Hunter College Committee on Academic Policy, Programs, and … · 2020. 2. 7. · course. Several programs in the department have already undergone significant revisions that include

Hunter College Committee on Academic Policy, Programs, and Research Report Detail January/February 2020

Action taken by the Hunter College Senate on October 2, 2019; December 4, 2019; and December 11, 2019. Program Actions Section AII: Changes in Generic Degree Requirements AII.1 Additions to the General Education Program for Pathways World Cultures and Global Issues: Geography and Environmental Science GEOG 15000 World Regional Geography Section AIII: Changes in Degree Programs AIII.1. The following is the revised curriculum for Adolescent Special Education leading to the Advanced Certificate. School of Education Hunter College, CUNY Department of Special Education

Proposed Changes in a Degree Program Program Name and Degree Awarded: Adolescent Special Education Grades 7 to 12 - Advanced Certificate HEGIS Code: 0808.00 NY State Program Code: 37793 Program Learning Outcomes: By completion of the ASE712-AC advanced certificate program, students will:

1. Be able to critically analyze current special educational policies and practices at national, state, and local levels and their impacts on teaching, learning, and assessment of students.

2. Engage in effective writing of Individualized Education Plans and associated documents. 3. Have knowledge of the understanding, purpose, and implications of assessment, as well as the ability to give reading, writing,

and math assessments to students in grades 7 – 12. 4. Demonstrate effective behavior management strategies, and effective use of school wide behavior management tools (i.e.

ABC charts, FBA and BIP forms). 5. Have knowledge of appropriate teaching strategies, not only for those students with special needs, but for all students,

including those identified as English Language Learners (with and without disabilities) 6. Be able to demonstrate effective teaching strategies in math, reading, writing, and executive function for students with special

needs. 7. Be able to demonstrate knowledge of the basic tenets of adolescent physical, emotional, and social development, as well as

adolescent health and safety needs. 8. Have familiarity with the history leading to current theories, issues, and practices in the field of Learning Disabilities, as well

as developing view of the diverse language, academic, social, and self-regulatory issues encountered by adolescents with disabilities.

9. Use the individual characteristics of learners to inform practice and to use instructional strategies to target student’s individual needs and strengths.

10. Gain the ability to reflect upon the relationship between planning, instruction, assessment and learning in general and special education.

11. Have the ability communicate with parents and families regarding their adolescent’s specific learning and social emotional needs.

Detailed Description of the Proposed Modifications:

1. Replace SPED 70000 with SPED 70050. This is an updated version of the original course that covers the diverse backgrounds and histories of students in schools.

2. Fix credits for SPED 77300 which was changed from a 3 credit course to a 2 credit version (see January 2017 CUR - AV.1.6). 3. Revised total credits required for the degree.

History and Objectives: The Hunter College programs in Special Education prepare teachers for New York City public schools. Our programs have been nationally recognized by the National Council for Teacher Quality (NCTQ) and have an ongoing, longtime relationship with New York City schools in providing a large number of teachers to work within diverse students. We continually revisit our programs in order to respond to the multiple demands placed upon teacher candidates by the New York State Education Department, the schools that hire them, and the communities they serve. Over the past several years, the Department of Special Education has increased its focus on goals that support teacher candidates in becoming effective educators while also attending to justice, equity, diversity, and inclusion for their students. In addition, we wanted to provide teacher candidates with an opportunity to focus on math and writing in two separate courses rather than within one course. Several programs in the department have already undergone significant revisions that include adding courses to support these goals. This proposal brings other programs in the department in line with the overarching goals. Adolescent Special Education: Additional NYS Certification - Advanced Certificate FROM (strikethrough what will be changed) TO (underline the changes) Academic Plan: ASE712-AC Admission Requirements 1. A master’s degree from an accredited institution with a GPA

of at least 3.5. 2. New York State initial, professional or permanent certification

in: Childhood Special Education, Grades 1-6 Adolescent Education, Grades 7-12

3. A personal statement. 4. A recommendation from a supervisor or academic professor. Progress Standards 1. Minimum GPA for Retention - Graduate students must

maintain a minimum cumulative GPA of 3.0 to remain at Hunter College. Students whose grades fall below this

Academic Plan: ASE712-AC Admission Requirements 1. A master’s degree from an accredited institution with a GPA

of at least 3.5. 2. New York State initial, professional or permanent certification

in: Childhood Special Education, Grades 1-6 Adolescent Education, Grades 7-12

3. A personal statement. 4. A recommendation from a supervisor or academic professor. Progress Standards 1. Minimum GPA for Retention - Graduate students must

maintain a minimum cumulative GPA of 3.0 to remain at Hunter College. Students whose grades fall below this

standard are required to raise their GPAs to at least 3.0 within one semester.

2. No F in the first two semesters—students who receive a grade of F(WU) in any course in the first two semesters will not be allowed to continue in the program.

3. Progress holds due to Incomplete Grades - Students with two or more INs will not be allowed to register for any courses.

4. Key Course Performance Standards • Students must receive a grade of at least a B in

certain key program courses. (to be determined by programs, labeled in CUNY First, and noted in the catalog)

• Students who receive a grade of F/WU in certain key program courses may not continue in the program (to be determined by programs, labeled in CUNY First, and noted in the catalog).

Course of Study SPED 70000 - Issues and Practices in Educating Students with Disabilities, 3Cr

--OR--

SPED 70300 - Inclusive Instruction in General Education Classrooms for Students with Learning and Behavior Disorders, 3Cr

--AND-- SPED 70100 - Assessment of Students with Disabilities, 3Cr

--OR--

SPED 70200 - Classroom Management in Special Education and Inclusive Settings, 3Cr

standard are required to raise their GPAs to at least 3.0 within one semester.



4. Key Course Performance Standards 1. Students must receive a grade of at least a B in

certain key program courses. (to be determined by programs, labeled in CUNY First, and noted in the catalog)

2. Students who receive a grade of F/WU in certain key program courses may not continue in the program (to be determined by programs, labeled in CUNY First, and noted in the catalog).

Course of Study SPED 70050 - Social, Historical, Philosophical Foundations of General and Special Education, 3Cr

--OR--

SPED 70300 - Inclusive Instruction in General Education Classrooms for Students with Learning and Behavior Disorders, 3Cr

--AND-- SPED 70100 - Assessment of Students with Disabilities, 3Cr

--OR--

- Plus the following -

SPED 70400 - English Language Learners with Special Needs, 1Cr SPED 77100 - Methods of Teaching Reading for Adolescents with Learning Disabilities, 3Cr SPED 77200 - Clinical Teaching: Part 1, 2Cr SPED 77300 - Math Methods for Adolescents with Disabilities, 3cr SPED 77400 - Clinical Teaching: Part 2, 2Cr Exit Requirements 1. An overall GPA of 3.0. 2. A grade of at least B in classes based upon fieldwork/clinical

teaching (SPED 77200 and SPED 77400 ). 3. Completion of the Dignity for All Students Act (DASA)

workshop. 4. Maintain valid and appropriate NYS certification. Total credits required = 17

SPED 70200 - Classroom Management in Special Education and Inclusive Settings, 3Cr

- Plus the following - SPED 70400 - English Language Learners with Special Needs, 1Cr SPED 77100 - Methods of Teaching Reading for Adolescents with Learning Disabilities, 3Cr SPED 77200 - Clinical Teaching: Part 1, 2Cr SPED 77300 - Math Methods for Adolescents with Disabilities, 2cr SPED 77400 - Clinical Teaching: Part 2, 2Cr Exit Requirements 1. An overall GPA of 3.0. 2. A grade of at least B in classes based upon fieldwork/clinical

teaching (SPED 77200 and SPED 77400 ) 3. Completion of the Dignity for All Students Act (DASA)

workshop. 4. Maintain valid and appropriate NYS certification. Total credits required = 16

Rationale: The department now offers a specially designed 2 credit math course instead of a 3 credit math course to reduce overall credit load and address students’ specific math methodology needs. Consultation Statement:

a. Is the proposed change likely to affect other Departments or Programs? [ X ] NO [] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [ X ] N/A

b. Does this affect the Library? [X] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ X ] N/A

AIII.2. The following is the revised curriculum for Early Childhood Special Education leading to the Post-Master’s Additional NYS Certification. School of Education Hunter College, CUNY Department of Special Education

Changes in a Degree Program

Program Name and Degree Awarded: Early Childhood Special Education, Post-Master’s Additional NYS Certification HEGIS Code: 0808.00 NY State Program Code: 37781 Effective term: Fall 2020

Program Learning Outcomes: Program graduates will demonstrate advanced competencies in:

1. Assessing and evaluating social and physical contextual factors to implement interventions to positively influence learning and development of children.

2. Using data-based decision-making processes in their everyday work. 3. Choosing and effectively implementing applicable evidence-based practices/ intervention strategies using both ECE &

ECSE methods with fidelity. 4. Consuming, critiquing, and applying the current EI/ECSE evidence base in their professional repertoire. 5. Creating, critiquing, and frequently integrating a variety of low and high technology tools & applications into daily practice. 6. Reflecting to improve practice as a means of self-monitoring and ongoing professional development. 7. Effectively partnering with other team members, including families, across disciplines and systems, to plan, implement

and evaluate interventions that fit the developmental strengths and needs of individual children. 8. Demonstrating professionalism in their communication and interactions with others across all media, and assume

responsibility in their role as an emerging professional. 9. Analyzing the current landscape then prioritize and mobilize to enact a plan for manageable change at the programmatic,

local, state and/or federal level. Detailed Description of the Proposed Modification(s)

1. Remove SPEDE 77820 and SPEDE 77920 from the course of study. 2. Add SPEDE 77951: Practicum in Early Childhood Special Education.

History and Objectives The Post-Master’s Advanced Certificate in Special Education: Early Childhood, Birth – Grade 2 is designed for early childhood general education professionals who are seeking additional certification in Early Childhood Special Education. This program was designed specifically with the working professional in mind. The Early Childhood Special Education program originally identified the two initial student teaching/practicum courses (SPEDE 77820 and SPEDE 77920) as the two options for students in the Advanced Certificate program. These courses are no longer offered in the summer for initial certificate students. However, for advanced students, such as those in this program, the summer is still an option. Keeping SPEDE 77820 and SPEDE 77920 on the books for the summer, but only for Advanced Certificate students is confusing for students who are not in that program. The ECSE program uses SPEDE 77951 for the students in the Advanced Preparation program and would like to do the same for students in the

Advanced Certificate program. Additionally, the ECSE program uses SPEDE 77051 for the students in the Advanced Preparation program rather than SPEDE 77000 despite being the same course. By having the Advanced Certificate students take SPEDE 77051, these students would not be included in program requirements for other programs, decreasing confusion. The proposed modification is to replace the choice of either SPEDE 77820 or SPEDE 77920 with SPEDE 77951. FROM (strikethrough what will be changed) TO (underline the changes) ECSEB2-AC ECSEB2-AC Admissions Requirements 1. A master’s degree in Early Childhood Education,

Birth - Grade 2 from an accredited institution with a GPA of at least 3.5.

2. New York State initial, professional or permanent certification in Early Childhood Education, Birth – Grade 2.

3. A personal statement. 4. A recommendation from a supervisor or academic professor. Progress Standards

1. Minimum GPA for Retention - Graduate students must maintain a minimum cumulative GPA of 3.0 to remain at Hunter College. Students whose grades fall below this standard are required to raise their GPAs to at least 3.0 within one semester.



4. Key Course Performance Standards • Students must receive a grade of at least a B in certain

key program courses. (to be determined by programs, labeled in CUNY First, and noted in the catalog)

Admissions Requirements 1. A master’s degree in Early Childhood Education,

Birth - Grade 2 from an accredited institution with a GPA of at least 3.5.

2. New York State initial, professional or permanent certification in Early Childhood Education, Birth – Grade 2.

3. A personal statement. 4. A recommendation from a supervisor or academic professor. Progress Standards

1. Minimum GPA for Retention - Graduate students must maintain a minimum cumulative GPA of 3.0 to remain at Hunter College. Students whose grades fall below this standard are required to raise their GPAs to at least 3.0 within one semester.

2. No F in the first two semesters—students who receive a grade of F orWU in any course in the first two semesters will not be allowed to continue in the program.

3. Progress holds due to Incomplete Grades - Students with two or more INCs will not be allowed to register for any courses.

4. Key Program Course standards: • Students must receive a grade of at least a B in any key

program course. • Students who receive a grade of F or WU in any key

• Students who receive a grade of F/WU in certain key program courses may not continue in the program (to be determined by programs, labeled in CUNY First, and noted in the catalog).

Course of Study: Prefix, Five Digit Course Number, Name, and Credits SPEDE 76800: Fostering Development in Young Children with Diverse Abilities: Historical, Political, and Inclusive Perspectives 3 credits SPEDE 76900: Evaluation, Assessment and Program Planning for Infants and Young Children with Special Needs (KC) 3 credits SPEDE 77000: Individualized Planning, Implementation and Progress Monitoring in Early Childhood (Birth through PreK) Environments and Curricula 3 credits SPEDE 77200: Positive Behavior Support (PBS) and Its Application to Young Children with Special Needs 3 credits SPEDE 77400: Adaptations for Individual Learners Across the K-2 Curriculum (KC) 3 credits SPEDE 77600: Introductory Field Experience in Early Childhood Special Education (KC) 2 credits

Take Either SPEDE 77820: Final Student Teaching in Early Childhood Special Education (KC) 3 credits

Or SPEDE 77920: Final Practicum in Early Childhood Special Education (KC) 3 credits

program course may not continue in the program. • Key Program Courses are identified by the label (KC) in

the course title.

Course of Study: Prefix, Five Digit Course Number, Name, and Credits SPEDE 76800: Fostering Development in Young Children with Diverse Abilities: Historical, Political, and Inclusive Perspectives 3 credits SPEDE 76900: Evaluation, Assessment and Program Planning for Infants and Young Children with Special Needs (KC) 3 credits SPEDE 77051: Individualized Planning, Implementation and Progress Monitoring in Early Childhood (Birth through PreK) Environments and Curricula 3 credits SPEDE 77200: Positive Behavior Support (PBS) and Its Application to Young Children with Special Needs 3 credits SPEDE 77400: Adaptations for Individual Learners Across the K-2 Curriculum (KC) 3 credits SPEDE 77600: Introductory Field Experience in Early Childhood Special Education (KC) 2 credits SPEDE 77951: Practicum in Early Childhood Special Education (KC) 3 credits

Exit Requirements

1. An overall GPA of 3.0. 2. A grade of at least B in classes based upon field work

(SPEDE 77600) and clinical teaching (SPEDE 77820 or SPEDE 77920).

3. Completion of the Dignity for All Students Act (DASA) workshop.

Total credits required = 20

Exit Requirements

1. An overall GPA of 3.0. 2. A grade of at least B in classes based upon field work

(SPEDE 77600) and clinical teaching ( SPEDE 77951). 3. Completion of the Dignity for All Students Act (DASA)

workshop. Total credits required = 20

Rationale: There is no difference in coursework between SPEDE 77000 and SPEDE 77051 as well as SPEDE 77951 and the current courses, SPEDE 77820 and SPEDE 77920. These courses are cross-listed and taught together. The previous preparation of students who are in the two advanced programs – those leading to a second certification (Advanced Certificate) and those already with initial certification in special education and obtaining a Masters leading to professional certification (Advanced Preparation) – are readied to take on a Summer clinical experience. The proposed modification is administrative in nature to clarify for students seeking initial certification that the courses they need to take (i.e., SPEDE 77820 or SPEDE 77920) are not offered in the summer. Consultation Statement:

a. Is the proposed change likely to affect other Departments or Programs? [X] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [X] N/A

b. Does this affect the Library? [X] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [X] N/A

AIII.3. The Following is a Change in Anthropology MA Department of Anthropology Name of the Program and Degree Award: Anthropology MA HEGIS Code: 2202.00 NY State Program Code Number: 02491 Effective Term: Fall 2020 A. HISTORY AND OBJECTIVES The MA program in Anthropology at Hunter dates to the mid-1960s, and is currently the only MA Program in Anthropology in the CUNY system. It has been a vital program serving a diverse collection of students (over 400 graduates), who have regularly won awards for their theses and gone on to distinguished careers. The program has been especially helpful for working students who were able to complete the required coursework on an evening schedule. The long-standing foundation of the program requires intensive introductory courses in each of the four subfields of American Anthropology: Archaeology, Cultural Anthropology, Linguistics, and Physical Anthropology, and required a substantial thesis. Over the last several years it has become evident that this model is no longer optimal for most students. Due to both the continuing restriction of the academic job market and the increasing recognition of the value of anthropological training by private, governmental and not-governmental sectors, many more students are interested in non-academic futures and are increasingly able to market their anthropological skills successfully outside the academy. According to the department’s 1995 self-study (p.41), over 90% of the students who completed the MA went on to further graduate study in a doctoral program. By contrast, in a recent Department survey of students who graduated between 2005 and 2013, the number had dropped to below 20 percent, with the majority of graduates pursuing jobs outside the academy. While some of the latter positions, such as careers in public schools and museums, still value broad four-field training, and students need to have knowledge of all four subfields, many jobs outside the academy, from medical examiners to historic preservationists, and from contract archaeologists to market researchers, often require more specialized knowledge. Also, due to inflation in degree expectation, more students are looking for an MA degree prior to entering the workforce, so there are more students interested in completing a degree in a shorter period while working part-time. On the other side of the equation, anthropology has experienced a radical increase in specialization over the last 50 years such that it now requires more coursework to master subfield basics. To accommodate this development most graduate anthropology programs in the country have moved away from extensive four-field training.

For all these reasons we are proposing a revision of the MA requirements that reduces the required courses by one and shifts two of the remaining requirements away from introductory survey courses to methods training and experiential learning opportunities. Students will be encouraged to select most, if not all, of their electives from one of three tracks, to gain extensive training within one of the traditional subfields but also to allow cross-subfield training for students when appropriate to their interests or goals. This revision will give students the specialized knowledge and methodological skills needed in the job market. It will also provide those students who wish to continue their education a better grounding in a subfield, which should position them better for applying to doctoral or professional schools. We will also offer a non-thesis option for students who do not expect to pursue additional graduate training. They will be required to complete a comprehensive exam instead. Major Requirements:

FROM **strikethrough what will be changed

TO **underline the changes

Program Name: Anthropology MA

Program Name: Anthropology MA

List of Course 1. 30 Credits A minimum of 30 credits beyond the BA 2. Fields of the Discipline The program of study must be chosen to fulfill a general knowledge in all four fields of the discipline. The four fields are: anthropological linguistics, anthropological archaeology, biological anthropology, and cultural anthropology. 3. Required Courses ANTH 70100 – Ethnology (Core Course) ANTH 75000 – Archaeology (Core Course) ANTH 77000 – Linguistics (Core Course)

List of Course Requirements for the MA in Anthropology A minimum of 30 credits beyond the BA 1. Required Courses (9 credits) ANTH 70100 – Foundations of Anthropology (3 Crs) ANTH 70400 – Field Research or ANTH 78500 Independent Research (3 Crs) ANTH 72200 – Research Design in Anthropology (3 Crs) Additional Information Students are required to pass these courses with a grade of B- or better. Students are strongly advised to complete these courses early in their graduate training.

ANTH 79000 - Biological Anthropology (Core Course) Additional Information The examinations in each of these courses represent the qualifying exam for each of the four fields. Students are required to pass those courses with a grade of B or better. Students are strongly advised to complete these courses early in their graduate training. 4. Foreign Language Requirement A reading knowledge of at least one foreign language appropriate to the field of specialization, or a demonstrated competence in statistics is required. Consult the graduate adviser for more information. 5. A Master’s Thesis

2. Electives (21 credits) The program of study should be chosen to achieve a specialized knowledge in one of the four fields of the discipline: anthropological linguistics, anthropological archaeology, biological anthropology, and cultural anthropology. Alternatively, students, in consultation with the graduate advisor, can create a course of study that combines courses in different fields. Students may also use courses from other departments to fulfill their program requirements with the approval of the graduate advisor. 4. Foreign Language Requirement A reading knowledge of at least one foreign language appropriate to the field of specialization, or a demonstrated competence in statistics is required. Consult the graduate adviser for more information. 5. A Master’s Thesis or Comprehensive Exam

Major 12 Electives 18 Total credits required 30

Major 9 Electives 21 Total credits required 30

B. Rationale: Due to both the increasing value of anthropological expertise in governmental, nongovernmental and business sectors, as well as the increased specialization of subfield knowledge in academic contexts, the Anthropology program is shifting from broad training across the discipline’s four subfields to provide more specialized training in subfields or specific topics. This refocusing of core requirements in the program is combined with new requirements in research methods and experiential learning to better prepare students for employment opportunities. Students interested in careers outside the academy do not necessarily need the experience of writing a thesis, so we have provided the option of a comprehensive exam instead (this should also help expedite completion of the degree).

C. List Program Learning Outcomes:

At the completion of the MA program students will be able to:

• Articulate the history of the discipline of Anthropology and its distinctive research questions • Recognize the subjects and methods of the four subfields • Demonstrate specialized knowledge of a single subfield or single topic across subfields • Formulate an anthropological research question and conduct ethnographic and/or quantitative/scientific research to answer it.

D. Consultation Statement:

a) Is the proposed change likely to affect other Departments or Programs? [ X ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

b) Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ X ] NO [ ] YES For new courses or programs, please consult.

AIII.4. The following is a change in Master of Arts in Music Department of Music Hunter College, CUNY Name of the Program and Degree Award: Master of Arts in Music HEGIS Code: 1005.00 NY State Program Code Number: 88152 Effective Term: Fall 2020 E. HISTORY AND OBJECTIVES

The Master of Arts in Music degree has not had a curriculum overhaul in many years. There are numerous redundancies that need to be changed, as well as new classes and new terminology. The following document makes these changes.

F. Major Requirements:

FROM

**strikethrough what will be changed TO

**underline the changes Program Name: Master of Arts in Music, Performance Requirements for the degree program: Core Courses:

• MUS 70000 - Music Bibliography and Research Techniques (3 credits)

• MUS 72400 - Advanced Studies in Music Theory 1 • MUS 72500 - Advanced Studies in Music Theory 2

-OR- • MUS 75300 - Transcription and Analysis in

Ethnomusicology • MUS 75100 - Advanced Studies in Music History 1

Program Name: Master of Arts in Music, Performance Requirements for the degree program: Core Courses:


3 credits from:

• MUS 72400 - Advanced Studies in Music Theory 1 (3 cr.) • MUS 72500 - Advanced Studies in Music Theory 2 (3 cr.) • MUS 74000 - Special Topics in Music Theory (3 cr.)

6 credits from:

• MUS 75200 - Advanced Studies in Music History 2

• MUS 77500 - Seminar in Ethnomusicology 1 -OR-

• MUS 77600 - Seminar in Ethnomusicology 2 -OR-

• MUS 77900 - World Music Education Required Courses for Performance Concentration:

• MUS 78100 – Private Study in Instrument of Voice • MUS 78200 – Private Study in Instrument of Voice • MUS 78300 – Private Study in Instrument of Voice

Major: MA-Music, Performance Subtotal: 27 Electives: 3 Credits Total credits required: 30

• MUS 75100 - Advanced Studies in Musicology 1 (3 cr.) • MUS 75200 - Advanced Studies in Musicology 2 (3 cr.) • MUS 76000 - Special Topics in Musicology (3 cr.)

3 credits from:

• MUS 77500 - Seminar in Ethnomusicology 1 (3 cr.) • MUS 77600 - Seminar in Ethnomusicology 2 (3 cr.) • MUS 75300 - Transcription and Analysis in

Ethnomusicology (3 cr.) 3 credits of elective from

• MUS 71000–71900 or MUS 72100 (1 cr. each) Required Courses for Performance Concentration: • MUS 78100 – Private Study in Instrument or Voice 1 (3 cr.) • MUS 78200 – Private Study in Instrument or Voice 2 (3 cr.) • MUS 78300 – Private Study in Instrument or Voice 3 (3 cr.) • MUS 78400 – Private Study & Graduation Recital (3 cr.)

Major: MA-Music, Performance Subtotal: 30 Electives: 0 Total credits required: 30

Program Name: Master of Arts in Music, Composition Requirements for the degree program: Core Courses:



Program Name: Master of Arts in Music, Composition Requirements for the degree program: Core Courses: • MUS 70000 - Music Bibliography and Research Techniques (3 cr.) 6 credits from:


Ethnomusicology

• MUS 75100 - Advanced Studies in Music History 1 • MUS 75200 - Advanced Studies in Music History 2 • MUS 77500 - Seminar in Ethnomusicology 1

-OR- • MUS 77600 - Seminar in Ethnomusicology 2

-OR- • MUS 77900 - World Music Education

• Required Courses for Composition Concentration: • MUS 73100 – Composition 1 • MUS 73200 – Composition 1 • MUS 79900 – Thesis in Composition (3 credits)

Major: MA-Music, Composition Subtotal: 27 Electives: 3 Credits Total credits required: 30


3 credits from:


3 credits from:


Ethnomusicology (3 cr.) Required Courses for Composition Concentration:

• MUS 73500 – Orchestration (3 cr.) • MUS 78500 – Private Study in Composition 1 (3 cr.) • MUS 78600 – Private Study in Composition 2 (3 cr.) • MUS 78700 – Private Study in Composition 3 (3 cr.) • MUS 79900 – Thesis in Composition (3 cr.)

Major: MA-Music, Composition Subtotal: 30 Electives: 0 Total credits required: 30

Program Name: Master of Arts in Music, Music Theory Requirements for the degree program: Core Courses:

• MUS 70000 - Music Bibliography and Research

Program Name: Master of Arts in Music, Music Theory Requirements for the degree program: Core Courses:

• MUS 70000 - Music Bibliography and Research

Techniques (3 credits) • MUS 72400 - Advanced Studies in Music Theory 1 • MUS 72500 - Advanced Studies in Music Theory 2


Ethnomusicology • MUS 75100 - Advanced Studies in Music History 1 • MUS 75200 - Advanced Studies in Music History 2 • MUS 77500 - Seminar in Ethnomusicology 1



Required Courses for Music Theory Concentration:

• MUS 74000 – Seminar in Music Theory and Analysis (must be taken twice)

• MUS 79800 – MA Thesis in Music Major: MA-Music, Music Theory Subtotal: 27 Electives: 3 Total credits required: 30

Techniques (3 cr.) 9 credits from:


6 credits from:


6 credits from:


Ethnomusicology (3 cr.) 3 credits of elective from MUS 71000–71900 or MUS 72100 (1 cr. each) Required Courses for Music Theory Concentration:

• MUS 79800 – MA Thesis in Musicology, Music Theory, or Ethnomusicology (3 cr.)

Major: MA-Music, Music Theory Subtotal: 27 Electives: 3 Total credits required: 30

Program Name: Master of Arts in Music, Musicology Requirements for the degree program: Core Courses:




Ethnomusicology

• MUS 75100 - Advanced Studies in Music History 1 • MUS 75200 - Advanced Studies in Music History 2 • MUS 77500 - Seminar in Ethnomusicology 1



Required Courses for Musicology Concentration:

• MUS 74000 – Seminar in Music Theory and Analysis (must be taken twice)

• MUS 79800 – MA Thesis in Music

Program Name: Master of Arts in Music, Musicology Requirements for the degree program: Core Courses:

• MUS 70000 - Music Bibliography and Research Techniques (3 cr.)

6 credits from:


9 credits from:


6 credits from:

• MUS 77500 - Seminar in Ethnomusicology 1 (3 cr. ) • MUS 77600 - Seminar in Ethnomusicology 2 (3 cr.) • MUS 75300 - Transcription and Analysis in

Ethnomusicology (3 cr.) 3 credits of electives from

• MUS 71000–71900 or MUS 72100 (1 cr. each) Required Courses for Musicology Concentration:

• MUS 79800 – MA Thesis in Musicology, Music Theory, or Ethnomusicology (3 cr.)

Major: MA-Music, Musicology Subtotal: 27 Electives: 3 Total credits required: 30

Major: MA-Music, Musicology Subtotal: 27 Electives: 3 Total credits required: 30

Program Name: Master of Arts in Music, Ethnomusicology Requirements for the degree program: Core Courses:




Ethnomusicology • MUS 75100 - Advanced Studies in Music History 1 • MUS 75200 - Advanced Studies in Music History 2

• MUS 77500 - Seminar in Ethnomusicology 1



Required Courses for Ethnomusicology Concentration:

• MUS 77600 – Seminar in Ethnomusicology 2 • ANTH 70100 – Ethnology

Program Name: Master of Arts in Music, Ethnomusicology Requirements for the degree program: Core Courses:

• MUS 70000 - Music Bibliography and Research Techniques (3 cr.)

6 credits from:


6 credits from:


3 credits of electives from

• MUS 71000–71900 or MUS 72100 (1 cr. each) Required Courses for Ethnomusicology Concentration:

• ANTH 70100 – Ethnology (3 cr.)

• MUS 75300 - Transcription and Analysis in

• MUS 79800 – MA Thesis in Music Major: MA-Music, Ethnomusicology Subtotal: 27 Electives: 3 Total credits required: 30

Ethnomusicology (3 cr.) • MUS 79800 – MA Thesis in Musicology, Music Theory, or

Ethnomusicology (3 cr.) AND

• MUS 77500 - Seminar in Ethnomusicology 1 (3 cr.) OR

• MUS 77600 - Seminar in Ethnomusicology 2 (3 cr.) Major: MA-Music, Ethnomusicology Subtotal: 27 Electives: 3 Total credits required: 30

Program Name: Master of Arts in Music, Jazz Performance Requirements for the degree program: Core Courses:

• MUS 73800 - Jazz Harmony and Arranging (3 cr.) • MUS 73900 - Jazz Improvisation (3 cr.) • MUS 74100 - Intro to Songwriting (3 cr.) • MUS 75300 - Transcription and Analysis in

Ethnomusicology (3 cr.) 3 credits from:

• MUS 72400 - Advanced Studies in Music Theory 1 (3 cr.) • MUS 72500 - Advanced Studies in Music Theory 2 (3 cr.) • MUS 74000 - Special Topics in Music Theory (3 cr.) • MUS 75100 - Advanced Studies in Musicology 1 (3 cr.) • MUS 75200 - Advanced Studies in Musicology 2 (3 cr.) • MUS 76000 - Special Topics in Musicology (3 cr.) • MUS 77500 - Seminar in Ethnomusicology 1 (3 cr.)

OR

• MUS 77600 - Seminar in Ethnomusicology 2 (3 cr.) 3 credits of elective from

• MUS 71000–71900 or MUS 72100 (1 cr. each) Required Courses for Jazz Performance Concentration: • MUS 78100 – Private Study in Instrument or Voice 1 (3 cr.) • MUS 78200 – Private Study in Instrument or Voice 2 (3 cr.) • MUS 78300 – Private Study in Instrument or Voice 3 (3 cr.) • MUS 78400 – Private Study & Graduation Recital (3 cr.)

Major: MA-Music, Jazz Performance Subtotal: 30 Electives: 0 Total credits required: 30

C. Rationale. Our MA-Music program has not had a review in many years, and much has changed that is reflected in this document. For example, the capstone MA performance recital is now a credited event, and the ensemble credits that are part of this concentration are clearly part of the requirements for the degree. For the MA in Music Composition, we have eliminated two courses that have not been taught in many years, and clarified the number of semesters of private lessons that such students must take. We also initiate, with this review, our MA-Music with a concentration in Jazz Performance. Up until this point, such students were part of our Classical Performance concentration, which was problematic. Simple changes, like changing “Music History” to “Musicology” (which has been the norm for many years now), are also reflected in this document. Finally, course substitutions will be much less frequent since we clearly state that other certain courses can substitute for the minimum four main academic courses that are part of all MA-Music concentrations.

D. List Program Learning Outcomes: At completion of a graduate degree, students in the following concentrations will be able to: • Demonstrate the knowledge, skills and dispositions necessary to deliver thoughtful, high quality music instruction to a diverse

population of Pre-K – 12 students. (M.A. in Music Education “TEP”) • Demonstrate advanced skills and artistry at a professional level with both solo and ensemble music, as demonstrated in private

lessons, juries, and public performances. (Music Performance) • Identify and apply ethnomusicological concepts and methodological tools of ethnomusicology research. (Ethnomusicology) • Identify and apply the major principles of tonal and post-tonal music, explain this music through a variety of analytical techniques,

and conduct original research. (Music Theory) • Produce original research that builds on current musicological scholarship. (Musicology) • Express a highly personal musical voice across varying mediums with a professional level of craft. (Composition) E. Consultation Statement: a) Is the proposed change likely to affect other Departments or Programs? [ X ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation: b) Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ X ] NO [ ] YES For new courses or programs, please consult.

AIII.5. The following is the revised curriculum for Chinese leading to the B.A Degree. AIII.5. Classical and Oriental Studies Department/Chinese Hunter College, CUNY

Proposed Changes in a Degree Program

Program Name and Degree Awarded: B.A. in Chinese HEGIS Code: 1107.00 NY State Program Code: 33643 MHC Code HEGIS Code: 60148 Effective term: Fall 2020 Program Learning Outcomes: The proposed curriculum change will add a third track to the Chinese major – the Flagship Track – in addition to the Language and Literature Track and the Translation Track, for students in the Chinese Flagship program at Hunter. Students in the Flagship program are required to spend their final Capstone Year studying abroad; this new track will allow Flagship students to earn 18 more credits during that Capstone Year. Upon completion of this program, students will be able to:

1. Demonstrate advanced cross-cultural knowledge 2. Demonstrate advanced understanding of Chinese media 3. Employ advanced academic language skills that will enable students to write academic research papers and give academic

oral presentations in their chosen domains 4. Draw on internship experience using professional language skills 5. Demonstrate professional-level proficiency (equivalent to Advanced-Mid or above according to the

History and Background

This proposal concerns Flagship students who major in Chinese. In 2011, Hunter College was awarded a grant from the Language Flagship program, under the National Security Education Program (NSEP), to develop Hunter’s Chinese language program into a

Chinese Flagship Center, and has maintained this status ever since. Flagship students have double majors – a language major in Chinese and a non-language major of their choice. In order to achieve professional-level proficiency, Flagship funding supports additional language instruction for Hunter Flagship students. In addition to enrolling in one 3-hour Chinese language course per semester, students receive 3 hours of small group instruction per week, as well as additional tutoring. Students are also required to attend a free but non-credit-bearing Summer intensive program, a Summer intensive study abroad, and a Capstone Year in China or Taiwan during their final year in college. These abundant language learning opportunities allow Flagship students to complete their 24-credit Chinese major before they are ready for the final component of the Capstone Year abroad. The Capstone Year represents a comprehensive and culminating experience of undergraduate education. Designed for students who have already achieved a minimum level of Advanced-Low (according to the ACTFL Proficiency Guidelines) language proficiency in Chinese, the Capstone Year allows them to engage in academic research at a Chinese university and to participate in an internship at a Chinese company or organization. The Capstone Year consists of five courses (18 credits) that focus on conducting academic research and developing professional language skills. Thus, the Flagship track of the Chinese major will be a total of 42 credits. Detailed Description of the Proposed Modification(s) FROM (strikethrough what will be changed) TO (underline the changes) List of Courses Courses

List of Courses Courses

BA in Chinese 24-30 credits Track 1: Chinese Language and Literature The track in Chinese Language and Literature consists of 24-30 credits chosen from the following CHIN-prefixed courses, 24 of which must be from courses above the 100-level. Courses must be taken in the sequence described below.

BA in Chinese 24-42 credits Track 1: Chinese Language and Literature (24-30 cr.) The track in Chinese Language and Literature consists of 24-30 credits chosen from the following CHIN-prefixed courses, 24 of which must be from courses above the 100-level. Courses must be taken in the sequence described below. Students who are exempt from language courses at the 200-level or above must make up their credits using other CHIN courses.

https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking#advanced

CHIN 10100 - Elementary Chinese I CHIN 10200 - Elementary Chinese II CHIN 20100 - Intermediate Chinese I CHIN 20200 - Intermediate Chinese II CHIN 30100 - Journalistic Chinese Literature I CHIN 30200 - Journalistic Chinese Literature II CHIN 30300 - Classical Chinese Literature I CHIN 30400 - Classical Chinese Literature II CHIN 30700 - Classical Chinese Poetry CHIN 40100 - Advanced Studies in Chinese Literature CHIN 40200 - Independent Study in Chinese Literature

Track 2: Chinese Translation and Interpretation The track in Chinese Translation and Interpretation consists of 24-30 credits: for students with interest in acquiring training in Chinese translation in a variety of professional fields. Requirements for the concentration in Chinese translation include 24-30 credits chosen from the following CHIN-prefixed courses, 24 of which must be from courses above the 100-level. Courses must be taken in the sequence described below. Chinese language (12-18 credits) CHIN 10100 - Elementary Chinese I (3) CHIN 10200 - Elementary Chinese II (3) CHIN 20100 - Intermediate Chinese I (3) CHIN 20200 - Intermediate Chinese II (3) CHIN 30100 - Journalistic Chinese I (3) CHIN 30200 - Journalistic Chinese II (3) CHIN 30300 - Classical Chinese Literature I (3) CHIN 40100 - Advanced Studies in Chinese Literature (3)

CHIN 10100 - Elementary Chinese I CHIN 10200 - Elementary Chinese II CHIN 20100 - Intermediate Chinese I CHIN 20200 - Intermediate Chinese II CHIN 30100 - Journalistic Chinese Literature I CHIN 30200 - Journalistic Chinese Literature II CHIN 30300 - Classical Chinese Literature I CHIN 30400 - Classical Chinese Literature II CHIN 30700 - Classical Chinese Poetry CHIN 40100 - Advanced Studies in Chinese Literature

Track 2: Chinese Translation and Interpretation (24-30 cr.) The track in Chinese Translation and Interpretation consists of 24-30 credits: for students with interest in acquiring training in Chinese translation in a variety of professional fields. Requirements for the concentration in Chinese translation include 24-30 credits chosen from the following CHIN-prefixed courses, 24 of which must be from courses above the 100-level. Courses must be taken in the sequence described below. Students who are exempt from language courses at the 200-level or above must make up their credits using other CHIN courses. Chinese language (12-18 credits) CHIN 10100 - Elementary Chinese I (3) CHIN 10200 - Elementary Chinese II (3) CHIN 20100 - Intermediate Chinese I (3) CHIN 20200 - Intermediate Chinese II (3) CHIN 30100 - Journalistic Chinese I (3) CHIN 30200 - Journalistic Chinese II (3) CHIN 30300 - Classical Chinese Literature I (3) CHIN 40100 - Advanced Studies in Chinese Literature (3)

http://catalog.hunter.cuny.edu/preview_program.php?catoid=37&poid=7745&returnto=10735





















And Chinese and English Translation and Interpretation (12-18 credits): RUSS 31500 - Introduction to Theory and Practice of Translation (3) CHIN 31600 - Introduction to Business Translation (3) CHIN 31700 - Community Interpreting and Sight Translation (CE) (3) CHIN 31800 - Intercultural and Interlingual Discourse in Chinese and English Translation (3) CHIN 40153 - Chinese and English Translation (3) CHIN 40154 - Advanced Chinese and English Translation (3) CHIN 40200 - Independent Study (3)

And Chinese and English Translation and Interpretation (12-18 credits): RUSS 21500 - Introduction to Theory and Practice of Translation (3) CHIN 31600 - Introduction to Business Translation (3) CHIN 31700 - Community Interpreting and Sight Translation (CE) (3) CHIN 31800 - Intercultural and Interlingual Discourse in Chinese and English Translation (3) CHIN 40153 - Chinese and English Translation (3) CHIN 40154 - Advanced Chinese and English Translation (3) CHIN 40200 - Independent Study (3) Track 3: Chinese Flagship (42-48cr.) The track in Chinese Flagship consists of 42 credits and is intended for students accepted into the Chinese Flagship program. The track consists of 42-48 credits at Hunter chosen from the following CHIN-prefixed courses, 24 of which must be from courses above the 100-level, plus 18 credits taken in China or Taiwan. Courses must be taken in the sequence described below. Students who are exempt from language courses at the 200-level or above must make up their credits using other CHIN courses.

Chinese language (24- 30 cr.) CHIN 10100 - Elementary Chinese I CHIN 10200 - Elementary Chinese II CHIN 20100 - Intermediate Chinese I CHIN 20200 - Intermediate Chinese II





CHIN 30100 - Journalistic Chinese Literature I CHIN 30200 - Journalistic Chinese Literature II CHIN 30300 - Classical Chinese Literature I CHIN 30400 - Classical Chinese Literature II CHIN 30700 - Classical Chinese Poetry CHIN 40100 - Advanced Studies in Chinese Literature

Capstone year study abroad (18 cr.): CHIN 40105 - Intercultural Communication in Greater China (3) CHIN 40106 - Media in Contemporary Chinese Societies (3) CHIN 40108 - Domain Research in Chinese (3) CHIN 40114 - Chinese for Professional Purposes (3) CHIN 49806 - In-Service Internship (6)

Sub-total Electives Total credits required 24-30

Sub-total Electives Total credits required 24-48

Note: The proposal should show the complete text of existing requirements and of proposed requirements. The State Education department requires that all program changes include a complete listing of required courses. Please make sure to list ALL courses required prior to the major. Estimate Enrollment: Time Chinese Major Flagship Track Enrollment Chinese Major with Honors 2020-2021 70 120 2021-2022 70 120 2022-2023 70 120 Note that the personnel budget will be written into the Flagship grant budget. No additional funding will be required of the College.







Rationale: The Chinese Program has been running a Chinese Flagship program since 2011. Flagship students in the Chinese program are required to obtain a Chinese major. Because a Chinese major only requires 24 credits, by the time students are ready to attend the Capstone (the final component of the Flagship program) they have already accumulated enough credits for their Chinese major. In order to allow Flagship students to receive the federal scholarship provided by NSEP, students must register for 18 credits (5 courses) before they go abroad. The proposed Flagship track will recognize the five advanced-level courses to allow students in Capstone to receive a major in the Flagship track, which requires 42 credits. Students will take proficiency assessments toward the end of their Capstone year and need to reach a minimum proficiency level of Advanced-Mid per the ACTFL Proficiency Guidelines. The proficiency assessments are administrated by American Council on the Teaching of Foreign Languages (ACTFL). Consultation Statement:

a. Is the proposed change likely to affect other Departments or Programs? [ x] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [X] N/A

b. Does this affect the Library? [x ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [x ] N/A

https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking#advanced

Documents

Hunter College Committee on Academic Policy, Programs, and … · 2020. 2. 7. · course. Several programs in the department have already undergone significant revisions that include