Queens College Academic University Report Detail April/May ... · HEBRW 160. Masterpieces of Hebrew...

Queens College Academic University Report Detail April/May 2020

Section AIII: Changes in Degree Program: AIII.1 Changes to be offered in the Jewish Studies Department Change to the major and minor. FROM TO

REQUIREMENTS FOR THE MAJOR IN JEWISH STUDIES (MAJOR CODE JEWST-BA) Majors in Jewish Studies are required to take 36 credits, distributed as follows: Core Curriculum: Students must take three core curriculum courses, two from Part A and one from Part B: Part A. Jewish History (two courses, 6 credits, chosen from the following): HIST 114, 115, and 116, History of the Jewish People I, II, and III. Part B. Jewish Philosophy and Religion (one course, 3 credits, chosen from the following): PHIL 250, Plato and the Bible; PHIL 251, Aristotle and Maimonides; PHIL 252, Existentialism and Modern Jewish Philosophy; RLGST 103, Introduction to Judaism. Area Studies Courses (15 credits): Refer to the Area Studies listings on the following page. Related Departmental Courses (9 credits): In the area where the student has taken the greatest number of intermediate and advanced Jewish Studies courses, he or she must take 9 additional credits at the 200-course level or above. The courses shall be chosen in consultation with a Jewish Studies advisor. The related departments for each area are as follows: History; Anthropology or Sociology; Philosophy or Religious Studies; Hebrew, Yiddish, Comparative Literature, or English. (Students concentrating in Jewish literatures must study the literature of two different languages.) Senior Seminar (3 credits) Language Requirement: Majors are required to demonstrate competence in Hebrew or Yiddish through

REQUIREMENTS FOR THE MAJOR IN JEWISH STUDIES (MAJOR CODE JEWST-BA) Majors in Jewish Studies are required to take 36 credits, distributed as follows: History Surveys (2 courses, 6 credits) Two of the following: HIST 114, HIST 115, HIST 116 Electives (9 courses, 27 credits) Nine additional courses from those listed on the next page, five of which must be at the 200-level or higher. Senior Seminar (1 course, 3 credits) Students must complete ONE advanced seminar either by undertaking an independent research tutorial approved and guided by a Jewish Studies faculty member, or by enrolling in a senior seminar/colloquium in another department and writing a research paper on a Jewish Studies-related topic. Courses satisfying this requirement include: ENGL 391W, HIST 392, HIST 393, JEWST 365, MES 380, PHIL 383W, PSCI 381W, PSCI 382W, PSCI 383W, PSCI 384W, PSCI 386W, PSCI 387W, SOC 381(W), SOC 382. Language Requirement: Majors are required to demonstrate competence in Hebrew by taking, or placing out of HEBRW 101, 102, 203 and 204. Students placed in these courses may use them as electives and count the credits towards the 36 required for the major. For placement students should contact the director of the Hebrew Program.

level 4. Alternatively, majors may satisfy the language requirement by demonstrating competence in a combination of Hebrew through level 2 and Yiddish through level 2. The language requirement is independent of the 36 credits required for the major. REQUIREMENTS FOR THE MINOR IN JEWISH STUDIES (MINOR CODE JEWST-MIN) History Surveys (6 credits): Two of the following courses: HIST 114, HIST 115, HIST 116. Electives (12 credits): Four courses from the Area Studies course list on the next page. Area Studies Courses Students must select five intermediate and advanced courses (at the 200 level or above) from any two of the four disciplinary areas to be eligible for a major. In so doing, the student will acquire a more intensive understanding of the major areas of research and scholarship within the field of Jewish Studies. Courses relevant to the areas are: 1. Jewish Social and Intellectual History History HIST 237. Eastern Europe to the World Wars HIST 248. Special Topics in Jewish History HIST 249. American Jewish History until 1945 HIST 251. The Jews in Medieval Christendom HIST 252. Medieval Spanish Jewry HIST 253. The Jews in Early Modern Europe HIST 254. The Jews in Eastern Europe HIST 255. Transformational Moments in the Arab/Israeli Conflict (VT) HIST 256. History of Modern Israel HIST 257. History and Culture of the Bukharian Jews HIST 290. Law, Crime, and Society in Jewish History (VT) HIST 295. Sephardic Jewish History HIST 311. Jewish Society in the Islamic Lands, 600–1500 HIST 312. The Holocaust

REQUIREMENTS FOR THE MINOR IN JEWISH STUDIES (MINOR CODE JEWST-MIN) Minors in Jewish Studies are required to take 18 credits, distributed as follows: History Surveys (6 credits): Two of the following courses: HIST 114, HIST 115, HIST 116. Electives (12 credits): Four additional courses from those listed below, two of which must be at the 200-level or higher. Courses satisfying the Major and Minor in Jewish Studies: 1. Jewish Social and Intellectual History History HIST 114: History of the Jewish People, Part I HIST 115: History of the Jewish People, Part II HIST 116: History of the Jewish People Part III HIST 147. The Modern Middle East, 1789-1923 HIST 237. Eastern Europe to the World Wars HIST 248. Special Topics in Jewish History HIST 249. American Jewish History until 1945 HIST 251. The Jews in Medieval Christendom HIST 252. Medieval Spanish Jewry HIST 253. The Jews in Early Modern Europe HIST 254. The Jews in Eastern Europe HIST 255. Transformational Moments in the Arab/Israeli Conflict (VT) HIST 256. History of Modern Israel HIST 257. History and Culture of the Bukharian Jews HIST 290. Law, Crime, and Society in Jewish History (VT) HIST 295. Sephardic Jewish History HIST 311. Jewish Society in the Islamic Lands, 632-1517 HIST 312. The Holocaust HIST 336. Women and Gender in Jewish History HIST 338. History of Zionism HIST 349. The Jews of Russia and the Soviet Union

HIST 336. Women and Gender in Jewish History HIST 338. History of Zionism HIST 349. The Jews of Russia and the Soviet Union HIST 160, 200, and 392W have themes that vary from semester to semester and may count if on a Jewish Studies topic. Prior approval from the director of Jewish Studies is required. 2. The Anthropology, Sociology, Political Life, and Folklore of Jews Sociology SOC 241. The American Jewish Community SOC 242. Modern Israel: Sociological Aspects SOC 348. Orthodox Jews in America Music MUSIC 232. Jewish Music 3. Jewish Religious and Philosophical Thought Philosophy PHIL 124. Philosophy and the Holocaust PHIL 250. Plato and the Bible PHIL 251. Aristotle and Maimonides PHIL 252. Existentialism and Modern Jewish Philosophy Jewish Studies JEWST 202. Jewish Ethics JEWST 301. Jewish Mysticism and Hasidism Religious Studies RLGST 103. Introduction to Judaism 4. Jewish Languages and Literatures Jewish Languages: Hebrew HEBRW 150. Modern Hebrew Literature in Translation HEBRW 160. Masterpieces of Hebrew Literature in Translation HEBRW 190. Topics in Culture, Art, and Literature in Israel HEBRW 101. Elementary Hebrew I HEBRW 102. Elementary Hebrew II

HIST 160, 200, and 392W have themes that vary from semester to semester and may count if on a Jewish Studies topic. Prior approval from the director of Jewish Studies is required. MES 240. Images of the Middle East 2. The Anthropology, Sociology, Political Life, and Folklore of Jews Sociology RLGST 212. Religion, Myth and Language SOC 221. Sociology of Religion SOC 241. The American Jewish Community SOC 242. Modern Israel: Sociological Aspects SOC 348. Orthodox Jews in America Music MUSIC 232. Jewish Music 3. Jewish Religious and Philosophical Thought Philosophy PHIL 124. Philosophy and the Holocaust PHIL 250. Plato and the Bible PHIL 251. Aristotle and Maimonides PHIL 252. Existentialism and Modern Jewish Philosophy Jewish Studies JEWST 202. Jewish Ethics JEWST 301. Jewish Mysticism and Hasidism Religious Studies RLGST 103. Introduction to Judaism 4. Jewish Languages and Literatures Jewish Languages: Hebrew HEBRW 150. Modern Hebrew Literature in Translation HEBRW 160. Masterpieces of Hebrew Literature in Translation HEBRW 190. Topics in Culture, Art, and Literature in Israel HEBRW 101. Elementary Hebrew I HEBRW 102. Elementary Hebrew II HEBRW 203. Intermediate Hebrew I HEBRW 204. Intermediate Hebrew II HEBRW 305. Advanced Modern Hebrew

HEBRW 203. Intermediate Hebrew I HEBRW 204. Intermediate Hebrew II HEBRW 305. Advanced Modern Hebrew HEBRW 307. Classical Hebrew HEBRW 311. Hebrew Conversation HEBRW 315. Hebrew Writing Workshop: Free Writing, Poetry, and Prose HEBRW 317. Skills and Art of Translation HEBRW 361. History of the Hebrew Language HEBRW 362. Hebrew Root Studies HEBRW 390. Studies in Hebrew Jewish Literatures: Hebrew HEBRW 321. Readings from the Torah HEBRW 325. Early Prophets and Kings HEBRW 328. Later Prophets, Minor Prophets, and Megillot HEBRW 331. Poetry and Wisdom Literature in the Bible HEBRW 340. Talmudic Literature HEBRW 341. Midrash and Aggada HEBRW 345. Poetry of the Middle Ages HEBRW 346. Prose of the Medieval Age HEBRW 351. Modern Hebrew Drama HEBRW 352. Modern Hebrew Literature: 1880–1947 HEBRW 356. Modern Hebrew Literature: 1948 to the Present Day HEBRW 358. The Modern Hebrew Media

HEBRW 307. Classical Hebrew HEBRW 311. Hebrew Conversation HEBRW 315. Hebrew Writing Workshop: Free Writing, Poetry, and Prose HEBRW 317. Skills and Art of Translation HEBRW 361. History of the Hebrew Language HEBRW 362. Hebrew Root Studies HEBRW 390. Studies in Hebrew Jewish Literatures: Hebrew ENGL 153W. Introduction to the Bible HEBRW 321. Readings from the Torah HEBRW 325. Early Prophets and Kings HEBRW 328. Later Prophets, Minor Prophets, and Megillot HEBRW 331. Poetry and Wisdom Literature in the Bible HEBRW 340. Talmudic Literature HEBRW 341. Midrash and Aggada HEBRW 345. Poetry of the Middle Ages HEBRW 346. Prose of the Medieval Age HEBRW 350W. Biblical Narrative and Poetry in Translation HEBRW 351. Modern Hebrew Drama HEBRW 352. Modern Hebrew Literature: 1880–1947 HEBRW 356. Modern Hebrew Literature: 1948 to the Present Day HEBRW 358. The Modern Hebrew Media

Rationale: The proposed changes expand and simplify the distribution of courses required for the Jewish Studies major by allowing students greater flexibility in designing their own focus of study within the field. The incoherent categories of “Jewish Philosophy and Religion,” “Area Studies Courses” and “Related Departmental Courses” have been replaced with a single broad “Electives” requirement. This change will not only allow students to fashion a more individualized course of study that takes advantage of the full range and tremendous diversity of Jewish Studies offerings at Queens College, it also moves away from an older and more compartmentalized conception of the field that drew sharp lines between literature, history, religious thought, etc. The proposed changes will also allow students to count Hebrew language courses towards the degree requirements for the major, thereby removing a disadvantage under the existing requirement for those with little or no previous coursework in Hebrew. The wording for the senior seminar requirement has been revised to include more detailed information about the requirement. The wording for the elective requirements for the minor has been slightly revised to clarify that at least two courses taken towards the minor must be at the 200-level or higher. The title for the complete list of Jewish Studies courses has been changed to bring it in line with the changes

to major proposed above, and three 100-level History courses have been added to that list clarifying that they can be taken in satisfaction of the “Electives” requirement provided they have not already been taken in fulfillment of the “History Surveys” requirement. An additional six courses have been added to the list of Jewish Studies offerings: ENG 153W, HEBRW 350W, RLGST 212, SOC 221, MES 240, HIST 147. These are thematically appropriate for the degree and were either created and approved since the last round of revisions to the degree requirements or were mistakenly omitted from previous updates to the list. Finally, the title of HIST 311 has been updated to reflect its current wording in the Undergraduate Bulletin. AIII. 2 Changes to be offered in the School of Earth and Environmental Sciences Department Change to the major. FROM TO

ENVIRONMENTAL STUDIES (MAJOR CODE ENSTD-BA) The interdisciplinary major (BA) in Environmental Studies requires the following courses: ENSCI 100 and 112; URBST 252 and 372; and either ENSCI 373W or URBST 373. Additionally, students will choose six electives from the following list, at least two of which must be in the Natural Sciences. The list of acceptable electives will be expanded as new courses are developed. Natural Sciences: BIOL 106 (prerequisite BIOL 105), CHEM 240 (prerequisite CHEM 113), ENSCI 200 (prerequisite CHEM 113), ENSCI 383, GEOL 101 Social Sciences/Humanities: ANTH 270, 302, ECON 228 (or 228W), ENGL 327, 327W, PHIL 125, PSCI 287, URBST 207, 235, 236, 241, 253, 254, 258, 373

ENVIRONMENTAL STUDIES (MAJOR CODE ENSTD-BA) The interdisciplinary major (BA) in Environmental Studies requires the following courses: ENSCI 100 and 112; URBST 252 and 372; and either ENSCI 373W or URBST 373. Additionally, students will choose six electives from the following list, at least two of which must be in the Natural Sciences and two of which must be in the Social Sciences/Humanities. The list of acceptable electives will be expanded as new courses are developed. Natural Sciences: BIOL 106 (prerequisite BIOL 105), CHEM 240 (prerequisite CHEM 113); ENSCI 200 (prerequisite CHEM 113.4 and 113.1), ENSCI 383, GEOL 383, GEOL 101: Social Sciences/Humanities: ANTH 270, 302, ECON 228 (or 228W), ECON 232, ENGL 327, 327W, MEDST 270, PHIL 125, PSCI 287, PSCI 289, URBST 206, 207, 230, 235, 236, 241, 253, 254, 265, 265W, 258, 358, 373.

Rationale: This proposal is intended to update the list of electives for the Environmental Studies major, which is an interdisciplinary, interdivisional partnership between the School of Earth and Environmental Sciences and the Department of Urban Studies. Changes to elective courses reflect new courses offered at QC, removal of courses no longer offered. In addition, the proposed revision reflects the recent changes in the numbering of Urban Studies and Chemistry courses.

AIII. 3 Changes to be offered in the Family, Nutrition & Exercise Sciences Department Change to a Program- Removal of a Course FROM TO

Nutrition and Dietetics Program: FNES 101, 104, 147, 203, 260, 263, 264, 275, 300, 307W, 337, 365, 366, 368, 378, 382 and 1 (3 credit) department approved elective; CHEM 101.1 and 101.3, CHEM 102.1 and 102.3 and CHEM 103.1 and 103.3; BIO 40, BIO 41 and BIO 44; PSYCH 101 and 107.

Nutrition and Dietetics Program: FNES 101, 104, 203, 260, 263, 264, 275, 300, 307W, 337, 365, 366, 368, 378, 382 and 1 (3 credit) department approved elective; CHEM 101.1 and 101.3, CHEM 102.1 and 102.3 and CHEM 103.1 and 103.3; BIO 40, BIO 41 and BIO 44; PSYCH 101 and 107.3 and 107.1.

Rationale: FNES 147 Family Relations (3 cr.) does not meet the revised knowledge requirements of our accrediting agency, the Accreditation Council for Education in Nutrition and Dietetics. With the recent approval for the addition of FNES 382 Community Nutrition to our removal of FNES 147 (3 cr.) from our program will prevent an increase in the credits needed to complete the Nutrition and Dietetics program. AIII.4 Changes to be offered in the SEYS (Secondary Education and Youth Services) Department Program Change: Change in requirements for degree/certificate The program change is an addition of a new elective course offering in the Science MSED and MAT programs, under the category of “Pedagogical Content Courses” for Science on page 103 of the Graduate Bulletin. On page 103 of the Graduate Bulletin: FROM TO Science (18 credits) Pedagogical Content Courses SEYS 753 or 754

Science (18 credits) Pedagogical Content Courses SEYS 753 or 754 or 756

Rationale: This new course will be added to the elective pool for both the Science MSED and MAT, along with the current offerings, SEYS 753 and 754. This third elective option will give the faculty the option of rotating these three elective classes for different populations of students, will increase the fully online offerings in both graduate science programs, and will enhance both graduate programs with regard to courses addressing student use of technology.

AIII.5 Changes to be offered in the English Department Changes to the requirement for the major in English (major code ENGL-BA). Required Courses: FROM TO Required Courses (7 courses, 25 credits) Required Courses (5 courses, 20 credits)

1. Critical Reading and Writing (2 courses, 6 credits): ENGL 130 and ENGL 170W

1. Critical Reading and Writing (1 courses, 4 credits): ENGL 170W

2. Literary Research Methods (4 courses, 16 credits): ENGL 241, 242, 243, and 244

2. Literary Research Methods (3 courses, 12 credits): ENGL 241, 244, and either 242 or 243

3. Senior Seminar (1 course, 3 credits): ENGL 391W

3. Senior Seminar (1 course, 4 credits): ENGL 391W or ENGL 399W

EffectiveTerm : August 2020. Rationale: These changes to major requirements incorporate the proposed course change from 3 hr. 3 cr. to 4 hr. 4 cr. for ENGL 170W and ENGL 391W/399W, the gateway and capstone courses in the major. (See the “changes to an existing course” proposal for 170W and 391W/399W). All required courses for the major would then be 4 hr. 4 cr., making both faculty and student schedules easier to organize. The change would also allow majors to reach a course load of 15 credits/semester or 30 credits/year (recommended by Qin4 and Take15 and required by the Excelsior Scholarship) by taking 4 rather than 5 English courses in at least one semester. Removing ENGL 130 from the major would establish ENGL 170W as the specific location in the curriculum for the preliminary training of English majors. ENGL 130 would continue to be the pre-requisite for ENGL 170W and the department doesn’t anticipate offering fewer sections of ENGL 130 in the future. Removing our EC2 course from the major follows the practice of other departments, including Biology, Comparative Literature, Drama, and History, which do not include their EC2 course within the major. Majors would also be required to take three (rather than the current practice of four) courses in Literary Research Methods, choosing either 242 or 243. Both English 242 and 243 teach students how to relate texts across periods and national literatures through the genres, forms, modes, and conventions they share. The choice of either English 242 or 243 will enable the department to focus additional teaching resources on English 170Wand English 391W or 399W, the courses that students take as they enter and complete the major.

https://www.qc.cuny.edu/Academics/SupportPrograms/advising/QCIn4/Pages/Default.aspx

https://www.qc.cuny.edu/Academics/SupportPrograms/advising/QCIn4/Pages/Take-15.aspx

https://www.cuny.edu/financial-aid/scholarships/excelsior-scholarship-faqs/

Taken together, these changes reduce the credits of required courses from 25 to 20 and the overall credits in the major from 46 to 41. The credit reduction brings our major closer to the number of credits typically required of majors in the Arts and Humanities Division; as, for example: 33 credits for German and Russian; 36 credits for Art History, Classics, Comparative Literature, Film Studies, French, Italian, Spanish, Media Studies and Religious Studies; 38 credits in Dance; and 39 credits for Chinese and Drama and Theatre. It will also allow more of our required courses for the major to be taught by members of the full-time faculty. There are no implications for the English Department’s overall budget in these changes to major requirements. The changes to major requirements were approved by the English Department on May 8, 2019. Elective Courses: FROM TO • at least one course in British literature before 1800:

English 251, 311, 312, 313, 320, 321, 322, 330,* 331, 332, 333, 334, 340, 341, 344

• at least one course in literature before 1820: English 251, 253, 311, 312, 313, 320, 321, 322, 323, 330,* 331, 332, 333, 334, 340, 341, 344, 348, 349, 365

• at least one course in American literature before 1900: English 253, 348, 349, 350, 351, 352†, 354, 357,* 358,* 359*

• at least one course in literature after 1820: English 252, 254, 318, 319, 324, 328, 329, 345, 346, 350, 351, 352†, 353, 357*, 358*, 359*, 370, 371, 373, 374, 376

• at least one course in global, ethnic, or post-colonial literature: English 255, 354, 355, 356, 360, 362, 363, 364, 366, 367, 368, 377, 378, 379

• at least one course in global, ethnic, or post-colonial literature: English 255, 354, 355, 356, 360, 362, 363, 364, 366, 367, 368, 369, 372, 377, 378, 379

Rationale: The current requirements, based on period and geography, distribute electives unevenly across the three categories. The new period-based requirements (the first and second categories), are solely period based and distribute the number of electives more evenly. They also allow more courses to fit into a “required elective” category. But maintaining the third category—global, ethnic, or post-colonial literature—continues to make clear the department’s commitment to ethnic studies and global/post-colonial approaches to the curriculum. We don’t anticipate teaching more elective courses then we do now, so the new distribution will not have implications for the English Department’s overall budget.

AIII.6 Changes to be offered in the Accounting Department Change to a Major: Change to the requirements for Major in Accounting Degree Program: increased minimum grade requirements for ACCT 101; increased average for all courses in the major.

FROM TO COURSES All courses for the accounting major must be complete with a minimum grade of C (C- for ACCT 101). The C minimum grade requirement does not apply to economics, business, or any other approved elective outside the Accounting Department. In addition, all students must earn a C average (2.0) for all courses applied to the major (i.e., accounting, economics, business, and other electives that qualify for the major). For any accounting course, all prerequisite courses must be complete with a grade of C or better (except for ACCT 102 for which the prerequisite course must be completed with a minimum grade of C-). Students earning a grade of C- or less must retake the course in which the C- or less was earned (D+ or less for ACCT 101). Students who repeat a course are reminded that credit can be received only once unless specifically stated. Students may repeat a course only two times. A student who did not receive a grade of C or better (C- or better for ACCT 101) after two such repeat attempts will be dropped from the major.

COURSES All courses designated as ACCT within the accounting major must be completed with a minimum grade of C. The C minimum grade requirement does not apply to economics, business, or any other approved elective outside the Accounting Department. In addition, all students must earn a 2.5 average grade point average for all courses applied to the major (i.e., accounting, economics, business, and other electives that qualify for the major). For any accounting course, all prerequisite courses must be complete with a grade of C or better. Students earning a grade of C- or less must retake the course in which the C- or less was earned. Students who repeat a course are reminded that credit can be received only once unless specifically stated. Students may repeat a course only two times. A student who did not receive a grade of C or better after two such repeat attempts will be dropped from the major.

Change to a major: FROM TO THE MAJORS ACCOUNTING MAJOR

THE MAJORS ACCOUNTING MAJOR

(last paragraph) See the box on page 79 for the specific requirements for the major. An overall C average is needed in all required courses to be credited toward the minor.

See the box on page 79 of the 2019-2020 Undergraduate Bulletin for the specific requirements for the major. An overall 2.5 grade point average is needed in all required courses to be credited toward the major.

ACCOUNTING MINOR See the box on page 79 for the specific requirements for the minor. An overall C average is needed in all required courses to be credited toward the minor. Students may not take courses before the required semester, nor are they permitted to register for any accounting course for which they have earned a grade less than C (including INC, WU, etc.). in the prerequisite course. Minors must complete a concentration form no later than their junior year and submit it to their advisor for approval in conjunction with their declaration. (Forms are available in the department office.)

ACCOUNTING MINOR See the box on page 79 of the 2019-2020 Undergraduate Bulletin for the specific requirements for the minor. An overall C average is needed in all required courses to be credited toward the minor. Students may not take courses before the required semester, nor are they permitted to register for any accounting course for which they have earned a grade less than C (including INC, WU, etc.). in the prerequisite course. Minors must complete a concentration form no later than their junior year and submit it to their advisor for approval in conjunction with their declaration. (Forms are available online.)

{In the grey box page 79 of the 2019-2020 Undergraduate Bulletin} {In the grey box page 79 of the 2019-2020 Undergraduate Bulletin} FROM TO REQUIREMENTS FOR THE MAJOR IN ACCOUNTING (MAJOR CODE ACCT-BA) A minimum of 21 credits must be taken at Queens College for the major. Required (57 credits) ACCT 101 through 322 (excluding 123), 362, 367, and 372; BUS 241; CSCI 48 (preferred) or 12; ECON 101, 102, 215, and 249. Electives: Two courses as follows: ■ One elective course from the Department of Accounting and Information Systems. ■ One of the following courses: BUS 243, 247, 341W, and 351; ECON 201, 202, 213, 214, 218, 220, 225, 229, 242, 246, 317, 326, 328, 340, and 382. Students must read the specific department listings for prerequisite requirements. C is the minimum grade required in all accounting courses (C– for ACCT 101). (The C minimum grade requirement does not apply to economics, business, or any other approved elective if it is outside the Accounting Department.) In addition, all

REQUIREMENTS FOR THE MAJOR IN ACCOUNTING (MAJOR CODE ACCT-BA) Admission to the Accounting Program To declare a major in accounting a student must have an overall grade point average of 2.5 or higher and have completed at least 30 credits either at Queens College or another accredited institution. To remain in the accounting program, a student must maintain an Accounting Major grade point average of 2.5 or higher after taking four classes required for the major. Students not attaining the 2.5 Accounting Major grade point average will need to meet with their advisors before being permitted to register for further courses in the major. In addition to meeting with their advisor, students not attaining the 2.5 Accounting Major grade point average will be placed on departmental probation. If, after a second semester,

students must earn a C average (2.0) for all courses usable for the major (i.e., accounting, economics, business, and other electives that qualify for the major). In general, the only accounting courses that may be transferred from other schools are those equivalent to ACCT 101, 102, 305, and 261 with a minimum grade of C. ACCT 201 may be transferred only from Baruch College with a minimum grade of C as well. ACCT 343 may also be transferred under certain circumstances where an articulation agreement exists between another school and Queens College. A student’s ability to retake a course is limited to only two times. A student who did not receive a grade of C or better (C– or better for ACCT 101) after two such retake attempts will be dropped from the major. You may not P/NC any course that is being used to satisfy your major requirements (including electives).

their Accounting Major grade point average still has not been raised to at least 2.5, they will be dropped from the major. To graduate with an accounting major, a student must have an Accounting Major grade point average of 2.5 or higher. A minimum of 21 credits must be taken at Queens College for the major. Required (57 credits) ACCT 101 through 322 (excluding 123), 362, 367, and 372; BUS 241; CSCI 48; ECON 101, 102, 215, and 249. Electives: Two courses as follows: ■ One elective course from the Department of Accounting and Information Systems. ■ One of the following courses: BUS 243, 247, 341W, and 351; ECON 201, 202, 213, 214, 218, 220, 225, 229, 242, 246, 317, 326, 328, 340, and 382; ACCT 385 (which is allowed as either an Accounting or Business Elective category). Students must read the specific department listings for prerequisite requirements. C is the minimum grade required in all accounting courses. (The C minimum grade requirement does not apply to economics, business, or any other approved elective if it is outside the Accounting Department.) In addition, all students must earn a grade point average of 2.5 or higher in all courses usable for the major (i.e., accounting, economics, business, and other electives that qualify for the major). In general, the only accounting courses that may be transferred from other schools are those equivalent to ACCT 101, 102, 305, and 261 with a minimum grade of C. ACCT 201 may be transferred only from Baruch College with a minimum grade of C as well. ACCT 343 may also be transferred under certain circumstances where an articulation agreement exists between another school and Queens College. A student’s ability to retake a course is limited to only two times. A student who did not receive a grade of C or better after two such retake attempts will be dropped from the major. You may not P/NC any course that is being used to satisfy your major requirements (including electives).

REQUIREMENTS FOR THE MINOR IN ACCOUNTING (MINOR CODE ACCT-MIN) A minimum of 12 credits must be taken at Queens College for the minor. Required (19 credits) ACCT 101, 102, 201, 261, 305, and 367. Electives (3

REQUIREMENTS FOR THE MINOR IN ACCOUNTING (MINOR CODE ACCT-MIN) A minimum of 12 credits must be taken at Queens College for the minor. Required (19 credits) ACCT 101, 102, 201, 261, 305, and 367. Electives (3 credits) ECON 100, 101,

credits) ECON 100, 101, 102, or any other elective approved by the department. Minors must complete a concentration form no later than their junior year and submit it to their advisor for approval in conjunction with their declaration. (Forms are available in the department office.) C is the minimum grade required in all accounting courses (C– for ACCT 101). (The C minimum grade requirement does not apply to economics, business, or any other approved elective if it is outside the Accounting Department.) In addition, all students must earn a C average (2.0) for all courses usable for the major (i.e., accounting, economics, business, and other electives that qualify for the minor). In general, the only accounting courses that may be transferred from other schools are those equivalent to ACCT 101, 102, 305, and 261 with a minimum grade of C. ACCT 201 may be transferred only from Baruch College with a minimum grade of C as well. ACCT 343 may also be transferred under certain circumstances where an articulation agreement exists between another school and Queens College. A student’s ability to retake a course is limited to only two times. A student who did not receive a grade of C or better (C– or better for ACCT 101) after two such retake attempts will be dropped from the minor. You may not P/NC any course that is being used to satisfy your minor requirements (including electives).

102, or any other elective approved by the department. Minors must complete a concentration form no later than their junior year and submit it to their advisor for approval in conjunction with their declaration. (Forms are available online) C is the minimum grade required in all accounting courses. (The C minimum grade requirement does not apply to economics, business, or any other approved elective if it is outside the Accounting Department.) In addition, all students must earn a C average (2.0) for all courses usable for the minor (i.e., accounting, economics, business, and other electives). In general, the only accounting courses that may be transferred from other schools are those equivalent to ACCT 101, 102, 305, and 261 with a minimum grade of C. ACCT 201 may be transferred only from Baruch College with a minimum grade of C as well. ACCT 343 may also be transferred under certain circumstances where an articulation agreement exists between another school and Queens College. A student’s ability to retake a course is limited to only two times. A student who did not receive a grade of C or better after two such retake attempts will be dropped from the minor. You may not P/NC any course that is being used to satisfy your minor requirements (including electives).

Rationale: Accounting is a demanding profession requiring competency in multiple disciplines. We decided to raise overall academic standards to increase the success of our students in obtaining meaningful jobs in the industry after graduation. Students completing the accounting major are expected to sit for the Uniform Certified Public Accountancy Exams, where national pass rates are approximately fifty percent. We wish to raise their prospects of completing the major with a greater chance of success on the Certified Public Accountancy exams and in the profession.

Section AIV: New Courses AIV.1 CUNYfirst Course ID Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ X] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 256 Course Title VT. Alternative Processes in Photography I Catalogue Description

An introductory course designed to familiarize students with the materials and methods of hand coated liquid emulsion in alternative and historic photographic processes. Historical techniques explored will include but are not limited to cyanotype, Van Dyke, Kallitype and Gum Bichromate. Students will also explore different means of creating negatives including digital negatives, pinhole photography and photograms.

Pre/ Co Requisites Prerequisite: PHOTO 165 and PHOTO 176 Credits 3 Contact Hours 4 Liberal Arts [ ] Yes [ ] No Course Attribute (Course Attribute (e.g. Writing Intensive, Honors, etc)

Course Applicability __X__ Major ____ Gen Ed Required ___ Gen Ed - Flexible ___ Gen Ed - College Option

____ English Composition ___ World Cultures ____ Mathematics ____ US Experience in its Diversity College Option Detail ____ Science ____ Creative Expression ____Individual and Society ____Scientific World

Effective Term Fall 2020

Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. Currently there are no elective course offerings in PHOTO. This new course will a provide photography specific option for students. Also this course is consistent with similar courses offered at other CUNY schools, which will help with

potential CUNY transfer students. Courses in alternative photographic processes also exists at private institutions and are continuing to grow in popularity among young students. AIV.2 CUNYfirst Course ID Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 356 Course Title VT. Alternative Processes in Photography II Catalogue Description

This advanced course will allow students to refine their craft and techniques learned in Alternative Processes in Photography I while also learning other advanced methods for making photographic objects. Topics to be discussed will include combining historic processes with contemporary photographic techniques and practices. Critiques will discuss how the language of the processes used will contribute to the content of the photographs being made.

Pre/ Co Requisites Prerequisite: PHOTO 256 Credits 3 Contact Hours 4 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

Course Applicability X__ Major ____ Gen Ed Required ___ Gen Ed - Flexible ___ Gen Ed - College Option



Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. Currently there are no elective course offerings in PHOTO. This new course will a provide photography

specific option for students. Also this course is consistent with similar courses offered at other CUNY schools, which will help with potential CUNY transfer students. Courses in alternative photographic processes also exits at private institutions and are continuing to grow in popularity among young students.

AIV.3 CUNYfirst Course ID

Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 257 Course Title Studio Lighting I Catalogue Description

This entry-level course will introduce students to the fundamental techniques and principles of basic studio lighting. Students will learn how to use different continuous lighting and strobe equipment to be used in studio and location settings. Students will learn the principles of metering and exposure for analog and digital and how to control the quality, intensity and direction of the light. Students will understand the principles of color temperature and learn how to control the color balance in their pictures while shooting.

Pre/ Co Requisites Prerequisite: PHOTO 165 and PHOTO 176 Credits 3 Contact Hours 4 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. Currently there are no elective course offerings in PHOTO. This new course will a provide photography specific option for students. Also this course is consistent with similar courses offered at other CUNY schools, which will help with potential CUNY transfer students. Courses in studio lighting teach essential skills needed for a variety of applied job related fields.

AIV.4 CUNYfirst Course ID

Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 357 Course Title Studio Lighting II Catalogue Description

This advanced course expands on the basic lighting techniques learned in Studio Lighting I with an emphasis on lighting incorporated in a variety of genres including fashion, portraiture, still life and architectural photography. Students will explore creative lighting techniques such as how to employ mixed lighting sources, light as color and night photography with artificial lighting.

Pre/ Co Requisites Prerequisite: PHOTO 257 Credits 3 Contact Hours 4 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. There are currently no elective course offerings in PHOTO. This new course will a provide photography specific option for students. Also this course is consistent with similar courses offered at other CUNY schools; which will help with potential CUNY transfer students. Courses in studio lighting teach essential skills needed for a variety of applied job related fields. AIV.5 CUNYfirst Course ID Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 258 Course Title VT. Documentary and Narrative Photography Catalogue Description

Exploration of the ideas and practices of still photographs as a means of visual communication in documentary and narrative photography. Applications include photojournalism, photo essay, editorial and other approaches to the picture story. Topics to be discussed include the “captured moment” vs. the “constructed reality” and documentary and narrative photography in the current age of social media. Students will be introduced to the work of contemporary and historical photographers during gallery/museum visits and lectures.





Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. Currently there are no elective course offerings in PHOTO. This new course will a provide photography specific option for students. Also this course is consistent with similar courses offered in other CUNY schools, which will help with potential CUNY transfer students. Courses in editorial photography teach essential skills needed for a variety of commercial and journalism related fields. AIV.6 CUNYfirst Course ID Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 259 Course Title Medium and Large Format Photography Catalogue Description

Introduction to medium and large format photography equipment and techniques used in fine art and commercial applications. Students will learn both analog and digital approaches including medium format digital cameras and medium and large format scanning techniques.





Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. There are currently no elective course offerings in PHOTO. This new course will a provide photography specific option for students. Also this course is consistent with similar courses offered at other CUNY schools, which will help with potential CUNY transfer students.

AIV.7 CUNYfirst Course ID Department(s) Studio Art Career [X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 376 Course Title Photography Internship Catalogue Description

In this experiential learning course, students will gain valuable “real-life” experience working in an arts organization or other photography related entity in New York City while getting practical knowledge in preparation for graduate school or jobs in the field.

Pre/ Co Requisites Prerequisite: Completion of level 1 & 2 requirements and department permission Credits 3 Contact Hours 4 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. Currently there are no elective course offerings in PHOTO. This new course will a provide photography

specific option for students. Also this course is consistent with similar courses offered at other CUNY schools, which will help with potential CUNY transfer students.

AIV.8 CUNYfirst Course ID Department(s) Studio Art Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix PHOTO Course Number 200 Course Title Imaging Resistance: Photographic Media and Socially Engaged Art Catalogue Description

The aim of this introductory photo-imaging survey course is to explore the myriad ways that politically committed image-makers have employed photographic media in support of social justice, community reform movements and political revolutions. Students will gain an understanding of how photo-based imagery is fundamental to diverse socially engaged art forms over the past 150 years. Weekly readings and writing assignments, lecture presentations and class discussions, and a final research project presentation and paper constitute the requirements, a site visit to museums and/or galleries may be scheduled.

Pre/ Co Requisites Prerequisite: NONE Credits 3 Contact Hours 4 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: Students are required to take seven (7) elective courses to fulfill their degree requirements for the new BFA in Photography and Imaging. Currently there are no seminar elective course offerings in PHOTO. As a supplement to the Art History requirements, this new course will a provide photography specific seminar for students and teach strategies of conceptual thinking through studies of specific conceptual issues and historical and contemporary theories. AIV.9 CUNYfirst Course ID

Department(s) English Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 394W Course Title Writing Multilingualism Catalogue Description

Active engagement and experience in the playful and academic practice of writing from and for multilingual realities. Specific attention on audience awareness, ethical choices, and multilingualism as lived experience.

Pre/ Co Requisites Pre-requisities: ENGL 170W or ENGL 200W Credits 3 Contact Hours 3 Liberal Arts [ X] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale The 300-level ENGL writing courses currently offered (301W, 302, 303W, 304) focus on the genres of creative writing. This course will allow for the study and practice of multilingual writing across multiple genres. It will also allow students to draw more fully upon their linguistic and cultural resources as they analyze, critique, and implement diverse writing practices and develop a multilingual awareness of how language functions in literary texts. The course pays rigorous and sustained attention to the ethics and practice of writing. It assigns 10-15 pages of evaluated writing, which may include informal blog responses, short response essays, peer review workshops, and a final research paper prepared for in stages. AIV.10 CUNYfirst Course ID Department(s) English Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 396W Course Title VT: Writing Studies Catalogue Description

Advanced instruction and practice in the theoretical, stylistic, and ethical matters connected to the study of writing. Topics may include methodologies of writing research, histories and theories of literacy and writing, theories on composing and language use, rhetorical theory, or digital composing.

Pre/ Co Requisites Pre-requisites: ENGL 170W or ENGL 200W Credits 3.0 cr Contact Hours 3.0 sem Liberal Arts [ X] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: The English department doesn’t currently offer a 300-level elective course focused on rhetoric and composition theory. The methodological and theoretical focus of the course is designed to complement the craft focus of the department’s creative writing courses (210W, 211W, 301W, 302, 303W, 304). Additionally, the course is designed to build upon ENGL 200W, offering interested students an advanced elective in the field of writing studies. The course pays rigorous and sustained attention to the practice of writing, including writing for digital platforms. It assigns 10-15 pages of evaluated writing, which may include in-class writing exercises, a reflective essay, and a research project prepared for in stages. AIV.11 CUNYfirst Course ID Department(s) English Career [X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 314 Course Title VT: Studies in Popular Genres Catalogue Description

A study of popular genres such as science fiction, mystery, detective, romance, dystopian literature, thrillers, fantasy, and fanfiction, with attention to the defining features of major popular genres as they have changed over time. The course might be devoted to one major popular genre, or cover multiple genres in a comparative way. Topics may include the role of genre texts in contemporary culture, questions of the “popular” and the “canonical,” diversity and inclusion in popular genres, cross-media adaptations of popular genres (such as drama, film, television and digital media), hybrid and experimental forms, and the contributions of genre theory to literary analysis.

Pre/ Co Requisites Prerequisites: ENGL 170W Credits 3 Contact Hours 3 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)



Effective Term Fall 2020 Rationale: The English department doesn’t currently offer a 300-level elective course focused on popular literary genres. Genre fiction is a significant part of the publishing market and is often taught within the K-12 English language arts (ELA) curriculum. The course will allow students who are interested in pursuing careers in publishing or teaching to gain useful knowledge. The course will also allow students to explore an ongoing (and expanding) area of literary scholarship. AIV.12 CUNYfirst Course ID Department(s) English Career [X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 394 Course Title Writing Multilingualism. Catalogue Description

Active engagement and experience in the playful and academic practice of writing from and for multilingual realities. Specific attention on audience awareness, ethical choices, and multilingualism as lived experience.

Pre/ Co Requisites Prerequisites: ENGL 170W or ENGL 200W. Credits 3 Contact Hours 3 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)


____ English Composition ___ World Cultures

____ Mathematics ____ US Experience in its Diversity College Option Detail ____ Science ____ Creative Expression ____Individual and Society ____Scientific World

Effective Term Fall 2020 Rationale: The 300-level ENGL writing courses currently offered (301W, 302, 303W, 304) focus on the genres of creative writing. This course will allow for the study and practice of multilingual writing across multiple genres. It will also allow students to draw more fully upon their linguistic and cultural resources as they analyze, critique, and implement diverse writing practices and develop a multilingual awareness of how language functions in literary texts. AIV.13 CUNYfirst Course ID Department(s) English Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 396 Course Title VT: Writing Studies Catalogue Description

Advanced instruction and practice in the theoretical, stylistic, and ethical matters connected to the study of writing. Topics may include methodologies of writing research, histories and theories of literacy and writing, theories on composing and language use, rhetorical theory, or digital composing. The course may be taken for credit more than once if the topic is different.

Pre/ Co Requisites Prerequisites: ENGL 170W or ENGL 200W Credits 3 Contact Hours 3 Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)


____ English Composition ___ World Cultures ____ Mathematics ____ US Experience in its Diversity College Option Detail

____ Science ____ Creative Expression ____Individual and Society ____Scientific World


Rationale: The English department doesn’t currently offer a 300-level elective course focused on rhetoric and composition theory. The methodological and theoretical focus of the course is designed to complement the craft focus of the department’s creative writing courses (210W, 211W, 301W, 302, 303W, 304). Additionally, the course is designed to build upon ENGL 200W, offering interested students an advanced elective in the field of writing studies. AIV.14 CUNYfirst Course ID Department(s) English Career [X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 202W Course Title Rhetoric and Writing in English Education Catalogue Description

This course focuses on raising rhetorical and language awareness in English Education writing and teaching. Emergent English Educators in the course are actively involved in identifying rhetorical strategies, methods of inquiry, oral communication techniques, and revision practices that can better guide them in the teaching of writing.

Pre/ Co Requisites Prereq.: ENGL 110 or permission of the instructor Credits 3.0 cr Contact Hours 3.0 hr. Liberal Arts [X ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

Writing Intensive


____ English Composition ___ World Cultures ____ Mathematics ____ US Experience in its Diversity College Option Detail

____ Science ____ Creative Expression ____Individual and Society ____Scientific World


Rationale: A version of this required course for English Education double majors (ENGL7-12 BA) is currently taught under ENGL 201W, Essay Writing for Special Fields. In consultation with SEYS, the department has decided that the course should be given its own number and title: (1) to distinguish it from other courses taught under the rubric of English 201W; and (2) to provide a more accurate description of the course content for English Education majors. AIV.15 CUNYfirst Course ID Department(s) ECP (Educational and Community Programs) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ECPIL Course Number 708 Course Title School Leadership and Inclusive Education Catalogue Description

This course addresses critical issues in leadership relating to the inclusion of students with learning differences/disabilities. It considers how the improvement of educational systems can promote such students achievement, increasing their skills in core academic subjects as well in functional competencies needed for full participation in home, school, and community. Candidates learn models of systems change that include (a) assessment of one’s own leadership dispositions and skills, (b) strategies for engaging individuals to support inclusive education, and (c) models of school-wide change that are research-based.

Pre/ Co Requisites Prerequisites or co-requisites: None Credits 3 cr. Contact Hours 3 hr Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Effective Term Fall 2020 Rationale: This is a first year new course and would be required for candidates in the new master’s program in instructional Leadership. The course emphasizes that the skills needed to create inclusive schools are often those school leaders have to develop on their own. Their training often do not provide enough in the fundamentals of inclusive education nor special education law let alone the skills that would allow them to nurture a supportive school culture for students with learning differences. This gap has been amply researched (see Dunnick & Lasky, 2006; Trail, 2011; Wamba & Citro, 2010). Projected Enrollment: 15 students Projected Frequency: 3 hours once a week AIV.16 CUNYfirst Course ID Department(s) SEYS (Secondary Education and Youth Services) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix SEYS Course Number 755 Course Title Cognition in Learning Science and Mathematics Catalogue Description

This course examines current trends in science and a mathematics teaching influenced by cognitive learning theory, the rise of the constructivist and neuro-constructivist approaches to learning, the use of social-interactive learning as an important instructional practice, and the use of inquiry teaching-all of which involves students in metacognition and real-life problem solving.

Pre/ Co Requisites Prerequisites or co-requisites: None Credits 3 cr. Contact Hours 3 hr Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Effective Term Fall 2020 Rationale: This course will serve as an advanced pedagogical content course in the Science Education Program. It is intended for students pursuing an advanced degree in science education. Science and mathematics are largely abstract and theoretical content areas that require not only advanced understanding of pedagogical content knowledge but also learning trajectories in science and mathematics. Cognitive learning theory is essential in the successful planning, instruction, and assessment of science and mathematics. The objective of this class is to provide specific pedagogies for STEM instruction that are supported by advances in cognitive science. Projected Enrollment: 15 students Projected Frequency: Fall/Spring AIV.17 CUNYfirst Course ID Department(s) Aaron Copland School of Music (Music) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 771 Course Title Performance Literature Seminar Catalogue Description

A study of the repertoire for (1) chorus, (2) orchestra, or (3) wind ensemble. These topics will be offered on a rotating basis. This course is required of MM students in conducting. Conductors should take the version of the course that corresponds to their area of concentration. The course is available as an elective to other graduate students in music.

Pre/ Co Requisites Prereq.: Permission of department. Credits 3 cr. Contact Hours 3 hr Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: The course is intended, first of all, to fill any gaps in students’ knowledge of the musical repertoire for their type of ensemble (chorus, orchestra, or wind ensemble). Through regular assignments and a final paper/presentation, students develop their analytical skills and writing abilities, and they learn to make connections between analysis and performance. Finally, students learn how to select appropriate repertoire for ensembles of varying backgrounds, age levels, and technical ability. Projected Enrollment: 12 students Projected Frequency: Once per year (either fall or spring) AIV.18 CUNYfirst Course ID Department(s) SEYS (Secondary Education and Youth Services) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix SEYS Course Number 756 Course Title Mobile Science: Data-Based Decision Making Catalogue Description

This course is designed to tap student motivation by using personal technologies such as mobile phones and tablets as tools for conducting authentic science investigations. The workshop provides tools to find and use real-time data and the analytical pedagogical foundation of how to use large data sets to engage students in detecting patterns in the natural environment. Data analytics is especially important in the 21st century because of two advances: computational power and a veritable explosion in the quantity of collected data.

Pre/ Co Requisites Prereq.: None Credits 3 cr. Contact Hours 3 hr

Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)



Effective Term Fall 2020 Rationale: This course will serve as an advanced pedagogical content course in the Science Education Program. It is intended for students pursuing professional development in science education. Science and mathematics are largely abstract and theoretical content areas that require not only advanced understanding of pedagogical content knowledge but also learning trajectories in science and mathematics. Next Generation Science Standards (NGSS) require students to be able to use and interpret real-world data in order to make critical decisions. In doing so, students will be required to work within the foundational structure of claim, evidence, and reason. The objective of this class is to provide specific pedagogies for STEM instruction that are supported by NGSS and advances in cognitive science. Projected Enrollment: 15 students Projected Frequency: Spring On-line Instruction (If any or all class instruction is to be held on-line, please describe the rationale for this approach. Discuss the skills/training required of the instructor, and describe how instructor and students will interact on-line.): The theoretical framework and the pedagogical content strategies involve the use of mobile devices for data analysis. Therefore, the online instructional format mirrors the pedagogical techniques taught in the course for a fully-immersive learning experience. Students must be comfortable and flexible with the online course format to better integrate mobile technologies into their own teaching. The online learning experience will facilitate the optimum learning environment for the content of this course. AIV.19 CUNYfirst Course ID Department(s) Macaulay Honors Program Career [X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area

Course Prefix HNRS Course Number 202 Course Title Career Exploration Colloquium Catalogue Description

This 1-credit colloquium is designed to help honors students develop and solidify their career plans – exploring job prospects within key sectors of industry, devising strategies to find opportunities and build professional networks, applying for internships, and building practical skills like tailoring resumes and cover letters, preparing for job interviews, and developing soft skills to navigate today’s workplaces. The course will focus explicitly on how students’ values and interests can be reflected in their career choices. Making the world of work more familiar and approachable, the course is also geared to relieving anxieties related to career planning and performance.

Pre/ Co Requisites Credits 1 credit. Contact Hours 1 hour Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

Course Applicability ___ Major ____ Gen Ed Required ___ Gen Ed - Flexible ___ Gen Ed - College Option



Rationale: We propose HNRS 202 as a complement to HNRS 101, an existing 1-credit class that introduces first-year students to various curricular and cocurricular requirements as well as relevant college resources. Completing an internship is one of the cocurricular requirements for graduating from our honors program, and HNRS 101 includes a unit on crafting a cover letter and resume for internship applications. Student feedback indicates that this is one of the most useful units in the class. Our alumni/ae, likewise, have asked consistently that we incorporate the career development process more fully into the Queens Macaulay experience. While we have a strong four-year graduation rate of 88 percent and our graduates are successful in gaining entrance to graduate programs, we have been less successful in helping students to enter the workforce immediately after graduation. Only a small percentage receive jobs that start upon graduation, and these are predominantly in the fields of accounting and education. Other graduates are often underemployed as contingent or service sector workers. The creation and implementation of HNRS 202 will, thus, address a demonstrated need and provide greater support in career planning and preparation for our students.

AIV.20 CUNYfirst Course ID Department(s) MATH Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MATH Course Number 342 Course Title Data Science via Machine Learning and Statistical Modeling Catalogue Description

Philosophy of modeling and learning using data. Prediction using linear, polynomial, interaction regressions and machine learning including neural nets and random forests. Probability estimation with asymmetric cost classification. Underfitting vs. overfitting and R-squared. Model validation. Correlation vs. causation. Interpretations of linear model coefficients. Formal instruction of statistical computing. Data manipulation and visualization using modern libraries. Spring.

Pre/ Co Requisites Prereq.: MATH 231, MATH 241, CSCI 111 (or equivalent). Credits 4 cr. Contact Hours 4 hr. lec.; 2 hr. lab; Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

Course Applicability ___ Major ____ Gen Ed Required ___ Gen Ed - Flexible ___ Gen Ed - College Option



Rationale: This course has run twice successfully as an experimental section (MATH 390). This course will serve as the required capstone course for the new Data Science and Statistics (DSS) Option for the BA in Mathematics. It prepares students to do data science in the real world by teaching statistical modeling and machine learning for classification, regression and probability estimation together in a holistic framework. This course also teaches computing, data manipulation and visualization with R or some other suitable statistical computing language. During the hands-on lab experience (2hr/week), students gain hands-on experience building models from real-world data.

AIV.21 CUNYfirst Course ID Department(s) English

Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 108 Course Title Academic Communication Catalogue Description

The course is designed to advance emergent multilingual students’ academic practices of language inquiry, close reading, reflection, and revision. The course draws on all of forms of communication (reading, writing, listening, and speaking) to help gain practical experience with college-level communication. Specific learning outcomes include: gaining experience with the practical demands of college-level materials (e.g. syllabi, writing assignments, group projects); learning strategies to quickly parse and understand lectures, to take notes, and to summarize readings and arguments; producing and critiquing arguments; and practicing the conventions of writing in different situations. Not open to students who have completed ENGL 110.

Pre/ Co Requisites Prerequisites: Placement by program Credits 3 credits Contact Hours 4 hours, Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

Course Applicability X Major ____ Gen Ed Required ___ Gen Ed - Flexible ___ Gen Ed - College Option



AIV.22 CUNYfirst Course ID Department(s) English Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ENGL Course Number 109 Course Title Introduction to Academic Writing Catalogue Description

An intensive writing course that aims to prepare emergent bilingual and multilingual students for first-year academic writing practices. Students will develop various academic literary practices and learn to produce writing for different purposes. They will reflect on previous experiences reading and writing in English and in other languages. Specific learning outcomes include: developing critical and active reading strategies, engaging in writing as a process and practice, understanding and analyzing various rhetorical situations, developing strategies for revision and editing, and developing a writerly voice. Not open to students who have completed ENGL 110.

Pre/ Co Requisites Prerequisite: Placement by program Credits 3 credits Contact Hours 4 hours Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: English 108 and English 109 are new courses designed to prepare emergent bilingual or multilingual students for first-year academic writing (i.e. English 110). Like English 110, both courses are 4 hours/3 credits. As they are designed to complement each other, English 108 and 109 may be taken individually or at the same time. Students will be placed into these courses by exam and/or CUNY algorithm (currently under development). Neither of these courses is an actual prerequisite for English 110. (Note as well that

these courses will be submitted for further consideration for General Education (108 for LANG and 109 for USED).) It is increasingly clear that emergent bilinguals and/or multilingual students represent a significant percentage of the students who struggle in English 110. In response, the English department is developing several strategies. So far, these include (i) specific training for instructors of English 110 and (ii) the creation of English 115, a one-credit add-on to 110 to address the needs of this set of students. English 108 and English 109 are a more substantive step. Students identified as having the need, will be placed into one or both of these courses. Currently, the largest outstanding issue is placement into these various options. CUNY is itself revisiting the placement issue right now. Three notes about implementation and management:

1. Initially (meaning beginning in the fall of 2020 for at least a year), these courses will be limited to students who have entered the College through Navitas. After we have a more general placement mechanism, and more experience actually teaching these courses, the expectation is that English 109 will replace the current English 95. Similarly, as we align the not-for-credit English Language Institute with the regular curriculum, we further expect that the current CESL curriculum (some of which is credit-bearing and some of which is not) will be replaced by a combination of ELI classes and English 108/English 109.

2. Although these courses will be listed under ENGL, they are not controlled by the English P&B. Rather, formally, these

courses will be under the control of a new academic program (English for Bilingual and/or Multilingual Students) which will include faculty representation from English, LCD, Education, ELI, the Writing Center, etc. Listing them under ENGL is to simplify matters for the students. The English Department P&B is aware of and approves this arrangement. For the time being, the Dean of Arts and Humanities will function as the director of this new program.

3. The Provost is aware of and approves the development of the two specific courses described here. Additionally, the Provost has authorized a new full-time hire who will ultimately play the role of Director for the new program to house these courses.

AIV.24 CUNYfirst Course ID Department(s) ECP (Educational & Community Programs) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ECPSE Course Number 709 Course Title Collaboration and Co-Teaching in Inclusive Education Catalogue Candidates will complete one of two culminating assignments using collaboration skills to demonstrate

Description

their expertise in general and special education assessment, content knowledge and skills, pedagogical knowledge and skills and evidence-based instructional strategies to co-plan, co-teach and co-reflect on a unit of study designed to meet the needs of all learners. Candidates will learn the theory, research and exemplary practices in collaboration and co-teaching (through coursework and instructor modeling). Through guided practices with faculty in general and special education, candidates will utilize collaboration best practices to co-plan and co-teach data-based instructional plans using a best fit co-teaching model to provide access to the general education curriculum based on the social, emotional, behavioral and academic needs of all learners. Specifically, candidates will learn and engage in collaborative process, team development and co-teaching in an environment with a diverse study body including students with disabilities or struggling learners. Emphasis is placed on working effectively with families, schools and community partners, in particular those from culturally and linguistically diverse backgrounds. Candidates examine specific practices to enhance cross-disciplinary, cross-cultural, and cross-constituent partnerships within inclusive school, community, and other settings. Through active and guided participation, candidates will refine various reflection, communication, problem solving, facilitation and leadership skills necessary to develop integrated special education and related services. Lectures, readings, and in class activities utilize face- to -face and web-enhanced strategies to maximize candidates’ application to classroom and other school settings.

Pre/ Co Requisites Coreq.: EECE 566: Student Teaching in Elementary Education. Credits 3 cr. Contact Hours 3hr.; Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale This is a course in Collaboration & Co-Teaching in Inclusive Environments designed specifically for candidates in the Dual Certification MAT Program in Childhood and Special Education, 1-6 to teach students the theory and application of collaboration and co-teaching to work with their colleagues in general education to utilize these skills and approaches to provide meaningful access to the general education curriculum to students with disabilities and struggling learners using data-driven instruction

This will be a hybrid course with utilizing a flipped classroom methodology. Candidates will learn some course content via online modules that will be applied and practiced in face to face class settings before being applied in the practicum setting. Faculty teaching this course must have prior experience in creating and implementing online modules and creating and implementing applied practice of those learning experiences in applied practices in the classroom and field sites. New faculty to this course who do not possess prior experience in online or hybrid instruction will receive training and coaching from the course liaison. AIV.25 CUNYfirst Course ID Department(s) ECP (Educational & Community Programs) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix ECPSE Course Number 726 Course Title Practicum in Significant Disabilities. Catalogue Description

This field-based course is designed to provide candidates in the Masters of Arts Teaching (MAT) Dual Certification Program (non-BCBA candidates) with individualized supervision and group seminars focused on educating students with severe intellectual disabilities, including students on the autism spectrum. This course offers an integrated approach to teaching which combines both knowledge and practice into a meaningful and comprehensive context. Each candidate is placed in a setting with an experienced teacher of special education and will participate in all classroom activities as assigned by the supervising teacher, the school, and college professors. Faculty will observe the candidate teaching lessons, a minimum of three times over the course of the semester. This course is designed to offer candidates an advanced study of curriculum and instruction for children with severe disabilities within the context of a hands-on internship experience. This course will guide each candidate to explore the curriculum development process, instructional methodology, and approaches to evaluation regarding students with severe disabilities. This course is paired with ECPSE 720: Trends and Issues in the Education of Learners with Severe Disabilities. Candidates will apply practices studied in ECPSE 720 into their ECPSE 726 lesson plans and project assignment.

Pre/ Co Requisites Prereq.: ECPSE 722: Applied Behavior Analysis. Coreq.: ECPSE 720: Trends and Issues in Severe Disabilities.

Credits 3hr.; 3 cr., plus 45 days in supervised field site Contact Hours 3hr.; 3 cr., plus 45 days in supervised field site Liberal Arts [ ] Yes [ ] No

Course Attribute (e.g. Writing Intensive, Honors, etc)



Effective Term Fall 2020 Rationale: This is a practicum course in the MAT in Childhood and Special Education, 1-6 program, It is designed for candidates with no education background to apply the theories and strategies learned in ECPSE 720: Trends and Issues in Severe Disabilities and ECPSE 722: Applied Behavior Analysis to support students with severe disabilities in a supervised setting. This will be a hybrid course with utilizing a flipped classroom methodology. Candidates will learn some course content via online modules that will be applied and practiced in face to face class settings before being applied in the practicum setting. Faculty teaching this course must have prior experience in creating and implementing online modules and creating and implementing applied practice of those learning experiences in applied practices in the classroom and field sites. New faculty to this course who do not possess prior experience in online or hybrid instruction will receive training and coaching from the course liaison.

AIV.26 CUNYfirst Course ID Department(s) SEYS (Secondary Education & Youth Services) Career [ ] Undergraduate [X] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix SEYS Course Number 757 Course Title Student Use of Technology Catalogue Description

Technology in the hands of students provides previously inconceivable opportunities especially in creativity, collaboration, and content knowledge. This course will present pedagogical techniques to enhance student use of technology in a cognitively stimulating and meaningful way. A focus on essential 21st Century skills will develop teachers’ technological pedagogical content

knowledge. Pre/ Co Requisites Credits 3 cr. Contact Hours 3 hr Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)



Effective Term Fall 2020 Rationale: This new course will be added to the elective pool for both the Science MSED and MAT, along with the current offerings, SEYS 753 and 754. This third elective option will give the faculty the option of rotating these three elective classes for different populations of students, will increase the fully online offerings in both graduate science programs, and will enhance both graduate programs with regard to courses addressing student use of technology. This course will be a fully online, asynchronous course. The rationale for this approach is that it is in keeping with the Division of Education’s expansion of online graduate offerings. Additionally, the content lends itself to online instruction, as does the population of science graduate students who will be taking it. AIV.27 CUNYfirst Course ID Department(s) Aaron Copland School of Music Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 148 Course Title Individual Study in Performance I.

Catalogue Description

Individual studio instruction in the student’s principal instrument or voice with regard to both technique and interpretation of appropriate music literature.

Pre/ Co Requisites Prerequisite: Permission of the School of Music through audition. Students in the BMus (Performance Major) are not eligible for this sequence of courses. Students in the BA (Music) are not eligible for this sequence of courses.

Credits 1 credit Contact Hours 1 hour Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: Where the BA in Music Education required half hour, weekly lessons under the codes and sequence of MUSIC 187; MUSIC 188; MUSIC 287; MUSIC 288; MUSIC 387; MUSIC 388, the new BMus in Music Education will require one hour, weekly lessons. As a result, we need new course numbers with the appropriate descriptions. Historically, BA students received half-hour lessons and 1 credit. Our professional accrediting body believes that all BMUS students should have one hour of guided instruction with a professor. The 1 credit remains the same in order to reflect the work load that is required of students during the lesson and for weekly practice. The MUSIC 187 course sequence will remain in the bulletin for the Bachelor of Arts in Music degree. Dean’s Justification: As a part of our application for membership in and accreditation from the National Association of Schools of Music (NASM), NASM requires us to increase the weekly individual instruction time for music education majors from a half hour per week to one hour per week. This will provide students with a richer musical experience, more thorough training, and more advanced knowledge on their principal instrument. AIV.28 CUNYfirst Course ID Department(s) Aaron Copland School of Music Career [X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial

Subject Area Course Prefix MUSIC Course Number 149 Course Title Individual Study in Performance II. Catalogue Description

Pre/ Co Requisites Prerequisite: MUSIC 148. Credits 1 credit Contact Hours 1 hour Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale: Where the BA in Music Education required half hour, weekly lessons under the codes and sequence of MUSIC 187; MUSIC 188; MUSIC 287; MUSIC 288; MUSIC 387; MUSIC 388, the new BMus in Music Education will require one hour, weekly lessons. As a result, we need new course codes with the appropriate descriptions. The 1 credit remains the same in order to reflect the work load that is required of students during the lesson and for weekly practice. The MUSIC 187 code sequence will remain in the bulletin for the BA in General Music degree. Dean’s Justification: As a part of our application for membership in and accreditation from the National Association of Schools of Music (NASM), NASM requires us to increase the weekly individual instruction time for music education majors from a half hour per week to one hour per week. This will provide students with a richer musical experience, more thorough training, and more advanced knowledge on their principal instrument. AIV.29 CUNYfirst Course ID

Department(s) Aaron Copland School of Music Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 248. Course Title Individual Study in Performance III. Catalogue Description





Rationale: Justification: Where the BA in Music Education required half hour, weekly lessons under the codes and sequence of MUSIC 187; MUSIC 188; MUSIC 287; MUSIC 288; MUSIC 387; MUSIC 388, the new BMus in Music Education will require one hour, weekly lessons. As a result, we need new course codes with the appropriate descriptions. The 1 credit remains the same in order to reflect the work load that is required of students during the lesson and for weekly practice. The MUSIC 187 code sequence will remain in the bulletin for the BA in General Music degree. Dean’s Justification: As a part of our application for membership in and accreditation from the National Association of Schools of Music (NASM), NASM requires us to increase the weekly individual instruction time for music education majors from a half hour per week to one hour per week. This will provide students with a richer musical experience, more thorough training, and more advanced knowledge on their principal instrument.

AIV.30 CUNYfirst Course ID Department(s) Aaron Copland School of Music Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 249 Course Title Individual Study in Performance IV Catalogue Description





Rationale: Justification: Where the BA in Music Education required half hour, weekly lessons under the codes and sequence of MUSIC 187; MUSIC 188; MUSIC 287; MUSIC 288; MUSIC 387; MUSIC 388, the new BMus in Music Education will require one hour, weekly lessons. As a result, we need new course codes with the appropriate descriptions. The 1 credit remains the same in order to reflect the work load that is required of students during the lesson and for weekly practice. The MUSIC 187 code sequence will remain in the bulletin for the BA in General Music degree. Dean’s Justification: As a part of our application for membership in and accreditation from the National Association of Schools of Music (NASM), NASM requires us to increase the weekly individual instruction time for music education majors from a half hour per week to one hour per week. This will provide students with a richer musical experience, more thorough training, and more advanced knowledge on their principal instrument.

AIV.31 CUNYfirst Course ID Department(s) Aaron Copland School of Music Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 348 Course Title Individual Study in Performance V Catalogue Description

Pre/ Co Requisites Prerequisite: MUSIC 249 Credits 1 credit Contact Hours 1 hour Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)




Rationale Justification: Where the BA in Music Education required half hour, weekly lessons under the codes and sequence of MUSIC 187; MUSIC 188; MUSIC 287; MUSIC 288; MUSIC 387; MUSIC 388, the new BMus in Music Education will require one hour, weekly lessons. As a result, we need new course codes with the appropriate descriptions. The 1 credit remains the same in order to reflect the work load that is required of students during the lesson and for weekly practice. The MUSIC 187 code sequence will remain in the bulletin for the BA in General Music degree. Dean’s Justification: As a part of our application for membership in and accreditation from the National Association of Schools of Music (NASM), NASM requires us to increase the weekly individual instruction time for music education majors from a half hour per week to one hour per week. This will provide students with a richer musical experience, more thorough training, and more advanced knowledge on their principal instrument.

AIV.32 CUNYfirst Course ID Department(s) Aaron Copland School of Music Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 349 Course Title Individual Study in Performance VI Catalogue Description





Rationale: Where the BA in Music Education required half hour, weekly lessons under the codes and sequence of MUSIC 187; MUSIC 188; MUSIC 287; MUSIC 288; MUSIC 387; MUSIC 388, the new BMus in Music Education will require one hour, weekly lessons. As a result, we need new course codes with the appropriate descriptions. The 1 credit remains the same in order to reflect the work load that is required of students during the lesson and for weekly practice. The MUSIC 187 code sequence will remain in the bulletin for the BA in General Music degree. Dean’s Justification: As a part of our application for membership in and accreditation from the National Association of Schools of Music (NASM), NASM requires us to increase the weekly individual instruction time for music education majors from a half hour per week to one hour per week. This will provide students with a richer musical experience, more thorough training, and more advanced knowledge on their principal instrument.

AIV.33 CUNYfirst Course ID Department(s) Aaron Copland School of Music Career [ X ] Undergraduate [] Graduate Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Course Prefix MUSIC Course Number 164 Course Title Group Instruction in Guitar. Catalogue Description

Pre/ Co Requisites Prerequisite: MUSIC 171, 173, and 267, or permission of the School of Music. For all majors. Development of skill in performing and pedagogical techniques for (but not limited to) guitar. Students must achieve a minimum grade of C– for this course to count toward the music major.

Credits 1 credit Contact Hours 3 hours Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)



Effective Term

Rationale: The music education faculty have felt for some time that the choral track in music education should have group methods classes comparable to the instrumental track. Additionally, guitar is becoming an important offering in NYC and NYS area schools as a part of a music curriculum, and music education majors need to be prepared to teach guitar. This course will meet that need. Like our other group instruction methods courses (e.g., MUSIC 161, MUSIC 162, MUSIC 163, etc.), Group Instruction in Guitar meets for 3 hours and confers 1 credit. This is because of the performance and laboratory nature of the coursework. Students are actively

engaged in performing on the instruments and workshopping peer teaching episodes. This course will be required for music education majors in the choral track. It may function as an elective for other students. Dean’s Justification: This will provide music education students with a more complete musical preparation to teach music in all grades. This course meets a need for our students, who otherwise have not had access to training on guitar and ukulele. Students will identify and apply fundamental concepts about music, popular music, and accompaniment through learning the guitar and learning the pedagogy behind guitar instruction. Section AV: Changes in Existing Courses AV: 1 Changes to be offered in the English Department

CUNYFirst Course ID FROM TO Departments English Course ENGL 397. Seminar in Teaching

Writing. Course ENGL 397. ENGL 397W. VT: Seminar in

Teaching Writing. Pre or co requisite PRE: Permission of the department

and junior or senior standing. Prerequisite PRE: ENGL 170W or ENGL 200W.

Hours 4.0 lec.; Hours Credits 4.0 cr.; Credits Description Students participate in teaching

ENGL 110 with an instructor. Work includes planning and giving lessons, holding conferences, commenting on students’ papers, and attending a weekly workshop. This course may be taken twice but applied only once to the major.

Description Various issues in the teaching of writing. Topics may include composition theory, theory of language, community literacy practices, college writing instruction, writing center practices, and teacher or tutor training. The course may be taken for credit more than once if the topic is different.

Requirement Designation


Liberal Arts [ X ] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)


Writing Intensive

Course Applicability _X__ Major Course Applicability ___ Major

____ Gen Ed Required ____ English Composition ____ Mathematics ____ Science

___Gen Ed Flexible ___ World Cultures ___ US Experience in its Diversity

___ Creative Expression ___ Individual and Society ___ Scientific World

_____Gen Ed – College Option College Option Detail

____ Gen Ed Required ____ English Composition ____ Mathematics ____ Science



EffectiveTerm Fall 2020 Rationale: ENGL 397 no longer partners students with an ENGL 110 section and instructor. Students who excel in the course will instead be invited to apply for a peer tutor position at the college’s Writing Center. The department is proposing to keep ENGL 397 as a 4 contact hours/4 credit course because it is designed as a practicum. The fourth hour is used for workshops and to help students gain practical experience in the teaching of writing. Although students are no longer paired with a section of ENGL 110, they observe one or two meetings of an ENGL 115 class and visit the college’s Writing Center. These additional activities make the fourth hour integral to the successful learning outcomes of the course. Addition of “W” (writing intensive) designation: The course pays rigorous and sustained attention to the practice of writing as well as to the teaching of writing, including peer editing, discussion of rhetorical strategies, and discussion of papers before they are written and after they are returned. Course assessment includes 10-15 pages of evaluated writing distributed over three or more assignments. AV: 2 Changes to be offered in the Sociology Department CUNYFirst Course ID FROM TO Departments Sociology Course SOC 235. Data in Society Course DATA 235. Data and Society Pre or co requisite Prerequisite Hours 3 Hours Credits 3 Credits

Description Description



Liberal Arts [ ] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)


Course Applicability _X__ Major ____ Gen Ed Required

____ English Composition ____ Mathematics ____ Science




Course Applicability

___ Major ____ Gen Ed Required




Effective Term Fall 2020 Rationale: The Department of Sociology requests a title change to this course to introduce students to our new minor in Data Analytics. This change is intended to better communicate the data analytics content of the course and its generalizability beyond Sociology, reflecting both their appropriateness to the minor and the data literacy emphasis we have adopted for the major. The new name clarifies the relationship between our course content and what have come to be widely recognized subfields in data analytics and data science. The DATA tag has been assigned to all of our MA courses as well as all other courses in the Data Analytics minor. This tag also reflects the connection to our Master of Arts Program in Data Analytics and Applied Social Research. AV: 3 Changes to be offered in the Studio Art Department CUNYFirst Course ID FROM TO

Departments Studio Art Course ARTS 185 Contemporary Art in a

Global Society Course

Pre or co requisite Prerequisite Hours 4 Hours 3 Credits 3 Credits Description The various ways that artists have

learned to interact with a world constantly made smaller and more complex, thanks to the impact of new technologies and globalization. While the primary focus of the course is art made since the 1960s, some comparison to past artistic practices is included and considered essential for the development of critical judgment. Through a combination of lectures, readings, research, and studio workshops students will explore the theories, techniques, and formal vocabulary of contemporary art (painting, sculpture, or another medium, which may vary from professor to professor within the same basic framework of issues and projects) from a variety of cultural settings; compare and contrast these findings with past practices; and ultimately fabricate their own artistic design projects, while relating this work to an area of chosen research before the entire class.This course has an M&T Fee. For more info visit: http://qc.cuny.edu/?id=JU9F

Description Students attending this seminar gain knowledge and expertise about the variety of ways contemporary visual art reflects upon, and in turn helps to shape our ideas about world cultures in a global context. The course consist of select readings, lecture-presentations, individual and group research projects and presentations, as well as regular sessions of debate and discussion focusing on a wide variety of national, ethnic and indigenous Post World War II cultural formations from around the globe. Whenever possible, the class will also incorporate visits to museums and art galleries, as well as classroom presentations by professional, guest artists.










Course Applicability ___ Major ____ Gen Ed Required




EffectiveTerm Fall 2020 Rationale: Learning objectives: Learning the specific terminology, theory, and history of contemporary art and its practices. 1. Understanding the broad critical framework for interrogating social paradigms through visual art. 2. Applying this new knowledge to a broad understanding of changing global culture. AV: 4 Changes to be offered in the Secondary Education and Youth Services Department CUNYFirst Course ID FROM TO Departments Course SEYS 375. Student Teaching in

Visual Arts I. Course

Pre or co requisite Prereq.: SEYS 333 Prerequisite Pre or co-req.: SEYS 333.

Hours 190–240 hr. 3–4 periods of daily participation or its equivalent for 15 weeks.

Hours 100 – 150 hours in a school-based setting.

Credits 3 Credits Description The course provides undergraduate

students in the Art Education program with school-based teaching experiences that prepare them to teach Art. Students are expected to prepare daily lesson plans and update and maintain student teaching portfolios.

Description The course provides undergraduate students in the Art Education program with school-based teaching experiences that prepare them to teach Art. Students are expected to prepare lesson plans and update and maintain student teaching portfolios.











__ Major ____ Gen Ed Required





EffectiveTerm Fall 2020 Rationale: The proposed changes to the course would align the Art Education program with the other programs in Secondary Education which have an initial clinical experience that is more focused but with fewer hours. This is a more reasonable expectation for students and allows for a higher quality initial experience in the field.

AV: 5 Changes to be offered in the Jewish Studies Department CUNYFirst Course ID FROM TO Departments

Course HEBRW 190. VT: Topics in Hebrew Culture, Art and Literature in Israel.

Course HEBRW 190. VT: Topics in Hebrew Culture, Art and Literature in Israel (LIT)

Pre or co requisite Prerequisite Hours 3.0 lec Hours Credits 3.0 cr.; Credits Description Specific topics in cinema, theatre,

music, literature and art will be announced in advance. Taught in English. May be repeated for credit if the topic is different.

Description



Liberal Arts [X ] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)












___X_ Gen Ed – College Option College Option Detail Literature

EffectiveTerm Fall 2020

Rationale:

QC (No. 1 of 2 needed): Address how, in the discipline (or disciplines) of the course, data and evidence are construed and knowledge is acquired; that is, how questions are asked and answered.

By pairing multiple historical, economic, and sociological readings with literary texts and films, the course explores the relationship between social and political transformations, and the artistic representation of the conflict. As such, it is concerned with the way knowledge is produced about the relationship between art and society. Students’ understanding of the way knowledge is produced will be assessed in their midterm and final papers, in which students will be required to incorporate academic essays from multiple disciplines into arguments about literary texts and films.

QC (No. 2 of 2 needed): Position the discipline(s) in the liberal arts curriculum and the larger society.

The course positions the discipline in the context of the liberal arts and other disciplines, and promotes thinking and engagement with current events and larger social contexts. First, by dividing these representations into 4 historical periods, the course fosters critical thinking skills, and promotes the historical and aesthetic appreciation of these works. The incusion of works multiple genres and mediums will help develop literacies in multiple media Secondly, by exploring these literary and filmic representations alongside texts about Israeli society, the course makes students understand their intricate relation between the cultural texts and their larger social context. Both of these will be assessed in students’ response papers, and in group and class discussions about specific literary texts.

LIT (No. 1 of 4 needed): Understand and be able to express the advantages of reading literature.

By contrasting cultural representations with non-cultural knowledge about it, the course will demonstrate the uniqueness that literature and film have in generating knowledge about the conflict and its social context. Students’ understanding of literature’s uniqueness will be assessed in students’ midterm and final papers, in which students will be asked to explore the ways in which literature supplements, adds to, or complicates, the understanding found in academic texts.

LIT (No. 2 of 4 needed): Engage in the practice of reading.

During the course, students will engage in reading multiple literary works, of various lengths and from different periods, such as the novel Khirbet Khizeh (1948), the short story “Facing the Forests” (1968). The opening section of the course, which explores general questions about the representation of war, and the difference between artistic form and content, will establish a basic conceptual apparatus for students’ engagement with literary and artistic

works. Student’s engagement in reading will be assessed through written assignments and participation.

LIT (No. 3 of 4 needed): Appreciate different genres, including narratives, poetry, essays, or drama in their original language or in English translation.

During the course, the students will read works in multiple genres, including poetry (such as “Jerusalem of Iron”), short stories (such as “Latifa”), novels (such as Refuge), graphic novels (such as Exit Wounds), and multiple academic essays. Assessment of students’ appreciation of different genres will be done through weekly response papers to the different readings.

LIT (No. 4 of 4 needed): Through discussion and writing, develop and improve upon skills used in understanding and appreciating literature.

The course is designed to build student skills in appreciating and understanding literature. The course includes class discussion of the literary works, as well as group-discussion sessions in each class. Students are graded for their active participation in these. In addition, students are required to submit weekly response papers (as well as midterm and final paper), for which they are given the prompt by the instructor. Prompts always require students to read and interpret works of literature or films.

AV:6 Changes to be offered in the English Department CUNYFirst Course ID FROM TO Departments English Course ENGL 397. Seminar in Teaching Writing Course ENGL 397. VT: Seminar in Teaching

Writing. Pre or co requisite Prerequisites: Permission of the

department and junior or senior standing.

Prerequisite Prerequisites: ENGL 170W or ENGL 200W.

Hours 4 hr. Hours Credits 4 cr Credits

Description Students participate in teaching ENGL 110 with an instructor. Work includes planning and giving lessons, holding conferences, commenting on students’ papers, and attending a weekly workshop. This course may be taken twice but applied only once to the major.

Description Various issues in the teaching of writing. Topics may include composition theory, theory of language, community literacy practices, college writing instruction, writing center practices, and teacher or tutor training. The course may be taken for credit more than once if the topic is different.



Liberal Arts [ X ] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)













EffectiveTerm Fall 2020 Rationale: ENGL 397 no longer partners students with an ENGL 110 section and instructor. Students who excel in the course will instead be invited to apply for a peer tutor position at the college’s Writing Center. AV: 7 Changes to be offered in the English Department

CUNYFirst Course ID FROM TO Departments Course ENGL 311. Literature of the Anglo-

Saxon Period. Course ENGL 311. Medieval Literature, Pre-

1100. Pre or co requisite Prereq.: ENGL 170W. Prerequisite Hours 3 hr Hours Credits 3 cr. Credits Description Old English literature in translation

studied in the context of Western European culture of the 7th to 11th centuries. Topics include the relations between Germanic and Christian cultures, ideas of heroism, devotional practices, and feudalism. Texts and genres taken up might include Beowulf, the Old English elegies, saints’ lives, riddles and wisdom literature, and sermons.

Description Old English literature in translation studied in the context of Western European culture of the 7th to 11th centuries. Topics include the relations among races, religions, and cultures, ideas of heroism, devotional practices, and feudalism. Texts and genres taken up might include Beowulf, the Old English elegies, saints’ lives, riddles and wisdom literature, and sermons. (LIT)



Liberal Arts [ X] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)







Major ____ Gen Ed Required




X Gen Ed – College Option College Option Detail Literature

Gen Ed – College Option College Option Detail

EffectiveTerm Fall 2020 Rationale: The new title makes ENGL 311 parallel to ENGL 312 (Medieval Literature, 1100-1500). It also replaces the designation of the period as “Anglo-Saxon,” in consonance with movements in the field. Both the International Society of Anglo Saxonists and the Anglo-Saxon Studies Colloquium have changed their names in recognition of the racist histories and uses of the term “Anglo-Saxon.”

AV: 8 Changes to be offered in the Family, Nutrition & Exercise Sciences Department

CUNYFirst Course ID FROM TO Departments Family, Nutrition & Exercise Sciences Course FNES 264. Nutrition II. Course Pre or co requisite Prereq.: FNES 263. Prerequisite Prereq. or Coreq.: FNES 263. Hours 3 hr.; Hours Credits 3 cr. Credits Description A study of vitamin and mineral

requirements; the utilization of nutrients in the body; and the application of nutritional principles. Fall, Spring

Description







___Gen Ed Flexible



___Gen Ed Flexible

___ World Cultures ___ US Experience in its Diversity



___ World Cultures ___ US Experience in its Diversity



EffectiveTerm Fall 2020 Rationale:

1. Allowing students to enroll in FNES 264 and FNES 263 within the same semester will improve student understanding of the integration of digestion, absorption, and metabolism of the macro and micro nutrients and their food sources.

2. Allowing students to enroll in both courses within the same semester provides improved flexibility and timeliness to complete the Nutrition and Dietetics curriculum and meet the prerequisites for students to apply to the accelerated MS in Nutrition by their junior year.

AV: 9 Changes to be offered in the Family, Nutrition & Exercise Sciences Department CUNYFirst Course ID FROM TO Departments Family, Nutrition & Exercise Sciences Course FNES 365. Nutrition Assessment. Course Pre or co requisite Prereq. or coreq.: CHEM 103.1, 103.3,

FNES 264 and BIOL 40 and 41. Prerequisite Prereq. FNES 263. Prereq. or coreq.:

CHEM 103.1, 103.3, FNES 264 and BIOL 40 and 41.

Hours 2 hr. lec., 2 hr. lab; Hours Credits 3 cr. Credits Description Introduction to nutrition assessment

and other components of medical nutrition therapy, utilizing the nutrition care process. Fall, Spring

Description
















EffectiveTerm Fall 2020 Rationale: Having students take FNES 263 prior to FNES 365 will ensure students can accurately assess dietary intakes and appropriately prescribe beneficial dietary changes associated with nutrition related disease states and health conditions. AV: 10 Changes to be offered in the Math Department CUNYFirst Course ID FROM TO Departments Math Course MATH 151. Calculus/Differentiation

and Integration. Course

Pre or co requisite Prereq.: MATH 122, or placement by departmental exam, or permission of the department.

Prerequisite Prereq.: Grade of B- or above in MATH 122 or permission of the department.

Hours 4 hr.; Hours

Credits 4 cr. Credits Description The first part of a two-semester

sequence (MATH 151 and 152) intended for students who want to study mathematics, physics, chemistry, or engineering. Credit is given for each course satisfactorily completed; a student need not take the entire sequence. Students who want a less rapid introduction to calculus should take MATH 141. Topics include sets, inequalities, straight lines, circles, functions, limits, continuity, the derivative, formulas of differentiation, implicit differentiation, velocity, acceleration, maxima and minima, Rolle’s theorem, the mean value theorem, points of inflection, curve sketching, antiderivatives. Not open to students who are taking any other calculus course or have received credit, including transfer credit or advanced placement credit, for any calculus course. Fall, Spring (MQR)

Description The first part of a two-semester sequence (MATH 151 and 152) intended for students who want to study mathematics, physics, chemistry, or engineering. Credit is given for each course satisfactorily completed; a student need not take the entire sequence. Students who want a less rapid introduction to calculus should take MATH 141. Topics include sets, inequalities, straight lines, circles, functions, limits, continuity, the derivative, formulas of differentiation, implicit differentiation, velocity, acceleration, maxima and minima, Rolle’s theorem, the mean value theorem, points of inflection, curve sketching, antiderivatives. Not open to students who are taking any other calculus course or have received credit, including transfer credit or advanced placement credit, for any calculus course. Not open to students who have received either a D or F in MATH 141. Fall, Spring (MQR)






____ English Composition _ X_ Mathematics



____ English Composition __ Mathematics

____ Science ___Gen Ed Flexible ___ World Cultures ___ US Experience in its Diversity






EffectiveTerm Fall 2020 Rationale: Students who have arrived in MATH 151 from MATH 122 with a grade lower than B- have often failed the class. We are trying to reduce the failure rate of students who need either MATH 151 or the (MATH 141 and 142) sequence AV: 11 Changes to be offered in the Math Department CUNYFirst Course ID FROM TO Departments Math

Course MATH 131. Calculus with Applications to the Social Sciences I.

Course

Pre or co requisite Prereq.: MATH 122, or placement by departmental exam, or permission of the department.

Prerequisite Prereq.: MATH 122, or a grade of A- or above in MATH 115, or permission of the department.

Hours 3 hr.; Hours Credits 3 cr. Credits Description The first part of a two-semester

sequence (MATH 131 and 132) intended to introduce the fundamental ideas and techniques of calculus to nonscience students. Special emphasis is given to applications. Credit is given for each course satisfactorily completed; a student need not take the entire sequence. Topics include functions and graphs;

Description Introduction of the fundamental ideas and techniques of calculus to nonscience students. Special emphasis is given to applications. Topics include functions and graphs; derivatives and differentiation techniques; the marginal concept in economics; optimization methods; compound interest; exponential and logarithmic functions. Not open to students who are taking any other calculus course or

derivatives and differentiation techniques; the marginal concept in economics; optimization methods; compound interest; exponential and logarithmic functions. Not open to students who are taking any other calculus course or have received credit, including transfer credit or advanced placement credit, for any calculus course. Fall, Spring (MQR)

have received credit, including transfer credit or advanced placement credit, for any calculus course. Fall, Spring (MQR)






____ English Composition _ X_ Mathematics ____ Science






____ English Composition __ Mathematics ____ Science




EffectiveTerm Fall 2020 Rationale: Most people who get As in MATH 115 do well going directly into MATH 131. Only about 60% of those who get Bs in MATH 115 pass.

AV: 12 Changes to be offered in the Art Department CUNYFirst Course ID FROM TO Departments Art

Course ARTS 376. Senior Photography Seminar.

Course PHOTO 376. Senior Photography Seminar

Pre or co requisite Prereq.: Advisor approval required. Prerequisite Hours Hours Credits Credits Description Description





Course Applicability _ X_ Major ____ Gen Ed Required

____ English Composition _ _ Mathematics ____ Science










EffectiveTerm Fall 2020 Rationale: Changing the course prefix to “PHOTO” will be consistent with the prefix for the other course listings for the new major (PHOTO-BFA) and minor (PHOTO-MIN) in Photography and Imaging and will result in less confusion among ART STUDIO (ARTS) offerings when students register.

AV: 13 Changes to be offered in the Art Department CUNYFirst Course ID FROM TO Departments Art

Course ARTS 377. Senior Photography Thesis.

Course PHOTO 377. Senior Photography Thesis.

Pre or co requisite Prereq.: ARTS 376 Senior Photography Seminar.

Prerequisite Prereq.: PHOTO 376 Senior Photography Seminar.

Hours Hours Credits Credits Description Description
















EffectiveTerm Fall 2020 Rationale: Changing the course prefix to “PHOTO” will be consistent with the prefix for the other course listings for the new major (PHOTO-BFA) and minor (PHOTO-MIN) in Photography and Imaging and will result in less confusion among ART STUDIO (ARTS) offerings when students register.

AV: 14 Changes to be offered in the EECE (Elementary & Early Childhood Education) Department CUNYFirst Course ID FROM TO Departments EECE (Elementary & Early

Childhood Education)

Course EECE.722 Language Learning in Cross-Cultural Perspectives

Course EECE.722 Language Development and Multilingualism in Early Childhood

Pre or co requisite Prerequisite Hours 3 hr. Hours Credits 3 cr. Credits Description Required course for the B–2 MSEd

and for the Language and Literacy Specialty. This course examines the social and cultural bases of language acquisition and formal language education, highlighting the interrelationships between language acquisition and enculturation processes. Major topics include: examination of cross-cultural perspectives on language acquisition, the identification of the cultural bases of school language programs, and the development of effective strategies for teaching B–2 students who come to school with diverse language experiences and capabilities.

Description This course explores the language acquisition and literacy development of multilingual children from birth to age eight. Psycholinguistic and sociolinguistic views of language are used to examine social, cultural, and cognitive aspects of language acquisition and learning. Topics include multilingual language development, multiliteracy, standard and non-standard languages, language instruction in schools, bilingual education, and other topics specific to the language learning of multilingual children. Course topics explore how early childhood educators can support students from various language backgrounds through instructional approaches that meet the needs of multilingual learners.
















EffectiveTerm Fall 2020 Rationale: The current course title and description no longer reflect the content of the course as it is used in the early childhood education graduate programs. The course title and description have been revised to reflect the primary purpose of the course as an advanced study of the language and literacy development of multilingual children in early childhood. This revision also serves to align this course with changes in state regulations that will require teacher education programs in early childhood education to offer a course in the language acquisition and literacy development of multilingual learners. The revised course title and description more clearly reflect the course content required by this regulatory change. The course as revised is expected to meet all requirements in the revised state regulations for graduate early childhood education programs. References to specific programs have been removed as the course may be offered in other early childhood education graduate programs when the new state regulations go into effect. More information on the regulatory changes referenced in this description are available here: http://www.nysed.gov/news/2019/state-education-department-proposes-changes-enhance-teacher-preparation-programs-better AV: 15 Changes to be offered in the Family, Nutrition & Exercise Sciences Department CUNYFirst Course ID FROM TO Departments FNES (Family Nutrition Exercise and

Sciences)

Course FNES 727 Clothing and Social Science Theory.

Course FNES 727. The Meanings of Dress.

Pre or co requisite Prerequisite Hours 3 hr.; Hours Credits 3 cr. Credits

http://www.nysed.gov/news/2019/state-education-department-proposes-changes-enhance-teacher-preparation-programs-better

http://www.nysed.gov/news/2019/state-education-department-proposes-changes-enhance-teacher-preparation-programs-better

Description Survey of theoretical and research-based readings in the study of clothing from sociological, psychological, economic, and anthropological perspectives.

Description The focus of this course is to expand awareness and understanding of the role dress plays in today’s global society. The significance of dress will be investigated through different lenses that include psychology, sociology, culture, and sexual identity. How dress reflects self-expression, establishes social identities and affects interpersonal encounters will be examined and discussed.
















EffectiveTerm Fall 2020 Rationale:

1) Update course title and description: The course title and description was written over 30 years ago. The new course title and description better reflects the content taught and aligns with other colleges that teach a similar course on this topic. 2) The title of the course comes from the textbook that is used for the course: The Meanings of Dress, 4th Ed. by Miller-Spillman and Reilly. It is an excellent textbook that sparks engaging discussion among the students.

AV: 16 Changes to be offered in the Family, Nutrition & Exercise Sciences Department CUNYFirst Course ID FROM TO Departments

Course FNES 728. New Trends in Textiles and Apparel

Course

Pre or co requisite Prereq.: FNES 121, Textiles.

Prerequisite

Hours 3 hr. Hours Credits 3 cr. Credits Description A survey of research and

development and distribution of textile and apparel products in relation to consumer needs.

Description The study of the global textile and apparel industries and what influences trends to come and go. Discussions focus on cultural and societal trends, designer trends, and environmental trends that impact the industry. Learn how technology is changing the textile and apparel landscape to meet consumer demands and create unconventional textile products.
















EffectiveTerm Fall 2020 Rationale: 1) Update course description: The course description was written over 30 years ago. The new course description better reflects the content taught to the students who will be taking the course, which are the Family and Consumer Science teachers. 2) Eliminate pre-requisite: The pre-requisite, FNES 121: Textiles, is a course that focuses on the physical and chemical properties of textiles. This in-depth knowledge of textiles is not needed to understand the content in this course. In addition, students enrolling in this course are all Family and Consumer Science teachers who have some background knowledge in textiles and apparel.

AV: 17 Changes to be offered in the Math Department CUNYFirst Course ID FROM TO Departments Math Course MATH 633. Statistical Inference. Course Pre or co requisite Prereq.: A semester of intermediate

calculus (the equivalent of MATH 201) and either an undergraduate probability course which includes mathematical derivations or MATH 611 or 621.

Prerequisite Prereq.: A semester of intermediate calculus (the equivalent of MATH 201) and either an undergraduate probability course which includes mathematical derivations (the equivalent of MATH 241) or MATH 621.

Hours 3 hr Hours Credits 3 cr Credits Description Basic concepts and procedures of

statistical inference. Not open to students who are taking or who have received credit for MATH 369. Students may not receive credit for both MATH 369 and 633. Spring

Description



Liberal Arts [ ] Yes [ ] No Liberal Arts [ ] Yes [ ] No














EffectiveTerm Fall 2020 Rationale: MATH 611 is being eliminated; we are highlighting the equivalent undergraduate course. AV: 18 Changes to be offered in the Math Department CUNYFirst Course ID FROM TO Departments Math Course MATH 635. Stochastic Processes. Course Pre or co requisite Prereq.: MATH 611 or 621. Prerequisite Prereq.: MATH 241 or 621 Hours 3 hr. Hours Credits 3 cr. Credits Description A study of families of random

variables Description

















EffectiveTerm Fall 2020 Rationale: MATH 611 is being eliminated; we are highlighting the equivalent undergraduate course. AV: 19 Changes to be offered in the SEYS (Secondary Education and Youth Services) Department CUNYFirst Course ID FROM TO Departments SEYS (Secondary Education and

Youth Services)

Course SEYS 572.2. Initial Clinical Experience in Science for Secondary School.

Course SEYS 572.2. Student Teaching I in Science for Secondary School (7-12).

Pre or co requisite Prerequisite Coreq.: SEYS 552, SEYS 536, SEYS 362, Submission of CST official score report, with overall score and sub-scores (candidates who do not pass must develop a remediation plan signed by advisor prior to student teaching).

Hours Hours 3 hr. plus 280 hours of fieldwork; Credits Credits 3 cr.

Description Description Student Teaching I is the first student teaching experience that is designed to provide undergraduates and graduates in the secondary education program with school-based classroom experiences that prepare them to effectively student teach at the secondary school level. Students are placed at a secondary school setting under the guidance of a school-based teacher, and college-based supervisor. Aspiring teachers will learn how to plan and implement lessons based on knowledge of subject matter, and how students learn and develop; as well as how to create learning environments which encourage positive social interactions and active participation. In addition, aspiring teachers will learn how to adapt instructional and assessment strategies to the diverse needs, interests and abilities of learners.








___ Creative Expression ___ Individual and Society





___ Scientific World _____Gen Ed – College Option College Option Detail


EffectiveTerm Fall 2020 Rationale: The catalogue contained an incomplete description of the nature and role of the first student teaching experience. The general description for ICE found on page 103 is insufficient to describe the first semester requirements for the science education program. AV: 20 Changes to be offered in the SEYS (Secondary Education and Youth Services) Department CUNYFirst Course ID FROM TO Departments SEYS (Secondary Education and

Youth Services)

Course SEYS 572.4. Student Teaching in Science for Secondary School.

Course SEYS 572.4. Student Teaching II in Science for Secondary School (7-12).

Pre or co requisite Prerequisite Prereq.: a minimum grade of B in SEYS 582 and SEYS 572.2 and a 3.0 GPA in SEYS courses; candidates must have a prepared edTPA portfolio submitted on Chalk & Wire.

Hours Hours 3 hr. plus 360 hours of fieldwork; Credits Credits 3 cr. Description Description Student Teaching II is a full time clinically-

rich student teaching experience that is designed to provide graduates in the secondary education program with school-based classroom experiences that prepare them to effectively student teach at the secondary school level. Students are usually placed at a secondary school setting under the guidance of a school-based teacher, and college-based supervisor. Aspiring teachers will demonstrate an understanding of planning

and implementing lessons based on knowledge of subject matter, and how students learn and develop; as well as how to create learning environments which encourage positive social interactions and active participation. In addition, aspiring teachers will demonstrate how to adapt instructional and assessment strategies to the diverse needs, interests, and abilities of learners. It should be noted that Student Teaching II is considered a level III assessment where candidates are required to demonstrate their ability to plan, instruct and assess at a proficient to exemplary level of performance.

















Rationale: The catalogue contained an incomplete description of the nature and role of the second student teaching experience. The general description for student teaching found on page 103 is insufficient to describe the second semester requirements for the science education program. AV: 21 Changes to be offered in the SEYS (Secondary Education and Youth Services) Department CUNYFirst Course ID FROM TO Departments SEYS (Secondary Education and

Youth Services)

Course SEYS 753. Computer Applications in Science Education.

Course SEYS 753. Digital Applications in Science and Technology Education.

Pre or co requisite Prereq.: Matriculation into the MS in secondary science education, an introductory course in computers, and/or permission of the instructor.

Prerequisite Prereq.: Matriculation into the MAT or MS in secondary science education, initial certification, and/or permission of the instructor.

Hours 3 hr Hours Credits 3 cr Credits Description Science teacher candidates enrolled

in this course will examine the fundamental issues, concepts, and best practices surrounding the use of multimedia computer systems in science education. They will learn how to use a multimedia computer system, courseware and Internet resources to support science instruction at the secondary level. Some of the teaching and learning activities will take place online.

Description Science teacher candidates enrolled in this course will examine the fundamental issues, concepts, and best practices surrounding the use of multimedia in science education. They will learn how to use multimedia digital systems, hardware, software, and Internet resources to support science instruction at the secondary level. Some of the teaching and learning activities will take place online.
















EffectiveTerm Fall 2020 Rationale: The topics covered in the course span several different technological devices, many of which may not be considered a “computer.” The speed at which technology advances requires a broad term to appropriately describe the content of the course. The new course description better fits the course topics and content that is covered. AV: 22 Changes to be offered in the SEYS (Secondary Education and Youth Services) Department CUNYFirst Course ID FROM TO Departments SEYS (Secondary Education and

Youth Services)

Course SEYS 777, 778. Seminar in Research in Science Education.

Course SEYS 777. Seminar in Research in Science Education I.

Pre or co requisite Prereq.: For SEYS 777, matriculation in MS in Education (science) program, completion of 20 graduate credits, and 30 credits (undergraduate and graduate) in general science; for SEYS 778, SEYS 777 during the preceding semester.

Prerequisite Prereq.: Matriculation in MAT or MS in Education (science) program, initial certification, completion of 20 graduate credits, and 30 credits(undergraduate and graduate) in general science.

Hours 3 hr Hours

Credits 3 cr. each course Credits Description Description The course focuses on educational

research methodology to prepare students to use appropriate models, research designs, and evaluation techniques and to study educational problems in the areas of science and technology. Students will develop a proposal for a science education field-based research project that will be conducted in SEYS 778.
















Effective Term Fall 2020 Rationale: The catalogue contained an incomplete description of the nature and role of the science education research course. In addition, the MAT program has been added to the course description.

AV: 23 Changes to be offered in the (Secondary Education and Youth Services) Department CUNYFirst Course ID FROM TO Departments

Course SEYS 777, 778. Seminar in Research in Science Education.

Course SEYS 778. Seminar in Research in Science Education II.

Pre or co requisite Prereq.: For SEYS 777, matriculation in MS in Education (science) program, completion of 20 graduate credits, and 30 credits (undergraduate and graduate) in general science; for SEYS 778, SEYS 777 during the preceding semester.

Prerequisite Prereq.: Matriculation in MAT or MS in Education (science) program, initial certification, an approved research proposal from SEYS 777.

Hours . 3 hr. Hours Credits 3 cr. each course Credits Description Description This course is the second of two consecutive

courses in research techniques and research study findings in science education. The objective is to introduce graduates to tools used in research and study how data are used to look more carefully at cause and effect in teaching and learning. In the process, graduates will complete an original research study in an area of interest. The study is expected to be well-designed and follow the appropriate APA format for a publishable paper. Quantitative studies that rely on numerical data analysis and qualitative studies that rely more heavily on observational, descriptive measures will be reviewed. Further, common statistical procedures used in various studies will be discussed.

















EffectiveTerm Fall 2020 Rationale: The catalogue contained an incomplete description of the nature and role of the science education research course. In addition, the MAT program has been added to the course description. AV: 24 Changes to be offered in the Hispanic Languages and literatures Department

CUNYFirst Course ID FROM TO Departments Hispanic Languages and Literatures Course PORT 41 Global Portuguese Literature

in Translation Course PORT 41 Global Portuguese Literature in

Translation (LIT) Pre or co requisite Prerequisite: ENGL 110 Prerequisite Hours 3 hr. Hours Credits 3 cr. Credits

Description A selection of canonic and non-canonic works originating from the Portuguese speaking countries. Due to their cultural and sometimes political relevance, these classics provide a broad perspective of the historical and civilizational evolution of Portugal, Brazil and African countries like Angola or Mozambique. Exploring works so diverse in terms of chronology and geographical region provides insight not only into the reasons that books become classics, but also the importance of language and literature to the construction of national and supra-national identities.

Description





Course Applicability _ _ Major ____ Gen Ed Required










__X__Gen Ed – College Option College Option Detail Literature


Rationale:

QC (No. 1 of 2 needed): Address how, in the discipline (or disciplines) of the course, data and evidence are construed and knowledge is acquired; that is, how questions are asked and answered.

Knowledge is acquired through lectures, in-class discussions and writing assignments that require independent reading. The course data is the assigned reading, which is mainly composed of primary sources: novels, poems, stories and short stories. Questions are asked in class discussions, exams, essays and presentations, where students provide analytical responses and demonstrate that they understand the material covered.

QC (No. 2 of 2 needed): Position the discipline(s) in the liberal arts curriculum and the larger society.

Considering the geographical and chronological diversity of the texts in analysis – and keeping in mind that a liberal arts course should prepare students to be citizens with a basic knowledge of the world -, students will learn literature from a multidisciplinary approach, which is here considered the most appropriate medium to contextualize literature with the historical and cultural evolution of the Portuguese speaking countries. Students will learn to dissect a work of art in its historical, philosophical or psychological aspects. They will also apply techniques of literary analysis to other forms of cultural narrative, such as journalism and cinema.

LIT (No. 1 of 4 needed): Understand and be able to express the advantages of reading literature.

The course positions literature in a literary historical context and offers close critical readings so that students gain an understanding and appreciation of reading literature. Extensive oral and written reports insure students get an appreciation of style and theme in literature.

LIT (No. 2 of 4 needed): Engage in the practice of reading.

The syllabus has a significant reading load that requires students to read a wide range of texts.

LIT (No. 3 of 4 needed): Appreciate different genres, including narratives, poetry, essays, or drama in their original language or in English translation.

A course on Luso-Brazilian literature would necessarily include a range of genres, such as novels, poetry, film, and/ or short fiction.

LIT (No. 4 of 4 needed): Through discussion and writing, develop and improve upon skills used in understanding

In-class discussion (required of the course), three papers, two exams, as well as presentations and other assignments throughout the semester ask students to develop critical appreciation and understanding of literature.

and appreciating literature.

Optional: Any additional information you would like to include, such as planned section sizes, expected enrollment, or other comments.

The planned sections size is 30.

AV: 25 Changes to be offered in the Accounting Department CUNYFirst Course ID FROM TO Departments Accounting

Course ACCT 101. Introduction to the Theory and Practice of Accounting I.

Course

Pre or co requisite Prereq.: Minimum of 12 credits completed.

Prerequisite

Hours 4 hr Hours Credits 3 cr Credits Description Description
















EffectiveTerm Fall 2020 Rationale: Registering for ACCT 101 as a lower freshman enables the student to get an earlier start on the 63-credit accounting major program, thus removing the unnecessary full semester delay in the progression of the major. AV: 26 Changes to be offered in the Accounting Department CUNYFirst Course ID FROM TO Departments ACCT 201, 202. Intermediate

Accounting I and II.

Course Course Pre or co requisite ACCT 201 Prereq.: ACCT 102 and

sophomore standing. ACCT 202 Prereq.: ACCT 201 and junior standing.

Prerequisite

Hours ACCT 201: 4 hr.; 4 cr ACCT 202: 3 hr.; 2 cr

Hours

Credits ACCT 201: 4 hr.; 4 cr ACCT 202: 3 hr.; 2 cr

Credits

Description Intensive study of the theories of financial accounting, generally accepted accounting principles, and applications thereof, including relevant standards, statements, and opinions of the FASB, AICPA, and SEC. Pertinent mathematical principles and applications relating to financial accounting are also presented. Fall, Spring

Description Intensive study of the theories of financial accounting, generally accepted accounting principles, and applications thereof, including relevant standards, statements, and opinions of the FASB, AICPA, and SEC. Pertinent mathematical principles and applications relating to financial accounting are also presented. ACCT 202 open to declared Accounting & Information Systems majors only. Fall, Spring

Requirement Requirement

Designation Designation Liberal Arts [ ] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)













EffectiveTerm Fall 2020 Rationale: Intermediate II is only needed for those students majoring in accounting and so should be limited to Accounting Majors. AV: 27 Changes to be offered in the Accounting Department CUNYFirst Course ID FROM TO Departments Course ACCT 321, 322. Auditing I & II Course Pre or co requisite Prereq.: For ACCT 321, ACCT 311

(coreq.) and senior standing; for ACCT 322, ACCT 321, ECON 249, and senior standing.

Prerequisite Prereq.: For ACCT 321, ACCT 202 and junior standing; for ACCT 322, ACCT 321, ECON 249, and senior standing.

Hours ACCT 321: 4 hr.; 3 cr., ACCT 322: 3 hr.; 3 cr.

Hours

Credits ACCT 321: 4 hr.; 3 cr., ACCT 322: 3 Credits

hr.; 3 cr. Description Description
















EffectiveTerm Fall 2020 Rationale: The change to the prerequisite for ACCT 321 to ACCT 202, allows the last few required courses in the accounting major to be taken sooner, to facilitate a more timely graduation. Having a co-requisite of ACCT 321 and ACCT 311 has caused significant issues for students who must, for some valid reason, withdraw from ACCT 311 while still succeeding in ACCT 321. This potentially delays graduation for the student by an extra semester. Switching to ACCT 202 as the pre-requisite for ACCT 321 allows the student to begin one semester earlier in the study of auditing, if necessary, and separates the tie to ACCT 311

AV: 28 Changes to be offered in the Aaron Copland School of Music Department REVISED COURSES WITH REVISED COURSE DESCRIPTIONS CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music

Course Course MUSIC 246. Music History I: Music from 1200 to 1750.

Pre or co requisite Prerequisite Prereq.: A minimum grade of C- in MUSIC 121; prereq.: MUSIC 174. In addition, students must have passed the freshman listening examination. Fall, Spring

Hours Hours 3 hr Credits Credits 3 cr Description Description
















EffectiveTerm Fall 2020 AV: 29 Changes to be offered in the Aaron Copland School of Music Department REVISED COURSES WITH REVISED COURSE DESCRIPTIONS CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course Course MUSIC 247. Music History II: Music from

1750 to Present Pre or co requisite Prerequisite Prereq.: Minimum grade of C– required in

MUSIC 246, or permission of the School of Music. Fall, Spring

Hours Hours 3 hr Credits Credits 3 cr. Description Description






____ English Composition _ _ Mathematics



____ English Composition __ Mathematics







EffectiveTerm Fall 2020 Rationale: AV: 30 Changes to be offered in the Aaron Copland School of Music Department REVISED COURSES WITH REVISED COURSE DESCRIPTIONS CUNYFirst Course ID FROM TO Departments Aaron Copland School of

Music

Course Course MUSIC 365. Seminar in the Teaching of Music: Elementary

Pre or co requisite Prerequisite Prereq.: MUSIC 267 and SEYS 221; coreq.: EECE 310.

Hours Hours 3 hr Credits Credits 2 cr. Description Description In this course students will focus on curriculum,

instruction, and assessment for teaching elementary classroom music. Students will learn about children’s musical thinking from a developmental point of view. Students will learn and practice teaching strategies and technologies for supporting student learning as defined by city, state, and national standards for music education. Strategies for adapting instruction to students with specific types of exceptionalities will be explored. There is an

intensive field component to this class that allows students the opportunity to teach and then reflect on their experiences with children. Students must pass this course with a grade of B or higher to continue on to MUSIC 366.
















EffectiveTerm Fall 2020 Rationale: AV: 31 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course Course MUSIC 366. Seminar in the Teaching of Music:

Secondary

Pre or co requisite Prerequisite Prereq.: MUSIC 365 with a minimum grade of B; coreq.: EECE 340 or SEYS 340, and ECPSE 350.

Hours Hours 3 hr.; Credits Credits 2 cr. Description Description In this course students will focus on curriculum,

instruction, and assessment for teaching secondary general music, including music in middle schools. Students will learn about children’s musical thinking from a developmental point of view. Students will learn and practice teaching strategies for supporting student learning as defined by city, state, and national standards for music education. Students will learn and practice strategies for teaching music from a multicultural perspective. There is an intensive field component to this class that allows students the opportunity to teach and then reflect on their experiences with children. Students must pass this course with a grade of B or higher to be allowed to student teach.
















EffectiveTerm Fall 2020 Rationale: AV: 32 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course Course MUSIC 369. Student Teaching in Music Pre or co requisite Prerequisite Prereq.: MUSIC 267; a minimum 2.7 GPA in

music major courses exclusive of electives and performance ensembles; a minimum grade of B in MUSIC 366; and both junior-level listening and piano exams passed. The student teaching experience must be at least 14 weeks, full time, and in alignment with the daily schedule and annual school calendar. Students will, to the extent possible, be assigned to both urban and non-urban settings. Students are expected to prepare daily lesson plans, and will develop and maintain student teaching portfolios.

Hours Hours 16 hr Credits Credits 6 cr Description Description
















EffectiveTerm Fall 2020 Rationale: AV: 33 Changes to be offered in the Aaron Copland School of Music Department Existing Course, but Added Requirement for BMUS in MUSED, Choral Track CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course Course MUSIC 75. Piano Skills Pre or co requisite Prerequisite Prereq.: Permission of the School of Music;

qualifying examination; coreq.: MUSIC 173 and/or 174. Primarily for music majors with little previous training in piano playing. May be required of students whose keyboard skills are deficient. May be repeated for credit with permission of the School of Music.

Hours Hours 2 hr. Credits Credits 1 cr Description Description











_X_ Major ____ Gen Ed Required





EffectiveTerm Fall 2020 Rationale: AV: 34 Changes to be offered in the Aaron Copland School of MusicDepartment Existing Course, but Added Requirement for BMUS in MUSED, Choral Track CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course Course MUSIC 265. Applied Keyboard Skills. Pre or co requisite Prerequisite Hours Hours 2 hr Credits Credits 1 cr

Description Description The use of the piano for classroom and rehearsal purposes. Students will improve their own pianistic skills, practice methods, and piano proficiency. This class is also recommended for music education majors who need to improve their keyboard skills to pass departmental piano proficiency tests. May be repeated for credit.











_X_ Major ____ Gen Ed Required





EffectiveTerm Fall 2020 Rationale: AV: 35 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music

Course MUSIC 246, 246W. Music History I: Music from 1200 to 1650

Course MUSIC 246. Music History I: Music from 1200 to 1750.

Pre or co requisite Prereq.: A passing score in the School of Music qualifying examination or a minimum grade of C– in MUSIC 101; prereq. or coreq.: MUSIC 273. In addition, students must have passed the freshman listening examination. Fall, Spring

Prerequisite Prereq.: A minimum grade of C- in MUSIC 121; prereq.: MUSIC 174. In addition, students must have passed the freshman listening examination. Fall, Spring

Hours 3 hr Hours 3 hr. Credits 3 cr Credits 3 cr. Description Description





Course Applicability _X_ Major ____ Gen Ed Required











EffectiveTerm Fall 2020 Rationale: Justification: We are in the process of revising our undergraduate degrees to secure accreditation from the National Association of Schools of Music while simultaneously reducing the total number of credits required. The former 4-semester sequence (currently MUSIC 246, 247, 346, 347) is being redesigned to meet NASM standards and to allow our students a broader exploration of music history. Students will begin with MUSIC 121, an existing course (Writing about Music) that satisfies the CW2 requirement.

Then they will be required to take two semesters of Western music history (MUSIC 246, 247), plus a newly required course in non-Western music (MUSIC 122; other courses in this area are in development). Students in certain degree programs will be required to take one or two additional deep dive courses in music history, but this does not apply to students in the BMus in Music Education. The revised 246 will be a lecture course, not a writing course. AV: 36 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course MUSIC 247, 247W. Music History II:

Music from 1650 to 1800. Course MUSIC 247. Music History II: Music from

1750 to Present. Pre or co requisite Prereq.: Minimum grade of C–

required in MUSIC 246, or permission of the School of Music; prereq. or coreq.: MUSIC 274. Fall, Spring

Prerequisite Prereq.: Minimum grade of C– required in MUSIC 246, or permission of the School of Music. Fall, Spring

Hours 3 hr Hours 3 hr. Credits 3 cr Credits 3 cr. Description Description
















EffectiveTerm Fall 2020 Rationale: We are in the process of revising our undergraduate degrees to secure accreditation from the National Association of Schools of Music while simultaneously reducing the total number of credits required. The former 4-semester sequence (currently MUSIC 246, 247, 346, 347) is being redesigned to meet NASM standards and to allow our students a broader exploration of music history. Students will begin with MUSIC 121, an existing course (Writing about Music) that satisfies the CW2 requirement. Then they will be required to take two semesters of Western music history (MUSIC 246, 247), plus a newly required course in non-Western music (MUSIC 122; other courses in this area are in development). Students in certain degree programs will be required to take one or two additional deep dive courses in music history, but this does not apply to students in the BMus in Music Education. The revised 246 will be a lecture course, not a writing course. AV: 37 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music

Course MUSIC 381. Arranging and Composing for School Ensembles.

Course MUSIC 381. Arranging and Composing for School Ensembles

Pre or co requisite Prereq.: MUSIC 274 or permission of instructor. Preparation for students to create original works and arrangements appropriate for elementary and secondary school vocal and instrumental ensembles. Principles of instrumentation, orchestration, arranging, and composition will be explored. Students must achieve a minimum grade of C– for this course to count toward the music major.

Prerequisite Prereq.: MUSIC 274 or permission of instructor. Preparation for students to create original works and arrangements appropriate for elementary and secondary school vocal and instrumental ensembles. Principles of instrumentation, orchestration, arranging, and composition will be explored. Students must achieve a minimum grade of C– for this course to count toward the music major.

Hours 3 hr. Hours 3 hr. Credits 3 cr. Credits 2 cr. Description Description
















EffectiveTerm Fall 2020 Rationale: Some course content is being moved from this class to allow for more workshopping and performances of arrangements and compositions. But these performances, as part of this class, require guidance of the professor and in-class time for rehearsal, workshop critique, and performance of the arrangements and compositions AV: 38 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course MUSIC 365. Seminar in the Teaching

of Music: Elementary Course MUSIC 365. Seminar in the Teaching of

Music: Elementary Pre or co requisite Prereq.: MUSIC 267 and SEYS 201

and 221; coreq.: EECE 310 Prerequisite Prereq.: MUSIC 267 and SEYS 221;

coreq.: EECE 310. Hours 3 hr. Hours 3 hr. Credits 3 cr Credits 2 cr

Description In this course students will focus on curriculum, instruction, and assessment for teaching elementary classroom music. Students will learn about children’s musical thinking from a developmental point of view. Students will learn and practice teaching strategies and technologies for supporting student learning as defined by city, state, and national standards for music education. Strategies for adapting instruction to students with specific types of exceptionalities will be explored. There is an intensive field component to this class that allows students the opportunity to teach and then reflect on their experiences with children. Biweekly observations are also required. Students must pass this course with a grade of B or higher to continue on to MUSIC 366.

Description In this course students will focus on curriculum, instruction, and assessment for teaching elementary classroom music. Students will learn about children’s musical thinking from a developmental point of view. Students will learn and practice teaching strategies and technologies for supporting student learning as defined by city, state, and national standards for music education. Strategies for adapting instruction to students with specific types of exceptionalities will be explored. There is an intensive field component to this class that allows students the opportunity to teach and then reflect on their experiences with children. Students must pass this course with a grade of B or higher to continue on to MUSIC 366.
















EffectiveTerm Fall 2020 Rationale: We are reducing the credit load of MUSIC 365 to reflect the methods-based work and fieldwork component of teaching elementary music. The peer teaching in the class is a lab practicum for music teachers requiring 3 hours of meeting time face-to-face, but the equivalent of 2 credits of curriculum content. The course is also being restructured to allow for more fieldwork experiences and methods-based peer teaching. Some current course materials from 365-366 are being moved to other courses: MUSIC 268, School Choral Program and MUSIC 269, School Instrumental Program. AV: 39 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course MUSIC 366, 366H. Seminar in the

Teaching of Music: Secondary. Course MUSIC 366. Seminar in the Teaching of

Music: Secondary Pre or co requisite Prereq.: MUSIC 365 with a minimum

grade of B; coreq.: EECE 340 or SEYS 340, and ECPSE 350. Additional prerequisites for 366H.: MUSIC 365 with a minimum grade of B+; a minimum of 3.5 in the academic music core; permission of the instructor and the ACSM Honors Coordinator.

Prerequisite Prereq.: MUSIC 365 with a minimum grade of B; coreq.: EECE 340 or SEYS 340, and ECPSE 350.

Hours 3 hr. Hours 3 hr. Credits 3 cr. Credits 2 cr Description In this course students will focus on

curriculum, instruction, and assessment for teaching secondary general music, including music in middle schools. Students will learn about children’s musical thinking from a developmental point of view.

Description In this course students will focus on curriculum, instruction, and assessment for teaching secondary general music, including music in middle schools. Students will learn about children’s musical thinking from a developmental point of view. Students will learn and practice teaching

Students will learn and practice teaching strategies for supporting student learning as defined by city, state, and national standards for music education. Students will learn and practice strategies for teaching music from a multicultural perspective. There is an intensive field component to this class that allows students the opportunity to teach and then reflect on their experiences with children. Weekly observations are also required. Additionally students selecting the honors section of this class will research a topic of importance to the music education profession, write a 15–20 page synthesis paper and prepare a professional teaching demonstration on the topic to be presented to the music education faculty and other interested persons no later than the last week of classes in the semester this class is taken. Honors students must achieve a minimum grade of B+ for this course to count toward the music major. Other students must pass this course with a grade of B or higher to be allowed to student teach.

strategies for supporting student learning as defined by city, state, and national standards for music education. Students will learn and practice strategies for teaching music from a multicultural perspective. There is an intensive field component to this class that allows students the opportunity to teach and then reflect on their experiences with children. Students must pass this course with a grade of B or higher to be allowed to student teach.
















EffectiveTerm Fall 2020 Rationale: We are reducing the credit load of MUSIC 366 to reflect the methods-based work and fieldwork component of teaching secondary music. The peer teaching in the class is a lab practicum for music teachers requiring 3 hours of meeting time face-to-face, but the equivalent of 2 credits of curriculum content. The course is also being restructured to allow for more fieldwork experiences and methods-based peer teaching. Some current course materials from 365-366 are being moved to other courses: MUSIC 268, School Choral Program and MUSIC 269, School Instrumental Program. Finally, we have taken out the Honors option for this class. As we redesign the curriculum, we would like to reexamine our Honors courses and find one more suitable for the H designation, which we will do in consultation with the Honors program advisors. AV: 40 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music Course MUSIC 369. Student Teaching in

Music Course MUSIC 369. Student Teaching in Music.

Pre or co requisite Prereq.: MUSIC 267; a minimum 2.7 GPA in music major courses exclusive of electives and performance ensembles; a minimum grade of B in MUSIC 366; and both junior-level listening and piano exams passed

Prerequisite Prereq.: MUSIC 267; a minimum 2.7 GPA in music major courses exclusive of electives and performance ensembles; a minimum grade of B in MUSIC 366; and both junior-level listening and piano exams passed

Hours 16 hr. Hours 16 hr.

Credits 6 cr. Credits 6 cr Description Students will be assigned the

equivalent of 20 six-hour days (120 hours) at the elementary (pre-K–6) level, and 20 six-hour days (120 hours) at the secondary (7–12) level. Students will, to the extent possible, be assigned to both urban and non-urban settings. Students are expected to prepare daily lesson plans, and will develop and maintain student teaching portfolios.

Description The student teaching experience must be at least 14 weeks, full time, and in alignment with the daily schedule and annual school calendar. Students will, to the extent possible, be assigned to both urban and non-urban settings. Students are expected to prepare daily lesson plans, and will develop and maintain student teaching portfolios.
















EffectiveTerm Fall 2020 Rationale: The New York State Education Department will be requiring new student teacher regulations as of 2022. In anticipation of those changes, we propose to change our student teaching placement requirements now. Practically, we encourage our student teachers to stay in the schools full-time for 14 weeks already. This change to the bulletin language would make it official and would prepare us to be aligned with the rigor of the state regulations for 2022.

AV: 41 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music

Course MUSIC 374. Musical Techniques of the Twentieth Century (1900–1945).

Course MUSIC 374. Musical Techniques of the Twentieth Century (1900–1945).

Pre or co requisite Prereq.: Minimum grade of C– in MUSIC 373.

Prerequisite Prereq.: Minimum grade of C– in MUSIC 274.

Hours 3 hr. Hours 3 hr. Credits 3 cr Credits 3 cr Description Students must achieve a minimum

grade of C– for this course to count toward the music major. Fall, Spring

Description Students must achieve a minimum grade of C– for this course to count toward the music major. Fall, Spring
















EffectiveTerm Fall 2020 Rationale: MUSIC 373 will no longer be required in this degree program. MUSIC 274 will be prerequisite to both MUSIC 374 and MUSIC 377.

AV: 42 Changes to be offered in the Aaron Copland School of Music Department CUNYFirst Course ID FROM TO Departments Aaron Copland School of Music

Course MUSIC 377, 377H. Musical Form and Analysis

Course MUSIC 377, 377H. Musical Form and Analysis

Pre or co requisite Prereq.: MUSIC 373; pre- or coreq.: MUSIC 374. Additional prerequisites for MUSIC 377H: CORE Music GPA of 3.5 or higher and permission of the theory coordinator and the ACSM Honors Coordinator.

Prerequisite Prereq.: MUSIC 274; pre- or coreq.: MUSIC 374. Additional prerequisites for MUSIC 377H: CORE Music GPA of 3.5 or higher and permission of the theory coordinator and the ACSM Honors Coordinator.

Hours 3 hr. Hours 3 hr. Credits 3 cr. Credits 3 cr Description An intensive study of musical forms and

genres from ca. 1700 to ca. 1950, including both instrumental and vocal music. Primary emphasis is on standard formal types associated with music of the eighteenth century. Adaptations of these forms by nineteenth- and early twentieth-century composers will also be covered. As a final project, honors students will write a research paper. This paper will engage with relevant published research, and also include the students’ own analytical insights into either one composition or group of related compositions as determined in consultation with the instructor. Students must achieve a minimum grade of B in MUSIC 377H for the course to be counted toward the music major. Other students must achieve a minimum grade of C– in MUSIC 377 for the course to count toward the music major.

Description An intensive study of musical forms and genres from ca. 1700 to ca. 1950, including both instrumental and vocal music. Primary emphasis is on standard formal types associated with music of the eighteenth century. Adaptations of these forms by nineteenth- and early twentieth-century composers will also be covered. As a final project, honors students will write a research paper. This paper will engage with relevant published research, and also include the students’ own analytical insights into either one composition or group of related compositions as determined in consultation with the instructor. Students must achieve a minimum grade of B in MUSIC 377H for the course to be counted toward the music major. Other students must achieve a minimum grade of C– in MUSIC 377 for the course to count toward the music major. Fall, Spring

(Capstone) Fall, Spring
















EffectiveTerm Fall 2020 Rationale: MUSIC 373 will no longer be required in this degree program. MUSIC 274 will be prerequisite to both MUSIC 374 and MUSIC 377. The designation “Capstone” is outdated.

AVI: Courses Withdrawn

AVI: 1 MATH (Mathematics) Department MATH 171. Computer Solutions of Mathematical Problems. AVI: 2 MATH (Mathematics) Department MATH 611. Introduction to Mathematical Probability. 3 hr.; 3 cr. Prereq.: A one-year course in differential and integral calculus (including improper integrals). A first course in probability at an advanced level. Topics to be covered include axioms of probability, combinatorial analysis, conditional probability, random variables, binomial, Poisson, normal, and other distributions, mathematical expectation, and an introduction to statistical methods. Not open to students who have received credit for MATH 241 or 621. May not be counted toward the Master of Arts degree in Mathematics. Spring Justification: MATH 611 is equivalent to MATH 241 (and students did not receive graduate credit for the class). Originally it was created for Math Education graduate students, but now no one gets into the Math Education graduate program without MATH 241. We will run a section of MATH 241 at night for the small number of incoming graduate students who need to see this content.

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