QUEENSBOROUGH COMMUNITY COLLEGE...3 . Abstract . The dual/joint degree program between Queensborough...

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QUEENSBOROUGH COMMUNITY COLLEGE

OF THE CITY UNIVERSITY OF NEW YORK

PROPOSAL FOR A

DUAL/JOINT DEGREE PROGRAM IN ASSOCIATE IN APPLIED SCIENCE (A.A.S.) IN NURSING

LEADING TO THE BACHELOR OF SCIENCE (B.S.) IN NURSING

EFFECTIVE FALL 2013

SPONSORED BY THE DEPARTMENTS OF NURSING AT:

QUEENSBOROUGH COMMUNITY COLLEGE CHAIR: PROF. ANNE MARIE MENENDEZ

YORK COLLEGE DIRECTOR: PROF. JOANNE LAVIN

APPROVED BY:

YORK SENATE: May 8, 2012 QCC ACADEMIC SENATE: May 8, 2012

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Table of Contents

Page

Abstract 3 Purpose and Goals 4 Need and Justification 5 Students 6

Interest/Demand 6 Enrollment Projections 7 Admission Requirements 7

Curriculum 7 Cost Assessment 11

Faculty 11 Facilities and Equipment 11 Library and Instructional Materials 11

Appendices 12 Program Scheduling 13 Faculty Teaching Assignments 15 New Resources Table 44 Projected Revenue Table 45 Supporting Materials for Projected Revenue Table 46 Five-year Financial Projection 49

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Abstract The dual/joint degree program between Queensborough Community College’s Nursing program and the upper division baccalaureate program at York College is a curricular collaboration that will result in a higher rate of seamless progression of Queensborough Community College (QCC) nursing graduates through the upper division baccalaureate program at York College. Like its predecessor, the dual/joint program with Hunter College, it is believed that this dual/joint degree program will serve as a model for other CUNY AAS and BS nursing programs and will be replicated across the university. The inception of the program is timely, even at a national level, as several states already have or are currently pursuing jointly registered programs, including Oregon, Hawaii, and California.

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Purpose and Goals The dual/joint degree program between Queensborough Community College’s Nursing program and the upper division baccalaureate program at York College is a curricular collaboration that will result in a higher rate of seamless progression of Queensborough Community College (QCC) nursing graduates through the upper division baccalaureate program at York College. This proposal is modeled on the QCC-HBSON dual enrollment program developed 2011. An additional objective of this dual/joint degree is to increase the student's knowledge of and ability to use health care technologies: electronic health records, telehealth and simulation. QCC and York have created an alliance to share campus laboratory and nursing student resource center materials. Both programs have incorporated simulation throughout the curriculum to teach and provide students with experiences in a variety of complex patient situations. Typically, students are not allowed to work with these patients. Simulation provides students with the experiences needed to be able to practice safely and effectively with critically ill patients after graduation. The Federal Health Information Technology (HIT) Plan requires all health care institutions to transition from paper-based patient information systems to Electronic Health Record (EHR) by 2014. Both QCC and York have incorporated the Neehr Perfect EHR system into the nursing curricula. This provides students with the opportunity to work with an electronic patient health record system, accessing data and collaborating with other health team members. The Quality and Safety Education in Nursing (QSEN) initiative has identified informatics as a core competency for health care workers. Infomatics is viewed as key in reducing health care errors and patient deaths. Integration of EHR and simulation in the curriculum will expose students to these technologies and will foster this competency in students. Simulation can also promote development of clinical judgment in critical situations in a safe environment by presenting a variety of patient situations and allowing students to assess, plan and implement appropriate care. With limitations on clinical time, placement sites, and faculty time, Simulation can be a valuable addition to clinical education. It works best when realism is an integral part of the experience. Providing opportunities for students to simulate realistic scenarios is enhanced with the use of equipment that is utilized in the clinical area. The use of simulated patient scenarios has been incorporated in QCC and York nursing education to provide students with opportunities to develop clinical reasoning and decision making skills. One reason simulation has gained popularity is the increased competition for a declining number of actual clinical site experiences for nursing students. Additionally there are some patient situations that are not appropriate for students because of potential patient risk. Using these simulated patient scenarios allows students to experience a situation such as cardiac arrest in a safe non-threatening atmosphere. Anxiety is decreased since no harm will come to a live patient. Students can make errors and learn from them without putting the patient at risk. The Joint Commission has identified certain patient situations as "low volume, high risk." This means that they occur less frequently in most hospitals and pose a greater risk than normal. As can be expected, hospitals are less willing to allow students to be involved in the care of these patients for medical and legal reasons. Patient situations lend themselves well to simulation and permit faculty to insert opportunities for students to problem solve in a calmer atmosphere. The

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Agency for Healthcare Research and Quality (AHRQ) and the Institute for Medicine advocate integrating simulation into nursing education both at the primary level as well as for continuing professional education, (Durham and Alden 2008). The Agency for Healthcare Research and Quality (AHRQ) publication, in Patient Safety and Quality: An Evidence-Based Handbook for Nurses (2008) has identified the positive impact of simulation on improving patient safety. In sum, the proposed dual/joint degree program aims to: 1. align the curricula of York and QCC and create a dual enrollment program for students to move seamlessly from the AAS program at QCC to the BSN program at York College; and 2. create shared student resources for students in QCC and York nursing programs, focused on health care technology, including electronic health records (Neehr Perfect), Telehealth, simulation, and Unbound Medicine online resources. Need and Justification

This proposal recognizes the value of having many different paths in nursing education. Associate degree programs provide easy access and a shorter time period for individuals to become licensed registered nurses. These programs serve many adult learners as well as second career students and should be continued. However, these graduates should be encouraged to continue their education and obtain a BSN degree. Trends in the nursing profession point to the need for CUNY to increase its capacity at the baccalaureate level. This includes local and national hiring trends favoring baccalaureate prepared nurses, as compared to associate degree nurses (Commins, 2010). The proposed program will contribute to CUNY’s ability to improve students’ career trajectories and will add registered nurses to the workforce who hold the credentials that clinical agencies desire. With a baccalaureate degree in hand, the program’s graduates will be in a position to pursue the graduate level credentials needed to assume leadership positions in health care and nursing education, across the metropolitan area and beyond. Prominent health policy agencies and funding agencies are also zeroing in on nursing as a key component of the emerging healthcare arena. In October 2010, the Institute of Medicine (IOM) and the Robert Wood Johnson Foundation (RWJF) released their highly anticipated report entitled The Future of Nursing: Leading Change, Advancing Health. This report, which will shape future health policy in the nation, recommends increasing the percentage of nurses with baccalaureate degrees from 50% to 80% by the year 2020. In accordance with nursing education’s leading accreditation bodies (the Commission on Collegiate Nursing Education [CCNE] and the National League of Nursing Accrediting Commission [NLNAC]), IOM and RWJF are also calling for all nursing programs to offer defined academic pathways that create seamless access to higher education. Therefore, a new online baccalaureate completion program at the CUNY School for Professional Studies would enhance CUNY’s capacity to remain in line with national trends within the nursing profession. Recent healthcare research indicates that the baccalaureate-educated nurse brings a more comprehensive and in-depth education to the healthcare arena than the associate-degree or diploma nurse. Recent reports advocating that AAS nursing graduates pursue the baccalaureate in nursing include:

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol142009/No2May09/Simulation-Techniques.aspx#AHRQ

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Linda Aiken's much heralded research reported that hospitals that have a higher

percentage of baccalaureate-prepared registered nurses have better patient outcomes. Many recent graduates of associate degree nursing programs are having great difficulty

securing employment as an RN. Hospitals desiring magnet status are giving their currently employed registered nurses a

deadline—five years—to obtain a BSN. New York State Education, as well as CUNY, advocates for the creation of seamless articulation for graduates of associate degree nursing programs to BSN programs.

Many states—North Carolina, Illinois and Oregon—have created state-wide projects to ensure that this happens.

Most nurse educations believe that graduates of Associate and Diploma nursing programs should plan to continue their education while employed as a registered nurse. Some of the reasons that many of these graduates do not pursue a BSN degree include work schedules, family responsibilities, and difficulties finding BSN programs that fit into their lifestyles. It is imperative for associate degree nursing programs to align with RN completion programs to ensure a seamless transition for their graduates and equally imperative for RN completion programs to provide easy access and progression throughout. Some of the reasons are:

QCC has been at the forefront in establishing seamless articulations and currently has established a dual enrollment program with Hunter College.

York College, located in Jamaica near QCC, Queens, is a geographically desirable partner. In fact, many students from QCC already use the library facilities at York, possibly due to its easy access by New York City public transportation.

QCC currently uses Neehr Perfect EHR system and Unbound Medicine online resources. As part of the process of creating a seamless curriculum, implementation of these two resources at York College will facilitate the transition of students, help to build upon previous learning, and promote student success. This program also recognizes the increased role that technology plays in healthcare. Students will experience electronic health records, high fidelity simulators; and web-based courses. York College will create online options for non-clinical nursing courses in the York RN to BSN program to facilitate student progress through the program. Students

Interest/Demand An informal survey of the current student body and the January 2009 entering class (NU101) demonstrated that 95 percent of these enrollees are interested in pursuing the BS degree. Providing an opportunity to pursue a baccalaureate degree at York College is important, as many QCC students live and work in Queens. York College, located conveniently near public transportation, would be accessible to students.

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Enrollment Projections In the proposed dual/joint degree program, 16 students will be enrolled in the fall and 16 in the spring semester, for a total of 32 students each academic year. A 10 percent attrition rate from year to year is projected. A summary enrollment table follows:

Admission Requirements

This program will recruit the initial participants directly from students currently enrolled in the clinical nursing courses at QCC. Students will be selected to participate in the first cohort following the first semester (NU 101). A grade of B or better in NU 101 and a GPA of 3.0 or better is required to enter the AAS/BS cohort in the second semester. Students will be assigned to cohort clinical groups and participate in capstone experiences, which will include a mentored clinical experience being developed through clinical partnerships. Curriculum The curriculum for this proposed degree program follows the model that was established with the dual/joint nursing degree program with Hunter, including these components:

Increased use of case-based learning, emphasizing the most commonly occurring healthcare problems/pathologies. These cases will be used throughout the curriculum; the complexity of the cases will be increased as the curriculum progresses.

Increased use of simulation as a clinical learning tool Increased gerontological focus to address the aging American demographic Increased focus on cultural competence Development of collaborative relationships between the faculties and students of the two

colleges, including collaboration on learning projects Enhanced socialization of QCC students at the baccalaureate level to include attendance

at lectures and seminars at the York campus Increased emphasis on evidence-based practice and utilization of clinical research to

enhance patient outcomes by incorporating of the Institute of Medicine’s (IOM) Core

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

New Cont. New Cont. New Cont. New Cont. New Cont.

F-T 32 0 32 29 32 29 32 29 32 29

P-T 0 0 0 0 0 0 0 0 0 0

Sub-toals 32 0 32 29 32 29 32 29 32 29

Totals 32 61 61 61 61

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Competencies, as well as the competencies of NLN and AACN for safe and effective patient care, preparing both ADN and BS graduates for practice in the 21st century

In addition to courses required for the A.A.S. degree, students will be encouraged to complete additional liberal arts, science, and humanities courses that can be applied to the BS degree. Curricular requirements at QCC and at York appear on the following pages.

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PROGRAM REQUIREMENTS COURSES REQUIRED FOR A.A.S. IN NURSING

AT QUEENSBOROUGH CC Program Content and Requirements

Please place an X in the appropriate

column

Course Number and Course Title* No. of Credits

York GER

York equiv course

List each course required for college core (if applicable)**

ENGLISH COMPOSITION EN 101 English Composition * 3 ENG 125 EN 102 English* 3 ENG 999 MATHEMATICS Math 119- / 336*** 3 MATH104 LAB SCIENCE BI-301 Anatomy and Physiology I* 4 BIO 234 BI 302 Anatomy and Physiology II* 4 BIO 235 BI 311 Microbiology* 3 + 1

(BIO 999) BIO 265

SOCIAL SCIENCES SS 510 Psychology* 3 PSY 102 SS 520 Human Growth and Development* 3 PSY 214 Liberal Arts Elective* 3

Subtotal 30

List each course required for major (include any field experience, research, thesis, or capstone course)**

NU-101 Safe & effective nursing care of client I 7 NU-102 Safe & effective nursing care of client II 9 NU-201 Safe & effective nursing care of client III 9 Nurs 200

(2 credits) NU-202 Safe & effective nursing care of client IV 9 Nurs 301

(4 credits) NU-204 Nursing & Societal Forces 3 Nurs 999

(1 credit)

Subtotal 37 RN Nursing

transfer credits (30 + 7)

Total credits in the A.A.S. in Nursing program

67

NOTE: 30 CREDITS ARE LIBERAL ARTS AND SCIENCES. *MOST UNDERGRADUATE DEGREE TITLES REQUIRE A SPECIFIED PERCENTAGE OF LIBERAL ARTS CONTENT (FOR EXAMPLE, AA, BA REQUIRE 75%; AS, BS, BSED REQUIRE 50%; AAS REQUIRES 33%). WITHIN THE TABLE, IDENTIFY WITH AN ASTERISK ALL COURSES THAT ARE CONSIDERED LIBERAL ARTS AND SCIENCES. **IF STUDENTS SELECT FROM CATEGORIES OF COURSES, SPECIFY THE CATEGORIES AND THE NUMBER OF CREDITS REQUIRED IN THE CATEGORY. IN SUCH A CASE, PROVIDE AN ANNOTATED COPY OF THE COLLEGE CATALOG. *** STUDENTS WHO PLACE OUT OF MATH 119 MAY PROCEED TO MATH 336.

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ADDITIONAL COURSES REQUIRED FOR YORK COLLEGE B.S. IN NURSING

Program Content and Requirements

Course Number and Course Title*

No. of Credits

QCC equiv course/credits

List each course required for the college core (if applicable)**

York courses

Statistics Math 111* 4 MA-336/3 Philosophy 102, 103, 121* 3 SS 610/3 Pathophysiology Bio 336* 3 BI 525/3 Writing 303 * 3 NO Chemistry 105* 5 Chem 127/4.5 Speech 101* 3 Sp 207/211 Nutrition Bio 382* 2 HE 103/2

(1 cr. elective) Liberal Arts and Sciences electives (suggested courses: FA 104, 150, 155, 264 or 382 or Music 101, 110, 225, 250 or 253)*

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Subtotal

31

List each course required for the major (include any field experience, research, thesis, or capstone course)**

NURSING MAJOR

NURS 200 * Pharmacology Challenge exam (2 credits) In QCC curriculum

NURS 203 Health Assessment 4

NURS 301 Values in Transition (4 credits) 3 NU-204// N 301

NURS 314 Leadership and Management 3

NURS 315 Community Nursing I 6

NURS 405 Crisis Nursing 3

NURS 406 Emergent Evolution 3

NURS 407 Nursing Research 3

Subtotal 22

York College Total 53

QCC Total (from previous page) 67

Total B.S. 120

NOTE: 31 CREDITS ARE LIBERAL ARTS AND SCIENCES; TOTAL LIBERAL CREDITS: 61

*MOST UNDERGRADUATE DEGREE TITLES REQUIRE A SPECIFIED PERCENTAGE OF LIBERAL ARTS CONTENT (FOR EXAMPLE, AA, BA REQUIRE 75%; AS, BS, BSED REQUIRE 50%; AAS REQUIRES 33%). WITHIN THE TABLE, IDENTIFY WITH AN ASTERISK ALL COURSES THAT ARE CONSIDERED LIBERAL ARTS AND SCIENCES. NOTE: SED requirements – minimum 30 credits residency at York College

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Cost Assessment

Faculty The proposed dual/joint degree program will require only existing resources. No new full-time or adjunct faculty will be needed.

Facilities and Equipment No special space or equipment needs will be needed. Some incidental expenses for faculty development and for advertising and promotion are indicated in the budget.

Library and Instructional Materials No additional materials will be needed. Internal Evaluation and Outcomes The proposed program will be monitored both internally and externally. At QCC, student demographic data and student evaluations of courses and clinical sites are completed each semester. Graduates of the program complete an exit survey and are asked to complete ongoing surveys, at both 6 and 9 months, post-graduation. Externally, the program is evaluated on an ongoing basis by NCLEX test scores, retention rates and job placement statistics. Annual advisory board meetings, with outside clinical agencies, provide input as to overall program satisfaction with QCC nurses, employed by their agencies. The specific outcome of this program, increasing the number of QCC Nursing students transferring to York for their baccalaureate degree, will be evaluated in questions on the graduate exit survey and ongoing graduate surveys at 6 and 9 months. The York College Nursing program will track students from QCC, who graduate with a baccalaureate degree.

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Appendices

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Appendix A: Program Scheduling

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York courses in red. TOTAL CREDITS = 120 credits // 61 liberal arts credits Those students who have completed Math 336 will have a free elective.

Total additional credits for the B.S. in Nursing program at York

Credits at Queensborough Community College for AAS degree

Total for credits for degree

53

67

120

Sequence of Courses AAS/RN at Queensborough Community College to BS in Nursing at York College

(Pre Clinical) Fall I Spring I Fall II

Course Title Credits Course Title Credits Course Title Credits Course Title Credits

EN 101 (ENG 125 Equivalent)

3 BI 302 BIO 235 Equivalent)

4 BI 311 (BIO265 equivalent)

4 NUR 201 9

SS 501 (PSY 102 Equivalent)

3 NUR 101 7 EN 102 (ENG 200 Equivalent)

3 MA 336 or 3 cr. Elective* (MAT111 Equivalent)

3

BI 301 (BIO 234 Equivalent)

4 SS 520 (Psy 214 Equivalent)

3 NUR 102 9 Chem 127 (CHEM 105 Equivalent)

4

Math 119/336 3

Total credits 13 Total credits 14 Total credits 16 Total credits 16

Spring II

Fall III 2013

Spring III

Fall IV

SS 610 Philosophy 102, 103 or 121 equivalent)

3 BI 525 (BIO336 equivalent)

3 NUR314 3 NUR405 3

NUR 204 (N 301 equivalent)

3 Writing 303 3 NUR315 6 NUR406 3

NUR 202 9 NUR203 (Health Assess)

4 Humanities elective 3 NUR407(on-line) 3

SP 207/ 211 (SPEECH 101equivalent)

3 Hist 127

3 Electives 6

HE 314 (Bio 382 equivalent)

3

Total credits 15 Total credits 16 Total credits 15 Total credits 15

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APPENDIX B: FACULTY TEACHING ASSIGNMENTS

York College

Course Title (a)

No. of Credits

(b)

Faculty Member(s) Assigned to Each Course. (Use “D” to Specify Program Director)

(c)

Highest Earned Degree & Discipline, College or University

(d)

NURSING 203: Health Assessment Wellness promotion

4 Donahue MSN, Molloy College

NURSING 314: Management and Leadership in Professional Nursing

3 Wright EdD, Teachers College

Nursing 315: Professional Nurse-Family,

Group and Community Intersystem I

3 Pina Fonti Med, Teachers College

Nursing 405: Nursing Approaches for Clients Experiencing Crisis Situations

3 Mathew MSN St. Joseph College PhD candidate, University of Arizona

Nursing 406: Emergent Evolution WEB 3 Lavin (D) EdD, Teachers College

NURSING 407: Nursing Research WEB, WI 3 Mohammadi MEd, Teachers College

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Relevant Occupational Experience (e)

Relevant other experience (such as certification/ licensure)

(f)

Recent Scholarly Contributions (optional below baccalaureate level)

(g)

Lavin Psychiatric Nursing Test Consultant NLN

ANCC Clinical Specialist, Psychiatric Mental Health Nursing

5-9-12 Keynote Speaker Queens Hospital Center Nurses Week "Nurses: Advocating, Leading, And Caring".

5-16-11 Keynote Speaker SUNY Downstate Nursing Convocation, "Nurses Trusted to Care)

Bai, X, Lavin, J. Duncan, R. (in press) Are we there yet? Lessons Learned through Promoting 3D Learning in Higher Education. The International Journal of Learning

Bai, X., Horowitz, B., Duncan, R. O., Goldstein, S., Graffeo, J., Lavin, J. (2011) Designing Case Studies through 3D Simulations for the Health Professions. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. AACE. Lavin, J. (2011) Surviving Post Traumatic Stress Disorder Nursing 2011, 41; 9, 41-44. Gill, V, Lavin, J. and Sim, M. (2010) Managing Sickle Cell Disease. Nursing Made Incredibly Easy. Nov/Dec 2010, 24-32.

Donahue Medical surgical nursing

NLN Certified Nurse Educator ANCC Medical Surgical Nurse

3-5-11 Farmingdale State College , Innovations in teaching of Nursing: The art of being an educator 3-2011 York College, Disaster preparedness in the wake of the Japan earthquake, Radiation sickness 4-29-11 Hostos Community College, Clinical simulation within Nursing 5-25-11 SUNY Downstate, Nursing research and evidenced based conference Donahue, N (2009) Embracing diversity among

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Relevant Occupational Experience (e)

Relevant other experience (such as certification/ licensure)

(f)

Recent Scholarly Contributions (optional below baccalaureate level)

(g) students and patients, Teaching and Learning in Nursing, (4) 119-120. Donahue, N & Glodstein, S (2011) Addressing the needs of the multidimensional learner. Journal of minority nurse

Wright Emergency Nursing

Green, J. P., Berger, T., Garg, N., Wright, R. R., & Radeos, M. S. (2008). Likelihood Ratios for SIRS Criteria Predict Neither Candidacy for Early Goal Directed Therapy Nor In-patient Mortality in Adult Emergency Department Patients with Suspected Infection. Annals of Emergency Medicine,

Mathew Medical Surgical Nursing

Mathew, L. (2011) Teaching Childbirth Preparation- Using Birthing Simulators: Transferring practice from Nursing Education to Parent Education" in the International Journal of Childbirth Education. University of Arizona- Resident Intensive Summer Experience 2010: Presented Research Poster on Simulation Learning

Pina Fonti Community Health Nursing

RN Mount Sinai Hospital 15 the Annual Nursing Research Poster Presentation ―The Role of Professional Nursing Organization in the Development, Recruitment and Retention of Nurses and Nursing Students‖ NYC 5/20/11

―NAHN NY Chapter Showcases its Role in the RN/ Student nurse Development and Community Outreach Involvement‖ NYC 10/07/11

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Faculty Assignment- York College

Faculty Member Title of Position at Institution

Full-time (FT) or Adjunct (Adj.) at the Institution

Full-time (FT) or Part-time (PT) in the Program

If Part-time in the Program, Specify Other Course Responsibilities

Titles of Courses Taught Which Are Not Part of the Program

Related Credits

Lavin Professor, Director FT Nursing 406 3 Donahue Assistant Professor FT NURS 203 4 Pina Fonti Assistant Professor FT NURS 315 3 Wright Assistant Professor FT Nurs 314 Mathew Assistant Professor FT NURS 405 3 Mohammadi Adjunct, Assistant

Professor F PT Nursing 407

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QUEENSBOROUGH COMMUNITY COLLEGE FACULTY

Course Title (a)

No. of Credits (b)


(c)


(d)

NU 101 Safe and Effective Nursing Care Level I LECTURE / CLINICAL

7 LORRAINE CUPELLI MS Nursing, LIU CW Post University

SUSAN MEEHAN MA Nursing, New York University CAROL SOTO MS NURSING, Lehman College

BARBARA SAUR MS Nursing, University of Phoenix

TINA IAKOVOU MS Nursing, Adelphi University

ROSALIND DEAN MS Nursing, Adelphi University

BARBARA BLAKE-CAMPBELL

PhD Professional Studies, Capella University

MARY D’ORAZI MS Nursing, Molloy College CHERYL SPENCER PhD Education, Capella University NU 102 Safe and Effective Nursing Care Level II LECTURE / CLINICAL

9 *D -ANNE MARIE MENENDEZ MS Nursing, Hunter College

MARYANN MAGALDI MS Nursing, Hunter College

ALEXANDRA TARASKO MA Nursing Education, NYU KATHLEEN LINHART MS Nursing, Pace University

GEORGINA COLALILLO MS Nursing, Adelphi University

LINA DI VANNA MS Nursing, Hunter College

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Course Title (a)

No. of Credits (b)


(c)


(d)

JACQUELINE SAVORY MS Nursing, Long Island University

NANCY KELLY MS Nursing, Lehman College KIMBERLY AMBRUSO MS Nursing, Molloy College DEBORAH FITZGERALD-

ROYCE MS Nursing-Adelphi University CAROL ANN HUTCHINSON MS Nursing, Stony Brook University

ALISON HELWIG MS Nursing, St. Joseph College MAUREEN REEVES MS Nursing, University of Phoenix NU 201 Safe and Effective Nursing Care of Clients Level III-Writing Intensive LECTURE/CLINICAL

9 PATRICIA BURKE

PhD Education, Capella University

BARBARA ROME MS Nursing, Mercy College

REGINA CARDACI MS Nursing, Adelphi University

LAWRENCE JAMES BENTLEY MS Education, Queens College

KATHLEEN HARTNETT MS Nursing, Catholic University JANICE MOLLOY MS Nursing, Molloy College SHENAZ GEORGILIS MS Nursing, Molloy College

JUDITH KAPLAN PhD Nursing, New York University

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Course Title (a)

No. of Credits (b)


(c)


(d)

NU 202 Safe and Effective Care of Clients Level IV LECTURE / CLINICAL

9 *D -ANNE MARIE MENENDEZ MS Nursing, Hunter College

DOLORES WEBER MS Nursing, Lehman College

MARY ROSA MS Nursing, Hunter College

MARGARET REILLY DNS Nursing Research CUNY Graduate Center

MARGARET STROEHLEIN MS Nursing, Stony Brook University

JULIA ANDERSON MA Nursing Education, Teachers College

JANET FRANZESE MS Nursing, Stony Brook University ANNA PALIWODA MS Nursing, Hunter College ALEXANDRA TARASKO MA Nursing Education, NYU EILEEN TITTMANN MS Nursing Adelphi University

TINA BAYER MS Nursing, Stony Brook University

JUDITH GARCIA MS Nursing Hunter College REGINA CARDACI MS Nursing, Adelphi University MAUREEN REEVES MS Nursing, University of Phoenix NU 204 Societal and Nursing

3 BARBARA BLAKE-CAMPBELL PhD, Professional Studies, Capella University

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Course Title (a)

No. of Credits (b)


(c)


(d)

Level IV Writing Intensive LECTURE / CLINICAL REGINA CARDACI MS Nursing, Adelphi University

Relevant Occupational Experience (e) Relevant other experience (such as certification/ licensure) (f)

Recent Scholarly Contributions (optional below baccalaureate level) (g)

TINA BAYER

RN ANP

JEOPEARDY AS A TEST PREPARATION STRATEGY ANP CARDIOLOGY HOLISTIC NURSING WITH AMMA OR SENIOR STUDENTS 11/10 POSTER NPSG 6/10

Current: Per Diem Practice as Adult Nurse Practitioner In Primary Care and Cardiology In a Private Group Practice with Long Island Heart Associates-Manhasset NY

Certified Critical Care Nurse (CCRN) 1983-1997.Through the American Association of Critical Care Nurses (AACN). Certified Exercise Test Technologist (1983) through the American College of Sports Medicine (ACSM).

Together for Diabetes (Jan 31, 2011): Group grant submission promoting; Outpatient Education African American Women and their Self-Management of Diabetes. Through Bristol-Myers Squibb Foundation.

Most Recent: 2005-2007 Assistant Intensives at Maimonides Medical Center Cardiothoracic Intensive Care Unit.

Licensure & Certification as Adult Nurse Practitioner (1998-Present) through the American Academy of Nurse Practitioners.

2003-2005 Clinical Associate-Adult Nurse Practitioner-Montefiore Medical Center

Faculty Fitness & Training Program: Pilot program submitted to Office of the

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Cardiac Transplant & Assist Device Program. In Patient and Outpatient Services.

University Dean for Health and Human Services-Request for Proposals, 2010-2011.

2001-2003 Adult Nurse Practitioner at New York Hospital Queens, Arrhythmia Service. In Patient and Outpatient Services.

Article submitted Feb. 2011, to The Journal of Teaching and Learning in Nursing titled: Developing a College “Faculty Fitness Training Program,” Introducing Exercise Physiology, as a Pedagogical Approach to Improve Nursing Student Understanding of Cardiovascular Health assessment and Diagnostic Skill Performance.

BARBARA BLAKE-CAMPBELL, (RN, PhD)

Queensborough Community College Nursing Department –Associate Professor

New York State Registered Nursing License

Co Presenter at Farmingdale State College Nursing Education Conference. Topic ‖Enhancing Community Skills Using Patient Actors‖

Clinical Professor for NU101 Basic Cardiac Life Support Co- Presenter: CUNY General Education Conference

Lecture Professor for NU204

―Improving Information Literacy across the curriculum‖

PATRICIA M. BURKE

Queensborough Community College Fall 2007-Present

New York State RN: 396415

Capella University 2007-2011 PhD in Education: Professional Studies

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Assistant Professor

Queensborough Community College Fall 2006-Spring 2007 Substitute Instructor

New Jersey State RN: NR83028

Columbia University MS Nursing 1996

Queensborough Community College Fall 2005-Spring 2006 Adjunct Lecturer

Inpatient Obstetric Nursing Certificate: NAACOG 1998-Current

Pace University BS Nursing 1991

Adelphi University Fall 2007-Present Adjunct Lecturer

Certified Nurse Educator: National League for Nursing 2010-Current

Burke, P. (2010) “A simulation case study from an Instructional Design framework.‖ Teaching & Learning in Nursing,

Accepted for publication: Spencer, C & Burke, P. ( March/April, 2011), “The Impact of Culture on Pain Management", MedSurg Matters

Podium Presentation: The use of ePortfolio as an effective learning tool in a capstone nursing course.” Farmingdale Nursing Education Conference, March 4th, 2011.

Podium Presentation: ―The effects of simulation on the education of nursing students.” Farmingdale Nursing Education Conference, March 4th, 2011.

Podium Presentation: Queensborough Community College; Using

Reflection Activities in Your Classes;

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A faculty-led conversation to support Queensborough’s High Impact initiatives. February 25th, 2011

Presenter: Queensborough Community College; Service Learning Institute. ―Maintaining Partnerships Through E- Portfolio.‖January25th,2011

Presenter: Queensborough Community College; Informatics Technology in Nursing Education. ―EQUIP: Use of EHR.‖ January 7th, 2011

REGINA CARDACI

VISITING NURSE ASSOC. OF LI-2008-2010 MATERNAL-CHILD HOME VISITS PER DIEM

CERTIFICATE MIDWIFE STATE OF NY CERTIFICATE – NURSE MIDWIFE SUNY DOWNSTATE CERTIFICATE UPDATE- NURSE COLOSCOPY

A CASE STUDY OF TEEN PARENTING‖ International Journal of Nursing Classification‖ March 2011

CERTIFICATE ONCOLOGY NURSE SOCIETY CHEMOTHERAPY PROVIDER

―Female Genital mutilation-Medical, compilations – Nursing Implication‖ presented at International Constitution Nursing‖ Society Annual Meeting‖ 10/21- 22/2010

GEORGINA COLALILLO

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Queensborough Community College Nursing Department Associate Professor 2007-present

New York State Registered Professional Nurse MS, RN,

Presenter: Enhancing Communication Skills Using Patient Actors in Simulation, First Annual Nursing Conference, Farmingdale State College, March 4, 2011

Queensborough Community College Nursing Department Assistant Professor 2002-2007

Basic Cardiac Life Support

Presenter: Partnerships to Expand the Learning Environment, QCC Service Learning Institute, January 25, 2011

Excelsior College Certified Nurse Examiner 2009-2010

Presenter: Using ePortfolio in a Nursing Capstone Course, Drexel University Nursing Education Institute, Myrtle Beach, SC June 23, 2010

College of New Rochelle Nursing Department Adjunct Faculty 1999-2002

Presenter: LaGuardia Making Connections Summer Seminar. ―ePortfolio as a Vehicle for Transfer‖, LaGuardia Community College, NY, June 18th, 2010.

Hospital of the Albert Einstein College of Medicine, Dept. of Obstetrics and Gynecology, 3/97-1/99

Poster Presenter: Using ePortfolio for Student Outcome Assessment, CUNY GEN-ED Conference, Lehman College, May 8, 2009

Hospital of the Albert Einstein College of Medicine, Dept. of Pediatrics 11/82-3/97

Colalillo, G. (2007). ―Mentoring as a Retention Strategy in a Diverse, Multicultural Urban Associate Degree in Nursing Program‖, Teaching and Learning in Nursing, 1 (2), 28- 33.

Connect to Learning ePortfolio Grant, AAEEBLE, FIPSE, LaGuardia Community College, Campus Leader, January 2011-June 2013

27



Perkins Major Effort Nursing Curriculum Development Grant, Co- Project Director, 2010-2011

Making Connections FIPSE ePortfolio Grant Project, co- project investigator, 2009-2011

Health Related Sciences Academy Faculty Cohort, Assessment and Rubric Development 2010-2011

Student Wiki Interdisciplinary Group, ePortfolio as Student Learning Space: The Interdisciplinary ePortfolio Wiki Collaboration Project, 2009-2011

LORRAINE CUPELLI

Critical Care Nursing

CEN, CCRN

Devised situated learning pedagogy with increasing cultural awareness Incorporating high impact service learning strategies in Nursing Fundamental classroom

GALATIA (TINA) IAKOVOU

RN – EMERGENCY NURSING INTENSIVE CARE NURSING

RN, NP NLNAC COORDINATOR

NURSING CARDIOVASCULAR NURSING

and Hovertech International, as part of participation in research study in 2005.

Publication:

28



Published research article on ―Implementation of an evidence-based safe patient handling and movement mobility curriculum in an associate degree nursing program‖ in Teaching and Learning in Nursing April 2008. Awards: Received The NORA/NIOSH Award for Participation in the Safe Patient Handling and Movement Project on 3/09

Poster Presentation Mosby National Faculty Development Conference Jan. 4-6, 2009 Safe Patient Handling and Movement: Implementation of an Evidence Based Mobility Curriculum in Nursing Education

Created Simulation Case Study (Harry Hypertension) on Medication Administration for NU101

Created “Christi Chang” A Case Study used in NU101 to review Ethical Principles and Communication. Spring 2009

Created Case Scenario on Skin Assessment and the use of the Braden Scale to evaluate risk for skin breakdown for Nursing 101. Spring 2010

KIMBERLY AMBRUSO

29



Winthrop Hospital Per Diem Nursing in Pediatrics

RN BLS Certification

NYC NELT Grant Recipient for Admissions Technology in Nursing Education

Girl Scout Camp of Nassau County RN for Summer Camp

Equipment Team to implement EHR into curriculum

Enrolled in WID/WAC course

MARYANN MAGALDI

Head Nurse Trauma Center Level 1 Adult and Pediatric Critical Care Educator Adult and Pediatrics

RN, BCLS Instructor for NYS Child Abuse Mandated Reporter Course

Utilizing Student Nurses as Hand Washing Ambassadors\ Nurse Educator September 2010

ANNE MARIE MENENDEZ

Psychotherapist, Private Practice CNE, APRN-BC, ELNEC Trainer, Certification in Treating Tobacco Use and Dependence BCLS Certified Psychoanalytic Psychotherapist, Alfred Adler Institute

Presentations;10/10 NLN summit, Las Vegas, Disruptive Innovation Leading Curriculum

Change.

30



4/09 AACN, Salt Lake City, A Regional

Model to Increase Baccalaureate Nurses.

JANICE MOLLOY

NU 201 COORDINATOR MED/SURG BCLS INSTRUCTOR RN

9-2010 ―UTILIZING STUDENT NURSES AS HAND-WASHING AMBASSADORS‖

CPR - CERTIFIED

NURSE EDUCATOR 1-2011 BRISTOL/MYERS/SQUBB GRANT ―TOGETHER FOR DIABETES’ PENDING ACCEPTANCE.

ACLS – CERTIFIED

1-2011 ELECTRONIC HEALTH RECORD TRIAL FOR NURSING 201 STUDENTS. 5-2010 BRIDGE TO RETENTION GRANT APPLIED FOR – DENIED.

CHAIR OF BYLAWS COMMITTEE AT QCC

PER DIEM NURSED EDUCATOR AT NYHQ

DEBORAH FITZGERALD-ROYCE

RN –EMERGENCY NURSING INTENSIVE CARE NURSING

RN NLNAC COORDINATOR

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ADULT & PEDIATRIC HOME HEALTH CARE NURSING

CARDIOVASCULAR NURSING

MARGARET REILLY

2010-11 Project Director for Major Effort 3: Nursing Curriculum Development for a grant provided by the Carl D. Perkins Career and Technical Education Act of 2006 administered by the New York State Education Department

RN License NY #300335 2010 Health Information Technology Scholar (HITS). The Health Information Technology Scholars (HITS) project is designed to develop, implement, disseminate and sustain a faculty development collaborative (FDC) initiative to integrate information technologies in nursing curriculum and expand the capacity of collegiate schools of nursing to educate students for the 21st century. This project is supported by a five-year, $1.5 million grant provided by The Health Resources and Services Administration’s (HRSA’s) Bureau of Health Professions (BHPr) in partnership with the Office of Health Information Technology (OHIT). Professor Reilly and Professor Burke were one of only 27 teams selected from a national pool.

Member Personnel and Budget Committee of QCC Nursing Department Adult Nurse Practitioner License NYS#303256

September 30, 2010 National League for Nursing Summit Presenter, ―Health Information Technology Scholar Project: EQUIP: Enhancing Queensborough’s

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Informatics Program‖

NU 202 Faculty/Member Pediatric Nurse Practitioner License# 331697

April 2010 Mildred Montag Faculty Development Scholarship from the Council for Associate Degree Nurses of NYS

Member Nursing Department Curriculum Committee

Certified Nurse Educator (CNE) 2010 CUNY Graduate Center Nursing Science Doctoral Program Early Research Award.

Certified Emergency Nurse (CEN) March 24, 2010 Poster Presenter: The Relationship between Social Support and Motivation on the pursuit of a Baccalaureate Degree among associate degree Nurse Graduates, Eastern Nursing Research Society Conference.

American Heart Association BLS Provider

January 7, 2011 Presented on Implementation of an Electronic Health Record System into the Nursing Curriculum at ―Informatics Technology in Nursing Education ― Workshop at Queens borough Community College.

2010-11 Jonas Center for Excellence in Nursing Scholar

2011 Recipient of funding for research on CUNY Nursing workforce and education from CUNY Office of the University Dean for Health and Human Services.

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BARBARA ROME

Northern Westchester Hospital Mt. Kisco, NY Nursing Supervision/Emergency Room

RN SANE-A Certification through International Association of Forensic Nurses

Women’s Resource Center/Victims Assistance Services SANE-A

ACLS/BLS/PALS

MARY ANN ROSA RN, MS, GNP

COMMUNITY HEALTH NURSING NU202

R.N. DEVELOP EVENING COMMUNITY CURRICULUM DEVELOPED A HEART FAILURE

COORDINATOR NU202/COMMUNITY G.N.P. DISEASE MANAGEMENT PROGRAM IN HOME CARE 1999

PUBLISHED HOW A HR DISEASE MANAGEMENT PROGRAM MAKER A DIFFERENCE IN HOME HEALTH CARE NURSE 1998

SPEAKER-NATIONAL ASSOCIATION OF HOME CARE 200-(TELEHEALTH) (HK DISEASE MANAGEMENT) 2009

STARTED OFF SIMULATION AT CECE -DEVELOPED 40 CARE SCENARIOS -DID WORKSHOPS WITH 2 OTHER INSTRUCTOR REVIEWER FOR: -AMERICAN JOURNAL OF NURSING

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-WORKSHOP INIATIALE GRANT SIMULATION-1997 APPLIED FOR GRANT – 2011 THROUGH BRISTOR MEYER SQUIBB – DIABETES ASKED TO DO A WEBINAR ON HK DISEASE MANAGEMENT IN THE HOME CASE PATIENT

BARBARA SAUR

MEDICAL SURGICAL NURSE IN HOSPITAL SETTING HOMECARE NURSING

HOMECARE NURSING BCLS CERTIFIED

QCC: NURSING PRACTICE LAB MOLLOY COLLEGE: NURSING PRACTICE LAB

CONTINUING EDUCATION INSTRUCTOR: NURSING SKILLS REVIEW FOR RN’S

JACQUELINE SAVORY

PEDIATRIC INTENSIVE CARE UNIT NYS REGISTERED NURSE

ENDOSCOPY / GI

BCLS

GENERAL PEDS ASSISTANT

PALS

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MARGARET STROEHLEIN

MED/SURG

ACLS – CURRENT EXPIRES 2012

GRANT 3/11 EXPIRES 2012, E-PORTFOLIO CONNECT TO LEARN

PEDS CLINICAL INTRUCTOR

RN, MS, ANP

APPLIED TO CUNY – DNS PROGRAM FOR FALL 2011 ADMISSION

MED/SURG LECTURER FOR NU202

NU202 COORDINATOR FOR MED/SURG

TREASURER FOR NASSAU SUFFOLK EDUCATINAL COUNCIL

CHAIR FOR QCC NURSING CLINICAL FACILITIES / LIASON COMMITTEE

NASSAU SUFFOLK EDUCATIONAL COUNCIL REPRESENTATIVE FOR QCC

JUNE 3RD, 2011 ONE OF THE COORDINATORS FOR NURSING PROFESSION CONFERENCE AT MOLLOY COLLEGE

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CHERYL SPENCER

Avalon gardens Center for Rehabilitation, Smithtown, NY 4/06- Per Diem Pediatric Ventilator Unit Long Island Jewish Medical Center 6/02-8/04 Clinical Nurse Specialist New Hyde Park, NY Long Island Jewish Medical Center 8/99-6/02 Case Manager New Hyde Park, NY Long Island Jewish Medical Center 10/95-8/99 Clinical Practice Coordinator for a 34 bed Med-Surgical unit New Hyde Park, NY Long Island Jewish Medical Center 7/90-10/95 Staff Nurse/Med-Surg

New York State Registered Professional Nurse # 426649-1 Advanced Cardiac Life Support (ACLS) American Heart Association

Dissertation:

Spencer, C. (2011). The Impact of simulation on the critical thinking skills on students enrolled in an associate degree program. Partial Fulfillment of PhD in Education, School of Education -Professional Studies, Capella University, Minnesota.

Spencer, C. Burke, P. (2011) The Impact of Culture on Pain Management. Accepted for Publication Med Surg Matters. A peer Reviewed Journal. To be published in March 2011

Spencer, C. (2011) How to write a scholarly paper. Online submission to http://www. nursesheryl.com

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Grant application titled Bridging gaps in Healthcare using Technology, submitted to Health Resources and Services Administration (HRSA). April 2010

Podium Presenter: Farmingdale State College Department of Nursing Research Day. ―The effects of Simulation on the education of nursing students.‖ March 4th, 2011

Poster: National Organization for Associate Degree Nurses. ―Using simulated learning to meet 2010 National Patient Safety Goals.‖ Atlanta, Georgia. November 4th-6th, 2010

Poster: ―Bridging Cultural Gaps using Simulation‖, Drexel University Nursing Education Institute, Myrtle Beach, SC, June 21st , 22nd & 23rd, 2010. Poster: ―Faculty Development: Creating a Virtual Space‖, Drexel University Nursing Education Institute, Myrtle Beach, SC, June 21-23, 2010.

CAROL SOTO

Associate Professor in Nursing, NU101, NU102, Fundamentals in Nursing and Med/Surg. Nursing

RN Licensure – State of New York Adult Nurse Practitioner Licensure- New York BCLS Instructor Certification - New

Lehman & QCC Fundamentals Subcommittee Task Force

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York

ALEXANDRA TARASKO

Staff Nurse: Psychiatric Unit

NYS RN Licensure APRN- BC PSY / MENTAL HEALTH

Presentation at International Conference on Writing and Culture: ―Contemplating Culture, Competency and Composition‖ Tel Aviv, Israel

Therapist: Outpatient Facilities BCLS Certification Workshop at General Education Conference. ―Contemplative Practices in Education‖ Queens College/CUNY

EILEEN TITTMAN

Staff nurse in psychiatric inpatient facilities. Adjunct Lecturer/Assistant Professor of Nursing in BSN and Associate Degree nursing programs.

RN State of New York. Board Certified in Psychiatric-Mental Health Nursing

DOLORES WEBER

Family Nurse Practitioner Actively practicing

RN, NP (ACLS) certified Advanced Cardiac Life Support

Presenting May 21 st 2011, at Beth Israel University Hospital, Manhattan Campus: ―Differential Diagnosis of Chest Pain and Cardiac Emergencies‖

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Beth Israel Emergency Department Per Diem covering Fast track and Main Emergency Department

Pediatric Advanced Life Support (PALS) certified

Also performs chart review and call backs

Family Nurse Practitioner ANCC certified

August 2010-Haiti Relief-Ran a clinic for one week. Supervised graduate RN’s and NP student during this experience

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FACULTY ASSIGNMENT - Queensborough Community College





Titles of Courses Taught Which Are Not Part of the Program Related Credits

TINA BAYER ASST. PROF. FT FT

BENTLEY, LAWRENCE JAMES

ASST. PROF. FT FT

BURKE, PATRICIA ASST. PROF. FT FT

BARBARA CAMPBELL-BLAKE

ASSOC. PROF. FT FT

DEBORAH FITZGERALD-ROYCE

PROFESSOR FT FT

CARDACI, REGINA ASSOC. PROF FT FT

GEORGINA COLALILLO

ASSOC. PROF FT FT

CUPELLI, LORRAINE

ASST. PROF. FT FT

GALATIA (TINA) IAKOVOU

ASST. PROF. FT FT

KIMBERLY AMBRUSO

ASST. PROF. FT FT

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MARYANN MAGALDI

ASSOC.PROF FT FT

ANNE MARIE MENENDEZ

PROFESSOR FT FT

JANICE MOLLOY ASST. PROF. FT FT

MARGARET REILLY PROFESSOR FT FT

BARBARA ROME ASST. PROF. FT FT

MARY (POMA) ROSA

ASST. PROF. FT FT

BARBARA SAUR ASST. PROF. FT FT

JACQUELINE SAVORY

CLINICAL PROF.

FT FT

MARGARET STROEHLEIN

ASST. PROF.

FT

FT

CHERYL SPENCER ASST. PROF. FT FT

CAROL SOTO ASSOC. PROF. FT FT

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EILEEN TITTMANN ASST. PROF. FT FT

ALEXANDRA TARASKO

PROFESSOR FT FT

DOLORES WEBER ASSOC. PROF. FT. FT.

JULIA ANDERSON-JONES

ADJ. LECTURER

PT PT

LINA DI VANNA ADJ. LECTURER

PT PT

ROSALIND DEAN ADJ. LECTURER

PT PT

MARY ANN D’ORAZI

ADJ. LECTURER

PT PT

JANET FRANZESE-RICE

ADJ. LECTURER

PT PT

KATHLEEN HARTNETT

ADJ. LECTURER

PT PT

JUDITH GARCIA ADJ. LECTURER

PT PT

ALISON HELWIG ADJ. LECTURER

PT PT

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CAROLANN HUTCHINSON

ADJ. LECTURER

PT PT

JUDITH A. KAPLAN ADJ. LECTURER

PT PT

NANCY KELLY ADJ. LECTURER

PT PT

KATHLEEN LINHART

ADJ. LECTURER

PT PT

SUSAN MEEHAN ADJ. LECTURER

PT PT

ANNA PALIWODA ADJ.LECTURER PT PT

MAUREEN REEVES ADJ. LECTURER

PT PT

FACULTY TO BE HIRED

Title of Position Number of New Positions Minimum Qualifications

Not applicable

44

APPENDIX C: NEW RESOURCES

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

2012-13 2013-14 2014-15 2015-16 2016-17 Full Time Faculty 0 0 0 0 0

Part Time Faculty 0 0 0 0 0

Full Time Staff 0 0 0 0 0

Part Time Staff 0 0 0 0 0

Library (Includes Staffing)

0 0 0 0 0

Equipment

0 0 0 0 0

Laboratories

0 0 0 0 0

Supplies & Expenses

(Other than Personal Services) 6,500 6,500 6,500 6,500 6,500

Capital Expenditures 0 0 0 0 0

Other

0 0 0 0 0

Total all 6,500 6,500 6,500 6,500 6,500

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APPENDIX D: PROJECTED REVENUE

Revenues

1st Year 2nd Year 3rd Year 4th Year 5th Year 2012-13 2013-14 2014-15 2015-16 2016-17 Tuition Revenue

$108,900 $212,058 $216,299 $220,625 $225,038 01. From Existing Sources 02. From New Sources $0 $0 $0 $0 $0 03. Total $108,900 $212,058 $216,299 $220,625 $225,038 State Revenue

$85,600 $163,175 $163,175 $163,175 04. From Existing Sources§ 05. From New Sources** $0 $0 $0 $0 06. Total $85,600 $163,175 $163,175 $163,175 Other Revenue

$0 $0 $0 $0 $0 07. From Existing Sources 08. From New Sources** $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total

$194,500 $375,233 $379,474 $383,800 $388,213 10. From Existing Sources§ 11. From New Sources** $0 $0 $0 $0 $0 TOTAL $194,500 $375,233 $379,474 $383,800 $388,213

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APPENDIX E: SUPPORTING MATERIALS FOR PROJECTED REVENUE Five-Year Financial Projections for Program

Year 1 Year 2 Year 3 Year 4 Year 5

Direct Operating Expenses (Include additional expenses incurred by other programs when satisfying needs of new program):

Current Full Time Faculty Replacement Costs (list separately)

Current Full Time Faculty Overload (include summer)

New Full Time Faculty Base Salary (list separately)

New Full Time Faculty Overload (include summer)

New Faculty Re-assigned Time (list separately)

Full Time Employee Fringe Benefits (33.0%) 0 0 0 0 0

Total (Links to Full-Time Faculty on Program Exp Worksheet) 0 0 0 0 0

Part Time Faculty Actual Salaries 0 0 0 0 0

Part Time Faculty Actual Fringe Benefits (10%) 0 0 0 0 0

Total (Links to Part-Time Faculty Program Exp Worksheet) 0 0 0 0 0

Full Time Staff Base Salary (list separately)

Full Time Staff Fringe Benefits (33%) 0 0 0 0 0

Total (Links to Full-Time Staff on Program Exp Worksheet) 0 0 0 0 0

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(DO NOT INCLUDE NEW LIBRARY STAFF IN THIS SECTION) Year 1 Year 2 Year 3 Year 4 Year 5

Part Time Staff Base Salary (list separately) Graduate Assistants

Student Hourly

Part Time Employee Fringe Benefits (10.0%)

Total (Links to Part-Time Staff on Program Exp Worksheet) 0 0 0 0 0

LIBRARY

Library Resources

Library Staff Full Time (list separately)

Full Time Staff Fringe Benefits (33%) 0 0 0 0 0

Library Staff Part Time (list separately)

Part Time Employee Fringe Benefits (10.0%) 0 0 0 0 0

TOTAL (Links to Library on Program Exp Worksheet) 0 0 0 0 0

EQUIPMENT

Computer Hardware

Office Furniture

Other (Specify)

Total (Links to Equipment on Program Exp Worksheet) 0 0 0 0 0

LABORATORIES

Laboratory Equipment

Other (list separately)

TOTAL (Links to Laboratories on Prog. Exp. Worksheet) 0 0 0 0 0

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Year 1 Year 2 Year 3 Year 4 Year 5

SUPPLIES AND EXPENSES (OTPS)

Consultants and Honoraria

Office Supplies

Instructional Supplies

Faculty Development 6,000 6,000 6,000 6,000 6,000

Travel and Conferences

Membership Fees

Advertising and Promotion 500 500 500 500 500

Accreditation

Computer Software

Computer License Fees

Computer Repair and Maintenance

Equipment Repair and Maintenance

New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet) 6,500 6,500 6,500 6,500 6500

CAPITAL EXPENDITURES

Facility Renovations

Classroom Equipment 0 0 0 0 0


TOTAL (Links to Capital Expenditures on Prog. Exp. Worksheet) 0 0 0 0 0


TOTAL (Links to Other on Program Exp. Worksheet) 0 0 0 0 0

49

APPENDIX F: FIVE-YEAR FINANCIAL PROJECTIONS

COMMUNITY COLLEGE WORKSHEET

Year One

Year Two

Year Three Year Four Year Five

Tuition & Fees: Existing Students are students currently enrolled in another program at

your college, or students who would have enrolled in another program at your college, had the new program not been established.

Number of Majors (Enter # of EXISTING FULL TIME In State Students) 31 59 59 59 59

Tuition Income (Specify Rate per credit) calculates 2% increase per year $3,300 $3,366 $3,433 $3,502 $3,572

Total Tuition $102,300 $198,594 $202,547 $206,618 $210,748 Student Fees (enter ANNUAL program fees other than

standard CUNY fees) Total Fees 0 0 0 0 0 Total Instate Tuition & Fees $102,300 $198,594 $202,547 $206,618 $210,748 Tuition & Fees: Number of Majors (Enter # of EXISTING FULL TIME Out of

State Students) 1 2 2 2 2 Tuition Income (Specify Rate per credit) calculates 2%

increase per year $6,600 $6,732 $6,867 $7,004 $7,144 Total Tuition $6,600 $13,464 $13,734 $14,008 $14,288 Student Fees (enter ANNUAL program fees other than

standard CUNY fees) Total Fees 0 0 0 0 0 Total Out of State Tuition & Fees $0 $13,464 $13,734 $14,008 $14,288 TOTAL EXISTING FULL TIME TUITION REVENUE $108,900 $212,058 $216,281 $220,626 $225,036

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Year One

Year Two


Number of Majors (Enter # of EXISTING PART-TIME In State Students) 0 0 0 0 0

Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15

Tuition Income (Specify Rate per credit) calculates 2% increase per year $140 $143 $146 $149 $152

Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than

standard CUNY fees) Total Fees 0 Total Instate Tuition & Fees $0 $0 $0 $0 $0 Tuition & Fees: Number of Majors (Enter # of EXISTING PART-TIME Out of

State Students) 0 0 0 0 0 Total Enrolled Credits (Enter Avg # credits per student per

year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15



standard CUNY fees) Total Fees

Total Out of State Tuition & Fees $0 $0 $0 $0 $0 TOTAL EXISTING PART TIME REVENUE $0 $0 $0 $0 $0

TOTAL EXISTING REVENUE $108,900 $212,058 $216,281 $220,626 $225,036

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Year One

Year Two


Tuition & Fees: New Students are students who would NOT have enrolled in another

program at your college, had the new program not been established. Number of Majors (Enter # of NEW FULL TIME In State

Students) 0 0 0 0 0 Tuition Income (Specify Rate per credit) calculates 2%

increase per year $3,300 $3,366 $3,433 $3,502 $3,572 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than

standard CUNY fees) Total Fees 0 0 0 0 0 Total Instate Tuition & Fees $155,100 $158,202 $161,366 $164,593 $167,885 Tuition & Fees: Number of Majors (Enter # of NEW FULL TIME Out of

State Students) 0 0 0 0 0 Tuition Income (Specify Rate per credit) calculates 2%

increase per year $6,600 $6,732 $6,867 $7,004 $7,144 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than

standard CUNY fees) Total Fees 0 0 0 0 0 Total Out of State Tuition & Fees $0 $0 $0 $0 $0

TOTAL NEW FULL TIME TUITION REVENUE $0 $0 $0 $0 $0

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Year One

Year Two


Tuition & Fees: Number of Majors (Enter # of NEW PART-TIME In State

Students) 0 0 0 0 0 Total Enrolled Credits (Enter Avg # credits per student per




standard CUNY fees) Total Fees Total Instate Tuition & Fees $0 $0 $0 $0 $0 Tuition & Fees: Number of Majors (Enter # of NEW PART-TIME Out of

State Students) 0 0 0 0 0 Total Enrolled Credits (Enter Avg # credits per student per




standard CUNY fees) Total Fees 0 0 0 0 0 Total Out of State Tuition & Fees $0 $0 $0 $0 $0 TOTAL NEW PART TIME REVENUE $0 $0 $0 $0 $0

TOTAL NEW REVENUE $0 $0 $0 $0 $0

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Year One

Year Two


# CURRENT FTEs (use prorated FTEs for PT Students) 32 61 61 61 61 Appropriation per FTE (FY10) $2,675 $2,675 $2,675 $2,675 $2,675 STATE REVENUE FROM EXISTING SOURCES - LINKS

TO REVENUE SPREADSHEET, ROW 9 $85,600 $16,175 $163,175 $163,175 $163,175

# NEW FTEs (use prorated FTE for PT Students) 0 0 0 0 0 Appropriation per FTE (FY10) $2,675 $2,675 $2,675 $2,675 $2,675 STATE REVENUE FROM NEW SOURCES - LINKS TO

REVENUE SPREADSHEET, ROW 11 $0 $0 $0 $0 $0 FOR YEARS 2-5 INCLUDE CONTINUING FTE FROM

PREVIOUS YEARS

Year One

Year Two


Other Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13)

Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15)

QUEENSBOROUGH COMMUNITY COLLEGE...3 . Abstract . The dual/joint degree program between Queensborough...

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