Board of Trustees of The City University of New York ......Board of Trustees of The City University of New York. Committee on Academic Policy, Programs, and Research . January 13,

Board of Trustees of The City University of New York

Committee on Academic Policy, Programs, and Research

January 13, 2020

I. REPORT FROM THE EXECUTIVE VICE CHANCELLOR

II. ACTION ITEMS

A. Approval of the minutes of the November 25, 2019 meeting

B. Policy Calendar

1. Borough of Manhattan Community College – Associate of Science in Public and Nonprofit Administration

2. The Craig Newmark Graduate School of Journalism –Master of Arts in News Innovation and Leadership

3. John Jay College of Criminal Justice – Closing of Health and Physical Education Department

4. CUNY Office of Academic Affairs – Approval of the Actions in the CAPPR Dashboard

BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK

COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS AND RESEARCH NOVEMBER 25, 2019

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The meeting was called to order by Committee Chair Jill O’Donnell-Tormey at 4:00 p.m. The following people were present: Committee Members: Hon. Jill O’Donnell-Tormey, Chair Hon. Charles A. Shorter, Vice Chair Hon. Henry T. Berger Hon. Mayra Linares-Garcia Faculty Member: Prof. Martin Burke, faculty representative Student Member: Ethan Miltch, student representative (joined @

4:06 p.m.) COP Liaison: President Vincent Boudreau Trustee Observer: Hon. Timothy Hunter

Observers: Prof. Farnaz Kaighobadi Ms. Danysha Reyes (joined @ 4:06 p.m.) Trustee Staff: Senior Advisor to the Chancellor and Secretary

Gayle M. Horwitz Deputy Secretary Anne Fenton Assistant Secretary Towanda Lewis Ms. Fenella Ramsami University Staff: Chancellor Félix Matos Rodriguez Executive Vice Chancellor and University Provost

José Luis Cruz Associate General Counsel Joan Margiotta EVC&UP’s Chief of Staff and Assistant Vice

Chancellor Rachel Stephenson

The agenda items were considered and acted upon in the following order: I. REPORT FROM THE EXECUTIVE VICE CHANCELLOR

Executive Vice Chancellor and University Provost (EVC&UP) José Luis Cruz updated the Committee on the work of the University Office of Academic Affairs (OAA) by sharing highlights from a report (enclosed) to the committee that included information about academic affairs, student affairs, enrollment management, and research. In particular, he noted OAA’s implementation of the new proficiency index and the task force on foreign influence. Prof. Burke praised the University’s new proficiency index policy by pointing out CUNY’s lead on the move from remediation to developmental education.

II. ACTION ITEMS:

A. APPROVAL OF THE MINUTES OF THE MEETING OF OCTOBER 7, 2019. Moved by Committee Chair O’Donnell-Tormey and seconded by Trustee Henry Berger, the minutes were unanimously approved as submitted.

B. POLICY CALENDAR

1. New York City College of Technology - BS in Health Communication. Committee Chair

O’Donnell-Tormey asked the Committee to authorize the establishment of a B.S. in Health Communication at New York City College of Technology (NYCCT). EVC&UP Cruz provided further background on the proposal, highlighting that the Bachelor of Science in Health Communication (HCBS) is modeled after existing

BOARD OF TRUSTEES THE CITY UNIVERSITY OF NEW YORK

COMMITTEE ON MINUTES OF THE MEETING ACADEMIC POLICY, PROGRAMS AND RESEARCH NOVEMBER 25, 2019

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communication undergraduate programs and no significant new resources are needed to establish the degree. Provost Bonne August provided additional program details about HCBS, noting that the program meets the need generally in the city and Brooklyn for healthcare professionals who are interested in health rather than patient care. Prof. Martin Burke inquired about other articulation agreements other than the named agreement with LaGuardia Community College. Provost August and Prof. Ann Delilkan stated that there are additional degree programs at LaGuardia Community College and several at Borough of Manhattan Community College. Members praised the establishment of the program, noting that it will be great not only for NYCCT but also for the University at-large. Moved by Committee Chair O’Donnell-Tormey and seconded by Trustee Mayra Linares-Garcia, and following discussion, the item was unanimously approved for submission to the Board.

2. CUNY Office of Academic Affairs - Approval of the Actions in the CAPPR Dashboard. Committee Chair O’Donnell-Tormey asked the Committee to authorize the approval of the actions in the CAPPR Dashboard for the Office of Academic Affairs. EVC&UP Cruz presented a few highlights from the dashboard, noting that routine academic matters, local academic policies, and course inclusions in the University's general education program are presented to the Committee of Academy Policy, Programs and Research (CAPPR) in summary form. Introduced last month, the new CAPPR dashboard makes it possible for Trustees to interact with the summary data. Moved by Committee Chair O’Donnell-Tormey and seconded by Trustee Berger, and following discussion, the item was unanimously approved for submission to the Board.

Committee Chair O’Donnell-Tormey moved to adjourned the meeting. The motion was seconded by Trustee Linares-Garcia and the meeting was adjourned at 4:11 p.m.

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CAPPR Report: Office of the Executive Vice Chancellor and University Provost José Luis Cruz, Ph.D. | November 25, 2019 Table of Contents

CAPPR News at Hand 1 University Councils 1 University Task Forces and Working Groups 2

Rollout of University Technologies 2 University Projects 3 University Pilots 4

CAPPR News at Hand Proficiency index implementation: As of October 2019, the University no longer uses Accuplacer standardized tests to determine which students are eligible to enroll in credit-bearing courses and those who must complete developmental interventions. Instead, the University has deployed its new proficiency index, which uses information regarding an applicant’s high school grades, New York State Regents Exam scores, and SAT scores. OAA is currently working with colleges on application of the index to special populations (e.g. HSEs) and funding of co-requisite courses and pre-matriculation strategies. The index is now live and available to all college staff. Pathways Year Six evaluation update: OAA has facilitated ongoing evaluation of Pathways since its inception in Fall 2013. Comprehensive reports were released with results from the first three years evaluations, and annual data sets have also been produced in year four and five, all accessible on the OAA website. Year Six required evaluation will be conducted during the 2019-20 academic year. OAA will convene a Pathways Evaluation task force on December 2, 2019, with the primary objective of focusing on research questions that are critical in understanding how much progress has been registered towards the goals of this major initiatives. The task force will be co-chaired by Provost Bonne August of New York City College of Tech and Professor Ernest Ialongo of Hostos Community College and staffed by Lucinda Zoe, university dean of Programs and Policy. Task Force on Foreign Influence: The task force held its first meeting November 21, 2019. The purpose is to strategically respond to foreign influence concerns raised by the federal agencies in a manner that is both supportive of the University’s research and academic mission, while facilitating reasonable safeguards. The resulting efforts should involve awareness building and communications across research community, possibly a dedicated webpage, and assessment of existing policies to determine whether these need to be revised. Conflict of Interest Policy: The Office of Academic Affairs is finalizing a draft of a new Conflict of Interest policy. Chiefly, Section 3.6 is being modified to implement the same policy for research positions hired by CUNY and those administered through the Research Foundation, as agreed upon by both parties. The Research Foundation is the official recipient of research grants and contracts. The policy has therefore been revised to list the Research Foundation as the liaison to external sponsors with respect to reporting requirements when conflicts of interest arise. Additionally, the terms “disclosure forms,” “external sponsor,” and “sponsored project” are being introduced throughout the policy to ensure consistency in implementation of sponsor and CUNY requirements. Recusal procedures for College Conflicts officers have also been clarified, and recusal procedures for Conflicts Committee members have been added. The proposed amendments will be subject to review by the provosts and presidents before moving to the Board of Trustees.

University Councils Transfer as a cross-cutting area of focus: As part of efforts to align the work on the councils and committees convened by OAA, we are happy to inform that Transfer Policies and Practices have been identified as an area of focus for the year. There are currently four different streams of work related to transfer. One is the Pathways 6-year evaluation task force, which develops a comprehensive understanding of how the Pathways curricular structure and transfer guarantees relate to the student momentum and examines how students experience Pathways. Another stream is the Bronx Transfer Affinity Group (BTAG), which helps facilitate the seamless transfer of students from the Associate Affinity Group to a baccalaureate

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and beyond. The COPs Committee on Academic and Students Affairs, Enrollment Management, and Research (CASAEMR) is a stream which involves presidents interested in better understanding the transferability of credits in practice. A final stream consists of three Council teams addressing Academic momentum, transitions and onboarding, and transfer of credit issues. New Council for Career Development and Engagement: The first monthly Council meeting for the new Career Development and Engagement Council was held on November 18. The Council will focus on the Chancellor's vision of creating a world-class career development and engagement system. This is separate from the Career Services Council and has been convened to help CUNY and peer colleges develop a clear roadmap for students on career development milestones, define the data tracking and metrics to measure progress, and highlight innovations inside and outside of CUNY that should be adopted to ensure advising, career development, employer engagement, and faculty development support the goal of stronger post-graduation outcomes.

University Task Forces and Working Groups COACHE: The CUNY COACHE Task Force delivered system-wide COACHE data last week and shared the report with presidents and provosts October 30, 2019. The CUNY COACHE system report was shared with CUNY faculty and staff via Blackboard on November 1, 2019. All colleges have or are in the process of forming COACHE task forces. Over the next seven months, CUNY COACHE task forces will review and analyze data and lead discussions of the survey results in various forums within and beyond CUNY. By May 2020, the task force expects to be ready to offer the presidents and provosts recommendations for actions in response to the survey data. DREAM Act implementation: The Office of Student Inclusion Initiatives convened a working group of CUNY leaders, U.S. liaisons, and the CUNY Office of Communications. Chaired by Assistant Vice Chancellor for Student Inclusion Initiatives Christopher Rosa, the group will develop a communications strategy and implementation plan for the DREAM Act at CUNY. The communications strategy has focused upon educating prospective students and the professionals who serve them about the HESC application timeline with messaging that is conscious of the overarching need to allay fears around applying and by leveraging CUNY’s networks and communications infrastructure to spread the word about expanded higher education opportunities through the DREAM Act. Adult Degree Completion Network: This collaboration continues between CUNY’s Central Office and five CUNY colleges with demonstrated commitment to attracting and supporting adult learners: Borough of Manhattan Community College, Bronx Community College, Kingsborough Community College, Lehman College, and CUNY School of Professional Studies. ADCN’s goal is to identify, address, and develop policy and practices that will make CUNY a more welcoming university for adult learners and better support their retention, success, and career opportunities. The group will explore solutions to challenges at each stage of the student experience, with an initial focus on improving pre-enrollment and admissions during 2019-20. The work will seek to provide students with tools for making more informed decisions, break down systemic barriers that interfere with student success, and engage community stakeholders in ways that will open new channels for entry and access to educational and career pathways. We expect a set of policy proposals by the end of the academic year.

Rollout of University Technologies EAB live: CUNY has successfully completed the technical launch of the EAB Navigate system at CSI, Queens College, Medgar Evers, and SPS. The system is now working and ready to use for all of these “Wave 1” colleges. The Wave 2 colleges (Brooklyn, City, Hunter, John Jay, and City Tech) began the implementation processes in August and September 2019. Training sites have now been created and loaded with data from CUNYfirst. The Wave 2 colleges are now in the process of validating the data that is in the training site. A data validation workshop with these colleges on October 22, 2019 found no major problems. The Wave 3 colleges are scheduled to begin the implementation process in December 2019.

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Common App implementation: September 3, 2019 the Common App application went live for the Fall 2020 application cycle, for five CUNY colleges: College of Staten Island, Brooklyn, Baruch, Hunter, and Queens. Approximately 1,500 freshmen and 80 transfers have applied so far. The central University Admissions office has worked collaboratively with Common App and colleges to create standardized college specific questions included on the application as well as uniform file layouts in order to retrieve applicant information. Once the applicant information has been entered by colleges into CUNYfirst, these applicants will follow the same lifecycle as all CUNY applicants.

University Projects Fast Track to College and Careers: The program, led by CUNY’s Office of K-16 Initiatives in partnership with the New York City Department of Education, was one of nine projects selected among 64 applicants for the Perkins Innovation and Modernization Grant Program. It aims to improve the transition of students from secondary to postsecondary education through the expansion of College Now as well as through Career Technical Education (CTE) articulation agreements between nine high schools and CUNY colleges. The program addresses two specific degree pathways: Digital Design and Animation at Hostos, and Computer Network Technology at BMCC. By educating students, staff, and families about the opportunities available to them through their schools’ college partnerships, the project anticipates that more students will pursue computer science-related coursework at both the secondary and postsecondary level. Census project: CUNY is working with NYC Census on a threefold agenda. First, CUNY will help review, award, and subcontract to 150 community organizations who will assist in getting out the count neighborhood activities. Second, NYC Census hire 200 CUNY students in a CUNY Census Corps who will work on data analytics, planning, and campus/neighborhood activities supporting a complete and accurate census count. Finally, NYC Census will coordinate campus-based "get out the count" activities for the CUNY community and other local stakeholders. Each campus has a dedicated census coordinator and the first meeting of this group was scheduled for November 13, 2019. Adult and Continuing Education database project: The CUNY Adult and Continuing Education Council is working with the ISLG on a data analytics project to help 12 participating colleges better understand the opportunities for stronger seat utilization, revenue generation, and pricing strategy for ACE offerings. The analysis has shown the top three areas of training are English language, health care, and professional training. Opportunities to offer more and varied courses in technology, energy management, hospitality, and finance appear to be areas of development. This analytics project has informed the requirements gathering for an RFP that will be released in the coming months to procure a system that will support local campus ACE work, as well as offering some centralized analytics to be able to report to the ACE community on marketing efforts, student demographics, new program development opportunities, seat utilization, revenue and cost management, and pricing strategy. Transportation Solutions Project: CUNY is part of a study by the Hope Center for College, Community, and Justice and funded by the Kresge Foundation and the Heckscher Foundation intended to build the evidence-base for the relationship between transportation and student success. Through CUNY's participation the study will examine the relationship between students' receipt of MetroCards and educational outcomes, such as retention and credit accumulation, using a random assignment design. CUNY's role is to support the randomization and student notification process, secure and distribute MetroCards to students at the college sites, and provide administrative data. The study is planned to launch at BMCC and Hostos in Fall 2020, with communications sent to students in summer 2020. Recent ACE expansion: The Accelerate, Complete, Engage (ACE) program aims to graduate at least 50% of students in four years. In 2015, CUNY received funding from Robin Hood to adapt the ASAP model to a four-year college setting at John Jay College, which launched in fall of that year. John Jay ACE has served over 900 students and just admitted its fourth cohort in Fall 2019 with Robin Hood support. The outcomes of the first cohort were very strong; 58% graduated within four years, outpacing a comparison group by 16 percentage points. Also with support from Robin Hood, ACE expanded to Lehman College in Fall 2019, welcoming 125 first-time freshman and 125 transfer students in its inaugural cohort. CUNY

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also just received funding from the Donald A. Pels Charitable Trust to support a second cohort of 300 students at Lehman to start in Fall 2020. Ongoing ASAP replication: In 2014 CUNY partnered with MDRC and the Ohio Department of Higher Education to support adaptations of ASAP at three Ohio community colleges. Since 2017, CUNY ASAP has been providing technical assistance to support replication efforts in two additional states through grants from Arnold Ventures’ “Move the Needle” initiative. Westchester Community College (NY) and Skyline College (San Mateo, CA) launched ASAP-like programs in Fall 2018 and CUNY ASAP continues to support further replication of the model across the San Mateo County Community College District for Fall 2020 launches. CUNY ASAP also works with Nashville State Community College and the West Virginia Community and Technical College System, where ASAP is being replicated at two colleges, through the support of Nashville GRAD and Arnold Ventures, respectively.

Centerbridge/Bain partnership: On October 31, 2019 the Aronson Family Foundation awarded the University funding for the Centerbridge/Bain partnership. It is a 4-year award of $500,000 in cash, and $2 million in value for Bain Consulting services. This award presents a unique opportunity for the University re-envisage career success work while making use of the valuable consulting services that the partnership provides.

University Pilots CUNY Family Empowerment Community College pilot: Governor Cuomo allocated $2 million for CUNY to develop this 3-year pilot program providing customized supports for single parents attending community colleges. Guidance from the state requested that students receive on-campus child care, intensive personalized advisement, educational supports including tutoring, career counseling and assistance in transitioning to a four-year school. CUNY then launched the initiative under the leadership of University Dean for Early Childhood Initiatives Sherry Cleary and Associate Vice Chancellor for Academic Affairs Donna Linderman. An RFP was released to all community colleges that have campus child care facilities. Four campuses were awarded grants in August: LaGuardia, Hostos, BMCC, and Bronx. They began their work immediately, forming campus teams, adding hours to their campus childcare programs, hiring support staff, and identifying participating students. Food insecurity pilot: As of Tuesday, October 15, 2019, eligible community college students began to receive information about the new food insecurity program included in the City Council’s $1 million-dollar budget for CUNY. Six of the community colleges — BMCC, Bronx, Hostos, Kingsborough, LaGuardia, and Queensborough will disburse the funds, $400 per student, using either paper vouchers or an electronic swipe system. Guttman will use the funds to enhance its existing Food Pantry. The pilot program will serve 1250 students with 250 spaces reserved for Dreamers. Financial Aid assigned the first 1,000 students into the New York Food Program Prospective student group and created a public query for each college. The Central Budget Office provided the initial allocation amounts to each campus, totaling $400,000.


RESOLUTION TO

Approve an A.S. in Public and Nonprofit Administration at The Borough of Manhattan Community College

January 13, 2020

WHEREAS, The public and nonprofit sectors are a growing field for employment and over the past three years, the public and nonprofit sectors accounted for the employment of over 27% of the current U.S. workforce; and WHEREAS, Nonprofit and public administrators are increasingly called upon to demonstrate business acumen in the areas of strategic planning, marketing, human resource management, and finances with an expressed desire for more transparency and accountability; and WHEREAS, At BMCC there is a demonstrated interest in students pursuing a degree in public and nonprofit administration, as evidenced by a recent survey of BMCC students in which 70% indicated an interest in the program and provided their email address for additional information and 54% indicated an interest in pursuing an associate degree in Public and Nonprofit Administration (PAN); and WHEREAS, The purpose of the Public and Nonprofit Administration associate program at BMCC is to prepare students to either successfully transfer into a four-year program to complete their B.S. degree in public affairs and administration, or to secure entry level employment in the nonprofit or public sector; and

WHEREAS, The program will prepare students in the sector by offering them in- classroom and hands-on training and skills, such as understanding key performance metrics and related outcomes for assessing public and nonprofit organization performance; conducting research and interpreting associated data program development; developing, evaluating, and advocating for public policies promoting the mission and goals of public and nonprofit organizations with a focus on equity, inclusion, and social justice; and

WHEREAS, The cost to support the proposed program will be minimal, as there will be a full-time faculty who will serve as program coordinator and teach the new PAN courses, and as the program grows, the full-time faculty will have depleted their contracted reassigned time and will be able to teach additional courses; and WHEREAS, The program would not require additional expenses related to facilities or equipment.

NOW, THEREFORE, BE IT RESOLVED, That the program in Public and Nonprofit Administration at the Borough of Manhattan Community College leading to the Associate of Science be approved effective February 4, 2020 subject to financial ability. EXPLANATION: The proposed program will appeal to growing industry demand and impart participating students with the practical and foundational skills they will need to continue their studies in the field at a four-year college.

BMCC Business Management Dept. - Public and Nonprofit Administration Program Proposal- 11/01/19

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Borough of Manhattan Community College Of

The City University of New York

Proposal to Establish a Public and Nonprofit Administration Program

Leading to the

Associate in Science Degree

EFFECTIVE Spring 2020

Sponsored by the Department of Business Management

APPROVED BY BMCC Business Management Department

Curriculum Committee: 09/05/18 Department Faculty/Staff: 09/12/18

BMCC Curriculum Committee: 11/06/2019 Academic Senate: 11/27/2019

College Representative: Dr. Mahatapa Palit, Department Chair Business Management Department

College Contact: Dr. Erwin Wong Acting Provost Borough of Manhattan Community College [email protected]

212-220-8321

Provost’s Signature: _______________________________________________________ Provost’s Name: Erwin J. Wong_______________________________________

mailto:[email protected]


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TABLE OF CONTENTS

Title Page 1

Table of Contents 2

Abstract 4

Program Narrative 5

Purpose and Goals 5

Need and Justification 7

Student Interest – Enrollment 9

Curriculum 10

Curriculum Map 11

Regional Employment Opportunities 13

Articulation Agreements (Appendix D) 14

Cost Assessment 15

Faculty

Library and Instructional Materials

Evaluation 16

Internal

Appendices 17

Appendix A Program Schedule 18 New Required Courses Existing Required Courses

Syllabus for New Course

Appendix B Faculty – Existing and New 41


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Appendix C Five Year Financial Projections 44 Program Expenditures Projected Revenue Related to Proposed Program Supporting Materials Expenditures Supporting Materials Revenue

Enroll and Seat Projection

Appendix D Articulation Agreements (CUNY) 56

Appendix E Student Interest - Market Research 70

Appendix F Regional Job Reports 78

Appendix G Sample Employment Opportunities 84

Appendix H NYSED Application Documents 86 General Information

Attestation and Assurances Program Purpose, Objectives and Targets Curriculum and Course Information Table A: Undergraduate Program Schedule Faculty Information


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Abstract The Business Management Department at the Borough of Manhattan Community College of The City University

of New York (BMCC) is proposing an A.S. degree in Public and Nonprofit Administration (PAN). This 60-credit

program addresses the growth in the nonprofit sector and the increased demand for more business

management skills in the public sector. Over 27% of the current American workforce is employed in either the

nonprofit or public sector (Bureau of Labor Statistics, U.S. Department of Labor 2014). While the public

sector’s job growth has been flat, the nonprofit sector outpaced the private for profit sector job creation by

close to 10% in 2015 (McKeever & Gaddy 2016).

The PAN program will offer students the essential foundational courses, which will fully articulate to the

Public Affairs program at Baruch and the Public Administration program at John Jay College. With a strong

foundation in both the essentials of business management and public and nonprofit sector administration,

BMCC graduates will be highly competitive and will maximize their access to career paths beyond private-

profit sector business.

Research conducted relative to prospective student interest and labor market demand indicates a positive

trajectory for the new program, and with a strong existing base of foundational business courses the need to

create new courses and hire new faculty is minimal.

Therefore, the BMCC Business Management Department proposes this new program to expand the pathways

for our current and future students to find career opportunities in public service in the growing public and

nonprofit sectors


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Program Narrative

This section provides an overview of the Public and Nonprofit Administration program’s goals, student

learning outcomes, a review of the current economic growth trends in the public and nonprofit sectors, a

summary of a recent survey of non-declared undergraduate majors and of high school juniors and seniors, and

concludes with the employment outlook in the public and nonprofit sector.

Purpose and Goals

The purpose of the Public and Nonprofit program is to prepare students to either successfully transfer into a

four-year program to complete their B.S. degree in public affairs and administration or to secure entry level

employment in the nonprofit or public sector (see regional jobs report Appendix F). Students who

successfully complete the program will be able to do the following:

1. Define the public and nonprofit sectors.

2. Explain the similarities and differences between the public and nonprofit sectors.

3. Identify those organizations operating in these sectors.

4. Articulate key performance metrics and related outcomes for assessing public and nonprofit

organizations performance.

5. Conduct research and interpret associated data related to program development (for proposal

writing) and evaluation of public and nonprofit organizations.

6. Develop, evaluate, and advocate for public policies promoting the mission and goals of public and

nonprofit organizations with a focus on equity, inclusion, and social justice.

7. Construct educational and career paths to achieve professional goals.

The proposed student learning outcomes are tethered to specific courses as either Introduced, Reinforced, or

Mastered and are linked to a “portfolio” rubric for the purposes of assessing overall student achievement in

the program. The learning outcomes include the following:


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1. Articulate the size and scope of the public and nonprofit sector in the United States, its market

segments, economic impact, and social impact.

2. Create, apply, and interpret performance measurements for public and nonprofit organizations to

effectively make decisions in the area of human resources, strategic planning, marketing,

communications, finances, fundraising, and program development.

3. Demonstrate basic skills in qualitative and quantitative social research methodologies and

methods.

4. Conduct public policy development, evaluation, and advocacy.

5. Prepare a plan for transferring to a senior college and design a career map.


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Need and Justification

The public and nonprofit sectors are a growing field for employment. In the past few years the public

(government agencies –nonelected officials) and nonprofit sectors accounted for the employment of over 27%

of the current U.S. workforce.

• 1.5 million nonprofit organizations operate in the U.S. – 10% of the U.S. Workforce (2016)1

• 430 Federal Departments and 89,0000 Local Government Entities – 17% U.S. Workforce (2012)2

Public - Private Partnerships (P3) (nonprofits or profit entities provide services for government entities.

Examples include: Central Park Conservancy, the construction of Wolman Rink in Manhattan). Partnerships

are on the rise and most states look to these collaborations to provide needed government services more cost

effectively and with higher quality.

• There are 31 States totaling $68 billion allocation to Public - Private Partnerships (P3) (2011)3

The growth of nonprofits in the number of new nonprofits and in employment is competitive with the public

and profit sector.4 5

• Nonprofit growth outpaced the Profit Sector growth in 2016 (3% v. .03%)

• Nonprofit wages increased by 16%, Public by 13%, Profit 3% (2007 -2012)

• Nonprofit starting salary $37k – 59k

• Public starting salary $40k – 60k

• 4,000 job postings $58k (A.S.) – 70k (B.S.) 01/15 – 12/17

Nonprofit and public administrators are increasingly called upon to demonstrate business (profit sector)

acumen in the areas of strategic planning, marketing, human resource management, and finances as they are

called upon to be more transparent and accountable.

1 Sources: National Center for Charitable Statistics, 2016 2 United States Census Bureau, 2012; The Business Journal, May 2012 3 Brookings-Rockefeller Project on State and Metropolitan Innovations, 4December 2011; Nonprofit Times, January 2017; 5 Burning Glass (BMCC Institutional Effectiveness and Analytics)


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There is clearly a need for a program that will prepare graduates for employment in this growing field (Table

1).

Table 1: Student Interest Potential Students Some High Interest

High School Students N= 28 53%

BMCC Non-declared Majors N= 58 75%


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Student Interest – Enrollment

At BMCC there is a demonstrated interest in students pursuing a degree in public and nonprofit

administration. In collaboration with the BMCC Office of Institutional Effectiveness and Analytics, two

potential student groups were identified and surveyed. The first group was a random sample of 2000

undeclared BMCC students (n=58) and the second group was comprised of current and past participants in the

BMCC College NOW program for high school students (n=28). In the aggregate, 84 potential students

responded to the survey – 70% indicated an interest in the program and provide their email address for

additional information. Further and of particular importance, of the non- BMCC students (College NOW

Participants) 54% indicated an interest in pursuing an associate degree in Public and Nonprofit

Administration. Additionally, 56% of the respondents indicated having an interest in receiving further

information on the program. (Appendix E)

Based on the student interest data, BMCC envisions the initial enrollment in the program to be approximately

60 students and growing to approximately 170 students by year 5. (Table 2)

Table 2- Projected Enrollment

Enrollment Projections The Department assumes that Year 5 enrollment projections will be full-capacity relative to existing and new resources planned.

Year 1 Year 2 Year 3 Year 4 Year 5

60 75 95 120 170

Annual Retention Rate Target (%) Target graduation rate (%) Target Job Placement Rate (%)

50 30 30


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Curriculum

The proposed Public and Nonprofit Administration degree is composed of 60 credits: 30 credits for general

education, major requirements for a total 15 credits Required Courses (new and existing), and 15 credits

Program/General Electives as presented below (also see Appendix A):

Required Existing Courses (9 credits): Introduction to Business (BUS 104) Introduction to Systems and Technologies (CIS 100) Business Law (BUS 110) Required New Courses (6 credits): Introduction to Public and Nonprofit Administration (PAN 100) Policy Development and Analysis (PAN 230W) Program (9 credits) and General Elective Courses (6 credits):

MAR 100 - Introduction to Marketing BUS 150 - Business Communications BUS 200 - Business Organization Management PAN 240 - Research Methods in Nonprofit and Public Administration (new course) ECO 225 - Public Economics PAN 250 - Performance Management (new course)

Course descriptions for existing required courses and syllabi for new required courses are provided in Appendix A.


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Pathways Public & Nonprofit Administration Curriculum

*Recommended **Students can select General Electives from Program Electives

Required Common Core Credits English Composition (6 crts total) ENG 101 – English Composition I 3 ENG 201 – English Composition II 3 Mathematical & Quantitative Reasoning (3 crts total) MAT 206 – Pre-calculus 3 Life & Physical Sciences Requirement (3 crts total) AST 110 – General Astronomy OR 3 PHY 110 – General Physics Total Required Core 12 Flexible Core Creative Expression (6 crts. Total) ART/MUS XXX 3 SPE 100 3 World Culture and Global Issues (3 crts total) Modern Foreign Language course. The level is determined by placement exam. 3 US Experience in Its Diversity (3 crts total) Liberal Arts Electives – Students take 3 Credits. ECO 201* 3 Individual in Society (3 crts total) Liberal Arts Electives: ECO 202* 3 Scientific World (3 crts total) PSY 100 Intro to Psychology* 3 Total Flexible Core 18 Total Common Core 30 Major Requirements PAN 100 - Intro to Public & Nonprofit Administration 3 CIS 100 - Computer Information Systems 3 BUS 104 - Introduction to Business 3 BUS 110 - Business Law 3 PAN 230 - Policy Development & Analysis 3 Total Major Courses 15 Program Electives (9 credits), General Electives (6 Credits) MAR 100 - Introduction to Marketing 3 BUS 150 - Business Communications 3 BUS 200 – Business Organization Management 3 PAN 240 - Research Methods in Nonprofit & Public Administration 3 ECO225 - Public Economics 3 PAN 250 – Performance Management 3 General Electives (6 credits)** 6 Total Elective Credits 15

Total Credits 60


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The proposed program can be completed in four semesters following the completion map below.

BMCC Business Management Department AS Public and Nonprofit Administration

Typical Student 4 Semester Completion Map (02/02/18)

Course Course Classification Course Course Classification

Fall 1 CR LAS MAJ NEW PREQ Spring 1 CR LAS MAJ NEW PREQ

English Composition (ENG 101)

3 X Life & Physical Sciences

3 X

Introduction to Business (BUS 104)

3 X Scientific World 3 X

Pre-Calculus (MAT 206)

3 X English Composition (201)

3 X

Creative Expression (SPE 100)

3 X Introduction to Public and Nonprofit Administration (PAN 100)

3 X X BUS 104

Introduction to Systems and Technologies (CIS 100)

3 X U.S. Experience in its Diversity (ECO 201)

3 X

Total Term Credit 15 9 6 Total Term Credit

15 12 3

Fall 2 Spring 2

World Culture 3 X Policy Development and Analysis (PAN 230W)

3 X X

Creative Expression 3 X Business Law 3 X

PAN 240 3 ECO 255 (any pre-req) or BUS 150

3

Individual and Society (ECO 202)

3 X Program Elective

3 X

MAR 100 3 X Program Elective

3 X

Total Term Credit 15 9 6 Total Term Credit

15 12

CR: Credits LAS: Liberal Arts and Sciences (30 credits) Maj: Major Requirement (15 credits) Program Electives (3 courses 9 credits)

MAR 100 - Introduction to Marketing BUS 150 - Business Communications BUS 200 – Business Organization Management PAN 240 - Research Methods in Nonprofit and Public Administration ECO 225 - Public Economics PAN 250 - Performance Management

General Electives (2 courses 6 credits) Students can select General Electives from Program Electives New: New Course PAN: Public and Nonprofit Administration


13

Regional Employment Opportunities The BMCC Office of Institutional Effectiveness and Analytics also conducted a search using the Burning Glass

data base to identify both employment opportunities in tri-state area and the entry level salaries for these

opportunities in order to help ascertain the labor market interest in graduates with AS degrees in Public and

Nonprofit Administration. In addition, the researcher also looked at those positions and salaries for BA/BS

degree holders with the same major. The results indicate a strong market in both government/public and

nonprofit employment opportunities across the target area. The top employer over a two year period was the

government and top positions included, finance and management analysts and human resource specialists.

The majority of positions posted during the time period studied were seeking a candidate with a BA/BS degree

(over 2000) and the mean salary for these positions across degree level was slightly over $80, 0000. These

results indicate a high level of labor market interested in the proposed degree.

The details of the analysis can be found in Appendix I.


14

Articulation Agreements (See Appendix D for executed agreements)

BMCC | BUSINESS MANAGEMENT DEPARTMENT | Curriculum for the A.S. in Public & Nonprofit Administration 05/02/18 ARTICULATION with John Jay School of Public Administration and Baruch Marxe School of Public and International Affairs

BMCC Courses Credits John Jay (PAD) Baruch (PAF)

Required Common Core

English Composition (ENG 101 and ENG 201) 6

Pre-Calculus (MAT 206) 3 MAT 141 - ( Pre-Calculus) Required

Life & Physical Sciences 3

Total Required Common Core 12

Flexible Core

Creative Expression 3

Creative Expression (SPE 100) 3

World Culture 3

U.S. Experience in its Diversity (ECO 201) 3

Individual & Society (ECO 202) 3

Scientific World 3

Total Flexible Core 18

Curriculum Requirements

PAN 100 - Intro to Public and Nonprofit Admin 3 PAD 140 (Intro to PA) Core PAF 3100 (nonprofit Admin) Free Elective

CIS 100 - Computer Info Sys 3

BUS 104 - Introduction to Business 3

BUS 110 - Business Law 3 LAW 264 (Business Law) Elective

PAN 2530W - Policy Development and Analysis 3 PAD 340 (Planning and Policy Analysis) Core

PAF 3010 (Policy Analysis) Core

Total Major Courses 15

Program Electives (choose 3 courses, 9 credits)

MAR 100 - Introduction to Marketing

9

BUS 150 - Business Communications

BUS 200 – Business Organization Management

PAN 240 - Research Methods in Nonprofit and Public Administration

PAD 241 (Information in Public Management) Core

PAF 3015 (Qualitative Studies of Communities) Core

ECO 225 - Public Economics PAF 3102 (Economic Analysis of Public Policy) Core

PAN 250 - Performance Measurement PAD 314 (Leadership, Supervision, and Performance) Core

PAF Free Elective

SBE 100 – Entrepreneurship: Product and Service Creation

BUS 361 – Career Exploration and Experiential Learning

General Electives (choose 2 courses, 6 credits)* 6

Total Elective Courses 15

Total Degree 60

*Students can select General Electives from Program Electives


15

Cost Estimates The cost to support the proposed program will be minimal. There will be a full time faculty who will serve as

program coordinator and teach the new PAN courses. As the program grows, the full time faculty will have

depleted their contracted reassigned time and will be able to teach additional PAN courses. By year three,

there will be a need to hire adjuncts to teach the additional specific PAN courses. (See Appendix C, Table 5)

Faculty – Three new adjuncts will need to be hired beginning in year three of the program. (See Appendix B)

Facilities and Equipment - The program will require no additional expenses related to facilities or

equipment.

Library and Instructional Materials – There will be anticipated cost for relevant journals, texts, and

books within the field of public and nonprofit management in the library. (See Appendix C, Table 5)


16

Evaluation

Internal Review Institutional processes currently are also in place at BMCC for evaluating the effectiveness of majors.

These processes are appropriate for evaluating new major programs as well. Like all other academic

programs at BMCC, the new Public and Non Profit Administration major will undergo self-study and

external evaluation via the college’s Academic Program and Review Process. In addition, the College

distributes annual reports containing indicators of program effectiveness to departmental chairs that

include: enrollment by gender and race/ethnicity; number of graduates by gender and race/ethnicity;

two-year graduation, transfer, program persistence and college attrition rate; three and six year

graduation rates by gender and race/ethnicity; and among BMCC transferees, first-term GPA, and one-

year retention rate at CUNY B.A programs by gender and race/ethnicity. The enrollment data will be

especially useful when evaluating the first few years of the program’s existence.

Processes are also in place for direct and indirect assessment of student learning in new programs,

such as the Public and Non Profit Administration major. At the course-level, learning outcomes, or

objectives, are clearly stated in each course syllabus. These objectives serve as the basis for college,

departmental program course and section-level assessment of student learning. One way in which

direct assessment of student learning is conducted is through the implementation of the College’s

General Education Assessment Plan. The Plan directs each academic department to assess students’

learning of the relevant stated general education outcomes. Specifically, this kind of assessment is

conducted in courses in which the course learning outcomes align with the general education goals. In

addition, the College administers an annual Assessment of Student Learning Survey of courses in

which students are asked to rate their perceptions of what they have learned in the course.

Instructors are provided with the results that allow them to compare their section results with the

overall results for that course, all courses taught in the program/departments, and those offered at

the rest of the College. Faculty may then revise their courses based on the assessment results. The

previously institutionalized processes above ensure the framework for a thorough evaluation of

programs as they are newly instituted at Borough of Manhattan Community College.


17

Appendices


18

Appendix A: Program Schedule and Course Information:

Program Schedule

New Required Courses

Existing Required Courses

Syllabus for New Course


19

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 Credits per classification Term: Spring1 Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) English Composition (ENG 101) 3 x Life & Physical Sciences 3 x Introduction to Business (BUS 104)

3 x Scientific World 3 x

Pre-Calculus (MAT 206) 3 x Introduction to Public and Nonprofit Administration (PAN 100)

3 x x Bus 104

Creative Expression (SPE 100) 3 x U.S. Experience in its Diversity (ECO 201)

3 x


3 x English Composition (201) 3 x

Term credit total: 15 9 6 Term credit total: 15 12 3

Term: Fall 2 Credits per classification Term: Soring 2 Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) World Culture 3 x Policy Development and

Analysis (PAN 230W) 3 x x

Creative Expression 3 x Business Law (BUS 110) 3 x General Elective 3 x General Elective 3 X Individual and Society (ECO 202) 3 x Program Elective 3 x Program Elective 3 x Program Elective 3 x

Term credit total: 15 9 6 Term credit total: 15 15 Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Program Totals: Credits: 60 Liberal Arts & Sciences: 30 Major: 24 Elective & Other: 6

Cr:= credits LAS = Liberal Arts and Sciences Maj = major requirement New = new course Prerequisite(s) = list prerequisite(s) for the noted courses

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr11.html


20

NEW COURSES (REQUIRED AND ELECTIVE) • Introduction to Public Affairs and Administration (PAN 100) REQUIRED

This introductory course is set within the context of contemporary political, social, environmental, and

economic realities. It examines the policies and processes of governmental, nonprofit, and institutional based

programs from a multidisciplinary perspective. Students are introduced to the field and profession of public

administration and develop a broad understanding of the public and nonprofit sector while learning to think

and act as an ethical community service administration professional

• Policy Development and Analysis (PAN 230W) REQUIRED

This writing intensive course introduces students to the public policy process and its key institutions and

actors (such as legislative bodies, chief executives, administrative agencies, courts, interest groups, advocacy

coalitions, and the media). The course emphasizes key parameters of public policy formulation (agenda

setting, policy formulation and design, implementation, evaluation) and theories of policy change. Students

will be able to differentiate policy types and tools, effectively use evidence in shaping public policy, and will

appreciate the importance of context (social, economic, political, and technological) in developing effective

policies.

• Performance Measurement: Collecting and Interpreting Data (PAN 250) Program Elective

Recognizing the benefits of data driven decision-making in public and nonprofit organizations. This course will

introduce various technologies that public and nonprofit organizations may use to collect, analyze, manage,

and disseminate information used to inform and administer public and nonprofit services and programs.

• Research Methods in Nonprofit and Public Administration (240) PROGRAM ELECTIVE

This course focuses on the use of quantitative information and analysis to understand, interpret, promote,

critique, and inform the implementation of programs and policies. Real world cases are examined throughout.

Students use Excel to analyze data with various methods, such as simple regression.


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EXISTING REQUIRED COURSES


This course surveys business and industry in the United States with global growth strategy. Emphasis is placed

on building Communication and Quantitative skills, including Excel spreadsheets, and an Ethical Foundation.

The course introduces students to concepts in Management, Organizational Structure, Human Resources,

Marketing, International Business, Finance, Computer Information Systems, Accounting, and Economics, and

encourages students to explore career paths.

Introduction to Computer Applications (CIS 100)

This course develops an understanding of computer technology through the exploration of software packages

on personal computers. The applications include word processing, spreadsheet, and database management.

Students will also learn computer terms and concepts as well as the historical, social and economic

implications of computer technology for our society.

Business Law (BUS 110)

This course surveys briefly the American legal system and the basic law of contracts. Reference is made to

typical business transactions and, by a study of pertinent cases, how the various principles of contract law

apply to them.


22

BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York

Business Management Department

Title of Course: Introduction to Public Affairs and Administration PAN 100

Credits: 3 Class Hours: 3 Semester:

Instructor: E-mail: Telephone:

Office: Office Hours:

Course Description This introductory course is set within the context of contemporary political, social, environmental, and economic realities. It examines the policies and processes of governmental, nonprofit, and institutional based programs from a multidisciplinary perspective. Students are introduced to the field and profession of public administration. Students also develop a broad understanding of the public and nonprofit sector while learning to think and act as an ethical community service administration professional Basic Skills – Students must have passed ENG 095 & ESL 095 Pre-requisite – none Student Learning Outcomes

Course Student Learning Outcomes (Students will be able to…)

Measurements (means of assessment for student learning outcomes listed in first column)

1. Understand of the size, structure, and importance of the nonprofit and public sector in the US

In class oral presentations

2. Possess a general knowledge of various scholarly theories that are used to explain the existence of the nonprofit and public sector in American society

Mid-term exam

3. Critically analyze complex case situations and suggest plausible solutions backed by evidence and sound logic;

Team Case Study presentations

4. Explain and identify the importance of ethics and accountability in public organizations

Case study written analysis

5. Describe the functions of government and nonprofits; the role of public/nonprofit administrators play in carrying out those functions.

Problem solving team activity


23

Below are the college’s general education learning outcomes, the outcomes that are checked in the left-hand column indicate goals that will be covered and assessed in this course. (Check at least one.)

REQUIRED TEXT & READINGS Worth, M., J. (2016). Nonprofit Management Fundamentals: Principles and Practice (4th edition). Sage Publications. Holzer, M. & Schwester, R. (2016). Public Administration: An Introduction. Routledge, NY EVALUATION & REQUIREMENTS OF STUDENTS Participation 20 points Weekly discussion groups 10 points Case Analysis 20 points Mid Term Exam 20 points Final Team Presentations 30 points The student’s final grade will be determined by the following items and with the specified weight

General Education Goals Measurements (means of assessment for general education goals listed in first column)

x Communication Skills- Students will write, read, listen and speak critically and effectively.

Measured via test questions, written assignments and case studies presentation.

Quantitative Reasoning- Students will use quantitative skills and the concepts and methods of mathematics to solve problems.

Scientific Reasoning- Students will understand and apply the concepts and methods of the natural sciences.

x Social and Behavioral Sciences- Students will understand and apply the concepts and methods of the social sciences.

Arts & Humanities- Students will develop knowledge and understanding of the arts and literature.

x Information & Technology Literacy- Students will collect, evaluate and interpret information and effectively use information technologies.

Relevant websites, videos, podcast, and Power point presentations will be accessed for research purposes.

x Values- Students will make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.

Measured via test questions and/or written assignments related to coursework on ethics, human diversity and multicultural awareness.

A : 93% and above

B- : 80% – 82%

D+: 67% - 69%

A-: 90% – 92% B+:87% – 89% B : 83% – 86%

C+: 77% – 79% C : 73% – 76% C- : 70% – 72%

D : 63% – 66% D-: 60% – 62% F : Below 60%


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OUTLINE OF TOPICS

1. Introductions Chapter 1 Topic: Public and Nonprofit Administration 2. Chapter 2 Topic: Organization Theory and Management 3. Chapter 3 Topic: Managing Human Resources 4. Chapter 4 Topic: Public Decision Making Decision 5. Chapter 5 Topic: Politics and Public Administration 6. Chapter 6 Topic: Intergovernmental Relations 7. Chapter 7 Topic: Public Performance 8. Mid-term exam 9. Chapter 8 Topic: Program Evaluation 10. Chapter 10 Topic: Public Sector Leadership 11. Chapter 11 Topic: Ethics and Public Administration 12. Chapter 13 Topic: Public Service and Popular Culture 13. Chapter 14 Topic: The Future of Public Administration 14. Final Exam Presentations 15. Final Exam Presentations

Class Participation Participation in the academic activity of each course is a significant component of the learning process and plays a major role in determining overall student academic achievement. Academic activities may include, but are not limited to, attending class, submitting assignments, engaging in in-class or online activities, taking exams, and/or participating in group work. Each instructor has the right to establish their own class participation policy, and it is each student’s responsibility to be familiar with and follow the participation policies for each course. BMCC is committed to the health and well‐being of all students. It is common for everyone to seek assistance at some point in their life, and there are free and confidential services on campus that can help.

Single Stop www.bmcc.cuny.edu/singlestop, room S230, 212‐220‐8195. If you are having problems with food or housing insecurity, finances, health insurance or anything else that might get in the way of your studies at BMCC, come by the Single Stop Office for advice and assistance. Assistance is also available through the Office of Student Affairs, S350, 212‐220‐ 8130.

Counseling Center www.bmcc.cuny.edu/counseling, room S343, 212‐220‐8140. Counselors assist students in addressing psychological and adjustment issues (i.e., depression, anxiety, and relationships) and can help with stress, time management and more. Counselors are available for walk‐in visits.

Office of Compliance and Diversity www.bmcc cuny.edu/aac, room S701, 212-220-1236. BMCC is committed to promoting a diverse and inclusive learning environment free of unlawful discrimination/harassment, including sexual harassment, where all students are treated fairly. For information about BMCC's policies and resources, or to request additional assistance in this area, please visit or call the office, or email [email protected], or [email protected]. If you need immediate assistance, please contact BMCC Public safety at 212-220-8080.

Office of Accessibility www.bmcc.cuny.edu/accessibility, room N360 (accessible entrance: 77 Harrison Street), 212-220-8180. This office collaborates with students who have documented disabilities, to coordinate support services, reasonable accommodations, and programs that enable equal access to education and college life. To request an accommodation due to a documented disability, please visit or call the office.


25

BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea 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. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s Web site, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).


26


Business Management Department

Title of Course: Policy Development and Analysis PAN 230W

Credits: 3 Class Hours: 3 Semester:

Instructor: E-mail: Telephone:

Office: Office Hours:

Course Description Public and nonprofit organizations are recognizing the benefits of data driven decision making. As such, all business and strategic operations of this era are deploying technologies to improve data integrity in order to better serve its constituency. The course introduces various technologies public and nonprofit organizations may use to collect, analyze, manage, and disseminate information used to inform and administer public and nonprofit services and programs. Basic Skills – Students must have passed ENG 095 & ESL 095 Pre-requisite –PAN 100 What makes this course a Writing Intensive Course? This is a Writing Intensive course that fulfills the WI requirement for graduation. Writing intensive courses pay special attention to developing critical reading, writing, and analytic skills to prepare students for college-level coursework in general. Both informal and formal writing will be designed to maximize your understanding of the subject matter. Formal writing assignments, at least 10-12 pages total, account for a significant portion of your grade and will include opportunities for revision.

Course Student Learning Outcomes Upon successful completion of this course,


1. Students will complete at least 10-12 pages of formal writing assignments that have gone through the revision process.

2. Students will generate pieces of informal writing in response to a variety of prompts, concepts, situations or reading assignments.

Student Learning Outcomes

Course Student Learning Outcomes (Students will be able to…)


1. To understand core theories of the process of making public policy


27

Below are the college’s general education learning outcomes, the outcomes that are checked in the left-hand column indicate goals that will be covered and assessed in this course. (Check at least one.)

REQUIRED TEXT & READINGS Wheelan, Charles, Introduction to public policy, W.W. Norton 7 Company, New York, NY (2010)

2. To understand the politics of policy arguments 3. To understand the decision-making tools and strategies of policymakers

4. To learn how to conduct an institutional analysis for a policy proposal

5. To learn how to write a memorandum presenting an institutional analysis

General Education Goals Measurements (means of assessment for general education goals listed in first column)

x Communication Skills- Students will write, read, listen and speak critically and effectively.

Measured via test questions, written assignments and case studies presentation.

Quantitative Reasoning- Students will use quantitative skills and the concepts and methods of mathematics to solve problems.

Scientific Reasoning- Students will understand and apply the concepts and methods of the natural sciences.

x Social and Behavioral Sciences- Students will understand and apply the concepts and methods of the social sciences.

Arts & Humanities- Students will develop knowledge and understanding of the arts and literature.

x Information & Technology Literacy- Students will collect, evaluate and interpret information and effectively use information technologies.

Relevant websites, videos, podcast, and Power point presentations will be accessed for research purposes.

x Values- Students will make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.

Measured via test questions and/or written assignments related to coursework on ethics, human diversity and multicultural awareness.


28

EVALUATION & REQUIREMENTS OF STUDENTS Participation 20 points Weekly discussion groups 10 points Case Analysis 20 points Mid Term Exam 20 points Final Team Presentations 30 points The student’s final grade will be determined by the following items and with the specified weight

A : 93% and above

B- : 80% – 82%

D+: 67% - 69%

A-: 90% – 92% B+:87% – 89% B : 83% – 86%

C+: 77% – 79% C : 73% – 76% C- : 70% – 72%

D : 63% – 66% D-: 60% – 62% F : Below 60%


29

OUTLINE OF TOPICS PART I: INPUTS &OUTPUTS IN THE POLICY PROCESS Week1: Introduction to the Policy Process Week 2: Intellectual Foundations – Systems of Policymaking Week 3: “The Policy Machine” – The “Stages Heuristic” & “ACF” Week 4: Computational Limits – Information Processing, Framing Stories PART II: INDIVIDUALS &PURPOSEFUL BEHAVIOR Week 5: Individual Purpose, Strategic Interaction Week 6: Institutional Analysis & Institutional Change Week 7: Policy Design Options Week 8: Presentation Skills Bootcamps PART III: UNSATISFACTORY CONCLUSIONS Week 9: Nonsense and Impossibilities; Diffusion, Convergence, Voting Week 10: Bureaucracy, Representation, and Accountability PART IV: INDIVIDUALS AND POLICY CHANGE Week 11: What can you do? “Policy Windows” & “Information Cascades” Week 12: How can you do it? The Policy Memo (Welfare Reform Case) Week 13: “Good Government” and Public Policy Week 14: Prohibition: Policy Implementation Week 15- FINAL EXAM: Take-Home Final Exam Due, 11:55 pm.


30

Class Participation Participation in the academic activity of each course is a significant component of the learning process and plays a major role in determining overall student academic achievement. Academic activities may include, but are not limited to, attending class, submitting assignments, engaging in in-class or online activities, taking exams, and/or participating in group work. Each instructor has the right to establish their own class participation policy, and it is each student’s responsibility to be familiar with and follow the participation policies for each course. BMCC is committed to the health and well‐being of all students. It is common for everyone to seek assistance at some point in their life, and there are free and confidential services on campus that can help.

Single Stop www.bmcc.cuny.edu/singlestop, room S230, 212‐220‐8195. If you are having problems with food or housing insecurity, finances, health insurance or anything else that might get in the way of your studies at BMCC, come by the Single Stop Office for advice and assistance. Assistance is also available through the Office of Student Affairs, S350, 212‐220‐ 8130.

Counseling Center www.bmcc.cuny.edu/counseling, room S343, 212‐220‐8140. Counselors assist students in addressing psychological and adjustment issues (i.e., depression, anxiety, and relationships) and can help with stress, time management and more. Counselors are available for walk‐in visits.

Office of Compliance and Diversity www.bmcc cuny.edu/aac, room S701, 212-220-1236. BMCC is committed to promoting a diverse and inclusive learning environment free of unlawful discrimination/harassment, including sexual harassment, where all students are treated fairly. For information about BMCC's policies and resources, or to request additional assistance in this area, please visit or call the office, or email [email protected], or [email protected]. If you need immediate assistance, please contact BMCC Public safety at 212-220-8080.

Office of Accessibility www.bmcc.cuny.edu/accessibility, room N360 (accessible entrance: 77 Harrison Street), 212-220-8180. This office collaborates with students who have documented disabilities, to coordinate support services, reasonable accommodations, and programs that enable equal access to education and college life. To request an accommodation due to a documented disability, please visit or call the office.

BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea 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. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s Web site, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).


31


Business Management Department – PAN 240

Course: Research Methods in Nonprofit and Public Administration Class Meets:

3 Credits/ 3 Hrs.

Instructor: Semester: E-mail: Office:

Office Hours: Office Phone Number:

Course Description This course provides students an opportunity to develop basic qualitative and quantitative analysis skills that can be applied to public administration, nonprofit management, and policy problems; program evaluations, and critical research questions. This course will emphasize the identification and application of research techniques, interpretation of results and the use of statistics in management decision-making. Prerequisites/Co-requisites: PAN 100

Below are the college’s general education learning goals. The outcomes that are checked in the left-hand column indicate goals that will be covered and assessed in this course.

Student Learning Outcomes At the conclusion of BUS 200 Students will be able to…


1. Distinguish when to use qualitative/quantitative/or mixed methods research designs

1. Project 1

2. Describe situations in which research will help to support decision making and grant applications in the public and nonprofit sectors

2. The midterm exam Case Study analysis

3. Determine what research method should be employed and the critical independent and dependent variables to be studies.

3. The midterm exam Case Study analysis

4. Apply statistical models to real world research question, compute, interpret statistics, and describe significance/impact

4. Team assignment

5. Prepare and present a research plan for analyzing an organizational dilemma focusing on the research method, methodologies, research question, and problem statement – provide a timeline and a set of hypotheses.

5. Full semester project – final exam

General Education Learning Outcomes Measurements (means of assessment for general education goals listed in first column)

X Communication Skills- Students will be able to write, read, listen and speak critically and effectively.

Class discussion, written case studies and final research project.

X Quantitative Reasoning- Students will be able to use quantitative skills and the concepts and methods of mathematics to solve problems.

Analysis of data research paper.

X Scientific Reasoning- Students will be able to apply the concepts and methods of the natural sciences.



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Required Textbooks

Remler, D. K. and Van Ryzin, G.G. (2014). Research Methods in Practice: Strategies for Description and Causation. Los Angeles,

CA: Sage Publications. (RVR) 1

Salkind, Neil J. (2010). Statistics for People Who (Think They) Hate Statistics: Excel 2010 edition, Sage Publications. ISBN 978-1-

4522-2523-4 (S) Acock, Alan. (2012).

A Gentle Introduction to STATA. Revised 3rd Edition. Stata Press.

BMCC Academic Calendar: https://www.bmcc.cuny.edu/calendar/spring_2019.jsp

EVALUATION & REQUIREMENTS OF STUDENTS Course Assignments Class Participation (see policies) 20% Quizzes 10% Project 1 10% Team Project 20% Midterm Exam 20% Final Exam 20%

COURSE Schedule - Assignments

X Social and Behavioral Sciences- Students will be able to apply the concepts and methods of the social sciences.

Class discussions and team project

Arts & Humanities- Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre or literature.

X Information & Technology Literacy- Students will be able to collect, evaluate and interpret information and effectively use information technologies.

Use technology to collect, analyze, and summarize information for the final research project.

X Values- Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.

The final research project is social responsibility in research

A 93% and above C 73% - 76%

A- 90% - 92% C- 70% - 72%

B+ 87% - 89% D+ 67% - 69%

B 83% - 86% D 63% - 66%

B- 80% - 82% D- 60% - 62%

C+ 77% - 79% F Below 60%

Session Topic/Assignment Student Learning Outcome (SLO)

1

Introduction, Organization and Assignments Reading: Chapter 1 (S) and 1 (RVR) Aug 30 Lecture Topic: Measurement Reliability and Validity Reading: Chapter 6 (S) and 4 (RVR) Lecture Topic: Measurement Reliability and Validity Reading: Chapter 6 (S) and 4 (RVR)

SLO 1

https://www.bmcc.cuny.edu/calendar/spring_2019.jsp


33

2

Lecture Topic: Making Sense of the Numbers Descriptive Stats and Central Tendency Reading: Chapter 2 (S) and 8 (RVR)

SLO 2 – 5

3

Lecture Topic: Making Sense of the Numbers Variability Reading: Chapter 3 (S) and 8 (RVR) Lecture Topic: Making Sense of the Numbers Frequency Distributions Reading: Chapter 4 and 21 (S), and 8 (RVR)

SLO 1 -2 - 5

4

Project 1 Presentations

SLO 1- 2 - 5

5

Lecture Topic: Making Sense of Inferential Stats Hypothesis Testing Reading: Chapter 7 (S) and 9 (RVR) Lecture Topic: Making Sense of Inferential Stats Probability Reading: Chapter 8 (S)

SLO 1- 2 - 5

6

Lecture Topic: Making Sense of Inferential Stats Normal Distribution Reading: Chapter 8 (S) and 9 (RVR) Oct 4 Lecture Topic: Making Sense of Inferential Stats Significance levels, p value Reading: Chapter 9 (S) and 9 (RVR)

SLO 1 - 2 - 5

7

Midterm Exam Prep Midterm Exam

SLO 2

8

Lecture Topic: Making Sense of Inferential Stats z test Reading: Chapter 10 (S) Lecture Topic: Natural and Quasi Experiments t test Reading: Chapter 11(S), 15 (RVR)

SLO 2 - 3 - 4

9

Lecture Topic: Natural and Quasi Experiments more t tests Reading: Chapter 11 (S), 15 (RVR) Lecture Topic: Natural and Quasi Experiments more t tests (cont’d) Reading: Chapter 11 (S), 15 (RVR)

SLO 2 - 3 - 4

10

Team Presentations

SLO 2 - 3 - 4

11

Lecture Topic: Making Sense of Inferential Stats z test Lecture Topic: Making Sense of Multivariate Stats Analysis of Variance Reading: Chapter 13 (S), 10 (RVR)

SLO 5


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Class Conduct – Policies - Resources - Expectations

Class begins promptly at the times indicated in the Schedule of Classes. Arrival in class after the scheduled starting time constitutes lateness and impacts your ability to participate. Use your absences judiciously; there is no distinction between excused or unexcused absences -- with either type of absence you have missed irreplaceable, important learning experiences. If you are going to miss class or will be late you must email the professor prior to class.

Fully participating means, but is not limited to: attending class on time and staying for the entire class period, contributing to in-class and team discussions, submitting all assignments on time, and being fully engaged. Reading all assigned textbook chapters and articles posted on blackboard is also a factor of participation. Quizzes on these readings will be administered as needed to ascertain your completion and comprehension of the assigned readings

Cell phones – laptops – other electronic devises will be used solely at the direction of your professor. Other than those times all devices must be stored away and not visible to the professor or other students.

Respect - Responsibility - Honesty - Caring are the values governing our conduct and will be upheld – failure to demonstrate these values may include being dismissed from class

There will be no eating of any kind during class – beverages are okay

The syllabus and course schedule can be changed at the discretion the professor

It is expected all students will have access to the text books and other required resources, will use black board, check their BMCC email daily, and have fully read and comprehended all information on the syllabus

BMCC is committed to the health and well‐being of all students. It is common for everyone to seek assistance at some point in their life, and there are free and confidential services on campus that can help.

Single Stop www.bmcc.cuny.edu/singlestop, room S230, 212‐220‐8195. If you are having problems with food or housing insecurity, finances, health insurance or anything else that might get in the way of your studies at BMCC, come by the Single Stop Office for advice and assistance.

Assistance is also available through the Office of Student Affairs, S350, 212‐220‐ 8130.

12

Lecture Topic: Making Sense of Multivariate Stats Analysis of Variance Reading: Chapter 13 (S), 10 (RVR) Lecture Topic: Causation Correlation Coefficient Reading: Chapter 5 (S) and 8 (RVR)

SLO 2 – 3 - 4

13

Lecture Topic: Causation Correlation Coefficient Reading: Chapter 15 (S) and 8 (RVR) Lecture Topic: Using Regression to Estimate Causal Effects Linear Regression Reading: Chapter 16 (S) and 13 (RVR) Due: HW 7

SLO 2 – 3 - 4

14

Last Day of

Class

FINAL Exam Review

SLO 2 - 3 - 4 - 5

15

FINAL EXAM - Presentations/Papers

SLO 1 - 2 - 3 - 4 - 5 - 6

http://www.bmcc.cuny.edu/singlestop


35

Counseling Center www.bmcc.cuny.edu/counseling, room S343, 212‐220‐8140. Counselors assist

students in addressing psychological and adjustment issues (i.e., depression, anxiety, and relationships) and can help with stress, time management and more. Counselors are available for walk‐in visits.

Office of Compliance and Diversity: www.bmcc cuny.edu/aac, room S701, 212-220-1236. BMCC is committed to promoting a diverse and inclusive learning environment free of unlawful discrimination/harassment, including sexual harassment, where all students are treated fairly. For information about BMCC's policies and resources, or to request additional assistance in this area, please visit or call the office, or email [email protected], or [email protected]. If you need immediate assistance, please contact BMCC Public safety at 212-220-8080.

Office of Accessibility - www.bmcc.cuny.edu/accessibility, room N360 (accessible entrance: 77 Harrison Street), 212-220-8180. This office collaborates with students who have documented disabilities, to coordinate support services, reasonable accommodations, and programs that enable equal access to education and college life. To request an accommodation due to a documented disability, please visit or call the office.

College Participation Policy Participation in the academic activity of each course is a significant component of the learning process and plays a major role in determining overall student academic achievement. Academic activities may include, but are not limited to, attending class, submitting assignments, engaging in in-class or online activities, taking exams, and/or participating in group work. Each instructor has the right to establish their own class participation policy, and it is each student's responsibility to be familiar with and follow the participation policies for each course. BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea 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. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s Web site, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).

http://www.bmcc.cuny.edu/counseling



http://www.bmcc.cuny.edu/accessibility

http://www.bmcc.cuny.edu/


36


Business Management Department – PAN 250

Course: Performance Management Class Meets:

3 Credits/ 3 Hrs.

Instructor: Semester: E-mail: Office:

Office Hours: Office Phone Number:

Course Description The processes of public and nonprofit performance measurement and management are explored in depth in this course. Theories of public and nonprofit performance are reviewed with a clear focus on application in the management setting. Types of measures are reviewed and their relationships are explored through program logic models. Selection of key performance indicators and proximate measures is discussed. Tools and methods of performance measurement, including benchmarking and trend analysis, are introduced. Data collection, analysis, and reporting are reviewed. Students learn how to align performance measurement with strategic organizational goals and objectives in order to facilitate learning and improved effectiveness. Prerequisites/Co-requisites: Students must have passed PAN 100

Below are the college’s general education learning goals. The outcomes that are checked in the left-hand column indicate goals that will be covered and assessed in this course.

Student Learning Outcomes At the conclusion of PAN Students will be able to…


1. Understand the inextricable connection between performance measurement and strategic planning in developing effective organizations

1. Team Project

2. Develop the skills to implement performance measurement systems in organizations, regardless of your level of authority within these organizations

2. Midterm exam

3. Build skills to help you adeptly navigate organizational challenges that impede performance measurement system implementation

3. Final Exam

4. Identify best practices for successfully incorporating performance measurement plans in funding proposals utilizing performance

4. Mapping project

5. Prepare and present an analysis of an organization focusing on key performance metrics

5 Final Exam

General Education Learning Outcomes Measurements (means of assessment for general education goals listed in first column)

X Communication Skills- Students will be able to write, read, listen and speak critically and effectively.

Class discussion, written case studies and final research project.

X Quantitative Reasoning- Students will be able to use quantitative skills and the concepts and methods of mathematics to solve problems.


37

Required Text & Readings Poister, T.H., Aristigueta, M.P., Hall, J.L., (2015) 2nd Edition Managing and Measuring Performance in Public and

Nonprofit Organizations, Hoboken, N.J.: John Wiley and Sons, Inc. (PAH)

BMCC Academic Calendar: https://www.bmcc.cuny.edu/calendar/spring_2019.jsp

EVALUATION & REQUIREMENTS OF STUDENTS Course Assignments Class Participation (see policies) 20% Performance Measurement Theory Mapping (assignment posted to Blackboard) 10% Team Project (assignment posted to Blackboard) 20% Mid Term Exam (assignment posted to Blackboard) 20% Final Exam – Organization Analysis (assignment posted to Blackboard) 30% College Grading Format

A 93% and above C 73% - 76% A- 90% - 92% C- 70% - 72% B+ 87% - 89% D+ 67% - 69% B 83% - 86% D 63% - 66% B- 80% - 82% D- 60% - 62% C+ 77% - 79% F Below 60%

X Scientific Reasoning- Students will be able to apply the concepts and methods of the natural sciences.


X Social and Behavioral Sciences- Students will be able to apply the concepts and methods of the social sciences.

Class discussions and video presentations.

Arts & Humanities- Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre or literature.

X Information & Technology Literacy- Students will be able to collect, evaluate and interpret information and effectively use information technologies.

Use technology to collect, analyze, and summarize information for the final research project.

X Values- Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.

The final research project is related to how social and ethical responsibility applies to performance measurement and management.

https://www.bmcc.cuny.edu/calendar/spring_2019.jsp


38

Class Schedule - Assignments

Session Topic/Assignment Student Learning Outcome (SLO)

1

Introductions – Syllabus Review – Course

Expectations - Learning Outcomes – Grading and Assignments

Mapping Performance Management Theory

SLO 1

2

INTRODUCTION to Performance Measurement

PRIOR TO CLASS:

1. Identify the organization you will be analyzing 2. Read PAH Par 1

SLO 2 – 5

3

Performance Methodologies - Elements

PRIOR TO CLASS:

1. Read PAH Chapters 3/4 2. Read today’s Wall Street Journal

SLO 1 -2 - 5

4


PRIOR TO CLASS: 1. Read PAH Chapter 5 2. Read today’s Wall Street Journal

SLO 1- 2 - 5

5


PRIOR TO CLASS:


SLO 1- 2 - 5

6

Midterm EXAM Review

7

Midterm Exam

SLO 2

8

Applying Performance Management Principles

PRIOR TO CLASS:


SLO 2 - 3 - 4

9


PRIOR TO CLASS:


SLO 2 - 3 - 4


39

Class Conduct – Policies - Resources - Expectations Class begins promptly at the times indicated in the Schedule of Classes. Arrival in class after the scheduled

starting time constitutes lateness and impacts your ability to participate. Use your absences judiciously; there is no distinction between excused or unexcused absences -- with either type of absence you have missed irreplaceable, important learning experiences. If you are going to miss class or will be late you must email the professor prior to class.

Fully participating means, but is not limited to: attending class on time and staying for the entire class period, contributing to in-class and team discussions, submitting all assignments on time, and being fully engaged. Reading all assigned textbook chapters and articles posted on blackboard is also a factor of participation. Quizzes on these readings will be administered as needed to ascertain your completion and comprehension of the assigned readings

Cell phones – laptops – other electronic devises will be used solely at the direction of your professor. Other than those times all devices must be stored away and not visible to the professor or other students.

Respect - Responsibility - Honesty - Caring are the values governing our conduct and will be upheld – failure to demonstrate these values may include being dismissed from class

10


PRIOR TO CLASS: 1. Read PAH Chapters 12 2. Read today’s Wall Street Journal

SLO 2 - 3 - 4

11


PRIOR TO CLASS: 3. Read PAH Chapters 13/14 4. Read today’s Wall Street Journal

SLO 6

12

Designing Performance Management Systems

PRIOR TO CLASS:

1. Read PAH Chapter 15 2. Read today’s Wall Street Journal

SLO 2 – 3 - 4

13

TEAM PRESENTATIONS

14

Last Day of

Class

FINAL Exam Review

PRIOR TO CLASS:

1. Complete a summary and outline of your final paper and be prepared to present in class

SLO 2 - 3 - 4 - 5

15

FINAL EXAM - Presentations/Papers

PRIOR TO CLASS:

1. Post PPT/Voice-over to BB 2. Post Final Paper to BB

SLO 1 - 2 - 3 - 4 - 5


40

There will be no eating of any kind during class – beverages are okay The syllabus and course schedule can be changed at the discretion the professor It is expected all students will have access to the text books and other required resources, will use black

board, check their BMCC email daily, and have fully read and comprehended all information on the syllabus BMCC is committed to the health and well‐being of all students. It is common for everyone to seek assistance at some point in their life, and there are free and confidential services on campus that can help.

Single Stop www.bmcc.cuny.edu/singlestop, room S230, 212‐220‐8195. If you are having problems with food or housing insecurity, finances, health insurance or anything else that might get in the way of your studies at BMCC, come by the Single Stop Office for advice and assistance.

Assistance is also available through the Office of Student Affairs, S350, 212‐220‐ 8130.

Counseling Center www.bmcc.cuny.edu/counseling, room S343, 212‐220‐8140. Counselors assist

students in addressing psychological and adjustment issues (i.e., depression, anxiety, and relationships) and can help with stress, time management and more. Counselors are available for walk‐in visits.

Office of Compliance and Diversity: www.bmcc cuny.edu/aac, room S701, 212-220-1236. BMCC is committed to promoting a diverse and inclusive learning environment free of unlawful discrimination/harassment, including sexual harassment, where all students are treated fairly. For information about BMCC's policies and resources, or to request additional assistance in this area, please visit or call the office, or email [email protected], or [email protected]. If you need immediate assistance, please contact BMCC Public safety at 212-220-8080.

Office of Accessibility - www.bmcc.cuny.edu/accessibility, room N360 (accessible entrance: 77 Harrison Street), 212-220-8180. This office collaborates with students who have documented disabilities, to coordinate support services, reasonable accommodations, and programs that enable equal access to education and college life. To request an accommodation due to a documented disability, please visit or call the office.

College Participation Policy Participation in the academic activity of each course is a significant component of the learning process and plays a major role in determining overall student academic achievement. Academic activities may include, but are not limited to, attending class, submitting assignments, engaging in in-class or online activities, taking exams, and/or participating in group work. Each instructor has the right to establish their own class participation policy, and it is each student's responsibility to be familiar with and follow the participation policies for each course. BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea 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. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s Web site, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).

http://www.bmcc.cuny.edu/singlestop

http://www.bmcc.cuny.edu/counseling



http://www.bmcc.cuny.edu/accessibility

http://www.bmcc.cuny.edu/


41

Appendix B: Faculty


42

*As the program director, Dr. Peter Hoontis will be assigned to teach all new Public and Non-Profit Administration courses during the first five years of the program as his contracted use of research time will be culminating.

Existing Core Faculty Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Faculty Member Name, Title, and Rank

Courses to be taught Full-time or Part-time; if Full-time identify % of time to the program

Highest Earned Degree, Discipline, IHE

Additional qualifications which demonstrate professional competence relative to the specific program.

*Peter Hoontis, Program Director Assistant Professor

PAN 100 - Introduction to Public and Nonprofit Administration PAN 230W - Policy Development and Analysis PAN 240 - Research Methods in Nonprofit and Public Administration PAN 250 -Performance Measurement

75% PhD- Rutgers State University of New Jersey- Public Administration

Experienced nonprofit executive – 35 years

Chaim Ginsberg BUS 104 – Introduction to Business

25% PhD- New School of Social Research, New York, NY

Teaching – 53 years

Ronald Clare Jr. BUS 110- Business Law

25% JD- CUNY School of Law Lawyer; Teaching 19 years

Mahatapa Palit MAR 100- Intro to Marketing

25% PhD-Florida International University, Miami

Marketing Researcher; Teaching - 20 years

Francisca Campos BUS 150- Business Communications

25% MS – Long Island University (Computers in Education); MS.Ed. – Baruch (Higher Education Administration)

Teaching – 35 years; Expertise in Technology, Office Administration, Higher Education and Communication.

Nikolaos Adamou BUS 200- Business Organization and Management

12.5% PhD- Rensselaer Polytechnic Institute, Troy, NY

Advisor to Ministers of Finance, Public Administration and Health; Senior Fiscal Economist, Nays & Means, NYS Assembly.


43

Faculty to be Hired Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards. Position Title, and Rank

Highest Earned Degree, Discipline, and additional qualifications

Courses to be taught Date by which they will begin job duties

Adjunct #1

MA/ nonprofit professional experience

PAN 100 Introduction to Public and Nonprofit Administration

Year three

Adjunct #2



Year three

Adjunct #3 MA/ nonprofit professional experience

PAN 250 -Performance Measurement Year four


44

APPENDIX C: 5 Year Financial projections

Program Expenditures

Projected Revenue Related to Proposed Program

Supporting Materials Expenditures

Supporting Materials Revenue

Enroll and Seat Projection


45

Projected Expense Related to the Proposed Program Table 5: New Resources

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

Academic Year2 Academic Year† Academic Year† Academic Year† Academic Year†

Full Time Faculty $ - $ - $ - $ - $ - Part Time Faculty $ - $ - $ 4,350.50 $ 8,701.00 $ 14,294.50 Full Time Staff $ - $ - $ - $ - $ - Part Time Staff 0 0 0 0 0 Library (Includes Staffing) $ 500.00 $ 500.00 $ 1,000.00 $ 1,000.00 $ 2,000.00

Equipment $ - $ - $ - $ - $ -

Laboratories $ - $ - $ - $ - $ - Supplies & Expenses $ 500.00 $ 500.00 $ 1,000.00 $ 1,500.00 $ 2,000.00 (Other than Personal Services)

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

Other $ - $ - $ - $ - $ - Total all $ 1,000.00 $ 1,000.00 $ 6,350.50 $ 11,201.00 $ 18,294.50


46

Revenue

Projected Revenue Related to the Proposed Program

Revenues 1st Year 2nd Year 3rd Year 4th Year 5th Year 2020 - 2021 2021 - 2022 2022 - 2023 2023 - 2024 2024 - 2025

Tuition Revenue $98,025 $79,800 $81,396 $0 $0 01. From Existing Sources

02. From New Sources $219,375 $304,500 $432,990 $631,653 $898,976 03. Total $317,400 $384,300 $514,386 $631,653 $898,976 State Revenue

$41,174 $29,064 $29,064 $0 $0 04. From Existing Sources 05. From New Sources $96,880 $133,210 $193,760 $284,585 $405,685 06. Total $138,054 $162,274 $222,824 $284,585 $405,685 Other Revenue

$0 $0 $0 $0 $0 07. From Existing Sources 08. From New Source $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total

$139,199 $108,864 $110,460 $0 $0 10. From Existing Sources 11. From New Sources $316,255 $437,710 $626,750 $916,238 $1,304,661 TOTAL $455,454 $546,574 $737,210 $916,238 $1,304,661


47

Supporting Material Expenditures (Community College)

The Five-Year Financial Projections for Program

DIRECT OPERATING EXPENSES Year 1 Year 2 Year 3 Year 4 Year 5 Current Full Time Faculty Overload (include Summer) New Full Time Faculty Base Salary (list separately) New Full Time Faculty Overload (include Summer) New Faculty Re-assigned Time (list separately) Full Time Employee Fringe Benefits (41.6%) Total (Links to Full-Time Faculty on Program Exp. Worksheet) $ - $ - $ - $ - $ -

Part Time Faculty Actual Salaries 0 0 $3,500.00 $7,000.00 $11,500.00 Part Time Faculty Actual Fringe Benefits (24.3%) $850.50 $1,701.00 $2,794.50 Total (Links to Part-Time Faculty Program Exp. Worksheet) $ - $ - $ 4,350.50 $ 8,701.00 $ 14,294.50 Full Time Staff Base Salary (list separately) Full Time Staff Fringe Benefits (41.6%) Total (Links to Full-Time Staff on Program Exp. Worksheet) $ - $ - $ - $ - $ - No additional expenses are anticipated Year 1 Year 2 Year 3 Year 4 Year 5

PART-TIME 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 full-time faculty - e.g. on release time - with part-time faculty) 0 0 0 0 0 Graduate Assistants 0 0 0 0 Student Hourly 0 0 0 0 0 Part Time Employee Fringe Benefits (24.3%) 0 0 0 0 0 Total (Links to Part-Time Staff on Program Exp. Worksheet) $ - $ - $ - $ - $ -


48

LIBRARY Library Resources $500.00 $500.00 $1,000.00 $1,000.00 $2,000.00 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) $500.00 $500.00 $1,000.00 $1,000.00 $2,000.00 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) $ - $ - $ - $ - $ - LABORATORIES Laboratory Equipment 0 0 0 0 0 Other (list separately) 0 0 TOTAL (Links to Laboratories on Program Exp. Worksheet) $ - $ - $ - $ - $ - Year 1 Year 2 Year 3 Year 4 Year 5 SUPPLIES AND EXPENSES (OTPS) 0 0 0 0 0 Consultants and Honoraria 0 0 0 0 0 Office Supplies 0 0 0 0 0 Instructional Supplies $500.00 $500.00 $1,000.00 $1,500.00 $2,000.00 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 0 0 0 0 0 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) $ 500.00 $ 500.00 $1,000.00 $1,500.00 $ -


49

CAPITAL EXPENDITURES 0 0 0 0 0 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) $ - $ - $ - $ - $ - Other (list separately) 0 0 0 0 0 TOTAL (Links to Other on Program Exp. Worksheet) $ - $ - $ - $ - $ -


50

Supporting Materials Revenue

The Five-Year Revenue Projections for Program COMMUNITY COLLEGE WORKSHEET Year 1 = Spring 2020 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 5 5 0 0 Tuition Income (calculates 2% increase per year after Fall 2015) $4,500.00 $4,800.00 $4,896.00 $4,994.00 $5,094.00 Total Tuition $45,000.00 $24,000.00 $24,480.00 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $45,000.00 $24,000.00 $24,480.00 $0 $0 Tuition & Fees: # of EXISTING FULL-TIME, Out-of-State Students (linked from "Enroll & Seat Need Projections") 2 2 2 0 0 Annual Avg # of Credits per FT student (24-30) 30 30 30 30 30 Tuition Income (Specify Rate per credit. Calculates 2% annual increase after Fall 2015) $290.00 $305.00 $311.00 $317.00 $324.00 Total Tuition $17,400.00 $18,300.00 $18,666.00 $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 $17,400.00 $18,300.00 $18,666.00 $0 $0 TOTAL EXISTING FULL-TIME TUITION REVENUE $62,400.00 $42,300.00 $43,146.00 $0 $0 EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of EXISTING PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 5 5 5 0 0 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


51

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $185.00 $195.00 $199.00 $203.00 $207.00 Total Tuition $13,875.00 $14,625.00 $14,918.00 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $13,875.00 $14,625.00 $14,918.00 $0 $0 Tuition & Fees: # of EXISTING PART-TIME Out of State Students (linked from "Enrollment and Seat Need Projections") 5 5 5 0 0 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) $290.00 $305.00 $31.001 $317.00 $324.00 Total Tuition $21,750.00 $22,875.00 $23,333.00 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees Total Out-of-State Tuition & Fees $21,750.00 $22,875.00 $23,333.00 $0 $0 TOTAL EXISTING PART TIME REVENUE $35,625.00 $37,500.00 $38,250.00 $0 $0 TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $98,025.00 $79,800.00 $81,396.00 $0 $0 NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 25 40 65 100 150 Tuition Income (Calculates 2% increase per year after Fall 2015) $4,500.00 $4,800.00 $4,896.00 $4,994.00 $5,094.00 Total Tuition $112,500.00 $192,000.00 $318,240.00 $499,392.00 $764,070.00 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $112,500.00 $192,000.00 $318,240.00 $499,392.00 $764,070.00


52

Tuition & Fees: # of NEW FULL-TIME, Out-of -State Students (linked from "Enroll & Seat Need Projections") 5 5 5 5 5 Annual Avg # of Credits per FT student (24-30) 30 30 30 30 30 Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $290.00 $305.00 $311.00 $317.00 $324.00 Total Tuition $43,500.00 $45,750.00 $46,665.00 $47,598.00 $48,550.00 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $43,500.00 $45,750.00 $46,665.00 $47,598.00 $48,550.00 TOTAL NEW FULL-TIME TUITION REVENUE $156,000.00 $237,750.00 $364,905.00 $546,990.00 $812,620.00 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") 15 15 15 20 20 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) $185.00 $195.00 $199.00 $203.00 $207.00 Total Tuition $41,625.00 $43,875.00 $44,753.00 $60,863.00 $62,081.00 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $41,625.00 $43,875.00 $44,753.00 $60,863.00 $62,081.00 Tuition & Fees: # of NEW PART-TIME, Out-of-State Students 5 5 5 5 5 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 $290.00 $305.00 $311.00 $317.00 $324.00 Total Tuition $21,750.00 $22,875.00 $23,333.00 $23,799.00 $24,275.00 Student Fees (enter ANNUAL program fees other than standard CUNY fees)


53

Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $21,750.00 $22,875.00 $23,333.00 $23,799.00 $24,275.00 TOTAL NEW PART-TIME REVENUE $63,375.00 $66,750.00 $68,085.00 $84,663.00 $86,356.00 TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $219,375.00 $304,500.00 $432,990.00 $631,653.00 $898,976.00 STATE REVENUE Year One Year Two Year Three Year Four Year Five # EXISTING FTEs 17 12 12 0 0 Appropriation per FTE $2,422.00 $2,422.00 $2,422.00 $2,422.00 $2,422.00 STATE REVENUE FROM EXISTING SOURCES -LINKS TO REVENUE SPREADSHEET ROW 9 $41,174.00 $29,064.00 $29,064.00 $0 $0 # NEW FTEs 40 55 80 117.5 167.5 Appropriation per FTE $2,422.00 $2,422.00 $2,422.00 $2,422.00 $2,42.002 STATE REVENUE FROM NEW SOURCES -LINKS TO REVENUE SPREADSHEET ROW 11 $96,880.00 $133,210.00 $193,760.00 $284,585.00 $405,685.00 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) 0 0 0 0 0 Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15) 0 0 0 0 0


54

Enroll and Seat Projection (Community College)

Projected Enrollment Year One Year Two Year Three Year Four Year Five Existing Full-time Students

In-State 8 8 4 0 0 Out-of-State 2 2 1 - -

Existing Full-time Total 10 10 5 - -

Existing Part-time Students

In-State 5 5 5 0 0 Out-of-State 5 5 5 0 0

Existing Part-time Total 10 10 10 - -

New Full-time Students


NEW Full-time Total 25 40 65 100 150

New Part-time Students


New Part-time Total 15 15 15 20 20 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 35 50 70 100 150 Existing Courses 9 8 8 8 8

New Courses 1 2 2 2 2 Total (normally equals 10)

Part-Time Students 25 24 25 25 25

Existing Courses 5 4 4 4 4 New Courses 1 2 2 2 2

Total (normally equals 4-6)

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

Seat Need for Existing Students

Existing Courses 140 120 80 - -


55

New Courses 20 40 30 - -

Seat Need for New Students Existing Courses 300 380 580 880 1,280

New Courses 40 110 160 240 340

Total Seat Need Existing Courses 440 500 660 880 1,280

Avail. Seats in Existing Courses

Net Seat Need in Existing 440 500 660 880 1,280 New Courses 60 150 190 240 340 All Courses 500 650 850 1,120 1,620

Average Seats per Section

Existing Courses 32 32 32 32 32 New Courses 32 32 32 32 32

Net New Section Need

Existing Courses 13.75 15.625 20.625 27.5 40 New Courses 1.874 4.6875 5.9375 7.5 10.625

Total 15.624 20.3125 26.5625 35 50.625


56

Appendix D: Articulation Agreements


57


58


59


60


61


62


63


64


65


66


67


68


69


70

Appendix E: Student Interest – Market Research BMCC Office of Institutional Effectiveness and Analytics administered the survey and compiled the results.


71

BMCC COLLEGE NOW Students Survey Results


72


73


74

BMCC NON-DECLARED MAJORS SURVEY RESULTS


75


76


77


78

Appendix F: Regional Job Reports


79

Top 25 Employers

Based on online job postings for positions in NY-NJ-PA from January 1, 2015 – December 31, 2017 that advertised for applicants with an Associates or Bachelors in Public Administration or Non-Profit/Public/Organizational Management.

Source: Burning Glass – BMCC Office of Institutional Effectiveness and Analytics

153

69

56

38

27

24

22

14

14

13

12

11

11

9

9

9

9

8

8

8

7

7

7

6

6

0 20 40 60 80 100 120 140 160 180

Mta

Nyc Department Of Health And Mental Hygiene

The New York City Department Of Education

New York City Department Of Education

CUNY

Nyc Health And Hospitals

Columbia University

NYU Langone Medical Center

York University

Reliefweb

Rutgers, the State University of New Jersey

New York City Health And Hospitals Corporation

State of New York

National Academy Foundation

National Park Service

New York City Economic Development Corporation

New York Department Of Education

KPMG

New Parks

Public Health Solutions

Gannett Company Incorporated

Research Foundation For Mental Hygiene, Inc

Sco Family Of Services

Department Of The Army

Ipro


80

Top Industries with NAICS 2-digit code



647

123

123

54

37

23

17

16

8

7

6

3

2

2

1

1

0 200 400 600 800

Public Administration (92)

Educational Services (61)

Health Care and Social Assistance (62)

Professional, Scientific, and Technical Services (54)

Finance and Insurance (52)

Transportation and Warehousing (48-49)

Information (51)

Other Services (except Public Administration) (81)

Manufacturing (31-33)

Real Estate and Rental and Leasing (53)

Construction (23)

Administrative and Support and Waste Management andRemediation Services (56)

Accommodation and Food Services (72)

Arts, Entertainment, and Recreation (71)

Mining, Quarrying, and Oil and Gas Extraction (21)

Retail Trade (44-45)


81

Top 25 Job Titles



29

18

15

15

15

12

10

10

9

9

8

8

8

8

7

6

6

6

6

6

6

5

5

5

5

0 5 10 15 20 25 30 35

Management Analyst

Contract Manager

Budget Analyst

Human Resources Manager

Reporting Analyst

Procurement Specialist

Business Analyst

Senior Financial Analyst

Data Analyst

Director of Human Resources

Diversity & Inclusion Coordinator

Financial Analyst

Human Resources Coordinator

Program Analyst

Transportation Analyst

Business Consultant

Development Associate

Director of Engineering

Director of Finance

Quality Specialist

Recruitment Manager

Administrative Manager

Auditor

Operations Specialist

Program Manager


82

Top 25 Skills in Demand



582

572

526

494

382

323

314

288

284

244

240

226

226

220

218

180

159

159

141

135

126

126

124

118

110

0 100 200 300 400 500 600 700

Information Technology: Microsoft Office and Productivity Tools

Business: People Management

Business: Business Management

Finance: Budget Management

Business: Project Management

Education and Training: Program Management

Health Care: Mental and Behavioral Health Specialties

Economics, Policy, and Social Studies: Economics

Finance: General Accounting

Health Care: Public Health and Disease Prevention

Supply Chain and Logistics: Procurement

Business: Contract Management

Human Resources: Employee Relations

Finance: Financial Management

Business: Business Strategy

Education and Training: Education Administration

Business: Business Process and Analysis

Marketing and Public Relations: Market Analysis

Administration: Scheduling

Administration: Administrative Support

Education and Training: Training Programs

Science and Research: Scientific Disciplines

Customer and Client Support: Basic Customer Service

Information Technology: Enterprise Resource Planning (ERP)

Finance: Financial Analysis


83

Salary by Education Level



75,897

79,594

80,365

82,072

87,145

70,000

72,000

74,000

76,000

78,000

80,000

82,000

84,000

86,000

88,000

High school orvocational training

382 postings

Associate's Degree136 postings

Bachelor's Degree2,144 postings

Master's Degree1,547 postings

Doctoral Degree 308postings

Sala

ry

Education Levels

Salary

Mean Salary

BMCC Business Management Dept. - Public and Nonprofit Administration Program Proposal- 11/01/19 84

Appendix G: Sample Employment Opportunities

Source: https//www.Idealist.org – Search Date August 20, 2019 (Non-Profit; 2 Year Degree Required)


Sample Employment Opportunities

Career Path Company Job Details &

Qualifications Philanthropy Assistant & Office Manager

Diabetes Research Institute Foundation | New York, NY

Full Time Schedule Contract 2-Year Degree Required Professional

Development and Communications Associate

Herbert Berghof Studio | New York, NY

Full Time Schedule 2-Year Degree Required Entry level

Accountant The Neighborhood Coalition for Shelter, Inc. | New York, NY

On-site Location Full Time Schedule 2-Year Degree Required Entry level

Financial Assistant Mount Sinai Adolescent Health Center | New York, NY


Campaign Associate American Friends of Magen David Adom | New York, NY

Full Time Schedule 2-Year Degree Required Entry level

Children & Youth Programs Facilitator/Educator

Immigrant Social Services | New York, NY

Part Time Schedule 2-Year Degree Required Entry level

Development and Communications Associate

Broadway Mall Association | New York, NY


Program Officer - Preferred Communities

Domestic and Foreign Missionary Society | New York, NY

Full Time Schedule 2-Year Degree Required Professional

Bookkeeper Sure We Can | Brooklyn, NY On-site Location Full Time Schedule Contract 2-Year Degree Required Professional

Office Technology Instructor Grace Institute | New York, NY

On-site Location Full Time Schedule 2-Year Degree Required Professional


Appendix H: NYSED Application Documents

Application Guideline

General Information

Attestation and Assurances

Program Purpose, Objectives and Targets

Curriculum and Course Information




General Information

Institution (Legal Name) Institution Code

Borough of Manhattan Community College 370500

Proposed Program Title Degree Award

Public and Nonprofit Administration (PAN) AS

Address of Any Campus Where the Proposed Program Will Be Offered (main and/or branch campuses)

Full-time or Part-time 6

199 Chambers Street (main campus) New York, NY 10007

All Program Format(s) (standard, distance education7, evening, weekend and/or other)

HEGIS Code

Standard 0506.00

Joint Registration IHE (if applicable) Total Number of Credits

N/A

Lead Contact [First Name, Last Name, Title] Telephone Number

Peter Hoontis, Assistant Professor – PAN Program Director 212.220.8218

Email Address

[email protected]

6 Please refer to §52.2(c) and §145-2.1 of the Regulations of the Commissioner for definitions and information concerning full and part time study. Note: Only programs registered as full time are eligible for TAP. Programs are subject to audit by the NYS Office of the State Comptroller and the Higher Education Services Corporation (HESC) for financial aid compliance purposes. 7 If a major portion of the program (50% or more) can be completed through study delivered by distance education then the program must be registered in the distance education format. Hybrid or blended courses do not count toward the 50%.



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.8

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:

Date: 12/07/2019

Type or print the name and title of signatory:

Acting Provost/Senior Vice President Erwin J. Wong

Phone Number: (212) 220-8321

8 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.



Program Purpose Department Expectation: Clearly define a program purpose that is aligned to the degree award and program title.

The purpose of the Public and Nonprofit program is to prepare students to either successfully transfer into a four-year program to complete their B.S. degree in public affairs and administration or to secure entry level employment in the nonprofit or public sector. Students who successful complete the program will be able to (program goals):

1. Explain the similarities and differences as well as define the public and nonprofit sectors and be able to identify those organizations operating in these sectors. 2. Identify and define performance key metrics and related outcomes for assessing public and nonprofit organizations’’ performance. 3. Conduct research and interpret associated data related to program development (for proposal writing) and evaluation of public and nonprofit organizations. 4. Develop, evaluate, and advocate for public policies promoting the mission and goals of public and nonprofit organizations with a focus on equity, inclusion, and social justice. 5. Construct educational and career paths to achieve professional goals.

The proposed student learning outcomes, which are tethered to specific courses as either Introduced, Reinforced, or Mastered and are linked to a “portfolio” rubric for the purposes of assessing student overall achievement in the program. The learning outcomes include:

1. Articulate the size and scope of the public and nonprofit sector in the United States, its market segments, economic impact, and social impact.

2. Create, apply, and interpret performance measurements for public and nonprofit organizations to effectively make decisions in the area of human resources, strategic planning, marketing, communications, finances, fundraising, and program development.

3. Demonstrate basic skills in qualitative and quantitative social research methodologies and methods.

4. Conduct public policy development, evaluation, and advocacy. 5. Prepare a plan for transferring to a senior college and design a career map.

Program Objectives Department Expectation: Articulate between 1 and 3 program-level (curriculum-level) objectives that are clearly defined and directly aligned with the program purpose and proposed degree award.


Articulate the size and scope of the public and nonprofit sector in the United States, its market segments, economic impact, and social impact.

Create, apply, and interpret performance measurements for public and nonprofit organizations to effectively make decisions in the area of human resources, strategic planning, marketing, communications, finances, fundraising, and program development.

Demonstrate basic skills in qualitative and quantitative social research methodologies and methods and Conduct public policy development, evaluation, and advocacy.

Program Targets - Department Expectation: Establish realistic enrollment, retention, graduation, and job placement targets for this program that are connected to the reviewing system by which the success of students and faculty in achieving such goals and objectives of the program are determined. Note: There are not specific Department defined targets required for the registration of curricula. The Department expects institutions to establish targets that reflect the espoused quality of the program, and to periodically and systematically review such targets are they related to program implementation.



60 75 95 120 170


50 30 30


Curriculum and Course Information Please provide the following:

1. The applicable sample student program schedule table: Table A: Undergraduate Program Schedule; or Table B: Graduate Program Schedule When completing the program schedule table please refer to the requirements in §52.2(c) of the Regulations of the Commissioner concerning completion of Associate, Baccalaureate and Master’s degree programs.

2. Please list the course titles for all new courses included as part of the proposed program, and, either attach the course syllabi or, if such syllabi are not yet available, provide course descriptions and objectives in the chart below

New Course Titles Indicate that course syllabi are attached or, provide course descriptions and objectives (if course syllabi are not available)

PAN 100 Introduction to Business

Syllabus included pages 22 -40

PAN 230W Policy Development and Analysis


PAN 240 Research Methods in Nonprofit and Public Administration


PAN 250 - Performance Management



94

Table A: 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 Credits per classification Term: Spring1 Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) English Composition (ENG 101)

3 x Life & Physical Sciences 3 x


3 x Scientific World 3 x

Pre-Calculus (MAT 206) 3 x Introduction to Public and Nonprofit Administration (PAN 100)

3 x x Bus 104

Creative Expression (SPE 100) 3 x U.S. Experience in its Diversity (ECO 201)

3 x


3 x English Composition (201) 3 x

Term credit total: 15 9 6 Term credit total: 15 12 3

Term: Fall 2 Credits per classification Term: Soring 2 Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) World Culture 3 x Policy Development and

Analysis (PAN 230W) 3 x x

Creative Expression 3 x Business Law (BUS 110) 3 x General Elective 3 x General Elective 3 X Individual and Society (ECO 202)

3 x Program Elective 3 x

Program Elective 3 x Program Elective 3 x

Term credit total: 15 9 6 Term credit total: 15 15 Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total:

Program Totals: Credits: 60 Liberal Arts & Sciences: 30 Major: 24 Elective & Other: 6

Cr:= credits LAS = Liberal Arts and Sciences Maj = major requirement New = new course Prerequisite(s) = list prerequisite(s) for the noted courses

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr11.html


95

Faculty Information

Existing Core Faculty Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Faculty Member Name, Title, and Rank

Courses to be taught

Full-time or Part-time; if Full-time identify % of time to the program



Peter Hoontis, Program Director Assistant Professor

PAN 100 - Introduction to Public and Nonprofit Administration PAN 230W - Policy Development and Analysis PAN 240 - Research Methods in Nonprofit and Public Administration PAN 250 -Performance Measurement

75% PhD- Rutgers State University of New Jersey- Public Administration

Experienced nonprofit executive – 35 years

Chaim Ginsberg BUS 104 – Introduction to Business

25% PhD- New School of Social Research, New York, NY

Teaching – 53 years

Ronald Clare Jr. BUS 110- Business Law

25% JD- CUNY School of Law Lawyer; Teaching 19 years

Mahatapa Palit MAR 100- Intro to Marketing

25% PhD-Florida International University, Miami

Marketing Researcher; Teaching - 20 years

Francisca Campos BUS 150- Business Communications

25% MS – Long Island University (Computers in Education); MS.Ed. – Baruch (Higher Education Administration)

Teaching – 35 years; Expertise in Technology, Office Administration, Higher Education and Communication.

Nikolaos Adamou BUS 200- Business Organization and Management

12.5% PhD- Rensselaer Polytechnic Institute, Troy, NY

Advisor to Ministers of Finance, Public Administration and Health; Senior Fiscal Economist, Nays & Means, NYS Assembly.


96

Faculty to be Hired Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards. Position Title, and Rank

Highest Earned Degree, Discipline, and additional qualifications


Adjunct #1


PAN 100 Introduction to Public and Nonprofit Administration

Year three

Adjunct #2



Year four

Adjunct #3 MA/ nonprofit professional experience

PAN 250 -Performance Measurement Year five


RESOLUTION TO

Approve an M.A. in News Innovation and Leadership at The Craig Newmark Graduate School of Journalism

January 13, 2020

WHEREAS, There has been expressed and growing demand from legacy media companies, as well as media startups, for innovative and forward-thinking leaders who rise to the unique challenges presented by the struggling media market; and WHEREAS, These leaders will enhance the quality of the industry as a whole by interconnecting editorial content, technology, and business practices; and WHEREAS, A recent survey of 100 media industry professionals conducted by the Newmark Graduate School of Journalism found that there is a demand for a credited program in the field of News Innovation and Leadership, and there is a willingness on the part of potential students to pay for such a program; and WHEREAS, The target audience for the program are news media leaders who currently work in the media industry and have expressed the need to become more effective in driving change and innovation in their organizations; and WHEREAS, The program will prepare graduates through courses focused on the most pressing skills related to the field, such as business strategy, diversity strategies, change management, product management and development, revenue strategies, audience development, and customer centricity; and WHEREAS, The Master’s program will be modeled upon Newmark’s 2019 non-credit program with similar content and classes which drew 30 applicants and accepted 16, all of whom are media leaders and come from renowned domestic and international media organizations, including The New York Times, Bloomberg Media, Univision, and The Financial Times of London; and WHEREAS, The tuition of $30,000 per participant will allow the program to be entirely financed by the Journalism School and will not require any additional funds; and

WHEREAS, The Newmark Graduate School of Journalism is uniquely situated to answer the demand for such a credit-bearing program as the school operates in the heart of media, business, and technology in New York City and can call upon executives as faculty. NOW, THEREFORE, BE IT RESOLVED, That the program in News Innovation and Leadership at the Craig Newmark Graduate School of Journalism leading to the Master of Arts be approved effective February 4, 2019 subject to financial ability. EXPLANATION: The proposed program will appeal to those industry leaders interested in developing their skills and practices to meet the demands and struggles of the current media landscape, while reinforcing Newmark’s commitment to professionalism, innovation, and ethics in the field of journalism.

1

The Craig Newmark Graduate School of Journalism The City University of New York

Proposal:

Master of Arts

in News Innovation and Leadership

Approved by Dean Sarah Bartlett and members of the

Craig Newmark Graduate School of Journalism Governance Council

on Oct 7, 2019 Contact: Andrew Mendelson, Ph.D. Associate Dean and Professor Craig Newmark Graduate School of Journalism at CUNY Email: [email protected] Phone: (646)758-7838 Provost’s Signature:

_____________________________ Provost’s Name: ANDREW MENDELSON

2

Table of Content Executive Summary ..................................................................................................................... 4Purpose and Goals ....................................................................................................................... 5Need and Justification .................................................................................................................. 7Target Audience ........................................................................................................................... 8Admission Requirements ........................................................................................................... 10Curriculum .................................................................................................................................. 10Outcomes ................................................................................................................................... 11Assignments, Structure and Grading ......................................................................................... 12

- Grading ........................................................................................................................... 12- Capstone Project ............................................................................................................ 13- Residency Weeks and the Learning Journey ................................................................. 13

Classes and Syllabi: ................................................................................................................... 14- Strategy and Execution (I & II) .................................................................................... 14- The Business of Journalism (I & II) ............................................................................. 15- Business Fundamentals ............................................................................................. 17- Product Management and Development .................................................................... 17- Revenue Models and Business Development (I & II) ................................................. 19- User-Centered Design ................................................................................................ 21- Audience, Data and Metrics ........................................................................................ 21- Managing Technology and Innovation ........................................................................ 23- Managing Culture and Change ................................................................................... 25- Teams, Structure, Diversity ........................................................................................ 27- Leadership Communications ...................................................................................... 29- Leadership Skills ......................................................................................................... 29- Negotiations and Stakeholder Management ............................................................... 29- Managerial Ethics ....................................................................................................... 29- Managing for Resilience ............................................................................................. 29

Faculty ........................................................................................................................................ 29Cost Assessment and Business Case ....................................................................................... 31Evaluation ................................................................................................................................... 32Appendices ................................................................................................................................. 34

3

A: NYS Education Department Form ...................................................................................... 34B: Five Year Financial Projections for the Program ................................................................ 44C: External Evaluation and Conflict of Interest Statement ...................................................... 52D: Letters of Support ............................................................................................................... 60E: Supporting Documentation ................................................................................................. 65

- Admitted participants for the not-for-credit program 2020 .......................................... 66

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Executive Summary At the Craig Newmark Graduate School of Journalism at CUNY, our mission is to train and educate journalists at all stages in their career with rigorous academic degrees and professional education. To fulfill this mission, the school is proposing a new degree dedicated to develop journalism professionals currently working as managers and leaders in news media organizations. This proposal suggests a Master of Arts in News Innovation and Leadership focusing on media management, product- and business innovation. We believe this program will have an immediate impact on the struggling media industry, align well with our academic mission and high quality standard, and quickly become a financially stable pillar of the school. Without any further investments needed, the program will be profitable from year one on. The program will allow students to earn their degree with 33 credits over 3 academic terms (spring, summer and autumn). Modelled after other professional and executive degrees, the program would be delivered during intense, full time residency weeks accompanied by group work, coaching, self-paced learning and digital supplements. During these weeks, classes will run all day with added evening sessions. This will allow participants to keep their job and take time off for the residencies which will deliver the majority of the learning experience and combine intensive classwork, collaboration with classmates on projects, evening events and speakers that link participants to their cohort and the CUNY community. In the MA, participants will be awarded the MA in News Innovation and Leadership after successfully completing 15 classes and delivering a personal capstone project that tackles a strategic challenge in their media organization. The target audience for the program are news media leaders who currently work in the industry and feel the need to become more effective in driving change and innovation in their organizations. They are expected to bring a minimum of 7 years of work experience in news media and a minimum of 3 years in a management role. Classes taught by faculty and professional adjuncts will cover four main areas: Business strategy, change management and leadership; product management and product development; revenue strategies and business model development; audience development, customer centricity and data. The Newmark J-School did extensive market research before proposing this degree. A survey with about 100 industry professionals showed the high demand for a degree program like this. A not-for-credit program with similar content was developed to test demand and willingness to pay. The feedback to this offering was excellent: In 2020, 16 high-level media industry professionals will be part of a not-for-credit program at the school that generates a revenue of 357k for the school.

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Purpose and Goals When the Craig Newmark Graduate School of Journalism at CUNY began, more than a decade ago, we expected that innovation and leadership in the news media would come primarily from entrepreneurs, as legacy news media companies were still finding their way in this time of disruption. That is why we started the nation’s first MA and Advanced Certificate in Entrepreneurial Journalism. Now we are seeing that both legacy companies, as well as startups, are hungry for innovation and for the kind of leaders who will take them to the next level. We see new fields emerging as core value-creating units in media companies at the intersection of editorial, technology, and business, such as product, audience, data, and business development. And we see that the major challenge in the industry today is developing new, sustainable business models for news media and successful, user-centered products that reach existing and new audiences. To address the need for innovation and leadership in the news industry, the Craig Newmark Graduate School of Journalism at CUNY is developing a Master of Arts in News Innovation and Leadership to train the news media leaders of the future. With this new MA, we want to equip media managers and journalism leaders with a diverse range of competencies and skills they need to drive innovation and transformation in their organizations. In classes that would be delivered in several intense, week-long residencies over three academic terms (spring, summer and autumn) to avoid requiring permanent NY residency, the MA will cover the following main areas:

● Business strategy, change management and leadership — including the larger context of the news industry; business and management skills; building diversity and open culture; change management and driving innovation; leading agile teams; strategy frameworks; and journalism essentials for non-journalists.

● Product management and product development — including human-centered design and innovation methods; design thinking; project and product management; managing technology and technologists; leading interdisciplinary teams; survey of media technologies and trends.

● Revenue strategies and business model development — across the wide range of revenue, including old and new strategies in advertising; consumer revenue from subscription, paywalls, membership, ancillary revenue streams including events and commerce; assessment of investment opportunities; business model innovation.

● Audience development, customer centricity and data — covering marketing and conversion funnels; social tools and user engagement; relationships with platforms; data gathering and analysis, including user profiling and personalization with privacy by design; KPI and metrics; using AI to grow and engage audiences.

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Participants will be awarded the MA in News Innovation and Leadership after successfully completing 15 classes (all together 27 credits) and delivering a personal capstone project that tackles a strategic challenge in their media organization (6 credits). Participants spend the year in an intense, fast-paced learning experience. The program will encompass 26 full 9-hour class days in residency at the Newmark J-School in NYC. During the in-person modules, classes will be accompanied by networking events, fireside chats and company visits to create an immersive, bonding experience for the cohort. During the full year, the in-class experience is supplemented with self-paced learning, individual coaching and digital interactions, webinars and group exercises throughout the course of the program. Through the specific design of the program, which has been modeled after other successful executive training programs in the market, we limit students’ time away from the office and make the courses accessible for leaders who can’t or don’t want to leave their jobs to take part in an academic program. The structure also recognizes the needs of executives outside of the NYC metro area who are interested in getting their degree at CUNY. Classes will be taught by faculty, as well as guest lecturers, who hold leadership roles in the media industry. Frequent visits to innovative media outlets in the NYC area as well as fireside chats and lunchtime conversations with exponents of the local innovation scene are an integral part of the program. The limited residency structure also allows us to attract high-profile guest lecturers and adjunct professors who can better align the condensed schedule with their busy professional agenda. Consistent with other graduate programs, participants are expected to invest about two hours of self-paced learning time for each hour spent in class, plus a similar amount of time researching and writing their capstone project. Additionally, participants will be expected to take part in the digital supplement offerings, the group exercises and the coaching sessions. With a price point of USD 30.000 per participant, we offer high quality executive education at the lower end of the tuition spectrum of comparable programs. Still, with the assumption of 18 to 20 participants a year, the new MA will become a stable and reliable source of income for the school, with profitability reached in year one. The program will not need any additional funds or investments and can be entirely financed by the Journalism School. We believe that the Newmark J-School is ideally situated to offer this new program. We work at the heart of media, business and technology in New York and can call upon executives as faculty. We have experience in starting similar new programs with our entrepreneurial and social journalism programs and the Newmark J+ professional development arm. The school’s Tow-

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Knight Center has been convening professional communities of practice — in product development, audience development, talent and inclusion, commerce, and data — which we believe will be valuable resources for these programs and will help in placing graduates in leadership roles in leading media companies.

Need and Justification The idea for this program, in part, stems from executives in news media companies who tell us they need more leadership talent and need to reskill existing leaders. They especially feel the need to train promising employees in a range of management skills — change management, business strategy, diversity and culture, revenue strategy — and to fill leadership jobs that are new to our industry, in areas such as product development, product management, business model innovation, and audience development. Similarly, we hear from young executives — who are being promoted quickly because of news companies’ hunger for their fresh perspectives — that they wish they could have more grounding in people management, strategy, business skills, leading diverse teams, and so on. Successful product and business innovation and organizational transformation do not just “happen.” To build a sustainable future for the news industry, we need to train our leaders to drive that change. To develop sustainable business models and successful products, news organizations need skilled and strong managers who understand editorial, technology, and business. Before we developed this curriculum and proposal, we did extensive market research to assess the need for such a program. In a survey of about 100 media leaders and innovators in the US and abroad in Q1 2019, we asked what skills and expertise executives wanted to see in mid-level management and their editorial leaders, what problems they would want to see solved with an executive program, and what content was missing in current offerings. Some common answers were:

- Executives see the need to build a more diverse talent pipeline for the next level of leadership roles.

- They need more people with product skills in leadership roles. - They expressed the wish for more people with business acumen in editorial leadership. - They want to promote leaders who have an overview of industry best practices in

product, innovation, audience, data, business models and revenue. With comprehensive academic training in the fundamentals of business and management, a broad spectrum of training in leadership related skills, and classes in news media related fields such as product, audience and revenue innovation, the program aims to fill a market gap between

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executive MBAs and short executive certificates in digital innovation. Of 100 media executives interviewed by the program director in 2019, about half of them said they might consider applying to the program or supporting a member of their leadership and management team in their application.1 While executive MBAs do not address the specifics of the news media industry and journalistic revenue models, existing short, for-credit certificates do not provide the holistic academic innovation and business training we believe are necessary to successfully drive transformation in the industry. We aim to be the first degree-granting academic program to address both needs.

Target Audience This new program will be open to participants from all aspects of the news business — editorial, product development, audience development, business, technology, and management and from all parts of the media industry, from legacy organizations as well as digital players. We will bring together participants from both the US and abroad. The diversity of participants’ experience will be a plus for the program, and we envision a strong component of learning from each other to be an essential part of the journey. This program is geared towards people who already have a leadership role in a news organization, or are in the process of stepping up into a larger leadership role. Participants should bring a minimum of 7 years of experience as a working journalist to the program, and a minimum of 3 years in a leadership role. As our research of other executive academic programs showed, the cohort experience is crucial for any kind of leadership program, and we aim to have a class will well versed, business savvy industry professionals who bring experience in managing newsrooms and news organizations. We do see a variety of potential participants for the course:

● Editorial leaders who have been in the industry for a while but want to learn how to drive change in their organizations more effectively and better understand new areas like product or innovation management in order to have a stronger impact.

● Digital leaders who might have deep knowledge in a certain vertical of the innovation framework, for example audience management or product development, but lack the holistic understanding of leadership and experience in management.

● Up-and-coming leaders in the process of taking on extended leadership roles, who have the support of their employers to help them get up to “leadership speed” more quickly.

1 In Appendix D of this proposal, several of these senior journalism executives voice their endorsement of the program in letters of support.

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In 2019, we started a year-long not-for-credit program with similar content and classes as the proposed MA as a proof of concept to assess market needs and demand, test parts of the curriculum and gain valuable learnings. We also wanted to test which level of applicants we would be able to attract. In designing the program, our program director made use of her own past experience as a participant in executive education programs: The Knight Fellowship at Stanford University, a mid-career media innovation program; as well as the Executive MBA at INSEAD. The feedback to the new offering we created was excellent. From summer to autumn 2019, the school received around 30 applications from high profile media leaders for the not-for-credit program that will run from January 2020 to December 2021. The 16 admitted media leaders2 come from large and renowned media organizations in the US, such as the Wall Street Journal, The New York Times, Bloomberg Media, and Univision; and similarly esteemed organizations from other countries, such as Der Spiegel in Germany, the Financial Times in the United Kingdom and The Daily Maverick in South Africa. Over all, members of the cohort are looking to learn how to redefine innovation, develop new sources of revenue for newsrooms, transform legacy media outlets into digital first publications, rebuild trust in journalism, promote and sustain a more diverse newsroom to serve audiences and communities effectively, give space to voices that are silenced by traditional media, and much more. The participants speak many languages and represent 10 countries, including Chile, Egypt, Germany, Japan, Luxembourg, South Africa, Spain, the United Kingdom, the United States, and Venezuela. They hold titles such as Managing Editor, Head of Digital, Director New Audiences or Head of Video. Besides the interest from large media organizations, the program offering also led to applications from individuals who are in leadership roles at media startups, that feel the need to scale and professionalize their strategy. As expected, the successful applicants are holding a leadership or management role in a news organization and want to become more effective in driving change and innovation in their respective organization. Many participants are fully or partially sponsored by their media organization, several of them pay for the program themselves because they expect a positive impact on their career trajectory. The not-for-credit program run in 2020 will generate an additional annual revenue of USD 357k in tuition payments for the Journalism School, mostly offsetting the costs of the program director and the consultants teaching the program. Considering the smaller class size (16 people) and the

2 The press release about the first cohort of the leadership program can be accessed here: https://www.journalism.cuny.edu/2019/11/executive-program-selects-first-class-media-leaders/ A full list of participants can also be found in Appendix E of this document.

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lower price (USD 27k), this means that a for-credit program would generate immediate profits for the school. We could also verify that there is a market demand for a credit bearing offering which we suggest in this proposal: Two applicants admitted to the not-for-credit program chose to defer their admission to see if the school might offer a for-credit program in the years to come because they wanted to pursue an academic degree. Several candidates who approached the program director throughout the admissions period expressed interest in a degree program and urged the school to proceed in the registration process. Additionally, 138 people signed up for a mailing list the school specifically created to update interested candidates on future executive education offerings in the areas of media leadership and transformation management. To summarize, we went to extreme lengths to verify that there is demand for the MA we suggest, and all the evidence we gathered supports our assumptions.

Admission Requirements The Craig Newmark Graduate School of Journalism welcomes candidates from a diverse range of social, cultural, ethnic, and professional backgrounds. In this MA, we will insure to gather a cohort of experienced media executives who bring both the academic as well as professional prerequisites for the program. We expect applications to exceed the available spots in the program, so we plan to orchestrate a rigorous admissions process with a dedicated admissions committee consisting of faculty members and the program director. Applicants will have to provide:

- Proof of a bachelor’s degree from a regionally accredited institution comparable in standard and content to a bachelor’s degree from a CUNY college. International transcripts from any other country besides Canada must be evaluated by a NACES member organization.

- Proof of professional experience. Applicants will be expected to have at least 7 years of experience as working journalists, as well as a minimum of 3 years of managerial experience.

- A personal statement of purpose - Two letters of recommendation from supervisors, former supervisors or industry peers - A CV

Curriculum In line with our other programs offer at the Journalism School, and with our belief that journalism is an art, we plan to offer the degree as a Master of Arts. The curriculum consists of 15 classes. Participants will be awarded the MA in News Innovation and Leadership after

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completing 33 credits over 12 months. Classes follow the CUNY terms with the program running through spring, summer and autumn term. To graduate, students have to successfully complete classes (27 credits) and a personal capstone project that tackles a strategic challenge in their media organization (6 credits). Classes: Spring Semester: Strategy and Execution (I) (1 credit) The Business of Journalism (I) (1 Credits) Business Fundamentals (1 credit) Product Management and Development (3 credits) Revenue Models and Business Development (I) (2 credits) User Centered Design (1 credit) Audience, Data, and Metrics (3 credits) Summer Semester: Managing Culture and Change (3 credits) Leadership Communications (1 credit) Teams, Structures and Diversity (2 credits) Leadership Skills (1 credit) Managing Technology and Innovation (1 credit) Fall Semester: Strategy and Execution (II) (1 credit) The Business of Journalism (II) (1 credit) Revenue Models and Business Development (II) (2 credits) Managing for Resilience (1 credit) Managerial Ethics (1 credit) Negotiations and Stakeholder Management (1 credit) Capstone Project (6 credits)

Outcomes The graduates of our Executive Program in News Innovation and Leadership will

- Understand how to build and execute a product strategy and develop a product culture in their news organization.

- Understand the market forces that change the business model of journalism and develop ways to improve their revenue models and implement new growth strategies.

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- Learn how to drive audience-centric innovation with a data-driven mindset. - Understand industry best practices in organizational structure, revenue models, and

strategy. - Improve their leadership skills and learn how to attract and retain diverse talent, and lead

interdisciplinary teams. - Know how to build and foster a culture that values and promotes diversity. - Become more effective in driving change and managing transformation in their news

organization. - Establish lasting relationships with their cohort, in the Newmark J-School Community

and the NYC media innovation ecosystem .

Assignments, Structure and Grading

- Grading All classes, as well as the capstone project, are graded on a Pass/Fail basis. Again, this is modelled after successful executive academic programs. Pass/Fail grading is in general intended to encourage the cooperation and collaboration between students in cohorts with experienced industry professionals who can support each other’s learning experience. The grade of Pass usually encompasses the entire range of student performance in a class ranging from “satisfactory” to “excellent”. To receive a grade of Pass in a class , students will have to:

- Demonstrate proficiency in the subject matter of the class - Show timely and satisfactory completion of all written and other assignments

To receive a grade of Pass for their capstone project, students will have to: - Create a substantial body of content based on the class materials and program learnings - Incorporate original analysis and/or research in the capstone project

A grade of Fail is assigned based on evidence of written assignments, in-class and out-of-class project participation, and examinations that demonstrate insufficiency or deficiency in mastering the competencies and outcomes outlined in the course syllabus. For each class, expectations for success and assignments will be clearly delineated in advance. If a student’s performance in the course puts them at risk of receiving a failing grade, instructors are supposed to inform the student of the impending failure as early in the course as feasible. A student who fails a required course must repeat that course with a passing grade in order to graduate. Instructors might design special assignments for failed students, giving them an option in the following academic term to retake the class. A student who fails the same course a second time is automatically dismissed from the program.

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- Capstone Project Each participant works on a strategic capstone project related to their organization or a strategic project they are focusing on. Additional to the respective faculty member overseeing and grading the capstone project, an individually-assigned executive coach – an industry professional with extensive experience in media management and digital innovation – supports the participant throughout the program with guidance and feedback on the capstone. Capstone topics need to be grounded in the content of the program. Capstone projects should involve doing original research or solving a real-life problem by applying the knowledge and skills the student gained through the MA. During the course of the year, participants need to pick two courses that cover content they specifically want to focus their project on. Participants present and defend their findings at the end of the very last residency module in front of a panel of faculty and industry experts.

- Residency Weeks and the Learning Journey As mentioned, the program is structured in a way that allows busy professionals to balance their rigorous academic studies with other commitments. It is modelled after similar successful executive and accelerated programs in the Market - such as Executive MBAs or MAs and MSs. The 26 full residency days are intense with an average class load of 11 hours a day, and students will be immersed with their cohort, their faculty and their academic advisors as well as experienced guest lecturers: learning, discussing, and exploring the course content, face-to-face and side-by-side. The residencies will be accompanied by wide ranging online learning modules and activities in a distant learning fashion. This allows students to return to their homes and continue their education, identifying ways to apply what they learn in their own company settings. Students are expected to spend approximately 10 hours per week with preparatory readings, cases and homework throughout the year. The residency modules, including the homework connected immediately to them, account for 225 contact hours all together. Additionally, 150 contact hours will be dedicated to self-paced learning, student group work, personal coaching and digital supplement offerings during the course of the year. Depending on the course, this might involve discussion groups, guided conversations with faculty, presentations, wikis, video webinars and student group projects and meetups. The final part of the program, the strategic capstone project, accounts for 90 contact hours over the course of the year. This also includes monthly hour-long, individual coaching calls with an experienced industry professional who will be assigned to the participants as their executive coach. During the final residency days, participants will have to present and defend the results of

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their capstone project in front of an academic committee of J-School faculty and industry professionals.

Classes and Syllabi:

- Strategy and Execution (I & II) To be successful as a media organization in a time of disruption, developing the right strategy and making the right business decisions is crucial. In this class, participants will learn to use the most important strategy frameworks in business education, such as Porter’s Five Forces, value stick analysis and Value Discipline. We will analyze the most common strategy mistakes and work with cases and guest speakers to discuss real-life implications of strategy development. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to: · Develop a new strategy or refine an existing strategy that addresses disruption and the challenges of transformation. · Apply different strategic frameworks and concepts to assess threats, opportunities, strengths and weaknesses. · Formulate a convincing strategic narrative for their media organization or product line · Align strategy, organizational structure and incentive systems to bridge the strategy-execution gap Readings: 1. Readings from “Good Strategy, bad Strategy” by Richard Rumelt 2. Readings from “Strategic Management in the Media” by Lucy Kueng 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of five half-day modules during the spring semester (Strategy and Execution I) and fall semester (Strategy and Execution II) of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance.

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Class Module 1 & 2: Strategy Analysis In this class, participants are asked to analyze their organization’s strategy following a structured framework provided to them by the faculty. They will assess strengths, weaknesses, opportunities and threats; their position in the market; audience and product portfolios and their mission, vision and strategy as a whole. In an immersive class, they will present findings and discuss the opportunities and challenges in peer groups within the cohort. Class Module 3: Strategy Development in Media Participants will learn what makes a good new strategy, and how to refine an existing one in times of disruption. They will be provided with some of the most important strategy frameworks and analyze media organizations (including their own) with them. They will understand that organizational culture has tremendous implications for the success or failure of a strategy, and they will learn how to address culture in the strategic process. Class Module 4: Aligning Strategy and Organizational Structure During this module, participants will work to align the structure, workflows and culture of an organization with a strategy, mission and vision. They will also work on developing a strategic narrative that is convincing to employees, stakeholders and customers, and analyze and discuss the narratives of existing media organizations. Class Module 5: Bridging the Strategy-Execution-Gap Every leader knows the importance of the first hundred days or the first year in office–and the importance of how to integrate learnings from an executive program into the real life on the job. While this is clear in theory, we tend to underestimate obstacles that come our way and might end up with a strategy that is good in theory, but is lacking in execution. This class will focus on bridging the strategy-execution-gap and will work with participants to develop their personal 100-day-plan.

- The Business of Journalism (I & II) Summary: In this class, participants will gain a thorough understanding of the business dynamics of the news industry and the disruption that creates opportunities for change. They will learn about transformation in the business model of news, fundamental changes in the value chain of the news industry and the impact of the rise of platforms. The course will introduce the concept of value creation and the fundamentals of managerial techniques to assess the viability of a venture, as well as give an overview of larger revenue and cost trends in different parts of the industry. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

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- Analyze the disruptive changes to the journalism ecosystem brought about by new technologies, new market efficiencies, altered economic relationships, and the emergence of new platforms and networks.

- Assess and explain the business challenges faced by legacy media outlets in all areas of the industry; and identify the strengths of new emerging enterprises and disruptive business models.

- Comprehend global changes and international differences in the media industry in terms of consumption patterns, products and services, distribution and revenue streams.

- Discuss the importance of an independent, free press for society and the ethical and practical considerations around philanthropic funding and legislation.

Example Readings:

1. Reuters Institute Digital News Report http://www.digitalnewsreport.org/ 2. Pew Research Center State of The News Media https://www.pewresearch.org/topics/state-

of-the-news-media/ 3. The Gutenberg Revolution by John Man 4. Readings from What Would Google Do? by Jeff Jarvis 5. Readings from Business Model Generation by Alex Osterwalder 6. Case Studies and Readings from Harvard Business School, Columbia Journalism

School,Columbia Business School, and other Contemporary Case Study Sources 7. Various periodicals and blog readings will be assigned throughout the course for

contemporary readings Syllabus: This introductory class will be taught over the course of five half-day modules during the spring semester (The Business of Journalism I) and the fall semester (The Business of Journalism II) of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class module 1: Status of the News Industry This module will discuss and analyze statistics and research on the status of the news industry in the United States and abroad. Participants will explore the current dynamics of the news industry and discuss the transformation of the business model in newspapers and broadcast, revenue distribution and value chain in media organizations. They will learn how diverse regions of the world are affected differently by disruptive forces, how consumption patterns change at a varying speed and how legislation and business models are evolving around the world. Class Module 2 - Setting the Stage for Disruption

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Participants will examine the disruptive power of new technologies on various industries - from Gutenberg’s influence on the economy and society in the 15th century, to the influence of the internet today. They will analyze the changes to the journalism ecosystem brought about by new technologies, new market efficiencies, altered economic relationships, and the emergence of new platforms and networks. Finally, participants will discuss new opportunities through disruption. Class Module 3 - Between Mainstream and Startup The class will analyze media organizations at different maturity stages through case studies and conversations with guest speakers and identify similarities and differences in culture and business models. This will include legacy publishing organizations such as the New York Times or the Wall Street Journal, digital platforms that are competing with media companies in the content and advertising business such as Google and Facebook, and digital news media startups like Hearken or Buzzfeed. Participants will understand the importance of entrepreneurial thinking in the industry. Class Module 4 - Identifying Business Models Participants will learn about the different business models that exist in various industries and in the media, and dissect their strengths and weaknesses. Special emphasis will be put on the question of how to innovate a business model; how to discover new market segments and monetize untapped audience opportunities. Participants will familiarize themselves with the Business Model Canvas and Blue Ocean theory to understand how new business models can be deliberately created. Class Module 5 - Media Independence and Governments In this part of the class, participants will learn about the vital importance of journalism in society, and will discuss why financial stability is key to independence. They will weigh in on the debate whether philanthropy should become a dominant pillar in the journalistic business model and discuss the effects of government funding and subsidies for news organizations on journalism and society. They will learn about the raise of regulations touching upon media and social platforms and discuss the pros and cons.

- Business Fundamentals Summary: In this class, participants will understand the fundamentals of finance, accounting and budget management - concepts such as EBITDA, EBIT, Net Present Value or revenue projections - in an intense, fast paced learning experience.

- Product Management and Development Summary: In this course, participants will learn the importance of a product organization and product strategy for the success of a media organization. They will get a comprehensive

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overview of best practices of how to structure, staff and lead product teams, design “bridge roles”, and develop and execute a product strategy for a media organization. They will learn about product management methodologies used in the tech world, such as Kanban, Agile or Scrum in diverse teams and multi-stakeholder environments. They will focus on identifying market needs and building a user-centered product culture. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

- Understand the growing importance of product thinking in the news media, as well as the potential of value creation through product teams.

- Develop a new or refine an existing product strategy for a specific audience. - Identify and explain the different roles, skill sets, approaches and workflows used in

product teams in media and technology companies. - Navigate the process of product marketing and branding to drive growth, conversion and

retention.

Readings: 1. Readings from “Say It and Live It: The 50 Corporate Mission Statements that Hit the Mark” by Patricia Jones and Larry Kahaner 2. Readings from “The Product Book: How to Become a Great Product Manager” by González de Villaumbrosia, Carlos 3. “The Startup Owners Manual” by Steve Blank 4. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 5. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of four half-day modules during the spring semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Product Thinking in Media In this module, participants will learn about the importance of product thinking in media. They will analyze different aspects of organizational culture that are connected to product, and discuss their influence on business results, transformation processes and innovation projects.

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In different examples, they will learn about the different stages media organizations are at when it comes to product thinking und user centered design. Class Module 2: Developing and Executing a Product Strategy Participants will learn to work with a product portfolio, balance investments in new and existing products and understand strategy crossroads that might come up in innovation processes. They will discuss how to identify new, promising products and when to say ‘no’ to a suggested feature or opportunity. Class Module 3: Product Management: Structures, Teams, Processes During this module, participants dissect the product structures of a variety of media organizations - from legacy to startup, from digital to print, from newspaper to broadcast. How are product teams organized? Who owns budget and power around product innovation? Which workflows and tools are state of the art in modern product teams? Class Module 4: Product Marketing & Branding In the Product Marketing & Branding class, participants discuss how to raise awareness around a product, create a storyline for it and distribute it on various channels. They will understand how to decide the product's positioning and messaging, launch the product, and ensure that both internal sales and customers understand it. In addition, they will be familiar with the concepts of conversion, growth and retention.

- Revenue Models and Business Development (I & II) In this class, participants will get an in-depth look into established and emerging revenue models for news media and practical insight into industry best practices in the US and abroad. A focus area of the course will be consumer revenue, ranging from subscriptions to membership and diving deep into the various paywall models that are emerging. We will learn to understand the process of conversion and payment and the importance of pricing. Regarding advertising, this will include deep dives into native advertising, content marketing, targeting and programmatic. We will also cover e-commerce, events, and merchandise as business models. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

· Understand the different business models that exist in various industries, and analyze their advantages and disadvantages. · Identify new business opportunities in underserved markets or emerging fields, as well as in specific communities, younger or international audiences.

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· Dissect the state of different – emerging and long standing - business models for news media and develop a revenue plan for their organization. · Understand the current state of the advertising industry in news media · Learn the rules and psychology of the subscription business, as well as the fundamentals of user contributions and donations · Analyze emerging revenue streams relevant for media organizations, such as e-commerce, events, merchandising, syndication and corporate publishing

Readings: 1. Readings from “Reinvent Your Business Model” by Marc Johnson 2. Readings from The Journal of Advertising Research 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of six half-day modules during the spring (Revenue Models and Business Development I) and the fall semester (Revenue Models and Business Development II). Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Market trends in media business models This course will analyze international market trends in media business models. It will discuss the rise of engagement and membership models and the shift to subscriptions, as well as weigh in on the changing importance of advertising in the media industry. It will incorporate best practice examples from international media companies and highlight differences and similarities in their approaches. Class Module 2: Emerging revenue models in news media Often overlooked, formerly irrelevant revenue streams have become the lifelines of many media organizations in transition: Events, E-Commerce, Licensing, Corporate Publishing and Merchandising are becoming essential for a balanced revenue portfolio. All of these depend on a strong brand and a trusted relationship with the client base, so the course will analyze best practices in the market in these regards. Class Module 3: The shift to subscriptions

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In this class, participants will analyze the various ways in which subscription systems can work for news media. Discussing international industry examples for different paywall models, the class will get a state of the art overview of industry best practices. In addition, the will understand the importance of portfolio development and pricing strategy in a subscription business. Class Module 4: The conversion funnel This course will focus on the science of gaining subscribers. Participants will examine the importance of the user funnel or sales funnel and understand the concept of engagement and conversion in a subscription business. They will hear from industry experts how to develop and execute a successful digital media subscription business, and be tasked with analyzing or adapting their own organizations approach. Class Module 5 & 6: Advertising in Media With changing consumption behaviors - more people consuming news on digital and especially mobile channels, and less consumption of classic TV and newspapers - the advertising markets are shifting as well. This course will provide an overview and explanation of the current status of media advertising and give participants the opportunity to assess the importance of advertising as a business pillar for their own organization. A veritable revolution has taken hold of advertising markets when it comes to the technology involved. Ad tech allows a news organization to precisely target advertising to specific audiences, and provides competitive advantages to big tech players like Google and Facebook. The course will examine which media organizations in print, digital and broadcast can react to this trend and explore best practices in the field. Participants will also discuss the rise of branded content and native advertising and its ethical implications.

- User-Centered Design Summary: This class will introduce participants to the concepts of User-Centered Design through an immersive, fast paced, full day exercise of need finding, empathy, design, prototyping, and user testing.

- Audience, Data and Metrics During this class, participants will learn about the concept of audience and community-driven journalism, and the importance of identifying audience needs and using empathy and listening techniques to address them. They will learn about best practices in audience development, ethnography and need finding. We will hear from industry practitioners about their organizational setup, their growth metrics, their audience analytics approach and their main key

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performance indicators (KPIs) and metrics when it comes to developing the data oriented newsroom. The class will also cover the difficult relationship with social media platforms and discuss ways to find a viable business model for news organizations dealing with them. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

· Utilize various social media platforms on a strategic level · Understand their audience’s needs and address them in products and services · Analyze news media best practices in audience engagement and engaged journalism and understand how to include communities in the journalism conversation · Recognize the importance of data analysis and learn how to become a data savvy organization · Identify the right set of metrics and KPIs to measure impact and lead a transformation process in their organization

Readings: 1. Reuters Institute Digital News Report http://www.digitalnewsreport.org/ 2. Readings from “The Filter Bubble” by Eli Pariser 3. Readings from “Data Science From Scratch” by Juel Grus 4. Case Studies and Readings from Harvard Business School, Columbia Journalism School,Columbia Business School, and other Contemporary Case Study Sources 5. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of four half-day modules during the spring semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Dealing with platforms In this course, participants will analyze the influence of big social media and content platforms on the news media industry. They will discuss strategic approaches to the threat of content unbundling and the challenge of keeping a brand relevant in an age of distributed content. The class will also explore the opportunity to reach new and younger audiences through social media channels. Participants will analyze the phenomenon of ‘fake news’ and the misuse of social media platforms for disinformation.

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Class Module 2: Engaging your audience Audience engagement strategies for media organizations are at the core of this course. Participants will explore best practices of organizations, large and small, that created a trusted relationship with their audience through a variety of processes, such as online debates, live events, ethnography, field work or listening tours. The will understand the importance of treating the audience as a member of their journalistic venture, rather than just a listener or reader. Class Module 3: Data in media During this module, participants will learn about the importance of a data strategy for a modern media organization - and showcase best practices of newsrooms that balance a data driven mindset with strong journalistic values. They will discuss the importance of safely handling and processing user data, as well as the ethical questions that arise when it comes to using this data. The course will also cover data regulation questions around privacy laws and GDPR. Class Module 4: KPI and metrics With newsrooms becoming more and more data savvy, the question of what to measure and how to define success has become a core topic for all news media organizations. This class will showcase some of the current best practices in audience metrics and KPIs used by newsrooms, and it will distinguish between different approaches of measurement. Participants will also discuss the importance of more intangible, but equally important metrics for journalism, such as a rise in overall trust, civic engagement or societal change.

- Managing Technology and Innovation In this course, participants will be exposed to the opportunities brought to media organizations by a wide range of emerging technologies, including VR, AR, Internet of Things, Blockchain, new social platforms, new storytelling tools and many more. A special focus will be on the impact of Artificial Intelligence on the media value chain through content creation, content distribution, and content frameworks. This is not a “skills training” course. Rather, it aims to give participating leaders the knowledge and expertise they need for managerial decisions regarding emerging technologies, as well as understanding what it means to lead teams in that space. A significant part of the course will be by showcasing best practices in technology and innovation management from national and international media organizations. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

- Understand emerging technology trends that influence distribution, consumption, creation and monetization in the news media industry.

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- Utilize techniques and methods for evaluating new technologies for use in news environments

- Recognize the technological base of digital publishing, to be able to to have informed conversations about technology with the IT side of their organization.

- Make strategic technology decisions in their leadership roles, even if they come from a non-tech background.

Readings: 1. Pew Research Center State of The News Media https://www.pewresearch.org/topics/state- of-the-news-media/ 2. Readings from “The Big Nine” by Amy Webb 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of two half-day modules during the fall semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Technology trends that influence media With innovation proceeding at an accelerated pace, new technology applications appear on a nearly daily basis. For news media leaders, assessing which ones to invest in and which ones to ignore is tough. This module will aim to analyze the current status quo of relevant and impactful technologies in the media industry, with a specific focus on the ones creating business value. This will include but is not limited to: Artificial Intelligence, Machine Learning, Natural Language Processing, Blockchain, Virtual Reality, Augmented Reality, and the Internet of Things. As it is the nature of these topics, disruptive technologies and new tools and services will appear continuously and will be integrated every year. Class Module 2: Making tech decisions as a non-tech manager More and more journalists in management roles have to make decisions related to technology on a daily basis, such as the acquisition of content management systems, app development, or the introduction of technological tools in the newsroom. To make these decisions, it is necessary to understand basic structures and processes on the IT side of the company; and to understand the technological base of media organizations in general. This course will give an overview over of tech concepts every journalism leader needs to understand.

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- Managing Culture and Change Managing a media organization is an exercise in people leadership and organizational behavior. During this course, students will address what it means to drive change in a legacy news organization, or, respectively, what organizational traits media might borrow from startups and the technology industry. Through company visits and guest speakers, we will learn from successful media organizations about their organizational transformation, and we will hear examples of failed culture changes. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

● Drive transformation and facilitate culture change in their respective media organizations.

● Understand and implement different leadership styles for different organizations and projects.

● Create a culture that fosters innovation and inclusion, and communicate the strategic importance of these priorities.

● Manage for performance, and apply management metrics to track the transformation of their business.

● Gather and support the drivers of change in their organization, and create momentum to make the change process sustainable.

Readings: 1. Readings from “Leading Change” by John P. Kotter 2. Readings from “Managing Change when Change is hard” by Chip Heath 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of five half-day modules during the summer semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Why culture is so hard to change

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Culture change is arguably one of the biggest factors of news media transformation - without fostering a culture of innovation, collaboration, entrepreneurship, inclusion and experimentation, change processes and strategy refinements often fail. How are other industries tackling these issues, and what are the successful best practices in media that we can learn from? This class will introduce participants to different concepts and solutions in organizational behavior. Class Module 2: Management and Leadership in Times of Transformation During this course, participants will learn to understand the influence leadership has on the transformation process and hear from experts in the field on how they address leadership challenges. They will analyze different leadership styles and explore their effectiveness in times of disruption. Participants will also discuss the difference between leadership and management and the opportunity of lateral leadership and peer influencing. Class Module 3: Creating a culture of innovation and inclusion With digital transformation changing the value chain and the business model of media organizations, speed and agility in adapting to new circumstances is essential for all news organizations. This course will explore how to create and foster a culture of innovation in an organization or team; and participants will learn an array of tools and mechanisms that can be used to create an environment that works well for experimentation. They will also discuss ways to make innovation processes inclusive rather than top-down and hear about industry best practices in grassroots intrapreneurial effort. Class Module 4: Managing for Performance Participants of this course will understand how to track and steer an innovation process or change process, and will learn about the importance of clearly defined and articulated management metrics. They will analyze how the success of a change process can be put into numbers, and how to convey these numbers in a meaningful way to employees, boards, shareholders and customers. Additionally, participants will learn to find the right balance between micromanagement and laissez faire-management to engage and empower employees in a change process. Class Module 5: Case Study Cultural Transformation In a model scenario with a real life case from a media organization, participants will apply their learnings to a complicated and multilayered cultural change challenge. They will be asked to analyze the culture of the organization in question and identify traps and dangers, as well as opportunities for sustainable culture change to develop a successful transformation strategy. In a final analysis, the CEO of the organization will be available for a fireside chat with the cohort and explain how the challenges were actually tackled and how leadership addressed culture change.

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- Teams, Structure, Diversity Leading in times of change means leading in a new way: With diversity and new talent in mind and with an emphasis on interdisciplinary, diverse teams. Participants will learn the scientific background of diversity management, and will understand why diverse teams perform better and are more effective in driving change and innovation. The emphasis of the course will be on how to drive change and make news organizations more diverse: What are ways to attract and retain diverse talent? And what are success stories from news organizations that transformed their processes and team structures to prioritize diversity? In this class, participants will also get insights into how organizations can be structured in new ways and how stakeholders can collaborate in matrix organizations. Participants will also learn about talent development, diversity management and how to align employees to organizational goals.. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

· Understand the importance of a diverse community and workplace · Be aware of and fight their own implicit biases, and help their teams to gain this awareness as well · Lead diverse and interdisciplinary teams at the intersection of editorial, tech, product and business · Hire, retain and grow diverse talent and align the organization around this priority · Understand and learn from best practices in the market when it comes to team building, organizational structure, diversity and inclusion

Readings: 1. Readings from “The Transformation of Journalism” by Leif Kramp 2. Readings from “Within the Veil: Black Journalists, White Media”by Pamela Newkirk 3. ASNE Newsroom Diversity Survey 4. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 5. Various periodicals and blog readings will be assigned throughout the course for contemporary readings

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Syllabus: This class will be taught over the course of five half-day modules during the summer semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Leading Diverse and Interdisciplinary Teams The modern news organization does not operate in traditional organizational silos, but rather works in interdisciplinary, diverse teams. Participants will explore how to make this transition to a collaborative and inclusive organization, and will discuss what that means for leadership and management. Class Module 2: Hiring, Growing and Retaining Diverse Talent Newsroom leadership is still predominantly white and male, and rarely is the diversity of the audience represented in the structure of traditional newsrooms. The question of how to hire, grow and retain diverse talent is of utmost importance to every media organization, and this course will showcase best practices of organizations that made this a priority. Participants will analyze obstacles and opportunities when it comes to fostering diversity and inclusion in teams and leadership, and will learn tools and strategic approaches to tackle these obstacles. Class Module 3: Modern Organizational Charts and Work Environments With media companies increasingly becoming technology players, they need to understand how workflows, decision processes and project management works in the technology sphere. In this class, participants will learn about major tech protocols such as scrum, canban and agile development. They will hear from industry best practices on how to structure and nourish self-empowered and high functioning teams and explore options for creating modern organizational structures that allow newsrooms to become faster and more adaptive to external changes. Class Module 4 & 5: Case Study Teams and Structures In a model scenario with a real life case from a media organization, participants will apply their learnings to the challenge of how to build and structure a new media organization. They will be asked to develop a coherent strategy for a modern, inclusive, diverse and innovative media organization and react to disruptions and obstacles posed to them in the case. They will come up with a strategic narrative for the organization, and design a value proposition and organization chart, together with HR processes. In a final analysis, the CEO of the organization will be available for a fireside chat with the cohort and explain how the challenges were actually tackled.

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- Leadership Communications As a leader, our verbal and non-verbal communications impact our success and the wellbeing of our teams. In this highly practical workshop, participants will learn through exercises about their personal leadership communication style and their impact on culture; and discuss ways to become a more effective communicator.

- Leadership Skills Participants will learn to understand their own leadership style through guided questionnaires and experiments, and analyze its implications on their teams and peers. They will work in small teams to identify strengths and weaknesses and chart an action plan to tackle them.

- Negotiations and Stakeholder Management In this class, participants will use negotiation techniques in roleplay scenarios. They will learn about a strategic approach to stakeholder management, and how to identify and build on win-win-situations with your superiors, peers and employees.

- Managerial Ethics This class will have participants exchange observations and explore approaches regarding ethics in managerial decision making, as well as discuss the ethical implications of innovation and technology decisions.

- Managing for Resilience In this class, participants will learn methods to deal with stress and uncertainty. They will discuss how to address burnout and psychological issues with their teams and prevent them, wherever possible.

Faculty Several faculty members of the school will teach in the executive degree: Jeff Jarvis, the Leonard Tow Professor of Journalism Innovation, will teach the Business of Journalism and the Managerial Ethics class; Jeremy Caplan, Director of Teaching, Learning and Assessment, will teach the Design Thinking class and the Revenue Models and Business Development class; Carrie Brown, Director of the Social Journalism MA, will teach the Audience, Data and Metrics

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class; Anita Zielina, Director of Leadership and Innovation, will teach in the Strategy and Execution, the Product Management and Development and in the Managing Culture and Change class. Additionally, professional adjuncts - media executives with graduate level teaching experience - will co-teach classes in the degree. As modelled after other professional and executive degree programs, this MA will bring value by adding the experience of professionals who come to the School directly from the world of business to apply their real-life experiences to their teaching, creating the right environment for students’ professional and personal growth. Several of these professionals will have a Ph.D and most have a Masters degree; and all of them bring extensive experience in the field of media management and journalism. This is in line with NY state regulations for professionals and graduate programs that state that all faculty members who teach within a curriculum leading to a graduate degree shall possess earned doctorates or other terminal degrees in the field in which they are teaching or shall have demonstrated, in other widely recognized ways, their special competence in the field in which they direct graduate students. All adjuncts will be receive extensive training and support regarding their teaching skills and responsibilities prior to and during their appointment from the Associate Dean of the school, Andrew Mendelson, as well as the Director of Teaching, Learning and Assessment, Jeremy Caplan. The program director, Anita Zielina, will already be overseeing the not-for-credit program of the program in 2020. The school already secured the following adjuncts for the not-for-credit program 2020. Several of these guest lecturers have expressed interest to become adjuncts if the program is accredited:

- Elizabeth Hansen, academic lead for the business models for news program at the Shorenstein Center on Media, Politics, and Public Policy at the Kennedy School at Harvard University for the Strategy and Execution class.

- Stacy-Marie Ishmael, Senior Editor at Apple, for the Product Management and Development class.

- Hong Qu, Program Director Technology at the Kennedy School at Harvard University for the Managing Technology and Innovation class.

- Greg Piechota, Senior Visiting Research Fellow at the Reuters Institute for the Study of Journalism at Oxford University, for the Revenue Models and Business Development class.

- Alexandra Borchardt, Adjunct Professor at the Department of Strategy and Organization at TU Munich, for the Managing Culture and Change class.

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- Anita Li, Director of Communities The Discourse, for the Audience, Data and Metrics class.

- Darline Jean, Chief Digital Officer Essence, for the Revenue Models and Business Development Class.

- Kevin Delaney, Editor-in-Chief of Quartz, for the Teams, Structures, Diversity Class. - Kori Hale, CEO of CultureBanx, will Business Fundamentals Bootcamp. - Zuzanna Ziomecka, Editor-in-Chief of News Mavens, for the Managing For Resilience

Workshop

The budget also anticipates assigning extra non-teaching duties and coaching hours to several of the professional adjuncts teaching in this degree, as well as other experienced industry professionals, to provide support with the strategic capstone projects the participants deliver. The program will recruit specialists in other areas, including practitioners in Leadership Training and Leadership Communications. Note also that given the rapidly changing nature of this field, we know we will need to regularly recruit instructors and mentors with new Skills. Recognizing its status as a professional school, the Craig Newmark Graduate School of Journalism has a specific negotiated pay scale for adjuncts3. This allows the school to pay higher rates to attract experienced professionals to teach classes. For example, the proposed CUNY-PSC contract would allow the school to pay adjunct associate professors up to $227.13 per contact hour, rather than $111.61 for CUNY undergraduate institutions. To ensure quality and consistency of the teaching, the program’s advisory board will also provide the director and faculty with a source of expertise as well as introductions. The program will recruit advisory board members from related industry as well as related academic fields — such as social anthropology, data science, and computer science — including faculty from other CUNY schools.

Cost Assessment and Business Case The Newmark J-School will use existing funding, including from the Craig Newmark endowment, to get the program up and running and deliver it. As mentioned above, we thoroughly investigated the needs as well as the willingness to pay of potential participants and supporting employers. In the not for credit trial run in 2020, we could convince about half of the interested media organizations to support their participants in the program by providing full or partial tuition reimbursement. In many cases, participants were willing to invest savings themselves, because they anticipate career advantages from the Executive MA. 3 https://www.psc-cuny.org/proposed-salary-schedules-adjuncts-cuny-graduate-school-journalism-and-executive-programs-zicklin

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Tuition revenue will make the program profitable from year one onwards. Over the next years, we expect the program to become a stable and growing source of income for the school and CUNY. This is in line with trends our industry peers - other universities and journalism schools - have been observing for the last decade: Executive education and professional degrees are growth market in the higher education sector, and allow schools to stay financially healthy. Even though the program will be profitable in itself, the school might raise additional funds or use existing endowments to offer dedicated scholarships to support some aspects of the program so it can meet its mission of recruiting a student body defined by its diversity of race, gender, background and experience. We will especially want to support participants from smaller or less affluent communities or media organizations, as well as emerging leaders, with full or partial scholarships. The necessary expenses associated with this new degree include the salaries of a program director and an admissions associate, and compensation for faculty adjuncts and additional human resources for coaching hours. Existing faculty teaching in the program will be reassigned from other programs, such as the Entrepreneurial program that is currently on hiatus. The budget will include funds for ongoing marketing and events to contribute to the field, exhibit leadership, and draw attention to the program. It will also include the cost of some equipment and travel, and costs for participant- and alumni gatherings. For additional scholarships, we anticipate to raise about $100,000 a year from private sources. We do not consider this a daunting figure – indeed, it is how we supported our MA in Entrepreneurial Journalism. In the last eight years, the Journalism School has raised $60 million from a variety of foundations and individual donors, and has a current endowment of $31 million. We have been in extensive conversation with the Knight Foundation, senior executives at Google, Facebook, LinkedIn, Flipboard, Medium and others, and anticipate receiving some support from the technology industry in Silicon Valley. Given our fundraising track record, we are highly confident that we will be able to provide additional scholarships for this program.

Evaluation The director of the program, the director of Tow-Knight, the Dean of the journalism school, and The Director of Education will design and implement a process of continuous program evaluation. The journalism school has a number of evaluation tools and procedures in place: faculty observations; student surveys; monitoring of student progress, graduation rates, and post-graduation employment rates; and surveys of graduates. As with our journalism and entrepreneurial journalism programs, the school has a well-

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established history of constant evaluation and readjustment of curriculum. In this program, there is no doubt that we will learn, change, and improve what we teach and how we teach it. We will use the learnings from the trial program in 2020 to finetune the coursework, readings and structure of the classes - and we will use survey tools to ask participants about their feedback before, after and in the middle of the program. The program director will stay in close communication with faculty and students regarding the quality of adjuncts and mentors’ work, stepping in when needed to provide guidance. The director will also convene regular meetings of faculty to share best practices and lessons. The director should lean heavily on the board of advisers to evaluate and adjust what is being taught against what is needed in the employment marketplace. The director as well as faculty and participants will also be expected — as part of their work — to regularly publish and interact online, thus attracting the evaluation and guidance of the public to our work. Once launched, the school will seek comments about the program from two qualified external evaluators from other universities as well as additional evaluators from the field.

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Appendices

A: NYS Education Department Form General Information

Institution (Legal Name) Institution Code

Craig Newmark Graduate School of Journalism 5620

Proposed Program Title Degree Award News Innovation and Leadership

MA

Address of Any Campus Where the Proposed Program Will Be Offered (main and/or branch campuses)

Full-time or Part-time 4

219 West 40th Street, NY 10018

FT

All Program Format(s) (standard, distance education5, evening, weekend and/or other) HEGIS Code

Standard

0602

Joint Registration IHE (if applicable) Total Number of Credits

33

Lead Contact [First Name, Last Name, Title] Telephone Number

Andrew Mendelson, Associate Dean and Professor (646) 758-7838

Email Address

[email protected]

4 Please refer to §52.2(c) and §145-2.1 of the Regulations of the Commissioner for definitions and information concerning full and part time study. Note: Only programs registered as full time are eligible for TAP. Programs are subject to audit by the NYS Office of the State Comptroller and the Higher Education Services Corporation (HESC) for financial aid compliance purposes. 5 If a major portion of the program (50% or more) can be completed through study delivered by distance education then the program must be registered in the distance education format. Hybrid or blended courses do not count toward the 50%.

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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.6

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

6 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.

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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.

CHIEFADMINISTRATIVEorACADEMICOFFICER/PROVOST

Date12/2/19

Typeorprintthenameandtitleofsignatory

ANDREWMENDELSON

PhoneNumber(646)758-7838

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Program Purpose

Department Expectation: Clearly define a program purpose that is aligned to the degree award and program title.

To address the need for innovation and leadership in the news media industry, the Craig Newmark Graduate School of Journalism is proposing a Master of Arts in News Innovation and Leadership. Students will learn about media innovation strategy, business development, leadership, change management, product management and product development, revenue strategies, audience development and all aspects of the business of journalism.

Program Objectives

Department Expectation: Articulate between 1 and 3 program-level (curriculum-level) objectives that are clearly defined and directly aligned with the program purpose and proposed degree award.

1. Participants of the MA will have learned to drive transformation and innovation in the news media industry and their organizations.

2. Participants will have an in-depth understanding of media business models, digital strategies and organizational best practices in the news media industry

3. Participants will, through their capstone project, have developed a strategic plan that can be immediately applied to their organization.

Program Targets - Department Expectation: Establish realistic enrollment, retention, graduation, and job placement targets for this program that are connected to the reviewing system by which the success of students and faculty in achieving such goals and objectives of the program are determined



18 20 20 20 20


90 90 100

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Curriculum and Course Information

New Course Titles Indicate that course syllabi are attached or, provide course descriptions and objectives (if course syllabi are not available)

The Business of Journalism

In this class, students will gain a thorough understanding of the business dynamics and disruptive technologies impacting the new media industry

Strategy and Execution

Participants will learn to apply business strategy frameworks to create or refine an organizations strategy

Teams, Structures, Diversity

Participants will learn about the scientific research on diversity management and diverse teams and will implement these learnings towards their organizations

Product Management and Development

In this class, students will learn how to structure, run and scale a product management and development team in a media organization

Revenue Models and Business Development

Students will explore emerging and traditional business models in media, ranging from advertising to subscriptions, events and philanthropy.

Audience, Data and Metrics

In this class, participants will learn about the concept of audience- and community-driven journalism and explore best practices in media organizations

Managing Culture and Change

During this class, students will learn methods to impact organizational behavior to change legacy media organizations and grow media startups

Managing Technology and Innovation

In this class, participants will be exposed to technologies influencing the media business, ranging from new social media platforms to Blockchain technologies and Virtual Reality

Leadership Skills Participants will learn to understand their own leadership style and explore research on how their management influences teams and organizations

Managerial Ethics Students will gain a deep understanding of the ethical implications of managerial decisions and technology in media

Leadership Communications

In this class, participants will learn about successful managerial communications strategies and explore ways to become a more effective communicator

Negotiations and Stakeholder Management

Students will learn how to understand and handle power structures in organizations, and to manage balancing a variety of stakeholder interests

Managing for Resilience

Participants will explore methods to build resilient teams and deals with burnout and stress in their organization

Business Fundamentals

This class will give participants an in depth understanding of the business fundamentals in accounting and finance needed to become an effective media manager

User Centered Design In this class, students will be exposed to the fundamentals of “Design Thinking” and iterative user testing

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Table B: Graduate Program Schedule

§ Indicate academic calendar type: 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: Spring 1 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) Strategy and Execution (I) 1 x The Business of Journalism (I) 1 x Business Fundamentals 1 x Product Management and Development 3 x Revenue Models and Business Development (I)

2 x

User Centered Design 1 x Audience, Data and Metrics 3 x

Term credit total: 12 Term credit total: Term: Summer 1 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) Managing Culture and Change 3 x Leadership Communications 1 x Teams, Structures, Diversity 2 x Leadership Skills 1 x Managing Technology and Innovation 1 x

Term credit total: 8 Term credit total: Term: Autumn 1 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) Strategy and Execution (II) 1 x Strategy and Execution (I) The Business of Journalism (II)

1 x The Business of Journalism (I)

Managing for Resilience 1 x

Managerial Ethics 1 x Negotiations and Stakeholder Management

1 x

Revenue Models and Business Development (II) 2 x

Revenue Models and Business Development (I)

Capstone Project 6 x Term credit total: 13 Term credit total:

Program Totals: Credits: 33 Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable:

New = indicate if new course Prerequisite(s) = list prerequisite(s) for the noted course

40

Faculty Information Existing Core Faculty

Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Faculty Member Name, Title, and Rank

Courses to be taught

Full-time or Part-time; if Full-time identify % of time to the program



Jeff Jarvis, Leonard Tow Professor of Journalism Innovation

Business of Journalism; Revenue Models and Business Development

FT, 20% BSJ from Northwestern University, Medill School of Journalism

Jeff Jarvis is a national leader in the development of online news, blogging, the investigation of new business models for news, and the teaching of entrepreneurial journalism. He writes an influential media blog, Buzzmachine.com. He has years of experience consulting national and international media companies. He is the author of “Geeks Bearing Gifts: Imagining New Futures for News” (CUNY Journalism Press, 2014); “Public Parts: How Sharing in the Digital Age Improves the Way We Work and Live” (Simon & Schuster, 2011); “What Would Google Do?” (HarperCollins 2009), and the Kindle Single “Gutenberg the Geek.”

Jeremy Caplan, Professor and Director of

Product Management and

FT, 20% MS in Journalism from Columbia

Jeremy Caplan is an experienced journalist and journalism educator and

41

Existing Core Faculty

Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Teaching, Learning and Assessment

Development; User Centered Design

University. MBA at Columbia Business School. Princeton University Woodrow Wilson School of Public and International Affairs.

the longtime director of the school’s entrepreneurial journalism program. He has written for Time Magazine and several other renowned publications on business, technology and cultural trends. He’s covered tech companies including Google, Yahoo, AOL and Apple. Caplan was a Wiegers Fellow at Columbia Business School, where he completed his MBA, and a Knight-Bagehot Fellow at the Columbia Journalism School, where he earned an M.S. in Journalism. He also served as a Ford Fellow in Entrepreneurial Journalism at the Poynter Institute.

Carrie Brown, Ph.D., Director of the Social Journalism MA

Audience, Data and Metrics

FT, 10% BA in Journalism and biological aspects of conservation University of Wisconsin-Madison. MA in communication form the Annenberg School at the University of Pennsylvania. Ph.D.

Former associate professor of journalism at the University of Memphis. Earned recognition in 2014 as the national Educator of the Year from the Association for Education in Journalism and Mass Communication’s Newspaper and Online Division. Part of a select group of thought leaders on American Press Institute’s Research Advisory Board, whose members meet and collaborate with top leading news

42

Existing Core Faculty

Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department.

from the University of Missouri.

organizations to shape practical research agendas. Top Paper Award at the ISOJ conference in Austin, Texas 2013.

Anita Zielina, Director of News Innovation and Leadership

Program Director; Managing Culture and Change; Leadership Communications: Leadership Skills

FT, 50% MA in Law from University of Vienna, Austria. Knight Journalism Fellowship at Stanford University. Visiting Scholar at Oxford University, United Kingdom. Executive Master of Business Administration (GEMBA) at INSEAD, France.

Anita Zielina is an experienced digital media executive with a focus on digital transformation, change processes and innovation management. Her last role was as Chief Product Officer and member of the management board at Neue Zuercher Zeitung Media Group in Zurich, Switzerland, where she was responsible for all digital products. Before that, she held leadership roles as digital editor and deputy Editor-in-Chief at STERN, the German weekly news magazine published by Gruner+Jahr in Hamburg, Germany, and worked as a reporter and editor at the newspaper DER STANDARD and its digital platform derStandard.at in Vienna, Austria.

43

Faculty to be Hired

Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards. Position Title, and Rank Highest Earned Degree,

Discipline, and additional qualifications


Adjunct Professor MA or Ph.D or MBA; professional experience in the field of media and journalism

Strategy and Execution; Managing Culture and Change

Beginning of Spring Semester 2021


Teams, Structures, Diversity Beginning of Spring Semester 2021


Product Management and Development; Managing Technology and Innovation

Beginning of Spring Semester 2021

44

B: Five Year Financial Projections for the Program

Table 5: New Resources

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

Academic Year2 Academic Year† Academic Year† Academic Year† Academic Year† Full Time Faculty $ - $ - $ - $ - $ -

Part Time Faculty $ 59,664.00 $ 64,636.00

$ 64,636.00

$ 68,365.00

$ 68,365.00

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

Part Time Staff $ 82,038.00 $ 82,038.00 $

82,038.00 $ 82,038.00

$ 82,038.00

Library (Includes Staffing) $ - $ - $ - $ - $ - Equipment $ - $ - $ - $ - $ - Laboratories $ - $ - $ - $ - $ -

Supplies & Expenses $ 68,000.00 $ 58,500.00 $

58,500.00 $ 58,800.00

$ 58,800.00

(Other than Personal Services)

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

Total all $ 209,702.00 $ 205,174.00 $

205,174.00 $ 209,203.00

$ 209,203.00

[1] Specify the inflation rate used for projections. Faculty will be reassigned from current programs, such as the [2] Specify the academic year. EntrepreneurialMA. [3] Include fringe benefits. Supplies & Expenses includes the additional Executive Coaches. [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).

45

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) New Full Time Faculty Base Salary (list separetely) New Full Time Faculty Overload (include Summer) New Faculty Re-assigned Time (list seperately) Full Time Employee Fringe Benefits (41.6%) 0 0 0 0 0

Total (Links to Full-Time Faculty on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

Part Time Faculty Actual Salaries 48000 52000 52000 55000 55000 Part Time Faculty Actual Fringe Benefits (24.3%) 11664 12636 12636 13365 13365

Total (Links to Part-Time Faculty Program Exp Worksheet) $ 59,664.00

$ 64,636.00

$ 64,636.00

$ 68,365.00

$ 68,365.00

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) $ -

$ -

$ -

$ -

$ -

Year 1 Year 2 Year 3 Year 4 Year 5 PART-TIME STAFF (do not include library staff in this section) Part Time Staff Base Salary (list separately) 60000 60000 60000 60000 60000

Faculty Replacement Costs (replacement of full-time faculty - e.g. on release time - with part-time faculty) Graduate Assistants 6000 6000 6000 6000 6000 Student Hourly Part Time Employee Fringe Benefits (24.3%) 16038 16038 16038 16038 16038

46

Total (Links to Part-Time Staff on Program Exp Worksheet) $ 82,038

$ 82,038

$ 82,038

$ 82,038

$ 82,038

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 Office Furniture Other (Specify)

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

$ -

$ -

$ -

$ -

LABORATORIES 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 30000 30000 30000 30000 30000 Office Supplies 1800 1000 1000 1000 1000 Instructional Supplies 5000 6000 6000 6000 6000 Faculty Development Travel and Conferences 10000 10000 10000 10000 10000

47

Membership Fees Advertising and Promotion 20000 10000 10000 10000 10000 Accreditation Computer Software 1200 1500 1500 1800 1800 Computer License Fees Computer Repair and Maintenance Equipment Repair and Maintenance

New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet)

$ 68,000.00

$ 58,500.00

$ 58,500.00

$ 58,800.00

$ 58,800.00

CAPITAL EXPENDITURES Facility Renovations Classroom Equipment Other (list separately)

TOTAL (Links to Capital Expenditures on Program Exp Worksheet)

$ -

$ -

$ -

$ -

$ -

Other (list separately)

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

$ -

$ -

$ -

$ -

Info: Salary Increase of 5% in Y5 projected for FT staff and faculty

48

The Five-Year Revenue Projections for Program SENIOR COLLEGE (GRADUATE) WORKSHEET Year 1 = Jan to Dec 2021

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") 0 0 0 0 0 Tuition Income (calculates 2% increase per year after Fall 2015) $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 In-State Tuition & Fees $0 $0 $0 $0 $0 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 2015) $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 Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING FULL-TIME TUITION REVENUE $0 $0 $0 $0 $0 EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

# of EXISTING PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 0 0 0 0 0

49

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 after Fall 2015) $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 In-State Tuition & Fees $0 $0 $0 $0 $0 Tuition & Fees:

# of EXISTING PART-TIME Out of State Students (linked from "Enrollment and Seat Need Projections") 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 PART TIME REVENUE $0 $0 $0 $0 $0

TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $0 $0 $0 $0 $0 NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

# of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 8 10 10 10 10 Tuition Income (Calculates 2% increase per year after Fall 2015) $30,000 $30,000 $30,000 $30,000 $30,600

50

Total Tuition $240,000 $300,000 $300,000 $300,000 $306,000

Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $240,000 $300,000 $300,000 $300,000 $306,000 Tuition & Fees:

# of NEW FULL-TIME, Out-of -State Students (linked from "Enroll & Seat Need Projections") 10 10 10 10 10 Annual Avg # of Credits per FT student (24-30) 33 33 33 33 33

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $910 $910 $928 $947 $966 Total Tuition $300,300 $300,300 $306,306 $312,432 $318,681

Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $300,300 $300,300 $306,306 $312,432 $318,681 TOTAL NEW FULL-TIME TUITION REVENUE $540,300 $600,300 $606,306 $612,432 $624,681 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 0 0 0 0



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

51

Total In-State Tuition & Fees $0 $0 $0 $0 $0 Tuition & Fees: # of NEW PART-TIME, Out-of-State Students 0 0 0 0 0


Tuition Income (Specify Rate per credit) calculates 2% increase per year $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 Out-of-State Tuition & Fees $0 $0 $0 $0 $0 TOTAL NEW PART-TIME REVENUE $0 $0 $0 $0 $0

TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $540,300 $600,300 $606,306 $612,432 $624,681

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)

52

C: External Evaluation

Evaluation and Conflict of Interest Statement

53

54

55

56

57

58

CV External Reviewer Rosental Alves Rosental Alves began his academic career in the United States in March 1996, after 27 years as a professional journalist, including seven years as a journalism professor in Brazil. He moved to Austin from Rio de Janeiro, where he was the managing editor and member of the board of directors of Jornal do Brasil, one of the most important Brazilian newspapers. Alves worked for that paper for 23 years. He was chosen in 1995 from approximately 200 candidates to be the first holder of the Knight Chair in International Journalism, created by a $1.5 million endowment from the James L. and John S. Knight Foundation. In 2002, Alves received a $2 million grant from the Knight Foundation to create the Knight Center for Journalism in the Americas, a four-year project to work in training programs with journalists from Latin America and the Caribbean. The Knight Center is based at the School of Journalism in Austin, but reaches thousands of journalists throughout the hemisphere. For more than a decade, Alves was a foreign correspondent based in Spain, Argentina, Mexico and the United States, working for Jornal do Brasil. In 1991, he created the first online, real-time finance news service, the first of its kind in Brazil. And in 1994, Alves managed the launching of Jornal do Brasil's online edition, making it the first Brazilian newspaper available on the Internet. At the University of Texas at Austin, Alves has three basic areas for teaching and research: international reporting (emphasizing the work of foreign correspondents), journalism in Latin America (especially the struggle for a free press in the hemisphere), and Internet journalism (the creation of a new genre of journalism for the digital medium). He created the first class on online journalism at UT in the 1997-98 academic year. Alves has been a frequent speaker in conferences and has conducted numerous workshops in several countries to train journalists and journalism professors on the use of the new medium. Alves is a member of boards or advisory councils of several international organizations, such as International Consortium of Investigative Journalists, International News Safety Institute, United Nations University’s Media Peace and Security Institute, Latin American Center for Journalism, Foundation New Iberian American Journalism, and the Maria Moors Cabot Awards at Columbia University. A working journalist since he was 16, Alves received a B.A. in journalism from the Rio de Janeiro Federal University. He was the first Brazilian awarded a Nieman Fellowship to spend an academic year (1987-88) at Harvard University. He taught journalism at Fluminense Federal University and at Gama Filho University, in Rio de Janeiro, beginning as a lecturer when he was 21.

External Review Selection Justification The Craig Newmark Graduate School of Journalism at CUNY decided on Rosental Alves as the external reviewer because of his academic leadership in the field of journalism education. Under his management and academic guidance, the Knight Center for Journalism in the Americas and his department at the Journalism School at the University of Texas has developed into one of the leading academic programs for media innovation and journalism. Based on different academic rankings, the journalism program at the University of Texas at Austin ranks in the Top 20 journalism schools in the United States and has also been ranked as the best journalism school in Texas. Under his leadership, the university has approached new and innovative teaching methods, such as MOOCs (massive open online courses) in data journalism, storytelling and product management in media that attract thousands of students every semester.

59

With these initiatives, Alves has proven to be one of the most forward thinking and thorough educators in academia in the field of journalism.

Reaction to External Review In his external evaluation, Rosental Alves made a point of addressing a potential weakness in the schools proposed new degree. In his opinion. With the Craig Newmark Journalism school being part of the less affluent public university system, the school will have to compete with private journalism schools that might be able to invest more money in similar programs. He also mentioned that this will mean that to fulfill the schools mission of allowing students from less privileged backgrounds to attend the program, the school will have to provide scholarships. The program director and the governing body of the school are aware of these challenges and have addressed them proactively in the aforementioned program proposal. As stated in the “Cost Assessment and Business Case” section of this proposal, tuition revenue will make the program profitable from year one onwards, and our research shows high market demand and willingness to pay. Over the next years, we expect the program to become a stable and growing source of income for the school and CUNY. This is in line with trends our industry peers, other universities and journalism schools, have been observing for the last decade: Executive education and professional degrees are a growth market in the higher education sector, and allow schools to stay financially healthy because they are highly profitable. That being said, we will also proactively raise and make available additional scholarship funds to guarantee that less affluent, high potential students can partake in the program. We anticipate to raise about $100,000 a year from various private sources and foundations. Over the last eight years, the school has raised $60 million from a variety of foundations and individual donors, and has a current endowment of $31 million.

60

D: Letters of Support

61

62

63

64

Sept. 28, 2019

To Whom It May Concern,

My name is Aron Pilhofer. I am the James B. Steele Chair in Journalism Innovation at Temple University. In addition to teaching, my work is focused on new business models, digital transformation and innovation in news.

This letter is to support the proposed Executive Master in News Innovation and Leadership at the Craig Newmark Graduate School of Journalism at CUNY.

The core of this new executive degree - understanding the business side of the news media industry; driving and managing transformation; developing and adjusting digital strategies and developing and growing digital products with an audience-centric mindset - are all areas I extensively worked in during my career. Before joining Temple University, I was the executive editor, digital, and interim chief digital officer at the Guardian in London/United Kingdom. There, I led the Guardian's product and technology teams. Before coming to the Guardian, I was associate managing editor for digital strategy and editor of interactive news at The New York Times. I co-founded two news-related startups: DocumentCloud.org and Hacks & Hackers.

The curriculum described in the proposal includes the very skills that I think are essential to lead today's news media organizations. Participants will be uniquely prepared to navigate the rapidly shifting landscape of media business models and work on providing a sustainable future for the new industry.

65

66

E: Supporting Documentation

- Admitted participants for the not-for-credit program 2020

Name Job Country

Ethar EL-KATATNEY Editor Young Audiences Wall Street Journal US

Alexander DROESSLER Head of Product Lokalportal Germany

Almudena TORAL Head of Digital Video Univision US

Lauren BERRY Managing Editor AI and News Automation Bloomberg US

Anita ARRIAGADA Head of Chicas Poderosas Chile Chile

Abbie SCOTT Deputy Managing Editor Digital FT UK

Susanne AMANN Managing Editor Online Spiegel Germany

Mary WILLSON Product, Process and Training Manager 6AM City US

Kim BUI Director Audience Innovation Arizona Republic US

Daisuke FURUTA Editor in Chief Buzzfeed Japan Japan

Styliamos CHARALAMBOUS CEO Daily Maverick South Africa

Maryelina PRIMERA Senior Editor LATAM Univision Venezuela/US

Graham RINGO-WATSON Managing Editor Rivard Report US

Jonah COMSTOCK Managing Editor MobiHealthNews US

Thierry BACKES Lead Transformation Management SZ Germany

Rosy KATANACH VP Product, Publishing New York Times US


RESOLUTION TO

Close the Department of Health and Physical Education at John Jay College of Criminal Justice

January 13, 2020

WHEREAS, John Jay College of Criminal Justice has confirmed that the College’s Department of Health and Physical Education (HPE) has no full-time faculty members, and there are no plans to add any full-time faculty to the department; and WHEREAS, The Department of HPE oversees only one minor degree and it is inefficient to retain the academic department structure; and

WHEREAS, Following consultation with its faculty, the Department of Counseling and Human Services has agreed to manage the current Department of HPE course offerings and to welcome the Department of HPE part-time faculty to its department; and

WHEREAS, No new students have been admitted in the HPE minor since 2017 and students currently enrolled in this minor will be able to complete the minor under the Department of Counseling and Human Services.

NOW, THEREFORE, BE IT RESOLVED, That the Department of Health and Physical Education at the John Jay College of Criminal Justice be dissolved effective February 4, 2020. EXPLANATION: Due to the retirement of all full-time faculty in the Department of HPE, and after consultation with the faculty of the Department of Counseling and Human Services, the College has concluded that there is no longer a need for such a department at this time.


RESOLUTION TO

Approve the Actions in the CAPPR Dashboard January 13, 2020

WHEREAS, The Trustees of the City University of New York who serve on the Committee of Academic Policy, Programs, and Research approve a range of academic actions presented by the Office of Academic Affairs before these actions go to the full Board of Trustees; and WHEREAS, Proposed academic actions are submitted to the CAPPR committee for approval either through individual resolutions or in summary form; and WHEREAS, Individual resolutions are submitted to the CAPPR committee in the case of new academic degree programs, university-wide academic or research policy, transfer of degree-granting authority, the establishment or closing of departments, and the establishment of university-wide institutes; and WHEREAS, A summary report is submitted to the CAPPR committee in the case of changes to existing academic degree programs that require NYSED approval, the creation of new certificate programs and new degree programs from existing programs, the establishment of campus-based policy, and the inclusion of approved courses in general education; and WHEREAS, Members of the CAPPR committee have requested that the summary report be presented in a dynamic, interactive dashboard that helps to visualize academic activity from the previous month and over time; and WHEREAS, The Office of Academic Affairs introduced its CAPPR Dashboard during the CAPPR meeting on October 7, 2019, and will continue to provide updated dashboards at every committee meeting.

NOW, THEREFORE, BE IT RESOLVED, That the actions in the CAPPR Dashboard be approved effective February 4, 2020, subject to financial availability.

EXPLANATION: Routine academic matters, local academic policies, and course inclusions in the University’s general education program are presented to the Committee of Academic Policy, Programs, and Research in summary form. The new CAPPR Dashboard makes it possible for Trustees to interact with this summary data. Using the new dashboard format, Trustees are able to manipulate and explore graphic representations and charts of the academic activity from the previous month and over time using various tools and filters.

Program Actions by CIP

11

2

2

2

111

1

5

1

11

Anthropology

Bilingual and Multilingual Education

Biology/Biological Sciences, General

Chinese Language and Literature

Clinical Laboratory Science/MedicalTechnology/TechnologistEducation/Teaching of Individuals in EarlyChildhood Special Education ProgramsEducation/Teaching of Individuals inSecondary Special Education ProgramsElectrical, Electronic and CommunicationsEngineering Technology/Technician

Environmental Science

Geology/Earth Science, General

Liberal Arts and Sciences/Liberal Studies

Music History, Literature, and Theory

No CIP Code

Overall

1

1

1

Community Colleges

1

1

2

2

2

11

1

5

1

Senior Colleges

By College Type

CIP Academic Plan/Institution

Total Community Colleges

Senior Colleges

Anthropology Anthropology 1 1

Hunter College 1 1

Anthropology Total 1 1

Bilingual and Multilingual Education

Bilingual Speech-Language Pathology

1 1

Lehman College 1 1

Bilingual and Multilingual Education Total 1 1

Biology/Biological Sciences, General

Biology 1 1

College of Staten Island

1 1

Macaulay Honors College Biology

1 1


1 1

Biology/Biological Sciences, General Total 2 2

Chinese Language and Literature

Chinese Languageand Literature

1 1

Hunter College 1 1

Macaulay Honors College Chinese Language and Literature

1 1

Hunter College 1 1

Chinese Language and Literature Total 2 2

Clinical Laboratory Science/Medical Technology/Technologist

Macaulay Honors College Medical Technology

1 1


1 1

Medical Technology

1 1


1 1

Clinical Laboratory Science/Medical Technology/Technologist Total

2 2

Education/Teaching of Individuals in Early Childhood Special Education Programs

Early Childhood Special Education,Birth-Grade 2

1 1

Hunter College 1 1

Education/Teaching of Individuals in Early Childhood Special Education Programs Total

1 1

Education/Teaching of Individuals in Secondary Special Education Programs

Adolescent Special Education,Grades 7-12

1 1

Hunter College 1 1

Education/Teaching of Individuals in Secondary Special Education Programs Total

1 1

Electrical, Electronic and Communications Engineering Technology/Technician

Electrical Engineering Technology

1 1


1 1

Electrical, Electronic and Communications Engineering Technology/Technician Total

1 1

Environmental Science Environmental Science

1 1

LaGuardia CC 1 1

Environmental Science Total 1 1

Geology/Earth Science, General

Geology 3 3

City College 3 3

Macaulay Honors College Geology

2 2

City College 2 2

Geology/Earth Science, General Total 5 5

Liberal Arts and Sciences/Liberal Studies

Liberal Arts and Sciences

1 1

Queensborough CC

1 1

Liberal Arts and Sciences/Liberal Studies 1 1

CIP Academic Plan/Institution

Total Community Colleges

Senior Colleges

Total

Music History, Literature, and Theory

Music 1 1

Hunter College 1 1

Music History, Literature, and Theory Total 1 1

No CIP Code Film And Television

1 1

LaGuardia CC 1 1

No CIP Code Total 1 1

Grand Total 20 3 17

Program Actions Summary

Year/Month Institution Action Degree Academic Plan Plan Code Summary

2020 / 01 City College Change of Program Name BA Geology GEOL-BA Change of Degree name from Geology to Earth and Atmospheric Sciences to better reflect the course content and current national norms.

2020 / 01 City College Change of Program Name BA Macaulay Honors College Geology

MHCGEOA-BA Change of Degree name from Geology to Earth and Atmospheric Sciences to better reflect the course content and current national norms.

2020 / 01 City College Change of Program Name BS Geology GEOLG-BS Change of Degree name from Geology to Earth and Atmospheric Sciences to better reflect the course content and current national norms.

2020 / 01 City College Change of Program Name BS Macaulay Honors College Geology

MHCGEO-BS Change of Degree name from Geology to Earth and Atmospheric Sciences to better reflect the course content and current national norms.

2020 / 01 City College Change of Program Name MS Geology GEOLGY-MS Change of Degree name from Geology to Earth and Atmospheric Sciences to better reflect the course content and current national norms.

2020 / 01 College of Staten Island

Change of Program Name BS Macaulay Honors College Medical Technology

MHCMDT-BS The program title change reflects the certification that the students will receive upon completion of the program.


Change of Program Name BS Medical Technology

MDT-BS The program title change reflects the certification that the students will receive upon completion of the program.


Discontinuation of a Program

AAS Electrical Engineering Technology

ELT-AAS The Department wishes to discontinue the program at this time. There are currently no students in the program.


Elimination of Option/Track/Concentration

BS Biology BIO-BS The elimination and re-naming of concentrations will simplify the major and be more effective at achieving the program goals.



BS Macaulay Honors College Biology

MHCBIO-BS The elimination and re-naming of concentrations will simplify the major and be more effective at achieving the program goals.

2020 / 01 Hunter College Create a New Concentration

BA Chinese Languageand Literature

CHINLIT-BA The proposed curriculum change will add a third track to the Chinese major 'the Flagship Track ' in addition to the Language and Literature Track and the Translation Track, for students in the Chinese Flagship program at Hunter. Students in the Flagship program are required to spend their final Capstone Year studying abroad; this new track will allow Flagship students to earn 18 more credits during that Capstone Year.


BA Macaulay Honors College Chinese Language and Literature

MHCCHIL-BA The proposed curriculum change will add a third track to the Chinese major 'the Flagship Track ' in addition to the Language and Literature Track and the Translation Track, for students in the Chinese Flagship program at Hunter. Students in the Flagship program are required to spend their final Capstone Year studying abroad; this new track will allow Flagship students to earn 18 more credits during that Capstone Year.


MA Music MUSIC-MA The capstone MA performance recital is now a credited event. For the MA inMusic Composition, we have eliminated two courses and clarified the number of semesters of private lessons that such students must take. We also initiate our MA-Music with a concentration in Jazz Performance.

2020 / 01 Hunter College Eliminating a Requirement for a Program Completion

MA Anthropology ANTHRO-MA Reduceing the required courses by one and shifts two of the remaining requirements away from introductory survey courses to methods training and experiential learning opportunities. We will also offer a non-thesis optionfor students who do not expect to pursue additional graduate training. They will be required to complete a comprehensive exam instead.

2020 / 01 Hunter College Significant Changes to the Curriculum

ADPB Adolescent SpecialEducation, Grades7-12

ASE712-AC Changes to two courses in the Certificate.

2020 / 01 Hunter College Significant Changes to the Curriculum

ADVCERPM Early Childhood Special Education,

ECSEB2-AC Remove courses from the course of study and add Practicum in Early Childhood Special Education.

Year/Month Institution Action Degree Academic Plan Plan Code Summary

Birth-Grade 2

2020 / 01 LaGuardia CC Create a New Concentration

AS Environmental Science

ENVSC-AS LaGuardia Community College proposes to add a new concentration, Sustainable Urban Agriculture, to the existing Environmental Science AS degree. This concentration will prepare students for careers in the production of food in urban/metropolitan areas and further study in the area of urban sustainability.

2020 / 01 LaGuardia CC Creation of a New Program from an Existing Option/Track/Concentration

AA Film And Television

NEW LaGuardia Community College proposes to register an Associates of Arts (AA) program in Film and Television. Film and Television is currently offeredas an option in the Liberal Arts: Social Science and Humanities major. We propose to create the new program from this existing option and eventually discontinue the Liberal Arts option.

2020 / 01 Lehman College Change of Program Name ADVCERPM Bilingual Speech-Language Pathology

BSP-ADVCRT We are changing the program title, increasing the credit load from 12 to 15 credits, changing to admission requirements, as well as the program description.

2020 / 01 Queensborough CC


AA Liberal Arts and Sciences

LA-AA Effective Spring 2019 the college launched a new degree program, an A.S. Psychology, that will replace the Liberal Arts and Sciences A.A. Psychology Concentration.

Campus Academic Policies by Career

0

1

2

3

4

5

6

7

3

6

1

Graduate

Undergraduate

UndergraduateKingsboroughCC

Overall

Community Colleges Senior Colleges0

1

2

3

4

5

3

4

2

1

By College Type

Academic Career Institution Total Community Colleges Senior Colleges

Graduate Total 3 3

Graduate Lehman College 3 3

Undergraduate Total 6 4 2

Undergraduate Bronx CC 2 2

Lehman College 1 1

Medgar Evers College 1 1

Queensborough CC 2 2

Undergraduate Kingsborough CC Total 1 1

Undergraduate Kingsborough CC Kingsborough CC 1 1

Grand Total 10 5 5

Campus Academic Policies Summary

Year/Month Institution Action Academic Career

Academic Policy Summary

2020 / 01 Bronx CC Change Undergraduate Clarify BCC policy re maximum credits students can attempt in a semester without additional approval

This clarifies campus policy requiring students to seek Provost/designee approval when registering for greater than 18 credits in a semester.

2020 / 01 Bronx CC Create Undergraduate Transfer Agreement for Diagnostic Medical Imaging Program at SUNY Downstate

Our students are often interested in pursuing a career in sonography, but have few viable options to consider at public, nonprofit institutions. This agreement provides a detailed pathway to the program at SUNY Downstate that allows students to complete a degree at BCC in two years and, in another two years, complete the bachelor's degree at SUNY Downstate.

2020 / 01 Kingsborough CC

Change Undergraduate Kingsborough CC

Advanced Standing Policy

Although as per CUNY policy, all CUNY credits remain transferable,this policy increases the number of advanced standing credits from 30 to 45 credits applied toward a degree for students who are enrolled in Kingsborough Community College's fully online Liberal Arts program. CUNY has made a commitment to better serving the needs of adult learners in NYC , particularly those with some college but no degree. Kingsborough has implemented fully online programs specifically to serve this population and to close equity gaps.

2020 / 01 Lehman College Change Graduate Transfer of Credit This change in policy allows graduate program directors greater flexibility in the awarding of transfer credits toward degree completion.

2020 / 01 Lehman College Change Undergraduate Optional Minor (12 credits or more credits)

Current practices are that only one course can be shared between a student's major and minor/certificate and no courses can be shared between minors/certificates. This proposal raises that to fiftypercent of the coursework, offering students more flexibility in programming.

2020 / 01 Lehman College Create Graduate Awarding Credit for Same Courses in Different Degree Programs

It is appropriate to give credit for the same coursework in instances where there may be overlap in degree requirements under the following conditions: studies in a second field has been completed in a time span greater than required for one degree; and when competencies gained are in essentially different areas.

2020 / 01 Lehman College Create Graduate Graduate Advanced Standing

This change establishes criteria for the awarding of transfer credits into graduate programs.

2020 / 01 Medgar Evers College

Change Undergraduate Proposal to Change Academic Standard Policy starting Spring 2020

Medgar Evers College proposes revising their probation categories to now having three: Academic Warning, Academic Probation, and Dismissal. Currently, there are four levels, Academic Warning, Academic Probation, Academic Continued Probation, and Dismissal.


Change Undergraduate Changes Proposed in College Grading Policy

The current College Grade Change Policy has no provision for any time limit. This policy requires a request for a grade change be made within two years.


Create Undergraduate Proposed Academic Fresh Start Policy

Students who did not realize their full academic potential during their first attempt at the college experience are to be given a second chance at least four years later to meet their educational goals without penalty.

General Education Courses

2

3

2

4

2

1

Flexible Core - Creative Expression

Flexible Core - Individual and Society

Flexible Core - Scientific World

Flexible Core - World Cultures &Global IssuesRequired Core - EnglishCompositionRequired Core -Mathematical&QuantitativeReasoning

Overall

1

2

1

Community Colleges

1

3

2

2

2

Senior Colleges

By College Type

General Education Category/Institution Total Community Colleges Senior Colleges

Flexible Core - Creative Expression Total 2 1 1

Borough of Manhattan CC 1 1

John Jay College 1 1

Flexible Core - Individual and Society Total 3 3

Brooklyn College 1 1

John Jay College 1 1

Queens College 1 1

Flexible Core - Scientific World Total 2 2

NYC College of Technology 1 1

Queens College 1 1

Flexible Core - World Cultures & Global Issues Total 4 2 2

Bronx CC 1 1

City College 1 1

Hunter College 1 1

Queensborough CC 1 1

Required Core - English Composition Total 2 2

School of Labor&Urban Studies 2 2

Required Core - Mathematical&QuantitativeReasoning Total 1 1

Hostos CC 1 1

Grand Total 14 4 10

General Education Courses Summary

Year/Month Institution Subject Catalog Number Course Title General Education Category

2020 / 01 Borough of Manhattan CC ART 126 Introduction to African Art Flexible Core - Creative Expression

2020 / 01 Bronx CC JPN 112 Beginning Japanese II Flexible Core - World Cultures & Global Issues

2020 / 01 Brooklyn College HNSC. 3314 Human Encounters with Death and Bereavement Flexible Core - Individual and Society

2020 / 01 City College URB 20020 The City in History Flexible Core - World Cultures & Global Issues

2020 / 01 Hostos CC MAT 150SI College Algebra with Trigonometric Functions Required Core - Mathematical&QuantitativeReasoning

2020 / 01 Hunter College GEOG 15000 World Regional Geography Flexible Core - World Cultures & Global Issues

2020 / 01 John Jay College AFR 202 Hip-Hop Justice Flexible Core - Creative Expression

2020 / 01 John Jay College ENG 225 Interpreting Objects, Text and Culture Flexible Core - Individual and Society

2020 / 01 NYC College of Technology PHIL 2202 Symbolic Logic Flexible Core - Scientific World

2020 / 01 Queens College JOURN 100 Beat The Press: Questioning The Media Flexible Core - Individual and Society

2020 / 01 Queens College PHYS 5 Physics and the Future Flexible Core - Scientific World

2020 / 01 Queensborough CC HIST 252 History of Medieval and Early Modern Spain Flexible Core - World Cultures & Global Issues

2020 / 01 School of Labor&Urban Studies URB 102 Writing 1: Language, Literacy, and Culture Required Core - English Composition

2020 / 01 School of Labor&Urban Studies URB 103 Writing 2: The Nature of the City Required Core - English Composition