Guttman Community College Academic University Report

Guttman March 2021 AUR Detail

Guttman Community College Academic University Report Detail March 2021


PART A: ACADEMIC MATTERS Section AII: Special Actions NONE Section I: Changes in Policy NONE Section II: Changes in Generic Degree Requirements NONE Section III: Changes in Degree Programs AIII.1 The following revisions are proposed for Human Services Program of Study Program of Study: Human Services Effective Date: Fall 2021 FROM TO Program Requirements

GOVT 202: American Government & Politics (3 cr.) HSVC 103: Introduction to Human Services (3 cr.) HSVC 113: Methods of Intervention for the Human Services (2 cr.) HSVC 201: Fieldwork & Integrative Seminar I (3 cr.) HSVC 203: Fieldwork & Integrative Seminar II (3 cr.) HSVC 213^: Health and Human Services Policy (3 cr.) SOCI 102: Introduction to Sociology (3 cr.) SOCI 231*: Introduction to Urban Community Health (3 cr.) ANTH 201: Urban Anthropology: Poverty & Affluence (3 cr.) OR ANTH 227: Sexuality & Gender in Urban

Program Requirements

GOVT 202: American Government & Politics (3 cr.) HSVC 103: Introduction to Human Services (3 cr.) HSVC 113: Methods of Intervention for the Human Services (2 cr.) HSVC 201: Fieldwork & Integrative Seminar I (3 cr.) HSVC 203: Fieldwork & Integrative Seminar II (3 cr.) HSVC 213^: Health and Human Services Policy (3 cr.) SOCI 102: Introduction to Sociology (3 cr.) SOCI 231*: Introduction to Urban Community Health (3 cr.) PSYC 101: Introduction to Psychology


Life (3 cr.) Program Electives

HSVC 204: Special Topics in Fields of Practice (3 cr.) HSVC 223: Introduction to Disability Studies (3 cr.) HSVC 298: Independent Study (1, 2, or 3 cr.) INFT 203: Introduction to Management Information Systems (3 cr.) LASC 295: Issues in Global Learning (3 cr.) PSYC 101: Introduction to Psychology (3 cr.) SOCI 201: Crime & Justice in Urban Society (3 cr.) SOCI 214: Social Determinants of Health (3 cr.) SOCI 203: Community Organizing (3 cr.)

Program Electives

HSVC 204: Special Topics in Fields of Practice (3 cr.) HSVC 223: Introduction to Disability Studies (3 cr.) HSVC 298: Independent Study (1, 2, or 3 cr.) INFT 203: Introduction to Management Information Systems (3 cr.) LASC 295: Issues in Global Learning (3 cr.) SOCI 201: Crime & Justice in Urban Society (3 cr.) SOCI 214: Social Determinants of Health (3 cr.) SOCI 203: Community Organizing (3 cr.) ANTH 101: Introduction of Cultural Anthropology (3 cr.) ANTH 201: Urban Anthropology (3 cr.) ANTH 227: Sexuality & Gender in Urban Life (3 cr.) ECON 223: Economics of Social Issues (3 cr.) GOVT 201: Urban Politics (3 cr.) PHIL 103: Introduction to Philosophical and Humanistic Thinking (3 cr.) PSYC 210: Social Psychology (3 cr.) PSYC 220: Child Psychology (3 cr.)

Rational:

1. Removing Anthropology and adding Introduction to Psychology (PSY 101) as a required course will provide students the opportunity to gain knowledge on human thinking and behavior and mental disorders which will benefit them in their internships and in their future human services-related fields. It also increases the transfer credits applied to degree programs at the senior college.

2. This change will also be beneficial for students in the transfer process for degree programs such as human services, psychology, and

social work. On average 50% of students that graduate transfer to Psychology degree programs at the senior college.

3. The additional electives will provide students with more options for human services related courses for them to take. Date of College Council Approval: December 10, 2020


AIII.2 The following revisions are proposed for Urban Studies Program of Study Program of Study: Urban Studies Effective Date: Fall 2021 FROM TO Program Electives

ECON 223: Economics of Social Issues (3 cr.) ENGL 211: Cities in Film & Literature (3 cr.) PHIL: 201: Environmental Ethics (3 cr.) LASC 295: Issues in Global Learning (3 cr.) MATH 120/120.5: College Algebra & Trigonometry (3 cr.) MATH 201: Precalculus (3 cr.) SOCI 201**: Crime & Justice in Urban Society (3 cr.) OR ANTH 227**: Sexuality & Gender in Urban Life (3 cr.) SOCI 231*: Introduction to Urban Community Health (3 cr.) UBST 204: Special Topics in Urban Studies (3 cr.) UBST 298: Independent Study (1, 2, or 3 cr.)

Program Electives

ECON 223: Economics of Social Issues (3 cr.) ENGL 211: Cities in Film & Literature (3 cr.) PHIL: 201: Environmental Ethics (3 cr.) LASC 295: Issues in Global Learning (3 cr.) MATH 120/120.5: College Algebra & Trigonometry (3 cr.) MATH 201: Precalculus (3 cr.) SOCI 201**: Crime & Justice in Urban Society (3 cr.) OR ANTH 227**: Sexuality & Gender in Urban Life (3 cr.) SOCI 231*: Introduction to Urban Community Health (3 cr.) UBST 204: Special Topics in Urban Studies (3 cr.) UBST 298: Independent Study (1, 2, or 3 cr.) ANTH 201: Urban Anthropology: Poverty & Affluence (3 cr.) HIST 201: Who Built New York? New York City History (3cr.)

Rational: We are adding ANTH 201 and HIST 201 as electives as they are aligned with the Urban Studies program and would allow our students more elective choices without adding new courses at GCC that would then need to be staffed/filled. In recent semesters, electives have not run and Urban Studies students were left with limited options (2 or sometimes only 1) for an elective. The additional electives will provide students with more options for human services related courses for them to take. Date of College Council Approval: December 10, 2020


Section IV: New Courses AIV.1 The following new course is proposed. Name of Course and Number: BUSI 243: Business Administration Internship Effective Term: Fall 2021 Department(s) Business Administration Course Prefix & Number BUSI 243 Course Title Business Administration Internship Pre/Co Requisites Completion of 39 degree credits, including successful completion of ENGL 203, BUSI 102 and one

Economics course. Credits 3 Hours 1 Lecture; 10 Lab/Field Description This course comprises two complementary components: a professional experience and a series of

classroom discussions. In-class examinations of aspects of business performance and professionalism will inform reflections of students’ experience at their workplace. They will help students develop a trajectory for professional development and career planning and serve as the focus of evaluating how external factors and broader economic events, trends and policies affect the workplace and connect to their lives. The professional experience part of the course requires 120 hours of work spread over the course of the semester, averaging about 10 hours per week. During this time, students observe their workplace, and their own place and performance in it. In tandem with discussion of characteristics that contribute to professionalism and career readiness, students examine and reflect on their own strengths and areas of growth vis-à-vis broadly defined professional competencies. The work experience further connects to the content of the course by making the organization where the student is working the focus of analysis related to performance metrics in functional areas of business.

Learning Outcomes 1.Explain your place and role in the organizational structure of your place of work/internship. 2.Examine your professional skills and develop ways to enhance them. 3.Describe the relationship of the world of your work to the world we live in. 4.Evaluate the performance of your place of work using common metrics of business.

Rational: Capstone courses are a high impact practice and can give students the opportunity to integrate what they have learned in previous courses, and can take many different forms: internships, classroom courses or simulations. An internship-based capstone is an excellent learning opportunity that provides students with exposure to the dynamics and functioning of a business as it builds their professional experience,


provides a line on a résumé and, in some cases, even leads to employment. However, internships can also be a burden for students. If a student is working to pay the bills, leaving their job, or cutting back on hours to make time for an unpaid internship can cause financial hardship. Even when internships are paid, unless there is some guarantee of a job at the end of it, taking time away from work can be a problem because the student may not be assured of getting their previous (or another) job back at the end of the internship. In the past year, Dean Niesha Ziehmke applied for and was awarded several CUNY grants to incorporate NACE competencies into the curriculum and to build students’ professional skills and provide them with paid internships. My participation in CUNY-wide groups connected to these efforts has raised my awareness of the difficulty in identifying and ensuring internship opportunities for all students. Additionally, the long-term benefits of internships in terms of learning and as a gateway to employment need to be balanced against the problems that can stem from making an internship a mandatory: jeopardize students’ degree completion in cases where they do not find a placement, or where students do get placed but are not able to complete the internship. This led to the decision to offer the internship as a capstone option, rather than a requirement. Date of College Council Approval: January 19, 2021 AIV.2 The following new course is proposed. Name of Course and Number: AMST 103: Introduction to Social Justice Effective Term: Fall 2021 Program(s) of Study FYE Career ✔ Undergraduate

Academic Level Regular

✔ Compensatory

Developmental

Remedial Subject Area

American Studies

Course Prefix & Number AMST 103

Course Title Introduction to Social Justice


Bulletin Description Using the promise of life, liberty, and the pursuit of happiness to prompt the discussion about rights and equality in US society, this interdisciplinary course provides an introduction to social justice theory and practices. Students examine and conduct research on significant social justice issues in the United States today through an integration of quantitative and qualitative approaches. The course focuses on systems of discrimination and oppression, methods and communities of resistance, and transformative visions of democracy and freedom, with emphasis on how current conditions impact students’ lives and local communities. Through project- and inquiry-based learning, students will practice implementing and integrating qualitative and quantitative methods to explore course material.

Pre-/Co-Requisites Pre-Requisites Explain: none

Co-Requisites Explain: none

Credits 0 credit – message only

1 credit

2 credits

✔ 3 credits

4 credits

Other:

Number of equated credits (if applicable)

N/A

Hours 1 hr lecture/lab/field

2 hrs lecture/lab/field

3 hrs lecture

2 hrs lecture, 2 hrs lab/field

1 hr lecture, 4 hrs lab/field




✔ 4 hours Other: lecture lab/field

Hours per week in 12-week Semester 4 Hours

Can course be offered during the 6–week semester?

✔ Yes No


Projected enrollment 25-30

Suggested enrollment cap per section 30

Frequency course is likely to be offered every semester

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

ELO (CVEG); NPER (NPER)

General Education Component

Not Applicable Required English Composition

Mathematics & Quantitative Reasoning

Life & Physical Science

✔ Flexible World Cultures & Global Issues

✔ US Experience in its Diversity Creative Expression Individual & Society Scientific World

Learning Outcomes Upon successful completion of this course, students will be able to do the following: 1. Describe the concept of social justice as well as the fundamental questions and core research strategies used to study it; 2. Identify and describe social justice issues and their root causes in the United States (e.g., political, historical, social, economic, and/or environmental conditions); 3. Describe and reflect upon how power, status, privilege, and other structural factors impact individuals and communities in the United States; 4. Identify, evaluate, and synthesize key sources of qualitative and quantitative data as evidence supporting different positions on social justice issues in the United States; 5. Identify, interpret, and assess the perspectives of multiple stakeholders on critical social justice issues by integrating quantitative and qualitative data; 6. Recognize and describe the roles of intersecting dimensions of social identities (e.g., race, gender, and sexual orientation) with aspects of social justice theory and practices; and 7. Integrate their lived experiences, personal views, and those reflecting the communities to which they belong, with social justice theory and advocacy.

Rational: This course replaces City Seminar I as Guttman's foundational first year seminar course. In Spring 2020, students demanded changes in our curriculum, changes that would address specific and oppressive conditions in the world that they experience (racism and anti-Blackness). Faculty and staff have also voiced a need to make institutional changes including curricular changes. This new course addresses students' demands by shifting the focus of our first-year seminar to


social justice. It also replaces City Seminar with a course that is not developmental and better aligns contact and credit hours. In doing so, it addresses multiple equity issues that have plagued City Seminar for many years. Finally, this proposal grounds this course in an interdisciplinary field, American Studies, which should help students transfer course credits in more meaningful ways when they transfer to the four-year schools. Date of College Council Approval: January 19, 2021 AIV.3 The following new course is proposed. Name of Course and Number: AMST 203: Civic Engagement in a Global Society Effective Term: Fall 2021 Program(s) of Study FYE

Career ✔ Undergraduate

Academic Level Regular

✔ Compensatory

Developmental

Remedial Subject Area American Studies Course Prefix & Number AMST 203

Course Title Civic Engagement in a Global Society

Bulletin Description This course will explore global social movements and multiple approaches toward social change using a comparative approach. Students will conduct interdisciplinary research on U.S. culture and history in a global context. Students will identify and analyze various methods of civic engagement, advocacy, and activism, focusing on individuals who act, organizations that mobilize action, and contexts change on the local and global scale. The course highlights the roles of students themselves as civic actors and agents of change, within their educational setting, the communities to which they belong, and the world at large. Through project- and inquiry-based learning, students will practice implementing and integrating quantitative and qualitative research methods into action plans that address injustice and conflict.

Pre-/Co-Requisites ✔ Pre-Requisites Explain: AMST 103: Introduction to Social Justice

Co-Requisites Explain: none


Credits 0 credit – message only

1 credit

2 credits

✔ 3 credits

4 credits

Other:

Number of equated credits (if applicable)

N/A

Hours 1 hr lecture/lab/field


3 hrs lecture


1 hr lecture, 4 hrs lab/field




✔ 4 hours Other: lecture lab/field

Hours per week in 12-week Semester 4 Hours

Can course be offered during the 6–week semester?

✔ Yes No

Projected enrollment 25-30 Suggested enrollment cap per section 30

Frequency course is likely to be offered every semester


ELO (CVEG); NPER (NPER)



Not Applicable

Required

English Composition Mathematics & Quantitative Reasoning Life & Physical Science

✔ Flexible

✔ World Cultures & Global Issues

US Experience in its Diversity Creative Expression Individual & Society Scientific World

Learning Outcomes Upon successful completion of this course, students will be able to do the following: 1. Analyze the cultural, political, and theoretical dimensions of civic engagement, and assess the implications of these different dimensions on perspectives and approaches to social change using a comparative approach; 2. Examine and describe the roles that race, ethnicity, class, gender, language, sexual orientation, and other forms of social differentiation play in civic engagement; 3. Explain and reflect upon the relationship between economic, ideological, historical, and political forces in creating and addressing local and global social justice issues by analyzing qualitative and quantitative data; 4. Identify key strategies and features of major global social movements or other approaches toward social change; 5. Critically evaluate the impact of major global social movements or other approaches toward social change on individuals and communities, integrating qualitative and quantitative data as evidence; 6. Produce evidence-based proposals in written, oral, and digital media formats, integrating qualitative and quantitative research; and 7. Identify and reflect upon their own role(s) in creating social change through civic engagement on a local and global scale.

Rational: This course replaces City Seminar II as Guttman's foundational first year seminar course. In Spring 2020, students demanded changes in our curriculum, changes that would address specific and oppressive conditions in the world that they experience (racism and anti-Blackness). Faculty and staff have also voiced a need to make institutional changes including curricular changes. This new course addresses students' demands by shifting the focus of our first-year seminar to social justice. It also replaces City Seminar II with a course that is not developmental and better aligns contact and credit hours. In doing so, it addresses multiple equity issues that have plagued City Seminar II for many years. Finally, this proposal grounds this course in an interdisciplinary field, American Studies, which should help students transfer course credits in more meaningful ways when they transfer to the four-year schools. Date of College Council Approval: January 19, 2021


Section V: Changes in Existing Courses AV.1 The following revisions are proposed for LASC 200: The Arts in New York City Name of Course and Number: LASC 200: The Arts in New York City Effective Term: Fall 2021 FROM TO Course Prefix & Number

LASC 200 Course Prefix & Number

ART 200

Rational: We propose changing the course prefix and number from LASC 200 to ART 200 in order to more accurately reflect the content of the course. Doing so has the potential improve transfer of course credits at other CUNY institutions. Date of College Council Approval: January 19, 2021 AV.2 The following revisions are proposed for SOSC 113: Ethnographies of Work II Name of Course and Number: SOSC 113: Ethnographies of Work II Effective Term: Fall 2021 FROM TO Course Prefix & Number

SOSC 113 Course Prefix & Number

SOSC 213

Rational: We propose changing the course number from a 100-level to a 200-level in order to more accurately reflect the advanced content of the course. Doing so has the potential improve transfer of course credits at other CUNY institutions. Date of College Council Approval: January 19, 2021


AV.3 The following revisions are proposed for ENGL 103: Composition I Name of Course and Number: ENGL 103: Composition I Effective Term: Fall 2021 FROM TO Course Description

Composition I is a course in critical thinking, reading and writing. It will provide a thorough introduction to the writing process and academic discourse: generating ideas, developing a thesis, supporting a thesis with evidence, and revising and editing. Students will be introduced to a variety of research resources, including the NYPL and CUNY library systems and learn basic research techniques. Because good writing starts with good reading, attention will be paid to critical reading strategies. The reading and writing assignments in Composition I will be coordinated with City Seminar.

Course Description

Composition I is a course in critical thinking, reading and writing. It will provide a thorough introduction to the writing process and academic discourse: generating ideas, developing a thesis, supporting a thesis with evidence, and revising and editing. Students will be introduced to a variety of research resources, including the NYPL and CUNY library systems and learn basic research techniques. Because good writing starts with good reading, attention will be paid to critical reading strategies.

Learning Outcomes

• Listen, read, and write critically and accurately by engaging texts in multiple genres; • Analyze and make connections across texts through strategies such as note taking, annotation, paraphrasing, and summarizing; • Access, evaluate, and synthesize information resources to support claims they make in their writing; • Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and MLA citation; • Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources; • Explain their writing process and employ strategies for revision and improvement of their written work based on awareness of their own strengths and weaknesses as writers; • Monitor their learning using faculty feedback, grades, and other learning assessment results and use it for reflection (for example, through ePortfolio).

Learning Outcomes

• Read and write in various genres and rhetorical contexts. • Utilize reading and writing as a means to discover and revise ideas. • Employ the writing process to develop a writing project in multiple drafts. • Locate, evaluate, and incorporate research materials into writing. • Reflect upon their own writing practices and how those practices influence their written work.


Rational: The learning outcomes have been revised to be more dynamic, accessible, and student-centered. The final sentence in the bulletin description has been removed, since City Seminar will no longer exist in its current form and, as such, Composition courses will no longer align with that course. Date of College Council Approval: January 19, 2021 AV.4 The following revisions are proposed for ENGL 203: Composition II Name of Course and Number: ENGL 203: Composition II Effective Term: Fall 2021 FROM TO Course Description

The purpose of this course is to enhance students' abilities to write in different genres, with an emphasis on developing a project involving research. With readings and writing assignments drawn from a range of disciplines, the course will prepare students for professional writing in scientific, technical, business, humanities or public service fields. Throughout the semester, students will practice skills such as gathering information through library research, analyzing and evaluating outside sources, integrating others' ideas into their own writing, creating evidence-based arguments, and seeking and receiving feedback on work in progress. The course will also further develop elements of the writing process: generating ideas, developing a thesis, supporting a thesis with evidence, and revising and editing. Staged research and writing activities will give students opportunities to develop strategies for writing in the disciplines. In close consultation with the instructor, students will develop, investigate, draft and refine a practical research project on a topic of relevance to their major. The semester will conclude with public presentations of student projects.

Course Description

The purpose of this course is to enhance students' abilities to write in different genres, with an emphasis on developing a project involving research for a real-world audience. With readings and writing assignments drawn from a range of disciplines, the course prepares students for writing in a variety of contexts and supports their developing strategies for writing in various genres. In close consultation with the instructor, students will develop, investigate, draft and refine a practical research project on a topic of relevance to their major. Throughout the semester, students will practice skills such as gathering information through library research, analyzing and evaluating outside sources, integrating others' ideas into their own writing, and creating evidence-based arguments that contribute to the ongoing civic and/or academic conversations on their topic. The course will also further develop elements of the writing process: generating ideas, developing a thesis, supporting a thesis with evidence, seeking and receiving feedback on work in progress, and revising and editing.

Learning • With an emphasis on genre-specific and/or Learning • Read and write in various academic genres and


Outcomes disciplinary contexts and conventions, use the writing process (e.g. invention, drafting, revision, editing) to produce coherent and well-developed texts that support an expressed or implied controlling idea. • Focusing on audience awareness, analysis, and need for information, refine methods for using writing as a process of discovery to promote critical thinking and reading (e.g. free writing, annotating texts, concept mapping, reader responses, journal entries, and preparing for essay exams). • Enhance critical reading and rhetorical interpretive skills by recognizing authors’ bias and credibility, detecting intended audience(s) of specific texts, and evaluating the effectiveness of rhetorical strategies authors use. • Explain your own writing process and utilize awareness of their own strengths and weaknesses in order to revise substantively their own work in response to audience expectations and other constraints of the relevant rhetorical situation. • Define not just the scope of a research question and/or thesis but also various perspectives on the question, as well as their significance and implication. • Develop research project management skills and techniques (e.g. investigating topic in order to sharpen thesis, finding relevant research materials, creating a research proposal and timeline, drafting and revising project at various stages). • Construct an original interpretation and/or intellectual contribution to an academic and/or civic conversation by incorporating and synthesizing relevant information from various sources. • With in-text citations as well works cited pages, reference various types of digital and hard copy information (e.g. scholarly articles, journals and books, blogs, news sources, Podcasts, government documents, etc) using most relevant citation format (e.g. MLA, APA, Chicago, etc). • Understand and strengthen ability to use and cite

Outcomes rhetorical contexts. • Utilize reading and writing to critically assess ideas. • Employ the writing process to develop a research-based writing project in multiple drafts. • Compose texts that integrate their ideas with those from relevant sources. • Reflect upon their own writing practices and how those practices influence their identity as a writer. • Understand and critique practices of academic reading and writing based on their own cultural identities, experiences, and modes of expression.


summaries, paraphrases, and quotations of others’ texts according to at least two different disciplinary conventions.

Rational: Both the Course Learning Outcomes and the Bulletin Description were revised to better describe the teaching and learning that is done in Composition II. The new outcomes and description reflect the course's focus on research writing, and have also been revised to be more dynamic, accessible, and student-centered. Date of College Council Approval: January 19, 2021 AV.5 The following revisions are proposed for HSVC 201: Fieldwork and Integrative Seminar I Name of Course and Number: HSVC 201: Fieldwork and Integrative Seminar I Effective Term: Fall 2021 FROM: TO: Program(s) of Study Human Services Program(s) of Study Career [ X ] Undergraduate Career [ ] Undergraduate Academic Level [X ] Regular

[ ] Compensatory [ ] Developmental [ ] Remedial

Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial

Subject Area Human Services Subject Area Course Prefix & Number

HSVC 201 Course Prefix & Number

Course Title Fieldwork and Integrative Seminar I Course Title

Bulletin Description Students, under faculty supervision, are placed for one day per week (6-7 hours per week, for a total of 84 hours per semester) in human service or health care settings where they learn first-hand about agency structure and function, the activities of health and human service

Bulletin Description Students in this course complete the equivalent of 125 required internship hours in a variety of human services settings. Students learn about agency structure and function, the activities of health and human service professionals, and the application of health and human service skills. A weekly integrative class session advances student


professionals, and the application of health and human service skills. Settings include community centers, advocacy organizations, hospitals and health-related facilities, family service agencies, community residences for the developmentally disabled, senior citizen centers, homeless shelters, child psychiatry clinics, etc. A one hour weekly integrative class session orients students to the world of health and human service work in urban communities and supports the agency experience through group discussion that focuses on the connection between human services theories and skills and their application in the field. Pre-requisites: LASC 101; LASC 102; SOSC 111; ENGL 103; HSVC 103; minimum 2.0 GPA Co-requisite: HSVC 113

understanding of the world of health and human service work in urban communities. Pre-requisites: ENGL 103; HSVC 103; Fieldwork Interview; minimum cum 2.0 GPA Co-requisite: HSVC 113

Pre-/Co- Requisites [ X ] Pre-Requisites Explain: Pre-requisites: LASC 101; LASC 102; SOSC 111; ENGL 103; HSVC 103; minimum 2.0 GPA [ X ] Co-Requisites Explain: HSVC 113

Pre-/Co- Requisites [X] Pre-Requisites Explain: Pre-requisites: ENGL 103; HSVC 103; Fieldwork Interview; minimum 2.0 GPA [ ] Co-Requisites Explain: HSVC 113

Credits [ ] 0 credit – message only [ ] 1 credit [ ] 2 credits [ X ] 3 credits [ ] 4 credits [ ] Other:

Credits [ ] 0 credit – message only [ ] 1 credit [ ] 2 credits [ ] 3 credits [ ] 4 credits [ ] Other:


Hours [ ] 1 hr lecture/lab/field [ ] 2 hrs lecture/lab/field [ ] 3 hrs lecture [ ] 2 hrs lecture, 2 hrs lab/field [ ] 1 hr lecture, 4 hrs lab/field [ ] 3 hrs lecture, 2 hrs lab/field [ ] 3 hrs lecture, 3 hrs lab/field [ ] 3 hrs lecture/lab/field [ ] 4 hours [ X ] Other: 1 hour lecture (6-7 hours fieldwork)

Hours [ ] 1 hr lecture/lab/field [ ] 2 hrs lecture/lab/field [ ] 3 hrs lecture [ ] 2 hrs lecture, 2 hrs lab/field [ ] 1 hr lecture, 4 hrs lab/field [ ] 3 hrs lecture, 2 hrs lab/field [ ] 3 hrs lecture, 3 hrs lab/field [ ] 3 hrs lecture/lab/field [ ] 4 hours [ X ] Other: 90 minutes lecture 10-10.5 hours per week lab/field


Clinical Preparation Practicum; Civic Engagement; Internship



[ X ] Not Applicable [ ] Required

[ ] English Composition [ ] Mathematics & Quantitative Reasoning [ ] Life & Physical Science

[ ] Flexible [ ] World Cultures & Global Issues [ ] US Experience in its Diversity [ ] Creative Expression [ ] Individual & Society [ ] Scientific World


[ ] Not Applicable [ ] Required [ ] English Composition [ ] Mathematics & Quantitative Reasoning [ ] Life & Physical Science

[ ] Flexible

[ ] World Cultures & Global Issues [ ] US Experience in its Diversity [ ] Creative Expression [ ] Individual & Society [ ] Scientific World

Learning Outcomes •Describe agency history, auspices, goals and objectives; •Perform the daily functions of a human service, health care or social service agency and adopt appropriate health and human services workplace decorum and behaviors; •Demonstrate an understanding of clients and the problems they face; •Work directly with people in a helping role;

Learning Outcomes •Students will express an understanding of the structure and dynamics of human services organizations. •Describe the scope of knowledge, identify ethical principles, and demonstrate skills necessary for human services work in a diverse, urban environment. •Demonstrate professional, ethically sound human services judgment. •Describe the purpose of assessment and


•Describe the interplay of human service knowledge, values and skills necessary for becoming an effective human services worker in a diverse, urban environment.

demonstrate the skills to assess clients’ strengths, resources, and needs. •Students will examine how their own values, personalities, interpersonal styles, and world view affects their engagement with clients. •Learn to distinguish between anecdotal and evidence- based knowledge. •Develop the skills to describe how to implement and evaluate a plan of treatment for clients. •Identify and integrate evidence-based research in everyday practice

Rational: The course description is revised to reflect a more accurate account of current practices in the classroom and fieldwork hours. The required 125 hours per semester are aligned with the standards set forth by The Council for Standards in Human Services Education for program accreditation. Eliminating some of the current prerequisites (LASC 101; LASC 102; or SOSC 111) will allow students to continue their progression in the program if they need to retake one or more of the identified courses. The prerequisites that remain align with industry and CUNY standards for beginning fieldwork courses. The learning outcomes were revised to 1. differentiate the learning outcomes between HSVC 201 and HSVC 203 (they were previously the same outcomes for both courses), 2. address course content that was not previously identified in course learning outcomes, but are part of the recommended standards set forth by the Council for Standards of Human Services, and 3. revised outcome descriptions are inclusive of remote and in- class based internships. Date of College Council Approval: December 10, 2020


AV.6 The following revisions are proposed for HSVC 203: Fieldwork and Integrative Seminar II Name of Course and Number: HSVC 203: Fieldwork and Integrative Seminar II Effective Term: Fall 2021 FROM: TO: Program(s) of Study

Human Services Program(s) of Study

Career [ X ] Undergraduate Career [ ] Undergraduate Academic Level [X ] Regular

[ ] Compensatory [ ] Developmental [ ] Remedial

Academic Level [ ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial

Subject Area Human Services Subject Area

Course Prefix & Number

HSVC 203 Course Prefix & Number

Course Title Fieldwork and Integrative Seminar II Course Title

Bulletin Description

HSVC 203 (Credits: 3, Hours: 10-10.5) Fieldwork and Integrative Seminar II This course is a continuation of Field Work I. Students, under faculty supervision, are placed for a second semester, one day per week in human service or health care settings, where they continue to learn first-hand about agency structure and function, the activities of health and human service professionals, and the application of health and human service skills. Settings include community centers, advocacy organizations, hospitals and health-related facilities, family service agencies, community residences for the developmentally disabled, senior citizen centers, homeless shelters, child psychiatry clinics, etc. A one- hour weekly integrative class session advances students’

Bulletin Description

HSVC 203 (Credits: 3, Hours: 10-10.5) Fieldwork and Integrative Seminar II This course is a continuation of Field Work I. Students complete the equivalent of 125 required internship hours in a variety of human services settings. Students learn about agency structure and function, the activities of health and human service professionals, and the application of health and human service skills. This course advances student understanding of the world of health and human service work in urban communities. Pre-requisites: HSVC 113; HSVC 201


understanding of the world of health and human service work in urban communities. The agency experience is supported through group discussion as well as written assignments. Pre-requisites: HSVC 103; HSVC 113; HSVC 201

Pre-/Co- Requisites

[ X ] Pre-Requisites Explain: HSVC 103; HSVC 113; HSVC 201 [ ] Co-Requisites Explain:

Pre-/Co- Requisites

[X]Pre-Requisites Explain: HSVC 113; HSVC 201 [ ] Co-Requisites Explain:

Credits [ ] 0 credit – message only [ ] 1 credit [ ] 2 credits [ X ] 3 credits [ ] 4 credits [ ] Other:

Credits [ ] 0 credit – message only [ ] 1 credit [ ] 2 credits [ ] 3 credits [ ] 4 credits [ ] Other:

Hours [ ] 1 hr lecture/lab/field [ ] 2 hrs lecture/lab/field [ ] 3 hrs lecture [ ] 2 hrs lecture, 2 hrs lab/field [ ] 1 hr lecture, 4 hrs lab/field [ ] 3 hrs lecture, 2 hrs lab/field [ ] 3 hrs lecture, 3 hrs lab/field [ ] 3 hrs lecture/lab/field [ ] 4 hours [ X ] Other: 1 hour lecture (6-7 hours fieldwork)

Hours [ ] 1 hr lecture/lab/field [ ] 2 hrs lecture/lab/field [ ] 3 hrs lecture [ ] 2 hrs lecture, 2 hrs lab/field [ ] 1 hr lecture, 4 hrs lab/field [ ] 3 hrs lecture, 2 hrs lab/field [ ] 3 hrs lecture, 3 hrs lab/field [ ] 3 hrs lecture/lab/field [ ] 4 hours [ X ] Other: 90 minutes lecture, 10-10.5 hours per week lab/field



Clinical Preparation Practicum; Civic Engagement; Internship



[ X ] Not Applicable [ ] Required

[ ] English Composition [ ] Mathematics & Quantitative Reasoning [ ] Life & Physical Science

[ ] Flexible [ ] World Cultures & Global Issues [ ] US Experience in its Diversity [ ] Creative Expression [ ] Individual & Society

[ ] Scientific World


[ ] Not Applicable [ ] Required [ ] English Composition [ ] Mathematics & Quantitative Reasoning [ ] Life & Physical Science [ ] Flexible

[ ] World Cultures & Global Issues [ ] US Experience in its Diversity [ ] Creative Expression [ ] Individual & Society

[ ] Scientific World

Learning Outcomes

•Describe agency history, auspices, goals and objectives; •Perform the daily functions of a human service, health care or social service agency and adopt appropriate health and human services workplace decorum and behaviors; •Demonstrate an understanding of clients and the problems they face; •Work directly with people in a helping role; •Describe the interplay of human service knowledge, values and skills necessary for becoming an effective human services worker in a diverse, urban environment.

Learning Outcomes

•Express an understanding of the modalities of providing services to individuals and groups in treatment settings. •Describe the scope of knowledge, identify ethical principles, and demonstrate skills necessary for human services work in a diverse, urban environment. •Demonstrate professional, ethically sound human services judgment. •Students will examine how their own values, personalities, reaction patterns, interpersonal styles, and limitations affect engagement with supervisors and colleagues. •Develop the skills to describe how to implement and evaluate a plan of treatment for clients. •Identify and integrate evidence-based research in everyday practice


Rational: The course description is revised to reflect a more accurate account of current practices in the classroom and fieldwork hours. The required 125 hours per semester are aligned with the standards set forth by The Council for Standards in Human Services Education for program accreditation. The learning outcomes were revised to 1. differentiate the learning outcomes between HSVC 201 and HSVC 203 (they were previously the same outcomes for both courses), 2. address course content that was not previously identified in course learning outcomes, but are part of the recommended standards set forth by the Council for Standards of Human Services, and 3. revised outcomes are inclusive of remote and in-class based internships. Date of College Council Approval: December 10, 2020 AV.7 The following revisions are proposed for BIOL 211: General Biology I Name of Course and Number: BIOL 211: General Biology I Effective Term: Fall 2021 FROM TO Course Description

The course will introduce students to a basic description of living organisms, how they are classified and how they evolved and continue to evolve over time. Students will also learn the characteristics of the major taxonomic groups, with particular attention to plants and animals and their interactions with the physical environment. In the laboratory component, students will gain hands-on experience on how to identify and observe different forms of life using modern biological techniques.

Course Description

The course will introduce students to a basic description of living organisms, how they are classified and how they evolved and continue to evolve over time. Students will also learn the characteristics of the major taxonomic groups, with particular attention to plants and animals and their interactions with the physical environment. In the laboratory component, students will gain hands-on experience on how to identify and observe different forms of life using modern biological techniques. This course has a mandatory lecture and lab component.

Rational: The course description was changed to make the lecture and laboratory components of the course clear. Both components are mandatory, which was not reflected in the previous description. There is no change to course content or practice. Date of College Council Approval: December 10, 2020


AV.8 The following revisions are proposed for BIOL 221: General Biology II Name of Course and Number: BIOL 221: General Biology II Effective Term: Fall 2021 FROM TO Course Description

The course will introduce students to topics in cellular and molecular biology. Students will learn about the structure and function of the life-essential macromolecules, the structure and physiology of prokaryotic and eukaryotic cells, with a focus on the mechanisms of DNA replication, transcription and translation. Genetics will be explored, including the relationship between DNA sequences and the way organisms look and function. The course has a laboratory component.

Course Description

This course will introduce students to topics in cellular and molecular biology. Students will learn about the structure and function of the life-essential macromolecules, the structure and physiology of prokaryotic and eukaryotic cells, with a focus on the mechanisms of DNA replication, transcription and translation. Genetics will be explored, including the relationship between DNA sequences and the way organisms look and function. In the laboratory component, students will participate in inquiry-based research to explore principals of cellular and molecular biology. This course has a mandatory lecture and lab component.

Rational: The course description was changed to make the lecture and laboratory components of the course clear. Both components are mandatory, which was not reflected in the previous description. There is no change to course content or practice. Date of College Council Approval: December 10, 2020


AV.9 The following revisions are proposed for BIOL 231: Microbiology Name of Course and Number: BIOL 231: Microbiology Effective Term: Fall 2021 FROM TO Course Description

This course is for students in the LASC Science & Math Track. It introduces students to basic concepts specific to microbial structure/function, metabolism, regulation and growth. In Microbiology, students will explore the structure, function, and taxonomy of microbes, including bacteria and viruses, and their relationships to health and disease. The format of this course includes both lecture and laboratory work.

Course Description

This course introduces students to basic concepts specific to microbial structure/function, metabolism, regulation and growth. In Microbiology, students will explore the structure, function, and taxonomy of microbes, including bacteria and viruses, and their relationships to health and disease. In the laboratory component, students will participate in research projects that explore topics essential to understanding and exploring the microbial world. This course has a mandatory lecture and lab component.

Rational: The course description was changed to make the lecture and laboratory components of the course clear. Both components are mandatory, which was not reflected in the previous description. There is no change to course content or practice. Date of College Council Approval: December 10, 2020 Section VI: Courses Withdrawn NONE Section VII: Affiliation Agreements NONE

Documents

Guttman Community College Academic University Report