February 6, 2017 - The City University of New York

THE CITY UNIVERSITY OF NEW YORK COMMITTEE ON ACADEMIC POLICY, PROGRAMS AND RESEARCH

REVISED AGENDA February 6, 2017

I. Action Items A. Approval of the minutes of the January 9, 2017 meeting

B. Policy Calendar

1. John Jay College – BS in Applied Mathematics: Data Science and Cryptography 2. New York City College of Technology – BS in Applied Computational Physics 3. City College – MS in Data Science and Engineering 4. York College – MSW in Social Work 5. Lehman College – Resolution to Award Honorary Degrees a) Eddie Palmieri, musician Degree: Doctor of Music b) Betty A. Rosa, Chancellor, NYS Board of Regents Degree: Doctor of Humane Letters c) Jeffrey Gilbert ’72, Physician Degree: Doctor of Science 6. Queens College – Resolution to Award Honorary Degrees a) Donald Brownstein, ’65, Philosopher and Investment Banker Degree: Doctor of Humane Letters b) Saul Kupferberg, Marketing Executive and Queens College Benefactor Degree: Doctor of Humane Letters 7. Baruch College – Resolution to Award Honorary Degrees a) Neil deGrasse Tyson, Director of the Hayden Planetarium and Public Intellectual Degree: Doctor of Pedagogy b) Allen E. Goodman, President and CEO, Institute for International Education Degree: Doctor of Humane Letters 8. CUNY School of Medicine – Establishment of the Department of Molecular, Cellular & Biomedical Science and the Closing of the Department of Pathobiology and the Department of Physiology, Pharmacology and Neuroscience

BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK

COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH JANUARY 9, 2017 The meeting was called to order at 4:03 p.m. There were present: Committee Members: Jill O’Donnell-Tormey, Vice Chair Hon. Mayra Linares-Garcia Hon. Charles A. Shorter Prof. Karen Kaplowitz, faculty member Ms. Alyssa Desouza, student member Trustee Observer: Hon. Chika Onyejiukwa Ex-officio: Hon. William C. Thompson, Jr. Trustee Staff: Senior Advisor to the Chancellor and Secretary of

the Board Gayle M. Horwitz Interim General Counsel and Vice Chancellor for

Legal Affairs Jane Sovern Deputy to the Secretary Hourig Messerlian Ms. Doris Wang

University Staff: Chancellor James B. Milliken Executive Vice Chancellor and University Provost

Vita Rabinowitz

Cal. No. DISPOSITION Committee Vice Chair Jill O’Donnell-Tormey chaired the meeting in the absence of Committee Chair Wellington Z. Chen. The agenda items were considered and acted upon in the following order: I. ACTION ITEMS:

A. APPROVAL OF THE MINUTES OF THE MEETING OF SEPTEMBER 7, 2016. The minutes were approved as submitted upon motion made by Prof. Karen Kaplowitz and seconded by Trustee Charles Shorter.

B. POLICY CALENDAR

1. College of Staten Island – Ed.D. in Community-Based Leadership. Executive Vice

Chancellor and University Provost (EVC&UP) Vita Rabinowitz stated that this groundbreaking program for the College of Staten Island (CSI) will prepare students to become effective practitioner-leaders who are able to apply current research to school community collaborations and to craft those into effective practice. The program is designed to meet the needs of working educators who already hold graduate degrees. All entrants will have a master's degree plus 12 additional credits or their equivalent in a variety of related fields including a graduate certificate as school building or school district leader. The proposed program is unusual among education doctorates in that it is going to offer a more holistic approach to secondary education. That will distinguish it from Hunter College's existing Ed.D. program in Instructional Leadership, for example, which focuses more traditionally on curricula and pedagogy. This program focuses on all of the disciplines that reasonably affect children and adolescents as they are educated and


COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS, AND RESEARCH JANUARY 9, 2017

crosses social work and public health, as well as education. The program will work on preparing students to conduct and interpret research as well as focus on students’ socioeconomic context, community partnerships and family engagement. Graduates will be uniquely prepared to lead across larger systems such as superintendents, district level directors, policy developers, advocates, and officers in educational nonprofits. Although CSI has been successfully offering graduate programs in education for a number of years this is its first doctoral program in education and thus will require a master plan amendment from CSI.

In response to questions from Trustee Charles Shorter a) on the level of students that CSI expects will enroll in this program, and b) on the field instruction provided through this program:

Dean of CSI’s School of Education Kenneth Gold stated that the Ed.D. in Community-Based Leadership program will primarily attract mature students who already hold master’s degrees, and possibly have some credits beyond their graduate degree. This program is expected to be the culmination of their academic pursuits. He further stated that this is an applied program that is concerned with giving students experiences that are in school and/or community settings. He also indicated that as it does not lead to any sort of state certification or license, this program does not need to comply with any particular state regulations for numbers of hours of field work. Normally one might see something like that in a particular course description, linking it to the field experience, but in this case it is more implied in the descriptions and the syllabi because it does not need to make an explicit reference to clinical or field experiences. It really varies by each course. Locations for applied work would be reviewed by a college committee that would include faculty from both departments within the School of Education as well as faculty from other departments outside of the school. Locations are likely to be primarily on Staten Island with some in Brooklyn.

In response to a question from Ms. Alyssa Desouza on student interest in the Ed.D. in Community-Based Leadership program:

Dean Gold noted that there was a strong student interest in this program. It was primarily marketed to graduates from CSI’s Educational Leadership Program. There is one other additional area of interest which has been fascinating as it was really unanticipated: a lot of professionals at the college who have aspirations for a doctoral degree have informally come to him or to the faculty involved and expressed their interest in this program. The vision of the campus as a whole is very much in serving the community around it. This is going to be a degree that is going to support those aspirations.

In response to a question from Trustee Shorter on the career aspirations of students getting into the Ed.D. in Community-Based Leadership program:

Dean Gold stated that students in the program, many of whom already are school principals, would be interested in becoming policymakers or non-profit leaders. He added that there will be some interest from people working for community-based organizations who already have a master's degree in a related field and that is the reason why the college is not just looking at people with master's degrees in education. The college anticipates that a variety of professionals would see this degree as something that would still enhance their career aspirations.

Prof. Karen Kaplowitz commended CSI for this wonderful proposal and stated that she hoped that it becomes the model whereby the cover page of all such proposals in the



future will have all of the governance processes and their dates of approval by the Faculty Senate of the colleges, as it is very helpful. Following this discussion, Item I.B.1 was approved for submission to the Board as moved by Prof. Kaplowitz and seconded by Ms. Alyssa Desouza.

2. Borough of Manhattan Community College – AS in Public Health. EVC&UP Rabinowitz stated that the AS in Public Health has been designed primarily for students interested in transferring to one of the senior colleges. The program provides the foundational courses in science and public policy so that students may seamlessly enroll in a Bachelor of Science in Public Health. An articulation agreement has already been signed with York College, and Borough of Manhattan Community College (BMCC), and BMCC is pursuing possible articulation agreements with other CUNY senior colleges. This initiative follows BMCC's many other successful initiatives to create powerful transfer programs with CUNY senior colleges.

3. Borough of Manhattan Community College – AA in Gender and Women’s Studies. EVC&UP Rabinowitz stated that Women's Studies was established as a formal discipline in the 1970's. It is interdisciplinary in nature and courses using feminist methodology are dispersed throughout the curriculum. In the 1980's the field expanded to study masculinity through similar lenses and the discipline added gender or sexuality studies to its name. This program is yet another example of BMCC's strategic initiative to cluster liberal arts courses together into majors with the intent to connect students more closely to faculty at BMCC and to make transfer to senior colleges more seamless. There will be a minimal additional cost to the college to run the program and an articulation agreement between BMCC and John Jay College has already been signed. BMCC may possibly be developing articulation agreements with other colleges as well.

In response to a question from Trustee Shorter on articulation agreements for the AS in Public Health and AA in Gender and Women’s Studies programs:

EVC&UP Rabinowitz stated that New York State Education Department requires that associate degree programs articulate with a senior college to ensure that students have a path. What typically happens is that as soon as colleges form an acceptable articulation agreement, they apply for the degree. But that does not stop them from pursuing relationships with other colleges. The articulation agreement helps in other ways. It really makes transfers easier. Even today when transfer has probably gone as smoothly at CUNY as it has gone in a long time, thanks to Pathways and to other initiatives, the truth is students do sometimes worry whether the courses taken at CUNY community colleges will transfer to CUNY senior colleges--and they do not always. Even within a major. In fact, senior colleges understandably jealously guard their majors and there can be some friction. An agreement like this assures that any issues are worked out in advance and there is no chance that these students will lose credits in the transfer or the courses will be noncontributory. Every one of these courses will transfer.

BMCC Dean for Academic Programs and Instruction Erwin Wong noted that once an affiliation agreement is secured, the college has enough to go forward with the program. But that does not preclude the college from pursuing others. For example, for the AA in Gender Studies and Women's Studies program, BMCC actually provided two, because two articulation agreements were secured concurrently. He added that BMCC has ongoing discussions with all the senior colleges as long as they are in appropriate areas of study. Certainly York College was chosen as one of the primary candidates for public health because it has a concentration in public health. Part of the goal is obviously to



make these smaller, niche programs. Similarly with public health, part of it follows CUNY's initiative with public health but it is also taking a look at BMCC’s undeclared health majors, because many students come in with undeclared health majors wishing to become nurses. That is critical. There are only so many seats, it is very competitive and not every student will get into the nursing program. In the past the fallback would be that the student then would have to become a liberal arts major which did not necessarily respond to what their needs were. Then at BMCC we also had respiratory therapy, paramedic, and health information technology. Yet those areas did not necessarily respond to a student's interest in nursing. So we have created a lot of health programs like community health, school health education, and now public health because those offer viable alternatives for students who are interested in pursuing a health field like nursing.

In response to a question from EVC&UP Rabinowitz on whether BMCC has been charting the correlation between participation in these new programs, some of the earlier programs that were started, and persistence rates:

Dean Wong stated that BMCC’s Institutional Effectiveness and Analytics Department is taking a look at the correlation between participation in these new programs, some of the earlier ones that were started and persistence rates, because certainly the college also created other niche type programs such as Learning Academies and ASAP.

In response to several questions from Ms. Desouza on a) the specific focus of the AS in Public Health program, b) on the experiential learning opportunities offered, like internships, by this program, and c) on the opportunities for students who graduate from this program and whether they are competitive:

Assistant Professor of Health Education Yuliya Shneyderman stated that the AS in Public Health program has a general focus. BMCC worked very closely with York College and they have the second piece of this program which is to design interventions; these are the higher level courses that will teach students how to do needs assessments, plan and assess interventions, etc. BMCC’s is more of a baseline degree, introducing fairly general topics without a specific area of focus in public health, but it would introduce students to epidemiology, biostatistics, etc. As far as experiential learning, all the higher level courses at York College have a very strong community component for internships. There have been more job opportunities for students graduating with associates degrees in public health. Since Healthy People 2020 called for more associates degrees in public health, the profession is going toward having more opportunities for people with those degrees.

Following this discussion, items I.B.2 and I.B.3 were approved for submission to the Board as moved by Trustee Shorter and seconded by Trustee Mayra Linares-Garcia.

4. School of Professional Studies – BA in Liberal Studies. EVC&UP Rabinowitz stated that this proposal is in response to the University's strategic initiative--which you will be hearing much more about in the next few weeks--to recruit, enroll, and graduate more adult students. New York City alone has almost one million adults with some college but no degree. A bachelor's degree could change the trajectories of their careers, and this program is focused on this large group of New Yorkers. The program's flexibility lies in its delivery model which is 100% online. Its structure facilitates both transfer and life experience credits or a competency based credentialing--that is, if an applicant can show that they have the skills that a course might impart, they will earn those credits. Also, in its curriculum this program responds to students' wishes to tailor their academic program to their own interests. The degree is in liberal studies and not in a typical disciplinary area, so it is broad. But it offers much that is specific and useful, such as skills in writing,



in critical thinking and in professional behavior that could be tremendously useful to a wide group of people. The program is designed to provide students with professional skills like project management, advanced writing skills, and evidence based analysis that working people need.

In response to a question from Ms. Desouza on whether this program a) would be delivered entirely online, and b) whether it would offer experiential learning opportunities for the students:

EVC&UP Rabonowitz noted that there will certainly be applied learning opportunities. She invited Senior University Dean for Academic Affairs and Dean of the School of Professional Studies John Mogulescu to the table, who stated that that there are over 800,000 adults who have some college experience in this city and would really desire a degree. He added that the school is very proud that its online programs have become of national note in a short period of time and that it has such highly ranked programs.

Associate Dean for Academic Affairs George Otte noted that as far as experiential learning, this program provides an opportunity to build breadth as well as depth by applying the skills and competencies that the program is designed to foster by allowing the students to build their own portfolio of learning experiences because this is really not so much about subject matter as it is about the application of skills and competencies in written communication, in team building, in higher order reasoning and quantitative analysis.

Assistant Dean of Academic Affairs Jennifer Sparrow added that there will be a course that actually does address and requires experiential learning and because this program is geared toward adult learners, the school is looking to give people the option of a traditional place-based internship, or to do an internship type experience or research project at their current place of work. Also, credit for prior learning is an option which--and this is very important for adult learners—will help them credential the experiences and the knowledge that they are already bringing to the program.

In response to a question from EVC&UP Rabinowitz and Committee Vice Chair O’Donnell-Tormey on how life experience credit opportunities are specifically handled by the BA in Liberal Studies program:

Assistant Dean Sparrow stated that SPS has a rigorous process that actually pairs an existing syllabus with the student’s life experience. A student who might have experience in accounting and does not feel that he or she needs to sit through an accounting course can look at an accounting course syllabus and take all the learning outcomes of the syllabus and write an essay and provide supporting documentation showing his/her knowledge and proficiency. This information is evaluated by the college and the applicable credit is provided.

In response to a question from Chairperson William C. Thompson, Jr. on participation in SPS’s online programs:

Dean Mogulescu stated that in Fall 2016, approximately 2,700 undergraduate, graduate, and credit-certificate students enrolled at the School of Professional Studies (SPS). Eighty percent (8 out of 10) of the school’s bachelor’s degree programs are online, and approximately 60% (7 out of 11) of its master’s degrees are online. In Fall 2016, a total of 1,966 students matriculated at SPS in online programs, of which 1,400 were undergraduates.



In response to EVC&UP Rabinowitz’s comment that she is thrilled that the state has finally approved some very important programs, that were approved by this committee, that are going to make a big impact:

Dean Mogulescu stated that he would highlight SPS’s new Master’s in Nursing program. The school’s associate degree students have a great need now to get their baccalaureate degree, so it now has a very large undergraduate in nursing program. These are all people who have an RN already, but because of changes in healthcare, hospitals are demanding that they get a bachelor's degree. At the same time, in order to go to the supervisory level, there is a need to get a master's degree, and the Master’s in Nursing program, which took a long time to get state approval, was approved recently. Classes will be starting next fall.

In response to a question from Trustee Shorter on what kinds of outcomes are expected from the BA in Liberal Studies program at SPS:

Dean Mogulescu noted that SPS has tried to build this degree to be directly related to the workforce, and particularly related to a series of competencies that are a bit unusual in what typically might be liberal studies programs. The school expects that someone who graduates from this program will not only have a broad based education but would have developed competencies that employers want in their employees.

Assistant Dean Sparrow added that the 2012 CUNY Jobs Taskforce was actually SPS’s starting place, which looked at what employers across several sectors in New York City were interested in, so it built the program from the ground up, looking at the competencies and then looking at the courses and determining where they could embed and also assess, so that at the course level, the students are being assessed on these competencies. The focus is building and assessing the competencies and having graduates who are able to talk about the competencies in a language that will resonate with employers.

Trustee Mayra Linares-Garcia commented that colleges lose students because of whatever happens with their lives and having this program will encourage them to return and finish their studies. Giving them the opportunity to use life experience as credit is going to motivate them as it is not going to take forever. She then inquired about what would be a moderate timeline for graduation for people who are already working when they enroll in online programs at SPS:

Dean Mogulescu stated that most SPS students are adult students and will not be able to go full-time, although the school encourages them to take intersession and summer courses in addition to their regular semester coursework. The advantage of studying online is that students can take courses whenever they have the available time to do so. SPS works with the students to help them matriculate in a reasonable period of time. If a student comes in to a program with a small number of credits, it will obviously take them longer to obtain the required credits.

In response to a question from Prof. Kaplowitz on how many students are enrolled per section or per course:

Associate Dean Otte noted that pedagogically online learning works to the extent that students interact not just with the instructor but with other students, and that is absolutely critical, so the ideal class would not be much larger than two dozen students.



In response to a question from Trustee Shorter on advisement provided to students by SPS to help guide them through the development of the programs:

Dean Mogulescu stated that understanding the importance of advisors, SPS tries to put resources in advisement even at the expense of other areas.

EVC&UP Rabinowitz noted that SPS has the finest student orientation to online learning that she has ever seen. In fact it could easily be the model for all of CUNY’s online programs. It is exceedingly thoughtful and helpful and it has been assessed highly. Advising starts from the very first time a student signs up for courses, and the student to advisor ratio is approximately 150.

Following discussion, this item was approved for submission to the Board as moved by Trustee Shorter and seconded by Trustee Linares-Garcia.

II. INFORMATION ITEM:

A. Statement by Chancellor James B. Milliken.

Chancellor Milliken stated that there were a number of items in Governor Andrew Cuomo’s State of the State address earlier today that might be of interest to the Committee. First, the free tuition proposals which would position New York, CUNY and SUNY in the forefront nationally in terms of providing affordable access. In addition, it helps the University to move students to completion more quickly which is one of its highest priorities. Second, an item that CUNY has enthusiastically supported in the past, is the passage of the Dream Act which will affect so many of the students and which is great not just for the University and its students but for the state and for the country. Finally, an exciting proposal that affects all of CUNY and all of the city, but it is seated in one borough, is the proposal to transition the Institute for Basic Research (IBR) to CUNY, headquartered at CSI. The Governor intends to appoint a taskforce or a commission to look at the issues relating to that transfer. This would be terrific for CUNY, for the State, and for research in the areas of developmental disability, neuroscience and basic biology and chemistry that are done at the institute now. The University already partners with IBR at the CSI. There would be efficiencies in terms of research administration, but even more importantly, there would be additional opportunities for collaboration through the Graduate Center and doctoral education across CUNY in these disciplines that they are focused on. This is the remaining piece of the research enterprise that was associated with Willowbrook. It occupies a significant amount of space next to the CSI campus. So it makes all the sense in the world.

Committee Vice Chair O’Donnell-Tormey noted that she started her research career at IBR. She did summer internships there as a college student, and that is when she realized that she wanted to be a scientist.

Upon motion duly made, seconded and carried, the meeting was adjourned at 4:48 p.m.

I-B-1- JOHN JAY COLLEGE – BS in APPLIED MATHEMATICS: DATA SCIENCE AND CRYPTOGRAPHY

RESOLVED, that the program in Applied Mathematics: Data Science and Cryptography offered at John Jay College and leading to the Bachelor of Science, be approved, effective February 21, 2017, subject to financial ability.

EXPLANATION: John Jay continues to expand its offerings in the liberal arts by designing an undergraduate degree that focuses on mathematical applications to both big data as well as data security. The curriculum will consist of high level coursework in both mathematics and computer science. Graduates of either concentration will have career opportunities that are both professionally and financially rewarding.

Proposal for a Major in Applied Mathematics: Data Science and Cryptography

Leading to the

Bachelor of Science Degree

Department of Mathematics and Computer Science

John Jay College of Criminal Justice

City University of New York

Anticipated Implementation of Program: Fall 2017

Dates of College Governance Approval:

College Council: September 20, 2016 Undergraduate Curriculum and Academic Standards Committee: May 20, 2016

Table of Contents

A. Executive Summary………………………………………………………… 3 B. Abstract of Proposal………………………………………………………… 5 C. Purpose and Goals…………………………………………………………... 6 D. Need and Justification……………………………………………................. 10 E. Student Interest and Enrollment……………………….…………................. 14 F. Curriculum……………………………………………………………..…… 22 G. Faculty……………………………………………………………………… 34 H. Cost Assessment………………………………………………………...… 37 I. Program Assessment………………………………………………................ 40 Appendices A. Existing Course Descriptions……………………………………….. 42 B. New Course Descriptions…………………………………………… 48 C. New Course Syllabi ………..…….………………………………… 50 D. NYSED & CUNY Forms………………………………………….. 75 NYSED Cover Page…………………………………………… 76 Program of Study……………………………………………… 78 Faculty Tables………………………………………………….. 79 CUNY Financial Tables ……………………………………….. 86 E. Letters of Support ……………….………………………………… 97 F. Articulation Agreement ………………………………………….... 100 G. Job Ads ……………………………………………………………. 107

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A. Executive Summary The Department of Mathematics and Computer Science proposes a new B.S. in Applied Mathematics: Data Science and Cryptography. Data Science plays a critical role in analyzing large data sets which may have valuable information that is obscured by the sheer volume of the data itself. In the Data Science concentration, students will learn the principles of data representation, big data management, and statistical modeling. They will also be able to use computers to reveal hidden causal and temporal relationships in large data sets. Cryptography is the science of data security, both personal and institutional, and as such is also an important component of justice. In the Cryptography concentration, students will learn to secure information which is achieved by assuring privacy as well as other properties of a communication channel, such as data integrity, authenticity, and non-reputability, depending upon the application. They will devise systems for companies to resist the unwarranted intrusions of hackers, to protect internal company and consumer data, and to act as consultants to research staff concerning the implementation of cryptographic and mathematical methods. The skills provided by the proposed major are essential for engaging with the increasingly complex systems that affect how our world operates today. Further, it aligns with the mission of John Jay College of Criminal Justice, supports the important goal of increasing diversity in the workforce, and contributes to New York’s burgeoning status as a center for technological advancement and information science. A bachelor’s degree in Applied Mathematics provides access to a variety of entry level positions across a wide spectrum of commercial ventures at very competitive rates of remuneration. According to the National Association of College and Employers September 2013 Salary Survey, applied mathematics majors had a median income of $76,000, with the middle 50% in the $49,000 to $101,000 range. The Bureau of Labor Statistics reports that the number of jobs in mathematics-based occupations (actuary, mathematician, operations research analyst, and statistician) will grow as fast as the job creation average or faster during the decade from 2010 to 2020. Security and finance are major users of data science techniques and cryptography, fostering employment opportunities. The proposed program is unique within CUNY and the New York City metropolitan region. An entering freshman cohort of 20 students is estimated, with program enrollment reaching 83 students by year five. Beyond traditional freshmen, several sources of potential new enrollment already exist or are in development, including the CUNY Justice Academy, which creates pipelines for students from CUNY community colleges to continue their studies at John Jay. The proposed program is the first of its kind to emphasize Data Science and Cryptography. The curriculum consists of four segments consisting of foundation courses (15 credits), mathematics core courses (18 credits), a concentration (12 credits) in either Data Science or Cryptography,

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and electives (6 credits), for a total of 51 credits -- which conforms to other mathematics majors within CUNY. The program includes several interventions for student success, including intensive advising and summer programming. Because the major builds on existing strengths within the department, only a minor modification in teaching responsibilities will be needed. The department’s existing Computer Science and Information Security major provides the wide array of faculty expertise required for the new major. Implementation of the new major will necessitate that some of the fulltime faculty who periodically teach lower division courses will have a portion of their responsibilities shifted towards upper level courses. The total cost (faculty, library acquisitions, advising, and marketing and promotion) to mount the major is $26,500 in the first year and $41,000 in subsequent years due to the projected increase in enrollment. The revenue generated by the program ($439,000) far exceeds the costs of implementing the program. The Mathematics and Computer Science department will fully participate in John Jay’s institutional assessment protocol for the major, following a five year cycle of outcomes assessment for courses germane to the major. The department will also assess program effectiveness by tracking the postgraduate success of alumni and administering periodic surveys of alumni and employers. In sum, the proposed major in Applied Mathematics: Data Science and Cryptography is a promising opportunity for our students, for John Jay College, and for CUNY to make a foray into the frontiers of data analysis and security. Its graduates will be important assets to their families and communities, to employers in the city and the state of New York, and to our interconnected world.

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B. Abstract The Mathematics and Computer Science Department at John Jay College of Criminal Justice proposes a major in Applied Mathematics: Data Science and Cryptography leading to a Bachelor of Science degree. In the Data Science concentration, students will learn the principles of data representation, big data management, and statistical modeling. They will also be able to use computers to reveal hidden causal and temporal relationships in large data sets. Companies are now seeking employees with the skills to build and query large data sets and to understand how to ask the right questions in order to extract critical, usable knowledge. Cryptography is the science of data security, both personal and institutional, and as such is also an important component of justice. In the Cryptography concentration, students will learn to secure information which is achieved by assuring privacy as well as other properties of a communication channel, such as data integrity, authenticity, and non-reputability, depending upon the application. They will devise systems for companies to resist the unwarranted intrusions of hackers, to protect internal company and consumer data, and to act as consultants to research staff concerning the implementation of cryptographic and mathematical methods. Supported by the faculty resources already on hand, the curriculum offers an integrated academic program with the depth and breadth necessary to make students truly competitive in the job market. Both concentrations provide the knowledge and skills that are in demand in high tech entrepreneurship, finance, modern communication, medicine, security, transportation, and manufacturing. New York City is in the process of being repositioned as a nexus of technological innovation and discovery as well as a haven for entrepreneurial leadership. One important requisite for achieving such a transformation is the availability of a renewable work force possessing skills in data analysis and security from which new enterprises can fill their personnel needs. The proposed major in Mathematics addresses this requirement. The proposed undergraduate program is the first of its kind to emphasize Data Science and Cryptography. It is rigorous yet flexible. Although the major is unique, both the required number of credits and the required courses are comparable to other undergraduate mathematics curricula within CUNY and across the United States. No doubt most graduates of the mathematics major will seek employment immediately upon graduation which is the path for the majority of John Jay graduates. Employment data suggest that graduates will find career placement within a relatively short time. However, for students who opt to pursue graduate study either at the masters or doctoral level, the major’s curriculum will provide the foundation necessary for students to succeed in their post graduate endeavors.

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C. Purpose and Goals of the Program The proposed Applied Mathematics major with concentrations in Cryptography and Data Science aligns with the mission of John Jay College of Criminal Justice to provide a liberal arts curriculum that “…equips students to pursue advanced study and meaningful, rewarding careers in the public, private, and non-profit sectors,” in the context of professional programs that “…introduce students to foundational and newly emerging fields and prepare them for advancement within their chosen professions.” The proposed major also supports the college's stated commitment “to educating traditionally underrepresented groups” and increasing diversity in the workforce. It also supports other dimensions of the mission, including preparing students for “ethical leadership…, global citizenship,” and “transformative scholarship.” The mayor of New York City, William DeBlasio, his predecessor, Michael Bloomberg, and the governor of New York State, Andrew Cuomo, have all sought to reposition New York City as a nexus of technological innovation and discovery as well as a haven for entrepreneurial leadership. With its concentrations in Data Science and Cryptography, the proposed major will contribute to achieving such a transformation by preparing a skilled work force from which new enterprises can fill their personnel needs. Indeed, the proposed program is one of the few in North America that offers a concentration in Cryptography. The proposal aligns well with both the mission of John Jay College and the CUNY Master Plan with respect to workforce development in many respects. The proposed major offers a choice of two concentrations, Data Science and Cryptography. Data Science plays a critical role in analyzing large data sets which may have valuable information that is obscured by the sheer volume of the data itself. Data Science has an important role in the pursuit of justice and homeland security. Often hidden information is benign, merely a description of market trends or personal preferences. But sometimes what is not in plain view might be evidence of crimes that have already been committed, which is often the case in the financial sector, or an indication of events yet to unfold, especially when attempting to interdict and thwart an incipient terrorist attack whether it be in the physical realm or in cyberspace. The net cost of recovery is often incalculable whether the aftermath is emotional trauma, financial loss, or the destruction of tangible assets, especially when human life hangs in the balance. Plainly, Data Science has an important role in the pursuit of justice and homeland security. Cryptography is the science of data security, both personal and institutional, and as such is an important component of justice. Graduates specializing in cryptography will be the guardians and managers of sensitive commercial information and classified intelligence, which is one of the pillars of national defense. Nowadays, most communications are encrypted so that either knowingly or unknowingly every individual engages cryptographic algorithms daily. The pursuit of justice often demands that law enforcement have the requisite legal capabilities to decrypt personal and institutional communications. Thus Cryptography has a prominent role in assuring that justice is

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well served albeit with the concurrent ethical concerns that citizens’ rights are protected. Both Data Science and Cryptography frequently deal with the retrieval of evidence, the former from large data sets when there is reason to believe that illegal activity has taken place or the latter when there is suspicion that an encrypted communication contains information affecting institutional or national security. There is a process of determining who the malefactor was and what sort of harm could have potentially been caused. But there is also a legal process that must be followed assiduously to ensure that the evidence retrieved is usable in a court of law. Finally, Mathematics has long been a staple of liberal arts colleges, including institutions with a humanities focus, because it is the language of science and as such facilitates the building of bridges between the sciences and the humanities. Mathematics graduates will be professional critical thinkers and analysts, and their skills will play a critical role in the service of justice. The skills provided by the proposed major are essential for engaging with the increasingly complex systems that affect how our world operates today. Automated systems based on machine learning also play a critical role in our social and economic lives. Under the moniker of “big data,” organizations use these systems to discover insights and generate predictive models that take advantage of the enormous troves of data they can now capture. As a recent article suggests, these systems are pervasive and affect everything from the ads we see on digital devices to our ability to get credit. (http://www.wired.com/insights/2014/03/use-data-tell-future-understanding-machine-learning/) Yet, very few people, even among those responsible for designing and deploying these systems, understand how these systems work, their limitations and the consequences of using automated systems for critical decisions. (https://www.linkedin.com/pulse/unintended-consequences-negative-impact-new-machine-learning-lebanon). In the Data Science specialization, students will examine the methods behind machine learning systems and learn to view them critically. They will understand that these systems frequently are based on heuristics, not proven algorithms. Often, unlike with traditional statistical techniques, there is no proven way to quantify a level of confidence in the results they produce. Students will understand, for example, that in most cases there is no standard method to determine if a learning system has seen enough test data to make reliable predictions on real data. Moreover, students will also understand that mathematically based systems for reasoning and belief can change and are still open areas of research in the Artificial Intelligence Community. The data analytics specialization will enable students to understand the advantages, limitations and possible consequences of using machine learning based systems. This undergraduate experience will encourage students to learn more about the field and possibly become involved in research in the area.

Concerning workforce development, a bachelor’s degree in Applied Mathematics provides access to a variety of entry level positions across a wide spectrum of commercial ventures at very competitive rates of remuneration. The National Association of College and Employers

7

http://www.wired.com/insights/2014/03/use-data-tell-future-understanding-machine-learning/

http://www.wired.com/insights/2014/03/use-data-tell-future-understanding-machine-learning/

https://www.linkedin.com/pulse/unintended-consequences-negative-impact-new-machine-learning-lebanon

https://www.linkedin.com/pulse/unintended-consequences-negative-impact-new-machine-learning-lebanon

September 2013 Salary Survey1 compiled employment data for recent graduates of the class of 2013 from the Bureau of Labor Statistics, the Census Bureau, the New York State Department of Labor, and Job Search Intelligence. The median starting salary for mathematics and statistics majors entering the workforce was $47,900, with the middle 50% earning in the $40,000 to $58,000 range. They performed better than science majors in general, as well as humanities and social sciences majors. It is worth noting that only computer science and computer information systems majors had higher starting median salaries ($58,000 and $52,000, respectively). The survey found that a plurality (13,800 graduates) of mathematics and statistics majors entered educational services, a many-faceted field that is projected to face a severe shortage of qualified personnel in the near and long term. Individuals from traditionally under-represented groups are especially in demand and John Jay College’s diverse student population would be a significant source of qualified minority candidates that choose careers in education. The next two most popular employment categories for these majors were finance and insurance (3,300 graduates), and professional, scientific, and technical services (3,200 graduates). It is worth noting, however, that this survey does not distinguish mathematics education majors from more traditional mathematics majors. Median starting salaries for all three categories were more or less the same ($48,600-48,900 on average). Other findings corroborate this evidence that Mathematics majors become high achievers in the workforce. What’s It Worth? a May 2011 report from the Center on Education and the Workforce at Georgetown University, also drew on data from the Census Bureau. Data for this report reflect individuals in the national workforce who earned bachelor’s degrees but not graduate degrees unless otherwise stated. Applied mathematics majors made up 0.05% of the college-educated workforce whereas (pure) mathematics majors made up 1%. Applied mathematics majors had a median income of $76,000, with the middle 50% in the $49,000 to $101,000 range; mathematics majors had a median income of $67,000, with the middle 50% in the $42,000 to $100,000 range. Both programs had significantly higher median earnings than any other majors (e.g. humanities and liberal arts, law and public policy, physical sciences, and social sciences) with the sole exception being engineering where the median income was $75,000. The study describes mathematics majors as being more widely distributed across industries than most other majors: 17% of majors find employment in finance, 17% in professional industries, 15% in education, 9% in durable manufacturing, and 6% in retail, with the remainder in other sectors. Applied mathematics majors were similarly distributed across industries: 18% obtain positions in finance, 15% in professional industries, 11% in transportation, 10% in education,

1https://www.naceweb.org/uploadedFiles/Content/static-assets/downloads/executive-summary/2013-

september-salary-survey-executive-summary.pdf

8

and 8% in durable manufacturing, with the remainder in other industries. Within these industries, the plurality (33% of applied mathematics majors and 26% of pure mathematics majors) works with computers to varying degrees while the next largest group works in management (19% and 17%, respectively).

About half of mathematics majors (52% of applied mathematics and 47% of pure mathematics) go on to earn a graduate degree. The unemployment rate for both was merely 5%. The Bureau of Labor Statistics reports that the number of jobs in mathematics-based occupations (actuary, mathematician, operations research analyst, and statistician) will grow as fast as the job creation average or faster during the decade from 2010 to 2020.

9

D. Need and Justification The proposed Applied Mathematics major will support key initiatives to develop the city and state of New York. The New York City metropolitan region is on its way to becoming a major technological hub that rivals California’s Silicon Valley. The mayor, William DeBlasio, as well as his predecessor, Michael Bloomberg, along with the incumbent governor, Andrew Cuomo, have tied the future economic well-being of both the city and state to the continued growth of environmentally friendly high tech commercial ventures. The National Science Foundation (NSF) in its Mathematical Sciences Innovation Incubator (MSII) initiative has identified modern communication, transportation, medicine, manufacturing, security, and finance as fields that will depend on the mathematical sciences for innovation and the development of new technology and information science. These sectors, with the possible exception of manufacturing, already have a significant footprint in the New York City metropolitan area. In order for them to continue to flourish and to remain domiciled in the New York City metropolitan region, an adequate base of well-educated individuals will be an indispensable resource that must be available and renewable. Historically, the City University of New York (CUNY) has been one of the major sources of college educated employees for local businesses. Therefore, it is reasonable to say that a substantial part of the need for mathematicians that will help to sustain continued economic growth in these sectors will be met by CUNY graduates. Economic growth is also achieved by enticing business to the city or its environs and workforce availability is one of the prime considerations of any corporation contemplating to relocate. Security and finance are presently major users of data science techniques and cryptography, and it is expected that their reliance on them will continue to increase thereby fostering further employment opportunities. Mathematics is a robust discipline whose utility is recognized by many other commercial sectors. Specific careers that are open to mathematics majors regardless of concentration are listed below along with corresponding minimum salaries; more information is available at www.weusemath.com and www.careercast/jobs-rated/best-jobs-2016. Those careers that necessitate a graduate degree, a certificate, or further training are marked with an asterisk. • Actuary: $55,780 • Air traffic controller*: $64,930 • Architect*: $44,600 • Attorney*: $54,310 • Budget analyst: $45,720 • Cryptanalyst: $38,930 • Foreign exchange trader: $90,008 • Forensic analyst: $32,200 • Inventory control specialist: $55,230

10

http://www.weusemath.com/

http://www.careercast/jobs-rated/best-jobs-2016

• Market research analyst: $51,000 • National security analyst: $49,861 • Operations research analyst: $39,920 • Quantitative financial market analyst*: $51,374 • Statistician: $39,090 • Stockbroker: $42,911 • Technical writer: $38,700 • Urban planner*: $41,490 Currently positions are available at all credential levels, (that is, B.S, M.S., and Ph.D.), both in Data Science and Cryptography. In fact, most postings of available positions seek expertise in either one of these fields or both. Consequently, graduates that initially decide to enter the workforce still have the advantage of a long career track if they choose to further their education at a later date. Not only will our graduates have all the skills necessary to perform any task which requires an ordinary mathematics degree, they will also be well positioned for further training in digital forensics and cybersecurity with significant coding ability and deep knowledge of cryptographic protocols. Those students that opt to pursue a graduate degree will be more than adequately prepared. In particular, either of the major’s specializations provides a pipeline to John Jay’s master’s program in Digital Forensics and Cyber Security as well as other quantitative master’s degrees. Quite a few positions are posted under the title “data scientist” and a representative sampling from the website Kaggle (http://www.kaggle.com/jobs) using the filter “New York, NY” follow. Broadening the search to the surrounding metropolitan area expands the number of opportunities multiple times.

Ladders, Lead Data Scientist, New York, NY. Ladders is a data driven response website that helps people “manage, market, and move-up in their careers…

First Access, Senior Data Scientist. First Access is a New York based data analytics company that sells an instant risk assessment to financial institutions worldwide…

Berkeley Research Group, Data Science Consultant, Washington, DC, New York, NY, Los Angeles, CA.

Murmuration, Director of Data Science. Looking for an experienced innovated director of Data Science…

Data Scientist/Data Analyst, Mitre Corporation, McLean, VA and Bedford, MA. Applying data analytics to real world problems. Seeking a motivated creative data scientist to apply cutting edge tools and techniques to problems facing the US government.

Univision Communications, Manager-Data Analytics. Position based in New York, NY office. Five years experience in related digital field: data science.

Sendence, Data Engineer, New York City. Building a comprehensive data platform initially targeted at the financial industry… including time series data. BS, MS, PhD in

11

http://www.kaggle.com/jobs

comp. sci. Although few positions are posted under the title “cryptographer,” our students are an excellent fit for positions entitled “security engineer” or “security architect.” A sampling of the postings on the websites Indeed (http://www.indeed.com/q-Cryptography-jobs.html) and Payscale (http://www.payscale.com/research/US/Job=SecurityArchitech.IT/Salary) shows a robust employment environment. Some specific illustrations just from Manhattan alone make the point:

Systems Security Engineer; Healthfirst; Strong experience and detailed technical knowledge in security engineering, system and network security, authentication and security protocols, cryptography, …

Head of Cyber Security at Growing/Funded eCommerce Start Up; CyberCoders: $120,000-$175,000 per year; Ecommerce Cyber Security, PCI compliance, Cryptography, Encryption, Security Standards/Technologies, Penetration Testing, Incident Response, Network Defense,…

Technology-Technology Risk-Application Security Architect; Goldman Sachs; Provide deep level subject matter expertise in one or more areas such as implementation of cryptography, authentication, specific development language …

Software Security Engineer; Rockstar New York; Experience implementing core cryptography concepts; …

HP Security Architect; CyberSN; Previous experience with cryptography; Roles and responsibilities of HP Security Architect; …

Information Security Engineer; Two Sigma Investments, LLC; Demonstrable and detailed understanding of cryptography; network security; mobile security; and PKI infrastructure and implementation; …

Threat Modeling Security Architect/Architect, Information Security; BNY Mellon, Strong knowledge of secure application architectures, encryption technologies, cryptography and key management, authentication & authorization; …

A search on Payscale reveals that after accumulating five years of work experience, a security architect has an expected compensation (salary plus bonuses, profit sharing, and commission) of $84,015-$161,534 with a median of $114,603.

The need to increase workforce participation of traditionally under-represented groups in high tech Science, Technology, Engineering, and Mathematics (STEM) disciplines has been evident for some time. These careers offer multiple pathways to advancement and higher rates of remuneration that eventually lead to middle class status, often a prized goal of first generation college students. Yet, a recent study by the Organization for Economic Cooperation and Development shows that low income students receive less theoretically-robust mathematics instruction than wealthier students. (http://hechingerreport.org/pure-math-better-applied-math/) The proposed Applied Mathematics Major is poised to address this inequity. John Jay College is a notable minority serving institution since approximately 60% of its undergraduates identify with historically minority ethnic groups. Furthermore, approximately 40% of the student body is Hispanic. These percentages have been consistent for the past decade which is a reflection of New York City’s present demographic makeup. If there is any trend in the college’s

12

http://www.indeed.com/q-Cryptography-jobs.html

http://www.payscale.com/research/US/Job=Security

http://hechingerreport.org/pure-math-better-applied-math/

demographic composition, it would be to further increase the historically underrepresented minority population within the student body. Therefore, John Jay is in a commanding position to increase diversification within the STEM disciplines. Indeed, the college is well known for its diverse demographic makeup as evidenced by the significant presence of law enforcement organizations during employer recruiting events where the need to increase the minority presence in their ranks has become a critical national priority. In fact, the Department of Mathematics & Computer Science has occasionally fielded inquiries by STEM employers who wanted to know whether a degree in mathematics was offered. The college’s mission statement says that “… it is dedicated to educating traditionally underrepresented groups and committed to increasing diversity in the workforce.” Adding an Applied Mathematics major (with concentrations in Data Science and Cryptography) to those STEM degree programs that are already in place will provide additional opportunities for the entire student body to enter a growing field where there are robust opportunities either for immediate employment after graduation (cf. above) or the pursuit of graduate study. No doubt most graduates of the mathematics major will seek employment immediately upon graduation which is the rule for the majority of John Jay graduates. With many opportunities available, graduates should find placement within a relatively short time. However, some do continue on to graduate study. Frequently, our students undertake graduate study with the support of their employers once they have successfully completed a probationary period at work. Those individuals that opt for graduate study will find that they are well prepared to enroll in a wide range of masters programs such as Digital Forensics and Cyber Security (an interdisciplinary program that is located at John Jay), Financial Mathematics, Machine Learning, the traditional degree in Mathematics, and Mathematics Education. Indeed, the required mathematics core (cf. section F below) is similar to the core requirements of other established CUNY mathematics programs thereby affording graduates the widest possible choice of subsequent educational opportunities. Through the action of the Program for Research Initiatives for Science Majors (PRISM), an increasing number of John Jay STEM undergraduates have gone on to Ph.D. programs. Indeed, a select few of the graduates from the D4CS program have gone on to earn the Ph.D. degree either at the CUNY Graduate Center (3) or elsewhere (University of California-Berkeley:1).

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E. Student Interest and Enrollment Given that the proposed curriculum is unique within CUNY and the New York City metropolitan region; there is significant potential to bring new students to John Jay. Furthermore, given CUNY’s significant price advantage over competing private institutions, it is reasonable to expect that the cachet of the proposed program would generate interest beyond the University’s traditional constituency. Several sources of potential new enrollment already exist or are in development. There is an articulation agreement presently in place with Borough of Manhattan Community College (BMCC) for the well-established Computer Science and Information Security (CSIS) major (implemented in 1988) which would be expanded to embrace the new program. Additional joint degrees will be sought with both LaGuardia Community College and Queensborough Community College which have the highest number of associate degree graduates among the CUNY community colleges declaring a major in the mathematical sciences (cf. the table below). Both cohorts would complement several existing pipe lines of well-prepared students. Further strengthening John Jay’s relationship with community colleges is a recent grant from the JPMorgan Chase Foundation, which provides $96,000 annually over the next three years, to aid in the development of an industry-aligned dual admission and joint (undergraduate) degree program in Computer Science and Information Security (CSIS) that involves the five community colleges in the CUNY Justice Academy. The effect will be to expand the CUNY Justice Academy to include the B.S. degree in Computer Science and Information Security. The grant is being supervised by Dean of Graduate Studies Anne Lopes. Not only does the grant formalize new education pathways for well-prepared students but it also anticipates the development of institutional partnerships and virtual internships which will eventually lead to additional employment opportunities in data science and cybersecurity. (The grant also aims to connect the undergraduate Computer Science and Information Security Program (CSIS) with the master’s program in Digital Forensics and Cybersecurity (D4CS) thereby facilitating access to graduate study.) Another source of students is the mayor’s high technology initiative to create pipelines of high school students that already have completed several credit bearing college level courses prior to college admission. Even though there are presently Advanced Placement (AP) tests in Calculus and Computer Science, not enough high school students avail themselves of this opportunity and the mayor’s initiative is just one part of the effort being made to mainstream New York City high school students into well-paying careers that offer upward mobility to the middle class. John Jay College also admitted its first class of Macauley Honors Program students during the fall 2014 semester. These highly motivated students are an additional source of exceptionally well qualified individuals that often seek out challenging and cutting edge contemporary nascent disciplines. All of these different pathways taken together afford a broad enrollment base that will sustain the proposed program.

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Mathematics Majors

Degree Fall 2015 Total Enrollment

2014-2015 Total

Graduates CUNY

Community Colleges

BMCC Mathematics AS 172 22 Bronx CC Mathematics AS 51 6 Hostos CC Mathematics AS 29 10

Kingsborough CC

Mathematics AS 49 12

LaGuardia CC Liberal Arts: Mathematics and

Science

AS 1,444 135

Queensborough CC

Liberal Arts and Sciences – Math

and Science

AS 777 130

CC Totals 2,522 315

CUNY Senior Colleges

Baruch Mathematics BA 133 26 Brooklyn College

Computational Mathematics

BS 10 4

Mathematics BA 39 7 Mathematics BS 44 6

City College Math in Scientific and Industrial Applications

BS 130 23

Mathematics BA 45 8 Mathematics BS 61 11

Hunter College Mathematics BA 131 36 Lehman Mathematics BA 91 20

Medgar Evers Mathematical Sciences

BS 46 3

NYC College of Technology

Applied Mathematics

BS 98 12

Queens Mathematics BA 269 78 College of Staten

Island Mathematics BS 108 13

York College Mathematics BA 11 3 Mathematics BS 65 17

Sr Col Totals 1,281 267

Note: Data from Academic Programs Inventory, by College and Academic Program. CUNY Office of Institutional

Research and Assessment, 20016-03-10.http://cuny.edu/about/administration/offices/ira/ir/data-

book/current/academic/ACPG_0007_APIReportbyCollegeandAcademicProgramFall2015.pdf

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http://cuny.edu/about/administration/offices/ira/ir/data-book/current/academic/ACPG_0007_APIReportbyCollegeandAcademicProgramFall2015.pdf

http://cuny.edu/about/administration/offices/ira/ir/data-book/current/academic/ACPG_0007_APIReportbyCollegeandAcademicProgramFall2015.pdf

There is also a natural synergy between the proposed Applied Mathematics program and the existing degree program in Computer Science and Information Security (CSIS). Both data science and cryptography are computationally intensive disciplines. So it is not surprising that the proposed Mathematics major shares 18 credits worth of courses with the B.S. in CSIS, namely, MAT 241-Calculus I, MAT 204-Discrete Structures, CSCI 271-Introduction to Computing and Programming, CSCI 272-Object Oriented Programming, CSCI 373-Advanced Data Structures, and either CSCI 362-Data Base and Data Mining (Data Science specialization) or CSCI 360-Cryptography and Cryptanalysis (Cryptography specialization). Consequently, the new major already has a strong enrollment base in its foundation courses and it will also enhance the strength of the Computer Science and Information Security (CSIS) program. Additionally, Forensic Science students contribute to the MAT 241-Calculus I enrollments and provide the majority of existing enrollments in MAT 301-Mathematical Probability & Statistics I, the latter being required of all students in the proposed Mathematics major.

Several John Jay students from other majors might decide to switch their major to Mathematics once the program is established. Not more than three per year are included in this category with the assumption that they enter the program between their freshman and sophomore years. Another source of CUNY based enrollment during the third and fourth years would be from mathematics majors at other CUNY senior colleges who wish to take elective courses in either Data Science or Cryptography. Indeed, since the mathematics core of the proposed major (cf. section F-Curriculum, below) is nearly universal within CUNY and beyond, these students are well qualified to enroll in any course in either the Data Science or Cryptography concentration. Although these would not be transfer students, their presence would provide the college with additional FTE generation and compensate for any freshman and sophomore attrition. The department intends to offer a welcoming environment to this cohort and to open lines of communication with other CUNY mathematics departments to encourage the growth of this option. For the purpose of computing numerical enrollment projections, these students are classified as part time and only two per year are assumed initially. The proposal to offer a mathematics major at John Jay College was primarily motivated by student interest. Indeed, students who had demonstrated an affinity for mathematics and who were enrolled in advanced mathematics courses have long expressed to the mathematics faculty their regret at the absence of a mathematics major. The department already has a long standing mathematics minor with respectable enrollment which would be another pipeline for enrollment in the proposed mathematics major. To provide quantified evidence for the student interest in a mathematics degree, we conducted an online survey during the spring 2015 semester. Eighty-nine (89) replies were gathered during a four-week period. Four groups were targeted, namely CSIS majors, mathematics minors, PRISM students, and students registered in advanced mathematics courses such as calculus (or beyond).

16

The questionnaire was short and contained four questions as well as a section for comments. The first question was whether John Jay should offer a major in applied mathematics. The rationale for this question was twofold: one, we wanted to assess how popular an applied mathematics offering from the department would be and, second, how a mathematics major would fit with the mandate and mission of John Jay College as perceived by those student groups. An overwhelming 85% of the respondents recognized the necessity of John Jay College offering an applied mathematics major.

The second question was simply whether the students would consider majoring in applied mathematics, and if so, what concentration they would choose. Similarly, there were two sides to this question. First, we assessed the likelihood of someone choosing an applied mathematics major within the targeted population. Second, we tested how the proposed major would fare among the John Jay student population when compared to the mathematics curricula offered by the other CUNY senior colleges. Again, an impressively high 75% of respondents would have considered following mathematics major. Furthermore, more than 60% of respondents would have considered specializing in either Cryptography or Data Science

Question 1

17

Question 2

The third question asked whether students would choose mathematics major should they transfer out of their present major. This question probes deeper into the desire to pursue mathematics major when students have already invested a large part of their credits in a different subject. Again, the responses confirmed our impressions. 30% of the respondents would consider transferring to a mathematics major – more than all other majors mentioned.

Question 3

Finally, we include some of the free response comments that were received from respondents:

18

1. I am actually transferring out of John Jay College because there is no math major. I'm going to Stony Brook University to study applied math and statistics. If there was a math major, maybe I would consider staying.

2. I have been a math lover and having a math major would be very beneficial to the school. I wanted to major in math in John Jay but since it was not an option I was forced to minor. This will not affect me since I am graduating, however I would have majored in math if it was an option.

3. A major in math would be great for an economics major. I'm an economics major, mathematics and economics go to hand to hand.

4. I graduated past dec and math minor. This is sad that data analyst major is coming up after I graduated.....

5. I think having a Math Major would be a great idea. That would only mean more math classes to be offered.

6. I am interested in math and with a math major available, I would have reconsidered my options. 7. I would definitely transfer to cryptography 8. I am an economics major so data analysis would've been most helpful to me. 9. As of now, I'm currently enrolled in the forensic science major but it's becoming more and more

difficult to find jobs here in New York. Therefore, if I were to change majors, I think a major in cryptography would be ideal since a degree in that discipline can be applied to both private and government security. The internet and its capabilities can only grow from here and with it will arise a great need for both security and privacy. I'm interested to see what math courses will be required to earn a degree like this.

10. I came in as a forensic science major, but realized it was not for me and decided to take a mathematics route. Unfortunately because math was not a major here at John jay, I have been taking the appropriate steps needed in order to transfer schools. This is troubling because I love John Jay College and I really dislike the fact that I have to transfer because the major I am now interested in is not offered. I am very excited to hear that john jay is considering a math major and I hope all the details are worked out in time for me to make a final decision on my transfer.

11. I think there should be more math majors, for students who actually enjoy math and can look forward to enhancing their skills in the subject

12. A Math major would be greatly beneficial for society. Some people do not understand the impact mathematics can have in their lives. Although I am in a field that I generally prefer (forensic science), the aspects of mathematics still fascinates me, and may have been a close second option for a major for me. I have thought of taking up Math as a minor, but it would be amazing to see a Math major offered to other students.

13. In this age of technological advances we are to understand data and analyze it to have a step up from the competition.

14. I would like to see more computer courses offered at John Jay. If a cryptography major or minor were offered I would consider taking it.

15. I would have taken a double major in mathematics and computer science if it was available 16. As a CSCI major I would definitely major in Cryptography. 17. I have a computer science major now, if there is an applied math major, I would like to have

double majors.

19

18. Would be beneficial to have the ability to double major in CIS and Applied Math with Cryptography.

19. Currently a Computer Science/Information Security major but had there been a Data Analysis type of major, I may have considered that as well.

20. if the Data Analysis major does come to John Jay I would definitely do a double major. 21. If there was a major specialized on cryptography I would be very interested in switching my

current major to that one. 22. I think The Mathematics and Computer Science Department should be considering the

development of a new major that will specialize in CRYPTOGRAPHY and DATA ANALYSIS. It is a great idea. Good luck!

23. I am a Forensic Psychology student. While I am not interested in math, I am sure there might be students who are interested in Cryptography.

The survey results indicate unequivocally that there is a desire for a mathematics major at John Jay College and the mathematics major we propose would go a long way toward fulfilling this need. The survey was only administered to students who had already been exposed to a great deal of mathematics and had demonstrated prior interest in mathematics. We believe that a mathematics major would also appeal to students with a strong interest in science and the humanities. Science students are naturally attracted to subjects that are quantitatively based, while humanities students are drawn to the abstract, almost philosophical nature, of mathematics. It is not unusual to find that the top performing students in a mathematics class are majoring in Psychology or Forensic Science. Many comments also reveal a strong interest in having the opportunity for a double major in CSIS and mathematics or economics and mathematics. Nevertheless, our intention is not to attract just John Jay students. Our principal concern will be to recruit and enroll new students that are attracted to John Jay by the singular concentrations of the mathematics major, namely, Cryptography and Data Science, which are truly unique offerings in the greater New York City metropolitan region, and, possibly the United States. Indeed, these two fields have cachet and are attracting well prepared high school graduates looking for careers in emerging employment sectors. A projection of student enrollment in the major is presented in tabular form. An entering freshman cohort of 20 students is estimated. The enrollment projections also assume that the average college wide first year retention rate is at least 75% which is a conservative estimate since recent data suggest slightly better performance. Due to an intensive advisement and intervention strategy (cf. section F-Curriculum below), the retention rates for the second, third, and fourth years are taken to be at least 90%, 95%, and 95% respectively. It is expected that half of the seniors graduate at the end of their fourth year whereas the remaining half graduate at the end of their fifth year.

20

Projected enrollment, Applied Mathematics B.S., years 1-5

*Please note: These projections consider John Jay’s 77.6% one-year retention rate (based on most recent data available from the fall 2014 entering class). Additionally, in the first three years of the major, additional existing students are expected to transfer from an existing major into the new Mathematics major. In the fifth year, graduates from the program are considered in the projections at a 20.8% rate, which is our average graduation rate over the five most recent years (fall 2010 cohort).

Year 1 Year 2 Year 3 Year 4 Year 5

New Cont New Cont New Cont New Cont New Cont

FT

students 13 5 18 14 20 25 20 35 30 34

PT students

2 0 2 2 5 3 5 8 10 9

Sub-Totals

15 5 20 16 25 28 25 43 40 43

Totals 20 36 53 68 83

21

F. Curriculum A thorough curricular review of the CUNY senior colleges’ mathematical sciences programs was undertaken prior to developing the curriculum of the proposed mathematics major. It reflects current thinking regarding the necessary foundations required to pursue a career in mathematics while at the same time preparing students for two contemporary concentrations that are in great demand. The proposed program is the first of its kind to solely emphasize Data Science and Cryptography. Indeed, contact with other senior colleges regarding their mathematics majors’ career paths revealed many different possibilities but none included these concentrations (cf. table below.). The proposed curricular requirements are also comparable with other mathematics programs outside of CUNY.

CUNY Mathematics Majors’ Career Paths

College Career Paths

Baruch Actuarial sciences.

City Actuarial sciences, business, finance, government (e.g. U.S. Patent Office), high-tech (e.g., Google), scientific and industrial applications, teaching.

Hunter Actuarial sciences, banking, construction management, finance, high-tech, medical research, pharmaceuticals, teaching.

Lehman Actuarial sciences, business, engineering, transportation.

New York City Tech Finance, government, teaching, transportation.

Queens Actuarial sciences, banking, finance, social science research, teaching.

Staten Island Engineering, finance, teaching.

Two concentrations are proposed for the major each contributing uniquely to the college’s mission. The first concentration is Data Science. In this concentration, students will learn the principles of data representation, big data management, and statistical modeling. They will also be able to use computers to reveal hidden causal and temporal relationships in large data sets. Companies are now seeking employees with the skills to build and query large data sets and to understand how to ask the right questions in order to extract critical, usable knowledge. Expertise in data analytics will be in demand in nearly all areas of human enterprise. Any major industry—banking, education, defense, insurance, healthcare, law enforcement, petroleum

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logistics—is grappling with data analytics issues. The issues of “big data” engender partnerships with diverse public sector and commercial enterprises. The capstone course (MAT 4yy–Data Analysis) will prepare students for experiential learning opportunities through partnerships with the public and private sectors that furnish real time situations for analysis. The second concentration is Cryptography. In this concentration, students will learn to secure information which is achieved by assuring privacy as well as other properties of a communication channel, such as data integrity, authenticity, and non-repudability, depending upon the application. They will devise systems for companies to resist the unwarranted intrusions of hackers, to protect internal company and consumer data, and to act as consultants to research staff concerning the implementation of cryptographic and mathematical methods. Cryptologists find employment in banks and trust companies, financial institutions, insurance companies, scientific institutions, and research agencies. They may also work for telecommunications companies, computer design firms, consulting firms, science and engineering firms, and all levels of government, including defense and intelligence agencies. As previously detailed (cf. section E above), the Applied Mathematics major and the existing major in Computer Science and Information Security (CSIS) share 18 credits worth of courses thereby providing for a natural synergy between them. Such a commonality of core courses also furnishes an opportunity for ambitious students to undertake a dual major in Mathematics and Computer Science and Information Security (CSIS). Graduates having a dual major in these sought after disciplines will be in a strong position to compete for the choicest employment opportunities or to pursue graduate study. 1. General Learning Objectives The Applied Mathematics major is designed to enable all students to be able to:

Apply the principles of mathematical proof and deductive logic to prove level appropriate mathematical statements or create counterexamples within the context of the real number axioms and the axioms defining various algebraic structures;

Apply the mathematical modeling process to modern problems in data science and cryptography for the purpose of analyzing large data sets and encrypting plaintext or decrypting cipher text; and

Function effectively in an interdisciplinary team environment and express quantitative information effectively to others;

Identify and adhere to the ethical constraints of respecting personal data privacy and evaluate and asses ethical standards for the application of cryptographic algorithms in contemporary contexts.

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2. Description of the Prescribed Coursework The curriculum was designed to facilitate student progress towards graduation. It consists of four segments consisting of foundation courses (15 credits), mathematics core courses (18 credits), a concentration (12 credits), and electives (6 credits). Consequently, to fulfill the requirements of the major, a student must complete 51 credits which align with the other robust majors of the college. Once a student has completed the introductory calculus sequence, nearly all of the core courses and the elective offerings may be taken in parallel. The notable exceptions are the one or two courses at the end of the concentrations which demand a synthesis of all of the mathematical knowledge acquired throughout the program. Customarily, the basic calculus sequence is reckoned as part of the mathematics major at senior CUNY colleges. (a) Foundation Courses (15 credits) The foundation courses consist of the universally accepted pathway to the mathematical sciences, the first year calculus sequence (MAT 241-MAT 242) as well as a computer programming course, Objected- Oriented Programming (CSCI 272), and Discrete Structures (MAT 204). The calculus courses introduce the mathematical principles used to analyze (single variable) continuous processes and the mathematical modeling process. The inclusion of a programming course in mathematics majors has gained considerable acceptance during the past two decades given the computationally intensive nature of the modern numerical algorithms used to approximate continuous processes. Furthermore, both concentrations (i.e. data science and cryptography) are intrinsically computational which provides a strong rational for including the programming course. Discrete Structures develops the foundational concepts (e.g. mathematical induction, recursion, trees, and graphs,) that serve as a basis for subsequent courses in information science. Since both tracks of the proposed mathematics major are respectively concerned with different aspects of information processing, Discrete Structures helps students transition to the required concentration courses. (b) Mathematics Core (18 credits) The mathematics core of the major consists of six courses (MAT 243-Calculus III, MAT 244-Calculus IV, MAT 301-Mathematical Probability & Statistics I, MAT 310-Linear Algebra, MAT 351-Ordinary Differential Equations, and CSCI 373-Advanced Data Structures). Four of them (MAT 243, MAT 244, MAT 310, and MAT 351) develop the basic mathematical sophistication necessary for undertaking advanced mathematical studies whereas the other two (MAT 301-Mathematical Probability & Statistics I and CSCI 373-Advanced Data Structures) specifically convey skills necessary for the two concentrations. Probability and Mathematical Statistics I (MAT 301) advances mathematical intellectual growth whereas Advanced Data Structures (CSCI 373) provides essential data structure techniques that support the computationally

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curriculum. The first four courses, that is, Calculus III (MAT 243), Calculus IV (MAT 244), Linear Algebra (MAT 310), and Ordinary Differential Equations (MAT 351) develop the mathematical understanding that is required for learning advanced mathematics. Calculus III-Calculus IV is a one year sequence that generalizes the concepts of single variable calculus to higher dimensional settings such as the three dimensional space in which we exist. Consequently, all of the problems encountered involve either two or more independent variables. Linear Algebra is an indispensable tool for understanding many nonlinear phenomena. Often, the first step in analyzing a nonlinear model is to replace it with a suitable linear approximation and linear algebra plays a significant role in developing the linear approximation. Data are frequently represented by points in higher dimensional space (by means of coordinates) and it is common practice to partition it into classes by means of linear functions called hyperplanes. Simple linear regression is an example of an approach whereby a reliable prediction is extrapolated from a data set. Sophisticated cryptanalytic methods employ a linear analysis of differences (often applied when inferring key and plaintext from ciphertext based on partial knowledge of the plaintext, commonly known as cribbing) which is similar to those used to approximate solutions of differential equations. Furthermore, linear algebra also has a substantial presence in the theory of machine learning. Lastly, Ordinary Differential Equations enables mathematicians and scientists to find solutions to models of continuous phenomena especially those arising from the laws of classical physics (i.e. Newton’s Laws and Maxwell’s Equations of Electromagnetism).

The two remaining courses, Mathematical Probability and Statistics I (MAT 301) and Advanced Data Structures (CSCI 373) play important supporting roles in both of the proposed concentrations. For example, the former supports the prediction of probability distributions in data science and the use of Markovian methods to decrypt ciphertext whereas the latter is a sine qua non for the computationally intensive algorithms of both data science and cryptography. (c) Concentrations (12 credits) (i) Data Science The Data Science concentration strives to build the following proficiencies:

Use mathematical methods to analyze and recognize the properties of large data sets as well as any anomalies;

Use suitable models e.g. linear regression, logistic regression, etc. to analyze data and predict probability distributions; and

Recognize clustering in large data sets and explain its significance.

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The data science concentration consists of four courses (MAT 302, MAT 3xx, CSCI 362 and MAT 4yy). Mathematical Probability & Statistics II (MAT 302) provides the background needed to contend with uncertain or random data as well as analyze and draw inferences from “big data.” In contrast to classical mathematics, it is not possible to deduce consequences directly from the information at hand; the best that can be achieved is to predict the most likely (or probable) outcomes. The mathematical tools that study multiple (or several) variables and their interrelationships is the object of Multivariate Analysis (MAT 3xx). Multivariate Analysis (MAT 3xx) enables the researcher to make sensible assumptions about the way in which data is structured and which variables are relevant for the purpose of obtaining reasonable implications about the data’s importance. Today’s data is stored in computers in the form of large databases. Knowing how such databases are structured and how they can be queried is the objective of Data Base and Data Mining (CSCI 362). It also provides an important computer science component that data analysts need while simultaneously refining the programming skills that students have developed in previous computer science courses. The course is already a requirement for the Computer Science and Information Security major. Consequently, its presence as requirement in the mathematics major will provide additional enrollment without any cost. Mathematical and computer science skills converge and synthesize in the state-of-the-art Data Analysis (MAT 4yy) capstone course. Students will be presented with the opportunity to further refine their knowledge and apply it directly to multifaceted practical problems that arise from large data sets. The Data Analysis (MAT 4yy) capstone course will employ all of the previously acquired mathematical and computer science skills to understand and develop algorithms for data science. Students will also refine the art of making optimal decisions based on the information at hand. Equal time will be assigned to lectures and laboratory work. Lectures will be devoted to the problem solving process, that is, problem statements followed by an explanation of the pertinent algorithms as well as the current software packages available for their implementation. Laboratory work will be centered upon the analysis of various real time data sets of increasing degrees of complexity in the form of assigned projects. The final project will be indicative of the challenges a data analyst will face when employed. It must be emphasized that the laboratory component is an integral component of the course. Contemporary problems and algorithms because of their complexity will, of necessity, require that students compose their own computer code for the algorithms’ implementation thereby reinforcing the students’ computer science skills. The course also has a critical writing component. Data analysts need to express precisely their objectives vis a vis the data and once a study is completed, they need to communicate their findings. Furthermore, data analysts are also required to turn their findings into plausible justifications to support any subsequent decisions based on the original data. The course’s comprehensive problem solving process will give students a realistic experience of a data

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analyst’s work which is the primary purpose of a capstone course. (ii) Cryptography The cryptography concentration strives to build the following proficiencies:

Use the mathematics upon which specific cryptographic algorithms are based to analyze the strengths and weaknesses of cryptographic schemes;

Guarantee authenticity and integrity of data and ensure that transactions are non-repudiable, when appropriate; and

Develop cryptographic algorithms. The cryptography concentration consists of four courses (MAT 341, MAT 410, CSCI 360, and MAT 4xx) two of which, Advanced Calculus I (MAT 341) and Abstract Algebra (MAT 410), furnish vital mathematical content necessary for engaging in the art of cryptography. Cryptography and Cryptanalysis (CSCI 360) and Mathematical Cryptography (MAT 4xx) comprise a year-long intensive introduction to the subject. Mathematical Analysis I (MAT 341) introduces the technique of formal proof as well as the requisite analytical tools to understand the nuances of those cryptographic algorithms that have their roots in continuous phenomena. Abstract Algebra (MAT 410) develops the concepts needed to analyze cryptographic schema based upon discrete systems and/or elementary number theory. The essence of the cryptographic concentration lies in the two cryptography courses. The first one, Cryptography and Cryptanalysis (CSCI 360), presents many of the cryptographic algorithms commonly employed today from a user’s perspective. It is essentially a practicum that demonstrates the contexts within which the various algorithms are appropriate and discusses their respective strengths and weaknesses. The course is already a requirement for the (undergraduate) Computer Science and Information Security major and is a solid practicum for those students too. The Mathematical Cryptography (MAT 4xx) course is the heart of the cryptography track and is the capstone course for students pursuing the cryptography specialization. It delves deeply into the theory behind many of the contemporary cryptographic algorithms and requires a synthesis of all of the mathematical skills acquired in previous courses. Seven projects of varying levels of difficulty are assigned throughout the semester and are the basis for assessment. The paramount goal of the course is to enable students to gain some facility with composing cryptographic algorithms. The final required course in the cryptography concentration, Mathematical Cryptography (MAT 4xx), is a bona fide capstone course in every respect. The entire mathematical skill set that has been acquired in the program must be brought to bear on the analyses of the cryptographic algorithms studied in order to understand why they are effective and what may make them

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vulnerable. Seven projects of increasing difficulty are assigned throughout the semester and the students’ course grades are entirely determined by their performance on these projects. Indeed, as the semester progresses, the projects begin to look more like the challenging problems that will be encountered when working in the field. Not only is the course computationally intensive which precludes traditional assessment by means of in-class quizzes, there is also a significant writing component. It does not suffice to have resolved a problem if you cannot convey your results to others that may be part of your team. Teamwork is essential in today’s business model and more often than not a mathematician is part of a team composed of individuals with very diverse skill sets. Consequently, effective communication capabilities are sought out by employers. The course provides an experience that simulates what cryptographers actually do which is the primary purpose of the capstone experience. (d) Admission Standards The college uses the CUNY criteria for skill certification which includes SAT scores, New York State Regents’ Examination performance, and the CUNY mathematics placement examination. Students that have completed three years of high school mathematics which includes intermediate algebra and trigonometry would be adequately prepared for admission to the major. Course grades would serve as a secondary certification of skill acquisition. Ideally, students would begin the major in MAT 141 (Pre-calculus) during their first semester whereas those that have already completed a pre-calculus course in high school would be placed in MAT 241 (Calculus I). The majority of entering freshman are expected to fall into one of these two cohorts. Those students who have passed either the Advanced Placement Calculus-AB or Calculus-BC examinations with a grade of 4 (out of 5) or better would be placed in either MAT 242 (Calculus II), MAT 243 (Calculus III), or MAT 244 (Calculus IV), upon the recommendation of a Mathematics & Computer Science Department advisor. (e) Interventions for Increased Retention Retention is a challenge for all STEM programs not only in CUNY but for all institutions of higher education in general. Considering that many of the students in John Jay’s traditional constituency graduate from high schools that are woefully lacking in basic resources, both in personnel and technology, their preparation for college level work varies considerably. Consequently, in order for our students to succeed and flourish, additional support mechanisms for retention need to be in place from the first day they set foot on campus. Several interventions are described that have been proven to be effective and are of minimal cost. All are expected to be implemented once the major is approved. Advising is the principal component of any successfully retention strategy. All declared Applied

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Mathematics majors will be assigned a faculty advisor from the Mathematics & Computer Science Department once they arrive and be required to meet with their advisor at least once each semester to review course selections for subsequent semester(s). However, advising is an on-going function that is not limited to a one day encounter with a department faculty member. On the first day of each semester, the department expects to host a reception for all of its mathematics majors to review and explain the major requirements and to answer student questions about the program. Course placement issues would also be resolved at that time with special attention given to entering freshman. It is critical that students have a positive start each semester. It is well known that knowledge retention and proficiency diminishes when there is a hiatus of use. Since the Mathematics major’s two concentrations, Data Science and Cryptography, are both computationally intensive, there is a need to simultaneously reinforce mathematical skills and concepts that have already been acquired as well as digital computational dexterity. To address both issues, the Mathematics & Computer Science Department proposes to run a voluntary one day camp/seminar during the winter and summer recesses that is devoted to problem solving, discussions of current research, and topics of student interest. The problem solving component would use the resources of the Euler Project (cf. www.projecteuler.net) which was purposely designed to integrate mathematics and computational science. Taken together, these interventions will provide a much needed support network for our students. It will also help foster a sense of community and the formation of learning communities both of which are known to improve course outcome and program retention. (f) Writing, Oral Presentations, and Ethics Across the Curriculum Writing plays a significant role in both the data science and cryptography concentration capstone courses, Data Analysis (MAT 4yy) and Mathematical Cryptography (MAT 4xx) cf. supra B.5. As mentioned earlier, these courses have a significant writing component. Indeed, both are project based and for each project, students will be required to describe their analyses and results in the form of a report. As the projects increase in difficulty and complexity, the need to consult relevant literature will likewise increase. Nowadays, traditional hard copy sources such as texts and journal articles are most often found in electronic form and there are the additional cloud based resources such as Wikipedia. Consequently, students will have a contextual opportunity to improve their information literacy skills. The capstone courses also provide opportunities for students to formally present and discuss their work with peers. Some of the work may be of the caliber that is required for a John Jay Research Week submission, thereby offering an additional opportunity for oral presentation.

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http://www.projecteuler.net/

Ethical concerns arising in the Data Science specialization are discussed in the Data Analysis (MAT 4yy) course whereas the ethics component of the Cryptography specialization is included in Cryptography and Cryptanalysis (CSCI 360). Each of these courses has three lectures dedicated solely to ethical considerations. (g) Internships and Experiential Learning Opportunities The college’s three year grant from the JPMorgan Foundation (cf. Section E above) provides funding for the development of a student-to-industry pipeline. Part of the effort is for the establishment of virtual internships as well as the institutionalization of the college’s partnerships with industry. It is expected that the industrial partnerships will offer opportunities for on-site internships which often have the potential to lead to offers for full time employment upon graduation. Private sector internship availability, especially in finance and high tech, is often dependent upon the performance of the economy, but it is still anticipated that a minimum number of internships will be available from year to year due to the considerable unfulfilled demand for highly trained personnel in these sectors. Students will also be encouraged to apply for undergraduate internships that several federal agencies offer annually on a competitive basis. All provide stipends for sustenance and living expenses since they are sited at locations outside of the New York City metropolitan region. In particular, some of the agencies that support such programs are the National Science Foundation (NSF), National Security Agency (NSA), Oak Ridge National Laboratory (ORNL), and the Department of Homeland Security (DHS). Students that earn positions in these programs are in an excellent position to gain considerable experience applying the classroom knowledge they have acquired in a milieu that is representative of many potential employment venues. Furthermore, because of their competitive nature, selection to participate in one of these internships is considered an achievement by itself and a distinguishing entry on a resume. (h) External Support The department expects to pursue funding to support activities that encourage traditionally underrepresented groups to participate in the major. Furthermore, funding will also be sought to underwrite undergraduate student research experiences in the major’s capstone courses. Both the public and private sectors provide programs that support such initiatives including the National Science Foundation (NSF), the National Security Agency (NSA), the Department of Defense (DOD), and the Sloan Foundation. The programs sponsored by the federal agencies are competitive and funded on an annual basis.

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3. Curriculum Planning (a) Required Coursework Math Prerequisite (0-3 credits) MAT 141 Pre-calculus (depending on placement exam) Foundation (15 Credits) Required: MAT 204-Discrete Structures MAT 241-Calculus I MAT 242-Calculus II CSCI 271-Introduction to Computing and Programming CSCI 272-Object Oriented Programming Mathematics Core (18 Credits) Required: MAT 243-Calculus III MAT 244-Calculus IV MAT 301-Mathematical Probability & Statistics I MAT 310-Linear Algebra MAT 351-Ordinary Differential Equations CSCI 373-Advanced Data Structures Cryptanalysis Core (12 Credits) Required: MAT 341-Advanced Calculus I MAT 410-Abstract Algebra CSCI 360-Cryptography and Cryptanalysis MAT 4xx-Mathematical Cryptography* *Capstone Course

Data Science Core (12 Credits) Required: MAT 302-Mathematical Probability & Statistics II MAT 3xx-Multivariate Analysis CSCI 362-Data Base and Data Mining MAT 4yy-Data Analysis* *Capstone Course

Common Electives (6 Credits) Choose two courses. Six credits of electives are required. MAT 323-Operations Research I MAT 324-Operations Research II MAT 352-Partial Differential Equations MAT 371-Numerical Analysis MAT 4zz-Game Theory MAT 3yy-Stochastic Processes MAT 3zz-Image Processing MAT 3uu-Internship MAT 380-Special Topics MAT 442-Advanced Calculus II

Total required credits: 51-54 credits

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(b) Sample Student Degree Plans (i) Data Science Concentration

(1) Sample Degree Plan for Students needing Pre-calculus (MAT 141)

Year Fall Semester Spring Semester Freshman MAT 141-Precalculus*

*Not part of the major

MAT 241-Calculus I MAT 204-Discrete Structures

Sophomore MAT 242-Calculus II MAT 310-Linear Algebra CSCI 271-Introduction of Computing and Programming

MAT 243-Calculus III MAT 351-Ordinary Differential Equations CSCI 272-Object Oriented Programming

Junior MAT 244-Calculus IV MAT 301-Mathematical Probability and Statistics I

MAT 302-Mathematical Probability and Statistics II CSCI 373-Advanced Data Structures

Senior MAT 3xx-Multivariate Analysis CSCI 362-Data Base and Data Mining Elective 1

MAT 4yy-Data Analysis* Elective 2 *Capstone Course

(2) Sample Degree Plan for Students taking Calculus I (MAT 241) in their first semester

Year Fall Semester Spring Semester Freshman MAT 241-Calculus I MAT 242-Calculus II

MAT 204-Discrete Structures Sophomore MAT 243-Calculus III

MAT 310-Linear Algebra CSCI 271-Introduction to Computing and Programming

MAT 244-Calculus IV MAT 351-Ordinary Differential Equations CSCI 272-Object-Oriented Programming

Junior MAT 301-Mathematical Probability and Statistics I MAT 3xx-Multivariate Analysis

MAT 302-Mathematical Probability and Statistics II CSCI 373-Advanced Data Structures

Senior CSCI 362-Data Base and Data Mining Elective 1

MAT 4yy-Data Analysis* Elective 2 *Capstone Course

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(ii) Cryptography Concentration

(1)Sample Degree Plan for Students needing Pre-calculus (MAT 141)

Year Fall Semester Spring Semester Freshman MAT 141-Precalculus*

*Not part of the major

MAT 241-Calculus I MAT 204-Discrete Structures

Sophomore MAT 242-Calculus II MAT 310-Linear Algebra CSCI 271-Introduction to Computing and Programming

MAT 243-Calculus III MAT 351-Ordinary Differential Equations CSCI 272-Object-Oriented Programming

Junior MAT 244-Calculus IV MAT 301-Mathematical Probability and Statistics

MAT 410-Abstract Algebra CSCI 373-Advanced Data Structures

Senior MAT 341-Advanced Calculus I CSCI 360-Cryptography and Cryptanalysis Elective 1

MAT 4xx-Mathematical Cryptography* Elective 2 *Capstone Course

(2) Sample Degree Plan for Students taking Calculus I (MAT 241) in their first semester

Year Fall Semester Spring Semester Freshman MAT 241-Calculus I MAT 242-Calculus II

MAT 204-Discrete Structures Sophomore MAT 243-Calculus III

MAT 310-Linear Algebra CSCI 271-Introduction to Computing and Programming

MAT 244-Calculus IV MAT 351-Ordinary Differential Equations CSCI 272-Object-Oriented Programming

Junior MAT 301-Mathematical Probability and Statistics I MAT 341-Advanced Calculus I

MAT 410-Abstract Algebra CSCI 373-Advanced Data Structures

Senior CSCI 360-Cryptography and Cryptanalysis Elective 1

MAT 4xx-Mathematical Cryptography * Elective 2 *Capstone Course

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G. Faculty The Mathematics and Computer Science Department has a relatively young faculty, more than half of which was hired within the last ten years, that is eager to write the next chapters in Data Science and Cryptography education and research. Indeed, the department faculty’s talents are a good fit for the program. Furthermore, one of the hallmarks of the John Jay College curriculum is its interdisciplinary nature. While collaboration with other departments has always been an important part of research at John Jay, the nature of the proposed major will create additional interdisciplinary educational and research opportunities. In particular, data analysis methods are used in economics, forensic science, and fraud examination, whereas cryptanalysis has a prominent role in forensic computing, criminology, and police science. For all of these reasons, we believe that now is the opportune time to launch Mathematics major with concentrations in Data Science and Cryptography. The faculty in the Department of Mathematics and Computer Science that will staff the proposed major are listed below along with their highest academic degree. Of those listed, 89% hold a Ph.D. degree in either mathematics or computer science. Because the major builds on existing strengths within the department, only a minor modification in teaching responsibilities will be needed in order to maintain a sequencing of both required and elective courses which is important if students are to have a reasonable expectation of graduating in four years. Faculty Member

Academic Degree Faculty Expertise: Program Courses to be Taught

Aftab Ahmed Doctor of Science, Computer Science, George Washington University

Computer Science: Data Bases and Data Mining (362); Object Oriented Programming (272); Cryptography and Cryptanalysis (360). Expertise - Assessment of security, privacy, integrity and non-repudiation

Leslie Chandrakantha

Ph.D., Mathematics, Temple University

Probability, Statistics, and Data Science: Mathematical Probability Statistics I&II (301-302; Multivariate Analysis (3xx); Data Analysis (4yy). Expertise - use of simulation to teach statistical concepts

Sven Dietrich Doctor of Arts, Mathematics, Adelphi University

Computer Science: Cryptography and Cryptanalysis (360); Mathematical Cryptography (4xx). Expertise - applied cryptography and computer/ network security, analysis of malware, botnets and distributed denial of service attacks

Alvin Estrada M.A., Mathematics Education, Adelphi University

Mathematics Education: Calculus I and Calculus II (241-242); Discrete Mathematics (204).

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Expertise –calculus pedagogy Konstantinos Georgatos

M. Phil, Ph.D., Mathematics, The City University of New York

Data Science: Multivariate Analysis (3xx); Data Analysis (4yy); Game Theory (4zz). Expertise – logic and artificial intelligence, belief and information merging

Samuel Graff Ph.D., Mathematics, New York University

Differential Equations, Cryptography, and Quantum Computing: Ordinary Differential Equations (351); Partial Differential Equations (352); Advanced Calculus I&II (341-442); Mathematical Cryptography (4xx). Expertise – analysis

Hunter Johnson Ph.D., Mathematics, University of Maryland

Logic, Algebra, and Cryptography: Cryptography and Cryptanalysis (360); Mathematical Cryptography (4xx); Abstract Algebra (410). Expertise - theoretical machine learning, analysis of statistical classification algorithms, cryptography

Shaobai Kan Ph.D., Mathematics, Wayne State University

Probability, Statistics, Stochastic Processes, and Data Analysis: Object Oriented Programming (272); Stochastic Processes (3yy); Multivariate Analysis (3xx). Expertise - system identification, mathematical statistics, stochastic control, applied probability and stochastic processes

Thurai Kugan Ph.D., Computer Science, University of Illinois at Urbana-Champaign

Computer Science: Operations Research I&II (323-324); Object Oriented Programming (272); Game Theory (4zz); Financial Mathematics (277). Expertise - operations research, nonlinear optimization

Emerson Miller M.A., Mathematics, University of California at Berkeley

Probability and Statistics: Calculus I, II, III, IV (241, 242, 243, 244); Advanced Calculus I&II (341-442); Linear Algebra (310). Expertise - numerical analysis, mathematics education

Frank Panizzo Ph.D., NYU Polytechnic, Bioengineering

Data Structures (373), Precalcuus (141), Calculus (241) Expertise - computer imaging, algorithms

Michael Puls Ph.D., Mathematics, Virginia Polytechnic Institute and State University

Harmonic Analysis: Calculus I, II, III, IV (241, 242, 243, 244); Advanced Calculus I&II (341-442); Linear Algebra (310); Operations Research I&II (323-324); Image Processing (3zz). Expertise - group theory, pattern recognition, cryptography

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Douglas Salane Ph.D., Applied

Mathematics, SUNY-Stony Brook

Numerical Analysis and Computer Science: Calculus I, II, III, IV (241, 242, 243, 244); Discrete Mathematics (204) Linear Algebra (310); Numerical Analysis (371); Expertise – data clustering, numerical linear algebra, incident crime based reporting systems, high performance computing systems

Peter Shenkin Ph.D., Mathematics, New York University

Probability, Statistics, and Data Science: Data Bases and Data Mining (362); Mathematical Probability and Statistics I&II (301-302); Multivariate Analysis (3xx); Data Analysis (4yy). Expertise - probability and statistics, data analysis, database systems

Dante Tawfeeq Ph.D., Mathematics Education, Florida State University

Mathematics Education: Calculus I, II, III, IV (241, 242, 243, 244). Expertise - mathematics curriculum design

Keith Thomas Ph.D., The Graduate School and University Center, CUNY

Calculus: Calculus I, II, III, IV (241, 242, 243, 244). Expertise – mathematics education

Antoinette Trembinska

Ph.D., Mathematics, Northwestern University

Complex Analysis: Calculus I, II, III, IV (241, 242, 243, 244); Linear Algebra (310); Advanced Calculus I (351).

Bert Van Kluen Ph.D., Mathematics University of Groningen, the Netherlands

Dynamical and Stochastic Systems: Cryptography and Cryptanalysis (360) Expertise - mathematical systems theory (systems and control, dynamical models, feedback systems), data described by Markov type models

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H. Cost Assessment 1. Faculty The department presently offers an undergraduate major, Computer Science and Information Security, and a master’s degree in Digital Forensics and Cyber Security. Given the recent hiring of faculty with proficiency in forensic computing, the department now has considerable breadth of expertise amongst its faculty. Thus the faculty talent to staff the courses in the proposed mathematics major is already in place. In fact, one can say with confidence that the capabilities of the existing faculty are a resource that is commensurate with the scholarship and responsibilities necessary for mounting the new program. Shifting priorities in the college's general education requirements have thus far enabled the department to address the increased demand for upper division courses. Indeed, majors throughout the college are requiring or encouraging students to take higher level mathematics courses, particularly calculus, and advanced probability and statistics, since data analytics plays an increasingly important role in a wide range of disciplines. In addition, the Computer Science and Information Security major now has approximately 500 students, many of whom are either pursuing a mathematics minor or are interested in the mathematical foundations of cryptography. Consequently, during the past three years the number of upper level mathematics sections (i.e. MAT 241- Calculus I or higher) has increased dramatically whereas the number of general education sections (MAT 108 – Social Science Mathematics or lower) has decreased, particularly after the reductions mandated by the Pathways initiative. The department has repositioned faculty resources accordingly. Implementation of the new major, however, will necessitate that some of the fulltime faculty who periodically teach lower division courses will have a portion of their responsibilities shifted towards upper level courses though not entirely eliminating their presence in the lower division. To address such a modest shift, several additional adjunct instructors will be required. New course offerings in the major should not exceed 2-6 sections per year. The cost of the sections is calculated at the Adjunct Assistant Professor rate. In years one and two this would cost approximately $7,000. The number of adjunct taught sections would increase in year three to six and cost approximately $21,000. See attached financial tables for exact cost figures. Inflation has been figured at 3%. 2. Library We consulted with Prof. Ellen Sexton, Interim Interlibrary Loan Librarian, CUNY Institutional Repository Librarian, to determine the library resources that are available to support the

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proposed major. Since most other CUNY colleges already offer majors in the mathematical sciences, the CUNY library system is sufficient, for the most part, to support the proposed major. Indeed, John Jay College already has access to two noteworthy archives, MathSciNet of the AMS (American Mathematical Society) and the IEEE (Institute of Electrical and Electronics Engineers) Xplore Digital Library. The former is a repository of articles and journals in mathematics published by the American Mathematical Society whereas the latter provides access to scientific and technical content published by the IEEE and partners including journals, magazines, conference proceedings and standards. Within CUNY+, conference proceeding are available via SpringerLink e.g. Encyclopedia of Cryptography and Security, 2011; Encyclopedia of Cybercrime, 2009; and Encyclopedia of Information Ethics and Security, 2009. John Jay students have unfettered access to all of the resources of the CUNY library system via CLICS which enables them to borrow books directly from almost all other CUNY libraries. Because it would be convenient to have some resources locally on campus, John Jay’s Lloyd Sealy Library would need to acquire some textbooks and monographs especially those that support the Data Science and Cryptography concentrations. Preliminary lists of titles in each category have been compiled and it is estimated that an initial investment of $5,000 and a continuing investment of $2,000 for the next few years would suffice to augment the library’s already substantial access to literature in the mathematical sciences. 3. Major Coordination Each major at the college has a faculty member designated as the major coordinator. At John Jay, major coordinators receive one course release per year to carry out their responsibilities. Consequently, the cost of major coordination for the proposed mathematics major will be approximately $4,000 annually which represents the cost of an adjunct instructor to replace a faculty member in the classroom for one course. 4. Major Advisement Students in the major will be advised by fulltime faculty in the Mathematics & Computer Science Department. The college provides one course release for this function for majors with modest enrollment. The cost to replace a fulltime faculty member in the classroom for one course will again be approximately $4,000. 5. Miscellaneous Expenses Estimated miscellaneous expenses to launch the major will involve marketing and promotion in the amount of $5,000 during the first year and then decline to $3,000 per annum for the following few years.

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Summing the cost of additional adjunct instructors, library acquisition and maintenance, a major coordinator and a student adviser, as well as marketing and promotional expenses, the total aggregate cost necessary to mount the major during the first year is $26,500 and in subsequent years, it is $41,000. The increase in cost in the out years is due to the projected increase in enrollment and the need for more adjunct faculty. The revenue generated by the program ($439,000) far exceeds the costs of implementing the program.

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I. Program Assessment The Department of Mathematics and Computer Science has already made a serious commitment to taking reasonable steps to assure that all mathematics courses are meeting their learning goals and serving the student population as intended. In particular, the proposed Mathematics major would be an important part of this continuing effort. Indeed, within the department, there are several working groups charged with articulating learning objectives and learning outcomes for mathematics courses at all levels. One product of this effort is that uniform calculus syllabi are now available on line. Going forward, the department expects to post syllabi for all of its course offerings with clearly stated learning objectives and learning outcomes thereby providing an important benchmark by which to measure the major’s effectiveness. Outcome assessment is part of the department’s continuous commitment to evaluate the attainment of learning goals in all its courses. A five year cycle of course outcome assessment is a short term goal for all courses and those courses germane to the Applied Mathematics major courses will be included in that cycle. Another important benchmark for assessment of a program’s effectiveness is whether its graduates are either gainfully employed within a short time after graduation or whether they have been accepted for admission into graduate programs underneath the broad umbrella of the mathematical sciences. In either case, the department plans, to best of its ability, to maintain a data base of alumni in order to track their career and education paths following graduation as well as respective starting salaries and fellowship/assistantship awards. Plainly, the percentage of students that successfully transition to these important next life steps is a significant metric for judging a program’s effectiveness and faithfulness to its goals. In addition, periodic surveys are planned of both employers and alumni to gain feedback to determine whether new hires are meeting employers’ expectations or whether new graduate students are meeting program expectations and whether alumni find their skill sets adequate for their post graduate experience whatever it may be. There is no better measure of whether a program is meeting its learning objectives (cf. supra section F.1) than the ability of its alumni to thrive in their subsequent life stations. The department expects to fully participate in and conform to John Jay’s institutional assessment protocol vis-à-vis the new major. It should also be noted that the department has gained considerable experience with the assessment process from its on-going evaluation of the present mathematics minor. An annual outcomes report will be distributed to all the mathematics major’s faculty prior to the start of each academic year and will be discussed at the first departmental meeting. The report will summarize findings of student achievement and areas where improvement is indicated. The department faculty acting as a committee of the whole will

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determine appropriate remedial steps whose implementation will then be facilitated by the department curriculum committee. A long term perspective is provided by the five year assessment cycle that John Jay has adopted for programs and majors. The curricular review involves preparation of a self-study report by the faculty of the major, a site visit by outside evaluators, and the subsequent development of an action plan with the Dean of the Undergraduate Studies to address the recommendations of the evaluation team. Curricular revisions would be implemented in the subsequent academic year.

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Appendices

A. Existing Mathematics Courses Course Descriptions for Existing Math Courses

CSCI 272 Object-Oriented Programming 3 hours, 3 credits This course is a continuation of algorithmic problem solving introducing more advanced methods, particularly object-oriented design. Topics include procedural abstraction; user defined static, dynamic and generic data types, linked structures, sorting and searching, event-driven programming and recursion. Abstract data types, inheritance and polymorphism are examined in detail. Principles of rigorous programming practice and software development are emphasized. Prerequisites: ENG 101, and CSCI 271 or MAT 271

CSCI 277 Computers for Administrative Decision Making 3 hours, 3 credits Examination of executive decision problems selected from various areas of public administration. Formulation of problems for computer solution, with students participating in the managerial decision making process. No previous computer programming knowledge is assumed. Prerequisites: ENG 101 and 6 credits of mathematics

CSCI 360 Cryptography and Cryptanalysis 3 hours, 3 credits Cryptographic codes and ciphers play a key role in the protection of information and modern communications. This course examines the central topics in cryptography (the art of designing codes and ciphers) and cryptanalysis (the art of breaking codes and ciphers). Students first explore historical encryption schemes such as Caesar’s cipher and substitution ciphers. They then investigate modern techniques including secret key schemes such as DES and AES and Public key methods such as RSA and Elliptic Curves. This course takes a hands-on approach to studying these techniques in that the student will write programs that make and break codes. The ethical and legal considerations that arise in code breaking are also discussed and illustrated through case studies. Prerequisites: ENG 201, and MAT 204, and CSCI 272 or MAT 272

CSCI 362 Data Base and Data Mining 3 hours, 3 credits In this course, students will understand the fundamental principles of database management systems (DBMS). Through projects, they will gain valuable skills on how to design scalable

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databases using entity-relationship diagrams. They will learn how to extract useful information from the database by discovering patterns within the underlying data. Finally, they will develop database analyst skills using SQL, and use this to implement several real-life database applications. Students will gain hands-on experience with a modern DBMS platform (MySQL) by completing several exercises in the computer lab. Upon successful completion of this course, students will be able to design and organize a database to manage their application data, and be able to design queries to extract useful information from a database. Prerequisites: ENG 201; CSCI 373 or MAT 373

CSCI 373 Advanced Data Structures 3 hours, 3 credits The examination of commonly employed data structures such as stacks and queues will be the objective of the course. In addition, singly and doubly linked lists, hash-coded storage and searching, tree data structures along with the corresponding sorting methods such as heap sort and quick sort will be included. The application of these structures to the creation of data banks for public sector functions as well as the modeling of service facilities such as the courts and document processing agencies will be emphasized. Prerequisites: ENG 101, and CSCI 272 or MAT 272

MAT 141 Pre-Calculus 3 hours, 3 credits Recommended for Forensic Science majors. Topics include a study of the conic section, systems of linear equations, determinants, two-dimensional vector geometry functions and limits. Prerequisite: placement examination, or MAT 105 or the equivalent Note: This course satisfies the Required Core: Math and Quantitative Reasoning area of the Gen Ed Program.

MAT 204 Discrete Structures 3 hours, 3 credits The course introduces fundamental ideas in discrete structures, serving as a basis for subsequent courses in computer information science. Topics include sets, functions and relations, the Pigeonhole Principle, basic counting methods, elementary logic, mathematical induction, recursion, trees and graph theory. Prerequisites: ENG 101, and MAT 105 or the equivalent

MAT 231 Linear Programming 3 hours, 3 credits The theory and application of linear programming techniques including the simplex method and duality principle. Applications will be chosen from problems in public and business management. Prerequisites: English 101. In addition: Mathematics 108 or 141. 3 hours, 3 credits

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MAT 241 Calculus I 3 hours, 3 credits The basic concepts of limit, continuity and derivative are presented. Differentiation and integration of algebraic functions are developed. Applications are made to related rates, problems of maxima and minima, and to finding areas and volumes. Prerequisites: ENG 101, and MAT 141 or placement examination Note: This course satisfies the Required Core: Math and Quantitative Reasoning area of the Gen Ed Program.

MAT 242 Calculus II 3 hours, 3 credits Applies the concepts of Calculus I to transcendental functions. Introduces l’Hôpital’s method for dealing with indeterminate forms. Taylor series and general infinite series are discussed with respect to convergence and divergence. Prerequisites: ENG 101 and MAT 241 Note: This course satisfies the Required Core: Math and Quantitative Reasoning area of the Gen Ed Program.

MAT 243 Calculus III 3 hours, 3 credits Application of the techniques of elementary calculus to three dimensions, including vector calculus, surface area and arc length. Other topics discussed are the use of improper integrals in the form of Laplace integrals for solving ordinary differential equations, differentiation and the integration of infinite series. Prerequisites: ENG 101 and MAT 242

MAT 244 Calculus IV 3 hours, 3 credits In this course, which is the fourth course in the calculus sequence, multi-variable integration along with an introduction to vector analysis are discussed. Subjects studied include the gradient vector, maximum and minimum values, double and triple integrals over general regions, and the computation of multiple integrals using alternative coordinate systems. Vector fields, line integrals, path independence, Green’s theorem, the divergence theorem, surface integrals and Stokes’ theorem are also considered. Applications emphasizing the laws of classical physics will be presented. Prerequisites: ENG 101 and MAT 243

MAT 301 Probability and Mathematical Statistics I 3 hours, 3 credits Emphasis on the probability theory necessary for the study of statistical inference. Topics include studies of discrete, continuous and multivariate distributions. Applications to Courses Offered 252 www.jjay.cuny.edu/collegebulletins problems involving normal, binomial, Poisson and other distributions. Introduction to theory and methods of testing hypotheses and of estimation.

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Prerequisites: ENG 201, MAT 241 or placement exam Note: This course satisfies the Required Core: Math and Quantitative Reasoning area of the Gen Ed Program.

MAT 302 Probability and Mathematical Statistics II 3 hours, 3 credits Theory and methods of testing statistical hypotheses including Neyman-Pearson theorem, likelihood ratio tests, power function study, etc. Point and interval estimation of statistical parameters, including study of unbiased, consistent, efficient and sufficient estimators. Results applied to problems from different fields involving binomial, Poisson, normal and related distributions. Prerequisites: ENG 201 and MAT 301

MAT 310 Linear Algebra 3 hours, 3 credits Calculations with matrices, vector spaces, bases and dimensions, rank of a matrix, systems of linear equations, determinants, characteristic equations, eigenvalues and eigenvectors, and minimal polynomials. Prerequisites: ENG 201, and MAT 241-242 or the equivalent

MAT 323 Operations Research Models I 3 hours, 3 credits The construction of mathematical models for real-life situations with the application of operations research theory to obtain practical solutions. Problems are chosen from varied fields of endeavor with particular emphasis upon public sector-related topics, e.g., traffic flow, court procedures, network analysis and simulation techniques. Prerequisites: ENG 201 and MAT 241

MAT 324 Operations Research Models II 3 hours, 3 credits The construction of mathematical models for real-life situations with the application of operations research theory to obtain practical solutions. Problems are chosen from varied fields of endeavor with particular emphasis upon public sector-related topics, e.g., traffic flow, court procedures, network analysis and simulation techniques. Prerequisites: MAT 323

MAT 341 Advanced Calculus I 3 hours, 3 credits Rigorous study of the calculus of one variable. Topics include the real number system, limits, continuity, differentiation, Riemann-Stieltjes integration, Taylor's formula, and extreme values. Prerequisites: ENG 201, MAT 242

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MAT 351 Introduction to Ordinary Differential Equations 3 hours, 3 credits Differential equations are introduced as a mathematical expression of the postulates and principles describing growth, decay, and oscillatory phenomena. Examples are chosen from biology, chemistry, economics, medicine, the public sector and the social sciences. The interpretation of the mathematical solutions with respect to the given problems is emphasized. The use of computers in problem solving is also included. Prerequisites or co-requisites: ENG 201, MAT 242

MAT 352 Partial Differential Equations 3 hours, 3 credits Derivation Of the various types of classical differential equations, i.e., the one-dimensional oscillator, the wave equation as the description of the vibrating string, and the potential equation. Other types of differential equations governing physical phenomena are introduced. The techniques of integral transforms, eigen functions, among others, used to solve the equations. Emphasis on the technique and interpretation of solutions in qualitative and quantitative terms rather than on their theoretical basis. Prerequisite: MAT 241 and MAT 242. Recommended co-requisites: MAT 243 and MAT 351

MAT 361 Introduction to the Functions of a Complex Variable 3 hours, 3 credits Introduction to the system of complex numbers, functions of a complex variable, differentiation, and integration. Cauchy integral theorems and formulas; sequences and series, power series, Laurent expansion, singularities, etc. Prerequisite: Mathematics 243. 3 hours, 3 credits.

MAT 371 Numerical Analysis 3 hours, 3 credits Introduction to various numerical approximation techniques and the concept of error. Schemes are developed for finding the approximate solutions of algebraic and transcendental equations. Numerical differentiation and integration, finite differences, interpolation and extrapolation, and asymptotic approximation are also discussed. Applications to various branches of science are made. Stress is on the usefulness and necessity of numerical computation. Prerequisites: ENG 201 and MAT 242

MAT 410 Abstract Algebra 3hours, 3 credits Basic properties of groups, rings, ideals and fields. Isomophisms and homomorphisms.Algebraic number developments. Field extensions.

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MAT 442 Advanced Calculus II 3 hours, 3 credits A rigorous study of multivariate calculus. Among the topics discussed are limits, continuity, differentiability, the implicit and inverse function theorems, multiple integrals, Green’s and Stokes’ theorems, infinite series, uniform convergence, improper integrals, and integral representations of functions. Prerequisite: MAT 341 or the equivalent.

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B. New Course Descriptions MAT 3xx Multivariate Analysis 3 hours, 3 credits Multivariate statistical analysis refers to multiple advanced techniques for examining relationships among multiple variables simultaneously. Multivariate procedures are developed which involve more than one dependent variable (also known as the outcome or phenomenon of interest), more than one independent variable (also known as a predictor) or possibly both. These techniques are widely applicable since researchers often hypothesize that a given outcome is influenced by more than one causative agent. Applications of multivariate methods are presented from a wide spectrum of statistical application: medicine, the physical and biological sciences, economics and social science, and industrial and commercial contexts. Prerequisites: MAT 301, MAT 302, and MAT 310. MAT 3yy Stochastic Processes 3 hours, 3 credits Basic stochastic processes and applications are presented with an emphasis on problem solving. Topics include conditional probability and conditional expectation, discrete-time Markov chains, Poisson point processes, continuous-time Markov chains, renewal processes, stationary processes, and Gaussian processes. The study of probability models for stochastic processes involves a broad range of mathematical and computational tools and the course will strive for a balance between the mathematics and the applications. Prerequisites: MAT 301 and MAT 302. MAT 4yy Data Analysis 3 hours, 3 credits Large collections of data have become increasingly easier to gather and store. Statistical and other mathematical tools will be introduced to extract useful information from such data collections thereby yielding deeper insights that allow for informed decisions and predictions. Topics include regression, matrix representation, clustering, classification, graph representations, and data visualization. A computational component that utilizes statistical software is included. Ethical and risk considerations of sharing privacy data will also be discussed along with relevant technologies such as anonymizing and encrypting applications. Prerequisites: MAT 244 and MAT 302. MAT 4xx Mathematical Cryptography 3 hours, 3 credits The course is the capstone of the cryptography concentration. The entire mathematical skill set that has been acquired in the program must be brought to bear on the analyses of the cryptographic algorithms studied in order to understand why they are effective and what may

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make them vulnerable. Seven projects of increasing difficulty are assigned throughout the semester and the students’ course grades are entirely determined by their performance on these projects. The final project is a substantive problem that finds its origin in a contemporary application as may be encountered in finance, digital communications, or data security. Prerequisites: MAT 301, MAT 310, CSCI 360, and MAT 410. MAT 4zz Game Theory 3 hours, 3 credits The fundamentals of game theory are presented starting with basic terminology such as strategies, payoffs, and information. An analysis of simple games progresses to more complex ones. These will include single-move games, games with multiple rounds, games played with complete knowledge and those where information is imperfect, and games with just two players or multiple players. Decision-making and forecasting in multi-person environments are discussed in order to formulate objectives and actions that agents may take to achieve them. Several notions of individual rationality are introduced and subsequent restrictions on expected behavior are derived. Prerequisites: MAT 204, MAT 241, and MAT 301.

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C. New Course Syllabi

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C. New Course Syllabi

John Jay College of Criminal Justice-CUNY Mathematics & Computer Science Department

524 West 59th Street New York, NY 10019

MAT 4zz-Game Theory

Instructor:

Office:

Office Phone:

E-mail:

Office Hours:

Course Description: The main goal of the course is to introduce students to the basic concepts and tools of game theory and to apply these tools to real-life situations. Students will learn the fundamentals of game theory starting with basic terms such as strategies, payoffs, and information, and then will progress from the analysis of simple to more complex games. These will include single-move games, games with multiple rounds, games played with complete knowledge and those where information is imperfect, and games with just two players to those with multiple players. Students will attain a clear understanding of decision-making and forecasting in multi-person environments. The basic ingredient of the theory is a formulation of the actions that agents may take, as well as their objectives. We will introduce several notions of individual rationality and derive restrictions on expected behavior.

This course is heavily based on mathematical modeling, and requires a working knowledge of calculus (e.g. functions of one or several variables, derivatives), probability (e.g. random variables, probability distributions, conditional probabilities, expectations) and optimization. We will, however, carefully review each concept before using it.

Learning Outcomes: After completing the course, the student should be able to satisfactorily meet the following challenges:

Learn the concepts, methodology and terminology of Game-theory; Predict how agents behave in certain strategic settings Make rational choices and decisions based on strategic considerations Apply game-theoretic tools to economics and elsewhere.

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Means of Assessment: The course grade will be based on biweekly problems sets (15%), in class exercises (10%), two midterm exams (20% each) and a final exam (35%). Five problem sets will be distributed. Each problem set is due at the beginning of class on the assigned due date and no late problem set will be accepted. You are encouraged to work together on the problems but each student must write up his/her own answers.

Course Prerequisite(s):

o MAT 301-Probability and Mathematical Statistics I; o MAT 241-Calculus I; o MAT 204-Discrete Mathematics.

Textbook: Watson, Joel, Strategy: An Introduction to Game Theory (Third Edition), W.W. Norton, ISBN: 978-0393918380

Reading Outline

Lecture Topics Text Sections x Introduction x 1 Introduction to Game Theory 1 2 Extensive games 2 3 Strategies and Mixed Strategies 3-4 4 Rationality 5 x Analyzing behavior (static) x 5 Dominant strategies and best responses 6 6 Iterated Dominance and Partnership 7-8 7 Nash Equilibrium 9 8 Quantity and price competition 10 9 Ultimatum Game experiments 10 10 Mixed strategy equilibrium (theory) 11 11 Mixed strategy equilibrium (applications) 11 12 Cooperative game Theory 11 13 Exam 1 x Analyzing behavior (dynamic) x 14 Extensive Form games 14 15 Backward Induction 15 16 Commitment 15 17 Bargaining I 18 18 Bargaining II 18 19 Subgame perfection 15 20 Repeated games 22

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21 Equilibria in repeated games 22 22 Games with incomplete information 24 23 Bayesian Nash Equilibrium 26 24 Auctions 27 25 Exam 2 26 Conditional belief and Consistency 28 x Applications x 27 Reputation 29 28 Recap

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John Jay College of Criminal Justice-CUNY 524 West 59th Street New York, NY 10019

MAT 4yy-Data Analysis

Instructor:

Office:

Office Phone:

E-mail:

Office Hours: Course Description: Large collections of data have become increasingly easier to gather and store. Statistical and other mathematical tools will be introduced to extract useful information from such data collections thereby yielding deeper insights that allow forinformed decisions and predictions. Topics include regression, matrix representation, clustering, classification, graph representations, and data visualization. A computational component that utilizes statistical software is included. Ethical and risk considerations of sharing privacy data will also be discussed along with relevant technologies such as anonymizing and encrypting applications. Learning Outcomes: By the end of the term the successful student will be able to do the following:

1. Understand how large databases are structured and the problems associated with them 2. Use modern software tools for statistics and visualization 3. Make predictions using a variety of regression methods, find clusters in data, and build

models that classify new data 4. Represent causality among data using graphs 5. Understand the ethical issues and the role of data analysis in society.

Means of Assessment: Learning outcomes will be demonstrated through the solution of selected problems on exams, quizzes, and computer projects. Course Prerequisite: MAT 302, MAT 244 Textbooks: Learning From Data – A Short Course.Abu-Mostofa, Magdon-Ismail, Lin.AMLBook, (2012) ISBN-13:978-1-60049-006-4

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Data Analysis – With Open Source Tools. P. K. Janert. O’Reilly (2011) ISBN-13: 978-0-596-80235-6 Data Mining – Practical Machine Learning Tools and Techniques (3rded). Witten, Frank Hall. Morgan Kaufmann, (2011) ISBN-13: 978-0-12-374856-0 Articles to be discussed for Ethics Case Studies: Big Data Comes to the Farm, Sowing Mistrust: Seed Makers Barrel Into Technology Business http://www.wsj.com/articles/SB10001424052702304450904579369283869192124 Monsanto Co., DuPont Co. and other companies roll out "prescriptive planting" technology that aggregates farming data but farmers are leery of the potential misuses of data. Is Privacy Dead? http://www.huffingtonpost.com/mark-weinstein/internet-privacy_b_3140457.html Instagram, Facebook and the Ethics of privacy Anonymizing Healthcare Data: A Case Study on the Blood Transfusion Service http://dmas.lab.mcgill.ca/fung/pub/MFHL09kdd.pdf Privacy concerns of the blood transfusion information-sharing system and the major challenges that make traditional data anonymization methods not applicable. Online Resources: We will be using R a free software environment for statistical computing and graphics. It compiles and runs on a wide variety of UNIX platforms, Windows and MacOS. If you have questions about R, like how to download and install the software, or what the license terms are, please visit https://www.r-project.org/ We will also be using a wiki-style site designed for student collaboration called Piazza. You can post questions about assignments here, and answer the questions of others. This should be your first stop when you're stuck on an assignment, or feel like talking about the material. https://piazza.com/jjay.cuny.edu/fall2015/csci360/home Exams: There will be two exams during the semester and a final exam. The final exam is cumulative. There will be no make-up exams except under special circumstances, which must be discussed with the instructor two days before the exam. Projects: Every two weeks a project using the statistical programming language R will be assigned. You need to submit both the code you used as well as the output of the program.

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http://www.wsj.com/articles/SB10001424052702304450904579369283869192124

http://www.huffingtonpost.com/mark-weinstein/internet-privacy_b_3140457.html

http://dmas.lab.mcgill.ca/fung/pub/MFHL09kdd.pdf

https://www.r-project.org/

Graphs and visuals should be on separate sheets. The purpose of these assignments is to familiarize students with data analysis in a practical setting. Plagiarism will result in a zero on the assignment, and possibly an F in the course. Weekly Quizzes: Every week (except during exam weeks), a 10-minute quiz will be given. The questions on the quizzes will be from topics covered during the previous week. It is important to arrive on time for the quizzes. If you arrive late, you will not get extra time. Determination of Final Grade: The seven projects will be worth 35% of the course grade; the two midterms will each be worth 15% of the course grade; the weekly quizzes will be worth 15% of the course grade and the final exam will be worth 20% of the course grade. Final overall grades determined by the following table:

Grading Scale Grade Overall percentage at least

needed Up to overall percentage

needed A 93 100 A- 90 93 B+ 87 90 B 83 87 B- 80 83 C+ 77 80 C 73 77 C- 70 73 D 60 70 F 0 60

Requirements: Every project has a due date and an absolute deadline. No project will be accepted after the absolute deadline. A project not submitted on the due date at the beginning of class will be considered late. For late submissions, 10 points will be taken off if a project is submitted within a week after the due date, and 5 additional points for every day beyond a week. Since an incomplete project may lose more points than a late project, students are encouraged to complete their projects. Late projects will not be accepted after the absolute deadline.

College wide policies for undergraduate courses

Incomplete Grade Policy: An Incomplete Grade may be given only to those students who would pass the course if they were able to satisfactorily complete the course requirements. It is within the discretion of the faculty member as to whether or not to give the grade of Incomplete.

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Extra Work During the Semester: Any extra credit coursework opportunities during the semester for a student to improve his or her grade must be made available to students at the same time. Furthermore, there is no obligation on the part of any instructor to offer extra credit work in any course. The term “extra credit work” refers to optional work that may be assigned by the instructor to all students in addition to the required work for the course that the student must complete. It is distinguished from substitute assignments or substitute work that may be assigned by the instructor to individual students, such as make-up assignments to accommodate emergencies or to accommodate the special circumstances of individual students. Americans with Disabilities Act (ADA) Policies: Qualified students with disabilities will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services (OAS). Prior to granting disability accommodations in this course, the instructor must receive written verification of a student’s eligibility from the OAS, which is located at L66 in the new building (212-237-8031). It is the student’s responsibility to initiate contact with the office and to follow the established procedures for having the accommodation notice sent to the instructor. Statement of the College Policy on Plagiarism: Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work as one’s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. It is the student’s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation. (John Jay College of Criminal Justice Undergraduate Bulletin, http://www.jjay.cuny.edu/academics/654.php)

Daily Schedule starts on following page

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http://www.jjay.cuny.edu/academics/654.php

MAT 4yy-DATA ANALYSIS Daily Schedule

Lecture Coverage Sections

(DA)=Jennert (LFD)=Abu-Mostofa et al, (DM) = Witten et al.

1 Working With Data: Sources for Data, Cleaning and Conditioning, Sampling, Types of Data

(DA) pp.485-497

2 Lab: Dot and Jitter Plots, Histograms, Kernel Density Estimates, Rank-Order plots. NumPy

(DA) pp. 11-45

3 Concepts, Instances and Attributes: Supervised Learning, Classification, Other Views of Learning

(DM) pp.39-60

4 Lab: Scatter plots, Smoothing, Logarithmic Plots, Graphical Representations

Project one assigned

(DA) pp. 47-66

5 The Linear Model: Linear Classification, Non-separable Data, Perceptrons

(LFD) 77-82

6 Lab: The Perceptron Model, The Pocket Algorithm (LFD) 82-87

7 The Linear Model: Linear Regression, Generalization Issues

(LFD) 82-87

8 Lab: Linear Regression

Project two assigned

(DA) pp. 62-66

9 EXAM 1

10 The Linear Model: Logistic Regression, Predicting a Probability, Gradient Descent, Stochastic Gradient Descent

(LFD)pp. 88-99

11 Lab: Logistic Regression (Spam Classification)

12 The Linear Model: Nonlinear Transformation, Computation and Generalization

(LFD) pp. 88-99

13 Lab: Adaptive Linear Neuron algorithm (stochastic gradient descent)

(LFD) pp.110

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14 Knowledge Representation: Tables, Linear Models, Trees, Rules

(DM) pp. 61-72

15 Knowledge Representation: Rules, Instance-Based Representation, Clusters, Inferring Rudimentary Rules

(DM) pp.72-90

16 Ethics Case Study: Prescriptive planting technology

17 Lab/Lecture: Naïve Bayes for Document Classification


(DM) pp. 90-99

18 EXAM 2

19 Decision Trees (DM) pp. 99-107

20 Instance Based Learning (KNN) (DM) pp. 131-139

21 Clustering (DM) pp. 138-141

22 Lab: Finding Clusters


(DA) pp. 293-320

23 Ethics Case Study: Instagram, Facebook, and privacy

24 Overfitting: Regularization (LFD) pp. 1119-132

25 Lab: Linear Models with Weight Decay


(LFD) pp. 132-136

26 Validation: The Validation Set, Model Selection, Cross Validation

(LFD) pp. 137-151

27 Ethics Case Study: Anonymizing Healthcare Data

28 Review for final exam

29 FINAL EXAM

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524 West 59 Street New York, NY 10019

MAT 4xx-Mathematical Cryptography

Instructor:

Office:

Office Phone:

E-mail:

Office Hours:

Course Description: The course is the capstone of the cryptography concentration..The entire mathematical skill set that has been acquired in the program must be brought to bear on the analyses of the cryptographic algorithms studied in order to understand why they are effective and what may make them vulnerable. Seven projects of increasing difficulty are assigned throughout the semester and the students’ course grades are entirely determined by their performance on these projects. As the semester progresses, the projects begin to look more like the challenging problems that will be encountered when working in the field. The final project is a substantive problem that finds its origin in a contemporary application as may be encountered in finance, digital communications, or data security.

The course is a sequel to the introductory survey, CSCI 360-Cryptography and Cryptanalysis. One of its principal goals is to rigorously explain the mathematics that forms the foundation of several modern cryptographic algorithms so as to motivate the process by which encryption is achieved. Another equally important objective is to develop several statistical and Markov models that are used in the cryptanalysis of cipher text in order to reconstruct the (original) plain text. Perhaps the most important but implicit consequence of the course is that students are compelled to synthesize their mathematical knowledge thereby allowing them to appreciate mathematics from a unified point of view making for a bone fide summative experience. These three perspectives taken together provide the necessary background that would allow an aspiring cryptographer to begin to compose and analyze their own cryptographic schema.

Algorithms are classified by broad classes for consideration, that is, they are grouped according to essential common properties for analysis. Even so, there is considerable flexibility in choosing representatives from each category. Therefore, some algorithms that were presented in

60

CSCI 360 are seen again because they are seminal prototypes of their class although new ones appear as well. Consequently, other well known ones are not discussed in order to avoid unnecessary duplication.

Today the use of cryptographic methods to protect private data is commonplace whether one is accessing a bank account, using a credit card to pay for an online purchase from Amazon or E-bay, or logging on to their personal or office computer. Therefore, the course concludes with two substantive applications, the protection of ATM transactions and the Secure Socket Layer (SSL) protocol.

Learning Outcomes: After completing the course, the student should be able to satisfactorily meet the following challenges:

Explain the mathematical principles upon which a specific algorithm is based; Analyze and (hopefully) decrypt cipher text using mathematical, statistical, and Markov

methods; and Develop simple applications using known cryptographic algorithms.

Means of Assessment: Learning outcomes will be validated by means of seven projects assigned throughout the semester. Given the computationally intensive nature of the course material, the use of traditional in class examinations is not feasible. Cryptography courses, by their intrinsic nature, readily lend themselves to the maintenance of academic integrity. Consequently, plagiarism is easier to deter than in other courses.


o MAT 301-Probability and Mathematical Statistics I; o MAT 310-Linear Algebra; o MAT 410-Abstract Algebra; and o CSCI 360-Cryptography and Cryptanalysis.

Textbook: Konheim, Alan G., Computer Security and Cryptography, John Wiley & Sons, 2007, ISBN 978-0-471-94783-7.

Exams: The use of traditional in class examinations is not feasible.

Projects: Seven projects will be assigned throughout the semester. Part of each project will require a theoretical mathematical analysis of a cryptographic challenge or a cryptographic algorithmic design specification. The mathematical analysis is validated either by successfully determining the plaintext of the challenge or through the implementation of a cryptographic algorithm with the specified properties. All of the projects involve considerable computation. Consequently, each assignment will require the writing of original computer code. The purpose of the assignments is to engage students in problem solving that realistically reflects the

61

problems confronted by mathematicians that work in this specialty which continues to gain prominence due to its role in protecting communication and financial transactions.

Weekly Quizzes: Not applicable.

Determination of Final Grade: Six of the seven projects are worth 14% each whereas the seventh one is worth 16% for a total of 100%. Final overall grades are determined according to the following table:

Grading Scale

Grade Overall percentage at least needed

Up to overall percentage needed

A 93 100

A- 90 93

B+ 87 90

B 83 87

B- 80 83

C+ 77 80

C 73 77

C- 70 73

D 60 70

F 0 60

Requirements: Projects are expected to be submitted by the specified due date. A project not submitted by the beginning of class on the due date will be considered late. Each project will be evaluated on a basis of 100 points. Late projects will be penalized 10 points if they are submitted within a week after the due date. Subsequently, the project score will be reduced by 5 points for each day the project is late beyond the initial week. Since incomplete projects may lose more points than late ones, students are strongly encouraged to complete their projects. Late projects will not be accepted more than 25 days past the due date since they have lost all value by that time.

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Programs that do not compile successfully will not receive any credit. Programs that compile successfully but whose output is not correct for a given set of input data are considered incorrect and will lose points proportional to the number of significant errors in the program.

College wide policies for undergraduate courses Incomplete Grade Policy: An Incomplete Grade may be given only to those students who would pass the course if they were able to satisfactorily complete the course requirements. It is within the discretion of the faculty member as to whether or not to give the grade of Incomplete. Extra Work During the Semester: Any extra credit coursework opportunities during the semester for a student to improve his or her grade must be made available to students at the same time. Furthermore, there is no obligation on the part of any instructor to offer extra credit work in any course. The term “extra credit work” refers to optional work that may be assigned by the instructor to all students in addition to the required work for the course that the student must complete. It is distinguished from substitute assignments or substitute work that may be assigned by the instructor to individual students, such as make-up assignments to accommodate emergencies or to accommodate the special circumstances of individual students. Americans with Disabilities Act (ADA) Polices: Qualified students with disabilities will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services (OAS). Prior to granting disability accommodations in this course, the instructor must receive written verification of a student’s eligibility from the OAS which is located at L66 in the new building (212-237-8031). It is the student’s responsibility to initiate contact with the office and to follow the established procedures for having the accommodation notice sent to the instructor. Statement of the College Policy on Plagiarism: Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work as one’s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. It is the student’s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation. (John Jay College of Criminal Justice Undergraduate Bulletin, http://www.jjay.cuny.edu/academics/654.php)

63


MAT 4xx-Mathematical Cryptography

Daily Schedule

Lecture Topics Text Sections

x Columnar Transposition x 1 Rules of columnar transposition encipherment; cribbing. 2.1-2.3 2 Examples of cribbing. 2.4 3 Plaintext language models: Markov sources, letter counts and

probabilities. 2.5-2.7

4 Markov scoring. 2.8 x Statistical tests to assess the strength of a cryptographic scheme x 5 Kolmogorov-Smirnov test and NIST (National Institute of Standards)

statistical test. 5.1-5.3

6 Diagnosis: Discovering the nature of an encipherment scheme. 5.4 x Stream Ciphers x 7 Feedback shift registers. 8.1-8.3 8 The characteristic polynomial of a linear feedback shift register (LFSR). 8.4 9 Maximal LFSR registers; matrix representation of the LFSR. 8.5-8.8 10 Cribbing of stream enciphered ASCII plaintext. 8.9 11 Non-linear feedback shift registers. 8.10-8.11 12 Irregular clocking (shifting) and GSM (Global System for Mobile

Communication); RC 4. 8.12-8.13

x Block-Ciphers x 13 Lucifer. 9.1 14 Data Encryption System (DES). 9.2-9.6 15 Randomization analysis of DES; cryptanalysis of DES. 9.7-9.9 16 Differential cryptanalysis; a DES cracker. 9.10-9.11 17 Advanced Encryption Standard (AES) and the Rijndael algorithm. 9.13-9.16 18 Cryptanalysis of Rijndael. 9.17-9.18 x Prime Number Factorization and the Discrete Logarithm Problem x 19 Pollard’s p-1 method; a solution of the discrete logarithm problem given

a factorization of p-1. 13.3, 14.1-

14.2 20 Pollard’s p algorithm; Pollard’s ρ-algorithm for the discrete logarithm

problem. 13.4, 14.6

x Elliptic Curve Cryptography x 21 Elliptic curves; The elliptic group over the reals. 15.1-15.2 22 Lenstra’s factorization Algorithm; the elliptic group over Zp. 15.3-15.4 23 Diffie-Hellman key exchange using an elliptic curve; the Menezes-

Vanstone elliptic curve cryptosystem; the elliptic curve digital signature algorithm

15.8-15.10

24 Network key distribution; El Gamal’s extension of the Diffie-Hellman 16.1-16.4

64

key exchange protocol for encryption. x Digital Signatures & Authentication x 25 Public key cryptography and signature systems. 17.1-17.5 26 National Institute of Standards’ (NIST) digital signature algorithm; El

Gamal’s signature protocol; and the Fiat-Shamir identification and signature scheme.

17.10-17.12

x Applications x 27 Securing ATM transactions. 18.3 28 The Secure Socket Layer (SSL). 18.8

65



MAT 3xx-Stochastic Processes

Instructor:

Office:

Office Phone:

E-mail:

Office Hours:

Course Description:This is a course on basic stochastic processes and applications with an emphasis on problem solving. Topics will include Conditional Probability and Conditional Expectation, Discrete-time Markov chains, Poisson point processes, Continuous-time Markov chains, renewal processes, stationary processes, and Gaussian processes, etc. The study of probability models for stochastic processes involves a broad range of mathematical and computational tools. This course will strike a balance between the mathematics and the applications.

Learning Outcomes: Many systems evolve over time with an inherent amount of randomness. The goal of this course is to investigate and analyze these modern probability models and stochastic processes that would capture the salient features of the system under study to predict the short and long term effects that this randomness will have on the systems under consideration. After completing the course, the student should be able to satisfactorily meet the following challenges:

Use and understand basic mathematical notations. Select and apply an appropriate mathematical model for certain elementary probabilistic

problems. Understand the various assumptions needed for the various methodologies covered in the

class as well as their implementations. Using consistent (logical) thinking to solve problems. Gain working understanding of how to use and interpret the results and write clear reports

of analysis methods and results.

66

Means of Assessment: Course grade in this course will be based on their performance on the following:

Class Component Percentage of Final Grade

Homework 20%

Simulation Project 20%

Midterm Exam 30%

Final Exam 30%

Bi-weekly homework assignments will be scheduled for the semester. Timely completion of all homework assignments is required. These homework assignments will cover all the probabilistic models and stochastic processes discussedin the class. Each student will perform a simulation Project on Markov chains using Monte-Carlo methods. Specific requirements for the project will be made available during the semester.


MAT 301 – Probability and Mathematical Statistics 1 MAT 302 – Probability and Mathematical Statistics 2

Textbook: Introduction to Probability Models,Academic Press, 11th ed., 2010, Sheldon M. Ross.

Supplementary Texts:

Introduction to Stochastic Processes, 2nd ed., Chapman and Hall, Greg Lawler. Adventures in Stochastic Processes, Birkhäuser, Sidney Resnick. Stochastic Processes,2nd ed., Wiley,Sheldon Ross.

67

Reading Outline

Lecture Topics Chapter

1 Introduction to Probability theory 1

2 Random Variables 2

3 Conditional Probabilities and Conditional Expectation I 3

4 Conditional Probabilities and Conditional Expectation II 3

5 Discrete Time Markov chains I 4

6 Discrete Time Markov chains II 4

7 Discrete Time Markov chains: Applications 4

8 Markov Chain Monte Carlo Methods 4

9 Markov Decision Processes 4

10 Hidden Markov Chains 4

11 Exponential Distribution 5

12 Poisson Process 5

13 Applications of Poisson Process and Compound Poisson Process 5

14 Midterm Exam

15 Continuous-Time Markov Chains I 6

16 Continuous-Time Markov Chains II 6

17 Birth and Death Processes 6

18 Renewal Theory and Its Applications I 7

19 Renewal Theory and Its Applications II

20 Reliability Theory I 9

21 Reliability Theory II 9

22 Brownian Motion 10

23 Hitting Times, Maximum Variable, and the Gambler’s Ruin Problem 10

68

24 Pricing Stock Options 10

25 White Noise and Gaussian Processes 10

26 Stationary and Weakly Stationary Processes 10

27 Simulation I 11

28 Simulation II 11

29 Final Exam

69



MAT 3xx-Multivariate Analysis

Instructor:

Office:

Office Phone:

E-mail:

Office Hours:

Course Description: Multivariate statistical analysis refers to multiple advanced techniques for examining relationships among multiple variables at the same time. Multivariate procedures are used in studies that involve more than one dependent variable (also known as the outcome or phenomenon of interest), more than one independent variable (also known as a predictor) or both. This type of analysis is desirable because researchers often hypothesize that a given outcome of interest is affected or influenced by more than one thing. Multivariate techniques are used across the whole range of fields of statistical application: in medicine, physical and biological sciences, economics and social science, and of course in many industrial and commercial applications Through a combination of text-book and real-world data sets, student will gain hands on experience in understanding when and how to utilize the primary multivariate methods: Data reduction techniques, Principal Component Analysis and Common Factor Analysis, ANOVA/MANOVA/MANCOVA, Cluster Analysis, and Canonical Correlation Analysis.

Learning Outcomes: The goal of this course is to develop conceptual and practical understanding that includes a range of procedures and programs for multivariate data analysis. After completing the course, the student should be able to satisfactorily meet the following challenges:

Gain broad understanding of the conceptual organization of the various multivariate techniques.

Evaluate the relevant aspects of a proposed multivariate data analysis situation and choose an appropriate type of analysis.

Understand the various assumptions needed for the various methodologies covered in the class as well as their implementations.

Implement analyses of multivariate methods using a statistical software package such as R.

70

Work and learn in an interdisciplinary environment; specifically, to develop problem solving skills in an interdisciplinary team environment.

Gain working understanding of how to use and interpret the results and write clear reports of analysis methods and results.

Means of Assessment: Course grade in this course will be based on their performance on the following:

Class Component Percentage of Final Grade Homework 30% Data Analysis Project 30% Midterm Exam 20% Final Exam 20%

Five homework assignments will be scheduled for the semester. Timely completion of all homework assignments is required. These homework assignments will cover all the multivariate analysis techniques covered in the class. Each student will perform a complete data analysis and prepare and submit a professional report for the Data Analysis Project. Specific requirements for the final project will be made available during the semester. The following scale will be used to determine the letter grade:

A, A- Excellent

B+, B, B- Good

C+, C Satisfactory

C-, D+ Poor

D, D- Very Poor

F Failure

P Pass

R Repeat

W Withdrawal


MAT 301 – Probability and Mathematical Statistics 1 MAT 302 – Probability and Mathematical Statistics 2 MAT 310 – Linear Algebra

Textbook: Johnson, Richard A. and Wichern, Dean W., Applied Multivariate Statistical Analysis, 6th edition, Pearson Education, Inc. 2007, ISBN: 0-13-187715-1.

Supplementary Tests: Sharma, S., Applied Multivariate Techniques, John Wiley & Sons, 1996. Lattin, J., Carrol, D., and Green, P., Analyzing Multivariate Data, Cengage Learning,

2002.

71

Everitt, B., An R and S-PLUS Companion to Multivariate Analysis, Springer Texts in Statistics, 2010.

Americans with Disabilities Act (ADA) Policies

Qualified students with disabilities will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services (OAS). Prior to granting disability accommodations in this course, the instructor must receive written verification of a student’s eligibility from the OAS which is located in the New Building, Room L.66.00 (212-237-8031). It is the student’s responsibility to initiate contact with the Office and to follow the established procedures for having the accommodation notice sent to the instructor.” (Undergraduate Bulletin 2012-2013, p.260) (A Faculty Guide to Teaching College Students with Disabilities 4th ed., p.3) Statement of the College Policy on Plagiarism:

Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work as one’s creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source.

Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism.

It is the student’s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrasing, summarizing, and direct quotations are acceptable forms of restatement, as long as the source is cited.

Students are advised to consult with their instructors when they are unsure about how and when to provide documentation. The Library has free guides designed to help students with problems of documentation. (John Jay College of Criminal Justice Undergraduate Bulletin, http://www.jjay.cuny.edu/academics/654.php, (seeUndergraduate Bulletin 2013-2013: Chapter 6 Academic Standards)

72


Reading Outline

Lecture Topics Chapter

1 Multivariate Analysis Introduction 1

2 Linear Algebra Review and Matrix Algebra. 2

3 R- Matrix Computations Handout

3 Random Samples and Expected Values of Sample Mean and Covariance matrix 3

4 Multivariate Normal Distribution 4

5 Inferences about Mean Vector 5

6 Comparison of Several Multivariate Means 6

7 Comparison of Several Multivariate Means Cont. (ANOVA & MAQNOVA) 6

8 MANOVA via R Handout

9 The Classical Linear Regression Model. 7

10 Multivariate Linear Regression, Regression Assumptions 7

11 Regression Topics: Multicollinearity, Dummy Variables, etc. 7

12 Principal Components: Population Principal Components 8

13 Principal Components: Sample Variation, Graphing the Principal Components 8

14 Principal Components: Large Sample Inferences 8

15 Midterm Exam

16 Factor Analysis: Introduction, Orthogonal Model 9

17 Factor Analysis: Methods of Estimation 9

18 Factor Analysis: Tests for Common Factors 9

19 Canonical Correlation Analysis: Canonical Variates & Canonical Correlation 10

20 Canonical Correlation Analysis: Interpreting Canonical Variables 10

21 Canonical Correlation Analysis: Sample Canonical Variates & Correlation 10

22 Discrimination & Classification; Separation & Classification for Two populations 11

23 Classification with Multivariate Normal Populations 11

73

24 Cluster Analysis: Similarity Measures & Clustering Methods 12

25 Cluster Analysis: Clustering Based on Statistical Methods 12

26 Cluster Analysis: Multidimensional Scaling 12

27 Data Analysis Project Presentations

28 Data Analysis Project Presentations & Review for Final Exam

29 Final Exam

74

D. NYSED and CUNY Forms NYSED Registration Form Table 1. Program of Study Table 2. Full-time Faculty Table Table 3. Part-time Faculty Table Table 4. Faculty To Be Hired

CUNY Financial Tables

75

June 2014 1

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Application for Registration of a New Program1

Task 1: Institution and Program Information

Institution Information Institution Name: Institution Code (6 digits):

John Jay College of Criminal Justice 333000

Institution Address:

524 W. 59

th Street

City:

New York

State/Country:

NY

Zip: 10019

Regents Regions: New York City Region

Specify campus(s) of the institution where program is offered, if other than the main campus:

NA

Specify any other additional campus(s) where the program is offered besides the ones selected above:

NA

If any courses will be offered off campus, indicate the location and number of courses and credits:

NA

If the program will be registered jointly with another institution, please provide the partner institution's name:

NA

Program Information for New Programs

Program Title: Applied Mathematics: Data Science and Cryptography

Degree Award: B.S. (Please note: John Jay College also requests a separate NYSED program code for the CUNY Macaulay Honors College version of this program)

HEGIS code: 1703.00

Number of Credits*:

120

1 CUNY and SUNY institutions: contact System Administration for proposal submission process.

76

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr7.html

http://www.highered.nysed.gov/ocue/lrp/chapter_i_of_title_8_of_the_offi.htm#Section3.50.RegisteredDegrees


June 2014 2

* If the program contains multiple options or concentrations that affect the number of program credits, list the total number of program credits required for each option:

Option/Concentration Name: Data Science and Cryptography Credits: 12 each

If program is part of a dual degree program, provide the following information:

Program Title: NA

Degree Award:

HEGIS code:

Section III. Contact Information

Name of contact person Ms. Katherine Killoran

Title of contact person: Executive Academic Director, Office of Undergraduate Studies

Telephone 212-237-8263

Fax: NA

Email: [email protected]

77

http://www.highered.nysed.gov/ocue/lrp/chapter_i_of_title_8_of_the_offi.htm


Table 1a: Undergraduate Program Schedule

Indicate academic calendar type: _X_Semester __Quarter __Trimester __Other (describe)

Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Fall 1 Check course classification(s) Term: Spring 1 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Req Core: ENG 101 English Comp I 3 X Req Core: ENG 201 English Comp II 3 X ENG 101 Req Core: MAT 141 Pre-Calculus 3 X Placement exam MAT 204 Discrete Structures 3 X X MAT 105 or higher Col Option: Justice Core First Year Seminar 3 X Req Core: Life & Physical Science 3 X Flex Core: World Cultures – SPA 101 3 X Col Option: Communication – SPA 102 3 X SPA 101 Flex Core: Creative Expression 3 X MAT 241 Calculus I 3 X X MAT 141

Term credit total: 15 15 0 Term credit total: 15 15 6 Term: Fall 2 Check course classification(s) Term: Spring 2 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) MAT 242 Calculus II 3 X X MAT 241 CSCI 272 Object-Oriented Programming 3 X CSCI 271 Flex Core: Scientific World [CSCI 271 Into to Computing & Program (STEM variant)

3 X X MAT 105 or higher Col Option: Learning From the Past 3 X

Flex Core: Individual & Society 3 X MAT 243 Calculus III 3 X X MAT 242 MAT 310 Linear Algebra 3 X X MAT 241 MAT 351 Intro to Ordinary Differential Equa 3 X X MAT 242 Flexible Core: US Exp in its Diversity 3 X Flex Core 6th course 3 X

Term credit total: 15 15 9 Term credit total: 15 12 9 Term: Fall 3 Check course classification(s) Term: Spring 3 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) MAT 301 Probability & Statistics 3 X X MAT 241 MAT 410 Abstract Algebra 3 X X MAT 242 MAT 244 Calculus IV 3 X X MAT 243 CSCI 373 Advanced Data Structures 3 X CSCI 272 Col Option: Justice Core 300-level 3 X Elective or Minor 3 X Elective or Minor 3 X Elective or Minor 3 X Elective or Minor 3 X Elective or Minor 3 X

Term credit total: 15 15 6 Term credit total: 15 12 6 Term: Fall 4 Check course classification(s) Term: Spring 4 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) MAT 341 Advanced Calculus I 3 X X MAT 244 MAT 4XX Mathematical Cryptography

Capstone 3 X X CSCI 360, MAT 341

Math Elective 1:MAT 371 Numerical Analysis 3 X X MAT 242 MAT Elective 2: MAT 277 Financial Math 3 X X

CSCI 360 Cryptography & Cryptanalysis 3 X MAT 204, CSCI 272

Elective or Minor 3 X

Elective or Minor 3 X Elective or Minor 3 X Elective or Minor 3 Elective or Minor 3

Term credit total: 15 9 6 Term credit total: 15 12 6

Program Totals: Credits: 120 Liberal Arts & Sciences: 102 Major: 51 Elective & Other: 33

Cr: credits LAS: liberal arts & sciences Maj: major requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses

78

http://www.highered.nysed.gov/ocue/lrp/liberalarts.htm

Table 2. Fulltime Faculty. Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title (include and identify Program Director)

Program Courses to be Taught Percent Time to Program

Highest and Other Applicable Earned Degrees & Disciplines (include College/University)

Additional Qualifications: list related certifications/ licenses; occupational experience; scholarly contributions, etc.

Aftab Ahmad Data Bases & Data Mining (362)

Doctor of Science, Computer Science, George Washington University

Assessment of security, privacy, integrity and non-repudiation

Object Oriented Programming (272) Cryptograph & Cryptanalysis (360)

Leslie Chandrakantha Probability & Statistics I,II (301,302)

PhD, Mathematics Temple University

Probability and statistics, data analysis, use of simulation to teach statistical concepts

Multivariate Analysis (3xx) Data Analysis (4zz)

Sven Dietrich Cryptograph and Cryptanalysis (360)

Doctor of Arts, Mathematics, Adelphi University

applied cryptography and computer/ network security, analysis of malware, botnets and distributed denial of service attacks

Mathematical Cryptography (4xx)

Alvin Estrada Calculus I and II (241,242)

MA, Mathematics Education, Adelphi University

discrete mathematics, calculus pedagogy Discrete Mathematics (204)

Konstantinos Georgatos Multivariate Analysis (3xx)

MPhil, PhD, Mathematics, The City University of New York

Logic and Artificial Intelligence. Belief and Information Merging

Data Analysis (4yy) Game Theory (4zz)

79






Samuel Graff Ordinary Differential Equations (351)

PhD, Mathematics New York University

analysis, differential equations, quantum computing Partial Differential Equations (352)

Advanced Calculus I&II (341/442) Mathematical Cryptography (4xx)

Hunter Johnson Cryptograph and Cryptanalysis (360)

PhD, Mathematics, University of Maryland

theoretical machine learning, analysis of statistical classification algorithms, cryptography Mathematical Cryptography (4xx)

Abstract Algebra (410)

Shaobai Kan Object Oriented Programming (272)

PhD, Mathematics, Wayne State University

data analysis, system identification, mathematical statistics, stochastic control, applied probability and stochastic processes

Stochastic Processes (3yy)

Probability & Statistics I,II (301,302)

Multivariate Analysis (3xx)

Thurai Kugan

Operations Research I,II (323, 324)

PhD, Computer Science, University of Illinois at Urbana-Champaign

operations research, nonlinear optimization Object Oriented Programming (272)

Game Theory (4zz)

Financial Mathematics (277)

Emerson Miller Calculus I,II,III & IV (241,242,243,244)

MA, Mathematics, University of California at Berkeley

numerical analysis, mathematics education Advanced Calculus I,II (341,442)

Linear Algebra (310)

80






Frank Pannizo Calculus I, II (241, 242)

NYU Polytechnic University, Bio Engineering

computer imaging, algorithms Advanced Data Structures (373) Discrete Mathematics (204)

Michael Puls Calculus I,II,III & IV, Advanced Calculus (241,242,243,244,341)

PhD, Mathematics, Virginia Polytechnic Institute and State University

group theory, pattern recognition, cryptography

Operations Research I,II (323,324) Linear Algebra (310) Image Processing (3zz) Advanced Calculus I,II (341,442)

Douglas Salane Calculus I,II,III & IV (241,242,243,244)

PhD, Applied Mathematics, SUNY Stony Brook

numerical analysis and numerical linear algebra, optimization, data clustering, incident based crime reporting systems, high performance computing systems

Numerical Analysis (371) Discrete Mathematics (204) Linear Algebra (310)

Peter Shenkin Databases & Datamining (CSCI 362)

PhD, Mathematics, New York University

probability and statistics, data analysis, database systems Probability & Statistics (MAT 301 & 302)

Multivariate Analysis (3XX) Data Analysis (4yy)

Dante Tawfeeq Calculus I, II, III & IV (241,242,243 & 244)

PhD, Mathematics Education, Florida State University

mathematics curriculum design, Fullbright Scholar 2015

81






Keith Thomas Calculus I, II, III & IV (241,242,243 & 244)

PhD, The Graduate School and University Center, CUNY

mathematics education

Antoinette Trembinska Calculus I, II, III, IV (241,242,243 & 244)

PhD, Mathematics, Northwestern University

complex analysis Linear Algebra (310) Advanced Calculus (341)

Bert Van Kluen Cryptograph and Cryptanalysis, object oriented programming,

PhD, Mathematics, University of Groningen, the Netherlands

mathematical systems theory (systems and control, dynamical models, feedback systems), data described by Markov type models.

82

Table 3: Part-Time Faculty

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part-time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title Program Courses to be Taught


Additional Qualifications: list related certifications/licenses; occupational experience; scholarly contributions, etc.

Eman Abdu CSCI 271, 272, 373, 362 Ph.D, Computer Science, CUNY Graduate Center

CISSP, CPA, data base group leader, Pricewaterhouse, research work in categorical clustering and machine learning,

Sam Baruch MAT 141,241,242,243,244,204, 301 M.A. Statistics, Columbia University

Frank Panizzo MAT 141, 241,242,243,244,301 Ph.D. in Bioengineering, Polytechnic University (now Tandon School, NYU)

research involves statistical studies of reliability

Todd Stambaugh MAT 141,241,242,243,244,204,301,310 M.A. Mathematics, CUNY Graduate Center

PhD work includes research in epistemic logic and game theory

Gary Welz MAT 141,241,242,243,244,204 M.S. Mathematics, University of London

83

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part-time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title

Program Courses to be Taught


Additional Qualifications: list related certifications/licenses; occupational experience; scholarly contributions, etc.

84

Table 4: Faculty to be Hired

If faculty must be hired, specify the number and title of new positions to be established and minimum qualifications.

Title/Rank of Position No. of New Positions

Minimum Qualifications (including degree and discipline area)

F/T or P/T Percent Time to Program Expected Course Assignments

Expected Hiring Date

None

85

Table 5: New Resources

Year 1 Year 2 Year 3 Year 4 Year 52014-15 2015-16 2016-17 2017-18 2018-19

Full Time Faculty $ - $ - $ - $ - $ -

Part Time Faculty $ 16,447.38 $ 16,939.60 $ 34,894.74 $ 35,940.10 $ 37,017.78

Full Time Staff $ - $ - $ - $ - $ -

Part Time Staff $ - $ - $ - $ - $ -

Library (Includes Staffing) $ 5,000.00 $ 2,000.00 $ 2,000.00 $ 1,000.00 $ 1,000.00

Equipment $ - $ - $ - $ - $ -

Laboratories $ - $ - $ - $ - $ -

Supplies & Expenses $ 5,000.00 $ 3,000.00 $ 3,000.00 $ 3,000.00 $ 3,000.00

(Other than Personal Services)

Capital Expenditures $ - $ - $ - $ - $ -

Other $ - $ - $ - $ - $ -

Total all $ 26,447.38 $ 21,939.60 $ 39,894.74 $ 39,940.10 $ 41,017.78

Rate of inflation used is 3%

Expenditures

86

1st

Year 2nd

Year 3rd

Year 4th

Year 5th

Year

2014-15 2015-16 2016-17 2017-18 2018-19

Tuition Revenue[3]

01. From Existing Sources[4]

02. From New Sources[5] $86,074 $122,014 $144,625 $147,518 $150,468

03. Total $86,074 $122,014 $144,625 $147,518 $150,468

Other Revenue[7]

07. From Existing Sources§

08. From New Sources**

$0 $0 $0 $0 $009. Total $0 $0 $0 $0 $0

Grand Total[8]

10. From Existing Sources§

11. From New Sources**

$124,024 $222,214 $322,059 $419,281 $438,761

TOTAL $124,024 $222,214 $322,059 $419,281 $438,761

[1] Inflation rate used for projections is 3%.

$288,293

Revenues[1]

$37,950

$37,950 $100,200 $177,434 $271,763

$100,200 $177,434 $271,763

Projected Revenue Related to the Proposed Program

$0$0 $0 $0

$288,293

$0

87

DIRECT OPERATING EXPENSES Year 1 Year 2 Year 3 Year 4 Year 5Include additional expenses incurred by other programs when

satisfying needs of new program. Faculty need should be

commensurate with "net section needs" based on enrollment

(see "Enroll & Seat Need Projections" tab)

Current Full Time Faculty Overload (include Summer)

New Full Time Faculty Base Salary (Asst. Prof. rank)

New Full Time Faculty Overload (include Summer)

New Faculty Re-assigned Time (list seperately) -$ $0 $0

Full Time Employee Fringe Benefits (41.6%) $0 $0 $0 $0 $0

Total (Links to Full-Time Faculty on Program Exp

Worksheet) $0 $0 $0 $0 $0

Part Time Faculty Actual Salaries1 course for adjunct faculty to replace FT Faculty to

Coordinate Major - 1 course release per year

(calculated at Asst Prof. Rank $73.53 x 45 hrs) 3,308$ 3,407$ 3,509$ 3,614$ 3,722$ 1 course for adjunct faculty to replace FT faculty who

provides advisement & assessment in the major - 1

course release per year (calculated at Asst Prof. Rank

$73.53 x 45 hrs) 3,308$ 3,407$ 3,509$ 3,614$ 3,722$ Adjunct faculty taught sections (Asst. Prof. Rank, $73.53

x 45 hrs), starting we 2 sections until yr 3, when it

increases to 6 6,616$ 6,814$ 21,055$ 21,686$ 22,337$

Part Time Faculty Actual Fringe Benefits (24.3%) 3,215$ 3,312$ 6,822$ 7,026$ 7,237$ Total (Links to Part-Time Faculty Program Exp

Worksheet) 16,447$ 16,940$ 34,895$ 35,940$ 37,018$

Full Time Staff Base Salary (list separetely)

Full Time Staff Fringe Benefits (41.6%) $0 $0 $0 $0 $0Total (Links to Full-Time Staff on Program Exp

Worksheet) $0 $0 $0 $0 $0

88


PART-TIME STAFF (do not include library staff in this section)

Part Time Staff Base Salary (list separately)Faculty Replacement Costs (replacement of full-time

faculty - e.g. on release time - with part-time faculty)

Graduate Assistants

Student Hourly

Part Time Employee Fringe Benefits (24.3%) $0 $0 $0 $0 $0Total (Links to Part-Time Staff on Program Exp

Worksheet) $0 $0 $0 $0 $0

LIBRARY

Library Resources $5,000 $2,000 $2,000 $1,000 $1,000

Library Staff Full Time (List Separately)

Full Time Staff Fringe Benefits (41.6%) $0 $0 $0 $0 $0

Library Staff Part Time (List Separately)

Part Time Employee Fringe Benefits (24.3%) $0 $0 $0 $0 $0

TOTAL (Links to Library on Program Exp Worksheet) $5,000 $2,000 $2,000 $1,000 $1,000

EQUIPMENT

Computer Hardware

Office Furniture

Other (Specify)

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

LABORATORIES

Laboratory Equipment $0 $0 $0 $0 $0

Other (list separately)

TOTAL (Links to Laboratories on Program Exp Worksheet) $0 $0 $0 $0 $0


SUPPLIES AND EXPENSES (OTPS)

Consultants and Honoraria

89

Office Supplies

Instructional Supplies

Faculty Development

Travel and Conferences

Membership Fees

Advertising and Promotion $5,000 $3,000 $3,000 $3,000 $3,000

Accreditation

Computer Software

Computer License Fees

Computer Repair and Maintenance

Equipment Repair and Maintenance

New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet) $5,000 $3,000 $3,000 $3,000 $3,000

CAPITAL EXPENDITURES

Facility Renovations

Classroom Equipment


TOTAL (Links to Capital Expenditures on Program Exp

Worksheet) $0 $0 $0 $0 $0


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

Rate of inflation used is 3%

90

The Five-Year Revenue Projections for Program

SENIOR COLLEGE (UNDERGRADUATE) WORKSHEET

Year 1 = Fall 2016

EXISTING FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five

Tuition & Fees:

# of EXISTING FULL-TIME, In-State Students (linked from

"Enroll & Seat Need Projections") - 95% of JJ students are NYS residents 5 13 24 33 34

Tuition Income (calculates 2% increase per year after Fall 2015) $6,030 $6,330 $6,457 $6,586 $6,717

Total Tuition $30,150 $82,290 $154,958 $217,329 $228,393Student Fees (enter ANNUAL program fees other than standard CUNY

fees)

Total Fees 0 0 0 0 0

Total In-State Tuition & Fees $30,150 $82,290 $154,958 $217,329 $228,393

Tuition & Fees:

# of EXISTING FULL-TIME, Out-of-State Students (linked

from "Enroll & Seat Need Projections") - 5% of JJ students are from out of

state 0 1 1 2 2

Annual Avg # of Credits per FT student (24-30) 17.25 17.25 17.25 17.25 17.25Tuition Income (Specify Rate per credit. Calculates 2% annual

increase after Fall 2015) $535 $560 $571 $583 $594

Total Tuition $0 $9,660 $9,853 $20,101 $20,503Student Fees (enter ANNUAL program fees other than standard CUNY

fees)


Total Out-of-State Tuition & Fees $0 $9,660 $9,853 $20,101 $20,503

TOTAL EXISTING FULL-TIME TUITION REVENUE $30,150 $91,950 $164,812 $237,430 $248,896

EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five

91

Tuition & Fees:# of EXISTING PART-TIME, In-State Students (linked from

"Enroll & Seat Need Projections") 2 2 3 8 9Total Enrolled Credits (Enter Avg # credits per student per year-

Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 15 15 15 15 15Tuition Income (Specify Rate per credit. Calculates 2% increase per

year after Fall 2015) $260 $275 $281 $286 $292


fees)



Tuition & Fees:# of EXISTING PART-TIME Out of State Students (linked

from "Enrollment and Seat Need Projections") 0 0 0 0 0Total Enrolled Credits (Enter Avg # credits per student per year-

Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 15 15 15 15 15Tuition Income (Specify Rate per credit. Calculates 2% increase per

year after Fall 2015) $535 $560 $571 $583 $594

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

fees)


Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING PART TIME REVENUE $7,800 $8,250 $12,623 $34,333 $39,397

TOTAL EXISTING REVENUE (LINKS TO REVENUE

SPREADSHEET ROW 5) $37,950 $100,200 $177,434 $271,763 $288,293

NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five

Tuition & Fees:

92

# of NEW FULL-TIME, In-State Students (linked from "Enroll

& Seat Need Projections") - 95% of JJ students are NYS residents 12 17 19 19 19

Tuition Income (Calculates 2% increase per year after Fall 2015) $6,030 $6,330 $6,457 $6,586 $6,717


fees)



Tuition & Fees:

# of NEW FULL-TIME, Out-of -State Students (linked from

"Enroll & Seat Need Projections") - 5% of JJ students are from out of state 1 1 1 1 1

Annual Avg # of Credits per FT student (24-30) 17.25 17.25 17.25 17.25 17.25Tuition Income (Specify Rate per credit. Calculates 2% increase per

year after Fall 2015) $535 $560 $571 $583 $594


fees)


Total Out-of-State Tuition & Fees $9,229 $9,660 $9,853 $10,050 $10,251

TOTAL NEW FULL-TIME TUITION REVENUE $81,589 $117,270 $132,529 $135,179 $137,883

NEW PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five

Tuition & Fees:# of NEW PART-TIME, In-State Students (linked from "Enroll

& Seat Need Projections") 2 2 5 5 5Total Enrolled Credits (Enter Avg # credits per student per year-

Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 8.625 8.625 8.625 8.625 8.625Tuition Income (Specify Rate per credit. Calculates 2% increase per

year after Fall 2015) $260 $275 $281 $286 $292

Total Tuition $4,485 $4,744 $12,097 $12,338 $12,585

93

Student Fees (enter ANNUAL program fees other than standard CUNY

fees)



Tuition & Fees:

# of NEW PART-TIME, Out-of-State Students 0 0 0 0 0Total Enrolled Credits (Enter Avg # credits per student per year-

Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) 8.625 8.625 8.625 8.625 8.625

Tuition Income (Specify Rate per credit) calculates 2%

increase per year $535 $560 $571 $583 $594

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

fees)


Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL NEW PART-TIME REVENUE $4,485 $4,744 $12,097 $12,338 $12,585

TOTAL NEW REVENUE (LINKS TO REVENUE

SPREADSHEET ROW 7) $86,074 $122,014 $144,625 $147,518 $150,468

OTHER REVENUE Year One Year Two Year Three Year Four Year FiveOther Revenue From Existing Sources (specify and explain)-

LINKS TO REVENUE SPREADSHEET ROW 13)

Other Revenue New (specify and explain) (LINKS TO REVENUE

SPREADSHEET ROW 15)

John Jay has a one-year retention rate of 77.6% based on entering

class F14

Enrollment projections assume a 4 year graduation rate of 19.1% which is

our average graduation rate over th five most recent years.

94

Projected Enrollment Year One Year Two Year Three Year Four Year Five

Existing Full-time Students

In-State 5 13 24 33 34

Out-of-State - 1 1 2 2

Existing Full-time Total 5 14 25 35 36

Existing Part-time Students

In-State - 2 3 8 9

Out-of-State - - - - -

Existing Part-time Total - 2 3 8 9

New Full-time Students

In-State 12 17 19 19 23

Out-of-State 1 1 1 1 1

NEW Full-time Total 13 18 20 20 24

New Part-time Students

In-State 2 2 5 5 5

Out-of-State - - - - -

New Part-time Total 2 2 5 5 5

Section Seats per Student Year One Year Two Year Three Year Four Year Five

Full-time Students

Existing Courses 7.75 7.75 7.75 7.75 7.75

New Courses 2.25 2.25 2.25 2.25 2.25

Total (normally equals 10) 10 10 10 10 10

NOTES: New students are students who would not otherwise have be enrolled in your college if this program were not offered. The proposal

text should explain the basis for this enrollment estimate.

Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in

another program at your college, had the new program not been established.

95

Part-Time Students


New Courses 1.125 1.125 1.125 1.125 1.125

Total (normally equals 4-6) 5 5 5 5 5

Seat & Section Needs Year One Year Two Year Three Year Four Year Five

Change in Seat Need for Existing Students

Existing Courses (11) (34) (60) (88) (91)

New Courses 11 34 60 88 91

Seat Need for New Students

Existing Courses 109 147 174 174 205

New Courses 32 43 51 51 60

Total Seat Need Change


Avail. Seats in Existing Courses

Net Seat Need in Existing 97 114 115 87 114

New Courses 43 77 110 138 151

All Courses 140 190 225 225 265

Average Seats per Section


New Courses 30 30 30 30 30

Net New Section Need


New Courses 1.43 2.55 3.68 4.61 5.03

Total 4.67 6.33 7.50 7.50 8.83

96

E. Letters of Support

97

F. Articulation Agreement

100

Appendix G. Job Advertisements

VIEW OUR WEBSITE (HTTP://WWW.NEXTJUMP.COM)VIEW ALL JOBS (HTTP://NEXTJUMP.APPLYTOJOB.COM/APPLY/)

(http://nextjump.applytojob.com/apply)

Application Security EngineerNew York, NY Full Time Security Mid Level

• Title: Application Security Engineer

• Job Type: Full-time

• Location: New York, NY

Compensation: Competitive. Eligible for pre-IPO stock

option grants.

Position Summary:

Next Jump's Application Security Engineers are focused on

keeping our business, users and data safe by ensuring our

applications and platforms are secure. This highly

collaborative position works to secure existing applications

and platforms, makes platform and framework security

enhancements and helps scale our security program through

automation, process improvement, and tool creation.

Responsibilities of the role include:

• Working with teams to secure new

platforms/applications

• Implementing framework and platform security

improvements

• Implementing monitoring and analysis tools

• Working with Release Engineering and QA teams to

build tools and scale security in our continuous

deployment environment

• Assessing the security of applications, APIs and

platforms through code reviews and penetration

testing

• Configure, tune and respond to Web Application

Firewall alerts

• Work as a member of the incident response team to

handle incidents, vulnerabilities and mitigate threats

Apply for this position

REQUIRED *

APPLY WITH LINKEDIN

Apply with IndeedAPPLY WITH INDEED

First Name *

Last Name *

Email Address *

Address

Address

City State Postal

Phone *

Resume *

Attach resume or Paste resume

Cover Letter *

What are you looking for? *

-- No answer --

What location are you interested in? *

-- No answer --

What salary range are you looking for? *

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POWERED BY (HTTP://APPLYTOJOB.COM)

We’re looking for someone passionate about security and

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and education

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oriented programming

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• BS/MS degree in Information Assurance, Network

Security, Information Security, CS or related field

Preferred:

• Experience with PHP, Golang, and/or Java

• Strong foundation in one or more of the following:

◦ Data management security

◦ Authentication

◦ Applied cryptography

◦ Algorithm design

• Experience with Web Client/Server application

architecture, the secure development lifecycle and

OWASP best practices

• Experience with PCI-DSS

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-- No answer --

Why are you looking for a new position? *

Why does Next Jump interest you? *

What unique value will you provide Next Jump?

*

What are your goals and how does an

opportunity at Next Jump fit with them? *

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what where

Cryptography New York, NY Find Jobs Advanced Job Search

job title, keywords or company city, state, or zip

Find Jobs ResumesFind / Post JobEmployers Upload your resume

Application Security EngineerSystems IncApex 329 reviews - York, NYNew

Job #: 711014

the We have an exciting opportunity for a full time role with The innovation lab of a major financial services institution in NYC. Key client is looking for a hands on Application Security Engineer.

opportunities in details are below. If interested in any development Portal/Talent Network. NY/NJ, please view all our jobs via our Job

you are on the market and This position will move very quickly so if Hewson at interested, please send resumes to James

Engineer Application Security [email protected]. Application Security We are looking for a skilled Description

member of our Engineer to perform a strategic role as a key analyze scale software, -engineering team to build secure webperspective, software designs and implementations from a security

include the and identify and resolve security issues. You will countermeasures at appropriate security analysis, defenses and

to result in robust each phase of the software development lifecycle, Responsibilities and reliable software.

• Implement, test and operate advanced software security techniques for a global scale enterprise software platform

• Perform on-going security testing and code review to improve software security

• Create automated tests to encourage and enforce security standards

• Troubleshoot and debug issues that arise • Provide engineering designs for new software solutions to

help mitigate security vulnerabilities • Contribute to all levels of the architecture • Maintain technical documentation • Coach team members on secure coding practices • Develop a familiarity with new tools and best practices

Qualifications Minimum

• Proven relevant experience • Detailed technical knowledge of techniques, standards and

state-of-the art capabilities for authentication and authorization, applied cryptography, security vulnerabilities and remediation

• Software development experience in one of the following core languages: C#, Java, C++, Ruby, Python, Scala

• Adequate knowledge of web related technologies (Web applications, Web Services, Service Oriented Architectures) and of network/web related protocols

• Interest in all aspects of security research and development • Masters/Bachelors’ degree in Computer Science or related

field (in lieu of degree, 4 years of relevant work experience)

Qualifications Preferred

• Thorough knowledge of JavaScript and Web Standards • Familiarity with client side MVC frameworks, preferably

React.js • Experience with at least one major server side web

development stack • Technical knowledge of at least one major RDBMS, preferably

SQL Serer • Experience with Node.js for Server Side JavaScript

development • Experience with a NoSQL database, preferably MongoDB

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• Experience with microservices architecture

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« Jobs Board

Data ScientistMLB Advanced MediaNew York, NY

Posted 10 months ago (1,664 views)

MLB Advanced Media (MLBAM), the interactive and mobile division of Major League Baseball, is the developer of several award-winning products, apps and services. Some of these include: MLB Gameday, MLB.TV, Fantasy Baseball, Beat the Streak, and the #1 sports app and a Hall of Fame inductee for iPhone, iPad and Macworld - MLB At Bat! We are also an industry leader in the development and distribution of live streaming video events over multiple platforms for partners such as HBO and WWE.

MLBAM is looking for a Data Scientist for its New York City office.

As a Data Scientist at MLBAM, you will be a hands-on lead for data science in the organization. Your primary focus will be on building large scale, big data-driven predictive models that are actionable and embedded in MLBAM products (out of the gate your focus will be recommender systems), but you will also have the opportunity to leverage your skills in strategic business applications.

In this role you will partner closely with world-class talent across technical, advanced analytics and business groups to improve our products and make an impact with your insights. You will have some of the richest and most robust data at your fingertips across multiple subject areas (e.g. media streaming data for MLB & its partners, MLB Statcast) and an opportunity to work in a fast-paced, collaborative environment.

Responsibilities

• Design, develop and manage large scale, big data-driven predictive models that are integrated with key product features

• Collaborate with Advanced Analytics and Data Engineering leads to establish analytic standards and platforms that scale and can be leveraged in various initiatives throughout the organization

• Ensure that testing and validation is a pervasive component of data science solutions

• Deliver world class data-driven products in partnership with cross functional teams (Product Managers, Data Engineers, Software Engineers, etc)

• Communicate complex concepts and the results of analyses in a clear and effective manner business stakeholders

• Communicate with leaders to maximize the effectiveness of the data science initiatives

Required Skills & Experience

• Ability to write production-grade code and learn new languages

• Deep hands-on experience prototyping, building, releasing, and

Apply Now

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Junior AnalystAnalytics Media GroupNew York, New York

Posted 9 months ago (1,369 views)

We believe in the power of data to transform how people make decisions. Our products help our broad array clients - leaders of progressive political campaigns and Fortune 100 companies - to use data to make better decisions around buying TV advertising.

You're the kind of person who:

• Can solve a technical problem with Google & StackOverflow posts

• Constantly consumes information (breaking news, technology developments, the works)

• Builds complex spreadsheets to make your own life decisions

The Junior Analyst will spend her days working with Senior Analysts to analyze large, complex data sets to identify trends and build predictive models for a wide variety of elite clients to inform real-world decisions at a tremendous scale.

Junior analysts will also be responsible for packaging their (and the team's) work into tables, charts and written explanations for memos and presentations. The ability to explain technical and/or complex analyses to an audience with varying technical experience is critical; and whether you’re working independently or collaboratively, you will be a part of the team. You don’t necessarily need experience with predictive modeling, statistical analysis, and big-data processing, but you will learn those skills on the job.

ABOUT AMG

We are a tech and media analytics startup that grew out of the 2012 Obama Campaign where we used individual-level data to change the way the campaign spent their $500M media budget. Though we were outspent, our ability to target our audience in a sophisticated way meant our dollars were better spent than the opposition.

We're bringing this methodology (and scrappiness!) to a broad array of clients who range from Fortune 500 consumer companies to political candidates and interest groups. And we have made waves - check out the New York Times Magazine profile of our approach:http://www.nytimes.com/2013/06/23/magazine/the-obama-campaigns-digital-masterminds-cash-in.html?pagewanted=all

REQUIREMENTS

• Desire to learn, develop new skills, and improve existing skills

• Basic proficiency manipulating data in any tool (including Microsoft Excel)

• Basic proficiency in a scripting or programming language (any language is fine, but R and Python are preferable)

• Bachelor’s degree in a quantitative, scientific, or engineering field; or significant outside experience (Coursera, other MOOCs, work experience, etc.)

• Strong written and verbal communication skills

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• 0-4 years of real-world experience analyzing data

WHAT WOULD GET US REALLY EXCITED

• Past work with surveys, demographic and consumer data, or large databases

• Data visualization

• Background or coursework in statistical analysis or predictive modeling

• Experience with SQL or NoSQL databases

• Experience with git, subversion, or other version control tools

BENEFITS

• Join a mission-aligned team dedicated to delivering outstanding work to clients and growing individually

• Comprehensive health and dental insurance (for employees and their families), life insurance, 401k, eligible for participation after one year

• Pre-tax flexible compensation plan for medical, transit, parking or dependent care expenses

• Salary and equity

• 10 paid vacation days (although in reality we’re more flexible) and sick days

• Remote Fridays

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I-B-2- NEW YORK CITY COLLEGE OF TECHNOLOGY – BS in APPLIED COMPUTATIONAL PHYSICS

RESOLVED, that the program in Applied Computational Physics offered at New York City College of Technology and leading to the Bachelor of Science, be approved, effective February 21, 2017, subject to financial ability.

EXPLANATION: Graduates of this program will be well equipped with a solid background in physics, computing, and mathematics, as well as learn valuable skills in complex problem-solving and teamwork which will strengthen their preparation for pursuing careers in engineering areas such as aerospace, applied mathematics and computer science, physical chemistry, finance, bio-medicine, environmental science, as well as for conducting research in academic, industrial, or national laboratories.

1

NEW YORK CITY COLLEGE OF TECHNOLOGY

OF

THE CITY UNIVERSITY OF NEW YORK

PROPOSAL TO ESTABLISH A PROGRAM IN APPLIED COMPUTATIONAL PHYSICS

LEADING TO THE BACHELOR OF SCIENCE DEGREE

EFFECTIVE FALL 2017

SPONSORED BY THE DEPARTMENT OF PHYSICS

APPROVED BY

NEW YORK CITY COLLEGE OF TECHNOLOGY COLLEGE COUNCIL, September 27, 2016

College Representative: Bonne August, Provost and VP of Academic Affairs Contact: Telephone: (718) 260-5560 Fax: (718) 260-5542 Email: [email protected]

Provost’s Signature: Provost’s Name: ____Bonne August_________________________________

2

TABLE OF CONTENTS

TOPIC PAGE Executive Summary 3 Abstract 5

1. Purpose and Goals 5 2. Need and Justification

2.1 Computational Physics Programs at Other Universities 2.2 Example and excerpts from other Computational Physics Programs 2.3 Other Programs at CUNY

7 7 8 9

3. Student Interest/Enrollment 3.1 Admissions Requirements

9 13

4. Curriculum 4.1 Overview of the courses in the Curriculum 4.2 Anticipated Learning Outcomes in the Curriculum 4.3 Courses Required to Complete the Program 4.4 Mapping Anticipated Learning Outcomes to the Courses

13 13 14 15 20

5. Cost Assessment 5.1 Faculty and Staff 5.2 Computational Facilities 5.3 Library

21 22 22 23

References 23 Appendix A. Course Descriptions For Existing Required Courses 25 Appendix B. New Courses

B.1 Description of New Courses B.2 Syllabi For New Courses

B.2.1 PHYS 3100 Classical Mechanics B.2.2 PHYS 3200 Electricity and Magnetism B.2.3 PHYS 3300 Computational Fluid Dynamics B.2.4 PHYS 3400 Advanced Quantum Mechanics B.2.5 PHYS 3500 Statistical Physics and Thermodynamics B.2.6 PHYS 3600 Machine Learning for Physics and Astronomy B.2.7 PHYS 4100 Computational Methods B.2.8 PHYS 4150 Computational Methods Laboratory B.2.9 PHYS 4200 Internship/Real Research Experience

28 28 31 31 34 37 39 42 45 49 52 55

Appendix C. Letters of Support C.1 Letters of support from industry C.2 Letters of support from graduate programs in the NYC area C.3 Letters of support from CUNY community colleges

58 58 64 67

Appendix D. Articulation Agreements with Community Colleges 69 Appendix E. Employment status and Sample Employment Opportunities 81 Appendix F. Program Scheduling 83 Appendix G. Faculty Teaching Assignments 84 Appendix H. Faculty To Be Hired 92 Appendix I. New Resources, Projected Revenue, and Financial Projections 93 Appendix J. Attestation and Assurances 106

3

Executive Summary The Physics Department at the New York City College of Technology (City Tech) proposes a Bachelor of Science degree program in Applied Computational Physics. This program places a unique emphasis on task-oriented rather than theoretical or formal aspects of physical sciences, and on the use of advanced computational techniques to solve problems. As a result, it differs substantially from Physics Bachelor’s programs already in existence at other CUNY colleges. The Bachelor of Science degree program in Applied Computational Physics will fulfill the growing need for researchers, educators, and information professionals who perform in roles requiring programming and problem-solving skills, as well as technological proficiency. It will provide students with strong technical skills, critical thinking and problem-solving abilities, all of which are highly rated by companies in their hiring process. Our graduates will be equipped with a solid foundation in physics, computer science, and mathematics. This will enable them to pursue careers in a variety of STEM disciplines such as aerospace engineering, applied mathematics and computer science, finance, environmental science, or conduct research in academia, industry, or national laboratories. Graduates of our program will gain access to a wide spectrum of employment opportunities in the private and public sector, as well as to advanced degree programs. The Physics Department currently has twelve tenured or tenure-track faculty qualified to teach all the classes related to the proposed program. In particular, many faculty members are active in research involving advanced computational techniques and their applications to various physical systems. Their research includes the use of theoretical and computational methods for the study of particle physics, condensed matter systems, cosmology and astrophysics, gravitational physics, and optics. Several faculty members have external grants that partially support their ongoing research activities. In addition, there are several faculty members in other Departments within City Tech who can provide support and bring their expertise to the proposed curriculum, in particular in the Mathematics and Computer Systems Technology Departments. Currently the Physics Department at City Tech is offering a Physics Minor for students enrolled in other major programs, such as the Bachelor of Science in Applied Mathematics, and a Physics Option for Liberal Arts students. The Department does not currently offer a Bachelor program in Physics. However, we have observed in our algebra-based and calculus-based general physics classes that an increasing number of students come to our college with the idea of transferring afterwards to other Bachelor’s STEM programs. One of the effects of offering the B.S. in Applied Computational Physics would be to retain at City Tech, and within CUNY, at least a portion of these students. We have tailored the proposed curriculum to our student population and to the mission statement of the college by offering students exposure to advanced coursework relevant to the technology, engineering, data science, and financial sectors, in contrast with “traditional” Physics programs, which are often meant to maximize the preparation for graduate school. We expect that our diverse yet rigorous curriculum will help us attract new students to our College, and retain motivated students who are already studying for their associate degrees at City Tech and will be offered a new degree program with strong perspectives for employment upon graduation.

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The proposed curriculum for the Applied Computational Physics program is designed to expose students to several inter-connected topics, and to equip them with a diverse set of technical and mathematical skills. The curriculum can be divided into the following four components:

1. A solid foundation in physics. This portion of the curriculum is common to most Physics majors in other universities and contains the standard physics background from the General Physics courses: Mechanics, Thermodynamics, Electricity and Magnetism, Optics and a general introduction to Modern Physics. More advanced courses, such as Analytical Mechanics, Electromagnetism and Quantum Mechanics, were selected as they are the entry-level requirements for any graduate program in Physics. 2. Advanced Mathematics. After completing the standard Calculus courses, the students will tackle advanced courses such as Linear Algebra, Probability and Statistics, and Differential Equations, which provide additional analytical and computational skills and introduce some computational methods. 3. A foundation in Modern Programming Languages. Basic courses in computer programming offered by the Computer Systems Technology Department have been incorporated early on in the curriculum. These courses will be the foundation for the more advanced Computer Science and Computational Physics courses. 4. Computational and numerical techniques. Advanced courses developed specifically for the ACP major, such as Computational Dynamics, Machine Learning for Physics and Astronomy, and Computational Methods will help students build a readily usable toolbox of mathematical, problem-solving, and programming skills. Those will be put to the test in an internship/real research experience, another unique component of this program. This program-specific section of the curriculum was designed to provide students with a diverse skill set to either proceed to graduate school, or to enter the job market and access careers in technology, engineering, data science, and financial sectors.

Conclusions This last decade has witnessed historically rapid advances in science, technology, and education driven by a dramatic increase in the power and usage of computers. In the past, undergraduate physics students were often taught exclusively analytical and theoretical skills; scientific computations were left as “black boxes” whose content was only revealed in graduate school. However, our increasing reliance on computer-based tools, both in science and everyday life, makes this less true today, and much less likely to be true in the future. The proposed Bachelor of Science degree program in Applied Computational Physics aims specifically to equip students with problem-solving and computational skills early in their academic career, and to progressively develop those skills in parallel with learning advanced physics and mathematics. The Programs matches very well with the competencies and research activities of the faculty members of the Physics Department at City Tech. Finally and most importantly, the program will produce well-rounded graduates, equipped with expertise and abilities that are in high demand in the current job market, and well prepared for admission to a wide range of graduate programs.

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Abstract The Physics Department at New York City College of Technology proposes a Bachelor of Science degree program in Applied Computational Physics. This program would be a synthesis of applied physics and high-performance computing, which is in high demand, and does not currently exist at any of the CUNY colleges. An Applied Computational Physics program will provide students with strong technical skills, critical thinking, and problem-solving abilities that are highly rated by companies in their hiring process. Our graduates will be well equipped with a solid platform in physics, computing, and mathematics, and the program will provide pathways for employment after graduation, as well as for admission to graduate programs. 1. Purpose and Goals The Physics Department at New York City College of Technology (City Tech) proposes a Bachelor of Science degree program in Applied Computational Physics (ACP). This program would be a synthesis of applied physics and high-performance computing, which is in huge demand, and does not currently exist at any of the CUNY colleges. While Brooklyn College offers a program in Computational Mathematics and there are several existing programs in Computer Science, none of the CUNY colleges currently offer a Bachelor's program in Computational Physics. In fact, the proposed program would be unique in CUNY in that none of the physics Bachelor’s programs at CUNY include a computational physics component. The only program that includes a single required computing-related course is the B.S. degree in Physics at the College of Staten Island. However, this course Introduction to Computer Science focuses on basic computer structure and programming methodology, rather than the modeling of physical processes and/or applied problems. The calculus-based sequence of basic physics courses, along with the Modern Physics course and the Introduction to Quantum Mechanics course, will teach students the ability to clearly communicate complex scientific ideas both verbally and in written form. These communication skills are in high demand for jobs having to do with scientific information, and will be further honed through the Business and Professional Communication course. The intermediate-level courses will provide a solid foundation in mechanics, electromagnetism, quantum mechanics and thermodynamics, which is necessary for understanding a whole plethora of technological application and advances in science and engineering. Advanced physics classes chosen from a list of elective courses will round up the physics’ subject matter knowledge while giving students the opportunity to select courses based on their research or career interests. Next, advanced courses developed specifically for the ACP major such as Computational Dynamics, Machine Learning for Physics and Astronomy, and Computational Methods/Computational Methods Laboratory will help students build a readily-usable toolbox of mathematical, problem-solving, and programming skills, which are essential for academic as well as industry-oriented career paths. In these classes, students will learn how to model and simulate a large number of different types of physical systems, formulate and test predictions using semi-analytical and computational techniques as well as data analysis and data mining tools. They will develop an awareness of the underlying assumptions and limitations of various

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approximation schemes and certain computational algorithms. This will give them the opportunity to identify and apply research ethics and unbiased assessment in gathering and reporting scientific data and in the analyses of results of modeling and simulations. Finally, the mandatory internship/real research experience will give each student the opportunity to directly apply and further develop these skills in a work environment tailored to his or her career interests. All of these anticipated learning outcomes bridge the coursework material with the skills and attributes that are crucial for today's science and technology job market. Moreover, a Bachelor of Science degree program in Applied Computational Physics will fulfill the growing need for researchers, educators, and information professionals who will perform in roles requiring both programming and problem-solving skills, as well as technological and computational proficiency [1]. It will provide students with strong technical skills, critical thinking, and problem-solving abilities that are highly rated by companies in their hiring process. Our graduates will be well equipped with a solid platform in physics, computing, and mathematics, as well as valuable skills in complex problem-solving and teamwork [2-3]. This will enable them to develop their skill set in high-performance computing simulation and modeling, which will strengthen their preparation for pursuing careers in engineering areas such as aerospace, applied mathematics and computer science, physical chemistry, finance, bio-medicine, environmental science, as well as for conducting research in academic, industrial, or national laboratories. Therefore, students enrolling in such a program will have a large spectrum of employment opportunities in both industry and academia, and the option of a wide variety of post-baccalaureate studies. An Applied Computational Physics degree program will provide a more broad, balanced and flexible education than a traditional physics major. Moreover, presenting physics within a scientific problem-solving paradigm is a more effective and efficient way to teach physics than the more traditional route [4]. Physical systems and laws will be used as examples for teaching mathematical and computational techniques that can be applied to numerous fields. For instance, partial differential equations in thermodynamics have a similar form as the Black-Scholes equation, which describes the price of an option over time. This equation is based on arbitrage pricing theory, in which both drift and volatility are constant. One factor that led to the recent financial crash was a lack of appreciation for the limitations of this equation. One outcome of the proposed program is that students would learn how to reliably use partial differential equations to model various systems. Given that both physicists and economists use partial differential equations to model systems in a manner that necessarily comes with assumptions and limitations, one of the goals of our proposed program is to teach students how to reliably use these types of equations. Another aspect of the proposal is that physics and physical methods will be used as a backdrop for teaching general computational techniques. As examples, standard courses in Electromagnetism as well as Quantum Mechanics consider simple systems described by equations that either have exact solutions or else can be dealt with in a semi-analytical manner via perturbative expansions. Our proposal involves using numerical techniques to study a broader set of systems from the start. As the students advance through the program,

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computational techniques will be used to study everything from particle collisions at the Large Hadron Collider to astrophysical systems involving super-massive objects such as black holes. The goal of introducing computational elements alongside basic physical principles is to provide students with a mindset for readily applying various elements of their computational toolbox towards the modeling of realistic systems, rather than imposing unrealistic restrictions on those systems. This program is designed in a way that enables students to learn complex laws of nature, physics methods and computational techniques within the context and application in different fields. On top of attracting students to our College, the Applied Computational Physics program will engage and challenge motivated students that are already studying for their associate degrees at City Tech. 2. Needs and Justification This last decade has witnessed historically rapid advances in science, technology, and education driven by a dramatic increase in the power and usage of computers. In the past, educators were content to have undergraduates view scientific computations as “black boxes” and to wait until graduate school to learn what is inside those boxes. However, our increasing reliance on computers makes this less true today, and much less likely to be true in the future. According to the U.S. Bureau of Labor Statistics (USBLS), the job outlook for physicists is expected to grow by 14% between 2010-2020 [5]. In 2014, the American Institute of Physics conducted a survey of the Physics bachelor’s classes of 2011 and 2012 one year after college graduation [6]. Within these classes, the unemployment rate was only about 4%, with 57% of students enrolled in a graduate program, and about 32% in the workforce (of which about three-quarters held a full-time position). The majority (70%) of physics bachelor’s degree recipients were employed in the private sector in a STEM field, with a median initial salary of $51,000, among the highest of all bachelor degrees [7], and about 80% of them reported to be overall “satisfied” or “very satisfied” with their current position. According to an article in The Wall Street Journal, "game physicists" earn from $40,000-$90,000 a year translating complex laws of nature—those of mass, energy, speed, and resistance—into formulas that make computer games look real. Physics and computing is an extremely valuable and marketable combination of fields. Students who graduate can work in software development, or get jobs at companies such as Google and Facebook, which rely heavily on mathematical modeling. Wall Street firms search for potential employees who are computationally savvy and strong in physics and mathematics and especially have ability and skills to apply models and computational methods of physics for the financial modeling and analysis [8]. A more detailed discussion and data about employment opportunities are contained in Appendix E. 2.1 Computational Physics Programs at Other Universities “Our major industries -- finance firms on Wall Street, pharmaceutical firms and telecommunications companies – all increasingly need and depend upon computational scientists" [9]. This is linked with strong internship and job prospects, as well as funding

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opportunities. This has prompted a number of other colleges throughout the country to develop programs pertaining to Computational Physics [9]. Existing programs in Computational Physics, many of which have been developed recently, include:

• University of California at Davis • SUNY at Buffalo (5 majors, according to the website) • Pittsburgh State University, KS • Oregon State University • Slippery Rock University, Pennsylvania • Texas Southern University • University of Texas at Austin • New Jersey Institute of Technology

Here is a sampling of what some of the faculty at these colleges have to say about their Computational Physics programs:

“Combining physics, computer science, and mathematics, computational physics provides scientific solutions to real-world problems.” Oregon State University

“Physics students learn how to identify, quantify, and solve real-world problems and this makes them extremely valuable to prospective companies and laboratories.” Pittsburgh State University

“Computational Physics provides solutions to realistic and often complex problems. A computational physicist understands not only the workings of computers and the relevant science and mathematics, but also how computer algorithms and simulations connect the two.” Slippery Rock University, Pennsylvania

Our proposed Applied Computational Physics program will provide our students with the option to enter the job market upon graduation. Our graduates will be able to seek employment in areas as diverse as the aerospace industry, chemistry, finance, biomedicine, environmental sciences and computer science. 2.2 Example and Excerpts from other Computational Physics Programs In the present section, we review the features of two such programs, namely the B.S. in Physics (Computational Physics Track) offered by the Department of Physics at Carnegie Mellon University in Pittsburgh [10] and the Bachelor of Science in Computational Physics offered by the School of Physics & Astronomy at the University of Edinburgh in the UK [11]. Both programs share much of the same features as our proposed Bachelor of Science in Applied Computational Physics. Excerpts from the description of the program offered at Carnegie Mellon University [10]

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“The B.S. in Physics/Computational Physics Track is intended to fill the increasing demand for physics graduates who are skilled in computational and numerical techniques which are used in the analysis of physical problems and in subjects ranging from control and real-time programming to software engineering and compiler and operating systems design. The degree provides the student with a rigorous grounding in physics as well as in the foundations and practice of computer use as applied to scientific problems. Work is done on machines ranging from high-level workstations through supercomputers… The track program includes additional courses from the Mathematics and Computer Science Departments as well as special courses in computational physics from the Physics Department.” Excerpts from the description of the program offered at the University of Edinburgh [11]

“Computational Physics uses numerical algorithms to solve problems in Physics. The new methodology of Computational Physics increasingly plays a central role in front-line research, and this degree prepares students for a wide range of careers in industry, finance and the public sector… We aim to give our students a thorough education in Physics and the associated Mathematics, together with the ability to write computer programs to simulate natural systems. The course includes substantial practical experience, including the opportunity to use the University's world-class computing systems.”

Both program descriptions focus on four important points, all of which we emulated in the preparation of our proposed major.

1. The demand for graduates who are skilled in computational and numerical techniques, to be employed in a “wide range of careers in industry, finance and the public sector” (in addition to the possibility of continuing their studies within academia).

2. A focus on the methodology of Computational Physics: numerical algorithms and problem solving skills which are learned by applications to specific physics problems but which can be applied to several other fields.

3. A combined use of Physics, Mathematics, and Computer Science skills. 4. Practical experience with different operation systems and machines, using the advanced

computing resources available at the Institutions.

In all of these programs, knowledge of Physics-- while important-- is not the main objective of the course of studies. It is instead the playing field where the general knowledge precedes the development of logical thinking and practical skills, which are of fundamental importance both within academia and for the job market.

In the following Table, we show the relative weight of different components of the coursework in the B.S. in Physics (Computational Physics Track) offered by the Department of Physics at Carnegie Mellon University, in comparison with our proposed Applied Computational Physics program.

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Carnegie Mellon University Proposed program at City Tech

General Core 104 (29%) 42 (35%) Physics 163 (45%) 35 (29.2%) Mathematics 38 (10.5%) 16 (13.3%) Computer Science 27 (7.5%) 9 (7.5%) Electives 28 (8%) 18 (15%) Total Number of Credits for Degree 360 (100%) 120 (100%)

Table 1. Comparison of the composition of curricula in the B.S. in Computational Physics offered by Carnegie Mellon University and in the proposed ACP major at City Tech. 2.3. Other Programs at CUNY Bachelor's programs in physics are offered at the following CUNY colleges: Brooklyn College, City College, College of Staten Island, Hunter College, Lehman College, Queens College and York College. Most of the colleges provide physics majors with emphasis on different sub-fields in physics and/or concentrations. For example, City College offers Applied Physics, Material Science, Optics/Photonics, Biomedical Physics and Physics Education concentrations, and is currently developing a Financial Physics concentration. The College of Staten Island has initiated a joint B.S. degree between Engineering Science and Physics. York College offers a B.S. program in Pre-Medical/Pre-Dental Physics, as well as a Medical Physics option. Queens College provides a B.A. degree in Applied Physics and Pre-Engineering, as well as a Bachelor of Science in Physics. Brooklyn College offers a bachelor’s degree in physics as a MA in Physics and an MA in Physics Education (7-12). A.S. Degrees in Physics are offered by the Department of Physical Sciences at Kingsborough Community College and by the Physics and Technology department at Bronx Community College. While Brooklyn College offers a program in Computational Mathematics and there are several existing programs in Computer Science, none of the CUNY colleges currently offer a Bachelor's program in Computational Physics. Moreover, the aforementioned physics Bachelor’s programs do not include a computational physics component. The only program that includes a single required computing-related course is the B.S. degree in Physics at the College of Staten Island. However, this course Introduction to Computer Science focuses on basic computer structure and programming methodology, rather than the modeling of physical processes and/or applied problems. Queens College is currently offering a Bachelor’s and a Master’s Program in Physics. The Physics Department at City Tech will reach out to Queens College to develop an articulation agreement that would better enable students in our program to pursue their graduate education within CUNY. 3. Student Interest/Enrollment

Currently the Physics Department at City Tech is offering a Physics Minor for students enrolled in other major programs, such as the BS in Applied Mathematics and a Physics Option for LAS students. We do not have a Bachelor program in Physics at City Tech. However, we have observed that an increasing number of students come to our college with the idea of transferring afterwards to more challenging programs. Evidence of this trend is provided by the increasing

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percentage of students who, instead of taking the 8-credit PHYS 1433/1434 algebra-based sequence, which is required by many of the technology programs in our campus, opt to take the more advanced calculus-based 10-credit sequence PHYS 1441/1442 in order to be accepted in advanced programs offered by other CUNY colleges. As a consequence, the number of students enrolled in the calculus-based physics sequence has continuously increased over the past years. In fact, already between the Spring 2012-Spring 2013 semesters, the number of sections of PHYS 1441 and PHYS 1442 had doubled, and currently (Spring 2016) we offer seven sections of PHYS 1441 and five of PHYS 1442, all of which are full. One of the goals of the Bachelor in Applied Computational Physics would be to retain at City Tech at least a portion of the students that are not attracted by the current offerings of the College. This could be accomplished by offering our students the opportunity to learn advanced topics that are appealing to industrial and financial sectors, as well as the opportunity for admittance to graduate programs. In order to obtain a more thorough understanding of the interests of our student body related to physics, in the Spring semester of 2012, a survey was conducted in our classrooms of approximately 200 students. As can be seen from the first plot on the next page, 19% of the students were very interested in a Computational Physics program and an additional 48% were interested. The data is all the more striking if we focus on the responses provided by students in the calculus-based physics classes (PHYS 1441 or 1442). Out of approximately 70 students, 34% were very interested in a Computational Physics program and an additional 38% were interested. In the same survey, we also asked the students to rate their interest in the following three different Bachelor programs: Computational Physics, Health Physics, and Physics Education. While the positive response for all of these programs exceeded our expectations, Computational Physics attracted the most interest, as illustrated by the following plot.

Figure 1: Results of a student survey indicating student interest toward different concentrations for the Physics major.

% of students interested in each Option

19

48

33

44

38

9

39

52

18

0

10

20

30

40

50

60

Very Interested Interested Not Interested

Computational

Health

Educational

12

Interest in Computational Physics

3438

28

14

54

31

12

4742

0

10

20

30

40

50

60

Very Interested Interested Not Interested

441-442433-434111-117

In the next plot, we focused on the number of students interested in the Computational Physics program but we separated their answers according to the course that they were taking at the time of the survey. PHYS 1441-1442 is the Calculus-based sequence, PHYS 1433-1434 is the algebra based sequence, while PHYS 1111-1117 are introductory classes for non–science majors.

Figure 2: Percentage of students interested in the Computational Physics major according to physics classes already taken. If we restrict our analysis to students enrolled in the calculus-based physics sequence, which are the ones who are most likely to enroll in a 4-year Physics Bachelor’s program, then the results are even more encouraging, since more than 30% of the students described themselves as very interested in the program. Based on the enrollment of the spring semester of 2016 in PHYS 1441 + PHYS 1442 (approximately 280 students), this data suggests a pool of approximately 80 students each semester that could potentially enroll in the program. Even a fifth of this number would suffice in order to run the program successfully. Based on this assumption, a realistic initial projected enrollment would be of about 15 students. This estimate does not include potential students that can be attracted from other institutions. We consider an additional enrollment of 10 new full-time and 4 part-time students each successive academic year, including transfers (see Table 2). We also assume 80% retention for new students, which is typical of baccalaureate programs at City Tech and that at least 75% of the student remaining in the program after the first year will graduate in four years. Year 1 Year 2 Year 3 Year 4 Year 5 Full-Time 15 24 32 40 40 Part-Time 0 5 9 12 15 Total 15 29 41 52 55

Table 2. Projected Enrollment Given the above working assumptions, we project that this program will produce 8 graduates (or more) per year starting with the end of Year 4. A more detailed table is provided in the Appendices.

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In addition to students currently taking classes at City Tech, this program could attract additional students to City Tech. The program would be unique within the CUNY offering, as illustrated in the following section. 3.1 Admission Requirements

I. Students entering the Applied Computational Physics program with no prior higher education experience:

New students should have graduated from high school with an overall average of 75.0 or higher and be fully CUNY proficient, and academically qualified to register for ENG 1101 (English Composition I). High school coursework in Physics will be helpful but is not required.

Students who do not have the mathematics background required to enrolling in MAT 1475 (Calculus I) but who meet other admission requirements can use the program elective credits to complete the pre-requisite courses.

II. Students transferring from other colleges:

Students transferring to the Applied Computational Physics program should have an overall GPA of 2.5 or higher, and have taken at least one semester of college-level English composition and one semester of Calculus (i.e. a course equivalent to MAT 1475), or have the approval of the Program Director. College coursework in Physics will be useful for applicants but is not required for admission.

4. Curriculum The B.S. program in Applied Computational Physics is built upon the structure and learning outcomes of the Liberal Arts & Sciences program. In addition to the Core requirements, additional credits in Physics, Computer Science, and Mathematics will be required. 4.1 Overview of the Courses in the Curriculum The proposed curriculum for the Applied Computational Physics program is designed to expose students to several inter-connected topics, with the necessary scope for equipping them with a diverse set of technical and mathematical skills, as well as logical thinking and problem-solving abilities. The curriculum can be divided into the following four components:

1. The first component aims at building a solid foundation in physics. This portion of the curriculum is common to most Physics majors in other universities and contains the standard physics background from the General Physics courses: Mechanics, Thermodynamics, Electricity and Magnetism, Optics and a general introduction to Modern Physics. More advanced courses will then expose the students to Analytical Mechanics, Electromagnetism and Quantum Mechanics, which are the entry-level requirements for any graduate program in Physics.

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2. The next component, which is crucial for an understanding of the physical world, is related to mathematics. After completing the standard Calculus courses, the students will be exposed to advanced courses such as Linear Algebra, Probability and Statistics, and Differential Equations, which provide additional analytical and computational skills as well as computational methods. Not only are all of these mathematical skills critical for understanding the related coursework, but they are also considered to be valuable assets by potential employers.

3. The third component relates to programming skills. Basic courses in computer

programming offered by the Computer Systems Technology Department have been incorporated early on in the program. These courses will be the foundation for the more advanced Computer Science and Computational Physics courses.

4. Lastly, the fourth component of the curriculum is the more technical part related to

computational and numerical techniques. Advanced problems in physics serve as opportunities for exposing students to state-of-the-art numerical and computational techniques during the last two years of the program. At the same time, they will develop an understanding of the complex problems at the forefront of research in physics. This component will provide students with a solid foundation to enter graduate school, as well as a valuable skill set of competencies that is valuable in the job market, financial sector, and advanced technologies. An internship/real research experience will provide students with the opportunity to apply and test the acquired skills in a real work or research environment.

4.2 Anticipated Learning Outcomes in the Curriculum From basic coursework to the most advanced applications, the program in Applied Computational Physics will equip students with a strong foundation in general education, as well as a deep understanding of mathematical methods and various physical phenomena. The synthesis of the above-mentioned components of the curriculum will enable the students to apply their toolbox of computational skills and modeling and simulation techniques to a large spectrum of careers. The program has been designed around the following learning outcomes:

• The ability to clearly communicate complex scientific ideas both verbally and in written form

• An appreciation of how the scientific method is built upon testable hypotheses and experimental evidence

• A concrete foundation in basic physics, including mechanics, electromagnetism, quantum mechanics and thermodynamics

• The ability to develop a set of mathematical, problem-solving, and computer programming skills

• The ability to model and simulate a large number of different types of physical systems and formulate predictions using semi-analytical and computational techniques and data analysis

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• An awareness of the underlying assumptions and limitations of various approximation schemes and certain computational algorithms

• The ability to identify and apply research ethics and unbiased assessment in gathering and reporting scientific data and in the analyses of results of modeling and simulations

• An awareness of the ethical, societal, legal and other personal aspects of being a professional.

4.3 Courses Required to Complete the Program The proposed curriculum for the Applied Computational Physics program is outlined below. The curriculum reflects the City Tech General Education requirements.

General Education Common Core 42 Physics courses (General) 25 Physics courses (ACP) 16 Computer Science courses 9 Mathematics courses 19 Elective courses 9 Total Number of Credits 120

Table 3: Summary of Credit distribution within the proposed curriculum. General Education Common Core: 42 cr Required Common Core (12 cr) English Composition I (ENG1101) – 3 cr English Composition II (ENG1121) – 3 cr Any Quantitative and Mathematical Reasoning course – 3 cr Any Life and Physical Sciences course – 3 cr Flexible Common Core (18 cr) Any WCGI course – 3 cr Any USED course – 3 cr Any CE course – 3 cr Any IS course – 3 cr Any SW course – 3 cr One Additional Course – 3 cr College Option Requirement (12 cr)

One course in Speech/Oral Communication: Public Speaking (COM 1330) or higher – 3 cr One interdisciplinary Liberal Arts and Sciences course – 3 cr Additional liberal arts credits to reach a minimum total of 42 credits in general education. In meeting their general education requirements overall, students must take at least one advanced liberal arts course or two sequential courses in a foreign language. We provide below a list of courses that fulfill general education requirements as well as

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program-specific requirements. Students who choose to select these courses will be able to use the additional credits for elective courses. Any Mathematical and Quantitative Reasoning course – Calculus I (MAT1475) Any Life and Physical Sciences course – General Physics I: Calculus based (PHYS1441) Any Scientific World course – General Physics II: Calculus based (PHYS1442) Any Additional Flexible Common Core course – Calculus II (MAT1575) Common Core requirements are not subject to any constraints, but we will provide advisement material with additional suggestions for students, according to their individual interests. For example, LIB1201 (Research and Documentation in the Information Age) might be used to fulfill the Individual and Society requirement and COM3401 (Business and Professional Communication) might be used to fulfill the liberal arts requirement of the College Option; these courses would help students develop an awareness of the ethical, societal and legal aspects of being a professional. For students interested in qualitative and quantitative analysis of data across the disciplines, the college option requirement for an advanced liberal arts course could be satisfied by taking SBS2000 (Research Methods for the Social and Behavioral Sciences). For students interested in the financial world and in exploring related career paths, a foundation of economics can be provided by ECON1101 (Macroeconomics), ECON1401 (Microeconomics), or ECON2505 (Environmental Economics), all of which satisfy one flexible common core requirements (USED, IS and WCGI, respectively). Program-Specific Degree Requirements and Electives: 78 cr Computer Science Requirements: 9 cr CST 1101 Problem Solving with Computer Programming – 3 cr CST 1201 Programming Fundamentals – 3 cr CST 1204 Database Systems Fundamentals – 3 cr General Physics Requirements: 25 cr PHYS 1441 General Physics I: Calculus based – 5 cr PHYS 1442 General Physics II: Calculus based – 5 cr PHYS 2443 Modern Physics -- 4 cr PHYS 2607 Introduction to Quantum Mechanics -- 3 cr PHYS 3100 Classical Mechanics -- 4 cr (new) PHYS 3200 Electricity and Magnetism -- 4 cr (new) Applied Computational Physics (ACP) Requirements: 16 cr These advanced courses have been developed specifically for this Program and build most of the requirements of the last three semesters of the ACP Curriculum. They are characterized by a focus on computational techniques and they all include a large practical component.

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PHYS 3300 Computational Fluid Dynamics -- 3 cr (new) PHYS 3600 Machine Learning for Physics and Astronomy -- 3 cr (new) PHYS 4100 Computational Methods -- 4 cr (new) PHYS 4150 Computational Methods Laboratory -- 2 cr (new) PHYS 4200 Internship/Real Research Experience – 4 cr (new) Mathematics Requirements: 19 cr MAT 1475 Calculus I -- 4 cr MAT 1575 Calculus II – 4 cr MAT 2675 Calculus III -- 4 cr MAT 2580 Linear Algebra -- 3 cr MAT 2572 Probability and Mathematical Statistics I -- 4 cr Students who do not have the sufficient background in mathematics to place into MAT 1475 can take MAT 1275 and MAT 1375 to satisfy the Mathematical and Quantitative Reasoning and Scientific World requirements, as well as the program elective requirements, in order to complete the degree with no more than 120 credits. Program Electives: 9 cr Elective courses provide the freedom to adapt the curriculum to the specific interests and previous curriculum choices of each individual student. Students who choose courses that can fulfill General Education requirements as well as program-specific requirements (for example, MAT 1475 as Mathematical and Quantitative Reasoning) will be able to choose additional elective courses besides these 9 credits. We provide below a list of suggested courses, labeled ACP electives, which are particularly suited to the learning objectives of the program. This list will be updated as the offerings of the College change or expand. Students are also encouraged to discuss the selection of elective courses beyond this list with the Program Director. For example, students interested in hardware-oriented programming may consider the inclusion of CET4962 (Applied Software Technology) or CET4960 (Applied Digital Technology). ACP Elective Courses, divided by discipline: CST 2301 Multimedia and Mobile Device Programming – 3 cr CST 2309 Web programming I – 3 cr CST 2409 Web programming II – 3 cr CST 2403 Introductory C++ Programming – 3 cr CST 3503 C++ Programming Part II – 3 cr CST 3513 Object Oriented Programming in Java – 3 cr CST 3613 Application Development – 3 cr MAT 2680 Differential Equations -- 3 cr MAT 3770 Math Modeling I -- 3 cr

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MAT 4880 Math Modeling II -- 3 cr MAT 2630 Numerical Methods -- 3 cr MAT 3772 Stochastic Models -- 3 cr MAT 3880 Introduction to Partial Differential Equations -- 3 cr MAT 3672 Probability and Mathematical Statistics II -- 4 cr MAT 4672 Computational Statistics with Applications -- 3 cr MAT 3788 Applications of the Heat Equation for Financial Mathematics -- 3 cr MAT 4788 Financial Risk Modeling -- 3 cr PHYS 2605 Introduction to Laser Physics and Photonics -- 4 cr PHYS 2609 Introduction to Quantum Computing 3 cr PHYS 3400 Advanced Quantum Mechanics -- 3 cr (new) PHYS 3500 Statistical Physics and Thermodynamics -- 3 cr (new) Course outlines for all the new courses are provided in the Appendix. Note that all the courses required for the first four semesters of the ACP Program are already part of the current offerings of the College. The Applied Computational Physics program will be synergistic with the existing Mathematics and Computer Science programs at City Tech, thereby providing an interdisciplinary approach to the study of various physical systems. One of the benefits of this is that a relatively small number of new classes would need to be developed in order to initiate the program. In particular, City Tech already has Associate and Bachelor’s degree programs, as well as a bioinformatics program, that target computational skills. This means that existing courses in Computer Science and Mathematics can be incorporated in the curriculum for the Applied Computational Physics program. Moreover, this program can provide additional opportunities and synergies for the students currently enrolled in other majors in the college, and stimulate the students enrolled in the Physics Option to pursue a career in science and technology. In addition, the proposers of the Applied Computational Physics program are currently reaching out to community colleges within the CUNY system to develop articulation agreements that would better enable students to transfer to City Tech to pursue the Applied Computational Physics degree. Articulation agreements with two community colleges (BMCC and BCC) are included in the Appendices. Writing Intensive Requirement. Students at New York City College of Technology must complete two courses designated WI for the associate level, one from the Common Core and one from the ACP major, and two additional courses designated WI for the baccalaureate level, one from Common Core and one from the ACP degree program. The choice of the WI courses within the Common Core is left to the students. For courses within the ACP program, a viable path is provided by PHYS 2443 (Modern Physics) and PHYS 4200 (Internship/Real Research Experience).

SAMPLE SEQUENCE Course Code Credits Semester I 15

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Calculus I (fulfills Quantitative and Mathematical Reasoning requirement) MAT 1475 4

English Composition I (Required Core) ENG 1101 3

Physics I (fulfills Life and Physical Sciences requirement) PHY 1441/1441L 5

Flexible Core WCGI course Any WCGI course 3

Semester II 15

Problem Solving with Computer Programming CST 1101 3

Calculus II (fulfills Flexible Core Additional Course requirement) MAT 1575 4

Physics II (fulfills Flexible Core SW requirement) PHYS 1442/1442L 5

English Composition II (Required Core) ENG 1121 3

Semester III 13

Programming Fundamentals CST 1201 3

Linear Algebra MAT 2580 3

Modern Physics PHYS 2443 4

Flexible Core USED course Any USED course 3

Semester IV 16

Flexible Core CE course Any CE course 3

Database Systems Fundamentals CST 1204 3

Intro to Quantum Mechanics PHYS 2607 3

Elective Course Any course 3

Calculus III MAT 2675 4

Semester V 17

Probability & Statistics I MAT 2572 4

Flexible Core IS course Any IS course 3

Classical Mechanics PHYS 3100 (NEW) 4

College Option course Any College Option course 3


Semester VI 16


Electricity & Magnetism PHYS 3200 (NEW) 4

Computational Dynamics (ACP) PHYS 3300 (NEW) 3

Speech -- College Option course COM 1330 or higher 3

Program Elective Course I Any course (see suggested list) 3

Semester VII 13

Machine Learning in Physics and Astronomy (ACP) PHYS 3600 (NEW) 3

College Option course Any College Option course 3

Computational Methods (ACP) PHYS 4100 (NEW) 4

Program Elective Course II Any course (see suggested list) 3

Semester VIII 15


Computational Methods Laboratory (ACP) PHYS 4150 (NEW) 2

Program Elective Course III Any course (see suggested list) 3

Internship/Real Research Experience (ACP) PHYS 4200 (NEW) 4

College Option course -- Interdisciplinary Any College Option ID course 3

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Table 4: Possible semester-by-semester sequence of classes. In this sample sequence, we selected courses that fulfill general education requirements as well as program-specific requirements, thus allowing for additional 12 credits of elective courses.

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Curriculum Personalization and Adaptations. The selection of classes presented above is designed to maximize the development of skills that are valuable for students seeking employment. The vast selection of Elective Courses allowed in the program should provide an adequate degree of flexibility to adapt the curriculum to the needs and academic interests of each individual student. In special cases, minor changes to the Curriculum will be allowed with the permission of the Program Director, for example to facilitate the transition to the Applied Computational Physics program for students transferring from a different college, or from a different course of studies. We remark again that all changes should be approved beforehand by the Program Director. 4.4 Mapping Anticipated Learning Outcomes to the Courses As discussed in section 4.2, the anticipated learning outcomes of this proposed program are as follows:

1. The ability to clearly communicate complex scientific ideas both verbally and in written form

2. An appreciation of how the scientific method is built upon testable hypotheses and experimental evidence

3. A concrete foundation in basic physics, including mechanics, electromagnetism, quantum mechanics and thermodynamics

4. The ability to develop a set of mathematical, problem-solving, and computer programming skills

5. The ability to model and simulate a large number of different types of physical systems and formulate predictions using semi-analytical and computational techniques and data analysis

6. An awareness of the underlying assumptions and limitations of various approximation schemes and certain computational algorithms

7. The ability to identify and apply research ethics and unbiased assessment in gathering and reporting scientific data and in the analyses of results of modeling and simulations

8. An awareness of the ethical, societal, legal and other personal aspects of being a professional.

These anticipated learning outcomes are mapped to the required courses in the program in the table below. We indicate with different letters whether the learning outcome is introduced (I), reinforced (R), or applied to solve more complex problems (A). Course # Course name 1 2 3 4 5 6 7 8 MAT 1475 Calculus I I MAT 1575 Calculus II I CST 1101 Problem Solving with Computer Programming I CST 1201 Programming Fundamentals I PHYS 1441 General Physics I I I I PHYS 1442 General Physics II R I I

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PHYS 2443 Modern Physics R R R MAT 2580 Linear Algebra I PHYS 2607 Introduction to Quantum Mechanics A R CST 1204 Database Systems Fundamentals R I MAT 2675 Calculus III R I MAT 2575 Probability & Statistics I R I R PHYS 3100 Classical Mechanics R A PHYS 3200 Electricity and Magnetism R A I PHYS 3300 Computational Fluid Dynamics (ACP) R A R I I R PHYS 3600 Machine Learning for Physics and Astronomy (ACP) R R R R R PHYS 4100 Computational Methods (ACP) R R R R PHYS 4150 Computational Methods Laboratory (ACP) A A A A PHYS 4200 Internship/Real Research Experience (ACP) A A A

Table 5: Mapping of learning outcomes to the required courses in the program. 5. Cost Assessment The program can be built on curricula and academic structures, as well as the scientific and computer laboratory facilities, which already exist within City Tech. While an additional computer classroom may be required as the program expands, a relatively small amount of new equipment would be needed for this program. Assuming our enrollment targets are accurate, no additional faculty or staff beyond the replacement hire (already planned and independent of this proposal) will be needed. An additional CLT position would be advisable, in order to prepare equipment for the increased number of laboratory classes. Most of the required software is freely available in the public domain, although some specialized software will need to be acquired. The funding for this will be provided through normal college channels such as the Tech Fee. We will also apply for funding from state and federal agencies such as the National Science Foundation (NSF). We have already obtained a US Army Grant to support the program in the amount of $204K. The new computers and software will be added as indicated in Table 6. Year 1 Year 2 Year 3 Year 4 Year 5 1. Additional Personnel*

2. OTPS

$6,000 $6,000 $6,000 $6,000 $6,000

Table 6. Cost Assessment *Current faculty and anticipated hires are sufficient for the initial years of the program; future hires are contingent on enrollment. 5.1 Faculty and Staff The Physics Department currently has 12 tenured or tenure-track faculty qualified to teach all or a portion of the coursework related to the proposed B.S. degree program. We anticipate hiring a faculty member for 2017-2018 to replace faculty who have resigned or assumed administrative

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duties. We currently have faculty members with the necessary expertise to develop the new courses in the proposed curriculum with an emphasis on computational physics. In particular, many of the faculty members are active in research involving advanced computation and its applications to various physical systems. Below is a list of the research done by each faculty member:

1. Viviana Acquaviva: Cosmology with large galaxy surveys; machine learning applications in astronomy

2. Oleg Berman: Condensed matter theory, nanophysics and light-matter interaction 3. Reginald Blake: Hydroclimatology and physical oceanography 4. Andrea Ferroglia: Particle theory and phenomenology, higher-order computations in

quantum field theory 5. Boris Gelman: Effective field theory and advanced problems in nuclear physics 6. Roman Kezerashvili (Dept. Chair): Nuclear physics, few-body systems, condensed

matter theory 7. German Kolmakov: Condensed matter and high-performance computing 8. Darya Krym: String theory and supergravity 9. Lufeng Leng: Photonics, optical networks and fiber-based devices 10. Ari Maller: Astrophysics and intrinsic properties of galaxies 11. Ashraf Mongroo: Various aspects of physics education 12. Giovanni Ossola: Quantum field theory, computational methods for particle physics

The above research includes the application of theoretical and computational methods for the study of particle physics, condensed matter systems, cosmology and astrophysics, gravitational physics, and optics. Several faculty members have external grants that partially support their ongoing research activities. In addition, there are several faculty members in other Departments that can provide support and bring their expertise to the proposed curriculum, in particular in the Mathematics and Computer Systems Technology departments. 5.2 Computational Facilities The Physics Department recently purchased a high-performance computational cluster for undergraduate education and research. Initial funds for the cluster came partially from the GRTI program and partially from the College, and have been supplemented with support of the Physics Division of the U.S. Army Research Office, instrumentation grant #64775-PH-REP. The CTP Linux Cluster currently contains one head node and 36 computing nodes. 34 computing nodes (node01-node34) have two Intel Xeon E5 processors interconnected with 10GbE network and 128 Gb RAM memory each. Computing nodes 35 and 36 are composed as four nodes each assembled in a single box. 28 computing nodes (node09-node36) are augmented by graphics processing units (GPUs) NVIDIA Tesla Kepler K20 that provides significant improvement of the computational capabilities. The GPU CUDA 6.0 compiler and libraries are installed on these nodes. The latest GCC compiler with Open MPI parallel libraries and latest Python distribution are available on the Cluster via the module system.

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5.3 Library The Ursula C. Schwerin Library maintains a faculty specialist in the area of physics, whose job is dedicated to the needs of this program, as well as other physics courses that are part programs in other disciplines within the college. The library also maintains an ample physical and online collection of physics resources. The college and university wholly fund the library resources, and no additional costs are anticipated. We believe that the library has plenty of resources, which will benefit the program, both in physical and electronic format. However, the library might consider the acquisition of textbooks and documentation related to the new courses. In the following we quote the response of the library faculty specialist in the area of physics, Prof. Gordon Xu, to our request to update the offerings of the library with additional textbooks needed by new courses. “The current library collection is adequate to support the required non-science core courses and general physics, computer science, and mathematics courses. The library will need to acquire the recommended books […] and additional material to support the proposed additional new courses on physics. City Tech library in recent years has expanded its electronic collections. Students and instructors can take advantage of the rich databases and e-book collections, especially the ones focusing on physics, computer science, and mathematics. In addition to City Tech resources, students have access via CLICS (CUNY Libraries Inter-Campus Services) to books at other CUNY colleges, and now have access to interlibrary loan for journal articles. As the Library Faculty Subject Selector on physics, I'm planning to order recommended books […] and welcome faculty to recommend books for purchase at any time. I will be happy to work with the instructors and students on customized information searching and research guides for new programs”. References [1] J. Tobochnik and H. Gould, “Teaching Computational Physics to Undergraduates,” Annual Reviews of Computational Physics IX, D. Stauffer, ed., World Scientific, Singapore, 2001. [2] P.L. DeVries, “A First Course in Computational Physics,” Wiley, New York, 1994. [3] H. Gould, J. Tobochnik and W. Christian, “An Introduction to Computer Simulation Methods: Applications to Physical Systems,” Addison-Wesley, Reading MA, 2007. [4] C.C. Bonwell and J.A. Eison, “Active Learning: Creating Excitement in the Classroom”, ASHE-ERIC Higher Education Report No. 1, The George Washington University, School of Education and Human Development, 1991. [5] Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-2013 Edition, February 28, 2013. [6] https://www.aip.org/statistics/reports/physics-bachelors-one-year-after-degree [7] https://www.aip.org/statistics/reports/physics-bachelors-initial-employment2012

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[8] J.O. Weatherall, “The Physics of Wall Street,” Houghton Mifflin Harcourt, New York, 2013. [9] http://www.njit.edu/features/sceneandheard/bs-computationalsciences.php [10] http://www.cmu.edu/physics/undergraduate-program/degree/bs/comp.html [11] http://www.ph.ed.ac.uk/studying/undergraduate/our-degrees/computational-physics

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APPENDIX A -- Course Descriptions For Existing Required Courses ENG 1101 - English Composition (3 lecture/week, 3 credits) This is a course in effective essay writing and basic research techniques, including use of the library. Demanding readings are assigned for classroom discussion and as a basis for essay writing. ENG 1121 - English Composition II (3 lecture/week, 3 credits) This is an advanced course in communication skills, including the expository essay and the research essay. This course further develops students’ reading and writing skills through literary and expository readings. Pre-requisites: ENG 1101 CST 1101 - Problem Solving with Computer Programming (2h lecture/week + 2h laboratory, 3 credits) Introduces concepts of problem solving using constructs of logic inherent in computer programming languages. Augmented by high-level computer tools, enabling solutions to common algorithmic problems. Use of flowcharts to diagram problem solutions. Object oriented packages, flowcharting tools and viewing generated software code. Prerequisite: CUNY proficiency in mathematics, reading and writing CST 1201 - Programming Fundamentals (2h lecture/week + 2h laboratory, 3 credits) Introduction to computer programming using the Java language. Fundamentals of Java programming language including control structures and user-defined methods. Concepts of object-oriented programming. Create simple Graphic User Interfaces and web applications. Some Java libraries will be introduced in developing application projects. Prerequisites: CST 1100 or CST 1101 with a grade of C or higher CST 1204 - Database Systems Fundamentals (2h lecture/week + 2h laboratory, 3 credits) This course will introduce the student to ANSI standard Structured Query Language (SQL). The course will cover the various syntax that governs this language. In-depth discussions and practice will be given so that the student will be able to manipulate (insert, update, delete and retrieve) data in a relational database. Prerequisites: CST 1100 or CST 1101 MAT 1475 - Calculus I (4h lecture/week, 4 credits) Topics include functions, limits, differentiation, tangent lines, L’Hôpital’s Rule, Fundamental Theorem of Calculus and Applications. MAT 1575 - Calculus II (4h lecture/week, 4 credits) A continuation of MAT 1475. Topics include Taylor polynomials, Mean Value Theorem, Taylor and Maclaurin series, tests of convergence, techniques of integration, improper integrals, areas, volumes and arc lengths. Pre-requisites: MAT 1475 MAT 2575 - Probability and Mathematical Statistics I (4h lecture/week, 4 credits) The study of discrete and continuous probability distributions including the Binomial, Poisson, Hypergeometric, Exponential, Chi-Squared and Normal Distribution. Conditional distributions,

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covariance and correlation, confidence intervals, least square estimation, chi-square goodness of fit distribution and test for independence and randomness. Ends with an application to queuing. Prerequisite: MAT 1575 MAT 2580 - Introduction to Linear Algebra (3h lecture/week, 3 credits) An introductory course in Linear Algebra. Topics include vectors, vector spaces, systems of linear equations, linear transformations, properties of matrices, determinants, eigenvalues and eigenvectors. Pre- or corequisite: MAT 1575 MAT 2675 - Calculus III (4h lecture/week, 4 credits) A continuation of MAT 1575. Topics include polar and parametric equations, vectors, solid analytic geometry, partial derivatives, multiple integrals, vector fields, line integrals and Green’s Theorem. Prerequisite: MAT 1575 PHYS 1441 - General Physics I: Calculus Based (4h lecture/week + 3h laboratory, 5 credits) Basic concepts and principles of mechanics, heat and mechanical waves. Topics include: kinematics, dynamics, statics, work and energy, rotational motion, oscillations and wave motion, fluids, temperature, heat and concepts of thermodynamics. Calculus and vector methods are used throughout the course. Laboratory experiments are computer-based and illustrate and supplement the lecture material. Pre- or corequisite: MAT 1475 PHYS 1442 - General Physics II: Calculus Based (4h lecture/week + 3h laboratory, 5 credits) A continuation of PHYS 1441. Electricity and magnetism, optics and elements of modern physics. Topics include: electrostatics, electric current and electric circuits, magnetism, electromagnetic induction, alternating current circuits, electromagnetic waves, geometric optics, optical instruments, spectra and physical optics. Calculus and vector methods are used throughout the course. Laboratory experiments are computer-based and illustrate and supplement the lecture material. Pre-requisites: PHYS 1441 PHYS 2443 - Physics 3.3 Modern Physics (3h lecture/week + 3h laboratory, 4 credits) Selected topics in physics and modern physics including: light, wave optics, interference, diffraction and polarization of light, relativity, origins of the quantum theory, atoms, the nucleus, elements of condensed matter, lasers, holography, elements of elementary particle physics and astrophysics. Laboratory experiments are computer-based and illustrate and supplement the lecture material. Prerequisite: PHYS 1442 PHYS 2607 - Introduction to Quantum Mechanics (3h lecture/week, 3 credits) An introduction to foundations, mathematical formalism and applications of quantum physics is presented. The origin of quantum theory --Planck’s law for the black-body radiation, the photoelectric and Compton effects and the wave-particle duality-- are discussed. The principle of superposition and the Heisenberg uncertainty principle are formulated. The probability interpretation of the quantum mechanical wave function is given. The Schrodinger equation is studied and applied to simple systems. Quantization of orbital and spin angular momentum is

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presented. The Pauli exclusion principle is formulated. The hydrogen atom is treated. Applications to multi-electron atoms and solids are discussed. Basics of linear operators, matrices and vector spaces are introduced. Prerequisite: PHYS 1442 COM 1330 - Effective Speaking (3h lecture/week, 3 credits) Practice in presenting extemporaneous speeches, textbook readings, preparation of speech outlines and reading of resource material for research in speech.

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APPENDIX B -- New Courses B.1 -- Descriptions of New Courses Course code: PHYS 3100 Title: Classical Mechanics Number of hours, credits: 4 class hours, 4 credits Pre-requisites: PHYS1442, MAT1575 Description: A study of classical mechanics from a more advanced perspective than freshman physics, with particular emphasis on Lagrangian and Hamiltonian formalisms. Topics include a review of Newtonian mechanics and the principle of conservation of energy and momentum, as well as the study of calculus of variations, Lagrange’s equations, two bodies central force problems, mechanics in non-inertial frames, rigid bodies, Hamiltonian mechanics, collision theory, and special relativity. Course code: PHYS 3200 Title: Electricity and Magnetism Number of hours, credits: 4 class hours, 4 credits Pre-requisites: PHYS 1442, MAT1575 Description: Introduction to electrodynamics with applications to physical problems. Topics include electrostatics, magnetostatics, Maxwell’s equations, electromagnetic forces, electromagnetic waves, radiation from accelerating charges and currents, and special relativity. Course code: PHYS 3300 Title: Computational Fluid Dynamics Number of hours, credits: 2 class hours + 2 laboratory hours, 3 credits Pre-requisites: CST 1201 or equivalent and PHYS 3100 Description: Introduction to computational dynamics. The formalism of continuum mechanics, the conservation of mass, energy and momentum in a fluid, the Euler and Navier-Stokes equations, and viscosity and vorticity will be covered. Fluid instabilities and their growth will also be discussed. Numerical techniques using the programming language Python for solving problems will be covered including numerical calculations, Monte Carlo techniques and numerical simulations. Course code: PHYS 3400 Title: Advanced Quantum Mechanics Number of hours, credits: 3 class hours, 3 credits Pre-requisites: PHYS 2443 or PHYS 2607, MATH 2572 Description: Advanced quantum mechanics. Topics include the wave function and its probabilistic interpretation, the uncertainty principle, the Schrodinger equation and how to solve it for various scenarios, the Hydrogen atom, angular momentum and spin, identical particles, perturbation theory and other approximation techniques, the variational principle, and scattering. Course code: PHYS 3500 Title: Statistical Physics and Thermodynamics Number of hours, credits: 3 class hours, 3 credits

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Pre-requisites: PHYS 2443 or PHYS 2607, MATH 2572 Description: This course is devoted to the study of systems made of a large number of particles, an area of thermal physics and statistical mechanics which governs transformations of heat into mechanical work, phase transitions, properties of gases and solids, and many other fundamental phenomena. Course code: PHYS 3600 Title: Machine Learning for Physics and Astronomy Number of hours, credits: 2 class hours + 2 laboratory hours, 3 credits Pre-requisites: CST 1201 or equivalent, MAT 1272 or MAT1372 or 2572 or permission Description: The course focuses on modern problem solving in Physics and Astronomy through statistical inference, machine learning algorithms and data mining techniques. Students will be presented with data sets and research problems in different areas of physics (particle physics, geophysics, astrophysics, condensed matter physics) and will learn how to formulate solutions by building their own toolbox, including Bayesian statistics, Monte Carlo sampling, regression and classification algorithms, clustering, dimensionality reduction, data visualization, and data cleaning. The programming assignments will be carried out in current, flexible languages, such as Python. Course code: PHYS 4100 Title: Computational Methods Number of hours, credits: 4 class hours, 4 credits Pre-requisites: PHYS 2443, CST 1201 Description: Introduction to computer modeling in physics. Topics include numerical evaluation of integrals; numerical solution of ordinary and partial differential equations; main numerical schemes including Euler and Runge-Kutta methods; modeling in physics: 2nd Newton’s law and projectile motion, many-body problems with interactions; application of numerical methods to statistical physics, Monte-Carlo methods and Metropolis algorithm; visual programming; basics of high performance and parallel computing; basics of graphics processing unit programming. Course code: PHYS 4150 Title: Computational Methods Laboratory Number of hours, credits: 4 laboratory hours, 2 credits Co-requisites: PHYS 4100 Description: Practical training in computer modeling in physics. Topics include numerical evaluation of integrals; numerical solution of ordinary and partial differential equations; main numerical schemes including Euler and Runge-Kutta methods; modeling in physics: 2nd Newton’s law and projectile motion, many-body problems with interactions; application of numerical methods to statistical physics, Monte-Carlo methods and Metropolis algorithm; visual programming; basics of high performance and parallel computing; basics of graphics processing unit programming. Course code: PHYS 4200 Title: Internship/Real Research Experience Number of hours, credits: 160 hours total, 4 credits Pre-requisites: Departmental approval

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Description: This internship/research course provides students with hands-on experience in an applied setting. Student will be able to apply the skills acquired in the academic courses in a real professional environment. For students who wish to apply for graduate programs, the internship can be replaced with a real research experience within a research group selected by the student and a career mentor within the department.

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B.2 -- Syllabi For New Courses B.2.1 PHYS 3100 Classical Mechanics Course Title Classical Mechanics Course Number PHYS 3100 Course Credits, Hours 4 class hours, 4 credits Course Pre / Co-Requisites PHYS 1442, MAT 1575 Course Description The course is devoted to the study of Lagrangian and Hamiltonian methods. Topics include a review of Newtonian mechanics and the principle of conservation of energy and momentum, as well as the study of calculus of variations, Lagrange’s equations, two bodies central force problems, mechanics in non-inertial frames, rigid bodies, Hamiltonian mechanics, collision theory, and special relativity. Rationale As one of the standard upper level physics courses required by any BS programs in Physics, this course is devoted to a detailed study of the laws of classical mechanics, by means of the appropriate mathematical tools acquired by the students in the Calculus sequence. Aside from providing students with the opportunity of applying and testing their mathematical and computational skills, this course provides a detailed description of the fundamental laws, which are the basis of several technological applications. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Students will understand the Lagrangian formulation of classical mechanics, as well as its derivation based upon the principle of least action. Students will apply Lagrangian formalism to solve several classic problems, including the ones related to the motion of a two body system where the bodies exert central forces on each other

homework, exams

Understand the behavior of a mechanical system as described from a non-inertial frame of reference, with its applications to the study of tides and to the Coriolis force

homework, exams

Understand the rotational motion of rigid bodies homework, exams Understand the Hamiltonian formulation of classical mechanics and Liouville’s theorem

homework, exams

Understand the basics of scattering theory homework, exams Understand the theory of special relativity and its description in terms of covariant and contravariant quantities

homework, exams

General Education Learning outcomes Assessment Upon completion of the course students should be able to apply the advanced mathematical techniques learned in the

Class participation, homework assignments, final exam.

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Calculus courses to real-life physical applications. Explain phenomena observed in everyday life by applying the conceptual understanding of classical mechanics.

Class participation, homework assignments.

Apply scientific investigation and inquiry to understand real-world events.


Homework assignments and the final exam are based on the solution of problems similar to those listed as “Sample Problems” in the Example Weekly Course Outline. In order to pass the final exam a student should demonstrate the ability of solving at least 70% of the problems assigned in the test. Example Weekly Course Outline: Week Topic Chapters Sample Problems 1 Review of Newtonian mechanics 1 (p. 3), 2 (p.

43) 1.10, 1.12, 1.24, 1.32, 2.2, 2.5, 2.16, 2.53

2 Conservation of energy and momentum

3 (p. 83), 4 (p. 105)

3.3, 3.11, 3.17, 3.26, 4.2, 4.7, 4.13, 4.16

3 Calculus of variations 6 (p. 215) 6.1, 6.2, 6.5, 6.9, 6.10

4 Lagrange’s equations 7 (p. 238) 7.2, 7.3, 7.4, 7.12 5 Applications of Lagrange’s equations 7 (p. 254) 7.14, 7.17, 7.21,

7.25, 7.50, 7.52 6 Two body central force problems 8 (p. 293) 8.1, 8.4, 8.6, 8.12 7 The equation of the orbit 8 (p. 305) 8.15, 8.17, 8.20,

8.28, 8.30 8 Mechanics in noninertial frames 9 (p. 327) 9.2, 9.3, 9.8, 9.9,

9.12, 9.16, 9.33 9 Rigid bodies 10 (p. 367) 10.4, 10.9, 10.10,

10.19, 10.21, 10.34, 10.40

10 Hamiltonian mechanics 13 (p. 522) 13.1, 13.2, 13.4, 13.8, 13.9, 13.10, 13.13, 13.19

11 Lagrange’s equations vs. Hamilton’s equations

13 (p. 536) 13.24, 13.25, 13.26, 13.29, 13.31, 13.34

12 Collision theory 14 (p. 558) 14.2, 14.4, 14.9, 14.13, 14.16, 14.20, 14.24

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13 Special relativity 15 (p. 596) 15.1, 15.3, 15.5, 15.7, 15.11, 15.12, 15.16, 15.21, 15.25

14 Mass, four-velocity and four-momentum

15 (p. 617) 15.29, 15.31, 15.32, 15.37, 15.39, 15.41, 15.46, 15.50, 15.56, 15.57, 15.79

15 Review and final exam - Grading Policy and Procedure Scope of assignments and other course requirements: Students will prepare homework assignments regularly. There will be two exams and a final exam. Method of grading: Students will be evaluated though homework and exams. The final grade will be based on a weighted average of the grades from the homework and exams as follows: Two Exams 50%, Final Exam 25%, Homework 25% Required and Recommended Instructional Materials Recommended textbook: CLASSICAL MECHANICS, Taylor, 2005 College academic integrity policy Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. College Policy on Absence/Lateness A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows:

Class Meets Allowable Absences 1 time/week 2 classes 2 times/week 3 classes 3 times/week 4 classes

Technology statement: Before entering the course, students should be familiar with the use of a scientific calculator. During the course, students will develop some understanding of scientific computing.

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B.2.2 PHYS 3200 Electricity and Magnetism Course Title Electricity and Magnetism Course Number PHYS 3200 Course Credits, Hours 4 class hours, 4 credits Course Pre / Co-Requisites PHYS 1442, MAT1575 Course Description Introduction to electrodynamics with applications to physical problems. Topics include electrostatics, magnetostatics, Maxwell’s equations, electromagnetic forces, electromagnetic waves, radiation from accelerating charges and currents, and special relativity. Brief Rationale As one of the standard upper level physics courses required by any BS programs in Physics, this course is devoted to a detailed study of the laws of electricity and magnetism, by means of the appropriate mathematical tools acquired by the students in the Calculus sequence. Aside from providing students with the opportunity of applying and testing their mathematical and computational skills, this course provides a detailed description of the fundamental laws which are the basis of innumerable technological applications. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Learn to calculate electric fields for various types of static charge distributions

homework, exams

Learn properties of electric fields in matter homework, exams Learn to calculate magnetic fields for various steady current configurations

homework, exams

Learn properties of magnetic fields in matter homework, exams Learn and apply computational and algebraic techniques to the solution of systems of equations.

homework, exams

Learn the significance of each of Maxwell's equations homework, exams General Education Learning outcomes Assessment Upon completion of the course students should be able to apply the advanced mathematical techniques learned in the Calculus courses to real-life physical applications.

Class participation, homework assignments, final exam.

Explain phenomena observed in everyday life by applying the conceptual understanding electricity and magnetism.




Homework assignments and the final exam are based on the solution of problems similar to those listed as “Sample Problems” in the Example Weekly Course Outline. In order to pass the final

35

exam a student should demonstrate the ability of solving at least 70% of the problems assigned in the test. Example Weekly Course Outline: Week Topics Chapter Sample Problems 1 Vector Analysis and Mathematical Tools:

Vector and tensor transformations; Vector derivatives: gradient, divergence, curl

Ch.1 (p.1-36) 1.12, 1.14, 1.15, 1.16, 1.18

2 Integral theorems; Polar coordinates, coordinate transformations; Dirac delta function

Ch.1 (p.38-50) 1.34, 1.36, 1.38, 1.39, 1.47

3 Introduction to Electrostatics: Coulombs Law, superposition, calculation of field from Coulomb's law; Field lines, Flux, Gauss' Law; Examples of field calculations using Coulomb's and Gauss' laws

Ch.2 (p.59-77) 2.1, 2.7, 2.10, 2.15, 2.16

4 Electric (scalar) potential, Poisson's and Laplace's equations examples of calculations of potential; Boundary conditions

Ch.2 (p.78-88) 2.22, 2.25, 2.27

5 Work and energy; Conductors in electrostatics. Induced charge, force between charges and conductors

Ch.2 (p.91-105) 2.34, 2.39, 2.41, 2.43

6 Special Techniques: Laplace's equation, introduction to boundary value problems in physics

Ch.3 (p.113-121) 3.1, 3.3

7 Solution of Laplace's equation by separation of variables; Method of images; Multi-pole expansions

Ch.3 (p.124-158) 3.7, 3.8, 3.10, 3.15, 3.19, 3.29

8 Electrostatic Fields in Matter: Polarization and Dielectrics.

Ch.4 (p.167-179) 4.2, 4.7, 4.12

9 Calculations of E and V for dielectrics, electric susceptibility and permittivity, forces and energy in dielectrics

Ch.4 (p.181-202) 4.15, 4.18, 4.26

10 Magnetostatics: Lorentz force law, cyclotron motion, force on a steady current

Ch.5 (p.210-222) 5.1, 5.4, 5.5

11 Current density, continuity equation; Biot-Savart Law; derivation and applications of Ampere's Law

Ch.5 (p.223-241) 5.9, 5.10, 5.13, 5.16

12 Magnetic Materials: Magnetization, definition of Dia-, Para- and Ferro-magnets

Ch.6 (p.266-273) 6.1, 6.3, 6.5

13 Magnetic field inside matter; Magnetic susceptibility and permeability

Ch.6 (p.274-284) 6.8, 6.10, 6.12

14 Electrodynamics: Ohm's law, EMF and magnetic flux; Faraday's Law

Ch.7 (p.296-328) 7.2, 7.5, 7.7, 7.12, 7.16, 7.22

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15 Maxwell's equations. Final Exam. Ch.7 (p.332-340) 7.34, 7.36, 7.38 Grading Policy and Procedure Scope of assignments and other course requirements: Students will prepare homework assignments regularly. There will be two exams and a final exam. Method of grading: Students will be evaluated though homework and exams. The _nal grade will be based on a weighted average of the grades from the homework and exams as follows: Two Exams 50%, Final Exam 25%, Homework 25% Required and Recommended Instructional Materials Recommended or typical texts: David J. Griffths, Introduction to Electrodynamics, 3rd ed. (Prentice Hall, 1999). Chapter 1-7. College academic integrity policy Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. College Policy on Absence/Lateness A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows:


Technology statement: Before entering the course, students should be familiar with the use of a scientific calculator. During the course, students will develop some understanding of scientific computing.

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B.2.3 PHYS 3300 Computational Fluid Dynamics Course Title Computational Fluid Dynamics Course Number PHYS 3300 Course Credits, Hours 2 class hours + 2 laboratory hours ,3 credits Course Pre / Co-Requisites CST 1201 or equivalent, PHYS 3100 Course Description The course provides an introduction to computational fluid dynamics. The formalism of continuum mechanics, the conservation of mass, energy and momentum in a fluid, the Euler and Navier-Stokes equations, viscosity, vorticity and fluid instabilities will be covered. Numerical calculations, Monte Carlo techniques and numerical simulation will be used to solve problems. Rationale This course aims to provide students with a basic understanding of how physics and engineering problems involving motion are solved on computers. This is a fundamental skill used both in academic and industry setting. Students will become fluid dynamics and the various ways problems are solved on the computer. They will also learn to visualize and analyze their results. This will develop problem-solving skills, which can be applied to many situations. Learning Outcomes and Assessments Discipline specific

Learning outcome Assessment Learn the basic concepts and ideas of fluid dynamics

In-class quizzes, homework assignments

Understand the Lagrangian and Eulerian approach to fluid dynamics and be able to distinguish between them


Learn how to solve fluid dynamic problem using computer algorithms


Learn the strengths and shortcomings of different numerical techniques and how to identify them


Learn how to use the numpy, scipy, matplotlib, scikit in Python in order to analyze and visualize simulations

In-class quizzes, homework assignments, final project

General Education

Learning outcomes Assessment Understand and employ both quantitative and qualitative analysis to describe and solve problems, both independently and cooperatively.


Employ scientific reasoning and logical thinking.


Communicate in diverse settings and groups, Final project presentation

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using written (both reading and writing), oral (both speaking and listening), and visual means. The final exam is based on the solution of problems similar to those assigned during the semester as homework. In order to pass the exam a student should demonstrate the ability of solving at least 70% of the problems assigned in the test. Example Weekly Course Outline: Week Topics Chapter 1 Introduction; course overview

2 Description of Fluids 1.1 - 1.5

3 Kinematic Analysis of a Flow 2.1 - 2.8

4 Navier-Stokes Equation 3.1 - 3.5

5 Euler and Bernoulli Equations 3.6 - 3.7

6 Hydrostatics 4

7 Flow at Low Reynolds Number 6.1 - 6.7

8 Waves Lecture Notes

9 Supersonic Flows Lecture Notes

10 Vorticity 11.1 - 11.4

11 Turbulence 11.5 - 11.8

12 Kelvin-Helmholtz Instability 8.1 - 8.4

13 Buoyancy Instability 9.1 - 9.3

14 Rayleigh–Taylor instability 9.5, 9.7-9.8

15 Final project presentations

The book does not contain homework problems. The homework will be prepared and distributed by the instructor each week. The instructor will also provide lecture notes for week 7 and 8. Grading Policy and Procedure The course will be graded according to: in-class quizzes (20%), homework (3 sets, 15% each), and final project (35%). Required and Recommended Instructional Materials Required: Introduction to Theoretical and Computational Fluid Dynamics, C. Pozrikidis, Oxford University Press, 2011, ISBN 978-0199752072. Recommended: Numerical Computation in Science and Engineering, Oxford University Press, 2011, ISBN 978-0195376111; Fluid Mechanics, Robert Alan Granger, Dover Publications, 1995, ISBN 978-0486683560

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B.2.4 PHYS 3400 Advanced Quantum Mechanics Course Title Advanced Quantum Mechanics Course Number PHYS 3400 Course Credits, Hours 3 credits, 3 lecture hours Course Pre / Co-Requisites PHYS 2443 or PHYS 2607 and MAT 2572 Course Description Topics in this course include the wave function and its probabilistic interpretation, the uncertainty principle, the Schrodinger equation and its solutions, the Hydrogen atom, angular momentum and spin, identical particles, approximation techniques, and the theory of scattering. Rationale Quantum Mechanics is a standard part of the curriculum in any Bachelor Degree in Physics. This course lays out the principles and tools needed to describe interactions on the scale of atoms and subatomic particles. This material is essential for understanding and continuing an education in physics, engineering, and biophysics, especially in the study of condensed matter including superconductivity, semi-conductors, microprocessing, quantum computing, photonics, lasers, and imaging technology, the study of quantum biology, and the study of high energy physics. The course is also essential for teaching applications of mathematical analysis, both analytic and computational, including tools from differential equations, linear algebra, functionals, and operator methods. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Appreciate the probabilistic interpretation of the wave function

Homework, exams

Solve the Schrödinger equation for various scenarios

Homework, exams

Understand position, momentum, angular momentum and spin in a quantum mechanical setting

Homework, exams

Use perturbation theory for time-independent as well as time-dependent systems

Homework, exams

Apply various approximation techniques, such as the WKB and adiabatic approximations

Homework, exams

Perform scattering calculations using partial wave analysis

Homework, exams

Know how to use Mathematica for computations Homework, exams General Education Learning outcomes Assessment Pursue disciplined, inquiry-based learning in the major.

Homework, Exams

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Understand and employ both quantitative and qualitative analysis to describe and solve problems, both independently and cooperatively.

Homework, Exams

Homework assignments and the final exam are based on the solution of problems similar to those listed as “Sample Problems” in the Example Weekly Course Outline. In order to pass the final exam a student should demonstrate the ability of solving at least 70% of the problems assigned in the test. Example Weekly Course Outline: Week Topics Pages in

textbook Sample Problems

1 The wave function p. 1-20 1.3, 1.5, 1.7, 1.9, 1.15, 1.18 2 The time-independent

Schrödinger equation, part 1

p.24-58 2.1,2.2,2.4,2.5,2.7,2.10, 2.11,2.12

3 The time-independent Schrödinger equation, part 2

p.59-84 2.22,2.23,2.26,2.27, 2.29,2.34,2.38

4 Formalism, First Exam

p.93-123 3.2,3.3,3.11,3.12,3.14, 3.17,3.31

5 Quantum mechanics in three dimensions, part 1

p.131-159 4.1,4.2,4.5,4.11,4.12,4.13,4.16,4.18

6 Quantum mechanics in three dimensions, part 2

p. 160-186 4.19, 4.22 , 4.27, 4.28, 4.29, 4.34, 4.38

7 Identical particles p. 201-229 5.4,5.6,5.12,5.16, 5.17, 5.18, 5.20

8 Time-independent perturbation theory, part 1

p. 249-266 6.1, 6.2 , 6.4, 6.7, 6.8, 6.9,

9 Time-independent perturbation theory, part 2

p. 266-285 6.12, 6.14, 6.17, 6.18, 6.21

10 The variational principle, Second Exam

p. 293-308 7.1, 7.7, 7.8, 7.11, 7.13, 7.15, 7.16

11 The WKB approximation

p. 315-333 8.1, 8.3, 8.6, 8.7, 8.16, 8.17

12 Time-dependent perturbation theory

p.340-362 9.1, 9.2, 9.5, 9.8, 9.12, 9.18

13 The adiabatic p.368-391 10.3, 10.4, 10.5,10.10

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approximation 14 Scattering p.394-418 11.10,11.13,11.18,11.19,11.20 15 Review, Final Exam Grading Policy and Procedure Students will be evaluated through homework and exams. The final grade will be based on the average of the grades from the homework assignments and exams as follows: Homework 25%, First Exam 25%, Second Exam 25%, Final Exam 25% Required and Recommended Instructional Materials The required textbook is INTRODUCTION TO QUANTUM MECHANICS, David Griffiths, 2nd Edition, 2004

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B.2.5 PHYS 3500 Statistical Physics and Thermodynamics Course Title Statistical Physics and Thermodynamics Course Number PHYS 3500 Course Credits, Hours 3 class hours, 3 credits Course Pre / Co-Requisites MAT 2572 and PHYS2443 or PHYS2607 Course Description This course is devoted to the study of systems made of a large number of particles, an area of thermal physics and statistical mechanics which governs transformations of heat into mechanical work, phase transitions, properties of gases and solids, and many other fundamental phenomena. Rationale Statistical physics is one of the cornerstones of modern physics. It provides a probabilistic interpretation of physical phenomena that couldn’t be explained by following each particle in a system, providing the link between microscopic and macroscopic physics. Statistical physics provide students with a more in depth understanding of thermodynamics, and teaches them how to isolate the important variables in complicated systems, a skill that is essential in both academia and industry. Additionally, statistical mechanics was the first foundational physical theory in which probabilistic concepts and probabilistic explanation played a fundamental role, and the probability theory used in this course has several cross-course and cross-discipline applications within the ACP major. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Students will understand the most important physical quantities that characterize the bulk properties of (macroscopic) matter and the relationships between these quantities.

Homework, Exams

Understand the laws of thermodynamics and how they regulate macroscopic physical processes, with special attention to energy, volume, and particle exchange between systems and to transformations of energy.

Homework, Exams

Students will develop tools for characterizing bulk matter at the macroscopic level.

Homework, Exams

Understand the relationship between the microscopic view (statistical mechanics) and the macroscopic view (thermodynamics) of matter.

Homework, Exams

General Education Learning outcomes Assessment Pursue disciplined, inquiry-based learning in the major.

Homework, Exams

43

Understand and employ both quantitative and qualitative analysis to describe and solve problems, both independently and cooperatively.

Homework, Exams

Homework and the final exam are based on the solution of problems similar to those listed as “Sample Assignments” in the Example Weekly Course Outline. In order to pass the final exam a student should demonstrate the ability of solving at least 70% of the problems assigned in the test. Example Weekly Course Outline: Week Topics and Sample Assignments 1 Introduction, Review of basic thermodynamics (heat, work, and the First Law). Chapter

2 (p.p. 5-25) , Problems 2.1, 2.2, 2.8 on p.p. 26, 28 2 Introduction to key concepts and tools of statistical mechanics. Chapter 3 (p.p. 31-42),

Problems 3.1, 3.4, 3.6 on p.p. 42, 43, 44 3 Entropy, the Second Law, temperature, and the concept of equilibrium. Chapter 4 (p.p.

45-68). Problems 4.1, 4.1, 4. 11 on p.p. 68-71 4 The thermodynamics and statistical mechanics of a constant-temperature system.

Chapter 5 (p.p. 73-99), Problems 5.1, 5.2, 5.5 on p.p. 99-101 5 Extension of statistical mechanics to systems with continuous energy states. Chapter 6

(p.p. 107-134), Problems 6.1, 6.2, 6.9 on p.p. 134, 135. 6 Thermodynamics when the number of particles is not conserved. Midterm Exam.

Chapter 7 (p.p.139-158), Problems 7.1, 7.2, 7.5 on p.p. 158,159. 7 Introduction to the three most common types of gases. Chapter 8 (p.p. 163-171),

Problems 8.1, 8.2, 8.4 on p.p. 171-173. 8 Ideal classical gases. Chapter 9 (p.p. 175-196), Problems 9.1, 9.3, 9.9 on p.p. 196-199. 9 “Bose" gases in which particles are not conserved (the photon gas). Chapter 10 (p.p.

201-216), Problems 10.1, 10.4, 10.7 on p.p. 216, 217, 218. 10 “Bose" gases in which particles are conserved (Bose-Einstein condensation). Chapter 11

(p.p. 221-228). Problems 11.1, 11.3, 11.5 on p.p. 228, 229. 11 “Fermi” gas. Chapter 12 (p.p. 231-246). Problems 12.1, 12.2, 12.7 on p.p. 247, 248. 12 Electrons and holes in semiconductors. Chapter 13 (p.p. 251-269). Problems 13.1, 13.3,

13.4 on p.p. 269, 270. 13 Amazing transformations of matter: phase transitions. Chapter 14 (p.p. 273-312).

Problems 14.1, 14. 2, 14.3 on p.p. 312-313. 14 Special topic. Superfluidity and superconductivity. (Research articles). 15 Review / Final Exam Grading Policy and Procedure Students will be evaluated though a midterm exam and a final exam. The final grade will be based on a weighted average of the grades from the midterm exam and the final exam as follows: Midterm Exam 30%, Final Exam 70% Required and Recommended Instructional Materials

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For lecture, the required textbook is Michael D. Sturge, Statistical and Thermal Physic B.2.6 PHYS 3600 Machine Learning for Physics and Astronomy Course Title Machine Learning for Physics and Astronomy Course Number PHYS 3600 Course Credits, Hours 2 class hours + 2 laboratory hours, 3 credits Course Pre / Co-Requisites CST 1201 or equivalent, MAT1272 or MAT1372 or MAT 2572 or

permission Course Description The course focuses on problem solving in Physics and Astronomy through statistical inference, machine learning algorithms and data mining techniques. Students will be presented with data sets and research problems in different areas of physics and will solve them using tools such as Bayesian statistics, Monte Carlo sampling, regression and classification algorithms, dimensionality reduction, and data cleaning. The programming assignments will be carried out in current, flexible languages, such as Python. Rationale This course aims to provide students with a modern, flexible toolset that can be used to answer open-ended research questions based on data. This is a fundamental skill required for both the academic or industry route. Students will become familiar with data sets and practical applications from different branches of physics, ranging from geophysics to particle physics, condensed matter physics and astrophysics. For their final project, student will select their own data set, formulate a research question, and select their own tools to answer it. Through this process, they will begin to think as researchers and learn what to do when “the answer is not in the back of the book”. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Learn how to formulate and test hypotheses on data


Learn how to recognize classification/regression problems and diagnose bias and variance issues


Learn how to use supervised learning algorithms and compare their performance


Learn how to extract information from unstructured data, recognize patterns and mine information


Learn how to use the numpy, scipy, matplotlib, scikit in Python in order to analyze, visualize and mine data


45

General Education Learning outcomes Assessment Understand and employ both quantitative and qualitative analysis to describe and solve problems, both independently and cooperatively.


Employ scientific reasoning and logical thinking. In-class quizzes, homework assignments Communicate in diverse settings and groups, using written (both reading and writing), oral (both speaking and listening), and visual means.

Final project presentation

Example Weekly Course Outline with tools, sources, and department assignment Week

Topic or Challenge Data Set Tools introduced

1 Introduction; course overview (Physics/CST)

Basic Python commands and tutorials

2 Basic statistics and terminology recap (Physics)

Statistical Analysis 1 - Basic statistical concepts. Mean, standard deviation. Rank statistics and percentiles. Package: numpy

3 How much does the Universe weigh? (Physics)

WMAP/Planck http://pla.esac.esa.int/pla/ + tutorial

Statistical Analysis 2 - Covariance, correlation, analysis of variance; Hypothesis testing. Package: Scipy

4 How many variables do you need to fit the Universe? And what are their values? (Physics)

WMAP/Planck

Inference; Bayes theorem; maximum likelihood/Monte Carlo methods; goodness of fit and chi2 test

5 Telling a story: how to present data in an organic manner (Physics)

WMAP/Planck

Data visualization; Types of charts, graphs and

http://pla.esac.esa.int/pla/

46

tables. Composite charts. Visualization of multidimensional data. Package: Matplotlib.

6 Introduction to machine learning terminology and concepts (CST)

Intro to machine learning; linear regression, gradient descent, cost function

7 Evaluating performance; Diagnostics; Troubleshooting (CST)

A simplified version of the Higgs boson data set used in the 2014 Kaggle challenge: https://higgsml.lal.in2p3.fr/

Logistic regression, regularization, underfitting/ overfitting (bias and variance).

8 Application Of Support Vector Machines To Global Prediction Of Nuclear Properties http://arxiv.org/abs/nucl-th/0603037 (CST)

Brookhaven National Nuclear Data Center (NNDC) http://www.nndc.bnl.gov/

Classification problems and algorithms I (SVMs, using regression for classification) Package: Scikit-learn

9 Using Random Forests to Classify W+W- and ttbar Events http://arxiv.org/abs/1410.8058 (Physics)

LHC data Classification problems and algorithms II (Decision Trees; Random Forests)

10 Decadal climate predictions using sequential learning algorithms http://arxiv.org/abs/1509.05285 (Physics)

NCEP reanalysis data http://www.esrl.noaa.gov/psd/data/gridded/data.ncep.reanalysis.html

Online learning

11 Probing modifications of General Relativity using current cosmological observations http://arxiv.org/abs/1003.0001 (Physics)

Six combined public data sets described in the source paper.

Unsupervised learning algorithms; Clustering; Dimensionality reduction (PCA)

12 Exploring the Thomson Reuters’ Web of Science (WoS) Text processing

http://arxiv.org/abs/1410.8058






47

relationship between the Engineering and Physical Sciences and the Health and Life Sciences by advanced bibliometric methods http://arxiv.org/abs/1407.0199 (Physics)

database

13 Feature importance for machine learning redshifts applied to SDSS galaxies http://arxiv.org/abs/1410.4696 (Physics)

Sloan Digital Sky Survey data Data cleaning/ real world data: how to deal with formatting, outliers, variable selection

14 Big Data challenges (CST)

Google Speller Scaling data and solutions

15 Final project (Physics/CST)

Final project presentations

Grading Policy and Procedure The course will be graded according to: in-class quizzes (20%), homework (3 sets, 15% each), and final project (35%). Required and Recommended Instructional Materials http://scikit-learn.org/stable/user_guide.html (open source) is required and can be downloaded as PDF or viewed online. Students will receive a list of data sets to be downloaded during the first week of classes. Additional reading material (papers and tutorials) will be distributed on a week-by-week basis. Recommended: Machine Learning in Python: Essential Techniques for Predictive Analysis, Michael Bowles, Wiley, 2015, ISBN 9781118961759.





http://scikit-learn.org/stable/user_guide.html

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B.2.7 PHYS 4100 Computational Methods Course Title Computational Methods Course Number PHYS 4100 Course Credits, Hours 4 credits, 4 class hours Course Pre / Co-Requisites PHYS2443, CST1201 Course Description This course provides a basic understanding of computer modeling in physics. Topics include basics of python programming language; scientific plotting; numerical evaluation of integrals; numerical solution of ordinary and partial differential equations; visual programming; basics of high performance and parallel computing; basics of graphics processing unit programming. Rationale This is an upper level physics course devoted to the understanding of a computational approach to laws of physics and of their application for understanding of basic phenomena around us. Aside from providing students with the opportunity of applying and testing their computational skills, this course provides a description of the most important numerical techniques used in modern physics and engineering. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Students will understand the application of Matlab programming language to physics modeling

homework, exams

Understand basic methods of numerical evaluation of integrals and of numerical solution of ordinary and partial differential equations

homework, exams

Understand the modeling of ideal systems and systems with interaction in general physics, condensed matter physics and hydrodynamics

homework, exams

Understand the methods of visualization of the simulation results

homework, exams

Understand high-performance computing and graphics processing unit programming

homework, exams

General Education Learning outcomes Assessment

49

Upon completion of the course students should be able to apply the advanced mathematical and numerical techniques learned in the course to real-life applications.

Class participation, homework assignments, final exam


Class participation, homework assignments

Homework assignments and the final exam are based on the solution of problems similar to those listed as “Sample Problems” in the Example Weekly Course Outline. In order to pass the final exam a student should demonstrate the ability of solving at least 70% of the problems assigned in the test. Example Weekly Course Outline: Week Topics Chapter Sample Problems 1 Introduction and overview 1 1.1, 1.3, 1.6 2 Euler method, one-dimensional projectile and

oscillatory motion 2, 3 2.6, 2.8, 3.3

3 Euler method, two-dimensional oscillatory motion and chaos

3 3.7, 3.9, 3.15

4 Runge-Kutta method, Solar system modeling 4, Appen-dix A

4.1, 4.6, 4.12

5 Ideal gas dynamics, First Exam 9 9.2, 9.10 6 Gas with pairwise interactions, melting 9 9.11, 9.12, 9.15 7 Laplace equation; potentials and fields 5 5.8, 5.11, 5.14 8 Wave propagation 6 6.1, 6.4, 6.16 9 Time-dependent Schrödinger equation 10 10.1, 10.2, 10.14 10 Diffusion and random walk, Second Exam 7 7.2, 7.6, 7.12 11 Monte-Carlo method, Ising model 8 8.3, 8.4, 8.8 12 1st order phase transitions, parallel

computations 8 8.11, 8.13, 8.15

13 Root finding and optimization Appendix B

B.1, B.2, B.3

14 Numerical integration Appendix E

E.2, E.3, E.6

15 Review, Final Exam Grading Policy and Procedure Scope of assignments and other course requirements: Students will prepare homework assignments regularly. There will be two exams and a final exam. Method of grading: Students will be evaluated though homework and exams. The final grade will be based on a weighted average of the grades from the exams and homework as follows: Two Exams 50%, Final Exam 25%, Homework 25% Required and Recommended Instructional Materials

50

For lecture, the required textbook is: COMPUTATIONAL PHYSICS, N. J. Giordano, Prentice Hall, 2005 College academic integrity policy Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. College Policy on Absence/Lateness A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows:


Technology statement: Before entering the course, students should be familiar with the use of a scientific calculator, MS Word (equation editor, tables and inserting figures) and MS Excel (spreadsheet calculations and graphing). During the course students will develop understanding of python programming language and scientific high-performance computing.

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B.2.8 PHYS 4150 Computational Methods Laboratory Course Title Computational Methods Laboratory Course Number PHYS 4150 Course Credits, Hours 2 credits, 4 laboratory hours Course Co-Requisites PHYS 4100 Course Description This course provides practical training in computer modeling in physics. Topics include basics of python programming language; scientific plotting; numerical evaluation of integrals; numerical solution of ordinary and partial differential equations; visual programming; basics of high performance and parallel computing; basics of graphics processing unit programming. Rationale This course provides practical training in high-performance computational physics. Aside from providing students with the opportunity of applying and testing their computational skills, this course provides a description of the most important numerical techniques used in modern physics and engineering. By using examples from physics and astronomy, students will learn how to apply a general theory to practical simulations of basic phenomena around us. Learning Outcomes and Assessments Discipline specific Learning outcome Assessment Students will be trained in the application of Matlab programming language to physics modeling

in-class lab assignments, laboratory reports, final project

Training in basic methods of numerical evaluation of integrals and of numerical solution of ordinary and partial differential equations


Training in the modeling of ideal systems and systems with interaction in general physics, condensed matter physics and hydrodynamics


Training in application of the visualization methods


Training in high-performance computing and graphics processing unit programming


General Education Learning outcomes Assessment Upon completion of the course students should be able to apply the advanced mathematical and numerical techniques learned in the course to real-life applications.


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in-class lab assignments, laboratory reports, final presentation

Assignments are based on the solution of problems similar to those listed as “Sample Problems” in the Example Weekly Course Outline. Example Weekly Course Outline: Week Topics Chapter Problems 1 Introduction and overview 1 1.4 2-4 Non-ideal gas in gravity field 9 9.3 5-7 Diffusion and heat transfer 7 7.4 8-10 Dynamics of quantum systems,

Schrödinger equation 10 10.3

11-14 Spin dynamics and phase transition, Monte Carlo method

8 8.5

15 Final project presentation N/A N/A Grading Policy and Procedure Scope of assignments and other course requirements: Students will prepare in-class lab assignments. There will be weekly lab report evaluations and the final project presentation. Method of grading: Students will be evaluated though lab reports and the final project presentation. The final grade will be based on a weighted average of the grades from the two components as follows: Lab reports 80%, Final project presentation 20% Required and Recommended Instructional Materials The required textbook is: COMPUTATIONAL PHYSICS, N. J. Giordano, Prentice Hall, 2005 College academic integrity policy Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. College Policy on Absence/Lateness A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows:

53


Technology statement: Before entering the course, students should be familiar with the use of a scientific calculator, MS Word (equation editor, tables and inserting figures) and MS Excel (spreadsheet calculations and graphing). During the course students will develop understanding of python programming language and scientific high-performance computing.

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B.2.9 PHYS 4200 Internship/Real Research Experience Course Title Internship/ Real Research Experience Course Number PHYS 4200 Course Credits, Hours 4 credits, 160 hours total (*) Course Pre / Co-Requisites Departmental approval Course Description This internship/research course provides students with hands-on experience in an applied setting. Student will be able to apply the skills acquired in the academic courses in a real professional environment. For students who wish to apply for graduate programs, the internship can be replaced with a real research experience within a research group selected by the student and a career mentor within the department. Rationale Through this internship/research course, students will demonstrate and apply the knowledge, skills, and values gained via the undergraduate courses. Students will have the opportunity to further develop specific skills, such as research, writing, technical and presentation skills. A final report and presentation will reinforce general education skills. Students will have the opportunity to gain real-world experience in academic or professional settings. These may include but are not limited to research work in an academic research group and internships at companies or at national laboratories. This practical experience will be advantageous to students and create graduates who are well prepared to enter the workforce and competitive to enter graduate programs. (*)160 hours total (counted as 10 hours/week for 16 weeks). Different arrangements of the hours can be selected in agreement with the company/research group in which the experience takes place. For example, a summer internship could be based on 20 hours/week for 8 weeks. Upon successful completion of the internships students should be able to:

1. Communicate (oral, written and presentation) the data, concepts and skills gained through the internship.

2. Show how the skills gained in the coursework have been applied to the particular internship experience.

3. Work effectively, independently and cooperatively. 4. Pursue specific career goals that make use of the baccalaureate degree.

Specific Learning Outcomes and Assessments INSTRUCTIONAL OUTCOMES For successful completion of the course, students should be able to:

ASSESSMENT Evaluation methods and criteria

Evaluate the scientific literature and to use it in their internship/research

Students will rely upon this skill in authoring their internship/research notebook and final report.

Effectively communicate scientific research, both their own and information from the

In this internship/research course both written and oral presentations are required.

55

Course Outline: The specific topics will be determined according to the particular internship/research experience. All projects will follow these milestones:

- The student is responsible for drafting a detailed Internship/Research Plan (3-5 pages) to be submitted to the program director within two weeks from the beginning of the course. Upon departmental permission, the student will receive prompt feedback on the Internship/Research plan, which will be finalized by the end of week 3. The final plan will count as the first assignment in the course.

- After week 3, the student is required to keep a weekly journal with a progress report. This

should include, at a minimum, a summary of the progress achieved in the past week, a report of any challenges encountered and the steps taken to overcome them, and a goal for the following week. The journal will be shared in meetings with the mentor or supervisor.

- By the end of week 8, the student is required to compile a mid-term progress report (2-3

pages), and a plan for the final project (2-3 pages). This material will be shared with the program director, and the student will receive feedback with one week. The mid-term report and final plan will collectively count as the second assignment in the course.

- The student will be required to submit a final report of the project (minimum 5 pages), in

tandem with an oral presentation. The program director will be responsible for grading the final report. The final report should include an introduction that describes the internship/research goal or question, a description of the work/research plan and procedures with results, and a conclusion addressing the role of the student in the internship and the skills that were used or acquired in the process.

Grading Policy and Procedure The activities comprising the internship/research experience grade will be:

research literature Perform experiments using conventional laboratory equipment, instrumentation, and techniques.

Internship/Research plan and Supervision evaluation

Demonstrate the safe and ethical use of scientific knowledge, materials and procedures, and be able to explain their impact on a diverse society

Internship/Research plan and Supervision evaluation

Other internship/research instructional outcomes can be developed by student and supervisor with approval of the department, to provide appropriate learning experiences.

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Internship/Research Plan: 15% Mid-term report 10% Supervisor Evaluation (including journal): 40%

Final Report: 15% Oral Presentation: 20%

Required and Recommended Instructional Materials The necessary instructional material will be determined in collaboration with the supervisor of the internship/research activity.

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APPENDIX C – Letters of Support C.1: Letters of Support from Industry

63

C.2: Letters of Support from Graduate Programs in the NYC Area

66

C.3: Letters of Support from CUNY Community Colleges with Planned Articulation Agreements

68

Appendix D. Articulation Agreements with Community Colleges

N E W YOR K C ITY COLLEGE OF TECHNOLOGY OF THE CITY UNIVERSITY OF NEW YORK 300 JAY STREET • BROOKLYN NEW YORK 11201-2983 Physics Department Room Pearl N811, Tel: (718) 260-5257

B.S. Degree in Applied Computational Physics Articulation Agreement with

Borough of Manhattan Community College A. SENDING AND RECEIVING INSTITUTIONS Sending College: Borough of Manhattan Community College (BMCC) Department: Sciences Department Program: AS in Engineering Science Degree: Associate in Engineering Science (AS) Receiving College: New York City College of Technology (NYCCT) Department: Physics Department Program: Applied Computational Physics Degree: Bachelor of Science (BS) B. ADMISSION REQUIREMENTS FOR SENIOR COLLEGE PROGRAM

• The AS in Engineering Science degree and a minimum 2.50 GPA.

Students who wish to transfer but do not meet all of the above requirements or are unable to enroll within two years after graduation will receive admission consideration under our standard transfer credit policies. Total transfer credit granted toward baccalaureate degree: 60 Total additional credits required by senior college to complete baccalaureate degree: 60 The Physics Department of New York City College of Technology (NYCCT) agrees to accept into the BS program in Applied Computational Physics students from the Borough of Manhattan Community College (BMCC) who successfully complete an associate in science in Engineering Science. Completion of the curriculum includes the attainment of at least a 2.5 overall grade-point average. NYCCT and BMCC agree to offer the courses noted in the BS program in Applied Computational Physics (NYCCT) and AS Engineering Science program (BMCC), as described in this agreement, and as outlined in each college’s course catalog. Each college agrees to notify the other if course numbers, content, or catalog descriptions change. Furthermore, the parties involved understand that any change in course number, content, or catalog description may require a modification to this agreement. C. COURSE EQUIVALENCIES AND TRANSFER CREDIT AWARDED Students transferring from BMCC with an AS in Engineering Science shall enter the BS Program in Applied Computational Physics at NYCCT as third year students. The following courses, totaling 60 credits, will be transferred to NYCCT.

69

ASSOCIATE IN SCIENCE

COMMON CORE Required Common Core English Composition (two terms) 6 Mathematical and Quantitative Reasoning

Note: Students in this program at BMCC are required to take 4-credits MAT 301 (equivalent to MAT 1475)

4

Life/Physical Sciences Note: Students in this program at BMCC are required to take 4-credits CHE 201

4

Total Required Common Core 14 Flexible Core Creative Expression 3 Scientific World Note: Students in this program at

BMCC are required to take 4-credit CHE 202 AND SCI 120 or SCI 121.

8

Individual and Society 3 World and Global Issues 3 US Experience in its Diversity 3

Total Flexible Core 20 Total Common Core 34

CURRICULUM REQUIREMENTS BMCC course

COURSE NAME NYCCT Equivalent

PHY 215 University Physics I PHYS 1441/1441L 4 PHY 225 University Physics II PHYS 1442/1442L 4 MAT 302 Analytic Geometry and Calc II MAT 1575 4 MAT 303 Analytic Geometry and Calc III MAT 2675 4 MAT 501 Ordinary Differential Equations MAT 2680 3 PHY 240 Modern Physics PHYS 2443 3 MAT 315 Linear Algebra MAT 2580 3 ESC 111 Elements of Engineering Design Program Elective 1

Total Curriculum Requirements 26 Total Program Credits 60

TOTAL NUMBER OF CREDITS TRANSFERRED 60

70

D. SENIOR COLLEGE UPPER DIVISION COURSES REMAINING FOR BS DEGREE Students transferring to the BS program in Applied Computational Physics at NYCCT from the AS program in Science at BMCC will be required to satisfactorily complete the following courses (totaling 60 credits) at NYCCT.

COLLEGE OPTION REQUIREMENTS Public Speaking COM 1330 or higher 3 Interdisciplinary Course Any course in approved list,

elective 3

Total Common Core & College Option Requirements 6 CURRICULUM REQUIREMENTS

PHYS 2607 Introduction to Quantum Mechanics 3 PHYS 3100 Classical Mechanics 4 PHYS 3200 Electricity and Magnetism 4 PHYS 3300 Computational Fluid Dynamics 3 PHYS 3600 Machine Learning for Physics and Astronomy 3 PHYS 4100 Computational Methods 4 PHYS 4150 Computational Methods Lab 2 PHYS 4200 Internship/real research Experience 4 MAT 2572 Probability and Mathematical Statistics I 4 CST 1101 Problem Solving with Computer Programming 3 CST 1201 Programming Fundamentals 3 CST 1204 Database Systems Fundamentals 3 XXX Additional program electives 14


Note: Students at New York City College of Technology must complete two courses designated Writing Intensive (WI) for the baccalaureate level, one from GenEd and one from the major. TOTAL DEGREE CREDITS TO BE TAKEN AT NYCCT 60 TOTAL CREDITS FOR THE BS DEGREE 120 In order to satisfy the B.S. degree requirements, students must select the appropriate general education common core and flexible core courses to satisfy CUNY Pathways requirements for the degree program. Note: The A.S. in Engineering Science at BMCC is a 65-credit program. Upon discretion of the program director(s) of the ACP major, students may be allowed to transfer more than 60 credits. The remaining balance will be applied toward additional program electives in the ACP major, so that they might need to complete less than 60 credits at NYCCT.

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E. ARTICULATION AGREEMENT FOLLOW-UP PROCEDURES 1. Procedures for reviewing, updating modifying or terminating agreement: When either of the degree programs involved in this agreement undergoes a change, the agreement will be reviewed and revised accordingly by faculty from each institution’s respective departments or programs, selected by their Chairpersons and program directors. 2. Procedures for evaluating the effectiveness of this agreement and tracking the number of students who transfer from BMCC to NYCCT under terms of this articulation agreement and their success: Each year New York City College of Technology (NYCCT) will provide Borough of Manhattan Community College (BMCC) the following information: a) the number of BMCC graduates who applied to the program; b) the number of BMCC students who were accepted into the program; c) and the number of BMCC students who enrolled; d) the aggregate GPA of these enrolled students at NYCCT. 3. Sending and Receiving College procedures for publicizing agreement (e.g., college catalogs, transfer advisors, websites, etc.):

• This articulation agreement will be publicized on the Borough of Manhattan Community College’s website, and New York City College of Technology website.

• Transfer advisors at BMCC will promote this agreement with eligible students. Effective Agreement Date: __________________ _____________________________________ ___________________________________ Dr. Karrin E. Wilks Dr. Bonne August Provost and Sr. Vice President for Academic Affairs Provost & Vice President for Academic Affairs Borough of Manhattan Community College New York City College of Technology _____________________________________ _____________________________________ Dr. Joel Hernandez Dr. Roman Kezerashvili Chair, Science Department Chair, Physics Department Borough of Manhattan Community College New York City College of Technology

72


B.S. Degree in Applied Computational Physics Articulation Agreement with

Borough of Manhattan Community College A. SENDING AND RECEIVING INSTITUTIONS Sending College: Borough of Manhattan Community College (BMCC) Department: Sciences Department Program: AS in Science Degree: Associate in Science (AS) Receiving College: New York City College of Technology (NYCCT) Department: Physics Department Program: APPLIED COMPUTATIONAL PHYSICS Degree: Bachelor of Science (BS) B. ADMISSION REQUIREMENTS FOR SENIOR COLLEGE PROGRAM

• The AS in Science degree and a minimum 2.50 GPA.

Students who wish to transfer but do not meet all of the above requirements or are unable to enroll within two years after graduation will receive admission consideration under our standard transfer credit policies. Total transfer credit granted toward baccalaureate degree: 60 Total additional credits required by senior college to complete baccalaureate degree: 60 The Physics Department of New York City College of Technology (NYCCT) agrees to accept into the BS program in Applied Computational Physics students from the Borough of Manhattan Community College (BMCC) who successfully complete an associate in science in Science. Completion of the curriculum includes the attainment of at least a 2.5 overall grade-point average. NYCCT and BMCC agree to offer the courses noted in the BS program in Applied Computational Physics (NYCCT) and AS Science program (BMCC), as described in this agreement, and as outlined in each college’s course catalog. Each college agrees to notify the other if course numbers, content, or catalog descriptions change. Furthermore, the parties involved understand that any change in course number, content, or catalog description may require a modification to this agreement.

73

C. COURSE EQUIVALENCIES AND TRANSFER CREDIT AWARDED Students transferring from BMCC with an AS in Science shall enter the BS Program in Applied Computational Physics at NYCCT as third year students. The following courses, totaling 60 credits, will be transferred to NYCCT. ASSOCIATE IN SCIENCE

COMMON CORE Required Common Core English Composition (two terms) 6 Mathematical and Quantitative Reasoning

Note: AS students at BMCC are required to take 4-credits MAT 206

4

Life/Physical Sciences University Physics I (equivalent to PHYS1441/1441L)

4

Total Required Common Core 14 Flexible Core Creative Expression 6 Scientific World University Physics II (equivalent

to PHYS1442/1442L) 4



CURRICULUM REQUIREMENTS BMCC course

COURSE NAME NYCCT Equivalent

XXX Any introductory science sequence I

Program Elective 4

XXX Any introductory science sequence II

Program Elective 4

MAT 301 Analytic Geometry and Calc I MAT 1475 4 MAT 302 Analytic Geometry and Calc II MAT 1575 4 XXX Modern Foreign Language Program Elective 3 PHY 240 Modern Physics PHYS 2443 3 XXX Any AS choice course Program Elective 5



74

D. SENIOR COLLEGE UPPER DIVISION COURSES REMAINING FOR BS DEGREE Students transferring to the BS program in Applied Computational Physics at NYCCT from the AS program in Science at BMCC will be required to satisfactorily complete the following courses (totaling 60 credits) at NYCCT.

COLLEGE OPTION REQUIREMENTS Public Speaking COM 1330 or higher 3 Interdisciplinary Course Any course in approved list,

elective 3


PHYS 2607 Introduction to Quantum Mechanics 3 PHYS 3100 Classical Mechanics 4 PHYS 3200 Electricity and Magnetism 4 PHYS 3300 Computational Fluid Dynamics 3 PHYS 3600 Machine Learning for Physics and Astronomy 3 PHYS 4100 Computational Methods 4 PHYS 4150 Computational Methods Lab 2 PHYS 4200 Internship/real research Experience 4 MAT 2580 Linear Algebra 3 MAT 2675 Calculus III 4 MAT 2572 Probability and Mathematical Statistics I 4 CST 1101 Problem Solving with Computer Programming 3 CST 1201 Programming Fundamentals 3 CST 1204 Database Systems Fundamentals 3 XXX Additional program electives 7


Note: Students at New York City College of Technology must complete two courses designated Writing Intensive (WI) for the baccalaureate level, one from GenEd and one from the major. TOTAL DEGREE CREDITS TO BE TAKEN AT NYCCT 60 TOTAL CREDITS FOR THE BS DEGREE 120 In order to satisfy the B.S. degree requirements, students must select the appropriate general education common core and flexible core courses to satisfy CUNY Pathways requirements for the degree program.

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E. ARTICULATION AGREEMENT FOLLOW-UP PROCEDURES 1. Procedures for reviewing, updating modifying or terminating agreement: When either of the degree programs involved in this agreement undergoes a change, the agreement will be reviewed and revised accordingly by faculty from each institution’s respective departments or programs, selected by their Chairpersons and program directors. 2. Procedures for evaluating the effectiveness of this agreement and tracking the number of students who transfer from BMCC to NYCCT under terms of this articulation agreement and their success: Each year New York City College of Technology (NYCCT) will provide Borough of Manhattan Community College (BMCC) the following information: a) the number of BMCC graduates who applied to the program; b) the number of BMCC students who were accepted into the program; c) and the number of BMCC students who enrolled; d) the aggregate GPA of these enrolled students at NYCCT. 3. Sending and Receiving College procedures for publicizing agreement (e.g., college catalogs, transfer advisors, websites, etc.):

• This articulation agreement will be publicized on the Borough of Manhattan Community College’s website, and New York City College of Technology website.

• Transfer advisors at BMCC will promote this agreement with eligible students. Effective Agreement Date: __________________ _____________________________________ ___________________________________ Dr. Karrin E. Wilks Dr. Bonne August Provost and Sr. Vice President for Academic Affairs Provost & Vice President for Academic Affairs Borough of Manhattan Community College New York City College of Technology _____________________________________ _____________________________________ Dr. Joel Hernandez Dr. Roman Kezerashvili Chair, Science Department Chair, Physics Department Borough of Manhattan Community College New York City College of Technology

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B.S. Degree in Applied Computational Physics Articulation Agreement with Bronx Community College

A. SENDING AND RECEIVING INSTITUTIONS Sending College: Bronx Community College Department: Department of Engineering, Physics and Technology Program: Engineering Science Degree: Associate in Science (AS) Receiving College: New York City College of Technology (NYCCT) Department: Physics Department Program: Applied Computational Physics Degree: Bachelor of Science (BS) B. ADMISSION REQUIREMENTS FOR SENIOR COLLEGE PROGRAM

• The AS in Engineering Science degree and a minimum 2.50 GPA.

Students who wish to transfer but do not meet all of the above requirements or are unable to enroll within two years after graduation will receive admission consideration under our standard transfer credit policies. Total transfer credit granted toward baccalaureate degree: 60 Total additional credits required by senior college to complete baccalaureate degree: 60 The Physics Department of New York City College of Technology (NYCCT) agrees to accept into the BS program in Applied Computational Physics students from the Bronx Community College (BCC) who successfully complete an associate in science in Engineering Science. Completion of the curriculum includes the attainment of at least a 2.5 overall grade-point average. NYCCT and BCC agree to offer the courses noted in the BS program in Applied Computational Physics (NYCCT) and AS Engineering Science program at Bronx Community College (BCC), as described in this agreement, and as outlined in each college’s course catalog. Each college agrees to notify the other if course numbers, content, or catalog descriptions change. Furthermore, the parties involved understand that any change in course number, content, or catalog description may require a modification to this agreement.

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C. COURSE EQUIVALENCIES AND TRANSFER CREDIT AWARDED Students transferring from BCC with an AS in Engineering Science shall enter the BS Program in Applied Computational Physics at NYCCT as third year students. The following courses, totaling 60 credits, will be transferred to NYCCT. ASSOCIATE IN SCIENCE

COMMON CORE Required Common Core English Composition (two terms) 6 Mathematical and Quantitative Reasoning Note: Students in this program at BCC are

required to take 4-credits MAT 30 (equivalent to MAT 1375 at City Tech) or MAT 31 (equivalent to MAT 1475)

4

Life/Physical Sciences Note: Students in this program at BCC are required to take 4-credits PHY 31 (equivalent to PHYS 1441 at City Tech)

4

Total Required Common Core 14 Flexible Core Creative Expression 3 Scientific World Note: Students in this program at BCC are

required to take two 4-credit courses CHM 11 and PHY 32 (equivalent to PHYS 1442 at City Tech)

8



CURRICULUM REQUIREMENTS BCC course COURSE NAME NYCCT Equivalent EGR 11 Introduction to Engineering Design Elective 1 EGR 31 Circuit Analysis Elective 3 MTH 31 Analytic Geometry and Calculus I MATH 1475 0-4* MTH 32 Analytic Geometry and Calculus II MATH 1575 + 1 cr

Elective 5

MTH 33 Analytical Geometry and Calculus III MATH 2675 + 1 cr Elective

5

MTH 34 Differential Equations and Selected Topics in Advanced Calculus

MATH 2680 + 1 cr Elective

4

PHY 33 Physics III PHYS 2443 4 CHM 12 or ELC 96

General Chemistry II or Digital Systems I

Elective 4*



78

Note: (*) Students in the AS program at BCC might take MAT 30 (equivalent to MAT 1375 at City Tech) or MAT 31 (equivalent to MAT 1475) to satisfy the Mathematical and Quantitative Reasoning requirement within the Common Core. If they opt to take MAT 30 as Common Core, they should then take MAT 31 as part of the remaining Curriculum Requirements. If instead they opt to take MAT 31 as Common Core, 4 additional credits of electives will be transferred by taking CHM 12 (Chemistry II) or ELC 96 (General Digital Systems I). D. SENIOR COLLEGE UPPER DIVISION COURSES REMAINING FOR BS DEGREE Students transferring to the BS program in Applied Computational Physics at NYCCT from the AS program in Engineering Science at BCC will be required to satisfactorily complete the following courses (totaling 60 credits) at NYCCT.

COLLEGE OPTION REQUIREMENTS Public Speaking COM 1330 or higher 3 Interdisciplinary Course Any course in approved list, elective 3


PHYS 2607 Introduction to Quantum Mechanics 3 PHYS 3100 Classical Mechanics 4 PHYS 3200 Electricity and Magnetism 4 PHYS 3300 Computational Fluid Dynamics 3 PHYS 3600 Machine Learning for Physics and Astronomy 3 PHYS 4100 Computational Methods 4 PHYS 4150 Computational Methods Lab 2 PHYS 4200 Internship/real research Experience 4 MAT 2580 Linear Algebra 3 MAT 2572 Probability and Mathematical Statistics I 4 CST 1101 Problem Solving with Computer Programming 3 CST 1201 Programming Fundamentals 3 CST 1204 Database Systems Fundamentals 3 Additional program electives 11


TOTAL DEGREE CREDITS TO BE TAKEN AT NYCCT 60 TOTAL CREDITS FOR THE BS DEGREE 120 In order to satisfy the B.S. degree requirements, students must select the appropriate general education common core and flexible core courses to satisfy CUNY Pathways requirements for the degree program.

79

E. ARTICULATION AGREEMENT FOLLOW-UP PROCEDURES 1. Procedures for reviewing, updating modifying or terminating agreement: When either of the degree programs involved in this agreement undergoes a change, the agreement will be reviewed and revised accordingly by faculty from each institution’s respective departments or programs, selected by their Chairpersons and program directors. 2. Procedures for evaluating the effectiveness of this agreement and tracking the number of students who transfer from BCC to NYCCT under terms of this articulation agreement and their success: Each year New York City College of Technology (NYCCT) will provide Bronx Community College (BCC) the following information: a) the number of BCC graduates who applied to the program; b) the number of BCC students who were accepted into the program; c) and the number of BCC students who enrolled; d) the aggregate GPA of these enrolled students at NYCCT. 3. Sending and Receiving College procedures for publicizing agreement (e.g., college catalogs, transfer advisors, websites, etc.):

• This articulation agreement will be publicized on the Bronx Community College’s website, and New York City College of Technology website.

• Transfer advisors at BCC will promote this agreement with eligible students. Effective Agreement Date: __________________ _____________________________________ ___________________________________ Dr. Claudia V. Schrader, Provost Dr. Bonne August, Provost Bronx Community College New York City College of Technology _____________________________________ _____________________________________ Dr. Jalil Moghaddasi, Chairperson Dr. Roman Kezerashvili, Chairperson Department of Engineering, Physics and Technology Physics Department Bronx Community College New York City College of Technology

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Appendix E. Employment status and Sample Employment Opportunities The American Institute of Physics recently published an extensive study to track the career opportunities afforded to Physics majors from the classes of 2013 and 2014. One of the most poignant results is the high employment rate of Physics graduates one year after graduation: of the almost 5,000 students who were interviewed, 95% were either employed or enrolled in graduate school. Another significant trend is the fact that in the past five years, there has been a steady decline in the percentage of Physics majors who choose to enroll in graduate school in Physics or Astronomy, balanced by a steady rise in the number of students who find employment in industry upon graduation. This trend is part of the motivation for establishing programs – like ours - with a focus on applied science, which are able to provide students with a practical tool set that is desirable in many different career paths. The AIP also reported useful information about the field of employment of Physics bachelors from the classes of 2011 and 2012 (a total of over 13,000 students). Of those who were employed, the majority (61%) was employed in the private sector, and about 20% worked as college or high school teachers. About 70% of the Physics majors employed in the private sector were working in STEM disciplines (in particular, in the Engineering field and in Computer or Information Systems); see Figure 3. Furthermore, Physics majors overall reported one of the highest job satisfaction rates; Figure 4 shows an example for those employed in STEM discipline, with an overall job satisfaction rate around 80%. It is also interesting to report the initial salaries of students with a Physics bachelor’s degree. Those who are employed in the private sector and in a STEM discipline report some of the highest starting salaries, with a median value of $51K. Overall, as can be seen from Figure 6, Physics graduate report having the third highest starting salaries of all disciplines.

Figure 1: Employment summary one year after graduation. Figure 2: The proportion of Physics Bachelors electing to join the workforce after graduation has increased over the past five years.

Figure 4: Employment sector for Physics Bachelor’s Figure 3: Job satisfaction of Physics Bachelor's

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Figure 6: Initial starting salaries for Physics graduates

Employment opportunities in the New York metro area The AIP also publishes a list of employers who recently hired physics graduates, divided by state; the list for New York State can be accessed at https://www.aip.org/statistics/newyork. While not a comprehensive list, it includes over 140 different employers, ranging from financial institutions (CapitalOne, JP Morgan, Morgan Stanley, Bank of America, Goldman Sachs, Deutsche Bank) to tech giants (IBM, Facebook, Apple) to consulting firms (Bain, Deloitte…) to medical centers (Mount Sinai, Weill-Cornell, NYU Langone, Sloan Kettering) to academic institutions (Columbia University, SUNY Albany), and many many others. The list for New Jersey, accessible at the same website, includes about 30 private companies. Sources [1] https://www.aip.org/statistics/reports/ [2] https://www.spsnational.org/career-resources/what-can-i-do-physics-degree

Figure 5: Initial starting salaries for various disciplines.

https://www.aip.org/statistics/newyork

https://www.aip.org/statistics/reports/

https://www.spsnational.org/career-resources/what-can-i-do-physics-degree

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Appendix F. Program Scheduling Form Table 1a: Undergraduate Program Schedule

Indicate academic calendar type: _X_Semester __Quarter __Trimester __Other (describe)

Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Fall I Check course classification(s) Term: Spring I Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) MAT 1475 (Calculus 1)

4 X X MAT 1375 CST 1101 (Problem Solving with Computer Programming)

3 X X

ENG 1101 (English Composition I) 3 X MAT 1575 (Calculus II) 4 X X MAT 1475

PHYS 1441/1441L (Physics I) 5 X X Co-req: MAT1475 PHYS 1442/1442L

(Physics II) 5 X X PHYS 1441/1441L

Any WCGI course 3 X ENG 1121 3 X ENG 1101 Term credit total: 15 Term credit total: 15

Term: Fall II Check course classification(s) Term: Spring II Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) CST 1201 (Programming Fundamentals)

3 X CST 1101 / CST 1100 CST 1204 (Database fundamentals)

3 X CST 1101

MAT 2580 (Linear Algebra)

3 X X Pre/co: MAT 1575 PHYS 2607 (Intro to Quantum Mechanics)

3 X X PHYS 1442

PHYS 2443 (Modern Physics)

4 X X PHYS 1442 Program Elective 3 X

Any USED course 3 X Any CE course 3 X MAT 2675 (Calculus III) 4 X X MAT 1575

Term credit total: 13 Term credit total: 16 Term: Fall III Check course classification(s) Term: Spring III Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) MAT 2572 (Probability and Statistics I) 4 X X MAT 1575 PHYS 3200 (Electricity

and Magnetism) 4 X X X PHYS 1442,

MAT1575 Any IS course

3 X PHYS 3300 (Computational Dynamics)

3 X X X CST 1201 or equivalent and PHYS 3100

PHYS 3100 (Classical Mechanics) 4 X X X PHYS 1442, MAT

1575 College Option course - Speech

3 X

Any College Option course 3 X Program Elective 3 X X

Elective Course 3 X Elective course 3 Term credit total: 17 Term credit total: 16

Term: Fall IV Check course classification(s) Term: Fall IV Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) PHYS 3600 (Machine Learning in Physics and Astronomy)

3 X X X CST 1201 or equivalent, MAT 1272/1372/2572

PHYS 4150 (Computational Methods Lab)

2 X Co-req: PHYS 4100

Any College Option course

3 X Program Elective 3 X X

PHYS 4100 (Computational Methods)

4 X X X PHYS 2443, CST 1201 Internship/Real Research Experience

4 X X Department Approval

Program Elective 3 X X College Option course - Interdisciplinary

3 X

Elective course 3 Term credit total: 13 Term credit total: 15

Program Totals: Credits: 120 Liberal Arts & Sciences: 105 Major: 78 Elective & Other: 42

Cr: credits LAS: liberal arts & sciences Maj: major requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses

http://www.highered.nysed.gov/ocue/lrp/liberalarts.htm

83

Appendix G. Faculty Teaching Assignments Form Table 2: Full-Time Faculty

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.




Additional Qualifications Note: For each faculty member, we list research interests and two recent relevant publications.

Viviana Acquaviva, Assistant Professor (Program co-Director)

PHYS 3600 (Machine Learning in Physics and Astronomy)

100%

Ph. D., Astrophysics, International School for Advanced Studies, Trieste, Italy

Dr. Acquaviva has published papers on a variety of topics, ranging from the physics of the very early Universe to the nature of dark energy and gravity. She is particularly interested in developing statistical techniques for predictive modeling, and is using these tools to study the physical properties of distant galaxies. V. Acquaviva, "How to measure metallicity from five-band photometry with supervised machine learning algorithms," Monthly Notices of the Royal Astronomical Society, 456, 2, 1618 (2016). V. Acquaviva, A. Raichoor and E. Gawiser, "Simultaneous Estimation of Photometric Redshifts and SED Parameters: Improved Techniques and a Realistic Error Budget," ApJ

PHYS 2443 (Modern Physics) PHYS 4200 (Internship/Real Research Experience)

84





Additional Qualifications Note: For each faculty member, we list research interests and two recent relevant publications. 804, 8 (2015).

Oleg Berman, Associate Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Physics, Institute of Spectroscopy, Moscow

Dr. Berman is conducting research in Theoretical Condensed matter physics that is focused on the understanding of and a theoretical description of spontaneous coherence of bosons in low dimensional solid-state nanostructures. O. L. Berman, R. Ya. Kezerashvili, "High-temperature superfluidity of the two-component Bose gas in a transition metal dichalcogenide bilayer," Physical Review B 93, 245410 (2016). O. L. Berman, R. Ya. Kezerashvili, Yu. E. Lozovik, "Graphene-Based Photonics and Plasmonics," in "Nanoscale Materials and Devices for Electronics, Photonics and Solar Energy" page 93 (ed A. Korkin, S. Goodnik, R. Nemanich), Springer, Switzerland (2015).

PHYS 3500 (Statistical Physics and Thermodynamics)

Reginald Blake, Professor Program Electives 100%

Ph.D., Geophysics, NASA Goddard Institute for Space

Dr. Blake is a geo-physicist who has a rich and extensive background in PHYS 4200 (Internship/Real Research

85





Additional Qualifications Note: For each faculty member, we list research interests and two recent relevant publications.

Experience) Studies hydro-climatology, climatology, climate change and climate change impacts, hydrology, meteorology, physical oceanography, and air pollution. Blake, R., Liou-Mark, J., Blackburn, N., Chan, C. & Yuen-Lau, L. “Engaging Undergraduates in the New York City S-SAFE Internship Program: An Impetus to Raise Geoscience Awareness. Journal of Geoscience Education, 6(3), 176-184 (2015). Blake, R., Liou-Mark, J., & Lansiquot, R.D. “Promoting the Geosciences Among Grades 8–12 Minority Students in the Urban Coastal Environment of New York City. Journal of Geoscience Education, 63(1), 29-40, (2015).

Andrea Ferroglia, Associate Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Theoretical Physics, New York University

Dr. Ferroglia is a theoretical physicist whose research interests include Elementary Particles Phenomenology and Calculation of Feynman Diagrams.

PHYS 3100 (Classical Mechanics) PHYS 4200 (Internship/Real Research Experience)

86





Additional Qualifications Note: For each faculty member, we list research interests and two recent relevant publications. A. Broggio, A. Ferroglia, B. D. Pecjak and G. Ossola, "Associated production of a top pair and a W boson at next-to-next-to-leading logarithmic accuracy," JHEP 1609, 089 (2016). A.Ferroglia, B. D. Pecjak, D. J. Scott and L. L. Yang, "QCD resummations for boosted top production," PoS TOP 2015, 052 (2016).

Boris Gelman, Associate Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Nuclear Physics, University of Maryland, College Park

Dr. Gelman’s research interests are in nuclear and hadronic physics including effective field theory methods, applications of large Nc QCD to nucleon-nucleon interactions, heavy quark physics, strongly interacting quark-gluon plasma and ultra-cold gases. B. Gelman, "Nucleon-Nucleon Scattering and Large Nc QCD", PoS Confinement X, 246 (2013). T. D. Cohen and B. A. Gelman, "Total nucleon-nucleon cross

PHYS 2607 (Introduction to Quantum Mechanics) Program Electives

87





Additional Qualifications Note: For each faculty member, we list research interests and two recent relevant publications. sections in large Nc QCD", Physical Review C 85, 024001 (2012).

Roman Kezerashvili, Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Nuclear Physics, Tbilisi State University; D. Sc., Theoretical and Mathematical Physics, St. Petersburg State University

Dr. Kezerashvili has a broad range of interests in nuclear, high-energy and condensed matter physics, including hyperspherical functions method, theory of scattering, few body electromagnetic physics, high energy electron scattering on light nuclei, nuclear reaction induced by pions, and solar sailing. I. Grigorenko, R. Ya. Kezerashvili " On superfluidity of asymmetric mixture of fermions", Physics Letters A 380, 3661–3664 (2016). R. Ya. Kezerashvili, Sh. M. Tsiklauri, I. N. Filikhin, V. M. Suslov, and B. Vlahovic, "Three-body calculations for the K−pp system within potential models," J. Phys. G: Nucl. Part. Phys. 43 065104 (2016).

PHYS 2443 (Modern Physics) PHYS 2607 (Introduction to Quantum Mechanics) PHYS 2609 (Introduction to Quantum Computing)

88

German Kolmakov, Associate Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Physics, Landau Institute for Theoretical Physics

Dr. Kolmakov’s research interests include condensed matter and solid state physics, quantum and classical systems far from equilibrium, material science, high-performance computing and Graphics Processing Units (GPUs) computing. G. V. Kolmakov, L. M. Pomirchi, and Roman Ya. Kezerashvili, "Toward room-temperature superfluidity of exciton polaritons in an optical microcavity with an embedded MoS2 monolayer," J. Opt. Soc. Am. B 33, C72-C79 (2016). L.V. Abdurakhimov, M. Arefin, G. V. Kolmakov, A. A. Levchenko, Yu. V. Lvov, and I. A. Remizov, "Bidirectional energy cascade in surface capillary waves," Phys. Rev. E 91, 023021 (2015).

PHYS 4100 (Computational Methods) PHYS 4150 (Computational Methods Lab)

Darya Krym, Assistant Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Physics, University of California at Los Angeles

Dr. Krym is a theoretical physicist whose main interests are in string theory, supergravity, M-theory, and gauge-gravity duality. J. Estes, D. Krym, and B. Van Pol "Near horizon geometry of strings ending on intersecting D8/D4-branes ," JHEP 1410 103 (2014). C. Bachas, E. D'Hoker, J. Estes,D. Krym, "M-theory solutions invariant under D(2,1; γ) ⊕ D(2,1;γ),"

PHYS 2607 (Introduction to Quantum Mechanics) PHYS 3400 (Advanced Quantum Mechanics)

89

Fortschritte der Physik, 62, 3, 207 (2014).

Lufeng Leng, Associate Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Physics, Princeton University

Dr. Leng’s research interests are fiber nonlinearities in transmission systems, Raman amplification techniques for optical communication, nonlinear fiber-based devices, and fiber optical transmission systems and subsystems. B. Zhu, P. I Borel, T. Geisler, R. Jensen, L. Leng, X. Jiang, D. W. Peckham, R. L. Lingle Jr., D. Vaydia, M. F. Yan, P. W. Wisk, and D. J. DiGiovanni ; " 800 Gb/s (8 X 128 Gb/s) unrepeatered transmission over 515-km large area ultra-low-loss fiber using 2nd-order Raman pumping", Optics Express Vol. 24, No. 22, 25291 (2016). G. L. Matloff, L. Leng, and T. Le, "Optical Transmission of an Allende Meteorite Thin Section and Simulated Regolith", Meteorites & Planetary Science, Vol. 45 Supplement, A127, Paper 5004 (2010).

PHYS 2605 (Introduction to Laser Physics and Photonics)

Ariyeh Maller, Associate Professor PHYS 1441/1442 (University Physics I and II)

100%

Ph. D., Physics, University of California Santa Cruz

Dr. Maller is an astrophysicist with interests in formation and evolution of galaxies, gaseous halos of galaxies, intrinsic properties of galaxies, and gravitational lensing. M. Berry, R. Somerville, E.

PHYS 3300 (Computational Fluid Dynamics) PHYS 4200 (Internship/Real Research Experience)

90

Gawiser, A. Maller, G. Popping, and S. Trager, "Properties of damped Ly α absorption systems and star-forming galaxies in semi-analytic models at z = 2," MNRAS 458, Issue 1, 531-557 (2016). M. Berry, R. Somerville, E. Gawiser, Eric, A. Maller, G. Popping, and S. Trager, "Damped Lyα absorption systems in semi-analytic models with multiphase gas," MNRAS 441, Issue 2, 939-963 (2014).

Giovanni Ossola, Associate Professor (Program co-Director)

PHYS 3200 (Electricity and Magnetism)

100%

Ph. D., Theoretical Physics, New York University

Dr. Ossola’s main research interests are related to the theoretical predictions of the Standard Model of Particle Physics and computational techniques for higher-order calculations in field theory. A. Broggio, A. Ferroglia, B. D. Pecjak and G. Ossola, "Associated production of a top pair and a W boson at next-to-next-to-leading logarithmic accuracy," JHEP 1609, 089 (2016). H. van Deurzen, R. Frederix, V. Hirschi, G. Luisoni, P. Mastrolia, G. Ossola, ",Spin Polarisation of ttyy production at NLO+PS with GoSam interfaced to MG5_aMC@NLO", Eur.Phys.J. C76 no.4, 221 (2016).

PHYS 2443 (Modern Physics) PHYS 4200 (Internship/Real Research Experience)

91

Appendix H. Faculty To Be Hired Form Table 4: Faculty to be Hired

If faculty must be hired, specify the number and title of new positions to be established and minimum qualifications.

Title/Rank of Position No. of New Positions

Minimum Qualifications (including degree and discipline area)

F/T or P/T Percent Time to Program Expected Course Assignments

Expected Hiring Date

Assistant Professor(*) 1 Ph. D., Physics F/T 0% General Physics Courses 09/01/17

(*) This position fills a current vacancy in the Department and it is not related with the present proposal

92

Appendix I. New Resources, Projected Revenue, and Financial Projection Table 5: New Resources

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Full Time Faculty $0 $0 $0 $0 $0 Part Time Faculty $- $- $- $- $- Full Time Staff $- $- $- $- $- Part Time Staff $- $- $- $- $-

Library (Includes Staffing) $- $- $- $- $- Equipment $6,000.00 $6,000.00 $6,000.00 $6,000.00 $6,000.00 Laboratories $- $- $- $- $-

Supplies & Expenses $- $- (Other than Personal Services) Capital Expenditures $- $- $- $- $- Other $- $- $- $- $-

Total all $6,000 $6,000.00 $6,000.00 $6,000.00 $6,000.00

93


Revenues[1] 1st Year 2nd Year 3rd Year 4th Year 5th Year Academic Year[2] Academic Year† Academic Year† Academic Year† Academic Year†

Tuition Revenue[3] $63,300 $105,480 $163,542 $232,654 $250,726 01. From Existing Sources[4]

02. From New Sources[5] $31,650 $68,781 $83,055 $84,716 $86,410 03. Total $31,650 $68,781 $83,055 $84,716 $86,410 Other Revenue[7] $0 $0 $0 $0 $0 07. From Existing Sources§ 08. From New Sources** $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total[8] $63,300 $105,480 $163,542 $232,654 $250,726 10. From Existing Sources§ 11. From New Sources** $94,950 $174,261 $246,596 $317,370 $337,136 TOTAL $94,950 $174,261 $246,596 $317,370 $337,136

94

DIRECT OPERATING EXPENSES


Include additional expenses incurred by other programs when satisfying needs of new program. Faculty need should be commensurate with "net section needs" based on enrollment (see "Enroll & Seat Need Projections" tab)

Current Full Time Faculty Overload (include Summer)

$0 $0 0

New Full Time Faculty Base Salary (list separetely)

$0 $0 $0 $0 $0

New Full Time Faculty Overload (include Summer)

$0 $0 0 0 0

New Faculty Re-assigned Time (Program Directors)

$14,000 $14,000 14000 $14,000 14000

Full Time Employee Fringe Benefits (41.6%)

$5,824 $5,824 $5,824 $5,824 $5,824

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

$19,824 $19,824 $19,824 $19,824 $19,824

Part Time Faculty Actual Salaries Part Time Faculty Actual Fringe Benefits (24.3%)

0 0 0 0 0

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

$- $- $- $- $-

Full Time Staff Base Salary (list separetely)

Full Time Staff Fringe Benefits (41.6%)

0 0 0 0 0

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

$- $- $- $- $-


95

PART-TIME STAFF (do not include library staff in this section)

Part Time Staff Base Salary (list separately)

Faculty Replacement Costs (replacement of full-time faculty - e.g. on release time - with part-time faculty)

Graduate Assistants Student Hourly Part Time Employee Fringe Benefits (24.3%)

0 0 0 0 0

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

$- $- $- $- $-

LIBRARY Library Resources Library Staff Full Time (List Separately)

Full Time Staff Fringe Benefits (41.6%)

0 0 0 0 0

Library Staff Part Time (List Separately)

Part Time Employee Fringe Benefits (24.3%)

0 0 0 0 0

TOTAL (Links to Library on Program Exp Worksheet)

$- $- $- $- $-

EQUIPMENT Computer Hardware 5000 5000 5000 5000 5000 Office Furniture Other (Specify) Total (Links to Equipment on Program Exp Worksheet)

$5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00

LABORATORIES

96

Laboratory Equipment Other (list separately) TOTAL (Links to Laboratories on Program Exp Worksheet)

$- $- $- $- $-

Year 1 Year 2 Year 3 Year 4 Year 5 SUPPLIES AND EXPENSES (OTPS)

Consultants and Honoraria Office Supplies Instructional Supplies Faculty Development Travel and Conferences Membership Fees Advertising and Promotion Accreditation Computer Software Computer License Fees 1000 1000 1000 1000 1000 Computer Repair and Maintenance Equipment Repair and Maintenance New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet)

$1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00

CAPITAL EXPENDITURES Facility Renovations Classroom Equipment Other (list separately) TOTAL (Links to Capital Expenditures on Program Exp Worksheet)

$- $- $- $- $-

97

Other (list separately) TOTAL (Links to Other on Program Exp Worksheet)

$- $- $- $- $-

98

The Five-Year Revenue Projections for Program SENIOR COLLEGE (UNDERGRADUATE) WORKSHEET Year 1 = Fall 2017 EXISTING FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of EXISTING FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections")

10 14 22 30 30

Tuition Income (calculates 2% increase per year after Fall 2017) $6,330 $6,457 $6,586 $6,717 $6,851.80 Total Tuition $63,300 $88,620 $142,045 $197,572 $201,523 Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $63,300 $88,620 $142,045 $197,572 $201,523 Tuition & Fees: # of EXISTING FULL-TIME, Out-of-State Students (linked from "Enroll & Seat Need Projections")

0 0 0 0 0

Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. Calculates 2% annual increase after Fall 2017)

$560 $571 $582 $594 $606

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

Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0 TOTAL EXISTING FULL-TIME TUITION REVENUE $63,300 $88,620 $142,045 $197,572 $201,523 EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

99

# of EXISTING PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections")

0 4 5 8 11

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

15 15 15 15 15

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015)

$275 $281 $287 $292 $298

Total Tuition $0 $16,860 $21,497 $35,082 $49,203 Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $16,860 $21,497 $35,082 $49,203 Tuition & Fees: # of EXISTING PART-TIME Out of State Students (linked from "Enrollment and Seat Need Projections")

0 0 0 0 0



$560 $571 $582 $594 $606


Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0 TOTAL EXISTING PART TIME REVENUE $0 $16,860 $21,497 $35,082 $49,203 TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5)

$63,300 $105,480 $163,542 $232,654 $250,726

NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five

100

Tuition & Fees: # of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections")

5 10 10 10 10

Tuition Income (Calculates 2% increase per year after Fall 2015) $6,330 $6,457 $6,586 $6,717 $6,852 Total Tuition $31,650 $64,566 $65,857 $67,174 $68,518 Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $31,650 $64,566 $65,857 $67,174 $68,518 Tuition & Fees: # of NEW FULL-TIME, Out-of -State Students (linked from "Enroll & Seat Need Projections")

0 0 0 0 0

Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015)

$560 $571 $582 $594 $606


Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0 TOTAL NEW FULL-TIME TUITION REVENUE $31,650 $64,566 $65,857 $67,174 $68,518 NEW PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of NEW PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections")

0 1 4 4 4


15 15 15 15 15

101


$275 $281 $287 $292 $298

Total Tuition $0 $4,215 $17,197 $17,541 $17,892 Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $4,215 $17,197 $17,541 $17,892 Tuition & Fees: # of NEW PART-TIME, Out-of-State Students 0 0 0 0 0 Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit) calculates 2% increase per year $560 $571 $582 $594 $606


Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0 TOTAL NEW PART-TIME REVENUE $0 $4,215 $17,197 $17,541 $17,892 TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7)

$31,650 $68,781 $83,055 $84,716 $86,410

OTHER REVENUE Year One Year Two Year Three Year Four Year Five Other Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13)

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

102

Projected Enrollment Year

One Year Two

Year Three

Year Four

Year Five

Existing Full-time Students In-State 10 14 22 30 30 Out-of-State Existing Full-time Total 10 14 22 30 30 Existing Part-time Students - In-State - 4 5 8 11 Out-of-State Existing Part-time Total - 4 5 8 11 New Full-time Students - - - In-State 5 10 10 10 10 Out-of-State - - - - - NEW Full-time Total 5 10 10 10 10 New Part-time Students - - - - - In-State - 1 4 4 4 Out-of-State New Part-time Total - 1 4 4 4

NOTES: New students are students who would not otherwise have be enrolled in your college if this program were not offered. The proposal text should explain the basis for this enrollment estimate.

Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established. Section Seats per Student Year

One Year Two

Year Three

Year Four

Year Five

Full-time Students

103

Existing Courses 8 8 8 6 5 New Courses 0 1 2 3 4 Total (normally equals 10) 8 9 10 9 9 Part-Time Students Existing Courses 4 4 5 4 3 New Courses 0 0 0 1 2 Total (normally equals 4-6) 4 4 5 5 5 Seat & Section Needs Year

One Year Two

Year Three

Year Four

Year Five

Change in Seat Need for Existing Students Existing Courses - (14) (44) (98) (142) New Courses - 14 44 98 142 Seat Need for New Students Existing Courses 40 84 100 76 62 New Courses - 10 20 34 48 Total Seat Need Change Existing Courses 40 70 56 (22) (80) Avail. Seats in Existing Courses Net Seat Need in Existing 40 70 56 (22) (80) New Courses - 24 64 132 190 All Courses 40 94 120 110 110 Average Seats per Section Existing Courses 24 24 24 24 24 New Courses 12 12 12 12 12

104

Net New Section Need Existing Courses 1.66667 3.5 4.166667 3.166667 2.583333 New Courses 0 0.83333 2 2.833333 4 Total 1.66667 4.33333 5.833333 6 6.583333

105

Appendix J. Attestation and Assurances

On behalf of the institution, I hereby attest to the following:

That all educational activities offered as part of this proposed curriculum are aligned with the institutions’ goals and objectives and meet all statutory and regulatory requirements, including but not limited to Parts 50, 52, 53 and 54 of the Rules of the Board of Regents and the following specific requirements:

That credit for study in the proposed program will be granted consistent with the requirements in §50.1(o).

That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the success of students and faculty in achieving the goals and objectives of the program, including the use of data to inform program improvements.1

That, consistent with §52.2(a), the institution possesses the financial resources necessary to accomplish its mission and the purposes of each registered program, provides classrooms and other necessary facilities and equipment as described in §52.2(a)(2) and (3), sufficient for the programs dependent on their use, and provides libraries and library resources and maintains collections sufficient to support the institution and each registered curriculum as provided in §52.2(a)(4), including for the program proposed in this application.

That, consistent with 52.2(b), the information provided in this application demonstrates that the institution is in compliance with the requirements of §52.2(b), relating to faculty.

That all curriculum and courses are offered and all credits are awarded, consistent with the requirements of §52.2(c).

That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2) of the Regulations of the Commissioner of Education.

That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall educational policy and its implementation are the responsibility of the institution’s faculty and academic officers, that the institution establishes, publishes and enforces explicit policies as required by §52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including learning objectives and methods of assessing student achievement, are made explicit by the instructor at the beginning of each term; that the institution provides academic advice to students as required by §52.2(e)(5), that the institution maintains and provides student records as required by §52.2(e)(6).

That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the institution provides adequate academic support services and that all educational activities offered as part of a registered curriculum meet the requirements established by state, the Rules of the Board of Regents and Part 52 of the Commissioner’s regulations.

CHIEF ADMINISTRATIVE or ACADEMIC OFFICER/ PROVOST

Signature

Bonne August, Provost and VP for Academic Affairs

Date 11/7/16

Type or print the name and title of signatory

Phone Number

1 The Department reserves the right to request this data at any time and to use such data as part of its evaluation of future program registration applications submitted by the institution.

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Application for Registration of a New Program1 Program registration is based on standards in the Regulations of the Commissioner of Education. Section 52.1 defines the curricula that must be registered. The Department registers individual curricula rather than the institution as a whole, but the registration process addresses major institutional elements. It is the chief means by which the Regents support the quality of college and university programs.

This application should NOT be used for the following types of program proposals: • Programs Preparing Teachers, Educational Leaders, and Other School Personnel; • Programs Preparing Licensed Professionals; • Revisions to Existing Registered Programs; or • Programs Leading to a credit-bearing Certificate or Advanced Certificate.

The application materials for those types of proposals can be found at: http://www.highered.nysed.gov/ocue/aipr/register.html Doctoral programs: please contact the Office of College and University Evaluation (OCUE). Directions for submission of proposal: 1. Create a single PDF document that includes the following completed forms: • Application for Registration of a New Program • Master Plan Amendment Supplement and Abstract (if applicable) • External Review of Certain Degree Programs and Response (if applicable) • Application to Add the Distance Education Format to a New or Registered Programs (if

applicable) • CEO (or Designee) Approval Form 2. Create a separate PDF document for any required syllabi (see Task 3 for syllabi requirements.) 3. Attach the PDF documents to an e-mail. 4. Send e-mail to [email protected] When submitting to the mailbox, include the following elements in the subject line of the e-mail: Institution Name, Degree Award, and Program Title E.g., Subject: AAA College, New Program, Master of Science, English Literature

1 CUNY and SUNY institutions: contact System Administration for proposal submission process.

http://www.highered.nysed.gov/ocue/lrp/rules.htm

http://www.highered.nysed.gov/ocue/52.1.htm

http://www.op.nysed.gov/

http://www.highered.nysed.gov/ocue/aipr/register.html

http://www.highered.nysed.gov/ocue/aipr/register.html

mailto:[email protected]

June 2014 1

Task 1: Institution and Program Information Institution Information Institution Name: Institution Code (6 digits): The name and code of the institution should reflect the information found on the Inventory of Registered Programs

NYC College of Technology 333800

Institution Address:

300 Jay Street

City:

Brooklyn

State/Country:

NY

Zip:

11201

Regents Regions: New York City Region

Specify campus(s) of the institution where program is offered, if other than the main campus: The name and code of the location(s) should reflect the information found on the Inventory of Registered Programs

Specify any other additional campus(s) where the program is offered besides the ones selected above:

If any courses will be offered off campus, indicate the location and number of courses and credits:

If the program will be registered jointly with another institution, please provide the partner institution's name:

http://www.nysed.gov/heds/IRPSL1.html





June 2014 2

Program Information for New Programs

Program Title:

Bachelor of Science in Applied Computational Physics

Degree Award:

Bachelor of Science

HEGIS code:

1902

Number of Credits*:

120

* If the program contains multiple options or concentrations that affect the number of program credits, list the total number of program credits required for each option:

Option/Concentration Name: Credits:



Option/Concentration Name: Credits: If program is part of a dual degree program, provide the following information:

Program Title:

Degree Award:

HEGIS code:

Section III. Contact Information

Name of contact person

Bonne August

Title of contact person: Provost and Vice President for Academic Affairs

Telephone 718-260-5560

Fax:

Email: [email protected]

http://www.highered.nysed.gov/ocue/lrp/chapter_i_of_title_8_of_the_offi.htm#Section3.50.RegisteredDegrees


http://www.highered.nysed.gov/ocue/lrp/chapter_i_of_title_8_of_the_offi.htm


mailto:[email protected]

June 2014 3

Task 2 - Proposed Program Information

Guidance for this task can be found by clicking here: Department Expectations: Admissions, Academic Support Services, Credit for Experience and Program Assessment and Improvement Relevant Regulations for this task can be found by clicking here: Relevant Regulations for Task 2

a. Program format

Check all scheduling, format, and delivery features that apply to the proposed program. Unless otherwise specified below, it is assumed the proposed program may be completed through a full-time, day schedule. Format definitions can be found by clicking here: Format Definitions

Evening: All requirements for the award must be offered during evening study.

Weekend: All requirements for the award must be offered during weekend study.

Evening/Weekend: All requirements for the award must be offered during a combination of evening and weekend study.

Day Addition: For programs having EVENING, WEEKEND, or EVENING/WEEKEND formats, indicates that all requirements for the award can also be completed during traditional daytime study.

Not Full-Time: The program cannot be completed on a full-time basis, e.g., an associate degree that cannot be completed within two academic years. Such programs are not eligible for TAP payments to students.

5-Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 5-year program with five-year State student financial aid eligibility.

4.5 Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 4.5-year program with 4.5-year State student financial aid eligibility.

Upper-Division: A program comprising the final two years of a baccalaureate program. A student cannot enter such a program as a freshman. The admission level presumes prior completion of the equivalent of two years of college study and substantial prerequisites.

Independent Study: A major portion of the requirements for the award must be offered through independent study rather than through traditional classes.

Cooperative: The program requires alternating periods of study on campus and related work experience. The pattern may extend the length of the program beyond normal time expectations.

Distance Education: 50% or more of the course requirements for the award can be completed through study delivered by distance education.

External: All requirements for the award must be capable of completion through examination, without formal classroom study at the institution.

Accelerated: The program is offered in an accelerated curricular pattern which provides for early completion. Semester hour requirements in Commissioner’s Regulations for instruction and supplementary assignments apply.

Standard Addition: For programs having Independent, Distance Education, External, OR Accelerated formats, indicates that all requirements for the award can also be completed in a standard, traditional format.

Bilingual: Instruction is given in English and in another language. By program completion, students are proficient in both languages. This is not intended to be used to identify programs in foreign language study.

Language Other Than English: The program is taught in a language other than English.

Other Non-Standard Feature(s): Please provide a detailed explanation.



http://www.highered.nysed.gov/ocue/forms/guidance/core_regs_task2.doc


http://www.highered.nysed.gov/ocue/50.1.htm

June 2014 4

b. Diploma Programs If the program is credit bearing and will lead to a Diploma or Advanced Diploma, list the 5-digit program code of the registered degree program(s) to which the credits will apply: c. Program Description and Purpose 1) Provide a brief description of the program as it will appear in the institution’s catalog. Answer: The proposed curriculum for the Applied Computational Physics program is designed to expose students to several inter-connected topics, with the necessary scope for equipping them with a diverse set of technical and mathematical skills, as well as logical thinking and problem-solving abilities. The curriculum can be divided into the following four components: 1. A solid foundation in physics. This portion of the curriculum is common to most Physics majors in other universities and contains the standard physics background from the General Physics courses: Mechanics, Thermodynamics, Electricity and Magnetism, Optics and a general introduction to Modern Physics. More advanced courses will then expose the students to Analytical Mechanics, Electromagnetism and Quantum Mechanics, which are the entry-level requirements for any graduate program in Physics. 2. Advanced Mathematics. After completing the standard Calculus courses, the students will be exposed to advanced courses such as Linear Algebra, Probability and Statistics, and Differential Equations, which provide additional analytical and computational skills as well as computational methods. 3. Programming skills. Basic courses in computer programming offered by the Computer Systems Technology Department have been incorporated early on in the program. These courses will be the foundation for the more advanced Computer Science and Computational Physics courses. 4. Computational and numerical techniques. Advanced courses developed specifically for the ACP major such as Computational Dynamics, Machine Learning for Physics and Astronomy, and Computational Methods will help students build a readily usable toolbox of mathematical, problem-solving, and programming skills. This component will provide students with a solid foundation to enter graduate school, as well as a valuable skill set of competencies that is valuable in the job market, financial sector, and advanced technologies. An internship/real research experience will provide students with the opportunity to apply and test the acquired skills in a real work or research environment. From basic coursework to the most advanced applications, the program in Applied Computational Physics will equip students with a strong foundation in general education, as well as a deep understanding of mathematical methods and various physical phenomena. The synthesis of the above-mentioned components of the curriculum will enable the students to apply their toolbox of computational skills and modeling and simulation techniques to a large spectrum of careers.

2) List the educational and (if appropriate) career objectives of the program. Answer: A graduate of our program will possess strong analytic and problem-solving skills, a solid foundation in mathematics and physics, and a tool kit of computer programming and computer science skills. Physics graduates are usually divided about 50-50% between continuing on a graduate degree and accessing the workforce, with more two thirds of those who enter the job market taking a job in the private sector in a STEM discipline. We expect that our graduates, because of the applied focus of the program, will be competitive for careers in the physical sciences, as well as in finance, data science, climate science, and national laboratories. 3) How does the program relate to the institution’s mission and/or master plan? Answer: The mission of the college is to provide technically proficient graduates in the technologies of the arts, business, communications, health and engineering; human services and law-related professions; technical and occupational education; and liberal arts and sciences. We aim to add to the list of offered programs by forming a new professional figure with the rigorous preparation of a scientist, technological know-how and a flexible skill set. 4) What is the documented need for this program? Answer: No other program within the CUNY system shares the “applied” nature of our program, which aims to prepare students for entering the job market in a highly qualified technical role.


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5) Describe the role of faculty in the program’s design. Answer: Virtually every faculty member has participated in the design of the program, by providing input on the curriculum, exploring connections to the academic and professional job market, and designing new courses developed for the major. The department hosts faculty member with a diverse and comprehensive set of skills, ranging from theoretical to computational to observational and data-driven science. 6) Describe the input by external partners, if any (e.g., employers and institutions offering further

education). Answer: While we don’t have formal partners, we have incorporated feedback from several academic institution and potential employers for students in our program, and provided several letters of support from them. 7) What are the anticipated Year 1 through Year 5 enrollments? Answer: The anticipated enrollment in year 1 through 5 is 15/29/41/52/55 students, including both full time and part time, and assuming a 20% attrition rate. d. Admissions 1) List all program admission requirements (or note if identical to the institution’s admission requirements). Answer: I. New students should have graduated from high school with an overall average of 75.0 or higher and be fully CUNY proficient, and academically qualified to register for ENG 1101 (English Composition I). High school coursework in Physics will be helpful but is not required. Students who do not have the mathematics background required to enrolling in MAT 1475 (Calculus I) but who meet other admission requirements can use the program elective credits to complete the pre-requisite courses. II. Students transferring from other colleges: Students transferring to the Applied Computational Physics program should have an overall GPA of 2.5 or higher, and have taken at least one semester of college-level English composition and one semester of Calculus (i.e. a course equivalent to MAT 1475), or have the approval of the Program Director. College coursework in Physics will be useful for applicants but is not required for admission.

2) Describe the process for evaluating exceptions to these requirements. Answer: The program director(s) will review exceptions and made decisions on a case-by-case basis, taking account the background, motivation and academic performance of each student.

3) How will the institution encourage enrollment by persons from groups historically underrepresented in the discipline or occupation?

Answer: The NYC College of Technology is a minority-serving institution, with about 90% of the students coming from historically underrepresented minorities. We will run advertising and advising campaigns that make clear that these students are welcome and encouraged to apply to the program. In addition to this, we will recruit students from our unusually large number of introductory physics sections that we currently offer.

e. Academic Support Services Summarize the academic support services available to help students succeed in the program. Answer: The program directors will be responsible for preparing detailed and informative advising material, and will hold office hours to advise and provide counseling to students throughout the academic year. Students will also be able to access free tutoring at the college and will be encouraged to form study groups.

f. Credit for Experience

If this program will grant substantial credit for learning derived from experience, describe the methods of evaluating the learning and the maximum number of credits allowed. Answer: We have one course (4 credits) deriving from either a real research experience or an internship; the

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criteria for evaluation include student written reports (plan/progress report/final presentation) and mentor’s feedback.

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g. Program Assessment and Improvement Summarize the plan for periodic evaluation of the new program, including the use of data to inform program improvement. Answer: We expect to follow the students throughout the program and beyond by periodically running surveys with the goal of evaluating the program components (courses, mentoring, advising tools) and following graduates in their career paths. Every two years we will set new goals and use them as guidelines to monitor progresses and challenges.

h. Transfer to Baccalaureate Programs If the program will be promoted as preparing students for transfer to a baccalaureate program, provide a copy of an articulation agreement with at least one institution. Not Applicable: X

I-B-4- YORK COLLEGE – MSW in SOCIAL WORK

RESOLVED, that the program in Social Work offered at York College and leading to the Master of Social Work, be approved, effective February 21, 2017, subject to financial ability.

EXPLANATION: York College is strategically expanding its suite of professionally oriented master’s degrees. The College currently offers an undergraduate degree in social work so this is a natural addition to their offerings. The program will focus on health care, a growing specialization in the field. Currently CUNY offers no MSW program in Brooklyn or Queens.

YORK COLLEGE OF

THE CITY UNIVERSITY OF NEW YORK

PROPOSAL TO ESTABLISH A PROGRAM IN LEADING TO THE

MASTER OF SOCIAL WORK DEGREE

EFFECTIVE FALL, 2018

SPONSORED BY THE DEPARTMENT OF SOCIAL WORK IN THE SCHOOL OF HEALTH SCIENCES & PROFESSIONAL PROGRAMS

College Representative: Contact:

Telephone: Email :

Telephone: Email:

APPROVED BY

YORK COLLEGE SENATE: 12/06/2016 YORK COLLEGE CURRICULUM COMMITIEE: 11/29/2016

Dr. Marcia V. Keizs, President, York College/CUNY Dr. Lynne W. Clark, Dean School of Health Sciences & Professional Programs 718.262.2837 [email protected]

Dr. Gila M. Acker, Chairperson Social Work Department York College/CUNY 718.262.2613 [email protected]

Provost's Name: Dr. Panayotis Meleties

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!TABLE!OF!CONTENTS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Page!!ABSTRACT! ! ! ! ! ! ! ! ! ! !!!!4! !!EXECUTIVE!SUMMARY! ! ! ! ! ! ! !!!!!!!!!!!!!!!4^5!!PURPOSE!AND!GOALS! ! ! ! ! ! ! ! !!!5^6!!NEED!AND!JUSTIFICATION!! ! ! ! ! ! ! !!!6^7!!STUDENTS! ! ! ! ! ! ! ! ! 7^11!

A.! Interest/Demand!

B.! Enrollment!Projections!

C.! Admission!Requirement!

D.! Dismissal,!Probation!and!Graduation!

!CURRICULUM! ! ! ! ! ! ! ! ! 11^16!!FACULTY! ! ! ! ! ! ! ! ! ! 16^18!!COST!ASSESSMENT! ! ! ! ! ! ! ! 18^19!!

A.! Faculty!Costs!

B.! Facilities!and!Equipment!

C.! Cost!Assessment!

EVALUATION!! ! ! ! ! ! ! ! ! 19^22!!APPENDICES:!!APPENDIX!A! ! COURSE!DESCRIPTIONS!AND!COURSE!SYLLABI! 23^240!!APPENDIX!B! ! TABLE!1b:!GRADUATE!PROGRAM!SCHEDULE!(SED!Form)!!APPENDIX!C! ! TABLE!2:!FULL^TIME!FACULTY!TEACHING!ASSIGNMENTS!(SED!Form)!!APPENDIX!D! !!!!!!!!!! TABLE!3:!PART!–!TIME!FACULTY!(SED!Form)!!APPENDIX!E!!!!!!!!!!!!!TABLE!4:!FACULTY!TO!BE!HIRED!(SED!Form)!!APPENDIX!F! ! TABLE!5:!NEW!RESOURCES!TABLE!(SED!Form)!!!APPENDIX!G! ! PROJECTED!REVENUE!RELATED!TO!PROPOSED!PROGRAM!

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^!!APPENDIX!H! !!!!!!!!!!!SUPPORTING!MATERIALS:!EXPENDITURES!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!APPENDIX!I! !!!!!!!!!!!THE!FIVE!YEAR!FINANCIAL!PROJECTION!OF!THE!PROGRAM!!APPENDIX!J! !!!!!!!!!!!EVALUATION!REPORT!FORM!FOR!PROGRAM!PROPOSAL!!APPENDIX!K!!!!!!!!!!!!!ARTICULATION!AGREEMENT!(NONE!AT!THIS!TIME)!!APPENDIX!L! !!!!!!!!!!!COMMUNITY!AGENCY!QUSTIONNAIRE!!APPENDIX!M!!!!!!!!!!!!SOCIAL!WORK!STUDENTS!INTEREST!IN!GRADUATE!

EDUCATION!!!! ! ! !!!!!!!!!!!!!!!!!! !

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ABSTRACT!!This!proposal!is!a!request!to!develop!and!implement!a!Master!of!Social!Work!(MSW)!degree!program!at!the!York!College,!School!of!Health!Sciences!and!Professional!Programs,!CUNY.!!!The!York!College!Social!Work!Program!established!in!1972,!is!nationally!accredited!by!the!Council!on!Social!Work!Education!(CSWE).!By!educating!students!for!advanced,!urban!social!work!practice!with!a!specialization!in!health!care,!the!new!MSW!degree!program!will!prepare!students!to!meet!the!growing!demands!of!health!care^focused!social!work!practice!in!urban!communities!throughout!the!metropolitan!area.!!!The!curriculum!will!follow!the!requirements!for!professional!accreditation!by!the!Council!on!Social!Work!Education!(CSWE)!and!for!licensure!in!New!York!State!with!the!Licensed!Master!Social!Worker!(LMSW)!and!Licensed!Clinical!Social!Worker!(LCSW).!An!MSW!degree!is!required!for!licensure!in!New!York!and!is!the!terminal!practice!degree!for!the!profession.!In!addition,!for!Medicaid!to!pay!for!the!clinical!services!provided!in!health!care!settings,!the!provider!must!be!licensed!and!hold!no!less!than!a!Master’s!degree!in!social!work.!!The!MSW!program!will!be!housed!in!the!Department!of!Social!Work.!York!College!students!as!well!as!other!students!with!undergraduate!degrees!will!be!welcome!to!apply!for!admissions.!!The!MSW!proposed!program!will!initially!offer!a!full^time!program,!which!will!be!completed!in!2!years,!and!an!Advanced!Standing!Program!which!will!be!completed!in!one!year!(the!second!year!of!the!MSW!proposed!program).!A!cost!analysis,!included!in!this!proposal,!shows!that!the!program!will!be!self^sustaining!from!year!one.!!!This!proposal!outlines!aspects!of!the!Master!of!Social!Work!degree!program!including!purpose!and!goals,!explanation!and!evidence!of!need!and!demand,!a!description!of!the!curriculum,!the!cost!to!implement!the!program,!and!expected!income!that!will!be!generated!from!the!program’s!tuition!and!fees.!!

EXECUTIVE!SUMMARY!

Overview!The!Social!Work!Program!at!York!College!was!established!in!1972!with!support!from!the!following!stakeholders:!Community! leaders,! social! service!agencies!within! the!Queens!community,! multiple! individual! social! service! and! healthcare! providers,! and! the! York!College!faculty!and!administration!with!the!overarching!goals!of!addressing!local!social!services,! healthcare!and!mental! health! care!needs!while! offering!a! social!work! career!opportunity! to! the! diverse! CUNY! student! population.! The! proposed! MSW! program!complements! other! health^related! programs! offered! at! York! College! such! as!Occupational! Therapy! and! Physician! Assistant! and! it! also! furthers! the! positioning! of!York!College!as!a!choice! for!students!considering!advanced!careers! in!social!services!and!health!care!agencies.!The!establishment!of!the!proposed!MSW!program!will!provide!students!with!the!opportunity!to!better!adhere!to!the!needs!of!clients!as!well!as!improve!their! social!work! knowledge!and!skills! to!offer! independent!and!competent! services! to!clients!and!be!recognized!as!social!work!professionals.!!

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For! the! past! several! years! students! attending! and! graduating! from!our! undergraduate!social!work!program!have!expressed!their!desire!to!have!a!MSW!program!established!at!York!College.!Such!a!program!will!create!an!easier!transition!of!YC!students!graduating!with!BS! from! the!Social!Work!Program.! In!addition,! its!cost!will!be!more!affordable! for!the!student!body!of!York!College!compared! to! tuitions!of!private!MSW!programs.!This!also!applies!to!other!York!college!students!with!undergraduate!degrees!in!related!areas!and!the!urban!diverse!students!within!the!metropolitan!area.!!!PURPOSE!AND!GOALS!!

!!Mission!The!York!College!Master!of!Social!Work!(MSW)!program!seeks!to!recruit!and!prepare!students!from!the!diverse!surrounding!communities!to!become!highly!educated,!skilled,!culturally!competent!and!compassionate!professionals!so!they!can!provide!high!competent!services!to!underserved!urban!areas,!with!an!emphasis!on!meeting!the!needs!of!clients!within!health!care!agencies!and!organizations.!Social!work!is!a!profession!that!strives!to!create!a!just!and!equitable!world!for!the!future!of!humanity.!Guided!by!the!Code!of!Ethics!of!the!National!Association!of!Social!Workers!(NASW),!social!work!is!committed!to!challenge!oppression,!embracing!diversity,!and!ensuring!that!individuals,!communities,!and!organizations!function!at!an!optimal!level.!York!College!is!located!in!Queens!County,!which!is!the!one!of!the!most!diverse!boroughs!in!the!nation!(http://en.wikipedia.org/wiki/Demographics_of_Queens).!!Students!that!currently!attend!York!College!speak!84!different!languagesk!many!of!them!are!1st!generation!immigrants!who!represent!125!different!countries!(Office!of!Institutional!Research!&!Assessment,!York!College).!Diversity!on!campus!and!at!the!current!Social!Work!Program!goes!beyond!ethnicity!and!is!expressed!in!family!structure,!socioeconomic!class,!age,!gender,!gender!expression,!sexual!orientation,!national!origin,!and!religion.!Incorporated!with!the!CUNY!mission!the!proposed!MSW!program!is!to!develop!a!rigorous!academic!program!that!educates!and!prepares!first!rate!professionals!who!respond!to!the!needs!of!clients!within!the!health!care!system!in!the!surrounding!urban!community.!!Students!will!acquire!the!knowledge,!skills,!and!values!needed!for!advanced!clinical,!supervisory,!administrative,!research,!and!policy!practice!within!the!health!care!system.!!!The!curriculum!will!follow!what!is!required!for!professional!accreditation!by!the!Council!on!Social!Work!Education!(CSWE)!and!meet!licensure!requirements!of!New!York!State!for!Licensed!Master!Social!Workers!and!Licensed!Clinical!Social!Workers.!An!MSW!degree!is!required!for!both!of!these!licenses!in!New!York!and!is!often!the!preferred!practice!degree!for!the!profession.!In!addition,!for!Medicaid!to!pay!for!clinical!services,!the!provider!must!be!licensed!and!hold!no!less!than!a!Master’s!degree.!!The$goals$of$the$Master$of$Social$Work$program$are$as$follows:$

1.! Educate!outstanding!social!work!practitioners!in!an!intellectually!rigorous!environment!so!they!can!practice!social!work!in!urban!health!care!settings!and!with!diverse!communities.!

2.! Educate!advanced!social!work!practitioners!to!be!knowledgeable,!skilled,!and!culturally!competent!and!whose!attitudes,!behaviors,!and!communication!skills!are!based!on!the!foundation!of!professional!social!work!values!and!ethical!principles.!!

3.! Provide!professional!opportunities!for!MSW!students!in!a!variety!of!health!care!sectors!and!settings.!

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4.! Engage!in!faculty!research,!scholarship,!and!service!which!will!advance!theory,!policy,!and!practice!in!the!profession!of!social!work!and!in!the!field!of!social!and!health!care!more!generally!!

5.! Provide!faculty!expertise!and!leadership!toward!strengthening!access!and!services!in!urban!health!care!settings!particularly!in!NYC!and!the!surrounding!community!of!Queens.!!

NEED!AND!JUSTIFICATION!

Queens!is!the!second^most!populated!borough!in!New!York!City!with!approximately!2.3!million!residents!in!2013!and!it!is!considered!the!most!ethnically!diverse!urban!area!in!the!world!(https://en.wikipedia.org/wiki/Queens).!According!to!the!Bureau!of!Labor!Statistics!(BLS),!between!2010!and!2020,!employment!of!all!social!workers!in!the!U.S.!is!expected!to!increase!by!25%.!The!percentage!of!growth!varies!with!type!of!social!work,!although!all!social!work!professions!are!expected!to!grow!faster!than!the!average!of!all!occupations!(Bureau!of!Labor!Statistics,!U.S.!Department!of!labor,!Occupational$Outlook$Handbook,$2016B17$Edition,!Social!Workers,!on!the!Internet!at!http://www.bls.gov/ooh.coomunity^and^social^service/social^workers.htm).!!

According!to!the!BLS,!between!2010!and!2020,!child,!family,!and!school!social!workers!are!projected!to!grow!20%!in!the!U.S.!and!9%!in!New!Yorkk!mental!health!and!substance!abuse!social!workers!are!projected!to!grow!31%!in!the!U.S.!and!20%!in!New!Yorkk!health!care!social!workers!are!projected!to!grow!34%!in!the!U.S.!and!23%!in!New!Yorkk!and!all!other!social!workers!are!projected!to!grow!16%!in!the!U.S.!and!4%!in!New!York.!!

Growth!in!health!care!social!workers!will!occur!much!faster!than!the!average!for!all!other!occupations.!As!baby!boomers!age!and!require!help!to!find!the!health!care!they!need,!healthcare!social!workers!will!continue!to!be!needed!to!help!the!aging!populations!and!their!families!adjust!to!new!treatments,!medications,!and!lifestyles.!http://www.healthcareersinfo.net/social^workers/!

A!survey!conducted!in!the!fall,!2016,!of!community!social!work!agencies!(43!questionnaires!were!distributed!with!a!total!of!28!respondents)!that!currently!serve!as!field!placements!for!York!College!baccalaureate!social!work!students!found!that!all!(100%)!identified!a!need!for!an!MSW!program!in!Queens.!Most!(75%)!indicated!that!a!concentration!in!health!care!would!be!beneficial!for!the!community!(see!attached!questionnaire!in!Appendix!L).!Health!care!tied!with!geriatrics,!rehabilitation!and!trauma!were!the!most!common!fields!of!practice!that!respondents!identified!as!needed!in!Queensk!clinical!practice,!case!management!and!community!work!were!the!most!common!practice!method!respondents!identified!as!needed!the!community.!

!Many!York!College!students!have!expressed!interest!in!a!graduate!social!work!program!at!York!College.!Inquiries!about!a!MSW!program!at!York!College!come!not!only!from!our!own!social!work!students,!but!also!from!students!in!other!related!majors!at!the!College!and!from!students!of!other!undergraduate!programs!in!NYC!who!seek!a!graduate!degree!in!social!work.!!There!is!no!graduate!social!work!program!located!in!Queens,!either!in!the!public!or!private!sector.!!Other!than!four!public!MSW!programs!in!NYC!and!Long!Island,!all!other!programs!are!private!and!their!tuition!is!a!significant!obstacle!for!many!students.!The!three!MSW!programs!at!CUNY!are!at!Hunter!College,!Lehman!

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College!and!The!College!of!Staten!Island.!The!School!of!Social!Work!at!Hunter!College!receives!approximately!1,700!applications!for!the!MSW!program!each!year!but!accepts!25%!which!is!approximately!425!students.!Lehman!College!receives!over!400!applications!and!has!the!capacity!to!accept!100.!The!College!of!Staten!Island!is!not!accredited!yetk!it!accepts!approximately!40!students!and!geographically!is!inaccessible!for!most!of!our!students!who!reside!mainly!in!Queens!and!Brooklyn.!SUNY!at!Stony!Brook!has!a!branch!of!its!School!of!Social!Welfare!in!downtown!Manhattan!where!it!offers!a!partial!curriculum!so!students!need!to!also!travel!to!Long!Island!which!is!an!inconvenience!for!many!of!our!students.!Our!undergraduate!social!work!program!is!one!of!the!largest!in!the!metropolitan!area.!!We!have!approximately!303!students!majoring!in!social!work!every!year.!In!addition!there!are!approximately!other!140^150!students!each!year!who!are!completing!social!work!courses!and!plan!to!declare!at!a!later!time!their!major!in!social!work.!!All!those!students!are!potential!candidates!to!enroll!in!the!MSW!program!at!York!College.!

A!career!as!a!social!worker!is!attractive!to!many!students!who!want!to!work!in!the!social!services!sector.!!A!master!in!social!work!offers!a!profession!with!direct!client!care!and!a!high!autonomy!when!providing!clinical!services!to!individuals!and!families!as!well!as!other!practice!skills!to!groups!and!communities.!Social!workers!are!not!highly!paid,!but!the!salaries!do!not!tend!to!be!the!primary!draw!for!the!profession.!While!the!median!salary!for!social!workers!($45,900!(Occupational!Outlook!Handbook)!is!lower!than!that!for!many!professions,!it!is!still!higher!than!the!median!income!for!all!other!occupations!in!the!U.S.!($36,200)!(Occupational!Outlook!Handbook,!2015).!However,!the!median!salary!for!social!workers!in!health!care!is!$52,!380,!which!is!higher!than!social!workers!in!other!sectors!such!as!child,!family,!school,!mental!health!and!substance!abuse!social!workers.!Thus,!in!determining!the!potential!job!prospects!and!salary!of!our!students!graduating!with!the!MSW!degree,!we!expect!that!they!will!be!marketable!and!that!their!salary!will!be!high!in!comparisons!to!other!sectors!(Bureau!of!Labor!Statistics,!U.S.!Department!of!labor,!Occupational$Outlook$Handbook,$2016B17$Edition,!Social!Workers,!on!the!Internet!at!http://www.bls.gov/ooh.coomunity^and^social^service/social^workers.htm).!!

STUDENTS!!A.! Interest/Demand!

York! College! has! positioned! itself! as! the! CUNY! campus! in! Queens! with! strong!commitment! to! health^related! majors.! In! doing! so,! the! College! has! addressed! the!surrounding! community’s! concerns! which! include! the! need! for! educated! and! trained!professionals!who!can!provide!services! in!social! services!agencies,!health!and!mental!health! care! agencies,! as!well! as! hospitals! and! clinics.! The!Occupational! Therapy! and!the! Physician! Assistant! Programs! at! York! College! have! already! paved! the! way! for! a!transition!to!graduate!degrees.!Other!programs!such!as!nursing,!psychology,!sociology,!health!promotion,!and!community!health!education!are!all!present!within!the!College!and!are!potential! sources!of! support!and!collaboration! in!areas!of! research,!grants!writing,!and!professional!development!activities!as!well!as! inter^program!collaboration,! learning!opportunities! for! students,! and! joint! partnerships! and! affiliations! with! community!agencies!and!health!care!facilities.!The!Social!Work!Program!at!York!College!has!been!a!major!draw! for!students! from!Queens,!Brooklyn!and! the! region!since! its! inception! in!1972.!The!consistent!high!enrollment!303!majors! in!September!2015,!a!number!which!does!not!reflect!those!who!have!yet!to!apply!for!admission!to!Social!Work!Program,!but!are!already! taking!social!work!courses!during! their!sophomore!year,! is!an! indication!of!

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the!popularity!of!this!program!in!the!metropolitan!area.!There!is!a!consistent!demand!for!the!Program!and! for!our!graduates,!and! this! is!projected! to!continue! in! the! future.!We!anticipate! that! a! graduates! program! in! social! work!will! also! become! a!major! draw! for!students!who!are!interested!in!pursuing!a!MSW!degree.!!In!the!fall,!2016,!students!who!were!enrolled!in!the!York!College!social!work!program!at!the!time!and!alumni!of!our!social!work!program!participated!in!an!on^line!survey!(Appendix!L).!Hundred!fifty!four!students!and!alumni!responded.!Most!(85!or!68%)!were!current!students!and!the!rest!were!alumni!(40!or!32%).!Most!current!social!work!students!were!from!the!senior!class!(76!or!60%).!When!asked!which!college!or!university!they!would!most!like!to!attend!for!their!MSW!studies,!91%!listed!York!College!MSW!program.!!It!is!important!to!note!that!the!students!who!responded!to!this!survey!are!diverse:!51%!African^American,!27%!Hispanic/Latino,!7%!Asian/Pacific!Islander,!3%!Caucasian!and!9%!other.!They!ranged!in!age!from!18!years!old!to!64!years!old,!with!a!median!age!of!25^34!years!old.!Most!respondents!were!employed!(50%!full^time!and!35%!part^time).!The!majority!of!the!responded!resided!in!Queens!(66!or!52%)!and!in!Brooklyn!(34!or!27%).!The!majority!of!the!respondents!indicated!that!they!would!be!able!to!be!full^time!students!(88!or!70%).!The!majority!preferred!to!take!classes!twice!a!week!(98!or!78%)!and!in!the!evenings!(98!or!78%).!The!majority!of!the!respondents!(110!or!88%)!indicated!that!the!cost!of!the!program!is!a!major!factor!when!selecting!a!MSW!programk!49%!were!willing!to!pay!their!tuition!from!private!fund,!grants!(22%),!scholarship!(12%)!and!employer!tuition!reimbursement!(15%).!Approximately!half!of!the!respondents!indicated!an!interest!in!hybrid!and/or!fully!on^line!courses.!The!top!four!choices!of!specializations!that!the!respondents!were!interested!in!included:!!(Refer!to!Appendix!M)!Health!care!(106!or!69%)k!mental!health!(112!or!73%)k!substance!abuse!(105!or!68%)k!and!community!action!&!social!policy!(100!or!65%).!

!B.! Enrollment!Projections!

We!plan!to!admit!only!in!Fall!semesters!using!the!cohort!model!so!students!entering!the!MSW!program!as!full^time!students!are!also!expected!to!graduate!together!by!following!the!same!academic!offerings.!There!are!two!types!of!full^time!student!cohorts.!!The!first!are!those!students!who!hold!a!bachelor’s!degree!in!another!area!than!Social!Work.!!This!student!cohort!must!complete!the!2!Year!MSW!program,!and!will!be!known!as!FT2!YR!students!in!the!proposal.!!The!second!cohort!know!as!Advanced!students,!come!with!a!bachelor’s!degree!in!Social!Work,!and!thus!only!are!required!to!complete!the!second!advanced!year!of!the!MSW!program.!!For!the!Year!1,!years!(2018^19)!a!total!of!32!students!will!be!admitted,!comprising!of!18!FT!Advanced!Standing!students!and!14!Year!2!students.!!By!Year!5,!the!program!will!have!24!FT!Advanced!students!and!32!FT2!YR!students.!With!an!attrition!loss!of!2^3%!of!the!students!annually,!we!project!a!collective!total!of!212!graduates!over!the!five!year!period.!!In!the!sixth!year!of!the!program,!we!anticipate!offering!a!part^time!student!cohort!group.!!Program'Start'Date/Transition'Considerations'$�!The!first!MSW!FT!2YR!students!class!cohort!will!be!offered!in!the!2018/2019!academic!year,!starting!in!August!of!2018,!and!graduating!in!the!summer!of!2020!!�!The!first!MSW!FT!Advanced!Standing!class!cohort!will!be!offered!in!the!2018/2019!academic!year,!starting!in!August!of!2018,!and!graduating!in!the!summer!of!2019!!

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Table!1:!Five!year!projected!enrollment!

!! FALL!2018!

!

FALL!2019! Fall!2020! FALL!2021!!

FALL!2022!!

First!!Year!!

Students!

(FullFTime)!

14! 14!!

14! 18! 18!

Second!!

Year!!

Students!

(FullFTime)!

_! 11! 11! 14! 18!

Second!!

Year!!

Students!

(FullFTime!Advanced!Standing)!

18! 18! 18! 24! 24!

Totals! 32! 43! 43! 56! 60!

!

C.! Admissions!Requirements!

To!be!considered!for!admission,!an!applicant!for!the!twoFyear!MSW!program!will!meet!the!following!requirements:!

!1.! Hold!a!bachelor’s!degree!from!a!regionally!accredited!institution.!!

2.! Have!a!minimum!of!3.0!overall!GPA!!

3.! Complete!an!application!to!the!program,!including!a!personal!statement!related!to!the!student’s!interest!and!preparation!for!the!program!

4.! Supply!three!letters!of!recommendation!from!instructors!or!employers!that!address!the!suitability!of!the!applicant!for!the!social!work!profession!and!ability!to!enroll!in!a!rigorous!academic!program!

5.! May!be!required!to!participate!in!an!interview!

In!addition!to!the!above,!applicants!for!the!Advanced!Standing!will!need!to!meet!the!following!admission!requirements:!!!

1.! Graduated!with!a!bachelor’s!degree!in!social!work!from!a!CSWE!accredited!program!within!the!past!5!years!

2.! !Have!a!minimum!of!3.2!overall!GPA!!

3.! Must!be!credited!with!400!field!hours!from!their!BSW/BSSW!program.!Those!who!completed!less!than!400!hours!in!their!BSW/BSSW!program!

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will!have!to!make!up!the!necessary!field!hours!in!their!advanced!year!internship!placements.!!

4.! Include,!among!the!three!letters!of!recommendation,!one!reference!from!the!advisor!in!the!baccalaureate!social!work!program,!or!from!the!program!director!(Articulation!Agreements!with!undergraduate!degree!institutions!will!be!developed!accordingly).!

Selection)process))The!Admission!Committee,!consisting!of!the!director!of!the!program!and!faculty!members,!will!review!completed!applications,!which!will!be!evaluated!on:!

a)! Previous!academic!performance!

b)! The!quality!of!the!personal!statement!including!conceptual!and!writing!abilities,!understanding!of!the!social!work!profession,!and!degree!of!selfFawareness.!!

c)! References!

d)! May!be!required!to!participate!in!an!interview!with!the!Admissions!Committee!

!Transfer)students)!Students!who!wish!to!transfer!from!another!CSWE!accredited!Master!of!Social!Work!program!will!have!their!transfer!credits!evaluated!by!the!Admissions!Committee.!The!Director!of!the!MSW!program!will!review!and!approve!or!reject!the!Admission’s!Committee!decision.!Two!year!students!may!transfer!up!to!12!credits!and!up!to!400!hours!of!field!internship!(the!equivalent!of!foundation!year!internship).!Advanced!Standing!students!may!transfer!up!to!9!credits!(6!elective!credits!and!3!advanced!individual!or!advanced!group!practice!credits).!All!advanced!year!field!internships,!advanced!year!seminars!and!concentration!courses!must!be!taken!at!York!College.!!Foreign)degrees!!Those!with!baccalaureate!degrees!from!nonFEnglish!speaking!universities!must!also!take!the!TOEFL!examination!and!achieve!a!minimum!score!of!600!on!the!paperFbased!version!(out!of!a!total!of!677!possible!points)!or!100!on!the!computerFbased!version!(out!of!120!possible!points).!Students!with!Bachelor!degrees!in!Social!Work!from!foreign!universities!will!have!to!obtain!an!evaluation!of!their!degrees!through!the!Council!on!Social!Work!Education.!CSWE!will!determine!whether!or!not!the!degree!is!equivalent!to!a!CSWE!accredited!Bachelor!of!Social!Work!degree.!If!CSWE!determines!that!the!degree!is!equivalent,!the!student!will!be!considered!for!admission!to!the!Advanced!Standing!program.!If!CSWE!determines!that!the!degree!is!not!equivalent!to!a!CSWE!accredited!degree,!the!student!will!be!considered!for!the!Two!Year!program.!

!The!Admissions!Committee!consisting!of!the!Director!of!the!MSW!program!and!social!work!faculty!will!determine!acceptance!into!the!program.!One!member!of!the!Admissions!Committee!will!serve!as!the!affirmative!action!designee!responsible!for!seeing!that!students!traditionally!underrepresented!in!graduate!programs!will!have!opportunities!to!

11

apply!and!to!be!accepted!into!the!program.!!

D.! Dismissal,!probation!and!graduation!

Cumulative!Grade!Point!Average.!In!order!to!be!awarded!a!master's!degree,!a!graduate!student!must!finish!the!program!with!a!cumulative!Grade!Point!Average!of!3.0!(B)!or!better.!!!

Academic!Probation.!Graduate!students!whose!GPA!falls!between!2.7!and!3.0!will!be!placed!on!academic!probation.!Students!on!academic!probation!must!raise!their!GPA!to!3.0!within!the!next!semester!in!order!to!continue!in!the!MSW!program.!Graduate!students!whose!GPA!remains!below!3.0!at!the!end!of!the!probationary!semester!will!be!allowed!to!continue!in!the!MSW!program!only!upon!successful!review!by!the!Academic!Review!Committee.!This!policy!is!applicable!no!matter!the!number!of!credits!earned!by!the!student.!

!Continuation.!Graduate!students!whose!GPA!falls!below!2.7!will!not!be!eligible!

for!probation!and!will!not!be!permitted!to!continue!in!the!MSW!program.!These!students!may!only!continue!in!the!MSW!program!upon!successful!review!by!the!Academic!Review!Committee.!Students!who!receive!less!than!a!B!in!any!practice!or!seminar!course,!or!do!not!pass!Field,!may!only!continue!in!the!MSW!program!upon!successful!review!by!the!Academic!Review!Committee.!In!any!case!they!may!not!continue!in!any!course!for!which!the!low!grade!course!is!a!preFrequisite.!For!a!course!in!which!the!minimum!grade!is!not!achieved,!students!may!retake!the!course!once!if!their!GPA!meets!the!criteria!for!continuation.!

!! Readmission!after!withdrawal!or!dismissal.!A!student!who!withdraws!in!good!standing!is!eligible!for!readmission!within!two!years!but!must!notify!the!Program!six!weeks!prior!to!the!semester!in!which!they!intend!to!return.!A!student!who!withdraws!or!is!dismissed!due!to!not!meeting!minimum!GPA!expectations!may!reapply!for!admission!during!the!regular!admissions!process.!The!student!will!have!to!participate!in!an!interview!with!the!Admissions!Committee!and!it!must!be!determined!that!the!student!is!capable!of!academic!success.!A!student!who!is!dismissed!due!to!a!serious!violation!of!the!NASW!Code!of!Ethics!or!other!professional!misconduct!will!not!be!considered!for!readmission!!CURRICULUM!

!

The!curriculum!is!guided!by!the!Council!on!Social!Work!Education!(CSWE)!(the!accrediting!body!for!social!work!education!programs)!and!the!State!of!New!York!Education!Department,!as!students!will!apply!following!their!graduation!for!NYS!licensure!(LMSW!or!LCSW).!The!proposed!York!College!twoFyear!MSW!program!will!total!62!credit!hours!including!four!internship!courses!(total!of!900!hours).!The!York!College!Advanced!Standing!MSW!program!will!total!34!credit!hours!including!two!internship!courses!(total!of!450!hours).!Credit!is!not!granted!for!life!or!work!experience.!!Hybrid!and!fully!onFline!courses!as!well!as!summer!and!winter!courses!will!be!developed!after!the!first!five!years!of!the!program!operation.!!!!

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The)first)year)curriculum)–)the)Generalist)year)of)the)MSW))!

The!first!year!of!the!MSW!addresses!generalist!social!work!curriculum,!which!provides!the!knowledge,!skills,!values!and!ethics!essential!to!all!forms!and!levels!of!generalist!social!work!practice.!All!students!in!the!generalist!year!are!required!to!take!the!same!8!courses.!Six!of!the!8!are!academic!courses!and!two!are!supervised!field!internships!in!which!students!apply!theories!learned!in!class!to!direct!practice!with!clients.!Each!student!will!complete!450!hours!of!fieldwork!under!MSW!supervision!in!one!social!service!agency!or!organization!during!the!academic!year.!In!addition,!students!will!participate!in!a!weekly!fieldwork!seminar!that!helps!integrate!the!content!of!the!generalist!courses!and!the!field!experience.!The!seminar!advisor!makes!a!minimum!of!one!visit!per!semester!to!the!fieldwork!agency!to!meet!with!the!supervisor!and!student!together!to!discuss!the!student’s!progress!in!the!agency.!All!courses!are!new!and!developed!intentionally!for!the!Generalist!year!of!the!MSW!

The!8!required!Generalist!courses!are!distributed!as!follows:!

•! Social!Welfare!Policy,!Advocacy!and!Services!(3!credits!and!a!3!hours!course)!!•! Social!Work!Practice! I! (individuals,! families!&!Groups)! (3!credits!and!a!3!hours!

course)!•! Social!Work!Practice!II!(Organizations!&!Communities)!(3!credits!and!a!3!hours!

course)!!•! Human!Behavior!&!the!Social!Environment!I!(3!credits!and!a!3!hours!course)!!•! Human!Behavior!&!the!Social!Environment!II!(3!credits!and!a!3!hours!course)!•! Methods! of! Social!Work! Research!which! include! a! Lab! component! ! (3! credits!

and!a!4!hours!coursed!lecture!is!2!hours!and!the!lab!2!hours)!!•! Generalist! Field!Education! I! including! a! seminar! (5! creditsd! seminar! is! 2! hours!

once!a!week!and!field!placement!is!15!hrs./week!for!15!weeks)!•! Generalist!Field!Education! II! including!a!seminar! (5!creditsd! seminar! is!2!hours!

once!a!week!and!field!placement!is!15!hrs./week!for!15!weeks)!

The)second)year)curriculum)–)The)Advanced)Generalist)year)of)the)MSW)

The!Advanced!Generalist!year!of!the!MSW!is!composed!of!eight!required!courses,!two!internships!providing!600!hours!combined!with!the!two!field!education!seminars!which!are!an!integral!part!of!the!field!education!program!and!two!social!work!electives!(each!3!credits/3!hours).!As!in!the!first!year!the!seminar!advisor!makes!a!minimum!of!one!visit!per!semester!to!the!fieldwork!agency!to!meet!with!the!supervisor!and!student!together!to!monitor!the!student’s!progress!in!the!agency.!The!curriculum!of!the!second!year!of!the!FT!2YR!program!builds!on!the!generalist!content!of!the!first!year!and!in!the!case!of!the!FT!Advanced!Standing!program,!it!builds!on!the!students’!previous!undergraduate!studies!in!social!work.!The!second!year!prepares!students!for!advanced!integrated!social!work!practice!with!a!specialization!in!community!health!care!in!urban!communities.!!The!curriculum!content!of!the!second!year!of!the!MSW!prepares!students!for!!

•! Advanced!practice!on!all!levels!of!social!work!including!micro,!mezzo!and!macro.!Micro!social!work!is!the!most!common!practice,!which!directs!its!interventions!toward!individual!client!or!family.!Mezzo!social!work!occurs!at!the!intermediate!

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scale,!involving!neighborhoods,!institutions!or!other!smaller!groups.!Macro!level!social!work!is!interventions!provided!on!a!large!scale!that!affect!entire!communities!and!systems!of!care!focusing!on!promoting!social!justice,!advocacy!and!participation!in!the!political!processd!and!

•! Social!work!practice!will!focus!on!populationsFatFrisk!in!in!urban!health!care!and!public!health!agencies!and!organizations.!

The)10)Advanced)Generalist)courses)are)distributed)as)follows:)

•! Urban!Health!Disparities!and!Global!Health!(3!credits!and!a!3!hours!course)!!!•! Evaluation!Research!(3!credits!and!a!3!hours!course)!•! Understanding!Mental!Disorders!!(3!credits!and!a!3!hours!course)!!•! Social!Work!Practice!in!Health!Care!Settings!(3!credits!and!a!3!hours!course)!!!•! Social!Policy!and!Advocacy!in!Health!Care!(3!credits!and!a!3!hours!course)!!•! Social!&!Behavioral!Determinants!of!Health!(3!credits!and!a!3!hours!course)!•! Advanced!Field!Placement!&!Seminar! III! (5! creditsd! seminar! is! 2!hours!once!a!

week!and!field!placement!is!15!hrs./week!for!15!weeks)!•! Advanced!Field!Placement!&!Seminar! IV! (5!creditsd! seminar! is!2!hours!once!a!

week!and!field!placement!is!15!hrs./week!for!15!weeks)!•! Two!elective!course!!

The)elective)courses)include:)(each!is!3!credits!and!a!3!hours!course))

•! Clinical!SW!Practice!in!Relation!to!Death,!Grief!and!Bereavement!•! Contemporary!Issues:!Violence!as!Structural!Oppression!!•! Beyond!the!Medical!Model:!Wellness!Paradigms!for!the!Social!Work!Profession!!

As!the!program!evolves,!additional!new!elective!courses!will!be!added.!!

Course)Sequencing))The!MSW!program's!courses!will!be!offered!according!to!the!plan!described!in!Table!2.!During!the!first!5!years!of!the!MSW!program!only!fullFtime!programs!will!be!offeredd!the!2Fyear!program!and!the!Advanced!Standing!1Fyear!program.!The!course!sequence!is!predetermined!as!a!Lock!Step!Program.!All!the!required!courses!(except!Field!seminar)!will!be!offered!during!both!the!day!and!evening.!When!the!MSW!program!grows!substantially!and!more!than!one!section!of!each!course!will!be!offered,!students!will!have!the!flexibility!to!enroll!in!courses!in!either!the!day!or!the!evening!and!possibly!weekends.!The!sequence!of!courses!for!each!program!is!shown!below!(see!Table!2).!The!Advanced!Standing!program!is!identical!to!the!fullFtime!second!year!of!the!MSW!program.!PreFrequisites!and!coFrequisites!courses!are!described!in!Table!3.!All!the!MSW!courses!require!admission!to!the!MSW!program!and!official!acceptance!into!that!program.!!

!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!

!

!

14

!

!Table!2:!FullOTime!Two!Year!Program!(62!credit!hours)!

!

First!Year!(28!creditsS!29!hours)!

Course! ! Credits Hours Fall!Semester! 14 14!SCWK!501!! Social!Welfare!Policy,!Advocacy!and!

Services!3 3

SCWK!503! Social!Work!Practice!I!(Individuals,!Families!&!Groups)!

3 3

SCWK!505! Human!Behavior!&!The!Social!Environment!I!!

3 3

SCWK!507! Generalist!Field!Placement!&!Seminar!I! 5 5 (2 seminar & 15!field!hrs./week)!

Spring!Semester! 14! 14!SCWK!511! Social!Work!Practice!II!(Organizations!&!

Communities)!!3 3

SCWK!513!! Methods!of!Social!Work!Research!! 3 4 SCWK!517! Human!Behavior!&!The!Social!

Environment!II!!3 3

SCWK!519! Generalist!Field!Placement!&!Seminar!II!! 5 5 (2 seminar & 15!field!hrs./week)

Second!Year!(34!creditsS!34!hours)!

Fall!Semester! 17! 17!SCWK!601! Urban!Health!Disparities!and!Global!

Health!3 3

SCWK!603! Evaluation!Research! 3 3 SCWK!605! Understanding!Mental!Disorders!!! 3 3 SCWK!607! Social!Work!Practice!in!Health!Care!

Settings!3 3

SCWK!609! Advanced!Field!Placement!&!Seminar!III! 5 5 (2 seminar & 15!field!hrs./week)

Spring!Semester!! 17! 17!SCWK!613! Social!Policy!and!Advocacy!in!Health!

Care!!3 3

SCWK!615! Social!&!Behavioral!Determinants!of!Health!

3 3

SCWK!621! Advanced!Field!Placement!&!Seminar!IV! 5 5 (2 seminar & 15!field!hrs./week)

Elective!*! ! 3 3 Elective!*! ! 3 3 !!!!!!!!!!!Elective)courses)

•! SCWK!618:!Clinical!SW!Practice!in!Relation!to!Death,!Grief!and!Bereavement!•! SCWK!619:!Contemporary!Issues:!Violence!as!Structural!Oppression!!•! SCWK!620:!Beyond!the!Medical!Model:!Wellness!Paradigms!for!the!Social!Work!

Profession!!

15

Table!3:!PreORequisites!and!Co—Requisites!

First!Year!(28!creditsS!!

Course! ! Pre-Requisites

Co-Requisites

Fall!Semester!

SCWK!501!! Social!Welfare!Policy,!Advocacy!and!Services! SCWK!503! Social!Work!Practice!I!(Individuals,!Families!&!

Groups)!

SCWK!505! Human!Behavior!&!The!Social!Environment!I!! SCWK!507! Generalist!Field!Placement!&!Seminar!I! Spring!Semester!

SCWK!511! Social!Work!Practice!II!(Organizations!&!Communities)!!

SCWK!503

SCWK!513!! Methods!of!Social!Work!Research!! SCWK!517! Human!Behavior!&!The!Social!Environment!II!! SCWK!505 SCWK!519! Generalist!Field!Placement!&!Seminar!II! SCWK!507

Second!Year!

Fall!Semester!

SCWK!601! Urban!Health!Disparities!and!Global!Health! SCWK!501 SCWK!603! Evaluation!Research! SCWK!513 SCWK!609 SCWK!605! Understanding!Mental!Disorders!!! SCWK!503 SCWK!607! Social!Work!Practice!in!Health!Care!Settings! SCWK!511 SCWK!609! Advanced!Field!Placement!&!Seminar!III! SCWK!517 Spring!Semester!!

SCWK!613! Social!Policy!and!Advocacy!in!Health!Care!! SCWK!603d!SCWK!609

SCWK!621

SCWK!615! Social!&!Behavioral!Determinants!of!Health! SCWK!519 SCWK!621! Advanced!Field!Placement!&!Seminar!IV! SCWK!609 Elective!*! ! Elective!*! ! Capstone)project!!Per!New!York!State!regulations!for!all!master’s!degrees,!the!MSW!at!York!College!will!require!a!masterFlevel!capstone!project!which!is!going!to!be!an!integrative!project!implemented!over!two!semesters!through!SCWK!609!(Advanced!Field!Placement!&!Seminar!III)!and!SCWK!613!(Social!Policy!Advocacy!in!Health!Care).!!The!integrative!macroFlevel!capstone!experience!will!occur!in!the!context!of!learning!to!conduct!analyses!and!advocacy!directed!toward!social!justiceForiented!policy!reform!through!the!intersection!of!field!education,!health!care!and!presentation!components.!The!multifaceted!project!is!developed!for!the!MSW!students!to!demonstrate!mastery!in!knowledge!and!competencies!while!simultaneously!contributing!to!the!agency!practicum.!Student!will!collaborate!with!field!instructor!and!health!policy!faculty!members!to!develop!a!Capstone!Project!cumulative!of!written!portfolio!and!poster!presentation!that!will!be!shared!with!social!work!faculty,!practicum!staff,!and!their!peers.)))Training)for)Identification)and)Reporting)of)Child)Abuse)and)Maltreatment)As!part!of!the!registration!of!the!York!College!MSW!Program!with!the!Office!of!the!Professions!of!the!New!York!State!Education!Department,!prior!to!graduation,!all!MSW!students!must!complete!the!stateFmandated!twoFhour!training!in!identification!and!

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reporting!of!child!abuse!and!maltreatment.!A!Certificate!of!Completion!for!this!training!is!also!required!for!application!to!the!New!York!State!Department!of!Education!for!the!LMSW!license.!This!training!will!be!offered!by!the!CSI!M.S.W.!Program!for!second!year!MSW!students!during!the!spring!semesterd!there!is!no!charge!for!the!training.!A!Certificate!of!Completion!will!be!issued!only!to!those!who!are!in!attendance!for!the!entire!two!hours.!Students'!transcripts!will!include!information!indicating!completion!of!the!training.!

As!an!alternative,!students!can!take!the!training!elsewhere!or!online.!However,!that!will!be!at!the!student's!own!expense.!The!Certificate!of!Completion!must!be!given!to!the!MSW!Program!Director!no!later!than!May!1st!prior!to!graduation.!Since!it!may!take!several!weeks!to!receive!the!Certificate!of!Completion,!students!who!take!the!training!online!or!elsewhere!should!arrange!to!do!it!early!enough!so!that!graduation!is!not!delayed.!

Students!who!already!have!a!valid!Certificate!of!Completion!(within!the!past!5!years)!are!not!required!to!repeat!the!training,!but!must!provide!a!copy!of!their!Certificate!to!the!M.S.W.!Program!Director!no!later!than!May!1.!Students!may!choose!to!repeat!the!training.!!

!FACULTY!

!It!is!required!by!the!Council!on!Social!Work!Education!(CSWE)!to!have!no!fewer!than!six!full!time!faculty!assigned!for!the!Master!of!Social!Work.!CSWE!requires!that!the!majority!of!fullFtime!faculty!teaching!in!the!MSW!program!have!a!master’s!degree!in!social!work!from!a!CSWEFaccredited!program,!two!years!postFmasters!social!work!practice!experience!and!a!doctoral!degree!(e.g.,!DSW!or!Ph.D.!in!Social!Work).!CSWE!requires!a!fullFtime!faculty!member!to!serve!as!the!MSW!Program!Director,!receiving!50%!releaseFtime!to!administrate!the!program.!!Also,!CSWE!requires!a!fullFtime!faculty!member!to!serve!as!the!MSW!Field!Education!Director,!receiving!50%!releaseFtime!to!oversee!the!field!education!component!of!the!program!and!to!teach!the!field!seminar!courses.!!Five!of!the!current!six!faculty!are!qualified!to!teach!in!the!MSW!program!(Appendix!B).!All!new!faculty!will!be!required!to!meet!CSWE!guidelines!which!include!having!an!MSW!from!a!CSWE!accredited!program!and!two!years!postFmasters!social!work!practice!experience!for!most!positions.!A!Ph.D.!or!a!Doctor!in!Social!Work!or!in!Social!Welfare,!which!is!the!equivalent!degree!to!the!Ph.D.!are!the!required!degrees!for!teaching!in!an!MSW!program.!!!The!educational!background!and!expertise!of!the!current!fullFtime!faculty!are!described!briefly!below.!!!Dr.!Gila!M.!Acker!is!Professor!of!Social!Work!and!the!Chairperson!of!the!Social!Work!Department.!!She!teaches!social!research!and!generalist!social!work!practice!courses.!!Her!research!interests!include:!Burnout!among!mental!health!care!providers,!role!stress,!social!support,!social!workers'!attitudes!toward!managed!care,!and!role!expectations!of!social!work!students.!!She!is!certified!as!a!Psychoanalytic!oriented!psychotherapist!by!the!Long!Island!Institute!for!Mental!Health.!!Dr.!Acker!received!her!BS!degree!in!social!work!from!Haifa!University!in!Israel,!MSW!from!Fordham!University!and!DSW!from!Adelphi!University.!She!has!published!numerous!articles!in!peer!reviewed!journals!including!Journal!of!Social!Work,!Social!Work!in!Mental!Health,!

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The!Journal!of!Baccalaureate!Social!Work!and!Health!&!Social!Work.!She!has!received!several!PSCFCUNY!awards,!York!College!internal!awards!and!an!NIH!grant.!!Dr.!Kim!Glickman,!PhD,!MPP,!LCSW,!Assistant!Professor!of!Social!Work,!has!been!at!York!College!since!2013!and!served!for!two!years!as!the!Director!of!Field!Education.!She!has!over!15!years!of!direct!practice!experience!in!the!field!of!child!and!adult!mental!health!as!well!as!domestic!violence!services.!She!has!worked!at!both!the!micro!and!macro!levels!of!practice.!Dr.!Glickman!earned!her!PhD!in!Social!Work!from!Columbia!University,!her!MPP!from!Harvard!University!and!her!MSW!from!NYU.!She!has!published!in!the!field!of!psychotherapy!research!and!complicated!grief!treatment!and!is!a!partner!of!the!Center!for!Complicated!Grief!at!Columbia!University.!!!Dr.!Susan!Letteney!is!Professor!of!Social!Work!in!the!Social!Sciences!Department!at!York!College!and!CoFfounder!and!CoFDirector!of!the!Collaborative!Research!Group!on!health!Policy!and!Promotion!at!York!College.!Her!research!focuses!on!global!social!work!and!public!health!issues,!specifically!the!impact!of!HIV!and!AIDS!on!children!and!families,!and!the!quality!of!health!care!among!sexual!minority!women.!Her!social!work!practice!experience!includes!the!clinical!and!policy!aspects!of!health/mental!health!and!chemical!dependency!programs!for!underserved!women!and!children!in!New!York!City.!Dr.!Letteney!received!her!MSW!from!Hunter!College!and!DSW!from!Yeshiva!University.!She!has!a!certificate!in!PostFMaster’s!Advanced!Clinical!Social!Work!from!New!York!University.!She!has!published!in!social!work!and!public!health!peerFreviewed!journals.!!!!Dr.!Vadim!Moldovan!is!Associate!Professor!of!Social!Work!whose!expertise!includes!Clinical!social!work!in!psychiatric!settings,!emergency!social!work!in!hospital!settings!and!social!work!administration.!He!received!his!MSW!and!PhD!from!Yeshiva!University,!Wurzweiler!School!of!Social!Work.!His!recent!research!has!been!done!in!Eastern!Europe!in!the!areas!of!ethnographic!research!at!psychiatric!hospitals!and!Soviet!psychiatry.!!

Dr.! Selena! T.! Rodgers,! an! Associate! Professor! of! Social! Work! and! U.S.! Fulbright!Scholar! (Specialist!Program)!at!York!College!of! the!City!University!of!New!York! in! the!School! of! Health! Sciences! and! Professional! Programs.! Her! research! and! scholarship!has! focused!on!global!social!work!education!and!Black!women!discourse!on! issues!of!leadership,! mentoring,! gendered! stereotypes! and! traumaF! and! stressor! exposures.!Professor!Rodgers!has!authored/coFauthored!articles!in!the!areas!of!African!Americans,!domestic! violence,! sexual! violence,! student! mentoring! and! leadership,! posttraumatic!growth!and!racism.!Dr.!Rodgers!serves!distinctly!as!a!U.S.!Fulbright!Peer!Reviewer!and!a!Consulting!Editor! for!Affilia:) Journal) of)Women) and)Social)Work.! She! is! a! Licensed!Clinical!Social!Worker!(LCSWFR)!with!over!21!years!of!expertise!in!domestic!and!global!social! work! administration,! academic! and! practice! settings.!Dr.! Rodgers! earned! her!Ph.D.! from! Adelphi! University! and! her! Master! Degree! in! Social! Work! from! Syracuse!University.!!!These!five!fullFtime!faculty!can!each!offer!a!maximum!of!50%!of!their!teaching!hours!or!10.5!hours!of!teaching!the!coursework!for!the!MSW!program.!!For!Year!1!of!the!MSW!program,!these!five!faculty!and!a!newly!hired!fullFtime!Associate!Professors!can!easily!cover!the!required!teaching!of!62!credit!hours!of!student!coursework,!and!with!the!necessary!releaseFtime!for!the!MSW!Program!Director!and!MSW!Field!Director.!In!YR!2!through!Year!5!of!the!MSW!program,!the!six!fullFtime!faculty!along!with!a!new!fullFtime!hire!(e.g.,!Assistant!or!Clinical!Professor)!and!several!partFtime!faculty!(minimum!total!of!

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21!teaching!hours!of!coursework)!can!easily!cover!the!increase!in!teaching!credit!hours,!as!well!as!the!administrative!program!and!field!components.!!Currently!the!Department!of!Social!Work!has!2!fullFtime!College!Office!Assistants!(COAs.!Thus,!one!of!these!two!COA!can!be!devoted!to!the!MSW!program.!!COST!ASSESSMENT!

!

Overview!

!

Beginning!with!the!academic!year!2018F2019!and!thereafter,!tuition!revenue!from!a!Master!of!Social!Work!program!will!exceed!direct!program!costs.!The!moderate!projected!rate!of!enrollment!growth!from!an!initial!entering!cohort!of!32!students!should!yield!annual!tuition!revenue!that!grows!from!approximately!$503,528!in!academic!year!2018F2019!to!$725,443!in!academic!year!2022F2023!and!forward.!In!academic!year!2018F2019,!the!net!revenue!from!the!MSW!program!is!projected!to!be!$364,640.!By!academic!year!2022F2023,!the!net!revenue!increases!to!$425,610!per!year.!A!detailed!justification!of!the!budget!is!in!Appendix!F!–!I.!!

Faculty!Costs!!Faculty!costs!are!based!on!meeting!the!CSWE!mandated!MSW!faculty!minimum!of!six!fullFtime!faculty!(required!by!year!four![2021F2022])!and!required!faculty:!student!ratios!of!1:12.!As!seen!in!the!previous!Section!on!Faculty,!the!program!will!need!to!hire!a!fullFtime!Associate!Professor!for!Year!1!of!the!MSW!program!and!hire!a!second!new!fullFtime!faculty!member!(Assistant!or!!Clinical!Professor)!for!YR!2!of!the!program.!!Beginning!in!YR!2,!the!MSW!program!will!require!several!partFtime!faculty!(PT!Assistant!and/or!Associate!Professor!levels)!to!cover!at!least!21!teaching!hours.!!

Facilities!and!Equipment!Costs!!The!MSW!program!will!need!no!specified!equipment.!The!department!may!need!to!acquire!office!space!for!additional!faculty!as!the!program!increases!in!size.!Currently!there!is!an!unutilized!office!space!which!can!be!considered!for!the!new!faculty.!The!administration!is!committed!to!coFlocated!space!for!the!social!work!faculty!as!needed.!!

Other!Costs!

!Other!costs!will!include!the!purchase!of!instructional!materials!(e.g.,!books,!journal!subscriptions,!onFlineFlicensing!prep!packages)!at!a!rate!of!$3,000!per!year.!Many!materials!are!already!available!in!the!York!and!CUNY!Libraries.!! Library!and!Instructional!Materials!!

!

York!College!Library!supports!students’!needs!when!it!comes!to!material!and!resources!including!books,!monographs,!journals,!and!other!collections!pertinent!to!social!work!study!and!research.!The!York!College!collection,!combined!with!the!other!CUNY!schools!and!the!interFlibrary!loan!services,!is!adequate!for!students’!needs.!The!Library!also!offers!students!equipment!and!technology!such!as!computers,!copiers,!and!printers.!The!Library’s!onFline!catalogue,!email,!computerized!services,!interlibrary!loan!and!other!related!services!are!all!available!to!students.!One!of!the!most!important!features!which!is!

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especially!useful!to!students!and!faculty!is!licensed!resources!including!EBSCO!full!text!as!well!as!PsycINFO,!Social!Services!Abstracts,!Sociological!Abstracts!and!others.!The!Library!will!need!to!obtain!greater!access!to!social!work!and!health!journal!subscriptions!so!MSWFlevel!student!can!complete!their!assignments!with!academic!rigor!and!excellence.!! A!Library!liaison!and!other!reference!librarians!are!available!students!in!course!management!programs,!instruction!and!assistance!with!projects,!assignments!and!so!on.!!!!EVALUATION!

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Evaluation!of!program!goals!will!consist!of!multiple!measures.!The!primary!means!will!include:!an!alumni!survey!conducted!one!year!after!graduation,!the!Capstone!project,!Licensure!exam,!Students’!field!placement!evaluations!and!faculty!surveys!as!follows:!!!

Program!Goals! Evaluation!

Educate! outstanding! social! work! practitioners!in! an! intellectually! rigorous! environment! so!they! can! practice! social! work! in! urban! health!care!settings!and!with!diverse!communities.!

!

Capstone!project:!Case!analysis!Alumni!survey!!Pass/fail!rates!on!Licensure!exam!!

Educate!advanced!social!work!practitioners!to!be!knowledgeable,!skilled,!and!culturally!competent!and!whose!attitudes,!behaviors,!and!communication!skills!are!based!on!the!foundation!of!professional!social!work!values!and!ethical!principles!

Capstone!project:!Case!analysis!Alumni!survey!!Pass/fail!rates!on!Licensure!exam!Students’!field!placement!evaluations!!!

Provide! professional! opportunities! for! MSW!students!in!a!variety!of!health!care!sectors!and!settings.!

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List!of!field!internship!opportunities!Alumni!survey!!!

Engage! in! faculty! research,! scholarship,! and!service,!which!will!advance!theory,!policy,!and!practice!in!the!profession!of!social!work!and!in!the! field! of! social! and! health! care! more!generally.!!

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Annual!faculty!evaluation!Annual!faculty!survey!List! of! students! participating! in! the!College!research!day!(poster!and/or!oral!presentations)!!!

Provide!faculty!expertise!and!leadership!toward!strengthening!access!and!services!in!urban!health!care!settings!particularly!in!NYC!and!the!surrounding!community!of!Queens.!

Annual!faculty!evaluation!Annual!faculty!survey!Alumni!survey!

!In!addition!to!ongoing!program!evaluation,!the!Program!will!monitor!CSWE!process!goals!beginning!2018!to!ensure!admissions,!student!retention,!and!that!faculty!hiring!

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expectations!are!achieved.!The!Program!will!use!information!on!both!process!and!program!goals!to!inform!changes!in!student!and!faculty!recruitment,!curriculum,!and!field!internships.!!CSWE!Core!Competencies:!Student!Learning!Outcomes!

CSWE!identifies!nine!competencies!that!social!work!students!are!expected!to!master!by!the!end!of!the!Program.!Within!these!nine!competencies!are!31!practice!behaviors!that!must!be!mastered.!Master!of!Social!Work!programs!are!required!to!also!prepare!students!for!practice!in!an!area!of!specialization.!Thus,!four!additional!perspectives!are!identified!and!which!include:!!

1.! Demonstrate!how!the!specialized!practice!builds!on!generalist!practice!

2.! Provide!a!rationale!for!the!curriculum!design!and!demonstrate!how!it!is!used!to!develop!a!coherent!and!integrated!curriculum!for!both!classroom!and!field.!

3.! Describe!how!the!specialized!practice!enhances!the!competencies.!

4.! Provide!a!matrix!that!shows!how!the!curriculum!content!implements!the!nine!competencies!!

Student!learning!outcomes!will!be!based!on!the!nine!CSWE!competencies!and!the!four!perspectives!that!have!been!developed!for!training!students!for!advanced!practice!that!is!augmented!by!knowledge!and!skills!specific!to!the!specialized!practice!identified!by!the!MSW!program!(CSWE,!2015).!Drawn!directly!from!the!CSWE!competencies,!upon!graduation,!our!MSW!student!will:!!

•! Demonstrate!Ethical!and!Professional!Behavior!!•! Engage!Diversity!and!Difference!in!Practice!•! Advance!Human!Rights!and!Social,!Economic,!and!Environmental!Justice!•! Engage!In!PracticeFinformed!Research!and!ResearchFinformed!Practice!•! Engage!in!Policy!Practice!•! Engage!with!Individuals,!Families,!Groups,!Organizations,!and!Communities!•! Assess!Individuals,!Families,!Groups,!Organizations,!and!Communities!•! Intervene!with!Individuals,!Families,!Groups,!Organizations,!and!Communities!•! Evaluate! Practice! with! Individuals,! Families,! Groups,! Organizations,! and!

Communities!!

These!nine!competencies!(i.e.,!student!learning!outcomes)!will!be!assessed!in!the!following!courses.!Assignments!and!observations!by!faculty!will!be!customized!to!measure!each!of!those!competencies!and!the!practice!behaviors!that!are!associated!with!them!!

Upon!graduation,!the!student!will! Courses!measured!

Demonstrate!Ethical!and!Professional!Behavior!!!

Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Engage!Diversity!and!Difference!in!Practice!!

Social!Welfare!Policy,!Advocacy!and!Servicesd!!Social!Work!Practice!Id!!

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Methods!of!Social!Work!Researchd!!Social!Work!Practice!IId!!HBSE!I!&!IId!!Field!Seminar!I,!II,!III,!IVd!!Field!Placement!I,!II,!III,!IV!

Advance! Human! Rights! and! Social,! Economic,! and!Environmental!Justice!!

Social!Work!Practice!Id!!Social!Work!Practice!IId!!Urban!Health!Disparities!and!Global!Healthd!!Social!Policy!and!Advocacy!in!Health!Cared!!Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Engage!In!PracticeFinformed!Research!and!ResearchFinformed!Practice!!

Social!Work!Practice!Id!!Methods!of!Social!Work!Researchd!!Social!Work!Practice!IId!HBSE!I!&!IId!!Evaluation!Researchd!Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Engage!in!Policy!Practice!!

Social!Welfare!Policy,!Advocacy!and!Servicesd!Social!Policy!and!Advocacy!in!Health!Cared!!Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Engage! with! Individuals,! Families,! Groups,!Organizations,!and!Communities!!

Social!Work!Practice!Id!!Methods!of!Social!Work!Research!d!!Social!Work!Practice!IId!!HBSE!I!&!IId!!Evaluation!Researchd!!Social!Work!Practice!in!Health!Care!

Settings;!!

Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Assess! Individuals,! Families,! Groups,! Organizations,!and!Communities!!

HBSE!I!&!IId!!Social!&!Behavioral!Determinants!of!Healthd!!Understanding!Mental!Disordersd!!Social!Work!Practice!in!Health!Care!

Settingsd!!Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Intervene! with! Individuals,! Families,! Groups,!Organizations,!and!Communities!!

Social!Welfare!Policy,!Advocacy!and!Servicesd!Social!Policy!and!Advocacy!in!Health!Cared!!Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

Evaluate! Practice! with! Individuals,! Families,! Groups,!Organizations,!and!Communities!

!!

Social!Work!Practice!Id!!Social!Work!Practice!IId!!Evaluation!Researchd!!Urban!Health!Disparities!and!Global!Healthd!!Understanding!Mental!Disordersd!!Field!Seminar!I,!II,!III,!IVd!Field!Placement!I,!II,!III,!IV!

! !

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!Each!year,!faculty!will!examine!program!and!student!learning!outcome!data!to!identify!changes!needed!to!the!Program!curriculum!and!admission!criteria.!Sequence!(i.e.,!practice,!policy,!HBSE,!research!and!field)!coordinators!will!use!student!learning!outcome!data!to!inform!changes!to!course!objectives,!assignments,!texts!and!readings,!and!other!factors!that!could!affect!student!learning!in!each!course.!Substantial!changes!needing!the!College!curriculum!committee!or!faculty!senate!approval!will!be!presented!appropriately!to!those!bodies!for!approval.!!!CONCLUSIONS!

!

This!proposal!for!a!Master!of!Social!Work!program!at!York!College!responds!to!interest!and!needs!of!our!student!body!and!the!community.!The!MSW!program!will!prepare!students!for!advanced!urban!practice!in!the!field!of!social!work!with!a!focus!on!health!care.!The!MSW!curriculum!was!developed!with!input!from!our!students,!other!departments!at!the!College,!and!the!surrounding!community!including!various!social!services!agencies!and!local!politicians.!The!curriculum!provides!a!coherent!approach!to!ensuring!that!both!accreditation!and!licensure!requirements!for!social!work!programs!and!social!workers!are!met.!The!program!is!expected!to!begin!in!Fall!2018!and!graduate!its!first!students!(the!OneFYear!Advanced!Standing!student!cohort)!in!Spring,!2018.!The!first!cohort!of!fullFtime!twoFyear!students,!who!enter!without!an!undergraduate!degree!in!social!work,!is!expected!to!graduate!in!Spring,!2020.!The!development!of!the!social!work!program!at!York!College!to!include!an!MSW!degree!will!increase!the!capacity!of!CUNY!to!offer!a!quality!social!work!education!to!aspiring!social!workers!who!live!in!the!highly!diverse!community!surrounding!the!College,!as!well!as!other!regions!of!NYC.!

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COURSE!DESCRIPTIONs!AND!COURSE!SYLLABI!!

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Section!AIV:!New!Courses!

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AIV.1!

!Department(s)! Social!Work!

Career! [!!!]!Undergraduate!![x!]!Graduate!!!

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

Subject!Area! Social!Work!

Course!Number! SCWK!501!

Course!Title! Social!Welfare!Policy,!Advocacy!and!Services!

Catalogue!Description!

As!a!generalist!masterOlevel!policy!course—Social'Welfare'Policy,'Advocacy,'and'

Services–is!the!1st!class!in!a!twoOcourse!policy!sequence!on!social!policy!structures,!

practice!and!service!delivery!which!focuses!on!understanding!social!welfare,!the!policy!

model,!and!policy!advocacy!in!urban,!marginalized!populations.!

Pre>requisite(s)! Official acceptance to the MSW program.!Co>requisite(s)! None Credits! 3!!

Contact!Hours! 3!hrs.!lecture!

Liberal!Arts! [!]!Yes!![!X!!]!No!!!

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

!

General!Education!Component!

_X___!Not!Applicable!

!!!!!!!!!!!Required''''''''''''''''''''''''''''''''''''''''''''''Flexible'''''''''''''''''''''''''''''''''''''''

____!English!Composition!!!!!!!!!!!!!!____!World!Cultures!!!!!!!!!!!!!!!!!!!!!!

____!Mathematics!!!!!!!!!!!!!!!!!!!!!!!!!!!!____!US!Experience!in!its!Diversity!

____!Science!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!____!Creative!Expression!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____Individual!and!Society!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____!Scientific!World!!!!!!!!!!!!!!!!!!!!!!

Rationale:!SCWK!501!outfits!student!scholars!with!contemporary!advocacy!and!social!policy!

evaluation!skills!that!will!prepare!them!for!career!opportunities!in!leadership!roles.!The!course!is!

committed!to!upholding!the!social!work!mission!to!service!delivery!care!to!oppressed,!

vulnerable,!and!urban!communities.!

!!

26

York!College!of!the!City!University!of!New!York!MSW!Social!Work!Program!

COURSE!#!501!Social!Welfare!Policy,!Advocacy,!and!Services!!

!COURSE!SYLLABUS!

!Instructor!Information!

Professor:! ! ! ! ! Phone:! !

Email:! ! ! ! ! ! Office:! !!

Office!Hours:!!

!

Bulletin!Course!Description!

Social!Welfare!Policy,!Advocacy,!and!Services!3!hrs,!3!cr.;!Prerequisite:!Official acceptance to the MSW program.!As!a!generalist!masterOlevel!policy!course—Social'Welfare'Policy,'Advocacy,'and'Services–this!is!

the!1st!class!in!a!twoOcourse!policy!sequence!on!social!policy!structures,!practice!and!service!delivery!

which!focuses!on!understanding!social!welfare,!the!policy!model,!and!policy!advocacy!in!urban,!

marginalized!populations.!

!

Course!Overview!

Social Work 501 builds on the academic and professional knowledge of Social Work curriculum. Student scholars are expected to demonstrate that they have understood, retained, and applied content using master-level social work core competencies in an integrated and cohesive manner. Students scholars are expected to demonstrate fluency in the conceptual framework emanating from pathways (or liberal arts) foundation, diversity, and support courses across disciplines. Social Welfare Policy, Advocacy, and Services provides opportunities for student scholars to demonstrate the knowledge, values and skills with an emphasis on empowerment and social change. Toward upholding the Social Work Program and York college missions, critical attention is given to social policies that are particularly relevant to marginalized groups, diverse cultures, urban settings, and global perspectives. Programs and policies studied are explored largely from these perspectives. In considering social work’s dual focus both on individual human predicament and social conditions, the course stresses the impact of social problems on individuals, groups, and communities in the global macro environment. !

Required!Main!Texts!!

!

Blau,!J.,!&!Abramovitz,!M.!(2014).!The'dynamics'of'social'welfare'policy.!(4th!ed.).!!

Oxford!University!Press.!!

!

!

American!Psychological!Association!(2010).!Publication'Manual'of'the'American''

'''''Psychological'Association!(6th!ed.).!Washington,!DC:!APA.!

!

Additional!readings!as!assigned.!!

27

! !

Objectives!

This!courses!addresses!competencies!as!outlined!in!the!Council!on!Social!Work!Education!(2015)!

Commission!on!Educational!Policy!Accreditation!Standards!(EPAS).!Upon!completion!of!this!course,!

student!scholars!will:!!

!

1.! Understand!professional,!educational!standards,!and!evidenceOinformed!practice,!which!help!

influence!policy.!

2.! Analyze!the!intersection!of!ethical!principles,!professional!values,!and!activities!of!social!policy,!

advocacy!and!services!within!the!context!of!micro,!mezzo,!and!

macroOlevel!systems.!!! !!!

!!!!!!3.!!Explore!existing!policy!at!state!and!congressional!levels!which!positively!and!!

!!!!!!!!!!!adversely!impact!social!work!practice.!

!!!!!!4.!!Apply!policy!analyses!models!to!social!welfare!programs!and!policies!and!services!!

!!!!!!!!!!!with!particular!focus!on!urban,!marginalized!populations!who!are!impacted!by!!

!!!!!!!!!!!discrimination,!oppression,!and!social!control.!!!

!!!!!!5.!!Analyze!the!intersection!between!social!action!skills!and!response!to!stratification!!

!!!!!!!!!!!structures!that!reinforce!disparities!in!health!care,!reinforce!poverty!trends!and!!

!!!!!!!!!!!restrict!eligible!voters,!military,!employment,!and!criminal!justice!policies.!

!!!!!!6.!!Discuss!the!role!of!political!social!work!in!social!movements!and!evidenceObased!!

!!!!!!!!!!!practice,!which!disproportionately!impact!urban!populations.!!

!!!!!!7.!!Develop!culturally!appropriate!and!professional!advocacy!responses!to!social!!

!!!!!!!!!!!policy!at!local,!state!and!congressional!levels.!!

!!!!!!8.!!Develop!core!competency,!advocacy,!oral!and!writing!skills!in!key!aspects!of!!

!!!!!!!!!!!social!policy!reform.!

!!!!!!9.!!Understand!the!critical!steps!for!social!policy!advocacy!using!written!platforms.!

!!!!10.!!Review!social!work’s!legislative!committees.!

!!Core!Competencies!!

Competency! Practice!Behavior! Outcome!Measurement!

Competency!1:!

Demonstrate!Ethical!and!

Professional!Behavior!

1.1!Make!ethical!decisions!by!applying!the!

standards!of!the!NASW!Code!of!Ethics,!

relevant!laws!and!regulations,!models!for!

ethical!decisionOmaking,!ethical!conduct!of!

research,!and!additional!codes!of!ethics!as!

appropriate!to!context.!

1.!!Policy!Brief/Advocacy!

Letter!

! 1.2!Use!reflection!and!selfOregulation!to!

manage!personal!values!and!maintain!

professionalism!in!practice!situations.!!

1.!!!!Contact!Your!!

!!!!!!!Political!!!!!!!!!

!!!!!!!Representatives!

! 1.!3!Demonstrate!professional!demeanor!

in!behavior;!appearance;!and!oral,!written,!

and!electronic!communication.!!

1.!!!!Policy!!

!!!!!!!Brief/Advocacy!!

!!!!!!!Letter!

Competency!2:!Engage! 2.1!Apply!and!communicate! 1.!!!!Individual!Policy!!

28

!Instructional!Methods!!!

!

This!class!may!be!taught!in!a!faceOtoOface!format.!!For!faceOtoOface!sections,!follow!the!weekly!course!

outline.!!Students!will!meet!weekly,!in!the!classroom,!and!are!responsible!to!complete!all!readings!and!

assignments!listed.!!!

!

Assignments/Evaluation!of!Student!Performance!!

Diversity!and!Difference!in!

Practice!

understanding!of!the!importance!of!

diversity!and!difference!in!shaping!life!

experiences!in!practice!at!the!micro,!

mezzo,!and!macro!levels.!

!!!!!!!Analysis!Paper!!

!!!!!!!Draft.!

2.!!!!Individual!Policy!!


!!!!!!!Final.!!

Competency!3:!Advance!

Human!Rights!and!Social,!

Economic,!and!

Environmental!Justice!

3.1!Apply!their!understanding!of!social,!

economic,!and!environmental!justice!to!

individual!and!system!levels.!



!!!!!!!Draft.!



!!!!!!!Final.!

! 3.2!Engage!in!practices!that!advance!

social,!economic,!and!environmental!

justice.!

1.!!!!Group!Integrative!!!!!

!!!!!!!Project!!!

!!!!!!!(Assigned!by!!!!

!!!!!Faculty)!!

Competency!5:!Engage!in!

Policy!Practice!

5.1!Identify!social!policy!at!the!local,!state,!

and!federal!level!that!impacts!wellObeing,!

service!deliver,!and!access!to!social!

services.!

!

1.!!!Policy!!

!!!!!!Brief/Advocacy!!

!!!!!!Letter!!

2.!!!Final!examination!!

! 5.2!Assess!how!social!welfare!and!

economic!policies!impact!the!delivery!of!

and!access!to!social!services!

1.! 1.!!Policy!Brief/Advocacy!

Letter!!



!!!!!!!Draft.!



!!!!!!!Final.!

4.!!!!Final!examination!!

! 5.3!Apply!critical!thinking!to!analyze,!

formulate,!and!advocate!for!policies!that!

advance!human!rights!and!social,!

economic,!and!environmental!justice.!!

!

1.!!!!Policy!!

!!!!!!!Brief/Advocacy!!

!!!!!!!Letter!!



!!!!!!!Draft.!



!!!!!!!Final.!

4.!!!!Group!Integrative!!

!!!!!!!Project!(Assigned!!

!!!!!!!by!Faculty)!

5.!!!!Final!examination!!

! Assessment/Assignment! %!of!!

total!grade!

Due!!

29

!

!

! !

1! Class!Discussion,!Participation,!Attendance! 5%! Sessions!1O14!

2! Your!Political!Representative.!Identify!your!legislative!

representative,!i.e.!councilmember,!NYS!Assembly!or!NYS!

Senator,!US!Congress,!US!House!of!Representatives!

10%! Session!4!

3! Policy!Brief/Advocacy!Letter.!Write!your!legislative!

representative,!i.e.!councilmember,!NYS!Assembly!or!NYS!

Senator,!US!Congress,!US!House!of!Representatives!

concerning!your!position!in!support!or!opposition!of!a!Bill!

he/she!voted!for!or!against.!

15%! Session!!5!

4! Individual!Policy!Analysis!Paper!Draft.!

Based!on!urban,!disenfranchised!populations.!

10%! Session!7!

5! Individual!Policy!Analysis!Paper!Final.!Based!on!urban,!

disenfranchised!populations.!

20%! Session!9!

6! Group!Integrative!Capstone!!(Assigned!by!Faculty)! 15%! Sessions!13!&!14!

7! Final!Examination!! 25%! Session!15!

30

WEEKLY!COURSE!OUTLINE!!

!

Sessions!1O3.!!Setting!the!Stage!for!Social!Change,!Social!Policy!and!Social!Work!

!

Session!1.!!!Course!Overview,!CSWE!2015!Core!Competencies,!NASW!Policy!Priorities!!

!

Required!Reading:!

!

Myers,!R.!S.,!&!Cranstaff,!C.!(2013).!Political!Social!Work.!NASW'Encyclopedia'of''

'''''Social'Work.!DOI:!10.1093/acrefore/9780199975839.013.295!

!

National'Association'of'Social'Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!

!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!

!

Scanlon,!E.,!Hartnett,!H.,!&!Harding,!S.!(2006).!An!analysis!of!political!activities!of!!

!!!!!NASW!State!Chapters.!Journal'of'Policy'Practice,'5(4),!41O54.!doi:!!

!!!!!10.1300/j508v05n04.04.!

!Due:!Assignment!of!Group!Integrative!Projects!

!

!

Session!2.!!!Introduction!to!Social!Policy!!

!

Required!Reading:!

!

TEXTBOOK:!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!1:!Introducing!Social!Policy!!!

!!!!!!(pp.!1O16).!

!

Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!2:!Definition!and!Functions!of!Social!!

!!!!!Welfare!Policy:!Setting!the!Stage!for!Social!Change!(pp.!19O59).!

!

Rocha,!C.,!Bethanie,!P.,!&!Thomas,!V.!(2010).!Political!activities!of!social!workers:!!

!!!!!Addressing!perceived!barriers!to!political!participation.!Social'Work,'55(4),!317O325.!

!

Social'Work'Speaks.!NASW!Policy!statements!2015O2017!(10th!ed.).!NASW!Press:!!

!!!!!Washington,!DC.!

!

Session!3.!!!Identify!Social!Welfare!Policy!in!the!United!States!History!and!in!the!Social!Work!Profession!

!

Required!Reading:!

!

TEXTBOOK:!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!7:!Social!Welfare!History!in!!

!!!!!the!United!States!(pp.!241O294).!

!

!

Abramovitz,!M.!(2001).!Everyone!is!still!on!welfare:!The!role!of!redistribution!in!social!!

!!!!!policy.!Social'Work,'46(5),!297O308.!

!

Flexner,!A.!(1915).!Is!social!work!a!profession.!The!Social!Welfare!History!Project.!!

!!!!!Retrieved!from:!http://socialwelfare.library.vcu.edu/socialOwork/isOsocialOworkOaOprofessionO1915/!

!

!

31

Session!4O6.!!The!Role!of!Policy!Analyses:!The!Deconstruction!of!the!Policy!Model!

!

!

Session!4.!The!Role!of!Social!Work!and!Social!Welfare!in!Understanding!The!Model!of!Policy!Analysis!

!

!Required!Reading!

!

TEXTBOOK:!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!3:!The!Policy!Model!!

!!!!!(pp.!67O100).!

!

Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!4:!The!Politics!of!Social!Welfare!Policy!!

!!!!!(pp.!105O131).!

!

The!United!Nations!Universal!Declaration!of!Human!Rights.!Retrieved!from:!!!!

http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf!

!

Due:!Your!Political!Representative!

!

!

Session!5.!!!The!Policy!Making!Process!

!

!Required!Reading!

!TEXTBOOK:!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!5:!Ideological!Perspectives!!

!!!!!and!Conflicts!(pp.!135O186).!

!

WeissOGal,!I.!(2013).!Policy!practice!in!practice:!The!inputs!of!social!workers!in!!

!!!!!legislative!committees.!Social'Work,'58(4),!304O313.!!

!

Due:!Policy!Brief/Advocacy!Letter!(Identify!your!legislative!representative,!i.e.!councilmember,!assembly!

or!senator)!

!

!

!

!

Session!6.!A!Closer!Look!at!the!Role!of!Policy!Analyses!in!Urban!Populations!

!

!

Required!Reading!

!TEXTBOOK:!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!6:!Social!Movements!and!!

!!!!!Social!Change!(pp.!193O230).!

!

Abramovitz,!M.!(1998).!Social!work!and!social!reform:!An!arena!of!struggle.!Social''

'''''Work,'43,!512O526.!!

!



Supplee,!L.!H.,!&!Metz,!A.!(2015).!Opportunities!and!challenges!in!evidenceObased!social!!

32

!!!!!policy.!Social'Policy'Report,'28(4),!1O31.!Retrieved!from:!

http://www.srcd.org/sites/default/files/documents/spr_28_4.pdf!

!Session!7O9.!!!Understanding!Health,!Jobs,!Housing!and!Food/Hunger!Policies!

!

!

Session!7.!!!Social!Change!and!Health!Care!Programs!and!Policies!

!

!

Required!Reading!

!TEXTBOOK:!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!11:!Social!Movements!and!!

!!!!!Social!Change!(pp.!395O424).!

!

Liechty,!J.!M.!(2011).!Health!Literacy:!Critical!opportunities!for!social!work!leadership!in!!

!!!!!health!care!and!research.!Health'&'Social'Work,'36(2),!98O106.!!

!Due:!Policy!Analysis!Paper!Draft!

!

!

Session!8.!!!Income!Support,!Homelessness,!and!Housing!Programs!and!Policies!

!

!

Required!Reading!

!

TEXTBOOK:!!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!9:!Income!Support:!Programs!!

!!!!!and!Policies!(pp.!301O330).!

Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!10:!Housing:!Programs!and!Policies!(pp.!!

!!!!!358O392).!

!

Pimpare,!S.!(2009).!The!failures!of!American!poverty!measures.!Journal'of'Sociology'and''

'''''Social'Welfare,'36(1),!103O122.!!

!U.S.'Department'of'Education.!McKinneyOVento!Homeless!Education!Assistance!!

!!!!!Improvement!Act!of!2001.!Retrieved!from:!http://www2.ed.gov/policy/elsec/leg/esea02/pg116.html!

!

!Session!9.!Food!and!Hunger!Programs!and!Policies!

!

!

Required!Reading!

!

TEXTBOOK:!!Blau,!J.,!&!Abramovitz,!M.!(2014),!Chapter!12:!Food!and!Hunger:!!

!!!!!Programs!and!Policies!(pp.!425O450).!

!

Alkon,!A.,!&!Mares,!T.!(2012).!Food!sovereignty!in!U.S.!food!movements:!Radical!!

!!!!!visions!and!neoliberal!constraints.!Agriculture'and'Human'Values,'29(3),!347O359.!!

!

Clapp,!J.!(2014).!World!hunger!and!the!global!economy:!Strong!linkages,!weak!action.!!

!!!!!Journal'of'International'Affairs,'67(2),!1OXII.!

!

Gundersen,!C.,!&!Ziliak,!J.!P.!(2014).!Childhood!food!insecurity!in!the!U.S.:!Trends,!!

33

!!!!!causes,!and!policy!options.!The'Future'of'Children,'24(2),!1O19.!!

!Due:!Policy!Analysis!Paper!Final!

!

Session!10O12.!!!The!Role!of!Social!Work!in!the!Disenfranchisement!of!Voting!Rights,!Restrictive!Policy!and!

Laws!!

!

!

Session!10.!!Voting!Rights!Through!the!Lens!of!Civil!Rights,!Discrimination!&!Social!Reform!

!

Required!Reading!

!TEXTBOOK:!Jansson,!B.!S.!(2016),!Chapter!6:!Engaging!in!Macro!Policy!Advocacy!!!

!!!!!(pp.!137O162).!

!

Davis,!B.!G.!(2014).!Addressing!federalism!and!separation!of!powers!social!violence:!The!!

!!!!!ordinary!citizen’s!voting!rights!beyond!Shelby!County,!North!Carolina!and!Ohio.!!

!!!!!Academic'Law'Review.!!

!

NASW!Statement!on!Senate!Consideration!of!Voting!Rights!Amendment!Act!(2014).!!

!!!!!Retrieved!from:!https://www.socialworkers.org/pressroom/2014/062614.asp!

!

FoxOPiven,!F.,!&!Minnite,!L.!(2013)!Voter!participation.!NASW'Encyclopedia'of'Social''

'''''Work.!Doi:!10.1093/acrefore/9780199975839.013.413!

!

The'Sentencing'Project.!Retrieved!from:!http://www.sentencingproject.org/!

!

Session!11.!!!Military!Service!Members.!Case!of!the!First!Amendment!and!Equal!Protection!in!Military!

Policy:!Don’t!Ask,!Don’t!Tell!

!

!

Required!Reading!!

!

Brandon,!A.,!&!Shawna,!J.!(2016).!Toward!complete!inclusion:!Lesbian,!Gay,!Bisexual,!!

!!!!!and!Transgender!Military!Service!Members!after!repeal!of!Don’t!Ask,!Don’t!Tell.!!

!!!!!Social'Work,'61(3),!257O265.!!

!

Constitutional!Law!O!First!Amendment!and!Equal!Protection!O!Ninth!Circuit!Upholds!!

!!!!!"Don't!Ask,!Don’t!Tell”!Policy!for!Gays!and!Lesbians!in!the!Military.!O!Holmes!v.!!

!!!!!California!Army!National!Guard,!124!F.3d!1126!(9th!Cir.!1997).!See!id.!at!1407.!!

!!!!!n15.n15.!See!Holmes,!124!F.3d!at!1132.!

!

Phillip,!T.!(2005).!Sexuality!and!International!Human!Rights!Law.!Journal'of''

'''''Homosexuality,'48(3/4),!9.!!

!

Session!12.!!!Understanding!the!Pipeline:!Child!Welfare!&!Criminal!Justice!System!and!Beyond!

!

!

Required!Reading!

!

Children’s!Defense!Fund!(2014).!The'state'of'America’s'children.!Washington,!DC:!!

!!!!!Children’s!Defense!Fund.!Retrieved!from:!

34

http://www.childrensdefense.org/library/stateOofOamericasOchildren/2014Osoac.pdf!

!

Edwards,!H.,!Bryant,!U.,!&!BentOGoodley,!T.!(2011).!Participation!and!influence!in!!

!!!!!federal!Child!Welfare!policymaking.!Journal'of'Public'Child'Welfare,'5(2O3),!145.!

!

Simmons,!L.!(2009).!End!the!line:!Tracing!racial!inequality!from!school!to!prison.!!

!!!!!Race/Ethnicity:'Multidisciplinary'Global'Contexts'2(2),!215O241.!

!

Scherrer,!J.!L.!(2012).!The!United!Nations!Convention!on!the!rights!of!child!as!policy!!

!!!!!and!strategy!for!social!work!action!in!child!welfare!in!the!United!States.!Social'Work,''

'''''57(1),!11O22.!!

!

The!Fair!Chance!Act!(2015).!Community!Service!Society.!Retrieved!from:!!

!!!!!https://fairchancenyc.wordpress.com/!

!

Wagner!P.,!&!Rabuy,!B.!(2016).!Mass!Incarceration:!The!Whole!Pie.!Prison!Policy!!

!!!!!Initiative.!Retrieved!from:!http://www.prisonpolicy.org/reports/pie2016.html!

!!

!

Session!13O15.!!!Change!Agents:!The!Intersection!of!Practice!and!Social!Policy!

!

!

Session!13.!Due:!Final!Group!Integrative!Project!(Assigned!by!Faculty)!

!

!

Session!14.!!Due:!Final!Group!Integrative!Project!(Assigned!by!Faculty)!

!

Session!15.!!Due:!Final!Examination!

!

!

EOLearning!Systems!!!

All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!

accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!

assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!

discussion!boards,!access!to!the!grading!center,!etc.!

!

Internet Resources The!following!websites!may!be!helpful!when!gathering!information!related!to!the!social!work!profession,!

journals,!writing!style,!international!social!work!issues,!and!for!additional!reading.!!When!citing!these!and!

other!Internet!resources,!please!refer!to!and!use!APA!style.!!!

www.nasw.org! ! National!Association!of!Social!Workers!

www.apa.org! ! ! American!Psychological!Association!

www.ifsw.org! ! ! International!Federation!of!Social!Workers!

www.socialworkpolicy.org!Social!Work!Policy!Institute!(SWPI)!!

www.cuny.libraries.com! City!University!of!New!York!Office!of!Library!Services!!

www.aphsa.org! ! American!Public!Human!Service!Association!

www.childrensdefense.org! Children’s!Defense!Fund:!!Links!to!many!child!and!family!

advocacy!sites!

www.cwla.org! ! ! Child!Welfare!League!of!America!

35

www.childadvocacy.org! National!Association!of!Child!Advocates!

www.greenpeace.org! ! Greenpeace:!!Links!to!environmental!sites!

www.now.org! ! ! National!Organization!for!Women:!!Links!to!resources!that!

support!gender!equity!

www.voteOsmart.org! ! Project!Vote!Smart:!!Links!candidate,!campaign!and!issue!

information!sites,!ratings!by!advocacy!groups,!and!

campaign!financial!reports!

www.financeprojectinfo.org! Welfare!information!

www.ncoa.org! ! ! National!Council!on!Aging!

www.mentalhealth.org! National!Mental!Health!Association!

www.census.gov! ! U.S.!Census!Bureau!

www.gao.gov! ! ! U.S.!General!Accounting!Office!

!

!

Policy!on!Academic!Integrity,!Attendance,!Participation,!and!Submission!of!Assignments!

!

Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!

submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!

work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!

accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!

College!Bulletin!(see!York!College!Bulletin).!

!

CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!

http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pd

f!

!

Student!Resources!and!Policies:!

!

Attendance:!

!

Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!

expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!

!

Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!

final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!

!

Participation:!

!

Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!

preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!

manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inOclass!

exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Division!of!Student!Development!

http://www.york.cuny.edu/produceOandOprint/contents/bulletin/divisionOofOstudentOdevelopment!

!

Tutoring!Services!

https://www.york.cuny.edu/student/studentOcorner/studentOcorner/tutoring!

!

SEEK!Program!

https://www.york.cuny.edu/student/studentOcorner/studentOdevelopment/seek!

!

Student!Policies!and!Procedures!

36

https://www.york.cuny.edu/studentOdevelopment/studentOpoliciesOandOprocedures/studentOpoliciesO

andOprocedures!

!

CUNY!Policy!on!Academic!Integrity!!

http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pd

f!

!

Center!for!Students!with!Disabilities!!

https://www.york.cuny.edu/studentOdevelopment/star!

!

Writing!Resource!!

https://www.york.cuny.edu/student/writingOcenter!

!

!

! !

37

Instructor’s!Bibliography!

!

Abramovitz,!M.!(1998).!Social!work!and!social!reform:!An!arena!of!struggle.!Social''

'''''Work,'43,!512O526.!!

Abramovitz,!M.!(2001).!Everyone!is!still!on!welfare:!The!role!of!redistribution!in!social!!

!!!!!policy.!Social'Work,'46(5),!297O308.!

Alkon,!A.,!&!Mares,!T.!(2012).!Food!sovereignty!in!U.S.!food!movements:!Radical!!

!!!!!visions!and!neoliberal!constraints.!Agriculture'and'Human'Values,'29(3),!347O359.!!

American!Psychological!Association!(2010).!Publication'Manual'of'the'American''

'''''Psychological'Association!(6th!ed.).!Washington,!DC:!APA.!

Blau,!J.,!&!Abramovitz,!M.!(2014).!The'dynamics'of'social'welfare'policy.!(4th!ed.).!!

Oxford!University!Press.!!

Brandon,!A.,!&!Shawna,!J.!(2016).!Toward!complete!inclusion:!Lesbian,!Gay,!Bisexual,!!

!!!!!and!Transgender!Military!Service!Members!after!repeal!of!Don’t!Ask,!Don’t!Tell.!!

!!!!!Social'Work,'61(3),!257O265.!!

Clapp,!J.!(2014).!World!hunger!and!the!global!economy:!Strong!linkages,!weak!action.!!

!!!!!Journal'of'International'Affairs,'67(2),!1OXII.!

Children’s!Defense!Fund!(2014).!The'state'of'America’s'children.!Washington,!DC:!!

!!!!!Children’s!Defense!Fund.!Retrieved!from:!

http://www.childrensdefense.org/library/stateOofOamericasOchildren/2014Osoac.pdf!

Constitutional!Law!O!First!Amendment!and!Equal!Protection!O!Ninth!Circuit!Upholds!!

!!!!!"Don't!Ask,!Don’t!Tell”!Policy!for!Gays!and!Lesbians!in!the!Military.!O!Holmes!v.!!

!!!!!California!Army!National!Guard,!124!F.3d!1126!(9th!Cir.!1997).!See!id.!at!1407.!!

!!!!!n15.n15.!See!Holmes,!124!F.3d!at!1132.!

Critical'Social'Policy.'Sage!Journals.'

Davis,!B.!G.!(2014).!Addressing!federalism!and!separation!of!powers!social!violence:!The!!

!!!!!ordinary!citizen’s!voting!rights!beyond!Shelby!County,!North!Carolina!and!Ohio.!!

!!!!!Academic'Law'Review.!!

Edwards,!H.,!Bryant,!U.,!&!BentOGoodley,!T.!(2011).!Participation!and!influence!in!!

!!!!!federal!Child!Welfare!policymaking.!Journal'of'Public'Child'Welfare,'5(2O3),!145.!

Flexner,!A.!(1915).!Is!social!work!a!profession.!The!Social!Welfare!History!Project.!!

!!!!!Retrieved!from:!http://socialwelfare.library.vcu.edu/socialOwork/isOsocialOworkOaOprofessionO1915/!

FoxOPiven,!F.,!&!Minnite,!L.!(2013)!Voter!participation.!NASW'Encyclopedia'of'Social''

'''''Work.!Doi:!10.1093/acrefore/9780199975839.013.413!

Gundersen,!C.,!&!Ziliak,!J.!P.!(2014).!Childhood!food!insecurity!in!the!U.S.:!Trends,!!

!!!!!causes,!and!policy!options.!The'Future'of'Children,'24(2),!1O19.!!

Liechty,!J.!M.!(2011).!Health!Literacy:!Critical!opportunities!for!social!work!leadership!in!!

!!!!!health!care!and!research.!Health'&'Social'Work,'36(2),!98O106.!!



National'Association'of'Social'Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!

!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!

NASW!Statement!on!Senate!Consideration!of!Voting!Rights!Amendment!Act!(2014).!!

!!!!!Retrieved!from:!https://www.socialworkers.org/pressroom/2014/062614.asp!

!

Phillip,!T.!(2005).!Sexuality!and!International!Human!Rights!Law.!Journal'of''

'''''Homosexuality,'48(3/4),!9.!!

Pimpare,!S.!(2009).!The!failures!of!American!poverty!measures.!Journal'of'Sociology'and''

'''''Social'Welfare,'36(1),!103O122.!!

Rocha,!C.,!Bethanie,!P.,!&!Thomas,!V.!(2010).!Political!activities!of!social!workers:!!

!!!!!Addressing!perceived!barriers!to!political!participation.!Social'Work,'55(4),!317O325.!

Simmons,!L.!(2009).!End!the!line:!Tracing!racial!inequality!from!school!to!prison.!!

!!!!!Race/Ethnicity:'Multidisciplinary'Global'Contexts'2(2),!215O241.!!

38

Social'Work'Speaks.!NASW!Policy!statements!2015O2017!(10th!ed.).!NASW!Press:!!

!!!!!Washington,!DC:!Author.!!

Scanlon,!E.,!Hartnett,!H.,!&!Harding,!S.!(2006).!An!analysis!of!political!activities!of!!

!!!!!NASW!State!Chapters.!Journal'of'Policy'Practice,'5(4),!41O54.!doi:!!

!!!!!10.1300/j508v05n04.04.!

Scherrer,!J.!L.!(2012).!The!United!Nations!Convention!on!the!rights!of!child!as!policy!!

!!!!!and!strategy!for!social!work!action!in!child!welfare!in!the!United!States.!Social'Work,''

'''''57(1),!11O22.!!

Supplee,!L.!H.,!&!Metz,!A.!(2015).!Opportunities!and!challenges!in!evidenceObased!social!!

!!!!!policy.!Social'Policy'Report,'28(4),!1O31.!Retrieved!from:!

http://www.srcd.org/sites/default/files/documents/spr_28_4.pdf!

Social'Work.!National!Association!of!Social!Workers.!NASW!Press:!Washington,!DC.!

The!Fair!Chance!Act!(2015).!Community!Service!Society.!Retrieved!from:!!

!!!!!https://fairchancenyc.wordpress.com/!

The'Sentencing'Project.!Retrieved!from:!http://www.sentencingproject.org/!

The!United!Nations!Universal!Declaration!of!Human!Rights.!Retrieved!from:!!!!

http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf!

U.S.'Department'of'Education.!McKinneyOVento!Homeless!Education!Assistance!!

!!!!!Improvement!Act!of!2001.!Retrieved!from:!http://www2.ed.gov/policy/elsec/leg/esea02/pg116.html!

Wagner!P.,!&!Rabuy,!B.!(2016).!Mass!Incarceration:!The!Whole!Pie.!Prison!Policy!!

!!!!!Initiative.!Retrieved!from:!http://www.prisonpolicy.org/reports/pie2016.html!

WeissOGal,!I.!(2013).!Policy!practice!in!practice:!The!inputs!of!social!workers!in!!

!!!!!legislative!committees.!Social'Work,'58(4),!304O313.!!

! !

39

Section(AIV:(New(Courses(AIV.1(((Department(s), Social(Work(Career, [](Undergraduate(X(Graduate(Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(Subject,Area, SCWK(Course,Number, 503(Course,Title, Social(Work(Practice(I(–(Individuals,(Families(&(Groups(

Catalogue,Description, Social(Work(503(provides(the(foundation(skills(for(social(work(practice(with(individuals,(families(and(groups.(It(emphasizes(analytic(and(practice(skills(as(a(well(as(values(and(ethics(necessary(for(generalist(direct(practice.(

Pre>requisite(s), Official(acceptance(to(the(MSW(program(Co>requisite(s), None(Credits, 3(Contact,Hours,[total,(lecture,,lab)], 3(hrs.(lecture((

Liberal,Arts, [](Yes(X(No(Course,Attribute,,[WI;,H>WEB;,WEB], (

General,Education,Component,

__X__(Not(Applicable(Required( Flexible(____(English(Composition( ____(World(Cultures(____(Mathematics( ____(US(Experience(in(its(Diversity(____(Science( ____(Creative(Expression(( ____(Individual(and(Society(( ____(Scientific(World(

Rationale:(Social(Work(503(provides(the(foundation(skills(for(social(work(practice(with(individuals,(families(and(groups.(It(emphasizes(analytic(and(practice(skills(as(a(well(as(values(and(ethics(necessary(for(direct(practice.((

40

York%College%of%the%City%University%of%New%York%Master%of%Social%Work%Program%

SCWK%503!Social%Work%Practice%1%

Course%Syllabus%!Instructor%Information%!Professor:!! ! ! ! ! ! Phone:! !!Email:!! ! ! ! ! !! ! Office:!Office!hours:!! ! ! ! ! ! !!

! ! ! ! ! ! !!Bulletin%Course%Description%Social%Work%503%Social!Work!Practice!1:!3!hrs.!lecture,!3!crs.!Prerequisite:!Official!acceptance!to!the!MSW!program.!This!course!provides!the!foundation!for!social!work!practice!with!individuals,!families!and!groups.!It!emphasizes!analytic!and!practice!skills!as!a!well!as!values!and!ethics!necessary!for!generalist!direct!practice.%Course%Overview!Social!Work!503!is!the!first!of!two!practice!courses!in!the!first!year!of!the!MSW!program.!Students!will!learn!a!variety!of!direct!practice!skills!needed!for!assessment,!intervention!and!evaluation!of!services.!Some!of!these!skills!include:!listening,!rapport!building,!engagement,!exploration,!containment,!problem!solving,!goal!setting,!evaluation!and!termination.!Students!will!learn!about!various!assessment!frameworks!including:!bioJpsychoJsocial,!ecological,!culturally!competent!and!strengthsJbased.!Practice!models!such!as!crisis!intervention,!cognitiveJbehavioral,!solutionJfocused,!traumaJinformed!care!and!case!management!will!also!be!covered.!Special!attention!will!be!paid!throughout!the!course!to!issues!of!diversity!and!social!justice.!Students!will!examine!their!own!values!and!how!issues!of!race,!ethnicity,!gender,!class,!sexual!orientation,!religion!and!ability!relate!to!their!practice!with!individuals,!families!and!groups.!Required%Main%Text%%Hepworth,!D.H.,!Rooney,!R.H.,!DewberryJRooney,!G.!&!StromJGottfried,!K.!(2017).!Direct'

social'work'practice:'Theory'and'skills'(10th'ed.).!Boston,!MA:!Cengage!Learning.!!We!will!use!the!eJversion!of!the!text.!It!comes!packaged!with!access!to!video!examples,!quizzes!and!other!useful!features.!You!can!download!chapters!for!printing!or!for!reading!offline.!You!can!purchase!the!paper!text!version!of!the!book!if!you!prefer!but!the!cost!will!be!higher.!You!should!purchase!the!bundled!CourseJmate!version!so!that!you!have!access!to!the!videos,!quizzes,!etc.!The!text!can!be!ordered!online!at!cengagebrain.com.!!Additional!readings!will!be!available!via!Blackboard!or!in!class.!!!Objectives%Upon!successful!completion!of!this!course,!students!will!be!able!to:!!

1.! Identify!professional!social!work!roles,!values!and!ethics!associated!with!social!work!services!to!individuals,!families!and!groups.!!

2.! Understand!and!articulate!basic!interviewing!skills!such!as!listening,!empathy,!genuineness,!pacing,!elaboration,!clarification!and!focusing.!

!3.! Assess!client!strengths!and!challenges!from!a!bioJpsychoJsocial,!culturally!competent!

and!strengthsJbased!perspective.!

41

!4.! Develop!mutuallyJagreed!upon!goals!with!clients!and!develop!appropriate!service!plans!

from!these!goals.!!

5.! Identify!strategies!for!monitoring!and!evaluating!social!work!interventions.!!

6.! Identify!beginning!skills!in!termination!with!clients.!!

7.! Develop!the!capacity!for!critical!selfJawareness!and!selfJexamination!relative!to!direct!practice!with!clients.!

!Core Competencies Competency Practice Behavior Outcome

Measures Competency 1: Demonstrate Ethical and Professional Behaviors

1.2 Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication

Initial Case Assessment

Competency 2: Engage Diversity and Difference in Practice

2.3 Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies

Final Reflection

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice

4.3 Use and translate research evidence to inform and improve practice, policy and service delivery

Goal-Setting/ Intervention Paper

Competency 7: Assess Individuals, Families, Organizations and Communities

7.2 Collect and organize data, and apply critical thinking to interpret information from clients and constituencies

Initial Case Assessment

7.4 Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Goal-Setting/ Intervention Paper

%Assignments/Evaluation%of%Student%Performance%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1.% Initial!Case!Assessment! 15%! Session!7!2.% GoalJsetting/Intervention!Plan! 15%! Session!10!3.% Case!Summary! 25%! Session!13!4.% Final!Reflection! 15%! Session!14!5.% Final!Exam!(cumulative)! 20%! Session!15!6.% Participation!and!Active!Engagement!(contribution!to!

class!discussion,!attendance!and!punctuality)!10%! !

!!

WEEKLY%COURSE%OUTLINE%

42

Week%1:%Introduction%%•! Class!introductions!•! Course!overview!and!preparation!•! Class!ground!rules!•! Preparing!yourself!for!interpersonal!practice!•! Setting!learning!goals!

%Week%2:%Overview%of%interpersonal%practice,%foundational%concepts,%ethics%%Chapter!1:!The!Challenges!and!Opportunities!of!Social!Work!(pp.!2J22)!Chapter!2:!Direct!Practice:!Domain,!Philosophy,!and!Roles!(pp.!23J34)!Chapter!3:!Overview!of!the!Helping!Process!(pp.!35J56)!Chapter!4:!Operationalizing!the!Cardinal!Social!Work!Values!(pp.!57J87)!!NASW!Code!of!Ethics,!http://www.socialworkers.org/pubs/code/default.asp!!Week%3:%Relationship%Building%Skills%!Chapter!5:!Building!Blocks!of!Communication:!Communicating!with!Empathy!and!Authenticity!(pp.!91J137)!!Week%4:%Interviewing%Skills%!Chapter!6:!Verbal!Following,!Exploring!and!Focusing!Skills!(pp.!138J167)!Chapter!7:!Eliminating!Counterproductive!Communication!Patterns!and!Substituting!Positive!Alternatives!(pp.!168J186)!!Week%5:%Assessment%with%Individuals%!Chapter!8:!Assessment:!Exploring!and!Understanding!Problems!and!Strengths!(pp.!187J215)!!Week%6:%Assessment%with%Individuals%!Chapter!9:!Assessment:!Intrapersonal!and!Environmental!Factors!(pp.!216J250)!!Week%7:%Setting%goals%%!Chapter!12:!Developing!Goals!&!Formulating!a!Contract!(pp.!312J361)!!Week%8:%Change%strategies%!Chapter!13:!Planning!&!Implementing!ChangeJOriented!Strategies!(pp.!364J391)!!Week%9:%Change%Strategies%cont.%!Chapter!13:!Planning!&!Implementing!ChangeJOriented!Strategies!(pp.!391J421)!!!Week%10:%Groups%–%Assessment%and%Planning%!Chapter!11:!Forming!and!Assessing!Social!Work!Groups!(pp.!279J311)!

43

!Week%11:%Groups%–%Intervention%Strategies%!Chapter!16:!Intervening!in!Social!Work!Groups!(pp.!484J511)!!Week%12:%Families%–%Assessment%&%Planning%!Chapter!10:!Assessing!Family!Functioning!in!Diverse!Family!and!Cultural!Contexts!(pp.!251J278)!!Week%13:%Families%–%Intervention%!!Chapter!15:!Enhancing!Family!Functioning!and!Relationships!(pp.!455J483)!!Week%14:%Endings%!Chapter!19:!The!Final!Phase:!Evaluation!and!Termination!(pp.!568J584)!!

44

E`Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student%Resources%and%Policies:%!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inJclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!%%Division%of%Student%Development%http://www.york.cuny.edu/produceJandJprint/contents/bulletin/divisionJofJstudentJdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentJcorner/studentJcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentJcorner/studentJdevelopment/seek!%Student%Policies%and%Procedures%https://www.york.cuny.edu/studentJdevelopment/studentJpoliciesJandJprocedures/studentJpoliciesJandJprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentJdevelopment/star!!

45

Writing%Resource!!https://www.york.cuny.edu/student/writingJcenter!!!

Instructor’s%Bibliography%&%Additional%Resources%!American!Psychological!Association.!(2010).!Publication'manual'of'the'American'Psychological'Association'

(6th!ed.).!Washington,!D.C.:!Author.!!Corcoran,!J.!(2016).!Motivational'interviewing:'A'workbook'for'social'workers.!Chicago:!!! Lyceum!Books.!!DeLuciaJWaack!&!Donigan,!J.!(2004).!Practice'of'multicultural'group'work:'Visions'and''' perspectives'from'the'field.!Boston:!Cengage!Learning.!!Grady,!M.D.!&!Dombo,!E.A.!(2016).!Moving'beyond'assessment:'A'practical'guide'for''' beginning'helping'professionals.!New!York:!Oxford!University!Press.!!Guadalupe,!K.!&!Welkley,!D.!(2012).!Diversity'in'family'constellations:'Implications'for''' practice.!Chicago:!Lyceum!Books.!!Kadushin,!A.!(2013).!The'social'work'interview!(5th!Edition).!New!York:!Columbia!!!!!!!!University!Press.!!Lantz,!J.!&!HarperJDorton,!K.!(2007).!Cross'cultural'practice:'Social'work'with'diverse''' populations.!Chicago:!Lyceum!Books.!!Mizrahi,!T.!&!Davis,!L.!(Eds.)!(2008).!Encyclopedia'of'social'work!(20th!Edition).!New!!!!!!!!York:!Oxford!University!Press.!!Shulman,!L.!(2011).!Dynamics'and'skills'of'group'counseling.!Boston:!Cengage!!!!!!!!Learning.!!Thomlison,!B.!(2016).!Family'assessment'handbook:'An'introduction'and'practical'guide''''''''To'family'assessment!(4th!Edition).!Boston:!Cengage!Learning.!!

!www.nasw.org! ! National!Association!of!Social!Workers!www.ifsw.org.! ! ! International!Federation!of!Social!Workers!www.unwire.org! ! United!Nations!Global!News!for!Human!Rights!www.cuny.libraries.edu! City!University!of!New!York!Office!of!Library!Services!www.apa.org! ! ! American!Psychological!Association!!!!!!!!!

Section(AIV:(New(Courses(

(

AIV.1((

(

Department(s), Social(Work(

Career, [](Undergraduate([X](Graduate(

Academic,Level, [X](Regular([](Compensatory([](Developmental([](Remedial(

Subject,Area, SCWK(((

Course,Number, 505(

Course,Title, Human(Behavior(and(the(Social(Environment(I(

Catalogue,Description, First(course(in(a(2Osemester(sequence(focusing(on(microOlevel(human(development(over(the(life(span,(conceptual(frameworks(

and(theoretical(models(of(human(behavior,(and(major(theories(used(in(social(work(practice(with(individuals(groups(and(families.((

Pre>requisite(s), Admission(to(the(MSW(program(and(official(acceptance(into(the(program.(((

Co>requisite(s), None(

Credits, 3(

Contact,Hours,[total((lecture,(lab)](

3(hrs.(lecture(

Liberal,Arts, [](Yes([X](No(

Course,Attribute,,[WI;(HOWEB;(WEB], (


___X_(Not(Applicable(

Required( Flexible(____(English(Composition( ____(World(Cultures(

____(Mathematics( ____(US(Experience(in(its(Diversity(

____(Science( ____(Creative(Expression(

( ____(Individual(and(Society(

( ____(Scientific(World(

Rationale:(This(course(is(required(by(The(Council(on(Social(Work(Education(as(a(generalist(course(for(the(MSW(degree.(The(course(contains(

content(includes(empirically(based(theories(that(focus(on(the(reciprocal(relationships(between(human(behavior(and(the(social(environment(at(

the(micro(level., ,

49

York%College%of%the%City%University%of%New%York%MSW%Social%Work%Program%

SCWK%#%505%Human%Behavior%and%the%Social%Environment%I%

%COURSE%SYLLABUS%

%Instructor%Information%%Professor:( ( ( ( ( Phone:( (Email:( ( ( ( ( ( Office:( ((Office(Hours:(((Bulletin%Course%Description%%Human(Behavior(and(the(Social(Environment(I.((3(hrs.,(3(crs.,(Pre=requisite:(Official(acceptance(into(the(program.((First(course(in(a(2=semester(sequence(focusing(on(micro=level(human(development(over(the(life(span,(conceptual(frameworks(and(theoretical(models(of(human(behavior,(and(major(theories(used(in(social(work(practice(with(individuals(groups(and(families.(((Course%Overview%(The(human(condition(is(complex(and(multifaceted.(Knowledge(about(human(development(over(the(life(cycle(enhances(social(workers(in(their(goals(of(assessment,(intervention,(enhancing(well=being(and(promoting(social(justice.(Working(with(individuals,(families,(groups,(and(larger(organizations(requires(an(extensive(knowledge(of(the(biological,(psychological,(social,(cultural(and(spiritual(influences(on(human(systems.((The(reciprocal(interaction(of(the(person(with(their(environment(is(also(critical(in(understanding(human(systems(and(effecting(change.(Central(to(understanding(the(impact(of(the(environment(on(the(human(condition(is(an(understanding(of(the(roots(and(mechanisms(of(oppression.(This(course(will(provide(a(foundation(for(understanding(individual(human(development(and(the(influences(of(micro=level(practice(with(a(focus(on(human(diversity.(((Required%Main%Text%%%Lundahl,(B.W.,(&(Hull,(G.H.(((2015).((Applied'Human'Behavior'in'the'Social''''''''Environment.((Boston:(Pearson.(((( % %

50

Objectives%(Upon(successful(completion(of(this(course,(students(will(be(able(to:((1.(Identify(observable(behavior(and(internal(capacities(associated(with("normative,"(healthy,(and(problematic(development(across(the(life(course.((2.(Identify(variables(contributing(to(the(complexity(of(human(growth(and(development(throughout(the(life(span.((3.(Understand(and(articulate(the(influences(biological,(psychological,(social,(cultural(and(spiritual(factors(on(human(development.(((4.(Utilize(conceptual(frameworks,(models(and(theories(to(guide(social(work(practice(processes(of(assessment,(intervention,(and(evaluation.((5.(Identify(and(understand(the(mechanisms(of(oppression(and(the(influence(of(marginalization(on(human(development(and(well=being.((((6.((Describe(the(effects(of(oppression(based(on((and(including(but(not(limited(to),(race,(ethnicity,(gender,(sexual(orientation,(social(class,(age,(religion,(and(ability(on(individuals,(families,(small(groups,(organizations,(and(communities.((Apply(this(knowledge(to(social(work(practice(working(with(diverse(populations.((7.(Use(critical(thinking(in(applying(HBSE(knowledge(to(understanding(person,(environment,(and(their(ongoing,(reciprocal(influence(on(one(another.((Core%Competencies%%Competency% Practice%Behavior%% Outcome%

Measures%Competency%2:((Engage(Diversity(and(Difference(in(Practice(

2.1(Apply(and(communicate(the(importance(of(diversity(and(difference(in(shaping(life(experiences(in(practice(at(the(micro,(mezzo(and(macro(levels.(

Applied(theoretical(paper(

Competency%6:((Engage(with((Individuals,(Families,((Groups,(Organizations(and((Communities(

6.1%Apply(knowledge(of(human(behavior(and(the(social(environment,(person=in=environment,(and(other(multidisciplinary(frameworks(to(engage(with(clients(and(constituencies.(((

Applied(theoretical(paper(

Competency%7:((Assess(Individuals,(Families,(Organizations(and(Communities(

7.2(Apply(knowledge(of(human(behavior(and(the(social(environment,(person=in=environment,(and(other(multidisciplinary(theoretical(frameworks(in(the(analysis(of(assessment(data(from(clients(and(constituencies.(

Analysis(paper((

Competency%7:((Assess(Individuals,(Families,(

7.4%Select(appropriate(intervention(strategies(based(on(the(assessment,(

Research(paper(

51

Organizations(and(Communities(

research(knowledge,(and(values(and(preferences(of(clients(and(constituencies.%

%%%Assignments/Evaluation%of%Student%Performance%%(( Assignment% %%of%total%grade% Due%1( Brief(Analysis(Paper( 15%( Session(5(2( Applied(Theoretical(Paper(( 25%( Session(9(3( Research(Paper( 30%( Session(12(4( Final(Group(Project( 30%( Session(15(

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WEEKLY%COURSE%OUTLINE%%%

Sessions%1Z3.%%Methods%for%Understanding%the%Human%Condition%%Week%1.%%%Course%Overview,%CSWE%Core%Competencies,%Models%of%Social%Work%Practice%and%Practice%Areas%%Required%Reading:%%TEXTBOOK:(Lundahl(&(Hull,(Chapter(1:(Social(Work(and(Human(Behavior((pp.(1=14)( Barker, R. (1999). The social work dictionary (4th ed.). Washington, DC: NASW Press. Steele, C. M. (2012). Conclusion: Extending and applying stereotype threat research: A brief essay. In M. Inzlicht & T. Schmader (Eds.), Stereotype threat: Theory, process, and application (pp. 297-303). New York: Oxford University Press. U.S. Department of Health and Human Services. (2011). Child Welfare Information Gateway. Retrieved from http://www.childwelfare.gov/systemwide/laws_policies/state/index.cfm?event=sta teStatutes.processSearch Week%2.%%%Norms,%Bioecological%Model,%Ecological%Model%and%Life%Span%Approach%%%( (Required%Reading:%(TEXTBOOK:(Lundahl(&(Hall,(Chapter(2:((Examining(the(Human(Experience((pp.(15=31)((American(Psychological(Association.((2009).(Resolution(on(appropriate(affirmative((((((((responses(to(sexual(orientation(distress(and(change(efforts.(Retrieved(from((((((((http://www.apa.org/about/policy/sexual=orientation.aspx((Brofenbrenner,(U.(&(Morris,(P.A.((2006).((The(Bioecological(model(of(human((((((((development(in(Handbook'of'child'psychology.'(pp.(793=828).((Wiley(Online((((((((Library.((((Lundahl,(B.,(Risser,(H.,(&(Lovejoy,(M.((2006).(A(meta=analysis(of(parent(training:((((((((Moderators(and(follow=up(effects.(Clinical'Psychology'Review,'26(1),(86–104.((((((((

Week%3.%%%Types%and%Sources%of%Knowledge,%Types%of%Theories%of%Human%Behavior,%Goals%of%Science%%Required%Reading:%%

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TEXTBOOK:(Lundahl(&(Hall,(Chapter(3:(Methods(for(Understanding(Influences(on(Human(Behavior((pp.(32=49)((Boysen,(G.(A.((2010).(Integrating(implicit(bias(into(counselor(education.(Counselor''''''''Education'and'Supervision,'49(4),(210–227((Marton,(I.,(Wiener,(J.,(Rogers,(M.,(Moore,(C.,(&(Tannock,(R.((2009).(Empathy(and(social((((((((perspective(taking(in(children(with(attention=deficit/hyperactivity(disorder.(Journal'of''''''''Abnormal'Child'Psychology,'37(1),(107–118.((Steele,(C.(M.((2012).(Conclusion:(Extending(and(applying(stereotype(threat(research:(A((((((((brief(essay.(In(M.(Inzlicht(&(T.(Schmader((Eds.),(Stereotype'threat:'Theory,'process,''''''''and'application((pp.(297–303).(New(York:(Oxford(University(Press.((

Weeks%4Z6.%%%Biological%Influences%on%Human%Behavior%%%Week%4.%Biological%Influences%on%Human%Behavior:%Physical%Development%%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(4:(Biological(Influences(on(Human(Behavior:(Physical(Development((pp.(50=81)((Friedman,(S.,(Heneghan,(A.,(&(Rosenthal,(M.((2009).(Characteristics(of(women(who(do((((((((not(seek(prenatal(care(and(implications(for(prevention.'Journal'of'Obstetric,''''''''Gynecologic,'&'Neonatal'Nursing:'Clinical'Scholarship'for'the'Care'of'Women,''''''''Childbearing'Families,'&'Newborns,(38(2),(174–181.((Lanza,(S.(T.,(&(Collins,(L.(M.((2002).(Pubertal(timing(and(the(onset(of(substance(use(in((((((((females(during(early(adolescence.(Prevention'Science,'3(1),(69–82.((

Week%5.%%%Biological%Influences%on%Human%Behavior:%Central%Nervous%System%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(5:(Biological(Influences(on(Human(Behavior:(Central(Nervous(System((pp.(82=104)((Crick,(N.,(&(Dodge,(K.((1994).(A(review(and(reformulation(of(social(information=(((((((processing(mechanisms(in(children’s(social(adjustment.(Psychological'Bulletin,((((((('115(1),(74–101.((Pratt,(L.(A.,(Brody,(D.(J.,(&(Gu,(Q.((2011).(Antidepressant(use(in(persons(aged(12(and((((((((over:(United(States,(2005–2008((NCHS(Data(Brief(No.(76).(The'Center'for'Disease''''''''Control'and'Prevention.(Retrieved(April(29,(2103,(from:((((((((((http://www.cdc.gov/nchs/data/databriefs/db76.pdf(((Tolman,(R.,(Himle,(J.,(Bybee,(D.,(Abelson,(J.,(Hoffman,(J.,(&(Van(Etten=Lee,(M.((2009).((

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((((((Impact(of(social(anxiety(disorder(on(employment(among(women(receiving(welfare((((((((benefits.(Psychiatric'Services,'60(1),(61–66.((

Week%6.%%Biological%Influences%on%Human%Behavior:%Health%and%Illness%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(6:(Biological(Influences(on(Human(Behavior:(Health(and(Sickness((pp.(105=126)((Benjamin,(G.((2008).(Reducing(unhealthy(behaviors:(where(do(we(start?(American((((((((Journal'of'Public'Health,'98(9,(Suppl.1),(S138((Centers(for(Population(Health(and(Health(Disparities.((2007).(Cells(to(society:(((((((( Overcoming(health(disparities.(Retrieved(from(((((http://cancercontrol.cancer.gov/populationhealthcenters/cphhd/documents/CPHHD_report.pdf((Kalichman,(S.,(Eaton,(L.,(&(Cherry,(C.((2010).(“There(is(no(proof(that(HIV(causes((((((((AIDS”:(AIDS(denialism(beliefs(among(people(living(with(HIV/AIDS.(Journal'of''''''''Behavioral'Medicine,'33(6),(432–440.(doi:10.1007/s10865=010=9275=7((Wu,(Q.,(Chen,(H.,(&(Xu,(X.((2012).(Violence(as(a(risk(factor(for(postpartum(depression((((((((in(mothers:(A(meta=analysis.(Archives'of'Women’s'Mental'Health,'15(2),(107–114.((((((((doi:10.1007/s00737=011=0248=9(((

Week%7.%%Cognitive%Influences%on%Human%Behavior%%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(7:(Cognitive(Influences(on(Human(Behavior((pp.(127=146)((Boake,(C.((2002).(From(the(Binet=Simon(to(the(Wechsler=Bellevue:(Tracing(the(history((((((((of(intelligence(testing.(Journal(of(Clinical(and(Experimental(Neuropsychology,(24(3),((((((((383–405.((Furnham,(A.,(&(Christoforou,(I.((2007).(Personality(traits,(emotional(intelligence(and((((((((multiple(happiness.(North(American(Journal(of(Psychology,(9(3),(439–462.((Kaiser,(J.,(Snyder,(T.(D.,(&(Rogers,(C.(S.((1995).(Adult(choice(of(toys(affects(children’s((((((((prosocial(and(antisocial(behavior.(Early'Child'Development'and'Care,'111,(181–193.(%Reynolds,(C.(R.,(&(Suzuki,(L.(A.((2013).(Bias(in(psychological(assessment:(An(empirical((((((((review(and(recommendations.(In(J.(R.(Graham,(J.(A.(Naglieri,(&(I.(B.(Weiner((Eds.),((((((((Handbook'of'psychology.'Vol'10:'Assessment'psychology((2nd(ed.,(pp.(82–113).((((((((Hoboken,(NJ:(John(Wiley(&(Sons(Inc.(%Week%8.%%%Social%Influences%on%Human%Behavior%%

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%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(8:(Social(Influences(on(Human(Behavior((pp.(147=168)(Piotrowski,(C.(C.((2011).(Patterns(of(adjustment(among(siblings(exposed(to(intimate((((((((partner(violence.(Journal'of'Family'Psychology,'25(1),(19–28.((Ranson,(K.(E.,(&(Urichuk,(L.(J.((2008).(The(effect(of(parent=child(attachment((((((((relationships(on(child(biopsychosocial(outcomes:(A(review.(Early'Child'Development''''''''and'Care,'178(2),(129–152.((Shih,(M.,(&(Sanchez,(D.(T.((2005).(Perspectives(and(research(on(the(positive(and((((((((negative(implications(of(having(multiple(racial(identities.(Psychological'Bulletin,''''''''131(4),(569–591.(%Week%9.%%%Psychological%Influences%on%Human%Behavior%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(9:(Emotional(Influences(on(Human(Behavior((pp.(169=187)(%Koole,(S.((2009).(The(psychology(of(emotion(regulation:(An(integrative(review.((((((((Cognition'and'Emotion,'23(1),(4–41.((((Mendelson,(T.,(Turner,(A.,(&(Tandon,(S.((2010).(Violence(exposure(and(depressive((((((((symptoms(among(adolescents(and(young(adults(disconnected(from(school(and(work.((((((((Journal'of'Community'Psychology,'38(5),(607–621.%(Seligman,(M.,(&(Csikszentmihalyi,(M.((2000).(Positive(psychology:(An(introduction.((((((((American'Psychologist,'55(1),(5–14.((

Week%10.%%Racial%and%Cultural%Diversity%and%Influences%on%Human%Behavior%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%*%(note%there%is%a%change%in%sequence%of%textbook%chapters)%%(Required%Reading%(TEXTBOOK:(Lundahl(&(Hall,(Chapter(15:(Cultural(Influences(on(Human(Behavior((pp.(332=355)((Alford,(K.(A.((2003).(Cultural(themes(in(rites(of(passage:(Voices(of(young(African((((((((American(males.(Journal'of'African'American'Studies,'7(1),(3–26.((Brondolo,(E.,(Gallo,(L.(C.,(&(Myers,(H.(F.((2009).(Race,(racism,(and(health:(Disparities,((((((((mechanisms(and(interventions.(Journal'of'Behavioral'Medicine,'32,(1–8.((Martinez,(J.(S.,(Smith,(T.(B.,(&(Barlow,(S.(H.((2007).(Spiritual(interventions(in((((((((psychotherapy:(Evaluations(by(highly(religious(clients.(Journal'of'Clinical''''''''Psychology,'63(10),(943–960((Raden,(D.((2003).(Ingroup(bias,(classic(ethnocentrism,(and(non=ethnocentrism(among((

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((((((American(whites.(Political'Psychology,'24(4),(803–828((

Week%11.%Gender%and%Sexuality%Influences%on%Human%Behavior%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(10:(Gender(and(Sexuality(Influences(on(Human(Behavior((pp.(188=219)%(Jean,(R.(T.,(Bondy,(J.(L.,(Wilkinson,(A.(V.,(&(Forman,(M.(R.((2009).(Pubertal((((((((development(in(Mexican(American(girls:(The(family’s(perspective.(Qualitative'''''''Health'Research,'19(9),(1210–1222.((National'School'Climate'Survey:'LGBT'youth'face'pervasive,'but'decreasing'levels'of''''''''harassment.(((2012).((Retrieved(from(http://www.glsen.org((Tolman,(D.(L.,(&(Diamond,(L.(M.((2001).(Desegregating(sexuality(research:(Cultural(and((((((((biological(perspectives(on(gender(and(desire.(Annual'Review'of'Sex'Research,12,(33–(((((((74.(((((

Weeks%12Z14.%%Developmental%Phases%Influencing%Human%Behavior%(

Week%12.%%Early%and%Middle%Childhood%%%(Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(11:(Major(Life(Phases(Influencing(Human(Behavior:(Childhood((pp.(220=238)((Darling,(N.,(&(Steinberg,(L.((1993).(Parenting(style(as(context:(An(integrative(model.((((((((Psychological'Bulletin,'113,(487–496.((Maccoby,(E.(E.((2002).(Parenting(effects:(Issues(and(controversies.(In(J.(G.(Borkowski,(S.((((((((L.(Ramey,(&(M.(Bristol=Power((Eds.),(Parenting'and'the'child’s'world:'Influences'on''''''''academic,'intellectual,'and'social^emotional'development((pp.(35–46).(Mahwah,(NJ:((((((((Lawrence(Erlbaum.((Noll,(J.,(&(Shenk,(C.((2010).(Introduction(to(the(special(issue:(The(physical(health((((((((consequences(of(childhood(maltreatment—implications(for(public(health.(Journal'of''''''''Pediatric'Psychology,(35(5),(447–449.((Xu,(Y.((2010).(Children’s(social(play(sequence:(Parten’s(classic(theory(revisited.(Early((((((((Child'Development'and'Care,'180(4),(489–498.((

Week%13.%%%Adolescence%%%

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%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(12:(Major(Life(Phases(Influencing(Human(Behavior:(Adolescence((pp.(239=263)(%Ferrer=Wreder,(L.,(Palchuk,(A.,(Poyrazli,(S.,(Small,(M.(L.,(&Domitrovich,(C.(E.((2008).((((((((Identity(and(adolescent(adjustment.(Identity:'An'International'Journal'of'Theory'and''''''''Research,(8(2),(95–105.((Forthun,(L.(F.,(Montgomery,(M.(J.,(&(Bell,(N.(J.((2006).(Identity(formation(in(a(relational((((((((context:(A(person=centered(analysis(of(troubled(youth.(Identity:(An'International''''''''Journal'of'Theory'and'Research,'6(2),(141–167.(((Moilanen,(K.(L.,(Crockett,(L.(J.,(Raffaelli,(M.,(&(Jones,(B.(L.((2010).(Trajectories(of((((((((sexual(risk(from(mid=adolescence(to(early(adulthood.(Journal'of'Research'on''''''''Adolescence,'20,(S114–S139.((

Week%14.%%%Early,%Middle%and%Later%Adulthood%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(13:(Major(Life(Phases(Influencing(Human(Behavior:(Adult((pp.(265=295)((Alley,(D.(E.,(Soldo,(B.(J.,(Pagán,(J.(A.,(McCabe,(J.,(deBlois,(M.,(Field,(S.(H.,(Cannuscio,((((((((C.(C.((2009).(Material(resources(and(population(health:(Disadvantages(in(health(care,((((((((housing,(and(food(among(adults(over(50(years(of(age.(American'Journal'of'Public''''''''Health,(99,(S693–S701.((Blazer,(D.(G.((2010).(The(origins(of(late=life(depression.(Psychiatric'Annals,(40(1),(13–(((((((18.((Freund,(A.(M.,(&(Ritter,(J.(O.((2009).(Midlife(crisis:(A(debate.(Gerontology,'55,(582–(((((((591.((Kearns=Bodkin,(J.(N.,(&(Leonard,(K.(E.((2008).(Relationship(functioning(among(adult((((((((children(of(alcoholics.(Journal'of'Studies'in'Alcohol'and'Drugs,(69(6),(941–950.((Langer,(N.((2009).(Late(life(love(and(intimacy.(Educational'Gerontology,(35,(752–764.((

Week%15:%%Final%Group%Project(%%%%%% %

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EZLearning%Systems%%%%All(students(are(required(to(have(valid(York(College(email(account(and(communicate(exclusively(via(these(accounts.(Students(should(be(proficient(in(using(Blackboard(electronic(platform(as(all(course(documents,(assignments(and(announcements(will(be(posted(there.(Also,(Blackboard(will(be(utilized(for(electronic(discussion(boards,(access(to(the(grading(center,(etc.((Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations(to(academic(integrity(include(cheating,(plagiarism,(fabrication,(purchasing(other’s(work(and(submitting(it(as(one’s(own,(complicity((allowing(one’s(work(to(be(used(by(others),(multiple(submission(of(work,(and(misuse(of(computers.((Violations(to(academic(integrity(during(the(course(will(be(addressed(in(accordance(with(The(City(University(of(New(York(policy(on(academic(integrity,(as(described(in(the(York(College(Bulletin((see(York(College(Bulletin).((CUNY(Policy(on(Academic(Integrity((including(plagiarism)(http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((Student%Resources%and%Policies:%(Attendance:((Students(are(expected(to(attend(all(classes(and(to(be(on(time.((In(the(event(of(an(absence,(students(are(expected(to(contact(the(instructor(about(the(reason(for(the(absence.(((Course(grades(will(be(lowered(for(more(than(one(absence.((Lateness(for(class(will(be(incorporated(into(the(final(grade.((Any(student(arriving(more(than(30(minutes(late(will(be(considered(absent.(((Participation:((Participation(will(be(incorporated(into(the(Attendance(&(Participation(grade.((Participation(includes(preparing(for(class(by(completing(assigned(readings,(participating(in(class(discussions(in(an(informed(manner,(moving(the(class(forward(by(asking(questions(or(comments,(and(actively(completing(in=class(exercises.((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%(

(%%%%%Division%of%Student%Development%http://www.york.cuny.edu/produce=and=print/contents/bulletin/division=of=student=development((Tutoring%Services%https://www.york.cuny.edu/student/student=corner/student=corner/tutoring((SEEK%Program%https://www.york.cuny.edu/student/student=corner/student=development/seek(%Student%Policies%and%Procedures%

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https://www.york.cuny.edu/student=development/student=policies=and=procedures/student=policies=and=procedures((CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/student=development/star((Writing%Resource((https://www.york.cuny.edu/student/writing=center((((% %

60

(Instructor’s%Bibliography(

%American(Psychological(Association.((2010).(Publication'manual'of'the'American''''''''Psychological'Association,((6th(ed.).(Washington,(D.C.:(Author.((American(Psychiatric(Association.((2013).(Diagnostic'and'statistical'manual'of'mental''''''''disorders((5th(ed.).(Washington,(DC:(Author.((Ashford,(J.(B.,(LeCroy,(C.(W.,(&(Lortie,(K.(L.((2006).(Human'behavior'in'the'social''''''''environment:'A'multidimensional'approach((3rd(ed.).(Belmont,(CA:(Thomson/Brooks((((((((Cole.((Carter,(I.((2013).(Human'behavior'in'the'social'environment.(AldineTransaction.((Glicken,(M.(D.((2008).(A(guide(to(writing(for(human(services(professionals.(NY:((((((((Rowman(&(Littlefield.((Hutchison,(E.(D.((2010).(Dimensions'of'human'behavior:'The'changing'life'course.(Sage.((Lundahl,(B.W.,(&(Hull,(G.H.(((2015).((Applied'Human'Behavior'in'the'Social''''''''Environment.((Boston:(Pearson.(((( ((Malina,(R.,(Bouchard,(C.,(&(Bar=Or,(O.((2004).(Growth,'maturation,'and'physical''''''''activity((2nd(ed.).(Champaign,(IL:(Human(Kinetics.((National(Association(of(Social(Workers((2009).((Code'of'Ethics.''Washington,(DC:((((((((Author.((Prochaska,(J.(O.,(&(Norcross,(J.(C.((2010).(Systems'of'psychotherapy:'A'Transtheoretical''''''''approach.(Australia:(Thompson(Brooks/Cole.((Sallis,(J.(F.,(Owen,(N.,(&(Fisher,(E.(B.((2008).(Ecological(models(of(health(behavior.((((((((Health'behavior'and'health'education:'Theory,'research,'and'practice,(4,(465=486.((Santrock,(J.(W.((2008).(Life^span'development.(Boston:(McGraw=Hill.((Schriver,(J.M.((2015).(Human'behavior'and'the'social'environment:'Shifting'paradigms''''''''in'essential'knowledge'for'social'work'practice'(6th(ed.).(Needham(Heights,(MA:(((((((Pearson/Allyn(&(Bacon.((Zastrow,(C.(H.,(&(Kirst=Ashman,(K.(K.((2006).(Understanding(human(behavior(and(the((((((((social(environment((7th(ed.).(Belmont,(CA:(Thompson=Brooks(/Cole.(( (

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Section(AIV:(New(Courses(AIV.1(((Department(s), Social(Work(Career, [](Undergraduate(X(Graduate(Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(Subject,Area, SCWK(Course,Number, 507(Course,Title, Generalist(Field(Placement(&(Seminar(I(

Catalogue,Description,Social(Work(507(is(the(first(of(two(generalist(seminar(field(courses(taken(in(the(first(year(of(the(MSW(program.(Course(includes(supervised(field(experience,(integration(of(field(and(classroom(learning(in(a(weekly(onRcampus(seminar(and(onRsite(visits(by(social(work(faculty.(Placements(are(2R3(weekdays(for(a(minimum(of(225(hours(per(semester.(((

Pre>requisite(s), Official(acceptance(to(the(MSW(program(Co>requisite(s), None(Credits, 5(Contact,Hours,[total,(lecture,,lab)], 5(hrs((2(hrs.(Lecture,(3(hours(field)((




Rationale:(SCWK(507(supports(the(educational(focus(of(students’(agencyRbased(internship(and(assists(students(in(applying(knowledge(acquired(in(the(classroom(to(work(in(the(field.(Seminar(instructor(supports(student(placements(by(meeting(with(students(and(supervisors(at(the(agency(to(troubleshoot(problems(that(may(arise(during(the(placement.(

62


SCWK%#%507!Generalist%Field%Placement%and%Seminar%1%

Course%Syllabus%!Instructor%Information%%Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin%Course%Description%Social%Work%507%Generalist%Field!Placement!and!Seminar!1.!5!crs.,!5!hrs.!(2!hrs.!lecture,!3!hrs.!field).!!Prerequisite:!Official!acceptance!to!the!MSW!program.!Social!Work!507!is!the!first!of!two!generalist!seminar!field!courses!taken!in!the!first!year!of!the!MSW!program.!Course!includes!supervised!field!experience,!integration!of!field!and!classroom!learning!in!a!weekly!onNcampus!seminar!and!onNsite!visits!by!social!work!faculty.!!Placements!are!2N3!weekdays!for!a!minimum!of!225!hours!per!semester.!!!!Course%Overview!Social!Work!507!is!the!first!of!two!advanced!seminar!field!courses!taken!in!the!first!year!of!the!MSW!program.!The!course!supports!the!educational!focus!of!students’!agencyNbased!internship.!The!course!assists!students!in!applying!the!knowledge!acquired!through!the!MSW!advanced!curriculum!and!in!acquiring!new!knowledge!to!inform!their!practice.!The!seminar!provides!opportunities!to!analyze!and!critically!reflect!upon!placement!experiences!and!to!link!these!experiences!with!ideas!and!concepts!from!class!and!assigned!readings.!Students!discuss!practice!concerns!and!examine!issues!of!professional!development.!By!exchanging!information!in!the!seminar,!students!broaden!their!internship!education!beyond!their!individual!placements!and!gain!an!understanding!of!social!work!practice!in!diverse!settings.!!!Required%Main%Text%%Ward,!K.!&!Mama,!S.!(2016)!Breaking)out)of)the)box:)Adventure5based)field)instruction.)

Chicago,!Illinois:!Lyceum!Books,!Inc.!!!Additional!readings!will!be!available!via!Blackboard!or!in!class.!!!Objectives%Upon!successful!completion!of!this!course,!students!will!be!able!to:!

1.! Employ!professional!social!work!attitudes,!behaviors,!and!communication!skills!based!on!social!work!values!and!ethical!principles.!

!2.! Integrate!foundation!coursework!with!practice!in!the!field.!

!

3.! Expand!professional!knowledge!and!skills!for!generalist!social!work!practice.!!

4.! Utilize!culturallyNcompetent!empowermentNbased!practice!skills!to!promote!understanding,!sensitivity!and!social!justice!for!marginalized!and!oppressed!client!systems.!

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!5.! Use!supervision,!consultation,!collaboration!and!continuing!education!for!professional!

development.!!Core%Competencies%%

Competency% Practice%Behavior% Outcome%Measures%Competency%1:!Demonstrate!Ethical!and!Professional!Behavior!

1.3!Demonstrate!professional!demeanor!in!behavior,!appearance,!oral,!written!and!electronic!communication!

Final!evaluation!

! 1.5!Use!supervision!and!consultation!to!guide!professional!judgment!and!behavior!

Final!evaluation!

Competency%2:!Engage!Diversity!and!Difference!in!Practice!

2.3!Apply!selfNawareness!and!selfNregulation!to!manage!the!influence!of!personal!biases!and!values!in!working!with!diverse!clients!and!constituencies!

Midterm!reflection!paper!

Competency%6:!Engage!with!Individuals,!Families,!Groups,!Organizations!and!Communities!

6.2!Use!empathy,!reflection!and!interpersonal!skills!to!effectively!engage!diverse!clients!and!constituencies!

Process!recordings!

Competency%7:!Assess!Individuals,!Families,!Groups,!Organizations!and!Communities!

7.1!Collect!and!organize!data,!and!apply!critical!thinking!to!interpret!information!from!clients!and!constituencies!

Case!presentation!

Competency%8:!Intervene!with!Individuals,!Families,!Groups,!Organizations!and!Communities!

8.4!Negotiate,!mediate!and!advocate!with!and!on!behalf!of!diverse!clients!and!constituencies!

Final!evaluation!

%

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Assignments/Evaluation%of%Student%Performance%%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1% Field!performance! 50%! Sessions!7!and!14!2% Midterm!paper!–!Reflection!paper!(cultural!

competence)! 10%! !Session!6!

3% Final!paper!–!Agency!fundamentals!paper! 10%! Session!13!4% Process!Recordings!(10)! 10%! Weekly!5% Case!presentation! 5%! TBD!6% Weekly!journal! 5%! Weekly!7% Seminar!participation!(contribution!to!class!discussion,!

attendance!and!punctuality)! 10%! !

%WEEKLY%COURSE%OUTLINE%

%

Week%1:%Introduction%]%orientation%&%overview%of%the%course%!Required%reading%Ward,!Chapter!1:!Getting!Started!!Assignment%Due%

•! Weekly!journal:!What!expectations!do!you!have!before!beginning!your!placement?!What!anxieties/concerns!do!you!have!about!starting!your!placement?!

%

Week%2:%Professional%relationships%&%supervision%%Required%reading%Ward,!Chapter!2:!Building!Professional!Relationships!Ward,!Chapter!3:!Teamwork:!Your!Supervisor!and!You!!Ward,!Appendix!C:!NASW!Code!of!Ethics!!Assignment%Due%

•! Weekly!journal:!What!do!you!hope!to!get!from!supervision?!How!can!use!supervision!in!a!way!that!will!be!helpful!to!you?!What!is!the!best!way!to!prepare!for!supervision?!

%

Week%3:%Developing%a%professional%self%!Required%reading%Ward,!Chapter!4:!Developing!the!Professional!Self!Color!exercise!(posted!on!Blackboard)!!Assignments%Due%

•! Weekly!journal:!What!did!you!learn!about!your!personality!type?!Does!it!feel!true?!How!will!this!help!you!in!your!work?!What!challenges!could!this!present?!

•! Process!recording!#1!%

Week%4:%Personal%values%and%cultural%competence%in%practice%!Required%reading%Ward,!Chapter!5:!Expectations!and!Stereotypes!!

65

!Malott!&!Schaefle!(2015).!Addressing!clients’!experiences!of!racism:!A!model!for!clinical!

practice.!Journal)of)Counseling)&)Development,)93,!361N369.!!Assignments%Due%

•! Weekly!journal:!In!what!ways!have!you!been!stereotyped?!How!did!this!impact!you?!In!what!ways!have!you!stereotyped!others?!How!might!stereotypes!impact!your!relationships!with!clients?!


Week%5:%Communication%!Required%reading%Ward,!Chapter!6:!Communication:!Building!Bridges,!Not!Walls!!!Assignments%Due%

•! Weekly!journal:!Think!about!a!time!you!met!a!provider!for!the!first!time.!What!did!he/she!communicate!to!you!verbally!and!nonNverbally?!How!did!this!impact!your!level!of!comfort!in!working!with!this!person?!


Week%6:%Insight%into%your%client’s%perceptions%!Required%reading%Ward,!Ch.!7:!Insight!into!Your!Client’s!Perceptions!!Assignments%Due%

•! Weekly!journal:!How!might!you!approach!a!client!who!you!believe!is!making!a!bad!decision?!

•! Process!recording!#4!•! MIDTERM!ASSIGNMENT:!CULTURAL!REFLECTION!PAPER!

%

Week%7:%Theory%and%evidence]based%models%

!Required%reading%Ward,!Ch.!9:!Pick!a!Theory,!Any!Theory!!Choose!one!of!the!theories!described!in!Chapter!9!and!find!a!scholarly!article!about!this!theoretical!model:!personNcentered;!behavioral;!cognitiveNbehavioral;!psychodynamic;!family!systems.!Be!prepared!to!discuss!this!article!in!class.!!Assignments%Due%

•! Weekly!journal:!Which!theory!(described!in!Chapter!9)!interests!you!the!most!and!why?!What!did!you!learn!from!the!article!that!you!read!that!you!might!use!in!your!work!with!clients?!

•! Process!recording!#5!•! MIDTERM!EVALUATION!WITH!SUPERVISOR!SIGNATURE!

%

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Week%8:%Intervention%planning%!Required%reading%Ward,!Ch.!10:!Intervention!Planning!!Assignments%Due%

•! Weekly!journal:!What!are!some!goals!that!your!clients!have!identified?!How!do!your!goals!for!them!differ?!If!there!is!a!discrepancy!between!the!client’s!goals!and!your!own,!how!do!you!approach!this?!What!strengths!does!the!client!have!that!will!help!him!or!her!in!meeting!the!goals?!


Week%9:%Boundaries%!Required%reading%Ward,!Ch.!12:!Boundaries:!The!Invisible!Lines!of!Trust!!Assignments%Due%

•! Weekly!journal:!Why!are!professional!boundaries!important?!•! Process!recording!#6!

%

Week%10:%Difficult%issues%and%difficult%situations%!Required%reading%Ward,!Ch.!13:!Difficult!Issues!and!Difficult!Clients!!Assignments%Due%

•! Weekly!journal:!What!difficult!issue!have!you!encountered!in!field!and!why!was!it!difficult?!How!did!you!handle!it?!

•! Process!recording!#7!!Week%11:%Writing%in%the%field%!Required%reading%Ward,!Ch.!8:!Put!it!in!Writing!!Assignments%Due%

•! Weekly!journal:!what!are!the!challenges!you!face!in!writing!professional!notes!and!reports?!


Week%12:%Termination,%transitions%and%evaluation%of%client%progress%!Required%reading%Ward,!Ch.!15:!Termination!and!Evaluation!of!Client!Progress!!Assignments%Due%

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•! Weekly!journal:!what!are!you!aware!of!as!you!prepare!to!say!goodbye!to!some!of!your!clients!or!take!time!off!for!the!winter!break?!How!can!you!use!this!selfNawareness!to!address!this!transition!with!your!clients?!

•! Process!recording!#10!!Week%13:%Self%care%

!Required%reading%McGarrigle!&!Walsh!(2011).!Mindfulness,!selfNcare!and!wellness!in!social!work:!Effects!of!

contemplative!training.!Journal)of)Religion)and)Spirituality)in)Social)Work:)Social)Thought,!30(3),!212N233.!

!Assignments%Due%

•! Weekly!journal:!what!are!the!ways!in!which!you!have!neglected!yourself!during!your!internship?!What!are!the!ways!in!which!you!have!taken!care!of!yourself?!How!can!you!improve!your!selfNcare!now!and!in!the!coming!semester?!

•! FINAL!ASSIGNMENT:!AGENCY!ANALYSIS!PAPER!!Week%14:%Self]evaluation%!Required%reading%Ward,!Ch.!14:!SelfNEvaluation!!Assignments%Due%

•! Weekly!journal:!what!have!you!learned!about!your!strengths!this!semester?!What!will!you!do!in!the!second!semester!to!grow!in!the!areas!where!you!feel!less!confident?!

•! FINAL!EVALUATION!WITH!SUPERVISOR!SIGNATURE!AND!TIME!SHEETS!!%

68

E]Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%!Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!%Student%Resources%and%Policies:%%Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inNclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Division%of%Student%Development%http://www.york.cuny.edu/produceNandNprint/contents/bulletin/divisionNofNstudentNdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentNcorner/studentNcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentNcorner/studentNdevelopment/seek!!Student%Policies%and%Procedures%https://www.york.cuny.edu/studentNdevelopment/studentNpoliciesNandNprocedures/studentNpoliciesNandNprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentNdevelopment/star!!

69

Writing%Resource%%https://www.york.cuny.edu/student/writingNcenter!

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Instructor’s%Bibliography%and%Additional%Resources%%

American!Psychological!Association.!(2010).!Publication)manual)of)the)American)Psychological)Association)(6th!ed.).!Washington,!D.C.:!Author.!

Baird,!B.N.!(2008).!The)internship,)practicum,)and)field)placement)handbook:)A)guide)for)the)helping)professions!(5th!Ed.).!Upper!Saddle!River:!Pearson!Education.%

Barker,!R.L.!(2013).!The)social)work)dictionary!(6th!ed.).!Washington,!DC:!NASW!Press.!Birkenmaier,!J.!&!BergNWeger,!M.!(2011).!!The)practicum)companion)for)social)work:)))

Integrating)class)and)field)work!(3rd!ed.).!!Boston:!Allyn!and!Bacon.!Lum,!D.!(2011).!Culturally)competent)practice:)A)framework)for)understanding)diverse)groups)and)justice)

issues)(4th!Ed.).!Kentucky:!Brooks/Cole.!!Mizrahi,!T.!&!Davis,!L.E.!(Editors),!Encyclopedia)of)Social)Work.!Washington!DC:!National!Association!of!

Social!Workers!and!Oxford!University!Press.!!National!Association!of!Social!Workers!(NASW)!(2008b).!Professional!selfNcare!and!social!work.)Social)

Work)Speaks!(2009N2012).!Washington,!D.C.:!Author.!Reamer,!F.G.!(2009).!Ethical!issues!in!social!work.!In!Roberts,!A.R.!Social)workers’)desk)reference)(2nd!ed.)!

(pp.!115N120).!New!York:!Oxford!Press.!Rothman,!J.!C.!(1998).!From)the)front)lines:)Student)cases)in)social)work)ethics.)Needham!Heights,!MA:!

Allyn!and!Bacon.!!Royse,!D.,!Dhooper,!S.!S.,!&!Rompf,!E.!L.!(2012).!Field)Instruction:)A)guide)for)social)work!students.!Boston:!

Pearson!Education.!Sisneros,!J.,!Stakeman,!C.!Joyner,!M.,!Schmitz.!(2008).!Critical)multicultural)social)work.!Chicago:!Lyceum.!Sweitzer,!H.F.!&!King,!M.A.!(2004).!The)successful)internship:)Transformation)and))

empowerment)in)experiential)learning)(2nd!ed.).!Belmont:!Brooks/Cole.!Westerfelt,!A.,!&!Dietz,!T.!J.!(2001).!Planning)&)conducting)agency5based)research:)A)workbook)for)social)

work)students)in)field)placements.!Needham!Heights,!MA:!Allyn!&!Bacon.!!www.nasw.org! ! National!Association!of!Social!Workers!www.ifsw.org.! ! ! International!Federation!of!Social!Workers!www.unwire.org! ! United!Nations!Global!News!for!Human!Rights!www.cuny.libraries.edu! City!University!of!New!York!Office!of!Library!Services!www.apa.org! ! ! American!Psychological!Association!!!!!!!! !

71

Section(AIV:(New(Courses(AIV.1(((Department(s), Social(Work(Career, [](Undergraduate(X(Graduate(Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(Subject,Area, SCWK(Course,Number, 511(Course,Title, Social(Work(Practice(III(Organizations(and(Communities(

Catalogue,Description,

This(course(is(dedicated(to(preparing(students(for(practice(with(the(wide(spectrum(of(governmental(and(nonIgovernmental(organizations(toward(community(empowerment(and(wellness.(Political(aspects(of(community(health(are(analyzed(through(the(framework(of(social(conflict(theories(and(dialectic(social(work(methods.((Participant/action(research,(planning,(and(action(are(examined(and(exercised(through(class(projects.(

Pre>requisite(s), Department(permission(required.(Co>requisite(s), None(Credits, 3(Contact,Hours,[total((lecture,(lab)]( 3(hr.(lecture(

Liberal,Arts, [](Yes(X(No(Course,Attribute,,[WI;(HIWEB;(WEB], (



72

Rationale:(Community(organizing(is(the(most(complex(area(of(social(work(endeavor.(It(requires(inIdepth(knowledge(of(social(dynamics,(governmental(structures,(and(the(entire(spectrum(of(social(work(skills.(Systemic(thinking(and(acting(through(community(organizing(are(essential(social(work(proficiencies.(((

73


SCWK%511%Social%Work%Practice%II@%Organizations%and%Communities%


! ! ! ! ! ! !!Bulletin%Course%Description%Social%Work%511%Social!Work!Practice!II:!3!hrs.!lecture,!3!crs.!Prerequisite:!Department!permission!required.!!This!course!is!dedicated!to!preparing!students!for!practice!with!the!wide!spectrum!of!governmental!and!nonCgovernmental!organizations!toward!community!empowerment!and!wellness.!Political!aspects!of!community!health!are!analyzed!through!the!framework!of!social!conflict!theories!and!dialectic!social!work!methods.!!Participant/action!research,!planning,!and!action!are!examined!and!exercised!through!class!projects.!%Course%Overview!Working!with!organizations!and!communities!represents!the!fundamental!social!work!orientation!that!dates!back!to!Jane!Addams!and!her!work!with!local!and!global!communities!through!the!Hull!House!organization.!This!course!prepares!social!work!students!for!collaborative,!systemic,!and!effective!community!practice.!The!course!examines!the!multiCdimensional!concept!of!community!wellness!through!the!framework!of!dialectic!social!work!as!the!subject!of!investigation!and!an!object!of!social!work!intervention.!The!praxis!aspect!of!the!course!is!provided!through!community!organizing!projects!that!are!conceived,!designed,!and!implemented!by!students!working!in!groups.!Course!content!includes!methodologies!of!systems!analysis,!participant/action!research,!campaign!planning,!community!action!directed!at!systemic!change,!assessment,!and!sustainability!assurance.!The!course!content!is!interlinked!with!SCWK!511!(group!work)!and!SCWK!(policy!capstone!course).!Interdisciplinary!conceptual!framework!is!consistently!utilized!and!reinforced.!Global!considerations!for!capacity!building!and!empowerment!of!community!organizations!are!examined.!!%Required%Main%Text%%%Glisson,!C.A.,!Dulmus,!C.N.,!&!Sowers,!K.M.!(2012).!Social'work'practice'with'groups,'' communities,'and'organizations:'Evidence:based'assessment'and'interventions.!! Hoboken,!NJ:!Wiley.!!%%%%Additional%Readings%%Addams,'J.'(1912).'Twenty'Years'at'Hull:House'with'Autobiographical'Notes.!!New!!!!!!!!York:!The!! MacMillan!Company.!!

!http://digital.library.upenn.edu/women/addams/hullhouse/hullhouse.html!!

74

Corlett,!J.!(ND).!Systems'Theory'Applied'to'Organizations.!Unpublished!paper.! ! !! http://warrington.ufl.edu/centers/purc/purcdocs/papers/0018_corlett_systems_theory_app! lied.pdf!

!Dybicz,!P.!&!Pyles,!L.!(2011).!The'Dialectic'Method:'A'Critical'and'Postmodern''''''''Alternative'to'the'Scientific'Method.!!ResearchGate:! !

https://www.researchgate.net/publication/277140132_The_Dialectic_Method_A_Criticaland_Postmodern_Alternative_to_the_Scientific_Method!

!McLuhan,!M.!(1994).!Understanding'media:'The'extensions'of'man.!!Cambridge,!MA:!!!!!!!!!!MIT!Press.! !

http://robynbacken.com/text/nw_research.pdf!!Meyer,!C.H.!&!Mattaini,!M.A.!(1995).!The!ecosystems!perspective:!Implications!for!!!!!!!!practice.!The'foundations'of'social'work'practice,!16C27.!Washington,!DC:!NASW.!

http://home.earthlink.net/~mattaini/Ecosystems.html!!Rizzo,!V.M.!&!Seidman,!J.!(ND).!The!role!of!social!work!in!promoting!health.!In!Health'' promotion'and'aging.!Washington,!DC:!CSWE.!

http://www.cswe.org/file.aspx?id=24037!!Tattersall,!A.!(2015).!The!global!spread!of!community!organizing:!how!‘AlinskyCstyle’!! community!organizing!travelled!to!Australia!and!what!we!learnt?!Community'' Development'Journal,!50(3),!pp.!380C396.!!Retrieved!from:!! https://www.researchgate.net/publication/279249914_The_global_spread_of_community! _organizing!!Truell,!R.!U.!&!Jones,!D.N.!(ND).!The'global'agenda'for'social'work'and'social''''''''development:'Extending'the'influence'of'social'work.!

http://cdn.ifsw.org/assets/ifsw_24848C10.pdf!!Course%Learning%Objectives%Upon!successful!completion!of!this!course,!students!will!be!able!to:!!

1.! !Operationalize!social!work!values!in!application!to!professional!practice!with!organizations!and!communities.!

2.! !Articulate!the!understanding!of!various!theories!required!for!working!with!organizations!and!communities.!

3.! Express!the!knowledge!of!historical!antecedents!in!social!work!community!organizing!practice.!

4.! Develop!the!dialectic/conflict!perspective!on!socioCpolitical!dynamics!affecting!organizations!and!communities.!

5.! Utilize!the!full!spectrum!of!interdisciplinary!and!social!work!skills!required!for!working!with!organizations!and!communities.!

6.! Express!and!demonstrate!basic!proficiency!in!organizational!and!community!organizing!skills!

7.! Develop!the!understanding!of!the!role!of!commercial!and!social!media!in!community!organizing!

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8.! Develop!the!systemic!understanding!of!organizations,!communities,!and!their!socioCpolitical!ecology.!

9.! Develop!insight!and!selfCawareness!into!the!potential!as!a!community!organizing!practitioner.!

10.!Demonstrate!the!understanding!of!community!wellness!as!an!important!objective!of!community!work.!



1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context

Introductory essay and Final paper



Final paper

Competency%3:%%Advance!Human!Rights!and!Social,!Economic,!and!Environmental!Justice%

3.1%Apply!their!understanding!of!social,!economic,!and!environmental!justice!to!advocate!for!human!rights!at!the!individual!and!system!levels%

Introductory essay, Midterm paper, and Final exam

Competency 5: Engage in Policy Practice

5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice

Midterm and Final papers

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

8.4 Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies

Participation and Final paper

%Assignments/Evaluation%of%Student%Performance%%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1.% Introductory!essay:!inCdepth!understanding!of!a!

core!concept!5! Session!3!

2.% Individual!midterm!paper!on!wellness!of!student’s!geographic!community!

25! Session!7!

3.% Individual!final!paper!examining!the!group!project,!student’s!participation,!and!professional!growth!!

25! Session!14!

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4.% Participation!in!class!discussions,!community!organizing!project,!and!!collegeCwide!presentation!

20! Session!14!

5% Class!attendance,!punctuality,!and!timely!submission!of!papers!

10! Session!14!

6% Final!multipleCchoice!exam! ! !! 15! Session!15!!!

WEEKLY%COURSE%OUTLINE%Week%1:%Course%introduction%

•! General!introduction!•! Mutual!expectations!•! Purpose,!objectives,!and!structure!of!the!course!•! Review!of!core!social!work!values!in!application!to!the!course!purpose!•! Common!conceptual!core!(CCC)!introduced!and!discussed!

%Week%2:%Theoretical%overview%

•! Systems!theory!•! Hegelian!dialectics!•! Social!conflict!theories!•! Strength!perspective!•! Critical!social!work!•! Narrative!theory!

(Dybicz!&!Pyles,!2011)!

(Corlett,!ND)!!Week%3:%Jane%Addams%and%the%Hull%House%methodology%

•! Brief!biography!of!Jane!Addams!•! Spirituality!of!Jane!Addams!(the!Leo!Tolstoy!connection)!•! Hull!House!as!a!community!organization:!structure!and!function!•! Quest!for!peace!–!Addams’s!global!organizing,!social!action,!and!advocacy!•! Summary:!ethical!foundation,!group!work,!and!effective!institutional!structures!

as!essential!components!of!community!organizing!!(Addams,!1912)!!Week%4:%Group%work%as%the%fundamental%community%organizing%skill%

•! Review!of!the!basic!conceptual!glossary!pertaining!to!group!work!•! Relevance!of!group!work!to!the!course!•! Discussion!of!the!class!project!•! Discussion!of!group!projects!•! Groups!formed!

(Glisson,!Dulmus,!&!Sowers,!2012,!Ch.!1!&!2)!!Week%5:%Understanding%community%

•! Community!as!a!system!

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•! MultiCdimensional!community!•! Cultural!dimension!•! Power!dimension!•! Community!wellness!

(Glisson,!Dulmus,!&!Sowers,!2012,!Ch.!3)!!Week%6:%Understanding%organizations%and%institutions%

•! Organizations!and!institutions!as!systems!•! Organizational/institutional!culture!•! Roles!and!hierarchies!•! Broader!political!context!

(Glisson,!Dulmus,!&!Sowers,!2012,!Ch.!5!&!7)!!Week%7:%Ecology%of%community%organizing%%

•! Complexity!and!social!work!practice!•! Holistic!perspective!on!community!•! Types!of!environments:!geoCpolitical,!socioCeconomic,!cultural,!natural,!etc.!•! Systemic!approach!to!ecology!

(Meyer!&!Mattaini,!1995)!!!Week%8:%Interventions%with%organizations%and%institutions%

•! Organizational/institutional!resistance!•! Social!worker!as!systemic!change!agent!•! Organizational/institutional!adaptation!•! Campaigning,!negotiating,!lobbying,!advocacy!•! Assessment,!accountability,!ethical!practice!

(Glisson,!Dulmus,!&!Sowers,!2012,!Ch.!6!&!8)!!Week%9:%Interventions%with%communities%

•! Capacity!building!•! Empowerment!•! Key!stakeholders!•! Community!cohesion!•! Collective!selfCawareness!•! Progressive!community!change!•! Sustainability!

(Glisson,!Dulmus,!&!Sowers,!2012,!Ch.!4)!!Week%10:%%Social%work%and%community%wellness%

•! Six!dimensions!of!community!wellness!•! Systemic!and!interdisciplinary!approach!to!community!health!•! Attending!to!health!and!ecology!•! Health!outcomes!•! Health!policies!affecting!community!

78

•! Health!care!delivery!systems!•! Health!practices!•! Health!education!of!community!

(Rizzo!&!Seidman,!ND)!!Week%11:%%Media%and%community%organizing%%

•! Types!of!media:!commercial,!academic,!independent,!social,!etc.!•! Role!of!media!in!community!life!•! Media!as!marketing!and!educational!tool!•! Developing!community!cohesion!through!social!media!•! Utilizing!media!in!promoting!community!wellness!projects!

(McLuhan,!1994)!!Week%12:%%International%social%development%and%social%entrepreneurship%

•! International!social!work!organizations!•! Global!impact!of!social!work!•! International!social!work!projects!•! Global!social!work!and!wellness!agenda!

(Truell!&!Jones,!ND)!!Week%13:%%Global%community%organizing%

•! Global!social!work!connections!•! Scholarship!as!a!global!community!organizing!methodology!•! International!social!work!projects!•! Current!and!potential!global!impact!of!the!social!work!profession!

(Addams,'1912)'(Tattersall,!2015)!!Week%14:%Summation%and%closure%

•! Course!assessment,!feedback!and!recommendations!•! Presenting!projects’!results!to!the!wider!College!community!•! FollowCup!and!sustainability!of!the!project!•! Closure%

%E@Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!

79

accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student%Resources%and%Policies:%!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inCclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!%%Division%of%Student%Development%http://www.york.cuny.edu/produceCandCprint/contents/bulletin/divisionCofCstudentCdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentCcorner/studentCcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentCcorner/studentCdevelopment/seek!%Student%Policies%and%Procedures%https://www.york.cuny.edu/studentCdevelopment/studentCpoliciesCandCprocedures/studentCpoliciesCandCprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentCdevelopment/star!!Writing%Resource!!https://www.york.cuny.edu/student/writingCcenter!!

!!!!!!!!!! !

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Instructor’s%Bibliography%&%Additional%Recourses%%

Adorno,!T.!(2003).!Negative'Dialectics.!New!York:!Continuum!Alinsky,!S.D.!(1971).!Rules'for'radicals:'A'pragmatic'primer'for'realistic'radicals.!New!!!!!!!!York:!Random!House.!!Hightower,!J.!(2008).!Swim'against'the'current:'Even'a'dead'fish'can'go'with'the'flow.!!!!!!!!Hoboken,!NJ:!Wiley!and!Sons.!!Joll,!J.!(1977).!Antonio'Gramsci.!New!York:!Viking!Press.!Lenski,!G.!E.!(1966).!Power'and'privilege:'A'theory'of'social'stratification.!New!York:!!!!!!!!!McGrawCHill.!McGrath,!D.!J.!&!Smith,!D.!(1995).!Professor'Wellstone'goes'to'Washington:'The'inside''''''''story'of'a'grassroots'U.S.'Senate'campaign.!Minneapolis:!University!of!Minnesota!!!!!!!!Press.!!Wallerstein,!I.!(1983).!Historical'Capitalism.!London:!Verso!!http://www.acorn.org/!!!!!!!!!!!!!!!!Association!of!Community!Organizations!for!Reform!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Now!http://www.acosa.org/joomla!!!!Association!for!Community!Organization!and!Social!! ! !! ! !!!!!Administration!www.cuny.libraries.edu! !!!!!City!University!of!New!York!Office!of!Library!Services!www.ifsw.org.! ! ! !!!!!International!Federation!of!Social!Workers!www.nasw.org! ! !!!!!National!Association!of!Social!Workers!!! !

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Section(AIV:(New(Courses((AIV.3(!Department(s)! Social(Work(Career! [(((](Undergraduate(([x(](Graduate(((Academic!Level! [(x(](Regular(([(((](Compensatory(([(((](Developmental(([(((](Remedial((((Subject!Area! Social(Work(Course!Number! 513(Course!Title! Methods(of(Social(Work(Research(

(Catalogue!Description! Introduction(to(scientific(inquiry,(analytic(approach(to(building(knowledge(and(skills,(examination(of(quantitative(and(

qualitative(methods(of(social(work(research(including:(problem(formulation,(research(designs,(data(collection,(data(processing,(statistical(analysis,(computer(skills(required(for(scholarly(work.(

Pre>requisite(s)! Department(permission(required.(Co>requisite(s)! None(Credits! 3((Contact!Hours! 2(hrs.(lecture;(2(hrs.(lab(Liberal!Arts! [(](Yes(([(X((](No(((Course!Attribute!(e.g.!Writing!Intensive,!WAC,!etc.)!

(


_X___(Not(Applicable(((((((Required((((((((((((((((((((((((((((((((((((((((((((((((((((Flexible(((((((((((((((((((((((((((((((((((((((

____(English(Composition((((((((((((((____(World(Cultures((((((((((((((((((((((____(Mathematics((((((((((((((((((((((((((((____(US(Experience(in(its(Diversity(____(Science((((((((((((((((((((((((((((((((((((((____(Creative(Expression((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((_____Individual(and(Society(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((_____(Scientific(World((((((((((((((((((((((

Rationale:(Social(Work(513(provides(the(foundation(skills(for(understanding,(reading(and(participating(in(research.(It(emphasizes(analytic(research(skills(as(a(well(as(values(and(ethics(necessary(for(research(in(social(work.

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!!

YORK%COLLEGE%OF%THE%CITY%UNIVERSITY%OF%NEW%YORK%

MSW%SOCIAL%PROGRAM%

SCWK%#%513%METHODS(OF(SOCIAL(WORK(RESEARCH(

COURSE(SYLLABUS(((Instructor(Information(Professor:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Semester:!E-mail:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Phone:!718-262-!Classroom:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Office:!3A11B!Class!Time:!!Office!Hours:!!!!Bulletin(Course(Description((((Methods!of!Social!Work!Research.!3hrs.!2!hrs.!lecture;!2!hrs.!lab;!3!crs;!Prerequisite:!Department!permission!required.!Introduction!to!scientific!inquiry,!analytic!approach!to!building!knowledge!and!skills,!examination!of!quantitative!and!qualitative!methods!of!social!work!research!including:!problem!formulation,!research!designs,!data!collection,!data!processing,!statistical!analysis,!computer!skills!required!for!scholarly!work.!!Course(Overview(!The!purpose!of!the!research!course!is!to!introduce!all!students!to!the!basic!components!of!empirical!research!so!that!students!learn!to!apply!their!knowledge!to!the!critical!evaluation!of!their!professional!readings!and!develop!habits!of!searching!the!empirical!literature!relevant!to!their!profession!and!critiquing!what!they!read.!!Students!will!learn!to!appreciate!a!scientific,!analytic!approaches!to!knowledge!building!using!both!the!quantitative!and!qualitative!approaches;!understand!the!concepts!and!procedures!that!are!employed!in!the!formal!development!of!social!work!knowledge!base,!in!particular,!hypotheses!and!variables!in!social!work;!conceptualization!and!operationalization!of!variables;!research!design;!validity,!reliability!and!error!in!measurement,!causal!inference;!sampling!distributions!and!probability;!and!ethical!issues!in!the!research!enterprise.!!The!course!focuses!on!the!application!of!these!concepts!to!the!reading!of!research!reports!that!inform!evidence!based!practice!and!the!use!of!research!findings!to!guide!the!development!of!evidence-based!principles!of!professional!practice!so!as!to!be!able!to!provide!high-quality!services,!initiate!change,!and!improve!practice,!policy,!and!social!service!delivery;!and!communicate!about!empirically!based!knowledge,!including!evidence-based!interventions.!!In!light!of!the!missions!of!the!Social!Work!Department!and!York!College,!special!attention!is!given!to!concepts!and!procedures!that!are!commonly!used!in!describing,!analyzing!and!understanding!oppressed!groups,!diverse!cultures,!urban!settings!and!global!perspectives.!!Students!are!expected!to!read!assigned!articles!which!illustrate!diverse!research!designs!and!critical!research!issues.!!

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In!considering!empirical!research!as!a!means!of!developing!the!knowledge!base!of!professional!social!work!and,!the!course!stresses!issues!related!to!the!conduct!of!research!in!a!practice!profession,!the!relationship!between!research!and!practice,!the!application!of!principles!of!critical!thinking!to!both!research!and!practice,!and!the!ethical!considerations!crucial!in!research.!!Required(Main(Texts:((Babbie,!E.!(2015).!The!practice!of!social!research!(14th!ed.).!Belmont,!CA:!Wadsworth!!Weinbach,!R.W.,!&!Grinnell,!R.M.!!(2014).!Statistics'for'social'workers'(9th!ed.).!Boston:!!! Pearson/Allyn!and!Bacon.!!!!American!Psychological!Association.!(2010).!Publication'manual!(6th!ed.).!Washington,!!! DC:!Author!!Additional!readings!as!assigned.!!!Course(Learning(Objectives(!Upon!completion!of!the!course,!the!student!should!be!able!to!do!the!following:!

1.% Understand!qualitative!and!quantitative!research!2.% Understand!the!conditions!that!are!required!for!the!valid!interpretation!of!social!work!research!

findings!!-!especially!regarding!findings!for!evidence!based!practice!3.% Comprehend!inferential!statistical!data!in!professional!journals;!particular!attention!will!be!paid!

to!data!relevant!to!oppressed!groups,!diverse!cultures,!urban!settings!and!global!perspectives!4.% Understand!the!issues!of!measurement,!research!design!and!data!analysis!in!the!research!

enterprise!5.% Apply!the!concepts!of!research!in!the!reading!of!research!reports!–!especially!reports!of!evidence!

based!practice!6.% Use!research!findings!in!professional!practice,!i.e.,!to!use!research!findings!as!a!basis!for!evidence!

based!practice!(including!micro!and!macro!practice,!the!initiation!of!change,!and!the!!improvement!of!practice,!policy,!and!social!service!delivery)!

7.% Understand!the!ethical!issues!in!the!research!enterprise!8.% Demonstrate!the!ability!to!search!the!literature!for!evidence!based!knowledge!9.% Use!the!technology!of!electronic!databases,!including!Psychological!Abstracts,!Sociological!

Abstracts,!Social!Work!Abstracts,!Medline,!and!ERIC.!!((Core(Competencies((Upon!successful!completion!of!Methods!of!Social!Work!Research!students!will!show!overall!competence!in!each!of!the!stated!objectives!of!the!course!which!are!based!on!2015!EPAS!(Council!on!Social!Work!Education!(CSWE).!!In!written!assignments,!quizzes,!exams!and!class!discussion,!students!will!be!expected!(Competencies( Behaviors( Outcome(Measures((Assessment)(Competency(1:!Demonstrate!Ethical!and!Professional!Behavior!

1((1).(Make!ethical!decisions!by!applying!standards!of!the!NASW!Code!of!Ethics,!relevant!laws!and!regulations,!models!for!ethical!decision-making,!

1.% Complete!and!be!prepared!to!discuss!readings!in!class(

2.% Quiz!2(3.% Mid-Term!exam!

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ethical!conduct!of!research,!and!additional!codes!of!ethics!as!appropriate!to!context(

( 1((3).(Demonstrate!professional!demeanor!in!behavior;!appearance;!and!oral,!written,!and!electronic!communication(


2.% Assignments!(1!&!2)(Competency(4:(Engage!In!Practice-informed!Research!and!Research-informed!Practice((

4((1).(Use!practice!experience!and!theory!to!inform!scientific!inquiry!and!research(


2.% Assignments!(1!&!2)(( 4((2).(Apply!critical!thinking!to!

engage!in!analysis!of!quantitative!and!qualitative!research!methods!and!research!findings.(


2.% Assignments!(1!&!2)(3.% Quizzes!(4.% Exams(

( 4((3).(Use!and!translate!research!evidence!to!inform!and!improve!practice,!policy,!and!service!delivery(


2.% Assignment!2((

(Competency(7:(Assess!Individuals,!Families,!Groups,!Organizations,!and!Communities(

7 (1). Collect and organize data, and apply critical thinking to interpret information from clients and constituencies

1.% Assignments!(1!&!2)((

(Assignments/Evaluation(of(Student(Performance(

!!! ((((((((((((((((((((((((Assignment! %(of(the(total(grade! (((((((((Due(1! Quizzes!(5-7)!! 15%! Sessions!3-14!2! Assignment!I!! 15%! Session!6!3! Assignment!II!(final!assignment)!!!! 20%! Session!14!4! Midterm!Exam!! 25%! Session!8!5! Midterm!Exam!! 25%! Session!15!!!((((((((((((((((((((((((((((((((((((((((((WEEKLY(COURSE(OUTLINE((

(Session(1.(((Course(Overview;(Purpose(of(Social(Research;(Knowledge(vs.(Beliefs;(Errors(in(Human(Inquiry;(Deductive(&(Inductive(Models;(Quantitative(&(Qualitative(approaches!((

85

(Required(Reading:(!TEXTBOOK:!Babbie,!E.!(2010).!Chapter!1:!Human!Inquiry!&!Science;!chapter!2:!Paradigms,!Theory!and!Social!Research;!chapter!17:!Reading!and!Writing!Social!Research.!!Butler,!S.S.!(2006).!Evaluating!the!Senior!Companion!Program:!A!mixed-method!approach.!Journal'of'Gerontological'Social'Work,'''''''''47,'1/2,!45-70.!!!!Session(2.(((Problem(Formulation((Variables,(Hypothesis);(Units(of(Analysis;(Research(Design;(Using(Technology(of(Electronic(Databases(to(Access(Scholarly(Journals(and(Evidenced(Based(Research!!(Location:(Computer!Lab!!Required(Reading:!!!TEXTBOOK:!Babbie,!E.!(2010).!Appendix!A,!Using!the!Library;!chapter!4:!Research!Design.!!APA!Manual,!Chapter!7:!Reference!Examples,!pp.!193-224!!McBeath,!B.,!Briggs,!H.E.,!Aisenberg,!E.!(2010).!!Examining!the!premises!supporting!the!empirically!

supported!intervention!approach!to!social!work!practice.!!Social'Work,!55,!347-357.!!Session(3.(((Ethics(in(Research;(Measurement((Conceptual(&(Operational(Definitions)!(((((Required(Reading:!!!TEXTBOOK:!Babbie,!E.!(2010).!Chapter!3:!Ethics!and!Politics!of!Social!Research;!chapter!5:!Conceptualization,!Operationalization!!!!!!!and!Measurement.!!National'Association'of'Social'Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!!American!Psychological!Association!(APA),!pp.!12-20,!70-76.!!Baumann!A.,!Rodriguez,!M.D.,!Parra-Cardona,!J.!R.!(2011).!!Community-based!applied!research!with!Latino!immigrant!families:!!!!!!!!Informing!practice!and!research!according!to!ethical!and!social!justice!principles.!!Family'Process,!50,!2,!p132-148.!!Williamson,!E.,!Goodenough,!T.,!Kent,!J.,!&!Ashcroft,!R.!(2005).!Conducting!research!with!children:!The!limits!of!confidentiality!and!!!!!!!child!protection!protocols.!!Children'&'Society,!19,!5,!397-409.!!Due:(Quiz(1:((introduction(to(research(&(variables).((

86

!Session(4.(((Measurement((Cont.);(Scales;(Empirical(Status(of(the(Knowledge(Proposition(!!Required(Reading((TEXTBOOK:!Babbie,!E.!(2010).!Chapter!6:!Indexes,!Scales,!and!Typologies.!!!Guilamo-Ramos,!V.,!Dittus,!P.,!Jaccard,!J.,!Goldberg,!V.,!&!et!al.!(2006).!The!Content!!!!!!and!Process!of!Mother-Adolescent!Communication!about!Sex!in!Latino!Families.!'''''Social'Work'Research,'30(3),!169-181.!!Mann,!E.!A.,!&!Reynolds,!A.!J.!(2006).!Early!Intervention!and!Juvenile!Delinquency!!!!!!Prevention:!Evidence!from!the!Chicago!Longitudinal!Study.!Social'Work'''''Research,'30(3),!153-167.!!!Pike,!C.!K.!!(2002).!Measuring!racial!climate!in!school!of!social!work:!Instrument!development!and!

validation.!!Research'on'Social'Work'Practice,!12,!29-46.!!Smith,!G.T.!(2005).!On!construct!validity:!Issues!of!method!and!measurement.!Psychological'Assessment,!

17,4,!396-408.!!Teglasi,!H.,!Simcox,!A.G.!&!Kim,!N.Y.!(2007).!Personality!constructs!and!measures.!Psychology'in'the'Schools,!44(3),!215-228!!Session(5.(((Validity(and(Reliability((((Required(Reading((TEXTBOOK:!Babbie,!E.!(2010).!Chapter!5:!Validity!and!Reliability.(!Due:(Quiz(2((ethics(in(research,(operational(&(conceptual(definitions)((!Session(6.(Research(Design((Sampling);(Representative(&(NonbRepresentative(Sampling(((Required(Reading((TEXTBOOK:!Babbie,!E.!(2010).!Chapter!7:!The!Logic!of!Sampling.!!Pettus-Davis,!C.,!Grady,!M.D.,!Cuddeback,!G.S.,!Scheyett,!A.!(2011).!!Practitioner’s!guide!to!sampling!in!the!

age!of!evidence-based!practice:!Translation!of!research!into!practice.!!Clinical'Social'Work'Journal,!39,!379–389.!

!Vervaeke,!H.,!Korf,!D.,!Benschop,!A.!&!Brink,!W.!!(2007).!How!to!find!future!ecstasy-users:!Targeted!and!snowball!sampling!in!an!!!!!!!ethically!sensitive!context.!!Addictive'Behaviors,!32,!1705-1713.!(Due:(Assignment(I((

87

(Session(7.!Research(Design((Sampling)(Cont.(Experiments,(Surveys((!!Required(Reading(!TEXTBOOK:!Babbie,!E.!(2010).!Chapter!8:!Experiments;!chapter!9:!Survey!research!!Siebert,!D.C.!(2006).!Maximizing!response!rates!in!survey!research:!Issues!and!methods.!Advances'in'

Social'Work,'7,'2,!1-11.!!Wright, K. (2005). Researching internet-based populations: Advantages and

disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of Computer-Mediated Communication, 10(3), no page numbers. DOI: 10.1111/j.1083-6101.2005.tb00259.x

(Due:(Quiz(3!(operational(definition,(reliability(and(validity)(!!Session(8.(MidbTerm(Exam((!(Session(9.(((Qualitative(Data(Collection(Procedures(((Required(Reading( TEXTBOOK:!Babbie,!E.!(2010).!!Qualitative!Data!Analysis!!Floersch,!J.,!Longhofer,!J.L.,!Kranke,!D.,!&!Townsend,!L.!(2010).!!Integrating!thematic,!grounded!theory,!

and!narrative!analysis:!A!case!study!of!adolescent!psychotropic!treatment.!!Qualitative'Social'Work:'Research'and'Practice,!9,!343-363.!

!LaSala,!M.C.!(2007).!!Queering!ideas:!The!descriptive!and!theory-building!potential!of!!!!!!!!qualitative!research!with!lesbian!and!gay!families.!!Journal'of'Gay'and'Lesbian'Social''''''''Services,!18,!2,!61-72.! (Session(10.(Levels(of(Measurement;(Descriptive(Statistics:(Frequency(Distribution(&(Graphs,(Measures(of(Central(Tendency(&(Variability(((!Required(Reading(!TEXTBOOK:!Babbie,!E.!(2010).!Chapter!5:!Levels!of!Measurement;!chapter!14:!Quantitative!Data!Analysis;!chapter!16:!Statistical!Analyses!TEXTBOOK:!Weinbach,!R.W.,!&!Grinnell,!R.M.!!(2014).!Chapter!1,!2!&!3!!!(Session(11.(((Inferential(Statistics;(External(Validity;(Internal(Validity;(Experimental(&(Quasib

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Experimental(Designs((!!TEXTBOOK:!Babbie,!E.!(2010).!Chapter!16:!Statistical!Analysis;!Due:(Quiz!!!!!!!TEXTBOOK:!Weinbach,!R.W.,!&!Grinnell,!R.M.!!(2014).!Chapter!4:!Normal!Distributions;!chapter!5:!Hypothesis!Testing;!chapter!6:!Sampling!Distributions,!Rejection!Regions,!and!Statistical!Test!Selection!Analyses!!Due:(Quiz(4((Sampling)((!

Session(12b14.((Measures(of(Association;(Statistical(Significance;(Chance;(The(Null(Hypothesis(((

!!Session(12.(((Measures(of(Association(((Required(Reading(!TEXTBOOK:!Babbie,!E.!(2010).!Chapter!16:!Statistical!Analysis!!Quiz(5!(levels(of(measurement(&(descriptive(statistics)!!Session(13.(((Statistical(Significance;(Chance;(The(Null(Hypothesis(((TEXTBOOK:!Babbie,!E.!(2010).!Chapter!16:!Statistical!Analysis!!Due:(Quiz(6((internal(validity;(statistical(significance)((Session(14.(((Writing(Social(Work(Research(Proposals(and(Reports;(Review(for(final(exam((((Rubin!&!Babbie,!Appendix!C:!!Writing!Social!Work!Research!Reports!!APA,!Grammar!and!Usage,!pp.!77-86!!!!!!Chapter!4,!The!Mechanics!of!Style,!pp.!87-103!!!!!!Chapter!5:!Displaying!Results,!pp.!125-127!!!!!!Chapter!6:!Crediting!Sources,!pp.!169-192!!Miller,!J.E.!&!van!der!Meulen!Rodgers,!Y.!(2008).!Economic!importance!and!statistical!!!!!!!!significance:!Guidelines!for!communicating!empirical!research.!Feminist'Economics,''''''''14,!2,!117-149.!!Session(15.((Due:(Final(Examination((((

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(

(

(

( (

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EbLearning(Systems(((

All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!

accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!

assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!

discussion!boards,!access!to!the!grading!center,!etc.!

(!Reference(Resources(((National!Association!of!Social!Workers.!(2008).!Code'of'Ethics.!!Washington,!DC:!!!Journal'of'Social'Work'Research'and'Evaluation:'An'International'Publication''Research'on'Social'Work'Practice'''Social'Work'Research'!Internet Resources The!following!websites!may!be!helpful!when!gathering!information!related!to!the!social!work!profession,!journals,!writing!style,!international!social!work!issues,!and!for!additional!reading.!!When!citing!these!and!other!Internet!resources,!please!refer!to!and!use!APA!style.!!!!www.nasw.org! ! !!!!!!!!!!!!!!!!!!National!Association!of!Social!Workers!www.apa.org! ! ! !!!!!!!!!!!!!!!!!!American!Psychological!Association!www.ifsw.org! ! ! !!!!!!!!!!!!!!!!!!International!Federation!of!Social!Workers!www.sc.edu/swan/iaswr/index.html!!!!!!!!Institute!for!the!Advancement!of!Social!Work!Research!www.naswdc.org/code.htm!!!!!!NASW!Code!of!Ethics!www.sswr.org!!!!Society!for!Social!Work!and!Research!www.cuny.libraries.com!!!!The!City!University!of!New!York!Office!of!Library!Services!www.cswe.org/Accreditation/EPASRevision.aspx!!Council!on!Social!Work!Education!(CSWE)!-!2015!EPAS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Policy(on(Academic(Integrity,(Attendance,(Participation,(and(Submission(of(Assignments((Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!!Attendance:!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!You!are!expected!to!contact!your!instructor!to!inform!him!or!her!of!the!reason!for!your!absence.!!You!are!also!responsible!for!learning!about!any!material!you!missed.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!

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Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!in-class!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(!Submission!of!Assignments:!All(assignments(are(due(on(Blackboard(before(the(start(of(class(on(the(day(due.((Late(submission(is(not(acceptable(and(will(result(in(an(earned(grade(of(“0”.(((Cell(Phones/Technology:(((Texting!and!other!forms!of!technological!use!are!prohibited!during!class.!Please!put!all!cell!phones!on!silent!before!class!begins.!Should!you!need!to!use!your!phone,!please!step!outside!the!classroom.!Students!may!not!use!laptops/tables/phones!or!e-texts!during!class!(only!exception:!special!accommodation!from!Office!of!Student!Disability).!Disregard(of(this(classroom(policy(will(result(in(a(lower(final(grade.!!(Student(Resources(and(Policies:(!Division(of(Student(Development((including!Counseling,!the!STAR!Program,!Student!Support!Services,!and!Student!Government):!http://www.york.cuny.edu/produce-and-print/contents/bulletin/division-of-student-development!(Tutoring(Services(https://www.york.cuny.edu/student/student-corner/student-corner/tutoring!!SEEK(Program(https://www.york.cuny.edu/student/student-corner/student-development/seek!(Student(Policies(and(Procedures(https://www.york.cuny.edu/student-development/student-policies-and-procedures/student-policies-and-procedures!!CUNY(Policy(on(Academic(Integrity((including(plagiarism)(http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Writing(Resource!!To!improve!writing!skills,!students!are!encouraged!to!utilize!the!York!College!Writing!Center,!which!is!located!in!Room!AC-1C1B!!!!(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( (

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Instructor’s(Bibliography((Books((Abu-Bader,!S.H.!(2011).!Using'Statistical'Methods'in'Social'Work'Practice:'A'Complete''''''''SPSS'Guide.!Chicago:!Lyceum.!!Creswell,!J.W.!(2009).!Research'Design:'Qualitative,'Quantitative,'and'Mixed'Methods''''''''Approaches'(3rd!ed.).!Thousand!Oaks,!CA:!Sage.!!Engel, R. J., & Schutt, R.K. (2013). The practice of research in social work (3rd Ed.) Thousand Oaks, CA: Sage. !Padgett,!D.K.!(1998).!Qualitative'Methods'in'Social'Work'Research:'Challenges'and''''''''Rewards.!Thousand!Oaks,!CA:!Sage.!!Rubin,!A.!&!Babbie,!E.!(2010).!PracticeWOriented'Study'Guide'for'Rubin/Babbie's''''''''Research'Methods'for'Social'Work.'Pacific!Grove,!CA:!Thompson!Brooks/Cole.!!Tripodi,!T.!&!Potocky-Tripodi,!M.!(2007).!International'Social'Work'Research:'Issues''''''''and'Prospects.!New!York:!Oxford!University!Press.!!Yegidis,!B.L.,!Weinbach,!R.W.,!&!Myers,!L.L.!(2012).!!Research'Methods'for'Social''''''''Workers'(7th!Ed.).!!Upper!Saddle!River,!N.J.:!Allyn!&!Bacon.!!Articles((Begun,!A.L.,!Berger,!L.K.,!Otto-Salaj,!L.L.!&!Rose,!S.J.!(2010).!Developing!effective!!!!!!!!social!work!university-community!research!collaborations.!Social'Work,'55(1),!54-62.!!Bergman!,!M.M.!(2010).!On!concepts!and!paradigms!in!mixed!methods!research.!Journal''''''''of'Mixed'Methods'Research,!4(3),!171–175.!!!!Bryman,!A.!(2007).!Barriers!to!integrating!quantitative!and!qualitative!research.!Journal''''''''of'Mixed'Methods'Research,!1(1),!8-22.!!Collins,!K.M.!&!O'Cathain,!A.!(2009).!Introduction:!Ten!points!about!mixed!methods!!!!!!!!research!to!be!considered!by!the!novice!researcher.!International'Journal'of'Multiple''''''''Research'Approaches,'3(1),!2–7.!!Holland,!S.,!Burgess,!S.,!Grogan-Kaylor,!A.!&!Delva,!J.!(2011).!Understanding!!!!!!!!neighborhoods,!communities!and!environments:!New!approaches!for!social!work!!!!!!!!research.!British'Journal'of'Social'Work,'41(4),!689–707.!!!!Meyer,!D.Z.!&!Avery,!L.M.!(2009).!Excel!as!a!qualitative!data!analysis!tool.!Field''''''''Methods,'21(1),!91–112.!!Wastell,!D.!,!Peckover,!S.,!White,!S.,!Broadhurst,!K.,!Hall,!C.!&!Pithouse,!A.!(2011).!!!!!!!!Social!Work!in!the!laboratory:!Using!microworlds!for!practice!research.'British''''''''Journal'of'Social'Work,'41(4),!744-760.!

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'Websites((Research!Methods!Knowledge!Base:!http://www.socialresearchmethods.net/kb/index.php!!!!!!"4!Researchers:!Practical!Advice!from!Working!Researchers"!website:!http://www.4researchers.org/!!!!!!!

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Section(AIV:(New(Courses((AIV.1(((Department(s), Social(Work(Career, [](Undergraduate([X](Graduate(Academic,Level, [X](Regular([(](Compensatory([](Developmental([](Remedial(Subject,Area, SCWK(((Course,Number, 517(Course,Title, Human(Behavior(and(the(Social(Environment(II(

Catalogue,Description,Second(course(in(a(2Nsemester(sequence(focusing(on(mezzo(and(macroNlevel(understanding(human(development(over(the(life(span,(conceptual(frameworks(and(theoretical(models(of(human(behavior,(and(major(theories(used(in(social(work(practice(with(individuals(groups(and(families.((

Pre>requisite(s), SCWK(505;(Department(permission(required.(Co>requisite(s), None((Credits, 3(Contact,Hours,[total((lecture,(lab)]( 3(hrs.(lecture(

Liberal,Arts, [](Yes([X](No(Course,Attribute,,[WI;(HNWEB;(WEB], (


___X_(Not(Applicable(Required( Flexible(____(English(Composition( ____(World(Cultures(____(Mathematics( ____(US(Experience(in(its(Diversity(____(Science( ____(Creative(Expression(( ____(Individual(and(Society(( ____(Scientific(World(

95

Rationale:(This(course(is(required(by(The(Council(on(Social(Work(Education(as(a(generalist(course(for(the(MSW(degree.(The(course(contains(content(includes(empirically(based(theories(that(focus(on(the(reciprocal(relationships(between(human(behavior(and(the(social(environment(at(the(mezzo(and(macro(levels.(

96


SCWK%#%517%Human%Behavior%and%the%Social%Environment%II%

%COURSE%SYLLABUS%

%Instructor%Information%%Professor:( ( ( ( ( Phone:( (Email:( ( ( ( ( ( Office:( ((Office(Hours:(((Bulletin%Course%Description%%Human(Behavior(and(the(Social(Environment(II.((3(hrs.,(3(crs.,(Prerequisites:(SCWK(505;(Department(permission(required.((Second(course(in(a(2Gsemester(sequence(focusing(on(mezzo(and(macroGlevel(understanding(human(development(over(the(life(span,(conceptual(frameworks(and(theoretical(models(of(human(behavior,(and(major(theories(used(in(social(work(practice(with(individuals(groups(and(families.(((Course%Overview%(This(course(will(provide(a(foundation(for(understanding(individual(human(development(and(the(influences(of(mezzo(and(macroGlevel(social(systems(with(a(focus(on(diversity.((Major(theories(and(models(used(in(social(work(intervention,(and(evidenceGbased(research(used(in(social(work(practice(will(be(presented(and(applied.((((Required%Main%Text%%%Lundahl,(B.W.,(&(Hull,(G.H.(((2015).((Applied'Human'Behavior'in'the'Social''''''''Environment.((Boston:(Pearson.(((( (% %

97

Objectives%%(Upon(successful(completion(of(this(course,(students(will(be(able(to:((1.(Identify(various(and(diverse(family(structures,(family(life(cycles,(and(family(influences(on(human(behavior.((2.((Identify(the(various(forms(of(trauma,(including(child(abuse,(maltreatment(and(neglect,(sexual(assault,(family(violence,(disasters,(terrorism(and(war(and(their(effects(on(human(behavior.((((3.(Define(and(discuss(the(definition(of(U.S.(poverty,(its(measurement,(causes,(and(the(influence(of(poverty(on(human(behavior(and(access(to(resources.(((4.((Identify(and(discuss(the(major(mental(illnesses,(prevalence,(and(current(treatment.((((5.((Identify,(describe(and(apply(major(theories(of(intervention(used(in(social(work(practice.((((6.((Describe(the(effects(of(oppression(based(on((and(including(but(not(limited(to),(race,(ethnicity,(gender,(sexual(orientation,(social(class,(age,(religion,(and(ability(on(individuals,(families,(small(groups,(organizations,(and(communities.((Apply(this(knowledge(to(social(work(practice(working(with(diverse(populations.((7.(Use(critical(thinking(in(applying(HBSE(knowledge(to(understanding(person,(environment,(and(their(ongoing,(reciprocal(influence(on(one(another.(%Core%Competencies%Addressed%in%this%Course%%

Competency% Practice%Behavior%% Outcome%Measures%

Competency%6:((Engage(with((Individuals,(Families,((Groups,(Organizations(and((Communities(

6.1%Apply(knowledge(of(human(behavior(and(the(social(environment,(personGinGenvironment,(and(other(multidisciplinary(frameworks(to(engage(with(clients(and(constituencies.(((

Group(presentation((


7.2(Apply(knowledge(of(human(behavior(and(the(social(environment,(personGinGenvironment,(and(other(multidisciplinary(theoretical(frameworks(in(the(analysis(of(assessment(data(from(clients(and(constituencies.(

Final(theoretical(application(paper(


7.4%Select(appropriate(intervention(strategies(based(on(the(assessment,(research(knowledge,(and(values(and(preferences(of(clients(and(constituencies.%

EvidenceGbased(research(paper(

Competency%8:%Intervene(with(Individuals,(Groups,(Families,(Organizations(and(Communities((

8.2%Apply(knowledge(of(human(behavior(and(the(social(environment,(personGinGenvironment,(and(other(multidisciplinary(theoretical(frameworks(in(interventions(

Group(presentation((

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with(clients(and(constituencies.(%Assignments/Evaluation%of%Student%Performance%%(( Assignment% %%of%total%grade% Due%%1( Final(Theoretical(Application(Paper((in(2(parts)( 50%((25%(each)( Session(11((

and(Session(13(2( Group(Presentation(( 20%( Session(15(3( EvidenceGBased(Research(Paper( 25%( Session(7(4( Attendance(and(Participation(( 5%( TBA(

% %

99


%

Week%1.%%%The%Family:%Life%Cycles,%Diversity%in%Family%Structures,%Parenting%%%Required%Reading:%%TEXTBOOK:(Lundahl(&(Hull,(Chapter(14:(Family(Influences(on(Human(Behavior((pp.(296G330)( Kapinus,(C.(A.,(&(Johnson,(M.(P.((2003).(The(utility(of(family(life(cycle(as(a(theoretical(and(empirical(tool.(

Journal'of'Family'Issues,(24(2),(155–184.((Robitaille,(C.,(&(SaintGJacques,(M.((2009).(Social(stigma(and(the(situation(of(young(people(in(lesbian(and(

gay(stepfamilies.(Journal'of'Homosexuality,'56,(421–442.((Taylor,(Z.(E.,(LarsenGRife,(D.,(Conger,(R.(D.,(Widaman,(K.(F.,(&(Cutrona,(C.(E.((2010).(Life(stress,(maternal(

optimism,(and(adolescent(competence(in(single(mother,(African(American(families.(Journal'of'Family'Psychology,'24(4),(468–477.(

Week%2.%Global%Trends%and%Immigration%%%(Required%Reading:%(TEXTBOOK:(Lundahl(&(Hall,(Chapter(16:((Immigration(Influences(on(Human(Behavior((pp.(355G381)((Cleaveland,(C.((2010).(We(are(not(criminals:(Social(work(advocacy(and(unauthorized((((((((migrants.(Social'Work,'55(1),(74–81.((Henry,(H.(M.,(Stiles,(W.(B.,(Biran,(M.(W.,(Mosher,(J.(K.,(Brinegar,(M.(G.,(&(Banerjee,(P.(((((((((2009).(Immigrants’(continuing(bonds(with(their(native(culture:(Assimilation(analysis((((((((of(three(interviews.(Transcultural'Psychiatry,'46(2),(257–284.((Thomas,(K.(J.(A.((2010).(Household(context,(generational(status,(and(English(proficiency((((((((among(the(children(of(African(immigrants(in(the(United(States.(International''''''''Migration'Review,'44(1),(142–172.((United(Nations(Population(Division.((2011).(International'migration'in'a'globalizing''''''''world:'The'role'of'youth.(New(York:(United(Nations.(((((Week%3.%%%Trauma,%Family%Violence,%and%Abuse%%%Required%Reading:%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(17:(Trauma(and(Abuse(Influence(on(Human(Behavior((pp.(382G414)((CAPTA:(Child(Abuse(Protection(and(Treatment(Act.(CAPTA(Reauthorization(Act(of((

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((((((2010((P.L.(111G320,(12/20/10).((Drake,(B.,(Jolley,(J.(M.,(Lanier,(P.,(Fluke,(J.,(Barth,(R.,(&(JonsonGReid,(M.((2011).(Racial((((((((bias(in(child(protection?(A(comparison(of(competing(explanations(using(national(data.((((((((Pediatrics,'127(3),(471–478.((Krane,(J.,(&(Davies,(L.((2000).(Mothering(and(child(protection(practice:(Rethinking(risk((((((((assessment.(Child'and'Family'Social'Work,'5,(35–45.((World(Health(Organization.((2010).(Child'Maltreatment'Fact'Sheet.(Retrieved(from((((((((http://www.who.int/mediacentre/factsheets/fs150/en/.(Geneva,(Switzerland:((((((((Author.(%

Week%4.%Criminal%Justice%Systems%and%Social%Work%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(18:(Socially(Deviant(Behavior((pp.(415G443)((Laux,(J.(M.,(Dupuy,(P.(J.,(Moe,(J.(L.,(Cox,(J.(A.,(Lambert,(E.,(Ventura,(L.(A.,(et(al.(((((((((2008).(The(substance(abuse(counseling(needs(of(women(in(the(criminal(justice((((((((system:(A(needs(assessment(approach.(Journal'of'Addictions'&'Offender'Counseling,''''''''29,(36–48.((Marshall,(W.(L.,(&(Burton,(D.(L.((2010).(The(importance(of(group(process(in(offender((((((((treatment.(Aggression'and'Violent'Behavior,'15,(141–149.((Phillips,(S.(D.,(&(Dettlaff,(A.(J.((2009).(More(than(parents(in(prison:(The(broader((((((((overlap(between(the(criminal(justice(and(child(welfare(systems.(Journal'of'Public'(''''''Child'Welfare,(3,(3–22.((Phillips,(S.(D.,(Dettlaff,(A.(J.,(&(Baldwin,(M.(J.((2010).(An(exploratory(study(of(the((((((((range(of(implications(of(families’(criminal(justice(system(involvement(in(child((((((((welfare(cases.(Children'and'Youth'Services'Review,'32,(544–550.(((((Week%5.%Class%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(19:(Poverty(and(Class(Influences(on(Human(Behavior((pp.(444G468)((Malat,(J.,(Oh,(H.(J.,(&(Hamilton,(M.(A.((2005).(Poverty(experience,(race,(and(child((((((((health.(Public'Health'Reports,'120,(442–447.((Rank,(M.(R.,(&(Hirschl,(T.(A.((2002).(Welfare(use(as(a(life(course(event:(Toward(a(new((((((((understanding(of(the(U.S.(Safety(net.(Social'Work,'47(3),(237–248.((Welsh,(W.(N.,(Stokes,(R.,(&(Greene,(J.(R.((2000).(A(macroGlevel(model(of(school((((((((disorder.(Journal'of'Research'in'Crime'and'Delinquency,'37(3),(243–283.(

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(Week%6.%Mental%Health%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(20:(Mental(health(and(Mental(Illness(as(Influences(on(Human(Behavior((pp.(469G496)(((((((Conner,(K.,(Pinquart,(M.,(&(Gamble,(S.((2009).(MetaGanalysis(of(depression(and((((((((substance(use(among(individuals(with(alcohol(use(disorders.(Journal'of'Substance''''''''Abuse'Treatment,'37(2),(127–137.((Eschleman,(K.,(Bowling,(N.,(&(Alarcon,(G.((2010).(A(metaGanalytic(examination(of((((((((hardiness.(International'Journal'of'Stress'Management,'17(4),(277–307.((Sin,(N.,(&(Lyubomirsky,(S.((2009).(Enhancing(wellGbeing(and(alleviating(depressive((((((((symptoms(with(positive(psychology(interventions:(A(practiceGfriendly(metaGanalysis.((((((((Journal'of'Clinical'Psychology,'65(5),(467–487.((Week%7.%Oppression%and%Discrimination%%%Required%Reading%%TEXTBOOK:(Lundahl(&(Hall,(Chapter(21:(Discrimination(Influences(on(Human(Behavior((pp.(497G523)((Adler,(N.(E.,(&(Rehkopf,(D.(H.((2008).(U.S.(Disparities(in(health:(Descriptions,(causes,((((((((and(mechanisms.(Annual'Review'of'Public'Health,'29,(235–252.((((Graham,(M.((2000).(Honouring(social(work(principlesGexploring(the(connections(between((((((((antiGracist(social(work(and(AfricanGcentered(worldviews.(Social'Work'Education,''''''''19(5),(423–436.((Herek,(G.(M.((2007).(Confronting(sexual(stigma(and(prejudice:(Theory(and(practice.((((((((Journal'of'Social'Issues,'63(4),(905–925.((KimGPrieto,(C.,(Goldstein,(L.(A.,(Ozazaki,(S.,(&(Kirschner,(B.((2010).(Effect(of(exposure((((((((to(an(American(Indian(mascot(on(the(tendency(to(stereotype(a(different(minority((((((((group.(Journal'of'Applied'Social'Psychology,'40(3),(534–553.((Weeks%8a14:%Theories%of%Social%Work%Practice%%%

Week%8:%Integrative%Framework%%%Required%Reading%%TEXTBOOK:(Pearson(Custom(Library(Reading((Week%9.%Psychoanalytic%Theories%%

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Required%Reading%%TEXTBOOK:(Pearson(Custom(Library(Reading(%

Week%10.%Behavioral%Theories%(Required%Reading%(TEXTBOOK:(Pearson(Custom(Library(Reading((Week%11.%CognitiveaBehavioral%Theories%%Required%Reading%%TEXTBOOK:(Pearson(Custom(Library(Reading((Week%12.%PersonaCentered%and%Motivational%Interviewing%Techniques%%%Required%Reading%%TEXTBOOK:(Pearson(Custom(Library(Reading((((Week%13.%Systemic%Theory:%Social%and%Family%Systems%Theory%%Required%Reading%%TEXTBOOK:(Pearson(Custom(Library(Reading((Week%14.%Multicultural%and%Feminist%Theoretical%Approaches%%%Required%Reading%%TEXTBOOK:(Pearson(Custom(Library(Reading((Week%15.%%Group%Presentations%%% %

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EaLearning%Systems%%%%All(students(are(required(to(have(valid(York(College(email(account(and(communicate(exclusively(via(these(accounts.(Students(should(be(proficient(in(using(Blackboard(electronic(platform(as(all(course(documents,(assignments(and(announcements(will(be(posted(there.(Also,(Blackboard(will(be(utilized(for(electronic(discussion(boards,(access(to(the(grading(center,(etc.((Reference%Resources%%(American(Psychological(Association.((2011).((Publication'manual'of'the'American''''''''Psychological'Association((6th(ed.).((Washington,(DC:(Author.(((((National(Association(of(Social(Workers.((1999).(Code'of'Ethics.((Washington,(DC:((((((((Author.((((Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations(to(academic(integrity(include(cheating,(plagiarism,(fabrication,(purchasing(other’s(work(and(submitting(it(as(one’s(own,(complicity((allowing(one’s(work(to(be(used(by(others),(multiple(submission(of(work,(and(misuse(of(computers.((Violations(to(academic(integrity(during(the(course(will(be(addressed(in(accordance(with(The(City(University(of(New(York(policy(on(academic(integrity,(as(described(in(the(York(College(Bulletin((see(York(College(Bulletin).((CUNY(Policy(on(Academic(Integrity((including(plagiarism)(http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((Student%Resources%and%Policies:%(((%((( (

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Instructor’s%Bibliography%%American(Psychological(Association.((2010).(Publication'manual'of'the'American''''''''Psychological'Association,((6th(ed.).(Washington,(D.C.:(APA.((American(Psychiatric(Association.((2013).(Diagnostic'and'statistical'manual'of'mental''''''''disorders((5th(ed.).(Washington,(DC:(Author.((Carter,(B.,(&(McGoldrick,(M.((2005).(The'expanded'family'life'cycle((3rd(ed.).(Boston:((((((((Allyn(&(Bacon.((Castles,(S.((2000).(Ethnicity'and'globalization:'From'migrant'worker'to'transnational''''''''citizen.(London:(Sage.((Durkheim,(E.((1897/1951).(Le'suicide((J.(A.(Spaulding(&(G.(Simpson,(Trans.).(London:((((((((Routledge.((Eriksen,(K.(P.,(&(Kress,(V.(E.((2005).(Beyond'the'DSM'story:'Ethical'quandaries,''''''''challenges'and'best'practices.(Thousand(Oaks,(CA:(Sage.'(Erikson,(E.(H.((1968).(Identity:'Youth'and'crisis.(New(York:(Norton.((Gaertner,(S.(L.,(&(Dovidio,(J.((2000).(Reducing'intergroup'bias.(Hove,(England:((((((((Psychology(Press.((Goldenberg,(H.,(&(Goldenberg,(I.((2008).(Family'therapy.(Belmont,(CA:(Brooks/Cole.((Gilligan,(C.((1982).(In(a'different'voice:'Psychological'theory'and'women’s'development.((((((((Cambridge,(MA:(Harvard(University(Press.((Jackson,(J.(S.,(&(Knight,(K.(M.((2006).(Race(and(selfGregulatory(behaviors:(The(role(of((((((((stress(response(and(hpa(axis(in(physical(and(mental(health(disparities.(In(L.(L.((((((((Carstensen(&(K.(W.(Schaie((Eds.),(Social'structure,'aging'and'self[regulation'in'the''''''''elderly((pp.(189–207).(New(York:(Springer.((National(Association(of(Social(Workers((2009).((Code'of'Ethics.''Washington,(DC:((((((((Author.((Paniagua,(F.(A.((2005).(Assessing'and'treating'culturally'diverse'clients:'A'practical''''''''guide((3rd(ed.).(Thousand(Oaks,(CA:(Sage.

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Department(s), Social'Work'Career, []'Undergraduate'[X]'Graduate'Academic,Level, [X]'Regular'[']'Compensatory'[]'Developmental'[]'Remedial'Subject,Area, SCWK'Course,Number, 'Course,Title, Generalist'Field'Placement'and'Seminar'II'


Social'Work'519'is'the'second'of'two'generalist'seminar'field'courses'taken'in'the'first'year'of'the'MSW'program.'Course'includes'supervised'field'experience,'integration'of'field'and'classroom'learning'in'a'weekly'onLcampus'seminar'and'onLsite'visits'by'social'work'faculty.'Placements'are'2L3'weekdays'for'a'minimum'of'225'hours'per'semester.'''

Pre>requisite(s), SCWK'507;'Department'permission'required.'Co>requisite(s), None'Credits, 5'Contact,Hours,[total'(lecture,'lab)]' 5'hrs.'(2'hrs.'Lecture,'3'hours'field)''

Liberal,Arts, []'Yes'[X]'No'Course,Attribute,,[WI;'HLWEB;'WEB], '


___X_'Not'Applicable'Required' Flexible'____'English'Composition' ____'World'Cultures'____'Mathematics' ____'US'Experience'in'its'Diversity'____'Science' ____'Creative'Expression'' ____'Individual'and'Society'' ____'Scientific'World'

'Rationale:''The'objectives'emphasize'building'on'the'knowledge'and'skills'that'were'developed'in'the'previous'field'course,'Social'Work'507.'Additional'foci'incorporate'group,'and'community,'and'policy.''The'seminar'provides'opportunities'to'analyze'and'critically'reflect'upon'placement'experiences'and'to'link'these'experiences'with'ideas'and'concepts'from'class'and'assigned'readings.

106

York%College%of%the%City%University%of%New%York%Social%Work%Program!

SCWK%#%519!Generalist%Field%Placement%and%Seminar%II%

Course%Syllabus%!Semester:!! ! ! ! ! !!!!!! Instructor:!!Day!and!Time:!! ! ! ! ! Phone:!!Office!Hours!and!Room:! ! ! ! Email:!!!!Online!Office!Hours:!!Course%Description%Social%Work%519:!Field!Placement!and!Seminar!II.!5!crs.,!5!hrs.!(2!hrs.!lecture;!3!hrs!field).!PreErequisite:!SCWK!507;!Department!permission!required.!!Social!Work!519!is!the!second!of!two!generalist!seminar!field!courses!taken!in!the!first!year!of!the!MSW!program.!Course!includes!supervised!field!experience,!integration!of!field!and!classroom!learning!in!a!weekly!onEcampus!seminar!and!onEsite!visits!by!social!work!faculty.!Placements!are!2E3!weekdays!for!a!minimum!of!225!hours!per!semester.!!!!Course%Overview%Social!Work!519!is!the!second!course!in!a!twoEcourse!sequence!of!foundation!field!seminar.!!The!objectives!emphasize!building!on!the!knowledge!and!skills!that!were!developed!in!the!previous!field!course,!Social!Work!507.!Additional!foci!incorporate!group,!and!community,!and!policy.!!The!seminar!provides!opportunities!to!analyze!and!critically!reflect!upon!placement!experiences!and!to!link!these!experiences!with!ideas!and!concepts!from!class!and!assigned!readings.!Students!discuss!practice!concerns!and!examine!issues!of!professional!development.!By!exchanging!information!in!the!seminar,!students!broaden!their!internship!education!beyond!their!individual!placements!and!gain!an!understanding!of!social!work!practice!in!diverse!settings.!!Required%Textbooks:%%Conyne,!R.K.!(2014).!Group!Work!Leadership:!An!Introduction!for!Helpers!!!!!!!!!(3rd!ed.).!!Sage!Publications!Inc.!!!Hardcastle,!D.!(2011).!Community!Practice:!Theories!and!Skills!for!Social!Work!!!!!!!!!(3rd!ed.).!Oxford!University!Press!Both!textbooks!are!available!as!an!eEtextbook.!Visit!http://www.coursesmart.com/!to!purchase!an!online!version.!!A!copy!of!the!required!texts!will!be!placed!on!reserve!in!the!York!College!Library.!Other!readings!will!be!assigned!and!will!be!available!via!Blackboard!or!in!class.!!!!Course%Learning%Objectives:%Upon!successful!completion!of!this!!course,!students!will!be!able!to:!

1.! Expand!professional!knowledge!of!ethics!in!social!work!practice.!2.! Expand!knowledge!of!Group!Work!as!a!Comprehensive!Approach!!3.! Identify!specific!group!dynamics;!roles!of!members!4.! Identify!four!types!of!group!work!approach!5.! Assess!their!own!personal!social!work!competency!(knowledge,!skills)!in!group!

work!6.! Assess!community!problems!using!a!social!work!model!!

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7.! Identify!how!culture!impacts!social!problems!8.!!!Identify!methods!for!data!gathering!from!assessments!from!community!events%

%Core%Competencies%%%Competency%#% Practice%Behavior% Outcome%Measures%Competency*1!!Demonstrate!Ethical!and!Professional!Behavior!

1.5%Use!supervision!and!consultation!to!guide!professional!judgment!and!behavior!

Final!Evaluation!!

Competency*6*Engage!with!Individuals,!Families,!Groups,!Organizations,!Communities!

6.2%Use!empathy,!and!interpersonal!skills!to!effectively!engage!diverse!clients!and!constituencies!

Final!Evaluation!

Competency*7*Assess!Individuals,!Families,!Groups,!Organizations,!Communities!

7.3%Develop!mutually!agreed!on!interventions!goals!and!objectives!based!on!critical!assessment!of!strengths,!needs,!and!challenges!within!clients!and!constituencies!!

Final!Evaluation!

Competency*8*!Intervene!with!Individuals,!Families,!Groups,!Organizations,!Communities!

8.4%Negotiate,!mediate,!and!advocate!with!and!on!behalf!of!diverse!clients!and!constituencies!

Final!Evaluation!

Competency*9*!Evaluate!Practice!with!Individuals,!Families,!Groups,!Organizations,!Communities!

9.2%Apply!knowledge!of!human!behavior!and!the!social!environment!,!personEinEenvironment!and!other!multidisciplinary!theoretical!frameworks!in!the!evaluation!outcomes!!

Final!Evaluation!

Assignments/Evaluation%of%Student%Performance%The!final!grade!for!SCWK!517!will!be!determined!by!a!combined!evaluation!in!both!the!field!internship!and!seminar.!The!seminar!instructor!is!responsible!for!assigning!the!final!course!grade.!!Consultation!from!the!field!supervisor!will!also!be!a!factor.!!The!evaluation!completed!by!the!student’s!field!supervisor!member!is!an!important!guideline!to!the!seminar!instructor!in!evaluating!student!performance.!!The!grade!will!be!determined!by!the!student’s!overall!professional!performance!in!and!relating!to!the!field,!completion!of!course!and!field!related!assignments,!mastery!of!learning!outcomes,!and!performance!at!final!evaluation.!Unprofessional!social!work!conduct!can!result!in!lowering!of!the!final!grade.!!! Type%of%Assignment% %%of%the%Final%Grade% DUE%1% Field!performance!–!complete!225!hours! 50%! Week!14!2% Midterm!paper!–!Group!Work! 10%! Week!7!3% Final!paper!–!Community!Practice! 15%! Week!13!

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4% Process!Recordings!(10)! 10%! Start!Week!3!5% Weekly!logs! 10%! Start!Week!3!6% Seminar!participation!(contribution!to!class!

discussion,!attendance!and!punctuality)!5%! !

! ! !WEEKLY%COURSE%OUTLINE%

%Week%1:%%%Course%Overview,%CWSE%Core%Competencies,%%Required%Readings:!Course!Syllabus!Council!on!Social!Work!Education!Accreditation!Standards!(EPAS!2015):!!

http://www.cswe.org/Accreditation.aspx!%Week%2:%%%%Social%Work%Ethics:%Process%Recordings%Required%Readings:%NASW!Code!of!Ethics!TEXTBOOK:!Conyne,!R.!(2014),!Preface!(page!xxiii)!and!Section!1(xxviii)!TEXTBOOK:!Hardcastle,!D.!(2011),!Preface!(page!V!–!VIII)!%

%%Week%3:%Introduction%to%Group%Work%Required%Reading:%TEXTBOOK:!Conyne,!R.!(2014),!Chapter!1:!Introduction!to!Group!Work!!American!Group!Psychotherapy!Association.!(2007).!Practice!Guidelines!for!group!!!!!!!!psychotherapy.!New!York,!NY!American!Group!Psychotherapy!Association.!!American!Group!Psychotherapy!Association.!(n.d)!Group!Works!!Evidence!on!the!!!!!!!!effectiveness!of!group!therapy.!Student!Learning!Plan!!Process!Recording!#!1!Weekly!Log!#!1!Week%4:%Foundations%of%Group%Work!Required%Readings:!TEXTBOOK:!Conyne,!R.!(2014),!Chapter!2:!Foundations!of!Group!Work!!!Wilson,!E!R.,!Rapin,!L.,!&!HaleyEBanez,!L!(2004),!How!teaching!group!work!can!be!!!!!!!!!guided!by!foundational!documents.!Best!practice!guidelines,!diversity,!principles,!!!!!!!!!trainings!standards.!Journal!for!specialists!in!Group!Work,!29,!19E29!Process!Recording!#!2!!Weekly!Log!#!2!!!Week%5:%Group%Dynamics%and%Group%Process!Required%Readings:!TEXTBOOK:!Conyne,!R.!(2014),!Chapter!3:!Group!Dynamics!and!Group!Process!!Brown,!N.!!(2009).!Group!work!Dynamics:!Content!and!Process.!In!American!!!!!!!!!Counseling!Association!(Ed.),!!The!ACA!encyclopedia!of!counseling!(pp.!229E230).!!!!!!!!!Alexandria,!VA:!American!Counseling!Association.!

Week%3%–%7:%Elements%of%Group%Work%

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Process!Recording!#!3!Weekly!Log!!!Week%6:%Group%Development:%The%Beginning,%Working,%and%Ending%Stages!Required%Readings:!TEXTBOOK:!Conyne,!R.!(2014),!Chapter!4:!Group!Development:!The!Beginning,!!!!!!!!Working,!and!Ending!Stages!Process!Recording!#!4!Weekly!Log!#!4!!%Week%7:%Reflection%in%and%on%Group%Work%Practice!Required%Readings:%!TEXTBOOK:!Conyne,!R.(2014),!Chapter!9:!Reflection!in!and!on!Group!Work!Practice!%%!Norcross,!J.,!&!Guy,!J.!(2007)!Leaving!it!to!the!office:!A!guide!to!psychotherapist!!!!!!!!!selfNcare.!!Mid%Semester%Evaluation%is%Due%%**********************MIDTERM%DUE*******************************%%

%%Week%8:%Community%Practice%An%Introduction%Required%Readings:%TEXTBOOK:!Hardcastle,!D.!(2011),!Chapter!1:!Community!Practice:!An!Introduction!!Beverly,!W.!(2003).!Reactive!vs!proactive!ethics!in!social!work!community!practice:!!!!!!!!!Does!the!difference!make!a!difference?!ACOSA!Update!Online,!17(2),!8,15.!Process!Recording!#!5!!Weekly!Log!#!5!!%Weeks%9:%Theory`Based,%Model%–Based%Community%Practice%Required%Readings:!TEXTBOOK:!Hardcastle,!D.!(2011),!Chapter!2:!TheoryEBased,!ModelEBased!!!!!!!!Community!Practice!!Ohmer,!M.L.!(2008).!The!relationship!between!citizen!participation!and!organizational!!!!!!!!!processes!and!outEcomes!and!the!benefits!of!citizen!participation!in!neighborhood!!!!!!!!!organizations.!!Journal!of!Social!Service!Research.!34(4),!41!–!60.!Process!Recording!#!6!!Weekly!Log!#!6!!!Week%10:%%Social%and%Community%Problems%Required%Readings:!TEXTBOOK:!Hardcastle,!D.!(2011),!Chapter!3:!The!nature!of!Social!and!Community!!!!!!!!Problems!%Lum,!D.!(Ed.).!(2003).!Culturally!competent!practice:!A!framework!for!understanding!!!!!!diverse!groups!and!justice!issues!(2nd!ed.).!Pacific!Grove,!CA:!!Brooks/Cole!–!!

Weeks%8%–%13%Macro%Practice%(Community%and%Organizational%Practice)%

110

!!!!Thomson!Learning.!Process!Recording!#!7!!Weekly!Log!#!7!!!Weeks%11:%%Case%Study%of%a%Community%Required%Readings:!TEXTBOOK:!Hardcastle,!D.!(2011),!Chapter!5:!Assessment:!Discovering!and!!!!!!!!!Documenting!the!Life!of!a!Community!!Garvin!,!C.!D.,!&!Cox,!F.!M.!(1995).!A!history!of!community!organizing!since!the!Civil!!!!!!!!!!!War!with!special!reference!to!oppressed!communities.!In!J.!Rothman,!J.!L.!Erlich,!&!!!!!!!!!!!J.!E.!Tropman!with!Fred!M.!Cox!(Eds.),!Strategies!of!community!intervention!(5th!!!!!!!!!!ed.),!(pp.!64E99),!Itasca,!IL:!F.!E.!Peacock.!Process!Recording!#!8!Weekly!Log!#!8!!!Week%12:%%Assessment%in%Community%Practice%Required%Readings:!TEXTBOOK:!Hardcastle,!D.!(2011),!Chapter!6:!Using!Assessment!in!Community!!!!!!!!!Practice!!Robinson,!C!M.,!Vineyard,!M,!C.,!&!Reagor,!J.!D.!(2004).!Using!community!mapping!!!!!!!!!in!human!ecology.!Journal!of!Family!and!Consumer!Sciences,!96(4),!52E54.!Process!Recording!#!9!!Weekly!Log!#!9!!!Week%13:%%Work%Groups%in%Community%Practice!Required%Readings:!TEXTBOOK:!Hardcastle,!D.!(2011),!Chapter!9:!Using!Work!Groups:!Committees,!!!!!!!!!Teams!and!Boards!!Silverman,!R.!M.!(2005).!Caught!in!the!middle:!Community!development!corporations!!!!!!!!(CDCs)!and!the!conflict!between!grassroots!and!instrumental!forms!of!citizen!!!!!!!!participation.!!Community!Development,!36(2),!35E51.!!************************FINAL%PAPER%IS%DUE***********************%Session%14:%%%%%Course%Review%!Field!Documents!are!due:!!Timesheet;!student!logs;!Final!Evaluation!Process!Recording!#!10!Weekly!Log!#!10!!!Session%15:%%%%Preparation%for%Advance%Field%Placement!Social!Work!in!Health!Care!

%%%

% %

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Student%Resources%and%Policies:%E`Learning%Systems%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Reference%Resources%Social*Work*Organizations*www.nasw.org! ! ! National!Association!of!Social!Workers!www.ifsw.org! ! ! ! International!Federation!of!Social!Workers!www.statepolicy.org! Social!Work!National!Committee!for!Educating!Students!to!

Influence!State!Policy!and!Legislation—they!have!a!yearly!contest!to!recognize!exemplary!BSW!and!MSW!projects!!

!www.cswe.org! ! ! ! Council!on!Social!Work!Education!Educational!!

policy!and!accreditation!standards!!!Library/Writing*Style*Sites*www.cuny.libraries.com! City!University!of!New!York!Office!of!Library!Services!!%www.apa.org! ! ! ! American!Psychological!Association!%Advocacy*Organizations*www.aphsa.org! ! ! American!Public!Human!Service!Association!www.childrensdefense.org! Children’s!Defense!Fund:!!Links!to!many!child!and!family!

advocacy!sites!www.cwla.org! ! ! ! Child!Welfare!League!of!America!www.childadvocacy.org! ! National!Association!of!Child!Advocates!www.greenpeace.org! ! ! Greenpeace:!!Links!to!environmental!sites!www.now.org! National!Organization!for!Women:!!Links!to!resources!that!

support!gender!equity!www.voteEsmart.org! Project!Vote!Smart:!!Links!candidate,!campaign!and!issue!

information!sites,!ratings!by!advocacy!groups,!and!campaign!financial!reports!

www.financeprojectinfo.org! ! Welfare!information!www.ncoa.org! ! ! ! National!Council!on!Aging!www.mentalhealth.org! ! National!Mental!Health!Association!!Information*and*Statistics*www.census.gov! ! ! U.S.!Census!Bureau!www.gao.gov! ! ! ! U.S.!General!Accounting!Office!!%Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%!

•! Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!

112

•! Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!You!are!expected!to!contact!your!instructor!to!inform!him!or!her!of!the!reason!for!your!absence.!!You!are!also!responsible!for!learning!about!any!material!you!missed.!!!

•! Course!grades!will!be!lowered!for!more!than!two!absences.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!

•! Written!and!oral!assignments!must!be!submitted!at!the!beginning!of!class!on!the!due!date.!!Late!submission!will!result!in!a!lowered!grade.!!!

•! Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inEclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

%Division%of%Student%Development%(including!Counseling,!the!STAR!Program,!Student!Support!Services,!and!Student!Government):!http://www.york.cuny.edu/produceEandEprint/contents/bulletin/divisionEofEstudentEdevelopment!Tutoring%Services%https://www.york.cuny.edu/student/studentEcorner/studentEcorner/tutoring!SEEK%Program%https://www.york.cuny.edu/student/studentEcorner/studentEdevelopment/seek!Student%Policies%and%Procedures%https://www.york.cuny.edu/studentEdevelopment/studentEpoliciesEandEprocedures/studentEpoliciesEandEprocedures!CUNY%Policy%on%Academic%Integrity%(including%plagiarism)%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!! !

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Instructor’s%Bibliography!!American!Group!Psychotherapy!Association.!(n.d)!Group!Works!!Evidence!on!the!!!!!!!!!!effectiveness!of!group!therapy.!!American!Group!Psychotherapy!Association.!(2007).!Practice!Guidelines!for!group!!!!!!!!!!psychotherapy.!New!York,!NY!American!Group!Psychotherapy!Association.!!Beverly,!W.!(2003).!Reactive!vs!proactive!ethics!in!social!work!community!practice:!!!!!!!!!!Does!the!difference!make!a!difference?!ACOSA!Update!Online,!17(2),!8!E15.!!Brown,!N.!!(2009).!Group!work!Dynamics:!Content!and!Process.!In!American!!!!!!!!!Counseling!Association!(Ed.),!!The!ACA!encyclopedia!of!counseling!(pp.!229E230).!!!!!!!!!Alexandria,!VA:!American!Counseling!Association.!!Garvin!,!C.!D.,!&!Cox,!F.!M.!(1995).!A!history!of!community!organizing!since!the!Civil!!!!!!!!!!War!with!special!reference!to!oppressed!communities.!In!J.!Rothman,!J.!L.!Erlich,!&!!!!!!!!J.!E.!Tropman!with!Fred!M.!Cox!(Eds.),!Strategies!of!community!intervention!(5th!!!!!!!!!ed.),!(pp.!64E99),!Itasca,!IL:!F.!E.!Peacock.!!Lum,!D.!(Ed.).!(2003).!Culturally!competent!practice:!A!framework!for!understanding!!!!!!!diverse!groups!and!justice!issues!(2nd!ed.).!Pacific!Grove,!CA:!!Brooks/Cole!–!!!!!!!Thomson!Learning.!!Norcross,!J.,!&!Guy,!J.!(2007)!Leaving!it!to!the!office:!A!guide!to!psychotherapist!!!!!!!!selfNcare.!!!Ohmer,!M.L.!(2008).!The!relationship!between!citizen!participation!and!organizational!!!!!!!!processes!and!outEcomes!and!the!benefits!of!citizen!participation!in!neighborhood!!!!!!!!organizations.!!Journal!of!Social!Service!Research.!34(4),!41!–!60.!!Robinson,!C!M.,!Vineyard,!M,!C.,!&!Reagor,!J.!D.!(2004).!Using!community!mapping!!!!!!!!in!human!ecology.!Journal!of!Family!and!Consumer!Sciences,!96(4),!52E54.!!Silverman,!R.!M.!(2005).!Caught!in!the!middle:!Community!development!corporations!!!!!!!!(CDCs)!and!the!conflict!between!grassroots!and!instrumental!forms!of!citizen!!!!!!!!participation.!!Community!Development,!36(2),!35E51.!!!

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Section(AIV:(New(Courses((AIV.1(!Department(s)! Social(Work(Career! [(((](Undergraduate(([x(](Graduate(((Academic!Level! [(x(](Regular(([(((](Compensatory(([(((](Developmental(([(((](Remedial((((Subject!Area! Social(Work((Course!Number! SCWK(601(Course!Title! Urban(Health(Disparities(and(Global(Health(Catalogue!Description!!

Urban&Health&Disparities&and&Global&Health&Care(is(a(course(in(the(advanced(year(sequence(which(examines(culturally(appropriate(policy,(priorities,(action(plans,(and(agendas(to(understand(and(eliminate(health(disparities(particularly(impacting(urban(populations.(The(course(articulates(social(work(national(and(international(ethics(and(values(as(they(relate(to(health(disparities,(global(health,(health(status,(and(access.(

Pr>requisite(s)! SCWK(501;(Department(permission(required.(Co>requisite(s)! None Credits! 3((Contact!Hours! 3(hrs.(Lecture(Liberal!Arts! [(](Yes(([(X((](No(((Course!Attribute!(e.g.!Writing!Intensive,!WAC,!etc)!

(


X((Not(Applicable((((((Required&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Flexible&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

____(English(Composition(((((((((((((____((World(Cultures((((((((((((((((((((((____(Mathematics(((((((((((((((((((((((((((____((US(Experience(in(its(Diversity(____(Science((((((((((((((((((((((((((((((((((((____((Creative(Expression(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((____((Individual(and(Society((((((((((((((((((((((((((((((((((((((((((((((((((((((((((_____(Scientific(World((((((((((((((((((((((

Rationale:((SCWK(601(is(particularly(vital(to(equip(student(scholars(with(the(set(of(knowledge(and(skills(essential(to(forward(health(priorities(of(the(social(work(profession(and(international(goals—The&Health&Equity&and&Accountability&Act&of&2009&(H.R.&3090),(Health&People&2020(and(PostG2015&Global&Agenda—which(seek(to(eliminate(health(disparities(nationally(and(worldwide.(Utilizing(models(of(cultural(competency(and(social(policy,(this(course(empowers(student(scholars(to(advocate(for(access(to(urban(health(and(promote(global(health.(

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COURSE%#%601%Urban%Health%Disparities%and%Global%Health%%

%COURSE%SYLLABUS%

!%Instructor!Information!Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin!Course!Description!Urban!Health!Disparities!and!Global!Health!Care!3!hrs,!3!crs.;!Prerequisite: SCWK!501;!Department!permission!required.!!!Urban&Health&Disparities&and&Global&Health&Care!is!a!course!in!the!advanced!year!sequence!which!examines!culturally!appropriate!policy,!priorities,!action!plans,!and!agendas!to!understand!and!eliminate!health!disparities!particularly!impacting!urban!populations.!The!course!articulates!social!work!national!and!international!ethics!and!values!as!they!relate!to!health!disparities,!global!health,!health!status,!and!access.!!Course!Overview!Toward!achieving!equity!in!health,!SCWK&601:&Urban&Heath&Disparities&and&Global&Health&Care!forwards!the!highest!priorities!rooted!in!the!York's!mission!statement!and!National!Association!of!Social!Worker's!Health!Initiative!launch!to!expand!policy!work!and!public!education!activities!which!advance!efforts!to!eliminate!health!disparities.!!!With!the!diverse!make!up!of!Queens!and!the!multiUethnic!student!body!who!come!from!diverse!communities!and!countries!to!attend!York!College,!this!course!is!designed!to!prepare!them!for!culturally!appropriate!health!responses!to!conceptual!frameworks!and!multifaceted!dimensions——race,!ethnicity,!gender,!sexual!orientation,!age,!socioeconomic!status—of!health!disparities!particularly!impacting!vulnerable!populations!that!include!and!transcend!national!regions.!Within!the!scope!of!Council!on!Social!Work!Education!(CSWE)!Commission!on!Global!Education,!student!scholars!also!learn!about!global!health!disparities!and!responses.!!!Required!Main!Text!!Barr,!D.!A.!(2014).!Health&Care&Disparities&in&the&United&States:&Social&Class,&Race,&&&&&&&Ethnicity&and&Health.!(2nd!ed.).!John!Hopkins!Press.!!! !Wallace,!B.!(2008).!Toward&Equity&in&Health:&A&New&Global&Approach.!Springer.!!&%American!Psychological!Association!(2010).!Publication&Manual&of&the&American&&&&&&&Psychological&Association!(6th!ed.).!Washington,!DC:!APA.!%Additional!readings!as!assigned.!!%Course!Learning!Objectives!This!courses!addresses!competencies!as!outlined!in!the!Council!on!Social!Work!Education!(2015)!Commission!on!Educational!Policy!Accreditation!Standards!(EPAS).!Upon!completion!of!this!course,!student!scholars!will:!!

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!3.! Analyze!language!and!conceptual!frameworks!used!to!describe!health!disparities!across!health!

care!settings,!socioeconomic!status,!ethnicity,!race,!age,!and!gender.!4.! Understand!the!similarities!and!differences!of!health!disparities!and!global!health!in!the!United!

States!and!internationally.!!5.! Examine!policy,!priorities,!action!plans,!and!agendas!which!seek!to!eliminate!health!disparities—

Healthy&People&2020,!The&Minority&Health&and&Health&Disparities&Research&and&Education&Act&of&2000&(PLN106N525),!United&Nation&Sustainable&Goals,&the&2011&Department&of&Health&and&Human&Services&(HHS)&Disparities&Action&Plan&and&the&Affordable&Care&Act&(ACA)&advance&efforts&to&reduce&health&disparities.!

6.! Integrate!understanding!of!social!work!tenets,!technology!and!human!rights!with!special!populations.!!!

7.! Articulate!social!work!national!and!international!ethics!and!values!as!they!relate!to!health!disparities,!health!status,!and!access.!!

8.! Assess!examples!of!health!disparities!in!U.S.!and!global!societies.!!!9.! Identify!transdisciplinary!approaches!between!academic,!community!and!other!stakeholders!to!

improve!partnerships!and!outcomes!of!health!care!inequalities!among!disenfranchised!populations!worldwide.!%

%Core!Competencies!

Competency! Practice!Behavior! Outcome!Measurement!

Competency!2:!Engage!Diversity!and!Difference!in!Practice!

2.1!Apply!and!communicate!understanding!of!the!importance!of!diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo,!and!macro!levels.!

1.!!!!Chapter/Reading!!!!!!!!!Quizzes!2.!!!!U.S.!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!3.!!!!Global!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!!

Competency!3:!Advance!Human!Rights!and!Social,!Economic,!and!Environmental!Justice!

3.1!Apply!their!understanding!of!social,!economic,!and!environmental!justice!to!individual!and!system!levels.!

1.!!!!Chapter/Reading!!!!!!!!!Quizzes!2.!!!!U.S.!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!3.!!!!Global!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!4.!!!Urban!or!Global!!!!!!!!Event!Group!Oral!!!!!!!!Presentation!!

Competency!7:!Assess!Individuals,!Families,!Groups,!Organizations,!and!Communities!

7.1!Collect!and!organize!data,!and!apply!critical!thinking!to!interpret!information!from!clients!and!constituencies.!

1.!!!!U.S.!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!2.!!!!Global!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!3.!!!!Urban!or!Global!!!!!!!!!Event!Group!Oral!!!!!!!!!Presentation!

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!Instructional!Methods!!!!This!class!may!be!taught!in!a!faceUtoUface.!!For!faceUtoUface!sections,!follow!the!weekly!course!outline.!!Students!will!meet!weekly,!in!the!classroom,!and!are!responsible!to!complete!all!readings!and!assignments!listed.!!!!

!Assignments/Evaluation!of!Student!Performance!!

%%%%%WEEKLY!

COURSE!

OUTLINE!!!

Sessions!1U3.!!Understand!Urban!and!Global!Health!Disparities!!!

!Session!1.!!!Course!Overview,!Health!Disparities,!Healthy!People!2020!!!Required!Reading:!!TEXTBOOK:!Barr,!D.!A.!(2014),!Chapter!1:!Introducing!the!Social!Roots!of!Health!!!!!!!Disparities!(pp.!1U14).!!Wallace,!B.!(2008).!!Chapter!2:!Challenges!in!Eliminating!Health!Disparities!(pp.!41U46).!!Kaiser!(2016,!August).!Disparities!in!health!and!health!care:!Five!key!questions.!The!!!!!!!Henry!Kaiser!Foundation.!Retrieved!at:!!http://kff.org/disparitiesUpolicy/issueUbrief/disparitiesUinUhealthUandUhealthUcareUfiveUkeyUquestionsUandUanswers/!

Competency!9:!Evaluate!Practice!with!Individuals,!Families,!Groups,!Organizations,!Communities!

9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. !

1.!!!!U.S.!Country!!!!!!!!!Health!Disparity!!!!!!!!Assessment!Paper!2.!!!!Global!Country!!!!!!!!!Health!Disparity!!!!!!!!!Assessment!Paper!

! Assessment/Assignment! %!of!!total!grade!

Due!!

1! Class!Discussion,!Participation,!Attendance! 5%! Sessions!1U14!

2! Chapter/Reading!Quizzes! 20%! Sessions!!3U12!

3! U.S.!Country!Health!Disparity!Assessment!Paper! 20%! Session!4!

4! Global!Country!Health!Disparity!Assessment!Paper! 20%! Session!7!

5! Urban!or!Global!Event!Group!Oral!Presentation! 15%! Sessions!13!&!14!6! Final!Examination!! 20%! Session!15!

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!Healthy&People&2020.!Retrieved!at:!https://www.healthypeople.gov/!!Mitchell,!F.!M.!(2015).!Racial!and!ethnic!health!disparities!in!an!era!of!Health!Care!!!!!!!Reform.!Health&&&Social&Work,&40(3),!e66U74.!doi:!10.1093/hsw/hlv038!!Social&Work&&&Health&Care&Disparities.!Washington,!DC:!Retrieved!at:!!!!!!!http://www.naswdc.org/advocacy/briefing/HealthCareDisparitiesBriefingPaper.pdf!!Due:!Assign!Groups!for!Global!Event!Oral!Presentations!!Session!2.!!!Race!and!Ethnicity:!Defining!Health!and!Health!Disparities!!!Required!Reading:!!TEXTBOOK:!Barr,!D.!A.!(2014),!Chapter!2:!What!is!Health?!How!Should!We!Define!it?!!!!!!!How!Should!We!Measure!It?!(pp.!12U31).!!Barr,!D.!A.!(2014),!Chapter!8:!All!Things!Being!Equal,!Does!Race/Ethnicity!Affect!How!!!!!!!Physicians!Treat!Patients?!(pp.!170U199).!!Social!Work!Policy!Institute.!Health!Disparities.!Washington,!DC:!Retrieved!at:!http://www.socialworkpolicy.org/research/healthUdisparities.html!!Mitchell,!F.!M.!(2015).!Racial!and!ethnic!health!disparities!in!an!era!of!Health!Care!!!!!!!Reform.!Health&&&Social&Work,&40(3),!e66Ue74.!!Unequal!Treatment:!What!health!care!system!administrators!need!to!know!about!racial!!!!!!!and!ethnic!disparities!in!healthcare.!Institute&of&Medicine!(2002).!Retrieved!at:!!http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2003/UnequalUTreatmentUConfrontingURacialUandUEthnicUDisparitiesUinUHealthUCare/DisparitiesAdmin8pg.pdf!!!Session!3.!!!Understanding!the!Intersection!Between!Cultural!Competency,!Race,!Ethnicity!and!Health!Disparities!!! !Required!Reading:!!TEXTBOOK:!Barr,!D.!A.!(2014),!Chapter!11:!What!Should!We!Do!to!Reduce!Health!!!!!!!Disparities!(pp.!247U269).!!Wallace,!B.!(2008).!Chapter!3:!Toward!EvidenceUBased!and!Culturally!Appropriate!!!!!!!Models!for!Reducing!Global!Health!Disparities.!An!Africanist!Perspective!(pp.!47U!!!!!!60).!!Fraseriector,!C.!B.!I.!(2005).!Can!cultural!competency!reduce!racial!and!ethnic!health!!!!!!!disparities?!A!review!and!conceptual!model.!Medical&Care&Research&and&Review,&57,!!!!!!!181U217.!doi:!10.1177/1077558700574009!!Hester,!H.!(2012).!The!promise!and!paradox!of!cultural!competence.!HEC&Forum,&24(4),!!!!!!!279U291.!!

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&National&Association&of&Social&Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!!Due:!Chapter/Reading!Quiz!!Session!4U6.!!Health!Disparities!in!the!United!States!!!Session!4.!Understanding!the!Relationship!between!Socioeconomic!Status!and!Health!Disparities!!Required!Reading!!TEXTBOOK:!Barr,!D.!A.!(2014),!Chapter!3:!The!Relationship!between!Socioeconomic!!!!!!!Status!and!Health,!or,!“They!Call!It!‘Poor!Health’!for!a!Reason!(pp.!36U56).!!Barr,!D.!A.!(2014),!Chapter!4:!Understanding!How!Low!Social!Status!!!!!!!Leads!to!Poor!Health!(pp.!58U86).!!!!Danis,!M.,!Kotwani,!N.,!Garrett,!J.,!River,!I.,!DaviesUCole,!J.,!&!CarterUNolan,!P.!(2010).!!!!!!!Priorities!of!lowUincome!urban!residents!for!interventions!to!address!the!socioU!!!!!!economic!determinants!of!health.!Journal&of&Health&Care&for&the&Poor&and&&&&&&&Underserved,&21(4),!1318U1339.!!!Due:!U.S.!Country!Health!Disparity!Assessment!Paper!!Due:!Chapter/Reading!Quiz!!Session!5.!!!Health!Disparities!Examples!Across!the!Life!Span!!Required!Reading!!Barr,!D.!A.!(2014),!Chapter!7:!Children’s!Health!Disparities!(pp.!145U168).!!Dowd,!J.,!B.,!Zajacova,!A.,!Aiello,!A.!(2009).!Early!origins!of!health!disparities:!Burden!!!!!!!of!infection,!health,!and!socioeconomic!status!in!U.S.!children.!Social&Science&&&&&&&&&Medicine,&68(4),!699U707.!!!Chrisler,!J.!C.,!Barney,!A.,!Palatino,!B.!!(2016).!Ageism!can!be!hazardous!to!women’s!!!!!!!health:!Ageism,!sexism,!and!stereotypes!of!older!women!in!the!healthcare!system.!!!!!!!Journal&of&Social&Issues,&72(1),!86U104.!doi:!10.1111/josi.12157.!!Due:!Chapter/Reading!Quiz!!Session!6.!Gender!and!Sexual!Health!!!Required!Reading!!TEXTBOOK:!Wallace,!B.!(2008),!Chapter!7:!Closing!Gaps!in!Health!for!Special!!

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!!!!!Populations!(pp.!393U427).!!Charles,!E.!(2016).!Social,!economic,!and!health!disparities!among!LGBT!older!adults.!!!!!!!Generations,&40(2),!16U22.!!!Reisner,!S.!L.,!White,!J.!M.,!Bradford,!J.,!B.,!&!Mimiaga,!M.!J.!(2014).!Transgender!!!!!!!health!disparities:!Comparing!full!cohort!and!nested!matchedUpair!study!designs!in!a!!!!!!!community!health!center.!LGBT!Health,!1(3),!177U184.!Doi:!10.1089/lgbt.2014.009.!!!!!!!Retrieved!at:!!http://online.liebertpub.com/doi/abs/10.1089/lgbt.2014.0009?url_ver=Z39.88U2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed!!!!!Storholm,!E.!D.,!Siconolfi,!D.!E.,!Halkitis,!P.,!Moeller,!R.,!Eddy,!J.!A.,!&!Bare,!M.!G.!!!!!!!(2013).!Sociodemographic!factors!contribute!to!mental!health!disparities!and!access!to!!!!!!!service!among!young!men!who!have!sex!with!men!in!New!York!City.!Journal&of&Gay&&&&&&&&&Lesbian&Mental&Health,&17(3),!294U313.!!!Due:!Chapter/Reading!Quiz!!Session!7U9.!!!Globalization:!Health!Disparities,!Human!Rights,!Health!Equality!!!!Session!7.!!!!!!!International!Social!Work!Sustainable!Goals!!!Required!Reading!!United!Nations!(2015)!Sustainable!Development!Goals.!New!York,!New!York:!United!!!!!!!Nations:!https://sustainabledevelopment.un.org/?menu=1300!!Global!Agenda!for!Social!Work!and!Social!Development!2014:!First!report!–!promoting!!!!!!!social!and!economic!equalities.!International&Social&Work,&57(S4),!3U16.!!doi:!!!!!!!10.1177/0020872814534139.!Retrieved!at:!http://www.iasswUaiets.org/files/Global%20AgendaUfirts%20report.pdf!!Due:!Global!Country!Health!Disparity!Assessment!Paper!!Due:!Chapter/Reading!Quiz!!Session!8.!!Stand!Up!For!Women!Rights!Worldwide:!Breast!Feeding,!Human!Trafficking,!Female!Circumcision!!Required!Reading!Hurst,!C.!(2007).!Addressing!breastfeeding!disparities!in!social!work.!Health&&&Social&&&&&&&Work,&32(3),!207U2010.!!!Jungari,!S.!B.!(2016).!Female!genital!mutilation!is!a!violation!of!reproductive!rights!of!!!!!!!women:!Implication!for!health!workers.!Health&and&Social&Work,&41(1),!25U32.!!

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!Zimmerman,!C.!Hossain,!M.,!&!Watts,!C.!(2011).!Human!trafficking!and!health:!A!!!!!!!conceptual!model!to!inform!policy,!intervention!and!research.!Social&Science&&&&&&&&&Medicine,&73(2),!327U335.!!!United!States!Department!of!State!(2016).!Trafficking!in!Persons!Report!2016.!!!!!!!Washington,!DC:!United!States!Department!of!State.!Retrieved!at:!http://www.state.gov/j/tip/rls/tiprpt/2016/!!Due:!Chapter/Reading!Quiz!!Session!9.!Globalization!and!Its!Impact!on!Global!Health!and!Disparities!!!Required!Reading!!Azevedo,!M.!J.,!&!Johnson,!B.!H.!(2011).!The!impact!of!globalization!determinants!and!!!!!!!the!health!of!the!world’s!population!(pp.!165U183).!In!P.!Pachura.!New!Knowledge!in!!!!!!!a!New!Era!of!Globalization.!InTech.!Retrieved!at:!http://cdn.intechopen.com/pdfsUwm/17540.pdf!!The United Nations. (1948). Universal Declaration of Human Rights.!Retrieved!!!!!!!at:!http://www.un.org/en/universalUdeclarationUhumanUrights/!!Due:!Chapter/Reading!Quiz!!Session!10U12.!!!Social!Media!and!Collective!Work:!Approaches!to!Reducing!Health!Disparities!!!!Session!10.!!Social!Media:!A!Response!to!Health!Disparities!!Required!Reading!!TEXTBOOK:!Wallace,!B.!(2008).!!Chapter!16:!Using!New!Media!to!Improve!Learning:!!!!!!!Multimedia!Connect!for!HIV/AIDS!Risk!Reduction!and!the!Triangle!Initiative!(pp.!!!!!!!277U296).!!Wallace,!B.!(2008).!!Chapter!17:!A!Role!for!Health!Informatics!and!Information!!!!!!!Technology!(HIIT):!Shaping!a!Global!Research!Agenda!to!Eliminate!Health!!!!!!!Disparities!(pp.!297U323).!!JeanUJacques,!M.!Persell,!S.!D.,!Thompson,!J.!A.,!HasnainUWynia,!R.,!&!Baker,!D.!W.!!!!!!!(2012).!Changes!in!disparities!following!the!implementation!of!a!health!information!!!!!!!technologyUsupported!quality!improvement!initiative.!Journal&of&General&Internal&&&&&&&Medicine,&27(1),!71U77.!!National&Association&of&Deans&and&Directors&of&Schools&of&Social&Work.!(2012).!!!!!!!Advanced!social!work!practice!behaviors!to!address!behavioral!health!disparities.!!!!!!!Retrieved!from:!!http://www.cswe.org/file.aspx?id=70514!!Due:!Chapter/Reading!Quiz!!!

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!!!Session!11.!Eliminating!Health!Disparities!and!Fostering!Health!Equality!!!Required!Reading!!!!!TEXTBOOK:!Wallace,!B.!(2008).!!Chapter!12:!Eliminating!Disparities!in!Health!and!!!!!!!Disease!Outcomes:!A!Call!for!Interdisciplinary!Collaboration!(pp.!197U214).!!Centers&for&Disease&Control&and&Prevention!Morbidity&and&Mortality&Weekly&Report&&&&&&&(MMWR)!(2016,!February).!Strategies!for!reducing!health!disparities—Selected!CDCU!!!!!!Sponsored!Interventions,!United!States,!2016,!65(1),!1U72.!Retrieved!at:!!http://www.cdc.gov/mmwr/volumes/65/su/pdfs/su6501.pdf!!Hudson,!C.!G.!(2012).!Disparities!in!the!geography!of!mental!health:!Implications!for!!!!!!!Social!Work.!Social&Work,&57(2),!107U119.!doi:!10.1093/sw/sws001.!!Braverman,!P.!A.,!Kumanyika,!S.,!Fielding,!J.,!Laveist,!T.,!Borrell,!L.!N.!(2011).!Health!!!!!!!disparities!and!health!equality:!The!issues!is!justice.!Public!Health.!American&Journal&&&&&&&of&Public&Health,&ss(1),!S149U155.!!Due:!Chapter/Reading!Quiz!!Session!12.!!!Social!Work:!Towards!Transdisciplinary!Solutions!and!Equal!Access!!!Required!Reading!Lawlor,!E.,!Kreuter,!M.,!SebertUKuhlmann,!A.,!Mcbride,!T.!(2015).!Methodological!!!!!!!innovations!in!public!health!education:!Transdisciplinary!program!solving.!American!!!!!!!Journal&of&Public&Health,&105(S1),!S99US103.!!!Mitchell,!J.!A.!(2012).!Integrating!education!in!addressing!health!disparities!into!graduate!!!!!!!social!work!curriculum.!Journal&of&Teaching&in&Social&Work,&35(5),!471U486.!!HHS!Actin!Plan!to!Reduce!Racial!and!Ethnic!Health!Disparities!Free!of!Disparities!in!!!!!!!Health!and!Health!Care.!Retrieved!from:!!http://minorityhealth.hhs.gov/assets/pdf/hhs/HHS_Plan_complete.pdf!!Ruger,!J.!P.!(2007).!Rethinking!equal!access:!Agency,!quality,!and!norms.!Global&Public&&&&&&&Health,&2(1),!78U96.!!Saleeby,!P.!W.!(2011).!Using!the!international!classification!of!functioning,!disability!and!!!!!!!health!in!social!work!settings.!Health&&&Social&Work,&36(4),!303U305.!!!Due:!Chapter/Reading!Quiz!!!Session!13U15.!!!Advancing!Efforts!to!Eliminate!Health!Disparities!!!!

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Session!13.!Due:!Urban!or!Global!Event!Group!Oral!Presentation!!!Session!14.!!Due:!Urban!or!Global!Event!Group!Oral!Presentation!!!Session!15.!!Due:!Final!Examination!!!EULearning!Systems!!!!All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!

Internet Resources The!following!websites!may!be!helpful!when!gathering!information!related!to!the!social!work!profession,!journals,!writing!style,!international!social!work!issues,!and!for!additional!reading.!!When!citing!these!and!other!Internet!resources,!please!refer!to!and!use!APA!style.!!!

www.nasw.org! ! ! National!Association!of!Social!Workers!www.apa.org! ! ! ! American!Psychological!Association!http://closingthehealthgap.org/! Closing!the!Health!Gap!http://www.socialserviceworkforce.org/!Global!Social!Service!Workforce!Alliance!https://www.healthypeople.gov/!!!!!Healthy&People&2020.!Retrieved!!http://minorityhealth.hhs.gov/! ! U.S.!Department!of!Health!and!Human!Services!!

(HHS)!Office!of!Minority!Health!Research!Center!www.ifsw.org! ! ! ! International!Federation!of!Social!Workers!www.cuny.libraries.com! ! City!University!of!New!York!Office!of!Library!!

Services!!http://www.cdc.gov/minorityhealth/omhhe.html! Center!for!Disease!Control!and!!

Prevention:!Office!of!Minority!Health!&!Health!!Equity!(OMHHE)!

!Policy!on!Academic!Integrity,!Attendance,!Participation,!and!Submission!of!Assignments!!Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student!Resources!and!Policies:!!Attendance:!!

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Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inUclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Division!of!Student!Development!http://www.york.cuny.edu/produceUandUprint/contents/bulletin/divisionUofUstudentUdevelopment!!Tutoring!Services!https://www.york.cuny.edu/student/studentUcorner/studentUcorner/tutoring!!SEEK!Program!https://www.york.cuny.edu/student/studentUcorner/studentUdevelopment/seek!!Student!Policies!and!Procedures!https://www.york.cuny.edu/studentUdevelopment/studentUpoliciesUandUprocedures/studentUpoliciesUandUprocedures!!CUNY!Policy!on!Academic!Integrity!!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!Center!for!Students!with!Disabilities!!https://www.york.cuny.edu/studentUdevelopment/star!!Writing!Resource!!https://www.york.cuny.edu/student/writingUcenter!!!! !

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Instructor’s!Bibliography!!American!Psychological!Association!(2010).!Publication&Manual&of&the&American&&&&&&&Psychological&Association!(6th!ed.).!Washington,!DC:!APA.!Azevedo,!M.!J.,!&!Johnson,!B.!H.!(2011).!The!impact!of!globalization!determinants!and!!!!!!!the!health!of!the!world’s!population!(pp.!165U183).!In!P.!Pachura.!New!Knowledge!in!!!!!!!a!New!Era!of!Globalization.!InTech.!Retrieved!at:!http://cdn.intechopen.com/pdfsUwm/17540.pdf!Barr,!D.!A.!(2014).!Health&Care&Disparities&in&the&United&States:&Social&Class,&Race,&&&&&&&Ethnicity&and&Health.!(2nd!ed.).!John!Hopkins!Press.!!Braverman,!P.!A.,!Kumanyika,!S.,!Fielding,!J.,!Laveist,!T.,!Borrell,!L.!N.!(2011).!Health!!!!!!!disparities!and!health!equality:!The!issues!is!justice.!Public!Health.!American&Journal&&&&&&&of&Public&Health,&ss(1),!S149U155.!Centers&for&Disease&Control&and&Prevention!Morbidity&and&Mortality&Weekly&Report&&&&&&&(MMWR)!(2016,!February).!Strategies!for!reducing!health!disparities—Selected!CDCU!!!!!!Sponsored!Interventions,!United!States,!2016,!65(1),!1U72.!Retrieved!at:!!http://www.cdc.gov/mmwr/volumes/65/su/pdfs/su6501.pdf!Charles,!E.!(2016).!Social,!economic,!and!health!disparities!among!LGBT!older!adults.!!!!!!!Generations,&40(2),!16U22.!!Chrisler,!J.!C.,!Barney,!A.,!Palatino,!B.!!(2016).!Ageism!can!be!hazardous!to!women’s!!!!!!!health:!Ageism,!sexism,!and!stereotypes!of!older!women!in!the!healthcare!system.!!!!!!!Journal&of&Social&Issues,&72(1),!86U104.!doi:!10.1111/josi.12157.!Danis,!M.,!Kotwani,!N.,!Garrett,!J.,!River,!I.,!DaviesUCole,!J.,!&!CarterUNolan,!P.!(2010).!!!!!!!Priorities!of!lowUincome!urban!residents!for!interventions!to!address!the!socioU!!!!!!economic!determinants!of!health.!Journal&of&Health&Care&for&the&Poor&and&&&&&&&Underserved,&21(4),!1318U1339.!!Dowd,!J.,!B.,!Zajacova,!A.,!Aiello,!A.!(2009).!Early!origins!of!health!disparities:!Burden!!!!!!!of!infection,!health,!and!socioeconomic!status!in!U.S.!children.!Social&Science&&&&&&&&&Medicine,&68(4),!699U707.!!Fraseriector,!C.!B.!I.!(2005).!Can!cultural!competency!reduce!racial!and!ethnic!health!!!!!!!disparities?!A!review!and!conceptual!model.!Medical&Care&Research&and&Review,&57,!!!!!!!181U217.!doi:!10.1177/1077558700574009!Gehlert,!S.,!&!Browne,!T.!A.!(2012).(Eds.),!Handbook&of&Health&Social&Work.!(2nd).!!!!!!!!Hoboken,!NJ:!John!Wiley!&!Sons,!Inc.!!Global!Agenda!for!Social!Work!and!Social!Development!2014:!First!report!–!promoting!!!!!!!social!and!economic!equalities.!International&Social&Work,&57(S4),!3U16.!!doi:!!!!!!!10.1177/0020872814534139.!Retrieved!at:!http://www.iasswUaiets.org/files/Global%20AgendaUfirts%20report.pdf!Healthy&People&2020.!Retrieved!at:!https://www.healthypeople.gov/!Hester,!H.!(2012).!The!promise!and!paradox!of!cultural!competence.!HEC&Forum,&24(4),!!!!!!!279U291.!!HHS!Actin!Plan!to!Reduce!Racial!and!Ethnic!Health!Disparities!Free!of!Disparities!in!!!!!!!Health!and!Health!Care.!Retrieved!from:!!http://minorityhealth.hhs.gov/assets/pdf/hhs/HHS_Plan_complete.pdf!Hudson,!C.!G.!(2012).!Disparities!in!the!geography!of!mental!health:!Implications!for!!!!!!!Social!Work.!Social&Work,&57(2),!107U119.!doi:!10.1093/sw/sws001.!Hurst,!C.!(2007).!Addressing!breastfeeding!disparities!in!social!work.!Health&&&Social&&&&&&&Work,&32(3),!207U2010.!!JeanUJacques,!M.!Persell,!S.!D.,!Thompson,!J.!A.,!HasnainUWynia,!R.,!&!Baker,!D.!W.!!!!!!!(2012).!Changes!in!disparities!following!the!implementation!of!a!health!information!!!!!!!technologyUsupported!quality!improvement!initiative.!Journal&of&General&Internal&&&&&&&Medicine,&27(1),!71U77.!Journal&of&Health&Disparities&Research&and&Practice.&&Jungari,!S.!B.!(2016).!Female!genital!mutilation!is!a!violation!of!reproductive!rights!of!!

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!!!!!women:!Implication!for!health!workers.!Health&and&Social&Work,&41(1),!25U32.!!Kaiser!(2016,!August).!Disparities!in!health!and!health!care:!Five!key!questions.!The!!!!!!!Henry!Kaiser!Foundation.!Retrieved!at:!!http://kff.org/disparitiesUpolicy/issueUbrief/disparitiesUinUhealthUandUhealthUcareUfiveUkeyUquestionsUandUanswers/!Lawlor,!E.,!Kreuter,!M.,!SebertUKuhlmann,!A.,!Mcbride,!T.!(2015).!Methodological!!!!!!!innovations!in!public!health!education:!Transdisciplinary!program!solving.!American!!!!!!!Journal&of&Public&Health,&105(S1),!S99US103.!!Mitchell,!F.!M.!(2015).!Racial!and!ethnic!health!disparities!in!an!era!of!Health!Care!!!!!!!Reform.!Health&&&Social&Work,&40(3),!e66U74.!doi:!10.1093/hsw/hlv038!Mitchell,!J.!A.!(2012).!Integrating!education!in!addressing!health!disparities!into!graduate!!!!!!!social!work!curriculum.!Journal&of&Teaching&in&Social&Work,&35(5),!471U486.!National&Association&of&Deans&and&Directors&of&Schools&of&Social&Work.!(2012).!!!!!!!Advanced!social!work!practice!behaviors!to!address!behavioral!health!disparities.!!!!!!!Retrieved!from:!!http://www.cswe.org/file.aspx?id=70514!National&Association&of&Social&Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!Reisner,!S.!L.,!White,!J.!M.,!Bradford,!J.,!B.,!&!Mimiaga,!M.!J.!(2014).!Transgender!!!!!!!health!disparities:!Comparing!full!cohort!and!nested!matchedUpair!study!designs!in!a!!!!!!!community!health!center.!LGBT!Health,!1(3),!177U184.!Doi:!10.1089/lgbt.2014.009.!!!!!!!Retrieved!at:!!http://online.liebertpub.com/doi/abs/10.1089/lgbt.2014.0009?url_ver=Z39.88U2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed!Ruger,!J.!P.!(2007).!Rethinking!equal!access:!Agency,!quality,!and!norms.!Global&Public&&&&&&&Health,&2(1),!78U96.!Saleeby,!P.!W.!(2011).!Using!the!international!classification!of!functioning,!disability!and!!!!!!!health!in!social!work!settings.!Health&&&Social&Work,&36(4),!303U305.!!Social&Work&in&Health&Care.!Taylor!&!Francis.!Social&Work&&&Health&Care&Disparities.!Washington,!DC:!Retrieved!at:!!!!!!!http://www.naswdc.org/advocacy/briefing/HealthCareDisparitiesBriefingPaper.pdf!Social!Work!Policy!Institute.!Health!Disparities.!Washington,!DC:!Retrieved!at:!http://www.socialworkpolicy.org/research/healthUdisparities.html!Storholm,!E.!D.,!Siconolfi,!D.!E.,!Halkitis,!P.,!Moeller,!R.,!Eddy,!J.!A.,!&!Bare,!M.!G.!!!!!!!(2013).!Sociodemographic!factors!contribute!to!mental!health!disparities!and!access!to!!!!!!!service!among!young!men!who!have!sex!with!men!in!New!York!City.!Journal&of&Gay&&&&&&&&&Lesbian&Mental&Health,&17(3),!294U313.!!The United Nations. (1948). Universal Declaration of Human Rights.!Retrieved!!!!!!!at:!http://www.un.org/en/universalUdeclarationUhumanUrights/!Unequal!Treatment:!What!health!care!system!administrators!need!to!know!about!racial!!!!!!!and!ethnic!disparities!in!healthcare.!Institute&of&Medicine!(2002).!Retrieved!at:!!http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2003/UnequalUTreatmentUConfrontingURacialUandUEthnicUDisparitiesUinUHealthUCare/DisparitiesAdmin8pg.pdf!United!Nations!(2015)!Sustainable!Development!Goals.!New!York,!New!York:!United!!!!!!!Nations:!https://sustainabledevelopment.un.org/?menu=1300!United!States!Department!of!State!(2016).!Trafficking!in!Persons!Report!2016.!!!!!!!Washington,!DC:!United!States!Department!of!State.!Retrieved!at:!http://www.state.gov/j/tip/rls/tiprpt/2016/!Wallace,!B.!(2008).!Toward&Equity&in&Health:&A&New&Global&Approach.!Springer.!!!Zimmerman,!C.!Hossain,!M.,!&!Watts,!C.!(2011).!Human!trafficking!and!health:!A!!!!!!!conceptual!model!to!inform!policy,!intervention!and!research.!Social&Science&&&&&&&&&Medicine,&73(2),!327U335.!!!!

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Section(AIV:(New(Courses((AIV.1(!Department(s)! Social(Work(Career! [(((](Undergraduate(([x(](Graduate(((Academic!Level! [(x(](Regular(([(((](Compensatory(([(((](Developmental(([(((](Remedial((((Subject!Area! Social(Work(Course!Number! 603(Course!Title! Research(Evaluation((Catalogue!Description! This(course(enables(students(to(apply(the(methods(of(social(work(research(to(the(evaluation(of(social(work(and(health(

programs(and(understand(the(role(it(plays(in(program(management(and(decisionNmaking((

Pre>!Requisites! SCWK(513;(Department(permission(required.(Co>!Requisite(s)! SCWK(609(Credits! 3((Contact!Hours! 3(hrs.(lecture(Liberal!Arts! [(](Yes(([(X((](No(((Course!Attribute!(e.g.!Writing!Intensive,!WAC,!etc.)!

(


_X___(Not(Applicable((((((((((((((Required(((((((((((((((((((((((((((((((((((((((((((((((((((((Flexible(((((((((((((((((((((((((((((((((((((((


Rationale:(Social(Work(603(provides(an(inNdepth(preparation(for(evaluating(practice(and(programs(which(are(necessary(skills(for(practicing(in(health(and(social(services(agencies(and(organizations.((

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!York!College!of!the!City!University!of!New!York!

MSW!Social!Work!Program!COURSE!#!603!

Research!Evaluation!!COURSE!SYLLABUS!

!Instructor!Information!!Professor:( ( ( ( ( Phone:( (Email:( ( ( ( ( ( Office:( ((Office(Hours:(((Bulletin!Course!Description!!Research(Evaluation;(3(crs.,(3(hrs.((Prerequisites:(SCWK(513;(Department(permission(required.(CoErequisite:(SCWK(609.(This(course(enables(students(to(apply(the(methods(of(social(work(research(to(the(evaluation(of(social(work(and(health(programs(and(understand(the(role(it(plays(in(program(management(and(decision(making.((Course!Overview:(((Research( Evaluation( introduces( students( to( the( methods( of( social( service( and( health( care( practice(evaluation( through( needs( assessment( and( program( evaluation.( The( course( builds( on( the( foundations(provided( in( Introduction( to( Social( Work( Research,( extending( them( into( advanced( conceptual,(methodological,( and( administrative( aspects( of( evaluation( research.( The( rationale( for( this( course( is( the(strong(need(for(service(effectiveness(and(accountability(in(social(and(health(care(services.(Consideration(is(given( to( concepts( and( approaches( for( evaluating( social( interventions,( including( social( work( practice,(health( care(programs,( and(policies.( Students(will( apply( their( knowledge( in( assessing( the(needs(of( their(clients(and(the(agency,(in(monitoring(the(programs(offered(at(their(agencies,(in(analyzing(the(outcome(of(services,( and( in( determining( the( costs( and( benefits( of( services( offered( by( the( agency.( This( course(continues(to(foster(an(appreciation(for(diversity,(an(awareness(and(sensitivity(for(social(work(practice(in(health(care(settings,(and(for(attending(to(the(needs(of(urban(populationEatErisk.(Prerequisite:(SCWK(513(or(equivalent.(((Required!Main!Texts:!!Perrin,(K.(K.(M.((2015).(Principles*of*Evaluation*and*Research*for*Health*Care***************Programs.(Jones(&(Bartlett(Publishers((Royse,(D.,(Thyer,(B.A.,(&(Padgett,(D.K.((2010)(Program*evaluation:*An*introduction**************(5th(ed.).(Belmont,(CA:(BrooksECole.(!!!Objectives!!

Upon(completion(of(the(course,(students(are(expected(to:(

(

1.(Apply(knowledge(of(social(work(ethics(and(values(to(the(design(of(practice(intervention(and(demonstrate(sensitivity(to(and(knowledge(of(diversity(issues(within(the(different(levels(of(client(systems.(

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(

2.(Understand(the(social(problem(in(the(context(of(current(service(delivery,(and(critically(determine(the(required(evaluation(in(relation(to(client(need,(the(process(of(service(delivery,(or(service(outcomes.((

(3. Design an appropriate evaluation, including identifying a sample, determining a suitable study approach; and selecting appropriate, reliable, and valid measures. 4. Plan, conduct, and synthesize appropriate qualitative or quantitative analyses. 5. Understand evaluation results as well as the implications of results for practice and policy. 6. Demonstrate ability to present evaluation plans and program improvement plans to appropriate audiences and to summarize them in an effective written document. 7. Become regular and critical consumers of evaluation reports and other social work research applicable to health and social settings. Core!Competencies!!(Competency! Practice!Behavior! Outcome!!

Measures!Competency(1:(Demonstrate(Ethical(and(Professional(Behavior(

1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context; !

CUNY(training(for(conducting(research(with(human(participants(as(well(as(the(Responsible(Conduct(of(Research(training((

(!

( 1.3(Demonstrate(professional(demeanor(in(behavior;(appearance;(and(oral,(written,(and(electronic(communication((

Evaluation(Proposal:(Methodology(&(Data(Analysis,(Oral(Presentation(&(Final(Research(Report(

(Competency(4:(Engage(In(PracticeEinformed(Research(and(ResearchEinformed(Practice(

4.1 Use practice experience and theory to inform scientific inquiry and research (

Evaluation(Proposal:(Methodology(&(Data(Analysis(and(Final(Research(Report((

( 4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings (

Evaluation(Proposal:(Methodology(&(Data(Analysis(and(Final(Research(Report((

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( 4.3 Use and translate research evidence to inform and improve practice, policy, and service delivery (

Evaluation(Proposal:(Methodology(&(Data(Analysis,(Oral(Presentation(&(Final(Research(Report((

Competency(9:(Evaluate(Practice(with(Individuals,(Families,(Groups,(Organizations,(and(Communities(

9.1 Select and use appropriate methods for evaluation of outcomes

Evaluation(Proposal:(Methodology(&(Data(Analysis(

( 9.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes

Final(Research(Report((

Competency(9:(Evaluate(Practice(with(Individuals,(Families,((

9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes


( 9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels


(!

Assignments/Evaluation!of!Student!Performance!

( !!!!!!!!!!!!!!!!!!!!!!!!!!!Assignment! %!of!the!total!grade! !!!!Due!1( CUNY(training(for(conducting(research(with(

human(participants(and(the(Responsible(Conduct(of(Research.(

(((10%( Week(3((

2( Develop(a(timeline(for(the(research(project(and(bring(to(class((

(((((5%( Week(5(

( Methodology(and(Data(Analysis(Assignment( ((((30%( Week(11(3( Oral(Presentation((

(((((15%( Weeks(13E15(

4( Final(Research(Report(((

((((40%( Week(14(

(((

WEEKLY!COURSE!OUTLINE!!!

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!Week!1.!!!Purpose!of!Evaluation!in!Public!Health!!!Required!Reading:!TEXTBOOK:(Perrin,(Chap(1(Purpose(((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(1(Introduction!!!Week!2.!!!Ethics!&!IRB!Application!!!!!!TEXTBOOK:(Perrin,(Perrin,(Chap(2(Ethics(

((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Royse,(Thyer(&(Padgett,(Chap(2(Ethical(Issues(in(((((((Program(Evaluation(!Week!3.!!!Needs!Assessment!!!Required!Reading:!TEXTBOOK:(Perrin,(Chap(1(Purpose(((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(3(Needs(Assessment(!Week!4.!!!The!Role!of!Determinants!of!Health!in!Evaluation!Theories!&!Models!!!TEXTBOOK:(Perrin,(Chaps(3(&(4!!Week!5.!!!Data!Collection:!Quantitative!&!Qualitative!Methods&!Instruments!!TEXTBOOK:(Perrin,(Chap(6(Qualitative(Data;(Chap(8(Surveys;(((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(4(Qualitative(and(Mixed(Methods(in((((((((Evaluation(

((Week!6.!!!Reliability!&!Validity!Evaluation!Instruments!!!TEXTBOOK:(Perrin,(Chap(5(Reliability;(Chap(9(Data(Tools((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(11(Measurement(Tools(and(strategies(!Week!7.!!!Elements!of!Evaluation!!!TEXTBOOK:(Perrin,(Chap(7(Elements(of(research((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(9(Group(Research(Design(!Week!8.!!!Populations!&!Samples!!

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!TEXTBOOK:(Perrin,(Chap(10(Populations(and(Samples((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(8(Sampling(!Weeks!9`10!!Inferential!Statistics!!!TEXTBOOK:(Perrin,(Chap(11(Inferential(Statistics((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(14(Data(Analysis(!Week!11.!!!Budgets!&!Cost!Analyses!!!!TEXTBOOK:(Perrin,(Chap(12(Budgets(&(Cost(Analyses((TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(10(CostEEffectiveness(and(Cost(Analysis(!Week!12.!!!Evaluation!Reports!&!Presentations!!!TEXTBOOK:(Perrin,(Chap(13(&(14(Reports(and(Presentations((

TEXTBOOK:(Royse,(Thyer(&(Padgett,(Chap(15(Writing(Evaluation(Proposals,(Reports,(((((((((((((((((((((((((and(Journal(Articles(!Weeks!13`15.!!!In`class!Presentations:!Research!Project!Presentations!!(E`Learning!Systems!!!!All(students(are(required(to(have(valid(York(College(email(account(and(communicate(exclusively(via(these(accounts.(Students(should(be(proficient(in(using(Blackboard(electronic(platform(as(all(course(documents,(assignments(and(announcements(will(be(posted(there.(Also,(Blackboard(will(be(utilized(for(electronic(discussion(boards,(access(to(the(grading(center,(etc.((!!!Policy!on!Academic!Integrity,!Attendance,!Participation,!and!Submission!of!Assignments!!Violations(to(academic(integrity(include(cheating,(plagiarism,(fabrication,(purchasing(other’s(work(and(submitting(it(as(one’s(own,(complicity((allowing(one’s(work(to(be(used(by(others),(multiple(submission(of(work,(and(misuse(of(computers.((Violations(to(academic(integrity(during(the(course(will(be(addressed(in(accordance(with(The(City(University(of(New(York(policy(on(academic(integrity,(as(described(in(the(York(College(Bulletin((see(York(College(Bulletin).((CUNY(Policy(on(Academic(Integrity((including(plagiarism)(http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((

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Student!Resources!and!Policies:!(Attendance:((Students(are(expected(to(attend(all(classes(and(to(be(on(time.((In(the(event(of(an(absence,(students(are(expected(to(contact(the(instructor(about(the(reason(for(the(absence.(((Course(grades(will(be(lowered(for(more(than(one(absence.((Lateness(for(class(will(be(incorporated(into(the(final(grade.((Any(student(arriving(more(than(30(minutes(late(will(be(considered(absent.(((Participation:((Participation(will(be(incorporated(into(the(Attendance(&(Participation(grade.((Participation(includes(preparing(for(class(by(completing(assigned(readings,(participating(in(class(discussions(in(an(informed(manner,(moving(the(class(forward(by(asking(questions(or(comments,(and(actively(completing(inEclass(exercises.((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((!!Division!of!Student!Development!http://www.york.cuny.edu/produceEandEprint/contents/bulletin/divisionEofEstudentEdevelopment((Tutoring!Services!https://www.york.cuny.edu/student/studentEcorner/studentEcorner/tutoring((SEEK!Program!https://www.york.cuny.edu/student/studentEcorner/studentEdevelopment/seek(!Student!Policies!and!Procedures!https://www.york.cuny.edu/studentEdevelopment/studentEpoliciesEandEprocedures/studentEpoliciesEandEprocedures((CUNY!Policy!on!Academic!Integrity!!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((Center!for!Students!with!Disabilities!!https://www.york.cuny.edu/studentEdevelopment/star((Writing!Resource((https://www.york.cuny.edu/student/writingEcenter((((!!!!!!

!! !

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Instructor’s!Bibliography(!American(Psychological(Association.((2010).(Publication*manual*of*the*American********Psychological*Association,((6th(ed.).(Washington,(D.C.:(Author.((Babbie,(E.((2010).(The*practice*of*social*research((13th(ed.).(Belmont,(CA:(Wadsworth.((Grembowski,(D.(The*practice*of*health*program*evaluation*(2nd(ed.).(Los(Angeles,(CA:(((((((Sage.((Herman,(J.L.,(Morris,(L.L.,(&(FitzEGibbon,(C.T.((1987).(Evaluator’s*handbook.(Newbury(((((((Park,(CA:(Sage**

Kish, L. (2000). Sampling. Encyclopedia of psychology, Vol. 7 (pp. 139-142). Washington, DC: American Psychological Association. Lubans,(D.(R.,(Hesketh,(K.,(Cliff,(D.(P.,(Barnett,(L.(M.,(Salmon,(J.,(Dollman,(J.,(&(((((((Hardy,(L.(L.((2011).(A(systematic(review(of(the(validity(and(reliability(of(sedentary(((((((behaviour(measures(used(with(children(and(adolescents.(Obesity*Reviews,(12(10),(781E((((((799.""McRoy, R.G. Qualitative research. In Encyclopedia of Social Work, 19th ed. (pp.2009- 2015). Washington, D.C.: National Association of Social Workers. Moore,(L.,(&(Moore,(G.(F.((2011).(Public(health(evaluation:(which(designs(work,(for(((((((whom(and(under(what(circumstances?.(Journal*of*Epidemiology*and*Community*******Health,(65(7),(596E597.((Pettman,(T.(L.,(Armstrong,(R.,(Doyle,(J.,(Burford,(B.,(Anderson,(L.(M.,(Hillgrove,(T.,(&(((((((Waters,(E.((2012).(Strengthening(evaluation(to(capture(the(breadth(of(public(health(((((((practice:(ideal(vs.(real.(Journal*of*Public*Health,(34(1),(151E155.((Rossi,(P.,(Lipsey,(M.W.(&(Freeman,(H.E.((2004).((Evaluation:**A*Systematic*Approach,((((((((7th*ed.(Sage(Publications:((Thousand(Oaks.((ISBN(0E7619E0894E4.((Roux,(A.(V.(D.((2011).(Complex(systems(thinking(and(current(impasses(in(health(((((((disparities(research.(American*Journal*of*Public*Health,(101(9),(1627E1634.((Shadish,(W.R.,(Cook,(T.D.,(&(Campbell,(D.T.((2002).(Experimental*and*quasiN********experimental*designs*for*generalized*causal*inference.(Boston:(Houghton(Mifflin((Weinbach,(R.W.,(&(Grinnell,(R.M.(((2010).(Statistics*for*social*workers*(8th(ed.).(Boston:((((((((Pearson/Allyn(and(Bacon.((((((((((((((((((((((((((((((((((((((((((((((((((((((Other!Reference!Resources!(Websites:!National(Association(of(Social(Workers(http://www.socialworkers.org(

136

American(Psychological(Association(http://www.apa.org(Society(for(Social(Work(and(Research(http://www.sswr.org(The(City(University(of(New(York(Office(of(Library(Services(www.cuny.libraries.com((American Public Health Association (APHA): www.apha.org Society of Public Health Education (SOPHE): www.sophe.org Healthy People 2020: www.healthypeople.gov National Institutes of Health (NIH): www.nih.gov National Commission on Health Education Credentialing, Inc. (NCHEC): www.nchec.org Centers for Disease Control and Prevention (CDC): www.cdc.gov New York City Department of Health and Mental Hygiene: www.health.nyc.gov American Evaluation Association (AEA): www.eval.org CDC Evaluation Working Group: www.cdc.gov/eval Heckathorn’s Respondent-Driven Sampling (RDS) Resources: www.respondentdrivensampling.org American Statistical Association: www.amstat.org CUNY’s approved Human Research Protection Program Training (CITI): www.cititraning.org HHS Office for Human Research Protections (OHRP): www.hhs.gov/ohrp !(((((( (

137


AIV.1((

(


Career, [](Undergraduate(X(Graduate(

Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(

Subject,Area, SCWK(

Course,Number, 605(

Course,Title, Understanding(Mental(Disorders(

Catalogue,Description,This(course(gives(a(broad(overview(of(mental(dysfunction(as(a(social(problem(and(medical(condition.(The(current(DSMO5(

diagnostic(criteria(and(various(therapeutic(approaches(are(examined.(Mental(dysfunction(is(also(presented(as(a(social(construct(

that(varies(greatly(according(to(the(time(in(human(history,(culture,(technology,(and(socioOpolitical(imperative.((

Pre>requisite(s), SCWK(503;(Department(permission(required.(


Credits, 3(


3(hr.(lecture(

Liberal,Arts, [](Yes(X(No(

Course,Attribute,,[WI;(HOWEB;(WEB], (


__X__(Not(Applicable(






Rationale:(Mental(health(is(the(largest(social(work(practice(area.(The(majority(of(professionals(working(in(this(field(are(social(workers.(The(knowledge(of(

psychiatric(diagnostics(and(treatments(in(their(social,(historical(and(cultural(context(are(necessary(for(a(competent(social(work(practitioner.(

138


SCWK%#%605%Understanding%Mental%Disorders%


! ! ! ! ! ! !!Bulletin%Course%Description%Social%Work%605%Understanding!Mental!Disorders:!3!hrs.!lecture,!3!crs.!Prerequisite:!SCWK!503;!Department!permission!required.!This!course!gives!a!broad!overview!of!mental!dysfunction!as!a!social!problem!and!medical!condition.!The!current!DSMJ5!diagnostic!criteria!and!various!therapeutic!approaches!are!examined.!Mental!dysfunction!is!also!presented!as!a!social!construct!that!varies!greatly!according!to!the!time!in!human!history,!culture,!technology,!and!socioJpolitical!imperative.%Course%Overview!Mental!health!is!the!most!common!area!of!professional!social!work!endeavor.!Conversely,!social!work!is!the!most!widely!represented!profession!in!the!mental!health!field.!Social!workers!perform!in!a!wide!variety!of!agency!settings!–!from!psychiatric!hospitals!to!advocacy!organizations,!in!the!positions!ranging!from!line!staff!to!agency!directors.!Social!work!practice!in!the!mental!health!field!is!challenging!due!to!persistent!complexities,!ambiguities,!and!dilemmas.!Working!in!this!field!is!associated!with!high!levels!of!stress!and!burnout.!On!the!one!hand,!a!social!work!practitioner!must!possess!a!thorough!knowledge!of!psychiatric!approaches!to!understanding!and!treatment!of!persons!with!mental!disorders,!and!on!the!one!hand,!a!broader!perspective!on!the!impact!of!labeling,!marginalizing,!stigmatizing,!and!mistreatment!of!this!vulnerable!population,!on!the!other.!This!course!offers!a!historical!and!ideological!contextualization!of!mental!dysfunction!as!a!social!phenomenon!that!will!enable!students!to!become!criticallyJreflective!and!competent!mental!health!practitioners.!%Required%Main%Text%%Austrian,!S.G.!(2005).!Mental'disorders,'medication,'and'clinical'social'work.'New!York:!! Columbia!University!Press.!

Additional%Readings%American'Psychiatric'Association'(2012).'DSM>IV'and'DSM>5'Criteria'for'the''''''''Personality'Disorders.!Retrieved!from:!! http://www.psi.uba.ar/academica/carrerasdegrado/psicologia/sitios_catedras/practicas_pr! ofesionales/820_clinica_tr_personalidad_psicosis/material/dsm.pdf! !!!!American!Psychiatric!Association!(2013).!!Diagnostic'and'statistical'manual'of'mental''''''''disorders.'Fifth!Edition.!Washington,!DC:!American!Psychiatric!Publishing.!!!!!!!!!Retrieved!! from:!https://psicovalero.files.wordpress.com/2014/11/dsmJvJinglesJmanualJdiagnc3b3sticoJyJestadc3adsticoJdeJlosJtrastornosJmentales.pdf!!Carey,!B.!(2016,!August!8).!An!alternative!form!of!mental!care!gains!a!foothold.!The'New'

139

'''''''York'Times.'Retrieved!from:'http://www.nytimes.com/2016/08/09/health/psychiatristJholisticJmentalJhealth.html'!Bessa,!Y.!(2012).!Modernity!theories!and!mental!illness:!A!comparative!study!of!selected!!!!!!!!!!!!sociological!theorists,!International'Journal'of'Humanities'and'Social'Science,!!!!!!!!2(17),!pp.!! 31J38.!From:!http://www.ijhssnet.com/journals/Vol_2_No_17_September_2012/4.pdf.!!

Coppock,'V.'&'Dunn,'R.W.'(2009).'Mental'disorders,'medication,'and'clinical'social''''''''work.''Thousand'Oaks,'CA:'Sage''Dybicz,'P.'&'Pyles,'L.'(2011).'The'Dialectic'Method:'A'Critical'and'Postmodern''''''''Alternative'to'the'Scientific'Method.'ResearchGate:' 'https://www.researchgate.net/publication/277140132_The_Dialectic_Method_A_Criticaland_Postmodern_Alternative_to_the_Scientific_Method!!Farinde,!A.!&!Kelly!N.!G.!(2014).!!Interprofessional!practice!approach!between!social!!!!!!!!work!and!! pharmacy.'International'Journal'of'Social'Work,!1!(1).!Retrieved!from:!!!!!!!!!file:///C:/Users/Vadim/Downloads/5777J20730J1JPB.pdf!!Foucault,'M.'(1988).'Madness'and'civilization:'A'history'of'insanity'in'the'age'of'reason.''''''''New'York:'Vintage'Books'!Greenberg,!G.!(2013).!The'book'of'woe:'The'DSM'and'the'unmaking'of'psychiatry.!New!!!!!!!!York:!Blue!Rider!Press.!!Hickey,!P.!(2015a).!Dr.!Lieberman!is!annoyed.!Behaviorism'and'Mental'Health.!!!!!!!!Retrieved!from:!http://behaviorismandmentalhealth.com/2015/02/24/drJliebermanJisJannoyed/!!Hickey,!P.!(2015b).!Why!is!there!an!antiJpsychiatry!movement?.!Behaviorism'and'Mental'' Health.!Retrieved!from:!http://behaviorismandmentalhealth.com/2015/03/23/whyJisJthereJanJantiJpsychiatryJmovement/!!International!Federation!of!Social!Workers!(2012).!!The'global'agenda'for'social'work''''''''and'social'' development'commitment'to'action.!Retrieved!from:!!!! http://cdn.ifsw.org/assets/globalagenda2012.pdf!!Luhrmann,!T.!M.!(2015,!Januray!17).!Redefining!mental!illness.!The'New'York'Times.!! Retrieved!from:!http://www.nytimes.com/2015/01/18/opinion/sunday/tJmJluhrmannJredefiningJmentalJillness.html!!Nussbaum,!A.!M.!(2013).!The'pocket'guide'to'the'DSM>5(TM)'diagnostic'exam.!!!!!!!!Arlington,!VA:American!Psychiatric!Publishing!!Rissmiller,!D.J.!&!Rissmiller,!J.!H.!(2006).!Evolution!of!the!Antipsychiatry!Movement!!!!!!!!Into!Mental!Health!Consumerism,!Psychiatric'Services,!57,!pp.!863J866.!From:!!! http://www.mindfreedom.org/campaign/media/mf/apaJhistoryJdebate/apaJessayJonJmovement!

140

!Rothman,!D.J.!(1971).!The'discovery'of'the'asylum:'Social'order'and'disorder'in'the'new'' republic.!Boston:!Little!Brown!!Surface,!D.!(2009).!Understanding!EvidenceJBased!Practice!in!Behavioral!Health.!Social''''''''Work'Today,!9(4),!p.!22.!Retrieved!from:!!! http://www.socialworktoday.com/archive/072009p22.shtml!!Xie,!H.!(2013).!StrengthJbased!approach!to!mental!health!recovery.!Iranian'Journal'of'' Psychiatry'and'Behavioral'Sciences,!7(2).!!From:!!! https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3939995/!!World!Health!Organization!(2016).!International'statistical'classification'of'diseases'and''''''''related'health'problems.!10th!Revision,!Chapter!V!J!Mental!and!behavioural!!!!!!!!disorders.!Geneva:!World!Health!Organization.!Retrieved!from:!! http://apps.who.int/classifications/icd10/browse/2016/en#/V!!Course%Learning%Objectives%Upon!successful!completion!of!this!course,!students!will!be!able!to:!!

1.! !Understand!mental!health!through!the!framework!of!social!work!values!2.! Apply!social!work!values!to!mental!health!practice!!3.! Understand!the!evolving!semantics!of!psychiatric!diagnosis!in!historical,!clinical!

and!social!contexts.!4.! Navigate!the!DSMJ5!with!basic!proficiency.!5.! Communicate!with!other!mental!health!professionals!through!the!taxonomies!

and!concepts!of!the!DSMJ5.!6.! Demonstrate!the!knowledge!of!basic!categories!of!psychotropic!drugs!in!terms!

of!indications,!expected!therapeutic!impact,!and!side!effects.!!7.! Demonstrate!the!basic!knowledge!of!nonJpharmaceutical!modes!of!psychiatric!

treatment.!!8.! Demonstrate!understanding!of!the!impact!of!culture,!technology,!and!power!on!

attitudes!toward!and!treatment!of!persons!with!mental!disorders.!9.! Demonstrate!the!understanding!of!empowerment!of!and!advocacy!for!the!

persons!with!mental!disorders!on!the!local!and!global!level.!10.!Demonstrate!the!understanding!of!stressors,!counterJtransferences,!and!

burnout!affecting!social!work!practice!in!mental!health!and!methodologies!of!coping.!



1.2 Use!reflection!and!selfJregulation!to!manage!personal!values!and!maintain!professionalism!in!practice!situations



2.1 Apply!and!communicate!understanding!of!the!importance!of!

Midterm and Final papers, and Final

141

diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo,!and!macro!levels

exam



Introductory essay and Midterm paper

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice

4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings





%Assignments/Evaluation%of%Student%Performance%%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1.% Introductory!essay:!inJdepth!understanding!of!

three!core!concepts!5! Session!3!

2.% Individual!midterm!paper!on!various!interpretations!of!human!behavior!with!a!special!emphasis!on!the!DSMJ5!

25! Session!7!

3.% Individual!final!paper!examining!student’s!own!behavior!patterns!through!various!paradigms,!including!the!DSMJ5!

25! Session!14!

4.% Participation!in!class!discussions,!work!in!groups,!and!endJofJsemester!presentation!

20! Session!14!


10! Session!14!

6% Final!multipleJchoice!exam! ! !! 15! Session!15!!!

WEEKLY%COURSE%OUTLINE%%

Week%1:%Course%introduction%•! Social!work!paradigm!•! Mutual!expectations!•! Purpose,!objectives,!and!structure!of!the!course!•! Review!of!core!social!work!values!in!application!to!the!course!purpose!•! Common!conceptual!core!(CCC)!introduced!and!discussed!

%Week%2:%Theoretical%overview%

•! Learning!through!critical!thinking!!•! Psychological!perspective!on!human!behavior!•! Conflict!theory!

142

•! Labeling!theory!

•! Systems!theory!

(Bessa,'2012)'(Dybicz'&'Pyles,'2011)''Week%3:%Understanding%mental%health%and%mental%distress%

•! Medical!model!

•! Psychodynamic!theory!

•! CognitiveJbehavioral!theory!

•! Psychosocial!theory!!

•! Strength!perspective!(Coppock!&!Dunn,!2009)!(Xie,!2013)!!

Week%4:%Thinking%the%present%historically:%The%making%of%the%present%mental%health%system%•! “Discovery”!of!mental!illness!

•! Indoor!relief!and!asylum!era!•! Institutionalization!•! Deinstitutionalization!•! Stigma!

Foucault!(1988)!Rothman!(1971)!!

Week%5:%Psychiatric%diagnosis:%Diagnostic%Statistical%Manual%5%–%Mood%disorders%and%psychoses%•! SocioJpolitical!context!of!the!DSM!•! Evolution!of!the!DSM!•! Affective/Mood!Disorders!•! Depression!•! Anxiety!Disorder!•! BiJPolar!Disorder!•! Schizophrenia!•! Critique!of!the!DSM!

(APA,!2013)!(Austrian!2005)!(Greenberg,!2013)!(Nissbaum,!2013)!(WHO,!2016)!!

Week%6:%Psychiatric%diagnosis:%Diagnostic%Statistical%Manual%5:%Substance\related,%% dementia,%and%other%disorders%

•! Substance!abuse!and!substanceJrelated!disorders!•! Eating!disorders!•! Somatoform!and!factitious!disorders!

143

•! Delirium!and!dementia!(APA,!2013)!(Austrian,!2005)!(Nissbaum,!2013)!(WHO,!2016)!!

Week%7:%Psychiatric%diagnosis:%Diagnostic%Statistical%Manual%5:%Personality%disorders;%% psychotropic%medication%

•! Personality!disorders!•! Allopathic!and!nonJallopathic!medication!•! Classification!of!psychotropic!medications!•! AntiJpsychotic!drugs,!major!tranquilizers!•! AntiJanxiety!medication!•! Selective!serotonin!reuptake!inhibitors!•! NonJallopathic!psychotropic!remedies!

(APA,!2012)!(APA,!2013)!(Austrian,!2005)!(WHO,!2016)!!

Week%8:%Mental%health%care%in%the%community%•! Community!mental!health!•! Community!Mental!Health!Centers!Acts!of!1963!and!1968!•! Community!reinvestment!acts!•! Crisis!intervention!•! Assertive!community!treatment!•! Outpatient!psychiatric!treatment!•! SelfJhelp!and!alternative!systems!of!mental!health!care!

(Carey,!2016)!(Coppock!&!Dunn,!2009)!!

Week%9:%Evolving%attitudes%toward%the%persons%with%mental%disorders%•! History!of!treatment!of!the!persons!with!mental!disorders!•! Stigmatization,!marginalization,!and!exclusion!•! Critique!of!the!medical!model!!•! AntiJpsychiatry!movement!•! Alternative!perceptions!on!mental!disorders!

(Foucault,!1988)!(Hickey,!2015a)!(Hickey,!2015b)!(Luhrman,!2015)!!

Week%10:%%What%works%in%promoting%recovery?%Evidence\based%practice.%•! Treatment!effectiveness!•! EvidenceJbased!standards!of!care!•! Practice!models!

144

•! Comparative!studies!•! Ethical!issues!in!research!with!human!subjects!

(Coppock!&!Dunn,!2009)!(Surface,!2009)!!

Week%11:%%Challenging%inequality%and%respecting%diversity%%•! Attending!to!culture:!paradigms,!values,!norms,!attitudes!•! Variability!of!cultureJbound!attitudes!toward!persons!with!mental!

disorders!•! Practice!dilemmas!involving!culture!•! Practicing!psychiatric!social!work!across!cultural!boundaries!•! Human!rights!in!mental!health!•! Advocacy!•! National!Association!on!Mental!Illness!

(Coppock!&!Dunn,!2009)!(Rissmiller!&!Rissmiller,!2006)!!

Week%12:%%Inter\professional%collaboration%in%mental%health%•! Interdisciplinary!integration!•! Identification!of!roles!•! Common!goals!•! Seeking!opportunities!for!interJprofessional!crossings!•! Common!language!of!professional!discourse!in!the!mental!health!field!•! Paradigmatic!challenges!to!collaboration!between!professions!

(Farinde,!&!Kelly,!2014)!!!

Week%13:%%Global%mental%health%agenda%and%social%work%•! Common!global!features!of!psychiatric!care!•! Global!health!and!mental!health!organizations!•! Global!mental!health!agenda!•! International!social!work!collaboration!!

(IFSW,!2012)!!

Week%14:%Summation%and%closure%•! Course!assessment,!feedback!and!recommendations!•! Presenting!projects’!results!to!the!wider!College!community!•! FollowJup!and!sustainability!of!the!project!•! Closure%

%E\Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!

145

Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student%Resources%and%Policies:%!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inJclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!%%Division%of%Student%Development%http://www.york.cuny.edu/produceJandJprint/contents/bulletin/divisionJofJstudentJdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentJcorner/studentJcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentJcorner/studentJdevelopment/seek!%Student%Policies%and%Procedures%https://www.york.cuny.edu/studentJdevelopment/studentJpoliciesJandJprocedures/studentJpoliciesJandJprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentJdevelopment/star!!Writing%Resource!!https://www.york.cuny.edu/student/writingJcenter!!

!!!!!!!

146

! !

147

!Instructor’s%Bibliography%&%Additional%Recourses%%

Canetti,!Elias!(1984).!Crowds'and'power.!New!York:!Farrar,!Straus!and!Giroux.!Goffman,!E.!(1961),!Asylums:'Essays'on'the'social'situation'of'mental'patients'and'other''inmates.!Garden!City,!NY:!Anchor!Books!Goffman,!E.!(1963).!Stigma:'Notes'on'the'management'of'spoiled'identity.!Englewood!!!!!!!!Cliffs,!NJ:!PrenticeJHall.!Laing,!R.!D.!(1967).!The'divided'self:'An'existential'study'in'sanity'and'madness.!!!!!!!!London:!Penguin.!Scheff,!T.!(1966).!!Being'mentally'ill:''A'sociological'theory.!Venice:!Aldine!Press!!!Scheff,!T.!(1975)!Labeling'madness.!Chicago:!Spectrum!Books.!!Szasz,!T.!(1961).!The'myth'of'mental'illness:'Foundations'of'a'theory'of'personal''''''''conduct.!New!York:!Harper!&!Row.!!Szasz,!T.!(1975).!The'age'of'madness:'A'history'of'involuntary'mental'hospitalization.!!!!!!!!London:!Routledge.!!!www.apa.org! ! ! American!Psychological!Association!!www.cuny.libraries.edu! City!University!of!New!York!Office!of!Library!Services!www.ifsw.org.! ! ! International!Federation!of!Social!Workers!www.nami.org! ! ! National!Alliance!of!Mental!Illness!www.nasw.org! ! National!Association!of!Social!Workers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !

148


AIV.1((

(


Career, [](Undergraduate(X(Graduate(

Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(

Subject,Area, SCWK(

Course,Number, 607(

Course,Title, Social(Work(Practice(in(Health(Care(Settings(


Social(Work(607(provides(knowledge(and(skills(necessary(for(social(work(practice(in(health(care(settings.(Topics(

include(evidenceObased(practice(models(and(methods(of(intervention(such(as(health(promotion,(disease(prevention,(

psychoOsocial(assessment,(counseling,(case(management,(interdisciplinary(collaboration,(advocacy(and(discharge(

planning.(



Credits, 3((

Contact,Hours,[total,(lecture,,lab)], 3(hrs.(lecture(

Liberal,Arts, [](Yes(X(No(

Course,Attribute,,[WI;,H>WEB;,WEB], (


__X__(Not(Applicable(






149

Rationale:(Social(Work(607(will(provide(students(with(the(knowledge(and(skills(necessary(for(social(work(practice(in(health(care(settings.(Health(

care(social(work(is(the(main(focus(of(the(advanced(year(in(the(York(College(MSW(program.(

150


SCWK%#%607!Social%Work%Practice%in%Health%Care%Settings%

Course%Syllabus%!Instructor%Information%%Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin%Course%Description%Social%Work%607%Social!Work!Practice!in!Health!Care!Settings:!3!hrs.!lecture,!3!crs.!Prerequisite:!SCWK!511;!Department!permission!required.!!Social!Work!607!provides!knowledge!and!skills!necessary!for!social!work!practice!in!health!care!settings.!Topics!include!evidenceLbased!practice!models!and!methods!of!intervention!such!as!health!promotion,!disease!prevention,!psychoLsocial!assessment,!counseling,!case!management,!interdisciplinary!collaboration,!advocacy!and!discharge!planning.%%Course%Overview!This!course!focuses!on!social!work!practice!in!health!care!settings!across!the!continuum!(hospital,!home!healthcare,!nursing!or!residential!care,!and!hospice)!as!well!as!at!three!levels!of!intervention!(prevention,!remediation!and!coping!with!chronic!or!terminal!health!issues).!!Physical!and!mental!health!issues!will!be!addressed!from!an!ecosystems,!strengthsLbased!and!diversity!perspective.!Students!will!learn!skills!that!will!prepare!them!for!a!variety!of!social!work!roles!including!supportive!counselor,!interdisciplinary!team!member,!case!manager!and!advocate.!Knowledge!and!skills!relevant!to!vulnerable!populations!such!as!the!elderly,!GLBT,!homeless,!veterans!and!people!with!chronic!physical!and!mental!illness!will!be!addressed.!!%Required%Main%Text%%McCoyd,!et!al.!(2016).!Social'work'in'health'care'settings:'Practice'in'context!(4th!Edition).!New!

York:!Routledge.!!All!additional!readings!will!be!available!via!Blackboard!!!%Objectives%Upon!completion!of!the!course,!students!will!be!able!to:!!

1.! Engage!in!evidenceLbased!practice!as!a!professional!social!worker!in!health!care!organizations!and!programs.!

2.! Articulate!the!nature!of!illness,!its!multidimensional!aspects!and!the!interrelationship!between!biological,!psychological!and!social/environmental!factors!in!cause,!course!and!outcome.!

3.! Implement!bioLpsychoLsocial!assessments!of!risks!and!strengths!with!individuals!and!families!in!health!care!settings.!

4.! Demonstrate!understanding!of!the!impact!of!illness!on!individual!and!family!functioning!in!relation!to!developmental!stages,!roles!and!needs!across!the!lifespan.!

151

5.! Participate!in!interdisciplinary!teams;!engage!in!advocacy,!case!conferencing!and!coordination!of!care.!

!Core%Competencies%%Competencies% Practice%Behaviors% Outcome%Measures%Competency%2:!Engage!Diversity!and!Difference!in!Practice!!

2.1!Apply!and!communicate!understanding!of!the!importance!of!diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo!and!macro!levels!

Midterm!paper!

Competency%4:!Engage!in!PracticeLinformed!Research!and!ResearchLinformed!Practice!!

4.3!Use!and!translate!research!evidence!to!inform!and!improve!practice,!policy!and!service!delivery!

Final!paper!

Competency%7:!!Assess!Individuals,!Families,!Groups,!Organizations!and!Communities!!

7.2!Apply!knowledge!of!human!behavior!and!the!social!environment,!personLinLenvironment!and!other!multidisciplinary!theoretical!frameworks!in!the!analysis!of!assessment!data!from!clients!and!constituencies!

Midterm!paper!

Competency%8:!!Intervene!with!Individuals,!Families,!Groups,!Organizations!and!Communities!8.1!

8.2!Apply!knowledge!of!human!behavior!and!the!social!environment,!personLinLenvironment!and!other!multidisciplinary!theoretical!frameworks!in!interventions!with!clients!and!constituencies!

Final!paper!

%%%%Assignments/Evaluation%of%Student%Performance%%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1% Midterm!assignment:!bioLpsychoLsocial!assessment!

in!the!health!care!setting!25%! Session!7!

2% Final!Paper:!Interventions!for!working!with!a!specific!population!

25%! Session!13!

3% Weekly!reading!logs! 20%! Weekly!4% Class!presentation!on!a!health!care!topic! 20%! TBD!5% Participation!! 10%! !!!

152


Week%1:%The%framework%for%social%work%practice%in%the%health%care%setting%!Required%reading%Kerson,!et!al.!(2016).!Ch.!1:!Practice!in!context:!The!framework!%Week%2:%Theories%of%health%behavior%change%!Required%reading%Gehlert,!S.!&!Browne,!T.!(Eds.)!(2006).!Theories!of!health!behavior.!In!Handbook'of'Health'

Social'Work!(2nd!Edition,!pp.!179L193).!New!York:!Wiley.'!Prochaska,!J.O.!&!Velicer,!W.F.!(1997).!Behavior!change:!The!transtheoretical!model!of!health!

behavior!change.!American'Journal'of'Health'Promotion,'12(1),!38L48.!!!Week%3:%Ethics%and%cultural%competency%in%the%health%care%context%%Required%reading%Congress,!E.P.!(1992).!Cultural!difference!in!health!beliefs:!Implications!for!social!work!practice!!! in!health!care!settings.!Social'Work'in'Health'Care,'17,!81L93.!!Congress,!E.P.!(2008).!What!social!workers!should!know!about!ethics:!Understanding!and!

resolving!practice!dilemmas.!Advances'in'Social'Work,'1(1),!1L26.!!!Gregg,!J.!&!Saha,!S.!(2006).!Losing!culture!on!the!way!to!competence:!The!use!and!misuse!of!

culture!in!medical!education.!Academic'Medicine,'81(6),!542L547.!!!National!Association!of!Social!Workers!Code!of!Ethics!(n.d.)!Retrieved!from!

http://www.socialworkers.org/pubs/coe/code.asp!!Sparks,!J.!(2006).!Chapter!3:!Ethics!and!social!work!in!health!care.!In!Gehlert,!S.!&!Browne,!T.!

(Eds.),!Handbook'of'Heal'Social'Work!(2nd!Edition,!pp.!43L69).!New!York:!Wiley.!'!Taylor,!J.S.!(2003).!Confronting!“culture”!in!medicine’s!“culture!of!no!culture.”!Academic''' Medicine,'78(6),!555L559.!!Week%4:%Practice%skills:%Assessment%&%treatment%planning%!Required%reading%Barett,!Fogel,!Garrett!&!Young!(2011).!Assessing!health!care!needs!among!street!homeless!and!!

transitionally!housed!adults.!Journal'of'Social'Service'Research,'37,!338L350.!!!Myer,!R.A.!&!Conte,!C.!(2006).!Assessment!for!crisis!intervention.!Journal'of'Clinical'

Psychology,'62,!959L970.!!BoutinLRoster,!C.!et!al.!(2005).!Social!work!admission!tool!for!identifying!patients!in!need!of!a!

comprehensive!social!work!evaluation.!Health'&'Social'Work,'30,!117L125.!!Van!Hook,!M.P.!(2003).!Psychosocial!issues!within!primary!health!care!settings:!challenges!and!!! opportunities!for!social!work!practice.!Social'Work'in'Health'Care,'38(1),!63L80.!

!

153

%Week%5:%Practice%skills:%Evidence^based%practice%–%intervention%&%follow^up%!Required%reading%Balfour,!T.D.!et!al.!(2006).!Family!health!advocacy:!An!empowerment!model!for!pregnant!and!!

parenting!African!American!women!in!rural!communities.!Family'and'Community'Health,'29(3),!221L228.!!Bannink,!F.P.!(2007).!SolutionLfocused!brief!therapy.!Journal'of'Contemporary'Psychotherapy,'

37,!87L94.!!Brun,!C.!&!Rapp,!R.C.!(2001).!StrengthsLbased!case!management:!Individuals’!perspectives!on!

strengths!and!the!case!manager!relationship.!Social'Work,'46,!278L288.!!Escobar,!et!al.!(2007).!Effectiveness!of!a!timeLlimited!cognitiveLbehavioral!therapyLtype!!

intervention!among!primary!care!patients!with!medically!unexplained!symptoms.!Annals'of'Internal'Medicine,'5(4),!328L335.!

!Kotrola,!K.!(2005).!Social!work!practice!in!health!care:!The!need!to!use!brief!interventions.!

Health'&'Social'Work,'30(4),!336L39.!%Week%6:%Practice%in%acute%care%settings%!Required%reading%Cummings,!S.M.!(1999).!Adequacy!of!discharge!plans!and!rehospitalization!among!hospitalized!!! dementia!patients.!Health'and'Social'Work,'24,!249L258.!!Fenstermacher,!J.!(2016).!Kerson,!Ch.!7:!Social!work!in!a!pediatric!hospital:!Managing!a!!! medically!complex!patient.!!!Gregorian,!C.!(2005).!A!career!in!hospital!social!work:!Do!you!have!what!it!takes?!Social'Work'

in'Health'Care,'40(3),!1L14.!!!Hahn,!A.!(2016).!Kerson,!Chapter!10:!Family!focused!care!of!an!adolescent!with!a!burn:!a!

multidisciplinary!approach.!!!!!

%Week%7:%Practice%in%long^term%care%settings%!Required%reading%Cuadrado,!M.!(2007).!Puerto!Rican!Elders.!In!P.!Kolb.!(Ed.),!Social'work'practice'with''

ethnically'and'racially'diverse'nursing'home'residents'and'their'families!(pp.!219L252).!New!York:!Columbia!University!Press.!

!Lai,!C.K.!et!al.!(2004).!A!randomized!controlled!trial!of!a!specific!reminiscence!approach!to!!

promote!the!wellLbeing!of!nursing!home!residents!with!dementia.!International'Psychogeriatrics,'16,!33L34.!!

Munn,!J.C.!et!al.!(2008).!By!Invitation!Only:!Social!Work!Involvement!at!the!End!of!Life!in!!LongLTerm!Care.!Journal'of'Social'Work'in'EndTofTLife'and'Palliative'Care,'4(4),!333L357.!

154

%Week%8:%Home%health%care,%case%management%and%care%coordination%!Required%reading%Cunningham,!R.!(2016).!Kerson,!Ch.!19:!InLhome!support!for!Junior:!a!study!of!collaboration,!

boundaries,!and!use!of!self.!!Gelles,!Z.!et!al.!(2007).!ProblemLsolving!therapy!for!lateLlife!depression!in!home!care:!A!!! randomized!field!trial.!American'Journal'of'Psychiatry,'15,!968L978.!!!Hackstaff,!L.!et!al.!(2004).!The!case!for!integrating!behavior!change,!clientLcentered!practice!and!!! other!evidenceLbased!models!into!geriatric!care!management.!Social'Work'in'Health'' Care,'38(3),!1L19.!!Kadushin,!G.!&!Egan,!M.!(2001).!Ethical!dilemmas!in!home!health!care:!A!social!work!!! perspective.!Health'&'Social'Work,'26,!136L150.!!Netting,!F.E.!&!Williams,!F.!(1996).!Case!managerLphysician!collaboration:!Implications!for!!! professional!identity,!roles!and!relationships.!Health'and'Social'Work,'21,!216L224.!%Week%9:%Mental%illness%%%Required%reading%Burgos,!L.!(2016).!Kerson,!Ch.!25:!Screening!for!perinatal!depression!in!an!innerLcity!prenatal!!! setting.!!Cesare,!P.!&!King,!R.!(2015).!Social!workers'!beliefs!about!the!interventions!!! for!schizophrenia!and!depression:!A!comparison!with!the!public!and!other!health!!

professionals—!an!Australian!analysis.!The'British'Journal'of'Social'Work,'45(6),!1750L1770.!!!Eack,!S.M.!(2012).!Cognitive!remediation:!A!new!generation!of!psychosocial!interventions!for!!! people!with!schizophrenia.!Social'Work,'57(3),!235L246.!!Galon,!P.!&!Graor,!C.H.!(2012).!Engagement!in!primary!care!treatment!by!persons!with!severe!!! and!persistent!mental!illness.!Archives'of'Psychiatric'Nursing,'26(4),!272L284!!Robson,!D.!&!Gray,!R.!(2007).!Serious!mental!illness!and!physical!health!problems:!A!!! discussion!paper.!International'Journal'of'Nursing'Studies,'44,!457L466.!!%Week%10:%Hospice%&%palliative%care%!Required%reading%Brooks,!M.!&!McCoyd,!J.!(2016).!Kerson,!Ch.!22:!The!future!of!end!of!life!care:!as!palliative!!! care!gains!momentum,!what!is!the!future!of!hospice?!!Gehlert,!S.!&!Browne,!T.A.!(Eds.)!(2006).!Pain!management!and!palliative!care.!In!Handbook'of''' Health'Social'Work!(2nd!Edition,!pp.!635L672).!New!York:!Wiley.!!Jones,!B.L.!(2006).!Companionship,!control!and!compassion:!A!social!work!perspective!on!the!!

needs!of!children!with!cancer!and!their!families!at!the!end!of!life.!Journal'of'Palliative'Medicine,'9(3),!774L788.!!

155

Nainis,!N.!et!al.!(2006).!Relieving!symptoms!of!cancer:!Innovative!art!therapy.!Journal'of'Pain''' and'Symptom'Management,'31(2).!%Week%11:%Chronic%illness%!Required%reading%Auslander,!W.!&!Freedenthal,!S.!(2006).!Social!work!and!chronic!disease:!Diabetes,!heart!!

disease,!and!HIV/AIDS.!In!Gehlert,!S.!&!Browne,!T.A.!(Eds.),!Handbook'of'Health'Social'Work!(pp.!532L567).!New!York:!Wiley.!

!Barakat,!L.P.!et!al.!(2008).!Quality!of!life!among!adolescents!with!sickle!cell!disease:!Mediation!!

of!pain!by!internalizing!symptoms!and!parenting!stress.!Health'and'Quality'of'Life'Outcomes,'6,!60L69.!!Ciporen,!H.!(2016).!Kerson,!Ch.!26:!Social!work!in!the!pediatric!endocrinology!and!diabetes!!! setting:!fighting!the!epidemic!of!type!2!diabetes!in!children.!!Miller,!R.!&!Addis,!S.!(2016).!Kerson,!Ch.!15:!The!liver!transplant.!!Norhouse,!L.L.!et!al.!(2007).!Living!with!prostate!cancer:!Patients’!and!spouses’!psychosocial!!! status!and!quality!of!life.!Journal'of'Clinical'Oncology,'25,!4171L4177.!!!%Week%12:%Vulnerable%populations:%older%adults,%veterans,%homeless%!Required%reading%Barker,!A.!(2016).!Kerson,!Ch.!29:!Following!her!lead:!a!measured!approach!to!working!with!!! homeless!adults.!!Harris,!P.B.!&!Durkin,!J.!(2016).!Kerson,!Ch.!21:!A!framework!for!working!with!people!with!!! earlyLstage!dementia:!a!relationshipLfocused!approach!to!counseling!!Maus,!S.!&!Kerson!(2016).!Kerson,!Ch.!20:!Geriatric!social!work!in!a!community!hospital:!highL!! touch,!lowLtech!work!in!a!highLtech,!lowLtouch!environment!!Ray,!K.!&!Condon,!R.!(2016).!Kerson,!Ch.!16:!Returning!veterans,!constrictive!bronchiolitis,!and!!! Veterans!Administration!services:!a!warLrelated!illness!and!injury!study!center!!Week%13:%Vulnerable%populations:%GLBT,%undocumented%immigrants%!Required%reading%Findley,!P.!(2016).!Kerson,!Ch.!17:!Work!with!undocumented!immigrants:!when!serious!illness!!

intersects!with!no!health!insurance.!!Healy,!R.!(2016).!Kerson,!Ch.!12:!The!role!of!the!social!worker!in!transgender!health!care.!!Hoffman,!N.D!et!al.!(2009).!Healthcare!preferences!of!lesbian,!gay,!bisexual,!transgender!and!!! questioning!youth.!Journal'of'Adolescent'Health,'45(3),!222L229.!!!Sauliner,!C.F.!(2002).!Deciding!who!to!see:!Lesbians!discuss!their!preferences!in!health!and!!! mental!health!care!providers.!Social'Work,'47(4),!355L365.!%

156

Week%14:%Prevention%&%health%promotion%Required%reading%Fisher,!B.!(2016).!Kerson,!Ch.!30:!Pediatric!public!health:!educating!professionals!and!!! communities!about!children’s!health!and!environmental!exposures.!!Hutchinson,!M.K.!et!al.!(2006).!MultiLsystem!factors!contributing!to!health!disparities!in!!

preventive!care!among!lesbian!women.!Journal'of'Obstetrics,'Gynecologic,'and'Neonatal'Nursing,'35,!393L402.!

!Peterson,!J.L.!&!Jones,!K.T.!(2009).!HIV!prevention!for!Black!men!who!have!sex!with!men!in!!! the!United!States.!American'Journal'of'Public'Health,'99,!976L980.!

!Xenakis,!N.!(2016).!Kerson,!Ch.!11:!The!young!women’s!program:!A!health!and!wellness!model!!! to!empower!adolescents!with!physical!disabilities!in!a!hospitalLbased!setting!!!!

157

E^Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%!Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!%Student%Resources%and%Policies:%%Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inLclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Division%of%Student%Development%http://www.york.cuny.edu/produceLandLprint/contents/bulletin/divisionLofLstudentLdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentLcorner/studentLcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentLcorner/studentLdevelopment/seek!!Student%Policies%and%Procedures%https://www.york.cuny.edu/studentLdevelopment/studentLpoliciesLandLprocedures/studentLpoliciesLandLprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentLdevelopment/star!!

158

Writing%Resource%%https://www.york.cuny.edu/student/writingLcenter!!!!

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Instructor’s%Bibliography%&%Additional%Recourses%!Beder,!J.!(2006).!Hospital'social'work:'The'interface'of'medicine'and'caring.!New!York:!!! Routledge.!!Egan,!M.!(2010).!EvidenceTbased'interventions'for'social'work'in'health'care.!New!York:!!! Routledge.!!!Gehlert,!S.!&!Browne,!T.!(Eds.)!(2006).!Handbook'of'Health'Social'Work!(2nd!Edition).!!!!!!!!New!York:!Wiley.'!Kaplan,!D.!&!Berkman,!B.!(2015).!The'Oxford'handbook'of'social'work'in'health'and''''''''aging!(2nd!! Edition).!New!York:!Oxford!University!Press.!!Kolb,!P.!(Ed.)!2007.!Social'work'practice'with'ethnically'and'racially'diverse'nursing''''''''home'residents'and'their'families.!New!York:!Columbia!University!Press.!!Pritchard,!C.!(2006).!Mental'health'social'work:'EvidenceTbased'practice.!New!York:!!! Routledge.'!Rollnic,!S.,!Miller,!W.R.,!&!Butler,!C.C.!(2008).!Motivational'interviewing'in'health''''''''care:'Helping'patients'change'behavior.'New!York:!Guilford!Press.!!Sobo,!E.J.!&!Loustaunau,!M.O.!(2010).!The'cultural'context'of'health,'illness'and''''''''medicine.!California:!Greenwood!Press/Praeger.!!!www.apa.org! ! ! American!Psychological!Association!!www.apha.org! ! ! American!Public!Health!Association!http://www.cdc.gov! ! Centers!for!Disease!Control!&!Prevention!www.cuny.libraries.edu! City!University!of!New!York!Office!of!Library!Services!https://tghn.org! ! The!Global!Health!Network!www.hhs.gov! ! ! U.S.!Department!of!Health!&!Human!Services!www.ifsw.org.! ! ! International!Federation!of!Social!Workers!www.nami.org! ! ! National!Alliance!of!Mental!Illness!www.nasw.org! ! National!Association!of!Social!Workers!www.surgeongeneral.gov!U.S.!Surgeon!General!!! !

160

Department(s), Social'Work'

Career, []'Undergraduate'[X]'Graduate'

Academic,Level, [X]'Regular'[']'Compensatory'[]'Developmental'[]'Remedial'

Subject,Area, SCWK'

Course,Number, 609'

Course,Title, Advanced'Field'Placement'and'Seminar'III'

Catalogue,Description, Social'Work'609'is'the'first'of'twoIadvanced'seminar'field'courses.''Placements'are'2I3'weekdays'for'a'minimum'of'225'hours'per'semester.,

Pre>requisite(s), SCWK'519;'Department'permission'required.'

Co>requisite(s), None'

Credits, 5'

Contact,Hours,[total'(lecture,'lab)]'

5'hrs.'(2'hrs.'lecture,'3'hours'field)'('

Liberal,Arts, []'Yes'[X]'No'

Course,Attribute,,[WI;'HIWEB;'WEB], '


__X__'Not'Applicable'Required' Flexible'____'English'Composition' ____'World'Cultures'____'Mathematics' ____'US'Experience'in'its'Diversity'____'Science' ____'Creative'Expression'' ____'Individual'and'Society'' ____'Scientific'World'

Rationale:''The'objectives'emphasize'building'on'the'knowledge'and'skills'that'were'developed'in'the'previous'field'course,'Social'Work'517.'Students'discuss'practice'concerns'and'examine'issues'of'professional'development.'By'exchanging'information'in'the'seminar,'students'broaden'their'internship'education'beyond'their'individual'placements'and'gain'an'understanding'of'social'work'practice'in'health'care'settings.

161

!

York%College%of%the%City%University%of%New%York%

Social%Work%Program!SCWK%609%

Advanced%Field%Placement%and%Seminar%III%

COURSE%SYLLABUS%

!Semester:!! ! ! ! ! !!!!!! Instructor:!!Day!and!Time:!! ! ! ! ! Phone:!!Office!Hours!and!Room:! ! ! ! Email:!!!!Online!Office!Hours:!!Bulletin%Course%Description%

Social%Work%609:!Advanced!Field!Placement!and!Seminar!III.!5!crs.,!5!hrs.!(2!hrs.!lecture,!3!hours!field).!!!Prerequisites:!Social!Work!519;!Department!permission!required.!!Social!Work!609!is!the!first!of!twoPadvanced!seminar!field!courses.!!Placements!are!2P3!weekdays!for!a!minimum!of!225!hours!per!semester.!!Course%Overview%

Social!Work!609!is!the!first!of!twoPadvanced!seminar!field!courses;!or!the!first!field!seminar!in!the!advanced!standing!program.!!The!objectives!emphasize!building!on!the!knowledge!and!skills!that!were!developed!in!the!previous!field!course,!Social!Work!507!&!517.!The!seminar!provides!opportunities!to!analyze!and!critically!reflect!upon!placement!experiences!and!to!link!these!experiences!with!ideas!and!concepts!from!class!and!assigned!readings.!Students!discuss!practice!concerns!and!examine!issues!of!professional!development.!By!exchanging!information!in!the!seminar,!students!broaden!their!internship!education!beyond!their!individual!placements!and!gain!an!understanding!of!social!work!practice!in!health!care!settings.!!!The!integrative!macroPlevel!capstone!experience!occurs!in!the!context!of!learning!to!conduct!analyses!and!advocacy!directed!toward!social!justicePoriented!policy!reform!through!the!intersection!of!field!education,!health!care!and!presentation!components.!The!social!work!masterPlevel!capstone!project!is!an!integrative!project!implemented!over!two!semesters!through!SCWK!609!(Advanced!Field!Placement!&!Seminar!III)!and!SCWK!613!(Social!Policy!Advocacy!in!Health!Care).!The!multifaceted!project!is!developed!for!student!scholars!to!demonstrate!mastery!in!knowledge!and!competencies!while!simultaneously!contributing!to!the!agency!practicum.!Student!scholars!collaborate!with!field!instructor!and!health!policy!faculty!members!to!develop!a!Capstone!Project!cumulative!of!written!portfolio!and!poster!presentation!that!will!be!shared!with!social!work!faculty,!practicum!staff,!and!their!peers.!%

Required%Textbooks:%%

Dziegielewski,!S.!(2013).!The!Changing!Face!of!Health!Care!Social!Work!–!!!!!!!!Opportunities!and!Challenges!for!Professional!Practice!(3rd!ed.).!Springer.!!!!Schott,!E.!M.P.!&!Weiss,!E.!(2016).!Transformative!Social!Work!Practice.!!!!!!!!Sage!Publications!!The!textbook!is!available!as!an!ePtextbook.!Visit!http://www.coursesmart.com/!to!purchase!an!online!version.!!A!copy!of!the!required!texts!will!be!placed!on!reserve!in!the!York!College!Library.!Other!readings!will!be!assigned!and!will!be!available!via!Blackboard!or!in!class.!!!!Course%Learning%Objectives:!

162

Upon!successful!completion!of!this!course,!students!will!be!able!to:!

1.! Define!3!major!acute!care!settings!and!the!role!of!the!social!worker!in!the!settings!(medical,!mental!health!and!nephrology).!

2.! Identify!the!roles!of!social!workers!in!long!term!health!care!facilities.!!3.! Expand!knowledge!of!social!work!responsibilities!in!home!care!and!community!

based!case!management.!4.! Expand!professional!knowledge!of!clinical!terms!in!health!settings.!5.! Learn!how!to!conduct!a!biopsychosocial!assessment!and!design!a!treatment!

plan.!6.! Expand!knowledge!of!preventive!and!wellness!counseling.!7.! Identify!various!forms!of!alternative!medicine.!!

!!Core%Competencies%%

%

Competency%#% Practice%Behavior% Outcome%Measures%

Competency*1!!Demonstrate!Ethical!and!Professional!Behavior!

1.5%Use!supervision!and!consultation!to!guide!professional!judgment!and!behavior!!

Final!Evaluation!!

Competency*2*!Engage!Diversity!and!Difference!in!Practice!

2.1%Apply!and!communicate!understanding!of!the!importance!of!diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo!and!macro!levels!

Midterm!Paper!Final!Paper!

Competency*6*Engage!with!Individuals,!Families,!Groups,!Organizations,!Communities!

6.2%Use!empathy,!and!interpersonal!skills!to!effectively!engage!diverse!clients!and!constituencies!

Final!Evaluation!

Competency*7*Assess!Individuals,!Families,!Groups,!Organizations,!Communities!

7.3%Develop!mutually!agreed!on!interventions!goals!and!objectives!based!on!critical!assessment!of!strengths,!needs,!and!challenges!within!clients!and!constituencies!!

Final!Evaluation!

Competency*8*!Intervene!with!Individuals,!Families,!Groups,!Organizations,!Communities!

8.4%Negotiate,!mediate,!and!advocate!with!and!on!behalf!of!diverse!clients!and!constituencies!

Final!Evaluation!

Competency*9*!Evaluate!Practice!with!

9.2%Apply!knowledge!of!human!behavior!and!the!social!

Final!Evaluation!

163

Individuals,!Families,!Groups,!Organizations,!Communities!

environment!,!personPinPenvironment!and!other!multidisciplinary!theoretical!frameworks!in!the!evaluation!outcomes!!

!Assignments/Evaluation%of%Student%Performance%

The!final!grade!for!SCWK!609!will!be!determined!by!a!combined!evaluation!in!both!the!field!internship!and!seminar.!The!seminar!instructor!is!responsible!for!assigning!the!final!course!grade.!!Consultation!from!the!field!supervisor!will!also!be!a!factor.!!The!evaluation!completed!by!the!student’s!field!supervisor!member!is!an!important!guideline!to!the!seminar!instructor!in!evaluating!student!performance.!!The!grade!will!be!determined!by!the!student’s!overall!professional!performance!in!and!relating!to!the!field,!completion!of!course!and!field!related!assignments,!mastery!of!learning!outcomes,!and!performance!at!final!evaluation.!Unprofessional!social!work!conduct!can!result!in!lowering!of!the!final!grade.!!! Type%of%Assignment% %%of%the%Final%Grade% Due%

1% Field!performance!–!complete!225!hours! 50%! Week!14!2% Midterm!paper!–!Group!Work! 10%! Week!7!3% Capstone!Project!–!Community!Practice! 15%! Week!13!4% Process!Recordings!(10)! 10%! Start!Week!3!5% Weekly!logs! 10%! Start!Week!3!6% Seminar!participation!(contribution!to!class!


!!!!!!!!!!!!!!

WEEKLY%COURSE%OUTLINE%

%

Week%1:%%%Course%Overview,%CWSE%Core%Competencies,%%

Required%Readings:!Course!Syllabus!Council!on!Social!Work!Education!Accreditation!Standards!(EPAS!2015):!!

http://www.cswe.org/Accreditation.aspx!!Week%2:%%%%Key%Concepts%in%Health%Care%Setting%

Required%Reading:%

TEXTBOOK:!Dziegielewski,!S.!(2013),!Chapter!5:!Concepts!Essential!to!Clinical!!!!!!!!!Practice!(pages!105!–!127)!%

Straub,R.O.!(2012).!Health!psychology:!A!biopsychosocial!approach.!New!York,!NY:!!

164

!!!!!Worth!Publishers.!%

%

%

Week%3:%%%Acute%Health%Care%Settings%

Required%Reading:%

TEXTBOOK:!!Dziegielewski,!S.!(2013),!Chapter!9:!Acute!Health!Care!Settings!!!!!!!!!(pages!229!P254)!!!!Dong,!X.,!Simon,!M.,!&!Evans,!D.!(2012).!Elder!selfPneglect!and!hospitalization:!!!!!!!!!Findings!from!the!Chicago!health!and!aging!project.!Journal!of!the!American!!!!!!!!!!Geriatrics!Society,!60(2),!202P209.!Student!Learning!Plan!!Process!Recording!#1!!Weekly!Journal!!!Week%4:%%%Long%Term%&%Home%Health%Care!Required%Readings:!TEXTBOOK:!Dziegielewski,!S.(2013),!Chapter!10:!Restorative!Health!Care:!LongPTerm!!!!!!!and!Home!Care!(pages!255!P!286)!!Gilbert,!P.!(2002).!Understanding!the!biopsychosocial!approach:!Conceptualization.!!!!!!!!Clinical!Psychology,!14,!13P17.!Process!Recording!#!2!Weekly!Journal!!!Week%5:%%%Hospice%Care!Required%Readings:!TEXTBOOK:!Dziegielewski,!S.!(2013),!Chapter!11:!Roles!and!services!provided!by!!!!!!!!hospice!social!workers!(pages!289!–!310)!%

Merriman,!M.P.!(1999).!Documenting!the!impact!of!hospice.!The!Hospice!Journal,!!!!!!!!1493P!4),!177P192.!Process!Recording!#3!!Weekly!Journal!!!Week%6:%%Case%Management%and%Discharge%Planning%!Required%Readings:!TEXTBOOK:!Dziegielewski,!S.!(2013).!Chapter!12:!Case!Management!and!Discharge!!!!!!!Planning!(pages!311P330)!!Frankel,!A.!J.,!&!Gelman,!S.!R.!(2001).!Case!Management:!An!introduction!to!concepts!!!!!!!!and!skills!(3rd!ed.).!!Chicago,!IL:Lyceum.!!Process!Recording!#4!Weekly!Journal!!!Week%7:%%%Preventive,%Wellness%and%Alternative%Medicine!Required%Readings:%!TEXTBOOK:!Dziegielewski,!S.!(2013).!Chapter!13:!Prevention,!Wellness!Counseling!!

Week%3%–%7%Fields%of%Clinical%Social%Work%Practice%in%Health%Care%Settings%

165

!!!!!!and!CAM!(pages!331!P!358)!!Kroll,!D.!J.!(1997,!September).!St.!John’s!wort:!An!example!of!the!problems!with!herbal!!!!!!!!medicine!regulation!in!the!United!States.!Medical!Sciences!Bulletin,!240,!1P5.!**********************MIDTERM%DUE%–%7

th%Session**********************%

Week%8:%Public%Health%!Required%Readings:!TEXTBOOK:!Dziegielewski,!S.!(2013).!Chapter!14:!Public!Health!Social!Work!!!!!!!!(pages!359!P!375)!%

Sable,!M.!R.,!Schild,!D.!R.,!&!Hipp,!J.!A.!(2012).!!Public!health!and!social!work.!!In!S.!!!!!!!!Gehlert!&!T.!Browne!(Eds.),!Handbook!of!health!social!work!(2nd!ed.,!pp.!64P99).!!!!!!!!Hoboken,!NJ:!John!Wiley!&!Sons.!Process!recording!#5!!Weekly!Journal!!!

%

%

%

Week%

9:%HIV/AIDS%%!Required%Readings:!TEXTBOOK:!Land,!Helen!(2016).!Transformative!Social!Work!Practice,!Chapter!3:!!!!!!!Diverse!People!Affected!by!HIV/AIDS!!!!Fahs,!M.C.,!&!Wade,!K.!(1996).!An!economic!analysis!of!two!models!of!hospital!care!for!!!!!!!AIDS!patients:!Implications!for!hospital!discharge!planning.!!Social!Work!in!Health!!!!!!!Care,!22(4),!21P34.!!Marder,!R.,!&!Linsk,!N.!L.!(1995).!!Addressing!AIDS!long!term!care!issues!through!!!!!!!education!and!advocacy.!Health!&!Social!Work,!20(1),!75P80.!Process!Recording!#6!!Weekly!Journal!!!Week%10:%Developmental%Disabilities%%%!Required%Readings:!TEXTBOOK:!Wheeler,!B!et!al.(2016).!Transformative!Social!Work!Practice,!Chapter!15:!!!!!!!!!Lifespan!Perspective!with!Developmental!Disabilities!!!Gill,!J.!R.,!Goldfeder,!L.B.,!Armbrustmacher,!V.,!Coleman,!A.,!Mena,!H.,!&!Hirsch,!C.!S.!!!!!!!(2009).!Fatal!head!injury!in!children!younger!than!2!years!in!New!York!City!and!an!!!!!!!overview!of!the!Shaken!Baby!Syndrome.!!Archives!of!Pathology!&!Laboratory!!!!!!!Medicine,!133(4),!619P627.!!Temkin,!M.!(2009).!Aging!and!developmental!disabilities!strategic!issues!for!service!!!!!!!!agencies.!!Garth!Homer!Society.!PDF!retrieved!from!!!!!!!!www.garthhomrsociety.org/content/file/Publications/Final%20!!!!!!!Aging%Report%20external.pdf!Process!Recording!#7!!Weekly!Journal!!!Week%11:%Pediatric%Oncology%%%%!

Week%9%–%14%Psychosocial%issues%and%Medical%Conditions%

166

Required%Readings:!TEXTBOOK:!Denbleyker,!A.!(2016).!Transformative!Social!Work!Practice,!Chapter!17:!!!!!!!!Transition!in!Pediatric!Oncology!!Webb,!N..,!&!Bartone,!R.!(2012).!!Social!work!with!children!and!adolescents!with!!!!!!!!medical!conditions.!!In!S.!Gehlert!&!T.!Browne!(Eds.),!Handbook!of!health!social!!!!!!!!work!(2nd!ed.,!pp.!373P391).!Hoboken,!NJ:!John!Wiley!&!Sons.!Process!recording!#8!!Weekly!Journal!!%

Week%12:%%Diabetes%&%Nephrology!Required%Readings:!Ayalon,!L.,!Gross,!R.,!Tabenkin,!H.,!Porath,!A.,!Heyman,!A.,!and!Porter,!B.!(2008).!!!!!!!!!Determinants!of!Quality!of!Life!in!Primary!Care!Patients!with!Diabetes:!Implications!!!!!!!!!for!Social!Workers.!Health!and!Social!Work,!Vol!33(3).!Pages!229P236.!!Forum!of!ESRD!Networks.!(2012).!The!end!stage!renal!disease!network!system.!!!!!!!!Retrieved!from!www,esrdnetworks.org/!Process!Recording!#!9!!Weekly!Journal!!!Week%13:%%Obesity%!Required%Readings:%

Pappas,!C.,!Ali,!A.,!Dietrick,!B.!(2015).!Addressing!Childhood!Obesity!Using!a!!!!!!!!!Multidisciplinary!Approach!with!Social!Workers.!Health!and!Social!Work!!!*********************CAPSTONE%PROJECT%DUE***********************!Week%14:%Chronic%Illness%%%!Required%Reading:!TEXTBOOK:!Joosten,!D.!(2016).!Transformative!Social!Work!Practice,!Chapter!4:!!!!!!!Chronic!Illness:!A!Case!Study!%

Thrall,!J.!H.!(2005).!Prevalence!and!costs!of!chronic!disease!in!a!health!care!system!!!!!!!!structured!for!treatment!of!acute!illness.!Radiology,!235,!9P12.!Process!recording!#!10!!Weekly!Journal!%

Week%15:%Course%Review%and%Prepare%for%Field%Seminar%IV%

!!!!%

%

%

%

%

%

%

%

%

%

%

167

%

%

!% %

168

Student%Resources%and%Policies:%

!EeLearning%Systems%%

All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Reference%Resources%

Social*Work*Organizations*www.nasw.org! ! ! National!Association!of!Social!Workers!www.ifsw.org! ! ! ! International!Federation!of!Social!Workers!www.statepolicy.org! Social!Work!National!Committee!for!Educating!Students!to!

Influence!State!Policy!and!Legislation—they!have!a!yearly!contest!to!recognize!exemplary!BSW!and!MSW!projects!!

www.cswe.org! ! ! ! Council!on!Social!Work!Education!Educational!!policy!and!accreditation!standards!

!!Library/Writing*Style*Sites*www.cuny.libraries.com! City!University!of!New!York!Office!of!Library!Services!!%www.apa.org! ! ! ! American!Psychological!Association!%

%

Advocacy*Organizations*www.aphsa.org! ! ! American!Public!Human!Service!Association!www.childrensdefense.org! Children’s!Defense!Fund:!!Links!to!many!child!and!family!

advocacy!sites!www.cwla.org! ! ! ! Child!Welfare!League!of!America!www.childadvocacy.org! ! National!Association!of!Child!Advocates!www.greenpeace.org! ! ! Greenpeace:!!Links!to!environmental!sites!www.now.org! National!Organization!for!Women:!!Links!to!resources!that!

support!gender!equity!www.votePsmart.org! Project!Vote!Smart:!!Links!candidate,!campaign!and!issue!

information!sites,!ratings!by!advocacy!groups,!and!campaign!financial!reports!

www.financeprojectinfo.org! ! Welfare!information!www.ncoa.org! ! ! ! National!Council!on!Aging!www.mentalhealth.org! ! National!Mental!Health!Association!!!!!Information*and*Statistics*www.census.gov! ! ! U.S.!Census!Bureau!www.gao.gov! ! ! ! U.S.!General!Accounting!Office!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%

!•! Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!

and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!

169

•! Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!You!are!expected!to!contact!your!instructor!to!inform!him!or!her!of!the!reason!for!your!absence.!!You!are!also!responsible!for!learning!about!any!material!you!missed.!!!

•! Course!grades!will!be!lowered!for!more!than!two!absences.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!

•! Written!and!oral!assignments!must!be!submitted!at!the!beginning!of!class!on!the!due!date.!!Late!submission!will!result!in!a!lowered!grade.!!!

•! Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inPclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

%

Division%of%Student%Development%

(including!Counseling,!the!STAR!Program,!Student!Support!Services,!and!Student!Government):!http://www.york.cuny.edu/producePandPprint/contents/bulletin/divisionPofPstudentPdevelopment!!Tutoring%Services%

https://www.york.cuny.edu/student/studentPcorner/studentPcorner/tutoring!!SEEK%Program%

https://www.york.cuny.edu/student/studentPcorner/studentPdevelopment/seek!%

Student%Policies%and%Procedures%

https://www.york.cuny.edu/studentPdevelopment/studentPpoliciesPandPprocedures/studentPpoliciesPandPprocedures!!CUNY%Policy%on%Academic%Integrity%(including%plagiarism)%

http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!! !

170

Instructor’s%Bibliography:%

!Ayalon,!L.,!Gross,!R.,!Tabenkin,!H.,!Porath,!A.,!Heyman,!A.,!and!Porter,!B.!(2008).!!!!!!!!Determinants!of!Quality!of!Life!in!Primary!Care!Patients!with!Diabetes:!Implications!!!!!!!!for!Social!Workers.!Health!and!Social!Work,!Vol!33(3).!Pages!229P236.!!Dong,!X.,!Simon,!M.,!&!Evans,!D.!(2012).!Elder!selfPneglect!and!hospitalization:!!!!!!!!Findings!from!the!Chicago!health!and!aging!project.!Journal!of!the!American!!!!!!!!!Geriatrics!Society,!60(2),!202P209.!!Fahs,!M.C.,!&!Wade,!K.!(1996).!An!economic!analysis!of!two!models!of!hospital!care!for!!!!!!AIDS!patients:!Implications!for!hospital!discharge!planning.!!Social!Work!in!Health!!!!!!Care,!22(4),!21P34.!!Frankel,!A.!J.,!&!Gelman,!S.!R.!(2001).!Case!Management:!An!introduction!to!concepts!!!!!!!!and!skills!(3rd!ed.).!!Chicago,!IL:Lyceum.!!Gilbert,!P.!(2002).!Understanding!the!biopsychosocial!approach:!Conceptualization.!!!!!!Clinical!Psychology,!14,!13P17.!!Gill,!J.!R.,!Goldfeder,!L.B.,!Armbrustmacher,!V.,!Coleman,!A.,!Mena,!H.,!&!Hirsch,!C.!!!!!!!!S.!(2009).!Fatal!head!injury!in!children!younger!than!2!years!in!New!York!City!and!an!!!!!!!!overview!of!the!Shaken!Baby!Syndrome.!!Archives!of!Pathology!&!Laboratory!!!!!!!!Medicine,!133(4),!619P627.!!Kroll,!D.!J.!(1997,!September).!St.!John’s!wort:!An!example!of!the!problems!with!herbal!!!!!!!!medicine!regulation!in!the!United!States.!Medical!Sciences!Bulletin,!240,!1P5.!!Marder,!R.,!&!Linsk,!N.!L.!(1995).!!Addressing!AIDS!long!term!care!issues!through!!!!!!!!!education!and!advocacy.!Health!&!Social!Work,!20(1),!75P80.!!Merriman,!M.P.!(1999).!Documenting!the!impact!of!hospice.!The!Hospice!Journal,!!!!!!!!!(1493P4),!177P192.!!Pappas,!C.,!Ali,!A.,!Dietrick,!B.!(2015).!Addressing!Childhood!Obesity!Using!a!!!!!!!!!Multidisciplinary!Approach!with!Social!Workers.!Health!and!Social!Work!!!Sable,!M.!R.,!Schild,!D.!R.,!&!Hipp,!J.!A.!(2012).!!Public!health!and!social!work.!!In!S.!!!!!!!!!Gehlert!&!T.!Browne!(Eds.),!Handbook!of!health!social!work!(2nd!ed.,!pp.!64P99).!!!!!!!!!Hoboken,!NJ:!John!Wiley!&!Sons.!!Straub,R.O.!(2012).!Health!psychology:!A!biopsychosocial!approach.!New!York,!NY:!!!!!!!!!Worth!Publishers.!!!!Temkin,!M.!(2009).!Aging!and!developmental!disabilities!strategic!issues!for!service!!!!!!!!!!agencies.!!Garth!Homer!Society.!PDF!retrieved!from!!!!!!!!!www.garthhomrsociety.org/content/file/Publications/Final%20!!!!!!!!Aging%Report%20external.pdf!!Thrall,!J.!H.!(2005).!Prevalence!and!costs!of!chronic!disease!in!a!health!care!system!!!!!!!!!!structured!for!treatment!of!acute!illness.!Radiology,!235,!9P12.!

171

!!Webb,!N..,!&!Bartone,!R.!(2012).!!Social!work!with!children!and!adolescents!with!!!!!!!!!!medical!conditions.!!In!S.!Gehlert!&!T.!Browne!(Eds.),!Handbook!of!health!social!!!!!!!!!!work!(2nd!ed.,!pp.!373P391).!Hoboken,!NJ:!John!Wiley!&!Sons.!!!! !

172

Section(AIV:(New(Courses((AIV.1(!Department(s)! Social(Work(Career! [(((](Undergraduate(([x(](Graduate(((Academic!Level! [(x(](Regular(([(((](Compensatory(([(((](Developmental(([(((](Remedial((((Subject!Area! Social(Work((Course!Number! SCWK(613(Course!Title! Social(Policy(Advocacy(in(Health(Care(Catalogue!Description!!

Building(on(the(generalist(policy(course—SCWK(613(is(an(advanced(class(in(a(twoNcourse(policy(sequence(on(social(policy(structures,(practice(and(service(delivery,(with(emphasis(on(health(care(in(urban(populations.(The(course(critically(analyzes(current(policies(and(reform,(which(intersect(past(practice(trends,(social(determinants,(and(the(integrative(macroNlevel(capstone(experience.(

Pre>requisite(s)! SCWK(603;(SCWK(609;(Department(permission(required.(Co>requisite(s)! SCWK 621 Credits! 3((Contact!Hours! 3(hrs.(lecture(Liberal!Arts! [(](Yes(([(X((](No(((Course!Attribute!(e.g.!Writing!Intensive,!WAC,!etc)!

(


X((Not(Applicable(!!!!!Required!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Flexible!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!


Rationale:((SCWK(613(adjoins(student(scholars’(advocacy(voice(with(social(policy(which(specifically(strive(to(improve(health(care(in(urban(and(vulnerable(populations.(The(summative(emphasis(is(the(integrative(Capstone(Project(for(student(scholars(to(champion(solutions(and(advocacy(agendas(fundamental(to(health(care.((

173


COURSE%#%613%Social%Policy%Advocacy%in%Health%Care%%

!COURSE%SYLLABUS%

!Instructor!Information!Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin!Course!Description!Advanced!Social!Policy!and!Health!3!hrs,!3!crs.;!Prerequisites;!SCWK!603;!SCWK!609;!Department!permission!required.!!Corequsite:!SCWK!621.!Building!on!the!generalist!policy!course—SCWK!613!is!an!advanced!class!in!a!twoNcourse!policy!sequence!on!social!policy!structures,!practice!and!service!delivery,!with!emphasis!on!health!care!in!urban!populations.!The!course!critically!analyzes!current!policies!and!reform!which!intersect!past!practice!trends,!social!determinants,!and!the!integrative!macroNlevel!capstone!experience.!!Course!Overview!Aligned!with!the!York!College,!program!missions!and!the!President’s!vision!for,!a"transformative"Urban"Institution"and"Cultural"Hub,!critical!analysis!is!given!to!current!health!care!disparities,!policies!and!reform!which!intersect!past!practice!trends!and!social!determinants!impacting!the!standard!of!wellness!and!health!care!in!urban!populations.!!!As!emerging!social!work!change!agents,!student!scholars!explore!contemporary!social!policies!at!local,!state,!federal,!which!intersect!health!care!disparities,!human!rights!violations,!social!justice,!and!marginalization!of!urban!populations.!In!addition!to!understanding!U.S.!Health!Care!policies!and!its!intrinsic!challenges,!and!benefits!student!scholars!also!critically!analyze!social!action!policy!that!shows!health!care!in!a!multitude!of!ways.!!!The!integrative!macroNlevel!capstone!experience!occurs!in!the!context!of!learning!to!conduct!analyses!and!advocacy!directed!toward!social!justiceNoriented!policy!reform!through!the!intersection!of!field!education,!health!care!and!presentation!components.!The!social!work!masterNlevel!capstone!project!is!an!integrative!project!implemented!over!two!semesters!through!SCWK!609!(Advanced!Field!Placement!&!Seminar!III)!and!SCWK!613!(Social!Policy!Advocacy!in!Health!Care).!The!multifaceted!project!is!developed!for!student!scholars!to!demonstrate!mastery!in!knowledge!and!competencies!while!simultaneously!contributing!to!the!agency!practicum.!Student!scholars!collaborate!with!field!instructor!and!health!policy!faculty!members!to!develop!a!Capstone!Project!cumulative!of!written!portfolio!and!poster!presentation!that!will!be!shared!with!social!work!faculty,!practicum!staff,!and!their!peers.!!Required!Main!Text!!Barr,!D.!A.!(2011).!Introduction!to!US!Health!Policy:!The!Organization,!Financing,!and!!!!!!!!!Delivery!of!Health!Care!in!America.!John!Hopkins!Press.!!! !Jansson,!B.!S.!(2016).!Social"Welfare"Policy"and"Advocacy:"Advancing"Social"Justice"""""""through"8"Policy"Sectors.!!Washington,!DC:!Sage.!!American!Psychological!Association!(2010).!Publication"Manual"of"the"American""

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"""""Psychological"Association!(6th!ed.).!Washington,!DC:!APA.!!Additional!readings!as!assigned.!!!Course!Learning!Objectives!This!courses!addresses!competencies!as!outlined!in!the!Council!on!Social!Work!Education!(2015)!Commission!on!Educational!Policy!Accreditation!Standards!(EPAS).!Upon!completion!of!this!course,!student!scholars!will:!!!

1.! Understand!Social!Work’s!health!care!national!policy!priorities!with!particular!emphasis!on!Affordable!Care!Act!integration,!Health!Insurance!Portability!and!Accountability!Act!of!1996!(HIPPA),!The!Mental!Health!Parity!Act!(1996),!and!CSMN1500!Health!Insurance!Claim!Form.!

2.! Understand!conceptual!frameworks!in!the!context!of!social!work,!consumers,!stakeholders,!and!policy!sectors!in!the!United!States.!!

3.! Articulate!how!informal!and!formal!stratifications!and!social!determinants!at!micro,!mezzo!and!macro!levels!foster!disparities!and!invisibility,!and!barriers!to!mental!health!and!other!health!services.!!

4.! Integrate!understanding!of!social!work!competencies,!health!care!structures!and!policy!advocacy!strategies.!!!

5.! Ascribe!to!cultural!competency!set!forth!by!National!Association!of!Social!Workers!(NASW)!in!the!advocacyNbased!health!care!policy!practice.!

6.! Critically!describe!the!important!role!of!health!care!advocacy!and!social!action!for!!Capstone!Project!focused!on!an!identified!urban,!marginalized!group.!Understand!the!role!of!political!social!work!in!a!forNprofit!health!care!era.!!!

Core!Competencies!

Competency! Practice!Behavior! Outcome!Measurement)!


2.1!Apply!and!communicate!understanding!of!the!importance!of!diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo,!and!macro!levels.!

1.!!!Reflection!Health!!!!!!!!Care!Policy!Logs!2.!!!Capstone!Project:!!!!!!!!NASW!Action!!!!!!!!Project!!



1.!!!Reflection!Health!!!!!!!!Care!Policy!Logs!2.! Capstone!Health!Care!

Advocacy!Plan!!

! 3.2!Engage!in!practices!that!advance!social,!economic,!and!environmental!justice.!

1.!!!Capstone:!NASW!!!!!!!!Health!Care!!!!!!!!Policy!Priorities!!!!!!!!Social!Action!!!!!!!!Project!

Competency!5:!Engage!in!Policy!Practice!

5.1!Identify!social!policy!at!the!local,!state,!and!federal!level!that!impacts!wellNbeing,!service!deliver,!and!access!to!social!

1.!!!Capstone:!!!!!!!!NASW!Health!Care!!!!!!!!Policy!Priorities!!

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Instructional!Methods!!!!This!class!may!be!taught!in!a!faceNtoNface.!Students!will!meet!weekly,!in!the!classroom,!and!are!responsible!to!complete!all!readings!and!assignments!listed.!!!!Assignments/Evaluation!of!Student!Performance!!

WEEKLY!

COURSE!

OUTLINE!!

Sessions!1N3.!!Establish!the!Foundation!for!Social!Policy!Advocacy!in!Health!Care!!

!Session!1.!!!Course!Overview,!CSWE!2015!Core!Competencies,!NASW!Policy!Priorities!!!Required!Reading:!!TEXTBOOK:!Jansson,!B.!S.!(2016),!Chapter!1:!Advancing!Social!Justice!in!Eight!Policy!!!!!!!!Sectors!(pp.!1N27)!

services.!!

!!!!!!Social!Action!!!!!!!!Project!2.!!!Final!examination!!

! 5.2!Assess!how!social!welfare!and!economic!policies!impact!the!delivery!of!and!access!to!social!services!

2.! Reflection!Health!Care!Policy!Logs!

3.! Capstone!Health!Care!Advocacy!Plan!

4.! Final!examination!!! 5.3!Apply!critical!thinking!to!analyze,!

formulate,!and!advocate!for!policies!that!advance!human!rights!and!social,!economic,!and!environmental!justice.!!!

1.! Reflection!Health!Care!Policy!Logs!

2.! Capstone!Health!Care!Advocacy!Plan!

3.! Capstone!Oral!Presentation!of!Health!Care!Policy!!

4.! Final!examination!!

! Assessment/Assignment! %!of!!total!grade!

Due!!

1! Class!Discussion,!Participation,!Attendance! 5%! Sessions!1N14!

2! Reflection!Health!Care!Policy!Logs! 20%! Sessions!!3N12!

3! Capstone!NASW!Health!Care!Policy!Priorities!Social!Action!!Plan!(Draft)!

15%! Session!4!

4! Capstone!NASW!Health!Care!Policy!Priorities!Social!Action!Plan!(Final)!

25%! Session!7!

5! Capstone!Oral!Presentations!N!NASW!Health!Care!Policy!Priorities!Social!Action!Individual!Plan!

15%! Sessions!13!&!14!

6! Final!Examination!! 20%! Session!15!

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!Barr,!D.!A.!(2011),!Chapter!1:!The!Affordable!Care!Act!and!the!Politics!of!Health!Care!!!!!!!Reform!(pp.!1N14).!!Gorin,!S.!H.,!Darnell,!J.!S.,!Allen,!H.!(2014).!Affordable!Care!Act.!NASW"Encyclopedia"""""""of"Social"Work.!DOI:!10.1093/acrefore/9780199975839.013.83!!Kaiser!Commission!on!Medicaid!and!the!Uninsured.!Policy!Brief!(April!2013).!How!is!!!!!!!the!Affordable!Care!Act!leading!to!changes!in!Medicaid!longNterm!services!and!!!!!!!supports!(LTSS)!today?!State!adoption!of!six!LTSS!options.!The!Henry!Kaiser!!!!!!!Foundation.!!!Mccabe,!H.,!&!Sullivan,!P.!W.!(2015).!Social!work!expertise:!an!overlooked!opportunity!!!!!!!for!cuttingNedge!system!design!under!the!patient!protection!and!Affordable!Care!Act.!!!!!!!Health"and"Social"Work,"40(2),!155N157.!!Due:!Assign!Capstone!Groups! !Session!2.!!!Identify!The!Role!of!Social!Policy!and!Consumer!Voices!in!Community!Health!!Required!Reading:!!TEXTBOOK:!Jansson,!B.!S.!(2016),!Chapter!2:!Deciding!When!to!Challenge!the!Status!!!!!!!Quo!(pp.!29N53).!!Barr,!D.!A.!(2011),!Chapter!3:!Health!Care!as!a!Reflection!of!Underlying!Cultural!Values"""""""and!Institutions!(pp.!35N69).!!Lohmeier,!L.!!K.,!&!Saunders,!J.!A.!(2016).!Engaging!consumer!voices!in!health!care!!!!!!!policy:!Lessons!for!social!work!practice.!Health"&"Social"Work,"41(1),!9N16.!!!Spencer,!M.!S.,!Gunter,!K.!E.,!&!Palmisano,!G.!(2010).!Community!health!and!their!!!!!!!value!to!social!work.!Social"Work,"55(2),!169N180.!!Session!3.!!!NASW!Standards!for!Social!Work!Practice!in!Health!Care!Settings!! !Required!Reading:!!Social"Work"Speaks.!NASW!Policy!statements!2015N2017!(10th!ed.).!NASW!Press:!!!!!!!Washington,!DC.!!National"Association"of"Social"Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!!Woolf,!S.!H.!(2009).!Social!policy!as!health!policy.!JAMA,"30(1),!1166N1169.!!Due:!Reflection!Health!Care!Policy!Log!!Session!4N6.!!The!Role!of!Social!Work!in!Mental!Health,!Managed!Care,!Medicare!Reimbursement!&!ForNProfit!Health!Care!!

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!Session!4.!Mental!Health!and!Social!Work!!!Required!Reading!!TEXTBOOK:!Jansson,!B.!S.!(2016),!Chapter!10:!Becoming!Policy!Advocates!in!the!!!!!!!!Mental!Health!Sector!(pp.!291N317)." Hong, J. S., & Korr, W. S. (2013). Cultural competency in mental-health services. NASW Encyclopedia of Social Work. DOI: 10.1093/acrefore/9780199975839.013.95. Heisler, E. J., & Bagalman, E. (2015). The Mental Health Workforce: A Primer. Congressional Research Service. Retrieved from https://www.socialworkers.org/advocacy/issues/medicare_reimbursement.asp !Gianfriddo,!P.!(2012).!How!I!helped!create!a!flawed!mental!health!system!that’s!failed!!!!!!!millions!–!and!my!son.!Health"Affairs,"31(9),!2138N2142.!!!Davis,!K.!E.!(2003).!The!policy!implications!of!the!Surgeon!General’s!report!on!mental!!!!!!!health,!race,!culture!and!ethnicity.!In.!T.!B.!BentNGoodley!(Ed).!African"American"""""""Social"Workers"and"Social"Policy.!(pp.!93N95).!!Due:!Capstone:!NASW!Health!Care!Policy!Priorities!Social!Action!Plan!(Draft)!!Due:!Reflection!Health!Care!Policy!Log!!Session!5.!!!The!Ethics!of!Managed!Care!and!Social!Work!Required!Reading!!TEXTBOOK:!Barr,!D.!A.!(2011),!Chapter!5:!Health!Insurance,!HMO’s!and!the!Managed!!!!!!!Care!Revolution!(pp.!97N130).!!Kirkpatrick,!W.!J.,!Reamer,!F.!G.,!Sykulski,!M.!(2006).!Social!work!ethics!audits!in!!!!!!!health!care!settings:!A!case!study.!Health"&"Social"Work,"31(3),!225N228.!!Due:!Reflection!Health!Care!Policy!Log!!!Session!6.!Politics!of!ForNProfit!Health!Care!and!Political!Social!Work!!!Required!Reading!!TEXTBOOK:!Barr,!D.!A.!(2011),!Chapter!8:!The!Increasing!Role!of!ForNProfit!Health!!!!!!!Care!(pp.!253N272).!!Myers,!R.!S.,!&!Cranstaff,!C.!(2013).!Political!Social!Work.!NASW"Encyclopedia"of"""""""Social"Work.!DOI:!10.1093/acrefore/9780199975839.013.295!!Due:!Reflection!Health!Care!Policy!Log!!!

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Session!7N9.!!!The!Intersection!of!Health!Care!and!Stratification!Systems!!!!Session!7.!!!Social!Determinants!and!Health!Equity!in!Health!Care!!!Required!Reading!!Kawachi,!I.,!Daniels,!N.,!&!Robinson,!D.!E.!(2005).!Health!disparities!by!race!and!class:!!!!!!Why!both!matter.!Health"Affairs,"24(2),!343N352.!!!Helman,!H.!J.,!Artiga,!S.!(2015).!Beyond!health!care:!The!role!of!social!determinants!in!!!!!!!promoting!health!and!health!equity.!The!Kaiser!Family!Foundation.!Retrieved!from:!!!http://kff.org/disparitiesNpolicy/issueNbrief/beyondNhealthNcareNtheNroleNofNsocialNdeterminantsNinNpromotingNhealthNandNhealthNequity/!!!Marmot,!M.,!Friel,!S.,!Bell,!R.,!Houweling,!T.!A.!J.,!Taylor,!S.!(2008).!Closing!the!gap!in!!!!!!!a!generation:!health!equity!through!action!on!the!social!determinants!of!health.!The"""""""Lancet,"372(9650),!1661N1669.!!Due:!Capstone!NASW!Health!Care!Policy!Priorities!Social!Action!Individual!Plan!(Final)!!Due:!Reflection!Health!Care!Policy!Log!!Session!8.!!!Health!Disparities!Through!the!Lens!of!Forced!Sterilization,!Reproductive!Health!&!Eugenics!!!Required!Reading! O’Brien, G. V. (2011). Eugenics, genetics, and the Minority Group Model of Disabilities: Implications for social work advocacy. Social Work, 56(4), 347-354. Scully, J. A. M. (2015). Black women and the development of international reproductive health norms. In: J. I. Levitt (Ed.), Black Women and International Law: Deliberate Interactions, Movements, and Actions. (pp. 225-249). New York: Cambridge University Press. !National"Association"of"Black"Social"Workers"code"of"ethics.!Retrieved!from:!http://nabsw.org/?page=CodeofEthics!!Wright,!R.!L.,!Bird,!M.,!&!Frost,!C.!J.!(2015).!Reproductive!health!in!the!United!States:!!!!!!!A!review!of!the!social!work!literature.!Social"Work,"60(4),!295N304.!!!World!Health!Organization!(2014).!Eliminating"forced,"coercive"and"otherwise"""""""involuntary"sterilization:"An"interagency"statement,"OHCHR,"UN"Women,"UNAIDS,"""""""UNDP,"UNFPA,"UNICEF"and"WHO.!Retrieved!from:!http://www.who.int/reproductivehealth/publications/gender_rights/eliminatingNforcedNsterilization/en/"!Due:!Reflection!Health!Care!Policy!Log!!

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!Session!9.!Public!Health,!The!Uninsured!&!Underserved!!!Required!Reading!!Ruth,!B.!J.,!Sisco,!S.,!&!Marshall,!J.!W.!(2013).!Public!Health!Social!Work.!!!!!!NASW!Encyclopedia"of"Social"Work.!DOI:!10.1093/acrefore/9780199975839.013.324!!Forys,!T.!(2008).!Left!out!in!the!cold:!How!the!United!States’!healthcare!system!excluded!!!!!!!immigrants.!Annals"of"Health"Law,"17,!351N359.!Retrieved!from:!!http://lawecommons.luc.edu/cgi/viewcontent.cgi?article=1136&context=annals!!!The!uninsured:!A!primer!–!key!facts!about!health!insurance!and!the!uninsured!in!the!era!!!!!!!of!health!reform.!The!Henry!Kaiser!Foundation.!Retrieved!from:!!http://kff.org/uninsured/report/theNuninsuredNaNprimerNkeyNfactsNaboutNhealthNinsuranceNandNtheNuninsuredNinNtheNeraNofNhealthNreform/!!Kaiser!Commission!on!Medicaid!and!the!Uninsured.!Policy!Brief!(April!2013).!How!is!!!!!!!the!Affordable!Care!Act!leading!to!changes!in!Medicaid!longNterm!services!and!!!!!!!supports!(LTSS)!today?!State!adoption!of!six!LTSS!options.!The!Henry!Kaiser!!!!!!!Foundation.!!Barker,!A.!R.,!Londeree,!J.!K.,!McBride,!T.!D.,!Kemper,!L.!M.,!&!Mueller,!K.!(2013,!!!!!!!June).!The!uninsured:!An!analysis!by!income!and!geography.!RUPRI!Center!for!Rural!!!!!!!Health!Policy!Analysis!Rural!Policy!Brief,!Brief!No.!2013N6!!Due:!Reflection!Health!Care!Policy!Log!!Session!10N12.!!!Health!Care:!The!Rise!of!Social!Movements!and!Social!Reforms!!!Session!10.!!The!Inadequacies!of!the!U.S.!Health!Care!System!!!Required!Reading!!TEXTBOOK:!Jansson,!B.!S.!(2016),!Chapter!6:!Engaging!in!Macro!Policy!Advocacy!!!!!!!!(pp.!137N162).!!Abramovitz,!M.!Social!movement!and!social!change.!(2014).!In!J.!Blau!and!M.!!!!!!!Abramovitz.!Health!care:!program!and!policies.!The!dynamics!of!social!welfare!!!!!!!policy.!(pp.!193N240).!Oxford!University!Press.!!Ritter,!J.!A.!(2008).!A!national!study!predicting!licensed!social!workers’!levels!of!!!!!!!political!participation:!The!role!of!resources,!psychological!engagement,!and!!!!!!!recruitment!networks.!Social"Work,"53(4),!347N356.!!!Social!Work!Policy!Institute!(2014).!Achieving!racial!equality:!Calling!the!social!work!!!!!!!profession!to!action.!Washington,!DC:!National!Association!of!Social!Workers.!!!!!!!Retrieved!form:!!

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http://www.antiracistalliance.com/SWPIRacialEquityReport.pdf!!Due:!Reflection!Health!Care!Policy!Log!!Session!11.!!!The!Politics!of!Health!Literacy!and!Health!Promotion!in!Health!Care!!!!!Required!Reading!!TEXTBOOK:!Barr,!Chapter!13:!Key!Policy!for!Deciding!the!Direction!of!Healthcare!!!!!!!Reform!(pp.!294N312).!!Blau,!J.,!&!Abramovitz,!M.!(2014).!Health!care:!program!and!policies.!The!dynamics!of!!!!!!!social!welfare!policy.!Oxford!University!Press.!(pp.!395N424).!!!Specht,!H.,!&!Courtney,!M.!(1994).!Unfaithful"angels:"How"social"work"has"abandoned"""""""its"mission.!Chapter!Five:!The!Movement!of!Social!Work!into!Private!Practice.!New!!!!!!!York,!NY:!The!Free!Press.!!!Liechty,!J.!M.!(2011).!Health!Literacy:!Critical!opportunities!for!social!work!leadership!in!!!!!!!health!care!and!research.!Health"&"Social"Work,"36(2),!98N106.!!!Due:!Reflection!Health!Care!Policy!Log!!Session!12.!!!Health!Care:!Reform!&!Social!Work!Call!to!Action!!!Required!Reading!!TEXTBOOK:!Jansson,!B.!S.!(2016),!Chapter!7:!Becoming!Policy!Advocates!in!the!!!!!!!Healthcare!Sector!(pp.!163N201)."!Blau,!J.,!&!Abramovitz,!M.!(2014).!Health!care:!program!and!policies.!The!dynamics!of!!!!!!!social!welfare!policy.!Oxford!University!Press.!(pp.!395N424).!!!Hoefer,!R.!(2005).!Altering!state!policy:!Interest!group!effectiveness!among!stateNlevel!!!!!!!advocacy!groups.!Social"Work,"50(3),!219N227.!!!McLauglin,!A.M.!(2009).!Clinical!social!workers:!Advocates!for!social!justice.!Advances"""""""in"Social"Work,"10(1),!51N68.!!Healthy!People!2020.!Retrieved!at:!https://www.healthypeople.gov/!!Due:!Reflection!Health!Care!Policy!Log!!Session!13N15.!!!Change!Agents:!The!Intersection!of!Practice!and!Social!Policy!!!Session!13.!Due:!Capstone!Oral!Presentations!!

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!!Session!14.!!Due:!Capstone!Oral!Presentations!!!Session!15.!!Due:!Final!Examination!!!ENLearning!Systems!!!All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Internet Resources The!following!websites!may!be!helpful!when!gathering!information!related!to!the!social!work!profession,!journals,!writing!style,!international!social!work!issues,!and!for!additional!reading.!!When!citing!these!and!other!Internet!resources,!please!refer!to!and!use!APA!style.!!! www.nasw.org! ! National!Association!of!Social!Workers!www.apa.org! ! ! American!Psychological!Association!www.ifsw.org! ! ! International!Federation!of!Social!Workers!www.socialworkpolicy.org!Social!Work!Policy!Institute!(SWPI)!!www.cuny.libraries.com! City!University!of!New!York!Office!of!Library!Services!!!!Policy!on!Academic!Integrity,!Attendance,!Participation,!and!Submission!of!Assignments!!Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student!Resources!and!Policies:!!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!

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preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inNclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Division!of!Student!Development!http://www.york.cuny.edu/produceNandNprint/contents/bulletin/divisionNofNstudentNdevelopment!!Tutoring!Services!https://www.york.cuny.edu/student/studentNcorner/studentNcorner/tutoring!!SEEK!Program!https://www.york.cuny.edu/student/studentNcorner/studentNdevelopment/seek!!Student!Policies!and!Procedures!https://www.york.cuny.edu/studentNdevelopment/studentNpoliciesNandNprocedures/studentNpoliciesNandNprocedures!!CUNY!Policy!on!Academic!Integrity!!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center!for!Students!with!Disabilities!!https://www.york.cuny.edu/studentNdevelopment/star!!Writing!Resource!!https://www.york.cuny.edu/student/writingNcenter!!!! !

183

Instructor’s!Bibliography!!

American!Psychological!Association!(2010).!Publication"Manual"of"the"American"""""""Psychological"Association!(6th!ed.).!Washington,!DC:!APA.!Barker,!A.!R.,!Londeree,!J.!K.,!McBride,!T.!D.,!Kemper,!L.!M.,!&!Mueller,!K.!(2013,!!!!!!!June).!The!uninsured:!An!analysis!by!income!and!geography.!RUPRI!Center!for!Rural!!!!!!!Health!Policy!Analysis!Rural!Policy!Brief,!Brief!No.!2013N6!Barr,!D.!A.!(2011).!Introduction!to!US!Health!Policy:!The!Organization,!Financing,!and!!!!!!!!!Delivery!of!Health!Care!in!America.!John!Hopkins!Press.!! !Blau!and!M.!Abramovitz!(2014).!Health!care:!program!and!policies.!The!dynamics!of!!!!!!!social!welfare!policy.!Oxford!University!Press.!!Davis,!K.!E.!(2003).!The!policy!implications!of!the!Surgeon!General’s!report!on!mental!!!!!!!health,!race,!culture!and!ethnicity.!In.!T.!B.!BentNGoodley!(Ed).!African"American"""""""Social"Workers"and"Social"Policy.!(pp.!93N95).!Forys,!T.!(2008).!Left!out!in!the!cold:!How!the!United!States’!healthcare!system!excluded!!!!!!!immigrants.!Annals"of"Health"Law,"17,!351N359.!Retrieved!from:!!http://lawecommons.luc.edu/cgi/viewcontent.cgi?article=1136&context=annals!Gianfriddo,!P.!(2012).!How!I!helped!create!a!flawed!mental!health!system!that’s!failed!!!!!!!millions!–!and!my!son.!Health"Affairs,"31(9),!2138N2142.!!Gorin,!S.!H.,!Darnell,!J.!S.,!Allen,!H.!(2014).!Affordable!Care!Act.!NASW"Encyclopedia"""""""of"Social"Work.!DOI:!10.1093/acrefore/9780199975839.013.83!Health"&"Social"Work:"A"Journal"of"The"National"Association"of"Social"Workers.!!!!!!!Washington,!DC:!Author.!Healthy"People"2020.!Retrieved!at:!https://www.healthypeople.gov/!Heisler, E. J., & Bagalman, E. (2015). The Mental Health Workforce: A Primer. Congressional Research Service. Retrieved from https://www.socialworkers.org/advocacy/issues/medicare_reimbursement.asp Helman,!H.!J.,!Artiga,!S.!(2015).!Beyond!health!care:!The!role!of!social!determinants!in!!!!!!!promoting!health!and!health!equity.!The!Henry!Kaiser!Family!Foundation.!Retrieved!!!!!!!from:!!!http://kff.org/disparitiesNpolicy/issueNbrief/beyondNhealthNcareNtheNroleNofNsocialNdeterminantsNinNpromotingNhealthNandNhealthNequity/!!Hoefer,!R.!(2005).!Altering!state!policy:!Interest!group!effectiveness!among!stateNlevel!!!!!!!advocacy!groups.!Social"Work,"50(3),!219N227. Hong, J. S., & Korr, W. S. (2013). Cultural competency in mental-health services. NASW Encyclopedia of Social Work. DOI: 10.1093/acrefore/9780199975839.013.95. Jansson,!B.!S.!(2016).!Social"Welfare"Policy"and"Advocacy:"Advancing"Social"Justice"""""""through"8"Policy"Sectors.!!Washington,!DC:!Sage.!Kawachi,!I.,!Daniels,!N.,!&!Robinson,!D.!E.!(2005).!Health!disparities!by!race!and!class:!!!!!!Why!both!matter.!Health"Affairs,"24(2),!343N352.!!Kaiser!Commission!on!Medicaid!and!the!Uninsured.!Policy!Brief!(April!2013).!How!is!!!!!!!the!Affordable!Care!Act!leading!to!changes!in!Medicaid!longNterm!services!and!!!!!!!supports!(LTSS)!today?!State!adoption!of!six!LTSS!options.!The!Henry!Kaiser!!!!!!!Foundation.!Kirkpatrick,!W.!J.,!Reamer,!F.!G.,!Sykulski,!M.!(2006).!Social!work!ethics!audits!in!!!!!!!health!care!settings:!A!case!study.!Health"&"Social"Work,"31(3),!225N228.!Liechty,!J.!M.!(2011).!Health!Literacy:!Critical!opportunities!for!social!work!leadership!in!!!!!!!health!care!and!research.!Health"&"Social"Work,"36(2),!98N106.!!Lohmeier,!L.!!K.,!&!Saunders,!J.!A.!(2016).!Engaging!consumer!voices!in!health!care!!!!!!!policy:!Lessons!for!social!work!practice.!Health"&"Social"Work,"41(1),!9N16.!!Marmot,!M.,!Friel,!S.,!Bell,!R.,!Houweling,!T.!A.!J.,!Taylor,!S.!(2008).!Closing!the!gap!in!!!!!!!a!generation:!health!equity!through!action!on!the!social!determinants!of!health.!The"""""""Lancet,"372(9650),!1661N1669.!!

184

Mccabe,!H.,!&!Sullivan,!P.!W.!(2015).!Social!work!expertise:!an!overlooked!opportunity!!!!!!!for!cuttingNedge!system!design!under!the!patient!protection!and!Affordable!Care!Act.!!!!!!!Health"and"Social"Work,"40(2),!155N157.!McLauglin,!A.M.!(2009).!Clinical!social!workers:!Advocates!for!social!justice.!Advances"""""""in"Social"Work,"10(1),!51N68.!Myers,!R.!S.,!&!Cranstaff,!C.!(2013).!Political!Social!Work.!NASW"Encyclopedia"of"""""""Social"Work.!DOI:!10.1093/acrefore/9780199975839.013.295.!Retrieved!from:!http://socialwork.oxfordre.com/view/10.1093/acrefore/9780199975839.001.0001/acreforeN9780199975839NeN295!National"Association"of"Black"Social"Workers"code"of"ethics.!Author.!Retrieved!from:!http://nabsw.org/?page=CodeofEthics!National"Association"of"Social"Workers.!(2008).!Code!of!ethics.!Washington,!DC:!!!!!!!Author.!Retrieved!at:!https://www.socialworkers.org/pubs/code/code.asp!O’Brien, G. V. (2011). Eugenics, genetics, and the Minority Group Model of Disabilities: !!!!!Implications!for!social!work!advocacy.!Social"Work,!56(4),!347N354!Ritter,!J.!A.!(2008).!A!national!study!predicting!licensed!social!workers’!levels!of!!!!!!!political!participation:!The!role!of!resources,!psychological!engagement,!and!!!!!!!recruitment!networks.!Social"Work,"53(4),!347N356.!!Ruth,!B.!J.,!Sisco,!S.,!&!Marshall,!J.!W.!(2013).!Public!Health!Social!Work.!NASW!!!!!!!Encyclopedia"of"Social"Work.!DOI:!10.1093/acrefore/9780199975839.013.324"Scully, J. A. M. (2015). Black women and the development of international reproductive health norms. In: J. I. Levitt (Ed.), Black Women and International Law: Deliberate Interactions, Movements, and Actions. (pp. 225-249). New York: Cambridge University Press. Social"Work"in"Health"Care.!Taylor!&!Francis.!Social!Work!Policy!Institute!(2014).!Achieving!racial!equality:!Calling!the!social!work!!!!!!!profession!to!action.!Washington,!DC:!National!Association!of!Social!Workers.!!!!!!!Retrieved!form:!!http://www.antiracistalliance.com/SWPIRacialEquityReport.pdf!Social"Work"Speaks.!NASW!Policy!statements!2015N2017!(10th!ed.).!NASW!Press:!!!!!!!Washington,!DC:!Author.!!Specht,!H.,!&!Courtney,!M.!(1994).!Unfaithful"angels:"How"social"work"has"abandoned"""""""its"mission.!Chapter!Five:!The!Movement!of!Social!Work!into!Private!Practice.!New!!!!!!!York,!NY:!The!Free!Press.!!Spencer,!M.!S.,!Gunter,!K.!E.,!&!Palmisano,!G.!(2010).!Community!health!and!their!!!!!!!value!to!social!work.!Social"Work,"55(2),!169N180.!The"Journal"of"Urban"Health.!Springer.!!!!The!uninsured:!A!primer!–!key!facts!about!health!insurance!and!the!uninsured!in!the!era!!!!!!!of!health!reform.!The!Henry!Kaiser!Foundation.!Retrieved!from:!!http://kff.org/uninsured/report/theNuninsuredNaNprimerNkeyNfactsNaboutNhealthNinsuranceNandNtheNuninsuredNinNtheNeraNofNhealthNreform/!Woolf,!S.!H.!(2009).!Social!policy!as!health!policy.!JAMA,"30(1),!1166N1169.!World!Health!Organization!(2014).!Eliminating"forced,"coercive"and"otherwise"""""""involuntary"sterilization:"An"interagency"statement,"OHCHR,"UN"Women,"UNAIDS,"""""""UNDP,"UNFPA,"UNICEF"and"WHO.!Retrieved!from:!http://www.who.int/reproductivehealth/publications/gender_rights/eliminatingNforcedNsterilization/en/"Wright,!R.!L.,!Bird,!M.,!&!Frost,!C.!J.!(2015).!Reproductive!health!in!the!United!States:!!!!!!!A!review!of!the!social!work!literature.!Social"Work,"60(4),!295N30.

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(

AIV.1((

(


Career, [](Undergraduate([X](Graduate(

Academic,Level, [X](Regular([(](Compensatory([](Developmental([](Remedial(

Subject,Area, SCWK((

Course,Number, 615(

Course,Title, Social(and(Behavioral(Determinants(of(Health((

Catalogue,Description, An(introduction(to(the(relationship(between(human(behavior(and(major(health(issues,(social(and(behavioral(theoretical(

approaches(and(their(use(in(public(health(interventions,(health(care(settings(and(health(promotion(programs.(((



Credits, 3(


3(hrs.(lecture((

Liberal,Arts, [](Yes([X](No(

Course,Attribute,,[WI;(HWWEB;(WEB], (


___X_(Not(Applicable(






(

186

Rationale:(This(course(will(provide(students(with(an(understanding(of(the(social,(psychological,(cultural(and(environmental(influences(on(health(behavior,(

current(US(and(global(health(problems,(health(disparities,(and(social(and(theoretical(theories(and(models(used(in(health(promotion(programs.

187

!


SCWK%#%615%Social%and%Behavioral%Determinants%of%Health%

%COURSE%SYLLABUS%

%Instructor%Information%%Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin%Course%Description%%Social!and!Behavioral!Determinants!of!Health.!!3!hrs.,!3!crs.,!Prerequisites:!SCWK!517;!Department!permission!required.!!An!introduction!to!the!relationship!between!human!behavior!and!major!health!issues,!social!and!behavioral!theoretical!approaches!and!their!use!in!public!health!interventions,!health!care!settings!and!health!promotion!programs.!!!!Course%Overview%!Human!behavior!is!multidimensional!and!health!behavior!is!influenced!by!social!and!behavioral!influences.!!Since!health!promotion,!education!and!prevention!programs!focus!on!changing!health!behavior!it!is!necessary!to!understand!the!social,!psychological,!cultural!and!environmental!influences!on!health!behavior.!!This!course!will!provide!a!background!in!current!major!US!and!international!health!problems,!health!disparities,!social!and!theoretical!theories!and!models!used!in!health!promotion!programs,!and!evaluation!of!health!promotion!efforts.!!!!Required%Main%Text%%%Edberg,!M.!(2015).!!Essentials)of)Health)Behavior.)(2nd!Edition).!Burlington,!!!!!!!!MA:!Jones!&!Bartlett!Learning.!)% %

188

Objectives%!Upon!successful!completion!of!this!course,!students!will!be!able!to:!!1.!!Understand!the!multiple!influences!on!health!behavior.!2.!!Describe!major!US!and!international!public!health!problems!and!healthWrelated!behaviors.!3.!!Describe!and!critique!key!individually!focused!behavioral!theories.!4.!!Identify!and!discuss!the!social,!cultural!and!environmental!theories!of!behavior!and!their!relationship!to!health!behaviors.!!!5.!!Describe!components!of!program!planning!processes.!6.!!Define!populationWbased!health!promotion!and!community!interventions.!7.!!Understand!key!issues!with!health!promotion!programs!in!school!and!workplace!settings!in!the!US!and!in!global!settings.!!!8.!!Demonstrate!understanding!of!the!various!types!of!health!promotion!program!evaluation!9.!!Define!and!describe!health!disparities!and!their!relationship!to!diverse!populations.!!!!%Core%Competencies%Addressed%in%this%Course%%%

Competency% Practice%Behavior%% Outcome%Measures%

Competency%2:!!Engage!Diversity!and!Difference!in!Practice!

2.1!Apply!and!communicate!the!importance!of!diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo!and!macro!levels.!

Health!Behavior!Theory!Paper!

Competency%4:%%Engage!in!PracticeWinformed!Research!and!ResearchWInformed!Practice!

4.2%Apply!critical!thinking!to!engage!in!analysis!of!quantitative!and!qualitative!research!methods!and!research!findings.!!

Social!&!Behavioral!Determinants!Paper!!

Competency%7:!!Assess!Individuals,!Families,!Organizations!and!Communities!

7.4%Select!appropriate!intervention!strategies!based!on!the!assessment,!research!knowledge,!and!values!and!preferences!of!clients!and!constituencies.%

Program!Planning!Project!!

Competency%9:%%Evaluate!Practice!with!Individuals,!Families,!Groups,!Organizations!and!Communities!

9.1%Select!and!use!appropriate!methods!for!evaluation!of!outcomes.!!

Program!Planning!Project!

%%%%%Assignments/Evaluation%of%Student%Performance%%!! Assignment% %%of%total%grade% Due%date%1! Healthy!People!2020!Assignment! 15%! Session!3!

189

2! Health!Behavior!Theory!Paper!! 25%! Session!7!3! Social!&!Behavioral!Determinants!Paper!! 30%! Session!11!4! Program!Planning!Project!! 30%! Session!15!

%%%%


Sessions%1Z3.%%Methods%for%Understanding%the%Human%Condition%%

Week%1.%%%Course%Overview,%CSWE%Core%Competencies,%Health%and%Behavior%%%Required%Reading:%%TEXTBOOK:!Edberg,!Chapter!1:!The!Links!Between!Health!and!Behavior!!Healthy!People!2020.!!Social!Determinants!of!Health.!!!!!!!!https://www.healthypeople.gov/2020/leadingWhealthWindicators/2020WlhiW!!!!!!!!!topics/SocialWDeterminants! Week%2.%%Health%and%Human%Behavior%%%! !Required%Reading:%!TEXTBOOK:!Edberg,!Chapter!2:!!Health!Issues!and!Behavior!!Deci,!E.!L.,!&!Ryan,!R.!M.!(2008).!SelfWdetermination!theory:!A!macrotheory!of!human!!!!!!!!motivation,!development,!and!health.!Canadian)Psychology,!49(3),!182.!!Jeffery!R.W.,!Utter!J.!(2003).!!The!changing!environment!and!population!obesity!in!the!!!!!!!!United!States.!Obesity)Research.!11,!12S–22S.!!Weinberg!Z.!(2000).!!No!place!to!shop:!food!access!lacking!in!the!inner!city.!Race,))!!!!!!Poverty,)Environment.)7(2),!!22–24.!!

Week%3.%Theories%of%Health%Behavior%Used%in%Social%Work%%%Required%Reading:%%TEXTBOOK:!Edberg,!Chapter!3:!!Social/Behavioral!Theory!and!its!Roots!Bronfenbrenner!U.!The!Ecology!of!Human!Development.!Cambridge,!Mass.:!Harvard!!!!!!!!University!Press;!1979.!!Nichter!M.!(2003).!!Smoking:!what’s!culture!got!to!do!with!it?!Addiction.98))))))))(Suppl!1),139–145.!!Painter,!J.!E.,!Borba,!C.!P.,!Hynes,!M.,!Mays,!D.,!&!Glanz,!K.!(2008).!The!use!of!theory!!!!!!!!in!health!behavior!research!from!2000!to!2005:!a!systematic!review.!Annals)of)))))))))Behavioral)Medicine,!35(3),!358W362.)

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%

Week%4.%Individual%Theories%and%Models%of%Health%Behavior%%%%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!4:!!Individual!Health!Behavior!Theories!!!Ajzen!I.!(1991).!!The!theory!of!planned!behavior.!Organizational)Behavior)and)Human)Decision)Processes,50,!179–211.!!Janz,!N.K.!&!Becker,!M.H.!(1984).!!The!health!belief!model:!a!decade!later.!Health))))))))Education)Quarterly,!11(1),!1–47.!!Noar,!S.!M.,!Benac,!C.!N.,!&!Harris,!M.!S.!(2007).!Does!tailoring!matter?!MetaWanalytic!!!!!!!!review!of!tailored!print!health!behavior!change!interventions.!Psychological)Bulletin,!!!!!!!!133(4),!673.!!Prochaska,!J.O.,!Redding,!C.A,!&!Evers!K.E.!(2002).!!The!transtheoretical!model!and!!!!!!!!stages!of!change.!In:!Glanz!K,!Rimer!BK,!Lewis!FM,!eds.!Health)Behavior)and))))))))Health)Education,!3rd!ed.!San!Francisco,!CA:!John!Wiley!&!Sons.!!

Weeks%5%and%6.%Social,%Cultural%and%Environmental%Theories/Influences%on%Health%Behavior%%%Required%Reading%%TEXTBOOK:!Edberg,!Chapters!5!&!6:!!Social,!Cultural!and!Environmental!Theories!(Parts!I!and!II)!!Bandura!A.!(2001).!!Social!cognitive!theory:!An!agentic!perspective.!Annual)Review)of))))))))Psychology.)52,!1–26.!!Fullerton,!J.T.,!Killian,!R.!&!Gass,!P.M.!Outcomes!of!a!communityW!and!homeWbased!!!!!!!!intervention!for!safe!motherhood!and!newborn!care.!!Health)Care)for)Women))

))))))International,)26(7),!561–576.!!Glanz,!K.,!&!Bishop,!D.!B.!(2010).!The!role!of!behavioral!science!theory!in!development!!!!!!!!and!implementation!of!public!health!interventions.!Annual)Review)of)Public)Health,!!!!!!!!31,!399W418.!!Kotler,!P.,!Roberto,!N.!&!Lee,!N.!(2002).!!Social)Marketing:)Improving)the)Quality)of))))))))Life.!Thousand!Oaks,!CA:!Sage.!!Monge!P.R.!&!Contractor,!N.S.!(2003).!!Theories)of)Communication)Networks.!New!!!!!!!!York:!Oxford!University!Press.!!Steckler,!A.,!Goodman,!R.M.!&!Kogler,!M.C.!(2002).!!Mobilizing!organizations!for!!!!!!!!health!enhancement:!theories!of!organizational!change.!In!Glanz,!K.,!Rimer,!B.K.!&!!!!!!!!Lewis,!F.M.!eds,!Health)Behavior)and)Health)Education:)Theory,)Research)and))))))))Practice,!3rd!ed.!San!Francisco,!CA:!JosseyWBass.!!

191

Week%7.%%Assessment%and%Program%Planning%%%%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!7:!Doing!Something!About!it:!The!Ecological!perspective!and!the!Move!from!Theory!to!Practice!%Fagan,!A.A.,!Lee!Van!Horn,!M.,!Hawkins,!J.D.!&!Arthur,!M.!!(2007).!!Using!community!!!!!!!!and!family!risk!and!protective!factors!for!communityWbased!prevention!planning.!!!!!!!!!Journal)of)Community)Psychology,)35(4),!535W555.!!Li,!Y.,!Cao,!J.,!Lin,!H.,!Li,!D.,!Wang,!Y.!&!He,!J.!!(2009).!!Community!health!needs!!!!!!!!assessment!with!PrecedeWProceed!Model:!A!missedWmethods!study.!!BMC)Health))))))))Services)Research,)(9)181,!1W14.!!!%

Week%8.%The%Community:%Populations%and%Interventions%for%Health%Promotion%%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!8:!!Communities!and!Populations!as!Focus!for!Health!Promotion!Programs!!!%Bowen,!D.J.,!Orlandi,!M.A.,!Lichtenstein,!E.,!Cummings,!K.M.,!&!Hyland,!A.!(2002).!!!!!!!!!Intervention!effects!on!youth!tobacco!use!in!the!community!intervention!trial!!!!!!!!(COMMIT).!Tobacco)Control,!11(4),!382W382.!!Glasgow,!R.!E.,!Lichtenstein,!E.,!&!Marcus,!A.!C.!(2003).!Why!don't!we!see!more!!!!!!!!translation!of!health!promotion!research!to!practice?!Rethinking!the!efficacyWtoW!!!!!!!effectiveness!transition.!American)Journal)of)Public)Health,!93(8),!1261W1267.!Kumanyika,!S.!K.,!Obarzanek,!E.,!Stettler,!N.,!Bell,!R.,!Field,!A.!E.,!Fortmann,!S.!P.,!...!&!!!!!!!!Stevens,!J.!(2008).!PopulationWbased!prevention!of!obesity!the!need!for!!!!!!!!comprehensive!promotion!of!healthful!eating,!physical!activity,!and!energy!balance:!!!!!!!!A!scientific!statement!from!American!Heart!Association!Council!on!Epidemiology!!!!!!!!and!!prevention,!Interdisciplinary!Committee!for!Prevention.!Circulation,!118(4),!!!!!!!!428W464.%%

Week%9.%Health%Promotion%in%School%Settings%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!9:!!Application!of!Theory:!Schools!and!Worksites!%Rowlands,!G.,!Sahw,!A.,!Jaswal,!S.,!Smith,!S.!&!Harpham,!T.!(2015).!!Health!literacy!and!!!!!!!!the!social!determinants!of!health:!A!qualitative!model!from!adult!learners.!!Health))))))))Promotion)International,)[Ahead!of!print]!:)DOI:!10.1093/heapro/dav093)!Vamos,!S.!&!Klein,!K.!(2016).!!Our!selfWtracking!movement!and!health!literacy:!Are!we!!!!!!!!really!making!every!moment!count?!!Global)Health)Promotion,)[Ahead!of!print]))))))))DOI:!10.1177/1757975916660674)%

192

Week%10.%Health%Promotion%and%Communication%%!Required%Reading%!TEXTBOOK:!Edberg,!Chapter!10:!!Application!of!Theory:!Communications!!DuttaWBergman,!M.!J.!(2005).!Theory!and!practice!in!health!communication!campaigns:!!!!!!!!A!critical!interrogation.!Health)Communication,!18(2),!103W122.!!Salmon,!C.!T.,!&!Atkin,!C.!(2003).!Using!media!campaigns!for!health!promotion.!!!!!!!!Handbook)of)Health)Communication,!449W472.!!

Week%11.%Health%Promotion%and%Global%Health%%%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!11:!Application!of!Theory:!Global!Health!!Smith,!B.!J.,!Tang,!K.!C.,!&!Nutbeam,!D.!(2006).!WHO!health!promotion!glossary:!new!terms.!Health)Promotion)International,!21(4),!340W345.!!World!Health!Organization.!(2009).!Milestones!in!health!promotion:!Statements!from!!!!!!!!global!conferences.!Geneva,!Switzerland:!World!Health!Organization.!!World!Health!Organization.!(2010).!2010!global!progress!report!on!the!implementation!of!!!!!!!!the!WHO!Framework!Convention!on!Tobacco!Control.!World!Health!Organization.!!!

Week%12.%Health%Promotion%and%HighZRisk/Special%Populations%%%!Required%Reading%%TEXTBOOK:!Edberg,!Chapter!12:!Application!of!Theory:!HighWRisk!and!Special!Populations!%Centers!for!Disease!Control!and!Prevention.!Social!determinants!of!health!among!adults!!!!!!!!with!diagnosed!HIV!in!11!states,!the!District!of!Columbia!and!Puerto!Rico,!2014.!HIV))))))))Surveillance)Supplemental)Report)2016;21(No.!6).!!!!!!!!!!http://www.cdc.gov/hiv/library/reports/surveillance/.!Published!August!2016.!!!Lyles,!C.!M.,!Kay,!L.!S.,!Crepaz,!N.,!Herbst,!J.!H.,!Passin,!W.!F.,!Kim,!A.!S.,!...!&!!!!!!!!Mullins,!M.!M.!(2007).!BestWevidence!interventions:!Findings!from!a!systematic!!!!!!!!review!of!HIV!behavioral!interventions!for!US!populations!at!high!risk,!2000W2004.!!!!!!!!American)journal)of)Public)Health,!97(1),!133W143.!!Marmot,!M.!(2005).!Social!determinants!of!health!inequalities.!The)Lancet,!365(9464),!!!!!!!!1099W1104.!%Shonkoff,!J.!P.,!Boyce,!W.!T.,!&!McEwen,!B.!S.!(2009).!Neuroscience,!molecular!!!!!!!!biology,!and!the!childhood!roots!of!health!disparities:!building!a!new!framework!for!!!!!!!!health!promotion!and!disease!prevention.!JAMA,!301(21),!2252W2259.%

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Week%13.%Health%Promotion%Program%Evaluation%Models%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!13:!Evaluation:!What!is!it?!Why!is!it!Needed?!How!Does!it!Relate!to!Theory?!!Baker,!K.!M.,!Goetzel,!R.!Z.,!Pei,!X.,!Weiss,!A.!J.,!Bowen,!J.,!Tabrizi,!M.!J.,!...!&!!!!!!!!Thompson,!E.!(2008).!Using!a!returnWonWinvestment!estimation!model!to!evaluate!!!!!!!!outcomes!from!an!obesity!management!worksite!health!promotion!program.!Journal))))))))of)Occupational)and)Environmental)Medicine,!50(9),!981W990.!!Glasgow,!R.!E.,!Lichtenstein,!E.,!&!Marcus,!A.!C.!(2003).!Why!don't!we!see!more!!!!!!!!translation!of!health!promotion!research!to!practice?!Rethinking!the!efficacyWtoW!!!!!!!effectiveness!transition.!American)Journal)of)Public)Health,!93(8),!1261W1267.!!Sallis,!J.!F.,!Owen,!N.,!&!Fisher,!E.!B.!(2008).!Ecological!models!of!health!behavior.!!!!!!!!Health)Behavior)and)Health)Education:)Theory,)Research,)and)Practice,!4,!465W486.!Week%14.%Health%Disparities%and%Diverse%Populations%%Required%Reading%%TEXTBOOK:!Edberg,!Chapter!14:!Culture,!Diversity,!and!Health!Disparities:!Are!Current!Theories!Relevant?!!Centers!for!Disease!Control!and!Prevention!(2016).!!Strategies!for!Reducing!Health!!!!!!!!Disparities.!!http://www.cdc.gov/minorityhealth/strategies2016/index.html!!Lebrun,!L.A.!&!LaVeist!,T.A.!(2011).!!Black/White!racial!disparities!in!health:!A!crossW!!!!!!!country!comparison!of!Canada!and!the!United!States.!Archives)of)Internal)Medicine,))))))))171(17),!1591W3.!doi:!10.1001/archinternmed.2011.408.!!Williams,!D.R.!&!Mohammed,!S.A.!(2009).!!Discrimination!and!racial!disparities!in!!!!!!!!health:!Evidence!and!needed!research.!Journal)of)Behavioral)Medicine.)32(1),!20W47.!!

Week%15:%%Final%Exam/Project%!%%%%%% %

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EZLearning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!%Student%Resources%and%Policies:%!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inWclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!%!

!Division%of%Student%Development%http://www.york.cuny.edu/produceWandWprint/contents/bulletin/divisionWofWstudentWdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentWcorner/studentWcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentWcorner/studentWdevelopment/seek!%Student%Policies%and%Procedures%https://www.york.cuny.edu/studentWdevelopment/studentWpoliciesWandWprocedures/studentWpoliciesWandWprocedures!!CUNY%Policy%on%Academic%Integrity%%

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http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentWdevelopment/star!!Writing%Resource!!https://www.york.cuny.edu/student/writingWcenter!!

%%%

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Instructor’s%Bibliography!%American!Psychological!Association.!(2010).!Publication)Manual)of)the)American))))))))Psychological)Association,!(6th!ed.).!Washington,!D.C.:!Author.!!Bauman,!A.,!&!Nutbeam,!D.!(2013).!Evaluation)in)a)Nutshell:)A)Practical)Guide)to)the))))))))Evaluation)of)Health)Promotion)Programs.!McGraw!Hill.!!Bronfenbrenner!U.!(1979).!!The)Ecology)of)Human)Development.!Cambridge,!MA.:!!!!!!!Harvard!University!Press;!1979.!!Centers!for!Disease!Control.!(2005).!The)Guide)to)Community)Preventive)Services:)What))))))))Works)to)Promote)Health,!Oxford:!Oxford!University!Press.!!Centers!for!Disease!Control!and!Prevention.!!Social)Determinants)of)Health:)Know)What))))))))Affects)Health.!!http://www.cdc.gov/socialdeterminants/!!DiClemente,!R.!J.,!Crosby,!R.!A.,!&!Kegler,!M.!(Eds.).!(2009).!Emerging)Theories)in))))))))Health)Promotion)Practice)and)Research.!John!Wiley!&!Sons.!!Glanz,!K.,!Rimer,!B.!K.,!&!Viswanath,!K.!(Eds.).!(2008).!Health)Behavior)and)Health))))))))Education:)Theory,)Tesearch,)and)Practice.!John!Wiley!&!Sons.!!Green!L.W.!&!Kreuter,!M.W.,!eds.!(1999).!!Health)Promotion)Planning:)An)Educational))))))))and)Environmental)Approach,!3rd!ed.!Mountain!View,!CA:!Mayfield!Publishing.!!Healthy!People!2020.!Washington,!DC:!U.S.!Department!of!Health!and!Human!Services,!!!!!!!!Office!of!Disease!Prevention!and!Health!Promotion!https://www.healthypeople.gov!

!Hornik,!R.!(Ed.).!(2002).!Public)Health)Communication:)Evidence)for)Behavior)Change.!!!!!!!!Routledge.!!National!Association!of!Social!Workers!(2009).!!Code)of)Ethics.))Washington,!DC:!!!!!!!!Author.!!McKenzie,!J.!F.,!Neiger,!B.!L.,!&!Thackeray,!R.!(2016).!Planning,)Implementing)&))))))))Evaluating)Health)Promotion)Programs:)A)Primer.!Pearson.!

!World!Health!Organization.!(2007).!Cancer)Control:)Knowledge)into)Action:)WHO)guide))))))))for)Effective)Programmes!(Vol.!2).!World!Health!Organization.!!World!Health!Organization,!&!UNICEF.!(2003).!Global)Strategy)for)Infant)and)Young))))))))Child)Feeding.!World!Health!Organization.!! !

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Section(AIV:(New(Courses((AIV.1(!Department(s)! Social(Work(Career! [(((](Undergraduate(([x(](Graduate(((Academic!Level! [(x(](Regular(([(((](Compensatory(([(((](Developmental(([(((](Remedial((((Subject!Area! Social(Work(Course!Number! 618(Course!Title! Clinical(Social(Work(Practice(in(Relation(to(Death,(Grief(and(Bereavement((Catalogue!Description!!

This(course(provides(a(theoretical(base(for(understanding(the(psychosocial(aspects(of(loss,(death,(grief,(and(bereavement(across(the(life(cycle.(Emphasis(includes(skilled(interventions(with(bereaved(individuals,(families(and(groups(taking(to(consideration(the(cultural,(spiritual,(and(religious(views(that(impact(on(terminal(illness,(traumatic(death,(and(grief.(

Pre/!Co!Requisites! Department(permission(required.(Credits! 3((Contact!Hours! 3(hrs.(lecture(Liberal!Arts! [(](Yes(([(X((](No(((Course!Attribute!(e.g.!Writing!Intensive,!WAC,!etc)!

(


_X___(Not(Applicable(____(Required((((((((((((((((((((((((((((((((((((((((((((((___(((Flexible(((((((((((((((((((((((((((((((((((((((


Rationale:(Social(Work(618(provides(students(with(the(knowledge(and(skills(necessary(for(working(with(bereaved(individuals,(families(and(groups(in(social(work(and(health(care(settings.((

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COURSE%#%618%Clinical%Social%Work%Practice%in%Relation%to%Death,%Grief%and%Bereavement%

COURSE%SYLLABUS%%Instructor%Information%%Professor:( ( ( ( ( Phone:( (Email:( ( ( ( ( ( Office:( ((Office(Hours:(((Bulletin%Course%Description%%Clinical(Social(Work(Practice(in(Relation(to(Death,(Grief(and(Bereavement.((3(hrs.(3(crs.,(PreBrequisite:(Department(permission(required.(This(course(provides(a(theoretical(base(for(understanding(the(psychosocial(aspects(of(loss,(death,(grief,(and(bereavement(across(the(life(cycle.(Emphasis(includes(skilled(interventions(with(bereaved(individuals,(families(and(groups(taking(to(consideration(the(cultural,(spiritual,(and(religious(views(that(impact(on(terminal(illness,(traumatic(death,(and(grief.((Course%Overview%(Social(workers(in(health(care(setting(not(uncommonly(confront(aspects(of(loss(experienced(by(their(clients,(the(clients’(families(and(others(who(are(involved(in(many(ways(with(the(client.(The(way(people(cope(with(grief(and(loss(across(the(lifespan(can(change(and(determine(how(they(will(form,(maintain,(and(let(go(of(relationships.(Social(workers(who(confront(clients(and(others’(loss(require(an(extensive(knowledge(of(the(psychosocial,(cultural(and(spiritual(aspects(of(loss,(death(and(bereavement(that(influence(the(human(condition(experienced(by(those(impacted(by(loss.(Given(our(societal(tendency(to(avoid(the(subject(of(loss,(social(workers(play(an(important(role(in(providing(clients(with(the(opportunity(to(deal(effectively(with(painful(losses(in(the(clinical(encounter.(This(course(will(address(the(role(of(the(social(worker(and(the(effective(ways(to(use(oneself(with(clients(and(their(families(in(health(care(settings(as(well(as(other(environments.(The(course(will(also(focus(on(strategies,(techniques,(and(skill(when(intervening(with(clients,(families,(and(groups(dealing(with(death(and(loss.(The(role(of(interBprofessional(collaboration(will(also(be(included(as(an(additional(resource(for(this(kind(of(clinical(work.((Attention(will(also(be(given(to(special(practice(challenges,(ethical(dilemmas(and(to(selfBhelp(strategies(for(social(workers(that(are(confronted(with(death(and(loss(in(their(practice.((Required%Main%Text%%%Brezoff,(J.(&(Silverman,(P.((Eds.)((2004).((Living&with&dying:&A&handbook&for&end5of5life&&&&&&&health&care&practitioners.(New(York:(Columbia(University(Press((Kastenbaum,(R.(J.(((2004).(Death,&society,&and&human&experience.&8th(Edition.(Boston:(((((((((Allyn(&(Bacon.((((Webb,(N.(B.((Ed.).((2002).(Helping&bereaved&children.(A(Handbook(for(practitioners,(2nd(((((((ed.(New(York:(Guilford.((Course%Learning%Objectives%(

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Upon(successful(completion(of(this(course,(students(will(be(able(to:((

1.! Identify(and(define(the(theoretical(constructs(of(loss,(grief(and(bereavement.((

2.! Develop(greater(understanding(of(the(intersection(of(psychosocial,(cultural(and((((((((((((((spiritual(aspects(of(loss,(death(and(bereavement(((

3.! Apply(theoretical(knowledge(to(clinical(practice(and(examine(individual,(family,((((((and(group(intervention.(

(4.! Plan(appropriate(and(effective(interventions(to(bereaved(individual,(family,((((((

((((((((((((and(group((

5.! Determine(ways(to(effectively(use(one’s(self(with(clients(and(families.((((((((6.(((Analyze(ethical(dilemmas(that(may(occur(when(dealing(with(clients’(bereavement((((((((((((((and(grief(experiences.(((%%Assignments/Evaluation%of%Student%Performance%

(( %%%%%%%%%%%%%%%%%%%%%%%%Assignment( %%of%the%total%%

%%%%%%grade(%%%%%%%%%Due%

1( Readings(summaries(( 20%( Sessions(2B14(2( Midterm(Assignment(( 40%( Session(6(3( Final(Assignment(( 40%( Session(13(((%%%% %

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%Session%1.%%%Course%Overview,%Grief%and%loss%in%our%Society,%Trajectory%of%Illness%%Required%Reading:% TEXTBOOK:(Pulleyblank-Coffey, E. (2004). The symptoms is stillness: Living with the dying from A.L.S. In Brezoff,(J.(&(Silverman,(P.((Eds.)((2004).((Living&with&dying:&A&&&&&&&handbook&for&end5of5life&health&care&practitioners.(New(York:(Columbia(University(((((((Press. (Roberts,(P.((2004).(The(living(and(the(dead:(Community(in(the(virtual(cemetery.(Omega:&&&&&&&The&Journal&of&Death&and&Dying,&49(1),(57B76.(( Session%2.%%%Theoretical%Aspects%of%Loss,%Death,%Grief,%and%Mourning%%( (Required%Reading:%(TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(5:(Dying(and(Chapter(10:(Hidden(and((((((((disenfranchised(Grief.((Field,(N.((2006).(Unresolved(grief(and(continuing(bonds:(An(attachment(perspective.((((((((Death&Studies,(30.(739B756.((Maciejewski,(P.,(Zhang,(B.,(Block,(S.,(&(Prigerson,(H.((2007).(An(empirical(examination((((((((of(the(stage(theory(of(grief.(JAMA,&297(7).(716B724.((Neimeyer,(R.(A.,(Baldwin,(S.(A.,(&(Gillies,(J.((2006).(Continuing(bonds(and((((((((reconstructing(meaning:(Mitigating(complications(in(bereavement.(Death&Studies,(30:((((((((715B738.((Session%3.%%%Life%Cycle/Gender/EthnicYCultural/SpiritualYReligious%Considerations%in%Bereavement%%Required%Reading:%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(12:(Bereavement,(Grief,(and((((((((Mourning. TEXTBOOK:(Thomson & Colon. (2004). Lesbiens and gay men at the end of their lives: Psychosocial concerns. In Brezoff,(J.(&(Silverman,(P.((Eds.)((2004).((Living&with&&&&&&&&dying:&A&handbook&for&end5of5life&health&care&practitioners.(New(York:(Columbia((((((((University(Press.&((Summers,(J.,(Zisook,(S.,(Sciolla,(A.,(Patteron,(T.,(Atkinson,(J.(H.,(&(the(HNRC(Group.(((((((((2004).(Gender,(AIDS,(and(bereavement:(A(comparison(of(women(and(men(living((((((((with(HIV.(Death&Studies,&28,(225B241.((Utsey,(S.,(Hook,(J.,(&(Stanard,(P.((2007).(A(reexamination(of(cultural(factors(that((((((((mitigate(risk(and(promote(resilience(in(relation(to(African(American(suicide:(A((

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((((((review(of(the(literature(and(recommendations(for(future(research.(Death&Studies,&31,((((((((399B416.(perspective(taking(in(children(with(attentionBdeficit/hyperactivity(disorder.((((((((Journal&of&Abnormal&Child&Psychology,&37(1),(107–118.((%Session%4.%Children/Adolescents%and%Death%%%%Required%Reading%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(11:(Death(in(the(world(of(childhood. TEXTBOOK:(Webb,(N.(B.((Ed.).((2002).(Chapter(1:(The(child(death,(and(chapter(2:((((((((Assessment(of(the(bereaved(child (Ballali,(T.(&(Papadatou,(D.((2206).(Parental(grief(following(the(brain(death(of(a(child:((((((((Does(consent(or(refusal(to(organ(donation(affect(their(grief?(Death&Studies,&30,(883B(((((((917.((Pacman,(W.,(Horsly,(H.,(Davis,(R.,(&(Kramer,(R.((2006).(Siblings(bereavement(and((((((((continuing(bonds.(Death&Studies,&30,(817B841.((Parrish,(M.(&(Tunkle,(J.((2005).(Clinical(challenges(following(an(adolescent’s(death(by((((((((suicide:(Bereavement(issues(faced(by(family,(friends,(schools,(and(clinicians.(((((((((Clinical&Social&Work&Journal,&33(1),(81B102((Riches,(G.(&(Dawson,(P.((1998).(Lost(children,(living(memories:(The(role(of(photographs((((((((in(processes(of(grief(and(adjustment(among(bereaved(parent.(Death&Studies,&22,(121B(((((((140.(((Session%5.%%%Family%Considerations%in%Bereavement%%%Required%Reading%%TEXTBOOK:(Webb,(N.(B.((Ed.).((2002).(Chapter(3:(Death(of(grandparents(and(parents((Crick,(N.,(&(Dodge,(K.((1994).(A(review(and(reformulation(of(social(informationB(((((((processing(mechanisms(in(children’s(social(adjustment.(Psychological&Bulletin,(((((((&115(1),(74–101.((Pratt,(L.(A.,(Brody,(D.(J.,(&(Gu,(Q.((2011).(Antidepressant(use(in(persons(aged(12(and((((((((over:(United(States,(2005–2008((NCHS(Data(Brief(No.(76).(The&Center&for&Disease&&&&&&&&Control&and&Prevention.(Retrieved(April(29,(2103,(from:((((((((((http://www.cdc.gov/nchs/data/databriefs/db76.pdf(((Saldinger,(A.,(Cain,(A.,(Porterfield,(K.,(&(Lohnes,(K.((2004).(Facilitating(attachment((((((((between(schoolBaged(children(and(a(dying(parent.(Death&Studies,&28,(915B940.((Tolman,(R.,(Himle,(J.,(Bybee,(D.,(Abelson,(J.,(Hoffman,(J.,(&(Van(EttenBLee,(M.((2009).((((((((Impact(of(social(anxiety(disorder(on(employment(among(women(receiving(welfare((

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((((((benefits.(Psychiatric&Services,&60(1),(61–66.((Session%6.%%Terminal%Illness/Hospice%%%Required%Reading%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(6:(The(hospice(approach(to(terminal(((((((care((TEXTBOOK:(Webb,(N.(B.((Ed.).((2002).(Chapter(11:(Counseling(and(therapy(for(the((((((((bereaved(child.((Session%7.%%Traumatic%Death%%%Required%Reading%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(9((Bevin):(Violent(death:((Murder,((((((((war,(terrorism,(disaster,(and(accident.((TEXTBOOK:(Webb,(N.(B.((Ed.).((2002).(Chapter(7:(Violent(death(of(both(parents(and((((((((chapter(8:(Traumatic(death(of(a(friend/peer.(%Session%8.%%%Suicide%and%Euthanasia%%%Required%Reading%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(8:(Suicide(and(chapter(10:(Euthanasia,(assisted(death,(abortion,(and(the(right(to(die.((TEXTBOOK:(Webb,(N.(B.((Ed.).((2002).(Chapter(6((Elder(&(Knowles):(Suicide(in(the((((((((family.(%%Session%9.%%%Death%and%Old%Age:%End%of%Life%Issues%and%Decisions%%%Required%Reading%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Pp.(180B202. %Reed,(M.((2003).(Grandparents’(grief(–(who’s(is(listening?(The&Forum,&29(1),(1B3.((Session%10.%%Interventions%with%Individuals%%(Required%Reading%%TEXTBOOK:(Kastenbaum,(R.(J.(((2004).(Chapter(12:(Bereavement,(Grief,(and((((((((Mourning.

203

Beck,(A.(&(Konnert,(C.((2007).(Ethical(issues(in(the(study(of(bereavement:(The(opinions((((((((of(bereaved(adults.(Death(Studies,(31:(783B799.(((Foster,(L.(W.(&(McLellan,(L.(J.((2202).(Translating(psychosocial(insight(into(ethical((((((((discussions(supportive(of(families(in(endBofBlife(decisionBmaking.(Social&Work&in&&&&&&&&Health&Care,&35(3),(37B51..((Goelitz,(A,((2001).(Nurturing(life(with(dreams:(Therapeutic(dream(work(with(cancer((((((((patients.(Clinical&Social&Work&journal,&29(4),(375B385.((Hudson,(P.,(Aranda,(S.,(&(Kristjanson,(L.((2004).(Meeting(the(supportive(needs(of(family((((((((caregivers(in(palliative(care:(Challenges(for(healthcare(professionals.(Journal(of((((((((Palliative(Medicine,(7(1),(19B25.((Session%11.%Interventions%with%Families%%%Required%Reading%%TEXTBOOK:(McFeaters & Taylor-Brown (2004). The family unity program for HIV- affected families: Creating a family centered and community building context for intervention In Brezoff,(J.(&(Silverman,(P.((Eds.)((2004).((Living&with&dying:&A& &&&&&handbook&for&end5of5life&health&care&practitioners.(New(York:(Columbia(University(((((((Press.%%Hansen,(P.,(Cornish,(P.,(&(Kayser,(K.((1998).(Family(conferences(as(forums(for((((((((decision(making(in(hospital(settings.(Social&Work&in&Health&care.&27(3),(57B75.((McBride,(J.(&(Simms,(S.((2001).(Death(in(the(family:(Adapting(family(systems((((((((framework(to(the(grief(process.(American&Journal&of&Family&Therapy.&((Session%12.%%Interventions%with%Groups%(Required%Reading%%TEXTBOOK:(Sutton & Liechy (2004). Clinical practice with groups in the end-of-life care. In Brezoff,(J.(&(Silverman,(P.((Eds.)((2004).((Living&with&dying:&A&handbook&for&&&&&&&end5of5life&health&care&practitioners.(New(York:(Columbia(University.(Press.(((Session%13.%%%SelfYCare%of%the%Care%Providers%(Social%Workers)%and%Ethical%Dilemmas%%%%Required%Reading%%TEXTBOOK:(Renzenbrink, I. (2004). Relentless self-care. In Brezoff,(J.(&(Silverman,(P.(((((((((Eds.)((2004).((Living&with&dying:&A&handbook&for&&&&&&&&end5of5life&health&care&practitioners.(New(York:(Columbia(University.(Press.((Ringel,(S.((2001).(In(the(shadow(of(death:(Relational(paradigms(in(clinical(supervision.((((((((Clinical&Social&Work&Journal,&29(2).(171B179.(

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(Smith,(B.((2007).(Sifting(through(trauma:(Compassion,(fatigue(and(HIV/AIDS.(Clinical&&&&&&&&Journal&of&Social&Work,&35,(193B198.(((Session%14.%%%Rituals%%%Required%Reading%%Collins,(W.(L.(&(Doolittle,(A.((2006).(Personal(reflections(of(funeral(rituals(and((((((((spirituality(in(a(Kentucky(African(American(family.(Death&Studies,&30,(957B969.((Romanoff,(B.(&(Terenzo,(M.((1998).(Rituals(and(the(grieving(process.(Death&Studies,&22,(((((((697B711((Walker,(A.(&(Balk,(D.((2007).(Bereavement(rituals(in(the(Muscogee(Creek(tribe.(Death&&&&&&&&Studies.&31(7).(633B652.(((Session%15:%%WrapYUp(%%%EYLearning%Systems%%%%All(students(are(required(to(have(valid(York(College(email(account(and(communicate(exclusively(via(these(accounts.(Students(should(be(proficient(in(using(Blackboard(electronic(platform(as(all(course(documents,(assignments(and(announcements(will(be(posted(there.(Also,(Blackboard(will(be(utilized(for(electronic(discussion(boards,(access(to(the(grading(center,(etc.((Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations(to(academic(integrity(include(cheating,(plagiarism,(fabrication,(purchasing(other’s(work(and(submitting(it(as(one’s(own,(complicity((allowing(one’s(work(to(be(used(by(others),(multiple(submission(of(work,(and(misuse(of(computers.((Violations(to(academic(integrity(during(the(course(will(be(addressed(in(accordance(with(The(City(University(of(New(York(policy(on(academic(integrity,(as(described(in(the(York(College(Bulletin((see(York(College(Bulletin).((CUNY(Policy(on(Academic(Integrity((including(plagiarism)(http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((Student%Resources%and%Policies:%(Attendance:((Students(are(expected(to(attend(all(classes(and(to(be(on(time.((In(the(event(of(an(absence,(students(are(expected(to(contact(the(instructor(about(the(reason(for(the(absence.(((Course(grades(will(be(lowered(for(more(than(one(absence.((Lateness(for(class(will(be(incorporated(into(the(final(grade.((Any(student(arriving(more(than(30(minutes(late(will(be(considered(absent.((

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(Participation:((Participation(will(be(incorporated(into(the(Attendance(&(Participation(grade.((Participation(includes(preparing(for(class(by(completing(assigned(readings,(participating(in(class(discussions(in(an(informed(manner,(moving(the(class(forward(by(asking(questions(or(comments,(and(actively(completing(inBclass(exercises.((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%%Division%of%Student%Development%http://www.york.cuny.edu/produceBandBprint/contents/bulletin/divisionBofBstudentBdevelopment((Tutoring%Services%https://www.york.cuny.edu/student/studentBcorner/studentBcorner/tutoring((SEEK%Program%https://www.york.cuny.edu/student/studentBcorner/studentBdevelopment/seek(%Student%Policies%and%Procedures%https://www.york.cuny.edu/studentBdevelopment/studentBpoliciesBandBprocedures/studentBpoliciesBandBprocedures((CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf((Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentBdevelopment/star((Writing%Resource((https://www.york.cuny.edu/student/writingBcenter((((% %

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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Instructor’s%bibliography%!Corr,(C.(A.,(Nabe,(C.(M.(&(Corr,(D.((2003).(Death&and&Dying/Life&and&Living.(((((((CA:(Thomson(Wadsworth((DeSpelder,(L.(A.(&(Strickland,(A.(L.((2002).(The&Last&Dance.(Boston:(McGrawB((((((Hill((Rando,(T.(A.((1984).(Grief,&Dying,&and&Death.(IL:(Research(Press(Company((Reamer,(F.(G.((2013).(Social&work&values&and&ethics.(Columbia(University(Press.((Ross,(E.(K.((1997).(On&Death&and&Dying.(NY:(Scribner(Classics((Webb,(N.(B.((2004).(Mass&Trauma&and&Violence:&Helping&Families&and&Children&&&&&&Cope.&NY:(Guilford(Press.((Wolfelt,(A.(D.((1996).(Healing&the&Bereaved&Child.(CO:(Companion(Press((Worden,(J.(W.((1996).(Children&and&Grief:&When&a&parent&dies.(NY:(Guilford((((((Press((Workers,(N.(A.((2008).(NASW&Code&of&Ethics((Guide(to(the(Everyday(Professional((((((((Conduct(of(Social(Workers).(Washington,(DC:(NASW.(((((( (

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Section(AIV:(New(Courses((AIV.1(!Department(s)! Social(Work(Career! [(((](Undergraduate(([x(](Graduate(((Academic!Level! [(x(](Regular(([(((](Compensatory(([(((](Developmental(([(((](Remedial((((Subject!Area! Social(Work(Course!Number! SCWK(619(Course!Title! Contemporary(Issues:(Violence(as(Structural(Oppression(Catalogue!Description!!

SCWK(619(will(acquaint(student(scholars(with(knowledge(and(skills(about(contemporary(issues(sustained(through(violence(and(structural(oppression.(This(course(anchors(their(experiences(in(cultural(competent(awareness(and(social(justice.(Student(scholars(are(provided(a(safe(space(to(examine(a(variety(of(social(work(literature(and(themes(central(to(services(delivery(impacting(marginalized(and(vulnerable(populations.((

Pre>requisite(s)! Department permission required.(Co>requisite(s)! None Credits! 3((Contact!Hours! 3(hrs.(lecture(Liberal!Arts! [(](Yes(([(X((](No(((Course!Attribute!(e.g.!Writing!Intensive,!WAC,!etc)!

(


X((Not(Applicable((((((Required(((((((((((((((((((((((((((((((((((((((((((((((((((Flexible((((((((((((((((((((((((((((((((((((((((


Rationale:(The(national(surge(of(alarming(and(pervasive(acts(of(violence(and(sustained(structural(oppression(against(marginalized(and(vulnerable(groups(are(a(priority(for(social(workers.(As(asserted(by(the(profession’s(mission,(social(workers(have(an(obligation(to(assist(student(scholars(explore(selfYawareness(while(simultaneously(helping(them(to(develop(skills(of(culturallyYcompetency(and(social(justice(to(advocate(within(microYmezzoYmacro(level(practice.((

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!York%College%of%the%City%University%of%New%York!

MSW%Social%Work%Program%COURSE%#%619%

Contemporary%Issues:%Violence%as%Structural%Oppression%%%%

COURSE%SYLLABUS%!Instructor!Information!Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin!Course!Description!Contemporary!Issues:!Violence!as!Structural!Oppression.!3!hrs,!3!crs.;!Prerequisite:!!Department permission required.!!SCWK!619!will!acquaint!student!scholars!with!knowledge!and!skills!about!contemporary!issues!sustained!through!violence!and!structural!oppression.!This!course!anchors!their!experiences!in!cultural!competent!awareness!and!social!justice.!Student!scholars!are!provided!a!safe!space!to!examine!a!variety!of!social!work!literature!and!themes!central!to!services!delivery!impacting!marginalized!and!vulnerable!populations.!!Course!Overview!!This!course!offers!a!critical!analysis!of!contemporary!issues!of!violence!and!structural!oppression!of!marginalized!and!vulnerable!populations.!The!social!work!profession!has!a!mission!rooted!in,!social!justice,!dignity!and!worth!of!the!person,!and!competence.!These!set!of!course!values!provide!opportunities!for!student!scholars!to!authentically!examine!personal!and!professional!values!concerning!constructs!of!race,!gender,!and!class,!which!encapsulate!sustained!human!suffering,!oppression,!and!violence.!The!course!assists!student!scholars!in!understanding!and!developing!useful!antiQoppression!and!antiQviolence!knowledge!and!skills!to!sustain!the!social!work!profession!and!humanity.!!!Required!Main!Text!!There!is!no!formal!textbook!for!this!course.!Required!readings!are!available!at:!!!

NASW!Encyclopedia!of!Social!Work!(accessible!via!York!College!Library!system).!!!American!Psychological!Association!(2010).!Publication!Manual!of!the!American!!

!!!!!Psychological!Association!(6th!ed.).!Washington,!DC:!APA.!!Additional!readings!as!assigned.!!!!Course!Learning!Objectives!This!course!addresses!competencies!as!outlined!in!the!Council!on!Social!Work!Education!(2015)!Commission!on!Educational!Policy!Accreditation!Standards!(EPAS).!Upon!completion!of!this!course,!student!scholars!will:!!!

1.! Understand!contemporary!issues!in!the!context!of!oppression!and!violence.!

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2.! Describe!examples!of!personal!and!institutionalized!systems!which!have!fostered!structural!oppression!and!violence!in!urban!communities.!!

3.! Articulate!how!examples!of!contemporary!forms!of!oppression!and!violence!intersect!and!are!sustained!at!practice!levels—micro,!mezzo!and!macro—and!reinforce!human!rights!violations.!

4.! Integrate!concepts!and!theories!to!assess!oppression!and!violence!in!marginalized!and!vulnerable!groups.!!!

5.! Demonstrate!an!understanding!of!social!justice!and!empowerment!knowledge!and!skills.!

6.! Ascribe!to!cultural!competency!set!forth!by!National!Association!of!Social!Workers!to!critically!analyze!marginalized!groups.!

7.! Engage!diversity!and!difference!in!critical!learning!through!awareness!and!evaluation!of!personal!and!professional!values.!!

!Core!Competencies!!

!Instructional!Methods!!!!

Competency! Practice!Behavior! Outcome!Measurement)!

Competency!1:!Demonstrate!Ethical!and!Professional!Behavior!

1.1!Make!ethical!decisions!by!applying!the!standards!of!the!NASW!Code!of!Ethics,!relevant!laws!and!regulations,!models!for!ethical!decisionQmaking,!ethical!conduct!of!research,!and!additional!codes!of!ethics!as!appropriate!to!context.!

1.!!!Reading!Reflection!!!!!!!!Logs!!2.!!!Violence!as!!!!!!!!Structural!!!!!!!!Oppression!Analysis!!!!!!!!Paper!3.!!!SelfQDiscovery!!!!!!!!Presentations!


2.1!Apply!and!communicate!understanding!of!the!importance!of!diversity!and!difference!in!shaping!life!experiences!in!practice!at!the!micro,!mezzo,!and!macro!levels.!!2.3!Apply!selfQawareness!and!selfQregulation!to!manage!the!influence!of!personal!biases!and!values!in!working!with!diverse!clients!and!constituencies.!!





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This!class!may!be!taught!in!a!faceQtoQface!format.!Student!scholars!will!meet!weekly,!in!the!classroom,!and!are!responsible!to!complete!all!readings!and!assignments!listed.!!!!Assignments/Evaluation!of!Student!Performance!!

!! !! Assessment/Assignment! %!of!!

total!grade!Due!!

1! Class!Discussion,!Participation,!Attendance! 5%! Sessions!1Q14!

2! Weekly!Reading!Reflection!Logs! 30%! Sessions!!3Q12!

3! Violence!as!Structural!Oppression!Analysis!Paper! 40%! Sessions!!7!

4! SelfQDiscovery!Oral!Presentations! 25%! Sessions!13!&!14!

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WEEKLY!COURSE!OUTLINE!!!

Sessions!1Q3.!!Establish!an!Understanding!for!Oppression!and!Structural!Violence!!Session!1.!!!Course!Overview,!CSWE!2015!Core!Competencies,!NASW!Standards!for!Cultural!Competence!!Required!Reading:!!NASW!Encyclopedia:!Cross,!T.!L.!(2013).!Cultural!Competence.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.95!!NASW!Encyclopedia:!Pitner,!R.!O.,!&!Sakamoto,!I.!(2016).!Cultural!Competence!and!!!!!!!Critical!Consciousness!in!Social!Work!Pedagogy.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.888!!NASW!Standards!and!Indicators!for!Cultural!Competence!in!Social!Work!Practice.!!!!!!!(2015).!Washington,!DC:!Author.!Retrieved!at:!http://www.socialworkers.org/practice/standards/PRAQBROQ253150QCCQStandards.pdf!!Johnson,!Y.!M.,!&!Munch,!S.!(2009).!Fundamental!contradictions!in!cultural!competence.!!!!!!!Social!Work,!54(3),!220Q231.!DOI:!10.1093/sw/54.3.220!!Wilkin,!L.,!&!Hillock,!S.!(2014).!Enhancing!MSW!Students’!efficacy!in!working!with!!!!!!!trauma,!violence,!and!oppression:!An!integrated!feministQtrauma!framework!for!Social!!!!!!!Work!Education.!Feminist!Reacher,!24(3),!184Q206.!!!Due:!Assign!SelfQDiscovery!Oral!Presentations!!Session!2.!!Understanding!and!Confronting!Oppression:!A!Human!Rights!Issue!!!Required!Reading:!!NASW!Encyclopedia:!Soest,!D.!V.!(2013).!Oppression.!!!!!!DOI:!10.1093/acrefore/9780199975839.013.271!!The United Nations. (1948). Universal Declaration of Human Rights.!Retrieved!!!!!!!at:!http://www.un.org/en/universalQdeclarationQhumanQrights/!!Wormer,!K.!V.!(2005).!Concepts!for!contemporary!social!work:!Globalization,!!!!!!!oppression,!social!exclusion,!human!rights,!etc.!Social!Work!and!Society,!13(1),!1Q10.!!Wormer,!K.!V.,!Kaplan,!L.,!&!Juby,!C.!(2012).!Confronting!Oppression,!Restoring!!!!!!!Justice:!From!policy!analysis!to!social!action.!(2nd!ed.).!Council!on!Social!Work!!!!!!!Education:!Alexandria,!VA.!Chap.!3!Confronting!Social!Exclusion!and!Oppression!!!!!!!Worldwide!(pp.!57Q100).!!Session!3.!!!Violence:!A!Public!Health!Issue!! !Required!Reading:!!NASW!Encyclopedia:!Williams,!S.!A.!(2013).!Violence.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.409!

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!Davis,!A.,!&!Barat,!F.!(2016).!Chapter!7:!The!Truth!Telling!Project:!Violence!in!America!!!!!!!(pp.!81Q90).!Freedom!Is!a!Constant!Struggle:!Ferguson,!Palestine,!and!the!!

!!!!!Foundations!of!A!Moment.!Haymarket!Books.!!Krug,!E.!G.,!Mercy,!J.!A.,!Dahlberg,!L.!L.,!Zwi,!A.!B.!(2002).!The!world!report!on!!!!!!!violence!and!health.!The!Lancet,!360(9339),!1083Q1088.!Due:!Reading!Reflection!Log!!Session!4Q6.!!Framing!Oppression!and!Violence!!!Session!4.!From!Intersectionality!to!Empowerment!!!Required!Reading!!NASW!Encyclopedia:!Williams,!S.!A.!(2015).!Intersectionality!and!Social!Work.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.961!!NASW!Encyclopedia:!Parsons,!R.!J.,!&!East,!J.!(2013).!Empowerment!Practice!!!!!!DOI:!10.1093/acrefore/9780199975839.013.128!!Crenshaw,!K.!(1991).!Mapping!the!margins:!Intersectionality,!identity!politics,!and!!!!!!!violence!against!women!of!color.!Stanford!Law!Review,!43(6),!1241Q1299.!!Mattsson,!T.!(2014).!Intersectionality!as!a!useful!tool!antiQoppressive!social!work!and!!!!!!!critical!reflection.!Affilia,!29(1),!8Q17.!DOI:!10.1177/0886109913510659!!Due:!Reading!Reflection!Log!!!Session!5.!Deconstructing!Power!Structures,!Social!Control,!and!State!Violence!!!Required!Reading!!Black,!L.!L.,!&!Stone,!D.!(2005).!Expanding!the!definition!of!privilege.!Journal!of!!!!!!!Multicultural!Counseling!and!Development,!33(4),!243Q255.!!Hill,!M.!L.!(2016).!Nobody:!Casualties!of!America’s!War!on!the!Vulnerable,!from!!

!!!!!Ferguson!to!Flint!and!Beyond.!Atria!Books.!!Sakamoto,!I.!(2005).!Use!of!critical!consciousness!in!antiQoppressive!social!work!!!!!!!practice:!Disentangling!power!dynamics!at!personal!and!structural!levels.!The!British!!!!!!!Journal!of!Social!Work.!35(4),!435Q453.!!!Due:!Reading!Reflection!Log!!Session!6.!!Systematic!Practices!of!Oppression:!Mass!Incarceration!and!Shackling!during!Pregnancy!!Required!Reading!!

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NASW!Encyclopedia:!Levan,!K.!(2014).!Prison!Violence.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.1134!!Alexander,!M.!(Jan/Feb.!2011).!The!New!Jim!Crow.!The!American!Prospect,!22(1),!A19Q!!!!!!A21.!!!Ocen,!P.!A.!(2012).!Punishing!pregnancy:!Race,!incarceration!and!the!shackling!of!!!!!!!pregnant!prisoners.!California!Law!Review,!100(5),!1239Q1312.!!!Due:!Reading!Reflection!Log!!!Session!7Q9.!!!Social!Constructs!of!Oppression,!Gun!Violence,!and!‘Isms’!!!Session!7.!!!!!Race!and!Microaggressions!!!Required!Reading!!NASW!Encyclopedia:!Van!Slutyman,!L.!G.!(2013).!Micro!Aggressions.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.987!!NASW!Encyclopedia:!Rodgers,!S.!T.!(2015).!Racism.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.1009!!Garcia,!J,!J.!L.,!&!Zulfacar,!M.!(2015).!Black!Lives!Matter:!A!commentary!on!racism!and!!!!!!!public!health.!American!Journal!of!Public!Health,!105(8),!E27QE30.!!!NASW!Institutional!Racism!&!The!Social!Work!Profession:!A!Call!to!Action!(2007).!!!!!!!Retrieved!at:!https://www.socialworkers.org/diversity/institutionalracism.pdf!!!Moore,!S.!E.,!Robinson,!M.!A.,!Adedoyin,!C.,!Brooks,!M.,!Harmon,!D.!K.,!&!Boamah,!D.!!!!!!!Hands!(2016).!up—Don’t!shoot:!Police!shooting!of!young!Black!males:!Implications!!!!!!!for!social!work!and!human!services.!Journal!of!Human!Behavior!in!the!Social!!

!!!!!Environment,!26(3/4),!254Q266.!!!Due:!Reading!Reflection!Log!!Due:!Violence!as!Structural!Oppression!Analysis!Paper!!Session!8.!!!Gender!and!Sexual!Orientation!Violence!and!Oppression!!Required!Reading!!NASW!Encyclopedia:!Barrett,!B.!J.!(2015).!Domestic!violence!in!the!LGBT!Community.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.1133!!NASW!Encyclopedia:!Barrett,!B.!J.!(2013).!Transgender!People.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.339!!NASW!Encyclopedia:!RossQSheriff,!F.,!&!Orme,!J.!(2015).!Human!Trafficking:!!

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!!!!!Overview.!DOI:!10.1093/acrefore/9780199975839.013.945!!NASW!Encyclopedia:!RossQSheriff,!F.,!&!Orwenyo,!E.!K.!(2014).!Female!Genital!!!!!!!Mutilation.!DOI:!10.1093/acrefore/9780199975839.013.928!!Due:!Reading!Reflection!Log!!Session!9.!!!Income!Inequality,!Oppression!and!Voter!Suppression!!!Required!Reading!!NASW!Encyclopedia:!Blau,!J.!(2013).!Income!Distribution.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.195!!Combs,!B.!H.!(2016).!Black!(and!Brown)!bodies!out!of!place:!Towards!a!theoretical!!!!!!!understanding!of!systematic!voter!suppression!in!the!United!States.!Critical!Sociology,!!!!!!!42(4/5),!535Q549.!!Kimel,!M.!S.,!&,!Ferber,!A.!L.!(Eds.).(2013).!Privilege:!A!Reader!(3rd.ed.).!Cambridge!!!!!!!MA:!Kendall,!D.!Chapter!13:!Kendall,!D.!Class:!Still!alive!and!reproducing!in!the!!!!!!!United!States!(131Q139).!!Moynihan,!D.!(1965).!The!Negro!Family:!A!case!for!action.!Washington,!DC:!U.S.!!!!!!!Department!of!Labor.!!!Due:!Reading!Reflection!Log!!Session!10Q12.!Transforming!Oppression!and!Violence!!!Session!10.!!FaithQBased!Agencies:!The!Other!Side!of!Oppression!and!Violence!!Required!Reading!!NASW!Encyclopedia:!Boddie,!S.!C.!(2013).!FaithQBased!Agencies!and!Social!Work.!!!!!!DOI:!10.1093/acrefore/9780199975839.013.139!!Hodge,!D.!R.!(2007).!Social!justice!and!people!of!faith:!A!Transnational!perspective.!!!!!!!Social!Work,!52(2),!139Q148.!!!Hodge,!D.!R.!(2007).!Progressing!toward!inclusion?!Exploring!the!state!of!religious!!!!!!!diversity.!Social!Work!Research,!31(1),!55Q63.!!!Due:!Reading!Reflection!Log!!Session!11.!School!Violence!and!DifferentlyQAbled!Persons!and!Oppression!!!Required!Reading!!NASW!Encyclopedia:!Astor,!R.!V.,!Benbenishty,!R.,!&!Estrada,!J.!N.!(2013).!School!!

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!!!!!Violence.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.1133!!O’Brien, G. V. (2011). Eugenics, genetics, and the Minority Group Model of Disabilities: Implications for social work advocacy. Social Work, 56(4), 347-354. !Due:!Reading!Reflection!Log!!Session!12.!A!Call!for!Social!Justice!and!Social!Movements!!!Required!Reading!!NASW!Encyclopedia:!Finn,!J.!L.,!&!Jacobson,!M.!(2013).!Social!Justice.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.364!!NASW!Encyclopedia:!Reisch,!M.!(2013).!Social!Movements.!!!!!!!DOI:!10.1093/acrefore/9780199975839.013.366!!!Davis,!A.,!&!Barat,!F.!(2016).!Chapter!2:!Ferguson!Reminds!Us!of!the!Importance!of!a!!!!!!!Global!Context!(pp.!13Q30).!Freedom!Is!a!Constant!Struggle:!Ferguson,!Palestine,!!

!!!!!and!the!Foundations!of!A!Moment.!Haymarket!Books.!!!Lee,!M.!Y.,!&!Greene,!G.!J.!(2003).!A!teaching!framework!for!transformative!!!!!!!multicultural!social!work!education.!Journal!of!Ethnic!&!Cultural!Diversity!in!Social!!!!!!!Work,!12(3),!1Q28.!!!Wormer,!K.!V.,!Kaplan,!L.,!&!Juby,!C.!(2012).!Confronting!Oppression,!Restoring!!!!!!!Justice:!From!policy!analysis!to!social!action.!(2nd!ed.).!Council!on!Social!Work!!!!!!!Education:!Alexandria,!VA.!Chap.!7!From!Policy!Analysis!to!Restoring!Justice!(pp.!!!!!!!173Q196).!!Due:!Reading!Reflection!Log!!Session!13Q15.!Advocates!for!AntiQOppression!and!Violence!Prevention!!!Session!13.!Due:!SelfQDiscovery!Oral!Presentations!!!Session!14.!!Due:!SelfQDiscovery!Oral!Presentations!!!Session!15.!!Due:!Practice!Behavior!Assessment!and!Course!Evaluation!!!! !

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EQLearning!Systems!!!All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Internet Resources The!following!websites!may!be!helpful!when!gathering!information!related!to!the!social!work!profession,!journals,!writing!style,!international!social!work!issues,!and!for!additional!reading.!!When!citing!these!and!other!Internet!resources,!please!refer!to!and!use!APA!style.!!! www.nasw.org! ! National!Association!of!Social!Workers!www.apa.org! ! ! American!Psychological!Association!www.cuny.libraries.com! City!University!of!New!York!Office!of!Library!Services!!!Policy!on!Academic!Integrity,!Attendance,!Participation,!and!Submission!of!Assignments!!Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student!Resources!and!Policies:!!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!!!!!Participation:!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inQclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Division!of!Student!Development!http://www.york.cuny.edu/produceQandQprint/contents/bulletin/divisionQofQstudentQdevelopment!!Tutoring!Services!

217

https://www.york.cuny.edu/student/studentQcorner/studentQcorner/tutoring!!SEEK!Program!https://www.york.cuny.edu/student/studentQcorner/studentQdevelopment/seek!!Student!Policies!and!Procedures!https://www.york.cuny.edu/studentQdevelopment/studentQpoliciesQandQprocedures/studentQpoliciesQandQprocedures!!CUNY!Policy!on!Academic!Integrity!!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center!for!Students!with!Disabilities!!https://www.york.cuny.edu/studentQdevelopment/star!!Writing!Resource!!https://www.york.cuny.edu/student/writingQcenter!!! !

218

Instructor’s!Bibliography!!

Alexander,!M.!(Jan/Feb.!2011).!The!New!Jim!Crow.!The!American!Prospect,!22(1),!A19Q!!!!!!A21.!!Alvarez,!M.!B.,!&!Alessi,!E.!J.!(2012).!Human!trafficking!is!more!than!sex!trafficking!!!!!!!and!prostitution:!Implications!for!Social!Work.!Affilia,!27(2),!142Q152.!DOI:!!!!!!!10.1177/0886109912443763!Aquirre,!A.,!&!Baker,!D.!V.!(2008).!Structured!inequality!in!the!United!States.!(2nd!ed.).!!!!!!!Upper!Saddle!River,!NJ:!Pearson/Prentice!Hall.!!American!Psychological!Association!(2010).!Publication!Manual!of!the!American!!

!!!!!Psychological!Association!(6th!ed.).!Washington,!DC:!APA.!Anderson,!S.!K.,!&!Middleton,!V.!A.!(Eds.).!(2011).!Explorations!in!Diversity:!!!!!!!Examining!privilege!and!oppression!in!a!multicultural!society!(2nd!ed.).!Belmont,!CA:!!!!!!!Brooks/Cole.!!Black,!L.!L.,!&!Stone,!D.!(2005).!Expanding!the!definition!of!privilege.!Journal!of!!!!!!!Multicultural!Counseling!and!Development,!33(4),!243Q255.!Combs,!B.!H.!(2016).!Black!(and!Brown)!bodies!out!of!place:!Towards!a!theoretical!!!!!!!understanding!of!systematic!voter!suppression!in!the!United!States.!Critical!Sociology,!!!!!!!42(4/5),!535Q549.!Crenshaw,!K.!(1991).!Mapping!the!margins:!Intersectionality,!identity!politics,!and!!!!!!!violence!against!women!of!color.!Stanford!Law!Review,!43(6),!1241Q1299.!Davis,!A.,!&!Barat,!F.!(2016).!Freedom!Is!a!Constant!Struggle:!Ferguson,!Palestine,!!

!!!!!and!the!Foundations!of!A!Moment.!Haymarket!Books.!!Ethnic!&!Cultural!Diversity!in!Social!Work!

Franklin,!C.!(Ed.).!Encyclopedia!of!Social!Work!Online!(ESWO),!21th!Edition.!NASS!!

!!!!!Press!and!Oxford!University!Press,!Inc.!

Garcia,!J,!J.!L.,!&!Zulfacar,!M.!(2015).!Black!Lives!Matter:!A!commentary!on!racism!and!!!!!!!public!health.!American!Journal!of!Public!Health,!105(8),!E27QE30.!!Hodge,!D.!R.!(2007).!Progressing!toward!inclusion?!Exploring!the!state!of!religious!!!!!!!diversity.!Social!Work!Research,!31(1),!55Q63.!!Hodge,!D.!R.!(2007).!Social!justice!and!people!of!faith:!A!Transnational!perspective.!!!!!!!Social!Work,!52(2),!139Q148.!!Johnson,!Y.!M.,!&!Munch,!S.!(2009).!Fundamental!contradictions!in!cultural!competence.!!!!!!!Social!Work,!54(3),!220Q231.!DOI:!10.1093/sw/54.3.220!Kimel,!M.!S.,!&,!Ferber,!A.!L.!(Eds.).(2013).!Privilege:!A!Reader!(3rd.ed.).!Cambridge!!!!!!!MA.!!Krug,!E.!G.,!Mercy,!J.!A.,!Dahlberg,!L.!L.,!Zwi,!A.!B.!(2002).!The!world!report!on!!!!!!!violence!and!health.!The!Lancet,!360(9339),!1083Q1088.!Lee,!M.!Y.,!&!Greene,!G.!J.!(2003).!A!teaching!framework!for!transformative!!!!!!!multicultural!social!work!education.!Journal!of!Ethnic!&!Cultural!Diversity!in!Social!!!!!!!Work,!12(3),!1Q28.!!Mattsson,!T.!(2014).!Intersectionality!as!a!useful!tool!antiQoppressive!social!work!and!!!!!!!critical!reflection.!Affilia,!29(1),!8Q17.!DOI:!10.1177/0886109913510659!!!!Moore,!S.!E.,!Robinson,!M.!A.,!Adedoyin,!C.,!Brooks,!M.,!Harmon,!D.!K.,!&!Boamah,!D.!!!!!!!Hands!(2016).!up—Don’t!shoot:!Police!shooting!of!young!Black!males:!Implications!!!!!!!for!social!work!and!human!services.!Journal!of!Human!Behavior!in!the!Social!!

!!!!!Environment,!26(3/4),!254Q266.!!

219

Moynihan,!D.!(1965).!The!Negro!Family:!A!case!for!action.!Washington,!DC:!U.S.!!!!!!!Department!of!Labor.!!Multicultural!Social!Work!

NASW!Institutional!Racism!&!The!Social!Work!Profession:!A!Call!to!Action!(2007).!!!!!!!Retrieved!at:!https://www.socialworkers.org/diversity/institutionalracism.pdf!NASW!Standards!and!Indicators!for!Cultural!Competence!in!Social!Work!Practice!!!!!!!(2015).!Washington,!DC:!Author.!Retrieved!at:!http://www.socialworkers.org/practice/standards/PRAQBROQ253150QCCQStandards.pdf!O’Brien, G. V. (2011). Eugenics, genetics, and the Minority Group Model of Disabilities: Implications for social work advocacy. Social Work, 56(4), 347-354. The United Nations. (1948). Universal Declaration of Human Rights.!Retrieved!!!!!!!at:!http://www.un.org/en/universalQdeclarationQhumanQrights/!Wilkin,!L.,!&!Hillock,!S.!(2014).!Enhancing!MSW!Students’!efficacy!in!working!with!!!!!!!trauma,!violence,!and!oppression:!An!integrated!feministQtrauma!framework!for!Social!!!!!!!Work!Education.!Feminist!Reacher,!24(3),!184Q206.!!Wormer,!K.!V.!(2005).!Concepts!for!contemporary!social!work:!Globalization,!!!!!!!oppression,!social!exclusion,!human!rights,!etc.!Social!Work!and!Society,!13(1),!1Q10.!Wormer,!K.!V.,!Kaplan,!L.,!&!Juby,!C.!(2012).!Confronting!Oppression,!Restoring!!!!!!!Justice:!From!policy!analysis!to!social!action.!(2nd!ed.).!Council!on!Social!Work!!!!!!!Education:!Alexandria,!VA.!! !

220

Section(AIV:(New(Courses((AIV.1(((Department(s), Social(Work(Career, [](Undergraduate(X(Graduate(Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(Subject,Area, SCWK(Course,Number, 620(Course,Title, Beyond(the(Medical(Model:(Wellness(Paradigms(for(the(Social(Work(Profession(


Complementary(and(Alternative(Medicine((CAM)(has(become(acceptable,(accessible(and(popular.(There(is(a(growing(evidence(of(effectiveness(of(CAM(in(diagnosing(and(treating(a(wide(variety(of(medical(conditions.(This(course(will(familiarize(students(with(various(CAM(approaches(to(understanding(human(physiology,(health,(disease,(and(treatment(for(social(work(practice(and(selfUcare.(

Pre>requisite(s), Department(permission(required.(Co>requisite(s), None(Credits, 3(Contact,Hours,[total((lecture,(lab)]( 3(hr.(lecture(

Liberal,Arts, [](Yes(X(No(Course,Attribute,,[WI;(HUWEB;(WEB], (



221

Rationale:(A(competent(social(work(practitioner(in(the(health(field(should(be(able(to(understand(and(critique(both,(the(prevailing(and(alternative(modes(of(understanding(human(health.(With(the(growing(popularity(and(manifold(evidence(of(effectiveness(of(CAM,(it(is(increasingly(important(for(social(work(students(to(become(aware(of(therapeutic(options(outside(of(those(indicated(by(the(dominant(medical(model(paradigm.(,

222


SCWK%#%620%Beyond%the%Medical%Model:%%

Wellness%Paradigms%for%the%Social%Work%Profession%Course%Syllabus%

!Instructor%Information%!Professor:!! ! ! ! ! ! Phone:! !!Email:!! ! ! ! ! !! ! Office:!Office!hours:!! ! ! ! ! ! !!

! ! ! ! ! ! !!Bulletin%Course%Description%Beyond!the!Medical!Model.!Wellness!Paradigms!for!the!Social!Work!Profession.!!3!crs.,!3!hrs.!lecture.!Prerequisite:!Department!permission!required.!Complementary!and!Alternative!Medicine!(CAM)!has!become!acceptable,!accessible!and!popular.!There!is!a!growing!evidence!of!effectiveness!of!CAM!in!diagnosing!and!treating!a!wide!variety!of!medical!conditions.!This!course!will!familiarize!students!with!various!CAM!approaches!to!understanding!human!physiology,!health,!disease,!and!treatment!for!social!work!practice!and!selfKcare.%Course%Overview!Competent!social!workers!in!the!health!field!are!challenged!by!the!complexities!of!the!highly!technical!paradigm!that!is!infused!with!practice!and!ethical!dilemmas.!!The!social!work!paradigm,!consisting!of!values,!knowledge,!and!skills!allows!practitioners!to!work!collaboratively!with!all!professions!that!attend!to!human!health!and!possess!the!understanding!of!wellness!that!includes!the!perspectives!that!lay!outside!of!the!CM!model,!i.e.!Complementary!and!Alternative!Medicine!(CAM).!This!course!will!familiarize!social!work!students!with!various!alternative!medical!treatment!models!in!application!to!client!systems!and!students’!own!systems.!Various!systemic,!global,!and!contextual!aspects!of!CAM!will!be!examined.!At!the!end!of!the!course,!students!will!greatly!broaden!their!knowledge!of!the!medical!field!and!alternative!healing!options.!!%Required%Main%Text%%Adams,'R.,'Ed.'(2009).'Foundations*of*complementary*therapies*and*alternative********medicine.'' New'York:'Palgrave'Macmillan''Null,'G.'(2005).'The*complete*encyclopedia*of*natural*healing.'New'York:'Kensington''''''''Publishing'!%%%%%Additional%Readings%%Bernard,!B.!(2006).!Using!strengthKbased!practice!to!tap!the!resilience!of!families.!In!!!!!!!!Saleebey,!D.,!Ed.!Strength(perspective(in(social(work(practice.!Boston,!MA:!Allyn!&!!

223

!!!!!!Bacon.!Retrieved!from:!! http://catalogue.pearsoned.ca/assets/hip/us/hip_us_pearsonhighered/samplechapter/02054! 08176.pdf!!Berger,!D.!(1999).!A(brief(history(of(medical(diagnosis(and(the(birth(of(the(clinical((((((((laboratory(Part(1—Ancient(times(through(the(19th(century.!Retrieved!from:!!!!!!!!http://www.academia.dk/Blog/wpKcontent/uploads/KlinLabKHist/LabHistory1.pdf!!Corlett,!J.!(ND).!Systems(Theory(Applied(to(Organizations.!Unpublished!paper.! !! http://warrington.ufl.edu/centers/purc/purcdocs/papers/0018_corlett_systems_theory_app! lied.pdf!!Dybicz,!P.!&!Pyles,!L.!(2011).!The(Dialectic(Method:(A(Critical(and(Postmodern((((((((Alternative(to(the(Scientific(Method.!ResearchGate:! !

https://www.researchgate.net/publication/277140132_The_Dialectic_Method_A_Criticaland_Postmodern_Alternative_to_the_Scientific_Method!!

European!Commission.!(2010).!Of(mice(and(men(–(are(mice(relevant(models(for(human((((((((disease?(Retrieved!from:!http://ec.europa.eu/research/health/pdf/summaryKreportK!!25082010_en.pdf!!Flexner,!A.!(1910,!June).!Medical!education!in!America:!Rethinking!the!training!of!!!!!!!!American!! doctors.!The(Atlantic.!Retrieved!from:!! http://www.theatlantic.com/magazine/archive/1910/06/medicalKeducationKinK!america/306088/!!Gostin,!L.O.!&!Powers,!M.!(ND).!What(does(social(justice(require(for(the(public’s((((((((health?(Public(health(ethics(and(policy(imperatives.!Retrieved!from:!! http://content.healthaffairs.org/content/25/4/1053.full! !!Jackson,!K.!!(2014).!Social!worker!selfKcare!K!the!overlooked!core!competency,!Social((((((((Work(Today,!14(3),!p.!14.!!Retrieved!from:!! http://www.socialworktoday.com/archive/051214p14.shtml!!Null,!G.!!(2016,!May!31)!Medicine(that(Kills.!The!Progressive!Radio!Report.!Retrieved!!!!!!!!from:!http://prn.fm/medicineKthatKkillsKgaryKnullKphKd/!!Numbers,!R.!L.!(1982,!December).!The!history!of!American!medicine:!A!field!in!torment.!!Reviews(in(American(History.!Retrieved!from:!! http://www.columbia.edu/itc/hs/pubhealth/rosner/g8965/client_edit/readings/week_1/nu! mbers.pdf!Pesek,!T,!Helton,!L,!Nair,!M.!(2006).!Healing!across!cultures:!Learning!from!traditions,!! EcoHealth,!3(2),!pp.!114K118.!!Ruger,!J.!P.!(2008).!Normative!foundations!of!global!health!law.!The(Georgetown(Law((((((((Journal,!96,!pp.!!424K443.!Retrieved!from:!http://georgetownlawjournal.org/files/pdf/96K! 2/PrahRuger.PDF!!Silverton,!D.U.!(ND).!Boundless(alternative(to(human(physiology.(An(integrated((((((((approach.!! Retrieved!from:!!https://www.boundless.com/physiology/textbooks/alternativeKtoKhumanK! physiologyKanKintegratedKapproachKinternationalKeditionK6thKdeeKunglaubKsilverthornK! 0321798600K9780321798602/!

224

!The!Scientist!Staff.!(2012,!July).!Alternative!medicines.(The(Scientist.(!Retrieved!from:!! http://www.theKscientist.com/?articles.view/articleNo/32219/title/AlternativeKMedicines/! !!U.S.!Department!of!Health!and!Human!Services.!(ND).!Planned(approach(to(community((((((((health:Guide(for(the(local(coordinator.!!Retrieved!from:!http://www.lgreen.net/patch.pdf!!U.S.!Department!of!Health!and!Human!Services.!(2010).!Exploring(the(science(of((((((((((complementary(and(alternative(medicine:(National(Center(for(Complementary((((((((and(Alternative(Medicine(Third(Strategic(Plan(2011–2015.!Retrieved!from:!! https://nccih.nih.gov/sites/nccam.nih.gov/files/NCCAM_SP_508.pdf!!!Course%Learning%Objectives%Upon!successful!completion!of!this!course,!students!will!be!able!to:!!

1.! Understand!the!CM!and!CAM!paradigms!in!terms!of!their!respective!values,!knowledge!base,!and!practice.!!

2.! Understand!CM!and!CAM!in!terms!of!basic!assumptions!about!human!physiology,!health,!disease;!diagnostics,!and!treatment!approaches.!

3.! Critically!analyze!the!evidence!of!effectiveness!of!CM!and!CAM.!4.! Demonstrate!the!knowledge!of!dialectic!historical!processes!that!contextualized!

the!evolution!of!medicine!in!the!United!States.!!!5.! Demonstrate!basic!understanding!of!the!most!widely!practiced!CAM!approaches.!6.! Understand!the!CM!and!CAM!from!the!perspective!of!the!social!work!paradigm!

and!attendant!practice!and!ethical!dilemmas!7.! Demonstrate!the!ability!to!apply!evidenceKbased!CAM!to!client’s!and!student’s!

own!systems.!8.! Understand!CAM!as!a!method!of!dealing!with!social!worker’s!own!stress!and!

burnout.!9.! Demonstrate!the!ability!to!work!in!groups!!10.!Demonstrate!the!ability!to!educate!others!about!CAM.!

Core Competencies Competency Practice Behavior Outcome


1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context




Final paper

225



Introductory essay, Midterm paper, and Final exam




Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

8.4 Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies


%Assignments/Evaluation%of%Student%Performance%%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1.% Introductory!essay:!inKdepth!understanding!of!

the!core!course!concepts!5! Session!3!

2.% Individual!midterm!paper!on!basic!understanding!of!main!CAM!approaches!to!human!health!

25! Session!7!

3.% Individual!final!paper!examining!the!CAM!model!in!terms!of!effectiveness!and!practice!challenges!for!social!workers!in!medical!settings!!

25! Session!14!

4.% Participation!in!class!discussions,!community!organizing!project,!and!!collegeKwide!presentation!

20! Session!14!


10! Session!14!

6% Final!multipleKchoice!exam! ! !! 15! Session!15!!!

%WEEKLY%COURSE%OUTLINE%

%Week%1:%Course%introduction%

•! General!introduction!•! Mutual!expectations!•! Purpose,!objectives,!and!structure!of!the!course!•! Review!of!core!social!work!values!in!application!to!the!course!purpose!•! Common!conceptual!core!(CCC)!introduced!and!discussed!

Human!health!

•! Wellness!and!disease!•! Toxicity!•! Holism!!

226

•! Medical!(allopathic)!model!–!conventional!medicine!•! Introduction!to!CAM!K!Complementary!and!Alternative!Medicine!

(Adams,!2009,!Ch.!II)!(Null,!2005)!!Week%2:%Social%work%practice%in%the%medical%field%

•! Ethical!and!value!basis!for!practice!•! Working!with!clients!•! Personal!awareness!•! Critical!thinking!for!professional!development!•! Working!in!teams!•! Working!with!other!disciplines!•! Researching!practice!

(Adams,!2009,!Ch.!I,!III,!&!IV)!!Week%3:%Theoretical%overview%%

•! Systems!theory!•! Social!conflict!theories!•! Strength!perspective!•! Critical!social!work!

(Adams,!2012,!Ch.!V)!(Bernard,!2006)!(Corlett,!ND)!(Dybicz!&!Pyles,!2011)!!!!Week%4:%Context%for%practice%

•! Approaches!to!diagnosis,!treatment,!and!health!promotion!•! Community!health!!•! GeoKpolitical!dimension!•! Economic!dimension!•! Policy!and!legal!basis!for!CAM!•! Food!and!diet!•! Environmental!dimension!•! Culture!dimension:!Roots!of!traditional,!complementary,!and!alternative!

medicine!!(Adams,!2009,!Ch.!II!&!V)!(USDHH,!ND)!(USDHH,!2010)!!Week%5:%Human%Physiology%

•! Basic!functional!anatomy!•! Cardiovascular,!respiratory,!and!urinary!systems!•! Reproductive,!endocrine,!and!nervous!system!•! Immune,!digestive,!musculoskeletal,!and!integumentary!systems.!!

227

•! Differential!diagnosis!•! Energy!

(Adams,!2009,!Ch.!V)!(Silverton,!ND)!!Week%6:%%CAM%approaches%to%understanding%health%and%healing%disease%I%

•! Healing!•! Homeopathy!•! Nutritional!therapy!•! Life,!spirituality,!and!Chinese!medicine!•! Traditional!Chinese!medicine:!Acupuncture,!Herbalism,!and!Massage!•! Qui!Gong!•! Ayurvedic!medicine!

(Adams,!2012,!Ch.!VI)!(Null,!2005)!!Week%7:%CAM%approaches%to%understanding%health%and%healing%disease%II%

•! Meditation!and!mindfulness!•! Herbal!medicine!•! Aromatherapy!•! ChiroKpractice!•! Osteopathy!•! Reflexology!

(Adams,!2012,!Ch.!VI)!!(Null,!2005)!!Week%8:%CAM%approaches%to%understanding%and%healing%disease%III%

•! Alexander!Technique!•! Reiki!•! Dance!movement!therapy!•! Art!therapy!•! Drama!therapy!•! Music!therapy!•! Play!therapy!

(Adams,!2012,!Ch.!VI)!!(Null,!2005)!!Week%9:%Evidence_based%medical%practice%and%CAM%

•! Inquiry!•! Scientific!method!•! Scientific!research!•! Medical!research!•! Social!work!research!•! Ethical!issues!in!research!

228

•! Research!models!•! Efficacy!and!safety!

(EC,!2010)!(Null,!2016)!(The!Scientist,!2012)!!Week%10:%%The%history%of%medicine%in%the%United%States%

•! Diagnosis!•! Hippocrates,!Galen,!and!Isaac!Judaeus!•! Evolutionary!perspective!vs.!construction!of!healing!paradigms!!•! The!dialectics!of!the!medical!field!•! Clinical!lab!•! Experimental!techniques!•! Medical!education!•! Abraham!Flexner!•! “Quackery”!•! Technological!impact!!

(Berger,!1999)!(Flexner,!1910)!(Numbers,!1982)!!Week%11:%%Social%justice%issues%in%the%medical%field%%

•! Public!health!•! Social!equity!•! Access!to!treatment!•! Affordability!•! Education!and!information!dissemination!•! Insurance!coverage!parity!in!mental!health!•! Advocacy!in!the!health!field!

(Gostin!&!Powers,!ND)!!Week%12:%%The%cultural%and%global%dimensions%of%CAM%

•! The!cultural!diversity!of!healing!•! CrossKcultural!healing!•! Threats!to!global!health!•! International!health!relations!and!laws!•! Global!health!equity!

(Pesek,!Helton,!&!Nair,!2006)!(Ruger,!2008)!!Week%13:%%Attending%to%social%worker’s%needs%through%CAM%

•! SelfKcare!•! Social!work!as!a!high!stress!occupation!•! Paradigmatic!conflict!•! Burnout!

229

•! Utilization!of!alternative!healing!approaches!toward!worker’s!mental!and!physical!health!

•! Integrity!and!holism!(Jackson,!2014)!!Week%14:%Summation%and%closure%

•! Course!assessment,!feedback!and!recommendations!•! Presenting!projects!to!the!wider!College!community!•! FollowKup!and!sustainability!of!the!project!•! Closure%

%%%%%%%%%%%%%%%%E_Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%%Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Student%Resources%and%Policies:%!Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!

230

!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inKclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!%%Division%of%Student%Development%http://www.york.cuny.edu/produceKandKprint/contents/bulletin/divisionKofKstudentKdevelopment!!Tutoring%Services%https://www.york.cuny.edu/student/studentKcorner/studentKcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentKcorner/studentKdevelopment/seek!%Student%Policies%and%Procedures%https://www.york.cuny.edu/studentKdevelopment/studentKpoliciesKandKprocedures/studentKpoliciesKandKprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentKdevelopment/star!!Writing%Resource!!https://www.york.cuny.edu/student/writingKcenter!!

!!!!!!!!!! !

231

Instructor’s%Bibliography%&%Additional%Recourses%%

Campbell,!T.C.!&!Campbell!II,!T.M.!(2006).!The(China(study.!Dallas,!TX:!BenBella!!!!!!!!Books.!!Hightower,!J.!(2008).!Swim(against(the(current:(Even(a(dead(fish(can(go(with(the(flow.!!!!!!!!Hoboken,!NJ:!Wiley!and!Sons.!!Gerber,!R.!(2001).!Vibrational(Medicine.!Rochester,!NY:!Bear!&!Co.!!!Lenski,!G.!E.!(1966).!Power(and(privilege:(A(theory(of(social(stratification.!New!York:!!!!!!!McGrawKHill.!Levy,!T.E..(2001).!!Optimal(Nutrition(For(Optimal(Health.!New!York:(McGraw!Hill!!O’BrienKNabors,!L.,!Ed.!(2012).!Alternative(sweeteners.!Boca!Raton,!FL:!Taylor!and!!!!!!!!Francis.!!Schechter,!S.R.!(1991).!Fighting(Radiation(&(Chemical(Pollutants(with(Foods,(Herbs(&((((((((((Vitamins.!Encinitas,!CA:!Vitality!!Stein,!M.!(2000).!When(technology(fails.!Santa!Fe,!NM:!Clear!Light!Publishing!!http://www.joinaama.com/!!!!!!!!! American!Alternative!Medical!Association!www.cuny.libraries.edu! City!University!of!New!York!Office!of!Library!Services!www.ifsw.org.! ! ! ! International!Federation!of!Social!Workers!www.nasw.org! ! ! National!Association!of!Social!Workers!http://www.coopdirectory.org/! Natural!Food!Coop!Directory!!

232

Section(AIV:(New(Courses(AIV.1(((Department(s), Social(Work(Career, [](Undergraduate(X(Graduate(Academic,Level, X(Regular([(](Compensatory([](Developmental([](Remedial(Subject,Area, SCWK(Course,Number, 621(Course,Title, Advanced(Field(Placement(&(Seminar(IV(

Catalogue,Description, Social(Work(621(is(the(second(of(twoNadvanced(seminar(field(courses.((Placements(are(2N3(weekdays(for(a(minimum(of(225(hours(per(semester.(

Pre>requisite(s), SCWK(609;(Department(permission(required.(Co>requisite(s), None(Credits, 5(Contact,Hours,[total,(lecture,,lab)], 5(hrs.((2(hrs.(Lecture,(3(hours(field)(




Rationale:(SCWK(621(supports(the(educational(focus(of(students’(agencyNbased(internship(and(assists(students(in(applying(knowledge(acquired(in(the(classroom(to(work(in(the(field.(Seminar(instructor(supports(student(placements(by(meeting(with(students(and(supervisors(at(the(agency(to(troubleshoot(problems(that(may(arise(during(the(placement.(

233


SCWK%#%621!Advanced%Field%Placement%&%Seminar%IV%

Course%Syllabus%!Instructor%Information%%Professor:! ! ! ! ! Phone:! !Email:! ! ! ! ! ! Office:! !!Office!Hours:!!!Bulletin%Course%Description%Advanced!Field!Placement!&!Seminar!IV.!5!crs.,!5!hrs.!(2!hrs.!lecture;!3!hrs.!field).!!Prerequisites:!SCWK!609;!Department!permission!required.!!Social!Work!621!is!the!second!of!twoQadvanced!seminar!field!courses.!!Placements!are!2Q3!weekdays!for!a!minimum!of!225!hours!per!semester.!%Course%Overview!Social!Work!621!is!the!second!of!two!advanced!seminar!field!courses!in!the!second!year!of!the!master’s!program.!The!course!supports!the!educational!focus!of!students’!agencyQbased!internship.!The!course!assists!students!in!applying!the!knowledge!acquired!through!the!MSW!advanced!curriculum!and!in!acquiring!new!knowledge!to!inform!their!practice.!With!a!focus!on!social!work!practice!in!health!care!settings,!special!attention!will!be!paid!in!this!seminar!to!issues!of!mental!health.!Topics!such!as!mental!health!assessment,!mental!health!promotion,!the!role!of!psychoQeducation!and!psychopharmacology,!coping!and!resilience,!substance!abuse!and!trauma!will!be!discussed.!The!seminar!provides!opportunities!to!analyze!and!critically!reflect!upon!placement!experiences!and!to!link!these!experiences!with!ideas!and!concepts!from!class!and!assigned!readings.!Students!discuss!practice!concerns!and!examine!issues!of!professional!development.!!%Required%Main%Text%%Schott,!E.!&!Weiss,!E.!(2016).!Transformative-social-work-practice.!Los!Angeles:!Sage!

Publications,!Inc.!!Additional!readings!will!be!available!via!Blackboard.!!!!!!!!!!!!Objectives%Upon!successful!completion!of!the!course,!students!will!be!able!to:!!

1.! Employ!professional!social!work!attitudes,!behaviors,!and!communication!skills!based!on!social!work!values!and!ethical!principles.!

2.! Integrate!coursework!on!mental!health!practice!with!work!in!the!field.!

234

3.! Expand!professional!knowledge!and!skills!for!generalist!social!work!practice!with!an!emphasis!on!working!in!health!and!mental!health!settings.!

4.! Utilize!culturallyQcompetent!empowermentQbased!practice!skills!to!promote!understanding,!sensitivity!and!social!justice!for!marginalized!and!oppressed!client!systems.!

5.! Use!supervision,!consultation,!collaboration!and!continuing!education!for!professional!development.!

!Core%Competencies%%%Competencies% Practice%Behaviors% Outcome%Measures%Competency%4:!Engage!in!PracticeQinformed!Research!and!ResearchQinformed!Practice!!

4.3!Use!and!translate!research!evidence!to!inform!and!improve!practice,!policy!and!service!delivery!

Midterm!paper:!Single!Subject!Design!Part!I!

Competency%6:!!Engage!with!Individuals,!Families,!Groups,!Organizations!and!Communities!!

6.1!Apply!knowledge!of!human!behavior!and!the!social!environment,!personQinQenvironment!and!other!multidisciplinary!theoretical!frameworks!to!engage!with!clients!and!constituencies!

Process!recordings!

Competency%7:!!Assess!Individuals,!Families,!Groups,!Organizations!and!Communities!!

7.2!Apply!knowledge!of!human!behavior!and!the!social!environment,!personQinQenvironment!and!other!multidisciplinary!theoretical!frameworks!in!the!analysis!of!assessment!data!from!clients!and!constituencies!

Midterm!paper:!Single!Subject!Design!Part!I!

Competency%8:!!Intervene!with!Individuals,!Families,!Groups,!Organizations!and!Communities!8.1!

8.1!Critically!choose!and!implement!interventions!to!achieve!practice!goals!and!enhance!capacities!of!clients!and!constituencies!

Final!paper:!Single!Subject!Design!Part!II!

Competency%9:!!Evaluate!practice!with!Individuals,!Families,!Groups,!Organizations!and!Communities!!

9.1!Select!and!use!appropriate!methods!of!evaluation!of!outcomes!

Final!paper:!Single!Subject!Design!Part!II!

%%%Assignments/Evaluation%of%Student%Performance%%%%! Type%of%Assignment% %%of%the%Final%Grade% Date%Due%1% Field!performance! 50%! Sessions!7!and!14!

235

2% Midterm!paper!–!Single!subject!design!part!1! 10%! Session!6!3% Final!paper!–!Single!subject!design!part!2! 10%! Session!13!4% Process!Recordings!(10)! 10%! Weekly!5% Case!presentation!(single!subject!design)! 5%! TBD!6% Weekly!journal! 5%! Weekly!7% Seminar!participation!(contribution!to!class!


!!% %

236


Week%1:%Introduction:%orientation%&%overview%of%the%course;%review%of%course%packet%!Required%reading%Sadath,!A.!et!al.!(2012),!Clinical!social!work!perspective!on!case!management!in!mental!health:!

InQdepth!psychosocial!analysis!and!intervention!in!a!single!case.!Rajagiri-Journal-of-Social-Development,!Vol.!4,!No.!1.!(Blackboard)!

!Assignment%Due%

•! Weekly!journal!!%Week%2:%Assessment%!Required%reading%Dziegielewski,!S.!(2013).!Ch.!8:!Health!and!mental!health!assessment.!In-The-Changing-Face-of-

Health-Care-Social-Work!(3rd!Ed.).!Springer!Publishing.!(Blackboard)!!Assignment%Due%

•! Weekly!journal!!!Week%3:%Mental%health%promotion%!Required%reading%Schott!&!Weiss,!Ch.!26:!Mental!health!promotion!among!African!Americans!!Assignments%Due%

•! Weekly!journal!•! Process!recording!#1!

%Week%4:%Major%Depression%!Required%reading%Schott!&!Weiss,!Ch.!5:!Psychopharmacology!and!PsychoQeducation!for!the!Treatment!of!Major!Depressive!Disorder!!Assignments%Due%

•! Weekly!journal!!•! Process!recording!#2!

%Week%5:%Substance%Abuse%%Required%reading%Engstrom!et!al.!in!Handbook-of-Health-and-Social-Work,!Ch.!17:!Substance!Use!Problems!in!

Health!Social!Work!Practice!(Blackboard)!!Schott!&!Weiss,!Ch.!7:!Substance!Abuse:!A!Harm!Reduction!Approach!!Assignments%Due%

•! Weekly!journal!!

237

•! Process!recording!#3!%Week%6:%Intimate%Partner%Violence%!Required%reading%Schott!&!Weiss,!Ch.!19:!Intimate!Partner!Violence!!Assignments%Due%

•! Weekly!journal!!•! Process!recording!#4!•! MIDTERM!ASSIGNMENT:!Single!Subject!Design!Part!I!

%Week%7:%Autism%!Required%reading%Schott!&!Weiss,!Ch.!18:!Autism!Spectrum!Disorder!!Assignments%Due%

•! Process!recording!#5!•! MIDTERM!EVALUATION!WITH!SUPERVISOR!SIGNATURE!

%Week%8:%Gang%Violence%!Required%reading%Schott!&!Weiss,!Ch.!20:!Working!with!GangQInvolved/Affiliated!Youth!!Assignments%Due%


%Week%9:%Exposure%to%disaster%!Required%reading%Schott!&!Weiss,!Ch.!16:!Coping!and!Resilience!in!Youth!After!Exposure!to!Disaster!!Assignments%Due%


!

%Week%10:%Sexual%Assault%!Required%reading%Schott!&!Weiss,!Ch.!22:!Crisis!intervention!with!Adolescent!Victims!of!Sexual!Assault!!Assignments%Due%

•! Weekly!journal!!

238

•! Process!recording!#7!!Week%11:%Chronic%mental%illness%!Required%reading%Horowitz,!J.!(2009).!The!complexities!of!change!in!the!psychotherapy!of!serious!mental!illness:!!

A!practitioner’s!reflections.!Clinical-Social-Work-Journal,-37(2),!104Q111.!(Blackboard)!!Roe,!D.,!&!Lachman,!M.!(2005).!The!subjective!experience!of!people!with!severe!mental!illness:!

A!potentially!crucial!piece!of!the!puzzle.!The-Israel-Journal-of-Psychiatry-and-Related-Sciences,42(4),!223–230.!(Blackboard)!

!Assignments%Due%


%Week%12:%Sexual%minorities%!Required%reading%Schott!&!Weiss,!Ch.!27:!Sexual!Minorities!!Assignments%Due%


!Week%13:%Suicide%!Required%reading%Schott!&!Weiss,!Ch.!29:!The!Suicidal!Military!Client!!Assignment%Due%

•! FINAL!ASSIGNMENT:!AGENCY!ANALYSIS!PAPER!!Week%14:%Mindfulness%!Required%reading%Schott!&!Weiss,!Ch.!6:!Mindfulness!in!Mental!Health!Care!Settings!!Assignments%Due%

•! Weekly!journal!•! FINAL!EVALUATION!WITH!SUPERVISOR!SIGNATURE!AND!TIME!SHEETS!

!!E`Learning%Systems%%%%All!students!are!required!to!have!valid!York!College!email!account!and!communicate!exclusively!via!these!accounts.!Students!should!be!proficient!in!using!Blackboard!electronic!platform!as!all!course!documents,!assignments!and!announcements!will!be!posted!there.!Also,!Blackboard!will!be!utilized!for!electronic!discussion!boards,!access!to!the!grading!center,!etc.!!

239

Policy%on%Academic%Integrity,%Attendance,%Participation,%and%Submission%of%Assignments%!Violations!to!academic!integrity!include!cheating,!plagiarism,!fabrication,!purchasing!other’s!work!and!submitting!it!as!one’s!own,!complicity!(allowing!one’s!work!to!be!used!by!others),!multiple!submission!of!work,!and!misuse!of!computers.!!Violations!to!academic!integrity!during!the!course!will!be!addressed!in!accordance!with!The!City!University!of!New!York!policy!on!academic!integrity,!as!described!in!the!York!College!Bulletin!(see!York!College!Bulletin).!!CUNY!Policy!on!Academic!Integrity!(including!plagiarism)!http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!%Student%Resources%and%Policies:%%Attendance:!!Students!are!expected!to!attend!all!classes!and!to!be!on!time.!!In!the!event!of!an!absence,!students!are!expected!to!contact!the!instructor!about!the!reason!for!the!absence.!!!Course!grades!will!be!lowered!for!more!than!one!absence.!!Lateness!for!class!will!be!incorporated!into!the!final!grade.!!Any!student!arriving!more!than!30!minutes!late!will!be!considered!absent.!!!Participation:!!Participation!will!be!incorporated!into!the!Attendance!&!Participation!grade.!!Participation!includes!preparing!for!class!by!completing!assigned!readings,!participating!in!class!discussions!in!an!informed!manner,!moving!the!class!forward!by!asking!questions!or!comments,!and!actively!completing!inQclass!exercises.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Division%of%Student%Development%http://www.york.cuny.edu/produceQandQprint/contents/bulletin/divisionQofQstudentQdevelopment!!%Tutoring%Services%https://www.york.cuny.edu/student/studentQcorner/studentQcorner/tutoring!!SEEK%Program%https://www.york.cuny.edu/student/studentQcorner/studentQdevelopment/seek!!Student%Policies%and%Procedures%https://www.york.cuny.edu/studentQdevelopment/studentQpoliciesQandQprocedures/studentQpoliciesQandQprocedures!!CUNY%Policy%on%Academic%Integrity%%http://www.cuny.edu/about/administration/offices/sa/policies/AcademicIntegrityPolicywithoutmemo.pdf!!Center%for%Students%with%Disabilities%%https://www.york.cuny.edu/studentQdevelopment/star!!Writing%Resource%%https://www.york.cuny.edu/student/writingQcenter!!!

240

Instructor’s%Bibliography%and%Additional%Resources%!

American!Psychological!Association.!(2010).!Publication-manual-of-the-American-Psychological-Association-(6th!ed.).!Washington,!D.C.:!Author.!

Austrian,!S.G.!(2005).!Mental-disorders,-medication,-and-clinical-social-work.-New!York:!Columbia!University!Press.!Barker,!R.L.!(2013).!The-social-work-dictionary!(6th!ed.).!Washington,!DC:!NASW!Press.!Corcoran,!J.!&!Walsh,!J.!(2015).!Mental-health-in-social-work:-A-casebook-on-diagnosis-and-strengths-based-assessment-(DSMO5-

update/6th-ed.).!Boston:!Pearson.!

Dziegielewski,!S.!(2013).!-The-Changing-Face-of-Health-Care-Social-Work!(3rd!Ed.).!Springer!Publishing.!Gehlert,!S.!&!Browne,!T.!(2012).-Handbook-of-Health-and-Social-Work-(2nd!Ed.).!New!York:!Wiley.-Jindani,!S.!G.!&!Newman,!C.P.!(2006).!Producing!your!own!evidence!for!evidenceQbased!practice.!Journal-of-EvidenceOBased-Social-

Work,!3(4),115Q125.!Hodge,!D.!(2015).!Spiritual-assessment-in-social-work-and-mental-health-practice.!New!York:!Columbia!University!Press.!Mizrahi,!T.!&!Davis,!L.E.!(Editors),!Encyclopedia-of-Social-Work.!Washington!DC:!National!Association!of!Social!Workers!and!Oxford!

University!Press.!!Reamer,!F.G.!(2009).!Ethical!issues!in!social!work.!In!Roberts,!A.R.!Social-workers’-desk-reference-(2nd!ed.)!(pp.!115Q120).!New!York:!

Oxford!Press.!Sheafor,!B.!(2011).!Measuring!effectiveness!in!direct!social!work!practice.!Revista-de-Asisten--Social,-X!(1),!25Q33.!!!www.nasw.org! ! National!Association!of!Social!Workers!www.ifsw.org.! ! ! International!Federation!of!Social!Workers!www.unwire.org! ! United!Nations!Global!News!for!Human!Rights!www.cuny.libraries.edu! City!University!of!New!York!Office!of!Library!Services!www.apa.org! ! ! American!Psychological!Association!!!!!!!!!!!!!!

!!!!!!!!!!!

! !

241

!!!!!!!!!!!!!!

APPENDIX!B!!

TABLE!1b:!GRADUATE!PROGRAM!SCHEDULE!(SED!Form)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

242

!!Indicate)academic'calendar)type:)_X_Semester) __Quarter) __Trimester) ) __Other)(describe))

!!Label)each)term)in)sequence,)consistent)with)the)institution’s)academic)calendar)(e.g.,)Fall)1,)Spring)1,)Fall)2))!!Use)the)table)to)show)how'a'typical'student'may'progress'through'the'program;)copy/expand)the)table)as)needed.)Term:'Fall'1) ) Term:)

Course'Number'&'Title' Credits) New) Prerequisite(s))

Course'

Number'&'Title' Credits) New) Prerequisite(s))

SCWK!501!Social!Welfare!Policy,!

Advocacy!and!Services)3) X)

Official acceptance to the

MSW program

) ) ) )

SCWK!503!Social!Work!Practice!I!

(Individuals,!Families!&!Groups))3) X)

) ) ) )

SCWK!505!Human!Behavior!&!The!

Social!Environment!I)))))))3) X)

) ) ) )

SCWK!507!Generalist!Field!

Placement!&!Seminar!I)))))))5) X)

) ) ) )

Term)credit)total:)14) )

Term)credit)

total:)

) )

Term:'Spring'1) Term:)

Course'Number'&'Title'

Credit

s)

Ne

w) Prerequisite(s))

Course'

Number'&'Title' Credits) New) Prerequisite(s))

SCWK!511!Social!Work!Practice!II!

(Organizations!&!Communities))3) x) SCWK)503)) ) ) ) )

SCWK!513!Methods!of!Social!

Work!Research)3) x) Official acceptance to the MSW

program)) ) ) )

SCWK!517!Human!Behavior!&!

The!Social!Environment)5) x) SCWK)505) ) ) ) )

SCWK!519!Generalist!Field!

Placement!&!Seminar!II!)5) x) SCWK)507) ) ) ) )

Term)credit)total:) 14) ) Term)credit)

total:)

) )

Term:'Fall'2) Term:)

Course'Number'&'Title) Credit

s)

Ne

w) Prerequisite(s))

Course'

Number'&'Title) Credits) New) Prerequisite(s))

SCWK!601!Urban!Health! 3) x) SCWK)501) ) ) ) )

243

'

'''

Disparities!and!Global!Health)

SCWK!603!Evaluation!Research) 3) x) SCWK)513) ) ) ) )

SCWK!605!Understanding!Mental!

Disorders!!)3) x) SCWK)503)

) ) ) )

SCWK!607!Social!Work!Practice!in!

Health!Care!Settings)3) x) SCWK)511)

) ) ) )

SCWK!609!Advanced!Field!

Placement!&!Seminar!III)5) x) SCWK)517)

) ) ) )

Term)credit)total:)17) )

Term)credit)

total:)

) )

Term:'Spring'2) Term:)

Course'Number'&'Title'

Credit

s)

Ne

w) Prerequisite(s)) Course'Number'&'Title'

Credit

s) New) Prerequisite(s))

SCWK!613!Social!Policy!and!

Advocacy!in!Health!Care)3) x) SCWK)603;)SCWK)609) ) ) ) )

SCWK!615!Social!&!Behavioral!

Determinants!of!Health)3) x) SCWK)519) ) ) ) )

SCWK!621!Advanced!Field!

Placement!&!Seminar!IV)5) x) SCWK)609) ) ) ) )

SCWK)618)Elective)) 3) x) Official acceptance to the MSW

program)) ) ) )

SCWK)619)Elective) 3) x) ) ) ) )

Term)credit)total:) 17) ) Term)credit)total:) ) )

Program'Totals:'

Credits:)62(2)yrs.)program))34)(Advanced)Standing)program)

Capstone!project!in!SCWK!609!and!SCWK!613:!Integrative!macroYlevel!capstone!experience)

New:)indicate)if)new)course)) Prerequisite(s):)list)prerequisite(s))for)the)noted)courses)

244

!!!!!!!!!!!

APPENDIX!C!!

TABLE&2:&FULL+TIME&FACULTY&TEACHING&ASSIGNMENTS&(SED&

245

Table&2:&Full+Time&Faculty&Teaching&Assignments&&&&

!Faculty!teaching!at!the!graduate!level!must!have!an!earned!doctorate/terminal!degree!or!demonstrate!special!competence!!in!the!field.!Provide!information!on!faculty!members!who!are!full+time&at&the&College!and!who!will!be!teaching!each!course!in!the!major!field!or!graduate!program.!The!application!addendum!for!professional!licensure,!teacher!certification,!!or!educational!leadership!certification!programs!may!provide!additional!directions!for!those!types!of!proposals.!

Faculty&Member&Name&and&Title&(include!and!identify!Program!Director)!

Program&Courses&to&be&Taught& Percent&Time&to&Program&

Highest&and&Other&Applicable&Earned&Degrees&&&Disciplines&(include!College/University)&

Additional&Qualifications:&list!related!certifications/!licenses;!occupational!experience;!scholarly!contributions,!etc.&

!!Gila!Acker!

!Methods!of!Social!Work!Research!!

50!

Master!of!Social!Work!!&!DSW!in!social!work!Fordham!University!&!Adelphi!University!!

Licensed!Clinical!Social!Worker;!Research!NIH!funded!grant!(2002T2004);!Several!research!grants!and!peerTreviewed!publications!!

!Evaluation!Research!_____________________________________!Clinical!SW!Practice!in!Relation!to!Death,!Grief!and!Bereavement!_____________________________________!Social!Work!Practice!in!Health!Care!Settings!

!!!Kim!Glickman!

Social!Welfare!Policy,!Advocacy!and!Services!!

50!

Master!of!Social!Work!New!York!University!&!PhD!in!Social!Work!from!Columbia!University!

Licensed!Clinical!Social!Worker;!Training!and!research!in!Complicated!Grief!Treatment!and!cognitiveTbehavioral!treatment!!

Social!work!practice!I!(individuals,!families!&!groups)!Methods!of!Social!Work!Research;!!!Generalist!&!Advanced!field!education!seminars!_____________________________________!Social!Work!Practice!in!Health!Care!Settings!

!!Susan!Letteney!

Social! work! practice! II! (organizations! &!communities)!!!

50!

Master!of!Social!Work!Hunter!College!and!!DSW!from!Yeshiva!University!

Licensed!Clinical!Social!Worker;!!CoTFounder!and!CoTDirector!York!College!Urban!Health!Lab;!Research!in!HIV/AIDS!and!WHO!Policy!Guidelines!!!

Human!behavior!&!the!social!environment!I!&!II!Social!Work!Practice!in!Health!Care!Settings!

246

!Faculty!teaching!at!the!graduate!level!must!have!an!earned!doctorate/terminal!degree!or!demonstrate!special!competence!!in!the!field.!Provide!information!on!faculty!members!who!are!full+time&at&the&College!and!who!will!be!teaching!each!course!in!the!major!field!or!graduate!program.!The!application!addendum!for!professional!licensure,!teacher!certification,!!or!educational!leadership!certification!programs!may!provide!additional!directions!for!those!types!of!proposals.!

Faculty&Member&Name&and&Title&(include!and!identify!Program!Director)!

Program&Courses&to&be&Taught& Percent&Time&to&Program&

Highest&and&Other&Applicable&Earned&Degrees&&&Disciplines&(include!College/University)&

Additional&Qualifications:&list!related!certifications/!licenses;!occupational!experience;!scholarly!contributions,!etc.&

Social!&!Behavioral!Determinants!of!Health!

Vadim!Moldovan! Social! work! practice! II! (organizations! &!communities)!!!

50!

Master!of!Social!Work!and!PhD!in!Social!Work!from!Yeshiva!University!

Licensed!Clinical!Social!Worker;!!Project!Casa!Mare,!Director;!Fulbright!Scholar!2014T2015!!!

Beyond!the!Medical!Model:!Wellness!Paradigms!for!the!Social!Work!Profession!SCWK!!

!Social!Policy!and!Advocacy!in!Health!Care!

Understanding!Mental!Disorders!!!

Selena!Rodgers! Methods!of!Social!Work!Research!!

50!

Master!Degree!in!Social!Work!from!Syracuse!University!&!Ph.D.!from!Adelphi!University!

Licensed!Clinical!Social!Worker;!!U.S.!Fulbright!Scholar,!Specialist!Program;!Research!includes!posttraumatic!growth!and!socioTcultural!factors!in!multiTcultural!and!multiTethnic!groups,!Black!women!discourse!on!issues!of!leadership,!mentoring!and!traumaT!and!stressor!exposures.!!

Contemporary!Issues:!Violence!as!Structural!Oppression!Social!Welfare!Policy,!Advocacy!and!Services!

Social!Policy!and!Advocacy!in!Health!Care!Urban!Health!Disparities!and!Global!Health!

247

!!!!!!!

!!!!!!!!!

APPENDIX!D!!

TABLE&3:&PART&–&TIME&FACULTY&(SED&Form)&!

!!

! !

248

Table&3:&Part,Time&Faculty&

Faculty(teaching(at(the(graduate(level(must(have(an(earned(doctorate/terminal(degree(or(demonstrate(special(competence(in(the(field.(Provide(information(on(part9time(faculty(members(who(will(be(teaching(each(course(in(the(major(field(or(graduate(program.(The(application(addendum(for(professional(licensure,(teacher(certification,(or(educational(leadership(certification(programs(may(provide(additional(directions(for(those(types(of(proposals.(

Faculty(Member(Name(and(Title(( Program(Courses(to(be(Taught(

Highest(and(Other(Applicable(Earned(Degrees(&(Disciplines((include(College/University)(

Additional(Qualifications:(list(related(certifications/licenses;(occupational(experience;(scholarly(contributions,(etc.(

Eli(Shapiro,(Ed.D,(LCSW((Adjunct(Faculty(

SCWK(609(Advanced(Field(Placement(&(Seminar(III(

Doctor(of(education(–(Yeshiva(University(MSW(–(Yeshiva(University((BA(Psychology"–"Touro(College(

Social(work(intern(supervision(training9Adelphi(University,(2003(School(Social(Worker,(Nassau(County,(BOCES,(20039Present(Creator/Director(the(digital(citizenship(project(20149present(

(

SCWK(621(Advanced(Field(Placement(&(Seminar(IV(

Pat(Riley(Adjunct(Faculty(

SCWK(507(Generalist(Field(Placement(&(Seminar(I;(SCWK(517(Generalist(Field(Placement(&(Seminar(II(

LMSW,(NYS(Education(Department,(Licensed(1990((SIFI,(New(York(University,(NY,(NY,(1993((MSW,(Hunter(College,(NY,(NY,(1990((BA,(Adelphi(University,(L.I.,(NY,(1984(

Field(Instructor(–(Hunter(College(School(of(Social(Work(20089Present((Field(Instructor9(Adelphi(University(School(of(Social(Work(20089Present((Certified(Field(InstructorCNew(York(University,(NY,(NY(19939Present((Adjunct(Professor(–(York(College(Office(of(Academic(Affairs(200892009((Adjunct(Professor9Kingsborough(Community(College(200992009((FacultyCNational(Development(&(Research(Institute((NDRI)(199492001(

SCWK(517(Generalist(Field(Placement(&(Seminar(II((

TBA( SCWK(507(Generalist(Field(Placement(&(Seminar(I;(SCWK(517(Generalist(Field(Placement(&(Seminar(II((SCWK(517(Generalist(Field(Placement(&(Seminar(II(

( (

249

!

!!!!!!!!!!!!

APPENDIX!E!!

TABLE&4:&FACULTY&TO&BE&HIRED&(SED&Form)!!!

!! !

250

Table&4:&Faculty&to&Be&Hired&!!

If#faculty#must#be#hired,#specify#the#number#and#title#of#new#positions#to#be#established#and#minimum#qualifications.#

Title/Rank&of&Position&No.&of&New&Positions&

Minimum&Qualifications&(including#degree#and#discipline#area)&

F/T&or&P/T& Percent&Time&to&Program&

Expected&Course&Assignments&

Expected&Hiring&Date&

Full=time#Associate#Professor#

1# DSW/Ph.D.#or#equivalent#,#and#MSW#

F/T# 100%# SCWK#501#SCWK#503#SCWK#505#SCWK#511#SCWK#513#

YR1#2018=2019#

Full=time#Assistant/#Clinical#Professor#

1# DSW/Ph.D.#or#equivalent#,#and#MSW#

F/T# 100%# SCWK#517#SCWK#519#SCWK#601#SCWK#605#SCWK#609#

YR2#2019=2020#

Part=time#Assistant/#Associate#Professors#

3=6# DSW/Ph.D.#or#equivalent#,#and#MSW#

P/T# 100%# SCWK#615#SCWK#621#SCWK#618#SCWK#619#

YR2#2019=2020#

251

!

!

!!!!!!!!!!!!

!!

APPENDIX!F!!

TABLE!5:!NEW!RESOURCES!TABLE!(SED!Form)!!!!!!!!!!!

! ! ! ! !

#

![1]#Specify#the#inflation#rate#used#for#projections.#[2]#Specify#the#academic#year.#[3]#Include#fringe#benefits.#[4]#New#resources#means#resources#engendered#specifically#by#the#proposed#program.##The#new#resources#from#the#previous#year#should#be#carried#over#to#the#following#year,#new#resources#with#adjustments#for#inflation,#if#a#continuing#cost.#[5]#Specify#what#is#included#in#"other"#category,#(e.g.#Student#financial#aid).#

Table 5: New Resources Year 1 Fall 2018

! ! ! ! !

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

Academic Year2 Academic Year† Academic Year† Academic Year† Academic Year† Full Time Faculty (with Full Benefits) $ 128,888.00 $ 240,829.00 $240,829.00 $ 240,829.00 $ 240,829.00 Part Time Faculty (with Full Benefits) 0 $ 52,764.00 $ 52,764.00 $ 52,764.00 $ 52,764.00 Full Time Staff 0 0 0 0 0 Part Time Staff 0 0 0 0 0 Library (Includes Staffing Resources) $ 3,000.00 $ 3,000.00 $ 3,000.00 $ 3,000.00 $ 3,000.00 Equipment 0 0 0 0 0 0 0 0 0 0 Laboratories 0 0 0 0 0 0 0 0 0 0 Supplies & Expenses $ 2,000.00 $ 2,000.00 $ 2,000.00 $ 2,000.00 $ 2,000.00 (Other than Personal Services) Capital Expenditures 0 0 0 0 0 0 0 0 0 0 Other (Consultant Year 1 only; Advertise/ Promotion Year 1-5)

$ 6,000.00 $ 3,000.00 $ 3,000.00 $ 3,000.00 $ 3,000.00

(Consultant and library resources) Total all $ 139,888.00 $ 301,593.00 $301,593.00 $ 301,593.00 $ 301,593.00

#

!!!!!!!

APPENDIX!G!!

PROJECTED!REVENUE!RELATED!TO!PROPOSED!PROGRAM!!!!!!

254


! ! ! ! !

Revenues[1]!

1st Year 2nd Year 3rd Year 4th Year 5th Year

Academic!Year[2]!201892019!

Academic Year† 2019-

2020


2021


2022


2023 Tuition!Revenue[3]!

$0 $0 $0 $0 $0 01.!From!Existing!Sources[4]!

02.!From!New!Sources[5]! $503,528 $725,143 $725,143 $758,477 $930,621 03. Total $503,528 $725,143 $725,143 $758,477 $930,621 Other!Revenue[7]!

$0 $0 $0 $0 $0 07. From Existing Sources§ 08. From New Sources** $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand!Total[8]!

$0 $0 $0 $0 $0 10. From Existing Sources§ 11. From New Sources** $503,528 $725,143 $725,143 $758,477 $930,621 TOTAL $503,528 $725,143 $725,143 $758,477 $930,621 !!!!!!

!!!!

#

!!!!!

!!

!!

APPENDIX!H!!

SUPPORTING!MATERIALS:!EXPENDITURES!!!!

!!!!!!!!!!!!!!!!!

#

DIRECT!OPERATING!EXPENSES! Year!1! Year!2! Year!3! Year!4! Year!5!

Include!additional!expenses!incurred!by!other!programs!

when!satisfying!needs!of!new!program.!Faculty!need!should!

be!commensurate!with!"net!section!needs"!based!on!

enrollment!(see!"Enroll!&!Seat!Need!Projections"!tab)! !! !! !! !! !!

!! !! !! !! !! !!

Current!Full!Time!Faculty!Overload!(include!Summer)! 0! 0! 0! 0! 0!

New!Full!Time!Faculty!Base!Salary!(list!separetely)! $85,356.00!! $159,489.00!! $159,489.00!! $159,483.00!! $159,483.00!!

New!Faculty!Rebassigned!Time!!(list!seperately)! 0! 0! 0! 0! 0!

Full!Time!Employee!Fringe!Benefits!(51%)! 43,532! 81,340! 81,340! 81,340! 81,340!

Total!!(Links!to!Full9Time!Faculty!on!Program!Exp!Worksheet)!

!$!!128,888.00!!

!$!!240,829.00!!

!$!!240,829.00!!

!$!!240,823.00!!

!$!!240,823.00!!

!! !! !! !! !! !!

Part!Time!Faculty!Actual!Salaries! 0! $46,694.00!! $46,694.00!! $46,694.00!! $46,694.00!!

Part!Time!Faculty!Actual!Fringe!Benefits!(13%)! 0! 6,070! 6,070! 6,070! 6,070!

Total!(Links!to!Part9Time!Faculty!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!!

!$!!!!52,764.00!!

!$!!!!52,764.00!!

!$!!!!52,764.00!!

!$!!!!52,764.00!!

!! !! !! !! !! !!

Full!Time!Staff!Base!Salary!(list!separetely)! 0! 0! 0! 0! 0!

Full!Time!Staff!Fringe!Benefits!(41.6%)! 0! 0! 0! 0! 0!

Total!!(Links!to!Full9Time!Staff!on!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!!

!!! !! !! !! !!

!! Year!1! Year!2! Year!3! Year!4! Year!5!

PART9TIME!STAFF!(do!not!include!library!staff!in!this!section)! !! !! !! !!

Part!Time!Staff!Base!Salary!(list!separately)! 0! 0! 0! 0! 0!

Faculty!Replacement!Costs!(replacement!of!fullbtime!faculty!

b!e.g.!on!release!time!b!with!partbtime!faculty)! 0! 0! 0! 0! 0!

Graduate!Assistants! 0! 0! 0! 0! 0!

Student!Hourly! 0! 0! 0! 0! 0!

Part!Time!Employee!Fringe!Benefits!(13.1%)! 0! 0! 0! 0! 0!

#

Total!!(Links!to!Part9Time!Staff!on!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!!

!! !! !! !! !! !!

LIBRARY! !! !! !! !! !!

Library!Resources! 0!! 0! 0! 0!! 0!!

Library!Staff!Full!Time!(List!Separately)! 0! 0! 0! 0! 0!

Full!Time!Staff!Fringe!Benefits!(41.6%)! 0! 0! 0! 0! 0!

Library!Staff!Part!Time!(List!Separately)! 0! 0! 0! 0! 0!

Part!Time!Employee!Fringe!Benefits!(24.3%)! 0! 0! 0! 0! 0!

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

!! !! !! !! !! !!EQUIPMENT! !! !! !! !! !!

Computer!Hardware!! 0! 0! 0! 0! 0!

Office!Furniture! 0! 0! 0! 0! 0!

Other!(Specify)! 0! 0! 0! 0! 0!

Total!(Links!to!Equipment!on!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!!

!! !! !! !! !! !!

LABORATORIES! !! !! !! !! !!

Laboratory!Equipment!! 0! 0! 0! 0! 0!

Other!(list!separately)! 0! 0! 0! 0! 0!

TOTAL!(Links!to!Laboratories!on!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!!

!! !! !! !! !! !!

!! !! !! !! !! !!

!! Year!1! Year!2! Year!3! Year!4! Year!5!

SUPPLIES!AND!EXPENSES!(OTPS)! !! !! !! !! !!

Consultants!and!Honoraria! $3,000.00!! $0!!

!!!!!!!!!!!!!!!!!!!!!!!!!

$0! $0!! $0!!

Office!Supplies! $1,000.00! $1,000.00! $1,000.00! $1,000.00! $1,000.00!

Instructional!Supplies! $3,000.00!! $3,000.00!! $3,000.00!! $3,000.00!! $3,000.00!!

Faculty!Development! 0! 0! 0! 0! 0!

#

Travel!and!Conferences! 0! 0! 0! 0! 0!

Membership!Fees! 0! 0! 0! 0! 0!

Advertising!and!Promotion! $3,000.00!! $3,000.00!! $3,000.00!! $3,000.00!! $3,000.00!!

Accreditation! 0! 0! 0! 0! 0!

Computer!Software!! 0! 0! 0! 0! 0!

Computer!License!Fees!! 0! 0! 0! 0! 0!

Computer!Repair!and!Maintenance! 0! 0! 0! 0! 0!

Equipment!Repair!and!Maintenance!! 0! 0! 0! 0! 0!

New!Total!Supplies!and!OTPS!Expenses!(Links!to!Supplies!on!Program!Exp!Worksheet)! !$!!!!!10,000!! !$!!!!!!7,000!! !$!!!!!!7,000!! !$!!!!!!7,000!! !$!!!!!7,000!!

!! !! !! !! !! !!

CAPITAL!EXPENDITURES! !! !! !! !! !!

Facility!Renovations!! 0! 0! 0! 0! 0!

Classroom!Equipment!! 0! 0! 0! 0! 0!

Other!(list!separately)!! 0! 0! 0! 0! 0!

TOTAL!(Links!to!Capital!Expenditures!on!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!!

!! !! !! !! !! !!

Other!(list!separately)!! !! !! !! !! !!

!! 0! 0! 0! 0! 0!

!! 0! 0! 0! 0! 0!

!! 0! 0! 0! 0! 0!

TOTAL!(Links!to!Other!on!Program!Exp!Worksheet)! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!! !$!!!!!!!!!!!!!!!9!!!!

# # # # # #TOTAL!NEW!REVENUE!! $138,888! $300,593! $300,593! $300,587! $301!,587!!

#

!!!

APPENDIX!I!!

THE!FIVE!YEAR!FINANCIAL!PROJECTION!PROGRAM!! !

!

!

! !

!

!

#

!

The!Five9Year!Revenue!Projections!for!Program!! ! ! ! !SENIOR!COLLEGE!(GRADUATE)!WORKSHEET!! ! ! ! !Year!1!=!Fall!2018!

! ! ! ! !

! ! ! ! ! !

EXISTING!FULL9TIME!STUDENTS!Year!One!

Year!Two!

Year!Three!

Year!Four!

Year!Five!

Tuition!&!Fees:! !! !! !! !! !!

#!of!EXISTING!FULLbTIME,!InbState!Students!(linked!from!"Enroll!&!Seat!Need!Projections")! 0! 13! 12! 13! 16!

Tuition!Income!! $0! $0! $0! $0! $0!

Total!Tuition! $0! $0! $0! $0! $0!

Student!Fees!(enter!ANNUAL!program!fees!other!than!standard!CUNY!fees)! !! !! !! !! !!

Total!Fees! 0! 0! 0! 0! 0!

Total!In9State!Tuition!&!Fees! $0! $0! $0! $0! $0!!! !! !! !! !! !!

Tuition!&!Fees:! !! !! !! !! !!

#!of!EXISTING!FULLbTIME,!OutbofbState!Students!(linked!from!"Enroll!&!Seat!Need!Projections")! 0! 1! 2! 1! 2!

Annual!Avg!#!of!Credits!per!FT!student!(24b30)! !! !! !! !! !!

Tuition!Income!(Specify!Rate!per!credit.)! $0! $0! $0! $0! $0!

Total!Tuition! $0! $0! $0! $0! $0!


Total!Fees! 0! 0! 0! 0! 0!

Total!Out9of9State!Tuition!&!Fees! $0! $0! $0! $0! $0!!! !! !! !! !! !!

TOTAL!EXISTING!FULL9TIME!TUITION!REVENUE!! $0! $0! $0! $0! $0!

#

!! !! !! !! !! !!

!!! ! ! !

!!

!!! ! ! !

!!

NEW!FULL9TIME!STUDENTS!Year!One!

Year!Two!

Year!Three!

Year!Four!

Year!Five!

Tuition!&!Fees:! !! !! !! !! !!

#!of!NEW!FULLbTIME,!InbState!Students!!(linked!from!"Enroll!&!Seat!Need!Projections")! 30! 43! 43! 41! 57!

Tuition!Income!! $13,370! $13,370! $13,370! $13,370! $13,370!

Total!Tuition! $401,100! $574,910! $574,910! $548,170! $762,090!

Student!Fees!(enter!ANNUAL!program!fees!other!than!standard!CUNY!fees)! $1,307!! $1,307!! $1,307!! $1,307!! $1,307!!

Total!Fees! $39,740!! $56,201!! $56,201!! $53,587!! $74,499!!

Total!In9State!Tuition!&!Fees! $440,840! $631,111! $631,111! $601,757! $836,589!!! !! !! !! !! !!

Tuition!&!Fees:! !! !! !! !! !!

#!of!NEW!FULLbTIME,!Outbof!bState!Students!(linked!from!"Enroll!&!Seat!Need!Projections")! 2! 3! 3! 5! 3!

Annual!Avg!#!of!Credits!per!FT!student!(34!credits)! !! !! !! !! !!

Tuition!Income!(Specify!Rate!per!credit.!Calculates!2%!increase!per!year!after!Fall!2015j!$910!per!credit)! $28,210! $28,210! $28,210! $28,210! $28,210!

Total!Tuition! $56,420!! $84,630!! $84,630!! $141,050!! $84,630!!

Student!Fees!(enter!ANNUAL!program!fees!other!than!standard!CUNY!fees)! $3,134!! $3,134!! $3,134!! $3,134!! $3,134!!

Total!Fees! 6,268! 9,402! 9,402! 15,670! 9,402!

Total!Out9of9State!Tuition!&!Fees! $62,688! $94,032! $94,032! $156,720! $94,032!!! !! !! !! !! !!

TOTAL!NEW!FULL9TIME!TUITION!REVENUE!! $503,528! $725,143! $725,143! $758,477! $930,621!!! !! !! !! !! !!

NEW!PART9TIME!STUDENTS! Year! Year! Year! Year! Year!

#

One! Two! Three! Four! Five!Tuition!&!Fees:! !! !! !! !! !!

#!of!NEW!PARTbTIME,!InbState!Students!(linked!from!"Enroll!&!Seat!Need!Projections")! 0! 0! 0! 0! 0!

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

Tuition!Income!(Specify!Rate!per!credit.!Calculates!2%!increase!per!year!after!Fall!2015)! !! !! !! !! !!

Total!Tuition! !! !! !! !! !!


Total!Fees! !! !! !! !! !!

Total!In9State!Tuition!&!Fees! !! !! !! !! !!!! !! !! !! !! !!

Tuition!&!Fees:! !! !! !! !! !!

#!of!NEW!PARTbTIME,!OutbofbState!Students! 0! 0! 0! 0! 0!

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

Tuition!Income!(Specify!Rate!per!credit)!calculates!

2%!increase!per!year! !! !! !! !! !!

Total!Tuition! !! !! !! !! !!


Total!Fees! !! !! !! !! !!

Total!Out9of9State!Tuition!&!Fees! !! !! !! !! !!!! !! !! !! !! !!

TOTAL!NEW!PART9TIME!REVENUE!! $0! $0! $0! $0! $0!!! !! !! !! !! !!

TOTAL!NEW!REVENUE!(LINKS!TO!REVENUE!SPREADSHEET!ROW!7)! $503,528! $725,143! $725,143! $758,477! $930,621!

#

! ! ! ! ! !

! ! ! ! ! !

OTHER!REVENUE!Year!One!

Year!Two!

Year!Three!

Year!Four!

Year!Five!

Other!Revenue!From!Existing!Sources!(specify!and!explain)bLINKS!TO!REVENUE!SPREADSHEET!ROW!!13)! !! !! !! !! !!

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

!!

!

!

!

!

!!!!!!!!!!

APPENDIX!J!!

EVALUATION!REPORT!FORM!FOR!PROGRAM!PROPOSAL!!

!

! !

!

Appendix J - Evaluation Report Form for Program Proposals !

!

!

Institution: York College ofThe City University ofNew York !

Evaluator(s): Gail Baura, Ph.D., Professor and Director of Engineering Science, Loyola University,

Program title: Masters Degree Program in Pharmaceutical Science and Business

Degree title: Master of Science (M.S.)

Date of evaluation: 2/23/2015!

!

! I.#Program#

1. Assess program purpose, structure, and requirements as well as formal mechanisms for

program administration and monitoring. !

This program will train M.S. students to enter the pharmaceutical and biotechnology industries as well as provide growth opportunities for persons with an undergraduate degree who are already working in this sector. Considering York's diverse student population, this program will increase the diversity of the pharma/biotech workforce. The M.S. program is a natural expansion of the B.S. Pharmaceutical Sciences program, which collaborates with the Northeast Regional Laboratory of the FDA. The program will be administered by the Department of Chemistry. The existing Advisory Board will marshal community and industry support.

!

2. Comment on the special focus of this program, if any, as it relates to the discipline.

!!

In addition to core courses, students will be able to take elective courses in the area of their interest, such as, pharmaceutical discovery and development, regulation of pharmaceuticals, and pharmaceutical management. This will prepare students for different positions in industry and allow them to tailor the program to their individual needs. For example, the pharmaceutical regulatory electives will prepare students to work as regulatory affairs specialists.

!

3. Comment on the plans and expectations for continuing program development and self-assessment.

!!

During the first five years, the Department of Chemistry, Office of Academic Affairs, and Office of Institutional Research will monitor program educational objectives and student outcomes. By surveying constituents (specifically employers and graduate programs), they will determine the effectiveness of the curriculum. By monitoring the ability of students to reach student outcomes (as determined from student portfolios), feedback for curriculum changes will be provided.

!

4. Assess available support from related programs.

!

The Departments of Biology, Chemistry, and Business and Economics employ six college laboratory technicians, three full-time office administrative assistants, and several part-time administrative assistants. They will provide support, as needed, for the new M.S. program. One of the part-time administrative assistants supporting York-FDA will be converted to a full-time position. !

5. (Only for programs requiring master plan amendment.) What is the evidence of need and demand for the program locally, in the State, and in the field at large? What is the extent of occupational demand for graduates? What is the evidence that demand will continue?

!!

N/A

II.!aculty

!1.!!!Evaluate the faculty, individually and collectively, in regard to training, experience, research

and publication, professional service, and recognition in the field. !!

Three full-time and two part-time faculty members collectively have 40 years of Pharmaceutical industry and/or government (FDA) experience. Director Deb Chakravarti, Ph.D. was a founding Curriculum Committee member of Keck Graduate Institute, which implemented a similar program (called a Masters in BioScience). Many faculty members have PSC-CUNY grants. Potential adjunct faculty with specific expertise will be recruited from the Northeast Regional Laboratory of the FDA.

!

2. Assess the faculty in terms of size and qualifications. What are plans for future staffing?

!!

Based on the list of courses, there are five fulI-time faculty members who will be teaching science courses. Some have Pharmaceutical industry and/or government (FDA) experience. AIJ are qualified to teach the courses. 3. Evaluate credentials and involvement of adjunct and support faculty.

!

Two adjunct faculty members will be teaching pharmaceutical courses, which they are qualified to teach. One adjunct faculty member for the clinical trial course has not yet been named. One business and economics professor will be teaching management courses that he is qualified to teach. III. Resources

!

1. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities; practical and internship sites; and support services for the program, including use of resources outside the institution.

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The library can certainly support this program. Other resources and facilities have not been sufficiently described, with respect to use by this program.

268

2. (Only for programs requiring master plan amendment.) What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries, and the number of faculty lines relative to student numbers and workload.

!

N/A!IV.#Summary#Comments#and#Additional#Observations##

1. Summarize the major strengths and weaknesses of the program as proposed with particular attention to feasibility of implementation and appropriateness of objectives for the degree offered. Include any further observations important to the evaluation of this program proposal and provide any recommendations for the proposed program.

!

Based on the progressively increasing enrollments in the B.S. Pharmaceutical Science program since 2009, there appears to be a need for advanced level Pharmaceutical Science programs at York College. The M.S. Pharmaceutical Science and Business program, in particular, will train students for various positions in the pharmaceutical and biotechnology industries.

!

As indicated in the proposal, the institution will recruit 2 full time qualified faculty, as well as part time faculty to meet the instructional needs. Other resources will be available through other units, such as the library holdings and other support areas. !

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!

APPENDIX!K!!

ARTICULATION!AGREEMENT!(NONE!AT!THIS!TIME)!! !

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!

!

!!!!!!!!!!

APPENDIX!L!!

COMMUNITY!AGENCY!QUESTIONNAIRE!!! !

!

APPNDIX!!!L:!!COMMUNITY!AGENCY!QUSTIONNAIRE!!

Dear!agency!colleague,!!As!you!may!know!York!College!department!of!social!Work!is!planning!to!start!a!master!degree!in!social!work! in! the!near! future.!We!are!asking!you! to!help!us! to!determine! the!need! for!our!proposed! MSW! program! specializing! in! public! health! care! (however,! during! the! first! year! of!internship! students! will! practice! in! a! variety! of! agencies! providing! generalist! social! work!services).!!We!value!the!input!of!our!community!partners!and!would!like!to!ask!you!a!couple!of!questions.!!Agency!Name!(optional)!___________________________________________________!!!Person!interviewed!(optional)!___________________________________________________!!Do!you!think!there!is!a!need!for!a!public!MSW!program!in!Queens?!!!!!!Yes! ! No!!If!no,!please!explain!_________________________________________________________!!!If!yes,!will!your!agency!be!interested!in!supervising!MSW\level!student!from!your!agency?!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Yes!!!!!!!!!!!!!!!!!!!!!!!!!!!!No!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Not!sure!!If!yes,!any!particular!need!in!areas!such!as?!

•! Medical!social!work!!!!!!!!!!!!!!!!!!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Geriatric!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Mental!illness!!! ! !!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Outpatient!health!clinics!!!!!!!!!!!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Disabilities!! ! ! !!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Rehabilitation! ! ! !!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Substance!abuse!! ! !!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Child!abuse!! !!!!!!!!!!!!!!!!!!!!!!!!!!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Trauma!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Domestic!violence! ! !!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Hospice! ! ! !!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! AIDS/HIV!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Yes! ! !!!!!!No!!!!!!!!!!!!!!!!!!!!!!!Not!sure!•! Other!________________________________________________________!

!If!yes,!any!particular!method?!

•! Clinical!•! Case!management!•! Community!work!•! Administration!•! Policy!and!advocacy!•! Other!_______________________________________!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Thank!you!very!much!for!your!input!

! !

!

! !

!

!

!!!!!!!!!!

APPENDIX!M!!

SOCIAL!WORK!STUDENTS!INTEREST!IN!GRADUATE!EDUCATION!

! !

!

!

!

!

APPNDIX!M:!SOCIAL!WORK!STUDENTS!INTEREST!IN!GRADUATE!EDUCATION!!

School!of!Health!Sciences!and!Professional!Programs!

Social!Work!Department!!

!

Alumni!and!Potential!Students!

Needs!Assessment!Survey!for!Proposed!MSW!(Master!in!Social!Work)!

!

Purpose#Statement:#The#York(College(Social(Work(Department(would(like(to(establish(an(MSW(projected(for(Fall(2018.(We(would(appreciate(your(assistance(in(assessing(the(focus(of(the(MSW.((This(survey(should(take(approximately(10(minutes(to(complete(and(all(information(will(be(kept(confidential.(Only(aggregate(responses(will(be(used.(Thank(you(for(your(time(and(cooperation.(The(Master’s#Program#Interest# #

1.! Are!you!interested!in!attending!a!MSW!Program!at!York!CollegeE!CUNY!!!!!!!!!!!!!!!!Yes!!!!!!!!No!

If!you!answered!“YES”,!please!continue.!If!you!answered!“NO”!please!do!not!continue!after!answering!question!1a.!

1a.!If!you!plan!not!to!attend!York,!which!Master’s!program!would!you!most!likely!attend?!Please!rank!order!your!

top!three!choices!from!1!to!3!with!1!being!the!one!you!would!most!likely!attend.!!

____!College!of!Staten!Island!!

____!Hunter!College!!

____!Lehman!College!!

____!New!York!University!!

____!Fordham!University!!

____!Yeshiva!University!!

____!Long!Island!University!!

____!Adelphi!University!!

____!Columbia!University!

____!Rutgers!University!!

____!Other____________________________________________________!

!

2.! What!time!would!you!be!interested!in!taking!classes?!!!!!!Day!(8amE2pm)!!!!!!MidEDay!(2pmE6pm)!!

! Evening!(6pmE10pm)!!!Weekend!!!!!!Winter!Session!(condensed)!!!!Summer!Session!(condensed)!!!!!!

!

3.! How!many!days!a!week!would!you!like!to!attend!classes?!!!!!!One!day!a!week!!!!!!!Twice!a!week!!!

!!!!!!!!!!!!!!Weekends!only!

4.! What!days!of!the!week!would!you!prefer!to!take!class?!!!!!!Monday!!!!!!Tuesday!!!!!!!Wednesday!!

!!!!!!!!!!!!!Thursday!!!!!!!Friday!!!!!!Saturday!!!!!!!Sunday!!

5.! FullEtime!enrollment!consists!of!approximately!60!to!64!credits!spread!over!2!years.!!!

Will!you!be!able!to!be!a!fullEtime!student!?!!!Yes!!!!!!!!!!!!No!

!!!!!!!!!!!

6.! What!factors!will!you!consider!when!selecting!a!Master’s!program!to!attend?!

!

!!!!!!!!!Definitely! !!!!!!Somewhat!!!!!!!!!!!!!!!!!!Unsure! !!Definitely!not! !

Concentration! ! ! !!1! ! !2!!! ! 3! ! 4!

Availability!of!evening!classes! !!!!!!!!!!!!!!!!!!1! ! !2!!! ! 3! !!! 4! !

Availability!of!weekend!classes!! !!1! ! !2!!! ! 3! !!! 4! ! !

!

Cost!of!program! ! !! !!1! ! !2!!! ! 3! !! 4!

Location! ! ! ! !!1! ! !2!!! ! 3! !!! 4!

Availability!of!Financial!Aid!! !!!!!!!!!!!!!!!!!!1! ! !2!!! ! 3! !!! 4! !

Admissions!requirement!GPA! !!!!!!!!!!!!!!!!!!1! ! !2!!! ! 3! !!! 4!

Availability!of!transportation! !!!!!!!!!!!!!!!!!!1! ! !2!!! ! 3! !!! 4!

Availability!of!online!courses! !!!!!!!!!!!!!!!!!!1! ! !2!!! ! 3! !!! 4! ! !

Accreditation!of!program! ! !!1! !! !2!!! ! 3! !!! 4!

Size!of!classes! ! ! !!1! ! !2!!! ! 3! !!! 4!

Qualifications!of!professors! !!!!!!!!!!!!!!!!!!1! ! !2!!! ! 3! !!! 4!!#Online#or#Distance#Learning##

7.! Are!you!interested!in!an!Online!MSW!Program?!!!!!!!!!Yes!!!!!!!!!!No!

8.! What!type!of!delivery!would!you!prefer?!!Completely!Online!!!!!!!Hybrid!(Online!and!Classroom)!

Completely!Classroom!(face!to!face)!!

9.! If!you!selected!Hybrid,!how!many!times!a!week!would!you!like!to!physically!meet!face!to!face!per!

course?!1!!!!!2!!!!!3!!!!!4!!!!!5!!

!!!!!!!

!

Program#Type#10.!Which!specialization!are!you!most!interested!in?!Please!rank!your!top!five!choices!(#1)!greatest!interest!to!(#5)!

least!interest!

! ! ! Families!and!children!!

! !!!!!!!!!!!!!!! ! Gerontology!

! ! ! Health!!

! ! ! Mental!health!!

! ! !!!!!!!!!!!!!!Substance!abuse!!

! ! ! Community!Action!&!Social!Policy!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Sustainable!development!and!global!practice !! ! ! Other!(please!specify! ! ! )!

!

Financial#Support#11.!How!will!you!fund!your!education?!

! Private!Funds/Personal!Savings!

! Grants!

! Scholarships!

! Employer!Tuition!Reimbursement!

! !Other!(please!specify! ! ! )!

#Demographic#Data#

15.!Gender:!Male!!!!!!!!Female!!!!!!!!Other!(Transgender)!

!

16.!Year!in!Social!Work!Program!

�! !Junior!

�! !Senior!

�! !Other!!_______________!

!

17.!Your!age:!!!�! 18E24!years!old!!

�! 25E34!years!old!!



�! 55E64!years!old!

!

18.!Ethnicity!(check!all!that!apply)!�! African!American!

�! Latino/Latina!

�! !Asian!

�! Native!American!

�! Caucasian!

Other___________________!

!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

19.!Are!you!currently!employed!!FullEtime!!!!!!!PartEtime!

!

20.! !Are!you:!!1)!An!alumnus!of!York!College?!!Yes!!!!!!!!No!!!!!!!!If!yes,!please!provide!graduation!date:!!___________!!

2)!currently!enrolled!student?!!!!Yes!!!!!!!!No!!!!!!!!If!no,!please!provide!academic!status!!!!___________!!!!!!!!!!

Other!

21.!What!borough/town!do!you!reside?!

�! Brooklyn!!

�! Bronx!

�! Manhattan!!

�! Queens!!

�! Staten!Island!

�! Long!Island!

�! Other:!_____!

!

22.!Please!provide!your!contact!information!if!you!would!like!us!to!contact!you!for!further!information!

!

_____________________________________________________!

!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Thank#you##

Evaluation Report Form for Program Proposals

I. Program

1. Assess program purpose, structure, and requirements as well as formal mechanisms for program administration and monitoring.

The proposed York College MSW program’s mission of educating social workers to serve the heath care needs of diverse, urban populations in gaining access to, and making optimal use of, heath care services and agencies is fully consistent with social work’s core values. The program’s documents demonstrate a compelling need for such services; making plain the program’s service contribution to the New York City metropolitan area. The geographic location of the program also makes it accessible to a very diverse, urban population – a fine fit to the purposes of the program. The structure of the program – initially a full time, two year MSW program and a one year advanced standing MSW program for persons who hold a BSW degree (allowing them to seek advanced standing under Council of Social Work Education (CSWE) accreditation standards) is typical of established social work programs. The proposed course of study, credits structure and syllabi appear to conform to CSWE accreditation standards for the MSW degree. The proposed administrative structure is typical of U.S. MSW programs and appears to conform to CSWE standards in staffing, budget and resources. Monitoring of social work programs is planned through the required CSWE accreditation process – an initial three year application for candidacy leading

Institution: York College

Evaluator(s): James W. Drisko, PhD, LICSW, Professor, Smith College School for Social Work

Evaluator signature:

Program title: Social Work

Degree title: Master of Social Work (MSW)

Date of evaluation: December 30, 2016

to an initial four year accreditation must be completed. The CSWE accreditation process obligates program monitoring of mission, goals, syllabi, respect for diversity, hiring, budget, resources - including ongoing (annual) assessment of how well students meet required social work competencies in nine (9) areas. Additional internal program monitoring of its course of study is also planned.

2. Comment on the special focus of this program, if any, as it relates to the discipline. The program proposes to offer a specialty in urban health care. The need for this type of services is well documented by the program and will be of benefit to persons in the New York metropolitan area and state. It is fully consistent with social work’s professional purposes and values. This specialization is rare in social work but one of great merit. The program may well be able to become a national leader in conceptualizing, educating for, providing and researching the effectiveness of such services. This will be a benefit to the area, nation and profession.

3. Comment on the plans and expectations for continuing program development and self-assessment.

The program proposes to start in 2018 with 32 students, growing to 60 by 2022. This modest size fits with available program resources and for continuing program development and refinement. As noted, the required CSWE candidacy accreditation process will obligate York College to further develop and refine its MSW program. The CSWE accreditation process requires ongoing program assessment and review, including assessment of graduate’s competencies in nine areas. In addition, the program faculty states that while they plan to begin with a 5 year period of full-time programs only, it will explore the development of part-time programs at a later point in time. Other methods of program delivery, including hybrid and online components may also be examined to maximize access to the program. This will require ongoing review and assessment by the program. An assessment plan for measuring graduate’s competence must be developed over the candidacy (3 year) process leading to initial CSWE accreditation.

This process requires at a minimum measurement of nine competency areas using at least two measures, one of which must be grounded in actual or closely simulated social work practice. This assessment process is also linked to review and revision of syllabi and other program features where any competency area does not fully meet program benchmarks for graduates. The program proposes an essentially flat budget for four years – which may not be fully realistic. However, additional costs – such as salary increments – should be relatively low cost.

4. Assess available support from related programs. In most respects the proposed MSW program will be unique and self-sustaining. The program will be closely linked to York’s BSW social work degree program – and will very likely both support it intellectually and with shared faculty. Support from CUNY in terms of budget, physical plant, support staff and library and technological resources is inherent in the proposed MSW program plan – and very typical for combined BSW/MSW social work programs located in university settings. Graduates of York College and other New York BSW programs will be a likely source of applicants to the proposed MSW program. Over time, the MSW program may be able to develop linkages/ mutual supports with professionals in nursing, psychology and sociology. CSWE’s accreditation process will require that faculty assignments to the BSW and MSW program be clearly distinguished (though faculty from either program may occasionally teach in the other.)

5. (Only for programs requiring master plan amendment.) What is the evidence of need and demand for the program locally, in the State, and in the field at large? What is the extent of occupational demand for graduates? What is the evidence that demand will continue?

II. Faculty

6. Evaluate the faculty, individually and collectively, in regard to training, experience, research and publication, professional service, and recognition in the field

The current group of five MSW program faculty appear to meet CSWE accreditation standards for MSW level social work education. All 5 current faculty also hold the PhD degree, which exceeds CSWE requirements for the majority of faculty holding a PhD degree. The education, practice experience, scholarship records of the proposed initial five faculty are strong and fit well with the proposed program, based on their summary curriculum vitae as detailed by the program. Most are established and recognized social work educators. Continuing development of faculty expertise and scholarship on urban health will be an asset to the community and the profession.

7. Assess the faculty in terms of size and qualifications. What are plans for future staffing?

CSWE accreditation standards require that MSW faculty have principal assignments to an MSW program. (Faculty may from time to time teach in either BSW or MSW level courses in programs with both level degree options. However, a minimum of six faculty must have principal assignments to a developing MSW program by the third candidacy year. Three faculty members with full time assignments to the MSW programs are required during the first year of CSWE accreditation candidacy, five by the second year, and six by the third and final year of candidacy. At least six full time faculty are required for an ongoing MSW program after candidacy is completed.) The five currently listed faculty appear to meet CSWE’s second year accreditation candidacy requirements. Hiring of a sixth faculty member is planned and scheduled in the program documents. Clear delineation of major assignments to the MSW and BSW programs will be required for CSWE initial accreditation. For the MSW alone, the program enrollment projections through 2022 (60 students) appear to be fully met by the current faculty and one additional planned hire. Future program expansion after 2022 may require additional hires of full or part-time faculty to maintain at least a 1:12 (FTE) faculty to student ratio.

8. Evaluate credentials and involvement of adjunct and support faculty. At present no new adjunct and/or support faculty are proposed (or needed to meet CSWE accreditation standards). The program will combine services with existing BSW programs staff already in place. Initial (proposed) numbers for student enrollment should be manageable without additional support for the field practica – though expansion of the program may require future additional support staff or faculty for any expanded field practice. CSWE requires that all adjunct faculty teaching social work practice courses hold an MSW degree (PhD preferred) with at least two years of post-MSW practice experience. Any future adjunct hires will have to meet this standard. An MSW and/or a PhD is expected for adjuncts teaching policy, human behavior or research courses. CSWE also requires the program continuously meet a 1:12 faculty to student ratio. At this time the program’s growth plan will be met by their current 5 faculty members – and in the future by the planned hire of a sixth faculty member. Further expansion of the student body after 2022 may require additional future hires who meet CSWE qualifications.

III. Resources

9. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities; practica and internship sites; and support services for the program, including use of resources outside the institution.

The available resources, support staff, library and facilities described by the program appear to meet CSWE standards. They are typical of other U.S. MSW programs. Many draw on existing resources now in place for the BSW program. Monetary support for professional development is proposed a zero cost – which may be unrealistic if the faculty is to promote the program and scholarship in the area of their mission. Social work internships must provide adequate supervision, clientele,

training and facilities to be used by the program – and to meet CSWE accreditation standards. There are many institutions in the greater New York area that will be appropriate practicum sites for the proposed program and its unique specialization.

10. (Only for programs requiring master plan amendment.) What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries, and the number of faculty lines relative to student numbers and workload.

IV. Summary Comments and Additional Observations

11. Summarize the major strengths and weaknesses of the program as proposed with particular attention to feasibility of implementation and appropriateness of objectives for the degree offered. Include any further observations important to the evaluation of this program proposal and provide any recommendations for the proposed program.

The program’s implementation plan is thorough and reasonable. There is no apparent reason at this point to expect it cannot be fully realized. The program’s proposed mission and focus should be an asset to the region, nation and the social work profession. Enhancing access to and effective use of health care service by increasingly diverse urban populations should increase their well being and reduce potential public health challenges. No comparable programs are currently available in the New York area. Strengths The program’s proposed specialization is innovative and will clearly address a large and growing need in the New York metropolitan area, state and the nation. The urban health mission offers potential for national leadership and for improving the lives of many people. CUNY administration shows solid support for the development of this MSW program.

The program draws on experienced faculty with considerable experience in social work education. The York BSW program has identified a need for, and graduate interest in, the proposed course of study – which is not currently available in the greater New York City area. The proposed course syllabi will build on York College’s BSW curriculum. The proposed 600 hour second year practica/internship will allow persons with BSW degrees and only 400 hours of practicum expe4icne to meet CSWE’s MSW graduation requirement of 900 hours. (Some MSQW programs offer only 450 hours of specialization practicum experience – which combined with a 400 hour BSW experience does not meet the CSWE accreditation requirement of at least 900 practicum hours.) Weaknesses (No serious weaknesses are apparent - but some tasks will need completion in the next few years for CSWE accreditation) The program will need to hire an additional faculty member during its three year CSWE candidacy status to fully meet CSWE faculty requirements (which is understood and planned for). Faculty assignments will need to be clarified across BSW and MSW programs to fully meet CSWE requirements (which is typically done during candidacy status). The program will also need to detail their assessment plan for evaluation of how well students meet the nine CSWE competencies – which is expected during the second and third years of the three year CSWE candidacy period). Minor amendments to the budget to include salary increments in the next four years and costs for professional development should be considered. These will be relatively minor costs.

I.B.5 - LEHMAN COLLEGE - RESOLUTION TO AWARD HONORARY DEGREES

RESOLVED, that Lehman College award Mr. Eddie Palmieri the degree of Doctor of Music, Dr. Betty A. Rosa the degree of Doctor of Humane Letters, and Dr. Jeffrey Gilbert the Doctor of Science, honoris causa, at the College’s annual commencement ceremony on June 1, 2017.

EXPLANATION: Mr. Eddie Palmieri has had an outstanding career in the field of Latin Jazz. His career includes ten Grammy Awards, recordings for the Smithsonian National Museum of American History in Washington, DC and numerous other honors such as the Lifetime Achievement Award from the Latin Grammy’s and the honor of NEA Jazz Master. The National Endowment for the Arts Jazz Masters Fellowships are the highest honors the United States bestows upon jazz musicians.

Dr. Betty A. Rosa is Chancellor of the NYS Board of Regents. Dr. Rosa has worked tirelessly on behalf of the students of New York City and especially the Bronx where she was a bilingual teacher, principal of Intermediate School 218, Superintendent of Community School District 8 and Senior Superintendent of the Bronx.

Dr. Jeffrey Gilbert is an international authority on the diagnosis and treatment of sexually transmitted diseases (STDs). His previous positions include Medical Director for Sexually Transmitted Infections at BioReference Laboratories and Medical Director for the STD Center of Excellence at Montefiore Medical Center. Since May 2005, he has been a member of the Scientific Advisory Board of Amazon Biotech Inc. and also holds the prestigious designation of a World Health Organization (WHO) Expert in Human Diseases, including HIV. In 1992, he founded the STD Center for Excellence at Mount Vernon Hospital and in 1996 moved the Center to Montefiore Hospital. The Center was the STD training site for New York State for nearly two decades and was a Center for Disease Control training site for five years. Dr. Gilbert has the prestigious designation of a World Health Organization (WHO) Expert in Human Diseases.

Mr. Eddie Palmieri

Known as one of the finest Latin jazz pianists of the past 50 years, Eddie Palmieri is also known as a bandleader of both salsa and Latin jazz orchestras. His professional career as a pianist took off in the early 1950s when he played with various bands. In 1961, he formed his own band, La Perfecta, which created an innovative sound that mixed American jazz into the Latin performances. In 1970, Palmieri released several recordings that reflected his unorthodox approach to music, such as the groundbreaking release of Harlem River Drive, which merged musical categories into a freeform sound that encompassed elements of salsa, funk, soul and jazz. In 1975, Palmieri won the first ever Grammy Award for Best Latin Recording for his album The Sun of Latin Music. Altogether, he has received ten Grammys including two for his recording with Tito Puente, Obra Maestra/Masterpiece. In addition to the Grammy Awards, Palmieri has received numerous other honors including the Eubie Blake Award (1991), the Award for Most Exciting Latin Performance presented by the BBC in London (2002); Yale University’s Chubb Fellowship for his work building communities through music (2002); the Harlem Renaissance Award (2005); the Jay McShann Lifetime Achievement Award (2008) along with his induction into the Oklahoma Jazz Hall of Fame. In 2009, the Library of Congress added Palmieri’s composition “Azucar Pa’ Ti” to the National Recording Registry. In 2013, he was awarded the Lifetime Achievement Award from the Latin Grammy’s and honored as a NEA Jazz Master. The National Endowment for the Arts Jazz Masters Fellowships are the highest honors that the United States bestows upon jazz musicians.

Dr. Betty A. Rosa

Dr. Rosa was elected to a five-year term (April 1, 2008 – March 31, 2013) and re-elected (April 1, 2013 – March 31, 2018) as the Regent for the Twelfth Judicial District (Bronx County). In March 2016, she was elected by her Board of Regents colleagues as Chancellor for the term April 1, 2016 through March 2019.

Dr. Rosa received a B.A in psychology from the City College of New York and holds two Master of Science in Education degrees, one in Administration and Supervision from the City College of New York, and the other in Bilingual Education from Herbert H. Lehman College. She also received an Ed.M. and Ed.D. in Administration, Planning and Social Policy from Harvard University.

Dr. Rosa worked as a bilingual paraprofessional, teacher and reading coordinator and served as an assistant principal and principal of I.S. 218, a full-service community school in partnership with the Children’s Aid Society in District 6. Chancellor Rudy Crew appointed Dr. Rosa to the position of Superintendent of Community School District 8 in the Bronx. District 8 consisted of approximately 25,000 students and 30 schools encompassing neighborhoods of the South Bronx including Soundview and Hunts Points and the northeast section of the Bronx known as Throggs Neck. Chancellor Harold Levy later appointed Dr. Rosa to serve as the Senior Superintendent of the Bronx. One of the schools Dr. Rosa founded as superintended, M.S. 101 (Maritime Academy for Science and Technology) became a top ranked middle school in the City of New York based on NYS examination results.

Dr. Rosa is the President of B.D.J. & J. Associates LLC, a company she founded in 2005. The company serves in a consulting capacity to large urban school districts throughout the country and to companies in the educational services field. A new division provides business development assistance in sports, recreation, and camps for profit and not-for-profit enterprises and organizations.

Dr. Jeffrey Gilbert

Dr. Jeffrey Gilbert holds the distinction of being a member of the first graduating class of Lehman College (1972). After graduating from Lehman, he attended the Albert Einstein College of Medicine graduating in 1975. Dr. Gilbert is an internist and an international authority on the diagnosis and treatment of sexually transmitted diseases (STD). Currently, he is the medical director of sexually transmitted infections (STIs) for BioReference Laboratories where he is pioneering new testing methods for STIs. Prior to this, he was the medical director for the STD Center of Excellence at Montefiore Medical Center, which he founded in 1992 at Mount Vernon Hospital then relocated to Montefiore Hospital in 1996. The STD Center of Excellence was the STD training site for New York State for nearly two decades and was a Center for Disease Control (CDC) training site for five years. Early in his career, Dr. Gilbert was in charge of the New York City Department of Health’s Bronx STD Clinic where he started the first teaching program for Einstein medical students and then for all NYC doctors. Dr. Gilbert is a member of the Scientific Advisory Board of Amazon Biotech Inc. and holds the prestigious designation of a World Health Organization (WHO) Expert in Human Diseases, including HIV. In addition, he has extensive clinical experience with HIV drugs and is affiliated with an HIV clinic in Nigeria.

Dr. Gilbert returns to Lehman yearly to participate in the annual Arthur Sweeny Jr. Lecture where he honors the contributions of his mentor former Chemistry Professor Arthur Sweeny Jr.. He credits Professor Sweeny with having a profound influence on him becoming a physician. Dr. Gilbert has helped to arrange internships for Lehman students at prominent hospitals and health facilities throughout the city and brought colleagues to Lehman College for lectures and discussions with students to help them learn about careers in medicine, the MCAT exam and applying to medical school.

In addition to his successful medical career, Dr. Gilbert is a recognized driftwood artist and he is the author of a children’s book called Milton’s Moment. Profits from the book have been donated to several scholarships and aid organizations.

I.B.6 - QUEENS COLLEGE - RESOLUTION TO AWARD HONORARY DEGREES

RESOLVED, that Queens College award Donald Brownstein the degree of Doctor of Humane Letters, honoris causa, and Saul Kupferberg the degree of Doctor of Humane Letters, honoris causa, at the college’s annual commencement ceremony on May 26, 2017.

EXPLANATION: Dr. Donald Brownstein grew up in a household of modest means in the Gun Hill section of the Bronx. Through his dedication and hard work he rose to become Chief Investment Officer and CEO of Structured Portfolio Management, LLC. Dr. Brownstein holds a Ph.D. in Philosophy from the University of Minnesota, a B.A. in Philosophy from Queens College, and was a fellow at the Center for the Study of Language and Information at Stanford University. Dr. Brownstein donated $1,000,000 to Queens College in 2012 in the name of Distinguished Professor John J. McDermott. He felt that the philosophy classes that he took from Dr. McDermott at Queens College in the 1960s inspired him to obtain a Ph.D. in philosophy from the University of Minnesota and become a philosophy professor at the University of Kansas. His professional achievements and civic consciousness make him an ideal recipient of this award.

Mr. Kupferberg rose to Vice President of Sales and Marketing at Kepco Incorporated after having been a part of the company since 1988. Prior to joining Kepco Incorporated, Mr. Kupferberg attended Trinity College, where he earned his degree in Religion and graduated with honors. He then attended Dropsie College from which he graduated with an MA in Ancient History. He is a member of IEEE (Institute of Electrical and Electronic Engineers), which is the largest professional association for the advancement of technology. Mr. Kupferberg is a member of the Queens College Foundation, and a founding member and current Chair of the Kupferberg Center Arts Advisory Board at Queens College. In this capacity, he has worked with the Executive Director and AAB Coordinator to establish five working committees which have expanded funding for internships in the arts as well as expanding opportunities for Queens College students to participate in internships at cultural locations. Mr. Kupferberg has been an outstanding supporter of the role of the Kupferberg Center to provide enrichment to the academic and professional lives of Queens College students and campus stakeholders. Mr. Kupferberg’s personal achievements coupled with his commitment to the advancement of Queens College students and community members make him a distinguished candidate to receive this award.

Donald Brownstein

Dr. Donald Brownstein grew up in a household of modest means in the Gun Hill section of the Bronx. Through his dedication and hard work he rose to become Chief Investment Officer and CEO of Structured Portfolio Management, LLC. Prior to creating Structured Portfolio Management in 1997, he founded and managed CDC Servicing, Inc., a specialized investment subsidiary of the Caisse des Depots et Consignations for four years. From 1988 - January 1993 Don worked in portfolio management at Franklin Savings Association.

Dr. Brownstein was a professor in the Departments of Philosophy at the University of Kansas and the University of Texas. He holds a Ph.D. in Philosophy from the University of Minnesota, a B.A. in Philosophy from Queens College in New York City and was a fellow at the Center for the Study of Language and Information at Stanford University. Don lives adjacent to the Treetops property, which TPL helped to conserve in 2000, and loves to go fishing whenever he can. Mr. Brownstein also sits on the board of directors for Mill River Park Collaborative.

He donated $1,000,000 to Queens College in 2012 in the name of Distinguished Professor John J. McDermott. He felt that the philosophy classes that he took from Dr. McDermott at QC in the 1960s inspired him to obtain a Ph.D. in philosophy from the University of Minnesota and become a philosophy professor at the University of Kansas.

The million dollar gift was made to establish a scholarship endowment fund that supports humanities students. The Donald I. Brownstein/John J. McDermott Honors Scholarships in the Humanities are $5,000 scholarships (up to 20 given out per year) for undergraduate students in Anthropology, Art History, Economics, History, Languages and Literary Studies (e.g., English), Mathematics, Philosophy and Sociology. His involvement with Queens College includes organizing a campus lecture, annual visits to the campus to speak with students, and mentoring his scholarship recipients. Dr. Brownstein was honored at the Queens College GALA in 2014 where he donated another $100,000 towards the College.

Saul Kupferberg

Saul Kupferberg rose to Vice President of Sales and Marketing at Kepco Incorporated after having been a part of the company since 1988. He was responsible for all marketing activities and European and Asian sales for this major manufacturer of Instrument Grade DC Power Supplies. Prior to joining Kepco Incorporated, Mr. Kupferberg attended Trinity College, where he earned his degree in Religion and graduated with honors. He then attended Dropsie College from which he graduated with an MA in Ancient History. He is a member of IEEE (Institute of Electrical and Electronic Engineers), which is the largest professional association for the advancement of technology.

Mr. Kupferberg is a member of the Queens College Foundation, and a founding member and current Chair of the Kupferberg Center Arts Advisory Board at Queens College. He has been an outstanding supporter of the role of the center to provide enrichment to the academic and professional lives of Queens College students and campus stakeholders. In his role as chair, he has been a driving force behind and a strategic implementer of the cultural vision of the Kupferberg Center in relationship to both Queens County and, in particular, Queens College.

In his capacity as Chair of the Advisory Council he has worked with the Executive Director and AAB Coordinator to establish five working committees focused on: development, marketing, community and campus, academic/internship, and an Executive Committee. The work of these committees has included expanding both funding for internships in the arts as well as expanding opportunities for Queens College students to participate in internships at cultural locations. His support has also made possible the exhibitions of work by our visual arts students in places like Flushing Town Hall, Jamaica Center for Arts & Learning and the Langston Hughes Library among others.

Through his leadership on the board, last spring, a major Battle of the Bands took place in the 2100-seat Colden Auditorium which was co-produced by the Queens Library and the Kupferberg Center for the Arts where over 1100 attended. Through his leadership on the Arts Advisory Board, a Student Arts Festival was also launched this fall which resulted in 19 curated works by Queens College and other CUNY students being showcased during homecoming weekend at Queens College.

Fundraising has also increased significantly due to the ability of the College to leverage the Kupferberg family gifts to secure additional government and private support. Saul has also personally made significant financial contributions to the annual Louis Armstrong House Museum Gala, and contributes to other cultural initiatives including the upcoming “Fiddler on the Roof,” theatre fundraiser.

Mr. Kupferberg meets regularly with the executive staff of the Kupferberg Center to evaluate strategic initiatives that the Kupferberg funding will support. This has included the purchase of new sound equipment to reduce operational/rental costs for major shows, and also allow Colden rental clients to utilize the sound equipment at reduced rates in comparison to renting from private sound companies. Support also helped with the design of a new logo, the student festival, the annual Louis Armstrong’s Wonderful World Festival in Flushing Meadows Corona Park which is the highlight of the Kupferberg Center for the Art’s 50+ off-site cultural programs which take place “in the neighborhoods where our students and their families live and work.”

With Saul’s generous service and commitment as Chair of the Arts Advisory Board, and an advocate of the activities of the Kupferberg Center, The Kupferberg Center is finding new ways to better serve Queens College students and on-campus stakeholders as well as to continue being the borough’s largest multi-cultural arts venue hosting over 300,000 people each year.

I.B.7 – BARUCH COLLEGE - RESOLUTION TO AWARD HONORARY DEGREES

RESOLVED, that Baruch College award Neil DeGrasse Tyson the degree Doctor of Pedagogy, and Allen E. Goodman the degree Doctor of Humane Letters, honoris causa, at the college’s annual commencement ceremony on June 5, 2017.

EXPLANATION: Neil deGrasse Tyson is the Rose Director of the Hayden Planetarium at the American Museum of Natural History. In this role he has been a leader in advancing understanding of science and particularly astronomy and astrophysics by the general public. In his role as scientific communicator, he continues to educate and inspire the public, and in particular young people to pursue discovery and understanding of the world through science. A native New Yorker, Dr Tyson is a graduate of the Bronx High School of Science, and received degrees at Harvard, University of Texas, and Columbia. He was awarded the NASA Distinguished Public Service Medal in 2004, hosted NOVA Science Now on PBS, and was awarded the Public Welfare Medal by the National Academy of Sciences in 2015 for his “extraordinary role in exciting the public about the wonders of science.”

Allan E. Goodman is President and CEO of the Institute of International Education. IIE conducts research, and administers the Fulbright Programs sponsored by the U.S. Department of State, as well several hundred corporate, government and privately sponsored programs on international education. Dr. Goodman was Executive Dean of the School of Foreign Service and Professor at Georgetown University, and served as Presidential Briefing Coordinator for the Director of Central Intelligence in the Carter Administration. Dr. Goodman has served as a consultant to Ford Foundation, the Woodrow Wilson National Fellowship Foundation, the United States Information Agency, and IBM. He is a member of the Council on Foreign Relations.

Neil deGrasse Tyson

Neil deGrasse Tyson was born and raised in New York City where he was educated in the public schools clear through his graduation from the Bronx High School of Science. Tyson went on to earn his BA in Physics from Harvard and his PhD in Astrophysics from Columbia.

Tyson's professional research interests are broad, but include star formation, exploding stars, dwarf galaxies, and the structure of our Milky Way.

In 2001, Tyson was appointed by President Bush to serve on a 12-member commission that studied the Future of the US Aerospace Industry. The final report was published in 2002 and contained recommendations (for Congress and for the major agencies of the government) that would promote a thriving future of transportation, space exploration, and national security.

In 2004, Tyson was once again appointed by President Bush to serve on a 9-member commission on the Implementation of the United States Space Exploration Policy, dubbed the Moon, Mars, and Beyond commission. This group navigated a path by which the new space vision can become a successful part of the American agenda. And in 2006, the head of NASA appointed Tyson to serve on its prestigious Advisory Council, which will help guide NASA through its perennial need to fit its ambitious vision into its restricted budget.

In addition to dozens of professional publications, Dr. Tyson has written, and continues to write for the public. From 1995 to 2005, Tyson was a monthly essayist for Natural History magazine under the title Universe. And among Tyson's ten books is his memoir The Sky is Not the Limit: Adventures of an Urban Astrophysicist; and Origins: Fourteen Billion Years of Cosmic Evolution, co-written with Donald Goldsmith. Origins is the companion book to the PBS-NOVA 4-part mini-series Origins, in which Tyson served as on-camera host. The program premiered on September 28 and 29, 2004.

Two of Tyson's recent books are the playful and informative Death By Black Hole and Other Cosmic Quandaries, which was a New York Times bestseller, and The Pluto Files: The Rise and Fall of America's Favorite Planet, chronicling his experience at the center of the controversy over Pluto's planetary status. The PBS/NOVA documentary "The Pluto Files", based on the book, premiered in March 2010.

For five seasons, beginning in the fall of 2006, Tyson appeared as the on-camera host of PBS-NOVA's spinoff program NOVA ScienceNOW, which is an accessible look at the frontier of all the science that shapes the understanding of our place in the universe.

http://www.bxscience.edu/

http://www.harvard.edu/

http://www.columbia.edu/

http://www.haydenplanetarium.org/tyson/read/2002/11/01/commission-on-the-future-of-the-us-aerospace-industry

http://www.haydenplanetarium.org/tyson/read/2004/06/01/commission-on-implementation-of-the-united-states-space-exploration-policy

http://www.naturalhistorymag.com/

http://www.naturalhistorymag.com/

http://www.haydenplanetarium.org/tyson/buy/books/the-sky-is-not-the-limit

http://www.haydenplanetarium.org/tyson/buy/books/origins

http://www.haydenplanetarium.org/tyson/buy/books/origins

http://www.pbs.org/wgbh/nova/origins

http://www.haydenplanetarium.org/tyson/buy/books/death-by-black-hole

http://www.haydenplanetarium.org/tyson/buy/books/death-by-black-hole

http://www.haydenplanetarium.org/tyson/buy/books/the-pluto-files

http://www.haydenplanetarium.org/tyson/buy/books/the-pluto-files

http://www.pbs.org/wgbh/nova/sciencenow

During the summer of 2009 Tyson identified a stable of professional standup comedians to assist his effort in bringing science to commercial radio with the NSF-funded pilot program StarTalk. Now also a popular Podcast, and a limited-run Television Series on the National Geographic Channel, StarTalk combines celebrity guests with informative yet playful banter. The target audience is all those people who never thought they would, or could, like science.

In its first year on Television it was nominated for a "Best Informational Programming" Emmy.

Tyson is the recipient of nineteen honorary doctorates and the NASA Distinguished Public Service Medal, the highest award given by NASA to a non-government citizen. His contributions to the public appreciation of the cosmos have been recognized by the International Astronomical Union in their official naming of asteroid 13123 Tyson. On the lighter side, Tyson was voted Sexiest Astrophysicist Alive by People Magazine in 2000.

In February 2012, Tyson released his tenth book, containing every thought he has ever had on the past, present, and future of space exploration: Space Chronicles: Facing the Ultimate Frontier.

Recently Tyson served as Executive Editor and on camera Host & Narrator for Cosmos: A SpaceTime Odyssey, the 21st century continuation of Carl Sagan's landmark television series. The show began in March 2014 and ran thirteen episodes in Primetime on the FOX network, and appeared in 181 countries in 45 languages around the world on the National Geographic Channels. Cosmos, which is also available in DVD and BluRay , won four Emmy Awards, a Peabody Award, two Critics Choice awards, as well as a dozen other industry recognitions.

Tyson is the fifth head of the world-renowned Hayden Planetarium in New York City and the first occupant of its Frederick P. Rose Directorship. He is also a research associate of the Department of Astrophysics at the American Museum of Natural History.

Neil deGrasse Tyson lives in New York City with his wife, a former IT Manager with Bloomberg Financial Markets, and their two kids.

http://startalkradio.net/

http://channel.nationalgeographic.com/startalk/

http://www.haydenplanetarium.org/tyson/buy/books/space-chronicles

http://www.haydenplanetarium.org/tyson/buy/books/space-chronicles

http://www.cosmosontv.com/

http://www.cosmosontv.com/

http://www.haydenplanetarium.org/tyson/buy/videos/cosmos-a-spacetime-odyssey

http://www.haydenplanetarium.org/

Allan E. Goodman

Dr. Allan E. Goodman is the sixth President of the Institute of International Education, the leading not-for-profit organization in the field of international educational exchange and development training. IIE conducts research on international academic mobility and administers the Fulbright program sponsored by the United States Department of State, as well as over 200 other corporate, government and privately-sponsored programs. Since its founding in 1919, the Institute has also rescued scholars threatened by war, terrorism, and repression. Rescued scholars and other alumni of Institute-administered programs have won 68 Nobel Prizes.

Previously, Dr. Goodman was Executive Dean of the School of Foreign Service and Professor at Georgetown University. He is the author of books on international affairs published by Harvard, Princeton and Yale University presses. Dr. Goodman served as Presidential Briefing Coordinator for the Director of Central Intelligence in the Carter Administration. Subsequently, he was the first American professor to lecture at the Foreign Affairs College of Beijing, helped create the first U.S. academic exchange program with the Moscow Diplomatic Academy for the Association of Professional Schools of International Affairs, and developed the diplomatic training program of the Foreign Ministry of Vietnam.

Dr. Goodman has served as a consultant to Ford Foundation, the Woodrow Wilson National Fellowship Foundation, the United States Information Agency, and IBM. He is a member of the Council on Foreign Relations, a founding member of the World Innovation Summit for Education (WISE), Co-President of the Partner University Fund (PUF) Grant Review Committee, and a member of the Jefferson Scholarship selection panel. He also serves on the Council for Higher Education Accreditation International Quality Group Advisory Council and the Board of Trustees of the Education Above All Foundation.

Dr. Goodman has a Ph.D. in Government from Harvard, an M.P.A. from the John F. Kennedy School of Government and a B.S. from Northwestern University. He also holds honorary degrees from Chatham, Susquehanna, and Toyota universities; Richmond, The American International University in London; Dickinson, Middlebury, Mount Ida, and Ramapo colleges; The State University of New York; and the University of York. He has received awards from Georgetown, Johns Hopkins, South Florida, and Tufts universities, the Légion d’honneur from France, and the Royal Norwegian Order of Merit. He was awarded the inaugural Gilbert Medal for Internationalization by Universitas 21.

I-B-8 - CUNY SCHOOL OF MEDICINE, CITY COLLEGE OF NEW YORK – ESTABLISHMENT OF A DEPARTMENT OF MOLECULAR, CELLULAR & BIOMEDICAL SCIENCES, AND CLOSURE OF THE DEPARTMENT OF PATHOBIOLOGY AND THE DEPARTMENT OF PHYSIOLOGY, PHARMACOLOGY AND NEUROSCIENCE. RESOLVED, that the Department of Molecular, Cellular & Biomedical Sciences be established at the CUNY School of Medicine through the merger and closure of the Department of Pathobiology and the Department of Physiology, Pharmacology and Neuroscience, effective March 1, 2017. EXPLANATION: The CUNY School of Medicine recently completed major restructuring of its curriculum and academic program as it transformed its biomedical science program into a MD degree-granting program. Prior to this restructuring, an external reviewer panel and two strategic planning workgroups recommended the re-organization of the School’s departmental structure and the merger of academic departments for improving the School’s effectiveness and efficiency. The basic science components of the curriculum have historically been taught as discreet disciplines, administered through two or more academic departments. The new curricular structure that is currently being implemented for enhancing students’ learning and application of content is an integrated, interdisciplinary curricula. This integration aligns with trends in medical education and in the scientific community toward increased interdisciplinary collaboration in areas of instruction and research. The proposed new department of Molecular, Cellular & Biomedical Sciences will be established through the merger, and resultant closure, of the Department of Pathobiology and the Department of Physiology, Pharmacology and Neuroscience, and is intended to enhance efficiencies, and to support and promote interdisciplinary curricular and research development, and the collaborative teaching required to support the new BS-MD curriculum. The costs associated with the establishment of the new department will be minimal, utilizing the School’s existing resources. The creation of the Department of Molecular, Cellular & Biomedical Sciences was approved by the Faculty Council of the CUNY School of Medicine at its meeting on September 13, 2016. Contingent upon the approval of the Board of Trustees, 13 faculty members from the Department of Pathobiology, and 14 faculty from the Department of Physiology, Pharmacology and Neuroscience will be transferred to the new Department, and advised of their seniority therein. A separate resolution regarding the transfer and appointment of instructional personnel to the new department (copy attached) has been submitted concurrently to the Board of Trustees via the Chancellor’s University Report. In accordance with the Governance Plan of the CUNY School of Medicine, an acting chair of the new department will be appointed by the dean effective March 1, 2017 while a search for a permanent appointee is conducted.

CUNY School of Medicine – TRANSFER AND APPOINTMENT OF FACULTY FROM THE DEPARTMENT OF PATHOBIOLOGY TO THE NEW DEPARTMENT OF MOLECULAR, CELLULAR & BIOMEDICAL SCIENCES RESOLVED that effective March 1, 2017, the members of the CUNY School of Medicine’s Department of Pathobiology be transferred and appointed to the new Department of Molecular, Cellular & Biomedical Sciences as follows:

NAME PRESENT RANK FORMER DEPT. NEW DEPT. SENIORITY DATE

(NEW DEPT.) APPOINTMENT DATE (COLLEGE)*

TENURED MEMBERS

Coico, Lisa S. Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 8/2/2010 9/1/2010

Gottlieb, Paul Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 10/13/1997

Goyert, Sanna Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 7/1/2006

McBeth, Dani L. Associate Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 2/1/1986 7/1/90

Moore, Carol W. Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 5/1/1986 7/1/90

Spatz, Linda Associate Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 11/1/1997

Warner, Darryl Chief CLT Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 1/1/2002

Toporovsky, Igor Senior CLT Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 9/1/1992

Zhang, Xin Senior CLT Pathobiology Molecular, Cellular & Biomedical Sciences March 1, 2017 5/1/1993

UNTENURED / UNCERTIFICATED MEMBERS

Bauman, Lisa Medical Distinguished Lecturer Pathobiology Molecular, Cellular & Biomedical Sciences N/A 11/1/2016

Blutreich, Ahna Medical Distinguished Lecturer Pathobiology Molecular, Cellular & Biomedical Sciences N/A 6/1/2013 6/3/2013

Cortes, Patricia Associate Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences N/A 1/4/2016

D'Antoni, Anthony Medical Distinguished Lecturer Pathobiology Molecular, Cellular & Biomedical Sciences N/A 6/1/2014

Juarez, Michelle Assistant Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences N/A 1/1/2013 1/15/2013

Kreitzer, Geri Associate Medical Professor Pathobiology Molecular, Cellular & Biomedical Sciences N/A 7/1/2016

Matthews, Kiran Medical Distinguished Lecturer Pathobiology Molecular, Cellular & Biomedical Sciences N/A 8/1/2015 EXPLANATION: Contingent on Board of Trustee approval, thirteen (13) members of the instructional staff listed above will be transferred and appointed to the Department of Molecular, Cellular & Biomedical Sciences.

*Pursuant to Section 6212 of the State Education Law, seniority of tenured persons is governed by the date of appointment to the department. Tenured persons transferred and appointed effective the same date to the new department have the same date of seniority as a result of these transfers. The President, therefore, shall break these ties between and among these tenured members by using each member’s individual date of appointment to his or her full-time instructional staff title at the College.

CUNY School of Medicine – TRANSFER AND APPOINTMENT OF FACULTY FROM THE DEPARTMENT OF PHYSIOLOGY, PHARMACOLOGY AND NEUROSCIENCE TO THE NEW DEPARTMENT OF MOLECULAR, CELLULAR & BIOMEDICAL SCIENCES RESOLVED that effective March 1, 2017, the members of the CUNY School of Medicine’s Department of Physiology, Pharmacology & Neuroscience be transferred and appointed to the new Department of Molecular, Cellular & Biomedical Sciences as follows:

NAME PRESENT RANK FORMER DEPT. NEW DEPT. SENIORITY DATE (NEW DEPT.)

APPOINTMENT DATE (COLLEGE)*

TENURED MEMBERS

Broderick, Patricia Medical Professor Physiology, Pharmacology & Neuroscience

Molecular, Cellular & Biomedical Sciences March 1, 2017 9/1/1986 7/1/90

Friedman, Eitan Medical Professor Physiology, Pharmacology & Neuroscience

Molecular, Cellular & Biomedical Sciences March 1, 2017 1/1/2001

Ghilardi, Maria Felice Medical Professor Physiology, Pharmacology & Neuroscience


Kashfi, Khosrow Associate Medical Professor Physiology, Pharmacology & Neuroscience


Martin, John Medical Professor Physiology, Pharmacology & Neuroscience


Nuñes, Joao Associate Medical Professor Physiology, Pharmacology & Neuroscience


Undieh, Ashiwel Medical Professor Physiology, Pharmacology & Neuroscience


Wang, Hoau-Yan Associate Medical Professor Physiology, Pharmacology & Neuroscience


Abdali, Syed CLT Physiology, Pharmacology & Neuroscience


Wu. Xiuli Senior CLT Physiology, Pharmacology & Neuroscience


UNTENURED / UNCERTIFICATED MEMBERS

Kim, Junghoon Assistant Medical Professor Physiology, Pharmacology & Neuroscience

Molecular, Cellular & Biomedical Sciences N/A 6/1/2014

Mano, Itzhak Associate Medical Professor Physiology, Pharmacology & Neuroscience


Mantovani, Antonio Assistant Medical Professor Physiology, Pharmacology & Neuroscience


Salas-Ramirez, Kaliris Assistant Medical Professor Physiology, Pharmacology & Neuroscience


Williams, Preston Research Assistant Professor

Physiology, Pharmacology & Neuroscience


Yilmaz, Gokhan Clinical Professor Physiology, Pharmacology & Neuroscience

Molecular, Cellular & Biomedical Sciences N/A 8/1/2015 7/1/2015

EXPLANATION: Contingent on Board of Trustee approval, fifteen (15) members of the instructional staff listed above will be transferred and appointed to the Department of Molecular, Cellular & Biomedical Sciences *Pursuant to Section 6212 of the State Education Law, seniority of tenured persons is governed by the date of appointment to the department. Tenured persons transferred and appointed effective the same date to the new department have the same date of seniority as a result of these transfers. The President, therefore, shall break these ties between and among these tenured members by using each member’s individual date of appointment to his or her full-time instructional staff title at the College.

February 6, 2017 - The City University of New York

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