Graduate School & University Center Academic University ... · In addition to the general...

Graduate School & University Center Academic University Report Detail June 2020

PART A: ACADEMIC MATTERS Section AII: Changes in Generic Degree Requirements AII.1 The following Bulletin Changes are proposed for the Program: PhD Program in English Program Code: Effective:

FROM TO Current:

SPECIAL REQUIREMENTS FOR ADMISSION In addition to the general University requirements stated earlier in this bulletin, applicants to the English program must present at least 18 credits of undergraduate courses in English, exclusive of classes in journalism and writing. The Graduate Record Examination (GRE) General Test is required of all applicants, as is a writing sample that constitutes a good example of the applicant’s critical acumen and writing style.

Revised: SPECIAL REQUIREMENTS FOR ADMISSION In addition to the general University requirements stated earlier in this bulletin (with the exception of the Graduate Record Examination [GRE], which is not required), applicants to the English program must present at least 18 credits of undergraduate courses in English, exclusive of classes in journalism and writing. The Graduate Record Examination (GRE) General Test is required of all applicants, as is a A writing sample that constitutes a good example of the applicant’s critical acumen and writing style is required of all applicants.

Rationale: The GRE is not a good predictor of student success and it favors applicants with racial and class privilege. Removing the requirement is for these reasons in line with CUNY’s mission.

AII.2 The following Bulletin Changes are proposed for the Program: Clinical Psychology at Queens College PhD Program Program Code: Effective: Next application cycle, fall 2020

FROM TO GRE subject test required for Clinical at Queens College.

GRE subject test optional for Clinical at Queens College.

Deadline for Fall Enrollment December 1 Deadline for Spring Enrollment N/A GRE General requirement Yes Additional Requirements CV required. GRE subject test required for Clinical at Queens College. GRE subject test recommended for all other training areas.

https://www.gc.cuny.edu/Prospective-Current-Students/Prospective-Students/Application-Deadlines-

Requirements

Deadline for Fall Enrollment December 1 Deadline for Spring Enrollment N/A GRE General requirement Yes Additional Requirements CV required. GRE subject test optional for Clinical at Queens College. GRE subject test recommended for all other training areas.

Rationale: • The GRE subject test is not a good predictor of student academic success in our program • Waiving the GRE subject test requirement removes a barrier for economically disadvantaged applicants to CUNY, in

alignment with our mission. Waiving the requirement is also expected to remove a barrier for foreign applicants.

https://www.gc.cuny.edu/Prospective-Current-Students/Prospective-Students/Application-Deadlines-Requirements



AII.3.1 The following Bulletin Changes are proposed for the Program: M.A. Program in Biography and Memoir Program Code: Effective:

FROM TO

Students are expected to meet the University requirements for admission, as stated earlier in this bulletin. They must also obtain at least a B average in their undergraduate work and submit a personal statement that discusses their background and goals for study. In addition, students must submit a substantial (at least 8-10 page) writing sample, which may consist of an upper-level undergraduate paper, a creative work, or a memoir or biography-related essay. It is recommended though not required that students have undergraduate backgrounds in literature, history, creative writing or the liberal arts more generally.

At a minimum, applicants must meet the general University requirements for admission, with the exception of the GRE exam which is optional . They must also obtain at least a B average in their undergraduate work and submit a personal statement that discusses their background and goals for study. In addition, students must submit a writing sample, which may consist of an upper-level undergraduate paper, or a memoir or biography-related essay. It is recommended though not required that students have undergraduate backgrounds in literature, history, creative writing or the liberal arts more generally.

Rationale:

• GRE is not a good predictor of student success in program as judged by First Examination, retention, and time-to-degree • GRE disproportionally affects disadvantaged students • GRE is a barrier for minority applicants • Making the GRE optional at CUNY will steer economically disadvantaged applicants to CUNY in line with mission.

AII.3.2 The following Bulletin Changes are proposed for the Program: MA Biography and Memoir Program Code: Effective:

FROM TO

Director: Professor Sarah Covington (Acting) The Graduate Center 365 Fifth Avenue New York, NY 10016 Email: [email protected] https://www.gc.cuny.edu/mabiography For the most up-to-date faculty listings, program description, and course information, see the program’s website.

Director: Professor Sarah Covington The Graduate Center 365 Fifth Avenue, Room 5402 New York, NY 10016 Email: [email protected] https://www.gc.cuny.edu/bam THE PROGRAM The M.A. Program in Biography and Memoir is one of the only programs in the world to offer a uniquely rich series of courses to students who wish to study biography and memoir, or to become biographers and memoir writers themselves. In addition to resting between empirical history and “creative non-fiction,” or revolutionizing our understanding of individuals in the past, biography and memoir can also straddle the divide between the scholarly and the popular. Students with a broad range of academic backgrounds are encouraged to apply. This interdisciplinary degree would provide the tools in which to pursue a career in journalism and media, professional writing and publishing, oral history studies, documentary filmmaking, digital communications (such as podcasting), archival work, and other rewarding professions. REQUIREMENTS FOR ADMISSION In addition to meeting the general University requirements for admission stated earlier in this bulletin, the applicant must submit two letters of recommendation and a 2000 word writing sample. Graduate Record Examination (GRE) scores are optional. SPECIAL REQUIREMENTS FOR THE MASTER OF ARTS IN BIOGRAPHY AND MEMOIR PROGRAM Course of study The 30-credit curriculum includes 15 course credits (Forms of Life Writing, Writing and Style in Biography and Memoir, Ethical Problems in Biography and Memoir, Research and Methodology in Biography and Memoir and a Thesis or Capstone Project); 6 optional

mailto:[email protected]

https://www.gc.cuny.edu/bam

credits of in-degree electives; and 9 to 15 credits of free electives (selected from among Graduate Center course offerings, in consultation with the student’s advisor). COURSES Unless otherwise stated, all courses are 30 hours plus conferences for 3 credits. Required Core Courses BAM 70100 Forms of Life Writing BAM 70200 Research and Methodology in Biography and Memoir BAM 70300 Writing and Style in Biography and Memoir BAM 70400 Ethical Problems in Biography and Memoir BAM 79000 Thesis or Capstone Project Supervision Additional Courses BAM 70500 Special Topics in Biography and Memoir BAM 72000 Writing Workshop for Thesis or Capstone Project Students may also choose electives from among all Graduate Center course offerings for which they are eligible to register after consulting with an advisor.

Rationale: Bulletin entry for new program.

AII.4 The following Bulletin Changes are proposed for the Program: MS Program in Data Analysis and Visualization Program Code: Effective:

FROM TO

SPECIAL REQUIREMENTS FOR THE MASTER OF SCIENCE PROGRAM Course of study The 30-credit curriculum includes seven required core courses (21 credits total) in Data Analysis, Data Studies, and Data Visualization; elective courses (6 credits total); and the completion of a Thesis or Capstone project (3 credits).

SPECIAL REQUIREMENTS FOR THE MASTER OF SCIENCE PROGRAM Course of study The 30-credit curriculum includes five core courses in the program, inclusive of at least one course from each of the three program areas of Data Analysis, Data Studies, and Data Visualization (15 credits); elective courses (12 credits total); and the completion of a Thesis or Capstone project (3 credits).

Rationale: This change gives students more flexibility as they complete the program. At the present moment, students are required to take all courses offered by the program, which can be challenging for full-time students given course availability. The new structure replaces two required courses with two electives of the student’s choosing, though it still requires all students to take at least one course from the three program areas – Data Analysis, Data Visualization, and Data Studies.

AII.5 The following Bulletin Changes are proposed for the Program: Psychology Program Code: Effective: Incoming Psychology Admissions Cycle, Fall, 2021

FROM TO https://www.gc.cuny.edu/Prospective-Current-Students/Prospective-Students/Application-Deadlines-Requirements Psychology - PhD


https://www.gc.cuny.edu/Prospective-Current-Students/Prospective-Students/Application-Deadlines-Requirements Psychology - PhD


Rationale: The Psychology Doctoral Program has been evaluating the tools that it uses to determine admission applications to its ten Training Areas. The GRE Subject test was previously required for the Clinical at Queens College Training Area, and previously recommended for all other training areas. After considerable discussion within Training Areas, it was determined that this test was no longer appropriate for admissions decisions. In the December, 2019 meeting of the Psychology Executive Committee, a motion was made and unanimously passed (17-0-0) to eliminate mention of the GRE Subject test in the Admissions requirements effective for the Fall, 2021 incoming class.

AII.6 The following Bulletin Changes are proposed for the following program: Program: Urban Education PhD Program Program Code: 23057 (CUNYFirst) OR 0899 (HEGIS) Effective: Spring 2020 From To

THE PROGRAM The Ph.D. Program in Urban Education is designed to prepare leaders in educational research and policy analysis who have a broad understanding of the complex issues and who seek to transform present day inequalities across the educational spectrum. facing urban education. The unique focus of this program is at the intersection of two principal research agendas including: (1) research on issues of administration, curriculum and instruction, in urban schools, and 2) policy analysis research on the broader social, political, and economic issues that determine the context of urban education. The intellectual challenges of investigating the processes, policies and practices of urban education as a social and cultural institution require the broad intellectual base and diverse critical perspectives that only an integrated program of studies across a wide range of specialist disciplines can provide. The intellectual resources of the CUNY Graduate Center enable students in this program to draw on elective courses and research faculty in many relevant partner disciplines, including History, Philosophy, Psychology, Sociology, Anthropology, Economics, and Political Science, as well as more broadly on expertise in the humanities, mathematics, and computer science, and the natural sciences, when appropriate to their interests. Five core courses are required of all students (see below). To ensure that students achieve a high level of disciplinary sophistication within at least one professional specialization, further course work is concentrated within one of three Studies Specializations:

Language, Context, and Culture Learning Sciences (LCC) Education Policy Studies and Leadership (POL) Learning Sciences (LS)

THE PROGRAM The Ph.D. Program in Urban Education is designed to prepare leaders in educational research and policy analysis who have a broad understanding of complex issues across the educational spectrum and seek to transform present day inequalities. The unique focus of this program is at the intersection of multiple research agendas including issues of organization, administration, curriculum, and pedagogy in urban schools (from pre-K through higher education); forms of teaching and learning that occur across institutional settings including families, schools, community and civic organizations; and research on the historical, social, cultural, political, and economic issues that determine the context of urban education. The intellectual challenges of investigating the processes, policies and practices of urban education require the broad intellectual base and diverse critical perspectives that only an integrated program of studies across a wide range of specialist disciplines can provide. The intellectual resources of the CUNY Graduate Center enable students in this program to draw on elective courses and research faculty in many relevant partner disciplines, including English, History, Philosophy, Psychology, Sociology, Anthropology, Economics, and Political Science. When appropriate to their interests, students gain expertise in the humanities, theories of learning, culture, language, race, gender, (dis)ability, political economy, mathematics, new technologies, and curricular and policy analysis that are offered as program seminars in selected topics. Five core courses are required of all students (see below). Examples of anticipated areas of research for student dissertations include: systemic renewal of urban education,

Examples of anticipated areas of research for student dissertations include: systemic renewal of urban education, including teacher education; new information and communication technologies in education; issues of language, representational media, and cultural diversity in urban education; mobilization of urban resources to prepare all students for full participation in global society. Graduates of this program are prepared to take on a wide variety of important roles in urban education: research and teaching in universities, including teacher education programs; research and leadership positions in urban school districts and in state and federal government agencies; policy analysis positions for private foundations; and staff positions with legislators and legislative committees.

The program provides students with a unique access to and understanding of the New York City public schools, the nation’s largest system of urban public education. The many teacher education and educational outreach programs of the CUNY colleges have long-established relationships with the city’s diverse schools and districts. Through research mentoring, internship, and teaching fellowship arrangements for doctoral students at all the participating CUNY colleges, the Ph.D. program works to connect conceptual perspectives with the realities of urban schools and school systems.

including teacher education; new information and communication technologies in education; issues of language, representational media, cultural diversity in urban education; mobilization of urban resources to prepare all students for full participation in global society. Graduates of this program are prepared to take on a wide variety of important roles in urban education: research and teaching in universities, including teacher education programs; research and leadership positions in urban school districts and in state and federal government agencies; policy analysis positions for private foundations; and staff positions with legislators and legislative committees. The program provides students with a unique access to and understanding of the New York City public schools, the nation’s largest system of urban public education. The many teacher education and educational outreach programs of the CUNY colleges have long-established relationships with the city’s diverse schools and districts. Through research mentoring, internship, and teaching fellowship arrangements for doctoral students at all the participating CUNY colleges, the Ph.D. program works to connect conceptual perspectives with the realities of urban schools and school systems.

SPECIAL REQUIREMENTS FOR ADMISSION All CUNY doctoral programs require that applicants for admission submit recent scores on the Graduate Record Examination, transcripts from all postsecondary institutions attended, and an application that includes: (1) two professional letters of recommendation, including at least one from a university faculty member familiar with the applicant’s academic work; (2) an Applicant Statement, which should describe the specialized area within the field of Urban Education in which the applicant may wish to do research and his or her academic background, professional experience, and career aspirations beyond the doctorate. (See General Requirements for Admission elsewhere in this bulletin.)

SPECIAL REQUIREMENTS FOR ADMISSION (CUNY doctoral programs require that applicants for admission submit recent scores on the Graduate Record Examination, transcripts from all postsecondary institutions attended, and an application that includes: (1) two professional letters of recommendation, including at least one from a university faculty member familiar with the applicant’s academic work; (2) an Applicant Statement, which should briefly describe the topic in the field of Urban Education in which the applicant may wish to do research and his or her academic background, professional experience, and career aspirations beyond the doctorate. (See General Requirements for Admission elsewhere in this bulletin.)

In addition, applicants for the Ph.D. Program in Urban

Education should normally have completed a master’s or other relevant higher degree beyond the baccalaureate. (Exceptions are made for outstanding applicants or those with equivalent experience.) Applicants must also submit a portfolio of evidence of relevant accomplishments and a sample of written work, and may be requested to appear for an interview.

Applicants should normally have at least two years of

teaching or other relevant professional experience in education, preferably in urban settings and at the educational level at which they intend to do research. In some cases an applicant may be admitted without this experience, but must then subsequently complete it as a condition for advancement to candidacy for the Ph.D. degree.

Applicants who lack specific preparation in essential topics either in Education or in a content area relevant to their intended studies specialization may be admitted to the program, but will be required to complete graduate courses providing this preparation, usually in a master’s degree program at one of the CUNY colleges, prior to undertaking the course work or research for which preparation is needed.

Applications for both part-time and full-time study will be accepted (see the University requirements regarding fellowships residence in the program in this bulletin).

In addition, applicants for the Ph.D. Program in Urban Education should typically have completed a master’s or other relevant higher degree beyond the baccalaureate. (Exceptions are made for outstanding applicants or those with equivalent experience.) Applicants must also submit a portfolio of evidence of relevant accomplishments and a sample of written work, and may be requested to appear for an interview. Applicants should typically have at least two years of teaching or other relevant professional experience in education, preferably in urban settings and at the educational level at which they intend to do research. In some cases, an exceptional applicant may be admitted without this experience.

SPECIAL REQUIREMENTS FOR THE DOCTOR OF PHILOSOPHY The following are requirements in addition to the general University requirements for the Ph.D. stated earlier in this bulletin. Course of Study A minimum of 61 credits of approved course work are required for a Ph.D. in Urban Education. All students must complete the four core courses (totaling 12 credits, as listed below) and enroll in the one-semester, one credit Core Colloquium in their first year. In consultation with the academic advisor, students select additional course work in research

SPECIAL REQUIREMENTS FOR THE DOCTOR OF PHILOSOPHY The following are requirements in addition to the general University requirements for the Ph.D. stated earlier in this bulletin. Course of Study A minimum of 61 credits of approved course work are required for a Ph.D. in Urban Education. All students must complete the four core courses (totaling 12 credits, as listed below) and enroll in the one-semester, one credit Core Colloquium in their first year. In consultation with the academic

methods (minimum 9 credits) from a range of research seminars and/or research methods courses offered in the Urban Education Program. Three courses should include methods for analyzing qualitative and quantitative data in Urban Education research, including (but not limited to) the following areas of study: research design, statistical reasoning and analyses; ethno- graphic methods and data analysis; visual and arts-based research and data analysis non-verbal, data, and historical, narrative, and philosophical analyses. Students also complete a program of required area seminars and elective courses approved by their advisory faculty Studies Committee, totaling at least 24 credits in the studies specialization area. Under general University regulations no more than 30 qualifying graduate credits may be offered as transfer credits toward a Ph.D. degree, but only credits that are programmatically relevant and have clear CUNY equivalents (as determined by the program) will be accepted toward the Ph.D. in Urban Education. (It is normally expected that no more than 15 credits will be accepted, except in the case of an applicant with prior doctoral study beyond the master’s degree at another institution.) No more than 15 CUNY graduate credits required at the time of admission to prepare the student for doctoral-level work in the program may be applied toward the Ph.D. in Urban Education.

First Examination After successfully completing the core courses, students are eligible to take the First Examination. They must take all parts of the examination before completing 30 credits in the program (excluding transfer credits) and may not continue in the program beyond 45 credits until they have passed all parts of the examination. The First Examination covers the same general topics as the required core courses, including an announced list of specific readings drawn from the core course bibliographies.

Second Examination The Second Examination covers: (1)

quantitative and qualitative research methodology, (2) the content areas of the student’s studies specialization, as designated appropriate preparation by the and (3) such additional topics as the student’s Studies Committee may designate as appropriate preparation for the student’s research interests. The examination may be given in more than one part. Stu- dents must pass each part to pass the examination as a whole.

advisor, students select additional course work in research methods (minimum 9 credits) from a range of research seminars and/or theory and research methods courses offered in the Urban Education Program. Three courses should include methods for analyzing qualitative and quantitative data in Urban Education research, including (but not limited to) the following areas of study: research design, statistical reasoning and analyses; ethno- graphic methods and data analysis; visual and arts-based research and data analysis, and historical, narrative, and philosophical analyses. Students also complete a program of elective courses approved by their advisory faculty Studies Committee, totaling at least 24 credits. Under general University regulations, no more than 30 qualifying graduate credits may be offered as transfer credits toward a Ph.D. degree, but only credits that are programmatically relevant and have clear CUNY equivalents (as determined by the program) will be accepted to-ward the Ph.D. in Urban Education. (It is normally expected that no more than 15 credits will be accepted, except in the case of an applicant with prior doctoral study beyond the master’s degree at another institution.) When required at the time of admission to prepare the student for doctoral-level work in the program, no more than 15 CUNY graduate credits may be applied toward the Ph.D. in Urban Education. First Examination. After successfully completing the core courses, students are eligible to take the First Examination. They must take the exam before completing 30 credits in the program (excluding transfer credits) and may not continue in the program beyond 45 credits until they have passed the examination. The First Examination covers the same general topics as the required core courses. Second Examination. The Second Examination covers the content areas of the student’s chosen research topic, as designated appropriate preparation by the student’s Studies Committee. The examination may be given in more than one part. Students must pass each part to pass the examination as a whole. Advancement to Candidacy: The student is advanced to candidacy for the Ph.D. degree after completing all other

Professional Experience Students must have completed the

equivalent of two years of teaching or other relevant professional experience, which prepares them for the area in which they wish to specialize, either prior or subsequent to admission, but in all cases no later than the semester in which the student is advanced to candidacy.

Dissertation The student is advanced to candidacy for the

Ph.D. degree after completing all other program requirements, passing all parts of the Second Examination, and receiving approval of a written dissertation research proposal from a committee of three program faculty members approved by the Executive Officer, one of whom has agreed to supervise the candidate’s research. The degree is awarded after the dissertation has been approved by the committee and has been successfully defended by the student in an oral examination.

program requirements, passing all parts of the Second Examination, and receiving approval of a written dissertation research proposal from a committee of three program faculty members approved by the Executive Officer, one of whom has agreed to supervise the candidate’s research. Dissertation: The degree is awarded after the dissertation has been approved by the committee and has been successfully defended by the student in an oral examination and the dissertation is deposited in the Graduate Center Library.

Courses Unless otherwise stated, all courses are 30 hours plus conferences, 3 credits. Core Courses and Colloquia U ED 70001 Urban Education Core Colloquium I (0–1 credit) U ED 70200 Historical Contexts of Urban Education U ED 70400 Pedagogy and the Urban Classroom U ED 70500 Educational Policy U ED 70600 Introduction to Research in Urban Education

Courses Unless otherwise stated, all courses are 30 hours plus conferences, 3 credits. Core Courses and Colloquia U ED 70001 Urban Education Core Colloquium I (1 credit) U ED 70200 Historical Contexts of Urban Education U ED 70400 Pedagogy and the Urban Classroom U ED 70500 Educational Policy U ED 70600 Introduction to Research in Urban Education

AREA SPECIALIZATION SEMINARS Seminars in Language, Context, and Culture U ED 71100 Program Area Seminar in Language, Context and Culture (Selected Various Topics) U ED 71200 Advanced Research Program Seminar in Selected Topics in Language, Context and Culture Seminars in Learning Sciences U ED 72100 Area Seminar in Learning Sciences (Various Topics) U ED 72200 Research Seminar in Learning Sciences Seminars in Education Policy Studies

Post-Core Courses U ED 71100 Program Seminars in Selected Topics (Fall) U ED 71200 Program Seminars in Selected Topics (Spring) (May be repeated for credit when subject changes) U ED 72100 Theory/Research Seminar in Selected Topics (Fall) U ED 72200 Theory/Research Seminar in Selected Topics (Spring) (May be repeated for credit when subject changes)

U ED 73100 Area Seminar in Educational Policy Studies and Leadership (Various Topics) U ED 73200 Research Seminar in Educational Policy Studies and Leadership PROGRAM SEMINARS U ED 75100 Program Seminar in Urban Education I (Various Topics) U ED 75200 Program Seminar in Urban Education II (Various Topics) U ED 74100 Quantitative Research Methods in Urban Education

Two semesters total of graduate-level educational research or statistics U ED 75100 Qualitative Research Methods in Urban Education U ED 80100 Independent Reading and Research, 1–3 credits U ED 90000 Dissertation Supervision, 1 credit, 1 hour Note: Students in the Urban Education Ph.D. program may register for courses offered by other CUNY doctoral programs with the permission of their Studies Committee and the Executive Officer of the host program.

U ED 73100 Research Methodologies in Urban Education (Fall) U ED 73200 Research Methodologies in Urban Education (Spring) (May be repeated for credit when subject changes) U ED 74100 Quantitative Research Methods in Urban Education U ED 75100 Qualitative Research Methods in Urban Education U ED 75200 Seminar in Scholarly Communication Selected Topics (May be repeated for credit when subject changes) U ED 80100 Independent Reading and Research, 1–3 credits U ED 90000 Dissertation Supervision, 1 credit, 1 hour (considered full time) Note: Students in the Urban Education Ph.D. program may register for courses offered by other CUNY doctoral programs with the permission of their Studies Committee and the Executive Officer of the host program.

Rationale: It has been years since our program carefully edited the Program Bulletin from its original text (with the exception of renaming two of the three program “strands.” (Learning Science replaced the original Science, Math and Technology and Language, Culture and Contexts replaced Arts, Humanities and Social Studies). The original bulletin text represented a flexible curricular model designed at the outset of the program to avoid segmentation of course requirements that tend to ossify, limit and segment knowledge creation and dissemination. Following completion of a small number of core requirements (presently one colloquium and four seminars) in their first year in the program, students then tend to work closely with their assigned academic advisors (who may or may not end up chairing their dissertation committee) to develop an individualized course of study that is both broadly and necessarily interdisciplinary and yet tailored to the student’s individual interests and pursuits. Over the past decade students applying for admission to the Urban Education program have been asked to designate in their applications one of three specializations: Language, Context, and Culture (LCC); Learning Sciences (LS); or Policy Studies and Leadership (POL). In previous years, each strand, led by a committee of central line and consortial faculty members and students,

reviewed applications for that strand and then admitted roughly a third of the incoming cohort into that strand (four to five students each). Since 2015 two important things have changed. First, Graduate Center program budget cuts reduced our incoming cohort, creating an imbalance among the three strands. Second, Central line faculty retirements have left one of the strands (Learning Sciences) without a leader. In addition, over time, the practice of organizing coursework according to program strands introduced some unintended divisions and silos. For example, while the founding program documents do not specify this, area seminars have been assigned a particular number strand and linked to the three “strand names,” LCC, Policy, or LS, based on the faculty member teaching that course, rather than its actual content. Furthermore, a recent Urban Education program self-study examined all key aspects of the program organization. One of the conclusions of that self-study was that the GC Urban Ed program stakeholders should reconsider the structure and utility of the program’s three conceptual “strands” or specializations. The three strands also functioned for years almost as intellectual silos within the program, hiving off students into separate areas of academic inquiry following completion of students’ first year in the program. This separation process occurred in spite of the program’s commitment to an integrated cohort model that kept together each entering class of students, no matter which strand they chose in their applications, throughout the students’ first year of required program courses. In the existing Bulletin text, the “strands” are embedded in the course numbering system. The revised text represents a procedural shift in how we add courses to our program offerings, and how they are coded in CUNYFirst. To address this logistical issue, we make more explicit use of “area” and “program” seminars to help students select courses that provide the appropriate interdisciplinary scope as well as depth in scholarship related to their topic. While recognizing that most courses will address multiple integrated areas, the label of Program Seminar would be applied to courses that foreground a particular focus that extends the foundation established by the core courses. Program seminars will be considered those that are topical and timely, addressing faculty expertise and research interests. This revised area and program course numbering system will support the greatest possible interdisciplinary post-core course offerings from a larger base of faculty (within current unit allotment). Our post-core courses, formerly program “area” seminars, have been renamed from the current “strand names’ (LCC, Policy, LS) and instead are labeled and given course numbers according to the following areas:

a) U ED 71100 Program Seminars in Selected Topics (Fall) U ED 71200 Program Seminars in Selected Topics (Spring)

b) U ED 72100 Theory/Research Seminar in Selected Topics (Fall) U ED 72200 Theory/Research Seminar in Selected Topics (Spring)

c) U ED 73100 Research Methodologies in Urban Education (Fall) U ED 73200 Research Methodologies in Urban Education (Spring)

d) U ED 74100 Quantitative Research Methods in Urban Education U ED 75100 Qualitative Research Methods in Urban Education

e) U ED 75200 Seminar in Scholarly Communication Selected Topics The proposed bulletin text therefore represents a move toward the integration of various areas of research that can support our strengths in advisement, the flexibility and scope of our interdisciplinary curriculum, and provide students a sense of sequencing. The new bulletin text serves to codify and operationalize the many ways in which our program has enacted this vision. The new course sequence delineates an interdisciplinary program that is grounded in critical perspectives, engaged inquiry and praxis. The commitment

to interdisciplinarity, as well as the commitment to offering doctoral students the opportunity to craft a course of study that broadens as well as deepens their own research interests as they design their dissertations, requires an equally pliable and disciplined structure to support this process.

AII.7 The following Bulletin Changes are proposed for the Program: Speech-Language-Hearing Sciences Program Code: Effective: Fall 2021

FROM TO

Fellowships and Research Assistantships Fellowships and Research Assistantships are available through the Ph.D. program. These awards enable students to pursue full-time doctoral study, are service connected, and require students to participate in research and/or teaching for a stipulated number of hours each week. SPECIAL REQUIREMENTS FOR THE DOCTOR OF PHILOSOPHY In addition to the general University requirements stated earlier in this bulletin, the student must complete the following special requirements. Course of Study A minimum of 60 credits of approved graduate work is required. Beginning students take courses designed to increase their knowledge of communication sciences and disorders and to prepare them for the First Examination. Formal course work culminates in a series of advanced studies and seminar courses and independent tutorials that relate to the student’s area of specialization. Students must complete a required set of 70000-level courses: statistics (6 credits), doctoral research (3 credits), instrumentation (3 credits), the three basic science courses (speech science, language science, hearing science; 9 credits), professional issues (2 credits), and the responsible conduct of research (research ethics; 1 credit). Students must complete at least five 80000-level courses in the discipline exclusive of Independent Study.

Deadline for Fall Enrollment January 1 Deadline for Spring Enrollment N/A GRE General Requirement Yes

Fellowships and Research Assistantships Fellowships and Research Assistantships are available through the Ph.D. program. These awards enable students to pursue full-time doctoral study, are service connected, and require students to participate in research and/or teaching for a stipulated number of hours each week. SPECIAL REQUIREMENTS FOR ADMISSION Requirements for admission comprise the general University requirements for admission stated earlier in this bulletin. The Graduate Record Examination (GRE) is not required. An in-person or online interview is strongly recommended. The Ph.D. Program in Speech-Language-Hearing selects applicants based on their undergraduate records, their records in graduate school (if any), their letters of recommendation, their personal statements, their abilities in written English and their demonstrated interest in speech, language, or hearing sciences. The Admissions Committee does not operate on the basis of cutoff scores or absolute requirements, but instead forms an overall impression of the candidate’s strengths and weaknesses in relation to the program’s specialties, and to other applicants. SPECIAL REQUIREMENTS FOR THE DOCTOR OF PHILOSOPHY In addition to the general University requirements stated earlier in this bulletin, the student must complete the following special requirements. Course of Study A minimum of 60 credits of approved graduate work is required. Beginning students take courses designed to increase their knowledge of communication sciences and disorders and to prepare them for the First Examination. Formal course work culminates in a series of advanced studies

and seminar courses and independent tutorials that relate to the student’s area of specialization. Students must complete a required set of 70000-level courses: statistics (6 credits), doctoral research (3 credits), instrumentation (3 credits), the three basic science courses (speech science, language science, hearing science; 9 credits), professional issues (2 credits), and the responsible conduct of research (research ethics; 1 credit). Students must complete at least five 80000-level courses in the discipline exclusive of Independent Study. Deadline for Fall Enrollment January 1 Deadline for Spring Enrollment N/A GRE General Requirement No

Rationale: The GRE test has not been shown to be a good predictor of success in doctoral studies and we found it to not be a good predictor of success in our program. Moreover, the test may be a barrier (financially, emotionally) for CUNY applicants and for foreign applicants.

Section AIII: Changes in Degree Program: AIII.1 The following revisions are proposed for the Program: Criminal Justice Program Code: 81003 Effective: Fall 2020

FROM TO Course Description Crs Course Description Crs

GENERAL COURSE REQUIREMENTS Core Curriculum Students who enter the program in Fall 2019 or later must take the core curriculum, which is composed of six three-credit survey courses and two four-credit survey courses totaling 26 credits. Four of the required core courses (CRJ 70000; CRJ 70100; CRJ 70200; CRJ 70300) are survey courses in research and quantitative methods. Four of the required core courses (CRJ 70400; CRJ 70500; CRJ 70600; CRJ 70700) are substantive courses that serve as foundational courses in criminology and criminal justice. All full-time doctoral students are expected to take the required survey courses during the first year of matriculation. Students who are full-time professionals are expected to complete the core courses before the end of the second year of doctoral study. Additionally, all doctoral students must take an Advanced Research Methods or an Advanced Quantitative Methods course (CRJ 80100 and CRJ 80200) in their second or third year of doctoral course work. Students who do not receive a grade of B or better in any of the core courses may be dropped from the program by action of the Executive Committee. Those receiving a grade of less than B who are permitted to remain in the program may be required to repeat the course or take additional specific work. Students who receive a permanent incomplete grade in any of the eight required core courses must repeat the course.

GENERAL COURSE REQUIREMENTS Core Curriculum Students who enter the program in Fall 2020 or later must take the core curriculum, which is composed of six three-credit survey courses and two four-credit survey courses, totaling 26 credits. Four of the required core courses (CRJ 70000; CRJ 70100; CRJ 70200; CRJ 70300) are survey courses in research and quantitative methods. Four of the required core courses (CRJ 76100; CRJ 70400; CRJ 70500; CRJ 70600) are substantive courses that serve as foundational courses in criminology and criminal justice. All core doctoral students are expected to take the required core courses, with the exception of CRJ 70600, during their first year of matriculation. Students are expected to take CRJ 70600 during their second year of study. Students who are full-time working professionals are expected to complete the core courses before the end of the second year of doctoral study. Additionally, all doctoral students must take a professional development course, Dissemination of Knowledge (CRJ 76200) in their second year. In addition, they must take a tools course such as Publishing (CRJ 88200), Grant Writing (CRJ 88200), or other approved elective, and an Advanced Research Methods or an Advanced Quantitative Methods course (CRJ 80100 and CRJ 80200) in their second or third year of doctoral course work. Students who do not receive a grade of B or better in any of the core courses may be dropped from the program by action of the Executive Committee. Those receiving a grade of less than B who are permitted to remain in the program may be required to repeat the course or take additional specific work. Students who receive a permanent incomplete grade in any of the eight required core courses must repeat the course.

First Examination Full-time doctoral students are expected to take the First Examination by the beginning of the second year of doctoral study. Students who are working professionals must complete the First Examination before the end of the second year of doctoral study. This written examination contains four parts that reflect the Criminal Justice makeup of the core curriculum: (1) research methodology, including quantitative and qualitative techniques; (2) statistics; (3) integrated criminology theory; and (4) criminal justice process. The First Examination for students in the Forensic Science specialization has three parts: an examination in criminal justice, law, and forensic science and two examinations in the field of forensic science. All examinations are prepared and evaluated by rotating subcommittees of faculty.

First Examination core doctoral students are expected to take the First Examination by the beginning of the second year of doctoral study. Students who are working professionals must complete the First Examination before the end of the second year of doctoral study. This written examination contains three parts that reflect core competencies: (1) research methodology, including quantitative and qualitative techniques; (2) statistics; and (3) integrated criminology theory. All examinations are prepared and evaluated by rotating subcommittees of faculty.

Rationale: The change to the core sequence of coursework reflects the standard coursework in our discipline, which includes a focus on criminological theory, research methods, and statistics in additional to professional development activities including grant-writing and publishing. The addition of a Pro-Seminar in Criminal Justice reflects an institutionalization of basic professional development activities and will serve as an orientation to Criminal Justice scholarship and key issues. Allowing students to take an elective in our program in their first year of study will allow students to become immersed in their substantive area more quickly than currently allowed, while largely maintaining the cohort structure that has served our program well. This change is partly in response to student feedback regarding the curriculum. The proposed changes to the first exam are intended to more fully reflect the purpose of the first exam, which we believe is to measure core competencies in the area of criminological theory, research methods, and statistics. Currently, the exam has been referred to as a comprehensive exam though students are not expected to have a comprehensive knowledge of core areas at this early stage in their academic career. The proposed change is reflective of feedback received during our external review and is in line with current practices at peer and aspirational institutions. This change is the first step in revising our exam structure. The program is revising Exam 2, which does not currently allow for a comprehensive test of knowledge. Changes to Exam 2 will be consistent with feedback on the external review and will be implemented in line with the changes to the first exam.

SECTION AIV: NEW COURSES AIV.1.1 CUNYfirst Course ID Department(s) Criminal Justice Career [ ] Undergraduate [ X ] Graduate Academic Level [ X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Criminal Justice Course Prefix CRJ Course Number Previously run as special topics (88200) Course Title Graduate Seminar in Data Management

Catalogue Description

This class is an applied, hands-on course designed to take these data and transform them from their “raw” state to an analysis-ready dataset. This course is intended for doctoral students who have completed their basic methods and statistics courses, or have otherwise gained familiarity with descriptive statistics, linear and logistic regression, and research design. A very basic familiarity with Stata or another similar program (e.g. SPSS, SAS, R) is assumed.

Pre/ Co Requisites None Credits 3 Contact Hours 2 Liberal Arts [ X ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

N/A

Course Applicability

[ ] Major [ ] Gen Ed Required [ ] Gen Ed - Flexible [ ] Gen Ed - College Option

[ ] English Composition [ ] World Cultures College Option Detail_____ [ ] Mathematics [ ] US Experience in its Diversity [ ] Science [ ] Creative Expression

[ ] Individual and Society [ ] Scientific World

Effective Term Course Description: As social scientists, many skills are needed in order to collect, examine, clean, prepare, and (hopefully) document much of the data used in our work. This process often requires far more time than any actual analysis of those data. Individuals with these skills are often in high demand within both the academic as well as the practitioner world. Large, publicly available, “raw” data sets provide crucial information for developing and evaluating public health and/or criminal justice policies. This class is an applied, hands-on course

designed to take these data and transform them from their “raw” state to an analysis-ready dataset. This course is intended for doctoral students who have completed their basic methods and statistics courses, or have otherwise gained familiarity with descriptive statistics, linear and logistic regression, and research design. A very basic familiarity with Stata or another similar program (e.g. SPSS, SAS, R) is assumed. This course will utilize the Stata statistical package, but this is a “skills” course as much as it is a “tools” course. Software changes so rapidly that any specific syntax we create will become outdated. Thus, the emphasis of this course is the principles and practice of data management and the development of intuition and logic skills related to the preparation and analysis of quantitative data, rather than memorization of Stata-specific syntax. Rationale: Across a broad range of academic fields, researchers are required to use a large amount of quantitative data in the process of their work. In most cases data comes from outside sources, made available by large public or private data repositories, and are often collected using a range of identifiers and complex data structures. Given the quantitative focus of much of today’s research, it is critical that doctoral students learn the logic and methods to design and implement accurate and efficient data management to support their later analyses and research projects. Automation and visualization skills have also become increasingly important within the academic landscape. Teaching these skills to doctoral students supports the analysis and interpretation of large and complex data, which is commonly needed within the social sciences. This course is designed for a wide range of students who plan to utilize quantitative data within their career. The skills taught in the course are relevant to both academics, and those looks looking to go into research in their selected field (i.e. state or city entities or research shops). The proposed course differs from the existing statistics courses offered currently in that database management is rarely if ever discussed while learning statistical skills. Additionally, the logic and methods of efficient data preparation and storage are often self-taught through trial and error, rather than within the context of a doctoral course, leading to unnecessary frustration and potential errors within student work. Further, unlike a program devoted entirely to data science, the proposed course is designed to develop the skills that would help lead to successful research careers, academic or otherwise, in a number of fields from across the social sciences. Further, as this class is to be offered to second and third-year doctoral students, the final project assignment provides an opportunity for students to implement the skills learned in this course and produce a research brief that is to be disseminated in written or presentation form within the student’s respective discipline. This provides doctoral students an opportunity to engage in public-facing scholarship while furthering their data management abilities. The skills acquired in this course are also likely to benefit students in the development of their dissertation as well as advanced graduate work, such as project management or grants work. In a preliminary assessment of the interest in this course, 87% (30 out of 34) of doctoral students enrolled in the criminal justice program responded that they would “very probably” or “definitely” be interested in taking the course as described. Further, 91% felt that the skills would be useful to them during their career as a researcher. To articulate the need for such a course, it is important to point out that only half of the criminal justice doctoral students surveyed reported they were competent in data management, and yet the vast majority still reported the desire to hone their skills. These simple descriptive statistics illustrate the desire and need for a course like the one proposed exists within the curriculum at the Graduate Center.

This course is inherently interdisciplinary in that the skills taught can be put to use by any student who plans to use quantitative data within their research. Additionally, the data sources selected for use contain outcomes relevant to a broad range of fields within the social sciences including public health, social welfare, demography, psychology, sociology and criminal justice. The resulting diversity within the classroom provides an opportunity for interdisciplinary collaboration and growth, not often achieved in subject-based courses. Learning Outcomes:

• The philosophy and goals of data management • The importance of research reproducibility and data workflow • Evaluate the integrity and comparability of data and identify gaps in data sources • Key issues in the protection of human subjects and data security • Rationales for data sharing and the basics of data management plans

Skills Acquired:

• Extract, merge, and restructure raw data files • Examine raw data for errors, outliers, and missingness • Apply techniques for addressing common data issues (e.g. missingness) • Create analysis-ready variables (transformations & computations) • Create publication-ready tables and graphs • Write more efficient syntax that can be rerun, and shared (automation & replication)

Assessment: Term Assignment: As a final project, students will be asked to complete a data brief on a topic of interest to them. Students will be expected to read in and analyze large and complex datasets using the appropriate statistical method, and go on to write an analysis report feature tables and graphical figures. Final deliverables will be disseminated following the completion of the course providing students a chance to generate public-facing scholarship. SECTION AIV: NEW COURSES AIV.1.2 CUNYFirst Course ID Department(s) Criminal Justice Career [ ] Undergraduate [ X ] Graduate Academic Level [ X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Criminal Justice Course Prefix CRJ Course Number Previously run as special topics (88200) Course Title Dissemination of Knowledge

Catalogue Description This course will examine the three mechanisms – writing, teaching and public speaking – through which academic knowledge is typically disseminated. The Writing module will focus on how to develop an argument, and students will learn to clearly convey ideas and convince their audience that their findings

are important, innovative, and worthy of attention. The Public Speaking and Engagement module focuses on the dissemination of knowledge to the public. Finally, the Teaching module will provide students with an opportunity to develop their skills for teaching, and in particular how to become a teacher-scholar.

Pre/ Co Requisites none Credits 3 Contact Hours 2 Liberal Arts [ X ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)

N/A





Effective Term Course Description: This course will examine the three mechanisms – writing, teaching and public speaking – through which academic knowledge is typically disseminated. The Writing module in this course focuses on how to develop an argument, and students will learn to clearly convey ideas and convince their audience that their findings are important, innovative, and worthy of attention. Course assignments will include writing exercises as well as a full-length paper, which will focus on how to synthesize and communicate complex and difficult material clearly to a wide variety of expert and non-expert readers. Students will also review academic articles in the field, with a focus on critically analyzing the quality of the paper and the strength of the arguments. The Public Speaking and Engagement module focuses on the dissemination of knowledge to the public. Students will learn how to present academic material at conferences, including how to create structured presentations as well as how to best respond to questions and network with audience members after the talk. This component of the course also focuses on various methods of presenting and promoting research to the public, including through media interviews, opinion pieces, blogs, and social media. The Teaching module will provide students with an opportunity to develop skills for teaching, and in particular how to become a teacher-scholar. Students will learn about the best pedagogical tools for teaching undergraduate courses. They will also have an opportunity to apply the tools that they learn in this module to teaching.

Rationale: The seminar will examine the three mechanisms –writing, teaching and public speaking- through which academic knowledge is typically disseminated. Currently, students in the Criminal Justice Ph.D. Program and many other doctoral programs at the Graduate Center are offered courses in how to develop journal articles and grant proposals. These courses focus on the nuts and bolts of how to carry a project forward. They give some attention to writing-related elements, such as the literature review and development of hypotheses or research questions. However, they typically do not focus on the development of an argument where writers need to clearly convey ideas and convince their audience that their findings are important, innovative, and worthy of attention. Through seminar discussions, peer reviews, and biweekly feedback from the professor, Dissemination of Knowledge will provide students with a thorough understanding of how to build an argument. These skills will not only transfer to how students write grant proposals and journal articles, but also how they develop their ideas for a popular audience. Another important form of dissemination for many social scientists is teaching. Most of the doctoral students in the social sciences at the Graduate Center teach undergraduate courses at some point in their student career and many aspire to become professors who regularly teach students. Yet, in most doctoral programs minimal attention is given to developing students’ teaching abilities. The Dissemination of Knowledge will provide students with an opportunity to develop their teaching skills for both in-class and online instruction, which has become increasingly popular, especially at CUNY. The final module will focus on public speaking and the dissemination of knowledge to the public. Presentations at academic conferences are one important means that social scientists use to inform other experts about their work. Most conference presentations are highly structured and require the use of presentation software such as Prezi and PowerPoint. Students will learn how to create presentations that maximize the likelihood that their academic audience will understand their ideas. They will also learn how best to respond to questions and network with audience members after the talk.

The course overlaps with no other course in the department and no course will be dropped to accommodate this offering. Learning Goals/Outcomes: This course is designed to provide access to information and experiences supporting the following learning objectives:

• Demonstrate an understanding of the foundational concepts of creating an argument • Improve writing competency • Develop clear, coherent presentation of research ideas • Utilize various pedagogical tools to teach a course • Identify strategies to leverage public exposure to personal research

Assessment: Article review: All students have been approved to review articles for the peer-reviewed journal Victims & Offenders. During the semester, each student will receive one invitation to review an article. Because the peer-review process is fluid, students will receive these invitations at different points throughout the semester. From the date they receive the invitation to review, students will have two weeks to submit their review to the online system used by the journal as well as to the instructor for this course. (Note: you will be in the online review system permanently after this point and may be asked to review articles for the journal in the future.)

Media and Social Media presence: Students will be required to complete three tasks related to media and social media: create a research-focused twitter account, sign up for (and populate, if possible) research social networking sites (ResearchGate and Academia), and write an op-ed. Research Highlights: Students will write two “Research Highlights” papers – one solo-authored and one collaborative – that are summaries of a topic given in class. In less than 500 words, the papers will summarize the key arguments of the topic given and will provide the reasons and evidence for the arguments. They will also include a description of potential counter-arguments and limitations to the research. Teaching presentation: All students will select a topic at random from an introductory criminal justice class to “teach”. Each teaching segment will be 15-20 minutes in length and students are expected to incorporate pedagogical tools discussed in the teaching and presentation seminars. Teaching segments will be directed towards freshman-level students, and should include general information as well as information from current empirical studies. Final research paper: At the outset of the course, all students will identify a research topic in criminology or criminal justice. SECTION AIV: NEW COURSES AIV.1.3 CUNYFirst Course ID Department(s) Career [ ] Undergraduate [X] Graduate Academic Level [X] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Criminal Justice Course Prefix CRJ Course Number Course Title Professional Development & Proseminar in Criminal Justice

Catalogue Description

This course provides PhD students with training on professional activities that are central to a successful career in the field of criminal justice. The course introduces a broad range of empirical research being undertaken by the program’s core faculty. The primary focus of this course is the strategies, skills, and professional standards needed to translate one’s scholarly interests into a successful, fulfilling, and ethical career—first as a graduate student and then as a professional in the field. Class discussions will include topics such as planning one’s graduate career, creating a vitae, developing a research agenda, exploring employment opportunities, obtaining a professional position, interviewing for jobs, and navigating inherent demands and politics present in a professional career within academia or applied research. The second goal of this course is to introduce students to descriptive, inferential, and applied research being conducted by program faculty in order to provide an overview of research on the behaviors, contexts, and processes associated with criminal activity and victimization, as well as system responses to crime and its prevention.

Pre/ Co Requisites

Credits 3 Contact Hours 2 Liberal Arts [X] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)


[X] Major [ ] Gen Ed Required [ ] Gen Ed - Flexible [ ] Gen Ed - College Option



Effective Term Course Description: This course provides PhD students with training on professional activities that are central to a successful career in the field of criminal justice along with an introduction to a broad range of empirical research being undertaken by the program’s faculty. The primary focus of this course is the strategies, skills, and professional standards needed to translate one’s scholarly interests into a successful, fulfilling, and ethical career—first as a graduate student and then as a professional in the field. Class discussions will include topics such as planning one’s graduate career, creating a vitae, developing a research agenda, exploring employment opportunities, obtaining a professional position, interviewing for jobs, and navigating inherent demands and politics present in a professional career within academia or applied research. The second goal of this course is to introduce students to descriptive, inferential, and applied research being conducted by program faculty in order to provide an overview of research on the behaviors, contexts, and processes associated with criminal activity and victimization, as well as system responses to crime and its prevention. Rationale: Having a fulfilling career within the field of criminal justice involves a number of personal and professional considerations that are not adequately discussed in one’s traditional doctoral coursework. Whether seeking a position at an academic institution or within the applied research field, students seeking their doctoral degree must navigate a number of tasks in order to be successful in their graduate career and obtain a high-quality position following graduation. An informal survey of a number of the top criminal justice doctoral programs suggests that the majority require a course of this nature. While variation in the content exists, many successful programs have observed an increasing need to provide some additional training in regards to professional development in order to create a foundation for student success. While many of the existing courses focus on core subject matter and other “skills,” such as statistical analysis or effective writing, there is not a course devoted to planning for, and working towards your career of choice. Currently the program touches on many of these topics informally through brown bag discussion sessions. However, given low attendance and minimal participation at these events, the program seeks to systematize and centralize these skills within a single course in order to offer our students an opportunity to discuss these issues more formally.

The second goal of this course is to introduce students to the broad range of research being undertaken by the program’s faculty. Foregrounding descriptive, inferential, and applied research tools, a handful of class sessions will be used to provide an overview of research on the behaviors, contexts, and processes associated with criminal activity and victimization and pro-social/punitive responses to crime and its prevention. Given the size of the program’s associated faculty, students are often unaware of the tremendous breadth of research being conducted. A handful of class periods will be devoted to introducing students to faculty members whose research extends across a large continuum. Not only will these sessions introduce students to various types of research found in the field of criminal justice (i.e. descriptive, inferential, applied, quantitative, qualitative, etc.), but also to members of the faculty who are doing such research. Doing so may foster future collaboration among faculty and doctoral students. The course does not significantly overlap with any existing courses in the department and no course will be dropped to accommodate this offering. However, as the new course will cover many of the topics currently discussed in our professional development series, these demands on faculty will be reduced. As the course is graded, it will provide sufficient incentive for students engage in the material in a meaningful way. Learning Goals/Outcomes: Students who successfully complete this course will develop skills and strategies related to several dimensions of professional involvement:

• Career and time management • Developing a research agenda • Completing a dissertation successfully • Seeking external funding for your research • Securing employment (within academic or the field at large)

o Developing a CV o Locating positions of interest o The application and interview process

• Starting a career/being a successful faculty member/getting tenure o What faculty members actually do o Academic integrity o Preparing and giving presentations at professional meetings o Service to the discipline o Collaborating with graduate students

• Spousal and familial considerations and your career Additionally, students will be exposed to various substantive topics and analytical techniques, as well as the various goals of criminal justice research, through presentations given by a handful of CRJ faculty. Assessment: Class Participation (25% of grade): Each student is expected to read the assigned material and contribute to class discussion during each week’s meeting. Students should come to class with notes over major themes in the reading and specific topics or questions to be raised.

Class Assignments (60% of grade): At several points in the semester, students will complete assignments relevant to topics covered in the preceding class period. For example, students will create a draft syllabus for a course they can teach in the future, put together a conference presentation to be presented at the annual academic conference, and complete a tentative schedule of planned yearly activities in graduate school (list by year and for Ph.D. until planned date of graduation). Term Assignment (15% of grade): Students will be required to assemble the core components of a professional job or internship application (academic or applied). For this assignment, students will be required to identify a position of interest to them and put together the requisite materials. A successful application is likely to include a CV, a statement of research, and summary of their teaching philosophy or proposed research topic. In addition, all students will be required to complete a mock interview with members of the faculty or with one of the directors from the research centers at John Jay College of Criminal Justice. Potential Readings: Adams, K. (1995). Searching for an academic position: The agony and the ecstasy. The Criminologist, 20(1), 4. Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher

Education, 33(5), 297-315. Cullen, F. T. (1989). Having trouble getting published? Ten lessons for success. The Criminologist, 14(9), 19-21. Cullen, Francis T., and Brenda Vose. 2014. “How to be a successful graduate student.” Journal of Contemporary Criminal Justice

30:362-377. Geis, G., & Dodge, M. (Eds.). (2002). Lessons of Criminology. New York: Routledge. Lackritz, J. R. (2004). Exploring burnout among university faculty: incidence, performance, and demographic issues. Teaching and

teacher education, 20(7), 713-729. Lauritsen. 2007. “How to impress your colleagues at ASC.” The Criminologist, 32 (Sep-Oct):11. MacKenzie, D.L. and A. Piquero. 1999. How to apply for an academic position in criminology or criminal justice. Journal of Criminal

Justice Education 10(2):201-230. Maltz, M. & Rice, S.K. (Eds.). (2015). Envisioning Criminology: Researchers on Research as a Process of Discovery. New York:

Springer. Pratt, Travis C. (2014). “How to be a successful publisher.” Journal of Contemporary Criminal Justice 30:378-391. Rice, Stephen et al. 2012. “Meet the members of your search committee, Parts I. and II. The Criminologist 37: May/June (pp. 26-27) and

September/October (pp. 21-22). Swatt, Marc C., "Some Advice for the Transition from Graduate Student to Assistant Professor," July/August 2005.

SECTION AIV: NEW COURSES AIV.2.1 CUNYFirst Course ID Department(s) M.A. Biography and Memoir Career [ ] Undergraduate [ X ] Graduate Academic Level [ X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Biography and Memoir Course Prefix BAM Course Number 72000

Course Title Writing Workshop for Thesis or Capstone Project

Catalogue Description [same as course description below] Pre/ Co Requisites None Credits 3 Contact Hours Liberal Arts [ X] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)





Effective Term As soon as approved Course Description: The Writing Workshop course is a three-credit research and writing course open to BAM students beginning to work on their thesis or capstone project. The course is designed to help students develop strategies for composing, drafting, and crafting the required prospectus. In addition, students may also begin to share early drafts of the thesis or capstone project. They will work on analyzing and synthesizing their materials in order to sharpen their approach to their scholarly topics. They will also work on developing their writing in logically framed and rhetorically convincing graduate-level prose. Students will produce multiple drafts, consider the best organizational approaches for their projects, develop and hone their authorial voices, develop strategies for building arguments that are supported by the evidence they have collected, and reflect upon their individual research and writing practices. Students will give and receive

feedback from their peers as well as from the professor. Please note: This is an optional 3-credit course and it is not a substitute for the required BAM 79000 - Thesis / Capstone Project Supervision. Rationale: This class will help students to organize and formulate strategies for undertaking their thesis or capstone project. In addition to honing their thinking and developing their prose through multiple drafts, students will learn to synthesize and analyze the research data that they have collected so far; shape that data into a focused narrative, argument or analysis; and discuss the manner in which their work locates itself in biography and memoir, and the attendant scholarly writings about them. Students will also be expected to present their work in a clear and concise manner, displaying a degree of mastery over their subject and its relation to the field of biography and memoir. Learning Goals: Receive and offer critiques and suggestions for revision from faculty and other students Undertake the research process and create realistic outlines and timelines for completion Articulate the research or project objectives clearly and succinctly, resulting in a viable prospectus Develop the questions and arguments of the research prospectus and plan, and the underlying structure that will carry it forward End the semester with a fully formed prospectus with literature review and bibliography, in preparation for the individual assignment course to come. Outcomes Assessment: Class discussions focused on providing suggestions and feedback for the project Familiarity with and knowledge of undertaking a serious and scholarly research project Final prospectus that includes rationale, literature review and bibliography and demonstrates a student’s ability to incorporate materials and methods SECTION AIV: NEW COURSES AIV.2.2 CUNYFirst Course ID Department(s) M.A. Biography and Memoir Career [ ] Undergraduate [ X ] Graduate Academic Level [ X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Biography and Memoir Course Prefix BAM Course Number 71000

Course Title Independent Study

Catalogue Description [same as course description below] Pre/ Co Requisites None Credits 3

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





Effective Term As soon as approved Course Description: Students may request to undertake an Independent Study with a member of the Graduate Center Faculty with prior approval by the Director of the M.A. Program in Biography and Memoir. The potential advisor and program director must both approve a written proposal before enrolment. The instructor will conduct regular individual meetings with enrolled students, supervising the development of a term paper or project. Students are limited to two Independent Studies. This is an optional 3-credit course and it is not a substitute for the required BAM 79000 - Thesis / Capstone Project Supervision. Rationale: Many students of the Biography and Memoir program have interests that are not always met by existing courses or programs on offer in a given semester at the Graduate Center or other CUNY campuses. Included among these interests are oral history; creative writing; creative non-fiction; and visual art and memoir. If a course covering these or other subjects is not available, either at the Graduate Center or on a CUNY campus, then students should be given the option of spending a semester with a Graduate Center faculty member who is able to supervise an agreed-upon project, and work in a focused manner to improve the knowledge and skills of the student in a particular targeted area. Such a course is also important for students who wish to work in a more intense, collaborative and one-on-one manner on a project relating to biography- or memoir-related writing or expression. Learning Goals: Develop a project on a specialized and individualized research project on a topic of choice, and one not available in class offerings Draft a working bibliography, in collaboration with the faculty advisor, and discuss the readings on a regular basis Create a plan and timeline for the project’s development and completion Hone the self-directed research and writing process, applying critical, synthesizing, and analytical tools to the project Demonstrate the ability to complete a project based on readings, one-on-one discussions, and critical input from the faculty advisor. Outcomes Assessment: Reading list and regular discussions of the scholarship in the field

Mastery of the topic, and the methodologies used to approach it Completion of a well-researched and sophisticated project or paper Successful collaborative meetings with the advisor SECTION AIV: NEW COURSES AIV.2.3 CUNYFirst Course ID Department(s) M.A. Biography and Memoir Career [ ] Undergraduate [ X ] Graduate Academic Level [ X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Biography and Memoir Course Prefix BAM Course Number 79000

Course Title Thesis or Capstone Project Supervision

Catalogue Description [same as course description below] Pre/ Co Requisites None Credits 3 Contact Hours Liberal Arts [ X] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)





Effective Term As soon as approved

Course Description: The thesis/capstone project represents a culmination of the MA degree in Biography and Memoir. Students will select an advisor from the Graduate Center Faculty, who will supervise the thesis or the capstone project, with prior approval by the Director of the M.A. Program in Biography and Memoir. The potential advisor and program director must both approve a 5-page prospectus before enrolment. The advisor will conduct regular individual meetings with enrolled students, supervising the development of a thesis or a capstone project. The thesis, of at least 45 pages, could be based on a work in progress or comprise a historical study of biography and memoir, or a biography or memoir itself. For the capstone, students may also undertake projects that include but are not limited to the following, each accompanied by a 20-page written report: an oral history project; a video or audio broadcast; an artistic or performance installation, live or recorded; or a creative work. All must pertain to life writing in some form. Students may only register for this supervision for a single semester. The expectation is that the thesis or capstone project will be ready for deposit at the end of the enrolled semester. Final approval of the thesis or capstone project must be given by both the advisor and the program director. This supervision semester is required. Rationale: This individualized supervision will help students to organize and formulate strategies for undertaking their thesis or capstone project. In addition to honing their thinking and developing their prose through multiple drafts, students will learn to synthesize and analyze the research data that they have collected so far; shape that data into a focused narrative, argument or analysis; and discuss the manner in which their work locates itself in biography and memoir, and the attendant scholarly writings about them. Students will also be expected to present their work in a clear and concise manner, displaying a degree of mastery over their subject and its relation to the field of biography and memoir. Learning Goals: Design and execute a scholarly research project that demonstrates understanding of life writing forms and practices Undertake the research process and create realistic outlines and timelines for completion Articulate the research or project objectives clearly in oral and written form, and situate it within an academic or scholarly context Develop the questions and arguments of the research plan, and the underlying structure that will carry it forward To reach completion of the thesis or capstone project by the end of the semester. Outcomes Assessment: Evidence of significant and sustained effort to complete the thesis or capstone project Ability to receive constructive criticism from an advisor The thesis or capstone project by the end of the semester. SECTION AIV: NEW COURSES AIV.3.1 CUNYfirst Course ID Department(s) Comparative Literature Career [ ] Undergraduate [ X ] Graduate Academic Level [ X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Comparative Literature

Course Prefix CL Course Number 89801 Course Title MA Independent Research Catalogue Description [Same as Course Description Below] Pre/ Co Requisites None Credits 2 Contact Hours Liberal Arts [X ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)





Effective Term As soon as proposed Course Description: This 2-cr Independent Study is restricted to MA students in Comparative Literature who are writing a thesis. The topic of the thesis must be approved by the thesis director, the Director of the MA Program or Deputy Executive Officer, and the Executive Officer. The thesis itself should be a minimum of 18,000 words in length and need not be written in English. Students should register for this independent study only after accumulating a minimum of 24 credits and only after consulting with the Director of the MA program and/or the Executive Officer. Students may enroll in this independent study for a single semester only; the expectation is that the thesis will be ready for deposit at the end of the enrolled semester. Rationale: As we continue to grow our MA program, it has become increasingly vital to create a course designation for students who are working toward completing their required thesis. We currently ask students to register for “Maintenance of Matriculation,” but this has led to confusion at the time of registration. The existence of a specific independent study with the name “MA Independent Research” of “MA Thesis Supervision” establishes a clear place for the thesis within the existing MA curriculum and fosters symmetry with the parallel designation (Dissertation Supervision) within the doctoral part of the program. Learning Goals/Outcomes:

• Design and execute a scholarly research project that shows awareness of, and engages with, current and relevant debates within the discipline of Comparative Literature

• Independently plan, structure and complete the research needed to carry the project to completion • Articulate, develop and sustain a persuasive critical argument over the course of 40 pages (18,000 words)

• Establish and keep to a set timeline to research and write an essay of determinate length Assessment:

• Evidence of thorough research • Awareness of current debates that shape the discipline • Clear, concise and persuasive argumentation • Ability to establish a realistic timeline for research and writing

SECTION AIV: NEW COURSES AIV.4.1 CUNYfirst Course ID Department(s) Demography Certificate Career [ ] Undergraduate [ x ] Graduate Academic Level [ x ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Demography, Sociology, Spatial Reasoning Course Prefix DCP Course Number 70300 Course Title Spatial Demography Catalogue Description See course description below Pre/ Co Requisites DCP 70100 (or concurrent introductory statistics or equivalent, or with permission of the

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





Effective Term

Rationale: The key demographic trends of the 21st century require that demographers and allied social and behavioral scientists incorporate spatial concepts and methods into their training. For example, to understand the spatial patterns of population distribution by age with respect to possible exposures to phenomena related to climate change (such as excess heat, flood risk, coastal proximity), a spatial framework (and data) must be used. There are many other examples of spatial patterns of relevance (e.g., elderly population or health profiles by demographic groups) that can only be understood by using spatial methods. Therefore, spatial methods (from thematic map making to spatial statistics) would significantly enhance the training of our doctoral and allied masters-program students. Course Description: This 3-credit course provides an overview of spatial themes and techniques in demography. Examples will be drawn from many substantive areas of demography (e.g., mortality, fertility, urbanization, migration, poverty). Students will learn about spatial construction of place, basic mapping skills and spatial data creation and geoprocessing as well as statistical methods to explore and model spatially-referenced data to answer demographic questions. In the most advanced topics, students examine the special difficulties that spatial data may create for standard regression approaches, and learn models and approaches for undertaking multivariate regression analysis in the presence of spatial heterogeneity and/or spatial dependence. Emphasis in the course is evenly split between learning how to make maps and a variety of spatial analyses.. Learning Goals/Outcomes: By the end of the course, students will be able to: 1. Think critically about spatial constructs in answering demographic questions. 2. Create thematic maps with mapping software.

a. Apply basic geographic conventions for map-making in displaying quantitative and qualitative information, understand and modify maps projections, and understand different methods of data representation and classification.

b. Present and format maps having learned the following (but not only) skills: creating dual layout views and call outs, use of map elements (legends, labels, scale bars, and north arrows), and use of tables and graphics with maps.

3. Construct spatial information rigorously by importing, cleaning, and editing data in mapping software and the construction of new data or variables that result from basic geoprocessing operations (e.g., distance or buffer calculations).

4. Interpret and analyze maps critically, by reviewing uses of maps in demographic applications. 5. Interpret and analyze spatial data and methods critically. 6. Identify the need for and use a variety of common spatial analytic methods in demography.

Assessment:

1. Homework assignments in which students create increasingly complex thematic maps, applying basic conventions for map making; manipulate and create new spatial data; interpret and analyze maps; and apply geoprocessing functions to data sets and analyze and interpret results. (9 total through semester, lowest one dropped). (40% grade)

2. Two short in-class exams, given roughly at week 6 and 12, testing respectively on the first (thematic mapping) and second third (geoprocessing, construction of and analysis of spatial data) of the course content. (30% grade)

3. One final project with many self-directed components, culminating new skills and concepts. (30% grade) Pre-requisite: DCP 70100; and introductory statistics including multiple linear regression, or permission of instructor. Working knowledge of spreadsheets (or databases) and basic file-management.

Section AIV: New Courses AIV.5 CUNYfirst Course ID

Department(s) Ph.D. Program in English Career [ ] Undergraduate [X] Graduate Academic Level [X ] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Digital Humanities Course Prefix ENGL Course Number 89600 Course Title Studies in Digital Humanities Catalogue Description

This course offers advanced exploration of special topics in the area of digital humanities. Topics will vary but may include scholarly communication and the future of the book; textual analysis; geospatial humanities; text encoding; media studies; wearable technology and physical computing; digital archives; and data visualization.

Pre/ Co Requisites None Credits 2 or 4 credits Contact Hours Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing Intensive, Honors, etc)





Effective Term

Rationale The English Program has been offering an increasing number of digital humanities courses in recent years, and it has an area of faculty specialization titled “Digital Humanities, Textual, and Media Scholarship.” This new course number will allow the program to offer such courses under a specifically digital humanities course number. In alignment with the other courses English offers, this course will be offered at both 2 and 4 credits. Students taking the class for 2 credits would be expected to complete fewer assignments, or to submit shorter work, than those registering for 4 credits. Learning Goals/Outcomes Upon successful completion of the course, students will:

• have explored a special topic related to the areas of digital humanities; • have introductory knowledge of tools and platforms related to the topic of the course; • be conversant in the scholarly debates and issues surrounding the special topic.

Assessment Students will be assessed in the following ways:

• Low-stakes writing on a public course blog; • In-class presentations and discussions • Short coding and other practical assignments • A final project or project grant proposal

SECTION AIV: NEW COURSES AIV.6 CUNYfirst Course ID Department(s) Physics Career [ ] Undergraduate [X] Graduate Academic Level [X] Regular [ ] Compensatory [ ] Developmental [ ] Remedial Subject Area Physics Course Prefix PHYS Course Number Course Title Photonics Catalogue Description Pre/ Co Requisites Credits 4

Contact Hours 45 in class per semester Liberal Arts [ ] Yes [ X ] No Course Attribute (e.g. Writing Intensive, Honors, etc)





Effective Term Course Description: This course will cover the physics of light-matter interactions and their applications ranging from fundamental experiments to technology. This course is intended for graduate students pursuing research in photonics and condensed matter physics and will cover theoretical as well as experimental aspects. It will serve as the basis for a Qualifying Exam for graduate students enrolled in the Photonics Track degree program. Topics to be covered include:

• Introduction to quantum mechanical and electromagnetic waves. • Linear and nonlinear optical response of materials • Modern optics: including topics in gaussian, Fourier, and fiber optics • Localization of electromagnetic radiation: photonic structures such as photonic crystals, microcavities, etc. • Guiding of light: planar waveguides, photonic bandgap fibers, photonic integrated circuits, etc. • Resonant structures and surfaces, including plasmonic and dielectric metamaterials • Generation and detection of light in semiconductors • Lasers and quantum electronics • Ultrafast processes and phenomena • Coherence: including phase matching, coherent control of matter, multidimensional spectroscopy, superradiance and condensates • Application areas (quantum information, sensing, nonlinear optical devices, telecommunication, etc.)

In each topic, the basic physics, simulation schemes for design of photonic structures, and characterization tools will be discussed. Prerequisite – Basic Quantum Mechanics, Electrodynamics, and Solid State Physics

Rationale: Photonic material and structures that control the interaction of light with matter lies at the heart of quantum electrodynamics and has been used to demonstrate a variety of fundamental phenomena in both atomic and solid state systems. These photonic structures and systems have also found numerous technological applications such as classical and quantum communication, high resolution imaging, photovoltaics etc. The proposed course addresses the basic aspects of the topic leading up to applications. This course is necessary in part due to the establishment of a new degree sub-track within the Physics Ph.D. program beginning with the 2020-2021 cohort. We expect that this course will be offered yearly to incoming first year graduate students enrolled in the Photonics track and in related disciplines such as Condensed Matter Physics. It will serve as the basis for the required Qualifying Exam in Photonics for Physics grad students in that program. This topic is especially important considering CUNY’s initiatives in photonics and nanoscience, with several leading groups on different campuses throughout the CUNY system who work on related topics. Additionally, most modern-day condensed matter experimental labs utilize several photonic systems for their experiments. The course overlaps with no other course in the program and no course will be dropped to accommodate this offering. Learning Goals/Outcomes: The goal is to provide students with a rigorous background on the fundamentals of light-matter interactions and optical physics, including relevant topics spanning materials science, electrodynamics, modern optics, and quantum electronics. Students will be expected to become proficient in topics related to theory, simulation techniques, and experimental methods. The desired outcomes are 1) provide a basis for understanding how photonic technologies are rooted in the concepts that will be covered in this course, 2) familiarize students with essential optical laboratory methods and technologies including lasers and detectors, and 3) prepare students for PhD research in an optical physics/photonics, materials science, and condensed matter laboratory environment. Assessment: Students will be graded based on their competency in completing the eight assigned homework sets, as well as their performance on the midterm and final examinations. Homework will include both analytical problems and computer modeling assignments. Section AV: Changes in Existing Courses AV: 7 Changes to be offered in MS in Data Analysis and Visualization

CUNYFirst Course ID FROM TO Departments MS in Data Analysis and Visualization

Course DATA 73500 Working with Data Course Working with Data: Fundamentals DATA 70500.

Pre or co requisite Prerequisite Hours 3.0 Hours 3.0 Credits 3.0 Credits 3.0 Description Description

Requirement Designation


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

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

Course Applicability ____ Major ____ Gen Ed Required

____ English Composition ____ Mathematics ____ Science

___Gen Ed Flexible ___ World Cultures ___ US Experience in its Diversity ___ Creative Expression ___ Individual and Society ___ Scientific World

_____Gen Ed – College Option College Option Detail

Course Applicability ____ Major ____Gen Ed Required


___ Gen Ed Flexible ___ World Cultures ___ US Experience in its Diversity ___ Creative Expression ___ Individual and Society ___ Scientific World

Effective Term Rationale: We propose changing the course number of DATA 73500: Working with Data: Fundamentals to DATA 70500. This course is the first of a three-course data analysis sequence, but the course numbers are not in proper sequence. Right now, the course sequence, ordered by course number, is:

1. DATA 73500: Working with Data: Fundamentals 2. DATA 71000: Data Analysis Methods 3. DATA 71200: Advanced Data Analysis

With this new course number, the courses will be in proper order:

1. DATA 70500: Working with Data: Fundamentals 2. DATA 71000: Data Analysis Methods 3. DATA 71200: Advanced Data Analysis

AV: 8.1 Changes to be offered in the MALS Department

CUNYFirst Course ID FROM MALS 72600 Social Impacts of Science

and Technology: Case Studies TO MALS 72600 Social Impacts of Science and

Technology: Case Studies

Departments M.A. in Liberal Studies M.A. in Liberal Studies

Course Course Pre or co requisite None Prerequisite None Hours 3 Hours 3 Credits 3 Credits 3 Description This course will study some of the great

discoveries of science and inventions of technology that have changed the course of human history, with a view to assessing their origins, impact, and eventual consequences, both foreseen and unintended. Through individual case studies, from the invention of the wheel or the arch to atomic energy or space technology, through selected case studies across time and in particular parts of the world, or by the contributions of individuals like Pasteur or Edison, or by genres including film and fiction, this course will survey major scientific discoveries and technological inventions that have changed human history in significant ways. Reading assignments are given for every class, and students will make weekly seminar reports. There will be either a series of short essays and/or a final research paper (approximately 15-20 pages) due at the end of the semester.

Description This course will be a close examination of scientific developments. Case studies will change each semester--for example, Darwin’s legacy, eugenics, the rise of the Internet, the invention of the wheel, the mapping of the human genome, theories of consciousness, the emergence of the neurodiversity movement, and artificial intelligence are all possible topics. There will be emphasis on both great discoveries of science and inventions of technology as well as less high-profile developments whose social impacts are nonetheless significant. The course will focus on science’s capacity to change the course of human history, with a view to assessing their origins, impact, evolution, and the political and ethical questions they raise. Readings will be interdisciplinary, including history, film, fiction, and scholarly science studies from disciplines as diverse as philosophy, psychology, cultural studies, and sociology. Readings will serve as models for methodologies for studying and writing about science and technology. Rationale: The course provides master’s students in the Science and Technology Studies concentration with a case study approach to the history of science. Rather than simply learning the facts of history or attempting a comprehensive (and

inevitably shallow) overview, the case studies are designed to give students the tools to approach this interdisciplinary field. While specific case studies will depend on which faculty member teaches the course, all students will get training in examining important developments in the history of science using a combination of methodologies—for example, philosophy of mind, gender studies, environmental studies, or critical race studies. Learning Goals/Outcomes: Students will gain an understanding of the history and historiography of science. They will deepen their facility with methods and conventions of various branches of Science and Technology Studies introduced in the concentration’s first core course. They will work on conference presentations, longer papers, and review essays. They will refine the interdisciplinary frameworks for their MALS theses and capstones. They will continue practicing the interdisciplinary synthesis that defines Science and Technology Studies. Assessment: Due to the varying nature of interdisciplinary studies, students will be asked to produce a range of different kinds of academic writing and forms of communication. These will include frequent response papers, at least one review essay, and either an annotated bibliography or a prospectus. Students will write a final research paper or complete some other type of research-driven assignment. Research, written papers, and class presentations will be evaluated in terms of each student’s work over the course of the semester.



Liberal Arts [ X ] Yes [ ] No Liberal Arts [ X ] Yes [ ] No Course Attribute (e.g. Writing

Course Attribute (e.g. Writing

Intensive, Honors, etc)



____ Major ____ Gen Ed Required




____ Major ____Gen Ed Required



Effective Term

Rationale: We are interested in revising the course description to reflect recent developments in the history of science as a field—emphasizing scholarly and popular science writing that draws and synthesizes multiple fields. The revisions are also intended to make the course design and aims clear to students. AV: 8.2 Changes to be offered in the MALS Department

CUNYFirst Course ID

FROM MALS 72500 Narratives of Science and Technology: Literature and the Visual Arts TO MALS 72500 Narratives of Science and

Technology: Literature and the Visual Arts

Departments M.A. in Liberal Studies M.A. in Liberal Studies Course Course Pre or co requisite

None Prerequisite None

Hours 3 Hours 3 Credits 3 Credits 3 Description From Dr. Jekyll’s hidden laboratory to Dr.

Strangelove’s doomsday scenario, images of the scientist, science, and technology, as they are represented in film and literature, argue as signifying spectacles. This three credit

Description This interdisciplinary course will examine representations of science and technology in film, the visual arts, performance, and literary narratives. Students will evaluate how these narratives reinforce or question modern and contemporary paradigms of science and

interdisciplinary course will examine representations of science and technology in multiple film, photographic, and literary narratives. Students will evaluate how these narratives reinforce or question modern and contemporary paradigms of science and technology, as each strategizes the concept of progress. The films and literature studied in this course are drawn from various genres, and not just science fiction. Students will be introduced to critical film and literary theory and related criticism, as well as engaging in close study of primary, interdisciplinary texts. In particular, the course will discuss the role of the scientific and technological as spectacle, and the way in which notions of progress are both “real” and “reel” spaces of twentieth- and twenty-first-century life. Reading assignments are given for every class, and students are requested to present an in-class report. There is a final research paper (approximately 15-20 pages) due at the end of the semester.

technology, as each strategizes the concept of progress. The films and literature studied in this course are drawn from various genres, and not just science fiction. Students will be introduced to critical film and literary theory and related criticism, as well as engaging in close study of primary, interdisciplinary texts. In particular, the course will discuss the cultural implications of developments in science and technology. Readings will serve as models for methodologies for studying and writing about science and technology. Rationale: The course provides master’s students in Science and Technology Studies concentration a common introduction to methods of studying the mutual influence of science and culture—particularly literature and film. The course is designed to introduce students to a range of methods and provide an opportunity to pursue original research in the field. In addition to these academic goals, the course also provides a cohort experience for students pursuing the STS concentration. Learning Goals/Outcomes: Students will learn the methods and conventions of various branches of Science and Technology Studies, including philosophy, sociology, critical psychology, literary criticism, and film studies. They will practice the conventions of conference presentations, longer papers, and review essays. They will begin to conceive an interdisciplinary framework for their MALS theses and capstones. They will learn the art of synthesis, as they bring a variety of fields and genres into dialogue with each other. Assessment: Students will produce a range of different kinds of academic writing, oral presentations, informal writing, and multimodal composition. These will

likely include frequent response papers or blog assignments and a seminar paper (including a literature review and an annotated bibliography). Students will write a final research paper or complete some other type of research-driven assignment. Students’ ability to read in multiple disciplines and make connections between them will be evaluated through their informal writing over the course of the semester. Their ability to work with methodologies introduced in the course will be evaluated through their seminar papers—or, in some cases, multimodal projects.



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










Effective Term

Rationale: We are interested in revising the course description to reflect contemporary currents in Science and Technology studies. In addition, the revisions are designed to speak directly to students with for whom a critical understanding of science and culture will help them reach their goals—for example, science writers, teachers, administrators, or practitioners.

AV: 8.3 Changes to be offered in the MA Program in Liberal Studies – Film Studies Concentration Core

CUNYFirst Course ID FROM Aesthetics of Film TO Cinema Aesthetics Departments MALS MALS Course 77100 Course 77100

Pre or co requisite Prerequisite Hours 3 Hours 3 Credits 3 Credits 3 Description Film Aesthetics provides the student with

the basic skills necessary to read [and analyze] a film. The course concentrates on formal analysis of the aesthetic and ideological elements that comprise historical and contemporary cinema. This course introduces the student to various genre[s] of narrative cinema (for example, melodrama, film noir, the Western, and the musical) and different categories of films (such as experimental, documentary, animation and hybrid forms) produced in the United States and internationally. Particular emphasis is placed on the analysis of the film’s aesthetic and ideological contents. As students survey the work of important film theorists, they [Students] will master the fundamental vocabulary of film analysis and will learn to recognize the techniques and conventions that structure the cinematic experience – narrative systems, mise-en-scène, cinematography, editing, sound, genre – in order to understand how these various components combine to yield film form.

Description Cinema Aesthetics provides students with the skills and vocabulary necessary to analyze cinematic texts by acquainting them with basic film techniques, strategies, and styles. Central topics may include narrative and non-narrative forms, mise-en-scène, composition and color, camera movement, editing, film sound and music, genre, spectatorship, and seriality and other televisual modes. In addition, students will become familiar with a variety of historical and contemporary critical perspectives on film form as well as essential bibliographical sources and fundamentals of research in the field.



Liberal Arts [ ] Yes [ ] No Liberal Arts [ ] Yes [ ] No Course Attribute (e.g. Writing

Course Attribute (e.g. Writing











Effective Term Spring 2020 Rationale: The film studies concentration courses are overdue for a revision that reflects changes in the fields of film and media studies and that brings them in line with similar courses offered in the Film Studies Certificate Program here at the Graduate Center and in other MA film and media studies programs. This new configuration responds to current student interests, as reflected responses to a recent survey. It will also provide our students with a core curriculum that better prepares them for doctoral programs in film or media studies, a path many of them plan to pursue upon completion of their degree with MALS. This revision includes a newly introduced theory course to the core and a newly designed film history course that emphasizes film historiography over chronology, canonical moments, and periodization and that replaces our previous two-semester sequence of Cinema History I and II. This new configuration will also allow our instructors more flexibility to design courses that simultaneously fulfill the core curriculum and engage more readily with their own current research interests and with developments in the field. Learning Goals and Outcomes: Students will:

• learn the key terms and techniques of cinema analysis • gain an understanding of the links between formal elements of cinematic styles and historical, industrial, and technological

development • become familiar with a range of scholarship specific to cinema and audio-visual analysis • hone their own critical and analytical skills through class discussion, response writing, close reading, oral presentations, and

longer research papers Assessment: In these core courses, students will be assessed on the basis of class participation, an oral presentation, regular informal response writing and short analytical papers, and a final research project, whether a traditional seminar paper or a digital project, due at the end of the semester.

The course will be assessed as a curriculum matter and the instructor will be assessed through course evaluations. AV: 8.4 Changes to be offered in the MA Program in Liberal Studies – Film Studies Concentration Core CUNYFirst Course ID FROM Film History 1 TO Film Histories & Historiography Departments MALS MALS Course 77200 Course 77200 Pre or co requisite Prerequisite Hours 3 Hours 3 Credits 3 Credits 3 Description History of Cinema I is an intensive

examination of film history before 1930 that introduces students to international silent cinema, to the scholarly literature on early cinema, and to the practices of researching and writing film history. Subjects covered will include the emergence of cinema, the cinema of attractions, the narrativization of cinema, theater and early film, sound, color, and the “silent” image, the industrialization of film production, national cinemas of the 1910s, the Hollywood mode of filmmaking, women and African-American filmmakers, and film movements of the 1920s. Students will study the work of such filmmakers as Lumière, Méliès, Porter, Paul, Bauer, Christensen, Feuillade, Weber, Micheaux, Murnau, Dulac, Eisenstein, and others while considering the ways that silent films were exhibited and received in diverse contexts.

Description Film History & Historiography surveys major historical, cultural, technological, and industrial developments of cinema. These may include: the growth of international silent cinema, Hollywood and the industrialization of film in relation to Bollywood, Nollywood, and the development of other sites of film production, nonfiction and nontheatrical traditions, European New Waves, Third Cinema, independent film movements, and the rise of television, digital, and streaming cinema. The course will also cover different strategies and theories of historiography that reflect the research interests of the students in the class and may include a unit linked to a local archive under the auspices of the New York Public Library’s research divisions. The semester will include instruction on research methods taught in conjunction with the Mina Rees Library staff.



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











EffectiveTerm Spring 2020 Rationale: The film studies concentration courses are overdue for a revision that reflects changes in the fields of film and media studies and that brings them in line with similar courses offered in the Film Studies Certificate Program here at the Graduate Center and in other MA film and media studies programs. This new configuration responds to current student interests, as reflected responses to a recent survey. It will also provide our students with a core curriculum that better prepares them for doctoral programs in film or media studies, a path many of them plan to pursue upon completion of their degree with MALS. This revision includes a newly introduced theory course to the core and a newly designed film history course that emphasizes film historiography over chronology, canonical moments, and periodization and that replaces our previous two-semester sequence of Cinema History I and II. This new configuration will also allow our instructors more flexibility to design courses that simultaneously fulfill the core curriculum and engage more readily with their own current research interests and with developments in the field. Learning Goals and Outcomes: Students will:

• gain an understanding of the broad history of film and related audio-visual forms as national, international, and global media within a variety of historical and cultural contexts

• gain insight into historiographic approaches to the medium and hone their research skills by engaging with primary secondary resources

• critically engage with select examples of scholarly writing about film history • practice the conventions of conference presentations, longer research papers, and review essays

Assessment: In these core courses, students will be assessed on the basis of class participation, an oral presentation, regular informal response writing and short analytical papers, and a final research project, whether a traditional seminar paper or a digital project, due at the end of the semester. The course will be assessed as a curriculum matter and the instructor will be assessed through course evaluations.

AV: 8.5 Changes to be offered in the MA Program in Liberal Studies – Film Studies Concentration Core CUNYFirst Course ID FROM Film History 2 TO Film Theories Departments MALS MALS Course 77300 Course 77300 Pre or co requisite Prerequisite Hours 3 Hours 3 Credits 3 Credits 3 Description History of Cinema II is devoted to intensive

analysis of the international development of cinema as a medium and art form from the early sound years (1930 onward) to the present. Students will become familiar with major film tendencies and aesthetic and political developments through a close examination of individual film texts. Subjects covered will include Hollywood filmmaking during the Depression years, French Poetic Realism, Italian Neorealism, melodrama and other postwar Hollywood genres, the rise of global “new waves” (including French, Latin American, and German filmmaking movements from the late-1950s through the 1970s) and modernist tendencies in international cinema. Emphasis will be placed on the major historical currents of each period and on changes in aesthetic, political and industrial context

Description Film Theories surveys theoretical writings on film, ranging from “classical” to contemporary texts, concerned with the aesthetic, social, cultural, political, and psychological aspects of the cinematic, audio-visual medium. Of primary concern will be questions about the structure and function of cinematic and televisual media, the nature of audio-visual representations, their relationship to other art forms, and theories of spectatorship, especially as these questions are raised by the various schools of thought, including feminism, queer theory, critical race studies, phenomenology, Marxism, narratology, psychoanalysis, and cultural studies. Students will focus on the analysis of primary theoretical texts in relation to weekly screenings.













Effective Term Spring 2020 Rationale: The film studies concentration courses are overdue for a revision that reflects changes in the fields of film and media studies and that brings them in line with similar courses offered in the Film Studies Certificate Program here at the Graduate Center and in other MA film and media studies programs. This new configuration responds to current student interests, as reflected responses to a recent survey. It will also provide our students with a core curriculum that better prepares them for doctoral programs in film or media studies, a path many of them plan to pursue upon completion of their degree with MALS. This revision includes a newly introduced theory course to the core and a newly designed film history course that emphasizes film historiography over chronology, canonical moments, and periodization and that replaces our previous two-semester sequence of Cinema History I and II. This new configuration will also allow our instructors more flexibility to design courses that simultaneously fulfill the core curriculum and engage more readily with their own current research interests and with developments in the field. Learning Goals and Outcomes: Students will:

• learn the basic vocabulary and concepts of film and media theory and become acquainted with key theoretical debates developed by critics, filmmakers, and philosophers

• gain an understanding of these concepts within their historical and cultural contexts • critically engage with the course readings by testing their arguments against each other and against films discussed in class • write informal and formal papers which may include review essays, close readings, and syntheses • practice the conventions of oral conference presentations and longer research paper

Assessment: In these core courses, students will be assessed on the basis of class participation, an oral presentation, regular informal response writing and short analytical papers, and a final research project, whether a traditional seminar paper or a digital project, due at the end of the semester. The course will be assessed as a curriculum matter and the instructor will be assessed through course evaluations.

AV: 9 Changes to be offered in MS in Data Analysis and Visualization CUNYFirst Course ID FROM Visualization and Design: Fundamentals TO Visualization and Design Departments MS in Data Analysis and Visualization Course DATA 73000 Course DATA 73000 Pre or co requisite Prerequisite Hours 3.0 Hours 3.0 Credits 3.0 Credits 3.0 Description Description





Course Applicability ____ Major ____ Gen Ed Required



Course Applicability ____ Major ____Gen Ed Required



EffectiveTerm Rationale: This minor change removes the word “Fundamentals” from the course title. In so doing, the focus of the course becomes less of an introduction to data visualization and more of an exploration of the interplay between visualization and design. This will allow faculty teaching the course to better focus on design issues as they relate to visualization and will lessen the degree to which students approach the course as a basic introduction to data visualization.

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