: The University strictly prohibits the use of University online resources or facilities, including Blackboard, for the purpose of harassment of any individual or for the posting of any material that is scandalous, libelous, offensive or otherwise against the University’s policies. Please see: http://catalog.sps.cuny.edu/content.php?catoid=2&navoid=205.

ACADEMIC INTEGRITY: Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the educational mission of the City University of New York and the students' personal and intellectual growth. Please see: https://sps.cuny.edu/about/dean/policies/academic-and-student-policies/academic-integrity

STUDENT SUPPORT SERVICES: If you need any additional help, please visit Student Support Services: https://sps.cuny.edu/student-services

https://sps.cuny.edu/student-services/disability-services

http://catalog.sps.cuny.edu/content.php?catoid=2&navoid=205

https://sps.cuny.edu/about/dean/policies/academic-and-student-policies/academic-integrity


https://sps.cuny.edu/student-services


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CUNY School of Professional Studies

Program: BA in Liberal Studies Course: LBL 401 – Internship in Applied Liberal Studies Type of Course: Required Credits: 3 Credits, Undergraduate Prerequisites: Permission of Director COURSE DESCRIPTION Practical application of Liberal Studies program skills and concepts in workplace settings, designed to connect academic work to employer expectations. Can be completed via an internship of at least 150 hours, or via analysis of application of learning at a current work experience. Regular analyses and reflection on work and learning experiences are an essential element of this degree requirement. LIBERAL STUDIES PROGRAM LEARNING OUTCOMES ADDRESSED IN THIS COURSE Students will: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—






REFLECTING ON LEARNING FROM EXPERIENCE (EXPERIENTIAL LEARNING) This course develops learning through practical experience and requires regular reflection on the effectiveness and results of this process. Learning from experience can be described as a four-stage iterative process, outlined in the Kolb Experiential Learning Cycle.11 The four stages are Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experiment. This process of reflecting can begin at any point in the cycle, but it continues through all four and then repeats in a series of concentric, spiraling processes. The four events may be described as follows:

What did I experience or do?

How did I experience or do this, how well?

What can I conclude from this event or act, or what ideas did it yield?

How should I (or can I) adapt or alter this act or experience to greater effect by applying my conclusions or new ideas?

This brief (less than 3 minutes) video explains Kolb’s reflective cycle using teaching as an example of experience: https://www.youtube.com/watch?v=ObQ2DheGOKA . This course provides regular (bi-weekly) opportunities to reflect

11 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

https://www.youtube.com/watch?v=ObQ2DheGOKA


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on how workplace experiences enhance and/or produce learning and to write reflections on the process of learning from experience. COURSE-SPECIFIC LEARNING OUTCOMES Current employment experience and prospective internship placement will differ for each participant. The general learning outcomes for LBL 401 – Internship in Applied Liberal Studies represent basic categories of learning, but the specific outcomes will reflect the individual experience or internship. Students define their own experiential learning outcomes by creating a personal statement of learning objectives that includes two required program competencies, and two selected program competencies in two additional categories.

Required Learning Objectives: choose both

11. Create and evaluate a professional identity.

12. Transfer and reflect upon cross- and co-curricular learning experiences.

Academic Learning Objectives: choose two from o 01. Locate, synthesize and evaluate narrative and numerical information in print, electronic, and live formats. o 02. Use applications to acquire, interpret, and disseminate data. o 03. Combine text, data, and graphics in written and in presentation forms. o 05. Construct and evaluate oral and written arguments emphasizing clarity and reason. o 06. Evaluate the impact of global systems and historical legacies on people’s lives in past, present, and future

contexts.

Professional Learning Objective: choose two from o 04. Create audience-appropriate written communications. o 07. Identify ethical problems and the ethical implications of personal and professional behavior. o 08. Analyze the working of organizations. o 09. Participate effectively in collaborative projects. o 10. Manage projects.

This personal statement will be submitted at the beginning of the course and will be maintained (and revised, if necessary) in the course ePortfolio. EMPLOYMENT OR INTERNSHIP AGREEMENT An agreement describing the student’s expectations and responsibilities, the placement or work experience, and the reporting structures will be created with the course instructor or program director. This agreement must be completed before the beginning of the semester. ASSIGNMENTS

Percent

Statement of Learning Objectives (10 points) 10

Revised Capstone Draft (15 points) 15

Bi-Weekly Journal or Blog (7 x 5 points) 35

Midterm Report (15 points) 15

Final Report (25 points) 25

Total 100%

GRADING


A 93 - 100 4

A- 90 - 92.9 3.7

B+ 87 - 89.9 3.3

B 83 - 86.9 3

B- 80 - 82.9 2.7

C+ 77 - 79.9 2.3

C 73 - 76.9 2

C- 70 - 72.9 1.7

D 60 - 69.9 1

F < 60 0


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ACTIVITIES Statement of Learning Objectives: A statement of Learning Outcomes, submitted by the end of the first week. The statement may be revised with the agreement of the instructor. A copy of the statement will be placed in the student’s program ePortfolio. Revised Capstone Draft: The Capstone Draft created in the first semester of the Program will be revised by the end of this course in order to reflect the ways in which the experiences in LBL401 have impacted the design of the Capstone Project. The Revised Capstone Draft will be placed in the program ePortfolio. Bi-Weekly Journal or Blog: A journal or blog report of 500 to 750 words describing the week’s experiences and reflecting on their relationship to individual learning outcomes is due every other week, except those weeks when a Midterm and Final Report is due. Midterm and Final Report: The Midterm Report will analyze and reflect on how the work experience or internship is meeting the individual student’s learning objectives, summarizing the analyses and reflections contained in the bi-weekly blogs or journal entries. The Final Report will use the Kolb Experiential Learning framework to reflect on the degree to which the learning experience has developed Liberal Studies program competencies. Midterm Report is submitted at the end of the seventh week and the Final Report is due during the final exam period. The reports should each be at least 1000 but no more than 1500 words. ACCESSIBILITY AND ACCOMMODATIONS: The CUNY School of Professional Studies is firmly committed to making higher education accessible to students with disabilities by removing architectural barriers and providing programs and support services necessary for them to benefit from the instruction and resources of the University. Early planning is essential for many of the resources and accommodations provided. Please see: https://sps.cuny.edu/student-services/disability-services ONLINE ETIQUETTE AND ANTI-HARASSMENT POLICY: The University strictly prohibits the use of University online resources or facilities, including Blackboard, for the purpose of harassment of any individual or for the posting of any material that is scandalous, libelous, offensive or otherwise against the University’s policies. Please see: http://catalog.sps.cuny.edu/content.php?catoid=2&navoid=205. ACADEMIC INTEGRITY: Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the educational mission of the City University of New York and the students' personal and intellectual growth. Please see: https://sps.cuny.edu/about/dean/policies/academic-and-student-policies/academic-integrity STUDENT SUPPORT SERVICES: If you need any additional help, please visit Student Support Services: https://sps.cuny.edu/student-services







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Program: BA in Liberal Studies Course LBL 498 - Capstone in Liberal Studies I Type of Course: Required Credits: 3 Credits, Undergraduate Prerequisites: Permission of Program Director

COURSE DESCRIPTION First in a two-part capstone sequence for the B.A. in Liberal Studies. Reinforces senior-level undergraduate research methods and skills, leads to the definition of a research question for use in LBL 499, and emphasizes sound project planning. The first part of the capstone guides students through the process of refining their ePortfolios, and requires students to select and thoughtfully reflect on their major projects from throughout the program.

LIBERAL STUDIES PROGRAM LEARNING OUTCOMES Students will: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—both

narrative and numerical—from relevant print, electronic, and live sources; evaluating the cogency of arguments in oral and written form; and applying digital technologies for the acquisition, interpretation and dissemination of data.





COURSE-SPECIFIC LEARNING OUTCOMES After completing this course, the student should be able to: Note: The bracketed numbers refer to the Liberal Studies program competencies. A. Select an appropriate research topic [1,2,6,7] B. Plan a major research project [3,4,5,10] C. Select examples academic projects that exemplify the program’s competencies [11,12]; D. Craft reflective statements on student learning [3,4,5]; and E. Create a compelling ePortfolio [11,12].

ASSIGNMENTS

Percent

Literature Review 10

Topic Development 5

Reflective Statements (8x5 points) 40

ePortfolio Revision 20

Research Outline 10

Discussion Board Prompts 15

Total 100%

GRADING

Letter Grade Ranges % GPA A 93 - 100 4

A- 90 - 92.9 3.7

B+ 87 - 89.9 3.3

B 83 - 86.9 3

B- 80 - 82.9 2.7

C+ 77 - 79.9 2.3

C 73 - 76.9 2

C- 70 - 72.9 1.7

D 60 - 69.9 1

F < 60 0


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ACTIVITIES Literature Review: Students will be instructed in senior undergraduate research methods and will be expected to produce a comprehensive literature review of their selected topic. Topic Development: Working from smaller essays and projects created throughout their degree program, students will select and develop a topic for their capstone project. Research Outline: Students will create a preliminary outline of their research project and will devise a timetable for completion documenting all steps in the project. ePortfolio Revision: Students will revise the ePortfolios created in LBL 201 and populate the ePortfolios with projects, essays, presentations and other artifacts from their completed courses, describing how each project fulfills the program’s goals and competencies. Reflective Statements: Students will craft 1-2 page reflections on their attainment of the program’ss 12 competencies, as they are expressed through the projects that students chose in the ePortfolio design process. Discussion Board Prompts: Students will participate in discussions on issues in research, and aid one another in topic development, peer review of reflections, and other activities. Schedule of Assignments (Assignments are due at midnight Saturday of the assigned week(s)):

Unit Weeks Subject Activities Words

1 1 Introduction to the course and to the capstone process.

DB introductions 150

2 2-3 Research methods: what are the common tools and strategies for research at the senior undergraduate level?

DB: questions about issues in research

300

3 4 Topic Development: what major papers or projects has the student created, and which one would be appropriate for an extended revision?

DB: peer review on possible topics; a statement of purpose.

300-500

4 5-6 Literature Review: the research and observations, what knowledge is gained, what is discovered, what is still to be done, where are any weaknesses)

DB: on sources; a review of literature

650

7-8 Research Outline: the creation of an outline for the senior capstone, including the creation of a Gantt Chart detailing goals, tasks, deadlines, critical dependencies

DB on time management; a project outline and Gantt Chart

500

5 9-13 Reflective Statements: Selection of 8 projects from prior classes and 8 reflective statements.

DB: peer review of reflective statements; 8 reflective statements

2000-3000

6 14 ePortfolio Revision: A revision of the ePortfolio created in LBL 201

DB: reflections on term’s progress; a revised ePortfolio

150

ACCESSIBILITY AND ACCOMMODATIONS: The CUNY School of Professional Studies is firmly committed to making higher education accessible to students with disabilities by removing architectural barriers and providing programs and support services necessary for them to benefit from the instruction and resources of the University. Early planning is essential for many of the resources and accommodations provided. Please see: https://sps.cuny.edu/student-services/disability-services ONLINE ETIQUETTE AND ANTI-HARASSMENT POLICY: The University strictly prohibits the use of University online resources or facilities, including Blackboard, for the purpose of harassment of any individual or for the posting of any material that is scandalous, libelous, offensive or otherwise against the University’s policies. Please see: http://catalog.sps.cuny.edu/content.php?catoid=2&navoid=205. ACADEMIC INTEGRITY: Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the educational mission of the City University of New York and the students' personal and intellectual growth. Please see: https://sps.cuny.edu/about/dean/policies/academic-and-student-policies/academic-integrity STUDENT SUPPORT SERVICES: If you need any additional help, please visit Student Support Services: https://sps.cuny.edu/student-services






46


Program: BA in Liberal Studies Course LBL 499 - Capstone in Liberal Studies II Type of Course: Required Credits: 3 Credits, Undergraduate Prerequisites: Permission of Program Director COURSE DESCRIPTION Capstone academic research project, creative project, or applied project demonstrating achievement of Liberal Studies Degree program outcomes. Includes resource and literature review as well as reflection on course and program learning. May be completed in small groups and/or individually. LIBERAL STUDIES PROGRAM LEARNING OUTCOMES Students will: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—






COURSE-SPECIFIC LEARNING OUTCOMES After completing this course, the student should be able to: Note: The bracketed numbers refer to the Liberal Studies program competencies. 1. Choose and define a project, including a project timeline:

a. Define an issue, problem, information gap, or creative endeavor in an area of previous study or interest and define its scope and timeline. [1,2,10,12]

b. Demonstrate skills as an independent learner, project planner, and critical thinker. [1,2,5,10] 2. Develop the project employing analysis and review of previous work, literature or performances, and effectively

structure the project timeline, namely: a. Design the project based on theory and knowledge from courses taken towards the degree which explain

and/or resolve the chosen topic. [01, 6,7,12] b. Research and analyze the information gap, issue, or problem by studying its origins, past literature on it,

and/or previous contributions to its resolution. [01,02,7.12] 3. Produce a multifaceted project, i.e.:

a. Synthesize the elements of research to produce a comprehensive, valid result in a concrete format [1,2,3,4,5,]

b. Derive conclusions by using external resources that reflect pertinent knowledge. [01,02,] c. Apply appropriate elements of academic discourse, utilizing standard academic English in a manner suited to

the intended audience. [04, 05]


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4. Submit the presentation and a reflection, namely: a. Present an ethically responsible final project in an academic, professional format. [03,04,05,07] b. Reflect on the capstone experience, relate capstone learning to previous studies, and evaluate the capstone

project in relation to personal and career goals. [11,12] SELECTION AND DEFINITION OF CAPSTONE PROJECT LBL 499 builds on previous program coursework, both required and elective. The process of selecting a topic for the Capstone is begun in the LBL101 Pro-Seminar, project stages are recorded and evaluated in the program ePortfolio, and further developed in the program foundation courses. The project topic is created within one of the three Liberal Studies program threads (History and Global Studies, Literature and Communication, or Philosophy and Reasoning) and developed from coursework in that thread. Examples of project topics: - History and Global Studies: - Historical Site Preservation: Integrity, Accessibility, Political Impact, Stability - Urban Cultural Heritage: Documents, Oral history, Analysis, Ethnic Diversity, Political Impact - Evaluating Sustainability: Infrastructure v. Environment - Literature and Communication - Public Art & Performance: Social v. Individual Expectations - Medical Humanities: Applied Literature, Art, Performance in Understanding Medicine - Social Media and Evolving Communication Needs: Change v. Habit - Philosophy and Reasoning - Problems in Bio and Medical Ethics - Limits and Liabilities of Information: Security v. Privacy - Measuring Innovation and Tradition: Science v. Humanities

ASSIGNMENTS

Percent

Capstone Definition (10 points) 10

Literature-Background Review (15 points) 15

Methodology Report (10 points) 10

Mid-term Report (5 points) 5

Research and Findings (40 points) 45

Conclusions (15 points) 10

Final Reflection (10 points) 5

Total 100%

GRADING


A 93 - 100 4

A- 90 - 92.9 3.7

B+ 87 - 89.9 3.3

B 83 - 86.9 3

B- 80 - 82.9 2.7

C+ 77 - 79.9 2.3

C 73 - 76.9 2

C- 70 - 72.9 1.7

D 60 - 69.9 1

F < 60 0

ACTIVITIES Chapters & Subjects: The Capstone Project is divided into units or chapters, each with its own subject or task. The project comprises five chapters plus reflection. The "Introduction" will contain a timeline for completion of the project. Each chapter is submitted as part of the course and as part of the program ePortfolio. The content and size of each unit is indicated in the schedule below. Discussion Board (DB): The first three chapters of the project are submitted for discussion by the entire class through the Discussion Board (DB). Students will respond to comments from members of the class. The grading for these first three units include points for discussion and response (see the schedule below). Mid-Term Progress Report: A brief report of 75-150 words describing progress to date with reference to the Project timeline. Due by the end of the eighth week and placed in the program ePortfolio. Final Project: The Final Project is a written document, or a visual project with a substantial written commentary, that represents the five chapters described in the schedule below and which will be submitted to the student’s program


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ePortfolio by the end of the thirteenth week. The written work (not to exceed 8000 words) will conform to accepted standards of academic discourse including appropriate style sheets. Reflection: A reflection of 500 to 750 words on the learning experience of the Capstone Project, its relation to the student’s academic plan and career expectations. The design will follow the four-stage Kolb Experiential Learning Cycle (described in the syllabus for LBL401). The reflection shall be submitted to the student’s program ePortfolio by the beginning of Final Exam week.

Schedule of Assignments (Assignments are due at midnight Saturday of the assigned week(s)):

Unit Weeks Chapter Subject Activities Words

1 1 Introduction Definition of Project: based on previous coursework, materials from ePortfolio)

Definition shared in DB, with personal introduction, reflection on significance of topic

500-700

2 2 & 3 Literature Review

Resources: develop research techniques, use of sources; based on completed coursework; include annotated bibliography and/or references to sources to be used: evaluation of sources)

Group: DB with questions about scope, format, timeline; other students’ evaluations

1000-1500

3 4 & 5 Project Design

Methodology: what are the objectives of the project, what techniques or research methods will be used, what are the expected results and limitations

Group: DB and group share, feedback

750-1000

4 6 thru 11

Research and Findings

Results: the research and observations, what knowledge is gained, what is discovered, what is still to be done, where are any weaknesses)

Individual work 2000-4000

8 Progress report on preliminary results 75-150

5 12 & 13 Conclusions Summary: Results of research and observations, what knowledge is gained, what is discovered, the meaning of the conclusions

Individual work, share on DB

750-1000

6 14 Reflection Significance: value of the project for the researcher-student, reflection on the place of the project in the student’s learning and development, in the project and in the program

Share on DB 500-750










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Program: BA in Liberal Studies Course Name and Number: ENG 350 - Advanced Composition Type of Course: Required Credits: 3 credits, Undergraduate Prerequisites: ENG 101 and ENG 102 or equivalents

COURSE DESCRIPTION Introduces advanced composition, reading, and interdisciplinary research skills. Reinforces the analysis and display of quantitative information, the selection of visual elements, and the creation of compelling presentations. Develops strategies for successful collaborative projects. Requires students demonstrate the research and writing competencies appropriate for senior undergraduate studies.

LIBERAL STUDIES PROGRAM LEARNING OUTCOMES Students will: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—





5. Demonstrate detailed awareness of essential aspects of personal career development, including professionalism and effective self-presentation; complex project management, including the student’s own career path documented by an eportfolio; and application of learning to new, complex situations in the workplace through integrative curricular and co-curricular experience.

COURSE-SPECIFIC LEARNING OUTCOMES Students will:

1. Localize, synthesize and evaluate narrative and numerical information in print and electronic formats [1]; 2. Use computer applications to acquire, interpret, and disseminate data [2]; 3. Combine text, data, and graphics in written and in presentation forms [3]; 4. Construct and evaluate oral and written arguments emphasizing clarity and reason [5]; 5. Demonstrate mastery of Standard Written English [4]; 6. Create a variety of academic research assignments [4, 5]; 7. Participate effectively in collaborative projects [9].

REQUIRED TEXT All required readings will be distributed via PDF on the course’s Blackboard site.


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ASSIGNMENTS

Points

Discussion board prompts 150

Annotated bibliography 50

Figure assignment 50

Graphing assignment 50

Review of scholarship 50

Short research paper 150

Short narrated presentation 150

Research poster 150

Group presentation 200

Total 1000

GRADING


A 93 - 100 4

A- 90 - 92.9 3.7

B+ 87 - 89.9 3.3

B 83 - 86.9 3

B- 80 - 82.9 2.7

C+ 77 - 79.9 2.3

C 73 - 76.9 2

C- 70 - 72.9 1.7

D 60 - 69.9 1

F < 60 0

Discussion Board Prompts: Students address open-ended prompts covering major points from the class readings, short writing or research tasks, or specific topics related to the development of their research topics. Students will open new critical perspectives and engage their classmates. Participation on the Discussion Board is worth a maximum of 150 points and will be graded at the end of each week. This assignment assesses Course-Specific Learning Objectives 1 and 2. Annotated Bibliography: Students will use the library’s scholarly databases to find, briefly summarize, and correctly document and present an annotated bibliography of 5 peer-reviewed sources on a single research topic. The Annotated Bibliography is worth a maximum of 50 points. This assignment assesses Course-Specific Learning Objectives 1, 5, and 6. Figure Assignment: Students will locate and caption an illustration, diagram or photo that they have found in a reliable source. Students will correctly present the figure according to APA standards and write a short interpretation of the figure. The Figure Assignment is worth a maximum of 50 points. This assignment assesses Course-Specific Learning Objectives 1, 2, and 3. Graphing Assignment: Students will locate and assess quantitative data they find online and then create or recreate a graph or chart of the data. The graph or chart will be created using Microsoft Excel and will be properly labeled and simply presented for maximum comprehension. The Graphing Assignment is worth a maximum of 50 points. This assignment assesses Course-Specific Learning Objectives 1, 2, and 3. Review of Scholarship: Students will use their existing Annotated Bibliographies, find two additional refereed articles, and create a one-to-two page Review of Scholarship. The Review of Scholarship is worth a maximum of 50 points. This assignment assesses Course-Specific Learning Objectives 1, 4, and 6. Short Research Paper: Students will use Microsoft Word to create a short research paper. Short Research Papers will be based on the same topic selected for the Narrated Presentation and the Research Poster. Short Research Papers will be at least 1500 words. Short Research Papers must be documented and presented according to APA style. Short Research Papers must show clear and rational organization, and through careful analysis present a persuasive argument. Short Research Papers will be evaluated on the use of Standard English, the quality of the argument and structure, and the integration of secondary research. Short Research Papers are worth a maximum of 150 points. This assignment assesses Course-Specific Learning Objectives 1, 2, 4, 5, and 6. Narrated Presentation: Students will use Microsoft PowerPoint to create a narrated presentation. The Narrated Presentation will be based on the same topic selected for the Short Research Paper and the Research Poster. Narrated Presentations must be thoughtfully designed and all images used documented correctly. Narrated Presentations will show clear and rational organization, and through careful analysis present a persuasive argument. Narrated Presentations will be shared with the class and will receive peer comment. Narrated Presentations are worth a maximum of 150 points. This assignment assesses Course-Specific Learning Objectives 1, 2, 3, 4, and 6. Research Poster: Students will use Microsoft PowerPoint to create a research poster. The Research Poster will be based on the same topic selected for the Short Research Paper and the Narrated Presentation. Research Posters must be thoughtfully designed, and all images used documented correctly. Research Posters must show clear and rational organization, excellent use of images and graphs and charts, and through careful analysis present a persuasive


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argument. Research Posters will be shared with the class and will receive peer comment. Research Posters are worth a maximum of 150 points. This assignment assesses Course-Specific Learning Objectives 1, 2, 3, 4, 5, and 6. Group Project: Small teams of students will use Microsoft PowerPoint to create collaborative, multi-part, narrated presentations. Groups will develop their own topic for the project. Group Projects must be thoughtfully designed and all images used documented correctly. Group Projects must show clear and rational organization, and through careful analysis present a persuasive argument. Group Projects are worth a maximum of 200 points. This assignment assesses Course-Specific Learning Objectives 1, 2, 3, 4, 6, and 7. SCHEDULE

Week Topic Reading

Week 1 The purpose, audiences and types of scholarly writing TBA

Week 2 Creating an academic voice TBA

Week 3 Working with the library’s electronic resources TBA

Week 4 Creating an annotated bibliography in APA format TBA

Week 5 Structuring a short research paper TBA

Week 6 Finding and interpreting images TBA

Week 7 Creating and presenting images TBA

Week 8 Finding and reading graphs and charts TBA

Week 9 Creating and presenting graphs and charts TBA

Week 10 Structuring a basic narrated presentation TBA

Week 11 Structuring a basic research poster TBA

Week 12 Collaboration in research projects TBA

Week 12 Collaboration in research projects TBA

Week 13 Literature review TBA

Week 14 Building scholarly consensus TBA

Week 15 Writing effective peer review TBA












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Program: BA in Liberal Studies Course Name and Number: PHIL 302 - Ethics in the Workplace Type of Course: Required Credits: 3 credits, Undergraduate Prerequisites: None

COURSE DESCRIPTION Introduces the philosophical frameworks used to guide ethical practice in the workplace. Using a case study approach, the course provides an analysis and critique of significant moral issues existing throughout business and industry in both domestic and international markets. Topics covered include classical and contemporary ethical theories, codes of professional conduct, issues such as consent and privacy, and environmental and social responsibilities at the personal, managerial, and organizational level.

LIBERAL STUDIES PROGRAM LEARNING OUTCOMES Students will: 1. Conduct individual research on an advanced level, including locating, synthesizing, and evaluating information—both

narrative and numerical—from relevant print, electronic, and live sources; evaluating the cogency of arguments in oral and written form; and applying digital technologies for the acquisition, interpretation and dissemination of data.




5. Demonstrate detailed awareness of essential aspects of personal career development, including professionalism and effective self-presentation; complex project management, including the student’s own career path documented by an eportfolio; and application of learning to new, complex situations in the workplace through integrative curricular and co-curricular experience.

FLEXIBLE CORE AREA LEARNING OUTCOMES D- Individual and Society

Students will: 1. Gather, interpret, and assess information from a variety of sources and points of view. 2. Evaluate evidence and arguments critically or analytically. 3. Produce well-reasoned written or oral arguments using evidence to support conclusions. 4. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the

relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology.

5. Examine how an individual’s place in society affects experiences, values, or choices. 6. Articulate and assess ethical views and their underlying premises. 7. Articulate ethical uses of data and other information resources to respond to problems and questions. 8. Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or

collective decision-making.

This course will address Learning Outcomes 1,2,3,4,5 and 6.


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COURSE-SPECIFIC LEARNING OUTCOMES Students will: 1. Apply philosophical techniques of moral reasoning and argumentation to common ethical issues in business and

industry; 2. Identify appropriate ethical practices or codes of conduct relevant to specific workplace situations; 3. Provide examples of morally acceptable/morally questionable actions in the workplace, and explain why they are

ethically acceptable or questionable. 4. Evaluate alternative ethical approaches to a range of moral issues and dilemmas in the contemporary workplace; and 5. Describe morally ambiguous workplace behaviors and decisions, and explain their resolution by means of ethical

principles.

REQUIRED TEXT All required readings will be distributed via PDF on the course’s Blackboard site.

ASSIGNMENTS

Points

Discussion board prompts 150

Short papers (3x50) 150

Case studies (3x150) 450

Narrated Presentation 250

Total 1000

GRADING


A 93 - 100 4

A- 90 - 92.9 3.7

B+ 87 - 89.9 3.3

B 83 - 86.9 3

B- 80 - 82.9 2.7

C+ 77 - 79.9 2.3

C 73 - 76.9 2

C- 70 - 72.9 1.7

D 60 - 69.9 1

F < 60 0

Discussion Board Prompts: Students address open-ended prompts covering major points from the class readings, short writing or research tasks, or specific topics related to the development of their research topics. Students will open new critical perspectives and engage their classmates. Participation on the Discussion Board is worth a maximum of 150 points and will be graded at the end of each week. This assignment assesses Course-Specific Learning Objectives 1 and 2.

Short Papers: Students will use Microsoft Word to create three short expository papers. Short Papers will be based on the background philosophy readings for the course, the background readings on whistle blower laws, and the background readings on workplace conduct laws. Short Papers will be at least 1000 words. Short Papers must be documented and presented according to APA style. Short Papers must show clear and rational organization, and through careful analysis present a persuasive argument. Short Papers will be evaluated on the use of Standard English, the quality of the argument and structure, and the integration of secondary research. Short Papers are worth a maximum of 50 points. This assignment assesses Course-Specific Learning Objectives 1 and 2.

Case Studies: Students will produce written analyses of video case studies of ethical problems. Case Studies will be evaluated on students’ ability to describe and identify ethical issues, contextualize specific ethnical considerations, and suggest alternative ethical approaches and describe their probable resolutions. Each Case Study is worth a maximum of 150 points. This assignment assesses Course-Specific Learning Objectives 3, 4, and 5.

Narrated Presentation: Students will use a presentation application to create a narrated presentation. The Narrated Presentation will be based on an issue in workplace ethics. Narrated Presentations must be thoughtfully designed and all images used documented correctly. Narrated Presentations will show clear and rational organization, and through careful analysis present a persuasive argument. Narrated Presentations will be shared with the class and will receive peer comment. Narrated Presentations are worth a maximum of 250 points. This assignment assesses Course-Specific Learning Objectives 1-6.


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WEEKLY SCHEDULE:

WEEK TOPIC READING ASSIGNMENT

Week 1 Philosophical Foundations: Aristotle’s Virtue Ethics and its Application to the Contemporary Workplace

TBA TBA

Week 2 Philosophical Foundations: Kant’s Deontological Ethics and its Application to the Contemporary Workplace

TBA TBA

Week 3 Philosophical Foundations: Mill’s Consequentialist Ethics and its Application to the Contemporary Workplace

TBA TBA

Week 4 Legal Permissibility, Social Acceptability and Ethical Justifiability: What are the Differences?

TBA TBA

Week 5 Workplace-Specific Codes of Conduct and Ethical Responses to Cultural Taboos

TBA TBA

Week 6 Ethical Choice and Technological Capability: The Case of Big Data

TBA TBA

Week 7 Corporate Wrongdoing and the Whistleblower TBA TBA

Week 8 Sexism in the Workplace: Personal, Managerial, and Corporate Ethics Issues

Week 9 Health-Care Bioethics: Are Genetic Patents Morally Defensible? TBA TBA

Week 10 International Environmental Ethics: A Consequentialist Assessment of Bhopal and the BP Oil Spill (and What to do Next Time)

TBA TBA

Week 11 What Does Corporate Financial Responsibility Entail? Ethical Deliberations on the S&L Crisis, Enron, and The Big Short

TBA TBA

Week 12 Product Liability and the Grounds for Moral Condemnation: GM’s Ignition Switch, VW’s Emissions Defeat Device, and Takata’s Recall Denial

TBA TBA

Week 13 Hiring, Promotion, Compensation, Dismissal: Ethical Models for HR Decision-Making

TBA TBA

Week 14 False Advertising – or Free Speech? Where to Draw the (Ethical) Line?

TBA TBA

Week 15 Admissions Preferences in the Academy: Are They Ethical? TBA TBA










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Table 1a: Undergraduate Degree Program Schedule – Full Time § Indicate academic calendar type: _x_Semester __Quarter __Trimester __Other (describe)

TRANSFER Check course classification(s)

Course Number & Title Cr LAS Maj New Prerequisite(s)

General Education - English Composition 3 3 None

General Education - Mathematical and Quantitative Reasoning 3 3 None

General Education - Life and Physical Sciences 3 3 None

Creative Expression 3 3 None

Individual and Society 3 3 None

Electives 15 6

Term credit total: 30 21 0

Year 1 - Fall Check course classification(s)


World Cultures and Global Issues - TBD by student 3 3 None

U.S. Experience in its Diversity - TBD by student 3 3 None

English Composition - TBD by student 3 3 None

Scientific World - TBD by student 3 3 None

LBL 201 - Pro-Seminar in Liberal Studies 3 3 3 Y None


Year 1 - Spring Check course classification(s)


GEOG 301 - International Migration 3 3 3 None

Individual and Society - TBD by student 3 3 None

COM 210 - Writing at Work (College Option) 3 3 3 ENG 101 or equivalent

SPS Common Core Option - TBD by student 3 3 TBD

CIS 101 - Computer Fundamentals and Applications 3 3 None




HIST 102 - Origins of the Modern World, 1500-present 3 3 3 None

ENG 350 - Advanced Composition and Critical Analysis 3 3 3 Y ENG 101 and ENG 102 or equivalents


PROM 210 - Fundamentals of Project Management 3 3 CIS 101 or IS 200

PHIL 110 - Critical Thinking 3 3 3 None





3 3 None

QUAN 201 - Quantitative Reasoning and Society 3 3 3 None

Liberal Arts Electives 9 9



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LBL 401 - Internship in Applied Liberal Studies 3 3 3 Y Permission of Director

PHIL 302 - Ethics in the Workplace 3 3 3 Y None

LBL 498 - Capstone in Liberal Studies I 3 3 Y Permission of Director



Year 3 – Spring Check course classification(s)


Electives 9


LBL 499 - Capstone in Liberal Studies II 3 3 3 Y Permission of Director


Program Totals: 120 90 42


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Table 1a: Undergraduate Degree Program Schedule – Part Time TRANSFER Check course classification(s)


General Education - English Composition 3 3 None

General Education - Mathematical and Quantitative Reasoning 3 3 None

General Education - Life and Physical Sciences 3 3 None

Creative Expression 3 3 None

Individual and Society 3 3 None

Electives 15 6




LBL 201 - Pro-Seminar in Liberal Studies 3 3 3 Y None

English Composition - TBD by student 3 3 None

Scientific World - TBD by student 3 3 None




U.S. Experience in its Diversity - TBD by student 3 3 None

Individual and Society - TBD by student 3 3 None




World Cultures and Global Issues - TBD by student 3 3 None

CIS 101 - Computer Fundamentals and Applications 3 3 None




GEOG 301 - International Migration 3 3 3 None

ENG 350 - Advanced Composition and Critical Analysis 3 3 3 Y ENG 101 and ENG 102 or equivalents





HIST 102 - Origins of the Modern World, 1500-present 3 3 3 None




PROM 210 - Fundamentals of Project Management 3 3 CIS 101 or IS 200

QUAN 201 - Quantitative Reasoning and Society 3 3 3 None



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COM 210 - Writing at Work (College Option) 3 3 3 ENG 101 or equivalent





PHIL 110 - Critical Thinking 3 3 3 None

PHIL 302 - Ethics in the Workplace 3 3 3 Y None


Year 5 – Fall Check course classification(s)



3 3 None

Electives 6




LBL 401 - Internship in Applied Liberal Studies 3 3 3 Y Permission of Director





LBL 498 - Capstone in Liberal Studies I 3 3 Y Permission of Director





Electives 6

LBL 499 - Capstone in Liberal Studies II 3 3 3 Y Permission of Director


Program Totals: 117 87 36


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Table 2: Full-Time Faculty

Faculty Member Name and Title

Program Courses to be Taught Percent Time to Program

Highest and Other Applicable Earned Degrees & Disciplines

Additional Qualifications:

Jennifer Sparrow, Assistant Dean, Academic Affairs

PLA 300: Portfolio Development for Prior Learning Assessment

15% Ph.D. English Literature, Wayne State University

Carl Grindley, Professor LBL 201: Pro-Seminar in Liberal Studies; LBL 401: Internship in Applied Liberal Studies; LBL 498 – Capstone in Liberal Studies I; LBL 499: Capstone in Liberal Studies II; ART 210: Modern Art in the City ENG 350: Advanced Composition and Critical Analysis ENG 211: World Literature

50% Ph.D. English Language, University of Glasgow.

Cathlamet Prize in Poetry, Ravenna Press, 2012; Community College Humanities Association, Eastern Division Service Award: 2010, 2008; Plymouth State University, 28th Annual Medieval and Renaissance Forum, Award for Dedicated Teaching and Promising Scholarship in Medieval Studies, 2007; wrote three books, numerous articles in refereed journals; conference papers.

Bonnie Oglensky, Associate Professor, Academic Director

SOC 250: Transformations of Work in America ORGD 341: Organizational Change & Leadership SOC 208: Urban Sociology

5% Ph.D. Sociology, CUNY Graduate Center.

Numerous awards, grants, and fellowships including Carnegie Foundation Grant 2012, PSC-CUNY Grant 2012 and 2011; scholarly presentations at international, national, and regional conferences; book author, wrote numerous journal articles, and chapters in edited volumes.


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Table 3: Part-Time Faculty Faculty Member Name and Title

Program Courses to be Taught Highest and Other Applicable Earned Degrees & Disciplines

Additional Qualifications

Kate Moss, Adjunct Lecturer

CM 311: Writing for New Electronic media; COM 210: Writing at Work

Ph.D. Candidate, English, CUNY Graduate Center; M.Phil. English, CUNY Graduate Center

Freelance writer; website developer; Communication Fellow; Morton Cohen Dissertation Year Travel Award, English Department, CUNY GC; numerous conference presentations and lectures.

Jordi Getman, Associate Professor

AMER 200: American History and Culture; HIST 102: Origins of the modern World, 1500-present HIST 202: Twentieth Century World History

Ph.D. Modern European History, University of Wisconsin, Madison; B.A. History and Spanish, University of Arkansas, Fayetteville, Graduated J. William Fulbright Honors Scholar, Magna Cum Laude.

Presidential Grant, CUNY, 2009; BCC-CUNY Outstanding Faculty Mentor Award, 2007; Book manuscript currently under review; Editor, The Modern World: A History Pearson; wrote numerous journal articles and conference papers.

Michael FitzGerald, Professor

PHIL 110: Critical Thinking; PHIL 201: Bioethics PHIL 302: Ethics in the Workplace

Ph.D. Philosophy, New School for Social Research.

Founder and Director, Faculty Computing Center, 1990-1995; co-authored numerous journal articles; Co-Chair and Co-Editor, Medgar Evers College Self Study (for Middle States Association accreditation), 1985-87.

Joan Mosely, Adjunct Lecturer

MATH 215: Statistics M.S. Education, Capella University; B.S. Mathematics, Virginia Commonwealth University.

NYS Teacher of Mathematics, 7-12, Permanent; NYS School District Leader; Executive Director, Office of Adult and Continuing Education for New York City Dep't. of Education; symposium presenter.

Maria Enrico, Professor FLM 307: Film Literacies: Communicating Culture Through Film; POL 201: Politics and Government of New York City LANG 201: Language in the Multicultural Setting

Ph.D. Comparative Literature, The Catholic University of America.

Director of Academic Affiliations/Executive Director, The American University of Rome; numerous academic presentations and publications; recipient of many awards, including the NY National Endowment for the Humanities Grant, Bordighera Press Translation Award, and juror for the Zerilli Marimò City of Rome Prize for Italian Narrative.

Sandy Figueroa, Adjunct CIS 101: Computer Fundamentals and Applications

M.S. Business Education, Hunter College; 56 credits in M.S. Program in Business Computer Information Systems, Baruch College.

Distinguished Educator of the Year - Hostos Community College, 2010; presenter at many academic conferences, including the Seventh Annual CUNY General Conference May 2011 and CUNY IT Conference December 2010.

Zakhar Berkovich, Adjunct Lecturer

QUAN 201: Quantitative Reasoning and Society

M.S. Education Administration and Policy, B.S. Biology, and B.A. Judaic Studies,

Director of Undergraduate Student Services, University at Albany; Microsoft Office Specialist


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University at Albany, SUNY Expert in Microsoft Word; serves on many boards, councils, and committees.

Andrew Boyarsky PROM 210: Fundamentals of Project Management

M.S.M. Hult International Business School; Licensed Project Management Professional, Project Management Institute.

Manages large-scale, multi-agency training program for the NYC Office of Emergency Management Training; 2011 Michael Ribaudo Award for Information Technology Excellence, The City University of New York.

Susan Quarrell, Adjunct Lecturer

ENG 301: Science Fiction; ENG 331: Studies in the Folk Tale and Classic Fairy Tale ENG 350 Advanced Composition

M.A. English Literature, CUNY, Lehman College.

Faculty Resource Network grant. New York University, 2014, 2016; presented at scholarly conferences.

Leon Battista, Adjunct Lecturer

ECO 201: Microeconomics M.Phil. Economics, The New School. Coordinator of Economics, CUNY Bronx Community College

Bradley Gardener, Adjunct Assistant Professor

GEOG 301: International Migration Ph.D. Geography and Cartography, CUNY Graduate Center.

Visiting assistant professor at Temple University; published scholarly articles and chapters, book reviews.


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Table 4: Faculty to be Hired

Title/Rank of Position No. of New Positions Minimum Qualifications (including degree and discipline area)

Expected Course Assignments Expected Hiring Date

n/a


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Table 5: New Resources

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Full Time Faculty $170,820 $174,237 $271,299 $276,725 $282,260

Part Time Faculty $18,080 $54,240 $40,680 $54,240 $67,800

Full Time Staff $78,701 $80,275 $81,880 $83,518 $85,188

Part Time Staff $0 $0 $0 $0 $0

Library $2,500 $2,500 $2,500 $2,500 $2,500

Equipment $3,500 $1,000 $1,000 $1,000 $1,000

Laboratories $0 $0 $0 $0 $0

Supplies & Expenses (OTPS)

$48,700 $48,940 $49,187 $49,442 $49,704

Capital Expenditures

$0 $0 $0 $0 $0

Other $13,000 $13,000 $13,000 $13,000 $13,000

Total all $335,301 $374,191 $459,546 $480,425 $501,452


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Table 6: Projected Revenue

Revenues


2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Tuition Revenue

01. From Existing Sources

02. From New Sources $196,193 $380,095 $489,322 $561,425 $636,243

03. Total $196,193 $380,095 $489,322 $561,425 $636,243

State Appropriation


05. From New Sources

06. Total $0 $0 $0 $0 $0

Other Revenue


08. From New Sources

09. Total $0 $0 $0 $0 $0

Grand Total

10. From Existing Sources $0 $0 $0 $0 $0

11. From New Sources $196,193 $380,095 $489,322 $561,425 $636,243

TOTAL $196,193 $380,095 $489,322 $561,425 $636,243


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Table 7: Five-Year Financial Projections for Program Worksheet


2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Full Time Faculty Actual Salaries

Full Time Faculty (Professor) $113,126 $115,389 $117,696 $120,050 $122,451

Full Time Faculty (Associate Professor) $61,972 $63,211 $64,476

Full Time Employee Fringe Benefits (51.0%) $57,694 $58,848 $91,631 $93,463 $95,333

Sub Total F/T Faculty $170,820 $174,237 $271,299 $276,725 $282,260

Part Time Faculty Actual Salaries

Adjunct Faculty $16,000 $48,000 $36,000 $48,000 $60,000

Part Time Faculty Actual Fringe Benefits (13%) $2,080 $6,240 $4,680 $6,240 $7,800

Sub Total P/T Faculty $18,080 $54,240 $40,680 $54,240 $67,800

Full Time Staff Base Salary (list separately)

Assistant Dean for Academic Affairs (@15%) $20,700 $21,114 $21,536 $21,967 $22,406

Program Support (@ 50% of time) $47,444 $48,392 $49,360 $50,347 $51,354

Full Time Staff Fringe Benefits (51%) $10,557 $10,768 $10,984 $11,203 $11,427

Sub Total F/T Staff $78,701 $80,275 $81,880 $83,518 $85,188

LIBRARY

Library Resources $2,500 $2,500 $2,500 $2,500 $2,500

Sub Total Library $2,500 $2,500 $2,500 $2,500 $2,500

EQUIPMENT

Computer Hardware $2,000 $1,000 $1,000 $1,000 $1,000

Office Furniture $1,500

Sub Total Equipment $3,500 $1,000 $1,000 $1,000 $1,000

SUPPLIES AND EXPENSES (OTPS)

Office Supplies $200 $200 $200 $200 $200

Faculty Development $4,000 $4,120 $4,244 $4,371 $4,502

Travel and Conferences $4,000 $4,120 $4,244 $4,371 $4,502

Membership Fees $500 $500 $500 $500 $500

Advertising and Promotion $40,000 $40,000 $40,000 $40,000 $40,000

Sub Total OTPS $48,700 $48,940 $49,187 $49,442 $49,704

Other (list separately)

Intellectual Property (course development) $8,000 $8,000 $8,000 $8,000 $8,000

Miscellaneous $5,000 $5,000 $5,000 $5,000 $5,000

Sub Total Other $13,000 $13,000 $13,000 $13,000 $13,000

TOTAL $335,301 $374,191 $459,546 $480,425 $501,452


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Table 8: Five-Year Revenue Projections for Programs Worksheet

Assumptions: 1. Tuition for 2017-2018 reflects the projected tuition rate. Tuition for the remaining years reflect an annual 2% increase. 2. Enrollment and graduation figures are based on available retention and graduation rates at CUNY SPS. 3. New cohorts size based on the following: Year one, fall enrollment target is 35 students, spring target is 25 students. In year two, a 15% increase from previous fall is expected for new fall students, and 5% increase for spring students. From there on, there is an anticipated new cohort enrollment increase of 3%.


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Five Year Enrollment and Course Section Projections


1st Term 2nd Term 3rd Term 4th Term 5th Term 6th Term 7th Term 8th Term 9th Term 10th Term

Full-Time 10 12 22 20 28 24 31 27 33 28

Part-Time 25 38 58 65 77 83 90 96 100 117

Full time section seats* 40 49 87 81 112 96 123 107 130 114

Part time section seats* 50 76 117 129 154 166 180 192 199 234

TOTAL SEATS 90 125 204 210 266 262 303 299 329 348

COURSE SECTIONS 4 5 8 8 11 10 12 12 13 14

Taught by FT Professor 2 3 2 3 2 3 2 3 2 3

Taught by FT Lecturer 3 4 3 4 3 4

Taught by Adjuncts 2 2 6 5 6 3 7 5 8 7

Adjuncts per year 4 12 9 12 15

*Full time seats calculated at four seats per student. Part time seats calculated at two seats per student


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SED Application for Distance Education Format THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 OFFICE OF HIGHER EDUCATION Office of College and University Evaluation 5 North Mezzanine, Education Building 89 Washington Avenue Albany, New York 12234 Tel. (518) 474-2593 Fax (518) 486-2779

Application for Addition of the Distance Education Format to a Registered Program

Name of Institution: CUNY School of Professional Studies at the Graduate School and University Center

CEO or Designee: George Otte, Associate Dean of Academic Affairs

Signature: Date:

The signature of the institutional representative indicates the institution’s commitment to support the proposed distance education program.

Distance Education Contact Person: George Otte, Associate Dean of Academic Affairs

Telephone: 646.344.7258 Fax:

E-mail: [email protected]

Program Title: Liberal Studies Program Code: TBD

Degree or Certificate Awarded: B.A. HEGIS Code: 4901

Anticipated enrollment in distance program:

Initial: 35 Maximum by year 3: 230

Term length (in weeks) for the distance program: 15

(Is this the same as term length for classroom program?) Yes Px No

How much "instructional time" is required per week per credit for a distance course in this program? Answer: Instructional time is the same as traditional in-person courses – 45 hours per course.

(Do not include time spent on activities that would be done outside "class time", such as research, writing assignments, or chat rooms.)

What proportion or percentage of the program will be offered in Distance Education format? Answer: 100%

Part A: Institution-wide Issues: Submit this part for the first Distance Education program proposed by your institution. This will be kept in a master file, and will not need to be resubmitted for each new proposed online program, unless there are changes.

Answer: This is not the first online degree program at the School of Professional Studies. Part B: Program-Specific Issues: Submit this part for each new request to add Distance Education Format to a registered program.

mailto:[email protected]


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I. LEARNING DESIGN How does your institution ensure that the same academic standards and requirements are applied to the program on campus and through distance learning? If the curriculum in the Distance Education program differs from that of the on-ground program, please identify the differences. Answer: To ensure that the standards and requirements of the proposed program are fully consistent with programs that are 100% face-to-face in the City University and elsewhere, fulltime faculty from several CUNY colleges were involved in the program design. Online programs at the CUNY School of Professional Studies are designed, developed, and implemented according to the New York State Education Department’s Principles and Standards of Good Practice for Distance Education. The Liberal Studies program will also follow best practices in online education identified by the Middle States Commission on Higher Education and the Western Cooperative for Educational Telecommunications. These organizations expect colleges and universities to demonstrate their institutional commitment to a new program. CUNY has proven its commitment through its insistence on academic rigor, its investment of resources in learner support, and its mandate for ongoing program evaluation and continuous improvement. As is the case for the School’s current degrees, the Dean will oversee and implement continuous improvement through regularly scheduled assessment of student satisfaction, learning effectiveness, student outcomes, and faculty satisfaction. In addition to internal control processes, the CUNY SPS will participate in Middle States reviews through its affiliation with the CUNY Graduate School and University Center. Are the courses that make up the distance learning program offered in a sequence or configuration that allows timely completion of requirements? Answer: Yes, the courses will be offered in a configuration that allows timely completion of requirements. The course offering schedule will provide all students with the opportunity to enroll full-time each semester, including summer, and to meet enrollment requirements for financial-aid eligibility. Course pre- and co-requisites also have been set to allow for uninterrupted progress through the required coursework. How do faculty ensure that the technological tools used in the program are appropriate for the content and intended learning outcomes? Answer: The new Liberal Arts program will use the complete suite of online education tools offered by the University. In addition to software options standard throughout the University, the online programs use other technology options that facilitate interaction and collaboration between students and their instructors and peers. Also, instructors are trained to use resources to create online mini-lectures that can be accessed by students repeatedly and on a 24/7 basis. Decisions about “which technologies to use for which activities” were derived from previous experience in the online programs offered at the School of Professional Studies and a long history of online education at the City University of New York. As part of the program’s overall quality control initiative, consortial faculty and other instructional staff meet each semester to evaluate individual student progress as well as macro-level program trends. Critical to these discussions are effective pedagogies and appropriate technologies. Faculty can draw on their own experiences with these technologies and from student input from end-of-term surveys. At these meetings, the group will set and refine plans for using new technology tools. Additionally, program leaders and faculty will interact regularly with software and hardware vendors and, through conference attendance and other means, keep informed about new options. How does the program provide for appropriate and flexible interaction between faculty and students, and among students?


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Answer: Regular interaction and collaboration between students and with their faculty is essential for the success of distance learning programs. To create and support these exchanges, the program will use the communication features of the University’s Blackboard course management system, including many innovative plug-ins that allow students to collaborate efficiently. Students will participate in online discussions, co-author team projects, keep running journals of their field experiences, and create their own blogs for communicating research results. For those times that students wish to work together in small groups, they will have access to Blackboard Collaborate, an online tool that will allow students located anywhere to see each other’s computer screens; coauthor a document or spreadsheet simultaneously; and communicate both in text and, if they choose, with audio and visual connections. How do faculty teaching online courses verify that students are doing their own work? Answer: All students are bound by the academic policies established by the CUNY School of Professional Studies and published in the School’s web site, academic handbook, and annual bulletin. However, that does not diminish the need to develop assessment mechanisms that ensure that each student leaves with the knowledge and skills expected of program graduates. Instructors routinely use the SafeAssign feature of the Blackboard course management system that compares students’ written work with a very large database of previously published work and highlights sections that have been copied without appropriate attribution. To make certain that each student is doing his or her own work, faculty routinely replace traditional quizzes and exams that test for facts and information acquisition with project-based work, which assesses practice-based competencies and has longer time-on-task requirements. With project-based assessment, faculty often require pre-project proposals and other incremental submissions that establish a narrative pattern which, when changed midstream, makes cheating obvious. Further, the extended submission stream makes it difficult for anyone to serve as a “stand in,” as could happen with isolated remote exams. Public course discussion forums provide another device that establishes each student’s narrative voice which is hard for someone else to reproduce. When faculty do give exams, the questions often are open-ended so that students must synthesize the material from previous learning modules. This technique limits the chances of someone else doing the students’ work. II. OUTCOMES AND ASSESSMENT Distance learning programs are expected to produce the same learning outcomes as comparable classroom-based programs. How are these learning outcomes identified -- in terms of knowledge, skills, or credentials -- in course and program materials? Answer: Each course syllabus has a clear set of competencies—identifying required subject matter mastery, contextual considerations, and practice-based skills—that students must demonstrate to successfully complete the course. In addition, program outcomes will be clearly outlined in web site content, bulletins, and other program materials. Faculty will also review these requirements at the beginning of each course. The broad learning outcomes specified for the Liberal Studies program was developed in collaboration with full time faculty and current adjunct faculty who are expert practitioners and well as staff of service agencies responsible for staff education. Describe how the means chosen for assessing student learning in this program are appropriate to the content, learning design, technologies, and characteristics of the learners. Answer: The majority of courses will emphasize complex project-based and case analysis assignments so that students will have to demonstrate a more complete understanding of the concepts and information in courses and mastery of course content. The majority of courses require presentations, either individually or in teams, in which students present their own solutions to problems and cases. Rubrics will be developed for these assignments and shared with students as guides for their work and for the interpretation of feedback. This mode of assessment is a critical supplement to the fact-based measurements afforded by exams and quizzes.


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III. PROGRAM EVALUATION What process is in place to monitor and evaluate the effectiveness of the distance learning program on a regular basis? Answer: The CUNY School of Professional Studies uses a two-part process for monitoring academic quality and tracking programmatic outcomes of its distance learning programs. The program’s academic director—someone holding faculty rank—will supervise ongoing operations on a semester-by-semester basis and be responsible for addressing student concerns in all aspects of their enrollment. In addition, there will be a group of consortial faculty members who will guide the program’s content, quality of education, and student learning. The consortial faculty, along others who teach in the program, will meet twice each semester to evaluate individual student progress as well as macro-level program trends. At these meetings, the larger group will set and refine the agenda for the year to come. Secondly, the dean and associate deans will (and do) take a proactive role in monitoring and understanding student success and satisfaction for all programs. The School’s senior leadership, academic directors, and senior staff at CUNY SPS regularly review student progress and retention metrics. How will the evaluation results will be used for continuous program improvement? Answer: Each year, the CUNY School of Professional Studies conducts a strategic planning process, tied to the University-wide Performance Management Process (PMP), where administrative and academic directors come together to discuss the successes and challenges of the previous year and to set a course for the next. By combining the perspectives of those who teach and others who provide critical student and administrative support, the School is better able to create holistic solutions for the problems that students face. By bringing together representatives from across all programs, the School is sure to develop inclusive responses that better serve everyone. During the planning process, evidence provides the backbone for future action; pass rates, retention and graduation statistics, student survey results, and a breadth of operational performance metrics will guide the planning process and future resource investments. Individual student stories add depth and quality to these metrics and are especially valuable in identifying opportunities for improvement. How will the evaluation process assure that the program results in learning outcomes appropriate to the rigor and breadth of the college degree or certificate awarded? Answer: The evaluation process includes an “academic review” each term, attended by the academic director and consortial faculty, as well as any teaching faculty who wish, to meet and discuss each student’s performance. This review of both quantitative and qualitative data provides in-depth information about students’ competency acquisition, beyond simple alpha-numeric grades. It also gives faculty the information they need to guide students in upcoming courses. Students’ thesis and other research projects will be evaluated by faculty as part of the ongoing assessment process for academic programs, to ascertain that program learning outcomes and goals are being met.


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